私立海外植民学校の南米移民養成教育 ― 近代日本の拓殖教育史のための一試論

大熊智之 일본사학회 2014 일본역사연구 Vol.40 No.-

This paper looks into the history of Kaigai Shokumin Gakko, a private school located in Tokyo which it was first founded by Sakiyama Hisae in 1918 to cultivate South American emigrants. In doing so, this paper intends to discuss how the school had secured its position throughout all these changes in emigrant education of modern Japan. In doing so, this study 1) confirmed that the school was established when this social expectation for emigrant education was rising; 2) investigated the purpose of the Kaigai Shokumin Gakko’s establishment and the school’s educational policies; 3) observed how students had understood or accepted the philosophy of the school; and 4) revealed that the educational ideal of the school changed after Sakiyama moved into Amazon. As far as the study understands, the change was inevitable in that the emigration to Brazil became complicated and that the school was forced to face with mainstreaming of the emigration to Manchuria, a major change in the society in regards to the emigrant education.

東洋協会による「植民学校」の教育と変遷 ―台湾協会学校から植民専門学校まで―

大熊智之 한일민족문제학회 2014 한일민족문제연구 Vol.27 No.-

This paper is to examine characteristics of emigrant education with a clue that “Takushoku University” was planned and established as a “colonizer preparatory school” by Toyo Kyokai, from going back to the transition while considering relations with other emigration preparatory schools. Making the period from Taiwan kyokai gakko to Shokumin senmon gakko as the examination objects, three parts below were clarified. First, “Takushoku University” was originally planned as a “colonizer preparatory school” based on making colonial idea and study as the main thought of the education. But, according to the situation after the Chinese-Japanese War, from diplomatic consideration, the university did not positively claim that it was a “colonizer preparatory school”. The thing that the “colonizer preparatory school” thought was “colonial thought” of Japanese people. Namely, it started from problem awareness on lack of soaring-up spirit and had an education goal to respond to any direction’s advance since it was a colonial school. The fact that a graduate was appointed as the first director of Joseon Financial Association can say that one aspect as a “colonizer preparatory school” was evaluated. Also, it is a feature that Kyeongseong branch school was opened to come up to the expectation of manpower supply for Japan as a “colonizer preparatory school”. Most graduates of the school assumed the position to implement policies of the Residency-General, as government officials. Second, the reason of being renamed Toyo Kyokai Shokumin senmon gakko is that there was competition relation with other schools. As the First World War broke out and other schools came to concentrate all their energy on emigrant education, two syllables of “植民(Colony)” came to be input into the name of a school to put stress on professional education. Since fidelity of teaching contents was promoted, practical local knowledge education was strengthened in accordance with the creation of new subjects related with language-ability reinforcement and colonial study. Likewise, as reputation for graduates became sensitive due to the competition relation with other schools, importance of spiritual cultivation came to be stressed again. Third, gradually, the point is that difference occurred between education ideals as a “colonizer preparatory school” and what students wanted to head for. After World War I, as students hoping to work for trade activates with China increased, colonial languages like Taiwanese and Korean lost the popular and became abolished. Plus, as complaints about education giving a thought to colonial policies and demands of economic and tradable education contents were rising gradually from students, the education faced criticism of “anachronism”. Due to changes of situations of times, the plan itself as a “colonial school” could not avoid occurring difference with the education demanded by students. 本稿は、東洋協会の創設した「拓殖大学」について、「植民学校」として構想·設立されたことを手掛かりに、その拓殖教育の内容と変遷を検討してきた。論じてきたことをまとめれば、以下の通りである。第一に、「拓殖大学」はもともと植民思想と植民学を教育の柱に置く「植民学校」として構想された。しかし日清戦争直後の状況にかんがみて、外交上の配慮から「植民学校」であることを積極的には標榜しなかった。そもそも「植民学校」が構想されたのは、日本国民の「殖民思想」すなわち海外雄飛する精神の欠如に対する問題意識からであり、「植民学校」であるゆえに、どの方面への進出にも対応できる教育が目指されていた。朝鮮金融組合の初代理事に卒業生があてがわれたのも、「植民学校」のそうした一面が評価されてのものだったといえる。また「植民学校」として人材供給の期待に応えるため京城分校を開設したことも特色といえる。卒業生の多くは官吏として統監府の政策を遂行する職に就いた。第二に、東洋協会植民専門学校と改称することになった背景には他校との競争関係があったことである。第一次大戦がはじまり他の学校も拓殖教育に力を入れ始めると、専門教育を強調する狙いから「植民」の二字を校名に挿入することになった。教育内容の充実も図られ、語学の増強および、植民学関連の科目の新設により実践的な現地知識の教育を強化した。また同様に他校との競争関係から卒業生への評判にも敏感になり、精神的な修養の重要性が改めて強調されることになった。第三に、しだいに「植民学校」としての教育の充実と、学生たちの志向とにズレが生じていったことである。第一次大戦後、中国大陸との通商活動への従事を志望する学生が増加すると、台湾語·朝鮮語という植民地の言語は人気がなくなり、廃止に至った。また、学生たちには植民政策を念頭に置いた教育に対する不満と、中国を対象とした経済的·通商的な教育内容への要求が高まり、教育が「時代錯誤」であるという批判に直面した。時代状況の変化にともない、「植民学校」としての構想自体が学生の求める教育との間にズレを生じざるを得なくなっていたことを示したものといえるだろう。ここまで、他の移植民学校との関係にも言及しながら「植民学校」としての「拓殖大学」の変遷をたどってきた。同じ時期に植民学を教授していた学校で本稿では触れられなかったものに、高等教育機関がある。例えば、札幌農学校は日本で最初に植民学の講座を開設した高等教育機関であり、多くの卒業生を植民地に送り出してもいる。「拓殖大学」は東洋協会植民専門学校時代の1917年4月、新渡戸稲造を学監に迎え学校の実質的な采配を委任したが、彼は札幌農学校出身で同校および京都帝国大学·東京帝国大学の教授を歴任した植民学(植民政策学)の第一人者であった。アカデミズムとしての植民学者が移植民学校の教育に関与した代表例といえる。札幌農学校をはじめとした植民学と「拓殖大学」に代表される移植民学校は、日本の植民地政策が展開するなかでそれぞれどのような役割を担い、またいかなる関係を結んでいたのだろうか。移植民学校のなかで例外的に大学まで昇格した「拓殖大学」の位置づけも含めて、その解明は今後の課題と...

明治後期における日本人論としての拓殖教育論

大熊智之 한일민족문제학회 2015 한일민족문제연구 Vol.29 No.-

This research aimed at investigating the characteristic of ‘emigrant education’ that was progressed as Nihonjinron in late Meiji(明治) period. ‘Emigrant education’ is the comprehensive word regarding education for talented people training of immigrants and emigrants. This research reviewed the discussion in the general magazine in around 1900 and the emigrant education of Yosaburo Takekoshi(竹越与三郎) and Shigetaka Shiga(志賀重昻), a representative debater since Russo-Japanese Wars. As the result, following points were determined. Above all, as the result of reviewing the discussion of general magazine of 1900s, it was determined that one of the sources of emigrant education was <Colonialism theory as Nihonjinron>. The characteristic of the discussion was on the point to put the subject of colonial business as the people·national people, and ‘colonization’ regardless of political domination of the emigrants. Also, based on the background of anti-Japanese struggle of North America during that time, it expressed anxiety about colonial qualification of Japanese people and insisted improvement of national character following the example of colonial power. As the means, emigrant education wassuggested. Next, regarding Takekoshi and Shiga, representative debaters of emigrant education, respective discussion content was determined. Both of them pointed out the anxiety about colonial qualification of Japanese people compared to western empires, also, they shared the frame to explain the necessity of emigrant education. As a concrete plan, Takekoshi emphasized improvement of national idea by literature. On this, Shiga emphasized importance of physical drill. 본고는 메이지후기에 일본인론으로서 전개되었던 ‘척식교육’론의 특징을 밝힌 것이다. ‘척식교육’은 출이민의 인재양성을 위한 교육을 포괄적으로 나타내는 단어로 사용한다. 1900년경의 종합잡지 지면의 논의와 러일전쟁후의 대표적인 논자인 타케코시 요사부로(竹越与三郎)·시가 시게타카(志賀重昻)의 척식교육론을 검토했다. 그 결과 밝힌 것은 다음과 같다. 첫째, 1900년경의 종합잡지의 논의를 검토한 결과, 척식교육론의 출처의 하나가 <일본인론으로서의 식민론>이란 것이 확인되었다. 그 논의의 특징은 식민사업의 주체를 국민·민족으로 한다는 것과, 이주지가 정치적 지배하에 있는지 여부를 불문하고, ‘식민’으로서 논의되고 있다는 것이다. 그리고 당시 북미의 배일운동(排日運動)을 배경으로 일본인의 식민적 자질에 불안을 표명하고, 서양의 식민국을 본받아 국민성을 개량해야 한다고 주장한다. 그 수단으로 척식교육이 제안되게 된 것이다. 둘째, 척식교육의 대표적인 논자였던 타케코시와 시가에 대해서 각각의 논의 내용을 밝혔다. 둘 다 서양제국과 비교해 일본인의 식민적 자질에는 불안이 있음을 지적하고, 척식교육의 필요성을 설명하는 틀은 공유하고 있다. 구체적인 방책으로서 타케코시는 학교 교육에서의 ‘식민학과’의 설치와 식민전문학교 창설의 필요성을 논하는 것과 함께, ‘식민문학’을 일으킬 것을 제창했다. 이와 달리 시가는 신체 단련의 중요성을 강조하고, 식민에게 필요한 정신적인 소양도 육체의 단련에 의해 획득할 수 있다고 주장했다.

明治後期における日本人としての拓殖教育論

오쿠마 토모유키(大熊智之) 한일민족문제학회 2015 한일민족문제연구 Vol.29 No.-

본고는 메이지후기에 일본인론으로서 전개되었던 ‘척식교육’론의 특징을 밝힌 것이다. ‘척식교육’은 출이민의 인재양성을 위한 교육을 포괄적으로 나타내는 단어로 사용한다. 1900년경의 종합잡지 지면의 논의와 러일전쟁후의 대표적인 논자인 타케코시 요사부로(竹越与三郎)·시가 시게타카(志賀重昻)의 척식교육론을 검토했다. 그 결과 밝힌 것은 다음과 같다. 첫째, 1900년경의 종합잡지의 논의를 검토한 결과, 척식교육론의 출처의 하나가 <일본인론으로서의 식민론>이란 것이 확인되었다. 그 논의의 특징은 식민사업의 주체를 국민·민족으로 한다는 것과, 이주지가 정치적 지배하에 있는지 여부를 불문하고, ‘식민’으로서 논의되고 있다는 것이다. 그리고 당시 북미의 배일운동(排日運動)을 배경으로 일본인의 식민적 자질에 불안을 표명하고, 서양의 식민국을 본받아 국민성을 개량해야 한다고 주장한다. 그 수단으로 척식교육이 제안되게 된 것이다. 둘째, 척식교육의 대표적인 논자였던 타케코시와 시가에 대해서 각각의 논의 내용을 밝혔다. 둘 다 서양제국과 비교해 일본인의 식민적자질에는 불안이 있음을 지적하고, 척식교육의 필요성을 설명하는 틀은 공유하고 있다. 구체적인 방책으로서 타케코시는 학교 교육에서의 ‘식민학과’의 설치와 식민전문학교 창설의 필요성을 논하는 것과 함께, ‘식민문학’을 일으킬 것을 제창했다. 이와 달리 시가는 신체 단련의 중요성을 강조하고, 식민에게 필요한 정신적인 소양도 육체의 단련에 의해 획득할 수 있다고 주장했다. This research aimed at investigating the characteristic of ‘emigrant education’ that was progressed as Nihonjinron in late Meiji(明治) period. ‘Emigrant education’ is the comprehensive word regarding education for talented people training of immigrants and emigrants. This research reviewed the discussion in the general magazine in around 1900 and the emigrant education of Yosaburo Takekoshi(竹越与三郎) and Shigetaka Shiga(志賀重昻), a representative debater since Russo-Japanese Wars. As the result, following points were determined. Above all, as the result of reviewing the discussion of general magazine of 1900s, it was determined that one of the sources of emigrant education was <Colonialism theory as Nihonjinron>. The characteristic of the discussion was on the point to put the subject of colonial business as the people·national people, and ‘colonization’ regardless of political domination of the emigrants. Also, based on the background of anti-Japanese struggle of North America during that time, it expressed anxiety about colonial qualification of Japanese people and insisted improvement of national character following the example of colonial power. As the means, emigrant education wassuggested. Next, regarding Takekoshi and Shiga, representative debaters of emigrant education, respective discussion content was determined. Both of them pointed out the anxiety about colonial qualification of Japanese people compared to western empires, also, they shared the frame to explain the necessity of emigrant education. As a concrete plan, Takekoshi emphasized improvement of national idea by literature. On this, Shiga emphasized importance of physical drill.

東洋協会による「植民学校」の教育と変遷

오쿠마 토모유키(Ohkuma Tomoyuki)(大熊智之) 한일민족문제학회 2014 한일민족문제연구 Vol.27 No.-

본 논문은 동양협회가 창설한 척식대학에 대하여 "식민학교"로서 구상ㆍ설립된 것을 단서로 삼아 다른 이식민학교와의 관계도 고려하면서 그 변천을 거슬러올라, 척식교육의 특색에 대해 검토한 것이다. 대만협회학교부터 동양협회 식민전문학교까지의 시기를 검토 대상으로 삼고, 이하의 3가지 부분을 명확히 했다. 첫째, 척식대학은 원래 식민사상과 식민학을 교육의 주요 사상으로 하여 "식민학교"로서 구상되었다. 하지만 청일 전쟁 후의 상황에 따라 외교상의 배려로 "식민학교"임을 적극적으로는 표방하지 않았다. "식민학교"가 구상한 것은 일본 국민의 "식민사상" 즉, 해외 웅비하는 정신의 결여에 대한 문제의식에서 출발한 것이며, "식민학교"이기 때문에 어느 방면으로 진출해도 대응할 수 있는 교육을 목표로 삼고 있었다. 조선금융조합의 초대 이사로 졸업생이 채용된 것도, "식민학교"로서의 그러한 일면이 평가된 것이었다고 할 수 있다. 또한 "식민학교"로서 인력 공급의 기대에 부흥하기 위해 경성 분교를 개설한 것도 특징이다. 경성분교 졸업생의 대다수는 관리로서 통감부의 정책을 수행하는 직책을 맡았다. 둘째, 동양협회 식민전문학교로 개칭하게 된 배경에는 타 학교와의 경쟁관계가 있었다는 점이다. 제1차 세계 대전이 시작되고, 다른 학교도 척식교육에 힘을 쏟기 시작하자 전문교육을 강조하고자 "식민"의 2글자를 교명에 삽입하게 되었다. 교육내용의 충실도 도모되어, 어학증강 및 식민학 관련 과목의 신설에 따른 실천적인 현지 지식의 교육을 강화했다. 또한 마찬가지로 다른 학교와의 경쟁 관계로 인해 졸업생에 대한 평판에도 민감해져 정신적인 수양의 중요성을 새삼 강조하게 되었다. 셋째, 점차 "식민 학교"로서의 교육 이념과 학생들이 지향하는 바에 차이가 발생하고 있었다는 점이다. 제1차 세계대전 후, 중국대륙과의 통상 활동에 종사하기를 희망하는 학생이 증가하자, 대만어ㆍ조선어와 같은 식민지 언어는 인기가 없어져 폐지에 이르렀다. 또한 식민정책을 염두에 둔 교육에 대한 불만과 중국을 대상으로 한 경제적ㆍ통상적인 교육 내용에 대한 요구가 학생들부터 점차 높아져, 교육이 "시대착오"라는 비판에 직면했다. 시대상황의 변화로 인하여 "식민학교"로서의 구상자체가 학생이 요구하는 교육과의 사이에 차이를 발생시킬 수밖에 없었던 것이다. This paper is to examine characteristics of emigrant education with a clue that "Takushoku University" was planned and established as a "colonizer preparatory school" by Toyo Kyokai, from going back to the transition while considering relations with other emigration preparatory schools. Making the period from Taiwan kyokai gakko to Shokumin senmon gakko as the examination objects, three parts below were clarified. First, "Takushoku University" was originally planned as a "colonizer preparatory school" based on making colonial idea and study as the main thought of the education. But, according to the situation after the Chinese-Japanese War, from diplomatic consideration, the university did not positively claim that it was a "colonizer preparatory school". The thing that the "colonizer preparatory school" thought was "colonial thought" of Japanese people. Namely, it started from problem awareness on lack of soaring-up spirit and had an education goal to respond to any direction's advance since it was a colonial school. The fact that a graduate was appointed as the first director of Joseon Financial Association can say that one aspect as a "colonizer preparatory school" was evaluated. Also, it is a feature that Kyeongseong branch school was opened to come up to the expectation of manpower supply for Japan as a "colonizer preparatory school". Most graduates of the school assumed the position to implement policies of the Residency-General, as government officials. Second, the reason of being renamed Toyo Kyokai Shokumin senmon gakko is that there was competition relation with other schools. As the First World War broke out and other schools came to concentrate all their energy on emigrant education, two syllables of "植民(Colony)" came to be input into the name of a school to put stress on professional education. Since fidelity of teaching contents was promoted, practical local knowledge education was strengthened in accordance with the creation of new subjects related with language-ability reinforcement and colonial study. Likewise, as reputation for graduates became sensitive due to the competition relation with other schools, importance of spiritual cultivation came to be stressed again. Third, gradually, the point is that difference occurred between education ideals as a "colonizer preparatory school" and what students wanted to head for. After World War I, as students hoping to work for trade activates with China increased, colonial languages like Taiwanese and Korean lost the popular and became abolished. Plus, as complaints about education giving a thought to colonial policies and demands of economic and tradable education contents were rising gradually from students, the education faced criticism of "anachronism". Due to changes of situations of times, the plan itself as a "colonial school" could not avoid occurring difference with the education demanded by students.