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NOT HCO POLICY LETTER
CORRECT COLOUR FLASH
RED ON WHITE
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 11 OCTOBER 1967
Re mime o
CLAY TABLE TRAINING
PURPOSE:
1. To make the materials being studied real to the student by making
him DEMONSTRATE them in clay.
2. To give a proper balance of mass and significance.
3. To teach the student to apply.
The student is given a word or auditing action or situation to
demonstrate. He then does this in clay, labeling each part. The clay SHOWS
the thing. It is not just a blob of clay with a label on it. Use small
strips of paper for labels. The whole demonstration then has a label of
what it is.
On the checkout, the student removes the overall label. The student must
be silent. The examiner must not ask any questions.
The examiner just looks and figures out what it is. He then tells the
student who then shows the examiner the label. If the examiner did not see
what it was, it is a Hunk.
Clay table must not be reduced to significance by the student explaining
or answering questions. Nor is it reduced to significance by long-winded
labels of individual parts. The clay shows it, not the label.
The clay demonstrates it. The student must learn the difference between
mass and significance.
For example, the student has to demonstrate a pencil. He makes a thin
roll of clay which is surrounded by another layer of clay-the thin roll
sticking slightly out of one end. On the other end goes a small cylinder of
clay. The roll is labeled "lead". The outer layer is labeled "wood". The
small cylinder is labeled "rubber". Then a label is made for the whole
thing: "pencil". On checkout, the student removes "pencil" before the
examiner can see it. If the examiner can look at it and say, "It's a
pencil," the student passes.
It might also be noted that checkouts on bulletins must also ask for
demonstrations. Use paper-clips, rubber bands, etc. The examiner should ask
questions that require an ability to apply. Give the student a situation
and have him tell you how he would handle it.
Questions about what is rule "a" do not detect the glib student. Long-
winded explanations on clay table put it back into significance, prevent
the student from learning to apply, and prevent the student from getting
the proper balance of mass, and do not blow confusion.
All checkouts must keep in mind that the purpose is application, not
just getting a checksheet complete.
If clay table training is not brightening that student up, then the
above is NOT being done. Someone is in such a rush that real learning is
being put aside for the sake of speed.
This student has to audit with his materials. Don't let him fall flat by
lousy checkouts and lousy demonstrations. A well done clay demo, which
actually does demonstrate, will produce a marvellous change in that
student. And he will retain the data.
L. RON HUBBARD
Founder
LRH:jp.rd
Copyright� 1967
by L. Ron Hubbard
ALL RIGHTS RESERVED