Tada, Sore Dake de Yokattan desu Chapter 1: The Devil’s True Form

A malevolent middle schooler single-handedly subdued four classmates, driving one to take his own life.

It was, frankly, absurd.

News of this reached me in early December. As a third-year college student living independently off-campus, I was out of touch with recent school events. To me, it felt incredibly abrupt.

I simply could not come to terms with it.

Masaya had suddenly passed away.

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Masaya was an exceptionally gifted middle school student.

It was, in fact, harder to pinpoint anything he wasn't proficient at.

Upon entering middle school, he took up handball with no prior experience. Yet, by his second year, his skill level had surged to the point of being the best player in the prefecture tournament. What was even more astonishing than his personal growth was his ability to guide his teammates. Within roughly a year, he had elevated a struggling team to the national level. His disciplined approach, meticulously planning even training sessions, combined with encouraging words that resonated with individuals of all ages, allowed him to rapidly train the novice team into a force capable of rivaling powerhouse schools.

However, Masaya's prowess wasn't confined to athletic talent and leadership alone. His learning capacity was particularly remarkable. Possessing an intellect far surpassing ordinary individuals, his academic test scores consistently ranked at the pinnacle, with his grades always at their maximum. He even achieved perfect scores on the notoriously challenging university entrance examinations nationwide. During his leisure time, he would assist senior club members with their assignments, earning himself some pocket money. Truly, he was like a superhuman! He was a prodigy in both intellect and physical ability, frequently lauded by those around him.

"Taku Sugawara is a devil. No one should place their trust in his words."

This was the posthumous statement left by Masaya. The 'boy K,' as reported by paparazzi, Masaya Kishitani, penned this on a sheet of paper, depositing the note within his classroom locker.

On a morning that turned suddenly frigid in December, Masaya ended his life at his residence.

He had only recently celebrated his 14th birthday, a mere two weeks prior.

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Masaya was my younger brother, a singularly unique presence in my life as an only child. He was a family member I cherished deeply.

Consequently, upon receiving the details from the school and my mother, I found myself utterly unable to accept them.

The circumstances surrounding the incident were shrouded in mystery, a likely consequence of all information being secondhand accounts.

It was in early November that I first detected signs of bullying, with a boy named Taku Sugawara reportedly being the instigator. He had targeted a boy named Takayoshi Komuro, who subsequently posted a plea online.

"There's demonic bullying occurring at Kuzegawa Second Middle School. The four of us are being oppressed by a devil." The post detailed the horrifying acts of bullying they were subjected to, such as being forced to consume cicada carcasses and commit theft, all described with stark realism.

Upon witnessing such a disturbing record of bullying, numerous individuals reported the matter to the police, alerted the school, and ignited a significant uproar.

Then, on the very next day following the public outcry, Sugawara was reportedly incensed by the attention and initiated a violent confrontation, thereby ostensibly validating the existence of bullying. He struck Masaya in the middle of the classroom with a water bottle.

"Bullying is merely a fabrication, a necessary evil to satiate the soul. You alone will be insufficient to halt the revolution."

Sugawara sneered with arrogance as he was escorted to the staff room.

Witnessing the scarlet, burn-like marks upon Masaya's battered face, the adults, filled with righteous indignation, took decisive action.

They compelled Taku Sugawara to confront the gravity of his actions and consequently suspended him from school for three days. Following this, he was segregated from the victims. The school administered a severe punishment to Sugawara and arranged meetings for Masaya and the others to express their feelings to the teachers.

My mother procured a mobile phone for Masaya and maintained regular contact, verifying that Sugawara was not attempting any communication. Each day, she spoke with her son, striving to alleviate his emotional anguish.

The individuals who took action were not solely the adults. The entire student body was incensed. It was reported that Taku Sugawara faced psychological mobbing numerous times from his peers. From this point, Masaya's popularity was evident.

Unable to interact with the students he had victimized, Taku Sugawara found himself at odds with the entire student body, ultimately facing the grim reality of a tragically isolating school life. No one stood by him, and he displayed no inclination to retaliate.

Yet, merely a month later, Masaya took his own life.

Taku Sugawara was indeed the 'devil.'

Following Masaya's suicide, neither the school authorities nor the police were able to impose any further penalties upon Taku Sugawara.

The reason was that, during the month following the bullying, while Masaya was in his madness, Sugawara apparently did nothing to him. Without any proof, Taku Sugawara couldn't be reprimanded. Furthermore, the three other surviving students claimed, 'We don't know anything.'

Thus, after Masaya died, he offered no apology. He merely derided Masaya, saying, 'He was a fool until the very end.'

The devil went unpunished, continuing his leisurely life.

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This is truly strange.

I found myself at the park Masaya loved to frequent in his youth, shedding a tear.

In a corner of the park, a small hill rose, topped with a playground at its center. With its faded plastic colors, resembling some form of modern art, the playground stood as a collective piece cherished by the children.

There, I wept in silence, tears blurring my vision. Knowing the details, I felt a deeper sorrow than at the funeral, my heart pounding as if it would leap out of my chest.

Although my perspective was much higher than when I was younger, this was undoubtedly a place steeped in Masaya's memories. The scent remained unchanged – the soil, the grass, the rubber against plastic. It gently embraced me, the air the same as over a decade ago. Once, I had laughed and played here with Masaya, losing myself in the moment.

Reflecting, the most vivid memory I have of Masaya is still the time he called me 'big sister.' Thinking of it, my body involuntarily shivered.

"There must be some mistake!"

I cried out. I didn't understand what went wrong. Perhaps it was the school, perhaps the world, or perhaps the very existence of Taku Sugawara.

"Masaya was more diligent than anyone, possessed an upright personality, and though a little arrogant, he was still my dear little brother. He wasn't someone who should die. He wasn't a little brother who should have taken his own life and bid farewell to the world without a whimper. How can I allow Taku Sugawara to live on, gloating in misery?"

Something is definitely amiss.

Even I, a mere college student, realized it.

Releasing all my pent-up emotions, I took a deep breath, drawing in the park's air.

Then, clenching my fists, I declared:

"I am going to investigate this thoroughly."

Thus, I made my resolve.

"I won't let anything slip by me; I will analyze it all. What happened at that school, what transpired in that classroom, what did Masaya face, what did Taku Sugawara do – I will exact vengeance for Masaya."

I am going to investigate this thoroughly.

This is surely the only thing I, as his elder sister, can do for my little brother.

"Wait for me, Masaya. This older sister will investigate everything for your sake. I may be useless and a bit of an airhead, but in the end, I will do my very best."

The park at sunset seemed to gently echo my words.

Turning my back on the place filled with memories, I walked away.

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My investigations commenced, and I moved with swiftness.

The very next day, I visited the principal's office.

There, I confronted the principal, identifying myself as Masaya's elder sister and somewhat coercing him into meeting me. The school held an obligation to provide an explanation.

Principal Fujimoto, 58 years old. Despite his age, his hair was jet black. It was unclear what sports he engaged in, but his muscles were abnormally developed. His suit couldn't conceal the bulky pecs and thick biceps.

"I am here to investigate," I stated slowly. "Therefore, I hope you will cooperate and answer my questions."

Principal Fujimoto nodded.

"Ask away. I have no intention of withholding anything from you. This is the least an educator can do for the victim's family."

Then, he inquired with a hint of curiosity,

"What do you wish to know next? The bullying, or the incident itself? I shall tell you everything the school knows."

"What I want to know is your school's educational policy after I graduated."

"Ohh..."

Principal Fujimoto offered a smile. With a serious tone, I asked,

"Please tell me, what exactly is the 'Human Power Test'?"

I needed to investigate Masaya's condition.

And so, my investigations began.

The Human Power Test

There was a clear reason why I started inquiring about the education policy rather than the incident itself.

Among the information that surfaced during the incident's turmoil, that was the one aspect that captured my attention the most.

It was evident that the educational policy was far from normal.

I recalled that this policy had been a subject of heated debate when it was first introduced.

While some critics deemed the system avant-garde and befitting of the current times, certain enterprises openly voiced apprehension regarding this particular school. The media, however, lauded it as cutting-edge, a meaningful framework suited for the era. A prominent figure's comment labeling it 'disgusting' was met with swift backlash on Twitter, with proponents accusing him of hypocrisy and insincerity.

Despite the varied opinions, the widespread concern among the Japanese populace was not entirely unreasonable, especially considering the nature of the Human Power Test.

This was because the Human Power Test functioned as a peer-review system where classmates evaluated each other's personalities.

The Human Power Test was composed of two distinct sections.

"In this era, what do you believe is the most crucial ability for [○○]? Please select from the three available options."

"Among the students in this year group, please identify individuals who possess [XX]."

These were the two questions presented.

For the [○○] section, students could input various traits such as leadership, superiority, popularity, and other descriptors. For instance, one might ponder the most vital ability for a leader, the most important quality for a friend, the kind of skills beneficial for a culture festival, or the attributes necessary for professional success.

As for [XX], responses could include characteristics like kindness, diligence, good looks, and so forth.

Students were encouraged to articulate their ideal character archetypes and then name the individuals who best embodied those traits. For example, a student might write, 'A leader requires strong work ethic, emotional intelligence, and personal charisma.' They would then follow up with, 'In our year, Kanako is the most hardworking, followed by Taeko,' and so on.

Ultimately, all these inputs were converted into scores. Students who were frequently associated with the abilities deemed most valuable by their peers would receive higher ratings. While the complete rankings were not disclosed, each student could access their individual scores.

Through this process, they could ascertain the perceived value of their existence.

They could understand the evaluation of their personalitites.

"Naturally, there was considerable criticism at the outset. Comments like, 'It's unbelievable for students to rate each other,' and 'This is inhumane,' represented the more conservative viewpoints."

Principal Fujimoto took a sip of his coffee and continued,

"But all of that is mere nonsense. One cannot survive in modern society solely on pleasantries. How utterly foolish."

"Foolish... how so?"

"Hmph, the established academic structure is currently in a state of collapse; it's quite obvious to everyone now, isn't it? While it's true that unfair job opportunities still arise based on educational prestige, consider this: thirty years ago, it was virtually impossible for individuals with high educational attainment to be freelancers. Back then, simply passing through the gates of a prestigious school guaranteed a deluge of lucrative job offers. Now, college entrance exams are undergoing changes. There are even AO entrance exams where academic prowess is secondary; I initially found it hard to believe my ears."

"Well, I suppose that's true."

"The proliferation of news outlets, the expansion of the service industry, the advancements in robotics – in any case, contemporary society no longer prioritizes rote knowledge. Those who study diligently often find themselves exploited by unscrupulous enterprises, their labor utterly drained. What modern society truly demands is interactive ability. In simple terms, 'human power.' This isn't merely my personal opinion, but the underlying ambition of society itself."

Principal Fujimoto let out a sigh, accompanied by a smile.

"Simply working hard or being diligent is no longer sufficient in today's world. This is a terrifying era. Those who criticize this test are simply fools who understand nothing. They lament 'opposing the valuation of human personality' and 'desiring a more enjoyable school life.' While such an approach would indeed be easier, imagine the consequences: students focus solely on exams, aiming for top schools, only to be cast adrift in a society where academic qualifications alone are insufficient. Afterward, we'd witness the rising suicide rates among graduates and new professionals, perhaps while enjoying a pleasant tea time? What a truly wonderful educational system that would be."

Having reached this point, he let out a dry chuckle and took another sip of his unadorned black coffee.

As if to fill the sudden silence, I inquired, "So, was it you who initiated this Human Power Test?"

"A student of mine committed suicide," he replied.

He seemed to realize that this was not a direct answer to my question and added,

"Fifteen years ago, when I was still a homeroom teacher, I was quite close to a female student. After graduation, she faced repeated failures in her job search and, succumbing to depression, tragically ended her life by jumping from a building."

"..."

"My wish...is to create a world where someone like her doesn't have to die. No matter the price."

For the first time, Principal's Fujimoto's stoic face during work collapsed, and his face showed a vague smile of reminiscing the past, and regret.

Like me, it seemed this man bored the death of a certain person. However, the hollow expression in his eyes seemed to have seen something I shouldn't have, and I felt a chill up my spine.

I inadvertently stopped the pen in my hand. Principal Fujimoto let out a long sigh, and when he recovered, he regained his usual face, continuing on,

"But speaking of modern society, even without some Human Power Test or something, Middle School students too would segregate amongst themselves. After all, in this modern era, grades aren't absolute. Without an absolute benchmark, the students can only appraise each other. I merely turned them into values."

I was curious as to the female student the principal just mentioned, but the conversation was soon redirected to the Test itself.

"So after they're turned into values...you let them compete?"

"It's different from competition. Simply, showing the values would prompt something to change. With this method, I hope students can become more useful to society. This is a real wish of an educator."

Principal Fujimoto stopped talking for a moment. During this time, I immediately recorded the content before into a notebook I prepared beforehand. While I was furiously writing, he asked me, "Having heard so much, you must be tired, I suppose?" I could only answer, "To be honest, I am." Having so much information given to me verbally, my brain was simply unable to process it completely.

I finished my coffee.

"Another cup?" The principal asked.

"Please. More sugar please."

Principal Fujimoto took a second cup of coffee for me, and again, I asked,

"And so? How did the students appraise? Their actual voices."

"Well, there are a lot of appraisals, as expected. Some felt that dealing with human relationships was too easy, and many felt feeble as a result."

"Did the interactive ability improve as you hoped?"

"I couldn't summarize everything. However, a group of enterprises had a high opinion of the tests. They said that if they were to seek a job, they would prefer to take the best in the Human Power Test as compared to the top in academics. Good decisions. This should continue to spread on--"

Pausing at this point, the principal said.

"--Well, that should be all. What you want to investigate is your little brother, I suppose? This Test is simply the background to the incident."

"Yes."

"The school can't say anything about your actions. We will respect the rights of the victim's family to know the truth. Even so, I do hope that you avoid touching the wounds of the other students. We do have an obligation to protect the students after all.."

"Of course, I will be careful."

"Is there anything else?"

There's one more.

I hesitated slightly. However, I put the ball point pen on the table, and lifted my head.

"Masaya, and that Taku Sugawara, what were their rankings for this Test?" I asked.

Even Principal Fujimoto showed utter disgust at this question. He probably didn't want to reveal a student's secret to the public. After considering, and making me promise not to reveal it to the public, he told me,

"At the end of the semester, amongst the 381 people in the second year, Masaya Kishitani was ranked 4th. His friends, the trio who were bullied, Shunsuke Ninomiya, Kouji Watabe, and Takayoshi Komuro too had high points. They were all very popular amongst their classmates."

"..."

"However, Sugawara was ranked 369th. He was someone nobody liked, yet he bullied 4 popular people."

Finally, Principal Fujimoto said a cryptic line to me,

"Sugawara once said, 'this is a revolution. The revolution has yet to end'."

Has yet to end?

I inquired the meaning of those words, but the principal merely shook his head.

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