This document discusses sources of content for reforms geared towards lifelong education. It outlines the evolution of curriculum, including imparting skills through cultivation, hunting and weaving as well as shaping attitudes regarding women, social issues and religion. Traditional curriculum was rigid and based on authorities while teaching dead languages, but reforms were needed due to scientific advancement, economic changes, and international understanding. A variety of agents influence curriculum reforms, including specialists, employers, research institutions, and international organizations, with the goal of maintaining a balance between technological and humanistic character.