Abstract
Until 1976 the teaching of the mother tongue in Greece was based on the grammar of Classical Greek. The paper examines the pedagogical, psychological and linguistic principles that were taken into consideration in designing the new Greek syllabus, based on the modern language. Many problems arose in the implementation of the change, one in particular that is examined here, namely the continuing predominance of literature in the textbooks. The position of literature in the teaching of the mother tongue is analysed, and recommendations are made with a view to achieving a more reasonable balance of literary and non-literary texts in the school language programme.
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