THE INFLUENCE OF THE SEVEN PRINCIPLES OF BUSHIDO ON TOTTO-CHAN’S PERSONALITY, IN TETSUKO KUROYANAGI’S
TOTTO-CHAN: THE LITTLE GIRL AT THE WINDOW
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Felisitas Kanyamurti Student Number: 05 1214 046
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE INFLUENCE OF THE SEVEN PRINCIPLES OF BUSHIDO ON TOTTO-CHAN’S PERSONALITY, IN TETSUKO KUROYANAGI’S
TOTTO-CHAN: THE LITTLE GIRL AT THE WINDOW
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Felisitas Kanyamurti Student Number: 05 1214 046
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
vi ABSTRACT
Kanyamurti, Felisitas. (2009).The Influence of the Seven Principles of Bushido on Totto-chan’s Personality, in Tetsuko Kuroyanagi’s Totto-chan: the Little Girl at the Window. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Every country has different guideline as a basic principle in society to behave. The basic principle can be written or unwritten. Japanese believe in their country’s unwritten basic principles called the seven principles of Bushido. However, Bushido has been taught from generation to generation and engrafts its meaning in every Japanese heart. This study discusses Tetsuko Kuroyanagi’s Totto-chan: the Little Girl at the Window. In this novel, those principles are revealed by the dialogues, actions, and manners of the characters. Those principles, however, also bring some influence to the main character’s personality. This study raises two problems to be solved. The first problem is how the seven principles of Bushido are revealed in Tetsuko Kuroyanagi’s Totto-chan: the Little Girl at the Window. The second problem is how the seven principles manifest their meanings to Totto-chan.
This study uses library study to collect data. The main source of this study is Tetsuko Kuroyanagi’s entitled Totto-chan: the Little Girl at the Window. The secondary sources are some books and articles which are closely related to this study, such as theory of critical approach, self-actualization in the theory of human needs, characteristics of self-actualized person, theory of character, theory of characterization, and some review on Japanese culture. This study applies two approaches, the first one is socio-cultural-historical and the other one is the psychological approach.
The analysis finds that the seven principles of Bushido, namely Gi, Yu, Jin, Rei, Makoto, Meiyo, and Chugo, are revealed by the dialogues, actions, and manner of the characters in Totto-chan: the Little Girl at the Window. The characters, Mr. Kobayashi and teachers, Totto-chan’s parents also Totto-chan’s friends, help Totto-chan to understand and engraft its meaning in her heart. The effect of those principles is that Totto-chan experiences the process of self-actualization and the self-self-actualization contributes to her personality trait. Those findings provide some evidences that Bushido influences the life and behavior of the Japanese.
This study also provides a suggestion for teaching learning activity. The suggestion is using a part of the novel Totto-chan: the Little Girl at the Window in Intensive Reading II Class in English Language Education Study Program, Sanata Dharma University.
vii ABSTRAK
Kanyamurti, Felisitas. (2009).The Influence of the Seven Principles of Bushido on Totto-chan’s Personality, in Tetsuko Kuroyanagi’s Totto-chan: the Little Girl at the Window. Yogyakarta: Program Studi Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan and Ilmu Pendidikan, Universitas Sanata Dharma.
Setiap negara memiliki pedoman yang berbeda-beda sebagai salah satu prinsip dasar untuk berperilaku dalam masyarakat. Prinsip dasar tersebut dapat secara tertulis maupun tidak tertulis. Jepang memiliki suatu prinsip dasar tidak tertulis yang sangat dipercaya oleh Bangsa Jepang disebut dengan tujuh prinsip-prinsip Bushido. Walaupun Bushido tidak tertulis, Bushido sudah diajarkan dari generasi ke generasi dan setiap arti Bushido tertanam di setiap hati Bangsa Jepang. Dalam novel karya Tetsuko Kuroyanagi, Totto-chan: the Little Girl at the Window, prinsip-prinsip Bushido tercermin dalam percakapan, tindakan, dan sikap setiap tokoh. Selain itu prinsip-prinsip tersebut juga membawa beberapa pengaruh terhadap kepribadian tokoh utama.
Ada dua permasalahan yang dibahas dalam penelitian ini. Permasalahan pertama adalah bagaimana Bushido terungkap dalam karya Tetsuko Kuroyanagi, Totto-chan: the Little Girl at the Window. Permasalahan kedua adalah bagaimana perwujudan makna dari tujuh prinsip tersebut terhadap Totto-chan.
Penelitian ini mengunakan studi pustaka dalam pengumpulan data. Sumber utama dalam penelitian ini adalah novel karya Tetsuko Kuroyanagi yang berjudul Totto-chan: the Little Girl at the Window. Sumber kedua yang dipakai adalah beberapa buku dan artikel-artikel yang erat hubungannya dengan topik penelitian ini, seperti teori tentang pemecahan masalah, perwujudan diri dalam teori kebutuhan manusia, karakter orang yang terbentuk dari perwujudan diri, teori karakter, teori penokohan, dan beberapa resensi tentang budaya Jepang. Penelitian ini menggunakan dua pendekatan yang pertama adalah pendekatan sosial budaya dan sejarah serta yang kedua adalah pendekatan psikologi.
Penelitian ini menemukan bahwa tujuh prinsip Bushido, yang disebut dengan Gi, Yu, Jin, Rei, Makoto, Meiyo, dan Chugo, tercermin melalui dialog, tindakan, dan sikap yang dilakukan setiap karakter dalam Totto-chan: the Little Girl at the Window. Karakter- karakter tersebut, Kepala Sekolah dan guru-guru, orangtua Totto-chan, dan juga Teman-teman Totto-chan, membantu Totto-chan untuk memahami dan meresapkan makna Bushido dalam dirinya. Sebagai pengaruh dari prinsip-prinsip tersebut adalah Totto-chan mengalami proses perwujudan diri dan perwujudan diri tersebut berperan dalam pembantukan karakternya.
Penelitian ini juga memberikan saran berupa kegiatan pembelajaran. Saran yang dapat diberikan adalah dengan menggunakan salah satu bagian dari novel Totto-chan: the Little Girl at the Window di kelas Intensive Reading II Program Study Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
viii
ACKNOWLEDGEMENTS
I praise the Lord,Jesus Christ, as I have finished my thesis. He guides me in every step I made, gives me His bless and love. Thank you, Lord.
I would like to express my deepest gratitude to V. Triprihatmini, S.Pd., M.Hum., M.A., my sponsor, for her patience and guidance in finishing this thesis. My gratitude also goes toF.X. Ouda Teda Ena, S.Pd., M.Pd., for his ideas and supports, and to the lectures, secretariat staff, and library staff of English Education Study Program for their support in finishing my thesis.
My gratitude goes to my beloved family: my parent, Aloysius Bekti Subagyo, Ambrosia Sari Ningsih, and my sisters, Maria Erika and Clara Dewi,for their patience to always remind me for finishing my thesis.
I would like to thank Theofilus Ardentya and family, for their love, patience, and support in finishing this thesis. I would like to thank Suster Benedicte CB, Yeni, Esti, Dhina, Maria, Stela, Savitri, Achie, Christine, and everybodywho always support me with their laughs and loves. My gratitude goes to the members of Chicken Coop Chinaman, Sun Bright English Course, and Elite English Course (EEC), who always beside me in finishing play performance and SPD office. Jeanne Gabriella Jiwanggi, my beloved student, who is always supporting me in many ways. To the friends of mine whom I
passed these years through the process of studying in English Education Program:
Rindang, Berlin, Esti, Verdi, Topik,andFandi.
ix
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS………..…..…v
CHAPTER II. REVIEW OF RELATED LITERATURE……….9
2.1 Review of Related Theories………...9
2.1.1 Theory of Critical Approach……….9
2.1.2 Self-actualization in the Theory of Human Needs……..11
2.1.3 Characteristics of the Self-actualized Person…………..16
2.1.4 Theory of Character………17
2.1.5 Theory of Characterization………..18
2.2 Reviews on Japanese Culture………...19
2.2.1 Japanese Culture in the 12th– 19thCentury…………...20
x
2.3 Theoretical Framework………24
CHAPTER III. METHODOLOGY………...26
3.1 Object of the Study………...26
3.2 Approach of the Study………..28
3.3 Method of the Study……….28
CHAPTER IV. ANALYSIS……….31
4.1 How the Seven Principles of Bushido are Revealed in Tetsuko Kuroyanagi’s Totto-chan: the Little Girl at the Window…….31
4.1.1 Gi……….32
4.1.2 Yu………36
4.1.3 Jin………40
4.1.4 Rei………...42
4.1.5 Makoto………44
4.1.6 Meiyo………..46
4.1.7 Chugo………..47
4.2 The Manifest of Seven Principles of Bushido to Totto-chan...48
4.2.1 Acceptance of self, others, and nature…………...…….49
4.2.2 Spontaneity………..51
4.2.3 Sympathy for humankind………54
CHAPTER V. CONCLUSIONS AND SUGGESTIONS………..56
5.1 Conclusions………..56
5.2 Suggestions………..58
REFERENCES….………60
xi
LIST OF APPENDICES
APPENDIX 1 The Summary of Totto-chan: The Little Girl at the Window...63
APPENDIX 2 Biography of Tetsuko Kuroyanagi……….65
APPENDIX 3 Lesson Plan in Teaching Intensive Reading………...67
APPENDIX 4 Material………...71
1 CHAPTER I INTRODUCTION
This chapter is divided into six sections. The first section is Background of
the Study. This section explains the background knowledge of the study. It also
explains why the novel was chosen as the primary data of this study. The second
section is Problem Formulation that contains questions to be answered as the
focus of this study. The third section is the Problem Limitation. This section
explains the limitation of the problem formulation as the focus of this study. The
fourth section is Objectives of the Study. This section mentions the main purpose
of this study. The fifth section is Benefits of the Study that contains the
advantages of this study. The sixth section is Definition of terms. It explains the
terms used in this study to make a better understanding for the readers about this
study.
1.1 Background of the Study
Literature is one of special written art works. Literature draws the social
phenomena, the attitude, and even the culture in society itself. Literature is special
because it gives people very clear reflection on their live. So, by reading literary
works, people can understand about their selves, about society around them, or
about the culture. Literature facilitates people to learn about society and culture
Hudson (10) says that literature is a vital record of what men have seen
about life; what they have experienced of it, what they have thought, and felt
about those aspects of which have the most immediate and enduring human
interest. It is fundamentally dealing with an expression of life through the medium
of language.
Literature allows people to reflect about life. People can see life and its
aspects very clearly through reading the literary works. People do not have to
experience the atmosphere, but they can feel it as if they were in the novel. There
are three genres in literature, namely fiction, poetry, and drama. According to
Millligan (4) novel is classified as fiction that has a close relationship to human
life. Novels convey reality. Every novel may have their way and style in telling us
about the story. In general, novel describes or tells the life just how it is happened.
Talking about education, it always becomes an interesting subject of
discussion by many people because this subject has a long and interesting history.
The changes on it involve many efforts from so many people in this world. Many
authors had brought this issue into their writing. Tetsuko Kuroyanagi is the one of
great writers in telling the educational experiences. She has an interesting way to
tell a story through her novel. Her diction is always perfect. Moreover, she
conveys the meaning clearly. To make the novel enjoyable to everyone, she uses
her own experiences in her childhood in telling the story. The characters and the
society descriptions are also explained clearly and understandably. Tetsuko
Kuroyanagi really knows how to make the readers understand and get involved in
When people are talking about education, people should include matters
that influence the particular issue such as culture, what the society believe, and
psychological situation about self-actualization. Since it includes many matters,
the practicality of the issue may vary and it will be challenging to find out how it
differs among countries. That is the reason why I chose Tetsuko’s literary work,
which is a Japanese novel, to find out about the Japanese culture and the seven
principles of Bushido from the Japanese ancestors’. Furthermore, I am eager to
find out the influence of those principles to Totto-chan.
Totto-chan: The Little Girl at the Window is actually telling us about
Tetsuko’s childhood. In Japan, this novel was first published in 1981. Tetsuko
tells us about Totto-chan’s childhood and school life experiences in the middle of
World War II. Totto-chan is a kind of high-spirited child and she always wants to
know about everything around her. She is willing to learn many things and to try
new things by her own way to satisfy her curiosity. Totto-chan’s mother tries to
find other schools for Totto-chan where there is a freedom to express children’s
feeling. The school is Tomoe Gakuen, an extraordinary school. There, she meets
Mr. Kobayashi, the headmaster. After talking to Mr. Kobayashi, a good
relationship between Mr. Kobayashi and Totto-chan is created. The book goes on
describing the life, the friends, the lessons at school, and the colorful atmosphere
of Totto-chan. All of these are presented to the readers through the eyes of a child.
Besides Totto-chan as the main character, there is another important
person in the novel. That is why I also present protagonist characters through the
Totto-chan’s friends. Mr. Kobayahi is one of important characters in the novel in
molding the students. He is a kind of man who understands children. Moreover,
he tries to develop children self-actualization in their qualities of mind, body, and
soul. At Tomoe Gakuen, he creates a happy atmosphere for his pupils. World War
II has started. It does not appear in at Tomoe until the school is bombed and
destroyed. Mr. Kobayashi always motivates his pupils to be good children as the
fulfillment of their self-actualization needs. He always tries to build his pupils’
self-confidence and teaches them about life in the society.
This novel gives an illustration about Japanese society in the World War
II. Nowadays, Japan grows as a powerful country and it is not easy after a great
booming. Japan rebuilds their life very fast since the World War II. In the process
of rebuilding the society, Japanese are motivated by the seven principles of
Bushido. The seven principles of Bushido appear in the novel. I am interested in
revealing the seven principles of Bushido that the Japanese holds as
self-actualization through the characters in this novel. Those principles, apparently,
have a great impact to Totto-chan.
1.2 Problem Formulation
The questions to be answered in this study can be formulated as follows:
1. How are the seven principles of Bushido revealed in Tetsuko
Kuroyanagi’s Totto-chan: the Little Girl at the Window?
1.3 Problem Limitation
The limitation of this study is on how the seven principles appear in the
novel and how the seven principles manifest their meaning to Totto-chan. For the
second problem limitation, I will discuss the theory of human needs. I will focus
only on the self-actualization as one of the needs in human needs theory. I also
use the characteristics of self-actualized person to reveal the self-actualization of
the main character. Self-actualization is the highest stage of the human needs by
Abraham Maslow. I will discuss it further more on the chapter three.
1.4 Objectives of the Study
The first objective of this study is to find out how the seven principles of
Bushido are revealed in the novel. The second objective is more specified, to find
out how the seven principles of Bushido manifest their meanings to Totto-chan.
1.5 Benefits of the Study
There are some benefits can be obtained from this study, among others and
for readers, PBI students who are interested in literary works, English teachers,
and other researchers. By reading this study, readers can get better understanding
about how other countries role their society to overcome the problems. The other
benefit is for PBI students who are interested in Japanese literary works. This
study is to help them in gathering the information with the same topic. For English
teachers, reading this study helps them to make a material design in teaching
itself can give a good motivation to the teachers in teaching their pupils using
interesting ways. Furthermore, it helps the teachers and the students to have good
relationship at school to create a fun environment. This study also helps the other
researchers to get more information about the novel.
1.6 Definition of Terms
In order to have a clear understanding of this study, I include the definition
of terms used in this thesis.
The Seven Principles of Bushido
Taisen Deshimaru “The Zen Way to the Martial Arts” uses the Seven
Principles of Bushido in the samurai era. All the samurais must hold those seven
principles as their guidance. The seven principles are:
a. Gi : the right decision, rectitude.
b. Yu : bravery tinged with heroism.
c. Jin : universal love, benevolence toward mankind, compassion.
d. Rei : right action.
e. Makoto: utter sincerity, truthfulness
f. Meiyo : honor and glory
g. Chugo : devotion, loyalty.
The meaning ofBushido itself is: Bu -- martial arts; shi -- warrior; do --the way. These principles already become Japanese life principles from generation
to generation. Bushido has influenced Buddhism, and vise versa. The elements of
with the inevitable, self-control in the face of any event, a more intimate
exploration of death than of life, and
pure poverty <http://www.shotokai.com/ingles/filosofia/principles.html>.
Personality
In Lester D. Crow and Alice Crow’s Reading In General Psychology
(228-231), psychology is often said as the study of human behavior and the progress of
man’s self development. Human behavior and development are influenced by the
environment and the potential that man have. That is why psychology can be said
as the study of personality.
In this book, the most famous work of personality is Sigmund Freud’s
theory of personality. Freud states three elements, namely the id, the ego, and the
superego, can affect human personality. Those three elements have their own
function.
The first component is the id. The id is that aspect of self that encourages
the fulfillment of personal needs and urges, possibly through personally and
socially harmful behavior (229). This component is the only one component that
every human has since he or she is born. The second is the ego. The ego
represents conscious states and acts (229). Human will have this ego if they are
able to develop their id first. Id gives some impulses to ego so that a human being
can act appropriately in society. This component deals with the reality. The third
is the superego. The superego was one of personality trait that controls
participation in selfish or self-centered activities (229). As the last component of
provides human being to be able to make judgment, build a sense of right or
wrong. Since the id gives impulses to the ego then the superego acts what the ego
has decided to act.
Manifest
Based on Oxford Dictionary, there are some meanings of manifest. The
first is something clear and obvious. Second is to show something clearly. The
third is to demonstrate something. The last is to show itself and to appear.
In this study, manifest refers to the second meaning. Manifest is to show
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into three sections. The first section is Review of
Related Theories. Review of related theories examines the relevant theory applied
in this study. The second section is Review on the Historical Background. The
third section is Theoretical Framework. Theoretical framework clarifies the
contribution of the theories in answering the problem formulation.
2.1 Review of Related Theories
This section presents some theories and reviews which can be used in
analyzing the novel. In this study, I have two problem formulations. In answering
the problem formulations, I will apply two critical approaches.
Socio-cultural-historical approach will be used in answering the first problem. Besides that, I will
also use some reviews of Japanese culture.
For the second problem formulation, I will use the psychological
approach. To support the answer, theory of character and characterization are used
to find out a clear description of Totto-chan as the main character. I will combine
those theories with the theory of human needs. In this study, I will use Maslow’s
theory of human needs to analyze the main character self-actualization.
2.1.1 Theory of Critical Approach
I have to be able to make a reasonable judgment in analyzing this study.
approaches will help me in analyzing and exploring the values which are revealed
in the novel. Moreover, it is used to get better understanding. Rohrberger and
Woods’s (3) distinguish five critical approaches. Those principles are the
formalist approach, biographical approach, socio-cultural – historical approach,
mythopeic approach, and psychological approach.
In this thesis, I will employ the socio-cultural – historical approach.
According to Rohrberger and Woods (9-10), socio-cultural-historical approach
insists that the only way to locate the real work is be in the reference to the
civilization that produces it. The historical approach investigates the social,
cultural, and intellectual context that produced the work. It is important to explore
the time and place of the work itself. The historical approach often seeks to
understand the impact of a work in today’s life.
Besides socio-cultural-historical approach, I will also apply psychological
approach. X.J. Kennedy and Dana Gioia (1947), psychological approach believes
that a literature work is the reflection of life itself and the real representation of
human motivation and behavior. This approach allows me to choose the focus on
the creativity process of the author, the artist’s motivation or behavior, or
analyzing fictional characters’ motivations and behaviors.
Using both approaches leads me to analyze the novel from the
socio-cultural-historical and psychological point a view. Socio-socio-cultural-historical
approach enables me to investigate and dig out some understanding about the
society or the place. Society creates culture, which becomes one of the guidance,
the culture, time also brings big influence to the society. The setting of time of the
novel is around 1945, we can call it history. Society, culture, and history have a
certain relation. Therefore, by using the socio-cultural-historical approach, I can
analyze the novel deeper and keen.
Second approach is psychological approach. Using this approach enables
me to have better understanding the main character behavior. Psychological
approach also helps me to dig out some psychological characteristics influenced
by the moral values in the main character. Through the experiences in the main
character’s life, I can analyze the manifest of the culture to the behavior of main
character.
2.1.2 Self-actualization in the Theory of Human Needs
Reviewing on self-actualization theory, in this study, I employ several
theories. Based on Vernon J. Nordby and Calvin S. Hall, the psychologists
researching on self-actualization are Abraham Maslow (116), Carl Gustav Jung
(95), and Kurt Goldstein (66). Three of them are talking about self-actualization
with different views.
Jung said about personality is referred to as the psyche (97). Psyche
consists of three components. They are the conscious ego, the personal
unconscious and its complexes, and the collective unconscious and its archetypes.
Jung also stated the important dynamic concepts are psychic energy or libido,
value, entropy, and equivalence. Developmental concepts are those of
stated that a typology has been very influential. It consists of the attitudes of
extraversion and introversion, and the psychological functions of thinking,
feeling, sensing, and intuiting. As the final concept of Jung is synchronicity.
Unlike Jung, Kurt Goldstein’s principal concept is organism (68).
Goldstein divided the organism functions based on the three dynamic concepts.
The functions are equalization, self-actualization, and “coming to terms” with the
environment. The abstract attitude and concrete attitude is the famous works of
Goldstein.
Another expert who is talking about self-actualization is Abraham H.
Maslow. The famous work of Abraham Maslow about individual personality is
the hierarchy of needs. In discovering the human needs, Maslow borrowed some
concepts from other experts. However, Maslow found some original values. There
are metaneeds, self-actualizing persons, and peak experiences (117).
After several reading and finding others sources, I prefer to employ
self-actualization theory by Abraham Maslow as the basis of this study. The other
reason is Abraham Maslow is the psychologist who discovers the core of traits
that distinguish self-actualizing individuals (117).
In Hebert L. Petri’s book Motivation: Theory and Research (301), there
are five stages on Maslow’s theory of human needs. It is well-known as the
hierarchy of needs. Before someone can fulfill the self-actualization, which is the
highest level in the hierarchy, it is crucial for the human being to satisfy the lower
The first stage is physiological needs. As the basic stage, it becomes the
strongest needs among the other human needs to be able to survive physically.
The needs are hunger, thirst, sex, sleep, oxygen, and the other biological needs.
The second stage is safety needs. The safety needs represent a need safety
or security in our environment, such as protection, law, and stability. This safety
needs also include the personal security, financial security, and health. Because of
the reason, people mostly chose to have secure jobs, familiar surroundings, and
insurances.
The third stage is belongingness and love needs. In this stage, human
needs to feel as a part of a group, and to have relationship with the others. These
needs are different from sexual needs. It is more to get affection from family and
from the surroundings, have a work group, and have relationship with others as a
part of a society.
The fourth stage is esteem needs. Esteem needs present a normal human
desire to be accepted and valued by others. It is called a positive need because this
need likes an evaluation of oneself.
The last is self-actualization. This is the final stage of development in the
hierarchy of human needs. Someone will come to this stage if they are already
satisfied the first, second, third, and fourth needs. It is the needs which are
motivated human to grow, to find self-fulfillment, and to realize one’s potential.
Based on Maslow’s The Farther Research of Human Nature (44), there are
1. Concentration
According to Maslow, “First, self-actualization means experiencing
fully, vividly, selflessly, with full concentration, and total absorption” (44). In
experiencing a moment in life, individuals have to be aware of everything happens
around them. Therefore, it is important for individuals to forget their resistance
and introversion. This is the moment of self-actualizing.
2. Growth choices
In life, individuals have to make a lot of choices. In making decision, it
can lead to the progress choice or the regress choice. More than those choices
which an individual has to make, there is a growth choice to choose one option,
the right choice. To make a growth choice in life, someone has to open his or
herself to the new and the challenging experiences and not afraid to the possible
failure or disappointment. That is why self-actualization called as an ongoing
process (44).
3. Self-awareness
Self-awareness is a moment when an individual becomes aware of
their own potentials and their inner nature. In this phase, an individual can decide
their own likes and dislikes or the right or wrong for their own.
4. Honesty
Sometimes there is a time when doubt comes to someone’s mind. It is
not easy to make an honest decision. Self-actualization happens when an
individual can make an honest action based on their heart and take the
5. Judgment
By following those first four steps can guarantee individuals to have a
better life. When individuals dare to follow their own taste, they can feel that they
already make a good judgment for their own. They will find a better choice about
what is right or wrong for him or her.
6. Self-development
Self-actualization is also an ongoing process developing individual’s
potentialities. It means that working to do well the thing that one wants to do (46).
It is a never ending process to make real the potentials in life.
7. Peak experiences
Peak experiences are transient moments of self-actualization (46). At
this moment, individuals are already aware of their own potential and where their
good at. Individuals can think clearly, have better understanding to others, and
have less conflict with their selves.
8. Lack of ego defenses
This is the hardest thing to do. Individuals have to be able to make
defenses although sometimes it hurts to make a defense to something unpleasant.
When individual has to make a defense, individual must be aware to the other
defense the society.
This novel tells about Totto-chan’s childhood experiences. Therefore,
from those eight ways in leading to self-actualization, I will only focus on the first
himself. It helps me in analyzing the manifest of seven principles of Bushido in
Totto-chan self-actualization.
2.1.3 Characteristics of the Self-Actualized Person
In Hebert L. Petri (305), Maslow makes a list of characteristics
self-actualized person. Those characteristics are more efficient perception of reality
and more comfortable with it, acceptance of self, others, and nature, spontaneity,
problem centering, detachment (need for privacy), independence from culture and
environment, continued freshness of appreciation, mystic experience or oceanic
feeling, sympathy of humankind, interpersonal relations, democratic character
structure, means and ends, philosophical, unhostile sense of humor, and last is
creativity. From those characteristics, I will only apply some of those
characteristics which can support me to analyze the main character, Totto-chan.
1. Acceptance of self, others, and nature
Self-actualized individuals were also analyzed as accepting themselves
and their own foibles without guilt or extremely anxiety (305). They will accept
people for what the way they are.
2. Spontaneity
Self-actualized person has spontaneity, simplicity, and naturalness in
their actions and thoughts. They will follow their intuition in their acting and
behaving. They will do what they think it is right to do. However, they will
behave based on the code of ethics they have and it makes them look
3. Sympathy for humankind
Self-actualized person has feeling for the others. They also tend to
have a feeling of togetherness, aware, and sensitive to their surrounding.
In the novel Totto-chan: The Little Girl at the Window, the influence of
the culture toward the main character’s self-actualization is very interesting to be
analyzed. It is because the culture that Japanese believe as their moral value can
reflect the power of the society in controlling Totto-chan’s life and behavior.
Those three characteristics are appeared toward Totto-chan’s self-actualization
experiences as a process to develop Totto-chan personality. Based on the
descriptions from the author of Totto-chan, self-actualization will be analyzed.
2.1.4 Theory of Character
In this study, I use the theory of character and characterization in
understanding Japanese culture through Totto-chan character in the novel.
Japanese culture deals with the society and the historical background of the
environment. Because of that reason, I mostly use the socio-cultural-historical
approach to analyze the novel. The theory of character and characterization is
used when I want to examine Totto-chan’s character as the main character in the
novel. I apply this theory by relating the theory with their behavior and action.
According to Abrams (23), characters are the person’s described in a
literary work, who have the moral and natural qualities that can be identified by
seeing what they say as in the dialogue and what they do as in the action.
basic motivation of his or her speech and actions. During the story, a character can
have some changes or in stable. The experiences that are happened to the
character can affect their thoughts, ideas, or their environment or society.
Meanwhile, according to Hugh Holman (81) in his book says character is
a brief draft that describes a personage who has definite quality. This quality
relates to the idea of moral construction of human personality. Each character has
his own value, thus represents a sort of human being.
All definitions above try to say that the moral principle is represented
through the character. In this novel, Totto-chan is presented in dramatic and
narrative way with dialogue and actions. Furthermore, those dialogue and actions
are meant for Totto-chan to express herself. Through the dialogue and actions,
readers can understand more about Totto-chan thoughts, ideas, and feelings. Her
behavior, as represented in the novel, expresses her emotion, her temper, and even
moral principles. Using this theory, I can analyze those behavior, dialog and
actions, and get the fact beyond the moral principles.
2.1.5 Theory of Characterization
Based on Abrams definition of character, it is obvious that what the
characters say and do is very important in analyzing the character. Through the
actions and dialogues, readers can see the interaction of the character to other
characters in a literary work. Moreover, they can determine what kind of person
Meanwhile, Hugh Holman (81) explains characterization in three ways.
The first is the explicit presentation, which means that the author gives direct
exposition of the character. The second is the presentation of character in action,
which means there is no explicit comment from the author, and the readers
examine the character’s characteristic from the action. The last is the
representation from within a character, “without comment on the character by the
author, of the impact of actions and emotions on the characters itself”. The
purpose is the readers can understand the attitude of each character clearly.
Holman adds that a character can be the static or dynamic character. Static
character is a character who the changes not really significant. A static character is
more about how the action reveals the character than how the character response
to the action and change the character. In the other hands, the dynamic character is
a character who the changes by the experiences and actions.
Based on those experts, I find that characters in novels ‘live’ and ‘act’ in
the stories. Therefore, in this case, characterization is important. Characterization
is a process in which characters are portrayed in the novel as real people in real
life. I use the theory of characterization to analyze Totto-chan’s character deeper.
Using this theory enables me to reveal a character’s description.
2.2 Reviews on Japanese Culture
Since this study is using the socio cultural-historical approach, I will
Japan used the feudal system in rolling their government. Feudal system was a
way of the lord or the king made obligations with the vassal.
2.2.1 Japanese Culture in the 12th– 19thCentury
Feudalism in Japan happened since the 12thto 19thcenturies. Japan divided
the society into different classes. Unlike the European feudal system in which
farmers or slaves were at the bottom, Japan placed merchant on the lowest class.
Japan divided the society based on their productivity. That is why farmers had
higher status than shopkeeper in Japan
<www.regentsprep.org/Regents/global/themes/politicalsystems/feudalism.cfm>.
According to The Four-Tiered Class System of Feudal Japan
<http://asianhistory.about.com/od/japan/p/ShogJapanClass.htm>, Japan was
divided the society into four classes. Those classes had their own contribution to
the country. The four classes were the Emperor as the first class, the second class
was the farmers, the third was the artisans, and the last was the merchants. There
were not only the farmers in the second class but also the fisherman. Both of them
had a very important role for Japan. They produced the food so all the society
depended on them. Although they were considered an honored class, they still had
to pay the taxes which burdened them.
Japan feudalism is very interesting to be discussed. It was the Emperor in
the first class but the Japan Emperor had a little power in role the country.
However, there was the Shogun, as the minion of the Emperor, who took control
country in the military way which was closely related to the absolutism. The
Shogun distributed lands to his loyal vassal, called daimyo, and daimyo granted
the lands to their warrior, the samurai.
Those samurais were the warrior of Japan lived according to a code, called
Bushido. Bushido was very strict because to protect the country and family’s
honor. If a warrior failed in protecting the country or the family, the warrior was
expected to perform a suicide. As time gone by, in the end the role of the feudal
and emperor system in Japan, the samurai had gone, Bushido remains until now.
Bushido becomes the code ethics and moral of the Japanese.
2.2.2 The Seven Principles of Bushido
According to Inozen Nitobe,Bu-shi-do means Military-Knight-Ways – the
ways which fighting nobles should observe in their daily life as well as in their
vocation (205). In other words, Bu-shi-do means the “Precepts of Knighthood”,
thenobleness obligeof the warrior class.
In this study, I prefer to use the original term of Bushido. Bushido is the
code of moral principles which the Japanese knights were required to observe
(206). This code is unwritten. This code consists of a few norms carried out from
mouth to mouth or coming from the well-known warrior. Although the code is
unwritten and unuttered, the sanction is very deep and powerful. Moreover, the
code will be written deep inside of the heart. There is no exact time and place
unique and circumscribed, creating an additional of mind and character so
unusual.
The sources of Bushido are from the Buddhism and Shintoism (210). Both
the sources are complementarily one to another. Buddhism teaches how to be
calm and trust to the fate, submission, and life after death. Buddhism believes that
every human being has their own “original sin”. In the other hand, Shinto teaches
the patriotism and loyalty. Shinto believes in the goodness and purity of a human
soul. Japanese combine the Buddhism and Shinto calledShinbutsu shugo(shin =
Shinto, butsu = Buddha, shugo = syncretism). There is dualism in Japan; they
believe Shinto as secular life and Buddha as hereafter life. Those doctrines are
well suited to the samurai who ruled the country.
When feudalism came to Japan, naturally the professional class of warriors
came into prominence. The professional class of warriors was well-known as
samurai.A Japanese word Bu-ke orBu-shi(Fighting Knights) was also adopted in
common use. They were a privilege class, and they are made to fight. Those
samurai must obey the norm of the Bushido which already been taught as their
bases.
According to Inozen Nitobe, there are seven principles of Bushido. The
first is rectitude or justice, in Japan well-known as Gi.It defines as a power of
resolution or the power of deciding to something upon a certain situation whether
it is good or bad for her or him. According to Inozen Nitobe (220), Gimeans The
The second principle is courage or Yu. It means courage. It can be seen
through the heroic stories for the children in Japan. It illustrates the courage of the
warrior to fight until the last blood they had. To engraft the warriors boldness in a
war or battle, heroic stories repeat all the time until the children already grown up.
The third is benevolence toward humankind orJin. It is a universal love. If
rectitude and justice is more masculine, benevolence is more gentle and
persuasive of a feminine nature.
The fourth is politeness or Rei. This value is the most essential quality for
the society. Politeness is well-known as one of Japanese trait. Politeness should be
a sympathy feeling to others’ feelings. The value of this principles will lost the
meaning if people hold it only because they are afraid to hurt others feeling. To
hold this value, Japanese must perform it from their heart.
The fifth is truthfulness or Makoto. It is taught to tell the truth in
everything. Telling lies is unacceptable for Japanese. Moreover, it is like a
coward. The promises that Japanese made has to be fulfilled although without a
written pledge.
The sixth is honor and glory or Meiyo. It is related to a personality and a
good name – one’s reputation, the immortal part of one’s self, and what remains
being bestial. It will become a big shame if someone cannot defend his or herself
honor and glory.
The last but not least is the duty of loyalty or Chugo. Bushido did not
her principles to steal master’s attention called as nei-shin. To be loyal on duty
means someone does his or her job from their heart.
Even though Bushido was a code from the old generation but it remains
until now in Japanese religion, ethics, and moral. As basic moral principles in
Japan, Bushido is taught since young and it starts from the family, school, and
society. Bushido appears as the moral education at school and also in someone’s
life experiences. One by one of the seven principles of Bushido appear in the
actions and life experiences of Totto-chan. Those principles lead Totto-chan to
fulfill her self-actualization to develop her personality as a young Japanese girl.
The way of those principles leading Totto-chan to actualize herself is by
developing her inner characters and potentials, such as being aware to the
surroundings, being spontaneous, and having sympathy to the others.
2.3 Theoretical Framework
This thesis provides some theories to answer the problem formulations
stated in the first chapter. The theories of critical approach, theory of human
needs, self-actualization, and theory of character and characterization also some
reviews on Japanese culture, are significantly used in analyzing and answering the
problems formulation.
The first problem formulation is how the seven principles of Bushido are
revealed in the novel. To reveal the seven principles of Bushido in the novel, I
employ the socio-cultural-historical approach. I use this approach because the
culture of Japan. Here, some related literature on Bushido and the socio-cultural
condition of Japan are necessary.
The second problem is the manifestation of Bushido to the main character,
Totto-chan. To support the answer, I use psychological approach by X.J. Kennedy
and Dana Gioia. Besides that the theory of character by Abrams and theory of
characterization by Hugh Holman are employed to have better understanding
about Totto-chan’s character. Furthermore, I would like to combine those theories
with the theory of human needs Abraham Maslow. Since the theory of human
needs has five stages, I only use the last stage of human needs. It is the
self-actualization needs. There are eight ways that can lead to the self-self-actualization. In
this study, however, I only concern for the first way because this novel tells about
direct experience in the main character childhood. In the characteristics of
self-actualized person, there are fourteen characteristics and I focus only on three
characteristics which are acceptance of self, others, and nature, spontaneity, and
26 CHAPTER III METHODOLOGY
This chapter is divided into three sections. The first section is Object of the
Study. This section explains the focus of this study. The second section is
Approach of the Study. This section discusses the approaches being used in this
study. The third section is Method of the Study. This section explains the steps in
analyzing the work.
3.1 Object of the Study
This study deals with literature and the subject matter is a novel entitled
Totto-chan: The Little Girl at the Window by Tetsuko Kuroyanagi. This novel
was published by Kodansha Publishers Ltd. in 1981 with its Japanese title
Madogiwa no Totto-chan. In 1984, it was translated into English by Dorothy
Britton and published by Kodansha International Ltd. In 1996 the first edition of
Totto-chan in English translation was published. It contains 188 pages and is
divided into 61 chapters which are translated from its’ original text into English.
This study focuses on Totto-chan character as the main character. She is a
7 years old child having a big curiosity and high spirit to know everything around
her. She starts her school in the first grade when she has to be expelled by the
teacher. At the new school, Totto-chan meets the headmaster, who later will help
Totto-chan in understanding life and learning a lot of things together with her
schoolmates. The headmaster combines the educational system he has with the
very patient and has a great love to his job and his pupils. He teaches his pupils
using uncommon ways. In this school, he gives his pupils a freedom in studying
the lesson. Sometimes he adds some interesting activities. Mr. Kobayashi also
teaches his pupils to understand people and to give love for others. By doing this,
the headmaster hopes that his pupils can fulfill their self-actualization.
The seven principles of Bushido appear in this novel from the description
of the author through the dialogues, actions, and manners the characters in the
novel. Using those principles, the teachers at Tomoe Gakuen want to mold their
student to be able to fulfill students’ self-actualization. Totto-chan, as the main
character, shows the fearless feeling to say what she wants, the spirit, the hard
working, and the love among others. The headmaster helps Totto-chan to sharpen
those characters in her.
Through the characters, this novel teaches the value of making right
decision, honesty, and respecting others. This novel also gives us motivation to
have self confidence, to have no fear, to always have the spirit in life, and to love
others with a pure heart. Furthermore, through this novel, readers can see that the
principles of Bushid sooner or later become the culture as the guidance for the
society in life.
3.2 Approach of the Study
In order to get the answers of the problem formulations, a certain approach
is needed. The approach is used to help me in analyzing Tetsuko Kuroyanagi’s
boundaries of the aspects and background of knowledge on the work to discuss.
The focus of this study is on the seven principles of Bushido given from the old
Japanese culture and on the manifest of its meaning to Totto-chan.
This study applies two approaches. The first approach is
socio-cultural-historical approach. This approach is used because it is closely related to the
Japanese society, culture, and history toward Totto-chan’s experiences on the
World War II. The culture and history will influence the society in the way of
thinking about life including Totto-chan. The writer, Tetsuko Kuroyanagi,
includes a piece of Japan situation at that time. By using the
socio-cultural-historical approach, I can analyze the culture and attitude Tetsuko Kuroyanagi’s
Totto-chan: The Little Girl at the Window.
The second approach is the psychological approach. This approach is used
to analyze the manifest the value of seven principles of Bushido toward main
character, chan. The manifest of those values can be seen through
Totto-chan’s characters that show characters of self-actualized person.
3.3 Method of the Study
I used the library study to analyze Tetsuko Kuroyanagi’s Totto-chan: The
Little Girl at the Window. The first thing I did in analyzing this novel was reading
the novel Totto-chan: The Little Girl at the Window to find the message of the
novel. I used this novel as the primary source to find evidence for this study. From
the first time reading the novel, I was interested in the uniqueness of the school
understand the culture and history better. After reading for the second times, I
found the originality of Japanese culture toward the characters attitude. The main
characters, Totto-chan, had a good relationship with the headmaster, Mr.
Kobayashi, who influenced her in many ways. Talking about Mr. Kobayashi, he
was also a very unique person. The way he influenced his pupils was very careful
and easy to understand for the pupils. Using his words, he inspired his pupils’ to
work hard, to have self confidence, to respect others, and to give love to others. I
wrote several important points. Afterwards, I analyzed the cultural attitudes
toward Totto-chan from the author’s comments, characters’ dialogues, actions,
and manners to answer the problems in the problem formulation.
Secondly, I tried to find some important theories to support my findings
about the culture toward the main character, Totto-chan, as a part of Japanese
society. In this phase, I read some books and articles, especially, which had
connection with the problem of society, culture, history, and psychology. Those
sources on literature were the secondary sources. All of the sources I read were
used to analyze the problems. Since this study talks about society, culture, history,
and psychology, books which discuss on those topics became the main interest to
read. Those sources gave more information and guidance in understanding the
novel. I browsed in the internet to find information related to my analysis.
The third phase was analyzing the novel. In this phase, I answered the
problems in the problem formulation using the approaches and references, which
The last step was making the conclusion of the study. I made conclusion of
the study after answering the questions in the problem formulation. The
conclusion was the findings in the analysis and suggestion that was useful for the
readers to use parts of Totto-chan: The Little Girl at the Window as teaching
learning materials for the second semester students of the English Language
31 CHAPTER IV
ANALYSIS
This chapter discusses the answer of questions that are formulated in the
problem formulation. The discussion is divided into two sections. The first section
is the analysis on the seven principles of Bushido in the novel. The second section
is the analysis on the manifest of seven principles of Bushido in the main
character, Totto-chan. Each analysis is discussed using the theories that are stated
in the review of related theories.
4.1 How the Seven Principles of Bushido are Revealed in Tetsuko Kuroyanagi’s Totto-chan: the Little Girl at the Window
Every country has their guidance in ruling the country. One of the
interesting guidance is the guidance that the Japanese have. The guidance that the
Japanese society believes is called Bushido. Bushido has seven important values
and each value has deep meaning to the Japanese. What makes Bushido
interesting is that those principles were very famous in the samurai era as their
guidance in a war or in the life of samurai. Moreover, it was an unwritten code.
Even though Bushido was an unwritten code and samurai era was over, the
Japanese society still holds it until now because they believe in the power of those
principles in their life.
As a value that Japanese society believes, the seven principles of Bushido
analyzing the dialogues and actions of the characters in the novel. Since it is
talking about something that a society believes, I use the socio-cultural-historical
approach to find the seven principles in the novel. These are the seven principles
of Bushido in the novel:
4.1.1 Gi
The first value in Bushido is Gi. It means rectitude or justice. They have to
be able to make a decision in every situation whether it is good or bad. It has deep
meaning for Japanese. This novel tells us about a young girl named Totto-chan
who has very unique characteristics.
Somehow those characters bring so much trouble for Totto-chan at school.
One of the effects is chan is expelled from the old school. It becomes
chan’s mother concern. The reason Mother worried was because although
Totto-chan had only just started school, she had already been expelled. Fancy being
expelled from the first grade! (11)
After Mother gets some explanations from Totto-chan’s homeroom
teacher, Mother thinks she has to do something to Totto-chan. It is not fair for the
other students at school being disturbed with Totto-chan actions. Mother decides
to find another school which can understand Totto-chan and teach to get along
with other people (16).
After searching everywhere, Mother finds out that there is a school which
may be suitable for her only daughter. The school name is Tomoe Gakuen.
Mother takes chan to Tomoe. She hopes Tomoe Gakuen will accept
From the beginning, Tomoe Gakuen is already unusual and special. The
school gate is very unique. Totto-chan cannot believe in what she sees. She is
amused by Tomoe Gakuen’s appearance.
When she saw the gate of the new school, Totto-chan stopped. The gate of the school she used to go to had fine concrete pillars with the name of the school in large character. But the gate of this new school simply consisted of two rather short posts that still had twigs and leaves on them (17).
Not only the gate but also the classrooms made from the unused railroad
car (18). Totto-chan is surprised with all those things. Those things are so
different with her old school. She never imagines that there was a school like
Tomoe. Knowing the school’s environment, Totto-chan cannot stand any longer
to be a part of Tomoe Gakuen as a student. For its classrooms, the school had
made used of six abandoned railroad cars. To Totto-chan it seemed something you
might dream about. A school in train! (18)
Besides the unique appearance of Tomoe Gakuen, the teachers are also
different. One of those teachers is the headmaster itself, Mr. Kobayashi. When the
first time Totto-chan meets Mr. Kobayashi, she is already asked to tell everything
about herself. Without a doubt, Totto-chan starts to talk. She cannot stop telling
stories about herself to Mr. Kobayashi.
Neither before nor since did any grown-up listen to Totto-chan for as long as that. And, besides, it would have amazed Mother and her homeroom teacher to think that a seven-year-old child could find enough to talk about for four hours nonstop (23).
After the long talk, Totto-chan officially becomes one of the students at
she goes to school, she goes with full of joy. She gets a lot of friends and new
experiences.
The other uncommon thing at Tomoe is the lesson. Every school usually
has scheduled for their daily lessons but not at Tomoe. The teacher at Tomoe
comes to the class only for writing the list of the lessons for a day on the board.
Then, the teacher let the students choose the lesson. They can choose to start with
their own favorite lesson.
Schools normally schedule one subject, for example, Japanese, the first period, when you just do Japanese; then, say, arithmetic the second period when you just do arithmetic. But here it was quite different. At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, “Now, start with any of these you like. (29)”
Implementing that system, the teacher can observe the progress that the
students have made. Furthermore, the teacher can observe the students’ interest.
The students are free to start the day with the lesson they like first, then they learn
the lesson they dislike. This system makes the students to be able to manage the
lessons they have for a day. Besides, the students are free to ask to the teacher
when it is necessary or the teacher will come to the students to give some
explanation until the students understand about the problem. The teacher also
gives them independent task. At Tomoe, there are no students just sitting and
listening to the teacher quietly.
As a new student of Tomoe, Totto-chan gets a lot of new experiences and
new friends. She can adapt herself well. One day, she gets an accident after using
the toilet. Her favorite purse falls down into a cesspool. She is curious where it
back. She digs the cesspool until she makes a pile around it. The headmaster
passes by and asks Totto-chan. He is not mad to Totto-chan because of the dirt she
makes. He thinks Totto-chan is doing an important task for her.
“What are you doing?” he asked Totto-chan.
“I dropped my purse,” she replied, as she went on ladling, not wanting to waste a moment.
“I see,” said the headmaster, and walked away, his hands clasped behind his back as was his habit when he went for a stroll.
Time went by and she still hadn’t found the purse. The foul-smelling pile was getting higher and higher.
The head master came by again. “Have you found it?” he inquired.
“No,” replied Totto-chan, from the center of the pile, sweating profusely, her cheeks flushed.
The head master came closer and said in a friendly tone, “You’ll put it all back when you’ve finished, won’t you?” Then he went off again, as he has done before (45).
Most of the teachers may think what Totto-chan have done is wrong. It
makes Totto-chan look as a naughty girl. It is different with the headmaster, Mr.
Kobayashi. Mr. Kobayashi chooses not to mad to Totto-chan. In the other hand,
he asks her willingness to put all the piles to the cesspool after she had finished
her task. Since Mr. Kobayashi trusts her, Totto-chan keeps the promise to put it all
into the tank after finishing her task. To engraft the meaning of Gi, Mr. Kobayashi
encourages Totto-chan to do so.
The meaning of Gi is also revealed when Daddy has to make decision
about his future. At that time, Japan is in war and there is not enough food. Daddy
is a famous violist at that time. He is asked to play wartime music and as the
payment he will get some food supplies. For sometimes, Daddy thinks about the
about his music. Mother and Totto-chan never argue about it. They keep
supporting Daddy.
Daddy thought for some time before replying, “I don’t want to play that sort of thing on my violin.”
“I think you’re right,” said Mother, “I would refuse. We’ll get food somehow. (176)”
4.1.2 Yu
The second value of Bushido is Yu which means courage to face the
danger. This value has deep meaning in Japanese including Totto-chan’s Daddy. It
is shown when he decides not to play music for the soldier. It is such a brave
decision knowing that he also needs to support his family. As his consequences,
most of the relatives refuse to talk to him anymore (176).
The value of Yu can be seen at Tomoe Gakuen too. Mr. Kobayashi and the
teachers create some activities which are fun and enjoyable for the students
without losing their study time. Since Totto-chan becomes one of the students at
Tomoe, she gets her freedom in expressing herself. It makes her very happy every
time she goes to school (28). She makes a lot of friends at Tomoe. One of her
friends is Yasuaki Yamamoto.
Yasuaki is a brave and friendly friend but his physical appearance is
different with the others. At first, Totto-chan does not understand what happened
to him. After Yasuaki told her the fact that he had polio (31), she understands and
never talks about it again. Indeed, they become a best friend.
One day, Totto-chan gets an idea to let Yasuaki climb to her tree at school.
Yasuaki welcomed Totto-chan’s idea. They make an appointment after school. As
something that can help Yasuaki to climb the tree. She finds a stepladder and
drags it to the tree. “Now, don’t be afraid,” she said in a big-sisterly voice (62).
This is the first time for Yasuaki to climb a tree. He feels so nervous
looking at the stepladder. With all of his courage and power, he tries to climb it. It
is difficult for Yasuaki to step his feet on the first rung. Both Yasuaki-chan and
chan never give up. Yasuaki tries to reach the top of the ladder and
Totto-chan helps him. By the sweat of Totto-Totto-chan and Yasuaki-Totto-chan, finally, Yasuaki
can reach the top of the ladder.
On the top of the ladder, somehow, Totto-chan feels hopeless but she tries
not to show it in front of Yasuaki. She is confused on how to carry Yasuaki to the
fork. With the rest of the power she has, Totto-chan tries to pull Yasuaki from the
ladder to the fork. Yasuaki-chan trusts Totto-chan to take him to the tree. At last,
Totto-chan and Yasuaki-chan are on the fork of the tree. They finally get onto the
tree.
But Yasuaki-chan trusted Totto-chan completely. And Totto-chan was risking her life for him. With her tiny hands clutching his, she pulled with all her might. From time to time a large cloud would mercifully protect them from the blistering sun.
At long last, the two stood face to face on the tree. Brushing her damp hair back, Totto-chan bowed politely and said, “Welcome to my tree. (63-64)”
Unlike Totto-chan and Yasuaki-chan, the headmaster’s right-hand-man,
Mr. Maruyama, has different way in engrafting the value of Yu. Mr. Maruyama’s
physical appearance is quite different with Mr. Kobayashi.
Besides their physical appearance, they also have different way of
teaching. Mr. Kobayashi combines the educational system from Europe and other
foreign countries with the educational system in Japan itself. In the other hand,
Mr. Maruyama likes to teach the students through the heroic stories that Japanese
has.
December fourteenth is the celebration for the Forty–seven Ronin, one of
Japanese heroic legend. Mr. Maruyama asks headmaster’s permission to take all
the students to Kuhonbutsu Temple. Before Tomoe’s students leave, Mr.
Maruyama tells the story of Forty-seven Ronin to the students on how brave and
loyal they are.
Before they left, Mr. Maruyama told the children the story of the famous Forty-seven-how Lord Asano’s brave and loyal men had plotted for almost two years to avenge the honor of their dead master, who had been so grievously wronged. Besides the Forty-seven, there was a courageous merchant called Rihei Amanoya. It was he who supplied the weapons, and when he was arrested by the officials of the shogun he declared, “I, Rihei Amanoya, am a man” and refused to confess or give away a single secret (113).
Besides taking the students to the temple and telling them a heroic story,
Mr. Maruyama also coaches the students a play about Japanese hero. Then, the
students will perform it at the end of the year. This is the first performance they
have. All of students are very excited about this program. They discuss it every
time they meet or gather for lunch. Totto-chan’s class chooses to play a very
famous heroic play in Japan.
Unlike Mr. Maruyama, Mr. Kobayashi teaches his student about bravery
by giving them a chance to speak in front of public. Japanese are not accustomed
to speaking during their mealtimes. Mr. Kobayashi decides to break the rule. He
thinks that it is essential for his students to learn how to express their idea in front
of public. During the lunch time, one by one of his students has to stand in the
middle of the circle and tell a story for the other. All of them agree to the idea
because most of them think that they are not good in speaking. They can say
anything they like or anything they want to say. “You needn’t worry about trying
to be a good speaker,” he said. “And you can talk about anything you like. You
can talk about things you’d like to do. Anything. At any rate, let’s give it a try.
(92)”
Getting along with his students, headmaster already makes the list who
will be the speaker that day. One by one, the student come to the middle of the
circle in the Assembly Hall. Soon after, they realize that for being a good speaker
they also need a lot of courage. It is not easy to speak in front of all Tomoe’s
students when they are having their lunch. Some children were so shy at first that
they just giggled. One boy had gone to a lot of effort and prepared a talk only to
forget all of it the moment he stood up (93).
There are a lot of ways to engraft the meaning of Yu in the young
generation’s heart. Through the celebrations they have, they pray and give their
respect to the ancestors. They still hold those celebrations to remain them how
