I) a) A teacher of homemaking should be a classmaster. b) The aim of homemaking education at elementary school is not only to acquire the techniques of clothing and cooking, but also to make a pupil have the ability of living his democratic and comfortable home life. c) The teacher should always be at school, and educate the attitude in livelihood, --mental hygiene of friendship, love, respect and cooperation, whenever he has an opportunity even without a homemaking lesson. II) a) It is educative to use commercial patterns in teaching clementary dressmaking. b) As commercial patterns in Japan are very infantile, it should not be over in using patterns to educate dressmaking at normal education. c) A theory should be thought that it is good to use patterns because we can accomplish clothes in less time. For the result of study ought not to be temporary but to be fundamental.

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In order to find the ground for setting the cost-consumption units scale, unity representing the cost of all goods in homemaking education. I want to explaim the marked discrepancy between our estimates of family and those commonly given, by introducing the conception of Pitkin's "the family as a consumer unit". I found some of the important suggestions for our homemaking education for the future. They are as follows : (1) Recognition of the fact that a family passes through definite stages in its life cycle. (2) The differences in the ages of the earners and their family members during the various stages show the variation in patterns from occupational group to occupational group. (3) The typical family tends to be somewhat smaller as a consumer unit than as a biological group. (4) There should be increased pupil-teacher-family planning in setting up objectives, in determining ways and means for achieving these objectives, and in evaluating human development of their lifetime.

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Home Economics is not only the teaching in technipues, but also to educate a person in the way that the person look at the home life exactly and think over about it and behave. My experiment is done on this base that to teach students how to handle the material and they can learn techniques exactly. I divided pupils in two groups; In one group the emphasis is put hand-sewing and pupils learned several ways of it in usual way. In other group I gave them the samples of sewing and taught how to observe it and tried to let them find how to do it by themselves. The results was that the latter group was not so good as the first group in the fineness of work, but in this group they did the work with great interest and used the ability to understand new way by themselves and practised it.

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It is considered to be effective to study systematically the teaching materials of clothing through the course in primary, junior, and senior high schools. Recently, many researches concerning this problem have been carried out, In the present work, students in the first grade of junior high school were guided how to make blouses and were tested twice after the guidance; three weeks and eight months later. Comparing both the tests followings are recognized. In the side of technique problems relating the techniques which might be repeated frequently during the eight months are answered more exactly after eight months than after three weeks. Contradictory this, problems relating the techniques which might be impossible to repeat are answered less exactly after eight months than after three. weeks. In the side of knowledge, there is little difference in the percentage of exact answers between both the tests, the contents of which were studied so far three times at constant intervals. According to these results, it is considered that the following arrangement of teaching materials has high efficiency for teaching of clothing; they are arranged in intervals of seven to eiglt months, and the second study is performed before the disappearance of the remember of the first study. and the third is performed before the disappearance of the remember of the second.

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As for the goal of Homemaking Education, throughout elementary, lower-secondary and upper secondary school grades, the author considered as follows; -1. To attain the ideals of family life and attitude by which to form better family life and keep it successfully. 2. To attain knowledge and arts of family life in the light of natural science, psychology and management. 3. To understand social influence over family life and train the attitude and faculties in order to form better human life as the consequence of cooporation of family and society, and for some-to acquire knowledge and arts for a vocation.

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This research is one of the series of the investigation of both junior high schools's teaching materials of clothing which were reported at the second and third general meetings of the learned society. In my previous investigation, I indicated that the percentage of two-pieces had been as much as 97.6% and so that skirts or slacks had been used with them. Besides these, in patterns which had been attached to their textbooks, slacks had been as much as 17% next to the percentages of blouses and skirts, But there had been no examples of it in the drills of the junior high's new teaching principle, therefore I have chosen slacks as a theme of my study for this time. According to curriculum, students should sew slacks 41% at their junior high school, and they, on an average number, possess slacks 2.4 pieces each in reality and only two out of 322 students did not have it infact. Based on these facts it is preferable to simplify it and teach them how to sew it at junior high especially regarding to their own districts. If the sewing of it is impossible I would like teachers to guide them how to select and buy the ready-made ones.

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Even the pupils who are in the special class which is often called "Aho (fool) class" or "forgotten class", has big interest in the course like Home Economics which is the training of the techniques closely connected with their daily life. In the ordinary class, there always found two or three pupils who are inferior in I.Q. They do not like mathematics or Japanese language, but do gymnastics and Home Economics. But even the 6th grade pupils can learn Home Economics for the 4th grade. But by making research on the facts scientifically we can give those student confidence and change the school atmosphere. For this purpose I got together fifteen inferior pupils from other classes and taught them for 3 times a week for one hour after sehool classes. This report is the result of my experience for more than one year. Between the pupils there is big difference in their characters, abilities and other points. So I am going to educate these 15 pupils by giving each of them different practical aim.

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I read the report named "Food Consumption and Dietary Levels of Households in the United states ……some highlights from the Household Food Consumption Survey, Spring 1955", and compared it with the Japanese nutritonal survey reports. Then, I have got some hints for our nutritional education program and nutritional survey program as follows; 1) It is a remarkable contrast that the Japanese low fat diets and the American high fat diets. 2) An short cut way to improve our Japanese diets is to take in to our menu the typical American dishes, I feel; 3) But, the typical American diets are not always the ideal diets as far as their high fat food composition. 4) Greater purchasing power, i.e. larger incomes, is not always solve the problem of dietary adequecy, but it takes know-how and enough concern with nutrition to alter food habits and spend less for some popular foods in order to shift money to foods needed for nutritionally better diets. neverthless, the fact remains that the more people spend for food, the more likely they are to have good diets. 5) In Japan, there is none such nutitional survey as the American nutritional survey which has many possibilities to analyse on the same sample on income classes, food expenditure patterns, food quantities, food quality and family size etc. with dietary levels mutually; though, there are many natoinwide surveys on nutrition and, or money expenditure of house-holds in Japan. This fact is the most suggestive lesson to our home economists and Japanese nutritional survey program.

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The reporter picked up fifty students of the second grade of the middle school in Yaizu city for the field work. She let them keep the record of their food for 3 days from December 13 to 15 in 1960 and arranged these records. It was found that they eat small amount of the potatoes, the beans, the eggs, milk and fruits and eat more fishes. They have lack of protein, fat, calcium and vitamin_2 In this locality, fishery is the main industry, so most of the young men are out of the place and only old people, women and children stay. This fact may have some relation to the fact which has been found. From now on this point should be paid attension to improve their food life.

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1. The content of salt in the miso differs acording to kinds. 2. In making a miso-soup, the most suitable quantity of the miso is decided, in the main, by the content of salt in it. Therefore, though we are apt to be influeneed by the tints and peculiar sweet of it, it is absolutely neeessary that we decide the most suitable quantity of it according to kinds after examing the content of salt in each miso.

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