This study, following the previous one about the history of homemaking education in Ehime Prefecture during Meiji Era, aims to make a report on how the changes of the educational systems during Taisho Era, together with the social background of that time, affected the education for girls, as well as 'Kaji' (the Japanese name used for the subject similar to the present 'homemaking') and 'Saiho' (also the name of the subject in those days, meaning 'sewing') education in Ehime Prefecture. The results of the research can be summarized as follows : 1. In the higher elementary schools, during the first half of Taisho Era, there was a subject called "'Kaji' or homemaking included in 'Rika' or 'science, ' and in the latter half, 'Kaji' became an independent subject, yet only a few teaching hours and only a little content were allotted to the subject, 'Saiho' or 'sewing' given much more weight all over the prefecture. 2. In Ehime, as in most of the other prefectures, there were, for the firat few years, a number of girls' schools not under 'Girls' High School Establishment Regulations, ' such as 'Jikka' (practical course) or 'Gigei' (technical course) schools for girls. But toward the end of the era, girls' high schools were established in many places, reaching in number 2.8 times as many as in the first year of Taisho. 3. The teaching hours of 'Kaji' and 'Saiho' were different even among the prefectural schools, according to the area school was in, and to what the school formerly was. Generally speaking, those in the country or the ones developed from 'practical' schools were inclined to have more hours for those subjects. 4. Among the business schools, the most prominent were agricultural ones, which put a great stress on teaching sewing skills, as they aimed to develop desirable women for agricultural villages. 5. The technical continuation schools, which allotted about a half of the weekly hours to 'Kaji' and 'Saiho, subjects, and some of which had sewing-specializing course, played an important part in the fields of educating common girls.

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As cleared in the previous report No.2 there were, in Ehime Prefecture, twenty-six secondary schools for girls in Taisho Era. In this report, the content of 'Kaji' (the name of the subject, in those days, similar to the present homemaking) and 'Saiho' (also the name of a subject, meaning sewing) education has been observed by means of the questionaires to those who were educated then, and answered them, recollecting what they had experienced. The results are summarized in this way : 1. Japanese kimono sewing was the most important in the sewing education just as during Meiji Era. The materials varied from childrens' to adults' and from unlined ones to lined or cotton wadded ones, covering the fields of both men's and women's. 2. Sewing machines were introduced and foreign-style dressmaking education was begun. It spread especially after World War I. Aprons, women's dresses, children's wears, underwears, etc., were sewn, yet two or three pieces were completed by each student while in school, and only 20% of the sewing hours were alotted to this field. And toward the end of Taisho Period, school uniforms began to change into foreign styled. 3. Handicraft was also taught. It included Japanese embroidery, hook-knitting, dyeing with uncolored spots, stick-knitting, French embroidery, and so on. 4. Living skills except sewing were taught as parts of 'Kaji, ' but the most important of them was cooking. After the War, western and Chinese cooking became popular. 5. The way of teaching was at first technique-centered, but gradually textbooks came to be used. In some schools, their own teaching materials were organized to help the student.

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In connection with the first report, this paper deals with the required items and the most suitable grade to teach foods. 1. Elementary schools : Among the most suitable studies for girls and boys of the fifth and sixth grade, the studies about variousness of nutriment and its functions, and six fundamental food groups show high persentage to learn. And also the present teaching materials about the practice of cooking is well supported. 2. Junior and Senior high schools : Among the most suitable studies for girls, the studies about nutrition, foods and practice of cooking are well supported. But the idea to let boys study about above subject is less supported.

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By sending questionnaires to the teachers of the deaf-mute schools which have senior high school courses in Shikoku, Chugoku and Kyushu, and by receiving their answers, the actual situation and the problems of homemaking education were investigated. The result is as follows : 1. Most deaf-mute schools have only one teacher of homemaking education, and she has to teach the whole field of food, clothing and shelter and nursing under the unfavorable condition that her students are deaf-mute; therefore the teachers are going through great difficulties in their teaching. 2. Though all the girls in the schools study the subject of homemaking, the facts that the number of the girls is small and that most of them live in the dormitory cause some problems in addition to others. 3. As the teachers use the same textbooks as ordinary senior high school students, it's quite difficult to teach the deaf students all the contents. Then they carefully select what to teach, and devise how to teach it to them.

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The results obtained by conducting S-A creativity test in junior high schools, as a part of the basic study on the creativity education in cooking, are as follows. 1. On creativity, there are the differences between regions, between schools, between both sexes, and between pupils. 2. The correlation coefficient between creativity and the achievement test of homemaking lesson is the lowest of those with all the subjects of curriculum in the experimental schools. 3. Preparing and testing the examination questions efficient for drawing out the creative thought, the correlation coefficient of this test with creativity is high in the examination questions which require the descriptive answer. 4. How many questions on creativity should be inserted into the examination questions for the evaluation of homemaking ability, and how wide is the permssible range of correct answer, must be studied hereafter.

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It is cosidered that, in teaching how to cook, it is a common way to begin to practice cooking after some explanation of the lesson. But in this experimental teaching, the cooking practice was done first before the explanation, for it was thought that through the cooking practice first the students would have a greater interest in the lesson and learn better than they would have the lesson in the ordinary way. The experiment was done to the 9th grade girl students and the students were divided into two groups in order to be proved which procedure was the more effective. Some comments on the experiment : 1. In the experimental group, the students were more active in learning though they wasted a little time in the lesson. 2. In the ordinary group, the students did not always learn the lesson quickly and they were less active in the class then they were in the experimental group. 3. In their course of getting the knowledge of the lesson, the experimental teaching was a little more effective than the ordinary way of teaching.

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This article is a study about the best teaching methods of acquiring the cooking skills. Teaching methods were improved by defining the aim and by selecting the subjects through the experimental teaching. The effect of the teaching was measured by means of pretests, post-tests, and some other recognition tests. The conclusions of this research are; The teaching patterns were devided into two; (1) one was based on acquiring the fundamental cooking skills and (2) the other was based on cultivating the ability to control the cooking process. The aim of cooking was attained by putting stress on either teaching pattern according to the subjects of cooking.

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Though price and taste of rice have often been discussed, differences in eating quality of cooked rice have been taken less interest as a rice cooker has found its way into almost every home. In order to find out the relation between price and taste of rice, we cooked under the same conditions four kinds of rice whose prices were different, once every month or every other month during a year. These different kinds of rice showed no significant difference of eating quality, when they were all new rice produced in the current year and pre soaked long enough and cooked well. But when new rice was mixed with old rice produced in the previous year, the rates of mixture of old rice were different according to price, and according as the mixture of old rice was high the taste became worse with significant difference. And as a result of the taste-testing of students, it is recommended to use old rice in order to make student understand effects of presoaking raw rice and cooking time.

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We often measure seasoning with measuring spoon at daily cooking. So it is important to clarify the role of measuring spoon on cooking. We examined the weight of salt measured with measuring spoons in regard to following points. 1. The kind of measuring spoon. 2. The way of measurement. 3. The kind of salt and the state of it. Following results were obtained. 1. The measured amounts of salt differed by the forms of measuring spoon. 2. By teaching how to use measuring spoon, the measured amount of "Syokuen" approached to the standard amount of it and the standard deviation became small. 3. The measured amounts of salt differd by the kinds of salt. 4. The measured amount of salt changed by the states of salt stored.

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In order to know the availability of specific gravity method which prevails as a determination of freshness of eggs, floating test in ten per cent salt water and their states of qualities were determined, comparing with the samples which stored in room temperature at 28〜31℃ for 37 days and the cold storage at 10℃ for 84 days. Following results were concluded : 1) Preservation in cold storage means most effective. 2) Specific gravity method for testing freshness is applicable for the eggs which are passed certain length of time after laying. It is less effective for the judgement of ordinary home use. It means not only the enlargement of air cell which causes the decrease in weight of eggs, but the weight of egg shell itself affects the diminution of weight. 3) For determination of freshness at home, it is necessary to rely on the sensory method, such as the upstanding of yolks, firmness of egg white and the odor as a whole.

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A survey was conducted on seven schools in Tokyo. The subjects were seven hundred pupils of grade fifth and sixth and their parents, and numbers of the boys and the girls were the same. The work for the fifth graders was "Bag making", and the sixth graders, "Cover making". Children's opinion for the work, awareness of difficulties in process of making them, and usage of aquired skills and the products they made were inquired. As for the parents, their opinions on Clothing Work, and utilization of the products of their children, and their views for Homemaking Education in the Coures of Study were inquired. The results indicate that : Though fifth graders, both boys and girls felt a little difficulty, they had pleasure and desired to make another one. The six graders showed difference of sexuality and some of them wished to make another more advanced one. As for the parents, generally, they showed desirable results. Half of them answered that today's course of study was proper.

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Kitchens are estimated as a valuable teaching material in homemaking education of junior high schools. This means that a kitchen needs many equipments and it is a central place for managing household tasks, and so how to arrange those is much related to the labor efficiency. Moreover, the facts that every house has a kitchen and that its installation may be much the same in every house, show a kitchen is a popular teaching material for every pupil. In the present homemaking education, however, a kitchen is treated as an example of planning of dewellings, i.e., as an architectural point of view. This treatment is not suitable by comparing with the objectives of homemaking education. A kitchen should be considered as a teaching material for obtaining a good technical manner on home management in every days lives. So that, first of all, we would like to present the following items which should be elemental ones in homemaking education : 1. A dining-kitchen is a basic mode of kitchen. 2. It needs more than 13m^2 area, i.e. 8 jo (8 times the area of tatami). 3. A knowledge on the function of equipments : a scullery, kitchen table, gas range, ought to be known better : namely a) their forming in line is a popular mode in Japanese houses, b) a width of kitchen table needs more than twice the length of cutting plate (i.e. more than 1m length), and so on. The above items were founded by using statistical data which were obtained from our questionnaire.

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This study attempted to collect material for the improvement of the teaching of technical skills in home economics education. Four kinds of tests were given : cutting with scissors, threading a needle, measuring the lengths of lines, and measuring with the eye. The subjects for this study ranged from the fifth grade pupils to the eleventh grade students. The results can be summarized as follows : 1. The four skills generally developed according to the grade, but several different tendencies in the development of each skill were observed. 2. Considerable variations were observed among individuals. 3. The tendencies in the development of each skill and the individual variations should be treated with due consideration both in the curriculum of home economics education and in the teaching area.

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