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영어

The purpose of this paper is to examine the policy of growing mainstays during the Rural Revitalization Campaign in Colonial Korea(1932-1940), with the focus on local actual condition and students’ or peasants’ reaction. From 1935, Governor-General of Korea started to utilize Agricultural Vocational Schools to develop mainstays(中堅人物、Village leader)． The number of these schools increased especially from 1935 in Colonial Korea. And it’s new teaching curriculum mainly focused on heavy agricultural practical training． But in the local(Do,道) level, some Agricultural Vocational Schools had been already changed or established before 1935 to develop mainstays and the name “Agricultural Vocational School s” were often changed． Seeing students’ or peasants’ reaction, students belonged to some of these schools escaped from their dormitory, because they couldn’t put up with the heavy agricultural practical training and the daily principle. And some students did so because they wanted ordinary education in the school, however they were elected by Do(道)in expectation of becoming good mainstays. Or some peasant children (or their parents) decide not to enter these schools from the first, because they wanted to be workers of public service(Gun郡，Myeon 面), but if they entered and graduated these schools, they must stay in their home-village as mainstays and must be involved in agriculture．