The object of home economics education is family life, the method of study is that of analysis and integration from both social sciences (inclusive of cultural sciences) and natural sciences. Receiving the help or educational sciences in relation to the developmental stages of school children is a precondition, though the considerations from this standpoint are omitted in the present paper. The chief items here are as follows. 1) The integrated concept of these sciences amount to management of living techniques, by which home economics education is given its subjectivity and originality. 2) The contents are (1) the adjustment techniques of family relationship, and (2) the managerial techniques of goods. Both are the sub-systems to the managerial life. 3) Home economics education should be integrated in line of the various techniques on human administration as well as that of goods in home life.

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Actual conditions of the homemaking education in the senior high course of the schools for the mentally handicapped throughout Japan were investigated in April〜May, 1978. Questionnaire return was 70 schools (66.7%) out of the 105 schools sent. 1. The regular homemaking course is set up in 75.7% of the schools and the quasi-regular one is found in the rest. 2. The homemaking course is coeducational in more than 50% of the schools. 3. Many of the teachers in charge of the homemaking course are 20〜30 years old and have less than 5 years of teaching experience. 23.5% of them have certificates for teaching both the homemaking course and the school for the handicapped.

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This second study is concerned with a historical examination of living on household work, especially, for their methodology. This examination is an important problem for homemaking education, as it is a course of study of the scientific recognition on living. The results of the examination can be summarized as follows. For methodology, it is important that the process of living phenomena is followed in order to find the substantial principles involved.

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Effective food education should be carried on with attention to the organic relation between nutrition and food cost. At the present time it seems that homemaking education at the junior and senior high school levels has hardly any material for this purpose. Calculating the cost of each nutriment and theoretical food cost according to actual basic food cost in time series, the authors worked out a device for a new method of teaching so that school children might be able to examine their food cost, comparing the former two costs with the latter one.

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Five experimental conditions were laid down as an aid for effective instruction by choosing some essential processes of making vegetable salads. Indo-phenol method was used to examine vitamin C (V.C.) in each process. The results are as follows : 1. The quantity of V.C. contained in each part of a cabbage was greatest in outer leaves, next in white leaves and green leaves, and smallest in light-green leaves. 2. The quantity of V.C. contained in a cabbagehead which was kept in a household refrigerator for 9 days decreased to 2/3 of that at the beginning of the period. 3. Almost no V.C. was detected in the water where a whole fresh cabbage leaf was steeped. 4. When chopped leaves were steeped in the water, a small amount of V.C. was detected in the water. 5. The quantity of V.C. contained in vegetable salad and vegetable salad sandwiches decreased considerably according to the passage of time. This tendency differed according to the materials of the salad.

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This investigation revealed the male students' actual condition and consciousness of dietary habits. The subjects were 352 male students at Shimane University. The results were as follows : 1. Not only their knowledge and skills but also their practice in terms of dietary habits in their daily lives were not sufficient to maintain healthy lives. 2. Almost all of the students realized the necessity for food education, especially in family and school education. 3. The effectiveness of their food education in elementary school homemaking classes were not recognized.

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This study investigated further the factors involved in the formation of male students actual condition and consciousness of dietary habits. The results were as follows : 1. Academic year level, faculty or college to which they belonged, and their standard of living were irrelevant factors. 2. Housing situation and preparation of meals were observed to have some influence on their dietary habits. 3. Place of birth, father's occupation and mother's employment or not were observed to have considerable influence. The authors concluded that family life is a notable influence on the formation of dietary habits.

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The research aims to find out the proper teaching methods of scissors or shears for pupils and students. The authors experimented on a straight line cutting and examined the actual states of teaching methods of scissors. The results are as follows : 1) On selecting scissors or shears, the length and size of handles must be considered. 2) Scissors and shears must be selected, with handles having an opening large enough for more than two fingers, so that pupils can use them easily. 3) Guiding the good way of using them, Teachers have to consider the actual conditions among pupils and students, in teaching the proper ways of selecting and using scissors and shears.

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In this paper, relationship between dental health and eating habits by students in child education course was followed up through their various ages. The results are as follows : 1. Keeping their dental health was closely related with theis eating habits. 2. Students could clearly recognize their formative course of their eating habits by the follow up. The two results must be useful for the students to teach the proper eating habits for infants. 3. Also, students and their mothers came to get into communication with each other, talking about the course of their own growth.

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This report was made in order to systematize special features on the contents of Housing. Investigation was made on the contents of text books for Household Education in Upper Elementary Schools, in the Meiji Era. The results were : 1. After the 14th year of Meiji (1881), the contents were characterized by : the systematic formation of practical knowledge, and the integration of these knowledge with the normative principles. 2. At the end of the Meiji Era, the contents became encyclopedic and just arrangement of knowleges. We consider these as features to be noted in the transition stage.

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