An opinion survey was conducted on desirable curricula in universities for homemaking education in the elementary and junior high schools. The subjects were 126 students in the teachers' training courses for homemaking education of 46 national universities. 1. The subjects showed strong concern for the actual effectiveness of homemaking education on the daily life of school boys and girls. Many lessons were cited in the integrated homemaking area. 2. Practical courses were desired in preference to normal lecture courses. 3. Reorganization of home economics curricula into three regions, i. e. those for living activities, resources for living and the integrated area covering the interactions between the former two areas, was proposed.

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The study compared the prefectural girls high schools throughout Japan in modern ages in order to investigate local influence on women's education and home economics education. We used an index of the official gazette published by the Education Ministry. The results show that Tokyo, Okayama, and Hiroshima attained a high level of education from 1920 to 1940.

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The present paper offered analysis of statistical results on women teachers both in home keeping and professional work. The research was achieved by a questionaire on how efficiently did their homemaking education function in their later dual responsibilities, and what meaning these subjects imply for high school male students. 1) No positive results are shown from their experience of home economics education. 2) No motivation are shown in their home life for those subjects in their high school learning. 3) Practical suggestions are shown on curriculum matter for male students, which would prove effective in their later life as a husband.

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This study aims to get an understanding of the relationship between vocational training and home economics education in the Federal Republic of Germany (West Germany). The study is based on the analysis of the Official Gazette and the course of study by the Ministry of Education and Culture of the state of Baden-Wurttemberg. West Germany offers young people several kinds of vocational training schools (vocational school, specialized vocational school, continuation vocational school, specialized school, vocational grammar school, vocational specialized college, etc.) which provide general education and training for numerous vocations. These schools are divided into different vocational fields such as commerce, industry, home economics and agriculture. After leaving "Hauptschule" students can choose one from among the three courses listed below to acquire the necessary knowledge for their paticular vocation in home economics field. 1. The three-year vocational school with part-time instruction and on-the-job training in their firm (so-called dual system) 2. The one-year specialized vocational school with full-time instruction 3. The two-year specialized vocational school with full-time instruction for home economics. nursing and social education The authors showed the curricula of a vocational school which issues the certification of sales-people at bakeries and confectionaries and made a few comments on vocational training system and training in home economics field in West Germany in comparison with those in Japan.

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The purpose of this study was to assess the nutrition education program of homemaking for compulsory school students based on nutritive terms. The nutritive terms in the textbooks of homemaking for compulsory school students (11-15 years old) and in a daily newspaper for one year were collected, categorized and compared. The results are as follows : 1. The number of nutritive terms in the textbook of homemaking for compulsory school students were 39. 2. The number of nutritive terms in a daily newspaper for one year were 119. 3. Sixty-six percent of 3,490 times of the terms used in a daily newspaper for one year are included in the nutrition education programs for compulsory school students. However, the percentage of the number of terms in the textbooks to those of the newspaper was only 30 percent. 4. Considering these results, it was suggested that the number of nutritive terms should be increased in the nutrition education program for compulsory school students.

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This is a study about the relation between the activities of individual students and the achievement of learning in cooking lessons. Results obtained from developing the categories of their behaviors in the class and analyzing the activities of extracted group are as follows : 1. Categories of behaviors were classified into 44. They were 25 about cooking, 15 about the information of cooking, 3 about safety and cleanliness, and one other. 2. By developing the categories of behaviors, it became clear that the operation students experienced were direct and indirect. 3. By analyzing the individual behaviors in extracted group, it became clear that passive behaviors were few but active ones were diversed in individuals.

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This study, following the first report analyzed the activities of the whole students in the cooking class by using categories of behaviors that were obtained from extracted group in Report (1), and studied the effects of their learning. The results are : 1. As for the time spent for cooking, direct experiences needed more time than indirect ones. 2. Students who had few direct experiences tended to be in the category "other, " though with a few exceptions. 3. Development after cooking lessons rather than before them was shown, as to their understanding of the content of the lessons.

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In previous studies, the author has made investigation into the adequate way to teach the cooking quality of flour by making hot cakes and steamed cakes. As a result, the ratio of water to flour that made the change by the extent of mixing to be understood did not coincide. Therefore, its reason was investigated and a recipe to teach by the extent of mixing was clarified. Main results are as follows : 1. Difference of the ratio of water to flour with hot cakes and steamed cakes was caused by the effect of sugar and salad oil more than the retention of carbonic acid in the batter. 2. A recipe to teach the change by the extent of mixing obtained was as follows : ratio of water to flour was 1.2, ratio of sugar to flour was 15%, ratio of salad oil to flour was 10%.

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This paper refers to the effects of practices on housing education in a senior high school. In a public senior high school, one group (78 students) was guided by practice and the other group (83 students) was done by lecture. Results show that practice was not effective in memory of knowledge of housing. However, students who practiced had interests in and wishes to learn housing more than those who have had lectures.

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This study investigated junior high school and senior high school students' maternal consciousness and their view toward child development. The results were as follows : 1. In junior high school, there were no noticeable differences of maternal consciousness between students of the nursery educated and the uneducated. While, in senior high school, there were slight differences between uneducated students and the educated, especially educated students tended to have more interests in children than the uneducated. 2. In junior high school, students came to have more knowledge of child development, and in senior high school, students tended to form their own views.

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Following the first, this study investigated students' image of children. The results were as follows : Contrasting with second-year students at junior high school, third-year students tend to have an image of children as being dirty and dependent. Contrasting with third-year students, senior high school freshmen have an image of children as being clean, energetic, healthy, innocent and restless. Contrasting with freshmen, second-year students at senior high school have an image of children as being cute, stubborn, mischievous, sensitive, active, precocious and self-possessed.

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