The paper is to explore the place of J. J. Schwab in the history of curriculum studies, and analyze the arguments of the related discourses. First, it introduces not only the widely accepted version that Schwab's voice stood as a separation from Tyler rationale, but also a dissenting view of Jackson' essay. Second, it illuminates Hlebowitsh's arguments and strategies to correct the traditional narrative of curriculum history, and then discusses the implication and the contribution of Hlebowitsh's essay with Westbury's and Wright's comments on the curriculum field. In the end, it acknowledges improvement on curriculum history.