Here, I will try to seize "Home Life" in a side of "Habit" "Habitation" and "Custom" as "The Essence of Home Life No. 3". As data I have used "Home Economics", "Homemaking Education", "Sociology", and "Psychology". If we adopt the theory "Home Life" is the life that "Family" (-a group of human beings-) is made in the "Home", we must attach a great importance to the forms of our behavior that satisfy our basic needs (-it is a peculiarity of "Hom, Life-). It is already said that "Habit", and "Habitation", are taken seriously into the forms of our behavior, and we cannot seize "Habit" without seeing relation between "Custom", and it. In the thesis, I quoted "The Plan to try on transfiguration eating habit" (-in channel theory-). (-Field theory in social science. 1951. Kurt Lewin-) as a way of changing habit. I think it will offer us a valuable suggestion as to the pursuit of the thema of this thesis. As mentioned above, I would like to consider the side of "Life" in "Home Life", and to get a foothold in the pursuit of "The Essence of Homemaking Education".

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Examining what have been intended to teach and what have been understood by pupils, I try to clarify positively the logical structure of the subject matters in teaching by analysing an actual teaching plan and its procedure. I investigated the mutual relation between the contents of the recognition of "Home" and those of science, technology and art, and explain the principle of integration in the structural way. And more, about the mutual relation between the recognition and its practice, the order and method to teach is explained.

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In the study of Home Ecomics Education, we must pursue its philosophy. Up to this time, we have had several philosophies, namely, Confucianism, Buddhism, Christianity, western philosophies, Nationalism, especialy in Meiji-Taisho era, we set up so called "the principle of good wife and wise mother". After the great war II, our principles of Home Economics Education came to be based on humanity.

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Many ideas of Homemaking Education, which are now in their application, were suggested by the leaders of Home Economics movement in 19th century. I'll sketch the outlines of their opinions, referring to M. T. TATE and a few latest books. They are very important to the homemaking education in the future. They are as follows : (1) In the 19th century there was a growing movement for establishing the course of study in home economics in schools and colleges. (2) The early home economists realized that the sound home economics was put on the sound scientific basis. (3) They, therefore, turned to well-established science. (4) Chemistry was used as a major subject in delving into underlying sciences for principles suitable for application to household problems. (5) As the social sciences advanced, home economists were so much engrossed in the comlex problems of applying physical sciences that they lagged behind some other groups in grasping the significance of these newer sciences.

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The programmed learning has recently been applied as a new teaching method. I tried to apply this method in homemaking course in junior high school : making skirt and cooking "takikomi-rice" in the 1st year class, and cooking "chirashi-zushi" in the 2nd year class. Results obtained are as follows. 1. The programmed learning is effective in studying intellectual contents, though each has a different speed. But, it is difficult to regulate time for the study followed by the practice in groups. 2. As to the practice : (a) The method is effective in the course in which the students apply many tethniques studied already. (b) The method is not applicable to master a new technique. 3. Students are interested in this method and study positively.

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Recently, the homemaking education of the elementary school seems to have been realized as a common education for both boys and girls. But, actually it is not realized yet, and is often heard the voice that this education is not necessary. This education is supposed to be an object of practical education connected with home life, so it is important to have a connection with children's parents and find out the children's interest in it to take its leadership. Those children in the 6th grade of 4 different schools were the object of this investigation and their parents with different envilonments. 1. Children's interest In practical training is their greatest interest but it is very different in such answer by subject. 2. Parents' demand They request that a general leading course of living as well as a scientific knowledge is given. The answers from all districts are the same. 3. Both children and parents are not interested in "Sewing lessons".

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A systematic teaching means that the teaching materials are suitably arranged to the ability of pupils and their will. In the technical teaching (Gino Kyoiku in Japanese), we have to attach importance to development of an ability of creative thinking of each pupil.

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The contents of homemaking education which have lately been revised are divided into four items, i.e. clothing, food, dwelling, and home, aiming at cultivating the practical and desirable attitude of living. In order to attain this goal, homemaking is to be taught to the fifth and sixth grade boys and girls of the elementary school. However, many problems still remain to be solved. In this research, I selected 150 schools in the prefecture by random sampling in order to investigate the children's interest, parents' demand, and school equipment. The results are as follows : - 1. As to the favourite course, homemaking stands second with girls both in the cities and rural districts, while with boys it stands seventh. As to the interest 45% of boys take interest in home management. 2. Parents generally demand that stress should be laid on basic courses, but girls' parents (especially mothers) consider the course of homemaking as essential to girls. 3. 65% of schools use ordinary classrooms for homemaking, and most schools are poorly equipped. By this investigation, I find that researchers of homemaking education should eagerly endeavour to enlighten people in general as to the significance of homemaking education.

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We face many problems while we educate the future teachers of homemaking education. This research was done in order to obtain a better picture of social human relations which, we think, is the basic problem of homemaking education at elementary school level.

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In this study I want to treat several problems on clothing in the educaton of domestic science. Standing on the basis of daily use and cultural point in clothing. I think at first about the technical character generally. Secondly, I divide this technique into three domains i.e. formative, constructive and operative parts. According to my opinion these three parts correspond to sensory-formative, contemplation-constructive and operative-temporal, that is to say, three fundamental techniques, so I will begin my consideration on this point of view.

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These investigations were made for the purpose of organizing curriculums in clothing of our college. The main problems are the difference between generations about posession and wearing and ability for making clothes-both japanese clothes and western clothes-of contemporary women. In conclusion of these investigation, the knowledge of clothing and ability for making clothes are both declining for all the improvement of the condition of life and increase of demand for clothes. These regrettable tendency is well showed in curriculum, I think. This must be the serious problem. It is already many years since technical schools of sewing became colleges. We should give higher education worthy of the name of a college. I think the education of clothing in a college should not be restricted only in a technical field but the guidance for purchase and consumption of clothes should be given. In addition, our curriculums must have a deep connection with science and art, I believe.

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This research is specially emphasized on the texture of the night garments and seasons in which they are used. Investigating of 1,171 persons, women-401 and men-470, we found that hitoe, pajamas and night gowns are respectively much used in all range of age and their texture ranks cotton dress material, towel material, flannel and synthesis. About the making process, from age 16 up to 25, they most utilize ready-made ones and 36 up to 50 make ones at home. Thus their attitude to conception of making clothing shows clear difference between the two.

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What should be taught as an elemental and basic knowledge of the clothing in the elementary school? Through the fact finding research of the average knowledge about clothing and detergent in Ishikawa prefecture, I studied (1) how various sorts of materials for clothing and detergent are being used, (2) how the consumers are protected by law, (3) the relation this subject has with others in their curriculum, etc.. Combining these elements, I devised an experimental plan which is shown here.

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1. One of the basic conditions for making a sort of bag is to cut and sew the cloth in such a way as the angle ∠ABC (which is made up by hypotenuse AB and diagonal CB) shows 45°. (conf.p. 70) I devised a method of teaching elementary school students how they can easily measure the length of the line AB upon the basis of the length of diagonal CB. 2. As to needlework, I decided the three different stages according to the students' proficiency and their sewing speed. Then, I gave them three animent melodies by which they might delightfully engage in this monotonous work. It was surely said that this experiment was a great success.

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We have investigated to find some tendencies for making uniforms in elementary schools. Showing the 14 pictures which showed uniforms for boys, girls and parents for summer and winter, we got the opinions of 6000 of parents and children of 30 schools. It was found that more than 70% of them want to have the uniforms. We also found that those designs are different depend on areas, boys or girls. The boys are fond of the collarless suits and the girls are the two-piece suits with tailor collar.

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I investigated the actual conditions of clothing life about 300 people in two districts of Kagoshima city and three other cities, Kagoshima prefecture. It is found that the ready-made clothes are being used at a high rate, especially underclothes for men, women and also children. As to other clothes, Wafuku-15%, Yofuku-50% for men, 33% for women, and 60% for children's are ready-made.

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This experiment was applied to the fastness to rubbing, washing and light in the case of red, yellow and blue colour dyes through the process of mikanol, coupling and developing treatment, that are available methods in households and various aftertreatments were applied to the dyed pieces of cloth. These aftertreatments showed the improvement of developing treatment, and the decrease in the fastness of some dyes in the case of acid coupling treatment. As to the fastness to light, mikanol treatment proved to be best for yellow dyes and some good results could be obtained in the other colour dye by this treatment which is convenient for use. The aftertreatment with metallic salt is suitable to red dye but not to the other colour dyes. The metallic salt aftertreatment and the formaldehyde aftertreatment is not suitable for home and school teaching.

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Modern technical innovations tend to bring about sophistication on the one hand and simplification on the other of human desires. Here I have made an investigation how people approach to dress-making and furnishing thereby some suggestions may be useful for the instructors in the subject. The subjects of my investigation were college girl students and women in general living in Kitakyushu city, making a total of 632. Their approach to dress-making has been found to vary with the generation they belong to. It is, however, beyond the scope of my investigation to decide whether the difference should be attributed to the length of their experiences in dress-making or to the social conditions telling on their desires.

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Comparing the results of an investigation into the actual condition of the cooking materials in "the Industrial and home arts" of the lower secondary schools in Saga Prefecture with the requirements of the Monbusho's (the Department of Education) Course of Study, I believe that the cooking materials of the lower secondary school must be such as to answer the following requirements. (1) They must be fundamental and practicable in more tham 80 percents of the lower secondary schools. (2) They must meet student's taste and stimulate their interest. (3) They must demand as many operations as possible-i.e. comprehend many elementary oprations. (4) They must be properly difficult, i.e. not too easy for students. (5) They must be such as cannot be taught easily at home. (6) They must be such as to stimulate student's originality. (7) They must not require too much time in practice. (8) They must not be the simple repetition of those in elementary schools. (9) They can be put to practical use readily and can please the family as daily food. (10) They must contribute to the improvement of our dietary life. (11) The materials necessary to practise in them must be easy to get and cheep in price.

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Pupils have some limited experiences in their own environments and yet without putting them in order. We intend to make them learn and practise, synthe, tically or systematically, all affairs of their lives. In cooking practice, we can experience specially those facts. Although pupils show a delightful and earnest attitude in practising, most of them seem to learn and practise incompletely. In conformity with the aboves we explain the next two points about the main subject : 1. We examine the relations between the spontaneous study and the guidance for it about intellectual, skilful contents in cooking domain. 2. Considering the problems to organize some groups in practising, we make proposals of the evaluations of individual growth and development in the group and some adequate measures for them.

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