The purpose of this paper is to make clear the educational activities toward tsunami disaster in Taro-cho, Iwate Pref. and the regional structure of the education system for the disaster. The author investigated the education system of the various public organizations such as school, local government and so on, and the private opportunities at homes, local communities and so on for the prevention of tsunami disaster. The author analyzed them from the geographical point of view, and finally considered the most effective education system for tsunami disaster prevention. The results obtained here are as follows.
1) Traditions about tsunami have played an important role as the regional education system of disaster prevention in local communities. Today, the traditional system of local communities has broken down, and the opportunities for civil educations of tsunami disaster prevention have been remarkably decreasing. On the other hand, the education for disaster prevention at school has been treated as one of safety educations. Therefore, school education has not been interested in disaster occured at the local society.
2) Various educational activities toward tsunami disaster have been developing in Taro-cho, Iwate Pref. Thoughtful educational considerations are included in many activities for the tsunami disaster prevention planned by schools and local administration. Tsunami disaster which occurred at Taro-cho are good teaching materials in the course of social studies, and the special activities are planned at primary and junior high schools. People who has experience in tsunami disaster talk one's own experience at home. Consequently education of the disaster prevention is carried as the tradition.
3) At present many families have no people who has experienced tsunami disaster. Information of the tsunami disaster from schools and local administrations give those families chances to talk about the past tsunami disaster. There are some relationships between child's interest in tsunami disaster and his home environment. Therefore it is necessary that the conversations and education about tsunami and its disaster are maintained by people. It is important that various institutions give all home much more information about tsunami disasters.
4) Local study education should be treated at schools. Especially, education of social studies should play an important role. And physical geographic education, a part of social studies education, should adopt local disaster prevention in its curriculum.
Various educatonal institutions, including home and local society, should enter into an organic relationship. And it should be organized an original regional education curriculum of disaster prevention.

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