Chapter: 06. Tom Has A Toothache
A. Answer these questions.
What did Tom wish to be on a Monday morning? Tom wished he was sick so he could stay home from school. What ailments did Tom consider having? Tom considered having colicky symptoms and a loose upper front tooth. He also tried to fake a “sore toe” based on a doctor’s story. How did Tom try to get Sid’s attention? Tom tried to get Sid’s attention by groaning louder and louder, then panting from his exertions, fetching “a succession of admirable groans,” and finally calling out “Sid, Sid!” and shaking him. How did Aunt Polly react to Tom’s condition? Aunt Polly initially reacted with disbelief, saying “Rubbage! I don’t believe it!” However, she immediately fled upstairs, and her face grew white and her lips trembled, showing her underlying concern. Once at his bedside and seeing his dramatic “mortified” toe, she laughed a little, then cried a little, then did both, before scolding him for his nonsense. What did Aunt Polly want to do to ease Tom’s toothache? Why did Tom stop her from doing so? Aunt Polly wanted to get a silk thread and a chunk of fire from the kitchen to pull Tom’s loose tooth out. Tom stopped her because he was afraid it would hurt, and he no longer wanted to stay home from school (which was his original intention behind the whole act). B. Answer these questions with reference to the context.
He generally began that day with wishing he had had no intervening holiday, it made the going into captivity.
a. Which day does the speaker mention here?
* The speaker mentions Monday.
b. What is the word ‘captivity’ being used to describe here?
* The word ‘captivity’ is being used metaphorically to describe going to school, implying it feels like being imprisoned.
c. What does this line tell you about the protagonist of this story?
* This line tells us that the protagonist (Tom) dislikes school intensely and views it as a confining, unpleasant experience, much like being a prisoner. Tom, why didn’t you wake?
a. Who said this and to whom?
* Sid said this to Tom.
b. What was making the speaker frightened?
* Tom’s loud and dramatic groaning, his claims of being “gone” (dying), and his “dying wishes” were making the speaker (Sid) frightened.
c. What was the speaker doing before saying this?
* Before saying this, Sid had been sleeping, then he woke up, stared at Tom, and asked what was the matter while Tom continued groaning. C. Think and answer.
Why did Tom pretend to be sick? Did Aunt Polly care for Tom? Give reasons for your answers. Tom pretended to be sick because he dreaded going to school on Monday morning and wanted to stay home to go fishing instead. Yes, Aunt Polly definitely cared for Tom. Even though she initially scoffed at Sid’s message (“Rubbage!”), her immediate actions showed deep concern: she “fled upstairs, nevertheless,” and her “face grew white too, and her lips trembled.” When she reached his bedside, she gasped and anxiously asked what was wrong. Her mix of laughing and crying upon realizing his trick also shows a deep emotional connection and relief that he wasn’t truly dying, combined with exasperation typical of someone who loves a mischievous child. She explicitly tells him, “Tom, Tom, I love you so.” Tom Sawyer wants to skip school, but many children around the world do not have the opportunity to go to school and receive an education. This is especially true of girls, who are often not given the chance to go to school at all. Explain why it is important that every child be given a chance to go to school. It is incredibly important that every child, regardless of gender, background, or location, be given a chance to go to school for many reasons: Empowerment and Opportunity: Education provides knowledge, skills, and critical thinking abilities that empower children to reach their full potential, pursue their dreams, and access better opportunities in life. Breaking Cycles of Poverty: Education is a powerful tool for breaking cycles of poverty. It enables individuals to secure better jobs, earn higher incomes, and contribute to the economic well-being of their families and communities. Health and Well-being: Educated individuals are often more aware of health and hygiene practices, leading to healthier lives for themselves and their families. Girls’ education, in particular, is linked to lower child mortality rates and improved maternal health. Social Development and Equality: School promotes social interaction, empathy, and understanding of diverse perspectives, fostering responsible citizens. Ensuring girls’ education contributes to gender equality, giving them a voice and agency in society. Community and National Progress: An educated populace is the foundation of a thriving society. It leads to innovation, economic growth, better governance, and overall progress for nations. Personal Growth and Fulfillment: Learning broadens horizons, ignites curiosity, and allows children to discover their talents and passions, contributing to a more fulfilling life. 
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