Reference
Ron Sivillo
Grade 11 and 12 - Asian Studies
Grade 9 - MYP (IB) / Honors American Civics (Semester 1) and World Geography (Semester 2)
Upper St. Clair High School, (suburban) Pittsburgh PA
Twenty-four Eyes is a novel that likely can appeal to many student readers. I have always liked the idea of using novels to help students grasp the intricacies of a country’s history and culture, and perhaps more importantly its nuances and sensibilities. Further, novels which teach respect, humility, and graciousness in the face of adversity can resonate well with students.
As for where this novel could work for me (and others), excerpts could really buttress the study of Japanese militarism leading up to World War II in a World History/Cultures course. In a course that is solely devoted to the study of East Asia, the entire book (which is a relatively quick read) would be feasible and advisable.
As for the basics of the book and its message, the following is a broad overview. Ms. Oishi, a young teacher, gets her first teaching assignment, in 1928, at a primary school (teaching 1st graders) along the Sea of Japan. The location in which she teaches is primarily a fishing and farming village, naturally full of rather traditional, conservative Japanese families. Being young and eager, Miss Oishi is somewhat shocking to the locals with her rather liberal/modern habits and sensibilities. (For instance, she rides a bike to work and does not wear a Kimono). Much like I can remember from grade school (where the young “hip” teacher is pretty popular and well-liked), a teacher who bucks the trend tends to run into some resistance from the local establishment. Instead of fighting the unfair criticisms levied at her, Miss Oishi instead uses the situation as a life-lesson for her students – her apologetic and humble demeanor shows the students how one graciously handles adversities that are thrown their way.
Moreover, Miss Oishi builds her relationship with the students through fun, hands-on exercises, doing things in a fashion that run counter to typical Asian schooling and lessons. It is through these experiences that Miss Oishi cultivates respect and, really, love from her students. For example, at one point Miss Oishi is injured and has to give up her bicycle and her teaching job. The students respond poorly to their new teacher and actually seek out Miss Oishi. In doing so, they eventually (and ironically) have to be “rescued” (fed and cared for) by Miss Oishi – it because of this incident that the community/parents eventually accept and begin to respect Oishi. (Miss Oishi, on crutches, goes to the village to personally thank each family, again showing her politeness and humility with gentle humor). In the end, Miss Oishi’s acceptance in the village is achieved through the love the children show her.
Throughout the story, historical events unfold with (Japanese invasion of China, the Great Depression, and eventually World War II.) It is at this time, when Miss Oishi refuses to persuade her students to become soldiers, that Miss Oishi encounters more turmoil (her husband is killed, her mother and her daughter dies). At the end of World War II, she seems to be the only person in Japan rejoicing in that no more will die in an unwinnable war.
The book ends with, rather naturally, a touching reunion between the students and Miss Oishi; that is, those who actually remain after the ravages of war. Overall, the book is a lesson in suffering, adversity, and humility. It could probably be called “pacifist “in nature, since in the end, what is highlighted is Japan’s losses incurred by its militaristic ambitions. Overall, the message that the reader gets is that Miss Oishi is a teacher which every child would adore and cherish because she adores and cherishes her students – and by extension, humanity. It is a lesson in humility and for this reason alone, the novel can resonate with and impact students.
