Abstract
The article focuses on the disturbing shift away from reading literature in children and young people today. Drawing on the studies of Antoine Compagnon, Roland Barthes and Tzvetan Todorov, it reveals some of the reasons for this drift, namely the devaluation in literary studies in the second half of the 20th century and in literature education of the subjective, existential and ethical dimensions of reading. The article calls for a rehabilitation of these dimensions of reading in school literary education, because only in this way can we show children and young people that the great texts of the past speak for them, that they give meaning to their inner lives and help them to live better.
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