The objectives of this study are to make clear the problems in family finance education from a historical viewpoint and to investigate the methods of education now and in the future. We have investigated the contents of the textbook named "Course of Domestic Science" which was used in the elementary schools in the periods of Gakuseiki and Kyoikureiki. We found the following characteristics : 1. The textbook in the period of Gakuseiki was a translation. It stated primarily the situation and understanding of the person in charge. It also included the singificance and necessity of inventing reasonable methods of controlling family finances, such as situation and understanding as a housewife, encouraging them to buy things by cash, writing down the receipt and expenses in everyday life, and copying them on the original notebook every several days. 2. In the period of Kyoikureiki, "Economics in Domestic Science" was used as a textbook. Although it involved food, clothing and shelter as a whole, it showed the responsibility of both a husband and a hosewife such that the husband must organize the whole homekeeping, while the housewife must care for the receipts and expenses. It include also the description about the living with planned economy, saving money and keeping household accounts, in order that the housewife knows the methods to manage family finance. In general, "Economics in Domestic Science" has sufficient items based on education in daily life.

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We herb investigated the contents of "Family Finance" in the periods of Shogakkoreiki and Kokumingakkoreiki by similar methods used in the pervious study, and found the following facts : 1. In the period of Shogakkoreiki, the teaching of family finance was also carried out in the "Morals" and "Reading" classes. After construction of "Domestic Science in Natural Science" and "Course of Domestic Science, " it has become of importance for the housewife to improve the ability of managing and operating family finance. 2. In the period of Kokumingakkoreiki, practical family finance has been emphasized during World War II. The characteristic feature regarding family finance education before World War II are as follows : 3. The naming and contents of the textbook and the place in which it was used had been changed with the educational system. However, family finance education has been continued even before World War II. 4. With the advance of times, the job according to the role with the distinction of sex and the opinion of a good wife and wise mother became principle in the education of "Course of Domestic Science, " People also put their hopes on the housewife in family finance. 5. The contents of the textbook had been changed from enlightening one to concrete and practical one. Their aims became to be useful for the daily and practical life.

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The oversupply of nutrients requires each person to control his/her eating habit for their health through his/her long life on the basis of nutritional knowledge. In order to establish nutrition education in compulsory schools in Japan, philosophy on the subject of "health" in the U.S.A. was investigated and compared with that of "homemaking" and "home economics" in Japan by textbooks. The results were as follows. Nutrition education system should be 1) formed as a part of health education, 2) developed for students to study up-to-date scientific knowledge about nutrition and 3) established for each student to conceive a health plan of one's own lifetime. Finally, figures for philosophy of nutrition education and for imaging of nutrition education were offered.

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The objective of this study was to clarify the process on the controversy concerning abolishment of Homemaking in elementary schools in early postwar period, Japan. GHQ/SCAP recordswere analyzed and it was found that Ambrose, E. V. , the elementary Educationists working at Education Division of CIE was the person who suggested the reform on Homemaking Education in elementary schools. One of the problems in regard to abolishment was the treatment of Homemaking teachers. Ambrose recognized that Homemaking teachers were afraid that they may be dismissed if Homemaking Education was abolished.

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The Curriculum Committee submitted a report on 22 June in 1950. It was determined that the objective of teaching Homemaking in Elementary Schools was to develop basic skills on home life. But CIE had an opinion that it was left to each school whether teaching Homemaking independent as a subject or including it in other subjects, for example, social studies. The course of study on Homemaking was not revised, but the handbook for family living was to be compiled by Home Arts Committee, chaired by Ichiro Takeda. Williamson, Maude, the Homemaking Educationist of CIE, had a negative opinion about Homemaking in elementary schools.

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During the process of making the Handbook for Family Living, Ichiro Takeda submitted a draft to Ambrose. Ambrose reviewed it and discussion commenced. The work was finished by September in 1951 and the handbook was published in November 1951. The new teacher's license system effected the background of the controvercy on abolishment of Homemaking. Basically, teachers had to teach all subjects in elementary schools. Thus, specially trained teachers to teach only Homemaking were thought needless by CIE.

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As home economics education must be based on the observation of children's life, we investigated students at college of education how they are aware of children's life and how they were leading their own life. Their knowledge was that children's life had many bad points, which, however, was not aquired through the real observation of children's daily life on their contacts. The bad points they observed about children's life such as, when to take a meal, how to spend a day, few to communicate with, were found to be also their own problems. They reflected their own life in their imaginary observation of children.

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The aim of this report is to propose a new evaluation method on thermal insulation property of fabrics for home economics education in the senior high schools. Using time-constant theory based on Newton's cooling law, we evaluated it. The merits of this method are, 1) simplicity in the measuring method due to use of cooling method, 2) only use of tools being ready in hand, 3) evaluation of the thermal insulation property of fabrics equivalent to JIS L 1096, 4)ability of this property to be analyzed by the three modes of heat transfer. Practical ability of this method would be described in a further report.

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The purpose of this study was to clarify the actual condition of learning in home economics education and to consider the point of view to be regarded as important by examining the cognitive process and behavior of the learners in making kimono. The main conclusions from this research were that they had little interest in the importance of procedure and lacked inquiring into their own behavior. They lacked being subjective to learning and appreciate the extension and profoundity of knowledge. Instructions that will conquer them should be realized.

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The purpose of this study was to obtain suggestions on the future of home economics education by accepting instructions that the learners could understand in relating knowledge to themselves and to take interest in the extension and profoundity in clarifying the problems. The instruction dealed with the Japanese "kimono". The cognitive process of the learners was examined. The main conclusions from this study were : 1. Learners were interested in the relation of the whole structure and the parts in relation to themselves. 2. The same tendency could be seen in the circumstances of understanding the meaning of procedure. Particularly, some sympathized with the wisdom of predecessors. 3. There were no differences in the interests toward instruction between boys and girls.

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This study reviewed the cognitive process and behavior of the learners in the Japanese "kimono" making classes in considering the meaning of procedure. The differences between the learners before and after learning, and the differences between the learners who learned it and not, were analyzed. The main conclusions from this study were : 1. After learning, they improved in the procedure skills and took an objective view of themselves. They had more interest in the necessity of such skills. 2. The learners who learned it could operate more correctly and rapidly than the learners who did not. They understood the necessity of the lesson.

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The purpose of this study is to interpret trend in consumer education by review of Homemaking Education studies. This was done by analyzing a sample of 40 monographs in Homemaking Education studies from Vol. 1 to Vol 36. No. 3. The study revealed the following : 1. Monographs of Comsumer Education in Homemaking Education studies have increased as years Pass. 2. Many of the monographs were studies of practical education in the early years, but factfinding inquiry for children have become increasing from the 1980's. In addition, consumer educational ideology have increased from the 1990's. 3. As for the study method, the 1980's was mainly survey studies ; in addition library studies have become increasing in 1990's. 4. Many of monographs were studies of consumer problems in clothing and food respectively in the early years, but in the 1990's, housing and home life such as environmental problems and contract problems have increased.

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