56 BASES FOR CURRICULUM MAKING 



It is hoped that enough has been said to enforce the view- 

 point of this study, namely; the necessity for objective analyses 

 of the men and the job as bases for curri- 



The work outlined culum-making and teacher-training. The 

 demands analyses of field is really four-fold and covers not 

 the man, the job, the only the necessity for men-and job- 

 field and the boy. analyses but also field-and boy-an- 

 alyses. The field-analyses involve the 



standardization of methods for local study so that the teaching 

 will function directly toward the type of agriculture of the 

 community. The boy-analyses are the natural complements of 

 the man-analyses, laying the basis for real vocational direction 

 and advisement as well as proper methods of training. Objective 

 studies provide a sensible and scientific method of getting away 

 from the tryanny of opinion and tradition and this study will 

 be of value, not because of the number of principles it may de- 

 velop but because of the field it opens up and the future studies 

 to which it may lead. 



Considerations. 



1. The basis for curriculum-making and procedure in it 

 should grow out of objective studies of the job and of the people 

 functioning in that job. 



2. There seems to be a more or less specialized type of 

 farm intelligence which needs delimitation and study as a basis 

 for vocational direction and vocational training plans. 



3. Training for a job, especially such a complex one as 

 general farming needs an objectifi cation of that job which pre- 

 supposes both an inclusive and an outside view. 



4. Training in the details of a job should consider those 

 details or factors constantly from the standpoint of their inter- 

 relations and their sub-relations to the job itself. 



5. Vocational education is not necessarily bound up hand 

 and foot in general education indeed this study would seem to 

 indicate a clear severance of the two. General education does 

 not appear to function directly toward vocational efficiency. 

 This may mean that the ideals of education as actually carried 

 out tend to attract a type of intelligence that is not best suited 

 to agricultural productivity. 



