Dear Educator,
I am honored to share with you the Teachers’ Edition of Under the
Blood-Red Sun, winner of the Scott O’Dell Award for Historical Fiction
and a classroom essential since its publication twenty years ago.
In this book, young readers meet Tomi, a Japanese American teenager
living in Hawaii in 1941. Tomi’s greatest joy is playing baseball with his
friends, the Rats. When Pearl Harbor is attacked and his father sent
to an internment camp, Tomi suddenly finds himself the man of the
house. As his family comes to rely on him, he comes to rely on the
unfailing loyalty of the Rats in the face of prejudice and hardship.
Award-winning author Graham Salisbury conducted extensive
research about Japanese Americans during World War II for Under the
Blood-Red Sun and his companion Prisoners of the Empire books—
Eyes of the Emperor, House of the Red Fish, and Hunt for the Bamboo
Rat. The historical details he includes in his writing make these stories
authentic and fascinating.
I hope you incorporate the Prisoners of the Empire books into
your curriculum. Beginning on page G1, you will find an extensive
Educators’ Guide correlated to the Common Core State Standards, as
well as an interview with the author.
Sincerely,
Lisa Nadel
Associate Director, Educational Marketing
Educators’ Guide
Prisoners of the Empire
Under the Blood-Red Sun
Eyes of the Emperor
House of the Red Fish
Hunt for the Bamboo Rat
Graham Salisbury
Grades 7 & up
Includes
Common Core
State Standards Correlations
G1
About The Books
PB: 978-0-553-49487-7
EL: 978-0-307-54852-8
CD: 978-0-553-39561-7
PB: 978-0-440-22956-8
EL: 978-0-307-52315-0
PB: 978-0-440-23838-6
HC: 978-0-385-73121-8
EL: 978-0-307-53098-1
HC: 978-0-375-84266-5
GLB: 978-0-375-94070-5
EL: 978-0-307-97970-4
CD: 978-0-553-39564-8
G2
Under the Blood-Red Sun is the first of the Prisoners of the Empire books,
about Japanese Americans in Hawaii during World War II. Tomikazu Nakaji
is in the eighth grade at Roosevelt High School when Pearl Harbor is bombed
on December 7, 1941. He and his friend Billy Davis are playing in a field near
their home when the bombing occurs. Tomi recognizes the blood-red sun
emblem on the fighter planes and realizes that his native land is now the
enemy. His father and grandfather, along with other Japanese Americans, are
arrested and taken to internment camps, and his mother’s job in the home of
Mr. and Mrs. Wilson is jeopardized because of her ethnicity. To make matters
worse, Tomi’s father’s fishing boat is sunk, and the family is forced to bury
their cherished Japanese belongings.
In Eyes of the Emperor, Eddy Okubo lies about his age and enlists in the
United States Army in 1941. His father, a loyal Japanese with plans to send
Eddy and his brother to Toyota, denounces his son’s decision. But when
Pearl Harbor is bombed, Mr. Okubo is ashamed of his country and changes
his mind, giving Eddy his blessing: “No make shame for this family. You go.”
(p. 41) Eddy tolerates unimaginable indignity in the army because of his
Japanese heritage. It takes friendship and an innate sense of honor for Eddie
to survive.
Set in 1943, House of the Red Fish follows the life of the Nakaji family as they
struggle to make ends meet in the absence of Mr. Nakaji. They continue to
face bigoted islanders, especially Keet Wilson and his buddies. Tomi, who is
now the man of the family, sets out to find his father’s sunken fishing boat
and raise it from the water as a symbol of hope that his family will one day
be made whole again. By his side are his good friend Billy Davis and Billy’s
father.
Zenji Watanabe, the main character in Hunt for the Bamboo Rat, has a gift for
languages. Colonel Blake, his JROTC instructor in high school, recommends
him for a special assignment in the Philippines, but since Zenji isn’t yet
eighteen, he must first get the consent of his widowed mother. After she
reluctantly agrees, Zenji is shipped off to Manila and given a code name,
civilian clothes, and a room at a Japanese-owned hotel. He soon learns
that he is part of the intelligence unit of the United States Army. When
the Japanese take the Philippines, Zenji is inprisoned, interrogated, and
tortured. Through it all, he remains loyal to the U.S. war effort.
G3
Pre-Reading Activity
Have students read about Franklin D. Roosevelt’s Executive Order 9066,
which called for the internment of Japanese Americans after the bombing
of Pearl Harbor on December 7, 1941. They can start with this website:
Archives.gov/historical-docs/todays-doc/?dod-date=219. Then have them
outline the text of this order. Why was it so controversial? Eleanor Roosevelt
was committed to human rights. Have students write a letter that she might
have written to the president stating her opposition to this order.
C orrelates to Common Core Language Arts Standards in Reading: Informational Text
Key Ideas & Details RI.5–8.1, RI.5–8.2, RI.5–8.3; Integration of Knowledge & Ideas
RI.5–8.8; Writing: Text Types & Purposes W.5–8.3.
G4
Questions for Group Discussion
Ask students to explain the term racial profiling, also called ethnic profiling.
How is it related to bigotry? Discuss how the Japanese and Japanese
Americans were victims of bigotry during World War II. How was the U.S.
government guilty of racial profiling? Cite specific passages from Under the
Blood-Red Sun, Eyes of the Emperor, House of the Red Fish, and Hunt for the
Bamboo Rat that reveal racial profiling.
In Under the Blood-Red Sun and House of the Red Fish, Mr. Wilson employs
Tomi’s mother, yet he has prejudices against the Japanese. Explain why he
is willing to use Mrs. Nakaji as a servant but threatens her family. How does
he instill the same prejudices in his son, Keet? At one point, Mr. Wilson tells
Mrs. Nakaji not to come to work. Who convinces him to take her back? Why
is she so willing to return to the Wilsons’ house? What might have happened
if she refused?
At one time, Tomi Nakaji and Keet Wilson were friends. Then Keet suddenly
became Tomi’s enemy. Discuss whether Keet just outgrew Tomi or whether
he adopted his father’s attitude toward the Japanese. How does bigotry lead
to bullying? Trace Keet’s bullying behavior throughout Under the Blood-Red
Sun and House of the Red Fish. In Under the Blood-Red Sun, Mrs. Nakaji asks
Tomi, “Whatever you think about that boy—do you want people to get the
same thing in their minds when they think of Tomikazu Nakaji?” (p. 15). How
might her question serve as good advice to anyone who is bullied?
Trace each main character’s journey toward manhood. What is the turning
point in their journey? Who guides them along the way? How does their
Japanese upbringing contribute to their journey?
How does each character display courage? Explain how Zenji’s courage in
Hunt for the Bamboo Rat is driven by the trust that Colonel Blake has in him.
In the Eyes of the Emperor, Major Parrish tells Eddy and the other soldiers on
Cat Island that they have proved their worth, and they are sent to Europe.
Discuss Eddy’s comment, “I was a U.S. Army soldier. I did my job. Nobody
beat me down” (p. 220). What does this say about his courage?
G5
Questions for Group Discussion
Continued
Cite scenes from the four novels that support the Japanese belief in patience,
order, and honor to family. Discuss how Tomi Nakaji (Under the Blood-Red
Sun and House of the Red Fish), Eddy Okubo (Eyes of the Emperor), and Zenji
Watanabe (Hunt for the Bamboo Rat) are sometimes in conflict with their
Japanese culture. What creates this conflict? Describe moments when they
are proud of their heritage. Discuss how each of these characters brings
honor to his family name.
In Eyes of the Emperor, Eddy and Cobra capture a Japanese soldier off the
coast of Hawaii. The Japanese soldier, Sakamaki, asks to be killed because
he is deeply ashamed (p. 85). Sakamaki lived by the Bushido code of
ancient warriors, who believed surrender and capture were shameful
(p. 113). Explain how this belief is reflected in Eddie’s father’s comment: “Die,
even, but die with honor” (p. 41). Discuss how Zenji’s mother supports this
belief in Hunt for the Bamboo Rat when she says, “Death is more acceptable
than cowardice” (p. 63). Explain how both young men take the Bushido code
to heart when they are in the trenches.
In Eyes of the Emperor, Eddy and other Japanese American soldiers are sent
to Cat Island in Mississippi to train dogs to recognize the scent of Japanese.
They are told, “We want [the dogs] to hate you, you see. That’s the goal”
(p. 129). Explain how this is yet another way the U.S. government mistreated
Japanese American soldiers. How does this experiment fail? How does
the storm in the chapter “Guts” (pp. 162–166) serve as a metaphor for the
emotional turmoil of the young men on Cat Island?
Discuss the symbolism of the samurai sword and the blood-red sun emblem
in Under the Blood-Red Sun and the red fish in House of the Red Fish. At what
point does Tomi come to understand the true meaning of the sword? Locate
and discuss other symbols in the novels.
Eddy Okubo (Eyes of the Emperor) and Zenji Watanabe (Hunt for the Bamboo
Rat) are underage when they enlist in the U.S. Army. How do Mr. Okubo and
Mrs. Watanabe react when their sons ask for their consent? Explain why
these parents eventually support their sons’ desire to fight for the Americans.
Discuss how Mrs. Watanabe finds her own way to serve the American cause.
G6
In Hunt for the Bamboo Rat, General Wainwright tells Zenji, and his men,
“Don’t show them that they have frightened or intimidated you. They want
to see your fear” (p. 179). How is this also good advice for Tomi in Under the
Blood-Red Sun and House of the Red Fish? Explain how Eddy deals with fear
in Eyes of the Emperor.
Explain what Zenji means when he thinks, “He hated that he hated” (p. 323).
How does he deal with his hatred toward Colonel Nakamichi and John Jones?
Discuss how confronting them ends the war for Zenji. How might Eddy in
Eyes of the Emperor deal with “war demons” when he returns home? Debate
whether Mr. Nakaji in Under the Blood-Red Sun and House of the Red Fish
might heal his emotional stress from the internment camps when he returns
to Hawaii. How might their belief in honor help them in the healing process?
Graham Salisbury uses figurative language to create certain images: “The
flames snapped out like a match in a hurricane” (Eyes of the Emperor, p. 16) is
an example of simile. “Another dark plane charged down on us from behind,
screaming out of the valley from the mountains” (Under the Blood-Red Sun,
p. 107) is an example of personification. Find other examples of figurative
language in the four novels. What images do they describe?
Under the Blood-Red Sun, Eyes of the Emperor, and House of the Red Fish are
written in first person. Hunt for the Bamboo Rat is written in third person.
Discuss how the point of view affects a reader’s interpretation of
events such as the bombing of Pearl Harbor. Why do you
think Salisbury wrote the fourth novel in third person?
D iscussion Questions correlate to Common Core Language Arts Standards
in Reading Literature: Key Ideas & Details RL.5–8.1, RL.5–8.2, RL.5–8.3;
Craft & Structure RL.5–8.4, 5–8.6; Language: Conventions of Standard
English: L.5–8.1; Vocabulary Acquisition & Use L.5–8.4, L. 5–8.5; Speaking
& Listening: Comprehension & Collaboration SL.5–8.1, SL.5–8.3;
Presentation of Knowledge & Ideas SL.5–8.4, SL.5–8.6.
Activities
In Hunt for the Bamboo Rat, Zenji’s mother writes poetry in her own sevenline style: one word, two words, three words, four words, three words, two
words, one word (p. 9). Ask students to write a poem in Mrs. Watanabe’s
style that one of the main characters might write about his feelings in the
following situation:
Tomikazu Nakaji (Under the Blood-Red Sun) the day he is
forced to kill his father’s pigeons
Tomikazu Nakaji (House of the Red Fish) the day he stands up
to Keet Wilson
Eddy Okubo (Eyes of the Emperor) the day he sees the
Japanese camp in Wisconsin
Zenji Watanabe (Hunt for the Bamboo Rat) the day he
confronts Colonel Nakamichi and John Jones and realizes his
war is over
Allow time in class for students to read their poems aloud.
C orrelates to Common Core Language Arts
Standards in Writing: Production &
Distribution of Writing W.5–8.4; Speaking
and Listening: Presentation of
Knowledge & Ideas SL.5–8.6;
Language: Knowledge of
Language L.5–8.3.
G8
Graham Salisbury conducted extensive research about Japanese Americans
during World War II, and uses historical events, places, battles, and people
(e.g., the attack on Pearl Harbor, the Battle of Bataan, the Battle of Midway,
Cat Island, Japanese internment camps, the Axis agreement, General
Douglas MacArthur, General Jonathan Wainwright) in the Prisoners of the
Empire books. Divide the class into four groups and ask them to use books
in the library or sites on the Internet to verify the accuracy of the details of
these topics. Have them prepare a presentation comparing the depictions
of events in the novels with the actual historical information. Tell them to
include illustrations or photographs. Make the presentation available to
other students on the schoolwide network or on SchoolTube. Make sure
students cite sources used.
C orrelates to Common Core Language Arts Standards in Reading Literature: Key
Ideas & Details RL.5–8.1; Writing: Text Types & Purposes W.5–8.2; Production &
Distribution of Writing W.5–8.4, W.5–8.6; Research to Build & Present Knowledge
W.5–8.7, W.5–8.8, W.5–8.9.
The text of the oath that Eddy Okubo and Zenji Watanabe take when they
enlist in the U.S. Army is provided at the beginning of Eyes of the Emperor
and on page 39 in Hunt For the Bamboo Rat. Divide students into small
groups and ask them to read the oath and annotate each phrase. Then have
them discuss how Eddy and Zenji uphold the oath as they face obstacles.
C orrelates to Common Core Language Arts Standards in History/Social Studies:
Key Ideas & Details RH.6–8.2; Craft & Structure RH.6–8.4; Writing: Production &
Distribution of Writing W.5–8.4; Reading Literature: Key Ideas & Details RL.5–8.1
Speaking & Listening: Comprehension & Collaboration SL.5–8.1, SL.5–8.3.
Ask students to explain the meaning of the phrase “A picture is worth a
thousand words.” Then have them write a paragraph that explains the irony
in the following picture from the Library of Congress: LoC.gov/pictures
/resource/cph.3a43126/. Allow time in class for students to share their
writing.
C orrelates to Common Core Language Arts Standards Reading: Informational Text:
Integration of Knowledge & Ideas RI.5–8.7; History/Social Studies: Integration of
Knowledge & Ideas RH.6–8.7; Language: Conventions of Standard English L.5–8.1.
G9
Activities
Continued
The University of Utah has archived photographs of life in Japanese
internment camps during World War II. Instruct students to view the online
gallery (Lib.utah.edu/collections/photo-exhibits/tule-lake.php) and write
an appropriate caption for each picture. Explain why these pictures are
considered primary sources.
C orrelates to Common Core Language Arts Standards in History/Social Studies
Integration of Knowledge & Ideas RH.6–8.7; Writing: Text Types & Purposes W.5–8.2.
Have students read about the 442nd Regimental Combat Team (The442.org
/home.html) and take notes about the training, service, honors, and personal
stories of the Japanese Americans who served in this unit. The “About Us”
page states that the 442nd team was the “most significant factor in breaking
down the social barriers and racism” toward Japanese Americans after World
War II. Have students write an essay titled “The 442nd Regimental Combat
Team: Breaking Down Barriers.” Encourage peer editing for clarity, spelling,
and grammar.
C orrelates to Common Core Language Arts Standards in Reading: Informational Text:
Key Ideas & Details RI.5–8.1; RI.5–8.2, RI.5–8.3; Writing: Text Types & Purposes
W.5–8.1, W.5–8.2; Production & Distribution of Writing W.5–8.4, W.5–8.5
In 1962, the U.S. government completed the USS Arizona Memorial. It
has become a great tourist attraction. In 1965, Pearl Harbor was named a
national historic landmark, and in 1980, it was placed under the direction of
the National Park Service. Ask students to read about the architecture of this
historic memorial (NPS.gov/valr/index.htm). Then have them write a paper
about the symbolism of the structure.
C orrelates to Common Core Language Arts Standards in Reading: Informational
Literature: Key Ideas & Details RI.5–8.1; Writing: Text Types & Purposes W.6–8.1.
G10
Instruct students to read the Camp Preservation Bill (HR 1492) signed by
President Bush in 2006 (GPO.gov/fdsys/pkg/CRPT-109srpt314/html/CRPT
-109srpt314.htm). Have them write a front-page story for the Honolulu
Star-Advertiser on the day the bill was signed. They should include quotes
from Tomikazu Nakaji, Eddy Okubo, Zenji Watanabe, Secretary of Interior
Dirk Kempthorne (2006), and Daniel Ken “Dan” Inouye, a member of the
442nd Regimental Combat Team and a senator from Hawaii until his death
in 2012.
C orrelates to Common Core Language Arts Standards in Reading: Informational
Literature: Key Ideas & Details RI.5–8.1, RI.5–8.2; Writing: Text Types & Purposes
W.5-8.3; Production & Distribution of Writing W.5–8.4; Research to Build & Present
Knowledge W.5–8.8.
Discuss the meaning of restitution and reparation. On August 10, 1988,
President Ronald Reagan signed the Civil Liberties Act of 1988, granting
reparations to Japanese Americans who were sent to internment camps
during World War II. Read the explanation of this act by the Anti-Defamation
League (ADL.org/assets/pdf/education-outreach/Understanding-the-Civil
-Liberties-Act-of-1988.pdf). Why did it take the U.S. government so long
to admit that the “roundup” of Japanese Americans was wrong? Then have
students write a brief paper that takes a side in the 1988 debate: should the
United States government give reparation to Japanese Americans affected by
Roosevelt’s order? Ask students to support their opinions with facts and with
passages from the novels.
C orrelates to Common Core Language Arts Standards in Reading: Informational Text:
Key Ideas & Details RI.5–8.2; Craft & Structure RI.5–8.4; Integration of Knowledge &
Ideas RI.5–8.8; Writing: Text Types & Purposes W.5–8.1; Language: Conventions
of Standard English L.5–8.1.
G11
Vocabulary/Use of Language
Japanese words are defined within the text or in a glossary in the back of the
books. Other vocabulary isn’t difficult, but students should be encouraged
to jot down unfamiliar words and try to define them, taking clues from the
contest. Such words may include: in Under the Blood-Red Sun, tiller (p. 49),
gunwale (p. 57), averted (p. 64), tilly (p. 70), maneuvers (p. 86), submerged
(p. 238), criminy (p. 239); in House of the Red Fish, confiscated (p. 7),
corrosion (p. 13), gingerly (p. 47), persevere (p. 81), salvaging (p. 141), pathetic
(p. 157), alien (p. 171), contorted (p. 273); in Eyes of the Emperor, bivouac
(p. 64), insubordination (p. 98), stalwart (p. 219), camaraderie (p. 224), pristine
(p. 225); in Hunt for the Bamboo Rat, imperceptibly (p. 18), conspicuous
(p. 66), machetes (p. 75), disembarking (p. 76), theoretically (p. 92), pretense
(p. 96), expansionism (p. 99), diplomatic (p. 104), incredulous (p. 121),
constabulary (p. 142), reverberated (p. 176) and vengeance (p. 327).
C orrelates to Common Core Language Arts Standards in Reading: Literature: Craft &
Structure RL.5–8.4; Language: Vocabulary Acquisition & Use L.5–8.4.
Internet Resources
History.com/topics/world-war-ii/japanese-american-relocation
The History Channel discusses the relocation of Japanese Americans during
World War II.
ww2db.com/battle_spec.php?battle_id=46
This site provides a timeline and discussion of the invasion of the Philippines
during World War II.
ww2db.com/person_bio.php?person_id=3
This site gives a biography of General Douglas MacArthur, including his
role in the Philippines during World War II.
WWIImemorial.com
This is the official website for the National World II Memorial in
Washington, DC.
AmericanRhetoric.com/speeches/fdrpearlharbor.htm
This site provides a video and transcript of Franklin D. Roosevelt’s
“Pearl Harbor Address to the Nation” on December 8, 1941.
Prepared by Pat Scales, Children’s Literature Consultant, Greenville, SC
G12
Brian Geraths
A Conversation with Graham Salisbury
Q: What was your inspiration for writing Under the Blood-Red Sun?
A: Curiosity.
Although as a young person growing up in Hawaii I wanted to do little
more than spend time on, in, and around the ocean, I did manage to
spend enough time at home to absorb a few interesting family stories.
One of those stories was about the father I never knew. On December
7, 1941, before he knew my mother, he was at Pearl Harbor, a young
U.S. Navy ensign stationed on the USS West Virginia. On that particular
Sunday morning, he had just left his ship and was heading to church
with two of his buddies when the Japanese attack poured down on them.
Being unarmed, he was only able to put out fires and help save people’s
lives. It was a monumentally tragic day, and though he went on to fight
as a naval aviator in the Pacific Theater, he did not make it through the
war. He was killed in action near the island of Kyushu, Japan, two months
before the war ended.
But my father was at Pearl Harbor on that chaotic day of December 7,
1941—a day of infamy. And my grandparents lived only five miles away.
And one of my uncles witnessed some of what went on off Kailua Beach
on the other side of the island. Their stories activated my curiosity. What
was that day like? How chaotic was Honolulu on December 7, 1941? What
G13
were the sounds, the taste and scents in the air, how close was the fear?
Thus began the greatest and most enduring research project of my life,
continuing even to this day. And it all started with a few simple questions.
What was that day like for those who were there?
Curiosity is the engine that drives all accomplishment. Ask a question.
Answers abound.
Q: What led you to continue exploring World War II in your three other
Prisoners of the Empire books: Eyes of the Emperor, House of the Red
Fish, and Hunt for the Bamboo Rat?
A: Curiosity has a surprisingly way of expanding. One amazing find
leads to another. A piece here, a piece there, and when I hit pay dirt, a
mind-boggling detail of history that bites and hangs on, wonder and
enlightenment are ignited. Ho!
When I began creating Under the Blood-Red Sun, it was all about me. Can
I write a second book? If so, will it be as good as my first? What can I write
about that will make me an interesting writer? Me, me, me. An imposter.
I guess it was a stage I had to go through to learn some important lessons
about life and about writing.
My first attempt to write this book failed. It had no heartbeat. I’d written
it from the wrong point of view—Billy’s, the white boy transplanted from
the mainland—and likely with the wrong “why.” So I jumped into Tomi’s
head and saw the world from his point of view, and I’ve been fascinated
by it ever since. His world was real! People actually suffered the indignities
I’d uncovered through my research. Why had I never thought more deeply
about this? This is where the imposter got off the boat and the purposeful
writer came aboard. It was no longer about me. It was about others. My
“why” adjusted to the universal and sent the “me” packing.
And what a joy it has been! Honestly, I did not expect to be taught so
much by a handful of simple curious thoughts. It’s a personal education
that I cannot imagine ever ending. I have been captured by the gift we
have all been given, that of being able to get up and keep on going after
having been slammed down and stomped on. It’s that getting up and
marching on with integrity that I try to find ways to model in my work.
I can hardly find better models of this resolve than through the Japanese
-Americans who endured World War II.
G14
Q: What is it like to have Under the Blood-Red Sun made into a movie?
What has your involvement been?
A: This
project was the much-loved brainchild of two outstanding
filmmakers: producer Dana Hankins and director Tim Savage. My part
was in adapting the novel to film, writing the first screenplay of my life.
I was also fortunate enough to have been given a small spot on their
team as a consultant. I wrote a new beginning and ending for the sake of
making the experience more movie-friendly and to give the story more
closure than I did in the book. I am very pleased with the additions. Seeing
my characters come to life through brilliant performances was extremely
gratifying, especially so when the performances added more depth and
breadth to the story, which was often. It truly was a work of love for all
of us—writer, cast, and crew—and I can easily say that although we had
a few glitches (torrential rain, vehicles stuck in the mud, props failing
to show up, street racket, airplanes and helicopters irritating the sound
guys, mosquitoes, low tides, an indignant rat, a sinking sampan, and a
loveable but super-stinky dog), not one filmmaking professional lost his
or her cool. It was all just part of the art, my art brought to a new level by
their art. The cast and crew were amazing! You can see the results—the
movie—at GrahamSalisburyMovies.com.
Q: How do books like yours help young readers make sense of war and
tragedy?
A: Just as light is the flip side of dark, war and tragedy are the opposing
sides of peace and wonder, each needing the other for their existence.
Though we’re never likely to do away with war and tragedy, we can
continually work to understand them as we strive to make our world a
better place. I personally don’t think there is a better way of teaching—
of getting ideas and concepts into the awareness of young minds—
than through stories. Under the Blood-Red Sun places innocent people
into the crucible of chaos and turns up the heat, and through Tomi,
his family and friends— and tormentor— we vicariously participate in
having to make extremely important decisions. Fiction is a powerful
way of modeling the human experience, which is why it’s important
that we who create stories for an audience of young, impressionable
readers tell our stories with integrity. I personally try my best never to
be gratuitous in my storytelling, but rather to have my lead characters
model values that seek the best they have within them. It’s important
to me that my characters make the kind of life choices that ultimately
lead them to higher levels of decency. I have no interest in debasing the
miracle of life for the sake of a laugh, a monetary or popularity gain, or a
literary trend.
G15
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