英雄たちの選択 選「女子教育のその先へ ～津田梅子・科学への夢と葛藤～」2024年8月26日
英雄たちの選択 選「女子教育のその先へ ～津田梅子・科学への夢と葛藤～」2024年8月26日
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#EnglishMovie #cdrama #drama #engsub #chinesedramaengsub #movieshortfull
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TVTranscript
00:00Philadelphia is known as one of the top universities in the world.
00:06In the outskirts of Philadelphia, there is Brimmer University, which has a history of more than 130 years.
00:15In the corner of the library, there is a picture of a Japanese student who studied here.
00:23Umeko Suda.
00:26It is said that she established one of the first female universities in Japan.
00:36During the Meiji era, Umeko established a high-education institution for educating independent women.
00:45She was chosen as one of the first female educators to establish a high-education institution.
00:52She was also chosen as one of the first female educators to publish a new 5,000-yen book published in 2024.
01:00Umeko started her female education when she was 6 years old.
01:05She studied abroad in the United States for 11 years.
01:09However, when she was 24 years old this year, the details of her second study abroad in the United States became clear, and a new aspect of Umeko began to emerge.
01:25This is a paper manuscript of her own, compiled by Umeko at Brimmer University.
01:31This is a manuscript of her own, compiled by Umeko at Brimmer University.
01:40Umeko was passionate about biology.
01:47Umeko was highly praised for her research, such as presenting a Nobel Prize-winning professor and a textbook.
01:54Umeko was highly praised for her research, such as presenting a Nobel Prize-winning professor and a textbook.
02:01Umeko faced a difficult choice.
02:06Umeko faced a difficult choice.
02:11In the studio, the audience discussed Umeko's thoughts.
02:19It's obvious that biology is interesting.
02:24It's fascinating to have an educator who studies biology.
02:28I want people to look at the world from the window of English.
02:36Umeko fought against the Meiji era while facing many obstacles as a woman.
02:43What was ahead of her in the field of girls' education?
02:47Let's take a closer look at Umeko Suda's unknown creation.
02:52Umeko Suda's unknown creation
03:15Umeko Suda's unknown creation
03:21Umeko Suda's unknown creation
03:25Good evening, everyone.
03:27The choice that was made by the heroes at the turning point in history.
03:31This time, Umeko Suda, who made a great contribution to Japanese girls' education, is the protagonist.
03:37She is also used in the portrait of the new 5,000-yen bill scheduled to be issued in 2024.
03:43Ms. Isada, speaking of Umeko Suda, she is considered a pioneer in girls' education.
03:47In fact, there was a side of her that was not well-known as a researcher of biology.
03:53Yes, there was.
03:55In the Meiji era, there was a very strong restriction on women from studying science in high school.
04:04I think it was in a closed state.
04:07For example, women were not suitable for science.
04:11I think there is still an unconscious bias in Japan.
04:20I think Umeko Suda faced such a big wall for the first time in Japan.
04:26Today, I would like to see a woman who fought against the Meiji era.
04:33Let's start with Umeko Suda's first step, studying in the United States.
04:37Here we go.
04:42In November of the Meiji era, a ship that sailed Japan crossed the vast Pacific Ocean for the United States.
04:54It was the Iwakura Shisetsudan, which had more than 100 passengers.
05:00Among them, a young girl was studying abroad.
05:05She was 16 years old at the time.
05:08Her name was Umeko Suda.
05:13Umeko was sent to Japan by her father, Sen Suda.
05:22Sen was born in Hotta City, Sakurahan, where a large number of exiles were exiled.
05:30When she was young, she learned English and went to the United States as a translator for foreign military affairs.
05:37She was known as an explorer.
05:43However, the turmoil of the end of the Edo period greatly changed the fate of Sen and Umeko.
05:50In the 4th year of the Keio period, the old Bakufu army and the new Seifu army fought each other.
05:57Sen joined the old Bakufu army, but he was defeated by the new Seifu army.
06:05Sen quit his job and began to live a life that was different from his previous life.
06:19Meanwhile, he received a message.
06:25It was a request from a female exchange student who was joining the new Seifu army.
06:33Sen, who knew the importance of foreign experience, took it as a great opportunity.
06:42So he decided to study abroad with Umeko, who was only 6 years old.
06:50There were 5 female exchange students.
06:54All of them were from the old Bakufu army, which was defeated in the Boshin War.
07:01Among them was Yamakawa Sutematsu, who joined the Aizu army, which was known as a fierce battle.
07:09Umeko and her friends were expected to be the role models of Japanese women, so they went to the United States.
07:17George Town, near Washington, D.C.
07:25Umeko was entrusted to the Lanman family, who were the early members of the Japanese Embassy.
07:34The Lanman family, which had no children, began to practice etiquette,
07:39and taught Umeko English and art, and raised her like a real child.
07:49Umeko graduated from a local elementary school and went to a private school at the age of 13.
08:00This was a picture of Umeko after she returned to Japan.
08:04It is written here that Umeko studied a total of 17 subjects at a private school.
08:12There were many subjects of etiquette, such as astronomy, mathematics, and physiology.
08:18Umeko was good at etiquette.
08:26For many years, Umeko studied at a private school.
08:31Ms. Yuko Takahashi has been involved in Umeko's research for many years.
08:37She points out Umeko's ideas that sprang up in her study abroad life.
08:42Going abroad was a very exceptional experience.
08:48I was told by my father that I was going to make a huge investment for the education.
08:55I think it was a trip to Japan.
09:00I think Umeko studied both elementary and junior high schools with a sense of duty.
09:06I will return to Japan and return the education I have received for the sake of Japanese women.
09:11Umeko graduated from her school with excellent grades at the age of 17.
09:17She returned to Japan after studying in the United States for 11 years.
09:24On one side, there is a picture of Umeko who graduated from an American university.
09:30Umeko's father, Mr. Takahashi, was also a member of Umeko.
09:35Umeko's father, Mr. Takahashi, was also a member of Umeko.
09:39Umeko's father, Mr. Takahashi, was also a member of Umeko.
09:43They vowed to contribute to women's education in Japan.
09:49However, Umeko was facing a harsh reality when she returned to Japan.
09:59The government gave Umeko and her schoolmates positions in the government offices.
10:04However, Umeko and her schoolmates did not have any positions in the government offices.
10:14Umeko was fluent in English, but she forgot most of the Japanese.
10:20Umeko did not speak Japanese in her daily life.
10:24Umeko was suffering from loneliness in her motherland.
10:34This is Tsuda-juku University where Umeko studied English.
10:43Here are some documents that show how Umeko felt when she returned to Japan.
10:51This is a letter that Tsuda Umeko sent to her foster parents, Mrs. Ranman, after she returned to Japan.
11:02I wonder how difficult life is for women.
11:09I often thought that it would have been better if I was a man even when I was in America.
11:16I feel even more so in Japan.
11:21I want to do something to improve the status of poor and miserable women.
11:29But I don't know what I can do right now.
11:40Umeko was shocked when she found out that she was going to stay in Japan for a year.
11:47Stematsu, who swore to support the development of women's education, married Iwao Oyama.
11:54Umeko was perplexed by the marriage of her best friend.
11:59The weather was gloomy.
12:07Umeko was accepted as an English teacher at a family girls' school.
12:14Umeko was accepted as an English teacher at a family girls' school.
12:21Umeko, who had been returning to Japan for three years and was turning 20,
12:28was excited to finally arrive at the site of the girls' school.
12:36The students listened attentively to the class.
12:41However, unlike the education that Umeko received in America,
12:46they did not have an active attitude to express their opinions.
12:56This is what was requested at the family girls' school.
13:00It was written in the students' minds.
13:03Those who work in the school should be good to their husbands,
13:13and should be good to their wives.
13:19The purpose of the family girls' school was to raise women who were good to their husbands.
13:28Umeko, who was trying to raise independent women and focus on not only marriage but also life,
13:36was greatly shocked by the attitude of the students.
13:43In the future, how should she guide the students as a teacher?
13:50In front of Umeko was a wall of girls' education.
13:57Umeko was 6 years old.
14:00We watched a video clip of Umeko's study abroad and return to Japan.
14:05Umeko was 6 years old.
14:08She left her parents in the first grade of elementary school and stayed in America for 11 years.
14:13She was 6 years old.
14:15I think it's too young to study abroad.
14:20And she wasn't connected to her parents by cell phone or international phone like now.
14:25I wonder why Umeko was allowed to study abroad at the age of 6.
14:29I think she wanted to bring back her English pronunciation.
14:35She didn't have a recording tape.
14:39She studied abroad in a foreign country.
14:44I feel sorry for her if she had such a thought.
14:49What do you think of the ex-students of Umeko who lost in the civil war?
14:56The ex-students of Umeko studied abroad in the past.
15:01There were many people who knew foreign countries.
15:05So did Tsuda Sen.
15:07So Umeko decided to join the new government.
15:12She wanted to secure her place.
15:14She also wanted to build her country in Japan.
15:20She wanted to build her country in Japan.
15:26We have many guests today.
15:29Thank you for coming.
15:31First, we have Ms. Mutsumi Yamamoto, a screenwriter.
15:34Thank you for having me.
15:36Ms. Yamamoto, you wrote a story about a woman who lived in Meiji from the end of the Edo period.
15:40How did you feel about Umeko who studied abroad in a foreign country?
15:45When Ms. Nijima, who was drawn in the story of The Cherry Blossom of Yae,
15:49went to Washington as a translator of the Iwakura Foundation,
15:53she visited Umeko for about a week.
15:58She wrote in a letter,
16:02she was cuter than any other girl she had ever met.
16:07That's what she wrote.
16:08She was a smart girl.
16:11She asked a lot of questions.
16:14Ms. Tsuda Sen also went to the U.S. as a translator.
16:19She met modern agriculture, democracy, and girls' education.
16:24She changed her way of life.
16:28She taught her daughter how to read and write from the age of 3.
16:33She taught her daughter how to read and write from the age of 3.
16:40She was 6 years old,
16:43but she had a lot of self-awareness.
16:46I think that's why she went to the U.S.
16:51Mr. Yasu Furukawa, a scientist, is here with us today.
16:55Thank you for having me.
16:57What was Umeko like when she returned to Japan?
17:00Umeko's U.S. was the latter half of the 19th century.
17:08She was a religiously experienced Christian.
17:12She was also a Kinben.
17:17She was also a Kinyokuteki.
17:20Umeko grew up in a humanistic world.
17:25She returned to Japan with a sense of values.
17:31But she was shocked by the expansion of Japanese men's culture.
17:37She was shocked by the expansion of Japanese men's culture.
17:42Many women got married at the age of 19 or 20.
17:47They had many children and raised them.
17:51They protected their homes.
17:53They protected their homes.
17:56I think she had a strong desire to protect them.
18:00I think all women are like that.
18:04There is a stereotype that no one can understand.
18:09You are this kind of person.
18:13You are called that in a formal way.
18:17You are treated that way unconsciously.
18:19In Japan, there is a problem with gender.
18:23In Japan, there is a problem with gender.
18:27For example, even though she is a girl, she is good at math.
18:33Even though she is being praised, she is not good at math.
18:38It is a message like that.
18:41It is a message like that.
18:43I think she had a stronger desire at that time.
18:47I think she had a stronger desire at that time.
18:50Mr. Yamamoto, how about you?
18:53How strong was your desire to change your gender?
18:57I know that we have to use women's power to unite Japan and the world.
19:04I know that we have to use women's power to unite Japan and the world.
19:10For example, Ms. Tsuda is a very open-minded person.
19:16At the opening ceremony of Dojinsha Girls' High School,
19:22only one side of the plum tree was allowed to bloom.
19:26Only one side of the plum tree was allowed to bloom.
19:30So far, we have been focusing on boys' education,
19:34but we need to focus on girls' education as well.
19:36After the ceremony, the women were separated.
19:42I understand that it is a theory, but I am not free from the idea.
19:50Umeko, who had a big struggle, took a bold action.
19:56When she started working at a family girls' school,
20:00she kept writing a wish for her foster parents, Mrs. Ranman.
20:07In the future, I would like to have one or two more years.
20:12If possible, I would like to have a longer education.
20:19I can't leave my job for a long time,
20:24but if I can have a pure education for a while,
20:28as suitable for the job of a teacher,
20:32how wonderful it would be.
20:34I really feel the need for a deeper education.
20:46In order to improve as a teacher, Umeko wants to study more.
20:51She plans to study abroad again in the United States, where she spent her childhood.
20:57Alice Bacon, who taught English at a family girls' school,
21:03was the one who supported her.
21:08Bacon was also a best friend during her study abroad in Stemats.
21:13She came to the opening ceremony of the girls' school,
21:17and she was a good consultant for Umeko to talk about the future of Japanese girls' education.
21:22Umeko decided to study abroad for the second time.
21:26For this reason, she made a wish for herself to quit the girls' school,
21:31which she had been working for three years.
21:35However, the girls' school did not accept Umeko's request for self-employment,
21:40and she changed her wish to study abroad as a part-time job.
21:45The wish for self-employment was to study more about the teaching method,
21:49and it was transferred to the girls' school as a wish for study abroad.
21:54The girls' school took a special measure to allow Umeko to study abroad
22:00while leaving her seat at the school.
22:08At this time, Umeko was 24 years old.
22:12Unlike her father's last wish,
22:15she studied abroad in the U.S. for the second time with her own will.
22:24Her new study abroad destination was Brimmer University in Philadelphia, Pennsylvania.
22:32At that time, it was still in its fifth year of establishment,
22:36and it was one of the few girls' universities in the U.S.
22:39The number of students was about 100.
22:43There was a department of science,
22:46as well as a department of literature and social studies.
22:51Although there were few women who wanted to become scientists,
22:55Brimmer University was aiming for the requirements of a professional researcher,
23:00which was unusual at that time.
23:03It was strongly reflected in the will of the head of the department,
23:09Thomas Carey, who believed that women should be involved in academic affairs
23:15just like men.
23:22Taylor Hall was the first to be built at Brimmer University.
23:26The exterior of the building is made of stone with a sense of luxury.
23:35Some of the buildings retain the features of the time when Umeko studied abroad.
23:48In addition to the history of the university,
23:51Ruth Lindeborg, who is familiar with the history of the university,
23:55says that Umeko was enthusiastic about surprising studies.
24:06This is a room where Umeko pseudo-studied while she was a student at Brimmer.
24:12She studied biology primarily.
24:15At that time, Umeko studied biology at Brimmer University,
24:19which was known for its advanced education in the United States.
24:25Umeko was more passionate about studying biology,
24:29which was more popular than her original goal of studying abroad.
24:35This is a resume of Umeko's studies at the university.
24:44Looking at this, you can see that Umeko studied biology from the beginning of her study abroad.
24:54Umeko chose biology in a foreign country.
24:58However, it was the first time in her life that she chose biology.
25:04Umeko was against the family school policy that allowed her to study abroad.
25:12This is what her best friend, Emperor Meiji, who helped her establish the family school, said.
25:21It is not good for a family member to be only good at natural science.
25:27It is not good for a wife to be a good wife.
25:39However, Umeko chose biology because she had a strong determination.
25:58Umeko learned the basics of biology for the first year of her two-year study abroad,
26:04and for the second year, she did animal examinations.
26:13Her grades were outstanding.
26:17The teachers were also impressed by Umeko's talent.
26:21Umeko decided to study abroad in June of the same year.
26:31She applied to the family school to extend her stay for a year.
26:38She was given one more year to study abroad.
26:43Umeko applied to the family school.
26:47She was given one more year to study abroad.
26:51She was given one more year to study abroad.
26:55She was given one more year to study abroad.
27:00Umeko did not say what she had studied in college.
27:04Umeko did not say what she had studied in college.
27:08The family school allowed Umeko to extend her stay for a year.
27:15Umeko decided to study even more advanced biology.
27:27Umeko decided to study even more advanced biology.
27:32Umeko decided to study even more advanced biology.
27:38Umeko decided to study even more advanced biology.
27:44Umeko decided to study even more advanced biology.
27:50Umeko decided to study even more advanced biology.
27:56Umeko decided to study even more advanced biology.
28:02Umeko decided to study even more advanced biology.
28:06Umeko decided to study even more advanced biology.
28:10Umeko decided to study even more advanced biology.
28:15Umeko decided to study even more advanced biology.
28:19Umeko decided to study even more advanced biology.
28:23Umeko decided to study even more advanced biology.
28:27Umeko's talent for biology was developed in Japan.
28:35Umeko's father was a teacher at a family school.
28:39Umeko's father was a teacher at a family school.
28:46Umeko's father was a teacher at a family school.
28:54I think I'm starting to live my life again.
29:00I think it's the happiest time.
29:04I think it's the happiest time.
29:12This is very important, and it has nothing to do with whether you are Japanese or American.
29:18Mr. Nakano, at that time, in Western countries,
29:21was there not much prejudice about women studying science?
29:25I think there was a lot.
29:28You know the work by Peter Rabbit, right?
29:32It's famous.
29:33The person who wrote that is called Beatrice Potter.
29:37This person is very familiar with the gold industry.
29:41At first, the male scientists were pampered,
29:49but they succeeded in what the common scientists could not do.
29:55They succeeded in the sale of gold.
29:58After that, they were coldly harassed as if their palms were turned over,
30:02and there were times when they were mocked at at school.
30:06There was no prejudice at all.
30:09In the same way, there was such a thing in Western countries.
30:15Mr. Umeko, you mentioned the extension of studying abroad,
30:19but you didn't know that Umeko was studying biology in Japan, did you?
30:24I didn't know.
30:26I sent her out to learn the teaching method,
30:31but Umeko didn't report it.
30:35She didn't report it in her wish to extend her study abroad.
30:42I don't think she could have said it.
30:45I don't think she could have said it.
30:47She still wants to continue studying biology,
30:50so she can't say she'll extend her study abroad.
30:54Her wish to extend her study abroad made biology more interesting.
30:59She was highly evaluated by the teachers,
31:02so she must have gained confidence.
31:05I think she wanted to go a little further.
31:11Do you think Umeko fell in love with the science of this era?
31:16Science of this era is definitely interesting.
31:20It was around the time when the Nobel Prize was won,
31:24and it was around 1900.
31:26Science was in its heyday.
31:29Even in neurosciences,
31:31there was a fundamental discovery
31:34whether synapses were connected or not.
31:39It was a very interesting era.
31:44It's only been a little over 100 years,
31:48but people are becoming more and more professional researchers.
31:52They write papers and publish them.
31:55People are becoming more and more concerned about that.
31:58There is an environment where you have to do research for that.
32:01It's a little different from enjoying science purely.
32:05I think everyone is very envious of the era when science was done purely.
32:12Umeko was approved to extend her study abroad,
32:15but she is finally forced to make a choice.
32:21Umeko entered her third year of study abroad in 1925.
32:26She met a fateful person.
32:32He was a biologist who won the Nobel Prize for physiology.
32:37His name was Thomas Hunt Morgan.
32:42Umeko did a special study on Morgan,
32:45which only excellent students were able to obtain.
32:50Morgan studied experimental biology,
32:54which was the most popular subject at the time.
33:01For example, I studied how the cell division changes
33:06by artificially inserting a needle into the ovary.
33:11I compared the changes with the natural state of the ovary,
33:16and studied the mechanism of cell division.
33:22That kind of research was experimental biology.
33:27Experimental biology was connected to the problem of evolution.
33:33It was a very important subject at the time.
33:39At the time, Umeko's own manuscript of the paper was left behind.
33:44Umeko's assignment to Morgan was to observe the process of cell division
33:50by using a red frog's ovary as a material.
33:57Morgan carefully and accurately sketched the changes in the ovary.
34:03Morgan used Umeko's research results
34:07to publish his first manuscript as a professor,
34:11which was later published by the British Academy of Sciences.
34:20Their research, the definition of a frog's ovary,
34:24was published by the British Academy of Sciences.
34:28The next study, the definition of a frog's ovary.
34:32This study of the body parts formed by the ovary
34:36was highly acclaimed for its early experimental results.
34:46It is said that this was the first time
34:49that a Japanese woman published a study of natural science
34:53in a foreign academic journal.
34:59Umeko was passionate about biology.
35:02However, the deadline for his study was approaching.
35:10The head of the department, Thomas Carey,
35:13and the professor, Morgan, were strongly encouraged
35:17to continue their research.
35:21Will Umeko continue to study biology,
35:24or will he return to Japan to further his female education?
35:30Let's find out what Umeko has in mind.
35:42America is my second home.
35:46The joy of studying biology in America
35:50has become irreplaceable.
35:57In Japan, science is a male education,
36:01and women are only allowed to study it for the sake of fertility.
36:07Will there be an environment where women like me
36:11can study science in the future?
36:17Fortunately, the university is encouraging us to continue our research.
36:24Even if we extend our study abroad,
36:27we can continue our research in Japan.
36:31Even if we extend our study abroad,
36:34we can continue our research in Japan.
36:37Even if we extend our study abroad,
36:40we can continue our research in Japan.
36:44If we continue our research in America,
36:47together with the wonderful people,
36:50such as Professor Morgan,
36:53we will eventually be able to get a degree
36:56and become researchers.
36:59This will be a great opportunity for Japanese women
37:03to open their eyes to science.
37:06to open their eyes to science.
37:16No.
37:18However,
37:20this may be my selfish idea.
37:23In the first place,
37:25I was able to study abroad thanks to the support of my country.
37:31In addition,
37:33I was able to extend my study abroad
37:36because I had the reputation of studying the teaching method
37:40and doing my best for Japanese women's education.
37:44My family and school,
37:46including the principal,
37:48are all looking forward to my return.
37:52Will I be able to stay here forever
37:55for the sake of my country?
38:02I will return to Japan
38:05and tell my family and school students
38:08what I have learned.
38:10And I will do my best
38:13for the development of Japanese women's education.
38:17Isn't that the mission I have been entrusted with?
38:24Was it the path to becoming a scientist or an educator?
38:28Umeko was facing a difficult choice.
38:36Umeko's research results were highly appreciated.
38:40Ms. Nakano, you must have been very happy about this.
38:43Of course I was happy.
38:45Everyone was happy about what I was doing.
38:48The results of my research were published in a paper.
38:51I felt that there was such a wonderful world out there.
38:56Can we say that Umeko is taking a step forward?
39:00Yes, that's right.
39:02It's been three years since I started my research.
39:05I took a summer session
39:08at the Utsuhole Marine Biological Lab
39:11in Massachusetts.
39:15It was a seven-week session,
39:18almost two months long.
39:21I gave a lecture in the morning and evening
39:24and took a biologist's class.
39:27During the day, I did fieldwork
39:30in the ocean.
39:33I took samples and looked at them in a microscope.
39:36I think this fieldwork experience
39:39was a vivid experience for Umeko.
39:43It was a time when I took a step forward
39:46to become a researcher.
39:49I came back to the University of Brimingham
39:52and did research under Morgan
39:55in the field of experimental biology.
39:58I was able to establish myself
40:01as a kind of paradigm
40:04by exploring the mechanism
40:07of the development of new methods
40:10and new methods.
40:13In the end, I was convinced that
40:16even women can do research on biology.
40:21Umeko has achieved great success in biology,
40:24but it's time for her to study abroad.
40:27The first option is to become a scientist in the U.S.
40:30The second option is to live as an educator in Japan.
40:33Which would you choose, Umeko?
40:36Mr. Yamamoto, which would you choose?
40:39I've just read the paper
40:42and listened to the fun stories
40:45about summer camp.
40:48I feel like,
40:51I want to go back to Japan.
40:54I want to go back to my second home, Japan.
40:57As a scientist, rather than wanting to succeed,
41:00I want to keep doing interesting things.
41:03But more than that,
41:06I want to be able to help other people.
41:09That's what I want to do.
41:12It's a bit weird to say this,
41:15but I've been a star since I was 6 years old.
41:18I've always been the center of attention.
41:21Everyone around me is watching me.
41:24I'm like Hibari Misora.
41:27I've been famous since I was 6 years old.
41:30I can't make decisions
41:33that I want to make.
41:36I want to go back to Japan.
41:39That's my choice.
41:42Ms. Nakano, you've also studied abroad.
41:45I think this is a tough one.
41:48I'm sure it is.
41:51I'm sorry to say this,
41:54but I don't know
41:57which one to choose.
42:00I'm not sure.
42:03I think it's number 2.
42:06Is that so?
42:09Even if you choose number 1,
42:12I'm sure you'll be influenced by that world.
42:15If you're in that position.
42:18I think it's number 2.
42:21Why is it number 2?
42:24I don't know.
42:27If I had to choose,
42:30I'd choose the one that I can contribute to.
42:33But if someone asks me
42:36whether I want to stay or go back,
42:39I'd say I want to stay.
42:42But...
42:45Number 2.
42:48That's a tough one.
42:51If I were Umeko, I'd choose number 2.
42:55I think I'd go back
42:58with the intention of becoming the salt of the earth.
43:01Mr. Furukawa, what would you do if you were Umeko?
43:04I think I'd be in a lot of trouble.
43:07It's a really tough one,
43:10but I'd choose number 2.
43:13I'd choose to live as an educator in Japan.
43:16I'd choose to live as an educator in Japan.
43:19I'd choose to live as an educator in Japan.
43:22I'd choose to live as an educator in Japan.
43:25That was my mission.
43:28In fact, I was given that mission.
43:34During my three years at the University of Burma,
43:37I was assigned as a teacher
43:40at a family school.
43:43So I'd like to go back
43:46and do what I learned
43:49in the family school
43:52and return to America.
43:55This is my duty.
43:58But, I'm going to return to America again.
44:01But, I'm going to return to America again.
44:04So, I'll choose to go back to the US.
44:07So, I'll choose to go back to the US.
44:10So, you chose to go back to the US
44:13and choose to live as an educator in Japan.
44:16I'm not sure, but I'll give it a 2.
44:20Living as an educator in Japan.
44:23In the United States at the time, there were female volunteers,
44:28and considering the number of female volunteers,
44:33I've seen a lot of British and American women working in research facilities.
44:40If you're working as someone's assistant, you're in a relatively good position.
44:45However, if you're left alone, you're likely to get sick.
44:53In Umeko's case, you'll probably be given a blessed condition.
44:58But whether you can be left alone until the end is a very controversial issue.
45:04On the other hand, it's very attractive to have an educator who studies biology in Japan.
45:14Why is that?
45:15At that time, there were no countries with as many biodiversity as Japan.
45:21It's such a high-quality place.
45:23There are so many frog species.
45:26So I'm thinking about becoming an eastern Minakata Kumagusu.
45:32It's an English ability that can be applied to nature.
45:37And it's more advanced than Kumagusu.
45:42For me, Kumagusu is like a guerrilla warfare.
45:47But it's still very advanced.
45:49Everyone chose to live as an educator in Japan.
45:54No one chose to stay in the United States.
45:59Let's take a look at Umeko's choice.
46:06There is something Umeko has cherished all her life.
46:12It's a calendar for the students she met at Brimmer University.
46:20There is a poem that seems to be a message to Umeko,
46:24with a picture of nature and insects.
46:33My friend, we mark the beginning of the year here today.
46:43It is said that it was a gift from Umeko's new friends.
46:54Umeko refused the invitation from Brimmer University,
46:58and decided to live as an educator in Japan.
47:03I had the opportunity to study in Japan for the first time.
47:08That's when I realized that I had a chance to study at Brimmer again.
47:14My mission was to return to Japan and give back to the Japanese women what I had gained.
47:22Umeko returned to Japan at the age of 25.
47:26She returned to her family's school and began to work as an educator again.
47:32But there was something deep in her heart.
47:39It was the desire to stand up for herself and create a new Japan.
47:46It was a grand plan to establish a new women's high school education institution.
47:59The people who supported her in securing teachers and raising funds
48:03were Sute Matsu, who was still friends with her after marriage,
48:07and Alice Bacon.
48:11Umeko continued to study biology in secret while working as an educator.
48:23It is written in her letter to Morgan, the American poet.
48:33I didn't lose my interest in biology.
48:37Even now that I'm back in Japan, I'm observing the development of frog eggs.
48:47Umeko was looking for a way for women in Japan to learn science.
48:57It was one of the things that led to the establishment of a women's high school education institution.
49:03It was one of the things that led to the establishment of a women's high school education institution.
49:12And in 1933,
49:15Umeko established a women's English school, which was her dream.
49:21She became the first president of the school.
49:27However, the curriculum at the time did not include natural science subjects.
49:32It was probably due to the lack of funding and the social needs of women scientists.
49:44English education played a major role in her English studies.
49:49It was one of Umeko's major goals.
49:54It was a thorough and independent English education,
49:58which also gave women the means to achieve economic independence.
50:07It was an English education that was so advanced that it could pass the exam of a high school teacher.
50:13It was an English education that was so advanced that it could pass the exam of a high school teacher.
50:20Umeko's dream of science education was inherited by her parents.
50:30In fact, Umeko set up an elementary school system
50:35so that Japanese women could study in the U.S.
50:39with the financial support of Philadelphia's businesswomen.
50:50Using this system, Umeko studied biology and science at Bryn Mawr University.
50:56Using this system, Umeko studied biology and science at Bryn Mawr University.
51:01After returning home, Umeko became a teacher at a women's English school.
51:11Umeko entrusted Umeko with the future of the school.
51:20In order for a new generation to sprout,
51:23a seed must be broken and scattered.
51:29Umeko, who wrote this in her diary the following year,
51:32left this world in the 4th year of the Showa era.
51:36After Umeko's death, Hoshino became the second president of the women's English school.
51:42He was involved in the administration of the school.
51:46However, when the war began, English became the enemy language,
51:51and the management of the school was in a state of crisis.
51:55Hoshino was forced to leave the school.
51:59He was forced to leave the school.
52:04Following Umeko's will in the 18th year of the Showa era,
52:09Hoshino decided to introduce science education.
52:12He founded a new department, the Department of Physics and Mathematics.
52:19After graduating from the Department of Physics and Mathematics,
52:22he moved on to the Department of Science and Technology.
52:25He became the leader of science education.
52:28Umeko was the pioneer of women who were passionate about science.
52:35In the era when women were active as scientists,
52:39Umeko became a seed, and a rich fruit.
52:48Umeko chose to return to Japan and live as an educator.
52:52If I had returned to America,
52:55I would have continued my research at Morgan,
52:59and would have obtained a doctorate.
53:02However, as Mr. Ishizawa said earlier,
53:06Umeko was Japanese.
53:09Even if he succeeded in the American academy,
53:14which was centered on white people at the time,
53:18he must have had great difficulties and hardships.
53:23Umeko may have felt that.
53:27However, after returning to Japan,
53:30as was mentioned in the video,
53:33he continued his research in biology.
53:36He wanted to continue his research on primers
53:41by learning the principles of experimental biology.
53:45He still had a passion for science.
53:53Today, we saw a different side of Umeko Tsuda,
53:56an educator.
53:58I would like to ask what you felt.
54:01After I opened the English academy,
54:05I analyzed myself and registered myself as a member of the family.
54:10My father registered himself as a civilian.
54:15Umeko went abroad when he was a child.
54:19He was a samurai that foreigners saw.
54:23He was an idealized samurai.
54:27He had many difficult things in his life.
54:31I think he put those things in a spiritual position.
54:37It was hard, but it wasn't in vain.
54:42I think his life was not in vain.
54:47As a writer, I wanted to believe in words.
54:53I wanted him to look at the world from the window of English.
55:01I wanted him to become stronger,
55:04I wanted him to become stronger.
55:07He was very strict about it.
55:12I felt the strength of a cat that chose a family.
55:21Umeko always said that English was not his ultimate goal.
55:27He wanted Japanese women to know the world
55:33He wanted Japanese women to know the world, culture, and science.
55:38I wanted him to open his eyes to those things.
55:43I believed that English education was an education to give a trigger.
55:50Umeko was aiming for an all-round woman.
55:59I wanted Umeko to be an independent woman.
56:05I wanted Umeko to be an independent woman.
56:10There is a famous task called the mental rotation task.
56:14For example, the left hand and the right hand do not overlap.
56:17It's a matter of co-creation.
56:20It's a matter of co-creation.
56:24The task is to find the right hand among the many left hands.
56:28It's a mental rotation task.
56:32It is said to be related to the ability of mathematics.
56:35It is a typical test that is said to be bad for women's grades.
56:41When this test is done to a woman,
56:46If you make a test paper with a gender list and a test paper with a university name,
56:53The group is a group with no difference in grades.
56:59If you make a test paper with a gender list and a test paper with a university name,
57:04The number of points will be different.
57:07If you make your gender aware, the ability of mathematics will decrease.
57:13There is such an experiment.
57:16It may be your bias that restricts your ability.
57:24If you can do it better than a man, you may have a disadvantage.
57:30You may be afraid of it.
57:34But it's okay.
57:37Even if you can do a lot of work, you won't be disturbed.
57:42I think it's important to show that.
57:46I hope we can continue to enjoy our work and show our abilities.
57:55That's right.
57:57Mr. Isoda, did you see a new side of Umeko today?
58:01I saw it.
58:03I thought that students and humans need freedom and privacy.
58:10Because Umeko's biology was hidden in the country.
58:15It's a very interesting life where you can't grasp it.
58:19It's a place where you grow up.
58:23As Mr. Furukawa said,
58:26All-round woman is a woman who can do anything with good words.
58:30A woman who can do anything is good.
58:33Don't think you can't do anything.
58:36Think that you can do anything.
58:39Don't limit yourself.
58:42I think that's the basis of freedom.
58:47Thank you very much for today.
58:50To be continued.
59:20Next time, I will find Japan again.
59:34Find me.
59:38New Japan Fudoki
59:50New Japan Fudoki