By Franklin S. Odo
While bombs rained down on Pearl Harbor in 1941, eastern American students have been among the younger males enrolled in ROTC and referred to as upon to safeguard the islands opposed to invasion instantly after the assault. In an issue of weeks, despite the fact that, the army govt puzzled their loyalty and disarmed them.
In this booklet, Franklin Odo locations the mostly untold tale of the war-time adventure of those younger males within the context of the neighborhood created through their immigrant households and its dating to the greater, white-dominated society. on the middle of the publication are vibrant oral histories that remember the younger men's carrier at the domestic entrance within the Varsity Victory Volunteers, a non-military crew devoted to public works, in addition to within the segregated 442nd Regimental wrestle workforce that fought in Europe and the army Intelligence carrier. Odo indicates how their war-time reports and their post-war good fortune in company and politics contributed to the simplistic view of jap americans as a version minority in Hawai'i and glossed over major modifications of their lives and views. No Sword to Bury is a ebook a couple of serious second in ethnic identification formation one of the first new release of american citizens of eastern descent (the nisei) in addition as a background in their neighborhood through the conflict.
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Extra info for No Sword to Bury: Japanese Americans in Hawai'I During World War II
Sample text
As Akira related, Matsujiro started from humble beginnings that included daily rounds as a fish peddler: He came from a little fishing village in Okikamuro on an Inland Sea Island of Yamaguchi-ken [prefecture]. . He somehow felt, as I gathered from what he used to tell us, as well as what I gathered from reading his book, that . . there was no future for him on the little island; . . he also wanted to be . . recruited to Hawai`i, but he never made it. Therefore, he made a second choice, which was to go to Korea.
He could read and write, yes. In fact, I think one of the pictures we have around shows him studying in his kimono and whatnot, but, yeah . . he is more or less self-educated, really. My mom was born on the Big Island. She’s really a nisei. So we, her children, would be, well, two and one-half [generation]; . . after getting married to my dad, she worked in the fish cannery. She also worked in the pineapple cannery for a long time. (1–2) There are interesting differences between Akira’s recollections and Matsujiro’s autobiography.
We’d meet once or twice a month to debate issues in tournament” (20). Ching also remembered going to language school—in his case, to study Chinese—although it was not all study, especially toward the end of the 1920s when Japan’s increasingly virulent militarism targeted China. ] “Oh, my father was a Nationalist—there was a Japanese invasion. . At the language school, the Chinese teacher said, ‘Let’s go get some—lick some Japanese kid. ’ I wasn’t a damn fool. ] (31–32). For the VVV members themselves in the 1920s, family, neighborhood, and elementary schools, both public and Japanese-language versions, were of primary importance.
