Review by NCTA teacher Brianne Brown (Pittsburgh)
10th Grade American History II (Reconstruction - Present Day)
Plum Senior High School

Lost Names: Scenes from a Korean Boyhood, written by Richard Kim, is a story about a Korean boy growing up during the Japanese occupation of Korea (1932 – 1945). Kim describes his book as fiction because much of it was written from his memory and the memory of others, which may, or may not, be entirely accurate. Kim’s story is told through seven heart-wrenching chapters. By the end of the novel, the reader empathizes with Kim, his family, and their story.
Kim’s story begins when he is just one year old. The first chapter, “Crossing,” describes his family’s flee from Korea to Manchuria in search of a better life. This chapter sets the tone for the rest of the novel. It is clear to the reader that Kim’s mother is very supportive of his father, and that his father will do whatever it takes to ensure that his family is safe. Family is a constant theme in this novel, as it becomes apparent that Kim’s parents, grandparents, and siblings are the most important aspects of each other’s lives.
Throughout the story, Kim’s family returns to Korea (in the aptly titled chapter “Homecoming”). Upon returning home, Kim attends a Japanese school. Kim struggles to honor his family and achieve success in his school, as these ideas are conflicting. Kim frequently finds himself getting into trouble (and severely beaten) for disobeying his Japanese instructors. Honor becomes another strong theme in the novel.
The story reaches its peak in the chapter with the same title as the book, “Lost Names.” In this chapter, Kim and his family are forced to change their Korean/family names to Japanese names. Kim, his father, and his grandfather visit the cemetery of their ancestors. Kim watches as his father and grandfather weep for their names and their identity. Kim doesn’t understand this. Identify becomes the third theme of the novel. The Japanese stripped the Korean’s of their way of life, but they still had their identity – until that was forcibly changed. Ancestry and identity are very important aspects of life in Korea, and to have that ripped from you is beyond devastating.
The chapter titled, “An Empire of Rubber Balls,” encapsulates the confusion and frustration felt by the Koreans as the Japanese forced their way into their society. Kim and his classmates are ordered to collect as many rubber balls (previously given to the children from the Japanese) as they can from every household. The rubber balls were needed for the Japanese war effort. While Kim is collecting the balls, his grandmother suggests that he deflate the balls so he is able to fit more into his bag. This technique makes much sense, as the objective is to collect as many balls as possible and as quickly as possible. Kim is punished for deflating the rubber balls because that was not part of his instructions from the Japanese. The final theme of the novel is fear and confusion.
In the final chapter, “In the Making of History-Together,” the Japanese surrender to the allied forces. Kim tells of his family’s involvement in the surrender of the Japanese in their town and the elation felt afterward.
I thoroughly enjoyed reading this novel. It was a very easy read, and I found it incredibly interesting. I found it entertaining and historically accurate (this combination is not easy to achieve). Lost Names would be appropriate for students in the 7-12 grade range, depending on how the novel is taught and in what class. I teach tenth grade American History. I would use this novel as a supplement during my unit on World War II. The students already have so much knowledge of the war in Europe (i.e. the Holocaust, D-Day, etc.), they rarely get a glimpse of what the war was like in Asia and how the Japanese were truly an imperialistic power. This novel would be an excellent tool to enhance the understanding of the war and how it affected other cultures. I think students in grades 7-12 would identify with Kim and his struggles.
Lost Names is a truly beautiful story of hardship, fear, and angst during one of the worst times in world history. I highly recommend it!

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.