---
title: "June 10 Movement 1926: Preparations and Significance"
locale: en
category: knowledge_base
category_name: "Knowledge Base"
translation_status: reviewed
license: cc_by
author: "Injoys Editorial Team"
source_url: https://injoys.com/en/articles/june-10-movement-1926-student-preparation-and-significance
published_at: 2026-11-01T13:48:04+09:00
---

# June 10 Movement 1926: Preparations and Significance

> 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.

## 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.

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.

This article follows the historical sources and commentaries on Uriyeoksanet, checked in November 2026.

## Why Sunjong’s Funeral Day Became the Day of Action

Sunjong’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.

The 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).

The 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=&levelId=tg_004_2010&pageUnit=10&treeId=0106).

## Timeline from Preparations to Trials

Preparations 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.

| Date | Main event | Source |
| --- | --- | --- |
| 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” |
| 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” |
| 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” |
| 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” |
| 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” |
| 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” |
| November 2, 1926 | Trial opens at Gyeongseong District Court | *New Edition of Korean History*, “The Unfolding of the June 10 Student Movement” |
| 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” |

## Differences Between the Nochong, Sajik-dong, and Tong-dong Groups

The 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.

| Group | Key figures and base | Features of preparations | Situation immediately before the demonstrations |
| --- | --- | --- | --- |
| 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 |
| 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 |
| 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 |

Kwon 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).

The 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).

## How Manifestos Were Prepared After the Preemptive Arrests

The 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.

*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.

The 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).

- Boarding rooms served as places for meetings and printing.
- School-based communications networks provided channels for delivering manifestos to fellow students.
- Mail sent to schools in other regions carried calls for participation beyond Seoul.

These preparations did not eliminate every risk. The students carried out the demonstrations amid heightened security. The arrests that followed must also be considered.

## Demonstrations Across Jongno and Their Results

The 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.

| Time on June 10, 1926 | Location | Developments |
| --- | --- | --- |
| Around 8:30 a.m. | In front of Danseongsa in Jongno 3-ga | Chungang Higher Common School students cheer for independence and distribute manifestos |
| Around 8:45 a.m. | Near Gwansugyo Bridge | Yonhi College students demonstrate, drawing support from the crowd |
| Around 9:30 a.m. | Near Gyeongseong Normal School on Euljiro | Students cheer for independence and distribute manifestos |
| Afternoon | Around Hullyeonwon, Dongdaemun, Sinseol-dong, and Dongmyo | Demonstrations continue at several locations |

Suppression 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.

In 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).

Responses 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).

## Records and Interpretations

Facts 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.

### What the Proclamation of the Daehan Independence Party Shows

The “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.

The 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).

It 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.

### Significance Emphasized in Research

Research 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.

A 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).

### Where the Records Differ

Records 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.

Because 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).

## How to Distinguish Print Runs from Participant Numbers

Figures 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.

| Recorded figure or category | What it actually refers to | Interpretation to avoid |
| --- | --- | --- |
| About 24,000 students on June 10, 1926 | Students lined up along the funeral procession route | Assuming that all participated in the independence demonstrations |
| 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 |
| Number of manifestos printed | The number of printed copies produced | Calculating that the same number of people received and read them |
| Preservation of the proclamation | The fact that the document survives as a record | Assuming that the document was widely distributed at the demonstrations |

The 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.

## Why We Still Learn from the History of Student Movements

The 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.

Its historical place can be considered as follows.

- Student organizational activities built up after the March 1 Movement led to collective demonstrations.
- Cooperation between socialist groups and some Cheondogyo groups provided experience of a national united front.
- Student movement organizations continued their activities even after the arrests.

The 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).

The 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=&levelId=tg_004_2010&pageUnit=10&treeId=0106).

## FAQ

### When did the June 10 Independence Movement take place?
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.

### Why was the day of Sunjong's funeral chosen for the uprising?
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.

### Were the labor federation group, the Sajik-dong group, and the Tong-dong group a single organization?
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.

### What roles did Kwon O-seol and Cheondogyo play?
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.

### Why did the student demonstrations go ahead despite the arrests beforehand?
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.

### Was the Joseon Student Science Research Society a natural science club?
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.

### Was the Appeal of the Korean Independence Party a student leaflet distributed at the demonstrations?
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.

### Did the June 10 Independence Movement have an impact only in Seoul?
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.

### Did the June 10 Independence Movement achieve its goal of independence?
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.

### What were the outcomes of the trials involving students?
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.

### How is the June 10 Independence Movement connected to Singanhoe?
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.

### Can the number of leaflets printed be used to calculate the actual number of participants?
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

- [National Institute of Korean History, Our History Net, Chronology of Korean History, “6·10 Independence Movement”](https://contents.history.go.kr/mobile/kc/view.do?levelId=kc_i400300)
- [New Edition of Korean History, Vol. 49, “The Death of Emperor Yunghui and the Beginnings of the 6·10 Independence Movement”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0010)
- [New Edition of Korean History, Vol. 49, “Preparations for the 6·10 Independence Movement in Korea and Their Discovery”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0030)
- [New Edition of Korean History, Vol. 49, “Students’ Preparations for Independence Demonstrations”](https://contents.history.go.kr/front/nh/view.do?levelId=nh_049_0030_0010_0040)
- [New Edition of Korean History, Vol. 49, “The Development of the 6·10 Student Movement”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0040_0060_0040_0030)
- [New Edition of Korean History, Vol. 49, “Local Activities and Independence Demonstrations”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0010_0050_0020)
- [Our History Net, Korean History through Historical Sources, “Manifesto of the 6·10 Independence Movement”](https://contents.history.go.kr/mobile/hm/view.do?levelId=hm_124_0030)
- [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](https://db.history.go.kr/id/hn_026_0060_0020_0020)
- [Our History Net, Glossary of Textbook Terms, “Joseon Student Science Research Association”](https://contents.history.go.kr/front/tg/view.do?ganada=&levelId=tg_004_2010&pageUnit=10&treeId=0106)
- [New Edition of Korean History, Vol. 49, The Singanhoe Movement, “Background to Its Founding”](https://contents.history.go.kr/mobile/nh/view.do?levelId=nh_049_0030_0020_0010)

## Images

![Historical painting of students printing and sorting leaflets by lamplight, with a hand press and stacks of paper](https://injoys.com/rails/active_storage/blobs/proxy/eyJfcmFpbHMiOnsiZGF0YSI6MzY0NDksInB1ciI6ImJsb2JfaWQifX0=--acb994fb27dae5ec7026ada8f84cf838ede0e112/ai-862ba288.webp)
![Historical painting of students handing out leaflets amid crowds along Sunjong’s funeral route](https://injoys.com/rails/active_storage/blobs/proxy/eyJfcmFpbHMiOnsiZGF0YSI6MzY0NTUsInB1ciI6ImJsb2JfaWQifX0=--9486bc9d027f801983fd5b482b22a4aefd84ab84/ai-846d6534.webp)