{"content_id":"epyytykkfp","slug":"june-10-movement-1926-student-preparation-and-significance","locale":"en","schema_type":"Article","category":"knowledge_base","category_name":"Knowledge Base","title":"June 10 Movement 1926: Preparations and Significance","summary":"The June 10 Movement was an anti-Japanese movement carried out on the occasion of Sunjong's funeral in 1926. It can be examined in terms of cooperation and differences among the groups preparing it, students' production of leaflets after preemptive arrests, and the protests and trials.","sponsorship_disclosure":null,"affiliate_disclosure":null,"commerce_disclosure":null,"author":{"name":"Injoys Editorial Team","url":"https://injoys.com/ko/about"},"key_points":["The June 10 Movement took place on June 10, 1926, the day of Sunjong's funeral.","The labor federation faction and the student-led Sajik-dong and Tong-dong factions had different roles and organizational foundations.","Even after preemptive arrests, students continued coordinating between schools and producing leaflets.","The \"Korean Independence Party Manifesto\" was a preparatory document that did not reach the public through mass distribution.","Although constrained by repression, the June 10 Movement demonstrated students' organizational capabilities."],"content_markdown":"The June 10 Movement was an anti-Japanese demonstration carried out by students on **June 10, 1926**. Despite preemptive arrests and surveillance, they sustained the demonstrations through contact between schools and the distribution of manifestos. The event is remembered for showing the strength of organized student resistance to Japanese rule.\n\nThis article follows the historical sources and commentaries on Uriyeoksanet, checked in November 2026.\n\n## Why Sunjong’s Funeral Day Became the Day of Action\n\nSunjong’s funeral brought students and crowds together in the same places. Insanil means the day of a king’s or emperor’s funeral. Mourning for Sunjong overlapped with protests against colonial conditions.\n\nThe colonial authorities were wary of demonstrations like the March 1 Movement recurring. Mourning gatherings were subject to control, and key figures and organizations were under surveillance. Under these restrictions, the organizers used secret communications instead of public gatherings. This background is described in the [commentary on the movement’s beginnings in *New Edition of Korean History*](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0010).\n\nThe Joseon Student Science Research Society provided a network linking schools. The organization promoted social science research and student unity. Seeing it simply as a natural science club would miss its activities at the time. Its character is explained in the [Uriyeoksanet textbook glossary](https://contents.history.go.kr/front/tg/view.do?ganada=\u0026levelId=tg_004_2010\u0026pageUnit=10\u0026treeId=0106).\n\n## Timeline from Preparations to Trials\n\nPreparations began before Sunjong’s funeral, and the trials continued into the following year. The timeline below identifies the major turning points by date. The section titles in the source column indicate where each event can be verified.\n\n| Date | Main event | Source |\n| --- | --- | --- |\n| April 1926 | Mourning and anti-Japanese sentiment spread after Sunjong’s death | *New Edition of Korean History*, “The Death of Emperor Yunghui and the Beginnings of the June 10 Movement” |\n| May 20, 1926 | Student representatives discuss preparations for action at Park Ha-gyun’s boarding house | *New Edition of Korean History*, “Students’ Preparations for Independence Demonstrations” |\n| Early June 1926 | Preparatory plans linked to Kwon O-seol and others are discovered, leading to arrests | *New Edition of Korean History*, “Preparations for the June 10 Movement in Korea and Their Discovery” |\n| June 8 and 9, 1926 | Students produce and deliver manifestos and mail them to schools outside Seoul | *New Edition of Korean History*, “Students’ Preparations for Independence Demonstrations” |\n| June 10, 1926 | Independence demonstrations take place around Sunjong’s funeral procession | *New Edition of Korean History*, “The Unfolding of the June 10 Student Movement” |\n| June 25, 1926 | 11 defendants in the student-related case are indicted | *New Edition of Korean History*, “The Unfolding of the June 10 Student Movement” |\n| November 2, 1926 | Trial opens at Gyeongseong District Court | *New Edition of Korean History*, “The Unfolding of the June 10 Student Movement” |\n| March 25, 1927 | On appeal, 10 people receive prison sentences of 1 year to be served | *New Edition of Korean History*, “The Unfolding of the June 10 Student Movement” |\n\n## Differences Between the Nochong, Sajik-dong, and Tong-dong Groups\n\nThe three groups were distinct but not completely isolated from one another. Among the students, there were also connections linking colleges and secondary schools. The group names should therefore be understood as labels distinguishing their organizational bases.\n\n| Group | Key figures and base | Features of preparations | Situation immediately before the demonstrations |\n| --- | --- | --- | --- |\n| Nochong group | Socialist figures, including Kwon O-seol | Worked with some Cheondogyo groups to prepare printing and a nationwide communications network | Severely disrupted by the discovery of the plans and arrests |\n| Sajik-dong group | Yi Byeong-rip, Yi Seon-ho, Park Ha-gyun, and others, based in the Joseon Student Science Research Society | Linked students at colleges and higher common schools and prepared manifestos | Pursued their own printing and delivery after the preemptive arrests |\n| Tong-dong group | Park Yong-gyu, Yi Dong-hwan, Kwak Dae-hyeong, and others, mainly students at Chungang Higher Common School and Joongdong School | Produced manifestos and recruited fellow students through separate meetings | Continued their own preparations while maintaining contact with other student groups |\n\nKwon O-seol was a central figure in preparations linked to the Communist Party of Korea and the Korean Communist Youth League. Cheondogyo participants helped with printing and the use of regional organizations. Reducing this to a plan by workers alone obscures the actual alliances. These relationships are explained in [“Preparations for the June 10 Movement in Korea and Their Discovery”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0030).\n\nThe student groups also learned of one another’s plans during preparations. Contact was established between Yi Seon-ho and the Tong-dong students. Considering secrecy and the time remaining, they did not merge their preparatory organizations. This account is based on [“Students’ Preparations for Independence Demonstrations”](https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040).\n\n## How Manifestos Were Prepared After the Preemptive Arrests\n\nThe key turning point was the students’ decision to continue their own preparations after the preemptive arrests. A manifesto is a text stating a movement’s demands and calling for participation. Students used boarding rooms and school-based networks as bases for production and delivery.\n\n*New Edition of Korean History* describes the students’ independent printing as follows. Kim Nak-hwan was responsible for obtaining a printing press. Kim Gyu-bong obtained paper, and the students printed at Yi Seok-hun’s home. The Sajik-dong group is described as having printed about 10,000 copies by June 9, 1926.\n\nThe Tong-dong group also prepared its own manifestos. Recipients included schools in Seoul and schools elsewhere. Copies were delivered directly in Seoul and sent by mail to other regions. This process is recorded in [“Students’ Preparations for Independence Demonstrations”](https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040).\n\n- Boarding rooms served as places for meetings and printing.\n- School-based communications networks provided channels for delivering manifestos to fellow students.\n- Mail sent to schools in other regions carried calls for participation beyond Seoul.\n\nThese preparations did not eliminate every risk. The students carried out the demonstrations amid heightened security. The arrests that followed must also be considered.\n\n## Demonstrations Across Jongno and Their Results\n\nThe demonstrations in Seoul began in Jongno 3-ga and spread to several locations. At around 8:30 a.m. on June 10, 1926, Yi Seon-ho led the independence cheers. Students from Chungang Higher Common School scattered manifestos in front of Danseongsa.\n\n| Time on June 10, 1926 | Location | Developments |\n| --- | --- | --- |\n| Around 8:30 a.m. | In front of Danseongsa in Jongno 3-ga | Chungang Higher Common School students cheer for independence and distribute manifestos |\n| Around 8:45 a.m. | Near Gwansugyo Bridge | Yonhi College students demonstrate, drawing support from the crowd |\n| Around 9:30 a.m. | Near Gyeongseong Normal School on Euljiro | Students cheer for independence and distribute manifestos |\n| Afternoon | Around Hullyeonwon, Dongdaemun, Sinseol-dong, and Dongmyo | Demonstrations continue at several locations |\n\nSuppression by the military and police limited the spread of the demonstrations. The goal of independence was not achieved at the time. Besides criminal punishment, students faced academic penalties, including indefinite suspension.\n\nIn the student-related trial, **11** people were indicted. On March 25, 1927, 10 received prison sentences of 1 year on appeal. Yu Myeon-hui received a 1-year prison sentence suspended for 3 years. This account of the events and punishments follows [“The Unfolding of the June 10 Student Movement”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0040_0060_0040_0030).\n\nResponses outside Seoul did not all take the same form as those in the capital. Independence demonstrations are documented in Gochang, Incheon, and elsewhere. Student strikes also occurred in protest against school bans on mourning. Regional developments are outlined in [“Regional Activities and Independence Demonstrations”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0050_0020).\n\n## Records and Interpretations\n\nFacts directly shown by the records must be distinguished from later assessments. In particular, the purpose for which a manifesto was written and whether it was actually distributed may differ. The students’ independent action must also be read alongside the alliances that preceded it.\n\n### What the Proclamation of the Daehan Independence Party Shows\n\nThe “Proclamation of the Daehan Independence Party” was prepared before the planned action. It appears in “Manifestos of the June 10 Movement” on Uriyeoksanet. Its source is volume 10 of the *Saito Makoto Papers*, pages 198~201.\n\nThe surviving version is a Japanese translation. The document shows demands for independence and an orientation toward joint struggle. However, this proclamation was not distributed to the public. Its character is explained in the [Uriyeoksanet historical source commentary](https://contents.history.go.kr/mobile/hm/view.do?levelId=hm_124_0030).\n\nIt therefore cannot be equated with all the student manifestos distributed at the demonstrations. It should be read as evidence of the goals of those involved in the advance preparations. Distribution routes at the demonstrations must be verified through records of the students’ separate manifestos.\n\n### Significance Emphasized in Research\n\nResearch and commentaries emphasize the students’ organizational abilities and cooperation between different groups. Students drew on their earlier organizational activities to prepare the demonstrations. People with different ideological backgrounds also worked together for independence.\n\nA review of research in *Hanguksaron* discusses the complex character of the Joseon Student Science Research Society. Students’ study of socialism also aimed to address the national question. This is why a single ideology cannot readily explain all participants. This discussion is presented in [“The Current State and Tasks of Research on Youth Movements Under Japanese Rule”](https://db.history.go.kr/id/hn_026_0060_0020_0020).\n\n### Where the Records Differ\n\nRecords differ on the number of manifestos printed. Park Yong-gyu’s recollections of the Tong-dong group give a figure of 30,000 copies. The court judgment compared in *New Edition of Korean History* gives about 5,000 copies.\n\nBecause of these differences, the record behind each figure must be identified. The number in the recollections must not be cited as though it were the number in the court judgment. Nor can the actual number distributed be established from the print run alone. The numerical discrepancy is noted in the [annotations to “Students’ Preparations for Independence Demonstrations”](https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040).\n\n## How to Distinguish Print Runs from Participant Numbers\n\nFigures used to describe the movement’s scale must identify what was counted. The number of sheets printed differs from the number of people who read them. The number attending the funeral is also not the same count as the number who actually demonstrated.\n\n| Recorded figure or category | What it actually refers to | Interpretation to avoid |\n| --- | --- | --- |\n| About 24,000 students on June 10, 1926 | Students lined up along the funeral procession route | Assuming that all participated in the independence demonstrations |\n| 11 people indicted on June 25, 1926 | The number indicted in the student-related trial | Stating that there were only 11 organizers or people arrested |\n| Number of manifestos printed | The number of printed copies produced | Calculating that the same number of people received and read them |\n| Preservation of the proclamation | The fact that the document survives as a record | Assuming that the document was widely distributed at the demonstrations |\n\nThe first two figures appear in [“The Unfolding of the June 10 Student Movement”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0040_0060_0040_0030). The distinctions here compare the scope of the counts in the records. When citing sources, the date, the people or items counted, and the action must accompany the number.\n\n## Why We Still Learn from the History of Student Movements\n\nThe June 10 Movement shows how students organized demonstrations. Gathering commitments to participate and taking action at the scene are distinct activities. Records of meetings in boarding rooms, printing, and delivery reveal the process between them.\n\nIts historical place can be considered as follows.\n\n- Student organizational activities built up after the March 1 Movement led to collective demonstrations.\n- Cooperation between socialist groups and some Cheondogyo groups provided experience of a national united front.\n- Student movement organizations continued their activities even after the arrests.\n\nThe experience of solidarity in the June 10 Movement is understood as part of the background to Singanhoe’s formation. However, opposition to arguments for autonomy also contributed to Singanhoe’s founding. The Jeonguhoe Declaration was another factor behind socialist participation. The basis for distinguishing these factors appears in [“Background to the Founding” in *New Edition of Korean History*](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0020_0010).\n\nThe Joseon Student Science Research Society later also helped organize reading groups at individual schools. During the 1929 Gwangju Student Movement, it participated in the Seoul demonstrations and their spread. These organizational activities show concrete connections between the two events. This is explained in the [commentary on the Joseon Student Science Research Society](https://contents.history.go.kr/front/tg/view.do?ganada=\u0026levelId=tg_004_2010\u0026pageUnit=10\u0026treeId=0106).","content_html":"\u003cp\u003eThe June 10 Movement was an anti-Japanese demonstration carried out by students on \u003cstrong\u003eJune 10, 1926\u003c/strong\u003e. Despite preemptive arrests and surveillance, they sustained the demonstrations through contact between schools and the distribution of manifestos. The event is remembered for showing the strength of organized student resistance to Japanese rule.\u003c/p\u003e\n\u003cp\u003eThis article follows the historical sources and commentaries on Uriyeoksanet, checked in November 2026.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#why-sunjongs-funeral-day-became-the-day-of-action\" class=\"anchor\" id=\"why-sunjongs-funeral-day-became-the-day-of-action\"\u003e\u003c/a\u003eWhy Sunjong’s Funeral Day Became the Day of Action\u003c/h2\u003e\n\u003cp\u003eSunjong’s funeral brought students and crowds together in the same places. Insanil means the day of a king’s or emperor’s funeral. Mourning for Sunjong overlapped with protests against colonial conditions.\u003c/p\u003e\n\u003cp\u003eThe colonial authorities were wary of demonstrations like the March 1 Movement recurring. Mourning gatherings were subject to control, and key figures and organizations were under surveillance. Under these restrictions, the organizers used secret communications instead of public gatherings. This background is described in the \u003ca href=\"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0010\"\u003ecommentary on the movement’s beginnings in \u003cem\u003eNew Edition of Korean History\u003c/em\u003e\u003c/a\u003e.\u003c/p\u003e\n\u003cp\u003eThe Joseon Student Science Research Society provided a network linking schools. The organization promoted social science research and student unity. Seeing it simply as a natural science club would miss its activities at the time. Its character is explained in the \u003ca href=\"https://contents.history.go.kr/front/tg/view.do?ganada=\u0026amp;levelId=tg_004_2010\u0026amp;pageUnit=10\u0026amp;treeId=0106\"\u003eUriyeoksanet textbook glossary\u003c/a\u003e.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#timeline-from-preparations-to-trials\" class=\"anchor\" id=\"timeline-from-preparations-to-trials\"\u003e\u003c/a\u003eTimeline from Preparations to Trials\u003c/h2\u003e\n\u003cp\u003ePreparations began before Sunjong’s funeral, and the trials continued into the following year. The timeline below identifies the major turning points by date. The section titles in the source column indicate where each event can be verified.\u003c/p\u003e\n\u003cdiv class=\"overflow-x-auto\"\u003e\u003ctable\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth\u003eDate\u003c/th\u003e\n\u003cth\u003eMain event\u003c/th\u003e\n\u003cth\u003eSource\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eApril 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003eMourning and anti-Japanese sentiment spread after Sunjong’s death\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “The Death of Emperor Yunghui and the Beginnings of the June 10 Movement”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eMay 20, 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003eStudent representatives discuss preparations for action at Park Ha-gyun’s boarding house\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “Students’ Preparations for Independence Demonstrations”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eEarly June 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003ePreparatory plans linked to Kwon O-seol and others are discovered, leading to arrests\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “Preparations for the June 10 Movement in Korea and Their Discovery”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eJune 8 and 9, 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003eStudents produce and deliver manifestos and mail them to schools outside Seoul\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “Students’ Preparations for Independence Demonstrations”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eJune 10, 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003eIndependence demonstrations take place around Sunjong’s funeral procession\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “The Unfolding of the June 10 Student Movement”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eJune 25, 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003e11 defendants in the student-related case are indicted\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “The Unfolding of the June 10 Student Movement”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eNovember 2, 1926\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003eTrial opens at Gyeongseong District Court\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “The Unfolding of the June 10 Student Movement”\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Date\"\u003eMarch 25, 1927\u003c/td\u003e\n\u003ctd data-label=\"Main event\"\u003eOn appeal, 10 people receive prison sentences of 1 year to be served\u003c/td\u003e\n\u003ctd data-label=\"Source\"\u003e\n\u003cem\u003eNew Edition of Korean History\u003c/em\u003e, “The Unfolding of the June 10 Student Movement”\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\u003c/div\u003e\n\u003ch2\u003e\n\u003ca href=\"#differences-between-the-nochong-sajik-dong-and-tong-dong-groups\" class=\"anchor\" id=\"differences-between-the-nochong-sajik-dong-and-tong-dong-groups\"\u003e\u003c/a\u003eDifferences Between the Nochong, Sajik-dong, and Tong-dong Groups\u003c/h2\u003e\n\u003cp\u003eThe three groups were distinct but not completely isolated from one another. Among the students, there were also connections linking colleges and secondary schools. The group names should therefore be understood as labels distinguishing their organizational bases.\u003c/p\u003e\n\u003cdiv class=\"overflow-x-auto\"\u003e\u003ctable\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth\u003eGroup\u003c/th\u003e\n\u003cth\u003eKey figures and base\u003c/th\u003e\n\u003cth\u003eFeatures of preparations\u003c/th\u003e\n\u003cth\u003eSituation immediately before the demonstrations\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Group\"\u003eNochong group\u003c/td\u003e\n\u003ctd data-label=\"Key figures and base\"\u003eSocialist figures, including Kwon O-seol\u003c/td\u003e\n\u003ctd data-label=\"Features of preparations\"\u003eWorked with some Cheondogyo groups to prepare printing and a nationwide communications network\u003c/td\u003e\n\u003ctd data-label=\"Situation immediately before the demonstrations\"\u003eSeverely disrupted by the discovery of the plans and arrests\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Group\"\u003eSajik-dong group\u003c/td\u003e\n\u003ctd data-label=\"Key figures and base\"\u003eYi Byeong-rip, Yi Seon-ho, Park Ha-gyun, and others, based in the Joseon Student Science Research Society\u003c/td\u003e\n\u003ctd data-label=\"Features of preparations\"\u003eLinked students at colleges and higher common schools and prepared manifestos\u003c/td\u003e\n\u003ctd data-label=\"Situation immediately before the demonstrations\"\u003ePursued their own printing and delivery after the preemptive arrests\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Group\"\u003eTong-dong group\u003c/td\u003e\n\u003ctd data-label=\"Key figures and base\"\u003ePark Yong-gyu, Yi Dong-hwan, Kwak Dae-hyeong, and others, mainly students at Chungang Higher Common School and Joongdong School\u003c/td\u003e\n\u003ctd data-label=\"Features of preparations\"\u003eProduced manifestos and recruited fellow students through separate meetings\u003c/td\u003e\n\u003ctd data-label=\"Situation immediately before the demonstrations\"\u003eContinued their own preparations while maintaining contact with other student groups\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\u003c/div\u003e\n\u003cp\u003eKwon O-seol was a central figure in preparations linked to the Communist Party of Korea and the Korean Communist Youth League. Cheondogyo participants helped with printing and the use of regional organizations. Reducing this to a plan by workers alone obscures the actual alliances. These relationships are explained in \u003ca href=\"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0030\"\u003e“Preparations for the June 10 Movement in Korea and Their Discovery”\u003c/a\u003e.\u003c/p\u003e\n\u003cp\u003eThe student groups also learned of one another’s plans during preparations. Contact was established between Yi Seon-ho and the Tong-dong students. Considering secrecy and the time remaining, they did not merge their preparatory organizations. This account is based on \u003ca href=\"https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040\"\u003e“Students’ Preparations for Independence Demonstrations”\u003c/a\u003e.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#how-manifestos-were-prepared-after-the-preemptive-arrests\" class=\"anchor\" id=\"how-manifestos-were-prepared-after-the-preemptive-arrests\"\u003e\u003c/a\u003eHow Manifestos Were Prepared After the Preemptive Arrests\u003c/h2\u003e\n\u003cp\u003eThe key turning point was the students’ decision to continue their own preparations after the preemptive arrests. A manifesto is a text stating a movement’s demands and calling for participation. Students used boarding rooms and school-based networks as bases for production and delivery.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNew Edition of Korean History\u003c/em\u003e describes the students’ independent printing as follows. Kim Nak-hwan was responsible for obtaining a printing press. Kim Gyu-bong obtained paper, and the students printed at Yi Seok-hun’s home. The Sajik-dong group is described as having printed about 10,000 copies by June 9, 1926.\u003c/p\u003e\n\u003cp\u003eThe Tong-dong group also prepared its own manifestos. Recipients included schools in Seoul and schools elsewhere. Copies were delivered directly in Seoul and sent by mail to other regions. This process is recorded in \u003ca href=\"https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040\"\u003e“Students’ Preparations for Independence Demonstrations”\u003c/a\u003e.\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003eBoarding rooms served as places for meetings and printing.\u003c/li\u003e\n\u003cli\u003eSchool-based communications networks provided channels for delivering manifestos to fellow students.\u003c/li\u003e\n\u003cli\u003eMail sent to schools in other regions carried calls for participation beyond Seoul.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThese preparations did not eliminate every risk. The students carried out the demonstrations amid heightened security. The arrests that followed must also be considered.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#demonstrations-across-jongno-and-their-results\" class=\"anchor\" id=\"demonstrations-across-jongno-and-their-results\"\u003e\u003c/a\u003eDemonstrations Across Jongno and Their Results\u003c/h2\u003e\n\u003cp\u003eThe demonstrations in Seoul began in Jongno 3-ga and spread to several locations. At around 8:30 a.m. on June 10, 1926, Yi Seon-ho led the independence cheers. Students from Chungang Higher Common School scattered manifestos in front of Danseongsa.\u003c/p\u003e\n\u003cdiv class=\"overflow-x-auto\"\u003e\u003ctable\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth\u003eTime on June 10, 1926\u003c/th\u003e\n\u003cth\u003eLocation\u003c/th\u003e\n\u003cth\u003eDevelopments\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Time on June 10, 1926\"\u003eAround 8:30 a.m.\u003c/td\u003e\n\u003ctd data-label=\"Location\"\u003eIn front of Danseongsa in Jongno 3-ga\u003c/td\u003e\n\u003ctd data-label=\"Developments\"\u003eChungang Higher Common School students cheer for independence and distribute manifestos\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Time on June 10, 1926\"\u003eAround 8:45 a.m.\u003c/td\u003e\n\u003ctd data-label=\"Location\"\u003eNear Gwansugyo Bridge\u003c/td\u003e\n\u003ctd data-label=\"Developments\"\u003eYonhi College students demonstrate, drawing support from the crowd\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Time on June 10, 1926\"\u003eAround 9:30 a.m.\u003c/td\u003e\n\u003ctd data-label=\"Location\"\u003eNear Gyeongseong Normal School on Euljiro\u003c/td\u003e\n\u003ctd data-label=\"Developments\"\u003eStudents cheer for independence and distribute manifestos\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Time on June 10, 1926\"\u003eAfternoon\u003c/td\u003e\n\u003ctd data-label=\"Location\"\u003eAround Hullyeonwon, Dongdaemun, Sinseol-dong, and Dongmyo\u003c/td\u003e\n\u003ctd data-label=\"Developments\"\u003eDemonstrations continue at several locations\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\u003c/div\u003e\n\u003cp\u003eSuppression by the military and police limited the spread of the demonstrations. The goal of independence was not achieved at the time. Besides criminal punishment, students faced academic penalties, including indefinite suspension.\u003c/p\u003e\n\u003cp\u003eIn the student-related trial, \u003cstrong\u003e11\u003c/strong\u003e people were indicted. On March 25, 1927, 10 received prison sentences of 1 year on appeal. Yu Myeon-hui received a 1-year prison sentence suspended for 3 years. This account of the events and punishments follows \u003ca href=\"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0040_0060_0040_0030\"\u003e“The Unfolding of the June 10 Student Movement”\u003c/a\u003e.\u003c/p\u003e\n\u003cp\u003eResponses outside Seoul did not all take the same form as those in the capital. Independence demonstrations are documented in Gochang, Incheon, and elsewhere. Student strikes also occurred in protest against school bans on mourning. Regional developments are outlined in \u003ca href=\"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0050_0020\"\u003e“Regional Activities and Independence Demonstrations”\u003c/a\u003e.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#records-and-interpretations\" class=\"anchor\" id=\"records-and-interpretations\"\u003e\u003c/a\u003eRecords and Interpretations\u003c/h2\u003e\n\u003cp\u003eFacts directly shown by the records must be distinguished from later assessments. In particular, the purpose for which a manifesto was written and whether it was actually distributed may differ. The students’ independent action must also be read alongside the alliances that preceded it.\u003c/p\u003e\n\u003ch3\u003e\n\u003ca href=\"#what-the-proclamation-of-the-daehan-independence-party-shows\" class=\"anchor\" id=\"what-the-proclamation-of-the-daehan-independence-party-shows\"\u003e\u003c/a\u003eWhat the Proclamation of the Daehan Independence Party Shows\u003c/h3\u003e\n\u003cp\u003eThe “Proclamation of the Daehan Independence Party” was prepared before the planned action. It appears in “Manifestos of the June 10 Movement” on Uriyeoksanet. Its source is volume 10 of the \u003cem\u003eSaito Makoto Papers\u003c/em\u003e, pages 198~201.\u003c/p\u003e\n\u003cp\u003eThe surviving version is a Japanese translation. The document shows demands for independence and an orientation toward joint struggle. However, this proclamation was not distributed to the public. Its character is explained in the \u003ca href=\"https://contents.history.go.kr/mobile/hm/view.do?levelId=hm_124_0030\"\u003eUriyeoksanet historical source commentary\u003c/a\u003e.\u003c/p\u003e\n\u003cp\u003eIt therefore cannot be equated with all the student manifestos distributed at the demonstrations. It should be read as evidence of the goals of those involved in the advance preparations. Distribution routes at the demonstrations must be verified through records of the students’ separate manifestos.\u003c/p\u003e\n\u003ch3\u003e\n\u003ca href=\"#significance-emphasized-in-research\" class=\"anchor\" id=\"significance-emphasized-in-research\"\u003e\u003c/a\u003eSignificance Emphasized in Research\u003c/h3\u003e\n\u003cp\u003eResearch and commentaries emphasize the students’ organizational abilities and cooperation between different groups. Students drew on their earlier organizational activities to prepare the demonstrations. People with different ideological backgrounds also worked together for independence.\u003c/p\u003e\n\u003cp\u003eA review of research in \u003cem\u003eHanguksaron\u003c/em\u003e discusses the complex character of the Joseon Student Science Research Society. Students’ study of socialism also aimed to address the national question. This is why a single ideology cannot readily explain all participants. This discussion is presented in \u003ca href=\"https://db.history.go.kr/id/hn_026_0060_0020_0020\"\u003e“The Current State and Tasks of Research on Youth Movements Under Japanese Rule”\u003c/a\u003e.\u003c/p\u003e\n\u003ch3\u003e\n\u003ca href=\"#where-the-records-differ\" class=\"anchor\" id=\"where-the-records-differ\"\u003e\u003c/a\u003eWhere the Records Differ\u003c/h3\u003e\n\u003cp\u003eRecords differ on the number of manifestos printed. Park Yong-gyu’s recollections of the Tong-dong group give a figure of 30,000 copies. The court judgment compared in \u003cem\u003eNew Edition of Korean History\u003c/em\u003e gives about 5,000 copies.\u003c/p\u003e\n\u003cp\u003eBecause of these differences, the record behind each figure must be identified. The number in the recollections must not be cited as though it were the number in the court judgment. Nor can the actual number distributed be established from the print run alone. The numerical discrepancy is noted in the \u003ca href=\"https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040\"\u003eannotations to “Students’ Preparations for Independence Demonstrations”\u003c/a\u003e.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#how-to-distinguish-print-runs-from-participant-numbers\" class=\"anchor\" id=\"how-to-distinguish-print-runs-from-participant-numbers\"\u003e\u003c/a\u003eHow to Distinguish Print Runs from Participant Numbers\u003c/h2\u003e\n\u003cp\u003eFigures used to describe the movement’s scale must identify what was counted. The number of sheets printed differs from the number of people who read them. The number attending the funeral is also not the same count as the number who actually demonstrated.\u003c/p\u003e\n\u003cdiv class=\"overflow-x-auto\"\u003e\u003ctable\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth\u003eRecorded figure or category\u003c/th\u003e\n\u003cth\u003eWhat it actually refers to\u003c/th\u003e\n\u003cth\u003eInterpretation to avoid\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Recorded figure or category\"\u003eAbout 24,000 students on June 10, 1926\u003c/td\u003e\n\u003ctd data-label=\"What it actually refers to\"\u003eStudents lined up along the funeral procession route\u003c/td\u003e\n\u003ctd data-label=\"Interpretation to avoid\"\u003eAssuming that all participated in the independence demonstrations\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Recorded figure or category\"\u003e11 people indicted on June 25, 1926\u003c/td\u003e\n\u003ctd data-label=\"What it actually refers to\"\u003eThe number indicted in the student-related trial\u003c/td\u003e\n\u003ctd data-label=\"Interpretation to avoid\"\u003eStating that there were only 11 organizers or people arrested\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Recorded figure or category\"\u003eNumber of manifestos printed\u003c/td\u003e\n\u003ctd data-label=\"What it actually refers to\"\u003eThe number of printed copies produced\u003c/td\u003e\n\u003ctd data-label=\"Interpretation to avoid\"\u003eCalculating that the same number of people received and read them\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd data-label=\"Recorded figure or category\"\u003ePreservation of the proclamation\u003c/td\u003e\n\u003ctd data-label=\"What it actually refers to\"\u003eThe fact that the document survives as a record\u003c/td\u003e\n\u003ctd data-label=\"Interpretation to avoid\"\u003eAssuming that the document was widely distributed at the demonstrations\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\u003c/div\u003e\n\u003cp\u003eThe first two figures appear in \u003ca href=\"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0040_0060_0040_0030\"\u003e“The Unfolding of the June 10 Student Movement”\u003c/a\u003e. The distinctions here compare the scope of the counts in the records. When citing sources, the date, the people or items counted, and the action must accompany the number.\u003c/p\u003e\n\u003ch2\u003e\n\u003ca href=\"#why-we-still-learn-from-the-history-of-student-movements\" class=\"anchor\" id=\"why-we-still-learn-from-the-history-of-student-movements\"\u003e\u003c/a\u003eWhy We Still Learn from the History of Student Movements\u003c/h2\u003e\n\u003cp\u003eThe June 10 Movement shows how students organized demonstrations. Gathering commitments to participate and taking action at the scene are distinct activities. Records of meetings in boarding rooms, printing, and delivery reveal the process between them.\u003c/p\u003e\n\u003cp\u003eIts historical place can be considered as follows.\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003eStudent organizational activities built up after the March 1 Movement led to collective demonstrations.\u003c/li\u003e\n\u003cli\u003eCooperation between socialist groups and some Cheondogyo groups provided experience of a national united front.\u003c/li\u003e\n\u003cli\u003eStudent movement organizations continued their activities even after the arrests.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe experience of solidarity in the June 10 Movement is understood as part of the background to Singanhoe’s formation. However, opposition to arguments for autonomy also contributed to Singanhoe’s founding. The Jeonguhoe Declaration was another factor behind socialist participation. The basis for distinguishing these factors appears in \u003ca href=\"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0020_0010\"\u003e“Background to the Founding” in \u003cem\u003eNew Edition of Korean History\u003c/em\u003e\u003c/a\u003e.\u003c/p\u003e\n\u003cp\u003eThe Joseon Student Science Research Society later also helped organize reading groups at individual schools. During the 1929 Gwangju Student Movement, it participated in the Seoul demonstrations and their spread. These organizational activities show concrete connections between the two events. This is explained in the \u003ca href=\"https://contents.history.go.kr/front/tg/view.do?ganada=\u0026amp;levelId=tg_004_2010\u0026amp;pageUnit=10\u0026amp;treeId=0106\"\u003ecommentary on the Joseon Student Science Research Society\u003c/a\u003e.\u003c/p\u003e\n","tags":["Independence movement","Modern Korean history"],"faqs":[{"question":"When did the June 10 Independence Movement take place?","answer":"It took place on June 10, 1926, the day of Sunjong's funeral. Students shouted independence slogans and scattered leaflets around the funeral procession in Seoul."},{"question":"Why was the day of Sunjong's funeral chosen for the uprising?","answer":"The funeral was an occasion for students and crowds to gather in one place. Mourning for Sunjong was linked to protests against colonial rule. The organizers planned to stage independence demonstrations around the funeral procession."},{"question":"Were the labor federation group, the Sajik-dong group, and the Tong-dong group a single organization?","answer":"It is inaccurate to view them as a single unified organization. Their organizational bases and roles differed, but there was communication between the groups. The student groups continued their preparations separately, taking secrecy and other concerns into account."},{"question":"What roles did Kwon O-seol and Cheondogyo play?","answer":"Kwon O-seol was a central figure who led the socialist groups' preparations for the uprising. Some Cheondogyo groups participated in printing leaflets and using local organizations. Their plans suffered a major setback when they were uncovered and arrests were made before the uprising."},{"question":"Why did the student demonstrations go ahead despite the arrests beforehand?","answer":"Because the students' school-based contact networks and preparations continued. Students produced their own leaflets and passed them to their peers. The arrest of some organizers did not bring all student plans to a halt."},{"question":"Was the Joseon Student Science Research Society a natural science club?","answer":"It was not a club devoted solely to natural science research. It was a student movement organization that promoted social science research and student unity. It participated in preparing and carrying out the June 10 Independence Movement."},{"question":"Was the Appeal of the Korean Independence Party a student leaflet distributed at the demonstrations?","answer":"It is not the same document as all the leaflets students distributed at the demonstrations. The Appeal of the Korean Independence Party was a document prepared in advance that could not be distributed to the public. It is preserved in Japanese translation on pages 198 to 201 of volume 10 of the Saito Makoto Papers."},{"question":"Did the June 10 Independence Movement have an impact only in Seoul?","answer":"Seoul was the main center of the demonstrations, but their impact was also felt in other regions. Independence demonstrations are documented in places such as Gochang and Incheon. Students at several schools also staged class boycotts to protest restrictions on mourning."},{"question":"Did the June 10 Independence Movement achieve its goal of independence?","answer":"It did not achieve independence at the time. Suppression and arrests by the military and police limited the spread of the demonstrations. Its lasting significance was that students carried out collective action through networks connecting schools."},{"question":"What were the outcomes of the trials involving students?","answer":"On June 25, 1926, 11 defendants in the cases involving students were indicted. At the appeal trial on March 25, 1927, 10 were sentenced to 1 year in prison. Yu Myeon-hui received a 1-year prison sentence suspended for 3 years."},{"question":"How is the June 10 Independence Movement connected to Singanhoe?","answer":"The experience of cooperation between different groups is understood as part of the background to Singanhoe's formation. Opposition to the theory of self-government and the Jeonguhoe Declaration also contributed to Singanhoe's founding. It is inaccurate to describe the June 10 Independence Movement as the sole cause."},{"question":"Can the number of leaflets printed be used to calculate the actual number of participants?","answer":"The number of participants cannot be calculated from the number of leaflets printed alone. Printing, passing on leaflets, distributing them at the demonstrations, and reading them are different stages. The print quantities themselves also differ between recollections and court judgments."}],"sources":[{"url":"https://contents.history.go.kr/mobile/kc/view.do?levelId=kc_i400300","title":"National Institute of Korean History, Our History Net, Chronology of Korean History, “6·10 Independence Movement”","type":"source"},{"url":"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0010","title":"New Edition of Korean History, Vol. 49, “The Death of Emperor Yunghui and the Beginnings of the 6·10 Independence Movement”","type":"source"},{"url":"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0030","title":"New Edition of Korean History, Vol. 49, “Preparations for the 6·10 Independence Movement in Korea and Their Discovery”","type":"source"},{"url":"https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040","title":"New Edition of Korean History, Vol. 49, “Students’ Preparations for Independence Demonstrations”","type":"source"},{"url":"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0040_0060_0040_0030","title":"New Edition of Korean History, Vol. 49, “The Development of the 6·10 Student Movement”","type":"source"},{"url":"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0050_0020","title":"New Edition of Korean History, Vol. 49, “Local Activities and Independence Demonstrations”","type":"source"},{"url":"https://contents.history.go.kr/mobile/hm/view.do?levelId=hm_124_0030","title":"Our History Net, Korean History through Historical Sources, “Manifesto of the 6·10 Independence Movement”","type":"source"},{"url":"https://db.history.go.kr/id/hn_026_0060_0020_0020","title":"Korean History Database, Studies in Korean History, “The Current State and Challenges of Research on the Youth Movement under Japanese Rule,” section on the student movement","type":"source"},{"url":"https://contents.history.go.kr/front/tg/view.do?ganada=\u0026levelId=tg_004_2010\u0026pageUnit=10\u0026treeId=0106","title":"Our History Net, Glossary of Textbook Terms, “Joseon Student Science Research Association”","type":"source"},{"url":"https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0020_0010","title":"New Edition of Korean History, Vol. 49, The Singanhoe Movement, “Background to Its Founding”","type":"source"}],"images":[{"id":2334,"url":"https://injoys.com/rails/active_storage/blobs/proxy/eyJfcmFpbHMiOnsiZGF0YSI6MzY0NDksInB1ciI6ImJsb2JfaWQifX0=--acb994fb27dae5ec7026ada8f84cf838ede0e112/ai-862ba288.webp","is_representative":false,"generation_method":"ai_semi","license":"ai_generated","mime_type":"image/webp","width":1536,"height":1024,"translations":{"ko":{"alt":"등불이 켜진 방에서 학생들이 수동 인쇄기로 격문을 찍고 종이를 정리하는 모습을 그린 역사 재현화","caption":"사전 검거 뒤에도 학생들은 격문 제작을 이어가며 시위를 준비했다.","description":null},"en":{"alt":"Historical painting of students printing and sorting leaflets by lamplight, with a hand press and stacks of paper","caption":"Despite arrests before the protest, students continued producing leaflets and preparing for demonstrations.","description":null},"ja":{"alt":"灯火のともる部屋で、学生たちが手動印刷機で檄文を刷り、紙を整理する様子を描いた歴史再現画","caption":"事前検挙の後も、学生たちは檄文の制作を続け、示威運動を準備した。","description":null},"es":{"alt":"Pintura histórica de estudiantes que imprimen y ordenan octavillas con una prensa manual a la luz de una lámpara","caption":"Pese a las detenciones previas, los estudiantes siguieron produciendo octavillas y preparando las protestas.","description":null},"id":{"alt":"Lukisan sejarah pelajar mencetak dan memilah selebaran dengan mesin cetak manual di bawah cahaya lampu","caption":"Meski terjadi penangkapan sebelum aksi, para pelajar terus membuat selebaran dan mempersiapkan demonstrasi.","description":null},"pt":{"alt":"Pintura histórica de estudantes imprimindo e organizando panfletos com uma prensa manual à luz de um lampião","caption":"Apesar das prisões prévias, os estudantes continuaram produzindo panfletos e preparando as manifestações.","description":null},"zh-hant":{"alt":"歷史重現畫中，學生們在燈光下操作手動印刷機印製檄文，並整理成疊的紙張","caption":"事前搜捕後，學生們仍持續製作檄文，籌備示威。","description":null},"de":{"alt":"Historische Darstellung: Studenten drucken und sortieren Flugblätter bei Lampenlicht an einer Handpresse","caption":"Trotz vorheriger Verhaftungen stellten die Studenten weiter Flugblätter her und bereiteten die Proteste vor.","description":null}}},{"id":2335,"url":"https://injoys.com/rails/active_storage/blobs/proxy/eyJfcmFpbHMiOnsiZGF0YSI6MzY0NTUsInB1ciI6ImJsb2JfaWQifX0=--9486bc9d027f801983fd5b482b22a4aefd84ab84/ai-846d6534.webp","is_representative":false,"generation_method":"ai_semi","license":"ai_generated","mime_type":"image/webp","width":1536,"height":1024,"translations":{"ko":{"alt":"순종의 장례 행렬과 조문 인파가 모인 거리에서 학생들이 격문을 나눠 주는 모습을 그린 역사 재현화","caption":"6·10만세운동은 1926년 6월 10일 순종의 장례일을 계기로 실행되었다.","description":null},"en":{"alt":"Historical painting of students handing out leaflets amid crowds along Sunjong’s funeral route","caption":"The June 10 Movement took place on June 10, 1926, the day of Emperor Sunjong’s funeral.","description":null},"ja":{"alt":"純宗の葬列を見送る群衆が集まる通りで、学生たちが檄文を配る様子を描いた歴史再現画","caption":"6・10万歳運動は、純宗の葬儀が行われた1926年6月10日を機に実行された。","description":null},"es":{"alt":"Recreación pictórica de estudiantes repartiendo octavillas entre la multitud durante el funeral de Sunjong","caption":"El Movimiento del 10 de Junio se llevó a cabo el 10 de junio de 1926, día del funeral del emperador Sunjong.","description":null},"id":{"alt":"Lukisan rekonstruksi sejarah pelajar membagikan selebaran di antara kerumunan sepanjang rute pemakaman Sunjong","caption":"Gerakan 10 Juni dilaksanakan pada 10 Juni 1926, bertepatan dengan hari pemakaman Kaisar Sunjong.","description":null},"pt":{"alt":"Reconstituição pintada de estudantes distribuindo panfletos entre a multidão durante o funeral de Sunjong","caption":"O Movimento de 10 de Junho ocorreu em 10 de junho de 1926, dia do funeral do imperador Sunjong.","description":null},"zh-hant":{"alt":"歷史重建畫，描繪學生在純宗送葬路線旁的人群中散發傳單","caption":"六一〇萬歲運動於1926年6月10日純宗舉行葬禮之日發動。","description":null},"de":{"alt":"Historiengemälde mit Schülern, die entlang von Sunjongs Trauerzug Flugblätter an die Menschenmenge verteilen","caption":"Die Bewegung vom 10. Juni fand am 10. Juni 1926 statt, dem Tag der Beisetzung von Kaiser Sunjong.","description":null}}}],"published_at":"2026-11-01T13:48:04+09:00","updated_at":"2026-11-01T13:48:04+09:00","license":"cc_by","translation_status":"reviewed","available_locales":["ko","en","ja","es"],"data_locales":["ko","en","ja","es","id","pt","zh-hant","de"],"url":"https://injoys.com/en/articles/june-10-movement-1926-student-preparation-and-significance"}