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This study is about the contents and characteristics of ‘Sim-Sang elementaryschool supplementing textbook(3 volumes)’ for Japanese residents in Korea that Inewly found out. These days, studies about textbooks written by JoseonChongdokbuare actively being conducted. Many of them are about ‘elementary school(=ES)’ forKorean kids, and researches of ‘ES Japanese Language’, ‘ES Korean Language’, ‘ESHistory’, and ‘ES Ethics’ are now on the way separately. However, these studiesmay have some problems. First, Lack of viewpoint about textbook writers.Second,hard to understand the writer’s holistic intention and the development process dueto the studies limited to each subject. Third, Indifferent to textbooks for Japanesebecause preceding researches have been one-sided to ‘ES textbooks’. I think youcan find out the reality by comparing and contrasting textbooks of MEXT1) , andtextbooks for Korean and Japanese written byChongdokbu. This study is considering the background and characteristic of ‘supplementingtextbook’(Japanese, ethics, math) for Japanese residents in Korea, mainly about 立柄敎俊 who wrote the 1st edition of Japanese and ethics inJoseonChongdokbu. Incomparison with the fact that they were conscious of Koreans in writing EStextbooks for Korean, supplementing textbooks for Japanese residents were relativelyfree to Koreans and had a strong ideology. What is remarkable is that 小田省吾課長 and 立柄編修官, main figures of theeducation and management bureau, eagerly tried to write textbooks in order to helpstudents get interested and motivated. That’s why they used Korean folk tales inwriting textbooks. But deliberately arranging folk tales about harmony betweenJapan and Korea from Korean folklores was the problem. This research reveals the characteristic of supplementing textbooks by investigating and comparing the Korean folk tales to the textbooks for Korean. In short, first,textbooks for 2nd and 3rd grade had a stronger sense of political ideology than for1st grade. Second, tried giving a sense of superiority and duty to Japanese kids. Third,dealt with books about harmony between Japan and Korea to help Japanese kidsget along with Korean kids. Fourth, exaggerated the similarity between Japan andJoseon. In this way, ‘supplementing textbook’ is trying to justify the colonial ruleby showing Joseon and Japan come from the same root as well as exaggeratingthe sense of duty and superiority.