The Fever Code
Chapter 7
by Dashner, JamesThe chapter opens with Thomas, the protagonist, being visited by Dr. Paige, a kind and reassuring figure in his life. Her early morning knock has become routine, but her presence is a welcome surprise. Thomas feels a strong connection to her, as she is the only one who makes him feel at ease in the sterile, clinical environment. Dr. Paige reveals she will now be his dedicated doctor, which thrills Thomas, though he struggles to express his excitement. Their interaction is warm and genuine, contrasting with the otherwise impersonal nature of his daily life.
During a blood draw, Thomas questions Dr. Paige about the purpose of the endless tests he undergoes. He seeks reassurance about his health and his role in finding a cure for the virus. Dr. Paige praises his contributions, emphasizing how valuable he and the others are to their research. Her words boost Thomas’s morale, though he remains skeptical about whether she’s just trying to make him feel better. The chapter highlights Thomas’s growing awareness of his significance in the larger mission, even as he grapples with the monotony and isolation of his existence.
In a classroom setting, Thomas struggles with boredom during a lecture on cellular technology. He interrupts his teacher, Ms. Landon, to express his disinterest and redirect the discussion to more engaging topics like the Flat Trans. Their exchange reveals Thomas’s impatience and curiosity, as well as his tendency to challenge authority when he feels uninspired. Despite his frustration, he maintains a respectful tone, showing his underlying fondness for his teachers, even when their lessons fail to captivate him.
The chapter concludes with Thomas working on a complex puzzle under the guidance of Ms. Denton, who emphasizes the importance of patience and mental visualization. Thomas questions the purpose of these puzzles, but Ms. Denton explains their value in sharpening his cognitive abilities. Her pride in his progress is evident when he correctly identifies extra pieces in the puzzle. The repetitive nature of Thomas’s life—filled with tests, classes, and puzzles—is underscored, leaving the reader with a sense of the relentless routine that defines his existence.
FAQs
1. How does Dr. Paige’s relationship with Thomas differ from other doctors, and why is this significant?
Answer:
Dr. Paige stands out as the only doctor who makes Thomas feel at ease, as seen when he doesn’t even feel the needle during blood draws—a stark contrast to her assistants. Her warmth and reassurances (“You’re as valuable as they say you are”) foster trust, which is significant because it reveals WICKED’s strategy of using emotional manipulation to keep subjects compliant. Her personal attention (“assigned to you only”) suggests a deeper agenda, possibly to exploit Thomas’s emotional vulnerability for the organization’s goals.
2. Analyze Thomas’s interactions with his teachers. What do they reveal about his character and the environment WICKED has created?
Answer:
Thomas displays a mix of boredom (with Ms. Landon’s lecture), respectful defiance (questioning the curriculum), and intense focus (with Ms. Denton’s puzzles). This highlights his intelligence and curiosity, but also a controlled environment where obedience is expected (“Who’s the teacher here?”). The teachers’ roles are tailored to test specific traits: patience, problem-solving, and compliance. Ms. Denton’s praise for his puzzle-solving (“your brain a solid workout”) underscores WICKED’s emphasis on cognitive conditioning, framing Thomas as a subject rather than a student.
3. What might be the purpose of the repetitive routines (“Sample after sample… Month after month”) described at the chapter’s end?
Answer:
The repetition mirrors the systematic, dehumanizing nature of WICKED’s experiments. The cyclical structure—blood draws, classes, puzzles—serves to normalize the testing and erode Thomas’s autonomy, making him accustomed to his role as a test subject. This monotony also hints at the prolonged, grinding effort to “find a cure,” masking darker motives (e.g., control or behavioral conditioning). The phrasing’s rhythm (“after… after…”) emphasizes the inescapable routine, foreshadowing Thomas’s eventual rebellion against this oppressive cycle.
4. Why does Thomas point out the “seven extra pieces” in Ms. Denton’s puzzle, and what does her reaction suggest?
Answer:
Thomas’s observation demonstrates his advanced analytical skills and attention to detail, traits WICKED likely cultivates for their trials. Ms. Denton’s delighted reaction (“her smile grew even wider”) confirms that the puzzles are evaluative tools, not mere games. Her pride indicates Thomas is meeting—or exceeding—their expectations, reinforcing the idea that his intelligence is being honed for a specific purpose (e.g., the Maze trials). The “extra pieces” could symbolize the deliberate complexity of WICKED’s tests, designed to identify exceptional subjects.
5. How does the chapter portray the balance between Thomas’s individuality and WICKED’s control?
Answer:
Thomas retains flashes of individuality (e.g., questioning teachers, excitement for Dr. Paige), but WICKED’s control is omnipresent. His schedule, tests, and even conversations are monitored or directed (“You shouldn’t make him wait”). The chapter subtly contrasts his personal connections (like with Dr. Paige) with institutional demands, showing how WICKED permits minor autonomy to maintain cooperation. This tension foreshadows future conflicts, as Thomas’s growing self-awareness (“Am I still immune?”) clashes with WICKED’s engineered obedience.
Quotes
1. “You’re as valuable as they say you are. Every one of you.”
This quote from Dr. Paige underscores the central theme of Thomas’s importance to WICKED’s experiments. It highlights the manipulative encouragement used to keep subjects compliant while hinting at the collective value of the immunes in finding a cure.
2. “If we’re going to stop this virus, it’ll be because of you and the others. You should be proud.”
Dr. Paige’s statement encapsulates WICKED’s justification for their morally ambiguous testing. It represents the emotional leverage used to motivate Thomas while foreshadowing the organization’s larger agenda.
3. “Once you run out of time, you’ll start rushing things. You’re not ready to rush things.”
Ms. Denton’s advice about puzzle-solving metaphorically reflects the careful, methodical approach WICKED takes with their subjects. This quote reveals the calculated training methods used to develop the Gladers’ cognitive abilities.
4. “By the way, there are seven extra pieces—they don’t belong.”
Thomas’s observation demonstrates his growing analytical skills, a key development in his characterization. This moment showcases both his natural talent and the effectiveness of WICKED’s training regimen.
5. “Sample after sample. Class after class. Puzzle after puzzle. Day after day. Month after month.”
This rhythmic conclusion powerfully conveys the relentless, repetitive nature of Thomas’s existence under WICKED’s control. It emphasizes the institutionalized routine that defines the prequel’s setting and Thomas’s early experiences.