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Katsuyama, Sonoko (audio interview #1 of 1)
INTERVIEW DESCRIPTION - This one rather short joint interview with Kisae Sato and Sonoko Katsuyama was done by a group of students in Fanklin Odo's class. It does not provide much personal biographical information about the two women, but does reveal the differences between the experiences of girls and boys on Terminal Island. TOPICS - Topics on this tape include: differences between experiences of boys and girls; dating; girls' activities; church; 3/5/1973
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- SUBJECT BIO - The very short group interview conducted with Kisae Sato and Sonoko Katsuyama did not cover any biographical background on either of the woman. INTERVIEW DESCRIPTION - This one rather short joint interview with Kisae Sato and Sonoko Katsuyama was done by a group of students in Fanklin Odo's class. It does not provide much personal biographical information about the two women, but does reveal the differences between the experiences of girls and boys on Terminal Island. TOPICS - Topics on this tape include: differences between experiences of boys and girls; dating; girls' activities; church;
- *** File: tisatokatsuyama1.mp3 Audio Segments and Topics: (0:00-4:20)... Both Sato and Katsuyama were sent to "relocation centers" in May, 1942. People came and bought out what they had - they were forced to sell most of their possessions. When growing up on the island, children who had Buddhist parents were often transferred to Japanese school. Sato's father was a strong Buddhist. She went to Sunday school with her neighbor and was taught Christianity. Her father understood and supported her going to church. There was little friction between the Buddhists and Christians. (0:00-4:20)... Both Sato and Katsuyama were sent to "relocation centers" in May, 1942. People came and bought out what they had - they were forced to sell most of their possessions. When growing up on the island, children who had Buddhist parents were often transferred to Japanese school. Sato's father was a strong Buddhist. She went to Sunday school with her neighbor and was taught Christianity. Her father understood and supported her going to church. There was little friction between the Buddhists and Christians. (4:20-8:19)... Sato explains that in Japan boys are emphasized in the families; they will be the heads of the family and carry the family name. They were not bothered by this. Few girls attended dance classes according to Sato. At San Pedro grammar school they were taught basic dances that would be performed on Girl's Day. All the girls dressed in kimonos and hina dolls were displayed (dolls that were part of Girls Day celebration). Several hundred girls participated in a procession, dance, program, dinner. It was something to look forward to. Field Day was an all day affair. It included lunch, competitions and prizes. Sato remembers pencils, tablets, books and rulers were given as prizes. (4:20-8:19)... Sato explains that in Japan boys are emphasized in the families; they will be the heads of the family and carry the family name. They were not bothered by this. Few girls attended dance classes according to Sato. At San Pedro grammar school they were taught basic dances that would be performed on Girl's Day. All the girls dressed in kimonos and hina dolls were displayed (dolls that were part of Girls Day celebration). Several hundred girls participated in a procession, dance, program, dinner. It was something to look forward to. Field Day was an all day affair. It included lunch, competitions and prizes. Sato remembers pencils, tablets, books and rulers were given as prizes. (8:19-9:44)... Sato recalls that at Japanese school they were taught about Japan; their textbooks came from Japan. There were special Japanese schools when they were in the camps. Sato taught preschool and helped in the nurseries while in the camp. She thinks there was a Japanese school at Tule Lake, because these individuals were likely to be sent back to Japan. Japanese was not taught at the "relocation center" where she was sent. (8:19-9:44)... Sato recalls that at Japanese school they were taught about Japan; their textbooks came from Japan. There were special Japanese schools when they were in the camps. Sato taught preschool and helped in the nurseries while in the camp. She thinks there was a Japanese school at Tule Lake, because these individuals were likely to be sent back to Japan. Japanese was not taught at the "relocation center" where she was sent. (9:44-14:22)... Sato and Katsuyama talk about discipline and punishment. They both remember their parents spanked them. Generally children did not talk back to their parents. Sato feels children are more expressive nowadays. Sato thinks that their parents began to listen to them during the camp days. Most girls were not allowed to date, dance, or go out alone. Katsuyama was not allowed to go out alone at night; her brother escorted her. Most girls were not allowed to go to the senior prom. Sato had a small party with the family at home for graduation. The boys didn't date because the girls couldn't. There was not much interracial dating. There was not much interaction between the sexes. Sato met boys at church functions , but not in the sense of dating. Interaction between the sexes was strict in Japan as well. (9:44-14:22)... Sato and Katsuyama talk about discipline and punishment. They both remember their parents spanked them. Generally children did not talk back to their parents. Sato feels children are more expressive nowadays. Sato thinks that their parents began to listen to them during the camp days. Most girls were not allowed to date, dance, or go out alone. Katsuyama was not allowed to go out alone at night; her brother escorted her. Most girls were not allowed to go to the senior prom. Sato had a small party with the family at home for graduation. The boys didn't date because the girls couldn't. There was not much interracial dating. There was not much interaction between the sexes. Sato met boys at church functions , but not in the sense of dating. Interaction between the sexes was strict in Japan as well. (14:22-16:44)... Katsuyama talks about the Emperor's Birthday - Japanese class students got together at the Japanese Hall. Sato believes that after the war it was not celebrated anymore. The emperor was considered god - it was like a religious ceremony. Students were sent to Japan around 1940 for the 2600 year celebration. Both Sato and Katsuyama were in Japan at the time. (14:22-16:44)... Katsuyama talks about the Emperor's Birthday - Japanese class students got together at the Japanese Hall. Sato believes that after the war it was not celebrated anymore. The emperor was considered god - it was like a religious ceremony. Students were sent to Japan around 1940 for the 2600 year celebration. Both Sato and Katsuyama were in Japan at the time. (16:44-18:27)... Some Nisei had arranged marriages. A go-between would go to both families and get permission from the parents to arrange a marriage. Sato doesn't know too much about picture brides but she had heard that sometimes the photos were not accurate. (16:44-18:27)... Some Nisei had arranged marriages. A go-between would go to both families and get permission from the parents to arrange a marriage. Sato doesn't know too much about picture brides but she had heard that sometimes the photos were not accurate. (18:27-19:59)... Their kitchens had gas stoves and refrigerators, though at first they had ice boxes. When Katsuyama came back after the war she recalls that iceboxes were still in use. An iceman would come by ever so often and bring ice. They had a high tank toilet in the bathroom. (18:27-19:59)... Their kitchens had gas stoves and refrigerators, though at first they had ice boxes. When Katsuyama came back after the war she recalls that iceboxes were still in use. An iceman would come by ever so often and bring ice. They had a high tank toilet in the bathroom. (19:59-22:08)... Sato remembers kites, though girls generally did not fly them. Katsuyama was a tomboy and did fly kites when it was windy. They played Japanese badminton at New Years. Many of the games they played were very traditional. Sato still prepared traditional treats for New Years. (19:59-22:08)... Sato remembers kites, though girls generally did not fly them. Katsuyama was a tomboy and did fly kites when it was windy. They played Japanese badminton at New Years. Many of the games they played were very traditional. Sato still prepared traditional treats for New Years. (22:08-22:56)... Sato's current employer Mr. Yamaguma, vice president of the Bank of Tokyo, would drop in and visit relatives on Terminal Island. The island residents were cliquish but outsiders were welcome. (22:08-22:56)... Sato's current employer Mr. Yamaguma, vice president of the Bank of Tokyo, would drop in and visit relatives on Terminal Island. The island residents were cliquish but outsiders were welcome. (22:56-25:36)... Sato feels they were happy and satisfied when living on the island. Terminal Islanders still have very strong ties to the island. Sato believes that if she had the chance to experience it again she would. There was a strong bond in the community. Katsuyama also would live on the Island again if she could. Sato thinks conveniences have changed with time. (22:56-25:36)... Sato feels they were happy and satisfied when living on the island. Terminal Islanders still have very strong ties to the island. Sato believes that if she had the chance to experience it again she would. There was a strong bond in the community. Katsuyama also would live on the Island again if she could. Sato thinks conveniences have changed with time. (25:36-27:30)... There were quite a few Japanese in Garden Grove. Sato was welcome in the community and went to school there for three years. She remembers there were more whites in Garden Grove and in San Pedro as well. She was not treated differently by white people. (25:36-27:30)... There were quite a few Japanese in Garden Grove. Sato was welcome in the community and went to school there for three years. She remembers there were more whites in Garden Grove and in San Pedro as well. She was not treated differently by white people. (27:30-29:07)... Sato has talked to her daughter about Terminal Island and the war. Some people want to forget about their experience. end of tape (27:30-29:07)... Sato has talked to her daughter about Terminal Island and the war. Some people want to forget about their experience. end of tape
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