Secondary Education for Girls under the Japanese Occupation: Focusing on the Mongols in Manchukuo892. Education of Mongolians in Eastern Inner Mongolia Region from the Late Qing to the Republic of China periodUnder the Qing Dynasty, there were almost no educational institutions for Mongols. It was common for Mongolians to spend their entire lives as nomads. The policy of the Qing Dynasty to confine the Mongols to a limited geographical area and to follow Tibetan Buddhism cultural practices kept the Mongolian society in a state of stagnation for a long time, with education lagging far behind. However, in areas where the Han Chinese had made significant inroads, efforts toward modern education began toward the end of the Qing Dynasty. One of the pioneers in this field was King Gunsannorbu （1871–1930） of the Horqin Right Banner. The Horqin Right Banner was being settled by the Han Chinese, and the king felt a growing sense of a looming crisis. On the other hand, the Japanese Army was at odds with Russia over northeastern China, and considered it important to get close to the Mongolian nobility in the Eastern Inner Mongolia region, which was adjacent to Manchuria.Shimada, 1965）.To the west of Manchukuo, in Eastern Inner Mongolia and Hulunbuir, there existed rich pastures, and about 60 percent of the Mongolians in Manchukuo lived there. Therefore, for the administration of the Mongolians, in March 1932, immediately after the creation of Manchukuo, Xing’an Province was founded as a special administrative district, and a government office called the Xing’an Bureau was set up. As nomadic people, the lives of the Mongolians differed greatly from that of the Han Chinese. The number of Mongolians in Manchuria was about 1.08 million （according to 1940 statistics）, which was only about 2.5% of the total population of Manchukuo of 41.66 million （Population census as of December 31, 1935; compiled by the Research Department of the Xing’an Bureau of the State Council） （Sakata,1943）. Nevertheless, the government of Manchukuo gave consideration to the Mongolians in terms of industry, economy, culture, and education. This preferential policy toward the Mongols was also meant as an information campaign against the Mongols living in Inner Mongolia, which was under the control of China, and those living in the People’s Republic of Mongolia, which was created with the support of Russia.In the Eastern Inner Mongolia, after the incident of Yihetuan（Boxer Rebellion）, there was a movement to introduce modern school education modeled after Japan. King Gunsannorbu established modern schools such as a military school （Wubei Academy, 1902）, an elementary school （Chongzheng Academy, 1902）, and a girls’ school （Yuzheng Girls School, 1903） near the royal palace at Horqin, and invited Japanese instructors. At Wubei Academy, a former military officer was in charge of teaching. At Yuzheng Girls School, Misako Kawahara （1875–1945） and Kimiko Torii taught the students. Ryuzo Torii （1873–1953）, an anthropologist and husband of Kimiko Torii, taught male students at Chongzheng Academy （Kawahara 1969）. When Kawahara returned to Japan in 1906, she was accompanied by three Mongolian girls （aged 13–15 years）, who became the first Mongolians to study in Japan.
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