In these chapters, the author continues to develop the theme of The Strength of Family Bonds in Times of Crisis by showing how Jackson and his parents lean on Uncle Solly after they lose their home. Even though he is not a blood relative, Jackson refers to him as “Uncle,” which denotes that he is part of the Barrett family, too. By describing Solly’s generosity and kindness, the author helps to explain how he developed such a close bond with the Barrett family. For instance, Mom and Dad remember how they might not have survived their first “miserable” year at Copper River without Uncle Solly’s help. Tarshis writes, “When Mom and Dad ran out of food that winter, Uncle Solly shared his. He’d taught them about hunting and fishing and living off the land. Without Uncle Solly’s help, Mom and Dad always said, they wouldn’t have survived the winter” (28). When they lose their home and supplies in the fire, Uncle Solly comes to the rescue again, extending his help and hospitality to the Barretts in his home in Valdez. This deepens his strong bond with the family.

The Barretts’s relationship with Uncle Solly establishes the theme of Individualism Versus Community, as the Barretts could not recover from their tragedy without Solly’s help. Yet Jackson’s strong feelings of individualism in these passages show that he has yet to fully understand the value of a wide social circle. Thinking about going to elementary school for the first time, Jackson dismisses the notion that he should make some friends his age: “Jackson didn’t need friends, thank you. He’d always gotten by on his own. And besides, what did he have in common with stuck-up town kids?” (29). When he begins school, Jackson struggles to make an effort socially, as he is used to spending much of his time in solitude in nature. Even when his classmates are friendly and welcoming, Jackson is not interested in forming lasting relationships with them: “As for the kids, Jackson had decided that it was easier to just stay away. Half the time he didn’t understand what they were talking about… Soon he’d be back in the bush where he belonged. None of that stuff would matter. He’d never see these kids again” (45). Jackson’s discomfort with making friends shows how these new opportunities for community are testing his more individualistic mindset. Jackson is also dismissive of his teacher, Miss Lawrence, when she tries to comfort him. The author writes, “He knew Miss Lawrence was trying to be nice. But she didn’t understand. He wasn’t some spoiled town kid. He’d grown up in the bush” (37). Jackson’s cold reaction shows that he is used to dealing with challenges on his own and feels that accepting help from others would make him “spoiled” rather than tough.

Jackson’s perspective on relationships is in part due to The Survivalist Mindset his parents have taught him, which the author continues to thematically develop in these chapters. These passages highlight the limitations of this mindset, as Jackson’s many survival skills are suddenly irrelevant in his new life in Valdez. The author paints Jackson as a fish out of water by emphasizing his feelings of confusion in his new life in town. She writes, “Back in the bush, Jackson could name any bird by listening to its song. He knew every flower by its smell. He could find his way home by looking at the sun or the stars. But standing here, Jackson felt completely lost” (43). Jackson’s nostalgia for home shows that he is still clinging to his old skill set and usual survivalist mindset from his life in the wilderness, which he will need to rely on less in his new Valdez environment and relationships here.