April 25, 2025 • 30 mins
Yves joins us to unpack the life and achievements of Hide Hyodo Shimizu, a Japanese Canadian woman dedicated to education and voting rights.
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Speaker 1 (00:05):
Hey, this is any and Samantha, I WoT this stuff.
Speaker 2 (00:07):
I never told you production of My Heart Radio.
Speaker 3 (00:18):
And it's time for another edition of Female First, which
means we are once again so happy to be joined
by the amazing, the adaptable.
Speaker 2 (00:26):
Welcome.
Speaker 1 (00:28):
Thank you for you, well, thank you. That's high praise.
Speaker 4 (00:32):
Honestly, yes, it makes me feel very human to call
me adaptable, though, so I feel like y'all are too,
for sure. But I'm like, oh, I'm in my full
primitive human element. If I'm adaptable, you.
Speaker 1 (00:42):
Know, well you.
Speaker 3 (00:45):
Eves is currently podcasting from a car everyone, and I
won't even like go to the office because I'd have
to unplug my work laptop and that's too.
Speaker 2 (00:56):
Much for me.
Speaker 5 (00:59):
Aftable in some ways, but in other ways, I'm like, no, yes, well, Eves,
do we know you've been up to some traveling, up
to some stuff.
Speaker 2 (01:11):
Can you tell us how have you been? What have
you been up to?
Speaker 1 (01:14):
I've been good.
Speaker 4 (01:15):
I was recently in Guatemala for a wedding. That's probably
the last a little bit of travel that I did,
and I actually had a really good time there. I
wanted to be there longer, but because of schedule, it's
like graduation season for me and I have some family
stuff going on.
Speaker 1 (01:30):
I needed to be back in the home space. But
it was good. I was there for about a week.
Speaker 4 (01:36):
I got to hike, I get to be outside, as
y'all know, I like to do a lot. I hiked
a volcano called Akatanango and spent the night on it
and that was really fun. But in general, it's a
beautiful place. I got to see Antigua and spend some
time there, and we'd love to go back at some
point and dig into more things. I looked at books
(01:58):
while I was there, but I didn't have the space
back in me with me. So I would love to go.
Speaker 1 (02:03):
Back and actually purchase some books next time i'm there.
Speaker 2 (02:06):
I love that.
Speaker 3 (02:06):
That's so great that that's like I must go back
to get some books.
Speaker 1 (02:12):
Well.
Speaker 4 (02:13):
I found a lot of cool ones when I was there.
So one's about like mythology, about the legends of you know,
the legends of the country, and ones about time. One's
about the supernatural ones. I mean, there are a lot
of cool books there. There are political books, I mean
just all kinds of things. I saw some cool ones.
I just didn't have any space for it, and so
(02:34):
I just walked away with my head down and my
tail between my legs, and I was like, I don't
have any room, but it's fine.
Speaker 2 (02:44):
One day, eas I believe. I believe in you think
you'll be back.
Speaker 3 (02:50):
Well, since we know that there's a threat of rain,
we'll go ahead and jump into the episode.
Speaker 2 (02:57):
So, ears, who did you bring for us to talk today?
Speaker 4 (03:00):
We are talking about hide Hiyoda Shimizu and she was
the first nise which means child of Japanese born immigrants
to teach in the British Columbia school system. But everything
that happened in her life, how she contributed to the
school system in British Columbia, like, delved into a lot
(03:21):
of other social things that were going on at the
time in British Columbia's history. So work she did was important.
Looking forward to getting into her story today, Yes.
Speaker 2 (03:30):
There is a lot to unpack here with her story.
So shall we get started with the history?
Speaker 1 (03:36):
Yeah?
Speaker 4 (03:37):
So, Heidei was born on May eleventh, nineteen oh eight,
in Vancouver, British Columbia and Canada. She was the oldest
of eight children that were born to her parents, who
had immigrated to Canada from Uwajima, Japan. That's how she
was second generation Nisei as we well, you'll hear that
word later on in the episode two and they refer
(03:58):
to other second generation Japanese Canadians the same way. But yeah,
So her parents came from Ujima, Japan, and they planned
to move to Boston in the United States and were
on their way there when they made it to Vancouver,
but they decided to stay in Vancouver and he day
ended up going to Laura Seacourt Elementary School where she
(04:19):
was the only non white student in her class, and
she later went to John Oliver High School and then
she went to the University of British Columbia for a year.
In nineteen twenty five, she ended up transferring to Vancouver
Normal School and in nineteen twenty six she got her
teacher certificate, so she was one of the first nisse
(04:42):
to get a teacher certificate at the time. So there
was another teacher that was already teaching a first great
class at Lord Being Elementary School in Steveston which is
now a part of Richmond, British Columbia.
Speaker 1 (04:58):
But there there were many.
Speaker 4 (05:00):
Japanese immigrants in the community that spoke Japanese. That teacher resigned.
Hede applied for the job in the fall and got it.
The school board assumed that she spoke Japanese even though
she didn't. He DA's parents spoke Japanese, but he Da
didn't grow up around a lot of Japanese Canadians. She
actually didn't know a lot of Japanese people, and that's
(05:25):
how he De ended up becoming the first Nise to
teach in the British Columbia school system, which, of course
it was impressive because at the time there was a
lot of anti Japanese in general, anti Asian sentiment in
British Columbia and Canada. It was prevalent and it made,
of course jobs getting jobs difficult for people of Japanese descent.
(05:46):
But Hedy also taught overfoll classes because Lord Being was crowded,
so they had to have overflow classes at other schools.
But either way, this is the beginning of Heide's story
at Lord Being. I wish I have more single stories
of head A teaching there and stories from her students
which may be there because some of her documents are collected. However,
(06:12):
I don't know how many of those exist. But she
taught there for a long time, so this is the
beginning of that story. She ended up teaching there for
sixteen years. But consider that sixteen years and then there
were things that happened in the meantime. So in the meantime,
he Da was becoming socially involved with organizations. She worked
with the pow Street United Church. She worked with the
(06:35):
Japanese Canadian Citizens League. Not fully sure what her impetus
was for being involved, like what was her drive to
become so socially involved, I'm not fully sure, but she
started becoming involved with these organizations. And the JCCL was
an organization of Japanese Canadians who advocated for citizenship and
(06:57):
the right to vote because Japanese Canadians couldn't vote in
British Columbia, and after the Dominion Elections Act was passed,
they lost a federal right to vote in nineteen twenty
but either way. Later on, because of her involvement in
these organizations, nineteen thirty six, the JCCL once again, that's
(07:18):
the Japanese Canadian Citizens League, they invited her to join
a four person delegation to Ottawa to advocate for the
right to vote. So on May twenty second of that year,
nineteen thirty six, she went before the Elections and Franchise
Acts Committee in the House of Commons, which was considering
lifting the ban. The other three delegates that went with
(07:42):
her were men, so they were a dentist, a life
insurance agent, and a professor, and of course Heide, who
was a teacher. And later on Heide said that women
weren't included in discussions at the time, but the JCCL
thought that one of the four delegates should be a
woman because they were going in front of this panel
(08:03):
of white people and that would.
Speaker 1 (08:04):
Help influence them.
Speaker 4 (08:05):
Basically, but she and the other people who were presenting
each had fifteen minutes to make their presentations about extending
voting rights to Japanese Canadians. I believe that he Da
was the first to go up. Unfortunately, it didn't go well.
The committee decided against extending the vote, and the delegation
(08:26):
went back to Vancouver and on June fifth they announced
the news to a public meaning of about three hundred
people that it.
Speaker 1 (08:34):
Didn't go well, and heat I did.
Speaker 4 (08:38):
They'll create a scrapbook of her time there, which is
pretty cool. There's a short video on it.
Speaker 1 (08:43):
On YouTube.
Speaker 4 (08:44):
It's now in the Nick National Museum, which has access
to her document so you can go look at some
of that there. Even better, I don't I'm imagining you
could probably see some of that stuff in person if
it's possible.
Speaker 1 (08:56):
But yees.
Speaker 4 (08:56):
So Japanese Canadians has oil, has Chinese and South Asian
residents still couldn't vote. Japanese Canadians wouldn't be able to
vote in Canada until nineteen forty eight, in British Columbia
until nineteen forty nine. So keep that in the back
of your mind. This effort continues throughout these years. Although
(09:21):
they didn't necessarily win the fight in this moment, this
experience did uplift heide as an advocate for Japanese Canadians rights.
(09:41):
And so this is when we get to a little
bit of the larger story around the beginning of World
War Two. So if people who are listening are familiar
with American history, then they know about the interment of
the Japanese in the United States around this time. So
in cana there was also a history of anti Japanese,
(10:03):
anti Asian sentiment, anti Japanese detainment.
Speaker 1 (10:07):
So in the months leading.
Speaker 4 (10:08):
Up to the outbreak of World War two, this anti
Japanese sentiment that this trust of Japanese Canadians, interpersonal acts
policy against Japanese Canadians, all of that was brewing and
steing anti Japanese propaganda. Racism prevailed over dissenting voices. So
(10:28):
of course there were people who were like, not rocking
with it, all of Japanese Canadians, y'all need to be persecuted.
And then there were people who were like, this is
clearly racism, this is unfair, and you shouldn't be think
you shouldn't be persecuting Japanese Canadians because of it.
Speaker 1 (10:51):
But when World War two began, there were.
Speaker 4 (10:56):
Many people of Japanese descent in Canada and about two
thirds of them were citizens. But when Canada declared war
on Japan after Pearl Harbor, some people called for Japanese
people to be detained, and of course there were other
people were saying that's cruel and unnecessary. And in Ottawa
(11:18):
for instance, like for instance, some of the persecution that
was happening to Japanese Canadians at the time. In Ottawa,
anyone naturalized after nineteen twenty two had to report to
the Registrar of enemy aliens. There were more than a
thousand Japanese Canadian fishing boats that were impounded. Japanese language
newspapers were shut down, and the Superintendent of Education in
(11:42):
British Columbia ordered that all Japanese language schools were to
be closed.
Speaker 1 (11:48):
Yeah.
Speaker 4 (11:49):
So John Hart, the British Columbia Premier, and George S. Pearson,
who was the British Columbia Cabinet Minister, a British Columbia
Cabinet minister, they pushed the federal government to hunished Japanese
Canadians and in nineteen forty one, he Dae and other
Japanese Canadians older than sixteen had to register with the
(12:12):
Royal Canadian Mounted Police. So everything's escalating and that is
affecting Heide herself and her family. Her family lost their
tim lot, parcel of land and their belongings. Well, let
me not say lost, because that makes it seem like
they just went into the ether.
Speaker 1 (12:29):
They were confiscated.
Speaker 4 (12:32):
And Japanese Canadians were sent away from the coast of
British Columbia and Japanese Canadians were brought to Hastings Park
in Vancouver that included children.
Speaker 1 (12:45):
Every other day, when he Da would finish.
Speaker 4 (12:47):
Teaching in Steveston, she would go to Hastin's Park to
supervise education, and then she would get back home by curfew,
which was nine pm at the time for Japanese Canadians.
So imagine like having a long day with all these students,
you know, and you're going to work and spend time
(13:09):
helping the students every day. But then she still had
the energy and the will power and the motivation and
the care clearly to go to the park and continue
to help students because she cared that much about the
education that they were getting, and she clearly knew that
it was important. And so on February twenty fourth, nineteen
(13:33):
forty two, the federal government used the War Measures Act
to pass Ordering Council PC fourteen eighty six to allow
the government to detain Japanese Canadians. A few months later,
he they ended up leaving her job at Lord Being
to work at Hastens Park. But Japanese Canadians were being
(13:54):
forced to relocate to detention camps or labor camps, and
the British Columbia Security Commission was the federal agency that
was over rounding up and detaining Japanese Canadians, so families
were split up. As if this wasn't bad enough, men
were split up from their families. They were sent to
(14:15):
road camps. And there was a group called the NISE
Mass Evacuation Group that was organized by Japanese Canadian men
that pressed people to resist registering for road camp. But
the BC Security Commission BC as in British Columbia. You'll
you might hear me say later on BC, I'm just
saying British Columbia. But yeah, the BC Security Commission still
(14:37):
split up the families. People who were resisting were arrested
as the story goes, and many were sent to prisoner
of war camps illegally, and more than twelve thousand Japanese
Canadians were detained in camps in the interior of British Columbia.
(14:59):
So I can only imagine how he Dae was feeling
at the time, how much chaos and harm was being caused,
how much devastation there was to the Japanese Canadian community
in the midst of war. So he and I still though,
(15:19):
continued her fight for education. In October of nineteen forty two,
she got on was forced to be on a train
as she was being expelled from Vancouver. The British Columbia
government refused to give funding to education or provide teachers
for the Japanese Canadian children, even though they.
Speaker 1 (15:43):
Were supposed to.
Speaker 4 (15:45):
The New Canadian, which was a Japanese Canadian paper, said
this the British Columbia provincial government should continue to bear
his share in educational costs, just as it had been
doing for over forty years before Pearl Harbor, and in
accordance with this constitutional responsibility.
Speaker 1 (16:04):
The New Canadian was one of.
Speaker 4 (16:06):
The papers that was not shut down at the time,
But churches and the British Columbia Teachers Federation helped that
cause of providing support for the education of Japanese Canadians,
so Heday wasn't alone. She helped, though, organize a school
at an internment camp near Hope, British Columbia. Then she
(16:29):
was expelled to an internment camp in New Denver, British Columbia,
and she stayed there for a few years, living in
a house with a couple of other women, but she
still continued her work. She traveled to other internment camps
to supervise education, and she worked with the JCCL under
the supervision of the British Columbia Securities Commission to develop
(16:52):
a school system for the children in internment camps. There
was another Japanese Canadian who she worked with named Terry Haddaka,
who had a teacher's certification, but she hadn't worked in
the school system yet before. But they still organized training
for high school educated Japanese Canadians in the camp to
become teachers. The British Columbia Securities Commission said that they
(17:16):
could only teach in English, though still somewhere around two
hundred people got this training over the course of interment.
They also got together supplies and equipments for the classroom,
and she fought for better classroom conditions, teacher training, and wages.
But in the midst of he day doing all this work,
(17:39):
there were still more and new the discrimination that was
already there continued, and then more policy was enacted to
further that discrimination. Very sadly, in January of nineteen forty three,
in order was enacted that allowed officials to sell property
owned by Japanese Canadians, so they were ripped away from
(18:02):
their homes, their families were split up, they were put
into labor camps and internment camps, and then their property
was sold, all kinds of property that included companies, homes, boats, farms,
personal items, all of the lot. Very hurtful, obviously, I
(18:25):
can only imagine how that felt. But as the war's ending,
the war's ending, Japanese Canadians are still facing this discrimination
and policy.
Speaker 1 (18:37):
So in nineteen.
Speaker 4 (18:39):
Forty four, Japanese Canadians and British Columbia were forced to
go to Japan or move east of the Rockies.
Speaker 1 (18:45):
They couldn't go back to the coast.
Speaker 4 (18:48):
Japan announced its surrender in World War Two in August
of nineteen forty five. That surrender was made official in
September of nineteen forty five, and in the summer of
nineteen forty five, he days were work as an education
supervisor for the internment camps ended. Still though for Japanese
Canadians people in British it's not like all of a
(19:11):
sudden everything was healed, you know, and it became a
magical place for Japanese Canadians. Of course, people in British
Columbia were still there were still interpersonal things, so people
in British Columbia were still hostile and racist. They were
stripped of their belongings and property there, so there wasn't
much that they had to return to. And still the
British Columbian federal government were working in coots to bar
(19:34):
Japanese Canadians from coming back to the province. They still
didn't want them there, and Japanese Canadians had to build
new lives elsewhere. So it's one of those things where
it's like, God, we could talk all day about how
resilient people are who face who were marginalized in facial pression,
and like, of course they were, but it was because
they had to be like so they did build new
(19:56):
lives elsewhere, but it was because they were forced away
from the province and it was because of the devastation
that happened. It was because they lost everything and they
had to start over. So he Thee left New Denver
and moved to Ontario, where her family was. Then she
ended up going to Toronto and in nineteen forty eight
she married Reverend Kosa Buro Shimizu, and he had been
(20:20):
in an internment camp in British Columbia as well. His
ex wife had died, but he already had four children,
so Hede became their stepmother, and in Toronto, Heide was
involved with the Nisse Church, with the Japanese Canadian Cultural
Center and with the momi Gee Healthcare Society. And Japanese
(20:44):
Canadians were banned from British Columbia until nineteen forty nine,
but he Day's work was recognized over the course of
her life. She was in June of nineteen eighty two,
she was made a Member of the Order of Canada
by the Governor General. In nineteen ninety she became the
first president of the new organization Ghost Town Teachers Historical Society,
(21:08):
which recorded the stories of teachers in the Japanese internment camps.
She had realized that that kind of initiative was necessary
when she saw that a lot of the documents related
to internment camp education in the archives were official documents,
which obviously didn't provide a large scope of view of
(21:31):
what people were going through at the time.
Speaker 1 (21:33):
It was an incomplete picture of people's stories.
Speaker 4 (21:35):
So she wanted to rectify that, and this was the
initiative that she took to try to do so, and
in nineteen ninety seven, Lord Being Elementary School dedicated to
Rock Garden in her honor, and two years later, on
August twenty second, nineteen ninety nine, in Ontario, he they
died when she was ninety one years old, and that's
(21:58):
all of story.
Speaker 3 (22:11):
It's a lot to unpack, as I said, in her story,
and it paints like so much just her life demonstrates
so many other bigger things that it's going back to
what you said, Eves is like, it's so frustrating that
(22:33):
she had to go through this so that she was resilient,
but it is it is I don't know, like nice
isn't quite the word, but I'm glad she was there
to like I want to make sure this education is happening.
Speaker 2 (22:48):
I want to make sure that kids are getting this.
Speaker 3 (22:53):
So it is one of those things where it's like
incredibly frustrating, but you're glad there are people there care
that much.
Speaker 2 (23:02):
Yeah, and also yet kind of still relevant Sky.
Speaker 1 (23:06):
Yeah, yeah, yeah.
Speaker 4 (23:08):
The importance of education, I guess is something that's really
urgent to talk about right now. But yeah, it was
like clearly like there was also a limited pool of
people who could do the job that he d was
doing at the time, because she was already one of
very few people who are Japanese Canadian specifically, who were
doing the job of educating children. And so yeah, it's
(23:34):
pretty inspiring to see that he Da took that into
account clearly and took initiative on it to the point
where she was traveling from place to place, I imagine
seeing a lot of horrors like things that were also
very emotionally tough for her.
Speaker 1 (23:49):
To deal with as she was teaching.
Speaker 4 (23:52):
But obviously there was a bigger cause beyond herself, and
it seems like.
Speaker 1 (23:57):
That's very.
Speaker 4 (24:00):
That's very front and center in the work that she
was doing. That like there was something that she put
she put before her own needs and comfort to be
able to do this work, and yeah, very important. It's
still a lot a lot of it is very sad,
(24:20):
but if she wouldn't have done the work that she
did do, then then those kids would have gone without
being educated.
Speaker 1 (24:27):
During that time.
Speaker 4 (24:29):
So it's nice that that she was able to provide
that in that way and organize people in that way. Right.
Speaker 6 (24:36):
It's interesting because I've not heard of the perspective like
what the Canadians did during this time. We know, like
you said earlier, a lot of some of not a lot,
but some of the history that happened in the US
with the internment camps and what happened to the Japanese community,
it's interesting to see what it looks like in Canada.
Speaker 1 (24:55):
That's when we were like, oh, they're so nice.
Speaker 4 (24:57):
Hm.
Speaker 1 (24:57):
Apparently not. They're justice yeah, right as we are.
Speaker 4 (25:02):
That is that is a good, very good point to
bring up, I think, Samantha, because I think the United
States looks to Canada as this place to hal as
doing really well by like indigenous peoples, not saying across
the board, you know, just like in comparison to the
United States. Sometimes I heard, you know, people Americans talk
about the Canada like it's this place that is a
little step up from the United States, so in terms
(25:23):
of how they treat marginalized people, and it was not
that way. And British Columbia, specifically within Canada was a
really horrible place, enacted really horrible things, and there were
differences between the way that Japanese Americans and Japanese Canadians
were treated during this wartime, like you know, the for instance,
(25:47):
how we talked about how the property was taken away
from them in British Columbia. I don't think it happened
exactly the same way in the United States. I think
the Japanese Canadians had to pay for their interment and
it worked a little bit dif friendly with Japanese Americans.
I mean, I'm sure a scholar of that time period
is specifically Japanese Americans during war time, would be able
to speak to that much better than I would. But
(26:08):
there were differences, and in some of those cases things
were more harsh. Not like we're playing oppression Olympics or
anything like that, but it's just like my point is
to kind of gets what you were saying, Samantha. It's like,
it's not just all better in Canada, and indeed sometimes
it was worse. If there is any scale of ways
(26:29):
to like compare these things.
Speaker 6 (26:32):
Right, the widespread hate like it exists no matter what.
It's kind of one of those things where it spreads
very quickly on the conspiracy theories and then like when
it comes to white supremacy, they're gonna win out, They're
going to do their best way to take advantage of
every situation. And we know this, and we know that
Canada was colonized as well obviously British Columbia and as such,
(26:53):
so there's a lot of history to be said. But
yet again, like the four thought that education and will
save communities and generations, I think that's something that we
have to hold on to because that's one of the
things that's being attacked for a reason. Like they know
that's the one thing that has been a focal point
in trying to teach younger generations how to continue to
(27:15):
move forward with their culture and their community strong. And
we know that's kind of what's happening with the dismantling
of the Department of Education, the dismantling of DEI, the
dismantling of those who can get further education. Like there's
so much in that conversation here. I hate that as
cyclical and that we're back here, but these are good reminders.
(27:36):
Once again, I think that's the bigger part is that
people still strive and fight during those times, these times,
I guess.
Speaker 4 (27:43):
Yeah, And on top of just not only the dismantling
of education, but the control of the education that is
disseminated to people. So it's like Okay, you must teach
in English, or this is a curriculum you have to have.
This is what can and can't be included in a
curriculum not based on any sort of scientific, long lasting research,
just because of people's propaganda and people's misinformed and disinformed opinions. Yeah,
(28:10):
and that was that was the case, and not only
misinformed and disinformed, also purposefully harmful.
Speaker 1 (28:18):
Opinions. Yeah.
Speaker 6 (28:21):
And I'm glad for people like you thieves who bring
these people to us so we don't forget what is
happening and who they are and how important they are
and were.
Speaker 1 (28:32):
Thank you. I'm happy to.
Speaker 4 (28:33):
I think it's nice to have a community and be
in community with people who care care about these things.
So shout out to everyone listening and to y'all too.
Speaker 6 (28:45):
Yes, to our community who cares to learn.
Speaker 2 (28:48):
Yes, yes, but yeah, thank you so much.
Speaker 3 (28:53):
Use for bringing these stories to us, these very important
stories when you're traveling.
Speaker 2 (28:59):
All over, when you're in the car, We really appreciate it. No,
there's always a delight. It is well eaves. Where can
the good listeners find you?
Speaker 4 (29:10):
Y'all can go to my website, which is Eves Jeffcote
dot com. I'll spell that y V E S J
E F F C O A T dot com and
you can pretty much get to everything from there. You
can sign up for my newsletter, which you get a
free meditation with that is about nature. By the way,
you can also get to like a contact form from
there hit me up. You can also go to Instagram.
(29:34):
I'm on Instagram at not Apologizing. And if you're interested
in nature and travel and things like that, since we
kind of started talking about that at the beginning of
this episode, you can go to my YouTube channel which
is Other World Outdoors, which I also cover black history,
Black history and the outdoors and outdoor travel things like
that on the channel. Yeah, so any any of the
Avenues I would love to hear from you, and of
(29:55):
course many other episodes of Sminty here female first where
we talk about plenty of other people in history that
if you're interested in love today's episode, I think you'll
like those two.
Speaker 1 (30:06):
That's all Yes, Yes.
Speaker 3 (30:09):
And listeners. Go check out Eves and all the Avenues.
All the Avenues.
Speaker 2 (30:13):
It's amazing, amazing content that you produce, So go check
Eve's out listeners.
Speaker 3 (30:20):
If you would like to contact us, you can You
can email us at hellot stuff, onever told You dot com.
You can find us on Blue Sky, a momsub podcast,
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You for us on YouTube. We have a tea public store,
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thanks to you for listening Stuff I'll Never Told You
production by Heart Radio FORUR podcasts from my Heart Radio,
(30:41):
you can check out the heart Radio Appple podcast wherever
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Hey, this is any and Samantha, I WoT this stuff.
Speaker 2 (00:07):
I never told you production of My Heart Radio.
Speaker 3 (00:18):
And it's time for another edition of Female First, which
means we are once again so happy to be joined
by the amazing, the adaptable.
Speaker 2 (00:26):
Welcome.
Speaker 1 (00:28):
Thank you for you, well, thank you. That's high praise.
Speaker 4 (00:32):
Honestly, yes, it makes me feel very human to call
me adaptable, though, so I feel like y'all are too,
for sure. But I'm like, oh, I'm in my full
primitive human element. If I'm adaptable, you.
Speaker 1 (00:42):
Know, well you.
Speaker 3 (00:45):
Eves is currently podcasting from a car everyone, and I
won't even like go to the office because I'd have
to unplug my work laptop and that's too.
Speaker 2 (00:56):
Much for me.
Speaker 5 (00:59):
Aftable in some ways, but in other ways, I'm like, no, yes, well, Eves,
do we know you've been up to some traveling, up
to some stuff.
Speaker 2 (01:11):
Can you tell us how have you been? What have
you been up to?
Speaker 1 (01:14):
I've been good.
Speaker 4 (01:15):
I was recently in Guatemala for a wedding. That's probably
the last a little bit of travel that I did,
and I actually had a really good time there. I
wanted to be there longer, but because of schedule, it's
like graduation season for me and I have some family
stuff going on.
Speaker 1 (01:30):
I needed to be back in the home space. But
it was good. I was there for about a week.
Speaker 4 (01:36):
I got to hike, I get to be outside, as
y'all know, I like to do a lot. I hiked
a volcano called Akatanango and spent the night on it
and that was really fun. But in general, it's a
beautiful place. I got to see Antigua and spend some
time there, and we'd love to go back at some
point and dig into more things. I looked at books
(01:58):
while I was there, but I didn't have the space
back in me with me. So I would love to go.
Speaker 1 (02:03):
Back and actually purchase some books next time i'm there.
Speaker 2 (02:06):
I love that.
Speaker 3 (02:06):
That's so great that that's like I must go back
to get some books.
Speaker 1 (02:12):
Well.
Speaker 4 (02:13):
I found a lot of cool ones when I was there.
So one's about like mythology, about the legends of you know,
the legends of the country, and ones about time. One's
about the supernatural ones. I mean, there are a lot
of cool books there. There are political books, I mean
just all kinds of things. I saw some cool ones.
I just didn't have any space for it, and so
(02:34):
I just walked away with my head down and my
tail between my legs, and I was like, I don't
have any room, but it's fine.
Speaker 2 (02:44):
One day, eas I believe. I believe in you think
you'll be back.
Speaker 3 (02:50):
Well, since we know that there's a threat of rain,
we'll go ahead and jump into the episode.
Speaker 2 (02:57):
So, ears, who did you bring for us to talk today?
Speaker 4 (03:00):
We are talking about hide Hiyoda Shimizu and she was
the first nise which means child of Japanese born immigrants
to teach in the British Columbia school system. But everything
that happened in her life, how she contributed to the
school system in British Columbia, like, delved into a lot
(03:21):
of other social things that were going on at the
time in British Columbia's history. So work she did was important.
Looking forward to getting into her story today, Yes.
Speaker 2 (03:30):
There is a lot to unpack here with her story.
So shall we get started with the history?
Speaker 1 (03:36):
Yeah?
Speaker 4 (03:37):
So, Heidei was born on May eleventh, nineteen oh eight,
in Vancouver, British Columbia and Canada. She was the oldest
of eight children that were born to her parents, who
had immigrated to Canada from Uwajima, Japan. That's how she
was second generation Nisei as we well, you'll hear that
word later on in the episode two and they refer
(03:58):
to other second generation Japanese Canadians the same way. But yeah,
So her parents came from Ujima, Japan, and they planned
to move to Boston in the United States and were
on their way there when they made it to Vancouver,
but they decided to stay in Vancouver and he day
ended up going to Laura Seacourt Elementary School where she
(04:19):
was the only non white student in her class, and
she later went to John Oliver High School and then
she went to the University of British Columbia for a year.
In nineteen twenty five, she ended up transferring to Vancouver
Normal School and in nineteen twenty six she got her
teacher certificate, so she was one of the first nisse
(04:42):
to get a teacher certificate at the time. So there
was another teacher that was already teaching a first great
class at Lord Being Elementary School in Steveston which is
now a part of Richmond, British Columbia.
Speaker 1 (04:58):
But there there were many.
Speaker 4 (05:00):
Japanese immigrants in the community that spoke Japanese. That teacher resigned.
Hede applied for the job in the fall and got it.
The school board assumed that she spoke Japanese even though
she didn't. He DA's parents spoke Japanese, but he Da
didn't grow up around a lot of Japanese Canadians. She
actually didn't know a lot of Japanese people, and that's
(05:25):
how he De ended up becoming the first Nise to
teach in the British Columbia school system, which, of course
it was impressive because at the time there was a
lot of anti Japanese in general, anti Asian sentiment in
British Columbia and Canada. It was prevalent and it made,
of course jobs getting jobs difficult for people of Japanese descent.
(05:46):
But Hedy also taught overfoll classes because Lord Being was crowded,
so they had to have overflow classes at other schools.
But either way, this is the beginning of Heide's story
at Lord Being. I wish I have more single stories
of head A teaching there and stories from her students
which may be there because some of her documents are collected. However,
(06:12):
I don't know how many of those exist. But she
taught there for a long time, so this is the
beginning of that story. She ended up teaching there for
sixteen years. But consider that sixteen years and then there
were things that happened in the meantime. So in the meantime,
he Da was becoming socially involved with organizations. She worked
with the pow Street United Church. She worked with the
(06:35):
Japanese Canadian Citizens League. Not fully sure what her impetus
was for being involved, like what was her drive to
become so socially involved, I'm not fully sure, but she
started becoming involved with these organizations. And the JCCL was
an organization of Japanese Canadians who advocated for citizenship and
(06:57):
the right to vote because Japanese Canadians couldn't vote in
British Columbia, and after the Dominion Elections Act was passed,
they lost a federal right to vote in nineteen twenty
but either way. Later on, because of her involvement in
these organizations, nineteen thirty six, the JCCL once again, that's
(07:18):
the Japanese Canadian Citizens League, they invited her to join
a four person delegation to Ottawa to advocate for the
right to vote. So on May twenty second of that year,
nineteen thirty six, she went before the Elections and Franchise
Acts Committee in the House of Commons, which was considering
lifting the ban. The other three delegates that went with
(07:42):
her were men, so they were a dentist, a life
insurance agent, and a professor, and of course Heide, who
was a teacher. And later on Heide said that women
weren't included in discussions at the time, but the JCCL
thought that one of the four delegates should be a
woman because they were going in front of this panel
(08:03):
of white people and that would.
Speaker 1 (08:04):
Help influence them.
Speaker 4 (08:05):
Basically, but she and the other people who were presenting
each had fifteen minutes to make their presentations about extending
voting rights to Japanese Canadians. I believe that he Da
was the first to go up. Unfortunately, it didn't go well.
The committee decided against extending the vote, and the delegation
(08:26):
went back to Vancouver and on June fifth they announced
the news to a public meaning of about three hundred
people that it.
Speaker 1 (08:34):
Didn't go well, and heat I did.
Speaker 4 (08:38):
They'll create a scrapbook of her time there, which is
pretty cool. There's a short video on it.
Speaker 1 (08:43):
On YouTube.
Speaker 4 (08:44):
It's now in the Nick National Museum, which has access
to her document so you can go look at some
of that there. Even better, I don't I'm imagining you
could probably see some of that stuff in person if
it's possible.
Speaker 1 (08:56):
But yees.
Speaker 4 (08:56):
So Japanese Canadians has oil, has Chinese and South Asian
residents still couldn't vote. Japanese Canadians wouldn't be able to
vote in Canada until nineteen forty eight, in British Columbia
until nineteen forty nine. So keep that in the back
of your mind. This effort continues throughout these years. Although
(09:21):
they didn't necessarily win the fight in this moment, this
experience did uplift heide as an advocate for Japanese Canadians rights.
(09:41):
And so this is when we get to a little
bit of the larger story around the beginning of World
War Two. So if people who are listening are familiar
with American history, then they know about the interment of
the Japanese in the United States around this time. So
in cana there was also a history of anti Japanese,
(10:03):
anti Asian sentiment, anti Japanese detainment.
Speaker 1 (10:07):
So in the months leading.
Speaker 4 (10:08):
Up to the outbreak of World War two, this anti
Japanese sentiment that this trust of Japanese Canadians, interpersonal acts
policy against Japanese Canadians, all of that was brewing and
steing anti Japanese propaganda. Racism prevailed over dissenting voices. So
(10:28):
of course there were people who were like, not rocking
with it, all of Japanese Canadians, y'all need to be persecuted.
And then there were people who were like, this is
clearly racism, this is unfair, and you shouldn't be think
you shouldn't be persecuting Japanese Canadians because of it.
Speaker 1 (10:51):
But when World War two began, there were.
Speaker 4 (10:56):
Many people of Japanese descent in Canada and about two
thirds of them were citizens. But when Canada declared war
on Japan after Pearl Harbor, some people called for Japanese
people to be detained, and of course there were other
people were saying that's cruel and unnecessary. And in Ottawa
(11:18):
for instance, like for instance, some of the persecution that
was happening to Japanese Canadians at the time. In Ottawa,
anyone naturalized after nineteen twenty two had to report to
the Registrar of enemy aliens. There were more than a
thousand Japanese Canadian fishing boats that were impounded. Japanese language
newspapers were shut down, and the Superintendent of Education in
(11:42):
British Columbia ordered that all Japanese language schools were to
be closed.
Speaker 1 (11:48):
Yeah.
Speaker 4 (11:49):
So John Hart, the British Columbia Premier, and George S. Pearson,
who was the British Columbia Cabinet Minister, a British Columbia
Cabinet minister, they pushed the federal government to hunished Japanese
Canadians and in nineteen forty one, he Dae and other
Japanese Canadians older than sixteen had to register with the
(12:12):
Royal Canadian Mounted Police. So everything's escalating and that is
affecting Heide herself and her family. Her family lost their
tim lot, parcel of land and their belongings. Well, let
me not say lost, because that makes it seem like
they just went into the ether.
Speaker 1 (12:29):
They were confiscated.
Speaker 4 (12:32):
And Japanese Canadians were sent away from the coast of
British Columbia and Japanese Canadians were brought to Hastings Park
in Vancouver that included children.
Speaker 1 (12:45):
Every other day, when he Da would finish.
Speaker 4 (12:47):
Teaching in Steveston, she would go to Hastin's Park to
supervise education, and then she would get back home by curfew,
which was nine pm at the time for Japanese Canadians.
So imagine like having a long day with all these students,
you know, and you're going to work and spend time
(13:09):
helping the students every day. But then she still had
the energy and the will power and the motivation and
the care clearly to go to the park and continue
to help students because she cared that much about the
education that they were getting, and she clearly knew that
it was important. And so on February twenty fourth, nineteen
(13:33):
forty two, the federal government used the War Measures Act
to pass Ordering Council PC fourteen eighty six to allow
the government to detain Japanese Canadians. A few months later,
he they ended up leaving her job at Lord Being
to work at Hastens Park. But Japanese Canadians were being
(13:54):
forced to relocate to detention camps or labor camps, and
the British Columbia Security Commission was the federal agency that
was over rounding up and detaining Japanese Canadians, so families
were split up. As if this wasn't bad enough, men
were split up from their families. They were sent to
(14:15):
road camps. And there was a group called the NISE
Mass Evacuation Group that was organized by Japanese Canadian men
that pressed people to resist registering for road camp. But
the BC Security Commission BC as in British Columbia. You'll
you might hear me say later on BC, I'm just
saying British Columbia. But yeah, the BC Security Commission still
(14:37):
split up the families. People who were resisting were arrested
as the story goes, and many were sent to prisoner
of war camps illegally, and more than twelve thousand Japanese
Canadians were detained in camps in the interior of British Columbia.
(14:59):
So I can only imagine how he Dae was feeling
at the time, how much chaos and harm was being caused,
how much devastation there was to the Japanese Canadian community
in the midst of war. So he and I still though,
(15:19):
continued her fight for education. In October of nineteen forty two,
she got on was forced to be on a train
as she was being expelled from Vancouver. The British Columbia
government refused to give funding to education or provide teachers
for the Japanese Canadian children, even though they.
Speaker 1 (15:43):
Were supposed to.
Speaker 4 (15:45):
The New Canadian, which was a Japanese Canadian paper, said
this the British Columbia provincial government should continue to bear
his share in educational costs, just as it had been
doing for over forty years before Pearl Harbor, and in
accordance with this constitutional responsibility.
Speaker 1 (16:04):
The New Canadian was one of.
Speaker 4 (16:06):
The papers that was not shut down at the time,
But churches and the British Columbia Teachers Federation helped that
cause of providing support for the education of Japanese Canadians,
so Heday wasn't alone. She helped, though, organize a school
at an internment camp near Hope, British Columbia. Then she
(16:29):
was expelled to an internment camp in New Denver, British Columbia,
and she stayed there for a few years, living in
a house with a couple of other women, but she
still continued her work. She traveled to other internment camps
to supervise education, and she worked with the JCCL under
the supervision of the British Columbia Securities Commission to develop
(16:52):
a school system for the children in internment camps. There
was another Japanese Canadian who she worked with named Terry Haddaka,
who had a teacher's certification, but she hadn't worked in
the school system yet before. But they still organized training
for high school educated Japanese Canadians in the camp to
become teachers. The British Columbia Securities Commission said that they
(17:16):
could only teach in English, though still somewhere around two
hundred people got this training over the course of interment.
They also got together supplies and equipments for the classroom,
and she fought for better classroom conditions, teacher training, and wages.
But in the midst of he day doing all this work,
(17:39):
there were still more and new the discrimination that was
already there continued, and then more policy was enacted to
further that discrimination. Very sadly, in January of nineteen forty three,
in order was enacted that allowed officials to sell property
owned by Japanese Canadians, so they were ripped away from
(18:02):
their homes, their families were split up, they were put
into labor camps and internment camps, and then their property
was sold, all kinds of property that included companies, homes, boats, farms,
personal items, all of the lot. Very hurtful, obviously, I
(18:25):
can only imagine how that felt. But as the war's ending,
the war's ending, Japanese Canadians are still facing this discrimination
and policy.
Speaker 1 (18:37):
So in nineteen.
Speaker 4 (18:39):
Forty four, Japanese Canadians and British Columbia were forced to
go to Japan or move east of the Rockies.
Speaker 1 (18:45):
They couldn't go back to the coast.
Speaker 4 (18:48):
Japan announced its surrender in World War Two in August
of nineteen forty five. That surrender was made official in
September of nineteen forty five, and in the summer of
nineteen forty five, he days were work as an education
supervisor for the internment camps ended. Still though for Japanese
Canadians people in British it's not like all of a
(19:11):
sudden everything was healed, you know, and it became a
magical place for Japanese Canadians. Of course, people in British
Columbia were still there were still interpersonal things, so people
in British Columbia were still hostile and racist. They were
stripped of their belongings and property there, so there wasn't
much that they had to return to. And still the
British Columbian federal government were working in coots to bar
(19:34):
Japanese Canadians from coming back to the province. They still
didn't want them there, and Japanese Canadians had to build
new lives elsewhere. So it's one of those things where
it's like, God, we could talk all day about how
resilient people are who face who were marginalized in facial pression,
and like, of course they were, but it was because
they had to be like so they did build new
(19:56):
lives elsewhere, but it was because they were forced away
from the province and it was because of the devastation
that happened. It was because they lost everything and they
had to start over. So he Thee left New Denver
and moved to Ontario, where her family was. Then she
ended up going to Toronto and in nineteen forty eight
she married Reverend Kosa Buro Shimizu, and he had been
(20:20):
in an internment camp in British Columbia as well. His
ex wife had died, but he already had four children,
so Hede became their stepmother, and in Toronto, Heide was
involved with the Nisse Church, with the Japanese Canadian Cultural
Center and with the momi Gee Healthcare Society. And Japanese
(20:44):
Canadians were banned from British Columbia until nineteen forty nine,
but he Day's work was recognized over the course of
her life. She was in June of nineteen eighty two,
she was made a Member of the Order of Canada
by the Governor General. In nineteen ninety she became the
first president of the new organization Ghost Town Teachers Historical Society,
(21:08):
which recorded the stories of teachers in the Japanese internment camps.
She had realized that that kind of initiative was necessary
when she saw that a lot of the documents related
to internment camp education in the archives were official documents,
which obviously didn't provide a large scope of view of
(21:31):
what people were going through at the time.
Speaker 1 (21:33):
It was an incomplete picture of people's stories.
Speaker 4 (21:35):
So she wanted to rectify that, and this was the
initiative that she took to try to do so, and
in nineteen ninety seven, Lord Being Elementary School dedicated to
Rock Garden in her honor, and two years later, on
August twenty second, nineteen ninety nine, in Ontario, he they
died when she was ninety one years old, and that's
(21:58):
all of story.
Speaker 3 (22:11):
It's a lot to unpack, as I said, in her story,
and it paints like so much just her life demonstrates
so many other bigger things that it's going back to
what you said, Eves is like, it's so frustrating that
(22:33):
she had to go through this so that she was resilient,
but it is it is I don't know, like nice
isn't quite the word, but I'm glad she was there
to like I want to make sure this education is happening.
Speaker 2 (22:48):
I want to make sure that kids are getting this.
Speaker 3 (22:53):
So it is one of those things where it's like
incredibly frustrating, but you're glad there are people there care
that much.
Speaker 2 (23:02):
Yeah, and also yet kind of still relevant Sky.
Speaker 1 (23:06):
Yeah, yeah, yeah.
Speaker 4 (23:08):
The importance of education, I guess is something that's really
urgent to talk about right now. But yeah, it was
like clearly like there was also a limited pool of
people who could do the job that he d was
doing at the time, because she was already one of
very few people who are Japanese Canadian specifically, who were
doing the job of educating children. And so yeah, it's
(23:34):
pretty inspiring to see that he Da took that into
account clearly and took initiative on it to the point
where she was traveling from place to place, I imagine
seeing a lot of horrors like things that were also
very emotionally tough for her.
Speaker 1 (23:49):
To deal with as she was teaching.
Speaker 4 (23:52):
But obviously there was a bigger cause beyond herself, and
it seems like.
Speaker 1 (23:57):
That's very.
Speaker 4 (24:00):
That's very front and center in the work that she
was doing. That like there was something that she put
she put before her own needs and comfort to be
able to do this work, and yeah, very important. It's
still a lot a lot of it is very sad,
(24:20):
but if she wouldn't have done the work that she
did do, then then those kids would have gone without
being educated.
Speaker 1 (24:27):
During that time.
Speaker 4 (24:29):
So it's nice that that she was able to provide
that in that way and organize people in that way. Right.
Speaker 6 (24:36):
It's interesting because I've not heard of the perspective like
what the Canadians did during this time. We know, like
you said earlier, a lot of some of not a lot,
but some of the history that happened in the US
with the internment camps and what happened to the Japanese community,
it's interesting to see what it looks like in Canada.
Speaker 1 (24:55):
That's when we were like, oh, they're so nice.
Speaker 4 (24:57):
Hm.
Speaker 1 (24:57):
Apparently not. They're justice yeah, right as we are.
Speaker 4 (25:02):
That is that is a good, very good point to
bring up, I think, Samantha, because I think the United
States looks to Canada as this place to hal as
doing really well by like indigenous peoples, not saying across
the board, you know, just like in comparison to the
United States. Sometimes I heard, you know, people Americans talk
about the Canada like it's this place that is a
little step up from the United States, so in terms
(25:23):
of how they treat marginalized people, and it was not
that way. And British Columbia, specifically within Canada was a
really horrible place, enacted really horrible things, and there were
differences between the way that Japanese Americans and Japanese Canadians
were treated during this wartime, like you know, the for instance,
(25:47):
how we talked about how the property was taken away
from them in British Columbia. I don't think it happened
exactly the same way in the United States. I think
the Japanese Canadians had to pay for their interment and
it worked a little bit dif friendly with Japanese Americans.
I mean, I'm sure a scholar of that time period
is specifically Japanese Americans during war time, would be able
to speak to that much better than I would. But
(26:08):
there were differences, and in some of those cases things
were more harsh. Not like we're playing oppression Olympics or
anything like that, but it's just like my point is
to kind of gets what you were saying, Samantha. It's like,
it's not just all better in Canada, and indeed sometimes
it was worse. If there is any scale of ways
(26:29):
to like compare these things.
Speaker 6 (26:32):
Right, the widespread hate like it exists no matter what.
It's kind of one of those things where it spreads
very quickly on the conspiracy theories and then like when
it comes to white supremacy, they're gonna win out, They're
going to do their best way to take advantage of
every situation. And we know this, and we know that
Canada was colonized as well obviously British Columbia and as such,
(26:53):
so there's a lot of history to be said. But
yet again, like the four thought that education and will
save communities and generations, I think that's something that we
have to hold on to because that's one of the
things that's being attacked for a reason. Like they know
that's the one thing that has been a focal point
in trying to teach younger generations how to continue to
(27:15):
move forward with their culture and their community strong. And
we know that's kind of what's happening with the dismantling
of the Department of Education, the dismantling of DEI, the
dismantling of those who can get further education. Like there's
so much in that conversation here. I hate that as
cyclical and that we're back here, but these are good reminders.
(27:36):
Once again, I think that's the bigger part is that
people still strive and fight during those times, these times,
I guess.
Speaker 4 (27:43):
Yeah, And on top of just not only the dismantling
of education, but the control of the education that is
disseminated to people. So it's like Okay, you must teach
in English, or this is a curriculum you have to have.
This is what can and can't be included in a
curriculum not based on any sort of scientific, long lasting research,
just because of people's propaganda and people's misinformed and disinformed opinions. Yeah,
(28:10):
and that was that was the case, and not only
misinformed and disinformed, also purposefully harmful.
Speaker 1 (28:18):
Opinions. Yeah.
Speaker 6 (28:21):
And I'm glad for people like you thieves who bring
these people to us so we don't forget what is
happening and who they are and how important they are
and were.
Speaker 1 (28:32):
Thank you. I'm happy to.
Speaker 4 (28:33):
I think it's nice to have a community and be
in community with people who care care about these things.
So shout out to everyone listening and to y'all too.
Speaker 6 (28:45):
Yes, to our community who cares to learn.
Speaker 2 (28:48):
Yes, yes, but yeah, thank you so much.
Speaker 3 (28:53):
Use for bringing these stories to us, these very important
stories when you're traveling.
Speaker 2 (28:59):
All over, when you're in the car, We really appreciate it. No,
there's always a delight. It is well eaves. Where can
the good listeners find you?
Speaker 4 (29:10):
Y'all can go to my website, which is Eves Jeffcote
dot com. I'll spell that y V E S J
E F F C O A T dot com and
you can pretty much get to everything from there. You
can sign up for my newsletter, which you get a
free meditation with that is about nature. By the way,
you can also get to like a contact form from
there hit me up. You can also go to Instagram.
(29:34):
I'm on Instagram at not Apologizing. And if you're interested
in nature and travel and things like that, since we
kind of started talking about that at the beginning of
this episode, you can go to my YouTube channel which
is Other World Outdoors, which I also cover black history,
Black history and the outdoors and outdoor travel things like
that on the channel. Yeah, so any any of the
Avenues I would love to hear from you, and of
(29:55):
course many other episodes of Sminty here female first where
we talk about plenty of other people in history that
if you're interested in love today's episode, I think you'll
like those two.
Speaker 1 (30:06):
That's all Yes, Yes.
Speaker 3 (30:09):
And listeners. Go check out Eves and all the Avenues.
All the Avenues.
Speaker 2 (30:13):
It's amazing, amazing content that you produce, So go check
Eve's out listeners.
Speaker 3 (30:20):
If you would like to contact us, you can You
can email us at hellot stuff, onever told You dot com.
You can find us on Blue Sky, a momsub podcast,
or on Instagram and TikTok at stuff I Never Told
You for us on YouTube. We have a tea public store,
and we have a book you can get wherever you
get your books. Thanks as always too our super producer
Christina or executive PRIs and contributed Joey. Thank you and
thanks to you for listening Stuff I'll Never Told You
production by Heart Radio FORUR podcasts from my Heart Radio,
(30:41):
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Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
On Purpose with Jay Shetty
I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!