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HOW To Multiply Your Baby's Intelligence M O R E G E N T L E R E V O L U T I 0 N Glenn Doman Janet Doman Avery Publishing Group Garden City Park, New York Photographer: Stan Schnier, NYC Printer: Paragon Press, Honesdale, PA Cataloging in Publication Data Doman, Glenn J. How to multiply your baby's intelligence : more gentle revolution /by Glenn Doman, Janet Doman. p. cm. — (The gentle revolution series) Includes index. ISBN 0-89529-601-2 (hard) ISBN 0-89529-600-4 (pbk.) 1. Children—Intelligence levels. 2. Cognition in children. 3. Child rearing. I. Doman, Janet. II. Title. III. Series. BF432.C48D66 1994 649'.68 QBI93-21712 Copyright © 1994 by Glenn Doman. All rights reserved. No part of this publication may be reproduced, stored in retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of the copyright owner. Printed in the United States of America 10 9 8 Contents Works by the Author 1. the gentle Revolution 2. the nature of myths 3. the genesis of genius 4. it's good, not bad, to be intelligent 5. heredity, environment and intelligence 6. Homo sapiens, the gift of genes 7. everything Leonardo learned 8. all kids are linguistic geniuses 9. birth to six 10. what does I.Q. really mean? 11. on motivation—and testing 12. the brain—use it or lose it 13. mothers make the very best mothers 14. geniuses—not too many but too few vii 1 13 20 27 35 55 65 76 84 100 107 118 142 165 15. how to use 30 seconds 16. how to teach your baby 17. how to teach your baby to read 18. how to give your baby encyclopedic knowledge 19. how is it possible for infants to do instant math? 20. how to teach your baby math 21. the magic is in the child… and in you Acknowledgments About the Authors Index 179 195 221 265 308 320 371 377 381 384 FOR Helen Gould Ricker Doman AND Joseph Jay Doman My mother and father who insisted that I go through life standing on their shoulders 1 the Gentle Revolution The Gentle Revolution began quietly, ever so quietly, more than a quarter of a century ago. It was and is the most gentle of all revolutions. It is possibly the most important of revolutions and surely the most glorious. Consider first the objective of the Gentle Revolution: to give all parents the knowledge required to make highly intelligent, extremely capable and delightful children, and by so doing to make a highly humane, sane and decent world. Consider next the revolutionaries—as unlikely 2 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE a bunch as can be imagined. There are three groups of them. First there are the newborn babies of the world, who have always been there with their vast, almost undreamed-of potential. Second there are the mothers and fathers who have always had their dreams as to what their babies might become. Who could have be- lieved that their wildest dreams might actually fall short of the real potential? Finally there is the staff of the Institutes for the Achievement of Human Potential, who since 1940 have come to recognize the stunning truth about children, truth over which they have tripped time and time again during the many years they have searched for it. Babies, mothers, staff—an unlikely bunch to bring about the most important revolution in history. And what an unlikely revolution. Who ever heard of a revolution in which there is no death, no pain, no torture, no torment, no bloodshed, no hatred, no starvation, no destruction? Who ever heard of a gentle revolution? In this most gentle of revolutions there are two foes. The first are those most implacable of enemies, The Ancient Myths, and the second is that most formidable foe. The Way Things Are The Gentle Revolution 3 It is not necessary that old traditions be destroyed but only that long- held false beliefs wither away unmourned. It is not necessary that what is of value today be smashed to bits but only that those things which are presently destructive dissolve as a product of disuse. Who would mourn the demise of ignorance, incompetence, illiteracy, unhappiness and poverty? Would not the elimination of such ancient foes bring about a gentler world with less need for violence, killing, hatred and war—or perhaps no need at all? What discoveries could possibly have led to such lovely dreams? What happened more than a quarter of a century ago? Our first realization was that it is possible to teach babies to read. As unlikely as that sounded it is not only true but it is even true that it is easier to teach a one-year-old to read than it is to teach a seven-year- old. Much easier. By 1964 we had written a book for mothers called How to Teach Your Baby to Read. That book was an instant success and the Gentle Revolution began. Scores of mothers wrote almost immediately to tell of their joy in reading the book and their success in teaching their children. 4 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE Then hundreds wrote to tell what had happened to their children after they had learned to read. Thousands of mothers bought the book and taught their babies to read. The book was published in British and Australian editions and in Afrikaans, Dutch, Finnish, French, German, Greek, Hebrew, Indonesian, Italian, Japanese, Norwegian, Malay, Portuguese, Spanish and Swedish. Tens of thousands of mothers wrote to tell us of what had happened. What those mothers reported with delight and pride was that 1. Their babies had easily learned to read; 2. Their babies had loved learning; 3. Mother and baby had increased the degree of love between them (which they reported with much pleasure but no surprise); 4. The amount of respect of mother for child and child for mother had grown by leaps and bounds (this they reported with much joy and a good deal of surprise); 5. As their children's ability to read grew, their love of learning grew and so did their abilities in many things. Today that book is in eighteen languages and more than two million mothers have bought How to Teach Your Baby to Read in hard The Gentle Revolution 5 back in English. Every day letters arrive from mothers, as they have since 1964. Those letters are paeans, and the song of joy and praise they sing is of the vast potential of their babies at the first instants of its realization. These mothers tell us of the confirmation of their intuitive feelings about their babies' innate abilities and of their own absolute determination that their children should have every opportunity to be all they are capable of being. As we go around the world and to every continent we get to talk to thousands of mothers individually and in groups. In the most sophisticated societies and in the simplest ones we ask this question: "Would every mother in the group who thinks her child is doing as well as he ought to be doing, please put up her hand." It's always the same. Nobody moves. Perhaps they are just bashful so we reverse the question to see if that's what it is: "Will every mother in the room who thinks her child is not doing as well as he could be doing, please put up her hand." Now every hand in the room goes up. Everybody in the world knows that something is wrong in the world of children—but nobody does anything about it 6 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE Perhaps nobody does anything about it because, like the weather, nobody knows precisely what to do. After almost a half a century of work with mothers and children which has been at once joyous and painstaking, and a long series of the most fortuitous accidents, we have learned what's right and what we think should be done about it. We have learned how things might be— how things could be—No! How things should be, with the kids of the world. For some time now it has been clear to us that mothers have been absolutely right in their certainty that their kids are not doing as well as they should be. It has, for some time, been clear to us why mothers and fathers have been right in believing that their kids have a right to a great deal more out of life than they are getting. If parents have been in any way wrong about all of this, it has been in not knowing how right they've been. We now know beyond any shadow of a doubt that 1. Children want to multiply their intelligence; 2. Children can multiply their intelligence; 3. Children are multiplying their intelligence; The Gentle Revolution 7 4. Children should multiply their intelligence; 5. It is easy to teach mothers how to multiply their children's intelligence. More importantly, since the 1960s we've actually been teaching mothers to raise their children's intelligence by leaps and bounds and they've been doing it, although, decades ago, neither they nor we saw it in exactly that light. Since the early 1970s we and our parents have not only been raising children's intelligence by remarkable amounts but we have known precisely what we've been up to. We are pragmatic people who are much more influenced by the facts than by anyone's theories, including our own. It has all worked out beautifully, putting aside a number of reasonably painful knocks along the way, with more joyful, angry, happy, miserable, hilarious, agonizing, rewarding, extremely frustrating, mind boggling, uplifting, delightful sessions at 3:00 a.m. than any one of us can remember. Our days are still intoxicating and provocative beyond measure and none of us would trade our lives for any other. But in our very busy Eden there is one large problem; one question we have not answered to 8 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE our own satisfaction; one final pull on our collective conscience. Almost everyone whom we have come to know has asked us the question that we ask ourselves constantly. "And is it not true that if a group of people has gained special and perhaps vital knowledge of the babies of the world, whether purposely or by accident, those people, whether they like it or not, have, in fact, a special obligation to all the children of the world?" It is obvious that the answer to that question is, "Yes, we do have a special obligation to all the children of the world." We have an obligation to every child in the world to tell his mother and father what we have learned so that they may decide what, if anything, they would like to do about it. If the future of every tiny kid in the world has to be decided by somebody else (and clearly it does) then that somebody else must be his parents. We would fight for a mother's or father's right to do or not to do the things this book proposes. We have a duty to tell every mother and father alive what we have learned. It is easy and joyful to teach a twelve-month-old to read. The Gentle Revolution 9 It is easy and joyful to teach a twelve-month-old to do math (better than I can). It is easy and joyful to teach a twelve-month-old to understand, and to read, a foreign language (or two or three languages, if you like). It is easy and joyful to teach a twenty-eight-month-old how to write (not write words—write stories and plays). It is easy and joyful to teach a newborn infant how to swim (even if you can't). It is easy and joyful to teach an eighteen-month-old how to do gymnastics (or ballet or how to fall down the stairs without hurting himself). It is easy and joyful to teach an eighteen-month-old how to play the violin, or the piano, or whatever. It is easy and joyful to teach an eighteen-month-old about birds, flowers, trees, insects, reptiles, sea shells, mammals, fishes, their names, identification, scientific classifications, or whatever else about them you wish to teach. It is easy and joyful to teach an eighteen-month-old about presidents, kings, flags, continents, countries, states. It is easy and joyful to teach an eighteen-month-old how to draw or paint or to—well, to teach him to do anything which you can present to him in an honest and factual way 10 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE When you teach a tiny child even one of these things his intelligence rises. When you teach a tiny child several of these things his intelligence rises sharply. When you teach all these things to a tiny child with joy and love and respect, his intelligence is multiplied. And best of all, when parents who truly love and respect their babies give them the gift of knowledge and ability children are happier, kinder and more caring than children who have not been given these opportunities. Children who are taught with love and respect do not become nasty little monsters. How could knowledge and truth given as a joyful gift create nastiness? They cannot and they do not. If they did, then the staff of the Institutes, who love and respect children, would quietly forget all the knowledge to which they have fallen heir. However the opposite is the case—knowledge does lead to good. Children who are the most competent are the most self-sufficient. They. have the least reason to whine and the most reason to smile. Children who are the brightest have the least reason to demand help. Children who have the most ability have the The Gentle Revolution 11 least need to hit other children. Children who have the most ability have the least reason to cry and the greatest reason to do things. In short, the children who are truly bright, knowledgeable and capable are the nicest children and the most understanding of others. They are full of the characteristics for which we love children. It is the least competent, incapable, insensitive, unknowing child who whines, cries, complains and hits. In short, it is with children just about the way it is with adults. We recognize that we do, in fact, have a duty to tell all mothers and fathers what we have learned so that they may consider it. We have a duty to tell all mothers that they are, and have always been—the best teachers the world has ever seen. This book, like How to Teach Your Baby to Read, How To Teach Your Baby Math and the other books in the Gentle Revolution Series, is our way of meeting that delightful obligation. The objective of the Gentle Revolution is to give every child alive, through his parents, his chance to be excellent. And we, together, are the revolutionists. If this be treason, make the most of it. 12 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE It is the hope of the staff of the Institutes that you and your baby have as much joy, pleasure, excitement, discovery and exultation in using this knowledge as we've had in stumbling into it over all the years of exploration. A Note To Parents There are no chauvinists at the Institutes, either male or female. We love and respect mothers and fathers, baby boys and baby girls. To solve the maddening problems of referring to all human beings as "grown-up male persons" or "tiny female persons" we have decided to refer to all parents as mothers and to all children as boys. Seems fair. 2 the nature of myths When we human beings get a myth into our minds, it is almost impossible to get it out— even when all the seeable, hearable, measurable facts stand in direct opposition to the myth; even when the truth is a great deal better, more important, easier and substantially more delightful than the myth. Although humans had stood on hilltops for tens of thousands of years and looked at the ocean horizon curve, we remained persuaded that the earth was flat until a mere five hundred 14 HOW TO MULTIPLY YOUR BABY’S INTELLIGENCE years ago. Some are still persuaded that it is flat. Almost all myths severely denigrate the truth. No myths denigrate the truth more severely than those which deal with mothers, babies and geniuses. Mothers, babies and geniuses have a bad press. Sometime we must find out why our myths should downgrade mothers, babies and geniuses. If we ever have time to discover why this should be so we may find out that some people in our society feel threatened by mothers, babies and geniuses. Perhaps we'll find that there are those who, for some reason, feel a little inferior to them. In some cases our lives are dominated, and diminished, by the myths with which we live. Almost all myths are negative and were originally invented to harm or destroy some group of people. How is it possible for us to stoutly, and even devoutly, hold hundreds, or even thousands, of unshakable beliefs when the evidence that they are patently untrue is all around us on a daily or even hourly basis? So very much of what I hear does not come from the sound to my ear to my brain, as physiologically it must, if I am to understand what I hear The Nature of Myths 15 Instead I am a victim of my own myths and prejudices and so I hear precisely what I wish to hear. Thus I decide in advance what you are going to say, and regardless of what you say, I hear exactly what I thought I was going to hear (in fact what I wanted to hear). What you said did not come from your mouth to my ear to my brain as physiology dictates in lesser creatures. Because I am human, and cursed by the myths that influence me, I am able to subvert even physiological function and thus what you said came from my brain to my ear to my brain and you have said precisely what I knew you were going to say in the first place. I also do not see what is before me, but instead, what I thought I was going to see. May I give you a single, clear example? I would like to draw a face. [...]... to learn English with its vast vocabulary so easily, then it should be easier for them to learn the language of music In fact, you can teach little children anything that you can present to them in an honest and factual way 44 HOW TO MULTIPLY YOUR BABY S INTELLIGENCE Why shouldn't a man named Suzuki have discovered how to teach children to play the violin in an honest and factual way? The answer to. .. will not stay incapacitated and many of whom are already functioning in an intellectually superior way Nose to nose, eye to eye, hand to hand, heart to heart, love to love, worry to worry, joy to joy, success to success, thrill to thrill and sometimes defeat to defeat, but always with determination to determination For more than fifty years for the most senior of us We are people who do things with kids... that you propose to create an elite group among children? W: We are proud of it H: Then how many children do you want to have in this elite of yours? W: About a billion H: A billion? How many children are there in the world? W: About a billion H: Aha, now I begin to see—but then, who do you want to make them superior to? W: We want to make them superior to themselves H: Now, I take your point Why must... intelligence as a weapon to be used against each other? What have our geniuses done to us to make us fear them so? Or at all? What harm did Leonardo da Vinci do us with the Mona Lisa or The Last Supper? What harm did Beethoven with his Fifth Symphony? How were we hurt by Shakespeare with Henry V? It’s Good, Not Bad, to be Intelligent 30 31 HOW TO MULTIPLY YOUR BABY S INTELLIGENCE How harmed by Franklin... intelligence 32 HOW TO MULTIPLY YOUR BABY S INTELLIGENCE It’s Good, Not Bad, to be Intelligent Why do we abide definitions which are on the face of them—absurd? To stop fearing genius we need only measure it by its accomplishments Do we fear the term "elite" which means "the best of a group"? Only, apparently, when it applies to intelligence Is it a sin to be physically elite? Not on your life We fear... good natured way 18 HOW TO MULTIPLY YOUR BABY S INTELLIGENCE but I thought it rather rude of my ordinarily very polite Japanese friend to bring the fact that Japanese eyes are indeed flat to my attention so forcefully Take a hard look at the next Japanese friend you meet and pay special attention to how very parallel to the ground his eyes are But until you actually have an opportunity to examine a pair... surviving trout, 40 turtle eggs to produce an adult turtle Turtle eggs are very vulnerable to predators; the tiny turtles heading down the beach to the sea are in great danger After they make it safely into the sea they face new predators The dead baby squirrels and rabbits one sees along the road in early summer that didn't live long enough to learn how to survive are mute evidence to a stern law of nature... children ought to be able to play the violin, and except for Suzuki himself, there is nothing either Japanese or hereditary about it Heredity, Environment and Intelligence 52 HOW TO MULTIPLY YOUR BABY S INTELLIGENCE Now little children in every corner of the globe play the violin and— come to think of it, Eugene Ormandy was playing it at two, and how long ago did Yehudi Menuhin start to play the violin—or... the pool Today everyone knows that infants can easily be taught to swim, but this was in the late sixties 40 HOW TO MULTIPLY YOUR BABY S INTELLIGENCE I am delighted but somehow not surprised Why should newborns not swim? They have, after all, been swimming for nine months At the end of the session, the mothers go to dress their babies and themselves They return carrying their babies in large baby baskets... the symptoms were Two things happened First—an important number of paralyzed kids got to walk, some blind kids got to see, some deaf kids got to hear, and some speechless kids got to talk Second—almost all of those kids had been diagnosed as hopelessly mentally retarded but as they got to walk, and talk, and see and hear, their I.Q.'s went up Some to average—and some to above average It seemed to us . baby 17. how to teach your baby to read 18. how to give your baby encyclopedic knowledge 19. how is it possible for infants to do instant math? 20. how to teach your baby math 21. the magic. geniuses—not too many but too few vii 1 13 20 27 35 55 65 76 84 100 107 118 142 165 15. how to use 30 seconds 16. how to teach your baby 17. how to teach your. superior way. Nose to nose, eye to eye, hand to hand, heart to heart, love to love, worry to worry, joy to joy, success to success, thrill to thrill and sometimes defeat to defeat, but always