Pedagogy is rightly demanding, not to treat the didactic and educational work of the school as an accidental sum of unrelated activities. Pedagogical experience warns, that counting the whole thing, which somehow "will fold itself" is the cause of the superficial ones, impermanent effects of educational work and disappointments of educators.

Hence the postulate to develop a planned and uniform system of work in each school with particular emphasis on the unity of teaching and upbringing. It is a complex system with many elements, but coordinated.

Desired messages, skills, beliefs, emotional reactions, student's habits and attitudes are achieved by various means of teachers' and students' activities, but they must relate to and complement each other.

In a uniform system there is a place for each of the didactic and educational tasks and only in its framework are the conditions for achieving successful results guaranteed.

This is also how we treat the task of educating students in sobriety.

It is not the central pedagogical problem of the school, but it cannot be a narrow section of work either, isolated from the entirety of teaching and upbringing tasks.

Educational activities aimed at shaping the student's personality are carried out continuously during his/her stay at school. They accompany various forms of teacher's activity and student's activity. The choice and intensity of the measures depend on the specific tasks.

Similarly, an attitude of sobriety cannot be the result of a scheduled lesson, talks by the school doctor or a propaganda film. It is a task that is an integral part of the entire educational process and at all stages of the student's personality development. Not in that sense, of course, so that each stage related to a specific development phase and level of education constitutes a closed whole. It is a continuous educational process, thanks to which the previously formed elements of personality influence the formation of the next ones, resulting in the intended attitude of sobriety.

we found out, that it is a task integrated in the general program and system of work - but in no sense does it mean that, so that the purpose and methods of upbringing in sobriety lose their specific character and dissolve into the general purpose of educational work.

The school should include a specific task and means of its implementation in the work plan, and the teacher to have them before his eyes in a wide set of projected actions.

This principle is all the more indispensable, that the task can and should be correlated with many links of the didactic and educational process:

— with the curriculum implemented in the classroom and laboratory,

— with the student's homework and homework,

- with extracurricular and extracurricular activities,

— with the work of children's and youth organizations,

— cooperation of the parents' committee, care home and the student's family home,

— finally, life has a fundamental impact on the formation of the didactic and educational process, which surrounds the pupil of the school and influences him not only through the radio, televisions, Internet, by the sports field and the common room, not only through work and many other positive patterns, but also through examples of socio-moral decay.