“Gotland” is the island located in the center of the Baltic Sea, and it belongs to the Kingdom of Sweden. The peculiar culture has been raised from its historical background, geographical conditions, and linguistic difference of the island. It is quite different from cultures of the other part of Swedish mainland, North European countries and areas. People who live there call themselves “Gutar” which means Gotlanclian, and use the word of “fastland” which signifies the Swedish mainland. These words express their consciousness that distinguishes them from others. In Gotland many ethnic sports have been held since the old days, and they are said that they are peculiar to the island, and can't be seen in the Swedish mainland. Moreover, the islanders think that their own ethnic sports are very important components like Gotlandic dialect “Gutamål”, which has characteristic pronunciations and accents, to composing the cultural identity of Gotland. When those ethnic sports were exposed to other superior culture, the native islanders resisted violently to defend their own culture or adjusted themselves flexibly. This research pays attention to the forms and the functions of the organizations concerned with ethnic sports in Gotland. This research aims for consideration on how the organization reacted to the external pressure like superior culture of the Swedish mainland and the foreign cultures, and how they changed the awareness of their own culture.
The results are summarized as follows,
1. In the period for about 30 years around 1900, conversion was seen to the organization concerned with ethnic sports in Gotland to “protect” it from the organization that “provided the place for the amusement”. From contact with the foreign culture, their own culture was realized again and the consciousness that it tried to protect this was shown.
2. In the 1940-1950's, conversion was seen from the “protection” to the “maintenance and development” of ethnic sports. It is unacceptable any more to avoid contact with the outside, so the maintenance of the their own culture was planned by strengthening ethnic sports activities in the island. The prosperity of ethnic sports in Gotland around 1960-1970's result from the repulsion, the formation of counter culture against such unavoidable mainstream culture.
3. After the 1960's, the organizations concerned with the “maintenance and development” of ethnic sports in Gotland have been changing gradually to play the part to “send their own culture outside” too. It is movement to recognize their own culture again by attempting to contact with other cultures.

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This study aimed to clarify the characteristics of school lunch in Sweden, where environmental education since childhood is considered as important. I conducted the field research at one preschool, two primary and junior-high schools, and one high school in Uppsala and Knivsta in September 2017. I directly observed the preparation at cooking facilities and eating at dining rooms, and interviewed chefs and cooks of school lunch, responsible management officers for school lunch at local government, and a researcher at Uppsala University.

In Sweden, the government has set the regulation of school lunch, such as free supply of school lunch during compulsory school periods, and providing 30% of recommended dietary energy and nutrients per day by school lunch. The meals of school lunch were composed of hot main meal, cooked potatoes, rice or pasta, bread, butter and salad bar. Milk and water were provided as beverages. Special meal for vegetarian was to be provided every day, and specially considered meals for pupils with food allergy were also provided. In addition, the meals paid attention for the preference of immigrants and refugees were also provided.

The local government is responsible for the school lunch. The school lunch utilized the system via internet, and the school lunch is provided as cafeteria type so that the school pupils have chosen their own menu at each meal.

Learning environmental issues through food education is considered as significant in Sweden. For instance, composting leftover foods as organic fertilizer and recycling raw wastes as the resource of bio-energy were conducted. The target for increasing the proportion of organic food for food staffs of school lunch has been set. School lunch was provided with consideration for various cultural background of school pupils in terms of food culture.

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スウェーデン救貧連盟は，1918年の救貧法改革の実現に貢献した有力な圧力団体として注目されてきた．また，その児童福祉に関わる活動も，スウェーデンの児童福祉の発展に重要な役割を果たしたことが知られている．しかし，このように活動の一部に関心が集中する一方で，そもそもこの団体が如何なる課題をもち，どのような活動を展開したのかを検討する作業は十分行われてこなかった．そこで，本稿では，担った課題や活動の展開を万遍なく把握することを通じて，この団体の全体像を明らかにし，それによりこの団体がスウェーデン福祉国家の形成に果たした歴史的役割を解明することを試みることとする．この第５部では，児童福祉をめぐる諸活動の展開を，24年の社会的児童福祉法成立に至る児童福祉諸立法の制定に関らせながら見ていくこととする．また，最後に論文の締めくくりとして，この団体の歴史的意義について検討することとする．

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