Reference
Shannon Crombie
12th Grade Social Studies: Contemporary American Democracy
Canon-McMillan High School
Lost Names by Richard E. Kim tells the story of seven distinct events during the childhood of the narrator, and the events take place in Korea during the Japanese occupation from 1932-1945. The novel provides first person accounts with detailed descriptions from a child’s perspective of living through foreign occupation and the tension, confusion, discrimination and consequences created by it. The novel also provides insight regarding Korean, and to some extent, Japanese culture. The major themes addressed in Lost Names include family, identity and honor toward one’s ancestry, all of which are critical in Korean society.
From the initial chapter, the reader understands the anxiety created by the Japanese occupation as the narrator and his parents attempt to flee Korea to Manchuria. The detainment and abuse of his father by the Japanese Thought Police and Military Policemen lead the family to a daunting hike across the river to their new life and contemplation of the family’s predicament. Another chapter, Homecoming, explains the family’s return to Korea and the hardship faced by the narrator while attending the Japanese school for Korean children. On his first day, a Japanese teacher accuses the narrator of lying and severely beats him, until a Korean teacher intervenes. In spite of being “home” their situation is grim.
The chapter for which the novel is named provides the most poignant illustration of the significance of identity and the suffering caused when it is lost. During the occupation, the Japanese require Koreans to take new, Japanese family names. The child narrator seems oblivious to its consequences, even after a trip to the cemetery with his father and grandfather, where the eldest cries out “We are a disgrace to our family. We bring disgrace and humiliation to your name. How can you forgive us?”
The narrator’s stories of life in occupied Korea eventually lead to the novel’s dramatic conclusion, the Japanese surrender and its aftermath. While listening to the radio address, the narrator interprets for his grandfather the speech given by the Japanese Emperor announcing the surrender of Japan. Upon word of this, Korean families gain their dignity and salvage their identities. As the narrator describes the tears of joy by Koreans and dishonor of the Japanese, the reader experiences the raw emotions evoked by such overwhelming events. While the occupation leads to feelings of resentment and anger in many Koreans, the last chapter also reveals the compassion and humanity of the narrator’s family, in spite of their suffering at the hands of the Japanese.
The narrative considers several complex issues which can allow for in depth analysis, making the novel useful in higher level courses. At the same time, the simple prose makes the story accessible to students with a variety of reading abilities, including students who struggle with reading comprehension. Given its readability, students grades nine through twelve could all enjoy the novel. Seventh and eighth grade students may also enjoy the story.
Its themes and historic setting make Lost Names applicable to Social Studies and English curriculum, and it provides a great opportunity for cross-curricular and team teaching. The book is a quick read and well worth the time, but given curriculum requirements, it can be difficult to teach an entire novel. Fortunately, the chapters of this narrative could also be read as individual short stories, without losing any of their power or significance.
