45 pages • 1 hour read
Zilpha Keatley SnyderA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
By the end of September, a new family has moved into the Casa Rosada apartments. Mrs. Chung and her three daughters live in the basement next to the slightly creepy janitor, Mr. Bodler. Both Melanie and April get guilted by their families to befriend the eldest of the Chung girls, Elizabeth. They are resistant because Elizabeth is only in the fourth grade, but they agree to walk her to school on her first day. Both April and Melanie are unexpectedly enchanted by Elizabeth’s delicate appearance:
She really was amazingly tiny for a fourth grader. Her thick black hair was pulled back into a carefully curled ponytail that bounced when she walked. And there was something about the carved perfection of her face that made her smile seem like magic—an enchanted ivory princess warming suddenly to life (63).
Before they know it, the two older girls take Elizabeth under their wing. They even consider allowing her to join the Egypt Game. At first, April opposes the idea; then she and Melanie catch a glimpse of Elizabeth in profile as she sits outside the building. The tiny girl bears an uncanny resemblance to the statue of Nefertiti. This decides the matter, and Elizabeth is allowed to become part of the crew.
Elizabeth is delighted to be included. She is so impressed by the ceremonies the other two have developed that April and Melanie agree letting her in the group was a good idea. They cast her in the role of Queen Neferbeth with Marshall once again as Pharoah Marshamosis. April and Melanie play priestesses who are evil and good by turns.
Just as the game gets into full swing, tragedy strikes the neighborhood. A little girl who lives a few blocks away from the Casa Rosada has been found murdered, and this isn’t the first incident. The same thing happened a year earlier.
Out of fear, all the parents in the neighborhood insist on keeping their children indoors. The police have no clue as to the culprit’s identity, but many people point the finger at the Professor because he’s odd. Mr. Schmitt, the owner of the variety store, circulates a petition to drive the Professor out of the neighborhood. April is the only person who sticks up for him, and her friends follow suit on the strength of her conviction. The children stay indoors and speculate about the murderer.
The four children try playing the Egypt Game indoors, but it doesn’t feel the same. Eventually, April proposes creating costumes for when they can go back to the storage lot. They make a crown for Marshamosis, and the ladies in the building donate some old cheap jewelry to sew onto other costumes. The children pass off their sewing efforts as preparation for Halloween. Since the holiday is only days away, none of the adults question them. April throws herself into sewing to avoid thinking about her absent mother. In her infrequent letters, Dorothea never mentions when she’s returning to get April.
When Halloween rolls around, a few of the neighborhood fathers agree to escort groups of children on trick-or-treating rounds. The Egypt group schemes to slip away to visit their temple. April thinks:
It would be really terrific—a nighttime ceremony in the spooky half-light, and with everybody wearing their new Egyptian costumes. They would only stay for a few minutes, and they’d get back to the trick-or-treaters before they were missed (81-82).
Melanie is secretly worried about disobeying the rules but doesn’t tell April. On Halloween night, all four children are decked out in their new finery with heavy eye makeup to mimic Egyptians. The adults they encounter are enchanted by the effect. April pretends that she has received a psychic message from the gods and tells the others that the mighty ones have summoned them to return to Egypt.
Out on the street with the Halloween revelers, the crew runs into two fellow students—Ken Kamata and Toby Alvillar. Toby is the class prankster with a talent for making people laugh, while Ken is good-looking in “a big blunt cocky way” (93). They “were just about the most disgusting boys in the sixth grade, in a fascinating sort of way. They were best friends and always together, and everybody always voted for them for everything and wanted to be on their team” (92).
Ken is dressed as a monster, and Toby is supposed to be a TV set. After joking with the Egyptians for a few minutes, Ken and Toby move on to catch up with their group. As the four children hang back, April spies a shooting star. She says that this is a secret omen calling them back to Egypt.
In the storage lot, the children prostrate themselves before the altars and perform a ceremony celebrating their return. April says that Set is angry that they’ve been gone so long and demands a sacrifice. Each child takes a turn communing with Set’s spirit to decide what the sacrifice should be: “Elizabeth snatched her hand down and suggested eagerly that Set’s message was that they should stick their fingers with a needle and write him a letter in their own blood” (100).
While the others are impressed with her suggestion, they have nothing sharp to stick themselves with. April says that Set told her they should sacrifice Marshall’s plush octopus, Security. Marshall objects loudly and retaliates by saying that Set told him they should sacrifice April. Ever the peacekeeper, Melanie says that Set told her that they should sacrifice a few strands of hair and nail clippings; this becomes their token offering.
The children complete their ceremony. They are at the point of leaving when two shapes hurtle over the fence. At first, they are afraid it might be the murderer, but the invaders turn out to be Ken and Toby. Although the boys haven’t yet seen the entire Egyptian shrine, April is afraid that they will expose the secret playground. While the boys protest that they won’t tell their classmates, they threaten to tell the FBI or write a school report.
April wants to punch them. Instead, she says that the boys will get them in terrible trouble with their families if they expose the truth. The boys initially seem moved by the plea, but then go back to teasing the Egyptians. At the last moment, Elizabeth has an idea: “‘Please,’ she said, in a feathery little voice. ‘Please don’t tell on us, and we’ll let you play, too’” (109-10).
The book’s second segment focuses on the theme of Building a Community. Elizabeth augments the core group of Egyptians. April interprets Elizabeth’s resemblance to Nefertiti as a sign from the gods, and her instincts prove correct when Elizabeth shows enthusiasm for the game: “She was just crazy about every part of the Egypt Game, and she was full of admiring comments […] For a few days it was fun just doing everything over for Elizabeth to appreciate” (67-68). The two older girls will soon have another reason to value Elizabeth since she is the diplomat who suggests allowing Toby and Ken to join the crew.
The characters who form the core of the Egypt Game are diverse: April is white. Melanie and Marshall are Black. Elizabeth is Chinese. Toby is Hispanic, and Ken is Japanese. Ethnic and racial diversity aren’t the only factors that distinguish the team members. Marshall and Elizabeth are younger than the rest and would ordinarily be excluded from games meant for sixth graders. Although he is only an observer, the Professor might be deemed too old for the same reason. Gender differences are erased in the game as well. Under normal circumstances, sixth-grade boys disavow the company of girls, but their curiosity about the game draws them in.
April makes a telling observation about the nature of friendship and how it depends on something more than superficial similarities: “It occurred to her that Caroline ought to know that you didn’t pick your friends just because they were handy—or even lonely. You picked them because you thought alike and were interested in the same things, the way she and Melanie were” (60). The diversity and inclusiveness of the Egypt Game players is striking because the book was originally published in 1967. The Civil Rights Act of 1964, which barred discrimination based on race, sex, religion, national origin, or color, was passed only four years earlier. The Civil Rights Act of 1968, which outlawed housing discrimination based on race, sex, national origin, religion, family status and handicap, wouldn’t pass for another year. In spite of new legislation, racial and gender prejudice were pervasive.
Snyder seems to suggest that Building a Community takes all sorts of people, whether in imaginary games or the real world. The diversity of the Egyptians is mirrored in the neighborhood they inhabit. From the book’s earliest pages, mention is made of the community’s range of citizens:
There were dozens of children in the neighborhood; boys and girls of every size and style and color, some of whom could speak more than one language when they wanted to. But in their schools and on the streets they all seemed to speak the same language and to have a number of things in common (4).
The cohesiveness of the community becomes important when a murderer appears in their midst. To protect their children, the neighborhood parents close ranks. Unfortunately, their fear also causes them to target anyone who is different. Their suspicion of the Professor foregrounds the theme of Overcoming Isolation. The old shopkeeper is singled out because he is a loner who refuses to interact with the larger community. Only April stands up for him; she is dealing with isolation issues of her own and instinctively understands him. When Melanie tries to explain to April how a murderer can pass for normal, April’s prior isolation becomes painfully apparent:
Melanie looked at April curiously. She’d noticed before that April, in spite of her sophisticated ways, really didn’t know much at all about certain kinds of things. The kinds of things parents tell their children when they’re alone together and other kids tell you if they know you really well. All April’s information seemed to be the kind of things grown-ups let you overhear, and of course, nearly everything she could find in the children’s part of libraries (71-72).
Although April longs to return to her mother, it’s clear to everyone else that she didn’t have a healthy parental relationship with Dorothea, long before Dorothea sent her to live with Caroline.