Chapter Two of The Shichida Method by rfern002

CHAPTtrRII:SIxSPTCIALABILITIESoFTIIERIGITTBRAIN we have two bririns: the right brain and the left brain. Thcse two brains

have

potentials' difl-erent hurctions. In the right brain thefe are magical functions or unknown

Psychometryisthcabilitytodiscernfactsaboutitscotrtetltsbyfeeling'

prescience is the ability to know in advatrce what is going to happcn. II is believed that animals have an instinctive prescience ofapproaching danget'

'rhe brain begins cleveloping lrom the right brain. children zero to six year old are in the agc trl llrc

Spiritual power here means the po\ /er to Ilove objects Or a persoll, oI to cllange

liglrt brairr ptrtlutttirtatrce'

the characteristics

-fhele

arc six special abilities in the right lrrain' Let me enutnerate them:

Anrong these ESl, abilities, telepathy is most related to wlrat babies antl infants

ESP (llve senses oftlre right brain)'

2. Intuitivo 3.

ol the objects.

have. As

lmage (right brain memory).

Speetl Reading (Light bran photographic memory)'

4. Computcr Ability (right blain calctrlation

ahility)'

Pcrfect Pitch (right brain music ability)

Lauguage Acquisition Ahilily (right brain language ability)

noted, telepathy is the ability to communicate through spirit and not by the

conventional means. Telepathy is the ability that comes to every child but diminishes as he grows.

An unborn child can read mother's mind through this telepathy. Little children have this tetepathic ability and

it is important to foster this ability of

the Light brein.

The unborn child has the ability to communicate with their mother through lelepalhy.

rlSP sense" i[t i.et,s tliscuss DSP tirst. Ilumans have what is commonly called "a sixtlr

Most children under age six retain this ability.

'fhis sixth sense is' in reality, aclclition to the live senses that we utilize in perception. tlre sense o1'thc right

blain.

It is nothing but ESP. ESP includes tclepathy, clailvoyance,

psyohometry, prescience. and spiritual power'

Flere is a letter from a nrolher,

It often happens that he is looking

"My

ahead and sees what

One day he mentioned there was a tape

-Ielepatht, is the ability to tell what atrolhet' person is lhinking or to spirinrally cot-r.rnruuicate

or a sealed Clairvoyancc is the ability to look through something like a locked box

I am doing behind his

back.

of Robin Hood under the bed spread. I took

I-Iis sister said,'I put it there.'My son didn't see his sister put it there."

Anolher mother gave me a letter saying, "My four year old daughter always wins the card games and

envelopc and tell its contents.

it is impossible to see.

offthe covering and slre enough it was there. I asked hinr ifhe ptrt it there and he said

'no.'

with anotlter person'

son seerns to see what

asked her how she can always

win, and she said' 'Because I can

see

all the cards from the back.'lsn'l that

amazing?"

Now atrorrt clairvoyance. llere is an example of clairvoyarce: A couple of 'lbchigi children were doing an ESP months ago at Satsuhi Kindergaflen in

RightBrainSeusePlay(zerolothrceyearsold)

Child Acariemy in Takamatsu

teacher was sfigwing A3-sized paper, one at a

ci1y.

time.

1-he paper has

nothing on. tlre teacher asked the children, "Tell me what's written

' cards.

Iirst, I lay tlve

ESP cards in lront of her, then

She prcked up

llie one I clrose, saying 'This card." I was surprised because I was

I send the image of one of the

not assuming that she would pick up lhe right

one."

Once we were walliing

swing. Thcro were no swings around. So I said to her that there is no swing around. "Where's the swing?" Then

she pointed to the

*,all." As lve rvalked along we came lo

wall. I said, "That

the end of' the wall, and

surprisingly

' '

cnough. there was a swing.

clown." Of

course

is clairuoyance.

Now, how to play clairvoyalce play.

Filst,youmustdoplelessous.

Then place five ESP cards in a row iace up.

Flave chikl'en hold anorher set

I-et them place one card afier anotlrer fhcedown, corresponcling to what they

ability because ESP is the urust lunclamental atrility ofthe right

lile from lhe

children coultl not see anything from the reverse sicle, but they all slartecl to read them

colt'ectly. This

garne. A

olljve

IISP cards in hand, face<.lown.

think is the same card in the upper row.

blain. [n the right

eyarethesamecardswiththecaldsabove.

[lraittsettseplay.itisessetltialtopIaytelepathyplayfirst.

I llere is how to play telepathy play: llold your child in your hands and giving strong hug, say,

love

you.

You and I are one in our

heafl."

conclude that this ESP game is the nrost essential anrong

light brain

training

because it is the most primitive ability even unborn children have.

Every little child can do this game. Every child age lrom zero to six years oltl has this ESp.

l'lren, inrage in your forehcad a srluare red color, and st:nd it, saying. "Mommy images a color here in my foreheacl and sends

it to your forchead. You can

see

the

Riglrt Brain Sense Play (thr.ee to six years)

senses

ofthe right brain. These

senses are called ESP, or i.e. the sense

ofthe right brain.

It is nothing but ESP IISP includes and spiritual

lelepathy, clairuoyance, psychometry, prcscicnce,

power. Among tltese five

ESP abilities, telepathy is most related to what

inrage

training. 'fhere are ntany

ways to develop childrcn's intaging capability to

see

image so vividlY like a Picture.

habics have.

After telepathy play comes clairvoyance play, and here's how to do

I reconrmend that palents do telepathy ganre and clairvoyance agc'. As thr:

game at an every

right brain sense play, it is essential to play telepathy play.

it.

your child see color cards. Red card and yellow card fbr instance. And say, "'t'his is

red, and this is yellow."

your child can discern colors, place the color

facedown on the table, ancl ask "Which is red?" Your child may easily pick Llere is lrow to play telepathy play: Say to your child, "imagine there is the third c),e on yout torchead. lmagine that send to your lbrehead through

with this eyc yor.r can clcarly

see images mother

lelepathy. Ilold your child on your laps

First, let

cards

ol point

the correct card.

will

and slick your

Ifyour child is over three year old, you have to do prelesson before doing IiSP play.

loleheads togethel and send the color you choose by telepathy fi'om your forehead to the

By doing tlre plelesson your child is led to relax and concentrate, and he will be able tcr

child's third

eye.

Wait a secontl and say, "Can you see lhe color molher sent to you?"

do this ganre all

right.

Prelesson allows a child to switch his brain

If he says, "Yes," let him say what color it is, and check if it is comect. Your child can

right-

clearly see (hc cokrr you sent assuming that the child has alrcady learned kr identily

shifted from usual state of rnind to the altered state

colors. Next will

tirne, do this lelepathy game apafi, not holding your

child.

The result

lrom the left to tlre

When you mal<e children meditate and breathe deeply their state of mind is

olmind. It means

that childrerr carr

use ESP abilities freely.

be the sarne.

Right brain sense play is regularly done in the following order: 'l'he light brain has the vivicl imaging capability as a firnction, and

firnction lhat children can see thc inrage you scnd.

All

is llrrough this

(1)

meditation,

the children in the Shichida

(2)

Brearhing,

school oan see the vivid images in less than one nrontl.r alter starling right brain training.

Mrs. I(. Ll., wlio is an elenrentary school teacher, reported that all the chilclren in her class strrtcci seeing irrrages clearly in one month alier starting inrage training. l-he rearson

why all the children can answer conectly in the ESP game is because they oan

clearly see the picture or cliart as an image.

-l'he

imaging capability of children can be

developed lhlough lhe ESP game, afterimage training, right brain memory training

ancl

(3) Suggestions or positive (4) Image training.

statement, and

Llere, "meditation" just means

"to calm yourself while closing your eyes," without

any deeper meaning being attached to slower tlran

usual.

it.

"Breathing" means to breatlre deeper antl

You can calm yourself down and get your. bocly and mind relaxed

by means of both meditation and breathing. Then you (where the brain wave

is 0 )

will go fi.om the left brain world

into the right brain world (where the brain wave

o ).

In other words, you will gtl from revealed consciousness into subconsciousness. You

hesitantlY,

can develop your image power through lraining the right brain's llve senses which

Next, I tried to seud a message of sl'rapes by ESI'}. Since I couldn't nlal<e an image

comprise the Extra Sensory Perception (ESP).

a star shape,

"it's square!"

sent the shape

of the Star of David, which contains two triangles to

lorm a star. My daughter answered, "it's a star." Small chilclren can bling out their capability to see images easily thlough'I'elepathy

"Right. You're right."

I,lay and ESP Games after going throLrgh the stages of rneditation, breathing, and

"Bnt Mommy. It's not a regular star. It looks like a star that is made ttp ol two

suggestions.

triangles."

Ilere is an episode to illustrate

this: At

loster the right brain's five senses in the

our school, we conduct some games to

childlen.

The childlen's favorite game is to

guess colors. Wc start with two cards, then add one at a time from the second timc

around. l-he two year olds can

guess colrectly

liom the beginning. The three

olds becor.ne good at guessing liom the third time can allswer all corlectly every heads while lool<ing at lhe

time.

will

inrage compositions. Training

There are many children who

They tell 1s that they can see the answer in their

card. I believe

set in motion the entire btain

on.

year

that once the capability ofthe right brain is

start to develop. These children write wonderful

the right brail's live senses is the best right brain

training method.

Llere is an eye-opening letter received lrom K. T. in Tokyo, who has a six year old

daughter who does'Ielepathic Play:

We were playing ESP one day.

was imaging some colors and shapes ancl my

daughter was to guess what they were.

wanted to convey the color green, hrrt I

couldn'l produce an image of green. So I decided to imagine a square card that was painted green.

daughter said that

I had imagined

green. "But," she said

was convinced that she could see exactly what

make up a good image, she answers laughing,

sent via

ESP. When I

can't

"lt's something messy."

You can develop your image power through training the right brain's five senses which comprise the Extra Sensory Perception (ESI']).

Intuitivc Image: Right Brain Melnory and Right Brain Image Training

Itight Brain Mernory

" the dog, the hat, and thc ship."

There are two lrinds of memory: the left melnory and the right memory. People use

fI J-

the left rnemory, which is rather poor in quality. The right brain memory is called photographic memory, which allows tts to memorize an entire elenrent at a

glance. A

.,6-

ilhichida Child School stu.lent can rnernoriz-e 50 to 100 pictures at a glance.

1S,)

N. II., six years old, can rnemorize

1-50

picture cards at first glance ancl tell her

it is placed

l-ace

down on the table.

parent what each card is, after

c Keep playing with the cards until he can arrange the

IIow

oan we develop this brain nremory?

I will explain you two memory

tlainings; linking method nnd mandara training.

chart

here.

fifty

carcls accorciing to the

By the tirne your child becomes able to place the cards in perf'ect order., he

should have the ability to memorize the order of the pictures as an image. This i.s the

Iinking method. To do Mandara cald rraining your. child looh at the manda.a canl Ilere's how to (k) nrem(n'y training by the linking

melhod. Use cards on each of

which a difl'erent picture is printed. Pick two cards randomly. For example, picl< up the

you

"dog" and the "bicyole," you rntrke up a story, "A dog went cycling on his

lbr just twenty seconds and memorize

card'

it.

Then put the card down and give hinr a hlank

Then have him color the blank card as he remer.ubers the nranriara carcl with

colol pencils. 'lhen check ilhis memory is corect.

bicycle." And show the cards to yor-r chilcl and put them face down. Have your chilcl

tell what pictures

these cards

ale.

Once your child becomes able to tell you the

pictules on two oalcls, increase tlre numbel ol'cards to three, then

tbur.

Ma[<e sure to

use the cards in tlre order you started. l"or example, the "dog" was the first cald you

started, the "dog" 1o fifty

ollhe

will

be always the

carcls, sornething arnazing

first one. Once the child memorizes about forty

will happen. lle will

calds in one glance as an irnage without a help of

should looh at the

disappear. Then have him open his eyes and look at the card again for five

will

use cards like

card. Tell him to look at tlre

that

carcl lbr.

five seconds and close his eyes and see the after image. 'r'he after image wilr soon

words. Ilyou

image.

seconcls,

I(eep repeating this procecrure. The chikr

then be able to create the irnage clearly in his mind whenever he closes his eyes.

The imaging ability can be developed through this mantlara training.

dog with a hat went

Turn the cards over and have him put the cards in the order of the story,

l-re

then close his eyes and see the after

and have your child rremorize the story you make up, such as,

ship."

whenever he has spare time

be able to rnemorize the orcler

the fbllowing char1, training will be easier': Make the cards according to this example

on a

Let the child keep the mandara card always in his pocket, and telr hirn

A., who is in fifth grade, learned this methocl and repeated this instant memory 35

(raining when she had some flee

time.

In two wceks or so, she was able to maintain

ability to become tlre lop student in class irr no time.

thc piclule of the object when cltrsing her eyes. In about three weeks lime, she was able to procluce images the way sht:

freely.

She believed what hcr instructor

told her and followed

was taught to achieve this tesult. Alter a couple olintage training sessions

with her instLuctor at the Shichida Child Academy, she'was able to visualize more vivid moving irnages in

will

color.

She ternerubered her instructor saying, "At this level, you

be able to rserract what yort have read or hcar only once as an image in your head

When slre was going to take a social studics test, she remembered what her instructor said: Ilthere were passages sl-re could not understand in the textbook, it was a good idea

to rccnact thc conteDls by intages.

So, she did atrtl was able lo t'ecreate the page thal

containeci thc cluestion so that slle was able

write a perlect answer.

llere is a good example ol the wonderhrl r.ight brain memor.y: A., a filth declared that she worrld acquire tht: right hrain capahilily wh,:n she hearrl

gracler,

6f it.

S5e

took image tlaining diiigently. ln a rnonth or so, she became able to visualize images

fieely. eyes.

Since then, she can visualize a textbook she has read once when she closes 6er

She could answel acoording to tlre textlruol<

grades all the

tinie.

in a tcsi, so she leceives

perl.ect

ler nrother was happy that her daughter accluirecl this tr.easure th4t

would last hel a lifetime. when asked "what is the best thing coming out of right brain education?" she answered, enjoy

studying. Also,

" I scorc marks ol

100 on every

test.,,

her mother noticed that she became kinder to

a wonderful change her nrolher

Shc >-(arted to

others. 'fhat

was

lound in her daughler.

Again, to perfbrm the mandara training procedure, glance at an obiect you have chosen tbr' five scconds and olose your cyes lbr anothel five seconds. You repeat this set several

limes.

When closing your eyes lor llve seconds, try to visualize the image

you saw through your llx)ughts trsing the alielilnage.

You may tlrink it is quicker to teach a child irctual subjects such as languagc or

In fact, however, right brain training that has no{hing to do with schoolwork can quickly

clevelop the child's talents "[ol<ushima

b. Righl Rrain lnrage

Tlaining

a.d improve his rnarks. when I gave a leclure ir.r

l)r-efectule, a lady in hel thirty's who was listening to nre irrlently canie up to

me and said tlral she wzurted to give her foulth grade chilcl right brain

Imagc training is (he nrosl irnpoltant thing in right brain education. It is lrecause the

n-,,rrh.

eclucatiol. 'l'5is

lady explained to me that her son was unable 1o write I{iragana (the Japanese alphabet)

riglit brain lrrrrctions via in-rage. Most of lhe children rvlto snffet lrom bad acadcmic

correctly. Olcourse,

glades have a poorly lunctioning languagc-hased brain memory. 'l'hey leceive poor

to take care ol this boy asked his mothet "[,et's disregard his refi brain. I want

grades because they oannot renretlber what they

lealn.

But nonnally, these children

ale goocl rvith light brain memory. They trsually trse the left brain and do not use tlie wondelfirl inborn capability ol the right brain memory tbr learning. What happens

concenlrale only on the right brain lessons.

class. The inslruclor who was going

Is it agreeable?,' IIis motherhacl

objection.

tlrey devekrp the right brain memory throtrgh training? They will suddenly show totally different capabilities. Il is even possible lbr a child with a poor scholastic

he was in the bottom of his

'lhe instmctor sta(ed right brain education without any element ol- left education such as Japanese language or

ma1h.

She organize<i the lesson as

brain

firllows:

(l )

Mcditation,

(2)

Iilreathing,

To do return to the womb imaging say the

and

(3) Suggestion, 14)

Return to the Wornb

cleeply. Now, exhale

art:lhe preliminary lessons.

l-lten,

(5) l'he lit,rht blain's l'ive Seuses Cantes, (6) lrlash

atrcl

to develop his right brain. Ile never nrissed his weekly

class. I

' cal

r,ve

lrelp clrilclren Irave inrages'/

lrele are lhc ntosrl lirnclanl--nlal rrtental irlalte (l

)

Ileturn

1o the

Beconre a'l-eeny

(3)

Irreten4

lelaxetl.

(5)

Stick inrage.

(6)

Orange card image

is no lension in your

youlo image.

"Lel's take a look around in your mommy,s tummy. What,s it

like?

[

Iow tlo y6u

Tell nte what you ate seeing and t'eeling.

seeirrg you grow every day and being boln very healthy.

"Youf mom and dad are very happy that you are going be your family loves you and is looking forward to you being

ltnaginary

-fhere

"You ate in your mom's tummy and your mom and clacl ale loolting lbrwar-d to

ttairring.

play, -

story,

boln.

Iiverybotjy in

bom. Now, let's

be born

again from your mom's tummy.

"Now, you are born, a healthy baby. Remember being born and tell me how it was."

arrcl

(Alier that, bring them back to their own age.)

tlaining.

lor a c6ild lo image returnirrg to his nrother's womb, becattse he was

there in its nrother's

solely like this, you are becoming very calm anri

lcelT

f iny Person,

(4)

i-- easy

It is throtrgh image training.

Wornb,

(2)

sarne tirne,

inhaling and exhaling lbr icn tintes, cotitinuing to irnage. V/lien you ale bleathir.rg

cor-rld enioy as a g.lule

Al thc

"When you exhale, intagine all bad energy is going out of your borly. Repeat this

Caltls.

5e1 h6w

l-xhale, more ancl mole.

imagine a lol of good energy is coming in through the boltom of your I'eet.

can.

your eycs ancl inhale

"Now, inhale. Let's tal<e in as muclr oxygen as possitrle"

lnrag.ing. '1'hcse

as much as yorl

lbllowing: "(ilose

once

Tceny Tiuy Person Image To do this imaging

womb.

say:

"Today, we going to image that we are going to become

teeny tiny person.

and

more' "Now, inhale. l,et's ta[<e in as much oxygen as possible. At the same time,

a lot of good energy is coming in at the bottom of your

1,o1r1

' of your

bocly. Repeat

this

n11. You feel as if you are almost falling asleep. It's very easy for you

trr

image.

inrage. When you arc breathing slowly

inhale a1d exhale for ten tirnes, continuing to

imagine

feet.

,,When you exhale, imagile alt bad energy is going out

'fhese initial steps are basic to all right brain image

back to normal size')

training.

Prctend PIay

To do pretend play say: "Today, let's inrage that we are going to beconre

butterily.

; '

more and more'

"Now inhale. Let's take itr as much oxygen as possible. At

1he sanre time,

,.Now,

I anr going lo colnt backwar6s lrom ten to one. As the number decreases, :

yorrr bociy gets smaller. your bocly is going to get smaller and smaller and

very lrard

zurd

rock.

llnd orrt rvhat is causing any pain anci heal it with ..OK! I am going to starl counting

..6,

7, even

image.

smaller. you

.'2, I, yes, you are now almost

can be even

water sucked

of our classroom. It's a

blo"o*t

asleep. It's very

garden Lull

easy

butterfly.

lol you to

irnage.

I.,ook at the right hancl

apple blossot.t.ts. There are apple

everywhere'

tube and stick

smaller. ahrost

inside the apple blossot.n ancl suck the honey

up.

Let's

fly ovcr

there

with our alae fluttering.

"Now, we are in the apple blossom garden. I.et's go insicle the {lower and suck loney

invisible

"\'ou citn enter inlo the llower in lront ol rs the

You I'eel as if you ale almost

"Thele is a lot of honey in apple blossoms. Let's fly over there and slretch our

"How

and change into a butterfly. Yes, you are already a

'.4, 3, ycs, uow you are like a pea. Let's get even smaller so that you beconre invisible

corner

smallcr.

mind.

in your

srraller.

5, yes, yor.r ar.e getting

'When yott exhale, imagine all bad energy is going out olyoLrr body. Repeat this

down.

" l 0, 9. you are going to get smaller ancl ,,8,

finally i

imagine a lot ofgood energy is coming in at the bottom ofyour fect.

up.

'l'aste the honey and tell me what it tastes

1he

like."

us.

Imaginary Story

up!

..llow is the section of thc stern? What kind of srnell

cio you smell

in the

calyxes?

Say the lollowing for this teclurique: "Toclay, let us play in the worl<l of stories,

stick.

have becolre a hard

the rvot ld trf imagination'

you "Close yonr eyes and inhale deeply. Now, exhale as mttch as

can

Exhale'

his tinrbs to see adult

r.nore and more.

lill

To tell

if the child is visualizing the image well, you touch

they are hardened. ]'hen,

the clrild by the feet to see

lift

ifthis child

the child's shoulder and fiave anothcr

has beoome

like a harcl, straight stiolt.

..Ntlw,inhale.I-et.Stakeinastnuclroxygenaspossible.Attltesanretime, iuragine a lot ol'goocl energy is coming in at the bottom

olyour

After making sure that the child has become like a stick, tell hirn, "When I

feet'

"When you exhale, imagine all bad energy is going out ol your

body

Repeat this

'Now,'your body will

becot.ne

soll lil<e cotton. 'Now!"'The child will lie down

breathing slowly inhalc ancl exhale ftu. ten times, continuing to intage. when you are

cornfortably all relaxed. Tlien, lllace your itrtlex linger ou thc cclltcr

in your body or Iilie this, you are becoming very calnr and relaxetl' There is no tension

forehead and tell hinr,

you to in your urirrd. You leel as if you are almost falling asleep' It's very easy for

hngers, you will see a red circle at lhe area I placed you

imagr'.

say

thc child's

count three while placing my linger here. When I

rry fingers. " At

liti

nty

the cotult ofthree.

lift your fiugers.

,'No\\,, yoil are itr a quiet woods. This is a place where beautiful animals and gnoulcs ancl fairies

live.

You enter into the woods all by

comes your way antl lool(s up at

yottrsclL A

pretty sqtrirrel

yotl Yott say, 'llello' Mr' Squinel''

Then

1he

"lmagirre a red Soon, the child

will

cilcle.

You will see it

When you see it, raise yorrr right hand."

raise his hand.

stluirrcl sntiles antt says' 'flello, welcomc to our woods!' "Wlrat is going to happen'? Yor'rr image

czrn take

If'the chitd can see led, have hin visuaiize a yellow circle ins(ead of red, (hen a

you anyway you wallt'

"Remember.what you see in your image and tell me what happened when you come burcl<.

bh"re

circle instead o[ yellow. [Iave him visualize the thlee r:olors this

reaches this level, he lias already developed the inraging

I rrrl gorng io st.op talking for a while, etrjrry yolrr own images"'

way. Il

capability. IIe will

trc able lo

visualize the image as you suggest, "Next, the color blue spreads and it tul'r.rs into a lake. Then it tums into a swimming pool."

Sticl< lmage children Stick in-rage is the easiest nlethocl to tlevelop the imaging ability in tlte rvho havc tlifiiculty visualizing

images.

T. joined one

Llere's l.row 1o do stick image tlaining'

of the Shichida schools when he was six years

to tlo irnaging in class. He said, Tell Ilavc the clriklrcn lie rlown on tlre tloor and tell tlleln to close tlleir eycs. thcrn to breathe cleeply a lew

times'

Thcn say, "Now, let's image that we

will

become

your body has a slrcli. When I say'Now,'tighten all your rnuscles and irnagine thal become a very har.cl stick. OK?

'Nowl"' l'ell them to visualize 42

the image that they

can't see, I can't do

it."

old. IIe did not like

I-lis teacher decided to

lrave him receive special image training. Slre asked him to visualize hintself "to become

stiff like a woocl stick" T. liked this very much. Lle was able to visualize

himself to become like a stiffwood himself becoming

soft.

srick. Then, his teacher ma<le him

visualize

After a while, he was able to visualize and hear various images

such as color, the ocean, bird's singing,

etc.

Once his imaging power

choice because I gained so tnuch from the right-brain learning (inrage training),

ofthe right brain

which I was at first skep{ical. At first, I didn't believe

becanestrong,hisabsolutepitchandrightbrainlanguagelearningcapabilitywere dcveloped without

instructor about the potential capabilities

hitch.

it.

olthe right brain

started to feel that there was something strong about

As I lcarned tiom my

ancl

olimagirrg power., I

it and I calne lo believe in

right-brain learning. Though I was tense until the day before, I was able to take

hrain Ilere is a report lrom an elementary school teacher who received my right

the examination in a very relaxed fashion as in my

education scminar.

images. I will

r-rever lorget the

joy I felt whcn I found I had passed the e>iamination. I r.eally bclieve that I owe Afler I catrle honre ft.om

1he seminar,

my success to inrage training through whioh I was always able to image positively.

I tried..stick image'' on my dauglrter, a fourth

(Mr M.tl.)

grader.Firstlmacleheraharrlstickandthenasoltcotton,Afterthat,Iplaced n-ry

intlex tinger on her forehead anti said,

cottnt three and remove my finger' Orange Card Image Training

,Ihenyottwillseear.e<]circle.''Icorrnterlthree,andshecouldseearedcircleanda

one good way to nuflure children's imaging capability is the alierirnage tr.airring

clouds. I was yellow circle and a blue circle. She could vistralize the sky and the

using the Orange

really surPrised.

Card.

1'he tbllowing are the steps of Orange Carci tr.aining.

First, we need a sheet oforange coloretl T'he deep world

of subconscitlusness is full of images' The deeper you get into

this world, the ntore vivid the irnages you will be atlained thr.ougl-r meditation anrl

easy for yotl to see

Relaxation and concentration

breathing. when suggestion is

images. Suggestions

consciousness and to lranslbtm a

see'

added to them,

will it

a person is able to visualize

images,lhenhecanbelecltoseetheimageinwlrichhisillnessisbeingcured.orin

piece ol-paper,

diameter. Give this paper.to each olyour

children.

Let children close their eyes and

ancl images are the key elements to advance

person' For example, if

paste a blue circle that is two centimeters in

paper. At tlle center ofthis

deeply. Then, inhale lor eight

lelax.

Have them breathe our first slowly and

seco,<Js, srop breathing

lor eight seco.cis, then exhale

deeply for eight seco,ds. Repeat this three times, then retum to normal breathing. The children are now in gootl relaxation.

Flave them ptace this orange card thirly centimeters from the

whichheisbcingsttccessful'Then,tlreresultswillfollowtheimages.

eyes.

'I'elr them to

starâ&#x201A;Ź at (he card for thirty seconds. entrance The lollowing teslirnonial was wrilten by a student who had Passed

exarninations to high schools of his choice'

believe that

Then, have them close their 'l-here

(l)

passed the entrance examinatirrn

to the high school of my first

eyes.

They will see an afterimage in their closetl eyes.

are four levels in the way you can see the aflerimage:

You can see the complemenlary color (the blue at the center looks lil<e orange),

(2) You can

see the

blue as is.

(3) Vlu can

see the blue at the center in the

othercolor, shape, and size freely, and,

rolled inkr the hole.jr"rst as I had imagined."

(4) You can see the blue at the center and change it into any arbitrary image and you can

sec yourselll

technique

of visualizing images that employs alterimage traini,g is also ver.y

effecrive. I o,ce coached a boy, A., who was in the twelfth gracle, on afierimage Mrs. I(. C. started using the Orange Cards to train fifleen fourth graders in her class. On the lirst day, ten children achieved step

achieved step

On the renth day, all the children in class

Among them, eight children were able to reach step 4, to hel

training. Aller eyes.

three months of training, he was able to see inrages when he closecl his

I'le gave a wonderftrl

report: "sir,

when I try to visualize a wcrrd as an image, I

can scc the spelling in my liead!"

anlaz-ement.

He said that he co.ld see English words in his head. She asked these eight children who becanre capable ol- imaging freely to visualize

the scene when they were

bom.

Three ofthem described how they were born in detail.

image

a clear

of a new E,grish word after looki,g at it only twrce. Then, he star-tecl

memorizing many, many things, cheerfuily, at an amazing

speed. IIe had complained

before that he cor'rld not memorize many r,ngrish worcls,

Mrs. C. reporled that she was surprised and moved.

lle coultl acquir.e

b.t he became

atrre to

memolize hrrndred, two lrundreds, and thee hundreds words with preasurc.

Aiier onr: rnonth, all the students in her class were able to develop the imaging capability and their learning ability was changed. Mrs. C. said,

"lf

children can

In the end, he memorized

six thousand words by the tinre

ol the cntrance

develop their imaging capability tlrrough right brain education, test scores and IQ scores

examination. Thus, he was able to pass an entrance examination to a prestigious

will

runiversity this spring.

become an ultnecessary yardstick."

Therc are some important practices to be done prior to right brain r.,emory training. The objcctive of'thi.s orange cald training is lo see youlself in an attained this goal il'you can image

yoursell

image. You have

Now, you can visualize yourselfgetting

Medilation a.d breathing exercises wiil condirion the brain to be ready from the left brain to the

pcrlect score in an examinalion or making a hole in one at a golf much.

right. without

hold clominance and you can not have proper access to the right

couple

years ago,

turned on the TV to find thar

was watching a golf

program. l\4s. Ayako Okarnolo, a lamons golf pro, was being interviewed.

The

interviewer asked her what was the most memorable event in her career. She replied,

" It must

be the tinre when I achieved a hole in

one.

When

I hit it,

the ball flew and

swilch

such preliminary exercises, the teft br.ain

brain.

wiil

Cr.se y,our eyes

to calm you. mind and breathe srowly and tleeply. The brain naruraily shifts ftrnctions from the left to the

irs

right. Then, use suggestions lo mal<e inraging eas1,. This we call prelesson. prelesson wifi make any trai,ing easier. so don,t firrget t. do prelesson prior to other right brain training.

3. Wave Speed [teading (three to six

years)

After right brain memory training, it is recommended to have speed reading

tlaining. Ir is very

of particular

easy

to develop

speed reading

Aftel your child finishes writing, verify that he wrote it correctly. Makc sure that

he can write i{ exactly the same way inclr.rcling the punctuation and line changes.

t . one minute

ti,r,.s until he gets it perfectly befbre proceeding to another lext.

skills in chilclren with developed

irnportance.

Ii'or right brain memory training, a chikl is asked to look at a model card for

one

so that he can write down what he has

read.

Repeat this process a lcw

1 l

chips the way he saw it on a piece of

cardboald. I urge you to have this instant chip

Link . Method in whictr a child can memorize a story by linking pictures. Increase the : number of the chips to memorize gradually. If your child can memorize forty chips, it ! is the sign that right brain imagery memory is being developecl. i

memory traiuing once your child becomes able to play a memory play using the

p,e-l*srnnr. Hete are the flows of pre-lessons:

Haveyourchilclmediate,

I Iave

Give him suggestior.rs,

And have him image.

him take deep breath,

i Ftx one-minute writing training, have your chiltl read sentences ofa very easy

slory

of , of Aesop .

tbr one minute and have him rewrite it exactly the way he rearl it. Ilere are the steps

Ancl ltere are the flows of guide<l meditation:

last reatling training. First, you need a text for speed reading. The Fables

Close your

will

good. After

having

your chitd read text like the following story repeatedly for :

one minute. have him close the text and write what he has.iust read through

The North Wind a'cl the

memoly.

Onc tlay, lhe North Wind and the Sun starterl a

quarrel. They agreed, "lf you

it." Thetravelertookoffhiscoatandjumpedintothewater.

head.

take three deep, clearing

Tension in your mind and borly is

breaths. You will ltel

gone.

tlr.eamy

You fi:el nice and calnr.

' ,

Sun

in your

eyes. Slowly

white sitting there

witl-r a cahned min<l, yoLrr eyelids beoome heavy ar-rcl

somewhat sleepy.

can

anclsleepy' T'hen,youseeaclream. 'l-hedreamyouareseeingisrheirnage.

you

f'eel

Ncrw you are doing speed-reading

in your image. You are doing it vcry easily

You rearl a very easy story in your image for one minute and rewrite yor-r reacl

it. I'he

teacher checked

and found you wrote

including the punctuation and changing

ol'lines.

brain wolks al a low speed lhyhm, whilc the right brain works al a fast speed

it exactly the way

rhythm,

exactly the same way

When massive information is input at a high speed, the right brain

responds to

Now, open your eye, and read the

it naturally, thus the imaging capability is developed. As a resull,

the younger the child is, the easier lie can activate his right brain memory.

story li)r onc rninnte. Now, slop reading and turn the paper, and begin to write what you read exactly the same way as you read

it. This is the way ol'oue

tuintlte writing

training. Iternembel right brain education is an:azingly effcctive in irnaging suggestions, and always remember the basic four sleps

and

of right brain training. 'lhey

Let him listen to the fast reading tapes, four tinres flaster, and three times laster then ordinary reading speed and at the same tinre let him lollow the text as he listens to the tape

reading. For this, you have to get ready with fast reading

tapes. The fast reading tapes should consist of:

are:

) four times tirster part,

(l ) Meditation,

(2) BLeathing,

(2) three times t'aster part,

(3) Suggestions. and

(3) two times faster par1, and

(4) Imaging.

(4) ordinary reading part.

-[hesc

str:;.rs

shift the children's cortsciousncss from the lelt brain to the right brain

At fitst, child may have trouble listening, but lre will soon get used to listening to last reading tapes and

level.

will

say even the four times l'aster reading tape sounds

slow to him. 1

Mrs. tl.tl. of Tachikawa strccessfully ernploys the Shichida Method of right brain cducalion for thc clcnicntary and middle school-level sludent.s. She points otll that this

After the child learned how to become a teen tiny per.son in his irnage, let him

introductory prooess should not be omitted belore class begins and that suggestions in

fly into a picture book, and have him say what he saw and read in the boolt.

palticttlar havc great results.

FIe

would say exactly what he saw and read in the book, wilhout even opening

the pages of the Speed reading training is to be done only after you have succeetled in having your'

book.

Le1 him draw pictures he saw

in the book, and checli.

call this speed reading the wave specd reading. When the chilcl reads

child have right hrain nremory. Here are the lists ofeasy, basic process to develop the

book by u,ave specd reading, he just flips the pages of the book several times,

right brain inraging ability.

and can know what is written in the gets the information

l. lnput massive

intbrmation as rapidly as possible by flashing cards. The left

book.

He does not read the

book.

of the book via wave. As he gets the infonnation of the

book by way of wave instead of reading it, the book can even be written in

lbreign language. You close your eyes 10 remember something, a picttu'e or chart

will

conle to your

mind.

ctown lhe contents or the outline

You can search lor a picture in a certain page

do that?", they say, "The contents of the book appears as images as

boundaryless, and

A second grader D. was lar behind in the class. 'lwo months after he started

speed

i i.

up.

Belbre he did image training, hc did meditation and

of information at a high speed. [Ie continued with

speed listening and proceeded to the one-minute writing training.

abilities.

Our class is ajewel chest and we teachers are thrilled at each lesson.

speed reading with

IIe was asked to

read

a shorl story of 400 Japanese letters (about 240 English words) and to write down the

words. With such training, this reslless child with no prior

concentration was able to

improve his grades^

A fifth

grader Itl. rvas receiving so-so

grades. About one month after he

speed reading to develop lhe right brain, his grades started to go

up.

started

He received full

marlis on a test lor the first time.

IIow do the Shichida Child School children

wor[< out

their right brain abilities?

Here is a leport from a Shichida Child Academy teacher. We lrave now 153 students

who attend elementaty school level course. We give them wave speed read training.

Of them, 141 students are now able to do speed read. The other twelve students

newly enrolled in this course. Wave speed reading is now a matter of

are

course

phenomenon in our academy. They reach the wave speed reading level in a monllt or

two after they are enrolled in our classes. Many students can now read tremendotts amount of books in only twenty minutes. Sonre of them can speed read English, French, Russian books, college student level books or any books. They can write

watching movies.

at each lesson we teacllets find a uew discovery in tlreil

breathing. For activating his right brain, the flash cards were employed to facilitate massive input

We can even hear them converse." The right brain world we are talking of is really

and any letters that accompany the picture are in your mind.

reading, his grades went

ofthe books they read. Wlen asked, "How can you

tnental

1.'.,."..-..-

4. Computer Like Calculating

Ability

Children under six years old are gilted with a genius mentality, whereas adults do

When a child is in the age of right brain predominance, he can easily develop his innate numerical calculation develop this

ability. Dot cards and simple equation

ability. Dot Cards are a set of one hundred

dots 2cm in clianreter are printed

-..*-

not have ttris magical capability.

cards are rtsed to

catds on which 1 to 100 red

randomly. You show dot cards to your child at the

Math Progranr The rnath calculation program is based upon Makoto Shichida's acceleration of

rate of one card per second, according to the progl'am. And the child can easily

Glenn Doman's math melhod found in the book

acquire lighting rapid calculation ability.

Although inspired by Mr. Doman, Dr. Shichida's program differs from Doman's

Flere is a letler from a mother.

could

not

sit up by himself yet, I showed the cards to him while he was lying on his back. I

he understood what

the 'Dots' as one of our

was doing with him, but

kept on showing

Orderand raudom vs. random only.

Dr. Shichida believes the right brain records a large quantity ofitems at a glance no matter how they are arranged.

games' When he was four months old, I showed him two

car.ds at a

time, one with 37 dots and one with 38 dots, and asksd him which one

17.

To my amazement, he responded by glancing at the con'ect answer.

lmages should incl,de not only dots, but a variety

had

Every time

tested him, he gave me the right answer. Later when he was six

months old, I showed him calds with the numbers fifty-one and

tiftytwo

Math irnages,

of images to hold children's

attention and keep them interested in the program.

and asked

which one had fifty+wo, he points to the right card without hesitation.

The other day I showed him five cards with simple equations like 24+17 = 41, 3l+5

Red is not the only color appropriate to use with young

To Teach Your Baby Math.

program on five critical points:

We took up'Dots System', when my son was two months old. Since he

was not sure

tlow

36, and 2't+52 = ?9, then tested him by showing the card of 48+29 and the cards

Using only the color red.

children. Any color which

strongly contlasts against its background (which is typically white), is fine.

with 77 and 78 and asked which one is the answer. He tapped the card of the right

answer. T'hen I showed him cards ol subtraction problems and tested him. gave me a correct

answer. I was totally amazed, Seeing my own son

addition and subtraction in a matter of seconds,

I felt

FIe

master

Dr. Shichida recognizes the right brain flrnctions as being key in this process.

if I were watching a magic

trick.

Right brain rnass mernory/intuitive calculation ability.

Acceleration of rate of input.

The shichida method utilizes the right brain's insrant memorization ability by 54

quickly flashing cards at a rate of0.5 second per card.

Matlr Lessons l'he first part ol the plogram reeognizes the quantity

of one to a

uses dots only,

no nttmerals. After the

hundred, the concepts

of addition,

Part Onc

child

subtraction,

multiplication, and division are taught in simple equations.

Dot cards are shown quickly, like regular flash cards. Equalions are shown in way. For the equation "3 + 1 = 4, show the eqlation card and say, "3 +

the following

1," then turn the card over, and showing the answer say, " equals 4."

The second parl of the program introduces numbers to the inf'ant. Simple equations

of addition, subtraction, multiplication, and division are reintroduced using

numbers. Then, tlre program blossoms into mixed calculalions, fractions, decimals, negative numbers, algebra, rools, and powers.

The final palt of the program includes a highly visual demonstration of certain formulas for example, how to find the area ol a circle, how to find the volume of

cylinder.

The plogram is divided up into lessons. You may give your child more than one lesson a day, depending upon his interest and attention

span. Be

ready to adapt the

program to your child. Move on to the next activity when he seems bored.

Lesson Dot Cards

I 2 3 4 5 6 7 8 I I0 lI 12 13 14 15 I6 t7 B t9 20a 20h 1

Equations*

l-10 l - I0(mixed)

l l-20 l1-2O(mixed)

2t-30

1+ 1=2

5+3:B

l2+1=

2l -30(rnixed)

5+2=7

l9+4=23

3t-40

5+6:l I l+2:3

9+l=10

3+B=2 I

3l -4O(mixed)

B+4=l 2

B+5=1 3

0+l 5=25

4l-50

t4-7:7

30- I 0=20

20-20=0

4l-50(mixed)

l2-l:11

I 7-9=B

l6-5=ll

5l-60

2-l=1

34-15=19

5l -60(mixed)

0-2:8 4-2:2

9-B=1

25-12:13

6t-"10

2x2:4

lx2=2

3x5=l

6l-7O(nrixed)

4x4=1 6

5x6:30

4x1=4

7t-80

32x2=64

7xl0=70

7l -80(mixed)

l2x4--48

BOx I

=80

I I x6=66

Bl-90

4+2:2

85 :5:1

l-9O(mixed) 9l _i 00

6":3=2

15+3=5

90+ l0:9

12-4=3

44- 11=4 72-g=9

99+9=11 0+51=51

9l.'10O(niixecl)

5x3:45

+ 3=10

54+9:6 I

-:4:25

0+l =1

0+l 3=l

5=5=l

45+45:l

l3+t3:1

0x4=0

0x35=0

0x100=0

0 0+4:0 *yott may use lhese equalions or choose your otvn.

+ 25-0

+2:0

Math Lessons

Lesson 39

Part Two

Lesson

2l -

equations with mixtures

l, all equations

sure you put answers on the back

ofthe card.

For

example:

subtraction, multiplication and

1-10

numerals:

l-10

numerals:

1l-20

21*30

numerals: 21-30

31-40

numerals:31-40

41-50

numerals: 41-50

5l-60

numerals:

61-70

numerals: 61-70

71-80

numerals:71-80

81-90

numerals:

91^,100

numerals: 91-100

Lesson 43

7+2'l:B

(3x4):6:2

(6x6) + 4=9

2x2x2x2:16

(B+43- I )x0=0

- 52: fractions

44, show three equations introducing fractions.

5l-60

For example ,a.

Bl-90

l + 10=l/10

l0=2110:115

Add, subtract, multiply and divide liactions beginning with lesson

45.

Prepare

two lessons with three equations each lor each concept,

Always bring the answer down to its smallest common denominator. Make sure

5+3:B

27+33:60

l+7=8 5+5:10

10+10=20

20+20=40

10-3:7

B7-7:80

4-2:2

57-47=10

6-1=5

4x8=32

l2x5:60

10x10=100

1x8=8

9x2=18

17x0=0

81+9=9

55+5:11

30+ 3:10

99+

12+3:4 81:3=27

l:9

00-38=62

that each answer is on the back

Lesson 53

- 62:

ofthe card.

Decimals

Begin each lesson by showing three random dot cards(1-100). For lessons 53 and 54, show tlu'ee equations introducing decimals.

For example

+ l0:0.1

l+1000:0.001 tyou may use these equations or choose your own

Make

Begin each lesson by showing three random dot cards (1-100). For lessons 43 and

introduce symbols: +,-,x,=

100

division.

ofthe card'

Equations*

11-20

3127219 32 85 47 33 15 30 34 82 28 35 67 69 367s876 3791827 38 I 50

of addition,

sure that the answer is on the back

should be wlitlen out using numerals. Make

Lesson Dot Cards

2t 22 23 24 25 26 27 28 29 30

Mixed Equations

Begin each lesson by showing thee random dot cards (1-100), then show three

Match each dot card with its coresponding numeral cat'd'

Begin with lesson

- 42:

1+ 100:0.01

2+4:0.5

Add, subhact, multiply, and divide decimals beginning with lesson

55.

Prepare

two lessons with three equalions each for eaclr concept. Make sure that the answers are on the back

ofthe card.

B,^*

Lesson 63

- 72:

Negative Numbers

,*--

T. ( 2 years and B months old )

Begin each lesson by showing three random dot cards

(l-100). For lessons

llere is a report from Ms. M. O., an instructor of Shichida Child Academy'

and 64, show three equations introducing negative nunrbers.

For

example: l-10:-9

4-9=-5

I will

report on 'f., a two year and eight months old, has become able to wlite

0-9=-9 99-100=-l

complex oalculatiotts with ease. She was scoring 100 percent in choosing

Add, subtracl, nrultiply and, divide negative numbers beginning with lessons 65.

"Which One" with "Dots." fler mother started training her to write answers on

Prepare

two lessons with three equalions each for each concept. Make sure that

answers are on the back

ofthe card.

paper when she was two years and six months

old.

I'Ier mother gave her almosl

fifly addition problems per day at that time. At the same time,

she started writing

the upper and lower case alphabets, I(alakana and Iliragana (it takes about seven to eight minutes to write all these). Now that she was able to solve single digit

Some Dxamples

arldition wilhout protrlems, subtraction was lhe next step. Here is a comment from her molher. q'L5

"rrrUda

, srr;;!L

q ,, .i )32;rr_

o4l

LI,

11;)

:r$

'>/=t -')\,/)!/ (7i

r.-n

to find that my daughter can solve subtraction problems. B1t I

have noticed that when

asked her orally, for example, "What is x plus X?" she

). !;'l

a(8â&#x201A;Ź',, ?3'l )( 55

answets

1L'',1/'

she writes the

conect answers. It is the same thing with subtraction. Also, she can solve two digit plus two digit problems quicker than

Mrally,

she

can't solve anything.

Now, she cal solve addition problems ol three digits and three digits. know how she does it, but I am very proud of

ba't t

incorrectly. Ilowever, when I write the formulas for her,

'/- l

lr-Coa b t,,rt;J"',, -'-'rt', ?1 ( t' I/ )' n,,t tq\,'. ,,.,',r,1 r [..r 1,2 , ,s ! t"t{ ,"tt't1 )2().(.',( ,, "r"ti7.t.' lnNtr! , kL 7Li, (r,

'rvl,i-

was srrrprised

her. My

don't

husband was so srrrpdsecl

to see that she calculates from the highest place value, not fiom lhe lowcst. Thc

/44,

instructor showed me a

drill paper on which a boy calculated the mrrltiplication of

llrree digits by three digits frorn the

leli to the right. She then said to me, "AIl

efforls you make will tre rewardecl." I believed her words, and our effofts were rewarded.

!--

My daughter, A., will start multiplication shortly. We will do our best so she can

Lightniug llapid Calculation

master three digits by three digits multiplicalion. (Shortly after this, A. was able to

solve multiplication.) She became very proficient repeated

praotice. She

ceur calculate manually more

multiplication through

quickly than by using

Some Examples

calculator.

Notice lhat lhe child is not able to solve the problems orally.

'l'he processing seems to be subconscious, giving us reason to believe that the calculation is done by the right

brain.

Also, she does the multiplication starting from

the highest place value, suggesting that she uses a different algoritlm fi'om the notmal

left brain, sequential process that most of us use. It is tnrly amazing when we remind ourselves that the subject is only two years oldl

l(. (three yetrr 42 1 '7 t /) '

)li7 - /l ' Pl* i- )= /ti)i2-

?/)-1. ko- +)i

?[i)i)-

ancJ

Iive morlths old)

G@'t

5. Perfect Pitclr and Right Brain Music

rhe other childrer-r's playing

Ability

Perfect Pitch is an ability which cannot be acqr.rired afler en(ering elementary

school.

Il,uve rate a five year olds, ability 1o cultivate perfect pitch at one, a ftrur year

old lras twice this ability, and a three yea -old has three times this ability. And revelse, a six year olcl has only half the ability

ol a five year old, and children

seven

technique. "This is

her son but encouraged him, "You kids

can't." Y

will

has been practicing the electric piano lor six

parents were getting annoyed by tlre slow progress

want to go

oI(

because you can lrse imaging that otl.rer

closed his eyes and placticed in his image trntil it was his ttrtn to play

he had been making so many lle was able to play by doubling his capability' Although

five to lepresent Saitama. He cried

Y ofSailama (sixth glade)

I belong. I

the other children were f'ar more advanced lhan honre.,, His mother also thought that

single nristakes in practice, he <lid not malie a

years or older have zero ability lo foster porfcct pitch.

no1 wlrere

forjoy

rrristake. He was selected onc of tlre top

as the result was unexpected'

years. IJis

of their son. Because Y did not

willingly practice at home, his parents told him to quit. Ilowever, he has continued

The Musical Talent of the Right anrl the Left Brains is attributed to In general, there is a tendency to believe that the calculation ability

until ttrday because he said he liked the teacher. Tlris boy, after r.eceiving the Shichida

the right the left brain,s function, while music is attributed to the firnction of

method right brain education, opened up right brain abilities and at the same tirne,

believe such ir presrtmption is wlottg.

blain.

acquired perfect pitch.

Norrnalpeopleusetheirleftbrainforcalctrlation'llowevcr,thereat.ethose Do you know what irappened to tlris boy? I:le made r.emarkable headway in his musio lessons since

then.

Orre clay

in February, the teacher told him to enter a music

Dot Carcl-trainecl children who use the in-rage capability of the

abaorrs urasters and the

Light trlain to

calculate. Upon calculating, you can use the ieft brain and or the Iight

ability.

Similarly, thele are two

l<irtcls

of capabilities in music: the left

contest. FIe decided to play the theme from an animation fihn called "spaceship

brain calctrlation

Yamato." In March, he was still lot able to

lrrain's and the right brain's, which ale totally different fi'om each othet"

parents were

mer-norize the music and bo(h

and his

fiustrated. He practiced one hour every day Monday through Friday and

lhree or foLrr hours on

weeliend. {t was obvious he lost hope. Then, he was told

ltt an

experimenl

at a mltsic school,

electloencephalogram readings

while they were listening to great

music

the

The lesult revealed

switch to image training. In April, he sta(ed to practice playing the piano only fifteen

plol-essors wero taken

minutes a day and spent the rest of the time on image training.

to the mtlsic that eighty percent ol the prof'essors in this experinrellt were listening was {hlougtr tlreir left brain, contrary to the plediction' When another experiment

The night before the contest, his mother gave him a suggestion, "You

will play most

was conclucted while they were composing mttsic, a similar resttlt

atlained

We now

rvonderfully the way you have never played before." The day of the contest, y. was

wrile music know thal. those prol'essors whose lell blains work strongly listen to and

going to play last among eight entraots for the junior division. He was scared to hear

logically and analy.tically.

rTlranks kr appropriate early education, she acquired perfect pitch by the time she

The musical talent is supported hy the acoustic sense. There are perfect and 'Ihe right brain govems perf'ect pitch and the relative pitches for the acoustic sense.

was three years eight months

left brain governs relative pitch.

many insttuments including piano, violin, electronic organ, koto or Japanese harp, and

It is accepted

that a person cannot acquire perfect pitch unless he has received

acoustic education to develop such pitclr before lre has reached six yeats the age

ofsix,

the auditory function is

fully established. Even

operate to reoonstruct auditory function

than six years of

age. This

is in fifth grade. She can play

level.

She has received a great number

ofprizes.

My daughter does not practice halfas rruch as sorne ollhe othelchildren

listened

is older

to for the first time. She can master a compulsory piece tbr

My daughter is now taken up with composition. She has surprisingly large number of pieces and plays them for composes a piece, she says, "The music conres into

that those children who acquired absolute pitch throtrgh

early acoustic education can easily develop other capabilities ofthe right brain, such

compelilion in two days.

is the reason tnany parents are eager to give their chilclren

acoustic education before they reach six years ofage.

It is important to know

because

her right brain is so developed. She can play any piece of music that she has just

a strperb surgeon cannot

ofthis kind when it is lost ifthe patient

she

drums. She participates irt rnany ntrsic conrpetitions at the pretbctural and

the national

of age. By

old. Now,

us.

When

composed

ask how she

my heatl naturally. I jusr

copy it onto paper."

IiSP (the riglrt brain's five sense), right brain memory and image power. Ilyou ale not aware

great capabilities you

Though we did not play the ESP Game when she was an infant, she can answer

of this fact, you will neglect to give appropriate training. Consecluently, such

Lrse the

will diminish according to the Law of Diminishing Abilities:

Unless

correctly in the ESP Game, as well as the Dot Card is developed lbr one talent, the rest

ability, ir will diminish.

The following is a report flom Mrs. M.K. of Okayama. She raised her daughter

game. I think that if the right brain

olthe brain will flourish, too.

Lcaruing Piano through the Developlnent of Ilnlgiug Power Mrs. Y. N., who lives in Ohtsu, came to me for aclvice. She asked, "Should I have

with perfect pitch:

rny fttur-year-old daughter take piano lessons since all her friends have

My daughtel was a micro premature baby with the birth weight of 1,200 She was kept

in an incubator for

grams.

three and a half months. When she was

lter

started?" I told

was better to develop her dauglrter's right brain before starting a piano class.

Developed inraging capabilities of tlre right brain

will

contribute to developing the

discharged from the hospital, her doctors were unsure that she could grow

lacully of eidetic images of the right brain which enables us to leam what we see or

nornrally. tJntil three years of age, her nrental and physical development

what we hear instantaneously. She tollowed my advice.

very much delayed.

was

A year later, she wrote to me:

A couple of days ago, my daughter's classmate at kindetgarten canre over to our

to practice She mother does not have to push her piano lessons so tnuch that her

house for a play date and told me that my daughter, although she was the only one

daY' enjoys PlaYing the Piano every

who was not taking a piano lesson in the class, was the best pianist in class. I was very surprised to heal that.

Last year when she was four,

ashed you for advice as to whether

should send

her to piano lessor.rs. You told me that it was not too late to give her lcssons after

first giving her right brain training to tlevelop the image capability. Thanks to your advice, she developed the faculty of the right brain to visualize irnage whenever she

wants.

She

still does image training every day. She

seems to

have developed a melnory capability of the right brain that allorvs her to learn

what she expedences only once. That's why she can play a tune which her classmate has

just played on the piano, even mimicking her hand movement. The

funny part is that she even copies her friend's mistakes.

This is how she leamed to play the piano. Since she can memorize whatever she hears, she knows more tunes than anybody else in class.

Now, what is the next step I can do for her?

I wrote back saying that

she should

find the best pianist possibte to be an instnrctol

for her daughter. Since she would learn the way her teacher would play then

she

should improve her piano talent with no problem. One clay,

I received

a phone call from Mrs. N. Luckily, she had been able to locate

an active pianist in her neighborhood who agreed to be her daughter's instructor as

special favor. Now her daughter is enjoying the lessons. 'Ib the teacher's amazement,

the girl memorizes the pieces played for her, and she can handle ten pages of the texlbook every

day.

Astonished, the teacher said, "She is so

special education did you give

her?"

nnusual. What kind of

Mrs. N. also told me that her daughter loves the

6. Language Acquisitiou

Right Brain Learning Method Produces Significant Effect

Ability

IIven for Lingrristic Learning

The younger a child is, the easier s(he) learns a language. children learn their native larguage or even second and third languages effortlessly at lhis stage, while most adults, who primarily use the lelt bmin, struggle to learn a single foreign language.

In the Japanese education system, i1 is not until a child enters junior high school that he start learning English for the first

time.

The leaming methocl that he encossrers

emphasizes understanding and mernorizing o1 English, grammatically,

It is because children learn languages using the right hrain.

little by linle, in

order to buitd r.rp knowleclge. In this method, a left brain input ntethod, the natural

What is the significant difference between two brains? It is that while the left

high speed capability ofthe right brain to process will not be activated.

brain functions consciously, the right brain ftrnctions unconsciously. And while the Ieft brain contemplates by way of language, the right brain does so by means of images.

is the right brain's function that enables a persorl to speak a langLrage fieely at

high speed withoul any conscious an<l not

jrrst through memory.

and gets to be activated hrnctionally, this

it is the child

younger than six who

the right brain, the right brain must get

An infant masters a language with these abilities When a whole family moves to a floreign country,

eflbrt.

Unless the right brair-r gets informalion input

will

not be achieved.'lb enjoy the output

input. A left

brain input method

will yietd to

output fiom the right brain.

masters the language first and most easily.

Do you ever stop to think why children are linguistic geniuses? It is because they lealn language by their miraculous computer-like

ability. It

has been my experience

Small chilclren who have not yet reached six years o1' age reveal differ.ent brain functions than those of adults. Children oldel than six years of age show leli brain

that they do not learn a languagejust by memory as an adult does, but precisely lrecause

clominancc. I3ut the right trrain is tlominant among chiltlren younger than six years olcl,

of their miraculous computer-like ability.

and a high-speed auto processing lirnction that enables them to naster the mechanisrn language unconsciously is

present.

As a result, the youngel the child, the better olrance

he has to master a lbreign language.

As years go by, however, this miracle vanishes.

II' you want to make your child have a good command of a foreign language, I advise you to let you child listen to the tape

ofthe language slarting at

age two.

J'he more rvords in large quantily childlen six years or younger receive every

clay,

will activale their right brain to master the language wilhogt

any

the more naturally they

forced etlbrts. Paul Ceauchari, a nettrologist in Paris, studied rnany native chiltlren

who moved to France belore they were five years old. He noted they colld master

'tt

perfect French and display an ability to enjoy the same level ofculture as native French

but it was true.

people. Ilowever, when they moved to France after they reached six years old'

At that time I was approached to write a children's book in English. I let my

the

to acquisition of the French language became difficult and the children were less likely aclapt to the French language

lifestyle.

The further past six years old the child became,

daughter

write. To my

Englishl Though

astonishment, she

quickly started writing a story in

she mixed up tenses, she created a beautiful story using her

favorite phrases from story books.

the more difficulties thele would be.

Ilere is a testimonial written by a mother in Osaka who become aware of the right

Here is another letter from a mother.

brain English learning theory and put it into practice with her child:

I was wolking at a news service agency. Every dan

intbrmation from abroad in many languages. Though

was surlounded by

was translating written

it was English into Japanese and vice versa, I could not understand English when spoken, nor could background.

speak

it. I

was a typical result

believe

was because

ol my educational

of the English language education in Japan in

decided that

experienced and

I I

would not let my daughter repeat the same mistake have tried to expose her to large volumes

o[ English since

she

what when she turned two years oltl I was sulprised to see how fast she absorbecl

input.

just She could quickly recite picture books and audio tapes she had

heard"

was when she turned three that

gave her an English picture

dictionary.

pages every day became very interestecl in this and she would turn

ragged.

She

until it becarne

had her take an English license examination of the fifth level when

she was four years

old.

She told me that she was able to visualize correct

parentheses. answers that were supposed to go into tlre

Beginning this month, my twin sons have been enrolled in Child English School where they are given lessons by an American teacher. And

am very glad to

inform you that they are quite easily {bllowing the American teacher's

lessons.

They can answer the teacher's question prornptly in English.

had

But was very small. There was no noticeable result before her first birthday'

was

when they were one year and eight nronlhs old. Now, they are nine years old.

My sons revealecl that your theory is very true.

which the curriculum starts only at thejunior high level'

began, following your guidance, to let my twin babies listen to an English tape

I thought it

preposterous,

Well, these are some of thc abilities which every child everyday.

of our school

sl'tows