This article aims to display the results of revelation and research made by the author for the first time in historiography of the most significant schools of thought in domestic teaching methodology of literature of XX century, to define the reasons of their appearance and factual distribution in the development of methodology and teaching literature at schools. The author shows the interaction of schools of thought, their capability to open dialog on the reproaches to actual methodological problems is described. In conclusions the theme and problem of survey’s dependence within the school of thought on the state policy in the sphere of literal education, on discoveries in adjacent sciences (study of literature, didactics, psychology) are underlined; negative consequences of direct dependence of school of thoughts on “communist order”, voluntarism and haste in making decisions from the side of the Ministry of Education, which reduce the significance of school of thought and its real contribution to the development of methodological science are named. Historical bibliographic approach and comparative historical analysis taken as the ground for research allowed seeing the objective picture of findings and achievements of schools of thought impact on modern state of methodology and school practice, defining the perspectives of their development in XXI century.