조선총독부 편찬『심상소학국사보충교재』의 편찬 배경과 역사 인식

Abstract

This article aims at analyzing the background of the publication of Shimsangsohakguksa-bochungkyojae(Supplemental Textbook of Japanese National History for primary school), the first government-complied history textbook in the Japanese Occupation Period in Korea and its historical perception. This textbook is an important historical source because it shows the situation of the transitional time from the 1910’s lacking primary history education to the 1920’s with history education through the curriculum of national history for primary school. In the 1920’s, the reason to introduce Korean history into primary school was the March First Independence Movement but its background was derived from the political changes in Japan. The government led by Hara Dakashi started to rule Japan and their colonial policy was converted to ‘extend the domestic policies’. Accordingly, the primary school’s curriculum became identical with that in Japan and history education was introduced. Shimsangsohakguksa-bochungkyojae was the government-compiled Korean history textbook for the primary education published by the Japanese colonial government of Korea. Already in the 1910’s, Japan and the colonial Joseon, the Korean history was included in the curriculum of Japanese history in secondary school. But, until the revised curriculum was introduced, there had been too short time to publish a new textbook for primary school. In addition, the Japanese colonial government of Korea had no burden to make a new Japanese history textbook. So the colonial government just used the Japanese textbooks and published the supplemental textbook in order to add the contents of the Korean history. When considering the publication time of Shimsangsohakguksa-bochungkyojae, its publication plan was established just after arrival of the Governor-general Saito and done within considerably short time. Its reason was that Oda Shogo, who was the expert of Korean history, led the publication of the textbook. Oda Shogo, the professional historian who studies in the Imperial University of Japan, based on his experience to publish the History of the Peninsular in Jungchoowon of the Japanese colonial government of Korea, made the Korean history textbook very quickly. However, the influences from Japanese residents in Korea, who had affected the publication of Japanese History in the 1910, was excluded. This textbook showed the purpose of Korean history education by the Japanese colonial government of Korea, from its own table of the contents. In general, it emphasized the chapters related to the oneness of Korea and Japan and the justification of annexation. It also selected the events and themes to show close relationships between Korea and Japan. There are two characteristics of historical perception in the contents of this textbook. First, Dangun was denied. It was contrasted to the history education in the 1910’s, which had reflected that of the Japanese scholars in Korea, and it was also very different from that of Korean people. At that time, the perception to recognize Dangun including pro-Japanese parties, existed broadly in the colonial Joseon. However, when Oda Shogo led the publication of history textbook, the Japanese historians’ recognition on Dangun was reflected. Subsequently, Dangun disappeared from the history education under the Japanese occupation period in Korea. Second, it drew the northern power of the Korean peninsular as the invader while southern power, Japan as the protector of the Korean people. According to this perception, Goguryeo is described as one of Manchurian people who were distinguished from the Koreans, and Balhae was completely excluded. The Japanese invasion was objectified or distorted. Japanese pirates were defined as the products of an era not as the invaders. For the Japanese Invasion of Korea in 1592, the textbook emphasized Joseon’s responsibility and Ming China’s invasion. Even in the modern history, Japan was illustrated as the saviour of Joseon from the northern invaders such as Ching China and Russia. In the 1910’s, though the logics to justify the colonial history and annexation had been reflected in history education in the colonial Joseon, it was more systematized for educational effects by Shimsangsohakguksa-bochungkyojae.