The Charms of the Adventures of Tom Sawyer

TheCharmsoftheAdventuresofTomSawyerAbstract:TomSawyer,astoryofaboy'sadventuresfilledwithcuriosityandimaginationcreatedbyMarkTwain,hasattractedyoungreadersandcapturedtheirgeneralfeelingonegenerationafteranother.Basedonpsychology,thispapertriestoexploreinwhatwayTomSawyergoesalongwiththechildren'spsychologyandwinstheadmirationofyoungreaders.ThecharmisdemonstratedbyaprofoundunderstandingofTomSawyer'sidealism,hisnaiveteandinnocence,hiscuriosity,fantasyandheroism,andthroughMarkTwain'scarefulobservation,hisunconventionalwritingandhisuniquedeviceinstyle.Keywords:TomSawyer,charm,psychologicalfactor,styleIntroductionSparklingwithmischief,jumpingwithyouthfuladventure,MarkTwain'sTomSawyerisoneofthemostsplendidrecreationsofchildhoodinallofliterature.TomSawyeristhefirstofalonglineofadolescentheroesinAmericanfiction.Itisabookthatismorethanaboy'sbook.LikeGulliver'sTravels,AliceinWonderlandandHuckleberryFinn,itowesitsgreatnesstothefactthatitcanbereadandadmiredonallagelevels.Ihavebeeninterestedinpsychologyforquitesometime.SinceTomSawyerisregardedasamasterpieceinthechildren'sliterature,therealkeytoitssuccessmustbesoughtinitspopularityamongyoungreaders.Onthebasisofpsychology,thisthesisintendstoexploreinwhatwayTomSawyergoesalongwiththechildren'spsychologyandthereforewinstheadmirationofyoungreaders.1.Children'sNaiveteandInnocence1.1BriefAnalysisNaiveteandinnocencearetwoofthecommoncharacteristicsofchildren.Childrenalwayscomprehendtheworldaroundthemwiththeirsimpleheartandponderoveraproblemwiththeirchildishignorance.Inthisstory,MarkTwainmakesTomSawyeraprofessionalboy,incessantlyaboy,nothingbutaboy,whohasthecharacteristicsofchildreningeneral.Confrontedwithanykindofcircumstances,Tomrespondsbymakingagameofit,byrelyingonhisreading,byposingoractingoutapart.1.2Tom'sBoyishFashionofDoingThings1.2.1PlayingTruantMondaymorningfindsTomSawyerinlowspiritsbecauseanotherweek'ssufferinginschoolcomes.Tomtriestodetectsomesymptomsinhissystemsothathecanstayhomefromschool.Hediscoversthatoneofhisupperfrontteethisloose.Heisabouttogroan,butthinkingoftheterribleresultofhavingthetoothpulledout,hegivesup.Hefinallychooseshissoretoeasanexcuseandfallstogroaningwithconsiderablespirit.TomexpectsSid,hisyoungerbrother,whosleepsbesidehim,towakeupandruntotellAuntPollyabouthissymptoms.ButnomatterhowTomgroans,noresultcomesfromSid."Tomwasaggravated.Hesaid,'Sid!Sid!'andshookhim."ButwhenSidwakesupandstaresathim,TompretendstoletSidleavehimalone.Heactsasifheisdyingandsays,"Iforgiveeverybody,Sid.(Groan.)Tell’emso,Sid.AndSid,yougivemywindowsashandmycatwithoneeyetothatnewgirlthat'scometotown,andtellher."SidbecomessofrightenedthathefliesdownstairstotellAuntPollythatTomisdying.ThisisTom'spainstakinglyplotting"fraud"whichmakesSidbelievehimbutcannotdeceiveAuntPolly.Itistoosimple,acheaptrickbychildren.ItendswithTom'sloosetoothpulledoutandhestillhastogotoschool.FromtheaboveepisodewefindthatTomisanalertandresourcefulchildwithoutlosinghisnaiveteandinnocenceinchildhood.Afterall,childrenarestillincompletebeings.Underanycircumstances,childrenrespondinaninnocentandsimplefashion,andtendtotreattheproblemstheyencounterintheiruniquechildishway.Theaboveepisodeisawonderfulexampleoftheboymind,whichinhabitsaworldquitedistinctfromthatinwhichheisbodilypresentwithhiselders.1.2.2Love-affairMarkTwainalsowritesaboutwhatchildrenfeelaboutthoseoftheoppositesexduringthechildren'spsychologicaldevelopment.Andhereflectsitthroughthehero,TomSawyer.ThereisavividdescriptionaboutTom'slovecomplicationforBecky.OnceTomseesanewgirlwithfurtiveeyeinJeffThatcher'sgarden.Immediatelyhe"fellinlove"withher.He"beganto'showoff'inallsortsofabsurdboyishwaysinordertowinheradmiration".Whenheseesthegirlwendingherwaytowardthehouse,"Tomcameuptothefenceandleanedonit,grieving,andhopingshewouldtarryyetawhilelonger.""Hisfacelitup,rightaway,forshetossedapansyoverthefenceamomentbeforeshedisappeared."BeforeTom"worshipedthisnewangelwithfurtiveeye",hehadbeenthehappiestandtheproudestboyintheworldonlysevenshortdays,andhereinoneinstantoftimeshehadgoneoutofhisheartlikeacasualstrangerwhosevisitisdone.ThisisthebeginningofTom'slovestorywithhischildishlyfickledesertionofhisfiancée,AmyLawrence."Manychildrenhavetheinclinationtoshowoffbeforethoseoftheoppositesexsoastocatchtheirattention."Buttheso-calledlovecannotgobeyondthelimitofimmaturityofTom'sage.Forthem,theloveisonlysometrickorgame.MarkTwaingraspsthechildren'spsychologyandwritesaboutTom'slove-affairthatisonlyboy'slove-affair,butisnevertreatedotherwisethanasaboy'slove-affair.Itisremovedfromtheloomingsexualityofchildhoodandadolescence.Itremindsmanyyoungreadersoftheirownlove-affair,simpleandchildish.1.2.3ChildishImitation“Childrenoftenobtainscantyknowledgefromadultsandbooksaboutconcept,customandconduct,andaccordingtotheirunderstandingandimagination,trytoimitate.”“Imitationiscommonlyacceptedasaninnatetendencytomimicorcopyothers.”Forchildren,“Imitationissupposedtoplayaroleinlearning.”Findinghimselfinanotyetfamiliarworld,childrenneedaidfromwhattheyreadandseetolearnthingsandtestifythemthroughtheirchildishimitation,thoughnothoroughunderstandingisinvolved.ThesameistruewhenTomasksBeckyforakissonlybecausethatisritualhehasreadaboutinbookswhenpeoplegetengaged.Tom’schildishimitationaccordingtohisreadingmayseemabsurdtoadults,butnottoyoungreaders.Nothavingmuchsocialexperience,theylookuponbooksandadultsas"authorities"whichhelpthemportrayallaspectsoflife.AfterHuckhearsfromanadultthathiswartscanbecuredwithdeadcats,HuckandTomcarryadeadcat.andvisitthecemeteryatnight.Beingboys,theythinktheycancontroltheoccultforcesofdarkness,dreadandviolencebylayingspellsonsuchthings.Theyaresuperstitiousaboutmanythingsinawaythatshowstheirdreadoftheunknownpowersbehindnatureaswellastheirchildishignorance.1.3SummaryActually,naiveteandinnocencearesotypicalcharacteristicsofchildrenthatmanyeventsofthestorygiveexpressiontothem.Ifweconsiderthewholestorycomprisesfourlinesofaction--thestoryof"TomandBecky",thestoryof"TomandMuffPotter",the"Jackson'sIsland"episodeandtheseriesofhappenings(whichmightbecalledtheInjunJoestory)leadingtothediscoveryofthetreasure,eachoneoftheseisinitiatedbyacharacteristicandtypicallyboyishaction.ThelovestorybeginswithTom'schildishlyfickledesertionofAmy,thePotternarrativewiththesuperstitioustriptothegraveyard,Jackson'sislandepisodewiththeadolescentrevoltoftheboyagainstAuntPolly,andInjunJoestorywiththejuvenilesearchforburiedtreasure.Duringhisreading,ayoungreadersharestheexperienceofTomSawyer.Heispleasantlyremindedofwhatheishimself,howhefeelsandthinks,andwhatqueerenterprisestheysometimesengagein,allofwhichcannotgobeyondthelimitofchildishignorance.2.Children'sCuriosityBehavior2.1BriefAnalysisCuriosityisanotherelementinthechildren'spsychology."Achildwithcuriosityoftenhaswideinterestsinallkindsofthingsaroundhimandlikesaskingvariousquestions.Heseemstohaveafeelingofbeingeagertohaveatry."Buttheabove-mentioned"allkindsofthings"mustbenovelthings.Herewehaveanexample:"Connie,agefour,isgivenachoiceofplayingwithdifferenttoys.ToyAisfamiliar,atoyshehasplayedwithseveraltimes.ToyBisunfamiliarandisthusperceivedbyConnieasanovelstimulus,ifsheselectstoyBovertoyA,wearelikelytoexplainthechoicebysayingsheiscuriousabouttoyB."Thereforecuriositybehaviorshouldbedefinedas"behaviorcharacterizedbyexplanatoryorstimulus-seekingresponsestoeithernovelorcomplexstimuli"Noveltyisidentifiedinthedefinition.Astimulusisnovelifitisnewordifferent,suchastoyBforConnie,whichqualifiesasnovelstimulus."Socommoniscuriositybehaviorthatthereisageneralhypothesisinpsychologythatsuchbehaviorhasanin-bornbasis.Curiosityisclassifiedasoneofthegeneraldrives.”Asoneofthegeneraldrives,curiosityplaysaveryimportantroleinchildren'slife.Forchildren,theworldisamysterious,fascinating,richandcolorfulworld."Theyusuallysparenoeffortstotrytounderstandeverythingorexperienceeverythingthattheybecomeinterestedin.”WhenMarkTwaincreatesTomSawyerandothercharactersinthestory,hegivesprominencetochildren'scuriosity,attemptingtocapturethegeneralfeelingofyoungreaders.2.2CuriosityBehaviorintheStory2.2.1Tom'sEpisodeofWhitewashingtheFenceInthisstory,oneofthetypicalexamplesofchildren'scuriositycanbefoundinthemostfamousepisodeinTomSawyer--Tom'sdeceivinghisfriendsinto'"enjoying'theprivilegeofwhitewashingAuntPolly'sfence.TomispunishedtowhitewashAuntPolly'sfenceonSaturdaymorningwheneverychildcangooutandplay.TomattemptstopersuadeJim,acoloredboy,towhitewashsomeinsteadofdoingithimself.HepromisestoshowJimhissoretoe."Jimwasonlyhuman--thisattractionwastoomuchforhim."Drivenbycuriosity,"heputdownhispail,tookthewhitealley,andbentoverthetoewithabsorbinginterestwhilethebandagewasbeingunwounded.”JimissuretowhitewashthefenceifAuntPollydoesnotreturnhomefromthefield.Tomfails.Yetatthismoment,"agreat,magnificentinspirationburstsuponhim."Hemanagestomakehishardworkverynovelthatmayarousethecuriosityofthechildrenwhopassbythefence.Heevenexclaims:"Likeit?Well,Idon'tseewhyIoughtn'ttolikeit.Doesaboygetachancetowhitewashafenceeveryday?"Besides,hepretendstorefuseoneofhisfriend'srequestofhavingatry.Thusthehardworkappearssofascinatingthatitluresallthechildreninthevillage.Allofthemtrytobethefirsttoenjoytheprivilegeofwhitewashing.2.2.2CuriosityastheVitalMotivationofActionFromthebeginningtotheendofthestory,Tomcantalkotherchildrenintodoinganythingbecausenoonereallysharestheexperiencehehasreadaboutinbooks.HemanagestopersuadeHuckandJoetotakeadventureonJackson'sIslandwithhimbecauseitappearssonovelthattheycannotresisthavingatry.Infact,curiosityplayssuchagreatroleinchildren'spsychologythatifnotcompelledbycuriosity,theimportantpartofmotivation,TomSawyerandothercharactersinthestorywouldnothaveepisodesofthechildishimitation,thesuperstitioustriptothegraveyard,theadventuresontheisolatedislandandinthecaveorthediscoveryofthehiddengoldwhichcomprisemostpartofthestorytoyoungreaders'delight.3.Children'sFantasyWorldandHeroism3.1FantasyWorld3.1.IBriefAnalysisForTom,"beingkeenonheroicconductandthrillingadventures,andbeingfondofthrillersarethecharacteristicsofchildrenduringthisperiod."Here,Tom'suniqueworldisimpossiblyromanticanevenvisionary.Hereadsstoriesofpirates,RobinHoodandmedievalknightsandladies.Heiskeenonhavinglifeliveuptohisfavoritestories.Butforhisfantasyworld,hisheroicconductmaynottakeitsconcreteform."Fantasyisamentalprocessconsistingofimagesproducedbytheimaginationincontrasttoimagesproducedbythesenses.Thisprocesscanbesaidtoapplybothdaydreamsandnightdreams.""Althoughtheoutputofthefantasiescanbeelicitedandtheirdirectionandcontentinfluencedbyconsciousintentions,usuallyfantasiesemergeunconsciously,determinedbymemories,bypastandprimarilycurrentemotionalstates,andbyhopes,expectationsforthefuture."Asidentifiedintheabovequotation,consciousintentions,hopesandexpectationshelptobringaboutTom'sfantasiesbecausehehastheintentionofbeingagreathero.3.1.2Tom'sFantasyWorldInTom'sfantasyworld,thesmallvillageofSt.Petersburgisanidealplacewherehecantakethrillingadventures.CardiffHillistheSherwoodForestinRobinHood.Jackson'sIslandisthenestofpirates.Hedecidestobeapiratewho"searstheeyeballsofallhiscompanionswithunappeasableenvy"."Fantasyplaysaconsiderablepartinachild'slife,especiallyasanimportantelementinplay."ItisinTomSawyerthatyoungreadersfindtheirownsimilarfantasyworldinwhichalloftheimaginarysequencesstarthemselvesasheroicfigures.Tomistiredofthespiritlesslifeinthevillage,andhefindsrefugeinhisfantasyworld.Fantasyisunderstoodtobeunrealand"non-realityoffershumansarefugefromreality."WhatmakesTomdelightfultoyoungreadersisthatontheimaginativesideheisverymuchmore,andthougheveryboyhaswildandfantasticdreams,thisboycannotresttillhehassomehowrealizedthem.YetonethingweshouldkeepinmindisthatTomisaveryluckyboy,andthathedoesmanagetohavelifeliveuptohisfavoritestories,makingthevillageofSt.Petersburgaplacewherethereexistpirates,gloryandhiddentreasure.3.2TheTendencytoHeroism3.2.1BriefAnalysisAssaidbefore,childrenarekeenonheroicconductandthrillingadventures."Thetendencytoheroism,beingfondofshowingoffhisbraveryarethecharacteristicsintheperiodofachild'slife."Likemostchildren,Tomiseagertocauseastirinthecommunity.Hewishestotravelaroundtheworld,tobeasoldier,aplainman,apiratesoastostrollintotheSt.PetersburgchurchsomeSundaymorningandbaskintherespectofthevillage.Tomdoesgrowintoaheroattheendofthestory,disguisedasamischievousanddisobedientboy.Tomcanachievethatbecausewhateverhehasreadofthatworldbeyondthevillage,inwhichpirates,RobinHoodandmedievalknightsactoutsomegorgeous"code",Tomhimselfmustactout.Besides,Tom'sdominanttrait,thatis,hisunquestionedsenseofhimselfasguideandleadertoeveryotherboyintown,leadstothesuccessofhisheroicconduct.OtherboysfollowhimfortheycannomoreresistTom'swildfancythanyoungreaderscanresistTwain's.3.2.2Tom'sHeroicConductThetendencytoheroismaspartofthemotivationleadsTomtowinvictoryamazinglyandfinallybecomeagreatherointhecommunity.Tom,HuckandJoefleetotheisolatedislandtoactoutpirates’“gorgeous”code,leavingthewholevillageinchaos.Inhisstealthyvisittohome,hekeepsmumwhenAuntPollyandJoe’smotherarelamentingtheboys’presumeddeath.Tommanagestheshatteringappearanceoftheboysattheirown“funeral”.Amongtheenvyingboysaroundhim,the“pirate”obtains“theproudestmomentofhislife”.Tom’sescapefromsociety’strammelshasbeenonlytemporary,designedasthemeansofpurchasingsociety’sapplause.Tomappearscrueltokind-heartedAuntPollyunlessweunderstandhispsyche.Tom,likechildreningeneral,“alwayshopestobethoughthighlyof.Thisexpectationexpressesinvariousforms:thesenseofself-esteem,vanity,beingconceitedanddemandingperfection.”Tom’simpellingdesireforaplaceofhonorinthecommunityisakeytohisinitiatingaction.Justasgallantknightsinfantasiesrescuebeautifulladiesindistressandthereforewintheirlove,TomcommitsthesimilarheroicconducttowinBecky's"love".Beckystealsaglanceattheschoolmaster'sanatomybookandtearsonepageoff.WhenBeckyisabouttotakethepunishment,Tomspringstohisfeetandchivalrouslybearstheblameforher.Inspiredbythesplendorofhisownact,hetakeswithoutanyoutcrythemostmercilessflayingthatevenMr.Dobbins(theschoolmaster)haseveradministered,andalsoreceiveswithindifferencetheaddedcrueltyofacommandtoremaintwohoursafterschoolshouldbedismissed...Hisbraverybringshim"thesurprise,thegratitude,theadorationthatshoneuponhimoutofpoorBecky'seyes",andwithherlaterwordslingeringinhisear:"Tom,howcouldyoubesonoble!"Attheendofthestory,afterexperiencingmuchterror,Tom,alongwithHuck,discoversthehiddentreasureinthecavewhichmakesTomarichandimportantpersoninthecommunity.Butthesignificanceisnotinthetreasureitself,butinitsgivingprominencetoTom'sheroism.3.2.3SummaryToyoungreadersespecially,Tom'sheroicmettlehasitsnaturalappeal.Twainoffersadventuresthatallboys,intheirlongingdreams,makebelievetheyhave.Hemakesextravagant,dramaticthingshappentoTom.WhatboycanresistthetemptationtoescapeforawhilefromhisroutinelifeintotheheroicexcitementofTom'sworld?4.Children'sIdyllicOutlookoftheWorld4.1BriefAnalysisThekeytothegreatsuccessofthisbookliesinTwain’sprofoundunderstandingofchildren.Nothavingmuchsocialexperienceasadultsdo,childrenoutlooktheworldideallywhichthebookwellreflects.ForTwain,TomSawyerisanattempttoidealizeboyhood,toseeinithisdreamofpeaceandinnocencethatcannotendureintheadultworld."BeforeTomSawyerappeared,literatureusedtomakeuseofchildrenasapretextforsentimentalrevealingorpreaching.MarkTwaincanbeconsideredtohaveadistinctivestyleatthattime.TheportrayalofTom'schildhooddoesnothaveatraceofsentimentalityandfindingfault,andattractsreadersonlybyitsauthenticity.FreedomandplayarewhatMarkTwain,agrown-up,yearnsfor.TomembodieslivelyTwain'sardentloveoffreedomandunrestrainedplay.”4.2Tom'sIdealizedBoyhood4.2.1Tom'sSpecialFamilyBackgroundTom'sspecialfamilybackgroundmakeshisboyhoodspecial.ItoffersTommuchfreedomthatislongedforbyeveryyoungreader.Thereisnorealfamilylifeinthebook.Tom'smotherisdead;thefatherisnevermentioned;nordoweeverfindoutwhySidisonlyTom'shalfbrotherorwhycousinMaryseemstoliveinthesamehousehold.AuntPollyisakindwoman.SheoftenlosescontrolofTomwhichoffershimmoreprivilegetoenjoyhispranksandplay.Withouthisparents,Tomdoesnotseemunfortunate.AuntPollyisexcellent,withherkindheart'ssorrowinTom;andsoishissisterMary,oneofthosegoodgirlswhoareborntousefulnessandcharityandforbearanceandunvaryingrectitude.4.2.2IdyllicSettingofAdventuresApartfromTom'sfamilybackground,inmostcasesMarkTwaindoesnotpermitanysorroworgloomtodarkentheworldofTom'swhichfillsyoungreaderswithjoy.DuringtheiradventureonJackson'sIsland,thesettingitselfontheislandisidyllic,aplaceofsanctuary,withnaturefullofthewondersoflife.Evenwhentheweatherturnsagainstthem,itbringstheboysclosertogether,happyineachother'scompany;withjoinedhands,theyconfronttheircommondangers.Atthestorm'send,theydiscoverthejoysofawarmfire;theydrythemselves,feastontheboiledham.FromTom'schantof"Ladybug,ladybug,flyaway",throughtheirgamesofmarblesandtheirfishingandswimmingonJackson'sIsland,thestoryhasanairoffreedomofeasygoingboyhood,reflectingnodarksideofthings.TheirviolenceisrestrictedtotheimaginaryportrayalofpiratesandwildIndians.Intheirrelationshiptoeachother,persuasionconsistsofname-callingwithoutthoughtofphysicalforce.Theboys,commitmenttoevilextendsonlytothenaughtinessofindulgingintheforbidden"vice"ofsmoking.ThetemporarypaincausedbyTomandhisfriendstotheireldersisunintentional,theresultofimmaturity.4.3SummaryTheredoexistdangerandthreat.Tragedyanddespairseemcloseathand.Goodfinallyovercomesevilandhappinessatlastrulesoverthelivesoftheimportantcharacters.Likeahymn,thestoryisasongofpraise,fullofjoy,andiswrittenwithlove.If"outsiders"likeInjunJoedisturbthepeaceofmindortowndrunkardspresentmomentsoftemporaryugliness,Twaindoesnotpermitthempermanentlytodarkenhisdreamworld.JustasTwainwrites:"Itwassimplyahymn,putintoprosetogiveitaworldlyair.""Hymn"suggestscelebration,devoutness,deeprelief.WhatMarkTwainiscelebratinginthisbookwastheideaofboyhoodasastatesufficienttoitself,entirelyremovedfromtheanxietiesandresponsibilitiesofadulthood.5.UnconventionalWritingSuitableforChildren5.1ConventionalPatternsAnotherreasonthatTomSawyerattractsyoungreaderssogreatlyisthatitdepartsfromthepatternofearlierjuvenilefictionwhichdoesnotgoalongwiththechildren'spsychology.Actually,TomSawyerattacksearlierjuvenileliterature."Notableinearlierjuvenilefictionalworkshadbeentheircharacters,theirpreachment,andtheirplots.Thechildrenportrayedhadbeen,forthemostpart,characterizedwithextraordinarysimplicity:theyhadbeengoodorhad,andthathadbeenanendofit.""DuringtheyearsbeforeTomSawyerappeared,suchgood-badchildtales,withtheirpreachmentandpredeterminedconclusions,hadsuggestedincongruitiesbetweenfictionandlife...”TheSundayschoolfictionist“hasrunthetraditionalSunday-schoolboythroughhisliterarymangleandturnedhimoutwashedandironedintoaproperstateofcollapse.Thatwhining,canting,early-dying,anaemiccreaturewashelduptomischievousladsasworthyofimitation.Hepouredhisreligioushypocrisyovereveryhonestpleasureaboyhad.Hewhinedhislachrymosewarningoneveryplayground.Hevexedtheirlives."5.2Twain’sUnconventionalPatternUnliketheSundayschoolauthor,MarkTwainhasmuchmoreprofoundunderstandingofwhatanordinaryboyandthenormalhistoryofboyhoodshouldbelike.Herealizesthefactthat"everyoneofushasaperiodofbeingmischievousinchildhood,justaswecannotavoidsmallpoxormeasles.”InTomSawyer,Twaintriestoeliminatethatincongruitiesbetweenfictionandthereal