This paper, following and enriching the preceding one (1), aims to make the teaching materials for food education at the early stage of junior high school in order to give students effective guidance in the recommended daily dietary allowances, the characteristic of each nutrient in food, and the planning of well-balanced meals. Concrete and graphic representations of the quality and quantity of each nutrient characterize the materials, and the summary is as follows : 1) Considering age, sex, quality and quantity of daily energy metabolism, the authors gave graphic presentations of the recommended daily dietary allowances so that students may directly realize the recommended allowances as the definite pattern of complicated volume of each nutrient. 2) The authors added a conversion line on the graph of nutrient in the previous paper (1) so that it may enable students to easily turn the gross weight of food into that of edible part of food, and also to enable them to use the graphs in either of the two varieties of weight. Thus, the above-mentioned materials combined, students can make the graphs of the nutrition of menu without being annoyed by the complicated reckoning of nutritive value. By the use of these graphs, they will be able to plan well-balanced meals more easily.

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This paper aims to give students an easier understanding of the condition of the sufficiency or deficiency of the varieties of nutrients by a graph at the examination of menus. The making of the graph is easy, and the necessary nutrients are entered all in one graph. When the graph is superposed on the nutrition intake of each menu as in the preceding paper (2), students would instantly understand the sufficiency or deficiency of each menu. This graph frees them from the complicated reckoning of nutritive value which is difficult for them to realize with the actual feeling of the quantity so that they may come to make a positive plan of well-balanced meals willingly.

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Experiments were made to know the effects of size and seasonings (salt and soy sauce) on cooking time of potatoes, and to apply the results in cooking practise. Experiment 1 : Cooking time of potatoes, cut into cubes of various dimensions. Experiment 2 : Cooking time of potatoes, cut into same thickness but with various volumes or surface areas. Experiment 3 : Cooking time of potatoes boiled with salt or soy sauce, with various salt concentration. Experiment 4 : Relationships between salt absorption rate and size, of cooking time. Results were : 1. Potatoes cut into larger cubes cooked faster considering its volume. 2. Potatoes cut into same thickness were cooked at the same time, regardless of the volume or the surface area. 3. Salt concentration had no significance on cooking time of potatoes boiled with salt or soy sauce under this experimental conditions. When salt concentration was higher than 2%, potatoes boiled with soy sauce was harder than that with salt. 4. Potatoes were seasoned even under the shortest cooking time. The larger ones had less salty taste because of their low salt absorption per weight.

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The present education on housing does not contain materials regarding space for entertaining guests, in particular. By a questionnaire given to 295 families, the author found actual conditions of how guests are entertained in their homes. The author's statements are as follows : 1) Teaching materials on housing should be arranged systematically and exclusively from elementary school to senior high school. 2) Teaching materials which bear more humanistic, social and historical relations are considered more valuable. Sach materials on housing space for entertaining guests are highly valuable as a teaching material. 3) Based on the actual conditions, the author suggests some materials on this subject. 4) The author found equations giving an area of oshi-ire (Japanese type of closet) as a function of housing.

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In order to get the most effect on the formation of living habits on infant, we thought that the kindergartner will have to put into practice with the right knowledge. Students were actually trained on the prevention of teeth decay which is connected with the following experiments. 1. Fundamental investigation on teeth, 2. Colour test for cleanliness of teeth, 3. Investigation on knowledge of teeth, 4. Education for health of teeth, 5. Investigations of effects on the results of the above items. From investigations conducted for three years, the following results were obtained. The students gained good understanding on the importance of teeth sanitation. They learned actual methods about cleanliness of teeth. In general, students learned a great deal from the investigations that "the understanding of learning is very effective when they found their interest rising" and "they can teach with confidence from their actual experience".

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