43 pages • 1 hour read
Jerry SpinelliThird Grade Angels
Fiction | Novel | Middle Grade | Published in 2012A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Symbols & Motifs
Halo
The motif of the halo evolves throughout the novel, embodying different meanings for different characters. To Mrs. Simms, the halo symbolizes good behavior and moral integrity, representing the pinnacle of virtue to be earned through genuine acts of kindness. She contrasts this ideal with the relatively simple task of becoming an “angel” by merely reaching third grade, emphasizing the importance of earning the halo through sincere effort. As she tells her class, “‘Becoming an angel? Foof — that was easy. All you had to do was make it to third grade. But this’ — she jabbed the halo at us — ‘this… you have to work for. This… you have to earn’” (12). By contrasting the relatively effortless achievement of becoming a third-grade “angel” with the more challenging task of earning the halo that represents goodwill and kindness, Mrs. Simms emphasizes the importance of embracing genuine goodness over mere compliance with societal norms. This distinction highlights the novel’s central message that true virtue cannot be obtained through superficial actions or external validation but must stem from sincere intentions.
While Mrs. Simms advocates for sincere acts of kindness and moral integrity, Suds and his classmates initially prioritize performative gestures in pursuit of the halo. Initially, Suds sees the halo as a symbol of validation and recognition, fueling his competitive nature and desire for external approval. The incident involving the damaged hat epitomizes this performative aspect of goodness among the students, and their eagerness for recognition and validation, hoping to be seen by their teacher and earn praise. As the narrative unfolds, however, Suds’s evolving understanding of goodness leads him to confront the disparity between outward appearances and genuine virtue.
Suds’s Nickname
Suds’s nickname symbolizes his anxious disposition and tendency to overthink everything, and it also reflects his close relationship with his mother, who offers caring support during his struggles. In his earliest childhood, Suds’s mother introduced the soothing ritual of bubble baths as a coping mechanism, a practice that earned him the moniker “Suds.” This nickname therefore highlights his mother’s role in helping him manage his anxiety, and it also underscores their strong bond as she joins him during these moments, serving as a confidante and a source of comfort. As Suds navigates the challenges of growing up and facing the pressures of school, his mother remains a constant source of support, offering guidance and reassurance. As Suds himself states of his baths, “This is what I do when I need to calm down. It was Mom’s idea from when I was little. It’s how I got the name Suds” (29). Suds’s reflections on the origins of his nickname emphasize the intimate connection between his anxious tendencies and his mother’s caring presence. Keenly attuned to her son’s emotional struggles, she recognizes the profound impact of the halo competition on Suds’s well-being due to his increasing reliance on bubble baths, which become more frequent in the weeks leading up to the prize. In their conversations, Suds finds a sanctuary where he can confront his fears and uncertainties, and this dynamic underscores the significance of his nickname as a reflection of his vulnerability and his mother’s unwavering support.
The First Halo Winner
The student whom Mrs. Simms chooses as the First Halo Winner symbolizes humility, selflessness, and the true essence of goodness, and their behavior contrasts with the performative nature of the competition as the other students initially perceive it. Suds’s query to Mrs. Simms about whether a known troublemaker has ever received a halo underscores this misconception, highlighting the students’ belief that the halo is merely a reward for outward behavior. While Suds and his classmates strive to win the halo through contrived acts of goodness rather than genuine displays of kindness, Constantina’s behavior differs significantly because she speaks from her heart and does not actively try to win the contest. Mrs. Simms’s choice to award Constantina the halo symbolizes the fact that she would like her students to pursue acts of selflessness instead of performative good deeds. Constantina Pappas’s selfless act of advocating for Suds, despite her own desire to win, epitomizes the novel’s central theme. As Mrs. Simms explains, “And that’s why I have the first halo to Constantina Pappas. […] Because — yes — she was trying to get the halo, not for herself, but […] for somebody else” (131-32). Constantina’s selfless act of advocating for Suds despite her own desire to win serves as a powerful reminder that true goodness transcends mere outward appearances. Likewise, Mrs. Simms’s decision underscores the importance of prioritizing empathy and compassion over the pursuit of external validation, reinforcing the novel’s central theme of selflessness.
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By Jerry Spinelli
