In order to appreciate the contents of etiquette education other than in schools we have examined the books of general education for women which had been published since the Meiji period. The contents were as follows : 1. The items connected with household affairs held more weight on the contents as a whole. 2. It reflected a transition toward a wider range of life. 3. There were few contents in regard to the Emperor compared to etiquette textbooks for elementary school pupils.

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AS to the changes of teaching menu planning, the present writer investigated and analyzed the textbooks for the course of home economics in girls' high school under the old system of education. The results were as follows. 1. Menu planning had been taught, always connected with daily dietary allowance since 1900. 2. At the beginning of the Showa Era there appeared textbooks, though not many, in which some simple ways of planning menu were devised. 3. In the Showa Era the teaching of planning menu for everyday meals became the main current, while it was clearly marked off from that of special meals.

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Abundant food and the recent changes in our social environment have caused the change of food life in homes. The actual conditions of food life and nutrition of elementary school children have been investigated and some problems have been considered as follows : 1. Although 90 percent of children take breakfast, one-fourth of them eat late because of late rising and TV watching. 2. Most of the children cannot take meals together with their families every day, not only because of their fathers' working conditions but also their extra attendance at private schools after regular school hours. 3. Nutrition is not extremely poor except calcium, even in the worst case because of the school lunch programs. It is recommended that children take one or more bottles of milk, vegetables and beans.

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The actual conditions of food life of senior high school students have been investigated and some problems have been considered. Those are summarized as follws : As food is abundent today, meals taken individually is prevailing and therefore regular food life is disturbed. Individual meal is difficult to prepare and apt to be unbalanced on nutrition. Meals taken with the family must be stressed for the students mantal and physical health. It is recommended that the young go home in hunger, to drink a bottle of milk and to take green and yellow vegetables everyday. These must be taught in school.

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This report examined how teachers treated Home Project and took notice of the guidance program for the year within homemaking. Diversity was indicated in the programs. To draw up the program, we need to consider an outline of HP and FHJ in orientation with various examples at every unit. We must see that students execute projects more than twice annually with several small-scale studies. As favorable results of HP and FHJ are obtained by practical activities, the teacher must catch appropriate opportunities and make efforts to guide them adapted to the ability and conditions of the students.

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In order to ascertain current home economics education with regard to the aging society, a survey was made of high school students' awareness and understanding of this matter. This report analyzes the results of this questionnaire. 1. There are discrepancies, especially with regard to economic aspects, in the high school students' image of the home of the future. 2. The students appear to be aware of the fact that the number of old people will increase and an aging society will eventuate in the future, and that it will be a serious social problem, but their interest and concern is slight. 3. Awareness of our aging society is low and there is hardly any difference between boys and girls. 4. In home economics lessons for girls instruction on the aging society and matters concerning the aged are inadequate. The degree of recognition of both boys and girls on the importance of instruction in these matters is low.

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This study attempted to investigate the relations between sex role perceptions and educational needs of university students in clothing. The results obtained were as follows : Most of both male and female students maintained their responsible roles for clothing, without distinction of sex. Their scores toward educational needs showed higher levels than those of students who answered it as womens' responsibility. It was considered that the socially accepted idea for clothing affected the scores of educational needs. It seems, accordingly, that such an idea must be altered for necessary development of the management ability in clothing.

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The purpose of this paper is to investigate the students' image of a desirable nursery school teacher. 1. Students remembered the kindness of their nursery school teachers, their daily words and behavior which gave them a good impression. 2. Students recognized that teachers must have a rounded personality. They criticized that the education of childhood attached too much importance on knowledge. 3. Observing speech and behavior of children, the students found a new meaning to the manner of their living, especially the importance of interaction between nursery school teachers and children.

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The study aims to get an understanding of the present status of home economics education in secondary education in the Federal Republic of Germany. The study is besed on the analysis of the course of study issued by the Ministry of Culture and Sport of the State of Baden-Wurttemberg. The results are as follows : 1. The subject which deals with home economics education is called "Hauswirtschaft/Textiles Werken". The instruction of the subject is given coeducationally in "Hauptschule" and "Realschule", but no instruction is given in "Allgemeinbildender Gymnasium". 2. "Hauswirtschaft/Textiles Werken" is a compulsory subject in "Hauptschule", and in "Realschule" it is an elective subject. 3. The course of study of "Hauswirtschaft/Textiles Werken" prescribes the aims and contents in relation to those of other subjects, such as physics, biology, chemistry, technics, economics, social studies and vocational education. 4. The fundamental technical knowlege and practice are integrated in every learning units in "Hauswirtscfaft/Textiles Werken".

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This article deals with the development of Home Economics classes for boys in the U.S. High Schools of the 1930's and the main causes which affected it. Through reference study of "Journal of Home Economics" and others, the following results were obtained. 1. In the 1920's most reports concerned with Home Economics for boys were founded in the belief that a subject dealing with life, the home, and home problems should at least be available to both sexes. In the 1930's there were the beginnings of the notion that homemaking in the broader sense was a joint responsibility of both men and women. 2. In the depression period, boy's courses were justified as a necessary response to the drastic changes in the social and economical phases of home life, with an increaseing number of women supplementing the family income through gainful employment, and men assuming more responsibility for the work of the home. 3. In the High Schools a new concept of Home Economics Education was appearing with concern for family life education for both boys and girls. 4. Co-educational classes were gaining some acceptance by the home economics teachers and others in the late 1930's.

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