Third Grade Angels

Mrs. Simms’s guidance through the halo competition serves as a catalyst for the students’ deeper understanding of moral behavior. From the outset, Mrs. Simms introduces the concept of “goodness” with a clear directive, stating dramatically, “This… you have to earn” (12). This proclamation sets the stage for the students’ journey towards understanding that genuine goodness cannot be achieved through performative acts alone. Spinelli emphasizes this distinction through Mrs. Simms’s guidance, highlighting that while “angels” are often associated with perfection, the students are “third-grade angels, people-type angels” (9) and this whimsical yet honest description acknowledges the inherent imperfections of humanity and reassures the students that complete perfection is not expected or required. Instead, Mrs. Simms uses this comparison to emphasize the importance of always striving for improvement. In many ways, Mrs. Simms represents the presence of the author’s voice within the novel, for Spinelli employs her moments of guidance to underscore the importance of acknowledging and grappling with the complexities of moral behavior rather than striving for unattainable perfection. Mrs. Simms’s approach to the halo competition therefore challenges her students to delve more deeply into the true meaning of goodness, and she stresses the importance of embracing authenticity and integrity in everyday life.

In this light, the classroom dynamic serves as a microcosm for exploring broader societal issues, and Suds and his classmates are confronted with a series of pointed moral dilemmas that prompt further reflection and growth. For example, the incident of the torn baseball cap becomes a catalyst for self-examination, as Mrs. Simms challenges the students to consider their individual and collective responsibility in addressing wrongdoing. When confronted with their complicity, the students grapple with feelings of guilt and discomfort, ultimately learning that passive bystanders are just as culpable as the perpetrators. Mrs. Simms’s insistence on accountability underscores the novel’s exploration of personal responsibility and ethical decision-making, and her follow-up guidance encourages the students to confront the complexities of right and wrong and modify their own reactions.

Spinelli also explores the dichotomy between superficial displays of goodness and genuine acts of kindness, highlighting the detrimental consequences of prioritizing external validation over internal moral growth. The students’ initial enthusiasm for winning the halo prize serves as a catalyst for their escalating examples of performative behavior as they vie for recognition and approval from their teacher. Suds’s initial behavior is one of the most prominent examples of this dynamic, for as he invents contrived reasons to seem “kind” and makes an overt show of support by inviting an excluded classmate to join his basketball team, the ostensible thoughtfulness of his actions is undermined by their calculated and manipulative nature. Consumed with the desire for external validation, he pursues activities that appear beneficial on the surface but are ultimately driven by his hope of impressing Mrs. Simms and securing the halo. As the protagonist states, “Every time I do something nice, I think: Maybe one of Mrs. Simms’s spies saw that” (86). Thus, Suds’s exaggerated awareness of his various good deeds further highlights his conditional thinking. Through Suds, Spinelli portrays the insidious nature of this mindset, highlighting the fact that the pursuit of external validation can often taint and defeat the purpose of genuine kindness and compassion.

As the competition unfolds and the students confront the limitations of this approach, they begin to recognize the importance of embracing true empathy, integrity, and selflessness as vital aspects of genuine moral development. Suds’s initial pursuit of the halo, which is driven by his desire for external validation, contrasts starkly with Constantina’s selfless advocacy for him. Mrs. Simms’s decision to award Constantina Pappas the first halo symbolizes a shift in emphasis from performative acts of goodness to genuine displays of kindness and integrity. Thus, by rewarding selflessness over superficiality, Mrs. Simms underscores the transformative power of empathy and integrity in shaping moral character.