Third Grade Angels

An important secondary character, Mrs. Simms is a compassionate and insightful educator who prioritizes the moral and emotional development of her students. As the new third-grade teacher, she uses a competition over a halo as a way to reward good behavior among her students. The halo, a symbol of exemplary behavior, plays a significant role within her educational approach, serving as both a tangible reward and a symbol of the overarching theme of goodness and morality in the novel. As a teacher and authority figure, Mrs. Simms takes a direct approach in shaping the moral compass of her students, guiding them through their journey of self-discovery and moral development and offering valuable lessons on kindness, humility, and selflessness.

Mrs. Simms’s subtle yet impactful interventions play a pivotal role in shaping Suds’s understanding of morality and spurring his journey for greater personal growth. It is also important to note that she immediately addresses any potential misinterpretations of the halo competition. For example, she stresses the importance of genuine acts of kindness rather than performative ones, and by rejecting bribery of any kind, she drives home the message that earning rewards through genuine goodness is a far more worthy goal, thereby instilling a sense of integrity in her students. Suds’s continued misunderstanding of her intentions and his resulting inner turmoil act as a teaching tool for Spinelli’s readers as well, for Suds’s reactions to Mrs. Simms’s teaching structure highlight many of The Pitfalls of Perfection that plague those who become overly fixated on receiving rewards rather than deserving them.

Within this context, Mrs. Simms’s actions are often designed to emphasize the importance of fostering intrinsic motivation, empathy, and selflessness. This approach to life contrasts sharply with Suds’s initial focus on winning the halo, and her guidance causes him to question his own simplistic definition of “goodness” and prompts him to move beyond the limitations of his competitive mindset. Moreover, Mrs. Simms provides emotional validation and support even when her students struggle to grasp her core message, and in this way, she provides a safe environment for the students to explore their emotions and navigate the complexities and pitfalls of morality. Her perspicacity becomes apparent when Suds describes her gaze as if it could “see inside him” (127), making him feel like the center of the universe in that moment. This description isn’t mere hyperbole, for it also underscores Mrs. Simms’s ability to connect with her students on a deeply personal level and transcend the basic responsibilities of her job to offer them the guidance and support that they need. Her empathetic approach fosters a sense of trust and openness, allowing Suds to feel seen and understood. Overall, Mrs. Simms showcases the transformative power of adult guidance in shaping children’s moral development, as her approach inspires empathy, humility, and integrity in Suds and his peers.

Described by Suds himself as the person to whom he always confides his problems, concerns, and breakthroughs, Suds’s mother plays a pivotal role in the protagonist’s emotional development, for she often mitigates his frustration by providing timely support, guidance, and understanding. Her nickname for him, “Suds,” reflects their close bond and symbolizes her understanding of his anxious nature. It is during Suds’s bubble baths that he often shares his struggles and anxieties with his mother, secure in the knowledge that she will never judge him harshly and will always lend a compassionate ear. Just as Suds’s lessons provide a realistic portrayal of young children’s social struggles, Suds’s mother stands as a model of a responsible, involved parent who is equally dedicated to supporting her children and allowing them to make their own mistakes and come to their own conclusions. Thus, Suds’s mother possesses an innate ability to anticipate her son’s thoughts and feelings, inviting him to open up and share without prying or pushing. As Suds himself states, “My mother is unbelievable. She not only knows the answers, she knows the questions” (76). Her understanding presence therefore provides Suds with a sense of security and encourages him to confront his emotions and better navigate his daily challenges.

The approach that Suds’s mother takes to teaching her son the subtler social skills necessary for adulthood reflects her commitment to instilling deeper values of empathy and integrity, and her advice for Suds clearly aligns closely with Mrs. Simms’s teachings. Suds’s mother understands that true goodness involves more than just following rules or avoiding conflict—it requires genuine understanding, empathy, and respect for others’ feelings and perspectives. Rather than demanding that Suds get along with his sister, she initiates conversations focused on how his behavior reflects the lessons that Mrs. Simms aims to impart, and her indirect guidance helps Suds to differentiate between genuine good behavior and mere indifference or tolerance. By focusing on the underlying principles of kindness and consideration rather than just the outward appearance of harmony, Suds’s mother encourages the boy to reflect on the impact of his actions on those around him, including his sister. Through these conversations, Suds learns to recognize the importance of genuine compassion and respect in fostering healthy relationships.

Amy Morton is Suds’s younger sister. She is currently in second grade. Suds nicknames her “Zippernose,” a playful moniker that encapsulates their sibling relationship. The dynamic between Suds and Amy is characterized by typical sibling rivalry, and their interactions often give rise to arguments, fights, and teasing. As the story unfolds, Suds finds himself embroiled in conflicts with Amy whenever their interactions escalate into petty squabbles and bickering. A prime example of this relationship occurs when both children attempt to catch their parents’ attention during dinner, for they both illustrate a similar desire to obtain recognition and validation from those they love. However, as Suds becomes more deeply consumed by his desire to win the halo, he adjusts his attitude toward Amy and decreases the amount of conflict between them. Even so, his initial hesitance to actively cultivate a friendship with her highlights a deeper aspect of his lessons on kindness, prompting his mother to urge him to show Amy genuine kindness rather than polite indifference. Suds’s reluctance to embrace a more positive relationship with Amy underscores his lingering insecurities and reluctance to step outside his comfort zone. Despite his growth in other areas, he struggles to fully reconcile his competitive nature with the values of empathy and compassion, particularly within the context of his relationship with his sister.

Significantly, Amy also serves as an important catalyst for Suds’s inner growth. Her candid remarks about Suds’s need to always be first resonate deeply with him, sparking a chain reaction of introspection and self-reflection. Her simple yet profound observations serve as a wake-up call for Suds, forcing him to confront the underlying motivations that drive his relentless pursuit of being first in everything. As Suds grapples with the underlying implications of Amy’s words, he begins to face the anxieties that have fueled his obsession with winning the halo competition. While he initially dismisses her remarks as typical sibling banter, her words eventually tap into the insecurities that he has been reluctant to acknowledge, forcing him to acknowledge the need to repair and improve his relationship with her and consider how his actions may have contributed to their strained dynamic.

Joey Peterson, a newcomer to Suds’s third-grade class, immediately establishes himself as a foil to the protagonist, for his contrasting personality and beliefs create a stark juxtaposition to Suds’s adherence to Mrs. Simms’s teachings. Unlike Suds, who earnestly strives to embody the values that Mrs. Simms endeavors to teach her students, Joey frequently challenges Mrs. Simms’s authority and questions the dynamics of the classroom. As a result, Suds feels apprehensive around Joey and is uncertain of the boy’s intentions. This dynamic adds to Suds’s unease, and the tension between the two characters intensifies when Joey callously reveals Suds’s feelings for Judy Billings. Suds’s discomfort deepens further when Joey doubts and dismisses Suds’s concerns about Mrs. Simms’s supposed spies, exacerbating his mounting anxieties surrounding the halo competition.

Because Third Grade Angels was written after Spinelli’s best-selling novel, Fourth Grade Rats, Joey’s anticipation of becoming a “rat” in fourth grade serves as a reminder of the looming transitions and uncertainties that lie ahead for Suds and his classmates and as a link to the original story to which Third Grade Angels is a prequel. Joey’s problematic attitude therefore foreshadows the antagonistic role that he plays in Fourth Grade Rats, for while Joey eagerly looks forward to the future, Suds grapples with apprehension and uncertainty. This contrast highlights the two boys’ differing perspectives on the world and contributes to Suds’s feelings of isolation and unease. Joey thus serves as a bridge between the two stories, connecting Suds’s experiences in third grade to the broader themes of friendship, identity, and personal growth that are explored in Fourth Grade Rats.

Judy Billings, a fellow student in Suds’s third-grade class, has been the object of his affection since first grade. Despite Suds’s longstanding admiration for her, Judy consistently demonstrates a lack of interest in Suds and consistently refuses to or acknowledge him. Suds spends much of his time in class admiring Judy from afar, but his affections are met with indifference, even after Joey Peterson reveals Suds’s feelings to her. Judy’s indifference serves as a contrast to Suds’s admiration, highlighting the one-sided nature of their dynamic, a characteristic that echoes her portrayal in the original story, Fourth Grade Rats (1992).