Until today, many “folktales” were adopted in textbook as the closer text for children. But, there is case that “folktales” have a political power and used by a man of power. For example, “The three years hill” which was used by colonial education. This story was forced to change by Governor-General of Chosen. In detail, to add following sentence; It is a really shameful thing for highly civilized citizens to blindly believe in superstitions. Government-General of Chosen adding to depictions about iconoclasm and Japanization by using falktales. This Therefore, the principal aim of this study was to clear these questions; How “folktales” were used by education and Why “folktales” were used by education. To solve these research question, this study carry out analytical works by following the steps described below; 1) To clarify historical background about “folktales” and to define what literary works were called “folktales”. 2) To consider what problems and argument did “folktales” cause by materializing. In detail, to pick up 1981’s issue about attacking “folktales” in the textbook by main political party. 3) To compare recreated “folktales” with original “folktales”, especially “Kasako-Zizo”, “YU-zuru” and “Berodashi-chonma” witch were attacked. 4) To clear about a real property about “folktales”. The results of my investigation are as follows: 1) “Folktales” were outstanding media because they changed their presentations within a history of literature transition. 2) “Folktales” were regarded as ideology media by main political party because writers were regarded as socialist. 3) “Folktales” were structural media to have many motifs. 4) “Folktales” were tools which are easy to operate by writer and a man of power.