7-2-3. 6.10만세운동, 광주학생운동 지원[명순구, "자유·정의·진리의 여정"/보성전문학교와 독립운동: 암흑기의 불빛/II.920년대 보전 학생 독립운동 조직의 성장과 분화]

Summary

The lecture traces how the June 10, 1926 Manse Movement helped expand student activism and how Boseong students later participated in the Gwangju Student Movement.

June 10 Manse Movement

• After Emperor Sunjong’s death in 1926, activists planned demonstrations around his funeral. The movement involved cooperation among nationalist and socialist groups, Cheondogyo, labor organizations, and student activists.
• A police crackdown shortly before the funeral led to numerous arrests and weakened the planned action. On June 10, students nevertheless distributed leaflets, displayed Korean flags, and shouted for independence along the funeral route.
• Boseong students took part, gathering near Gwan-su Bridge and scattering leaflets. Seven students, including Boseong students, were arrested at the scene.
• The Japanese authorities deployed extensive security forces, so the demonstrations were much smaller than those of March 1, 1919.

Why the Movement Mattered

• It demonstrated cooperation across ideological divisions. Nationalists and socialists worked together, strengthening the idea of a united national front. The lecture connects this development to later efforts to form a broad domestic coalition, including Singanhoe.
• Students emerged as an independent force in the independence movement. Student activism spread beyond Gyeongseong (Seoul) to other regions, and collective protests against colonial education became more common.
• It accelerated the growth and organization of student networks. Secret groups within schools became more active and, in some cases, more explicitly socialist. The lecture presents this growth as one factor that later enabled the Gwangju Student Movement to spread nationwide.

Student Organizations and Boseong Networks

• After arrests during the June 10 crackdown, the Korea Communist Youth League reorganized. Its student cells and the Joseon Student Science Research Association helped coordinate student activism in the Gyeongseong area.
• The lecture describes the research association as recovering from the arrests of its leaders, with students including Lee Yeon-sang and Hyun Un-pil helping revive its work.
• In 1928, the Communist Youth League established a student committee to develop student activists. Student leaders also organized small, secret reading groups, generally made up of five to seven students from Korean schools.
• The Boseong reading group and related networks were repeatedly disrupted by police arrests. After arrests in 1928, the network was reorganized. By 1929, Hong Seung-ryul is described as rebuilding the Boseong group and organizing a wider reading circle with 42 members.
• These groups planned and supported actions such as school strikes. The lecture notes that Hong was arrested in July 1929 and sentenced to three years in prison.

Gwangju Student Movement and Boseong’s Role

• The Gwangju Student Movement began after a confrontation on a Honam Line commuter train on October 30, 1929, involving students from Korean and Japanese schools. According to the lecture, the incident followed a Japanese student’s harassment of a Korean girl.
• When Korean students were arrested but Japanese students were not, protests spread. Student demonstrations and collective strike actions followed in Gwangju and elsewhere.
• On December 3, protests reached Gyeongseong. Students distributed appeals at numerous schools, including Boseong. Demonstrations led to many arrests and early school vacations; Boseong closed early on December 10.
• Boseong students demonstrated again on January 15, 1930. About 200 students gathered at the school, demanding the immediate release of detained students and greater school independence. They threatened a joint strike and sent resolutions to colonial and Japanese authorities before dispersing.
• Fifteen people were arrested in connection with the Boseong demonstration. The protest influenced students at other schools, and Boseong temporarily relocated before reopening on January 24.
• The lecture emphasizes Boseong’s role in helping student resistance spread beyond a single school, both during the Gwangju movement and in the broader independence movement.

Speakers and Sources Featured

• Professor Myoung Sun-gu (명순구) — lecturer, as identified by the video title and context.
• Unnamed interviewer or moderator — asks the lecturer to explain the significance of the June 10 Movement and the Gwangju Student Movement.
• Historical organizations discussed: Cheondogyo; the Korea Communist Youth League; the Joseon Student Science Research Association; the Joseon Labor General Alliance; student reading groups and student cells; and Singanhoe.
• Historical individuals named in the subtitles: Lee Yeon-sang, Hyun Un-pil, Kim Bok-jin, and Hong Seung-ryul. Some names and organization terms may be imperfectly rendered in the auto-generated subtitles.