Many people think that their favorite color is related to their personality, but it is hardly understood why personality traits affect color preferences. We restricted the age, sex and profession of the subjects, and the surveys were conducted in the same season and at the same places for 11 years. Subjects were a total of 2026 university students(931 males, 1095 females).Out of 75 different colors in the color chart, they selected "a favorite color", "the color of clothing they want to wear", and "the color of clothing they often wear". At a later date we carried out YG Personality Inventory on them. As a result, about a half of the colors turned out to be related to personality traits. Furthermore, we calculated the correlation coefficients between the image scores of "a favorite color", "the color of clothing which they want wear ", or " the color of clothing they often wear " and the 12 scale scores of personality traits of YG personality Inventory. For the emotional meaning (image of color),the evaluation value of 16 items(evaluation, activity and latency)of color image of "New Color Range Manual 100" was used. It was suggested that, by mediating the emotional meaning of color(image of color),people like colors with images similar to their personality and that they tend to wear clothes of such colors.
In modern Japan, color education begins with "Irozu" in elementary education as the beginning. However, "Irozu" disappears from the educational system in just a few years, and then it takes a considerable amount of time for color education to be included in the education system again. Color educational contents did not become uniform. Such non-uniformity and large amount of change of color education are also related to changes of the social environment and culture. It is necessary to consider various factors. Such was influx and increase of Western color materials / color names related to the trend of watercolors / oil painting hobbies. And people had trend of tiredness about classical Chinese. And there ware change of social system accompanying with war. This research does not consider color education only within the framework of the system of art education and color education, but also looks at the state of historical change of color culture accompanying social situation and cultural change. Therefore, I will rearrange the various aspects of color education in modern Japan that tends to be considered vaguely in a unified way.