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    If These Wings Could Fly

    by McCauley, Kyrie
    If These Wings Could Fly by Kyrie McCauley is a lyrical young adult novel that explores the complexities of family violence through the story of seventeen-year-old Leighton. As she starts her senior year, Leighton struggles to protect her two younger sisters while coping with her father’s ongoing abusive behavior. The narrative incorporates elements of magical realism, using the presence of thousands of crows to underscore themes of trauma, resilience, and hope.
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    If These Wings Could Fly

    Chapter Thirty-Nine

    by McCauley, Kyrie

    In Chap­ter Thir­ty-Nine, the nar­ra­tive cen­ters on a lit­er­a­ture class explor­ing the por­tray­al of women in writ­ing, high­light­ing works by Jane Austen, Alice Walk­er, and Mary Shel­ley. The pro­tag­o­nist reflects on the dis­tinct ways men and women depict female char­ac­ters, appre­ci­at­ing how women write women as ful­ly real­ized indi­vid­u­als, while men often por­tray them in lim­it­ed roles. Mary Shelley’s fear­less and pow­er­ful voice, espe­cial­ly in “Franken­stein,” res­onates deeply, inspir­ing con­tem­pla­tion on strength and iden­ti­ty. This aca­d­e­m­ic set­ting serves as a back­drop for the protagonist’s inter­nal dia­logue about courage and self-expres­sion.

    Fol­low­ing class, the protagonist’s teacher, Mrs. Riley, encour­ages her to apply for a writ­ing con­test spon­sored by the Auburn Town­ship Coun­cil. Despite pre­vi­ous strug­gles with prompts and self-doubt, Mrs. Riley urges per­sis­tence, empha­siz­ing the impor­tance of find­ing a unique angle and trust­ing one’s voice. The pro­tag­o­nist is work­ing on a col­umn about crows in folk­lore, using the fable of a thirsty crow rais­ing water lev­els with peb­bles as a metaphor for incre­men­tal progress toward seem­ing­ly unat­tain­able goals, such as admis­sion to NYU. This metaphor encap­su­lates the ten­ta­tive hope and effort dri­ving her aspi­ra­tions.

    The pro­tag­o­nist wres­tles with the ten­sion between speak­ing truth and con­fronting the con­ser­v­a­tive, male-dom­i­nat­ed pow­er struc­ture in her town. She rec­og­nizes the council’s composition—police offi­cers, teach­ers, and fam­i­ly friends—and the risks of pre­sent­ing con­tro­ver­sial ideas to an audi­ence resis­tant to change. Past expe­ri­ences of wit­ness­ing dis­mis­sive atti­tudes toward women’s voic­es, both in school and her mother’s work­place, rein­force her aware­ness of the social con­straints and the cost of dis­sent. Despite this, she acknowl­edges the neces­si­ty of chal­leng­ing these norms.

    Ulti­mate­ly, the chap­ter explores themes of voice, courage, and social iner­tia. The pro­tag­o­nist con­tem­plates the poten­tial con­se­quences of expos­ing uncom­fort­able truths in a town that val­ues con­for­mi­ty. She reflects on the metaphor of flames that can either burn out or rage uncon­trol­lably, sym­bol­iz­ing the pre­car­i­ous bal­ance between main­tain­ing the sta­tus quo and ignit­ing trans­for­ma­tive change. The chap­ter clos­es with a poignant recog­ni­tion that some destruc­tive forces per­sist because they are essen­tial to sur­vival, under­scor­ing the com­plex­i­ty of per­son­al and com­mu­nal growth.

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    FAQs

    • 1. How does the chapter portray the difference between how men and women write about women in literature?

      Answer:
      The chapter contrasts male and female literary perspectives by suggesting that men, exemplified by Thomas Hardy, tend to write women primarily as victims, survivors, or defined by their social roles such as wives, daughters, or mistresses. In contrast, women writers are portrayed as writing women “as people,” implying a more nuanced and authentic representation. Mary Shelley is highlighted as an example of a woman who subverts traditional roles by writing men as monsters, demonstrating a reversal of typical gender portrayals. This distinction emphasizes the chapter’s theme of female authors reclaiming narrative power and complexity in literature.

      2. What significance does the fable about the crow and the pitcher hold within the chapter’s broader themes?

      Answer:
      The fable of the crow raising the water level by dropping pebbles symbolizes perseverance and creative problem-solving in the face of obstacles. Within the chapter, it serves as a metaphor for the protagonist’s struggle to write an essay that meets a specific prompt and her broader ambition to reach goals that seem distant, like gaining admission to NYU. The crow’s incremental efforts reflect the idea that small, persistent attempts (“pebbles”) can gradually bring one closer to success (“a sip”). This aligns with the chapter’s themes of resilience, the power of incremental progress, and the necessity of invention when confronting challenges.

      3. Analyze the protagonist’s internal conflict about submitting her essay to the Auburn Township Council contest. What does this reveal about the social environment she inhabits?

      Answer:
      The protagonist experiences a tension between wanting to express her authentic voice and the fear of backlash within a conservative, insular community dominated by privileged white men. She doubts whether her possibly controversial ideas will be accepted or even read, knowing the council members’ likely resistance to dissenting views. This internal conflict exposes a social environment where conformity is demanded, and deviation is perceived as threatening. The protagonist’s awareness of the town’s narrow expectations, the dismissiveness toward women’s experiences, and the power dynamics at play reveal a community resistant to change and uncomfortable with uncomfortable truths.

      4. How does the chapter address the theme of female empowerment through literature and writing?

      Answer:
      The chapter underscores female empowerment by highlighting the protagonist’s engagement with women writers like Jane Austen, Alice Walker, Angelou, Plath, and Mary Shelley, who offer diverse and powerful portrayals of women. The protagonist reflects on Mary Shelley’s fearless declaration and the strength of women’s voices in literature. Furthermore, the encouragement from Mrs. Riley to trust her voice and write boldly, even if controversial, reinforces the idea that writing is a tool for empowerment and social challenge. The prospect of getting a byline in the local paper symbolizes a step toward claiming authority and recognition in a male-dominated space.

      5. What role does the protagonist’s relationship with Mrs. Riley play in her development and decision-making in this chapter?

      Answer:
      Mrs. Riley acts as a mentor figure who pushes the protagonist to overcome her self-doubt and to confront challenges directly. By encouraging her to try again with the essay contest and to trust her unique perspective, Mrs. Riley fosters the protagonist’s confidence and ambition. She frames writing as a necessary skill for future success and a means of influencing others, even those resistant to change. Mrs. Riley’s support offers a counterbalance to the protagonist’s fears about community backlash, illustrating the importance of mentorship and encouragement in personal growth and empowerment.

    Quotes

    • 1. “Maybe it’s true that men like Thomas Hardy write women well, as victims or survivors, wives or daughters, mistresses, or even soldiers. But women write women as people.”

      This quote highlights a critical perspective on gender and authorship, emphasizing the authentic representation women writers bring to female characters, contrasting with male portrayals. It sets up a central thematic reflection on voice and identity in literature.

      2. “And Mary Shelley wrote men as monsters, and I love her for it.”

      This statement celebrates Mary Shelley’s subversive portrayal of men in Frankenstein, challenging traditional gender roles and expectations. It underscores the power of literature to invert norms and provoke thought, reinforcing the chapter’s engagement with feminist literary critique.

      3. “I’m working on my next crow column now, and it’s about crows in ancient folklore. There’s a fable about a crow that is dying of thirst… The moral of the fable is that necessity is the mother of invention.”

      Here, the narrator connects personal struggle to the metaphor of the crow’s persistence, symbolizing gradual progress through small efforts. This reflects the chapter’s motif of hope and incremental change despite daunting obstacles.

      4. “If it’s controversial, it might not win, Leighton. But you should trust your writing, and your voice. At the very least, you’ll force six middle-aged, privileged white men to read something that matters to a seventeen-year-old girl. Maybe it’ll plant a seed.”

      This quote captures the tension between conforming to expectations and speaking truth to power. It encourages embracing one’s authentic voice even in the face of potential rejection, illustrating the chapter’s larger theme of courage in self-expression.

      5. “Some things should fall apart. They should burn themselves out, like a candle that’s run its wick to the bottom. It’s dangerous to wish for such a thing, though, because some flames are too selfish to extinguish themselves.”

      This powerful conclusion reflects on the necessity and risk of upheaval in entrenched systems. It evokes the idea that decay and destruction can be necessary for growth, yet warns of the persistence of harmful forces, encapsulating the chapter’s bittersweet contemplation of change.

    Quotes

    1. “Maybe it’s true that men like Thomas Hardy write women well, as victims or survivors, wives or daughters, mistresses, or even soldiers. But women write women as people.”

    This quote highlights a critical perspective on gender and authorship, emphasizing the authentic representation women writers bring to female characters, contrasting with male portrayals. It sets up a central thematic reflection on voice and identity in literature.

    2. “And Mary Shelley wrote men as monsters, and I love her for it.”

    This statement celebrates Mary Shelley’s subversive portrayal of men in Frankenstein, challenging traditional gender roles and expectations. It underscores the power of literature to invert norms and provoke thought, reinforcing the chapter’s engagement with feminist literary critique.

    3. “I’m working on my next crow column now, and it’s about crows in ancient folklore. There’s a fable about a crow that is dying of thirst… The moral of the fable is that necessity is the mother of invention.”

    Here, the narrator connects personal struggle to the metaphor of the crow’s persistence, symbolizing gradual progress through small efforts. This reflects the chapter’s motif of hope and incremental change despite daunting obstacles.

    4. “If it’s controversial, it might not win, Leighton. But you should trust your writing, and your voice. At the very least, you’ll force six middle-aged, privileged white men to read something that matters to a seventeen-year-old girl. Maybe it’ll plant a seed.”

    This quote captures the tension between conforming to expectations and speaking truth to power. It encourages embracing one’s authentic voice even in the face of potential rejection, illustrating the chapter’s larger theme of courage in self-expression.

    5. “Some things should fall apart. They should burn themselves out, like a candle that’s run its wick to the bottom. It’s dangerous to wish for such a thing, though, because some flames are too selfish to extinguish themselves.”

    This powerful conclusion reflects on the necessity and risk of upheaval in entrenched systems. It evokes the idea that decay and destruction can be necessary for growth, yet warns of the persistence of harmful forces, encapsulating the chapter’s bittersweet contemplation of change.

    FAQs

    1. How does the chapter portray the difference between how men and women write about women in literature?

    Answer:
    The chapter contrasts male and female literary perspectives by suggesting that men, exemplified by Thomas Hardy, tend to write women primarily as victims, survivors, or defined by their social roles such as wives, daughters, or mistresses. In contrast, women writers are portrayed as writing women “as people,” implying a more nuanced and authentic representation. Mary Shelley is highlighted as an example of a woman who subverts traditional roles by writing men as monsters, demonstrating a reversal of typical gender portrayals. This distinction emphasizes the chapter’s theme of female authors reclaiming narrative power and complexity in literature.

    2. What significance does the fable about the crow and the pitcher hold within the chapter’s broader themes?

    Answer:
    The fable of the crow raising the water level by dropping pebbles symbolizes perseverance and creative problem-solving in the face of obstacles. Within the chapter, it serves as a metaphor for the protagonist’s struggle to write an essay that meets a specific prompt and her broader ambition to reach goals that seem distant, like gaining admission to NYU. The crow’s incremental efforts reflect the idea that small, persistent attempts (“pebbles”) can gradually bring one closer to success (“a sip”). This aligns with the chapter’s themes of resilience, the power of incremental progress, and the necessity of invention when confronting challenges.

    3. Analyze the protagonist’s internal conflict about submitting her essay to the Auburn Township Council contest. What does this reveal about the social environment she inhabits?

    Answer:
    The protagonist experiences a tension between wanting to express her authentic voice and the fear of backlash within a conservative, insular community dominated by privileged white men. She doubts whether her possibly controversial ideas will be accepted or even read, knowing the council members’ likely resistance to dissenting views. This internal conflict exposes a social environment where conformity is demanded, and deviation is perceived as threatening. The protagonist’s awareness of the town’s narrow expectations, the dismissiveness toward women’s experiences, and the power dynamics at play reveal a community resistant to change and uncomfortable with uncomfortable truths.

    4. How does the chapter address the theme of female empowerment through literature and writing?

    Answer:
    The chapter underscores female empowerment by highlighting the protagonist’s engagement with women writers like Jane Austen, Alice Walker, Angelou, Plath, and Mary Shelley, who offer diverse and powerful portrayals of women. The protagonist reflects on Mary Shelley’s fearless declaration and the strength of women’s voices in literature. Furthermore, the encouragement from Mrs. Riley to trust her voice and write boldly, even if controversial, reinforces the idea that writing is a tool for empowerment and social challenge. The prospect of getting a byline in the local paper symbolizes a step toward claiming authority and recognition in a male-dominated space.

    5. What role does the protagonist’s relationship with Mrs. Riley play in her development and decision-making in this chapter?

    Answer:
    Mrs. Riley acts as a mentor figure who pushes the protagonist to overcome her self-doubt and to confront challenges directly. By encouraging her to try again with the essay contest and to trust her unique perspective, Mrs. Riley fosters the protagonist’s confidence and ambition. She frames writing as a necessary skill for future success and a means of influencing others, even those resistant to change. Mrs. Riley’s support offers a counterbalance to the protagonist’s fears about community backlash, illustrating the importance of mentorship and encouragement in personal growth and empowerment.

    Note