한말 지리산권 근대학교 설립운동

Abstract

This study takes a close look at the establishment of modern schools around Jirisan Mountain region during the last days of the Daehan Empire from 1905 to 1910 In 1905 when the Empire was coerced into signing the Eulsa treaty, raising modern schools alongside the resistance movement was seen as a way to reclaim sovereign status. Notably Myeonwu Gwak Jong-Seok, who was well aware of international laws and Dongdoseogiron doctrine which allowed him to look beyond Hwayigwan(Chinese view of the world), saw that to uphold Confucianism and to regain sovereignty learning western science and technology was absolutely indispensable. Maecheon Hwang Hyeon of Gurye pretty much had the same idea that the wealth and power of a nation came from learning modern sciences rather than studying old classics by the influence of HonamHakbo. Modern schools in Jirisan Mountain region were established over Jinju and Namwon districts when primary school ordinance was enacted in 1895. However, due to low level of awareness about modern schools attendance was quite low and the teachers were hard to come by. It was not until Elementary School Act of 1906 that the setting up of modern schools would take full stride. Public schools were established in Gaeksa(accomodations for visiting officials) near government offices while funding came from Hyanggyo, government office, or the public domain. These modern schools were mostly attended by those who were lowly regarded by high society due to the origin of their clan or by those who were even lower in social standings than those who had a scholar's pedigree. Private schools were almost nonexistent inNamwon and Sancheong regions because of their strong belief in Euijeongcheoksa(anti-foreign, anti-invasion doctrine) principles. As for Hadong and Gurye, many schools were raised due to the dominance of Dongdoseogiron sentiment in the region which insists that the new learning should be embraced instead of Euijeongcheoksa. In Hamyang citizen's fervor for learning were such that private schools would take the place of public schools, and many schools were raised voluntarily on its adjoining districts. Nevertheless, deep-rooted Confucian tradition in the region and lack of funding made it difficult for modern learning to spread further out in the Jirisan area. Those under Nohsa Ki Jeong-Jin's tutelage headed by Jeong Jae-Gyu opposed Myeonwu Gwak Jong-Seok's views and argued that accepting western sciences would lead to extermination of ethics turning people into savages, and therefore Confucianism should be further promoted while boycott against western learning should be launched. Apart from Nohsa faction, the likes of Ganjae Jeon Wu,Yeonjae Song Byeong-Seon, and Seongjae Heo-Jeon, who had a huge following in the Jirisan region scholars, were of the same opinion. Hyanggyo and Seowon which adhered to conventional teachings of Confucianism refused to support either public or private schools that taught western science. To make matters worse, raising contributions for funding private schools were banned after 1908 which worsened their financial conditions as to render normal curriculum almost impossible. Needless to say, it lead to deleterious effect on the quality of the education for recruiting qualified teachers was out of the question. Thus, after the Japanese Annexation of Korea most of them were turned into public schools. Moreover, tendency of the new learning of glossing over Japanese colonial policies made former advocates of Dongdoseogiron including Gwak Jong-Seok refrain from sticking to their principles when sovereignty of the country was handed over to Japan. However establishment of modern school and acceptance of so called “new learning” paved the way for many intellectuals and students in the Jirisan region to open their eyes to new trends in the modern world. It also served as a foundation for the rise of nationalist andsocialist movement in this region in the wake of the 1919 independence movement.