The author deals with some questions of literary education of pupils (in the last four forms of the Basic Nine-Year School, i. e. 11 to 15 year-olds). He looks upon these questions as concrete items of broader problems of aesthetic education. In the first part called ≫Literary Education from the Viewpoint of Aesthetic Attitude to Art and Aesthetic Acquisition≪ he characterises the task of literary education as an effort to deepen the pupils’ subjective relationship to a literary work, while gradually developing the pupils’ capacity to understand, enjoy and appraise a work of art as a specifically aesthetic communication about relatives, a work having its own characteristic qualities of expression and meaning. In the second part called ≫Some Features of Aesthetic Relationship to Literature of 11—15 year-old Pupils≪ the author shows that the popularity of certain subjects among children towards the end of pre-pubescence and in the beginnings of pubescence does not mean a lack of aesthetic approach, but is due to the aesthetic qualities of the reality depicted, not to the specific qualities of the work. The third part — ≫The Development of Aesthetic Relationship to Literature by means of Educational Influence≪ — is devoted to the ways in which a child's approach to a literary work is orientated to the entirety of its artistic expression and communication about reality. The fourth part — ≫Connection between the Pupil‘s Own Choice of Reading and Educational Influence of Literature≪ — deals with the necessity of simultaneous influence of classroom interpretation and the child’s own choice of reading, the author considering aesthetic enjoyment of reading to be in every case essential for developing a subjective relationship to literature and consequently for successful educational influence.