I discussed on the nature of literary education and the orientation of literary textbook in this paper focusing on amendment of the 7th textbook of highschool Literature. The main topics are principles of organizing contents, work selection and design of learning activities of literary textbook. I proposed that literary education should be ‘education for literature’ and ‘education through literature’ instead of ‘education about literature’ or ‘education in literature’, because literary education is a part of whole human education and literary experiences. And I gave emphasis on interaction between viewpoint of literature and viewpoint of education within edit literary textbook, too. In this paper, I pointed out the frame of organizing contents is some of compromise between editor's viewpoint of literary education and systematic pressures of curriculum of school education. And I discussed on principles of selecting works for editing textbook and the cause and process of formation of literary canons. Finally, I analyzed trends and troubles within design of learning activities focused on units of highschool Literature. These arguments show that most of literary textbooks are need more deconstruction and improvement. I suggested an idea of distinction between basic text and exercising text, so it will be possible to use some texts as diachronic canons and the other texts as teaching materials for students of now and here. I said another idea that it needs to reflect change of the mode of existence and transaction with literary texts and activities. It means that students do not want a sort of ready-made textbook, but want pre-made textbook. In conclusion, I stimulated the meta awareness on literary education and literary textbook, and the needs of textbook study based on understanding literary ability, literary activities and literary culture.