Extending cooperative studies of modern history of

HISTORICAL DIALOGUE & DISPUTES
BETWEEN JAPAN-CHINA
KAWASHIMA,Shin 川島真
The University of Tokyo 東京大學
CONTENTS
Ⅰ HISTORICAL BACKGROUND
OF HISTORY PROBLEM
Ⅱ HISTORICAL DISPUTES AND DIALOGUES
IN CONTEMPORARY JAPAN-CHINA
1. JAPAN’S CLAIM TO CHINA IN 1914
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 antiJapanese 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 not
Formal 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 SinoJapanese friendship, decided to command to
prohibit from publishing books which could
suffer the friendship.
2. JAPAN’S CLAIM TO CHINA IN 1919
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 antiJapanese medias,
including textbooks,
to all consuls in
China.
UNDER THE SHIDEHARA DIPLOMACY
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.
3. CONTROVERSY AT LEAGUE OF NATIONS
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…
4. LEGITIMACY AND TEXTBOOK
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 proJapanese
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.
5. CHINA’S VICTORY AND HISTORY PROBLEM
(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

1980S DENG’S DUAL POLICY
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 USA
Japanese 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.
PROBLEMS IN 1980S
1. Textbook Problems
2. Yasukuni Shrine
3. Politician’s Statement about History
⇒The Problems were coped adequately.
(1)Politician’s Individual Ties
(2)Friendship Principle
(3) Economic Factor
SINO-JAPANESE RELATIONS IN 1990S
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 Thread
Chinese-side
(1) Self Confidence & Nationalism
(2) Economic Growth
THE GOVERNANCE TOWARD HISTORY PROPBLEM?
◆History Problem → emotional movement
domestic politics
international relationship.
Govt
Govt
INTERNATIONAL
HISTORY
PROBLEM
Society
Society
THE GOVERNANCE TOWARD HISTORY
PROPBLEM?
◆ 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
THE RESULTS AND PROBLEMS WHICH
JOINT-STUDIES FACE WITH 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
THE RESULTS AND PROBLEMS WHICH OUR COSTUDIES FACE WITH IN EA
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 RESULTS AND PROBLEMS WHICH OUR JOINTSTUDIES FACE WITH IN EA
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.
THE RESULTS AND PROBLEMS WHICH OUR JOINTSTUDIES FACE WITH IN EA
Difficulties on the governmental joint-Study
On 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
CONCLUSION
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 & nondemocratic country

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