The author gives a brief survey of the development of school curriculum and the principles upon which particularly Comenius based correct curriculum-making. He also recalls that the principles of communist education are the basis for a new, scientific conception of school curriculum. He points out the principles of Ushinski's and Kairov's curricula, particularly the method of cyclical and progressive arrangement of teaching material. Literary data serve as directives for the curriculum of our schools, which so far has been disproportioned, especially so on account of the excessive amount of teaching material. After these deliberations the author sums up some of the principles to be observed in curriculum-making: the principles of dialectical and historical materialist world outlook, socialist patriotism, proletarian internationalism, proportionality, selection of basic teaching material, and synchronization of the teaching material where possible. He recommends research into the teaching material from the point of view of cyclical and progressive arrangement of the material, and requires linguistic correctness and accurate terminology. He demands that the curriculum should not be packed with methodic norms. With regard to individual subjects the curriculum should be propbrtional, concise, clear, and systematic. A very important requirement in curriculum-making is time-planning an.d distribution of the teaching material.