THE EVALUATION OF PRESEREN'S VERSE AS A PROBLEM OF RECEPTION

The present paper deals with the evaluation of Preseren's verse in the context of school readers. The current trend in the pedagogy of literature in the criteria for selecting literary texts for high-school readers is to consider receptional and literary historical principles. A study of the evaluative measures of three leading specialists in Preseren in the second half of the twentieth century shows that despite important differences among them, literary historians mostly appreciate the formally most complex and most demanding texts from the middle period of Preseren's Romantic opus. Although students are influenced by the literary historical principle, they prefer Preseren's formally simpler and less demanding poems, especially those with a plot, easier to comprehend, and yielding a full experience of the work.