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DY
14
TUESDAY, MARCH 19, 2013
EDITION S
THE LANGUAGE CONNECTION
応用編　昨年末に米コネチカット州ニュータウンで発生した銃襲
need—to remind them that we are there for them, that we
撃事件に関するオバマ大統領の声明文を見てみましょう。
are praying for them, that the love they felt for those they
lost endures not just in their memories but also in ours.
YOUR
This afternoon, I spoke with Gov. Malloy and FBI Di-
****May God bless the memory of the victims and, in
rector Mueller. *I offered Gov. Malloy my condolences on
the words of Scripture, heal the brokenhearted and bind
behalf of the nation, and made it clear he will have every
single resource that he needs to investigate this heinous
crime, care for the victims, counsel their families.（中略）
2012/12/14/president-obama-makes-statement-shooting-
**So our hearts are broken today—for the parents and
小坂貴志
newtown-connecticut#transcript）
grandparents, sisters and brothers of these little children,
⑭別れ （１）弔辞、お悔やみの言葉
and for the families of the adults who were lost. Our
大統領が途中で言葉につまり、涙を流したことでも話題
hearts are broken for the parents of the survivors as well,
になったスピーチです。スピーチの流れに注目してみまし
for as blessed as they are to have their children home
ょう。冒頭でオバマ氏は国を代表して、マロイ州知事に弔
tonight, they know that their children’s innocence has
意を表しています*。続いて、今回本文で学んだ “Our
been torn away from them too early, and there are no
hearts are with you.” のように遺族の心に寄り添おうとす
words that will ease their pain.（中略）
る気持ちを表現しました**。さらに、我々にできることは
米国の大学院に留学し、スピーチ・コミュニケーション学を
express one’s condolencesは「お悔みを述べる」で、con-
学んでいたときのことです。学校関係者が亡くなったとの一報
dolences は sympathy の類義語で、哀悼の意を述べる際に使
を受け、急きょ学校に集まることになりました。院生の大半が
う言葉です。弔辞の特徴は、スピーチの最後で未来について
***Because while nothing can fill the space of a lost
働いていたため、教室に集まった仲間は４～５人でしたが、誰
言及する点にあります。前述のスピーチの最後の２文を見て
child or loved one, all of us can extend a hand to those in
ともなく故人について語り出し、故人をしのぶ場となりまし
ください。「亡くなった方のことをずっと忘れない」という
た。思い出を淡々と語る人もいれば、目に涙を浮かべる人もい
「未来に関する言葉・行為」で結んでいます。英語では通常、
ました。私にとって、故人の思い出を語り合う wake（日本の
亡くなった方のことは過去形で表現しますが、弔辞を過去形
「通夜」に相当）と呼ばれる集まりに出席した初めての経験で
で結ぶと、参列者は胸が塞がる気持ちになるかもしれません。
した。スピーチは公的な発表の場や、結婚式などのめでたい場
弔辞は、皆で亡くなった方のことを想い続けるという「未来
面で行うものばかりではありません。今回は葬儀の弔辞をはじ
の行為」に言及して締めくくるのが適切です。
めとする哀悼の意を表す表現について学びましょう。
up their wounds.
（出典：www.whitehouse.gov/photos-and-video/video/
必要としている人たちに手を貸すことだ***として支援の姿
勢を示し、神への祈り****で締めくくっています。
(be) survived by... は、残された遺族を故人の立場から説明
する表現です。
【クイズ】意味が和訳と合致するように、
（
例文に登場するホリーは colleague であり manager でした。
）に
入る適切な単語を選択肢の中から選んでください。
colleague は一般的にビジネスにおける「仲間、同僚」のこと
弔辞
で、同期入社とは限りません。manager は「企業の経営者、
Please do accept our heartfelt ( 1 ) on the loss of
部長、
（スポーツチームの）監督」などを指します。体育系の
your grandmother.（おばあさまが亡くなられたことに
情を合わせなければなりません。亡くなって時間が経過してか
部活動の「マネジャー」は英語では (players’) assistant です。
ついて心からお悔やみ申し上げます）
ら開かれる会のスピーチにはユーモアの要素を入れることもあ
Holy will truly be missed by many people. で使用されている
りますが、死去して間もない場合は心から故人を悼む気持ちを
動詞 miss の基本的な意味は「（機会などを）逸する」「（ヒ
表して締めくくります。弔辞の流れは、次の通りです。
ト・モノなどが）欠けていることに気付く」です。You
弔辞を述べるときは、故人をしのぶ雰囲気に声のトーンや表
We’re all shocked and (
missed the class today.（今日は授業を休んだね）
、You were
お悔みの言葉→残念な気持ち→過去（どのような人
だったか）→未来（忘れない）
She will be ( 3 ) by everyone. （彼女がいなくなって
missed by everyone. （みんな寂しがっていたよ）のように使
皆寂しがるでしょう）
います。形容詞 missing は、
「情報やモノがない（足りない）
」
She will ( 4 ) in our hearts forever.（彼女は皆の心
という意味で、Something must be missing.（何かが足りな
次に挙げるのは、会社の同僚で、長くプロジェクト管理を
の中にずっといることでしょう）
いような気がする）のように使います。
Illustration by Yukako Kawauchi
担当したホリーが亡くなったという設定の弔辞です。
She is (
お悔やみの言葉
I would like to express my condolences at the news of
Holy’s death. We are shocked at the loss. Holy was a
It is my hope that she will also be fondly remembered
through the good relationships she built with us. She will
remain in our hearts forever.（ホリーの訃報に際し、心
よりお悔み申し上げます。ホリーが亡くなったことにシ
ョックを感じています。すばらしい同僚であったばかり
でなく、多くのプロジェクトに貢献してくれた管理者で
もありました。多くの人が本当に寂しく感じることでし
ょう。ホリーとの良い関係を通して、彼女のことをずっ
と忘れることがないよう願っています。ホリーはいつま
5 ) by her husband of 10 years.（故人は、
10年連れ添ったご主人を残して先に逝きました）
亡くなった人を悼むお悔み表現には、このほかにも様々な
には副詞 deeply で強調します。sadden（～を悲しませる）は
(be) saddened to... と受動態にします。また、Please accept... の
言い回しがあります。
wonderful colleague and manager who contributed to so
many projects. Holy will truly be missed by many people.
2 ) by the news.（＜訃報
の＞知らせに皆ショックを受け、悲しんでいます）
後には、condolence のほか apologies（謝罪）をよく使います。
We are deeply sorry to hear about the death of Mr.
強調する場合には、Please do accept... と please と accept の間
Smith.（スミス氏の訃報を聞いて深い悲しみを覚えます）
に 助動詞の do を挟みます。最後の例文 Our hearts are with
We are saddened to hear of your loss.（ご家族が亡く
you. は、「我々の心はご家族とともになり、同じような悲しみ
なられたことを悲しく思います）
Please accept our heartfelt condolences on your loss.
（ご家族が亡くなられたことについて心からお悔やみ申
を抱いている」という解釈になり、遺族への共感を伝えます。
新聞などの「死亡記事」
（obituary）に使われる定形表現を
【選択肢】
a. compliances b. condolences
c. compromises
d. saddened
e. apologized
f. deepened
g. missed
h. lost
i. sorry
k. remind
l. remake
m. left
n. revived
o. survived
【正解】 1. b
2. d
3. g.
j. remain
4. j
5. o
紹介しましょう。
し上げます）
—最終回の次回は３月日に掲載予定です
Our hearts are with you.（ご愁傷のこととお察しいた
します）
She is survived by her husband of 20 years, her two
sons, and three grandchildren.（故人は、20年連れ添っ
たご主人、２人の息子さんと３人のお孫さんを残して、
でも私たちの心の中にずっといることでしょう）
(be) sorry to... （～して残念）という表現で弔意を示すとき
先に逝きました）
小坂貴志（こさか・たかし）
神田外語大学准教授。専門は異文化コミュニケーション研究。
著書に「異文化対話論入門」（研究社）、「異文化コミュニケー
ションの A to Z」
（同）など。
EDUCATION RENAISSANCE
A lesson on the importance of territorial boundaries and resources therein
This is a translation from The Yomiuri Shimbun’s Education Renaissance series. It is the fourth in a five-part
subseries focusing on efforts by educators to have students
think about what kind of patriotism they should develop in
the age of globalization. This installment features a Saitama Prefecture middle school that teaches students about
the importance of defending their country’s territory.
territorial waters by Chinese fishing boats.
“It’s just like the media [in those countries] said.
Japan is too lenient,” said a male student after learning
about the reports.
“I don’t want a war, but I want [the government] to
protect our territory,” a female student said. “I want to
love my country even more and tell politicians what I
think about Japan’s territory.”
By Isaku Kotera
Yomiuri Shimbun Staff Writer
AITAMA—Pictures of rare earths, methane hydrate, cobalt, manganese and other natural resources stored below the sea around Japan flashed
one after another on the electronic blackboard during a
special class on the importance of the nation’s territory
at a middle school in Chichibu, Saitama Prefecture.
For this “territory class” for second-year students,
Takashino Middle School used a slot in their time table
for general studies.
“Rare earths provide materials for cell phone parts;
they are the resources that rule the 21st century,” said
the teacher, Hiroyuki Hasegawa. “Then how many
years’ worth of rare earths in Japan are buried under
the sea around Minami-Torishima Island?”
“One hundred years” and “a lifetime supply” were
among the replies uttered by the students.
“To be exact, there is more than 220 years’ worth,”
Hasegawa, 36, said. “If we can mine it, Japan can become
a resource giant.”
The explanation was met by roars of amazement.
Then Hasegawa urged the class to look at the importance of Japanese territory from the viewpoint of resources and national defense. He encouraged the students to understand why 70 percent of wars since the
17th century have been caused by territorial issues and
Reviewing textbooks
Hiroyuki Hasegawa explains the importance of
territorial defense at
Takashino Middle School
in Chichibu, Saitama Prefecture, on Jan. 15.
S
The Yomiuri Shimbun
why countries have repeatedly quarreled with each
other over territory.
China claims sovereignty over the Senkaku Islands in
Okinawa Prefecture and has repeatedly intruded into
Japan’s territorial waters near the islands. In a strategic
plan adopted by China in the 1980s, Beijing aimed to take
control of waters between its own shores and what it
called “the first island chain” of its strategic defense line,
which links Okinawa Prefecture and Taiwan, by 2010.
China also aims to assert its power in waters within “the
second island chain,” which runs from the Ogasawara Islands to Guam, by 2020, and to gain as much power over
the Pacific Ocean as the United States by 2050.
“OK, so, where do the Senkaku Islands fit [in the Chinese plan]?” Hasegawa asked the students while navi-
gating a map on his computer to show them the islands’
location within the designated “the first island chain.”
The students were lost for words when they realized
China’s moves had been made according to a clearly defined strategy.
In 2010, a Chinese fishing boat intruded into Japanese
territorial waters and rammed into two Japanese patrol
vessels in waters near the Senkaku Islands. Although the
captain of the fishing boat was arrested, the government
released him because it “had taken Japan-China relations
into consideration.” The media from Pacific nations lashed
out at the decision: Indonesian pundits said Japan could
no longer be relied on, while those in Singapore said sooner or later the country would disappear. The coverage also
included the subsequent surge of intrusions into Japan’s
Textbooks for middle and high schools devote very little space to Japanese territories whose ownership is
claimed by other countries. Some teachers hesitate to
conduct classes on the issue, citing difficulties in gathering source materials written in an objective style. That’s
why Shimane Prefecture created study materials explaining how the Takeshima islands became Japanese
territory and donated copies to primary, middle and
high schools in the prefecture as well as boards of education across the country. Musashi-Murayama in western Tokyo also created study materials on the Senkaku
Islands and distributed them to primary and middle
schools. The municipal government is currently making
similar materials on the Takeshima islands and the
northern territories off Hokkaido.
Hasegawa planned to hold this class because he wanted the students to understand what was going on behind
news stories. To prepare for the class, he read more than
200 related books and asked specialists on maritime security and politicians for their views on the issue.
“The important thing is to think how to react in these
situations by gathering facts and using objective analysis, not emotions,” Hasegawa said.
It seems his class endowed the students with not only
new knowledge but also the basics of strategic thinking.