Volu 1, Afterword
Mobile phones started to beco popular among students right around the ti when I was in high school.
At that ti, the things a student could do with a mobile phone were limited to phone calls, text ssages with a limited number of characters per ssage, and creation of ringtone lodies. Depending on your phone model, you might not have even been able to send ssages to soone on a different carrier, and it was a ti when most of the displays were monochromatic, so things like “You can choose from one of green, white, red, or blue colors!” were still valid selling points.
There was no such thing as a wallpaper or background image, and only a few high-end models had a cara function that you needed to attach extra equipnt to use.
People who wanted to stand out from the crowd could decorate the handset and replace the standard antenna with one that blinked on receiving a signal. However, doing that didn’t improve the functionality of the handset in any way.
It was just an additional feature ant to improve the appearance of the mobile phone. Even without considering that, it was a ti when strict schools had rules about wearing the school uniform even when eting up with friends outside, and even carrying a mobile phone was against the rules.
The logic behind that rule was to not bring things to school that were not related to studies, but even elentary school students nowadays carry one for the sake of safety, and at the middle and high school level, talking to classmates is being replaced by conversations using a ssaging application on a smartphone. It’s interesting to see how the conditions have changed.
It’s nice to et you, or maybe it’s just been a long ti. My na is Wagahara Satoshi.
My first mobile phone was a bar-shaped model which had no internet connection capabilities. All it could handle were voice calls and short ssages. Even so, at that ti, I was excited about owning such a futuristic device, and along with my Famicon, it is one of the few things I begged my parents to buy for .
I’d exchange useless ssages with friends even though we had nothing in particular to talk about, carefully hide it deep inside my bag at school to keep the teachers from finding it, and do my best at creating ringtone lodies using triad notes. On the way to school in the train, I would use my Walkman (which would also be confiscated by a teacher if found) to listen to ‘My Best’ MiniDisc that I created by dubbing titles from CDs and MDs, and inputting the titles on the keypad.
However, now is the age when high school students play social gas on their smartphones while listening to downloaded music on their way to school.
When I first ca up with the idea for this book, “The Hero’s Son”, I was worried if an old man like from the Triassic period of digital devices would be able to write about a modern high-school student using my imagination alone.
The educational environnt, digital environnt, and manner of examinations that surround a student, never mind a decade, it wouldn’t be an exaggeration to say they beco obsolete in a re three years. That’s why, for writing this book, I used the current thods of examinations and the current style of prep schools as a reference.
Not only exams, I was also able to obtain a lot of important information regarding the current practices of education, and the daily life of students in school. I would like to take this opportunity to sincerely thank Nakagawa-sensei, Takeda-sensei, and Hayashi-sensei from a certain prep school for readily agreeing to help collect data.
This book, “The Hero’s Son”, is about a young man who thinks doing your best is not required to live, and he faces a sudden situation that causes him to want to overco his definition of doing his best.
I would like to create a new story about a “Hero living in Modern Japan” along with 029-san who created “Hataraku Maou-sama!” along with , and knows inside out.
I hope we can once again et in the chaotic land of the Hero’s Trial (exams)!
Goodbye!
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