In the last time it seems to be right to pay attention also to little details of the school in terior; they, to a certain degree, influence the mood of the pupile, excite their creative activity, keep them attentive and stimulate greater activity of them though the pupils do not realize the influence of them. There are e. g. colours. The questions of richness in colours at school are in a narrow connection with questions of the whole school-life with the work of pupils and teachers, with the work of various age in various subject lessons etc. The effect of colours is significant not only from the esthetic point of view but also from the psychological standpoint and that of llght-techntque. Especially the psychological standpoint, i. e., the influence of a coloured interior on those who use it and on their activity is important for a better quality of school life and school work. A good suggestion of the coloured illumination takes In respect all these three standpoints.
Varied problems, e. g. better qualification of pedagogical process may be solved by a proper use of colours in schools. There is known that proper used colours stimulate pupils’ attention, thdir concentration, fancy, their proper im agination; they influence even pupils' progress in school and their behaviour. Colour and light are means which help to make better the school milieu of children and youth not only according to the demands of the esthetics and architectonics but also according to the modern demands of hygiene, physiology and psychology. Therefore it is right that the question of the richness in colour is being seriously solved.