Third Grade Angels

In Third Grade Angels, author Jerry Spinelli eschews complex vocabulary and sentence structure, opting instead for clear, conversational language that allows young readers to grapple with important themes in a relatable and meaningful way. Throughout the novel, he seamlessly integrates colloquialisms and everyday language, enhancing the authenticity of the characters’ voices and interactions. This choice creates a sense of familiarity that encourages full immersion in Suds’s world. A notable feature of Spinelli’s writing is his use of italics to emphasize certain words or phrases. When Mrs. Simms introduces the halo prize to her class, the italics used mirror the intonation and emphasis found in spoken language. When she indicates the halo and states, “This… you have to earn” (12), the strategic use of emphasis signals the importance of her declaration, imbuing it with a sense of challenge. Additionally, by visually highlighting key elements of dialogue or narration, Spinelli makes specific interpretations of the text all but an inevitability. This stylistic choice assists in reading comprehension and adds depth and nuance to the characters’ expressions and emotions. By mirroring the way that children naturally speak, Spinelli creates an authentic experience and a realistic world.

From the outset, Suds eagerly anticipates the opportunity to be considered a third-grade angel, and this desire to embody qualities of goodness and moral behavior becomes the primary focus of the plot. The existence of the grade-school chant means that fledgling third-graders are already primed to know what the social expectations are, and Mrs. Simms reinforces this dynamic by introducing the concept of the halo. This reward system reinforces the idea that certain actions can lead to recognition for positive conduct. However, as the seemingly straightforward incentive system quickly spawns a variety of social dilemmas, Suds and his classmates must learn several different Lessons in Morality in order to fully understand the disparity between superficial appearances and genuine moral character. The widespread desire for the prize sparks diverse interpretations of “goodness” among the students. Some, like Suds, perceive it as a race for external validation, and this belief leads to excessively performative displays of good behavior. Instead of genuinely embodying kindness and compassion, the students become fixated on exuding certain outward appearances, and as they vie for the coveted halo, they ironically fail to internalize the values it represents.

This dynamic becomes evident in the students’ contrived politeness and increased class participation, both of which are driven by the desire for the halo rather than a wish to show genuine empathy. At the outset, Mrs. Simms attempts to explain that “goodness” is not performative, for she emphasizes that third grade “angels” are not real angels and are therefore not perfect. However, Suds is so eager to become an angel that he initially fails to grasp this nuance. Mrs. Simms therefore plays a crucial role in her students’ journey by embodying The Impact of Adult Guidance and fostering critical thinking and personal accountability. She prompts students to consider how their actions align with the values of “goodness” and encourages deeper reflection. However, it isn’t until the incident of the torn baseball cap that the students begin to understand this lesson. By holding all students, even passive bystanders, accountable for the damage to the cap, Mrs. Simms dismantles the illusion that “goodness” is solely measured by individual merit or reward-driven actions. Instead, she emphasizes that upstanding behavior incorporates principles of kindness, empathy, and responsibility in all aspects of life, even when personal gain is not a factor.

Mrs. Simms emerges as a central figure in Suds’s journey, providing guidance and instruction on what it means to be a third-grade angel and instilling a framework for understanding moral principles. Suds soon begins feeling The Impact of Adult Guidance as he navigates the lessons and expectations set forth by his teacher, and Suds’s mother also plays a significant role in providing support and reassurance as Suds grapples with the challenges of school. When Suds confides in his mother about his worries and anxieties, she offers comfort and advice, helping him to navigate his emotions and concerns. Through her guidance, Suds gains perspective and insight into his experiences, as well as emotional support while he navigates moments of uncertainty.

The nickname “Suds” holds significant meaning for the protagonist and serves as a motif throughout the novel, reflecting the protagonist’s coping mechanisms in the face of adversity. Suds’s fondness for baths was initially encouraged by his mother as a means of relaxation and self-care, and he spends so much time immersed in bubble baths that the nickname “Suds” becomes synonymous with his moments of retreat and reflection. The use of the nickname aids in Suds’s characterization, portraying him as someone who seeks comfort and solace in familiar routines and rituals. This characterization also emphasizes Suds’s introspective nature and his tendency to retreat into himself during moments of stress or uncertainty. Throughout the novel, as he navigates social expectations, competition, and self-doubt, he strives to find a balance between seeking external validation and internal peace, and he often finds himself in the suds as he contemplates these social mysteries.