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cognition and abandoned Process X while it still gave high TA and went off
running one of Auditor B's own manufacture, which nearly spun Preclear C.
Auditor B's IQ on examination turned out to be about 75. Instructor A was
found to have huge ideas of how you must never invalidate anyone, even a
lunatic. The Case Supervisor was found to be "too busy with admin to have
any time for actual cases".
All right, there's an all too typical example. The Instructor should
have done Seven, Eight, Nine and Ten. This would have begun this way.
Auditor B: "That process X didn't work." Instructor A: "What exactly did
you do wrong?" Instant attack. "Where's your auditor's report for the
session? Good. Look here, you were getting a lot of TA when you stopped
Process X. What did you do?" Then the pc wouldn't have come close to a spin
and all four of these would have retained certainty.
In a year, I had four instances in one small group where the correct
process recommended was reported not to have worked. But on review found
that each one had (a) increased the TA, (b) had been abandoned, and (c) had
been falsely reported as unworkable. Also, despite this abuse, in each of
these four cases the recommended, correct process cracked the case. Yet
they were reported as not having worked!
Similar examples exist in instruction and these are all the more deadly
as every time instruction in correct technology is flubbed, then the
resulting error, uncorrected in the auditor, is perpetuated on every pc
that auditor audits thereafter. So Seven, Eight, Nine and Ten are even more
important in a course than in supervision of cases.
Here's an example: A rave recommendation is given a graduating student
"because he gets more TA on pcs than any other student on the course!"
Figures of 435 TA divisions a session are reported. "Of course his model
session is poor but it's just a knack he has" is also included in the
recommendation. A careful review is undertaken because nobody at levels 0
to IV is going to get that much TA on pcs. It is found that this student
was never taught to read an E-Meter TA dial! And no instructor observed his
handling of a meter and it was not discovered that he "overcompensated"
nervously, swinging the TA 2 or 3 divisions beyond where it needed to go to
place the needle at "set". So everyone was about to throw away standard
processes and model session because this one student "got such remarkable
TA". They only read the reports and listened to the brags and never looked
at this student. The pcs in actual fact were making slightly less than
average gain, impeded by a rough model session and misworded processes.
Thus, what was making the pcs win (actual Scientology) was hidden under a
lot of departures and errors.
I recall one student who was squirreling on an Academy course and
running a lot of off-beat whole track on other students after course hours.
The academy students were in a state of electrification on all these new
experiences and weren't quickly brought under control and the student
himself never was given the works on Seven, Eight, Nine and Ten so they
stuck. Subsequently, this student prevented another squirrel from being
straightened out and his wife died of cancer resulting from physical abuse.
A hard, tough instructor at that moment could have salvaged two squirrels
and saved the life of a girl. But no, students had a right to do whatever
they pleased.
Squirreling (going off into weird practices or altering Scientology)
only comes about from non-comprehension. Usually the non-comprehension is
not of Scientology but some earlier contact with an off-beat humanoid
practice which in its turn was not understood.
When people can't get results from what they think is standard practice,
they can be counted upon to squirrel to some degree. The most trouble in
the past two years came from orgs where an executive in each could not
assimilate straight Scientology. Under instruction in Scientology they were
unable to define terms or demonstrate examples of principles. And the orgs
where they were got into plenty of trouble. And worse, it could not be
straightened out easily because neither one of these people could or would
duplicate instructions. Hence, a debacle resulted in two places, directly
traced to failures of instruction earlier. So proper instruction is vital.
The D of T and his Instructors and all Scientology Instructors must be
merciless in getting Four, Seven, Eight, Nine and Ten into effective
action. That one student, dumb and impossible though he may seem and of no
use to anyone, may yet some day be the cause of untold upset because nobody
was interested enough to make sure Scientology got home to him.
With what we know now, there is no student we enrol who cannot be
properly trained. As an instructor, one should be very alert to slow
progress and should turn the