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3 - Acting Clever in Henry James

Published online by Cambridge University Press:  02 June 2023

Sara Lyons
Affiliation:
University of Kent, Canterbury
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Summary

In his 1913 autobiography, A Small Boy and Others, Henry James recalls how being bad at maths at school convinced him that he was stupid:

I recall strange neighbours and deskfellows who, not otherwise too objectionable, were uncanny and monstrous through their possession, cultivation, imitation of ledgers, daybooks, double-entry, tall pages of figures, interspaces streaked with oblique ruled lines that weirdly ‘balanced’, whatever that might mean, and other like horrors. Nothing in truth is more distinct to me than the tune to which they were, without exception, at their ease on such ground – unless it be my general dazzled, humiliated sense, through those years, of the common, the baffling, mastery, all round me […] Everyone did things and had things – everyone knew how, […], just as they kept in their heads such secrets for how to do sums […] Those who surrounded me were all agog, to my vision, with the benefit of their knowledge. I see them, in this light, across the years, fairly grin and grimace with it; and the presumable vulgarity of some of them, certain scattered shades of baseness still discernible, comes to me as but one of the appearances of an abounding play of genius. Who was it I ever thought stupid? All of which, I should add, didn’t in the least prevent my moving on the plane of the remarkable […]; I was fairly gorged with wonders. […] It was strange [that I was] so stupid without being more brutish and so perceptive without being more keen.

It is easy to read this passage suspiciously. James’s incapacity for calculation turns out to be a mark of election, a sign of a Romantic appetite for wonder that augurs his vocation as an artist. Where his classmates were presumably fit for a world of ‘ledgers, daybooks, double-entry’, of doing things and having things, he was a beautiful soul. James reassures us that his type of incapacity had no negative class connotations – he was in no way ‘vulgar’, ‘brutish’, or ‘base’ – and goes on to suggest that it was, in fact, so discreet that it escaped the attention of his teachers.

Type
Chapter
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Assessing Intelligence
The Bildungsroman and the Politics of Human Potential in England, 1860-1910
, pp. 157 - 186
Publisher: Edinburgh University Press
Print publication year: 2022

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