Internal and External Control Intersection: Northeast Education Research under Japanese-Puppet Rule (1931-1945)

Author: Yang Jiayu / Country: Mainland China
Publisher:
Publishing Date: 2005-01-01
Features: For 14 years, the puppet regime of Japan controlled education in Northeast China. What psychological impact did this have on the people? This was also a matter of great concern. The sense of identity with the Chinese nation was the result of centuries of interaction and integration among various ethnic groups within the country. This strong national consciousness was an insurmountable obstacle for Japan in establishing Manchukuo and ultimately in its annexation of Northeast China. How to destroy this obstacle became a challenge for Japan after the September 18th Incident. Faced with the rising anti-Manchukuo and anti-Japanese waves after the incident, Japan suppressed them with full force using its military, police,, and special forces, while implementing radical reforms in the original school education and mass education in Northeast China. Additionally, it fully controlled the propaganda media and all available means (including supporting puppet emperors, exploiting traitors who collaborated with the enemy, and even using religion) to promote its colonial theories, such as claiming that Manchukuo's independence was justified, that the people of Northeast China were suffering in before the September 18th Incident, that the establishment of Manchukuo brought people "to a spring of joy," that Japan's invasion of Northeast China was a "just and righteous act," and that Japan was a "friendly neighbor," "ally," and "close friend" of Manchukuo. Naturally, the tricks of the Japanese puppet regime were rejected by the vast majority of people in Northeast China, which was also a major reason for their continuous resistance against the puppet regime under the threat of violence. However, as the puppet regime strengthened its control, the overall strength of direct resistance gradually weakened. Except for those who and continued to fight, the majority of the people dared not to speak out against the brutal actions of the puppet regime. This state of affairs inevitably had a severe negative impact on the youth. Patriotic teachers in schools and some patriotic figures in the cultural field, though making great efforts to guide the youth to remember their motherland in indirect and subtle ways, were inevitably overshadowed by the overwhelming "direct education," propaganda, and strict control of the puppet regime. Moreover, the understanding ability of the youth, especially those who began formal education after the September 18th Incident, was limited. At home, parents were even more reluctant to teach their children, as this could not only expose themselves to persecution but also endanger their children's lives. The tragic case of Huang Yanzou and his son in the puppet county of Dongfeng is a clear example. Huang Yanzou, a resident of the county seat, taught his son Huang Jixian at home: "When you see a Japanese, say Japan is good, but China is actually better. Japan is our enemy." One day, while playing in the street, Huang Jixian revealed the truth to a Japanese soldier. As a result, not only was Huang Yanzou arrested and severely tortured almost to death, but Huang Jixian was also immediately killed by the Japanese soldier.① In reality, the puppet regime's control over education in Northeast China led to a serious decline in national consciousness and confusion in values among the vast majority of young students. Liu Yunxiang, a professor in the Education Department of Shenyang Normal University, said: "In the year of the September 18th Incident, I was exactly four years old. After that, I experienced seven years of education under the puppet Manchukuo. I was a victim of Japan'seducation in Northeast China. The knowledge I gained in school was very superficial, and I knew very little about Chinese history. It took me a lot of effort later to make up for this."② Ni Yongming, who once taught at the puppet Manchukuo Mudanjiang Normal School, recalled: "The consequences of Japan'seducation for the youth in Northeast China were very serious. The youth who received such education were deeply poisoned. They believed whatever their teachers said and trusted it completely. After the liberation, when I discussed this issue with some students, most of them said, 'I don't know if I am Chinese. I was too deeply poisoned.'"⑧ Huang Zhiwen, who studied at the puppet Manchukuo National School and National High School, said: "At that time, I was too young to understand what political matters were. Due to the education and training (from the puppet schools), I only knew that there was a Manchukuo, and that Manchukuo relied on the friendly neighbor Japan. Later, it was called the close friend, the Great Japan Empire."④ P342-343