It is important for us to investigate the essence of Home Life before researching into Homemaking Education. These words "Family", "Home" and "Home Life" relate to each other, and it is necessary to discuss the concepts "Home Life" and "Homemaking Education". But they are apt to be overlooked even domestic scientists, for they are the words which are indicated by almost all people's experiences, and which pass current. Of course, when we discuss them for the purpose of a study, it is the precious starting point to establish the place of commom discussion to provide the conceptions of these words. Therefore, at first I shall make the conceptions of these words clear. My ideas are due to plenty of literature which has already been announced in the Home Economics and Homemaking Education.

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The ability aimed in home economics education is not merely such a skill as the dexterity in knitting, dressmaking, or in cooking…………It should be the ability with which the learners would be able to think themselves logically and scientifically, and to deal with things effectively. This ability will not be built up by the acts of imitation, but should be cultivated by the knowledge and experience learners get through fixing up the problems before them. From this point of view, the following five teaching-processes were set up. (1) taking up the teaching matter from learners' experiences, and making clear their places in the subject matter to be learned. (2) through observations, setting the learners to understand the scientific principles and their relations upon which the technique is based. (3) setting the learners to put what understood at (2) into practice. (4) setting the learners to make clear and solve the problems resuled from practices and to get the abilities comprehensively. (5) setting the learners to learn how to put the obtained abilities into good uses and to cultivate advanced abilities. The above processes should be modified and devised in accordance with the teaching materials and the learners' individual differences. The problems of the the teaching method for cach process are still opened the next question.

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Reserch on the actual condition was conducted in elementary scools in Kagoshima Prefecture, concerning pupils' interest and desire, and parents' demand, for home economics education. Investigation has been made in the following items. 1. What learning units for elementary school boys and girls have inspired there interest and desire? Then twenty learning units, covering the four cources of clothing, food, housing and home management, were selected from those listed in Suggested Course of Study in Home Economics prepared by the Ministry of Education. 2. What learning units do their parents consider necessary or unnecessary for their children? 3. What are their opinion on whether they desired the identical curriculum for both boys and girls in elementary schools or not, moreover they consider home economics education unnecesary for boys, or for both boys and girls. It was proved that 95% of the parents considered home economics education in elementary schools is nesessary and 5% not. 4. And on the home econonics education for boys in junior high scools, it was manifested that 60% of the parents desired to cotinue it, and 40% thought it unnecessary.

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In accordance with the revision of the curriculum at the Senior High school in 1956, the home-making course which was hitherto an elective course has been organized as a semi-required course, requesting every girl student to take 4 credits of "general home-making" subject. After the careful consideration by those concerned with teaching of home-making, it was decided here in Okayama prefecture that supplementary teaching materials should be prepared to enhance teaching efficiency in the guidance of the practice of homemaking. Among the supplementary teaching materials already made are included "Card-style Cooking Notes, " "Text for Fundamental Cooking Procedures" and, Experiments on Cooking" which are designed for the efficient and scientific teaching aids to cooking, as well as "Exercise Papers for House-keeping Book" and "House-keeping Book" designed for the high efficiency of teaching the home management. The Card-style Cooking Notes are to be used by, the students at the practice house of cooking, giving brief and precise accounts on each cooking dish or applied dishes, quantity of calorie, materials to be prepared and their quantity, cooking steps and the list of working efficiency. The text for fundamental cooking procedures consists o the analized lists of all the essential work in cooking procedures, and the explanatory notes on the every basic work in cooking. This text is supplementary to the card-style cooking notes. Experiments on cooking give a scientific explanation about the necessary practice of cooking on the experimental basis, Exercise Papers for House-keeping Book are to be used for the class work of the general home-making subject consisting of the column for making notes of daily expenditure and of the monthly tabulation by item of expense. House keeping Book, on the other, has been prepared in the form of a year's collection of papers for exercise. All these supplementary teaching materials are now in use at many schools in Okayama pref., and the effects of these materials will be investigated and reported in future.

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In the study of Homemaking at elementary schools there are two fields, which cannot be studied fully well or are apt to be handled with only by looking over temporally. They are the field of housing and that of a home life. In the Study of Housing I am making use of audio-visual materials, especially "slides" And at the same time with the aim of making alive the children's daily lives in the scenes of learning' I am making children cooperate a teacher in the making teaching materials so that the development of learning may be more effective. With the increase of the pace of daily life, we have more opportunities to make use of radio or television for more effective study. In the near future, the days will come when those materials will be made a good use of on the two fields which are the most backward in Homemaking Education. The study described here will be the first step towards the goal. I think we cannot attain the true object of Homemaking Education until teaching materials, which are applied to various uses, are thoroughly-utilized in the study of Homemaking.

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Our study on the dietary habits at a village among the hills in Fukui Prefecture have revealed their levels as follows; (1) The number of foods used to cook at home and the variation of the cooking methods was smaller than that of Hiroshima Prefecture and a model menu of a Japanese urban middle class family, respectively. Green and yellow vegetables, milk and milk products, seaweeds, and fats and oils were taken not more than once per day; and, animal protein sause foods were taken once per day on the average. This is the same result that was found out eight years ago. (2) Food preparation, and the training and education for food life at home had been managed by the housewives, mainly. (3) The physical conditions and a nutrition index (the Vervaeck Index) of the lower-secondary school pupils at the village were lower than the average of the pupils of the whole prefecture and of the pupils of whole nation. (4) As for the factors which affect the food consumption we investigated; a) professional distribution of the village inhabitants to inquire into the rate of self-sustenance of food for home consumption, b) family size, and c) income levels. The results we were got as follows; a) About 97 percent of the households pursued farming as a subsidiary business or specialized in it. So that the rate of self-sustenance of diet was very high. b) The family size at the village was larger than the average of Fukui Prefecture and the whole nation. c) The income per a person of the village inhabitants was about two-thirds of the average of Fukui Prefecture and about one half of that of the Japanese.

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This report showing the latest tendency of loose garments is one of the series of the investigation published in the first, second and third bulletins of the learned society. Data of the research are gathered from 3,245, persons in the area extending over one 'to' (district), one 'do' (district) and thirty-five prefectures from December the 36th year of Showa (1961) up to January the 37th year (1962). All of the heads of families are saralied workers throughout villages and cities. The required answers in details are stressed on style, material, season, home-made, order-made or ready-made, quantity and age etc.... Classifying them in the point of style we have found that pajamas and hitoe (cotton summer kimono) are used in the same number at the age from five to fifteen, and regional classification has indicated that pajamas are more utilized in the urban than in the rural. In consequence these regional tendencies shoulb de much considered in sellection of high school teaching materials.

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We made a device so that 6th grade students could learn systematically how to make a daily menu an how to purchase nourishing food within the limited budget. This is because we thought it important for the students to learn how to use money economically according to the fixed nutrition plan, though we have heretofore taught them how to made a menu of well-balaced nutrition only. Thus we made up a combination formula as shown below : P_1W_1+P_2W_2+………+P_9W_9=table expenses per day Price of each group from the above formula directly tells us how to spend money on food-stuffs belonging to each group. Therefore, we should like to conclude that, when he students allot a fixed sum of money to each group tccording to this formula, they would be able to learn ahe most effective way of spending money.

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We have narrowed our investigation to the aspects of eating green vegetables and heating food-stuffs, and then, through experiments and survey work, we have made an attempt to solve some essencial points for he practical training of primary school students. (1) In cooking cucumbers, if you add salt of 1per cent of them, one fifth of it would be wasted away together with water oozed out from cucumbers. Therefore, you have to add salt 2 per cent of the materials at first so as to get the cucumbers still containing salt 1 per cent of them. (2) Taking into consideration the quantity of water to be evaporated while cooking, we have to put in 18 gram of miso into 180cc of water to make miso-soup with salt of 1 per cent of it. So in the selection of ingredients to be put in to miso-soup, we had better use fu (light-cake made of wheat-gluten) rather than soy-bean cakes for the convenience of the cooking-practice class. Because the former contains no water. (3) In teaching students how to cook rice, we have to take into consideration the fact that some of water is absorbed while we are washing rice. (4) We think it desirable to decorate a bowl of rice with some kinds of instant foods just befor it is served. We have to reasons for this : first, to have students interested in rice-cooking, which is apt to be regarded as a dull job, and secondly, to make the dish more nourishing.

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There are considerable differences in the speed of cooking-works of school-children. To find out the causes of the differences, I have tried time-study on cooking of "Fried Egg" for pupils in the 5th and 6th grade of a primary school. The following is the results of my consideration 1) The differences in the total time were scarcely recognized between boys and girls, but the latters were a little speedy in "Breaking Eggs." 2) Pupils who have taken much time in cooking took time 2〜4 fold as much as speedy ones. Especially for the formers it was difficult to turn the fried eggs to saucers. 3) There were no differences of speed in the intervals from one motion to the other.

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These investigations were made for the purpose of realizing how housewives in the country have managed various clothing problems these fifty years. Three hundred and forty three housewives in farming regions in Tochigi Prefecture were subjected to the investigations. Tochigi Prefecture, with two fifths of its population engaged in farming, is rich in agricultural products, and was chosen as best suited for the investigations. We hope that this report will be a useful reference material in the study of clothing problems for the betterment of our way of living. Items investigated are as follows : 1. Age of marriage The marriage age is generally 20 to 25, which shows thata a girl at most active age is wanted as a bride, mainly to obtain labor efficiency. The idea that to take a wife means merely to add to working power of the household, still prevails in some farming districts of Japan. 2. Clothes in the possession of a bride Generally speaking, a bride is rather well supplied with clothing, and fashion of the moment is modestly taken in the color and style of the clothes if it be fit for the life of rural communites. 3. Articles of a bride's outfit A few chests of drawers and wardrobes are generally found among the articles of a bride's trousseau, because in most Japanese farmhouses there are only a few closets to keep their clothses in. There is a tendency on the part of parents to spend too much money on their daughter's trousseau in the excess of parental care. 4. Later uses of clothes prepared or matrimony Housewives have very little oppotunity for wearing their dress-suits and Sunday suits, which are sometimes re-cut into children's clothes or dyed again properly colored for further use. 5. Dresses and work day clothes Busy farm work compels to buy ready-made clothes, but a thorough mastery of the skill in making workday clothes are very much required of housewives in order to save extra clothing expenses. 6. Clothing expenses and ways of purchasing clothes The small amount of clothing expenses shows that married women have to stay mostly on the farm with little occasion to wear their Sunday suits and that they can hardly afford to buy expensive dresses owing to the costly upkeep of the farm implements. In purchasing clothes, however, they pay cash down in most cases, but sometimes the payment is put off till the harvest time. 7. Working hours per day and ways of spending leisure hours They work more than tweleve hours a day in their busiest season. Leisure hours are spent usually in talking about the day's work at the fireside or in the company of their neighbors.

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One bowl each of miso soup was prepared by 8 different mashing methods. Mashing with warm water took less time than mashig with cold water. Although mashing by Complex and laborious method took longer time, it gave good resuls. When each kind of miso soup was filtrated with gauze mashing with warm water left more residue than with cold water and mashing by simple methods left a large amount of residue. The amount of residue decreased by boiling to a large extent. This may be attributed to the dissolution of miso during boiling. Comparing the rate of precipitation by the thickness of the supernatant liquid, it was found that the rate of precipitation of miso soup mashed with warm water was higher than with cold water. As long time is required to boil, both the rate of precipitation and the amount of residue showed a tendency to decrease. The faults resulting from rough mashing can be cancelled to some extent through boiling, but it is necessary to pay attention on the effect of boiling about taste.

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This essay is written considering the correlation of the following three standpoints : science, education and practice in a family. On the base of this consideration, the concrete expression to something ordinary, technical and creative in the education of clothing would be found, in order to maintain the educational peculiarity of this subject of study.

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