A Wrinkle In Time Discussion Questions

1. What is Meg Murry's emotional state at the beginning of the chapter, and what are the factors contributing to her feelings?

At the beginning of the chapter, Meg Murry is feeling very anxious and scared. This anxiety is primarily triggered by the fierce storm outside, which she describes as a hurricane. Beyond the weather, her feelings are compounded by numerous issues in her life: she has been struggling academically, having been moved to the lowest section in her grade, and feels isolated and misunderstood at school due to her intelligence and her family's situation. She is also grappling with feelings of inadequacy related to her appearance and her relationship with her family, particularly her father’s absence and the pressure of feeling like an outcast.

2. How does Meg perceive her relationship with her family, especially in context to her siblings and her brother Charles Wallace?

Meg feels a complicated mix of love and resentment towards her family. While she feels protective of her younger brother, Charles Wallace, whom others see as odd or even 'dumb,' she is also frustrated by her own feelings of being an outsider within her own family. Her twin brothers, Dennys and Sandy, seem to fit seamlessly into societal expectations and do not face the same ridicule she does, which makes her feel even more isolated. She worries about Charles and is conscious of the fact that others perceive him negatively, which adds to her feelings of being misunderstood and alone. Despite this, there is a strong bond between Meg and Charles Wallace; he often seems to understand her in ways that her other family members cannot.

3. What does the window scene in Meg's bedroom symbolize regarding her feelings and state of mind?

The scene where Meg observes the storm outside her attic window symbolizes her internal turmoil and feelings of entrapment. The chaotic weather mirrors her frenzied thoughts and emotions; the dark and stormy night serves as a metaphor for her own sense of fear, isolation, and distress. The violent wind and tossing trees reflect her feelings of being overwhelmed by the challenges in her life, suggesting that she feels vulnerable and at the mercy of forces beyond her control. This setting reinforces her sense of loneliness as she grapples with her emotional struggles while everyone else in her household remains oblivious to her distress.

4. How does the introduction of Mrs. Whatsit impact the story at this point, and what does she represent?

The introduction of Mrs. Whatsit serves as a pivotal moment that shifts the tone of the chapter from domestic turmoil to the possibility of adventure and the unknown. She represents eccentricity and the unconventional, which contrasts sharply with Meg’s feelings of normality and societal expectations. Her arrival during the storm adds an element of surprise and intrigue; she is unlike any visitor Meg has encountered, embodying a mysterious and possibly magical element that foreshadows the larger fantastical themes in the novel. Additionally, Mrs. Whatsit's mention of a 'tesseract' hints at deeper and more significant cosmic events about to unfold, thus foreshadowing the journey that Meg and her family will undertake.

5. What does Meg’s confrontation with her thoughts about her father reveal about her character and situation?

Meg’s reflections on her father reveal her deep longing and anguish due to his absence, suggesting that his situation profoundly affects her emotional state. She struggles with feelings of abandonment and confusion about the circumstances surrounding his disappearance, compounding her feelings of helplessness and frustration. This internal conflict reflects her desire for family unity and normalcy, which she feels has been shattered. Meg's thoughts indicate that she is a sensitive and introspective character who grapples with her external circumstances and internal struggles, showcasing her complexity as she navigates her identity amidst familial pressure and expectations.

1. What is the significance of the tesseract mentioned in this chapter?

The tesseract is introduced as a concept that intrigues both Meg and her mother. Meg's mother refers to it as something that requires explanation, suggesting it has deeper implications related to the story's larger themes about time and space. Meg is curious about the tesseract but is ultimately unsure of its meaning, reflecting her confusion and disorientation caused by the events surrounding her father's absence and the mysterious encounter with Mrs. Whatsit.

2. How does Meg's relationship with her family affect her feelings throughout this chapter?

Meg feels misunderstood and frustrated by her family dynamics, particularly with her younger brother Charles and her classmates. She grapples with the burden of her father's absence and the seeming lack of support from her peers, which adds to her insecurity and bitterness. Her mother's attempts to explain complex ideas like the tesseract only heighten her feelings of alienation, as she perceives her family members as intelligent and competent while she struggles with her own academic performance and social interactions.

3. What role does Charles Wallace play in supporting Meg's character in this chapter?

Charles Wallace serves as a supportive figure for Meg, demonstrating an understanding of her feelings and the troubles she faces at school. Despite being younger, he seems to have a unique perceptiveness that allows him to sense Meg's distress. He provides a source of comfort and reassurance, particularly when he expresses his desire to protect her and his confidence in their connection. He encourages her to seek the truth about Mrs. Whatsit and the tesseract, showing that he values her thoughts and feelings.

4. Describe Meg's experience at school. How does it contribute to her character development?

At school, Meg has a negative experience marked by tiredness, alienation, and a confrontation with her principal, Mr. Jenkins. She struggles to concentrate, leading to a public reprimand that worsens her feelings of inadequacy. His comments about her attitude and academic performance impact her self-esteem and highlight the pressure she feels to succeed. This experience contributes to her character development by illustrating her internal conflicts and the challenges she faces as a young girl dealing with family issues and societal expectations.

5. How does the encounter with Calvin O'Keefe change the dynamics of the chapter?

The encounter with Calvin O'Keefe introduces a new dynamic to Meg and Charles Wallace's relationship. Calvin, an older boy who feels out of place within his own large family, resonates with Meg's feelings of being misunderstood. His arrival adds an element of intrigue and potential companionship, as they both sense a connection to one another. This meeting hints at future developments in the plot, suggesting that Calvin may play a crucial role in their adventure ahead as they explore the mysteries of the tesseract and the ongoing troubles with their father.

1. What is the significance of the relationship between Meg and Calvin in Chapter 3?

In Chapter 3, the relationship between Meg and Calvin starts to develop, revealing themes of friendship and understanding. This chapter highlights their shared experiences of being misunderstood by others and feeling isolated in their own ways. Calvin’s understanding of Meg’s home life and his admiration for her mother contrasts sharply with his own tumultuous family situation, allowing Meg to reflect on her own privileges. Their bond begins to strengthen as they explore their shared challenges and begin to genuinely care for one another.

2. How does Meg’s perception of her family dynamics evolve throughout the chapter?

Initially, Meg takes for granted the love and support of her family, particularly her mother. Through her conversation with Calvin, she begins to realize the depth of her own feelings and the comfort that comes with familial love, which she had previously overlooked. Calvin’s struggles with his own family prompt Meg to reconsider what it means to have a supportive family, leading her to appreciate her mother more and recognize the pain they are both enduring due to her father's absence.

3. What themes are revealed through the discussion of Meg and Calvin’s academic struggles?

Meg and Calvin’s conversation about academics showcases themes of intelligence, societal expectations, and personal identity. Meg feels inadequate because of her struggles with math, which fuels her lack of confidence. However, when Calvin expresses surprise at her mathematical abilities, and Mrs. Murry discusses the unique ways Meg learned, it challenges the notion of standard intelligence. Their discussions convey the message that intelligence comes in various forms and that personal struggles in academics do not define one’s worth.

4. What role does Mrs. Murry play in this chapter, and how does she affect the atmosphere of the household?

Mrs. Murry serves as a nurturing figure in the chapter, providing warmth and a stable environment despite the family's turmoil surrounding Mr. Murry's absence. Her character illustrates a balance of strength and vulnerability, as she is supportive of Meg’s interactions with Calvin, while also confiding her own emotional struggles about her husband. This duality helps set a comforting yet complex atmosphere in the household, allowing the children, especially Meg, to feel a sense of hope and safety even amidst uncertainty.

5. How does the chapter foreshadow the adventure that Meg, Charles Wallace, and Calvin are about to embark on?

The chapter concludes with a sense of anticipation and urgency as Charles Wallace declares that they are going to find their father. This immediate turn toward action and the appearance of Mrs. Whatsit and Mrs. Who hint at the upcoming adventure. The vibrant discussions and emotional connections made throughout the day set the stage for their journey, emphasizing themes of loyalty, bravery, and unity. This sets a foundation for the trio’s growth as they navigate the unknown together.

1. What is the initial setting described in Chapter 4 of 'A Wrinkle in Time' and what happens to Meg and her companions at the start of the chapter?

Chapter 4 begins with a chaotic and foreboding setting, where the trees are described as being in a "violent frenzy." The scene quickly transitions into darkness—light vanishes completely, leaving Meg in a terrifying void where she feels completely alone, detached from Charles Wallace and Calvin. The abrupt loss of sound and light creates a sense of panic as Meg grapples with her isolation, yelling for her brother and experiencing a loss of physical presence. This underscores the theme of vulnerability and the fear of the unknown.

2. How do Meg, Charles Wallace, and Calvin react to the transition from darkness to light when they are transported to Uriel?

After enduring the frightening darkness, Meg feels a tingling sensation that signifies her return to physical presence. When the light begins to pulse and quiver, her vision clears, revealing Charles Wallace calling out for her and Calvin. Meg is overwhelmed with relief at being with them again, but at first, she still feels somewhat detached from them, realizing they are visible and accessible again. Calvin’s reappearance reassures her, and when they find themselves in a sunlit field filled with beauty, their initial fear transitions to a sense of wonder and relief as they are embraced by the tranquility of their new surroundings.

3. What do the three celestial beings—Mrs Whatsit, Mrs Who, and Mrs Which—represent in this chapter, and how do they interact with the children?

The three beings represent guides and protectors who facilitate Meg, Charles, and Calvin's journey. Their interaction is both whimsical and serious; they balance light-heartedness with the gravity of the children's mission. For instance, Mrs Whatsit, who transforms into a majestic creature, embodies a nurturing and playful spirit, while Mrs Which's authoritative nature brings gravity and direction to their tasks. The beings also help the children understand the serious stakes involved in their quest, particularly emphasizing their responsibility to confront evil.

4. What is the significance of the children's realization about the dangers they face, particularly in relation to the dark shadow they observe?

The dark shadow that the children observe symbolizes an ominous and malevolent force—a representation of the evil they must confront. The experience of encountering this shadow is described as chilling and overwhelming, signifying the weight of their battle against darkness and the complexities of fear. This moment is critical as it solidifies the gravity of their mission to save Meg's father and confront the dark force that threatens the universe, illustrating that their adventure is not merely a physical journey but a moral and spiritual confrontation as well.

5. What does Mrs Whatsit's transformation and the subsequent journey on her back symbolize for Meg and her friends in this chapter?

Mrs Whatsit's transformation signifies the concept of growth and the potential that lies within each character. This metamorphosis from a quirky old woman to a majestic being embodies the idea of hidden strength and the beauty of support and guidance in times of fear. The children's flight on Mrs Whatsit conveys their transition from vulnerability to empowerment, as they trust in her guidance while also facing the unknown together. This symbolizes their readiness to embrace their roles in the battle against evil, moving from a place of fear into one of courage and adventure.

1. What emotional state is Meg in at the beginning of Chapter 5, and what causes it?

At the beginning of Chapter 5, Meg is in a state of despair and sadness, which escalates into loud sobbing when she realizes that her father is behind the darkness, a presence that is incomprehensible to her. She feels helpless and scared at the thought of her father's predicament and the darkness surrounding him, which ultimately leads her to cry.

2. How do Mrs Whatsit, Mrs Who, and Mrs Which explain the process of tessering to Meg and Calvin?

Mrs Whatsit, Mrs Who, and Mrs Which explain that tessering involves traveling through the fifth dimension, which is an abstract concept beyond the normal three dimensions humans are used to. They use the analogy of a piece of fabric (Mrs Who’s skirt) to illustrate that instead of taking a long route through space, they can 'fold' the fabric and reach their destination more directly, akin to using a shortcut. This concept is ultimately tied to mathematical principles, where a tesseract is a way of visualizing movement through multiple dimensions.

3. What does Charles Wallace tell Meg about the dimensions, and how does she initially respond to his explanation?

Charles Wallace explains the different dimensions to Meg, starting from the first dimension (a line) to the second (a square) and the third (a cube), finally describing the fourth dimension as time. He indicates that the fifth dimension is represented by a tesseract, which allows for shortcuts in space-time to travel more efficiently. Initially, Meg finds this explanation overwhelming and expresses her frustration by stating, 'I guess I am a moron. I just don’t get it.' This shows her confusion and struggle to grasp the complex concepts.

4. What is the children's reaction when they reach the two-dimensional planet, and what happens to them during that experience?

When the children reach the two-dimensional planet, they feel a sudden and intense pressure as if being flattened, which causes Meg to struggle to breathe. The experience is frightening, and they initially cannot comprehend the experience because of the extreme limitation of being in a two-dimensional space, where they feel physically and mentally constricted. Mrs Which, realizing the danger of this dimension for the children, quickly intervenes, causing them to be whisked away from that situation back into nothingness.

5. What information do the children learn about their home planet during their time with the Happy Medium, and how does Meg react to it?

The children learn that their home planet is shrouded by the 'Dark Thing,' a representation of evil and darkness that has been present for many years. This revelation is distressing to Meg, as she senses the gravity of the situation and the implications it has for their home and family. She feels a deep agony at understanding that the darkness has existed for a long time, indicating her concern for the safety of her loved ones and the state of her world.

1. What vision do the characters witness in the crystal ball during their interaction with the Happy Medium?

The characters see a manifestation of Darkness that appears seething and writhing. However, with the Medium's guidance, they witness a great burst of light that spreads through the Darkness, effectively demonstrating that light can overcome the shadow. As the Dark Thing vanishes, the scene transforms into a star-filled sky, symbolizing hope and the triumph of good over evil. The Medium explains that the light represents a star that fought against the darkness, giving its life in the process, but ultimately succeeded in overcoming the Darkness.

2. How does Mrs Whatsit reveal her past to Charles Wallace, and what impact does that revelation have on him?

When Charles Wallace deduces that Mrs Whatsit was once a star, she is initially embarrassed but confirms it by nodding. This acknowledgment creates a moment of intimacy and understanding between them. Charles expresses a desire to kiss her, which he does, sealing their bond. This event elicits a deeper recognition of Mrs Whatsit's true nature and sacrifices, which influences Charles's perception of her, and reinforces the themes of love and sacrifice in their journey.

3. What instructions do the characters receive from the three Mrs Ws regarding their mission and what they need to be careful about?

Mrs Whatsit informs them that they will need to be strong, warns them not to separate, and encourages Meg to harness her anger for strength. Mrs Which cautions them, specifically addressing Charles Wallace's vulnerabilities, indicating that his nature makes him particularly at risk. They emphasize the necessity of staying together and not allowing anything to divide them, foreshadowing the struggles they might face on Camazotz.

4. What does Meg observe about the children playing in the town they enter, and what does this reveal about the society of Camazotz?

Meg notices that the children in the town are playing in perfect synchrony, performing their activities in exact rhythm, which feels unnaturally coordinated. This observation leads her to realize that the society of Camazotz is highly controlled, with no room for individuality or deviation. The children's play is devoid of spontaneity, reflecting a larger theme of conformity and oppression that characterizes the environment they find themselves in.

5. What ultimately drives Meg, Charles, and Calvin into the Central Central Intelligence building, despite their trepidation?

Motivated by a combination of curiosity and the urgency of their mission, Meg, Charles, and Calvin decide to enter the Central Central Intelligence building. They believe they must gather more information to locate Meg's father, despite Calvin's sense of foreboding about the danger that lies within. Their determination to find her father and confront the unknown ultimately propels them forward, indicative of their courage and resolve against the oppressive atmosphere of Camazotz.

1. What warning did Mrs. Whatsit give to the children about the danger they would face?

Mrs. Whatsit warned the children, specifically Charles Wallace, that they were going to be in danger, and that it would be worse for him than for Meg and Calvin. She advised them to stay together, emphasizing that their safety was in unity.

2. Describe the setting when the children enter the Central Intelligence Building. What do they observe?

As the children enter the Central Intelligence Building, they find themselves in a large entrance hall made of dull, greeny marble, filled with benches where people sit like statues. The greenish light reflects on their faces, making them look sickly. The atmosphere feels oppressive and unsettling, as the people turn their heads toward the children but quickly look away again, adding to the eerie sensation.

3. What is the initial interaction between Charles, Meg, and the man in the business suit?

Charles Wallace approaches a man in a nondescript business suit to ask about the procedure for seeing someone in authority. The man responds with annoyance, suggesting they should already know to present their papers to an 'A machine.' Charles and Calvin are confused about the lack of a door and are met with a condescending attitude from the man, who warns them not to play games or they'll face the consequences of reprocessing.

4. How does Charles Wallace demonstrate his intelligence and determination in this chapter?

In this chapter, Charles Wallace showcases his intelligence by engaging directly with the man in the business suit and questioning the absurdity of the situation. Despite the oppressive atmosphere and the threatening presence of the man on the platform, he defies the man's suggestions to recite the multiplication table, instead reciting a children's rhyme to demonstrate his resistance. His determination is further highlighted when he tries to confront the man in the chair, suggesting he isn't what he appears to be, and when he insists on discovering the truth about their father, showing his willingness to take risks despite the warnings.

5. What is the significance of Charles Wallace's encounter with the man on the chair and his eventual decision to engage with him?

The encounter with the man on the chair is critical as it embodies the themes of mind control and the loss of individuality present in the story. The man represents a force seeking to dominate the children's minds, and Charles's decision to engage is significant as it illustrates his quest for knowledge and understanding of their father, as well as the nature of the dark influence they are facing. However, it also highlights his vulnerability to manipulation, setting the stage for a struggle between personal agency and coercive power.

1. What is the significance of Charles Wallace's transformation in Chapter 8 of 'A Wrinkle in Time'?

In Chapter 8, Charles Wallace appears to have undergone a significant and unsettling transformation. Although he looks like himself, his demeanor and the way he speaks imply that he is no longer the Charles that Meg once knew. The changes in his eyes—where the black is consumed by blue—symbolize the influence or control of an external force over him. This transformation is crucial because it highlights the theme of individuality versus conformity that runs throughout the book. Meg's reaction to this change reflects her instinctual feeling that something is profoundly wrong, which introduces a tension between her need to protect her brother and the apparent 'happiness' that the creature with red eyes claims Charles is experiencing. It sets the stage for Meg's struggle against the forces of oppression represented by IT and the society of Camazotz.

2. How do Meg and Calvin attempt to communicate with Charles Wallace, and what does this reveal about their characters?

Meg and Calvin realize that fighting Charles physically is ineffective against the force that has taken control of him. Instead, Meg suggests that Calvin should attempt to communicate with Charles. This moment reveals Calvin's empathetic nature and his desire to connect with others, as he demonstrates hope and resilience in trying to reach the real Charles Wallace beneath the surface. Meg shows her protective instincts by refusing to let go of Charles, illustrating her fierce loyalty and determination. Their different approaches—Meg's brute strength and Calvin's desire for emotional connection—emphasize the complementary nature of their friendship and their commitment to saving Charles. It also foreshadows the theme of teamwork in their battle against the darkness they face.

3. What does the Prime Coordinator's explanation about 'IT' and the society of Camazotz reveal about the nature of evil in the narrative?

The Prime Coordinator's explanation of Camazotz and the concept of 'IT' embodies a chilling portrayal of evil in the narrative. It reveals a society that values conformity above individuality, stating that happiness is achieved through sameness and the eradication of personal suffering. This perspective shows a misguided belief that the absence of conflict and discomfort equates to a utopian existence. In contrast, Meg and Calvin understand that true happiness includes the spectrum of human experience, including suffering, which contributes to their personal growth and depth. The Prime Coordinator's description of 'IT'—the embodiment of a collective mind that enforces a singular understand of happiness and the negation of personal choice—illuminates the dangers of totalitarianism and the loss of self, asserting that evil manifests when freedom and individuality are suppressed.

4. What does Meg's reaction to the revelation of IT's nature tell us about her character development?

Meg's reaction to learning about 'IT'—the entity that represents control and conformity—demonstrates significant character development. Initially, she exhibits frustration and resentment towards her brother's changed demeanor. However, upon recognizing that 'IT' equates to evil and that the manipulation of individuality leads to suffering, she asserts her desire for freedom and the complexities of true happiness. Her defiance against the idea of losing her individuality signifies her growth into a more self-aware and courageous character. Meg's determination to reject the values of Camazotz reflects her burgeoning understanding of the moral complexity of their battle, as she begins to embrace her differences and the importance of love and personal bonds in the face of oppressive forces.

5. How does the setting of Camazotz contribute to the themes of conformity and individuality in Chapter 8?

The setting of Camazotz is heavily symbolic and serves as a critical backdrop for the exploration of conformity and individuality in Chapter 8. Described as having an eerie uniformity, the sterile corridors and sameness of the environment emphasize the oppressive nature of the society. The fact that everyone on Camazotz seems happy to submit to the rigid structure of their lives starkly contrasts Meg and Calvin's experiences and values. The physical manifestations of conformity—such as the rhythmic bouncing of the boy’s ball synchronized with screams—visually and emotionally depict the cost of suppressing individuality. This setting propels the narrative's conflict, as it challenges the characters to fight against the societal norms that strip away personal identity, leading to the realization that diversity and individual expression are essential to true happiness and fulfillment.

1. What physical barrier prevents Meg from reaching her father initially, and how does Calvin explain it?

Meg rushes at a transparent barrier that looks like an open door but is as solid as a wall, causing her to crash back. Calvin explains that this barrier is transparent, much like glass, thus they cannot pass through it to reach their father.

2. How does Meg initially perceive the changes in her father’s appearance?

Meg notices that her father appears disheveled and haggard compared to the images she holds of him. He has grown a beard that is graying, his hair is longer and unkempt, and there is a look of suffering on his face that shocks her, prompting her to express her longing for him.

3. Describe Charles Wallace’s behavior when he is influenced by IT, and how this affects Meg and Calvin’s attempts to get through to him. What does this reveal about his condition?

While under the influence of IT, Charles exhibits a colder, almost mocking demeanor that starkly contrasts his usual affectionate self. He dismisses Meg's concerns about their father and shows no real emotion. This indicates that he is being controlled by IT, and his behavior causes Meg deep distress, as it creates a barrier between her feelings for her brother and the reality of his possession.

4. What strategy does Meg employ to regain control over Charles Wallace when confronted by IT?

Meg recalls that Charles had fought against the control of IT by shouting nursery rhymes, and she tries to use similar tactics. When pushed by her father to disrupt the rhythm of IT, she shouts out the Declaration of Independence, asserting her will and individuality against the uniformity IT demands. This moment of realization about the difference between being 'equal' and 'identical' helps her break away from IT’s influence temporarily.

5. How does Mr. Murry react upon first seeing his daughter, and what is Meg’s immediate concern?

Mr. Murry expresses surprise and confusion at seeing Meg, questioning where her mother and brothers are. However, Meg quickly shifts focus from joyful reunion to urgency, telling him they must act to rescue Charles Wallace from IT's control, emphasizing the gravity of their situation.

1. What is Meg's initial state when she starts to regain consciousness, and how does she perceive her surroundings and condition?

Meg initially feels an overwhelming cold and later understands that she is unable to move or call out, feeling as if she has been turned to stone. As she begins to regain awareness, she recognizes the voices of her father and Calvin, who discuss her faint heartbeat and the effort they are making to ensure she is alive. She feels completely paralyzed, with her body as stiff as marble, and her mind slowly begins to awaken despite her icy physical state.

2. Discuss the conversation between Calvin, Mr. Murry, and Meg regarding the events that took place on Camazotz. What are the main concerns they express?

Calvin and Mr. Murry reflect on the shocking nature of 'IT' on Camazotz, discussing how it had the power to take control and absorb individuals like Charles Wallace. They express concerns about Charles Wallace's fate and the potential danger of being caught by 'IT'. Mr. Murry explains that holding out against 'IT' was an unprecedented feat, and they discuss the need to rethink their rush into events, with Mr. Murry admitting that their understanding of the situation is limited. They realize that they may not have fully grasped the consequences of their actions and that time functions differently on Camazotz.

3. How does Meg react to her father and Calvin after they arrive at the new place? What emotions does she express, and what does this reveal about her character?

Meg expresses frustration and fear towards both her father and Calvin. She feels cold and vulnerable, judging that her father has let her down by not being able to help them effectively. She expresses anger about being transported without Charles Wallace and accuses her father of not being competent at tessering. This reaction reveals her desperation, a sense of abandonment, and the high stakes she perceives in their situation, showcasing a mix of love and anger. She confronts her father, emphasizing her feelings of helplessness and her fear of never seeing her family again.

4. What do the strange creatures that approach Meg, her father, and Calvin look like, and how does Meg respond to them?

The creatures that approach the trio are described as tall, dull gray, and lacking human-like features. They have multiple arms and tentacles instead of fingers, and their faces are characterized by indentations rather than eyes, which raises feelings of revulsion and terror in Meg. Despite her fear, when one of the creatures touches her, she experiences a surprising warmth and sense of safety, leading to a brief feeling of drowsiness. This moment shows Meg's complex reactions of fear intertwined with a strange comfort in the presence of these alien beings.

5. What is Mr. Murry's perspective on the concept of tesseracting and its implications for them? YWhat broader themes does this reflect in the story?

Mr. Murry reflects on the complexity and unpredictability of tessering, describing it as dangerous and having led to unintended consequences. He expresses his realization that they are essentially children playing with powerful forces they do not fully understand. This perspective signifies broader themes in 'A Wrinkle in Time,' including the dangers of human curiosity, the responsibilities that come with knowledge and power, and the struggle between light and darkness represented by 'IT' and the Black Thing. It suggests a moral dimension where their quest for understanding and connection also poses grave risks, emphasizing the importance of caution and wisdom in their journey.

1. What is the initial reaction of Mr. Murry when the beasts hold Meg?

Mr. Murry reacts sharply by asking the beasts to put Meg down. This demonstrates his protective instinct and concern for his daughter's safety.

2. How do the beasts communicate with the humans, and what do they reveal about their understanding of visitors from other planets?

The beasts, particularly the tallest one, articulate that they communicate better with Calvin, suggesting a level of understanding that transcends human fear. They express curiosity about the fear humans might have if confronted with beings from another planet, highlighting a lack of experience with visitors, as they themselves come from a place that may not have encountered humans before.

3. What does Meg experience physically and emotionally while being held by the beasts?

As Meg is held by the smallest beast, she initially feels pain and fear, exacerbated by her memories of IT. However, as the beast cradles her, she feels warmth and security, which lull her into relaxation and eventually sleep. The physical comfort contrasts sharply with her earlier traumatic experiences, allowing her to lower her defenses and trust the beasts.

4. What do the beasts reveal about their own existence and perception of light and dark?

The beasts express confusion about human concepts of light and dark, revealing that they do not understand sight as humans do. They know the warmth and growth of their sun but do not perceive it visually. Instead, they emphasize an intrinsic understanding of the essence of things rather than their appearance, which suggests a deeper connection to existence.

5. How does Meg's understanding of her situation evolve during her time with Aunt Beast?

Meg's understanding shifts from fear and anger towards a sense of acceptance and comfort. Initially distressed about her father's failure to rescue Charles Wallace, she learns to trust Aunt Beast and the other beasts who care for her. As she interacts with Aunt Beast, Meg begins to explore the broader implications of existence, love, and the nature of assistance beyond her immediate goals, creating space for deeper connections.

1. What transformations did Meg observe in Mrs Whatsit, Mrs Who, and Mrs Which during their appearance in Chapter 12?

Meg noticed that Mrs Whatsit, Mrs Who, and Mrs Which appeared to be altered compared to her first encounter with them. Their outlines were blurred and their colors blended together, resembling a watercolor painting. This change indicated that they were in a different state, possibly less solid or more ethereal, as Meg attempted to embrace Mrs Whatsit but realized she was more light than substance.

2. What internal conflict did Meg experience throughout this chapter regarding Charles Wallace's fate?

Meg was consumed by a desperate urgency to save her brother, Charles Wallace, who had been captured by IT on Camazotz. She felt powerless and frustrated when Mrs Whatsit and the others indicated that they could not intervene directly on Camazotz. This led to her pleading and crying out, showcasing her emotional turmoil. The realization that she might have to face IT alone was overwhelming, but it also sparked a sense of determination as she gradually came to understand that it had to be her, and no one else, who could save Charles.

3. How did the concept of love become a crucial theme in this chapter, particularly in Meg's journey?

In this chapter, love emerged as a fundamental weapon against the malevolent force of IT. As Meg struggled with the identity of the entity that seemed to control Charles, she found strength in her love for her brother. When she declared her love for Charles, it became the force that allowed her to connect with him and break the hold IT had over him. This revelation transformed her despair into empowerment, showing that love, rather than physical strength or intelligence, is the most potent force in their battle against darkness.

4. What significance did Mrs Whatsit's and Mrs Who’s final messages convey to Meg as she prepared to confront IT?

Mrs Whatsit and Mrs Who delivered important messages to Meg that emphasized the nature of strength and wisdom. They spoke of the foolishness and weakness that could confound the wise and powerful, suggesting that authentic power lies not in conventional might but in love and faith. Their messages also stressed that while Meg was entering severe danger, she was not being sent unprepared or abandoned; she carried with her love and the lessons learned throughout her journey. This reinforced Meg's resolve to confront IT and highlighted the central theme of the story—that love has the power to overcome evil.

5. Discuss the climax of Meg’s emotional journey when she finally confronts IT. What change does she undergo?

Meg's emotional journey reaches its pinnacle when she confronts Charles Wallace, now under the influence of IT. In a moment of despair, she feels overwhelming anger, but she then shifts her focus to her love for her brother. This change marks her transformation from fear and uncertainty to strength and clarity. When Meg acknowledges that it is her love for Charles that sets her apart from IT, she ultimately breaks the spell IT had over him. Her emotional release through love signifies her growth from a scared, dependent girl to a courageous individual ready to fight for what she loves.