Lessons in the foods area were conducted according to the teaching system for the mastery of learning. The changes of pupils in their knowledge and understanding were observed through the course of two years. The following are the results of the observation : 1. There is a certain degree of correlation between the pre-test and the post-test. 2. The knowledge and understanding became established through the formative tests. 3. The knowledge and understanding once established escaped pupils' memory after a certain lapse of time. 4. Pupils belonging to the lower rank in the formative tests were not always the same members. We have come to the conclusion that the repetition in the learning of nutrition, which is generally thought to be difficult to understand, is a must not only for the slow learners but also for the rest of the pupils.

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Information about European homemaking education in connection with science-oriented homemaking in elementary schools was investigated. The following results were obtained. 1. Practical homemaking education of England was introduced by S. Miyagawa and G. Tanahashi. 2. Science-oriented homemaking education of Germany was introduced by E. Makiyama and G. Tanahashi. 3. Information on the first International Congress of the International Federation for Home Economics was introduced to the authorities concerned of the Japanese Ministry of Education.

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For the purpose of investigating the teaching effectiveness of a film, a pre-test and post-test were given to 274 students of 1st grade of junior high school in both classes with the 8mm film on "Bias" and without it. Their teaching effectiveness were compared. Results are : 1. The teaching effectiveness of a film was higher than that of a paper. Especially the differences were remarkable in the case of teaching sewing by showing continuous motions. 2. The class using both a film and a paper made the teaching effectiveness much higher. 3. Differences of the teaching effectiveness between sexes were not found.

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At present, the discontinuity of the fifth-and sixth-grade materials in the field of nutrition education in elementary school makes our teaching at the sixth grade very difficult. Our attempt, therefore, was to construct more effective materials to solve the problem. Its aim is to introduce a new device to visualize the quantity of nutrients contained in an average meal, which is to be represented in a bar chart. Following is the supposed advantages of the new materials. 1. Pupils can have a visual and direct understanding of the quantity of nutrients of food. 2. Pupils can take an active as well as independent participation in the planning of various menus. By the help of visual media, pupils will be able to learn nutrients of food more effectively.

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The following is the list of teaching aids devised with the purpose of enhancing the effects of nutrition education for 6th graders. Each of them is constructed on the basis of data obtained from our previous study (reported in 1984), utilizing audio-visual aids. 1. teaching aids to be used with O.H.P. 2. teaching aids to be used with magnetic board 3. teaching aids to be used with personal computer In addition to the introduction to these aids, report is also given of their practical effects in a classroom situation and evaluates them for further improvements.

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On the use of measuring spoon in cooking, we examined the measurement of salt in Report 1, sugar and soy sauce in Report 2. We examined weight of flour, oil and fat with measuring spoons in regard to the following points, for this report. Flour : The kinds and the states of flour and the ways of measurement. Oil : The kinds of oil, the ways of measurement and eye measurement. Fat : The ways of eye measurement. The results are as follows. 1. The measured amount of flour differed in kind and state of the flour. 2. After guidance of exact measurement, the measured amount of flour was slightly different by training. 3. The measured amount of oil was slightly different in kind of oil. 4. The measured amount of oil and butter was quite different by eye measurement, but the measured amount approached the standard amount by training.

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The purpose of this survey is to grasp the actual condition of the clothing of junior high school students. The subjects of this survey are male and female students of public junior high schools in Tokyo and their parents. The survey was conducted in spring (May), in summer (July) and in winter (December) in 1983. The results are as follows. 1. Standard clothing in each season for male students are : Summer-Running-shirt or T-shirt, white shirt, briefs, uniform pants, and socks. Spring and Winter-Running-shirt or T-shirt, white shirt, school uniform, briefs, uniform pants, and socks. For female students : Summer-Brassieres, blouse, panties, bloomers, skirt, and socks. Spring and Winter-Brassieres, blouse, school uniform, panties, bloomers, skirt, and socks. 2. The present condition of underwears show that about 70 percent of male students wear a running-shirt or T-shirt, about 10 percent of female students wear an undershirt without a slip and 25 percent wear a slip.

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The process in which fifth and sixth graders developed the skill of "naminui" was invesigated from before the start of instruction in this basic way of sewing till after their making of aprons. This investigation attempts to improve the method of teaching the "namimui" sewing skill. 1. Before they were taught how to do "naminui", their manner of sewing was varied and very irregular. After they bagan to learn how to do it and made aprons, 50% of them were able to develop the right use of hands and fingers for "naminui". 2. Before the start of instruction in "naminui", the girls showed a better performance than the boys. After the instruction began, however, the boys made a remarkable progress and their performance soon came to have no significant difference from that of the girls. 3. Their improved performance can be described in terms of results in unit time. The stitch number increased; the sewing precision showed a sudden improvement after the making of bags; the balance of seam length, stitch number and sewing precision was established after the making of aprons.

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In order to evaluate a seam of running stitches numerically, a measurement system having the following functions was developed. The length of a seam, the angle of the seam and the length from the start and end point of the seam to regression line were measured and calculated by the digitizer and the micro-computer. It was made clear from these three measures for running stithces that obtaining not only the mean but the variance were necessary to evaluate the seam.

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This study investigated the puckering of seams of cotton threads and polyester-spun ones in cotton fabrics. Machine washing were repeated twenty times under the conditions requested for home washing and three methods were used for finishing. After washing, the puckering ratio was calculated with a steel scale. The puckering ratio was compared for the seam of cotton threads with the seam of polyester-spun threads. The results show that the puckering ratio of the polyester-spun threads was smaller than the cotton ones.

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This study aims to make distinct the difference between cotton threads and polyester-spun threads on the tensile strength of seams in cotton fabrics. Experiments were performed in the same methods as that used in Part 1. The critical values of the seam breakage were measured with the tensile tester (CRT Type). The results are as follows : The deterioration ratio of seam strengths is remarkable for the polyester-spun threads than that of the cotton threads, but the seam strengths of polyester-spun threads were stronger even after washing twenty times. The polyester-spun threads were more reasonable than the cotton threads for machine sewing of cotton fabrics, as far as looks, tensile strengths, external appearance and price were concerned.

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Using eleven students, flicker values and subjective symptoms were measured 4 times a day, that is, before the first class, at the beginning and end of lunch time and after the last class, throughout a week in spring and summer. Almost all of the days, flicker values decreased in the morning, increased at lunch time and decreased again in the evening. Judging from subjective symptoms, fatigue decreased in the morning and at lunch time but increased in the evening. Fatigue was facilitated more in summer than in spring. Recovery at lunch time was more remarkable in spring than in summer.

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