This thesis will offer key points for those interested in teaching Hong Sun-Hak's travel account Yeon-Hang-Ga(燕行歌: A Song, My Trip to Beijing), one of the selections from the high school literature textbook. The textbook includes only the first part of Hong's journey where he first visits Ch'ing Empire and observes the "civilized" culture with keen interest. Yet, Hong displays a sense of restlessness between the reality and ideal. In reading the text, one not only comes across Hong's fascination with Ch'ing's civilized culture in reality, but also his disdain towards the Ch'ing dynasty, an empire without the rightful lineage to China, in ideal. This apparent conflict could be summarized as Hong's discernment toward history and reality. Hong deliberately tries to maintain the cultural relativism that all cultures have its own quality; yet, the bias that Manchurians are inferior inevitably intervenes. These incompatible feelings in Yeon-Hang-Ga give guidelines for high school educators to avoid the errors that one easily commits in cultural relativism, namely, being biased without recognition in the name of cultural relativism. Including Yeon-Hang-Ga in the high school literature textbook would have been objected to develop various perspectives and opinions toward the foreign culture and selectively accept the different cultures. Of all the ideologies that accompany the literary education, setting the national Subject or retaining national consciousness should be the precondition to the educational process of cultural exchange. At this point, we should be reminded that self-definition derives from the definition of the other. When one designates the other as barbarian, one can be the civilized in idea; however, it would be a biased way of accepting the foreign culture. Thus, what is important in reading Yeon-Hang-Ga is that defining the other rightfully would affirm the rightful self-definition or establishment of national Subject.