The method called »complex programming« is characterized by the author as an attempt to make use of the system approach (L. von Bertalanffy) in programming and in the didactic practice. The system approach together with the demand (by Academician Berg) that programming should use the principles of cybernetics, the theory of rational operations (Galperin, Talyzina), the more recent theory of motivation, the theory of information and the practice of socialist pedagogy — helps to develop, the use of the dialectical method in programmed instruction. It further helps to overcome its schematic and mechanistic sketches of behaviourism. A significant feature of the method of »complex programming« is the fact the programme has not only the (isolated) function of reinforcement or revision in the pedagogical process. It programmes not only the pupil’s work, teaching periods and longer time limits, but also the teacher’s work in class, in and even the course of the teachers’ work throughout the school-year. For this purpose a special form of programmed textbook has been developed and validated. In experimental classes (with ten to twelve-year-old pupils beginning to learn the Russian language) the method of »complex programming« proved its high efficiency. The author then gives some examples which she has chosen to illustrate the results achieved during the course of the experimental development of the method and the programmed textbook. A statistical comparison of the results achieved in experimental classes with those in control classes shows that the former are significantly better. The results obtained by the author prove that the limits of the programmed method as summed up by H. Schröder are not "final and can be exceeded.