Kinoshita Keisuke’s Twenty-four Eyes (Nijyū yon no hitomi, 1954) is one of the most famous Japanese post-war classics alongside of Seven Samurai (Shichinin no samurai), directed by Kurosawa Akira. It was released in 1954 and won a Golden Glove Award in the foreign film category. This film was based on the novel “Twenty-four Eyes” written by Tsuboi Sakae and later remade into colour film in 1987 and then into a famous TV series in 2005. In this movie, Kinoshita inserts historical perspectives by depicting twenty years of devastating Japanese history, beginning in 1928 and continuing through post WWII. Kinoshita portrays this film as an anti- war drama, focusing on the actions and the interactions between the main characters, Ōishi Hisako and twelve school pupils (the twenty-four eyes), during turbulent years in Japan. The movie is portrayed alongside beautiful unchanged scenery of the Setonai Ocean while many nostalgic melodies are repeated over and over throughout the film. These nostalgic melodies with their changing styles and tempos help accentuate Kinoshita’s theme of pacifism.
The story primarily focuses on the interactions between teacher Ōishi Hisako (Takamie Hideko) and her twelve pupils and the community, as well as the struggles they face during two turbulent decades in Japan. The story begins with the arrival of a new teacher at a typical village school in a rural sea island called Shodoshima. The female teacher (Onago Sensei) first appears on the scene by riding a brand-new bike with western clothes on. At this time bikes were thought to be the high-class vehicles for men, so the modern look of this female teacher shocks the peasants in the remote community. Soon after her arrival, Mrs. Ōishi becomes the centre of gossip by villagers and arouses peasants’ antipathy due to her modern look and her unorthodox style of teaching. After Mrs. Ōishi becomes a teacher of the twelve first graders, she gets severely injured by her pupils’ prank, which eventually leads her to quit her village school. After Mrs. Ōishi had been gone for a long time, the twelve children decide to meet her since they regret what they have done and start to long for Mrs. Ōishi. It is at this point the community understands the true value of Mrs. Ōishi and see the children’s love toward her, which leads to reconciliation and acceptance of her into the community. Five years after this incident and the quitting of the village school, Mrs. Ōishi again gains a chance to teach, now adolescent pupils. However, around this time censorship was tightened and patristic militaristic ethos were being spread, so she is labelled a communist and decides to quite teaching. Again, time passes; Mrs. Ōishi and twelve children grow older and get intertwined in a devastating period, going through various hardships surrounded by economic depression, poverty and war. By the end of the movie, the children grow up to have their own kids and realize the happiness of peace as well as the sadness of loved ones who died in war and poverty.
Through the strongly held attitude and actions of Mrs. Ōishi and the dialogue held between Mrs. Ōishi and her pupils, Kinoshita enables the audience to grasp the theme, which emphasizes pacifism. Kinoshita inserts pro-peace and anti-war views by showing Mrs. Ōishi’s response toward the “Red Incident”. Despite the fact Mr. Kataoka, one of the teachers at Mrs. Ōishi’s school, gets arrested for writing an anti-war “Red” essay, Mrs. Ōishi still holds firm to her anti-war ideology. Regardless of the risk of getting arrested, she reads aloud Mr. Kataoka’s “Red” essay in class, and teaches children the importance of being alive. She goes as far as leaving her job as a teacher when the militaristic government restricts teachers to only teach patriarchal pro-war materials. Also, the simple dialogues and conversations between Mrs. Ōishi and her pupils help accentuate the stupidity of war. As the hue of anti war gets stronger, Mrs. Ōishi’s pupils become inspired to become soldiers and fight for the sake of the Empire of Japan. Mrs. Ōishi feels a deep sorrow upon hearing her students say being a soldier is their future dream. Instead of praising and being proud of their sacrifice for the nation and its people, she tells them that it is foolish to die for the nonsense of war. She also says she prefers to see them alive than to see them becoming a nation’s dead “hero”. In addition to Mrs. Ōishi’s pacifistic actions and attitudes, her joy at the termination of war directly brings the message of anti-war with the importance of peace. After hearing the emperor proclaiming the end of the war on the radio, she expresses joy by telling people that it is great not to see families and children suffer and die in war anymore while having a bittersweet feeling toward those who died. This happiness is in contrast to the sorrow of Japan’s loss in the war. This contradiction of joy and sorrow dramatises the idea of pacifism.
Kinoshita’s distinct choices and uses of music play into the sorrow of death, thus underlining the theme. Kinoshita employs various folktale songs and frequently changes the choice of songs and tempo depending on the emotions and perspective carried in the film. One of the conspicuous examples is the melody used during social changes. Since Shodoshima is a tiny remote island in Japan, the town itself did not receive much damage during the war as it is indicated by the unchanged beautiful scenery of the ocean and mountains. As well, the lives of peasants in Shodoshima remain unchanged during the Manchurian invasion except for the song choice played in the background. Here, Kinoshita inserts a sadder and slower song in comparison to other classics used earlier in the film, illustrating the grief and sadness directed toward the people who died in battle.
Kinoshita did an excellent job telling the horror of war and conveying the message of peace by depicting innocent children dying from war alongside melancholic music played in the film.
I think this film gives a misleading impression that Japan is a victim, not a perpetrator of war. By sentimentally depicting naïve and innocent children, who are passively forced to be involved in wars while omitting detailed information about the pupil’s willingness to fight for the war, Kinoshita fails to insert Japan’s factual position as a perpetrator in the war. As a result, the audience may get the mistaken impression that Japan was a victim of war. With basic knowledge about the background of the Pacific War, Twenty-four Eyes is enjoyable and educational for those who are interested in Japanese life during turbulent years as well as those who enjoy classical cinema.