CANADA IN KONG: 1941 - 1945

THE FORGOTTEN HEROES

TEN SELECTED LESSON PLANS in : 1941 - 1945 The Forgotten Heroes 2 TABLE OF CONTENTS

Canada's "Forgotten Heroes" and the Hong Kong Veterans Commemorative Association 4

Lesson One Background to Canada’s Role in the Defence of Hong Kong 6

Lesson Two The Coming of World War II 9

Lesson Three The Valour and the Horror – “A Savage Christmas: The Fall of Hong Kong” 12

Lesson Four Start of the War in the Pacific 17

Lesson Five The Fateful Canadian Decision 20

Lesson Six The Battle for Hong Kong 27

Lesson Seven Surviving the Prisoner-of War Camps 31

Lesson Eight Coming Home and the Issue of Compensation 35

Lesson Nine One Soldier’s Story 40

Lesson Ten The Lesson and Legacy of Hong Kong 50

Bibliography 54

3 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 4 Veterans CommemorativeAssociation Canada's "ForgottenHeroes"andtheHongKong all shareonegoal.Theveterans have beentrying, specific totheirparticularregion.Nevertheless, they Canada, fromcoasttocoast,andeachhasobjectives There aresixRegional HKVCAorganizationsin home. in thefighting,andthosewhodiedaftertheycame as keeping intouchwithwidowsofsoldierswhodied providing assistancetotheveterans' families, aswell and thereare207acrossthecountry. Thisimplies be ofsupporttotheHongKong veterans stillliving, The organization'sfirstresponsibility is,ofcourse,to mission thattheorganizationhassetfor itself. through relatives andfriendsbeyond, aboutthe membership continuestogrowasthewordspreads, the Battle ofHongKong inDecember of1941,andits and daughtersoftheCanadiansoldierswhofought at age andhealthreasons.Itiscomprisedofthesons it difficult tocarryonwiththeirownAssociation,for that theHongKong Veterans themselves werefinding w The HongKong Veterans Commemorative Association as firstproposedin1996,whenitbecameobvious gered for years. suffered fromboth,anddebilitatingconditionslin- eases. TheHongKong veterans whocamehomeall damage was notunderstood,norweretropicaldis- Inthoseyears, psychological where theyhadleftoff? and thenwereexpectedtocomehome,take up brutal treatment,starvation, slave labouranddisease, of HongKong suffered throughnearlyfour years of Grenadierswhosurvived the18-day siege realize thattheRoyal Rifles ofCanadaandthe Hong Kong? Howmany oftheCanadianpopulation of war was aWinnipegGrenadier duringthesiegeof schoolchildren knowthatthefirstCanadiancasualty in thePacific onDecember7, 1941?Howmany were partofthatsameseriesattacks perpetrated of themreallyknowthat1,975Canadiansoldiers involved intheattack onPearl Harbor, buthowmay Most childrenintheschoolsunderstandwhatwas the CanadianparticipationinWorld War IIitwas. Battle for HongKong, andhowimportantapartof public understandingofwhatwas involved inthe sonable compensationandafair hearing,intermsof ever sincetheycamebackfromoverseas, togetrea- One of the most important tasks for the Hong Kong We encourage the History teachers of Ontario to take Veterans Commemorative Association at this time is advantage of the many possibilities to be found in to ensure that Canadians all across this country are these well-crafted lessons, prepared specifically for more aware of what the soldiers who went to Hong the students of this province by Mr. Nick Brune. Mr. Kong endured, and the courage with which they faced Brune is at Iroquois High School in Oakville, Ontario, their enemy in battle, and their captors in the prison- and is a 2002 recipient of the Governor General's er-of-war camps for the duration of the war. The vet- Awards for Excellence in Teaching Canadian History. erans themselves can tell the story, but it is important We are hopeful that the Ministry of Education will that the widest possible Canadian audience hear that want to include these ten lessons in the Ontario story. Once they have the knowledge of what went Curriculum. on, they cannot help but be proud of the manner in which these Canadians acquitted themselves on the battlefield and in the prison camps which followed.

This is the reason that the Ontario Region of the Hong Kong Veterans Commemorative Association felt compelled to arrange for the writing of a series of ten lessons for use in the schools of Ontario. It was Pat Turcotte thought that, perhaps for the first time, many young Canadians would begin to understand the important Secretary, Ontario Region, role these soldiers played at Hong Kong in exemplify- Hong Kong Veterans Commemorative Association ing the very best that our country has to offer in terms of fortitude, determination and endurance.

5 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 6 IN THEDEFENCEOFHONGKONG BACKGROUND TOCANADA’SROLE LESSON ONE LESSON ONE BACKGROUND TOCANADA’S ROLEINTHEDEFENCE OFHONG KONG The War inthePacific beganwiththe Japanesebomb- consequences oftheGreat Depression. more focused onattempting todealwiththedomestic Great War ageneration agoandtheirattention was another war atallcosts. Theyhadjustfought the approval oracceptance,astheywanted toavoid Non-Aggression Pact. TheAlliesmeteachwith the remainderofCzechoslovakia, andtheNazi-Soviet western portionofCzechoslovakia), thetakeover of Munich Treaty thatcededtheSudetenland(thenorth- Rhineland, theAnschluss(“annexation”)ofAustria, V violating militaryrestrictionsimposedbytheTreaty of of actsaggressiononthepartThirdReich: practise apolicyofappeasement.Therewereseries in1933,theAlliescontinuedto ly thereafter“Führer”) Adolf HitlerbecamechancellorofGermany (andshort- the horizonfor mostofthedecade ofthe1930s.After September 1,1939.Infact, war cloudshadbeenon launchedagainstPoland(“lightning war”) on W should bedone. of rectifying thesituation,andoffer reasonswhy that tion. Finally, thelessonwillinvestigate various means r Hong Kong duringWorld War IIaswelltheexplo- the partofCanadiansconcerningCanada’s rolein f in educationalcurricula.Thethemeofthelessonisto within students’knowledgeaswellitspositionwith- av depends ontheteacher’s judgementaswell astime This lessonisentirelyoptionalanditsinclusion ocus onthepervasive ignorance andindifference on ation ofpossiblereasonsfor that unfortunate situa- ersailles, marchingtroopsintothedemilitarized orld War IIofficially beganwiththeNaziblitzkrieg ailable. Itfocuses ontheplaceofHongKong both SUMMARY /OVERVIEW ing of the American 7th Fleet at Pearl Harbor on ogy and compensation from the Japanese government December 7, 1941. (However, an argument could be have fallen on deaf ears. They had been the first to made that the warning signs were already there. The fight and the last to return home. Yet, they were failed to respond to the 1931 scarcely greeted as returning heroes. They have, over Japanese incursion into Manchuria.) Calling it “a day more than the last half-century, been largely forgotten that will live in infamy,” U.S. President Franklin by the government and the people they served. The Roosevelt declared war on . Because Japan was Canadian government waited until just a few years ago allied with Germany and Italy (in the so-called “Axis of to compensate them for the suffering they endured. Fascism”), the conflict had now become a truly global Further, writers and educational curriculum imple- one. Only a few hours after Pearl Harbor, Japan menters have largely ignored their story. Many history attacked the British colony of Hong Kong. British Prime textbooks avoid the topic altogether. Others give it Minister did an amazing about-face. scant coverage. As a result, the overwhelming majori- In January of 1941, he had counselled caution when it ty of students are woefully ignorant of this important came to Hong Kong. “If Japan goes to war with us, chapter in Canadian history. there is not the slightest chance of holding Hong Kong or relieving it. It is most unwise to increase the loss we shall suffer there. Instead of increasing the garrison, it ought to be reduced….We must avoid frittering away AIMS AND OBJECTIVES our resources on untenable positions.” • to focus on the lack of knowledge about Canada’s Cabinet colleagues and military advisors persuaded role in Hong Kong, 1941-1945 Churchill that Hong Kong’s strategic importance neces- • to explore reasons for this lack of knowledge and sitated an increased military presence. Canadian Prime indifference to Canada’s role in Hong Kong, 1941- Minister Mackenzie King agreed without questioning 1945 the wisdom of that judgement, and despatched 1,975 • to investigate the consequences and repercussions of soldiers, who arrived in Hong Kong on November 16, Canadian ignorance and indifference regarding Hong 1941. Those troops, some as young as sixteen, all Kong, 1941-1945 came from the and the Royal • to increase awareness, knowledge and understanding Rifles of Canada. Both had been on garrison duty, the of Canada’s role in Hong Kong, 1941-1945 former in , and the latter in Newfoundland. • to raise sensitivity about the important role that his- Neither had been properly trained for a combat role, tory and historians have in carrying on a nation’s col- and once in Hong Kong, they had barely three weeks lective memory to prepare for battle. Their heavy transport, and much • to provide an overview of major Canadian military of their other equipment sent on another ship, never engagements arrived. • to help students improve their listening and speaking skills Despite making a courageous stand against over- • to explore reasons why some aspects of history are whelming odds, after eighteen days of fierce fighting, known while others are unknown, and the signifi- they surrendered on Christmas Day, 1941. The cance of that knowledge and ignorance Canadian losses were heavy: 290 killed, 493 wound- ed, and the remainder all taken prisoner. The survivors were forced to endure brutal conditions in Japanese POW camps for the duration of the war. They were TEACHING AND LEARNING STRATEGIES used as slave labour in coalmines and shipyards. Some were tortured; some badly beaten; some murdered 1. Have the students compile a Top Ten List. This list is outright. All suffered from completely inadequate food to be of Canada’s most important military engage- and medical care. Not surprisingly, 264 died in those ments, conflicts, or confrontations. Students should do appalling camps and those that did make it home, look- this three times. The first time, they should compile ing like skeletons, endured serious medical and physi- their own personal list. It can be based on general cal afflictions for the rest of their lives. knowledge or assigned research. The second time they should be put in groups of three and instructed to Subsequent demands on their behalf for a formal apol- arrive at a group consensus. They must listen and

LESSON ONE BACKGROUND TO CANADA’S ROLE IN THE DEFENCE OF HONG KONG 7 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 8 5. At thispoint,studentsshouldbeprovided witha above, thenadvance itasacandidate. 4. St. Eustache.) Sainte-Foy, Chateauguay, Beaver Dam,Moraviantown, (Possible suggestionsmightinclude:Louisbourg, tions thatappeartobemissingfromthelist?” 3. Ask,“Are thereany importantbattles orconfronta- Whatarethedifficulties in compiling suchalist? d. Canyou identify any biasesthatappearinthelist? c. b. Whatarethe criteria for “top”militaryengagement? a. ing: be asked aboutthelist.Theymightincludefollow- D-Day, Oka.) At thispoint,aseriesofquestionscould P Abraham, QueenstonHeights,Ypres, Vimy Ridge, sensus list.(Likely choiceswouldinclude:Plainsof 2. Examinethetenchoicesthatmadeclasscon- used inStep2. point systemwillhelpdecidetheTop Ten Listtobe #1, itreceives 10points;as#2ninepoints,etc.) This (Each timeagroupranks abattle orengagement as sensus andtheteacherscoresresultonboard. Then, thirdly, eachgroupshouldreportitscon- debate whattheirgroup’s Top Ten Listisgoingtobe. asschendaele, theSomme,Dieppe,Dunkirk,Ortona,

Can you suggest reasonswhy thatmightbethecase? From whattimeperioddomostofthechoicescome? If HongKong, 1941-1945doesnotemergefrom#3 LESSON ONE BACKGROUND TOCANADA’S ROLEINTHEDEFENCE OFHONG KONG “ 7. ment, andhistory;etc.) lack ofrecognitiononthepartpublic,govern- Canadian troops;thehorrorofPOWcamps; able decision-makingbehindthecommitmentof fo inclusion inaTop Ten list?(Elementsmightincludethe of HongKong thatmake itadeservingcandidatefor answer thefollowing: Whatarethesignificantaspects the outlinesofstoryHongKong, have them 6. Afterthestudentshave familiarized themselves with R class, writeletters totheeditor, etc.) research it,invite inaHongKong veteran intothe [mandated] curriculum,have studentsstudyit, situation? (GetMinistriesofEducationtoincludein 8. Whatsuggestionscanyou offer tohelprectify this etc.)? tion tothemselves, other“moreworthy” candidates, texts, reluctanceofHongKong veterans todraw atten- ed educationalcurricula,lackofcoverage inschool ly beenignored(lackofmediaattention, notininclud- reasons why theCanadianrole inHongKong haslarge- book basedontheirTVdocumentary, thing), and/ortherelevant sectionoftheMcKennas’ wa brief overview oftheBattle ofHongKong, eitherby the Horror. the Human Rights in the Pacific 1931-1945 Pacific the in Rights Human esource Bookletcontaininganexcerpt fromthatfilm.

llowing: the “first in last out” aspect,thequestion- llowing: the“firstinlastout” Ask thefollowing question:Whatmightbesome y ofareadingfromtheirtextbook(ifitprovides any- A very worthwhilesourceispp.58-61 in The Valour and Valour The ”,

the B.C. LESSON TWO

THE COMING OF WORLD WAR II

SUMMARY / OVERVIEW

This lesson puts the story of Canada’s involvement into the larger context of World War II itself. Logically, it makes sense to have students know exactly how and why World War II came about. That story, in and of itself, is amazing enough given the fact that the Great War had been fought just a generation earlier. The overwhelming aim of world leaders of the 1920s and 1930s was to avoid another such global conflict. Nevertheless, much of what they did, and the conse- quence of many of their decisions, led to the very result that they wished so desperately to avoid. This lesson examines the steps that led to this most tragic consequence. More significantly, the lesson also ana- lyzes reasons for some of those fateful decisions and ultimately focuses on the central question, “Could World War II have been avoided?”

(Note: There will be some unavoidable overlap between parts of Lesson One and Lesson Two. This is intentional for a couple of explicit reasons. One, many teachers may choose not to do Lesson One so without this overlap, their students would miss out on vital information. Secondly, even in those instances when both lessons are covered, the element of reinforcement might be viewed as beneficial, as it should lead to greater understanding.)

World War II officially began with the Nazi (“lightning war”) launched against Poland on September 1, 1939. However, war clouds had been on the horizon for most of the decade of the 1930s. Ironically, a strong case can be made for the fact that the Treaty of Versailles (1919) that ended World War I contained the seeds for World War II. The Treaty’s harsh and vindictive terms - eliminating Germany’s

LESSON TWO THE COMING OF WORLD WAR II 9 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 10 automatically atwar. AsBritainatthattimestilldeter- Hungary, andItaly)inearly August1914, Canadawas declared war onthe Triple Alliance (Germany, Austro- W ent thanithadbeentwenty-five years earlierpriorto Canada’s declaration ofwar thistimewas very differ- Aggression Pact. bitter ideologicalenemies,concludedtheNon- Nazi invasion ofPoland, Germany andtheSoviet Union, F (and twoyears later, Japanjoinedthe “Axis of October of1938,theRome-Berlin AxisPact was signed troops occupiedtheremainderofCzechoslovakia. In tion ofCzechoslovakia) toHitler. Oneyear later, Nazi handed over theSudetenland(thenorthwesternpor- Austria tookplace.WiththeMunichTreaty, theAllies shot beingfired,theAnschluss(“annexation”)of Tr itarized Rhineland,againinexpressviolationofthe industries. In1936,hemarchedtroopsintothedemil- German armedforces andbuildinguparmaments ed termsoftheVersailles Treaty byexpandingthe series ofoffensive acts.Almostimmediately, heviolat- resolve on the partofAllies,heembarked ona icy ofincrementalaggression.Confidentthelack in1933,heimplementedapol- ly thereafter“Fuhrer”) After HitlerbecameChancellorofGermany (andshort- Ethiopia. cist ItalianleaderBenitoMussolini’s invasion of y invasion ofManchuriain1931.Theyconfirmedittwo stance withtheirlackofresponsetotheJapanese the GreatDepression.Theyhadalreadyindicatedthat attempting todealwiththedomestic consequencesof tion before, andtheirattention was morefocused on ment. Theyhadjustfought theGreatWar agenera- The Alliesstudiouslypractised apolicyofappease- national honourandpride. nomic crisesaswellonewhowouldrestoretheirlost German peoplelooked toaleadersolve theireco- and depressionfollowed attheendofdecade. The the beginningof1920sinGermany. Unemployment $242 billioninreparations ledtorunaway inflation at combination oftryingtofinanceWorld War Iandpay Germany intopoliticalandeconomicinstability. The tions becauseoftheWar GuiltClause–threwWeimar it ofitscolonies,andforcing ittopay massive repara- navy andairforce, limitingitsarmedforces, stripping ascism”). Finally, inAugust1939,justdays before the ears laterwhen,onceagain,theyacquiescedinfas- eaty ofVersailles. InMarch1938,withoutasingle orld War I.Onthatearlieroccasion,when Britain LESSON TWO LESSON TWO THE COMING OFWORLDWAR II W the peaceofWorld War Iledtotheoutbreak ofWorld three.) Debate thefollowing resolution:Resolved that 3. Briefdebate.(Doneeither asaclassoringroupsof class. will brieflysummarizethegroup’s conclusionstothe senter shouldalsobechosenwithineachgroupwho to writedownthegroup’s findings.Inaddition,apre- ate. Theyshouldnominatearecorderwhosetaskit is 2. Give eachgrouptentofifteenminutes deliber- and whatimpacttheymighthave inthepost-war period. students andhave themanalyzewhatthetermsmeant Tr 1. Selectsixtotenofthemoresignificantterms • • • • • own declaration. P Canada waited afull week,allowingtimefor afull declared war onNaziGermany onSeptember3,1939, II was very different. WhereasBritainandFrance into theGreatWar. TheCanadianentryintoWorld War v mined Canadianforeign policy, therewas nodebateor ote intheCanadianHouseofCommonsaboutentry arliamentary debateandvote before announcingits W cance ofithappeningwithregardtothecoming what happened,why ithappened,andthesignifi- to have studentsacquireknowledgeandinsightasto when itwas subsequentlyapplied regarding appeasementandr to understandandappreciatethelessonofhistory and whenitwas subsequentlyapplied tory regardingappeasementand 1945 tounderstandandappreciatethelessonofhis- standing Canada’s involvement inHongKong, 1941- to provide thenecessaryhistoricalcontextfor under- ond timewithinageneration decisions thathelpedbringtheworldtowar for asec- to have studentsgainanappreciationofcausesand coming ofWorld War II to helpstudentsdevelop achronologicalsenseofthe eaty ofVersailles. Distributethemtogroupsofthree ar II.Allowfifteenminutes. orld War II TEACHING ANDLEARNINGSTRATEGIES AIMS ANDOBJECTIVES ecognize whereand recognize where 4. Again the class should be broken into groups of three 7. Reassemble the groups and have them address the or four students. (They can either be the same groups following questions: as earlier or reconstituted groups.) Each group has the a. Which event was the single most important one in same task. Given a number of different causes of the helping to bring on World War II? Why? coming of World War II, they are to put them into b. What role did human error play in bringing on World chronological order. Depending on the wishes of the War II? teacher, they can have access to their own pooled c. We know that appeasement failed. Why did it look, at knowledge, logical deduction, textbook, or the Internet. the time, like the wisest policy? And why did it fail? d. Was World War II bound to happen? Was it 5. Each group should record its list of causes either on inevitable? the board or flip-chart paper. 8. Homework: The Legacy of Appeasement. Identify 6. Conduct a class discussion about the correct histor- other instances in which the great historical lesson of ical order. “appeasement doesn’t work” has been applied.

LESSON TWO THE COMING OF WORLD WAR II 11 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 12 THE VALOUR AND THE HORROR THE AND VALOUR THE LESSON THREE "A SAVAGE CHRISTMAS:THEFALL OFHONGKONG" LESSON THREE THE VALOUR AND THE HORROR THE AND VALOUR THE – “ASAVAGE CHRISTMAS:THE FALL OFHONG KONG” fe expediency, militaryincompetence,andtragic indif- enactments, theMcKennas recountastoryofpolitical diaries, andletters with archival shots,aswellre- complete attention. Mixingthewords fromjournals, between 1941and1945is deservingofallCanadians’ This riveting accountofwhattranspired inHongKong However, theHongKong story shouldnotbeignored. P seemed tomirrortheCanadianattitude totheentire comparison, largelyignored.Thelackofresponse Savage Christmas:TheFall ofHongKong” was, by The thirdpieceonCanadiansinHongKong called“A cities, thatproducedthemoststridentarguments. Midnight,” dealingwiththeAlliedbombingofGerman the documentary, “BomberCommand:DeathBy In aninterestingparallel, itwas thesecondpartof accurate, oritwas grosslyexaggerated. W Canadian government andthemilitaryinSecond the McKennas’ indictmentoftheconduct sy. Thereappearedtobelittle middleground.Either mittee investigation, reflectedthestormofcontrover- shows, opinionpieces,andfinallyaSenatesubcom- Hundreds ofletters totheeditor, callstoon-line history, badrevisionism,andextremelyjudgmental. refreshing, andengaging.Opponentscalleditpoor reaction. Supporterspraised itasgroundbreaking, duced animmediatesensation,andequallyquick television entitled made acontroversial three-part,six-hour seriesfor umentary filmmakers, Terrence and BrianMcKenna, In theearly1990s,twoaward-winning Canadiandoc- acific situation. rence. Much of “A Savage Christmas:TheFall of orld War situationstheychronicledwas tragically – The Valour and the Horror the and Valour The INTRODUCTION . Itpro- Hong Kong” follows the return to Hong Kong and moved us a great deal closer to that elusive point. Japan of two veterans, Bob Clayton and Bob They have also destroyed what can accurately be Manchester, after more than fifty years have passed. called “a conspiracy of silence” that has surrounded Viewers are captured by their telling of warmly human Canada’s participation in the defence of Hong Kong. stories of courage and bravery. Against the back- The story of individual commitment and sacrifice in ground of incompetence and expediency at the top, the face of highly dubious decision-making is as viewers are made aware of profoundly moving tales poignant as it is universal. The ultimate tragedy may of heroism and sacrifice. well be that so few Canadians know about it. We owe it to those Canadians who endured Hong Kong to While the McKennas may not have given us the com- learn and “never forget” what happened there. And to plete truth about Hong Kong, arguably they have understand – and apply – its lessons.

Yokohama British Commonwealth War Cemetery. Robert “Flash” Clayton and Bob Manchester are looking at the grave of L-Sgt. Murray T. Goodenough, RRC, who died in prison camp at the age of 18 in 1943. He was the youngest soldier in the cemetery, having fought in the at age 16.

LESSON THREE THE VALOUR AND THE HORROR – “A SAVAGE CHRISTMAS: THE FALL OF HONG KONG” 13 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 14 17. Theother sites,oftenoverlooked or forgotten, December 7, 1941was ______. 16. Theincidentthatoccurred at7:50a.m.on attackers was atleast______. troops was nomorethan5,000,therealnumberof 15. DespiteestimatesthatthenumberofJapanese land was ______. Japanese forces andthedefending troopson themain- 14. Themainlineofdefense betweenthe advancing and onthemainland,______. 13. Theprincipalcity ontheislandwas ______, million becauseof______. 12. Thepopulationofthecolony hadswollentotwo K 11. ThedatetheCanadiancontingentarrived inHong ______. 10. Thevoyage fromVancouver toHongKong lasted contingent was ______. 9. Thenumberofnursingsisterssentwiththe ______. 8. ThenumberoftroopstobesentHongKong was designation, was ______. 7. ______. these troopsas“unfitfor because combat” 6. TheCanadiangovernment officially designated 5. TheCanadianPrimeMinisteratthetimewas _____. duty were______. 4. provide atleastasymbolicdefense ofHongKong. minister’s mindtoconcludethatitwas worthwhileto 3. ______changedtheBritishprime 2. TheBritishprimeministeratthetimewas ______. K 1. ThetotalnumberofCanadianlives lostinHong ong was ______. ong was ______.

The firstCanadiantroopsdesignatedfor HongKong The secondbatallion,soonadded,withthesame LESSON THREE THE VALOUR AND THE HORROR THE AND VALOUR THE COMPREHENSION ANDRECALL – “ASAVAGE CHRISTMAS:THE FALL OFHONG KONG” ious campshad toworkon.______30. Namethreetypes ofprojectsthePOW’s inthevar- It killedatotalof______men. w 29. Theepidemicthatdeepened thetragedy incamp the POWcampsinhumane.______28. Listatleastsixoftheconditionsthatmadelife in w born inCanada,whocommitted numerousatrocities 27. ThenicknameofthenotoriousJapaneseguard, ______(time)on______Day, ______(year). 26. Theofficial surrenderofHongKong tookplaceat Hong Kong tookplaceat______. 25. Themostshockingmassacreduringthesiegeof the surrender. Whatwas thatevidence? w 24. TheevidencethatUNinvestigators found afterthe Cross was wonby______. Gap, Canada’s highestmilitaryhonour, theVictoria 23. For hisbravery attheBattle ofWong NeiChong the firstassaultwas ______. 22. ThenumberofJapanesewhoinvaded theislandin Hong Kong islandwas ______. 21. ThedatethattheJapanesefirstcrossedover to held bythedefenders was ______. mainland occupiedbytheJapaneseandisland 20. Thenameofthenarrowestpassagebetween ______. The circumstancessurroundinghisdeathincluded ______ofthe______Battalion. the groundinSecondWorld War was 19. ThefirstCanadianinfantryman todieincombat on weeks. TheJapaneseForces captured itwithin______. 18. TheGinDrinkers’ Linewas supposedtoholdoutfor ______, and______. fo which werealsoattacked inthehoursimmediately as ______. as ______. ar confirmedwhathadtaken placeimmediatelyafter llowing thatfirstattack were______, ANSWERS TO THE COMPREHENSION AND RECALL SECTION

1. The number of Canadian lives lost was 554. hours immediately after Pearl Harbor were the , Malaya, and Hong Kong. 2. The British prime minister at the time was Winston Churchill. 18. The Gin Drinkers’ Line was supposed to hold out for weeks, but the Japanese forces captured it in 3. British military advisors changed the British prime just a few hours. minister’s mind to conclude that it was worth making at least a symbolic defense of Hong Kong. 19. The first Canadian infantryman to die in combat in the Second World War was John Gray of the 4. The first Canadian troops designated for Hong Winnipeg Grenadiers. He was a 21-year-old farm boy Kong duty were the Winnipeg Grenadiers. who missed the last boat leaving the mainland. He was captured by the Japanese and executed. 5. The Canadian prime minister at the time was William Lyon Mackenzie King. 20. The narrowest passage between the mainland occupied by the Japanese and the island held by 6. The Canadian government officially designated the Commonwealth troops was Lye Mun Passage. Winnipeg Grenadiers as “unfit for combat” because of their lack of training. 21. The Japanese crossed over to the island on December 18, 1941, after five days of bombardment. 7. The name of the second chosen to join the Winnipeg Grenadiers was the . 22. In the first major assault on the island, the inva- sion force numbered 7,500. 8. The Valour and the Horror documentary says 2,000, but it was actually 1,975 troops that were sent 23. John Osborn won the , Canada’s to Hong Kong. highest military honour, for his bravery at the Battle of Wong Nei Chong Gap. 9. There were two nursing sisters sent with the contin- gent although The Valour and the Horror says three. 24. After the war, investigators discovered evidence that confirmed Japanese atrocities, that is, the mur- 10. The ocean voyage from Vancouver to Hong Kong der of wounded prisoners, had taken place immedi- took three weeks. ately after the surrender.

11. The Canadians arrived in Hong Kong on 25. The most shocking massacre to take place during November 16, 1941. the siege of Hong Kong was at St. Stephen’s Hospital.

12. Chinese refugees fleeing the Japanese advance 26. The official surrender of Hong Kong took place at had caused the population of the colony to swell to 3 p.m. on Christmas Day, 1941. two million people. 27. The nickname of the notorious Japanese guard, 13. The principal city on the island of Hong Kong was born in Canada, who committed numerous atrocities Victoria. The principal city on the mainland was . was the Kamloops Kid.

14. The main line of defense between the advancing 28. Some of the conditions that made living in the Japanese forces and the British and Canadian troops POW camps inhumane included a rice-only diet, lack was the Gin Drinkers’ Line. of medical care, theft of Red Cross packages, hard labour, diseases, beatings, and murders. 15. Despite estimates that there were only 5,000 Japanese troops threatening Hong Kong, there were 29. The epidemic that deepened the tragedy in the in fact 50,000. camps was diphtheria. The number of Canadians who died from it was 108. 16. The Japanese had occurred at 7:50 a.m. on December 7, 1941. 30. The projects the POWs were forced to work on included the Kai Tak airport runway in Hong Kong, 17. The other sites that were also attacked in the and coal mines and shipyards in Japan.

LESSON THREE THE VALOUR AND THE HORROR – “A SAVAGE CHRISTMAS: THE FALL OF HONG KONG” 15 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 16 atomic bombs?Why? 10. HowdidCanadianPOWsviewthedroppingof or why not? Japanese soldiersdepictedinthedocumentary?Why, between thetwoCanadianHongKong veterans and 9. Would you have attended thereuniondinner porting evidence. their Canadianvictims?Justify your positionwithsup- guilty ofwar crimesandwar profiteering,compensate 8. ShouldtheJapanesegovernment andbusinesses, POWs wouldcometoenvy thedead? 7. were abletomeethimlaterinlife? say toLieutenantScott, themanwhosaved you, ifyou 6. Putyourself inBobClayton’s shoes.Whatwouldyou troops. dence regardingthefightingabilitiesofJapanese 5. Suggestreasonsfor theBritishsupremeoverconfi- deciding tocommitCanadiantroops? “an independentinvestigation oftheperil”priorto 4. f Canadian troopsrather thandispatchingBritishtroops 3. Why didtheBritishgovernment decidetoaskfor Clayton) Whatistheimportantideabeingconveyed? 2. “Theylookatstones;wepeople.” (Bob be difficult? would theybegoingthrough?Why wouldtheirreturn trayed inthedocumentary. Whatfeelings andemotions erans, Bob”Flash”Clayton andBobManchester, por- 1. Putyourself inthepositionoftworeturningvet- or thedefense ofHongKong?

Can you suggestreasonswhy Canadanever made Why coulditberightlyarguedthatthesurviving LESSON THREE THINKING THE VALOUR AND THE HORROR THE AND VALOUR THE LESSON X – “ASAVAGE CHRISTMAS:THE FALL OFHONG KONG” 7. higher thanGermanPOWcamps? 6. Why was theJapanesePOWdeathrate sixtimes needed medicalsupplies? 5. Why doyou thinktheJapaneseauthoritieswithheld Christmas: TheFall ofHongKong.” 4. f 3. Were 2000Canadianyoung men“offered asalambs Canadian militaryhistory”? 2. Why isHongKong “oneofthedarkest storiesin K the outsetofdocumentarythatfor Canada, Hong 1. Whatevidenceistheretosupporttheclaimmadeat a minimumofsixexampleswhenthatbiasisshown. Savage Christmas:TheFall ofHongKong” andprovide 10. Identify thebiasinMcKennas’ documentary“A K guilt, responsibility, orblameintheiractionsHong Hong Kong veterans, absolved theJapaneseofany 1992, withoutthepermissionorknowledgeof 9. Why doyou thinkthattheCanadiangovernment, in situation. different versions ofthetruth.Suggestreasonsfor that 8. JapaneseandCanadiansoldiersappeartohave very them? Iftheydid,whatshouldtheconsequencesbe? XXX or theslaughterfor somepoliticalexpediency”? ong constituted“animpossiblemission”? ong between1941and1945?

What aretheGeneva Accords?DidJapanviolate Explain thesignificanceoftitle“A Savage DISCUSSION LESSON FOUR

START OF THE WAR IN THE PACIFIC

SUMMARY / OVERVIEW

This lesson focuses on how the war in the Pacific began as well as beginning to explore the role that Hong Kong played within that theatre. Students will examine a variety of related topics: the rise of Emperor Hirohito, the invasion into Manchuria, the ineffectiveness of the League of Nations, the growing ascendancy of the army within Japanese politics, the perceived Japanese need to establish a “firm position” within the Asiatic continent, the significance played by oil, the decision to strike at Pearl Harbor, and the strategic importance of Hong Kong.

Unfortunately, textbooks and courses often give scant and superficial coverage of the Pacific theatre of World War II. Rather, the coverage is concentrated on Europe: the rise of Hitler, the failure of appeasement, the , the , the Nazi invasion of the Soviet Union, D-Day, and the like. The war in the Pacific is treated largely as an auxiliary to the main event being played out in Europe. If any coverage is provided it usually is a mention of “the day that will live in infamy” (the December 7, 1941 Japanese attack on Pearl Harbor) and/or an examination of the American decision to drop the two atomic bombs on Japan in August of 1945. This is both unfortunate and shortsighted. The war in the Pacific, within the larger context of World War II, has its own intrinsic importance. It brought the United States into the war, making World War II a truly global conflict. It produced Pearl Harbor, the American “island hopping” campaign, the firebombing of Japanese cities, and the internment of Japanese-Americans and Canadians. Obviously, it also ushered in the modern nuclear age and made Hiroshima and Nagasaki defining events of the twentieth century. And finally, the war in the Pacific resulted in the tragedy that was Hong Kong.

LESSON FOUR START OF THE WAR IN THE PACIFIC 17 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 18 • • • • • story ofHongKong intoamoremeaningful context. something ofthatareaandbackgroundhelpssetthe understanding ofthewar isincomplete.Also, knowing W perspective, anexaminationofthePacific theatreof picture” aswelltodiminishtheirWestern biasand Thus, inorderfor studentstounderstand“thebigger advantages? Whatareaswould beattractive toJapan? tages oftheJapaneselocation? Whatarepotentialdis- include thefollowing: What arethegeographic advan- the BCUnithasanappropriate one.) Questionsmight the information provided bythe Timeline.(page51of 4. thumbnail sketches photocopied anddistributed. events, eitherthroughquestion-and-answer orthrough correct order, provide further information aboutthe rect chronologicalorder. Asthe events areputintheir 3. Puttheclassbacktogetherandgothroughcor- imately fifteenminutesfor thistask. events inthecorrectchronologicalorder. Give approx- 2. Eachgroupshouldbeinstructedtotryplacethe correct orderofevents). dates) intheAsia-. (SeeRESOURCE for the which listseventeen ofthemajorevents (without 1. Provide eachgroupwithindividualstripsofpaper Divide studentsintogroupsofthree. • • P to have studentsunderstandhowthewar inthe Japanese actionspriorto1941 to have studentsanalyzethemotivations behind to refineresearchtechniques to have studentsgaininsightintocauseandeffect chronology ofthewar inthePacific to have studentsgainanunderstandingofthe ing skills to develop students’ listening,presenting,anddebat- their biases to broadenstudents’perspective andlessen

orld War IIisessential.Withoutsuchananalysis,the Map analysis.Distributeacopy ofamapthatreflects acific dovetails withtheEuropeanwar withinWWII TEACHING ANDLEARNINGSTRATEGIES AIMS ANDOBJECTIVES LESSON FOUR START OFTHEWAR INTHE PACIFIC 4. Provide supportinghistoricalevidence. (from aJapaneseperspective)? Why, orwhy not? 3. DidtheJapaneseattack onPearl Harbormake sense the face ofJapaneseaggressionin theFar East? 2. Why didtheLeagueofNationsremainpowerlessin fo 1. Why didJapanembarkonanaggressive policyof 8. Discussion/Homework/Research questions. and presentationskills. standing butalsofurther refineandpolishedresearch students withnotonlygreaterknowledgeandunder- option willclearlytake moretimebutwouldprovide (three tofive minute)presentationtotheclass.This on thewar inthePacific) andthenprovide abrief is toresearchit(whatwas andhowithelpedbring one oftheseventeen events intheTimeline.Theirtask sen, dividetheclassintoteamsoftwoandassignthem research andbriefpresentationactivity. Ifthiswas cho- 7. ing asjudge.) triads (apersonfor, apersonagainst,andact- could eitherbeconductedasafull classdebateorin of thewar inthePacific was inevitable.Thisdebate 6. Debate.Resolution -Be itresolved thattheoutbreak Why? Why mightJapanbeinterestedinHongKong? Explain anddefend your choicebyproviding evidence. w 8. Whichcountry, Russia, China,Britain,ortheUnitedStates 7. Japanese Army withinJapanesedecisionandpolicymaking. 6. Research theincreasinglyimportantroleplayed bythe Japanese policy. 5. Research theplaceofoilinthinkingbehind the debateanddecidewhichhasstrongerposition. of theattack before ittookplace.Research bothsidesof P earl HarboriswhetherornottheUnitedStatesknew as bestsituatedtostopthe Japanese expansionistdrive?

reign invasion andannexation? Why didJapanjointheAxisofFascism? A central debatesurroundingtheJapaneseattack on An alternative activity to thedebatewouldbea DISCUSSION/HOMEWORK/RESEARCH QUESTIONS 9. Could the outbreak of the war in the Pacific have not a legitimate state, Japan withdraws from the been avoided? Why, or why not? At what point would League. Japan keeps its troops in Manchuria and that possibility have been the greatest? Explain. expands its control in the area by gaining control of much of North China. 10. Why do North American curriculum and textbooks concentrate on the European rather than the Pacific 1936 theatre of World War II? The Japanese Army gains ascendancy in Japanese political life.

1937 RESOURCE After the “Marco Polo Bridge Incident,” Japan launches an invasion of China. Japan captures Peking (now Timeline of Major Events of the Asia-Pacific War and Beijing) and Shanghai. After the capital of Nanking the (now Nanjing) falls, the Japanese military commits the Nanking Massacre. 1842 By the Treaty of Nanking, China first cedes island and 1939 peninsula of Hong Kong. World War II begins in Europe with the Nazi blitzkrieg of Poland. 1843 By Royal Charter, Hong Kong becomes a separate 1940 British colony. Japan moves into northern Indo-China (now Vietnam, Laos, and Cambodia). Japan joins the Axis Alliance with 1895 Germany and Italy. Shimonoseki Treaty. After its defeat in the Sino-Japanese War, China cedes Taiwan to Japan. 1941 Tojo Hideki becomes prime minister of Japan. Canada 1898 agrees with the British assessment of Hong Kong’s area is leased to Britain for ninety-nine years. strategic importance and agrees to send 1,975 troops that arrive on November 16. On December 7, Japan 1905 raids Pearl Harbor. Simultaneously, Malaya, Philippines, Japan defeats Russia in the Russo-Japanese War. The and Hong Kong are attacked. After seventeen days of Treaty of Portsmouth forces Russia to give up its claim fighting, Hong Kong is surrendered to Japan. Of the in southern Manchuria to Japan, and recognizes Japan 1,975 Canadian troops, 290 are killed in action while as the dominant power in Korea. 1,685 are captured and interned in POW camps. Two hundred and sixty-four die in internment. 1910 Japan “officially” annexes Korea. 1942 By mid-year, Japan has gained control over much of 1926 southeast Asia including Hong Kong, Philippines, Hirohito, after five years as regent, becomes the 124th Vietnam, Laos, Cambodia, Thailand, Burma, Malaya Emperor of Japan. (now and Malaysia, and Dutch East Indies (now Indonesia). 1931 The Japanese army launches an invasion of Manchuria. 1945 The first atomic bomb is dropped on Hiroshima on 1932 August 6. The Soviet Union declares war on Japan on The Japanese army seizes Manchuria and establishes August 8 (as agreed to by the Potsdam Treaty that the puppet state of . ended the war in Europe). The second atomic bomb is dropped on Nagasaki on August 9. With Japan’s sur- 1933 render on August 15, World War II ends. After the League of Nations declares that Manchukuo is

LESSON FOUR START OF THE WAR IN THE PACIFIC 19 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 20 THE FATEFUL CANADIANDECISION LESSON FIVE LESSON FIVE THE FATEFUL CANADIANDECISION Within sixmonths, BritishPrimeMinister Winston making model. will begintoappreciateand understandthedecision- decision. Studentsinvolving themselves intheprocess behind thedecision,and initialconsequencesofthe the way inwhichitwas made,thepossiblemotives incompetence. Thislessonwillexaminethatdecision, Vincent arguethatitwas adecision ofnegligenceand people suchasBrianandTerrence McKenna andCarl under whichCanadaoperated. At theotherextreme, the bestone,given themilitaryandpoliticaldifficulties C.P. StaceyandJ.L. Granatstein thatthedecisionwas one hand,thereisthemoretraditional interpretationof T naive, butill-conceived, andlittle shortofdisastrous. troops tobolsterHongKong defences was notonly fa However, theCanadiangovernment’s decisioninthe we knownow. Hindsightisindeed20/20. the decisionmakers themselves knewthen,notwhat assessed fairly, they mustbeviewedinlightofwhat sequences, andrepercussionsofthedecision.To be right orwrongdependingonthecosts,benefits,con- always have moreintelligence.Theirdecisionscanbe have accesstomoreinformation, buttheydonot av matters of life anddeathareinvolved. Relative tothe in thecourseofawar arefar moresignificantinthat influence andpower. Withoutadoubt,decisionsmade arrived atfor ahostofdifferent reasonsbypeopleof and innovative, othersfaulty andill-considered,are w Governments make amultitudeofdecisionsinboth oday, thisdecisionproduces very polarviews.Onthe artime andpeacetime.Thosedecisions,somebrilliant ll of1941toagreeBritain’s requestfor Canadian erage citizen,theindividualsmakingthosedecisions SUMMARY /OVERVIEW Churchill’s opinion on this issue completely reversed. At • to have students abstract ideas into headline form the beginning of 1941, he was adamantly opposed to • to have students work with and understand both the sending more troops to reinforce the garrison at Hong usefulness and the limitations of primary sources Kong. He argued that to do so was complete folly, and • to analyze the difference between primary and sec- that if Japan went to war with Britain, there “[would] ondary sources in history not [be] the slightest chance of holding Hong Kong or relieving it.” However, the British War Office convinced Churchill to alter his thinking. Further, arguing that British troops were too precious to spare, on TEACHING AND LEARNING STRATEGIES September 19 Britain formally requested that Canada send “one or two” to Hong Kong to support 1. Form groups of three or four students. Distribute one the British battalions garrisoned there. of the primary source quotes (Reference #1) to each group, and have them analyze it. Who is the source? Canadian authorities, naively accepted this reversal of What is he saying? What evidence, if any, is provided to British policy in good faith. Nothing in the way of inde- support the stated view? Can you detect a bias? pendent investigation was done. No one questioned or challenged the new orthodoxy. Canada simply went 2. Reconvene the class and do a brief analysis of pri- along with the British request. To make a bad situation mary and secondary sources in history. Provide a defi- worse, Canada implemented the decision with far too nition of each (primary – recorded at a time contem- much haste and too little thought. The troops chosen porary to, or almost contemporary to, the event to were ill-prepared and minimally trained. Some did not which it is related; secondary – a source of evidence even know how to fire a gun. Their transport and other about an event, person, or issue that is recorded after essential equipment, through bureaucratic incompe- the passage of time). Provide examples of each (pri- tence, never arrived. mary – diary, journal, letters, speeches, documents, artifacts, autobiography, newspaper account, inter- The tragedy of the Canadian decision to commit troops view, etc.; secondary – textbook, encyclopaedia, etc.). to Hong Kong in 1941 will be multiplied if succeeding Then have students do a cost-benefit analysis of each generations fail to learn how it came about. That it was type of source (i.e., What are the advantages and dis- wrong goes without saying, and hardly needs to be advantages of each type of source? Include such fac- debated. However, we must understand how the deci- tors as bias, availability, reliability, accuracy, etc.). sion was made, and thus be on guard should some- thing like this happen again. George Santayana’s often- 3. Distribute the timeline of thirty-six events involved in quoted maxim about history applies with devastating the decision to commit Canadian troops. Refer to force in this situation. “Those who forget their history Resource One. [Note: This could constitute an entire are fated to repeat the mistakes of the past.” lesson unto itself.]

4. Instruct students that in groups of three, they should construct a “Critical Path.” Each group should AIMS AND OBJECTIVES develop its own timeline of the six to ten most essen- tial moments in the decision. In addition, the group • to have students understand how the decision to should compose newspaper headlines of a minimum of commit Canadian troops to Hong Kong came about twelve of the events (including the six to ten chosen as • to have students understand the chronology involved most critical). in the decision • to have students appreciate the cause and effect 5. As they are completing Task 2, have them address behind the decision the following question: At what stages could (or • to have students role-play the decision so as to should) the decision have been changed? Why? What increase both their understanding and their degree of was the most logical stage? Why? empathy • to have students understand the decision-making model 6. Form groups of five or six. Assign roles to each • to have students analyze motives behind historical member (prime minister, defense, external affairs, decisions chief of staff, etc.). The task is to debate the merits of

LESSON FIVE THE FATEFUL CANADIAN DECISION 21 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 22 not, whatstepsdidheomit? troops? Didhefollow the Decision-MakingModel?If King’s chiefmotivation behindthedecisiontocommit 1. Whatdoyou believe was PrimeMinisterMackenzie tute aseparate lessonuntoitself.] [Note: Again,thisDecision-MakingModelcouldconsti- - Questionsshouldalways beasked. - Nothingshouldbeacceptedonnaive faith. - Optionsshouldbeexaminedinlightofpossiblecosts - Asmuchinformation aspossibleshouldbeobtained. - Alternatives shouldbeexamined. - Normally, optionsexist. the board.For example, Making Model?Possible answersshouldberecordedon generally speaking,canbeobtainedfromtheDecision- class, askthestudentswhatsignificantconclusions, 9. SignificancesoftheDecision-MakingModel.Asa - Whatarethebenefits–andcostsofsendingtroops? - Whatkindoftraining shouldthosetroops receive? - Whatkindoftroopsshouldbesent?are - Howmany troopsshouldbesent? - Whenshouldthetroopsbesent? - WhatsituationwouldtheCanadiantroopsfindthem- - WhatwouldtheconsequencesbeifCanadarefused - Shouldtroopsbesent? have been.For example, 8. Ontheboard,take upwhatthosequestionsmight commit Canadiantroops. significant questionsthatlay behindthedecisionto three, studentsshouldmake achronologicallistofthe to bebroken down.Working intheoriginalgroupof 7. offered totheBritish,etc. consequences, alternatives, questionsthatmightbe sending troopstoHongKong. Examinethepossible and benefits. the bestchoices? British request? selves inifthedecisionwas togoalongwiththe the Britishrequest? Decision-MakingModel.Allimportantdecisionsneed THOUGHT, DISCUSSION,RESEARCHQUESTIONS LESSON FIVE THE FATEFUL CANADIANDECISION 2. ThePrimeMinisterisoftenreferred toas 4. examples canyou findtosupportthatnotion? of incompetenceregardingthedecision.Whatspecific 3. Sincethattime,therehave beennumerouscharges Canadian troopstoHongKong? Why, orwhy not? applies withinthecontextofdecisiontocommit relationship withinthecabinet.Doyou thinkthatlabel A/ ‘“10.Asyou know, these unitsreturnednotlong Primary Sources Why? think ismorebiased?Why? Whichismorereliable? 12. Whichtype ofsource,primaryorsecondary, doyou from thedecisiontosendCanadiantroopsHongKong? 11. Whatdoyou believe isthechieflessontobelearned – andaccuracy –ofgovernment officials? Why, orwhy not? 10. Is itjustifiedtodemandahigherform ofaccountability alleged government errors?Explain. 9. Whatisthemosteffective andfair way toexamine the consequencesbe?Explain. have actedincompetentlyinthisdecision,whatshould 8. Ifsomeonewithinthegovernment was proven to ten fifty-five years ago? would thatletter bedifferent ifithadhave beenwrit- 7. Canadian military? would you feel abouttheCanadiangovernment? The how wouldyou feel abouttheCanadiandecision?How 6. Ifyou wereasurvivingHongKong veteran today, of thisnature? lessen thepossibility ofafuture governmental blunder 5. Whatprotectionscouldhave beenputinplaceto Why, orwhy not? blatantly foolish enterprise.” Doyou agreewithhim? writer, claimsthatthedecisionwas a”travesty” and“a inter pares inter

Wr Pierre Berton,arguablyCanada’s greatesthistorical ite aletter totheeditoraboutdecision.How REFERENCES –PRIMARYSOURCES ANDTIMELINE (Latin for firstamongequals)intermsofhis primus ago from duty in Newfoundland and Jamaica although this force represents the bare minimum respectively. The duties which they there carried required for the task assigned to it we have thought out were not in many respects unlike the task hitherto that it would not ultimately serve any useful which awaits the units to be sent to Hong Kong. purpose to increase the garrison. The experience they have will therefore be of no Position in the Far East has now, however, changed. small value to them in their new role. Both units Our defences in Malaya have been improved and there are of proven efficiency. have been signs of a certain weakening in Japan’s atti- 11. In my opinion, the balance of argument favours the tude towards us and the United States. selection of these two units….The selection repre- In these circumstances it is thought that a small rein- sents both Eastern and Western Canada. In the forcement of the garrison of Hong Kong, e.g. by one or case of the Royal Rifles, there is also the fact that two more battalions, would be very fully justified. It this battalion, while nominally English-speaking, is would increase the strength of the garrison out of all actually drawn from a region overwhelmingly proportion to the actual numbers involved and it would French-speaking in character and contains an provide a strong stimulus to the garrison and to the important proportion of Canadians of French Colony, it would further have a very great moral effect descent.” ’ (Vincent 1981, 46) in the whole of the Far East, and it would reassure Chaing Kai Shek as to the reality of our intention to B/ September 19, 1941 telegram from Dominions hold the island. Office to the Canadian government via the Department His Majesty’s Government in Canada will be well aware of External Affairs: of the difficulties we are at present experiencing in pro- viding the forces which the situation in various parts of ‘ “No. 162 MOST SECRET the world demands, despite the very great assistance which is being furnished by the Dominions. We should In consultation with late General Officer Commanding therefore be most grateful if the Canadian government [General Grassett] who has recently arrived in this would consider whether one or two Canadian battal- country we have been considering the defences of ions could be provided from Canada for this purpose. Hong Kong. Approved policy has been that Hong Kong It would be of the greatest help if the Canadian should be regarded as an out-post and held as long as Government would cooperate with us in the manner possible in the event of war in the Far East. Existing suggested and we much hope that they will feel able to army garrison consists of four battalions of and do so.” ’ (Vincent 1981, 29)

The ship on which most of “C” Force sailed, the Awatea, calls at enroute to Hong Kong. (PAC PA116288)

LESSON FIVE THE FATEFUL CANADIAN DECISION 23 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 24 shall suffer there.Instead ofincreasingthegarrison, it or relievingit.Itismostunwise toincreasethelosswe there isnottheslightestchance ofholdingHongKong Hong Kong. “ Thisisallwrong.IfJapangoestowar Churchill ontheissueof sendingreinforcements to 1. January, 1941-BritishPrimeMinisterWinston Timeline (Berton 2001,341) portation. You carriedeverything onyour back.” it. Therewas nocommunication.We have trans- didn’t w H/ Private inWinnipegGrenadiers–“Thewhole thing incompetent!” (Berton2001,338) General madeamessofit….Theonlywordfor themis General Staff, theQuartermaster andtheAdjutant organize anexpeditionaryforce –HongKong –the L Dexter duringthehearingshostedbyChiefJustice writinginaletterG/ Grant toJohn Dexter(journalist and thedept.” (Berton2001,337) in suchahurryexcept tomake anamefor themselves Department weresoanxioustosendthementheydid to understandwhy thepeopleofDefence F/ February 1948–Kinginhisdiary“never beenable evidence thathehad.” (Berton2001,336) to crossthePacific.” AsBertonwrites–“Thereisno the decision–“[I]strenuouslyopposedsendingtroops E/ King,writingin1948,sanitizedhisinvolvement in tions.” seas servicenecessaryinordertomeetoutobliga- of conditionswhichwouldmake conscriptionfor over- ther commitmentwouldnotcontributetothecreation stood thatthetroopswereavailable andthatthisfur- the issueofconscription–“Itmustbeclearlyunder- D/ Mackenzie King’s primeconcerninthedecisionwas reality bethemosteffective.” ’(Vincent1981,31) ment whethertheCanadianactionsuggestedwouldin the Canadiangovernment canform theirownjudge- same timehaving theinformation inquestion,sothat Canadian actionwouldbemosteffective withoutatthe ply getsuggestionsfromtheBritishastowhat British andAlliedgovernments. Itisnotenoughtosim- able ofthewar operations plannedorintendedbythe should have muchclearerinformation thanisyet avail- C/ King–September5,1941‘“TheGovernment yman Duff) –“Ontheoneoccasionwhenwehadto yman Duff) as disorganizedconfusion. Nobody was prepared for LESSON FIVE THE FATEFUL CANADIANDECISION 4. scare theJapaneseoff. event ofanattack, anincreasedshowofforce might little dangerofaJapaneseattack, and,intheunlikely Sir Robert Brook-Popham) andChurchillthatthereis vinces theWar Office (inparticular, AirChiefMarshall 3. July, 1941-Grassett travels toEnglandandcon- period oftimeagainstvirtuallyany Japaneseforce. would enablethemtoholdthecolony for anextended tional regimentortwoprovided theHongKong garrison thatanaddi- Canadian CGS, (ChiefoftheGeneral Staff) son, informally tellshisoldfriend,HarryCrerar, then retired ascommander-in-chief oftheHongKong garri- 2. July, 1941–Major-General A.E.Grassett, having had fewer troopsthere….” ought tobereducedasymbolicscale….Iwishwe 7. This isthebasisfor theCanadiandecision. support thefour Britishbattalions garrisonedthere. Canada send“oneortwo”battalions toHongKong to 6. September19,1941–Britainformally requeststhat be willingtosupplythem. f additional battalions for theHongKong garrisonand Staff, Major-General Grassett arguesinfavour oftwo 5. September4, 1941–At ameetingoftheChiefs of and naively acceptsthealteredattitude. quickly andas secretlyaspossible. officials believe itisnecessary toorganizetheforce as 10. Becauseoftheinternational situation,Canadian Grenadiers fromtheWest – appearhighlyconvenient. Ro and Jamaica.Thegeographical andethnic balance–the battalions justbackfromsimilardutiesinNewfoundland tined for theEuropeantheatre.Rather, they choosetwo son duty, decidenottoexpendtwotrained battalions des- would beengagedinnothingmorestrenuousthangarri- 9. Canadianauthorities,believingthatthebattalions talions. 8. October2,1941–Canadaagreestosendtwobat- nitely take thison.” senior army officer) notesthatCanada“shoulddefi- General Staff andCanada’s chiefmilitaryadvisorand or thefirsttimeinwritingsuggeststhatCanadawould

y Prime MinisterChurchillreverses hisearlierposition Major-General H.D.G. “Harry”Crerar (Chiefofthe al RiflesfromFrenchCanada andtheWinnipeg 11. Canadian HQ labels the two battalions as “in need crammed aboard the Awatea’s escort, the CNR’s mer- of refresher training or insufficiently trained and not chant cruiser, Prince William. recommended for operations.” (Berton 2001, 337) 17. Neither vessel can carry the expedition’s transport 12. In “an atmosphere of incredible confusion” the – 212 vehicles. Only 20 “priority vehicles” are shipped army hastily organizes a force of 1,975 infantry sol- cross-country from Montreal to Vancouver in the hopes diers. (Berton 2001, 337) that they can be crammed aboard the Awatea. The order for the rest of the vehicles is simply cancelled. 13. October 16, 1941 - The situation in the Far East changes for the worse. The Japanese government is 18. October 28, 1941 -The twenty “priority vehicles” replaced by the war party under the leadership of the arrive in Vancouver the day after the expedition has highly aggressive Hideki Tojo. The U.S. put its Pacific departed. forces on immediate alert. Canada does nothing. 19. October 28, 1941 – Mackenzie King, speaking in 14. October 24, 1941 – Two cables from the Canadian Ottawa, says that “any day we may see the Pacific office in London indicate growing concern about events Ocean as well as the Atlantic the scene of conflict.” But, in the Pacific. One advises an armed cruiser escort for as Berton notes, “nothing was done.” (Berton 2001, 339) the Awatea “in view of the altered circumstances.” 20. November 4, 1941 - Eventually all the support 15. October 27, 1941 – The contingent sets sail. It is equipment is loaded onto an American freighter that discovered that fifty-one soldiers who should have sails for Hong Kong. However, it never arrives, having been on board have deserted, and that there are been diverted to the Philippines after the attack on twenty-three soldiers on board that should not have Pearl Harbor. been. They have been added as reinforcements, even though another battalion has rejected them as med- 21. December 15, 1941 – Defence Minister J. L. Ralston ically unfit. becomes aware of the equipment fiasco for the first time.

16. The Awatea is not large enough to carry the entire 22. The two battalions are told of their final destination contingent. One hundred and fifty men have to be only after they leave Hawaii.

Hong Kong on Nov. 16, 1941: Canadian sol- diers marching to their barracks at Sham Shui Po, after debark- ing from the H.M.C.S. Prince Robert (Public Archives C-49744)

LESSON FIVE THE FATEFUL CANADIAN DECISION 25 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 26 7, 27. December18,1941–Japanesetroops,numbering refuse further Japanesedemandsfor surrender. 26. December17, 1941–BritishandCanadiantroops surrender. K 25. December13,1941–TheJapanesetake the - TheJapaneseattack. 24. December8,1941(December7inNorthAmerica) K latter largelyfromGeorge DrewoftheOntario 31. Becauseofthepublicandpoliticalpressure– death. beds andthenursesarerepeatedlyraped, oftento seventy woundedallied troops arebayoneted intheir being usedasahospital,thereisterriblemassacre 30. December25,1941–At St.Stephen’s College, colony takes placeat3p.m. onChristmasDay. 29. December25,1941–Theofficial surrender ofthe the island. W Canadian BrigadierJ.K. Lawson’s headquarters at 28. December19,1941–TheJapanesecapture pitch-black conditions. 23. November 16,1941–The owloon peninsula,andmake theirfirstdemandsfor ong.

ong NeiChongGap, acriticallocationintheheartof 500 men,attempt alanding on HongKong islandin Awatea LESSON FIVE docks atHong THE FATEFUL CANADIANDECISION f indicate thattheMaltbyreporthadbeenwatered down of October24, 1941fromLondon.Further, hedoesnot either theincriminatingDrewletter orthetwocables evidence inParliament. However, he doesnottable 35. In1948–KingtablesHongKong information and out. K Canadian troopsshouldnever have beensenttoHong in 1941,says thatbecauseoftheirlacktraining, the protests. Maltby, whowas incommandHongKong finally released,raises morepublicandpolitical cial report,written in1946totheBritishWar Office and 34. January, 1948 –MajorGeneral C.M.Maltby’s offi- Berton 2001,348) incompetence hadbeenhiddenfromthepublic.” ‘ “evidence ofinexcusable blundering,confusions and public have arighttoknowwhatdidtake place…” and out intheevidenceweresoblood-curdlingthat Drew alsowritesinTheGlobe–‘“Actual facts brought Commissioner’s findingsdidnotmatchtheevidence. a thirty-two-page letter outliningwherethe 33. July11,1942–GeorgeDrewwritesMackenzie King clear whitewash.” (Berton2001,347) first time.Hearingslasttwenty-two days andare”a 32. March2,1942–TheCommissionmeetsfor the L tigation headedbyChiefJusticeoftheSupremeCourt Conservative Party –Kingcallsacommissionofinves- or politicalreasons. yman Duff. ong whenitwas obviousthatwar was abouttobreak LESSON SIX

THE COMING OF WORLD WAR II

SUMMARY / OVERVIEW

The actual battle for Hong Kong was many things - short, intense, disorganized, and tragic. For a number of reasons, the 1,975 Canadian troops were thrown into an impossible situation. Virtually every aspect of military planning and strategy worked against them. They were badly out-numbered, ill-equipped, and poorly trained. If that was not bad enough, their lead- ers were motivated by racist assumptions about the inferiority of the enemy being faced. And finally, against this backdrop, the Canadian troops were ordered to hold an indefensible position. The result was as tragic as it was inevitable – complete defeat.

British intelligence estimated the Japanese strength at about five thousand troops with little artillery support. In reality, the number was ten times that many. In addition, they were battle-hardened troops with con- siderable fighting experience. And they were fully equipped. Poor planning had resulted in none of the 212 Canadian military vehicles that had been included ever arriving in Hong Kong. The two battalions select- ed, the Royal Rifles and the Winnipeg Grenadiers, had been on garrison duty, in Newfoundland and Jamaica, respectively. They had absolutely no combat training or experience, and, in fact, had been labelled “unfit for combat” by the high command. The Canadian authori- ties, deciding that time was of the essence, hastily assembled these troops with very minimal experience. Many had less than five weeks training and several could not even fire a gun. The Allied leadership oper- ated under racist notions about the fighting ability of the Japanese. They believed them to be inferior fight- ers, unable to see at night, and afraid of the water. As events would sadly prove, nothing could have been fur- ther from the truth. The Japanese troops fought with a

LESSON SIX THE BATTLE FOR HONG KONG 27 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 28 writing inarecentlypublishedbook, sequences onthehardgroundofreality. PierreBerton, high commandplay outwithdevastating humancon- Hong Kong. Suchdecisionsmadeinboardroomsbythe the resultsofCanadiandecisiontosendtroops this lesson,studentswillunderstandandappreciate them, particularlyinwartime, arefar moreserious.In However, theconsequenceswhengovernments make Everybody makes mistakes, includinggovernments. sible task. island ofHongKong. Thatwouldprove tobeanimpos- ter ofdays, thegarrisonwas forced totryholdthe position onthepeninsulaaroundKowloon fell inamat- savage fury andafearless dedication.OncetheAllied sible situation. courage ofthoseCanadiantroopssentintoanimpos- succeeding generations fail toknowandapplaudthe were sentanyway.” Thegreatertragedy may wellbeif British cynicismandCanadianthoughtlessness,they outpost ofHongKong –butthroughacombinationof troops shouldhave beendespatchedtothedoomed sentiments. “Therewas noreasonwhy Canadian blatantly foolish enterprise.” CarlVincentechoes his War Granatstein Forged inFire, Nation 45, A area frompage the HongKong Overview Mapof Opposite page: page 12 V Military History, Canadian POSITIONS: of TROOP T erry Coppmap ol. 10,No.4– , calledtheentireenterprise“atravesty…[and] a Marching as to as Marching LESSON SIX THE BATTLE FORHONGKONG tity andquality ofinformation obtained.Whichway is 4. time withaudio. Have studentsaddtotheirnotes. 3. Rewind thetapeandshowexactsame clip, this what theysee. on muteandhave studentstake notessolelybasedon 2. Thefirsttimethevideoclipisshown,putVCR of theactualfighting. McKennas’ “A Savage Christmas”thatdepictsthestart 1. Showatwelve tofifteen-minuteclipfromthe • • • • • • to increasestudents’senseofempathy to have studentsimprove theirmapanalysisskills to have studentsunderstandthehumansideofwar to have studentsimprove theirmedialiteracy skills play outinreality to have studentsappreciatehowdistantdecisions of HongKong to increasestudents’knowledgeoftheactualbattle

At

this point,have studentsanalyzeboththequan- TEACHING ANDLEARNINGSTRATEGIES AIMS ANDOBJECTIVES LESSON SIX THE BATTLE FOR HONG KONG 29 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 30 Battle ofHongKong? Explain. v 2. What,inyour mind,was thesinglegreatestdisad- erally speaking,muchbetter knownthanHongKong? larities? Whatarethedifferences? Why isDieppe,gen- Dieppe. Is thatafair comparison?Whatarethesimi- much better-known Canadianmilitarydisaster – 1. TheBattle ofHongKong has beencomparedtoa b. a. Itiswar’s endandyou arereturning toCanada.You ing positions: 7. 1941. lines each)fromDecember19,1941to25, are towritedailyintelligencebriefings(maximumthree tled Granatstein/Morton mapfrompage45of thetextenti- map thatdepictstheactualfighting(the 6. Thenprovide studentswithasecond,moredetailed w account [landelevation, Japaneseposition,locationof What considerations wouldhave tobetaken into where andhowmany troopsaregoingtobedeployed? dents deviseanAlliedmilitarystrategy (i.e., Howand Tr ”containsamaptitled“HongKong: of Terry Copp’s article,“TheDefence ofHongKong, 5. Mapanalysis.Beginwithanoverview map. (Page 12 video (orjustaudio)? had bothvideoandaudiothesecondtimejust the processhadbeenalteredsothatfirstviewing viewing? Whatdoyou think wouldhave happenedif obtain more–andbetter –information onthesecond better? Why? Canyou suggestotherreasonswhy you antage faced byCanadiantroopsattheoutsetof ater, defensible sites,weather, equipment…etc.]?.

oop Positions.”) Ingroupsofthreeorfour, have stu- to your grandchildren. are writingaletter ofyour impressionsandfeelings have returnedtothebattlefields ofHongKong. You died inthedefence ofHongKong. are writingaletter tothefamily ofacomrade who Imagine thatitismorethansixty years laterandyou Have studentsputthemselves inoneofthefollow- A Nation Forged In Fire In Forged Nation A THOUGHT, DISCUSSION,RESEARCHQUESTIONS ). Individually, thestudents LESSON SIX THE BATTLE FORHONGKONG summary reportoftheBattle ofHong Kong. investigator. Your taskistowriteaone-pageexecutive 15. You have beenappointedchiefCanadianmilitary either fromtextsortheInternet. 14. CreateacollageofHongKong visuals,obtained about CanadiansoldiersinHongKong. Canada’s pastandtellingastoryinsong.Write asong becoming wellknowninCanadafor takingevents from 13. SongwriterssuchasMike Ford andJohn Spearn are and your feelings. place. Write aletter homeexplainingyour predicament minutes before oneofthosetwoeventualities takes will bekilledoryou willbetaken prisoner. You have ten hopeless struggle.You have twooptions.Eitheryou hold Wong NeiChongGap, butyou realizethatitisa 12. Imaginethatyou areaCanadiansoldiertryingto would you wordthattelegram? f writing thewordingfor thetelegram thatissentto 11. Imagineyou arethemilitaryofficer inchargeof Can you suggestreasonsfor thatposition? pers wroteatthetime.Whatpositiondidtheytake? 10. Research whatcontemporary Canadiannewspa- well-trained combattroopshadbeensent? ent hadthetroopsbeenproperlyequipped?Whatif 9. Doyou thinktheoutcomewouldhave beendiffer- 8. Whatwas thesignificanceofWong NeiChongGap? crossing Lye MunPassage? Explain. 7. W 6. HowmighttheCanadiantroopshave heldKowloon? render earlier? 5. Shouldthealliedtroopshave beenallowedtosur- or why not? 4. 3. Research theroleplayed byJohnOsborn. amilies ofsoldierskilledinactionHongKong. How

as itpossible?Explain. W Could theJapanesehave beenprevented from as thedefeat oftheAlliedsoldiersinevitable?Why, LESSON SEVEN

SURVIVING THE PRISONER-OF-WAR CAMPS

SUMMARY / OVERVIEW

The great Russian novelist, Leo Tolstoy, once sagely noted that the best way to judge the degree of civiliza- tion of any society was to visit its prisons. For the 1,685 Canadian survivors of the Battle of Hong Kong, this telling indictment speaks not only of the barbarity of the camps but also of the prisoners’ incredible will to survive. Imprisoned by their Japanese captors in prisoner-of-war camps at on and at Sham Shui Po on Mainland China, the Canadians were forced to endure conditions that could rightly be described as horrific and horrendous. Exhausted from battle, many wounded, they were hoping for the best. What they faced was unknown, but the Geneva Conventions that set out humane rules for the treatment of prisoners gave them some cause for hope. Three and a half years of brutal captivity proved just how illusory those hopes were, and the accuracy of Tolstoy’s reflection.

The Japanese violated the Geneva Conventions with impunity. They set their captors to work – in mines, on the docks, and constructing an airport – all in direct vio- lation of the rules regarding the treatment of prisoners of war. Nevertheless, having to work for the Empire of the Rising Sun may well have been the most minor of the Japanese infractions. Not only did the Japanese work their prisoners cruelly, the conditions in which they were kept were inhumane. Food rations were meagre – often only a small bowl of rice. The huts in which they had to live were rat infested, dark, with no heat. The prisoners were forced to sleep on wooden planks or a cement floor. Given their already weakened conditions, the hard work, and the lack of adequate medical care, diseases were rampant through the camps. Dysentery, thyroid problems, diphtheria, wet beri beri, and dry beri beri (hot feet) infected all but a small handful. Drugs

LESSON SEVEN SURVIVING THE PRISONER-OF WAR CAMPS 31 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 32 research period. Theirspecifictaskisto listtheexact 2. Studentsshouldbetaken intothelibrary for a noted intheirbooks. ment ofprisonerswar. Thisinformation should be locate whattheconventions stipulate aboutthetreat- search for “theGeneva Conventions.” Theyshould 1. For homework,have studentsconductanInternet • • • • • • • to commemorate theirstruggle. them agreatdisserviceifwefail eithertorememberor ment totheindomitablehumanwillsurvive. We do empathize withwhatthesemenendured.Itisatesta- This lessonseekstohave studentsunderstandand survive typically lostalmosthalfoftheirbodyweight. one. For example,thosewhowerefortunate enoughto lenge inthis“hellonearth,” althoughavery different through thebattle, butnowtheyfaced anotherchal- came toenvy theirfallen comrades. Theyhadcome f buried orcrematedintheFar East.Thesoldierswhohad 1,975 soldierswhooriginallysailedtoHongKong were ber diedinthePOWcamps.Intotal,554soldiersof been executed bytheJapanese,almostsamenum- w The campswere,inshort,alivinghell.casualty rate others executed. on theblackmarket. Someprisonersweretorturedand saved lives werestolenbycampcommandersandsold that mighthave alleviatedsomeofthesuffering and ought bravely andsurvived thefighting,insomeways to have studentsimprove theirmedialiteracy skills papers to have studentswrite persuasive letters and/or to have studentsimprove theirorganizationalskills the POWcamps to have studentsempathizewiththosewhowerein to have studentsimprove theirresearchskills of theissueJapanesePOWcamps to have studentsexaminetheethicalandlegalsides the JapanesePOWcampswerelike to have studentsunderstandwhattheconditionsin as high.While290soldiershaddiedinbattle orhad TEACHING ANDLEARNINGSTRATEGIES AIMS ANDOBJECTIVES LESSON SEVEN SURVIVING THEPRISONER-OF WAR CAMPS .Write aletter toKofi Annanatthe UnitedNations d. Write a letter tothepresentCanadiangovernment c. b. Write anupdatedversion oftheGeneva Conventions a. could dooneofthefollowing: 9. Asapossibleresearchextensionactivity, students have anopportunity towritehis/herverdict. conclusion oftheirpresentations,thejudgeshould should have timeto preparetheirlegalbrief. At the 8. Conductthelegaltrialingroupsofthree.Bothsides guilty ofcrimesagainsthumanity. ment ofprisonerswar andshouldtherefore befound of theGeneva Conventions astheypertaintothe treat- knowingly andwilfully violatethetermsandconditions ment: thatmembersoftheJapaneseEmpiredid judges. Theywilllegallyarguethefollowing indict- defense attorneys; one thirdwillplay theroleof third willactasprosecutors;one 7. lyze why theconditionswereas dreadful astheywere. list ofcampconditions.Aswell,theyshouldbegintoana- 6. Asstudentsviewthevideo, theyshouldaddtotheir Rising Sun.” either from“A Savage Christmas” or“Slaves ofthe 5. Return totheclassroomandshowabriefvideoclip, work, legal,illegal,etc., aresomeofthepossibilities.) zation structure.(Medical,nutritional,punishment, they shoulddevisetheirownclassificationandorgani- 4. or theRoland book. read orphotocopyanexcerpt fromeithertheMcIntosh 3. Ifsourcesaredifficult toobtain,theteachermight sources, aswellmoregeneral references. McIntosh’s Japanese camps.Two ofthebestsourcesareDave conditions experiencedbytheprisonersofwar inthe Canadian Prisoners of the Japanese During World War World During Japanese the of Prisoners Canadian Day: Prisoners of War in Hong Kong and Japan, 1941- Japan, and Kong Hong in War of Prisoners Day: II 1945

expressing concern over whattranspired inthe expressing supportfor theCanadianPOWs. II campsanddemandingredress. expressing concernover whattranspired intheWW Wr (related tothetreatmentofPOWs.) and CharlesG.Roland’s As studentsnotetheconditionsinPOWcamps, The classshouldthenbedividedintothirds.One . Studentscouldsearchtheseandotherpertinent ite aletter tothecurrentJapanesegovernment Hell on Earth: Aging Faster Aging Earth: on Hell Long Night’s Journey Into Journey Night’s Long , Dying Sooner, Dying MEDICAL HISTORY SHEET

CORRIGAN L.B. Lieut. The Winnipeg Grenadiers Born: Nov. 11, 1911

Weight: 1941: 195 lbs. Oct. 1943: 140 lbs. July 1945: 160 lbs.

General remarks on 22.5.45:

From To Disease Remarks and Result Treatment Med. Off.

24.12.41 Sword wound Right hand - NIL -

8/42 Fever - Aspirin Capt. Reid R.C.A.M.C.

12/42 Beri beri Oedema feet & ankles disturbed sensation B1 Injts. -do-

9.2.43 6.3.43 Malaria B.T. - Quinine Major Course Crawford R.C.A.M.C.

8.7.43 B avitaminosis Numbness both feet & legs halfway to knee B1 Injts. -do-

31.8.43 I.A.T.L. fot. - Heat -do-

18.9.43 29.1.44 Dysentary amoebic - Emetine. E.B.I. Capt. Gray Enterovioform R.C.A.M.C. Yatrin. Major Swyer Major Anderson

14.2.44 B avitaminosis. Sore tongue. Tharyngitis: Local. Maj. Crawford

9.3.44 24.3.44 Peptic ulcer. Complicated by Diet. Alkalis. diarrhoea, Scabies: Scrubs. -do-

6.9.44 B avitaminosis No complaints Wt. 168 Vision R.20/20 L 20/20 Vit. Capsules -do-

21.9.44 29.944 Sprain L. intercostal muscle. Chest binder -do-

15.1.45 18.1.45 Injury Cut L eyebrow 1 stitch -do-

10.6.45 26.6.45 Malaria B.T. - Quinine gr. Capt. 30d. 8d. Strahan

3.7.45 Peptic Ulcer Epigastric pain gr. Rice diet & eggs

LESSON SEVEN SURVIVING THE PRISONER-OF WAR CAMPS 33 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 34 4. ers ofwar shouldbeaccorded. 3. Write outalistofminimalconditionsthatallprison- Third Reich? Why, orwhy not? sidered analogoustothoseofthecampsNazi 2. CouldtheconditionsinJapanesecampsbecon- Strategies section. research extensionactivitieslistedinTask 9ofthe 1. Studentsshouldberequiredtowriteoneofthe f. Write aletter totheInternationalCourtofJusticeat e. 7. Under whatconditionsandcircumstancesdoesitappear? to survive.” Whatisit?Why dosomepeoplepossessit? 6. People sometimesspeakof“theindomitablehumanwill y 5. Write aletter oraseriesofdiaryentriesimagining tions intheJapanesePOWcampsweresobrutal? ourself asaCanadianPOWintheJapanesecamps.

Imagine thatitissixty years laterandyou aremeet- expressing supportfor theCanadianPOWs. Wr POWs. The Hagueexpressingsupportfor theCanadian WWII campsanddemandingredress. Causal analysis–Why doyou thinkthatthecondi- ite aletter totheeditorofyour localnewspaper THOUGHT, DISCUSSION,ANDRESEARCH LESSON SEVEN SURVIVING THEPRISONER-OF WAR CAMPS Is accorded theCanadianPOWsinJapanesecamps. Japanese CanadiansinCanadawiththetreatment 9. Compareandcontrast theinternmentof the brutalcampconditions?Why? have triedtoescapeorwouldyou have triedtoendure were perhapsoneinahundred,orworse,wouldyou 8. Knowingthatthechancesofasuccessful escape questions wouldyou ask? would your feelings andattitude be?Whatsortof ing oneofyour former Japaneseprisonguards.What prisoner-of-war camps? should derive fromtheexperienceofJapanese 14. Whatisthemajor“lessonofhistory”thatwe How? the punishmentbe?Explain.Whoshouldenforce it? regulations regardingprisonersofwar, whatshould 13. Ifevidenceisuncovered thatacountryviolatedthe who isitandwhatshouldtheirpunishmentbe? the JapanesePOWcamps?Ifnot,why not?Ifthereis, 12. Is theresomeonetoblamefor whattranspired in Japanese campsofWorld War II? contemporary, Howdotheycomparewiththe 11. Research otherPOWcamps,bothhistoricaland Canadian POWswhosurvived thecamps. 10. Write apoemorsonginpraise ofthespirit

it afair comparison?Why, orwhy not? Japan labour campsin various slave POWs enrouteto other Allied Canadian and August of1943: Kobe, Japanin LESSON EIGHT

COMING HOME AND THE ISSUE OF COMPENSATION

INTRODUCTION/OVERVIEW

The great American writer, Thomas Wolfe, entitled one of his novels You Can’t Go Home Again. He intended it in another sense but it is no less appropriate for sol- diers returning home from war. “Coming home” from any war is a difficult and often traumatic experience. For Canadian soldiers, returning from Hong Kong was traumatic, and more so. These survivors most certain- ly felt a myriad of emotions – relief, guilt, confusion, euphoria, frustration, and bitterness. And they were the lucky ones. Close to six hundred soldiers of the original contingent, almost one-third, never returned.

Those Canadian soldiers who did come home were scarred, in many cases permanently. There were the evident physical wounds with which they returned. Many were emaciated, having lost close to half of their normal body weight. That was not altogether surpris- ing, given the fact that they were conscripted labour in the POW camps and fed meagre rations. Most returned with a number of different ailments and diseases. Decades of medical treatment in Canada would allevi- ate some, though scarcely all of them. The over- whelming majority of returning Hong Kong veterans would endure a lifelong variety of medical problems, from hearing and sight loss to intestinal and digestive difficulties.

As serious as their physical challenges were, they paled in comparison to their emotional and psycholog- ical difficulties. They had to be demobilized and re- integrated as civilians. They had to struggle to get their lives back in order. They had to return to school, get a job, and make a living. They had to relate to family and friends after having been profoundly changed by their Hong Kong experience. They had to cope with the

LESSON EIGHT COMING HOME AND THE ISSUE OF COMPENSATION 35 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 36 pensation side. while theotherhalfshould noteprooffor theanti-com- evidence thatsupportsthe claimfor compensation should take noteson thevideo. Onehalfshouldrecord 2. Priortoviewing,divide theclassinhalf. Eachside the War Ampsseries V 1. Beginbyshowingthevideo“Canada’s Hong Kong • • • • • • POW’s widow, afterthe Japaneserefusal todoso. sation of$24,000 toeachsurvivingHongKong POW, or bying, thattheCanadiangovernment granted compen- December, 1998,afterconsiderable pressureandlob- with muchdispatchorintegrity. Itwas onlyin redress it.Unfortunately, neithergovernment hasacted government was admitting awrongandattempting to nized theirsuffering, aswellproofthattheJapanese would beevidencethattheirowngovernment recog- w acknowledged, andnotbetoforgotten. Compensation of theiceberg.Theywanted toberecognized, the violationoftheirrights.Butthatwas merelythetip endured, andfor whattheyhadsuffered, aswellfor that theyshouldbecompensatedfor whatthey had sation. Certainlytherewas thefinancialaspecttoit, And finally, theyhadtodealwiththeissueofcompen- a devastating reality andcondition. exist asatermbackthen.Butitcertainlydid not. Post- traumatic stressdisorder(PTSD)didnot sense ofguiltthattheyhadsurvived andfriendshad eterans: TheCompensation Story”, whichispartof ulate anddevelop itinawritten fashion to have studentsadoptanethicalposition,andartic- responsibility, and compensation to have studentssensitively judgeissuesofguilt, to have studentsdetectandanalyzebias to increasestudents’medialiteracy skills Hong Kong veterans to have studentsattempt toempathizewithreturning of thesituationreturningHongKong veterans to increasestudents’awareness andunderstanding as averification ofallthosethings.Inaddition,it TEACHING ANDLEARNINGSTRATEGIES AIMS ANDOBJECTIVES Never Again! Never LESSON EIGHT COMING HOME ANDTHEISSUE OFCOMPENSATION respective bodytowhichtheyareresponding. personal responsethattheymightactuallymailtothe (thesis) ofeachpassage,andthentowriteareasoned section. Theirassignmentistoidentify themainidea students readthearticlescontainedinResources 8. For homework(orifany timeremainsinclass) have page inlength. should besuccinctandconcise,nomorethanone Japanese Diet(thelegislative assembly).It delivered to eithertheCanadianParliament orthe their newlyadoptedposition,thattheymighthave 7. must nowbecomesupportive ofcompensation. had beenrecordingargumentsagainstcompensation now becomeopposedtocompensation.Thosewho recording argumentsinfavour ofcompensationmust 6. Reverse roleswithintheclass.Thosewhohave been “the facts speakfor themselves”? about peopleclaimingthattheyhave “nobias”orthat issue? Why, orwhy not?Sowhatdoesthattellyou Is it? Why mighttheproducershave thatparticularbias? 5. Have studentsidentify thebiasofvideo. Whatis of eachpointmade. so, have studentsevaluate thestrengthandlegitimacy arguments for andagainstcompensation.Asyou do 4. show onlyshortclipsofthevideo. either plantocompletethislessonover twodays, or 3. Theentirevideoisalmostanhourinlength,so reparation for suchdamage andsuffering andatthe if itistomaintainaviable economy tomake complete that theresourcesofJapan arenotpresentlysufficient by itduringthewar. Nevertheless, itisalsorecognized the AlliedPowers for thedamageandsuffering caused It isrecognizedthatJapan shouldpay reparations to 14 [a]) BC From theSanFrancisco Peace Treaty of1951(Article 1931-1945, Pacific Asia the in Rights Human From Resource Guide for Teachers for Guide Resource

it possibletopresentatrulyunbiasedaccountofthis R Students aretopresentalegalbrief, representing eassemble theclassandrecordonblackboard RESOURCES same time meet its other obligations. From Article 1 of the Convention From the San Francisco Peace Treaty of 1951 (Article 14 [b]) No statutory limitation shall apply to the following crimes, irrespective of the date of their commission: Except as otherwise provided in the present treaty, the Allied Powers waive all reparation claims of the Allied a. War crimes as they are defined in the Charter of the Powers, other claims of the of the Allied Powers and International Military Tribunal, Nuremberg, of 8 August their nationals arising out of any actions taken by 1945… for the protection of war victims. Japan and its nationals in the course of the prosecution b. Crimes against humanity whether committed in time of the war, and claims of the Allied Powers for direct of war or in time of peace as they are defined in the military costs of the occupation. Charter of the Inter-National Military Tribunal, Nuremberg, of 8 August 1945… even if such acts do From the General Assembly of the not constitute a violation of the domestic law of the (Resolution 2391 [XXIII] of November 26, 1968) – country in which they were committed. Preamble Japan’s Responses to the Issue of Compensation Noting that the application to war crimes and crimes against humanity of the rules of municipal law relating 1. Japan paid compensation to the military and civilian to the period of limitation for ordinary crime is a mat- prisoners of war of the Allied Powers in accordance ter of serious concern to world public opinion, since it with treaties between countries. Examples of compen- prevents the prosecution and punishment of persons sation paid out include: responsible for those crimes. • One dollar, fifty cents for each imprisoned day paid to Recognizing that it is necessary and timely to affirm in the former imprisoned Canadian Hong Kong veterans international law through this convention the principle • Seventy-six pounds to each British military prisoner of that there is no period of limitation for war crimes and war and about forty-eight and one-half pounds to each crimes against humanity and to secure its internation- adult civilian internee al application. • One dollar (US) for each day of internment for the

Group of Canadian and British prison- ers: Awaiting liberation by landing party from H.M.C.S. Prince Robert (Public Archives Canada PA – 114811)

LESSON EIGHT COMING HOME AND THE ISSUE OF COMPENSATION 37 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 38 Individual Apologies together. the way toafuture thatallowsallhumanbeings tolive join handswithothernations oftheworldandtopave eternal peaceenshrinedintheConstitutionofJapan, to This Houseexpressesitsresolve, underthebannerof to buildapeaceful internationalsociety. the pastandlearnhumblylessonsofhistoryso as We remorse. Members ofthisHouseexpressasensedeep peoples ofothercountries,especiallyinAsia,the acts inthepast,inflictingpainandsuffering uponthe world, andrecognizingthatJapancarriedoutthose and actsofaggressioninthemodernhistory Solemnly reflectingonmany instancesofcolonialrule ov to thosewhofell inactionofwars andsimilaractionall W On theoccasionof50thanniversary oftheend The HouseofRepresentatives resolves asfollows: fiftieth anniversary oftheAsia-Pacific War. P w A NoWar Resolution thatexpressedJapan’s apology Japan’s Position ofApology government. claim further compensationdirectlyfromtheJapanese states, individualprisonersofwar have nolegalrightto P own citizens’righttomake claims(Article14[b]ofthe San Francisco Peace Treaty hadagreedtowaive their 3. Thegovernments, includingCanada,whosignedthe atrocities thatwerecommitted solongago. Wa fifty years haspassedsincetheendofAsia-Pacific responsibility ofthemostseriouscrimes.Morethan date (statutorylimitation)isfifteenyears for legal 2. AccordingtoJapan’s domesticlaws,thelegalexpiry fifty cents(US)for childinternees United Statesmilitaryandcivilianprisonersofwar and arliament) in1995.Thiswas tocommemorate the eace Treaty). Sincetreatiesgovern relationsbetween as adoptedbytheLowerHouseofDiet(Japanese orld War II,thisHouseoffers itssincerecondolences er theworld. r,

must transcend differences over historicalviewsof

so Japanhasnolegalobligationtothevictimsof LESSON EIGHT COMING HOME ANDTHEISSUE OFCOMPENSATION difficult experience? Justify your answer. today, doyou thinktheywouldhave aneasierormore 3. Ifthosesameveterans weretoreturnCanada not? theatres ofconflictduring World War II?Why, orwhy it any moredifficult thanreturningveterans fromother 2. Doyou thinkthatreturningHongKong veterans had in rank orderbeginningwiththemostdifficult problem. ans. Ifthatreturningveteran hadbeenyou, putthem lenges faced byreturningCanadianHongKong veter- 1. Compilealistofproblems,difficulties, andchal- abroad, ofthathistory. of profound mourningfor allvictims,bothathomeand my here onceagainmy feelings ofdeepremorseandstate humility, theseirrefutable facts ofhistory, andexpress mistake bemadeinthefuture, Iregard,inaspiritof larly tothoseofAsiannations.Inthehopethatnosuch and aggression,thepeopleofmany countries,particu- people inafateful crisis,and,throughitscolonialrule along theroadtowar, onlytoensnaretheJapanese Japan, following amistaken nationalpolicy, advanced …During acertainperiodinthenottoodistantpast, those countries…. and elsewhere;rapid expansionofexchanges with between JapanandtheneighbouringcountriesofAsia historical researchintotherelationsinmodernera Initiative, whichconsistsoftwoparts:supportforn launched thePeace, FriendshipandExchange Guided bythisconviction, theGovernment has all countriesbasedondeepunderstandingandtrust. more thananything else,thatwefoster relationswith region –indeedintheentireworlditisnecessary, countries, toensuretruepeaceintheAsia-Pacific hands, especiallywiththepeoplesofneighbouring the errorsinourhistory. Ibelieve that,aswejoin generations thehorrorsofwar, sothatwenever repeat blessings ofpeace.Ourtaskistoconvey toyounger dance, wetendtooverlook thepricelessnessand Now thatJapanhascometoenjoy peaceandabun- Minister Murayama Tomiichi given onAugust15,1995. apology. Arguably, thebestknownisthatofPrime Japanese dignitarieshave offered theirownindividual

heartfelt apology. Allowmetoexpressmy feelings DISCUSSION/HOMEWORK/RESEARCH QUESTIONS 4. How would you assess and describe the Canadian 9. Victims of wrongful legal convictions, for example government and people’s reaction and response to the Donald Marshall, have received compensation pack- returning Hong Kong veterans? Can you suggest rea- ages in excess of $1 million . Can that be justified? Can sons for it? the $24,000 for the Hong Kong veterans be justified?

5. What exactly is compensation? How is related to but 10. If you had been a Hong Kong veteran, what would different from an apology? you demand? How would you go about trying to get it?

6. Should a later government apologize and offer com- 11. Write a response to either the Japanese Diet or pensation on behalf of the actions of an earlier gov- Prime Minister Tomiichi. ernment? Why, or why not? Are there dangers in doing so? Are there dangers in not doing so? 12. There have been several other claims for compen- sation, either in war time or peacetime. Research one 7. If the compensation is to be financial, how does (or of them and evaluate the strength of the claim. should) a government go about computing it? What factors should be involved? 13. Do you think that a more generous compensation package, settled sooner, would have brought more of 8. In 1988, the Canadian government paid surviving a sense of closure to Hong Kong veterans? Why, or why Japanese Canadians who had been interned in camps not? Explain. in Canada $20,000. Do you think that was justified? Based upon that decision, what do you think of the 14. From the perspective of the issue of compensation government’s decision to offer $24,000 to Hong Kong for Canadian Hong Kong veterans, do you think that the POWs or their widows? Can you equate suffering? law is invariably right, fair, and ethical? Why, or why not?

LESSON EIGHT COMING HOME AND THE ISSUE OF COMPENSATION 39 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 40 ONE SOLDIER’SSTORY LESSON NINE LESSON NINE ONE SOLDIER’S STORY counsel. Bydoing so, not onlydoweacknowledge and would bewelladvisedto heedbothhiswordsand thoughts andfeelings. For anumberofreasons,we v and why itremainsimportant.Heisthe livingface and on whathappenedinHong Kong, why it happened, view, Mr. MacDonelloffers hisinsightsandperceptions course ofarambling, yet incisive andrevealing inter- This lessonadoptsajournalisticapproach.Inthe fu has becometheirarticulatevoice. Inthatway heis never returned,allhadastorytotell.Mr. MacDonell and mentally, backtogether, aswellthosewho Hong Kong experienceandputtheirlives, physically who camehomeandtriedtocomegripswiththeir third ofthemnever returned.Every oneofthem,those neyed toHongKong inthefall of1941.Nearlyone- One thousandninehundredseventy-five soldiersjour- prisoner-of-war camps. fe died intheBattle ofHongKong andtothosewhosuf- to bothheandhisbrave comrades whofought and the storyofCanadainHongKong entitled and haswritten anaccurate andcompellingaccountof uisite research,invested thetime,care,andthought, It isuniquebecauseMr. MacDonellhasdonethereq- K of themenCanada’s “C”Force whofought inHong provides agrippingandpoignanteyewitness account sively. ThesoldierinthiscaseisGeorgeMacDonellwho unit ofstudy. Itfocuses on“onesoldier’s story”exclu- This lessonisquitedifferent fromtheotherswithinthis Soldier’s Story (1939-1945) Story Soldier’s oice ofthosewhoareunable tocommunicatetheir ong. Hisstoryisexceptional aswellrepresentative. red theindignitiesandbrutalitiesofJapanese lly representative. SUMMARY /OVERVIEW . Itisamoving testament One commemorate those courageous Canadians who expe- 6. Students should then write a one-to two-page biog- rienced the tragedy of Hong Kong, but we also ensure raphical account of Mr. MacDonell that might appear in that their sacrifice and their lives will not have been in their local newspaper. vain. Further, we may well derive lessons that we can successfully apply in our time and thereby heed the 7. As an enrichment activity, students might be asked words of the American philosopher George Santayana to organize a guest appearance in the class by either that “those who cannot remember the past are con- George MacDonell or another Hong Kong veteran. demned to repeat it.” 8. As a foreword to his book, George MacDonell quotes the inscription on the Great War Memorial Wall of the Soldiers’ Tower at the University of Toronto (which was taken from AIMS AND OBJECTIVES Pericles’ funeral oration to the Athenians in 431 B.C.)

• to increase students’ knowledge of what transpired in Take these men for your example. Like them, remem- Hong Kong from 1941 to 1945 ber that Prosperity can only be for the free. That free- • to have students understand the nature of asking dom is the sure possession of those alone who have questions to elicit information the courage to defend it. • to have students adopt the role of a journalistic inter- viewer What do you think it means? Why do you think George • to have students respond, intellectually and emotion- MacDonell used it to open his personal account of ally, to information and ideas Canada in Hong Kong from 1941 to 1945? • to have students improve their listening skills (The idea here is to possibly offer the interview in the form 9. Students should write a personal reflective article. of an audio cassette.) Imagine that you are in your late teens or early twen- • to have students improve their powers to synthesize ties. An international conflict has escalated into fight- information ing and Canada is committed to one side in the dis- pute. Your government has put out a call for volun- teers. Would you go and fight? Under what conditions would you agree to go? Why would you refuse? Explain TEACHING AND LEARNING STRATEGIES your position with a well-reasoned and thoughtfully argued response. 1. Have students read carefully a transcript of the inter- view, recording information that they deem to be 10. Remembrance Day, November 11, is an annual com- important. memoration of soldiers, like those in Hong Kong who sacrificed on our collective behalf. Yet, some have 2. As a class, ask students which three or four ques- argued that since many of the living symbols of conflicts tions (and answers) were the most important and and wars of the past are no longer with us, it becomes revealing? Why? increasingly difficult to organize ceremonies and obser- vations that have relevance for young people. What sug- 3. Select three different questions and create three or gestions could you provide to make the ritual observa- four related, follow-up questions that might have been tion of Remembrance Day more meaningful? asked of George MacDonell.

4. Put students in the following situation: You have invited George MacDonell to your house for dinner. GEORGE MACDONELL INTERVIEW What three to five additional questions would you want to ask him? This interview was conducted Friday, November 9, 5. Ask students to identify three to five character traits 2002 at the OHASSTA (Ontario History and Social that in their minds best describe the personality of Science Teachers Association) Conference. The George MacDonell. responses are greatly abridged. (The interviewer is Nick Brune, the author of the Ten Lessons.)

LESSON NINE ONE SOLDIER’S STORY 41 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 42 Japanese. We were told thattheyweresubstandard Our intelligencenever saidanything goodabout the disgrace ourselves. troops inthefield.We werepreparedtodie rather than sions madesupported, of necessity, by Canadian by jackasses.” There wereaseriesofincompetentdeci- aster attheBattle ofMons:“Thisisanarmy oflionsled Ludendorff, whosaidoftheBritisharmy afterthedis- niscent ofacommentmadebyGermanGeneral big decisions.WhathappenedinHongKong isremi- necessarily besaidaboutthepoliticianswhomade Our leadersinthefieldweregood.Butthatcouldn’t eighteen days wewereoverwhelmed andoverpowered. put inwritingthatwehadtolay downourarms.For officers. Andfinallythegovernor ofHongKong hadto the easyway out.We wereorderedtosurrenderbyour dier himself. quitters. We Butweweren’t take wouldn’t into hisleft-hand pocket. Thefinalroundwas for thesol- defeated. Every soldierhadapersonalbulletstitched never surrender;never acknowledgethatwewere troops atothertimes.Withinthisdisaster–wewould v troops never becameamob;never arabble. Andthatis ordered tosurrenderafterrefusing todisarm.The tions; theynever puttheirhandsintheair. We were ordered todoso. Thetroopsnever desertedtheirposi- tives. Surrenderwas never anoption–untilwewere road, butIbelieve therewerereallynootheralterna- or wouldwedoourutmost?”Andchosetheharder “Would wesurrenderinface ofanimpossiblesituation responded tothechallenge.Thecrucialquestionis, same timeIamextremelyproudoftheway Canadians I amvery sorryabouttheyoung mendying,butatthe unprepared todefend themselves. Hong Kong. Therewereterribleblundersbyapeople intelligence andfaulty decisionmakingisDieppe and results whenyou have suchapeoplewithpoormilitary itary people;war thrustuponus.Sowhatusually ness, nopersonalangeroranimosity. We’re anun-mil- tary decisions.Ipersonallyhave absolutelynobitter- little understandingofthetruepicturemademili- grasp ofstrategy oncabinet’s part.Politicians whohad resulting primarilyfromfaulty intelligenceandapoor George MacDonell: Brune: Nick 1. almost sixty years ago. What sorts of feelings and emo- and feelings of sorts What ago. years sixty almost ery different fromotherexperiencesinvolving other tions do you have about it today? Have those feelings those Have today? it about have you do tions and emotions changed with the passage of time? time? of passage the with changed emotions and Your Hong Kong experience happened experience Kong Hong Your It was aterriblemilitarymistake LESSON NINE ONE SOLDIER’S STORY 2. N.B.: N.B.: 2. spirit oftheCanadiansindefence oftheircountry. able courage was displayed. HongKong showedthe But atthesametimeitwas atragedy inwhichremark- Hong Kong was atragedy thenandisatragedy now. extremely brave, very experienced,andwellarmed. and theyturnedouttobesuperiorsoldiers-disciplined, 4. N.B.: N.B.: 4. diers asyoung asseventeen. twenty-two years ofageoryounger. Thereweresol- R invincibility. We allfelt agreatsenseofexcitement. dence inourselves. Aswell,wehadtheyoung person’s ger. Thatiswhatwebelieved. We hadabsoluteconfi- ment. Ourgovernment wouldnever throwusintodan- bunch offarm boys. We hadconfidenceinourgovern- know whenandwhereweweregoing.We werea N.B.: 3. y have nocontrolover any aspectofyour life –for four escapes thattotallossofcontrolover your life. You emotional trauma ofbeingtreatedlike aslave. Noone I stillhave atleastone ayear. Nooneever escapesthe have dieddownalittle bitover thelastlittle whilebut Japanese control.You’ll behereforever.” Thedreams servedhaven’t your timehere.Your countryisunder told many, many times:“You willnever gohome;you frustration. InthedreamIseeCanadiansbeing the campparade squareandfeel apowerlesssenseof away. MymostvividdreamisofthePOW camps.Isee sixty years. Theyhave always persisted.Theynever go 2,000 ofthat number. We knowwhere we simplydidn’t the world,allsaving Western civilization. We werejust there wereonemillionAllied troopsfightingthroughout Kong? Do you ever dream about it? about dream ever you Do Kong? Do you think that your sentiments were widely shared widely were sentiments your that think you Do your travelling to Hong Kong? Describe your departure your Describe Kong? Hong to travelling your ears. You never getover it. by your fellow soldiers? Or were they largely unique? largely they were Or soldiers? fellow your by scene. Did you receive letters from them? from letters receive you Did scene. emember, wewerevery young. Seventy percentwere G. M.: G.M.: G.M.: With what feelings did you go to Hong Kong? Hong to go you did feelings what With How did your family and friends respond to respond friends and family your did How Do you think you’ll ever forget about Hong about forget ever you’ll think you Do I didn’t knowourdestination.Remember,I didn’t Excited, allofuswereexcited. Ididn’t Dreams ofHongKong have persistedfor were going. I remember standing on the dock in the cities of Kowloon and Hong Kong. They were ele- Vancouver. It was a beautiful sunny day. The train gant, modern, big cities, with buses, wide teeming pulled up by the dock and the troops lined up, and pre- population. Our barracks were beautiful - spotless, pared to receive the order to board the ship. I never with beautiful messes. Remember that Hong Kong received any letters. Letters from home took one to was called the “Pearl of the Orient” and it rightly two weeks. But virtually no one received any. deserved the title. And the Canadian dollar went so far - food, services, rickshaw rides, anything. It was all dirt cheap. 5. N.B.: Exactly when and where did you find out that you were being sent to Hong Kong? What was your reaction? That of your fellow soldiers? 9. N.B.: Describe a typical day in Hong Kong prior to the outbreak of hostilities. G.M.: I was from Listowel, Ontario. Like my fel- low soldiers, I had been told nothing really. I was given G.M.: Most of it was taken up with training, embarkation leave of seven days and told to get ready preparation, trying to learn our position on the island. after that to pull out. After the leave, the only hint was That sort of thing. There was absolutely no wasted that we were issued tropical uniforms. So the thinking time. But there was a quick change from our initial feel- was that we must have been going to the desert. ing of excitement to recognizing that our defence posi- Probably Libya, as there was heavy fighting going on tion was a serious problem. We were ordered to stay there. We were finally told that Hong Kong was our on the perimeter of the island, close to the water. Our destination when we were at sea. When we pulled out orders told us to be prepared to defend attacks from from Vancouver, only one person knew the destination. the sea. But our commander saw that that wasn’t That was the CO and of course he’d been told not to going to happen. Somehow we had been told to con- divulge it until told to do so. It must have been just tradict the most basic military strategy and logic - before Hawaii; probably three or four days out of always get the high ground. Vancouver, may be even less. Knowing where we were actually going didn’t make any difference. Again, we were so young, and we were so full of confidence. 10. N.B.: Who were your best friends in Hong Kong? What happened to them? Do you keep in touch with those still alive today? 6. N.B.: How much did you know about Hong Kong before you shipped out? G.M.: The other sergeants in my company and I were close friends. Almost all of the guys I got to know G.M.: Nothing. well were killed in battle or got split up. After the war I would see some of them, in going to meetings and reunions. However, I got so depressed in those kinds 7. N.B.: What was the trip to Hong Kong like? of situations that I had to stop going to them alto- gether. I was being asked to remember, but all I want- G.M.: It was crowded. The food was monotonous ed to do was to break away from those memories and (Australian mutton was the most frequent meal). forget. Of course there was no air conditioning. As a result, I carried this large, unconscious sense of guilt, most of the men slept on deck under the stars. We which I imagine many returning veterans did as well - trained on deck, worked on our machine guns, that this sense that my friends had died and I had not. I sort of thing. We had recruits who had only really been never shirked my duty. I was always at the front of in the army three weeks. Some of them didn’t know troops. But I couldn’t cope with being alive and the fact how to fire a gun. that they were not. I was virtually in tears every Christmas Day – this overwhelming sense that I was alive and they were not. So I went to Sunnybrook 8. N.B.: What were your impressions of Hong Kong Hospital and saw a doctor, and he in turn recommend- when you first arrived? ed a psychiatrist. I had three or four sessions with him. The most profound conclusion came around his central G.M.: I was stunned. It was so sophisticated – question – Is it your fault? My answer was – No. But

LESSON NINE ONE SOLDIER’S STORY 43 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 44 every day. Ienjoyed theactivities, thetraining, just the r r N.B.: 12. troops. Icansay thatIwas never frightened. ated mostly. However, Iwas preoccupiedwithmy I dorememberbeingafraid ofbeingwounded,lacer- personal emotionalreactiontothestartoffighting. reallyhave anytotally absorbedme,soIdidn’t strong important concernsthatvitallyaffected my platoon tion; whetherwewereintherightpositions.The whether ornotwehadenoughfood, enoughammuni- combat, Iwas always aleader, soIwas worried about engageduntildawnofthenext morning. In weren’t mile ortwoaway. We listenedtotheuproar. We would comefromthesea,westayed inourpositionsa the battle raging butsincewethoughttheenemy N.B.: 11. more balancedandreflective. behelpful. I’meightyn’t years oldsoIcouldbealittle be allthegore,racial hatred,becausethatwould- w want towriteabitter,didn’t vengeful account.Rather, I down andIfound facing uptoitwas very helpful. ButI grandchildren ofmy comrades. SoIbeganputting it that way Icouldleave arecordfor thechildrenand me towriteitalldown;say whathadhappened.In decision. Hewas anextremelyinsightful person.Hetold had helpedotherPOWsturnedouttobethecritical doctor, Dr. Keith Wong, whowas very sensitive andwho that Ishouldwriteitdown.MyvisittoseetheChinese ing ittoafew very closefriendsandthey suggested talktoanyone aboutit.Istartedmention- just couldn’t deserve this?Itwas ahugeself-inflicted burden.And I just belowthesurface, Iwas askingmyself - why doyou after my returnfromthewar turnedtoashes.Always, believe it. ly didn’t exactly whatIwas having troubledealingwith.Ireal- then heasked me-Doyou believe that?Thatwas a soldier? a to reaction emotional your was What out? broke ing apidly beingpromotedand learningsomethingnew adeship. Ihaditgreat.was aseventeen-year-old kid the fighting? the anted abalancedapproach.Thestoryshouldnotjust G.M.: G.M.: All thegoodthingsthatwerehappeninginmy life I was atLye Mun.Mymen andIcouldhear What were you doing when the first fight- first the when doing you were What In peacetime,Iliked it,especiallythecom- How would you describe the life of life the describe you would How LESSON NINE ONE SOLDIER’S STORY in Chinafor twoyears –andtheyshowedit. They werethe38thDivision, whichhadbeenfighting Finally, theyweremuchbetter trained thatwewere. often thatallowedthem to sliparoundbehindus. be thirty yards away seethem.So andyou couldn’t their excellent camouflage. Itwas superb. Theycould artillery. Perhaps oneofthegreatestadvantages was problem for asoldier. TheJapanesehadgreatlight completely dehydrated. Running outofwater was abig mate. Sowhenwewerefinishedthejob, wewere to —doingsuchheavy physical labourinavery hotcli- exhausted andconstantlyconsumingwater –you had equipment upthemountains.We wereconstantly mules insteadofwhatweused–humans—tocarry the necessaryequipment.Importantly, theyused stood howtofightinmountainousterrain; theyhadall were superb. Theyhadbetter weapons;theyunder- had none,absolutelyofthatsavagery. individual andtheJapanesesoldier. Japanesecivilians must make adistinctionbetweentheaverage Japanese however –whenwelookbackonwhatoccurred, cuted Americanpilots.However –anditisavery large engaged incannibalismastheyatebodypartsofexe- It isaknownfact, thoughnotwidelyknown,thatthey did tocapturedciviliansandsoldierswas beyond belief. but theyweresavage beyond theextreme.Whatthey single soldiersurrendered.They 76,000 Japanesesoldiersfought tothedeath.Nota could notbeencumberedbyprisoners.At IwoJima, rendered. Addedtothat,intheirmilitaryplanning,they or bekilled;theyhadnorespectfor anyone whosur- a greatimpact.TheJapanesebelieved ineitherkilled from. Intermsofmilitarymatters, thatdifference had ter thatitwas very different fromwherewecame or andnotasadvanced asourown.Itwas justamat- w Japanese representedacompletelydifferent culture.It that culture—letaloneatrueunderstanding.The virtually every singleCanadian,hadnorealconceptof understand theculture.However, atthetime,I,like N.B.: 13. w super high–anadrenalinepumpingkindofrush.It not terriblyafraid. Infact, Ireachedahigh–kindof whole atmosphereandenvironment. Incombat,Iwas of the Japanese? Japanese? the of asn’t aquestion thatitwas aculturethatwas inferi-asn’t as anindescribablekindofexcitement. As soldiers,theJapanesewereexcellent. They G.M.: It’s importantinansweringthatquestionto What did you think of the fighting abilities fighting the of think you did What weren’t murderous weren’t 14. N.B.: What did you think about the Japanese, in were sick quirks who couldn’t make it in the army. The general? combat officers were different. They had respect for other soldiers, especially for the Canadians. The guards G.M.: As far as the soldiers in the field were con- were almost all Japanese, though it varied. Some of cerned, there was no crime they didn’t commit. But the the Korean guards were terrible, just as bad as the people of Japan weren’t like that at all. In fact, many Japanese, if not worse. of us wouldn’t be alive if it wasn’t for them. They stole and lied for us. In many ways, they kept us alive. If the general population had mirrored the troops, then none 19. N.B.: Describe your typical day. When did you get of us would have survived. In general, I have a great up? What work did you do? What food were you given? respect and liking for the Japanese people. I bear them Did you have any “free time”? When did you go to absolutely no hostility. sleep?

G.M.: It’s been estimated that an average man 15. N.B.: What were the relations like between needs 3,500 calories to remain healthy. It’s been esti- Canadian enlisted men and officers in Hong Kong? mated that as POWs in the Japanese camps we received about 1,000 to 1,200 calories. Most of it con- G.M.: They were excellent. We had outstanding sisted of rice, barley, and assorted greens, and eventu- senior officers and we had great respect for them. ally we began to starve to death. A deficiency of 2,000 They were all World War I veterans. They were highly calories per day means simply that the body breaks respected. down – the optic nerve; heart muscle; both break down. They simply can’t function as they normally do. The immune system breaks down. So many just died 16. N.B.: Were you ever frightened for your life in of treatable diseases. For instance, in cold climates Hong Kong? such as where we were in Japan, pneumonia killed in a matter of three days. I could never understand the G.M.: Absolutely! On Christmas Day, we were motivation of the Japanese. Never understood it! They ordered to attack Stanley Village. I really thought I was never showed any concern. And yet we were working going to die. And I couldn’t get over the thought that and assisting in their mines and docks, so we were of my Mom would be very unhappy about that. The only benefit of them. And yet they never showed any kind thing that saved me from certain death was that their of concern. A farmer shows concern for a plough horse shots simply missed me. It was somehow fitting and when it is in bad health. But never the Japanese. Thirty symbolic that this final clash took place in a graveyard. percent of all Japanese POWs died, and, by compari- son, three percent of German POWs died.

17. N.B.: Describe how you were taken prisoner.

G.M.: At 8:30 at night, we were ordered to lay down our arms and stop resisting the Japanese. The Japanese left us alone for two days. That was wonder- ful and so many of us simply lay down and slept. We were so exhausted and sleep deprived. Sentries slept where they stood. We were all very disoriented.

18. N.B.: What were conditions in the POW camps Caption here caption here caption here like? Which camp were you in? caption here caption here caption here caption here caption here caption here G.M.: You have to understand that the Japanese caption here caption here caption here were never prepared to run the camps. They had no caption here caption here caption here experience, leadership, or plan. In fact, in terms of caption here caption here caption here caption here caption here leadership, the camp commanders were misfits. They

LESSON NINE ONE SOLDIER’S STORY 45 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 46 tion. Butwe’dbeatit. We comrades. Itwas partofourtraining andpsychology. no matter what.Andthatfeeling was repeatedbymy I was awalking skeleton. than 148pounds.Ihadstartedthewar at210pounds. ical problems,andwhenIwas releasedIweighedless nevertheless Iwas affected byanassortmentofmed- were notacivilizedenemy. just shutupandbethankful thatyou’re alive.” They them inthefirstplace.Theyconcludedbysaying, “so them, theysimplyrepliedthathadnever signed challenged theJapanesethattheywerenotlivingupto their arms,that thesurrenderwas official. heard thebroadcastinstructing theJapanesetolay down the fight,tofightdeath. ButonAugust12,we might very wellhave instructedhispeopletocontinue sureexactlywhat hewouldsay.speech, weweren’t He which was acoupleofdays before theannounced Japanese emperorwas goingto speak.Butatthatpoint, By radio, weheardthatatnoononAugust 12the have aclue. ic bombwhenthecampcommanderdidn’t the Pacific. Sowe knewaboutthedroppingofatom- Francisco. Itbroadcastthenewstwice aday totroopsin gram called “Treasure Island” onaradio stationin San We f parts ofthepowerful receiver. Itwas assembledandit r A ship, theAmericancruiser, “Houston,” hadsunkandthe never knewwehad.Itwas concealedinahollowbeam. N.B.: 23. N.B.: 22. N.B.: 21. 20. war? What was your reaction? your was What war? camp? prisoner? held were you while Conventions ound itsway toourcamp, whichwas closetoamine. adio staff wentover thesidebuttheymanagedtosave

listened toAFN(AmericanForces Network)–apro- were thebest;wetemporarily inabadsitua- G.M.: G.M.: G.M.: G.M.: N.B.: Did you ever give up hope? up give ever you Did What happened to your health while in the in while health your to happened What How did you hear about the ending of the of ending the about hear you did How I was oneoftheluckyones.Isurvived. But Never! Iwas determinedtolive throughit By radio. Asecretradio thattheJapanese Y es, weknewaboutthem.Butwhen Had you ever heard of the Geneva the of heard ever you Had LESSON NINE ONE SOLDIER’S STORY will tosurvive andnottodisgrace theuniform. day atatime,onefoot atatime.We hadthispowerful strong, mentallyandphysically. We hadsurvived one home withaweektospare.We hadsurvived bybeing home byChristmas.Andallsixty-eight ofthemmadeit and sedated.Ihadpromisedmy menthatwe’dbe went wellover onehundred.Ihadtobehospitalized receipt for thesafekeeping ofthosemen,my heartbeat that thosemengotbackhomesafely. WhenIgotthe Americans toldmethatIwas responsiblefor seeing them. Inmy camp, atthetimeofrelease, else was goingtolookafterthemandberesponsiblefor when Isignedover my sixty-eight men.Nowsomeone spend itonanything. Perhaps my happiestmomentwas of moneyinthosedays. Butwenever wereableto were eachgiven onehundreddollars,whichwas alot ed asconqueringheroes.Itwas embarrassing. We restaurant. Everything was given tous.We weretreat- pay forbuy anything amealin instores;wecouldn’t back, wewereallowedtogointoVictoria.We couldn’t acclimatize ourselves aswellgetpartofourhealth fo fo R N.B.: 24. And, quickly, things startedtocometogether. Idid suf- and ordercertainty wereallgone. completely onmy own,sothosefeelings ofsecurity regimented downtothe smallest detail.NowIwas and orders.IntheArmy, everything isplannedand daily commandstructure;therewerenoplans Again therewas thatsenseofanxiety. Therewas no Here wewere,released,butnotknowingwhattodo. know whattodo. Thenextfeeling was oneofanxiety. orders, was difficult andthreatening.You really didn’t independence, afterthislife ofstrictregimenand totally onyour own.Butthissenseoffreedomand crowding you –pokingyou withabayonet. You’re so guilty. Nownobody’s tellingyou whattodo–noone N.B.: 25. What was your reception back home like? home back reception your was What civilian life? What was the greatest challenge? Why? challenge? greatest the was What life? civilian eception CentreinVictoria.We wereissuednewuni- rms werefully tailored.Aftertendays, whichletus rms. We hadcompletemedicalchecks.Ournewuni- G.M.: I spentmy firstyear attheUniversity ofToronto. G.M.: It was terrible.Itwas sodifferent andIfelt Do you remember your return to Canada? to return your remember you Do How difficult was it for you to readjust to readjust to you for it was difficult How Incredible! We landedatGordonHead fer from severe abdominal pains. The doctor said they wouldn’t be through for at least another year and a were simply withdrawal symptoms and told me to relax. half. Well, he and his company were big contributors to the U of T – something that I didn’t know at the time. So he said that was no problem; that they could easily 26. N.B.: What did you decide to do for a living? work something out. And he did. I worked for GE half What success did you have in that endeavour? Did you days and for the other half, I was a student. This was marry? Have children? Grandchildren? Where in 1948. He offered me forty dollars a week. I thought he Canada did you live? was kidding. I couldn’t believe that anyone would pay me that much money. So I said, “ Oh, right!” He G.M.: I thought I wanted to be a lawyer, so I went thought I was negotiating and said, “Oh, all right, to see Bora Laskin at the law school at the University make it fifty.” I was in a complete state of shock. I went of Toronto. He gave me some law books, and they home and told my wife, “We’re rich.” I rose rapidly, bored me to tears. Then I went to see Dean Bissell at step by step, until I became a senior executive, and a the university, and he asked me what I liked to do. I member of the Board at General Electric. told him that I had loved being an officer, so he helped steer me into the field of industrial relations. I came to We have two children, Paul and Susan, both fifty love that area just as much. now. And one grandchild, Tyler, who is eleven. While I was in school, I wrote a paper on General Electric and their industrial relations. And I was extremely critical of GE. Pretty soon after I submitted 27. N.B.: Who do you hold responsible for what hap- the paper, which received an A+, the phone rang. It pened to you in Hong Kong? was the secretary of the president of GE. I wondered: How did he get my paper? I later learned that my G.M.: I think it was Prime Minister Mackenzie King course instructor and the president were close friends. - for purely political reasons. He wanted the Opposition He asked me if I had written the paper? I said that I off his back – he sent the troops. He was being had. He asked me if I believed what I had written in it. accused of harbouring his troops, of not wanting to And again I said yes. So he said that he wanted me to send them into combat. In his defence, he was told come to work for him the next Monday. I told him that Hong Kong was a secure position, that there was no I couldn’t do that, that I was still working on my MA. I danger. But clearly he was given bad advice. The

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LESSON NINE ONE SOLDIER’S STORY 47 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 48 survivors remaining. major problemnowis,ofcourse,thattherearesofew They never triedtohidefromtheirresponsibility. The never reallyexperiencedanything like thatbefore. cal diseasesorpost-traumatic stressdisorder. They’d knowabouttropi- ment onthatscore.Theyjustdidn’t refused, soIhave nocriticismoftheCanadiangovern- Japanese POWcampswhenthegovernment pensated Canadiantroopsfor their slave labourin the standing. Itwas theCanadiangovernment whocom- tionally good.Theynever lacked sympathy orunder- f that prevents asoldierfromlivingandsupportinghis ones responsiblefor war-related injuryandanything fidence. Italso served toputthingsinperspective. You that Iwas asurvivor. Itgave me aheavy doseofcon- breakunderpressure, mous reserves, that Iwouldn’t 31. them warm andrespectful. absolutely nohatredoranimosity towards them.Ifind Japanese businessexecutives whileIwas atGE.Ihave N.B.: 30. N.B.: 29. N.B.: 28. come backfromEuropeextollingthevirtuesofHitler. he was warlike. Remember, thiswas amanwhohad Germans atthispoint.Mackenzie Kingwanted toshow beensenttoengagethe Canadians troopshadn’t the desert.Everybody was helpingBritain,butthe Australians andthetroops moments.” Clearly, Hong Kong marked such an event an such marked Kong Hong Clearly, moments.” account to called be should and can government and given? be it should whom To compensation? quate amily. in your own life. How do you think your Hong Kong Hong your think you do How life. own your in generation previous a what for responsible held and it? provide should Who experience changed your life? your changed experience did? government and G.M.: G.M.: G.M.: N.B.: G.M.: How do you think of the Japanese today? today? Japanese the of think you do How What would, in your view, constitute ade- constitute view, your in would, What Do you think that this present generation present this that think you Do The moderngovernment hasbeenexcep- It taughtmethatIcould draw onenor- The federal government. Theyarethe People frequently speak of “defining of speak frequently People R espectful. Icompetedwithmany from Indiawerefightingin LESSON NINE ONE SOLDIER’S STORY 33. N.B.: N.B.: 33. N.B.: 32. who Iam. learn what’s reallyimportant.Ithelpedmetoknow to defend theircountry. ing thenationalcrisisofWorld War II,stepped forward and self-sacrifice of those young Canadianswho, dur- it hasshownonceagain the determination,courage, dom, andprotectitselffrom aggressorslike Hitler. Also, ous mistakes for anationwishing to preserve itsfree- r N.B.: 35. controlled theapproachestoHongKong. of asuperiorJapanesenavy andairforce that too far away tosupply orsupportourtroopsintheface disaster for everyone. Ourmilitarysupplylineswere so aprolongedsiegewouldhave meantstarvation and of morethanamillionpeoplecamefromthemainland, ly defended. Water andfood for thecivilianpopulation Hong Kong becausetheislandcouldnotbesuccessful- N.B.: 34. those withprofessional militarytraining. military intelligencemessedup. Too few listenedto of men.Thatpredictionturnedouttobetrue.Butour no oneshouldbesentthere,thatitwouldawaste Hong Kong. Remember, Churchillhadinitiallysaidthat ed thewholedebacle.We mightnever have goneto gence bebetter. Ifithadbeen,mighthave prevent- just agrave mistake. take, buttheydidnotdeliberately trytokillus.Itwas we diditwithoutablink.Thegovernment madeamis- Do you think your comrades share your sentiment? your share comrades your think you Do you think Hong Kong has had? has Kong Hong think you about your Hong Kong experience, what would it be? be? it would what experience, Kong Hong your about mitting troops to Hong Kong? Kong? Hong to troops mitting ation for ourdefence andfaulty intelligence areseri- Why, or why not? why or Why, G.M.: G.M.: G.M.: G.M.: Are you bitter about what happened to you? to happened what about bitter you Are Did Canada make the right decision in com- in decision right the make Canada Did What legacy, personally and nationally, do nationally, and personally legacy, What No! Canadashouldnothave senttroopsto Not abit.We werefaced withacrisis,and Hong Kong hasshown usthatpoorprepa- If you could have changed any one thing one any changed have could you If I wouldhave insistedthatmilitaryintelli- 36. N.B.: Why do you think that the Canadian expe- G.M.: I wrote One Soldier’s Story to provide an rience in Hong Kong has been largely ignored and for- eyewitness account of what happened in Hong Kong in gotten by Canadians? 1941 for the wives, children, and grandchildren of those who served with me in Hong Kong. I felt that the G.M.: It was too remote, too overshadowed. It story, so little known, should be told so that it could was soon forgotten with the great struggle in Europe. become part of our history. The book will be a success It was swept under the rug. The Canadian government if it makes us a little prouder to be Canadians, and if didn’t want to publicize it – for obvious reasons. It was it reminds young people that preserving our Canadian the beginning of the end of the . It was citizenship exacts a price, that of defending our coun- the first card that led to the whole collapse. It was try and its people. probably just easier to forget the whole thing.

41. N.B.: What do you think has happened to 37. N.B.: Have you travelled to Hong Kong or Japan Canada’s military over the last sixty years? since the war? G.M.: The government of Canada has lost sight of G.M.: Yes. I have returned to Hong Kong to visit the fact that, although we have no territorial ambitions my comrades who lie buried in the Sai Wan Cemetery and are not a military nation, we must have a mini- near Lye Mun. I have tramped on the ground we fought mum armed force to ensure our national security. over, and where so many of my company were killed. The terrain was even more difficult and forbidding than I remembered it. 42. N.B.: How do you think Canadians generally regard their military today? Is that view a reflection of the government’s view? 38. N.B.: If you could write an epitaph for those who died in Hong Kong, how would it read? G.M.: After the 9/11 tragedy, Canadians have awakened to the fact that we are woefully unprepared G.M.: It would read: Against overwhelming odds, for the uncertainty of our times, and are now urging without thought of surrender, they fought bravely for the government to rebuild our armed forces. Some their cause in the best tradition of the . seem to think we can leave our national security to the Their conduct both on the battlefield and in Japanese United States, a view not shared by the Americans or prison camps was characterized by their discipline, a majority of Canadians. their courage, and their loyalty to their country. Theirs is a story of the strength and dignity of the human spir- it, and about those who believe in service before self. 43. N.B.: When you sit down with your grandchild how do you begin to try to make sense of the experi- ence of Hong Kong? 39. N.B.: What is the most important lesson that the current generation should derive from the Hong Kong G.M.: I tell my grandchild that when the whole experience? Western world was threatened by a dictator name Hitler, Canadians, along with others, decided to oppose G.M.: There may come another time in the future him. Sending soldiers to Hong Kong was a serious mil- when young Canadians are faced with a national crisis itary blunder made by the politicians. Despite that, the similar to that of 1939. If that occurs, then all Canadians acquitted themselves with honour and dis- Canadians must be prepared to fight, and sacrifice tinction. I tell him he should be proud of the fact that their lives if necessary, in defence of their country. these soldiers behaved with courage, and loyalty, and they never gave up. They volunteered to serve, and we should never forget them. 40. N.B.: What led you to write your book? What was your prime purpose? What, in your mind, will mark it as a success?

LESSON NINE ONE SOLDIER’S STORY 49 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 50 THE LESSONANDLEGACYOFHONGKONG LESSON TEN LESSON TEN THE LESSON ANDLEGACYOF HONGKONG Hong Kong. We needto learnfromitandapply it in not enough.We needtoappreciatethesignificance of But knowingwhathappened andwhy itoccurredisstill er level ofunderstanding. why thetragedy occurredallowsustomove to ahigh- What wouldconstituteadequateredress?Knowing Who was to blame?Whoistobeheldaccountable? How didsuchatragedy occur?Whowas responsible? sent untrained, unprepared,andpoorlyequipped? How werethosetroopsselectedandwhy werethey policy ofsendingsoldierstothecolony atHongKong? esce, withscantinvestigation, tothealteredBritish happened. Why didtheCanadian government acqui- part. Thenextisanalyzingandunderstandingwhy it Knowing whathappenedismerelythefirstessential ture. gre rations, grosslyinadequatemedicalcare,andtor- and illegalregimeofhardwork,filthy conditions,mea- Canadians suffered –anddiedunder arepressive conditions intheJapanesePOWcampswherein the firststageoftragedy. Thenextwas thebrutal three hundredsoldiersdied.However, thatwas merely ic defense, was almostaforgone conclusion.Closeto and ill-equipped.Theirdefeat, afteragallantandhero- position. Theywere,toputitgenerously, poorlytrained best -todefend whatwas basicallyanindefensible were sentbytheirgovernment for dubiousreasons at documented –howalmosttwothousandCanadians perhaps theeasiestpartofourtask.Thestoryiswell First, wemustknowexactlywhathappened.Thatis the tragic experience,wemustdoanumberofthings. sensitively andcarefully. For ustogaincollectively from Hong Kong speaksmany lessons,butonlyifwelisten INTRODUCTION/OVERVIEW other situations. Further, we need to pass on the 2. If either of the above suggestions is impossible, knowledge and understanding to other generations. In refer to the Resource section below. short, we need to learn fully “the lesson of history” Hong Kong provides. In so doing, we not only improve 3. Have students read the relevant rules of the conduct our own lives and reduce the threat of a reoccurrence of war and the treatment of prisoners of war. of such a tragedy, but we also keep faith with those who gave their lives and those that suffered in Hong 4. Have them explain those rules by writing them in Kong. If we do all those things, sacrifices will not have their own words. been in vain. Rather, the deaths and suffering will have been for some purpose. We will live our values, not 5. Conduct a mock war crimes trial. This should begin only in our words but also our actions. with the writing of the actual indictment against the Government of Japan for the period from 1941 to “Take these men for your example. Like them, 1945, relative to Hong Kong. remember that Prosperity can only be for the free. That freedom is the sure possession of those alone 6. One third of the class should then be assigned the who have the courage to defend it.” role of the defense. One third should be assigned the - from Pericles’ funeral oration to the Athenians in 431 B.C. role of the prosecution. The remaining third should be divided in half. One half should form the judge’s panel. This lesson, the final one of the unit, examines “the The other half should be members of the press. big picture” and attempts to synthesize what has come before, as well as pointing the way to the 7. The defense and prosecution should prepare and future. The title, “The Lessons and Legacy of Hong organize their evidence. While they are doing that, the Kong” is apt as both a sense of closure as well as a judges should prepare an exact rendering of the perti- point of departure. nent laws in the case as well as reviewing the major historical and legal points that they expect to hear in the upcoming case. The press should write articles that would appear prior to such a case. AIMS AND OBJECTIVES 8. Conduct and convene the case. It should begin • to have students synthesize their understanding with the prosecution side making its opening state- • to have students communicate and convey their ment, followed by the defense with its opening state- understanding ment. Then, the prosecution should call witnesses, • to have students examine “the big picture” associat- introduce exhibits, and provide evidence to prove its ed with Hong Kong side of the indictment. The judges can question and • to increase students’ sense of civic responsibility examine as they see fit. The defense should then • to have students understand the concept of the rules present its case in the same way as the prosecution of war has already done. Once again, the judges may ques- • to have students improve their writing and arguing tion and examine. skills 9. Closing statements are then delivered, first by the prosecution and then by the defense.

TEACHING AND LEARNING STRATEGIES 10. The press should write a second series of articles covering the actual conduct of the trial. 1. Have students research, through an Internet search, the Geneva Convention of 1864, the Hague 11. The judges retire to deliberate their verdict. They Conventions of 1899 and 1907, and the Geneva must decide solely on the presentation of the evidence Convention Relative to the Treatment of Prisoners of that they have just heard. War, 1929. If that is not possible, provide photo- copies of pages 42 to 48 of the B.C. Resource Guide 12. They should then write out their verdict, along with for Teachers for Human Rights in the Asia Pacific the reasoning and rationale underlying that verdict. 1931-1945.

LESSON TEN THE LESSON AND LEGACY OF HONG KONG 51 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 52 of HongKong? What specificallycanyou do? show thatthisgeneration hasreallylearnedthelesson 12. Whatdoyou thinkshouldandcouldbedoneto Explain. done, sincethattimemade thetragedy worse? why not?Hasanything thathasbeendone,ornot W 11. CantheCanadianexperienceinHongKong during f who woulditbe?Justify, withevidence,andreasons to CanadiansinHongKong between1941and1945, 10. Ifyou wereapportioningblamefor whathappened diers ofHongKong. 9. Write asongorpoemdedicatedtotheCanadian sol- government. 8. Write thesamekindofletter tothecurrentJapanese and explainingwhy. from 1941to1945,advocating whatshouldbedone outlining your thoughtsonCanada’s roleinHongKong 7. of HongKong. 6. Write aeulogyfor theCanadian“unknownsoldier” case? Whatdoyou thinkisthesignificance? K ence learnedanything aboutCanada’s roleinHong 5. Have you ever inyour previouseducationalexperi- tant tolearn,inapplyingthelessonsofHongKong? 4. Why, orwhy not? 3. Is itpossible,realistically, tohave “rulesofwar”? lowed World War IIinEurope. 2. Research theNurembergWar CrimeTrials thatfol- from theexperienceofHongKong. 1. ListthelessonsthatshouldbelearnedbyCanada cles abouttheverdict anditssignificance. 13. Thepressshouldwriteathirdandfinalsetofarti- or your choice. ong from1941to1945?Why doyou thinkthatisthe

orld War Two trulybecalled a“tragedy?” Why, or Why doyou thinkCanadahasbeenslow, andreluc- Wr ite aletter tothecurrentCanadiangovernment THOUGHT/DISCUSSION/ RESEARCHQUESTIONS LESSON TEN THE LESSON ANDLEGACYOF HONGKONG W the customarylawsofwar thatexistedpriortoWorld and 1907thatestablishedasinternationallawmany of 1899 &1907–FromTheHagueConventions of1899 treatment ofthewoundedinwar. International Red Crossandlaiddowntherulesfor the 1864 –TheGeneva Convention of1864establishedthe R ules ofWar demands, beliabletopay compensation.Itshallbe sions ofthesaidRegulations shall,ifthecase Article 3:abelligerentpartwhichviolatestheprovi- and thedictatesofpublicconscience. among civilizedpeoples,fromthelawsofhumanity, nations, astheyresultfromtheusagesestablished protection andtheruleofprinciplesoflaw “…the inhabitantsandbelligerentsremainunderthe ar I. RESOURCES responsible for the acts committed by persons form- Refinement of the Rules of War ing part of its armed forces.” July 27, 1929 – From the Geneva Convention Relative October 18, 1907 – From the Annex to Hague IV (of to the Treatment of Prisoners-of-War[sic] 1907) Article 2: Prisoners-of-war [sic] are in the power of Article 4: Prisoners of war are in the power of the the hostile Government, but not of the individuals or hostile Government, but not of the individuals or formation which captured them. They shall at all corps who capture them. They must be humanely times be humanely treated and protected, particular- treated. All their personal belongings, except arms, ly against acts of violence, from insults and from pub- horses, and military papers, remain their property. lic curiosity. Measures of reprisal against them are forbidden. Article 6: The State may utilize the labour of prison- ers-of-war [sic] according to their rank and aptitude, August 8, 1945 – From the Charter of the International except officers. The tasks shall not be excessive and Military Tribunal shall have no connection with the operations of the war. (b) War crimes: Violations of the laws or customs of war include, but arenot limited to, murder, ill-treat- Work done for the State is paid for at the rates in ment or deportation to slave-labour or for any other force for work of a similar kind done by soldiers of the purpose of the civilian population of, or in occupied national army, or, if there are none in force, at a rate territory, murder or ill-treatment of prisoners of war, of according to the work executed. persons on the seas, killing of hostages, plunder of public or private property, wanton destruction of cities, The wages of the prisoners shall go towards improv- towns, or villages, or devastation not justified by mili- ing their position, and the balance shall be paid them tary necessity. on their release, after deducting the cost of the main- tenance.

Sai Wan Cemetery on Hong Kong Island: The cemetery from two different vantage points in the year 2000. The Chinese Scouts of Hong Kong have pledged to look after the graves of the Canadians in perpetuity (2 pictures on loan from “Flash” Clayton)

LESSON TEN THE LESSON AND LEGACY OF HONG KONG 53 Canada in Hong Kong: 1941 - 1945 The Forgotten Heroes 54 Carew, Tim. 2001. K Copp, Terry. “TheBattle ofHong Publishing Ltd., 2001. St. Catharines,Ontario:Vanwell Berton, Pierre. Books andPeriodicals BIBLIOGRAPHY - . 1961. Chater, Les. London: HamishHamilton,1971. University Press,2001. W History, 1942- Japan in POW a as Life Kong War: Canada’s Turbulent Years Turbulent Canada’s War: 1945. 1899-1953 ong.” In aterloo, Ontario:Wilfrid Laurier . London:Anthony Blond, Hostages to Fortune to Hostages Edited byElizabethHamid. V olume 10,Number4. Canadian Military Canadian . Toronto: Doubleday, Behind the Fence: the Behind The Fall of Hong of Fall The Marching as to as Marching . Granatstein, J.L. To In Decision toGarrisonHongKong.” Dickson, Paul. “Crerar andthe The NewPress,1999. New York: W. Norton&Company, Fe Press, 1978. Hong Kong: Oxford University Endacott, G.B. Press, 1994. Ontario: WilfridLaurierUniversity V Dower, JohnW. Frank, RichardB. Doubleday, 1980. The Canadian Army’s Senior Army’s Canadian The The Battle of Hong Kong Hong of Battle The olume 3,Number1.Waterloo, Commanders in the Second World Second the in Commanders War ronto: Penguin Books,1999. rguson, Ted. Canadian Military History Military Canadian . Toronto: Stoddart,1993. Hong Kong Eclipse Kong Hong Desperate Siege: Desperate Embracing Defeat Embracing The Generals: The Downfall . Toronto: . , . . K Ministry ofEducation,2001. eds. Granatstein, J.L., &Peter Neary, & OrphenDennys, 1989. Desmond. Granatstein, J.L., andMorton 1978. Knightley, Philip. Pacific Asia the in Rights Human Lindsay, Oliver. 1975. Clark, 1995. and World War II War World and Casualty 1931-1945. Honour: The Fall of Hong Kong, Hong of Fall The Honour: War World Second the and Canadians 1941. 1939-1945 War, eegan, John. . NewYork: Viking,1998. The Good Fight: Canadians Fight: Good The London: HamishHamilton, . NewYork: Harcourt, A Nation Forged in Fire: in Forged Nation A British Columbia The Second World Second The The Lasting The . Toronto: Lester The First The . Toronto: Copp McIntosh, Dave. Hell on Earth: - - - . A Very Double Life: The McKenna, Brian and Terence. “A Aging Faster, Dying Sooner: Private World of Mackenzie King. Savage Christmas.” In The Valour Canadian Prisoners of the Toronto: Macmillan, 1976. and the Horror. 1991. Japanese during World War II. Toronto: McGraw-Hill Ryerson, Stanley, George F. Canada’s TVO/NFB/Telefilm/CHUM/Norflick. 1997. Soldiers: The Military History of No Price Too High. 1992. an Unmilitary People, 3d. Ed. Morton, Desmond. A Military Toronto: Macmillan, 1974. War Amps of Canada. “Canada’s . Toronto: Hong Kong Veterans: The McClelland & Stewart, 1985. Vincent, Carl. No Reason Why: Compensation Story.” In Never The Canadian Hong Kong Tragedy Again. 1993. Roland, Charles G. Long Night’s – An Examination. Stittsville, Journey into Day: Prisoners of Ontario: Canada’s Wings, Inc., War in Hong Kong and Japan, 1981. Websites 1941-1945. Waterloo, Ontario: Wilfred Laurier University Press, Williams, David R. Duff: A Life in Veterans Affairs Canada: 2001. the Law. Vancouver: UBC Press, www.vac-acc.gc.ca 1984. Stacey, C. P. Six Years of War: Hong Kong Veterans The Army in Canada, Britain and Commemorative Association: the Pacific. Ottawa: Queen’s Television Documentaries www.hkvca.ca Printer, 1967. Barna-Alper Productions Inc. - - - . Arms, Men and “Slaves of the Rising Sun.” In Governments: The War Policies of Turning Points of History V. 2002. Canada 1939-1945. Ottawa: Queen’s Printer, 1970.

55 ACKNOWLEDGEMENTS

• First and foremost, many thanks to Nick Brune, the author of the Ten Lessons, for the many hours spent researching and writing what has become a reflection of the Hong Kong story as told by the veterans themselves.

• The Ontario Region of HKVCA appreciates the wholehearted enthusi- asm and generous financial support of the Ontario Branch of the Hong Kong Veterans Association of Canada.

• The Hong Kong Veterans Commemorative Association's National President, Carol Hadley, and Past President, Derrill Henderson, as well as Ontario Regional Director, David Murray, were most encouraging.

• The wise counsel of the HKVA/HKVCA Advisory Committee in the development of the Hong Kong Unit for the Secondary Schools was extremely helpful. Its members included:

Bob 'Flash" Clayton Jim MacMillan Jessie Clayton Dave Murray Don Geraghty Lori Smith George MacDonell John Stroud Bernard Turcotte

• The use of irreplaceable personal photos loaned by "Flash" Clayton and John Stroud was much appreciated.

• The assistance of Kathryn Exner as Copy Editor, with her very keen eye, helped keep everyone on track.

• Our collaboration with CoEd Communications, and Stefan Kalozdi, and David Benn in particular, has been a rewarding one.

• The Ten Lessons have been designed by Arango Communications Inc.

56 57 CANADA IN HONG KONG: 1941 - 1945

THE FORGOTTEN HEROES

TEN SELECTED LESSON PLANS