
from film colony to film sphere 17
These screenings resembled the “balanced program” format, which generally
started with the screening of an educational fi lm (kyoiku eiga), followed by a how-
to fi lm (jitsuyo eiga), and subsequently a feature fi lm (geki eiga). Film distributors
in Taiwan imported a variety of Japanese educational fi lms that included such
fi lms as Cherry Blossoms (Sakura), Nara, Talking about Volcanoes (Kazan no ha-
nashi), Kamakura and Enoshima, Tokyo, and Our National Anthem (Kokka), all
of which taught local audiences what Japanese life and culture actually looked
like.
11
Classroom screenings also focused on specifi c school subjects such as spell-
ing, ethics, and geography. As one colonial administrator stated, educational fi lms
helped make “curricula that were diffi cult to explain verbally easier to understand
through fi lm images.”
12
Various social organizations organized lecture screenings, often employing
traveling projection units, a system that was also widely used throughout rural
Japan as well as the Chinese interior. Before a screening, short lectures instructed
viewers on how to properly interpret the fi lm. After the screening, the government
lecturers conducted short discussions in order to gauge audience reaction and
ascertain whether the fi lm had been understood properly. Colonial administra-
tors placed a high value on lecture screenings and classroom screenings, for they
believed these were the most effective ways to reach audiences like children,
farmers, and peasants, who normally would not or could not attend screenings
in regular fi lm theaters.
Films about daily colonial life, such as Japanese Police Supervise a Taiwanese
Village (Nihon keikan no hansha shisatsu, 1935), were constructed very much in
the vein of early Lumière fi lms. These fi lms normalized colonial power structures
by presenting fi gures of authority, like teachers and colonial police, as civilizing
forces who educated the masses and held real power.
13
In both content and form
these fi lms linked the Japanese empire to its Euro-American counterparts, but
Japanese fi lms were not just imitations of those produced in the West. Japanese
fi lms about the Japanese empire clearly presented Japan as a “civilizing” presence,
but they lacked much of the blatant racism found in Western colonial ideology.
Edifi cation and socialization were two key themes in the proper imperialization
of Japanese subjects, who, when they had become imperialized, would gladly
fi ght and die for Japan’s empire.
Taiwan Colonial Government offi cials felt that assimilation programs were
especially necessary in Taiwan where Chinese infl uence had begun earlier and
was far more prevalent than Japan’s. Colonial administrators hoped that institu-
tionalizing policies of imperialization—or Japanization (nihonka) as the evolv-
ing concept would later be named—would deter Taiwanese interest in Chinese
culture and bring the local population into closer proximity with Japan. The
idea that Taiwanese needed to be assimilated into Japanese culture gained wide
credence in Japan, and by the late 1930s Japanese fi lm industry leaders also began
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