This course is designed primarily for the teacher or the person who would normally process groups of people out of a pre-prepared list of questions. You understand the difference between that and professional auditing, or individual auditing.

A list, perforce, must be a sort of a broad shotgun and uses a mechanism which is very general to every case. A list of that character makes it possible, however, for an individual to process with considerable success a large group of people no matter how scattered their techniques are.

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.

You might - might be very interested to know that the - that Group Auditing is a very important technique; it is not a technique which is merely, "Well, it's better than anything else we could do for a large number of people, and so we're going to do that," and so on. No, it's a very specialized function, a very specialized application. And people who are doing this work will acquire, actually, an entirely different viewpoint in processing than they would acquire only processing individuals. It's another thing; it's a specialty. Now, when they talked of low-cost therapy in the last two decades, nobody dreamed of anything like this, because the cost of Group Processing with Scientology is probably something like a halfpenny per child for every ten years of processing in the schools. It's incalculably small; and as a matter of fact, makes money because it delivers the attention of the instructor to instructing those who can and be - can be instructed.

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.

Get that as a difference. Here we have an instructor who, all day long, is trying to pound reading, writing. and arithmetic into the heads of children who have no ability to absorb it. That's a waste of money.

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.

That is a big waste of money. That wastes the pay of the instructor and it wastes the cost of the quarters; it wastes light, heating and it wastes government. And the only benefit is, is the child is kept out of the hands of his family for a certain period of time every day. That's a pretty high price to pay for a nursemaid, a pretty high price.

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.

And where we have a nursemaid who has to have the degrees and training of a school instructor, there's something very wrong that should be righted. Because unless children of a certain bracket can be brought into a level where they can study and absorb information, they belong in the hands of an attendant, a nursemaid, not in the hands of an instructor. All right.

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.

Then what do we do just on that level! We don't alter the system. You will find as you go through this life that systems are less and less susceptible to being altered. The government objects to the alteration of a system. Councils, school boards and so forth object to the alteration of systems and plans, And where we have a system, we'd better match up with that system. All right. The instructor - the instructor is there to teach children.

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.

Once upon a time in a war which occupies much space in American history books, a fellow by the name of Teddy Roosevelt and the Rough Riders received orders one fine morning to attack and take a place called San Juan Hillz against the Spanish forces there on the hill. And at 4:30 in the morning, everybody rolled out to take San Juan Hill. And the orders said, "Jump off from El Caney and take San Juan Hill," That was very good - that was fine - except they hadn't taken El Caney And they had to remedy this situation by fighting in the hot sun until noon to get El Caney, and from that, they jumped off and took San Juan Hill with dreadful casualties, because they hadn't taken El Caney.

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.

Now, this is applicable in instruction, But let's take El Caney - that is to say, let's have a child that can be instructed. The system has provided a room, it's provided a trained instructor and it's provided a large number of children. And then the system says, "Instructor, now instruct these children so we will have an educated public," Well, that's something like saying - something like telling a fellow to go out and sit down in that airplane and fly off to the moon. And he goes out and he'd be very happy to sit down in this airplane except for one thing: there's no airplane there.

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.

To instruct a child, it is necessary to have a child that can be instructed. That seems to be one of these supersimplicities that so easily gets overlooked. All right.

"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.

The devotion of twenty minutes a day of putting children in a - Puttin not just a state of mind, but a state of health where they can be instructed, would salvage all the other hours in that day. And so we would have taken El Caney. We would have children who could be instructed by the investment of that.

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, of course, it is up to you to demonstrate to your own satisfaction that this condition does occur, and we do get this advantage from using these techniques.

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.

They tell you in old-time psychotherapy, "Yes, we could have remedied the condition of a child. We could have remedied this situation, but you see, individual address is impossible, and therefore the situation cannot be remedied," Oh no, I'm afraid that does not happen to be the case now, because we don't need very much of this individual attention. Once in a while, if you're - as an instructor, you keep having to ... One of the children that you're processing there, and he keeps leaping. out of his chair or his seat, you see, and flying up to the blackboard and leaping out of his seat and flying up to the blackboard and knocking over other children in progress and so forth, you'll have to give some individual attention on this; you will have to glue him to his seat or something of the sort. But we are not interested in individualized, high-paid consultation for each child. What we're interested in is taking a big group of children, and by the use of processes such as those contained in Self Analysis - Self Analysis is the one you have available; there are others under preparation, or even now in your hands - and putting that class into a state where it can be instructed.

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.

That's our aim and goal. There you will find that their IQ comes up and that they are able in most cases to address studies where they were unable to before. This is quite startling. You can look for other things to happen - certain psychosomatic illnesses will turn off in them and so on; there's a lot of odds and ends that will happen. But that is not the goal of what we are doing. The goal of what we are doing here with children, immediately, is to put children into a frame of mind where they can be instructed. That's what we're aiming for and that's what we can attain with this. This is something like - something like giving somebody a diamond, by the way, and saying, "Well now, you see, that is very good for marking doorknobs," See! It's very silly to think of this along in such a supersimplified level, but you will find nobody will argue with this level.

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.

We can say, "All right, now this puts the children in a frame of mind where they can be instructed."

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?"

And everybody will say, "Well, that's right, that's fine, that's good. Good roads," where everybody is in favor of good roads and good weather. Everybody is in favor of good roads, good weather and children in a frame of mind where they can be instructed. So you just take it from there and take it on that level and expect that result to occur, and that you won't be disappointed and nobody will be upset by it. You can expect all sorts of other things to happen too, but we won't go into those. They're none of them bad; they're extra results. With everything considered on Group Processing of children, everything is an extra result except the child in a frame of mind where he can be instructed.

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

Now, let us take another type of group, not just the child. Let's take a group of people, of men, who have lost much of their ambition, who feel that they themselves are quite useless in life, Let's take a group of veterans at a government hospital. Well, what can you do with these! Does Group Processing apply to them! Yes, it very definitely does. If you were trying to go down and sell the Home Secretary (I'm a very good friend of the Home Secretary) on the idea - or the War Ministry or somebody - on taking groups of adults and giving them something that made them more efficient or made them again an asset to the state instead of a liability, you'd run across this same thing. They would say, "Well, we've always been able to do something for them, but you see - you see, it - you can't give individual attention,"

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

And you say, "We don't want any individual attention. All this is, is we want half an hour, an hour or something like that a day for adults. That's all. And the cost of it is very slight. Extremely slight," They wouldn't be able to argue with it very much.

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.

Now, the chances of your running up against very much opposition on the level of a veterans' hospital - quite slight because nobody has got anything for them to do. Nobody has really any planned programs. There's the - it's very good, you understand. I mean, they try to do something for them. But again, the mission of these programs is to get a man interested in life. If the man has no potentiality to be interested in life, you can dream up programs and write up programs and systems and throw in auxiliaries and Wacs and movies and anything else you want to throw in and nothing is going to happen. And yet, you will find for two, three, four years, five years, ten years, a man will stay in a state whereby he cannot be interested in life.

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”.

So therefore, here's an enormous amount of money being put out on a program of keeping these men interested in life without putting them in a situation where they can be interested in life, The truth of the matter is, is they are incapable of being interested in life until given something on the order of this Group Processing. Now, there again we take El Caney, we get them interested in life. If you just went in and showed a man that he could make up pictures and look at them, if you just got him into that state only, the odd part of it is, you would have given him a new interest in life, wouldn't you! It was quite personal. And we won't worry about its therapeutic value. Just do that, and that would be very interesting to him. And so you would have improved his interest in life in general.

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.

You can't do this without knocking his case into a cocked hat. That is to say, he will right and come back to battery the moment you start doing this, for odd and, sometimes to some, very obscure mechanical reasons. But what you have here, then, where you have a group of veterans, is you have a restoration of interest in life. All right.

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.

Now, when we've restored that, then we can bring up the Wrens and the movies and the hobby shop and all these other things. You see, we can roll in with the tanks, you might say. But let's repair that; let's take El Caney once more.

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."

You know, Group Processing is not new. It's old. It's very, very old. Effective Group Processing, however, has been nonexistent. You get the difference there! Because you're going to run into this. People are going to tell you, "Well now, look, Group Processing, creative imagination, these things have been used since time immemorial. They're old," and so on. Don't criticize that statement; just thank your stars that somebody has this delusion. Because it's "Open, sesame." They know this: this is old, it's done, it's usual, there's no argument with it. Of course, but don't try to tell them there's any result from it. They've written up in journals and things how wonderful all this is - everybody stays crazy or everybody stays disinterested. And it's wonderful how people can stay that crazy or that disinterested, but don't try to batter through on the idea that this is something new and startling. No, no, no, this is something old and sort of mildewed at the edges and nothing has been added. You can't put anything into a mildewed system that creaks that isn't mildewed and creaks. See! So kind of chew up your copy of Self Analysis, you know! (audience laughter)

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

Now, you may know what's going to happen; don't bother to tell anybody else what's going to happen. In other words, don't bother to make any promises, either on a level of schoolchildren or a level of veterans or anything of the sort. You're just doing something that's interesting, and that produces some interesting results. And if you have a very conservative attitude toward all of this, you see, the process will shock them - the results of it, rather. These results will be quite shocking.

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

If you were to take a group of veterans who hadn't done anything since Dunkirk, and you suddenly had these fellows very alert, very interested in going out and getting jobs and going and contacting their families and getting things going, and the dickens with being on - in a government hospital, and the dickens with this foot that's hurt ever since, and the devil with it sort of a thing and interested in life again and ...

"All right. Ah, I get that."

"Because that's funny. We've had - this week we've had thirty-five discharges from this hospital, and there hasn't been a discharge from this hospital since 1946. What's happening!" Well, if you're extremely bright, you won't even be obvious enough to be pointed to in doing that work. You'll let them go out and hire some scientific expert on an investigation of the increased incidence of the cosmic rays in the ... In other words, this is totally obscure. There's no reason why you have to do that. Of course, you will get spotted; there isn't any doubt about that, And what I'm talking to you about is the same thing I'm doing - see, don't overrate or overestimate something which does not have to be either overrated or overestimated. Do what you do and let's be done with what gets done. The idea that you are advancing into something new and strange, peculiar, unusual is something you should abandon right here. You're not. You're not really going into anything strange or peculiar or unusual, but you are going into something which is effective.

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

Because man helping man is something that has been going on for Man he an awfully long time. You're just being a little more efficient. That's about all.

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 we have discovered here - one can say that we've discovered here psychotherapy of actuality and validity - is a true enough statement, but it's always been there to be discovered. It's always been there. Somebody had to look. And perhaps the single difference between me and former researches - researchers, simply this, is I looked at the MEST universe. I didn't look at books about the MEST universe. You know that could make a big difference. I looked at the MEST universe. I was foolish enough as a boy to get all tangled up with the MEST universe one way or the other - go out and get run into, and various things happened. And I found out there was a universe there. And most people that studied this have been sitting up in the back room of someplace or other; they've been reading about the universe being there. That's a big difference. And it's possibly the only thing that shortened this route. Somebody sooner or later would have discovered all this material.

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.

We're discovering it here at a catalyzed level. It's just - it's been very fast for a subject to have progressed in three years of public knowledge (actually in twenty-five years) as fast as Dianetics and Scientology - appears just a little bit dizzying. That's no great compliment to my wit, it's no great compliment to anything except that ... This subject itself: if you hit the - if you just started in on the right track, you couldn't help yourself. There was a great big hurricane started behind you. And you had raised a sail in this hurricane and, fortunately or unfortunately, you just went from there on, see! It would have been much more difficult to have stopped developing this subject than to have continued developing it. It would have been very difficult to have stopped, and yet it was very interesting. And on every hand you could see various things happening and - did you ever walk out of a movie just as the villain grabs the girl? Well, to have stopped developing this subject would have made that happen.

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.

Now, we have - talking to you now from two rather, the rather comfortable security - now the two very workable processes: one of these is those lists and mock-ups contained in Self Analysis. Terrifically workable, very, very workable. It's built on a formula that is very workable, and done as it's done, it gets the job through, one way or the other. I don't say how long - I don't say how long it will take to get the job through, but just that all by itself will get the job done maybe 150 hours or 2,000 hours, or something like that. It's just one of those things that's just - you just go on and on and on, and that's it.

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."

And the other one is Theta Clearing. And this is an esoteric and strange, undoubtedly daffy, sort of a thing that couldn't be, of course, and all that. And there, actually, lies the main body of knowledge. It's a very technical subject, by the way. It takes quite a bit of study to digest it. And that level now is a gunshot, you might say, on cases, The missing links have been found present after all, been isolated and so on, so that we don't have problems. It's true, you know, we don't have problems, And I can talk to you from that level of security. I know what we're doing, and if you do Group Auditing, you will find out a lot of what we are doing and what can be done. And if you were to become a professional auditor, you would be able to do the rest of this work.

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!"

Now, don't try to exclude out of Group Auditing groups of any kind. You can audit any group you want to audit with this same technique, and that includes groups of raving psychos - guys that are really spinning. The fact that you could get eight or ten psychotics together around a table and have them talk for a short period fairly rationally has been known in institutions for a very long time, very long time. That could happen. Something or other happened from it once in a while, but what they were doing, whether they knew it or not, was opening up a few communication lines that were otherwise closed. And they had what's known as "group processing," only they didn't call it group processing. They had a group therapy, and it has more coats - it has more coats than a sheep has. Now, you can apply that, and you'll find back along the line that this one has a group therapy and that one has a group therapy, and it was not an inclusive phrase, But when we say "Group Processing," we are saying precisely "Group Processing," and we mean the techniques which we are talking about here today. We mean a very specific thing.

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.

Now, you could take, then, a number of psychotics in an institution, and whether you could get their attention or not, in any great degree, if you put them down in a group and you gave them mock-ups on this level as a group, or made them give the rest of them mock-ups on this level as a group, is quite immaterial. You would get a job done. I don't say how many hours it would take or how ragged your nerves would be, but it will do the job.

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.

There's something about people in groups that opens up communication lines and brings about an accessibility.

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.

A child, for instance, that you would not be able to process individually because you couldn't hold him still, yet will quite often (not always) but will quite often be susceptible to processing when included in a group. There's something about this. And therefore, the individual - the individual who is in poor condition will very often be found inaccessible as an individual and may become accessible as a member of a group. Now, that's something for you to remember; that's something for the professional auditor to think of once in a while.

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.

You know, man behaves differently as a mob and as a well policed group and as an individual. He's three different people: as an unpoliced group, which is to say a mob; as a disciplined group, such as in a schoolroom or something; and as an individual. He behaves those three ways.

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.

So the only thing a disciplined group is, is it meets on schedule, it meets for a certain purpose and it agrees, as it meets, on who is the monitor. That's the disciplined group.

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.

And an undisciplined group just sort of surged up and got there. An You take a lynch mob, for instance, there's an interesting spirit - difference. And the difference of a disciplined group and a mob: the mob is pouring out, disagreeing, and the disciplined group is willing to take in and pour out. So a disciplined group is characterized by a two-way flow, and a mob by a one-way flow, And the individual - god help this fellow - don't know how he'd be characterized as bluntly as that. He has one-way flows and two-way flows. He can flow out only or he can flow in only, or he can flow out and in, and an hour later he's changed his characteristics again. Well, a group is more stable than the individual and changes its characteristics less often.

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.

Now, that should be of interest to you. That means that your processing is going to be held down by this stability of the disciplined group. Stability of this group is itself going to inhibit a change in the group. But when they do change, you ordinarily have a relatively stable change.

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."

When you change an individual when he is part of a group, you will see the marks of that change on him years later. You change him as an individual, you quite often won't see the marks on him at six o'clock Interesting, isn't it!

"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?

For instance, I had a ship one time, organized this ship, booted it up the line, did quite a few experiments with its personnel and so forth; it was in combat quite a bit. It's very easy to cohese a group that is facing a common danger and has a great deal of excitement going on. So it was very easy to handle a group that way because they don't choose you for its randomity; they choose you for your ability to help them confront this danger, The danger exists, then, as the villain there, not the leader of the group. When you get a group which isn't faced with danger, they generally will choose the leader or some other inner group as the villain. And the group will exist, really, because it has a villain. And therefore, managers are dogs. It's of necessity true, managers are always dogs, if they're successful managers. What do you know.

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.

And you can take me to any plant in this area, and find a plant where the manager is well liked, and I will show you a mess, just a complete ruin. And you'll find the dust all swept under the carpets in the offices and you'll find the iron filings all dumped in the engines out in the shop. You'll find all the communications missing and everybody sad and the absentee-because-of-illness list higher than any other plant in the area. Why! Well, he's liked, you see! In other words, they inflow on him. He agrees with them. You can't agree with anybody in this universe and get anything done. It's obvious.

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.

That's a peculiarity. You can tell a manager - whether a manager is going to be good or bad, by the way, by discovering whether or not he has to be liked. If he has to be liked by his people, he's not going to do too well. If he doesn't care what, he'll do all right. But if he wants to be hated by his people, he's really better off as a manager; he really will do a better job than the fellow who has to be liked. That's an oddity. The officer who has to be liked gets men killed in action; the sergeant who has to be hated will generally save their bloody mortal lives.

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.

So you want to remember these various characteristics, I haven't gone into them in any detail. Giving you some sort of an idea of what you're facing here. And you're facing them with more hours of this lecturing here.

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.

I've given you some sort of a rundown here on the purpose of the course - very general - just to give you the data and, perhaps, a prediction which will assist you in aiding groups of individuals. These individuals could be then anything, any kind of a group. They could be a bunch of workmen; they could be a group of veterans; they could be a - they could be a group of insane people. By that I'm not recommending that you practice on the insane. I definitely frown on the practice, of any practice on an insane - beyond giving them space.

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.

You take a man who is utterly mad because he hasn't enough space, you see, and then they give him less space. And they take a man who is quite mad because he has - too much energy has been thrown at him in his lifetime of one kind or another, so they give him some more energy. It's a sort of an insistence on his continued state of insanity. And by the way, this is nothing new. This practice has been going on for the last thirty-five hundred years, so there's no reason for you to get excited about it. Instead of that, you should admire constantly the fact that man is so incapable of change, He shows a constancy there which is very admirable. Of course, it's more admirable in an elephant or a pyramid, but that's what happens.

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.

Now, in other words, practice on the insane - a professional auditor that will go around and practice on the insane is - that's fine, that's fine. There's nothing wrong with that, if he wants to do that, but the truth of the matter is, is he would probably be much better off if he left them utterly alone. And the reason for this is not because he can't do the job, because he can do the job. But there isn't any reason why you would go down here to the Jaguar plant and get their top motor mach, their top engineering artist, and put the two of them together running a kid's scooter outfit.

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.

Now, what would you do if you had those two people available! You would provide more automobiles and remedy some of the problems that had to do with automobiles, wouldn't you! That would be the smart thing to do with them. And you would make able automobiles more able. And you would have more able automobiles than you'd had before. You wouldn't - you wouldn't go around and find all the broken toys in the back - in the back room and drag out these broken toys for that pair to repair. No, I'm afraid you wouldn't do that.

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.

Now, it's a horrible - and that's just utterly gruesome of me to talk that way and so forth, but if you were - if you were tens of thousands, instead of scores, I wouldn't have to talk that way. But if you only knew it, you're spread awfully thin there. If you don't believe me, read the newspapers. (audience laughter)

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,

Now, your main - your main goal is to do something for mankind, I hope. That's what we want to do, want to do something for subdivisions of - that is the third dynamic, the fourth dynamic - and therefore, we're getting there. We're right there at the third dynamic now, and we're not passing off the third dynamic to you as a little light thing that say, "Well, we can't address that because we don't know enough or we aren't doing enough or we don't have the techniques to do enough on the first dynamic for each one of these people." That's the wrong way to look at it. Look at where you've arrived. You've arrived at the point where you can hit the third dynamic - that is to say, groups, bing, without hitting individuals.

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."

Now, you can do something, then, broadly for groups. That, believe me, is triumph, And if you can do that, there isn't anything at all could stay man from shifting a bit for the better. There isn't anything at all could stop him.

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, the groups are wide-open for this sort of work, The individual auditor, the professional auditor who will go out and take a group of children, take a group of people in a hospital, take a group down in the old ladies' home - I don't care where he takes this group - he'll just go down and pick up a group and go down and process it. For what, how much? Nothing.

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.

And he will find, by the way, that he is unable to keep up with the individual - individual bids for processing. That's a real, you might say, highly practical way of looking at the thing, but he is not wasting his time; and he is not, by giving something away, doing something for which he will not be paid. There is an interchange possible there, and that interchange becomes possible when you do something for the third dynamic.

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.

What is money! Money is an attention unit of a society. Get that. There was something called "technocracy" in the United States not too long ago - Howard Scott. And he said that money was something on this order. And one of my auditors in the US, who was a disciple of Scott's, thought it over one day. He came up and he said, "Money is the attention unit of a society," Even going further than that, with "Money is the attention unit of society" Looked around in his head, and he figured on this, and he worked with it and so forth. And he was trying to figure out marks of commerce, economics, transportation and that sort of thing in a society. Oh no, the problem is simpler. The problem is much simpler. You will get as much money as you get interest.

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."

[R&D note on Howard Scott: an American engineer and writer who was instrumental in the development of technocracy, a theory and movement for social reform, prominent about 1932, advocating control of industrial resources, reform of financial institutions and reorganization of the social system, based on the findings of technologists and engineers. Part of this reform and reorganization would have been to discard monetary terminology, such as balance sheets, dollars, etc., and replace these with terms like ergs, calories, etc.]

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.

Now, let's look at it economically, and let's look at it very practically. Did you ever hear of anybody that nobody had ever heard of, who was ever receiving any interest or attention! (audience laughter) Let's look at that. Now, let's just consider that the dollar, the pound, the franc are the attention units of a society. And let's just consider that, and we'll see there that they flow to the degree that interest exists. The main thing happened in the United States in 1929 was that everybody got disinterested. That's the truth of the matter. They got worried and they got disinterested, and so we had a stock market crash and depression. Anybody who could have come along at that time and have dubbed up a new - and mocked up a new ruddy rod or something of the sort that was of such fascinating ... Supposing somebody had come along at that time and say, "You know, I've just come back from Mars. Ahem. They have diamond mines up on Mars, and I'm in the market for these ships and here are the diamonds. Yeah, here's eight gallons of diamonds, and I've just come back." What do you suppose industry would have done! They said, "It's very hard to build these spaceships," and that sort of thing. It's just interest.

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,

You see, none of this matter, energy, space or time is actually purchasable or not purchasable. You never own any MEST; really, you never do. The only thing you have is your own interest in life and your own ideas about life. The most valuable thing there is about a man is his hopes and his dreams. When his hopes and dreams are dead, the man is dead. I don't care how much MEST he's - has, how much material matter he has accumulated. It just doesn't matter. And that's why, sometimes, you will talk to somebody who has an enormous amount of material objects around, and you realize you're talking to a dead man. The fellow has not established any flow of any kind; he's just sitting there holding on. Hold on, hold on, hold on, hold on. He dies holding on, too, by the way. It just kills him dead.

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.

They say a rich man - a rich man couldn't go to heaven any more than he could go through - a camel can go through the eye of a needle (old Arab proverb, wandered into the Bible and other places). The reason why is he is just holding on so hard, and he is so isolated that he can't move. That's why he couldn't go to heaven; he couldn't go anyplace, and when you process him, you'll find him stuck on the time track. He's stuck and he's holding, and that's the characteristic. He hasn't got any flow.

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.

Well now, an auditor, for instance, who would just simply go and it wouldn't matter, he could outfit the most beautiful office in the world and he could put a gorgeous secretary out there and he could be this ... Oh and do all these various things, everything necessary to the equipment of that and he'd just sit there, just sit there. Nobody would ever hear of him, he wouldn't hear of anything else. No communication line. Well, a communication line consists of particles, consists of interest.

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.

So therefore, if he were to go out on a third dynamic level, and if he were to devote - if he were to devote an hour of every working day, or five or six hours a week on the third dynamic, he wouldn't be able to put the brakes on that MEST. You want to be careful of what you start like that. You want to be careful what you start.

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.

I'm very careless about starting things, by the way. I don't give a doggone. And I'm always convinced that the interest level will be less than it is. I always underestimate the interest level, I suppose because of my own interest level or something. So I know what it takes to get me interested in life and so on. Gun this through and it gets very fascinating.

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?

Next thing you know, people are putting up their storm windows and bringing in the cat, and tying the roof down and so forth. And I say, "What's going on! What's the matter! What's the matter!" They give me a dirty look and go on battening the place up for the storm, you might say.

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.

To come into an area - come into an area and calmly announce that the so-and-so and so-and-so, and then do something on some individual, and then go ahead from there, so on, stimulates interest. Well, how does it stimulate it! It's just - well, you just do something, that's all. You just do something beneficial and something interesting, preferably on the third dynamic.

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.

It's interesting, the other day, that a newspaper reporter came up to me and was going, "Rawr-roo, Dianetics and Scientology is a cult, of course." (She was from Australia.) Anyway, "Is there any story?" She was getting all ready to just roll up her sleeves and just whush, you know, roll up her sleeves and hrrrh, hwrhh. And I said, "Group processing children, group processing children, group processing chil - " "I'm sorry. I'll come back in a month from now. Excuse me, I'm sorry I exist." (audience laughter)

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.

Now, that's very interesting, isn't it! Because that is an interest and attention line in the society. You're not doing that simply because it is an interest and attention line. You see, insincerity is doing something - is doing something to make it into an attention line without doing anything. That, you might say, is that sort of insincerity. You notice this on the part of publicity campaigns. Somebody wanted to be in the newspapers, they go down and they hire a press agent. They don't do anything, they just hire the press agent to say they do something. You don't need a press agent. If you were to walk down to the corner where the blind man is selling papers and turn his sight on, you'd think you were pretty good. That isn't enough. Go up to the next corner and get the one up there and turn his sight on, and then go down the line and pick up the cripple who runs the elevator and fix him up. And you go through the level like this, and just keep going on without paying any attention to how much interest, and the first thing you know, people will be putting storm windows on and battening the roof down and giving you a dirty look. You'll generate too much interest.

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.

But that's a rough deal, by the way - processing individual, individual, individual, individual, It's rough for two reasons. One is the proximity of the people you're processing, if you're just going at it hammer and tongs and working hard and on a big frame to make a lot of miracle cases and that sort of thing. No, do it on the third dynamic and then you just gunshot the whole group.

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.

One day a little boy was - everything you say to him, he says, "Hey," or something of the sort and hits his ear, you know. He's got this mannerism. And his nose runs. His family objects to all this. And he turns up home one day and his nose isn't running and he isn't batting his ear. Did you do it individually! No, you didn't even know it happened. He was part - a member of your child group. You prepare to be very surprised at Papa or somebody coming to you and say, "You know, Oswald has been telling me all about this sort of thing. I want to thank you, what you've done for Oswald." Well, you possibly didn't know you'd done anything for Oswald, so you want to prepare at that moment to look wise. (audience laughter)

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.

And is it enough to stimulate such an interest with just one group of children? No, I'm afraid it's not. Go up and down the line, around; get Lots of groups of children; And don't just start hitting backwards children because the chances of tomorrow's genius coming out of that class are not really worse or better than some other class, but tomorrow's genius might come out of some other class than the one you're auditing. See! So you want to spread yourself around just a little bit, just on the off chance that this will happen.

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.

Therefore, in following this data and addressing this subject, you are doing something. You are helping people. Don't for a moment believe because it isn't profusely thanked that helping people is ever wasted. It happens that an individual never thanks anybody for being helped. The quickest way you can get into trouble with an individual is to help him. You should know that, just bluntly know that. And you should know at the same time that the quickest way you can get into trouble is not to help him.

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.

And you should also know - and you should also know that the only thanks you're ever going to get is going down this track, anywhere along the line, me or thee or anything else, is the thanks you give yourself. You know you've done a good job, that's the only person who ever has to know you've done a good job. Now, I can prove this by processing, by the way. This is not just one of those Emersonian quickies that are supposed to be very epigrammatically something or other. Happens to be a technical datum. The only one that's ever going (…?) to thank you is you. The only mistake you ever made was expecting anybody else to.

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.

Now, if you go at Group Processing on the idea that you're doing it, and you're doing it because you're doing it, because you want to do it, because you're going to thank you for doing it, and you go ahead and you ... Because there's more people than you can count, you're - if you go at it with that idea, you wind up with a tremendous satisfaction. If you go at it with the idea that everybody is just going to swarm around you and pat you on the head and thank you, huh! No, that's never going to happen. And then go up and say, "You know, Oswald was all right before he was part of your course, but he's had convulsions ever since." You inquire a little bit further and you'll find out he always had convulsions; they've always been attributed to various things and now you're the target.

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.

TBD

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.

There isn't any reason to expect any thanks for doing anything you do. Now, that's a heck of a thing, isn't it! Heck of a thing. But that doesn't mean there isn't any thanks, and that doesn't mean there isn't any admiration for it.

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."

But it's the only guy who ever gets admired is the fellow who doesn't need to be. It's something like coals to Newcastle. The fellow who needs to be admired is ignored. When a fellow really needs thanks, he never gets them. The fellow who needs no thanks, needs no admiration, nothing of the sort, they throw it on him like Zambezi Falls. Odd, but true, horribly true.

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.

Now, very rapidly, let me go into the rest of this first lecture. We know what we're trying to do now, and I hope, whether you agree with it or not, we know why we're trying to do: we're trying to help you, we're trying to help groups. We can help people. I'm trying to tell you this afternoon how.

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.

There's - there are two words that you should know, and one of them is Dianetics, the other is Scientology. Magazines - they've been making cracks at me about words, because my words are getting into dictionaries. And they call them "Hub-words." (audience laughter) The third dictionary I've seen now is using words out of these sciences. And there's about five words in this science have now wandered into the dictionary besides these two words, Dianetics and Scientology.

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.

Dianetics means "through mind." I thought I'd coined this word, and then found out that Dianetics means, in the dictionary, "discursive logic," and they've now changed its definition. It means "through mind," so on. That's right. This definition has been shifted in the new printings. So it doesn't mean that anymore; it means "through mind," Now, when you say "through mind," you naturally mean a man. We customarily think of a mind as having something to do with a man, a woman or a child or something like that. We don't think of dogs having minds very much. They have brains which you can examine. But when we say "mind," we are normally and usually speaking of Home sapiens, genus Home sapiens.

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?

Now, we can heal or orient genus Home sapiens through his mind, through addressing the problems of his mind - anything in these sciences which would apply to Homo sapiens and let him keep on being Home sapiens without taking the package to pieces. The package comes to pieces so easily, you have to be very careful, be very careful with this. He falls apart rapidly. They didn't put glue in very good. A fellow like me can come along and unglue him. I mean, it wasn't a good job. All right.

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.

Therefore, those techniques which immediately address to Home sapiens, and would not ordinarily in most cases make him anything else but Home sapiens, let's just lump these under the subject of Dianetics. And let's make this word, Dianetics, the public knowledge of survival, the eight dynamics, the very basic and elementary processes - those processes which are in Dianetics: The Modem Science of Mental Health and others. Anything that addresses immediately to that level, call it Dianetics

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.

Now, what's Scientology? Scientology is "the science of knowing how to know," and is the adventurous, fly in the teeth of that philosophical conundrum called epistemology. It's the resolution of epistemology. I'm sorry to have to say that, that it's the resolution of it, but it is.

"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.

What is knowledge! And how does man know! And what is known and what isn't known and that sort of thing - these problems, they come under the heading of Scientology. So Scientology crosses the bridge between philosophy and science. It is an embracive subject which takes in philosophy and science. That doesn't mean that it buttons up all there is to button up in science, and it doesn't mean that it ends all the things there are to end in philosophy, fortunately. You can make a postulate any day and invent a new philosophy. It does, however - it does, however, very - get very inclusive on many of the maybes man has been riding. And Scientology as quickly embraces and advances the science of physics as it embraces mysticism and advances it. Now, if you study Scientology, you can become a very good nuclear physicist. You really could if you had the knowledge in Scientology and you went along from there, and you combined it with the routine knowledge of nuclear physics, you'd become a terrific physicist. There is no doubt about this whatsoever. It's very funny, but very true.

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.

Now, let's look on the other side of the picture and find out that YOU could have a very fine time and become a very good mystic. Oh, boy! Why, you could give a yogi-minded fellow cards, spades and the jack of trump and play with one eye on a novel and beat him hands down. Because you can actually produce the things they're supposed to be able to produce in mysticism, in occultism and the rest of the isms along that line.

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.

This doesn't mean that we should now sneer at those subjects any more than we should be amused by phlebotomy - the practice of bleeding, which was quite the thing once upon a time in medicine and will be again someday.

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.

So, with these subjects you can count on - with these definitions, these subjects you can count on a very wide coverage. And Scientology means "There is no limit," And Dianetics means "This is what we do for Home sapiens, poor fellow."

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.

Now, the world at the present time is not in complete accord with everything we're doing, but then the world never has been with new advances, and particularly if they're sensational, particularly if they work. So don't worry about the degree of acceptance measuring the degree of the subject, because it measures in reverse when it happens.

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.

By the way, the Einstein theory, right or wrong, was slambasted for three years to such a degree that fellows - to such a fantastic degree that on the stage of one of the great meetings of mathematicians in Berlin, Einstein was denounced as the greatest mathematical hoax of the century.

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."

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."

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

"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.

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.

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?

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.

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.

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.

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.

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.

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.

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.