Greater possibilities for making ≫Gymnasiums≪ more polytechnical have been created by the inclusion of optional and selective technical subjects, by extending the activities concerning the pupils’ technical and agricultural interests, by cooperating with factories, developing public beneficial work, etc. Very important for an effective application of polytechnical principles in the teaching process as well as in educating the pupils in after-school activities is the management. It is possible to incite the teachers to make more effective use of polytechnical training in the narrower area of education — to make the pupils acquire a conscientious attitude to work, to develop comradely relations and collective education, to develop independence, initiative, quick-mindedness and other properties necessary in the production process. The application of polytechnical principles in teaching as well as in afterschool activities of pupils also contributes to an effective ideological and political guidance of the pupils, to the acquirement of socialist patriotism and proletarian internationalism. Contributing to the education of pupils towards the world scientific outlook is, for example, such subject-matter that draws from the material basis of production and makes the pupils acquainted with the achievements of our industries, strengthens their positive attitude to socialist ownership, etc. The application of polytechnical principles in the teaching process at ≫Gymnasiums ≪ must penetrate all activities concerning the management: the planning of educational work, its organization, the ideological and political as well as pedagogical guidance of the teacher, the control and assessment. The existing model of management at ≫Gymnasiums≪ (head-master and his deputy) does not create favourable prerequisites for an effective application of polytechnical principles. The introduction of a leading teacher responsible for polytechnical and vocational training and working instruction at nine experimental school, which work according to an adapted syllabus where the polytechnical component and vocational education are strengthened, provides a significant contribution to the application of the polytechnical principle in education at these schools.