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00:17To all new students
00:18Congratulations on your enrollment!
00:22What kind of uniform do you find comfortable to wear?
00:27According to my seniors
00:30Apparently, it's the cutest uniform in the world.
00:35It's proof that our seniors are proud of us.
00:40What I want to talk about is
00:42This is about the class diary.
00:46This one
00:50It's an old class diary.
00:53There was a rehearsal for the ceremony.
00:55There was an equation inside.
00:56This school has been around for about 100 years
01:00I have continued to write in the class diary.
01:08Two people, rotating weekly
01:11Things that happened that day
01:13I will write down what I felt.
01:22The girls from 85 years ago
01:26She was writing about her fulfilling days at school.
01:33April 7, 1941
01:37Time flies, and I'll be in my third year next year.
01:42Everyone is filled with new hope and determination
01:46Enter the school gate
01:53For five years, as a senior student
01:57They will be role models for the younger students.
02:01Whenever I see a cute first-grader
02:05I think these five years really need to be good.
02:18However, when the Pacific War began...
02:21The students' lives will change completely.
02:28We are working harder and harder on production.
02:34We must send weapons to the battlefield as quickly as possible.
02:47Ueda-san
02:48Hattabe-san
02:50It seems Mr. Fukuda is serving his entire term of office.
02:54There are many people whose whereabouts are unknown.
02:58All of us
03:00It will probably happen someday.
03:07At school, since last year
03:09More than 80 years ago
03:11We started using school journals in our lessons.
03:24Class diary from 1940 (Showa 15)
03:28Moreover, it's a diary from a first-year junior high school student.
03:33All of the first-year junior high school students have them.
03:35For the students, the Pacific War was a distant memory.
03:47When did that war begin?
03:51Do you know when it ended?
03:53The ending is clear.
03:551845
03:57No, that's incorrect.
03:581945
04:05Currently, people born after the war make up 90% of the population.
04:10How can we pass on the experiences of war?
04:18The most important thing is imagination.
04:21How much of that imagination can be drawn out?
04:27What is the best?
04:30I'm always lost and troubled.
04:34Things like, "This is what we should do for peace."
04:36I have no intention of forcing any particular ideology upon anyone.
04:45Following the entries in the class diary
04:48Days of contemplating war and peace began.
05:05Toyo Eiwa Girls' School, located in Minato Ward, Tokyo.
05:141200 middle school and high school girls attend.
05:27A school day begins with morning worship.
05:47More than 140 years ago
05:51Founded by missionaries of the Canadian Methodist Church
06:03Girls' education based on Christian teachings
06:07They are focusing on English music.
06:14With all my heart, with all my spirit, with all my thoughts, with all my strength
06:17and
06:17Love the Lord your God.
06:20Love your neighbor as yourself.
06:24These two teachings of Jesus are succinctly expressed
06:27Master Keishin
06:39The archives room houses numerous documents dating back to the organization's founding.
06:45Specialist researchers are continuing the analysis.
06:52This is the class date from 1933 (Showa 8).
06:56This is how the records are preserved.
07:04The class diary that has been kept in writing up to the present day is
07:07Approximately 2000 books
07:10A diary from the Pacific War that survived the ravages of war.
07:1440 copies remain.
07:20This allows us to trace the changes in schools and students during wartime.
07:23This is an extremely rare document, even on a national level.
07:30In addition, there are teachers' records and notices from the government.
07:36A total of over 15,000 valuable documents are stored there.
07:40The investigation is underway.
07:48In the class diary from before the start of the Pacific War:
07:52Just like now
07:54The story chronicles days spent enjoying school life.
08:07June 16, 1941
08:12The teacher said that my performance on the last exam was very poor.
08:17If you study diligently on a regular basis, there's nothing you can't do.
08:21I received the following warning.
08:38The number of units has now entered the factorization stage.
08:43It's getting really difficult and I don't understand it.
08:46I asked a question,
08:49I was completely baffled and at a loss.
08:59Science has become very difficult.
09:08We conducted experiments with hydrochloric acid, sulfuric acid, and nitric acid.
09:18Learn about Martian soda, alkalinity, and more.
09:23We also conducted experiments.
09:42The teacher said something interesting.
09:46We all had a good laugh.
09:59However, in the winter of 1941
10:07Monday, December 8th, sunny
10:15This morning, the principal said
10:18In the Western Pacific
10:21The fact that Japan and the United States went to war
10:23We talked about it.
10:37In the Western Pacific
10:38Entering into combat with American and British forces
10:48We 15 citizens
10:51Be more careful
10:53We must overcome this difficult situation.
11:10At school, since last year
11:11Using the class diary
11:14I started a class to think about war and peace.
11:21The person in charge is
11:23Shunichi Ueno, a biblical scholar
11:26First and third year of junior high school
11:28Then, they conduct classes for first-year high school students.
11:34This day was for a class for third-year junior high school students.
11:39This is a class diary from Toyo Eiwa.
11:41In other words, 80-something years ago
11:45English-Japanese students are just like you
11:48These are things I wrote every day during the war.
11:52Is this in an English-Japanese dictionary?
11:58Using class diaries from the later stages of the war
12:01Traveling back in time
12:09Compared to our daily lives
12:12Discovering the similarities and differences between things.
12:21The same thing
12:22It has remained largely unchanged for approximately 100 years up to the present day.
12:25Sailor uniform
12:27Daily journal
12:29And the atmosphere of the school, including the behavior and the school building.
12:43On the other hand, the difference is
12:46Isn't it crazy to go?
12:49Finally, it's our turn
12:51You work for your country.
12:56Workshop?
12:57I already have work to do.
12:59work
13:00War work and so on
13:01Actually, the content of the lessons is not suitable.
13:03I don't think they're teaching classes anymore.
13:05No, I haven't.
13:10I found the same thing
13:12I want you to feel closer to 80 years ago.
13:16Different
13:17To sense the signs of war
13:48Thank you for watching.
14:07Since the start of the Pacific War
14:11Many changes were happening at school.
14:18The school name written on the cover of the journal
14:22Before the war
14:23Amid deteriorating relations with Britain and the United States
14:27They changed the letter A.
14:32Furthermore, foreign missionaries left Japan.
14:38Francis Hamilton
14:40The symbol of the school
14:41School song and school emblem
14:44And they decided on the sailor uniform that has been used for many years.
14:48He was the greatest contributor.
14:56When the war began
14:58Documents remain that offer insight into Hamilton's state of mind.
15:05I immediately went to the principal's office.
15:09Should I stay at school?
15:11I asked for their honest opinion.
15:16The principal will not make any changes at this time.
15:21Please continue working without worrying.
15:24They answered very kindly.
15:32However, in the students' diaries six months later...
15:37It is written as follows:
15:43From Professor Akagi
15:45Professor Hamilton's talk
15:47I asked a few questions.
15:50I'm sorry I couldn't say goodbye.
15:54I am truly sorry.
16:02Without informing the students
16:05Hamilton had returned to Canada.
16:14The underlying factor was the prevailing social atmosphere.
16:22The Brutal Americans and British
16:25There is a trend to exclude legitimate foreigners, including Canadians.
16:29The media and other media outlets were gaining momentum.
16:39The school that was trying to protect Hamilton
16:42It becomes impossible to resist.
16:52In the students' memoirs...
16:54It describes the environment surrounding schools at that time.
17:02The Pacific War began
17:05Toyo Eiwa also
17:07As a school connected to an enemy country
17:10They began to attract public attention and criticism.
17:15At times like these
17:17That school is a mission school.
17:19It was sometimes called a school that betrayed the country.
17:30In a harsh environment
17:31Teachers trying to protect the school's identity
17:38but
17:39From documents discovered in April of this year
17:43The desperate situation becomes apparent.
17:491943
17:51Report addressed to Christian school organizations
17:59We plan to gradually change the school regulations.
18:06As a school
18:07They were desperately searching for a way to survive.
18:22April 1944
18:25The school finally abandoned Christian principles.
18:30It became a regular girls' high school.
18:36Canceling services and hymns, etc.
18:39We have cherished this since our founding.
18:41Lost my anchor
18:49April 5, 1944
18:53This time
18:54Since Eiwa became a girls' high school
18:58The worship service was discontinued.
18:59I feel lonely.
19:13Daily life during wartime and daily life in modern times
19:17From the differences
19:21I kept thinking about war and peace.
19:25This class diary,
19:28It's a mix of the same daily routine and a completely different daily routine, isn't it?
19:32I just got a little bit of it.
19:34What comes into our daily lives
19:38It's war, and at the same time, peace.
19:43And this is very important.
19:45It will become a part of your daily life someday, someday.
19:49It turned into a war.
19:52A new normal might be on the horizon.
19:59What thoughts did the students have?
20:10Ms. Ueno wrote down her impressions of the class.
20:24The film's appeal at the time
20:27They're not so different from us.
20:30On the one hand, I find it interesting.
20:34The best ever
20:35I felt the reality of war very close to home.
20:39It's much scarier than it looks in the video.
20:47I might write about what I'm going to do in my current journal.
20:51I was surprised to learn that there might be remnants of war.
20:56Peace is difficult.
21:03themselves
21:06I wonder what it is.
21:08All sorts of materials and
21:10From all sorts of things
21:11How should I put this?
21:13The ability to think critically
21:15That's definitely necessary.
21:18Without that, probably
21:20We'll continue doing the same thing in the future, right?
21:24So, after all, you have to think and make judgments.
21:28The ability to ask questions, or something like that.
21:30That's probably important.
21:34Make your own independent decisions
21:40Think for yourself
21:48July 1944
21:51Music was to disappear from the music room.
21:59Today's music class was the last one.
22:04While singing
22:05The music is really good.
22:09I felt it deeply.
22:23The reason was labor mobilization
22:28March 1944
22:30The government is targeting students in the third year and above at junior high schools and other institutions.
22:34It was decided to mobilize them throughout the year.
22:42Furthermore, Tokyo
22:44The following notice was issued:
22:52Girls' secondary school
22:56To improve school facilities
23:00The students of that school
23:02To mobilize for this
23:11Tokyo school factory
23:13I've never held anything like this before
23:15Hands, file, pliers
23:17They skillfully completed the task in a short amount of time.
23:20One after another they are born
23:22Successful scientific weapons
23:28At this school as well
23:29Starting in July, we will begin the music room.
23:32Various places were transformed into factories.
23:40Furthermore, in December
23:41Second-year students were also mobilized.
23:48Around this time
23:49Around this time, along with the class diary
23:51The labor mobilization diary began to be written.
23:56Attendance, absences, and the content of the work are recorded.
24:06Labor Mobilization Diary of Class 2-3
24:11The day we had been waiting for, the day of our admission ceremony, had finally arrived.
24:19To work diligently for one's country
24:24I am determined to strive to become a respectable Japanese citizen.
24:35The students at that time
24:37Why were they so eager to mobilize labor?
24:44Matsumoto Ikuko, a researcher at the archives, and others
24:48We are continuing our interviews.
24:53Hello
24:54Excuse me for intruding.
25:00Futaba Inoue
25:0395 years old
25:05He is an active world-renowned pianist.
25:13December 1944
25:16Inoue, who was a student in class 2-3,
25:19I entered the school factory.
25:25It really felt like we were going into war.
25:33Until the very last person remains
25:36It's as if women and children have to fight in the war too.
25:39It was just air, you know.
25:43I was assembling a radio.
25:45Therefore, the senior students are in charge of soldering and assembly.
25:50We sort out the lines to do that.
25:57Speaking of classifying and rotating
26:00I was doing the preliminary preparations.
26:02The number of school days has decreased
26:06That classroom turned into a factory.
26:08I've been working there more often.
26:14Each and every thing
26:18Nostalgia
26:19I feel like I don't really feel lonely anymore.
26:23I feel like I'm being swayed by those around me.
26:31Miyoko Hirabayashi was in the same class as Ms. Inoue, 2nd year, class 3.
26:39In times like these, you know.
26:41It's not easy to survive, is it?
26:45You might not be able to imagine it, but
26:47Well, back then
26:53It's become commonplace to work on school grounds.
26:59That's what I thought.
27:11More than 80 years ago
27:13The situation of being drawn into war
27:16How can we make it feel real?
27:27Ueno, who herself has no experience of war,
27:31I was thinking about how to best convey the information while planning the lesson.
27:35I'm sorry, but I was practicing while having a lesson in my head.
27:45I feel like monitoring prisoners isn't wrong.
27:50The clue Ueno used was
27:53The word "prisoner surveillance"
27:56This should be easy for today's students to understand.
27:59That's what I thought.
28:06To use
28:07Labor Mobilization Diary
28:12There is a description of students scrutinizing other students with a critical eye.
28:21Serious, but
28:23The movements somehow feel dry
28:31I haven't made a single one yet.
28:34Spending the day idly
28:40I wonder why I'm so bad at this.
28:46There are sloppy people.
28:56A school that promotes love for one's neighbor
28:59Keep an eye on your companions' actions
29:01A situation arose where the same thing was being forced upon people.
29:07What kind of policy did each student take?
29:11What kind of work did you do?
29:13It's written in great detail.
29:16Read this and implement it.
29:18The fourth sentence is serious,
29:20The actions are lazy or
29:22The way it grows
29:24Lots of complaints
29:25Complaining
29:26Talking too much
29:27I finally managed to do it after trying many times.
29:31It's all written there.
29:33Even if a person is a very good person individually
29:36The moment they become a group
29:38Having been tempered within that morality
29:40It's going to be a complete mess.
29:43How I will deal with that
29:46That could be a very important key.
29:52Prisoner surveillance
29:54In modern terms
29:56I think it's similar to the term "pressure at the same school."
30:00Originally, that kind of thing isn't really necessary.
30:04I really don't want that to happen.
30:07If you find yourself surrounded by people with opinions different from your own...
30:13I'm sure I have my own opinion, too.
30:18I wondered if I was just going along with what others were doing.
30:21What I am able to do is
30:24In this day and age, using social media and so on
30:28I want everyone to be more free to do what they like.
30:32It's okay to share your thoughts.
30:34I want to pass this on.
30:36Society is unable to express opinions
30:39It has become something that cannot be called good.
30:43I understood that.
30:44Gather a little courage
30:47If you are with people who share the same opinion
30:50It makes me feel more confident.
30:53I would like to share my opinion as well.
31:01A few days after class
31:11Four students want to see more materials.
31:14I visited Mr. Matsumoto.
31:24I picked up a class diary from over 80 years ago.
31:30My legs are really shaking.
31:32Yeah, I totally get that.
31:33I really think he was alive.
31:36When you write it down, your imagination...
31:38Because they have to work
31:40There was a process of thinking about various things in between.
31:43I think you can learn more from it than from watching videos.
31:46But what about the real thing?
31:48This is what they said.
31:49Someone touched the same thing 80 years ago.
31:51Touch the same thing
31:53Isn't it dangerous to be touching the same thing?
31:58I don't really like history.
32:01My grades aren't very good either.
32:04Not history as a subject to study
32:08Based on my own experience
32:10I believe it's important to know the past.
32:13I was able to do what I wanted.
32:14I still think that in the future
32:17Because it was war, because it's a memory
32:19Don't push them away, take the initiative
32:22I wanted to access more information.
32:27Furthermore, two students took new actions.
32:33At a Christian school gathering
32:35I want to share what I learned from journaling lessons with students from other schools.
32:39Ta
32:41During the COVID-19 pandemic, we started working remotely, right?
32:47At the beginning, there was a lot of fuss about how abnormal it all was.
32:50In the end, everyone ended up feeling good about themselves.
32:54I remember that so well
32:55I think that kind of thing probably happened during wartime as well.
33:00I felt this while reading.
33:02Because we also have experience with COVID-19.
33:07It's important not to get overwhelmed by the incredible situation.
33:12I wanted to convey that.
33:14Through this document from Eiwa
33:18The fact that war really happened
33:24With a sense of reality, or
33:26I thought it was good that people got to know about it.
33:42February 10, 1945
33:47An air raid warning was issued.
33:50I took refuge in the cloakroom.
33:58Around this time, air raid sirens began to sound frequently in Tokyo.
34:04there was
34:06Around here, students hear air raid warnings and so on.
34:12It was around the time when the alarm went off that they ran away.
34:17A cloakroom for leaving shoes and coats.
34:21Approximately 300 first and second graders
34:24They hid in this semi-basement place.
34:29I came like this and hid like this.
34:33My senior colleagues said so.
34:38Like this, outside too
34:40You can see the sky too, right?
34:44While the alarm continued to blare
34:46Sometimes I hum hymns
34:49He said he found it to be a source of emotional support.
35:05The journal was filled with courageous words.
35:12Air raids will likely start early in the morning.
35:17We are determined to work even harder to increase production.
35:25but
35:29When an air raid siren sounds
35:36To the basement.
35:40Everyone come in
35:44I'm still worried.
35:49memory
35:52At that time,
36:02April to May 1945
36:06Finally, the area around the school was subjected to repeated large-scale air raids.
36:17A greater number of incendiary bombs were dropped than during the Tokyo air raids in March.
36:22In particular, during the air raids on May 25th and 26th
36:27Centered around the hillside where the school is located
36:30More than 3,000 people died.
36:35The school was spared from destruction,
36:38The surrounding area was devastated.
36:44As far as the eye can see
36:46literally
36:48Aoyama Street, which had been reduced to a burnt-out wasteland
36:52It was utterly tragic.
36:58Humans and dogs piled on top of each other
37:01It collapsed, completely charred.
37:05It was as if they were waiting their turn to be buried by the military.
37:18Ueda-san
37:19Hattabe-san
37:21It seems that Mr. Fukuda has won all his matches.
37:27There are many people whose whereabouts are unknown.
37:30All of us
37:33It will probably happen someday.
37:43In the remaining school building
37:44Government officials and military personnel who had been burned out of their offices entered the building.
37:48Classrooms and other facilities were used.
37:52on the other hand
37:53The school factory was unable to gather materials.
37:56Production stopped
38:04June
38:05The students
38:06They will take on new roles.
38:12With the teacher in charge of class 2-3
38:15One of the students
38:17He kept a hierarchical record.
38:24Our job is
38:26On a tall stack of rectangular red paper
38:31The task was to write conscription notices.
38:38They brought several copies of the family register.
38:43Turning the page while tilting my head
38:49That's right.
38:52Today, we've come this far.
38:54Could you write it slowly and carefully so you don't make any mistakes?
38:59That's what they say.
39:05The recipient of the conscription notice
39:0812:1
39:10I wrote it carefully.
39:13I have also written the name of a man who lives near my house.
39:17I did
39:20Yokota-san
39:22Apparently, she wrote the name of Takayama's father, who is in our class.
39:27It was heartbreaking.
39:37The story of a student who actually wrote a conscription notice.
39:40Matsumoto had recorded
39:47But looking back now,
39:50The conscription notice I wrote during that period
39:54I wonder if their message actually reached them and if they truly achieved success.
39:57The war ended on August 15th of that year.
40:00Looking back now, I wish that all of that had been for nothing.
40:05I didn't think that at the time.
40:07I didn't think about that at the time.
40:09Right now
40:10I wish it hadn't reached those people.
40:14That's what I think now.
40:21And that they had unknowingly participated in the war.
40:25He said the following:
40:29I just did as I was told.
40:32Things like that can gradually lead to brainwashing, even if it doesn't go that far.
40:38That's just how times are going, isn't it?
40:41It's not just school, but everyday life is gradually becoming like that.
40:44It's already happening, isn't it?
40:50That's why it's so frightening.
40:55Originally, you learn and absorb various things.
40:59Cultivate rich sensitivity
41:02The tragedy is that such a time was taken away from them.
41:06It's a tragic loss, isn't it?
41:08But what they're making are things like radio equipment for weapons.
41:13Someone is really going to die in the future.
41:16Furthermore, if you write a conscription notice...
41:18Those who receive this conscription notice go to the battlefield and die.
41:22Those who are truly forced to participate in the war
41:27I must be made to play a part in that.
41:30However, the result is that they are the perpetrators.
41:33Even though it's only the 15th, it's really like being on land next to the battlefield.
41:38Although they are not actually fighting with weapons.
41:41They are fighting
41:53What emerges from class diaries and the words of graduates
41:57The reality of war for girls
42:06Ms. Ueno was interviewed by Mr. Matsumoto and others in the archives.
42:10I approached the class by taking into account what the graduates had to say.
42:20One that dates back to the time of Greece and Rome, that is, thousands of years ago.
42:24There's a saying that goes like this.
42:28If you desire peace
42:37Honyarara Honyarara
42:40If you want peace, blah blah blah
42:42This is a famous Greek and Roman proverb.
42:45It's something you'll definitely encounter if you're studying peace studies.
42:48I want peace.
42:49Then what goes in?
42:52This one
42:53Greece and Rome
42:55In that proverb
42:56The saying goes, "If you want peace, prepare for war."
43:02If you want peace, you have to prepare for war.
43:05What is necessary if we desire peace?
43:13We will consider this based on the experiences of our predecessors from over 80 years ago.
43:19Those girls who were in their second year of middle school have now become third-year students.
43:22but
43:22What did they do during the labor mobilization?
43:25Actually, I was writing a draft notice.
43:27I know about the conscription notice.
43:36The conscription notice, commonly known as a "red paper," is
43:40When conscripting soldiers for war
43:45These are delivered by the government office.
43:48The person who receives this will go to the battlefield.
43:54I met classmates of the people who wrote my conscription notice.
43:59I wrote my name at the time saying "For the sake of the country."
44:01Looking back now, I wish I hadn't received that conscription notice.
44:08I asked her about it while we were talking about various things.
44:11What do you think peace is?
44:14That person said peace is about compassion.
44:18Peace is about compassion, they said.
44:23If you seek peace.
44:25If you desire peace
44:27How would you answer?
44:30What do you think?
44:32That's the situation.
44:33That's my question for all of you.
44:37Please consider it as an English-Japanese system.
44:42Yes, that's all.
44:43That concludes today's lesson.
45:05I wonder what it would be like if I were the one writing Akagami in that era.
45:09Uto
45:10As expected, there were some people who wrote down the names of people they knew well.
45:14I probably wouldn't be able to handle it if that happened to me.
45:18I really do feel the same way about not wanting it to reach them.
45:22I guess I should know what the person before me thought.
45:27I must never let that feeling of emotional pain happen again.
45:34Losing a life is a very serious matter.
45:37I think so
45:38It also reflects the atmosphere of the times.
45:40I get the feeling it's being treated as something really insignificant.
45:46The difference in values there was shocking.
45:50As long as you are human
45:53Every human being
45:57For each person
45:59We must think about it and try to understand it.
46:03I don't think absolute peace will ever come.
46:14In July, wartime class diaries were put on display in the school library.
46:20done
46:29Students can watch it anytime they like.
46:43Next to the class diary
46:46Books about war and peace were displayed.
46:52Stories and historical facts
46:55Reports on wars happening around the world today
46:59As passing on war experiences becomes increasingly difficult
47:03They are trying to broaden the invitation to students.
47:09I myself have also started to read books like this.
47:12Sharing the same feelings with students, etc.
47:15This book was like this, right?
47:16I would like to be able to talk to you.
47:20Like things that are far away or things from the past.
47:25I will work to ensure that they do not feel that way themselves.
47:30I think what's important is the act of doing it.
47:36What should we do if we want peace?
47:47If we desire peace, we must learn from the past.
48:00I believe that if we desire peace, conflict will arise.
48:05Because humans are greedy creatures.
48:14If you desire peace
48:16First, make the people around you smile.
48:21Let's expand that circle.
48:31If you desire peace
48:33Re-examining things we take for granted
48:37Without hurting others
48:39Treat others with consideration.
48:42Shichigosanji
48:44One of the three peaks
48:52One of the three peaks
49:01to
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