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Essential Questions:

1. How does the “hatred of intellectuals” influence the Cultural Revolution in China?

2. Does the education level of the character influence their point of view on the concept of re-education?

The Chinese Cultural Revolution was launched by the Chinese Communist Party Chair, Mao Zedong, during his last decade in power. At the beginning of the revolution (1966-1968), Zedong shut down all schools and sent the Red Guards to attack all traditional values. He believed that this would be beneficial for the younger population and the party cadres that they attacked.

The events in this book are taking place in the year 1971. The “hatred of intellectuals” by Mao Zedong in the text is described as “unclear.” Youth like the narrator and Luo did not understand the reason why universities were closed, or why boys and girls who had graduated from high school were sent to the countryside to be “re-educated by poor peasants.” At this point in history, Communism is supported by the poorer population, and education is considered to be against the ideals expressed at this time. It was more important for the youth to be excellent in industry and agriculture. This then instates a sense of divide between the younger generation and the villagers.

Luo and the narrator are often confused as to why they were considered intellectuals. Having knowledge only from middle school was very basic, therefore they did not understand the problem with it. Between the ages of 12 and 14, they were advised to wait for the revolution to calm down before schools opened again. When schools did open, they found that “mathematics had been scrapped from the curriculum, as had physics and chemistry.” They were left to only be educated on industry and agriculture. How could the basic knowledge that they had been considered a level of intellectuality? Could parts of their identity like their age and social background be influential to this decision made by Mao? The two were considered intellectuals because of their parent’s socioeconomic status. The narrator's parents were doctors and Luo’s father was a dentist. Public humiliation was something that older intellectuals like Luo’s father faced for their knowledge and contribution to Chinese society because of their level of education. The author includes the impact of the revolution on the older generation living during this time to show that youth were not the only people being affected by the drastic changes made by the government.

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Essential Questions:

1. How do the character’s traits influence the interpretation of the author’s purpose?

2. What are some literary devices that the author uses to highlight the theme of reeducation?

After reading and returning the novel Ursule Mirouet, Luo and the narrator regretted it by saying, “We should have never given it back…” The narrator played their dutiful and responsible role of a friend by returning what did not belong to them, when in contrast, Four-Eyes demonstrates selfishness, due to the fact that his glasses have been returned. The author makes a lot of references to the books and emphasizes the fact that the boys like to read. Luo states, “I could have read it out, page by page, to the Little Seamstress. That would have made her more refined, more cultured, I’m quite sure.” Luo in this sense understands the importance of literacy, and also makes his level of education (not high in comparison to others) superior to that of the Little Seamstress. The author highlights the theme of reeducation in a different light here. Though the main character is not in total favor of the reeducation system (given the way in which the author would describe their experiences as “useless” or unbeneficial), they do value the opportunity to appreciate their advancement in their education to the extent that they can also share informative knowledge with others who can share labor knowledge with them.

“Right next to me was a bundle of soiled clothes rolled up in a spare blanket. As I sipped my drink, I could feel tiny insects crawling up one of my legs.” The author allows the lice in this case to represent the lack of civilization on the miller’s part. For someone who does not eat actual food, wash their clothes, or speak the common dialect, there was a big risk being taken by Luo and the narrator for joining him for the evening. Learning to accept people like miller was a way for the narrator and characters like Luo to develop different perspectives and outlooks on diversity. Could this have possibly been a motive for re-education in the first place?

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Passage: “No. All I feel is loathing.”

“Me too. Loathing for everyone who kept these books from us.”

Hearing myself utter this last sentence frightened me, as if there might be an eavesdropper hidden somewhere in the room. Such a remark, casually dropped, could cost several years in prison.”  (99-100).

Thoughts: I wonder why the boys were so conscious of their words. Before, they seemed to talk about things like reading, watching movies, and listening to music that has been banned openly.

Questions: What is the purpose of the writer highlighting the consequence of having a casual conversation?

How does the author incorporate self-consciousness in such a serious topic?

Epiphanies: The writer most definitely wanted to highlight the fact that because Four-Eyes was able to be released from the re-education program, the narrator and Luo had to be more conscious of their surroundings because there could be people around that could get them in trouble. This moment also served as an internal reflection because the narrator is also somewhat reflecting on their own personal values and aspects of their personality that influence their opinion on the situation as a whole.

For Discussion: The characters in the book often criticize the behaviors of others, but then also criticize and reflect on their own actions and values. Is self-reflection a recurring theme, and could it possibly be a goal of the re-education program?

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Passage:  “You’ve been spreading reactionary trash. Just as well for our village that I never sleep, that I’m always on guard. I have been here since, midnight listening to everything you’ve been saying, the whole reactionary story of Count Whatsisname” (128).

Thoughts: I wonder why the headmaster is now interjecting the story given the fact that he has been listening for the past three days. I also wonder why the narrator thought that the headmaster could be trusted with listening to the account of western stories.
Questions: Do censorship and power play a role in how the narrator’s perspective of storytelling?

Does the narrator fear anything?
Epiphanies: Luo has had enough education and experience in re-education to know the loopholes in storytelling, especially when it comes to telling stories that align with western culture. The narrator fears that he will not be able to achieve his coming-of-age process because he has spent his time receiving knowledge from banned sources. The narrator doesn’t believe that he will return to that place of open-mindedness in terms of reeducation which shows the evident power of the government.
For Discussion: To what extent can we trust those around us?

Are people very open-minded to ideas and passions expressed in this day and age?

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Passage: “He glared at me, his eyes ablaze with hatred and rage, as if I were the girl who had married the man that had betrayed him” (145).

Thoughts: I wonder if acting the scene about the Count was a way for the Little Seamstress to understand literature (or stories as a whole) considering the fact that she could not read.

I also wonder if this is a way that Luo and the Little Seamstress will continually bond as the story progresses.

Questions: How does the author express the other forms of storytelling?
Epiphanies: Luo had the goal of educating the Little Seamstress from the moment that he fell for her. Because of his lack of access to books, he decided to re-enact a scene with her that they both clearly enjoyed. It can be said based on the selected passage, both the Little Seamstress and Luo were very dedicated to their roles in the scene, as if it was a love story of their own.
For Discussion: How do we find ways to relate to each other in the modern-day?

Is it easy for us to understand each other in this day and age?

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Passage: “Then I imagined myself being untied by the mountain girl with her crimson, balsam-stained nails. ” (156).

Thoughts: I wonder why the narrator is imagining the Little Seamstress so much. I also wonder why he would possibly develop feelings for her if he knew that Luo and the Little Seamstress has a tight bond.
Questions: How does the author relate the topic of trust to the re-education program?
Epiphanies: Luo has trust in the narrator because they have been friends for a long time. The author depicts this throughout the book by having the two be involved in certain situations that test their loyalty to each other continually. The re-education program was definitely a test of morality, and Luo left the narrator to watch the Little Seamstress in his absence. With the narrator developing feelings, he quickly questions himself about why he is constantly thinking about the Little Seamstress, and he decides that being around her can put his friendship at risk.
For Discussion: How do you personally define boundaries in friendships?