1986 — Orson Scott Card — Ender’s Game
Chapter 7: — Salamander
by Game, Ender’sThe chapter opens with a conversation among unidentified figures discussing Ender Wiggin’s exceptional abilities and the moral dilemmas of his training. They acknowledge his capacity to achieve the impossible, such as winning an unwinnable game, but express discomfort with the psychological toll it takes on him. The dialogue reveals the ruthless pragmatism of Ender’s handlers, who prioritize saving humanity over preserving his childhood. One voice urges caution, pleading not to hurt Ender more than necessary, highlighting the tension between his value as a weapon and his humanity.
Ender’s friendship with Alai takes center stage as they discuss hacking the Battle School’s computer system. Alai admires Ender’s ingenuity in creating a secure file system, while Ender remains evasive about his methods. Their banter reflects a rare moment of camaraderie, contrasting with the isolation Ender typically faces. However, their interaction is cut short when Ender discovers a transfer notice assigning him to Salamander Army, a premature promotion that disrupts his fragile stability and friendships. The abrupt move underscores the relentless pressure Ender endures.
Ender’s emotional turmoil is palpable as he processes the unfairness of his transfer. Alai offers comfort, and their heartfelt goodbye—marked by a whispered “Salaam” and a kiss—becomes a sacred moment of connection. The gesture symbolizes Alai’s deep trust and affection, leaving Ender with a sense of holiness akin to a childhood memory of his mother’s love. This private exchange underscores the emotional deprivation Ender faces in the Battle School, where friendships are fleeting and vulnerability is a luxury.
The chapter closes with Ender seeking solace in the mind game, revisiting the corpse of the Giant he once defeated. His frustration and anger manifest as he navigates the virtual landscape, yearning for an outlet for his rage. The decaying Giant, now a passive part of the environment, no longer offers the catharsis Ender seeks. His shift from the familiar castle to an unexplored playground hints at his search for new challenges, mirroring his uncertain future in Salamander Army. The chapter ends on a note of unresolved tension, foreshadowing further trials ahead.
FAQs
1. How does Ender’s unexpected promotion to Salamander Army reflect the broader themes of his treatment in Battle School?
Answer:
Ender’s abrupt transfer to Salamander Army highlights the systemic manipulation and pressure he faces from the authorities. Despite being only six years old (younger than typical promotions), he is moved just as he begins forming meaningful friendships, like with Alai. The adults prioritize molding him into a military leader over his emotional well-being, as seen in their dialogue: “We’re trying to save the world, not heal the wounded heart.” This mirrors earlier chapters where Ender is isolated and tested beyond normal limits, reinforcing the theme of sacrificing childhood for strategic ends.
2. Analyze the significance of Alai’s whispered word “Salaam” and the kiss he gives Ender. How does this moment deepen their friendship?
Answer:
Alai’s gesture—a kiss and the word “Salaam” (Arabic for “peace,” often used as a greeting or blessing)—represents a vulnerable, sacred offering. The text compares it to Ender’s mother’s private prayer, emphasizing its emotional weight. This moment transcends their usual camaraderie, showing Alai’s trust and affection. It also contrasts with the sterile, competitive environment of Battle School, offering Ender a rare glimpse of unconditional humanity. Their silent understanding afterward (“locked in understanding”) underscores the depth of their bond, which Ender values precisely because it’s unrelated to his strategic prowess.
3. Why does Ender revisit the Giant’s corpse in the mind game, and what does his reaction reveal about his emotional state?
Answer:
Ender returns to the Giant’s corpse—now a hollow, decayed relic—because it symbolizes his unresolved anger and trauma. Earlier, he killed the Giant violently (burrowing through its eye), and now he longs for a similar outlet for his frustration over the unfair promotion. However, the Giant’s inert state denies him catharsis, mirroring his helplessness in Battle School. His choice to avoid the Queen of Hearts’ games and explore the forest instead suggests a desire to escape cyclical conflict, but his lingering rage (“wished to do such murder again”) reveals his internal struggle between violence and emotional exhaustion.
4. How does the chapter juxtapose Ender’s technical brilliance (e.g., hacking skills) with his emotional needs?
Answer:
The chapter contrasts Ender’s intellectual prowess—like creating security systems and outmaneuvering Bernard—with his yearning for connection. While he and Alai discuss hacking with ease (“I’ll setup a system for you”), Ender’s despair over the transfer (“I wanted to learn what it was like to have a friend”) underscores his isolation. The adults dismiss such needs, valuing only his strategic genius (“What matters is that he won the game that couldn’t be won”). This duality reflects Ender’s central conflict: his unmatched competence alienates him from typical childhood experiences, making moments like Alai’s “Salaam” profoundly meaningful.
5. Critical Thinking: Evaluate the ethical implications of the adults’ decision to promote Ender prematurely. Use evidence from the chapter.
Answer:
The adults’ decision is ethically fraught, prioritizing wartime expediency over Ender’s development. Their justification—”He handled [Bernard] perfectly”—reduces him to a tool, ignoring his distress (“tears were coming to his eyes”). One officer even questions, “Does it ever seem to you that these boys aren’t children?” highlighting their dehumanization of prodigies. While Ender’s skills justify the promotion tactically, the cost is clear: his friendships are disrupted, and he’s denied stability. The chapter critiques systemic exploitation, asking whether saving humanity justifies robbing children of their humanity—a tension unresolved in the narrative.
Quotes
1. “What matters is that he won the game that couldn’t be won.”
This quote encapsulates the central tension around Ender’s abilities—his superiors value his strategic brilliance, even when it manifests in disturbing ways. It highlights the moral ambiguity of their training methods and the ruthless pragmatism of the Battle School.
2. “They’re the most brilliant children in the world, each in his own way. But shouldn’t they still act like children? They aren’t normal. They act like— history. Napoleon and Wellington. Caesar and Brutus.”
This exchange critiques the dehumanizing effects of the Battle School program, contrasting the children’s extraordinary capabilities with their lost childhood. It foreshadows the heavy historical parallels that will shape Ender’s destiny.
3. “I wanted to learn what it was like to have a friend.”
Spoken by Ender after his abrupt transfer, this heartbreaking line reveals the personal cost of his isolation as a prodigy. It underscores the theme of sacrificed humanity in pursuit of military excellence.
4. “Salaam.”
Alai’s whispered word (meaning “peace” in Arabic) and kiss represent a rare moment of authentic human connection in the sterile Battle School environment. This sacred gesture becomes Ender’s emotional anchor amidst institutional manipulation.
5. “The Giant’s corpse had essentially finished its decay… Ender remembered burrowing through the eye when it had been alive and malicious and intelligent. Angry and frustrated as he was, Ender wished to do such murder again.”
This vivid description of Ender’s mind game reflects his internal struggle with violence and trauma. The decaying Giant becomes a metaphor for how Ender’s past victories continue to haunt him.