In this chapter Shichida describes his view of Education

1. THE SHICHIDA METHOD
CHAPTER I: MARRAIGE OF HEART AND MIND
(Nrrrturing the will to grow!)
Dictionaries clefine "education" as "1o teach knowledge ancl skills." IIowever, the
oLiginal rneaning of this worcl in I-atin is "to pull out the inuate at,ility." Parents ancl
teachers have a responsibility to "pull out" the oliginally large potenlial capabilily any
child was born with to the fullest extent through education. You should not be caught up
with immediate goals of child rearing. lf caught up with immediate goals only, you tentl
to focus on your child's intellectual growth. Let's focus on the long-term future, not 3n
immediate one. The hrtule of the world depends on the children oltoday.
When we raise children and nurture tlieir capabilities, it is irnpottant to valuc and
praise the child by telling him, "You are the one and only valuable being in the world."
When teaching children that they are valuable beings in the worltl, rve should also teach
thertr that tliey must take great lesponsitrility as well. We rnust teaclr the children that
each one of them has a responsibility to nurture his or her own innate capability to the
fullest degree. Also, it is important to tell them to use such hidden treasure fbr the entire
nation or the world.
Education will shape the future of the world because one of lhe objectives ol
education is to create a better world. However, the current mellrod of education cannot
nurture the creative talenls. This is because education narrowly focnses on preparing
children for entrance examinations. Therefore, parents must nrake their best efforls. [t
all depends on the parents whether their child grows nicely or not.

2. V/e should not fall inlo the education trap tlrat
stlrlrtg. "["ol r,vhat purpose cio hunran treings live?"
qrrr'-slion aboul life and lrave hir.r.r or her think about it.
tries to produce the intellectually
Ask yclrr child this lirndamental
In Irlazi (ierman1,, seemingly srnart <:hildren eugenically produced were separated
iic.irrr llrsir parerrts riglrt after'tlreir brrths.'l-hcy wcrc experimentally given a sr.tperior
c(lu.iiltion in a natioual etlucaliorr laorlity. 'l lris expelirnent ended in lailure and did not
ll'o(lru:e auy srrperiol hurnan beings in this wuy. 'fhe children who were separated lrom
their' pirlents right alter birlhs wele laised withoul even knowing their parents nanrc and
heritage or wlral they lookecl like. 'l'hey clid not leel "love." Insteacl. their hear(s and
rr'rirrrt: n,eLe (listorte(1. I lecelrtly caught a glinrpse on TV of these children growing up to
l;e llrr: acltrlts u,ho sutl'er'liom nneasy and sacl leclings.
l)n the olhel hanrl, ohildlen wlxr receive ltatents'ltive can improve even over
corr;ienital rlrsatrilitit:s. Al any oltlre Shiclrida scliools whcre we teach using right brain
rtltrcrriion (educa[iorr ol'love), lhete are many cxamples ol tlrose chilclren wilh
clisatrilities growirrg as gr'oat as any healthy children.'l'he lbllowing is an exarnple.
Casc l{cJlort
A l6-nronth olcl toddler who was cliagnosecl as autistic joined otrr school. This
t:hil,.l rcgLrlarll,visited a lrospital in -fol<yo
and a treatment ccntet in Shiztrolca lol his
drvt:ltrpurenlrrl cher:l<Lrps. When he visiteil llre hospital three months afler he had joined
the Shichida School, the hospital staff in lbkyo asked what kind of tt'aining he was
receiving as they lbund lrirn lo be gilted with a rare genius. At the Shizuolia tlcility. lhe
stafftold the boy's parents that he should come back lor checkups only once every fbtlr
nronths. The local governnrent notified lhe parenls thzrt they would be stopping payrnent
of disability aid for him. By receiving right trrain cciucation (i.e., education of love) he
rnade a remarkable transformation in a short period oltime.
(Ms.'l'. H., Fuji School of the Shichida Child Academy)

3. l. Lovo: 'Ihe Most lmportant lllement in Child Rearing
What is the foremost loundation olchild lealing? It is to convey the parent's love
to the child. Parents' love grows the child. withorrt love, the large potential in human
bcings cannot grow.
Most urollrcr's thirrli tliat tlrcy lovc thcir childreu enough. Ilorvever, rnost children
thitrli that therr nt6tfiers don't love them enough. 1'lris gap makes chilcl rearirrg cliflicult.
I)o parents convey their love to thc - chilchen sulliciently? Actually their
corrrulrnication is not leaching their childlen. Whcn a mother communicates her love to
her chikl skillfirlly. tlre r:hild irntnediately changes into a good child.
I u,otrlrl lilie io crrrphasize tllat there ar€ tlilee wrrys tbr'l)arelrl.s to cotlrnlttnicate lheir
lovr: to t[rr:ir r:lrilcfi.en.'lLrese ar'e (l) lrugging, (2) listgning careflrlly to lhe chilcl's
,.().,.ir:,atl()lr arut (31the five-ltinute metltod ol-suggestiol. Ilugging, wLricfi is listed
llr.:i is tlie sl|ong. eiglrt-seconcl huggi[g. The 1'ollowing is a description ol how lo do
ergirl-secortcl lrug3ing.
lilr r)rrfl, I,iighl Seforrrl lluggirrg
liiis{, lslt tiu: r:lril<l ttr rlo sorlr: houselrcltl (asl(. Wheu the child has compliecl and
lirris5ecl llre ta:;li, givc the olrild a trig lrug ancl wltisper tlre following wortls "Ytr Chan,
tlranli you Ibr.helping Monrmy. Ycru were leally n big help. I love Yu Chan a lot, yoLt're
so liincl. anrl willinlt and cheerlirl."
l)on't just give a little llrg; conlir]uc lo hold the chilcl closc tbr eight seconds. ll
you clo this. inrrnediately the rnothet's love will be cotnntunicalcd to the child's heart,
he will no longer be rebellious, and he will change to beilg an obedient and cheerful
child. And, the problems that have heen a source of worry will disappcar. 'l'lre child will
become cheerful and compliant and will say he wanls to help around itotne ntote. He
will be happy to be thanked by his mother and will be motivated to do mole things to
make his molher happy.
A child's rnotivation and independence are cultivated to a wonderhrl degree through
the use olthe eight-second hug. One begins to realize how much one hacl not been able
to satisfy the child's heart, and ploblems like hullying yor-rnger children and fiiends,
rebelliousness towards the mother, lack of nrotivation, bed wetting, ancl thLrmb suol<ing
are solved at once. In this way, one puts much consideration into satisfying the child's
hearl.
However, good results will not be obtained with the eight-second hugging if it is
done as a matter of duty. Nor will good results follow if the mother continues to
complain, scold, and project her negative emotional reaotions upon her child. More
than anything else, the molher must deeply love her children, respecl them, and believe
in their ability.
Listcning Carefully To The Child's Conversation
Mothers are oflen careful to speak frequently to their children but not convelsely,
to listen to their children. I{owever, what is imporlant in child rearing is to listen
carefully to what the child has to say. It is impossible to capture tl're heart of the child
through a child rearing process in which the nlother does all the talking unilaterally.
Moreover, the child's hearl will not develop properly.
Wherr the mother talks to her child one-sidedly during his growing years, the child's

4. heart is not satisfied nor does he feel that he is fully loved. on the other hand, it is
wllen the child is listened to fi.equently and wholeheartedly and the feelings deep in his
heart are understood tirat he senses that he is understood, aceepted and loved'
when one rears a child chiefly through the method of scolding, it is not possible to
suffrciently hear the child's point of view. A child will elose up his heart when scolded.
A chitd will open up his heart and begin to communicate with his mother when she
stops scolding, accepts him and leams to praise hin-r. Let's make a point of listening
adequately to ottr children.
In cloing this, I recommend that you draw your child out by using the echo method;
this is also callecl 'Roger's non-instructive method'. The words a mother addresses to
her chilct are usually instructive: "Do so and so." Stop using words of instruction and try
using the eiho method of non-instructive words. When a child says something to his
mother, the echo method does not slam the door shut by saying, "What's wrong with
you. oan't yott tolerate that much?" But instead she tries to understand the child's
leelings by standing in his shoes.
The following type ofconversation takes place:
"Mommy, Kuni Chan is bad."
"Oh, Kuni Chan is bad. What did she do?"
"She hit rne."
"So she hit you. Why did she hit yon?"
hi this way, the words of the other person are echoed back and questioning and
answering is done. This was originally the Carl Roger's method of counseling mentally
disturbed patients. It is also a very effective method when used in conversations with
children.
The Extremely Effective Five-Minute Suggestion Method
In using suggestion with children, there is no more effective method than that used
when the child has just gone to sleep, the five-minute suggestion method. It easily cures
troublesome habits such as thumb sucking, bed wetting, and selfishness.
During the first five minutes after a child has fallen asleep, the conscious mind goes
to sleep, but the subconscious is still awake and functioning. Thus, it is very effective to
make use of this time and work on the subconscious mind.
For example, let's say there is a mother who wishes her child to be more compliant,
to take an afternoon nap, and to go to sleep easily at night. In such a situation, the
mother should express her wishes during this five-minute suggestion period and should
softly whisper the following words in her child's ear, who has just fallen asleep.
"(Child's name), are you fast asleep? You can sleep soundly with a fluffy, soft, good
feeling. See, sleeping feels so good. The deeper you sleep, the better you'll feel. You
can sleep soundly. (child's name) is such an obedient, good girl. You can understand
everything Mommy says. Mommy loves you because you're such a happy, good girl.
Everybody says they love (child's name) because she's such a good girl. Because you're
so obedient and kind, Daddy and Mommy and everybody love (child's name). (Child's
name) is an obedient, good girl, isn't she?
"You're a good girl who can listen to what Mommy says. (Child's name) is going to

5. get sleepy a littlc whilc alter lunch. when that happens, get into bed right away and go
to sleep. Ifyou go to bed, you can sleep so vvell.
"lt's a flLrflv, good t'eeling. You'll get so you like your nap a lot. It's so mtrch firn to
sleep. You'll go right lo sleep, right away the fluffy, pleasant sleep is waiting for you. At
rrighl rvhen Mornruy reads yorr piclure books, yor.r'll get sleepy and be able to go tn
slccp u'ith srrcli a good feeling. You're going to go into a flufty, nicc sleep. whcn
Nzlommy starts to rca<l a l.rictruc booi;. Lo yt.r.r, your eyelids wiil get heavy, and you,ll
close your eyes right away and go to sleep. Arrd you,ll sleep deeply,,
"(Chilcl's .aure)'s a hig girl now that she,s two years old. She,s two already, so
she's not going to suck her thurnb any more. (child's name) is obeclient and oheerful,
aud listeus to what Momnry says so Mommy really loves lrer. Now sleep deeply. you
leel realll' good. sleep soundll' trntil lomorrow morning, wake .p in a good moorl;
[onronow's l]oil)g to be a good day. See, you can sleep deeply and rvell, you can sleep
wrtlr suclr a good tbeling.
"Momu.iy's good gir.l, (child's name), norv slcep deeply until tomorrow morning.,,
As a result, happy reports began coming in one afler another: within a rveek, the
thumb-suoking ploblem was cured; within tluee days, tlre clriltl went happily ro
kindergarten, elc. I recomrnend this method for changing children,s untlesirable
personality traits.
'lirpc the abot,e wor.ds on(o a looped tape, set the
pillow, and play it with the volume set soltly for about
gone to sleep lbr the night.
tape recorder beside the child's
thirty ntinules altcr the chilcl has
I explained tiris nrethocl to mofhers rviro came to me with ploblems such ers neecling
help in getti^g a child ovel thumb sucking, or wanting a chilcl to get over his distike ot
Itindergarlen, or neecling help in cr-rring a chilcl olhitting others, etc.

6. 2. Atrout The Right Brain
Ilunran beings have lwo brains: that is the right brain and the left brain. In the
past, the right brain was believed to work in the same mannel' as the left brain.
Ilowever, we have since learnerl the right brain has amazing functions. By developing
the right blain, unlimited capabilities can also be developed. Conventional edrtcation
methocls have clealt only rvith the lefl brain since tlie right brain's function was not
krrowrr. llr [act, r.uuleveloped human capabilities bclorlg to the right brain. lhe left
brain is a three<lirnensional, physical brain, ',vhile the tight brain functions at a higher
and morc spir.itual level. The flrnctions of the right brain that are superior and of
amazing potential Ltave been left relatively unknorm.
'[he brain begins developing first lrom the right brain when the child is still in his
mother's wontb. I)uring these early stages ofthe right brain, lhe lefl hrain has not yet
srartecl hrnctioning well, and the right brain holds the dominant position. From ages
lhrec to six, the dominant position gradually shifls lrom the right to the left. And at the
age ol'six, the leli brain begins 1o take the dominaut position, and tlle left brain begins
suppressiug tlre liglrt Lr|aift So thal's wliy it is imPortant to tahe advantage ol early
predoruinance of tlte riglrt brain.
'l'here ar.e diflerences in the functions of the two brains. The right brain functions
runconsciously, so it is called the unconscious brain. 'lhe left brain functions
cgr]sciously. s6 is callej the conscious brain. And, mind you, in the unconsciotts
brain are hidden unl<nown miraottlotts functions'
IJuman beings by nature have special right brain ability circuits. These circuits
cannot bc used unless we are aware of them. We have great capabilities that are lefl
dormant. Once we awaken this capability, we will be totally changed.
IIow should we develop this dormant potential capability'/ It is imporlant to
understand that the human right brain has totally diff'erent kinds ol'capability circuits
fion-r the left brain's. We human beings have a totally different set of seusory circuits,
information circuils, and intelligence circuits lrom the ones now in use. We must first
realize this fact.
To develop this brain's capability circuits, we must develop the right brain's sensory
circuit first. The basic functions ol both left and light brains are controlled by the live
senses. When the five sensory circuits for the right brain are developed, the light blain's
capability and intelligence circuits will be developed at ttre same time. The right brain's
information medium is the images which are a sort o[ language for the right brain. 'l.he
light brain's capabilities are all connected tlrrough images.
When the five senses lor the right brain are devcloped, all the lalents associated
with the right brain will also bloom. For example, right brain memory, right brain
calculation ability, right brain musical talent, right brain athletic capability, right brain
artistic talent, etc., will flourish when a child has opened up the right brain ability
circuits.
YI{. was not a good athlete. I-le was always the last in runrring races. I{e could not
perfoun gymnastic maneuvers. I'Ie was not able to jump rope on his toes. Since he
kicked the ground with his entire foot, he was not able to jump so many times, only
twenty or thirty times at most. When he practiced using images, a miracle happened.
He was able to jump 746 times in a contest and won second place in his class. When he
1ll0

7. Ms in founh eBde, he ws extrm€ly disaPpoint d 1o be lold by iis teacher thal his 3. r'our Sp.cirt rmctions of the Right Brdtr
grade w.s fourlh from the boiloD. Since lhe third mesler of liffh ende, when te M3 Tlr righl bEi, h6 four sp€cial tunctio.s tlul the lell do€s nol have. Thes are:
abt. to use imaeins frely, hi3 smdcs impmv€d dmrically. H. received lop mrks fo. (r) Resnance and symp6rhy lurclion,
nnsic. art, synr, hom. economica, eie.ce and smial srtrdies. Itr J6pan* subj.cts, h. (2) Ituge Vi$alizarion fimction,
dceiv.d lhe top turks excel fo. callisEphy, and malh marks wer€ in lhe biddle 0) Eigh-spe€d Mass Mmory Funcrion,.nd
b.ctur he only wrole do{n answeh. All ihe answrs {de 100 percenl coret. He was (a) Highapeed Adomatic ?.@ssins Fmction-
able lo image all the answB, but he onilled tbe fomulas u*d to aEive at rhe.tuwds.
He h.d never strdied and starled b.inging home @ks of 100 on *sy t!st. R6orrne lurctioD
Tlere are atr infi.ite numbtr of frequencies moDg the rDil€M. And lhose
Poor school g6d.s resull fiom using tte pootly lunctioning left bBin. tf only lhe f'€quencies are pNing rhEug! our bodis *€ry mohent, Some of thes @ h€
righl brai.'s amazing potenrisl tllenl is develop.d, any child can Eeive good gEds exp6ie.@d by hulfu, @n$iously, olhers subconsioBly. ou subconscious mind
just like YH. 'l he nomally unwd caprbililies are hidden in lhe human righl b.!ir If Eives infomstion rhrough ow sti! o. lhe dghr bFio filr snss. At the Alpha
tour.hild uses lhese capabililies, her leaming capabililies will improle Childrcn mav Mve state ofnird, the* vib.aliom entqiry our bodi6 thrcuelr ou ski. and fe.ishr
be dift-erent ii terhs olthe leff bran c.pabililies; howve( rhe, slillpos*$ lhe Ceniu bnin five secs, cm b€ @eived and setr1s imagos. To send atul.dcive inuges
blenls oI lhe rjgbl bEin, I. tems of the .i8hl bmin, evsyose is lhe sme, equl, The the oild musr be opeEting at rhe Alpha wrve cycl6, Let me explain a bit abou{ Mve
righ{ brain woiks ode million tim€s as nuch a3 the lefl bnir So, if vour child's right cycle pattem-
b6iD is develorcd, Ie will chaDs€ to b€ ! sman peson.
Tne bEin works lkouel bmi! w!ve, dtrd the br.in Mve have lbur levels:
(l) The B.a. wvq 14-10 herlz cycles.
Thh wav. panem is ndt fiequo y ued in ou awake stales:
(2) Th€ Alph. wave 8-l I henz cycles.
This palt6 is asrccialed wilh a El ed slale ofmind:
(l) The Th.t Mve 4-7 hcdz cyclcs.
This is expqiaced whd fauine inro slep or al the awking momenl; and
(a) The lr.lt. wave 0.5-3.5 hdtz cyclB.
Tlis is dp.rimed durins sldp.
t2 13

8. lnlormation processed with beta wave frequency goes to the left brain, and
inlonrratiol processed rvith alpha wave frequency goes to the right brain. l'he skin is a
primary receptol of frequcncies. This function of receiving information through the skin
is called the resonance lirnction. This is the basic function ol the right brain.
Ilverything arouncl us transrnits a wave vibralion. We al'e inl'luencecl by such awareness.
Wlren we become aware ol something, our awareness stafis resonating with the wave
motion that this thing transmits. While our revealed consciotlsness (lefl brain
consCiousness) cloes not recognize it, our subconsciolts senses it keenly and makes us
cognize it as an image.
Visualization Iunction
't'he right brain, as noted, funclions to resonate with tlie waves emanating from all
things and then to visualize the images of these things. We are constantly surrounded
by radio rvaYes in various frequencies. When we set the channel on a radio or TV set, it
resonales with the frequency of a desired radio wave, and an energY transler occurs- As
a l.eslllt, we can hear sound and see visions. When this occurs in humttns it is called
tolepathy ol the voice ofthe soul.
The r.ight brain llnctions to resonate with a vibration and make sttch a motion into
an image. Due to this principle, children can see visions. When an instructor visualizes
an image olgreen on her forehead and she consciously visualizes that the image flies to
the children's fbreheads, they receive the image ofthe green on their foreheadsjust the
way the instructor vi:;ualized.
When the imaging capability is not strong, images cannot be visualized. 'fhis means
the right brain's in.raging capability has not fi"rlly developed. Ilso, children should take
image training to develop the right brain's imaging capability to visualiz-e images. When
tle imaging capability is developed, children can hear the souncl normally inaudible and
can see the images that are nomlally invisible.
-['he
October 22, 1996, issue of the Nen, ktrk T'imes ran au article on .ludge Tony
Cothren of .Iefferson County in Alabama. According to this article, ht: hacl suffcrcd fron-r
glarucgrna since bir1h. IIe trnally lost his eyesight when he was r:ight. Iu lris coLrrt when a
witness does not put lris hand clown after taking an oath in his cour1, Juclge Cothren will
surprise everyone there by saying, "You nlay ptlt your hand clowl.t t.tow" When askecl
how he can tell ifthis person is stilt holding his hand up, he answers, "Although l am
blind, I can see the image." Physiologically, human beings have two senses of sight.
There is the right brain sensory circuit with which unvisible things can lre seen. Small
children use their right brain senses naturally since theil right brain is still dominant.
After the winter vacation, Mrs. II. K. of Tochigi was talking to her lbttr-year-okl
child named A. getting her ready lor class at thc Shichida Child Academy the next day.
"We haven't aflended the class for a while. You must be excited to see your llicnds like
B. or C.", she said. The girl suddenly opened her eyes and replied, "Mot.t.tt.uy, C. is not
coming. But a new kid is coming." Mrs. I(. did not think much about her daughter's
reply.
The lbllowing day, before the class started, the teacher announced that a new child
was joining, to Mrs. K's amazement. She loohed around to see ilC. was there. Hc was
absent that day, to her further amazemenl. This is how small children use their right
brain senses naturally.
t4 15

9. ln addition to the visual images, there are auditory, taste, olfactory, and tactile
images. Ilur-nan beings by nature can think singularly by way ol these five sensory
iqrages ofthe light brain. Chilclren can use these five sensoty images for the right brain
ancl r:an combine the mental images. They can learn complex mttscle movements
withoul dilliculty using sensory thinking'
High Speed Mass Metlroly fiunction
While rve have 1wo types of memories, left brain memory and right brain memory,
people ordinarily use only the left brain memory. Tlie prirnary function olthe right bLain
rnemory is callecl "Photographic Memory" by which one can photographically
memorize things seen only once. It is said that proninent music condttctors such as
Itiroyuki Iwaki, Artur Rubinstein, antl Arturo Toscanini can fi.rlly memorize mtlsical
scores atier. tlrey see lhem once. when conducting, they said that they only needed to
tunr pages tlrc leaves of the score in theil minds. Speed reading is an ability in which
this.,pholographic memory" is furlher developecl. N.ll. (nine years old) in Nagano
prel-ecture can read a book in less than five minutes. she said: "l,ooking at a book once,
I oatr r:opy it in my hcad. [-ater, I only need to tum over the pages olthe book slowly."
-fhe "photographic memory" ability (lligh Speed Mass Memory lunction) is
irr-rplantetl oliginally in the right brain. Thus, once this ability is dcvelopecl, learning
becomes ve[y easy. Even mentally relarded children or chilclren with poor school
perflorr.nance can becor.ne highly intelligent ilthe High Speed Mass Memory Function is
activaled throrrgh right hrlin lraining.
IIere is a r.eport written by a boy whose learning abilities were rapidly improved
lhanks to right bLain training:
"l became able to visualize images three months after I had started right brain
training. It was this past January or so that I was able to visualize black and white
images. I thought my right brain might have been developed. After a month or so,
images in colors came uP.
"l also was able to guess corlectly the colot ofa chick in an eggshell, and I was able
to answer correctly most ol the time in the Clairvoyance Game using the E,SP Cards.
Two months later, rny oolor imagery started to be in tnotiott.
"At the same time, I instantly lelt it easier to memorize antl realized that niy right
brain had finally starled right brain training, but atler the tlaining, my marlts improved. I
became able to concentrate on what my teacher was saying in class.
"As far as baseball is concerned, the other day I went to bat af,er visualizing rnysell
hitting a home run. The image I had visualized just canre true. That was not the only
time something like this happened.
"l heard that Junko Asari, the gold medallist of the women's marathon at the World
Athletic Championship this year, also does image training. I think image training is
uselhl not only for the field of sports but also for passing an entrance examination.
(H.K., Brr'Glatle)
I{igh Speed Automatic Processing Function
The right brain is of a spontaneoLls nature and lunctions beyond the individual's
intentions. Not only can it memorize infbrmation but the right brain can also control the
information spontaneously. This is its High Speed Automatic Processing Ability. By
using Fligh-Speed Automatic Processing Ability, children can easily master a language.
We, the parents, ought to know that such miraculous functions exist in a child's braiu
and should make use of them while they are still existent. Everybody knows that
children below age three are linguistic geniuses. If a child is born into a bilingual
16 t7

10. householcl, where two languages are actually spoken, he speaks two languages' Ifhe is
born into a trilingual household, wltere tlttee languages are spoken, he speaks three
languages. Did you ever stop to thinh why children are linguistic geniuses? It is becattse
they learn langnages by this Autornatic Processing Frrnction. It has been my experience
that thcy do not leam a languagejust by niemory as an adult does btrt prccisely because
ol- tlieil milaoulous conrputer-like ability. There is no more dillicult task for an adult
than trying to learn a lbreign language. By the age ofsix, a language barrier is formed
betwecn the subconscious mind and revealeJ consciousness. Once in place, this barrrer
n-rakes it very diificult tbr people to learn a sccond language.
ln the past. scholars estimated that children begin truly logical thinking at around
six years ol'agc, They only emphasized Iogical thinking. When a child lalks abotrt his
visual experience that adults cannot see, they often dismiss it as only a lantasy or
lorv-level thinliing. Ilorvever, lu.rrnan beings possess other right brain functious that are
characterized by sensibility, intuition, and the imaging power. Children often show
miraculous lalents that are lacking in adults. Unftrrtunately, no extensive sttttly ol
childhoocl developmenl has ftlcusecl on such talents or extraortlinary ex1'rerience.
A new way of looking at children has arrived. Recently, scholat's are noticing the
ir.nportance of childlen. Since we wele not aware trf 1he separate functions ol the left
and light brzrins, we did not nolice a dillerent side ol the child. 1'hrorrgh the
runderstanding ofchilclren, scholals are trying to understand the individual potentialities,
hr.rman evolilion anci a possibility that the cttltures on the ear1h wottld chauge. Httman
begins are now experiencing a shift ftom the left brain value system lo the right brain
valuc system. Many pcople tecognize tlre desirc lor the right brain capabilities as
precursor to another step in evolulion.
I{ere is a lelter l}om a mother.
"l started, following your guidance, to lel rly twin babies lisler) to an English lape
when they became one year and eight months old. lrlow, they are nine years old and
I am glad to inlonn you that they are quitc easily tbllowing the native American
Teacher's lessons oflered at an English school they stafted a month ago. They can
answer the teacher's questions plomptly in English. My sons revealed that your
theoly is very true."
Let me tell you my family experience. I have a daughter who is now in Amelica.
She speaks English as if she were a native speaker. When she went to Arnerica ten
years ago to study at Western Michigan lJniversity with eighteen olher Japanesc
students, she was the only one who could speak English wel[. She was ashed by an
American college professor, as well as the eighteen other Japanese students, lrow she
could express her so well in English. What do you thinl< her answer was? She said, " I
started listening to English tapes at age two."
Ol course it was too late for the eighteen other students to do the same. I began
letting my daughter listen to English tapes for thirty nrinutes everytlay when she was
two.
Leaming a language or several languages is effortless in the earliest years of lif'e.
This early exposure to foreign language paves the way for t'luency later irr litb.
Language accents and tonal sounds are naturally absorbed and remembered.
The dift'erent ways you may teach your child multiple language are:
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11. l. Speak to him in your nalive language.
Iligh sell-esteem, excellent communicalion skills and enhanced ncurological
developmcnt is fostered when parents talk to their babies from conception. I)escribe
his world - what he sees, touches, smells, tastes and feels.
2. Play a rvide variety ol loreign language lapes.
lioreigr.r language tape sets oan lre played at various timcs of the day. These tapes
shoLrlcl be played simultaneously with largo Baroque music lor best results.
3. Itead, reac1, rcadl
Ir.r (hose with a working knowledge of a second language, you should strive to
tmnslate sonrs of'your children's books into that Ianguage. Read it in Englislr anil
tlrc. srvitch to the foreign language. Soon, you may read it only in the foreign
language antl the child rvill understand.
4. I:lash cards
Irlench, sparrish, ancl Gcmran translation-with the pronuncialion-is included on
sonre inliurt flasircald sets.
l:very chrlcl between zeto and six has tiris polerltial in their riglrt-lremisphere of the
braiu. Ilowevcr, if igno'ecl. these abilities will diminish and vanish by the age of six.
'f'ltat's orre ol'the ntain t'easous wlty we have to filcus on early childhoocl etiucation.
Irclttcation. tlius lar. is not really uschri in clcveloping studerrt's intelligence. Ther.e is
an optnioti anloug Inany intellecluals that etlucation ol'the future should aint at trailrng
that dircclll'aflects the ltt'aitr and Ieleases latent capability. l'he objective ofeducalion
shoukl indeeii he the developnlent ofthe brain irrsteacl ofthe crarnrning ofknorvleclge.
.1. Prenatal Bducation
Education starts while trre baby is still in nrother,s w.mb. we usualiy corrsitrcr
child rearing as being something lhat starls after the child is bor.n. But, actu.lly, it
starts fi'on] the vely second a child is conceived. IIe can receive or leel what tire nrother
is thinking or feeling by his own communrcation abirity. we calr this abiriry ESI,, which
is tho fourth dimensionar communicalion ability. 'l'he A,str.ian, r)r. Jorrn Aeilan say.s,
there is berween mottrer and chilcl "Mother-child'Ieleparhic Rerationship.,,-r.he three
months old lelus can comprehend his molher's feeling, not llrrough worcrs, but thror.rgh
telepathy.
The lettrs is a genius. why is he a genius? The genius is in the right brain, not i, the
lefl trrain. The fetus has not deveroped his reri brain, but his right brain is very active
and predonrinant. The left brai, has no controiling power over the botly but the right
brain has 1 00 percent conlroiling power over the body. The Gtus can ,sc this right brain
power most easily, so he may be called the genius. IJe can reacl his rnother,s rnind and
cure his own illness while he is in the mother's womb. so start conveying rove and
talking t. the child llom the moment you l<now you are pregnant, and teil him to cure
his illness, if any, and be born as a healthy child. Ancl do not forget to asl< hinr to be
born smoothly and naturally.
A Report from a mother who practiced Fetus Edr-rcati.n: Mrs. y. S. heard nry
lecture while she was pregnant, ancl implernented the tbtus education from that moment
on. She sent me the following report:
During lhe pregnancy, I nrade a habit of always talki,g to my haby. In the
moming, I would say, "Good moming, Sayuri,', an<l at noon I woulcl say, ,,1_et,s
20
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12. say goorl aftenloon to llie sun." My husband read slories to her every night. c)n
October sixth, my labor pains began. I was due otr Oclober first, but I had
aslted the batly to be bom when her father was at home lle had gone
.sonrervhere tut an en'and but.)ust nranaged to get baclt in time. 'fhe delivery took
only thirty rninutes and she wtrs born easily and quickly. Somelhir-rg exciting
irappened. 'lhe clay alte[ she was born, lhc nurse came to me sulprised and said, "l
called out to your baby, S. Chanl" and she answered me, "yes'" She is a very
healthy anrl snrart child.
Another repol't from a rnother in Nagano.
I started f'etus education when I was eight ntonths plegnant. The doctor told me
ar the time that rnay baby might be born rvilh something delective and that rnade
me desperate. But I read Dr. Shichida's booh and knew the f'etus can cttre his
illness and I inrplemented what he told in the book. Ancl on the day of delivery,
the baby was horn smoothly right alter I went into the delivery, and he had nothing
liruity in his brain ancl body. 'l-he doctor said, "This is unbelievable. Ttris is a
rniracle,"
Fetuscs are geniuses ancl have the highest level ofcomrlunication ability and learning
abilrty ttrat they will ever have in their life. (Jp to noq it was believed that I'etuses
werc without sensation, lvithout ability and less than hunran. 'lhis is not a trlle fact.
'l'hc Ictr-rs has the capatrility to visualize otrtsicle images.
Mr.s. X reports.
.'t had a high possibility of miscarrying in thc delivery ol Reika,
and my doclor had been ttrging me to give up the pregnancy." IJowever, my hushand
woulcl not give up, and always talked to the letus saying, "Re strong and sec the light,"
while placing his hand on my stomach. Our wishes were rezrlized and Reika was borur
lrealthy. After a lew years, whe'n she had began to talk, she came arould me while I
was cooking in the kitchen and repeatedly said, "l always talked with Daddy when I was
in Mornmy's stolnach." I said, "Oh, yes?" but paid no special attentiorr. Ilut now, I
understand that she was talking about her letal memories.
IIow can she do this? The fetus is able to receive outside inlormation by thc fivc
senses of the right brain. The superintendent of a nursery school was asl<ed to query
her children about their fetal memories. As it was expected, [here wete cases in which
some children remernbered receiving irnages when they were in the womb.
Y., three years old, remembered that his older brother by lhree years oflen talked to
him when he was in his mother's womb. Y. said "l was talhing with rny brother a lot
when I was in my mother's stonlach, I could always see my brother's face.''
"Wonder Zone," (a TV program) on.luly 27, 1992, reportecl the story ol'a chiltl who
remembels the night view of Shinjuku City which his mother saw when she was
pregnant with hirr. The moderator ol the progranr marvelecl. However, I would not
[rave been surpr.ised.
To ascerlain whether the fetus has the capability to visualize outsicle images, you
can asl< a two-or three-year-old child about his memories as a t'etus.
The resonance laculty is the most lirndamental I'aculty of the light brain. Everything
in the universe boils down to small invisible particle, according to the quantum theory.
It is the small invisible particle ancl at the same time, it emits thc vibration or waves.
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13. 'lhe right brain resonates with vibration or waves emanating from every object. The
humal bruin, with its resonance frrnction, holds lar more excellent supedor abilities to
those ola precision machine. The fetuls can use this resonance ftrnction and is able 1o
receive any infbrmation front oulsicle, and change the vibration into images.
'llre light blain has two mosl important functions: Resonance Function and Image
visualization tunction. With these two functions, the fetus can receive inlolmation
llnnr otrtside"
I olien tell parents that unbom babies are the most geniuses. Do you know why?
Becausc a lelus can know everytlring his parenls tells him, and when the parent asks
hiur sonrething, he does as he is asketl to do. So here is some advice for parents. I
advise htlrer.s to talk to the lotus twice a day, when leaving hotne for wor'[< in the
rnotning and whetr they oome lrome from worl<. They should say when leaving home,
"l'm going out for work, baby. Be a good child with lr4ommy while I'm out lbr work. I
love you." Anri when they ct>me home, say, "l'm hotne. I-lave you been a good r:Lrild
while t was out'/ I love you." Do you know rvhat the lesult will [rc'] 'fhe batry will
like the futher very much after he is born.
'l here are even cases where a mother asks hel f'etus to be bot'n three days after its
cxpected tJate. firr on that day hel hrrsband can tal(c otland help her with hel clelivery.
'lhe l-etus was bom on the very day that was rcqttestecl. Also, the l-etus that has had
such courmunication with its mother is emotior-rally comforted, and the molhel' who
slarlecl to connect with her baby in the womb has a deeper knowledge of her baby. As a
result, t5e baby and the rrothel ltave better communicatiotrs witl-r each other, the baby is
easier to manage, and the mother is in a better franie ofnlincl in the child rearing.
IIere are six points ofprenatal education to have a healthy pregnancy:
(l) lfuow intuition ability of the unbom child,
(2) Ask two things of lhe unborn child to be healtlry antl to be bom srroothly on its own
force (not the mather's),
(3) Image training to send the sun's energy to the unborn child,
(4) Communicate with tapPing,
(5) Send pictules with image, and
(6) tlave unborn child listen to the music.
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