1957_59 The Technical Bulletins of Dianetics and Scientology by L.
Ron Hubbard FOUNDER OF DIANETICS AND SCIENTOLOGY Volume III 1957- 1959 _____________________________________________________________________ I will not always be here on guard.
1957_59
The
Technical Bulletins
of
Dianetics and Scientology
by
L. Ron Hubbard
FOUNDER OF DIANETICS AND SCIENTOLOGY
Volume III
1957- 1959
_____________________________________________________________________
I will not always be here on guard. The stars twinkle in the Milky Way And the wind sighs for songs
Across the empty fields of a planet A Galaxy away.
You wonТt always be here. But before you go, Whisper this to your sons
And their sons Ч УThe work was free.
Keep it so. У
L. RON HUBBARD
L. Ron Hubbard
Founder of Dianetics and Scientology
EDITORSТ NOTE
УA chronological study of materials is necessary for the complete training of a truly top grade expert in these lines. He can see how the subject progressed and so is able to see which are the highest levels of development. Not the least advantage in this is the defining of words and terms for each, when originally used, was defined, in most cases, with considerable exactitude, and one is not left with any misunderstoods.Ф
ЧL. Ron Hubbard The first eight volumes of the Technical Bulletins of Dianetics and Scientology
contain, exclusively, issues written by L. Ron Hubbard, thus providing a chronological time track of the development of Dianetics and Scientology. Volume IX, The Auditing Series, and Volume X, The Case Supervisor Series, contain Board Technical Bulletins that are part of the series. They are LRH data even though compiled or written by another.
So that the time track of the subject may be studied in its entirety, all HCO Bs have been included, excluding only those upper level materials which will be found on courses to which they apply. If an issue has been revised, replaced, or cancelled, this has been indicated in the upper right- hand corner along with the page number of the issue which should be referred to.
The points at which Ron gave tape recorded lectures have been indicated as they occurred. Where they were given as part of an event or course, information is given on that event or course on the page in the chronological volumes which corresponds to the date. The symbol У**Ф preceding a tape title means that copies are available from both Publications Organizations. A tape preceded by У*Ф means that it will soon be available. No asterisk (*) means that neither Publications Organization nor Flag has a master copy of that lecture. If you have, or know anyone who has, copies of these tapes, please contact the Flag Audio Chief, P. O. Box 23751, Tampa, Florida, 33623, U. S. A. The number in the tape title is a code for the date; example: 5505C07Ч 55 = year, 1955; 05 = month, May; C = copy; 07 = day, 7th; 7 May 1955. The abbreviation tells what group the tape is a part of. For an explanation of the abbreviations see Volume X, page 539.
At the back of this volume is a Subject Index covering only the material in this volume. Use the index to locate the LRH source material in context, donТt just get data from the index. This index has been combined with indexes from other volumes to form the Cumulative Index which is in Volume X, starting on page 287.
i
TECHNICAL BULLETINS 1957 - 1959
CONTENTS
1957
Jan The Code of a Scientologist (PAB 103) 2
Jan 16th American Advanced Clinical Course Lectures( 2 JanЧ 11 Feb) 3
15 Jan Dissemination (PAB 104) OEC Vol 6Ч 457
Feb The Story of a Static (PAB 105) 4
6 Feb Procedure CCH (HCO Training Bulletin) 5
15 Feb Good Processes (PAB 106) 9
25 Feb 17th American Advanced Clinical Course Lectures (18 FebЧ 31 Mar) 13
Mar Specific for Terror Stomach (PAB 107) 14
8 Mar Goal of Indoctrination Course 16
15 Mar Learning Rate (Part 1) (PAB 108) 17
Apr Learning Rate (Part 2) (PAB 109) 20
8 Apr Group Auditing 23
9 Apr List of УPurposesФ 25
10 Apr HPA/ HCA Course Curriculum 26
12 Apr London Congress on Nuclear Radiation and Health Lectures
(12 AprЧ 15 Apr) 27
15 Apr Education (PAB 110) 28
ca Apr TodayТs Riches in Scientology (Ability 45) 32
May Eyesight and Glasses (PAB 111) 36
3 May TrainingЧ What It Is TodayЧ How We Tell People About It 40
3 May Ministerial Qualifications (FC PL) see OEC Vol 5Ч 281
15 May The Rights of the Field Auditor (PAB 112) 41
17 May Definitions (HCO Training Bulletin) 42
15 May Hubbard Certified Auditor Course Lectures (15 MayЧ 30 May) 42
20 May Interim Process (HCO Training Bulletin) 43
ca May The Radiation Picture and Scientology (Ability 47) 44
May All About Radiation 49
24 May Stable Data for Instructors 50
June Rights of the Directors of Training and Processing, Staff Auditors, and Instructors Regarding Preclears and Students (HCO Info Bull) 51
3 June Explanation of Aberrative Character of Radiation 52
3 June Auditing a 10- Year Old Child 53
ca June The Hubbard Certified Auditor Course (Ability 48) 54
8 June The Teaching of the 18th ACC 58
ii
1957 (cont.)
10 June What to Tell New HGC Auditors to Process on Preclears (HGC Processing Bulletin) 60
11 June Training and CCH Processes (reissued 12 May 1972) 61
13 June Student Intensives and Co- Auditing Processes 75
15 June Group Processing (PAB 114) see footnoteЧ 24
16 June PeopleТs Questions seeЧ 75
18 June PeopleТs Questions 75
ca June What About Validation? (Ability 49) 76
July The Rehabilitation of Abilities (PAB 115) 79
July Addition to the AuditorТs Code 82
ca July Levels of Skill (Ability 50) 83
4 July Freedom Congress Lectures (4 July 7 July) 86
15 July Solids and Chronic Somatics (PAB 116) 87
15 July 8- C on Students (HCO Training Bulletin) 90
15 July 18th American Advanced Clinical Course Lectures (8 JulyЧ 16 Aug) 90
17 July Changes in Training Drills (HCO Training Bulletin) 91
ca July The Adventure of Communication (Ability 51 ) 92
29 July Withholds and Communication 93
31 July More Workable Commands for Testing 95
Aug Confronting Present Time (PAB 117) 96
10 Aug CCH 18 (ACC Bulletin) 99
ca Aug Confronting (Ability 52) 100
15 Aug Ministerial Qualifications (FC PL) see OEC Vol 5Ч 281
15 Aug Validation Committee (PAB 118) 102
ca Aug Communication (Ability 53) 104
29 Aug Government Project Stable Data 106
Sept The Big Auditing Problem (PAB 119) 107
2 Sept When a Verbal Direction Is Given 111
3 Sept HCA/ HPA Course Processes (HCO Training Bulletin) 111
4 Sept Stable Data for Instructors (HCO Training Bulletin) 112
5 Sept All Preclears Are Expected to (HASI PL) OEC Vol 4Ч 498
ca Sept More Confronting (Ability 54) 113
9 Sept Processes to Be Run on HGC Preclears from This Date 117
15 Sept Control Trio (PAB 120) 119
24 Sept Curriculum of CCH (HCO Training Bulletin) 121
Oct Rudiments and Goals (PAB 121) 122
ca Oct The Eighteenth ACC (Ability 56) 126
15 Oct The Five Levels of Indoctrination and Procedure CCH (PAB 122) 128
29 Oct A Basic Chart of Process Types 131
ca Oct Escape (Ability 57) 133
iii
1957 (cont.)
Nov The Reality Scale (PAB 123) 136
2 Nov Intensive Processes for Use in Operation Clear and Operation
Staff Clear (HCO Training Bulletin) see Vol VIII-- 393
13 Nov Project Clear Check Sheet 143
ca Nov We Are the Free People (Ability 58) 145
15 Nov Communication and Is- ness (PAB 124) 146
Dec The Parts of Man (PAB 125) 149
ca Dec Scientology: The Philosophy of a New Age (Ability 60) 153
3 Dec Clear ProcedureЧ Definitions, Goals 155
4 Dec Clear Procedure ContinuedЧ Step One: Participation in Session
by the Pc 157
7 Dec HGC Procedure 162
15 Dec Problems: Handling and Running (PAB 126) 164
16 Dec Present Time Problem 168
18 Dec Psychosis, Neurosis and Psychiatrists 169
Dec Scientology: Clear ProcedureЧ Issue One 172
29 Dec Ability Congress Lectures (29 DecЧ 31 Dec) 193
Dec Control and the Mechanics of S. C. S 194
1958
Jan The Threat to Havingness (PAB 127) 195
11 Jan HGC Procedure 197 13
Jan HGC Running of Pcs 198 15
Jan The Factors Behind the Handling of IQ (PAB 128) 199
18 Jan Control 204
20 Jan 19th American Advanced Clinical Course Lectures (6 JanЧ 14 Feb) 204
21 Jan Mest Clear Procedure 205 21 Jan ACCsЧ HPA/ HCA 206
25 Jan Inept Students (Org PL) OEC Vol 4Ч 148
25 Jan Reviewing WeekТs Profiles 207
26 Jan Future Plans 208 28 Jan Future Plans seeЧ 208
Feb Clearing of Fields 209
1 Feb Confronting (PAB 129) 211
3 Feb Free Clearing Project 216
ca Feb The Attainment of УClearsФ (Ability 66) 217
6 Feb CCH ObЧ Help in FullЧ Starting Session 219
13 Feb Rules Governing the Running of CCH Ob УHelpФ 220
ca Feb ManТs Contest with the Machine Age (Ability 67) 221
15 Feb УDeathФ (PAB 130) 223
iv
1958 (cont.)
1 Mar Processes 229
Mar The Scale of Withhold (PAB 131) 230
15 Mar Report on Two Cases That Have Received Psychiatric and
Euro- Russian Therapy from the Government (PAB 132) 234
22 Mar Clearing Reality 235
ca Mar Does Clearing Cancel the Need for Training? (Ability 70) 236
1 Apr Procedure CCH (PAB 133) 238
2 Apr ARC in Comm Course 242
8 Apr Auditing the Pc on Clear Procedure 243
8 Apr A Pair of Processes 245
11 Apr CCH 88Ч Enforced Nothingness 246
11 Apr Staff MembersТ Outside Auditing Regulation OEC Vol 4Ч 609
15 Apr Procedure CCH Continued (PAB 134) 247
23 Apr Vital Training Data for Training Hats and Registrar 250
ca Apr How We Work on the Third Dynamic (Ability 72) 251
May Signs of Success 253
May Procedure CCH Continued (PAB 135) 254
2 May Beingness Again 257
ca May Assists in Scientology (Ability 73) 259
9 May Who Should Take Which Class 264
15 May Procedure CCH Continued (PAB 136) 265
22 May Enemies of the Pc 268
ca May Scientology and the Reactive Mind (Ability 74) 269
24 May A Comment on Beingness Processing 271
28 May Procedure for Certifying Clears seeЧ 289
29 May Standard Clear Procedure and an Experimental Road: Clearing by Valences 273
29 May An Example of Clearing by Valences 276
June Some More CCH Processes (PAB 137) 278
3 June Amendment to HCO B 11 April 1958 see OEC Vol 4Ч 609
ca June УOffbeatФ Processing (Ability 76) 282
4 June Running Valences 284
12 June Ministerial Qualifications (FC PL) OEC Vol 5Ч 281
14 June Standardization of Clear Procedure 285
15 June Standard Clear Procedure and an Experimental Road:
Clearing by Valences (PAB 138) see footnoteЧ 275
ca June Learning How to УClearФ (Ability 77) 286
30 June Procedure for Certifying Clears 289
July An Example of Clearing by Valences (PAB 139) see footnoteЧ 277
4 July Clearing Congress Lectures (4 JulyЧ 6 July) 290
7 July Contents and Coverage of HCA/ HPA Course 291
9 July Staff Clearing 291
v
1958 (cont.)
12 July Standardization of Clear Processes 292
14 July 20th American Advanced Clinical Course Lectures (7 JulyЧ 15 Aug) 293
14 July 20th ACC Training Procedure 294
15 July Carrying On 295
28 July Clear Procedure 296
29 July The Rock 299
Aug Beingness Again (PAB 141) see footnoteЧ 258
5 Aug The Basic Locating Question of the Rock 300
10 Aug ACC Auxiliary Procedure 301
15 Aug Auditing the Pc on Clear Procedure (PAB 142) see footnoteЧ 244
20 Aug Present Time ProblemЧ Running of 303
20 Aug Out of Sessionness 304
ca Aug The Axioms of ScientologyЧ The PrelogicsЧ The LogicsЧ The Axioms
of Dianetics (Ability 80) seeЧ 305
Aug Axioms and Logics 305
28 Aug Change AuditorТs Code 306
Sept A Pair of Processes (PAB 143) see footnoteЧ 245
3 Sept HCA Course Examination 306
12 Sept Post Case Analysis Routine 307
12 Sept HavingnessЧ New Commands 307
15 Sept More on Training Drill Two 308
15 Sept Psychosis, Neurosis and Psychiatrists (PAB 144) see footnoteЧ 171
29 Sept Vital Training Data 309 Oct HCO Board of Review (HCO PL) OEC Vol 4Ч 269
Oct More on Training Drill Two (PAB 145) see footnoteЧ 308
5 Oct Abbreviations seeЧ 334
9 Oct Correction of HCO Policy Letter 1 Oct 1958 see OEC Vol 4Ч 271
15 Oct ACC Clear Procedure 311
15 Oct Procedure CCH (PAB 146) 323
ca Oct New HCA Course You Can Begin at Home (Ability 83) 328
18 Oct London Clearing Congress Lectures (18 OctЧ 20 Oct) 332
25 Oct Abbreviations 334
27 Oct 5th London Advanced Clinical Course Lectures (21 OctЧ 29 Nov) 333
ca Oct The Axioms of ScientologyЧ The PrelogicsЧ The LogicsЧ The Axioms
of Dianetics (Certainty Vol 5, No 21 ) seeЧ 305
27 Oct HPA Courses for Staff seeЧ 339
27 Oct How to Read Profiles on OCA: Comparing Current Week Profile with Week Before 334
Nov Communication Course (PAB 147) 335
3 Nov American College of Personnel Efficiency, Dublin 338
7 Nov HPA Courses for Staff 339
vi
1958 (cont.)
11 Nov ACC Schedule 339
13 Nov TR 9 (b) and TR 9 (c) 340
17 Nov Clear Bracelets 341
25 Nov Step 6 341
25 Nov Techniques to Be Used on HGC Preclears (Academy Training Bull) 342
ca Nov Violence (Certainty Vol 5, No 22) 343
ca Nov The Theory of Training in Scientology (Ability 85) 344
26 Nov ACCs 347 1 Dec People Permitted to Audit Engrams by Scientology Processes 348
1 Dec Dummy Auditing- Step Two: Acknowledgment (PAB 149) 349
6 Dec How to Run an Engram 352
7 Dec Training Drill Change 353
15 Dec Academy Training Curriculum & Examination (HCO PL) OEC Vol 4Ч 274
15 Dec Dummy AuditingЧ Step Three: Duplication (PAB 150) 354
16 Dec Extension Course Curriculum 357
17 Dec Basic Postulate of Overt Act- Motivator Sequence 359
17 Dec Auditing ARC Breaks on Registrar and Assistant Registrar 360
20 Dec Processing a New Mother 361
22 Dec New HGC ProcessЧ A New Straight Wire 363
ca Dec Something Has Happened!!! (Ability 86 M) 365
26 Dec BScn/ HCS Course 366
27 Dec The First First Dynamic Process 367
28 Dec Short Sessioning 368
31 Dec ACC Clear Procedure Change 369
31 Dec Routing of Profiles (HCO Secretarial Letter) OEC Vol 4Ч 502
1959
Jan Dummy AuditingЧ Step Four: Handling Originations (PAB 151) 370
3 Jan 1950 Success Congress Lectures (3 JanЧ 4 Jan) 374
5 Jan 21st American Advanced Clinical Course Lectures (5 JanЧ 13 Feb) 374
ca Jan What Are Clears? (Ability 87) 375
ca Jan The 1959 HCA Course Becomes a Clearing Course (Ability 87) 376
6 Jan Field Activities 378
6 Jan Change of HCO Policy Letter of 15 December 1958 380
7 Jan Anti- Q & A TR (21st ACC Training Drill) see Vol VIIIЧ 221
10 Jan HGC Allowed Processes 381
11 Jan An Amusingly Effective Process 383
12 Jan Tone of VoiceЧ Acknowledgement 383
15 Jan The Five Levels of Indoctrination (PAB 152) 384
18 Jan ACC Preparatory Processes for Running Engrams seeЧ 389
vii
1959 (cont.)
19 Jan New HCA/ HPA Course 387
20 Jan ACC Preparatory Process Schedule for Running Engrams 389
22 Jan Not- Is Straight Wire 390
ca Jan A Campaign for Ethical Auditing (Ability 88 M) 391
23 Jan Ethics (HCO PL) OEC Vol 1Ч 361
24 Jan Scientology Axiom 58 393
Feb CCH (PAB 153) 394
3 Feb HGC Current Procedure 397
3 Feb Flattening a Process 398
4 Feb Op Pro by Dup 399
9 Feb AuditorТs Code No l9 see footnote- 417
15 Feb CCH (Concluded) (PAB 154) 400
16 Feb HGC Processes for Those Trained in Engram Running or Trained
in These Processes 402
16 Feb Staff AuditorsТ Conference of February 16, 1959 404
19 Feb AuditorТs Code No 19 417
24 Feb Selected Persons Overt Withhold Straightwire 417
26 Feb Identification 418
26 Feb Engram Running on Old Dianetic Cases or Restarted Cases 419
ca Feb How to Study Scientology (Ability 90 M) 420
27 Feb How to Select Selected Persons 427
28 Feb Analysis of Cases 428
28 Feb ARC Breaks with Auditors 430
28 Feb Clearing Commands 430
Mar Two Rules for Happy Living 431
Mar Processes Used in 21st ACC (PAB 155) 433
4 Mar HGC Allowed Processes (cancelledЧ see 468) 436
6 Mar Training Drills 437
6 Mar How to Do a Diagnosis on Dynamic Straightwire 438
10 Mar Supplemental Data Sheet to HCO Bulletin of Feb 16, 1959 and
Staff AuditorsТ Conference of Feb 16, 1959 439
13 Mar Muzzled Auditing 440
15 Mar Processes Used in 21st ACC (PAB 156) 441
17 Mar An Insanity Questionnaire 443
17 Mar Do It Yourself Therapy 444
23 Mar An Insanity Questionnaire seeЧ 443
ca Mar The Subject of Clearing (Ability 92 M) 445
24 Mar HAS Co- Audit 449
24 Mar Minimum Standards 450
25 Mar HAS Co- Audit - Comm Course 451
31 Mar Know to Mystery Straight Wire for Extreme Cases seeЧ 460
viii
1959 (cont.)
Apr Processes Used in 21st ACC (Concluded) (PAB 157) 453
3 Apr HAS Co- Audit and Comm Course 456
6 Apr Special Hubbard Professional AuditorТs Course Lectures
(6 AprЧ 1 May) 457
8 Apr Emotional Tone Scale Expanded seeЧ 459
14 Apr Letter from Australia 458
15 Apr Emotional Tone Scale Expanded 459
17 Apr Know to Mystery Straight Wire for Extreme Cases 460
17 Apr The Credo of a Good and Skilled Manager see footnote Vol IЧ 97
22 Apr The Credo of a Good and Skilled Manager see footnote Vol IЧ 97
22 Apr Old and New Reality Scale 461
23 Apr Definitions 462
3 May Solution to Solutions 462
4 May An Affinity Process 463
4 May How to Write a Curriculum 464
7 May New Process 465
8 May An Un- doable Command 467
12 May 6th London Advanced Clinical Course Lectures (4 MayЧ 13 June) 467
21 May HGC Allowed Processes and ACC Processes as of May 21, 1959 468
26 May Man Who Invented Scientology 470
5 June Formula 10 472
6 June When Cases Crack Well on Selected Persons Overts Withhold 473
9 June Needed Material 474
10 June Co- Audit Formula 475
11 June The Dates of the Australian ACC 475
22 June How to УSell ScientologyФ 476
23 June Clear Test 476
23 June What Is Scientology 477
2 July Add Formula 10 (HCO PL) 478
3 July General Information 479
4 July Theta Clear Congress Lectures( 4 JulyЧ 6 July) 490
9 July Definition of ScientologyЧ Written by LRH for Legal When
Setting Up HASI Ltd. 491 14 July Special Information for Franchise Holders 492
17 July Africa Over the Top 494
18 July Technically Speaking 494
18 July Income Tax Reform 495
21 July HGC Allowed Processes 497
22 July Actual Working Definition of Psychology 499
26 July HGC Regimen see footnoteЧ 502
28 July Our Goals 500 ix
1959 (cont.)
5 Aug HGC Processes 502
7 Aug The Handling of Communication ProcessesЧ Some Rapid Data 503
12 Aug A Second Type of Franchise 506
13 Aug Suggested HCA Course Schedule 509
13 Aug Franchise Holders 512
19 Aug HAS Co- AuditЧ Finding Terminals 513
19 Aug How to Handle Work see OEC Vol 0Ч 122
19 Aug To a Roman Catholic 514
27 Aug Growth with Competence 515
3 Sept Why УVictimФ Works as a Process 518
9 Sept A Short Story by Cable 521
9 Sept Organizational Health Chart see footnote OEC Vol. 7Ч 115
14 Sept News Bulletin 522
15 Sept Dissemination Tips OEC Vol 6Ч 101
23 Sept The Perfect Dissemination Program OEC Vol 6Ч 105
25 Sept HAS Co- Audit 524
26 Sept Data on Clearing a Staff Member After Specific Terminals Are
Flat with Overt- Withhold Straight Wire 525
28 Sept Technical Notes on Child Processing 526
29 Sept The Organization of a PE Foundation 527
29 Sept Universe Processes 529
5 Oct Universe Processes 530
5 Oct Universe Processes seeЧ 529
13 Oct A Useful Process 532
13 Oct DEI Expanded Scale 533
14 Oct London Up 535
15 Oct My Whereabouts in November 535
20 Oct An Experimental Process 536
25 Oct Psychoanalysis Goes Capitalistic 537
30 Oct To Retain Co- Audit PcТs Interest in Case 538
31 Oct Create ProcessesЧ Dangers & Advantages 539
ca Nov On Bringing Order (Ability 107) 541
7 Nov Melbourne Congress Lectures (7 NovЧ 8 Nov) 542
9 Nov 1st Melbourne Advanced Clinical Course Lectures (9 NovЧ 30 Nov) 542
12 Nov Acknowledgements in Auditing 543
18 Nov 1st Melbourne ACC Material 545
18 Nov Congratulations HASIЧ South Africa 546
30 Nov Allowed Processes 1st Melbourne ACC 547
4 Dec Allowed Processes 1st Melbourne ACC seeЧ 547
11 Dec New Horizons in Scientology 548 x
15 Dec HAS Co- Audit 550
15 Dec Urgent Change in All Co- Audit Courses 551
16 Dec Responsibility for O/ Ws 552 ca Dec Techniques of Child Processing (Ability 110) 553
23 Dec Responsibility 555
31 Dec Blow- offs 557
Subject Index 561 Alphabetical List of Titles 593
xi
PERIODICALS BY ISSUE NUMBER PROFESSIONAL AUDITORТS BULLETIN
No
103 1 Jan 57 The Code of a Scientologist
104 15 Jan 57 Dissemination OEC Vol 6Ч 457
105 1 Feb 57 The Story of a Static 4
106 15 Feb 57 Good Processes 9
107 1 Mar 57 Specific for Terror Stomach 14
108 15 Mar 57 Learning Rate (Part 1) 17
109 1 Apr 57 Learning Rate (Part 2) 20
110 15 Apr 57 Education 28
111 1 May 57 Eyesight and Glasses 36
112 15 May 57 The Rights of the Field Auditor 41
114 15 June 57 Group Processing see footnote- 24
115 1 July 57 The Rehabilitation of Abilities 79
116 15 July 57 Solids and Chronic Somatics 87
117 1 Aug 57 Confronting Present Time 96
118 15 Aug 57 Validation Committee 102
119 1 Sept 57 The Big Auditing Problem 107
120 15 Sept 57 Control Trio 119
121 1 Oct 57 Rudiments and Goals 122
122 15 Oct 57 The Five Levels of Indoctrination
and Procedure CCH 128
123 1 Nov 57 The Reality Scale 136
124 15 Nov 57 Communication and Is- ness 146
125 1 Dec 57 The Parts of Man 149
126 15 Dec 57 Problems: Handling and Running 164
127 1 Jan 58 The Threat to Havingness 195
128 15 Jan 58 The Factors behind the Handling of IQ 199
129 I Feb 58 Confronting 211
130 15 Feb 58 УDeathФ 223
131 1 Mar 58 The Scale of Withhold 230
132 15 Mar 58 Report on Two Cases That Have Received Psychiatric
and Euro- Russian Therapy from the Government 234
133 1 Apr 58 Procedure CCH 238
134 15 Apr 58 Procedure CCH Continued 247
135 1 May 58 Procedure CCH Continued 254
136 15 May 58 Procedure CCH Continued 265
137 1 June 58 Some More CCH Processes 278
xii
138 15 June 58 Standard Clear Procedure and An Experimental Road: Clearing by Valences see footnoteЧ 275
139 1 July 58 An Example of Clearing by Valences see footnote--- 277
141 1 Aug 58 Beingness Again see footnoteЧ 258
142 15 Aug 58 Auditing the Pc on Clear Procedure see footnoteЧ 244
143 1 Sept 58 A Pair of Processes see footnoteЧ 245
144 15 Sept 58 Psychosis, Neurosis and Psychiatrists see footnoteЧ 171
145 1 Oct 58 More on Training Drill Two see footnoteЧ 308
146 15 Oct 58 Procedure CCH 323
147 1 Nov 58 Communication Course 335
149 1 Dec 58 Dummy Auditing Step Two: Acknowledgment 349
150 15 Dec 58 Dummy AuditingЧ Step Three: Duplication 354
151 1 Jan 59 Dummy AuditingЧ Step Four: Handling Originations 370
152 15 Jan 59 The Five Levels of Indoctrination 384
153 1 Feb 59 CCH 394 154 15 Feb 59 CCH (Concluded) 400
155 1 Mar 59 Processes Used in 21st ACC 433
156 15 Mar 59 Processes Used in 21st ACC 441
157 1 Apr 59 Processes Used in 21st ACC (Concluded) 453
ABILITY MAGAZINE
Issue
45 ca Apr 57 TodayТs Riches in Scientology 32
47 ca May 57 The Radiation Picture and Scientology 44
48 ca June 57 The Hubbard Certified Auditor Course 54
49 ca June 57 What About Validation? 76
50 ca July 57 Levels of Skill 83
51 ca July 57 The Adventure of Communication 92
52 ca Aug 57 Confronting 100
53 ca Aug 57 Communication 104
54 ca Sept 57 More Confronting 113
56 ca Oct 57 The Eighteenth ACC 126
57 ca Oct 57 Escape 133
58 ca Nov 57 We Are the Free People 145
60 ca Dec 57 Scientology: The Philosophy of a New Age 153
66 ca Feb 58 The Attainment of УClearsФ 217
67 ca Feb 58 ManТs Contest with the Machine Age 221
70 ca Mar 58 Does Clearing Cancel the Need for Training? 236
72 ca Apr 58 How We Work on the Third Dynamic 251
73 ca May 58 Assists in Scientology 259
74 ca May 58 Scientology and the Reactive Mind 269
76 ca June 58 УOffbeatФ Processing 282
xiii
77 ca June 58 Learning How to УClearФ 286
80 ca Aug 58 The Axioms of ScientologyЧ The Prelogics
ЧThe LogicsЧ The Axioms of Dianetics see- 305
83 ca Oct 58 New HCA Course You Can Begin at Home 328
85 ca Nov 58 The Theory of Training in Scientology 344
86 M ca Dec 58 Something Has Happened!!! 365
87 ca Jan 59 What Are Clears? 375
The 1959 HCA Course Becomes a Clearing Course 376
88 M ca Jan 59 A Campaign for Ethical Auditing 391
90 M ca Feb 59 How to Study Scientology 420
92 M ca Mar 59 The Subject of Clearing 445
107 ca Nov 59 On Bringing Order 541
110 ca Dec 59 Techniques of Child Processing 553
125 ca Feb 61 Personal Integrity Vol IV- 203
129 June 61 The Sad Tail of PDH Vol IV- 321
CERTAINTY MAGAZINE
Vol- No
5- 21 ca Oct 58 The Axioms of Scientology- The Prelogics
ЧThe Logics- The Axioms of Dianetics see-- 305
5- 22 ca Nov 58 Violence 343
xiv
LONG CONTENTS PAB No. 103, 1
Jan. 1957 THE CODE OF A SCIENTOLOGIST, 1
The A. M. A. Тs proposed principles of medical ethics, 2
PAB No. 105,1 Feb. 1957 THE STORY OF A STATIC, 4
Thetan, trying to prove he is not simple, 4
HCO Training Bulletin 6 Feb. 1957 PROCEDURE CCH, 5
Goal of CCH, 5
HPA/ HCA Processes, 5
Communication Processes, 5
Location- Control Processes, 6
Duplication Processes, 7
Havingness Processes, 7
Objective Havingness, 7
Subjective Havingness, 8
Thought Processes, 8
PAB No. 106, 15 Feb. 1957 GOOD PROCESSES, 9
Best processes, 9
Control, 9
Fight the Wall, commands and how to run, 9
Opponents [process], commands, 10
Individuality [process], 10
CanТt Have [process], 1 0
Lie about Effect [process], 1 0
Problem, when is it flat, 10
Solids [process], 11
Vacuums, 11
Remedy of restimulation, 11
How to split valences, 11
Out of valence, how to handle, 11
PAB No. 107, 1 Mar. 1957 SPECIFIC FOR TERROR STOMACH, 14
Anatomy of confusion, 14
Stomach, guilty of the overt act of eating, 14
HCO B 8 Mar. 1957 GOAL OF INDOCTRINATION COURSE, 16
PAB No. 108, 15 Mar. 1957 LEARNING RATE (Part 1), 17
Process lag and learning lag, 18
Aberration in education, 18
PAB No. 109, 1 Apr. 1957 LEARNING RATE (Part 2), 20
Learning rateЧ consequences, 20
Power of choice over data, 21
Learning rate used to sell Scientology, 21
Difference between education and Scientology, 22
HCO B 8 Apr. 1957 GROUP AUDITING, 23
Control factors available to the auditor, 23
Group Processing model processes, 23
Assistant Group Auditor, 24
xv
HCO B 9 Apr. 1957 LIST OF УPURPOSESФ, 25
Purposes posted on Org Board, 25
HCO B 10 Apr. 1957 HPA/ HCA COURSE CURRICULUM, 26
HPA/ HCA full Course, 26 Five Levels of Indoctrination, 26
PAB No. 110, 15 Apr. 1957 EDUCATION, 28
Learning rate, the rate one will permit ideas to inflow, 28
The trouble with education, 28
Education and aberration, 29
University students, suicide and nervous breakdown, 29
Necessities of education, 29
Knowledge isnТt recalling, 30
Child education, 3 0
Five Learning Processes, 31
Ability Issue 45, ca. Apr. 1957 TODAYТS RICHES IN SCIENTOLOGY, 32
Significance of mechanics of the mental image picture, 32
Importance of various truths, 33
Then and Now Solids, 33
Age and auditing, 34
PAB No. 111, 1 May 1957 EYESIGHT AND GLASSES, 36
Gold discs, 3 6
Eyes, how they function, 36
Effort Processing and eyesight, 36
Eyesight and havingness, 37
Eyesight and confronting, 37
Blindness, 38
HCO B 3 May 1957 TRAININGЧ WHAT IT IS TODAYЧ HOW WE TELL PEOPLE ABOUT IT, 40
Stable datum of all training, 40 HPA/ HCA training, 40
PAB No. 112, 15 May 1957 THE RIGHTS OF THE FIELD AUDITOR, 41
HCO Training Bulletin l7 May 1957 DEFINITIONS, 42
Definitions of consultant, instructor, coach, 42
HCO Training Bulletin 20 May 1957 INTERIM PROCESS, 43
Objective Show Me, commands and how to run, 43
Ability Issue 47, ca. May 1957 THE RADIATION PICTURE AND SCIENTOLOGY, 44
Hysteria and radiation, 44
Russian propaganda, 45
Danger of radiation, 45
Wundtian psychology, 46
Reaction to radiation is wholly mental, 46
Worry about radiation, 47
Surviving radiation, 48
HCO B 24 May 1957 STABLE DATA FOR INSTRUCTORS, 50
xvi
HCO Info. Bulletin 1 June 1957 RIGHTS OF THE D of T and D of P, STAFF AUDITORS, AND INSTRUCTORS REGARDING PRECLEARS AND STUDENTS, 51
HCO B 3 June 1957 EXPLANATION OF ABERRATIVE CHARACTER OF RADIATION, 52
Radiation, invalidation of solids, 52
HCO B 3 June 1957 AUDITING A 10- YEAR OLD CHILD, 53 CCH I session, 53
Ability Issue 48, ca. June 1957 THE HUBBARD CERTIFIED AUDITOR COURSE, 54
Goals of Scientology, 55 HCA curriculum, 55
HCO B 8 June 1957 THE TEACHING OF THE 18TH ACC, 58
Communication Course, 5 8
Upper Indoctrination Course, 58
CCH Course, 5 8
HGC Processing Bulletin 10 June 1957 WHAT TO TELL NEW HGC AUDITORS TO PROCESS ON PRECLEARS, 60
Stable datum, 60
HCO B 11 June 1957 TRAINING AND CCH PROCESSES, 61
Training 0, Confronting Preclear, 61
Training 1, Dear Alice, 61
Training 2, Acknowledgments, 61
Training 3, Duplicative Question, 62
Training 4, Preclear Originations, 62
Training 5, Hand Mimicry, 63
Training 6, Plain 8- C, 63
Training 7, Hi- School Indoc, 63
Training 8, Tone 40 on an Object, 64
Training 9, Tone 4() on a Person, 64
CCH 0, Rudiments, Goals and Present Time Problem, 65
CCH 1, Give Me Your Hand, Tone 40, 65
CCH 2, Tone 40 8- C, 66
CCH 3, Book Mimicry, 66
CCH 4, Hand Space Mimicry, 66
Training 10, Locational Processing, 67
CCH 5, Location by Contact, 67
CCH 6, Body- Room Contact, 67
CCH 7, Contact by Duplication, 68
CCH 8, Trio, 68
CCH 9, Tone 40 УKeep it from going awayФ, 69
CCH 10, Tone 40 УHold it stillФ, 69
CCH 11, Tone 40 УMake it a little more solidФ, 69
Training 11, ARC Straight Wire, 69
CCH 12, Limited Subjective Havingness, 70
CCH 13, Subjective Solids, 70
CCH 14, Then and Now Solids, 71
Training 12, Think a Thought, 71
CCH 15, Rising Scale Processing, 72
GP Nos. I through 15, 72
Training 13, Fishing a Cognition, 73
xvii
HCO B 13 June 1957 STUDENT INTENSIVES AND CO- AUDITING PROCESSES, 75
HCO B 18 June 1957 PEOPLEТS QUESTIONS, 75 Answer peopleТs questions, 75
Ability Issue 49, ca. June 1957 WHAT ABOUT VALIDATION?, 76
Training skills, 76
Need of training, 77
Problem of retraining, 78
PAB No. 115, 1 July 1957 THE REHABILITATION OF ABILITIES, 79
Willingness to learn, 79
Importance of willingness to do, 80
Power of choice, 81
How to handle children, 81
Using good 8- C on children, 82
Technique for rehabilitation of abilities, 82
HCO B 1 July 1957 ADDITION TO THE AUDITORТS CODE, 82
Ability Issue 50, ca. July 1957 LEVELS OF SKILL, 83
Book auditor, 83
Certified auditor, 83
Specially trained auditors, 83
Staff auditors, 83
Levels of auditors and levels of processes, 84
Importance of book auditor, 85
PAB No. 116,15 July 1957 SOLIDS AND CHRONIC SOMATICS, 87
Chronic somatic handling, 87
Master cognition, УI knew it all the timeФ, 88
HCO Training Bulletin 15 July 1957 8- C ON STUDENTS, 90
Error of instructor softness, 90
HCO Training Bulletin 17 July 1957 CHANGES IN TRAINING DRILLS, 91
Training 5, Sit in that Chair, 91
Training 6, 8- C, 91
Ability Issue 51, ca. July 1957 THE ADVENTURE OF COMMUNICATION, 92
Success level of a person is his communication level, 92
Communication, be, do and have, 92
CCH and ARC, 92
HCO B 29 July 1957 WITHHOLDS AND COMMUNICATION, 93
Rehabilitation of communication, 93
Withhold Process, 93
HCO B 31 July 1957 MORE WORKABLE COMMANDS FOR TESTING, 95
PAB No. 117, 1 Aug. 1957 CONFRONTING PRESENT TIME, 96
Unreality of processes too high for a preclear, 96
Confronting and irresponsibility, 96
Disconnection from present time, 97
Connectedness [process], 97
Time shift, 98
xviii
Total responsibility, 98 Anchor points and pain in the head, 98
ACC Bulletin 10 Aug. 1957 CCH 18, 99
Ability Issue 52, ca. Aug. 1957 CONFRONTING, 100
Training 0, Confronting Preclear, 100
Definition of Scientology Clear, 101
PAB No. 118, 15 Aug. 1957 VALIDATION COMMITTEE, 102
Game of life, 102
Professional auditor, 102 D
octors of Scientology, 102
Ability Issue 53, ca. Aug. 1957 COMMUNICATION, 104
ARC triangle, the way it is used, 104
Games conditions, 104
HCO B 29 Aug. 1957 GOVERNMENT PROJECT STABLE DATA, 106
PAB No. 119, 1 Sept. 1957 THE BIG AUDITING PROBLEM, 107
Auditing does require stamina, 107
Increased awareness is the only factor which offers any road out, 107
Effects of radiation, 108
Native state, 109
Retrograded state of children and natives, 109
Child requires understanding and assistance in controlling the environment around him, 110
HCO B 2 Sept. 1957 WHEN A VERBAL DIRECTION IS GIVEN, 111
Verbal direction from LRH, 111
HCO Training Bulletin 3 Sept. 1957 HCA/ HPA COURSE PROCESSES, 111
HCO Training Bulletin 4 Sept. 1957 STABLE DATA FOR INSTRUCTORS, 112
Ability Issue 54, ca. Sept. 1957 MORE CONFRONTING, 113
First step of handling anything, 113
Basic anatomy of problems, 113
State of man regarding human spirit, 114
Confronting and mental image pictures, 114
Problems of Comparable Magnitude, 114
TR 0, how it is run, 115
Confronting, 11 6
HCO B 9 Sept. 1957 PROCESSES TO BE RUN ON HGC PRECLEARS FROM THIS DATE, 117
Processes to run on preclears who have points below zero line of OCA/ APA, 117
Processes to run on preclears who have most points above zero line of OCA/ APA, 117
How to run Trio, 117
OCA/ APA: nervous- depressed, 118
OCA/ APA: critical, 118
PAB No. 120,15 Sept. 1957 CONTROL TRIO, 119
Control of thinkingness, 119
Undercut in Trio, 119
Recall a moment of loss, 120
HCO Training Bulletin 24 Sept. 1957 CURRICULUM OF CCH, 121
xix
PAB No. 121, 1 Oct. 1957 RUDIMENTS AND GOALS, 122
Clearing commands, 122
Clearing the Auditor, 122
Subject of goals, 123
Goals Process, 123
How to clear up a goal, 124
Future Process, 125
Help and goals, 125
Ability Issue 56, ca. Oct. 1957 THE EIGHTEENTH A. C. C., 126
World crisis, 126
Past civilizations have vanished, 126
Scientology can win, one man at a time, 127
PAB No. 122, 15 Oct. 1957 THE FIVE LEVELS OF INDOCTRINATION AND PROCEDURE CCH, 128
Need of training, 128
Target of CCH, 129
Make- or- break point of case, 129
Background theory of CCH, 130
29 Oct. 1957 A BASIC CHART OF PROCESS TYPES, 131
Ability Issue 571 ca. Oct. 1957 ESCAPE, 133
Escape from this universe, 134
Scientology, the way out, 134
PAB No. 123, 1 Nov. 1957 THE REALITY SCALE, 136
Two- way comm, 136
Hello and Okay Process, 136
Survival of things, who causes it, 137
Loss, why it is held on to, 137
Sound in communication, 138
Condemning facts of psychoanalysis, 138
Reality Scale, 139
Postulates and considerations, 139
Lines and terminals, Reality Scale, 139
Breaking a solid communication line, 140
Havingness Scale, part of Reality Scale, 141
Waste, what you canТt have, 141
HCO B 13 Nov. 1957 PROJECT CLEAR CHECK SHEET, 143
Information sheet on Project Clear, 144
Ability Issue 58, ca. Nov. 1957 WE ARE THE FREE PEOPLE, 145
PAB No. 124, 15 Nov. 1957 COMMUNICATION AND IS- NESS, 146
Being dangerous toward environment, 146
Inflow and outflow, prevention of, 146
Consequences of defense, 147
Mechanism of disease, 147
Consequences of cut communication, 148
PAB No. 125, 1 Dec. 1957 THE PARTS OF MAN, 149
Exteriorization, 149
Mind, 150
Association- Differentiation are the two principles of the mind, 150
Body, subject of, 151
Electronic structure around body, 151
xx
Ability Issue 60, ca. Dec. 1957 SCIENTOLOGY: THE PHILOSOPHY OF A NEW AGE, 153
Period of instability and change, 153
Clears are the lucky, 153
HCO B 3 Dec. 1957 CLEAR PROCEDUREЧ DEFINITIONS, GOALS, 155
Three possible goals in processing (defines mest clear, theta clear, Operating Thetan), 155 Operating Thetan, our actual goal, 155
HCO B 4 Dec. 1957 CLEAR PROCEDURE CONTINUEDЧ STEP ONE: PARTICIPATION IN SESSION BY THE PC, 157
Present time problem is a highly vital point of preclear participation, 158
What CCH 0 consists of, 158
Getting special cases to participate in session, 159
Process which turns on a somatic must be continued until it no longer turns on somatics, 159 Basic difference amongst cases lies in ability to knowingly cause, 160
How to gain participation of the pc, 161
HCO B 7 Dec. 1957 HGC PROCEDURE, 162
Present time problem running, 162
S- C- S steps, 162
Spotting steps, 163
PAB No. 126, 15 Dec. 1 957 PROBLEMS: HANDLING AND RUNNING, 164
Difference between condition and terminal, 164
Problems of Comparable Magnitude, 165
Necessity to have evaluation by others, 166
Responsibility and automaticity, 167
HCO B 16 Dec. 1957 PRESENT TIME PROBLEM, 168
Definition and example of present time problem, 168
Things to audit PT problem with, 168
HCO B 18 Dec. 1957 PSYCHOSIS, NEUROSIS AND PSYCHIATRISTS, 169
Difference between neurosis and psychosis, 169
Aspects of thetan, 169
Madness is compounded of disarranged abilities, 170
Dec. 1957 SCIENTOLOGY: CLEAR PROCEDUREЧ ISSUE ONE, 172
Clear Procedure steps, 173
Auditing truths, 174
Three possible goals in processing (defines mest clear, theta clear, Operating Thetan), 175
Step One: Participation in session by the pc, 176 Loss of ARC is more important than loss of havingness, 177
Present time problem is a highly vital point of preclear participation, 177
What CCH 0 consists of, 178
Getting special cases to participate in session, 178
Process which turns on a somatic must be continued until it no longer turns on somatics, 179 Basic difference amongst cases lies in ability to knowingly cause, 180
How to gain participation of the pc, 181
Step Two: Placing the preclear at cause, 182
Running CCHs, 183
Step Three: Establish control of pcТs body by pc, 184
xxi
S- C- S Processes, 185
Reason for holding on to body, 186
Step Four: Find the auditor, 188
Step Five: Pc versus mest, 189
Spotting Processes, 189
Step Six: Creative Processing, 191
Step Seven (Optional): Establish pcТs control over his УbankФ, 191
Step Eight: Make some time, 191
An intensive in brief for practical use, 191
Present time problem running, 192
S- C- S steps, 192
Spotting steps, 192
PAB No. 127, 1 Jan. 1958 THE THREAT TO HAVINGNESS, 195
Threat to havingness is present time problem, 195
How to handle threat to havingness, 196
11 Jan. 1958 HGC PROCEDURE, 197
HCO B 13 Jan. 1958 HGC RUNNING OF PCS, 198
PAB No. 128, 15 Jan. 1958 THE FACTORS BEHIND THE HANDLING OF IQ, 199
Testing, a very old subject, 199
Difference between personality and IQ, 200
Theory behind IQ change, 201
Why psychotherapy never worked, 201
Reach and withdraw mechanism, 201
Traps, how you are kept in one, 202
Basic mechanism of valence closure, 202
HCO B 18 Jan. 1958 CONTROL, 204
Find the Auditor is part of Control, 204
HCO B 21 Jan. 1958 MEST CLEAR PROCEDURE, 205
CCH 0, 205 S- C- S, 205 Control Connectedness, 205
Clean- up of field, 205 Creative Processing, 205
HCO B 21 Jan. 1958 ACCsЧ HPA/ HCA, 206
HCO B 25 Jan. 1958 REVIEWING WEEKТS PROFILES, 207
HCO B 26 Jan. 1958 FUTURE PLANS, 208
HCO B 1 Feb. 1958 CLEARING OF FIELDS, 209
Rules of fields, 209
Testing for fields, 209
Clearing fields, 210
Solution to automaticity of form, 210
PAB No. 129, 1 Feb. 1958 CONFRONTING, 211
What made governments persevere, 211
Good and bad 8- C, 212
Why teenagers revolt, 212
Confronting drama, 213
Things which are worth confronting, 213
xxii
HCO B 3 Feb. 1958 FREE CLEARING PROJECT, 216
Ability Issue 66, ca. Feb. 1958 THE ATTAINMENT OF УCLEARSФ, 217
Clear defined, 217
State of Bodhi, 217
HCO B 6 Feb. 1958 CCH ObЧ HELP IN FULLЧ STARTING SESSION, 219
Help 9- way bracket, 219
HCO B 13 Feb. 1958 RULES GOVERNING THE RUNNING OF CCH Ob УHELPФ, 220
Ability Issue 67, ca. Feb. 1958 MANТS CONTEST WITH THE MACHINE AGE, 2 Industrial technology vs. mental technology, 221
PAB No. 130, 15 Feb. 1958 УDEATHФ, 223
Parts of man- thetan, mind, body, 223
What happens when man dies, 224
Death and havingness, 225
Death and exteriorization, 225
Picking up a new body, 226
Death, handling of dead bodies, 227
Theta body, 228
HCO B 1 Mar. 1958 PROCESSES, 229
How to run Problems of Comparable Magnitude, 229
Connectedness command with УyouФ added, 229
PAB No. 131, 1 Mar. 1958 THE SCALE OF WITHHOLD, 230
Why mental machinery is made, 230
Facsimiles are control mechanisms, 231
Ability to hold on to things, 232
Scale of withhold, 233
PAB No. 132, 15 Mar. 1958 REPORT ON TWO CASES THAT HAVE RECEIVED PSYCHIATRIC AND EURO- RUSSIAN THERAPY FROM THE GOVERNMENT, 234
HCO B 22 Mar. 1958 CLEARING REALITY, 235
Rule regarding reality on terminal, 235
Ability Issue 70, ca. Mar. 1958 DOES CLEARING CANCEL THE NEED FOR TRAINING?, 236
Clear needs training, 237
Why Scientology is senior to life, 237
PAB No. 133,1 Apr. 1958 PROCEDURE CCH, 238
Steps and purpose of CCH Zero, 238
CCH I known as УGive me that handФ, 240
Reality Scale and CCH 1, 240
HCO B 2 Apr. 1958 ARC IN COMM COURSE, 242
Formal auditing and Tone 40 auditing, two different types of auditing, 242
HCO B 8 Apr. 1958 AUDITING THE PC ON CLEAR PROCEDURE, 243
Two processes clear a pc: Help, CCH Ob and Step 6, Mock- ups, 243
Barriers to auditing, 244
xxiii
HCO B 8 Apr. 1958 A PAIR OF PROCESSES, 245
Op Pro by Dup, 245
Forgetting, 6- way bracket, 245
HCO B 11 Apr. 1958 CCH 88Ч ENFORCED NOTHINGNESS, 246
Enforced Nothingness, CCH 88, increases havingness, 246
OCA/ APA high critical cured by CCH 88, Enforced Nothingness, 246
PAB No. 134,15 Apr. 1958 PROCEDURE CCH CONTINUED, 247
Commands and goal of CCH 2 (Tone 40 8- C), 247
Product, purpose and procedure of CCH 3 (Book Mimicry), 247
Purpose and procedure of CCH 4 (Hand Space Mimicry), 248
A CCH case history, 249
HCO B 23 Apr. 1958 VITAL TRAINING DATA FOR TRAINING HATS AND REGISTRAR, 250
Ability Issue 72, ca. Apr. 1958 HOW WE WORK ON THE THIRD DYNAMIC, 251
Barbarian societies, 251
Insanity of governments, 251
How to cure barbarism, 252
HCO B 1 May 1958 SIGNS OF SUCCESS, 253
What is a squirrel, 253
PAB No. 135, 1 May 1958 PROCEDURE CCH CONTINUED, 254
Purpose, procedure and commands of CCH 5 (Tone 40 Locational Processing), 254
Purpose, procedure and commands of CCH 6 (Opening Procedure by Duplication 1957), 254
CCH 7, 8, 9: Tone 40 8- C processes, 255
How to bring preclearТs thinkingness under control, 255
Commands of CCH 12 (Limited Subjective Havingness), 256
Commands of CCH 13 (Subjective Solids), 256
HCO B 2 May 1958 BEINGNESS AGAIN, 257
Best solution to valences is beingness processing, 257
Assumption of beingness, 257
Ability Issue 73, ca. May 1958 ASSISTS IN SCIENTOLOGY, 259
Difference between formal session and assist, 260
What techniques comprise an assist, 260
How to help in an emergency, 261
How to handle confusion, 262
Example of an assist on an accident, 263
HCO B 9 May 1958 WHO SHOULD TAKE WHICH CLASS, 264
PAB No. 136, 15 May 1958 PROCEDURE CCH CONTINUED, 265
CCH 14, Then and Now Solids, 265
Procedure and purpose of CCH 14, 265
Procedure CCH (long form), 267
HCO B 22 May 1958 ENEMIES OF THE PC, 268
Run Help on enemies of pc, 268
Ability Issue 74, ca. May 1958 SCIENTOLOGY AND THE REACTIVE MIND, 269
Primary characteristic of reactive mind, 269
Clearing in Dianetics vs. clearing in Scientology, 270
xxiv
HCO B 24 May 1958 A COMMENT ON BEINGNESS PROCESSING, 271
Beingness again, 271
Assumption of beingness, 271
HCO B 29 May 1958 STANDARD CLEAR PROCEDURE AND AN EXPERIMENTAL ROAD: CLEARING BY VALENCES, 273
Description of 1947- 1949 clearing, 273
Standard Clearing Procedure, 274
Clearing by Valences, 274
HCO B 29 May 1958 AN EXAMPLE OF CLEARING BY VALENCES, 276
LRH session, Clearing by Valences, 276
PAB No. 137, 1 June 1958 SOME MORE CCH PROCESSES, 278
Commands of and how to run Control Trio, 278
How to establish goals, 279
Losses and exteriorization, 280
Characteristics of a Scientologist, 281
Ability Issue 76, ca. June 1958 УOFFBEATФ PROCESSING, 282
Experimental auditing and standard techniques, 282
Goal of Scientology, 283
HCO B 4 June 1958 RUNNING VALENCES, 284
Commands for Wasting Valence, 284
Never run pro- survival valences, 284
HCO B 14 June 1958 STANDARDIZATION OF CLEAR PROCEDURE, 285
Four points of auditing error, 285
What Clear Procedure consists of, 285
Standardize valences, 285
Eliminate Wasting Help, 285
Ability Issue 77, ca. June 1958 LEARNING HOW TO УCLEARФ, 286
Know- how in auditing to clear, 286
Hubbard Clearing Scientologist Course, 287
Ladder of courses, 288
HCO B 30 June 1958 PROCEDURE FOR CERTIFYING CLEARS, 289
HCO B 7 July 1958 CONTENTS AND COVERAGE OF HCA/ HPA COURSE, 291
HCO B 9 July 1958 STAFF CLEARING, 291
HCO B 12 July 1958 STANDARDIZATION OF CLEAR PROCESSES, 292
Four points of auditing error, 292
What Clear Procedure consists of, 292
Standardize valences, 29 2
HCO B 14 July 1958 20TH ACC TRAINING PROCEDURE, 294
CCH 0, 294
ARC Straight Wire, 294
Start- C- S oldest version, 294
Connectedness, control version, 294
HelpЧ 5 or 9 way bracket, 294
Step 6 as in Clear Procedure, 295
HCO B 1 5 July 1 958 CARRYING ON, 295
Org staffs carrying on while some of their members attend 20th ACC, 295
xxv
HCO B 28 July 1958 CLEAR PROCEDURE, 296
CCH 0Ч Starting session, 296
ARC break, 296
StartЧ ChangeЧ Stop, 296
Use and commands of Connectedness, 297
Scouting and running Help, 297
How to clear commands, 298
Clear Procedure, Step Six, 298
HCO B 29 July 1958 THE ROCK, 299
HCO B 5 Aug. 1958 THE BASIC LOCATING QUESTION OF THE ROCK, 300
Rock bracket, 3 00
HCO B 10 Aug. 1958 ACC AUXILIARY PROCEDURE, 301
Start session, 301
Clear auditor with pc, 301
Get pc into session, 301
Clear key words, 301
Clear up psychosomatics, 302
Clear up states of mind, 302
Isolate basic rock, 302
Run general Help and Step 6, 302
HCO B 20 Aug. 1958 PRESENT TIME PROBLEMЧ RUNNING OF, 303
HCO B 20 Aug. 1958 OUT OF SESSIONNESS, 304
HCO B 28 Aug. 1958 CHANGE AUDITORТS CODE, 306
HCO B 3 Sept. 1958 HCA COURSE EXAMINATION, 306
HCO B 12 Sept. 1958 POST CASE ANALYSIS ROUTINE, 307
Clearing auditor with the pc after D of P interview, 307
HCO B 12 Sept. 1958 HAVINGNESSЧ NEW COMMANDS, 307
Factual Havingness, 307
HCO B 15 Sept. 1958 MORE ON TRAINING DRILL TWO, 308
Avoidance of double acknowledgement, 308
Mis- acknowledgement of pc, 308
HCO B 29 Sept. 1958 VITAL TRAINING DATA, 309
Case of a student, 309 Academy training, 309
HCO B 15 Oct. 1958 ACC CLEAR PROCEDURE, 311
ARC in auditing, 311
Theory of auditing, 312
Reality level of pc, 312
CCH 1, Give me that hand, Tone 40, 313
CCH 2, Tone 40 8- C, 313
CCH 3, Hand Space Mimicry, 314
CCH 4, Book Mimicry, 314
CCH 0, 314
Present time problem, 315
TR 11, ARC Straight Wire, 316
xxvi
StartЧ ChangeЧ Stop, 317
Connectedness, 317
CCH 3( c), S- C- S on a person, 317
Commands of GP- 3, Connectedness, 318
Factual Havingness commands, 318
Confrontingness, 318
Body Confrontingness, 319
Subjective Confrontingness, 319
Participation, 319
Survival, 320
Creating, 320
Help, 320
Help on the rock, 320
General Help bracket, 321
Responsibility, 321
Answers, 321
Origins (originations), 321
The buttons, 321
How to run Clear Procedure, Step 6, 322
PAB No. 146, 15 Oct. 1958 PROCEDURE CCH, 323
Commands of and how to run Trio, 323
Exteriorization and loss, 324
Think of something you might withhold from (valence) [process], 325
Locational Processing and Problems of Comparable or Incomparable Magnitude, which to run, 325 Goals as a process, 326
Clearing up a goal, 327
Ability Issue 83, ca. Oct. 1958 NEW HCA COURSE YOU CAN BEGIN AT HOME, 328
A Scientologist in his training must approximate the route of actual research and discovery, 328 Length of time to become an auditor, 329
Training plan, 330
Frailties of Уcorrespondence coursesФ , 331
Scientologists can get the job done, 332
HCO B 25 Oct. 1958 ABBREVIATIONS, 334
Abbreviations of Director of Processing and Director of Procurement, 334
HCO B 27 Oct. 1958 HOW TO READ PROFILES ON OCA: COMPARING CURRENT WEEK PROFILE WITH WEEK BEFORE, 334
PAB No. 147, 1 Nov. 1958 COMMUNICATION COURSE, 335
TR One and Tone 40 on an Object, 335
Communicating to a specific individual, 336
How to communicate to a group, 336
How to do TR One, 337
Can you own ideas, 337
HCO B 3 Nov. 1958 AMERICAN COLLEGE OF PERSONNEL EFFICIENCY, DUBLIN, 338
HCO B 7 Nov. 1958 HPA COURSES FOR STAFF, 339
HCO B 11 Nov. 1958 ACC SCHEDULE, 339 xxvii
HCO B 13 Nov. 1958 TR 9 (b) AND TR 9 (c), 340
Training 9 (b), Starting the session, 340
Training 9 (c), Ending the session, 340
HCO B 17 Nov. 1958 CLEAR BRACELETS, 341
HCO B 25 Nov. 1958 STEP 6, 341
Academy Training Bulletin 25 Nov. 1958 TECHNIQUES TO BE USED ON HGC PRECLEARS, 342
Certainty Vol. 5, No. 22, ca. Nov. 1958 VIOLENCE, 343
Violence leads to barbarianism, 343
Ability Issue 85, ca. Nov. 1958 THE THEORY OF TRAINING IN SCIENTOLOGY, 344
How students are handled, 344
Gradient scale in training, 345
Evaluation of importance of data in philosophy, 346
HCO B 26 Nov. 1958 ACCs, 347
Schedules of ACCs, 347
HCO B 1 Dec. 1958 PEOPLE PERMITTED TO AUDIT ENGRAMS BY SCIENTOLOGY PROCESSES, 348
PAB No. 149, 1 Dec. 1958 DUMMY AUDITINGЧ STEP TWO: ACKNOWLEDGMENT, 349
Acknowledgment is a control factor, 349
Reason for obsessive talking, 350
How TR Two is done, 350
HCO B 6 Dec. 1958 HOW TO RUN AN ENGRAM, 352
Locating the engram, 352
HCO B 7 Dec. 1958 TRAINING DRILL CHANGE, 353
TR 5N to replace TR 5 as Comm Course drill, 353
PAB No. 150,15 Dec. 1958 DUMMY AUDITINGЧ STEP THREE: DUPLICATION,
354 Theory of TR Three, 355
Auditor must be able to duplicate, 355
How TR Three can unjam the track, 356
HCO B 16 Dec. 1958 EXTENSION COURSE CURRICULUM, 357
How to write an Extension Course section, 358
HCO B 17 Dec. 1958 BASIC POSTULATE OF OVERT ACT- MOTIVATOR SEQUENCE, 359
HCO B 17 Dec. 1958 AUDITING ARC BREAKS ON REGISTRAR AND ASSISTANT REGISTRAR, 360
HCO B 20 Dec. 1958 PROCESSING A NEW MOTHER, 361
Ideal conditions for birth, 361
How to run out the delivery, 361
How to handle new baby, 361
xxviii
HCO B 22 Dec. 1958 NEW HGC PROCESSЧ A NEW STRAIGHT WIRE, 363
Commands of and how to run ARC Break Straight Wire, 363
Good and bad points of ARC Break Straight Wire, 364
Cause of husband and wife quarrel, 364
Ability Issue 86 M, ca. Dec. 1958 SOMETHING HAS HAPPENED!!!, 365
Technical advancesЧ engram running, TRs, styles of auditing, 365
HCO B 26 Dec. 1958 B. SCN/ HCS COURSE, 366
HCO B 27 Dec. 1958 THE FIRST FIRST DYNAMIC PROCESS, 367
Invent something worse than you [process], 367
HCO B 28 Dec. 1958 SHORT SESSIONING, 368
Short sessioning as a technique, 368
HCO B 31 Dec. 1958 ACC CLEAR PROCEDURE CHANGE, 369
Omit УWhat part of that can you confront best?Ф from ACC Clear Procedure, 369
PAB No. 151, 1 Jan. 1959 DUMMY AUDITINGЧ STEP FOUR: HANDLING ORIGINATIONS, 370
What is an origination of the preclear, 370
How to handle originations, 371
Three steps in handling an origin, 372
What is a communication bridge, 373
Ability Issue 87, ca. Jan. 1959 WHAT ARE CLEARS?, 375
Three grades of Clear, 375
Mest clear, 375
Theta clear, 3 7 5
Operating Thetan, 375
Difference between mest clear and theta clear, 376
The 1959 HCA Course becomes a Clearing Course, 376
Clearing processes for mest clear, 377
HCO B 6 Jan. 1959 FIELD ACTIVITIES, 378
Bringing order is keynote of handling any area, 378
Auditor confidence, 379
Key rehabilitation process, 379
Group recruiting, 379
HCO B 6 Jan. 1959 CHANGE OF HCO POLICY LETTER OF 15 DECEMBER 1 9 5 8 , 380
HCO B 10 Jan. 1959 HGC ALLOWED PROCESSES, 381
OCA/ APA low pcs, 381
OCA/ APA medium pcs, 381
OCA/ APA high pcs, 381
Other processes for all, 381
Result retarders, 3 82
Clearing procedures, 382
HCO B 11 Jan. 1959 AN AMUSINGLY EFFECTIVE PROCESS, 383
Invent a Problem, 383
HCO B 12 Jan. 1959 TONE OF VOICEЧ ACKNOWLEDGEMENT, 383 xxix
PAB No. 152,15 Jan. 1959 THE FIVE LEVELS OF INDOCTRINATION, 384
Five dummy auditing processes, 384
8- C, 384
High School Indoctrination, 384
How to flunk Upper Indoc TRs, 385
Tone 40 on an Object, 385
Tone 40 on a Person, 386
HCO B 19 Jan. 1959 NEW HCA/ HPA COURSE, 387
HCO B 20 Jan. 1959 ACC PREPARATORY PROCESS SCHEDULE FOR RUNNING ENGRAMS, 389
Commands of and how to run Selected Persons Overt Acts, 389
Commands of and how to run Overt Act Straight Wire, 389
Commands of and how to run ARC Break Straight Wire, 389
Dating incidents with E- Meter, 389
HCO B 22 Jan. 1959 NOT- IS STRAIGHT WIRE, 390
Pcs divide into three general classes, 390
Commands of Not- Is Straight Wire, 390
Ability Issue 88 M, ca. Jan. 1959 A CAMPAIGN FOR ETHICAL AUDITING, 391
Ethical standards in America, 391
УBring OrderФЧ the motto of HCO, 391
What an ethical auditor does, 392
What an unethical auditor does, 392
HCO B 24 Jan. 1959 SCIENTOLOGY AXIOM 58, 393
PAB No. 153, 1 Feb. 1959 CCH, 394
Order of training processes, 394
Simple 8- C, 394
Locational Processing, 394
Locational, Body and Room, 394
Objective Show Me, 39 5
Attention by Duplication 9, Number 4, 395
Opening Procedure by Duplication, fatal to interrupt process, 396
HCO B 3 Feb. 1959 HGC CURRENT PROCEDURE, 397
Selected Persons Overts Straightwire, 397
Auditor crimes, 397
Gradual scale of processes, 397
HCO B 3 Feb. 1959 FLATTENING A PROCESS, 398
HCO B 4 Feb. 1959 OP. PRO. BY DUP., 399
Commands of and how to run Opening Procedure by Duplication, 399
PAB No. 154,15 Feb. 1959 CCH (Concluded), 400
Subjective Havingness, 400
Book Mimicry, 400
Hand Space Mimicry, 401
Trio, 401
HCO B 16 Feb. 1959 HGC PROCESSES FOR THOSE TRAINED IN ENGRAM RUNNING OR TRAINED IN THESE PROCESSES, 402
Starting a case, 402
Present time problem by Selected Persons O/ W Straight Wire, 402
xxx
Dynamic Straight Wire, 402
Past and Future Experience, 403
Engram Running, 403
Not- Is Straight Wire, 403
16 Feb. 1959 STAFF AUDITORSТ CONFERENCE OF FEBRUARY 16,1959, 404
Undercutting cases, 404
Confront Scale is the scale of disintegrating reality, 404
Reality Scale and engram running, 405
Present time problem handling, 405
Commands of and how to run Selected Person Overt- Withhold, 406
How to run Dynamic Straight Wire, 407
Past and Future Experience, 408
Engram Running, 409
Past deaths of famous historical figures, 411
Commands of and how to run Not- Is Straight Wire, 412
Effects of withholds, 413
Questions and answers, 414
Overt and motivator engrams, 414
Dynamic Straight Wire, 414
Recall a time vs. Recall something, 415
Magnitudes of overt and motivator, 416
Muzzled auditing of engrams, 416
HCO B 19 Feb. 1959 AUDITORТS CODE No. 19, 417
HCO B 24 Feb. 1959 SELECTED PERSONS OVERT WITHHOLD STRAIGHTWIRE, 417
HCO B 26 Feb. 1959 IDENTIFICATION, 418
HCO B 26 Feb. 1959 ENGRAM RUNNING ON OLD DIANETIC CASES OR RESTARTED CASES, 419
Running incidents, 419
Running out bad auditing, 419
Ability Issue 90 M, ca. Feb. 1959 HOW TO STUDY SCIENTOLOGY, 420
Two ways man ordinarily accepts things, 420
Evaluation of data, 421
A look at the sciences, 423
How war can come about, 423
Fundamentals, 424
Learning isnТt memorizing, 424
HCO B 27 Feb. 1959 HOW TO SELECT SELECTED PERSONS, 427
HCO B 28 Feb. 1959 ANALYSIS OF CASES, 428
Definitions of results, better, ability gain and intelligence gain, 428
Unfixing attention, 428
HCO B 28 Feb. 1959 ARC BREAKS WITH AUDITORS, 430
HCO B 28 Feb. 1959 CLEARING COMMANDS, 430
HCO B 1 Mar. 1959 TWO RULES FOR HAPPY LIVING, 431
Be able to experience anything, 431
Cause only those things which others are able to experience easily, 431
PAB No. 155,1 Mar. 1959 PROCESSES USED IN 21ST ACC, 433
Dynamic Straightwire, 433
Reality of terminals, 433
xxxi
Choosing terminals, 434
Commands of and how to run Selected Person Overts, 434
Commands of General Overts and Not- Is Straightwire, 435
HCO B 4 Mar. 1959 HGC ALLOWED PROCESSES, 436
[CANCELLED] Processes on gradient scale from unconscious pc to theta clear, 436
When muzzled auditing should be used, 436
HCO B 6 Mar. 1959 TRAINING DRILLS, 437
ARC break handling, 437
HCO B 6 Mar. 1959 HOW TO DO A DIAGNOSIS ON DYNAMIC STRAIGHTWIRE, 438
HCO B 10 Mar. 1959 SUPPLEMENTAL DATA SHEET TO HCO BULLETIN OF FEB. 16, 1959 AND STAFF AUDITORSТ CONFERENCE OF FEB. 16, 1959, 439
Route Theta Clear, list of processes, 439
HAS Co- Audit processes, 439
HCO B 13 Mar. 1959 MUZZLED AUDITING, 440
PAB No. 156; 15 Mar. 1959 PROCESSES USED IN 21ST ACC, 441
Straightwire processes run muzzled, 441
Muzzled auditing, 441
Overts, 442
HCO B 17 Mar. 1959 AN INSANITY QUESTIONNAIRE, 443
HCO B 17 Mar. 1959 DO IT YOURSELF THERAPY, 444
Successful way for the untrained person to make it all the way to release, 444
Ability Issue 92 M, ca. Mar. 1959 THE SUBJECT OF CLEARING, 445
State of release, 445
Mest clearing, 446
Confrontingness Scale of Reality, 447
Theta clearing, 447
Length of time used in processing, 447
HCOB 24 Mar. 1959 HAS CO- AUDIT, 449
MagazineЧ majors and minors, 449
HCO B 24 Mar. 1959 MINIMUM STANDARDS, 450
Minimum inflow of students and preclears, 450
HCO B 25 Mar. 1959 HAS CO- AUDIT & COMM COURSE, 451
Communication Course, 451
HAS Co- Audit Course, 451
How to run a co- audit, 452
PAB No. 157,1 Apr. 1959 PROCESSES USED IN 21ST ACC (Concluded), 453
Engram commands, 453
ARC Break Straightwire, 453
SCS Control Process, Thinking version, 454
Valences, 454
HCO B 3 Apr. 1959 HAS CO- AUDIT AND COMM COURSE, 456
xxxii
HCO B 14 Apr. 1959 LETTER FROM AUSTRALIA, 458
HCO B 15 Apr. 1959 EMOTIONAL TONE SCALE EXPANDED, 459
HCO B 17 Apr. 1959 KNOW TO MYSTERY STRAIGHT WIRE FOR EXTREME CASES, 460
Know to Mystery Scale expanded, 460
HCO B 22 Apr. 1959 OLD AND NEW REALITY SCALE, 461
HCO B 23 Apr. 1959 DEFINITIONS, 462
Definitions of consultant, instructor and coach, 462
HCO B 3 May 1959 SOLUTION TO SOLUTIONS, 462
Problems and solutions, 462
Penalty of solving problems, 462
HCO B 4 May 1959 AN AFFINITY PROCESS, 463
HCO B 4 May 1959 HOW TO WRITE A CURRICULUM, 464
HCO B 7 May 1959 NEW PROCESS, 465
Picture of aberration, 465
Why a thetan makes his postulate fail to stick, 465
A new process: Locational Communication, 466
HCO B 8 May 1959 AN UN- DOABLE COMMAND, 467
HCO B 21 May 1959 HGC ALLOWED PROCESSES AND ACC PROCESSES AS OF MAY 21, 1959, 468
Theta clear schedule, 468 Case remedies, 468 HAS Co- Audit allowed process, 469
HCO B 26 May 1959 MAN WHO INVENTED SCIENTOLOGY, 470
Career of L. Ron Hubbard, 470
Dianetics, the branch of Scientology which deals with mental anatomy, 470
Translations of Scientology books, 471
HCO B 5 June 1959 FORMULA 10, 472
Formula 10- an approach to OT, 472
HCO B 6 June 1959 WHEN CASES CRACK WELL ON SELECTED PERSONS OVERTS WITHHOLD, 473
Route for staff processing, 473
HCO B 9 June 1959 NEEDED MATERIAL, 474
HPA/ BScn Course lectures, 474
6th London ACC tapes tell how to run an HAS Co- Audit Course, 474
HCO B 10 June 1959 CO- AUDIT FORMULA, 475
HCO B 11 June 1959 THE DATES OF THE AUSTRALIAN ACC, 475
HCO B 22 June 1959 HOW TO УSELL SCIENTOLOGYФ, 476
Disseminate Scientology without telling what it is, 476
HCO B 23 June 1959 CLEAR TEST, 476
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HCO B 23 June 1959 WHAT IS SCIENTOLOGY, 477
HCO PL 2 July 1959 ADD FORMULA 10, 478
Process S2ЧФ From where could you communicate to a victim?Ф, 478
Process S22ЧФ Think of a place from which you could communicate to a victimФ, 478
HCO B 3 July 1959 GENERAL INFORMATION, 479
Six basic process types, 479
Starting and Ending Sessions, 479
Control Processes, 479
Duplication Processes, 479
Subjective Processes, 479
Objective Processes, 480
Straight Wire, 480
Definitions of thetan, mind and body, 480
The CCH ProcessesЧ Tone 40 auditing; their commands and procedure, 480
CCH 1, Give me that hand, Tone 40, 480
CCH 2, Tone 40 8- C, 481
CCH 3, Hand Space Mimicry, 481
CCH 4, Book Mimicry, 482
Method of running CCH 1, 2, 3, 4, 482
ARC Straight Wire as a training process, 483
Terminal Assessment for Overt- Withhold Process, 484
Dynamic and Know to Mystery scouting, 484
Selected Persons scout, 484
Overt- Withhold Selected Persons Straight Wire as a training process, 485
Factual Havingness, 486
Third Rail, a special form of Factual Havingness, 486
Rudiments, 487
Mock up a picture for which you can be totally responsible [process], 487
Re- experience and Experience Process, 488
Present Time Problems, 488
ARC Break Straight Wire, 489
Not- Is Straight Wire, 489
Scale of processes taught in HCA/ HPA, 489
HCO B 9 July 1959 DEFINITION OF SCIENTOLOGYЧ WRITTEN BY LRH FOR LEGAL WHEN SETTING UP HASI LTD, 491
HCO B 14 July 1959 SPECIAL INFORMATION FOR FRANCHISE HOLDERS,
492 Addresses, 492
Interim franchise, 492
HCO B 17 July 1959 AFRICA OVER THE TOP, 494
HCO B 18 July 1959 TECHNICALLY SPEAKING, 494
Victims, 494
HCO B 18 July 1959 INCOME TAX REFORM, 495
HCO B 21 July 1959 HGC ALLOWED PROCESSES, 497
Case remedies, 497
HAS Co- Audit, 498
HCO B 22 July 1959 ACTUAL WORKING DEFINITION OF PSYCHOLOGY, 499
xxxiv
HCO B 28 July 1959 OUR GOALS, 500
Exact plan of a centre, 500
Clearing Earth, 501
HCO B 5 Aug. 1959 HGC PROCESSES, 502
Regimen to be followed, 502
HCO B 7 Aug. 1959 THE HANDLING OF COMMUNICATION PROCESSES ЧSOME RAPID DATA, 503
Essentials of use of Communication Processes, 503
Generalized terminals vs. proper names, 503
Use of E- Meter, 504
Cautions regarding Communication Processes, 505
HCO B 12 Aug. 1959 A SECOND TYPE OF FRANCHISE, 506
HCO Processing Franchise, 506 Exchanging types of franchises, 506
Percentages to be sent to HCO WW, 507 Cable, donТt phone, 508
Buttons we want flat on everybody in Scientology: victim, money, 508
HCO B 13 Aug. 1959 SUGGESTED HCA COURSE SCHEDULE, 509
HCO B 13 Aug. 1959 FRANCHISE HOLDERS, 512
What UK franchise holders need to do, 512
HCO B 19 Aug. 1959 HAS CO- AUDITЧ FINDING TERMINALS, 513
HCO B 19 Aug. 1959 TO A ROMAN CATHOLIC, 514
Scientology demands no belief or faith and thus is not in conflict with faith, 514
HCO B 27 Aug. 1959 GROWTH WITH COMPETENCE, 515
A central org can succeed as far as it can service, 515
Victim is central button of overt act- motivator sequence, 516
How to audit victim item, 516
Organization and victim button, 517
HCO B 3 Sept. 1959 WHY УVICTIMФ WORKS AS A PROCESS, 518
Cases not to run on victim process, 519
Pcs have service facsimiles so they can be victims, 519
When is victim flat, 520
HCO B 9 Sept. 1959 A SHORT STORY BY CABLE, 521
Fast dispatch lines handle awkward situations, 521
HCO B 14 Sept. 1959 NEWS BULLETIN, 522
Saint Hill Manor, 522
Application of Scientology to the fifth dynamic, 522
HCO B 25 Sept. 1959 HAS CO- AUDIT, 524
How to run Comm Processes on assessment, 524
Universal Processes, 524
HCO B 26 Sept. 1959 DATA ON CLEARING A STAFF MEMBER AFTER SPECIFIC TERMINALS ARE FLAT WITH OVERT WITHHOLD STRAIGHT WIRE, 525
xxxv
HCO B 28 Sept. 1959 TECHNICAL NOTES ON CHILD PROCESSING, 526
Processes for different types of children, 526
HCO B 29 Sept. 1959 THE ORGANIZATION OF A PE FOUNDATION, 527
PE Course curriculum, 527
PE Foundation personnel, 528
HCO B 29 Sept. 1959 UNIVERSE PROCESSES, 529
Universe O/ W, 5 29
HCO B 5 Oct. 1959 UNIVERSE PROCESSES, 530
Universe O/ W, 530
Universe Comm Process, 531
HCO B 13 Oct. 1959 A USEFUL PROCESS, 532
For pcs who cannot seem to plumb an overt/ motivator sequence, 532
HCO B 13 Oct. 1959 D. E. I. EXPANDED SCALE, 533
Evolution of the D. E. I. Scale, 533
Basic scale of selling, 533
Comm Processes and D. E. I. Scale, 534
HCO B 14 Oct. 1959 LONDON UP, 535
HCO B 15 Oct. 1959 MY WHEREABOUTS IN NOVEMBER, 535
HCO B 20 Oct. 1959 AN EXPERIMENTAL PROCESS, 536
Comm Recall Process, 536
Know Mystery Recall Processes, 536
Basic Affinity Process, 536
HCO B 25 Oct. 1959 PSYCHOANALYSIS GOES CAPITALISTIC, 537
HCO B 30 Oct. 1959 TO RETAIN CO- AUDIT PCТS INTEREST IN CASE, 538
HCO B 31 Oct. 1959 CREATE PROCESSESЧ DANGERS & ADVANTAGES, 539
What would you like to create [process], 539
What would you like to confront [process], 539
What would you like to destroy [process], 539
Ability Issue 107, ca. Nov. 1959 ON BRINGING ORDER, 541
HCO B 12 Nov. 1959 ACKNOWLEDGEMENTS IN AUDITING, 543
Avoidance of double acknowledgement, 543
Misacknowledgement, 543
HCO B 18 Nov. 1959 1ST MELBOURNE ACC MATERIAL, 545
HCO B 18 Nov. 1959 CONGRATULATIONS HASIЧ SOUTH AFRICA, 546
HCO B 4 Dec. 1959 ALLOWED PROCESSES 1ST MELBOURNE ACC, 547
Melbourne 1, 547
Melbourne 2, 547
Melbourne 3, 547
Melbourne 4, 547
Melbourne 5, 547
HCO B 11 Dec. 1959 NEW HORIZONS IN SCIENTOLOGY, 548
Scientology organizational goals, 548
xxxvi
HCO B 15 Dec. 1959 HAS CO- AUDIT, 550
Process to use on HAS Co- Audit, 550
HCO B 15 Dec. 1959 URGENT CHANGE IN ALL CO- AUDIT COURSES, 551
Full responsibility, 551
PE Co- Audit process, 552
HCO B 16 Dec. 1959 RESPONSIBILITY FOR O/ Ws, 552
Ability Issue 110, ca. Dec. 1959 TECHNIQUES OF CHILD PROCESSING, 553
Type of Child Processing session, 553
Short sessioning works very well with a child, 553
Assists on children, 554
Routine Child Processes, 554
Children with rough cases, 554
Instilling confidence in children, 554
Recall Processes on children, 554
HCO B 23 Dec. 1959 RESPONSIBILITY, 555
Responsibility and past lives, 555
Reason for blows, 555
HCO B 31 Dec. 1959 BLOW- OFFS, 557
The reason behind blow- offs, 557
Blowing can cause repercussions, 558
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The Code of a Scientologist
P.A.B. No. 103
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 January 1957
So we're cause again. Here is the Code of a Scientologist being used as a
pattern for the medicos in the United States.
"The Code of a Scientologist
As a Scientologist, I pledge myself to the Code of Scientology for the
good of all:
1. To hear or speak no word of disparagement to the press, public or
preclears concerning any of my fellow Scientologists, our professional
organization or those whose names are closely connected to this science.
2. To use the best I know of Scientology, to the best of my ability, to
better my preclears, groups and the world.
3. To refuse to accept for processing, and to refuse to accept money from,
any preclear or group I feel I cannot honestly help.
4. To punish to the fullest extent of my power anyone misusing or degrading
Scientology to harmful ends.
5. To prevent the use of Scientology in advertisements of other products.
6. To discourage the abuse of Scientology in the press.
7. To employ Scientology to the greatest good of the greatest number of
dynamics.
8. To render good processing, sound training and good discipline to those
students or peoples entrusted to my care.
9. To refuse to impart the personal secrets of my preclears.
10. To engage in no unseemly disputes with the uninformed on the subject of my
profession."
Using it, the A.M.A. has now proposed the following code for all medicos
as given in "The Doctor's New Conscience" in Look Magazine, December 11, 1956.
You see, they aren't completely brave:
1
"The A.M.A.'s Proposed Principles of Medical Ethics"
These principles are intended to serve physicians, individually or
collectively, as a guide to ethical conduct. They are not laws; rather they
are standards by which a physician may determine the propriety of his own
conduct. They are intended to aid physicians in their relationship with
patients, with colleagues, with members of allied professions and with the
public, to maintain, under God, as they have through the ages, the highest
moral standards.
1. The prime objective of the medical profession is to render service to
humanity with full respect for both the dignity of man and the rights of
patients. Physicians must merit the confidence of those entrusted to
their care, rendering to each a full measure of service and devotion.
2. Physicians should strive continuously to improve their medical knowledge
and skill and should make available the benefits of their professional
attainments.
3. A physician should not base his practice on an exclusive dogma or a
sectarian system, nor should he associate voluntarily with those who
indulge in such practices.
4. The medical profession must be safeguarded against members deficient in
moral character and professional competence. Physicians should observe
all laws, uphold the dignity and honor of the profession and accept its
self-imposed disciplines. They should expose, without hesitation, illegal
or unethical conduct of fellow members of the profession.
5. Except in emergencies, a physician may choose whom he will serve. Having
undertaken the care of a patient, the physician may not neglect him.
Unless he has been discharged, he may discontinue his services only after
having given adequate notice. He should not solicit patients.
6. A physician should not dispose of his services under terms or conditions
which will interfere with or impair the free and complete exercise of his
independent medical judgment and skill or cause deterioration of the
quality of medical care.
7. In the practice of medicine, a physician should limit the source of his
professional income to medical services actually rendered by him to his
patient.
8. A physician should seek consultation in doubtful or difficult cases, upon
request or when it appears that the quality of medical service may be
enhanced thereby.
9. Confidence entrusted to physicians or deficiencies observed in the
disposition or character of patients, during the course of medical
attendance, should not be revealed except as required by law or unless it
becomes necessary in order to protect the health and welfare of the
individual or the community.
10. The responsibilities of the physician extend not only to the individual
but also to society and demand his cooperation and participation in
activities which have as their objective the improvement of the health
and welfare of the individual and the community."
We are advising them to use our Number 3. You see how they recoiled from
it.
2
L. RON HUBBARD
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THE STORY OF A STATIC
P.A.B. No. 105
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 February 1957
THE STORY OF A STATIC
Once upon a time there was a thetan, and he was a happy little thetan and
the world was a simple thing. It was all very, very simple.
And then one day somebody told him he was simple.
And ever since that time he has been trying to prove that he is not.
And that is the history of the Universe, the Human Race, the Fifth
Invaders, the Fourth Invaders, the 3 1/2 Invaders, the people on Mars, Saturn,
Jupiter, Arcturus, the Markab Galaxy, the Markab System, the Psi Galaxy,
Galaxy 82 --
I don't care where you look -- that's the story.
Only it's too simple a story, much too simple a story, because a thetan
would have to admit he was simple if he understood it.
LRH
Copyright $c 1957 by L. Ron Hubbard. All Rights Reserved.
4
L. RON HUBBARD
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PROCEDURE CCH
HUBBARD COMMUNICATIONS OFFICE
HCO TRAINING BULLETIN OF 6 FEBRUARY 1957
The following procedure is not for general release to the field, and is
to be released only to organizational staff. The reason it is not being
generally released to the field is that very few auditors have the skill
necessary to run these techniques. The entirety of this will be released,
somewhat modified, and much more expanded, some time in the future, and forms
the backbone of a book. Therefore, I will appreciate your courtesy in not
releasing these techniques to anyone, but keeping them in the Clinic until the
book can be written, since you will scoop me if you do not, and the book will
have that much less meaningfulness and appeal. The reason I am releasing these
at this moment is that we need them, and we have every right to use them, but
I do not wish them to be generally released, since they are actually so
powerful that an auditor who is badly schooled would not be able to handle
them at all on preclears. He is better off using that in which he has been
trained. It will take a book to get him totally oriented on this subject.
PROCEDURE CCH
This procedure has two forms, it has the long form and the short form.
The long form is omitted here since it is not necessary in any broad number of
cases, and the short form is entirely right out through the top.
The name, "CCH", is taken from Communication-Control-Havingness. These are
the immediate exercise targets of this procedure.
The goal of this procedure is to take the preclear from as far south as
preclears can be reached, straight on through as far north as a preclear can
be pushed. Therefore, the breadth of Procedure CCH is much greater than any
other auditing procedure ever released.
This procedure is covered rather adequately in the long series of lectures
of the 16th ACC which specifically cover technique. This does not mean the
entirety of the 16th ACC lectures, it means that section of the 16th ACC
lectures which was immediately addressed to technique. A study of these
lectures is recommended before extensive use of Procedure CCH is engaged upon
in the Clinics. Copies of these lectures are being made available to
Washington and London.
The goal of the Auditor is to discover an ability in the preclear and
improve it.
The first discoverable ability of a preclear is communication in one form
or another. This even applies to a person in a comatose state. Such a person
quite ordinarily responds to tactile if you do not expect him to acknowledge.
He is not able to acknowledge our communication to him by tactile since he at
first cannot sufficiently or adequately control the body in order to make the
reply.
HPA/HCA PROCESSES
Group I: Communication Processes, taught in Indoctrination:
* Parts of Communication
*A. "Look at me. Who am I?"
*B. Hand contact mimicry. Commands: "Put your hands against mine," then
"mimic and contribute to the motion of my hands." Acknowledge when the
preclear has completed the command. Then say "Put your hands in your
* indicates to be taught in HPA & HCA Classes.
5
lap." Then the auditor does the same. Repeat this process.
*C. Hand mimicry (gradient scale of spaces). Hand mimicry is run the same
as hand contact mimicry, with the following changes in the commands:
"Put your hands up facing mine, with about one inch distance between
your hands and mine." Then, "Mimic and contribute to the motions of my
hands, while maintaining the same distance between our hands."
Acknowledge. Then, "Put your hands in your lap." Auditor then puts his
hands in his lap. When this level of the process is flat, the auditor
then puts more space between himself and the preclear, on a gradient
scale, and changes the distance part of the command accordingly. Use a
gradient scale to a limit of 3 feet.
*D. Mirror image hand mimicry. The commands are "Put your hands up facing
mine." "Mimic my commands mirror-wise; that is, when I move my hand
back, you move your hand back on the same side of the body, and when I
move my hands forward, you move your hands forward correspondingly."
"Good. Put your hands in your lap."
E. Full body mimicry. The auditor picks two spaces in the auditing room,
marking them out with chairs or other objects, or using the rug. One
space is for the preclear, and the other for the auditor. The auditor
explains to the preclear as follows: "I am going to step into my space
and deliver a command to you which will consist of a series of body
positions. When I have finished executing this command I will step out
of the space. You are then, without any further command on my part, to
step into your space and mimic the command I have given. When you have
finished doing that, then you step out of that space and that will be
the end of that command." The process is then repeated. If the
preclear is not doing a good job of mimicking the auditor or is thrown
into inordinately long communication lags, the process may be run with
the auditor stepping into his space and giving the command while at
the same time, the preclear steps into his space and mimics the
command. That is to say, the command is executed simultaneously by the
auditor and the preclear instead of the auditor first executing it and
then the preclear following it, with a mimic.
Group II. Location-Control Processes:
Parts of Control
A. Locational. "Locate the ______." The auditor has the preclear locate
the floor, the ceiling, the walls, the furniture in the room, and other
objects and bodies.
*B. Connectedness. "Look around here and find something you wouldn't mind
making connect with you." Make sure while running this process that the
preclear is making (causing) things to connect with him rather than he
connecting with the things. If he connects with the things, it is a no-
games condition. It is important that this be stressed in the session.
*C. 8-C Solids. "Do you see that ______ over there?" "Good." "Walk over to
it." "Good." "Touch it." "Good." "Now, make it a little more solid."
"Good." "Let go of ______." "Good." The process is then repeated, with
the auditor selecting the object each time.
D. S-C-S. "I am going to tell you to start the body. Then I want you to
start the body." "All right." "Start the body." If the preclear has
started the body, he acknowledges the execution of the command. The
auditor then repeats this process. Note: These commands must be used
exactly, and be duplicated by the auditor. You should also get the
preclear's agreement to do it each time. The change portion of S-C-S
is run as follows: The auditor picks and arranges with the preclear
the location of three spots in the room. The auditor then designates
these spots as Spot A, Spot B, and Spot C, and
6
has the preclear stand in one of them. The command, duplicated each
time, is as follows: "I'm going to tell you to change the body from
Spot __ to Spot __. Then you change the body from __ to __. Okay?"
When the preclear indicates that he has heard this and understood,
the auditor then gives the command, "Change the body from __ to __."
Spots A, B and C may be chosen by the auditor in any order. The Stop
portion of S-C-S is run as follows: "I'm going to tell you to get the
body moving in that direction." The auditor indicates a direction
across the room. "I then want you to get the body moving, and
somewhere along the line I'll tell you to stop. I then want you to
stop the body." When the preclear has stopped his body, the auditor
then acknowledges and repeats the process and commands. As in the
previous two, the auditor always duplicates the commands and gets the
agreement of the preclear to make sure that he has started, changed
and stopped the body himself, while running the above three processes.
Group III. Duplication Processes:
A. Opening Procedure by Duplication. "Go over to the ______." "Look at
it." "Pick it up." "What is its color?" "What is its temperature?"
"What is its weight?" "Put it down in exactly the same place." The
preclear obeys each command and answers each question in turn. The
auditor then says, indicating the other object, "Go over to the
______." "Look at it." "Pick it up." "What is its color?" "What is
its temperature?" "What is its weight?" "Put it down in exactly the
same place." The auditor using the same words, same objects, and the
same formula over and over again. This process must be run with good
ARC at all times, and with a good duplication of the commands, and
with good control.
*B. Keep it from going away. The auditor asks the preclear to select a
number of objects in the room which appear real to the preclear. The
auditor then selects two of these objects. These objects should be of
a size that is easy to handle with the hands, and of a significance
as non-restimulative as possible to the preclear. The auditor then
selects two of these objects and places them either on a table in
front of the preclear within easy reach and with some distance
between them, or else on the arms of the preclear's chair, one object
on each arm. The commands of the process are: "Pick up the ______."
"Good." "Keep it from going away." "Good." When the preclear has kept
it from going away for at least an instant and with certainty, the
auditor then says, "Put it back exactly where you found it." "Good."
The auditor then says, indicating the other object, "Pick up the
______." "Good." "Keep it from going away." "Good." "Put it back
exactly where you found it." "Good." The process is repeated.
*C. Hold it still. The commands for this process and the execution of it
are the same as the process "Keep it from going away", with the
following exceptions: the command "Hold it still" is used in place of
the command "Keep it from going away".
Group IV. Havingness Processes:
Objective Havingness
A. Terrible Trio. "Look around here and find something you would be
willing to have." "Look around here and find something you would be
willing to permit to remain where it is." "Look around here and find
something you would be willing to dispense with."
B. Trio on Valences. "Look around here and find something ______ can't
have." Run this command until flat -- then run "Look around here and
find something you can have." (NOTE: ______ should be a person, such
as mother, father, sister, etc.)
7
C. Objective Solids "Look around here and find something." "Okay." "Make
it a little more solid."
Group V. Subjective Havingness:
A. Subjective Havingness. "Mock up ______." "Make it a little more
solid." "Do what you like with the mock-up." 1. Confusions; 2.
Wasting havingness.
B. Straight Wire. "Tell me something you would be willing to forget."
Preclear answers, auditor acknowledges. Repeat until flat.
*C. Then and Now Solids. "Get a facsimile." "Make it a little more solid."
"Look at the environment." "Make it a little more solid." Repeat this
process.
Group VI. Thought Processes:
A. Rising Scale. This run on emotion and/or attitude charts, by running
from the lowest to the top of the respective scale. "Put ______ into
the wall." Preclear answers, auditor acknowledges. (Example, "Put
apathy into the wall," etc.)
*B. Present-time problem. "Invent a problem of Comparable Magnitude to
______." "How could that be a problem to you?" The blank in this case
being a terminal; best to use a single terminal with a minimum of
condition.
C. Find a spot. "Look around here and find a place you could light."
Preclear answers, auditor acknowledges. "Invent a consequence of your
having lighted." Preclear answers, auditor acknowledges.
*D. Thoughts in Walls.
(1) "Have the front wall say to you, 'This means go to ______'."
Preclear supplies the blank, the blank being a location. This is run
on front, back, right, left, ceiling and floor -- use same order
throughout. After one round, you alternate "Have the front wall say
to you, 'This means don't go to ______'." When these alternates are
flat, run: (2) "Have the front wall say to you, 'This means stay in
______'," which is alternated with "Have the front wall say to you,
'This means don't stay in ______'."
Run pairs (1) and (2) comparatively flat -- this is the only process
for terror stomach.
E. Objective Not Know. "Look around here and find something you wouldn't
mind not knowing."
L. RON HUBBARD
This Bulletin subject to
correction
LRH:rs.lnd.rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED Feb 6, 1957.
8
L. RON HUBBARD
Type = 31
iDate=15/2/57
Volnum=0
Issue=106
Rev=0
rDate=0/0/0
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GOOD PROCESSES
P.A.B. No. 106
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 February 1957
GOOD PROCESSES
Prepared from the research papers of L. Ron Hubbard
The material in recent PABs, much of it, has come from an LRH research
paper that still contains material, not covered, on some modem processes
and general theory of primary value. In the research paper it is given in
extremely staccato fashion, as the paper was the basis for conferences
where the material could be expanded. Here is some more of the material.
The best processes are those which fastest convert unknowing games
conditions to knowing games conditions. This does not disregard the fact that
one's goal of processing might be, at a very far reach, the static. No-games
conditions do describe the static and various harmonics of the static. The no-
games conditions list does not anywhere describe workable processing tools.
Games conditions, and games conditions only, do that.
Here are some of those fastest processes:
CONTROL. Start, Change and Stop on objects or preclear's body, emphasis on
stop. Why emphasis on stop? It has long been known in Scientology (see
Scientology 8-80) that the ability to hold points, locations, masses and
objects, including bodies, in space at one's own direction and choice is the
essence of control. Without the ability to fix locations in space there is no
self-determinism. Where one is concerned with the physical universe he
collapses if he cannot hold space.
The exact commands and procedure of control processes are contained in
recent PABs as well as in early Bulletins to be released.
The effectiveness of any processing is as great as the extreme of good
control is exercised by the auditor. A corollary to this is that how well one
lives life is measured by the extent of his good control of the things within
his actual boundaries of interest.
FIGHT THE WALL. This is a very fascinating process. The auditor makes (he has
to make him) the preclear fight the wall bodily. Since there is no accepted
social behavior in man on this subject, the way that a preclear will DO this
process varies somewhat wildly. What his running of the process does is to
bring him up to a confrontingness of walls and environment. It does this
through exercising a games condition (fighting) and causing the preclear to
exercise this games condition knowingly. It is not designed to, nor does it,
run out the preclear's ability to fight.
The total command is, having directed the preclear's attention to a wall,
"Fight the wall." You don't tell them how to fight it, you tell them to fight
it. The amount of
9
bruised knuckles and holes in plaster can be cut down by providing the
preclear with a mattress or other protector and it works just as well. The
purpose of the process is not damage, although preclears are known to go into
fighting walls with a peculiar enthusiasm.
This can also be run by mock-ups but not as a substitute for making the
preclear use his body. Do not make a thinkingness process of this, it is a
doingness and a confrontingness process. It can be run outdoors on trees,
etc., as well as in the auditing room.
OPPONENTS. The main thing about opponents is that there are not enough of
them. An opponent is a games condition. Have the preclear tell lies about the
subject of opponents. That is a good process. Have the preclear invent
opponents. Of these two, Invent is best, but Lie is a lower harmonic of Invent
and can be run all the way south.
When opponents become scarce to an individual they become so precious and
valuable that he will neither confront, have, nor let go of anything he
considers to be one. He will fight himself and do all sorts of things but he
will not do these things. He becomes extremely aberrated on this point and
will attempt to "discover" enemies or "find out" or some such thing. This is a
compulsive games condition, with unknownness. Havingness is extremely poor on
such an individual.
The exact commands are "Tell me a lie about an opponent," "Tell me a lie
about opponents," "Invent an opponent."
INDIVIDUALITY. A lot is said about individuality. Indeed it is a highly
important subject. Either individuality is a very bad thing and causes human
troubles, is a very good thing, or it is a games condition. The truth is that
individuality is an aberration and a games condition. It therefore, good or
bad, processes, whereas namelessness (unidentifiedness) does not. An extreme
or exaggerated view on the subject of individuality is a havingness upset and
contains unknowingness. Knowingness about identity includes awareness of game.
A good process is "Invent an individuality that would impress people." Run it
for all eight dynamics. Examples: "Invent an individuality that would impress
animals," "Invent an individuality that would impress God."
CAN'T HAVE. An interesting little creative processing process is "Mock up a
mockup" and then "Say that bodies can't have it" or "Say that your body can't
have it." A further use of this is to say that the MEST universe can't have
it. Auditors call this "Escape Processing."
EFFECT. Lie about an effect you are having. Examples: "I'm not having any
effect from my tooth," "I'm not having any effect from that wall" or "That
wall is giving me some money." Lie about an effect you are having on (any
dynamic).
PROBLEMS. Problems must be handled in auditing. Never leave the present time
problem unhandled. This does not mean that the problem is flat when the
preclear says he now knows what to do about it or can solve it, etc. The
problem is not flat until he can tolerate it solved or not solved. If he MUST
solve it then he is not able to tolerate the problem and it is not flat.
People think that all problems or some problems MUST be solved. They think
this because they cannot tolerate or confront the problems.
Problems are processed by "Invent a problem of comparable magnitude to
(the problem)." Until preclear can have the problem.
Undercutting the above, is, having the preclear tell lies about the
problem.
10
Inventing problems of comparable magnitude must each time be questioned
as to "How could that be a problem to you?"
Another process related to problems is "Consequences of Solutions." Since
a problem not confronted persists and confronted does not persist, then
preclears can discover that they have been not solving problems because they
were scarce.
SOLIDS. "What are you looking at?", "Make it solid," "What are you looking
at?", etc.
VACUUMS. A vacuum is a super-cold object which, if brought into contact with
bank, drinks bank. Objects at 25 Deg F or less have high electrical
capacitance, low resistance. This was psychiatry before Earth. Shocks, ether,
can act similarly. This is how one mechanically forgets the past. He depends
on pictures, loses pictures to a vacuum incident. Vacuums drink up the
preclear's havingness. They are just incidents and they are brainwashing. You
encounter these running solids. Opponents, individualities, more solids,
problems, undo them.
RESTIMULATION. When one violates a games condition, intends to have an effect
on something and doesn't, one often puts the effect on the body. One thus gets
"no-effect" on opponent, makes an effect on self. This is restimulation. It is
also stimulus-response.
"Effect you could have on (people, preclears, any dynamic)" remedies
this. The condition of self-auditing while auditing is the above
restimulation. The same process resolves it.
TO SPLIT VALENCES
A term that really makes a psychiatrist feel like somebody is "schizo,"
their nickname for the schizophrenic. It is an odd misnomer in that it means
split personality and the trouble with a schizo is that he needs splitting,
not that he's split. He's in another's valence, and what is required is to
remove or split the preclear out of that other's valence.
STEPS. A series of steps rather than a single process or command worked best
by test at the Hubbard Guidance Center and the London HASI Clinic.
1. Get the preclear under control with Start-Change-Stop. Lots of it. This
can't be slid over or brushed through carelessly. The total reason for
getting the preclear under good control is that he is under bad control
or he wouldn't be a preclear, even though the bad control is his own.
Though it is his own it is not knowing. The auditor's job is to make the
preclear CAUSATIVE throughout. The preclear must be CAUSE toward all
things in the session. The control by the auditor is necessary because,
left to his own devices, as he has been for aeons, the preclear will be
EFFECT of his reactive bank, pictures, circuits and figure-figure. The
one thing, of course, that the preclear is effect of in session and not
causative toward is the auditing. The auditor pan-determines the whole
thing.
2. Unjam the track with "What are you looking at? Make it solid." Anything
jamming (sticking, holding) the track (time) can be run AS A VALENCE in
the following steps. Examples could be: Mother, dog, book, machine, town,
house, gun, etc. You can readily see in this command "Make it solid" that
the preclear is being CAUSE toward the thing or person. It is of
considerable relief to the preclear.
3. Choose valence or valences, weakest universe preferred. At this point
skill comes into great demand. The OBVIOUS here would be usually the
correct valence to run. Obvious to the AUDITOR. It won't be obvious to
the preclear. For example,
11
the weakest universe would be to the preclear the one that gives no
trouble. He never gets bothered or upset about that person. He never even
thinks about that person or when he does it is only with the mildest
feelings. Why? Because he's "wearing the head" of that person! He's
looking FROM, not AT. If you find you have picked the wrong valence to
run, go back to (1) and choose again at (3).
4. "What would interest (universe so chosen)?" Run this flat.
5. "Invent an opponent of comparable magnitude to _____." You are getting a
games condition here. Scarcity of opponents is the stickiest condition
there is in human relations. Run this until preclear does it well and
comm lag is flat.
6. "What would get the attention of _____?" Here the preclear will name or
invent things that would get the attention of the universe being run.
What you know about the SERVICE FACSIMILE will apply here. Run it out
this way. "What would get the attention of ?"
7. "Look around here and find something that _____ can't have." Answers must
be things physically observable in the auditing environment. This must be
run very, very flat. A key process.
8. "What could you protect _____ from?" This actually could be run as above,
having the preclear look around the room and find what he could protect
_____ from. However, if (7) has been run flat as a pancake it can be run
as a subjective process as given.
9. "What communication could you prevent _____ from originating?" You will
see that this gives the preclear a games condition and an opponent. It
isn't flat when the preclear is still giving answers from the bank. He
should make some.
10. Problems of Comparable Magnitude. The command is: "Invent a problem of
comparable magnitude to _____." This is an important process. Note that
it has to be flattened well and that it is not flat when the preclear
says he feels better about it or will handle it. It is flat when the
preclear can HAVE the problem, does not HAVE TO solve it. Could have it,
permit it to remain, or dispense with it. Problems: games condition.
Solutions: no-game condition.
11. "Invent a game you could play with _____." This light-hearted little
process is dynamite. Don't neglect it. Run it on the preclear and you'll
see what a high-level process looks like when it really bites. (It will
bite if you have properly run the preceding ten steps.)
12. "Make _____ fight the wall." This is done, of course, with mock-ups,
until the preclear does them extremely well and with full control of the
mock-ups and comm lag is flat.
13. Run (4) to (12) again to check.
This procedure cleans up universes and valences. When running this, keep
the preclear at it and do not lapse into discussion or excessive two-way comm
aside from the processes themselves. Use two-way communication in delivering
the process to the preclear, not in getting the preclear to deliver the bank
to the auditor.
This is a lot of processes for one bulletin, but we can include more
detailed material on these in future PABs.
12
L. RON HUBBARD
Type = 31
iDate=1/3/57
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SPECIFIC FOR TERROR STOMACH
P.A.B. No. 107
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 March 1957
SPECIFIC FOR TERROR STOMACH
There is a specific process which goes this way. You ask the preclear to
put into the six sides of the room, the four walls, the ceiling and the floor,
in regular order, the statement to him or to some part of his body "This means
go to _____" and the preclear furnishes the location. He does this with each
wall, the floor and the ceiling, in rotation. Now you had better let him have
the walls, etc., first of all say it to him, then after a while say it to his
body. Now the next time round you get him to put into the walls, etc. "This
means don't go to _____." Then the next time we go around to "This means go to
_____," and finally we get this thing flat. These commands are run in
alternation until it seems fairly flat.
Now the reason why you ask him to supply the name of the location each
time is simply to see how his communication lag is coming along. If you didn't
ask him to add the name you would not see his comm lag. When you ask him to
originate a location this puts a little stopper on the line. Now when we have
that pair of commands fairly flat we go on into the next pair. "This means
stay in _____" is completed with all the six sides of the room, and the
alternation command in this case is "This means don't stay in _____," and we
run these alternately covering the six sides of the room each time.
Now, of course, this is essentially the anatomy of the confusion -- the
confusion basically of a person doing, or trying to do, two things at once. So
we get him to sort out the stable data. This is a technique which has been
with us for some time. It is what we call one of our specifics, and it is a
specific for a terror stomach.
Now this is something for you to have because these terror stomachs can
cause you some difficulty. For instance, one of the commonest things that you
find in prison work or in people who are under pressure from the police in one
way or another is the terror stomach. With some people just the thought of
possibly being arrested would turn one on. Now just why the police are the
commonest restimulator of the terror stomach lies, of course, on the back
track.
The stomach is guilty of the overt act of eating, it is continuously
guilty of this act and becomes quite frantic on the whole subject of being
incarcerated. This is rather funny, because the stomach is already
incarcerated and is continually incarcerating -- it puts food into jail three
times a day; and so we get police putting somebody away as being the commonest
restimulator of the terror stomach. A terror stomach is simply a confusion in
a high degree of restimulation in the vicinity of the vagus nerve. This is one
of the larger nerves and it goes into agitation under this restimulation. Now
medical science has already solved this, already knows how to take care of it:
they simply cut the vagus nerve -- that it brings on a fairly early death and
completely
14
disrupts the entirety of the gastric system is, of course, not considered. It
is comparable with electric shock, which, incidentally, is almost uniformly
followed by an early stroke.
Now here we have a specific and this somatic has not had any alleviation
from any other process prior to Spring, 1956. At that time some other
processes came in which are, to some degree, faster. But they have not yet
been tested on a terror stomach with any thoroughness. They are more powerful,
but they have not been thoroughly tested against this specific somatic.
With good auditing and good communication we can, apparently at any tone
level, seem to be able to use this process successfully. This is quite
remarkable. The terror stomach flattens out and if it does recur, it will be
quite minor. But the preclear should be warned about this so that if it does
recur he can come in again to see the auditor, who can continue the process
and flatten it further.
It is a specific and for a long time I figured out the confusion of where
to go and where to stay, and figured out the disenfranchisement of the game
somewhat. Disenfranchisement brought about a condition of confusion which was
best expressed in the stomach evidently. We can handle that today. I can tell
you with some confidence that the only thing that would interrupt your ability
to handle this would, of course, be your communication with the preclear. This
would have to be pretty good before you could use this process. To establish
communication with a preclear suffering from the terror stomach is, of course,
one of the more interesting things to do because the preclear is quite
frantic. He leaps around, goes in and out of session, etc. Nevertheless, in
spite of this, the process does level out the terror stomach which is just a
bundle of confusion.
With this process one would apparently be dealing with a no-games
condition, because something is talking to the preclear. But remember that the
preclear is making something talk to him for the first time. The walls are
always telling people something, and when walls become warnings and when the
various items of the physical universe become associated ail under the
headings of warnings, then you have a terror stomach. Well the common
denominator of a warning is not conditional actually, it is a warning about
change of position. What has deteriorated in the preclear is the ability to
differentiate messages so that all messages mean "Go to _____, don't go to
_____, stay in _____, and don't stay in _____." The process runs out, in
essence, the bad 8-C of the universe and you just turn it into good 8-C.
When running the process, ask the preclear if he is putting the postulate
behind the wall, in the wall, just ahead of the wall, ask him how it is going
now, what is the progress of the various points, how much space is the
postulate occupying now, has he any inclination to put the postulate into the
whole building, or compulsion to do this or that, and so on. You just go on
policing it you see, but don't slow it down with too much policing because
this process is a quantity process -- unlike almost any other process we have
-- it's very low scale and so is quantitative, i.e. how many times he gets it
into the wall. So you want him to do as many of these commands as possible.
Now the reason I bring up this process is to acquaint you with it and
also because it is so wonderfully illustrative of the relationship between
aberration and learning rate, a subject which I will be continuing in another
PAB.
L. RON HUBBARD
15
L. RON HUBBARD
Type = 11
iDate=8/3/57
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GOAL OF INDOCTRINATION COURSE
Director of Training
Indoc Instructor
Asst Indoc Instructor
HCO -- LONDON
HCO BULLETIN OF 8 MARCH 1957
COPIES TO:
Director of Training
Indoc Instructor
Asst Indoc Instructor
HCO -- LONDON
GOAL OF INDOCTRINATION COURSE
1. To give new student a reality on Scientology.
(No matter what this takes -- should include a couple hours professional
auditing.)
2. The Communication formula.
3. The Positions of Auditing.
4. The Communication formula used in the positions of auditing.
Theoretical Material taught.
The Codes of Scientology.
L. RON HUBBARD
LRH:rds.jh
16
L. RON HUBBARD
Type = 31
iDate=15/3/57
Volnum=0
Issue=108
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LEARNING RATE
(Part 1)
P.A.B. No. 108
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 March 1957
LEARNING RATE
(Part 1)
This is one of the more important things with which we have to do.
Scientology has always been the science of knowing how to know. With some
diffidence I tell you it is also the basic science of education. Education
happens to be just one part of a large whole. Education is seldom creative and
is, therefore, just a middle ground of activity. Getting people to know
something rather than getting people to invent something to know, you will see
are quite different. In Scientology itself, however, we engage in a great
number of educational activities and just for that reason alone you should
understand education.
Education really takes off from a series of basics which we have a good
grip on, and nobody ever knew where education took off from before. Well, it
takes off from Scientology. This is factually true: nobody ever before had
these basics. It is quite amazing. If you asked an educator about these things
-- on how you taught people and so forth -- he would be flabbergasted. Some of
his ideas are interesting and complicated enough to be fascinating, but they
are not sufficiently effective. In order to educate somebody you had to know
what the mind was all about, and unless you knew the nearly total anatomy of
the mind you could not hope then to do much educating, and the educational
world did not know the anatomy of the mind and so they didn't do much
educating. That is the simple background of the situation. But the funny part
of it is, that if you tell an educator some of the basics of education he will
agree with you all the time. He knew these things all the time, he will tell
you, but a little conversation will show you that these things are not aligned
properly and are tied up with all sorts of extraneous data and that he has no
idea of relative importance of the various data, both pertinent and
extraneous. He could not evaluate for you the data you have fed him, but would
be in such total agreement with the basics that you feel that he would be
rather apt to go anaten, stagger, yawn, etc., but he would know for sure that
he had met someone who could tell him about his business.
If you know about the mind you can educate a mind. This is certain and
quite true. Now here is the coordination: You have a wall say to yourself,
"This means go to _____." What are you actually doing? You are really running
out the total significance of a wall. You are evidently doing about half a
hundred different things while doing this process. If you listed the things
which make this process work you would be likely to have a couple of sheets of
foolscap. But let us take one of them here and let us see how walls are always
teaching you something, how fire plugs are always teaching you something, and
how grass is always teaching you something, etc. The least that a wall teaches
you is that it is a wall. Now when you ask a preclear to walk over and touch
that wall as in Step A of 8-C, he finally finds out that there is a wall
there, which is the goal of the process. Now what is this but learning that he
has a wall there?
17
Now process lag and learning lag would be the same thing for these
purposes. It takes him this long to find out there is a wall. You will
understand that the wall gets more solid to the preclear and a lot of other
parts of Scientology immediately accrue that are off the subject of learning
rate, but we are just taking up this one thing. We call this thing a learning
lag. A learning lag is how long it takes the wall to get the message through
to the preclear. Well, it takes as long as the preclear is in a high unknowing
games condition. High unknown games condition is "no effect on self and effect
on other things," and yet his ability in the universe depends upon his
differentiation amongst objects. For the wall says to him "This is a wall,"
but because there can be no effect on self in a very obsessive way, the wall
saying to him "This is a wall" means of course "This is a hospital spittoon."
No differentiation in perception. This is sometimes quite evident in a sudden
exteriorization because of a loss of havingness which occurs at that time.
It is not that his MEST body is what gives him perception -- this is not
true -- but the havingness of the MEST body makes his perception possible. You
reduce his havingness by exteriorizing him suddenly and his perception goes by
the board and of course he goes downscale, and LOOK is way up there at the top
of the Know to Mystery Scale just below KNOW and you drop him down the scale
to NO-LOOK, and sometimes in a sudden exteriorization you may drop him down to
a delusory look. They not only don't see what is there, they see something
that is not there. Well what is this in essence but an inability to perceive,
which is an inability to learn?
Suddenly exteriorized, with havingness dropped, they look at the ceiling
and it is the same ceiling they were looking at a moment before with their
MEST body's eyes. But it is now a hospital ceiling. Well some via is occurring
between themselves and the lesson the ceiling is trying to give them, and that
lesson is "This is a ceiling." They don't perceive that, they perceive a
"better" lesson. What do we mean by a "better" lesson? We mean a more
convincing one. The hospital ceiling was a far better lesson, it was much more
convincing. It was saying "This is a ceiling" to somebody who was so anaten
and fogged out that he just could not resist learning that lesson or
differentiate, and so the hospital ceiling kept saying to a person in this
condition "This is a ceiling" until it became all possible ceilings. The
moment you reduce his havingness he drops in tone and picks up the most
dominant lessons.
As we go downscale, then, with a preclear, he can be expected to pick up
more and more dominant lessons. And what is aberration? Aberration would
simply be a pattern of convictions, and we could say for the purposes of
education that aberration is really a series of lessons that were learned too
well. For example, a fellow was raised in a tough neighborhood and was taught
that the thing to do to get on in life was to bash everybody over the head,
and he learnt this lesson very very well. But he never learnt another lesson
which was presented to him later in life that the way to get on in life was to
be able to live with the people. Therefore, we find that what is wrong with
him is a lesson learned too well -- a wrong lesson. The schoolboy who studies
his lessons very often reads something which is not in the book and learns it
much better than what is in the book. This is because we get into alteration
and change of location at once. Now a wrong location and a wrong datum are
more or less the same thing. When we move data into solids we get the most
dominant thing they perceive -- location. First we have postulates and then we
have located postulates. That is a lower order of postulate, but is still
higher than most people's heads.
We find out, then, that aberration consists of a number of lessons which
a person has learned too well. That would be an interesting way to talk about
it and would certainly grip the imagination of an educator. But there is
something else riding alongside of it which wipes it out as a total
explanation, and that is his willingness to learn a wrong lesson and that is
his learning lag. Now why is he willing to learn these wrong lessons? He just
is. He has decided some time or other without any prompting that this
18
was the way things were. Now many people, simply by getting into the band of
agreement are way up tone scale from where they were before, but remember
people can go downscale into agreement too. So the datum is confirmed, he
generated it himself, and then it was agreed.
Now and only now do we enter the field we could call learning rate or
learning lag, or education. Just for no reason at all, he assumed, for
instance, that his mother was a bad woman -- he had no reason, he just assumed
it -- no prenatals in other words. One day he decided she was a beast and went
along playing the game that he was a sad little orphan, just out of "thin
air," and then one day (he had been postulating this all the time) she blows
up which she never did before and does something dreadful to him like sending
him to bed without supper, or issuing threats, etc., and this confirms his
assumed belief. Now take the reversal that he has postulated his mother as an
angel and all of a sudden she turns and becomes a drunkard, etc. He is then
always trying to convince people that she is a good woman and yet he knows
that she is a bad one. Then one day he gives up entirely and he now has
another conviction, only he didn't generate this conviction, it was exterior
to him.
Now one of the fondest things that your preclear thinks is that he caused
everything everywhere but he covers this up and advertises to one and all,
including himself, that he is not responsible for anything that ever happened
to him. Now this is quite remarkable, because it is a complete reversal. In
advertising that he is totally irresponsible he yet really believes that he
basically caused everything. Now you know from old-time Ownership Processing
that if you misown something it gets very real and solid -- so at least 50% of
the things that happened to him have been from exterior sources. If they are
in restimulation they are the things that didn't happen to him, you see, and
the things that did happen to him are misowned the other way. He is misowning
both ways. He says he caused something but this was really caused by someone
else if it is in heavy restimulation. In other words, there are other things
that work in the universe besides the preclear. He not only has to discover
that he exists but that other things exist too.
The random factors in a case lead us, then, to conclude that the premises
of education and conviction only go for a short distance. They go up to self-
generated data, and that's quite a way, but it doesn't take us the whole
distance. Therefore, handle this thing as far as it goes handle the premise of
learning rate and lag and other material of this character just as far as it
goes. It is terribly effective as far as it goes -- it is so effective that
you are likely to go completely overboard and then wonder what happened -- but
what happened is that you moved out of that range into the range of self-
generated non-caused attitudes. Non-caused attitudes are undone by
communication, so we find communication vastly superior to education.
Communication will always undo education, but it has to be terrible
communication to do nothing but fix ideas.
What do we have in terms of processes here? Well, we have a lot of
processes. I am not trying to give you anything but a decent resume here of
the exact place something occupies before I tell you about it, because this is
so good you will possibly try to supplant communication with education. You
must not do that because self-generated data can supplant education. Now where
do we go, then, with this thing called education, learning rate, learning lag
and so forth? Well, let us become glib -- not me, but all of us -- with regard
to such a thing as industry and learning rate. We will take that up in the
next PAB.
L. RON HUBBARD
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L. RON HUBBARD
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LEARNING RATE
(Part 2)
P.A.B. No. 109
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 April 1957
LEARNING RATE
(Part 2)
To continue with how we use this factor of learning rate and learning lag
and so forth. You can interest an industrialist by telling him that it is
learning rate that is impeding his own operation. How many instructions has he
put out that have not been followed? You can say that these people really do
want to cooperate with him but that the learning rate is so poor that these
people cannot absorb the instructions. This is the stable datum -- something
he will understand -- a better stable datum than anyone else will ever give
him. "Labor is all bad" is the usual stable datum given to him. You will
explain to him the trouble with his executives and foremen, etc., the reason
why his production curve is down, or his machinery busted up, etc., is
entirely because the learning rate varies from person to person. You can
remind him of the stupid child and the bright child in the same classroom --
one child doesn't learn as much as the other simply because it takes one child
too long to learn what the other child learns rapidly. But it is learning
rate; it isn't learning quantity. Now you get very technical at this point and
explain the difference between these two children is the learning rate.
Do not go into quantity -- but he will assume at once that the length of
time it takes somebody to learn something establishes then how much he knows.
That is not quite true, but it is awfully convincing. You can say to him, "Now
actually there are not thirty people, Mr. Industrialist, in the thousands in
your plant, who are really the cause of your labor difficulties. Certainly not
more than thirty. These people are against you because they don't know you."
Immediately he will say, "That is so true." You continue, "They don't know you
because their learning rate is so poor that they have no idea what you are
trying to do or what you want them to do. They are merely in revolt and they
don't know against what." This will make sense to the industrialist. You tell
him, "Now, I could pick these people out with the greatest of ease." You could
do this through the use of Personality Analysis tests which should make it
quite clear to you, and he could check these against their service records,
and you can be quite sure that the records would agree with your analysis. He
will wonder how you could establish their learning rate so rapidly when you
didn't even talk to these people. Just use "learning rate" as a substitute
conversationally for aberration, comm lag, etc., and it translates. So we are
in communication with him even if it is a bit of a stretch. We are in
communication.
I'll give you an example. A stupid judge is one who can't learn the
rights and wrongs, the in's and out's, from the witnesses, and all the
attorneys will tell you at once that this man is a stupid judge because his
decisions are incorrect. But sometimes they take a person who is simply a
stupid judge and they say he is a vicious judge, but actually you could say
his difficulty in learning is so great that he becomes emotionally disturbed
at the thought of learning and therefore exerts punishment in revenge on the
20
people who have brought this torture upon him. His learning faculties are so
poor that it becomes painful for him to learn.
You see how you could just talk to somebody and without accusing anybody
of being insane or aberrated, etc., you could probably sell him processing for
the whole of his executive and foremen levels of his staff to increase their
learning rate. And the reason for this? So that his postulates will stick;
that is, what he can see will happen. But this is not what you do.
At this point, you have a point of agreement and you as a Scientologist
take departure from it. You have made a point of agreement that it is learning
rate and learning lag that causes randomity on his communication lines. You
can tell him this and convince him because it is almost true, and it is
certainly true within the realm of his experience. But you, in actually
processing people, depart from it. You're not interested exclusively in the
employer's postulates sticking. You're not interested at all in this. You are
interested in giving the person determinism over data. You're not interested
in a person's learning rate really, but in his power of choice to establish or
review the importance of data. This is what you re-establish with the person.
You don't teach him, then, to get into a state of hypnotic impulse; you teach
him power of choice over data, and only then will the data become of use to
him, and then only can he become social in his behavior.
The answer to the question is in total disagreement with the
industrialist's modus operandi. It is not in agreement at all. I have talked
to some of these boys within the last year, and it is quite interesting that
the moment I started to establish the fluidity and the right to think for
labor, the right to live, and the right to be for labor, we were talking on
different planets, and this is the secret of their failure. If their system of
money control was a successful system there would be more of it today than
there is, and it would be an increasing system, and it is not. It is a
decreasing system. They must have a short glance at something, but you're not
going to involve yourself with this short glance. Management will buy learning
rate completely. They will buy this whole thing because they themselves cannot
face communication, but they can face learning. Communication is too high for
them, and we have tried to sell them this for several years. It is too high
for them because you are trying to make them face a Static. They will not do
this, but they will, however, face learning rate.
So what do you tell them, knowing this full well? You say you are going to
increase the learning rate of their staff members. You don't discuss
technically how you do it. You just give him wonderful examples, e.g., ask how
long it takes a person to learn to use one of his machines well. He may say it
needs an apprenticeship of five years. Then you can reply, what a long time,
obviously due to the very slow learning rate. Then ask him, how does he know
the man can really run the machine -- ask him about his repair and maintenance
bill. You can tell him that certainly, he, personally, knows about these
machines, but that is why he is sitting at the top in an administrative post.
But what about these other people? How does he know that they know?
Take the junior executive who is not very effective, doesn't get things
done. His learning rate is so poor that he doesn't understand what his
employer wants done. It could be that he is very willing to do anything for
him, but he never finds out what. Now let's have a conference with this
employee and see if this is the case. And sure enough, it always is the case.
If you're dealing with somebody who can't get things done, you are for sure
dealing with someone who cannot absorb data. And you just prove it by getting
into communication without mentioning communication. You will talk about
learning rate and learning lag. I've tried this out and found that you can do
wonders with it in ordinary conversation.
The definition of you, as a Scientologist, in such a circumstance would be
someone who decreases the learning lag of people -- increases their speed of
assimilation of
21
data. This is how you could describe your job. You can talk about reaction
time and the vast amount of data that the environment demands of people, etc.
Take a professional football team; one of the most difficult things here is
that they have to learn new plays all the time. What if they have a good
player who cannot learn new plays and always uses the old ones? That is where
they lose their games. Well, what do we do? We speed up the ability of
learning new plays. Now you can really start to get technical. You have some
agreement here, your listener has not yet begun to suspect that you can do
something for him, but that will be a matter of just a short time.
Learning rate is important to the truck driver. He has to learn that
there is a truck in front of him on the road before he can put his brakes on.
Now, suppose it takes him a long time to learn this -- he has a wreck. So
people with low learning rates are accident prone. Your job as a Scientologist
is to make sure that people have fast reaction time by increasing their
learning rate. But do not forget that this is purely a method of obtaining
agreement and introducing your subject -- it is not an end in itself.
This occupies a fairly interesting section in Scientology, but its
accomplishment is not effected by direct drill. This is never done. Why did it
take people nine months to learn to recognize an aircraft in 1/125th of a
second on the aircraft recognition courses? Because it was done by drill and
the recognition officer very, very often was not so good at recognizing
planes. But increasing learning rate by drill, etc., usually only increases
familiarity and automaticity.
Learning rate governs reading time. There are many systems which speed up
your reading time, but the practice of reading or the practice of acting
simply increases the familiarity with what you are doing to a point where you
can neglect it, and that is never the goal of a Scientologist. His goal is not
to get something more automatic, his goal is to establish or re-establish
power of choice over data.
A totally fixed datum is in the past. Where would a person have to go to
recover it? In the past, of course. A person, to stay in present time, has to
have all his data in a relatively fluid condition, so the re-establishment of
the power of choice over data -- to be able to accept it or reject it at will
-- comes first, and the whole process of increasing learning rate, which is a
secondary thing, is the process of recovering power of choice over data.
All education is trying to do is fix data and all Scientology is trying
to do is fix or unfix it at will. This is what a Scientologist is doing and
that is the goal of the processes used, and incidentally, they are the only
things that will increase learning rate and cut down learning lag and increase
reaction time, etc.
But the final product in the framework of the society itself is actually
coming from something else than the society believes it is coming from. Now
anybody will happily let you come in and teach or process a person as much as
you please about his job if they think this is the drill to increase his
learning rate, and so you have freedom to process people. But what you are
doing, is re-establishing his power of choice over the data he has. He always
then winds up knowing more about it, and his learning rate depends upon that
power of choice to fix or unfix data at will, and some processes which I will
be giving you in future PABs will be aimed at doing this very precisely.
L. RON HUBBARD
22
L. RON HUBBARD
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GROUP AUDITING
HUBBARD COMMUNICATIONS OFFICE
37 Fitzroy Street, London W.1
Phone: LANgham 3601
HCO BULLETIN OF 8 APRIL 1957
GROUP AUDITING
Group Auditing is as effective as we can continue control over the group.
As therapeutic as the control can be bettered.
Control can be of attention, person (body) and thinkingness. Should any
of these break down, auditing value stops.
Attention is easiest -- thinkingness is hardest.
Order of control factors available to the auditor, group or individual
auditor, are:
1. ATTENTION
2. PERSON
3. THINKINGNESS.
Thus the group auditor has only available to him in any group which
contains new or unclear people
1. ATTENTION
2. PERSON.
Thus we see at once that a significance process or any process aimed at
thinkingness in a new or rugged group or one which contains any rough case
must NOT BE run.
Let's audit the WHOLE group always, not just the disciplined ones. So we
must delete all thinkingness processes from group auditing -- and that is
quite a trick.
Model Processes in order:
1. "Look at (indicated wall, etc)."
2. "Take your right hand and touch your head (chair, right foot, left
hand, etc)."
3. "Feel your chair," "Look at the front wall." Run one command then the
other one time each (alternating).
4. Put up two objects, right and left sides of room in view of group.
"Look at object one." "Look at object two."
5. Hand mimicry mirror image from Group Auditor.
6. Hand each of group an object. Auditor also takes one. Then group is
do a simple mimicked motion of his object by the auditor. Auditor
repeats his motion with the object until WHOLE group has done it
right.
7. Group standing mimicking auditor.
8. Verbal mimicry -- beware of repeater techniques.
As each one of these could be itself a total of group auditing, the
length of time it
23
is to be run is long. You would be surprised how a group's interest stays up.
(The reason Group Auditors vary commands is they're afraid interest will flag.)
The institution of the Assistant Group Auditor must here come into its
own. Group chairs are widely spaced so the Assistant Group Auditor can walk
through. Anyone not doing the command is manually guided into doing it (not
verbally) by the Assistant Group Auditor.
The auditor asks only "Did he do the command?" not "Did the command have
an effect upon his health?" If the former persists, the latter follows.
The use of significance in a command puts thinkingness beyond the
auditor's control. Hence "See that wall, put it there" is wrong with the "put
it there". The pc has to THINK that. The auditor cannot be sure he did and
cannot enforce it easily.
All group auditing is done from tone 40.0.
NOTE: I have never written a book about group auditing. Now that we've found
that from control proceeds communication ability, I can.
L. RON HUBBARD
LRH:jt.rs.nm
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
[PAB 114, Group Processing, 15 June 1957, is taken from this HCO B.]
24
L. RON HUBBARD
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LIST OF "PURPOSES"
as posted on Org Board
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street, N.W., Washington 9, D.C.
HCO LONDON BULLETIN OF 9 APRIL 1957
LIST OF "PURPOSES"
as posted on Org Board
Purpose of Organization: To disseminate Scientology. To advance and
protect its membership. To hold the lines and data of Scientology clean and
clear. To educate and process people toward the goal of a civilized age on
Earth second to none. To Survive on all Dynamics.
L. Ron Hubbard: To develop and disseminate Scientology. To support and
assist Scientologists. To write better books. To act as a court of appeals in
all organizational disputes. To form and to make official policies and orders
affecting the FC.
Org Secty: To execute policies and orders. To coordinate organizational
activities. To care for legal and public concerns of the organization.
Mary Sue Hubbard: To carry on Scientology. To be certain the organization
remains solvent.
Accounting Unit: To expedite, handle and police the financial items from
the moment they enter the organizational comm lines to the moment they depart.
HCO: To be the office of LRH. To handle and expedite the comm lines of
LRH. To prepare or handle the preparation of all manuscripts and other to-be-
published material of Scientology. To keep, use and care for LRH's office
equipment. To assist the organizations of Scientology and their people. To set
a good example of efficiency to organizations.
Advisory Council: To advise the executives of the organization as to
needed changes and policies. To act as a meeting ground of department heads.
To assemble and report the statistics of finance and action to the Exec Dir.
To advance ideas for promotion and improvement.
Staff Mtg: To gather agreement and permit staff origination upon matters
relating to personnel and duties. To report on performance of duties. To
suggest promotional, maintenance and organizational changes to FC executives.
Technical Division: To insure good training and processing, good service
and ARC inside and outside the organization.
Administrative Division: To insure good and accurate communication inside
the organization. To handle business and administrative affairs. To insure
good working quarters and conditions for and good work from organizational
personnel.
Academy of Scientology: To train the best auditors in the world.
HGC: To do more for people's health and ability than has ever before been
possible and to give the best auditing possible. To help people.
PE Unit: To make a better worker of the worker, a better executive of the
executive, a better Homo Sapiens on all dynamics.
Dept of Registrar: To communicate what we have to offer to those who care
to be better and to help and to respond effectively when they reply.
Secretarial Unit: To expedite the communications of the organization.
Shipping Unit: To swiftly and competently furnish the public with the
materials of Scientology.
Maintenance Unit: To maintain suitable quarters, clean and in repair, for
the organization.
Indoc Instructor: To give people a reality on Scientology and to teach the
communication formula by Dummy Auditing.
HCA Course: To create a competent auditor with a good grasp of theory and
practice of Scientology. All 5 levels of indoc.
LRH:-.mek.jh
Copyright $c 1957 L. RON HUBBARD
by L. Ron Hubbard
ALL RIGHTS RESERVED
25
L. RON HUBBARD
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HPA/HCA COURSE CURRICULUM
DIRECTOR OF TRAINING.
HUBBARD COMMUNICATIONS OFFICE
LONDON
HCO BULLETIN OF 10 APRIL 1957
HPA/HCA COURSE CURRICULUM
TO: DIRECTOR OF TRAINING.
The HPA/HCA full Course must teach entirely --
Communication
Control
Havingness
Indoctrination HPA/HCA teaches Communication.
HPA/HCA teaches Control and Havingness.
Indoctrination teaches 1st steps (Dummy Auditing) on communication and a
reality on Scientology. Textbooks: Self Analysis and Dianetics '55!.
HPA/HCA teaches remaining 4 steps of Indoc. Textbook: Scientology: The
Fundamentals of Thought.
FIVE LEVELS OF INDOCTRINATION
1. Dummy Auditing
Communication formula learned old style.
2. 8c
Commands and walkabout with pc learned old style.
3. Hi School Indoc
Co-Auditor basis. If auditor fails to make a command stick he's
done.
4. Tone 40.0 on an object.
5. Tone 40.0 8c on a person.
Upper Hi School Indoc (Hi Hi Indoc). Co-Auditor basis. If auditor
mentions or acknowledges anything but commands he's dead!
The Procedure taught on HPA/HCA Course is PROCEDURE CCH.
L. RON HUBBARD
LRH:rs.nm
11.4.57
26
L. RON HUBBARD
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EDUCATION
P.A.B. No. 110
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 April 1957
EDUCATION
Education -- point of agreement.
The learning processes are all of them extremely interesting to the
auditor because they bring to his attention at once that the common
denominator of communication and aberration is at once "telling somebody
something." You say to somebody "hello" -- you mean in essence "I am here, you
are there and I recognize it." It's the relay of an idea. Well, now, learning
itself has been, for I don't know how long, very compartmented, it's been very
carefully grooved, so that learning as we speak of it then prior to 1956 meant
what they meant in school -- and that was "the inflow of ideas."
Now when you speak to somebody out in the public about learning he thinks
you're talking about inflow of ideas, from some source or another -- either
from a book or a teacher. That is a very narrow look, and when I talked to you
about this before I was using learning in that definition -- an inflow of
ideas.
It is not true that learning rate or the rate one will permit ideas to
inflow is the common denominator of aberration or anything else, but it looks
like it. The truth of the matter is, if you only considered inflow it would be
like considering the motivator without the overt act. Now you know as an
auditor how important it is to look at the overt act rather than the
motivator. Don't look at these inflows all the time. If you continue to look
at these inflows and nothing but these inflows you will make as many mistakes
as have been made in the past umpteen thousands of years in the field of
education; and let's not make these mistakes all over again.
Education could have been defined this way: "Education is the process of
placing data in the recalls of another." Do you see that? That's what
education thought it was doing. It thought it was placing ideas in the recalls
of another and making a recall possible by somebody else of data related to
him. Now that's not very complicated, and that is the trouble with it: it is
not complicated enough for educators. Now we deal with simplicities and this
is the first time we really find fault on the line of simplicity -- it's an
idiot's definition -- and that's the process that is being carried on at this
moment at Yale, Princeton, Harvard and Columbia; down here at George
Washington, at Oxford, Cambridge and the Sorbonne -- any place across the
world at which they consider themselves tops in education -- they are placing
ideas in the recall of others.
A few schools departed from this from time to time, almost by accident,
and usually under duress from their student bodies. Heidelberg is an example
of this. Heidelberg never considered the relay of ideas important; it
considered having been to Heidelberg important, and that was quite different.
As long as we maintain this idea of "inflow only" we are in trouble.
Education does not happen. If education means inflowing ideas then you are
also talking about hypnotism. You see, there's no differentiation there; we
are talking about beating
28
somebody up and laying in an engram. This too would be education, wouldn't
it? So we have education and aberration very, very closely associated.
In fact, education WAS aberration. Life was busy teaching somebody a
lesson and the lesson it succeeded in teaching him was not to do any more
living. And that little lesson, then, was always at the base of education and
it was done so that education itself could be considered aberration. In other
words educational systems did the lazy thing, they did the easy thing: they
simply paralleled the game of the MEST universe in teaching somebody not to
live, and living paralleled it. Why, they then thought they were doing a good
job. But let's look at education as it was done. You taught somebody something
by saying "Pigs have snouts." They're not supposed to say "Yes," the classroom
is supposed to be quiet. Later on you put an examination in front of them and
it says: "What do _____ have?" and they're supposed to immediately answer and
write: "_____ have snouts." You're supposed to be able to associate this
completely. So it's just a test of recall.
Now as you know, therapeutically, recalls -- and by the way, if you don't
know this try it some time: just sit and ask somebody to recall something
about some person and do nothing but that and notice that you get a decline of
case. That's an interesting thing. You had to use the whole of the ARC
formula, something really real, some time you were in communication with, and
the reverse side of it too -- in other words, the entirety of the
straight-wire formula, inflow and outflow -- to get away with it. But if you
just asked somebody to remember something about George, remember something
else about George, remember something else about George -- if you asked him
what he was doing, he's picking up every moment he ever saw George motionless.
This erases, you see, all the rest points of George and leaves nothing but the
confusions and the halfway feeling that George is there, so we sort of move
George as a disembodied entity into present time and confirm the valence. Now
this is quite a trick, but you just knock these rest points out and George
becomes a confusion. Therefore, nothing but recall used therapeutically and
educationally would wind somebody up in rather a confused state. He would be
sort of half hypnotized, just nothing but recalls. So if you give people data
like "Pigs have snouts" and then ask them "What _____ has a snout?" or "What
_____ has a _____?" you have given them a stable datum and now you're taking
it away from them.
You might look up some time a university record as to suicide and nervous
breakdown; such a record is honestly kept, I know. I did this once and I had a
lot of trouble. I wanted to know how many students had committed suicide in
that university and they wouldn't own up to it, but I found out there had been
quite a few and there'd been a great many nervous breakdowns, all at
examination time. They spend the whole semester giving somebody some stable
data and then at examination time they take that all away suddenly. In other
words, simply implanting the recall and then pulling it back out again has
been defined as education; but it is nothing but a black operation -- nothing
but. To do this to little kids is to do away with their initiative; therefore
a time for revolution in the field of education is definitely at hand.
Education would have to be defined much more broadly. But remember in the
old logics about action definitions. Well, you'd have to give it an action
definition; it would have to be a real definition that gave its use and a
purpose for it, to be of any kind of a game itself. The reason why teachers go
into a no-game condition is because teaching itself is not really a game. It
is putting a bunch of other people in a no-game condition, and of course
that's only part of a game. To teach a subject it would be necessary for the
person being taught to be able to receive a non-significant, disrelated idea
from another person. You see, that would be a necessity in order to teach
somebody something.
The next condition that we would have to meet would be making certain that
person could maintain his power of choice over the data given to him. So we
would
29
give him some data which were incorrect, and giving him these incorrect data
we would find out if he could remember them and if he could reject them. The
idea of being able to reject a datum and still remember it, to know that it's
untrue and non-factual and still be able to recall it, is of course bettered
by a further action: being able to wipe it out completely or not even recall
it; and that is a skill.
The next thing would be to feed him a datum, have him give objective
examples and active examples of this datum so that it's not then just a string
of words, and then ascertain whether or not he could still reject it or accept
it and then ask him to rephrase it, and eventually he will form something
which will to him be an agreeable stable datum, and having done this we would
then have accomplished power of choice over a datum. To get him to remember or
repeat a non-significant datum would be the longest haul at first, and you may
find people who have a terribly long haul on the subject of incorrect data.
You give him an incorrect datum and he can't reject it, but when you have made
that possible you can then give him a datum, have him give objective examples
of the datum, have him rephrase it, give objective examples of his datum,
accept it, reject it, handle it, throw it around, and the next thing you know
he has something which will buff the entirety of confusion surrounding that
subject. You have created there something which is armor plate as far as he is
concerned. He KNOWS a datum. Now he doesn't KNOW it as recall; that's the
trick, you see. This is entirely different.
Now it's hard to describe how he knows it, because there's nothing there
to describe except the datum itself, so to write long chapters on this new
type of knowingness would be an impossibility -- it's something that is
experienced, it easily goes on beyond the field of description.
All right, let's take a look then at education and find out why you would
do this that way -- rather than to just place something in somebody's recalls,
to have him really know it as a datum. Why would you do this? Would there be
any sense in this at all? Well, yes, there certainly would be. The individual
would be able to USE that datum. He would be able to evaluate its importance,
he would be able to handle it and handle with it many other things. In other
words you have given him something for his utilization.
Now I want to tell you a little difference in the field of education
itself. The stress of "teaching" in a modern school today is this: "How to
occupy the child's time." That's right -- that's what they teach in modern
training schools. Great stress is put on this; you have a child just so long,
he has to be taken out of his home for that length of time, you have to keep
him occupied in school and that's just about it, and you wonder why a child of
twelve or thirteen doesn't really know how to spell, his penmanship is poor,
his reading is worse, and so on -- that's because a different thing has come
into view. Now this is not the tradition of the little red schoolhouse of song
and story-book through the generations. There was another tradition in this
country, and I don't know where the tradition I have just described came from,
but this other tradition was the American tradition and it went like this: You
had to get 'em and put some shoes on 'em in a hurry and teach 'em readin',
writin' and 'rithmetic as fast as you could because they weren't going to be
in school very long, and the teacher who was put through normal school, so
called, a hundred years ago was taught that. You have got to be fast, you
never know when papa's going to take him out and put him behind the plough.
Give him some education before it happens to him. You probably will get them
in the winter months when there's not much work to do, but in the summer
you're never going to get them. Hence the summer vacation.
Of course, the child loves this idea; he doesn't have too much sympathy
with education in the most part, as it is performed; but if school really
educated him I'm afraid you'd have an entirely different attitude on the part
of the child. Now I have been very fortunate to know in my life quite a few
real geniuses -- fellows that really
30
wrote their name fairly large in the world of literature and science -- and I
consider myself very fortunate to have known them because they are so rare.
Why are they so rare? I found something peculiar about these fellows -- they
were for the most part taught in peculiar schools! They were taught in some
YMCA school or they were taught by some Englishman who ran a little college
for difficult children in the street; they were all taught -- it seems -- in
some kind of off-breed school. Now this is peculiar, because the school
existed to a large measure to take care of people who were slop-overs from the
usual educational system -- there wasn't very much education involved. The
fellow would come in and he'd be interested in something and therefore they
had the master give him his head. One chap by the way, who gave us solid fuel,
rockets and assist take-offs for airplanes too heavily loaded on aircraft
carriers, and all the rest of this rocketry panorama, and who formed Aerojet
in California and so on. The late Jack Parsons, by the way, was not a chemist
the way we think of chemists. He was not taught in the field of chemistry
beyond this fact: There was a little professor who opened up a school. Nobody
could do anything with Jack so they sent him over to this school and the
professor found out he was interested in chemical experiments and turned him
loose in the laboratory and gave him a lot of encouragement. He eventually
became quite a man. It is interesting that this completely sloppy type of
education is apparently quite workable.
Here are some LEARNING PROCESSES. Try them out and see the difference
between KNOWING a datum and knowing it as a recall.
1. Learning Process No. 1:
(Flatten each part thoroughly before going to next.)
(a) Give pc 3 numbers. Have him repeat. See if he remembered. Repeat this
process.
(b) Give him incorrect datum. Have him repeat it. Discover if he could
remember it. Discover if he could reject it. Repeat this process.
(c) Give him vital datum (concerning rudiments of auditing in the case
of a Scientologist, for example). See if he can repeat it. See if he
can rephrase it. Have him give objective examples. See if he can
reject it. Repeat this process.
2. Learning Process No. 2:
(a) Discover things Auditor and pc can agree on in vicinity.
(b) Feed pc vital data (Scientology and rudiments, for example). Get
him to give objective examples, rephrase and reject and accept.
3. Learning Process No. 3:
Have pc discover unimportant data in environment.
4. Assigning Identity:
This is a Walkabout, inside and outside.
Commands: "Look around here and find something you could have," "For what
is it used?" (or "What is it called?"), "Could you invent another use
(name) for it.
5. Objective Forgettingness:
This is a Not-Know Process. It is another Walkabout.
Commands: "Look around here and find something it would be all right to
forget (or not-know)."
If these five processes are flattened early in the week, note the
changes, repeat, and effect further changes.
L. RON HUBBARD
31
L. RON HUBBARD
Type = 120
iDate=0/4/57
Volnum=0
Issue=45
Rev=0
rDate=0/0/0
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Today's Riches in Scientology
Ability
Issue 45 [1957, ca. mid-April]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Today's Riches in Scientology
L. Ron Hubbard
Today, we have something here.
To apologize to anyone for any fumbling I may have done in a line of
research which Man has consistently muffed for the past 50,000 years is
unthinkable, since at any given moment we have had more progress than has
before been attained. This is not a light statement nor lightly made, for
today's results can vouchsafe for anyone the truth of these words.
As every Dianeticist knows, we have since the beginning had the foremost
clue to the condition of the mind and the aberrated state of individuals or
groups. The mental image picture, carrying a record of the past which could be
restimulated and thus made to react against the body was, one might say, our
entrance point into the solution of the subject of the human mind and
beingness.
Following from there, it was necessary to isolate any and all important
parts of the human mental anatomy, and to bring about an understanding of any
vagaries or wild variables which might occur.
It was important, further, to establish whether or not it was
thinkingness or mechanics which gave us the best exit route from the
involvement of life which we found beyond our control. The decision was
finally made and proved that it was the mechanics of the mental image picture
rather than the significance in the mental image picture which best
surrendered to our efforts. Handling the mechanics made it possible to resolve
the significances, and even though the significances were the greatest
difficulty from the viewpoint of a human being, it was found that adequate
handling of the mechanics eradicated the villainy of the significances.
An astonishing number of characteristics and potential abilities were
unearthed in this course of study, and it was a difficult task which had to be
painstakingly done to isolate the most important.
It will be discovered in any other activity or line of endeavor that the
Prelogics of Dianetics are missing from that course of study. Therefore the
Prelogics themselves have given us our course and have taught us which way to
go in our courses of investigation. Thus it will be discovered that the work
of many failed to stress the greatest importance, but gave us a rather
aesthetic view of a great many facts, all of which were true but none of which
were sufficiently isolated to undo the riddle of existence. Taking older
works, one can find in them, here and there, bits of Dianetics
32
and Scientology, but a careful study of them reveals that at no point does
one of these factors have greater stress than another factor. This single
difference must be understood, otherwise our people will continue to study and
search in ancient texts, and these have in common the frailty of failing to
stress the importance of various truths, even though they give us a great many
truths, many of which we have regained today. Unless this is clearly
appreciated, then the value of Dianetics and Scientology cannot be entirely
experienced, for one is continually chasing down corridors where all pillars
are like all pillars, and all pillars in the corridor seem equally true. It is
not a fact that truths are equal; there are truths which are greater than
other truths, and the greatest of the great truths have been isolated in
Dianetics and Scientology, even though our answers today seem extremely simple.
Today, once more, the mental image picture has taken its stand as the
foremost discovery of Dianetics and Scientology. By the handling of the mental
image picture concurrently with the handling of present time, it is possible
not only to destimulate the bank in its entirety, but also to bring about a
number of abilities by which the individual can recover data of the past much
more easily than ever before. This, everyone who has had anything to do with
Dianetics will understand, is extremely worthwhile.
We set out, in the beginning, to bring into being a state which we
called "clear." Although this seemed relatively simple in 1947, as the years
progressed it became more and more difficult. Just why this was is not clearly
understood even today, although it could be said that those people who began
to think on this subject reduced their havingness considerably, and we had to
do mostly with people who had been thinking on this subject. Therefore, we
were starting below the level of case which I had started upon in 1947. We had
not yet learned, from '47 to '56 that significances or thinkingness was not
the route. Therefore it was very easy to use these and handle them, and, as a
result, to suppress the case level below an easy recovery point. There is no
apology in this; it is simply a liability of investigation. That many people
were cleared goes without saying, but these unfortunately became more
interested in living than processing, in the most part, since none of these
had been trained before they were processed. Thus, knowing nothing about the
subject, and simply attaining a state which they themselves did not
particularly understand, they saw no reason to continue on in our midst. Thus
we did not find ourselves surrounded by clears and we ourselves were not clear.
Clearing today, and the attainment of the state of clear, exactly as
given in Dianetics: The Modern Science of Mental Health, Chapter II, is once
more easily obtainable and is, through what we know today, extremely simple,
providing we ourselves do not have to be so complicated that we override the
goal.
Today a procedure exists which is known as Procedure CCH. This stands for
Communication, Control and Havingness. This procedure is used directly toward
the accomplishment of a technique known as "Then and Now Solids."
The auditing of this particular procedure is much more difficult and
much more exacting than any auditing which has ever been attempted. The
precision of the results is attained only by a precision of application.
Therefore, it is unfortunately rather necessary that auditors be trained, not
indifferently by someone who "knows all about the subject," but in a
regimented course of study, by which the individual can himself attain
sufficient subjective reality upon the techniques to follow them along and to
be able to predict what is happening with the preclear. Thus the auditor today
should have training. Fortunately, the many past years have given us
techniques and technologies for training which bring us to an achievement of
our goal in training rather easily. We can, today, make a very excellent
auditor in only eight weeks. This in itself is news, and is very worthy of
comment amongst the great number of advances which
33
we have made. As a matter of fact, we could probably make a very good almost
anything in six or eight weeks today, since we have unearthed and put to use
the technologies of training itself.
Then and Now Solids is not attainable by many preclears on a straight
route. It is evidently necessary to carry through a very precise series of
exercises to better his abilities up to a point where he can accomplish the
technique. Then and Now Solids is not susceptible of being run, unfortunately,
by a large percentage of the cases to which it is addressed until certain
preparatory steps are accomplished. These preparatory steps are not difficult,
and are the stepping stones toward these greater abilities. The steps
themselves are apparently complete, and anyone who is faintly conscious can be
pulled forward up to an ability to do Then and Now Solids through a series of
gradients.
Then and Now Solids consists exactly of making the preclear capable not
only of contacting and handling present time, but also any segment of the past.
Evidently we have been under a misapprehension with regard to the
character of past and future. The fact of the case is that mental image
"pictures" are, in effect, only de-solidified present times. By a sequence of
de-solidifying present time, one evidently achieves time. This is a crude and
not entirely -- exact explanation of the matter, but serves us in our
processing. It then behooves the individual who wishes to be clear to achieve
the ability of creating a present time out of any segment of the past track.
The length of time required in processing today is sufficiently short as
to be accomplished in almost any case in under two or three hundred hours.
This is a much better look than it has ever had. At any given instant of this
processing, the results obtained are superior to those which we have been led
to expect by our own experience. Thus, one must realize, when I say two or
three hundred hours, that one is in actuality saying two or three hundred
hours for a new and heretofore unenvisioned goal. Our ability to process
upwards has gone so high that there is no real comparison with what we have
done in the past. Furthermore, our ability to reach low has extended
sufficiently that we are able to say with some aplomb that we are not balked
by states of case. Naturally, the insane pose a problem to us, and always
will, but our business is not with this peculiarity of mental mix-up. One of
the more heartening factors is that insanity is found to be a highly peculiar
form of composition of the mind, and is not an immediate consequence of
livingness. To undo insanity, one today has the techniques if he also has the
patience. So only insanity itself is set aside in this estimation of two or
three hundred hours, since it is true that two or three hundred hours of
processing might be found necessary on some insane people simply to bring them
up to a rational response to the auditor.
Age also poses some limitation. Not old age, as it has in the past, for
this is not today important, but the very young preclear, up to the age of
six, seven or eight, will still be found to give the auditor difficulty. The
reason for this is the attention factor. This is not the same thing as the
attention factor in insanity, but is handled in much the same way. The
attention factor of extreme youth has been discovered to be a disorientation
factor brought about by the inability to handle the body and the environment,
and is not an immediate "natural state." A child is a thetan in usually rather
bad condition. The attention factor has to be widened before much processing
can be embarked upon, along a line leading to clear.
We have then achieved our goals in terms of processing. It is necessary
now to apply those goals, and in order to apply them it is necessary to learn
what there is to know about auditing itself. Today, we can make excellent
auditors. We are doing so. We are making auditing training available in any
way we can.
We have never been more sincere about our goals, and we have never been
more successful in achieving them.
34
The race with the atomic bomb was, years ago, more or less a method of
comparing Dianetics and Scientology to the physical sciences. Today it is a
fact and an actuality. The consequences of air pollution and other matters,
consequent upon the possession by not too sane governments of weapons of this
magnitude, make it incumbent upon us to do our job here and now. It is
actually not that we wish to any vast degree to save Earth. As I have said
before, it has been saved too many times. But here we have a playing field, we
have trained auditors, we have organizations, we have the technologies, and
here we can exert a higher self-determinism than ever before. Here we can do
the job of Dianetics and Scientology. We have factors in our immediate
vicinity seeking to destroy the riches which we have assembled in getting
ourselves out of this jackpot. We probably will have to solve the atomic
puzzle on the third dynamic if we can hope for much further progress in
livingness.
Dianetics and Scientology are today more alive than ever before. We know
more, we can do more, we can achieve those things which we set out to do.
Those of us who were basically interested in Dianetics and Scientology
for ourselves and others, today must be informed and must understand that
whatever vagaries in our career of research and investigation, whatever
organizational upsets we may have had, have never at any time been capable of
swerving us from our basic goals and our determination to make it this time.
We are making it this time. Whatever you wanted out of Dianetics and
Scientology is yours today. It is only necessary for you now to reach out your
hand in order to achieve it.
May I ask you to extend that hand?
L. RON HUBBARD
35
L. RON HUBBARD
Type = 31
iDate=1/5/57
Volnum=0
Issue=111
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EYESIGHT AND GLASSES
P.A.B. No. 111
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 May 1957
EYESIGHT AND GLASSES
Compiled from ACC tape material of L. Ron Hubbard
It is interesting to know that a thetan doesn't look through his
eyeballs. He has two little gold discs, one in front of each eye lens. These
are not the lenses of the eyes, but, as you might say, mocked-up energy. They
are little gold discs that are superimposed over the eye and he looks through
these. The eyeballs merely serve to locate these discs.
An eyeball isn't even a good camera. Some people, dissecting eyeballs to
find out how people looked with them, have been totally baffled since the
first time this was done because it is about the worst camera that anybody
ever had anything to do with.
What the ophthalmologist doesn't know is that the individual looks
through these little discs -- the ones in front of each eye -- and when things
begin to deteriorate, or when the anchor points of the body deteriorate, they
are liable to follow suit. They become distorted one way or another.
They begin to Q-and-A with the distortions of the eye themselves -- the
eye reacts to light, so these little golden shields react to light. After a
while the little gold shield becomes black or corrodes in some fashion which
makes it very difficult to look through.
Of course, we don't know why he is looking through them in the first
place. When they do deteriorate the individual starts wearing glasses. The
person thinks this is necessary. The next thing he does is to make the lenses
of the glasses stronger.
He puts on a pair of glasses. This is a big shield -- a big disc. This
disc also goes in front of the eyeball and he knows this and he cannot see
things unless he looks through one. The reason why glasses become very
difficult in an auditing problem is that one is not auditing glasses.
I have audited glasses, just as an experiment, for a long time.
Havingness in terms of glasses, or in terms of eyeballs, does produce some
sort of change, but havingness in terms of little golden discs produces an
awful alteration in terms of eyesight, sometimes faster than is comfortable.
You can take this old-time effort processing and produce a change of
vision with everybody with no permanence, but a fantastic alteration of vision
can occur, making somebody very uncomfortable.
36
Have the preclear get the effort to see, followed by the effort not to
see, followed by the effort to see, one after the other. The next thing you
know is that all the little muscles in the eyes will start to Q-and-A with the
little golden lenses in front of the eyeballs, which are changing under all
this processing, and the next thing you know is that he is seeing double,
cross-eyed, or something like that.
Things will turn on with tremendous brilliance as though somebody swung a
rheostat -- and he will turn it down quickly because that would mean that he
would be confronting too much. You should thus change his idea of what he
should be able to confront. If you change that idea, he will then adjust the
machinery of sight. But if you attack the machinery of sight directly, you
are just forcing him to confront and you get this phenomenon of a person
turning up his vision and turning it down again at once.
You get the person capable of being able to get beautiful scenes and
visio in the bank and then going totally black. You get a person cleared up
tonight and tomorrow morning he is a psychotic wreck. That is all under the
heading of HAVINGNESS and CONFRONTINGNESS. When you remedy havingness and
confrontingness, he will remedy the rest of it.
There is no reason why a thetan couldn't stand in the middle of the room
and look at everything just as clear and flat and hard as it ever was. He
doesn't need any mechanics. He certainly has to be able to be it, and have it.
In other words, he has to be able to occupy the middle of something, and he
has to be able to do a lot of things before he can even see something. But all
of these things adjust on straight havingness.
Havingness will change vision and special perception. That is something
nobody can argue with, but the whole problem of glasses is the problem of
confronting.
I once had a bomb go off in my face with some authority some time or
another, because I was standing in a place where I shouldn't have been
standing at all, a total miscalculation on my part. The startlement that I
could miscalculate to this degree did me in. After that I couldn't see.
Finally my eyesight turned on a bit and got way up to 3/20, 4/20 -- that in
the Service is "what wall?" I was doing combat service and navigation and
every other thing I was supposed to do, with that kind of eyesight, clear
through until 1946. After the war was over I was still wearing black glasses.
I was trying to write books, and "what piece of paper" in "what typewriter."
My instincts are very good and I was perceptive enough and wasn't
unwilling to confront things to such a degree that I ran into doors or did
embarrassing things, but I was rather upset because my marksmanship was way
off. I shot too many bullets into too many forbidden directions, I guess, or
something of the sort -- that used to be a great hobby of mine.
So I wore glasses, contact lenses, trying to increase my vision. I found
out that vision increased only when you diminutivized the subjects you were
looking at. In other words, the more powerful the glasses become, the smaller
they make the objects you look at appear. Think that over for a moment in
terms of confrontingness and it will amuse you. Of course, the world isn't
quite as formidable if it gets that small.
A very high-powered pair of glasses reduces the size of the face you are
looking at by about half. People who are wearing glasses are very often not
aware of this. But if you put a new pair of glasses on somebody's nose and
put him in a car and tell him to drive, he does some of the most fantastic
things. In other words, confrontingness is altered by glasses. I don't know
that sight or lines or clarity of vision is altered, but certainly
confrontingness is altered by a pair of lenses.
37
The moment I found that out, I was vastly amused because I didn't want
things to be that small, and my eyes were simply recovering from having been
torn up, which was an interesting state of affairs. I got some processing, ran
out a lot of these things, and my eyes came back up and flickered all over the
place -- they got anywhere from 15/20 to 25/20, which means they were above
normal sometimes and way below normal at other intervals. I found one day
whilst reading a report that I couldn't make out anything. The printing was
all blurry and going askew. There were ghost letters riding above every line
and I just couldn't make head or tail of the report. I was thinking that I'd
better use a monocle or a magnifying glass. I suddenly realized that I was
reading an AMA report with a total unwillingness to confront it. I threw it
aside, picked up a novel and the print was perfect.
So I can sympathize with those who wear glasses because I have been over
the jumps. I have been all the way at the bottom of not even being able to
find the door, to almost being able to find the door, on up to being able to
find two doors.
Where is the havingness of the person located in terms of the body? A
scholar has a fixed vision point at a certain distance from his eyes. He has
had havingness in that point and then he hasn't had havingness. If you make
somebody "keep a book from going away" at that distance his eyesight will
change all over the place. Just have him "open a book and keep it from going
away," "Now leave it uncontrolled," "Now keep it from going away." He gets
headaches, eyeburn, his eyes practically bleed before you get through because
you are restoring the havingness at the exact distance where it was fixed and
lost.
You get all sorts of phenomena of this character, but it isn't really a
problem of how good are the optic nerves. Of course, you shove an ice-pick
through a person's eyes like the psychiatrists do -- he is not going to be
able to see well because he has already got "now I am not supposed to see with
the thing."
I have an awfully hard time with blind people on this "Now I am supposed
to." I can get them to see, get them to do everything. Then they suddenly
realize that they were not supposed to be able to see -- and they shut off
their sight again, but you process some more, and so on. But any time you have
a vagary in the adjustment of sight, it is a vagary in the adjustment of
havingness.
There must be something there to observe. The havingness goes by
quantity. Don't get the idea that people are afraid of seeing anything. You're
figuring right along with the type of figure-figure that has never worked for
anybody in any time or place. He is just afraid to look at things, so we will
take him out and make him confront things. If, by some necromancy, he is able
to have that thing or some part of it, then he will be able to see it and will
not be afraid of it. If we can get him to confront, then his fears will
change. People know this. But this other thing, that people are afraid of
things, that they have irrational terrors and all that, is all pretty well
resolved on just this one basis. There is something there to confront, then
there isn't anything there to confront. This is a loss of havingness. If their
havingness goes down far enough, i.e. their idea of quantity falls far enough
out of adjustment, they will begin to detest seeing it. They won't quite like
to see it. Now there can be too much of it or too little of it. In either case
the scarcity or importance or responsibility factors alter and they get so
that they cannot confront it. They are perfectly willing to listen to a radio,
but are they willing to listen to a radio 24 hours a day? They finally say,
"This is too much, I cannot confront it," and they turn off their hearing in
some fashion.
You can actually fool your considerations to this degree. You say, "Look
at all the books I've got to write or read. Look at that -- a tremendous
number of them there." You got one little book which is not going to last you
two hours. Actually, you
38
can have much too little to read. It is quite fascinating. The variations in
confronting are a tremendous study.
Astigmatism, a distortion of image, is only an anxiety to alter the
image. You get an astigmatic condition when a person is trying to work it over
into a substitute, if he possibly can. Here again it is a case of not enough
-- he didn't have enough.
Some men's wives just disappear right in front of their faces. Just a
black statue will be standing there. That's visual occlusion, or the woman
will disappear entirely. She will have no midriff or something like that. Only
they don't tell anybody about it, for this means, of course, that they are mad
-- or something wrong there with his havingness of his wife and his
willingness to confront or not to confront that girl.
There is another factor that enters in. He would actually be in love with
Martha but be married to Jane. So Jane gets blurry because he is trying to see
Martha and he will do it on an axis. He will twist all things over.
There is another whole class of sight disabilities which are not allowed
by or listed by the bulk of ophthalmologists. These people do not really go in
for these things. They say these are bizarre effects and they doubt that
anybody really sees them, which is a fascinating way of dodging out from
presented phenomena.
A thetan with a buffer in front of him feels that he cannot receive
various wavelengths and he knows there are some dangerous ones. He thinks they
are dangerous to him and he has a tremendous number of considerations about
this.
The considerations are utterly fabulous in quantity concerning the amount
of protection one has to have, the conditions under which one can do things.
This degenerates to a point where a man can only see well when he is wearing a
certain pair of carpet slippers. It can get this far removed -- I got this
from a writer once -- he could only write when he was wearing a certain pair
of carpet slippers. I talked this over with him and all of a sudden discovered
that he could only see when he was wearing that pair of carpet slippers.
39
L. RON HUBBARD
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TRAINING -- WHAT IT IS TODAY
HOW WE TELL PEOPLE ABOUT IT
To All Staff
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 3 MAY 1957
To All Staff
TRAINING -- WHAT IT IS TODAY
HOW WE TELL PEOPLE ABOUT IT
In London I made up a chart of training for the Comm Course (former
Indoc) and HPA/HCA.
This course is plotted exactly on eight weeks including an intensive by a
graduating student upon an incoming student.
The stable datum of all training now is:
"A student is graduated when his training level is such that he could be
entrusted with an HGC preclear."
Thus examination is rendered much easier and stable.
HPA/HCA Training requisites stress:
1. Synopses of all important Dianetic and Scientology Books and a
synopsis of tapes heard.
2. Profile student achieved when auditing an incomer.
3. Memorized Axioms.
4. Five levels of Indoc.
5. Long form CCH.
6. Good attendance record.
7. Ability to Group Audit.
8. The Codes down pat.
That is more or less it. The Chart is intensely specific.
Paramount in all our training are:
1. To get our graduating students in good shape; and
2. To make sure our incoming students are given a good week intensive
by the graduating student before the newcomer enters Comm Course.
Why? Because Comm Course can reduce havingness and we want our new
Comm Course student to learn, not agonize.
Training today can be pretty smooth.
But be alert here. We've changed type of training from emphasis on
Classroom to emphasis on Student. "Academy" means coaching.
In Public representation of Washington and London schools stress that
eight weeks of personal individual attention can make a Scientologist and a
good one and that this is why the cost is what it is. This training is the
best on Earth for living in general as well as doing Scientology. "It's
personal. It's for you. It's good. Only those who have it can Survive."
L. RON HUBBARD
LRH:md.cden
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
40
L. RON HUBBARD
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"THE RIGHTS OF THE FIELD AUDITOR"
P.A.B. No. 112
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 May 1957
"THE RIGHTS OF THE FIELD AUDITOR"
The Field Auditor has a right:
1 To his own group.
2 To the Loyalty of the people in his group.
3 To send any of his group to a Central Organization for training, coaching or
special processing and have them returned with their group loyalty and
attachment undisturbed.
4 To express his needs and desires for co-operation to a central organization
other groups or auditors without fear of retribution or reprimand.
5 To place his name and address on the title pages of publications from the
Central Organization and circulate them in his area.
6 To publications from a central organization at a discount in proportion to
the number he distributes.
7 To respect for his training and experience.
8 To respect for his certificates.
9 To have and to hold his certificates without cancellation by anyone forever.
10 To communicate Scientology and to bring about a civilization for mankind.
by my hand this
21st Day of April 1957
L. Ron Hubbard
Copyright $c 1957 by L. Ron Hubbard All Rights Reserved.
41
L. Ron Hubbard
Type = 11
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DEFINITIONS
Dir of Training
Dir of Processing
Comm Course Instructor
Night HCA Instructor
Org Secretary
HCO Board of Review
Registrar
PE Found Instructor
Bulletin Board
HCO London -- for
distribution there
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON
HCO TRAINING BULLETIN OF 17 MAY 1957
cc: Dir of Training
Dir of Processing
Comm Course Instructor
Night HCA Instructor
Org Secretary
HCO Board of Review
Registrar
PE Found Instructor
Bulletin Board
HCO London -- for
distribution there
DEFINITIONS
A CONSULTANT is an instructor who is on duty sporadically or from time to
time but not routinely in any one place.
AN INSTRUCTOR is one who has regular classes and who is assigned to
places at specific times.
A COACH is a student who is standing in the role of "pc".
L. RON HUBBARD
LRH:md.rd
5-17-57
42
L. RON HUBBARD
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INTERIM PROCESS
HUBBARD COMMUNICATIONS OFFICE
HCO TRAINING BULLETIN OF 20 MAY 1957
INTERIM PROCESS
While auditors are learning to handle CCH this learning process is
recommended.
Objective Show Me is as workable as any old-time process and is very easy
to run. Therefore, all HGC preclears until further notice in Washington shall
be run on Objective Show Me as follows.
Objective Show Me is first run as simple Locational and is run in this
way until it is flat as simple Locational:
Commands: "Show me that (object)."
The second stage is run alternately between body and room objects. The
commands are: "Show me that (object)," then "Show me your (body part)," "Show
me that (object)," "Show me your (body part)."
The third stage of Objective Show Me is run similar to Opening Procedure
by Duplication. Two objects such as a chair and a table near together are
selected and one part of the preclear's body such as the head, the eyes, the
right hand, etc, is selected. The preclear is asked to show the auditor the
table, the body part, the chair, the body part, the table, the body part, the
chair, etc.
Care should be taken in running this process not to use body parts which
will embarrass the preclear. The target of the process is actually the engram
bank and it will be found that at great long length the preclear will come
clear of facsimiles. The target of the process is not the second dynamic and
in running it any specialization toward second dynamic aberration defeats the
process thoroughly.
This process actually will produce a clear if it is carefully and
completely run.
It is not a Tone 40 process, which means that you acknowledge the
originations of the preclear.
L. RON HUBBARD
LRH:md.nm
May 20, 1957
This Bulletin applies to outside preclears. CCH should be used on Staff.
43
L. RON HUBBARD
Type = 120
iDate=0/5/57
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The Radiation Picture
and Scientology
Ability
Issue 47 [1957, ca. mid-May]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
The Radiation Picture
and Scientology
L. Ron Hubbard
The country has become very involved with radiation in the past year or
so and as we in Scientology have achieved a much clearer understanding of this
I think I owe you a rundown on Scientology and radiation.
At the outset let me assure you that our total interests in radiation at
this time are two only: that radiation can create hysteria, and Scientology
handles hysteria, and secondly that hysteria, because of radiation, puts
people in rather poor condition and Scientology can rehabilitate them. We
have no political or international interest in radiation.
As you can remember, the HASI in Phoenix, Arizona, was there at the time
when a great deal of bomb testing was being done in Nevada only 250 miles
away. At that time we had some vague interest in radiation, but it was more in
the direction of locating any deposits of uranium which might have escaped
notice. Being in possession of instruments which could measure radiation, we
were quite shocked to discover that the atmosphere and the grand pianos began
to count somewhat alarmingly. This was immediately after an H-bomb had been
buried under nine feet of dirt and had been exploded. These radioactive dust
particles swirled around the Southwest for quite a while before they separated
themselves out.
We were worried. We were worried because the amount of radiation was
obviously alarmingly great and I was as worried as the rest, perhaps even more
so because of my responsibility for our people in the Phoenix area. I felt
that we could not go on in the immediate vicinity of a great deal of testing
and so I came East to give a Congress and establish offices somewhere away
from that area. There were other local reasons but this radiation reason was
more or less primary.
Back East we made no further tests but we continued to be impressed. We
read about radiation in the public press, we read how the government was
saying how it was not dangerous, and we read apparently responsible scientists
on the subject saying that it was very dangerous. But because we had seen
grand pianos counting like uranium mines, we were, of course, of the opinion
that radiation was an extremely dangerous thing.
Without further examination of this subject and paying attention only to
what was printed in the public presses, we saw no reason to change our
attitude concerning
44
radiation. But some things have happened recently which have brought about a
considerable change.
I have just completed a Congress in London and was in communication with
Members of Parliament through a HASI representative on the subject of
radiation. It was clearly and cleanly stated by an authoritative Member of the
British Government that Russia was making full use of the hysteria factors
inherent in radiation in order to stop England from constructing H-bombs and
to impede her defenses in other ways. He had incontrovertible proof that the
hysteria campaign being conducted by Russia in side England and the United
States was totally an effort to impede their national defense.
Russian campaigns you must understand are of the mental, brainwashing
type. Radiation is tailor-made to their agent provocateur tactics.
When I returned to America two things became very obvious. The first of
these was that only the press of Russia and the United States did not report
my remarks made at the Nuclear Radiation and Health Congress at the Royal
Empire Society Hall in London. Other newspapers the world around carried the
remarks as headline news. These remarks were to the effect that the greatest
danger of radiation was hysteria. At the Congress I said that the H-bomb was
not a weapon because it was far too powerful, it would not coerce obedience
but only terror. These remarks are more or less complete in a book now being
published called All About Radiation, for the British market only.
Another thing that happened is that I remembered why I left the Author's
League of America some years ago. Its Board had begun to offer prizes to
deify minorities and it was taking other party-line data and trying to foist
it off on American writers. The Newspaper Guild, so far as I know, is not
entirely clear of this influence.
The other thing I did was to take a Geiger counter and make a test of
Washington. A little earlier this Geiger counter had been giving false
evidence because the stick used with the counter, as will happen, evidently
had some uranium stuck to it. But with the counter in good operating order and
clean, it was discovered that the background count of Washington, D. C., was
the same as it was in 1932 when I was going to George Washington University
and studying radiation. In other words, there has apparently been no general
increase of count in London or Washington because of bomb testing. I did more
than this. I made a calculation of the amount of gamma and cosmic rays which
fall on Earth's surface daily and compared this to the amount of test
radiation waste which would be thrown into the atmosphere yearly. The figures
do not compare. The added man-made radiation will probably never add up to
your luminous dial watch.
On the whole track, radiation was dangerous for the good reason that
there was more radiation in those times that could be exploded. However,
radiation is a half-life matter and the older the universe gets the less
radiation there is available to throw at people. And a good thing, too.
While we have no doubt whatsoever of the actual dangers of a bomb
dropping on a city, we are now in a position to doubt rather thoroughly the
vaunted harm from test bombing which is being sold the populations of Earth,
evidently by the Communist propagandists.
The U.S. population is being stampeded by Russia toward leaving the U.S.
defenseless. Already this has accomplished a defective U.S. civil defense and
is gaining momentum toward a public demand for no bombs. This is how Russia
works. Russia works on the population imagination. Russia uses any knowledge
of the mind she has
45
to instill fear and bring about destruction. She is an unworthy purveyor of
scientific information.
Russia has already succeeded rather well in this field of seizing
control of the mind. There is no essential difference between dialectic
materialism and Wundtian psychology. Yet, Wundtian psychology is taught in all
the universities of the United States. England, being an older and more mature
government than the United States Government, has already awakened to this and
is taking active government steps to halt this matter of public panic.
England, for instance, is not buying Wundtian psychology. England is buying
Scientology in rather large amounts. But this is not yet true of the United
States. That it will come about in the future is more or less a certain thing,
but that it does not exist at the time is a fact. Only the better IQs of the
U.S. as yet buy Scientology.
We can be assured on the score of fallout -- it isn't dangerous at this
time. It does not compare to the amount of "natural radiation" with which we
are being bombarded. If you went down to Florida to live you would increase
your radiation count much more than it would be increased if you stayed well
North and the government blew off ten thousand more test bombs. In other
words, just exposure to a clearer view of the run will give you more radiation
than you could be hit with in the near future because of test bombs. It's just
a fact that there isn't enough uranium around to actually thoroughly
contaminate the atmosphere at this time. I know that this is in controversy to
my own statements on the subject -- which is very interesting. My own
statements were made in the light of our earlier experience. We had
experienced test fallout in Phoenix and I had not made further tests or
calculations. In other words, I myself had been swept up in this campaign to
frighten the populace half to death.
The reaction to radiation is thus entirely, completely, and wholly
mental!
Dianazene depends for its reaction upon whole-track radiation incidents,
and x-ray and sunburn in the current life. By taking away the engram which can
react to the worry about radiation, worry about radiation is then made non-
painful.
If you add all this up you will clearly see that scare talk about
radiation is the source of radiation sickness in our present world. The Atom
Bomb is too powerful a weapon to be used for control of human beings and is
therefore not a weapon. But it does promise the population no future, and so
promising, it damps out efforts toward survival. This itself can bring on
sickness.
But we should not delude ourselves in thinking that actual radiation in
dangerous quantities is adrift in this atmosphere at this time. It is not.
All I invite you to do is to get a Scintillometer or Geiger counter and test
around.
There is probably an ionospheric flash which gives a tiny sudden shock of
radiation for the briefest instant of time -- less than the amount you would get
from a simple x-ray -- and this acts as a restimulator to whole-track incidents.
But it isn't true that radiation is drifting around biting you at this time.
On the subject of strontium-90 it is interesting to note that a
sufficient intake of calcium renders a person completely immuned to any
effects of strontium-90. A child should be made to drink more milk and
probably should have his diet fortified a little bit with calcium if anybody
is truly worried about it.
This fight, then, is in the propaganda field. It is not in the field of
actual science. I am extremely surprised at some of the scientists who are
saying that radiation is dangerous. These men professionally should know their
business and they are not
46
expressing the true data. On the other hand, neither is the government making
actual data available. The government is seeking to convince the public on the
score of opinion. Opinion has no validity in science. If you want to know
about radiation, why, go and look for some radiation in the atmosphere and if
you cannot find more than the usual background count then you must assume that
there isn't any extra radiation in the atmosphere. I am not saying that the
scientists who have been beating the drum on the dangers of radiation are
Communist-inspired. I am not saying that these men are Communists. I am merely
saying that they are aiding and assisting a Communist campaign.
We will not assist Commie propaganda aimed at stampeding the U.S. public
into revolt against U.S. defense. The U.S. can bargain her way out of this. I
am very hopeful that a general control of radiation the world around will be
achieved and I am sure that if it is not achieved, national governments are
dead. I am also fairly sure that there will never be such a thing as an atomic
war. I have looked this over rather carefully and I personally don't believe
that national governments will last long enough at their present rate of non-
survival activity.
Our cue is to make nothing out of radiation, if we mention it at all.
People who are worried about radiation are worried because enough talk about
it has thrown enough engrams into restimulation to make them actually quite
ill. We can do something about restimulation. But we have no business aiding
this public hysteria in any way. We are the people who take care of hysteria
and not the people who stir it up. What we are doing is a bit bigger than one
of Man's new destructive toys.
Our campaign is to sell Scientology. If we sell it well, psychiatry and
psychology will collapse. For instance, one of the most unfortunate things
that psychiatry and psychology have ever engaged upon has been this mental
health campaign of this spring. These people are not capable of withstanding
public scrutiny. Their general activities are sufficiently harmful to their
patients that if they stick their head up just a little bit further, even
people in the government will be able to see that there is a swindle involved
there. I expect within the next two or three years to see a complete and
thorough congressional investigation of "charity rackets" and would expect to
see psychiatry and psychology leading the van in those who are being
investigated. Before you begin to advertise that you can do something, you
should be able to do it. We ourselves are suffering from a comm lag of seven
years. Not for seven years were we able to train auditors uniformly up to a
level to get the maximum possible results out of Dianetics and Scientology.
We, accordingly, experienced a considerable public kickback. Now we are making
our promises good. It is possible for us to withstand the most minute and
searching scrutiny on the subject of what we are doing and how we are doing
it. The Validation Program of all Certificates which we are now entered upon
is a very worthwhile step in this direction. We can today train an auditor. We
can train him very very well. We have the processes which make an auditor able
to audit. And this will accrue into our attaining dominance in the field of
the human mind rather easily. All psychiatry and psychology need to do is to
fight us a little harder, to advertise themselves a little more strongly, and
the public and the government will see to it that they collapse. Furthermore,
psychiatry and psychology are playing it too close to the government. And if
people begin to turn away from the government because of the government's
promise to extinguish them with an H-bomb, they will also turn away from
anybody who supported the government in the field of brainwashing.
We have gone a little off track here with radiation, danger of; with
politics, the need to do something about; and we are not off track any more.
We are in the business of Scientology. And Scientology rises considerably
above the tinkerings of a few somewhat deranged scientists and the bickerings
of a few misanthropic men wearing political crowns for the moment.
47
We have today very easily the most powerful "weapon" extant in the
fourth dynamic. That weapon is Scientology. We are not using it for evil, we
are using it for good. Therefore, we will win with it.
The answer to all this is to sell Scientology to individuals. Don't try
to sell it to groups. One doesn't easily talk to a group. One should sell it
to individuals and he should use the skills of Scientology to bring about a
better understanding on the part of individuals of themselves and of himself.
I am not saying that the various governments might not do something
dangerous with testing. I am not saying that H-bombs are good weapons. I am
only saying we can survive it. I am only saying that we have one case-me-who
has had 502 times the "allowed" amount and is surviving nicely, thank you, and
other cases that are in like condition because of good processing. I am saying
that with good, modern auditing a Scientologist can survive it -- so why worry
about it. As an organization and as individuals we're going up-tone faster
than others are going down. And Man faces many enemies more dangerous than
Radiation.
I am giving you all this in explanation of what you will now begin to
see come from the central organization and that will be Scientology -- good
auditors -- validation of old certificates -- good processing -- bona fide
clears -- other things which we have waited to see all these years. We are
making the grade now rather easily. We are doing things that we never thought
were possible before. We are living up to any optimism which I ever gave out.
I knew I could do it. I am afraid that I was over-confident in some other
directions, but there is one thing that I have never done. I have never told
you other than what I believed implicitly and completely. I have been as
honest with you as I knew how to be and I have been as honest about my
shortcomings as I have been about my victories. You can count on that, you
know you can -- for you always have.
I invite your cooperation in this new campaign of ours -- a brand-new
campaign:
To sell Scientology, Sanity and Survival to the individuals alive on
Earth today. Thank you.
L. RON HUBBARD
48
L. RON HUBBARD
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STABLE DATA FOR INSTRUCTORS
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON
HCO BULLETIN OF 24 MAY 1957
STABLE DATA FOR INSTRUCTORS
1. Keep students busy at all times. Do not let them have unassigned
work while at the Academy.
2. The Director of Training is not the Director of Processing. If after
the student intensive and a week's Comm Course a student's case is not in
condition so the student can be trained, the Director of Training or the
Instructor should send the student to the Registrar and should not attempt a
patch-up by another student. When the Director of Training constitutes himself
the Director of Processing he not only denies the organization income but most
usually continues the agony of the student and does not get training done.
3. Answer the student's questions.
4. The stability of the Director of Training and his Instructors depends
upon the apparency of their agreement with me on what should be trained and
how it should be trained. When they innovate in disagreement with organized
schedules they lower the appearance of stability and deprive themselves
usually of the cooperation of students.
5. It is not the place of the Director of Training or an Instructor to
defend the organization, LRH, or the past track of Dianetics and Scientology.
Any new subject combating vested interests develops some randomity. Rather
than defend against critical attacks by students it is much more productive to
look over the student's case with an eye to sending him to the Registrar.
6. The Director of Training and his Instructors are there to give
service. Service is always harder to give on an individualized basis and
easier to give on a wide group basis. However, we are training individuals and
even though it is difficult, service must be given.
7. On the head of the Director of Training and his Instructors rests
any future failure the student may have in processing preclears. Quality of
training is to the level of Staff Auditor HGC.
IF A STUDENT CANNOT BE TRUSTED UPON GRADUATION
WITH AN HGC PRECLEAR, HE SHOULD NOT BE GRADUATED
OR CERTIFIED.
L. RON HUBBARD
LRH:md.rd
5-24-57
50
L. RON HUBBARD
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RIGHTS OF THE DIRECTORS OF TRAINING AND PROCESSING,
STAFF AUDITORS, AND INSTRUCTORS
REGARDING PRECLEARS AND STUDENTS
HCO INFORMATION BULLETIN OF 1 JUNE 1957
RIGHTS OF THE DIRECTORS OF TRAINING AND PROCESSING,
STAFF AUDITORS, AND INSTRUCTORS
REGARDING PRECLEARS AND STUDENTS
The Director of Processing may refuse a preclear already registered on the
following grounds, and only on these grounds:
1. Risk to Clinic by reason of low profile or connections.
2. Not enough weeks bought by pc (example: bought one, needs three).
3. Non-payment of former debts to Clinic.
He may not refuse a pc on grounds of insufficient auditors or
inconvenience to staff. In case of refusal he returns pc to Registrar.
The Director of Training may refuse a student already registered on the
following grounds, and only on these grounds:
1. Flagrantly needs processing of a more expert level than student
intensive.
2. Signed up for a course for which student not qualified by earlier
training.
3. Non-payment of former debts to Academy.
He may not refuse students on grounds of insufficient instructors or
classrooms. In case of refusal he returns student to the Registrar.
A Staff Auditor may refuse to process a pc on following grounds:
1. Psychotic past history of institutional nature.
2. Marked antipathy to case.
An Instructor may refuse training in his unit to a student who:
1. Gives no evidence of having learned the basics taught in a lower
unit. (In which case he returns student to the lower unit.)
2. Flagrantly needs processing. (In which case he sends student to
Director of Training and thence to Registrar.)
3. Is chronically absent or tardy. (In which case he sends student to
Director of Training.)
4. Disobeys school regulations. (In which case he sends student to
Director of Training.)
A Director of Processing may refuse to sign out or release a preclear he
considers vitally in need of further processing. In which case he sends
preclear to Registrar.
The Director of Training may refuse to send a student to the Examiner by
reason that he will not be a credit to the corps of auditors. He is under no
compulsion to train such a student beyond the allotted training period but may
do so at his discretion.
A Staff Auditor may refuse to release a preclear from the HGC whom he
feels in vital need of further processing regardless of the opinion or
administration of the Director of Processing or the Registrar. He should send
the pc to the Registrar but may give further processing whether or not the
preclear signs up for more and despite any remonstrance of the Director of
Processing.
An Instructor may refuse to release a student to a higher class or to
Examination despite the opinion or the administration of the Director of
Training.
L. RON HUBBARD
51
L. RON HUBBARD
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EXPLANATION OF ABERRATIVE CHARACTER OF
RADIATION
HUBBARD COMMUNICATIONS OFFICE
HCO BULLETIN OF 3 JUNE 1957
EXPLANATION OF ABERRATIVE CHARACTER OF
RADIATION
As cosmic rays, gamma, x-rays, et al, apparently move through solids
without encountering resistance, they then invalidate solids. This is a direct
invalidation of the solidity of anything including a mock-up. Thus it tends to
say a thing is not there -- thus that a creation has not been made.
This then has been used as a means of discounting creativeness or of
discounting solids. For example, any child being x-rayed has been baffled as
to how "he wasn't there" when the picture was made. The rays went straight
through. This made him feel he wasn't solid -- was not real.
When a body is over x-rayed it ceases to create sexually and creates on a
cellular level in a highly irresponsible way. This is cancer.
Radiation ills stem from the not-thereness of creations. Mental Image
Pictures, mock-ups, are apparently vanished.
"Making things solid" remedies all such Radiation ills easily. Show Me
objective and subjective does as well.
Radiation, then, is the proof that a solid thing is not solid. This is an
invalidation that one has created. Thus Radiation is seen to hit at all
creativeness. Its irresponsibility factor is also this -- one cannot be
responsible for things which are proven not to exist.
This also tells us that time began on an invalidation of solids.
In actual proof Procedure CCH, run with this understanding and Problems
of Incomparable or Comparable Magnitude to Radiation, resolves Radiation.
L. RON HUBBARD
LRH:md.rd
6-4-57
52
L. RON HUBBARD
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AUDITING A 10-YEAR OLD CHILD
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON
HCO BULLETIN OF 3 JUNE 1957
AUDITING A 10-YEAR OLD CHILD
Herbie Parkhouse over in London sent me the following report on his
session with a 10-year old child.
"I knew her mother had been messing her up by telling her how much she
was like Mama, and how weak Mama was. So I ran a Present Time Problem on Solid
Terminals, then Give Me Your Hand -- Thank You. The PTP was ok. GMYH produced
immediate change by the girl using all the normal childish ways of trying to
stop the Auditor. After about 1 1/2 hours she went Anaten, but good, for 1
hour and then came out of it. I carried on for 1/2 hour -- everything seemed
ok so we had lunch.
"After lunch I went back on to GMYH, but only just checked PTP (not very
thoroughly). Within a very short period -- 10 minutes -- pc was Anaten. This
lasted for approximately 1 hour when pc rallied into present time, changed her
body position to that of a 'lady reclining in a chair' -- just like Mama --
and doped off. This also lasted about 1 hour, then pc came up to present time
-- then into enthusiasm which lasted well after I ended the session. After tea
I gave her another 1 hour on GMYH with no apparent change at an enthusiasm.
When I say Anaten on this case, I mean the pc was doing the process, not even
mechanically most of the time, but eyes shut and doped.
"After this she felt good. I then sent her home to her father and
step-mother -- both of whom have had lots of auditing. They couldn't believe
the difference, especially after only six hours. The child is now in better
condition than she has ever been before."
L. RON HUBBARD
LRH:md.nm
6-3-57
53
L. RON HUBBARD
Type = 120
iDate=0/6/57
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The Hubbard
Certified Auditor Course
Ability
Issue 48 [1957, ca. early June]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
The Hubbard
Certified Auditor Course
L. Ron Hubbard
I've mentioned several times that training in Scientology had become a
fine art and that it was in reality an evolved science in itself.
How does one go about training someone to really be a Scientologist?
Unfortunately it has taken seven years to work this out. If we'd been able to
do this originally, what a different picture it would have made!
Some auditors were "naturals." Well, we'd better take into account that
not everybody was. So the task has been -- "How do you make a natural?"
Everyone who came for training had the willingness to help. All our
training people had the willingness to train. But with the how-to unsolved, it
was sometimes pretty grim. Seeing this I worked almost as hard on how-to-train
as how-to-clear.
Well, the upshot of all this is a series of skills necessary to being an
auditor that aren't processing but living skills. That's pretty much of an
achievement because it changes for the superior better the whole family! If we
can handle people, we can have groups and a successful Scientology life. Along
with teaching auditors to audit we came to teach, as a parallel bonus,
auditors to handle people.
Well, it's been a good struggle and a lot of us, me included, bear some
scars but we won, Mom.
I'm pretty proud of the Academy course now. We do our best to make people
able to do their best.
It's not really a school now. It's 576 hours of personal coaching plus 25
hours of good processing. We don't do much student co-auditing now except when
a student can audit.
Gosh, the old-time horrors of student co-auditing! How drastic can life
get!
All I want to tell you is that we've sewed it up on training and to give
you a glance over the HCA Course schedule. It's pretty darned good because
it's no longer a dream. It's real as real itself. Even our quarters are air-
conditioned and well decorated -- good quarters themselves are news.
54
Here's the goals I wrote and had framed for the Communication Course room
here on the third floor front of 1812 19th Street, N.W. It's in green on cream
to match the trees outside the balcony and the room walls.
"A Scientologist is one who controls persons, environments and situations.
"Scientology is used on Life and its forms and products. The chief uses of
Scientology are in the fields of Education, Organization, Mental Disability,
Social Order and Religion. Scientology is the first to give scientific meaning
to these.
"A Scientologist is considered a professional if he uses Scientology in
any of these fields and has been thoroughly trained in Scientology.
Scientology means Knowing in the fullest sense of the word. A Scientologist
operates within the boundaries of the Auditor's Code and the Code of a
Scientologist.
"A Scientologist is a first cousin to the Buddhist, a distant relative to
the Taoist, a feudal enemy to the enslaving priest and a bitter foe of the
German, Viennese and Russian defamers of Man.
"The religion of the Scientologist is freedom for all things spiritual on
all dynamics which means adequate discipline and Knowledge to keep that
freedom guaranteed.
"We are the people who are ending the cycle of homo sapiens and starting
the cycle of a good earth.
"There are no barriers on our path except those we make ourselves. Our
ability belongs to all worlds everywhere."
This is the curriculum in full for the HCA Course. If some of it looks
strange, wait until next Ability when I'm sending you the Advanced Course
schedule. It includes all the processes old-timers learned long ago. We
weren't far enough South. Having gotten South, we leave all the old stuff
North as Graduate material.
So here's the HCA Course, 8 weeks long exactly, specific material and
skills to specific examination. Most of it is audited from Tone 40. The
auditing skills take the student to that auditing position. I can't detail
those here.
Thought you'd be interested.
WEEK ONE: STUDENT GETS INTENSIVE
WEEK TWO: COMMUNICATION COURSE
Monday Tr 1 -- Dear Alice (Tr = Training)
Tuesday Tr 2 -- Acknowledgment
Wednesday Tr 3 -- Duplicative Question
Thursday Tr 4 -- Pc Origination
Friday Tr 5 -- Hand Mimicry
Saturday Dianetics '55! -- write synopsis before Monday
WEEK THREE: UPPER INDOCTRINATION
Monday CCH 0 -- Rudiments, Goals & Present Time Problem
(CCH = Control-Communication-Havingness)
Codes
Scientology: Fundamentals of Thought
Tuesday Tr 6 -- 8-C
55
Wednesday Tr 7 -- High School Indoc
Thursday Tr 8 -- Tone 40 on an Object
Friday Tr 9 -- Tone 40 on a Person
Saturday Axioms 1 to 10 -- Memorize
WEEK FOUR: BODY CONTROL PROCESSES
Monday CCH 0 -- Rudiments, Goals & Present Time Problem
Codes
Scientology: Fundamentals of Thought
Tuesday CCH 1 -- Give Me Your Hand
Wednesday CCH 2 -- Tone 40 8-C
Thursday CCH 3 -- Hand Space Mimicry
Friday CCH 4 -- Book Mimicry
Saturday Axioms 11 to 21 -- Memorize
WEEK FIVE: LOCATION AND DUPLICATION PROCESSES
Monday CCH 0 -- Rudiments, Goals & Present Time Problem
Codes
Scientology: Fundamentals of Thought
Tuesday Tr 10 -- Locational Processing
Wednesday CCH 5 -- Location by Contact
Thursday CCH 6 -- Body-Room Contact
Friday CCH 7 -- Contact by Duplication
Saturday Axioms 22 to 33 -- Memorize
WEEK SIX: OBJECTIVE HAVINGNESS PROCESSES
Monday CCH 0 -- Rudiments, Goals & Present Time Problem
Codes
Scientology: Fundamentals of Thought
Tuesday CCH 8 -- Trio
Wednesday CCH 9 -- Tone 40 Keep it from Going Away
Thursday CCH 10 -- Tone 40 Hold it Still
Friday CCH 11 -- Tone 40 Make it a Little More Solid
Saturday Axioms 34 to 45 -- Memorize
WEEK SEVEN: UNIVERSE PROCESSES
Monday CCH 0 -- Rudiments, Goals & Present Time Problem
Codes
Scientology: Fundamentals of Thought
Tuesday Tr 11 -- ARC Straightwire
Wednesday CCH 12 -- Limited Subjective Havingness
Thursday CCH 13 -- Subjective Solids
Friday CCH 14 -- Then and Now Solids
56
Saturday Axioms 46 to 55 -- Memorize
(NOTE: Student repeats any week not passed, or returns to Communication
Course.)
WEEK EIGHT: STUDENT ADMINISTERS INTENSIVE
EXAMINATION AT END OF WEEK EIGHT
Required by Examiner:
All levels of Indoctrination passed.
All processes in Training learned.
Thorough knowledge of Axioms.
Knowledge of Logics and Prelogics.
Thorough knowledge of Codes.
Good results from student intensive.
Case Profile of student to be examined.
Completed check sheets.
Synopses of required books.
A command of Group Auditing.
A command of Group Teaching by Agreement.
A command of Assists.
COURSE TEXT: Scientology: Fundamentals of Thought
READING MATERIALS: (Brief Synopsis of each required at Examination Time)
Dianetics '55!
Dianetics: The Modern Science of Mental Health
Science of Survival
Advanced Procedure and Axioms
Creation of Human Ability
The number of class hours is about 576. The amount of processing included
is 25 hours.
The cost of the course is $750 financed, $500 cash.
The course is supervised by myself.
Enrollment is every Monday. People enrolling between now and August 1st
enter the Congress in July 1957 without charge.
The Academy Registrar should be contacted at 1812 19th Street, N.W.,
Washington 9, D.C., for enrollment.
Living costs about $65.00 a month, room and board for the two months of
training.
We are also teaching a night HCA in Washington which goes three times a
week between 7:30 p.m. and 10:00 p.m. In view of the fact that it is very easy
to get jobs in the Government it is possible for a student to come to
Washington, enroll in the night HCA and get a job in the Government to support
himself and his training. The length of the night HCA varies but is from 6 to
8 months. Instruction in the night HCA is fully as good as day HCA. Cost of
the night HCA is the same as day HCA.
Be seeing you....
L. RON HUBBARD
57
L. RON HUBBARD
Type = 11
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THE TEACHING OF THE 18TH ACC
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 8 JUNE 1957
THE TEACHING OF THE 18TH ACC
The 18th ACC in Washington, July 8 to August 16, will be taught in three
units using five instructors.
Immediately upon registration the students will be tested on Tone 40 on an
Object for placements in one of the three units. All instructors will be used
for this testing. A Check Sheet divided into three sections to match the
courses with the title of each process shall be drawn up and mimeographed by
LRH, Jr. (list of processes taken from the Student Manual). This sheet shall
carry a section for this testing and placement where the instructor can write
simply the unit number plus or minus into which the student should be placed.
When the testing is concluded the sheets will be assembled and the class will
be divided into three sections as evenly distributed as possible. Those who
are best will go into section 3, next best will go into section 2, and the
worst will go into section 1. By using plus or minus unit, some accuracy can
be obtained. The judgment of the instructor on the student in general while
doing Tone 40 on an Object as a short test shall also be used in determining
the unit. Difficulties in adjustment will be smoothed out by the use of plus
or minus signs after the unit number.
The three units of the course shall be composed as follows:
Communication Course
Upper Indoctrination Course
CCH Course
The curriculum of each shall be basically one week in length. In the six
weeks, each student regardless of skill will be expected to go through each of
these units twice, but not consecutively, i.e. he will go into the next unit
at the end of each week regardless of his ability.
The Communication Course shall embrace Training 0 to Training 5
inclusive. It shall begin with a half-hour description at 9:00 a.m. by the
instructor and shall thereafter be broken down into two long auditing periods.
At 4:30 p.m. a group auditing session will take place, conducted by the
instructor, one hour in length, the processes of which shall be those which
direct attention and assign intentions to the walls and objects of the room.
This Course shall be conducted by Mary Sue Hubbard.
The Upper Indoctrination Course shall consist of one week and shall
embrace training processes 6 to 9 inclusive with Training 8 (Tone 40 on an
Object) repeated Wednesday and Thursday that is teaching 4 drills in 5 days.
The Course Day shall begin with a one-hour lecture on the Rudiments by LRH,
Jr., and the remainder of the day until 4:30 p.m. is broken down into two long
auditing periods. The day will end with one hour's agreement on definitions,
beginning at 4:30 and ending at 5:30 p.m. The Course instructor for this unit
may come on duty at 10:15 a.m., after the 15-minute break following the
morning lecture by LRH, Jr. The Upper Indoctrination Course shall be conducted
by Dr. Kenneth Barrett, in addition to his PE Course activities for the PE
Foundation. (Note -- in all courses, only one process should be taught per
day.)
The CCH Course shall be taught in the same room for both of its sections
but shall have two sections. The CCH processes shall be divided in half and
one instructor shall teach the lower half to half the class and the other
instructor shall teach the upper half to half the class. These shall be called
"CCH A" and "CCH B". Half of the unit in any week will be started in the "A"
group and half will be started in the "B" group in any given week, and on the
repeat week the student will be reversed in groups in the CCH Course. The CCH
Course Day shall begin each day with an hour's instruction on
58
the Rudiments, which hour's lecture shall be alternated between the two
instructors. This hour's lecture shall have the characteristic of questions
and answers. The remainder of the day shall be divided into four auditing
periods until 4:30 p.m., and shall conclude with an hour's group processing by
the instructors, using the HCO Bulletin on group processing. The Course shall
be conducted by Dr. George Richard Halpern and assisted by Dr. Jan Halpern.
The Comm Course shall hereafter be referred to as Course 1, the Upper
Indoctrination Course shall be referred to as Course 2, the CCH Course shall be
referred to as Course 3, of which there are two parts, 3-A and 3-B.
At least 3 large rooms must be procured especially for this 18th ACC
Course. They will be in use only during these six weeks. That room where noise
will be the least disturbing will be used as the Upper Indoc Room. If 4 rooms
are secured, then the CCH Course shall be broken down into its sections with
Dr. Jan Halpern in charge of the "B" section.
The general plan of the course is that the students who are already
rather good shall be started highest, those who are mediumly good started in
the mid course, and those who are poorest started in the first course. The
students will simply rotate through these courses during their six weeks.
Thus, each will have done the Comm Course twice, the Upper Indoc twice, and
each part of the CCH Course once.
The goal of the course shall be to make the most successful graduates
capable of coaching toward validation field auditor certificates. Thus these
people have to be exceptionally good on the Comm Course, Upper Indoc and CCH,
both in the interests of their future instruction and in the interests of
their auditing ability. The course is arranged in this fashion as outlined
here because I know of no more efficient way to give the information.
I will lecture evenings to the whole class, beginning at 7:30 p.m. In
these lectures I will cover the entirety of Scientology with stress on the
theory and practice of CCH. Given a large enough room to hold the class, FC
Staff will be welcomed to these lectures.
General supervision of the course shall be done by L. Ron Hubbard, Jr.
Course administration shall be done by Jan Halpern. Course examination shall
be done by L. Ron Hubbard, Jr. Final assignment of teams, changes and
transfers of students and grievances shall be handled by Dr. Dick Halpern.
L. Ron Hubbard, Jr. is responsible for arranging and mimeographing the
proper administration sheets and sending to Dick and Jan pertinent information.
All instructors are requested to go over thoroughly the various steps of
the training drills and CCH processes and standardize all methods of doing
them as given in the text to be furnished and to meet together during the
course to iron out any differences of consulting, instructing and coaching so
as to be sure to have a solid agreement on even the smallest points to be
taught. The exact methods of doing and coaching the training drills and CCH
processes will be furnished all instructors and their attention and practice
on these is solicited so as to iron out any misunderstandings before the
course begins. These methodologies are now intensely standardized. No
randomity between one unit and another should develop during the course.
The Organization Secretary is responsible for the procurement of and
readying of suitable quarters for the teaching of the 18th ACC and arranging
to have at least one of the rooms large enough to hold the entire class.
Schedules should be made up and posted early and this course should be
ready to be tested, selected into units by noon of 8 July.
L. RON HUBBARD
LRH:md.nm
59
L. RON HUBBARD
Type = 11
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WHAT TO TELL NEW HGC AUDITORS TO
PROCESS ON PRECLEARS
for London
and Washington
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HGC PROCESSING BULLETIN OF 10 JUNE 1957
for London
and Washington
WHAT TO TELL NEW HGC AUDITORS TO
PROCESS ON PRECLEARS
When a new auditor is taken on at HGC we do NOT
1. Train him while he is processing his first preclear.
2. Tell him what process to run.
3. Add to his already tense confusion of being on staff by unstabilizing
all his stable auditing data, too.
We DO this:
1. We ask him what process he has the greatest certainty on.
2. We tell him to audit the pc with that process and no other.
3. If he has certainty on several we have him select one best suited to
pc and have him use that.
Then we train up the new staff auditor by auditors' conferences and HCO
Board of Review at a leisurely pace.
STABLE DATUM:
It will be found that any auditor using a process on which he has high
reality will obtain high results with a pc using that process.
L. RON HUBBARD
LRH:md.rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
60
L. RON HUBBARD
Type = 11
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TRAINING AND CCH PROCESSES
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 11 JUNE 1957
REISSUED 12 MAY 1972
Remimeo
TRAINING AND CCH PROCESSES
(Originally issued as an HCO Training Bulletin
from Hubbard Communications Office, Washington, D.C.)
NOTE: The variations and some of the most potent processes are not included
in this Training Bulletin but will appear in the Student Manual when published
in September 1957.
NUMBER: Training 0
NAME: Confronting Preclear.
COMMANDS: None.
POSITION: Student and coach sit facing each other a comfortable distance
apart -- about five feet.
PURPOSE: To train student to confront a preclear with auditing only or with
nothing.
TRAINING STRESS: Have student and coach sit facing each other, neither making
any conversation or effort to be interesting. Have them sit and look at each
other and say and do nothing for some hours. Student must not speak, fidget,
giggle or be embarrassed or anaten. Coach may speak only if student goes
anaten (dope off). Student is confronting the body, thetan and bank of the
preclear.
HISTORY: Developed by L. Ron Hubbard in Washington in March 1957, to train
students to confront preclears in the absence of social tricks or conversation
and to overcome obsessive compulsions to be "interesting".
NUMBER: Training 1
NAME: Dear Alice.
COMMANDS: A phrase (with the "he saids" omitted) is picked out of the book
"Alice in Wonderland" and read to the coach. It is repeated until the coach is
satisfied it arrived where he is.
POSITION: Student and coach are seated facing each other a comfortable
distance apart.
PURPOSE: To teach the student to send an intention from himself to a preclear
in one unit of time without vias.
TRAINING STRESS: The command goes from the book to the student and, as his
own, to the coach. It must not go from book to coach. It must sound natural,
not artificial. Diction and elocution have no part in it. Loudness may have.
HISTORY: Developed by L. Ron Hubbard in London, April 1956, to teach the
communication formula to new students.
NUMBER: Training 2
NAME: Acknowledgments.
COMMANDS: The coach reads lines from "Alice in Wonderland" omitting "he saids"
and the student thoroughly acknowledges them. The coach repeats any line he
feels was not truly acknowledged.
61
POSITION: Student and coach are seated facing each other a comfortable
distance apart.
PURPOSE: To teach student that an acknowledgment is a method of controlling
preclear communication and that an acknowledgment is a full stop.
TRAINING STRESS: Teach student to acknowledge exactly what was said so that
preclear knows it was heard. Ask student from time to time what was said. Curb
over and under acknowledgment. Let student do anything at first to get
acknowledgments across, then even him out. Teach him that an acknowledgment is
a stop, not beginning of a new cycle of communication or an encouragement to
the preclear to go on.
HISTORY: Developed by L. Ron Hubbard in London in April 1956, to teach new
students that an acknowledgment ends a communication cycle and a period of
time, that a new command begins a new period of time.
NUMBER: Training 3
NAME: Duplicative Question.
COMMANDS: "Do fish swim?" or "Do birds fly?" Communication bridge between.
POSITION: Student and coach seated a comfortable distance apart.
PURPOSE: To teach a student to duplicate without variation an auditing
question, each time newly, in its own unit of time, not as a blur with other
questions; and to teach him how to shift from one question to another with a
communication bridge rather than an abrupt change.
TRAINING STRESS: One question and student acknowledgment of its answer in one
unit of time which is then finished. To keep student from straying into
variations of command. To insist on communication bridge when question is
changed. Even though the same question is asked, it is asked as though it had
never occurred to anyone before. To teach students that a communication bridge
consists of getting three agreements -- one agreement to end this question,
second agreement to continue session in general and maintain ARC, third
agreement to begin a new question. Teach student that preclear is part of
these agreements. To teach student never to vary question or shift question or
command without a bridge.
HISTORY: Developed by L. Ron Hubbard in London, April 1956, to overcome
variations and sudden changes in session.
NUMBER: Training 4
NAME: Preclear Originations.
COMMANDS: The student runs "Do fish swim?" or "Do birds fly?" on coach. Coach
answers but now and then makes startling comments from a prepared list given by
Instructor. Student must handle originations to satisfaction of coach.
POSITION: Student and coach sit facing each other a comfortable distance
apart.
PURPOSE: To teach a student not to be tongue-tied or startled or thrown off
session by originations of preclear and to maintain ARC with preclear
throughout an origination.
TRAINING STRESS: The student is taught to hear origination and do three
things: (1) Understand it; (2) Acknowledge it; and (3) Return preclear to
session. If the coach feels abruptness or too much time consumed or lack of
comprehension, he corrects the student into better handling.
HISTORY: Developed by L. Ron Hubbard in London in April 1956, to teach
auditors to stay in session when preclear dives out.
62
NUMBER: Training 5
NAME: Hand Mimicry.
COMMANDS: All commands are by motions of one or two hands. The auditor makes
a simple hand motion, holding his hand or hands in the final position. The
coach bobs his head as having received it. The coach then, mirror-wise, makes
the same motion with his hand or hands. The student then acknowledges. If the
motion was not correctly done by coach the student acknowledges doubtfully,
then repeats the motion to the coach. If the coach does it well, student
thanks coach by shaking own two hands together (prize fighter fashion). Keep
motions simple. Student must always be able to duplicate own motions.
POSITION: Student and coach are seated facing each other at a short distance,
coach's knees inside student's.
PURPOSE: To educate student that verbal commands are not entirely necessary.
To make student physically telegraph an intention. To show student necessity
of having preclear obey commands.
TRAINING STRESS: Accuracy of student repeating own commands. Teaching
student to give preclear wins. Teaching student that an intention is different
from words. HISTORY: Developed by L. Ron Hubbard in London, April, 1956, from
the principles of body mimicry developed by LRH in Camden, N.J., in 1954.
The following group of processes are usually taught in Upper Indoctrination
Course:
NUMBER: Training 6
NAME: Plain 8-C.
COMMANDS: "Look at that wall." "Walk over to that wall." "With your right
hand, touch that wall." "Turn around." All with acknowledgments. Not Tone 40.
(Preclear is acknowledged when he originates, no physical contact.)
POSITION: Student and coach both ambulant in a room with no center obstacles.
Student walks with coach who does process for student.
PURPOSE: To give preclear reality on environment, control in following
directions and havingness. Not all effects fully explored.
TRAINING STRESS: Precision in repetition of commands by student and experience
on a gradient scale in directing another body than own. Handling of
originations. Acknowledging execution of commands by preclear. When this
process develops somatics on a preclear it must be continued until flat.
HISTORY: Developed by L. Ron Hubbard in Camden, 1953. Originally called
"Opening Procedure of 8-C", 8-C being a full auditing procedure aimed at
negative thought. The only surviving part of this is now called 8-C and means
the above process. Original intention was to place preclear within the control
of the auditor so auditing could occur. Proved so successful became an end-all
in itself. Nominated in Summary Research Project 1956 as responsible all by
itself for approximately 50% of results achieved by auditors across the world.
NUMBER: Training 7
NAME: Hi-School Indoc.
COMMANDS: Same as 8-C but with student in physical contact with coach, student
enforcing commands by manual guiding. Coach has only three valid statements to
which student must listen: these are "Start" to begin process, "Flunk" to call
attention to student error, and "That's it" to end session. No other remark by
coach is valid on student. Coach tries in all possible ways, verbal, covert
and physical, to stop student
63
from running 8-C on him. If the student falters, comm lags, fumbles a command
or fails to get an execution on coach, coach says "Flunk" and they start at
beginning of command cycle in which error occurred. Coach falling down is not
allowed.
POSITION: Student and coach ambulant. Student handling coach physically.
PURPOSE: To train a student never to be stopped by a preclear. To train him
to run fine 8-C in any circumstances. To teach him to handle rebellious people.
TRAINING STRESS: Stress is on accuracy of student performance and persistence
by student. Start gradually to toughen up resistance to student. Don't kill
him off at once.
HISTORY: Developed by L. Ron Hubbard in London, 1956.
NUMBER: Training 8
NAME: Tone 40 on an Object.
COMMANDS: "Stand up." "Thank you." "Sit down on the table." "Thank you."
These are the only commands used. (If student has trouble with Training 9,
have him do Tone 40 on an Object with 8-C commands.)
POSITION: Student standing beside table holding ashtray which he manually
makes execute the commands he gives.
PURPOSE: To make student clearly achieve Tone 40 command. To clarify
intentions as different than words. To start student on road to handling
objects and preclears with postulates. To obtain obedience not wholly based on
spoken commands.
TRAINING STRESS: Have student give orders for a while alone. Then begin to nag
him to get them up to Tone 40 commands. Have student silently permeate object
with command and an expectancy that it will do it. When student can "see" his
intentions going in accurately, when he wonders why object doesn't instantly
obey, when he is not stumbling through energy or depending on his voice, the
training process is flat. This process usually takes the most time in training
of any process and time on it is well spent. Objects can be ashtrays or rag
dolls.
HISTORY: Developed by L. Ron Hubbard in Washington, D.C., 1957, for the 17th
ACC.
NUMBER: Training 9
NAME: Tone 40 on a Person.
COMMANDS: Same as 8-C. This is not Tone 40 8-C (CCH 2). Student runs fine,
clear-cut intentions and verbal orders on a coach. Coach tries to break down
Tone 40 of the student. Coach commands that are valid are "Start" (to begin),
"Flunk" to tell student he has erred and must return to beginning of cycle,
and "That's it" to take a break or stop session for the day. No other
statement by coach in session is valid on student and is only an effort to
make student come off Tone 40 or in general be stopped.
POSITION: Student and coach ambulant. Student in manual contact with coach as
needed.
PURPOSE: To make student able to maintain Tone 40 under any stress of
auditing.
TRAINING STRESS: The exact amount of physical effort must be used by student
plus a compelling unspoken intention. No jerky struggles are allowed since
each jerk is a stop. Student must learn to smoothly increase effort quickly to
amount needed to make coach execute. Stress is on exact intention, exact
strength needed, exact force necessary, exact Tone 40. Even a slight smile by
student can be a flunk. Too much force can be a flunk. Too little definitely
is a flunk. Anything not Tone 40 is a flunk.
HISTORY: Developed by L. Ron Hubbard in Washington, D.C., for the 17th ACC.
64
The following processes are taught in the Communication-Control-Havingness
Course:
NUMBER: CCH 0
NAME: Rudiments, Goals and Present Time Problem.
COMMANDS: Establishing session beginning by calling attention to room, auditor
and the session to begin. Discussing the preclear's goals for the session.
Auditor asks for present time problem and settles it with problems of
comparable magnitude or incomparable magnitude or by Locational Processing. In
general, remarks and commands enough to bring about ARC at session's beginning
but not enough to run down havingness of the preclear.
POSITION: Auditor and preclear seated at a comfortable distance apart.
PURPOSE: To make known the beginning of a session to a preclear and the
auditor so that no error as to its beginning is made. To put the preclear into
a condition to be audited.
TRAINING STRESS: To begin sessions, not just let them happen. To educate the
student into the actual elements of a session and condition of preclears. To
stress the inability to audit something else when present time problem is not
flat. To demonstrate what happens when preclear doesn't know session has begun
or has no goals for it or what happens when present time problem only half
flat when other things are engaged upon. Stress that it is done each session.
Explain closure mechanism of problem with preclear, the solution of "the
liability of solutions".
HISTORY: Developed by L. Ron Hubbard in Elizabeth, N.J., 1950; Goals in
Wichita, Kansas in 1951; Present Time Problem, London, 1952; Rudiments,
Phoenix, 1955.
NUMBER: CCH 1.
NAME:* Give Me Your Hand, Tone 40.
COMMANDS: "Give me your hand." Physical action of taking hand when not given
and then replacing it in preclear's lap. And "Thank you" ending cycle. All
Tone 40 with clear intention, one command in one unit of time, no originations
of preclear acknowledged in any way verbally or physically. May be run on
right hand, left hand, both hands, each one flattened in turn.
POSITION: Auditor and preclear seated, in chairs without arms, close together.
Auditor's knees both to auditor's left of preclear's knees, outside of
auditor's right thigh against outside of preclear's right thigh. This position
reversed for left hand. In both hands preclear's knees are between auditor's
knees.
PURPOSE: To demonstrate to preclear that control of preclear's body is
possible, despite revolt of circuits, and inviting preclear to directly
control it. Absolute control by auditor then passes over toward absolute
control of his own body by preclear.
TRAINING STRESS: Never stop process until a flat place is reached. To process
with good Tone 40. Auditor taught to pick up preclear's hand by wrist with
auditor's thumb nearest auditor's body, to have an exact and invariable place
to carry preclear's hand to before clasping, clasping hand with exactly
correct pressure, replacing hand (with auditor's left hand still holding
preclear's wrist) in preclear's lap. Making every command and cycle separate.
Maintaining Tone 40. Stress on intention from auditor to preclear with each
command. To leave an instant for preclear to do it by own will before auditor
does it. Stress Tone 40 precision. To keep epicenters balanced. CCH 1 (b)
should also be flattened.
HISTORY: Developed by L. Ron Hubbard in the 17th ACC, Washington, D.C., 1957.
* The name and command for CCH 1 has since been revised to, "Give me that
hand."
65
NUMBER: CCH 2
NAME:* Tone 40 8-C.
COMMANDS: "Look at that wall" "Thank you" "Walk over to that wall." "Thank
you." "With the right hand, touch that wall." "Thank you." "Turn around.
"Thank you." Run without acknowledging in any way any origin by preclear,
acknowledging only preclear's execution of the command. Commands smoothly
enforced physically. Tone 40, full intention.
POSITION: Auditor and preclear ambulant, auditor in physical contact with
preclear as needed.
PURPOSE: To demonstrate to preclear that his body can be directly controlled
and thus inviting him to control it. Finding present time. Havingness. Other
effects not fully explained.
TRAINING STRESS: Absolute auditor precision. No drops from Tone 40. No flubs.
Total present-time auditing. Auditor turns preclear counterclockwise then
steps always on preclear's right side. Auditor's body acts as block to forward
motion when preclear turns. Auditor gives command, gives preclear a moment to
obey, then enforces command with physical contact of exactly correct force to
get command executed. Auditor does not check preclear from executing commands.
HISTORY: Developed by L. Ron Hubbard in Washington, D.C., 1957, for the 17th
ACC.
* The name and command for CCH 2 has since been revised to, "You look at that
wall."
NUMBER: CCH 3
NAME: Book Mimicry.
COMMANDS: Auditor makes a simple or complex motion with a book. Hands book
to preclear. Preclear makes motion, duplicating auditor's mirror-image-wise.
Auditor asks preclear if he is satisfied that the preclear duplicated the
motion. If preclear is and auditor is also fairly satisfied, auditor takes
book and goes to next command. If preclear says he is and auditor fairly sure
preclear isn't, auditor takes back book and repeats command and gives book to
preclear again for another try. If preclear is not sure he duplicated any
command auditor repeats it for him and gives him back the book. Tone 40 only
in motions. Verbal two-way quite free.
POSITION: Auditor and preclear seated facing each other a comfortable distance
apart.
PURPOSE: To bring up preclear's communication with control and duplication.
(Control + duplication = communication.)
TRAINING STRESS: Stress giving preclear wins. Stress auditor's necessity to
duplicate his own commands. Circular motions are more complex than straight
lines.
HISTORY: Developed by L. Ron Hubbard for the 16th ACC in Washington, D.C.,
1957. Based on duplication developed by LRH in London, 1952.
NUMBER: CCH 4
NAME: Hand Space Mimicry.
COMMANDS: Auditor raises two hands, palms facing preclear's and says, "Put
your hands against mine, follow them and contribute to their motion." He then
makes a simple motion with right hand, then left. "Did you contribute to the
motion?" "Good." "Put your hands in your lap." When this is flat the auditor
does this same thing with a half inch of space between his and preclear's
palms. When this is flat auditor does it with a wider space and so on until
preclear is able to follow motions a yard away.
66
POSITION: Auditor and preclear seated, close together facing each other,
preclear's knees between auditor's.
PURPOSE: To develop reality on the auditor using the reality scale (solid
comm line). To get preclear into comm by control + duplication.
TRAINING STRESS: That auditor be gentle and accurate in his motions, giving
preclear wins. To be free in two-way comm.
HISTORY: Developed by L. Ron Hubbard in Washington, 1956, as a therapeutic
version of Dummy Hand Mimicry. Something was needed to supplant "Look at me.
Who am I?" and "Find the Auditor" part of rudiments.
NUMBER: Training 10
NAME: Locational Processing.
COMMANDS: "You notice that (indicated object)." "Thank you." Auditor enforces
command when needed by turning preclear's head toward object. Run inside an
auditing room or outside. Auditor indicates obvious objects, naming them and
pointing to them.
POSITION: Auditor and preclear seated side by side or facing each other or
seated or walking outside.
PURPOSE: To control attention. Since attention is being controlled by
facsimiles, an unknown control, supplanting with a known control brings
preclear up to present time. See also Pre-Logics. A highly therapeutic
process. Can be substituted for Present Time Problem to some degree in cases
that cannot run a Present Time Problem as a process.
TRAINING STRESS: That coach (or preclear) always looks in direction of
object.
HISTORY: Developed by L. Ron Hubbard in Elizabeth, N.J., in June 1950, to
bring preclears into auditing room after they had been "brought up to present
time".
NUMBER: CCH 5
NAME: Location by Contact.
COMMANDS: "Touch that (indicated object)." "Thank you."
POSITION: Auditor and preclear may be seated where the preclear is very
unable, in which case they are seated at a table which has a number of objects
scattered on its surface. Or auditor and preclear may be ambulant, with the
auditor in manual contact with the preclear as is necessary to face him toward
and guide him to the indicated object.
PURPOSE: The purpose of the process is to give the preclear orientation and
havingness and to improve his perception.
TRAINING STRESS: Training stress is upon gentleness, ARC and the raising of
the preclear's certainty that he has touched the indicated object. It should
be noticed that this can be run on blind people.
HISTORY: Developed by L. Ron Hubbard from Locational Processing in 1957.
NUMBER: CCH 6
NAME: Body-Room Contact.
COMMANDS: "Touch your (body part)." "Thank you." "Touch that (indicated
room object)." "Thank you."
POSITION: Auditor and preclear move about together as needed, the auditor
enforcing the commands by manual contact using the preclear's hands to touch
objects and touch body parts.
67
PURPOSE: To establish the orientation and increase the havingness of the
preclear and to give him in particular a reality on his own body.
TRAINING STRESS: Training Stress is upon using only those body parts which are
not embarrassing to the preclear as it will be found that the preclear
ordinarily has very little reality on various parts of his body. Impossible
commands should not be given to the preclear in any case.
HISTORY: Developed by L. Ron Hubbard in 1957 in Washington, D.C., as a lower
step than Body-Room Show Me.
NUMBER: CCH 7
NAME: Contact by Duplication.
COMMANDS: "Touch that table." "Thank you." "Touch your (body part)."
"Thank you." "Touch that table." "Thank you." "Touch your (same body part)."
"Thank you." "Touch that table." "Thank you." "Touch your (same body part)."
"Thank you," etc, in that order.
POSITION: Auditor may be seated. Preclear -- should be walking. Usually auditor
standing by to manually enforce the commands.
PURPOSE: Process is used to heighten perception, orient the preclear and
raise the preclear's havingness. Control of attention as in all these
"contact" processes naturally takes the attention units out of the bank which
itself has been controlling the preclear's attention.
TRAINING STRESS: Training stress is on precision of command and motion, with
each command in its unit of time, all commands perfectly duplicated. Preclear
to continue to run process even though he dopes off. Good ARC with the
preclear, not picking one body part which is aberrated at first but flattening
some non-aberrated body part before aberrated body part is tackled.
HISTORY: Developed by L. Ron Hubbard in 1957 in Washington, D.C., as a lower
level process than Opening Procedure by Duplication, or Show Me by
Duplication. All contact processes have been developed out of the Pre-Logics.
NUMBER: CCH 8
NAME: Trio.
COMMANDS: "Look around the room (environment) and tell me something you
could have." Run until flat. "Look around the room and tell me something the
body (body part) can't have." Valence form: "Look around the room and tell me
something mother (or other valence) can't have." Long form: "Look around the
room and tell me what you could have." Run flat. "Look around the room and
tell me something you would permit to remain." Run flat. "Look around the
room and tell me what you could dispense with." Dispense in long form is
sometimes run first when preclear is set on wasting.
POSITION: Auditor and preclear seated at a comfortable distance both facing
toward majority of the room.
PURPOSE: To remedy havingness objectively.
TRAINING STRESS: Run it smoothly without invalidative questions. One of the
most effective processes known when thinkingness can be controlled somewhat.
Run when havingness drops or for a full intensive.
HISTORY: Developed by L. Ron Hubbard in London in 1955. Name derived from
the three questions of the long form. Originally called the "Terrible Trio".
68
NUMBER: CCH 9
NAME: Tone 40 "Keep it from going away."
COMMANDS: "Look at that (indicated object)." "Thank you." "Walk over to that
(indicated object)." "Thank you." "Touch that (indicated object)." "Thank you."
"Keep it from going away." "Thank you." "Did you keep it from going away?"
"Thank you," and so forth.
POSITION: Auditor and preclear ambulant. Auditor assisting by manual contact.
PURPOSE: The purpose of the process is to increase havingness of the preclear
and bring about his ability to keep things from going away, which ability
lost, accounts for the possession of psychosomatic illnesses.
TRAINING STRESS: The training stress is on precision and accuracy and finding
out that this is actually Tone 40 8-C with a thinkingness addition. This is
the first step on to the route of making things solid.
HISTORY: Developed in 1956 in London, England, by L. Ron Hubbard.
NUMBER: CCH 10
NAME: Tone 40 "Hold it still."
COMMANDS: "Look at that (indicated object)." "Thank you." "Walk over to that
(indicated object)." "Thank you." "Touch that (indicated object)." "Thank you."
"Hold it still." "Thank you." "Did you hold it still?" "Thank you," etc, in
that order.
PURPOSE: To improve an individual's ability to make things more solid and to
assert his ability to control his environment.
TRAINING STRESS: Same as CCH 9.
HISTORY: Developed by L. Ron Hubbard in London, England, in 1956.
NUMBER: CCH 11
NAME: Tone 40 "Make it a little more solid."
COMMANDS: "Look at that (indicated object)." "Thank you." "Walk over to that
(indicated object)." "Thank you." "Touch that (indicated object)." "Thank you."
"Make it a little more solid." "Thank you." "Did you make it a little more
solid?" "Thank you," etc, in that order.
POSITION: Auditor and preclear ambulant.
PURPOSE: To assert control over the preclear and increase the preclear's
havingness. To increase the preclear's reality on the Pre-Logics. To reverse
the flow of solids.
TRAINING STRESS: Complete precision of performance, a stress on all the CCH 9,
CCH 10 and CCH 11, that they include a control of thinkingness of the preclear
and therefore should not be run with a tremendous amount of auditor trust of
the preclear and should not be run until the lower levels of CCH are to some
degree flat as they will give the preclear losses.
HISTORY: Developed in 1956 in London, England, by L. Ron Hubbard.
NUMBER: Training 11
NAME: ARC Straight Wire.
COMMANDS: "Recall something that was really real to you." "Thank you." "Recall
a time when you were in good communication with someone." "Thank you." "Recall
a time when you really liked someone." "Thank you." The three commands are
given in that order and repeated in that order consistently.
69
POSITION: Auditor and preclear seated facing each other at a comfortable
distance.
PURPOSE: To give the student reality on the existence of a bank. This is
audited on another and is audited until the other student is in present time.
It will be found that the process discloses the cycling action of the preclear
going deeper and deeper into the past and then more and more shallowly into
the past until he is recalling something again close to present time. This
cyclic action should be studied and understood and the reality on the pictures
the preclear gets should be thoroughly understood by the student. The fact
that another has pictures should be totally real to the student under training.
HISTORY: Developed by L. Ron Hubbard in 1951 in Wichita, Kansas. This was once
a very important process. It has been known to bring people from a neurotic to
a sane level after only a short period of application. It has been run on a
group basis with success but it should be noted that the thinkingness of the
individuals in the group would have to be well under the control of the
auditor in order to have this process broadly beneficial. When it was
discovered that this process occasionally reduced people's havingness, the
process itself was not generally run thereafter. It is still, however, an
excellent process with that proviso, a reduction of havingness in some cases.
NUMBER: CCH 12
NAME: Limited Subjective Havingness.
COMMANDS: "What can you mock up?" "O.K. (to preclear's answer)." "Mock up
(what preclear said he could mock up)." "O.K." "Shove it in to yourself."
"O.K." When this is relatively flat, "Mock up (whatever preclear said he
could)." "O.K." "Let it remain where it is." "O.K." When this is relatively
flat enter on the third part. "Mock up (whatever the preclear said he could
mock up)." "O.K." "Throw it away." "O.K." If the preclear cannot throw the
object away at once, have him duplicate it many times and move one of them
slightly further away from him until he has at last thrown one away. If the
preclear cannot mock anything up, remedy his havingness with blackness. If the
preclear's "field" is invisibility, have him put glass objects of many sorts
and sizes on a table and one after the other "keep them from going away". If
mock-up disappears have preclear keep on trying at it because he will
eventually be able to get it back.
POSITION: Auditor and preclear seated facing each other.
PURPOSE: To Remedy the Havingness of the preclear's bank.
TRAINING STRESS: Not to give the preclear any losses. He must successfully
complete each step and the auditor must do things on a gradient scale until
the preclear has successfully completed each command given.
HISTORY: These and other creative processes were developed by L. Ron Hubbard
in London in the fall of 1952.
NUMBER: CCH 13
NAME: Subjective Solids.
COMMANDS: "What can you mock up?" "O.K. (to preclear's answer)." (This is
asked once every time one changes the type of mock-up.) "Mock up (whatever the
preclear said)." "O.K." "Now make it a little more solid." "O.K." "Did you do
that?" "Thank you." Various objects are mocked up and made a little more
solid. The preclear can be told to do what he pleases with these. This is not
a Tone 40 process.
POSITION: Auditor and preclear seated.
PURPOSE: To make it possible for the preclear to mock up subjective objects
and make them a little more solid, preparatory to running "Then and Now
Solids".
70
TRAINING STRESS: On knowing what the preclear is doing, how he is doing it,
where he is putting the mock-ups, so that the preclear is certainly policed
and is certainly doing the process. If the preclear neglects to do the
process, even though he receives the command and nods his assent, he is, of
course, going out of control of the auditor.
HISTORY: Developed by L. Ron Hubbard in 1956 in London.
NUMBER: CCH 14
NAME: Then and Now Solids.
COMMANDS: "Get a picture -- and make it a little more solid." "Thank you."
"Look at that (auditor indicates object) -- and make it a little more solid."
"Thank you." These commands are given with a tiny pause between the first and
second phrase as it will be found that the glance of the preclear at the
object tends to give him the impression that he has already made it a little
more solid before the auditor gives the command if this auditing command is
broken into two commands.
POSITION: Auditor and preclear seated facing each other a comfortable distance
apart.
PURPOSE: To straighten out the time track of the preclear. To clear up his
bank. To disclose his life computation. To show up the whole track. To give
preclear practice in handling time. To get rid of unwanted facsimiles. And in
general to handle in its totality the reactive mind.
TRAINING STRESS: On leading up with gradients toward any failure that the
preclear may have in making something a little more solid. In keeping the
auditor from chasing all over the bank every time the preclear has a second
picture show up or a third or a fourth or a fifth on the same command. The
auditor wants one picture and wants one thing or the picture itself to be made
a little more solid. We do not do two or three pictures and then a room
object. The preclear can get easily lost on the track unless this is obeyed.
Furthermore, it will be noted that the preclear goes out of present time
further and further and then less and less and then further and further and
then less and less and this cycle of further into the past and then less into
the past finally winds up with bringing the preclear wholly into present time.
HISTORY: Developed from Over and Under Solids, which was developed by L. Ron
Hubbard in late 1955 and improved by him in 1956. The process more or less
completes the work begun on the reactive mind in 1947. It will be noted that
many earlier processes and effects are woven into Then and Now Solids.
NUMBER: Training 12
NAME: Think a Thought.
COMMANDS: "Think a thought." "Thank you."
POSITION: Auditor and preclear seated a comfortable distance apart.
PURPOSE: To give the student some reality on the thinkingness of other people
and demonstrate that the control of thinkingness is possible.
TRAINING STRESS: Should be on the fact that after the control of the body has
been asserted and control of attention flattened, control of thinkingness can
take place. There is really nothing wrong with the preclear except that he
cannot control his thinkingness, thus he cannot change considerations at will
because he is stopped by the bank. This is the most permissive of such
processes since the preclear cannot really help to think a thought and we do
not much care whether he thought it or the bank thought it.
HISTORY: Developed in 1955 in Phoenix, Arizona, by L. Ron Hubbard.
71
NUMBER: CCH 15
NAME: Rising Scale Processing.
COMMANDS: The Chart of Attitudes is employed, the top and bottom buttons of
which are: DEAD-SURVIVE, NOBODY-EVERYBODY, DISTRUST-FAITH, LOSE-WIN,
WRONG-RIGHT, NEVER-ALWAYS, I KNOW NOT-I KNOW, STOP-CHANGE- START, NO
RESPONSIBILITY-FULLY RESPONSIBLE, STOPPED-CAUSES MOTION, FULL EFFECT-CAUSE,
IDENTIFICATION-DIFFERENTIATION, OWNS NOTHING-OWNS ALL, HALLUCINATION-TRUTH, I
AM NOT-I AM, NO-GAME-UNLIMITED GAMES. The auditing commands in this process
are "Get the idea of (bottom button)." "Do you have that idea?" "All right."
"Now change that idea as nearly as you can to (top button)." "O.K." "How close
did you come?" "Thank you." This is run many times on the one set of buttons
until the preclear has a certainty that he can maintain the upper scale idea.
POSITION: Auditor and preclear seated a comfortable distance apart.
PURPOSE: To give the preclear drills in changing his mind and to demonstrate
that he can maintain higher levels of certainty and that he can alter his
considerations. And incidentally to probably change his glandular structure to
the better until they have a better performance which is of no great
importance to the process and has little to do with Scientology.
TRAINING STRESS: The training stress is on maintaining ARC with the preclear,
yet being definite about what idea the preclear is supposed to get. The
prerequisites demand that the thinkingness of the preclear be to some degree
under the control of the auditor. The auditor must not be impatient with the
preclear, but let the preclear try again and again to get these two ideas, one
a low-scale idea and change that idea into an upper-scale idea. The preclear
must be in fairly good condition with regard to havingness or the process can
fail.
HISTORY: This process was developed in the fall of 1951 by L. Ron Hubbard in
Wichita, Kansas, and is taken from Scientology 8-8008 as published in England
and as given in The Creation of Human Ability, page 129, as R2-51. This is
probably the oldest purely Scientology process in existence. It was not
entirely workable in the past because it was not understood that the body has
to be brought under the auditor's control and that the attention has to be
brought under the auditor's control before the thinkingness of the preclear
can be brought under the auditor's control. The process, however, run on
preclears who were not in too bad condition, has been continually successful
both in changing their physical beingness and abilities, the latter being in
the sphere of interest of Scientology. The first preclear on which this and
Opening Procedure by Duplication were run was Mary Sue Hubbard.
NUMBER: GP 1
NAME: Bank Processes (Engrams, Secondaries, Locks, Perceptics and Whole
Track).
NUMBER: GP 2
NAME: Subjective Havingness in Full, Repair and Remedy of Havingness,
Avalanches, Black and White, Flows.
NUMBER: GP 3
NAME: Connectedness, Association, Identification, A = A = A = A.
NUMBER: GP 4
NAME: Time Processes.
NUMBER: GP 5
NAME: Creative Processes.
72
NUMBER: GP 6
NAME: Full Rising Scale Processes.
NUMBER: GP 7
NAME: Not-Know Processes, Waterloo Station, Something you wouldn't mind
Forgetting.
NUMBER: GP 8
NAME: Think a Thought, Future Mock-ups.
NUMBER: GP 9
NAME: CDEI, Problems, Find Something that is Not Thinking.
NUMBER: GP 10
NAME: Thought Placement, Invent a Lie, Assign an Intention, Place a Command.
NUMBER: GP 11
NAME: Exteriorization, Pre-Logics, Keep Head from Going Away, Try not to
Exteriorize.
NUMBER: GP 12
NAME: Route 1.
NUMBER: GP 13
NAME: Anchor Points, Structure of Body.
NUMBER: GP 14
NAME: Body Lifting.
NUMBER: GP 15
NAME: World Reality, Get the Idea that (object) is Thinking about Itself,
Perception of Environment, Reality Scale Processes.
NUMBER: Training 13
NAME: Fishing a Cognition.
COMMANDS: This is a general ARC, answering the preclear's origin process. When
the preclear experiences a somatic, when he sighs, when he gives a reaction to
a Tone 40 process, the auditor repeats the process two or three more times
(random number) and then pausing the process asks the preclear, "How are you
doing now?" or "What is going on?" and finds out what happened to the preclear
just as though the auditor has not noticed that the preclear had a reaction.
The auditor does not point out the reaction but merely wants a discussion in
general. During this discussion he brings the preclear up to at least a
cognition that the preclear has had a somatic or a reaction and then merely
continues the process without further bridge. This is done randomly. It is not
always done every time the preclear experiences a reaction.
POSITION: Whatever position the preclear and auditor are in as directed by
the process they are running. But usually with the auditor touching the
preclear. For example, "Give Me Your Hand" the auditor continues to hold the
preclear's hand after he has said "Thank you" and asks the preclear how he is
doing.
73
TRAINING STRESS: Is that the fishing of a cognition is an art and it cannot
be taught by general command, that the auditor must not as-is the preclear's
havingness by asking him, "How are you feeling now?", that the preclear must
not be placed in possession of the knowledge that he can stop the auditor from
auditing by having a reaction or experiencing a reaction to the processing,
otherwise he will begin to experience them simply to stop the auditor. Thus
the use of Training 13 is not routine and regular but is random. It should be
stressed that this can be used while running any and all Tone 40 processes. It
should be stressed that the Tone 40 is run as itself and that fishing a
cognition is run into the process between cycles of command and acknowledgment
and command and acknowledgment. After a thorough acknowledgment one can fish
for a cognition thus pausing momentarily in the process, get things
straightened out, maintain ARC with the preclear and then go on with the Tone
40 process. One does not enter fishing a cognition between the command and the
acknowledgment. One never reacts to what the preclear is doing the instant
that the preclear does it, otherwise one educates the preclear to stop one.
Training stress here is that a Tone 40 process is not run on an automaton
basis.
HISTORY: Developed by L. Ron Hubbard in Washington, D.C., in 1957 while
developing CCH on the following notes from LRH's notebook: "I use processes to
restimulate thought or action and when this happens I fish out a cognition and
either continue the process or bridge to the next process." It was developed
basically to keep auditors in communication with the preclear since Tone 40
processes give some auditors, when they are studying them, the idea that they
are supposed to go out of communication with the preclear.
L. RON HUBBARD
Founder
LRH:ne.rd
Copyright $c 1957, 1972
by L. Ron Hubbard
ALL RIGHTS RESERVED
[CCHs 5, 6 & 7 have been reissued for use on the HQS Course as HCO B 30
September 1971, Issue VI, amended and reissued 19 April 1974, CCHs 5, 6 & 7,
Volume VII, page 408. Training 13 has been revised for use in Hubbard
Consultant Stress Analysis as BTB 25 June 1970R, Issue II, revised and
reissued 14 August 1974, Fishing a Cognition.]
74
L. RON HUBBARD
Type = 11
iDate=13/6/57
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
STUDENT INTENSIVES AND
CO-AUDITING PROCESSES
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 13 JUNE 1957
(NOTE: Temporary Directive Subject to Change when further
advised by Directors of Training who experience it in use.)
STUDENT INTENSIVES AND
CO-AUDITING PROCESSES
Graduating Students should run the following in student intensives on
incoming students:
CCH 0 -- Rudiments, Goals, Present Time Problem
Tr 15 -- Clearing the Auditor
CCH 5 -- Location by Contact
CCH 6 -- Body-Room Contact
CCH 7 -- (if reached in 25 hrs) Contact by Duplication
Students will run dummy and coached on all but following processes which
they should run on a co-auditing basis:
Tr6 -- Plain 8c
Tr 10 -- Locational Processing
CCH 5 (b) -- Objective Show Me
CCH 6 (b) -- Body-Room Show Me
CCH 7 (b) -- Show Me Duplication
CCH 8 -- Trio
Tr 11 -- ARC Straightwire
CCH 7 (c) -- Book and Bottle
LRH:md.nm L. RON HUBBARD
L. RON HUBBARD
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PEOPLE'S QUESTIONS
ALL STAFF
Washington and London
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 18 JUNE 1957
ALL STAFF
Washington and London
PEOPLE'S QUESTIONS
A Congress MUST
An Organization MUST
Answer people's questions.
This is the primary public complaint -- that Scientologists in the
Organization or out won't answer directly questions asked about this or that
Understand it, answer it, make friends.
Best,
LRH:md.jh L. RON HUBBARD
[Some copies of the above HCO B were dated 16 June 1957.]
75
L. RON HUBBARD
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What About Validation?
Ability
Issue 49 [1957, ca. late June]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
What About Validation?
L. Ron Hubbard
Almost at once we are going to have a Congress.
We are calling it the Freedom Congress because it starts July 4, 1957
and because it is all about freedom from human confusion.
But there's something we'll have to take up at this Congress beyond
Freedom, and that's Validation.
It isn't good sense that I try to handle this Validation Program without
knowing how you feel about it. And so I am asking you to help me.
Here's the situation current:
We have come to a plateau of training and technology. I do not say we
are at any peak of peaks. But we are on a very high plateau.
We can do these things:
We can accurately and predictably process a day-old baby, a person in a
coma, a catatonic schiz, a no-reality case or a person in very good shape. Of
course that's news, but it also changes several things.
We can also train well and thoroughly any person of good will in a few
weeks of arduous drill. We arrived at a plateau of results and at the same
time arrived at a plateau of training skills.
Without these skills learned in heavy training, the processing results
do not occur. Better than 50% of the result depends upon the skill of the
auditor.
If this is Scientology today, then it had better be Scientology
everywhere, not just here in Washington or amongst recent Academy graduates.
Rumor has probably told you already much misinformation about levels of
Indoc and CCH. The truth is I'm just now finding time to hand-train enough
people in these two things to make them get a reality on them. You might say
the real thing wasn't released until I went to London in April and, in the
U.S., until I returned in May.
76
Truth is, these things are man-killers. An auditor not well schooled in
all levels of Indoc cannot get results of any consequence with CCH (actually
CDCCtH*). No older auditor credits this until he faces it in a training room.
But an old auditor does better with older processes -- those released up to
December 31, 1956. Those were pretty hot, too, remember.
The present situation, then, is as follows: We have many good auditors
who can get fine results with pre-57 processes. We have some less able
auditors who get poor results with pre-57 processes. We have a series of
training skills and processes which would permit both to get much finer,
faster results.
The past situation, beginning in 1950, was this: We had a vision of what
could be done. We saw it done by some. We were trying to learn how so that all
could do it. To learn we had to train and process. Our results were better
than Man had ever experienced before but here and there the results did not
match the hopes of some -- to put it mildly. Therefore, I considered it was up
to us to better the processes and to better training so that people could do
the processes developed.
Well, I miscalculated. For certain, those processes which could tear a
case apart and make a clear fast, would also tear a homo sapiens auditor
apart. And so it has transpired. Full-scale CDCCtH tears up auditors fast.
Thus I had to recapitulate and find a new route to make a new man. That
route is loosely called Indoctrination but it isn't at full dress parade what
you've seen. It's 13 levels of skill, each one more advanced, which wind up
with a clear-acting auditor.
These levels of training make, when thoroughly administered, a synthetic
clear without proofing a person against being audited to clear all the way.
Now in 1950 I did a lot of talking and made a lot of promises. And in
1957, seven years of study and work later, only now can they all be kept. To
reach our present plateau I had to get a lot of people trained. Every one of
those has coming to him a full realization of ability to help and handle
others.
All right. That's the project. It's big enough. Thousands of auditors
should now have everything that's been learned and developed about auditing.
If they get that to which they're entitled, no force on Earth can stop
Scientology.
So what do we do about it?
There's the old HDA, there's the person who was trained in L.A. or
Wichita or Elizabeth. Maybe he's auditing now, maybe not. But he's entitled to
his ability to clear his fellow man. These were people of great heart, great
willingness to serve. I did all I could for them -- it was always, until 1957,
not enough. But a wider look bade me learn how to train and then to speak.
I have learned. I am speaking.
Further, I am asking for help in solving this great problem. How do we
bring up to ability every auditor ever trained by a central organization?
How do we find some of these people? We're not now interested in no-comm
lists or other nonsense. The battle for knowledge is won. And unlike in so
many battles, all can share in the victory.
[* C for Control, D for Duplication, C for Communication, Ct for Control off
thought = H for Havingness. See also P.A.B. 122, "The Five Levels of
Indoctrination and Procedure CCH."]
77
How do we finance such a project? Do these people pay for retraining (or,
actually for training in full, not retraining)? How do we handle people lately
trained (1956) in this wise? How can we do this without invalidating the real
ability of many auditors and without upsetting too many people?
Your help is needed in assisting me to answer such questions.
They wanted to be clear. They wanted to help their fellow man. All I know
now is how to do the clearing and the training on a major scale.
I have some proposals on this. I am going to give the right to coach
other auditors to every successful graduate of the 18th ACC -- with high
standards for successful graduation. To do this I'll have to work the 18th ACC
people through July and into mid-August harder than anybody has been worked
yet. But they can take it.
I can validate recent graduates partly trained on this but I don't think
it would be entirely fair.
Well, there it is. It's the Validation Program., But what is it? It's
what you and I decide it will be at the July 4th Congress.
Would you please bring your thoughts on it and your proposals to the
Congress or send them to me here.
Validation U.S. means a lot. But it can't be done at all until I know how
you feel it should be done.
1. Should it be done at all.
2. If so, how should it be done.
Could I have your help?
Best,
L. RON HUBBARD
78
L. RON HUBBARD
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THE REHABILITATION OF ABILITIES
P.A.B. No. 115
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 July 1957
THE REHABILITATION OF ABILITIES
In this PAB I want to discuss a question which many field auditors have
confronted me with -- i.e. that of increasing the preclear's willingness in
practicing a musical instrument, or to keep writing, or just to regain a lost
ability.
If you take an individual and make him play a musical instrument (as
parents and schools do), his ability to play that instrument will not improve.
We would first have to consult with him as to what his ambitions are. He would
eventually at least have to agree with the fact that it is a good thing to
play an instrument.
Once in a while we find a bad boy. He cannot be put in school and has to
be sent to a military school. They are going to force him in order to change
him. Occasionally this bad boy is sent to a school which simply thinks the
best way to handle such cases is to find something in which he is interested
and to allow him to do it. Such a school once existed in California and
consecutively produced geniuses. The roster of World War II's scientists
practically marched from that particular school. They figured that it must
have been the example set by the professor, his purity in not smoking cigars
or something like that.
What actually happened was this. They took a boy with whom nobody got any
results and said, "Isn't there anything you would like to do?" The boy said
"No," and they answered, "Well, fuss around in the lab or grounds or something
and someday you may make up your mind." The boy thought this over and decided
that he wanted to be a chemist. Nobody ever sent him to a class and told him
to crack a book, and nobody ever complained very much when he blew up
something in the laboratory, and the next thing you knew the boy was an
excellent chemist. Nobody interrupted his desire to be a chemist. It existed
then, and from that point on he was not himself interrupting his willingness
to be a chemist. Educationally this is a very interesting point.
Supposing we had only a few minutes as a coach on a football team and we
wanted to pick out the number of men who were going to be the first squad and
quickly put them in good shape so that they could win a special game; we would
only have to ask this question: "Now I want any one of you people whose desire
to be a football player stems from the age of ten to step forward." Maybe half
of the squad would step forward. Here would be your first team.
What about the little runt that has only been the water boy? He is the
best quarterback in the world because he wanted to be a football player. But
the man who was merely qualified and who thought it was a good way to get
through school, get a scholarship, some coaching or make a couple of dollars,
or perhaps only really wanted lots of women because he knew that women gyrated
around football players, will utterly
79
pulverize the team because he is an unsupportable person. He is doing this on
a via, and he isn't really willing to be a member of a football team. His
willingness is missing.
Now let's have this ordinary team play against a team of all-stars and
they will make the all-stars look like a bunch of punks. It is too simple a
method of selection for anybody ever to have used.
You could by a series of almost straightwire questions ask a fellow who
has difficulty in playing a trumpet, "Can you recall a time when somebody told
you it was a bad thing to play a trumpet?" This limited process might stand
up for two or three questions and you might be able to key out the lock he has
against being a person who plays a trumpet and his ability to play a trumpet
goes up. Then somebody else walks up to him and tells him something about how
bad it is to be a trumpeter and he goes right back to where he was. It is not
a permanent improvement at all.
It is possible that a person who was very good on the piano in his last
life is born into a family who didn't have a piano. Why? Because he cannot
confront one. There isn't one now because he cannot have one. Now he starts to
learn something about this and he goes along fine until he thinks that he
ought to have an upright piano to practice on. This has been restimulated a
little and his parents say to him, "Oh, I don't know. That's much too
expensive. You'll have to pick something else." Somebody has raised an
objection to it.
Well, his willingness at that time is exerted in the direction of trying
to be a part of this new team called the family and this is being subordinate,
and so is his idea of playing the piano. He doesn't force the matter but that
confirms to him the scarcity of pianos. He is liable from then on not to be
able to play a note or even learn how to read music. He is just as liable to
be stopped again.
The willingness to write is systematically killed in American
universities. I have lectured on writing to Harvard university students many
times, and they have asked me how one develops style. Personally, as far as
style was concerned, all one had to do was express what he wanted to say and
that was style. It is no more complicated than this and sometimes, just for
gags, why, write in the valence of Shakespeare or other literary figure. I
have said to these students, "Style -- well, I can tell you how you would find
out whether you had a style or not, or how to develop one. Just sit down and
write a hundred thousand words."
The class fainted. One hundred thousand words. Nobody could write one
hundred thousand words. From there on out that killed it. What was this all
about? We obviously had a class of writers that had been carefully trained to
be very good in every line they wrote. That isn't how you write at all. You
write! That is all you do, write for lots of people about lots of things.
These students were looking for some magic sesame and the professor there is
carefully monitoring them of quality, quality, quality, correcting their
ideas, punctuation marks, their schematics and so on, correct, correct,
correct, chop, chop, chop, for there isn't going to be a writer in this class,
you dogs. The final result of this is a complete unwillingness to write.
It is true that a person can be quantitatively coaxed into doing
something that he apparently couldn't do before. But it is only when you
carelessly or accidentally tripped over this having, confronting, contribute
to, mechanism. Writing lies in the band of "contribute to." If you have to
write in order to have, you rather suffer for it because an art is almost
totally in Create, Contribute To, and it goes between those two lines. And
when those are fallen away from, you get fouled up.
If a person keeps writing or talking pointlessly, like making out
government forms to be sent to the State Department or Internal Revenue, you
know nobody is ever
80
going to read any part of them. And you could make these forever and your
willingness to do so would go by the boards eventually because there is no
communication formula involved. There is no havingness, no confrontingness, no
contributing-to-ness. People get so bad about this that they cannot fill out
reports. The Revenue down here deprives itself of billions of dollars of
revenue every year, not because people are unwilling to pay their income tax,
but because they are no longer capable of confronting a form. Then after that
the effort is not to fill out the form.
People will permit you to take things away from them if you do it
gracefully and don't upset their willingness too much. The way you make a
greedy or a selfish child is to make him, against his will, give up things to
other children. You will eventually drive him into the only-one category.
Parents usually never consult the child's willingness. They consult his
havingness, handle it and they have a spoilt child.
It is interesting to watch a child that has been around somebody who
always consulted him but didn't take very good care of him as opposed to a
child who had the best of care but who never was consulted.
A little boy is sitting on the floor playing with blocks and balls and is
having a good time. Along comes the nurse and picks him up and takes him into
the other room and changes his diapers and he screams bloody murder the whole
way. He doesn't like it. She keeps on doing this to him, placing him around,
never consulting his power of choice and he will eventually grow up obsessed
with the power of choice. He has to have his way. He becomes very didactic. He
is trying to hold down the last rungs of it, and his ability will be
correspondingly poor, particularly in the handling of people.
Now this is quite different. You know the child is hungry or this or
that, and you know he ought to eat. The child will eat if he is kept on some
sort of routine. Supper IS at 6:00 and he will get used to eating at 6:00, the
willingness never quite overwhelmed him. He finds out the food is there at
6:00 and so he makes up his mind to eat at 6:00. You provide the havingness
and he provides the willingness. If you don't override that he will never have
any trouble about food.
Then somebody comes along and talks to him and says, "Hey, wouldn't you
like to go into the other room and change your clothes?" and the answer is
"No." I am afraid that you are making a horrible mistake if you proceed from
that point on the basis of "Well, I'll give you a piece of candy," persuade,
seduce, coax, etc. That is psychology, the way psychologists handle
situations, and it doesn't really work.
You take one of two courses. Either you run expert 8-C with lots of two-
way communication and so on, or you just let him grow. There is no other
choice. Kids don't like to be mauled and pulled around and not consulted. You
can talk to a child and if your ARC is good with him, you can make him do all
sorts of things. He will touch the floor, his head, point you out and find the
table. He will fool around for a while and after that you can just say do so
and so and "Let's go and eat" and he will do it. He has found out that your
commands are not necessarily going to override the totality of his
willingness. So your commands are therefore not dangerous. You have confronted
him and he can confront you. Therefore you and he can do something.
Suzie always gets a kick out of this because I am always having my
children bring me slippers, and caps and other things and they sometimes bring
me some of the most outrageous errors and I always thank them very much, take
it, and as a brand-new thought say, "Go and put these in the closet now," and
they do, very happy about it. They never get the idea it is wrong just because
they have made a mistake. It is quite amazing because when I say to one of
them, "Well, how about going to bed, huh?" the answer is "Okay."
81
A child sometimes says "I want to stay up with you" and they insist on
doing so, exerting their power of choice. Just letting a child do what he is
doing and not interfering with him and not running any 8-C on him is
psychology. You might as well shoot a child as to let his circuits run away
with him. They are never going to be in communication with anybody; they won't
grow or get experience in life for they didn't change their havingness. They
didn't have to change their mind, work, exercise or do anything. But they
respond very readily to good 8-C and communication, but it certainly takes
good communication to override this -- not persuasion but good communication.
People think that persuasion works with children. It doesn't. It's
communication that does the trick. You say, "Well, it's time for you to go to
bed now," and he says, "No." Don't stay on the subject. Leave it alone and
just talk about something else, "What did you do today?" "Where?" "How?" "Oh,
did you? Is that a fact?" "Well, how about going to bed?" and the answer will
be "Okay."
One doesn't have to use force. Go into communication with the child, and
control follows this as an inevitability. Omit control from the beginning when
bringing up a child and he who looks to you for a lot of his direction and
control is gypped. He thinks you don't care about him.
However, as in the case with the playing of musical instruments, learning
of languages or the arts and abilities, consult the preclear's or child's
willingness.
To restore an ability run this technique from SLP 8:
Rehabilitation of abilities. For any ability the preclear always wanted
to have, lost and couldn't do. For example, for the speaking of Arabic: "Mock
up (Arabic objects)." Keep it from going away." Then, "Mock up (Arab men,
women, children)." "Stop (him, her) from talking." "Start (him, her) talking."
Should it be a particular musical instrument the preclear wants to play,
have him mock up the instrument, make it solid, keep it from going away, stop
and start it playing, and this will rehabilitate his ability -- if Procedure
CCH has been run before.
L. RON HUBBARD
L. RON HUBBARD
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ADDITION TO THE AUDITOR'S CODE
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 1 JULY 1957
ADDITION TO THE AUDITOR'S CODE
17. Never use Scientology to obtain personal and unusual favors or unusual
compliance from the preclear for the auditor's own personal profit.
L. RON HUBBARD
82
L. RON HUBBARD
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Levels of Skill
Ability
Issue 50 [1957, ca. early July]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
L. Ron Hubbard
From the earliest days of Dianetics there have always been four grades of
auditing skill.
FIRST of these was the Book Auditor (bless them), the people with the
verve to do or be damned with Dianetic or Scientology written material but
without formal training.
SECOND of these was the generally certified auditor -- the HDA, the HCA,
who had been formally trained at one or another central organization school.
Trained over seven years, their skills were varied by the period in which they
were trained. These were the "backbone" of the subject, the leaders of groups,
the authorities in areas.
THIRD were the specially coached or trained auditors, BScn, HAA, DScn,
who by repeated training kept abreast and who had a large span of schooling
and training skill.
FOURTH were the Staff Auditors of central organizations. As could be
expected these were trained against the necessity of producing sweeping
results to uphold the repute of the Foundation or the HASI or the Founding
Church. Their skills were above and beyond certification and their degrees
were anything from HDA to BScn. They spent, and spend even today, many hours
of training in any week just to hold their own with the subject and the repute
of the "clinic."
Now something new has happened. A plateau of training and processing
skill has been reached. With Advanced Processes and the ferocity of the
Training Drills, we can divide up processes and processing to match these four
grades. We are rich in skill now, broadly so.
We have been producing excellent results for a long time. But now we can
produce results on lower level and higher level cases than ever before.
Thus a book auditor, using the below described processes, without much
training could produce fair results on average homo sapiens, patch up the
environment and live better.
Thus a generally certified auditor, without further training, using the
processes in which he was trained, could do very well on preclears. Remember,
they were and are good processes. And this is true of pre-1957 upper grade
auditors. However, the processes, even so, do not go "all the way south" or
"all the way north."
83
But here enters a new grade and level, more or less equivalent to the
upper grade auditor of yesterday. This is the VALIDATED AUDITOR who has been
drilled up to the level of this plateau and could go all the way south on
cases if not, perhaps, all the way north. As I am so sure of this now, we have
stopped looking southward. That's what makes it a plateau. Such an auditor
could audit a person in a coma or a day-old baby or somebody 10 years shocked
in a spin-bin. So there's a positiveness about the grade never before possible.
It is not probable that a staff auditor rating will ever be superseded.
This level is what it is and is independent of quality of degree. Just now
central organization staff auditors are at grips with fully grasping the fact
that they can go all the way south and soon will be happy with that and will
then be trying for "all the way north." (The nearest approach possible to
absolute clear is now the research line and will someday soon be the "clinic"
auditing line.)
Hence, we get 4 levels of auditors and 4 levels of processes in
Scientology.
LEVELS OF AUDITORS LEVELS OF PROCESSES
(1) The Book Auditor. (1) Processes not requiring more
skill than that acquired by reading
and home practice.
(2) The Generally Certified Auditor. (2) Qualified for the processes in
HDA-HCA-BScn-HAA-DScn. which they have been trained and no
higher into CCH because of absence
of training along CCH lines.
(3) The Validated Auditor. Any level of (3) Drilled in the Training Skills of
certificate for any period but stamped 1957. Qualified for CCH in full.
by HCO Board of Review for Advanced
Processes '57.
(4) Staff Auditor. (4) Already Validated. Pursuing
processes developed from recent
research which have proven
themselves for organizational use.
Book Auditor processes would include:
Engram Running as described in the first edition, Book One, Dianetics: The
Modern Science of Mental Health.
The Fifteen Acts of Scientology, the Handbook for Preclears.
Self Analysis in its entirety.
The Processing Section of Scientology: The Fundamentals of Thought.
The various "assists" which have been listed in many publications.
The Co-Auditors' Manual processes.
All the above books are easily obtained. Their age has nothing to do with
their workability on average people and they produce some startling results
not otherwise attainable by any other practice on Earth despite the "lack of
training" of the book auditor. This was the way the subjects started and this
is the way they will continue to be used.
84
A book auditor requires no more okay than the writings and his own raw
courage.
People feel, of late times, that book auditing is "frowned upon." Only by
medicos and head-shrinkers (a technical term for psychiatrist), not by us.
Scientologists respect the nerve of the book auditor!
My feeling today is that there isn't enough book auditing. Any book
auditor, reading backwards and half drunk can do more for a man than ten
thousand years at Mayo Brothers or Menninger's Squirrel Cage. If we had a
hundred thousand book auditors, the AMA, the APA and the American Society of
Brainwashing would fade and die.
The Generally Certified Auditor was trained in good processes and he has
always gotten results. His only stumbling block is the case all the way south.
These tend to break his heart (which is why I kept my spyglass trained south
for seven years!). Unless he runs into one of these unsuspectingly, he's in
clover.
There is no need to list his repertoire. It is tremendous. And in the main
successfully so.
The Validated Auditor, having passed through all the TRs (Training Drills
'57), not being human anymore, can run thorough-going CDCCtH.* Any generally
certified auditor can become a Validated Auditor with drills and training.
The Staff Auditor -- lord knows what he'll be doing. He'll be trying for
the Moon and OTs -- a neglected subject these last 5 years because of the
southward project.
Well, there's the way it seems to fit together.
What do you think of it?
Best,
L. RON HUBBARD
[* C for Control, D for Duplication, C for Communication, Ct for Control of
thought = H for Havingness. See also P.A.B. 122, "The Five Levels of
Indoctrination and Procedure CCH."]
85
L. RON HUBBARD
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SOLIDS AND CHRONIC SOMATICS
P.A.B. No. 116
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 July 1957
SOLIDS AND CHRONIC SOMATICS
I am giving you in this PAB my latest findings in the handling of chronic
somatics. However, I would like to point out that before this technique can be
run on a given preclear, you must have him thoroughly under control -- i.e.
the person, his attention and thoughts. It is a way of running Problems of
Comparable Magnitude to a chronic somatic.
Not all people can do this immediately if they cannot make things solid.
It may even be very dangerous to run, but it does handle the chronic somatic,
providing you have already run the preclear on CCH (Communication, Control,
Havingness). When you have done this you can come back again, substituting
this process for Problems of Comparable Magnitude to the chronic somatic.
The preclear must be able to make things solid. He has got to have his
attention under your control and have his body under control. He must also be
able to make things solid objectively (i.e. "Look at the wall and make it a
little more solid") and subjectively (i.e. having the preclear make "the mock-
ups a little more solid"), which is to say that you would have to take the
preclear through Procedure CCH before this would work, but on the next time
through you could kill his chronic somatic deader than a mackerel. You would
simply omit running Problem of Comparable Magnitude to the chronic somatic and
run the intensive in this manner:
1. Present time problem.
2. Control in all its facets.
3. 8-C: "Keep it from going away."
4. 8-C: "Hold it still."
5. 8-C: "Make it a little more solid."
6. Subjective Havingness: "Make the mock-ups a little more solid."
7. Then and Now Solids.
Then go right back to wondering if he had any problems about auditing,
which is now the present time problem -- if people are very low on havingness
the auditing always becomes a present time problem. Go up again into control
and make sure that
87
you have the preclear thoroughly under control. Run through the 7 steps
again. Only then would it be safe to run this technique.
This process joins up a phenomenon which has been around for years and
which was never known to be turned on at will. This phenomenon is: "He knew
about it all the time."
All auditors know this phenomenon. The preclear has sinusitis -- it is
from Johnny punching him in the nose when he was five -- and he says: "Yes,
but I knew it all the time." Well, he never knew it all the time, because he
had sinusitis. It is only after he realizes that he knew it all the time that
he gets well. That is the recovery of the game which underlies the game he has
been playing. That is the hidden game.
The most disturbing thing in the world is to have a preclear that you
have been working on cognite. He says, "Well, yes, my mother was actually a
prostitute." He never realized that before. And you say, "What do you know
about that!" and he says, "I knew it all the time." He knew it all the time,
but he couldn't identify what it was that he knew all the time.
When we talk about cognitions, we are actually looking for the master
cognition, which is "I knew it all the time." Only he didn't know it all the
time; in other words, he recovered the hidden game. It is the other game that
we have suddenly got sight of. Football made him sick, but all of a sudden we
spotted Lacrosse, or vice versa. He knew all the time that it was Lacrosse
that made him this sick, or football that made him this sick. He knew it all
the time, but only now is he well.
How do we trigger this at will?
The postulate of change is "ought to be -- should be." Limited, just as
change is on any other level, but awfully effective.
The postulate which underlies havingness is "enough." Havingness is
quantitative. So you cannot run this without running the whole works
evidently. He would have to be able to mock up, hence the first pass at this
in CCH. He would have to be able to make things a little more solid, otherwise
you wouldn't be able to risk this one. But it evidently turns on rather at
will this "I knew it all the time," in other words, the hidden game.
You run the process this way: Tell the preclear to "Mock up enough ______
(whatever the chronic somatic is)" and "Make it a little more solid."
For example, take a case of obnosis -- if you are not good at observing,
you will miss on this every time. This is one of the reasons why we have more
or less unconsciously been stressing obnosis. The auditor has to be able to
look at somebody -- and it is not the fellow's belief that all women are bad.
He is sitting there with a chronic sore throat, complete glandular arrest,
with a club in his hands and you are trying to read his thoughts. Out of all
these things, take the one thing he is complaining about -- a sore throat.
The first thing you do is run the bad condition. Then just run the
condition, after that the terminal, and you will shift his attention and turn
off this "I knew it all the time. I knew my mother used to choke me." Only he
didn't because before that he told you, "Well, mother's a very sweet girl,
very nice to me. I don't know why I never turned out all right."
Have him "Mock up enough sore throats" and "Make it a little more solid."
Then "Mock up enough sore throat (singular)" and "Make it a little more solid"
and "Good.
88
Mock up enough sore throat" and by this time he will say, "Well, yes, so and
so and so, probably." His attention shifted and this is a method of doing it.
It has shifted his attention from the badness of the condition to the
condition. "Mock up enough throat." He has a condition known as a throat, and
this oddly enough in this particular instance becomes the solid for the
terminal -- enough throat. Only it will mean two different things to the
preclear and you want the preclear to duplicate your commands exactly, which
he will only do if he is thoroughly under your control.
Let us take "bad eyesight" for an example, although this is not
necessarily the process you would use. The preclear came to you to be audited
because he had shooting pains in his right kneecap. He has never been able to
work because of it, draws compensation. As a result of the compensation he has
an easy life and this is a control mechanism. If you take this away from him
against his better "judgments" the difficulty you will have in keeping him in
session thereafter is absolutely zero.
He has bad eyesight and you have him "Mock up enough bad eyesight" and
"Make it a little more solid"-a few times "Enough eyesight," a condition or
circumstance, "Make it a little more solid." "Enough eyes," and "Make them a
little more solid." There is his chronic somatic.
I have no guarantee whatsoever that this will work in all cases at all
times, because I cannot guarantee that you will have him in condition whereby
he can execute the commands when given. He must be in a condition whereby he
can execute the auditing commands, and if the auditing commands are "mock it
up," which means he has got to be able to get mock-ups -- which you can turn
on with CCH -- he has to be in a condition where you have some guarantee that
you can control his thoughts. You can say, "Put an emotion in the wall." He
will feel the wall mentally but he didn't do what you said, therefore you
don't have his thoughts under control.
In other words, the person's attention and thoughts must be under your
control before this works, but when you have accomplished this, this process
works with a thud.
L. RON HUBBARD
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L. RON HUBBARD
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8-C ON STUDENTS
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO TRAINING BULLETIN OF 15 JULY 1957
8-C ON STUDENTS
Our first lesson in training from the 18th ACC is that the only error a
Scientology instructor can make is in the direction of softness.
The one unit in the 3 ACC units now going through that
1. Had a student leave,
2. Didn't gain or learn
was handled by poor 8-C on instructor's part.
Scientology training Stable Datum:
When in doubt, handle student with much stricter positive placement and
direction.
L. RON HUBBARD
LRH:md.rd
7-15-57
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L. RON HUBBARD
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CHANGES IN TRAINING DRILLS
All Staff
All ACC Students
4 -- London (to
their training
personnel,
Assoc Secty)
LRH ACC file
HCO file
HUBBARD COMMUNICATIONS OFFICE
Washington, D.C.
All Staff
All ACC Students HCO TRAINING BULLETIN OF 17 JULY 1957
4 -- London (to
their training
personnel,
Assoc Secty)
LRH ACC file CHANGES IN TRAINING DRILLS
HCO file
The 18th ACC, which is being conducted with a goal of refining training,
is furnishing some vital data. This will be published from time to time and
finally summarized in Training Bulletins.
Training 5, Hand Mimicry, becomes Training 5(b) Hand Mimicry.
The new Training 5 is "Sit in that Chair". It is used on Saturdays in
Washington supervised and London unsupervised.
NUMBER: Training 5.
NAME: Sit in that Chair.
COMMANDS: Sit in that Chair, comm bridged occasionally to Touch that Chair and
back to Sit in that Chair.
POSITION: Auditor and pc seated a comfortable distance apart.
PURPOSE: To give student an actual process that integrates all earlier steps
in the Communication Course (TR 0 to TR4) as an actual process so that he will
not be faced with doing this integration on 8c while in motion. Summates the
things learned in Comm Course.
TRAINING STRESS: Process is not coached save by instructor. It is actually
run on a fellow student. The student pc is not manually forced to do process.
Only the earlier TR skills are used. Student's confidence in being able to
audit should be raised.
HISTORY: Developed by LRH for the 18th Advanced Clinical Course in Washington,
D.C., July 1957.
Training 6, 8c, remains itself but is changed as follows:
NUMBER: Training 6.
NAME: 8c.
COMMANDS: First half of session period student silently steers coach's body
around room, not even to walls, quietly starting, turning and stopping coach's
body. Second part of session commands are "Look at that wall." "Thank you."
"Walk over to that wall." "Thank you." "With your right hand touch that wall."
"Thank you." "Turn around." "Thank you." Student may touch coach's body.
POSITION: Student and coach walking side by side. Student always on coach's
right except when turning coach.
PURPOSE: First part: To accustom student to moving another body than his own
without verbal communication. Second part: To accustom student to move another
body by and while giving auditing commands and to accustom student to proper
commands of 8c.
TRAINING STRESS: Complete, crisp precision of movement and commands.
Student as in any other TR except TR 5 is flunked only for current and
preceding TRs. Thus in this case the coach flunks student for every hesitation
or nervousness in moving body, for every flub of command, for poor
confronting, for bad communication of command, for poor acknowledgment, for
poor repetition of command, and for failing to handle origins by coach.
HISTORY: Developed by LRH in Camden, New Jersey, for the 2nd ACC, in October
1953 and modified for the 18th ACC, July 1957, in Washington, D.C.
LRH:md.jh L. RON HUBBARD
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
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L. RON HUBBARD
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The Adventure of Communication
Ability
Issue 51 [1957, ca. late July]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
The Adventure of Communication
L. Ron Hubbard
The success level of a person is his communication level.
One can have only those things with which he can communicate. To have it
is necessary to communicate.
One can do only those things with which he can exchange communication.
One can be whatever he feels will assist him to carry out his ideas of
communication itself.
It has been three years since we first isolated communication as the
dominant corner of the Affinity-Reality-Communication triangle.
Now when one realizes that have and the Reality corner of the triangle
are the same and when one understands that control is possible only in the
presence of maximal Affinity, one sees in Control-Communication-Havingness
theory the working aspects of the Affinity-Reality-Communication theory.
We have always known A-R-C was true. We now know its best-working
aspects in the Control-Communication-Havingness theories of processing.
Communication continues its dominance. Affinity gives us the only working
mood of Control. Reality gives us the reward of Communication.
Thus one can BE-one can DO, one can HAVE only as well as one can
communicate.
At the intensely successful Freedom Congress, just held, a number of
Training drills were presented which have as their goal communication
betterment.
Doing these drills betters one's communication ability.
Thus these drills can be seen as an opening door to better beingness,
better doingness, better havingness.
While, as everyone recognized at the Congress, there is no substitute
for Academy training in these drills, doing them yourself at home can result
in enormous improvement.
We have found the level from which to live successfully -- Tone 40.
We have found the drills and processes by which to get us there.
High Adventure requires high communication.
Could there be anything so brash as to stop us now?
L. RON HUBBARD
Copyright $c 1957 by L. Ron Hubbard. All Rights Reserved.
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L. RON HUBBARD
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WITHHOLDS AND COMMUNICATION
STAFF AUDITORS WASHINGTON ONLY
HUBBARD COMMUNICATIONS OFFICE
HCO BULLETIN OF 29 JULY 1957
STAFF AUDITORS WASHINGTON ONLY
WITHHOLDS AND COMMUNICATION
A Preview of a book to be called "The Handling of Human Problems. A
Scientology Text by L. Ron Hubbard," a paperbacked booklet.
The book explains the parts of man, ARC, and states that the ability to
communicate on 8 dynamics must be regained in order to lead a successful
Spiritual life.
The book will then give a process to rehabilitate Communication. It is
based on our old "Recall a Secret". The version is entirely straight wire.
The reason secrets cannot be dredged up in people is because they will
not tell them. This process by-passes divulgence of data and works well
without informing on oneself.
The Process:
The auditor explains to the pc that he is not looking for hidden data to
evaluate it. He is only asking the pc to look at the data.
The auditor then makes a list of valences, paying great attention to
those the pc considers "unimportant" or is very slow to divulge.
Then the auditor takes this list and runs repetitive straight wire
(1951) as follows:
"Think of something you might withhold from (valence)."
He repeats this question over and over until no comm lag is present. He
never says "Something else you might withhold" because auditor wants pc to
think of some of these many times.
Before selecting another valence, auditor runs a little Locational or
Trio.
He then takes next valence the same way.
The list is covered once, then the same list is covered again.
The object is speed. Cover many people.
Given time the auditor can do the same thing on all dynamics.
VARIATION
Instead of a valence, body parts may be used.
"Think of something you might withhold about your (body part)."
Leave sexual parts or obvious psychosomatic difficulties until last.
Don't begin on a withered arm. Pc can't cut it.
SUMMARY
It is amusing to realize that this process overlords all early
psychotherapies. But
93
they, using this effort to locate secrets, thought that divulgence and
confession were the therapeutic agents. These have no bearing on the
workability.
Further, early efforts naively thought there was one secret per case.
Actually there are billions.
It is easy to get into past lives on this. A basic secret is that one
lived before.
This can be E-Metered with great success if the auditor realizes that the
meter is only useful to find out if a valence or a dynamic is hot or flat.
Locating actual data for the auditor to know about is useless to the process
itself.
Eight or eight thousand or eight billion secrets later will discover the
pc in better communication. This is our only goal.
WARNING
The invasion of privacy -- horror of -- can stop the process cold if the
auditor is too nosey.
The auditor will strike a data gusher sooner or later in the pc. It is
unimportant.
The process may run down havingness. The "secret mechanism" is also used
by pc to keep body from going away. (Some address to this last with "Keep
[body part] from going away" may be needed.)
PURPOSE OF THIS RELEASE
To put HGC pcs into high communication.
To gain know-how for the above book -- therefore report any changes
needed or problems met while running this.
L. RON HUBBARD
LRH:md.nm
7-29-57
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More workable commands for testing:
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STAFF AUDITORS WASHINGTON ONLY
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 31 JULY 1957
(Amending HCO Bulletin of 29 July 1957)
- STAFF AUDITORS WASHINGTON ONLY -
More workable commands for testing:
1. "Recall something you have done or said to (valence)."
2. "Think of something you could do or say to (valence)."
LRH:md.rd L. RON HUBBARD
7-31-57
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L. RON HUBBARD
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CONFRONTING PRESENT TIME
P.A.B. No. 117
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 August 1957
CONFRONTING PRESENT TIME
We all know about the unreality of processes too high for a preclear. You
ask him to do something too high for him and he, oddly enough, can do it. He
can get the idea of doing it, and he will even tell you he is doing it. Some
preclears can actually walk around and touch the walls for as long as you want
them to and it doesn't affect them. It means that a particular preclear who is
doing this has no responsibility whatsoever for walking around and touching
the walls. It doesn't affect him except that irresponsibility is running out
all the time. I don't know if there is such a thing as a technique that is
thoroughly above the preclear's ability to run. It is only a much longer reach.
I have taken a very bad-off case and told him to mock up a scene which
everybody could see. I told him to do this over and over and over and I turned
his mock-ups on brilliantly.
I have said in a Congress "Create that wall," etc. The funny part is that
it almost killed the audience, and they didn't even spot what it was during
the congress that almost mowed them down. They thought something else was
responsible for it. They complained about two or three other processes which,
if run on individuals, would hardly affect them at all. But they didn't
complain about this one. We were making them confront the wall, create the
wall, take ownership of the wall, take ownership of the universe, and it was
so far from them that they were unaware that they couldn't do it.
When you can imagine people walking up and down the street out here being
unaware of the fact that they are unable to confront the street, you have got
aberration really nailed. Their irresponsibility has grown to the point of not
even knowing they cannot, to the point of doing it all the time. You process
them for a while and they will just become aghast at confronting the street.
It feels all right to them for a while, and all of a sudden they will get a
somatic and flinch here, and they are not sure that they want to touch that
tree. They are actually coming upscale toward this action. People evidently
get interiorized into a universe, and then don't ever exteriorize. It is
because they find more and more in it that they are unwilling to confront. So
their awareness of its existence drops. All blindness is an extreme
unawareness.
For instance, if one were all wound up with some other person and that
other person died or disappeared, there was too much absent in present time.
But this is not factual. As a writer in the New York area, I used to go down
to the Village with some of the boys and used to have some knock-down-drag-out
arguments, discussions, personal feuds, brawlings, etc. We were always doing
something wild or weird. A crowd of us went up to Sing Sing one time just to
see how it felt to sit in an electric chair. We were always having criminals
and things electrocuted in stories. In order to know how
96
they felt we walked through the green door. We were always doing something
like this and life looked very alive and full, and it seemed impossible to
reach through it or to it or to exhaust it in any way. Looking back after a
long time and at a long distance it seems to me very much like New York and
the Village -- dull, and it is all tame and a long time ago. But that is
merely because I am not in contact with it. The same dramas still go on.
To give you an idea of short circuits, an artist, Hannes Bok's next-door
neighbor, was walking past a thrift shop and bought a painting because she
wanted the frame. When she got home she wiped off some of the dust and found
out that the painting was a submission to the New York World's Fair in 1939.
It had the artist's name on it. So Hannes Bok took a look at it and said,
"That's Ron," wrote to me to find out about this, and that was right. She
wants to give the painting to me and is sending it here.
In other words, there are all kinds of wild little actions, randomities,
short circuits and so forth going on in the world. This one was intimately
enough connected with me that I would be alerted to it. But if I were in the
scene, there would be all kinds of actions that would only vaguely come close
to this in which I would be vitally interested. Why? They also concern ME now,
because I am part of the scene. So at this distance I am aware of New York
because something intimately concerned me, but in New York everything would
concern me, so I would be intimately interested in it.
People become rather easily convinced there isn't much in present time. I
have seen race drivers talking about their humdrum lives. It is wild. You talk
to these T.W.A. and American airline pilots. They think their life is a little
bit humdrum.
I was down at the airport the other evening to meet a couple coming in
from Ireland, and the snow was coming down thickly. A quarter of a century
ago, any wooden propellor trying to chew through that much snow would have
just been torn into splinters at once. Well, evidently a steel propellor isn't
affected. The leading edges don't gather ice any more, and a lot of other
things don't occur. I know that airplanes have been made totally proof.
But pilots were flying through this snow on schedule and landing and
taking off and continuing airline schedules, and I could hardly see the length
of the administration building. And I imagine that if I'd gone into the
pilot's shack where they were checking in, they would have been saying, "Aw,
it's just another darned night," and they would wish they could do something
interesting.
In such a case man has disconnected himself to some degree from present
time, and therefore not much in present time affects him. (Connectedness as a
process will help to remedy this condition: "Look around here and find
something you wouldn't mind making connect with you," and see that he makes it
connect with him, and not him with the object.) You might say that there is so
much danger in present time that he must disconnect most of the present time
from himself.
As I was saying, the personal interest factor extends from New York to
Washington, D.C. when something personal occurs. Well, if you were in New
York, there would be a lot of personal things occurring -- what a cab driver
said to another cab driver would become a personal matter -- on a higher
dynamic. This is, by the way, the dwindling scale of the dynamics you are
looking at when you look at a distance from.
Time itself seems to strip away from us our adventures and objects and
havingness. But havingness is only an awareness of existence. Why we so
readily consent to have present time stripped away at this mad rate is quite
interesting because we are to a marked degree in control of it.
97
For instance, I had time shift on me the other day rather inexplicably
and startlingly and it upset me for a little while. As I was traveling through
time at the usual routine rate of speed which would be my rate of passage
through time, and I had a lot of things to get done, I accidentally extended
time on some kind of an automaticity I hadn't been aware of. I got a lot of
things done and came back and found that five minutes had passed, and it upset
me because about two-and-a-half hours should have passed.
So concept of time is something which is quite variable, it sometimes
changes on us when we skid or take our fingers off it. Our machinery which is
carefully saying "one second, one second, one second" slips over into the old
machine which we had which said "one - second - one - second -" without at the
same time impeding our motion.
Motion is not necessarily related to the abstract time, it only appears
to be. But why are people so anxious, why do people have so little time as
they go downscale? It is quite interesting, but they do have less and less
time the further downscale they go. Well, they are just that anxious to have
present time stripped away, and they are counting on this mechanism of the
universe which will take this present time away and dispose of the walls,
space, and in just a little time they hope not to be there any longer.
Some part of them is very frantic although they appear to be very calm.
Therefore they avidly consent to this thing, and then one day they complain
(second postulate) that they haven't enough time to do anything. Therefore
they cannot do anything. Quite a fascinating enigma.
If you said "total responsibility" you would be saying to admit the
authorship of, be willing to admit the authorship of, any created thing
anywhere whether yours or another's, and "mis-responsibility" would be the
miscalling of authorship. In other words, those things which you, yourself,
had done or made, you would say, "I did or made these things." And those
things which other people had made, you would say you had made them. You thus
get this mis-responsibility.
Now total responsibility would come out of not just the assignment of the
correct authorship to everything and would be the fact, act or final
consequence of being willing to do so. Only willingness is necessary. One has
to be willing to do that and that is the state of mind you should bring your
preclear into -- only willing to do that.
As far as anchor points are concerned, if a person made them and said
that he made them, all will be well, but if he said he didn't make them when
he actually made them, that would be horrible. That is a mis-responsibility.
For instance, if you have a preclear mock up an anchor point and actually
fit it into some point in his skull, in contradistinction to the others, he
will get a headache. Why should he get a headache since the anchor point
belongs there? Because he didn't make those anchor points. Now he makes one
and he puts one in and he is assuming ownership of the others. He didn't find
the anchor point that belonged there and put it there, and then say, "Well, I
put it there but I didn't make it." If he had done that he wouldn't have had a
headache and the anchor point would be there.
A mishandling of life, however, is not as serious as the desire to
mishandle it. An anxiety to mishandle life, a willingness to mishandle it, or
an unawareness that one is unwilling to handle it properly are the aberrative
factors, not the actual mishandling of it.
Any thetan can play the game of saying, "Well, I made these body anchor
points." He did it consciously and he can play that game. But to have to admit
that from some exterior compulsion would be something else.
98
Take for an example you having to take charge of the mimeograph machine
which is running badly. It is not your department. You don't desire to take it
over but you have to, and the next thing you know is that you have busted the
mimeograph machine. What happened here? One sees people do this in offices all
the time. One thinks one is being forced to take a responsibility and one is
unwilling to take that responsibility, thinking it belongs to someone else. So
that correction under duress -- that is to say misownership and
misresponsibility under duress -- always has grave consequences.
This works in many fields. For example, a traffic cop stops you for
speeding and comes up alongside of the wheel and says that you were speeding,
and you say, "Yes, I was speeding." He says you have been doing 65 miles an
hour, and you correct him and say, "68, Officer," and he says, "Well, it is
pretty slippery today," and you say, "I know it." It unnerves him. He may or
may not give you a ticket, but the chances of his giving you one are much cut
down. You are not buttering him up or telling him that you have learned better
now or anything of the sort, but saying the exact facts of the case tends to
as-is them. You have knocked out his first postulate.
L. RON HUBBARD
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CCH 18
ACC BULLETIN
10 August 1957
CCH 18
This is CCH 18, named after the 18th ACC.
The following process is to be run by students on students in the evening
sessions of the coming week:
Commands: "Look around here and find something you would be unwilling
for that body (or psychosomatic body part) to have."
"Look around here and find something you would be willing to
have."
Interspersed with Locational - "Notice that (indicated object)."
Formal auditing.
Process may be run inside seated, or outside ambulatory.
Auditor-pc teams are to be assigned by their instructor of next week.
L. RON HUBBARD
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Confronting
Ability
Issue 52 [1957, ca. early August]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Confronting
L. Ron Hubbard
This begins a series of training processes aimed at raising the
communication level.
In subsequent issues I'll give you others, so don't fail to do this one
in the next two weeks.
This is taken from the new Student Manual.
Training 0.
Name: Confronting Preclear.
Commands: None.
Position: Student and coach sit facing each other a comfortable distance apart
-- about five feet.
Purpose: To train student to confront a preclear with auditing only or with
nothing.
Training Stress: Have student and coach sit facing each other, neither making
any conversation or effort to be interesting. Have them sit and look at each
other and say and do nothing for some hours. Student must not speak, fidget,
giggle or be embarrassed or anaten. Coach may speak only if student goes
anaten (dope off). Student is confronting the body, thetan and bank of
preclear.
History: Developed by L. Ron Hubbard in Washington in March 1957 to train
students to confront preclears in the absence of social tricks or conversation
and to overcome obsessive compulsions to be "interesting."
We used to say, the way out is the way through.
Now we say,
If you can't stand it, Confront it.
And that, I think you'll find, is much more satisfactory.
100
Definition of a Scientology Clear
A Scientology Clear would be able to confront the physical universe, other
bodies, his own body, other minds, his own mind and other beings -- without
trimmings.
The first step on this road is the drill called Training 0 -- Confronting.
Do it for at least 25 hours and you'll never have trouble with a preclear.
No systems allowed. Both feet flat on the floor. No twitches, no squirms,
no talk.
If you have difficulty, feel the floor and your chair back as you sit.
That adds confronting the universe.
Confronting isn't just looking -- so don't try to confront with your
eyeballs only.
Do it and may you never be the same again.
Nothing like Training 0 to raise Communication level.
L. RON HUBBARD
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L. RON HUBBARD
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VALIDATION COMMITTEE
P.A.B. No. 118
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 August 1957
VALIDATION COMMITTEE
The following statement and recommendations concerning U.S. Validation of
Certificates were made by the Validation Committee of the Freedom Congress,
held July 4 through 7 at the Shoreham Hotel in Washington, D.C., and accepted
by the Congress and myself for the U.S.
"Scientologists play the game of life. They put life into living. Homo
sapiens lets life live him and this planet has a large lack of people who
knowingly play the game of life. The reality of the game of life can only be
communicated by those who play it. Scientologists do play the game. Our
ability as players determines how well and how swiftly we win at making life a
game for all men, and this is one of the goals of Scientology. Our direct
ability to control, to communicate and to have men, women, groups and
governments determines the degree to which we can create a game of life and a
knowledge of livingness to all men. Your ability as a Scientologist to play
and to communicate playingness and livingness will determine how soon and how
well we can win. The Validation Program can better enable you to play and live
on all dynamics, no matter how well you are doing now. Truthfully, can you be
more able? Yes! No man will ordinarily light a fire by rubbing dry sticks
together when he can use a match; the match is obviously a better tool. The
Validation Program will sharpen your old tools and provide you with better
ones. We have today in Scientology better communication, control and
havingness on ability than ever before. The Validation Program is intended to
give every professional Scientologist the basic tools of livingness and the
ability to use them. These are his by right of his own very existence, by
right of the fact that he helped build the better bridge that Ron Hubbard
asked him to help build, and by right of the fact that he cannot help but want
to play the game better once he realizes that there really is a better level
of game now in existence through his participation in this program. Toward
this end, we, the Validation Committee, propose and recommend the following
procedures dedicating them to mankind and the creation of human ability:
"1. That there be two classifications of validation:
(a) The professional auditor of any grade coached in training
drills and CCH processes and passed by the HCO Board of Review;
and
(b) Doctors of Scientology coached and trained in the use and
coaching of these skills and validated by the HCO Board of
Review, to both use CCH processes and coach others in their use
subject to approval by the HCO Board of Review.
"2. We further recommend that a traveling HCO Board of Review be
organized to sit in major cities for the purpose of validating for
the use of CCH
102
processes those professional auditors coached by Doctors of
Scientology in the field.
"3. That Notification be sent to every professional auditor in the field
that his professional certificate of whatever grade is as valid
today and as honored as it was upon the day it was issued.
"4. That Doctors of Scientology authorized to coach other professional
auditors in training drills and CCH processes take responsibility
for their areas in seeing to it that all professional auditors
(those holding professional certificates) in their respective areas
are personally contacted and the purposes of the 1957 Validation
Program are thoroughly and carefully communicated and received.
"We of this Committee deem ourselves highly honored at having been
selected for this recommending committee. We pledge our cooperation in this
1957 Validation Program and urge the fullest cooperation by all auditors
everywhere that we may have for the first time in earth's recorded history
true sanity and civilization for all mankind."
Wing Angell, Chairman
Kenneth D. Barrett, Technical Adviser
Burke Belknap
J. Burton Farber
Rosina Mann
Ralph Swanson
L. RON HUBBARD
103
Wing Angell, Chairman
Kenneth D. Barrett, Technical Adviser
Burke Belknap
J. Burton Farber
Rosina Mann
Ralph Swanson
L. RON HUBBARD
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Communication
Ability
Issue 53 [1957, ca. late August]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Communication
L. Ron Hubbard
Communication is life. Without it we are dead to all.
Gradually the importance of Communication has evolved since July 1950
when I first evolved the ARC triangle. The corners are Affinity, Reality and
Communication.
The triangle has many fascinating aspects. If one corner of it is
lowered, the other two are dropped as well. If one corner is raised the other
two are raised.
But the full use of this triangle, no matter how much Scientologists
refer to it, has never been established.
Let us see some ways the triangle is used.
Estimation of the quality or ability of a person is at once established
by his tone. Tone is established by his ARC. The whole of the book Science of
Survival is devoted to this.
Actually, tone is established by his Affinity and Reality. It is most
directly observed by his Communication.
One easy, quick way to ascertain a person's tone would be as follows:
What does he try to do to your ARC? If he discovers something with which you
have good ARC, does he attempt to increase or decrease your communication with
it?
The whole theory of games conditions as contained in Scientology: The
Fundamentals of Thought, when applied to A-R-C opens up volumes of
understanding. Obsessive selection of opponents is obsessive cut of
communication. In a game, one seeks to cut the communication of an opponent.
When one is in an obsessive games condition one obsessively cuts everyone
else's communication.
This can be done in two ways with the same end result. He or she insists
on communication with hurtful things so that one will know better than to
communicate (as a nation does to youth with war) or the communication cut is
direct.
Lower affinity with things and communication is cut. Raise affinity with
things and communication is improved.
104
An example of this would be the contrast between the end results
achieved by (1) a parent who warns the child about things and (2) a parent who
lets the child get acquainted with things. The child handled the first way
will go awry; the child handled the second way will become the better child.
You notice I have said "warns the child about things." This could be
expressed also as "lowers the affinity of the child about reality."
One determines, then, the actual character of a person by observing his
intent concerning communication.
If a person wants Communication to be knowingly raised (and all good
Communication is knowing Communication), his intent to another is good. There
is no games condition here.
If a person wants Communication to be unknowing or lowered, his intent to
another is bad.
Communication is the clue that is always in sight. By it one sees the
true Affinity and Reality of the person.
When another tries to chop your ARC with something, it is a good thing
to decoy him into believing you have ARC with something else and see how he
handles that. He, by cutting away, seeks to make you a victim of his game. It
becomes an amusing game when you fully understand ARC. The difference will be
-- you will be playing a knowing game -- the other person will only be
dramatizing.
Many a budding Scientologist has been squelched by someone chopping his
ARC with Scientology when in actuality it was merely someone chopping his ARC.
Communication is the clue. If you can handle communication in or out,
you can win.
L. RON HUBBARD
105
L. RON HUBBARD
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GOVERNMENT PROJECT STABLE DATA
HUBBARD COMMUNICATIONS OFFICE
LONDON
HCO BULLETIN OF 29 AUGUST 1957
GOVERNMENT PROJECT STABLE DATA
To any government official or on any government project the HASI stable
data for negotiation and discourse are as follows:
WE ARE THE EXPERTS ON HUMAN ABILITY AND ENDURANCE. WE OFFER ONLY
SERVICES. WE DISCUSS ONLY RESULTS, THE NEED OF RESULTS, THE CONSEQUENCES OF NO
RESULTS, THE SINCERITY OF THE ORGANIZATION AND ALL CONCERNED IN OBTAINING
RESULTS, AND INTERESTING RESULTS.
REASON: You cannot communicate in 25 minutes something which took 25
years to develop. Scientology really takes some time to learn. To try to teach
someone Scientology at a luncheon table or in an office is difficult, since
prejudice and mental illiteracy are barriers. Scientology, however, using the
above stable data, is easy.
We know already that in a discussion with uninformed persons, these
attempt to learn all about Scientology in 25 minutes. To stop all further
learning by them, try at once and instantly to fully educate them. To lead
them to further learning read again the stable data given above.
The importance of these data will be realized when they will be
published to all personnel on a project as a must.
L. RON HUBBARD
LRH:rs.jh
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
106
L. RON HUBBARD
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THE BIG AUDITING PROBLEM
P.A.B. No. 119
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 September 1957
THE BIG AUDITING PROBLEM
If you were to take a mediumly good race driver and you wanted to make
out of him a championship race driver, I'm afraid you would have to train him
from scratch. And you would have to train him with a great deal more ardor
than you would have to train just a kid that just walked in from Kokomo with
an interest in motors.
Nevertheless, if you were successful in training a mediumly good race
driver with a lot of races behind him, straight from scratch and all the way
through, you would have a championship race driver -- there would be no doubt
about this whatever. Whereas the kid from Kokomo might or might not.
I will tell you at once the first and foremost factor, and that is,
auditing does require a certain amount of stamina. It takes a certain amount
of what it takes just to stay around Scientology -- there is that, you see. It
takes a certain amount of -- to use a technical term -- "guts." You know that.
In the first place, the problem of living is complicated by the fact that you
know what the other fellow is doing, and he doesn't. You go down to the bank
and your communication is disturbed by the degree that you know the fellow
behind the teller's window is a 1.5, the like of which you've never seen
before, and he thinks he's just a good average human being doing a job, and
you count your change more carefully than you would on some other bank
teller.
Now there is a tremendous advantage in this. You don't walk around all
the time in a figure-figure wondering what's wrong with you because you don't
always get along invariably with other people uniformly well. Now you realize
that the bulk of the human race is walking around with the belief that there
is something wrong somewhere, but they don't quite know what it is and it
worries them. Now when you get up to a degree where you have some idea of this
worry, you are aware of the factors which exist, the fact that your awareness
has increased is all in your favor.
One of the great truths of Scientology is that INCREASED AWARENESS IS
THE ONLY FACTOR WHICH OFFERS ANY ROAD OUT. That is an awfully simple truth,
but you'll find out that people don't know that. They think that LESS
awareness is the road out -- and that is the road down into the basement.
All right -- you live in a world that is trying right now to commit
suicide on the grandest scale it has ever attempted, although I will say that
when they dug up that last cave down in the Middle East and found seven
civilizations, they did find under the shreds of the seventh civilization
green glass, which looked awfully like the green glass from an atomic
explosion out in the middle of the New Mexican desert. In other words, tens of
thousands of years ago there was evidently another atomic blast, and perhaps
everybody has been coming forward through barbarism and so on up the line.
107
It is quite amusing to notice that atomic radiation DOES reverse the genetic
line. It gives a throwback. It produces the more original forms.
So you would expect the human race at this time to be walking toward
greater and greater individual survival and less and less group survival. And
here you are with some kind of a notion of the fact that the third dynamic
exists and you are able to march out a bit on the third dynamic and the rest
of the world is retreating back to the first dynamic -- probably an inverted
first.
I just had a report from our Public Relations Unit concerning the amount
of attention being paid to injured persons alongside the road and on the
street, and the report summed up that practically no attention was being paid
now to anybody who was injured. That is quite interesting, because it has
suffered, according to Public Relations, a considerable shift in attitude
during the last two months. You are quite well aware of the fact that there
might be just a tiny amount of radiation in the air which would never really
damage anybody physically at all, yet which would restimulate people into a
heavy unknowing games condition. So they would begin to act more and more
hectic and on the first dynamic. This would be one of the first symptoms that
you would discover in a society -- everybody takes out on the Only One
classification. Now that is the road to death. It doesn't matter whether or
not the society at large ever is atom-bombed, that point is not of any great
interest to us. It IS of great interest to us, however, that the effects of
radiation and its presence in the society drives people down the dynamics.
All right. So although it is pretty hard to live around Scientology very
often -- somebody tells me, "You know, that is awfully restimulative material
which is in these lectures" (I've heard this said two or three times), "Oh, I
don't know, I've sat through a lot of lectures and it just restimulated me and
I'm in terrible shape now." And I've also heard somebody in the organization
look at a remark like this and laugh. They say, "Well, the only real
difference is that you're in terrible shape, that's sure, but now you know
it." And if you're in bad shape, it's better to know it than not know it,
that's for sure.
What happens to Scientology and Scientologists in a world of this
character? What happens to us? Why should we know what we know and know it
well, and so on? That's because your basic attitude toward the world at large
will have to be more and more an auditor's attitude toward a preclear if you
are going to accomplish any survival at all. To get anybody to do anything
will probably require an auditor here in the near future. I will give you an
idea of this.
In North Africa they had the Arab with the gun and whip. He could force
people to do things with a gun and a whip and he accomplished a tremendous
amount of extermination, but he certainly didn't advance that civilization
very much. In South Africa they had a bit of the whip but everybody just gave
up. The South African native is probably the one impossible person to train in
the entire world -- he is probably impossible by any human standard. I'll give
you an example. A South African native is being shown how to sow crops and he
has a basket, and he's got some seed, and he's walking along back of the
harrow disc -- and he is supposed to throw seed out this way: seed out this
way, seed out that way, seed out this way. A white man is riding a little
tractor that's pulling the disc and scraping the soil for the seed. And this
scene was enacted and was witnessed and was told to me with considerable
hilarity as some kind of an idea of learning rate. The white man was sitting
on the little tractor pulling the harrow, the native along behind him, sowing
the seed straight down in handfuls on the ground. The white man got off the
tractor, came back to the native, took the basket away from him, put his hand
in the basket, threw it to the right, put his hand in the basket, threw it to
the left, and gave it back to the native. And the native waited, the white man
got on the tractor, drove along, and the native took a handful out of the
108
basket and threw it straight on the ground. So the white man got off the
tractor, came back, took the basket away from the native, showed the native,
throw it to the right, throw it to the left, gave it back to the native, took
his seat again on the tractor, the native followed along behind, took handfuls
and threw it straight on the ground! And this went on for a very long time.
The native never did throw any handfuls of seed to the right and left. Never
did. That is farming in South Africa.
Now did anything ever come along and change that? Yes. Man had to cease
to be Homo Sapiens and had to become Homo Scientologicus in order to
accomplish any action that was anywhere near efficient in South Africa. And we
have had some auditors in South Africa who have actually succeeded in training
natives easily and well and have successfully managed large organizations
there. That's certainly something. Now with these people it was still possible
to get something done. But what had this native done? Was this native what we
think of as primitive stock? No, we make a great many mistakes. We say a child
is in a "native state." A native is in a "native state." People are in a
barbaric condition and then they grow up and become civilized. How do we know
that this barbaric condition isn't a retrogression from a highly civilized
condition back to an Only One category? How do we know that isn't true? How do
we know that that native didn't at one time achieve a great civilization of
culture which then collapsed on him and he went back into a state of being a
barbarian?
But the point is, is this true that a native is in a clearer state, and
is it true that it requires Livingness to advance somebody in that crude state
up to a condition of ability? No, that is not true. The child, the primitive,
the native, are in retrograded states. They are worse off than somebody who is
at a civilized or thinking or analytical level.
I will give you an interesting example of this. If you can tell the
difference between a lot of little kids you run into, and psychos, I'll give
you a medal. Now the funny part of it is that little kids have something to
hope for. They have the future to grow up into. And that's their only asset.
Almost everything else is on the debit side of the column. Here is this poor
devil who has been slugged, he's just lost a body, he's been put into a state
of anxiety, here he's got another body, is it going to get along right or
isn't it? He's got the hope that it will grow and that alone can carry him
forward and color the world brightly for him, but at the same time he is
suffering from death shock. And because he is suffering from death shock, he
is coming along very timidly with his learning. Now that is the condition a
little kid is in, and when you KNOW that a little kid is in that condition,
boy! can you handle him! You don't label him with this omnipresent overused
term "insane," or "psychotic," you don't do that. This person is having a
terrible time trying to adjust himself to his environment and control a body
which is suffering from many responses he does not understand, and he is at
his wit's end. The delusions of children and death delusions are quite
similar. When a person dies and starts to pull out of that body, he generally
snaps in on himself a torrent of facsimiles of one kind or another. He has all
sorts of weird things that go "boomp in the night" present themselves at that
moment.
And very often you get a preclear who is suffering merely from the death
shock. And he is psychotic, he's crazy, he doesn't know whether he is coming
or going. Why? Because he's surrounded by things he cannot understand -- and
that is the common denominator of all lack of orientation, of all aberration.
It's being surrounded by things you cannot understand. And a child, surrounded
by these things he cannot understand, therefore can produce what we call
childhood delusions. But I can't find any real difference between these
childhood delusions and the delusions being suffered by a person about to die
or a person in an asylum.
When the kid gets worried, he's worried. Now who can handle him? Mamas
and papas across the face of Earth today, particularly in America, have just
about given up.
109
We have a whole philosophy -- we hardly dignify it with the name of Science or
even really dignify it with the name of Philosophy -- which tells us that the
child must be permitted to express himself, that you let the child do anything
he pleases in any direction that he pleases and he will be all right -- now
that is modern psychology at work with children, and it is not true.
A child requires understanding and a child requires assistance in
controlling the environment around him which is already too big, too strong,
and is moving much too fast on him. He has to be set a good example of 8-C. I
am not now talking about heavy discipline. I'll show you the shortness of
discipline. How many people have told you to be a good boy or a good girl, and
when you were a good boy and a good girl, they never came to you and said,
"Thank you for being a good boy or a good girl." I almost startled little
Quentin out of his wits a couple of evenings ago. I told him to be a good boy
now and go to sleep. He was feeling upset. "Stay in bed, now, get some rest."
He was very quiet for half an hour. I went downstairs again and noticed he was
still awake, and I said, "Thank you very much for being a good boy." He
smiled, looked sort of dazed -- it really shook him. And ever since then he's
been saying -- he always says it with enthusiasm, but with this he just about
bursts the walls -- "HELLO, DADDY!" He is really in communication. Probably
the first time it's happened to him in seventy-six trillion years. You get the
idea! Somebody did give him an order and then did finally acknowledge that he
had executed it. But there is a common lag on the executing of such an order
as "Be good," or "Go to sleep," and there is never an auditor there to say
"Thank you," never an auditor there to say "You did it." So life is finished
with these tremendous numbers of unfinished cycles.
If one is bad, it gets acknowledged, confirmed and pushed around, but if
he's good, it's sort of neglected. That is an interesting factor right there.
But all I am telling you is that children, South African natives, and now the
entirety of this world in which we are living, present to us an auditing
problem. We are rich in being able to understand what is happening in our
environment and we are rich also in knowing exactly how to handle such a
circumstance or condition. Nobody knew before. That is factually true here on
Earth.
L. RON HUBBARD
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L. RON HUBBARD
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HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 2 SEPTEMBER 1957
When a verbal direction is given to the HGC Staff Auditors concerning the
processing of preclears, such as what process is to be run, etc, the auditor
is to write out verbatim the order and have it initialed by myself and present
it to the Director of Processing immediately. The processing directions are to
be followed exactly without variation until ordered to change.
This is the Stable Datum: If given an order by myself and it isn't
written, you are to write it out.
LRH:md.jh
Copyright $c 1957 L. RON HUBBARD
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
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HCA/HPA COURSE PROCESSES
Dir Tr
All Instructors
Assoc Sec
Tech Dir
HUBBARD COMMUNICATIONS OFFICE
LONDON (Issued at Washington)
HCO TRAINING BULLETIN OF 3 SEPTEMBER 1957
To: Dir Tr
All Instructors
Assoc Sec
Tech Dir
HCA/HPA COURSE PROCESSES
The following are the only processes to be run in actual student
auditing. (All Formal Auditing.) They are to be run as they appear on the
Training schedule. All other processes are to be coached.
1. RUDIMENTS in full.
2. ARC Straightwire: "Recall something that was really real to you."
"Thank you." "Recall a time when you were in good communication with
someone." "Thank you." "Recall a time when you really liked someone."
"Thank you." The 3 commands are given in that order and repeated in
that order consistently. (FOR TRAINING ONLY.)
3. Static Preparation. "Recall a moment of loss."
4. Control Trio. Commands: "Notice that (object)." "Get the idea of
having that (object)." Flatten this, then "Notice that (object)."
"Get the idea it would be all right for it to remain as it is."
Flatten, then "Notice that (object)." "Get the idea of making it
disappear." (WITH EMPHASIS ON "REMAIN".) (All with proper
acknowledgments.)
5. OP BY DUP, old style-book and bottle. "Go over to the book." "Look at
it." "Pick it up." "What is its color?" "What is its temperature?"
"What is its weight?" "Put it down in exactly the same place." Then
same commands with a bottle (or ashtray, etc). (All with proper
acknowledgments.)
6. Training 5: "Seat that body in that chair" comm bridged occasionally
to "Touch that chair" and back to "Seat that body in that chair".
L. RON HUBBARD
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L. RON HUBBARD
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STABLE DATA FOR INSTRUCTORS
Dir Training
All HCA Instructors
All ACC Instructors
Org Sec
Pub Rel
Tech Dir
London
Other operations
for info
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO TRAINING BULLETIN OF 4 SEPTEMBER 1957
Dir Training
All HCA Instructors
All ACC Instructors
Org Sec
Pub Rel
Tech Dir
London STABLE DATA FOR INSTRUCTORS
Other operations
for info
1. Instructors must know and use the Instructor's Code to the letter. There
must be no violation of this Code permitted by the Director of Training.
2. Grant Beingness to the students at all times. An Instructor must be
willing for a coach to "instruct" without resenting a "valence theft".
3. Insist that coaches give the student auditors wins; have coaches push
the student auditor to a better willingness and ability, and -- chop
bank, not thetan.
4. Have coaches coach with precision, and have them tell the student
auditor when he has done something well. Instruct them to tell the
student auditor what he is doing right as well as what he is doing wrong.
5. See that the coaches coach with Purpose, Reality, Intention, and to Win.
6. Instruct coach to maintain his control when student auditor gets in "hot
water", adding more ARC to help him through it, while at the same time
banging away at the same level. Make the coach who caused it retrieve
any student who blows.
7. An Instructor's sole purpose is not to make a student blow. The main
goal of an Instructor is to make a better auditor. This then must apply
to coaches.
8. Always answer your students' questions as per the Instructor's Code. An
Instructor should not withhold communication from students when the
student needs communication.
9. Run good 8-C on students with lots of ARC. Stress good 8-C more than ARC.
10. The most important thing an Instructor should do is to make a good
auditor out of every student. This means making good coaches. This means
wins. This means beingness.
As ye teach 'em, so shall they audit.
L. RON HUBBARD
LRH:md.rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
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L. RON HUBBARD
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Issue=54
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More Confronting
Ability
Issue 54 [1957, ca. early September]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
More Confronting
L. Ron Hubbard
That which a person can confront, he can handle.
The first step of handling anything is gaining an ability to face it.
It could be said that war continues as a threat to Man because Man
cannot confront war. The idea of making war so terrible that no one will be
able to fight it is the exact reverse of fact -- if one wishes to end war.
The invention of the longbow, gunpowder, heavy naval cannon, machine guns,
liquid fire, and the hydrogen bomb add only more and more certainty that war
will continue. As each new element which Man cannot confront is added to
elements he has not been able to confront so far, Man engages himself upon a
decreasing ability to handle war.
We are looking here at the basic anatomy of all problems. Problems start
with an inability to confront anything. Whether we apply this to domestic
quarrels or to insects, to garbage dumps or Picasso, one can always trace the
beginning of any existing problem to an unwillingness to confront.
Let us take a domestic scene. The husband or the wife cannot confront
the other, cannot confront second dynamic consequences, cannot confront the
economic burdens, and so we have domestic strife. The less any of these
actually are confronted the more problem they will become.
It is a truism that one never solves anything by running away from it.
Of course, one might also say that one never solves cannonballs by baring his
breast to them. But I assure you that if nobody cared whether cannonballs were
fired or not, control of people by threat of cannonballs would cease.
Down on skid row where flotsam and jetsam exist to keep the police busy,
we could not find one man whose basic difficulties, whose downfall could not
be traced at once to an inability to confront. A criminal once came to me
whose entire right side was paralyzed. Yet, this man made his living by
walking up to people in alleys, striking them and robbing them. Why he struck
people he could not connect with his paralyzed side and arm. From his infancy
he had been educated not to confront men. The nearest he could come to
confronting men was to strike them, and so his criminal career.
The more the horribleness of crime is deified by television and public
press, the less the society will be able to handle crime. The more formidable
is made the juvenile delinquent, the less the society will be able to handle
the juvenile delinquent.
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In education, the more esoteric and difficult a subject is made, the
less the student will be able to handle the subject. When a subject is made
too formidable by an instructor, the more the student retreats from it. There
were, for instance, some early European mental studies which were so
complicated and so incomprehensible and which were sown with such lack of
understanding of Man that no student could possibly confront them. In
Scientology when we have a student who has been educated basically in the idea
that the mind is so formidable and so complicated that none could confront it,
or perhaps so bestial and degraded that no one would want to, we have a
student who cannot learn Scientology. He has confused Scientology with his
earlier training, and his difficulty is that he cannot be made to confront the
subject of the mind.
Man at large today is in this state with regard to the human spirit. For
centuries Man was educated to believe in demons, ghouls, and things that went
boomp in the night. There was an organization in southern Europe which
capitalized upon this terror and made demons and devils so formidable that at
length Man could not even face the fact that any of his fellows had souls. And
thus we entered an entirely materialistic age. With the background teaching
that no one can confront the "invisible," vengeful religions sought to move
forward into a foremost place of control. Naturally, it failed to achieve its
goal and irreligion became the order of the day, thus opening the door for
Communism and other idiocies. Although it might seem true that one cannot
confront the invisible, who said that a spirit was always invisible? Rather
let us say that it is impossible for Man or anything else to confront the
nonexistent and thus when nonexistent gods are invented and are given more
roles in the society, we discover Man becomes so degraded that he cannot even
confront the spirit in his fellows, much less become moral.
Confronting as a subject in itself is intensely interesting. Indeed,
there is some evidence that mental image pictures occur only when the
individual is unable to confront the circumstances of the picture. When this
compounds and Man is unable to confront anything anywhere, he might be
considered to have pictures of everything everywhere. This is proven by a
rather interesting test made in 1947 by myself when it was discovered that if
an individual could be made to "run a lock" of something he had just seen, run
another lock on something he had just heard, and run an additional lock on
something he had just felt, he would at length be able to handle much more
serious pictures in his mind. I discovered, although I did not entirely
interpret it at the time, that an individual has no further pictures when he
can confront all pictures; thus being able to confront everything he has done;
he is no longer troubled with the things he has done. Supporting this, it will
be discovered that individuals who progress in an ability to handle pictures
eventually have no pictures at all. This we call a Clear.
A Clear in an absolute sense would be someone who could confront
anything and everything in the past, present and future.
Unfortunately for the world of action, it will be discovered that one
who can confront everything does not have to handle anything. In support of
this is offered that Scientology process, Problems of Comparable Magnitude. In
this particular process the individual being processed is asked to select a
terminal with which he has had difficulty. In that the definition of a
terminal is a "live mass" or something that is capable of causing, receiving
or relaying communication, it will be seen that terminals are quite ordinarily
people in the problem category of anyone's bank. The person is then asked to
invent a problem of comparable magnitude to that person. He is asked to do
this many, many times. It will be found midway in the process that he is
willing to do something now about the problems he is having with that person.
But at the end of the process a new and strange thing is found to occur. The
individual no longer feels that he must do something about the problem.
Indeed, he can simply confront or regard or view the problem with complete
equanimity. Now an almost mystic quality enters this when it is discovered
that the problem in the physical universe about which
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he has been worried often ceases to exist out there. In other words, the
handling of a problem seems to be simply the increase of ability to confront
the problem and when the problem can be totally confronted it no longer
exists. This is strange and miraculous.
It is hard to believe that an individual who has a drunken husband could
cure that individual of drink simply by processing out the problem of having a
drunken husband, and yet this has occurred. I am not saying here that all the
problems of the world could be vanquished simply by running Problems of
Comparable Magnitude on a few people, but neither am I saying that all the
problems of the world could not be handled by Problems of Comparable Magnitude
on a few people, and indeed I am at this time undertaking an experiment in
this direction on the subject of the atomic bomb. It is an oddity that the
longer this experiment is continued, the less responsive these bombs are to
test firing.
Perhaps it could be said, however, that if there existed one person in
the entire universe who could confront all of the universe, the problems of
the universe for all would deintensify enormously.
Man's difficulties are a compound of his cowardices. To have
difficulties in life, all it is necessary to do is to start running away from
the business of livingness. After that, problems of unsolvable magnitude are
assured. When individuals are restrained from confronting life they accrue a
vast ability to have difficulties with it.
There are many other things about confronting which are intensely
interesting but these we will take up in a later issue.
An earlier issue of Ability carried in it a full resume of Training 0,
the name of which is Confronting. This drill, done for a great many hours,
will be found intensely efficacious in the handling of life. A wife and a
husband whose way has not been too smooth would find it extremely interesting
in terms of resolution of domestic difficulties to co-audit with this training
drill alone, each one running it upon the other for at least 25 hours. This
would have to be done, of course, on a turnabout basis of not more than 2
hours on one and then a switch from "coach" to "auditor."
To run Confronting in this fashion and with considerable gain, it would
be necessary to have some understanding of what a "coach" is and, in one of
these co-auditing teams, what an "auditor" is. A much fuller understanding of
this will be contained in the Student Manual. The team sits in straight-backed
-- preferably uncomfortably upright chairs. The coach and auditor sit facing
each other a short distance apart. It is the task of the coach to keep the
auditor "on the ball." The "auditor's" feet must be flat on the floor, his
hands must be in his lap. His head must be erect and he must not use any
system or method but must simply confront. A twitching muscle, a jittering
finger alike would be reproached by the coach. The coach has several terms he
uses. The first of these is "Start," at which moment the "session" begins.
Every time the auditor falls from grace, does not hold his position, slumps,
goes anaten (unconscious), twitches, starts his eyes wandering, or in any way
demonstrates an incorrect position, the coach says "Flunk" and corrects the
difficulty. He then says "Start" again and the session goes on. When the
person in the role of "auditor" has been extremely successful over a period of
time the coach can say "Win" and then again "Start." When the coach wishes to
make some comments or give some advice the coach says "That's it," straightens
up this point and then again says "Start."
In the coaching itself only these terms are employed: "Start," "Flunk,"
"Win," "That's it." Anything else the coach does or says is disregarded by the
"auditor" unless the coach has said "That's it" and has then advised on a
point and then has started again. The coach would be at liberty to do anything
he wished, short of physical violence, to make the auditor nervous or upset
him. The coach could say anything he wished between a "start" and another
command as above, and the auditor would flunk if he paid any attention or did
otherwise than simply confronted.
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Ordinarily all the coach does is make sure that the auditor goes on
confronting. However, it should be understood that the drill can be toughened
up considerably. The coach can do anything to throw the auditor off the simple
business of confronting. If the auditor so much as twitches a smile, looks
embarrassed, clears his throat or in any other way falls off from plain and
ordinary confronting, it is, of course, always a "flunk."
It should be understood that drill sessions are not auditing sessions.
In a drill session the entire session is in the hands of the coach, who is
only in a vague way the "preclear" of the session. In an auditing session the
entire session is in the hands of the auditor.
There is a basic rule here. Anything which the "auditor" or "student,"
as he is called in the drills, is holding tense, is the thing with which he is
confronting. If the "auditor's" eyes begin to smart, he is confronting with
them. If his stomach begins to protrude and becomes tense he is confronting
with his stomach. If his shoulders or even the back of his head become tense,
then he is confronting with the shoulders or the back of his head. A coach who
becomes very expert in this can spot these things at once and would in this
case give a "That's it," straighten the auditor out on it and would then start
the session anew.
It is interesting that the drill does not consist of confronting with
something. The drill consists only of confronting; therefore, confronting with
is a "flunk."
Various nervous traits can be traced at once to trying to confront with
something which insists on running away. A nervous hand, for instance, would
be a hand with which the individual is trying to confront something. The
forward motion of the nervousness would be the effort to make it confront, the
backward motion of it would be its refusal to confront. Of course, the basic
error is confronting with the hand.
The world is never bright to those who cannot confront it. Everything is
a dull gray to a defeated army. The whole trick of somebody telling you "It's
all bad over there," is contained in the fact that he is trying to keep you
from confronting something and thus make you retreat from life. Eyeglasses,
nervous twitches, tensions, all of these things stem from an unwillingness to
confront. When that willingness is repaired, these disabilities tend to
disappear.
Of course, tumultuously married couples may encounter some knock-down and
drag-out moments in doing this confronting drill. However, it should be kept
in mind that it is the coach in these training drills who is bound by the
Instructor's Code and that the only harm that can result would come about if
the "auditor" were permitted to "blow" (leave) the session without the coach,
even with man-handling, getting the auditor back into the drill. It will be
found that these "blows" occur most frequently when the person being coached,
in other words the "auditor," is being given too few wins and is being
discouraged by the coach. Of course, things he does wrong should be flunked,
but it will be found that the way is paved to success with wins; therefore,
when he does it well for a period of time, the "auditor" should be told so. Go
into this drill expecting explosions and upsets and simply refuse to give up
if they occur and you will have it whipped in short order. Go into it
expecting that all will be sweetness and light and everyone should be a little
gentleman and a little lady and disaster will loom.
Neither I nor the management are responsible for cuts, contusions,
violent words, or divorces resulting from attempts to run confrontingness
drills by husbands and wives on each other.
May you never be the same.
L. RON HUBBARD
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L. RON HUBBARD
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PROCESSES TO BE RUN ON HGC PRECLEARS FROM THIS DATE
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 9 SEPTEMBER 1957
PROCESSES TO BE RUN ON HGC PRECLEARS FROM THIS DATE
The following processes are to be run on HGC preclears from this date
until otherwise notified.
ON PRECLEARS WHO HAVE POINTS BELOW THE ZERO LINE OF APAs: Very brief
rudiments. Then CCH 1, CCH 2, CCH 3 and CCH 4. These processes are not run on
a basis where each is killed dead before the auditor goes on. Each is run to a
flat spot and then bridged to the next. It would be amazing to run one of them
more than a couple of hours except perhaps CCH 4 Book Mimicry, but even this
is only run to a mediumly flat spot. As soon as the auditor has gone through
these four processes once he goes over each one again, possibly using now CCH
1 (b), Don't give me that hand, instead of Give me that hand. It will be noted
that each one of these tends to unflatten the other three. Further a pc may
get no response at all on CCH 1 until he has run CCH 3 and CCH 4. Hence to
grind on one only is folly of the first order.
The object of these processes CCH 1-4 is to get the person under
control, by which is meant the body. Only when that is done can an auditor
hope to go on with success.
Once the person is under control it is quite easy to put attention under
control. This is best done by TRAINING 10 Locational Processing. It is to be
noted on a low scale case that TR 10 can be enforced. Thus the pc does not fly
out of control.
ON PRECLEARS WHO HAVE MOST POINTS ABOVE THE ZERO LINE OF AN APA: Here
again we have to hit the CCH steps but in this case we first handle rudiments
with the following thoroughness:
1. We clear help. Can the auditor help the pc. Can the pc help the
auditor. Do people ever help people. Etc. On a two way comm basis break this
down until the pc comes through any compulsive help or wasting help.
2. We clear pt problem making sure again that the pc can invent a
problem of some sort about something. We run pt problem on a terminal only,
never on a condition. Further, we run this until the pc is willing to let the
pt problem ride. We don't want him to be "willing to do something about it".
But we NEVER let this process occupy 15% of an intensive. Why? Because
havingness is the clue to problems and a person obsessively has problems when
he doesn't have havingness. If a problem takes too long to clear, the auditor
blundered by running pt problem and should come off of it at the first logical
spot and return to it AFTER he has later run havingness.
3. Goals are then cleared in full. It doesn't matter if this takes the
rest of the intensive. The questions are formally audited as follows: "Tell me
something that you're absolutely certain will be there in _____," "Tell me
something you would really like to have in _____." The times are one minute,
five minutes, one hour, one day, three days, one week, one month, three
months, six months, one year, two years, three years, ten years. These times
are not absolute, but may be changed by the auditor. But they are close to pat
as given. The auditor does not figure out for the preclear the dates on which
these times will occur. The pc's figuring out the date is part of the process.
From here the auditor selectively shoots up APA by running old-time Trio
with all three parts. In this he knocks out "remain" and "dispense with" as
well as "have". He runs this Trio as follows. He runs many haves, then bridges
to many remains, then bridges to many, many, many dispense withs. Then he
bridges to haves, then runs many, many, many remains, and bridges to many
dispense withs. Then he bridges to many, many, many haves, runs many remains
(into which he bridges), and then bridges to many dispense withs. He can keep
this up in this order. Each one of the legs of Trio tends to unflatten the
other two legs. All three have to wind up flat. This is run
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first inside and then, if being concentrated on, outside. Goals can be run
again as above if desired for then will run differently.
If the auditor has any suspicion that he does not have the pc under
control he runs the early CCH steps briefly and accomplishes it.
If the foregoing basic things are done, then many other things can be
done. An analysis of a profile will tell us a few things about a preclear and
while we do not yet have every point on an APA taped, we do have several.
Foremost is the point "nervous-depressed". When this is low, the pc
doesn't have any reality on anything. No stable datum. The first stable datum
the pc gets may well be achieved by the oldy ARC STRAIGHTWIRE gone through
just a few times. That's cracked plenty of people's cases. The early CCH steps
are all aimed squarely at that point. "Look at me who am I?" also hammers at
that point. When I see a before and after with no change on nervous-depressed
when it was low (always about -90) I think, "The pc never found the auditor".
Actually it's lack on any stable datum of any kind. The auditor may be found
only after the pc has gotten hold of some very minor stable datum, "Something
that's really real in the room." "Recall a moment that is really real to you."
The second point we have even better established through test is the
CRITICAL. When this is low, the pc is on obsessive change and will LET NOTHING
REMAIN. Getting him to let just one thing remain (and to be still) can shift
this critical. Letting things remain is the key to a low critical.
IQ is another big win for us now since we know what IQ is all about. IQ
is the ABILITY TO WITHHOLD OR GIVE OUT A DATUM ON A SELF DETERMINED BASIS.
Incidentally we also shoot valences with WITHHOLD. It is run the same way
whether shooting valences or raising IQ. One finds the weak valence from which
the pc could withhold nothing and finally gets the pc to be able to withhold
things from that valence.
EXTERIORIZATION is accomplished by "Recall a moment of loss". When a pc
gets this flat he can then be run on old S-C-S routine (not Stop-C-S) and he
will exteriorize easily.
Psychosomatic difficulties have been vanished rather easily on withhold.
"Look around here and find something from which you could withhold that _____"
skin-rash, leg, whatever.
EYESIGHT can be shifted by CONTROL TRIO with emphasis on Disappear.
THE FAILED CASE is a case in which thought can always be overpowered by
Mest. The pc's ability to make his thinkingness prevail against Mest has
failed too often and cannot change. Only Mest changes, therefore. This is
usually the below zero on the APA pc. Making him think things and do things
doesn't much change him because he is too weak in thinking to prevail against
Mest. "Look at it and tell me something about it you could handle" or "Think a
thought that would be all right for you to think", and other approaches, done
by a clever auditor, can crack this sort of thing up on an even gone case.
This is a point which occasionally needs attention, particularly when we have
a pc who is not changing on APA or IQ. If an intensive didn't change him, he
can't think against anything. The oldest workable remedy known is "Spot
something around here that isn't thinking".
After being trained in the TRs it is necessary to run a student on the
remain button of Control Trio or Trio and upon withhold processes to up his
test.
I have turned out this bulletin rapidly for use in the HGC and on
students in training. This bulletin will only be modified when necessity
becomes apparent. Nothing in this bulletin will overcome sloppy, yakkeyety,
wiggly or can't-confront auditing.
I trust you will get good results with the above.
Best,
Ron
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L. RON HUBBARD
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CONTROL TRIO
P.A.B. No. 120
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 September 1957
CONTROL TRIO
Now thinkingness in general should not be suspected of being under
anybody's control, much less the auditor's, but it is probably more under the
auditor's control than it is under the preclear's control. When I say to you
"Do you think that thinkingness is under control?" you should be aware of the
fact that it is less under the preclear's control at any time than under the
auditor's control. That's one the boys don't get always. They think, "Well,
can I get the preclear's thinkingness under control?" Well, you can do it
better than the preclear, but that is horribly bad, and when you get this
clear you will see that you have to get the body under control and get
attention under control before you aim at thinkingness.
Therefore, a condition to running Trio is this: Is the person of the
preclear under control, is the attention of the preclear under control --
those are two conditions necessary to run Trio. Now to assume the power of
choice is also under the preclear's control -- much less thinkingness -- is,
of course, pretty grim. It moves Trio outrageously high. So you could say,
then, that there are two versions of Trio, and I have been fishing around for
one of them; I've been doing some work on this for the last several weeks and
I finally got this thing taped -- I do mean taped.
All right. Trio would just be Trio just the way it is. But there is an
undercut in Trio; Trio could be a directive process, and it would be prefaced
by "Get the idea of having that clock," "Get the Idea of having that picture"
(indicating picture on wall), "Get the idea of having that sofa," "Get the
idea of having that chair," "Get the idea of having that table"-do you see
this? Now that is highly directive, isn't it? Now that would keep thinkingness
under control in the kind of a case who was having a rough time with it.
All right. Now let's take the second version. "Get the idea that it
would be all right for that clock to remain as it is." "Get the idea that it
would be all right for that wall to remain as it is." Got that? Just an
indicating process.
All right. Now here comes the clincher! Instead of dispense with, or not-
know, we run into actually a brand-new process. Its rationale is much higher;
it's "Get the idea of making that clock disappear." "Get the idea of making
that chair disappear." "Get the idea of making that ceiling disappear," etc.
Small objects are much easier for the preclear to make disappear than large
ones, but you haven't told him to make it disappear, have you? You have told
him to get the idea of making it disappear. They usually interpret you
literally and try like mad to make it disappear, and it usually does for a
short time.
Now this process is restimulative, too. Anyway, we've got a point, and
that is simply this: that this as a process all by itself is probably one of
the killer processes of
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all time. I have solved this enigma: Why doesn't a preclear exteriorize
easily and stay exteriorized? And we ask this question and we ask this
accompanying question: Why does a preclear get sick when you ask him to
conceive a static? Now obviously we'd have to get somebody to conceive a
static before he could himself stay comfortably outside. What keeps a preclear
from conceiving a static? It's because he associates a static with loss, and
he says, "All right, if there is nothing there I've lost it." Don't you see?
"I've lost something if there's nothing there, therefore I'd better not
conceive a static." Conceiving a static is therefore painful. Well, the truth
of the matter is, whenever he lost anything, something disappeared. All right.
The funny part of it is that he never noticed that he didn't lose
totally every time. He still had other objects. He lost his tie-pin-well,
heavens, he's still got his tie. He's still got the floor, the room, this
universe, space, but he never realizes this in these instances, and so that's
why we've been running this process here on "Recall a moment of loss," just to
see if we couldn't accustom someone to conceiving a static very directly on
loss, and whether or not the individual would exteriorize just as such, on the
process.
Now that was a test that was made. The test process, "Recall a moment of
loss," sandwiched in with Havingness, then, has been run with the expected
result that we would get this fellow concentrated on exteriorization and a
little more able to conceive an exteriorization, certainly. Now final figures
from this are probably not available from testing yet; they aren't, but
regardless of that, here is the rationale. An individual cannot conceive a
static if he associates a static with loss, if loss is painful. So we have to
cure him of the painfulness of loss, consideration of, before we can
exteriorize him easily.
Now how do we do this? We have to go back to automaticity. The universe
has been taking things away from him. It has become an automaticity and we
find that the universe has an automaticity known as time, and time itself is a
consecutive series of losses. All right. So we have to cure this fellow of
losses before we can get him to appreciate time, otherwise he's so afraid of
losing it that he parks himself on the track, and this is "stuck on the track"
phenomena. All right. The process which is aimed at this, the experimental
process "Recall a moment of loss," sandwiched in with Havingness (Trio now
handles it on this -- "Control Trio" it had better be called, and its third
command is "Get the idea of making that (object) disappear") -- well, this
gets him to take over the automaticity of all the losses which he has
experienced unwillingly, you see that. It's the universe that's been taking
the things away, and an individual, then, just by spotting objects and getting
the idea that they are going to disappear or are disappearing, of course then
does take over this automaticity of losses, and he becomes accustomed to it
after a while and he should come out of the woods on it.
Now all of these invisible masses that preclears have around them are
actually simply symptoms of mass -- loss, mass -- loss. Now when an individual
has no visio, has never seen anything, couldn't see anything, the only thing
he's looking at is a stuck loss. Got the idea? He's looking at the nothingness
of something that was there. All right, you take over that automaticity with
this third command on Control Trio. Therefore, you have a highly directional,
a highly workable set of processes, and each part of that Trio would be run
relatively flat and go on to the next part, and I would say you'd probably run
it something on the order of, oh, certainly not a hundred commands each --
you'd try to stay in that order of magnitude, and you could just run it round
and round. It's "get the idea of."
Well, what would be necessary before you got to that process? It would be
necessary to get an individual's body under control, which takes the early
steps of CCH. And then put his attention under control; a great many processes
can do this. Chief amongst them has always been locational processing, and if
you were to just run
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the ordinary locational processes, you would eventually get his attention
under control.
The auditor taking control of somebody's attention actually puts the
preclear into more control of attention than the preclear ordinarily is, which
is one of the freak things. People look at this and they say, "Well, we must
be running the fellow out the bottom," and we wouldn't be running the fellow
out the bottom.
Well, we leave Trio in its time-honored style and so on just as it has
always been, but we do have this low-cut Trio and it's rather a killer. You
take somebody with glasses, his eyesight will do more tricks in less time on
this third process of Control Trio. Things will go black -- well, why do
things go black? Well, blackness makes things disappear, doesn't it, and you
take over the automaticity of using blackness to make things disappear. Night
grabs, the way of the universe, once in every 24 hours on earth here. This is
the one we've been looking for to turn on visio.
Now if you wanted to turn on sonic with this you'd have to go down to a
noisy part of town and just run Trio on sound, but you wouldn't dare do this
-- run Control Trio on sound -- you would not dare do this, of course if the
preclear did not already have Trio on objects flat. Obviously, visio would
turn on before sonic.
There are many things that you could do with this. People who have
anaesthetized areas in their body -- like they have no chest, no sensation in
their chest, etc.-do weird things with this process, this Control Trio. Got
it? I wanted to tell you particularly about this particular process because it
is a specific, and it will be found to be very useful to you. We had to find
out if one version of this would run without killing a preclear, and that's
"Recall a moment of loss." Actually, "Recall a moment of loss" should act as a
havingness process, because it as-ises all of the loss points on the track,
and it should be a havingness process all by itself, but we didn't want to be
so bold as to run it with no Havingness.
(Until I find out differently, this Control Trio and "Recall a moment of
loss" are making a bid for our chief exteriorization processes.)
L. RON HUBBARD
L. RON HUBBARD
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CURRICULUM OF CCH
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO TRAINING BULLETIN OF 24 SEPTEMBER 1957
CURRICULUM OF CCH
TO BE DONE WELL
CCH 0
CCH 1
CCH 2
CCH 3
CCH 4
A Subjective process (think)
An Objective process (spot or find)
A Straight Wire process
LRH:md.nm L. RON HUBBARD
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L. RON HUBBARD
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RUDIMENTS AND GOALS
P.A.B. No. 121
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 October 1957
RUDIMENTS AND GOALS
All you need to clear up if somebody is having too much trouble trying to
locate or isolate a problem is to clear up the semantics of a problem -- what
does he mean by a problem? I got this rich one off a preclear one day doing
this quite fascinating thing. What was a problem, I finally asked, and he told
me a problem was something that could never be solved.
Whenever you run "withhold" on a valence you finish up with "can't have"
on the valence and that flattens it off better.
You will find it is quite often more advantageous to run Locational
Processing than it is to run Problems of Comparable Magnitude. A Problem of
Comparable Magnitude is all right, but it's a thinkingness process, and on a
case that is having an awful lot of trouble, it gives them hell to run
Locational Processing, but nevertheless it does run out the present time
problem, which is most fascinating.
Any one of the Rudiments are excellent processes -- any one of them.
Two-way communication is something that has never been stressed much on this
side of the water -- it has been taught very thoroughly on the other side. I
took up a lot of the 4th London A.C.C. on the subject of two-way comm, how you
handle two-way comm. You have to keep the reality of it very high and you have
to be willing to interrupt obsessive outflows of the preclear, etc., and
obsessive silences. Two-way comm is a very interesting way of going about
things, and it isn't just talking. It is establishing a high level of
reality. It consists of the auditor feeding experimental data to the
preclear, in order to have the preclear look it over and decide about it one
way or the other. In two-way comm, you don't let a preclear as-is everything
he knows, thinks or wants to do.
All right. Now we look over this and we discover that the Rudiments
consist, in part, of a present time problem. Now we already know that a
present time problem can be run in this wise -- Locational. It can also be run
as a Problem of Comparable Magnitude. So we have a lot of processes connected
with a present time problem.
Now let's take another one of the Rudiments: Clearing the Auditor.
Actually, the crudest way known of clearing the auditor is "Who do I remind
you of?" "Tell me something you don't like about me" -- these are real crude
ways of clearing the auditor. The best way of clearing the auditor we know of
is in Training 13, which is "Could I help you -- how?" "Could you help me --
how?" "Could I help anybody else-how?" "Could you help anybody else-how?" "Do
other people ever help other people?" "Do women ever help women?" "Do men ever
help men?" "Do men ever help women?', "Do women ever help men?" And you just
beat it to pieces on a big long bracket. Now
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this goes so far that it becomes a fantastic process in itself. You take
father and mother valences-they are usually quite hot. You can run this on
Help. This is usually quite necessary on a case that's going to hang up,
because the only reason the case is sitting there is to waste help. And you
can run a case on any process, no matter how excellent, on a basis of wasting
help until the case simply can't find enough ways to waste it and he goes down
tone scale. You have to understand the case is trying to waste help. It isn't
Find the Auditor in the Rudiments today, it is Clear the Auditor. The only
point on which he's cleared is Help -- "Can I help you?" "Can you help me?"
All right. Now let's take another facet of this. Goals. Actually,
Handbook for Preclears has been helping us out just to the degree that it does
do a little clarification on goals and gets the guy stirred up. The real
reason the Handbook for Preclears is used at the HGC is quite an interesting
one. It's simply to stir the case up so it'll run out.
All right, this guy's sitting there in a sleep and he's just gonna run
Locational, you know, and he's in a disoriented state anyhow: He isn't here
and he isn't home and he isn't anywhere -- well, let's get him worried, let's
get him chewed up a little bit, let's get him restimulated somewhat, let's get
him interested in this. All right, these problems, then, do tend to swim to
the top; you run some relatively non-directional process, and does it bite on?
Now if you're going to run non-directional processes -- that is to say, "Give
me that hand" and so on -- you're going to have to have something to run them
against, and something like the Handbook for Preclears gives you something.
The guy thinks while he's going over this sort of thing, he thinks "Oh my,
blah blah, the trouble with me is I have nothing to do and I don't want to do
anything and I never will have anything to do."
But I got to thinking about goals from the usual standpoint of their high
generality with most people -- "I wonder if there is anybody around who could
articulate with great conciseness what he would like to do" -- and I found on
all sides that a failure to articulate was the main difficulty. The person had
a feeling he wanted to do something and this would be wonderful, and it was
all in a sensory capacity. Now if he could be made to articulate this, why, we
would really have something. And I experimented on it a little bit and we see
that today in the Handbook for Preclears.
Now if you can get him to articulate in a session anything about the
future, you have won on the subject of goals. But it must be in the alignment
of this person's frame of reference -- it must be aligned with his life, not
aligned with something we think he ought to live. So let's take a look at
clearance of goals. Goals would not be likely to run on a high generality. In
other words they are specific, personal and intimate. It's "What do you
think?" "What do you want?" "What is aligned with your life?" -- and we can't
beat around the bush with this one if we're going to get any place with it.
All right, let's take Goals as a process. You could run goals for 25
hours with the greatest of ease, and we just had a report of a terrific win
here on a preclear who was run on Locational for 25 hours, so it looks like
the Rudiments could be the session. So if somebody says, "Well, now, I ran the
Rudiments and then we got into some processing" -- fascinating, you see.
Rudiments are dignified today with CCH 0 as an appellation. All right.
We discover this preclear in this terrible condition of not wanting any
auditing, not going any place, all of his goals being somebody else's goals.
Two things we can do at once are Clear the Auditor and then run Goals. Now how
would you really run Goals with two-way comm? Goals could be run with two-way
comm in this way: You ask the preclear what he is absolutely sure would happen
in the next two minutes -- in the next day -- three days from now -- one week
from now -- one month from now -- and one year from now. And we want something
he'd be absolutely sure would happen.
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Now we're running right there the reverse process of atomic bombs, which
say "no future" -- "no future" -- "no future." Well, basically, what's wrong
with anybody -- why does he jam on the track? It's because of "no future." He
has been denied to a point where his loss is so great that he dare not own.
I knew a person at one time, a case that was, by the way, a psychology
major -- one of the roughest cases I have ever run into. The case put on the
total appearance of being sane -- it was a dramatized sanity, and yet the case
would make odd remarks like "I really think people are crazy." "Well, why do
you think people are crazy?" I would say. "Well, because people say they can
tell right from wrong, and you know there's no difference." Fascinating! The
case would make odd remarks like this from time to time. One day the case made
a remark on goals, like this: "Well, it's really best to tell people that
things can't happen to them, because otherwise they might hope that they
could, and then they'd be disappointed." Now you disentangle that. This was
all taught to this person, by the way, at the University of California at
Berkeley. The person was also taught that the best way to preserve anybody's
status quo, etc., was to drug them and so on, I mean it was a gentle course.
All right. This person was stark, staring mad and had no future of any kind,
no slightest future, brought out by this. Five hours on just this one type of
question, "Is there anything going to happen in the remainder of this
afternoon?" "Will anything happen the rest of today?" "Is there anything going
to occur any place in the world the rest of today?" And the confident answer,
with great certainty, was "No." "No." Five hours. And finally we broke through
it -- "Well, you will probably sit there for the rest of the day wrangling
with me and screaming at me the way you have been doing" -- and it busted and
I finally got the person to admit that there was some slight possibility that
there would be a room here for the rest of the day. And it busted this case.
It read from total no-future up. Well, this case was an isolated case, as
we've occasionally had now and then, and this was an inspirational sort of
process that cracked through.
Well now, we see this process of Goals on the basis of futures, and a
person without futures cannot have a fancy future called a goal, and all a
goal is is a fancy future determined by the person. And if he has no future at
all determined by anybody, then he isn't going to go anywhere from that point,
and any goal he has is totally unreal.
So the best way I know of to clear up a goal is as follows: Two-way comm
"Is there anything that's going to happen in the next couple of minutes?" We
finally get this totally thrashed out till he's got some great big certainty
that there will be something a couple of minutes from now. And then we move it
up a day, and then we move it up a week -- three days -- and move it up a
week; and move it up a month; and move it up a year. And we get certainties at
each one of these stages and levels, regardless of on what. Now the person
knows that that is going to occur. He knows there is going to be a future
there.
Now let's have him put something in this future that he now has had
created. He's created a future, he's got certainty on it, it's up there. All
right. Now let's put some desire in the future and we get a goal. "Now what
would you like to have happen in the next couple of minutes?" or "What would
you like to do in the next couple of minutes?" -- "What would you like to do
tomorrow?" -- "What would you like to do in three days?" -- "What would you
like to do in a week?" -- "What would you like to do in a month?" -- "What
would you like to do in a year?" And we will get these weird things which have
no desire in them; they are all get-rid-ofs, and if you really plowed such a
person down on it he would get down to the bottom of the ladder, which is
"Knock this body off right now." And when he says "I would like to get rid of
my fear of darkness, I would like to get over feeling bad every time my mother
screams at me" -- well now, these aren't desires. These are runaways, these
are flinches -- these are "let's not confront it," "let's get out of the
universe," "let's scram." And the final
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result is the basic postulate "If I could just get rid of this body right
this instant I would be all right."
All right. So that thing doesn't even vaguely get flat unless there is a
real goal like "I'd like to have a stick of candy" -- now that's a goal, see,
that's a goal. "Tomorrow, l'd like to walk down the street and find a couple
of bags of gold lying on the corner." You see, it has to have desire in it.
"Next week, why I'd like to go camping. I'd just love to go camping." Then
they'll always modify these things in some way or other, "because of course I
can't because I have to work and I don't have any money and" yak, yak, yak --
you got the idea? They'll modify these goals. As long as they're modifying
them they don't have a goal, because they're making a postulate and the MEST
universe is kicking the postulate in on them.
So how do you solve this? If it's this arduous how do you solve it? Well,
run "Build a future --" two minutes (these times are only approximate),
tomorrow, three days, a week, a month, a year -- just build the fact that
there will be something there, that time is going to advance in those areas.
Then we build a desire into it: "Well, what would you like to have happen?" --
"What would you like to do in two minutes?", a day, three days, a week, a
month, a year? All right. Well, he didn't give you anything he really wanted
to have happen; he said, "I'd like to -- if I were brave enough I'd tell you
I'd like to get rid of you and me and everything, but I'm not brave enough so
all I will say is I would like to get rid of the darkness, that would be
fine."
All right. Two-way comm consists in the main of keeping a preclear
talking, busting through their silences, knocking them into line and
man-handling them with pomp. You keep 'em talking; and therefore it is a skill
-- a very high skill. But after you've built a future you build into it
something they would like to have happen in that future. All right.
So here is a modus operandi now that makes this a process: Build a future
on that span, then build something they'd like to have happen in that future.
Now build a new future, go all over the same first process again on
prediction, next couple of minutes, what he's sure is going to happen, what he
could be certain about. "What could you be certain about a year from now?" All
right, we've built a future -- then you'll find out that's a little stronger,
and then we build something in that future that he'd like to have happen. And
then we build a new future -- same first process again -- and then the second
process of adding the desire to it, and we finally will come out into the
clear.
Now there is a way to run Goals for twenty-five hours -- slug, slug,
slug. Now you can run Help for twenty-five hours, too, on just who helps who,
when, where. "Has there ever been anybody in the whole universe who ever
helped anybody in the whole universe?" is the most general form of question.
But here we have these Rudiments, then, moved out into processes, and it's
possible to just handle intensives with Rudiments.
Now we find somebody wasting help-well, he's hard to put into session.
And if you are going to help him anyway, it isn't goals that's in trouble,
it's help, and if you try to help him too much and he's wasting help, he will
eventually waste help by blowing. So it's help that has to be cleared if goals
won't. Got this? All right!
L. RON HUBBARD
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L. RON HUBBARD
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The Eighteenth A.C.C.
Ability
Issue 56 [1957, ca. early October]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
The Eighteenth A.C.C.
L. Ron Hubbard
Now that the 18th ACC has roared into history, there are a lot of
auditors around whose auditing skill is very wonderful.
But more important to us all there are some Scientologists around whose
ability to run groups is in the stars.
The 18th ACC people, over half a hundred of them, received gold seals on
their certificates. That means they can validate other certificates and it
means they can grant a new Hubbard Apprentice Scientologist certificate.
We are looking to the 18th ACC graduates to complete the validation
program and to get going groups and more groups.
These 18th people are wonderful people. They did well. I saw it and I
have said it. They're fine people.
Let us face the reality of this thing. The world confronts several
crises. Man's inhumanity to Man is gaining monuments daily. The time to bring
a chaos under control is before it is well begun. We're slightly late as it
is. Brutally, there is no other organization on Earth that can slow these
down. Factually there is no other know-how on Earth that can plumb the
problems of Man. So if we don't want all of us to be sitting amongst the
charred embers, we had better get busy.
This is no alarmist statement you know. We are the people who can
confront it. Past civilizations have vanished, you see. The Chaldean,
Babylonian, Egyptian, Chinese, Hind, Greek, Roman, European -- they did
vanish. Those little beaten down peasants you see in France were once the
proud Romans. Those small brown men who sell their sisters on the streets of
Cairo were once the mighty Egyptians. And it was when those societies looked
richest that they had already started down. Like this one.
They all failed because they had no know-how about Man. They all dived
under from ignorance. Wisdom, real wisdom, could have salvaged any one of
them. Wisdom can salvage this one. Wisdom held by the many, not one wise man.
Scientology can smooth the way. It can make intelligent leaders, workable
policies. But Scientology hasn't a chance unless we get groups going. You and
these people can do this.
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If you want men to be slaves, do nothing. Just sit.
If you want this civilization to become charred embers, do nothing. Just
sit.
An empty belly and a dead family aren't funny. Why wait until they're a
fact to do something.
You say, well what can I do. I'm just a little fellow. I'm just one of
billions. That's a lie. You have to hand the most powerful weapon yet forged
on Earth: Scientology. You can talk. You can organize. The unions broke the
back of savage management. All men in one union against ignorance can break
the back of savage "fate."
Listen: At the HGC we can selectively increase profiles or IQ. So can
other auditors. We are making tomorrow's leaders. Right now I am working with
government contacts to do this.
You can back that up. Get processed. Get trained. Get groups going. It
doesn't matter how expert you are.
We've just trained people whose advice you can ask. They're now all over
the country. That's what we did in the 18th ACC.
I'm going to need 5,000 auditors for the Army alone. The 18th ACC was
just a springboard to that.
Groups, groups, groups. We can run them now -- solvently.
We can make the grade. We can win. How. You don't have to do the
whole job. One man at a time is as fast as anything can be made to travel. Get
one man, one woman in. Handle one. Then you'll get the others -- one by one.
I trained the 18th ACC to Validate your certificate, or to give you know-
how. To show you how to do it. To help you with your Scientology plans. All
right, that's riches. We did a good job on these people. We hope from them
will spring a great number of fine, enthusiastic, working groups.
So here's the 18th ACC.
On one side we've only a world, a universe to win. On the other we've
only tomorrow's wreckage.
Let's go!
L. RON HUBBARD
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L. RON HUBBARD
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THE FIVE LEVELS OF INDOCTRINATION AND
PROCEDURE CCH
P.A.B. No. 122
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 October 1957
THE FIVE LEVELS OF INDOCTRINATION AND
PROCEDURE CCH
The first thing that we should take up is the state of Scientology at
this time, and to tell you that we are on a plateau. We are certainly on a
plateau, and it is a plateau so very much higher than man has ever walked
before that it is well worth saying it is a level that can be maintained. If
people want more results than we can get today from CCH properly used, there
will have to be a better auditor than we can make today.
The idea that "This is it" periodically has occurred in Scientology.
Right now we are justified in saying that we are on a plateau which does not
have to change.
When you can process a catatonic schiz, a five-day-old baby, you've got
it made in the world of homo sapiens. The only further adventure we might
adventure upon would be the processing of the thetan not connected with the
body, and that would be an entire field about which we know practically
nothing. But anybody who is having anything to do with bodies is well within
the reach of Procedure CCH, providing it is used by an auditor who has been
validated through the five levels of indoctrination. CCH used by an auditor
who has not been validated would be the least guaranteed thing I can think of
at the moment. I have already thrown up my hands in a few expressive horrors
when I have seen auditors who have not been through the five levels fumble
around with any Tone 40 process, and it is so grim that even now, to you,
watching it, untrained, trying to do one of these things, it would not look
like auditing.
Back in old Book One days, a fellow could sit down beside someone on a
couch and say "Go back to that engram," and it looked like auditing. It
doesn't look like auditing today. It is the difference of indoctrination which
makes the difference. The person who applies it has been successfully checked
through the five levels of Indoc. It is now the auditor plus the process. That
is one of the reasons why we knew we were on a plateau. There wasn't something
you could tell out of CCH easily to your Aunt Mame's little girl, to fix up
her fear of cats. It is interesting that such employment does not reach any
level that you yourself can consider a good result. Somebody untrained does
not achieve any great result with it, and is liable to leave his preclear in a
badly restimulated condition. We are dealing with a package of dynamite with
Procedure CCH. We have to take into account the five levels of indoctrination
successfully passed, which is necessary to apply CCH to a preclear.
CCH is a very sloppy title, for Procedure CCH is really C for Control, D
for Duplication, C for Communication, Ct for Control of Thought = Havingness;
and that is the real name of it.
First, we get the person under control, get him into the capability of
duplicating, and then we move him up into communication more or less on a
person level. Now we
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take the mind. The mind consists of mental image pictures, and if duplication
is addressed to the mind we get communication. The third zone is the control
of the Thetan, which brings us to Control of Thinkingness, Ct. I will show you
more graphically what these three things are:
1. Notice that you are sitting in the chair. Notice that you have a
body sitting in a chair.
2. Get a picture of a cat. Can you? Note that it is a picture. That is
the mind. It's pictures and the apparatus which handles pictures.
3. Get a picture of a cat again. Answer this question: "What is
looking at the cat?" That is all you ever need to know about a
thetan with CCH.
As we extend out from the thetan we get the physical universe, so
actually there is a fourth thing there which undercuts the body, and that
would be the physical universe. In other words, you are in immediate and
direct contact with everything that you will be expected to study or ever
process in Scientology. Every one of these things that I have mentioned, the
physical universe, body, mind, thetan, may have a clearer appearance to you,
or some other condition connected with it, but there isn't anything outside of
this. We omit the physical universe, because it is pretty hard to look totally
at the physical universe right at this moment. But for sure you are looking at
all the body you have got. As far as this picture is concerned, it may flop
over and have many cross associations, and you could trace this endlessly as I
have. As far as thetans are concerned, the most you will ever learn about one
is your own beingness, or the observation that something is being moved, made
alive, and motivated.
This is the entire target of CCH. There isn't anything else to shoot at.
All of these things intimately, then, relate to the thetan, and we have
Control, Duplication, Communication, Control of Thinkingness, and Havingness,
that relate to a thetan. We could process in any one of these zones. When you
process any part of these four things, you really cater to some slight degree
to the other three, but you can concentrate upon any one of these things.
CCH has in its concentration levels first the body, then the mind, and
the thetan just happens -- nowhere in CCH do we intimately address a thetan.
But we can come close to addressing a thetan by addressing thinkingness.
Here is what CCH does. It makes the person more aware of a body, and he
eventually recognizes to some degree that he can control the body. Next, it
addresses the physical universe, in the locational processes of the next
facet. Actually, it addresses intimately the thetan plus the physical universe.
How can you as an auditor overcome the obsessive mental changes which
occur? You cannot see what he is thinking. You put his body under control,
then you get him into communication, and then you can also clarify and control
to some degree his thinkingness. At thinkingness we are standing at a
borderline between the mind and the thetan.
By control and duplication we get communication. When we have
communication we can straighten up the fellow's time track and his habitat in
the final process, Then and Now Solids.
Let me be much more positive about this. The make-or-break point of any
case is this: Can he make things more solid or can't he? A person who can make
things a little more solid can also be processed on almost anything and get
along fairly well. I knew there was one point above which cases process easily
with almost any technique you use, and there was a point below which no
process seemed to have anything to do with a person. As soon as this was
isolated we had things made, for we could graduate somebody up to a toleration
of solids.
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We can cross this borderline in all cases today.
But how about the fellow that we cannot communicate with at all? He has
another bug that we have to overcome, and that is the bug of obsessive change.
When you tell him to think of a cat, he has to be able to think of a cat. When
cases failed in the past, it was that the preclear never thought what we had
told him to think. He said so, but didn't do it. Here we have this thing. If
we can get him to think the thought "keep it from going away" we can graduate
him up to solids.
There are two things that you do with a person. You control his person
and you make him duplicate and communicate; you control his thinkingness. So
you use the early steps of control of a person, which are "Give me your hand,"
Tone 40 8-C, Hand-Space Mimicry and Book Mimicry, over and over, until you are
absolutely sure that the fellow can think when you tell him to. Then you go
into the next stage, which is Tone 40 "Keep it from going away," Tone 40 "Hold
it still," and Tone 40 "Make it a little more solid."
What is the bank doing? He has some attention units which get stuck on
the track that are only being fixed by the bank sticking him, so we do all
these things on the body and then we do practically the same things on the
attention. After that, we have got it made, because we can graduate him to
making something a little more solid. Let's take him aside and let him get the
inside confidential story of the whole thing. Have him take a look at his
mind, and there comes the trickiest step of CCH. It only condenses almost the
entirety of what an auditor had to know that was developed in three years.
This is the rough process and I don't make any bones about it. You can
either subjectively remedy havingness or you can't. So the way we run CCH is
to graduate a person up to making things objectively (the outside world) or
subjectively (mind) solid, and then have him straighten out the whole track.
All sorts of odd and interesting thoughts occur when we use this thing Then
and Now Solids. Above this we do have a couple more things. They are super-
developed gee-whiz processes, completely unusable on homo sapiens. However,
you start winding up, why, you go over into these processes. I'll give you
some idea of where this goes. You could turn on a person's mental image
pictures the size of that wall in three dimensions, with total perception, in
half an hour's processing. Abilities are not perishable. The only thing which
is perishable is willingness. Processing is still a matter of choice. A person
would never refuse processing or help if he knew what it was. That which
refuses processing is not the person. After a while, it isn't that he pulls up
on you and surrenders. He finally takes an apathetic look and says, "What you
are doing is not bad. I wouldn't mind being a lot better."
You give him a surfeit of control, until he finds out it doesn't kill
him. Maybe he can control something now. Now that is the background theory of
CCH. What I want to punch up is that if you wish to handle body illnesses,
they come under the heading of person. If you want to handle mental actions
you would do it with control of attention, and if you wish to handle a thetan
it would be through control of thinkingness.
L. RON HUBBARD
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L. RON HUBBARD
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A BASIC CHART OF PROCESS TYPES
A BASIC CHART OF PROCESS TYPES
October 29, 1957
Prerequisite understanding to this chart:
Definitions of body, bank and mind.
Communication - Upper Indoc course.
Text: Scientology: Fundamentals of Thought.
Type No. 1 2 3
a) Name Starting- Control Duplication
Ending session Processes
b) Characteristic 2-way Comm Control by Mimicry by
Action Action
c) Purpose To compose pc To place pc's To establish
into and release body and actions communication
him from the under auditor's
auditing session control to invite
control of them
by pc
d) Action on Bank To double To better control To go into comm
control of it of it with it on pc
Auditor + determinism not
Preclear bank
determinism
e) A Basic Example Is it all right Sit in that chair Pc makes motion;
with you to start Thank you Auditor makes
an auditing session? same motion.
Auditor makes
motion; pc makes
same motion.
f) Stable Datum Agreement Never let the Each command in
pc get out of its own unit of
doing what he time separate
is told from every other
command
g) Phenomena Auditing is a Pc is controlled Mis-duplication
knowing and by unknown (only once)
known activity source, which shows up and
must be turned runs out before
into known insistent
sources duplication
131
Type No. 4 5 6
a) Name Straight-wire Objective Subjective
Processes Processes Processes
b) Characteristic Remembering Spotting Thinkingness
& Forgetting & Finding
c) Purpose To recontrol To orient pc in To recover
forgetting and present time, automaticities of
remembering drop out past and thought and as-is
and relate past improve having- unwanted
to present ness thinkingness
d) Action on Bank To as-is locks and To drop out past To mass as-is
engrams and havingness by significance
bring them into substituting
knowingness level present
havingness and to
reorient
e) A Basic Example Recall a moment Notice that wall Think a thought
f) Stable Datum Specific things, Attention of pc Body control
not generalities must be under comes before
auditor's control control of
thinking
g) Phenomena Occlusions turn Old locations Thought has
from generalities (change of space) become
to specifics. Cycle drop out substitute for
aspect of recall in masses. Classes
of time (earlier, late, of thought group
etc.) and source
appears
L. RON HUBBARD
LRH:-.rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
132
L. RON HUBBARD
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Escape
Ability
Issue 57 [1957, ca. late October]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Escape
L. Ron Hubbard
Well, I've been working now for a lot of years to bring Dianetics and
Scientology up to a point of supermagic.
It was easy to get them up to magic. In a world where no results, aside
from accidentals, had been the order of things, it was simple to create magic.
A cloying illness resolved, a fast heal of a broken limb, a recovery from
fixations and obsessions, it was easy to repair these. That was simple magic.
And time and again I've told you "this is better" and it's been true and
auditing worked better.
But what were we really looking for?
We knew all of us that we were in a sort of trap called physical
universe. And although it was all right to say we'd gotten in ourselves and
that it was each man's fault, it is nevertheless true that it was a trap
complicated by innumerable traps.
It was all right to say that it was "natural" for man to kill deer. But
that wasn't making it any easier on the deer.
It was all right to recover enough data to know that dying wasn't fatal
but still men died and dying often hurts.
By no actual consent of our own we are torn from our friends and
possessions and crushed into new lives. But just because we understood it made
it no less arbitrary, no less painful. Just because we could better understand
the trap made it no less a trap.
I've heard people say, "I don't know what I ever would have done if you
hadn't come along, Ron." All right, why should somebody like me have to come
along if all the world is right and the universe an expression of deep love.
We curse at man-made hells. We spot cause in villainies uncountable. Yet,
think now, what are we doing in a universe in which hells are possible.
Sure, maybe you even asked to come here. But deep in pain and shock,
shadowed by your own forgetting, why puzzle now if this Universe is a good
place.
133
You wouldn't say a lion's cage is a good place for a child. Nor would
you jeer at and accuse a child who unwittingly stumbled into a lion's cage.
What is the cage doing there in the first place for a child to fall into?
Let's be sane. We can rationalize this universe, we can explain
complaints, we can blame the inmates but is it not true that we came unwitting
into it?
What do we really want out of Dianetics and Scientology? What could I
really give you that you want?
Escape.
Is there anything wrong with escape? Is a man mad who seeks to leave a
fire that chars him, a mass that crushes him, a world that laughs at his
dreams and scolds him for his stupidity?
Escape.
Why not escape?
Why not let a few others escape. After all, we're not all only ones. We
can feel and we can cry.
Tell me why Christianity won so well. Wasn't it because of promised
escape?
Tell me why Buddhism won so sweepingly. Because it promised escape.
Well, why not escape. If the great religions of all time became great on
the promise of escape, we must assume that a lot of people want out and that
there's something wrong with in.
This universe is a breaker of bones, a defiler of deeds, a mocker of
gallantry and peace. I can say this with equanimity. I don't have to get
emotional or even personal about it.
A spirit seeks to advance, to improve. Each way is blocked. This universe
knows only how to decay.
Is there a way out?
Yes there is.
We have it in Scientology now. I have found it and charted it. I know
exactly how to open the gate.
For whom. Ah yes, that's the news. We used to say -- "if your case is in
good shape" or "if you really want to." Of course you want to. But it didn't
require magic to open the gate. It required a supermagic to let our friends go
free.
For seven years or less you have believed in me. You saw enough to know
two things: (a) that I was sincere and would continue to work on it and (b)
that a progress line existed which improved.
All right. What has been done? The auditing skills have been created
which led an auditor up to this.
What has been done? In the lower steps of CCH we can rescue the people
lowest down, even the unconscious people.
134
I told the 18th ACC -- "I am through researching south. All further HGC
researches will consist of going North." I went North faster than I had
thought I would. I have now taught the auditors in Washington and the Academy
instructors how to go all the way north.
All the way.
I know why you're here and the fast way out. I have taught auditing skill
to Academy students and the 18th ACC. I've taught all the way north to the HGC
auditors.
What is the way out? With no excuses, no byroads. Straight out. All the
way.
Without belief or faith or "right conduct" you can go all the way.
135
L. RON HUBBARD
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THE REALITY SCALE
P.A.B. No. 123
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 November 1957
THE REALITY SCALE
Prepared from L. Ron Hubbard's second lecture to the 17th American A.C.C.
in Washington, D.C. on 26 February 1957
I want to talk to you about the Reality Scale and the whys and wherefores
of Hand Contact Mimicry.
For a very, very long time we had the ARC Triangle. We had Affinity and
Reality, and afterwards had Communication. A lot of people thought that
Reality was the most important corner, but evidently Communication was the
most important corner because by processing with communication we could do
some astonishing things.
Two-way communication: Pc has a problem, you make him talk about it. If
you don't go to a point where you excessively reduce his havingness, he will
have a tendency to desensitize on the problem. This is one of the oldest
therapies known: you go and tell a friend you're in trouble and you feel
better. However, in Scientology this thing took on a new burnished radiator
cap. Nobody knew before what it was in communication that made things
communicate and made it therapeutic and so forth. We isolated the various
parts of communication, and we isolated, much more importantly, the Bill-Joe
interchange of two-way communication.
Now what can you do with communication? Well, a lot of people go around
and they don't have any reality on Scientology because nothing has ever
happened to them. Their idea of what it takes to get reality on something is
-- they can't examine something -- the reality must have a mass. It must have
an impact, a very heavy effect.
Now remember that you can reduce havingness by communication, but within
that framework let us take somebody who has no reality on anything happening to
him. Of course he has no reality on anything happening to him! He's in a high
games condition, which means "no effect on self, total effect on others." So
you're trying to plow through his consistent postulation that there must be no
effect upon himself of any kind whatsoever, and if you get through that
barrier, then he says, "I have some reality on this subject." If you destroy
his "no effect on self," then he'll believe you. This is totally idiotic, but
that's the way it works.
Now we get this fellow. He has no reality on Scientology, but he's got a
toothache. We have him say "Hello" to the tooth, have the tooth say "Okay" to
that hello. Have the tooth say "Hello" to him, and have him say "Okay" to the
tooth. Which makes a two-way comm. Have him do this a few times and the
toothache goes -- poof!
We fake a heavier mass than this, like an arthritic leg. Arthritis is a
ridge illness, and therefore you go up or down from the ridge and you've got
it made. We can make
136
him get rid of his arthritis even by simply putting him in apathy about it.
You could hammer and pound him until he was sitting there very, very quietly
and unable to wiggle in any way, and he wouldn't feel his arthritis. Well, he
wouldn't feel anything else either.
You take slight little somatics, little conditions, or fears of things,
and run two-way communication on them, and you get some fabulous results. Let's
say somebody's afraid of a stove. Have him say "Hello" to the stove, and have
the stove say "Okay." Have the stove say "Hello" to him, and have him say
"Okay" to the stove. After a while he won't have any fear of touching the
stove. Oddly enough, he will receive less effect from the stove even if hot.
That is quite important. It tells you that the body does not naturally lend
itself to injury, but injury takes place only in a highly aberrated condition.
You should be able to take a body and throw it up against the wall hard enough
to crush its skull in, have it drop to the floor, stand and walk away --
providing you aren't holding in suspension the image picture of its hitting
the wall and being injured.
Now I'll give you an example of that. I want you to look at this ashtray.
Now I'm going to raise this ashtray and then I'm going to put it back on the
desk. Is that action now in existence? Where? You've got some pictures of it,
haven't you? This universe doesn't make things survive. Only you make things
survive. And this is: you are holding the engram in restimulation, which
permits it to have an effect. You're so doggone hipped on the subject of
survival that it's just marvelous to behold. That is because a thetan cannot
do anything else but survive. Naturally, anything that's surviving he can go
into good communication with.
People like to look at the Pyramids. Why? Well, the person is surviving and
evidently the Pyramids are surviving, so there is a medium of interchange. A
thetan looking at a solid is much happier if the solid is surviving. If this
solid has duration, then the thetan can have a means of communication between
himself and the solid, in spite of the fact that the thetan can't be solid.
So people really don't have much of a tendency to look at and study and
examine very closely things of very finite survival periods -- things that die
right now, things that vanish right now. But they could say, "Look. It became
nothing just like I am, and therefore I have another communication point with
it."
Sudden disappearances stay hung in the bank. That is different than
something with a finite life. Things with a very finite small life are not
very important, but solids which suddenly disappear are quite curious to a
thetan. Hence we like magic shows and such things.
Now let's add these factors up. This nothingness tends to survive only when
arrived at under that circumstance: there was something there, now there's
nothing there. So that I give you a motion of MEST and you make a picture
survive, but it's not any longer moving in MEST. MEST has very, very finite
duration, so we have to rig up all sorts of things so it'll survive, so it'll
continue.
And people like to have things continue, but after a while, when things
have not continued with them for a long time, then they get onto another kick:
they only hold on to. It was something and suddenly became nothing, so
therefore they hold on to losses. And the whole track, at length, becomes a
concatenation of losses.
Communication, oddly enough, has always attended one of these losses. It
is not true, basically, that communication as-ises or destroys or knocks out
any mass. But communication has always accompanied the vanishment or
destruction of mass, so the preclear gets these two things involved with each
other, and then he goes through an
137
automaticity of having mass vanish when he communicates. You must get this
clearly. The only thing that as-ises mass is as-ising mass. But communication
always accompanied this, and after a while the preclear gets one very solid
conviction: that if he talks to something, something disappears. It's not true.
Sound is another aspect of communication which is fabulous. You realize,
the first sounds were evidently those which accompanied explosions or
destructive actions. Electronic particles traveling through space will carry
with them sound, even in the absence of air. Sound does not go through a
vacuum. Unless you have some carrier for sound it doesn't reach you at all.
Therefore, a sudden electronic explosion was usually the first acquaintance
with sound.
It's true that he had to put sound there in order for sound to be there,
but he has a number of experiences whereby something blew up (and therefore
disappeared) and sound took place. So you'll find any preclear willing to
swear that sound is disintegrative. Not all communications contain sound, but
sound is a disintegrating factor. So communications with sound combine the
destructive aspect of sound (of which the preclear's convinced) with the as-
ising aspect of communication itself (of which he is again convinced), and
between the two of them you get an awful loss of havingness if you're not very
careful. Communication, verbal, tends to as-is (or knock out) the masses in
the bank of the preclear. So we just start right in auditing him. Now if he
has a present time problem which is terribly pressing, well, you could do
something with this if you didn't talk about the problem too much. If you ran
problems of comparable magnitude to it, you'd probably add to his havingness.
The way we got away with it with running engrams was quite peculiar. The
person was having to put the engram there to some degree in order to run the
thing. This made him capable of confronting the incident and so brought a
discharge of the fixation he had for that incident, and yet did not rob him
particularly of the incident, the mass. We were running the significance out
of the mass. It's interesting. But where a person couldn't afford to lose
anything, he couldn't even afford to lose significance, and so we couldn't run
an engram. Well communication goes much further south, and we have a condition
here whereby we see an individual drop through the bottom just by too much
yackety-yak with the auditor on the subject of his particular phobia or bank.
This tells you, by the way, at once, one of the most condemning facts of
psychoanalysis. I started digging up all the factors utilized in
psychoanalysis, and I discovered this fantastic thing, that I couldn't find
any factor present which was therapeutic. Beyond the fact of telling a friend
your troubles, there is no therapeutic rationale behind it, because you get
the as-ising of mass. Where Freud achieved any result -- let's be generous,
let's say he did achieve some results -- let's find out how long it took him
to achieve them. An old lady came in from Bavaria and talked to him for a few
minutes and just ranted on and on, and all of a sudden said that she felt
better and got up and left. Freud, as far as I can discover, never had any
results from cases who went longer than a very few hours in psychoanalysis. In
other words, Freud's results were the magic results. A person came in and
said, "This is wrong, and that is wrong" and felt better and went away. If you
let the patient talk too long, he is going to go out the bottom, and that I
guarantee. They talk themselves down the tone scale.
Just take a preclear who's in bad shape and have him tell you about his
problem or something, and he drops on out the bottom doing this. You can watch
him go right on downscale. It's possibly an experiment you ought to make to
really understand this. Just make somebody tell you his trouble over and over
and over. And you will understand at once why Freud got spectacular results in
a very few hours, and why nobody's gotten any results since in a great many
hours.
138
Brainwashing -- that's the biggest joke of this half-century, brainwashing.
A fellow will talk out enough havingness to throw himself into an introverted
condition. You've got his mind concentrated upon his bank, and now you make
him talk, and out goes the havingness. And he goes right on downscale with
great speed.
Please understand this as auditors. Know what you are looking at. You're
just looking at the vanishment of mass. And a thetan believes that to be
recognized and to be able to prove things and to be able to demonstrate to the
world that he is there and that things have happened to him, he has to have
mass.
And so we get the third corner here. Affinity is actually the
consideration of distance. Communication is an interchange of ideas. But
Reality is what it is about and what it is proved by.
Looking all around now, I would say that the weakest corner of the ARC
Triangle is "A" -- Affinity. This has the least monitoring effect upon a
preclear but is the most strongly demonstrated. It is NOT a good entering
point. C and R run out A, or re-establish A. And A is very easily monitored. C
is less easily monitored by A and R. And you pull R and C apart and you've got
nothing. You have no reaction. You have no universe. So C and R --
Communication and Reality -- are very, very closely associated.
And Reality has a scale. And because C is closely associated with Reality,
Reality then again (after '54) started to take a certain prominence. Reality
is a scale in its own right, and that scale begins at the top with a
Postulate. Which postulate, continuing, can make a Consideration. You can
acquire considerations by other means than postulating; all you have to do is
agree with an existing postulate or an existing consideration, and you too can
have the consideration -- you didn't have to postulate it in the first place.
It's Postulates; Continuing Postulates/Considerations -- and the next step
down from there is Agreement. And here we see this vast panorama of "everybody
agreed with everything," which knits them all together in the same time
continuum. It's a postulate, a consideration, and then a couple of guys or
more have this same consideration and, having it, then we have a specialized
consideration -- it is shared in common -- and this we call an "agreement": a
shared consideration.
Having accomplished that, we get Solids. We get proof of the
consideration, and that takes place in spaces and solids. But Reality,
actually, is the solid aspect, whereas A is more closely associated to the
spatial aspect. Because they wish to prove it and convince one another, they
get something that can enter the phenomenon of sight, and the other phenomena
of touch, smell. Here we have spatial relationships established and confirmed
by mass.
What happens to somebody who is no longer convinced even though the mass is
there? Where would he go? The one just below that is "a Line." The mass called
a "terminal" tends to vanish, and the line between a couple of terminals tends
to take place and appear.
And then, below that we get "No Terminal, No Line." And don't mistake that
for a postulate condition. You get this person selling you a beautiful bill of
goods -- because there's nothing there -- that he's in a postulating
condition. He has become the total effect of his postulates, total effect of
his considerations, total effect of all masses, total effect of all lines --
and now he can't even see lines and masses. Such a person is liable to tell
you, "My thoughts affect things thousands of miles away." It's true that an OT
can affect something thousands of miles away. But he isn't an OT, he's got
lumbago. OTs don't have lumbago.
139
You start to process him, and what happens? The line shows up. You
process him longer, and shadowy things show up at either end of the line, and
the line starts to disappear and the terminals start to appear. And then you
process him a little bit longer and boy, do those terminals become solid! And
after he is able to make a terminal have an effect upon him so that his
confidence in this is unassailable, he can only then enter into the world of
agreement. Only then are his agreements binding and valid. Only then can he
make them or break them. Up to that time he is obsessed by any agreement of
the past track. He is the victim of all the upper scale at any point he is on
the scale. And that is true of the Tone Scale, or is true of any other scale.
A person, you know, does not move up level by level of the Tone Scale. He
broadens up the Tone Scale. He becomes the whole scale. There is a big
difference. A person who is in good shape can postulate, consider (which is to
say, continue a postulate), agree, make masses, or make masses disappear, or
make lines between masses appear or disappear. At any point you find him on
the scale, he can do the points from there down, and you win for him the
ability again, you make him willing to have the ability again, to do the
points from there up.
The Reality Scale is very important. It tells you that communication down
below "No Line, No Terminal" is almost totally first dynamic communication.
The person actually gets convinced that if he thinks it, it arrives in
Chesapeake Bay, you see. He gets a telepathic idea of his own thinkingness.
Naturally, all terminals there are are all there too, and all lines are there
too.
Now what's the state of a case at any one of these levels? Well, it
matches up right there alongside the old Tone Scale -- the Sub-Zero Scale and
the original Tone Scale in their continuum, you see, from Serenity clear on
down to Wait -- Wait, not even Unconscious. This level is paralleled by this
Reality Scale. And there's also a series of communications which go down along
the whole line.
Let's take our preclear at the point where he doesn't know you're there
and doesn't know the room is there and doesn't know he's there and doesn't
know that he has a body sitting there, and he just DOESN'T KNOW, but he's
performing on some social machinery. Where is the entrance point? The first
thing that you can do with this preclear, we believe now, that would recall to
him an ability would be the recognition of the existence of a line. Hence,
your hand against the preclear's hand -- that's a line. By establishing a line
he can come into cognizance of the terminal. Your arm is liable to get awful
real to him. Unless his hand and arm get real, you're not going to find
anything else gettin' real.
It doesn't mean that a person responds to Hand Contact Mimicry only when
he is in terrible shape. Anybody ought to respond to Hand Contact Mimicry. You
do Hand Contact Mimicry with most anybody who hasn't had his hands cleared,
and you're going to get some results, that's for sure.
A solid communication line is very fine, but what if you break it? Well,
you can break it so slowly that the person doesn't notice that the hands have
ceased to be lines and have become terminals. There is a little space, an
inch, between your hand and the preclear's hand, and he hasn't noticed to any
great degree. Affinity starts to take place, because we've got some distance,
but the affinity, you'll find, will be first worst and then best with the
terminals close together. Hand Contact Mimicry is the point back to which I
would drop at any time I became very suspicious that I was auditing over the
head of the preclear. I've gone way over his head, therefore I've given him a
loss, so therefore momentarily I would consider he was in bad communication
with me -- and his reality on me possibly could be graduated up to a line now.
140
Reality contains a level known as Havingness. In this little band of Mass
there is a scale inside the Reality Scale -- the Havingness Scale. And that
has to do with the consideration of mass. It's what you do with mass. That
scale is quite an interesting scale in itself.
It starts out, probably, with Waste, or maybe with Substitute. It is so
messed up at that point of Mass that it is very hard to get preclears to come
up uniformly as to which one is the lowest one. It possibly goes this way:
Waste, Substitute, Waste, Substitute, Waste, Substitute until you get up to
the next one. Just as you find a great many false emotions jammed in at the
level of Apathy on the Affinity Scale -- and I'm sure you've seen this -- so
do you find this Waste and Substitute kicking around and kicking at each other
on the Havingness Scale.
"Have" is the next one up. If a person can't have something, you can have
him waste it enough, and you'll find out after a while he'll say, "Well, I can
have it."
What is the next important way-stop on this Havingness Scale? The next one
up the line is Confront -- and that's awfully important. A person who can't
confront something is liable to "have to have it" as his highest expression.
And if he can't confront it and can't have it, it's a cinch that he will waste
it. And if he can't even waste it, it's a cinch he'll substitute. And we get
Freudian and other sublimations and all of that. Sublimation -- they never
knew what they talked about. This is not sublimation I'm talking about. This
thing called "sublimation" is substitution. I mean, why get sublimative about
something that is easily done? If a person hates women, it is a cinch that he
probably hates "a woman" and substitutes for her all other women. But this is
not a clean statement of it for this reason: you get identification, which is
substitution, of one woman for another -- and then you get disassociation; he
can't even identify any more. Hence your lower Waste level. He's wasting now a
substitute.
You'll find a preclear after a while will, on some subject, disassociate.
He says that ashtray isn't that ashtray. You get the idea? He says, "This
ashtray is a camel." Well, now, that's disassociation. He can't recognize a
thing for itself, but it must be something else, so we must understand that as
an action of Mass to lie on the lower end of the Havingness Scale. It's just
as simple as that.
Now, as we go upscale further from Confront, we run into something which is
pretty doggone high, and that's Contribute To. People, if they are prevented
from contributing to something, go downscale. Now if contributing to something
is getting rid of mass, it's somebody else is going to have something besides
yourself -- and you take a person who is sitting down at Have, or below, and
you make him contribute a little bit, and he gets to be a sick puppy. He'll
just go on down into Waste and Substitute. It is a very high manifestation. It
holds true all up and down this Havingness Scale that if an individual is
prevented from helping, from contributing in some fashion, he gets very ill.
Not in auditing, but in real life.
Let's go on even higher than this, and what do we get to? We get to Create.
So the Havingness Scale, which fits at that innocuous word "Mass" on the
Reality Scale, consists of the doingnesses with regard to Mass. And they begin
at the top with Create, go down at once into Contribute To, into Confront,
into Have, into Waste, and on down into Substitute. That all belongs at Mass;
these are all the things you do with mass.
Now probably there are a bunch of doingnesses with Agreement. Ask an
attorney. There are probably doingnesses with Postulates, and doingnesses with
Lines -- ask the telephone company. And these things probably, too, form up
other scales quite similar to the Havingness Scale. And when you had all these
doingness scales paralleling the
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Reality Scale, you would have this difference: the thing, which is the Reality
Scale -- and its aspects, which would be the doingness scale (considerations
with regard to these things in actuality would be over here on this other
scale). We mustn't confuse the thing with what you do with it. You can have
without doing. It's pretty hard, however, to do without having, which is why
Reality is so important in running on the preclear.
Now I hope you understand these two scales, and I hope you will take them
around with you on auditing and look them over a little bit and understand
what they are all about. Because we're still talking about ARC, and as a
matter of fact we'll be talking a lot about Survive, which is OLD HAT, but it
has certainly been polished up, and it certainly has a nice new band, and it
certainly fits on a lot more heads than it used to.
L. RON HUBBARD
L. RON HUBBARD
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HCO B 2 NOVEMBER 1957
[HCO B 2 November 1957, Intensive Processes for Use in Operation Clear and
Operation Staff Clear, was a confidential staff only issue. It was revised on
22 February 1975 as HCO B 2 November 1957RA, An Objective Rundown, which is in
Volume VIII, page 393.]
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L. RON HUBBARD
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PROJECT CLEAR CHECK SHEET
HUBBARD COMMUNICATIONS OFFICE
HCO BULLETIN OF 13 NOVEMBER 1957
PROJECT CLEAR CHECK SHEET
______________________ _____________________ _____________________
NAME OF PRECLEAR NAME OF AUDITOR DATE PROJECT STARTED
HOURS RUN PER SESSION _________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
USE A CHECK IF PROCESS IS RUN, USE AN X IF PROCESS IS CONSIDERED FLAT.
CCH 0 CCH 1 CCH 2
CCH 3 CCH 4
Tr. 10
MOCK UP AN UNWANTED FUTURE TRIO
ARC STRAIGHTWIRE
RECALL AN UNWANTED OBJECT
RECALL A MOMENT OF LOSS
RECALL AN EXPECTED COMMUNICATION
RECALL A COMPLETED COMMUNICATION
PSYCHOSOMATIC ADDRESS. Condition ___________________________
RECALL AN UNWANTED (AFFECTED BODY PART)
RECALL A LOST (AFFECTED BODY PART)
SHORT SPOTTING
MOCK UP A CONDITION WORSE THAN (AFFECTED BODY PART)
VALENCE SPLITTERS:
Person located by E-Meter _______________________ Split ________
Person located by E-Meter _______________________ Split ________
Person located by E-Meter _______________________ Split ________
RISING SCALE PROCESSING
BODY ANCHOR POINTS
Note: This sheet does not replace regular report sheets in HGC but must be
included.
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INFORMATION SHEET ON PROJECT CLEAR
It is expected that the processes scheduled for project clear be run more
or less in the following order.
CCH 0 at the beginning of each session. If pc falters on one or another point,
stress that point until cleared up.
CCH 1, 2, 3 and 4 to be run as follows. If 1 produces no reaction go to 2, if 2
produces no reaction go to 3, if 3 produces an action flatten it a bit and go
to 4. If 4 produces an action or no action either flatten or go quickly to 1,
etc, until these steps have each one been unflattened and flattened again.
Tr. 10 is used liberally as a bridge process and to start and end sessions. If
it develops a somatic, auditor should treat it as a process and flatten it and
then go right on using it. Main use is at session end.
RECALL SOMETHING REALLY REAL TO YOU is run to test recalls. It is a very
effective process in itself. In fact all the three questions of ARC Straight
Wire can be run if pc is found pretty bad on this. But it is intended to be
used simply to groove the pc and to keep 8 cataclysm from occurring if the pc
can't run recall processes. If he has a hard time, flatten ARC Straight Wire.
Otherwise, run for minutes only.
RECALL AN UNWANTED OBJECT and RECALL A MOMENT OF LOSS are a pair. If one is
used, then the other must be used exactly the same length of time in the same
session. They are alternate processes where one is run a half hour then the
other is run a half hour. These two are the chief processes of Operation Clear
so give them lots of concentration and time.
TRIO is run as a step between recall processes. If one session is run on
recall processes the next is run on TRIO. There is Control Trio and Trio. It
is up to the auditor which is used. But use all three commands of either in
any proportion that seems right to the auditor. Run lots of Trio even though
both recall processes are havingness processes.
RECALL AN EXPECTED COMMUNICATION and RECALL A COMPLETED COMMUNICATION are
interesting processes. Communication as-ises havingness. Thus this is a
reverse process which, by dropping the pc's level of concentration on past
persons and activities thus gives him the havingness of those areas of the
track. These processes may or may not be vital to Project Clear as they are
released ahead of long experiment and use.
RISING SCALE PROCESSING is run when the pc can change ideas. He must be up to
lots of cognitions before this is run. It is run from the Chart of Attitudes
as given in Creation of Human Ability.
ADJUSTING ANCHOR POINTS is done almost at project end. This is a delicate
auditing job and additional material will be released upon it.
SHORT SPOTTING and VALENCE SPLITTING are fitted in at the auditor's
discretion. SHORT spotting is done by indicating objects close up to pc and
making him repeatedly notice his psychosomatic area. Valence splitting may not
even be necessary if the above auditing steps are well done. Also, it may be
that psychosomatic difficulties will not need further attention than earlier
processes on this sheet.
PROBLEMS OF COMPARABLE MAGNITUDE are here done with MOCK UP SOMETHING WORSE
THAN PSYCHOSOMATIC CONDITION. UNWANTED FUTURES may also be fitted in
anywhere.
L. RON HUBBARD
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L. RON HUBBARD
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We Are the Free People
Ability
Issue 58 [1957, ca. early November]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
We Are the Free People
L. Ron Hubbard
We are the Free People. We have grown up -- grown up to Freedom, not
senility.
We are the Free People. The Scientologist has left behind the claws and
barriers of miscontrol.
We are the Free People. Grown from out the mud and jungle rot of fear, our
unchained minds can reach afar and grasp the idea of ultimate Freedom.
We are the Free People in whom the whims of "I'm supposed to" have no
rule, on whom the scientist can blunt his weighty arguments to prove we are
not Free.
Be glad, they said before we came, that you are mad, insane, for there is
genius, so they said. You cannot change. Our brand on you is fixed. Your brain
is all you are and fixed like clockwork in a robot head. So think, they said,
as we have said, to think, for thought is our own chain and your ideas nil.
Die, they said, and live no more and become dispossessed so we can own.
Fall down, they said, and worship clay or maybe space, but of course wrath.
And sing lugubrious songs to fear or maybe international cults that specialize
in slaves.
Believe, they said, that Man is just a shiny thing well meant to die
beneath the pounding of their bombs -- the mightiest God they knew.
The flesh, they said, is All and you are but a decay of yourself.
And so they barriered All men.
The witch and the pot; the test tube and the scope; the cell and the club;
the textbook and the lies -- Control! Control them or we die! Beat them or
they win! Starve them or we shrink. We are afraid, afraid, afraid! -- they
said in that old age we killed.
Freedom becks and we now laughing at their lies, went free.
Scientology -- The Road Sign Out.
We are the Free People. We LIVE! We're Free!
Copyright$c 1957 by L. Ron Hubbard. All Rights Reserved.
145
L. RON HUBBARD
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COMMUNICATION AND IS-NESS
P.A.B. No. 124
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 November 1957
COMMUNICATION AND IS-NESS
A man is as well off as he can consider himself dangerous to his
environment.
I will tell you a little short anecdote, which is quite amusing. Well,
sometime early in 1945 I flunked my overseas examination. Well, I crawled
around and felt sorry for myself, and the fact of it was that the Judo
instructor there at the hospital brought up the idea that there was a shortage
of people in the war -- there was. So he kept up my training for me. I think
it was July 25th that I went down to Hollywood and three sailors with Petty
Officers' ratings accosted me on the street. They were drunk. They were out to
kill officers. And the three of them tied into me. An unbelievable thing
happened. One of them turned me around facing him while the second one took a
heavy beer bottle to bring it down on my skull. I took the fellow who brought
the beer bottle down, threw him over my head into this fellow, who went down
and hit the side of a bumper. The beer bottle hit the pavement, broke the end
off, and the other fellow reared up where he had been sitting on the running
board of a car, and I put it in his face. That's what you are trained to do.
Overnight, the wound in my side healed -- overnight. They wouldn't let me
out at all, but I could get extended leave from the hospital. I went down to
Hollywood and messed around at the studios. In the middle of all that I
managed to complete all the researches which I'd stacked up and which had been
interrupted by the war.
Steam ... where had it come from? You get your teeth shoved in this way
and that, and you develop a tremendous amount of inflow. And then one day you
just outflow! The Chief Petty Officer in charge of the Shore Patrol had been
sitting at his desk, telling me, "Under no circumstances should you have taken
any action. You were trifling with your life." Telling me what a good boy I
ought to be. And then through the door he saw the Shore Patrol bring these
people in. Of course, they were all saturated with blood, and they were all
messed up. And he just shut up right then!
He was running the usual social dramatization -- "You must protect
yourself." The society teaches you to hold in. All you have to do to somebody
is to prevent him from outflowing to make him ill. And someday he decides to
outflow. Not only the social world but the world of yourself can act to cause
you to prevent outflow. Outflow is prevented by regret, it is prevented by all
sorts of things. If one has something terrifically valuable he protects it --
which is what? Prevent an inflow! Well, when you say prevent an inflow you
might as well say prevent an outflow. If you hold flows from coming in toward
you you might as well flow them in, because sooner or later that dike that you
put up is going to burst. So you get these confounded actions in this universe
composing a picture of tremendous inflow, not balanced at all by outflow.
146
What does this all add up to? Any time that you protect and defend, you
are aiding and abetting all the structures which make up this universe. The
child who is taught to defend himself against these big, vicious automobiles
some day turns out to be one of the lousiest drivers you ever saw, because he
is taught to defend and protect. All you have to assume is that safety is
desirable to have all the ills of Pandora's box swarm around your head.
Just what boxing glove can hit a thetan I wouldn't know. A thetan has to
mock himself up to be reachable. You are dealing with the idea of what a
person is supposed to feel as a result of, when it comes to inflows. And
that's just an idea. If a person over-defends himself through some exaggerated
idea of pain, he will suffer the full consequences of that over-defense, just
to the degree that anybody else over-defends himself to that degree.
So the reason for the defense or the reason for safety is variable, but the
consequences of it aren't. As long as you deal with masses, and agreements and
ideas directly concerning masses, you are all right. But when you go back into
an opinion of what it ought to be as far as the preclear is concerned, you are
of course immediately in trouble. Any auditor who is having a rough time with
preclears, not snapping them out of the hop immediately, is paying attention
to this factor, which is a variable, which is opinion. Figure-figure, ideas,
ideas, ideas.
Suppose we had no cops in the society but there was the idea around that
there were cops. We would get some of the nuttiest ideas you have ever heard
of! We would have a set of ideas about cops, different for each person in the
entire community. Why? Because there is no way to experience cops. Cops are an
idea which one cannot get into communication with; therefore we get this great
oddity -- abundance and scarcity. Only it isn't actually the possession of
quantity; it is only apparently quantitative. It is having something to go
into communication with.
I'm very sure that the whole world of disease is built entirely on this
mechanism. I seriously doubt the existence of any given germ -- I seriously
doubt it. It is very embarrassing to men in sailing ships and so on, very
embarrassing to these fellows, to have venereal diseases happen when they have
had no contact with women at all. And I have seen that often enough in young
boys that were as pure as the driven lily to understand completely that we
didn't have here a germ at work. We had a series of ideas at work. Fascinating
subject in view of the fact that it has ruined as many lives down the decades
and centuries as it has. When you socially enter a great many prohibitions
against communication on the second dynamic, you will get all sorts of
interesting ideas.
Aberration is caused by cut communication with the mass, and is remedied by
re-established communication with the mass. Look what they are doing with the
A-bomb. This is one of the silliest things you ever saw in your life. They make
everything about it confidential, secret, and nobody must be let in on it.
And there is possibly no more illness to radiation than that.
The formula for creating an illness is to establish a terminal, get
everybody convinced that this terminal is there, and refuse to let them
communicate with it.
Now one of the dangerous things to do with Scientology would be to put it
under the counter. In the first place it isn't a terminal. A terminal,
however, must be maintained, and access to that terminal must be preserved.
And it mustn't be put on confidential, any part of it. Why? Because it's
already dynamite. We do anything with it that can be done with anything. Let's
not cut a line to it and let's not put it beyond reach. There would be a
certain fatality in doing that. And yet every group that has
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ever learned a series of great truths has inevitably gone into secret
priesthoods concerning them, which was of course a destructive action.
It isn't jumping into ten thousand volts of current that electrocutes a
man. It's having so many times in the past disconnected from electricity when
confronted with it. Every time you disconnect you to that degree lower your
own tolerance.
Obviously the electricity flying through these poles is more real to the
individual being the line than the actual terminal of the pole. Why is it more
real to him and his body? Because it has the greatest effect on him and his
body. He can touch the pole, but he can't touch the juice. That tells you
there must be some terrific reality about the dangerousness of this juice, and
the pole is either in apathy or non-existent. Therefore you can only teach one
thing to a preclear, horribly enough, and that is -- "You can communicate with
it." The communication with a mass is the only thing we can do for him, but we
have to have a mass.
We can get him to conceive of an is-ness, and we can get him to communicate
with it, and by this he will change his mind concerning its existence. He will
change his mind concerning its conditions, but most particularly and more
important to you, he will change his mind with regard to its abundance or
scarcity, and therefore its importance. It is the scarcity or abundance of
things which denotes their value or importance. A man who has lived too long
without women will consider women dangerous.
So scarcities and abundances do declare the final state of one's reactions
to anything. When something becomes very scarce it is because one has cut
communication, and that action of cutting communication is the same action of
defending or protecting self. Now as I say, you can break out of this. You can
have this tremendous resurgence. You can outflow. You can act. And that's all
there is behind one of these resurgences, by the way, there are no other
factors. Or you, as an auditor, can bring him gently and quietly up on a
gradient scale until he can again communicate with the objects in his
environment, and he again will experience the same thing he experienced when
he did this tremendous outflow. We are reaching towards the same goals but
we're saying that by communication we establish the is-ness of existence, and
by doing that, why, we make people well.
L. RON HUBBARD
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L. RON HUBBARD
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THE PARTS OF MAN
P.A.B. No. 125
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 December 1957
THE PARTS OF MAN
I am going to go over with you the parts of man. The first thing we're
going to take up is exteriorization, as the most important part of man. It's
the causation. That's the thetan. Now, the fact that you can't weigh one is
because this is the author of weighing. There is, however, a way of
experiencing this. It is a personal attitude, it is a personal view. An
individual can exteriorize and experience this phenomenon. It is very easy to
experience being a thetan, but it's not easy to experience seeing one.
So therefore people tend quite markedly to become Only Ones. Here is a
phenomenon which a person can experience himself but cannot observe in others.
There are many ways to experience the idea of somebody else exteriorizing.
Exteriorization is the phenomenon of being in a position of space
dependent on only one's consideration, able to view from that space, bodies
and the room, as it is. That is exteriorization. Well, people who have
difficulty controlling the body from close up, I can assure you, won't get out
of their heads, because they can't control anything at a distance. If you
can't control a body from a distance you will find yourself very, very
reluctant to get out of your head. It is as simple as that. Any phenomenon
which occurs beyond the point of willingness to be out of the head or control
the body from a distance is regulated by the scarcity and abundance of bodies
and universes. And if you can't see your body, then there is a scarcity of
them. If you can't see the universe, there is a scarcity of that. That's all
there is to that.
Now, here is exteriorization: Keep your head from going away. "Take your
hands and hold on to your head and keep it from going away." I don't know how
many hours it would take with some preclears. Probably a Black 5 would have to
sweat along at this for fifteen or twenty hours before he was really there,
but he would get there on that one technique. That is quite amazing, isn't it?
There are probably about five thousand other techniques. This is the only
shotgun one that I know, the one that doesn't ever fail. It is only contingent
upon one thing -- being able to take hold of your head. That is a necessary
prerequisite to that technique.
All right. Now let's take the next fact about this, and we find that
vision depends upon scarcity and abundance. The ability to exteriorize depends
on the willingness to exteriorize, but the willingness to experience is
totally monitored by the amount of things available to experience. A thetan
gets quantitatively minded.
What good is a human being? The fact is, there are too many of them to be
seen. Now, how about too few? Well, on a frontier, the fewness of people is
one of the fabulous things. Man dramatizes. When he gets into an area of too
few people, he then kills the people who exist. And when he gets into an area
where there are too many
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people, he then overlooks the people who exist. Somewhere in between this, you
will have a progressive society. And such a society was the United States --
anywhere between twenty-five and a hundred million people the United States
was in there pitching. But now that it has begun to exceed that, people have
started to disappear. They aren't. That sounds to you like a cynical
statement. If we were to have an atomic war, and cut the population down to
fifty million, you'd get another view. It is simply a statement of scarcity
and abundance.
All right. We take somebody and we can get him out of his head, but would
he just go out of his head without being gotten out of his head? Well, yes.
Scarcity and abundance will actually kick him out of his head. Scarcity and
abundance of what? Let's say that the preclear's idea of the scarcity or
abundance of rooms depends then upon his willingness to view them. You have to
put him into direct contact with the is-ness of rooms. Now let's go a little
bit further than that and look at the body. If he has too few bodies he is
certainly going to be unwilling to get out of the body he is in. And if he has
too many right where he is, he'll be trapped there too. He won't know where he
is. So remedying his havingness on the subject of his own body is very
necessary to an accurate and stable exteriorization.
So much for exteriorization. Let's go off now into the second part, which
is the mind. By mind today we mean that structure of mental image pictures and
machinery on which the preclear is depending for his opinions and ideas. The
structure of the mind is totally composed of mental image pictures. I'm afraid
the mind doesn't produce any thoughts. The mind may be considered to have
certain phonograph records. The phonograph record, as you know, doesn't play
unless you put a needle on the platter. Well, the thetan is the needle on the
platter, and unless the record is played directly it doesn't activate it. Any
livingness, even a thetan exteriorized, tends to utilize some sort of mental
image pictures. But when he reads all of the records in the mind as the
absolute truth and fact and conviction, when he is obeying concatenations of
"I am supposed to," we have behavior patterns; we have mental reactions; we
have all of these various things that were never studied, by the way, in
psychology. I don't know where a psychologist lives, but it's certainly not in
this universe.
Now the exact workings of this mechanism depend on association and
differentiation, or identification and differentiation. Now when that part of
the mind which we call a reactive mind begins to identify everything with
everything in order to get certain pattern responses, and is able to exert its
influence upon a person far better than the thetan himself can, we say that
this person is suffering from reactive conduct. A=A=A=A.
Now Association-Differentiation are the two principles of the mind. It is
supposed to tell the difference between two or more things, and it is supposed
to tell the similarity between two or more things. Now, a mind in good shape
doesn't identify. What causes association to become identification? Lack of
objects. Lack of incidents. Lack of experience. When you have too few things
happen to you, you're liable to have all sorts of things happen to you. In
other words, if you are busy and there are lots of incidents, there is a high
probability that you will not suffer the consequences thereof. But if you are
not busy and you are idle, then you are liable to long for those times when
you were very busy. And if you are ever worried about a mental image picture,
it's because you haven't enough to worry about.
Where all drama is tailor-made for you, you are in grave jeopardy. In a
TV screen world you are apt to be in trouble, because the TV is only a pattern
of lights and shadows which is a restimulative mechanism to shuffle your bank
around, and give you again some segment of that which you have already
experienced. It's a funny thing that people will not read about certain
periods. If you are talking to somebody who is very upset on the subject of
past lives, you should realize that he was probably just
150
executed up at Sing Sing in 1932 or 1933, and he just can't stand the idea.
It is only people who are borderline insanity cases who got up and screamed
about past lives. This I have kept a very careful tally on. They were people
who were terrified; people who were incapable ever of holding their own on the
subject. They couldn't have talked about it very long before a past life would
have snapped in and snapped their heads off. Those incidents which are most
scarce tend to stick hardest.
Let's look at this thing called the mind; and let's find that the mind is
a mechanism for overcoming the lack of incidents, lack of experience in
present time by storing pictures and knowingnesses of the past, which could be
made available to the present. A preclear is always losing incidents. One of
the methods of not losing them would be to simply suspend them as a picture.
Now, if you restore his ability to make these pictures solid, you've really
done something. He can have the picture then any time he wants, in its full
form. You have to change the idea of how much picture and incident is actually
necessary in order to alter the preclear's viewpoint, and you change that with
scarcity and abundance. Scarcity and abundance naturally comes up, and is
handled by Havingness.
Now, let's take up the final and remaining part of man, which is the body.
Now, the body is a solid appendage which makes a person recognizable. The
body is a game of considerable magnitude, and very popular at this time. It is
quite old, but still very popular. The body can be monitored and handled by
mental image pictures, and it can also be monitored and handled by thetans,
fortunately. But a body is subject to these two other things. It is actually
not possible to change a body without changing the other two things. The body
is modified by the mind and the thetan, and is actually a very low order of
MEST.
Now the anchor points of the body are quite interesting, in that the body
exists as solid only within these spaces, and in the absence of some of these
anchor points the body will aberrate its shape. We know the fastest way to
change body shape is to put the thetan into a condition of willingness to
handle anchor points, and then remedy the scarcity and abundance of anchor
points, and put the actual anchor points back there and have him put them back
there. You will see the body change its shape, health and general
characteristics.
Now, mental image pictures also influence the body, and they influence
the body basically by influencing these anchor points. A facsimile evidently
imposes itself by magnetic fields and currents and other things upon the
anchor point system. It is quite interesting.
So therefore the body is handled and controlled on a mental level through
these anchor points. If you were sailing along seventy-five feet back of your
head some day, and you see some preclear come along, just shift your range of
vision enough to find that preclear's wing anchor points; if you were to get
hold of one of these wing anchor points and just bend it off line -- the
person will walk in a circle. As long as you hold the anchor point out of line
the person will walk out of line.
Joints operate because of anchor point structure. The body is then held
together by electronic structure which is easily influenceable, and that
electronic structure has much more command upon the body than the MEST around
it. And the thetan goes through these very many vias of mental image pictures
and these anchor points, and thus influences the structure of the body.
Now, to influence the mind by influencing the body is only possible by
doing something to the havingness of the thetan. Now you can influence a
thetan by influencing the body. Let's not overlook this point. But that
influence only takes place to a degree that it influences abundance and
scarcity.
151
In other words, as you influence his ideas of havingness of bodies, so
you influence his condition with regard to bodies, and we re-influence the
body. We find out that a body can be moved, thus influencing the thetan, or
two or three bodies can be put back, thus influencing the thetan, and we have
simply run the back flow of mass reaction on the person. And we do that in
auditing all the time. We adjust the person's havingness, his ability to
communicate with an is-ness, his ability to conceive an is-ness, to
communicate with it. This is Havingness; this is the way you run Havingness.
There in essence we have the body.
But with the three subdivisions of a human being we have to include the
fact that he lives in the universe.
All right. These, then, are the three parts of beingness, with the
condition that one lives in the universe. And these are inter-influencing.
These parts of man, each one of them, are insistent upon experience, incident.
Man grows old, minds become complicated, thetans become wise. But at no time
does their capability, or ability in general, lessen. Only their wilingness to
live increases and decreases, and that increases and decreases in direct ratio
that there is a scarcity or abundance of the various things in which they are
interested. And these scarcities and abundances influence them and monitor
their conduct, or any culture. The cure for this is to put the person into
communication with actual is-ness, or the is-ness of any given object, and to
permit him to reacquaint himself with that. And so by auditing his life can be
righted.
L. RON HUBBARD
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L. RON HUBBARD
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Scientology:
The Philosophy of a New Age
Ability
Issue 60 [1957, ca. early December]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Scientology:
The Philosophy of a New Age
L. Ron Hubbard
It takes Truth to live with a swiftly changing world. Nothing less than
Truth can Survive. You cannot Survive with anything less than Truth.
We are the heralds of a New Age. Man, stuck for millennia in the rut of
status quo can at first balk and even ridicule, but, Can He Survive?
Always the old has hooted at the new. But the new grows strong and each
day's dawning sees us closer to a new World.
What will this world be? Atomic reactors giving unlimited power. Automatic
machines providing for the most of Man's animal wants. Space flight to the
Solar System. New politics, new leisure, new hates, new loves.
But before any new era begins there is always a period of instability and
change, a period of violence, a period soiled with the death of the old and
the failed experiments of the new.
Such periods of change are violent. Many things, many men may not Survive
them.
What will it take to Survive this change? Who can Survive it and sail
onward to live in new times?
The lucky and the clear.
But who are the lucky but the clear.
Scientology for the individual is a passport to this new time.
Scientology for the group is the Survival of the State.
No old shaky basis of thought could last out the fire of the period of
change. No quivering, unstable person could Survive the duress of the times
just now to come.
One's first duty to all is to be himself clear, able to Survive, able to
lead his own destiny by the hand.
153
One's next duty is to his fellows to be sure their ability can compare
to the tasks imposed by the new State of things.
The answer to these trials is contained in Scientology. And Scientology
is the answer to you.
Only a clear could think and act fast enough to live in a disaster and to
make others live. Only a clear could Survive in Space. Only a clear could
enjoy the fast pace of the game to come.
Others may die or worse, become slaves in the inevitable advance of
technology which holds in question the abilities of a man.
Hence, Project Clear. That's our goal now. We can do it. We can teach you
to get it done.
It's taken seven years to iron out the kinks. Seven years isn't long
against 73 trillion.
Today can be ours. Tomorrow can come. Let us be ready for it.
We are the prime movers in this, the new age. Forget the old. Face up to
what will come. And let the dead yesterdays bury the philosophy of Authority
and Capital Gains and Communist psychology cults. We're no longer tied.
The eons march on. Space Opera has again come to a planet on which we
live. Always before it meant destruction.
Perhaps, this time, due to our efforts, a humanitarian world can exist.
We, the Prophets of the Morrow, know the way.
154
L. RON HUBBARD
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CLEAR PROCEDURE
DEFINITIONS, GOALS
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street, N.W., Washington, D.C.
HCO BULLETIN #1 OF 3 DECEMBER 1957
CLEAR PROCEDURE
DEFINITIONS, GOALS
There are three possible goals in processing a preclear. The first of
these is Mest Clear. The second is Theta Clear. The third is Operating Thetan.
By Mest Clear is meant a BOOK ONE CLEAR. Here we defined clear in terms of
facsimilies. This is a rather simple mechanical definition. It said in effect
that so far as human beings were concerned our preclear finally arrived at a
point where he had full color-visio-sonic, had no psychoses or neuroses and
could recall what had happened to him in this lifetime. This is almost a baby-
talk sort of clear. It pays no heed at all to identification with a body and
it has nothing to do with ability. Today, by running Creative Processes (four
years old!) we can turn on visible facsimiles and weed out the bottom spots of
operations and what not. This is actually a rather easy goal. Somehow I've
never given a real tight procedure for achieving it even though the essence of
the processes have been around for a very long time. COMPLETING STEP SIX OF
CLEAR PROCEDURE IN FULL GIVES US A MEST CLEAR.
By Theta Clear is meant a Clear obtained by Clear Procedure as is being
delineated in this regimen. The main trouble is, amusingly, trying to reach
Mest Clear without running into Theta Clear. I personally don't believe now
that it can be done without actually shoving the pc back in his head every
time he pops out. Thus the goal of this procedure is actually THETA CLEAR.
This is what we mean then when we say "clear". We mean a Theta Clear.
By Operating Thetan we mean Theta Clear PLUS ability to operate
functionally against or with Mest and other life forms. For the first time we
have here the matter of ABILITY. An Operating Thetan is not an absolute term.
Theta Clear is a more absolute term than Operating Thetan. An Operating Thetan
is a Theta Clear (Not a mystical mystic out on an inversion) who can also do
something.
Thus we have two goals which contain no ambition to accomplish anything
and one goal which contains much ambition. Now here is another puzzle in
definitions. Which is highest, the Theta Clear or the Operating Thetan? Well,
the answer to that is not what we used to think. As DOINGNESS is not really at
the top we find that we will probably make an Operating Thetan before we
achieve Theta Clear for a Theta Clear would probably not be much interested in
operating. Therefore we see that the actual goal we are trying to reach, no
matter in which limited sense, is Operating Thetan.
Operating Thetan is then a highly variable goal. A thetan who can move in
and out of a body is actually operating somewhat but he is not really a Theta
Clear since a Theta Clear, in its highest sense, means no further dependency
upon bodies.
The goals of the auditor, therefore, do not rack up one, two, three, Mest
Clear, Theta Clear, Operating Thetan. They actually stack up on a very
gradient scale between thetan inoperative and a thetan who can operate. The
auditor is therefore seeking to reach with the pc a state wherein the pc can
function. At no time does the auditor suddenly arrive with a pc in a startling
new shiny state all of a sudden that can be called a certain thing. In that
pcs often expect this suddenly bursting "into the light" the auditor is
subjected to disappointment when he has actually achieved an enormous gain for
the pc. In other words, pcs gain on a smooth gradient scale and do not
suddenly become something.
155
There is only one point on the road up where something does happen and
that is exteriorization. When the pc exteriorizes for the first time he feels
there must be a cause for rejoicing and has the idea he has gotten somewhere.
Well, in fact you could achieve the same result by hitting him over the head
with a club. He would exteriorize. The point is not exteriorizing the pc but
cutting down his dependency upon a body. A pc who exteriorizes and is not
carried right on with the same process that sprang him out of his head until
it is flat will go back into his head in an hour or a week and will be harder
to dig out the next time.
In other words this point of exteriorization does happen and does mean to
the pc that he is himself. But it shouldn't mean very much to an auditor
beyond his noticing that this phase has been entered in the case. For in truth
thetans don't stay out of their bodies very long if they are not in good
shape. Thus exteriorization means less than ability to act, to live, to be and
do. The attention of the auditor should be upon the increasing ability of the
pc to handle life, not upon the distance the pc gets from his body. Is that
clear? Well, it tells us that arriving at a state of Clear is easy if that
means stable outside and that any state of betterment on the road to Operating
Thetan is an honest achievement.
Thus an auditor should at all times go toward the state of Operating
Thetan and should not be mixed up in the oddities of exteriorization for a day.
HGC Clear Procedure goes straight toward exteriorization and achieves it.
But it also goes straight toward increasing ability to handle life. The latter
is the auditor's best goal. The auditing goal should go in the same direction
as this new definition for Operating Thetan.
An Operating Thetan can be at cause knowingly and at will over Life,
Matter, Energy, Space and Time, subjectively and objectively.
This Action Definition of Operating Thetan is the true goal of the auditor and
if followed with complete understanding will achieve the best possible results.
In this discussion of goals and definitions, I am telling you clearly
that the goals of Mest Clear and Theta Clear are not worth following from the
auditor's standpoint. You can let pcs think what they will about them. The
only goal worthy of the auditor's time WHATEVER THE STATE OF CASE OF THE PC is
Operating Thetan. To achieve one on any subject it is only necessary to place
the pc to some degree at willing and knowing cause point with regard to that
subject. All the steps of HGC Clear Procedure are leveled at Operating Thetan.
But you need not tell your pc that. You can use the words RELEASE, MEST CLEAR,
THETA CLEAR or any other if you like. Just remember there is only one payoff
goal and that is Operating Thetan.
MEST CLEAR: Can see facsimilies with sonic present lifetime, has no
psychoses or neuroses. Upper part of APA (in UK OCA) graph. Above 135 IQ.
THETA CLEAR: Can exist knowingly independent of bodies.
RELEASE: Average a third of a graph higher than first test, above 115 IQ.
OPERATING THETAN: Can be at Cause knowingly and at will over Life,
Matter, Energy, Space and Time, subjectively and objectively.
L. RON HUBBARD
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L. RON HUBBARD
Type = 11
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CLEAR PROCEDURE CONTINUED
STEP ONE: PARTICIPATION IN SESSION BY THE PC.
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street, N.W., Washington, D.C.
HCO BULLETIN OF 4 DECEMBER 1957
Clear Procedure as of Dec 3, 1957, is supplemented by a tape made at
Auditors' Conference of Nov 30, 1957.
This current bulletin supplements HCO Bulletin of Dec 3, 1957, which is
the Introduction. There will be a series of these, giving a bulletin to each
step. The entire series will be published in a photo-litho booklet called CLEAR
PROCEDURE which will be ready for the December Congress and which will cost
$2.00 in the U.S. and 10 shillings in Great Britain. Both booklets will be
published by the HCO and will be copyrighted internationally. The booklet
published in Great Britain will be a photo-litho of the U.S. photo-litho copy.
The booklet may not be published in whole or in part by anyone but the HCO.
CLEAR PROCEDURE CONTINUED
STEP ONE: PARTICIPATION IN SESSION BY THE PC.
We have long known that ARC was important. Just how important it is was
established by some tests I made in London in 1956 wherein every time the pc
showed any restlessness or other signs of loss of havingness, instead of
remedying havingness I carefully searched out any fancied break of ARC and
patched it up. The "loss of havingness" vanished. In other words loss of ARC
is even more important than loss of havingness since a repair of ARC restores
havingness. Lack of havingness is only one symptom of a lack of communication.
There are two ways an auditor, according to long practice, can err. One
of these is to permit two-way communication to a point where the pc's
havingness is injured. The other is to chop communication to such a degree
that havingness is injured. There is a point past which communication is bad
and short of which lack of communication is bad. Here we have auditor judgment
at play. Because the pc will fidget or go downscale in tone when his
havingness drops an auditor can SEE when the pc's havingness is being lowered.
Because a pc will go anaten or start to grind into the process an auditor can
tell whether or not the pc feels his communication has been chopped. When
either happens the auditor should take action -- in the first instance by
shutting off the pc's outflow and getting to work and in the second instance
by making the pc talk out any fancied communication severance.
Participation in session by the pc is not something the auditor sees to
at the beginning of the session and then forgets for the rest of the
intensive. This step is continued throughout the intensive and is given as
much attention as any process being run at the time. The auditor's attention
is always therefore upon two things -- first the continued participation in
session and second the action of the process.
Grouped under this head we would also have ways and means of getting the
pc into session in the first place. An unconscious pc used to be an apparent
road block. A downtone, antagonistic, you-can't-help-me pc was also a rough
one. These two things are countered by always carefully starting a session and
following through on standard CCH 0.
It is as important to open a session with a baby or an unconscious person
as it is with any other preclear. It doesn't matter whether the pc is
answering up or not. It is only necessary to assume that the pc would answer
if he could answer and that the mechanics of voice and gesture are simply
absent from the answer. Therefore one always carefully starts every session,
paying attention to what is happening, where it is happening, who is there,
help, goals and problems. Obviously anaten or inability to control the body
are the present time problem of the unconscious person or the child. One can
actually audit this with a plain question and simply assume after a bit it has
been answered, then give the acknowledgement and ask another question just as
157
though the pc were in full vocal action. Auditors still fall for the belief,
very current, that "unconscious" people are unable to think or be aware in any
way. A thetan is seldom unconscious regardless of what the body is doing or
not doing.
PRESENT TIME PROBLEM is a highly vital point of PRECLEAR PARTICIPATION.
If a preclear is being nagged too thoroughly by a PT Problem auditing can
actually send him downhill if done without addressing the problem. A whole
intensive, even seventy-five hours can be wasted if the auditor does not clear
the PT PROBLEM.
The preclear generally doesn't know he has one which is nagging him, for
the rough PT Problems go into the apathy band and below into forgetfulness
rather rapidly. Therefore the auditor should ferret our the PT Problem with an
E-Meter. Adroit use of an E-Meter does not include evaluating for the preclear
but it certainly does include ferreting out PT Problems. The E-Meter is also
used for valences and sometimes psychophysical difficulties. (Auditor: Use
the word "psychophysical" rather than psychosomatic and stay out of a medical
field.)
THE RUNNING OF A PT PROBLEM today is the most. PT Problem, valences,
psychophysical ailments, all run beautifully with "Mock up something worse than
(terminal)" or "Invent something worse than (terminal)". To run this it is
necessary to isolate the TERMINAL most intimately connected with the PT
Problem (or the valence or psycho-physical difficulty). One then CLEARS THE
COMMAND (and you always better do that with any command) and lets go.
The whole idea of WORSE THAN is the whole of the dwindling spiral. People
who are "trying to get better" and "be more perfect" and "think the right
thought" lose all control of "getting worse", "being imperfect", and "thinking
the wrong thought". All these WORSE THANs are then left on automatic and we
arrive at something less than optimum. In fact we arrive with the dwindling
spiral. We also arrive with the "point of no return". We also arrive with the
declining ability to heal or get well. And we also arrive with old age.
After running "worse than" on the PT Problem, we proceed with other parts
of CCH 0. Clearing help will be found quite beneficial. But to get a pc to
participate who is downright ugly about it, running help is usually only a
partial solution. When these only ones get going they really snarl on the
subject of getting audited. Here CCH 1 is of benefit. No questions asked. But
this of course defeats the purpose of STEP ONE.
PARTICIPATION OF THE PC in the session is necessary in order to place the
pc somewhat at the cause point in the actual fact of auditing. This fits the
definition. You can always change a body or recover it from some illness by
auditing without much helping the pc himself. Therefore the pc, while under
auditor control, is still somewhat at cause what with comm bridges and
clearing commands, etc. But he is made to feel no bad effects from being AT
EFFECT if ample ARC is used. In other words, the pc can't be entirely at cause
in a session or he would be self-auditing, which isn't good, but he can be
salvaged from being a total effect by good ARC. When the ARC drops out that
DOES leave the pc at more or less total effect, a thing you have probably
noticed.
The things to be done in CCH 0 should be done thoroughly at intensive's
beginning and should be glanced at whenever a new session starts and should
get a bow when a new command is used. But all CCH 0 is is a collection of
mechanical aids to assist the pc's participation in the session and to assist
the auditor in ARC. Although CCH 0 must be used always, it is not a total
substitute for ARC.
The sum of CCH 0 is find the auditor, find the auditing room, find the
pc, knock out any existing PT Problem, establish goals, clear help, get
agreement on session length and get up to the first real auditing command. CCH
0 isn't necessarily run in that order and this isn't necessarily all of CCH 0,
but if any of these are seriously scamped, the session will somewhere get into
trouble.
When the participation of the pc ceases in a session, he must be gotten
back into session by any means and then participation is re-established. A pc
is never permitted to end a session on his own choice. He seeks to end them
when his participation drops out of sight.
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The trick question "What did I do wrong?" reestablishes ARC.
The problem of handling a pc who is not co-operative, who does not wish to
participate, is a highly special problem. In the first place it is the pc's
engrams that do not want to continue, in the second place it is the engrams
which are doing the talking. One ordinarily tackles this case with a formal
opening of session, brief but positive, and then sails in with CCH 0, just as
though the person were unconscious, which, of course, the person is.
Participation by an unconscious person, while covered above, requires the
additional refinement of technique. ONE MUST ALWAYS FIND SOMETHING THE
PRECLEAR CAN DO AND THEN BETTER THAT ABILITY. An unconscious person is usually
lying in bed. If not, the command must be varied to fit the environment. But
the best command is something like "You make that body lie in that bed." A
slightly upper grade process to a person sitting in a chair is "You seat that
body in that chair." In such cases a grip on the pc's hand and the use of a
slight squeeze each time the auditor acknowledges considerably speeds the
process.
There is another special case -- or maybe it isn't so special. There are
many people who cannot tackle a present time problem with a process. If the
auditor sought out a PT Problem and then ran "something worse than a related
terminal" or a "problem of comparable or incomparable magnitude" he would find
the pc digging in hard, unable to handle the process. Thus some judgment must
be used in such cases. Don't run a PT Problem on somebody in very bad shape
casewise.
There is an awful lot to know about starting sessions. The bad off case
and the case in very good condition alike require special handling. For the
case just mentioned who cannot handle a PT Problem with a process, there is
always locational (TR TEN). TR TEN will run a PT Problem or anything else if
slowly. Thus many a person with a PT Problem can only participate in a session
to the extent of TR TEN, "YOU notice that (object -- wall, floor, chair,
etc)." By introducing in the auditor's and pc's bodies as a couple of the
items being spotted along with everything else we eventually wind up with
"find the auditor, find the auditing room, find the pc". And we get there
without a PT Problem being in full bloom.
In running "You notice that object" there are some things that MUST be
observed. Most important of these is this one: ANY PROCESS WHICH TURNS ON A
SOMATIC MUST BE CONTINUED UNTIL IT NO LONGER TURNS ON SOMATICS. This is true
particularly of TR TEN, 8-C and TRIO. The case hangs right there until the
process is flat, whether in one day, one year or six. Another thing which must
be stressed is the inclusion of the auditor's and pc's bodies. Because some
pcs WHEN EXTERIORIZED snap back in when they see the body is no reason to
avoid it in TR TEN. Another thing is to make the pc use his eyes to view the
objects and if he doesn't turn his eyes toward them, then it is up to the
auditor to use manual direction of the head and even pry the eyes open. No
balks are ever permitted in auditing. If TR TEN is being run at a problem,
every now and then the auditor pauses and discusses the problem again with the
pc in order to keep it in restimulation until TR TEN can run it out.
The high case is a worse problem than auditors commonly believe. In the
first place a high case can "blow" a situation out of the bank with
considerable ease and if the auditor insists on sledge-hammering it out with a
process, then pc participation blows rather than a facsimile.
High case participation can also be misunderstood in that there are a lot
of cases that think they are high which aren't. Here's how you tell a real
high case from a bogus ("I can do everything") case. A thetan in good shape
can be cause. When he looks at something in the bank it becomes the effect. A
bogus high case can think anything he wants without anything having an effect
on the bank. You want to watch this point because here is the definition of OT
thoroughly at work. Pc at Cause. A case that has pictures and everything and
is impatient to get on with it BUT DOES NOT MARKEDLY ALTER THE BANK WITH
THINKING ALONE is not a high case but an old "wide open case" of Dianetic
days.
159
Two-way communication AS A PROCESS is the key to all this. If you put a
pc on an E-Meter and locate a present time charge, you can, if the pc can
somewhat handle his bank, get him to two-way comm the incident flat very
quickly -- in five or ten minutes at the most. This is all the process used.
It would take an actual E-Meter run to give you a full reality on this.
Here we are looking at the basic difference amongst cases. That
difference lies in the ability to knowingly CAUSE. Bodies are the same, they
all react alike. Banks differ only vaguely and only in content and
significance. Engrams are engrams and they all behave alike. There is only ONE
DIFFERENCE amongst pcs. We called this BASIC PERSONALITY in BOOK ONE. We can
be a lot more simple about it now that I have my teeth into the subject a few
more feet. The difference is DEGREE OF KNOWING CAUSABILITY. What do we mean by
CAUSE? The basic, old Scientology definition is still at work. CAUSE-DISTANCE-
EFFECT. Joe knowingly shoots Bill. Joe is at Cause, Bill is at Effect. Mary
gives John a present. Mary is at Cause, John is at Effect. Bill says Boo to
Joe. Bill is at Cause, Joe is at Effect. But when we introduce KNOWING CAUSE
and CAUSE AT WILL into this CAUSE-DISTANCE-EFFECT idea we see we have
something else added. The person at Cause is there because he knows he is
there and because he is willingly there. The person at Cause is not at Cause
because he does not dare be at Effect. He must be able to be at Effect. If he
is afraid to be at Effect, then he is UNwilling Cause and is at Cause only
because he is very afraid of being at Effect. Education can show a person he
can be at Effect without liability. Then he can be at Cause without HAVING TO
BE BECAUSE HE DOESN'T DARE BE AT EFFECT. Auditing in its whole operation is
teaching the pc this. Pc slides from terrified effect to tolerated effect to
knowing cause with regard to any incident he contacts IF HE IS AUDITED
PROPERLY. The pc who has to get rid of all his engrams because he has to get
rid of them because it's all too horrible winds up, with good auditing, into a
tolerance of the pictures since he has learned he can tolerate them and so can
swing around to Cause.
So we have this great difference in pcs. DEGREE OF KNOWING CAUSABILITY
is the extent that he is willing to be at Cause and the extent he is willing
to know he is at Cause plus the ability to cause things.
You will see this on an E-Meter in PT Problem handling. Bill has a PT
Problem. It drops a dial when first contacted. The auditor, using his
UNDERSTANDING of Scientology, two-way comms on it. The incident discharges and
no longer registers after a few minutes. Mary has a PT Problem. It drops
steeply on the E-Meter. The auditor tries to two-way comm on it. The charge
remains the same or Mary begins to disperse. She doesn't hold to the subject.
The auditor at length finds that two-way comm only serves to run down her
havingness. The charge remains on the meter dial. What is the difference
between Bill and Mary? Bill can be at knowing cause, Mary is either obsessive
cause or heavy effect. Bill can blow facsimiles. Mary cannot. On Mary the
auditor is very wise to enter upon TR TEN.
One version of TR TEN is called Short Spotting. "You notice that (nearby
object)." So long as the pc can see with his eyes the object or feel the
auditor's hand on it the process works. It is spotting right up close. If run
with mediumly near and far objects (such as the room wall) it is very
effective in getting a case going. It has given some cases their first reality
on auditing. BUT the rule still holds here about somatics. When a somatic is
turned on with a process, turn it off with that process. See Auditor's Code
13. This is entirely true of Short Spotting. In that it almost always turns on
somatics, when you start it, you have to flatten it and that's often lengthy.
Remember this about pc participation. A low case can't handle the bank,
therefore you keep high ARC and kid-glove him through a session. A very high
case doesn't need dynamite, therefore you retain his participation by going as
rapidly as you can. A medium, average case needs ARC, something of dynamite,
something of kid-gloves, something of two-way comm.
And IN ALL GOOD AUDITING CASES IMPROVE. Just because you start a pc low
doesn't mean he'll always stay low. Check the case often. See if his
CAUSABILITY is rising. If it isn't, he isn't improving and you better go
easier or
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heavier. PROBABLY when a case doesn't improve you didn't handle a PT Problem.
THAT IS THE ONLY THING WHICH CAN KEEP A CASE FROM GAINING. So check every
session for one.
There are probably thousands of ways to gain the participation of the pc,
there are probably thousands of ways to open a session. There are probably an
infinite number of tricky things you can do. However, this breadth of choice
should not obscure the following.
1. A pc who is not participating in the session is not at Cause.
2. An auditor who isn't able to maintain ARC, who isn't able to "Freeze"
a process for a short time, even a tone 40.0 process, and re-establish ARC,
will not get results.
3. The end-all of processing is the attainment of a goal, the goal of
OT. One always processes the problems and difficulties of the pc, he does not
process the process. Processes only assist in processing the pc. They will not
do anything by themselves. Processes are a road map to the goal of OT, they
are nothing in themselves. The target is the condition, the disabilities of
the pc. How one achieves the eradication of these difficulties is secondary to
the fact of their eradication. Scientology is a route attained after several
thousand years of no attainment by Man and the route is important and valuable
and must be travelled correctly, but the concern is the pc, not the route.
4. A new auditor can be adrift with his tools. He is uncertain as to what
he is attacking. He should have reality on engrams, locks, key-ins,
secondaries, the time track, the key buttons of Scientology such as
Communication, Control and Havingness. Given an understanding of all these and
the theory of Scientology itself he can almost pilot his way through a case
with two-way comm. But two-way comm will not work if one doesn't understand
all the above. So two-way comm is not conversation. The pc has had a few
trillion years of that and it hasn't made him well, so two-way highly
specialized thing, done with full understanding of the thetan, bank and body.
Good two-way comm means participation by the pc.
5. Scientology is a precise commodity, something like engineering. A pc
is a precise thing, part animal, part pictures and part God. We want the
ability to handle things and the God, and the less unthinking responses in the
pc, the be. Therefore a PC WHO ISN'T COGNITING regularly is being processed
beyond his ability to do and it is necessary to drop back downscale to find
something he CAN DO.
6. The golden rule of processing is to find something the preclear CAN
do and then to improve his ability to do it. At once you will have
participation. The highest ability one pc had was to get drunk: a resolution
of his case was entered upon by having him invent ways to get drunk.
7. The attention span of children and psychos is not necessarily a
factor since it is only the phenomena of dispersal against mental blocks,
keying in of incidents. The auditor can pay attention to it or not as he
likes. Short, regular sessions on people with limited attention span get more
gain per week than a steady grind since the participation is maintained.
8. The auditor remains at Cause in all sessions without forbidding the
pc to be at Cause. See the rules in DIANETICS: THE ORIGINAL THESIS.
L. RON HUBBARD
[Further material can be found in Scientology: Clear Procedure -- Issue One on
page 172. The above HCO B was reissued on 29 September 1970.]
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L. RON HUBBARD
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HGC PROCEDURE
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street N.W., Washington D.C.
HCO BULLETIN OF 7 DECEMBER 1957
HGC PROCEDURE
The following is laid down as an entirety of processing to be done in the
HGC in London. No other processes or variations are allowed.
GOAL: Operating Thetan.
DEFINITION: An Operating Thetan is one who can be knowingly at Cause over
Life, Matter, Energy, Space and Time.
CCH 0 in brief, find auditor, find pc, find auditing room, clear help and
goals. BUT IN THE MAIN HANDLE THE PT PROBLEM IF IT EXISTS. IF IT DOESN'T
EXIST do CCH 0 briefly and quickly and get on with the session.
It will be noted that giving pc's attention to auditing room or
environment can turn on a somatic after three or four commands. After one
command of "Have you got an auditing room," this becomes a process called
LOCATIONAL. If Locational turns on a somatic it must be run until somatic is
flat. Therefore the auditor has no business attempting Locational or getting
the pc involved unless he intends to do something about it.
PRESENT TIME PROBLEM
The pc is put on an E-Meter before PT Problem is discussed. When the
E-Meter has been adjusted (one third of a dial surge when pc squeezes cans)
the auditor asks if the pc has a present time problem. After a little
discussion of this, the needle may surge. If it does the auditor locates the
PT Problem's most intimate terminal and runs (with the pc still holding the
cans) "Invent something worse than (indicated terminal)" until the problem
flattens out on the dial. The auditor can ask for and run another PT Problem
or even three or four but always flattening down the surge of the needle. IF
THE PC IS 50% below the center line of the APA it is not safe to run
"Invent". Instead, without scouting around Invent but knowing the graph in
the first place, simply two way comms the problem and runs Locational until
the problem flattens out on the needle. The auditor does not begin with Invent
and then change his mind and run Locational. It is an either or. The auditor
starts with "Invent" or he starts with Locational and whichever he does he
does not change. IF LOCATIONAL TURNS ON A SOMATIC IT MUST BE RUN UNTIL
LOCATIONAL NO LONGER TURNS ON SOMATICS.
Once the PT Problem is flat the auditor puts away the E-Meter.
S-C-S STEPS
S-C-S begins with 8c of any kind. If 8c turns on a somatic it runs until
it no longer turns on somatics. 8c is run formal or tone 40.
Start is then run as per 1956.
Change is then run as per 1956.
Stop is then run as per 1956.
If each of these is flattened in turn it does not mean that S-C-S is
flat. It means
162
only that Start is probably unflattened. Thus one again runs Start after
Stop, runs Change after Start, Stop after Change until none of the three
unflatten the others.
More 8c can be run. There is no error in liberally running 8c which is,
after all, a more complicated Locational of a Short Spotting sort.
SPOTTING STEPS
Spotting itself is a broad process. Locational is only one of many
spotting processes. Spotting spots in the past, in space, in the present,
Short Spotting (Locational done up close) are all effective.
SPOTTING DEPENDS FOR ITS WORKABILITY ON THE DISLIKE OF A THETAN OF BEING
LOCATED. IT RUNS BEST, of course, WITH THE THETAN AT CAUSE DOING THE
SPOTTING.
Connectedness is the basic process on ASSOCIATION of Theta with Mest. All
forms and kinds of association including being caught in traps are prone to
become identifications as in Dianetics. Connectedness puts the thetan at cause
in making the Mest (or people when run outside) connect with him. The command
is "Get the idea of making (indicated object) connect with you." The auditor
points. The worse off a person is the less reality they have on far objects.
Havingness is a complicated Connectedness. Also a permissive one. Thus
Trio is above Connectedness and may be used when Connectedness is flat.
L. RON HUBBARD
LRH:-.rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
163
L. RON HUBBARD
Type = 31
iDate=15/12/57
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PROBLEMS: HANDLING AND RUNNING
P.A.B. No. 126
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scieniology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 December 1957
PROBLEMS: HANDLING AND RUNNING
Easily the most important process in Scientology is Problems of Comparable
Magnitude. It has no peers. We don't care how low a process runs, or how high
it runs. But nowhere in Scientology do we have a process which runs as high
and low as Problems of Comparable Magnitude.
Now that idea of span should be clearly understood by you. There are
processes which undoubtedly run lower or higher -- of this we are certain. But
no other process runs both so low and so high. The only thing necessary in a
"problem of comparable magnitude" is for the terminal selected to be real to
the preclear. Now that is a necessary condition for the running of it.
"Problems of comparable magnitude" become real only if the terminal or
terminals selected become real. That is the first condition. Where this
process breaks down, it is actually not being run, since Problems of
Comparable Magnitude by definition is a process which brings the preclear to
invent situations of similar importance to a given situation, and the given
situation must be composed of one or more terminals.
Now what do we mean by "terminal"? It would be any fixed mass utilized in
a communication system. Thus, you see, a man would be a terminal, but a post
could also be a terminal. Thus, a head could be a terminal, but so could a
hat. But between the two, we get a hat as questionable. It is questionable to
the degree that it has less mass, and is easily shed. Somewhere along the line
there is a border between a terminal and a condition. Now, we have to know
what a condition is.
A condition is a circumstance regarding a mass or terminal. When you are
asking for "problems of comparable magnitude," if you run them on conditions
you are calling for a circumstance or a problem comparable to a circumstance,
which doesn't have any fixed position and never did have any fixed position
and never did operate in any communication system, so you are describing a
description -- and there is nothing into which the preclear can get his teeth.
First we must conceive, then, a difference between a condition and a
terminal. That is quite important for you to conceive. If you can't conceive
the difference between a condition and terminal, why, you're in for it; this
technique will forever be beyond your grasp -- and that is a very easy thing
to conceive, however.
The light is on. Now, "on" is a circumstance regarding the light. So you
wouldn't run a "problem of comparable magnitude to "son," but you would run a
"problem of comparable magnitude to the light." Do you see that? It sounds
idiotic, but a lot of people miss this one. Let's take this now, and see that
there are masses, and all masses are only relatively fixed. Masses are masses,
and they are not, by the way, particles.
164
Masses are something that are shed from a thetan by mock-up, and particles are
something that are shed from masses. You don't run particles. So what we mean
as a terminal has a relatively fixed, identifiable, isolatable location in
space.
Now just why you don't run particles, just why you don't run "problems of
comparable magnitude" to words, just why you don't run "problems of comparable
magnitude" to conditions of one kind or another, that is best demonstrated by
your running it some time -- and that's a happy adventure for the auditor, not
the preclear. To make a real, sure-fire test, why, you should run something
like this: a problem of comparable magnitude to fancy words. Now that is
indefinite enough and up in the air enough.... You would shoot the bottom out
from your preclear fast enough.
The auditor to run this successfully must choose first and foremost a
terminal as his target -- not a condition. The next thing is to choose the
right terminal.
Now you must understand the procedure of running this technique. Now you
wonder why I'm stressing this. The most fabulous thing -- this technique can
go off the rails faster in auditing than any other technique I know anything
about. Now one of the things that is most remarkable about it is the auditors
do not accept from the preclear -- problems. In other words, an auditor who is
obsessively solving problems would have an awful time running this technique,
because he has to accept from the preclear a problem every time the preclear
answers the question. The way to run it is this: it actually requires about
three answers. You said, "Give me a problem of comparable magnitude to your
mother," and the preclear said, "The Atlantic Ocean." Now if the auditor said,
"Well how could that be a Problem to you?" you would get this oddity. The
preclear would say, "Well, the Atlantic Ocean overflowing its banks." Now, an
auditor who can't stand problems would accept this one as a problem -- but it
is a condition. The first thing the preclear gave was what he conceived to be
a comparable terminal, then he gave a condition. And only on another
repetition of "How could that be a problem to you?" would it come home to him.
But there was a problem involved with it -- "How could that be a problem to
you?" So the auditing commands are: "Give me a problem of comparable magnitude
to (a terminal)," "How could that be a problem to you?" and if necessary "How
could that be a problem to you?" and as many times as necessary to get the
preclear to finally dredge out the problem.
Unless the preclear can get that idea of a problem, the technique is
unworkable. The semantics of the thing may throw him. Therefore the command
could be cleared with some profit. The word that is liable to throw the
command is "problem," not "comparable magnitude," and because those are
polysyllabic you are liable to believe that on some preclears "comparable
magnitude" is where they will hang up, and this is not where they hang up.
The auditing of it must include another thing, and that is a feeling on
the part of the preclear himself figuring on it. This is evidently a necessary
part of the running. We say, "A problem of comparable magnitude to your
mother." The preclear says, "The Atlantic Ocean." We say, "How could that be a
problem to you?" The preclear says, "Oh, its overflowing its banks." And you
say, "All right, how could that be a problem to you?" He says, "Oh, I could
figure out some way to keep it from going over its banks." If you're not sure
yet, because you wouldn't be sure with that one, you say, "But how could that
be a problem to you?" or -- alternative command here -- "Can you get yourself
figuring how to do that?" He'll get that -- that's what you want. He's got to
get an idea of himself figuring it out. You want that included in the anatomy
of the running of it.
Now, an alternative command to all this is "incomparable magnitude," as I
have just mentioned. When you tackle something so huge, so formidable that it
would mean
165
a couple of hours' comm lag on the part of your preclear -- you see, he's
just this moment been informed that he is going to be electrocuted at dawn --
you want to desensitize him and blow him out of his head and leave them a dead
body, which would be a good joke -- something on this order, you see. You
realize that this problem could be huge. His fixation is unbelievably great.
It goes from horizon to horizon, down to the very center of the earth, and
fills the entire universe on the other side. And that's how big this problem
is. Now this technique of incomparable magnitude enters in at the bottom on
problems. If a person can't get a datum of comparable magnitude, why, what do
you suppose that you should do? Get a problem of incomparable magnitude. You
cannot evaluate on a single datum except by postulate. Of course, you yourself
should be in a condition whereby you simply say "That is important" or "That
isn't important" and that could then be the evaluation of any single datum.
But you would no longer be human. You are aware of the fact, by the way, that
you cannot be human and be right -- that is not possible. I have mentioned
that before.
Now here we have, then, a necessity to have evaluation by others.
Evaluation from other people. Now get this idea of the only-oneness of
problems or situations. When a person is no longer pronouncing the evaluation
of things in some grand and kingly style, when he has surrendered this in
order to have a more intricate and involved game, he then needs two data. It
requires a certain amount of experience of evil to experience good. And we get
some people who are around telling us how bad it all is, who have experienced
a great deal of kindness. This is a great oddity. You should look it over. All
you have to do is to restimulate the early goodness to slip into the
consequences of the later evil. Supposing somebody was just being filthy mean,
and we compliment him on his good heart, his love of his fellow men -- and
we'll watch him chuck his cookies. He's liable to fold right up in front of
you. You could restimulate such a thing into being until it collapsed and was
no longer a button.
We understand things when we are no longer evaluating by postulate, but
when we are being polite and evaluating by proof, by demonstration, we no
longer are able to accept an "only-one" thing. This is a bad thing because a
thetan is to a marked degree an "only-one" creature, and it restimulates his
own beingness. When he falls into the lower harmonics of his own beingness, he
comes to grief. All you've got to do is exaggerate being a thetan in any one
of its facets and you're in trouble. But now it doesn't say that you cannot
attain these things. I said the lower harmonics. How does he get to the lower
harmonics? By fixation. By fixations on various incidents, and certainly on
things which exist as "only-one." There is nothing else like it, so you can
never look away if you want to look at such a thing, you have to look at it.
And this becomes very bad ... very, very bad.
As a matter of fact it becomes very amusing when you have problems of
comparable magnitude, because a person is using when he runs this his desire
for evaluation, but he's putting evaluation on a cause basis, and you are
running off the highest logics in logic straight out of the bank. So a person
doesn't have to have beautiful sunshine in the streets in order to have a
beautiful day. Do you understand that? A person to a marked degree ceases to
be dependent upon his environment to give him pleasure or pain.
If you stand around and wait for something else to decide it is something
or other, you are in bad trouble. Now children do this -- do this to such a
marked degree that they don't even know how much pain is painful until they
ask Momma or ask Poppa. A child is dependent on exterior evaluation, and I've
seen a child go so far as not to eat ice cream. Why? "Ice cream's bad. I don't
like ice cream." I said, "What?" I was pretty fast on my feet as an auditor
and I said, "Who told you that?" "Oh...." "Well, who told you that?" I said.
"Ice cream's good." A horrible thing to do. I ran out the other person's magic
spell and ran my own in. Kids straightwire rather fast. You can straighten out
almost anything with a child if you straightwire them.
166
Thus we look over the situation and find out that an individual is made
to suffer by life to a degree that he is made to by life. Thus his evaluation
of life from himself as cause point, as an ability, is necessary to his
recovery. We find this under Problems of Comparable Magnitude. We could go off
and discuss the whole subject of logic, you realize, the second we say
comparable magnitude. I'm going to point your attention to the Prelogics, by
the way. I'm going to ask you to read those.
The only reason Problems of Comparable Magnitude works so well and easily
is that the individual puts certain things on automatic, which is to say he
will not take certain responsibilities for one side of a dichotomy. He
abandons all responsibility for evil. It's an interesting state of affairs,
because he becomes incapable of handling evil, and then goes on this one-two
basis of stimulus-response, and in his next life he's going to be totally
evil. He didn't take any responsibility for it, and it's going to eat him up.
You take enough responsibility for a lion, you'll dine on him -- every time.
There is an interesting experiment that you can perform yourself -- I
advise that you should perform this to have an understanding of responsibility
and automaticity, because automaticity and responsibility are nowhere more
necessary to understand than in Problems of Comparable Magnitude -- and that
is this: "Get the idea of the effort it took to make that wall." Get the idea
of anything in the line of effort and feel almost at once the overwhelming
irresponsibility concerning it. It could be an irresponsibility so great it
could make you practically ill.
If you wanted to be real mean to a preclear, not improve him
particularly, you could just ask him, "Give me an idea of the effort necessary
to make your case." He would be sitting right there in a total
irresponsibility for his case. His case is there, he's not responsible for
it. Now how do you recover his responsibility for anything? He has to be able
to handle it. Now you could put something on automatic, but usually when you
do you will sooner or later get into an irresponsibility for it, because
that's what automatic is. So we put something on automatic. Well, if we put
problems on automatic, then we ourselves become a problem eventually without
our consent. In other words we put problems on automatic, then we ourselves
become solution. And when we ourselves are in nothing but solution, the whole
world around us is nothing but problem and we're obsessively solution and all
the problems are automatic, we wind down faster than any other method I know.
We'll wind up being a problem, that's all. The whole Service Facsimile can be
summed up by just this one word -- solution. A Service Facsimile is a
solution. That's all. If you took over this automaticity of problems the
individual then could recover from his Service Facsimile. But remember that
you had better run terminals, not conditions.
What I have just been talking to you about solves in toto all of that
which we were going over in 1952 concerning Service Facsimiles -- and that is
quite a mouthful. If you do it this way, if you know how to do it, if you can
look over this whole thing and see quickly how it is done and why it is done,
and get it set and settled so you know what's going on with the preclear, then
you'll be able to handle chronic somatics directly. You will be able to handle
any dynamic directly.
L. RON HUBBARD
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L. RON HUBBARD
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PRESENT TIME PROBLEM
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street, N.W., Washington, D.C.
HCO BULLETIN OF 16 DECEMBER 1957
PRESENT TIME PROBLEM
The handling of a present time problem is relatively simple but requires
a certain deftness on an E-Meter.
DEFINITION: A present time problem is one which has its elements in the
material universe in present time, which is going on NOW, and which would
demand the preclear's attention to such an extent that he would feel he had
better be doing something about it rather than be audited.
EXAMPLE: Auditor locates girl friend as pt problem of pc. He runs problem
with "invent something worse", considers it flat, never looks at it again in
intensive. Girl friend calls up pc every night, invalidates him, finally makes
him so sick she carts him off in triumph to a hospital. BLUNDER: Auditor
tried to clear pt problem for the whole intensive, not at the beginning of
each session. BLUNDER: Auditor in this case went backtrack to a dead wife to
clean up charge.
A pt problem is cleaned up as itself only. One doesn't backtrack to get
why the pc has such a problem when doing CCH 0.
A pt problem is checked at the beginning of every session -- and if there
is a break at noon, is cleaned up also at the beginning of the afternoon
session.
A pt problem doesn't always bop on the meter at the first question. The
auditor has to spend a little time asking around and making sure. Then he
audits it on if it falls under above definition of pt problem.
THINGS TO AUDIT PT PROBLEM WITH: A very bad off case: TR Ten and if it
turns on a somatic, flatten TR TEN "YOU notice that object." An average case:
Isolate the terminal most closely associated with the problem and run "Invent
something worse than (terminal)" and then flatten it off with "Invent a
problem of comparable magnitude to (terminal)." Also can be run "Spot where
(terminal) is now. Okay. Spot where you are now. Okay." A very easy case: Two
way comm about the problem and terminals, getting pc to cognite, until the
charge is gone.
Where the PT PROBLEM is pain in some member of the body, the auditor can
run "Recall an unwanted (member that hurts)." And when that has been run for a
few cycles from present to past, "Recall a lost (member that hurts)." (Always
run lost and unwanted in the same session and for the same length of time.)
Short spotting will also relieve a pain but is rough on the pc unless wholly
flattened and run along with medium and long spotting.
L. RON HUBBARD
LRH:vbn. rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
168
L. RON HUBBARD
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PSYCHOSIS, NEUROSIS AND PSYCHIATRISTS
HUBBARD COMMUNICATIONS OFFICE
23 Hancock Street, Joubert Park, Johannesburg
HCO BULLETIN OF 18 DECEMBER 1957
PSYCHOSIS, NEUROSIS AND PSYCHIATRISTS
An auditor who does not understand the true character of neurosis and
psychosis is likely to find himself trying to understand neurotics and
psychotics and psychiatrists and to the degree of that un-understanding could
become the effect of these.
If we examine the definition for operating thetan we find his highest
capability is knowing and willing cause. This should tell us at once that the
definition of neurosis and psychosis would be unknowing and unwilling effect,
and this is the actual definition of either.
Neurosis and psychosis are different only in degree of singleness of
effect. A neurotic is the subject of one or more unknown causes to which he is
the unwilling effect -- but he can still function to some degree, which is to
say he can still be cause in other lines. A psychotic is the complete subject
of one or more unknown causes to which he is the unwilling effect and any
effort on his part to be cause is interfered with by the things to which he is
the effect; in other words, a psychotic's outflow is cut to zero by the
inflow.
Now let us examine the potential number of neuroses and psychoses in the
light of the above definitions. How many aspects are there to a life unit,
which is to say, a thetan? Perhaps the number is infinite but at least we can
say the number of aspects is very large. There are no additional aspects in
this or any other universe. In other words when you examine the aspects or
abilities of a basic life unit you have examined all the aspects or abilities
there are in a universe. There aren't any left over. Even if you include gods
in every universe you will see that you have not escaped the potentialities of
life units.
All the aspects and abilities there are are the aspects and abilities of
a thetan. The only thing that can be done with these aspects or abilities is
included, at least in this universe, in the formula of cause and effect. Take
one ability and add to it the idea of cause and effect of the more simple
variety CAUSE, DISTANCE, EFFECT, fix it so it can never be flowed against by
anything else and we have a source of neuroses. Now take a being at the effect
point of this flow. If this being is the effect point of a flow he can never
flow back against, we have here what we could carelessly call a neurosis. But
there is no other qualification for this neurosis than that it be unwillingly
received and unknown. Therefore a known "stuck flow" at a person which he is
not unwilling to receive does not cause a neurosis. Now as we make this "stuck
flow" unwillingly received, then unknown, and make it so that it bars out all
back flows of whatever kind on any subject then we have psychosis.
As there are no other aspects than those of a thetan, we see at once that
all neuroses and psychoses are EXAGGERATED, CONCENTRATED ABILITIES. The
recipient, still trying to be cause, transfers himself to a false cause
point. We call this dramatization. He seeks to do only the ability and no
other. We have then a psychosis. As he can do no other thing, because he is
really unwilling and unknowing EFFECT seeking to be CAUSE by DRAMATIZING the
EFFECT, he loses all the abilities but this one ability. This makes a peculiar
and lopsided personality. People object to it partially because it is false
cause and partially because it denies society all the other social abilities
of the person. The psychotic himself is insufficiently willing or knowing
about it to object to it.
Thus we have the standard Scientology method of eradicating one of those
169
psychoses or neuroses. Actually we don't even use these words or admit them
as any kind of irreparable state. We are not in such a business. We say we
must find something the preclear can do and then improve it. Let us say that
we find something the preclear can do knowingly and willingly and have the
preclear do it to improve it. All you have to do is get him to reach toward
the source of the CAUSE of his condition. The lowest level cause of any
difficulty is MEST, therefore the objective processes of Trio, locational, 8c,
etc, work uniformly well since anybody here is to some degree the unwilling
and unknowing effect of this universe.
Now where does the psychiatrist come into this? And why is he a bad
fellow to have around in the society? Well in the first place, he is cognizant
only of insanities. As every insanity is only an exaggerated and concentrated
ability the psychiatrist can see in every ability an insanity.
There are no other aspects or abilities than those of a thetan. Any one
of these can pressure, as detailed. above, into an insanity. A psychiatrist or
any other person totally associated with insanity then sees all abilities as a
parade of insanities. Only where abilities are several and performed socially,
not antisocially, do we have sanity. The psychiatrist never, or rarely,
inspects the sphere of sanity. To him, all things then, add up to madness,
since every madness is compounded of abilities (disarranged as above).
Let us see a good example of this. "A" is a fine statesman. He plays
polo, has a satisfied wife, collects old cars, can do a good job of work as a
carpenter, a fisherman and an ice skater. He reads detective stories and plays
good poker. He is working on a plan privately to disentangle the Middle East
and assist France. One day he is at his club and he is joined by "B". "B" is a
political dilettante. He spends most of his money on maps and treatises about
the Middle East. He cannot ride, sing or work and his family life is in ruins.
He is obviously a neurotic at best. His ideas are disassociated, impractical
but loud. Everyone at the club except "B" knows "B" is a poor risk.
"A", the sane, versatile man, hears "B", the neurotic, sounding off about
the Middle East and saving France and how only "B" could accomplish this. "A",
knowing "B's" character, BEGINS TO WONDER IF HE IS CRAZY BECAUSE HE IS
INTERESTED IN THE MIDDLE EAST. In such a way, and in any line, the psychotic
or neurotic is a sort of mockery of the sane ability.
Now, as an authority on man and insanity (but not an authority on sanity
as is a Scientologist) the psychiatrist, studying insane people runs across
"B". He classifies "B" as a save-the-world type and notes that "B" is fixated
on France and the Middle East. Shortly thereafter the psychiatrist is called
upon to render a decision about "A". He looks in his book, finds "A" is trying
to do something about France and the Middle East and, of course classifies "A"
as insane.
Another case. George loves Norma. Norma is at first very impressed. George
works hard, likes to hike, has some property he is fixing up at week-ends. Now
along comes Oswald. Oswald says he loves Norma. Oswald says he is mad about
Norma. This is, of course, the case. Oswald has big ideas but no job, wouldn't
walk out of the building if it was on fire, gets rid of every piece of real or
personal property that comes his way. George knows Oswald is "nutty". Oswald
loves Norma. George begins to think he, George, must be crazy to love Norma
because Oswald does.
As an authority on twisted and insane love, but not an authority on love,
the psychiatrist examining Oswald finds he loves Norma's type of girl. Later,
examining George, the psychiatrist finds that George is crazy because he loves
the type of girl Norma is. Well, that's an exaggeration but you see where it
goes. The psychiatrist, having noted that love was pretty well flung about in
the insane wards, leaps to the conclusion that all love is insane because it
is so common in the wards and founds in a flash of inspiration psychoanalysis
which says all insanity derives from love.
We are held to mockery in all our loves and dreams by the neurotic and
psychotic who specialize in mishandling these dreams and loves. And so the
world goes mad.
170
It is not safe to have experts on insanity who are not also experts on
sanity. Such persons as those who know only the insane eventually judge that
everything man can do is insane and that all men are mad and then we get a
society devoted entirely to the support of asylums until it is at last only an
asylum itself.
The auditor should understand the mechanism behind neurosis and
psychosis. He should draw it out for himself on a graph, showing cause and
effect. He should understand that mechanism because it is the ONLY THING
THERE IS TO UNDERSTAND about neurotics and psychotics, for all else they do is
gibberish and un-understandable.
If he truly understands this mechanism in all its phases then neurosis and
psychosis can never make him an effect point and he can audit them with ease
when he has to step out of character that far.
If the Scientologist thoroughly understands that the downfall of
psychiatry which is now occurring came about because the psychiatrist never
understood sanity then we won't have any future specialists in insanity beyond
these data.
Society has long suspected versatility and the man of many skills. We
should have realized there was something right with him.
L. RON HUBBARD
LRH:-.rd
Copyright $c 1957
by L. Ron Hubbard
ALL RIGHTS RESERVED
[PAB 144, Psychosis, Neurosis and Psychiatrists, 15 September 1958, is taken
from this HCO B.]
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L. RON HUBBARD
Type = 0
iDate=0/12/57
Volnum=0
Issue=1
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Scientology: Clear Procedure
Issue One
Scientology: Clear Procedure
Issue One
December 1957
L. Ron Hubbard
GOAL:
To obtain the state of clear in individuals.
DEFINITION OF A CLEAR:
A thetan who can knowingly be at cause over Life, Matter, Energy, Space
and Time, subjective and objective.
This is a working definition. Self-determinism and knowledge that he
himself can be at cause point are then primary targets.
Minimum Requisite for Auditor in Using These Techniques:
A Validated Hubbard Professional Auditor Certificate.
INTRODUCTION
I have been at work for seven years to produce a series of techniques
which any well trained auditor can use to clear people. We now have them.
I am truly sorry that this took seven years. Actually, it took more than
twenty-five.
Under other "systems of research" it could not have been done. It was
financed at first by my writings and expeditions. Some 15,000,000 words of
fact and fiction articles ranging from political articles to westerns were
consumed in a large part by this research -- but it was free to act if not
free from sweat.
No bullying dictator wanted it for his mass slaveries as happened to poor
misguided Pavlov. No big corporation wanted it for a better Madison Avenue
approach to advertising -- another kind of slavery. No big RESEARCH FOUNDATION
like Ford was there to interject their "America First" philosophy. These had
not paid for it; therefore they didn't own it. The work stayed free. Thus it
prospered. It did not wither in support of some aberrated "cause." It bloomed.
But the violence of protecting this work while continuing it took a toll
nevertheless. Special interests believed it must be evil if they did not own
it. Between 1950 and 1956, 2,000,000 traceable dollars were spent to halt this
work. Newspaper articles, radio ads (as in Seattle from the University of
Washington), bribed "patrons," financed "patients" all cost money. You hear
the repercussions of this campaign even today.
Money could not stop this work by then. It was too late. If anything had
been wrong with our organizations, my character, our intentions or abilities
the whole advance would have crumbled. But we had no Achilles' heels. We
carried on. All that has survived of this attack by the two APAs, the AMA and
several universities is a clutter of rumors concerning your sanity and mine --
and rumors no longer financed will some day die.
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And so the work has emerged free of taint and misguided slants. It is
itself. It does what it says it does. It contains no adroit curves to make one
open to better believing some "ism." That makes it singular today in a world
gone mad with nationalism. Buddhism, when it came to the millions, was no
longer free of slant and prejudice. Taoism itself became a national jingoism
far from any work of Lao-Tze. Even Christianity had its "pitch." And if these
great works became curved, with all the personal force of their creators, how
is it that our little triumph here can still be found in a clear state?
Well, no diamonds and palaces have been accepted from rajahs, no
gratuitous printing of results has been the gift of warlords, no testament had
to be written 300 years after the fact.
For this we can thank Johann Gutenberg, and the invention of magnetic
tape.
Therefore, although we have no such stature as the Great Philosophies, I
charge you with this -- look to source writings, not to interpretations. Look
to the original work, not offshoots.
If I have fought for a quarter of a century, most of it alone, to keep
this work from serving to uphold the enslavers of Man, to keep it free from
some destructive "pitch" or slant, then you certainly can carry that motif a
little further.
I'll not always be here on guard. The stars twinkle in the Milky Way and
the wind sighs for songs across the empty fields of a planet a Galaxy away.
You won't always be here.
But before you go, whisper this to your sons and their sons -- "The work
was free. Keep it so."
SUMMARY
STEP ONE: Establish participation in session of pc. Do not here or
anywhere else neglect this factor. Maintain always ARC. Pc must to some degree
be at cause with regard to session if only by wanting it or some result of it,
or to escape some elsewhere consequence. This step is CCH 0 but it is run only
to establish the thetan to some degree at cause with regard to the whole
session. This must be improved throughout the intensive. Applies even to dead
pcs.
STEP TWO: Establish obedience of some part of the auditing room to the pc.
Here he must begin at some level of knowingness. He must KNOW that he himself,
when ordered to do so, can gain some compliance on the part of the auditing
room. This includes his own body. Thus we get "You seat that body in that
chair. Thank you." "You make that body continue to lie in that bed. Thank
you." We also get CCH 1. And we get a very important but neglected process run
with two objects wherein the pc himself is ordered to keep one then the other
from going away (alternately), hold it still, make it more solid, all with two
objects. Stress is on YOU do it.
STEP THREE: Establish control of pc's body by pc. Here we have CCH 2, but
we also have an even more important series of processes, S-C-S in all their
ramifications on the body. Here is pc at cause with regard to body. It is
expected that lots of S-C-S will be run on pcs.
STEP FOUR: Make pc even more conscious of auditor and place him somewhat
at cause with ARC. The mechanical steps of this are CCH 3 and CCH 4 but these
steps are only valid if they heighten ARC and make the pc decide HE did it.
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STEP FIVE: Establish pc as cause over Mest by establishing pc's ideas as
cause over Mest. Here, running these, we again emphasize YOU DO IT. The basic
process of this is CONNECTEDNESS with the PC doing the connecting. Control
Trio, Trio, Look around here and tell me what part of the environment you
would be willing to be responsible for. You look, You connect, You make.......
Alter the old commands to put pc at cause point in doing these.
STEP SIX: Establish pc's control over Mest subjective. Creative
Processes, Recall Unwanted and Lost Objects. Then and Now Solids. First step
on this in some cases is conquering black "field" and invisible "field." This
is done by a repair of havingness over black masses and then invisible masses,
run even if pc goes unconscious. When field is cleared up, start on a gradient
scale of mock-ups and get pc able to mock things up. Then run "Keep it from
going away" until flat on mock-ups. Then run "Hold it still" on mock-ups. Then
run "Make it more solid" on mock-ups. All this until pc really has fine, solid
mock-ups. Typical command, "Mock up a _____ and keep it from going away.
Thank you." RULE: A PC'S FACSIMILES ARE NOT STORED, THEY ARE MADE IN THE
INSTANT AND UNMADE BY THE PC, therefore remedy of mock-ups AND THEIR
PERSISTENCE is actually a direct route to clear and winds up with no obsessive
mock-up making (which we call a bank). A valuable side process here: "Decide
to make a mock-up. Decide that will ruin the game. Decide not to do it." Also
this one, "Decide to make a mock-up everyone can see. Decide that would ruin
the game. Decide not to do it." A TOTAL REMEDY OF MOCK-UPS WOULD MAKE A BOOK
ONE CLEAR.
STEP SEVEN: Establish pc's control over his "bank." "Mock up a facsimile
and (keep it from going away, and when that is flat, hold it still, and when
that is flat, make it a little more solid)." Run this alternately with "Mock
up that wall (keep it from going away, hold it still, make it a little more
solid)." Run the "Keep it from going away" on a facsimile one command, then
the wall one command, until flat, then shift to "Hold it still" same way, then
shift to "Make it more solid," same way.
STEP EIGHT: Make some Time.
AUDITING TRUTHS:
ARC breaks must all be repaired thoroughly. ARC Must Be Maintained.
There is no real liability to a pc in this universe except one:
becoming total subject of Mest.
Life versus Life, no liability. Life via Mest versus Life, some
liability. Life versus Mest, total liability.
A pc must be kept at Cause as much as possible.
An Intensive in Brief for Practical Use
Begin by carefully easing the pc into session with CCH 0 but don't talk
too much or permit him to talk too much as you will as-is his havingness.
Establish control of a room object with "You make that chair sit on the
floor."
Get wheeling with S-C-S and run it up to Stop-C-S.
Run Connectedness inside the auditing room and then outside with "You make
that _____ connect with you." or "You look around here and tell me something
you could have." Or, "You look around here and tell me something you could be
responsible for."
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Run an engram or do Then and Now Solids and put pc at cause with regard to
facsimilies.
If you have any time left, do it all over again.
DEFINITIONS, GOALS
There are three possible goals in processing a preclear. The first of
these is Mest Clear. The second is Theta Clear. The third is Operating Thetan.
By Mest Clear is meant a BOOK ONE CLEAR. Here we defined clear in terms of
facsimilies. This is a rather simple mechanical definition. It said in effect
that so far as human beings were concerned our preclear finally arrived at a
point where he had full color-visio-sonic, had no psychoses or neuroses and
could recall what had happened to him in this lifetime. This is almost a baby-
talk sort of clear. It pays no heed at all to identification with a body and
it has nothing to do with ability. Today, by running Creative Processes (four
years old!) we can turn on visible facsimiles and weed out the bottom spots of
operations and what not. This is actually a rather easy goal. Somehow I've
never given a real tight procedure for achieving it even though the essence of
the processes has been around for a very long time. COMPLETING STEP SIX OF
CLEAR PROCEDURE IN FULL GIVES US A MEST CLEAR.
By Theta Clear is meant a Clear obtained by Clear Procedure as is being
delineated in this regimen. The main trouble is, amusingly, trying to reach
Mest Clear without running into Theta Clear. I personally don't believe now
that it can be done without actually shoving the pc back in his head every
time he pops out. Thus the goal of this procedure is actually THETA CLEAR.
This is what we mean then when we say "clear." We mean a Theta Clear.
By Operating Thetan we mean Theta Clear PLUS ability to operate
functionally against or with Mest and other life forms. For the first time we
have here the matter of ABILITY. An Operating Thetan is not an absolute term.
Theta Clear is a more absolute term than Operating Thetan. An Operating Thetan
is a Theta Clear (not a mystical mystic out on an inversion) who can also do
something.
Thus we have two goals which contain no ambition to accomplish anything
and one goal which contains much ambition. Now here is another puzzle in
definitions. Which is highest, the Theta Clear or the Operating Thetan? Well,
the answer to that is not what we used to think. As DOINGNESS is not really at
the top we find that we will probably make an Operating Thetan before we
achieve Theta Clear for a Theta Clear would probably not be much interested in
operating. Therefore, we see the actual goal we are trying to reach, no matter
in which limited sense, is Operating Thetan.
Operating Thetan is then a highly variable goal. A thetan who can move in
and out of a body is actually operating somewhat but he is not really a Theta
Clear since a Theta Clear, in its highest sense, means no further dependency
upon bodies.
The goals of the auditor, therefore, do not rack up one, two, three, Mest
Clear, Theta Clear, Operating Thetan. They actually stack up on a very
gradient scale between thetan inoperative and a thetan who can operate. The
auditor is therefore seeking to reach with the pc a state wherein the pc can
function. At no time does the auditor suddenly arrive with a pc in a startling
new shiny state all of a sudden that can be called a certain thing. In that
pcs often expect this suddenly bursting "into the light" the auditor is
subject to disappointment when he has actually achieved an enormous gain for
the pc. In other words, pcs gain on a smooth gradient scale and do not
suddenly become something.
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These is only one point on the road up where something does happen and
that is exteriorization. When the pc exteriorizes for the first time he feels
there must be a cause for rejoicing and has the idea he has gotten somewhere.
Well, in fact you could achieve the same result by hitting him over the head
with a club. He would exteriorize. The point is not exteriorizing the pc but
cutting down his dependency upon a body. A pc who exteriorizes and is not
carried right on with the same process that sprang him out of his head until
it is flat will go back into his head in an hour or a week and will be harder
to dig out the next time.
In other words, this point of exteriorization does happen and does mean
to the pc that he is himself. But it shouldn't mean very much to an auditor
beyond his noticing that this phase has been entered in the case. For in truth
thetans don't stay out of their bodies very long if they are not in good
shape. Thus exteriorization means less than ability to act, to live, to be and
do. The attention of the auditor should be upon the increasing ability of the
pc to handle life, not upon the distance the pc gets from his body. Is that
clear? Well, it tells us that arriving at a state of Clear is easy if that
means stable outside and that any state of betterment on the road to Operating
Thetan is an honest achievement.
Thus an auditor should at all times go toward the state of Operating
Thetan and should not be mixed up in the oddities of exteriorization for a day.
HGC Clear Procedure goes straight toward exteriorization and achieves it.
But it also goes straight toward increasing ability to handle life. The latter
is the auditor's best goal. The auditing goal should go in the same direction
as this new definition for Operating Thetan.
An Operating Thetan can be at cause knowingly and at will over Life,
Matter, Energy, Space and Time, subjectively and objectively.
This Action Definition of Operating Thetan is the true goal of the
auditor and if followed with complete understanding will achieve the best
possible results.
In this discussion of goals and definitions, I am telling you cleanly
that the goals of Mest Clear and Theta Clear are not worth following from the
auditor's standpoint. You can let pcs think what they will about them. The
only goal worthy of the auditor's time WHATEVER THE STATE OF CASE OF THE PC is
Operating Thetan. To achieve one on any subject it is only necessary to place
the pc to some degree at willing and knowing cause point with regard to that
subject. All the steps of HGC Clear Procedure are leveled at Operating Thetan.
But you need not tell your pc that. You can use the words RELEASE, MEST CLEAR,
THETA CLEAR or any other if you like. Just remember there is only one payoff
goal and that is Operating Thetan.
MEST CLEAR: Can see facsimiles with sonic present lifetime, has no
psychoses or neuroses. Upper part of APA (in UK OCA) graph. Above 135 IQ.
THETA CLEAR: Can exist knowingly independent of bodies.
RELEASE: Average a third of a graph higher than first test, above 115 IQ.
OPERATING THETAN: Can be at Cause knowingly and at will over Life, Matter,
Energy, Space and Time, subjectively and objectively.
STEP ONE
Participation in Session by the Pc
We have long known that ARC was important. Just how important it is was
established by some tests I made in London in 1956 wherein every time the pc
showed
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any restlessness or other signs of loss of havingness, instead of remedying
havingness I carefully searched out any fancied break of ARC and patched it
up. The "loss of havingness" vanished. In other words, loss of ARC is even
more important than loss of havingness since a repair of ARC restores
havingness. Lack of havingness is only one symptom of a lack of communication.
There are two ways an auditor, according to long practice, can err. One
of these is to permit two-way communication to a point where the pc's
havingness is injured. The other is to chop communication to such a degree
that havingness is injured. There is a point past which communication is bad
and short of which lack of communication is bad. Here we have auditor judgment
at play. Because the pc will fidget or go downscale in tone when his
havingness drops, an auditor can SEE when the pc's havingness is being
lowered. Because a pc will go anaten or start to grind into the process an
auditor can tell whether or not the pc feels his communication has been
chopped. When either happens the auditor should take action -- in the first
instance by shutting off the pc's outflow and getting to work and in the
second instance by making the pc talk out any fancied communication severance.
Participation in session by the pc is not something the auditor sees to
at the beginning of the session and then forgets for the rest of the
intensive. This step is continued throughout the intensive and is given as
much attention as any process being run at the time. The auditor's attention
is always therefore upon two things -- first the continued participation in
session and second the action of the process.
Grouped under this head we would also have ways and means of getting the
pc into session in the first place. An unconscious pc used to be an apparent
roadblock. A downtone, antagonistic, you-can't-help-me pc was also a rough
one. These two things are countered by always carefully starting a session and
following through on standard CCH 0.
It is as important to open a session with a baby or an unconscious person
as it is with any other preclear. It doesn't matter whether the pc is
answering up or not. It is only necessary to assume that the pc would answer
if he could answer and that the mechanics of voice and gesture are simply
absent from the answer. Therefore one always carefully starts every session,
paying attention to what is happening, where it is happening, who is there,
help, goals and problems. Obviously anaten or inability to control the body
are the present time problem of the unconscious person or the child. One can
actually audit this with a plain question and simply assume after a bit it has
been answered, then give the acknowledgment and ask another question just as
though the pc were in full vocal action. Auditors still fall for the belief,
very current, that "unconscious" people are unable to think or be aware in any
way. A thetan is seldom unconscious regardless of what the body is doing or
not doing.
PRESENT TIME PROBLEM is a highly vital point of PRECLEAR PARTICIPATION.
If a preclear is being nagged too thoroughly by a PT problem auditing can
actually bend him downhill if done without addressing the problem. A whole
intensive, even seventy-five hours can be wasted if the auditor does not clear
the PT PROBLEM.
The preclear generally doesn't know he has one which is nagging him, for
the rough PT problems go into the apathy band and below into forgetfulness
rather rapidly. Therefore the auditor should ferret out the PT problem with an
E-Meter. Adroit use of an E-Meter does not include evaluating for the preclear
does include ferreting out PT problems. The E-Meter is also used for valences
and sometimes psychophysical difficulties. (Auditor: Use the word
"psychophysical" rather than psychosomatic and stay out of a medical field.)
THE RUNNING OF A PT PROBLEM today is the most. PT problem, valences,
psychophysical ailments, all run beautifully with "Mock up something worse than
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(terminal)" or "Invent something worse than (terminal)." To run this it is
necessary to isolate the TERMINAL most intimately connected with the PT
problem (or the valence or psychophysical difficulty). One then CLEARS THE
COMMAND (and you always better do that with any command) and lets go.
The whole idea of WORSE THAN is the whole of the dwindling spiral. People
who are "trying to get better" and "be more perfect" and "think the right
thought" lose all control of "getting worse," "being imperfect" and "thinking
the wrong thought." All these WORSE THANS are then left on automatic and we
arrive at something less than optimum. In fact we arrive with the dwindling
spiral. We also arrive with the "point of no return." We also arrive with the
declining ability to heal or get well. And we also arrive with old age.
After running "worse than" on the PT problem, we proceed with other parts
of CCH 0. Clearing help will be found quite beneficial. But to get a pc to
participate who is downright ugly about it, running help is usually only a
partial solution. When these only ones get going they really snarl on the
subject of getting audited. Here CCH 1 is of benefit. No questions asked. But
this, of course, defeats the purpose of STEP ONE.
PARTICIPATION OF THE PC in the session is necessary in order to place the
pc somewhat at the cause point in the actual fact of auditing. This fits the
definition. You can always change a body or recover it from some illness by
auditing without much helping the pc himself. Therefore, the pc, while under
auditor control, is still somewhat at cause, what with comm bridges and
clearing commands, etc., but he is made to feel no bad effects from being AT
EFFECT if ample ARC is used. In other words, the pc can't be entirely at cause
in a session or he would be self-auditing, which isn't good, but he can be
salvaged from being a total effect by good ARC. When the ARC drops out that
DOES leave the pc at more or less total effect, a thing you have probably
noticed.
The things to be done in CCH 0 should be done thoroughly at intensive's
beginning and should be gianced at whenever a new session starts and should
get a bow when a new command is used. But all CCH 0 is is a collection of
mechanical aids to assist the pc's participation in the session and to assist
the auditor in ARC. Although CCH 0 must be used always, it is not a total
substitute for ARC.
The sum of CCH 0 is find the auditor, find the auditing room, find the
pc, knock out any existing PT problem, establish goals, clear help, get
agreement on session length and get up to the first real auditing command. CCH
0 isn't necessarily run in that order and this isn't necessarily all of CCH 0,
but if any of these are seriously scamped, the session will somewhere get into
trouble.
When the participation of the pc ceases in a session, he must be gotten
back into session by any means and then participation is re-established. A pc
is never permitted to end a session on his own choice. He seeks to end them
when his participation drops out of sight.
The trick question "What did I do wrong?" re-establishes ARC.
The problem of handling a pc who is not cooperative, who does not wish to
participate, is a highly special problem. In the first place it is the pc's
engrams that do not want to continue, in the second place it is the engrams
which are doing the talking. One ordinarily tackles this case with a formal
opening of session, brief but positive, and then sails in with CCH 0, just as
though the person were unconscious, which, of course, the person is.
Participation by an unconscious person, while covered above, requires the
additional refinement of technique. ONE MUST ALWAYS FIND SOMETHING THE
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PRECLEAR CAN DO AND THEN BETTER THAT ABILITY. An unconscious person is
usually lying in bed. If not the command must be varied to fit the
environment. But the best command is something like "You make that body lie in
that bed." A slightly upper grade process to a person sitting in a chair is
"You seat that body in that chair." In such cases a grip on the pc's hand and
the use of a slight squeeze each time the auditor acknowledges considerably
speeds the process.
There is another special case -- or maybe it isn't so special. There are
many people who cannot tackle a present time problem with a process. If the
auditor sought out a PT problem and then ran "something worse than a related
terminal" or a "problem of comparable or incomparable magnitude" he would find
the pc digging in hard, unable to handle the process. Thus some judgment must
be used in such cases. Don't run a PT problem on somebody in very bad shape
casewise.
There is an awful lot to know about starting sessions. The bad-off case
and the case in very good condition alike require special handling. For the
case just mentioned who cannot handle a PT problem with a process, there is
always locational (TR TEN). TR TEN will run a PT problem or anything else if
slowly. Thus many a person with a PT problem can only participate in a session
to the extent of TR TEN, "YOU notice that object (wall, floor, chair, etc.)."
By introducing in the auditor's and pc's bodies as a couple of the items being
spotted along with everything else we eventually wind up with "find the
auditor, find the auditing room, find the pc." And we get there without a PT
problem being in full bloom.
In running "You notice that object" there are some things that MUST be
observed. Most important of these is this one: ANY PROCESS WHICH TURNS ON A
SOMATIC MUST BE CONTINUED UNTIL IT NO LONGER TURNS ON SOMATICS. This is true
particularly of TR TEN, 8-C and TRIO. The case hangs right there until the
process is flat, whether in one day, one year or six. Another thing which must
be stressed is the inclusion of the auditor's and pc's bodies. Because some
pcs WHEN EXTERIORIZED snap back in when they see the body is no reason to
avoid it in TR TEN. Another thing is to make the pc use his eyes to view the
objects and if he doesn't turn his eyes toward them, then it is up to the
auditor to use manual direction of the head and even pry the eyes open. No
balks are ever permitted in auditing. If TR TEN is being run at a problem,
every now and then the auditor pauses and discusses the problem again with the
pc in order to keep it in restimulation until TR TEN can run it out.
The high case is a worse problem than auditors commonly believe. In the
first place a high case can "blow" a situation out of the bank with
considerable ease and if the auditor insists on sledge-hammering it out with a
process, then pc participation blows rather than a facsimile.
High case participation can also be misunderstood in that there are a lot
of cases that think they are high which aren't. Here's how you tell a real
high case from a bogus ("I can do everything") case. A thetan in good shape
can be cause. When he looks at something in the bank it becomes the effect. A
bogus high case can think anything he wants without anything having an effect
on the bank. You want to watch this point because here is the definition of OT
thoroughly at work. Pc at Cause. A case that has pictures and everything and
is impatient to get on with it BUT DOES NOT MARKEDLY ALTER THE BANK WITH
THINKING ALONE is not a high case but an old "wide open case" of Dianetic days.
Two-way communication AS A PROCESS is the key to all this. If you put a
pc on an E-Meter and locate a present time charge, you can, if the pc can
somewhat handle his bank, get him to two-way comm the incident flat very
quickly -- in five or ten minutes at the most. This is all the process used.
It would take an actual E-Meter run to give you a full reality on this.
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Here we are looking at the basic differences amongst cases. That
difference lies in the ability to knowingly CAUSE. Bodies are the same, they
all react alike. Banks differ only vaguely and only in content and
significance. Engrams are engrams and they all behave alike. There is only ONE
DIFFERENCE amongst pcs. We called this BASIC PERSONALITY in BOOK ONE. We can
be a lot more simple about it now that I have my teeth into the subject a few
more feet. The difference is DEGREE OF KNOWING CAUSABILITY. What do we mean by
CAUSE? The basic, old Scientology definition is still at work. CAUSE-DISTANCE-
EFFECT. Joe knowingly shoots Bill. Joe is at Cause. Bill is at Effect. Mary
gives John a present. Mary is at Cause, John is at Effect. Bill says Boo to
Joe. Bill is at Cause, Joe is at Effect. But when we introduce KNOWING CAUSE
and CAUSE AT WILL into this CAUSE-DISTANCE-EFFECT idea we see we have
something else added. The person at Cause is there because he knows he is
there and because he is willingly there. The person at Cause is not at Cause
because he does not dare be at Effect. He must be able to be at Effect. If he
is afraid to be at Effect, then he is UNwilling Cause and is at Cause only
because he is very afraid of being at Effect. Education can show a person he
can be at effect without liability. Then he can be at Cause without HAVING TO
BE BECAUSE HE DOESN'T DARE BE AT EFFECT. Auditing in its whole operation is
teaching the pc this. Pc slides from terrified effect to tolerated effect to
knowing cause with regard to any incident he contacts IF HE IS AUDITED
PROPERLY. The pc who has to get rid of all his engrams because he has to get
rid of them because it's all too horrible winds up, with good auditing, into a
tolerance of the pictures since he has learned he can tolerate them and so can
swing around to Cause.
So we have this great difference in pcs. DEGREE OF KNOWING CAUSABILITY
is the extent that he is willing to be at Cause and the extent he is willing
to know he is at Cause plus the ability to cause things.
You will see this on an E-Meter in PT problem handling. Bill has a PT
problem. It drops a dial when first contacted. The auditor, using his
UNDERSTANDING of Scientology, two-way comms on it. The incident discharges and
no longer registers after a few minutes. Mary has a PT problem. It drops
steeply on the E-Meter. The auditor tries to two-way comm on it. The charge
remains the same or Mary begins to disperse. She doesn't hold to the subject.
The auditor at length finds that two-way comm only serves to run down her
havingness. The charge remains on the meter dial. What is the difference
between Bill and Mary? Bill can be at knowing cause, Mary is either obsessive
cause or heavy effect. Bill can blow facsimiles. Mary cannot. On Mary the
auditor is very wise to enter upon TR TEN.
One version of TR-TEN is called Short Spotting. "You notice that (nearby
object)." So long as the pc can see with his eyes the object or feel the
auditor's hand on it, the process works. It is spotting right up close. If run
with mediumly near and far objects (such as the room wall) it is very
effective in getting a case going. It has given some cases their first reality
on auditing. BUT the rule still holds here about somatics. When a somatic is
turned on with a process, turn it off with that process. See Auditor's Code
13. This is entirely true of Short Spotting. In that it almost always turns on
somatics, when you start it, you have to flatten it and that's often lengthy.
Remember this about pc participation. A low case can't handle the bank,
therefore you keep high ARC and kid-glove him through a session. A very high
case doesn't need dynamite, therefore you retain his participation by going as
rapidly as you can. A medium, average case needs ARC, something of dynamite,
something of kid gloves, something of two-way comm.
And IN ALL GOOD AUDITING, CASES IMPROVE. Just because you start a pc low
doesn't mean he'll always stay low. Check the case often. See if his
CAUSABILITY is
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rising. If it isn't, he isn't improving and you better go easier or heavier.
PROBABLY when a case doesn't improve you didn't handle a PT problem. THAT IS
THE ONLY THING WHICH CAN KEEP A CASE FROM GAINING. So check every session for
one.
There are probably thousands of ways to gain the participation of the pc,
there are probably thousands of ways to open a session. There are probably an
infinite number of tricky things you can do. However, this breadth of choice
should not obscure the following:
1. A pc who is not participating in the session is not at Cause.
2. An auditor who isn't able to maintain ARC, who isn't able to "freeze"
a process for a short time, even a Tone 40.0 process, and re-establish ARC,
will not get results.
3. The end-all of processing is the attainment of a goal, the goal of
OT. One always processes the problems and difficulties of the pc, he does not
process the process. Processes only assist in processing the pc They will not
do anything by themselves. Processes are a road map to the goal of OT, they
are nothing in themselves. The target is the condition, the disabilities of
the pc. How one achieves the eradication of these difficulties is secondary to
the fact of their eradication. Scientology is a route attained after several
thousand years of no attainment by Man and the route is important and valuable
and must be traveled correctly, but the concern is the pc, not the route.
4. A new auditor can be adrift with his tools. He is uncertain as to
what he is attacking. He should have reality on engrams, locks, key-ins,
secondaries, the time track, the key buttons of Scientology such as
Communication, Control and Havingness. Given an understanding of all these and
the theory of Scientology itself he can almost pilot his way through a case
with two-way comm. But two-way comm will not work if one doesn't understand
all the above. So two-way comm is not conversation. The pc has had a few
trillion years of that and it hasn't made him well, so two-way comm is a
highly specialized thing, done with full understanding of the thetan, bank and
body. Good two-way comm means participation by the pc.
5. Scientology is a precise commodity, something like engineering. A pc
is a precise thing, part animal, part pictures and part God. We want the
ability to handle things and the God, and the less unthinking responses in the
pc the better off he will be. Therefore a PC WHO ISN'T COGNITING regularly is
being processed beyond his ability to do and it is necessary to drop back
downscale to find something he CAN DO.
6. The golden rule of processing is to find something the preclear CAN
do and then to improve his ability to do it. At once you will have
participation. The highest ability one pc had was to get drunk: a resolution
of his case was entered upon by having him invent ways to get drunk.
7. The attention span of children and psychos is not necessarily a
factor since it is only the phenomena of dispersal against mental blocks,
keying in of incidents. The auditor can pay attention to it or not as he
likes. Short, regular sessions on people with limited attention span get more
gain per week than a steady grind since the participation is maintained.
8. The auditor remains at Cause in all sessions without forbidding the
pc to be at Cause. See the rules in Dianetics: The Original Thesis.
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STEP TWO
Placing the Preclear at Cause
Establish obedience of some part of the auditing room to the pc. Here he
must begin at some level of knowingness. He must know that he himself, when
ordered to do so, can gain some compliance on the part of the auditing room.
This includes his own body.
The basic rule of auditing is to start with something the preclear can do
and then get him to do it better. This is the basic difference between a high
level and a low level process. This is also the difference between a process
which is real to the preclear and a process which is unreal to the preclear. A
preclear "can do" a process without doing it at all. Actually the body and
bank are obeying the auditor. Now here we had in Dianetics one of the more
interesting phenomena of an auditor being able to make a preclear physically
well without the preclear once finding out about it. This was a source of
great grief and upset to auditors. They could not see how this could possibly
be. The man priorly could not walk, apparently, and after auditing he could
walk, and yet he did not attribute to Dianetics or to the auditor any of this
renewed ability.
The auditor could monitor the preclear's bank and body, shift around the
engrams, as-is them and do various things with them without the preclear
finding out about it. All of this was so far above the preclear's ability to
do that it was totally unreal to him.
We also get the phenomenon of an individual doing a great many spotting
processes and feeling better but not being able to understand what this has to
do with sanity or insanity. In the first place, the individual could not
himself spot. The auditor more or less did the spotting for him. The preclear
then never connected it in any way with his own capabilities.
A test an auditor should make to ascertain the sense of this is as
follows: "Look around here and tell me something you could do." The preclear
will get many odd and peculiar sensations as he fishes around and finally
decides that he could do some minor thing. This is not really a good process
but it is a good test process for an auditor. This preclear who has been
walking and talking and working and going around the world and apparently
behaving in a fairly sane and rational fashion actually could do none of these
things. He was supported entirely by his "machinery," by the social
responsibilities which were demonstrated toward him, by his education, by the
basic agreement of what goes on in the world. He was walking around in a dream
and life felt to him much like a dream. Now the auditor starts to audit him on
the basis that this individual is capable. Well now the individual himself is
the thetan and whereas the bank might have been capable (and would have broken
down some day), the thetan himself was not. He was going along for the ride.
We often see this phenomenon in the third dynamic. It could be said that a
government is the aggregate irresponsibility of a people. They are not taking
responsibility for the course of justice or protection of the state from
foreign aggression, and they shove all this responsibility over on to a
government and they themselves are quite irresponsible for it. After a while
the government doesn't look to the people at all to furnish any
responsibility. The government takes all the initiative, and we eventually
wind up with some sort of a dictatorship. The people then no longer count;
they are slaves; they are totally irresponsible.
In a similar wise, a thetan can be totally irresponsible for everything
that goes on in relationship to his workaday world, and we see people
dramatizing this on every hand. Wherever a thetan refuses to take
responsibility and is participating in action, he is being "unreal." This is
the unreality of a situation. Let us say you were part of a
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crowd which was surging downtown to Third Street and you yourself wanted to go
uptown to Tenth Street. The crowd swept you along toward Third Street and
after a while things would become pretty unreal. That is because you were
being carried in a direction opposite to your basic intent. Thus your own
intention is overwhelmed. This intention overwhelmed becomes what we know as
unreality.
It is very easy for an auditor to overwhelm the preclear's intention. The
preclear is actually going to Tenth Street, the auditor is trying to push him
to Third Street. We get the most remarkable subdivision of this in Survive and
Succumb. The auditor is going on the basis that the preclear wants to Survive
and the preclear is going on the basis that he wants to Succumb. The auditor
is then thrusting him in an opposite direction. Hence it is really necessary
to clear Goals in an auditing session. There must be some goal which the
preclear considers obtainable. The goal of just being able to sit there for
the next two or three hours is a goal. You would be surprised to find that in
some preclears this is a tremendously high goal. But even a preclear's goals
can be unreal to him. They are the social goals. Actually, the preclear
privately thinks he'd like to get rid of every man, woman and child on Earth
and the goal he gives you is to save everyone.
Now the question actually confronts us -- what can the preclear really
do? Of course, in a case of tremendous doubt, you could run the above process
"Look around here and find something you could do." But there are certain
things that an auditor can take for granted which undercut any other thing.
The body is sitting in the chair. The preclear can be brought up to a
realization that he can make the body sit in the chair. And thus we get the
first really worthwhile process on a preclear who is conscious, and that
process is "You seat that body in that chair. Thank you." And in the case of
somebody who is lying in bed, even unconscious, we get this basic process:
"You make that body continue to lie in that bed. Thank you."
All we are asking anybody to do when we ask for these two processes is to
take responsibility for what is actually occurring in the first place. We
raise his responsibility level in other words, and thus raise his doingness
level. A preclear who does not come through eventually with a cognition that
he can make the body sit in the chair of course isn't worth bothering with, in
that his doingness level is even below this. This preclear ought to be lying
in a bed. He must consider himself completely helpless and completely ill.
Thus if we ran "You seat that body in that chair. Thank you," for several
hours without any realization on the part of the preclear that he could do
this and without turning on any somatics or without getting any effect at all,
we would consider that we had overshot this. Actually it shouldn't take
several hours to find this out. We would go back to the basic position of
Dianetic auditing. This preclear probably thinks of himself as being dead or
probably thinks of himself as being very ill or thinks of himself as being
totally unconscious. Thus we would run him as an unconscious person. Putting
him down on a couch we would run "You make that body continue to lie in that
bed. Thank you."
Also, on a much higher level we get CCH 1.
"You give me that hand" is actually the old cat process where we got the
cat to reach for the auditor, plus an obedience process. The preclear after a
while should decide that he can do this. Sometimes we run CCH 1, then CCH 2,
CCH 3, and then CCH 4 and going back discover that CCH 1 is now unflat and the
preclear is unable to perform this action which he previously could perform.
Now what has happened here is we have broadened the scope of the preclear's
responsibility. His bank at first was perfectly capable of giving that hand
but once we have invited further responsibility and gotten him to find the
auditor as in CCH-3 and CCH-4, we discover that the preclear himself is now
trying to do it and in trying to do it is having difficulties but he wins
through with this difficulty and eventually comes out much better.
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Unless these particular goals and theories behind these processes are
understood they very often do not work at all in the CCH bands. Thus CCH 1 to
4, while tremendously successful when run by a very excellent auditor
understanding his job, may not be successful in the hands of somebody who is
simply going through some mechanical motions.
Basically we are trying to get the preclear to do something and know that
he himself can do it. Thus we are improving his ability. On this fundamental
we can go forward and establish many processes, all of which are fundamental
doingness or obedience processes. We can do such a process as "You make that
chair sit on the floor." This process at first seems a little incredible to
the preclear, but after a while he gets the idea that he can do it, then this
unflattens and he gets the idea that it's gravity that's doing it and
therefore he can't do it, and he goes through various cognitions of one sort
or another simply about having a chair, which is already sitting there, sit
there. Unless we can cross this particular stage of a case and get the
preclear up to an idea that he does have some sort of an ability of some kind,
we might as well do nothing else about the case at all. Therefore this Step
Two is quite important and actually is the basic entrance into auditing.
STEP THREE
Establish Control of Pc's Body by Pc
Although we could continue onward with the CCHs simply rotating them from
CCH 1 through to 4 and back to 1 and to 4, and back to 1 and to 4 again and
again and again and win, there is a faster way of going about this which has
been known to us for a very long time. This way starts really with 8-C.
It does not matter particularly which brand of 8-C is run. We have had
now three or four varieties of 8-C. The first one was rather permissive and
indirect and did not demand very much compliance and possibly had its own
place in the firmament since use of it has resolved a very, very great many
cases. The first command of this is "Do you see that wall?" Then "Walk over to
it." Then "Touch it." And that was all there was to the process. Later 8-Cs,
particularly Tone 40 8-Cs, were highly precise, very directive and had a great
deal of control stress to them. It does not matter particularly which 8-C is
used so long as the auditor feels that it is biting. If the particular 8-C he
is using isn't biting, maybe he needs a more permissive one, maybe he needs a
more exacting control one.
There are a great many factors surrounding the control of the pc's body
by a pc. Most pcs feel their body if tampered with in any way would fly out of
control and flip-flop all over the floor, would suddenly freeze or would get
ill, and they have anxieties about their bodies and the control of their
bodies which must be solved, otherwise we don't get very far. Control of
bodies can actually be assisted by old-time flip-flopping.
Flip-flopping was a process by which the preclear's excess motion was
taken off. The creative processes of earlier times did not require of the
preclear any great cognition of what was going on. Thus flip-flopping could be
used at a very early stage of case. We would say, "Mock up a man and make him
flip-flop" and then make him insist that the body flip-flop even further and
even more wildly until he himself knew that he was making the body flip-flop.
We would do this with a woman's body and would eventually take the motion off
the case that was inhibiting the preclear from controlling the body. This is
actually a motionectomy. It is really a case of the auditor controlling the
bank and body of the preclear. When we did not do this we found that in
running 8-C and in doing some other processes the preclear all of a sudden
would convulse and start to fly apart. These fly-aparts were simply the flip-
flop manifestation of bodies.
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It is extremely interesting that a preclear exteriorizing from his own
body which is out of control, flip-flopping, writhing, convulsing and going
into epileptiform seizures was at a distance from a flip-flopping body. One
day while in his own body he causes some other body to go out of control, he
shoots somebody or hits somebody, and has this person go into a flip-flop. He
himself gets restimulated and he feels that his body in the future is liable
to go out of control at any time. If you draw a little picture of this you
will see that a thetan exteriorized from his own body and a thetan in his body
knocking about some other body is, to the thetan, the same point of view. In
other words, if you make somebody's body flip-flop, your own body may flip-
flop. It looks the same to a thetan.
Some guarantee or security of body control is therefore necessary.
There is a very fine set of processes which have been used for more than
a year at this writing and which produced excellent results. These we call the
S-C-S processes.
After running 8-C (and if it turned on somatics remember to flatten the
process entirely, even though it takes 50 hours, before going on to another
process), we go into these control processes grouped under S-C-S. There have
been several varieties of process, all entirely in the control bracket but
with different severities of control. The commands of S-C-S processes are
almost all the same except that some are made more severe than others.
The first of these processes is the Start process. This is very simple.
We have a preclear out in the middle of the room standing up while we stand up
alongside of him touching him, and we explain to him (and we explain this
every command) that when we say "Start" we want him to start his body in that
direction, and we point out some direction.
Then we take our hands off of him and we say "Start." We do not say Stop,
Halt, or anything else, but after he has moved forward we then say, "Did you
start your body?" And he says he guesses he did or he did, and we then -- and
only then -- acknowledge. We do this many times until the process apparently
has no charge on it or is flat. We then go into the next of this series, which
is Change.
To run Change the auditor marks four points out on the floor. These
points can be imaginary or they can be actually chalk-marked on the floor. One
of these points we label "A," one "B," one "C," and one "D." We explain the
meanings of these symbols to the preclear and we give him this auditing
command: "Now when I ask you to change the body, I want you to change the
body's position from A to B. Do you understand that?" The preclear says he
does, and the auditor, stepping back from the preclear, says "Change." The
preclear then changes the body's position. Similarly in using the various
points and combinations of the points A, B, C and D, the auditor drills the
preclear on Change until that particular process seems to be flat.
The auditor then goes to Stop. The auditor takes the preclear by the arm
and explains (explains every time) that when he says "Stop," he wants the
preclear to stop the body. The actual wording of the auditor is "Now I want
you to get the body moving in that direction and when I say Stop, I want you
to stop the body. Do you understand?" When the preclear says that he does, the
auditor lets go of him, lets him move down the room a distance (never the same
distance twice) and says "Stop." When the preclear has stopped the auditor
says "Did you stop the body?" And the preclear says "yes," or "maybe" and the
auditor then acknowledges. The auditor does this many times until the preclear
understands that he himself can stop the body or he has regained an ability,
or the process appears to be flat and has no charge on it.
These three steps done in that order are then repeated. And it will be
discovered that once Stop has been flattened, Start is now unflattened and can
be flattened all
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over again by running it anew. Similarly, Change will be found to be unflat
and again Stop will be found to be unflat. Thus, one runs Start and one runs
Change and then one runs Stop, in that order, over and over and over again
until all three appear to be flat.
A variation of this particular process has been called Stop Supreme. Stop
Supreme is a heavy emphasis on Stop and it will be found that after the three
processes of Start, Change and Stop are flat, one can move rather easily into
Stop Supreme and concentrate heavily upon it. In other words, one runs Start,
Change and Stop, Start, Change and Stop, Start, Change and Stop until they are
relatively flat. He should not then suppose that the whole of S-C-S is flat
since he still has Stop Supreme in all of its variations.
The idea behind Stop Supreme is that Stop, or motionlessness, is probably
the most thetan ability a thetan has. Thus the rehabilitation of this
particular ability is worth while and does produce considerable results. But
don't be surprised if the preclear falls apart in the process of doing it.
The commands of Stop Supreme are roughly these. Every time one runs one of
these S-C-S processes he, of course, explains the thing in full at the
beginning of every command. He does not let any explanation hang over from the
last time the command was executed. It will be found that the preclear cannot
hold in his mind these explanations. Therefore, it has to be all explained
anew every time. Thus we say to the preclear in Stop Supreme, "Now I want you
to get your body moving down the room when I so indicate and when I say Stop,
I want you to stop your body absolutely still." Then the auditor gives the
preclear a slight shove and the preclear moves the body down the room, and the
auditor says "Stop," and the preclear tries to stop his body absolutely still
in that instant. It will be found that faster and faster responses are
achieved by the preclear and he can actually stop the body in more and more
peculiar positions. The auditor then says, "Did you stop your body absolutely
still?" The preclear answers this and then the auditor acknowledges. There are
even more severe versions of this, but they are left to the imagination of the
auditor.
These S-C-S processes produced the greatest control changes that have been
produced with any control process. They were consistently used with great
success by a great many auditors. This is not really true of CCH 1, 2, 3 and
4. CCH 1, 2, 3 and 4 depend in a very large measure not only upon the
excellence of the auditor but upon how the auditor himself is feeling while he
is running them. And we can get an auditor who is not feeling up to par that
day not doing well with CCH 1, 2, 3 and 4. This difficulty was never
encountered with the S-C-S processes and therefore the S-C-S processes are to
be recommended.
An apparent drop of havingness is occasionally experienced by the
preclear as he does these processes. This is because of compulsive
exteriorization. If a preclear is about to fly out of his head he'll fly out
of his head on S-C-S. If he does fly out of his head on S-C-S, or any other
process, you, of course, continue the process. You do not suddenly change and
do some other process. Once upon a time we felt at liberty to change because
of the severity of the change, but we have learned in long experience that one
never changes the process just because somebody compulsively exteriorizes. S-C-
S is probably more susceptible to compulsive exteriorization than any other
single process, and as it is run preclears fly into their heads and out of
them at a great rate and eventually get to a state quite ordinarily where they
can move into the head or out of the head at will.
The reason the preclear is holding on to the body is (1) fear of loss of
control and (2) havingness. If the havingness of the preclear is low, he is
apt to close in tight to the body because this gives him more havingness and
if the preclear fears that the body is
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going to go out of control he will also move in closer to the body. Thus we
get interiorization as no more complicated than fear of loss of control and
drops in havingness.
When a loss of havingness is experienced, a preclear will agitate or go
anaten and tend to be upset in general. Actually, any loss of havingness in an
auditing session can be repaired by an excellent auditor by repair of the ARC
of the session. One uses the trick "What did I do wrong?" and two-way comm in
general to patch up state of affairs. Loss of havingness is first manifested
on loss of havingness of the session or loss of goals rather than on actual
loss of mass.
In running S-C-S, however, the preclear flying in and out of his head will
experience various changes of havingness which are quite upsetting. The very
best handling of this situation is to restore the ARC of the session in every
way possible. It is actually not allowed to stop S-C-S and go into Trio.
Concentration upon the body is one of the frailties of S-C-S and we have
long since discovered that those preclears who had difficulty in
exteriorization would very often re-interiorize the moment they glanced at the
body. Well, keeping a body there and looking at it are apparently two
different things entirely. Thus if a preclear can't put his attention upon the
body without bad things happening, we should run a process which prevents the
preclear from being upset simply because he is concentrating upon his body,
and S-C-S certainly does this and does it well.
Don't be surprised in running S-C-S if the preclear suddenly flies to
pieces, goes into flip-flopping, has to be picked up off the floor and put
over on the couch and left aghast, but do be very surprised at yourself if you
fail to get the preclear back up on his feet and into session again at once.
This is no time for you to be changing processes simply because a preclear
collapses. Now if this did happen, that the preclear went entirely out of
session while running S-C-S and you could not get him in any way to do any
more of the S-C-S and get it flat, then you had better start the entire
intensive all over again and go right back to the beginning and carry on from
the beginning and bring him right straight on through to S-C-S. You would do
this rapidly, of course, but you would nevertheless have no other choice. It
would not be good enough to change processes simply because the preclear found
himself incapable of running this body control process of S-C-S.
It has been noticed that S-C-S can be run very sloppily by some auditors
who do not have very much experience with it. The only way to err is in the
direction of imprecision and bad ARC. It is perfectly easy to be very precise
with high ARC. ARC does not mean non-confronting.
One of the elementary processes which can be used after S-C-S and which
is a very fine process and will have to be done at some time, is the Keep it
from going away -- Hold it still -- Make it more solid series on two objects.
To do this particular process one takes two disrelated objects, that is
to say he doesn't take two ashtrays or two bottles. He could take one object
made out of wood, one made out of glass, both of them with different purposes.
But these are usually picked up as non-significant objects and the auditor
asks the preclear to place the two of them to the right and to the left of the
preclear and asks the preclear to pick up one of them and keep it from going
away and put it back in exactly the same place, pick up the other one and keep
it from going away, put it back in exactly the same place, and keeps up this
drill between these two objects. Actually, preclears who are having a very
hard time require more than two objects, even as many as six or seven. In this
event the auditor places the preclear at a table and scatters several objects
around and picks them up at random. The duplicative feature of the process can
be toughened up as the
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process is continued, but on some preclears it will be found to be very
arduous to start out basically with two. When the preclear can successfully
keep the two objects from going away, knowing very well that he kept them from
going away -- which the auditor asks him every time, "Did you keep it from
going away?" -- the hold-it-still phase is run in exactly the same way, and
when this seems to be flat on the two objects we get into "Make it more
solid." One of the principal dividing lines between a psychotic state and a
sane state is the ability to make things solid. It will be found that people
who are having a very bad time indeed have the whole world in a very thin
look-straight- through-it state. Only when they themselves can be at Cause in
keeping things from going away and making things hold still and making things
more solid will it be found that they have a solidity in the environment.
There would be another process which we could run at this particular
stage and that is old-time Book and Bottle, which is also one of the deadlier
exteriorization processes.
Old-time Book and Bottle was run in this wise. The auditor placed a book
on one table or chair and a bottle on the other table or chair and he directed
the individual to first one and then the other, always with a very duplicative
command. Probably the first version of Book and Bottle was the best. It should
be understood that Book and Bottle is an absolute necessity and must be run at
some time or another upon a Scientology auditor, but it is not necessarily
something which must be run on somebody who is simply trying to attain a state
of Clear. Thus a mention of it is introduced at this time.
STEP FOUR
Find the Auditor
Make pc even more conscious of auditor and place him somewhat at Cause
with ARC.
There are probably a thousand inventive ways that this could be done but
it is time when one has been butchering the pc this long for the pc to regain
some of his self-respect with regard to the auditing session. One could do
this with almost any auditing command which made the pc look at the auditor.
Such a question as "Is there anything I am doing that you could do?" carried
forward to its logical conclusion would find the pc regaining some of his
Cause with regard to the session. Simple locational spotting, however, is
probably the best process here. One directs the pc's attention with "You
notice that (object)" all about the room and at first only occasionally
includes the pc's body and the auditor's body in the spotting. Then the
auditor, using the same process, concentrates less and less upon the room and
more and more upon the auditor and the pc. It will be found that the pc will
eventually find the auditor with his attention so directed.
It will be seen then that S-C-S directed the pc's attention very strongly
to the auditing of his own body and it will be seen that we have not yet
started to get the pc's attention out into the environment.
But here we have two very pat processes which are CCH 3 and CCH 4. These
are extremely simple processes but require a considerable amount of care in
their use. Any validated auditor knows how to run these two processes. CCH 3
is Hand Space Mimicry and CCH 4 is Book Mimicry. Both of these processes
simply invite the pc to find the auditor more thoroughly.
The earliest process along the line was "Look at me, Who am I?", and it
has very far from been disallowed, so that in lack of anything else simply
this process could be picked up and used at this stage. Now here we get the
preclear to identify or to say
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who the auditor is and you will find that many preclears go through a
considerable number of conclusions in trying to establish who the auditor is.
There is no particularly recommended step for this. It depends in a large
measure on what state the pc is in when he arrives at this point. But it is
necessary for the pc to become somewhat causative with regard to the session
at this stage, whether by spotting, CCH 3 and CCH 4, or by old-time "Look at
me, Who am I?" They all more or less accomplish the same thing. CCH 3 and 4
accomplish the location of the auditor very mechanically according to the
Reality Scale. Spotting has the additional advantage of taking a pc's
attention very thoroughly under control, and "Look at me, Who am I?" invites
the pc to use his identification and thinking capacities. If an auditor wanted
to be totally sure, he would use all of them.
STEP FIVE
Pc Versus Mest
Establish pc as cause over Mest by establishing pc's ideas as cause over
Mest.
There are several varieties of spotting processes. The most basic of
these is the most basic process to association and this is Connectedness. This
process is run directively with the following command: "You get the idea of
making that (object) connect with you. Did you? Thank you."
The reason Connectedness works is because it is the basic process on
association. The most aberrative thing on any case is association with Mest.
This does not mean that the individual is not creating the Mest, it does not
mean that he has no relationship with Mest, but it does mean that Theta and
Mest interconnected too strongly are the components of a trap. Theta is mixed
up with Mest, Mest is mixed up with Theta. They are two different things
actually, and it is not true that all thought derives from Mest, nor is it
true that all Mest derives from thought. A thetan can create Mest by simply
creating Mest, not by telling it to be created, but simply by putting it
there. This is the isness of Mest. Now when he connects his thoughts with the
actual mass he gets into trouble and we get association, we get compulsive
thinking, we get identification and the old A = A = A of Dianetic days.
Thus you will see at once that Connectedness in any form is a very
excellent process to run. But note carefully that we have him get the idea of
making the object connect with him. We never command the preclear to get the
other idea of connecting with the object. This is a no-games condition. This
is what is wrong with the preclear.
Now there are a large variety of processes which stem out of this process
of basic association. These are Control Trio, Trio and Responsibility. But all
of these things are basically connectedness processes.
The only thing that ever went wrong with connectedness processes was the
unreality factor. The auditor would tell the preclear to get the idea of
making that wall connect with him, when as a matter of fact the preclear
couldn't have gotten much of any kind of an idea of making anything connect
with him.
Thus it is mandatory for an auditor to start out a preclear on some level
of reality and some two-way comm should precede this connectedness process,
such as "Do you think there is anything anywhere that you could get to connect
with you?" Once this is cleared up, it will be found that only those things
very close in could be real to the preclear on this line of connectedness.
Thus the auditor is given no great power of choice in this matter in the first
runnings of the process. He will have to run things which are relatively close
in to the preclear, then proceed to things which are middle distance and then
things which are further from the preclear.
189
A great deal of good common sense is needed here, and a great deal of
two-way comm is necessary to get some idea of whether or not the preclear
thought it was real.
Thus the earliest commands of Connectedness should probably be the
preclear's nose and the auditor's hand; the arm of the preclear's chair and
the button on the auditor's shirt; the button on the preclear's shirt and his
own left hand, et cetera. Further, the auditor is only asking kim to get the
idea of making the thing connect with him, not to make the thing connect with
him, otherwise he will have the preclear being yanked all over the room.
Control Trio, Trio and Responsibility are actually only complications on
top of Connectedness, but they themselves have their own particular peculiar
virtues, and a preclear who can actually run straight, old-time Trio, "Look
around here and find something you could have," can get a very long way on
that process all by itself.
Control Trio is actually a three-stage process on a heavy spotting
control. It runs in this fashion. "Get the idea that you can have that
(object)." And when this is relatively flat, "Get the idea of making that
(object) remain where it is," (or continue where it is) and "Get the idea of
making that (object) disappear." This is actually a very fine process and
undercuts (runs on a lower case than) Trio itself.
Old-time Trio is extremely good, however, and is not to be underrated in
any way. You can run a whole three-week intensive on this if the preclear can
do it. The commands are: "Look around here and find something you could have."
And when that is somewhat flat, "Look around here and find something you would
permit to remain," and then "Look around here and find something you would
permit to disappear." These are run in relationship to each other. In other
words, all three of them are run in the same session. Sometimes a preclear
will run the third command two hundred and fifty times before he can get
either of the other two commands with any reality at all.
Responsibility is another process just like Trio and actually has its
three commands, too. "Look around here and find something you could be
responsible for." "Look around here and find something you don't have to be
responsible for." "Look around here and find something you would permit
somebody else to be responsible for."
The emphasis here is "You look," "You connect," "You make" in any of these
processes, and the "You" should be entered into the old commands to make the
thing as causative as possible.
Although we cover this rather briefly, this is probably the most
effective section of Clear procedure. The whole trick is to get the preclear
to actually do it. It does no good for a preclear to run these processes with
no reality. It does no good for a preclear to run these processes with no ARC
between himself and the auditor. But it does a lot of good to get these
processes run.
Basically TR TEN, "You notice that (object)," is a fundamental process on
connectedness. It will be discovered that unless the preclear is actually able
to look at a few things he will not be able to get an idea about them, too.
Furthermore, it will be discovered that there is a process called Short
Spotting, wherein the auditor has the preclear spot things that are very close
to him. The only thing wrong with Short Sporting is that the auditor must give
the preclear things to spot which the preclear can actually see with his eyes.
If the preclear cannot see these things with his eyes there is not much use in
having him spot them as it will run down his havingness and add to an
uncertainty.
Havingness of an objective variety, namely Trio, is one of the greatest
processes ever invented. Do not lose sight of this fact. The process can do
things that no other
190
process can do. There may be some factors kicking around in Havingness which
are not entirely understood and which are not entirely connected with
Connectedness. However, it has been found that Connectedness will put a
preclear in a condition where he can eventually run Havingness. Therefore,
Connectedness undercuts and possibly even overpasses Havingness in general.
This process of Connectedness can also be run outside. It can be run on
people. It can be run on a certain type of object. It can be used to
familiarize a pilot with his airplane and a driver with his car. It can be
used to increase ARC between the preclear and the world around him by letting
him run it in a heavily populated area or upon a busy street and using bodies.
Here we have one of the more interesting processes to run in terms of
cognition, because it undoes so much basic association. If your preclear is
not cogniting while running Connectedness you can be very sure of the fact
that somewhere along the line you have not given him a reality and you should
flatten it off gracefully and start the intensive all over again.
STEP SIX
Creative Processing
Read and understand Scientology 8-8008 and "Electropsychometric Auditing,"
and use an E-Meter throughout the auditing.
The first step on this in some cases is conquering black "field" and
invisible "field." This is done by a repair of havingness over black masses
and then invisible masses, run even if the pc goes unconscious. This means
that you continue to audit him even if he goes unconscious and you use the
same command and pay no attention to his unconsciousness. You continue just as
though he were wide awake. When field is cleared up, start on a gradient scale
of mock-ups and get pc able to mock things up. Then run "Keep it from going
away" until flat on mock-ups. Then run "Hold it still" on mock-ups. Then run
"Make it more solid" on mock-ups. All this until pc really has fine, solid
mock-ups. Typical command, "Mock up a _____ and keep it from going away. Thank
you." RULE: A PC'S FACSIMILES ARE NOT STORED, THEY ARE MADE IN THE INSTANT AND
UNMADE BY THE PC, therefore remedy of mock-ups AND THEIR PERSISTENCE, is
actually a direct route to clear and winds up with no obsessive mock-up making
(which we call a bank). A valuable side process here: "Decide to make a mock-
up. Decide that will ruin the game. Decide not to do it." Also this one:
"Decide to make a mock-up everyone can see. Decide that would ruin the game.
Decide not to do it." A TOTAL REMEDY OF MOCK-UPS WOULD MAKE A BOOK ONE CLEAR.
STEP SEVEN
(Optional)
Establish the preclear's control over his "bank." "Mock up a facsimile
and keep it from going away, and when that is flat, hold it still, and when
that is flat, make it a little more solid)." Run this alternately with "Mock
up that wall (keep it from going away, hold it still, make it a little more
solid)." Run the "Keep it from going away" on a facsimile one command, then
the wall one command, until flat, then shift to "Hold it still" same way, then
shift to "Make it more solid," same way.
STEP EIGHT
Make Some Time
See Dianetics '5!, Chapter XV.
191
AN INTENSIVE IN BRIEF FOR PRACTICAL USE
GOAL: Operating Thetan.
DEFINITION: An Operating Thetan is one who can be knowingly at cause over
Life, Matter, Energy, Space and Time.
CCH 0 in brief, find the auditor, find pc, find auditing room, clear help
and goals. BUT IN THE MAIN HANDLE THE PT PROBLEM IF IT EXISTS. IF IT DOESN'T
EXIST do CCH 0 briefly and quickly and get on with the session.
It will be noted that giving pc's attention to auditing room or
environment can turn on a somatic after three or four commands. After one
command of "Have you got an auditing room?" this becomes a process called
LOCATIONAL. If Locational turns on a somatic it must be run until somatic is
flat. Therefore, the auditor has no business attempting Locational or getting
the pc involved unless he intends to do something about it.
Present Time Problem
The preclear is put on an E-Meter before PT problem is discussed. When the
E-Meter has been adjusted (one-third of a dial surge when pc squeezes cans),
the auditor asks if the pc has a present time problem. After a little
discussion of this, the needle may surge. If it does, the auditor locates the
PT problem's most intimate terminal and runs (with the pc still holding the
cans) "Invent something worse than (indicated terminal)" until the problem
flattens out on the dial. The auditor can ask for and run another PT problem
or even three or four, but always flattening down the surge of the needle. IF
THE PC IS 50% below the center line of the APA, it is not safe to run
"Invent." Instead, without scouting around "Invent," but knowing the graph in
the first place, simply two-way comm the problem and run Locational until the
problem flattens out on the needle. The auditor does not begin with "Invent"
and then change his mind and run Locational. It is an "either-or." The auditor
starts with "Invent" or he starts with Locational and whichever he does he
does not change. IF LOCATIONAL TURNS ON A SOMATIC IT MUST BE RUN UNTIL
LOCATIONAL NO LONGER TURNS ON SOMATICS.
Once the PT problem is flat the auditor puts away the E-Meter.
S-C-S Steps
S-C-S begins with 8-C of any kind. If 8-C turns on a somatic, the auditor
runs it until it no longer turns on somatics. 8-C is run formal or Tone 40.
Start is then run as per 1956.
Change is then run as per 1956.
Stop is then run as per 1956.
If each of these is flattened in turn, it does not mean that S-C-S is
flat. It means only that Start is probably unflattened. Thus one again runs
Start after Stop, runs Change after Start, Stop after Change until none of the
three unflatten the others.
More 8-C can be run. There is no error in liberally running 8-C, which
is, after all, a more complicated Locational of a Short Spotting sort.
192
Spotting Steps
Spotting itself is a broad process. Locational is only one of many
spotting processes. Spotting spots in the past, in space, in the present,
Short Spotting (Locational done up close) are all effective.
SPOTTING DEPENDS FOR ITS WORKABILITY ON THE DISLIKE OF A THETAN OF BEING
LOCATED. IT RUNS BEST, of course, WITH THE THETAN AT CAUSE DOING THE SPOTTING.
Connectedness is the basic process on ASSOCIATION of Theta with Mest. All
forms and kinds of association, including being caught in traps, are prone to
become identifications as in Dianetics. Connectedness puts the thetan at cause
in making the Mest (or people when run outside) connect with him. The command
is "Get the idea of making (indicated object) connect with you." The auditor
points. The worse off a person is, the less reality he has on far objects.
Havingness is a complicated Connectedness. Also a permissive one. Thus
Trio is above Connectedness and may be used when Connectedness is flat.
[The above is the complete text of Scientology: Clear Procedure -- Issue One
which has been available as a small paperback booklet and is referred to as a
book or booklet in various issues.]
193
L. RON HUBBARD
Type = 31
iDate=1/1/58
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THE THREAT TO HAVINGNESS
P.A.B. No. 127
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 January 1958
THE THREAT TO HAVINGNESS
Prepared from the research material of L. Ron Hubbard
The first step to processing a preclear is to find out if he has a
present time problem and to handle it adequately enough to proceed with
auditing. Often we have a preclear who comes to us basically just to get more
able and as we process him we find that we are making no particular progress
with this case. He seems to be doing everything just as we expect it to be
done with no apparent gain.
The reason for this occurrence is the fact that the preclear is not doing
the process in present time and has a present time problem that is
interfering, of which he did not tell us. The fact about the matter is that
the preclear himself does not really know, is not cognizant of the fact that
he has a present time problem and is consequently a very "south" case.
I have found that a preclear who isn't processing real fast on Procedure
CCH isn't doing the process because he has something which "threatens his
havingness." Since processing and havingness go hand in hand it isn't
surprising that the preclear will make sure that he doesn't change since he
cannot afford to expend more havingness in cognitions.
So this threat to his havingness is his present time problem of which he
may or may not be aware and if you as an auditor didn't handle it at the
beginning of the session, it is certain that the preclear is not consciously
aware that he has such a problem or is deliberately lying to you for reason of
shame, embarrassment or that ARC is not fully present.
This threat to havingness is that which most prevents the preclear from
having things. It is that which stands in his way to having and is thus a
problem to him which he hasn't under control.
What the auditor has to do is to find this problem for the preclear and
then to handle it properly. This case is so low on problems that he doesn't
even recognize that he has one and his level of problems has to be increased
otherwise he will create a problem out of auditing which is what happens when
he doesn't change. Auditing itself then becomes a problem to the preclear.
One handles this matter simply by going into good two-way communication
with the preclear. (One-way communication as-ises havingness, two-way doesn't
and actually raises the tone of the preclear.)
195
One asks him if there is something that "worries him," "presents a
difficulty which he would like to handle or which is making life a bit
troublesome," or if he is about to "lose" anything (a pending court case,
wife, business deal, etc.) or "if there is anything that he would like to
change as it produces some pressure on him" and so forth. But the important
question here is: "What most prevents you from having things?"
The moment anything arises, go straight ahead and ask him pointed but not
evaluating questions about it so that he can define it into a more definite
form. Ask him to tell you about it again, how it worries him, exactly what it
is that has this effect until he can articulate it clearly and precisely. One
can even play stupid so as to make him more lucid until one actually finds the
terminal if it is a condition that is worrying him -- for we handle terminals
and masses only, and not conditions or effects.
After this one can state the problem to the preclear in practically his
own words, asking him to listen carefully and correct one if one hasn't
repeated it accurately and then ask him to tell one if "it is a problem to
him" and if he recognizes it as such. It is surprising that the preclear will
look quite pleased to have this problem and will naturally want to hold on to
it in spite of his protestations that he wouldn't if you questioned him
further about it. It would thus be wrong to suggest to him that it should be
"solved" or taken away from him, for a problem is a game and a threat to
havingness does and can reveal the hidden game the preclear is compulsively
playing. Taking that problem would be robbing him of a game and the preclear
would react violently or by not changing, since he thinks you are going to
keep on taking all his games from him.
One thus tells the preclear that since he now has a problem it would be
better if he had more problems which would be directly under his own control.
One then handles this threat to his havingness by taking the terminal to the
problem and running "Invent a problem of comparable/incomparable magnitude to
(the terminal)."
The new problems he invents (if it is done with reality, and it is the
auditor's job to see that he does so) will not be aberrative since he has
created both the intention and counter-intention that constitutes the problem
and is therefore pan-determined in relation to these problems which he then
can control. These problems will serve to move his fixed attention from the
problem which he doesn't have under control and the auditor can then proceed
with Procedure CCH.
There is, however, a note of warning here. The two-way communication must
remain "two-way" and also, this process can come dangerously near evaluation
which must not occur. It therefore needs clever auditing to have the preclear
discover this problem without breaking the Auditor's Code. The auditor can ask
"pointed" questions which will reveal it more easily, and even re-state the
problem in clearer and concise language, but he must not evaluate under any
circumstance.
This type of case, by the way, is a low toned case and needs a great
amount of good control, and the first four steps of CCH must be thoroughly
flattened before any attention and thinkingness processes are used.
It can be seen from the above that it is important at all times to look
out for the things that threaten the preclear's havingness and to handle them
with problems of comparable/incomparable magnitude so that auditing doesn't
have to become a present time problem to you and the preclear.
196
L. RON HUBBARD
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HGC PROCEDURE
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
11 JANUARY 1958
HGC PROCEDURE
1. CCH 0 with PT Problem on E-Meter.
2. S-C-S and Connectedness to get pc under control only.
1 and 2 not "therapeutic" steps.
3. Step 6 Clear Procedure Connectedness used to extrovert pc now and then.
3 is the therapeutic step.
Run Intensive with 1 and 2 occupying no more than 1/5 of 25 hrs.
L. RON HUBBARD
LRH:bt.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
197
L. RON HUBBARD
Type = 11
iDate=13/1/58
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HGC RUNNING OF PCS
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 13 JANUARY 1958
HGC RUNNING OF PCS
Use CCH 0 with PT Problem, S-C-S and Connectedness to get pc under auditor
control and no longer.
Then use Step 6 of Clear Procedure as soon as possible and until end of
intensive. Some Objective Havingness can be run if necessary.
Repair havingness on invisible and black objects in fields which are
invisible or black. The test is "Shut your eyes -- what are you looking at?"
They'll tell you and you establish whether field is invisible or black. Then
use the above. Otherwise (if mock-ups are clear) don't use it.
What can you mock up easily? Pc says, "An apple." Do so. (Note meter.) (If
reaction on meter choose something else.)
The command then is "In front of that body, you mock up an apple (pause)
and keep it from going away. Did you keep it from going away?" Pc says he did.
"Thank you." The next command is "Behind that body, etc." The next is "Above
that body, etc.) The next is "Below that body, etc." The next is "To the right
of that body, etc." The next is "To the left of that body, etc." Then one
begins the series again with "In front of that body, etc." This is continued
until E-Meter no longer registers a surge when pc does it. Now pick a larger
object. Test it for surge on the meter. If meter surges, don't use it, pick
another, etc. Now go through same series. One runs this on at least 6 objects
each one larger until he goes on to next, Hold it still.
Keep it from going away, when flat on many objects, is followed by the
same command substituting "Hold it still." This is done before, behind, above,
below, to the right, to the left, the same way around and around. When Hold it
still is flat one goes to "Make it a little more solid," same command
otherwise as before.
If this all flattens, start all over again now with more significant
objects. Read Step 6 Clear Procedure.
L. RON HUBBARD
LRH:bt.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
198
L. RON HUBBARD
Type = 31
iDate=15/1/58
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THE FACTORS BEHIND THE HANDLING OF IQ
P.A.B. No. 128
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 January 1958
THE FACTORS BEHIND THE HANDLING OF IQ
Edited from L. Ron Hubbard' 16th lecture to the 18th American ACC
in Washington, D.C. on 5 August 1957
This past week has been an eventful one in research. It has culminated a
four-year search for the factors which lay behind what is called IQ, or
Intelligence Quotient. We have been taking tests here for many years and these
tests were mainly used to establish change in preclears. We care nothing about
the significance of the test. We do care, however, that these tests mirror
change.
Someone may say that a test taken twice will, of course, get a better
answer than one taken once. This is not true, since everybody in the MEST
universe is on a "mustn't happen again" and we automatically figure that a
test taken twice would get a worse grade the second time. We have two
different tests marked A and B which are supposed to give identical results. I
have been waiting for the people who devised this test originally to say,
"Well, you can throw the results in any direction you want to with these
tests." But we have given a considerable amount of testing to many, many
people and we do find that a test will hold constant on a given person in the
absence of processing. If a person is not processed the variability in the
profile and IQ is very slight. Somebody who is not getting any results from
any treatment or processing will register the same, test after test which is
quite unusual.
Testing is a very old subject. It is not newly developed in modern times.
One of the first examples of testing that we find is in the early Chaldean
times. Testing of all kinds, sorts and descriptions as to honesty, intent,
reliability, ability and so forth, have been with Man almost as long as he has
been on Earth. In modern times these tests have been more standardized and
reduced to writing.
Here, for example, is a test I heard about, from the 18th Century down in
Georgia. It was a guilt test. Somebody had stolen something, so they would
have all the negroes on the plantation line up and put a rooster underneath a
big black kettle. This was a witch rooster or something of the sort. And they
would say, "The man who stole it, when he touches the black kettle will make
the rooster crow." All the negroes on the plantation would go by the kettle
and then the overseer merely had to go by and look at their hands. The negro
who didn't have any soot on his hands was, of course, guilty.
All tests, however, have had an end goal, and they of modern times are
more or less as covert as this rooster under the black kettle.
Modern tests were originally devised in the total belief that Man could
not be changed. From year to year people would get changes of one kind or
another from childhood on, which would demonstrate the year's IQ which might
be higher or lower
199
than another year's IQ. They maintained that people advanced in IQ because of
age, yet at the same time said that IQ could not change, would never change
and could not be influenced by any particular factor.
I am rather astounded to discover that when a person is happy and takes
the test, and when this same person is unhappy and takes the test, he
practically gets the same curve on his personality profile with the same IQ.
It does have a constancy. It was this constancy and an inability to understand
the mind prior to 1950 which made people say that it was not possible to
change Man or his IQ. A stupid man was stupid and a bright man bright and that
was it.
People knew, however, that personality and IQ were not the same thing and
were distinct from one another. So there are tests to measure personality and
tests to measure intelligence. One of the ways one would observe this would be
to take three or four men who had more or less an equal personality. The
result of testing would show that they had more or less similar personalities
but that their IQs differed. Or one could take men of the same IQ and test
them, only to find that their personalities were completely different from
each other.
I have known this ever since 1950 when the first testing was done. We
either changed their personality or changed their IQ. Very often with a very
successful case we changed and improved both. This created a mystery and we
wondered why it was that when we ran an intensive on Joe his IQ changed and
when we ran the same intensive on Bill his personality changed but not his IQ.
In view of the fact that all of our processes were mixed to a large degree,
including such things as havingness, 8-C, thinkingness and significance
processes, and in view of the fact that auditors were different from one
another, we had a sufficient number of factors in each one of these test
representations to make it impossible to sort out. I could not sort it out.
Then I started on a project with the HGC auditors last week and wound up
with the answer to this problem when I had no intention of doing so at all. It
was just accidental that I found the answer.
Here is what happened. We wanted a process that we could write up in a
book and send to ministers so that they could counsel easily and well, since
the minister is doing a tremendous amount of personal counseling. If he could
just sit down, according to these rules as he read them and get some sort of a
result we would have been very happy. We called this project "Process July."
We knew one thing about Process July: It was slanted in the direction of
getting people to unburden their souls. We wanted to get the overt act-
motivator sequence off the case. So we would have the minister write down the
names of everybody the person knew and then pick out the most likely
candidates and ask just one question about each one of those until we got this
person straightened out. It would have been a straight wire question on a
present time basis, such as "Tell me something you could do or say to valence."
We do know that an overt act-motivator sequence is a reach-withdraw
situation, therefore we had to test "withhold" since we obviously had this
withhold situation to consider. (Now earlier processes already indicated this,
and particularly "Recall a secret." Don't confuse this with withhold because
they are not the same process at all. We merely wanted the person to open up
and talk to the auditor when we were recalling secrets and if we did anything
with it, it was totally accidental. But we did learn here about withhold.)
So the first question the minister would ask would be, "Think of
something you could withhold from _____." Now one of the discoveries that led
to this question is
200
that divulgence and confessions had nothing to do with raising anybody's IQ or
improving his case. It wasn't the fact that he confessed it or divulged it but
the fact that he erased it.
We started running this "withhold" command for a couple of days and then
went over to "What could you say or do to _____," varied that question around
for a couple of days and returned to "Think of something you could withhold
from (valence)," and found that the latter was the question that was producing
the results.
Withhold is a games condition on communication and is a partner to the
process, "Mock up somebody denying communication." People are in an obsessive
games condition which they have to play, although they are not aware of it,
and on the subject of communication they are naturally going to be withholding
obsessively.
We tested this process carefully and found minimal personality changes,
but found that the IQs of the preclears changed remarkably. An old lady's IQ
went up from 84 to 105 and everybody knew that her brains were atrophied. It
was an "impossible" jump for a person of her age. Another person quite
advanced in years, between 70 and 80 years old, got an IQ raise from 109 to
133. An invalid's IQ went up from 98 to 121 and a student's from 101 to 126.
There was an IQ change on every case on which this process was run.
The theory behind it seems to be this: The individual gets his mind so
involved with the problems of some game with some valence or person that his
computers are all tied up on that particular subject. When you restore self-
determinism on this level you free the individual's ability to think. An
obsessive games condition is to withhold communication from somebody. When we
take that off automatic and put it under the control of the preclear so that
he is doing it, all of the involved mechanisms start working out.
That is why psychotherapy never worked. You have never seen before and
after tests, whether IQ or personality, on a Freudian analysis. It is the
ability to withhold communication which advances IQ and makes a person feel
better, not the ability to divulge it. We've been told all our lives that all
we had to do was go to somebody and confess. If we were to confess to our
mothers and fathers that we did those dirty, nasty little things we would feel
so much better. It isn't true. You probably only felt better to the end of
getting your pants spanked. This is an enforced communication and as an
enforced communication would break through a games condition, in which a
person found himself. It would demand that one communicate with the enemy and
would depress one accordingly. Obviously, then, it is not true that divulging
or confessing did anything for anybody, because the only improvement he got
would be if he regained the ability to withhold that information without being
upset about withholding it. The only disturbing element in secrets is the
guilt which accompanies them.
For example: You took your old man's car and it got a wobbly wheel. You
put it back in the garage and he came out the next day and looked at it and
said, "I wonder how that happened?" You stood there innocently, saying
nothing. But you felt guilt. At length you felt as though you were going out
of communication with him when these incidents piled up too high.
Psychotherapy's whole answer to this is that you had to throw yourself at your
father's chest and confess all whereupon all would be well. It wouldn't have
done a thing for you. What the bent wheel did was to overcome your ability to
withhold communication by making you feel you ought to communicate. It
interrupted your self-determinism on the subject of communication.
This is the reach and withdraw mechanism, of must reach, can't reach, must
withdraw, can't withdraw and these are the two pairs which create the
sensation of insanity. As an example, you must run away from the bogey man
that's chasing you
201
through the treacle. He is coming like a mad express train and there you are
stuck. That is a nightmare. You must withdraw and cannot withdraw. The glee of
insanity is only composed of this. People in asylums are stuck in this so they
must withdraw and can't withdraw, must reach and cannot reach.
All of the past psychotherapies are aimed at getting a person to outflow,
and what do we find here? We find that intelligence increases and neurotic
personality traits get better when we run withhold communication from
valences. It is a fantastic reversal. We found this to be the case: that
people from whom one felt that one could not withhold anything were the most
aberrative valences on the case. We thus have a new definition for aberrative
valences, namely the "cannot withhold from" valence, who is the most
aberrative valence on the case. As you run it the preclear will say, "Well,"
unreality, unreality, "I don't seem to be able to withhold anything from Aunt
Grace at all." Ask a criminal what he could withhold from jail and he will
find that he cannot withhold anything from jail. He will see facsimiles and
other electronic phenomena sweeping towards some spot he considers jail since
he is unable to withhold anything from jail.
We are looking at the basic anatomy of the track and the basic process by
which one would run a track. You could be sitting in the middle of the trap
and just dream it up for a while and say, "How did I get in here? I don't
know." The only way anybody could keep you in a trap would be to give you the
idea that you had to surrender to the trap and the way to undo this would
simply be to think of something you could withhold from the trap or track.
The other side takes care of itself. I don't know how a thetan can keep
from communicating with everything unless he feels he should withhold
everything from everything. Remember, you are not trying to erase a lot of
things. It is the regaining of the ability to withhold that you are working
toward. It is a certainty process, the preclear selectively withholding things
from canvas, typewriter or aberrative valence with certainty, because an
individual has been in a games condition with the canvas, typewriter, drill
press or the valence. It has absorbed all of his ideas and thinkingness and
everything else, and they are all stuck and bunched up on the track. He is
trying to think, "How can I communicate?" since communication is composed of
selective withholding.
One thus gets this kind of activity. One has individuals in a games
condition with their highest common denominator of a games condition, and that
action is communicate, and they are trying to withhold communication from
their opponents. Wherever they have considered an opponent to exist they have
withheld communication from the opponent. Having decided to withhold
communication from the opponent they now decide to communicate with the
opponent because they have to, and you get a denial of self which is, of
course, the basic aberrative pattern. We take this circumstance, look it over
and discover that the individual has been made to break his own postulate --
"I am withholding it" -- because he considered this person an opponent and
then he said, "I have to talk."
When you can no longer withhold from a valence you become it, and we have
the basic mechanism of valence closure, because what is the one thing that you
don't withhold from something you have become? Yourself. So here is a gradient
scale of withholding.
One would run "withhold" this way: You would take an inventory of
valences, their professions and habitats. A habitat is a place where the
preclear has lived and couldn't pay rent. In other words, the old homestead,
his childhood home. There are a number of tricks by which one can isolate
these valences without asking the direct question on the basis of comm lag or
the fact that he didn't mention at all in five people the two most aberrative
people or valences on the case.
202
One would then establish a session with thoroughness and with
questioning find out if there was a present time valence with which the person
was very deeply involved and run that out with Problems of Comparable
Magnitude. One would then move into the session and sandwich valences with
Locational Processing. The command here is: "Think of something you could
withhold from (valence)," not "Recall something." The preclear would say,
"Oh, yes, I can think of lots of things." Now beware of an automaticity. He
might strike a games condition on an automaticity that says, "I can withhold
something from (valence)." That has to be flattened. Get to the point where he
can withhold rather ordinary and routine things at his own discretion one at a
time and that would be the ability to withhold regained, the only thing you
are interested in.
When the preclear finally decides that he can withhold things from the
valence, go into Locational Processing to orient your preclear in present
time, and to command his attention. Then run the next aberrative valence. This
one should be a little more difficult than the last one and so on to the next
valence which should be stiffer than the last.
One should then pick up the preclear's professional tools and run these
on a similar gradient scale -- the easier ones first and gradiently to the
difficult ones -- until he can withhold anything from his childhood home.
Flatten CCH 0, 1, 2, 3 and 4 fairly well before you embark on this and
then use ample Locational Processing for the remainder of the intensive and
Lord knows what his IQ will be if you went for broke to this degree.
But remember that the process will not do anything unless you have some
goals as to where the process is going, and the goal is to restore the
preclear's ability to withhold. This will bring the preclear out of all traps
and is quite evidently IQ, and it changes valences only to the degree that it
totally snaps the preclear out of that valence.
I hope this information is as valuable to you as it has proven itself to
me and the HGC auditors who assisted me with this project.
L. RON HUBBARD
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L. RON HUBBARD
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CONTROL
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 18 JANUARY 1958
CONTROL
The reason the auditor is having trouble getting off Control and onto
Step 6 is that the auditor expects a technique to take control of pc. Auditing
depends on the auditor taking control of the pc. When this is learned we'll
not have 20 hrs devoted to Control processes and 5 to Step 6. We will have 5
hrs to Control and 20 hrs to Step 6.
Control consists of the pc being aware of who and what is controlling
him. So Find the Auditor is therefore part of Control.
L. RON HUBBARD
LRH:bt.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
204
L. RON HUBBARD
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MEST CLEAR PROCEDURE
For use of 19th ACC, Staff Clearing & HGC
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 21 JANUARY AD 8
For use of 19th ACC, Staff Clearing & HGC
MEST CLEAR PROCEDURE
1. CCH 0: Get PC into communication on the following points:
1) presence of auditor; 2) presence of auditing room; 3) presence of PC;
4) starting of session and when it will end; 5) PC's goals; 6)
possibility of help; 7) present time problem -- if no blip, or only slight
blip on meter, skip it. If needle action severe, use "What part of that
problem could you be responsible for?" Run to nul on meter. Use no other
process for PTP.
NOTE: Use no Locational Processing at all during intensive.
2. S-C-S: (See Clear Procedure for commands [page 185].)
NOTES: In all commands, use "that body" or "the body", not "your".
Run until no step unflattens the other steps.
Be certain to duplicate the full command exactly each time.
Acknowledgement is a Tone 40 "Thank you".
3. Control Connectedness: Command: "You get the idea of making that (object
selected at random by auditor with auditor indicating the object) connect
with you.
4. Clean-up of field: Command: "You mock up a (terminal in the same
condition as PC's field) and shove it into the body," i.e., black field
-- black mass, invisible field -- invisible mass, speckled field --
speckled mass.
NOTES: ABSOLUTELY NO HECKLING ABOUT CERTAINTY THAT HE MOCKED IT UP.
Use patience, persistence, understanding, and kid gloves.
5. Creative Processing: Command: "In front of that body you mock up a (nul
object, located on meter) and keep it from going away. Did you? Thank
you." (Tone 40 ack.)
NOTES: The "Did you?" refers only to whether he kept it from going away,
not to whether he mocked it up.
Change the location of the mock-up on each successive command by
commanding, "Behind that body...," "Above that body...," "Below that
body...," "To that body's right...," "To that body's left...."
When the first object has been run from nul to nul, locate a somewhat
larger nul object with the meter. Run it nul to nul on the same command.
You will then go on to a 3rd, 4th, 5th and 6th object, each larger than
the last, and each run nul to nul on "Keep it from going away".
When all 6 objects have been flattened on "Keep it from going away", run
each one again in the original order on "Hold it still". When this is
flat, run the same 6 objects with "Make it a little more solid".
NOTES: If a mock-up disappears or flies out of control, don't red
herring after it. Just have him mock up the same item again.
205
If PC becomes extremely introverted during session of Creative Processing
Connectedness may be used to end session. If PC should remain introverted
for entire day, go back to Connectedness.
If needle consistently out of pace with supposed command execution, PC
has lost auditor, is out of control. Re-establish auditor, or go to
bottom again.
If auditor can locate invisible nul object or particle, running it will
reduce body's susceptibility to germs.
6. Creative Processing: repeat 5 with 6 different objects.
7. Creative Processing: ditto
LRH:bt.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
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ACCs
HPA/HCA
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 21 JANUARY 1958
ACCs
HPA/HCA
An ACC is a special activity.
It may modify HCA/HPA but not necessarily.
What is good in an ACC is generally taught in HPA/HCA sometime.
HPA/HCA is a tougher course by far and must prepare a student for all
eventualities.
Thus HCA/HPA must cover all types of processing and theory.
Clearing a student is not in the province of HCA/HPA. Teaching how to
clear is the emphasis. If they get clear it's incidental.
They're all auditors in HCA/HPA.
LRH:bt.rd
Copyright$c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
206
L. RON HUBBARD
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REVIEWING WEEK'S PROFILES
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN #2 OF 25 JANUARY AD 8
REVIEWING WEEK'S PROFILES
In clearing pcs it is necessary for the auditor to cause something.
Abandon any idea of running significant objects ever. Always run non-
significant objects.
Free the needle before you run Step 6 when needle is stuck. Two-way Comm
and Str Wire will do it.
Totally clear up a field before running Step 6. A field is cleared by
running repair of havingness on a terminal like the field. Don't go running
pcs on 6 who "think they see a mock-up" or who "have an 'idea' one is there".
L. RON HUBBARD
LRH:-.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
207
L. RON HUBBARD
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FUTURE PLANS
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 26 JANUARY AD 8
FUTURE PLANS
Well, here we begin!
A well schooled auditor can take any volunteering PC and get him under
control and run Step 6 of Clear Procedure and we have a Book One Clear.
Future of Research is Operating Thetan and the situation on Earth.
To consolidate this I am doing the following:
1. I am completing the 19th ACC.
2. I will groom up the DC operation until mid-February.
3. In mid-February I am going to London for 3 weeks to get London going
on Clearing (because it communicates easily to rest of world). This
for sure consolidates SA, NZ and Aust, which Man may need.
4. Returning to DC end of 1st week in March.
5. I will write our next "Book One" bringing us up to date and giving
us a book for the book stores that advertises as the solution to
Bohdi, the clear everybody's wanted for 2500 years.
6. That done I'll be in DC in late April.
7. The book will be published in June by Vantage Press. It will also be
published in UK and France through Vantage contacts.
A pamphlet about Bodhi will be written at once for reply to ads in mystic
magazines which announces the goal of 2500 years has been reached. It will be
printed like a $1 or 5s book.
Here's what Scientology Organizations should do:
1. Put announcements at once in all mystic magazines announcing state
attainable. Steves has the ad copy.
2. Get pamphlet on clears published as soon as I complete it.
3. Get whole staff cleared by Co-audit and HGC where necessary. (I want
all staff everywhere clear by June: easy to do and the results are
startling.)
4. Get groomed up for the summer rush and see to it that it is a rush.
Well, in AD 8 we've got a kick-off for a much more rapid game. The scope
of that game will be apparent to everyone when you start getting clear and
making clears.
My game in research is not at end by a long way. For instance in
research for OT actions I wrote 15 things the US Govt should do five weeks
ago. It has now done 6 of them. When they've done all 15 I know we're sailing
(for the 6 may have been my telepathy or coincidence).
And organization know-how and expansion is a long way from ended. Map a
comm center for the nearest ten stars for instance. We'll be on deck to
welcome the space ships when they get them!
Here's our program then. REACH 'EM. CLEAR 'EM.
And my actions are all geared to making that adequately possible.
I think we'll all get the notion shortly that we're making it!
Best,
L. RON HUBBARD
[Some copies of the above HCO B, issued from London, were dated 28 January
1958.]
208
L. RON HUBBARD
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CLEARING OF FIELDS
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 1 FEBRUARY 1958
CLEARING OF FIELDS
Definition:
A field is any thing interposing between pc (thetan) and something he
wishes to see, whether Mest or mock-up.
Fields are black, grey, purple, any substance, or invisible.
To run Step 6 of Clear Procedure it is necessary to clear up "field".
RULES OF FIELDS
We take a Thetan's ability to see for granted.
His willingness to see may be poor but we increase it by increasing his
confidence, decreasing his fear of objects.
Fear of seeing is fear of mass.
A pc can keep himself from seeing by destroying all mass. This is one way
mock-ups fail to appear. He has an automaticity which destroys them before they
visibly appear. Short duration mock-ups are similarly caused.
A pc that can't see is reacting from a failure (or failures) of having
tried to destroy something. He then tries to destroy mock-ups. Failing this he
tries to destroy self. This is a scale of survival.
Persistence of mock-ups is therefore dependent upon a pc's willingness to
let one survive.
One of the phenomena most in the road of clearing is called a "field". It
is a self-protective or destructive device.
For our purposes, however, the question of a field is simple. Common
example, pc was held in a dark room. The room kept him from going away. It is
an incident. The blackness he always sees is the blackness of the room which
kept him from going away. This incident or many like it piled up is a "field".
It is only necessary to have him mock up black rooms, shove them into his body
and keep them from going away (pc is cause here where the room was cause
before) and the field will change. This is a rule: In any field, a PC was
effect in an incident where he was being kept from going away. To clear that
field, it is only necessary to have him create the incident, shove it into the
body and have pc keep it from going away.
The main rule of fields is that pc must be made to reverse cause on the
field from field at cause to pc at cause. As all fields are incidents, and as
a pc is the one who mocks up these incidents, all fields can be cleared by
attaining knowing cause.
Another rule is that a pc will confront anything to the degree that he is
made familiar with it. Merely making him find and recognize fields will rid
him of them. Merely making him confront objects will rid him of fields.
TESTING FOR FIELDS
Basic Method of Testing for a Field.
209
Aud: "Close your eyes."
"What do you see?"
PC: "Nothing."
Aud: "Look at the room" (Pc eyes still closed) "What do you see?"
PC: "Nothing."
Aud: "Then something must be between you and room. What is it?"
etc. until pc sees field or eyelids or room.
Now repeat the same with a simple mock-up shape. (Egg, ball-bearing, or
sugar cube.) Have him mock it up, look at it. If he can't see it, ask what's
between him and it. Keep this up until he sees field.
You can also test for partial fields in areas.
CLEARING FIELDS
Basic Methods of Clearing a Field:
A. A "field" is one or more incidents.
Identify and Locate the incident making a field.
Have pc mock up the incident, shove it into the body and keep it from
going away.
B. Mock up a terminal same shade as the field and keep it from going away.
C. Mock up a terminal same shade as field and shove it into body.
D. Run "Destroy a mock-up in front of that body. Did you? Thanks."
" " " " behind " " " " "
" " " " below " " " " "
" " " " to the right of " " " " "
" " " " to the left of " " " " "
" " " " above " " " " "
" " " " below " " " " "
E. Take pc outside as in Waterloo Station and have him "Get the idea of
destroying that (indicated body or object)."
F. Move pc on time track.
AUTOMATICITY OF FORM SOLUTION
A pc must know he is creating what he is creating. He is creating any
mental pictures he sees. But he must know that he is creating.
Automaticity of form keeps him from believing he is making facsimiles. He
has buried the ability to form complex objects. He "mocks up a man". The mock-
up is his. The form is an automaticity. Therefore he feels the mock-up isn't
his.
Simplicity of form will conquer this and regain a knowingness of mocking
up. An entire clearing, including the handling of fields could be accomplished
on a pc by having him do a gradient scale of forms in mock-ups, always using
only mock-ups he is confident are his own and recovering his ability to
destroy these mock-ups.
What is clearing but regaining awareness that one is himself mocking up
all his facsimiles and regaining confidence he can destroy them as well as
create them.
LRH:-.rd
Copyright $c 1958 L. RON HUBBARD
by L. Ron Hubbard
ALL RIGHTS RESERVED
210
L. RON HUBBARD
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CONFRONTING
P.A.B. No. 129
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 February 1958
CONFRONTING
I want to speak to you about a phenomenon having to do with "enough" and
"not enough." This adds up to meaning "insatiable." The thetan is insatiable
as far as "enough" is concerned.
Just what is enough? That limit has never been agreed upon. For
instance, the governments of populations have long since exceeded "enough"
with internal revenues. But the fact of the matter is that if you object to
taxes it is probably because there are not enough taxes.
I was fascinated to study (and I examined several hundred governments to
discover what made them persevere) what people considered a good government to
be. There are certain requisites to a good government. People seem to buy
governments of tremendous duress; and governments which are very sweet and
polite and constructive are all lost. But governments which call in leading
citizens, incarcerate them and tear off their toenails with pincers seem to be
very well liked on the track. They persevere, not because the police and
governments do a good job, but probably only because they can't be confronted.
Justinian, the first great Christian emperor, used to call in the
foremost citizens or members of government that had happened to make his wife
a little mad and throw them into the nearest dungeon, torture them to death
and sell their wives off to the Arabs for slaves. The leading general of this
emperor was actually one of the great generals of all time. But every time he
won a victory, Justinian would issue some kind of cross mandate depriving the
victory of all significance. At the end Belisarius was rewarded by having his
eyes put out.
The more people Justinian illegally taxed, burned and tortured, the
happier everybody seemed about the whole thing. There was no smell of revolt.
But the same people, just a few years before Justinian and just a short while
afterwards, had perfectly good emperors with equitable taxes, just courts, and
these emperors lasted only a short period before the populace was in revolt
all over the place.
Well, what causes this? The answer is: enough government. The populace
had an idea of how much government there ought to be and if you didn't give
them that much government, they exploded. But they would have exploded to a
much higher level if somebody could have caught them. But nobody ever did and
as they came up on the upbound they just got a new tyrant who pushed them down
harder.
The only reason I am talking about government is that I want you to see a
preclear. Take somebody's wife. He is mean to her and as long as he continues
to be
211
mean she doesn't explode. One day he decides to be kinder and she explodes.
Here is a husband. He hardly puts his foot in the door and she jerks his pay
envelope out of his hand, counts it very rapidly, tells him his supper is on
the table -- and it is cold mutton!. We get a tremendous amount of duress and
then one day she is feeling poorly and doesn't furnish this much duress and he
explodes. What does this prove? Unless one applies a tremendous duress and bad
8-C people explode.
A preclear explodes under a mediumly mild 8-C which has regularity
rather than a tremendous number of surprises. He has never been given orders
he can follow before and all his effort to be orderly goes into restimulation.
His efforts to be orderly were manifest at those times when disorder was in
his vicinity. You start to handle him well and the disorder to his view goes
into automatic and he blows up. This restimulates his efforts to keep a
chaotic duress which he first used a long time ago to have an orderly duress
against such chaos. You actually start running out the tremendous duress which
he has had to apply to keep chaos from exploding. When that runs out you get
an explosion of the chaos he has been holding down. You run out, by command,
the duress which he has applied to chaotic times of his lives. As a
consequence you get an explosion. It looks as though this individual thrives
on nothing but chaos, but that is not true. He doesn't want it and he doesn't
want anything to do with it. A short period of application of very good 8-C
that is positive and won't let him get away with a thing, will run this out.
An individual will apparently sit around in a sort of mucky apathy and
be abused for years without anything happening because the abuse he is getting
is sort of running out former chaotic periods of his life. It is in
restimulation. It convinces him that he cannot handle the wife and that there
is nothing one can do about government.
A person who is subjected to a chaotic duress year after year is not
getting any place, but, and this seems to be the criteria by which this is
judged, he did not revolt.
There is nothing confused about the auditor in a Tone 40 session. If you
want a fast blow that will run this all out, you must be very didactic,
positive and totally unconfused. He will pull out tricks like origins, then
sly tricks and then somatics. None of them interrupt positive control. You
just continue to run out all the times when he has tried to control things and
has had them blow up in his face.
It is very interesting to watch a child move up into his teens. His
parents have been giving him 8-C, family style -- did you wash your face, why
don't you get a glass of milk, no there isn't any milk, go to bed, no don't go
to bed, no get up, go to bed, no don't stand up. When he gets into the teens
all of a sudden his parents aren't applying very much duress on him and he
revolts. It is not really a feeling, sentient, knowing revolt at all. It is a
restimulation of his own effort to take care of the chaos which happened to
him years ago. So actually bad control breeds periods of chaos which will
someday explode.
The actual appearances that come out of this are quite fascinating. One
of them is that the individual needs a lot of dramas. You might say, "Well if
the thetan can stand up to that much drama he must like it." He does not like
it but it is at least something to do. And that is his misconception of what
is worth confronting.
For example, a man had a nice art collection, lived an orderly
existence, was an interesting conversationalist and lived in his Maryland
village. He never had a caller. One day he died and the whole environment went
to his funeral. Obviously a funeral is worth confronting but a live being
isn't. Just add this up to what we used to have to say about Acceptance Level.
Now we have Confronting Level.
Another man hardly had anybody to talk to him in the office. He did a
good job, and there wasn't anybody who ever talked to him particularly. One
day he got sick and
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everybody in the office came to see him clear down at the hospital. If he had
got sick from leprosy they all would have come in the first five minutes.
An individual has a concept of what is worth confronting, and all of the
chaos which he has been handed has got him so confused that he doesn't
understand that things don't have to be horrible, terrible, miserable or
dramatic in order to be confronted. He falls this way straightaway from
confronting the universe around him, and he confronts only the horribleness
and nastiness and so on.
Lately the Book Review tells us that a book called Andersonville by
McKinley Cantor is supposed to be and is advertised as the greatest Civil War
novel ever written. I took a look at it. It isn't about the Civil War at all.
It is about a prison camp erected in Georgia by Southerners in which they
incarcerated damn yankees. Every nasty foul condition of humanity is delineated,
painfully and unartfully at exceeding length. This low tone level is something
that is worth confronting.
Have you watched TV lately, some of the 1.5ing and high toned TV actors
acting at 1.5? That is evidently worth confronting. If you could just figure
out what a lot of people consider to be worth confronting and then give it to
them you would probably come up with much greater popularity than anything
else. The same thing goes for the circus and screen. Hollywood got the idea
and I imagine laid a tremendous multibillion dollar egg with their Vista
Vision and Wide Screen. They are getting actors bigger and bigger and bigger
and bigger screens, and finally you sit down and begin to feel like an ant
crawling on one of the actor's knees.
There is another side of the manifestation. We have the anxiety to be
confronted. We get these two things in conflict with each other, and those two
things in their adjustment make the drama of life.
Where do we find preclears stuck? They are stuck in drama, and one gets
the idea that that is something worth confronting. They go off on a gradient
scale to things nobody could possibly confront and which they never did
confront and then go anaten.
First he starts facing these things which are, he considers, worth
confronting, and if he considers enormous drama the only thing worth
confronting then he easily falls into enormous chaos. When he goes over into
enormous chaos he gets caught up in the fact that nobody could possibly
confront the thing, but he is already stuck on an earlier postulate that there
was nothing worth confronting and so he gets no havingness in the physical
universe.
People run such tricks on other people's havingness. They tell him
nothing around here is worth looking at. "This is a dull town." (I think
America invented the small town just to convince people there was nothing
worth confronting.) These small communities, with their small minds, work one
way or the other on making nothing out of things that a child was willing to
confront. So they bred, as the child grew older, a contempt for anything in
his vicinity, and he started looking for things that were worth confronting.
Here is a sample process which could go: "Mock up something that isn't
worth confronting. Make it a little more solid. Thank you." The person gets
streets in his immediate vicinity. He gets havingness and the only things that
he could ever get havingness from. Yet his total idea is that none of this is
worth confronting and he never sees it. Thus you get your standard homo
sapiens, vacant eyed, walking down the street.
As an example: On a lovely cool day people were riding and walking down
the street. One lady pushed a little boy in a cart and they were all going
along vacant eyed.
213
All of a sudden the woman pulled the tongue of the little cart up and
catapulted the little boy out onto the pavement with a crash. Instantly
traffic jammed up. The kid wasn't even hurt, he just cried a little, but all
the cars stopped and their passengers popeyed onto this terrifying scene.
People stopped walking and crowded around the spectacle. That was worth
confronting. The ingredients of blood-curdling drama were added. But when the
little boy wasn't hurt and he shut up, looks of disappointment were on all
faces and the crowd dispersed quietly to the vacancy of other blocks.
Another process on this line: "Mock up something that nobody can
confront," and we discover the favorite games of psychos. Not a productive
process at all. By the way, when you get something that nobody could confront
you get black minds with ridges, shooting stars and space opera flying around
them that they could not make head or tail of.
If you said, "Invent something to confront. Mock it up and make it a
little more solid," you would probably get the best process that can be worked
out of this morass. The individual would gradually change his mind concerning
things there were to be confronted. There are no such things as can't be
confronted at all. There are only things which are difficult to confront.
"Mock up something you've got to confront" and you get the standard run
of the mill, homo sapiens nonsense such as alarm fires, funerals, etc. We also
get work. Work is considered to be about the last thing that anybody should
ever be expected to confront. The Anglo-American view is to put a tremendous
amount of kick in the pants on this thing called work. The way you work out
work as something that is impossible for anybody to confront is to discourage
a child when you see him perform any work. You say, "Oh, get out of my way.
It's too much trouble to show you. You're in my road." And by the time he is
six or seven he's thoroughly educated that he will not be permitted to work.
And then the laws of state keep him from getting jobs and earning money so
that he can escape from the tremendous dependency of family. Further up in his
teens they realize the police have a vested interest in crime and they have
here a good quality juvenile delinquent. Then he is not permitted to work
either. We get him in his early twenties and insist he get married and then we
show him that he's got to work. Here you've got one of these super duress got-
to-confronts. No wonder people get tired, because every time you put them into
a "got to confront" you run them into all the emergencies.
What is an emergency? It is something that requires a necessity level.
What is a necessity level? It is a heightened willingness -- a sudden
heightened willingness which untaps a tremendous amount of ability and you get
these tremendous feats. Now this cycle of super energy and application winding
up with super tiredness gets applied to the work-a-day world of turning a
lathe or driving a truck or keeping a set of books. He's got to get the work
done and he finally goes into total exhaustion. This is because he has no
orientation on what's worth while confronting. This adds up to the fact that
Man goes into an emergency level of activity when he has got to confront and
his whole lifetime is one long activity at an emergency height. This tells us
the reason for the hectic anxiety to get the work done. The human body has its
limitations and cannot stand that since it is built on a number of "now I am
supposed to's" and every time you have the problem handled you go out in the
middle of the Sahara Desert and "now I am supposed to have a drink of water"
keys in and you haven't got it licked at all.
"Mock up something you have got to confront" brings to the guy the tools
of his trade. Run it a bit further and you'll get women if it is a man, and
vice versa. It is a "got to confront."
You can ask what the solution of confrontingness in the preclear would
mean in terms of exteriorization. Things that are impossible to confront, that
are not worth
214
confronting, each play their role in exteriorization. A person who is dead in
the head knows that he couldn't possibly confront a skull of a body, but he
has got to confront one.
I would say that it would take a lot of preparation with the early steps
of CCH before one started soaring into those rarefied realms of
confrontingness. There is one process called Locational Processing which works
out a tremendous amount of confrontingness and controls attention at the same
time. It is run Tone 40, with great accuracy and precision by the auditor, who
then controls the preclear's attention which was previously controlled by
facsimiles. And a steady control like that runs out the preclear's attempts to
control. Locational Processing happens to make the thetan make the body
confront the wall. This is an objective confrontingness process. As a
subjective one, "Invent something to confront. Mock it up and make it a little
more solid," is very good, and they are at present the two standard
confrontingness processes in Scientology.
L. RON HUBBARD
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L. RON HUBBARD
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FREE CLEARING PROJECT
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street, N.W., Washington 9, D.C.
HCO BULLETIN OF 3 FEBRUARY AD 8
FREE CLEARING PROJECT
It is vital to have cleared auditors.
The Hubbard Association of Scientologists, International shall offer to
its professional membership only, the facilities, technique, quarters and
schedules adequate to effect clearing.
Anyone reporting to Washington who is an HDA or HCA in good standing with
the HASI will be assigned co-auditing facilities. The auditing quarters,
technique tapes, scheduling and supervision will be made available without
cost. The only expense incurred by the participant would be transportation to,
food and living quarters in, Washington.
Clearing on this project would be done on a co-auditing basis with staff
supervision. Estimated time is from 3 to 5 weeks. No guarantee of result is
made since it is conditional upon participation.
This project is open until the end of April 1958 only.
Charters and franchises will hereafter be given to clears only according
to recent board resolution.
This is not an ACC and in no way parallels an ACC.
Only professional auditors -- Hubbard Dianetic Auditors and Hubbard
Certified Auditors -- in good standing are eligible. Reinstatement is
attainable on payment of one year's dues of $15 for those whose membership is
not current.
The HASI reserves the right to refuse to enroll persons in the project or
to terminate participation of any person with or without cause.
We need thousands of cleared auditors for current projects.
Report to the Registrar FC any Monday.
LRH:rd
Copyright$c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
216
L. RON HUBBARD
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The Attainment of "Clears"
Ability
Issue 66 [1958, ca. early February]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
The Attainment of "Clears"
L. Ron Hubbard
A CLEAR: A person at willing and knowing cause over his own life, his
body and his surroundings and without a reactive or subconscious mind.
I have been receiving congratulations the last few weeks for having
developed techniques which make it possible for auditors other than myself to
clear people.
It has taken more than eight years to cross this bridge. I made the first
Clears in 1947-49. Then I wrote a book about it -- Dianetics: The Modern
Science of Mental Health. I honestly thought people could clear people with
that book. But all it really did was make people able to heal people, not
clear them.
People got better when audited by others. They did not get clear except
in rare cases.
So the past eight years has been occupied in the making of a bridge so
that others could clear others. Now it appears it has been done.
First I had to find out what I was doing. Then I had to find language to
describe it. Then it was necessary to develop a discipline which could do it.
Well, apparently we've won. It has taken eight years. But it is done. We
are making "Book I" Clears in the Hubbard Guidance Center. We are making them
in ACCs. We are making the grade in staff co-auditing.
For much more than 2,500 years, Man has dreamed of this goal. When Gautama
Siddhartha (623 B.C.) rose in the East as a Buddha, he could bring about the
state of Bodhi in a man. Nearly all of his teachings concerned the attainment
of this goal. The state of Bodhi is evidently our "Clear." (It is accidental
that the goals compare.) But from this action of a few reaching "Bodhi," more
than half the civilized world was changed.
It was forecast at that time that some day in the West someone would make
it possible for this to occur in one lifetime and for many. Regardless of the
prophecy, it is evident that we are now able to bring about a state higher and
more acceptable than Man has believed possible. And it is very important that
many people can accomplish the state in others.
217
Further, it is now possible to train a person to create the state in
others with a few months of work at the Academy. And it is possible to bring
about the state of Clear in from 30 to 275 hours of professional auditing at
the Hubbard Guidance Center.
So an eight-year bridge-building program draws to a close and I find
myself engaged in communicating the data and researching toward an even higher
state, one not even embraced by earlier literature -- "Operating Thetan."
The staff attitude here concerning Clears is interesting. Only within the
last few weeks has the staff as a whole become aware of some of the magnitude
of all this. It required about five Clears around the organization
headquarters, one after the other, for people to wake up to what has happened.
And then more days to realize that these Clears had been brought about by
auditors not yet clear. And finally more days to realize that Clears were
being made by somebody other than myself. And finally, that:
1. At the Academy we teach all the skills necessary to clear people.
2. At the Hubbard Guidance Center, staff auditors are using only
techniques to clear people.
In other words, the staff woke up to find that they were doing it and
that they now we're doing nothing else.
In the 19th Advanced Clinical Course, clearing began to occur with routine
student auditing.
And in the broad field of the public an awareness of this seems to be
coming about. We have some advertisements running in magazines that simply
invite people to come in and get clear and people we've never heard of before
are arriving with no preamble and signing up and sitting down to get cleared --
just like that.
What an enormous amount of data has been covered in 25 years! I've combed
into almost anything and everything for the answers. The answers were not as
simple as one would expect. But they were simple enough to get the job done.
An old-time Dianeticist came in during the 19th ACC, looked at the
students and what was happening and was the first to put it in words -- "Thanks
for making it so others can do it."
Well, that's what's happened.
The practical aspects of this are apparent in such things as a new Board
of Trustees order to the effect that charters in the future would be given
only to Clears, by an order to worldwide staff to be clear in six months, by a
co-auditing clearing project for professional auditors here in D.C., at no
cost.
You could say that we've been marking time as an organization waiting for
this day. The day has arrived. We need mark time no longer. In the teeth of a
worsening world, we've made it, no matter what happens on Earth.
Quod erat demonstrandum.
It can be done for you.
Best,
L. RON HUBBARD
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L. RON HUBBARD
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HGC CLEAR PROCEDURE OUTLINE
CCH Ob -- HELP IN FULL
STARTING SESSION
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 6 FEBRUARY 1958
HGC CLEAR PROCEDURE OUTLINE
CCH Ob -- HELP IN FULL
STARTING SESSION
After clearing any pt problem with "What part of that problem could you be
responsible for?" run CCH 0 for help. If any difficulty whatever is
experienced or if pc has field, run CCH Ob in full.
This is formally audited. Each command is cleared with pc word for word.
And a bridge is used for every change. Run until E-Meter is flat or field
vanishes or both. This is a 9-way bracket.
How could you help yourself?
How could you help me?
How could I help you?
How could I help myself?
How could you help another person?
How could I help another person?
How could another person help you?
How could another person help me?
How could another person help another person?
This, I think pretty well does away with any difficulty with fields.
Note: There went the only randomity in clearing. I nailed this in the 19th ACC
where only 7 cases in 36 were not progressing. All these had fields. All these
had difficulty with help. Incidentally, a black field is in reality a
betrayal. A betrayal is help turned to destruction. The dichotomy of destroy
is destroy-help. When help fails destruction occurs, or so goes the most basic
consideration behind living. There are many ramifications of this.
LRH:-.rd
Copyright $c 1958
by L. Ron Hubbard L. RON HUBBARD
ALL RIGHTS RESERVED
219
L. RON HUBBARD
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RULES GOVERNING THE RUNNING
OF CCH Ob "HELP"
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 13 FEBRUARY 1958
(corrected)
RULES GOVERNING THE RUNNING
OF CCH Ob "HELP"
When pc has a pt problem, run pt problem as prescribed in HGC Proc of Feb
6. Then use the following.
Thoroughly clear command word for word and every time auditor uses a
bridge.
Always bridge no matter how brief number of commands is.
Run on E-Meter on help until needle is loose, not nul.
Help follows laws of flows not terminals. See Scientology 8-80 for flows.
Anaten ensues when one direction of command is run too long.
E-Meter needle that is stuck will run to loose if proper flow direction
is selected. If a command is run too long needle will go past a loose state
and into a new stick. Reversing command frees needle.
Help also frees valences.
L. RON HUBBARD
LRH:-.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
[In the original issue of this HCO B, the first paragraph read, "When pc has a
pt problem, select most intimate terminals on these and run problems of
comparable magnitude and/or help in brackets, a few commands each bracket."]
220
L. RON HUBBARD
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Man's Contest with the Machine Age
Ability
Issue 67 [1958, ca. mid-February]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Man's Contest with the Machine Age
L. Ron Hubbard
The humanities, until now, have been defeated by the raging chatter and
disinfected order of the Machine Age.
Man as a creation has been overwhelmed by his own creations, the drill
press, the typewriter, the superbomb and the moon-carrying missiles.
Bewildered, he knows the octanes in his fuel, the calories in his stomach and
the wavelength of Radio Rome, but he does not know his own thoughts, his
intentions, the source of his fears or the reason for the decay of his
discipline. He can fire a bomb half around the world and yet like a hand
closing in a death throe, the boundaries of his empire draw inward. From his
chromium-banded car he gazes out at throngs of his fellows going where they do
not know or why.
The Anglo-American peoples have launched upon the world a technology
bound by perfection to win against and across all other cultures, but they
have not launched with it a technology of the mind or a code of behavior
adequate to guarantee the conquest.
Borrowing from a Russian, already a slave to the Anglo-American machine
age, all they know or use of insanity, the authors of our industrial age have
found boundaries and limits to their own conquest in "human humiliation."
Human inability has placed a ceiling on the height Man can go into space, upon
the amount of technology that can be absorbed by a savage race and, less
romantically but far more practically, upon the efficiency of a business
office.
Man is in trouble. He has invented himself into a dead end. The more
efficient his machinery, the clumsier become his mind and behavior.
It is our business to match the forward advance of the machine sciences
with a comparable advance in the humanities. We have done so in Scientology.
With Scientology we can restore the freedom of the individual, the
discipline of the group, the pride of accomplishment and the understanding
necessary to use the Machine Age before it itself uses Man entirely.
We recover here our miracle and ability to do and to live or we perish in
the howl of an upsurging wave of savages or of a down-coming bomb.
We did not civilize the native. We overwhelmed and equipped him for
revolt. We did not advance our clerks and executives as we advanced their
equipment and their duties.
221
We have the only workable new civilization and technology since Rome
fell. We have not given it the philosophy and know-how that will permit it to
win.
In the midst of everything material we need, we live in a vacuum of pride
and courage and so we can fail.
Scientology adds to the Anglo-American potential that philosophy of
humanness necessary to our winning. Without it our peoples will continue to
crumble and break before the savageness of the machine and its remorseless
toll of our hope, our courage and our will to do. We can still win -- with an
adequate philosophy to know and to do.
We have it in Scientology.
A Clear is above all this.
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L. RON HUBBARD
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"DEATH"
P.A.B. No. 130
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
37 Fitzroy Street, London W.1
15 February 1958
"DEATH"
Edited from L. Ron Hubbard's 12th lecture to the 18th American
Advanced Clinical Course in Washington, D.C., on 30 July 1957
The whole subject of death has been one of the more mysterious subjects
to Man and it has only been in Scientology itself, and not in Dianetics, that
the mechanisms of death have been thoroughly understood. When I say thoroughly
understood I mean, of course, only the mechanisms.
We know a great deal about death and we are actually the first people on
this planet that do. This is one of the larger wins of Scientology.
It is very easy to forget about death because that is what death is, a
forgettingness. However, we do have a considerable amount of information on
this subject and you are entitled to that information.
Man is composed of a body, a mind and what we refer to as the thetan.
Exteriorization processes give a person a considerable subjective reality on
the idea that he himself is a being that is independent of a mind or a body
and that there actually is a separateness between them. One doesn't even have
to be carried along to a point of where one exteriorizes in processing in
order to get a reality on this.
This subject has been fully covered by me since 1952, when I defined the
thetan as in Axiom 1 and devised techniques to separate any preclear from his
body. This was the first scientific evidence that Man has had on the subject
of the human spirit. Man thought he had a human spirit. That is totally
incorrect. Man is a human spirit which is enwrapped, nose or less, in a mind,
which is in a body -- and that is Man, Homo sapiens. He is a spirit and his
usual residence is in his head and he looks at pictures and his body carries
him around.
When we look at the fact that Man is a spirit which has a mind and a
body, and when we describe Man in that fashion, then it becomes extremely
simple to understand what his difficulties would be. His difficulties would be
basically with his body or with his mind and we can understand that there
obviously would be difficulties with him as a spiritual being. He has to think
that he can get into a trap, has to get the idea that he can be in danger
before he can get into danger. In other words, the thetan has to give
permission to be trapped before he can be trapped, and is therefore easily
untrapped. The moment he is untrapped he gives birth to all sorts of
interesting phenomena which we know as the exteriorization phenomena, all of
which are quite easily demonstrated. I actually constructed a meter once that
could measure and prove a thetan to have an electrical field around him --
independent of energy ridges, bodies and such combinations as that.
223
What happens to Man when he dies? Basically all that happens is that a
separation occurs between the thetan and the body. However, he takes old
facsimiles, energy phenomena and bric-a-brac that he feels he cannot do
without, with him, and attaches this to the next body he picks up. He does not
build a body in this lazy time of manufactured items and Frigidaires and so
on. He picks one up off the genetic line, and the genetic line is a series of
mocked-up automaticities which produce according to a certain blueprint from
the earliest times of life on this planet through until now. Everybody --
people even in biology know that there is a definite succession of steps that
life takes today, as they announce in their theory of natural selection and
evolution. We understand it rather thoroughly that something goes through
these steps.
There is the cycle of action in Scientology which is Create, Survive
(persist), Destroy. At the shoulder of the curve an individual is mostly
interested in surviving, early on the curve he is interested in creating, and
at the end of the curve he is interested in the disposition of the remains.
When we apply this cycle of action to the various parts I described, we
get a death of the body, a partial death of the mind and a forgettingness on
the part of the spiritual being, which is in itself, again, a type of death.
Actually bodies stay around for quite a while after death since it takes some
time for them to decompose -- certain parts before other parts -- and the
cells in the cuticle and hair evidently live longest.
The first thing one learns about death is that it is not anything of
which to be very frightened. If you are frightened of losing your pocketbook,
your money, your memory, boy or girl friend, well, that's how frightened you
ought to be of dying because it's all the same order of magnitude.
Here we strike the first observable phenomenon when we find out that the
mind, in spite of mechanisms which seek to decay and wipe it out, does
maintain and preserve mental-image pictures of earlier experiences. With the
proper technology and an understanding of this, one can be again in possession
of the mental-image pictures of earlier existences in order to understand what
was going on. In view of the fact that we have not restored remembrance to the
being, the mental-image pictures usually just continue to be pictures. We send
somebody into a past life and he looks at a mental-image picture and you might
as well have sent him to the art gallery. He himself has no connection with
this because the mental-image picture may be the mind's or the body's. (The
body carries around mental-image pictures and the thetan does the same and
these two combine to form the mind.)
The mind, then, is a bridge between the spirit and the body, and the
mental-image pictures formed by a thetan added to and confused with the mental-
image pictures formed by the body is usually how a thetan stays in a head. He
confuses the two and therefore demonstration of past existences by running
somebody "back down on the time track" and having him look at a picture is not
very convincing. He has always had some unreality about it, has no recognition
of having ever been anything else before.
The restoration of memory to one of these beings is of great interest to
us, since all that is really wrong with him is that things have happened to
him which he knows all about but won't let himself in on. Therefore the
restoration of memory is done as a matter of course in almost any processing,
and in view of the fact that it is part of any processing, it is impossible
today to process somebody, well and expertly, without having him sooner or
later get some sort of a recall on a past existence with some small reality.
An individual's own will has a great deal to do with this. One should not
look for outside sources as to why his memory is shut off. Just as he must
grant permission to be trapped, so must he grant permission to be made to
remember. He is more or less
224
convinced that a memory would cause him to re-experience the pain he already
feels has been too much for him. He is very reluctant to face up again to this
mechanism, and facing death, he almost always goes into a bit of amnesia.
The fact that one has lived before is so restrained that it itself is the
reason why it is forgotten. The unpopularity of it in other ages and this one
brought about a forgetter mechanism which causes an occlusion on the subject
of death. The fact that one cannot talk about it is enough, all by itself, to
continue to cause the forgetter mechanism.
A way to plot this would be to ask somebody, as an auditing question: "To
whom can you tell the fact that you have been dead?" It works something like
this: "Tell me the one person in the world who does not believe that you are
insane." It has a fantastically cataclysmic effect upon a person. He sort of
believes he is going wog and spinning and so forth, and when you ask him that
question you have broken the agreement chain.
You could ask a similar question, "Tell me one person in the world who
believes you live more than once," and you would get a similar reaction.
I have plumbed into this subject very deeply with lie detectors and E-
Meters, checking up with grown-ups and children from all walks of life. You
can, with the aid of one of these meters, put a person in such an incident.
There is a peculiar behavior of the needle. It is a little hunt of the needle,
and it just hunts back and forth over a small area quite frantically. It
indicates that a person is still sitting in one of these exteriorization
incidents.
We know a great deal about havingness and that if a person suddenly ran
out of havingness he would die and we would expect so much loss of his
possessions and so forth to wipe him out. It doesn't wipe him out. This is
what ordinarily occurs. He backs out at the moment of death with full memory.
At that moment he knows who he is, where he has been, and so forth. You'd
expect a total occlusion but it does not occur at this point. It is not true
that a thetan in excellent condition gets some distance from the body and then
doesn't care about it any more. That is simply a phenomenon of havingness.
When we first found that, we thought this was always the case, but we were
striking at thetans ordinarily low on the tone scale. Those who forget about
it immediately and do not care have actually gone into the sub-zero tone
scale. In support of this you can pick up on the track times when a fellow
backed out of his head and was mad and just kicked the stuffing out of the
person who killed him.
At a certain level a person who had to "have" tremendously would get just
so far from a body and say, "Well, I don't care. I've had a very unhappy time
during that life and I'm awfully glad, I don't care." But that person was so
little alive when he was alive that his aliveness after he has died is also
negligible. A person a little higher up when somebody knocks off his body,
would have an interesting reaction to this. "I'll show them they can't put me
out of the game," and he'll dive halfway across the country, see a maternity
hospital and grab the body of a baby. Somebody higher than this would not have
been in contact with bodies in the first place.
We get a very fascinating exteriorization here because it is totally
cognizant. The person knows who he is and usually has very good perception. He
knows where his friends are and for somebody to come around and point out this
fantastic spiritual phenomena that somebody has appeared to them after he had
died several thousand miles away is something like being terribly surprised
because a waitress came to the table in a restaurant. If a person is killed
with sudden violence and he is very surprised about the whole thing, he is
sufficiently upset and unphilosophical about it that he is liable to go around
and see his next of kin and the rest of his friends in an awful frenzied
225
hurry trying to reassure himself that he hasn't gone to purgatory.
("Purgatory and hell" is a total myth, an invention just to make people very
unhappy, and is a vicious lie.)
He has suffered the loss of mass. That is just about the frame of mind
the thetan is usually in when he finds his body dead. If he is below 2.0 on
the tone scale his major thought is to get another body. This he can do by
finding a young child that he could bring back to life. Thetans are very good
at this. But the ordinary entrance is some time around what we call the
"assumption," and the assumption occurs within a few minutes after birth in
most cases. That is the usual procedure, but the thetan can hang around for
some time.
They'll hang around people. They'll see somebody who is pregnant and they
will follow them down the street. They'll hang around the entrance to an
accident ward and find somebody -- some body -- that is all banged up and pick
up this body and pretend to be somebody else's husband or something of the
sort.
It isn't necessarily true that all of this is taped, measured. I am
telling you what is standard about this behavior and what is not. It is a case
of how fast you can pick up a body before somebody else gets it. So there is a
certain anxiety connected with this. Thetans often say very interesting
prayers at the moment they pick up a body. They dedicate themselves to its
continued growing and they are so pleased with the whole thing that they
dedicate themselves to the family and go through all kinds of odd rituals of
one kind or another. The odd part of it is, they don't shut their memory off
until they pick up another, a new body, and the shut-off of memory actually
occurs with the pick-up of the new body.
There is a phenomena series known as the "between-lives" series, and
people have some sort of a thing mocked up whereby somebody goes back through
a between-lives area. This can be plotted, it is not unusual, but it is
certainly not a constant. Until thirteen or fourteen hundred the between-lives
area operations weren't thriving at all. Then they started to pick it up more
and more. They had to knock witchcraft totally out of Europe before the
between-lives area clubs started thriving. They had to knock out any idea
about demons and spirits. In other words, they had to make one feel guilty for
hanging around and admiring the trees with no body to look through.
They succeeded in doing this. You can make a little child sick by just
talking to him about this sort of thing, by mentioning ghosts and spirits and
how bad they are and how fearful they are. He gets upset because (1) you are
restimulating times when he exteriorized and (2) you are invalidating him and
throwing him down tone like mad. He is a ghost, a spirit, a demon. He is all
these bad things they have mocked up.
In view of the fact that two exteriorizations take place, it could get
very complicated as one looked at it because the GE exteriorizes. I don't know
much about that except that there is something that mocks up bodies that we
call the genetic entity and it skips from life to life. in other words, even a
body doesn't live only once. It is so obvious once you look at it that if a
body lived only once it would never have learned how. The intricacy of a body,
itself, is something that is developed over a long period of time.
When you realize that you have the capability of endowing things with
life then we don't even know that the genetic entity is alive. It might just
be machinery or computation of one kind or another that goes on and that you
continue to endow with life to some degree until you separate from it.
Another interesting phenomenon about death is that a thetan will stay
around a body until it is disposed of properly. You can take an E-Meter and
any preclear, and
226
you can find times when he has been left out on a cliff and nobody even put a
lid on the coffin, and these it was exposed to the wind and rain and he will
stay around there until that body is totally dust. Bodies left out in the open
decompose. Bodies buried in the ground go to pieces in a hurry. The rate of
decay of a body is not really a point in question except that a thetan will
try to accelerate it if the body isn't cared for. A thetan doesn't much care
concerning the actual disposition of the body as long as it isn't given any
more indignity than it suffered in the lifetime. He is apt to be very upset
about indignities rendered to a dead body. Even while he is "in a body,
alive," when the body is apparently alive and he is taking one around, he gets
upset, if he is in any shape at all, about bodies being abused and mistreated.
Much lower on the scale he is still upset about indignities to dead bodies and
dead things.
He associates the body with his own identity to the degree that every
time an indignity is sendered to the body he thinks it is to some degree being
rendered to him; therefore he hangs around a body until it is properly
disposed of. When people make wills in which they declare a certain
disposition of the body, it is a very wise thing to do, if you want him to
live a happy life elsewhere, to carry out those wishes, because that is his
idea of what proper care is.
The Egyptians had the idea of living forever and so they wanted their
bodies to live forever, but don't think that a thetan hung around just because
his body had been mummified. As far as he was concerned he was on some other
genetic line and he would not particularly be upset about his body if it had
been hauled out of a tomb and been put up in the Metropolitan Museum. He
already would have been too far away from it to worry about it. One very
worrisome case was that of a thetan whose skull was used by a carnival who put
a motor in the jaws to make them keep on opening, and the thetan just couldn't
take it. I actually had to unwrap a preclear from that particular skull. He
still had a finger on it even though he had another body. People actually
become curators of museums just to keep a finger on a body they might have
once had.
Mary Sue is the sweetest tempered girl you ever saw. We went into the
British Museum, saw a whole bunch of jewels lying there and she went
completely 1.5. She just got so mad that even I couldn't talk her out of it.
Finally I took her home, put her on an E-Meter and her total conviction was
they were still safe in a tomb someplace.
Every once in a while some fellow will go into some area and go completely
berserk and not know quite what is wrong with him. Well, he probably got
killed there or something of that nature.
The subject of death is never a very serious one to a Scientologist
beyond the fact that he feels kind of sorry for himself sometimes. There was
somebody of such terrific elan, who made him real happy and this person was
thoughtless enough to dispose of the mock-up and go out of communication and
the Scientologist feels unhappy about it, for it is a thoughtless thing for a
friend to do. This, by the way, is a very early concept of death. You now more
or less progress back to death as it was regarded very early on this
particular track in this universe. People didn't regard it very seriously.
Death is in itself a technical subject. You can, with considerable
confidence, reassure some husband whose wife is dying or has just died that
she got out all right and she is going someplace else to pick up a mock-up. If
you got there while the person could still talk, still communicate with you
MEST-wise, in the last moments they usually have something spotted, something
planned.
Now, sometimes a thetan gets so furious that he gets hallucinatory. He
goes around killing all his enemies in all directions and they don't even
exist. Motto: Have your reality in good condition before you die. There are
many processes which
227
exteriorize people and give them high reality on this. Amongst those
processes the key process that produces the phenomena without any great shock
is old Stop, Change and Start -- it produces exteriorization rather easity.
Thetans do not become body cells, walls and can get out of any trap they
are in, but sometimes it is better to be in a trap than nowhere, and that is
true of most people.
A thetan very often carries with him a theta body, which he mocked up on
the past track and which is a number of facsimiles of old bodies he has
misowned and is carrying along with him as control mechanisms which he uses to
control the body he is using. He eventually develops quite a heavy, thick,
automatic-control theta body. They are quite interesting. Many have electronic
claws and all sorts of things. Usually the theta body structure has an
electronic beam that goes down each of the fingers and he opens and closes his
hand with beams. This is going off into structure, but he sometimes pulls out
this theta body complete and simply takes it along.
Losing your pocketbook, some treasured possession or your body are all
alike, and because of the forgetter mechanism a great mystery is made out of
this. But that is death -- phenomena of. And I hope sometime or another you
may have no use for this whatsoever.
L. RON HUBBARD
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L. RON HUBBARD
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PROCESSES
All Staff
Bulletin Board
Field Offices
HCO London
HUBBARD COMMUNICATIONS OFFICE
1812 19th Street, N.W., Washington 9, D.C.
HCO BULLETIN OF 1 MARCH 1958
Distribution:
All Staff
Bulletin Board
Field Offices
HCO London
PROCESSES
When running Problems of Comparable (or incomparable) Magnitude, use the
following three parts. Do not omit any part:
1. "Invent a problem of comparable (or incomparable) magnitude to
(terminal)."
2. "How could that be a problem to you?"
3. "Can you conceive yourself figuring on that?"
Note: Question 2 may be omitted only if the preclear tells you how it
could be a problem to him while answering the first part.
CONNECTEDNESS: Insertion of the word "You" in the command:
"Get the idea of you making that (indicated object) connect with you."
Best,
L. RON HUBBARD
LRH:md.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
229
L. RON HUBBARD
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THE SCALE OF WITHHOLD
P.A.B. No. 131
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. Ron Hubbard
Via Hubbard Communications Office
37 Fitzroy Street, London W.1
1 March 1958
THE SCALE OF WITHHOLD
Edited from L. Ron Hubbard's 17th lecture to the 18th American
Advanced Clinical Course in Washington, D.C, on 6 August 1957
CCH 9, Tone 40 "Keep it from going away" is a withhold process. We know
it to have a considerable workability. The road to solids, toleration of
solids, lies through withhold. Only we never had a straight wire version on
this before or anything that clipped it directly and immediately, but we have
it here with Tone 40 "Keep it from going away.
CCH 9 proves that we are dealing with the automaticity which goes as
follows: everything that comes along is used by a thetan to keep things from
going away. He gets a cannonball in the stomach and says, "Ah, that moment of
impact kept the body from going away. So I'll make a picture of the impact" --
hence the necessity for pictures -- "and have it keep the body from going away
from here on out."
That is why people hang on to impact engrams. It is fear of loss-fear
that they will lose a body. They do other things. They fill the atmosphere
around the body with machinery so that other thetans will be afraid to come
into it and take it over, take it away.
"Keeping things from going away" is a basic mechanism which guards
against loss. As you know the mind runs on a gradient scale from thought
through effort to solids. Actually the mind is already graphed on the tone
scale. That is the gradient scale of approach between something that is
nothing and total solids at the other end. It isn't that the person himself
becomes a total solid, but his approach to solids is on a gradient scale
through less solids and misemotions and plain emotions and energies, like
aesthetics, to just thought.
When an individual gets hold of something like a cannonball in the
stomach, he says, "That certainly got there in a hurry. That I can directly
handle because it handled me so well." He keeps things from going away. He
guards against loss with impacts. He also does other things with impacts. He
uses them as control mechanisms. It would not be put beyond a thetan to take a
cannonball engram on the right to move his body to the left and vice versa. It
is handy and requires no effort. He just puts a slight thought into the line
and says, "Move to the right." The cannonball goes into restimulation and he
moves over to the right. This could be a good system.
He uses these "keep-it-from-going-aways" as control. In other words, he
lets the body be shoved around by things and he keeps those things there and
thus he can control the body rather easily -- but he deteriorates at the same
time.
230
An individual can also very easily take a cannonball engram and hang it
on somebody else's head to make him bow. Very often you start to audit a
preclear and you find out that you are auditing a stomach out of his right arm
or a head off his left foot. This is the interchange of facsimiles, and
thetans do use facsimiles on others.
Way back on the track there is a thing called the Engram Police. It is
quite amusing to get a thetan into some kind of condition where he can be
policed -- to be confined for thirty days in the space opera trap.
Facsimiles have a use and then they have the lovely attraction of also
being mass. A fellow who keeps money for its own sake is the type of person
who would keep facsimiles for their own sake.
You, as an auditor, start to look for the significance of why this
preclear has this thing stuck in front of his face and you may find that he is
merely keeping it for its own sake.
Facsimiles either keep you where you are or the body where it is. They
are control mechanisms. Sometimes a thetan will get a series of engrams all
hooked together -- shoulder with an arrow, stomach with a crossbow through it,
leg with a spear in it and a few slinging stones that are back of the left
eye. That is a nice combination and moves the body rapidly. You start to
shift the engram a little and the body jumps, and you move this at somebody
else and he jumps as well.
The service facsimile is a series of facsimiles which you call a
facsimile, which can be applied to the control of others very nicely. But
after the individual has been on the track for a few billion years using one
of these combinations, he sooner or later flops.
If an individual is to have anything to do with facsimiles, he is going
to be somewhere between solids and thought. By gradient scales of
concatenation and by lots of postulates about association, which gets into
identification, finally this scale can become relatively solid. He can think a
thought and turn on the solid at the other end of the scale.
We look this over and we see that the movement and the motionlessness of
people can easily be handled by facsimile patterns.
Throwing things away or dispensing with them is much inferior to holding
on to them. I near killed some preclears trying to find this out. Which side
of the reach-and-withdraw mechanism is the one which can be audited? I have
found that the "reach" one is good and high toned -- not games condition
activity. That is communication. Unless you have an opponent situation you
would certainly run "reach."
In view of the fact that everybody has some games condition on almost
everything we can run withdraw, and withdraw is the side we can run rather
endlessly. (By withdraw we mean "withdraw something from" because this builds
up and increases havingness.) "Withdraw it from" or "Hold to yourself" the
object holds good anywhere up to a couple of hundred hours of processing. Man
will communicate outward to the degree that he can hold inward and the
monitoring thing is the "hold inward."
Every time a psycho comes into the foundation we find that they cannot
separate anything from them. I used to try to process them on getting them to
throw away a single scrap of paper and with very good results. That is an
extreme case of hold, hold in to self and withdraw it from others. You will
find out that as a person heads on down the scale it gets that bad -- but what
complicates it is that it has inversions, and right above this "clutch it to
the chest this tight" would be an inversion of "throw it away."
231
Which one solved it -- the "throw it away" or the "clutch"? People cannot
throw away ad infinitum. They run out of havingness. We are really only
concerned with a person's holdingness to himself. That gives us an engram
bank, puts the bank in restimulation and upsets things endlessly.
Now, "hold it in" solves both "hold it in" and "throw it away." An
individual's communication is raised by holding things in. Here is a nothing
that couldn't duplicate any mass busy holding mass in to himself. He comes to
harm because of it. His abilities go to pieces and his penalties and that sort
of thing all accumulate on him. Everything a thetan has done wrong he carries
around in little pictures to remind himself how guilty he is. It is probably
the result of a number of considerations peculiar only to this universe.
We have to increase a thetan's ability to hold. When this ability to hold
is emphatically good and he himself can do it, he will abandon all these
cannonballs in the stomach. In other words, he abandons all this lower scale
automaticity of having things held for him.
Holding on to, when it becomes automatic, goes out and beyond one's power
of choice, which automatically can start by power of choice, but after that it
has to violate it all the way to be automatic. One doesn't stop an
automaticity. An automaticity, when and if it stops, wears out.
If we have everything holding on to things for us, such as gravity, body
holding on to you, and all kinds of things holding on for us, we eventually
get to a frame of mind where we feel we are being totally cared for. But at
the same time we don't dare reject anything because it might be some of our
hold-on-to mechanism and a thetan doesn't reject.
For a thetan to re-acquire the ability to hold on to things, is not
necessarily the same as a thetan having to destroy all automaticities.
Automaticities, quite incidentally, fold up when the thetan starts to re-
acquire the powers and abilities contained in an automaticity. We do not take
over automaticities to destroy automaticities. We take over automaticities
only to rehabilitate the ability of a thetan. We just take them over because
they are robbing the thetan of his ability to perform. (The inflow principle
of the universe is being used to hold on to things rather than the thetan's
ability to hold on to them.)
Power is contained in the ability to maintain a position in space.* If
you can't maintain a position in space you will never have any power. If
everything is holding things in to you, they will eventually start moving you
around and the moment this happens you no longer have power. An individual's
ability to withhold, his ability to hold and his ability to keep something
from going away, are part and parcel of his ability to maintain his own
position, situation or location.
Some people start confronting and immediately fly out of their heads.
Eventually they get so that they can sit there and confront and hold their
position. This is a necessary point in confronting. You have to be able to
hold the position in the face of something. Higher than this, or lower down
since it goes either way, we realize that to keep something from going away is
a sort of confrontingness. Keeping things from going away is an ability which
gradually cultivates the ability of the thetan to remain where he is.
If you can keep a wall from going away, the ability to hold still in
general is regained. One then is able to confront things and can then
recognize solids. First you
* Refer to Scientology 8-80 by L. Ron Hubbard.
232
have to acquire this ability to keep things from going away, then finally
discover that you yourself can be stationary -- which gives you the idea of
confronting -- and as soon as you are willing to confront then you can make
things more solid. And that is why these three processes, CCH 9, 10 and 11,
are run in this manner.
The solids and the solidity that you are willing to confront have an
awful lot to do with your ability to hold still or hold things still, and your
ability to hold things still has a lot to do with your ability to keep things
from going away.
But here is a basic ability in the keeping of a secret -- being able to
withhold things from others. We have a whole span of keeping things from going
away, all of which simply begin with the withheld thought, which is what a
secret is, and it scales on further to a withheld object.
When an individual has regained his ability to keep certain things from
going away, he could then start in on the basis of holding things still, but
he will never hold himself still for the excellent reason that he isn't there
to be held still. He can only suppose he is in a place. And this depends upon
his ability to hold other things still.
Now, "Keep it from going away" solves both outflow and inflow. "Hold it
still" solves motion and no motion. We have motion and no motion and you
really don't solve motion with motion. You solve motion with "hold stillness."
And the ability to confront and confound solids solves alike something and
nothing. To be able to confront a solid, then, makes a person capable of
confronting no-thing.
Here we have six items and their gradient scale. The first two of these
items are a pair called "reach" and "withdraw," or "throw it away" and "hold
it to you." And that bracket is solved only by running "Keep it from going
away." The next one up is "motion" and "no motion" -- action and stillness --
and those are solved by running "Hold it still." The last bracket, we have
somebody who is terribly fascinated with vaporous "nothingness." To solve
nothingness we run solids. The person will graduate rather rapidly up to being
able to confront nothing if we run solids. But we don't run nothings --
conceiving statics. We run solids and what we do is pick him out of those
places where he is totally convinced of solids and you walk him back to the
world of thought. The gradient scale goes from nothing through emotions,
through effort and facsimiles into solids, and you get him back up to where he
can handle it on the effort band and up above into thought.
These processes can be run by formal auditing and are not necessarily
Tone 40. If you have a very figure-figure case you better run it formal. It
will run more easily for you. But first flatten CCH 0, 1, 2, 3 and 4 and then
run this combination of processes and win like mad.
L. RON HUBBARD
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L. RON HUBBARD
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REPORT ON TWO CASES THAT HAVE RECEIVED
PSYCHIATRIC AND EURO-RUSSIAN THERAPY
FROM THE GOVERNMENT
P.A.B. No. 132
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
37 Fitzroy Street, London W.1
15 March 1958
REPORT ON TWO CASES THAT HAVE RECEIVED
PSYCHIATRIC AND EURO-RUSSIAN THERAPY
FROM THE GOVERNMENT
Recently two cases came to the attention of the HGC which had received
former mental "therapy" of the Euro-Russian variety.
One of these, a 32-year-old shipworker, had been four years in prison for
having committed a crime of violence.
The other was a 46-year-old man who had received a dishonorable discharge
from the Army.
Both cases were picked up at random from the general run of workers.
It was found that both had received mental "treatment." The first had
been given considerable attention in prison from "clinical psychologists." The
second had had "psychiatric interviews" in the Army.
Neither case had been in any way improved. Both had been antagonized. The
first committed a "grand theft" after release from prison and was in no sense
a safe factor in society. The other case, even though court-martialed and
discharged for drunkenness, was still getting drunk and losing jobs.
These two cases had one thing in common -- they had been made
contemptuous of mental treatments. They had to be forced into session due to
their former experiences.
Both were improved by processing and could have been completed as cases.
As soon as this was established they were let go as this was all that we cared
to discover.
We can assume that Euro-Russian mental treatment is a liability in that
it destroys any faintest hope of recovery. We can also notice that money spent
by the prison and the Army was wasted.
It is noticeable that neither the prison nor the Army paid any attention
to public safety in these cases. Two men were released in a worsened state and
permitted to victimize the public. Thus all measures taken were apparently
detrimental to public well-being.
We can further notice that our task in Scientology is being made harder
by the presence and practice of Euro-Russian psychotherapy and the handling of
criminals in government areas.
234
A time has come for a reform of these matters.
The correction of prison and Army systems of punishment and the
introduction of mental methods which do not make cases less approachable are
both needful.
In a national disaster the presence of a large number of criminals and
insane in our midst, unreformed and loosed upon us, could well mean the fact
that gives us defeat.
The time to start is now, not when a man brings chaos to the whole public.
L. RON HUBBARD
L. RON HUBBARD
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CLEARING REALITY
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 22 MARCH 1958
(revised)
CLEARING REALITY
A new rule.
In the absence or unreality of a terminal the significance in a process
will not function.
In other words, the significance of help will not function on a tooth
unless the pc is given a reality on the terminal of a tooth.
On a nervous-dispersed case, there is no real gain in running
significance until hellos and okays are run on something.
Command "You say hello to that body."
"Have the body say okay to that hello."
"Have the body say hello to you."
"You say okay to that hello."
When pc has misemotion off the interchange, then run help in brackets on
the same terminal.
Establish the reality of a terminal before you try to clear it with
significance.
A pc in extreme pain can be audited if one clears reality on the hurting
terminal and then runs brackets in help on that terminal. Note: Extreme
control must be used in attempting this.
The above applies to objective terminals. Subjective might or might not
work.
L. RON HUBBARD
LRH:-.cden
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
235
L. RON HUBBARD
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Does Clearing Cancel the Need for Training?
Ability
Issue 70 [1958, ca. late March]
The Magazine of
DIANETICS and SCIENTOLOGY
from
Washington, D.C.
Does Clearing Cancel the Need for Training?
L. Ron Hubbard
To answer the important question "Does Clearing cancel training?" all you
need to do as an auditor is clear someone without training him and then say to
him, "All right. Go out and clear people."
You'll get a blank stare.
Why?
Because Auditing skill is a discipline in living and a know-how of the
parts of life which is in itself something new in the universe. Even OTs don't
have auditing skill since there have never been any auditors behind them.
There is such a thing as learning. There are such things as data.
The fact is, that a cleared Zulu is a cleared Zulu. A cleared advertising
man is a cleared advertising man. A cleared Zulu is not a cleared advertising
man.
Now a Zulu uncleared has scant chance of becoming an advertising man. But
a cleared Zulu would probably be able to become one rapidly. And there's the
difference.
Being clear gives one the potential of being and makes the being rather
easy, and fun. Further, being cleared makes it possible to continue to be
something. There's nothing wrong with being clear. A person ought to be. The
state is so valuable several hundreds of millions of people in the past 2,500
years have concentrated on nothing else.
But how about getting clear and staying clear forever? The auditor alone
with his data well learned could manage that.
Remember, you were clear once -- trillions of years ago. Why didn't you
stay that way? Because the traps were well designed and you had no anatomy of
traps.
Well, Scientology does have the anatomy of the traps, the Axioms, the
discipline and know-how necessary to handle and control the laws of the
universe. Scientology is the data necessary to live.
236
If everyone were now to concentrate only on how to get clear and forget
all about how to stay clear, we'd be back in the soup in a century.
Oddly enough, the best time to study auditing is when you're aberrated --
when the thing looks impossible, when you can achieve subjective reality on
the grimness of it.
The best things a person can do are to (1) get trained and (2) get
cleared. Auditors will always be senior to clears. Always. That became very
obvious in the 19th ACC. People who weren't clear created clears.
If a person gets cleared first, he can, of course, learn very rapidly how
to be a good Scientologist. If he is to be a very good being he will be both a
good auditor and a clear. That combination cannot be beaten.
If we had only clears and no auditors we'd have another slump ahead.
Scientology is not in the experience of anyone's back track. It is itself. It
is the one thing senior to life because it handles all factors of life.
Scientology could not have happened earlier because there was not enough
livingness to study. We have arrived near bottom.
There are people getting cleared now all over the world. Just remember
that you share the agreement of the society in which you live. You'll have to
be able to audit to skillfully handle aberrated persons. And it will take a
lot of auditors to have a cleared society.
Right now it's all right to keep your eye on that first dynamic and get
clear. You should. But when, suddenly, you find you've achieved clear,
remember when I tell you this one thing:
There are eight dynamics.
You cannot stay clear unless you solve things by the equation of the
optimum solution: The greatest good for the greatest number of dynamics.
Failing to so solve things dug you in to where you were in the first place.
Scientology got you out.
Stay out by knowing Scientology well.
I look forward to seeing your bright, smiling face, clear or not, in the
Academy or an ACC, or both, in D.C., or London, New Zealand, Australia, South
Africa. A Clear world to be, needs you as a good and skilled Scientologist.
And that's how you're going to help me.
Okay?
L. RON HUBBARD
P.S. When I solve a case I always ask the pc for one unnamed favor. I've never
called these favors in. The favor I tell you now for the first time: Whatever
else you are, be a good Scientologist and help me clear these Earth people.
237
L. RON HUBBARD
Type = 31
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PROCEDURE CCH
P.A.B. No. 133
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
1 April 1958
PROCEDURE CCH
Compiled from the Research Writings and Taped Lectures of L. Ron Hubbard
(The following series of PABs are devoted to an elucidation of Procedure
CCH and should by no means be taken as a complete exposition of that
procedure. This course of information will be fully covered in the newly
completed but as yet unpublished basic handbook for all auditors: "The
Student Manual" by L. Ron Hubbard, which is the most comprehensive book
ever issued from the pen of LRH on auditing procedure and all that a
Scientologist should know about how to audit and practice.
Further, the numbers of the CCHs don't necessarily agree with "The
Student Manual" except from CCH 0 to 5, since these PABs are based on a
workable procedure called Procedure CCH [Long Form], given by LRH to the
HGC staff auditors here in Washington, D.C., in 1957.)
CCH ZERO:
CCH 0 is firstly establishing the Rudiments of the session, discussing
the goals of the preclear for the intensive -- also established at the
beginning of each separate session -- handling the present time problem and
clearing the auditor for the preclear. The latter has become very important in
modern auditing.
One establishes the session by calling the preclear's attention to the
room, the auditing environment, to let him know that he has arrived for a
session. This can be done by light "Locational Processing." At this point one
doesn't have to belabor the Rudiments.
Following this there is a discussion of the preclear's goals for the
session and intensive and making sure that these goals are not wild or
completely outside the preclear's reality. He may, for instance, want to be an
Operating Thetan while hiding in mystery and he will thus not achieve that
goal unless he has full reality on it. In other words, the auditor makes sure
that the goals which the preclear has set for himself are goals which the
preclear can work towards and attain without much difficulty.
The auditor then defines for himself -- but does not inform the preclear
of -- his own goals and intentions for this session so that he does not grope
blindly with techniques without knowing which way and why he is guiding the
preclear. Often auditors work in the dark without setting goals for themselves
toward which to guide the preclear. Best of all is when the auditor can align
the preclear's and his own goals for the intensive.
After this the auditor must inquire if the preclear has any pressing
present time problem which needs immediate attention. It is fairly safe to say
that every preclear on
238
earth today has a present time problem. The more the preclear has the easier
they can be handled. If the problem is not pressing and will not interfere
with the processing, then the auditor can continue further. Should there be a
scarcity of problems the preclear will hold on to and dramatize that problem
and the situation has to be remedied either with Problems of Comparable or
Incomparable Magnitude or by Locational Processing.
A lot here depends upon auditor judgment of the case (and it is, of
course, best to have preclears tested at the London or Washington Academies to
aid the auditor), but should the preclear be too low to handle the present
time problem, the auditor should only run Locational Processing to bring the
preclear up to present time. Preclears who are very low toned do not even
vaguely have their thinkingness under control, and to run "problems" would be
a waste of time.
Since many preclears do not know much about their condition or what they
are working towards, LRH has found a very good way to clear this matter. This
process is a Rudiment called "Clear the Auditor" and known as "Help." It is
surprising, after running this process for an hour or so, to find that many
preclears do not believe that they can be helped by anybody and are unclear as
to what the auditor can do for them.
This is the best way of clearing the auditor and making the fact that
they can be helped to help themselves clear to them.
The commands for this process are as follows:
"Could I help you?" "How?"
"Could you help me?" "How?"
"Can I help anybody else?" "Who?" "How?"
"Could you help anybody else?" "Who?" "How?"
"Do other people ever help other people?" "How?"
"Do men ever help women?" "How?"
and the auditor just does this on a big, long bracket.
Of course, it is necessary to see that the preclear does not give
machine answers and that he is fairly sure that this can be done. Two-way
communication here is important and a lot of it could be used.
This process becomes a fantastic way of dealing with the preclear and is
valuable in many ways. For example, you can take Father and Mother valences
which are usually aberrative and run them on Help in brackets.
Running Help is necessary on a case that is hung up, because the only
reason he is sitting there is to "waste" help. You can run such a case on any
process, no matter how excellent, on a basis of "wasting help" until the case
simply cannot find enough ways to waste help and he goes down the tone scale.
One has to understand that the case which isn't changing is trying to
waste help. It isn't a case of "finding the auditor" in the Rudiments
nowadays, but of "clearing the auditor." The only point on which he can be
cleared is "Help" -- "Can I help you?" or "Can you help me?" and asking "How?"
each time to keep the command real to the preclear and applicable. No
conditional answers are accepted and the preclear has to find real answers.
The whole purpose of CCH 0 to quote from "The Student Manual," is "to make
known the beginning of a session to a preclear and the auditor so that no
error as to its beginning is made; to put the preclear in a condition to be
audited."
239
CCH 1:
CCH 1 is known as "Give Me That Hand," and is one of the most effective
entrances to cases yet devised. Apart from having great beneficial effects it
is also used as a Rudiment. For example, soon the preclear finds that there is
a mass sitting in front of him (the body of the auditor) and that he is
occupying a mass in the chair -- and thus the environment takes on a more real
shape.
To illustrate this better, here is a brief description from an LRH
lecture to the Washington, D.C., HGC staff auditors: "Most preclears are
completely unaware of their own body or that of the auditor. GMTH brings the
preclear back onto the Scale of Reality, which runs this way (from the top of
scale down):
Postulates,
Agreements,
Solids (masses, terminals),
Communication Lines But No Terminals, which dwindles into
Confused And Complex Communication Lines, and eventually into
No Lines -- and you've got mystery.
"Applying the Scale of Reality to GMTH, you have a preclear who is in
mystery. You take his hand often enough with an acknowledgment ('Thank you')
at the execution of the command and he slowly, through some dope-off, becomes
aware of a solid line of communication -- your arm grasping his hand to his
arm -- and that becomes more solid until he goes through the complexities and
confusions of communication lines and gets them straight enough to recognize a
solid terminal sitting in front of him (the auditor's body sitting there, a
mass, a terminal). He thus gets into communication with a solid terminal. As
he comes upscale he does not have to use solid comm lines to communicate but
can do so by agreements (symbols, words) and higher upscale just by
postulate.
"As Opening Procedure by Duplication demonstrated the accuracy of the Know
to Mystery Scale, so Give Me That Hand proves the accuracy of the Sub-Zero Tone
Scale and the Reality Scale. Preclears will go into dope-off and a state of
confusion, engrams will fly off as the complexities and confusions of comm
lines fade into where his and your hands will become real to him. He will most
likely recognize you as the first real terminal he has ever had."
This is a Tone 40 process.
Tone 40 has been defined as "Giving a command and just knowing that it
will be executed despite any contrary appearances." (This is not the 18th ACC
definition.) In other words, Tone 40 is positive postulating.
"The Student Manual" has the following to say about the procedure and the
running of this unique process: "Physical action of taking hand when not given
and then replacing it in the preclear's lap and 'Thank you' ending the cycle.
It is Tone 40, with clear intention, one command in one unit of time, no
originations of preclear acknowledged in any way, verbally or physically."
However, one can freeze the process after a cycle of action has been completed
if one is sure that something is occurring which needs further "fishing" for a
cognition.
This is the first step to the control of the preclear's body, which is
the basic element of Control-C-H (CCH). We first have to bring the preclear's
body under your and then his control before we can attempt to bring his
attention or thinkingness under control. And processing follows that basic
pattern all the time -- control of body, attention and thinkingness.
240
This is a very precise process, being Tone 40, and Tone 40 demands
accurate precision into which one has to be trained to be efficient. Further
information will be found in "The Student Manual," which will be published
shortly, or in the Validation Courses run in Washington, London or by Gold
Seal Certificate holders.
As a last note on this process, there is a negative side to this if your
preclear is "withholding" communication from you and it simply runs in smooth
Tone 40 as follows: "Don't give me that hand." "Thank you."
The preclear will get frantic after a while and want to give you his
hand. By telling him to withhold his hand, and acknowledging it so that he
receives the acknowledgment, you are telling him to do what he has been doing
all his life and consequently ruin that mechanism which has been "withholding"
all the while, when you take over the automaticity.
241
L. RON HUBBARD
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ARC IN COMM COURSE
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 2 APRIL 1958
ARC IN COMM COURSE
These are two types of Auditing. Both include control. They are called
"Formal Auditing" and "Tone 40 Auditing".
The first is control by ARC. The second is control by direct Tone 40
command.
The first, Control by ARC, is taught in Comm Course. The second, Control
by Tone 40, is taught in Upper Indoc.
The two are never mixed in teaching. Tone 40 is never taught in a Comm
Course and is not even permitted. ARC is not taught in Upper Indoc.
The most widespread weakness in auditors prior to this date is an
inability to use step one of Clear Procedure (Participation by the pc). This
is only good ARC in the Training Drills of Comm Course. Auditors are now too
prone to let CCH Ob Help do the work. Auditors fail to make the pc feel they
are interested in the pc when they handle him with poor ARC.
We care nothing about ARC in Upper Indoc. We want command, we want Tone
40. We do not even handle pc origins in Upper Indoc.
Students must understand that there are two types of auditing. They
should realize that Tone 40 is for the unconscious, the psycho, the non-
communicative, the electric shock case pc. The student should realize that ARC
formal auditing is not chatty or yap-yap, but it is itself. It has warmth,
humanity, understanding and interest in it.
Academy Dir of Tr, Comm Course and Upper Indoc Instructors should keep
this in their hats as needful technical data, since we must turn out auditors
capable of handling pcs with ARC.
LRH
LRH:bt.cden
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
242
L. RON HUBBARD
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AUDITING THE PC ON CLEAR PROCEDURE
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 8 APRIL 1958
AUDITING THE PC ON CLEAR PROCEDURE
We must not lose sight of the fact that only TWO processes clear a pc.
All others only support these TWO and make it possible to run these two.
These processes are:
1. Help, CCH Ob
2. Step 6, Mock-ups. Keep it from going away, Hold it still, Make
it more solid.
First in auditing we have to get pc to sit there and be willing to be
audited. We have for this many processes. Best is TR 5 "You make that body sit
in that chair" "Thank you".
Next we are continually confronted with keeping pc in session. This is
done with good ARC. No process can supplant good auditor ARC. Pc must know
auditor is interested in him. This does not mean auditor does not control pc
or let him gabble but it does mean that pc and auditor have ARC.
The next condition which must be met is the eradication of present time
problems. This is done by "What part of that problem could you be responsible
for?"
Psychosomatics may come under head of a p.t. problem. One runs hellos and
okays on the terminal to improve reality on it. "Say hello to that (body part)
-- have it say okay to you. Have it say hello to you. You say okay to it." One
can also run "What part of that (body part) can you be responsible for?" One
can also have pc mock up "unknown (body part)". One can also clear help on
that body part. As a psychosomatic is a concentration of attention it
fulfills the condition of a p.t. problem which is "any worry that keeps a pc
out of session, which worry must exist in present time in the real universe".
One can run all of these on a resistant psychosomatic.
One should clear help on objects and terminals connected with the pc's
job.
One should clear help on the terminals of the various dynamics.
With an E-Meter needle nul and free on help, one can go to Step 6. This
doesn't mean that one should not later return to help. It may be Step 6 must
be approached with S-C-S and Connectedness. The needle will tell. A heavily
stuck needle is worse than a wildly surging one. Connectedness clears stuck
needles.
Step 6 can be run just as in the book "Clear Procedure." [See page 172.]
If it is too tough for pc, run help and responsibility on pictures.
Then complete Step 6 with great thoroughness.
Rising Scale Processing Modern Version is very good. However, even though
it works low scale, it is in reality an OT process, not a clear process.
Rising Scale can be run on any consideration. The basic is "Get the idea it is
impossible to reach anything". "Now Postulate that you can reach everything."
There is no fancier version. There are other buttons besides reach. The basic
command is get the idea negative. Postulate the positive.
243
This is clearing. It works as well as one directly approaches the task
of clearing with the above.
But clearing cannot happen in the presence of
1. A present time problem not flat.
2. Poor auditor-pc ARC.
3. Putting the pc at the effect end of life in or out of session
during an intensive.
4. Detouring into contributory processes in the belief they will
clear rather than set up a case. And
5. Leaving untouched zones of irresponsibility and zones of refused
help.
I wish you good luck in clearing.
Best,
L. RON HUBBARD
LRH:bt.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
[PAB 142, Auditing the Pc on Clear Procedure, 15 August 1958, is taken from
this HCO B.]
244
L. RON HUBBARD
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A PAIR OF PROCESSES
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 8 APRIL AD 8
Issue II
A PAIR OF PROCESSES
Now and then I overhaul some old process once in use and see what can be
done to make it work.
Op Pro by Dup and Forgetting are a pair that recently showed up as having
a possible specific value -- i.e. to create a specific effect upon a specific
difficulty.
Evidently Admiration and Critical are a dichotomy. Maxine Kozak suggests
that Duplication is Admiration. From this I looked over Critical on the APA
(OCA) profile and saw that the low critical might be influenced by Op Pro by
Dup. A test should be made of this.
The other process is less nebulous in action. The specific for a bad
memory is Forgetting run in Brackets. You will ordinarily find an automaticity
of forgetting when you ask "Recall something you wouldn't mind other people
forgetting." This is a "bad memory". Nothing like a good conscience to retain
a good memory.
The commands of Forgetting would be a 6-way bracket.
Recall (or think of) something you wouldn't mind
1. Forgetting yourself
2. Another person forgetting
3. Forgetting about another
4. Another forgetting about you
5. Other people forgetting
6. Another person forgetting about another person.
Each command is cleared. The commands are run in sequence rather than
repetition.
This is a low scale process. Goes lower than "Not know" but graduates
into it.
This is a basic on unknowns and fields of whatever kind.
L. RON HUBBARD
LRH:bt.cden
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
[PAB 143, A Pair of Processes, 1 September 1958, is taken from the above HCO B
and HCO B 22 March 1958, Clearing Reality.]
245
L. RON HUBBARD
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CCH 88 -- ENFORCED NOTHINGNESS
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 11 APRIL 1958
CCH 88 -- ENFORCED NOTHINGNESS
When the following command is relatively flat on an auditor or instructor
he may run it on HGC pcs end teach it as part of curriculum to students. But
it must be somewhat flat on auditors and instructors before use or taught
publicly.
The command is a repetitive command. It is used with some 2-way comm to
punch cognitions.
The name of the process is Enforced Nothingness. Number CCH 88.
The command is: "Mock up some people who made you want to make nothing
of things."
This increases havingness all the way.
The person the auditor wants mocked up will be invisible to the pc and pc
should keep on trying to mock the person up, eyes open, until he can do so.
I developed this process to vanquish fields and thus speed clearing. It
belongs anywhere prior to Step 6 of Clear Procedure.
In Creative Processing we knew good results were achieved when we used a
gradient scale to get the pc to improve an ability to mock up someone. The
above command gives the reason this was necessary.
Considerable relief and calmness follows a run on this process.
High critical is cured by this process.
Failure to help is the basis of the collapse of a desire to make nothing
of things and the process therefore ranks in importance near to help.
A subjective reality on the process is necessary for skilled use.
The process can in a pinch be self-audited by reading the command off
sheet. The process is unlimited.
I think I have discovered in Enforced Nothingness a direct route to
bringing any pc who is under some control up to the ability to conceive a
static. And therefore the key to all exteriorization, havingness and
perception.
The process cures colds, tiredness and psychosomatics.
L. RON HUBBARD
LRH:-.rd
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
246
L. RON HUBBARD
Type = 31
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PROCEDURE CCH CONTINUED
P.A.B. No. 134
PROFESSIONAL AUDITOR'S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
15 April 1958
PROCEDURE CCH CONTINUED
Compiled from the Research Writings and Taped Lectures of L. Ron Hubbard
CCH 2:
CCH 2 is Tone 40 8-C, which has the following commands: "With that body's
eyes look at that wall." "Thank you." "Walk that body over to that wall."
"Thank you." "With that right hand touch that wall." "Thank you." "Turn that
body around." "Thank you."
One doesn't acknowledge any of the preclear's originations and can only
"freeze" the command after a cycle of action has been completed. As with all
Tone 40 processes this is a precision process and needs validation training
for execution on an optimum level.
The intention or goal of this process is to bring the preclear's body
further under control and to insure that he does "precisely" what you tell him
to do, and it is a basic step for getting his thinkingness under your command
as well. By showing the preclear you can control his body, you are actually
inviting him to control it and to take some responsibility for it.
Don't be surprised if the preclear exteriorizes quickly on this
technique. By taking control of the body, he will go in and out of it and
eventually feel that the best way to handle it is from a few feet behind his
head. As an auditor one must beware of not-ising this phenomenon and should
communicate about it when one "freezes" the session and make sure that the
preclear understands this and that it is to be expected.
This is an ambulatory process and the auditor should be next to or with
his preclear at all times during the running of this technique.
Don't avoid this process or not administer enough, since 8-C, Tone 40 or
otherwise, has been a stable processing datum for over three years and will
continue to remain as such for a considerable period of time.
CCH 3:
This is the process that produces some of those fantastic IQ changes, for
it deals directly with the preclear's learning rate and his ability to
duplicate communications. Bringing up his non-language factor in the IQ has
the effect of bringing the preclear into a better control of his environment
and into handling the people and objects in his immediate surroundings.
247
Its purpose according to "The Student Manual" is "to bring up preclear's
communication with control and duplication. (Control + Duplication =
Communication.)"
Book Mimicry, as this process is called, is run in the following manner:
Auditor tells the preclear that he is going to make a motion with the book and
that he wants the preclear to duplicate the auditor's motion mirror-image-
wise. He hands the book to the preclear and then waits for the preclear to
execute that motion. He acknowledges the execution of that command and then
asks the preclear if he "is satisfied that he duplicated that command." If
the preclear says he is satisfied, and the auditor is sure he did not do it
satisfactorily, the auditor does the same command until the preclear and the
auditor are both satisfied.
There is a gradient scale of simplicities and complexities here. One
first starts with fairly simple commands, graduating into complexities. LRH
found that straight lines and angles are simplicities, whereas circles and
arcs are complexities. Preclears who like complexities will be able to do the
difficult ones with great ease while finding the simple motions burdensome.
One keeps on doing both until the preclear can do each with relative ease.
In order to do this process properly the preclear has to be in present
time, and that will unstick him from the rest points on the track, and it has
been noted by many auditors that engrams and valences turn on, also a lot of
dope-off and anaten which must naturally be run flat.
For the preclear who is in manic motion, small, very slow movements will
cause a panic and should be done until he can tolerate the no-motion with ease
and vice versa.
One must be sure, however, to remember the commands one has given in case
the preclear cannot execute them and one has to do it again. Also, we are
interested in giving our preclears only wins and one should work closely
within that framework. Give the preclear only the commands, on a gradient
scale towards difficulties, that he can execute. It does not mean that one
cannot make it complex, but one mustn't give impossible commands and so
confuse and invalidate the certainty that he can duplicate a communication
between himself and another terminal.
This is not a Tone 40 process, but the auditor does not talk until the
motion he has made is executed unless the preclear has as-ised the command
before he started the motion or finds himself unable to complete it.
Since engrams do appear and odd sensations and somatics turn on,
communicate with the preclear about them, but remember the intention of the
process and do not go chasing after facsimiles.
CCH 4:
CCH 4 is "Hand Space Mimicry" and the purpose of this process as per "The
Student Manual" is "to develop reality on the auditor using the reality scale
(solid comm line) and to get the preclear into communication by control +
duplication."
It is run as follows: Auditor and preclear sit straight opposite each
other. The auditor then raises his two hands with his palms facing the
preclear and says, "Put those hands against mine, follow them and contribute
to their motion." He then makes a simple motion with his right and then left
hand and asks the preclear, "Did you contribute to the motion?" "Good." "Put
those hands in your lap." After this has been run flat, increase the space
between the palms of the auditor's and preclear's hands by half an inch. When
this is flat gradiently increase the space between the auditor's and
preclear's palms until the preclear can follow the motion yards away.
248
There is a lot of two-way communication during the running of this
process, and the auditor must allow the communication which is born from the
duplication and control to come forth without restraining the preclear's
desires to do so.
The distance factor here (affinity in the communication formula) will
affect various preclears in different ways, and it is of interest that the
preclear will communicate a lot about love and the second dynamic to the
auditor which can then be viewed. There seems to be a certain distance factor
here for each preclear, and once the auditor moves out of it suddenly without
that gradient increase in space the preclear will go out of communication with
the auditor, and the process should therefore be kept to small increases only.
The strained feeling in the preclear's (and sometimes auditor's) wrists
is not a tiredness as one may suppose, but will disappear as he gets into
communication with the auditor. He will go through a lot of anaten and dope-
off, but should come out very bright and in present time and in much better
shape than when the session started. HE will be able to communicate and
recognize your body as a solid terminal opposite his and will really find the
auditor during the process if he has not done so already. His reality level
will increase to the point where he can communicate by agreement only and know
that he is doing so (see the last PAB on the Scale of Reality).
This is not a Tone 40 process and should not be run as such.
CCH 0, 1, 2, 3 and 4 are the essential basics to the running of every
case, and where these are neglected (where control in these facets has been
neglected) there will only be failure. It is therefore remunerative in the
long run to really flatten each process.
The workability of these processes is astonishing and is a delight in the
hands of a Validated Auditor who has been coached on them himself. If ever
processes demanded that one knows HOW to run them, these do, for the untrained
auditor might just confuse both himself and the preclear if he doesn't know
what to expect and how to handle that which is sure to arise from such
processes as CCH.
One can run these processes over and over again. Run 0, 1, 2 and either 3
or 4, then back to CCH 1 -- right hand, through the other steps, left hand,
through the other steps, both hands, and up again, or instead of using "Give
me that hand" the auditor can run "Don't give me that hand" -- right, left and
"those hands," and so forth.
Somewhere along the line one of these processes is going to bite and then
each and every one of them will do the same. If nothing happens it means that
there is a threat to the preclear's havingness and that the present time
problem should be cleared while "help" is run again, after which one of the
four CCHs should open up the preclear's bank.
As an example, here is a case history from one of the Washington HGC staff
auditors: Preclear, a business man, age 48, who had numerous pressing present
time problems in the home environment. His profile proved that he was totally
unable to handle his numerous present time problems as his ability to
communicate was on the very low minus side. What's more, his profile showed
that he should really be a three-week preclear but was accepted on the
understanding that since he couldn't possibly afford more time, he would be
given this week as an exception to the rule since he came a very long way (the
HGC doesn't accept for processing a 25-hour case who really needs 75 hours).
LRH looked at this profile and suggested quite calmly to the auditor that
CCH steps 0 to 5 should do it.
The preclear was out of communication. He did not volunteer any
information and seemed to get nothing out of the first 7 1/2 hours when the
first 5 steps were
249
covered. (His present time problems were handled by Locational Processing.)
Since this preclear was withholding information the auditor ran him on "Don't
give me that hand," which started biting slightly, a few minor somatics shot
through various areas of his body and facsimiles darted in and out of his
field, but the preclear still felt that this meant nothing. (His critical
level was high and he was making nothing out of the auditing.) But when the
auditor arrived at Hand Space Mimicry, the preclear burst open for he couldn't
tolerate the close contact with the auditor and volunteered information about
a second dynamic restimulation which blew the aberration out of the way and
opened the case.
After that the preclear exteriorized with full visio and sonic when run
on Tone 40 8-C, felt that he could control both his body and his environment
much more ably and with greater certainty as to what he was doing.
Further up the line on Control Trio and Trio, the preclear ran each one
of the six commands flat in approximately half an hour, with cognitions
ranging from the first to eighth dynamic, each intimately related to his own
life and livingness, and the preclear is a clear.
This preclear still has his present time problems at home, but feels much
more confident about handling them end the auditor reports that he is moving
heaven and earth to return for the outstanding two weeks.
This might not have been possible on older technologies since the factor
of control wasn't so neatly and exactly organized by LRH as it is now, but the
fact remains, much against some people's better wishes, that one has to be
coached into knowing through experience to fully comprehend the power of
Procedure CCH.
HUBBARD COMMUNICATIONS OFFICE
WASHINGTON, D.C.
HCO BULLETIN OF 23 APRIL 1958
To: All Training Activities
VITAL TRAINING DATA FOR TRAINING HATS AND REGISTRAR
Students in the Academy are auditors. They are not preclears. Emphasis is
on auditors, not pcs.
The goal of the Academy is to produce auditors of such quality that we
would be willing to hire them in the HGC. We don't graduate those we wouldn't.
Training staff can refuse a student at any time on grounds of inadequate
financial arrangements. In which event the student applicant is returned to
Registrar.
The Academy is not a clinic and concerns about cases belong to the HGC
and are so referred.
LRH:bt.rd LRH
Copyright $c 1958
by L. Ron Hubbard
ALL RIGHTS RESERVED
250
L. RON HUBBARD