Secondary Education for Girls under the Japanese Occupation: Focusing on the Mongols in Manchukuo93class president, and the bridegroom was Hong （pseudonym）. Probably because she had been notified in advance, the Japanese teacher, Shu Domoto, appointed Li to read and demonstrate her Japanese. Li was approved as the bride and was to be married. This episode shows that Xing’an Girls Academy was set up as an institution to train brides for military officers. The school had become a place for “matchmaking.”At the time, the purpose of girls’ schools was to nurture good wives and wise mothers. Li became the wife of a soldier, and some of the other students also married soldiers after graduation. However, not only did they prove to be good wives and mothers, they also became “revolutionary cadres.” It is clear from their subsequent history that they did not limit themselves to being dutiful wives and mothers who protected only their families as the Japanese had intended.Since Xing’an Gilrs Academy was established by the military, Japanese military officers and their wives served as the school’s director, teachers, and staff. The honorary director of the school was the wife of the “Chief of Staff of the Manchurian Xing’an South Security Force” Nachinshonhor, Ming Jingyu. Yuichi Tokunaga, Chief of the General Staff, concurrently served as the Director, and Mrs. Tokunaga became the “Prefect.” There were also two Japanese specialists in the faculty, Eiichi Kotani and Shu Domoto. Kotani was a graduate of the Osaka School of Foreign Languages （predecessor of Osaka University of Foreign Studies, Department of Mongolian）, was fluent in Mongolian, and also served as an interpreter. Domoto was from Akashi Women’s Normal School in Hyogo Prefecture and came from Kobe （Domoto taught there for about five years until around 1942）.Kotani was in charge of teaching Mongolian literature, and Doguljap, a military officer, also served as a Mongolian literature teacher. Technical education （knitting, sewing, cooking） was led by the wives of military officers, including Mrs. Tokunaga, Mrs. Osawa, wife of the Deputy Chief of Staff, and Mrs. Kaino （Kaino, 1999）. The main focus of education was on technical training, which students were able to master even if they could not speak Japanese. Students learned to sew and cook, and were able to knit woolen socks, sweaters, and make simple clothing. Male technicians from the Nanyang Clothing Store near Tongliao Station taught the students how to sew a variety of items. The most exciting part of the class for the students was cooking, and they enjoyed eating the food they prepared. However, once the instructors left after class, there was little contact between instructor and the Mongolian students and no emotional interaction （Sobud, 2005）.The person students had the most contact with was Japanese specialist Shu Domoto. She was in charge of mathematics, Japanese, and music, and edited her own teaching materials. Domoto was extremely enthusiastic about teaching, and repeatedly explained important and difficult points until they were understood （Sobud, 2005）. She never talked about Japanese imperialism and never praised Japanese fascists. The students were not happy with the other teachers （especially male teachers）, but they had a good feeling about Domoto. That is why, even after 50 years, in the 1980s, Domoto and the 4.2 Teachers
元のページ ../index.html#99