製作健康兒童－日治時期臺灣學校衛生事業之發展

Abstract

本論文主要是經由究明日治時期臺灣總督府的學校衛生事業發展，探討國家的學校衛生內涵，以及國家如何授與兒童衛生知識，改變其衛生習慣，進而使兒童的發育與身體狀況符合國家要求的健康標準。 根據日治時期學校衛生事業的行政組織、事業內容以及教育現場，本文將學校衛生發展分為1895-1930年、1930-1938年以及1938-1945年三階段。第一階段，臺灣總督府的學校衛生事業發展，最初以實施身體檢查、整備學校環境設施、防治急性傳染病與設置學校醫為主，目的是保護兒童的健康。其中，總督府藉由身體檢查直接掌握兒童的身體狀況，重視兒童的體格（身高、體重等外在發育情況）以及體質（疾病有無）成績。 1920年代後半，臺灣的體育風氣漸盛，加上文教局的設立以及受到日本內地對於學校衛生構想轉變的影響，臺灣的學校衛生內涵加入體育概念；1929年文教局內增置「體育衛生係」與兼任學務課技師，分別由活躍於體育界以及具有醫學背景者共同負責學校衛生事務；至1930年代，總督府開始關心兒童的「體力」（運動能力），凸顯體育的重要性。同時，學校衛生相關講習會與會議的舉辦比起過去更為頻繁，會中對於「體育運動」的討論比例越來越高。故以1930年為第二階段的開始，此期的學校衛生內涵可以分做「消極」與「積極」的學校衛生，前者是延續前階段，以「疾病防治」與「身體檢查」為主的學校衛生，後者是以「體育活動」為主的學校衛生。 進入戰時體制後，人力動員越發迫切，總督府提高對兒童的健康標準。為此總督府擴張學校衛生行政的人力，1938年設置「體育官」作為專職處理學校衛生的事務官，同年成立專門推動學校衛生的組織－「臺灣學校衛生會」，故本文視1938年起，學校衛生發展邁入第三階段。 戰時下，總督府配合日本內地國策「體位向上」，關心兒童身體均衡發展，以「體位」包攝「體格」、「體質」與「體力」等三項健康要求。總督府不僅關注在學兒童的健康，還重視兒童畢業後是否可以繼續維持健康狀態，因此提倡「健康教育」，要求兒童主動維持身體健康，提升體力，訓練兒童的衛生習慣，養成為自己健康負責的態度，使兒童即使脫離學校生活，亦能維持健康的狀態。 從國家統治的角度來看，近代學校作為國家教化的機關，特色是公權力強力介入，因此公學校中無論是空間、教材或是學校活動，都可以依照總督府所需，以衛生為考量來設計。兒童在學校的保護與教導下，發育及體格成績進步。藉由學校衛生，總督府得以製作國家理想的健康兒童。對照現今臺灣的情況，國家為了保障國民具有國際競爭力，由教育部體育司負責學校衛生與社會體育，保護國民健康。自戰前到戰後，歷經政權轉移，國家掌握兒童健康的特性保持不變。The development of school hygiene under Japanese rule is the thesis in this paper. Through the study of school hygiene in this era, the essence of school hygiene is illustrated. Meanwhile, it is also discussed on how Japanese goeverment taught children the knowledge of hygiene, which would change children's hygiene habits and hence would have them meet the health standard required by the government. According to related administrative associations, the content of school hygiene, and the locale of educating children during Japanese Era, the development of school hygiene can be divided into three stages: 1895 to 1930, 1930 to 1938, and 1938 to 1945 respectively. The goal in the first stage was to safeguard children's health, which the Taiwan Governor-General Office realized by physical examination, improvement of school environment and facilities, prevention of infectious diseases, as well as the settlement of school doctors. Among them, physical examination enabled the Taiwan Governor-General Office to directly control children's physical condition. Thus, “tai-kaku” (external body condition like height and weight) and “tai-sitsu” (internal body condition such as whether or not they got any kind of disease) were highly emphasized. In the late 20s, physical education was added into the content of school hygiene, as the result of a rising trend of physical education, the establishment of bun-kyou-kyoku, and the transformation of school hygiene implementation introduced from Japan. In 1929, Physical Hygiene Affairs and part-time technical officials from the Ministry of Education were set in bun-kyou-kyoku, making athletes and physicians collaboratively take the charge of school hygiene affairs. In the 30s, the Taiwan Governor-General Office began to care about children's “tai-ryoku” (the ability of physical exercise) and put emphasis on physical education. Meanwhile, hygiene-related seminars and conferences, in which the portion of the discussion of physical exercise rose, were held more frequently than ever. This is why the year of 1930 is the beginning of the second stage. In this stage, the content of school hygiene can be classfied into “passive” and “active.” The former lasted the concept from the previous stage, focusing on the prevention of diseases and physical examination, while the latter emphsized physical activities. The physical standard was raised, effected by the urgent mobilization in the war effort. As a result, the staff of school hygiene was expanded. In 1938, “taiikukan” as the full-time official was established to deal with school hygiene affairs. In the same year, Taiwan School Health Association appeared, in the charge of promoting school hygiene. That is the reason that the year of 1938 is the beginning of the third stage. In accordance with Japanese national policy of “tai-i boosting” under this circumstance, the Taiwan Governor-General Office stressed children's balanced physical development, “tai-i”, including “tai-kaku”, “tai-sitsu”, and “tai-ryoku”. Not only did the Office stress the health of children in school, but it also stressed on maintaining their health after graduation. As a consequence, “Health Education” was advocated, which asked children to actively keep their health, get into good hygiene habits, and develop an attitude of being responsible for their health. Thus, they could maintain their health after graduating from school. From the point of view of governing, as government organizations, modern schools are characterized by the intervention of authorities. Thus, public schools, underthe needs of the Taiwan Governor-General Office, could design the school environment, teaching materials and activities considering hygiene. Generally, children's physical development and body condition improved under the protection and instructions in school. Through school hygiene, the Taiwan Governor-General Office could make healthy children which met the nation's ideal. Compared to the situation in Taiwan nowadays, the characteristics of controlling children's health are basically the same from before the war and after the change of the regime. In order to enhance the citizens' competitiveness through maintaining their health, it is the Sports Administration of the Ministry of Education who is in charge of school hygiene and physical education.