Students
International students form a large proportion of the registered population of Mongolians in Japan. The earliest Mongol exchange students, all three of them women, came to Japan in 1906, when Mongolia was still ruled by the Qing Dynasty. Japan was also a popular destination for students from Mengjiang (in today's Inner Mongolia) in the late 1930s and early 1940s; among them were several who would go on to become famous scholars, such as Chinggeltei. Japan and the Mongolian People's Republic officially agreed to send exchange students to each other in 1974; the first Mongolian student to arrive under the agreement came in 1976. As of May 2006, 1,006 Mongolian students were studying in Japanese institutions of higher education.
Aside from Mongolian citizens, there were also estimated to be roughly 4,000 members of the Mongolian minority of China residing in Japan as of 2005. Like migrants from Mongolia proper, they also came mostly on student visas, beginning in the 1990s; they were sponsored by professors of Mongolian studies at Japanese universities. They are a close-knit community; they reside mostly in the Nerima and Sugamo areas of Tokyo, and in many cases the same apartment has been occupied serially by successive migrants for more than a decade, with each passing the lease on to another migrant before leaving the country or moving on to different accommodation.
Read more about this topic: Mongolians In Japan
Famous quotes containing the word students:
“The fetish of the great university, of expensive colleges for young women, is too often simply a fetish. It is not based on a genuine desire for learning. Education today need not be sought at any great distance. It is largely compounded of two things, of a certain snobbishness on the part of parents, and of escape from home on the part of youth. And to those who must earn quickly it is often sheer waste of time. Very few colleges prepare their students for any special work.”
—Mary Roberts Rinehart (1876–1958)
“We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.”
—bell hooks (b. 1955)
“We are students of words: we are shut up in schools, and colleges, and recitation-rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.”
—Ralph Waldo Emerson (1803–1882)