The first part called ≫The tasks of the form-master in a socialist school≪ explains the significance of the form-master’s function especially by the need for a deeper integration of all education and character training of pupils in the socialist uniform school. The integrating and co-ordinating function of the form-master does not consist, however, only in unifying the educational influence of individual teachers, but, above all, in bringing about the required unity of education and development of pupils. Thus the function of the form-master in a socialist school is to direct and control the process of communist education in the class he or she is in charge of, and to do so in keeping with the needs of a socialist society and the needs resulting from the concrete educational situation of the school and the class. The second part puts forward a hypothesis of the course of the educational process (in the narrow sense of the word). The course of the educational process is explained on the one hand from the point of view of the development and the education of the collective (by tracing the structural changes within a group during the educational process), and, on the other hand, from the point of view of the development and education of the individual (by tracing the structural changes within each individual during the educational process). The hypothesis distinguishes four basic inter-related Stages (moments) of the course of the educational process. The third part called ≫The theoretical basis of the present-day efforts of form-masters to create a system of the communist education of the youth≪ distinguishes three basic aspects of education:
1) a summary of educational conditions, 2) a system of educational aims,
3) a system of educational means. The substance of the educational system at school or in the class consists in the mutual harmony of intrinsically interconnected educational aims and means, corresponding to the general aim of communist education and the concrete educational conditions at school or in the class. The relationship between the aims, the conditions and the means of education is dialectical. Two shortcomings of the educational practice are criticised: attention is paid unilaterally to educational means while concrete conditions of education are disregarded. Some hints are given which may help in making a deeper and all-round analysis of the educational situation in the class. In conclusion, three main inter-connected aspects ale distinguished with regard to directing the process of communist education in the class:
1) a pedagogical diagnosis of the development and state of the educational situation in the class,
2) a pedagogical prognosis or planning or programming education in the class,
3) the actual guidance of the process of communist education in the class.