The Research Of Manchuria Rail Attached Land Japanese Education(1907-1937)

From the South Manchuria Railway Company carry out,it start engaged in colonialeducation from1937until transfer the right of education to the puppet Manchukuo, the Japaneseinvaders actively engaged in educational activities in the South Manchuria Rail attached land.SMR subsidiary established in a series of primary education, secondary education, highereducation, vocational education and other institutions, whose core purpose is to train personnel forthe Japanese colonial enterprise services through the popular Japanese. During this period, SMRengaged colonial education, the maturing of the colonial educational institutions, educationalpolicy for the subsequent large-scale cultural invasion of the Japanese aggressors and laid afoundation, which gives the people of the Northeast harm is incalculable.This article is divided into six sections.The first part is an introduction. From the South Manchuria Railway Company carry out,itstart engaged in colonial education from1937until transfer the right of education to the puppetManchukuo, the Japanese invaders actively engaged in educational activities in the SouthManchuria Rail attached land. In this paper, the Japanese colonial education Mantetsu Chinesepeople during this period as the research object implementation delve into the nature of Japanesecolonial rule of Japanese imperialism education services. Exposing the atrocities of the Japaneseinvaders committed against the Chinese people and to the people affiliated to the harm.The second chapter is the expand of south Manchuria Rail attached land colonial educationalactivities. June7,1906, Japanese Emperor Meiji Government Decree No.142on the basis of theestablishment of the "South Manchuria Railway Company," and began to carry out colonialeducation, their priority is Japanese language education. SMR actively engaged in the Japanesecolonial education, not only to eliminate language barriers to the Japanese invaders, the freedomto "inout of Manchuria", the deeper reason is "popular Japanese is related to the development ofJapan’s national spirit of the fundamental problem," as enslaving the Chinese people to pursue education, instilling important means of "Japanese spirit".The third chapter is the content, expand the South Manchuria Rail attached land Japaneseschool education. SMR to land in its business has established public schools, at least in the SouthHall, the South Manchurian Medical, Japanese school and other schools in the Chinese education.Manchuria Railway will run a focus on public school education, so in this chapter focuses on thepublic school of Japanese colonial education. Secondly, also discussed the Japanese colonialeducation in school full overview of the South, the South Manchurian Medical, Japanese Schools.Content fourth chapter is SMR’s Japanese language teaching and learning verification system.Focuses on the three areas, first professor of law with regard to the Japanese problem. Mantetsuattaches great importance to the teaching method in Japanese subjects, because of the lack ofexperience of Japanese foreign professors, all experts have painstakingly studied Japaneseteaching methods.Secondly, in order to better popularize Japanese Manchuria Railway wasestablished Textbook Reform Commission and published in Japanese textbook system. Finally, inorder to encourage people to learn Japanese, SMR developed a test to develop language learning,and encourage the bonuses to the pass certification exams.The fifth chapter discusses the influence of South Manchuria Railway Zone Japanese colonialeducation. Japanese colonialists by Japanese textbooks related content to students in Japan profilesand so-called "Japanese spirit." I hope the language as a breakthrough, it is understood theJapanese, close to Japan, so as to achieve enslavement subsidiary residents, for the purpose ofcolonists used. SMR ‘s colonial education explicit conduct, and inspired the revolt of the Chinesepeople. Regaining Education Rights Movement was to recover part of education affiliated to thefranchise, to the colonial educators heavy blow.The last part is the conclusion. Through an overview of the previous sections, and concludedthat at least on the surface of the SMR is merely a function of the economy, yet aggressivecolonial activities in the political and cultural fields. South Manchuria Railway Zone of theJapanese colonial education entirely for the Japanese imperialist rule services. Japanese invaderscarried enslavement education, affiliated to the people to bring untold harm.