The historical method should be understood as an independent principle in the approach to a work of art. Examples are provided of analysis of artistic works in literature lessons for grades 4-10. (Author/ND)

Analyzes textbooks currently in use in secondary level vocational training courses in the Soviet Union. Recommendations for textbook improvement call for research by educators, scientists, and publishers on problems of writing textbooks for vocational technical schools. (Author/DB)

Discusses the development of Soviet teaching methodology in literature from 1917 to the present. The document is written from the point of view of Soviet Marxist-Leninist criticism and covers the curriculum reform of the late 1960s. (Author/KC)

The author calls for continuity in the artistic and literary thinking of pupils from first grade until graduation. Students should not lose artistic appreciation in the scientific analysis of literary works. (AV)

Teachers of literature must be interested in the ideational and aesthetic perception of an artistic text. The analytical orientation must be modernized to emphasize the practical formation of children's abilities to express their own thoughts. (Author/AV)

Examples are given of how often teachers overlook the artistic aspects of literature works. Moral and aesthetic education must be achieved through understanding of beauty in art and language. Teachers should emphasize elements of literary works that arouse pupils' interests. (Author/AV)