Appendix K. BOOKLET 26 "ANALYSIS OF MEMORY AND ABBERATION II" (remainder) | |
APPENDIX | |
We have included here a number of documents that were included in New R&D Volumes 9 and 10 along with the HCL transcripts (these transcripts occupy the 2nd half of R&D 9 and the first half of R&D 10). Also note that the old tech volumes end just before this lecture series (the volumes are shorter and the final volume, number 10, ends in Feb 1952.) | |
We have also included some material from the Professional Course Booklets which were done as a companion to these lectures. | Booklet 26 of the PROFESSIONAL COURSE BY L. RON HUBBARD Material from Tape Lecture ANALYSIS OF MEMORY AND ABBERATION (Part II) Compiled in Written Form by D. FOLGERE |
Appendix A. Telegram announcing the course Appendix B. A letter about Milestone One Appendix C. HUBBARD COLLEGE Announcement Appendix D. A STORY Appendix E. TRAINING PLAN Appendix F. PROFESSIONAL COURSE BOOKLETS description (Tech Vol 1) Appendix G. NOTES ON THE PROFESSIONAL COURSE BOOKLET TAPE NUMBERING Appendix H. HOW THESE BOOKLETS WERE WRITTEN from booklet 26 Appendix I. BOOKLET 18 "ENTITIES" (complete) Appendix J. BOOKLET 25 "ANALYSIS OF MEMORY AND ABBERATION I" (complete) Appendix K. BOOKLET 26 "ANALYSIS OF MEMORY AND ABBERATION II" (remainder) | |
Note that the clearsound version of the HCL lecture series is now available as the "Dawn of Immortality" tapes on clearsound from Cof$. We don't know how many of these lectures were included or if things were omitted. If someone has this set, please post a list of the tapes included and also check the individual lectures for omitted sections. | ANALYSIS OF MEMORY AND ABBERATION (Part II) |
Appendix A. Telegram announcing the course | 1. The body of a human being is the instrument either of a self-determined individual or of the environment. |
The stimulus-response theory is directly opposed to the idea of self-determinism in human beings. | |
WESTERN UNION Recieved Jan 24, 1952. | "Therapies" which are derived from the stimulus-response theory are directly opposed to self-determinism in human beings, and therefore they do not increase it. |
[Telegram header info] | 2. A human being becomes a stimulus-response mechanism by being interfered with, by being made into an effect, by having his responsibility taken away from him, by having other people's responsibility (blame) foisted off on him, by being made to fail, and by being kept from knowing. |
HUBBARD DIANETIC FOUNDATION 211 WEST DOUGLAS | 3. There is nothing in the structure of the body which makes a stimulus-response type of operation necessary. It is brought about entirely by the individual's relationship to his own facsimiles, When he is unable to handle his own facsimiles, they begin to handle him, and when something appears in the environment which resembles something in a facsimile, then that facsimile causes the individual to do something on a stimulus-response basis. The more healthy an individualis, the less this sort of thing is likely to happen to him. The more healthy he is, the less predictable his behavior will be. The "response" of a self-determined individual to a stimulus will not be a response at all. He will simply take the stimulus and do what he pleases with it. |
WICHITA KANS | It is a common illustration of the stimulus-response theory that fire applied to a person's finger will cause that person to withdraw his finger rapidly and say "Ouch!" This phenomenon has been observed so many times that a rule has been made about it, and this kind of response has been used as the common denominator of behavior. All behavior, it is said, is made up of permutations and combinations of responses to stimuli just like the finger being withdrawn from the fire. |
AM GIVING A SERIES OF LECTURES 5 HOURS PER DAY FOR 10 DAYS AS THE PROFESSIONAL COURSE TAPES, BEGINNING MAR 03. THIS SERIES TO COVER THE WHOLE OF DIANETICS AS IT EXISTS TO DATE. | Unfortunately for the concocters of this theory and fortunately for the rest of us there is in the East a phenomenon called the Fire Walk which should have been examined by these investigators and theorizers before they lit their flash in the pan. In the Fire Walk, many individuals, not especially gifted or trained or otherwise unusual, walk with bare feet over a bed of glowing coals. Their purpose in doing this is to summon up within themselves such a force of theta that this ordinarily destructive MEST energy will not even be able to harm the organism which they inhabit. They are successful. Their feet are not burned. And after walking across the fire, they appear not taxed by a terrible effort of control but greatly invigorated by a sudden influx of unwonted power of some kind. They glow with life but they do not burn in the flame. |
WILL REQUIRE GOOD RECORDING EQUIPMENT, ADVISE THAT YOU INFORM AFFILIATES AS THIS WILL BE A PROFESSIONAL COURSE WITHOUT ANY REMISSION OF FEE AND WILL NOT BE A CONFERENCE BUT THEY MIGHT LIKE TO HAVE SOME OF THEIR STUDENTS ATTEND. | Theorizers who make up fairy tales about the stimulus response nature of thinking have been quite careful not to open their eyes to the Fire Walk. They consider it in bad taste. Sensationalism! Beneath study. The Easterners continue to walk without burning, however, and stimulus-response "therapies" continue to reduce self-determinism. |
BEST REGARDS GLAD YOU ARE WELL | 4. Another mistaken idea which sprang from the humans-are-MEST point of view was that abilities could be added to an individual by the directive force of another mind. In hypnotism, which is the entering of the direction of one mind into another below the level of consciousness, it was found that a hypnotized subject could "go back" to an early period of his life and relive that experience in vivid detail. Remarkable data were gathered in this manner and subsequently were documented from other sources. It did not seem to occur to the investigators who used this method, however, that a mind which was able to return under hypnotism should be able to return without hypnotism. We may think it silly today that these investigators could overlook such an obvious inference. How, we may say, could they watch this ability in full use under hypnotism and then suppose that it was gone when the hypnotic trance was ended? Where, we may ask, did they think it went? But the answer to this is not so difficult. |
RON | We must remember that the hypnotist was deeply oriented in the belief that he was adding something to the capabilities of the subject by his hypnotic interference with the subject's self-determinism. We must remember that any method of approaching the behavior of an individual from the point of view of control springs either from a frank desire to dominate or from the superstitious belief that thinking is a stimulus-response process and that thought is a result of MEST accidents. Having been thoroughly indoctrinated in this wierd philosophy, the hypnotist was unable to profit by the truth which his experiments laid bare, and it remained for an investigator from another field to recognize the startling meaning of hypnotic regression and to generalize from it the truth of returning in memory. |
Appendix B. A letter about Milestone One | 5. In early processing, there was a great effort to have the pre-clear re-experience all the perceptics of the facsimile he was running. This, however, comes clearly under the heading of counter-effort processing, since perceptics are only counter-efforts, and therefore it is no longer a necessary part of processing. |
Where does the theory of KNOWING lead us ? | |
OFFICE OF L. RON HUBBARD Phoenix, Arizona | It leads us, for one thing, to the paradox of the development of the organic line. Investigation shows, more and more convincingly, that life is simply thought acting upon MEST. If this is so, then how is it that the force, theta, which is capable, theory says, of beginning with the algae and working its way up to man, cannot remember how it has done this? If we are creatures of and part of a thought force which has taken raw MEST and made it into the most complex and diverse organisms, why are we still attending biology classes and flunking out? How is it that we do not know now all that we would have had to know in order to do what theory says we, or that of which we are a part, have done? |
March 30, 1952 | Two possible answers suggest themselves. The first, and easiest, is that the theory is wrong, and that life is not thought working upon MEST, that men are mud after all, and so on. This idea we must reject, since it is in obvious disagreement with observable facts. |
My dear friends: | A second answer is that once we would have known all this that we have been discussing, but now some aberration has caused us to forget what we once knew. This seems a possible idea, and one that is full of mystery and not devoid of drama and menace. |
Service and new developments are all that I can give you. Books, courses, tapes. All the information I have developed and continue to develop on DIANETICS and SCIENTOLOGY. Data about how to make people well faster, how to make well people better. | There may be a third and even better answer, but it has not yet come to light. |
Actually, this is and always has been part of a wider program, the program which includes the third and fourth dynamic. For a long time there have been many things on our future time track. There was the university, a place where the broader applications of arts and science could help to realize a better Earth. And not least is that item called the atom bomb and programs to either defeat its destruction if applied or even to nullify its application. | In many lands and many languages it has been said or suspected that men are more than they seem, that they have a history which has been mislaid, that they have a divinity which has been lost. Myths of fallen gods and vanished giants haunt our song and literature. This is the second greatest mystery known to man: "How have we come to this?" |
Very few people have realized that while organizational shapes have changed, the program has never changed. It has not even been slowed regardless of organizational ineptness for the first point I had to win for us all was MILESTONE ONE. That had to be reached. MILESTONE ONE is the point where you and I as individuals, become the best beings we know how to be. The techniques to permit us to reach that had to be perfected and they had to be perfected to a point where not just Hubbard could "make it work": they had to come up to point where an auditor, with minimal study, could make it work. Well, we have the techniques and communications lines, from this office to you, to permit MILESTONE ONE TO BE ATTAINED. I am getting my two hours a day. You, with the information now developed can, with me, reach that milestone. | Scientology offers the student a chance to unlock the lips of that mystery. |
So near is this goal, so easy is it to attain now, that at last the wider program of DIANETICS can begin, emanating, in terms of service and publications and packaged courses, from this office. Dozens of clears are backing it up in every part of the country. We're away from the post and beginning to assemble a MILESTONE ONE. So what if it took me longer to get us away than we hoped? The point is that we're already on our way on the third and fourth dynamics and we daily have more reaching MILESTONE ONE. Our cleared nuclear physicists are springing up with data which should alarm proponents of bombs. And our communications, by August, Will reach the world. | 7. What does the quoted experience of the auditor in the industrial plant tend to show about the universality of the phenomenaa which are discussed in Mr. Hubbard's lectures? |
Now I am going to need your help to carry the fort. I'm going to need good, solid, loyal cooperation, a deaf ear to the entheta merchants, a turned back to those who would stop us legally or organizationally. With cooperation we can turn the world into something better than an entheta factory for the hopeless. | 8. In a later meeting between this auditor and his associate-pre-clear, the pre-clear made the statement that all his life he had felt resentment at "having been put here". He went on to say that he thought this resentment stemmed from the past life which he had been reporting to the auditor. |
I want you to write and tell me how things look from your viewpoint and give me your suggestions as to what we should do to make DIANETICS roll. And then I can give you service enough to get this job done. We need to be a close-knit, one goal group, individually and collectively strong enough to make ourselves felt and felt like a battering ram in the cause of sanity. Forget yesterday. Let's be sane enough to capture tomorrow. Are you with me at MILESTONE ONE? | As an indication of the spontaneity of this pre-clear's relationship to his auditor and the undirected quality of his reports, it should be added that (not having heard of Dianetics) he spoke to his auditor In this manner: "Say, you know, I don't see why you waste your time with this (industrial) kind of work, which you have such an interest in the mind. You're good, you really ought to be a psychiatrist or something." The auditor reports that he took this ingenuous statement as a compliment. |
All my best, | 9. What is "positive suggestion"? |
L. RON HUBBARD | 1O. Where do the sensory phenomena which are evoked by "positive suggestion" come from? |
Appendix C. HUBBARD COLLEGE Announcement | 11. Are they delusion? |
12. What is the easiest way to cause someone to make a mistake ? | |
13. What effect does a short time factor have upon the ratio of constructivity to destructivity? | |
HUBBARD COLLEGE | 14. What one fact brought out by Scientology tends to lengthen the time factor in every human activity? |
Hubbard College is established in Phoenix, Arizona. It consists of a graduate school and an extension course college. Hubbard College Associates are operating in the major cities of the United States and Canada, and these are individuals and groups who have agreed to furnish training facilities on a par with those available in Phoenix. | 15. How might this fact affect the behavior of the human race if it were appreciated universally? |
The Office of L. Ron Hubbard, at 1405 North Central, Phoenix, Arizona, handles correspondence, book orders, and acts as general communications center for Mr. Hubbard and Hubbard College. Of particular interest to groups everywhere are the various services offered by this Office. Groups can register with the Office merely by sending in a list of the officers and members and listing the official group name and address. Once a group is registered, it is eligible for 40% discount on publications, and can get special Group Courses to aid in training. | 16. Are you familiar with the somewhat limited versions of this fact which have been made much of and used in various ways, for good and for evil, in the Christian and Mohammedan religions? |
The Group Courses are actually a part of the Hubbard College Extension Program. One course consists of 12 lectures on tape recordings, by L. Ron Hubbard, accompanied by 10 sets of twelve booklets which are to be studied in conjunction with the tape lectures. Ten sets of other needed instructional materials are included, such as Handbook for Preclears and Advanced Procedure and Axioms. Included in this course is a Mathison Electropsychometer. The total value of all these items is over $500, and the Course is offered to Groups at $250. Thus a group of ten people can obtain all the needed data and materials to begin active and effective work in Dianetics, at $25 per person. This is truly a bargain. | 17. Are you familiar with the version of this fact which appears in Hindu religion? |
Another longer course for Groups consists or 27 taped lectures and accompanying materials for twenty-five people. The cost of this is under $400. | 18. Why does the writer become annoyed with people who criticize Scientology? |
College Associates offer courses similar to the long course mentioned above. Anyone who successfully completes the long course, either at a College Associate or through Group work, receives the designation of "Registered Dianeticist." College Associates also offer more complete courses leading to certification as a Hubbard Dianetic Auditor (H.D.A.). | 19. How long has the problem of aberration been around? |
Instruction at Hubbard College is personally supervised by Ron Hubbard, and he participates in personal lectures and instruction of the students there. The regular H.D.A. course at the College is eight weeks in length and costs $500 plus room and board. Graduate courses are also offered; these are intended for those who already possess H.D.A. certificates and who have been practicing extensively for some time. These courses lead to the degree of Bachelor of Dianetics; Masters and Doctors degrees in Dianetics are also available after taking much longer courses through special arrangements. Auditors who have been certified by College Associates may take their degree courses, if they are qualified, by going to Phoenix. | 20. What is the root difference between the word "Scientology" and the word "Epistemology"? |
Many of the newer concepts in Dianetics are far beyond the bounds of what this society generally considers possible. As an aid to meeting the inevitable resistance which arises in such circumstances, the small, 12 lecture Group Course described above contains only a bare minimum of the more advanced information; yet the data presented is sufficient to get newcomers in the field well launched as auditors. From then on, they will presumably unearth some of the newer concepts in their own work. | 21. What is one thing to which an individual's self-determinism is directly proportional? |
23. Can you name an overt act which was done by the United States as a nation? | |
A STORY | 24. If you had been president of the United States in the summer of 1945, what would you have done with the atomic bomb in order to do the minimum of destruction and the maximum of creation? |
Once upon a time there was a man, or perhaps he was not a man, who slept for a very long time. | 25. Does a bomb have evil built into it? |
When he laid himself down to rest, the world was not too terrible. People were happy and their actions were productive and the green hills had flowers upon them. | 26. If not, where does the evil, if any, reside? |
When he awakened, however, things had changed. He stood outside his cave and looked at the world. Yes, somehow it had changed. The hills were ugly and brown. Near at hand two women were quarreling. Far away a red cloud rose and when he looked more closely he saw that it was a battle. And so he walked down through the fields and towns trying to find what had happened. | 27. What is the result of blaming the acts of men upon the MEST tools which they use for their acts? |
Men glowered at him. Children did not play. And there was little food and the haggard faces of all showed that each staggered under some heavy burden of grief. And the man, or perhaps he was not a man, saw that the world had come into trying times. | 28. What is the result of blaming science? |
He wandered about, understanding that here he faced a black enchantment, thickly laid upon the souls of men. Perhaps some sorcerer had done it to men, perhaps men had done it to themselves. But it did not matter. The world had gone mad. Somebody must do something. | 29. What is the result of blaming one's self? |
The man thought for many days. And then he made a golden ball and filled it with everything necessary to undo a black enchantment. It was a very pretty ball, on the end of an ivory stick. And it was very easy to use for one had but to hold it over the head of a human being and wish him well to break the thrall which held that being. | 30. What is the result of blame ? |
And the man went forth and held it over the heads of dozens of people and did not tell them what it was and they suddenly smiled and became bright and the thrall was broken for them. And the man saw that this was good and so he showed many people how to use the golden ball and told them all that was necessary to break the black enchantment clear across the whole world. | 31. What would be a better course of action? |
And some used it. But others said, "Isn't it pretty!" and began to play catch with it. And some said, "It isn't really gold." And some wanted to hide it for fear it would be stolen. And some said, "It's GOLD!" and bought knives and pistols with it and fought. And some said cunningly, "With thig POWER I can rule Earth." And others simply ran about and said it wasn't really a ball and that the man had stolen it from others and they clutched their black enchantment about them and whispered that the man had done it in the first place and that he planned to kill them all. | 32. Why? |
But the man paid little heed. He tried to form companies to make the golden ball available to many. But the people in the companies said, "It's mine!" "It's power!" "It's gold!" and "The man will kill us all!" and so they fought amongst themselves and threw dust over the golden ball and tried to dent it. | 33. What is the job of science in relation to superstion? |
And at last the man sat down in a desert place and sent his word about that anybody could use this ball that wanted it. And they sent officers and thieves and lawyers at him to say that nobody could use the ball. | 34. What is the superstition which Scientology has done the most to destroy? |
And they took the man's captain and said they would imprison him for saying the golden ball was owned by everybody. And they made the government put guards around the man in case anybody sent him money to help ship the golden ball to everyone. | 35. Have some people been surprised at hearing this superstition called a superstition? |
And the man looked st these people and not one of them who hated the golden ball had ever used it in any way but only thrown dust on it and tried to dent it and he looked at the sly people who went up and down the roads saying, "It is not really gold!" "The man really stole it," and then he looked and saw beyond these the haggard faces, the crippled children, the sorrowing women. And above all these he saw the red cloud of the battle. | 36. Do you suppose that the witch burners of Salem also would have been surprised at hearing their activities called superstition? |
And the battle cloud grew taller. And it grew taller and taller as though it hung with fire up above an entire world. | 37. Where are memories recorded? |
And the man, sitting in the desert place, looked at the golden ball. | 38. What inaccurate idea of the place of recording of memories led to the choice of the word "engram"? |
">Appendix D. A STORY=== | 39. At what levels of the tone scale is stimulus-response behavior found ? |
40. What mistake was made by former investigators in relating stimulus-response behavior to the totality of behavior? | |
A STORY | 41. What is the so-called "stream of consciousness"? |
Once upon a time there was a man, or perhaps he was not a man, who slept for a very long time. | 42. Who wrote FINNEGAN'S WAKE? |
When he laid himself down to rest, the world was not too terrible. People were happy and their actions were productive and the green hills had flowers upon them. | 43. Why are there so few heroes and heroines in modern literary novels? |
When he awakened, however, things had changed. He stood outside his cave and looked at the world. Yes, somehow it had changed. The hills were ugly and brown. Near at hand two women were quarreling. Far away a red cloud rose and when he looked more closely he saw that it was a battle. And so he walked down through the fields and towns trying to find what had happened. | 44. What does a writer have to know in order to write convincingly about a hero? |
Men glowered at him. Children did not play. And there was little food and the haggard faces of all showed that each staggered under some heavy burden of grief. And the man, or perhaps he was not a man, saw that the world had come into trying times. | 45. When was the last time you saw a motion picture which inspired you? |
He wandered about, understanding that here he faced a black enchantment, thickly laid upon the souls of men. Perhaps some sorcerer had done it to men, perhaps men had done it to themselves. But it did not matter. The world had gone mad. Somebody must do something. | 46. If it was a long time ago, or never, why do you think this is? |
The man thought for many days. And then he made a golden ball and filled it with everything necessary to undo a black enchantment. It was a very pretty ball, on the end of an ivory stick. And it was very easy to use for one had but to hold it over the head of a human being and wish him well to break the thrall which held that being. | 47. What relation do you think art bears to the tone scale? |
And the man went forth and held it over the heads of dozens of people and did not tell them what it was and they suddenly smiled and became bright and the thrall was broken for them. And the man saw that this was good and so he showed many people how to use the golden ball and told them all that was necessary to break the black enchantment clear across the whole world. | 48. Is it possible for an artist to show great skill and artistry in the creation of something which is actually very low on the tone scale and which will tend to lower the tone of those who see or hear it? |
And some used it. But others said, "Isn't it pretty!" and began to play catch with it. And some said, "It isn't really gold." And some wanted to hide it for fear it would be stolen. And some said, "It's GOLD!" and bought knives and pistols with it and fought. And some said cunningly, "With thig POWER I can rule Earth." And others simply ran about and said it wasn't really a ball and that the man had stolen it from others and they clutched their black enchantment about them and whispered that the man had done it in the first place and that he planned to kill them all. | 49. What relationship do censorship and lists of forbidden books have to this phenomenon? |
But the man paid little heed. He tried to form companies to make the golden ball available to many. But the people in the companies said, "It's mine!" "It's power!" "It's gold!" and "The man will kill us all!" and so they fought amongst themselves and threw dust over the golden ball and tried to dent it. | 50. Why is censorship a failure at producing anything but a further lowering of tone? |
And at last the man sat down in a desert place and sent his word about that anybody could use this ball that wanted it. And they sent officers and thieves and lawyers at him to say that nobody could use the ball. | 51. What kind of a time factor leads people to adopt censorship as a method of operation? |
And they took the man's captain and said they would imprison him for saying the golden ball was owned by everybody. And they made the government put guards around the man in case anybody sent him money to help ship the golden ball to everyone. | 52. What would be the concern of the sculptor if he should find the key of the quarry? |
And the man looked st these people and not one of them who hated the golden ball had ever used it in any way but only thrown dust on it and tried to dent it and he looked at the sly people who went up and down the roads saying, "It is not really gold!" "The man really stole it," and then he looked and saw beyond these the haggard faces, the crippled children, the sorrowing women. And above all these he saw the red cloud of the battle. | 53. At what levels of the tone scale is association considered very valuable? |
And the battle cloud grew taller. And it grew taller and taller as though it hung with fire up above an entire world. | 54. Why is optimum randomity not found at 40.0 on the tone scale? |
And the man, sitting in the desert place, looked at the golden ball. | 55. At what tone is optimum randomity found. |
| Appendix E. TRAINING PLAN==== | 56. What takes place as an individual rises above 22.0 on the tone scale ? |
57. What is "top static", as we use the term today? | |
THE OFFICE OF L. RON HUBBARD 1405 North Central Phoenix, Arizona | 58. What might happen to the interest in gin rummy of an individual who had learned to beat everybody at it? |
MANAGER'S REPORT | 59. In what way could this be similar to the activities of the individual as a theta being acting in the MEST universe? |
TRAINING PLAN | 60. What would we have to know in order to fill in the bands which lie between 22.0 and 40.0 on the scale? |
Goal - Dianetic knowledge a part of everyone's thinking. | 61. Where is God on the tone scale? |
Methods - Tapes (Twenty-seven hours of recorded lectures and demonstrations.) | 62. What relationship could the phrase "a little lower than the angels" be said to have to the tone scale? |
Texts (Basic written material plus text of each lecture.) | 63. Who was (or is) Lucifer? |
Tests (Knowledge of subject necessary to receive certificate designating you as a Registered Dianeticist.) | 64. Why are three-way auditing teams preferable to two-way auditing teams? |
The above listed package is labeled the SUMMARY COURSE IN DIANETICS AND SCIENTOLOGY. This is a course which brings all of the latest developments in this science into one very neat package of technique. Mr. Hubbard leads the student through the necessary understanding of terminology; points out each phenomena of behavior and of the mind; demonstrates this phenomena and then leads the listener into a recognition of the invariability of the axiom related to this phenomena. Yes, this is the course that will introduce you to Dianetics and Scientology, make you acquainted with the knowledge that has been changing lives, giving man the opportunity to be SANE, HEALTHY, AND MANAGE HIS ENVIRONMENT. This course is designed so that the leader of a group, the HDA, the BOOK AUDITOR can put the tapes in operation over a set schedule and continue its operation on the basis that a charge is made only for the books involved - not for listening to the tapes. Testing is done only to prove up the fact that the student has accomplished his goal. Certificates of accomplishment are issued from this office. | 65. Are you familiar with the PRECAUTIONS section of ADVANCED PROCEDURES AND AXIOMS? |
The Subject Material of the Course is as Follows: | 66. Which of the twelve precautions is the most important? |
Lecture 1. SCIENTOLOGY: MILESTONE ONE -This tape is an introduction to the new world of knowledge and will be used here as an every-night opportunity for all comers who wish to learn just what is Scientology. It is suggested that those operating this course have volunteers work each evening playing this tape and conducting a Seminar. | 67. What light does the theory of entities throw upon the problem of wide-open and occluded cases? |
Lecture 2. SCIENTOLOGY: MILESTONE ONE (cent.) - A second lecture goes deeper into the wide periphery of knowledge that Dianetics and Scientology explores and validates. | 68. What does the word "COMPUTATION" mean, as it is defined in AP&A? |
Lecture 3. AXIOMS AND HOW THEY APPLY TO AUDITING - Basic discoveries of knowledge that prove up Dianetics and Scientology. | 69. How does this relate to what has been said about experience and KNOWING? |
Lecture 4. THOUGHT, EMOTION AND EFFORT - The three working tools of rehabilitation. | 70. Could an individual who was exercising his power of KNOWING, without regard to facsimiles, be aberrated by computations? |
Lecture 5. EMOTION - The part it plays in the aberration and de-aberration of man. | 71. What does the word "entity" mean in its unspecialized, un-Scientological sense? |
Lecture 6. THOUGHT AND PRECLEARS - The handling of the relationship of preclear with thought. | 72. Is it ever used in that sense in the lectures? |
Lecture 7. EFFORT AND COUNTER-EFFOHT | 73. If you have done something which was considered a crime in the society in which you lived and you did not want to give yourself up but you knew that the police were coming to question you with a lie detector, what two ways could you choose between in order to prepare yourself (with the aid of another individual) to foil the questions of the police by keeping the lie detector from registering any charge on questions about the crime? |
Lecture 8. A?TACK ON THE PRE-CLEAR - This is the approach to evaluation and processing of the Preclear. | 74. Why would one of these ways be much superior to the other? |
Lecture 9. FACSIMILES: HOW TO HANDLE RECORDINGS - What to do with the memories - how to give an individual command of his own recordings. | 75. In what way could the police questioner, if he knew enough, spoil the effect of the inferior preparation? |
Lecture 10. INDOCTRINATION OF THE PRECLEAR - How to acquaint the predear with his past, present and future. | 76. Why would there be no known way for him to spoil the effect of the superior preparation? |
Lecture 11. EFFORT AND COUNTER-EFFORT: OVERT ACTS - The latest, most efficeint method of processing. | 77. What are the disadvantages of using a blood-pressure guage for a protracted period? |
78. What may the auditor substitute for a respiration meter? | |
Appendix F. PROFESSIONAL COURSE BOOKLETS description (Tech Vol 1) | 79. If you were asked to 'rate in importance to mankind, a series of inventors, would you rate Volney Mathison above or below Eli Whitney? |
80. What is said to take place, technically, when one person tells another that he looks tired? | |
81. Does the E-meter register only changes in emotion called forth by the auditor's questions, or does it register all changes of emotion? | |
82. Which is more important in using the E-meter, a knowledge of ohms or a knowledge of omens? | |
PROFESSIONAL COURSE BOOKLETS | 83. Why should the sensitivity control of the E-meter be used at a constant setting whenever possible? |
84. What will the auditor not know about any given incident if he keeps changing the settings of the sensitivity control and the range expander? | |
The Professional Course Booklets, also known as the 50 Course Booklets, were compiled and rewritten from transcripts of lectures given by L. Ron Hubbard during the Spring and Summer of 1952. | 85. How can the auditor use the tone handle in order to get the minimum benefit from the E-meter. |
The first 27 booklets parallel the 27 lectures of the Hubbard College Lecture Series given in Wichita in March 1952. Booklets 28 to 31 are taken from the Technique 80 Lectures of Phoenix, May 1952. The reamaining 19 booklets are based on the Technique 88 Lectures of June 1952. Tapes of these lectures were supplemented by the booklets and together they formed the Professional Course. | 86. How Is fear sometimes registered by the needle? |
These "50 Course Books" carried forward all the basic technology of Dianetics and Scientology, with particular emphasis on the material developed between January and December, 1952. They contained an enormous amount of material fundamental to an understanding of the mind, with many illustrations. They could be said to have comprised a study course in themselves, but were at the same time part and parcel of the Professional Course. | 87. How is it usually registered? |
Although they are out of print and generally unavailable today, the data they contained can be obtained directly from the LRH tape lectures mentioned, obtainable from Scientology Publications Organization, Jernbanegade 6, 1608 Copenhagen V, Denmark. | 88. What does needle action indicate? |
Appendix G. NOTES ON THE PROFESSIONAL COURSE BOOKLET TAPE NUMBERING | 89. What does a drop indicate? |
NOTES ON THE PROFESSIONAL COURSE BOOKLETS | 90. What are the "vagaries" of the E-meterl |
Theoretically, booklets 1 to 27 correspond to the 27 HCL lectures. The booklets were an official publication, compiled by D. FOLGERE and are mentioned in the old tech volumes. Note that the remaining booklets (28 to 50) correspond to the Tech 80 and Tech 88 lectures. | 91. If an incident which the preclear is giving as a motivator does not reduce, what may the auditor suspect? |
The booklets are only notes rather than true transcripts, and also include definitions, summarys of things such as the dynamics, and questions for the student (sometimes of poor quality - such as "Who wrote 'The Body Snatchers'"). | 92. Is this phenomenon common? |
We examined them for further clues as to tape renumbering etc. | 93. What does the "single drop" indicate? |
The first 13 roughly correspond to the lectures numbered HCL-1 to HCL-13 (additional lectures such as HCL-12A are not covered at this point, but see below.) | 94. What does the "stuck needle" indicate? |
Booklet 14 "Effort Processing, Demonstration", corresponds to tape HCL-17 "RUNNING EFFORT AND COUNTER-EFFORT" | 95. What auditor action is indicated by the stuck needle? |
Booklet 15 "Training Auditors, Demonstration" corresponds to tape HCL-14 "DEMO: EFFORT, COUNTER-EFFORT, STRAIGHTWIRE" | 96. What is the "theta bop"? |
Tape HCL-15 TRAINING AUDITORS: THE ANATOMY OF FAC ONE, which was posted in our second set of transcripts, has no equivallent in the booklets. | 97. What is indicated by a gradual upswing of the needle? |
Booklet 16 "The Anatomy of Facsimie One" correstponds to tape HCL-2A "DEMONSTRATION OF E-METER" (included in our first set of HCL transcripts). This might indicate that HCL-2A is the missing lecture HCL-16 "The Anatomy of Facsimie One (continue demo)" | 98. What is indicated by the sudden jump to the left by the needle? |
Booklet 17 "Theta Bodies" begins with the demo session that appears in the R&D as "Theta Body Demonstration" which we have labled HCL-DEMO and continues without a break (as if they were one session) into the demo session given on tape HCL-27A "How To Search for Incidents On The Track Part II". Note that tape HCL-17 was covered in booklet 14 as noted above. | TRACK MAP |
Booklet 18 "Entities" begins with a long summary of data on entities most of which does not appear to be present in this specific lecture. It is followed by the fragmentary demo session that was on tape HCL-18 "Entities (demo cont.)" which was merged into lecture HCL-27 in the R&D volumes. It is assumed that Folgere took this opportunity to sumarize the entire topic of entities. It is possible that he had access to more material than the versions of the tapes that are currently available to us. | The following symbols are used to indicate readings on the E-meter. What do they mean? |
Booklets 19-20 correspond to the History of Man lectures, tapes HCL-19 and HCL-20 posted last year (time track of theta). | 99. V. |
Booklets 21 to 23 correspond very loosly to tapes HCL-21 to 23. | 100. L. |
Booklet 24 "Electro-psychometric Auditing" corresponds to tape 12A which was included as the second half of HCL-12 "INDOCTRINATION IN THE USE OF THE EMETER" in our second posting of HCL tapes. | 101. M. |
In the Flag Master List, tape HCL-24 "Demonstration: Electropsychometric Scouting" is listed as consisting of HCL-12A (as above) plus HCL-6 SPEC "AUDITING FACSIMILE ONE (demo session)" which was included in our first batch of posts. | 102. S. |
Booklet's 25 to 27 correspond to tapes HCL-25 to HCL-27. In addition, the end of booklet 26 has a statement about the writing of the booklets. But note that tapes HCL-25 and HCL-26 seem to be older tapes from November 1951 that were renumbered into the HCL series and given new dates in March 1952. The booklets have enough different material that we are uncertain whether or not a pair of similar lectures were given in March and the older ones substituted for some reason. | 103. U. |
Tape HCL-27A is covered in booklet 17 as noted above. | 104. T. |
Appendix H. HOW THESE BOOKLETS WERE WRITTEN from booklet 26 | 105. What is a DED? |
106. What is Arslycus? | |
HOW THESE BOOKLETS WERE WRITTEN | SYMBOLOGICAL PROCESSING |
Now that this series of Summary Course booklets is drawing to a close, the writer feels that some communication about the circumstances surrounding the writing of them would not be out of place. | 107. In general, do we find that certain abstract symbols have the same meaning for most people, or is there a very wide variation in the signification of symbols for different persons? |
In April of 1952, a special courier arrived within the range of the writer bearing type-written transcripts of ten of Mr. Hubbard's lectures, which had very recently been given and recorded on tapes. With the transcripts were two sheets of instructions from Mr. Hubbard which told just how the booklets were to be prepared and what was to be in them. The writer accepted the transcripts and the job but took very few pains to follow the instructions. The first ten booklets were written without any consultation with Mr. Hubbard, and the following seventeen have been written after only five days spent with Mr. Hubbard, plus a few telephone calls. | 108. What is one school of therapy which was based on the assumption that symbols were quite uniformly interpreted by most people? |
Mr. Hubbard's confidence in those who assist him is widely known for its dramatic qualities. It is all or nothing at all. Either he assumes that his assistants can do no wrong, or he fires them from cannons. In the case of these booklets, in a manner typical of him, Mr. Hubbard has assumed that the writer could do no wrong, and he has not bothered to read much of the material which has been prepared. | 109. What, on the average, is the most reliable and easy-to-get datum about any incident? |
Now, some differentiation should be made by the reader between Mr. Hubbard and the writer, between the booklets and the tapes from which, for the most part, they are taken. | 110. What is the next? |
The writer assumes no liability for the inventions and discoveries of Mr. Hubbard. The writer did not invent, develop or discover theta, MEST, facsimiles, past lives, thought, emotion, effort, affinity, reality, communication, or any of the numerous other parts of Dianetics and Scientology. The writer refuses to assume responsibility for any of these things and shoves the entire blame for them off on Mr. Hubbard. | 111. Is there a "correct" interpretation of the symbols? |
On the other hand, Mr. Hubbard is not responsible for any of the bad jokes, misinterpretations, repetitions, maddening questions, non-sequiturs, contradictions, misspellings, typographical errors, or pedantic scholasticisms which some readers may fancy they find throughout the forogoing work. D. Folgere regretfully and covertly assumes the responsibility for these, but will not be at home any time to discuss them with anybody. | |
The excessive mention of astronomer Fred Hoyle which appears in the early pages of this series is due to the fact that the writer read THE NATURE OF THE UNIVERSE while writing the early booklets. | SEMINAR QUESTIONS |
The writer has learned a great deal while preparing these booklets. Sometimes the texts of the lectures were read four or five times before the writer felt that he could summarize or paraphrase the meaning of them. Often there were little contradictions, inescapable in an informal lecture, to be resolved. From time to time there were gross misrenderings by the transcriber. In number seventeen, for example, the auditor asks the pre-clear if he has ever split anyone's head open with a mace. The first transcript which the writer received of this lecture substituted the word "vase" for "mace." Consequently, the word "vase" appears in booklet seventeen, and it looks quite silly. The writer should have had enough on the ball to catch this, but didn't. | 1. Why do you need health? |
The writer hopes that the reader will be helped by these booklets to extract all possible information out of the recorded lectures. This has been a conscientious effort to render, in language quite different from that of Mr. Hubbard and from a much more commonplace point of view than that of Mr. Hubbard, the ideas which are sometimes so beautifully expressed and sometimes so annoyingly passed over or merely hinted at in the lectures. | 2. What is the foundation of superstition? What does it accomplish? |
| The reader should bear in mind that the lectures were given under theatrical circumstances. All lectures are - whether the lecturer knows it or not. As he stands before his audience, he responds to them | 3. How many phenomena can you name that make MEST less important than theta? More important? |
The writer hopes that reading the booklet will be a good substitute to the student for the opportunity which the writer has had to study the original texts of the lectures at length and in detail. It cannot be denied that if a thing is expressed in two ways, by two different persons, it is more likely to be understood than if it is only expressed by one person; on the other hand, when that idea is the creation of one individual, it is hard for another individual to catch hold of it and turn it around and send it out again without missing a few of the fine points here and there. | 4. If you heard the lectures or tapes, how, in your opinion, do the booklets coincide with the text? |
The writer hopes that not too many of the fine points have been missed and thanks the reader for his attention and patience. | 5. How much outside research are you doing? |
Appendix I. BOOKLET 18 "ENTITIES" (complete) | |
| [This is a complete copy of booklet 18. Tape HCL-18 is a framentary demo which has been identified as the start of the session in lecture HCL-27 and therefore is included there in the transcripts. Since the tape was short, D. Folgere took this opportunity to write a summary of Entities as he saw it. This occupies the bulk of booklet 18. The short demo session at the end of the booklet will be found in complete form in our transcription of lecture HCL-27. It is included here for the sake of completeness.] | |
| [Since this booklet was used as professional course material in late 1952, it seems appropriate to present this summary of the material on entities, as an indication of what was in use at this time.] | |
PROFESSIONAL COURSE LECTURE SUMMARY BOOKLET NUMBER 18 | |
| Student's Name ____________ | |
Course Date _______________ | |
This is SCIENTOLOGY, the overall study which embraces DIANETICS, the science of human thought. | |
A student of this course, with reasonable intelligence and attention should be able to possess himself of the basic data of though and mind operation in a few weeks and to enable himself and his fellows to reach higher goals of civilization than have ever before been attained. | |
| SCIENTOLOGY Booklet 18 of the PROFESSIONAL COURSE BY L. RON HUBBARD Material from Tape Lecture ENTITIES Compiled in Written Form by D. FOLGERE | |
ENTITIES | |
1. Theta, operating in the physical universe, can be said to do two things: it can be said to BE, and it can be said to receive and record impressions of the physical universe. A mind, then, can be said to be made up of an initial and constantly reiterated decision to BE, plus many recorded impressions of the physical universe which are used in controlling the physical universe. This description, however, though useful, is misleading when applied to a living human being, since the mind of a living human being is apparently made up of more than one BEING and, consequently, of more than one set of recorded impressions. | |
| 2. The beings which make up the mind of a human being are here called ENTITIES. They may be thought of as separate persons with separate past lives and memories though they may hold many memories more or less in common with other entities which are parts of the same mind. One entity may be the actor in a certain experience, another entity may be present only as an observer, while a third may not be aware of this experience at all, and still all three of these entities may be parts of the mind of the same human being. | |
3. We may begin our enumeration and description of the entities which make up the human mind with that entity which is least surprising, the somatic entity. The somatic entity is that being which carries on the evolution of an organism, following the genetic line. The somatic entity would include under its command all the epicenters of the organism. The somatic entity would be independent of the protoplasmic line, the undying organic line without which no organism but the simplest is brought into existene but it would follow the course of that endless flow of organic life closely in most cases. We might suppose that a certain somatic entity might be named Smith in many succeeding organisms. | |
It is interesting to speculate upon the relationship between the somatic entity and the protoplasmic line. Probably the closest approach which can be made at this writing is that the somatic entity is like an individual running along a road, expertly rolling a great many hoops. He would be the captain of a company of little life organisms, the cells, and particularly the reproductive cells, of the body. Other somatic entities might be supposed to stand by the side of the road, waiting for some of these hoops to become detached by procreation, and expecting to take charge of them and roll them when they became detached from the hoops of the first entity. There might be a group of Smith entities which had charge of the Smith line so long as there were enough Smith hoops to go around, or who called in help from elsewhere or split themselves when too many Smith hoops were created by procreation. | |
These hoops would, of course, have a certain amount of forward motion of their own. They would contain enough theta to continue their life briefly as cells, but their organization into more complete organisms would depend upon the guiding hand of the somatic entity. If left to themselves, they would soon slow and fall (the death of the cell.) If left to themselves as groups (human beings) they would slow down and break up (the death of the more complex organism.) | |
The somatic entity might be supposed to be quite similar for an animal and a human being. The difference would be only that the somatic entity of the human being would be "bigger" and would have more work to do. | |
Those incidents which are run by pre-clears, the Boo-Hoo, the mytosis, the helper, etc, which are on the genetic line, are part of the memory of the somatic entity. | |
4. There are three or four other classes of entities making up the mind, besides the somatic entity. The somatic entity is far from being in command of the mind, although like any other entity it may take command under the proper circumstances. | |
5. The entity which is superior in the mind is called the theta being or THETAN. The thetan is the true "I" of the individual. It is the being which would be in command of the mind of an individual who had become completely self-determined. The thetan, however, is not in command even most of the time for most people. | |
| 6. How does the thetan lose command? It is a simple matter of postulating non-survival | |
7. The thetan apparently co-exists with an entity which is almost its equal, but not quite. This entity may be called the PARTNER. | |
8. Any entity may take over the whole of the organism and may exist as the whole organism but each entity has a position of its own, where it may be considered to act, customarily. | |
9. The Thetan occupies the head, facing forward. | |
10. The Partner occupies the head, facing backwards. | |
11. The next entity is the RIGHT INSIDE or RIGHT INBOARD entity. | |
12. The next entity is the LEFT INSIDE or LEFT INBOARD entity. | |
13. The next is the STOMACH entity. | |
14. Two more are the LEFT OUTSIDE or LEFT OUTBOARD entity and the RIGHT-OUTSIDE or RIGHT OUTBOARD entity. | |
15. Last in rank is the faithful SOMATIC entity. | |
16. Now the question arises, if the somatic entity is the only one which is intimately connected with the genetic line of the organism, when do the other entities join the organism? The most accurate answer which can be given at this time is that the thetan and the other principle entities join the organism just before birth. The two outboard entitles, however, seem to be added after birth, although not much evidence has been examined on that subject at this writing. | |
17. Besides the thetan and the partner and these principle entities and the somatic entity, there may be a number of second-rate entities, called the IDLE ENTITIES. | |
These join the organism at the invitation of some entity. They appear to be gathered up by the entity for the purpose of life continuum. If the individual, under the command of a particular entity, performs an overt act, killing someone, he may as that entity invite some entity of the victim to join his organism and be a part of his organism. This invitation would be for the purpose of continuing the life of the victim and "proving" that no overt act has been performed after all. | |
Idle entities are characterized by a certain decadence. They have apparently not enough force left in them to make them capable of running an organism, and so they drift about at the beck and call of other entities. | |
18. Any of the principle entities may have another organism, or MEST body, besides the one which is the individual in question. As we have seen in the previous demonstrations, an entity may have a body on another planet. | |
19. Therefore, we have two kinds of sharing: one organism may be inhabited by many entities; and one entity may inhabit more than one organism. | |
20. Any entity which inhabits an organism is capable of producing a somatic in that organism. This should indicate the futility of embarking upon an auditing procedure of running out somatics, to the exclusion of thought, emotion and effort. Somatics can be run out, but there is an alInost infinite number of them, since each entity may have millions, to be over-conservative. | |
21. Different entities respond to different auditors. For this reason, a case which is being audited by one auditor, say a man, may turn into a very different case when being audited by another auditor, say a woman. If the auditor understands why this happens, he can do something to correct it. | |
22. Sometimes the auditor will find himself auditing an incident in which the pre-clear is "out of valence" The pre-clear is an observer, watching the organism go through the experience. What is happening is that the auditor is auditing an entity which was aware of the experience but was not in command of the organism during the experience. This entity will have some charge on the experience as an observer and may be audited as an observer. The main charge will be on the entity which was in command, but that charge may have put that entity to "sleep", leaving some other entity in command. Auditing the observer through the incident will usually wake up the former command entity in the incident, and then the main charge may be run. | |
23. Second and third year students will readily recognize the same old phenomena with which they are so familiar being explained more profitably in the light of new phenomena turned up by later research. In all these theories as they develop, the mind remains the same. We are just getting a better and better picture of it as we go along. And as the picture improves, so do results. | |
24. Many of the phenomena which have been observed and then evaluated by former theories have now to be reevaluated by this new theory. Some of them are the File Clerk, Valence, Circuits. | |
25. If the auditor asks the pre-clear to give the first answer which occurs to him in terms of yes-or-no, or a number or a name at the snap of the auditor's fingers, the preclear may give information which he has been otherwise unable to give. This phenomenon has been called the File Clerk phenomenon. Later research and theory suggests that "File Clerk" answers are solutions to problems which are being offered by the thetan, which is operating at a reduced level of awareness but which still retains enough awareness to overrule the commanding entity now and then, particularly when directly addressed by the auditor. | |
26. A circuit is a theoretical item, described as a portion of the mind, compartmented by a postulate which is enforced by pain, acting as another person within the mind. (An even earlier definition substituted "phrase" for "postulate", but since a phrase is only a counter-effort unless accompanied by a postulate, the presence of the postulate was understood.) This definition has now been improved upon. It has been improved upon so much that the word circuit is not longer a necessary word in the vocabulary of the auditor. A circuit may now be considered an entity ("a portion of the mind... compartmented... acting as another person within the mind...") which is out of present time (under the influence of a postulate which is enforced by pain.) An entity which is out of present time. The new definition simplifies the old, clarifies it, and renders the word "circuit" obsolete. | |
27. Some entities are out of present time, When they take command of the organism or conflict with the entity which is in command, the postulates which are keeping them out of present time and which are present in the incidents in which they are caught are entered into the thinking of the organism. | |
When an entity which is psychotic, because it is out of present time, takes command of the organism, the organism becomes psychotic. The thetan retires for the duration and we say that the "I" of this individual has disappeared. | |
28. A valence is a mimicry of another person. There is much in common between the vaudeville performer who imitates Lionel Barrymore and the individual who has assumed the identity of his deceased grandfather. The main difference is that the vaudeville performer has assumed the identity of Lionel Barrymore for a few moments, knowingly, for the purpose of entertaining an audience, and the other individual has assumed the identity of his deceased grandfather during a period of years (or even centuries) "unknowingly" for the purpose of continuing the life of his grandfather in order to prove that the overt act which he committed against his grandfather did not really happen, since grandfather is not really dead. This mimicry will be carried out by one of the individual's entities. | |
29. A valence is, then, only a mimicry. An individual would no longer be said to be "out of his own valence" when his thetan was not in command, since the idea of entities relieves the word valence of double duty. (Formerly, "valence" meant both the mimicry and the entity which was doing the mimicry, a doubling which caused some confusion.) The individual does not mimic himself, he IS himself. Valence becomes purely and simply mimicry. Various of the individual's entities mimic various other persons. He shifts his valence by shifting entities. Or, if he is a vaudeville performer, he shifts valence by deciding to mimic first one person and then another. | |
30. This subject of valence, in reference to the actor, has long been of high interest to many people. Just what does an actor do when he "becomes his part"? Why do some actors walk onto the stage or before the camera, do their part well and convincingly, and then walk off and immediately drop the character which they have assumed? Why do others "throw themselves into their parts" so deeply that sometimes traces of the character which they have played stick to them ever afterwards. We say of one actor, "Jones can play any part you give him. He is a good workman." We say of another, "Elsie is a great actress. She becomes the character. She lives her part." We say of another, "Ever since Jukes played the Corsican Bandit he wears a sword, even around the house." What makes these differences? We may, perhaps, come closer to an explanation at this writing than anyone has come before. We may say that Jones assumed identities consciously, like a vaudeville performer, and casts them off as quickly. He is good at mimicry. He has his facsimiles well under control. Elsie, on the other hand, may not have her facsimiles so well under control. Her "greatness" may come from putting an entity in command which has a valence or which IS a character much like the one she is supposed to play. This entity may continue in command throughout the production, changing Elsie's personality considerably for that period. After the production, she may say to herself, "Well, I'm through with that character! Whew! What a relief! At times I really felt that I was Lucretla Borgia! And she may succeed in getting her thetan or some other entity back into command. Poor Jukes, however, has given command to some entity in order to take advantage of the personality of that entity or of some valence of which that entity is capable, and then he has been unable to get that entity out of the driver's seat. He wears a sword around the house. Many actors do this. Sometimes it is a great success. | |
31. The goal of the auditor is to restore complete self-determinism to the thetan. | |
32. All entities other than the thetan have been brought into the "family circle" by the thetan or by entities which were brought in by the thetan. The thetan has agreed to have these entities. If full self-determinism is restored to the thetan, he will no longer have to have these entities. | |
33. When the auditor is auditing a pre-clear of whom a certain entity is in command, the auditor, is, in effect, auditing that entity. | |
34. The auditor may choose which entity he wishes to audit. | |
35. The purpose of the auditor in auditing an entity other than the thetan is to clear the way for auditing the thetan. | |
36. If another entity is in command, the auditor may have to bring that entity to present time before he can get very far with the thetan. This procedure will produce the effect of bringing the pre-clear from a more or less psychotic frame of mind to comparative rationality. | |
37. Some entities will have elsewhere bodies which will have to be abandoned. | |
38. If an entityis stuck in an incident, this entity can be freed by running the incident in the ordinary way, with thought, emotion and effort. If the entity is too low in awareness to go through the incident, the thetan, working with the auditor, may be able to push this entity through the incident in spite of itself, | |
39. Successful and unsuccessful self-auditing may be decided by this one factor: what is the intention toward the individual of the entity which is doing the auditing? What does this entity wish to accomplish? If it is the thetan which has learned to audit, some very good results may be obtained. But if it is some aberrated entity, who has been controlled and controlled and controlled until the only goal left for him is to control and enslave whatever organism falls into his clutches, the auditing results may be horrendous. | |
40. Any case which does not run easily for an auditor is most likely not under the command of the thetan. Other entities will have to be gotten out of the way before the case will run easily. It is not necessary to clear these entities. It is necessary to bring them to present time and help the thetan to take over their control of the organism. | |
| 41. Some cases used to be called "out of valence" This meant that they were not "themselves", We would say now, of such a case, that one entity had been in command at one time, and now another entity was in command. The auditor is, perforce, auditing the entity which is now in command. If he tries to run the pre-clear through an incident which occured when the former entity was in command, he will discover that the pre-clear recalls this incident as though he were only an observer which is just what this entity was. | |
42. The auditor has to know which entity he is auditing in order to know what he is doing. Accuracy in knowing which entity is being audited will depend, in most cases, upon the use of an E-meter. The added view into the mind which the E-Meter gives the auditor will make it much easier to know to whom he is listening. | |
43. In what used to be called "perceptic shut-off", the entity which is being audited is either stuck on the track or else it just did not experience the incident which the auditor is trying to run. The incident was experienced by some other entity. | |
44. An individual, for this reason, might well bz on his way toward self-determinism and still have poor recall on some incident which had happened to another enitity. In order to find the data on that incident, the auditor would have to ask the entity which had experienced it. | |
45. An amnesia case may be suspected of operating on a data bank (memory) which is not from the present life. | |
46. In a homosexual, an entity of the opposite sex is in command. | |
47. Theta is creative. It can make new things. The rule which we have all heard so many times, that imagination is merely a recombining of old experiences, does not hold, evidently. The power of theta to create extends much deeper into the MEST universe than our former educators would have had us believe, It may be possible to give some estimate of the depth of this creativity in subsequent writing. As the relationship between theta and MEST is examined, the borderline between them becomes harder to find, and theta emerges more and more as CAUSE. It begins to look as though theta may be the cause not only of the organization of MEST but also of the very existence of MEST. Even this subject is within the second echelon of knowledge. We may suppose that the question "What is the cause of theta?" lies within the third echelon. | |
48. EXPERIENCE is a sort of MEST substitute for KNOWING, which is a function of theta. We have seen how some quick-thinking individuals can learn an operation so rapidly that they appear to have known it all along, while others may experienCe the same operation many times and still make mistakes in it. These differences between individuals are very great, even as we observe them in daily life. There is no reason to suppose,however, that these great differences account for more than a very narrow band of the spectrum of KNOWING. At the upper end of this spectrum, experience may bg something which is just not necessary, or is necessary to such a slight degree that it could hardly be called experience. | |
49. If this idea of the importance of experience is a valid one, then the value of facsimiles is also altered. The computation of courses of action by comparison of facsimiles comes under the heading of experience to a larger degree. Possible, an individual who KNOWS (who is at the upper end of the spectrum of KNOWING) would consider any facsimiles which he had bothered to keep as mere relics of something he had decided for the moment to call "past", and possibly he would not compute any courses of action from facsimiles but would merely look at present time and KNOW what course to follow. | |
It may be that the intellectual processes which we have come to regard as the highest possible activity of the beings which we are, admirable as these processes may seem to us, are merely aberrations and perversions of the true state of KNOWING. (This is not a new idea, of course, and many will recognize it from antiquity, It may be, however, that we have come to a point where we can do something about this idea.) | |
DEMONSTRATION | |
AUD: How old are you? P.C. Ages. AUD: Is it worse than ages? How about trillions of years? Or millions? P.C. Three or four trillion years old. AUD: Were you originally just one entity? P.C. Yes. | |
AUD: (Begins to plot the theta time-track of the preclear on a blackboard.) What did you think of? (There has been a drop on the E-Meter.) P.C. Some ancient buildings. AUD: Are these in the theta universe or the MEST universe? (Watching meter) Between lives? Or before there were any between-lives? Is that where you live? In this planetary system? P.C. Very far away. I get an impression of a very bright atar. AUD: How long ago was this? P.C. Eight million years. AUD: What happened there? Did things blow up? Is that whole civilization blowing up? Were you a slave? | |
P.C. No. AUD: Was that a point of high charge on your track? What happened to you there that was bad? P.C. I just killed everybody. AUD: Why? Was it a dull afternoon or something? Was there any cause for it than that? That's all right. That's the way we used to be. | |
P.C. I did something. I did an experiment, and the whole place blew up. AUD: Get a good clear recall; get the clearest moment in that. Is there another moment that is real to you? Any part of that cycle? P.C. A very tall man. | |
AUD: Is he real to you? How is your communication with this very tall man? Does he like you? P.C. No. AUD: Was that the trouble? P.C. No, I just did something I shouldn't have done. I was fooling around with something I shouldn't have been. | |
AUD: Was this man related to you? P.C. No. He was just the head of it. Not a ruler. Just in charge of the laboratory. | |
AUD: Do you like chemistry sets? P.C. Oh, no. AUD: Does your theta being (thetan) need education? P.C. No. AUD: How does it feel to be educated? P.C. Not necessary.... the education. | |
AUD: Okay. Well, we have here, then, an incident that is a minor overt act on the fourth dynamic-would you say that it was the fourth dynamic? P.C. Definitely. AUD: Have you ever been put together with some other souls? P.C. Yes. | |
AUD: When? P.C. I did a damn fool thing, I Was curious. I don't get any visio. I was curious and cut off my nose to spite my face. AUD: How long ago was it? P.C. A long time ago. | |
AUD: What did you do, volunteer? P.C. No. Somebody told me that I'd better watch out. AUD: And you were curious? P.C. I wanted to find out what would happen. AUD: Is this after the civilization blew up? P.C. A long time after. | |
51. This demonstration, though fragmentary, shows a little about procedure In establishing the time track of the thetan. The auditor is looking for overt acts and for a time when other entities were added to the thetan. The pre-clear has said at the beginning the thetan was alone. | |
SEMINAR QUESTIONS | |
| Lecture XVIII Entities | |
1. Is a mind's memory limited to one sequence of past lives? Explain. | |
2. Can any organism exist independent of the protoplasmic line? | |
3. When can a somatic entity take control of the mind? What is its rank? | |
4. What past phenomena must be re-evaluated in the light of new theories ? | |
5. What is meant by auditing an observing entity? | |
Appendix J. BOOKLET 25 "ANALYSIS OF MEMORY AND ABBERATION I" (complete) | |
| [This is a complete copy of booklet 25.] | |
| Posted with tape HCL-25. | |
Appendix K. BOOKLET 26 "ANALYSIS OF MEMORY AND ABBERATION II" (remainder) | |
| [This is the remainder of booklet 26. See appendix H for the other section.] | |
| Posted with tape HCL-26 | |
| End of Appendix-- | |