The author ponders on the scientific conception of literary education through the art of words and comes to the conclusion that researches up to the present too one-sided defined the relation between perceiving subjects (teacher and student) and the artistic work in the process of educational schooling. The scholar proposes the separation of two kinds of interaction (a didactic and an aesthetic) and calls for special attention to the aesthetic interaction, in which the artistic work shows itself as an unique and polyfunctional integrity. ; The coming intobeing of an aesthetic interaction demands a cognizant and intentional activity of the student as the perceiving subject. The most valuable effect of an aesthetic interaction is the aesthetic experience. In the process of aesthetic education one must acknowledge superiority to aesthetic interaction, but one must as well remember the didactic interaction, which decides on its best realization.