The objective of this paper is to examine the consequences of Totsuka's practice. In the '80s, a terrific teacher developed his original version of Japanese LOGO by himself and tried it in a small elementary school in a rural area as “Totsuka's Practice”. He used LOGO programming as a tool for the empowerment of children's scientific research and help with mathematical understandings. We have conducted a longitudinal cohort study over 30 years of Totsuka's practice. The longitudinal cohort study suggested that 91 people out of 250 who were taught by Totsuka showed a different attitude toward university enrollment and advanced professions of their work from the average person. Further, an interview study of two people suggested that they did not care about making mistakes because there were many routes to reach a goal, and they enjoyed construction using scientific thinking and programming as a tool. It suggested that Totsuka's practice is still living in their minds, and computers might work as an amplifier for empowering themselves tacitly.