Our History... "Roots and Wings"
Christine Umeda
“Only two things which people give children have intrinsic value,” says an unknown philosopher, “roots and wings”.
Since its inception in 1976, JAN KEN PO GAKKO has been dear to many hearts. Its organization and development were fostered by the
desires and efforts of parents who shared a mutual interest in the continuation of their cultural heritage.
The Sansei parents felt their Yonsei children were rapidly losing touch with their Japanese cultural heritage and traditions. They felt an
urgency to form a bridge between themselves, their children and future generations, Believing they individually did not possess enough
knowledge of Japanese history, customs, traditions and folklore to pass on to their children, the parents sought a way to make Japanese
cultural traditions a part of the children’s lives, now and in the future.
In 1974, a group of friends began discussing the creation of a children’s program centered around Japanese cultural enrichment. An effort
was made in 1975, without success, to organize a project to expand upon the Japanese language school program. Then in February 1976 a
coordinating committee of parents and graduate students met to undertake the task of planning a cultural summer program. In preparation to
invite and gain the community’s support for such a venture, the name Jan Ken Po Gakko was selected, and the goals and objectives were
determined.
With excitement and apprehension, a March community meeting was scheduled. Flyers were distributed to local churches, organizations, and
individuals. To the committee’s surprise—and encouragement —55 individuals attended this community meeting and immediately called for
the creation of a registration/waiting list. Incredibly, within a period of five months, Jan Ken Po Gakko was incorporated as a non-profit,
cooperative, community- based organization.
The goal of Gakko was the creation of a learning environment to educate children about their cultural heritage. They learned their history and
tradition through games, folklore, music, field trips, language, and interaction with the various generations in the community. Through these
experiences the children take pride in themselves, their families and their community, and strengthen their self-esteem as Americans of
Japanese ancestry.
The underlying beliefs of Gakko are:
- Parent participation is essential to demonstrate the value of and commitment to the program, to provide role models as teachers and
leaders, and to provide continued reinforcement in the home
- Issei, Nisei and community resources are a rich and valuable source of history, culture and interaction
- learning in an atmosphere of fun and enjoyment
Meetings and work sessions, soon to be known as “marathons,” followed. With personal misgivings of their talents and abilities, the parents
worked together with a shared mutual purpose—the necessity to get the job accomplished.
A Board of Directors, consisting of enthusiastic and dedicated parents, was established to oversee the activities of the committee and to bring
about membership involvement in the program. The Board proposed policies which were then reported to the membership for approval. In
order to encourage and promote parent participation in decision making in the development of the program, each family unit was required to
serve on at least one committee.
The experience of the Program and Curriculum Development Committee illustrates the intensity of the parents’ effort. This committee met on
March 25th and in one month presented its recommendations to the Board. In developing the curriculum, the committee placed emphasis on
an experiential program which was both educational and fun for the children. All ideas related to things Japanese were discussed, rejected or
accepted. Ideas and resources were gathered from individuals as well as from scarce written documents, such as, “Sharing Our Diversity, the
Japanese American,” developed by the Human Relations Office of the Sacramento City Unified School District.
The committee’s recommendations were implemented by the Gakko staff and participating parents were given preference as staff members.
They created an interactive and diversified introduction to Japanese culture, history and tradition including:
immigration to America
These were the beginning endeavors of the parents and community members. They created JAN KEN PO GAKKO—a bridge between theirgeneration and future generations. It has become a strong, cohesive group of parents and students who have established friendships and
lasting memories. Through the years, the parents continued to be the heart of the program and provide the continuity for each succeeding
year. Each family brought their unique experience to add to the fabric of a changing program. Thus the legacy of Gakko remains. The
continuing effects of the experience has had great impact, not only on the parents, but upon the aspirations and sell-esteem of its’ students.
And so the Sansei have given to their Yonsei children and to future children “roots and wings.”
Christine Umeda
“Only two things which people give children have intrinsic value,” says an unknown philosopher, “roots and wings”.
Since its inception in 1976, JAN KEN PO GAKKO has been dear to many hearts. Its organization and development were fostered by the
desires and efforts of parents who shared a mutual interest in the continuation of their cultural heritage.
The Sansei parents felt their Yonsei children were rapidly losing touch with their Japanese cultural heritage and traditions. They felt an
urgency to form a bridge between themselves, their children and future generations, Believing they individually did not possess enough
knowledge of Japanese history, customs, traditions and folklore to pass on to their children, the parents sought a way to make Japanese
cultural traditions a part of the children’s lives, now and in the future.
In 1974, a group of friends began discussing the creation of a children’s program centered around Japanese cultural enrichment. An effort
was made in 1975, without success, to organize a project to expand upon the Japanese language school program. Then in February 1976 a
coordinating committee of parents and graduate students met to undertake the task of planning a cultural summer program. In preparation to
invite and gain the community’s support for such a venture, the name Jan Ken Po Gakko was selected, and the goals and objectives were
determined.
With excitement and apprehension, a March community meeting was scheduled. Flyers were distributed to local churches, organizations, and
individuals. To the committee’s surprise—and encouragement —55 individuals attended this community meeting and immediately called for
the creation of a registration/waiting list. Incredibly, within a period of five months, Jan Ken Po Gakko was incorporated as a non-profit,
cooperative, community- based organization.
The goal of Gakko was the creation of a learning environment to educate children about their cultural heritage. They learned their history and
tradition through games, folklore, music, field trips, language, and interaction with the various generations in the community. Through these
experiences the children take pride in themselves, their families and their community, and strengthen their self-esteem as Americans of
Japanese ancestry.
The underlying beliefs of Gakko are:
- Parent participation is essential to demonstrate the value of and commitment to the program, to provide role models as teachers and
leaders, and to provide continued reinforcement in the home
- Issei, Nisei and community resources are a rich and valuable source of history, culture and interaction
- learning in an atmosphere of fun and enjoyment
Meetings and work sessions, soon to be known as “marathons,” followed. With personal misgivings of their talents and abilities, the parents
worked together with a shared mutual purpose—the necessity to get the job accomplished.
A Board of Directors, consisting of enthusiastic and dedicated parents, was established to oversee the activities of the committee and to bring
about membership involvement in the program. The Board proposed policies which were then reported to the membership for approval. In
order to encourage and promote parent participation in decision making in the development of the program, each family unit was required to
serve on at least one committee.
The experience of the Program and Curriculum Development Committee illustrates the intensity of the parents’ effort. This committee met on
March 25th and in one month presented its recommendations to the Board. In developing the curriculum, the committee placed emphasis on
an experiential program which was both educational and fun for the children. All ideas related to things Japanese were discussed, rejected or
accepted. Ideas and resources were gathered from individuals as well as from scarce written documents, such as, “Sharing Our Diversity, the
Japanese American,” developed by the Human Relations Office of the Sacramento City Unified School District.
The committee’s recommendations were implemented by the Gakko staff and participating parents were given preference as staff members.
They created an interactive and diversified introduction to Japanese culture, history and tradition including:
immigration to America
 | Folk tales, legends, and symbols | |
| Arts and crafts | |
| Customs through an exploration of holidays, music, dance and drama | |
| Customs associated with preparation and sampling of various foods | |
| Traditional clothing and dress | |
| Written and oral language | |
| Games, exercise, martial arts | |
| Japanese American experience in the United States |
These were the beginning endeavors of the parents and community members. They created JAN KEN PO GAKKO—a bridge between their
lasting memories. Through the years, the parents continued to be the heart of the program and provide the continuity for each succeeding
year. Each family brought their unique experience to add to the fabric of a changing program. Thus the legacy of Gakko remains. The
continuing effects of the experience has had great impact, not only on the parents, but upon the aspirations and sell-esteem of its’ students.
And so the Sansei have given to their Yonsei children and to future children “roots and wings.”
 |  |  |  |  |  |