The purpose of this study is to investigate the aspects of the dissemination and the spread of Korean modern education by inquiring into cases about the establishment and the administration of schools in Kyeongnam Province during the period of Korean Empire. Through this study we could confirm the aspects that the modern education carried out in the national dimension disseminated and spreaded into local unit. Before the Ulsa Treat (Protectorate Treaty between Korea and Japan concluded in 1905), though the public primary schools were established in Jinju, Changwon, Milyang, Gimhae, Dograe etc., they did not administrate properly. This situation showed the strong aspect of ethnic resistance to the modern education forced by the Japanese Empire. In this period, the private schools were established only in Jinju, Gimhae, Milyang, Geochang, Gijang etc.,The private schools were well-received comparing to the public schools bad-received by the local residents. There were many cases that local government officer of the province played a leading role in the establishment of school, but the schools established already were administrated by the active assistance of the local government officer. Although the schools received the financial assistance of the local worthies including even Japanese worthies, the administration of school could not activate by the difficulty of finance guarantee. Most of these schools were inverted into public schools after establishment. Also, the influence of Japan was expanded directly in this period. For example, there were various types such as school establishment by Japanese, school administration by Japanese teachers, invitation of Japanese teachers, the sponsorship of school administration by Japanese residents in local area etc. And Japanese language became the important subject in school, also Japanese education had flourished by establishment of night school etc. After the Ulsa Treat many of schools were established, most of them were private schools. The private schools established and maldistributed before were all over the Kyeongnam area. In the early years when private schools established, the Residency-General did not restrict the establishment of private school because the schools would be helpful in the expectation of pro-Japanese and the appeasement of anti-Japanese tendency. By the way, many of the private schools were established by the self-wealth & self-strength movement to overcome the crisis situation such as the dethronement of King Gojong and the dispersion of Chosun dynasty army. So, Residency-General searched the justification and the system to control these situation, also proclaimed the private school statute and restricted the private schools. By these measures, most of dissemination aspect of modern education appeared as pro-Japanese tendency rather than anti-Japanese tendency.

을사늑약 이전에는 진주, 창원, 밀양, 김해, 동래 등에 공립소학교가 설립되었지만 제대로 운영되지 못하였다. 이 시기에는 진주, 김해, 밀양, 거창, 기장 등 일부지역에서만 사립학교가 설립되었다. 공립학교가 지역민의 호응을 받지 못한 것에 비해 사립학교에 대한 지역민의 반응은 좋았다. 학교설립과 운영에는 그 지역의 지방관, 지역유지, 심지어 일본인의 도움을 받지만 재정확보의 어려움으로 운영이 활성화 되지 못하였다. 이들 학교들은 설립 후 공립학교로 전환되었다. 또한, 이 시기에는 직접적인 일본의 영향이 점점 확대되고 있었다. 을사늑약 이후에는 수 많은 학교가 설립되는데 이들 대부분은 사립학교였다. 이전 일부 지역에 편재되었던 사립학교가 경남 전 지역에 걸쳐 설립되었다. 초기에는 통감부는 사립학교 설립을 억제하지 않았다. 그러나 고종이 폐위되고 군대가 해산되는 등 위기 상황을 극복하려는 자강론(自强論)에 힘입어 수많은 사립학교들이 설립되었다. 이에 통감부는 이를 통제할 명분과 제도를 찾아 사립학교령 등을 공포하고 사립학교를 통제하였다. 일제의 동화정책과 시대의 조류는 교육의 성향을 친일로 변모시켰다. 학교에서는 일본어가 중요 과목으로 자리 잡게 되었고 야학이나 강습소에서도 일본어 교육이 활발하게 이루어 졌다.