The purpose of this study is (1) to investigate the aims of Patriotic National Education during the period of 1905 through 1910 in Korea, (2) to examine the positive participation of people in Patriotic National Education Movement in that period, and finally, (3) to analyze the educational content and materials used in the Movement. Patriotic Education Movement sprung out of national crises at the end of the 19th century in Korea. At that time Korea had two important problems to be concerned. One was to reform the old feud al country to a new modernized nation, and the other was to keep the country from the Japanese and Western imperialisms which were gradually going to stretch their hands to Korea. As responses to these crises there were series of institutional reforms as well as militant resistance of people against imperialism in some areas of the nation. People soon came to think, however, that only education could be a fundamental way to save the nation and people in the long run, and they tried to develop a new education called Patriotic National Education. The purpose of Patriotic National Education Movement was to enhance patriotism of the people for the nation. Through the analyses of newspapers and monthly journals published in that period, we can see the special emphases on teaching of Korean language, education for woman, and physical education. They thought that the backwardness of education was the fundamental reason of the nation's underdevelopment, and they stressed modem aspects of new education such as above. People participated voluntarily in the Movement. This movement was not developed by a few elites in the society, but by a general people throughout the country as a social movement. We can realize the educational enthusiasm of the people from the fact that more than 2,000 private schools were established by the people during this period. It may be said that this was almost enough to bring about universal education in terms of people's awareness. The publication of proper textbooks for patriotic education was another matter. For this many publishing companies were established. Educational leaders thought that although the Western learning was important, the textbooks had to be made of Korean history and geography. The stories of many great men in Korean history were included in the textbook. What they emphasized about Korean history became the major spiritual base throughout the history of modem education in Korea. Although Patriotic National Education Movement ceased under the Japanese rule, the Movement gave significant meanings for us. Of course it would be a simple speculation to think that Korean modernization would have been achieved much faster if the Movement had been successful. It is, however, fortunate to find the evidences that we had made intellectual efforts which were related to universal education even a half century ago. These evidences will give good opportunities to reconsider to those who think that universal education In Korea came simply as a result of the end of World War Two.