일제강점기 철도종사원 양성교육과 철도도서관에 관한 연구 = A study on the educational institution and library of Korean railroad before 1945

국문 초록 (Abstract)

이 연구는 광복 이전 우리나라의 철도종사원 양성교육과 철도도서관에 관한 것이다. 여기서 철도종사원 양성이란 철도운영기관에서 일반인을 선발하여 교육을 통해 철도종사원으로 키워내는 일련의 과정을 말한다. 국내 철도종사원 양성교육은 1905년에 시작되어 2005년까지 약 100년 동안 시행되었다. 남만주철도주식회사는 3년제 정규학교인 경성철도학교를 세움으로써 1년 미만의 단기교육에 머물던 우리나라 철도종사원 양성교육 수준을 획기적으로 개선했다. 이 논문에서는 같은 시기의 일본과 만주, 대만의 철도종사원 양성교육 과정 비교연구를 통해 경성철도학교가 철도운영기관에서 만든 동아시아 최초의 정규 철도학교임을 증명하였다. 만철은 조선철도 위탁경영 기간 동안 철도학교뿐만 아니라 철도도서관을 세웠다. 철도도서관은 일제의 영향력 아래 있던 동아시아 국가 중 만철이 철도를 운영했던 만주지역과 한반도에만 존재했다. 당초 철도학교 학생, 내부 직원과 가족을 위한 교육·문화 시설로 만들어진 철도도서관은 조선총독부 직영 이후 확장을 거듭하면서 그 서비스 대상을 철도 이용 여객, 일반대중으로 확대했다. 하야시 세이치 철도도서관장은 ‘안전개가’라고 하는 서가운영 시스템을 개발하여 일본에서도 성공하지 못한 개가식 서가를 운영하는 등 앞선 도서관 운영능력을 보여주었다. 괄목할 만한 교육과정과 탁월한 시설에도 불구하고 경성철도학교 역시 1905년 철도이원양성소로부터 유지돼 온 극심한 민족차별을 극복하지 못했으며, 이러한 흐름은 강점기 내내 이어졌다. 이것은 일제 주도로 시작된 학교령 및 조선교육령 공포(公布) 의도와 일치하는 것이다. 또한 철도도서관은 직원 채용이나 소장자료 면에서 조선인과 조선어 자료를 배제하였으며, 이 논문은 만철의 세 철도도서관 및 대만총독부도서관의 사례 비교를 통해 철도도서관이 공통적으로 일제의 식민지 정책 수행 도구로 기능했다는 사실을 밝히고 있다.

목차 (Table of Contents)

• 제1장 서 론
• 제1절 연구 배경 및 목적 ············································································1
• 제2절 연구 방법 및 구성 ············································································4
• 제3절 선행연구에 대한 검토 ·····································································7
• 1. 철도교육 관련 선행연구···················································································· 7
• 2. 철도도서관 관련 선행연구·············································································· 12
• 3. 선행연구의 한계······························································································· 15
• 제2장 광복 이전의 국내 철도상황
• 제1절 한국철도의 탄생과 특성 ·······························································18
• 1. 한국철도의 태동······························································································· 18
• 2. 주요 철도정책의 변천······················································································ 21
• 3. 주요 철도노선의 성격······················································································ 26
• 제2절 철도경영 주체의 변천 ···································································27
• 1. 조선 및 대한제국기: 1894년-1910년······························································ 28
• 2. 통감부 철도관리국: 1906년-1909년································································ 30
• 3. 통감부 철도청: 1909년 3월-1909년 12월······················································ 30
• 4. 일본 철도원 한국철도관리국: 1909년 12월-1910년····································· 32
• 5. 조선총독부 철도국(1차 직영): 1910년-1917년············································· 32
• 6. 남만주철도주식회사 경성관리국, 경성철도국: 1917년-1925년··················· 32
• 7. 조선총독부 철도국(2차 직영): 1925년-1943년············································· 34
• 8. 조선총독부 교통국: 1943년-1945년································································ 34
• 제3절 국내 철도 운영현황 ·······································································36
• 1. 영업거리 및 수송 수입···················································································· 36
• 2. 투자액 및 영업수지························································································· 46
• 3. 연락운송 성적··································································································· 48
• 4. 사설철도(私設鐵道, 사철)의 발전··································································· 52
• 제3장 철도종사원 양성기관의 설립과 변천
• 제1절 광복 이전 우리나라의 교육체계 ················································57
• 1. 학교령에 의한 교육체계·················································································· 57
• 2. 조선교육령에 의한 교육체계·········································································· 60
• 3. 조선의 학력별 인구 현황················································································ 63
• 제2절 경성철도학교 이전의 철도종사원 양성교육 ··························· 66
• 1. 철도와 철도종사원··························································································· 66
• 2. 국내 최초의 철도교육······················································································ 73
• 3. 국유철도 운영기관에 의한 종사원 양성교육················································ 75
• 제3절 만철과 경성철도학교 ·····································································82
• 1. 만철의 설립과 조선철도 위탁경영································································· 82
• 2. 경성철도학교 설립 배경·················································································· 89
• 3. 경성철도학교의 규모와 운영실태··································································· 91
• 4. 유지재단을 통한 지속가능성 확보································································· 96
• 제4절 경성철도학교 이후의 철도종사원 양성교육 ··························· 98
• 1. 철도종사원양성소····························································································· 98
• 2. 종사원양성소의 졸업생 현황········································································ 102
• 3. 철도종사원 양성교육의 퇴보········································································ 106
• 4. 광복 이후의 철도종사원 양성교육······························································· 108
• 제5절 소결 ··································································································112
• 제4장 철도도서관의 설립과 변천
• 제1절 우리나라의 근대 도서관 ·····························································117
• 1. 근대 도서관이 탄생하기까지········································································ 117
• 2. 일제강점기의 도서관······················································································ 119
• 제2절 국내 철도도서관의 효시, 만철경성도서관 ····························123
• 1. 설립배경과 경과····························································································· 123
• 2. 설립목적··········································································································· 125
• 3. 초대관장 하야시 세이치················································································ 126
• 제3절 철도도서관의 변천과 다양한 활동 ··········································129
• 1. 철도도서관의 조직························································································· 129
• 2. 철도도서관의 장서························································································· 132
• 3. 철도도서관 이용과 대외활동········································································ 137
• 4. 광복이후의 철도도서관·················································································· 150
• 제4절 소결 ··································································································153
• 제5장 동아시아 지역의 철도교육과 철도도서관
• 제1절 동아시아 지역의 철도종사원 양성교육 ································· 156
• 1. 일본의 철도종사원 양성교육········································································ 156
• 2. 대만의 철도종사원 양성교육········································································ 163
• 3. 만철의 철도종사원 양성교육········································································ 166
• 4. 지역별 비교····································································································· 169
• 제2절 동아시아 지역의 철도도서관 ····················································173
• 1. 만철의 철도도서관························································································· 175
• 2. 대만총독부도서관··························································································· 183
• 3. 지역별 비교····································································································· 185
• 제3절 소결 ··································································································190
• 제6장 결 론