Proposing pupils to read poetic texts raise the question of educational authority, while writing for children questions the literary authority. Syncretism between these two experiences, teaching and writing, is directly connected to education philosophy, and drives to rethink how to help a reading child becoming an « author » of leaving readings together with an autonomous reader in a literary world. This article is dedicated to this question, focusing on poetry, and describing the associated educative and authorial experiment. Reading and teaching reading is a life experience.