After preliminary considerations about the essence of historical and literary synthesis the author describes, analyses and estimates traditional ways of bringing to pass syntheses of teaching. The pupils did not manifest any major independence nor activity and acquired onlya ready-for-use synthesis from the textbook or the teacher's lecture, who played a leading part in ending in generalizations. The author also cautions against ostensible, vapid, hasty or unreliable syntheses. ; Next the author proposes a more modern model of synthesizationed practice, in which the pupil acquires a certain strategie system for obtaining modest on the level of school-teaching productive and useful generalizations, which as a matter of fact determine a new branch of knowledge. ; Practice on a not too large material perfects and defines the pupil's intellectual efficiency in the field of confrontation, of dedection of parallels and correlations, of explaining and interpretation of differences or resemblances and teaches him caution and intellectual dependability. On two chasen examples (synthesis of a work and attempt for synthetic formulation of the epoch) the author shows the course of a lesson dedicated to synthesizationed practice on a Polish-language-lesson.