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GLUE EAR: THE DISCOVERY AND THE EXPERIMENT

Posted: April 7th, 2009 | Author: admin | Filed under: Allergies | Tags: | No Comments »

My introduction to the link between food, mood and learning came by way of treating kids for colds, ‘flu and allergies. Time and again parents would remark to me that in addition to their colds and allergies clearing up their child was more sociable and was getting better marks in exams. This was supported by reports from teachers that the child was trying harder and had a better attitude to work. At first I explained this as the result of less time off school and less physical discomfort giving rise to less distraction. But still time and again parents would insist the changes were so profound there had to be more to it. In time I decided to find out for myself and advertised for parents to volunteer their children for an experiment to determine the link between food, mood and learning. Fifteen children took part in the experiment, the full details of which will appear in a future book.

To summarise, all the children were slow learning under-achievers. Some of them were, to varying degrees antisocial. Some had definitive glue ear, some had suspected low-grade glue ear, some didn’t appear to have any glue ear. All of the children commenced their treatment regime by remaining on their normal everyday diet with the addition of Formula Six multi-vitamin and mineral supplement. As the following case histories indicate some were able to overcome their problems by the addition of Formula Six to their program and some had to embark on the full Anti-Candida/ Anti-Allergy regime to get a desirable result.

Space unfortunately precludes a detailed explanation of each child though the following notes will give you some idea of how successful the programs and Formula Six were.

Each child was subjected to before and after aptitude and intelligence tests by two independent educational psychologists one tested language, writing skills and English comprehension, the other tested mathematics. Their progress was monitored by their parents and schoolteachers on a day-to-day basis, and by me once a month. Both psychologists submitted written reports on their findings.

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