The purposes of this paper are to clear the characteristics of Text Book of Manual Training for the Use of Elementary School Teachers by means of restoring and analyzing the teaching materials of woodwork, and to clear OKAYAMA Hidechiki's role on the occasion of editing the text book. The following results are obtained: (1) OKAYAMA Hidechiki's role is to hold the classes of manual training in the elementary school attached to Tokyo Higher Normal School, and to incorporate the result of these classes into Text Book of Manual Training for the Use of Elementary School Teachers. (2) There are three characteristics on the text book. 1) It makes much of applying Graphics-knowledge that is acquired on the classes of mathematics and drawing to the manufacturing process on the classes of manual training. 2) The arrangement of operations about woodwork skill is rational. 3) The descriptions about teaching process inclusive of teacher's notice and indication are accurate.

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This paper aims to discuss the historical backgrounds of in-company English education, its significance, and its future possibility to become an English education system for businesspersons in Japan. Japanese companies have been conducting English education to their employees since just after World War II. Nowadays, with the increasing globalization of company activities, English is becoming increasingly essential for businesspersons, and companies are making more efforts to improve the English communication skills of their employees. In-company English education has contributed to business persons' English learning, achieving positive results. Although in-company English education is sometimes regarded as "human resource management", not "education," it should be seen from a new perspective for English education system for businesspersons.

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In this paper, the author tried to clarify relation between the public allocation for technology subject and the private expense at the municipal junior high schools under the jurisdiction of the local education authorities in Akita Prefecture. Those authorities allotted the municipal junior high school obtained averagely little costs of teaching materials, this fact was based on the MEXT's findings. The main findings of this research are as follows ; 1. On comparison those budgets of articles for consumption of subjects, the author found the large difference between the big budget and the small budget Two local education authorities that were identified which draw up the big budget. The detail are as follows; (1) in the process of drawing up a budget, the local education authorities granted the budgetary requests by school; (2) the authorities draw up school budget on regular operating expenses for financially supporting of the schools. 2. On comparison that six local education authorities draw up the budgets of teaching equipments, the author found the large difference between the big budget and the small budget. 3. The author found that many schools didn't divide to technology subject. Those technology teachers called costs for technology practice "costs of technology subject". A part of costs for practice of technology subject was included in the public budget, but many teachers thought of as impossible.; parents paid costs. Many school budgets of technology subject depended on private expense. The author guessed this expanded division of private expense carried on a few findings that explained with technology's example and those who will benefit have to bear the costs of making one's possession of materials. The author discussed that this expanded division of the private expense and the former findings needs to be reconsidered.

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At first, I defined the professions legitimated by national qualifications and delivered by plural types of education institutions as "multi track professions". We Japanese have many kinds of such professions, for example, nurse, nursery and dietitian, and so on. So many institutions -junior colleges, vocational schools and universities, and so on - join these educational programs that we do not know well about those training programs or roots and whether or not there are differences between them. Thus I picked up Japanese dietitian as one of such professions and compared the curriculums of four junior colleges with three vocational schools in the numbers of compulsory credits, referring to the counterparts of national curriculums. As a result, I concluded that the diversity in the numbers of the compulsory credits came from the convergence of school graduates' courses, rather than it depended on the type of schools itself. As a whole, vocational schools tended to have more credits and practices than junior colleges. But it was not true to all cases. Some junior colleges set more credits. Then I examined the causes, and those junior colleges graduates tended to be more dietitians than other junior colleges. We tend to analyze these "multi track professions" from the point of the school type without considering the meaning of itself. But this analysis suggests that we should seek the meaning. It can be said that Japanese government assures homogeneity of "multi track professions" by law. In other words, concerned law ensures that every "multi track profession" is equal regardless of the school type because they are based on the same curriculums. We have undervalued this point but should examine the behind meanings of the diversity.

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