James: A Novel
Part Two:Chapter 2
by Everett, PercivalThe chapter opens with James, a Black slave, recalling a painful memory of being whipped by Judge Thatcher for merely greeting a white woman. The scars on his back serve as a reminder of the brutality masked by the judge’s reputation as a “good master.” James and Norman, a light-skinned Black man passing as white, enter the town of Bluebird Hole, where they encounter Constable Frank McHart. Norman skillfully adopts the mannerisms of a white slave owner, while James plays the role of a submissive slave, dragging his bare feet and avoiding eye contact to maintain their ruse.
Constable McHart, a multitasking village official, engages Norman in conversation, revealing his many roles as schoolteacher, postmaster, and egg farmer. Norman seizes the opportunity to suggest selling James to McHart, emphasizing James’s usefulness for tending chickens. The constable, initially hesitant about slave ownership, questions the practicality and cost. Norman negotiates, lowering the price while subtly reinforcing racist stereotypes about Black people, such as their “big feet” and simplicity, to appeal to McHart’s prejudices.
James grows anxious as Norman reveals his name as “Jim,” fearing recognition as a runaway slave. Norman continues his performance, downplaying the challenges of owning a slave and even claiming James can sing. Despite Norman’s persuasive efforts, McHart declines, citing the high cost and suggesting they approach Old Man Henderson, a local sawmill owner who owns slaves. The interaction highlights Norman’s adeptness at navigating white spaces, though James remains wary of the risks.
As they part ways with McHart, James compliments Norman’s ability to “be white,” acknowledging the complexity of passing. Norman reflects on the ease and difficulty of the act, noting his long practice. James, however, expresses concern that Norman’s lack of nervousness might draw suspicion, reminding him that a slight edge of tension would make the performance more convincing. The chapter underscores the precariousness of their journey and the psychological toll of maintaining their disguises in a hostile world.
FAQs
1. How does James demonstrate his awareness of the performance required for survival as a slave in this chapter?
Answer:
James consciously plays the role of a submissive slave by dragging his bare feet in the dust and carrying his shoes improperly, signaling ignorance to observers. He notes how his two lash scars serve as “proof” of being “properly supervised” under slavery, revealing his understanding of how white enslavers interpret Black behavior. His internal monologue (“Don’t sell me to the law, you fool”) contrasts sharply with his outward performance of docility, highlighting the duality of survival tactics. This aligns with his later observation that Norman excels at “being white,” showing James’s acute awareness of racial performativity.2. Analyze the significance of Norman’s negotiation with Constable McHart. What does this reveal about racial dynamics and economics in the setting?
Answer:
Norman’s attempt to sell James to McHart exposes the commodification of Black bodies and the casual brutality of slave economies. McHart’s questions (“Are they hard to keep? What’s it cost to feed one?”) reduce James to livestock, while Norman’s comparisons to dogs (“they don’t leave piles everywhere”) dehumanize him further. The haggling over price (\(1,000 to \)500) mirrors transactions for property, not people. Notably, Norman’s fluency in this rhetoric—calling James “simple” and mocking his feet—demonstrates how thoroughly he’s internalized white supremacist logic to maintain his own passing identity.3. How does the chapter portray the constable’s multifaceted roles in Bluebird Hole, and what irony does this create?
Answer:
McHart embodies the paradox of “small-town” power: he’s simultaneously constable, schoolteacher, postmaster, and egg farmer, boasting about his 37 hens. This folksy image clashes with his participation in systemic violence—he evaluates buying a human being amid discussions of chicken care. His preference for “constable” over “sheriff” (“sounds less hard”) underscores the hypocrisy of presenting the community as “simple” while upholding slavery. The irony peaks when the educated “schoolteacher” claims enslaved people are “dumb,” revealing how institutions reinforce white supremacy even in seemingly benign settings.4. Evaluate James’s reflection on Judge Thatcher’s whipping. How does this memory inform the novel’s themes?
Answer:
James’s recollection of being whipped at 13 for merely saying “Hello” to a white woman exposes the arbitrary cruelty of slavery. His observation about Thatcher’s “relish” during the beating dismantles the myth of “good masters,” showing how violence sustains racial hierarchy. The detail that he anticipated the second blow’s “pleasure” speaks to the psychological trauma of predictability in oppression. This memory grounds the chapter’s present events—James’s performance of subservience—in lived experience, illustrating how survival under slavery requires both physical endurance and acute emotional calculation.5. What tension arises in Norman and James’s relationship during their interaction with McHart, and how might this develop later in the narrative?
Answer:
The scene introduces distrust: James fears Norman might genuinely sell him (“What if this constable had seen a flyer?”), while Norman’s convincing performance (“Slave owner,” he says to himself) blurs the line between act and identity. James’s praise (“You’re very good at this”) carries unease, hinting at the psychological toll of Norman’s passing. Norman’s defensive reply (“It’s both easier and harder than it looks”) suggests internal conflict. This foreshadows future fractures in their alliance, as the demands of performance strain their trust and individual traumas—particularly Norman’s potential over-identification with whiteness.
Quotes
1. “Judge Thatcher had the reputation of being one of the good masters, but the sting of the leather told me what that meant. The first strike came as a surprise, not because I didn’t know it was coming, but because I could feel the tinge of pleasure attached to its delivery.”
This quote powerfully exposes the hypocrisy of “kind” slaveholders, revealing how even supposedly benevolent masters derived pleasure from cruelty. It sets the tone for the chapter’s exploration of systemic brutality masked by polite society.
2. “Norman’s passing skills were well practiced and I could sense him settling in, though meeting the law must always have been nervous-making.”
This moment captures the high-stakes tension of racial passing in the antebellum South, showing how even skilled performers like Norman must constantly navigate danger. It introduces the chapter’s theme of identity performance as survival strategy.
3. “‘Dumb,’ McHart said. ‘They’re all dumb. Simple. That’s a better word. Simple. This here little hamlet is simple, but I don’t mean it the same way.’”
The constable’s casual dehumanization reveals how racist ideology permeated everyday language and thought. His semantic distinction between Black people and his town underscores the chapter’s examination of how prejudice becomes normalized through vocabulary.
4. “‘Much easier to keep than a dog,’ Norman added. ‘They don’t leave piles everywhere to step in, don’t piss in corners. They don’t get into skunks and porcupines. Hell, this one can sing.’”
Norman’s degrading sales pitch demonstrates how even abolitionists had to adopt racist rhetoric to maintain their cover. This painful moment shows the psychological toll of passing and the chapter’s exploration of compromised morality in oppressive systems.
5. “‘Being white.’ ‘I’ve been practicing for a long time. It’s both easier and harder than it looks.’”
This exchange crystallizes the chapter’s central tension about racial performance, revealing the complex duality of passing - simultaneously a survival skill and an exhausting psychological burden. The blunt phrasing underscores the raw reality the characters navigate.