49 pages • 1 hour read
Ellen KlagesA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Klages creates moral ambiguity around the creation of the atomic bomb; she juxtaposes the excitement and joy around the incredible scientific discovery with the awesome, destructive power of the bomb. The immense power of the atomic bomb is symbolized in the green glass sea at the test site. The heat of the explosion melts the sand of the desert, creating 75 acres of glass: “It was glass. Translucent jade-green glass, everywhere, coloring the bare, empty desert as far ahead as she could see” (276). Dewey’s wonder characterizes the incredible and astounding nature of the phenomenon, which seems like something out of science fiction rather than a man-made creation: “Dewey stood still, then turned slowly around, trying to take it all in. This place was more wonderful than anything she could have imagined” (278). Philip points out that the glass, which the scientists call trinitite, is the first ever man-made mineral; this further characterizes this scientific breakthrough as incredible and unprecedented.
On a darker note, the bomb’s potential to incinerate and destroy is characterized by the fact that it melts the desert’s sand, a material generally regarded as imperishable. Klages invites the reader to consider the terrifying implications of the bomb’s destructive power being unleashed on a crowded city rather than on a barren stretch of desert, which happened with the bombings of Hiroshima and Nagasaki.
Through the mixed responses of the Los Alamos population, Klages explores the immense moral and ethical quandary that the creation of such a weapon elicits, especially in the context of a bloody and protracted war, as was the case in the Pacific Theater of World War II. Historians tend to agree that if the Japanese failure to surrender led to a direct attack on the Japanese homeland, the result would be 500,000 to a million American deaths and millions of Japanese casualties. Even in its destruction, the atomic bomb was expected to be less destructive than a military campaign to attack Japan. Thus, the predominant initial response is joy at the project’s success, characterized by the spontaneous celebration on the Hill in the aftermath of the explosion: “Their silent vigil became a party” (246). For the majority of the scientists, Army officials, and their families, the success of the atomic bomb development signals the end of the war, which is projected to save the lives of millions of American soldiers: “It’s a weapon, to end this terrible war once and for all” (252). This belief is further illustrated in Philip’s elated entrance to his home after the successful bomb test: “Dr. Gordon came bounding up the back steps ten minutes later, grinning from ear to ear, his fingers raised in a V-for-Victory sign” (247). Philip’s “V for Victory” illustrates the prevailing belief that Japan should be bombed to force its surrender.
On the other hand, many believe that it is unethical to unleash a weapon of such immense destructive power. This compunction is voiced through the character of Terry Gordon: “‘Now that we’ve seen what it can do. My god,’ Terry Gordon said, her voice raised, sounding angry. ‘They can’t use it. Not on civilians. Not on anyone, for that matter’” (251). Terry’s moral misgivings and distress at her involvement in the project is clear; she feels a responsibility to try to stop the use of the weapon by the military. Her concern is illustrated when she suggests that the scientists sign a petition to submit to the government that the bomb cannot be used on Japan: “Chicago’s drafted a petition. If enough of us sign it, they’ll have to listen” (252). The opposing views on the use of the atomic bomb are illustrated in the microcosm of the Gordons’ relationship. Dewey observes that “the Gordons had been arguing a lot lately” (252), which symbolizes the Gordons’ opposing positions on the bomb’s use.
The novel ends on the radio announcement, ironically not paid much attention by any of the characters, of the bombing of Hiroshima: “‘...onto the Japanese city of Hiroshima this morning...’ She [Suze] turned past it to more static and shook her head. ‘Nothing but war news,’ she said, clicking the radio off” (281). At the novel’s close, the reader is invited to consider the incredible violence and destruction unleashed on Hiroshima, which killed more than 100,000 Japanese people, mostly civilians, and leveled miles of densely urbanized cityscape. Readers with historical knowledge of the bombing of Japan will know that three days later, this occurred again in the Japanese city of Nagasaki before Japan surrendered.
Both Dewey and Suze illustrate the challenges of social exclusion and the life-changing power of social inclusion and meaningful connection. Dewey is obviously the target of a relentless campaign of bullying and exclusion, as is illustrated in her nickname, “Screwy Dewey.” Joyce publicly mocks Dewey’s habit of looking through the dump for items for her mechanical projects, seeking to humiliate her in order to establish her own social power: “‘Screwy Dewey doesn’t need to go to the PX,’ Joyce said. ‘Not as long as the dump’s open.’ She walked over and poked the alarm clock with one finger. ‘Why buy anything when you can pick through other people’s trash?’” (78). In this exchange, Joyce perceives Dewey to be an easy target who can be mocked and maligned for the amusement of her friends.
Suze, too, is an outcast. In the opening chapters, Barbara, Joyce, and Betty treat Suze with derision and scorn, intentionally finding ways to convey that she is not a part of their group: “She [Betty] brushed by her and held the screen door open for Joyce and Barbara, letting it bang shut just before Suze reached it” (85). By letting the door slam in Suze’s face, Betty cruelly conveys that Suze is not a welcome addition. Furthermore, Dewey observes that Suze usually stands on the edges of the other girls’ games, obviously longing to participate: “Betty and Joyce and some other girls were playing jacks on the concrete […]. Suze stood a few feet away, watching. Dewey was pretty sure she wasn’t playing with the other girls, just standing nearby and pretending that she would be, any minute” (148). Suze’s exclusion and her desire to be included are characterized in this anecdote. Furthermore, Suze’s immaturity is characterized by her cruelty to Dewey in an effort to be accepted by the other girls, such as when she intentionally knocks Dewey’s cigar box from her hands in the playground. Suze bullies Dewey because she is bullied; Suze hopes to gain social clout by putting Dewey, an easy target, down in front of Barbara, Betty, and Joyce.
Eventually, Suze learns that genuine connection is more important than popularity. She realizes that, with Dewey, she doesn’t have to try to be someone she’s not: “She didn’t feel like she had to be funny, or try to show Dewey how smart she was. She could just be” (196). Suze’s maturity and her growing regard for Dewey are demonstrated when she keeps her arm around Dewey when they run into Barbara and Joyce on their way back from the dump. Dewey tries to wriggle away, assuming that Suze won’t want to be seen with her: “She took a deep breath and squeezed Dewey’s shoulder, just once, and Dewey stood still” (201). In this moment of loyalty, Suze decides to prioritize her friendship with Dewey; Suze realizes that her connection with Dewey makes her feel happy and that this feeling is more important than being accepted by the other girls. Dewey and Suze’s friendship is symbolized in the Shazam Club and their associated Shazam rocks, which they both treasure as a symbol of their friendship.
Klages suggests that friendship can help one to endure the challenges of life; Dewey’s connection with Suze helps her to live with the tragedy of Papa’s death, as is illustrated when Dewey is finally able to get out of bed after Suze gifts her the Shazam rock, a symbol of their friendship: “‘Wanna see if there’s anything good at the dump?’ she asked. Suze pocketed her own stone and grinned. ‘I’ll go find my shoes’” (235).
Coming of Age is explored primarily through the character of Suze, whose growing maturity is characterized by her changing relationship with Dewey. Initially, Suze’s immaturity is shown in her intentional efforts to make Dewey feel uncomfortable and unwelcome in the Gordons’ home; she is unsympathetic to the fact that Dewey has been left alone by her father, thinking only of her embarrassment at having a social pariah stay with her in her room. Her antipathy is demonstrated by the chalk line that Suze draws down the middle of their shared bedroom and in her strict instructions to Dewey to avoid her at school: “‘You better not walk with me,’ Suze had said on their first school day together. ‘And don’t even think about eating lunch with me’” (147). Suze’s preoccupation with social ranking and status is obvious; Suze doesn’t want her popularity to suffer through association with Dewey, who is ridiculed and excluded at school.
Suze’s relative immaturity at this point in the story is also on display in her cruel bullying of Dewey. When Charlie calls Dewey a “good egg,” Suzie cruelly retorts (in a way intentionally designed to win the approval of the popular girls): “‘Rotten egg’s more like it,’ said Suze loudly, so the other girls would know she was on their side” (79). Her immaturity also shows when Suze intentionally knocks Dewey’s cigar box from her hand in the playground, once again clearly seeking the approval of the popular girls:
Suze casually, elaborately, pretended to sneeze, flinging out her arm at the moment of katchoo. Her wrist hit the edge of the cigar box, sending it flying. […] Suze looked over at the other girls, to see if they were watching. When Suze saw that they were, she smiled. A smile of bravado, overdone and insincere. And Dewey knew it had been no accident (148-49).
By othering Dewey, Suze hopes to be included by the other girls.
In later chapters, Suze instead seeks inclusion and companionship through kindness and loyalty to Dewey, which illustrates her coming of age. She sticks up for Dewey in front of Barbara and Joyce, which signifies an important turning point; Joyce mockingly picks through Dewey’s dump findings, and Suze tells Joyce to leave Dewey’s possessions: “‘Knobs,’ she [Joyce] said. ‘Now there’s something every girl needs.’ ‘Leave ’em alone,’ said Suze” (201). Suze knowingly associates herself with Dewey, even though she is extremely unpopular, because sticking up for Dewey is the right thing to do in this situation. Furthermore, Suze makes an effort to make Dewey feel accepted as a part of their family after Dewey’s father dies; Suze assures her mother that they have “plenty of room” (210) for Dewey to stay with them. Suze emphasizes that Dewey belongs to their family when she tells Dewey about the surprise birthday trip, “‘Sure. I asked, and Daddy said the whole family’s going.’ ‘Family?’ Dewey made a funny sound in her throat but didn’t say anything” (267). Dewey is obviously deeply moved to be included in Suze’s categorization of her family, as is illustrated by the “funny sound in her throat” (267). Dewey is obviously touched and overwhelmed, as well as still wrestling with immense grief over her Papa’s death. Later, Suze reassures Dewey that she will always have a place with them, even if they move from Los Alamos back to their old neighborhood: “I figured we’d just go back to our old house. You could have your own room there” (268). These intentional efforts to help Dewey feel at home and loved represent a significant evolution from Suze’s treatment of Dewey in their home in earlier chapters when she intentionally made Dewey feel unwelcome.
Plus, gain access to 8,800+ more expert-written Study Guides.
Including features:
Coming-of-Age Journeys
View Collection
Community
View Collection
Daughters & Sons
View Collection
Family
View Collection
Fathers
View Collection
Friendship
View Collection
Grief
View Collection
Juvenile Literature
View Collection
Memorial Day Reads
View Collection
Military Reads
View Collection
War
View Collection
World War II
View Collection