KAWASHIMA,Shin 　 川島 真The　University　of　Tokyo　 東京大學

Ⅰ 　 HISTORICAL BACKGROUND OF HISTORY PROBLEM

Ⅱ 　 HISTORICAL DISPUTES AND DIALOGUES IN CONTEMPORARY JAPAN-CHINA 　

Tokyo Nichinichi Shinbun(Tokyo Daily)’s Article on 13/Sep/1914, which demanded the government to claim to China.

MOFA　of　Japan　recognized　that　this　textbook　was　a　kind　of　anti-Japanese　media　because　so　many　pages　　criticized　Japan　on　the　point　that　Japan　could　be　disease　on　the　bone　(China),　and　　An　Jung-geun　was　described　as　a　national　hero　on　the　book,　etc..　

On 23/SEP/1914, Minister of MOFA, Takaaki Kato ordered the Minister in Beijing, Eki Hioki ,to investigate the Anti-Japanese textbook of elementary school in China, which Tokyo Daily indicated.

Minister　Hioki’s　Investigation

He　sent　dispatch　to　MOFA　on　2nd/Oct/1914.　He　bought　the　‘textbook’　and　checked　the　contents　to　find　that　it　was　notFormal　textbook　authorized　by　Ministry　of　education　of　ROC.　

Hioki（日置益）　 decided　to　claim

　　　　to　MOFA　of　ROC　by　verbally

　　　　to　MOED　of　ROC　by　private　letter　

and　requested　to　cope　with　adequately.

ROC　answered　that　this　book　was　not　a　authorized　textbook,　but　　from　the　point　of　view　of　Sino-Japanese　friendship,　decided　to　command　to　prohibit　from　publishing　books　which　could　suffer　the　friendship.

Japan　claimed　that　an　authorized　text　books　of　Chung　Hwa　Books　in　1919(an　article　titled　‘New　Textbook　and　japan’in　『中華教育界』 )　

Japan　indicated　New　Reading　Textbook　of　Elementary　School(国民学校新式国文教科書 )

　 had　so　many　anti-Japanese　contents.Chung　Hwa　Books　argued　against　Japan’s　claim　that　it　respected　national　identity,　patriot　and　national　shame. 　

In 1920, Japanese Minister in Beijing, Torikichi Obata（小幡酉吉） , ordered to report the situation about anti-Japanese medias, including textbooks, to all consuls in China.

It’s so interesting that most of reports from consuls didn’t report any anti-Japanese textbook.

Some consuls indicated the textbooks which were recognized as anti-Japanese textbook in 1910s, which were not the

anti-Japanese textbook.If the anti-Japanese movement didn’t

emerge, the textbooks …

In　1920,　a　consul　in　Manchuria　reported　that　Chinese　history　textbook　had　strong　anti-Japanese　contents.

　　　In　1920s,　Japan　claimed　to　China　many　times　about　the　textbooks.　Japanese　government　and　Minister　and　consuls　in　China　observed　that　textbooks　was　a　base　of　Chinese　anti-Japanese　movement　and　this　movement　and　impression　in　the　medias　were　prevailed　and　strengthen　in　1920s.　

1.　LN　had　a　branch　about　textbook　in　1920s.2.　Japan　and　china　argued　history/textbook　problem　in　

LN　in　1930s.

　After　Manchuria　incident　happend,　LN　decided　to　send　envoys,　Lytton　Commission　to　EA.

To　justify　her　own　standpoint,　Japan　intended　to　claim　that　Chinese　anti-foreign/Japanese　movement　and　policy　caused　this　incident.

Japan　planed　to　investigate　anti-Japanese　textbooks　on　large　scale　to　prepare　the　discussion　with　the　commission　and　China　at　LN.

Chinese　MOFA(Wellington　Koo)　also　made　investigation　of　Japanese　textbooks　in　cooperation　with　Ministry　of　Education　and　found　many　anti-Chines　textbooks　in　Japan.

　　(Diplomatic　Archives　in　Academia　Sinica　and　Academia　Historica　in　Taipei)　　　　

Japanese investigation on anti-Japanese textbooks in China

(1) Lytton’s Report mentioned the textbook neutrally.

(2)On 21/DEC/1933, on LN, Japanese representative, Matsuoka Yosuke （松岡洋右） and Wellington Koo discussed history

Problem. ( 国際連盟事務局東京支局編纂『国際連盟に於ける日支問題議事録　後編』国際連盟記録刊行会、 1933 年、 32 頁）

For　instance,　Russo-Japanese　War,Matsuoka　required　China　to　thank　to　Japan,　because　Japan　protected　China　from　Russia’s　invasion.　Koo　argued　against　that…　

The　text　book　problem　was　not　solved　before　the　war.　After　Kwantung　Army　occupied　Manchuria,　Japanese　prompted　to　revise　textbooks.　Teachers　command　to　erase　the　anti-Japanese　contents　on　the　textbook　by　black　line　,before　the　new　textbook　edited　by　Japanese　were　published.　

And　on　the　radio,　both　did　propaganda　which　was　related　to　the　history.　This　is　the　document　of　the　contents　of　Chinese　Radio　which　was　intercepted　by　Japan.　It　criticized　Japan’s　policy　toward　China　historically.　

Each puppet states edited pro-Japanese Textbook under the Japanese control.

Japan strengthened to control the textbooks of Chinese in Japan (both of children of overseas and students from China) and South Korea before 1937.

(1)After　China’s　victory,　textbooks　edited　by　Japanese　side　were　disappeared,　and　Japanese　textbook　was　revised　under　the　commander　of　SCAP　which　attached　importance　on　democracy　and　peace　(not　on　Sino-Japanese　relations).

　

(2)Japan　made　peace　treaty　with　ROC,　and　ROC　did　not　claimed　so-called　history　problem,　except　for　the　naming　of　China(from　Zhina 　支那 to　China中国） .　

After　1945,　Chiang　Kai-shek’s　Yi-te　Bao-yuan(以徳報怨） came　to　be　a　kind　of　cap　which　suppresses　the　problem　in　the　bottle　spouts　out.

And　the　slogan　of　friendship　also　played　a　same　role　on　this　problem.　

Ⅱ 　 HISTORICAL DISPUTES AND DIALOGUES

IN CONTEMPORARY JAPAN-CHINA

Mao’s Policy toward Japan (0) Anti-Japanese (1) Friendship Policy Division between Criminal Fascists & Innocent Victims(‘Peoples’) (2) Co-operation with ‘Peoples’ against Conservatives and USAJapanese Intellectuals: Responsibility of the War

DENG’s Policy toward Japan (1) Teacher of Development (2) Re-making the memory of invasion The Memorial of Nanjing Massacre Before the text book problem in 1982, Deng adopted such a policy.

Textbook problem happened in Japan, in 1982 , and it expanded to East Asia.

1. Textbook Problems2. Yasukuni Shrine3. Politician’s Statement about History

⇒ The Problems were coped adequately. 　 (1)Politician’s Individual Ties (2)Friendship Principle (3) Economic Factor

1. Japan’s Change to Post-Sengo (1) Self Confidence and Unrest after 1990s (2) Left hand politicians (3) After Tian’an-men Incident (4) China ThreadChinese-side (1) Self Confidence & Nationalism (2) Economic Growth

INTERNATIONAL

HISTORY PROBLEM

◆ History　Problem　→　emotional　movement　 　 　 　　 　　 　 　 　 　

　 　 　 　 　　　　　　　 domestic　politics　 　 　 　 　　　　　　　　　　　　　　　　　　　　　

　　　　　　　　　　　　　　　　　　　international　relationship.

　 　 　 　 　 　 　 　 　 　 　 　 　

　　　　　　　

Govt

Society

Govt

Society

　◆ The　Governance　toward　History　Problem　　　(1)　History　Problems　&　Legitimacy/Nationalism　　　(2)　Democracy　&　　non-Democratic　countries　　　(3)　War　&　Colonialism　　　(4)　All　Problems　including　territory　issues　come　to　be　　　　　　　　　　　　a　part　of　history　problem　　　⇒Difficult　to　solve,　however　necessary　to　　cope　with　

adequately　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　◆ 　　Uprising　of　Social　Movement　　/　　　Role　of　Historians

　◆ So　Many　projects　are　advancing　in　EA　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　

Various　Purposes　/　Trials　&　Errors (1)　Pursuit　Unification　of　Historical　Description　　　　　　　　　◆ to　Edit　the　Textbook　　of　　the　EA　　History　　 　 　 　 ◆ to　Create　the　Basis　of　the　　Community　of　EA 　 　 　　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　　 　

　　(2)　Intention　to　Reduce　the　Tension　of　History　Problem　　　　　　　　　　　◆　to　Reduce　the　Gap　of　the　National　Histories　　　　　　　　　　　　　　◆to　Control　the　Politicization　of　　History　Problem

　　(3)…or　　just　for　Dialogue　between　Historians　　　　　　　　　　　　　　Academically　

Experienced　Trials　&　Errors　

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　on　Methodology　of　joint-Study 　　 　

・ Dialogue　(Understanding＜ Respect)

　　　　　　　　　　　・Membership　&　Periodical　Meetings

　　　　　　　　　　　　　　　　　　　　　Institutionalized　/　ad　hoc　

　 　 　 　　　・ Agree　to　Disagree

　 　 　 　　　・Way　of　Description　(Unification　/　Parallel/…)　　　　　　

The　Importance　of　materials　?　　　　　　　The　Materials　can　be　interpreted　variously.　　　　→ 　 They　can　Reduce　the　Gap　with　some　extent.　 　 →　　 They　can　be　a　kind　of　trigger　for　discussion.　　　　(Historically　speaking,　WANG,　Yunsheng( 王芸生 )’s　　　　　　　　Book　was　Respected　in　Japan　in　1930s)　　◆ However,　a　first　material　can　be　interpreted　variously,　　　　　　　　with　some　limited　extent.　◆ But　we　have　to　pay　attention　to　the　sensitivity　of　the　

materials　in　modern　Taiwan　and　Korea.　　　　　　

Difficulties　on　the　governmental　joint-StudyOn　the　Process　of　joint-　Study,　Many　Difficulties　are　re-found　by　the　Members.　

◆ Three　Levels　　　(1)　Academic　Level　　　(2)　Governmental　Level　　　(3)　Media　&　Social　Level　　　　　　　　

1. History Problems has so long historical context and changed to be more complex.2. It’s involved by emotional nationalism among each countries.3. Both Japan and China have to cope with this problem deliberately. (Yasukuni + joint study + social movement?)4. Reconciliation between democratic & non- democratic country