@article{oai:kyukyo.repo.nii.ac.jp:00000106,
 author = {包, 賀喜格図 and BAO, Hexigetu},
 issue = {2},
 journal = {九州共立大学研究紀要, Study journal of Kyushu Kyoritsu University},
 month = {Mar},
 note = {Kawahara　Misako is the first Japanese woman teacher who went to China for educational support
in the late Qing Dynasty from 1901 to 1911. Under her father’s influence, she made up her mind to be
engaged in the education of Chinese women. She taught in the Daido School of Yokohama of Japan, the
Wuben 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 negative
comments on her identity as a spy. In recent years, the positive comments on her contributions to the
development of modern female education in Inner Mongolia are increasing gradually, which means
certain change in comparison with the former overwhelmingly negative comments on her identity as a
spy.
After carefully observing the two recognitions of her identity as a spy and her contribution to
education, it can be easily seen that the former emphasizes on the political background and her support
for the war at that time while the latter focuses on her educational contents, educational contribution
and her positive influence upon the later generations. It is hard to conclude that she is a spy according
to the present historical data. However, it is necessary to have a further ponder and probe into the
following problems: Why was she engaged in the female education of China? Why was she determined to
accept the task of going to Inner Mongolia? Why did she do the work for supporting the war? Why did
she have the seemingly conflicting features: to support the war and to teacher for peace? By researching
in the educational environment and family background which she experienced in the special Meiji
Period 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 was
predominated by the continental policy of Japan in Meiji period. Then it investigates and analyzes the
educational activities of Toadobunkai in China, particularly its function in establishing the Yuzheng
Female School, the nationalistic educational ideology of Kawahara　Misako and her recognition of the
education of China. Eventually, it attempts to explain the reasons for her two ideologies of different
natures.},
 pages = {53--63},
 title = {河原操子についての一考察},
 volume = {3},
 year = {2013}
}