Will this be a critical time in terms of world diplomacy? In world health? In business? Your genius will be in the right place at the right time with the right skills. You and your mate are in possession of the controls. Here is how to use them: You need to use these controls separately. You need to enter your center - the 10 cycles alpha level - at the same time but at a sufficient distance apart so that you do not influence each other's results. Papa and mama need to be separated from one another by a distance greater than 100 feet. This is so that the body's radiated energy fields are not in contact with one another physically. The two of you might very well come to the same conclusion about the kind of specialist that will be needed in 15 years. However, there are a number of critical jobs to do on earth at any one moment in time and these two clairvoyants might tap into different ones. They must then try again. This time they might ask for a number of priorities and see later where they overlap. Let's suppose that they both concluded that more medical doctors will be needed. Then papa and mama how know that they need to conceive a medical doctor. The next step is for papa and mama to enter the clairvoyant level [their center] together. Once at their center, they talk to each other about conceiving a medical doctor. They discuss the pros and cons. They converse about the area of expertise. Once they are in agreement, they both start working together, cooperating, in selecting the features that the child would have. Mama might suggest that she would like for her son or daughter to have blue eyes like her grandfather. Papa might describe what hair his son or daughter would have. This may seem to be irrelevant to the genius factor but it is quite relevant to the offspring factor. The parents-to-be will be programming both for a genius and for an infant that will be compatible, an infant that will fit into the family in every way. They should not try to select the sex of the child, but let the selection be done by higher intelligence. The intelligence that resides on the other side, where we came from and where we go back to when we die, controls the entire universe. It will make the selection, and keep the proper balance of males and females on the planet. It is said that basically humans, and some animals, satisfy their mating needs with only one partner. In times when only the males went to war and millions were killed, the majority of conceptions were males, to bring the population back into balance. The balance of males to females stays close to 50-50 in normal times. That means one male for one female. If we change this male to female balance, we get into trouble. So do not try to select the sex. Both parents should also be spending some related time daily imagining the genius offspring functioning as a successful, clairvoyant, mature adult. What is different about a clairvoyant physician or health care practitioner? Mentally picture that genius that is about to be conceived functioning in that way. • The clairvoyant doctor can diagnose at a distance without even talking to the patient and be more correct than most doctors are today. Furthermore, a clairvoyant doctor can heal at a distance, be more accurate in prescribing medication, and avoid the temptation of high professionals fees in deciding for or against surgery. • A clairvoyant physician who practices psychiatry can project into patient's dreams or hallucinations to analyze the problem. This physician can, from a distance, mentally regress the patient to find the root of the problem. These are mental images that both parents should be enjoying daily while relaxed, once they have selected the occupation and physical looks of their genius soon to be conceived. • If the occupation decided upon was diplomat or other positions of government leadership, mentally picture the clairvoyant diplomat or government in action. He or she is able to project into the future [remotely view the future] and detect what the needs of the people will be so that they can be ready when that need arrives. • Will your genius be a law enforcement officer? As a clairvoyant, he or she will be able to go back in time [remotely view the past] to know the details of a crime, to know how to identify and take into custody all criminals who are violating the Creator's work. • Will your genius be an engineer? Clairvoyant petroleum engineers and geologists can dowse for minerals and resources without the use of a divining rod. They can know how deep the oil or other minerals are plus their quantity and quality. Uri Geller, a psychic genius, left the entertainment stage and, in a few short years, made a fortune using his clairvoyant abilities in this way. • Will your genius be an industrialist? Then day dream bout him or her manufacturing the very products that will be in demand and doing so in an efficient, cost effective way. • The clairvoyant executive will be able to neutralize stress, maintain health, and select exactly the right people for the right jobs. Then decisions will be uncannily accurate. Financiers will multiply funds like magic and will put those funds back to work to improve conditions on the planet. • Clairvoyant farmers and ranchers are able to work with nature in intuitive ways that defy logical reasoning. Crops flourish, weather conditions are foreseen and prepared for, even artificial insemination has a higher percentage of takes making for a more economical venture. So, there is a period of time when you both, as parents-to-be of a genius, day dream about the future accomplishments of your clairvoyant offspring. We humans have a very big responsibility, not only to become geniuses ourselves, to become clairvoyants so that we can correct problems, and make better decisions and prevent problems. We must also teach our children. We need to become geniuses ourselves and we need to create other geniuses, if we are to be as our Creator intended us to be. So you must not only create genius in yourself, [which you are doing by learning the UltraMind ESP System], you must also create a genius in your forthcoming child, and you must also encourage your family, your neighbors, your business associates to also learn to use the right brain hemisphere, to develop their ESP, and to become geniuses. You need to set the world on fire with your genius. I want you to think of this before you go to bed, because the more excited you are at the prospect of creating a genius, the more quickly you are likely to conceive. Every cell in your body knows your thoughts and feelings. The woman's reproductive system responds. The male reproductive system responds. Both reproductive systems are honored to be given one of the Creator's top priorities - to make planet earth a better place to live. You are now both ready to consummate the sex act. The wife is now ready to conceive. When you think that the education of your genius child should begin? It should begin as soon as you know there is a pregnancy. Enter your level and talk to your unborn child. How to teach your children to use ESP You can use the following information, whether you are a Silva graduate or not, if you are starting to train your children at age seven. This information is essential in teaching children to become geniuses. 1. Explain to the child what visualization is, and how to practice visualization. 2. Explain to the child what imagination is and how to practice imagination. Visualization with the left brain is: The ability to mentally recall what something looks like after an impression has been made on the left brain hemisphere at 20 cycles per second beta, using the sense of sight and with eyes focused. Visualization with the right brain is: The ability to mentally picture a previous impression made on the right brain hemisphere at ten cycles per second brain frequency, through subjective communication. Imagination with the left brain is: The ability to alter what exists to obtain better results. Imagination with the right brain is the ability to create something for the first time, something that did not exist on our planet previously. The ideal age of the child to work with is between seven and fourteen, during the second seven-year anabolic life cycle. During this anabolic life cycle, the child gets a new set of teeth. The male's voice changes to a mature voice and the female begins her monthly rhythm. The mind of both males and females start functioning deductively. That means that they develop the ability to analyze problems and figure out solutions. The overall average predominant brain frequency of a child between ages seven and fourteen, when eyes are closed or defocused and rolled slightly upward, is between seven and fourteen cycles per second, centering on ten cycles per second. Procedure: Step No. 1. Practice visualization. Get the child to practice visualization by closing the eyes, rolling them slightly upwards in relation to their face, and recalling and describing in full detail and color, people, places, and things that they have seen. This should be done for fifteen minutes, once a week, preferably on Sunday. Get the child to explain what they have seen on television or at a movie. The child should explain the movie in full detail and color with eyes closed and turned slightly upward. They are not to explain the plot, but to describe what they saw, what it looked like, in full detail and color. On the last Sunday of each month (we will assume you are practicing on Sunday), tell the child to practice imagination. With the eyes closed and rolled upward slightly, the child should alter any images they have seen. For instance, if the child has seen someone with a green sweater, then mentally change that sweater to red, and create a mental picture of the same person wearing a red sweater. The child could imagine that person entering his or her home and coming out wearing a red sweater instead of a green one. This kind of practice - practicing visualization for fifteen minutes for the first three (or sometimes four) Sundays and practicing imagination on the last Sunday - should be continued for one year. Start when the child turns seven years of age and continue until they are eight. Then when the child is eight, practice every other Sunday until the child turns nine. After that, practice on one Sunday, then skip two Sundays. Continue this schedule until the child turns ten. After that, practice one Sunday, then skip three Sundays. Continue this until the child becomes eleven. Thereafter, practice once a month until the child becomes fourteen years of age. Case working When the child reaches eight years of age, by this time they have practiced visualization for one year. The parents, who have developed their own clairvoyant ability through the Silva training should then introduce the child to case working, as practiced in the Silva System and as outlined in this book. From the age of eleven to the age of fourteen, the child should practice case working as well as practicing visualization as outlined above. This is the natural way for children to develop their clairvoyant ability. Once they have developed this ability to communicate subjectively, they will receive many benefits: • They can communicate subjectively with their body and keep it healthy. • They can communicate subjectively with other people and avoid conflicts, and obtain information they can use to solve problems. • They can communicate subjectively with higher intelligence on the other side and get guidance and help to correct any problem. Do this for your child, and they will not need to take the Silva training. Remember, both graduate and non-graduate parents can train their own children between the ages of seven and fourteen and never have to send them to the course. And parents who are graduates can go further than that: They can attract the genius they desire. The child should also be given cases to do daily. These should be health cases to start with as these are the easiest to do. Later, you can give business, political, social, or personal problems as cases. The reason that health cases are the easiest for all of us to do is because human survival is our mind's number one priority. It is easiest to be clairvoyant when the problem is related to life and death. Similarly, the hardest projects are those that are irrelevant to survival, problems that nobody is worrying about - like will it rain three years from today. Every case should involve a meaningful problem of some sort. The mind does not want to waste time on situations that are not problems. The more a person is concerned or affected by a problem or the more a person is suffering or is life- threatened by a problem, the better the problem is for the child to work on at this stage. It would be inadvisable to refer now to psychic ability or clairvoyance. Children do not like to be different from their peers. They do not hear other children talk about psychic ability, the psi factor, or clairvoyance, so their motivation could be impaired. But all children enjoy guessing. Guessing is acceptable. So doing cases become guessing, and the child is measured in "guessing ability." When the child does a case and the child's first guess is correct, score 100. When the child is correct on the second guess, score eighty. If right on the third try, the score would be sixty; on the fourth try, a forty, and on the fifth try, a twenty. Figure out the average and keep a record. You will notice that the average will increase with practice. As the child's guessing factor improves, then start selecting more difficult projects. A project can be made more difficult by giving less information to the child about the case. For instance, don't give the child the name of the person involved. Instead just say, "What is worrying the person that I have a picture of in my mind?" Later you can say, "...the person I am thinking of?" When the child guesses wrong, never tell the child that he or she is wrong. You want to encourage successes. Note down their response and tell them to try again. Give them a multiple choice case and see if they can guess right on the second, third, or fourth guess. It is important that you remember this: When the child has eyes closed, never say that he or she is wrong. This lowers the child's self-esteem, expectancy, and other genius factors. When the child is right, get the child to go over the feeling that was associated with the correct guess. One business man, a Silva graduate who had been training his own ESP by practicing cases, thought his intuition had led him astray. He was a president of a large manufacturing plant. They needed another site. After considerable study, a site was approved by his comptroller, marketing director, and personnel director. But he said No. Each asked him why. "Gut feeling" was his only reply as he did not want to confess he used his Silva laboratory. Two months later, the state took over that land for highway straightening. He had saved his company a bundle. A large east coast university tested successful businessmen on a random number computer to see how their guessing ability compared with unsuccessful businessmen. The criterion for success was to have doubled the company profits in the past three years. The successful businessmen did twice as well. But they tired. The more they tired, the lower their scores. Then they changed the procedure. Instead of adding up the "hits" at the end, they told each participant wrong or right immediately. In this way, they began to recognize the feeling of being right and this reversed the trend. Instead of getting poorer they got better with practice. That is why it is good to have your child know when he or she is right and remember the feeling at that time. It reinforces rightness. Just because the executives in that university tired, do not go easy on your child. They were not going to alpha. The child is. It is energy expending effort at beta. Duck soup at alpha. Remember these points: 1. The child should be between seven and fourteen years of age. 2. Have the child explain what they have seen in full detail and color with eyes closed. 3. Practice for fifteen minutes a night for three consecutive nights when the moon is full. 4. Use only problem cases where people are suffering. 5. Never, never say "wrong" when the child's eyes are closed. 6. Work ten cases and average out the results to observe the child's development. 7. Reinforce the correct guesses by reviewing them. Also have the child recall the feeling associated with the success. 8. At first, use multiple choice problems where people are suffering. 9. Reward the child for doing well. 10. Sponsor competitive games between children to encourage their practice. Exercising the psi factor, which is the ability to guess correctly, is a priority activity. The second priority is to introduce the child to knowledge of the area of work chosen by you and your mate. Television programs about the profession or occupation chosen are fine. So are movies. When reading is involved, one of the parents should read out loud, showing the child any photos connected with the newspaper or magazine articles. This reading aloud should be done in a spontaneous manner rather than as a required duty. "Oh, look at this!" is better than "It's time to...." It would be ideal if teachers, appraised of the special program for your child, could implement that program with special projects. In Part II, where you create a genius starting before conception, we presume that such cooperation from educators is possible and we describe teacher/parent cooperation in some typical ways. However, that is over five years in the future. Hopefully by then, educators will be more aware of the importance of the right brain and will be more motivated to participate in the making of a genius. Nevertheless, you and your mate should have a talk with your child's teachers, one at a time, explaining the Silva System and its advantages, and outlining steps you are taking to exploit those advantages for your child - all with the purpose of lighting a fire under the teachers at best, or flushing out the skeptics at worst. Should the skeptics outnumber the others, you might want to investigate other nearby schools if the transfer privilege exists in your area. Our present educational system does not recognize the learning potential of a human being. In emerging countries, where children are required to pitch in and help parents even as toddlers, they show remarkable ability to carry out simple tasks in a day or two of observation. Reeds are gathered, piled, and bundled by a three year old. Goats are milked by a four year old. A two year old collects eggs in a hen house. In many European countries, pre-school children help in the markets, bagging merchandise and making change. Others offer trinkets to tourists or work in the fields. I was four years old when my father died in a terrorist act during the Mexican revolution. My mother re-married and moved to another city in Texas and I lived with my grandmother. I began wondering about life at that early age. I was now without both parents. My uncle Manuel lived with my grandmother. He worked in a nearby steam laundry and his pay was barely enough to sustain us. Two blocks away was another building occupied by a British smelting company. Uncle Manuel made me a shoe shine box. I began to make extra money for our household by shining shoes in front of the laundry and smelting company. It was fun. I enjoyed the people. I decided I could do more and I began selling newspapers. If I didn't shine somebody's shoes I sold them a newspaper. Uncle Manuel helped me prepare separate lists. On one were the names, addresses, and office numbers of those who wanted shoe shines and when. On the other, those who wanted daily newspapers. On a third, those who wanted both. These lists helped me be in the right place at the right time, giving my customers better service from me. Looking back, I consider this experience a lot better than knowledge or first grade. Looking back, I also see that I was using my left brain to keep records and supplies, and my right brain to come up with imaginative ideas to better serve my customers. I'm not saying I was a genius, but what I was doing was giving me a better real life education than a classroom. Soon I was earning a dollar a day, then two dollars a day. This was now more than Uncle Manuel was making in the laundry. Because the family was in such a financial struggle, it was decided that I would continue working rather than start school. I began a third activity: Grocery stores put out circulars on Sundays to advertise the next week's prices. They paid me to hand these out. One day I was imagining what the smelting company's offices looked like, who cleaned them. Did each person take care of their own? Just then the general manager stopped by for a shoe shine. I asked him, "Sir, would you like me to clean your office at the end of the day?" "How much do you want?" he asked. I had not done my homework. "Whatever you want to pay me," I replied. "I'll try you out for a week," he replied. I arrived that afternoon at closing time. He was getting ready to leave. "Sweep, dust, wash the windows, and oil the furniture," he brusquely ordered, and he left. I decided to also empty the pencil sharpeners, install paper in the toilet, and mop the floors. Then I took all the trash and placed it outside for the trash collectors. One day I found a five dollar bill on the floor. Another day I found a watch on the desk. I knew intuitively I was being tested and each time I put the item in a drawer and the next day I told the manager what I had found and where I had put them. I was not only hired on a regular basis by the manager but was given other offices to clean at so much per office. Now I was selling newspapers and shining shoes weekdays, distributing circulars on Sundays, and cleaning offices at night. What was I missing out on at school? One and one make two, while I was counting my profits for the day. C-A-T spells cat, while I was calling out the newspaper headline of the day. Coloring with crayons, while I was polishing furniture and shining shoes. I'm sure my six and seven year old education in the outside world can be topped by many other children forced by economic circumstances to educate themselves. The point is: Your genius-in-the-making should not be spared any opportunity that arises for exposure to expanded experiences, for investigating unknown places, for trying out new skills, and for imaginative new games, toys, and entertainment. My non-instructional education snow-balled. By twelve I was driving my uncle's Model T Ford and chauffeuring a wealthy lady around town to collect her rents. I was cutting lawns and doing odd jobs. I was driving 150 miles to San Antonio to buy merchandise at wholesale not available in Laredo and peddle it door-to-door. Soon I hired a crew of youngsters to work for part of the profits. I asked them what they were learning in school. It did not click with me because I saw no purpose in it. Was it plane geometry? English? History? Whatever. At any rate, the unschooled boy was the boss, and the school boys were his workers. Symbolic. I don't intend to demeanor the educational system. However, going to school and entering the classroom each day should involve, like life, a new adventure. Children have a natural curiosity about nature, people, the out-of-doors, business, manufacture, farming, and other life activities. Instead of exploiting this, the rote of learning suppresses it. Children are expected to learn about real life in an artificial environment. No tree, but a picture of a tree. No fish, just a picture of a fish. No survival problem, just a blackboard problem. What motivation can there possibly be each day being in the same classroom with the same people, the same scene out the window, the same smells. Traditional classroom teaching runs 180 degrees counter to the way the brain learns new things. The brain learns new things not by knowing about these new things but by directly experiencing new things. Students need to become the things they are studying. Your child should not leave school, but you need to add another dimension of education to the classroom education now being received. That dimension can be summed up as: Real life experiences. Your budding genius deserves more than the incredible boredom and drudgery of one room. School field trips provide occasional opportunities for "hands on" education, but they are far too infrequent. How about adding some home "field trips." Where? Well, perhaps out to where some new home is being built, or to where dad or mom works, or to the airport. Give it to your child as a case or problem so solve - what kind of a field trip would you benefit most from? Remind the child of the career that lies ahead. Perhaps there is a way to observe a person in that position doing the job, i.e., a genius who will be a doctor may benefit by touring a hospital. An investment counselor-to-be may enjoy watching the stock market in action or a local brokerage. A budding lawyer may enjoy being a courtroom spectator. It's all so simple once you remember that we all were born to be geniuses and we would continue to be geniuses if we did not mature. Our parents interfere with dismal evaluations of us. "Wet your bed once more and I'll rub your face in it. " "You're grounded!" "No television for one week." "I'm stopping your allowance." "You're a clumsy brat!" "Don't tell me that baloney." "Go to bed." This is all demeaning to a child. It gives the child feelings of guilt for not having done better or differently. It puts down the child. A genius needs to be put up. A genius thrives on recognition of accomplishment, of appreciation of ability and efforts, and reinforcement of special skills and expertise. Remember, earlier in this chapter I repeated several times that parents should never say "wrong" in a guessing game while the child has his or her eyes closed. Well, the same holds true for putting down the child, eyes closed or open. Boost the child's self-esteem rather than cloud it. That self-esteem is saying to the brain neurons, "You're tops." So the brain neurons behave "tops. it It would be disastrous to a genius-in-the making to provide input that decreases expectations of wondrous accomplishments. That high expectation is the backbone of a genius-to-be. You don't have to lie. Just don't comment on shortcomings, or use words that are less judgmental. There is always a way of avoiding the negative and emphasizing the positive.

Creating a Genius Child by Jose Silva You can begin creating your genius child even before conception. You and your mate, both having learned my ESP System, are both clairvoyant. You have discussed having a child, and you agree that this child you are planning to have shall be a genius. You now need to use your clairvoyant ability to look ahead 15 years to see what skill will help the world the most. If your child is a genius in mathematical skills, such skills may no longer be needed in the light of a computerized society. You need to use your clairvoyance to look ahead 15 years [remotely view into the future] and pinpoint critical professions. Why 15 years? Because your genius will be educated in special ways so that by the time he or she is 15, education will be accomplished to the doctorate level and your genius will be ready to enter the work force.

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Creating a Genius Child by Jose Silva You can begin creating your genius child even before conception. You and your mate, both having learned my ESP System, are both clairvoyant. You have discussed having a child, and you agree that this child you are planning to have shall be a genius. You now need to use your clairvoyant ability to look ahead 15 years to see what skill will help the world the most. If your child is a genius in mathematical skills, such skills may no longer be needed in the light of a computerized society. You need to use your clairvoyance to look ahead 15 years [remotely view into the future] and pinpoint critical professions. Why 15 years? Because your genius will be educated in special ways so that by the time he or she is 15, education will be accomplished to the doctorate level and your genius will be ready to enter the work force. Will this be a critical time in terms of world diplomacy? In world health? In business? Your genius will be in the right place at the right time with the right skills. You and your mate are in possession of the controls. Here is how to use them: You need to use these controls separately. You need to enter your center - the 10 cycles alpha level - at the same time but at a sufficient distance apart so that you do not influence each other's results. Papa and mama need to be separated from one another by a distance greater than 100 feet. This is so that the body's radiated energy fields are not in contact with one another physically. The two of you might very well come to the same conclusion about the kind of specialist that will be needed in 15 years. However, there are a number of critical jobs to do on earth at any one moment in time and these two clairvoyants might tap into different ones. They must then try again. This time they might ask for a number of priorities and see later where they overlap. Let's suppose that they both concluded that more medical doctors will be needed. Then papa and mama how know that they need to conceive a medical doctor. The next step is for papa and mama to enter the clairvoyant level [their center] together. Once at their center, they talk to each other about conceiving a medical doctor. They discuss the pros and cons. They converse about the area of expertise. Once they are in agreement, they both start working together, cooperating, in selecting the features that the child would have. Mama might suggest that she would like for her son or daughter to have blue eyes like her grandfather. Papa might describe what hair his son or daughter would have. This may seem to be irrelevant to the genius factor but it is quite relevant to the offspring factor. The parents-to-be will be programming both for a genius and for an infant that will be compatible, an infant that will fit into the family in every way. They should not try to select the sex of the child, but let the selection be done by higher intelligence. The intelligence that resides on the other side, where we came from and where we go back to when we die, controls the entire universe. It will make the selection, and keep the proper balance of males and females on the planet. It is said that basically humans, and some animals, satisfy their mating needs with only one partner. In times when only the males went to war and millions were killed, the majority of conceptions were males, to bring the population back into balance. The balance of males to females stays close to 50-50 in normal times. That means one male for one female. If we change this male to female balance, we get into trouble. So do not try to select the sex. Both parents should also be spending some related time daily imagining the genius offspring functioning as a successful, clairvoyant, mature adult. What is different about a clairvoyant physician or health care practitioner? Mentally picture that genius that is about to be conceived functioning in that way. • The clairvoyant doctor can diagnose at a distance without even talking to the patient and be more correct than most doctors are today. Furthermore, a clairvoyant doctor can heal at a distance, be more accurate in prescribing medication, and avoid the temptation of high professionals fees in deciding for or against surgery. • A clairvoyant physician who practices psychiatry can project into patient's dreams or hallucinations to analyze the problem. This physician can, from a distance, mentally regress the patient to find the root of the problem. These are mental images that both parents should be enjoying daily while relaxed, once they have selected the occupation and physical looks of their genius soon to be conceived. • If the occupation decided upon was diplomat or other positions of government leadership, mentally picture the clairvoyant diplomat or government in action. He or she is able to project into the future [remotely view the future] and detect what the needs of the people will be so that they can be ready when that need arrives. • Will your genius be a law enforcement officer? As a clairvoyant, he or she will be able to go back in time [remotely view the past] to know the details of a crime, to know how to identify and take into custody all criminals who are violating the Creator's work. • Will your genius be an engineer? Clairvoyant petroleum engineers and geologists can dowse for minerals and resources without the use of a divining rod. They can know how deep the oil or other minerals are plus their quantity and quality. Uri Geller, a psychic genius, left the entertainment stage and, in a few short years, made a fortune using his clairvoyant abilities in this way. • Will your genius be an industrialist? Then day dream bout him or her manufacturing the very products that will be in demand and doing so in an efficient, cost effective way. • The clairvoyant executive will be able to neutralize stress, maintain health, and select exactly the right people for the right jobs. Then decisions will be uncannily accurate. Financiers will multiply funds like magic and will put those funds back to work to improve conditions on the planet. • Clairvoyant farmers and ranchers are able to work with nature in intuitive ways that defy logical reasoning. Crops flourish, weather conditions are foreseen and prepared for, even artificial insemination has a higher percentage of takes making for a more economical venture. So, there is a period of time when you both, as parents- to-be of a genius, day dream about the future accomplishments of your clairvoyant offspring. We humans have a very big responsibility, not only to become geniuses ourselves, to become clairvoyants so that we can correct problems, and make better decisions and prevent problems. We must also teach our children. We need to become geniuses ourselves and we need to create other geniuses, if we are to be as our Creator intended us to be. So you must not only create genius in yourself, [which you are doing by learning the UltraMind ESP System], you must also create a genius in your forthcoming child, and you must also encourage your family, your neighbors, your business associates to also learn to use the right brain hemisphere, to develop their ESP, and to become geniuses. You need to set the world on fire with your genius. I want you to think of this before you go to bed, because the more excited you are at the prospect of creating a genius, the more quickly you are likely to conceive. Every cell in your body knows your thoughts and feelings. The woman's reproductive system responds. The male reproductive system responds. Both reproductive systems are honored to be given one of the Creator's top priorities - to make planet earth a better place to live. You are now both ready to consummate the sex act. The wife is now ready to conceive. When you think that the education of your genius child should begin? It should begin as soon as you know there is a pregnancy. Enter your level and talk to your unborn child. How to teach your children to use ESP You can use the following information, whether you are a Silva graduate or not, if you are starting to train your children at age seven. This information is essential in teaching children to become geniuses. 1. Explain to the child what visualization is, and how to practice visualization. 2. Explain to the child what imagination is and how to practice imagination. Visualization with the left brain is: The ability to mentally recall what something looks like after an impression has been made on the left brain hemisphere at 20 cycles per second beta, using the sense of sight and with eyes focused. Visualization with the right brain is: The ability to mentally picture a previous impression made on the right brain hemisphere at ten cycles per second brain frequency, through subjective communication. Imagination with the left brain is: The ability to alter what exists to obtain better results. Imagination with the right brain is the ability to create something for the first time, something that did not exist on our planet previously. The ideal age of the child to work with is between seven and fourteen, during the second seven-year anabolic life cycle. During this anabolic life cycle, the child gets a new set of teeth. The male's voice changes to a mature voice and the female begins her monthly rhythm. The mind of both males and females start functioning deductively. That means that they develop the ability to analyze problems and figure out solutions. The overall average predominant brain frequency of a child between ages seven and fourteen, when eyes are closed or defocused and rolled slightly upward, is between seven and fourteen cycles per second, centering on ten cycles per second. Procedure: Step No. 1. Practice visualization. Get the child to practice visualization by closing the eyes, rolling them slightly upwards in relation to their face, and recalling and describing in full detail and color, people, places, and things that they have seen. This should be done for fifteen minutes, once a week, preferably on Sunday. Get the child to explain what they have seen on television or at a movie. The child should explain the movie in full detail and color with eyes closed and turned slightly upward. They are not to explain the plot, but to describe what they saw, what it looked like, in full detail and color. On the last Sunday of each month (we will assume you are practicing on Sunday), tell the child to practice imagination. With the eyes closed and rolled upward slightly, the child should alter any images they have seen. For instance, if the child has seen someone with a green sweater, then mentally change that sweater to red, and create a mental picture of the same person wearing a red sweater. The child could imagine that person entering his or her home and coming out wearing a red sweater instead of a green one. This kind of practice - practicing visualization for fifteen minutes for the first three (or sometimes four) Sundays and practicing imagination on the last Sunday - should be continued for one year. Start when the child turns seven years of age and continue until they are eight. Then when the child is eight, practice every other Sunday until the child turns nine. After that, practice on one Sunday, then skip two Sundays. Continue this schedule until the child turns ten. After that, practice one Sunday, then skip three Sundays. Continue this until the child becomes eleven. Thereafter, practice once a month until the child becomes fourteen years of age. Case working When the child reaches eight years of age, by this time they have practiced visualization for one year. The parents, who have developed their own clairvoyant ability through the Silva training should then introduce the child to case working, as practiced in the Silva System and as outlined in this book. From the age of eleven to the age of fourteen, the child should practice case working as well as practicing visualization as outlined above. This is the natural way for children to develop their clairvoyant ability. Once they have developed this ability to communicate subjectively, they will receive many benefits: • They can communicate subjectively with their body and keep it healthy. • They can communicate subjectively with other people and avoid conflicts, and obtain information they can use to solve problems. • They can communicate subjectively with higher intelligence on the other side and get guidance and help to correct any problem. Do this for your child, and they will not need to take the Silva training. Remember, both graduate and non-graduate parents can train their own children between the ages of seven and fourteen and never have to send them to the course. And parents who are graduates can go further than that: They can attract the genius they desire. The child should also be given cases to do daily. These should be health cases to start with as these are the easiest to do. Later, you can give business, political, social, or personal problems as cases. The reason that health cases are the easiest for all of us to do is because human survival is our mind's number one priority. It is easiest to be clairvoyant when the problem is related to life and death. Similarly, the hardest projects are those that are irrelevant to survival, problems that nobody is worrying about - like will it rain three years from today. Every case should involve a meaningful problem of some sort. The mind does not want to waste time on situations that are not problems. The more a person is concerned or affected by a problem or the more a person is suffering or is life- threatened by a problem, the better the problem is for the child to work on at this stage. It would be inadvisable to refer now to psychic ability or clairvoyance. Children do not like to be different from their peers. They do not hear other children talk about psychic ability, the psi factor, or clairvoyance, so their motivation could be impaired. But all children enjoy guessing. Guessing is acceptable. So doing cases become guessing, and the child is measured in "guessing ability." When the child does a case and the child's first guess is correct, score 100. When the child is correct on the second guess, score eighty. If right on the third try, the score would be sixty; on the fourth try, a forty, and on the fifth try, a twenty. Figure out the average and keep a record. You will notice that the average will increase with practice. As the child's guessing factor improves, then start selecting more difficult projects. A project can be made more difficult by giving less information to the child about the case. For instance, don't give the child the name of the person involved. Instead just say, "What is worrying the person that I have a picture of in my mind?" Later you can say, "...the person I am thinking of?" When the child guesses wrong, never tell the child that he or she is wrong. You want to encourage successes. Note down their response and tell them to try again. Give them a multiple choice case and see if they can guess right on the second, third, or fourth guess. It is important that you remember this: When the child has eyes closed, never say that he or she is wrong. This lowers the child's self-esteem, expectancy, and other genius factors. When the child is right, get the child to go over the feeling that was associated with the correct guess. One business man, a Silva graduate who had been training his own ESP by practicing cases, thought his intuition had led him astray. He was a president of a large manufacturing plant. They needed another site. After considerable study, a site was approved by his comptroller, marketing director, and personnel director. But he said No. Each asked him why. "Gut feeling" was his only reply as he did not want to confess he used his Silva laboratory. Two months later, the state took over that land for highway straightening. He had saved his company a bundle. A large east coast university tested successful businessmen on a random number computer to see how their guessing ability compared with unsuccessful businessmen. The criterion for success was to have doubled the company profits in the past three years. The successful businessmen did twice as well. But they tired. The more they tired, the lower their scores. Then they changed the procedure. Instead of adding up the "hits" at the end, they told each participant wrong or right immediately. In this way, they began to recognize the feeling of being right and this reversed the trend. Instead of getting poorer they got better with practice. That is why it is good to have your child know when he or she is right and remember the feeling at that time. It reinforces rightness. Just because the executives in that university tired, do not go easy on your child. They were not going to alpha. The child is. It is energy expending effort at beta. Duck soup at alpha. Remember these points: 1. The child should be between seven and fourteen years of age. 2. Have the child explain what they have seen in full detail and color with eyes closed. 3. Practice for fifteen minutes a night for three consecutive nights when the moon is full. 4. Use only problem cases where people are suffering. 5. Never, never say "wrong" when the child's eyes are closed. 6. Work ten cases and average out the results to observe the child's development. 7. Reinforce the correct guesses by reviewing them. Also have the child recall the feeling associated with the success. 8. At first, use multiple choice problems where people are suffering. 9. Reward the child for doing well. 10. Sponsor competitive games between children to encourage their practice. Exercising the psi factor, which is the ability to guess correctly, is a priority activity. The second priority is to introduce the child to knowledge of the area of work chosen by you and your mate. Television programs about the profession or occupation chosen are fine. So are movies. When reading is involved, one of the parents should read out loud, showing the child any photos connected with the newspaper or magazine articles. This reading aloud should be done in a spontaneous manner rather than as a required duty. "Oh, look at this!" is better than "It's time to...." It would be ideal if teachers, appraised of the special program for your child, could implement that program with special projects. In Part II, where you create a genius starting before conception, we presume that such cooperation from educators is possible and we describe teacher/parent cooperation in some typical ways. However, that is over five years in the future. Hopefully by then, educators will be more aware of the importance of the right brain and will be more motivated to participate in the making of a genius. Nevertheless, you and your mate should have a talk with your child's teachers, one at a time, explaining the Silva System and its advantages, and outlining steps you are taking to exploit those advantages for your child - all with the purpose of lighting a fire under the teachers at best, or flushing out the skeptics at worst. Should the skeptics outnumber the others, you might want to investigate other nearby schools if the transfer privilege exists in your area. Our present educational system does not recognize the learning potential of a human being. In emerging countries, where children are required to pitch in and help parents even as toddlers, they show remarkable ability to carry out simple tasks in a day or two of observation. Reeds are gathered, piled, and bundled by a three year old. Goats are milked by a four year old. A two year old collects eggs in a hen house. In many European countries, pre-school children help in the markets, bagging merchandise and making change. Others offer trinkets to tourists or work in the fields. I was four years old when my father died in a terrorist act during the Mexican revolution. My mother re-married and moved to another city in Texas and I lived with my grandmother. I began wondering about life at that early age. I was now without both parents. My uncle Manuel lived with my grandmother. He worked in a nearby steam laundry and his pay was barely enough to sustain us. Two blocks away was another building occupied by a British smelting company. Uncle Manuel made me a shoe shine box. I began to make extra money for our household by shining shoes in front of the laundry and smelting company. It was fun. I enjoyed the people. I decided I could do more and I began selling newspapers. If I didn't shine somebody's shoes I sold them a newspaper. Uncle Manuel helped me prepare separate lists. On one were the names, addresses, and office numbers of those who wanted shoe shines and when. On the other, those who wanted daily newspapers. On a third, those who wanted both. These lists helped me be in the right place at the right time, giving my customers better service from me. Looking back, I consider this experience a lot better than knowledge or first grade. Looking back, I also see that I was using my left brain to keep records and supplies, and my right brain to come up with imaginative ideas to better serve my customers. I'm not saying I was a genius, but what I was doing was giving me a better real life education than a classroom. Soon I was earning a dollar a day, then two dollars a day. This was now more than Uncle Manuel was making in the laundry. Because the family was in such a financial struggle, it was decided that I would continue working rather than start school. I began a third activity: Grocery stores put out circulars on Sundays to advertise the next week's prices. They paid me to hand these out. One day I was imagining what the smelting company's offices looked like, who cleaned them. Did each person take care of their own? Just then the general manager stopped by for a shoe shine. I asked him, "Sir, would you like me to clean your office at the end of the day?" "How much do you want?" he asked. I had not done my homework. "Whatever you want to pay me," I replied. "I'll try you out for a week," he replied. I arrived that afternoon at closing time. He was getting ready to leave. "Sweep, dust, wash the windows, and oil the furniture," he brusquely ordered, and he left. I decided to also empty the pencil sharpeners, install paper in the toilet, and mop the floors. Then I took all the trash and placed it outside for the trash collectors. One day I found a five dollar bill on the floor. Another day I found a watch on the desk. I knew intuitively I was being tested and each time I put the item in a drawer and the next day I told the manager what I had found and where I had put them. I was not only hired on a regular basis by the manager but was given other offices to clean at so much per office. Now I was selling newspapers and shining shoes weekdays, distributing circulars on Sundays, and cleaning offices at night. What was I missing out on at school? One and one make two, while I was counting my profits for the day. C-A-T spells cat, while I was calling out the newspaper headline of the day. Coloring with crayons, while I was polishing furniture and shining shoes. I'm sure my six and seven year old education in the outside world can be topped by many other children forced by economic circumstances to educate themselves. The point is: Your genius-in-the-making should not be spared any opportunity that arises for exposure to expanded experiences, for investigating unknown places, for trying out new skills, and for imaginative new games, toys, and entertainment. My non-instructional education snow-balled. By twelve I was driving my uncle's Model T Ford and chauffeuring a wealthy lady around town to collect her rents. I was cutting lawns and doing odd jobs. I was driving 150 miles to San Antonio to buy merchandise at wholesale not available in Laredo and peddle it door-to-door. Soon I hired a crew of youngsters to work for part of the profits. I asked them what they were learning in school. It did not click with me because I saw no purpose in it. Was it plane geometry? English? History? Whatever. At any rate, the unschooled boy was the boss, and the school boys were his workers. Symbolic. I don't intend to demeanor the educational system. However, going to school and entering the classroom each day should involve, like life, a new adventure. Children have a natural curiosity about nature, people, the out-of-doors, business, manufacture, farming, and other life activities. Instead of exploiting this, the rote of learning suppresses it. Children are expected to learn about real life in an artificial environment. No tree, but a picture of a tree. No fish, just a picture of a fish. No survival problem, just a blackboard problem. What motivation can there possibly be each day being in the same classroom with the same people, the same scene out the window, the same smells. Traditional classroom teaching runs 180 degrees counter to the way the brain learns new things. The brain learns new things not by knowing about these new things but by directly experiencing new things. Students need to become the things they are studying. Your child should not leave school, but you need to add another dimension of education to the classroom education now being received. That dimension can be summed up as: Real life experiences. Your budding genius deserves more than the incredible boredom and drudgery of one room. School field trips provide occasional opportunities for "hands on" education, but they are far too infrequent. How about adding some home "field trips." Where? Well, perhaps out to where some new home is being built, or to where dad or mom works, or to the airport. Give it to your child as a case or problem so solve - what kind of a field trip would you benefit most from? Remind the child of the career that lies ahead. Perhaps there is a way to observe a person in that position doing the job, i.e., a genius who will be a doctor may benefit by touring a hospital. An investment counselor-to-be may enjoy watching the stock market in action or a local brokerage. A budding lawyer may enjoy being a courtroom spectator. It's all so simple once you remember that we all were born to be geniuses and we would continue to be geniuses if we did not mature. Our parents interfere with dismal evaluations of us. "Wet your bed once more and I'll rub your face in it. " "You're grounded!" "No television for one week." "I'm stopping your allowance." "You're a clumsy brat!" "Don't tell me that baloney." "Go to bed." This is all demeaning to a child. It gives the child feelings of guilt for not having done better or differently. It puts down the child. A genius needs to be put up. A genius thrives on recognition of accomplishment, of appreciation of ability and efforts, and reinforcement of special skills and expertise. Remember, earlier in this chapter I repeated several times that parents should never say "wrong" in a guessing game while the child has his or her eyes closed. Well, the same holds true for putting down the child, eyes closed or open. Boost the child's self-esteem rather than cloud it. That self-esteem is saying to the brain neurons, "You're tops." So the brain neurons behave "tops. it It would be disastrous to a genius-in-the making to provide input that decreases expectations of wondrous accomplishments. That high expectation is the backbone of a genius-to-be. You don't have to lie. Just don't comment on shortcomings, or use words that are less judgmental. There is always a way of avoiding the negative and emphasizing the positive.

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