The increased interest in the form of the Czech school in the 1920s led to a revision of traditional teaching systems and the school building itself. The previous teaching, based on the passive reproduction of the teacher's model, was abandoned. The working school gradually gained ground, striving for the active participation of the student in the lesson, educating for independent thinking and work. The internal transformation of the pedagogical content of the school was reflected in its spatial arrangement, architectural form and equipment. The prerequisite for the new form of the school, the relaxation of its floor plan, overcoming the rigid limitations of the three-section layouts became the development that took place in the field of building structures and materials. By applying the reinforced concrete skeleton in the construction of schools, Bohuslav Fuchs approached a new architectural concept, with which he emphasized the basic spatial values ​​of the building. The structure became a means for him to deal more freely with space, which had hitherto been limited by the possibilities of brick masonry. He used systems of supporting pillars, which replaced its supporting function and brought numerous variations in the mutual connection of interiors and their connection with the external environment. Fuchs' schools are characterized by the natural growth of buildings into the landscape, maximum glazing of the facades, and the recovery of interiors, from which it was possible to move teaching by sunlight to an open roof terrace.
The development from the schematism of a closed and development-incapable school to its freer new form, opening to open space and nature, took place with knowledge of school buildings in Germany and the Netherlands.