Secondary Education for Girls under the Japanese Occupation: Focusing on the Mongols in Manchukuo955. Xing’an Vocational Girls Schoolthe guidance of “Mrs. Kaino” （Kaino, 1999）. This was the first time that the Mongolian girls wore uniforms. They also wore their hair in pigtails. In this way, the students were able to change their appearance from that of a simple girl from a farming village. Domoto also made simple Japanese kimonos for the students, which they seemed to be particularly pleased to wear.With time, it became difficult for the military to maintain the school, and in April 1938, Xing’an Girls Academy was transferred to Xing’an South Province, and was renamed Xing’an Vocational Girls School. The duration of study was extended to two years, and education by military personnel and their wives was suspended. The two teachers, Kotani and Domoto, moved with their 23 students from Tongliao to the capital of Xing’an South Province, Wangyemiao , to start life at the new school.Originally, Wangyemiao was a small town with a population of 4,000, and was a 14-hour train ride from Xinjing. It was a lonely place with only one train service per day. In 1935, it was designated as the capital of Xing’an Province, and became the political, military, economic, and cultural center of the Xing’an area, with the establishment of the Xing’an Academy and the Xing’an Military Academy, in addition to the Xing’an South Provincial Office and other administrative institutions. The Xing’an Vocational Girls School was set up on Xinglong Street in Wangyemiao. It was a desolate and remote area with only one road leading to the city. The conditions were poor and unbearable, especially for female students from the city.In the beginning, the duration of study was two years, which was lengthened to three from 1940. In addition to there being no tuition and living expenses, textbooks, uniforms （summer and winter）, practice materials, and school supplies were provided free of charge, and students were given preferential treatment. The school was exempted from the entrance examination because it did not have enough applicants. The reason for the unpopularity of the school was its remote location and harsh living conditions. Gradually, the number of students increased, and in 1940, there were 50 first-year students and 26 second-year students （Minseibu Kyoikusi, 1940）.The first-year curriculum included classes on national morality （2, number of classes per week）, arithmetic （7）, Mongolian （5）, Chinese （5）, Japanese （10）, drawing （1）, music （1）, housework （1 ）, sewing （2）, handicrafts （4）, gardening （2）, and physical education （2）. In the second year, the total number of hours studied was 40 per week, including classes on national morality （2）, arithmetic （7）, Mongolian （4）, Chinese （4）, Japanese （10）, drawing （1）, music （1）, housework （3）, sewing （2）, handicrafts （2）, gardening （2）, and physical education （2）. As can be observed, in the second year, the number of hours studying Mongolian, Chinese, and handicrafts decreased, while that for housework increased. Overall, the curriculum devoted more hours to the study of Japanese language and housework, sewing, and handicrafts, emphasizing practical training for girls. The inclusion of subjects such as housework, sewing, and handicrafts is characteristic of Japanese secondary education for girls.The number of teachers also increased from two to eleven （the honorary principal was
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