The day after Japan attacked Pearl Harbor, the Japanese invaded the Chefoo school for missionary children in what is now known as Yantai in northern China. They allowed the school to operate and keep to its schedule, though they rationed food and policed activities. Almost a year later, the Japanese took over the school buildings completely and sent the staff and students to an abandoned missionary outpost known as Temple Hill, keeping them under Japanese guard. In September 1943, the staff and student were transported to an interment camp known as Weihsien with 1,500 other people from various walks of life. They remained Weihsien until it was liberated by Americans in 1945.

Hudson Taylor, founder of the China Inland Mission, had founded the Chefoo school in 1881 for the children of CIM missionaries. A few children of other Europeans also attended the school.

I had read of the Chefoo school and its capture in various missionary biographies and in David Michell’s memoir of his time as a Chefoo student in A Boy’s War. So I was interested to learn that Hazel Gaynor wrote a fictional account of the school’s interment in When We Were Young and Brave.

Gaynor’s characters are fictional. She focuses mainly on a ten-year-old girl named Nancy, nicknamed Plum, and and two of her friends as well as one teacher, Elspeth Kent and her friend. The chapters switch back and forth between the point of view of Nancy and Elspeth, so we get both the adult’s and child’s view of events. One of Nancy’s friends, Joan, aka Mouse, gets one chapter late in the book.

The story begins with the everyday workings of the school with the Japanese occupying the surrounding area. The Chefoo school was fairly self-sufficient, so they didn’t fear the Japanese, though they disliked the tension of having them nearby.

Everything changed, however, when Japan declared war on Great Britain. Now everyone at Chefoo school was the enemy.

Thankfully, many students were away for Christmas break at the time of the Japanese occupation. Those at the school over the holidays were unable to be with their parents due to lack of safety to travel.

As the years wore on, the strain became harder to bear with lack of proper food and the increasing fear of the Japanese guards.

The school staff tried to keep everyone’s spirits up by maintaining classes and Girl Guides (similar to Girl Scouts in the USA). But they all faced various hardships.

The book opens and closes with the adult Nancy, thirty years after liberation, reflecting on her experiences.

The book is well-written. The characters are relatable and well-developed. As a reader, I felt the weight of what they were going through.

A few quotes stood out to me:

Our war wasn’t one of battles and bombs. Ours was a war of everyday struggles, of hope versus despair, of courage against fear, strength over frailty (p. 198).

In the most peculiar circumstances imaginable, their interment had insured that they were capable beyond their years (p. 243).

War and interment are part of their lives now, part of their story, part of who they are. . . . I actually think life is meant to have its share of difficultly and struggle. That’s when we find out who we really are, what we’re really made of, not when everything’s going along all jolly and straightforward and terribly nice. We come alive in the dramatic bits, don’t we; in moments that make us gasp and cry (p. 285).

But a few factors marred my enjoyment of the book.

First, Gaynor often refers to the children as “privileged.” Since most of them were missionary children, this was not a posh, expensive boarding school for the higher classes. There was probably some sense in which the children were more privileged than some of the Chinese nationals, who had been fighting Japan for a while already. But it wasn’t necessary to infuse the same sensibilities as one would have for a standard elite British boarding school.

Secondly, the school was established as a Christian school. According to David Michell, the school still provided “a truly Christian education for body, mind, and spirit” when he was there. But there is little mention of Christianity in Gaynor’s book. When Elspeth only took two books with her when they left Chefoo, she chose her Girl Guide Handbook and the Buddhist scriptures a Chinese servant had given her, not a Bible. She mentions struggling all her life to believe in God and says a budding sunflower gave her “more strength and hope that any prayer ever had” (p. 118). The teachers’ encouragement is the British stiff upper lip, “Keep calm and carry on” variety rather than anything of a spiritual nature.

Then, Elspeth feels that the children’s parents put their mission above their children by sending them away to school. That was not usually the case. Though teaching at home predates institutional learning, home schooling was not the industry then that it is now. Parents might have been able to teach their children at home on the mission field for their early years, but likely would not have had the material to do so as they got older. Plus, the children would not have had the credentials to go to college. Thankfully, these days, many mission boards work with parents to teach their children at home.

Additionally, some of the missionaries worked in remote areas with very few other Christians. Isobel Kuhn wrote that the tribe they worked with didn’t worship idols: they worshiped demons. When her son got old enough that she couldn’t keep him at her side all day, she feared what he would be exposed to as he interacted with people on the village. For many parents, sending their children away to school was for their protection.

Gaynor wrote that she drew from some of the internees’ own accounts at Weihsien Paintings and the Chefoo School Archives in London as well as other books. But all her characters were invented (except Olympic runner Eric Liddell, who was a missionary to China, and was interred at the camp. He died there of a brain tumor). Her characters and their interactions largely came from imagining what her own children might do in this situation, what she would have felt like as a parent at the time, and her grandmother’s war-time experiences. So I struggled a bit with not knowing was was real in the book and what came from the author’s imagination.

At some point, I set aside what I knew of the school and just read the book for what it was: a fictionalized account of people enduring and overcoming great, sustained hardships. I enjoyed it much more after that. But it spurred me to get David Michell’s book to reacquaint myself with the real story.