Germs of methods of teaching of Georgian literature should be searched back in ancient monuments already. With this in view the richest material is offered by the first manual chrestomathies of the 19th century, which reflected the methodological conceptions of the known teachers of that period. They defined the principal task of the school – the necessity of education in the native language. They demanded to use cognition, demonstrative and euristic methods. The accessible archives materials prove that with the view of the moral-aesthetic education of pupils the specific attention was paid to the study of old Georgian monuments, samples (Shota Rustaveli, Teimuraz I, Archil, Sulkhan-Saba Obeliani, D. Guramishvili etc).

The specific role in the progress of Georgian methodological conception the specific role is attributed to G. Nasidze, S. Gorgadze, I. Gomelauri. They defined the place of Georgian writers of the epoch of renaissance in the school programs and manuals and gave successive methodological instructions for the process of working with literary works, which later formed the basis for the critical-methodological conception of the 20^th century.