Pedagogical approaches to the theme of war in Hemingway’s work

In 1925, Ernest Hemingway wrote to F. Scott Fitzgerald that “the reason you are so sore you missed the war is because the war is the best subject of all. It groups the maximum of material and speeds up the action and brings out all sorts of stuff that normally you have to wait a lifetime to get.” Though a world war veteran for seven years, at the time he wrote Fitzgerald, Hemingway had barely scratched the surface of his war experiences in his writing, yet it would be a subject he could never resist. As an eyewitness to the emergence of modern warfare, through the Second World War, and as a writer devoted to recreating experience on the page, Ernest Hemingway has gifted us with an oeuvre of wartime representation ideal for the classroom.

Teaching Hemingway and War offers fifteen original essays on Hemingway’s relationship to war with a variety of instructional settings in mind, and the contributors bring to the volume a range of experience, backgrounds, and approaches. Some of the topics included are:

• The Violence of Story: Teaching In Our Time and Narrative Rhetoric
• Hemingway’s Maturing View of the Spanish Civil War
• Robert Jordan’s Philosophy of War in For Whom the Bell Tolls
• Hemingway, PTSD, and Clinical Depression
• Perceptions of Pain in The Sun Also Rises
• Across the River and into the Trees as Trauma Literature

The final section provides three excellent undergraduate essays as examples of what students are capable of producing and as contributions to Hemingway studies in their own right.

Essays that explore Hemingway’s love for Spain

Ernest Hemingway famously called Spain “the country that I loved more than any other except my own,” and his forty-year love affair with it provided an inspiration and setting for major works from each decade of his career: The Sun Also Rises, Death in the Afternoon, For Whom the Bell Tolls, The Dangerous Summer, andThe Garden of Eden; his only full-length play, The Fifth Column; the Civil War documentary The Spanish Earth; and some of his finest short fiction, including “Hills Like White Elephants” and “A Clean, Well-Lighted Place.”

In Hemingway’s Spain, Carl P. Eby and Mark Cirino collect thirteen penetrating and innovative essays by scholars of different nationalities, generations, and perspectives who explore Hemingway’s writing about Spain and his relationship to Spanish culture and ask us in a myriad of ways to rethink how Hemingway imagined Spain—whether through a modernist mythologization of the Spanish soil, his fascination with the bullfight, his interrogation of the relationship between travel and tourism, his involvement with Spanish politics, his dialog with Spanish writers, or his appreciation of the subtleties of Spanish values. In addition to fresh critical responses to some of Hemingway’s most famous novels and stories, a particular strength of Hemingway’s Spain is its consideration of neglected works, such as Hemingway’s Spanish Civil War stories and The Dangerous Summer. The collection is noteworthy for its attention to how Hemingway’s post–World War II fiction revisits and reimagines his earlier Spanish works, and it brings new light both to Hemingway’s Spanish Civil War politics and his reception in Spain during the Franco years.

Hemingway’s lifelong engagement with Spain is central to under­standing and appreciating his work, and Hemingway’s Spain is an indispensable exploration of Hemingway’s home away from home.

Teaching Hemingway in his time

Teaching Hemingway and Modernism presents concrete, intertextual models for using Hemingway’s work effectively in various classroom settings, so students can understand the pertinent works, definitions, and types of avant-gardism that inflected his art. The fifteen teacher-scholars whose essays are included in the volume offer approaches that combine a focused individual treatment of Hemingway’s writing with clear links to the modernist era and offer meaningful assignments, prompts, and teaching tools.

The essays and related appendices balance text, context, and classroom practice while considering a broad and student-based audience. The contributors address a variety of critically significant questions—among them:

How can we view and teach Hemingway’s work along a spectrum of modernist avant-gardism?

How can we teach his stylistic minimalism both on its own and in conjunction with the more expansive styles of Joyce, Faulkner, Woolf, and other modernists?

What is postmodernist about an author so often discussed exclusively as a modernist, and how might we teach Hemingway’s work vis-à-vis that of contemporary authors?

How can teachers bridge twentieth- and twentyfirst- century pedagogies for Hemingway studies and American literary studies in high school, undergraduate, and graduate settings? What role, if any, should new media play in the classroom?

Teaching Hemingway and Modernism is an indispensable tool for anyone teaching Hemingway, and it offers exciting and innovative approaches to understanding one of the most iconic authors of the modernist era.

The profound impact of Cuba on Ernest Hemingway’s life and work

Ernest Hemingway resided in Cuba longer than he lived anywhere else in the world, yet no book has been devoted to how his life in Cuba influenced his writing. Hemingway, Cuba, and the Cuban Works corrects this omission by presenting contributions by scholars and journalists from the United States, Russia, Japan, and Cuba, who explore how Hemingway absorbed and wrote from the culture and place around him.

The volume opens with an examination of Hemingway’s place in Cuban history and culture, evaluations of the man and his work, and studies of Hemingway’s life as an American in Cuba. These essays look directly at Hemingway’s Cuban experience, and they range from the academic to the journalistic, allowing different voices to speak and different tones to be heard. The first section includes reflections from Gladys Rodriguez Ferrero, former director of the Museo Finco Vigía, who describes the deep affection Cubans hold for Hemingway; and recollections from the now-adult members of “Gigi’s All Stars,” the boys’ baseball team that Hemingway organized in the 1940s.

In the second part of the collection, Hemingway scholars— among them, Kim Moreland, James Nagel, Ann Putnam, and H. R. Stoneback—employ a variety of critical perspectives to analyze specific works set in Cuba or on its Gulf Stream and written during the years that Hemingway actually lived in Cuba. Also included are a long letter by Richard Armstrong describing the Machado revolution in Cuba and Hemingway’s photographs of fishermen at Cojimar, which provide vivid visual commentary on The Old Man and the Sea.

Appended to the collection are Kelli Larson’s bibliography of scholarly writing on Hemingway’s Cuban works and Ned Quevedo Arnaiz’s sample of Cuban writing on those works. A chronology placing Hemingway’s life in Cuba beside historical events is also provided.

This important volume illuminates Hemingway’s life and work during the Cuban years, and it will appeal to Hemingway fans and scholars alike.

Casts fresh light on the formative years of one of the twentieth century’s most important literary figures

Ernest Hemingway’s early adulthood (1917–1929) was marked by his work as a journalist, wartime service, marriage, conflicts with parents, expatriation, artistic struggle, and spectacular success. InWar + Ink, veteran and emerging Hemingway scholars, alongside experts in related fields, present pathbreaking research that provides important insights into this period of Hemingway’s life.

Comprised of sixteen elegantly written essays, War + Ink revisits Hemingway’s formative experiences as a cub reporter in Kansas City. It establishes a fresh set of contexts for his Italian adventure in 1918 and his novels and short stories of the 1920s, offers some provocative reflections on his fiction and the issue of truth-telling in war literature, and reexamines his later career in terms of themes, issues, or places tied to his early life. The essays vary in methodology, theoretical assumptions, and scope; what they share is an eagerness to question—and to look beyond—truisms that have long prevailed in Hemingway scholarship.

Highlights include historian Jennifer Keene’s persuasive analysis of Hemingway as a “typical doughboy,” Ellen Andrew Knodt’s unearthing of “Hemingwayesque” language spread throughout the correspondence penned by his World War I contemporaries, Susan Beegel’s account of the 1918 Spanish Flu Pandemic and its previously unrecognized impact on the young Hemingway, Jennifer Haytock’s adroit analysis of “destructive spectatorship” inThe Sun Also Rises, Mark Cirino’s groundbreaking discussion of the instantaneous “life review” experienced by Hemingway’s dying characters (an intrusion of the speculative and the fantastic into fiction better known for its hard surfaces and harsh truths), and Matthew Nickel’s detailed interpretation of the significance of Kansas City in Across the River and Into the Trees. A trio of scholars—Celia Kingsbury, William Blazek, and Daryl Palmer—focus on “Soldier’s Home,” offering three very different readings of this quintessential narrative of an American soldier’s homecoming. Finally, Dan Clayton and Thomas G. Bowie reexamine Hemingway’s war stories in light of those told by today’s veterans.

War + Ink offers a cross section of today’s Hemingway scholarship at its best—and reintroduces us to a young Hemingway we only thought we knew.