A Study On The Differential Education In “Kantoshiu” Period

In September, 1905 Japan and Russia signed Treaty of Portsmouth in the United States, which symbolized the end of Russo-Japanese war. Based on the treaty, the Russian rights in Northeast China were transferred to Japan, including the leasehold of “Kantoshiu”. For different purposes of education, Japanese imperialism practiced in “Kantoshiu” two entirely different types of education. One derived from the schools for Japanese, which started in 1906, implementing the colonial education with the guideline of the transfer from “inland extended education” to “local adaptive education” supplemented by The Imperial Rescript on Education and “imperial spirit”. With the colonial ideology, it educated colonial rulers who would build Manchuria as their home. The other developed from the school for Chinese people at the end of 1904, during the Russo-Japanese war. It implemented colonial enslavement education with the “popularization of Japanese education” as the center, inculcated slave ideology, and enforced mental conquest. The ultimate aim was to deprive the Chinese students of their national consciousness, force them to stick to the status quo, endure slavery, and become laborers obedient to the colonial rule. The Japanese government adopted in “Kantoshiu” the educational policy of giving priority to the development of consistent education system for Japanese people from primary school to college, selectively developing elementary and vocational education for Chinese people, and strictly limiting ordinary secondary education for Chinese people, which seriously damaged local education condition. This dissertation aims to reveal the nature of the education in the colony by Japanese invaders and disclose the harm and influence it brought to our country by investigating from the macro perspective educational administration, policies, systems, etc. in Chinese and Japanese schools in “Kantoshiu”, and analyzing systematically specific curriculum design, textbooks, teachers and students in Chinese and Japanese schools in “Kantoshiu” at a micro level.This dissertation is divided into eight chapters.Chapter One briefly introduces the topic, reviews the related literature and discusses the significance the present study.Chapter Two investigates from the macro perspective the education policy, administration, and education laws and regulations by Japan in “Kantoshiu”, and systematically analyzes the formation of the two types of education, the establishment of the education systems, and textbook editing and use.Chapter Three tackles primary school education. First, Japanese elementary school regulations are examined and their characteristics are analyzed. Statistics of the implementation of primary school education, such as curriculum setting, time arrangement, teacher and students' situation, rules on the addition of Chinese, etc. are studied microscopically. Then, the construction and development of Chinese public and ordinary schools are studied. Nanjin academy, Dalian public school, and Lvshun public school are taken as the main objects of study on public schools. On the micro level, specific circumstances such as the background of establishment, school renaming, teaching activities, etc., modification and characteristics of public school rules, and differences between them and other rules are studied. The transformation of Meng Xuetang, small schools, and private schools is examined in ordinary school system. Rules of Meng Xuetang, Kantoshiu study, and ordinary schools are analyzed microscopically, and the reasons and necessity for the change are explored. Third, combined with the oral history, differences between Chinese and Japanese primary schools are elaborated on microscopically.Chapter Four concerns secondary school education. Ordinary secondary school education mainly includes five Japanese middle schools, seven girls' high schools, one Chinese middle school for boys and one for girls. Boys' schools developed difficultly. Through analysis of the establishment of schools, contents of rules, and their implementation, the purpose of Japanese colonists to offer ordinary secondary education and the nature of the education are clarified. Finally, differences between Chinese and Japanese ordinary secondary education are expounded microscopically.Chapter Five deals with vocational education, also called industrial education. Japanese industrial education includes industrial schools and commercial industrial schools. Chinese vocational education includes elementary vocational education in public schools, later developing into the industrial schools for agriculture, industry, and commerce in secondary vocational education. Through the microscopic analysis of the above-mentioned vocational school rules, principles and teaching activities, especially of the restriction on the development of Chinese vocational education to foster Japanese vocational education and the statement of the differences between Chinese and Japanese vocational education, the nature and aim for Japan to offer vocational education in “Kantoshiu” are clarified.Chapter Six is concerned about normal education. First, Japanese faculty and teachers and appointment and training in early “Kantoshiu” are introduced, and the contents of the rules of the teacher training department in Lvshun normal school affiliated elementary school are investigated and their characteristics are analyzed. Then, Chinese teacher training is investigated from the teacher training department in public schools to teacher training institutes to normal schools. Its teaching rules, teaching activities, teacher training, and teacher education are systematically analyzed. Through microscopic analysis, the real intention of normal education in “Kantoshiu” by the Japanese colonial authorities is clarified.Chapter Seven is about college education. Japanese college education is divided into two parts-- professional schools and universities. Japan did not open higher education especially to Chinese people. The purpose of higher education by Japan in “Kantoshiu” is studied first. Then, rules and policy of higher education are inspected microscopically. The nature of its college education is clarified through specific analysis of the characteristics and significance.Chapter Eight concludes the research by summarizing the characteristics of the differential education as well as the influence on the regional area, with a particular focus on the differential education to Chinese people and Japanese people in “Kantoshiu” period. The colonial nature of the education is further clarified.