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April 13, 2024 | Meet The Authors of Two Faces

Meet the Authors Transcript

Welcome to meet the authors for Two Faces, the book. I'm here today with Nina Wolpe co-author of the book and Gordon Nagai, and we have lots of friends and teachers in the room today to find out more about how the book and serves as an educational tool. And we also have people that are just interested in writing, and are just here to meet the authors. So everyone is very welcome. If you're watching the recording. Thank you for accessing the recording. We hope that this is useful. Meeting to just share a little bit about what you can use the book for in the classroom, and how valuable it would be to have at your local library. Thank you all so much for being here. So to start off today. I would really like to invite. and Nina and Gordon to speak a little we'll go to Nina first, because she's already unmuted, and just to explain a little bit about her background, and why she felt the book was so important. For her to put all that time and energy into create.

00:01 It was such a pleasure working with Gordon. It was amazing. We just we've had years now with this book, haven't we? The effort on this book, and I think we got started on it, or but it early 2014. Something like that. We started writing, but we worked on it a little bit even before then, didn't we? And it just seemed to me to come together so brilliantly when we'd have an idea it fit in beautifully, and we both work so well with each other's ideas. and to do it chapter by chapter. The way that turned out to be our letters back and forth to each other. For the most part it just worked brilliantly. I'm just so in love with this book. I was telling a few of you that I just reread it again last night, and I couldn't put it down. It's just it's just so wonderful because it is from our real experiences.

00:02 For the most part, and that was an a unique time in America's history. And we were young. But we've written it a little bit older, you know, just to make it with 2 children who could have a conversation and be a part of the questions and participation with what was going on in our world. and for Gordon that's been a lifelong torture and experience. But, my goodness, what he's done! I just he'll just have some wonderful things to tell you. but it has been a joy to have this piece of history out there with such authenticity from 2 people who did come through that time. and I'm just glad you're all interested in it, and we'll share it widely. Thank you.

00:03 Thank you. Let's move to Gordon. I want to come back to you Nina, about what actually happened to you during that time. But let's go to Gordon to find out why you felt it was so important for you to write this book. Well, actually, at the time that need. And I first talked about it. That and that was 2,013 I had for maybe some 10 years prior that had started talking with a friend of mine's fourth-grade class about my family's experiences in the internment camp. She, as a fourth-grade teacher was well aware that that in the curriculum in the State of California there was virtually nothing about this episode in our history, and she felt that was a major lack. She was aware of my family's experiences during a war, so she invited me to sit down with her fourth-grade kids and talk. And since that time I've developed it into a more complex, inclusive PowerPoint presentation.

00:04 So I had been working on this as part of my own learning, part of my own coming to grips with what my family had experienced. And I gave that presentation to third grade classes up through high school and 2 university classes. You're at the UU. Of O. Anyway. So that was my background. And when Nina brought the question up about us, possibly writing a book without thinking, I said, Yes, of course. A afterwards, after we hang up, I thought, my God! What have I gotten myself into.

00:05 But it as she says it was, it was a pleasure, and just a continuing deepening of our relationship a as we worked on it together. Initially, her thought was because of the lack of again as a teacher. Nina was feeling with the lack of this information in the school curriculum curriculums across the country. It was really important that my story get out there. And, in fact, her. Her one thought was that it? It could actually stand alone as the major story. My thought from the beginning was while my story was lacking in curricula for school children. Her family's experience, although it was familiar probably to most of America.

00:06 The intertwining of our 2 story arcs was what I thought was an important element in in telling this story. Anyway. So it was, just a marvelous experience. And it gave us chance to be in in touch with each other again, and talk, and just kind of commiserate and help each other, editing and doing the creative working part of it. Beautiful, is there? I'm sure most people will be familiar with the storyline before they come to a meeting like this. But would you be able to s to summarize what happened to you in the course of the book? What did you write about. Well, the story starts actually, on December seventh, 1941. And Nina and I are both 10-year-olds in school and my family later that afternoon begins to hear about what happened in Pearl Harbor, and of course our whole world starts to get dark and to crumble around us.

00:07 And then while after that date Nina and I are in school together. And she is a protector of me because I begin to receive all assaults and criticisms because I was Japanese. Well, eventually the government issued the order for all persons of Japanese ancestry to be evacuated. So my family ended up traveling by train to the southeastern corner of Colorado to Camp Amachi, where we were for the duration of the war. My story includes, ex my experiences in Camp and experiences of my sister, who was actually she was the one who was 10 years old, and I was 4 years old at the time, but for our story I flipped it so that I was the 10-year-old, and she was the 4 year old.

00:08 Anyway. So the I relate in my story experiences and camp, most of which are actual experiences that I remember, and then coming back from camp after the war again. Nina is is my protector, because the others other kids are still smarting from Pearl Harbor, and the racial prejudice is sort of running rampant. Then we end the story of the 2 of us kind of catching up with each other about what happened to us during the time and our experiences with family. So that's basically the story. Yeah. And going over to you, Nina, what was your story? Arc within the book?

00:09 My story is pretty much the child story from World War II except my dad met a woman while he was being stationed in England. and he was very vulnerable from his position in a bomb. A base, a military base, and the think! The German planes were flying over it frequently, and his pilots were going out away. The death in all of that action was just so traumatic for him. and this the woman was a You know. peaceful presence in his life helping him. and he ended up asking my mom for a divorce at the end of the war and marrying her, and that was not so common for the children.

00:10 A lot of children lost their fathers through death. but my last name changed, and we moved into a situation that was not a good situation. You'll read about it in the book, And so I was dramatically damaged by what happened with my father and my mom and my family, and that's pretty much my story toward the end of the book as he comes home at the end of the war. But the rest of it was pretty much helping, you know, helping. During the war the children would go out with wagons and go through the neighborhood and pick up old metal that families didn't want, and they pick up shoelaces and string balls of string, you know just anything that could be all their nylon stockings. We they women didn't wear nylon stockings during World War II. That was all used for parachutes and things that the military guys needed.

00:11 So it was still family, and that was a strong part in my life with my grandfather's grandmother is my mother. and aunts and uncles and cousins. Family was still very vibrant in my childhood life. we actually have a teacher in the meeting today. Melanie Riso, who had the who wanted to share this book with her class, and I'd love to hear from Melanie what type of teaching you do, and how kids responded to it, and what of the which of themes you think that they responded to the most and why you think this book was useful within the classroom, setting.

00:12 Thank you. I am a social studies teacher. Sixth grade students. I had one of my classes. I have 5 classes. I had one class read it. They love history. their interest in history. Just goes beyond. I mean, I'm so pleased with them. But what I really enjoyed about this book as well beyond the historical aspect of it. And I think this goes to what Nina was just talking about, too, that it's also perspective taking. And that is something that we teach in sixth grade through writing, that it was the perspective of both of you. And also there's a lot of social, emotional things that could be taught through the book. And I found that very, very beneficial as well. They loved. I've got it right here all the historical photos that are in it.

00:13 And as an educator, of course, of geography, I love the maps in it, and at the end? There are these questions. There's pre reading after reading. There's assignments. There's discussion and research questions for me as an educator that just brought it all together. and I was very appreciative of having that in the book as well. And they're very deeper thinking questions. Not what color shirt was he wearing? So I really appreciate that. We had the pleasure of bringing Nina into the class and doing a. QA. And I think it was interesting. The kinds of questions that the kids wanted to ask because they weren't about. You know what happened historically, in the war? It was about, how did you cope with this, Nina, what did you notice about that, Melanie first, and then I'll go to Nina to get her perspective on what? How the kids reacted.

00:14 Because socially emotional teaching is so big in schools. Right now, I think a lot of the kids wanted to know, how did you feel? What did that make you think? What did that? You know? They wanted to know the Nina's feelings behind this? They they read the book. They knew what happened in the book, but they wanted to keep delving into. What does that make you think so? I appreciate that. It's interesting, because that's what Gordon and I put in there. You know, we just really wanted each of our experiences to that level. And what I wanted from your kids was, what did you feel. Yeah. And yet their questions were, what were you feeling? How? Yeah it was? It was fast. Came back with the same type of questions. Yeah.

00:15 And I appreciate that level on it, and it's something that they can relate to because of the age in the book as well. Yeah. Oh, yeah. yeah, thank you. Melanie. the kids really respond so much to this book. And that's really the proof of its worthiness for reading. And mom, how did you feel about? You know that visit? Because we we're open to visiting other schools or doing it more absolutely, Gordon, you were already done so much of this through the years, haven't you at all grade levels. even college, right? Gordon? Yeah, you just need to. Oh, he's that's right. He's. And Gordon had mentioned, if you don't mind me, had mentioned a slideshow that he had, if that would be available, I would love to have that for maybe my next year's class as well. I already have the pre video introduction video to the book. I think that would be great. But I just love the questions that are in the back of the book, I mean as a teacher that that is top notch resource. so I appreciate that. Thank both. Thank you, both of you.

00:16 And after I finished that in the days after doing it with you and your children, I just kept thinking I should not have asked so many questions of them, I should have just let them ask what was inside here after reading the book. I think they had a lot to ask that were about those questions were about the feelings. You know that we really that Gordon and I went through in those years. Yeah, it's pretty unique for kids to get an opportunity to even meet an author as well of a book, you know, and to meet one that had those real experiences is so valuable. Melanie. Yeah, most definitely. I think they were a little awe struck at first. But it was such a great experience for them, and I really appreciate you coming to the classroom so. Anybody else be fun to do it?

00:17 Thank you. I have a comment to add here, Melanie, my daughter is currently working on my PowerPoint presentation. Putting my narrative to it. Normally, what I've been doing is I've been reading a script to go along with the PowerPoint, but my voice is getting to a point now where it gets very raspy, and I'm very hoarse. So I have recorded my voice going through the narrative. She's putting that together with a PowerPoint presentation. When that is done, I'll be sure to send a copy to Anita. She can get it to you. Yeah, yeah, absolutely. Well, probably, like, yeah. I appreciate that. Thank you, Gordon.

00:18 Have we met everybody here on the screen? Yeah, we're my, my, aunt joined Eileen, it's great to see that you've joined there. But before we go to kind of more chatting and more. QAI just wanted to tell everybody who may not already know what we have at the back of the book that is so useful. So the first thing you find at the back of the book is a glossary, and that does include some of the Japanese terms that Gordon's family would have been using, and which is one of the interesting things for me. I love languages. I study languages, and I, you know, I've studied Japanese. But when a word is used regularly, like within a cultural context, you know, like that idea that we're just going to get a get on with it. And there's a couple of words like that. And maybe, Gordon, you'd like to speak about that for a moment. I'm sorry. What.

00:19 I was just wondering, would you like to mention the words that you mentioned at the back of the book in the Glossary? Issei and Nisei. the Japanese immigrants born in Japan and the Japanese Americans born in the Us. And their words. And then there was some other words that you guys were talking about in the book. The idea of shame, Huggy! Yeah. Hockey. Yes. Go back to the first words that that you mentioned. the first generation are considered, and these are people born in Japan that come, as immigrants are called Issei, and that is taken from the Japanese word for 1, ichi. So Issei is the first generation. Second generation is Nisei. The number 2 is ni.

00:20 So I'm actually considered a second generation. I was born here in this country. My mother was also born in this country. She was born near San Jose, California. So she's actually also second generation. But my understanding culturally, you follow the father's line. So since he was first generation each, he say, I would be the second generation. Nisei. if I followed my mother's line, I would be a son say I would be third generation. But, as I say, culturally, you follow the father's father's line. the one phrase that I use quite often in the book is "shikata ga nai." In Japanese means it can't be helped. So anytime something bad happens, or there's a problem it's got like an eye, and you just kind of pick things up and move on you. You don't sit there and wallow in it.

00:21 Anyway, there are a number of Japanese words there that that help give a feeling for the culture or kind of the mindset of of people of Japanese ancestry. I really like that, because that is another angle that you could use in it in the educational context, you know, is exploring Japanese culture. so I really, I'm glad that that was added in here at the back, and that, you know it's been highlighted. And then, as you go through. the book out. There's some amazing photos. And the timeline is the next thing. So this is talking about the timeline during the book, so it doesn't start at the start of the war.

00:22 It starts at the start of the attack on Pearl Harbor, which is when your guys lives were most affected because and because of that. and then the internment. And then eventually the second generation, volunteers and were able to volunteer for the military. So they actually fought in the war. you've got the rescue of Texas, which I know absolutely nothing about. But then I'm from Ireland, and some of you might have guessed by hearing my accent so, and then the Amatchi pilgrimages. And so this is just a little bit about how you dealt with what happened to you by going back later. Is that right, Gordon? Yes, my excuse me. My daughter graduated from University of Colorado and Boulder, and I always forget the year. I want to say 1995.

00:23 But anyway, the year that we went back for a graduation, my son and daughter insisted that I make a pilgrimage to Camp Amache is right along a Kansas border in the southeastern corner way, tucked in in the bottom corner of the State, anyway. So it took us 3 or 4 h to drive from Boulder to Granada. which is the little town. and we visited the campsite, and I have some pictures that that show the foundations of the building. There wasn't a building there. Some of the internees had built a little shack that that housed a memorial marble memorial block. It was all in Japanese, so I couldn't read it. But that was the only thing that was there.

00:24 There was also a monument to the 31 men who had served in the military and had died in combat. There was a memorial to those 33 3 men. But it for me. It was I'm not sure exactly what I was expecting. since there were no buildings, there was nothing that I could tie it to any memories about what happened at camp. but it was a very solemn experience for me, and my kids kind of gave me space to experience whatever I was. I think I cried a lot inside. I didn't cry outside, but it was a very painful and in many ways a healing experience. I think part of what I was experiencing that day was thinking about what my mom and dad experience. I mean? They were obviously adults.

00:25 My mother was an American citizen, and she had all of her rights stripped away, and she was behind barbed wire. My dad could not become an American citizen, and he was behind barbed wire, thought of and considered as an enemy alien. So that day partly was for me to kind of heal and remember, but also I was he hopefully healing for my parents, who it had to be a very devastating experience to be there. Absolutely. And now Gordon Camp Amache has been a Nat, become a national memorial to all of that right. Biden just recently designated it that way right. Yes, and 1,922 2022. Okay. President Biden signed into law, making Camp Amache a national park.

00:26 And plans were in place. I don't know if they've actually implemented yet plans were. Plans were in place to reconstruct one of the barracks and have a educational center there. Informational center for visitors. But it's now a national park. Hmm should be wonderful to be able to visit. and so, coming back to the back of the book and some of the resources, if we may. And this is the background of loyalty. Questionnaire. So the first and second generation Japanese Americans were given this at age, if they were 17 and over to pledge basically their loyalty to the U.S.A. Gordon. Would you like to speak about that just for a moment? Because I know there's some interesting facts about the questions and what it was about free for young people and the adults who had to sign this.

00:27 Yeah, there were 28 questions and kind of on the surface the administration of the camp. Under the author authority of the Us. Army gave this questionnaire 28 questions, and on the surface of it. people were told that this was just a simple information questionnaire. The last 2 questions, though. actually delved into an area that that the adults in the community we're suspicious of, because it looked like they were trying to determine if a person was a patriot to the United States or if they were sympathetic with the Emperor of Japan.

00:28 the first. The question 27 had to do with whether or not the person was willing to serve in the Us. Military have called well my father as an immigrant alien was not a US-citizen, so he could not serve in the in the Us. Military. So if he said no there was, there was a question of whether or not he was sympathetic to the, to the Emperor. But if he said Yes, it was a meaning, meaningless response, because as a non-citizen, he couldn't serve in the military anyway. So that was a difficult situation for all of the first generation essays the second question that number 28 had to do with whether you would commit totally to the Us. President, and give up any

00:29 support for the Japanese Emperor. Well, it had 2 parts to the question whether or not you were patriotic to the Us. President or or to the Japanese Emperor. Well, for the first generation. He say. if they said no to giving support to the Us. President. again, they would be suspect if they said no to giving up there any affiliation or support of the Emperor. Again they were thought of as possible spies. The difficulty was the first generation, Esay, because they were not us citizens. If they gave up any support of the Emperor, they would give up their citizenship rights to Japan, and they would become people without a country.

00:30 So it was. It was a terrible, terrible dilemma that people were placed under, and my both my parents, my mother, and my father ended up saying yes to both questions. Yes, yes, my father, I think, said yes to the second one knowing that he was ending up without a country that he could claim as his own. Now he was here from from 1,917, anyway, and he had wanted to become a citizen, so it was not, in in a way, was not an issue, but emotionally. It had to hit him pretty hard. Yeah. And that could be interesting to speak about in a classroom. One of the last things that you have in the resources is the letter of apology, and of course, the later on,

00:31 in 1,990, George Bush sent out a letter to all surviving. And actually there was a payment. Each letter contained a check for $20,000 for the injustice of unlawful imprisonment of attorneys. Both those who are Japanese immigrants and Japanese Americans by birth. Gordon, would you like to tell us what that meant for you? Wow! Let let me tell you about what it meant to my mother. My daughter. My father had died, but before the letter was sent out, and my mother was just really up upset that he did not receive his letter of apology. My mother! A a quirk of fate. Whoever was responsible for sending out these letters, and I can understand the urgency of getting them out because the elder Japanese were beginning to die off pretty, pretty heavily.

00:32 The letter that they sent out was on Substandard letter paper. It was smaller than the regular stationary, and it did not have the White House seal at the top. My mother was appreciative of getting that, but when my letter came on standard stationary with the White House seal at the top. She was really upset, she thought, the way she described it. She got a substandard apology. Me! Oh. when she died she still had $500 from that 20,000 in her bank account. She said. She told me at 1 point that she would have given back the $20,000 to have actually received a formal, appropriate letter of apology. So for her it was a a

00:33 very painful experience for me that one of the things I got from my parents was a love of my country, and to me that letter sealed it that even though the country had made a grievous error in the evacuation, internment and Congress, and with the signature of the President, did eventually turn that all around and sent this very formal official much appreciated letter of apology to me the $20,000 that wasn't so much import of importance the letters. What I value. And again it. It reinforced my belief in the country.

00:34 Yeah. I'm so glad we had a chance to talk about all of that at the back of the book, because a lot of people may or may not take the time to take to look at that. We are going to do some QA. Right now, and if anybody wants to. To add anything. Make a comment. If you've read the book and you'd like to recommend it. This will all be part of the today's recording. and when we stop recording we will continue to have a short chat. But is anybody interested in in making any comment or asking any question? Marilyn. Yes, I'd like to ask Gordon a question, and after I get the answer, follow up with a statement. I think I heard you say that you had presented your story at the University of Oregon? A University of Oregon class, I'd like to know? How many times did you do this? What kind of class was it? And what level were these people? Freshmen, sophomore, juniors, seniors, graduate.

00:35 I gave the presentation to 2 classes. One was an anthropology class, and was one was the class in the SF. That's the studies department. one class. They were freshmen and sophomores. So they were young kids. But that was a good experience, the other class was, and I don't remember which one was which now. But this second class. was a class that there were older students in it that were going back to school to further their education and get advanced degrees. So it was a mixture of regular college students, and then men and women who are like in their forties and fifties.

00:36 In both both classes. I asked what kind of experiences they had in their high schools in terms of education around the evacuation and internment, and I was surprised. There were probably 2 thirds of the class that raised their hand, that they that they did, in fact, have some form of education around the evacuation and internment. That was a surprise to me now. I didn't go into detail, to find out what they were taught, what their study consisted of. But, anyway, that was one element that that was a surprise to me. My follow up is that professors teach teachers who teach students. And I based on my own experience hope that you can do a lot more at the college level, and combined with the school of education somehow. I I got my degree in education with a double major in sociology and history, and I do admit this was a long time ago, but it wasn't that far, after all this happened either. I never heard one word about it. Consequently I didn't teach about it, because I didn't know to teach about it. and so I think that in addition to whatever can be done on the elementary Junior High School High School level. It would be a good idea to put a lot of focus on getting into those college classes and teaching those who are going to be teaching history and sociology, or like kinds of classes at a lower level than college

00:38 at. I'd like to think that we learn off our past mistakes. I'm not so sure. I believe that anymore. But I keep hoping that if we can give this kind of education to students. As they grow up. we will be able to recognize the value in every human being. Thank you. and avoid repeating. Amen! Registry. Yes. I have sent a package of information, including a copy of the book to university of Oregon. Here in Eugene and Oregon state up in Corvallis. But ha! I haven't heard back from either one yet. but I'll pursue because I agree with you. Teaching teachers to teach is a good way for us to proceed. Yeah. And if anybody ever has contact or know someone that we should get in touch with, please let us know, Melanie. You had your hand up.

00:39 Yes, thank you. This kind of piggybacks off something Gordon and Marilyn we're talking about when we started reading Two Faces I asked my students what they had known about World War II Japan, the relationships Japanese people in the Us. And I had out of 32 students who actually did know something about Japanese internment camps in the Us. Which surprised me for sixth grade students. But a lot of eyes were opened. A lot of eyes were opened, and had, you know, no idea that anything that had occurred here they were, many of them were like, what do you mean? What do you is this real? I'm like, yeah, this is real and just you know the awareness, the awareness was very life changing for many of them.

00:40 Excellent. It's I would hope that the parents had discussions with them, too. Maybe the parents were enlightened, too. and want to read a book and learn more about that history, too. I believe middle school is a great, great time to start something like this. just to have that awareness. Read. Thank you. Thank you for your question, Marilyn. Kate, you'd like to say something. Yeah. This is something that so makes me really sad. The one of my son's very closest friends is Japanese. I think he's Gen-Z generation. And my son, says I, I haven't met his family, but my son says that his family

00:41 just doesn't want to talk about. I don't know. This situation that there I think it's wonderful that Gordon is willing to talk about it, and I have another friend here, and Ben, who's Japanese physical therapist? Probably also Jensi, and he has given some presentations around Bend. But I it. My son has said. please don't bring this up around, Daryl. Hmm. Wait and see if if Daryl brings it up, that it's just something that that Japanese family apparently isn't ready to talk about. And this is

00:42 well. Generations later. Yes, yes. I think that's not unusual. Culturally, Japanese tend not to want to talk about things that are bad that have happened to their to their themselves or their families. and anything that involved like being in jail being in prison, that that's a stain on the family name, and so that especially is something that they would not talk about. Also. With that generation. Many of them were well aware that constitutional rights were totally violated. But knowing that puts them in a position of Do I say something or not? And do I go against the cultural norm of scuttug, and I just bearing it?

00:43 Or do I say something? And do I say something that puts me in in a bad light with the government? So it's a very difficult thing for people, particularly of that generation. And I think that that cultural aspect played a big part in in probably most of my generation second generation most did not want to talk about that experience, and I only started because my friend Diane, invited me to her fourth-grade class. How could I say? No, you know. But that started me in a more serious way of putting together a presentation to talk about my family's experiences. This would be true for loads of ethnic groups in America that just the slavery situation and the Jewish situation. And

00:44 as more comes up, then those people are involved in retribution and anger, and especially with the society. As diverse as ours is. We have so many historical moments that are hurtful and painful and dangerous, and lots of families carry loads. Yeah. So we're coming to the end of today's session. Oh, we have another question, Bruce. Okay, yeah, I have a question of Gordon. Especially given, you know, like states like Florida. You, you look at your book is not pulled from the library there. But, my, this is my son teaches in Japan. He's been in Nagoya for about 5 years now, and he teaches English. How do you think that book would be accepted? There.

00:45 Oh, good question. I've I've never even thought of that. I think it could do a well there. I think on one level, particularly amongst young people. There's an interest in what goes on in America, culturally and socially. Yeah. Up. And I think that that Japan now is is really looking back at World War II with a more open stance to learn. And I, I think reading about learning about what happened in the United States during that time, I think, would be something that that they would be interested in. Yeah, yeah. I want to send him a book. We've been there 5 years.

00:46 Go ahead. Sorry. Thank you, Bruce, for your question. Hopefully. You can send a book over to your son. My will. Thank you. We'll send a box Lisa. Just wanted to mention. My my father was in served in World War II in the South Pacific. and it was the first one, even though I'd heard about the Japanese environment camp. You know I didn't know a lot about it. He! He really instilled in me how wrong that he thought that was There was no reason to believe that these people here were a danger, and that shouldn't have happened. And he remember him talking, you know, about the war for only a few times I saw my dad cry, and one was when he when he lost his mother. One was when he lost his daughter. One was when he was talking about some of the things he witnessed.

00:47 which I won't go into all of them. But one in particular was, they were trying to secure the finance building in Manila. in the Philippines. and he said there was a dead Japanese soldier that was leaning against the wall had a monkey. A monkey was crying and screeching and petting his face. My dad cried, and he said felt at that time witnessing that and the other things he witnessed, he said I felt like the animals had more compassion than the humans did. so it really affected me, too. Thank you for sharing. Sharing your stories. I think a lot of people still don't know about all of the history. It's true. Yeah. So we're talking about Two Faces, the book, we've thank Gordon and a guy and Nina Wolpe.

00:48 and the authors would either of you like to say anything before we finish. Today's recording. We're all good. I'd like to say thank you very much for the book, and for bringing this to our attention. I think that we oftentimes tend to let things slide overlook. They're hurtful. We'd rather not look at them. but we need to look at them. And so I thank you for bringing all this to us. I also would like to thank you for at the level that this book is written. It is an easy read for young readers, and I appreciate that. To thank you. Everyone for being here. You know how to order the book, and how to get as walks or books. Yes, and. We. Actually, yeah, you can order the book on their website http://twofacesthebook.com. We have a Facebook page. We have a Youtube page. And this is meeting will be on the Youtube page. But I am going to do the competition. We do have a competition for everyone, and the prize is 10 books for your library or school.

00:49 Number 9. Mary Jane Mcqueen. I do have one. To take. To give to your local library or school. Great! Thank you so much. We'll make sure to get that to you very soon. Thank all of you for participating today. And Mary Jane's actually in Canada. So yeah, you need to tell all the Canadians that we about what happened here. Thank you. Mary Jane. And thank you for that, and. It's true. It happens. It happened here as well. So there was internment camps in Canada as well. Gosh! And so I'm not sure how many people, actually. if this generation I know of my parents generation, many people knew of it. But I'm not really sure of the younger generations. How many people do you know? I think it's the same circumstances. It would be in the Us.

00:50 A lot of people don't understand what happened and how wrong that was. So, thank you. I look forward to receiving and ex sharing. Thank you. So much so thank you. Everyone for listening. And we hope you enjoy Two Faces, the book, and that you share this story with many people. Is she wanting something? Thank you for coming today.