Monday, December 1, 2008

For Whom the Bell Tolls

For Whom the Bell Tolls is not really my kind of book, normally. I am not a big Hemingway fan nor am I a fan of war stories. However, in my quest to read some classics that I had never read before, I picked it up a few weeks ago, and it has taken me a while to get it read. I had a little trouble with the language, but mostly it took me a long time to read it because it is not a book that is easy to stop and start. Reading a chapter or two at night (the way I normally read books) is not a good way to read this one. It is not easy reading and therefore hard to constantly pick up and down without losing some of the understanding. I was at Russell's a couple of weekends ago, and I was able to read for several long blocks of time. During those periods, I understood the book better, enjoyed it more, and wanted to keep reading to find out what happened. But when I got back home and to my old method of reading, I once again had trouble picking it up at night and lost some of my interest.

That being explained, I did like the book, although I did not love the book. I liked the love story of Roberto and Maria, and I really wanted to know if they would stay together. I wanted to know if Robert and friends were really going to blow up the bridge or not. I did not particularly like the way the book ended, but was not surprised at it. I have to admit that the ending, forshadowing Robert's death, was true to the story and answered for me who "thee" is. ("Ask not for whom the bell tolls; it tolls for thee" is a rough approximation of John Donne's poem.) Of course there are several other characters for whom the bell tolled!

This is what I found most perplexing about the book: there is a class set of them in the library! Why was this book with its obvious sex scenes (not explicit, but pretty close!) ever assigned to high school students? I was sickened when Maria describes her rape and amazed that a class of high school kids were ever assigned this book. Maybe I am too old-fashioned, but I could just foresee a lot of parent complaints and I personally would not have wanted my child to read this when he was a teenager. Don't worry; I never would have complained about it or not let him read it if he had been assigned it or wanted to read it on his own. I'm just saying that I would not have liked it.

I will keep a few of these books for general check out, but discard the rest of them. It was a good story, and I will be watching the movie soon and will post again.

1 comment:

Margaret J Stone Lester said...

I struggled through this book a couple of years ago, and I wasn't crazy about it either. Like you, I'm not a big Hemingway fan. This was one of the novel choices for English IV in our old curriculum at the Ms. Virtual School, and the kids who chose to read it didn't like it either. (There was a strange combination of choices in the old course--"Bell Tolls", "Catch-22", or "As I Lay Dying".) I usually just assigned the Faulkner title. As strange as that may seem, it was the most "readable" for my group.

Fortunately, our new curriculum's novel unit includes some better choices: "1984", "Fahrenheit 451", "Brave New World", and some other title that I can't recall this early in the morning. :-) I'm thinking of having students build a wiki on dystopian literature when we get to the novels.

I've been meaning to ask: have you tried any of Lewis Nordan's works? I recommended "Boy with Loaded Gun" to a friend, and she found it "deeply depressing." I thought parts of it were hilarious, but it's not a book for h.s. students. "Wolf Whistle" was good, too. It's about the Emmett Till murder.