The concept and rules of `Gook-eo` (language of a nation: Korean in this case) need to be separated from the question of the production of `Gook-eo` textbooks. First of all, I think that the true nature of `Gook-eo` is in language education Therefore, the question of what `Gook-eo` is can be concluded as a question of what language is. We can define language simply as a "system of phonetic and visual signs for the straight delivery of thoughts and feelings." However, the definition of language from what is called the functional aspect cannot be understood as the real nature of language. The aspect that is more important is the generative language. For the delivery of thoughts and feelings, there needed to be a language. But the act of making language is the manifestation of the self and object, understanding of the world, meaning of creation, and existence. Therefore, from the point of view of the generative language, language itself becomes the awareness of the world, the creation of meaning, and the consciousness of thinking. If the functional language is the tool of language, then the generative language is the ontological language. The improvement of thinking power, development of the imaginative faculty, and cultivation of one`s understanding of the world and analytical ability can be achieved through the ontological aspect of language not the functional aspect of language. We should notice that the generative language is the language of literature, especially the language of poetry. This is the reason why literary education is important in the process of `Gook-eo` education in high school. We can say `Gook-eo` education should be the education of literature itself. Another purpose of `Gook-eo` education supports the idea that literature itself is `Gook-eo`. It means that `Gook-eo` establishes the national identity and allows each constituent to fulfill the duty of joint ownership of the `national Geist`. It is only through the subjects of `Gook-eo` and `Gook-sa` (history of a nation: Korean history) that this duty is achieved in the curriculum of elementary and middle schools. I will now present my ideas on the topic of `Gook-eo` textbooks. Since I am not an expert, I am not sure how I should edit and publish `Gook-eo` textbooks. I, however, believe that textbooks should meet two requirements. One is that textbooks should contain the most suitable material for the development of speaking, listening, reading, and writing skills, which can foster the growth of thinking power, the imaginative faculty, perception of the world, and national identity. From this point of view, the contents of `Gook-eo` textbooks should be the most suitable material for language education and a model discourse. The other is the theory that leads students to gain language skills effectively, whether functional or ontological. In this case, there are two kinds of theory, one for the teacher and another for the student. The former need not be considered in `Gook-eo` textbooks. Finally, the contents of `Gook-eo` textbooks should basically include 1) the most suitable material for language education, 2)the standard language, 3) writings which have the theory that leads students to develop language skills. If this is the case, then the conclusion becomes more clear. As I have mentioned before, these requirements can be met in `Gook-eo` textbooks through the inclusion of works of literature. Through compiled works of literature in `Gook-eo` textbooks, we can teach speaking, listening, reading, and writing, cultivate thinking power and the imaginative faculty, and establish the national identity.