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Our Beginnings

It all began in 1954 when a young boy’s mother, Teiko º¬Ðß²Ý, found a maths test in her son’s pocket. That boy’s name was Takeshi º¬Ðß²Ý, and he was in his second year of elementary school. Seeing that his test results were not as good as they usually were, his mother consulted her husband about what to do. Her husband was Toru º¬Ðß²Ý, a high school maths teacher at the time. To address his wife’s concern, Toru then began making maths worksheets for his son, Takeshi.

Toru º¬Ðß²Ý believed that the work of an educator is to foster a mindset for self-learning in children. So he went through much trial and error when creating learning materials for his son so Takeshi would be able to work comfortably with the materials each day and to steadily develop his skills. Based on his experience as a high school teacher, Toru º¬Ðß²Ý knew that many senior high school students had problems with their maths studies because of insufficient calculation skills. Therefore, he focused on developing Takeshi’s calculation skills, and created materials that made it possible for his son to learn independently. This was because, through his own educational experiences, Toru º¬Ðß²Ý knew that students could only gain genuine academic ability by making progress on their own.

Toru º¬Ðß²Ý wrote out calculation problems on loose-leaf paper for Takeshi, and the materials that he created from 1955 became the prototype for today’s º¬Ðß²Ý worksheets. Takeshi quickly developed his ability through studying the materials created by his father for half an hour every day. As a result, he was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. Following his success with Takeshi, Toru º¬Ðß²Ý invited some children from the neighbourhood to come and study at his home, and instructed them in a similar way to how he had instructed Takeshi. As a result, all of them greatly improved their academic ability. Seeing this, Toru º¬Ðß²Ý wished to develop the potential of as many children as possible with his learning method. In 1958, therefore, he decided to establish an office in Osaka and open more Maths Centres. From that year the number of º¬Ðß²Ý students began to increase steadily. With reaching high school level material through self-learning as the goal, Toru º¬Ð߲ݒs aim was to develop the ability of students to the maximum by enabling them to study at a level appropriate for each individual.

Children have an inherent potential to grow. Through their practice of reading, writing, and calculation, students develop the confidence to learn on their own. We at º¬Ðß²Ý consider education to be the nurturing of children’s ability to achieve self-fulfilment in the future and realise their dreams and goals. Born out of a father’s love for his son, º¬Ðß²Ý is not restricted by the barriers of language, culture or history. As more people hear about the benefits of the º¬Ðß²Ý Method, it continues to reach greater numbers of students throughout the world.