Concept Analysis
Brief Plot Summary and Organizational Patterns
Lizzie Bright and the Buckminster Boy by Gary D. Schmidt follows the adventures of
Turner Buckminster, the son of the new minister of Phippsburg, Maine. Turner doesn’t fit in
from the start, getting teased by the other boys of the town and failing miserably at their
“baseball” games. However, he soon befriends Lizzie Bright, a black girl that lives on Malaga
Island with others of mixed-race. The times he spends with her are when he feels the most free.
At one point, while trying to row Lizzie to safely when she gets hurt, Turner becomes fascinated
by a bunch of whales, when he looks into their eyes.
Turner becomes good friends with Mrs. Hurd, a mischievous older lady with a heart of
gold, and grows to like Mrs. Cobb, a proper old lady whose only goal is to say last words that
will be remembered forever. Turner is required to play the organ for Mrs. Cobb, after making a
few social bumbles which he has to make restitution for. Eventually, Lizzie comes to join them
for these organ sessions, though it takes a little while before Mrs. Cobb warms up to her.
However, the government men of the town wish to get rid of all the “riff-raff” of Malaga
Island, and the residents slowly start leaving. Mrs. Cobb dies, leaving her house to Turner. He
tries to give it to Lizzie, but before he can get through all the obstacles to do so, his father fights
with the sheriff, falls over a cliff, and eventually dies. During the time that Turner is waiting and
grieving, Lizzie is sent to an insane asylum. When Turner finally gets around to going to find
her, he finds out she died soon after getting there. Turner returns home to live in Mrs. Cobb’s
house with his mother, striving to stay strong and finally understanding what the whale meant to
tell him: “there is nothing more beautiful and
more wonderful in all its evolved forms than two
souls who look at each other straight on. And
there is nothing more woeful and soul-saddening
than when they are parted.” After losing his father
and Lizzie, Turner turns to Willis Hurd, an enemy
turned friend, and shares what he’s learned from
the whales.
The cemetery at Malaga Island was dug up and moved to The Home
for the Feeble-Minded (the insane asylum)
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The organization of this novel is fairly straightforward. It occurs in chronological order,
and the chapters are long, and generally break between scenes. There are numerous scenes in
each chapter, however, suggesting that the chapters separate ideas and time rather than scenes.
The organization flows naturally, and not much attention needs to be paid to it in order to make
sense of the novel, which is probably a good thing—no distractions from the story.
The Big Question or Enduring Issue
Schmidt seems to ask us through this novel, “When should you or shouldn’t you stand up
for what is right?” The author is successful at addressing this through his characterization of
Turner, his father, Deacon Hurd, and all the other people involved in the expulsion of Malaga
Island. He shows Turner, who tries to do everything he can to help Lizzie, and we admire that in
him. But Schmidt also shows the father, who at first is hesitant to do anything to help (pressured
by the “Misters”) but when he finally does stand up, he forfeits his life. These consequences
show that even when you do stand up when it’s right, that it won’t always end up the way it
should. This is an interesting question to think about it. Are the results of a righteous choice
worth making that choice?
Background Knowledge
There are a few different pieces of knowledge needed to get the most possible out of this text.
1. How did the residents of Malaga Island come to be there? What is their history?
2. What in truth happened to these
residents?
3. What was the attitude of the time
towards people like those on
Malaga Island?
4. What was the importance and
significance of the church in a
town like Phippsburg, Maine, in
1912?
Malaga Island Today
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Issues
Theme
There are several themes in this novel, one of which relates to the big theme: Courage is
needed to do what is right, especially when opposed by everyone around you. We see this theme
through the actions of Turner, Lizzie, his father, Mrs. Cobb, Willis, and Mrs. Buckminster, all of
whom choose to do things that take courage.
Another prominent theme is that people
can change when faced with certain
circumstances. Distinct changes are seen in
Reverend Buckminster, Mrs. Cobb, Willis Hurd,
and Turner. As a class, it would be prudent to
explore why these changes happened.
The destruction of Malaga Island is
blatantly wrong and unfair. This suggests that another theme of the book is that we should not
destroy the lives of people for selfish and racist reasons. Obviously.
Setting
The setting of this book is extremely important, because the story is based in historical
events that happened in this very place. The events of the people of Phippsburg, Maine kicking
out the residents of Malaga Island actually happened. There is also importance in the physical
features of this place. The sea is a prominent part of this novel, a place where Turner learns from
Lizzie and from the whales, and even loses his father. It would be a good idea to familiarize
students with the terminology and features of the sea and land in this place, so that they can
create a more accurate picture of the story in their mind and know where events take place.
Point of View/Narrative Voice
This book is in third person point of view, following mostly Turner, but sometimes
Lizzie. This allows for the reader to understand both of their thoughts and actions at different
times. However, the point of view doesn’t focus on Lizzie after the first couple of chapters,
probably because from then on Schmidt wants to put emphasis on Turner’s growth.
Characterization
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Turner Buckminster: Main protagonist; 13-year old son of the new Minister of Phippsburg,
Maine; always expected to conduct himself properly but promptly fails to do so; strong-willed;
best friends with Lizzie Bright; loves baseball; enjoys being a kid; compassionate; studies Latin
under his father’s schooling; plays the organ; is fascinated by the world.
“Being a minister’s son mattered a whole lot,
and pretending that it didn’t matter to him was starting
to peck at his soul” (p. 1).
“He wept for old Mrs. Hurd, and he wept for
Mrs. Cobb, and he wept for his father, and he wept for
Lizzie Bright.” (216).
Lizzie Bright: thirteen year old black girl who lives on
Malaga Island; her grandfather is the Reverend of the
island; takes care of her grandfather as much as possible;
plays on the ocean; loves where she lives; smart;
resourceful; goes to the Insane Asylum and dies there.
“She turned and scramble up the outcroppings,
picking up the hatchet that was to have been splitting
kindling all this time. But she could hardly help it if
there was something so much better to do, like watching
the tide come in.” (p. 16).
Reverend Buckminster: the new minister who is very worried about appearances during the
first part of the novel, punishing Turner for his social blunders; home schools Turner, becoming
familiar with Charles Darwin which changes his thinking and courage so that he later stands up
to the sheriff, resulting in his fall and impending death.
“Turner looked steadily at him. ‘Should a minister’s son be reading this?’
‘Who better?’ said his father. ‘Besides, your mother says that maybe First Congregational
doesn’t need to know everything we’re thinking.’ He laughed again. ‘Whatever would Deacon
Hurd say if he knew you were reading Charles Darwin?’” (p. 129)
Mrs. Buckminster: Always has a strong sense of what’s right and wrong. Often sticks up for
Turner and tries to set her husband straight. Strong, courageous, kind.
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Mrs. Hurd: An older lady who paints her house yellow in a green-house town. She’s eccentric,
fun, lively, and also dislikes the atmosphere of Phippsburg. Her son, Deacon Hurd, sends her to
the insane asylum in order to make money off her house. Here’s a conversation between her and
Turner:
“‘You know why you got whipped?’ ‘Whipped?’ ‘You were supposed to hit that boy in
the eye.’” (p. 54).
Mrs. Cobb: An older lady who craves to have famous last words that will be remembered.
Turner has to make a few of his blunders up to her by going over to her house and playing the
organ. She changes throughout the course of the novel, to where she gives her home to Turner in
her will, in order to give to Lizzie. She’s stubborn, sassy, but has a good heart.
Mr. Stonecrop: Richest man of the town, wants to turn Malaga Island into a tourist spot.
Willis Hurd: Deacon Hurd’s son. Gets in fights with Turner at the beginning of the book.
Becomes best friends later. Grows throughout the book, showing courage and strength at the end.
Deacon Hurd: Ms. Hurd’s son. Influential man in the town
Reverend Griffin: Lizzie’s grandfather. Reverend who dies halfway through the novel. Strong,
a good example to both Lizzie and Turner. Does what he can to fight for the island.
Literary Terms
Some of the literary terms that could be successfully taught through this novel are as follows:
Conflict: Examine the conflict between Turner and his parents, the town, Willis, Mrs. Cobb, and
Lizzie; the conflict between Turner’s father and the town; and between the residents of Malaga
Island and the town.
Dialogue: Examine the dialogue between characters, connecting it to the conflict and
characterization.
Foreshadowing: There are a few instances in the book where events are foreshadowed. Address
these events with students, teaching them the literary merit of foreshadowing. For example, on
p.19-20 we see Mr. Stonecrop and Co. talking about building a tourist site on Malaga Island.
Talk to students about what might happen based on this conversation.
Hero: Examine the types of heroes in this book. Turner, Mrs. Cobb, Turner’s father, even Willis.
Teach the reasons why they could be considered heroes, even though they are very different.
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Narration: This book is written in 3rd person, but we still see into Turner and Lizzie’s thoughts.
Talk about what sort of effect this has on the reader.
Plot: This book as a distinct plot line. Discussion and learning the aspects of plot with this book
would be very informative and enlightening. Especially in discussing climax.
Affective Issues Related to the Work
Students will be able to relate to this work for
a number of reasons. Turner and Lizzie, for
instance, are young protagonists that are
dealing with hard things. Losing a home,
losing a family member, losing a friend.
Many students are familiar with loss,
particularly at a young age. Also, Turner’s
relationship with his parents is strained. He
has to deal with restrictions that he feels are
not fair and ruin his social life. Most
adolescents and pre-teens face these same
feelings. This book also helps to validate
some of the feelings and opinions that
students may have, particularly when all the
people around them (particularly those that
should “know” better) are wrong. The way
that Turner deals with this situation would be easily relatable and be a good discussion topic and
learning tool.
Vocabulary Issues
There is a lot of difficult vocabulary in this book, particularly Tier 2 words. Since this book takes
place on the coast, near an island, there are a lot of words that are specific to the ocean and
landscape of that place (tide, swell, mudflat, surge, outcropping, bough, ebb). A knowledge and
understanding of all these words would help students understand parts of the novel. There are
also opportunities for Tier 3 words—words that are more difficult words of the language
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(immense, tethered, craggy, passable, propositions). And Turner’s father also teaches him Latin
from various texts, which Turner has to translate. It would be prudent to look at some of the
same texts Turner does and use Latin roots to help students practice.
Implications for Students of Diversity
This is an excellent book for teaching issues of diversity and prejudice. Studying the history of
the residents of Malaga Island and their relationship to the people of the town would help
students see how certain prejudices occur. This book will help address prejudice, tolerance,
courage in the face of evil ideas, and friendship between people that are different. You could also
address students with special needs with these same concepts,
Gender Issues
This book does not address gender roles specifically. However, the major decisions of the town
are all made by men; their wives are never present. But the people that have the biggest effect on
Turner are all women: Lizzie Bright, Mrs. Hurd, Mrs. Cobb, and his mother. In fact, these are the
characters that seem most virtuous by the end of the novel. The only “good” males, besides
Turner, that are prominent in the book are Reverend Griffin and Turner’s father (but only after
he changes, which changes seem influenced by his wife). It would be interesting to discuss with
students why this happens and what that suggests about how society is influenced by and
influences the different genders.
Research Issues/Project Ideas
This novel could really use a research
project alongside it, even a small one, in which
students explore information on the actual events
of Malaga Island and the social issues of the time.
I think a fantastic way to do this would be to
create a picture book in groups or as a class.
Research the background of this place and how
residents came to live on Malaga Island. Then
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address the conflict that occurred, the removal of the residents, and the aftermath—all with
pictures (preferably real photographs if possible). If you want to create more than one picture
book as a class, groups could be assigned different subjects. One could do the main plotline
which was just described, another could do a picture book on the insane asylum: Home for the
Feeble Minded, another the story of the shipbuilding business and its failure, or the whales that
swim near the shore, or Malaga Island as it stands today.
Another project might be to find some sort of landmark or place today that is going to be
torn down and replaced with something that would generate more revenue. Have students do
research on the place, and write letters to the town council or those concerned in order to save
the place if it deserves saving. Or along that note, have students research other places that were
torn down for profit or prejudice, writing letters or coming up with ideas that might have saved
the place. What should they have done instead?
On a positive note, students could also research places that have been “improved,”
already, interviewing those that were affected by the change, and whether or not it helped or hurt
them. In Guayaquil, Ecuador, for example, the Malecon was the poorest place in the whole city.
The city made it a tourist attraction by creating a beautiful walkway that climbed up the hill,
ending at a church. The houses were painted bright colors on each side and made into shops and
dining joints. However, when you look back down the hill, behind the brightly painted facades,
poverty is still very apparent.
What is the story here or in
instances like this? Having
students write a newspaper
article or something similar
with a story like this would
really help them understand
the events of Lizzie Bright.
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Text sets and Enrichment Resources
Websites:
http://www.malagaislandmaine.org/
A great site about the events of Malaga Island, complete with pictures, a documentary,
comments, a forum, and more information about the events.
Picture books:
The Reluctant Dragon by Kenneth Grahame, illustrated by Inga Moore
A children’s book that addresses courage, misunderstanding, heroism, and stereotypes.
Remember: The Journey to School Integration by Toni Morrison
About the integration of schools in The South. Has photographs and information about
the tension and prejudices of the people.
Other Novels:
The Watsons Go to Burmingham by Christopher Paul Curtis
About the bombing of the church in Birmingham. Deals with racism, bigotry, tragedy,
and the Civil Rights Movement.
Witness by Karen Hesse
A book about another small town a decade after Schmidt’s book which is negatively
affected by the arrival of the Ku Klux Klan. Similar themes and issues.
Mississippi Trial, 1955 by Chris Crowe
About the Civil Rights Movement and Emmet Till. Deals with similar issues as The
Watsons go to Birmingham
To Kill a Mockingbird by Harper Lee
About a black man being charged with the rape of a white girl. Deals with prejudice,
violence, hypocrisy, and intolerance. The character of Boo Radley resembles characters in Lizzie
Bright
The Outcasts of 19 Schuyler Place by E. L. Konigsburg
About a girl who tries to save three towers that the neighborhood wants to get rid of.
About defining and preserving beauty and art, courage and standing up for something,
individuality, and defying public opinion.
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