ree chool  EIMEIJUKU


Quick Facts about  Free School EIMEIJUKU

           Founded in 1975 by Masahisa Kawai in Tokyo, Japan.

Statement of Purpose 

              Children/youth who suffer from social withdrawal, who refuse to go to school, who have difficulty creating/maintaining healthy relationships with others, at-risk-youth, and children/youth with mental/developmental disability are starting to lose their goals and will to live their lives positively. Also, there are a lot of cases that children/youth bear big scar in their heart from abuse and/or apparent disinterest in children by their parents, some children even lose their emotions. Nonetheless, schools and special education classes are isolated from one another, not being able to work as a team to support children effectively. Present system of school education is in the situation where they cannot recover from the deterioration of the environment.

              With that, Free School EIMEIJUKU started to see the needs of the education in long-term perspective for children that can help children accomplish their dreams on their own, think and plan on their own. With the harmonious coexistence and (learn together and developed together) as basic principles, we’d like to support children to respect each individual, help grow more with their strength, and turn weakness into a virtue.

              Free School EIMEIJUKU believes that “Normalization”, that does not distinguish people with able body and people with disability and/or who suffer social withdrawal, and children/youth refuse to go to school, is vital for the next generation who play a central role in the 21st century. Moreover, we consider it is necessary to actively operate enlightenment activity of “Normalization”, and inter-cultural activities cooperating with volunteer organizations and educational organizations in Japan and overseas.


To aim the programs/activities to be implemented effectively and broadly in general by “ continuously implement healing/therapeutic activity/counseling through volunteer programs, experiential activities in nature and environmental protection activities”, and, “to provide environment for children to able to have an opportunity to take initiative on things and opportunity to be independent”.

Populations Served

        Student who refuses to attend school

        Student dropped out of school

        Student who takes correspondence course

        Student who goes to evening high school

        Children/youth who suffer from social withdrawal and having difficulty in creating/maintaining relationship with others.

        Children/youth who tends to commit suicide.

        Children/youth with no desire to do anything.

        Children/youth with developmental disability (LD, ADHD, ASD)

        Children/youth with physical disability (blind, hearing impairment)

        Children/youth with mental disability (DD, Eating Disorder, Schizophrenia, Anxiety Disorder, Borderline Disorder, Sleeping Disorder)

        Children/youth who were neglected by family.


Free School EIMEIJUKU  will carry out following programs to pursue its goals:

1.      Research and study on “normalization” education based on inclusion of people with disability and people with able body.

2.      Volunteer programs such as “Tamago Patrol”*¹, programs for disaster aid, etc.

3.      Counseling for children/youth by telephone, FAX, and emails, and therapeutic/healing programs.

4.      Experiential activities in nature/environmental protection activity programs *² for children/youth who are suffering social withdrawal and having difficulty in creating/maintaining relationship with others.

5.      Providing Free School/Free Space for students who refuse to attend school; dropped out of school; takes correspondence courses; goes to evening high school. Also, this program is for children/youth with disability (e.g. LD, ADHD).

6.      Marketing project on “Normalization” education.

7.      Study abroad (higher education in Japan)/home stay programs for students who refuse to attend school and for people with disability.

8.      IT-related programs: learn how-to on PC, Internet, e-mail, create homepage, and digital video editing; training instructors; support programs for vulnerable.

Schools are starting (gradually, but surely) to accredit these programs for replacement of “integrated study” credits. We will put our greater effort to help students to be able to earn credits through these programs.

*¹ see Appendix A for further details.

*² see Appendix B for further details.


オートシェイプ: JENOC HP:
Free School Eimei HP:

Masahisa Kawai


Appendix A

[Tamago Patrol] * not in operation since April, 2004

              Currently, about 5,000 people live on the street in Shinjuku, Tokyo area. Mostly men age around 50th, but number of female and children are gradually increasing. People with mental/physical disability are not counted few.

              Wanting to talk with people who live on the street individually is the start of “Tamago(=egg) Patrol”. We hand out eggs and/or beverages one-by-one to people who are homeless. It started in October, 1994.

“I brought a boiled egg, would you like to have one?”


We start our conversation with this question. We talk about their health condition, jobs, and other things. If one is catching a cold, we hand medicine. One time, there was the occasion when we had to call 911 for the person who was seriously ill. We cannot do much because the team members are fairly young, but what we focus on the most is to communicate with people who are homeless. We want to face the reality together with them, and we want to create the relationship as a human-being, not just the relationship of giving/receiving food constantly.

Appendix B

[Experiential activities in nature/environmental protection activity programs]

Objective:  To regain willingness to live, find reason to live, harmonize with nature, have deep feeling for others, find love and friendships to enhance five senses and sensibility of children/youth through experiences in nature.

To help children/youth who suffer social withdrawal to able to go outside and have the opportunity to get involved in the community.

1.      Aquatic Environment: children/youth often open their minds in the environment where there is water. Especially in the warm water, children/youth often feel relieved because it gives a feeling of being in the womb of their mother, and feel selfless love.

2.      Include the learning opportunity of environment protection issues: learning the natural environment by actually touching the nature, and by harmonizing with nature, participants will be able to…

a)      acknowledge one’s self and environment in the nature

b)      love one’s self and nature

c)      cultivate the feeling of willingness to cherish nature and to care people around them

Participants will learn and feel the importance of harmonizing and protecting the environment with their five senses.

3.      Lessen one’s pain: it is expected that participants’ exhausted heart to receive healing effect through experiences in nature. However, proper care and follow-ups are necessary in order for participants to acknowledge that they have a support from therapist, counselor and/or people around them.

4.      Living together with others for short period of time [more than 7 days]: it is effective for children/youth who suffer from misanthropy/have difficulty creating and/or maintaining relationship with others to live together for more than 7 days to regain their social skills. However, to make the best out of this experience, it is preferable to omit various restraints as much as possible, and for specialists who can provide proper care to be accompanied.

5.      The difference of effects from program held in Japan to program held in overseas: participants can benefit more from Eco-camp when the camp is held in area where there are not many people around. Because participants often suffer from anthrophobia, timing and location are important factors for participants to cope with the new environment. In overseas, participants tends to be free and to be themselves more than when they are in Japan. However, follow-up plays an important role both in domestic/overseas programs. It is important for participants that someone from his/her community to participate together in the program to be able to support him/her when they return home from the program (especially when s/he is from rural area of Japan).

English Translation by MIE