Fire from the Rock

These chapters offer a range of perspectives on the best ways to deal with racial injustice and the controversial history of integration. Gary is hot-headed, justifiably angry, eager for integration, and consistently someone who knows how to stand up for himself. Despite these qualities, however, Gary is not picked to racially integrate Central High. Miss Washington is looking for someone with a cool head, strong academics, and the ability to stay non-violent in the face of hatred. Sylvia is a strategic and deliberate choice. She is smart enough, thoughtful, level-headed, tolerant, and kind. Mr. Patterson shows just how wishful his thinking has been when he states that he does not believe he will see racial integration of the schools in his lifetime. Miss Washington has to correct him by pointing out that the university and transportation systems have already been integrated and that the schools are next.

Both Mr. Patterson and Gary default to sexist stereotypes about girls not being strong enough to take care of themselves in difficult situations, but Mrs. Patterson and Sylvia show that they know better. Sylvia writes in her diary that she is ready to make her own decisions, and she seems to be leaning toward agreeing to attend Central High. She reassures herself that her friend Rachel will be there, so some people will be nice.

Sylvia’s father changes his mind and takes a public stand in support of his daughter and the other children integrating Central High. This is significant in that the pastor, who never speaks of his family, invokes their names during the sermon to drum up church and community support for the cause. Reggie and Sylvia are now officially “going out,” and Gary remains angry. Sylvia indicates that she might have some friendly company at school in the fall when she learns that Melba Patillo is also on the list. As in some past chapters, Sylvia uses her diary to educate the reader about real historical figures like Marian Anderson, who famously sang on the steps of the Lincoln Memorial in Washington DC. Sylvia also experiences first-hand just how controversial school integration will be when members of her own church express their differing views on the subject. Many of the older women caution her to stay at the “colored” school and not to get “uppity” by thinking that it isn’t good enough for her. This commentary foreshadows that there is difficult terrain ahead for Sylvia to navigate.

Sylvia and Rachel provide a lens on the limitations imposed on them by a sexist society. They discuss the stereotypes of women as portrayed in the media, and both girls wish for more accurate and professional portrayals. This sets up the end of the chapter when Sylvia looks up “Negroes” in her encyclopedia. She is shocked at how people are portrayed in such indifferent and negative ways. While some accomplishments are mentioned, the writer, who she assumes is white, definitely makes it clear that no one would want to be a “Negro” in this society.

Sylvia once again sees the numbered tattoo on Mr. Zucker’s arm. She reflects on how awful it must be to have a daily reminder of one’s suffering. Mr. Zucker has a visible mark of hatred that he tries to keep hidden. Sylvia no doubt relates to this idea as she wonders how the white students at Central High will deal with her marked racial difference. Sylvia also gets awkward at how adults seem to think she is capable of changing the world. Just like the limitations of her sexist society send messages that girls have a narrowly defined role, so, too, does the racist society in which she lives send messages about impossibility. Everywhere she looks she sees reminders that she will never amount to much.