日帝下 民衆敎育運動史 硏究
1. In recent times many countries such as Germany, China, etc. made their utmost efforts to enlighten the people in order to save the nation which was under the invasion of foreign powers. And these enlightenment of the people were achieved through the national-education drive.
In Korea, such national drive was actively developed during the Japanese Domination. The characteristics of the colonial education policy which were enforced by the Japanese government of Korea can be said that Korean people were allowed only to receive the elementary education and vocational at low level, but they were prevented from receiving a modern higher education. Japanese efforts to educate the people at elementary level were not particularly strenuous, however. The percentage of school attendance of Korean children was not more than 15.3% in 1925, and 20.5% in 1936. The Japanese government of Korea suppressed the private schools, and most of private schools were closed, because the education movement to restore Korea's sovereignty was developed through the educational institutions.
Since 1905 Korean nationalism was grown up in order to resist against foreign powers and restore sovereignty. And in order to achieve these purposes, the education movement to restore Korea's sovereignty was spread out. In other words, the way to save the nation was considered to foster the national power through education.
After the annexation of 1910 this national-education drive was continued. Particularly, after the March I movement of 1919 this education campaign was actively and greatly spread out in order to foster the national strength, and the people's enthusiasm for education was greatly increased.
2. In this way people's desire for education was greatly increased, but the educational facilities were insufficient because of colonial education policy. Consequently, the movement to establish various kinds of the subsidiary institute of education was developed.
This movement to establish the subsidiary institute of education was led mainly by christianity, Cheon-do-kyo, and youth organizations. During the period of Japanese control the Christianity, Cheon-do-kyo, and youth organizations drove the national-education movement in order to enlighten the people, and they established various the subsidary institute of education for the purpose of achieving this aim.
Since 1919 the movement to establish the subsidiary institute education was greatly developed through an agrarian movement. Because 80 percent of the people was farmers, the enlightment of farmers was very important, and for this the farmers-education drive was developed. Particulary, the education of farmers was achived through the subsidiary institute education. And also, the movement to establish the subsidiary institute of education was developed through the labor movement.
3. In this study, I have treated of the effects of the Seo-Dangs(書堂) in the Korean society under the Japanese Domination.
In the educational tradition of Korea, the Seo-Dangs were the oldest educational institutes, which had been the only private institute of elementary course for Korean rising generation until the modern education system was adopted.
The function and system of the Seo-Dangs were inforced to change under the influence of the following two grounds: the development of the modern education system and the colonial education policy of Japan.
In order to achieve their purpose effectively, they oppressed the Seo-Dangs not to be developed into the modern scientific education system, or not to be an organ inspiring the Korean Spirit, when they failed to make the Seo-Dangs preserve their conservativism in an attempt to protect Korea from the modernization.
Under the effect of the Japanese colonial policy of education, the Seo-Dangs might, to be divided into two forms: the ordinary one and the modernized one.
The modernized Seo-Dangs, which could be established and managed by each town's association only because of the Japanese oppression of establishing the public elementary schools, adopted the new curriculums of the modern scientific education and had the cultivated teachers, and made a great contribution to the Korean society through filling such a role of elementary education as the eradication of illiteracy, the national education and the encouragement of the national consciousness.
And the ordinary Seo-Dangs played a role of the suplementary-elementary school and kept on resisting to the Japanese domination by preserving their conservativism.
So, both of them played an important role of developing the national movement for independence, and especially had the most important effect upon the penurious working classes and the agricultural communities in their educational field.
4. The Night schools (夜學) mainly consisted of those for farmers and those for labourers and few others of worker or clerk.
Here, we can not miss the Christian missionary Summer Bible class which was a kind of institute for brief period where they taught the students subjects as Korean Language, music, mathematics, history of fairy tales and so forth.
Permanent private institutes of learning were arranged like regular schools. And this kind of institute had the same faction as renovated Seo-dang.
The old style of Seo-dang existed at that time arranged to run the night school; the former was mainly day school. They had the same objects of their establishments to train the students and their contents of education were the same.
God knows how much such private institutes of learning we had, because we had no the statistical records on account of the pressure of the authority of Japanese Domination to the institution of Korea.
The private institutes of learning, mainy established and did run by the committee consisted of the members of civilians, Christian missionary, Cheon-do-kyo, and Youth Organization.
The expenditures were delivered by the founders, and the buildings of Churches, Auditorium of Youth Organization, and some private houses were used as class rooms or often new class rooms were constructed newly.
The Japan's authority did not want to establish the educational institutes for Korean people and to repress the private institutes of learning for Koreans and therfore we, Koreans, were suffered for short of schools for our boys and girls. Therefore, a lot of poor farmers and lowly paid labourers could not send their children to schools: for them, the private institutes of learning were become the only possible institution of education for their children. The private institutes have had an excellent function to solve the hard problem owing to the shortage of schools as a subsidiary institution of education for the most Korean people.
The reason to stimulate the establishment of Female Night Schools, was the uprising of the passions of educations among women as well as the mainstreams of Korean Independant movements such as the enlightening activity of Korean race, Korean intellectual persons' positive engagement of our social problems, the educational activity among young men and women and the emancipation activity of womenhood, since the period of the Independant movement of 1st March, 1919.
The students of Night Schools consisted of mainly married ladies who worked in the day time and attended the class at eight in the evening of week days. Their lessons were such fundamental subjects as arithmetic, Korean Language, Chinese classics and Japanese.
Through their learning in the Night Schools, the women, who were awakened to their mission in life, contributed so much to the development of women's status which had been very low in the time. The new learning under which the feudalistic women were trained in the Night Schools, has had such wonderful function to liberate the women who were confined in the boundery at home; and at the same time, it has reduced the number of the illfated women remarkably.
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