The 89 Cardinal Facts For Making Any Baby Into A Superb Human Being

These were lecture notes given to me at the Institute, and I am reproducing these without their permission, and I claim no credit from this whatsoever except the fact that I have typed them out myself and added the links to IAHP and credits to Glenn Doman and the Institute.

I believe these are very simple easy to read, yet vital to any understanding of what Glenn and the Institute is trying to teach us, and what some parents here might agree with.

There again, I am only speculating, and I speak for no one but myself really.

I also attach it as a MS Word file, so you can easily print it out.

Here's what the 89 facts...says.

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The 89 Cardinal Facts For Making Any Baby Into A Superb Human Being
Written by :
Glenn Doman,
The Institutes for the Achievement of Human Potential
http://www.iahp.org

AN INITIAL SUMMARY OF THE FACTS

1. The world has looked at brain growth and development as if it were a predestined and unchangeable fact, instead, brain growth and development is a dynamic and ever-changing process.

2. This is a process that can be stopped. This is a process that can be slowed. But most significantly, this is a process that can be speeded.

3. All that we do to speed the process is to give kids visual, auditory, and tactile information with increased frequency, intensity, and duration in recognition of the orderly way in which the human brain grows.

4. Heredity and environment are springboards, not prison cells.

5. Our individual genetic potential is that of the human race.

6. Our individual genetic potential is that of Leonardo, Shakespeare, Mozart, Michelangelo, Edison, and Einstein.

7. Our individual genetic potential is not that of our parents or grandparents.

8. We are primarily members of the human race and only incidentally Lees, Aisens, Domans, Kerrs, or van Dyks.

9. All intelligence is a product of the environment.

10. High intelligence is a product of the environment.

11. Low intelligence is a product of the environment.

12. The wildly intellectual differences in us are a result of the wildly wide differences in the environments in which we are raised.

13. It is the environment of poverty, not the genetics of poverty, which begets poverty.

14. It is the environment of knowledge which begets knowledge. There is no genetics of poverty or of knowledge. If there were, how could we explain the single individual who escapes poverty or comes to knowledge.

15. Children are not dehydrated adults.

16. All games were invented by adults to get rid of kids.

17. All toys were invented by adults to get rid of kids.

18. Tiny children make tools, not toys.

19. Kids prefer patty-cake to solitary confinement.

20. Kids prefer Greek to patty-cake.

21. Tiny children believe that it is their job to grow up.

22. Tiny children want to grow up right now.

23. Tiny children have a rage to learn.

24. All tiny kids have a rage to learn because learning is a survival skill.

25. Tiny children want to learn about everything and they want to learn right now.

26. Tiny kids would rather learn than eat.

27. Babies would much rather learn than play.

28. All children are linguistic geniuses.

29. Tiny kids learn an entire foreign language between birth and 24 months.

30. It is easier to teach a one-year-old a foreign language than it is to teach a seven-year-old.

31. It is easier to teach a one-year-old to read than it is to teach a seven-year-old.

32. The first six years of life are the genesis of genius.

33. The ability to take in raw facts is an inverse function of age.

34. Tiny kids learn more fact for fact prior to three years of age than they learn for the rest of their lives.

35. It is easy to make a baby a genius prior to six years of age.

36. It is extremely difficult to make a child a genius after six years of age.

37. Education begins at six, learning begins at birth or earlier.

38. Learning is not synonymous with education.

39. Function determines structure.

40. The brain grows by use.

41. Intelligence is the result of thinking.

42. Man is intelligent because he uses his brain.

43. When you improve one function of the brain you improve all functions to some degree.

44. First there is a need, and then there is a facility.

45. All humans are born with a greater potential that Leonardo ever used.

46. The human brain contains more than 12 billion functioning neurons.

47. We presently use a minute percentage of those 10 billion cells.

48. If we learned 1,000 facts per hour, 24 hours a day, for 100 years, we would use up only 876,000,000 cells.

49. The brain is the only container that the more you put into it, the more it will hold.

50. You can teach a baby anything that you can present in an honest and factual way.

51. It is easier to teach a one-year-old any set of facts than it is to teach a seven-year-old.

52. Facts are the base on which intelligence is built.

53. Without facts there can be no intelligence.

54. Individual facts are bits of intelligence.

55. The first requirement for intelligence is the ability to take in facts.

56. The second requirement for intelligence is the ability to store facts.

57. The third requirement for intelligence is the ability to retrieve stored facts as useful knowledge.

58. The fourth requirement for intelligence is the ability to use facts, knowledge, and laws to successfully solve problems of increasing importance.

59. The fifth requirement for intelligence is the ability to combine and permutate facts and knowledge to discover new facts and laws.

60. The first step in multiplying your baby's intelligence is to feed your baby with a huge number of clear facts.

61. The second step in multiplying your baby's intelligence is to present the facts frequently to insure their permanent storage.

62. The third step in multiplying your baby's intelligence is to provide frequent opportunity to retrieve the facts for useful purposes.

63. The fourth step in multiplying your tiny baby's intelligence is to present your tiny kid with ever increasing opportunity to solve problems of increasing importance.

64. The fifth step in multiplying your baby's intelligence is to provide your tiny kid with sets of related facts so that the baby can combine and permute the facts in the greatest number of useful ways.

65. Mothers were the only teachers from prehistoric times until the Age of Reason.

66. Mothers brought us from the caves to the Age of Reason.

67. Until the Age of Reason, there were no pediatricians, child psychologists, or teachers of children.

68. Mothers brought us from clubs to the Age of Reason.

69. Professionals brought us from the Age of Reason to the Atomic Age.

70. It is difficult to believe that the professionals will take us as far in the next 10,000 years as mothers have taken us in the past 10,000 years.

71. Mothers are the best teachers.

72. Mothers and kids are the most dynamic learning combination possible.

73. The process of learning is a joyous and intimate one for mother and child.

74. It is good, not bad, to be a genius.

75. Geniuses are made, not born.

76. The process of creating a genius is a joyous one.

77. All children should be geniuses.

78. Tiny kids learn facts at a tremendous rate which staggers the adult imagination.

79. If you teach a tiny kid the facts he will discover the laws.

80. If you teach a tiny kid the laws he cannot as a result discover the facts.

81. Definition of science.

82. Children have five laboratory tests available to them: To see, to hear, to feel, to taste, and to smell. They use these lab tests superbly.

83. Children have superb attention, interest, and concentration.

84. Tiny children are scientists.

85. Tiny kids use the exact same method of solving problems as do scientists.

86. Tiny children have the same objectives as do scientists.

87. Tiny children ask the exact same questions as scientists.

88. It is easier to teach a one-year-old math than it is to teach a seven-year-old.

89. Formulae

1. Formula for average intelligence is:

A.I. = F.I. + E.S.


2. Formula for total intelligence is:

T.I. = V.I. + Aud.I. + Tac.I. + Mob.I. + L.I. + Man.I, 6

3. Formula for potential intelligence:

P.I. = T.I. + E.E.S + E.P.S.

4. Formula for genius:

Genius = P.I. + M.E.E.S. + M.E.P.S.

DEFINITIONS OF INTELLIGENCE ABBREVIATIONS

V.I. = Visual Intelligence
Aud. 1. = Auditory Intelligence
Tac. I. = Tactile Intelligence
Mob. I. = Mobility Intelligence
L. I. = Language Intelligence
Man. 1. = Manual Intelligence
T. I. = Total Intelligence
A. I. = Average Intelligence
F. I. = Functional Intelligence
E. S. = Environmental Stimulation (accidental)
P. I. = Potential Intelligence
E. E. S. = Early Environmental Stimulation
E. P. S. = Early Parental Stimulation
M. E. E. S. = Maximum Early Environmental Stimulation
M. E. P. S. = Maximum Early Parental Stimulation

SHICHIDA VS GD

Stimulating Right Brain
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Shichida method (SM) emphasizes the right brain stimulation through the 7 key components: Alpha Wave Relaxation, Eye Exercises, PhotoEyeplay, Mental Imaging, Observation Training, Memory Linking, and Photographic Memory & Speed Reading. GD also involves stimulating of right brain through the physical program.

Methodology
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Both methods using flash card. The flash speed is concern for both methods, the parents must flash as fast as possible. The intention for GD to flash fast is to hold the child's attention while according to SM, if you flash real fast, the left brain can not catch up and the right brain will pick up automatically (activated). Anyway, both methods will achieve the same abilities for your child: encyclopedic knowledge and activate the right brain.

GD emphasizes on the frequency (repetition) which according to SM is a left brain function; SM emphasizes on large amount of input, for example for the bits program, you can show as many cards as you want as long as the child is interested (each session can contain as many as 20, 30, 40 ...) while for GD, one session contains 5 to 10 bits and there should be 3 sessions per day.

Reading Program and Maths Program
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For GD, read his book "How to Teach Your Baby To Read" and follow the 5 steps to teach your baby to read and "How To Teach Your Baby Math".

For SM, the Shichida 65 days Maths Program is quite similar to GD (flash dot cards). The difference between the two is on the frequency for flashing each card and the timing for introducing the arithmetic function. Beside this, read his book "How To Develop Your Baby To Read, Write and Calculate Ability" which introduce different methods to develop the interest of reading and to recognize word through different kind of games and activities. I found the activities very useful and efficient to develop the child ability to read, write and calculate (0-6). This is not cover in GD book.

Extra Sensory Perception (ESP)
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SM involves the ESP training while GD doesn't. The ESP training involves all sorts of games for example what's in the box, guessing what's hidden and etc. Photographic Memory and Memory linking - nonsensical story linking system which encourages the brain to visualize each component in a fun and upbeat way!

Above all these similarities and differences, both methods MUST require the parents to show the child your love, your affection, encouraging them, praise and support them. And...ENJOY what you are both doing.

Computer-Like Math Skills Learned in Infancy!

Can infants learn math a few months after they are born? Yes, according to early childhood specialist Dr. Makoto Shichida. Shichida tells how infants learn by absorbing information through the right brain. He challenges the traditional belief that math is primarily a left brain activity by proving that children can learn to calculate subconsciously through the right brain.

Japanese studies have shown rapid calculation abilities stem from the brain's right hemisphere. In his book Right Brain Education In infancy Shichida cites a study at the Nippon Medical Center on Yuka Hatano who won world titles for mentally calculating sixteen digit problems faster than a calculator. Professor Yoshiya Shinagawa studied Ms. Hatano by PET scan while she was orally doing mental arithmetic. Shinagawa noted that the rear part of the right brain that governs visual functions was used.

The answers appear on the screen of the mind! These so-called math geniuses don't make conscious mathematical calculations! Answers automatically rise from the subconscious, where they are calculated faster than a calculator! Through the right brain, or image brain, the person sees a picture of the right answer. This function of the right brain is also exercised in people who have photographic memory. Shichida mentions 18th-century mathematician and physicist Leonard Euler who memorized books while ruffling through the pages and correctly answered 15 digit math problems in a second. Mentally handicapped people have also demonstrated this ability, baffling scientists. Shichida gives the example of Flure, a blind, mentally retarded man who spent his life in a French mental institution at the beginning of the century. Flure could answer complex math questions in less than 30 seconds and give perfect 20 digit answers.

Today, Shichida proves these extraordinary abilities can be developed in ordinary children, given the right training. Shichida uses dot cards and fact cards to stimulate 'lightning-rapid' calculating ability and photographic memory, which he believes are normal functions of the right brain. These flash cards are rapidly flashed in front of infants and young children who register the information subconsciously. Shichida explains that unlike the left brain, the right brain absorbs information very quickly.

In his book, Right Brain Education in Infancy, Shichida provides many examples of children who excel at calculating at a very early age, having been shown dot flash cards over a period of time. One mother witnesses her son's progress. "I've been teaching him all kinds of knowledge with homemade flash cards and charts that I placed in my house since his birth. He started answering mathematical problems in writing at age two and a half years old. He has no problem solving the four rules of arithmetic in four to six digits."

Lightning-rapid calculating ability is stimulated with dot flash cards, where dots replace numerals. "We took up dots when my son was two months old," says another mother. "Since he could not sit up by himself yet, I showed the cards to him while he was lying on his back. I was not sure if he understood what I was doing with him, but I kept on showing the cards as one of our games. When he was five months old, I showed him five addition problems using dots, then I tested him by giving the problem 48 + 29. I held up two answer cards 77 and 78. He tapped the card with the right answer--77. Then, I showed him only five subtraction problems and tested him. He gave me a correct answer again. I was totally amazed. Seeing my own son master addition and subtraction in a matter of ten seconds. I felt as if I was watching a magic trick. In this way, he was able to master the four rules of arithmetic by the age of six months."

Teaching your child with flashcards:
1) Experts agree that flashcards should be shown quickly (1 card per second). Presenting information quickly triggers the right brain into action!

2) Sessions should be brief but they can be frequent.

3) Flashcards should be fun and children shouldn't be forced. When children are pressured against their will resistance shuts down right brain learning.

4) Parents need to be relaxed and have fun with the process. Love is a key ingredient!

Shichida and Doman differ somewhat in their methods. Doman uses repetition (left brain), while Shichida does not (right brain.) You may want to experiment or try a combination of both, a whole brain approach.

Glenn Doman's book How to Teach Your Baby Math gives detailed instructions on using dot cards. You can download Math Diamonds and use them in the same way that you would use dots.