52 BASES FOR CURRICULUM MAKING 



agerial control can best be asserted when the operator gets out- 

 side or on top of his working plant instead of being hopelessly 

 mixed up within or under the works. 



If the writer is not mistaken, this objective study and control 

 is the essence of good management and, if so, may it not be applied 



to the farm working unit and to the teach- 



Objective control ing of the operation of that unit? This 

 seems to be the es- viewpoint, however, is so largely based 

 sence of good man- upon opinion and this study is attempting 

 agement. to break away from subjective prejudice, 



that the idea will not be urged but will be 

 left to propagate itself if it have the necessary worth and vitality. 



An essential tool of the farm manager is the fund of tech- 

 nical information that he has at hand for ready use. And it is 

 the teaching of this that tends to get us back onto tried and sure 

 ground. We feel more certain when it comes to getting ideas or 

 facts across to the boy. Because of this 



Technical informa- we are prone to make the class room im- 

 tion is an important partation of the facts the whole point of 

 tool of good man- our training. The writer feels, however, 

 agement. that he must urge the necessity of train- 



ing the boy managerially. The facts or 



information are to be considered only as factors of the larger 

 problem tools of the job of value only as they function in the 

 control of the outside, objective machine that is working to pro- 

 duce crops, stock, etc. 34 



If we are to consider the agricultural information as a 

 tool a supplement to the larger managerial power the problem 

 of finding the facts that really function and organizing them into 



34. Two kinds of facts or information should be distin- 

 guished those common, daily used facts possessed by the bet- 

 ter farmers and those special informations more often possessed 

 by the expert to be given out as advice in difficult or danger- 

 ous situations. It may be more important in training the future 

 farmer to develop in him a respect for the expert and an ability 

 to find the expert rather than the quack, than to train him in 

 the expertness that he will use too seldom to keep him in prac- 

 tice. 



