『공수학보』에 나타난 관비 유학생의 정체성과 서사 문예 활용

Abstract

Daehangongsuhoi (大韓共修會) was created by Korean imperial special students who were converted into government-funded students who paid tuition after the signing of the Japan-Korea Treaty of 1905 in October 1904. After the signing of the Japan-Korea Treaty of 1905, the Korean imperial special students were divided into those who protested when it was signed by the Japan-Korea Treaty of 1905, decided to withdraw from the alliance, and returned to school. Among them, A formed the conference in the fall of 1906 centered on returning students who had been converted to government-funded students. After that, B was founded in January 1907, and a total of five issues were published until March 1908. Since Gongsuhakbo (共修學報) is a journal for government-funded international students, it can be said that the journal was being used as a communication body to deliver theology, exchange, or learn foreign history or foreign news. As a result, it seems that it had no choice but to carry more academic and patriotic enlightenment than literary texts that express individual thoughts and feelings. In the end, it can be said that Gongsuhakbo played the role of a recording medium that could show the legitimacy of continuing his studies as a government-funded international student. Therefore, Gongsuhakbo was not provided as an opportunity to express personal unity or feelings, unlike local journals of origin or other solidarity and integrated journals. This is because the readers proposed by Gongsuhakbo were not members of Daehangongsuhoi, but rather the government and the people of Joseon who provided government funds. Therefore, the articles in Gongsuhakbo were a kind of report that these government-funded students did not waste government funds and were a medium that conveyed the justification for still staying in Japan and studying. Therefore, the historical biographical narratives published in Gongsuhakbo were stories of people who succeeded through study and education or who raised the country. Rather than the story of a patriotic governor who overcome an enemy state by force, I wanted to present figures who discover new ideas and achieve development through study and education. In addition, since the narrative was used as a means to reveal the legitimacy of “education,” it showed a different aspect from the patriotic enlightenment historical narratives seen in other academic journals. In the end, it can be said that the interests of the people who made up Gongsuhakbo and the contents that were intended to be realized through this journal took a different form from other journals. In other words, Gongsuhakbo can be said to indicate that the intellectuals of the time, who still had to remain in Japan and study as international students, convinced themselves, and at the same time, their enthusiasm for education became the last bridgehead for them to keep.