The purpose of this study is to clear what was the idea of a subject in school for home economics education at Lake Placid Conferences in early 20th century. Conference proceedings were used for this study. Results of this study are : 1. Basic idea of a subject has been cleared in the process of conferences. 2. As a system from elementary school to university, the basic idea of a subject was the same although with different names in elementary, secondary, normal schools and universities. 3. The basic idea as a subject for home economics education was "to control or create better living". From these results, following three points are proposed for our home economics education in Japan. 1. Cooperative study is necessary. 2. It is desirable to have a basic idea of a subject, and to have variation for development of learners. 3. As the idea of a subject, it will be good to direct toward improvement of "human living".

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The aim and method are the same as those of Part 3. The teacher consultants are investigated. Curriculum contents, teaching approaches, methods and aids are analysed, and the results are compared with those of former two surveys-the Unesco Survey and my first survey. Though the subject-matter content areas of home economics, which the teacher consultants would like to introduce for boys as well as girls at three levels of schooling are shown, they support the contents for boys with more negative attitude than the university faculties of my first survey did. Not only do they use "hardware" and "software" of educational technology nowadays, but also would like to introduce them into home economics education in the future. The result gained by this survey is the same as that of my first one. The obstacles which they are facing in introducing new teaching methods and aids are almost the same as those mentioned in the former two surveys.

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This study analyzed the roles and the changes in education of girls and that of homemaking in Ehime Prefecture in and after the Meiji Era, with the hope of discovering problems of our present and future. The means utilized were : documentary records, materials kept in schools, and the answers to questionnaires. The results of our study can be summarized as follows : 1. The percentage of elementary school attendance in early Meiji was rather low-especially that of females, many leaving school before completion. Hence, sewing education, though organized well, could not be enjoyed by so many girls. However, after mid-Meiji, the percentage rose rapidly, both boys and girls reaching 98%. 2. The start of secondary education for girls was early for a local prefecture. By the end of Meiji, the number of secondary schools for girls had reached 6.8% of that of Japan. 3. There were three types of girls' high schools--mission schools, public schools, and practical schools--and in all of them homemaking and sewing were given more hours than any other subject, the same as that of the rest of the country. 4. The answers to the questionnaires made to the graduates of mission and public schools showed that educational ideas of schools in those days still remained for those people who are now between eighty and ninety years of age.

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This reserch aims at surveying the teachers' consciousness suitable for teaching the field of foods in order to build a desirable curriculum for homemaking education. This paper reports about the differences among teachers in their consciousness toward teaching content. The result is as follows : Nutrition and the problem of foods ……80% of teachers admit that these studies are necessary for girls, but only half of them admit for boys. Particularly the consciousness of teachers in junior high school is low. Experiment and practice…… The low consciousness toward these studies for girls is shown in teachers of elementary school; high consciousness is shown by other teachers. All teachers' consciousness toward these studies for boys is low, particularly teachers of junior high school.

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This paper examines teachers' conception of the what and the when of teaching clothing in a systematic course of Homemaking Education from elementary school through senior high school. The questionnaire was sent to 600 teachers of Homemaking Education of the elementary, junior high and senior high schools and 88 supervisors. The rate of effective reply was 62.7%. The first report deals with the necessity for clothing education. 1. For girls the necessity is greatest in senior high school, followed by junior high school and then elementary school. As for boys the order is reversed. 2. Great necessity is found in the field of care of clothes, clothing management, wearing, and clothing material for girls; of clothing management and care of clothes for boys.

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Opinions among teachers and supervisors of homemaking education were surveyed to determine their views, depending on sex of pupil, on the necessity of the most suitable grade to teach child-care and nursing. The results clearly revealed that the necessity was very highy recognized for girls, whereas comparatively very low for boys, except for two items, namely, "Children and Community" and "Mental and Bodily Development of Infant and Child", of which importance was appreciated, even for boys, by relatively high percentage of teachers. It was further revealed that high school was being considered as the most suitable grade for this subject. Author believes the results to be useful for designing a better curriculum in the future.

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The author obtained the following information from teachers through questionaire on teaching housing in junior high schools. The majority answered that present teaching schedule is adequate, but the contents should be revised because some are alien from our practical life. There are few specialists who are in charge of this course only. Not only the contents, but also the teaching staffs on housing are poor. The emphasis on how we should understand the space in dwellings is necessary. Present aspect is based on architecture or human engineering. It should be understood by basing upon the realities of life. Considering cooking, for example, the length of a kitchen table defined by JIS is far shorter than that of need. The space aspect based upon action of life should be taken into account in our guidance.

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In this paper the authors chose 18 kinds of practical materials for the second grader, and examined the process of dressmaking from preparation to accomplishment and studied the development of work and its efficiency. In this way, they grasped the common features and relationships in dressmaking and actual conditions, as basic information to use in subject matter introduction. The choice of teaching materials in proportion to the experiences of the students weighs much to obtain effective results in a short time. Their tentative plan is given in each course.

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