Successive acquiring of scientific knowledges of cheanlstry formes a m aterialistic conception of life of the pupils of generally educational school. With the developm ent of it there is connected an atheistic education, because religion fetters man’s mind. The point is, however, that teacher’s explanation should be conformed to pupils’ faculty of comprehending, to the level of their technical knowledges and to the degree of their abstract thinking; when explaining, the teacher should avoid a tedious way in showing laws of dialectics. Pupils make sure of the fact that eternal matter is a substance of the material unity of the world. Through the analysis of the matters and phenomena in the chemistry, as well as through discoveries of laws of nature, man always draws near to the understanding of reality. Scientific theories express the present state of knowledges and theories and changes the nature. Nature Is not unchangeable, all in it is in a development as explained by the laws of dialectics, e. g. the law of how the changes of quantity pass on to the changes of quality, and the law of the unity and struggle of antitheses. Also teacher’s and pupil’s experiment's , as done during teaching lessons, are of a great importance for a formation of the basis of pupils’ m aterialistic conception of life. Against agnosticism and fatalism there are alleged scientific predictions as a proof of productive thinking. Througn many examples, the work shows how In technical Instruction in chemistry it is possible to base pupils’ m aterialistic conception of life and to develop it step by step.