著者

包 賀喜格図

出版者

九州共立大学

雑誌

九州共立大学研究紀要 = Study journal of Kyushu Kyoritsu University (ISSN:21860483)

巻号頁・発行日

vol.3, no.2, pp.53-63, 2013-03-25

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Kawahara Misako is the first Japanese woman teacher who went to China for educational supportin the late Qing Dynasty from 1901 to 1911. Under her father’s influence, she made up her mind to beengaged in the education of Chinese women. She taught in the Daido School of Yokohama of Japan, theWuben Female School of Shanghai, and the Yuzheng Female School of Inner Mongolia successively.There are more than fifty articles and chronicles on Kawahara Misako, which mainly make negativecomments on her identity as a spy. In recent years, the positive comments on her contributions to thedevelopment of modern female education in Inner Mongolia are increasing gradually, which meanscertain change in comparison with the former overwhelmingly negative comments on her identity as aspy.After carefully observing the two recognitions of her identity as a spy and her contribution toeducation, it can be easily seen that the former emphasizes on the political background and her supportfor the war at that time while the latter focuses on her educational contents, educational contributionand her positive influence upon the later generations. It is hard to conclude that she is a spy accordingto the present historical data. However, it is necessary to have a further ponder and probe into thefollowing problems: Why was she engaged in the female education of China? Why was she determined toaccept the task of going to Inner Mongolia? Why did she do the work for supporting the war? Why didshe have the seemingly conflicting features: to support the war and to teacher for peace? By researchingin the educational environment and family background which she experienced in the special MeijiPeriod and her words and deeds in different periods, a relatively real Kawahara Misako can be seen.This paper starts from the background that the educational ideology of nationalism waspredominated by the continental policy of Japan in Meiji period. Then it investigates and analyzes theeducational activities of Toadobunkai in China, particularly its function in establishing the YuzhengFemale School, the nationalistic educational ideology of Kawahara Misako and her recognition of theeducation of China. Eventually, it attempts to explain the reasons for her two ideologies of differentnatures.