Sunday, November 25, 2007

Book Review: Red Moon Over China


Author Iris Chang is hearby lauded for her profoundly sobering book, The Rape of Nanking (1997). Obviously I am late getting to the book, having first heard of it when the author was interviewed on C-SPAN several years ago. I made a mental note to read it one day, and I finally got around to doing so last month. I am glad I did. In Nanking, Chang (pbuh), chronicles the Japanese invasion of China at the start of World War II in Asia -- several years prior to our participation in 1941. It is a horrifying account of how, in this contemporary area, man and his government armies can be so grossly inhumane to their opponents, war notwithstanding.

My own notion of Japan is probably not unlike that of most Americans. Japan was on the opposing side - but they were likely lackeys for Hitler and his army. Its shining moment was its sneak attack on Peal Harbor, but we quickly smeared that brazen grab at glory with deposits over two of their major cities. Attacks that not not only devastated Japan, but the entire world. Ironically, the United States' response to Pearl Harbor brought about international sympathy for a country that was a chief member of the original "axis of evil." It caused sustained periods of public guilt among Americans, and it obscured Japan's own heinous deeds with its pursuit of supremacy in Asia.

In Nanking, Iris Chang educates us about the true role of Japan during the war. She describes the mentality of a traditionally isolated nation whose culture, traditions and prior defeats spurred its nationalism and made it competitive in the arms race of that time. The Japanese enmity for the Chinese and their quest for expansion, lead them to commit some of the most gruesome atrocities of the war. Crimes against humanity that approximated those committed by the Nazis -- in deed if not in scale.

Chang went to great lengths to verify and document how Japanese armies pillaged and looted Shanghai and Nanking during their invasion at the start of the war (circa 1934). She bravely tells of brutality that is unfathumable to the average person, even today. Acts of rampant and grotesques rape, mass killings and torture. including killing for sport and experimentation. These acts occurred during the Japanese invasion and occupation. They were inhumane crimes on a grand scale committed against soldiers and many more civilians. In deed, I do the history an injustice with this telling. Read the book.

I found The Rape of Nanking was an important read for a few reasons. It has been said often that America's release of atomic bombs over Japan was as prudent an act of military strategy as it was punishing. To that, Chang describes the mentality of the common Japanese soldier and their commanders during this period in history. She gives credence to the notion that our troops would have suffered casualities during a land invasion of Japan that would have been both brutal and innumerable. And it would have prolonged our effort in the Pacific -- as the Japanses were loathe to surrender under any ordinary circumsatnces of war. Nanking gives context to the fears -- even paranoia -- of our government and its drastic action against Japanese citizens here in the U.S. during the war. Finally, and most important, it reminds me that such acts as described by the author have several antecedents, and when they combine to manifest such a virulent evil in men, there is no limit to what can occur.

A final word. Recently I have become accustomed to dropping a line of thanks via e-mail to authors whose books stir something inside me. And so I did with Iris Chang. However, just moments after finding a website where I could register a note in praise of her work, I discovered that she died a few years ago (2004). She did invaluable work for her people, and for all of humanity. All Praise is Due...

Sunday, November 4, 2007

Education

There is much to say on this topic. In fact, because the term is so broad, it implies an almost unlimited number of possible subjects. For my purposes I am referring, specifically, to the subject of formal (public) education. And, generally, to the subject of education derived from individual, self-driven study. I make a life for myself as a public school administrator. So naturally, I have a perspective on education that manifests in a number of opinions on how our schools work for, or against, the pursuit of education. However, I thrive in this life as a result of my own self-driven pursuit of "true knowledge of self," and the peace and understanding that comes from that pursuit.

I must admit that I came into public education aimlessly. After a prior "career" on the fringes of public administration, I decided to cash in my certificate of eligibility from the New Jersey Department of Education and 'go into the classroom.' I was motivated by a latent activist spirit and the need to create a stable lifestyle for my yet unborn children to join in with me. The only real training I had were the models afforded me by a handful of my best teachers from elementary and secondary school. However, I was full of idealism from the charge to go forth and 'give back to your community' gotten from my HBCU experience. This, layered with a considerable survey of black nationalist literature, formed my approach to working in public education -- in the beginning.

In the past ten years, I have gone from an idealistic classroom teacher in an urban (IE., predominately black) school with almost missionary zeal, to an administrator in a suburban (predominantly white) school and back again. I now work in one of New Jersey's thirty plus "Abbott Schools." The state's supreme court ruled that Pleasantville, NJ is one of dozens of municipalities in the state that cannot provide a 'thorough and efficient' education to its residents do to economic inequalities that form the basis for school funding. Basically, the school district is on welfare so that it can educate its children to meet the state's standards. The students attending this school are overwhelmingly black and Hispanic. Not surprisingly, these experiences provide me an advantageous perspective on the topic of education which I plan to expound upon in subsequent installments. However, I will close this entry with a series of guiding questions derived from the experiences I've had so far in my career.

What is an education? What is the goal of public education? Are racial factors contributing to the (comparative) underachievement among blacks and Hispanics?...or is it a red herring? What should children be learning?