凡齋 金奎興의 국내 교육 계몽 활동과 성격

Abstract

Kim Kyu-heung studied Chinese classics early and moved to Seoul in his mid-twenties. His wide-ranging exchanges allowed him to maintain a flexible mindset that accommodates various trends while reducing market changes. His participation in independent associations and his activities as a middle school uisuk teacher were the sites where he realized the importance of modern education.
 After the Eulsa Treaty, the sense of crisis and concern about the country was an opportunity to resign all government posts. When he traveled back and forth from Seoul to his hometown, he came to seek a new direction. Traveling abroad to China in 1905~1906 was the starting point for the anti-Japanese movement in earnest. At that time, the relationship with the Chinese was the main foundation for leaving a clear footprint in the anti-Japanese struggle. Membership and activities of the Korea Self-Generation Association paid attention to the development of private land as the top priority for the construction of an independent nation.
 Changmyeong School has repeatedly developed into an educational institution representing modern education in the Okcheon area. Teachers and students became aware of their social existence by actively participating in the National Debt Redemption Movement. These activities against the Japanese economic aggression deepened their awareness of reality.
 Kim Kyu-Hong’s educational enlightenment activities were not limited to simple ability improvement. His purpose was to suggest a direction to move forward by recognizing social responsibility and facing the reality they faced. As Japanese aggression intensified after the Hague special envoy incident, he left for exile for a joint struggle by the Korean-Chinese solidarity. It goes without saying that the history of the anti-Japanese struggle in China is a valuable asset for educational enlightenment activities in Korea.