In the introduction the author gives reasons, from the historical aspect, for the necessity of polytechnical education in general comprehensive schools. During the last two decades much has been contributed to the polytechnical education in the CSSR. Beginning with the acknowledgement of the polytechnization as a principle the development has proceeded towards a conception of polytechnical education as a system with its proper special content. Both of these lines have been supporting each other and it is necessary to apply them simultaneously, at the same time taking care of continual humanization of this type of education. A struggle for the polytechnization and also against a scholastic verbalism is not a struggle against the theory: on the contrary, the polytechnical principle as a marxist principle has emphasized the theory as a necessary part of technical education equally as the practical component has been done. Further on, the author reminds of some generally educational elements which may be significant also for polytechnical education. For the theory and practice of polytechnical education there is very important the stimulation contained in the documents of the Communist Party of the CSSR, namely in the document of the Central Committee session in May, 1974, dealing with the question of the scientific- -technical development of the Czechoslovak national economy. The author deduces of them some pedagogical consequences in five points and gives necessary conditions for general introduction of the subject “the foundations of technics”. He informs about the experimental introduction of this subject in the eight and ninth form of the Basic Nine-Year-School, organized as early as beginning with the sixties by the Research Institute of Education in Prague. Together with the instruction of work in all forms of the Basic Nine-Year School the foundations of technics and the foundations of technics and economics should gradually form a systematic centre of the polytechnical education in Czechoslovak comprehensive schools. The elaborated codex of the basic polytechnical education is, of course, only a starting point to further work, not yet a definite solution. In the concluding part the author develops presuppositions for the realization of some principle progressive changes which would influence the development of the system of polytechnical education and which partly would be completed by this development themselves. The question is to overcome gradually the fundamental social and psychological difference between physical and mental work, to overcome the difference between the culture and the technics, to discover relations between technics and nature, between labour as a duty and technical activity as an activity of interest, between polytechnical and monotechnical education. As a last problem the author draws attention to the relations between the abilities, faculties of the individual and the needs of the society. In the purposeful preparation of the pupils for the choice of profession the author differentiated four stages linked up with each other.