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Problems of the Pacific” in “The Great Crucible of America”

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Problems of the Pacific” in “The Great Crucible of America” 4 © “Problems of the Pacific” in “the Great Crucible of America” Public Schools in the 1920s and 1930s Seattle’s George Washington n February 1924, auditions were held at Harrison Elementary School for the role of George Washington in the school’s annual Presidents’ Day reenactment of the famous cherry tree incident.1 Following the tryouts, Iteachers and administrators selected second-grader Fred Kosaka, the seven- year-old son of a local Japanese tailor. Reaction to this news came quickly. The daily local newspaper, the Seattle Star, a frequent mouthpiece for the local anti-Japanese set, sent reporter Jim Marshall to cover the performance. On February 22, the paper subsequently printed, complete with a photo of Kosaka wielding his ax, an article featuring the headline, “White Children at Harrison School Ignored, While Japanese Boy Impersonates Father of Our Country” (see Figure 4.1).2 Calling Kosaka a “vassal of the Mikado,” Marshall said that members of the audience were “abashed” at the sight of a Japanese boy impersonating Washington. Also weighing in was the local chapter of the Sons of the Veterans and Women’s Auxiliary, which singled out Kosaka’s homeroom teacher, Miss Waite, herself a member of the Daughters of the American Revolution.3 Suspecting that she encouraged Kosaka to audition for the role, the chapter blasted her for being “unpatriotic” and demanded that she resign from her position at the school. Another teacher at Harrison Elementary said that the decision to cast Kosaka was a mistake, adding, Copyright © 2011. Temple University Press. All rights reserved. Press. All © 2011. Temple University Copyright “I would never allow either a Japanese child or a colored child to represent Washington or Lincoln if there was a white child available, and if there was no white child available I would omit that part of the program.”4 Lee, Shelley Sang-Hee. Claiming the Oriental Gateway : Prewar Seattle and Japanese America, Temple University Press, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/washington/detail.action?docID=631703. Created from washington on 2017-11-03 14:25:45. 106 CHAPTER 4 Figure 4.1. Fred Kosaka, second-grader at Harrison Elementary in Seattle, who was chosen to play the role of George Washington in February 1924. (Source: Seattle Star, February 22, 1924.) Supporters of Kosaka and the school’s decision answered back, and the ensuing controversy revealed that local attitudes on issues of race and Amer- ican identity were fraught with disagreement. Several Japanese residents expressed anger at the Star and frustration over Kosaka’s predicament, see- ing the whole matter as symbolic of the second-generation dilemma. Nisei were encouraged by their teachers to become Americanized, but they faced attacks if they assimilated to the point of surpassing their white classmates. One Japanese resident shared his reactions with a local researcher conduct- ing interviews about the incident: Japanese people try to do right and give children the best opportu- nity they can. They send them to public schools so they may learn the best of American life and about American heroes and try to be like them. The teachers are good and help them but what happens outside of school? If they are bad they are condemned and if they are good they are condemned. Americans are so inconsistent. This Japa- nese boy who acted as George Washington was trying hard to be a good American and when he did his best the Star condemns both him and his teacher.5 Copyright © 2011. Temple University Press. All rights reserved. Press. All © 2011. Temple University Copyright Most of the teachers who were asked about the incident said they had no problem with Kosaka’s selection, and those who picked him said they did so Lee, Shelley Sang-Hee. Claiming the Oriental Gateway : Prewar Seattle and Japanese America, Temple University Press, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/washington/detail.action?docID=631703. Created from washington on 2017-11-03 14:25:45. "PROBLEMS OF THE PACIFIC" IN "THE GREAT CRUCIBLE OF AMERICA" 107 because he simply gave the best audition. In a gesture that was quite bold for its time, Harrison’s principal, Eugenie B. Parriseau, took a color-blind stance and insisted that Kosaka’s selection had nothing to do with race, yet at the same time, she was sure to underline the racial significance of the school’s action: “To me . a child is a child regardless of color. I have always worked on that principle and I am going to continue doing so.”6 Finally, despite impassioned calls by locals to do so, the school stood firm and refused to enact any policies barring or restricting the participation of “Orientals” in school activities. It is not surprising that a controversy over a Japanese child playing Wash- ington would erupt in 1924 Seattle. This year was, after all, a high-water mark for the anti-Japanese movement, during which the 1924 Johnson-Reed Act was passed. Given this backdrop of popular and political clamoring against Japanese people in America, an event as mundane as an elemen- tary school play, something that would otherwise go unnoticed in the local media, managed to generate a brief, but intense, firestorm. By the early twentieth century, the “cherry tree incident” was a much-celebrated piece of American folklore, and its reenactment was an opportunity for ordinary people to take part in a patriotic ritual rich with historical meaning. Fur- thermore, the fact that this event was staged annually in schools across the country imbued it with a deep collective meaning, affirming the American- ness of its participants and their membership in the national community. In this ritual, no single participant made a stronger claim to American-ness than the student who played the role of Washington. The problem in the Seattle case was, during the mid-1920s, few groups were perceived as more foreign to American society and culture than Asians. Thus, the spectacle of a Japanese child embodying the nation’s first president represented a bold challenge to the exclusion of Asian bodies from the national collec tivity. In addition to viewing this incident as one of many flare-ups of anti- Japanese prejudice during the early 1900s, we might also pause to consider the ways that it represented a contestation over American identity and the racialized boundaries of national belonging. Of equal significance to the Seattle Star’s rants against Kosaka was the decision that precipitated the con- troversy in the first place. In essence, Harrison officials went against the tide of national and much of the local sentiment and, through their action, proposed that a Japanese boy could also be a good American. A teacher at Copyright © 2011. Temple University Press. All rights reserved. Press. All © 2011. Temple University Copyright the school who supported Kosaka remarked that the controversy spoke to broader tensions in the community and highlighted “how the social forces are lined up.” In her view, the incident pitted “the teachers and social workers Lee, Shelley Sang-Hee. Claiming the Oriental Gateway : Prewar Seattle and Japanese America, Temple University Press, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/washington/detail.action?docID=631703. Created from washington on 2017-11-03 14:25:45. 108 CHAPTER 4 pursuing a constructive program of education” against “other groups influ- enced by economic and political reasons doing their utmost to discredit the foreign groups, particularly the Orientals.” Claiming the moral high ground, the teacher elaborated on the inclusive, multiracial vision of America that she and others at the school strove to bring about: And in the mean time what is to become of the Japanese George Washington and the other American born Japanese? If we slap them every time they emulate a noble American are we not laying the foundations for future trouble? They are residents of this country, they are legally American citizens, but spiritually we deny them citi- zenship; they have no desire to live in Japan, they are unfit for life in Japan under present conditions, so we are virtually making them a people without a country and in large numbers such people become a menace. I can see no light ahead except as we train more Japanese George Washingtons.7 In Asian American history, we tend to emphasize the nativists’ victo- ries. To be sure, as evidenced by Chinese exclusion, alien land laws, and the 1924 Immigration Act, theirs was the dominant agenda until the 1940s. However, the back-and-forth verbal rebukes prompted by Kosaka’s selection underscored the uneasy and often volatile presence of conflicting ideologies about race and Americanism in Seattle. And in this case, the educators and reformers of Harrison School, wielding their vision of a multiethnic Amer- ica, carried the day. Using the Kosaka incident as a springboard for reflecting on issues of Japanese immigration, education, and Americanization in West Coast cit- ies, this chapter examines the ways that Seattle public schools engaged the idea of the city as a cosmopolitan “gateway to the Orient” during the inter- war years—specifically, how Seattle’s expansion and growing position in international Pacific affairs informed their approach toward Japanese stu- dents and their broader philosophies on Americanization. As urban school districts across America coped with larger and more diverse student bod- ies, educators in Seattle incorporated into their Americanizing mission an internationalist, Pacific-oriented perspective. They worked to instill in their charges the civic and ideological outlook to be “good Americans” in a set- ting that they believed was becoming cosmopolitan due to the city’s geo- Copyright © 2011. Temple University Press. All rights reserved.
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