Note1 This article is a translation of a supplementary chapter to Muslim in China under Japanese occupation: The ethnic minority policy and women’s education in the North China and Mongol Military Governments ［in Japanese］ by Atsuko Shimbo with additions and corrections.BibliographyBao, Tiemei. Manshukoku Oyobi Mokyo Seiken ni Okeru Mongorujin Kyoiku ni Kansuru Kenkyu［A Study on the Education of Mongolians in Manchukuo and Mongolian Regimes］. Niigata University, September 20, 2005, Ph. D. thesis.102早稲田教育評論 第 36 巻第１号Bunkyobu Gakumusi. Manshukoku Shosu Minzoku Jijyo ［Manchukuo Minority Education Matters］, 1934. In Manshu Manshukoku Kyoiku Shiryou Shusei ［Manchukuo Educational History Collection］, 12 edited by Manshukoku Kyoikushi Kenkyukai. Tokyo: MT Shuppan, 1993.Delegerma. “Huiyi Xing’an Nügao De Sannian ［Three Years at XGNHS］”. In Xing’an Nügao ［Memories of XGNHS］, edited by Sobud. Hohhot: Neimonggu Renmin Chubanshe, 2005, 62–69.Haishihi, V. “Koan Moko ni Okeru Kyoiku Eisei Shido ［Education and Hygiene Guidance in Xing’an Mongolia］”, translated by Yanai, K., Moko ［Mongol］. Zenrin Kyokai, September 1941, 50–59.Inaba, M., Kobayashi, T. and Shimada, T. eds. Gendai Shi Shiryo, Manshu Jihen ［Modern History Information Manchurian Incident］. Tokyo: Misuzu Shobo, 1965, 948.Kaino, G. “Koangun Ryaku Shi ［Brief History of Koan Army］”. In Watashitati no Koan Kaiso ［Our Koan Reminiscences］, edited by Ransei Koankai Watashitachi no Koan Kaiso Henshu Iinkai, 1999, 20-21.Kawahara, M. Karachin Ohi to Watashi ［Queen Karachin and I］. Tokyo: Fuyo Shobo, 1969, 305.Manshukoku Tushinsha Shuppanbu. Manshukoku Gensei ［Current Situation in Manchukuo］. Manshukoku Tushinsha, 1938, 235.After the defeat of Japan in 1945, many young Mongolian women and girls who had been trained at the school actively participated in the revolutionary movement with a strong desire to promote the nation, and contributed to the establishment of the People’s Republic of China in 1949. They were instrumental in the creation of Inner Mongolia and became the pioneers of the Mongolian women’s movement. At the same time, however, I would like to point out that there were female teachers such as Domoto and Yamane who were kind enough to educate young Mongolian girls even though they were under Japanese colonial rule, and that there was human-to-human interaction between them and the female students. In their recollections, female students at the time pointed out that even during the Japanese occupation, the female teachers never made intrusive comments.After returning to Japan, Yamane taught as a home economics teacher at Rakuhoku High School and Yamashiro High School. After about 50 years, Domoto and Yamane visited Hohhot in Inner Mongolia and reunited with their female students. They were welcomed with great enthusiasm by a large number of people involved. The warmth of the Mongolian women as they remembered the teachers who had taken care of them throughout their lives, as well as the sincere exchange between the teachers and students, will continue to light a fire in people’s hearts even after several decades.
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