Daughters of the Samurai

1. Three Japanese girls embark on a transformative journey to America in 1871

"Considering that you are girls, your intention of studying abroad is to be commended," she chanted. Girls, studying abroad—the very words were bizarre. No Japanese girl had ever studied abroad. Few Japanese girls had studied much at all.

A pioneering mission. In 1871, as part of Japan's rapid modernization efforts, the Meiji government sent five young girls to study in America. Three of them - Sutematsu Yamakawa (age 11), Shige Nagai (age 10), and Ume Tsuda (age 6) - would spend the next decade immersed in American culture and education. This unprecedented decision was driven by the belief that educated women would play a crucial role in Japan's future as mothers and educators.

Breaking barriers. The girls' departure marked a significant break from traditional Japanese society, where women's roles were strictly limited to the domestic sphere. Their journey symbolized Japan's eagerness to embrace Western knowledge and practices, while also challenging deep-rooted cultural norms about gender roles and education.

2. Cultural shock and adaptation shape the girls' early experiences in the U.S.

"We hardly dared to go out into the hotel corridors by ourselves, for fear we would get lost, and not know our rooms again, as we had no way of asking in any case," Ume later remembered.

Initial disorientation. Upon arrival in America, the girls faced immense challenges adapting to a completely foreign way of life. Language barriers, unfamiliar customs, and the absence of familiar foods and clothing created a profound sense of displacement. They struggled with simple tasks like navigating hotel corridors or understanding American etiquette.

Gradual acculturation. Over time, the girls began to acclimate to their new environment:

• They learned English and adopted Western dress
• They were placed with American host families who provided care and cultural guidance
• They embraced American customs, holidays, and social activities
• Their identities began to merge elements of both Japanese and American culture

This process of adaptation, while often difficult, laid the foundation for their future roles as cultural bridges between Japan and the West.

3. Education becomes a powerful tool for personal growth and cultural understanding

"He waked us up and kept us awake and we never wanted to miss a class for fear we should miss something," remembered one student. "He made us do our own thinking and that is the mark of a true teacher."

Academic excellence. The girls thrived in the American education system, excelling in their studies and embracing the opportunity to learn:

• Sutematsu and Shige attended Vassar College, with Sutematsu graduating in 1882
• Ume completed her high school education at the prestigious Archer Institute in Washington D.C.
• They studied a wide range of subjects, from literature and science to Western history and philosophy

Intellectual awakening. Their education went beyond academic knowledge, fostering critical thinking skills and a broader worldview. They were exposed to new ideas about women's roles, democracy, and individual rights that contrasted sharply with traditional Japanese values.

Cultural ambassadors. As they progressed in their studies, the girls often found themselves explaining Japanese culture to their American peers and teachers. This role as cultural interpreters helped them develop a unique perspective on both societies.

4. The trio's return to Japan brings new challenges and opportunities

"I feel so strange," Ume had written to Mrs. Lanman after that long-ago lunch, "like a tree that is transplanted and takes a little while to get accustomed to new surroundings. And think to what different soil I have been transplanted."

Reverse culture shock. After a decade in America, the women's return to Japan in the 1880s was fraught with difficulties:

• They struggled to communicate in Japanese, having become more fluent in English
• Traditional Japanese customs and social expectations felt alien and restrictive
• They faced skepticism and sometimes hostility from those who viewed them as too Westernized

Navigating two worlds. The women found themselves in a unique position, straddling two cultures and often feeling like outsiders in both. This dual perspective allowed them to see Japan's strengths and weaknesses with fresh eyes, but also created personal and professional challenges.

Seeking purpose. Each woman grappled with how to apply her American education and experiences in a rapidly changing Japan. They sought ways to contribute to their country's modernization while also staying true to their own evolving identities and values.

5. Marriage and societal expectations create divergent paths for the women

"Are you horrified?" Sutematsu wrote to her old Vassar friend Anne Southworth. "Almost all Japanese ladies smoke and we make no secret of it. Mrs. Uriu (Miss Nagai that used to be) began it and I followed. Miss Tsuda vainly tried to dissuade us from this pernicious practice, but now she has given it up as a bad job. You don't know what a soothing thing it is."

Traditional vs. modern choices. The three women faced different decisions regarding marriage and social roles:

• Sutematsu married a prominent Japanese statesman, becoming a high-ranking member of society
• Shige married a naval officer, balancing family life with a career in music education
• Ume remained single, focusing entirely on her educational mission

Negotiating expectations. Each woman had to navigate the tension between their American-influenced ideals and the expectations of Japanese society:

• Sutematsu used her position to influence policy and promote women's education behind the scenes
• Shige found ways to blend her Western education with traditional Japanese family life
• Ume's choice to remain unmarried was radical for the time, allowing her to pursue her goals independently

Their different paths reflected the complex choices faced by educated women in Meiji-era Japan, as they sought to reconcile personal ambitions with societal norms.

6. Ume Tsuda establishes a groundbreaking women's school in Tokyo

"It has been a more difficult thing to leave the school than anyone in democratic America could realize, but I have been able to do so, I think, honorably. I do not feel, however, that I can, for two or three years yet, appeal to my Japanese acquaintances for help for my own plans."

Educational pioneer. In 1900, Ume Tsuda founded the Women's Home School of English (later Tsuda College), a groundbreaking institution dedicated to providing higher education for Japanese women:

• The school focused on English language instruction and Western-style liberal arts education
• It aimed to prepare women for careers as teachers and to foster international understanding
• Tsuda emphasized character development alongside academic rigor

Overcoming obstacles. Establishing the school required immense perseverance:

• Tsuda faced financial challenges and skepticism from conservative elements in society
• She leveraged her international connections to gain support and funding
• The school's success helped change perceptions about women's education in Japan

Lasting impact. Tsuda College became a model for women's higher education in Japan, producing generations of influential educators, translators, and leaders. It continues to operate today as one of Japan's most prestigious women's universities.

7. The women's lives reflect Japan's struggle between tradition and modernization

"Now we are no longer ashamed to stand before the world as Japanese," wrote Tokutomi Soho, founder of Japan's first news magazine, Kokumin no tomo ("The People's Friend" ). "Before, we did not know ourselves, and the world did not yet know us. But now that we have tested our strength, we know ourselves and we are known by the world."

Embodying change. Sutematsu, Shige, and Ume's lives mirrored the broader tensions in Meiji-era Japan:

• They represented the country's eagerness to adopt Western knowledge and practices
• Their struggles reflected the challenges of integrating foreign ideas with Japanese traditions
• Their successes and setbacks paralleled Japan's own journey towards modernization

Balancing act. Each woman had to find ways to balance their Western education and values with their Japanese identity:

• They advocated for women's education while often framing it in terms of traditional roles (e.g., "good wife, wise mother")
• They introduced progressive ideas gradually, careful not to alienate conservative elements in society
• They served as cultural bridges, interpreting Western concepts for Japanese audiences and vice versa

Symbols of progress. Despite facing criticism and obstacles, the women came to be seen as symbols of Japan's successful engagement with the West. Their ability to navigate both cultures made them valuable assets in Japan's modernization efforts.

8. Their legacy shapes the future of women's education in Japan

"It is encouraging to see how education has progressed in England," Ume wrote in her journal, "for we are at a stage in Japan no worse than when Miss Beale began her life-long work."

Inspiring future generations. The three women's achievements paved the way for expanded educational opportunities for Japanese women:

• Tsuda College became a model for other women's institutions in Japan
• Their example inspired more families to consider education for their daughters
• They helped shift perceptions about women's intellectual capabilities and potential contributions to society

Ongoing influence. The impact of their work continues to be felt in modern Japan:

• Tsuda College (now Tsuda University) remains a respected institution for women's education
• Their stories are taught in Japanese schools as examples of pioneering women in the Meiji era
• The issues they grappled with - balancing tradition and modernity, navigating cultural differences - remain relevant in contemporary Japanese society

Global perspective. By bridging Eastern and Western cultures, these women contributed to a more nuanced understanding between Japan and the West. Their experiences highlight the complexities of cross-cultural exchange and the lasting impact of educational initiatives on individuals and societies.

Last updated: August 9, 2024