It is a new trend of japanese education to stress the course of scientific and technical education, in accordance with the tremendous progress of sciences in these years. Thus we now find that the teaching of industrial machinery, which is included in Homemaking course of the secondary school, should be merged in the industrial arts education system. In our opinion, it is far from the real understanding and the ideal of Homemaking Education and our Home Life itself. If such a modification, however, would be unavoidable, then we would have to abandon the conception of "Industrial arts teaching", and adopt that of "Practical arts teaching". In such a case, under the name of the "Practical arts Education", more integrated arts must be studied. Through this study, five principal factors, characterizing the practical arts teaching in Homemaking Education should be considered. They are as follows. 1. Synthetic and organic character of Homemaking Education. 2. Experiment and proficiency. 3. Advancement to generalized and unificated system from personal and concrete matters. 4. Priority of the arts concerning the personal and mental relations. 5. Experience curriculum or Problem solving method?

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This is the study of apprasial how effective is the use of audio-visual aids vs. lecturing. First of all various slides were taken by the volunteer girls of home economics majors and the study groups of the audio-visual aids on the learning situations of the elementary school children. After showing those slides, the observations were made on the effect of using audio-visual methods through reports and discussions. As the result, students could observe and feel keenly the actual lively class situation of elementaly school children, learning homemaking. It was very helpful for the students to see the real class situations in accordance with the progress of the lecture. Otherwise students were limited in having the chance of actual observations in the elementaly school. Thus they gained the real insight of homemaking education and it became challenging for them to teach homemaking programs.

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In America every state has its educational policy. Therefore, almost all the states have their own curriculum of teaching Homemaking. For example, Arizona has "Guide for programs planning in Homemaking Education." It was made by specialists and educators of this field, after spending 12 years. This guide book is very suggestive for us when I consider the American present state of education through the experiences of attending the 9th International Home Economics Congress and of visiting several american families. It is not only good for Arizona Homemaking education but also very helpful for us to know the process how this book has been completed in order to construct our new educational program of "Technique-Homemaking" and "Homemaking".

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The Study of Home Economics Education must be investigated more scientifically. Its area is very wide and it includes many problems. The auther made its general view, and showed the examples of important problems and their methods. The area of the study of Home Economics Education is classified as follows. 1. The Aim and Goal seeking of Home Economics Education. 2. The History of Home Economics Education. 3. The Psycological studies of Home Economics Education. 4. The curriculum making of Home Economics Education. 5. The Terminology in Home Economics Education. 6. Studies of Teaching Aids. 7. Studies of the Teaching Methods of each experience. 8. Studies of the guidance of Daily Life. 9. Studies of Evaluation in Home Economics Education. 10. The investigations about Home Economics Teachers. 11. Studies about the Informational Activities of Home Economics Education. 12. Studies on the Financial problems of Home Economics Education. 13. Special parts of Home Economics Education. a. Adult Education. b. Home Economics Education for boys. c. The Guidance in Home Life. d. The Education of Vocational Home Economics. e. Studies of Home Economics in Universities and Colleges. f. Studies of Home Economics Education in each district. g. Studies of Home Economics Education in Foreign Countries.

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Since the revised Course of Study was published, we the teachers in the field had to study the new revision and also to adapt our present program. Following is items to consider in the new plan made by our homemaking teachers study group. (1) Study the aims and contents of the new revised program shown in the Course of Study. (2) The relation to the home back grounds of our children. (3) The relation to the basic home experiences of the children under the 4th grades. (4) Relation between the contents of homemaking and other subjects. (5) Relation to the season, the school activities and community activities. (6) Sequence of the contents in different areas. (7) Relation to the equipment and facilities of the school. (8) Suitability of choosing the subject matter in accordance with home living. (9) Ways to develop attitudes of experiencing various activities.

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Concerning the teaching materials of cooking in the elementary and the lower secondary schools, studies are made on boiled eggs, as the first step how to teach those children the fundamental skills in cooking and also how to approach them, considering their developmental stages. First study was done to know the coagulation of the white and the yolk at the respective temperature; next, to find the effect of time in boiling. (a) the relation between the temperature of the inside of the egg and the time of heating, in case of cooking egg from the water (b) the affects of coagulation at the difference of time reaching the boiling point When it takes comparatively long to reach the boiling point, then it needs to keep boiling for short time. However, if the suitable temperature for the hard boiled egg is to be 80℃. Then it is only necessary to cook after reaching 80℃ for about 11-12 minutes, in all the cases when it takes less than 22.5 minutes to reach the boiling point. The study shows also the old egg is slow to coagulate and foot to change color, when comparing with the new ones at the time of heating. I refer to the temperature when rolling eggs in the pan in order to have the yolk in the middle when boiled. Also the ways of cooking eggs and teaching methods at the elementary level, are included in this study.

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Although there might be much differences in environments, home situations and the standards of living, we tried to find out the actual situations of the schoolgirls' dresses in our prefecture in order to get the basic informations for teaching clothing class at school. Studies were made on (1) Number of the dresses each possesses (2) the way of caring dresses (3) the use of the readymade clothes and garments (4) construction of clothes at home.

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According to the Revised Course of Study it reads "To help pupils to learn the basic understanding and skills in daily life. To develop them to manage wisely through the practical works in the fields of clothing, food and housing. To foster the attitude and creative ability in clothing, food and housing, it is the essential need for us, the teaching in the field, to find out how to help to develop each individual, what educational materials to be used and how to teach them. This is the study based on the actual experiences practical in teaching classes.

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Revolutions of the educational system and changing of the teaching method have been done since the World War 2. And now the teaching methods of both primary and junior high schools have already been reformed, and yet it is also going to be revised for senior high schools. The students who are now studying in the university were enroled in primary school in 1939, 1940 and 1941 (in the 20th, 21st and 22nd year of the Showa era) after experiencing the chaos of the last war. Therefore I thought we would be able to obtain data for the clothing guidance and laying out the teaching materials for the university by studying thoroughly how they observed and thought about their homemaking course, and at the same time, what kind of teaching materials they were given in their primary, junior and and senior high school-days. On that point of view, I have made an investigation those 480 students and thus I have tried to conclude one or two considerations upon those data.

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This is the preliminary report on the part of the study in order to find out the consistency of the teaching materials in elementary, lower secondary and upper secondary schools. Questionnaires on the common subjects were sent out to the schools of those three levels concerning their experiences, hopes, or needs in the fields of Child Care and Home Nursing.

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