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One of James's most underrated but excellent later works.
HENRY JAMES (1843-1916), born in New York City, was the son of noted religious philosopher Henry James, Sr., and brother of eminent psychologist and philosopher William James. He spent his early life in America and studied in Geneva, London and Paris during his adolescence to gain the worldly experience so prized by his father. He lived in Newport, went briefly to Harvard Law School, and in 1864 began to contribute both criticism and tales to magazines. In 1869, and then in 1872-74, he paid visits to Europe and began his first novel, Roderick Hudson. Late in 1875 he settled in Paris, where he met Turgenev, Flaubert, and Zola, and wrote The American (1877). In December 1876 he moved to London, where two years later he achieved international fame with Daisy Miller. Other famous works include Washington Square (1880), The Portrait of a Lady (1881), The Princess Casamassima(1886), The Aspern Papers (1888), The Turn of the Screw (1898), and three large novels of the new century, The Wings of the Dove (1902), The Ambassadors (1903) and The Golden Bowl (1904). In 1905 he revisited the United States and wrote The American Scene (1907)
We as adults are reflected in our children, those in our literature as well as those in our familes, and so it is natural to want to examine their presence among us. Children and child speech are important literary elements which merit careful critical analysis. Surprisingly, comprehensive studies of the child in American fiction have not been previously attempted and fictional child speech, even that of individual characters has been almost totally ignored. Nevertheless, the language of fictional children warrants attention for several reasons. First, language and language acquisition are primary issues for children much as sexual development is primary issues for adolescents. Second, because vast linguistic efforts have been directed toward language acquisition research, a broad base of concrete information exists with which to explore the topic. And, third, language is a key which opens many doors. An understanding of fictional children's language leads to discoveries about various critical questions, sociological and psychological as well as textual and stylistic. This study examines the presentation of children and child language in American fiction by applying general linguistic principles as well as specific findings from child language acquisition research to children's speech in literary texts. It clarifies, sorts, and assesses the representations of child speech in American fiction. It tests on fictional discourse linguistic concepts heretofore applied exclusively to naturally occurring child language. The aim is not to evaluate the degree of realism in writers' presentations of child language, for that would be a simplistic and reductive enterprise. Rather, the overall object is to analyze fictional child language using linguistic methods.