近代韓ㆍ日국정 초등교과서에 수록된 ‘童詩’ 변용 고찰 -<일본어교과서>를 중심으로-

Abstract

In this paper, we compared the children's poems written in textbooks used in Korea from the 1910s and 1940s during the Japanese colonial period with the children's poems published in Japanese textbooks bythe Japanese Ministry of Education textbooks during the same period. In the 1910s, Japanese textbooks included more children's poems due to differences in the number of class hours in the early colonial period. In Chosŏn(Korean) textbooks, Japanese symbols such as the Japanese national flag, Mount Fuji, and Kimigayo (Japan’s national anthem) appeared simultaneously. In Japanese textbooks, along with these symbols, stories about conscription were added to boost Japanese children's awareness of Japan. At the same time, loyalty was taught to instill the absoluteness of the emperor. Assimilation policies and militarism grew stronger in the 1940s as colonial rule drew closer to an end. In this period, Korean and Japanese textbooks shared a similar proportion of children's poems, adapting their types to fit the situation. The emperor was even associated with natural elements like chrysanthemums and cherry blossoms. Compared to the early colonial period, the symbol of the emperor was transformed into a means to train imperial soldiers. By presenting the war dead as heroes, children's future selves were molded into desirable images of imperial subjects. As the war continued, both textbooks encouraged and glorified warfare. Poetry, which was supposed to protect children's innocence and purity, was utilized as a tool of war by the Japanese education policy.