The concept of literary education is very acquained to many of us. And there have been very significant articles in that branch. However, I would like to declare two things. First, it`s time to investigate the history of literature education. Second, we must establish the theory of education in creating literary work. From the beginning, the modern literary education theory has taken care about only the reader, especially about the student, so the literary creation, the important part of literary education has been more or less neglected. But in the Middle age, the literacy means also the politician, as well as the philosopher. So I research what and how the literary education excuted in the Middle age. There are three levels of poetic elements. One is the level of word, the second the level of line, the last the verse itself. As poetic levels consist three, so the transformational grammar of literature can be investigated on three levels. And I can find six ways of transformational grammar. A kind of parables is the level of word. Add of words, transform of words, compression/verbosity of words, all of these are at the level of line. Compensation of line and change of meaning are the level of the verse itself. These six elements of transformational grammar have always relation with the preceding literary works, that is the classics. I conclude that, first, in the Middle age, the literary education was excuted under the tight relationship between the creation and the consumption, the writing and the reading. And second, as the remembrance of examples of standard and classical literary works was very important capacity of literary creation, so every poet had to learn the structure of the masterpieces, mimic those works, and struggle not to forget those works. At last, the remembrance would be stronger, then the result of the literary creation be more fruitful, so the capacity of remembrance was very important. I would rather name this the poetics of remembrance. Traditionally, the poetics of remembrance, as I explained, has been called Yongsa(`用事`). By the other article I testify the easthetic value of one of the traditional poetics, Yongsa. But in this article I testify the educational value of one of the poetics, Yongsa. This poetics is similar to the poetics of `parody`. As this poetics has very deep significance in recent time as well as in the Middle age, so we can practice this poetics to the education of literary creation.