This book explores the didactic arrangements in four high schools in N'Djamena: the Lycée Adventiste, the Lycée Amoul, the Lycée Moderne and the Lycée Ibrahim Mahamat Itno. Through an analysis of teaching methods, available resources and teachers' qualifications, he assesses their impact on learners' acquisition of knowledge. The author proposes practical solutions to improve the quality of the teaching of literature, an essential resource for educators and policy-makers alike.