본고에서는 일본 식민지기 다양한 유형의 학교규율 중 `조회`에 주목한다. 조회는 학교 단위로 주기적으로 전교생과 교직원이 집합하여 단체 의식을 거행하는 것이었다. 이것이 법령에 의해 공식적으로 지정되고 전면적으로 학교교육 안에서 정착한 시기는 식민지기라고 볼 수 있다. 조회는 비단 피식민지인인 조선인만을 대상으로 하여 고안되고 전개된 것은 민지 조선에서 전개된 그것과 연속적인 것이었다. 일본 근대 교육에서의 학교규율은 기본적으로 `국민만들기의 소프트웨어이자 국민통합의 장치로 구안된 내셔널리즘의 장치였고, 식민지 교육의 목적도 `문화차원에서의 동화` 즉 `일본 제국의 충량한 신민 만들기`라는 점에서 일본 본국의 근대 교육과 연속적이었다.

The theme of this paper is to describe the contents of school discipline in colonial Korea and identify the historical origins of the school discipline in colonial education in Korea. The historical origins of school discipline in colonial Korea can be issued within the process of Japanese modem education. Especially so called "morning gathering" (Chohoe: 朝會) which was managed periodically as a collective ceremony and training in colonial school is major object of this analysis. In the process in which Japanese modem education showed a marked trend toward Tenno ideology, several ideological school disciplines were invented to make a national integration under the Japanese nationalism and Tenno ideology by Japanese educational idealogues. One of the most typical examples of those school disciplines is the morning gathering. As soon as it was invented, it began to spread into almost all modem schools in Japan and at last was reinforced into colonial school in Korea. Japanese colonial policies had ambivalent characteristics. In other words, discrimination by the indicators of nations was occurred in one hand and at the same time assimilation by reinforcing Japanese languages and cultures on colonized also was operated in other hand. That`s why the school discipline of Japanese modem education was reinforced into colonial school in Korea. The similialities of school disciplines between colonial Korea and imperial Japan can be important clues to explain the origins of school discipline in colonial Korea.