Topaz Oral History Project research files: Published articles (1920s-1980s)

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12 wh in nti ns t 1 tur1 in to J p n v ntu lly. Is it n the J p n s 1 ur hil ren \ h wr Hh] l u un u nd J n s f th Unit on . u l t h inq · ·h me nn of sp king n m nn risms with regards to teaching d s? In th irs J 1 ce, m ny of us Issei h v b en aw y from J p n for many y rs, and our own langu ge and mannerisms h e cert inly t r'or te . Secondly, it seems to me to b quite natural for children ho are receiving their education in the public schools here to speak the Japanese language crudely. It is another language to them, after all. The same holds true for their use of Jap nese mannerisms. If they deviate from "right usage," it should not be considered a serious matter. In short, as long as they live in the United States and are receiving their education here, it is best that they learn American ways-­accepted customs and proper mannerisms and speech. However graceful they may be, many traditional Japanese etiquette and mannerisms seem a bit inappropriate in America. Moreover, just as the Nisei are not proficient in the Japanese language and have trouble with the intricacies of Japanese mannerisms, the same is true with the Issei with regards to the language and manners here. Most of us do not speak English well, nor are we schooled in mannerisms that are considered proper in America. Ignoring this fact, the Issei are quick to criticize the Nisei for their poor use of the Japanese language and for what they believe to be crude behavior. Thus, some awkwardness and friction is apt to arise between the two generations. ( 8/5/28) IX The end result of this would most likely be that the responsibilities concerning the education of the Nisei would fall largely on the shoulders of the Japanese language school instructors. They would have to teach not only the Japanese language, but