The well-known principle of a uniform system of school work draws particular attention to the relationship between teaching and upbringing. An important conclusion emerges from this when applied to our problem: the task cannot be closed within lesson topics and limited only to the acquisition of anti-alcohol knowledge by students.

It seems, that the fundamental shortcoming of the position, occupied in the American studies known to us on the subject of "school and the alcohol problem", is to treat the matter on the level of "anti-alcohol training". Despite some socio-moral and methodical-educational accents, a decisive influence on the overall problem was the presentation of it in the form of "news about alcohol and alcoholism".

Appreciating the serious importance of the elements of cognition, we provide extensive and multilateral factual information and present many specific didactic proposals. Nevertheless, we transfer the task to a much wider area of ​​educational work.

In the entire process of upbringing in sobriety, it is not enough to present students with a negative norm in the most convincing way: currently do not use alcohol at all, and in the future never abuse it. It is quite easy to formally assimilate such a request to students, and even arguments, on which it is based. It doesn't mean that, that in this way we secured the student's sobriety attitude in life.

The use of ad hoc preventive measures in situations will also not play a more permanent role, most likely to drink alcohol. Each of these specific occasions can be countered by an appropriate organizational and methodical procedure with an attractive form of spending time more appropriately than drinking. However, this is a short-range prophylaxis.

In order to achieve lasting results, we use an educational system composed of a wide range of deliberately and planned factors. They are supposed to develop thinking, student's feelings and wishes, shape his consciousness in the desired direction, reinforce valuable character traits, increase operating efficiency, accustom to an active attitude and awaken a sense of responsibility for one's actions. Trust can be built on this foundation, that students will implement the overall goal and specific tasks, what we put before them.

There is no and cannot be any other correct platform for didactic work– educational. In this plane, we place the task of upbringing in sobriety.

By warning against carrying out the task solely by the method of the condemning negative norm, however, we do not rule it out. Contrary, it plays an important role in the issue of social and moral education.

The principle of "school closer to life", next to multiple tasks understood in a positive sense, it also requires an educational response to phenomena, that deserve moral disapproval. Only pedagogical myopics react to so-called sensitive topics by turning a blind eye and remaining silent. In the system of educational work, an important position is occupied by shaping the correct assessment and emotional reaction in students, as well as a firm attitude towards all phenomena inconsistent with the norms of morality. – contrary to the social interest, inhibiting all-round development and happiness, families, society.

One such phenomenon unworthy of morality is the abuse of alcohol. In this aspect, the problem to be solved by the school is anti-alcohol education.