Title:

Minutes of Caucasian staff meeting, 1942, Sep 22

Creator:

Kusuda, Paul H., 1922-

Subject:

"Nance, Afton Dill "

Japanese Americans-- Evacuation and relocation, 1942-1945

Description:

Typed minutes of Caucasian staff meeting, 1942, Sep 22

CAUCASIAN STAFF MEETING Caucasian Mess Hall September 22, 1942 8:25 p.m. -- 9:52 p.m. Mr. Charles Ferguson, Supervisor of Adult Education, opened the meeting immediately after the entrance of Mr. Tom Yamazaki. Prior to this, severl announcements were made regarding the staff. About forty people attended. The speakers were Mr. Tom Yamazaki, Mr. Frank Chuman, and Miss Mari Okazaki. Mr. Ferguson (8:25-8:35) Mr. Ferguson first gave a brief analysis of some of the reasons why the teachers came to Manzanar. One group was composed of those just out of college; another was comprised of those who were attracted by wages which were just a little better than those offered by small communities; few came out of curiosity; and finally, there are the teachers who came to Manzanar with the intent of being as much help as possible to the residents of Manzanar. It was Mr. Ferguson’s belief that only a very few of the teachers had ever come in contact with the Japanese except on an exceedingly casual basis. In order to be good teachers, it was felt that the staff should have an intelligent insight into the situation. The uniqueness of the position of the Japanese people now in Manzanar was cited as an island of people almost entirely cut off from the rest of America. The reactions of the Japanese people, as in any people, are motivated by various conditioning factors such as poverty, housing, economic changes, schooling, etc. Knowing this and knowing the background will aid greatly the problem of teaching. To help picture this idea more fully, three people were asked to help enlighten and acquaint everyone with the background of the Japanese in America. Then, Mr. Tom Yamazaki was introduced as the first speaker of the evening. Mr. Yamazaki (8:35-9:15) Mr. Yamazaki apologized for his late arrival saying that the car in which he rode had run out of gas halfway over to the meeting place. He said that since he wanted to picture the general trends of the Japanese in this country, he would deal in generalities instead of stating specific instances. First, the emigration out of Japan was traced by referring to the first contact fuedal Japan had (about 1860) with America. Thirty years later, Japan was embroiled in a war with China. At the time of the Sino-Japanese War of 1894, people had the first thoughts of emigrating to places outside of Japan. About 1870, there were only approximately fifty-five Japanese in America. By the beginning of the 1900’s, the rate of immigration of Japanese was ap roximately 2,500 per year. About this time, the Chinese Exclusion Act was passed thus curtailing the importation of the cheap labor class people. This left a vacuum of the cheap Chinese laborers, so cheap Japanese labor was encouraged. In Japan, the Japanese themselves formed labor companies to send out labor contingents. -2- The Russo-Japanese War of about 1904-1905 caused extreme taxation on the people. Some felt that they could no longe bear it, so many of these people decided to emigrate. At this time, Japan was just entering her manufacturing era. People left Japan not especially because of over population but because there was a demand for labor. Better conditions and higher wages were pictured by the few who had already come to America. The majority of the people had come merely because America had offered an opportunity for the accumulation of money. The intent with which the people had come was to earn money, return to Japan, buy some land, and live on that land among their relatives. From 1900 onward, there was increased opposition to the influx of Japanese. This agitation came mostly from the labor groups which wanted to retain the cheap Chinese labor. The greater number of workers fell into the three predominant categories of migratory farm laborers, railroad construction gang workers, and lumber camp employees. Between 1900 and 1908 or 1910 marked the greatest period of immigration to America from Japan. In 1908, the Gentlemen’s Agreement was set up whereby it was agreed that Japan would not send any more laborers to America. Through this, only immediate family members, merchants, students, and others not of the laboring class were allowed to enter this control. The immigrants from Japan in the 190 ‘s were usually below the age of thirty five. The majority of them were between the ages of eighteen and twenty-five. Prior to 1910, very few Japanese women came to this country. The boys worked usually in gangs and were under contracts. Quite a few worked in railroad construction jobs in the Rocky Mountains’ area. Then, later they migrated to the West Coast and became farm laborers. Those who had a fairly good education acted as interpreters and helped in legal proceedings. These people also made as purchasing agents. Gamblers also made money by staying with the workers. In Japan, the population was comprised of about 21% common laborers and about a like percentage of students and scholars. From this, it can be seen that not all the immigrants were laborers. A small group of immigrants could be called in present day language, political refugees. These people were expelled from universities or were involved in family rows and scandals because of the fact that they had radical ideas. This group composed the intellectual strata of men. They started to teach English to the Japanese immigrants and then later, Japanese to the American children of Japanese parents. Because of the Gentlemen’s Agreement in 1908, the laborers were excluded; however, some sneaked in illegally through the Mexican border. Others came into America pretending to be students. After their arrival, they became laborers again. On the whole, the immigration rate dropped considerably. The women could not enter this county in large numbers since there would be no excuse for their doing so. About this time, the people who earned a little money began to acquire land. Their attitude about returning to Japan changed. They decided that they wished to settle down to establish families. This began the picture-bride era whereby marriages took place primarily through the exchange of photographs. The marriage ceremony itself was conducted at the women’s home in Japan. After it was performed, the record was filed in Japan. Then, a passport was obtained and the bride came to America. -3- The picture-bride negotiations became too common so in 1920, the issuance of passports to picture brides was ceased. This then was termed as the Ladies’ Agreement. Since the Ladies’ Agreement was made, another system by which marriage could take place was installed. This was done through the “Kan-ko-dan” or the tourists’ trip through Japan. Single men went to Japan presumably as tourists. They returned to America with their brides. Meanwhile, about the time of the San Francisco earthquake, anti-Japanese agitation increased. The Japanese were pressed down economically; they could not get good employment. Because of this, the Japanese went into the occupation of being tenant farmers. At first, they were well-accepted because their crops did yield high returns. The Japanese were good workers, they worked long hours, and they did have experience in this line. Then, in 1913, the Anti-Alien Land Laws were passed affecting only aliens ineligible to American citizenship. At first, the laws were intended to include all aliens, but the British and Italians had extensive oil and land interests, so the laws were qualified so as not to affect them. The years between 1913 and 1924 marked general intensified feeling against the Japanese; however, it also marked the era of the growing of the Japanese people. They became more stabilized and started small businesses of their own, entering such enterprises as pool halls, grocery stores, laundries, nurseries, and florists. They met a lot of opposition, but they continued with relative success because they worked long hours, they were satisfied with the small necessities of life, and they were helped by the members of the family. In 1924, President Coolidge signed the Exclusion Act which action was regretted at the time. The action was also regretted by students of international relations. This act excluded everyone with the exception of a few who fell in some categories such as, foreign ministers, students, and religious men. Throughout this period, there was extensive usage of propag nda against the Japanese. About this time, the Japanese passed their child bearing age. The average family size of the Japanese is about the same as that of any other group. The years between 1924 and 1931 may be termed the era of Americanization of the Japanese and their children. They began to occupy a place (though, of course not too enviable) in the American society. This period was the time of relative prosperity, so the Japanese also improved their economic standing. Furthermore, about this time, there was a debate as to whether or not the Japanese language should be taught to the children who were born here in America. Many advocated the study. The books which were used were vigorously examined by the Board of Education. At first, the books were written in Japan and then shipped here. Eventually, Japanese textbooks were published in America. The surprising thing is that many of the older Nisei are not able to speak Japanese very well whereas many of the younger Nisei are much more fluent in its usage. This was because of the fact that the younger ones were of the right age when the pressure was brought by their parents encouraging study of the Japanese language. Until this time, rather close relationship was continued with the relatives who remained in Japan. In fact, one perfecture, Hiroshima ken, at one time depended upon the remittance of the people who used to live there for its existence. -4- As an additional item, it was stated that the majority of the immigrants from Japan formerly resided in the following ken or prefectures: Hiroshima, Fukuoka, Kumamoto, and Yamaguchi. These prefectures are near the sea, so that may serve as a partial explanation of the fact that there was a preponderance of people from the above named parts of Japan. During the period preceding 1931, Japan had steadily grown very liberal minded in governmental and labor affairs. This liberal mindedness was also reflected in the Japanese here in America. The odd thing was that the Japanese here were not affected very much by labor conditions here. The students who returned from Japan carried with them the current trends of thought and transmitted them to the people here. The so-called intellectual leaders of the Japanese here also felt liberal minded. In America and more so in Japan, the Japanese began to join the Communist Party and began to entertain their ideas. In 1931 occurred the Manchurian Incident which was well supported by the Japanese people because of economic reasons. Then began the Facist movement which steadily took hold of and influenced the leaders and some of the people. This Incident had a profound influence on the Japanese in the United States. From that year onward, the Japanese government began to think about and look towards its colonies. The Japanese people here as a whole began to support the Japanese policy in Japan. The main reason for this attitude was that they met prejudices here and they still had sentimental attachments with Japan. At this time, the Domei wire service was taken over by the Japanese government. The government also exercised control over magazines and other literature. This then had effect upon the Japanese in the United States to strengthen the Japanese nationalistic ideas of government. Besides spreading ideas through reading matter, the Japanese government sent lecturers who went to the West Coast to speak on topics dealing with greater Japan, Asia for the Asiatics, establishment of peace in the Orient, and those of the same vein. The language schools here also turned a little towards nationalistic ideas. Japanese sports such as kendo and judo were promoted more vigorously than before. This idea was sup orted by the Issei who felt that such ideas furthered Japanese ideals. It was pointed out that the great work of the teachers would be in undoing the education which the children have gotten in the Japanese ideals. This will be a difficult but necessary process. Mr. Ferguson (9:15-9:18) spoke for a couple of minutes on what Mr. Yamazaki said and then introduced Mr. Frank Chuman. Mr. Frank Chuman (9:18-9:38) Mr. Frank Chuman tried to show the composition of the Japanese prior to evacuation. Since he lived in Los Angeles, he spoke of conditions in and around Los Angeles. He opened his talk by giving a brief picture of the disillusioning suffered by the Nisei as regarding American and democratic ideals. -5- The teachers have a challenge thrust before them. They must use their best technique to show the children the American form of democracy. They must attempt to revive the spark of the idea of American democracy. Then, Mr. Chuman said, “Frankly, some will not take it.” The first impressions one has (meaning the Nisei) are that they are numberous pressure groups working against him. Further, he has only vague ideas as to how democracy functions as such. The family life is utterly American. The Nisei play baseball games, eat ice cream sodas, and listen to radios as do all other Americans. However, in spite of these material things, when a Nisei enters his home, he feels much different within the house. Here, he comes in contact with bowing and other customs including different Japanese celebrations. Holidays such as Christmas and Thanksgiving are celebrated in the American manner. However, in addition such holidays such as New Year’s Day, Girls’ Day (March 3), and Boys’ Day (May 5) are also celebrated. In this and in other ways, split or dual appreciation is felt by the Nisei. Then, Mr. Chuman cited how a Nisei attends schools in America and after graduating from high school or college, he is faced with the problem whether to go to Japan or remain in America. Opportunities are not offered to the Nisei; jobs are not open even though they are college graduates. One way out is for the Nisei to learn the usage of the Japanese language so that he may work with the Japanese here or go to Japan to work there. At one time, practically everyone was told by his parents to attend Japanese schools. This was done in many cases with an eye to the future. Also, the parents thought that the Nisei should learn to ap reciate Japanese culture and her history. The employment field most open to the Nisei after leaving school was the fruit stand jobs. The Nisei were not accepted in the American society and the econom c life. Civil Service positions could be filled by Nisei, but in Los Angeles, at the time prior to evacuation, there were only about thirty-five people occupying county civil service positions. The majority of those holding civil service jobs were acting as clerks, typists, stenographers, and secretaries. After discouragements here, many Nisei entertained the ideas of the opportunities in Japan. Most of them did not go, and of those who did go, most returned to the United States to be submerged or lost in the Japanese communities as fruit stand workers, gardeners, or florists. However, all this time, the American community life did filter through this picture. There were the sports such as baseball, football and tennis in addition to kendo and judo. Here, it was pointed out that the American sports stressed sportsmanship and cooperation while the Japanese sports stressed individual ability, agility and strength. The same duality went on in religion. There were the Christians and the Buddhists. In the smaller towns, Buddhist principles were held and rural sections had strong control on Buddhism as the principal religion. In the cities, the Christian philosophy influenced the majority of the people. Also, in the city, the Nisei were more Americanized and mingled much more with the other Americans. -6- As to political activities, there were organizations such as the J.A.C.L. (Japanese American Citizens’ League) which is non-partisan and the partisan group, the Young Democrats. Both organizations have done a lot towards attempting to make the Nisei more a part of American life. Mr. Chuman closed his talk by referring to the book, “The Island Within” by Richard Lewellyn and referring to the similarity with the present situation of Manzanar. Mari Okazaki (9:38-9:50) Mari Okazaki reviewed what was said by Mr. Tom Yamazaki and Mr. Frank Chuman. She added a few anecdotes and personal experiences to illustrate what was said. Mrs. Ferguson (9:50-9:52) Mr. Ferguson complimented the speakers and stated that this was to needle the teachers. Since it is their problem; they should be vitally interested. Then, the meeting was adjourned. P.H.K.

Publisher:

Japanese American National Museum

Date:

1942 September 22

Type:

text

Format:

1 item ( 6 p. minutes) ; sheet 27 x 21 cm.

Identifier:

JANM_006

2001.175.31b

Language:

eng

Relation:

Coverage:

Manzanar (Calif.)

Rights:

Copyrighted

All requests for permission to publish, reproduce, or quote from materials in this collection must be submitted to the Hirasaki National Resource Center at the Japanese American National Museum (hnrc@janm.org).

Japanese American National Museum

Available online at

http://www.janm.org/

Collection:

Afton Dill Nance Papers

Contributing Institution:

Japanese American National Museum