Bloom's Taxonomy of Educational Objectives were presented according to, 1) development of Taxonomy, 2) principles of Cognitive Domain, and 3) application to "Meal Planning" in Foods Area (first year) at junior high school level. Discussion centered on the hierarchical nature of the Taxonomy, with intended behavior of the students classified to attain greater clarity of objectives, designed to dispel ambiguity of objectives for more effective evaluation. An attempt was made to apply the Cognitive Domain objectives concerned with nntrition and meal planning. Further attempts at test construction, administration and analysis are necessary to verify the principles of the Taxonomy.

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In order to bring about the modernization of education it is truly essential to reexamine the educational materials and methodologies, but it is far more important to establish the efficient charge form which enables individual teachers to give their abilities to full play. Seen from this perspective, the present charge form seems to leave much to be desired. This paper aims at analyzing the problems in the present charge form with a specific reference to homemaking education. The investigation was carried out with the use of questionnaire on the four items. The questionnaire was conducted with the cooperation of 56 prefectural teacher consultants in charge of elementary education and 50 teachers of homemaking education. (The result of the survey) (1) In elementary schools 'gakkyu-tannin-hoshiki' or 'one-teacher-oriented class system' is more widely adopted than any other system. More precisely, 'one-teacher-oriented class system' is adopted by 82.3% of the first and second grades of the elementary schools under survey, by 64.4% of the third and fourth grades and by 44.8% of the fifth and sixth grades. As the grade goes up, the percentage decreases and alternative systems come in. (2) As far as homemaking education is concerned, at least five systems are employed throughout Japan. The number of the five systems adopted is in the following order. 1. 'hoshi jugyo hoshiki' or 'extra teaching system' 2. 'gakkyu tannin hoshiki' or 'one-techer-oriented class system' 3. 'senka hoshiki' or 'specialization oriented class system' 4. 'kyoka buntan hoshiki' or 'one-subject-oriented class system' 5. 'kokan hoshiki' or 'interchangeable teaching system' (3) In homemaking education the extra teaching system involves the greatest difficulties and it is followed by specialization oriented class system and one-teacher-oriented class system. Their main difficulties are as follows; 1. insufficient period of teacher's contact with pupils 2. unsatisfactory preparation for the class work 3. difficulty in giving compensational lessons. (4) A great number of conscientious teachers are promoting active research for the substantial improvement of class system. What has been proposed so far is that the team teaching should be adopted and that each class should be in charge of two or three teachers.

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The purpose of this study is to clarify the most necessary condition for the more development of homemaking education that all home-room teachers at the elementary schools come to understand the importance of the education and especially we need male teachers' cooperation. A questionaire was used with home-room teachers in 5th and 6th year at each eight schools which were sampled randamly from eight cities and eight districts in Aomori prefecture. The main results are as follows : 1. Now at the elementary schools we must stop to continue the homemaking education as the female education by female teachers. 2. It is expected that the homemaking education is based on the learning through living in relation to the guidance of livelihood and it's substance is raised gradually as the required subject from 1st year. 3. With the present system and contents, we should reform the education having the nucleus of techniques to Homo totus education and preferably we should emphasize Arbeitserziehung more wholly.

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Data were collected through questionnaires on beliefs about home economics education, from 235 mothers of fifth-grade children of both boys and girls in two public schools of Tokyo and Yamagata Prefecture. The results were, 87.5% of the 88 mothers of Tokyo, 91.8% of the 147 mothers of Yamagata, believed they would encourage their daughters to take home economics classes at the elementary level, 98.9% Tokyo mothers, 96.6% Yamagata mothers believed the same at the junior high level; 90.9% Tokyo mothers, 91.9% Yamagata mothers believed the same about senior high school. About half of the mothers approved for boys to take home economics classes at the elementary level, but showed a decline at the junior and senior high levels. Mothers gave the following reason for encouraging daughters : homemaking education would help them learn the important things necessary in daily life; for sons, the same. Reason for not encouraging : (for both sons and daughters) other courses are more important. The findings of this study seemed to fortify the beliefs of home economics educators. The original study was done at Oregon State University.

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The author investigated the Unesco report of "WORLD SURVEY OF HOME AND FAMILY EDUCATION WITHIN FORMAL EDUCATION" and compared some phases of the survey with those of Japanese homemaking education. In Part I, the composition of the survey, curriculum development, curriculum content, participation of boys in home economics education have been studied It is recommended that the findings of the report which has been worked out by co-operation of Unesco and I.F.H.E., be utilized for Japanese homemaking education. The close examining of the results of the past and present levels of regard for home economics education indicates an awareness, amongst the majority of countries in the world, of clear relationship between effective teaching of home economics and general welfare of the people. Further development will be obtainable by clarifying roles, objectives and subject matter content of homemaking education in the changing Japanese society. It is hoped that further studies to give boys suitable homemaking education in secondary schools will be developed. Associations, teaching institutions and governmental institutions who are engaged in homemaking education should co-operate for the development of Japanese homemaking education.

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Lately the importance of the infant education is emphasized in the various fields. This paper is studied how the social changes after the World War II reflect on the contents of childcare, mainly about the development of an infant, in the course of study and text books in the junior high school homemaking education.

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The accessibility to nursery learning was measured by the Guttman scalogram-analysis method for 224 students of six senior high schools in Tokyo. By the aid of the scalogram made by dividing nine questions, the repeatability coefficient of 0.90 was found. Hence, the scaling was possible for the accessibility. This value of the repeatability coefficient was almost the same when compared with the result of inquiry made at Hiroshima in 1965. The result of attitude analysis indicates that the intensity curve was unreasonable. There is however, a fairly large difference in the attitude value from school to school. For the purpose of understanding what impressions and what requests the students have for learning the general domestic nursery, we summarized the questionnaires of free descriptions by the K.J. method. The results indicate that the students are not well aware of the importance of nursery education. This is probably because they are not satisfied with learning nursery. A revision of contents of education seems to be necessary. Also the teaching method must be attractive to students. In this case, it must be taken into account seriously that the students want the nursery learning in which they think and act by themselves.

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Children's fundamental habits are considered to be formed by the age of 5 at the latest and it is known that this gives an influence to children's mental independence. The author made this study in order to learn the actual condition of young children's self-dressing and the factors influencing it. This study was made about 133 nursary school and kindergarten children in Tokushima City ranging from the age of 2 to 6. They were observed putting on their ordinary clothes and taking them off. The observation was made according to each different kind of clothes. I.Q. of the children was measured by means of Suzuki-Binet I.Q. Test. The following results were obtained : 1. Self-dressing of ordinary clothes is usually possible at the age of 4. 2. Interdependence of self-dressing and intelligence is observed at the age of 2 and 3, but was not observed above the age of 4. 3. Difference of sex in dressing was noticed at the age of 5. Especially boys are quite likely to be indifferent to minute handling.

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It seems that the examination of the contents of guidance on dwellings in the elementary, the junior high and senior high schools is poor comparing with those on foods and clothing. We can, however, confirm that the level of researches on dwellings is never so low, as reviewed in this paper. We, teachers related to homemaking education, must understand those systematized results of researches on dwellings, and we must raise more the exploratory activities. Knowledge of those obtained by experts and of a local situation of dwellings is indispensable to make a guidance effective. Since these exploratory activities of teachers are so intimately connected with the process of guiding the pupils as to lead them realistic understanding on dwellings. From this point of view, we try to give new direction and contents of guidance on dwellings.

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1. Objectives of the research (1) To study the teaching method of residence in homemaking education in junior high school. (2) To have pupils discern the relation between one's posture and construction of chairs. 2. Method of the research (1) To set up questions which pupils settle themselves, or with the teacher's aid if needed. (2) To have pupils study the diversity of chairs in due turn and find their differences directly. 3. Consequence of the research (1) We have discovered chairs designed functionally and in accordance with one's posture. They do not fully function, however, unless we are sensitive to their disposition and usage. (2) Indeed we are bound up with our surroundings, towards which we have sought our approach, by promoting creative power, to lead decent lives.

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This study attempted to collect materials for a study program for making out good menus. The subjects for this study were the fifth and sixth year pupils of an elementary school. An investigation was made into their intuitive and critical ability to distinguish, on the basis of their nutritive values and I.Q.S. good menus from bad ones. The result can be summarized as follows : 1. The pupils under better nutritive values were better able to distinguish between good and bad menus. 2. Differences according to intelligence and sex were not observed. 3. In regard to school year, there were no differences between the fifth and sixth year pupils of the elementary school. But the third year pupils of a middle school were somewhat better than the above mentioned pupils.

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The third and the fourth informations of "The Tentative Plan for the Evaluation of cooking Technique" treat how to evaluate the relative difficulty in the technique. And I suggested a way of the class work in consideration of the above mentioned investigation and study. The third information, which treats the dishing up, aims at the fixation of students' esthetic consciousness by showing the model of considered size, while the fourth information, treating arrangements, makes students study their own program by the repeating exercises of the same cooking. Recently I made an investigation as to the difference of the skill in this field between those who have learned the tentative plan and those who have not, and I have carefully examined the effect of the learning of the plan.

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Tempura has been one of the fairly important teaching materials in the cooking lesson in senior high schools. In order to improve our way of teaching how to make tempura, it is necessary for us to know in what points the high school students find difficulty when they make tempura for the first time. For this purpose, we examined the ability of the first year students of a high school, and found the following facts. 1. We had each girl student make koromo (or coating of tempura) of flour or starch flour, coat thin slices of glass with it, and fry them. Then we measured the moisture, specific gravity, and cracking rate of the fried coating. As a result, we found that the goodness of coatings is nearly correlative to the cracking rate of the fried coating. 2. We recognized that the students had difficulty in these : (a) how much water they should add to flour in making good coatings, and (b) how they should keep the oil temperature fitting for frying the coating. 3. The students made various quality of coatings of flour or starch flour. But they could make almost the same quality of coatings under these conditions : (a) when they used the ready-mixed tempura flour, which we can easily get in the market, and (b) when they used the frying pan with thermostat even if the coating was made of non-ready-mixed flour.

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We have examined how the quantity of vitamin C contained in fruit and vegetables changes when unfrozen in a Microwave-oven. The results obtained are : 1. Approximately 80% of vitamin C contained in the fruit fuice unfrozen in a microwave-oven is not broken, i.e. not de-vitaminized. The fresh juice thus treated can be effectively stored in a refrigerator and good to drink. 2. Radio heating is effective in inactivating ascorbic acid oxydase. Vegetables such as carrots that contain ascorbic acid oxydase, if radio-heated beforehand, will not have influence upon, and break the vitamin C of, other vegetables cooked together.

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Among the data of cleaning which come out in the text-books of junior high school there are some revising points according to the progress of domestic supplies and machineries. In this paper dealt with the ratio between washing solution and washing cloth, washing time, and concentration of detergent. 1. Ratio between washing solution and washing cloth. Examined the ratio following to the JIS C 9606-1918 method, using three brands of cleaning machine. Experiment was carried out after adjusted the ratio to 1:10, 1:15, 1:25, and 1:50 and as the result the difference of cleaning efficiency between 1:10 and 1:50 was 10% by strong-stream, 15-20% by medium-stream, and almost no difference by weak-stream. 2. Washing time. Washed for 5, 10, 20, and 30 minutes following to the same method just mentioned above (1). As the result the cleaning efficiency increased by long washing time, but 5 minutes washing by strong-stream resulted the same or higher cleaning efficiency to 20-30 minutes washing by medium-stream or weak-stream. 3. Concentration of detergent. Examined the effects of concentration applying eight marketing synthesized detergents. As the result proved that there exist no significant differences of cleaning efficiency between each brand of detergent. On the efficiency of cleaning no variance existed concerning 0.14-0.5% solutions.

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Of the method of making Pompon Tufting, a way of using a rectangular cardboard pattern was examined tentatively. The cardboard should be long enough to wind the desired full length of the yarn around, and, as winding, it is necessary to make it uniform and not to tense. Width of the cardboard will be the same as desired for the finished pompon. Where to cut and where to tie the wound yarn should be marked clearly with chalk before the cardboard is removed. Instead of the cardboard, pencils may be used. The round of the pencils bound is as following; circular pencils : 2r(π+n) six-angle pencils : 6r+n√<3r> r=a pencil's radius, n=number of pencils bound, π=the circular constant.

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The researches to select adequate contents and to make the improvement of methods of teaching in the homemaking education have been carried out for long time. Those problems are rather easy to solve in a sense that those are related to teacher's individual effort. On the other hand, the facilities and equipments also play an important role for the effective homemaking education. But carring out the plan of better facilities and equipments is a difficult problem from the viewpoint of budget and school management. First we investigate the actual condition of 65 junior high schools in Toyama Prefecture. Then we suggest new type of kitchen table for two users. This is going now in a trial production and the result of making a trial of this will be reported next.

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The author reported in the previous paper an index of the food expenses according to individuals of the family. In this report the new index which has some special characteristics is reported. For example : 1) The amount of one unit of each element of nutrition is indicated by "1/10" of the standard of nutrition of the Japanese according to the goal for 1975. 2) When the food expenses are calculated the ratio of the animal protein and that of the loss of the vitamins by cooking are to be considered. The author also has tried to use the new index to advance the method of making food budget in home economics education.

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