As a result of our investigations in the fifth-year classes of the experimental school and as a result of a general view of our present-day elementary school as a whole in accordance with literary data certain conclusions have been arrived at: At our present-day elementary school, within the framework of modernisation and intensification of the educational process, subject-matter teaching significantly predominates over moral training. The daily programme of pupils’ work and its development from the point of view of school hygiene is rendered more difficult or is hampered by the school being too static, which has an adverse effect on the motional and physical state of the pupils’ improperly balance not only in the teaching process itself, but also in the afternoon out-of-school activities and during the time the pupils spend at home with their families. Another significant field which is closely connected with the preponderance of statics in the daily working programme of pupils and teacher alike is the sphere of mental hygiene. Contemporary school has a greater responsibility for the education of pupils, which corresponds to the increased demands of society and diminished educational opportunities of the family. When tackling the problem of hygiene of the educational process we must take into account the age differences of children and the fact that pupils in each class include children at different stages of development as well as children of different abilities. Increasing demands on, and imbalanced conditions in, the pupils’ and teacher’s daily working programme also give rise to disharmony of the theory and practice of the pupils’ health education.