Homemaking education in elementary schools is distinctly structured in the curriculum. Under the present conditions, however, research related to objectives of this education and difficulties in teaching are still unsatisfactory. Teachers in charge of homemaking education have many difficulties which also contain matters connected with other subjects in teaching every day. For the purpose of finding the key to various problems in homemaking education, a study of consciousness of teachers in charge has been made. Through it the author has come to realize tendencies of the problems which they face, and the actual conditions under which they work. The results were that most of them had regarded insufficient equipments and facilities as the primary reason for inactivity of this education. They expressed their dissatisfaction at organization of teaching staff; classes are carried chiefly in others' homerooms. In addition, teachers in charge have recognized that teachers as a whole lack understanding and recognition of homemaking education.

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Innovation has become characteristic of our society owing to the development of scientific technology. Its outcomes foretell the future of society. We are now confronted with two opposing possibilities, the way to Utopia and the way to Distopia, because of the greatness of the impact innovation has brought about. In such a situation, which of these to choose is to be considered seriously, if we wish to open a new era in human history. In this present paper, some pitfalls of innovation will be pointed out with respect to the relation between man and thing and between man and man, and the value of technology in modern times and the future direction of education based on it will be examined. Various factors of the impact of technology upon home life will be analyzed. Thus, the purposes of homemaking education in the coming society may be summarized as follows : 1. To grasp the exact meaning of democracy and make civilized home the nucleus of the human society, through the inquiry of actual problems concerning home life, so that the intellectual and cultural life of the people might be improved. 2. To reorganize homemaking into a new scientific subject directed to the education for human beings in place of that for women only.

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The purpose of this study is to analyze the actual conditions of homemaking education at the elementary schools and especially to clarify some problems about the education for boys. A questionaire was used with home-room teachers, a class of boys and girls, a class of parents in 6th year at each of four schools which were sampled randomly from eight cities and eight districts in Aomori prefecture. The main results are as follows : 1. Boys have more interest in homemaking education and teachers, especially males, have more desire to enforce homemaking with better quality. 2. It is necessary to make more sincere contacts with children's parents, and completely renew parents' understanding toward homemaking education through children's learnings. 3. The guidance for children's learnings should be carried on in priority and generally, more education of creative and laborious works should be emphasized.

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Inside a cooking room at junior and senior high schools, noise during practice hours is very loud. For the purpose of making teaching more effective, the actual condition was examined. Namely, the following items in the room were measured : noise level, frequency analysis and record by high speed level recorder of total noise and special noise occurring from each cooking method, respectively. Average loudness level of the noise is 70 phones. Sound power carried by a band of frequencies 500〜1,000 cycle/sec is the most intensive, and this is most sensitive to the ear. An arrangement of absorbing some noises from which 5dB of noise power would be decreased is discussed.

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A survey was conducted on 800 pupils in three districts of Tokyo by employing a questionnaire method, with a 100 per cent return. Of the total pupils surveyed, 86 per cent had their own rooms, but 34 per cent of them were discontented with the space of their rooms. In each of the schools surveyed, the pupils' living conditions differed depending on the number of family members, total rooms and parent's occupations. The pupils had their own thinking about environmental pollution, though their opinions differed somewhat by grade. Moreover, the pupils were known to have a very strong desire for better living conditions, with some differences between sex seen in the contents of the desire.

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The present study was to compare the well-adjusted children from the mother-absent homes, with the maladjusted children from the homes similar to the adjusted. The methods used were Osgood's semantic differential, Rosenzweig's P-F Study, and the case study through interview to the children and their parents. The main results were as follows : 1. In comparison with the images of parents by the maladjusted children from mother-absent homes, the images by the well-adjusted children from the homes with same condition are very similar to those by the children from average homes. 2. By Rosenzweig's P-F Study, it is found that the dependent or protection seeking response, namely the extrapunitive need-persistent response represented by the e-response to P-F Study, is relatively more dominant in the maladjusted children rather than the well-adjusted children. 3. Through the case study by interview to children and their parents, the lack of sex-role identification, if any, is more remarkable in the maladjusted children than the well-adjusted children. This fact is in comformity with the results above mentioned. From these results, it was positively suggested that the data gained by the present study had instructive and important meaning to childrearing guidance in homemaking education of senior high schools.

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In order to investigate problems about sewing, opinions of junior high school girls and their parents were collected and studied. The kinds of clothes set as teaching materials are similar to those of homemade clothes, and from this point, these kinds of clothes are considered to be suitable for teaching materials. Junior high school girls are interested in sewing until they actually begin to sew, 40 per cent of them lose interest then. The reason why they lose interest needs to be clarified. In order to judge the suitability of clothes, the clothes must be tried on but there are few high school girls who put on self-made clothes. This must also be inquired. The school uniform is an important garment for junior high school girls. However, few girls want to wear uniforms. The reason is that they do not like the design. In light of the educational aim of sewing, it seems necessary to design a popular school uniform. The above-mentioned is the result of our investigations at three junior high schools in the western district of Okayama Ken during October, 1971. Results taken from a wider area in Okayama Ken will be reported in the forthcoming paper.

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The preservation of body heat is the first essential to winter clothes. Especially in the snowy region, the need for active and light clothes is important. Research was conducted to find the actual condition of clothing in the snowy region. Investigation was conducted in January and February. Five elementary schools were selected, located respectively in the mountain and highland regions of much snowfall, the urban and farm area, and the windy coastal district. An opinionaire was distributed to the pupils, and direct interview was conducted with the teachers of those schools. From among many articles of the investigation, reported here are the weight of the pupils' winter clothes, the ratio of the weight of the pupils' winter clothes to their body weights, and pupils' daily habit of wearing winter clothes.

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An experimental study on the relation of various stitches and threads has been made as an aid in teaching "basic hand stitches" scientifically in homemaking classes in elementary schools. Cotton broad fabric, both warp and filling 40/2S, has been used. Threads used are Komachi thread, Tokyo thread and sewing machine threads. Kinds of stitches tested are running stitch, semi-back stitch, back stitch, and sewing machine stitch. Experiments have been made, with the following results, on the use or non-use of "chikara-nuno" (cloth for reinforcement), on the strength of various stitches with the threads mentioned above, and on the breaking condition of stitches by pulling. Stitch strength has been measured by the Autograph-P-100, and the strength of threads by Tensile Testing Machine, both by Shimazu. 1. Stitch strength is great when Komachi thread, Tokyo thread, #30 or #40 cotton thread is used in back stitch. Sewing machine stitch is also strong when #50 cotton thread is used. 2. Of the stitches made by school chidren, the strength is higher when the stitches are smaller, even and straight. 3. It has been confirmed by the study of breaking condition that Komachi thread is best suited for the cotton broad fabric. The usefulness of "chikara-nuno" has also been confirmed. 4. When teaching stitches to school children, the combination of various stitches and threads must be considered collectively, paying due attention to the kinds of stitches and threads and also to the stitch strength and breaking condition. 5. The data obtained might be of some use when teaching basic hand stitches scientifically in elementary school homemaking classes.

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Effects of loose sewing in reducing rip of rear arm hole in a set-in sleeve were studied. It was found that : 1. The overfeed method is higher in strength and lower in elongation compared with the natural-feed method. 2. The overfeed method is stronger to a frictional force than the natural-feed method in the case when sewed in the transverse and positive bias directions of test cloths, while the relation is reversed when sewed in the longitudinal direction. 3. The durability of the rear arm hole of a blouse sewed with the overfeed method was very excellent compared with that sewed with the natural-feed method. It is concluded that the rip is reduced with the overfeed method by sewing half-way from the upper end of the side line to the shoulder point.

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Of the methods of making Pompon Tufting, a way using a doughnut-shaped pattern was examined experimentally. 1. Diameter of the cardboard will be the same as that of the tuft. 2. The reproduceable pompon is achieved by making a cord hole, 1/4 a circle of the pattern, and by winding with yarn on the designated condition. 3. It is necessary to point the way of winding yarn-the direction, intensity, and end-point of winding. 4. Sensuously the tuft of thin yarn is felt denser than that of thick one. 5. Small tuft is apt to split in half. This can be fixed by employing the wool's plastic nature-by steaming it and rubbing it softly with palms.

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There have been many food guides, some with 2 or 3 food groups, others with as many as 13. The two guides most commonly used in Japan for their simplicity are called "The Three Color Food Groups" and "The Basic Six". According to the authors' inspection of these two applied to poor and good diet menus, 1. simple dietary scores unaccompanied by careful inspection and interpretation of individual diets are generally unreliable as estimates of the nutritional adequacy of a diet, 2. both require more detailed directions for their use. As the authors could find no adequate food guide at this time, an experimental food guide was invented. The authors are studying continuously to refine the experimental food guide.

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Our experience informs us that smooth cooking has a relation to the whole time required for it. Investigations were made on how students made attempts and what kind of consideration to the process they took in order to cook smoothly. As was reported in the second paper, we divided the work technically into two parts, that is, the easy work and the difficult one. We tested on how much difference there would be in the hours required and in the consideration to the whole process.

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When frying oil is used many times, it is said to lose its flavour gradually and result in a toxic character. First, we explored a practical method of measuring the delimit of used oil. Then we measured the extent of the rancidity of frying oil commonly used in home-cooking. The results are as follows : 1. The Kreis test and the Foaming test are applied as practical methods of measuring the uselimit of frying oil. According to these two methods, the results of the measurement proved to be related with each other. 2. Frying oil used in 250 homes at Oka, Taki-cho, Mie Prefecture was tested. Thirty per cent passed the Kreis test and about 60 per cent was below 40mm in the Foaming test. These data show that in most homes of this area "frequently-used-oil" is still used, with some new oil added. 3. Results of the rancidity experiment by frying doughnuts is shown to infer that the frying oil reaches its use-limit, under the usual home-cooking conditions, when all the frying materials weigh more than the oil.

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The difference of age and sex of each member of the family should be considered for the food budget. The authors have found a new index from the view of nutrition by investigating the economic condition of the diets that the Japanese have had in the last few years. It was formed from the ratio of the food expenses of the Japanese. By the use of the new index, it will become easier and more exact to budget food expenses for each family.

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Mandarin oranges just picked and those from the market contain 8〜12% of glucide and 34 mg% of vitamin C. The concentration of glucide slightly increases in room temperature (12〜15℃) and in cooler storage (±10℃), slightly decreases in freezer storage (-18〜-20℃); and afterwards glucide contained in each of the three groups remains stable, the three having approximately the same concentration. As for vitamin C, it decreases in the course of time, those in freezer storage having retained more of it than the others. The sweet summer-oranges become less tasty in the course of time.

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From the view point of the science of cookery, I have been studying about the sense of taste as a sensorial experience. This is a report of a part of my experiments to clarify the structure of the sense of taste as a matter of personal subject with the help of the expressions used by the experimentees. The experimentees were 86 primary schools and 99 junior high school students. They all took the same lunch served by the School Lunch Service Center. Forms were filled after they finished their lunches, freely describing how the lunch tasted. From among their descriptions, I chose several adjectives used to express what they felt, including nouns used as adjectives and onomatopoeia expressions, and classified them. As a result, I found that the terms used are both quantitatively and qualitatively the same as those used in my former experiments (Adachi, 1971), in which case the terms used were those acquired as knowledge, but not as a description of the real tastes they felt.

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