He felt that the curriculum was a way to prepare students for their future roles in the new industrial

society. He influenced the curriculum by showing how teaching classical subjects should be
replaced by teaching subjects that correspond to social needs. In 1918, Bobbitt wrote The
Curriculum: a summary of the development concerning the theory of the curriculum. This became
an official specialization in the education sciences. The entrance point of a curriculum was,
according to Bobbitt, to see which results have to be accomplished.

Bobbitt felt that the curriculum has to adapt to the needs of an individual and to the needs of the
new industrial society, people should not be taught what they would never use. They should only
learn those skills which were necessary to fulfill their personal tasks. Education was according to
Bobbitt primarily a preparation for adulthood and not for childhood or youth. This resulted in an
early differentiation in education. Bobbitt was not a supporter of coeducation. In his view girls had
a very different future than boys, so they did not need the same sort of education.

Bobbitt created five steps for curriculum making: (a) analysis of human experience, (b) job
analysis, (c) deriving objectives, (d) selecting objectives, and (e) planning in detail. The first step
was about separating all of human experience into major fields. This was followed by step two,
where the fields were broken down into more specific activities. The third step was to form the
objective from the abilities needed to perform the activities. Next is the fourth step, where the
objectives are selected from to find ones that would serve as the basis for planning activities for
the students. The last step was to lay out activities, experiences, and opportunities that would be
needed to obtain the objectives.

Besides a change in the content of the curriculum, Bobbitt was also calling for the elimination of
conventional school subjects. He preferred subjects that were themselves areas of living, such as
citizenship and leisure (p97). Bobbitt also believed that schools were charged to provide society
with what it needed as determined by scientific analyses (p100).

Bobbitt realized that there were too many activities (for example related to citizenship, health,
spare time, parentship, work related activities and languages) to fit in any curriculum. A part of
those activities were well taught by socialization: the so-called undirected experiences. This is why
the curriculum has to aim at the particular subjects that are not sufficiency learned as a result of
normal socialization, these subjects were described as shortcomings.