Intersection of Internal and External Controls (Education Research in Northeast under Japanese-Puppet Rule, 1931—1945)

Author: Yang Jiayu
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Features: The Japanese and puppet regime controlled education in Northeast China for as long as 14 years. 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 based on the long-term exchange and integration among various ethnic groups within China over thousands of years. This strong national consciousness was an insurmountable obstacle for Japan in establishing the puppet 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 military, police, constitutional, and special forces, while implementing radical reforms on the original school education and mass education in Northeast China. Additionally, it fully controlled the propaganda media and all means at its disposal (including supporting puppet emperors, exploiting traitorous Han Chinese, and even using religion) to vigorously promote its colonial theories, such as claiming that the independence of Manchukuo was justified; that the people of Northeast China were suffering in before the September 18th Incident and that the establishment of Manchukuo brought them "to a spring platform"; that the Japanese invasion of Northeast China was a "just act" or "righteous action"; and that Japan was a "friendly neighbor," "ally," or "close ally" of Manchukuo. Naturally, the tricks of the Japanese and puppet regime were met with the contempt of the vast majority of people in Northeast China, which was also a major reason for their continuous resistance against the Japanese and puppet rule under the threat of violence. However, as the Japanese and puppet regime strengthened its control, the overall strength of direct resistance gradually declined. Except for those who continued to fight underground, the vast majority of people dared to be angry but not to speak out against the brutal actions of the Japanese and puppet regime. This state of affairs inevitably had a severe negative impact on the youth students. Patriotic teachers in schools and some patriotic figures in the cultural field, though making every effort 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 Japanese and puppet regime. Moreover, the understanding ability of the youth, especially those who began to receive 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 endanger themselves but also put their children's lives at risk. The tragic case of Huang Yanzu and his son in the puppet county of Dongfeng is a clear example. Huang Yanzu, a resident of the county town, taught his son Huang Jixian at home: "When you see a Japanese, say Japan is good, but in reality, China is better. Japan is our enemy." One day, while playing in the street, Huang Jixian revealed the truth to a Japanese soldier. As a result, Huang Yanzu was arrested and severely tortured almost to death, and Huang Jixian was immediately killed by the Japanese soldier.① In actuality, the Japanese and puppet regime's control over education in Northeast China led to a very serious phenomenon of weak national awareness and confused values among the vast majority of young students. Liu Yunxiang, now a professor at 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 am 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 receivededucation were deeply poisoned. They believed whatever their teachers said and trusted it completely. After the liberation, when I discussed this issue with some students, the vast majority 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 Higher School, said: "At that time, I was young and didn't understand what political matters were. Due to the education and training (from the puppet schools), I only knew there was a Manchukuo in my head. Manchukuo relied on the friendly neighbor Japan, and later it was called the close ally, the Great Japan Empire."④ P342-343