There's nothing like obtaining extremes. An Aristotelian mean of speed of rendition here doesn't happen to be part of the goals.

But let's get that very clear right there as an important datum, A mock-up is an object. It is an item. It exists at a finite distance from the preclear. It is of a finite size, It has an identity and it has a location in space and time. You can actually mock up in the past, the present or the future. You want the mock-ups in the present or in the future, not in the past, really.

Want to tell you, just in a few brief words, about the Hubbard Association of Scientologists, its functions. The organization is a continuation of organizations which have, with greater or lesser success, carried on this work.

But in Self Analysis, to be on the safe side, we mock it all up past tense. That will run out the whole track. That's because it hits the people who are sure they only have mock-ups in the past, they only have terminals in the past They know they've got a past, so they can put a mock-up in the past.

It has taken more than two years to stabilize the organizational picture in Dianetics and Scientology. The reason for this was - I'm afraid I'm cause - the reason for this was my own attention was being given rather exclusively to investigation, processing, writing, not to business management.

You will find, gradually, if you were looking into their minds, their mock-ups would drift first in the past, in the past, in the past, and then they would drift forward into present, a little more into the present. The next thing you know, they would be having mock-ups right up here, you see, right here in the room with them. And then the next thing you know, they'd kind of be mocking into the future and into their own space.

And when you leave organizations alone and do very little for them or about them, they have a tendency to, let us say, occasionally get a wheel over the edge of the road and pile into brick walls, and other things happen to them.

But each time that mock-up has a finite location in space and time. It, at its optimum, is a three or more dimensional picture in full color, sound, motion and with all other perceptics present, and with a solidity one could perceive as superior to the solidity which he perceives to exist in the MEST universe. That one is an optimum mock-up.

But my adjudication was made actually first in the very early part of 1950 - I gave over to some people that I thought, "Well, maybe I can trust these people," the organization of the first Foundation in this line. And it carried forward for a good long while; it went on for about a year before it fell on its face.

And a really optimum mock-up would be all those things, and have a persistence such that it would stay there after you had mocked it up and go on acting of its own volition, and other people would see it. Now, that would be a mock-up to end all mock-ups. All right.

But it was certain that it would sooner or later, because in 1950 I even stopped corresponding on the subject of that organization because I found out I was working eighteen hours a day. Now, any time you want to work eighteen hours a day, you let me know, and I know where there's a job for you. Got a pair of shoes here you can have.

Then we're dealing with a specific object, an item and thing here when we're dealing with a mock-up. We're not dealing with just an idea, pictures, something of the sort.

And I found out that I had not written the second book and that much material which should have been in public hands, not just in the Foundation's hands, should have been put into book form. And so, in October of 1950, I decided that what little contact I had maintained with the central organization had to be itself broken. And I went down to Palm Springs, and I took an auditor and a secretary and got to work and simply started backing off each successive spot of impact in order to conclude the investigation.

You'll find out from individual to individual there's tremendous variation, tremendous behavior. One of them mocks something up and it goes off erratically and does this and that and other things, and he doesn't control it at all. Well, the trick is to get the mock-up as good as possible and under as full and analytical control as possible with the least possible use of energy. Now, you want - you want this mock-up under full control, you want it in a specific position, you want the person to be able to move it, place it, so on.

I had learned to a large degree what I had to know: is how much did we have to know about the mind to permit an auditor to get results uniformly.

You'll find out most people, wog people have mock-ups which are two-dimensional; they're flat and gray, or they're mocking up in black space, or they're doing this with the mock-up or doing that with the mock-up. Well, fortunately we can change the characteristics of a mock-up now as easy as you can change your hat. Let it sink in for a moment. Just because people get these various mock-ups is no reason they can't be changed in characteristic. A mock-up's characteristics can be changed almost at will by an auditor, simply by getting the preclear to admire the imperfections.

I knew what I could do about the mind; I knew what people I immediately trained could do about the mind, but I have seen what people broadly could or could not do about the mind.

"Get a mock-up." "Got it?" "All right," "What's wrong with it?" "Admire that," A fellow getting a mock-up in black space - "Admire that blackness." A fellow getting a mock-up - he can mock up women, but he never gets a woman with a face - "Admire that fact she doesn't have a face." Admire that facelessness, and faces will appear. And in such a way by admiring these imperfections, you can monitor and change the quality of mock-ups at will.

And so, the codification of material had to continue. And believe me, the codification of what you know is as important or more important as an operation, as a thinking process, than what you know.

Now, to remedy blackness on a mock-up - blackness means just blackness. Actually, it'll appear to be something that people think something was in blackness, because blackness is so capable of having something in it. And they don't know for sure, so they just guess there is something in it. It's safer to have something in it than to doubt it has something in it, so we'll put something in it, so we'll say there's a blackness exists. Sometimes you'll get blackness flowing away from an individual, and it'll flow and flow and flow and flow and flow. There's no flow of blackness, but it'll flow anyway.

Now, there's something very strange about this, but you can know something and not have it all fitted into the English language, and so you had better find out that there are two steps here: one, to know something and the other to be able to simplify and communicate it.

Now, we get to people who are admiring how black it all is, and the darnedest things will occur to that blackness. Now, there's another method of remedying that, and that is to run what we call a bracket dichotomy on it, because preventing admiration, preventing admiration is black. When you see blackness, you know admiration is prevented.

Now, in my own opinion, I think I've done quite well hitting this on a level of three years, because today auditors get very, very excellent results, and they continue to get them. And what we know about the mind and about this universe and about other things is codified. It isn't just known.

The second that somebody tells you, "Look, I've got a lot of blackness," you say to yourself right there this fellow is present - preventing admiration, not only in the past but in present time. How's he doing it? Who cares. All he has to do, if you're running him on flows, is get him to prevent admiration from flowing. Just do that.

Now, there are process after process after process. There's technique after technique after technique, any one of which, if you just took this one technique and you kept on drumming with this technique in Dianetics or Scientology, either one, you would get there with a case. That's quite important, do you see!

Just ask him, "Now, let's get the idea of preventing the admiration from flowing," "Preventing something from being admired. That's right," "Now protect something from admiration," "Now hide something so it won't be admired," This is subzero Tone Scale, bracket dichotomy, That's Professional Course stuff. I'm just giving it to you at this point, but there's other ways of handling this.

But now we have the techniques which stand over the top of all these various scattered techniques and that we can point to and say, "You do it this way. You take two eggs, you take a bowl, you break the eggs in the bowl - you make sure they're fresh eggs - and you break them in the bowl and then you take a fork and you beat them up. And then you take a pint of milk - and the first thing you know, you have a preclear who is cleared." Now, therefore, you could actually start out, and with the purest mechanical line, just follow this material just mechanically, just sort of dumbly, mechanically follow this material and you'd get there, and you wouldn't quite know where you were when you got there, maybe, but you'd be there. Or you could know the background of the techniques, or you could know the background of the theory and the techniques and the cake recipe. You see, there's these various stages.

The next thing you know, everything will turn blazingly white on him and practically knock his block off. And he'll say, "Gee-whiz, there's - there's ... There - there - there's - there's dogs, and there there's - there's my dog, Bingo. And - and there's this one and there's that one and there's Papa and there's Mama and there's - there's my schoolteacher and there's this one and, gee! How did all these people get here?"

So the HAS is now in the United States about, oh, very well over a year old - a half a year old here - and getting older all the time as time happens to have a habit of doing, of increasing havingness or doing something about it. And we are operating on a stability because we aren't trying to do more than we can do.

And you say, "Now, we're not interested in that. Just get a mock-up there, and prevent it from being admired,"

Now, I know how much you can start to do that you can't do organizationally in this world of ours in the twentieth century And I know organizations can't do a lot of things that you might think offhand, just at a glance, they could do. And the main problem throughout has been personnel.

"Now, there's my first wife, my second wife, my third wife, my sixth wife, my eighth wife, Gee!" That's blackness.

We have a type of organizational setup now which is devoted to performing certain functions and stressing those functions above every other function, One is to - and that's first and foremost - to make a darned good auditor. It's the first function of the HAS. And the next function to that is to try as well as possible to take care of his problems, particularly in relationship to new techniques, retraining and that sort of thing.

The second you spot blackness you know somebody is preventing admiration from... Well, when I say preventing admiration from flowing, he's just preventing flowing. So you know he's stuck on the time track. Why? Because to get up to present time on the time track, you've got to unstick a person, and he's going to stick unless he's got some grease. And what's grease? That's admiration.

And another one is procurement of preclears. That's something else, but that line has not been hit well, going solidly, and is just now being hit well and solidly. And actually, the lectures which I'm giving you right here are an advancement of that line.

He can't get terminals because he hasn't got anything to let terminals flow, and his lack of that particle will keep him from flowing. It's very interesting. Very good manifestation, so on “I”.

Now, the continuing functions, then, as we go down the line, is to guarantee some sort of good public representation for the subjects and to provide contacts and literature for the public. Now, that is done on what we call "V" staff, so that the organization is divided into two halves.

Well, you're not too interested in this as a Group Auditor. But don't get downhearted if you have your class - the can'ts - segregated out and you have to process them.

One is there is the central staff, which is the main organization. It takes care of training, it takes care of servicing, and it takes care of the public on a very stable level. That is to say, people who want training, people who need advice, people who want information, and providing those people with publications. Now, that's all done by the central staff.

Now, don't take just one can't and process him and another can't and process him and another can't and process him. No, no, no, no, no. Don't give him any special attention, because you're denying the rest of the groups and so forth.

And then we have another organization which is part of the same organization, and that's voluntaire staff. The voluntary staff evolved from this basis, It's very interesting that the central staff functions cannot exist and continue in a good stable condition in the absence of a volunteer staff.

Make a group out of the "can'ts" or the "maybe can'ts." Just make a group out of them and then process them for short, brief times. And how do you process them? Well, you process them this way: "All right, now get an idea that there's a mock-up out there."

Why! Because everybody wants to volunteer into the central organization. And the central organization has a certain function. You come along, you say, "Got a brand-new idea. And this will really put the show on the road and this will get Scientology accepted here and there," and so on and so on and so on and so on and so on. And you hit the central organization with this. And everybody starts wearing that hat or everybody just throws up his hands and says, "We're just doing too much now."

The guy says, "Just an idea? There - class."

Well, we just move that out of the central staff and move it over in the voluntary staff. And voluntary staff, then, takes care of the public advance, the advancement of Dianetics and Scientology into various fields and does have itself a small permanent staff, but it counts on the volunteer worker in order to carry things forward.

And you say, "Just an idea. Yeah, just an idea there's a mock-up out there someplace."

Now, by keeping those things separate, oddly enough, it isn't that we just have a better organization, it's that we have an organization. Big difference there.

"All right. Ah, I get that."

Now, the HAS tries to engage in public service wherever possible. How much public service it can engage in has a great deal to do with its finance, has a great deal to do with a lot of other things.

"All right. Now get the idea of preventing it from being admired." Wham, they'll go right out of their seats.

We are trying to pull a hill here without asking for - without needing large quantities of MEST. You won't see too much MEST around the HAS from now till doomsday. There's too much MEST comes around, there's too many station wagons start sitting around out front and there are too many uniformed chauffeurs running around. If it ever gets to that level - and too many ivory columns - I can tell the central staff to beware, because some night there will be a loud boom. And believe me, I will be the first one that is surprised to hear about it.

This is horrible. Two or three of them are practically going to blow their heads off before you've run this process very long.

That is the surest way in the world to stop, the surest way in the world. There's an old axiom about this: "When the troops start to accumulate too much baggage, they stop accumulating empire." Now, we've got a subject to put forward, and our goal is not the accumulation of ivory towers. We'll carry forward this function as best we can. This organization is very far from perfect, believe me. It's as perfect as can be made in this year, this century, within the reality of what Home sapiens is doing and what Home sapiens wants and tries to do. Now, it'll continue to be as perfect within that reality as possible, but you see, that reality is a long way from perfect.

That applies to little children, too. They're preventing admiration. You'll find out in little kids' cases there is - are members of the family who are preventing them from admiring others. "You mustn't admire your father." "You mustn't admire your mother." "You mustn't admire your great-aunt Bessie Leu." And the child doesn't want his mother to be so admiring of his father because it denies him admiration. He's got a scarcity level of admiration already.

And the organization is trying along every line to be as helpful as possible and to get Scientology and Dianetics as far as possible. Now, we're taking care of the third dynamic here very, very interestingly.

So we've got these interpersonal situations preventing admiration, which is going on right in present time, and you just have to pull the cork on them and let those flows flow from terminals to terminals, and the case solves. And by the way, the case solves, which is what's interesting. It isn't just the mock-up. Whatever a mock-up won't do or mock up can't do, that person in his life isn't or can't do. There, that's a parallel. A person acts as good as he can mock up. Horribly true.

And there's a fourth dynamic, you know. And there are atom bombs and there's all sorts of things. Well, let's get this third dynamic pretty well straightened out.

Now, the odd part of it is, is the person can have lots of reactive mind and be sitting on top of this with lots of analytical mind. Remind me of a professor one time that was very famous, he - for his temper and so forth. And one of the - he got mad at the class, and one of them came up to him after class and said, "Sir, I wish you'd control your temper a little better."

Now, we have the techniques which can straighten out the first dynamic, and it's when we had those techniques that we could jump off and be adventurous on the subject of a third dynamic. And we're operating from a security that would make the Rock of Gibraltar look like a piece of paper in a storm as far as technique is concerned, You show me a psychosomatic illness that can't be cured, and I will (1) hang you with a technique to cure it and (2) show you that it can go away.

And he says, "Young man, I will have you know that I control more temper in fifteen minutes than you control in your entire lifetime!"

The reason why these things don't fold up are several. Occasionally they don't fold up in the hands of an auditor. That's a little bit different than not folding up in my hands or not folding up in an instructor's hands. You get that?

Now, it's sort of that way with the reactive bank and the analytical mind. There's some of these people who just have a horrible reactive bank that they're controlling quite admirably. The only place you really see it reflected in conduct to amount to anything is in their mock-ups. But they're skidding in the direction of that inability.

It's how much work are we willing to do! Well, fortunately, we've even shortened down the techniques to a point where that can be done on the very rough case, too, For instance, next week I'll be over here talking to the professional students again about this horrible Case Level V, so forth. Now, we're doing, then - we're operating from a security and we're trying to do a job to that degree.

Now, a person who is fixed, sort of, he - every mock-up he gets. He'd get a mock-up and then he couldn't move it anywhere. See, he just couldn't move this mock-up.

It isn't so much that someone who is trying to help on this is helping us. He's helping man and he's helping himself. Man needs some help, you know! This is sort of the last station on the line. That's the truth for the line.

By the way, there is a way of moving mock-ups. You move them a little bit and then you move them more. Gradient scale, you see? Do things a little bit and then do them more. And then do them more and more and more, and you get the whole thing going. Control something a tiny bit and then control it more and more and more. There - you can't get rid of this mockup of this man, well, all right, get rid of one hair on his head. And then get rid of two hairs, six, eight, his hair, his head, the man. That's getting rid of the whole mock-up. All right.

And when a lot of boys, unfortunately some of them my classmates, get slap-happy and say, "Well now, you know, it's an odd thing, but if you put too much plutonium in too close a proximity to too much plutonium, you get a complete absence of Great Britain. And this is a wonderful fact." And they seem to be able to go right along - right along the line and say, "This is a wonderful fact."

Producing a mock-up - can't produce a mock-up with somebody or other? Get something they touched once. Get their handkerchief. Now get a stocking. Now get a shoe. Now get a foot, feet, legs, body, head, mock-up, there it is. Gradient scale, you see. You do a little bit, and do it all.

If somebody had come to me in 1938 and said, "Would you now engage your knowledge and so forth in the construction of a bomb to end all bombs!" why, I would have said, "Aren't you an interesting fellow. Aren't you cute."

Now, you can create things in that fashion. But if you just admire their imperfections, you can achieve the same and even a superior result. So we have this in Mock-up Processing as a big bonus right at the present time, here, you see.

They had a cartoon at the California Institute of Technology: is a scientist standing on a platform before an enormous room full of scientists. And he said, "Gentlemen, I have here the last product, the ne plus ultra, the final goal of our scientific age. In this small capsule is enough explosive to destroy the universe."

Now, your three classifications, then - this kid who was too fast. (snap, snap, snap) Bang, bang! No persistence, you see? He hasn't any persistence at all. There's a nonadmiration of persistence present there, you see? Persistence is what's missing - pardon me, is nonadmiration, nonpersistence. So what you've got, you've got to admire - get him admiring the disappearance of things.

Now, nevertheless, the boys went ahead and built an atom bomb. I guess it was wonderful to them to wake up with a shock, by the way, in 1945 and to find out they'd built an atom bomb. I suppose before that they didn't know it, because they were all so shocked.

It's very easy for you to figure out. Just get him admiring anything he's doing. That's the rule behind this, just anything he's doing. The mock-up disappears too fast, get him admiring that speed of disappearance. And the next thing you know, you'll find out that he's lost more terminals, more things, more homes and so on. Every terminal he ever had in his whole life has a tendency to go out from under and disappear. Boom, boom, boom! It's gone, gone, gone, gone, gone. Next thing you know, he can't get mock-ups. Reason he can't a mock-up, it's paralleling the reactive mind. Mock-up has a lot to with the reactive mind.

I talked to many of my friends at the Los Alamogordo group and so on, and they were all so surprised. They had been told by the governments, by the way, that they would one day explode this atom bomb before the spectators of Germany and Japan and say, "Now look what we've got. And if you don't stop fighting, we're going to use it against you." And these dopes fell for that. These so-called great brains fell for that story.

Now this fellow gets a mock-up and he can't get rid of it - nrrrr, nrrrr, nrrrr. He's had no admiration for holding on. People keep telling him, "Now look, you shouldn't hold on, you should get rid of it, you shouldn't hold on to this, you shouldn't hold on to that." He just holds on. And then they say, "We don't admire you." And he holds on. And they say, "We don't admire you." And he gets - then he gets insisting: "Look, I'm going to get some admiration for holding on if it kills me." Years later when you ask him to get a mock-up and he gets a mock-up - and you say, "All right. Now get another mock-up." "Now get a rabbit." "Now get an infantryman." "Now get an airplane." "Yeah," he says, "what do I do with the rabbit?" And you say, "Well, put it away."

And they said, "What do you know The government is so nice. All these governments are very nice, and they're going to - they're going to bring Hitler and Hirohito over here to New Mexico. And they're going to build a grandstand there, and Hitler and Hirohito are going to sit there in a grandstand. And then they're going to press a button, they're going to have an atom bomb go off and they're going to say, 'See what we're going to do to you.'"

"Yeah, Ha-ha. It doesn't go anyplace. As a matter of fact, the harder I try to put it away the more it stops right there." What do you do?

One morning the atomic scientists read in the newspapers that seventy thousand live, breathing human beings had ceased to breathe. Why? Because he was so handy with his slipstick.

You admire - get him to admire its persistence. And if it disappears, you get him to admire the way it disappears. Simple. Whatever he's doing, get him to admire it. or it to admire him.

Well now it puts a little time factor on what we have to do, and that's unfortunate, because we ought to have about fifty years to do this job. And we don't have fifty years now. I don't know how many years we have. It all depends on how goofy central governments get.

Now, the phenomenon of boil-off is one that's quite important to you. And if you are teaching or processing a class like this and you are lecturing to a class like this and you saw two or three of the students asleep, and if you were really on the ball and you weren't making a tape, you would simply make them get up and turn their chair around. That's all. If you were all to turn your chairs around right now, you'd wake up and go home very fresh. Why? You've got sound flowing into the face of them. That's all. Really, I ought to ask you at this moment to turn around and have - and let the sound fly in the other direction. Because it would, it'd wake you up.

You see the atom bomb isn't a weapon. It's just insanity. It's an unlimited weapon against which there is no defense. The second one of those weapons appears in the society, you get chaos and the end of central government. It doesn't even have to be used to end central government. Central government suddenly says, "You know, something's happening to us." And it starts to pull everything up in a big pile and control everything and get into everything quick so as to make sure it's all nailed down, and then it sort of all fritters away. And they say, "Well" - because the definition of a sovereign state, you see, is an interesting definition, It's the ability to protect a people from a foreign aggressor. And when you can't do that, you've - this definition of a sovereign state gets interesting.

I think we might as well do that. Why don't - why don't you all turn around, face the other direction. (audience laughter; sounds of moving chairs) All right, now that you're all turned around, I'll finish this lecture.

When an atom bomb can come in - somebody was telling me down here the other day, when they'd come in at three thousand miles an hour . . . They don't happen to know the newest guided-missile material. And the newest guided-missile material tells us that they'll come in at thirty thousand miles an hour.

Now, the phenomenon of boil-off is a one-way flow; it's a flow that's been flowing too long in one direction. And you'll find at first a person, when he turns around and flows - gets a flow in the other direction - has a tendency to wake up.

Somebody is going to get a radar beam on that and get a shell up and an interceptor in time to stop that thing as it comes in? Oh no. Boom. No Chicago. Boom. No New York. Boom. No Washington. Boom. No London.

Now, this works to a slightly lesser degree than in processing when you go through a program like you've just gone through. You're turned around now. Now you have the sound flowing past you in the opposite direction. It's very possible some of you might feel a little relief on this.

Meantime, United States and Great Britain says, "Look what Russia is doing to us!" So they go out and they pull a bunch of levers, and boom, boom, boom. No Stalingrad, no Leningrad, no Moscow. And, of course, the only people who are really around by this time are pilots and people operating atom bombs. And what do you know, what do you know! It was Yugoslavia, or it was the Argentine. You don't need much to build an atom bomb. It's completely overrated.

Well now, this manifests itself in terms of boil-off. A person will simply go to sleep on too long a flow. And once in a while if you're processing children or adults, you will find them suddenly falling down across their desk and going out cold.

So nobody knows who's going to declare war on whom, and if we don't know this fact, then we can't retaliate, can we! And yet we're told that the greatest defense is the ability to retaliate.

Well, don't think something horrible has happened. They've just put the mock-up in front of them and in front of them and in front of them and in front of them and in front of them, and they've flowed toward it and flowed toward it and flowed toward it till all of a sudden they went too far on the one-way flow and it knocked them out.

Well, let's make sure we have the ability to know against whom to retaliate before we make this defense. Nervous sort of a thing, isn't it!

Now what you do is simply turn the mock-up around and put the mock-up behind them. And you put the mock-up behind them and let them put it behind them. This first one they put behind them will brighten them up and give them a tendency to awaken and be brighter and fresher.

Well now, my only hope is with these techniques we can get out into the third dynamic right away, you know! We have the techniques there. We don't have to run pilots on this to any great extent. The only reason we have to run pilots on this and keep records is just to convince more people. We know what this will do. And we have it right there. And we can go out along the third dynamic level, and by the time we get well out along the third dynamic level, maybe I will have think up something or you will have think up something on the fourth dynamic level. That is a very easy way of doing it.

So when you see a person getting groggy, you should, as Group Auditor, indicate that person and tell him to put the mock-ups behind him, or just as general practice, you ought to shift the position of mock-up on the whole group,

But the route lies through what we're talking about this afternoon. And the route to putting a muzzle on Mr. A-bomb is what we're talking about this afternoon, really. And by the way, nothing I am saying derides or decries the principles or activities of any of these central governments. They are unfortunately going down the only road they think they can follow. And they would be as happy as anybody else to have that road interrupted. And they don't want it, and you don't want it, interrupted by destruction and revolt. You want a gradual evolution into sanity.

Now that has two parts to it there. If you notice somebody getting groggy suddenly and inexplicably when the others aren't, you know he's got a mock-up where he shouldn't have one. So you just ask him, "Where did you put that last mock-up?" He'll say, "I put it behind me."

If you were to just start processing children today in this society and pick up juvenile delinquency as one of these levels of the processing of children, you would automatically arrive at this goal in fifteen years. You'd have all the educated children in the Western culture solidly on our side, you see! We'd be old friends. So we could do it in fifteen years. But we don't have fifteen years, so we'll just sort of have to strain at the bit and hope for the best.

You say, "Put the next one in front of you and go on with the rest of the mock-ups." And you should shift for the whole group the mock-ups and the position of the mock-ups where - at regular intervals, let's say, at the ratio of about six mock-ups.

Now, there are many things that you could do and there's much that you can know in order to accomplish these goals. And just to finish up this first lecture, I'll give you a very brief resume of the ways and means of knowing for each level of process.

Don't ever go on about - more than about six mock-ups without saying, "All right, now put them behind you," and six more mock-ups without saying, "Put them on the right of you," and six more, "to the left of you." And six more, "above you." And six more, "below you." And then "in front of you" again.

Now, we have here what we could call a technician. This person would be a Group Auditor. This person would not be any more formally trained than the prescribed Group Auditor's Course, the reading of some of the publications. He would be able to do Creative Processing, be able to get rid of psychosomatic ills. He'd be able to treat a group; he'd be able to adjust that group within itself. And out of experience and out of reports he will get, and out of reports he will make, his technology itself will build and he will become very knowing on this subject: groups, Creative Processing. It is not a slight thing to know, be or do. But he doesn't have to know all there is to know about everything in order to be this thing.

You'll have to remind people of this once in a while. And you should change them around because they will very often have the idea of putting a mock-up out there in front of them. And they shift it behind them for one mock-up and then they put the next one out in front of them again because they got too strong a flow running and the flow is mastering them, and they're no longer mastering the flow You see how that would be? All right.

The next level we have up from that is actually a pretty broad jump. It's the level of professional auditor. It takes eight weeks - usually on top of considerable knowledge of the subject already gained out of texts - eight weeks of formal training to make a professional auditor.

So, we shift the mock-up around. And when anybody starts boiling off, if they just boiled off and you didn't catch them in time, it's nothing very dangerous. They'll just simply sort of snore it off. And if you want to wake them up, you don't have to take them out someplace or do something special or get smelling salts or something. Just kind of shake them awake a little bit, easily and gently because they can be startled with this, and you just say, "Where was the last place you put a mock-up?" And they say, "I put one - I don't know."

Now, I won't say how much experience after that eight weeks it takes him. And we can only stand by, and by his practice and by our interest in him, keep him going ahead until we'll say, "He's a good professional auditor." And when we can say that, why, that's that. That's just between us guys, not for public consumption, but that's the truth of the matter about a professional auditor. It takes eight weeks of formal training, usually based on this other material, and then considerable practice on individuals.

And you say, "Well, put a mock-up, now, in back of you. Now get a current of water flowing at that mock-up," or some such thing or "Get something flowing from the mock-up to you." And all of a sudden they'll brighten. That's all. And you just got the way they'll run. Well, they'll brighten right up and they'll wake up on something like this. Now, therefore your mock-ups should be placed, and if placed too long in one position, will cause boil-off; and boil-off is just too long a flow in one direction. That's all that happens.

You'd be surprised how long some people have been at the study of this subject and where they've arrived. You'd be quite amazed, because, you see, you haven't got any limit on this. And at this time, some of the study which has gone in on this subject amounts to a couple of years at the university, really.

There is nothing else you need to know about boil-off. It just happens that that's it. It means that the particles are changing in location to each other so as to produce and restimulate an old period of unconsciousness. That's what's happened,

It doesn't matter, by the way, about boiling off. If you had a person boiling off for hours and hours and hours and hours and hours - we've boiled them off for as long as three hundred hours with no slightest benefit to the case. So don't get the idea it'll do the case any good, because it won't.

And way up above that, after he's made some original contributions to the subject and so forth, then we can talk about a Doctor of Scientology. I don't expect to see any of those around for a while. Now, those are the levels.

Now, these mock-ups will do all sorts of things. They'll fly around like mad, They will go into various erratic levels of action. You can't be too sure of what the mock-up is doing for your group. Well, at a Group Auditor level you don't care what this mock-up is doing because you can be sure it's going to get better. But at first, you will have various erratic things happening about a mock-up. You will have a mock-up occurring there that, well, every time he gets a person, this person is jumping a hoop over - through a hoop. And just keep jumping through the hoop. He didn't tell this person to jump through the hoop, it's just what happens to this person. He will eventually get to a point where he's no longer doing this. I mean, it'll wear out.

Now, what processes do these use! The professional auditor uses now what we call - he can use many techniques, he's given many techniques, but he's expected to use what we call now Standard Operating Procedure 5, Issue 5. He's expected to use that at minimum and he's expected to use Long Form of that as an advanced technique. All right.

Erratic things not called for. Now, they'll complain to you that their mock-ups are doing these things or they will think it's very funny to have a mock-up amuse them this way. You needn't pay any attention to it at all. You can just know that mock-ups are going to do strange and peculiar things. And if you must do something about it, just get them to admire that peculiarity and it'll disappear. The theory behind mock-ups is that the MEST universe is an illusion, and that one must increase one's ability to create illusions in order to exist better and perceive better the MEST universe. And to think better, one certainly must be able to handle illusion. If he can handle illusion, he can handle imagination, which means he can handle the future. And the future is computational. Actually, what it is, is putting electric terminals into the future when you put mock-ups for the future: things to be admired, things for which I'm going to be admired.

What would a Bachelor of Scientology be able to use? If we've got that, which is really a button-up of all the techniques along the line, what would a Bachelor of Scientology be able to use? Well, he ought to be able to use Book One, Science of Survival. He ought to be able to use Advanced Procedure and Axioms. He ought to be able to use the Handbook for Preclears in all of its ramifications. And he ought to know a little handy jim-dandy whizzer techniques of one sort or another of this kind and that, like - oh, they come up every once in a while. He runs into them, he dreams them up himself, various things. His virtuosity, you see, is quite large on the thing. And he can use Standard Operating Procedure, whatever number he's at, consummately well.

Now, you do mock-ups in order to rehabilitate the individual's control of objects, persons, things, and these things all occur rather regularly. The processing of an individual of the group, away from the group, should be done just with that. You should take this individual all the way out of the group if you're going to process him. Now, I've mentioned to you this: you shouldn't process an individual all by himself up there in front of the group, because you've given him a special mock-up, and now the rest of the group will want special mock-ups. And you've cut down their ability to get mock-ups. So you just mark this trouble down as trouble and decide that you're now going to give him special mock-ups only in the absence of the group, And preferably so that the group doesn't know about it.

But what does a technician really have to know? What does he really have to know? And this applies to you who are only taking just this course. What does he really have to know?

In other words, just - the class or the group's filing out or something of this sort. And you don't keep the person in the room and say, "And now we're going to process you some more," something like that. You say, "Well now, come in a little bit early tomorrow," or get them away from the rest of the group if you're going to do this at all. Or have an entire group that you're going to process individually. You get that?

He should know Self Analysis from cover to cover. You'd very slightly suspect that Self Analysis, about every third sentence in its text, is an axiom. You could look them up in Self Analysis and then you can go over and look at the list of Axioms in the Handbook for Preclears, and you will find that those Axioms had merely been strung out and listed, and that is the text of Self Analysis. Doesn't read that way, does it? It reads very simply, very smoothly.

You spot all of the people you've got to process individually and you move them into an awkward squad. And make sure that you call it an awkward squad or something of the sort and don't make it desirable at all. And so the rest of the group - the rest of the group don't get upset and so forth by this.

It was given to a number of people who were morons and some people who were psychotics to see if they could understand the text, and it was changed wherever they couldn't understand it. So it's really a simplified rundown to end all rundowns.

Children particularly are very touchy on this subject. You can take out a certain strata of the group that you're processing and then handle them individually and put them back into the group again. You will find yourself doing this quite often.

Well now, that in your hands makes it possible for you to explain what you're doing. But a technician ought to know that fact about Self Analysis - that it's not quite as simple as it looks.

It is not terribly necessary that you do this. You save two-thirds of this group, you've done better than would have happened with these individuals otherwise. It's rather obvious.

You start looking over the thing. You should go, really, and get yourself a copy of the Axioms - they have them in the office (they should have them anyway) - get a copy of the Axioms and look over these Axioms and then look at the text of Self Analysis, and you will be much edified on it. In other words, you'd have a good background grip of the subject. And then you should know that process in there and you should know what I'm telling you now about that process very, very well. You should know it very well.

If you want to take that other third and do something very special for them, you'll find out that it'll pay dividends. You just bring them up to a level where they can hold their own with the rest of the group, though.

And you should know Creative Processing in general. And that's the simplicity itself, really, of these technologies. And you should then have the experience of addressing this type of processing to groups.

Now, the use of mock-ups by a professional is very wide and very varied, and a great many things can be done with this, but I would advise you in handling mock-ups in general and so on to leave that on a professional level. Handle them on these lists and handle them in Self Analysis, you're on good, sound, safe ground. And use admiration of their imperfections, you're still on safe ground.

Now, you will be given other lists from time to time; other lists will be available from time to time, and every once in a while you'll strike out and make up your own list on this level: Really, this is all you need to know and it's not a tough technique. You just read this technique at a group. You just have to know how to read this technique at a group. All right.

You start going into specific mock-ups or specific illnesses and specific things and so on, it requires a considerable command of the subject in theory and of flows and other things in order to get away with it. There's no need for you to do that. You give individual processing in terms, then, of Self Analysis, and you don't worry too much about a professional level action.

These are the various goals you could attain, then, on that. But the last that I mentioned there, I do hope that you will look this over from that viewpoint.

If you have a case that is very bad off, a case that's very, very bad off, get that case - if it has to have very special individual address get that case some professional auditing. Don't try to go too deeply into individual cases yourself. It's very true that you can handle psychosomatic illnesses in children and adults, but I would advise you to handle them with Self Analysis.

Now, to anyone, including a professional auditor, in attempting to present the knowledge of Dianetics and Scientology to the general public, let me give you this small, undoubtedly priceless, piece of information.

And a psychosomatic illness is easily remedied, by the way, with list processing - processing by a list. Very easily remedied. Just have them put mock-ups in the area where the psychosomatic exists. Just have them keep putting up mock-ups in there. And then shift the mock-ups around here and there and put the mock-ups back in that area again.

What do you give the public? What do you tell your friends? What do you tell your family? How do you explain all this to people? What is your public presence and utterance on this subject? Text: Self Analysis and nothing beyond it. And I mean nothing beyond it! The moment that you go beyond that text you're in hot water.

Let's say they got a headache. And well, have them put mock-ups in their head for a while. But if the child has some permanent "permanent" - disability, it's - you'll find out that this won't be hindered. I mean, you won't - this child won't be hindered in any way by giving him processing as a member of a group or by giving him list processing. The child won't be hurt by it and might even recover from it. But I wouldn't expect it as a matter of course or demand that it happen. Do not treat this with the level of seriousness, in other words.

You see, we don't even give a doggone if such a thing as space opera exists; it's just unfortunate fact that it happens to exist - for the processes that we run, it just happens to exist. It occupies in its center of interest, oh, I don't know, maybe a thousandth of a percent of the total body of knowledge. It's slight, it's tiny. You don't even have to know anything about space opera, by the way, to run a case.

If it's handled by Group Processing, all right. And if it's not, your individual processing should be limited to putting people in shape so that they can keep pace with the group. And I've given you how to do that. Now, it'll happen quite incidentally that a lot of psychosomatic illnesses will turn off in your group. Just consider it a bonus. You're trying to make people better able to live; you're not trying to make them well.

And yet it's so interesting. It's so fascinating. And one of the reasons you'll find the preclear latched up in it so consistently is because it's so fascinating.

People come around and say, "Isn't that remarkable. Our little Bertram always had sinusitis." Or this group of war veterans you may be processing may have had all manner of shot and shell go through it, and you might have them, while doing your session, have them flopping around like fish out of water with somatics. Don't pay any attention to it. So they hurt. Good. The somatic will run out. That's all. You just keep on with this.

Well, you go out and start to tell somebody, "Well, I was running this group and this little boy kept saying, 'I just came from Mars.' And, of course, you know, in Scientology we know that he did."

Now, the handling of a psychosomatic illness is very simple, but you must have this piece of information: You must be consistent and persistent in mock-ups to run a somatic all the way out. A somatic is liable to turn on during the processing session where you're handling the whole group, and then the somatic is liable to come on stronger and stronger and stronger. And you as a Group Auditor could very easily lose your head and say, "My goodness, oh, dear! What am I doing to this poor man? He says if we give him just one more mock-up, it'll bash his brains in."

"Ha-ha-ha-ha-ha!"

Well, I'II tell you what you do in that case: You give him just one more mock-up. And then you give him another dozen, because his brains in his head is not going to split him.

No. No, keep that - you know, there are communication lines that have too much power on them to be opened. And if you don't believe that, open to any degree you want to the main communication line on Scientology to a person who hasn't even any vague idea what you're talking about.

Whatever is turned on by Creative Processing will turn off by the same process. Now, don't mix processes, If you start in with a list, finish with a list. If something turned a man's headache on, for heaven's sakes, keep on with the same list. Don't suddenly switch off and start running flows on him. You could put the mock-ups in new places and that sort of thing, but don't suddenly turn around and say, "Well, we better run out an engram." No, no. No. The best process for it is Self Analysis type lists. And you run it until it runs out.

Just go up to a fellow offhandedly and say, "Be two feet back of your head." (audience laughter)

Now, the easiest way to do something like that is, if your - if you have an older group, is to give a book to somebody or other, if somebody gets into trouble, and just tell them to go out in the other room and finish it off. Make somebody else read the list to them rather than give that person special attention yourself, because you'll have everybody with somatics on. All right.

Huh-uh!

Another thing here is mock-ups must not be a consecutive story. You'll find it a very inviting idea to tell a story of Br'er Rabbit to a group of children with a series of mock-ups. Don't do it. No dice. You know why?

But in your anxiety to do something about that, you are overlooking something. In Self Analysis you're so far over his head already that if you open the gun on him with it just blankly without any kind of leading it into him - "listen, we have something to tell you. Now, be calm about the whole thing" (and hold his hand carefully while you're telling him) - you'll drown him.

There's differentiation, association, identification. And identification is at 0.0 and association is at 20.0, and differentiation, which is the essence of sanity itself, is at 40.0. And we want mock-ups which change the subject radically. And as long as we change the subject radically, the child doesn't suddenly get a story of his own turning on, or the adult doesn't get a story of his own turning on and start paralleling it.

And yet that material is quite assimilable and it's quite easily understood. It is easy to communicate. People don't argue with it. They will sometimes say, "Oh, there are higher things than survival. There are higher ideals and that sort of thing. There's all these various other things. Survival is too crude."

In other words, you give him Br'er Rabbit and you say, "All right, now mock up a carrot." "Now he's lippity-lopping to the store." "Now get him there with the storekeeper." "Now get the Big, Bad Wolf coming in the door." And this child, you would think, would be terribly absorbed with this story. No, no, He's now got - he's now got Grandma. And the more you give him Br'er Rabbit, the more Br'er Rabbit looks like Grandma. And you're just digging his grave, that's all. You're just plowing this kid right on in. Why? The MEST universe is logical. Stories are logical. If you really want something that works well, get it as widely apart as possible from mock-up to mock-up.

They're thinking in terms of the barest necessity when they think of terms of survival. They're giving survival a colloquial meaning, not its actual meaning, which merely is "duration of existence." That's all survival means. And you try to show me any duration of existence that can exist without aesthetics or ideals.

"Now mock up a fire engine." "Now mock up a beauty shop." "Now mock up the vinegar works." "Now mock up a bottle of ginger ale." "Now mock up a movie actor." "Now mock up a cow." We just get this jump, jump, jump, jump. And that's what a list, in essence, must do. Then we get the "associative level" of logic chopped into and broken up. It is that level of associative thinking which has led this person along this line, The reactive mind is not capable of differentiation; it's only capable of identification. And as long as we ask it to associate, we're bordering on identification. It'll very shortly start to identify.

So, we're striking in there; we're not trying to cheapen or make their world sordid for them. We're simply trying to show them that there is an orientation of this horrible problem of what they're all about. And it's quite an adequate one in that Self Analysis text. So use that for your communication line and you won't get into trouble.

So let's go up the level where we're perfectly safe, which is differentiation, and give different mock-ups one right after the other, And that's why these lists are important. And that's why you should process from a list even if you're doing your own hand-out processing, because you have a tendency, when standing in front of people and giving them things, to connect them and associate them.

I give you that as advice. Don't take it for what it's worth; take it. Because it's the only place you will really start feeling bad. The only place where you will bog down is trying to go out here to Mr. Zilch and Mr. Blow and convince him of some of these things which are contained in Scientology. And he will give you no admiration like mad. He'll give you no admiration by the barrelful, hogsheads. And you'll find yourself under the gun of trying to prove, prove, prove, prove, prove.

You know, you sort of feel the pressure and you give a - "All right, let's give a fire engine," "All right, now let's have a ladder." "Now let's have a fireman," "Now Let's have a wheel," "Now let's have a fire." "Now let's ..." See, you're all on the same subject. That's identification. And that's not a good list. So, if you want a list for a special group, you should sit down and then just figure out a lot of things, no matter how well associated they are, and then just rewrite them so they're all cluttered up and not in association anymore. See how that would be? Then, that's what's done.

What are you trying to prove it to him for? Do you really care whether or not this fellow - he hasn't got any admiration to give you anyway. He's total blank on the subject. What do you want to prove it to him for?

Now, the theory of Self Analysis and similar lists is the theory of terminals. And the theory is that you're putting up, by creative levels, new terminals, and you're keeping them divorced from the real universe. You're keeping them as unlike the real universe as you can. And you do this for several reasons. But one of the chief ones is it is one way of meeting a level of knowingness which is very high.

Well, you just haven't asked yourself what you want to do with this man, And if you have asked yourself what you want to do with this man and make a statement to yourself of what you are trying to do, you will fall back on the simplest possible explanation - and you're trying to give him a professional course in one hour's conversation? Most people try that. (audience laughter)

A Level of knowingness is very important. How much does your preclear know he knows? You can pick up the rest of this information from books, you can pick up this material here and there, hearsay - figure it out.

No, you can acquaint him with the fact that, "Well, some scientists worked this out and they found out the basic principle of existence is survival."

But get this one. Burn this in. Sort of so it'll scorch a little bit. You want to establish a level of certainty: certainty of location, certainty of knowledge, certainty of beingness. The child who is uncertain, the adult who is uncertain is a child or an adult that isn't well. You want a level of certainty.

And he'll say, "Is that so?" He won't say, "Aw, I don't believe it." He'll say, "Is that so? You know, I kind of suspected that all along." And you say, "And you know, it's a funny thing, but they found out the basic nature of man - well, he basically was good."

How can you quickly reach a level of certainty. Have him mock up a scene; have him make it his scene, and he knows where it is. He's got a certainty! And that is a fast way of reaching a certainty. So when somebody is getting very little benefit from mock-ups, ask him these questions: "You know where it is? You know where this mock-up is?" The fellow will all of a sudden tell you "No!" You say, "Well, put it there on the windowsill," "Yeah, I can do that."

"Yeah? Well, it's kind of hard to believe. But you know, you'd kind of expect that, too."

It never occurred to him before. He's had these mock-ups all over the universe but he's never known where they are. Maybe they were in his space, maybe they weren't in his space. So he had no certainty of location. And the other one is "Is it yours?" Fellow says, "No." "Well, make it yours." "Well, uh ... Yeah, I can change it a little bit."

And you'd say, "I'm doing some interesting work with this material and so on, and seems like the imagination and so forth has got quite a bit to do with it. You see, and the imagination - everybody talks down imagination. But the funny part of it is, you don't have imagination, you know, you can't solve future problems - funny. You know, if you can't solve future problems, you - then you haven't got any goals or anything else if you can't solve future problems. And you need your imagination to solve the future problems. Good practical stuff, imagination. If you can't imagine something, then you couldn't imagine the factors and the solution for something."

"Well, change it. Now change it some more. Now do you know whose it is?"

The guy will say, "Yeah, it's kind of hard to swallow I guess you're right, but I hate to have all these people going around daydreaming all the time!"

"Yeah. Yeah, it's mine." He'll brighten right up. Level of certainty. And that's what you're trying to achieve. You're getting a certainty of a terminal.

Well, you say, "You don't ask them to do that. You just improve somebody's ability to conceive of factors, and he can then solve problems. Isn't that right?"

And he's - can get inner flows from these terminals. Now, you can do two mock-ups for each one if you want to, and you'll get some interesting results. You can have him make his last mock-up last on the right, and put his new mock-up on the left, just for variation.

Fellow would say, "Yeah. What do you know. That's true, If you didn't know that there was a 'one and one' in the problem 'one and one equals two'; if you didn't know there was a 'one and one' - couldn't conceive of 'one and one' - then you, of course, you could never get the answer. What do you know, that works out."

Make him do two mock-ups out there at the same time. Let his old mock-up persist and then put a new mock-up alongside of it. But that's not important, not near as important as establishing a level of certainty. Does he know it's his?

So you say, "Imagination. Well, you have to be able to conceive of 'one and one,' and you do that by improving a person's ability to conceive all kinds of things, and then they're able to conceive 'one and one,' and then they can say, 'One and one equals two.' And we get the show on the road."

If anybody is having real trouble with mock-ups, it's because he doesn't know they're his and he doesn't know where they are. Of course, "doesn't know where they are" also means he doesn't know when they are. When is that mock-up? And that becomes very important to him.

"Yeow? Yeah, it makes sense. Sure. Sure. Why, I knew that all the time, Nothing to that."

Now, in conclusion, the function of the Group Auditor is seen to be a very important one from the level of Dianetics and Scientology. And it's important from the level of groups. I'll give you a little bit of an idea of a preliminary test on this, and this is from an actual record of a test which is going on at the present moment.

And you're over the hump. And he said, "Yes," Or he said, "You know, I'm kind of interested in that. Where do you find out about it?" Something of the sort.

Self Analysis was given for a relatively short space of time to a group of children that varied in number - same children, but the influenza epidemic, you know, was going on, so the group was varying between twenty and thirty. And the previous gain of this same group in reading age before Self Analysis was between .9 and .5 months per month, according to the ability of the teacher. That's the previous gain - .9 to .5 months per month.

If you have to go any further than that to interest him, he won't be interested. Now, I can give you forty problems for rendering him - rendering him non compos mentis. I can give you lots of solutions as to how to knock him out where he sits. Lots of ways to discombobulate him, to invalidate him, to wreck him. All kinds of things you can do to this fellow. Let's use the most efficient method. You don't want to ruin him, so just don't outflow against him with a whole bunch of incomprehensible data that he can't crack or put together. You want to help him out. So, want to help him out? Well, you give him what, within his frame of reference, he can assimilate,

Now, the gain in reading age after three-and-a-half weeks of Self Analysis on the average for those students was 4.0 months! By actual tests, just by standard school tests, LCP tests.

And that data is in Self Analysis. It's not in Scientology 8-8008. You hand him Scientology 8-8008, and he - I mean, you start talking to him about it and he's just gone.

The average gain was from .9 to .5, and the gain after three-and-a-half weeks of Self Analysis was 4.0 months. That happens to be a gain somewhat in the neighborhood there, oh, somewhere between 5 and - 5 and 8 per - 800 percent.

Let him make the bid to find out more about it Do you understand on that? So on a communication level, it's quite important, So, what do you have to know on a technician level? Well, boy, you better know that information very, very well.

Now, some of these made no gain because they were absent during the influenza epidemic. And that's included in that average of 4.0. They're included there. And there were many gains of 6, 7 and 8 months of reading age.

Now, I've given you a long, discursive, roundabout talk on this, and our knowledge of the subject may or may not be advanced. Maybe some of your questions have been answered and maybe they haven't. But regardless of that, because of time and so forth, we've got to plow on straight into the second lecture.

And there was one of 11 months and one of 13 months with three-and-a-half weeks of Self Analysis given for about twenty minutes per day to this group. So you're not dealing with anything light. And because you don't see something terrifically dramatic happening right off the bat, don't worry about that.

This is a group of very backward children who should be in an institution, but are in class and in school because there aren't enough institutions.

It was the more intelligent ones of the class who made this terrific gain of 9, 11 and 13 months. They made this terrific gain. They were the more intelligent ones. What this does in a higher level class is subject to further testing, but this is a low-level class. So that your benefits and gains are the benefits, by test, of putting the child in a frame of mind where he can be instructed. And that's what you're trying to do.

And in terms of an adult, you're trying to put him in the frame of mind where he can be interested in life. And after that, you can instruct them and interest them. But unless you have done that first step there you have a missing bridge, which is going to hold down the third dynamic wherever it is missing.