"Hey, sloth! Get up! Today is Valentine's Day!"

Over the summer, a student of mine was in Santa Barbara for an exchange program for three weeks. I invited her and her friends down to my house for a weekend (actually, I invited her and she asked if she could bring a friend, a single friend that somehow became 2 friends, likely thanks to Japanese's lack of plural signifiers for nouns, which leads to students making a lot of mistakes when producing English sentences, though typically they do not lead to the production of additional human beings).

I thought since Valentine's Day has just passed us by, I'd post the picture book she gave me that her older sister wrote and illustrated. I laughed until I cried as I read it and was yet inconsolable for some time afterwards. Her family apparently has some sort of strange obsession with sloths. They think they are adorable, despite the fact that the sloth is really one of the most singularly unattractive of animals in that kingdom. Of course, their depictions of sloths - which extend beyond drawings to actual miniature sloth dolls and even, in December, a Santa Sloth wreath - bear very little resemblance to the actual animal, so their image of the sloth is quite cute. I've scanned in pictures of the book and transcribed the dialogue below:

Boy: "Hey, sloth! Get up! Today is Valentine's Day!"
Sloth: "Good morning... Why are you so..."
Boy: "Oh, hurry up! Let's make a chocolate cake."
A boy took sloth to kitchen.
Sloth: "Why do you want to make a cake?"
Boy: "Well... I want to give it to a woman who I love."
Sloth: "Wow! You are precocious."



Then, they began to cook.
completion!
Sloth: "I'll taste the cake to see if it is sweet enough."
Boy: ...Wow... Yummy!!"
Sloth: "Really? Now, I'll taste it, too. ...Oh, yummy!"




They kept eating the cake.
...so they left little cake.
? (both Sloth and Boy, perhaps): "Oh no!!"
Mrs. Slow came there.
Mrs. Slow: "Hello. Are you making something sweet?"
"It smells good," she said.



The boy turn to red.
Boy: "Sorry... I want you to eat that... But..."
Sloth: "Mrs. Slow, would you like to eat this cake?"
Sloth invited her to eat the cake.
Mrs. Slow: "Oh, please. Thank you."
Sloth: "Boy and me made this cake.
Boy said, 'Today is Valentine's Day. I'll give it to a woman who I love.' However, we tasted it too much."
Sloth: "Wow! Sloth! You shouldn't have told her it!"




Mrs. Slow smiled.
And kissed the boy.
Mrs. Slow: "It's so sweet. Thank you."
Sloth felt, "Saint Valentine's Day is a very very sweet day."

Patriotism is the last refuge of a scoundrel (pt.2)

This was actually written a while back, but I finally finished the last part so I could post it already.

Previously I wrote about the Japanese national anthem "Kimi ga yo" and how its adoption as an anthem seems to stand at odds with the goal of a modern and democratic Japan.

I was thinking about the song myself after one of the many school assemblies at which one is required to sing the song - where I typically moan along to the melody more than mouth the lyrics of the song itself (actually this is what I do with the school song too, since I don't know the words except for the last line where you say the name of the school, so it's just like "aaahhhhhh owwwwwaaaa ohhhhhhh ohhhhhaaaaaa ahhhhhhh...Hamamatsu Minami Koukou~"). I had English club later that day, so I asked a couple kids what they think about when they sing the anthem.

Student A: "What do you mean?"
Me: "Well, considering what the song is about, how do you feel when you sing it?"
Student A: "What do you mean, 'what the song is about'?"
Me: "You know, since it's all about the Emperor."
(Turns to another student next to him)
Student A: "Wait, it's about the Emperor?!"
Student B: "Yeah...something like that."
Me: (Incredulously) "Are you seriously telling me you don't know what the song is about? You've been singing the song at every school event for the last 10 years!"
Student A: (Whining) "But I learned it when I was like in first grade, so I didn't know what it was about!"
Me: "Are you arguing you still have the mind of a first grader?"
Student A: "No, but..."
Me: "...you just have no concern for the words coming out of your mouth? Clearly."

After this conversation - and telling the kid to go home and read a damn book - I decided I had to create a lesson about this topic for the next club meeting. At first I was simply going to talk about problems with the Japanese anthem, but I realized that direct censure of another person's culture typically does nothing but solidify opposition, even from those who might otherwise agree. People become defensive at the very idea of an American giving them a lecture, the boundaries between us harden, and the possibility for change or reconciliation approaches zero. Japanese people don't want to hear a lecture from an American any more than I want to hear one from some German on a train.

So I thought of a more roundabout way of addressing the topic: I began club that day by playing "Kimi ga yo" on a stereo, then wrote up on the board and explained the definition of national anthem: "a patriotic song officially adopted by a country as an expression of national identity." Each student received a copy of both the Japanese lyrics for the Japanese anthem and their English translation. I adopted a Socratic method, asking students what the anthem was about, what sort of tone it has, what sort of feeling it invoked in them, and why this particular song might have been chosen as the national anthem to begin with. Then, I split students into pairs and distributed to each group two of the English translations of the lyrics of the national anthems of some 15 or so countries - Canada, China, England, France, Germany, India, Israel, Libya, Mexico, Norway, Palestine, The Philippines, South Africa, South Korea - without any country named affixed. I wrote the list of countries on the board and asked students to read the lyrics and try to guess which country their anthems came from.

This proved to be far, far more difficult for them to figure out than I would have ever imagined. Of course, I thought some countries may have proved difficult - Norway or Switzerland, for example - but though I had removed the names of the countries themselves from both the title and anywhere it might have appeared in the song itself, some lyrics contained hints so glaring I worried some students might find the thing easy to the point of boredom.

But my students really have a way of surprising you with their ignorance.

One girl calls me over and laments that no matter how many times she reads her set of lyrics, she just cannot figure out what country it is. I myself don't have all the songs and countries memorized, of course, but I take one look at the page and point out the second line: "Let our flesh and blood become our new Great Wall!" I point at it and give her a significant look. She frowns and looks down - in embarrassment, I think, which fills me with a blend of satisfaction and relief - but then turns her head back to me again and says, "e? wakaranai!" (Wha? I don't get it!) I take a pen out of my pocket and underline the words "Great Wall" and raise my eyebrows at her. She stares at me blankly. It takes a few minutes more - during which I am reduced to pantomiming arriving at and climbing a large wall - for her to figure it out.

Another student raises his hand and flags me down. He and his partner are completely baffled by one of their songs. I see which one it is and have to collect myself for a second because it is by far the easiest one. Here is the anthem that left these two kids stumped (where * is the name of the country appearing in the song):

"O! Dispenser of *****'s destiny, thou art the ruler of the minds of all people
Thy name rouses the hearts of Punjab, Sindh, Gujarat, the Maratha country,
in the Dravida country, Utkala and Bengal;
It echoes in the hills of the Vindhyas and Himalayas,
it mingles in the rhapsodies of the pure waters of Jamuna and the Ganges.
They chant only thy name.
They seek only thy auspicious blessings.
They sing only the glory of thy victory.
The salvation of all people waits in thy hands,
O! Dispenser of *****'s destiny, thou art the ruler of the minds of all people
Victory to thee, Victory to thee,
Victory, Victory, Victory, Victory to thee."

Can you guess the country? I've bolded the key words above, to help you out. If you were this particular boy, you would guess, "America?" And you would then be ruthlessly castigated by me regarding your disconcertingly imprecise knowledge of world geography ("The Himalayas are in America, huh? The Himalayas stretch across seven countries, but America is most certainly not one of them. Are you even familiar with the continents of the world?"). Incidentally, this is the same boy - Student A above - that didn't know the Japanese anthem was about the emperor. He's a straight-A student, as far as that goes.

In the end, however painful the process proved to be, all the students were able to guess the anthems (many were aided greatly through the process of elimination). I then asked them to read over their anthems again and, as they did initially with the Japanese anthem, consider the tone of the songs, how they felt reading each, and think a bit about why these might have been chosen as a national anthem, in light of what they might know about the country in question.

Each group then shared their opinions and thoughts about their assigned anthems. It became an interesting way to explore and fill gaps in their knowledge about the outside world (rather than simply ridicule or lament them, as I am wont to do). One group read the Palestinian anthem (an angry refusal to surrender a homeland) while another read the Israeli anthem (a paean of joy and relief at homecoming), which segued easily into a discussion of the seemingly intractable nature of the conflict. Several students remarked on the violence of some anthems, while others noticed the absence of such in others; typically this aligned quite well with the policy of the country in question. The last pair brought up the parts of the Filipino anthem - which took its current form after WWII - about resisting invaders, at which point I couldn't help but ask the students who that line might refer to. Many were shocked to consider that most Filipinos singing the anthem would be thinking about Japan when they come to that line.

This last bit lead nicely back to my final point. I directed their attention once more to the definition of anthem written on the board: "a patriotic song officially adopted by a country as an expression of national identity." As I explained, the lyrics of national anthems are often inspired by specific points in a country's history - take the US anthem, which Francis Scott Key wrote after watching the bombardment of Ft. Henry by the British during the War of 1812. Sometimes, like in the case of the Japanese anthem, they are adopted from poetry or existing folk-songs. In that sense, anthems arise somewhat spontaneously as expressions of national feeling. However, they do not become the official national anthem spontaneously; it is a deliberate decision by the country's government. As the definition says, they are adopted as an "expression of national identity," and so their adoption can be viewed as one way of establishing or even creating an identity.

That day I left the students with two questions: "Does "Kimi ga yo" express your national identity?" and " What does it mean that it was chosen to do so?"

(Later, many replied on the English club blog with their reactions to that day's lesson. Some can be seen here, here, and here.)

Art and Cheese steaks

One of the teachers I worked with at Hamamatsu Minami paints in his free time. It often seemed like several of the teachers had quite interesting personal lives that they never revealed to students - or even other teachers; this teacher a painter, another a jazz guitarist, another the head of the Japanese fan club for a Korean actor (admittedly, I find that one less cool than amusing. Incidentally, these teachers that have something outside of work that gives their lives meaning seem to be both better teachers as well as more agreeable people in general). I only found out about this teacher's painting after asking him specifically about what he had done one weekend, and he admitted it only furtively. Later he told me he paints regularly and has exhibitions in the city, and his wife is artistic as well: a published poet!

A couple weeks ago I received an invitation in the mail for an exhibition by his collective put on by the Tokyo Metropolitan Museum of Art, so I went to check it out. As it turns out, one of his three paintings won an award in the exhibition. I walked through and found all three, which were titled Expectation 1, 2, and 3, respectively. Frankly, I was shocked. The paintings are of a series that seem to be following the pregnancy of his wife (hence, "Expectation"), who had just recently given birth to a baby girl, their first child. This teacher is an unfailingly genial guy, and it often seems like there's a goofy kid stuck in that 40-year-old frame, and to be honest, I wasn't expecting such a naked (pun not intended) display of emotional depth. The light and color change across the series as the child in the woman grows, while images of chromosomes and a fetus are arranged in a sort of cosmic backdrop (Expectation 2 is the above picture, and Expectation can be seen here). I left the exhibit pleasantly surprised to see a new side of a friend, and with a renewed appreciation for how little others may reveal to us about their inner lives. (You can see a selection of his paintings here, at his personal site)

And as I left the exhibition, I noticed the showing in the main gallery: Masterpieces from the Philadelphia Museum of Art: Impressionism and Modern Art! This was surreal, since I had seen all these paintings about five years previously with my aunt, uncle, and cousin while visiting them in Philadelphia. To stumble upon them again in the middle of Tokyo was a treat.




And speaking of treats, this is what I found on my way outside the gates of the museum: Philly cheese steaks! A small van was parked right outside the entrance to the exhibit grilling up steaks for any takers, sponsored by the museum and thus, for all intents and purposes, an extension of the actual exhibit. A large poster alongside relayed the story of the steak for inquisitive Japanese minds: apparently it was developed by an Italian guy who sold hot dogs to taxi drivers in the 1930's. One day he tried thinly sliced meat along with grilled onions and cheese in a sandwich and the Philly Cheese Steak was born.

The last part of this surprisingly long and involved message on steaks - much longer and more prominent than the placards you might find regarding paintings in the museum - contains this final plea: "We sell these steaks to match the exhibit from the Philadelphia Museum of Art. The exquisite flavor combination of steak and cheese will call forth the spirit of Philadelphia to you, so please enjoy one in remembrance of your appreciation for the art here today."

Apparently, you can't really appreciate art from Philadelphia without a giant Philly sandwich jammed down your gullet. And that's not just my opinion, that's coming right from the Tokyo Metropolitan Museum of Art.

The Enola Gay

Recently, an obituary was published in the New York Times for Brig. Gen. Paul W. Tibbets Jr., the commander and pilot of the plane that dropped the atomic bomb on Hiroshima. Naturally, this provoked another discussion of the morality of dropping the atomic bomb itself. Two extreme examples and a more moderate opinion can be summarized in the story in the link below:

http://opinionator.blogs.nytimes.com/2007/11/02/blow-up/

After reading this, I decided to write a reply, which I'll reproduce here:

Many people like to argue that if Eisenhower himself thought the dropping of the nuclear bombs was unnecessary, dropping them couldn't have been necessary. He has, after all, been quoted as saying the war would have ended shortly afterwards, even without the nuclear bombs. However, he based this on the assumption that conventional bombing - i.e., the continued firebombing of Tokyo and other major cities - would continue. The firebombing of Tokyo had claimed more lives - perhaps a 100,000 people in one night - than any individual atomic bombing, and continued firebombing (of Tokyo, Nagoya, Osaka, and Kobe) would have no doubt killed more Japanese civilians than the two bombs dropped on Hiroshima and Nagasaki (Incidentally, firebombing - the indiscriminate bombing of civilians as a part of a campaign of “total war” - has also been considered a kind of war crime).

Eisenhower wasn’t naive enough to believe that the Japanese government, which had manifestly no interest in protecting the lives of individual citizens (since it considered them only important in their capacity to devote themselves to the Imperial house), could be expected to surrender based on the rational assessment that they could never win the war. The most reasonable politicians in Japan were able to make the assessment that they could never fully defeat the US before the war had even begun, and were simply hoping that the initial attack and advance of Japanese troops would succeed in just leading to a kind of truce wherein Japan would have free reign in Asia. But the militarists and the Emperor had beliefs about the strength of Japan and its inevitable victory unconstrained by any sort of rationality, and they were the ones to make the final decision about surrender. They believed that the Japanese would triumph based on superior spirit alone. And the only thing that made them reconsider surrender was the atomic bomb, since it was a weapon no amount of spirit could conquer.

There’s no doubt that many people in Japan, citizens and some politicians alike, wanted the war to end. Ascribing the spirit of “bushido” to all the people in Japan is a bit ridiculous, and I wouldn’t argue that all the millions of citizens would really have voluntarily gone out with their sticks pointed at our soldiers. Unfortunately, they were not in any sort of position to influence the government, barring some sort of revolution - which would require the kind of popular uprising and resistance against the government unthinkable then (and now, really) in Japan. Those ordinary people would likely have been compelled to fight - as were the citizens in Okinawa - or if unwilling, to commit suicide, by the true believers. And some people, kids who had been sufficiently propagandized, for example, would have done it willingly (this I know directly from my friend, who was a teenager at the time, and though now an incredibly genial and bright old man who went to the best engineering university in Japan, confessed he was convinced his duty at the time was to fight Americans to the last with a spear).

For me, living in Japan for the last few years, this has been a common topic. I’ve visited Hiroshima and wept at the pictures and exhibits in the Atomic Bomb Museum. As a high school teacher, it was impossible to look at the tattered remains of a schoolgirl’s uniform or a boy’s lunch box and not immediately connect this massive killing with the kids I knew and saw everyday. It’s much more difficult to try to justify the death of one person in that situation - not to mention thousands. But I feel like the decision to bomb Japan is a decision very difficult to take outside of the context of the world at that time. At the time, the US was convinced that Japan would simply refuse to surrender without a ground invasion. Plans were drawn up for the invasion, and hundreds of thousands on both sides expected to die. Our knowledge of Japan came from the words of the Japanese government, which promised a “hundred million bamboo spears” awaiting us. Having seen the kamikaze and the defense of Iwojima, we could believe them. Inside the country itself, the military and the Emperor were intent on continuing the war. The military wanted to fight until the end. The Emperor, though recognizing the impossibility of absolute victory, had rejected demands for surrender, as he was determined to wrest a promise from the Allies of protected sovereignty. Obviously, this was not something the Allies were willing to offer (would we have offered to allow Hitler to remain in power?). There may have been widespread discontent in the citizenry and in parts of the government, but not any from the people who actually would determine the country’s policy.

The decision was therefore made to drop the bombs. The bombs were dropped, the rational Japanese were able to convince the militarists to give up (though, as noted above, some still attempted to stage an uprising and take control of the Imperial palace), and the war came to an end. The bombs were a terrible thing to do to another country, but in a terrible time, a justifiable decision. With the belief that hundreds of thousands of Americans would have died, it was justifiable. It could also be justified to argue that millions of Japanese would have died. To argue that the atomic bombing may not have been necessary because the Soviet Union would enter Japan, or that conventional bombing would have eventually forced them to give up, or that unseen political turmoil in Japan would have rendered the bombing unnecessary, is analysis after the fact, and not information available at the time. To appeal to the rationality of Japan is to apply the current situation of modern democratic Japan or a peaceful world to a time and place that was neither democratic nor peaceful. People in Japan often seem to talk about the atomic bombings as though they just appeared out of nowhere, rather than as the final part of a long world war, for which Japan bore a large responsibility. That’s not to say that Pearl Harbor justified doing anything we wanted, but that the bombing should not be taken out of the context of the greater war. Terrible decisions had to be made in terrible times.

For me, it’s much more instructive to think about how the war started, and how it became so easy for us to kill each other. Neither side had a clear sense of the other as a similar human being before the war, and this was only further bolstered by the wartime propaganda necessary to make killing easier. Belief in Japan in the innate racial purity and superiority of Japanese made it possible to do terrible and insane things, and contributed to the refusal to acknowledge defeat. The breakdown of democracy as it existed in Taisho period Japan and the investment of all national power in the military and the Emperor was something that could not have happened without the involvement, or at least, inaction of the Japanese populace. Could Japan have attacked so easily if it were a true democracy at the time? Could we have so easily firebombed Tokyo and Dresden if we hadn’t vilified the people of both countries? Why are we able to be so cavalier about the deaths of thousands of people from bombing? These are the types of questions that are extraordinarily relevant, and we’re likely to learn a lot more and prevent similar tragedies in the future by thinking about why it all happened then second-guessing the past.

My farewell speech

I moved to Tokyo last month and still haven't gotten Internet service at my apartment set up yet, so updating the blog has been impossible. Right now, I'm just stealing access from the Apple store in Shibuya, so I don't really have the time to write anything, but I thought I'd post a copy of the farewell speech I gave in Japanese on my last day at school. The Japanese is followed by my English translation section by section, but the translation may read strangely in some places because the speech itself was written in Japanese (that is, not written by me in English then translated into Japanese, but from the beginning conceived in and written in Japanese). I promise it's a much better speech in the original. Later, once I have my Internet set up, I'll write more about the reception my speech received and the whole experience of leaving the school. Anyways, here it is:



皆さんは、「アメリカ人」と言う言葉を聞くと、どんなことを考えますか。無意識に、どんな言葉が出てきますか。 背が高い？白人？目が青い？個性が強い？思いやりがない？
When you hear the word “American”, what do you think of? What kinds of words come to mind unconsciously? Tall? White? Blue-eyed? Strong individuality? Lacking consideration for others?

あるいは、アメリカ人は、「日本人」と言う言葉を聞くと、何を想像するでしょうか。反射的にどんな言葉が出てくるでしょうか。背が低い？個性が弱い？思いやりがある？
When Americans hear the word “Japanese”, what do you suppose they think of? What kinds of words do you think come to mind for them reflexively? Short? Weak individuality? Considerate?

今の質問で、アメリカ人との違いについては考えましたね。と言うのは、「アメリカ人」と「日本人」という言葉は自分たちのグループと他のグループとの違うイメージをそれぞれが持っているからです。これはたいした問題ではないと思っている人がいるかもしれないですが、この違うイメージから、相手が違う人間と考えるようになる可能性があります。それで相手の人間性を忘れてしまう危険があります。
When you were asked this question, you thought about the differences between yourselves and Americans, right? This is because the words “American” and “Japanese” carry within them the image of the other group as different. There are likely those that don’t find this too important a point, but from these images of another group as different, there emerges the possibility of coming to think of the other group as a different kind of human beings. And with that, there is the danger of forgetting the humanity of the other group entirely.

毎日南校に行っていた私は、最初から毎日 一日中生徒とふれあってきました。しかし、学校に来たばかりの時に、皆さんはただ「Hello!」と言ってから、笑いながら向こうに走って行きました。 授業中に、私がいる生徒たちにじろじろ見られることが多かったです。ある時に、私は一人の生徒に英語の言葉の説明していた間に、その生徒は私が言っていたのを聞く代わりに、 あっけに取られたような表情で、その子は自分の子犬のように腕をなでて、「すごい。。。ゴールド！」と 言いました。
Coming to school every day, from the beginning I was interacting with you students all day. However, when I first started at school, everyone would just yelp, “Hello!” at me and then run off in the other direction, giggling. In class, you guys often just stared at me. One time, while I was explaining the meaning of an English word to a student, rather than listen to what I was saying, she got this wide-eyed look to her and started petting my arm like I was her dog. “Wow…” she gasped, “It’s gold…”

また別の日に、私はその日の活動を説明してから、その前にずっと私が言っていたことに集中したような生徒に「Do you understand?」と聞いてみて、その子は「アダムス先生の目がちょう〜青いね」と答えました。たしかに、よくほめてくれましたが、私が言っていることよりも、皆さんは私の腕の毛や目の色の方に興味があったようでした。あの二学期にはじめて挨拶として「でっかい！」と言われた経験もありました。あの時、私は生徒たちから見ると、人間じゃなくて、かわいくて、エキゾチックなパンダとして見られていたと思いました。
Another day, after I had explained the activity we’d be doing in class that day, I tried asking a student in front of the class, “Do you understand?” since she looked like she had been totally focused on what I was saying before. She answered, in a dreamy voice, “Adamusu-Sensei no me ga cho aoi ne…” or, in English, “Mr. Adams, your eyes are so blue…” Certainly, it was nice to be complimented so often, but it seemed like everyone was far more interested in my arm hair or eye color than in anything I might be saying. That term was also the first time I’ve ever had “Dekkai!” (“huge!”) used towards me as a greeting. At that time, I think from the students’ perspective, I wasn’t a human being so much as a cute and exotic panda.

でもだんだん見慣れてくると、普通に対話できるようになりました。朝皆さんが「Good morning Mr. Adams!」と言って、「Good morning!」と私が答えました。昼休みにしゃべったり、冗談を言って笑ったり、一緒にバスケットボールやテニスをしたりしていました。学校が終ったら、家庭教師として英会話を教えて、英語部の担当者として英語部の子たちと特に仲よくなりました。パンダから人間に変身したようです。
But gradually everyone got used to seeing me, and we became able to have normal conversations. In the morning, you all now said, “Good morning Mr. Adams!” and I answered, “Good morning!” We chatted during lunch break, told jokes and laughed, and even played tennis and basketball together. When school ended, I tutored kids in English conversation, and, as supervisor of the English club, became particularly close to club members. It seems I had transformed from a panda into a human being.
ほんの６５年前には、私と生徒のような若者は敵でお互い殺し合いをしていました。去年広島を訪ねた時に、どうやって人間がこんなにひどいことができたかと思いましたが、あの時に、アメリカ人が「日本人」を聞くと、神風、腹切り、ナンキン、１億の竹槍などを考えていたでしょう。あるいは、あの時の日本人が「アメリカ人」を聞くと、鬼畜米英、などを考えていたでしょう。一般的なルールとして、他の人間を殺すことは無理なはずですが、双方とも相手が同じ人間だとは思っていませんでした。だからこそ、人間を殺すことができるようになっていたのです。 人間性を失っていたということです。
Only 65 years ago, young people you and I would have been enemies in a war trying to kill each other. When I visited Hiroshima last year, I thought about this and wondered how it was that we were able to do such horrible things to other human beings. I suppose when the Americans of that time heard the word “Japanese” they thought of words like kamikaze, hara kiri, the Rape of Nanking, or the “hundred million bamboo spears” reportedly waiting for us on the Japanese mainland in the hands of every single, fanatical Japanese person, all willing to fight to the death. Likewise, when the Japanese at that time heard the word “American” they probably thought of words like kichikubeiei, (“British and American Devils”). As a general rule, it’s impossible for us to kill another human being. But we didn’t consider each other human beings. As a result, it became possible to kill each other. This process is known as dehumanization.

もちろん、あの時は戦争のプロパガンダのせいでしたが、なぜ国民があのプロパガンダを信じていたかと聞くと、多分相手と会ったことがなくて、 相手の具体的なイメージがないと、相手がすごく曖昧なものになってしまったのでしょう。相手の人間性を忘れてしまったと思います。 今も私たちにとって 同じ理由によって、今アフリカのダルフルで苦しんでいる人はただの新聞に出る記事にすぎない存在ですよね。あの人たちの具体的なイメージを持っていない私たちから見ると、あんな人たちはただの言葉の世界の存在で、あの人たちの死は数字としたしか考えられません。
Of course, at that time it was the result of wartime propaganda, but why were we all so susceptible to propaganda? It’s likely we’d never met anyone from the other group, and, unable to form a concrete image of the other, they became a very amorphous thing. And we forgot their humanity. In our lives today we can see the same attitude manifesting itself for the same reasons with the suffering of people in places like Darfur in Africa, a people who exist for most of us purely as articles that appear in newspapers from time to time. Lacking any concrete image of them, they exist only in the world of words for us, and their deaths are just numbers.

だからこそ、私にとって、このジェットプログラムは素晴らしいものだと思います。もちろん、英語を勉強することは入学試験のために大事ですが、皆さんも私もお互いの人間性を分かるようになることの方が大切な目標だと思います。これから、皆さんがもし「アメリカ人」という言葉を聞くと、「ああ、アダムス先生だね」と思い浮かべるからです。私の具体的なイメージを持っているから、アメリカ人の人間性を忘れることがないと思います。それに、アメリカ人だけではなくて、これからすべての外国人に対してもっと人間として見るという姿勢を持ってもらいたいと思います。一歩一歩、国際化と相手に対する理解は進歩していると思います。今ここにいる学生と先生たちが一緒に一歩一歩進んでいると思います。
It’s for this reason that I think the JET Program is such a great thing. Obviously, it’s important for helping students study English for their entrance exams, but I think the more vital goal is allowing us to understand one another’s humanity. Because from now on, when you all hear the word “American,” you’ll think, “Oh, Adams-Sensei!” Because you have a concrete image of me in your mind, you won’t lose sight of the humanity behind the word “American.” And I hope this isn’t just for Americans, but that you adopt this attitude towards all of the foreigners you meet in the future. Internationalization and human understanding towards the Other will move forward like this, step by step. I think all of us here today – students and teachers – are walking on this path forward together.

進むという言葉を聞くと、受験生の皆さんは進学ということを思い浮かべるでしょう。それに対して、今日のスピーチで言いたいことはもう一件があります。
To the third year students preparing for exams, when you hear me talk about “a path forward,” it probably makes you think about going on to university, right? Well, I have one thing to say about that too.

「私は早稲田で勉強した」と言ったら、「すごい！」とよく言われました。皆さんにも言われました。一方で、アメリカでも、”I went to UCLA”と言ったら、”Wow!”とよく言われました。たしかに、両方はエリートな大学です。たとえば、UCLAでノーベウル賞受賞者の教授がたくさんがいたので、ものすごく面白い授業があります。そして、素晴らしいUCLAの図書館でどんな本でもあります。それに、一緒に勉強している仲間は多様で、やる気がある人ばかりです。しかし、私から見ると、早稲田やUCLAのようなイリートな大学に入れるのはそんなに偉いことではない。もちろん、入学試験を合格するのは難しいですが、入れることよりも、入ってから何をするか、何を習うか、何をできるようになるか、ということの方が大事だと思うからです。UCLAのようないい大学に入ったら、偉いことができるようになる可能性があるかもしれませんが、機会を利用しないと意味がないと思います。
When I tell people I studied at Waseda University, people often say to me, “Sugoi!” (Amazing!) Many of you also said the same. Similarly, when I tell people in the US that I went to UCLA, they too often say to me, “Wow!” Certainly, both are elite universities. At UCLA, there are many great professors – several even are Nobel Laureates – so there are very interesting classes. And, you can find any book you’d ever want to read in the fantastic UCLA libraries. Your peers at the school are very diverse and motivated students all. However, from my perspective, getting into elite schools like Waseda or UCLA isn’t so impressive. Of course, it’s difficult to gain acceptance to the schools, but I think it’s much more important what you do after you get in. What do you study? What do you become able to do? If you get into a good school like UCLA, you may have the potential to do great things, but if you don’t take advantage of the opportunity, just getting into the school is meaningless.

というのは、皆さんはほとんどやる気があって、頭が良くて、頑張っている生徒たちだと思います。よく先生たちにも両親にもそう言われているでしょう。そして多くの人はいい大学に進学するでしょう。しかし、私にとって、大学試験に合格するのはまるで隠し芸を披露するようなものです。その意欲や頭の良さを実演しているだけからです。大学試験に合格したとしても、人としてなにを理解してもらえますか。東大に入れば、すぐに偉い人に変身しますか。最終的に、意味がありますか。
I think most of you here today are motivated, intelligent, and hardworking students. I’m sure you’re often told similar things by your teachers and parents. It’s likely many of you will go on to study at good universities. However, to me, passing the university examinations is nothing but a kind of parlor trick. It’s simply a performance showing off your basic intelligence and drive. What can you really comprehend about a person just from knowing they passed a university examination? When someone enters Tokyo University, do they immediately transform into a great person? In the end, does it really mean anything?

すごいと言われるためには、何かを成し遂げなければならないと思います。今、私はまだすごいと思わないので、そう言われると恥ずかしいです。皆さんも、誰かにそう言われると恥ずかしいと思うべきだと思います。
I think to be called, “sugoi” you must actually accomplish something. Because I don’t feel like I’ve done anything amazing, when people say this to me I become rather embarrassed. I think you all should also feel embarrassed if someone says “sugoi” to you.

すごいかすごくないかを決めるのは、大学に入ってから、どのように成長するかとか個人としてどうやって進歩するかだと思います。だから、試験の合格は目的としないでください。合格はチャンスだけです。合格は皆さんの将来の一歩だけです。
I think whether you’re really sugoi or not should be something based on your growth as a person or how you’ve progressed as an individual. Therefore, don’t take passing the examinations as your goal. Passing just gives you a chance. Passing is just the first step towards your future.

来月から、私は東京で翻訳家として働きます。日本語がもっとぺらぺらになりたいので、仕事は勉強になるといいなと思って、この仕事を決めました。その後に、私の夢は外交官になることです。外交官になれたら、将来に皆にすごいと言われることをやってみたいですが、今は一歩一歩、 謙虚で頑張ります。皆さんも高校で、大学で、勉強してください。手に入るチャンスを利用してください。 本当にすごいと人から思われる将来を目指して、 一歩一歩、頑張っていってください。そして、そのあなたがたのすごい将来にまた会いたいと思います。
From next month, I’ll be working in Tokyo as a translator. I chose the job because I wanted to become more fluent in Japanese and I figured I could study while I worked. After that, my dream is to become a diplomat. If I can become a diplomat, I would like to try to do things in the future worth of being called sugoi, but in the meantime, I’m trying to do my best with humility, step by step. All of you, please keep studying at high school and college. Take advantage of the chances you are given. Aim at a future in which you could be thought of as sugoi, and do your best, step by step. I hope I can meet you again in that sugoi future we have made.

ありがとうございました。
Thank you very much.