일제강점 초기 한·일 초등학교 교과서의 한국인식

Abstract

In the article I examined education realities on the history of Korea carried out in Japanese and Korean elementary education before and after the Japanese compulsory annexation of Korea and lighted up how education of the history of Korea was utilized for the formation of Japanese elementary school children’s imperialist consciousness and what the characteristic of history education in the colony was before and after the Japanese compulsory annexation of Korea. The results of my research work are as follows; In the Japanese government designated history textbook for the elementary schoolboys and schoolgirls the recognition of historical evolution of the principle of the Japanese emperor and hegemonism was strengthened after the Russo- Japanese War. In order to build this logic the point that the Japanese emperor in the ancient times dominated three countries located in the south area of the Korean peninsula was emphasized. Therefore they connected the theory of Jingukogo’s conquest of the kingdom of Shilla with Japanese invasion of Korea in 1592, the Sino-Japanese War, the Russo-Japanese War and the Japanese compulsory annexation of Korea, and explained that this was the course of the Japanese historical evolution. They compiled the history textbook with the contents contrasting Korea’s inferiority with Japanese advancement and educated the elementary schoolchildren as follows; the Japanese annexation of Korea in 1910 was the point that civilized Japan should arrive at and an inevitable consequence originated from the history of the ancient Japan’s domination of Korea. In the end, the details of education on the history of Korea for Japanese elementary schoolchildren were utilized as an inevitable factor to prove the Japanese emperor’s greatness and the justice of the development of hegemonism. Such contents of the Japanese history textbook for the elementary schoolchildren were partly appeared in a Korean reader in times of the Residency-General. In it Jingukogo and Imnailbonbu were partly described and the Sino-Japanese War and the Russo-Japanese War were broken out because of Korea and Japan supported Korea’s independence, and emphasized that Japan set up the Residency-General and guided Korea into the way to civilization. In the mean time, through “a reader”, a revised edition of a Japanese reader and moral education it was taught that the inevitable factor that Korea could not but be the Japanese colony lay in Korea’s inability and Korea should appreciate the Japanese annexation, and the Japanese annexation of Korea was that the former Korean emperor peacefully had transferred the sovereign power to the Japanese Meiji emperor. The contents of history which were partly described in the textbook in times of the Korean Empire disappeared from the textbook. The reasons are as follows, that is, as there was a basic gap between ancient Korean-Japanese history from the point of view of Japanese and Korean understanding, and they had an intention not to invite Korean resistance after the Japanese annexation of Korea, it seems, a logic was raised that history education was no more needed for Koreans.