The author analyses in his article the practical aspects of classroom instruction, which are usually summed up in didactics under the general categories of skills and habits. He especially points out that the content of the concepts of skills and habits in the theory of instruction are not understood satisfactorily, which results in an incorrect interpretation of the place of skills and habits in the process of school instruction. On the basis of a broader analysis of the develolpment of intellectual activities of pupils at the mother tongue lessons he tries to define with more precision the content of the above mentioned categories, to define their place in the teaching process, and to show certain consequences resulting from this for the practical work of teachers.
In his analysis he is trying to see all the complexity of the process of forming practical activities of pupils during instruction by following not only the quantitative fls well as qualitative diversity of their different acts, but especially by trying to see It in the long process of their formation. This methodical approach has enabled the author to show in his study the complex and in the course of cldssroom instruction changing relationship between individual independent acts of pupils’ activities generally called skills on the one hand, and their automatised components generally called habits, on the other hand. He then derives from this also some conclusions for the classification of categories of the content of education and for the practical work of the teachers while forming the pupils’ skills during classroom. In this connection he draws attention especially to the danger of drill in forming individual acts of the pupils activities during instruction.
In conclusion the author points ou that in pedagogical work it is necessary to differentiate the so-called automatised acts contained in the pupils’ skills from habits in the pupils’ behaviour, and shows the great importance of habits in the life of man. He derives from this the importance of their place in the educational work and calls upon pedagogical psychology and pedagogics to show more interest in the sphere of these phenomena.