Senior Book Discussion: Hotel on the Corner of Bitter and Sweet
We have two book discussions that meet on the 4th Thursday of each month:
Seniors 1:30 pm
Evening 7:00 pm
For more information, please contact us at (845)786-3800 x18
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Fifth-grade scholarship students and best friends Henry and Keiko are the only Asians in their Seattle elementary school in 1942. Henry is Chinese, Keiko is Japanese, and Pearl Harbor has made all Asians-even those who are American born-targets for abuse. Because Henry's nationalistic father has a deep-seated hatred for Japan, Henry keeps his friendship with and eventual love for Keiko a secret. When Keiko's family is sent to an internment camp in Idaho, Henry vows to wait for her. Forty years later, Henry comes upon an old hotel where the belongings of dozens of displaced Japanese families have turned up in the basement, and his love for Keiko is reborn. In his first novel, award-winning short-story writer Ford expertly nails the sweet innocence of first love, the cruelty of racism, the blindness of patriotism, the astonishing unknowns between parents and their children, and the sadness and satisfaction at the end of a life well lived. The result is a vivid picture of a confusing and critical time in American history. - Library Journal
A tender and satisfying novel set in a time and a place lost forever, Hotel on the Corner of Bitter and Sweet gives us a glimpse of the damage that is caused by war--not the sweeping damage of the battlefield, but the cold, cruel damage to the hearts and humanity of individual people.
Especially relevant in today's world, this is a beautifully written book that will make you think. And, more importantly, it will make you feel."
- Garth Stein
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This book led to a very interesting discussion as it was the first time some of our participants had heard of the detention of Japanese-Americans during WWII.
What we are reading this month
About the Author
Jamie Ford is the great-grandson of Nevada mining pioneer Min Chung, who emigrated from Kaiping, China, to San Francisco in 1865, where he adopted the Western name “Ford,” thus confusing countless generations.
Ford is an award-winning short-story writer, an alumnus of the Squaw Valley Community of Writers, and a survivor of Orson Scott Card’s Literary Boot Camp. Having grown up near Seattle’s Chinatown, he now lives in Montana with his wife and children. (From the publisher.)
A Japanese-American fisherman may have killed his neighbor Carl at sea. In the 1950's, race figures in the trial. So does reporter Ishmael.
The first scene shows the life of the Nomura family, a typical American family of Japanese descent in 1941, composed of Japanese-born parents and American-born children (in this case, two sons, Lane and Lyle).
They are forced to leave their home in Los Angeles following the infamous Executive Order 9066, signed by Franklin Delano Roosevelt. Order 9066 permitted the "exclusion" of Japanese Americans from the West Coast of the United States, and actual historic footage shows the rounding up of these families, most of whom were (like the Nomura sons) born as American citizens.
Haverstraw King's Daughters Public Library
10 West Ramapo Rd 85 Main St
Garnerville, NY 10923 Haverstraw, NY 10927
(845) 786-3800 (845) 429-3445
1. Father-son relationships are a crucial theme in the novel. Talk about some of these relationships and how they are shaped by culture and time. For example, how is the relationship between Henry and his father different from that between Henry and Marty? What accounts for the differences?
2. Why doesn't Henry's father want him to speak Cantonese at home? How does this square with his desire to send Henry back to China for school? Isn't he sending his son a mixed message?
3. If you were Henry, would you be able to forgive your father? Does Henry's father deserve forgiveness?
4. From the beginning of the novel, Henry wears the "I am Chinese" button given to him by his father. What is the significance of this button and its message, and how has Henry's understanding of that message changed by the end of the novel?
5. Why does Henry provide an inaccurate translation when he serves as the go-between in the business negotiations between his father and Mr. Preston? Is he wrong to betray his father's trust in this way?
6. The US has been called a nation of immigrants. In what ways do the families of Keiko and Henry illustrate different aspects of the American immigrant experience?
7. What is the bond between Henry and Sheldon, and how is it strengthened by jazz music?
8. If a novel could have a soundtrack, this one would be jazz. What is it about this indigenous form of American music that makes it an especially appropriate choice?
9. Henry's mother comes from a culture in which wives are subservient to their husbands. Given this background, do you think she could have done more to help Henry in his struggles against his father? Is her loyalty to her husband a betrayal of her son?
10. Compare Marty's relationship with Samantha to Henry's relationship with Keiko. What other examples can you find in the novel of love that is forbidden or that crosses boundaries of one kind or another?
11. What struggles did your own ancestors have as immigrants to America, and to what extent did they incorporate aspects of their cultural heritage into their new identities as Americans?
12. Does Henry give up on Keiko too easily? What else could he have done to find her?
13. What about Keiko? Why didn't she make more of an effort to see Henry once she was released from the camp?
14. Do you think Ethel might have known what was happening with Henry's letters?
15. The novel ends with Henry and Keiko meeting again after more than forty years. Jump ahead a year and imagine what has happened to them in that time. Is there any evidence in the novel for this outcome?
16. What sacrifices do the characters in the novel make in pursuit of their dreams for themselves and for others? Do you think any characters sacrifice too much, or for the wrong reasons? Consider the sacrifices Mr. Okabe makes, for example, and those of Mr. Lee. Both fathers are acting for the sake of their children, yet the results are quite different. Why?
17. Was the US government right or wrong to "relocate" Japanese-Americans and other citizens and residents who had emigrated from countries the US was fighting in WWII? Was some kind of action necessary following Pearl Harbor? Could the government have done more to safeguard civil rights while protecting national security?
18. Should the men and women of Japanese ancestry rounded up by the US during the war have protested more actively against the loss of their property and liberty? Remember that most were eager to demonstrate their loyalty to the US. What would you have done in their place? What’s to prevent something like this from ever happening again? (Questions issued by publisher.)