The Turn of the Screw Study Guide
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Chapter II

Chapter Summary

Two days after her arrival at Bly, the governess receives a forwarded letter from her employer containing an unopened note from Miles's headmaster. Her employer instructs her to read it, deal with it, and say nothing. The letter reveals that Miles has been permanently expelled from school, though no specific reason is given beyond the school's refusal to keep him. Deeply troubled, the governess confides in Mrs. Grose, who defends Miles's character with warm conviction and urges the governess to see the boy before judging him. Flora's sudden appearance in the doorway momentarily dissolves the governess's anxiety.

The governess later presses Mrs. Grose about Miles's past behaviour and about the previous governess. Mrs. Grose lets slip an ambiguous remark suggesting she may have been thinking of someone other than the master when praising his taste for young, pretty governesses. She then reveals, reluctantly and in fragments, that the previous governess left Bly at the end of her year, ostensibly for a holiday, and never returned — she was subsequently reported dead by the master, cause unknown.

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Original Text
This came home to me when, two days later, I drove over with Flora to meet, as Mrs. Grose said, the little gentleman; and all the more for an incident that, presenting itself the second evening, had deeply disconcerted me. The first day had been, on the whole, as I have expressed, reassuring; but I was to see it wind up in keen apprehension. The postbag, that evening—it came late—contained a letter for me, which, however, in the hand of my employer, I found to be composed but of a few words enclosing another, addressed to himself, with a seal still unbroken. “This, I recognize, is from the headmaster, and the headmaster’s an awful bore. Read him, please; deal with him; but mind you don’t report. Not a word. I’m off!” I broke the seal with a great effort—so great a one that I was a long time coming to it; took the unopened missive at last up to my room and only attacked it just before going to bed. I had better have let it wait till morning, for it gave me a second sleepless night. With no counsel to take, the next day, I was full of distress; and it finally got so the better of me that I determined to open myself at least to Mrs. Grose. “What does it mean? The child’s dismissed his school.” She gave me a look that I remarked at the moment; then, visibly, with a quick blankness, seemed to try to take it back. “But aren’t they all—?” “Sent home—yes. But only for the holidays. Miles may never go back at all.” Consciously, under my attention, she reddened. “They won’t take him?” “They absolutely decline.” At this she raised her eyes, which she had turned from me; I saw them fill with good tears. “What has he done?” I hesitated; then I judged best simply to hand her my letter—which, however, had the effect of making her, without taking it, simply put her hands behind her. She shook her head sadly. “Such things are not for me, miss.” My counselor couldn’t read! I winced at my mistake, which I attenuated as I could, and opened my letter again to repeat it to her; then, faltering in the act and folding it up once more, I put it back in my pocket. “Is he really _bad_?” The tears were still in her eyes. “Do the gentlemen say so?” “They go into no particulars. They simply express their regret that it should be impossible to keep him. That can have only one meaning.” Mrs. Grose listened with dumb emotion; she forbore to ask me what this meaning might be; so that, presently, to put the thing with some coherence and with the mere aid of her presence to my own mind, I went on: “That he’s an injury to the others.” At this, with one of the quick turns of simple folk, she suddenly flamed up. “Master Miles! _him_ an injury?” There was such a flood of good faith in it that, though I had not yet seen the child, my very fears made me jump to the absurdity of the idea. I found myself, to meet my friend the better, offering it, on the spot, sarcastically. “To his poor little innocent mates!” “It’s too dreadful,” cried Mrs. Grose, “to say such cruel things! Why, he’s scarce ten years old.” “Yes, yes; it would be incredible.” She was evidently grateful for such a profession. “See him, miss, first. _Then_ believe it!” I felt forthwith a new impatience to see him; it was the beginning of a curiosity that, for all the next hours, was to deepen almost to pain. Mrs. Grose was aware, I could judge, of what she had produced in me, and she followed it up with assurance. “You might as well believe it of the little lady. Bless her,” she added the next moment—“_look_ at her!” I turned and saw that Flora, whom, ten minutes before, I had established in the schoolroom with a sheet of white paper, a pencil, and a copy of nice “round O’s,” now presented herself to view at the open door. She expressed in her little way an extraordinary detachment from disagreeable duties, looking to me, however, with a great childish light that seemed to offer it as a mere result of the affection she had conceived for my person, which had rendered necessary that she should follow me. I needed nothing more than this to feel the full force of Mrs. Grose’s comparison, and, catching my pupil in my arms, covered her with kisses in which there was a sob of atonement. Nonetheless, the rest of the day I watched for further occasion to approach my colleague, especially as, toward evening, I began to fancy she rather sought to avoid me. I overtook her, I remember, on the staircase; we went down together, and at the bottom I detained her, holding her there with a hand on her arm. “I take what you said to me at noon as a declaration that _you’ve_ never known him to be bad.” She threw back her head; she had clearly, by this time, and very honestly, adopted an attitude. “Oh, never known him—I don’t pretend _that!_” I was upset again. “Then you _have_ known him—?” “Yes indeed, miss, thank God!” On reflection I accepted this. “You mean that a boy who never is—?” “Is no boy for _me!_” I held her tighter. “You like them with the spirit to be naughty?” Then, keeping pace with her answer, “So do I!” I eagerly brought out. “But not to the degree to contaminate—” “To contaminate?”—my big word left her at a loss. I explained it. “To corrupt.” She stared, taking my meaning in; but it produced in her an odd laugh. “Are you afraid he’ll corrupt _you?_” She put the question with such a fine bold humor that, with a laugh, a little silly doubtless, to match her own, I gave way for the time to the apprehension of ridicule. But the next day, as the hour for my drive approached, I cropped up in another place. “What was the lady who was here before?” “The last governess? She was also young and pretty—almost as young and almost as pretty, miss, even as you.” “Ah, then, I hope her youth and her beauty helped her!” I recollect throwing off. “He seems to like us young and pretty!” “Oh, he _did_,” Mrs. Grose assented: “it was the way he liked everyone!” She had no sooner spoken indeed than she caught herself up. “I mean that’s _his_ way—the master’s.” I was struck. “But of whom did you speak first?” She looked blank, but she colored. “Why, of _him_.” “Of the master?” “Of who else?” There was so obviously no one else that the next moment I had lost my impression of her having accidentally said more than she meant; and I merely asked what I wanted to know. “Did _she_ see anything in the boy—?” “That wasn’t right? She never told me.” I had a scruple, but I overcame it. “Was she careful—particular?” Mrs. Grose appeared to try to be conscientious. “About some things—yes.” “But not about all?” Again she considered. “Well, miss—she’s gone. I won’t tell tales.” “I quite understand your feeling,” I hastened to reply; but I thought it, after an instant, not opposed to this concession to pursue: “Did she die here?” “No—she went off.” I don’t know what there was in this brevity of Mrs. Grose’s that struck me as ambiguous. “Went off to die?” Mrs. Grose looked straight out of the window, but I felt that, hypothetically, I had a right to know what young persons engaged for Bly were expected to do. “She was taken ill, you mean, and went home?” “She was not taken ill, so far as appeared, in this house. She left it, at the end of the year, to go home, as she said, for a short holiday, to which the time she had put in had certainly given her a right. We had then a young woman—a nursemaid who had stayed on and who was a good girl and clever; and _she_ took the children altogether for the interval. But our young lady never came back, and at the very moment I was expecting her I heard from the master that she was dead.” I turned this over. “But of what?” “He never told me! But please, miss,” said Mrs. Grose, “I must get to my work.”
Source text: Project Gutenberg #209. Public domain worldwide.
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Chapter II establishes the novella's central mechanism of withheld information. The employer's breezy instruction — 'Read him, please; deal with him; but mind you don't report' — immediately places the governess outside any chain of adult authority and makes her sole interpreter of a crisis she is structurally forbidden to escalate. James withholds the letter's actual contents from the reader just as the employer withholds context from the governess, so that the reader experiences the same epistemological deprivation as the protagonist. This layered suppression is the novella's governing formal strategy.

The expulsion letter functions as the chapter's inciting disclosure, yet it discloses almost nothing. The headmaster's language — 'impossible to keep him' and the implication that Miles is 'an injury to the others' — is conspicuously vague, and the governess herself supplies the word 'contaminate,' then upgrades it to 'corrupt.' This verbal escalation reveals how the governess's imagination fills the vacuum left by institutional silence, a pattern that will intensify throughout the narrative. Mrs. Grose's instinctive recoil from the word 'contaminate' and her counter-question — 'Are you afraid he'll corrupt you?' — introduces a note of irony that subtly questions whose anxieties are really at stake.

Mrs. Grose's characterisation deepens here through the detail of her illiteracy. Unable to read the letter, she is dependent on the governess's mediation of written authority, which both bonds the two women and underscores the governess's interpretive power. Her illiteracy is also a mark of class, and James uses it to highlight the governess's social isolation: she is educated enough to read but too junior to command, caught between the master above and the servants below. Mrs. Grose's warm, instinctive defence of Miles — 'he's scarce ten years old' — and her invitation to 'see him first, then believe it' introduce the possibility that the governess's fears are disproportionate, a possibility the text never fully closes off.

The chapter's most technically accomplished passage is the exchange about the previous governess. Mrs. Grose's slip — 'Oh, he did' — and her hasty correction introduce retrospective ambiguity: was she thinking of the master or of someone else entirely? The reader, like the governess, cannot be sure. The revelation that the previous governess left, was reported dead by the master, and whose cause of death was never communicated to Mrs. Grose, plants the novella's gothic seed. The brevity and evasiveness of Mrs. Grose's answers — 'She was not taken ill, so far as appeared, in this house' — are as significant as what she says; the qualifications accumulate into a portrait of something deliberately unspoken.

Flora's brief appearance — abandoning her 'round O's' to seek the governess's company — functions as a symbolic counterweight to the chapter's gathering dread. The 'round O's' she was set to copy are themselves a small emblem of perfect, closed form, innocence as yet unbroken; her desertion of the task to follow the governess suggests that even this emblem of completeness is already being abandoned. The governess's response — covering Flora with kisses 'in which there was a sob of atonement' — is psychologically telling: she feels guilt before she has done anything, a proleptic self-reproach that hints at the damage her own interpretive zeal may eventually cause.

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✎ Mr. Shifflett's Note
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