Indian Camp Research Articles

Overcoming the Myth of the Silent Woman and Double-Colonization in Ernest Hemingway’s Indian Camp

This paper explores the theme of overcoming the myth of the silent woman and double colonization in Ernest Hemingway’s Indian Camp (1924). It scrutinizes the subversive demolishment of double-minority status lifting the curtain on the thunderous screams of a female character as an emblem of expressive agency. To thematize this research topic and critically diagnose its feasible dimensions, this research paper casts the spotlight of analytical interpretation on the political dynamics, the implicit underpinnings and the insinuated textual unsaid underlying the female character of the Indian woman as a case study placed under scrutiny. To excavate in depth the ideological ramifications and the political implications tacitly embedded in the overall textual fabric of this literary artifact, this current study brings into play the postcolonial feminist perspective as a deconstructive paradigm through decomposing and dismantling a miscellany of excerpted extracts quoted from the decomposed text. This research paper selects relevant thematic insights that embody the counter-patriarchal upheaval and the defiant insurgency unravelling the notion of the Voice as a third space of self-revival, restorative replenishment of the Indian female subaltern and decision-making power. This research paper culminates in a wide array of clear-cut conclusions: A. The strategic reversal of the gender-exclusive model of grand narrative shifts it from misogynistic patriarchy and the top-bottom androcentric monopoly of power to a gender-inclusive vision of democratic parity, political enfranchisement and performative agency. B. The transformational metamorphosis in the tectonic plates of male-female asymmetrical power structures and the replacement of the hierarchically structured pyramid of man-woman relation by a harmonious continuum of gender complementarity. C. The counter-active shift drifts from the reductionistic mindscape of phallocentric discrimination to the anti-patriarchal philosophy of gynocentric perspective.

Why Uncle George?—On the Role of This Seemingly Superfluous Character in Hemingway’s “Indian Camp”

Why Uncle George?—On the Role of This Seemingly Superfluous Character in Hemingway’s “Indian Camp”

A Conventional Love Triangle?—In Defense of Uncle George in Hemingway’s “Indian Camp”

A Conventional Love Triangle?—In Defense of Uncle George in Hemingway’s “Indian Camp”

Native Villages of La Salle's Illinois Country

Native Villages of La Salle's Illinois Country

Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding ed. by Frederic J. Svoboda

Reviewed by: Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding ed. by Frederic J. Svoboda Ellen Andrews Knodt Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding. Edited by Frederic J. Svoboda, Kent UP, 2019. 144 pp. $24.95. A recent addition to the Teaching Hemingway series, Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding, edited by Frederic Svoboda, is a highly useful volume for high school and college instructors who often introduce students to Hemingway through one of his famous short stories. As Mark P. Ott mentions in his Foreword, the essays included here "revise our understanding not only of Hemingway but also how to refresh his work for students" (x). Building on the work of Paul Smith and Joseph J. Waldmeir, to whom the book is dedicated, Svoboda enlists leading literary critics to analyze thirteen Hemingway stories, several of which are frequently anthologized such as "Indian Camp"; "Big Two-Hearted River"; or "Hills Like White Elephants," and some that readers may not know as well, such as "Cross Country Snow" or "A Simple Enquiry." Essays model a variety of teaching practices and thematic focuses to enable close reading for high school, college, and technical school students. As Svoboda remarks, close reading is useful "for literary study in general—or even for any college course requiring attention to details" (xi). After Svoboda's introduction, Peter L. Hays begins the volume with the first short story from In Our Time, "First Things: Teaching 'Indian Camp.'" Focusing his approach to the story with undergraduate and graduate students, Hays takes readers through the main events in the story, posing questions aimed at eliciting the class's perceptions of the Native Americans, Dr. Adams, Nick (his young son), and Uncle George. Hays highlights often overlooked details of light imagery, the contrast in landscape at the beginning and end of the story, varying interpretations of Dr. Adams' comments, and the Native American husband's motive for his suicide. This first essay bodes well for the "hands on" advice for instructors in this collection. Several more essays focus on In Our Time selections, showcasing a variety of teaching techniques. Janice Byrne's essay "Hemingway's 'The End of Something' for High School Sophomores" features pre-reading activities about Hemingway's experiences in World War I, as a way of preparing them for Nick's break-up with Marjorie. Byrne follows the biographical detail with a two-minute writing activity about Nick and then Marjorie for individual students or small groups. Another option, according to Byrne, is to ask small [End Page 137] groups to consider the thematic images in the text, such as the past, love, or alienation. She also finds the setting of the demolished sawmill at the beginning of the story ripe for discussion. Byrne ends her essay with a number of post-discussion activities. Another take on how World War I affects a character is Judith Siegel Henn's essay "The Education of Harold Krebs, or Approaching Ernest Hemingway's 'Soldier's Home' with Engineering Students in Israel." Seeking information about her students' understanding of Hemingway in general and in their ease of understanding the story, Henn asks student to complete pre-reading questionnaires which she includes in the essay. Once students have read the story, Henn identifies dilemmas or problem areas in the story, such as the meaning of the photos at the beginning or Krebs' "disgust with duplicity," and asks small groups to analyze those areas before reporting to the class. Quoting from student papers, Henn marvels at how well the story invites "reading between the lines." Frederic Svoboda's contribution, "The Things That Nick Adams Carried to the 'Big Two-Hearted River,'" with an acknowledged link to Tim O'Brien's story and novel, demonstrates the realism of Nick Adams's fishing journey by physically demonstrating to his Michigan students that a 65-pound backpack can indeed account for every item mentioned in the story. Paired essays in the collection include two on "The Battler," also from In Our Time. These essays discuss the tricky issue of race in the story, focusing on the character of Bugs, the African-American "caretaker" of the white...

Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding ed. by Frederic J. Svoboda (review)

Reviewed by: Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding ed. by Frederic J. Svoboda Joy Landeira Frederic J. Svoboda, ed. Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding. Kent State UP, 2019. 136p. "All you have to do is write one true sentence; write the truest sentence that you know," counselled Ernest Hemingway in A Moveable Feast, his memories of 1920s Paris. Heeding his advice for truth telling, the truest sentence I can write about Kent State's "Teaching Hemingway" series is that it will make you want to teach and read Hemingway in new ways and in old ways, again and again. Boasting over nine volumes, the collection, edited by Mark P. [End Page 85] Ott and Susan F. Beegel, has been featured in our recent Rocky Mountain Review of Language and Literature book review sections of issues 73.2 and 74.1. This fitting testimony to the impact of the series and the significance of Hemingway for many RMMLA scholars also has an ulterior motive to pique your interest in preparation for our upcoming 2020 convention in October in Boulder, Colorado. The featured Keynote speaker will be Hemingway's great-granddaughter, Cristen Hemingway Jaynes, author of Ernest's Way: An International Journey through Hemingway's Life. The biography and travel guide explores the influence of the places where he lived and worked upon his life and writing. To encourage you and your students on your own journey through Hemingway's short stories, I enthusiastically recommend Editor Frederic J. Svoboda's newest volume in the series, Hemingway's Short Stories: Reflections on Teaching, Reading, and Understanding. Whether you are a veteran teacher who includes Hemingway in every syllabus or a reader who hasn't studied him since high school, these thirteen approachable essays by master teachers from secondary, post-secondary, and post-graduate levels will inspire you to return to the master storyteller once again. Several essays walk teachers through a typical—or not so typical—lesson and illustrate how to guide students through dialogue and details to elicit and incite their participation and critical thinking. For example, Peter Hays's lead essay "First Things, Teaching 'Indian Camp'" travels through the classic initiation tale of how a young Nick Adams watches his father Dr. Adams perform a cesarean operation late at night. Here, the importance of questioning techniques—not just what to ask, but when and how to pose them, and how to raise more questions, demonstrates how discussion unfolds and prompts continued debate. Careful, deep reading and attention to thematic and technical components address both touchy and touching subjects. Commentary and reflections about "The Battler" spark contemporary approaches to race relations in two timely articles by Marc Dudley and John Beall. Beall's suggestions for group free writing and Donald A. Daikor's use of pre-writing model teaching strategies that entice students to discover for themselves the importance of "story showing," not just story telling. Kinetic learners will literally jump out of their seats to heft [End Page 86] Frederic J. Svoboda's 60-plus-pound backpack filled with the list of supplies that Nick mentions in "Big Two-Hearted River." This clever realia and reality approach resonates with his students who are familiar with fishing and camping in upper Michigan. Another form of reality—Reality TV and the Discovery Channel—serves Patrick Bonds well for teaching "The Last Good Country" virtually and for stimulating students to write their own conclusions to the unfinished novella. Verna Kale solves real-time conundrums by having students perform texts. They experience palpable tension by reading the scene about a couple contemplating an abortion in "Hills Like White Elephants" out loud, acting out the motions, and duplicating the awkward pauses and prolonged silences of a 5-minute dialogue spread across a 35-minute wait for the train to arrive. Likewise, acting out the waiters' dialogue in "A Clean, Well-Lighted Place," illustrates the much-contested question about which one is speaking. An emphasis on writing—not just Hemingway's style, but on developing the student's own prowess—resurfaces throughout most of the essays, including up-to-date usage of digital resources and electronic databases to...

Current Bibliography

Current Bibliography Kelli A. Larson [The current bibliography aspires to include all serious contributions to Hemingway scholarship. Given the substantial quantity of significant critical work appearing on Hemingway's life and writings annually, inconsequential items from the popular press have been omitted to facilitate the distinction of important developments and trends in the field. Annotations for articles appearing in The Hemingway Review have been omitted due to the immediate availability of abstracts introducing each issue. Kelli Larson welcomes your assistance in keeping this feature current. Please send reprints, clippings, and photocopies of articles, as well as notices of new books, directly to Larson at the University of St. Thomas, 333 JRC, 2115 Summit Avenue, St. Paul, MN 55105-1096. E-Mail: KaLarson1@stthomas.edu.] Kelli A. Larson University of St. Thomas BOOKS Bean, Kendra and Anthony Uzarowski. Ava: A Life in Movies. Philadelphia, PA: Running P, 2017. [Biography of Ava Gardner with scattered references to her friendship with EH. Comments on her roles in the film productions of "The Killers," "The Snows of Kilimanjaro," and SAR.] Google Scholar Paul, Steve. Hemingway at Eighteen: The Pivotal Year That Launched an American Legend. Chicago, IL: Chicago Review P, 2018. [Detailed biography chronicling the events, experiences, and people of this formative year in the young writer's life. Paul covers EH's six month stint as a cub reporter for the Kansas City Star, later service in the Red Cross ambulance division in Italy during WWI, and subsequent wounding. Paul, a former Star re-porter and editor, explores the influence of EH's newspaper apprenticeship on his developing vision as an author and identifies un-bylined EH articles based on an examination of style and content. Includes over twenty black-and-white photographs along with endnotes, index, and bibliography. Reprints three Star articles. Draws on existing biographies, correspondence, John F. Kennedy Library archives, and other sources.] [End Page 165] Google Scholar ESSAYS Anderson, Eric Gary and Melanie Benson Taylor. "The Landscape of Disaster: Hemingway, Porter, and the Soundings of Indigenous Silence." Texas Studies in Literature and Language 59.3 (Fall 2017): 319-52. [Comparison study identifying EH as a southern writer despite critical reluctance to envision him as such. Examines how each author submerges personal wounding and cultural trauma in their writings about place, specifically focusing on the intersection of Indians and modernism. Concludes that EH's experiments with "indigeneity," though sometimes demonstrating settler colonial impulses, also acknowledge the presence of Indians through their decipherable silence. Discusses EH's "Indian Camp," "Ten Indians," "Big Two-Hearted River," "The Short Happy Life of Francis Macomber," THHN, and Porter's "Pale Horse, Pale Rider," among others.] Google Scholar Araki, Hirohiko. "Learn Storytelling from Hemingway." Manga in Theory and Practice: The Craft of Creating Manga. Trans. Nathan A. Collins. San Francisco, VIZ Media, 2017. 106-08. [Guide for aspiring authors. Araki illustrates the writing principle of "show, don't tell" through a brief examination of the criminals' dialogue in "The Killers."] Google Scholar Bass, Eleanor. "Ernest Hemingway and Agnes von Kurowsky." Yours Always: Letters of Longing. London: Icon Books, 2017. 102-07. [Briefly sums up the familiar circumstances surrounding EH's affair with Red Cross nurse Agnes von Kurowsky. Reprints both von Kurowsky's "Dear John" letter and EH's letter to friend Bill Horne detailing his painful response to their breakup.] Google Scholar Cirino, Mark and Amanda Kay Oaks. "Wise Blood: Menstruation, Fertility, and the 'Disappointment' in Hemingway's Across the River and into the Trees." The Hemingway Review 37.1 (Fall 2017): 55-66. Google Scholar Crews, Michael Lynn. "Ernest Hemingway (1899-1961)." Books Are Made Out of Books: A Guide to Cormac McCarthy's Literary Influences. Austin, TX: U of Texas P, 2017. 263. [Comments on McCarthy's reference to EH's hawk metaphor in MF in his unpublished screenplay Whales and Men.] Google Scholar Dandeles, Gregory M. "You Give Them Money, They Give You a Stuffed Dog: Modernism and Survival in The Sun Also Rises." Great War Modernism: Artistic Response in the Context of War, 1914-1918. Ed. Nanette Norris. Lanhan, MD: Fairleigh Dickinson UP, 2016. 133-43. [Reading the novel's treatment of trauma through the lens of Nietzsche's The...

Books Are Made Out of Books: A Guide to Cormac McCarthy's Literary Influences

Books Are Made Out of Books: A Guide to Cormac McCarthy's Literary Influences

Connecting Homeland and Borders Using Mobile Telephony: Exploring the State of Tamil Refugees in Indian Camps

Abstract This article attempts to explain how mobile phones influence how Sri Lankan Tamil refugees perceive cultural, psychological, and physical borders. Grounded in the information and communications technology (ICT) literature and diaspora communications, the lead author conducted twelve in-depth interviews with Mandapam camp residents in Tamilnadu, India, during Summer 2013. Results indicate that while camp refugees considered Sri Lanka their “motherland,” fear of government surveillance coupled with skepticism regarding the peace process impedes their return, even though official hostilities have ceased. However, mobile communications allow them to create a virtual community, which is important because camp life essentially separates them from both India and Sri Lanka.

Connecting Homeland and Borders Using Mobile Telephony: Exploring the State of Tamil Refugees in Indian Camps

Abstract This article attempts to explain how mobile phones influence how Sri Lankan Tamil refugees perceive cultural, psychological, and physical borders. Grounded in the information and communications technology (ICT) literature and diaspora communications, the lead author conducted twelve in-depth interviews with Mandapam camp residents in Tamilnadu, India, during Summer 2013. Results indicate that while camp refugees considered Sri Lanka their “motherland,” fear of government surveillance coupled with skepticism regarding the peace process impedes their return, even though official hostilities have ceased. However, mobile communications allow them to create a virtual community, which is important because camp life essentially separates them from both India and Sri Lanka.

Postage-Stamp Archaeology: Thomas Childs's Letters to Norton Allen, 1944–1947

Postage-Stamp Archaeology:Thomas Childs's Letters to Norton Allen, 1944–1947 Richard A. Schwartzlose (bio), Bill Broyles (bio), Rein Vanderpot (bio), and Alan Ferg (bio) Many exciting archaeological discoveries are made in the field, some in the laboratory, and others in archives or dusty attics. For over seven decades, major primary material about the Hia-Ced O'odham has been mined from the letters of Thomas Childs Jr. to Henry F. Dobyns and to Richard Van Valkenburgh. These sets had been summarized and published, one in the archaeological journal Kiva1 and the other in Desert Magazine,2 and they provided essential first-hand information for understanding the Hia-Ced O'odham, a somewhat mysterious and lesser known group of Piman-speaking desert dwellers in Western Papaguería. Known historically as the Sand Papago, these people ranged from the Gila River south to the Gulf of California, and from the Colorado River eastward to Sonoyta, Sonora and Ajo, Arizona. Except for family correspondence, no other Childs letters were known or expected. Then in 2010 a previously unreported stash was quietly announced in this journal: Thomas Childs "exchanged quite a few letters with Norton [Allen], from at least [May] 1944 through [December] 1947."3 It was an exciting find. The trove was recognized by Richard A. Schwartzlose in the immense collection of Native American material given by Norton Allen and his wife, Ethel, to the Arizona State Museum [End Page 416] in Tucson. Here we present those letters in full, followed by brief annotations about the subjects, places, and practices. Click for larger view View full resolution Thomas Childs with a large O'odham olla. The original transparency is labeled "White clay olla belonging to a lady from Toa Ha-ah.1 Tom Childs[19]48." At Ten Mile Ranch, Arizona. (Photo by Norton Allen, Norton Allen Papers, MS 35, accession no. 2012-431, Arizona State Museum Archives, University of Arizona.) Childs wrote 14 letters to Allen that contained recollections of his experiences during his life in Western Papaguería: discussions about pottery, a story about giants, medical practices, searching for minerals and mines, and the locations of wells and springs. Childs, a pioneering [End Page 417] rancher and miner, knew places where prehistoric American Indians had lived. Beginning about 1887, when he was a teenager, Childs had accompanied Hia-Ced O'odham throughout southwestern Arizona and northwestern Sonora, learning their language and ways while he camped, worked, and traveled with them. His second wife, Martha Garcia, whom he married in 1902,4 was Hia-Ced O'odham, and her extended family became his. Several articles written about Thomas Childs's life and his knowledge of the O'odham include those by Dan Rose,5 Richard Van Valkenburgh, Henry F. Dobyns (attributed to Childs), and Bill Hoy.6 Thomas Childs (1870–1951) was born in what became Yuma, Arizona. His father, Thomas Childs Sr., may have arrived in the region as early as 1847, and he spent his early years in Arizona as a prospector, rancher, farmer, deputy sheriff, and owner of a stage station. In 1875 Thomas Sr. and his wife, Mary, moved to Phoenix so that their son Tom and her children from a previous marriage could go to school. The family stayed in Phoenix until 1883, when Mary died of illness. Soon afterward, Thomas Sr. and Thomas Jr. moved near Ajo and established their Ten Mile Ranch. The father staked claims to rich mineral deposits at Ajo and later sold them for a moderate fortune, while his son dabbled in mining and land sales but worked primarily as a cowman whose cattle ranged from the Mexican border north to the Gila River, and from Covered Wells west to the Mohawk Mountains. Having traveled over much of this area on foot or horseback, Tom Jr. knew where many of the springs, natural tinajas, and wells were located, and had drilled some of the wells himself. Too, he had stayed at many of the Indian camps scattered across that vast desert. Norton Allen (1909–1997) was an artist and avocational archaeologist who lived most of his life in La Mesa, California. He started collecting Indian artifacts as a boy...

Everybody Behaves Badly: The True Story Behind Hemingway's Masterpiece

Everybody Behaves Badly: The True Story Behind Hemingway's Masterpiece

Implicatures in the Persian and Turkish Translations of Four American Short Stories

Translation of implicature as a challenging issue in Translation Studies is addressed in the present study. Considering this notion, the researchers’ main concern after extracting implicatures was to investigate the translation procedures proposed by Molina and Hurtado Albir (2002) and also Newmark (1988) in translating implicatures including: 1. Linguistic amplification, 2. Linguistic compression, 3. Literal translation, 4. Transposition, 5. Established equivalence, and 6. Free translation. To achieve the aims of the study, six questions were proposed to examine the translation procedures adopted by the translators and to find out the most frequent translation procedures utilized in rendering the relevant implicatures. To this end, four short stories entitled “Cat in the Rain”, “Indian Camp”, “Killers”, and “The Short Happy Life of Francis Macomber” by American writer Ernest Hemingway and their two best-seller Persian and Turkish translations by Ahmad Golshiri and Shirmohammad Qudratoghlu were chosen to be analyzed. Through a contrastive analysis in this qualitative descriptive study, sixty-nine implicatures were identified and extracted from all these short stories according to the maxims defined by Grice (1975) and compared with their corresponding translations. The results indicated that the Turkish translator has used linguistic amplification and free translation that do not lead to reproduce the implicatures in the target text; therefore, the Persian translator was more successful in recreating the implicatures in the target text (see Abbasi, 2016).

Native Encounters: Examining Primitivism in Hemingway and London’s Short Fiction

Native EncountersExamining Primitivism in Hemingway and London’s Short Fiction Gina M. Rossetti (bio) For two of the more preeminent twentieth-century American authors, Hemingway and London share an interest in examining the limits of primitivism, particularly as they come to delineate the impact of race privilege. In Hemingway’s stories, for instance, we see two distinct evocations of the primitive: on the one hand, in “Indian Camp,” “The Doctor and the Doctor’s Wife,” and “Ten Indians,” we witness white, western culture impose itself on the Native American community, revealing a paternalism that marks these encounters; on the other hand, “Big Two-Hearted River” suggests the psychological impact of this privilege where Nick believes that a primitive setting might restore his peace of mind. In these examples, the more privileged character assumes that the primitive setting or character acts as a foil meant to reflect back to him an image of his own greatness. What these stories suggest, however, is that the opposite happens: it is by these very depictions that Hemingway challenges this frame of reference. For London’s “Keesh, the Son of Keesh,” “Law of Life,” “The League of the Old Men,” and “Nam-Bok the Unveracious,” the encounter between the Caucasian character or Caucasian expansionism into Native American lands is one that leaves readers with images of death. For these particular stories, the so-called primitive characters represent either those who have embraced assimilationism, which has placed them in tension with their tribal communities, or these characters come to symbolize the end of their tribal nations, suggestive that no place exists for them in modern society. By examining these selected texts, one might understand how Hemingway and London call attention to the erasure of a people and a way of life and offer shared critiques of white privilege. [End Page 55] Primitive Implications: London Over the span of his body of work, London’s focus on primitivism is both extensive and complicated. At times, he uses primitivism to distinguish between a more privileged Anglo-American identity versus those some might label as “low-born” characters, whether these characters are ethnic/racial minorities or the urban poor. At other times, London’s primitivism suggests a time known as pre-civilization, depicting different kinds of so-called noble savages, such as what we find in his 1906 novel Before Adam, or even perhaps in his depiction of Native Americans or pacific islanders. What is important to note, however, is that London’s depiction of Native American characters is far more sympathetic, and as Jeanne Reesman notes in Jack London’s Racial Lives, London “saw the terrible results of greed for gold and the effects of white expansion upon the Indians” (58). Reesman indicates that London’s journal from his Yukon River trip reveals that the author “wrote of his admiration and pity for the Natives he encounters, many of them with barely enough to eat or shelter to warm them, suffering in large part because of the changes white invasions caused” (60).1 This sense that time has run out for indigenous populations is apparent in London’s short story “The Law of Life.” In this story, Nature is the arbiter, judging whether or not a species survives. As a result, London establishes Nature’s law as supreme, suggesting that “She had no concern for that concrete thing called the individual. Her interest lay in the species, the race” (16). Here, London problematizes nature’s so-called objectivity; by erasing not only Old Koskoosh, but also his tribal nation, the Law furthers the interests of white expansionism: the tribe of Koskoosh was very old. The old men he had known when a boy, had known old men before them. Therefore it was true that the tribe lived, that it stood for the obedience of all of its members, way down into the forgotten past, whose very resting-places were unremembered. They did not count; they were episodes. (367)2 Old Koskoosh’s death is a microcosm of the tribe’s inevitable erasure; indeed, for the former leader and the tribe itself, the wolf is literally at the door in the closing scene: Why should he cling to...

In Defense of Hemingway’s Doctor Adams: The Case for “Indian Camp”

In Ernest Hemingway’s two-dozen Nick Adams stories, there is no character, excepting Nick himself, as prominent as Dr. Henry Adams, Nick’s father. However, Dr. Adams has not fared well at the hands of Hemingway’s commentators. He has been seldom praised and often vilified. Dr. Adams has been called heartless, cold-blooded, malicious, malevolent, vengeful, and castrating. He has been branded a sadist, sexist, misogynist, racist, and an embodiment of imperialism. By contrast, I believe that—beginning with “Indian Camp”—Hemingway shows Dr. Adams to be a father who demonstrates the power of compassion and love and, above all, the example of grace under pressure.

Hemingway and The Journal of the American Medical Association : Gangrene, Shock, and Suicide in “Indian Camp”

Hemingway’s 1925 short story “Indian Camp” describes two medical emergencies: the breech presentation-cum-Cesarean section endured by the Ojibwe wife and the wounded foot of the Ojibwe husband. Analysis of early twentiethcentury medical literature and the historical record reveals that Hemingway learned the medical background for both emergencies from articles published between 1917 and 1919 in the Journal of the American Medical Association . This medical background indicates that the husband and wife most likely would die from the effects of their respective ordeals, and it provides insight into how Hemingway would have imagined a motive for the husband’s suicide.

Jessie Donaldson Schultz and Northern Plains Native Social Welfare Projects, 1926–1953

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Jennifer McLerran; Jessie Donaldson Schultz and Northern Plains Native Social Welfare Projects, 1926–1953. American Indian Culture and Research Journal 1 July 2015; 39 (2): 69–95. doi: https://doi.org/10.17953/aicrj.39.2.mclerran Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search

The Letters of Ernest Hemingway, Volume II, 1923–1925 ed. by Sandra Spanier, Albert J. DeFazio III, Robert W. Trogdon (review)

Reviewed by: The Letters of Ernest Hemingway, Volume II, 1923–1925 ed. by Sandra Spanier, Albert J. DeFazio III, Robert W. Trogdon Donald A. Daiker The Letters of Ernest Hemingway, Volume II, 1923–1925. Edited by Sandra Spanier , Albert J. DeFazio III , and Robert W. Trogdon . New York : Cambridge UP , 2013 . 519 pp. Cloth $40.00 . The second volume of The Letters of Ernest Hemingway, 1923–1925, covers arguably the most productive period in Hemingway’s literary life. The period began with a frustrated Hemingway responding to yet another rejection of his fiction by crying out, “I want, like hell, to get published” (21). But during the next three years, Hemingway wrote the best stories of In Our Time (1925), including his earliest—and some say best—Nick Adams stories. He completed a first draft of his first novel, The Sun Also Rises (1926), which many believe to be the freshest and finest novel he would ever write. He wrote—in just two weeks!—and immediately submitted for publication a satire called The Torrents of Spring (1926). In some of his longest letters ever, he wrote extensive descriptions of bullfighting that he asked his old Petoskey friend Bill Smith to save for him; these would later be incorporated into Death in the Afternoon (1932). And he composed several longer stories, including “Fifty Grand” and “The Undefeated,” that would appear in his second short story collection, Men Without Women (1927). “Christ I hate to leave Paris for Toronto the City of churches” (30), Hemingway had written to his Oak Park friend Isabelle Simmons in 1923 as he and his pregnant wife Hadley prepared to cross the Atlantic to take advantage of superior North American medical facilities. Toronto turned out to be even worse than he had feared, much worse. “This is no place to make up songs” (69), he wrote to Sylvia Beach and, less lyrically to artist Mike Strater, “I write nothing but shit here” (77). Hemingway may have been “full of hate” (59), as he described himself to Ezra Pound, but at least he hadn’t lost his sense of humor. “What bothers me,” he wrote to Gertrude Stein and Alice B. Toklas, “is why with my fine intelligence I ever came out here” (91). Hemingway admitted to his father that “We made a mistake to come back here. But the only way to do with mistakes is to pay for them and get out of them as soon as possible” (72). So the Hemingways happily returned to France four months after leaving it. Perhaps the relief of leaving Canada accounts for Hemingway’s outpouring of fiction the winter and spring of 1924. In Toronto, Hemingway had felt “all constipated up with stuff to write” (75); in Paris, the stories just flowed. “I have about 7 stories to write,” he told Pound in February. “Don’t know when or where able to write” (97). But a month later he could report, “Have written [End Page 95] a few stories in cafes and one place and another” (101). Not only do his letters take on a new confidence and enthusiasm—“I am writing some damn good stories” (103), he tells Pound—but they describe a different kind of story—“stories . . . written so tight and hard,” he tells his publisher Horace Liveright, “that the alteration of a word can throw an entire story out of key” (295). “Miraculous” (42) Paul Smith calls the first quarter of 1924 with Hemingway enjoying what Michael Reynolds terms a “continuous creative binge” (194). By 2 May, Hemingway could report to both Pound and editor Edward J. O’Brien, “I have ten stories done now” (113, 117). Three of them may have been older—“My Old Man,” “Out of Season,” and “Up in Michigan” had earlier appeared in Three Stories and Ten Poems (Paris: Three Mountains Press, 1924)—but seven were brand new: “Indian Camp,” “The Doctor and the Doctor’s Wife,” “The End of Something,” “The Three-Day Blow,” “Soldier’s Home,” “Mr. and Mrs. Elliot,” and “Cross-Country Snow.” With these ten stories, Hemingway had virtually all he needed for what would become In Our Time, except for a longer, concluding story that would...

The Hemingway short story: a study in craft for writers and readers

In The Hemingway Short Story: A Study in Craft for Writers and Readers, Robert Paul Lamb delivers a dazzling analysis of the craft of this influential writer. Lamb scrutinizes a selection of Hemingway's exemplary stories to illuminate the author's methods of construction and to show how craft criticism complements and enhances cultural literary studies. The Hemingway Short Story, the highly anticipated sequel to Lamb's critically acclaimed Art Matters: Hemingway, Craft, and the Creation of the Modern Short Story, reconciles the creative writer's focus on art with the concerns of cultural critics, establishing the value that craft criticism holds for all readers. Beautifully written in clear and engaging prose, Lamb's study presents close readings of representative Hemingway stories such as Soldier's Home, A Canary for One, God Rest You Merry, Gentlemen, and Big Two-Hearted River. Lamb's examination of Indian Camp, for instance, explores not only its biographical contexts -- showing how details, incidents, and characters developed in the writer's mind and notebook as he transmuted life into art -- but also its original, deleted opening and the final text of the story, uncovering otherwise unseen aspects of technique and new terrains of meaning. Lamb proves that a writer is not merely a site upon which cultural forces contend, but a professional in his or her craft who makes countless conscious decisions in creating a literary text. Revealing how the short story operates as a distinct literary genre, Lamb provides the meticulous readings that the form demands -- showing Hemingway practicing his craft, offering new inclusive interpretations of much debated stories, reevaluating critically neglected stories, analyzing how craft is inextricably entwined with a story's cultural representations, and demonstrating the many ways in which careful examinations of stories reward us.

The Indian camp

The Indian camp