The author proceeds from the present state of pedagogical science and educational- instructional classroom practice; he deduces from the postulation for an all-round development of the child and the observance of age and individual distinctions of each child, some basic problems, which ought to be solved by means of school hygiene, an auxiliary branch of pedagogical science.
He points out, above all, that the problems concerning the hygiene of the educational-instructional process, which so far have not been solved in a satisfactory way by adequate scientific methods, call for immediate solution. The d ifficulties of solving these problems, as the author sees them, lie in the fact that the requirements of pedagogics as regards this branch of science from the point of view of the possibility of applying plausible scientific methods are exaggerated. Another difficulty consists in the theses on school hygiene being usually divorced from pedagogical problems so that the necessary synthesis of conclusions drawn from the two branches of science never takes place. He shows how school hygiene, if placed on a broader physiological basis, might, in a closer connection With the pedagogical analysis of the given problem, successfully tackle the solution of complex questions concerning mental and physical development of the child both in and out of school.