Emotional Distress in the Camps
In addition to experiencing physical problems from camp conditions, many evacuees suffered emotional distress from being snatched from their homes and losing their freedom. After losing their homes and businesses, the Issei suffered because their financial situation would deteriorate while they were imprisoned. The Nisei also suffered during their imprisonment because they were not obtaining an education or learning a profession.
Making the most of their situation
Yet during their imprisonment, many Japanese-Americans demonstrated a resilient spirit. They began planting trees and bushes around their barracks, also traditional Japanese rose gardens. Some of the most ambitious projects were the creation of artificial lakes and lagoons (pg 79) with vegetation and paths for strolling. These complex structures were created by scrap materials the internees found throughout the camp. “‘Twas a great achievement”, one Nisei described. “When we entered camp, it was a barren dessert. When we left camp, it was a garden that had been built up without tools, it was green around the camp with vegetation, flowers, and also artificial lakes, and that’s how we left it.”
In addition to improving the physical characteristics of the camp, the prisoners created furniture and household goods to provide them enjoyment, handcrafting chairs, tables, bowls, cabinets, and many other items. Also, because life in the camps was so difficult, Japanese- Americans hosted elaborate celebrations at the holidays. Arguably, organized sports and baseball in particular were the most important recreational activity for the evacuees, especially the younger generation. At some of the larger camps, there were as many as a hundred teams playing in different leagues. One young internee observed, “I think sports were one of the key factors that kept people from going astray.... If it weren’t for those athletic leagues, I think there would have been more dissension.” At the temporary centers, schooling was limited, resulting in much mischief and boredom among the children. Once they arrive at the permanent relocation centers, parents were determined to resume their children’s education. Since the camps lacked formal schools, parents resorted to makeshift schools in the barracks with some students relegated to sitting on the floor. Despite the lack of textbooks and experienced teachers, the Japanese-Americans, persevered to improve their children’s education program. By the end of first year at the relocation camps, partly due to educational material donations from those sympathetic to the Japanese-American situation, the removal centers had nursery school, elementary school, high school, and classes for adults. By developing an educational system, the Japanese-Americans ensured that the prison years would not be lost educational years for their children. |