The ultimate aim attempts to enrich the teacher's training courses, while the present paper focuses on the girl students' courses acquired and their view on the subject. They have taken only the 'general homemaking course' in the high school curriculum. Their learning was not serious and their basic knowledge can hardly be called well-initiated to be majored in. The starting point of the training is to be discussed but we notice that the study method in the high school homemaking education has to be improved and a better organized curriculum at the college level has to be developed.

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Cognition on family living of students aiming at acquisition of teacher's license was studied by a questionaire. Relation between student's cognition toward family living and their environment in which they have been brought up are mentioned in this report. Free description method and recall method were adopted in the questionaire because the indices to management of living, views toward family living, humanity and enhancement of individuality cannot be quantified. (1) Cognition on family living is formed by home life that is connected with man and matter. Also with one's will toward establishing a home. (2) It is connected with living conditions and play in one's childhood. (3) It is connected with the mother's educational methods when one's appetite is being satisfied and with her way of transmitting information. (4) It leads to feelings of likes and dislikes.

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An investigation has been carried out on students in the University of Education at the time of their graduation to reveal their skills toward living connected with their bringing-up process. 1. Their bringing-up environments are regarded as generally fair. 2. More than two-thirds of students who live apart from their families, have had some experience with food problems. 3. Almost all have been disposed to put household things in order. 4. Two-thirds of them can mend seams or put buttons on their clothes with a needle and thread. Students learn skills early in life from their mothers rather than from home economics education in schools.

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In this report we tried to research how students had been influenced by the experience they had in their childhood, in living and playing. Results are summarized as follows. 1. The students noted that the social factors were causes of "losing the traditional plays". 2. The group with better upbringing environment tended to be fond of the traditional meal that couldn't be found eating out at the restaurants. 3. The group with lower upbringing environment tended to be that their mother was the leading figure in home management.

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Development of junior high school students' practical attitude toward family living is discussed in this report. Students' practical attitude toward household tasks did not seem to be markedly developed as grades advanced. In addition, students did not show willingness to cooperate with family members in doing household tasks. There appeared marked differences between boys and girls in doing household tasks. In clothing, cooking and management, girls were apt to do more tasks than boys. On the other hand, in wood processing, machines and electricity, boys were apt to do more tasks than girls. Students made many items in cooking, but less items in sewing and wood processing, concerning what they learned in Industrial Arts and Homemaking classes.

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Investigation was made on the formation process and extension process of dormitory life education. The following informations were obtained. 1) Formation of dormitory life education was caused by reduction of dormitories, and governmental requirement for maintenance of the family system by father rule. 2) Dormitory life education spread through the whole country quickly after 1935, and it became institutionalized gradually after 1942.

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Through the investigation of European and American Homemaking Education on the establishment of dormitory life education, the following results were obtained. 1) Informations on the private schools for girls which functioned as the educational institution in the early period and dormitories in the girls' schools prompted the budding of dormitory life education. 2) Dormitory life education was established based on the nationalistic educational thought which rejected the reception of European and American informations. 3) There was no direct relation between the establishment of dormitory life education and American or British home management practice houses.

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This paper investigates the relationship between the consciousness and the actual conditions of healthy life; and the consciousness, the knowledge, and the actual conditions of food life which is a part of healthy life. The author selected the seniors of junior high schools as the subjects. This research is the first step to set up the new contents of homemaking education from the view point of health. The results are as follows : 1. Majority of the students failed to recognize homemaking education as an important subject for healthy life. 2. Majority of the students had a narrow view of health; they felt healthy when they themselves were physically healthy. Their cognitions toward health failed to extend to their environment. 3. The idea of health tended to influence maintenance of knowledge about food life. 4. Whether or not they controlled their health tended to influence how to spend their actual food life.

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The authors made investigation into the preference and sense of taste with junior high school boy students, using the techniques of the discrimination tests, the saltiness preference tests and the taste preference tests. 1. The results of taste discrimination tests were as follows. The highest percentage of correct answers were for sweetness. Boys were higher than those of girl students except for bitterness. The taste which had a higher percentage of correct answers showed a close concurrence with the preference of foods of the same taste. 2. According to the preference of salty consistency, approximately half of the students answered 0.8% to 1.2% consistency as the most preferable; 2% to 24% were unable to distinguish the difference of consistency. 3. According to the preference of strong or light taste, boy students, as compared with girl students, referred strongly seasoned taste for sweetness and bitterness, and lightly seasoned taste for sourness. Girl students' preference of strongly seasoned taste was lower except for bitterness as compared with the data reported in 1977. The above investigation did not show regional differences.

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It is said difficult to teach students on housing, and schools tend to avoid this field in their curriculum. To investigate their reasons, teachers of homemaking were questionnaire-surveyed, and the following results were obtained. 1. At junior high schools, teachers of homemaking are also teachers of other fields and do not have much teaching experiences in the field of homemaking. Thus, they tend to avoid the subject of housing as it requires specialized knowledge to teach. At senior high schools, there are teachers specialized in this field, so housing is being treated equal to subjects of clothing or food. Present conditions at junior high schools may be remedied if full-time teachers are secured in this field. 2. As facilities and equipments are poor, it is difficult to carry out experiments and practical works. It is therefore necessary for provision as specified under the Standard by the Ministry of Education. Whenever there is a change in the course of study, a prompt reaction should be taken. Requests for housing models and slides should be taken into consideration. 3. There are gaps between what are in textbooks and realities, making it difficult to earn interests of students. Also, lack of abilities on the part of teachers makes it difficult to develop better textbooks. It is therefore necessary to re-train teachers, in addition to re-examination of textbooks.

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1. Teachers of homemaking acquire knowledge concerning housing mostly from their experiences in daily life. To questions beyond that, only a limited number of teachers are able to provide answers. With such limited knowledge, teachers cannot properly teach what are in textbooks in the field. 2. Not all teachers of homemaking have a degree in the field of homemaking, and many of them have no education in housing. Also, study opportunities after graduation are limited. 3. Colleges with teacher training courses should promptly review their courses in the field of housing, and plan workshops for teachers. It is also urgently required to develop educational methods and teaching aids in the field of housing.

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