Although there had been several changes to the educational policies around the Educational Ordinances by the ruling Japanese, the one unchanged basic foundation throughout the period was “making compliant subjects” out of the ruled with the Japanese educational basis of “utility” and “simplicity” at the root. That is, the ruling Japanese made textbooks in the minimal practical and cultural level in order to make compliant colonial subjects out of the ruled even through the people of colonized Joseon had comprehensive desire for modern knowledge. This study investigated the styles and background involved in the formation of aesthetic circuits in the mainstream literary education through the official textbooks published by the ruling Japanese and the writing materials published by the Japanese faculty. It noticed that the latter made use of literary materials, sought after literary skills, and searched for a need for literary education. The latter took different directions while their styles were somewhat similar to those of the textbooks during the Japanese rule, which was clearly contrasting against the official textbooks being trapped in the route to mass produce compliant subjects through the “elimination of literature” and thus in the magnetic field of “average literary skills.”Writing in Joseon Language in Secondary School(1928), which was a writing textbook in secondary school, clearly displayed the features of literature or literary education. It succeeded the lineage of language nationalism by reflecting the contemporary revival movement of Shijo and put a consistent emphasis on individual expressions, specific actual feelings, and the meanings of individuality. The ultimate goals of the book, which covered activities to understand ego and the world through writing and individual writing, were “critical literary skills” and further “literary abilities” beyond “average literary skills.”Study Book for Writing in Joseon Language(1931) was a teaching material for writing in Joseon language for primary school students and usually presented reading and writing activities in the pursuit of creation and appreciation. In the book, “creation” was another word for expression. It illustrated that creation was expressing one’s thoughts and feelings truly in writing rather than verbally and that it was individual and literary writing. “Appreciation,” which was another core element emphasized in the book, was an effective way to train oneself in individual and literary writing and a preliminary stage. During the Japanese rule, the mainstream literary education shared asynchrony with the official textbooks, the basic readers from the private sector, and even the countless Cheokdoks outside school in hybrid or competing patterns. The Japanese educational ideology, however, advocated “utility and simplicity” and “average literary skills” and directed textbooks toward the routes of culture and practical use, thus alienating literature. The textbooks related to writing of the times require attention in many ways since they developed problematic consciousness of literary masters and materials, were made by Joseon teachers, and were taught in the mainstream. As the critical views of the world and the needs for affective and aesthetic consciousness were reflected in textbooks, the writing books(or study books) that were another form of “Basic Reader” built aesthetic circuits through literature.