This work is devoted to a psychological analysis of the practical application of knowledge acquired at school and to an outline of conditions ensuring a correct application. It shows that tíie application of knowledge in practice is a complex process, which includes different aspects and forms, dependent, above all, upon the character of mutual relationships between knowledge and practical activities. The simplest case of the application of knowledge is the solution of some practical task according to precise directions. A higher stage is the solution of complex problem tasks in which the relationship between knowledge and practical activitiejj is so complicated that it presupposes a creative elaboration of previously acquired konwledge. The solution of such tasks is realized in two stages: first as a mental elaboration of a plan for the solution, and then as a realization of this plan in practical activities.
A successful application of knowledge in solving practical tasks depends on a nimibre conditions. In the firts place it is a sufficient generalization of knowledge, the ability to use prompdy and at a proper time the necessary knowledge and to utilize it creatively. Another condition is the elaboration of a correct theoretical plan for the solution, and finally the standard of the existing practical activities, skills of movement and the like.
In conclusion, the necessity of maintaining these conditions in education and training at our schools is referred to, especially as regards their significance for correaly motivating the learning and practical activities of pupils.