美國監理敎 朝鮮宣敎部의 宗敎敎育運動 (1885-1930年)

다국어 초록 (Multilingual Abstract)

The beginning of educational work in Korea was made by Reverend Appenzeller, the Methodist missionary in Seoul, who in 1885 was asked to teach English to two Korean medical helpers at the Kwang Hae Won, Government Hospital in Seoul. From this beginning the educational activities of the Methodist Mission underwent several stages of development during the period 1885-1930. Nearly a half century of educational work by the Mission, both northern and southern branches of American Methodists, is characterized by five distinct stages of development: (1) the beginning period, 1885-1895; (2) the open door period for educational activities of the Mission, 1896-1905; (3) the revival years, 1906-1910; (4) the period of advance through difficulties, 1911-1919; (5) the period of modernization and autonomy, 1920-1930.
When considering educational missionary policy today, whether in regard to primary schools, middle schools or colleges, it becomes evident that there are distinct and widely diverging objectives which result in correspondingly distinct types of work.
According to one view the object of educational work is primarily to gain access to non-Christians, and by placing them under the influence of Christian teachers in a "Christian atmosphere," to lead them sympathetically to consider the claims of the Gospel, and thus to win them into "the Kindom."
Another view regards it as the responsibility of the foreign mission to make a definite educational contribution to the people among whom it labours, independent of result as far as converts are concerned.
A third view has as its main objective the more definite aim of training up children from Christian homes and specially of preparing them for positions of leadership within the church, so that the church may become a self-governing and self-propagating body.
This last objective of the mission education has characterized much of the educational work in Korea, especially that connected with the Presbyterian Church. This was clearly shown in their attitude toward the government regulations on private schools in Korea. According to the Government Regulations for Private schools, 1915, teaching of religion or holding of religious services in private schools would not be permitted. The Methodist Mission, on the whole, decided to conform to these regulations whereas the Presbyterian Mission was against schools could not be served by conforming to the regulations.
The Methodist Mission put great emphasis on primary school education program. The Christian constituency, however, has become so large in many centers that the task of educating the children from Christian homes alone is a serious one and has over-taxed of mission work which made primary school education a self-supporting program under the care of Korean local churches. In middle school and college level, the Mission worked out comity work among the various missions in Korea. This cooperative education resulted in several union mission schools in Korea. However, the cooperative work with the Presbyterian mission was not worked out satisfactorily and the Methodist Mission withdrew from the union schools.
Religious education in Korea took many forms, and was greatly advanced in the period of 1911-1919. aside from the Bible study courses in various mission schools, religious education took the form of Sunday schools, Bible classes, Home study courses, Bible Women's Training schools, Person Memorial Bible Training school, and seminary. For several reasons the missionaries were seriously handicapped in their attempts to make adequate provision for the schools. The most important of these handicaps were the absence of trained teachers, the lack of modern text-books, and, especially in the case of the Northern Methodists, deficient funds for carrying out this educational program. With so many efforts being put forth to meet government requirements, the schools appeared to be on the verge of losing much of their distinctly Christian emphasis. The teaching of religious subjects in the Mission schools was notably weak.
The educational policy of the Methodists, though not definitely stated, may nevertheless be clearly discerned. Theoretically, they aimed at the highest standards, but practically they realized the limitations of their resources. Hence it was thought best to concentrate upon the development of a few schools of outstanding quality and character and to maintain them at a high level of proficiency. Aside from these, a few dollars were given here and there throughout Methodist territory to assist the little schools struggling for an existence in areas where no other schools were to be found. Although the missionaries did not approve of the low standards of these schools, the money spent on them was considered well invested, for they at least opened the doors of educational opportunity to thousands of children.
A tendency toward making education more practical was noticeable in increasing emphasis placed upon vocational training. In Songdo, the textile department of the Songdo Higher Common School, after many years of service to the school and to a large number of students, was ordered closed in 1928. its assets were sold to pay for the large indebtedness which had been contracted. Nevertheless, we find that a dairy was operated and an orchard cared for in connection with this institution. In other schools, training in carpentry, agriculture, animal husbandry and similar lines was provided in a practical manner.
The size and importance of educational work connected with the Christian movement in Korea may be estimated from the fact that in 1930 out of a total of less than 3,000 schools of all grades in the country, over 600 were conducted by missions or churches.

목차 (Table of Contents)

• 序論
• 本論
• 1. 初創期의 敎育運動, 1885∼1895年
• 2. 門戶開放時期의 敎育運動, 1896∼1905年
• 3. 復興期의 敎育運動, 1906∼1910年
• 4. 受難期를 通한 敎育의 前進, 1911∼1919年
• 5. 自律的 敎育의 發達, 1920∼1930年
• 結論
• 영문요약
• 참고문헌