The purpose of this study was to make clear the relation between the age of students the state of obtaining private rooms. The results were as follows : 1. Students attached great importance in obtaining private rooms in their homes. 2. The degree for private use of the room became higher with increase in age of students and the increase in area of the home. 3. Analysis of time-use at home was effective in studying their ways of living.

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Junior high school pupils' knowledge, skills and attitudes relating to family living were investigated in the second survey made in January 1982. 486 boys and 498 girls enrolled in classes from first to third grade of four junior high schools of Aichi prefecture, responded to a questionnaire. The responses were analyzed and the results were discussed. The pupils' congnitions of words and symbols concerning family living increased as a result of learning homemaking, and were influenced also by their interests in family living and social living. Their affective and concrete cognitions were still greater than their general and abstruct cognitions. Between boys and girls, there appeared differences in their cognitions of limited concepts shown to the items of words an symbols, but slight differences in their cognitions of wide concepts shown to the items of free recall.

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Following Report 4, development of junior high school students' manual skill for family living concerning Industrial Arts & Homemaking was discussed. The development of junior high school students' skills seemed to be less remarkable than that of elementary pupils' skills. Girls' skills about sewing and cooking were much higher than boys', and developed remarkably at the second grade. On the other hand, boys' skills about wood processing, machinery and electricity were much higher than girls', and remarkably developed at the third grade. Differences detween boys' and girls' skills show increase, owing to curriculum differences, their interest diversity and other social reasons.

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Following the first and the second reports, in a similar way, we tried to analyze students' recognition toward their parents and their views toward home life in their high school period. Additionally we brought up some subjects about homaking education. Results were as follows : 1. The description of their parents was varied. 2. The modern youths thought their parents ambivalent and thus held complicated recognition toward them. 3. There were some resemblances between views of their parents and that of their home life. 4. Making the best use of the peculiarity of the high school period, we have to consider the contents of homemaking education and to devise teaching methods.

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This article deals with Household Education which had been taught at the Primary School attached to the Nara Women's Higher Normal School in the late Taisho and early Showa Eras. Through reports and theses about Household Education given in the "Gakushu-Kenkyu", the idea of the subject, the principle of selecting teaching materials, and its relation with Science Education were reveald as follows. 1. While the teachers were under the influence of Kinoshita's Household Education Theory, they understood its essence in their own ways based on their own view of education, family, social situation and the morals of that age. 2. During the war period, the idea of Household Education was pursued from a political point of view. 3. Teachers thought that textbooks were not absolutely necessary, and held the belief that selected materials from the actual living of children was the principle of teaching. 4. They felt the need of relating of contents between Household Education and Science Education, but showed no definite plan on hand.

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This second article on Household Education which had been taught at the Primary School attached to the Nara Women's Higher Normal School in the late Taisho and early Showa Eras deals with teaching methods. The findings revealed were as follows : 1. Teachers took "Dokuji-gakushu" and "Sogo-gakushu" as teaching of learning activities instead of hitherto inflexible teaching. 2. Sometimes they taught cooking by free menu instead of rigidly set menus. 3. Pupils learned the concept of efficiency through "time and motion study" and "fuel study". 4. During the war period, they put emphasis on culturing womanly virtues and arising nationalism through cooking classes.

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The following were concluded through investigations and discussions on the background of formation of science-oriented homemaking education. 1) The formation of science-oriented homemaking education was backed by both the increased popularity of homemaking education and importance given to pragmatism, and the principle of coexistent life in science education. 2) Science-oriented homemaking education formed under the above situation, however, gradually tended to separate from science education due to its position as a subject, necessary facilities and the teachers in charge.

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In the process of putting science-oriented homemaking education into practice, the following problems were clarified. 1) Viewed from the theoretical framework of the subject, problems between the contents relating to science and homemaking, those between pragmatism and scientism, those between stressing life improvement and that of a good wife and wise mother, and those between the localization and the unification of contents to be taught were clarified. 2) Viewed from the educational practice, problems between stressing actual training and its imperfect educational environment, those on who should be in charge of the subject and how to organize a class were clarified.

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On the use of the measuring spoon in cooking, we examined the measurement of salt in Report 1. Weights of sugar and soy sauce were measured with measuring spoons in regard to the following points, for this report. Sugar : the kinds and the states of sugar, and by the ways of measurment. Soy sauce : the kinds of soy sauce, and by comparison of the measured amount of a spoonful, half and one third of a spoon. The results are as follows. 1) The measured amount of sugar differed in the kind and the state of the sugar. 2) The measured amound of the sugar differed in free measurement. After guidance and training of exact measurement, the measured amount and standard deviation was much near the free measurement. 3) The measured amount of soy sauce was much the same weight for all kinds. 4) In the way of free measurement, the measured amount of half and one third of a spoon was smaller than that of the measured amount of a spoon. After guidance and training of exact measurement, the measured amount and standard deviation was much near that of the free measurement.

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As an objectives classification for formative evaluation, the focus here is on the acquiring of skills about clothing construction. Three-fold hem-stitching was taken as an example of sewing techniques for such an analysis and studied according to the category of "cognitive domain" in Taxonomy of Objectives by Bloom et al. Category of "psychomotor domain" based on other references was studied by classifying it in a similar way. As a result, relation between formative evaluation and objectives classification was clarified. It gave a suggestion for the method of formative evaluation, which was for the mastery of skills.

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Students other than those majoring in home economics education (43 males, 111 females) were taught how to sew in the manner of "naminui". This is a record of their performance. 1. Before the training only 6.5% of the students were able to sew by use of thimbles. Three weeks after, 93.5% developed hand and finger movements necessary for "naminui" sewing. 2. Students who developed movements quicker than the rest had better results in seam length, stitch number, and precision of sewing. 3. Girl students showed better results than the boy students, but there was no significant difference between them in their acquisition of proper "naminui" movements and their improvement in the skill.

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This paper refers to the problems of teacher's ability on the guidance of Housing Education in senior high schools and shows a proposal of methods for its guidance. The former is influenced by in-service education and the quantity of available references for teaching besides the system of training teachers. Therefore in-service education was surveyed and materials for teaching were examined. The latter was shown by consulting the contents of housing courses in educational institutes and references related with Housing Education. Also by including experiments and practices which teachers and students in senior high schools repuired.

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Teaching materials and their proper use to improve the learning effects of nursing education are urgently needed and several trials have been made. This study is an example along this line. We selected 159 girls in their second year in the general course of high school, and 50 girls in the third year. They were taught to make a picture-book using fabrics. It was completed as a home project during the summer. These picture-books were displayed in school and galleries in the district. The girls then took them to handicapped children's homes, and used them for actual nursing. For the girls with these learning experiences, an attitude measurement was carried out. Guttman's attitude analysis indicates that the coefficient of repeatability was 0.90 and that scaling was possible. It is also concluded that they were in favour of this learning.

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The present study aims to have an understanding of the actual conditions of home economics education in the basic school (Grudschule) in the Federal Republic of Germany. It is based on the course of study issued by the Ministry of Education of the State of Baden-Wurttemberg. The results are as follows : 1. Home economics education as we have in Japan is covered in the subject "Textiles Werken" and part of the subject "Sachunterricht". 2. The pupil begins to study both subjects at the first year of "Grundschule" and instruction is given coeducationally. 3. Learning of the fundamental skills, technological and aestheic aspects of "Textiles Werken".

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