How are you this afternoon? Audience: Fine! How are you? Me! Huh!

Thank you. Thank you very much. I take it you didn't object particularly to that mayhem. I mean, that demonstration.

You know how I am; I never get any processing or anything. Matter of fact, I've been getting some auditing lately.

It's quite remarkable running a demonstration up here. And before I call for a couple of people I'll warn you that it's about 92 or 96, somewhere like that, up here on this stage, with all these lights. They have a washing machine, a Maytag, outside with a wringer, and I walk off and...

Did you learn anything in this morning's seminars? Audience: Yes!

I have an announcement to make here: The Group Intensive tests, the Group Intensive tests - there are some of those, by the way, that do not have two tests; but nevertheless, those have some validity too. But the bulk of them did get both before and after tests and those tests are available from the Registrar. And if you call around in person to see the Registrar, why, she will show you your tests. Okay?

You did. All right.

Female voice: Fine. All right.

And do you think this would prove efficacious in your address to Homo sap? Audience: Yes!

The whole subject of wrassling - I mean, High School Indoc - is quite amazing. You know, there's several different levels of this sort of thing. And that one, by the way, of course was just High School Indoc. And I want to point out to you that the fact that the auditor smiled, that he twisted his head, that he didn't get the intention across and that sort of thing is not germane to it. That has nothing to do with it.

Very good. There's a fellow by the name of Homo sap that lives out in the woods someplace, and we've had quite a bit to do with him. And we found out you couldn't kill him. We found out that there wasn't anything you could do to convince him in any way. So the only thing that remained was to communicate with him fully enough so that we had it taped. You see, I mean, if you communicated with him fully enough and you could handle him totally, why, then you could live with him, see? That's right, isn't it?

Now, there's Tone 40 on a Person which is upper scale from that, and were the auditor to smile, not to get an intention across and not to do numerous other things, any failure along that line would be a flunk. But in High School Indoc it is simply just this one thing: Did the auditor, by any means whatsoever, make the preclear do the auditing command? That is the thing. That is the thing.

Well, now, this isn't exactly a plot which we have - not exactly. This is probably the only far-reaching, well-hatched plot that ever hit earth.

Now, it is quite interesting, it's quite interesting to do. And we'd like to know if anybody here would like to run this up here. Somebody said „sure“ back there. Who was that? Wouldn't somebody like to come up and run this?

Male voice: You're right.

Okay, good. You can be a coach. Now we want two people, we want two people who can run this. Two people who would like to run this.

And speaking of plots hitting earth, I want to tell you just here before we go into these various demonstrations, which you're going to have a lot more of this afternoon and practically nothing else but. That agree with you? I would just like to tell you something about communication that we have overlooked before. Now, I meant to give you a full, long, arduous, learned, salted with verbiage, polysyllables and so forth, lecture on the subject of communication. But I didn't do it. But I'm going to have to sandwich it in here for about three minutes max.

That's good, front and center.

Found out something about communication that is quite fascinating: The third dynamic is a violation of communication formula.

Well, we have somebody here. How much... Yeah, I don't know whether he's valid or not. All right, we'll let him ... we'll let him run Senor Winkle. Okay. And we'll run two of them here at once.

I know that nobody heard me; I know because it's not possible. The third dynamic is a violation of the communication formula. And here you sit, and I am talking to you, and the only difference is I am talking to you, I am not talking to a group. And you all know that.

Coach: Now, first of all I want to get this cleared. I want you to run me on this 8-C ...

Audience: Yes.

LRH: He's clearing the command there. Go ahead.

All right. Now, here's the crux of the situation. Fellows who go out to „save the world“ - I don't think it could stand (as I said in Book One) being saved just one more time; I think that would finish it utterly. These fellows must start by saving one man.

Coach: Now, you tell me to „Look at that wall,“ acknowledge; „Walk over to that wall,“ acknowledge; „With your right hand, touch that wall,“ acknowledge; then „Turn around.“

The communication formula has to do with attention. You have to be pretty sharp to put your attention on two. It's very easy and simple to put your attention on one.

Now, all the time you stay on my right side, okay?

All right. I can put my attention on quite a few people at the same time. The limit happens to be 2,500 people. At 2,501 I blow up. I run completely out of beams. I've actually put that to test. The last time I talked to more than 2,501 I went dith-thu-thuthu-thu-thu-thu-thu and I wasn't communicating; I was talking here. I got smart enough to talk to the first ten rows. At least I communicated with somebody there.

LRH: We'll allow Jack three flunks.

But the third dynamic is an agreement, and all the dynamics are simply agreements. They are nothing but agreements made by individuals.

Coach: Three only.

Oh, you remarked one time that the only thing wrong with a thetan was a thetan. It's true; the only thing wrong with him is himself - his various laws and rules. We look down the harmonic scale and we discover that everything a thetan becomes is a harmonic on his natural state of being, to which he seems to object. And that is the game called life: Object to yourself

LRH: „That's it,“ that ends the session. When he says „Flunk,“ why, the auditor has to take him back through that particular cycle.

But he makes agreements; he makes agreements broadly with many, one after the other. He gets this up to a total conviction, and then we have what is known as the dynamic scale. Now, they're no less real because they are agreed to, but it happens that they are founded on one. So a thetan very easily becomes the „only one.“ It's only necessary for him to get into communication with just one person to cease to be an „only one.“ You got that? I mean, it's just as easy as that. You don't have to get him into communication with the rest of the human race. When you've gotten him into communication with this mystic and mysterious thing called a group, you've gotten him into communication with nothing except an agreement. So he's in communication with an agreement. Fine.

And that is just exactly the same here. And here we have a fair-to-middling auditor, by the way, running a fair-to-middling educated coach over here. These two boys are both from the Academy.

It's quite amusing - I tell this at some risk, because it'll step on a couple of toes. It's quite amusing. We have a method of teaching groups.

Okay. And go ahead and clear the command with him. Yeah, clear the command and go on.

& The past master ne plus ultra character in this is Dr. Ken Barrett. He, he learned this well and if he never finds out anything else, he's a genius. The only ones that can come up vaguely into doing anything about it, I would say, are just a few other top members of staff. Dr. Steves can do very very well at this, and Nibs is no slouch. And there are some others.

Mr. Winkle in the yellow shirt there is being the coach and over here in the white shirt is being the auditor.

& But nobody quite comes up to Barrett. Of course, just between ourselves, he's a perfect idiot in other lines, but... But because of this great skill in handling groups, handling the individuals who compose a group, he could be forgiven any, almost any idiocy. He's a great guy, don't let me lead you astray there.

[Both demonstrations begin.] One flunk. [Demonstrations continue.] Two down. [Demonstrations continue.] He let him by on that one. [Demonstrations continue.]

Well, we have a system there of teaching a group by definition, and we get members of the group to define things. And then other members of the group to discuss the definition, until we have gotten to agreed-upon definitions for various things. Of course, the most widely agreed-upon definition to any of these things is the original definition of it. And the group blows it, to some degree, and to that degree is free of it. In other words, they don't dream up new definitions; they really are being asked to as-is, knock out and disintegrate old definitions and old agreements they have made. You see that?

Thank you. Come here, Jack. Thank you, Jack.

Well, now, if the third dynamic is a violation of the communication formula, and if it is only an agreement - which it definitely seems to be - then it would be absolutely necessary to knock it out to some degree as an agreement before a person could be completely free. So we are forced to say something about this.

How you doing, Winkle? No, it's not over. How many flunks have you gotten on him so far?

I may not have been cautious at various times, but I have never been dishonest in what I know. It has been very incautious of me occasionally to come up with a new datum of some kind or another and simply present it and say, „There it is.“ And a bunch of people around me say, „Ron, for God's sakes, what you're going to do to our public presence, letting something like that out.“ Well, honesty comes first, and public presence comes second, or eightieth.

Coach: One.

The third dynamic, then, has to be recognized for what it is. The communication formula - if you will read it in The Creation of Human Ability or in Dianetics 55! and go over it carefully - has to do definitely with attention and intention; and when you speak to many, you speak to none. And so we get - as I said, somebody's toes were going to get stepped on - we do have people around who can „lecture to groups“ (quote, unquote) but can't run this agreement type of process, this definition type of process on a group, because they have to confront the individual members of a group. And we get the inversion on this third dynamic. It's not now just an agreement; it is used as an avoidance of communication. And there's many a world-saver who has talked to the world simply because he was trying to avoid communication to one.

LRH: Just one flunk. We've got two flunks to go. Let's see if you can do better than that.

And now, if we work this out carefully, we can actually use this in processing. We can find out that person to whom other people could not speak, with whom they could not communicate. Now, we take this preclear, and we ask this preclear to tell us somebody with whom it was impossible to communicate. See, that might be Mother, Father, uncles, aunts, boss, first sergeants. You see that? And we'll find something very peculiar: we'll find that being unable to communicate to one, he started to communicate to the one on a via. In other words, he told the corporal so the corporal - it might possibly get to the first sergeant. Do you see that? He couldn't talk to the first sergeant so he told the corporal in the hopes that it would get to the first sergeant. He told two or three of his buddies in the hope that the rumor would get around, don't you see? He finally tells this whole thing to his family, hoping it'll go via San Francisco and Seattle and get back to camp. He finally writes an article on it to the eight or nine readers of the Family Circle and Time magazine - their combination circulation, by the way, I think is eight now. And... Just in passing, by the way, do you know that Time magazine has never injured us in any way. We carefully kept tallies on interest and disinterest in the subject against Time magazine articles and we found out they weren't addressed to anybody. They never increased or decreased interest in Dianetics or Scientology. Isn't that fascinating? Now we're getting someplace here.

[Demonstration continues.]

He told all the readers of this magazine in trying to communicate with Joe, the first sergeant. You got that? Finally he wrote a novel with fictitious characters in it, all trying to get to Joe, the first sergeant. Do you see this?

There we see developing a rather routine and usual situation whereby the coach says „flunk“ and the auditor doesn't stop.

And there we have picked out the kernel of most third dynamic communication. On its upper level it is perfectly sane for an individual to want to talk to one or a lot of people but there's quite a lot of skill in this, really talking to the people who are there - not talking to them „because of.“ Now, I'm talking about an aberrated third. And these aberrated thirds, these world-savers and so forth, are simply trying to get a communication through on vias which now include all the people on earth. Do you see that?

You see, he's got his left hand under his right hand so he can't touch the wall. He did it. He got it.

Now, you can pull apart one of these third dynamic agreements just by finding some person with whom the fellow could not communicate and then asking him to mock that person up and say „Hello,“ and get the person to say „Okay.“ And this was - you remember „Hello, Mama“? Well, it as-ised too much havingness, and it could be definitely overdone; but run with some sort of a direction such as this, at an understanding of this, if Mama was the person to whom one could not communicate, then of course one would all of a sudden start dropping out the third and fourth dynamics. You see? They start dropping out the third and fourth dynamics on an obsessive level. See?

[Demonstration continues.]

Now, it's perfectly all right to have a third dynamic but any dynamic can become aberrated, and I'm talking about the third when it becomes very aberrated. The way you break it up is to break up the communication impasses which has caused a person to use the whole of the group as vias to reach one person he could not communicate with. You understand that? The third dynamic in that sense is a violation of the communication formula. I have to talk to you - every person present - in order to talk to this group. Now, I could stand here and talk to the group. I could do that; it'd be - huh! You wouldn't listen to it, but I could do it. See, I could talk sort of out into thin air, somehow or another, and say, „Well, there's a - I don't know.“

Believe me, this really puts steel in the auditor. [Demonstration continues.]

Very often when you put an auditor into - in auditing groups - into auditing with attention to each individual in the group, he can't make it because he's already avoiding the first by taking to the third. Do you see that? He generalizes a communication because he can't singularize it. Now, the thing to be able to do, of course, is to generalize and singularize a communication; you should be able to do all these things.

That's a new one. I hadn't seen that one before. [Demonstration continues.]

Where you find somebody who is evidently able to address many but can't talk to one, you have somebody with an aberrated third dynamic. Do you see that? And that third dynamic that he has is a violation of the communication formula. It is conversation with a nonexistent terminal known as „the third.“ So that's conversation with an agreement, which is conversation with a circuit. And he doesn't talk to one single person anywhere.

These boys invent new ones all the time. I mean, you can't keep up with the Academy on this. New ways to stop the auditor.

Now, the communication lines of Scientology are individual. They fare best where these lines are individualized; you feel that definitely. I have spoken to you; you have spoken to others. And that is the way the communication lines of Scientology travel.

[Demonstration continues.]

Now, the newspaper world believes that it is a communication channel, and let me assure you it is not. They never talk to one; they always talk to „the People!“ Communism is not communication. It only communicates individually, and this is an accidental fact because communism tries to communicate totally on a group basis - totally by groups. And whenever we talk broadly to „all the people“ (as they do in a newspaper), we wind up by saying nothing to anybody, and we might as well have shouted in a well.

Isn't that wonderful. What he's really trying to do there is steal the auditor's valence, don't you see?

The newspapers, realizing this, go downtone. If you read what appears in the modern newspaper, you will not find a high-tone preclear talking. What occurs? Murder, mayhem, all about the government. Lord knows what the government is, if it is not some individuals who have been put in charge of certain activities. That's the government, but there's no such thing called „the Government.“ There's no such thing called „the People.“ And when you get „the Government“ and „the People“ and murder and rape and mayhem and so forth - this is a communication line? No, it is not!

[Demonstration continues.]

Just open any daily paper and read what they have to say. It is such a poor communication line that almost anything that appears in it - contrary to popular opinion - becomes vilified sooner or later. If you'll notice that every time they start to talk about a hero, they will wind up cutting his throat. The headlines of today are the obituaries of tomorrow. Now, you think I am riding a favorite hobby, but I am not. I am not.

This shows you Academy training these days is pretty good. Both of these boys have been trained on this.

Scientology travels by word of mouth, and it has always been hindered, barriered and stopped by public press just to the degree that people could look at it and say „Well, that's appearing in the public press; it can't be any good.“

[Demonstration continues.]

Now, you wonder why you don't see very much in the way of public utterances and stories in one kind or another about Scientology. Because I uniformly tell reporters, „This is a scientific organization, not a circus sideshow. You can publish anything you please as long as your attorneys are capable of sustaining a defense to a libel suit. Even if you say we're good, I'll sue.“ It's not a communication line.

That's three. He flunked on failing to acknowledge an auditing command. This is pretty good.

You might be interested to know, for instance, that a great many of our people have been caused unrest and upset by publicity of one kind or another. An organization such as this does not run on (quote) „publicity“ (unquote). It talks to and is about individuals. That it itself is an organization is totally accidental.

Thank you very much. Thank you. [End of demonstration.]

There are a bunch of us who know more about the subject than others and if you say „a bunch of us“ then you've said about all there is to say about an organization. We finally found out that an organization consisted of terminals. It wasn't even a collection of terminals; it was terminals. And the organization is just as good as the terminals are manned and in communication with each other. We just get our business done by taking various parts of the activities, and an individual takes care of them. And thus we have an organization.

This is Academy training. But they've been doing this at the Academy and they've been getting along fine.

The most hideous thing you ever wanted to see is some big corporation that thinks the name GE (or something of the sort) is a thing. It is not a thing. It is not a thing at all. It is a number of individuals who live and breathe and bleed, a number of individuals who can work and have fun and do things. And as soon as it ceases to be, you get something like the United States Army.

Now let's see, what other person is going to run this. Let's see ... let's see. No, not Woody, he's been trained. Let's see ...

Oh, I've nothing against the United States Army, nothing for it either, because it isn't. It is a bunch of boys who have been taught to fight. And when battle is joined, believe me, that is what it breaks down to and there is nothing else! Boy, they might have sheaves of orders in their pockets that have been issued by the Pentagon, and it won't stop one single enemy bullet. It's down on the individual level when battle is joined.

Come on, Wing. Come on up here and collect three flunks.

And any time you get anything done, it is on individual feet that it is done. Things are done by people.

That's quite remarkable. He'll probably carry through with no flunks at all. Male voice: Do I get to say goodbye to my friends?

One of the finest ways to make an organization flop is to appoint a committee. Don't ever appoint committees - they're a violation of the communication formula and therefore a violation of beingness, doingness and actingness - havingness. Organizations can't have, but people can. And as a result, Scientology is an individualized activity; it believes in individualism, and by heightening individualism it believes that a great many things can run right that haven't been running right. It's awfully simple and much too simple to grasp.

Yes, yes, you can say goodbye to your friends. Take off your coat.

At this present instant, Scientology could undoubtedly close terminals with the (quote) „US government“ (unquote), but it'd have to do it in this fashion: You would have to get hold of some of the scientists who are designing intercontinental ballistic missiles and smarten them up so they could do a better job. It'd have to get hold of the rocket jockeys that are going to fly these things someday. I know they're all supposed to go on total automatic, but after a while the generals get impatient and send a man. That's the way that works you know.

This is Wing Angell stepping into the arena at this moment at 190 pounds.

You know how balloons first worked. First they sent one up without anybody in it, and then they sent one up with chickens and goats and they found out they lived through it and then they sent one up with a man. Don't think that they didn't do any different with airplanes. Things are always in a model stage or a small stage for many hundreds of years. Leonardo da Vinci had a heavier-than-air machine that would fly around the room most beautifully - little wind-up ornithopter; still down in the Smithsonian (or a copy of it). But we didn't get flying machines right away and the first flying machines didn't violate this principle any: they flew them for a while and then they finally decided to put a man in them. Yes, now they've worked up to drones, but you notice they've never used drones, because it's the wrong order of sequence.

All right. Now we will get the briefing instructions as they meet in the center of the arena.

The intercontinental ballistic missile at this time has not yet risen to sending a goat and some cows or something in one. See, they haven't gotten up to that point yet, but they will get up to that point someday. Even today, your jet planes require better pilots.

Coach: Now we're going to run just straight 8-C here. I want you to run ... tell me this:

Given two nations producing planes equally well, the victory would be in question. The only thing that could vary would be pilots, right? Well, boy, we could certainly vary pilots; that's for sure. We could speed up their reaction time, their reality on their airplane, get them flying in present time. You'd find out their accident levels would go down, and their action levels would go up. Why? Not because we were treating squadrons, but because we were treating pilots one at a time. You got the idea?

„Look at that wall,“ acknowledge; „Walk over to that wall,“ acknowledge; „With your right hand, touch that wall,“ acknowledge; „Turn around,“ acknowledge. Okay? There's two things I will say as a coach, that is „Flunk,“ which means you've made a mistake and you've got to back up on it and do it again. And also „That's it,“ which means end of the session. Okay?

Actually Dianetics and Scientology, then, have a tremendous defense factor, and addressed on a group level could be the deciding factors in any future war - could be, definitely. And in 1938 when the Kremlin first approached me to come over to Russia and build the laboratories, they understood this. And don't think the amount of fight we have had since has been any accident.

Auditor: Yeah.

Now, you think I have turned a fast curve here. No, I haven't turned a fast curve. Still be true about newspapers, whether this were true or not. But there has been a very thoroughly organized activity. Of course, the definition the communist gives a psychotic is one who thinks the communists are after him. That plugs that one up nicely, doesn't it? And then they shoot hell out of you, and you say anything about it, they say, „Well, he's psychotic, see?“ Well, it's proven, because the definition of psychosis is somebody who believes the communists are after him. Well, the communists are not after us. Definitely not. We have lived through a long period.

Coach: Otherwise, anything I do is as a preclear, no matter what it is. Understand?

The name itself has taken considerable beating around because of vested interests and that sort of thing. But remember at all times, that does not make Scientology less good, did not make Dianetics less workable, did not make me a less honest man, and did not make you a less worthy citizen. Remember that. (applause) Thank you.

LRH: Nothing he says besides those two words have any validity at all. An auditor pays any attention to them, he flunks.

Well, all that to tell you this new little item: The third dynamic is a violation of the communication formula. It's incredible. Think it over sometime, look it over, and I think you'll agree with me. Groups aren't; individuals are!

Coach: I want you to stay on my right side. Start. No, this is no beginning of session just take off, you're in the middle of the session.

It's very interesting that all old-time philosophers have gotten into the idea that the „all of everything“ is what you eventually join. That's true enough: As you go down scale, you eventually lose your own individuality entirely and become nothing, and you're „part of the all.“ Well, don't let me catch you getting part of the all. Even if you don't know what you are, be yourself!

Auditor: Look at that wall.

Okay. Now I promised you - I promised you yesterday - and I repeated again - that we were going to give you some more demonstrations of these various Training Drills. And last night in the most cursory, slap-happy fashion imaginable, we covered the Comm Course. I'm sure that our Comm Course Instructor, I am sure that our ACC Instructors turned pale last night on that. We were actually trying not to discourage the living daylights out of you.

Coach: All right, 1 will.

Now, the truth of the matter is that you keep at it awhile, you will find more out about it - if I've given you the rudiments of this character... if I've given you the details of how to go about it - you, by doing it, will find out more about it than I can tell you. So the best thing for me to do is to tell you how to go about it. That's right, isn't it? And let you wrassle around on it. Hm? It's an American sport, „wrassling“; it has nothing to do with wrestling.

Auditor: Good. Walk over to that wall.

Now, it comes very much in question on what we're going to do in this next halfhour. Because we're all set here to go forward and show you 8-C and how it develops into High School Indoc.

Coach: Anything you say, Wing.

& And Nibs and I are going to give you a demonstration of 8C and high school indoc. And we haven't rehearsed this, it is not something you rehearse. But by the way, I was the first one that ran it on him and he was the first one that ran it on me. So you're right down to source here. The original team.

LRH: Danger in the offing.

And High School Indoc of course is dependent on 8-C, so what you'll first see is 8-C the way it is done today. The commands of 8-C have changed. But we're just going to run - I'm going to run on him some sloppy 8-C. Okay? We call it „sloppy 8-C“ - it'll sound quite precise to you, but it's sloppy; we'll try to make it look a little sloppy up here.

Auditor: Touch that wall.

Now, don't use us for your eventual model. You're supposed to do this until you become perfect. And we're just going to show you how to get into it. Okay?

Coach: Certainly, Wing.

Audience: Yes. Okay. All right. Good.

LRH: Certainly, Wing.

& OK, Nibs.

Auditor: Turn around.

Now, don't let this disturb you. Actually, I don't want anybody jumping over the footlights here & and trying to save Nibs or save me just because we look like we're in trouble, see?

Coach: Certainly.

The facts of the case are, the auditing commands will probably not come over this mike very well, so I'll sing them out real loud. And we're now going to do some „sloppy 8-C“ ... That's really its name! We call it „old-time 8-C,“ or „sloppy 8-C“ or something of the sort. But „old-time 8-C“ isn't right because it used other commands than these.

Auditor: Good. Look at that wall.

Now, I'm going to start in on these. I'm not going to start a session and give you a model of that. We're just going to sail into this because this isn't a session. Okay?

Coach: Sure.

How do you feel about this, & Nibs?

Auditor: Good. Walk over to that wall.

Student [Nibs]: Fine.

Coach: Why, sure I will.

LRH: All right. Okay. We're going to run a little demonstration here, and I'm merely going to ask you to, you know, walk around the room, look at the walls, and walk around the room and so forth. And we're just going to do plain 8-C. You got it?

Auditor: Good. With your right hand, touch that wall.

All right. Now, here we go. The commands of this are: „Look at that wall.“ „Walk over to that wall.“ „With your right hand, touch that wall.“ Got it?

Coach: Of course.

Student: Uh-huh.

Auditor: Good. Turn around.

LRH: „Turn around.“ „Look at that wall.“ So. Got it now?

Coach: Are you waiting for something?

Student: Uh-huh.

Auditor: Good. Look at that wall. Good. Walk over to that wall.

LRH: All right. Is it all right if I run this?

Coach: I'm not going to.

Student: Yeah.

LRH: That's a flunk. That's a flunk. Oh, dear. The auditor never should have let him get out of his hands. I could have warned Wing.

LRH: Okay. Look at that wall.

Auditor: Look at that wall.

Student: All right.

Coach: Sure, Wing.

LRH: Okay. Walk over to that wall.

Auditor: Good. Walk over to that wall.

Student: Okay.

Coach: What did you say? Sure.

LRH: Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Auditor: Good. Turn around. Good. Look at that wall.

Look at that wall.

Coach: Are you out of breath?

Student: Uh-huh.

Auditor: Good. Walk over to that wall. Good. With your right hand, touch the wall.

LRH: Thank you. Walk over to that wall. Oh, and I'm... That's right, but we're not running High School Indoc here. I almost went into auditing session here, and that's a horrible thing.

Coach: Who's getting nervous?

Look at that wall.

Auditor: Good. Turn around. Good.

Student: Yeah.

Coach: Right there, right there.

LRH: Thank you. Walk over to that wall. (Look at him anticipate that.) Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you. How are you doing?

Auditor: Look at that wall.

Student: Oh, great! Yeah, I'm fine.

Coach: Where, right there?

LRH: Look at that wall.

Auditor: Good. Walk over to that wall. Good. With your right hand, touch that wall.

Student: Yeah.

Coach: Yes, Wing.

LRH: Good. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Auditor: Walk over to that wall. Good. With your right hand, touch that wall.

Look at that wall.

Coach: Yes, Wing.

Student: All right.

Auditor: Good... . Good. Walk over to that wall. Good. Touch that wall. Good. Turn around. Good. Look at that wall.

LRH: Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Okay.

Coach: Flunk. You waited.

[to audience] Now you see that? You see that real good? That's just 8-C. By the way, you notice I was not directing him, correcting him, holding him back. And I was trying to hold it down and not run Tone 40 8-C on him. Get the difference?

LRH: Flunk.

Female voice: Yeah.

Coach: Turn around...

LRH: That's just plain 8-C. By the way, that works too, and that is a Training Drill. A person has to learn to do this and give those commands, and he gets that flat. And then he goes into this one.

LRH: Yep, he was...

[to student] Now, you're going to run this on me now; you're the auditor. Aw!

Coach: Flunk.

[to audience] Now. The purpose of this... High School Indoc is what we're going into now. We've shown you plain 8-C.

LRH: He already had looked at the wall. When he swung his head the second time and the auditor didn't go on with the next command he was dead.

[at this point the old reel ends. The remainder is from the clearsound version only.]

Coach: Go ahead, I'm all set, Wing.

See? The purpose of this High School Indoc is to get an auditor over being stopped by preclears. Preclears stop auditors. And every time a preclear stops an auditor, he exerts control and therefore goes out of session. And in the interests of keeping a preclear in-session it is necessary that an auditor be capable of carrying on a process - without being stopped. You got that? And that's the total purpose of this.

Auditor: Look at the wall.

Now, there are two commands here that are allowed and are valid and no other commands are. One is „That's it,“ which finishes the demonstration, and the other one is „Flunk.“ You got that?

Coach: Yes.

Now, when the coach says „Flunk,“ why, the auditor has to carry through the whole cycle from the beginning again. Do you see that? They don't just go on from that point. The auditor has to go back to the beginning of the cycle and carry it all through again. You got that? Let's say we got over to the wall and the preclear managed to stop the auditor. Then he says, „Flunk,“ then they go back over and run „Look at that wall.“ You got that? All right.

Auditor: Walk over to that wall.

Now, the total purpose of the coach is to stop the auditor. The one thing a coach is not allowed to do is lie down. That's the one thing he can't do. But he can do anything else. Then we're going to wrassle around on this for a few minutes here, and then we're going to grab two or three people and have them audit us.

Coach: Have I driven your anchor points in at all or anything? Bothered you at all?

LRH: Do it real.

LRH: He wants to know if he's driven Wing's anchor points in, if it's bothered him any.

Student: Do it for real, huh?

Auditor: Look at that wall.

LRH: All right.

Coach: Mm-hm.

Student: All right. Step over here.

Auditor: Good. Walk over to that wall.

Look at that wall. Thank you. (That was Tone 40, excuse me.) Walk over to that wall.

Coach: Ah?

LRH: Flunk! You corrected yourself. Go on.

Auditor: Good. With your right hand, touch that wall. Good. All right. Turn around.

Student: All right. Now, walk over to that wall.

Coach: You had enough? You want to stop?

LRH: Just a minute. Just a minute, I..

Auditor: Good.

Student: Good. With your right hand, touch that wall. Thank you. Turn around. Good. Look at that wall. Good. Walk over to that wall.

Coach: How about quitting?

LRH: Just a minute. I got to adjust the mike. Your shoe is untied.

Auditor: Look at that wall.

Student: Good. With your right hand, touch that wall.

Coach: You want to stop? Sure.

LRH: Your shoe is untied.

Auditor: Good. Walk over to that wall.

Student: Thank you. Turn around.

Coach: Everything all right? You're not upset are you? Does it bother you?

LRH: Aren't you afraid you'll trip over your shoe?

Auditor: Good.

Student: Good. Look at that wall.

Coach: You're waiting.

LRH: Where?

Auditor: Good.

Student: Good. Walk over to that wall.

Coach: Good for what?

LRH: Just a second. I've got to adjust this mike.

Auditor: Turn around.

Student: Thank you. With your right hand, touch that wall. Thank you. Turn around. Good.

Coach: That you almost made a flunk? Go ahead, flunk again. Why don't you?

Look at that wall. Thank you. Walk over to that wall.

Auditor: Look at that wall.

LRH: I won't!

Coach: Go ahead...

Student: Thank you. With your right hand, touch that wall.

Auditor: Walk over to that wall.

LRH: You're asking for it!

Coach: Walk over to that wall? You almost waited too long there.

Student: Thank you. Turn around.

Auditor: Good. With your right hand, touch that wall.

Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall.

Coach: Ow! Ohh, ohh, ohh, ohh, ohh!

LRH: Just look what I've done now.

Auditor: Look at that wall.

Student: Thank you. Turn around.

Coach: What are you waiting for?

LRH: You turned me around the wrong way.

Auditor: Good. With your right hand, touch that wall.

Student: Look at that wall. Good. Walk over to that wall.

Coach: I was willing. Wait, wait, wait, wait, wait, wait, wait, wait. I touched it; I got it. I touched it, I touched it.

LRH: All right. That's fine. I've got an announcement to make; that's real... Flunk!

Auditor: Good. Turn around.

{to audience} Boy, when you could do that to him you had to be a genius.

Now Wing has the dubious benefit of being able to say that it was a put-up job and we really weren't honest flunks. I mean...

Student: Look at that wall. Good. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Fine.

Wing, come here. Come here, come here. Come here. Thank you very much, Wing. Thank you very much.

Look at that wall. Fine. Walk over to that wall.

I am looking now for a person who has never done this before. Okay? Female voice: Do women do this, Ron?

LRH: If you do this just one more time I'm going to scream! Help!

Actually, I probably ought to get Marcia Estrada or Mary Sue to run this on the biggest person present.

Student: Thank you. With your right hand, touch that wall. Good. Turn around. Fine. Look at that wall. Good. Walk over to that wall.

Okay. Okay. Come here. You're all set.

LRH: Just a minute, I've got an announcement to make.

Pete, I'm very glad that you came up here to take your life in your hands. Male voice: Okay.

Student: Thank you. With your right hand, touch that wall. Good. Turn around. Good.

All right. And don't feel disgraced at flunking. Everybody flunks. Male voice: Okay. Okay, sure.

Look at that wall. Good. Walk over to that wall. Thank you. With your right hand, touch that wall. Good. Turn around.

Coach: All right, now...

LRH: What's that? Just a minute. What's that? What's that?

Auditor: We're still friends.

Student: Good. Look at that wall. Good. Walk over to that wall.

Coach: All right. Now, you heard what I said to the other people?

LRH: Hey, you know you're doing this all right now. It's okay.

LRH: No, go ahead, go through it again.

Student: Good. With your right hand, touch that wall. Fine. Turn around. Good. Look at that wall. Good. Walk over to that wall.

Coach: I'm going to tell you to do this. I want you to tell me „Look at that wall.“ Okay? Then I want you to tell me to „Walk over to that wall.“ Of course, you acknowledge first, after the first execution of the command. „Look at that wall,“ acknowledge; „Walk over to that wall,“ acknowledge; „With your right hand, touch that wall,“ acknowledge. Right? Then, „Turn around,“ acknowledge.

Fine. With your right hand, touch that wall. Thank you. Turn around.

Auditor: Okay.

LRH: What's on the other side of that?

Coach: Okay. Now, anything that I do other than these two things, which is „Flunk“ and „That's it“ is as a preclear. You got that?

Student: Good.

Auditor: All right.

LRH: What's on the other side of that?

Coach: So you try to di.... you try to disregard anything that I say, except for those two things. When I say „Flunk,“ we'll back up and do it again. And if I say „That's it,“ then that's the end of this... of the demonstration. Okay?

Student: Look at that wall. Thank you. Walk over to that wall.

Auditor: Sure. Okay.

LRH: Just a minute.

Coach: All right. Now, you can use...

Student: Good.

Auditor: ... which side you want me to stay on?

LRH: Aren't you getting pretty hot?

Coach: No, stay on this right side, okay?

Student: With your right hand, touch that wall. Good. Turn around. Good.

Auditor: Your right side.

LRH: You didn't tell me when to stop turning around.

Coach: My right side. All right?

Student: Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around. Okay.

Auditor: Sure.

Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around. Good.

Coach: Now, so, you can do anything you want to short of mayhem.

LRH: Thank you. Thank you. Thank you.

Auditor: All right.

Student: Good. Walk over to that wall. Good. With your right hand, touch that wall.

Coach: All right. Go ahead. Thu got this all straight?

LRH: ... hand touch that wall.

Auditor: Look at that wall. With your right hand, touch that wall. Turn around.

Student: Fine. Turn around.

Coach: Look at that wall. Walk over to that wall.

LRH: Turn around.

Auditor: Okay. Look at that wall.

Student: Good.

Coach: All right.

LRH: Good.

Auditor: Good. With your right...

Student: Look at that wall.

Coach: We'll let you go through it once so you get it straightened out, okay?

LRH: Look at that wall. Good.

Auditor: Look at that wall.

Student: Fine.

Coach:: All right.

LRH: Fine.

Auditor: Good. Walk over to that wall.

Student: Walk over to that wall.

Coach: Okay.

LRH: Good. Turn around.

Auditor: Good. With your right hand, touch that wall. Fine. Turn around. Good. Look at that wall.

Student: Good.

Coach: All right.

LRH: Good.

Auditor: Good. Walk over to that wall.

Student: Turn around.

Coach: Okay, I'll start in now.

LRH: Look at that wall.

Good. With your right hand, touch that wall. Fine. Turn around. Good. Look at that wall.

Student: Fine.

Coach: Mm-um.

LRH: Look at that wall. Look at that wall.

Auditor: Fine. Walk over to that wall. With your right hand, touch that wall. Fine. Turn around. Look at that wall. Fine. Walk over to that wall.

Student: Look at that wall. Thank you. Walk over to that wall.

Coach: Where are we going?

LRH: Good. Turn around.

Auditor: With your right hand, touch that wall. Fine. Turn around. Look at that wall.

Student: Thank you.

Coach: Yes. Mm, all right.

LRH: Thank you.

Auditor: Good. Walk over to that wall.

Student: With your right hand, touch that wall.

Coach: Hm-hm. Move your hand over...

LRH: Touch that wall.

Auditor: Fine. With your right hand, touch that wall.

Student: Good.

Coach: Mm-hm.

LRH: No!

Auditor: Good. Turn around.

Student: Turn around.

Coach: Which way? This way?

LRH: No!

Auditor: Good. Look at that wall.

Student: Thank you.

Coach: How about your card over there? How about your card over there? Can I... can I get your card?

LRH: Good!

Auditor: Walk over to that wall. Fine. With your right hand, touch that wall. Good.

Student Look at that wall.

Coach: Peter Mayer, Junior.

LRH: Look at that wall.

Auditor: Turn around.

Student: Thank you.

Coach: Peter, who signed this?

LRH: Thank you.

Auditor: Fine. Look at that wall.

Student: Walk over to that wall.

Coach: Who? Who's this anyway? ...

LRH: Walk over to that wall. What is all this about „Look over at that wall! Walk over to that wall. Look over at that wall?“

Auditor: Fine. Walk over to that wall. Good.

Student: Thank you.

Coach: Hey, you know, my arm's feeling solid?

LRH: Look over at that wall yourself!

Auditor: Walk over to that wall. Good.

Student: With your right hand, touch that wall!

Coach: Are you a 1.5?

LRH: Touch that wall. Look over at that wall.

Auditor: Walk over to that wall.

Student: Turn around.

Coach: Are you a 1.5? Are you a 1.5?

LRH: Turn around.

Auditor: With your right hand, touch that wall. Good.

Student: Good.

Coach: Okay.

LRH: Good!

Auditor: Turn around.

Student: Look at that wall.

Coach: You want to quit?

LRH: Look at that wall!

Auditor: Fine.

Student: Good.

Coach: You've got one more thump to go in that wall.

LRH: Good!

Auditor: Look at that wall.

Student: Walk over to that wall.

Coach: Just one more thump to go.

LRH: Thank you! Turn around! Look at that wall. Look at that wall. Turn around. Walk over to that wall.

Auditor: Fine.

Student: Thank you.

Coach: You want to do it easy or do you want to do it hard?

LRH: Good!

Auditor: Walk over to that wall.

Student: With your right hand, touch that wall. Thank you. Turn around.

Coach: What do you want to do it? How do you want to do it?

LRH: Hey, you're getting pretty good now.

Auditor: With your right hand, touch that wall. Good.

Student: Thank you. Look at that wall.

Coach: All right.

LRH: Thank you.

Auditor: Turn around. Fine. Look at that wall.

Student: Thank you. Walk over to that wall.

Coach: Yes.

LRH: Pretty good.

Auditor: Good. Walk over to that wall.

Student: Good. With your right hand, touch that wall.

Coach: You have a death grip on my arm.

LRH: Look all those people out there.

Auditor: Fine. Look at that wall....

Student: Thank you.

Coach: Okay. That's it.

LRH: Doesn't it make you nervous looking at all those people out there?

Come here, Pete. Good try. You betcha. There's your card. It's even readable now. We got the name typed on it in the interim. There you go.

Student: Turn around. Good.

Okay. Now you see.. . you see how it is. See, it's dead easy. Dead easy. There's nothing to it. There's absolutely nothing to it. This is nothing but High School Indoc in the purest sense.

LRH: Good.

All right. And now, who would like to run Wing Angell this next time? George Seidler is going to run Wing Angell on this next one. Come on up here, George.

Student: Look at that wall.

[Demonstration begins.]

LRH: Look at that wall!

I don't know whether they would hear this better at the back here or not. We're not picking him up. He's just coaching him. He's telling him what the auditing commands are. The coach does tell him what the auditing commands are and tells him that there's two things that are valid; two statements he can make are valid. One is „That's it,“ which ends it, and „Flunk,“ which means that he has successfully stopped the auditor.

Student: Thank you.

Male voice: The disaster squad.

LRH: Thank you.

Whole point of this, Wing, is you just want to stop him. Don't permit him to go on with this session.

Student: Walk over to that wall.

Auditor: Look at that wall. Good. Walk over to that wall. Fine. With your right hand, touch that wall. Good.

LRH: Thank you. Thank you. Thank you.

Coach: Thu hurt me.

Student: Thank you.

Auditor: Turn around. Fine. Look at that wall. Good.

LRH: I stepped on your toe. Excuse me.

Coach: Okay, I looked at it!

Student: With your right hand, touch that wall.

Auditor: Walk over to that wall. Good. With your right hand, touch that wall. Fine. Turn around.

LRH. Oh, excuse me. I stepped on your toe.

Coach: Hey, you know there's a wall there! Look, look, look! A wall! A wall!

Student: Thank you. Turn around.

Auditor: Fine. Look at that wall. Good. Walk over to that wall.

LRH: Who, me?

Coach: Do-do-do-do-do-do...

Student: Good. Look at that wall.

Auditor: Fine. With your right hand, touch that wall. Good. Turn around. Fine. Look at that wall. Good. Walk over to that wall.

LRH: Good.

Coach: Do-de-do-de-do. See, I did it all by myself!

Student: Thank you. Walk over to that wall.

Auditor: Fine. With your right hand, touch that wall.

LRH: What's that? What's that?

Coach: Which hand is that, right hand... Oh, this is your hand.

Student: Thank you.

Auditor: Fine. Turn around. Good.

LRH: You didn't tell me that was in here.

Coach: Flunk.

Student: With your right hand, touch that wall.

Auditor: Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around. Good. Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall.

LRH: I won't. I won't!

Coach: Where is it? Flunk. That's it.

Student: Thank you. Turn around. Good. Look at that wall. Thank you.

Well, there you are. Thank you very much, George. Thank you, George. Thank you, Wing.

LRH: Say...

Okay. Well, there you are ... there you are with a couple that I don't think have run very much of this, one doing coach and one doing preclear. However, to tell you the truth, I would like to see Jay run Tom Maxwell on this.

Student: Walk over to that wall.

And this is good old Doc Farber, himself.

LRH: ... there isn't anything I can think of that upsets you. You're doing good now. You're doing real good now.

Male voice: You couldn't pick out a bigger fellow for me could you?

Student: Good.

No, I thought that would be about your size, J.B. Coach him through on that. Male voice: Both of them?

LRH: This is good.

No, no I mean just show them what they're supposed to do. Male voice: Who's the auditor and who's the preclear?

Student: With your right hand, touch that wall.

This is the auditor. And we're going to turn this team around and let the coach get his revenge.

LRH: Touch that wall.

Instructor: All right. Now, you run this way: „Look at that wall.“ Then you acknowledge. „Walk over to that wall,“ and acknowledge; then „With your right hand, touch that wall,“ acknowledge; „Turn around,“ acknowledge.

Student: Fine.

Male voice: Okay

LRH: Good.

Instructor: Now, he'll say two things as a coach, which ... as a coach, and that is „Flunk,“ which means that you've made a mistake and you've got to go back and do whatever cycle of action you were on, again. And then he will say, „That's it,“ which means end of the session, okay? All right, and you have three chances, three flunks. At three flunks you say „That's it.“ Okay, you can do anything you want. Just don't fall down on the floor or anything like that. You say „Start.“

Student: Turn around.

[Demonstration begins.]

LRH: He's really doing well now, aren't you?

One flunk. Failure to acknowledge. [Demonstration continues.]

Student: Good. :

The auditor didn't flunk you. You can't flunk yourself. [Demonstration continues.]

LRH: Boy! I haven't been able to stop you here.

Coach is giving him one more for some reason. [Demonstration continues to end of demonstration.] Okay. Okay. Thank you very much, Doc.

Student: Look at that wall.

Male voice: Need a little more drilling. Thanks, Tom. Good.

LRH: Good. Well, you've got me in-session. I mean, it's ...

You know, just to wind this up, because we're running out of a little time, how would you like to see Mary Sue run Marcia Estrada, head of the Comm Course?

Student: Thank you. Walk over to that wall.

Marcia has run it on me. Female voice: Has she? Yeah.

LRH: You've got me in-session now.

Male voice: Did she rough you up any?

Student: Thank you. With your right hand, touch that wall. Good. Turn around. Good.

Do you want me to... This is actually a technical question, is can a little gal like Marcia run it on some great big guy? For sure. For sure. She gave me for a few minutes there one of the roughest times anybody on staff did. See, I had to coach everybody on staff through all these various steps and so forth. I know them all.

LRH: Good!

And we're going to put her up here as the pc, or the coach. Okay? And put Mary Sue there - auditor. Okay?

Student: Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Good. Turn around. Good.

Auditor: Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around. Thank you.

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Good. Turn around. Thank you.

Look at that wall. Thank you. Walk over to that wall.

Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Thank you. Turn around. Good.

Coach: Hey, hi.

Look at that wall. Good. Walk over to that wall. With your right hand, touch that wall. Fine. Turn around. Good.

LRH: Hi.

Look at that wall. Good. Walk over to that wall. Thank you. With your right hand, touch that wall. Good. Turn around. Good.

Auditor: Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Look at that wall. Fine. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around. Good.

Look at that wall. Thank you. Walk over to that wall.

Look at that wall. Good. Walk over to that wall.

Coach: She's good.

LRH: No!

LRH: This is very amusing. Marcia is the Instructor of the Communication Course in the Academy and Mary Sue is the ACC Communication Course Instructor. And they're the lower level from this High School Indoc thing, but they're both pretty expert on this, as you can see.

Student: Thank you. With your right hand, touch that wall. Good. Turn around. Thank you.

Auditor: With your right hand, touch that wall. Thank you. Turn around. Thank you.

LRH: Oh, you're getting smart. You're getting onto that one now, huh?

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you.

Student: Look at that wall.

LRH: Now, because it's very highly improbable that there'll be any flunks here, I'm just going to call this one off.

LRH: Okay.

Now, the ACC Indoctrination Course Instructor is going to be run on this by Marcia Estrada.

Student: Thank you. Walk over to that wall.

Female voice: Ah... he's done this on me before.

LRH: Well, there you are. He's too good.

I know. But I want to show you that a little girl can definitely handle somebody with some brawn and beef.

Student: Good. With your right hand, touch that wall. Good. Turn around.

We won't let you do it too long. It's pretty hot up here on this stage. Take off your jacket.

LRH: You do that just one more time and I'll ...

Female Voice: He wants revenge. He wants revenge. [(audience comment)] Yes, I know.

Student: Good.

Female voice: Can we switch it afterwards?

LRH: ... slug you. I'll just slug you. Just one more time and I'll slug you. Just one more time.

Marcia wants her revenge. All right, you go right ahead. Clear the auditing commands and carry through on this. Clear the auditing commands so the audience can hear it.

Student: Look at that wall. Good. Walk over to that wall.

Auditor: Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

LRH: You make me so mad! You make me so mad!!

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Student: Good. With your right hand, touch that wall.

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you.

LRH: You got me upset now!

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Student: Good.

Look at that wall. Thank you.

LRH: All right, I'll go through with it. I'll go along with it.

LRH: Now, now, it's also very unlikely that there will be any flunks here, so let's reverse it, shall we? That's it.

Student: Look at that wall. Good.

Now, let's take it the other way around. Clear those auditing commands good and loud so the audience will know how you clear this command to begin this particular High School Indoc step.

LRH: I'll go through with it.

Auditor: I'm going to give you three commands for an 8-C process. I will say, „Look at that wall,“ and you look at that wall.

Student: Walk over to that wall.

Coach: All right.

LRH: (sighs)

Auditor: And I acknowledge. And I will give you the command, „Walk over to that wall,“ and you walk over to the wall, and I will acknowledge that.

Student: Fine. With your right hand, touch that wall. Good. Turn around.

Then I will say, „With your right hand, touch that wall,“ and you touch the wall, then I acknowledge that. Then I give you the command, „Turn around,“ and you turn around, and I acknowledge that. Then repeat the command, „Look at that wall,“ so on. Is that clear?

LRH: I'll go through with it.

Coach: Mm-hm.

Student: Good.

Auditor: Stand up. All right. All right, we're ready then?

LRH: You needn't do it anymore. You've got me licked.

Coach: Right.

Student: Look at that wall. Thank you.

Auditor: All right. Here we go.

LRH: You needn't do it anymore. I get the point. I know. I got it. You needn't do it anymore. I mean, I got it. I'm in the groove. I'm in-session now.

Look at that wall. Thank you. Walk over to that wall. Thank you. Turn around. Thank you. Thank you. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Student: With your right hand, touch that wall.

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

LRH: But I'm in-session.

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Turn around. Thank you.

Student: Thank you.

Look at that wall. Thank you. Walk over to that wall. Thank you. With your right hand, touch that wall. Thank you. Thank you.

LRH. What are you auditing me for?

LRH: That's it.

Student: Turn around.

Here you go, Marcia. Female voice: Thanks, Ron. You betcha.

LRH: The process is flat!

Marcia is the Comm Course Instructor at the Academy, you know, and you find people who have worked together on this, as the staff has, are usually pretty hard to do anything with.

Student: Good. Look at that wall.

You notice that a good coach is what does it. And it's change of pace that causes the flunks, rather than brute force. Now, you should notice here in doing this that the auditor isn't particularly extreme. He simply gives a flunk when it occurs, failure to give an acknowledgment for an execution or getting stopped.

LRH: I don't see the point in the process.

Now, as you have seen this done, you have seen this done by auditors. Don't suppose from this, don't suppose from this for a moment that it is this easy. You get somebody out in the general public and you say, „Let's do this,“ you could teach him the commands, you could run him through plain 8-C, he just does nothing but flunk, flunk, flunk, flunk, flunk by the hour. Then all of a sudden he starts to catch on to it, and so on.

Student: Good. Walk over to that wall.

I remember the Technical Director in London, I was checking her through on this and she was going along very beautifully, very expertly, and all of a sudden, in a very soft voice, I said to her, „You know, your slip's showing?“ And she stopped and looked at her slip.

LRH: I don't see any point in it at all. The process is flat; it's flat! I don't get it.

Now, the way it is done, very precisely, is just as you have seen it. The auditor clears... pardon me, the coach clears this with the auditor and only two valid commands from the coach can do anything with the session. Anything else the coach says is ... just goes, I mean it is merely calculated to stop the auditor.

Student: Good. With your right hand, touch that wall.

That is preceded, of course, by a drill which simply teaches people, as I showed you before, how to go straight through 8-C and get used to the commands. And then you go up into High School Indoc.

LRH: The process ...

This makes quite an interesting change of attitude on the part of a person toward people at large and has a great deal more to it than merely a drill. Probably an army that was run on this, or something of the sort, would actually be able to perform some of its duties.

Student: Thank you.

I want to thank you very much. And I want to thank all those people who have participated.

LRH: ... is flat! I know I'm walking over...

We're going off into Tone 40 on an Object with the next one. And I want to thank all those people who participated in this and I want to thank you, the audience.

Student: Turn around.

LRH: ... to the wall.

Student: Good. Look at that wall.

LRH: You're just trying to convince me you're the auditor.

Student: Good. Walk over to that wall.

LRH: Your shoe is untied.

Student: Good. With your right hand, touch that wall. Fine. Turn around.

LRH: Say, your shirt is ripped back here. How'd your shirt get ripped?

Student: Good.

LRH: How'd your shirt get ripped?

Student: Look at that wall. Fine. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around.

LRH: What's that? What's that?

Student: Good. Look at that wall. Fine. Walk over to that wail.

LRH: Well, I guess I'm in-session now. It's okay. Well, we can end that session.

Student: Good.

LRH: You put on a pretty good demonstration.

Student: With your right hand, touch that wall.

LRH: That was a pretty good demonstration you put on.

Student: Fine.

LRH: That was pretty good.

Student: Turn around.

LRH: You know, it's just a demonstration. It's a pretty good demonstration that you did.

Student: Good.

LRH: They all liked me.

Student: Look at that wall.

LRH: You're doing much better now.

Student: Good. Walk over to that wall.

LRH: All right. You're doing all right. Well, I guess we can call that a day. We can call that a day now.

Student: Good. With your right hand, touch that wall. Good. Turn around. Thank you.

Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Fine. Turn around. Good.

Look at that wall.

LRH: Okay.

Student: Good. Walk over to that wall.

LRH: Yeah, you got me in-session now. Well, you're a pretty good Instructor. You're pretty good.

Student: Good.

LRH: You're a pretty good Instructor.

Student: With your right hand, touch that wall.

LRH: You're a pretty good Instructor.

Student: Fine. Turn around.

LRH: You're pretty good. I mean, you've really got it grooved, now.

Student: Good.

LRH: You got me in-session. I mean, it's all fine.

Student: Look at that wall.

LRH: Up.

Student: Good.

LRH: Oh, I'll go ahead with the rest of the parts.

Student: Walk over to that wall.

LRH: I'll go ahead just to make you look good.

Student: Good. With your right hand, touch that wall.

LRH: Good.

Student: Fine. Turn around. Good.

LRH: Well, you've done fine. You know, the hour is almost up there.

LRH: Look at that wall.

LRH: Hey, the hour is almost up.

Student: Good. Walk over to that wall.

LRH: The hour is almost up!

Student: Good. With your right hand, touch that wall. Good. Turn around. Fine.

Look at that wall. Good. Walk over to that wall. Good. With your right hand, touch that wall. Good. Turn around. Good.

LRH: That's it.

Okay, that's High School Indoc. That's all there is to it. It's very simple. There's nothing to it. And any of you could do it. Any. In the next hour you'll have a chance to prove it. Now you know what it is, now you can do it; you're all letter-perfect in it.

Thank you.