This is Ron and we’re going to do a series of demonstrations tonight of TR 0. And these demonstrations are made with the coach, who is a senior student, and a student in the thing is the newcomer.

Okay, this is a few words on TR 0. This is the 16th of January, Saint Hill Special Briefing Course.

Now, your attention is put on this because the teaching of TR 0 is quite important. It’s the number of TR 1, 2, 3 and 4 that a person does, actually, which makes his auditing presence. And it’s the best way we’ve ever found to make auditing presence and so this is the way we make auditing presence. And you should get used to these because you will be taking back to your area a good concept of what the TRs are all about.

Well, let’s give all those coaches some applause, huh? And let’s give the students some applause.

We’ll – probably at a later date we’ll work hard on the CCHs so that we can give you those as well.

Thank you.

The essence of TR 0 is to teach a natural confrontingness. You go into an Academy where new students are first beginning to audit and you will see a tremendous stiffness, a fantastic stiffness. Now, actually, it goes this way: They go into the co-audit and they are not so stiff, they don’t seem to be so stiff. They seem to be more relaxed. But, nevertheless, you will see them sort of lose their grip on their confront because it isn’t indoctrinated into them.

I don’t know if you noticed it, but the upper unit student confront comparison with the newer student confront, well, was quite marked, wasn’t it?

And it’s like golf. Very often a brand-new golfer goes out, picks up some golf clubs and away he goes and he starts making holes in one and so forth. And then he, all of a sudden, cracks up and he’s totally incapable of striking a single stroke; it’s not possible. And from that point on he has to be taught. And for quite a little time then he’s a complete duffer. He’s become self-conscious about his grip, he’s become, oh, all kinds of mechanisms he’s learned and all this sort of thing.

Audience: Yes.

Well, actually, our present TRs are calculated to bring a person up through this with the greatest possible rapidity.

I thought it would be something like that. That’s why I chose them up that way.

Now, the basis of the TR is simply to get the person to sit there and confront. You ordinarily find out he confronts with something. He’s confronting with his belly, he’s confronting with his nose, he’s confronting with his hands, he’s doing everything else.

Now, you know the rules about TV. You know, if you’ve been on TV, you know, it’s popularly believed, if you’ve been on TV, then you’re not on TV again. That’s – that’s normally believed. But actually that’s only if you’re cancelled before the program. You probably didn’t know that part of the rule. A lot of rules about it. They change from week to week.

A little bit later stage, why, you’ve got him confronting with a professional attitude and an interested attitude and, other things of this character.

You might as well get used to it because TV-type training is going into Central Orgs and you’ll find out it’s very beneficial. TR 0, the original TR 0, was simply to be there and be aware, and that wa – that was all there was to it. And in actual fact, apparently people have begun to confront with that definition. See, if you don’t let them confront with their noses or their big toes or stomachs or something like that, they can always confront with that definition.

And the best way to do is to have him put these things on. Just hour after hour of sitting there confronting the coach and the coach doing nothing is not going to do very much TR for anybody. No, the coach has got to be good.

These are – nevertheless, the definition is still valid and the original TR 0 is still valid, but there’s some other things that have been added in on top of it. The – you can make somebody confront with a professional attitude. And usually, you find every here and there that some student’s got a real professional attitude that he is confronting with and see, it’s a confront with – that’s the trouble with it. And an auditing attitude and an interested attitude and so forth, these things are all fine, as long as they’re run out.

Now, the TRs are actually as good as the coach. If a coach gives too many flunks and too many loses, of course, the quality of the TR goes down. And if the coach gives the pc, or gives the student, rather, some wins, why, the TRs goes up.

And the trick in coaching TR 0 – it all depends on a good coach – is spotting something the student is doing, getting him to be aware of it and run it out. That’s in actual fact, the system – all there is to the system of coaching. But, of course, you can give a student so many flunks that he just caves in. He – ”So what, you can’t win anyhow,” and goes into apathy.

All right. Well, we’re all set now. And we have Gordon who is a very senior student here and he is going to give TRs. And here we go. Start!

Now, you can give a student so many wins that he never learns how to confront. I mean, you can do this both ways too. Takes a little wisdom in the matter.

Coach:Okay. All right. Ian, this is TR 0. Confronting TR. Right? You’re familiar with it, I assume.

But what you’re actually trying to get him to do is to stand up to the duress of auditing. Let’s get off of our basic definitions and let’s get into a little bit of the whys and wheres of TR 0.

Student:Mm-hm.

I well recall one of the Upper Indoc TRs that somebody was trying to teach somebody in an ACC, and it was the one that teaches 8-C with violence – you remember that old one – you know. And all of a sudden the student quit. The student quit and walked out and an Instructor stopped the student and said, ”Why, what’s the matter?” And very, very grimly and primly the student said, ”Pcs never act like that.”

Coach:Okay. I’m giving an echo back here from myself. All right, now, I want you to relax and just confront me. Just straight TR 0. I won’t be doing any bullbaiting on this. I’ll just be here for you to confront.

See, she – the coach had actually been giving this student a bad time, you know. And, well, just – people just don’t act like that. Well, a couple of years went by and this student showed up for a retread in the Academy or something of this sort, but – or it was for some auditing, and came around and had an apology to make on the subject. She had audited an actual pc who had acted much worse. So, pcs did act like that.

Student:Mm-hm.

Well, in actual fact, in actual fact, one of the things that is most disturbing to a pc is to have an auditor whose confront is corned up in some way – is a very unnatural confront – and who shatters under an upset in the session. Well, normally these upsets are assignable to TR 4 and nearly everybody gives TR 4 the medal for auditor upset, don’t you see? I mean, the auditor Qs-and-As and Qs-and-As. Every time you Q-and-A, you see, you make the student miss a withhold – I mean, make the pc miss a withhold, see. One Q and A – one missed withhold, see.

Coach:Okay. Just relax and confront me. Just you do that. Okay?

So, therefore an ARC break gets worse and worse and worse when an auditor Qs-and-As. Very, very simple mechanism goes on there. The pc says – in answer to some question or in origin, ”Well, I thought a moment ago that you were nulling too fast.”

Student:Mm-hm.

And the auditor says, ”All right. I’ll null more slowly.”

Coach:All right. Now, we haven’t started yet. When I give you a start, you can start. When I say, ”That’s it,” that’s the end of the drill for a while. Okay?

Now, you see it isn’t the actual fact that the auditor has followed the order of the pc, in TR 4, that’s not what is important. What is important is that he’s failed to acknowledge an answer to an origin or an auditing command, you see. He’s failed to acknowledge that answer.

Student:Yes.

And with some auditors, you work and work and work and work and work to stop them from Q-and-Aing. It’s so bad that the auditor says, ”In this session is there anything you suppressed?”

Coach: All right. Now, are you read? All right. Start.

And the student says, ”Well, I suppressed thinking that you were a bit untidy with your paper.”

Okay, that’s it a minute. Now, just relax. Relax.

And the auditor says, ”Okay, I’ll straighten it up.”

Student:Mm-hm.

Well, of course, that’s a missed withhold at once. Now, the student is – I mean the pc can’t get this off because every time the pc tries to repeat this answer, the auditor starts arguing that he’s perfectly willing to tidy up his papers, you get the idea?

Coach: Don’t …LRH: This is an interesting case, this student here. He actually is doing a not-confront with several parts of his body. Quite interesting.

Now, let’s look at – let’s look at why an auditor very often – and some auditors do – take a long time to get up to a point where they never Q-and-A. And it isn’t in actual fact the TR 4. It’s the TR 0 that is shot.

Coach:Okay, just be here. Okay? Relax and just be here. That’s all you’ve got to do, and confront me. I’m not going anywhere. Okay?

This auditor can’t stand up to an auditing session with TR 0 and is so, in that fashion, on a sort of an inflow or something, you see, and isn’t really there and being aware, but retreats any time anything looks like it’s a little bit odd in the session – the auditor retreats and that’s the basic sin.

Student:Yes.

Well, you can see these Upper Indoc drills they – somebody knocks the student all over the place. The coach knocks the Student around and the student has to stand up to it and retain control of the situation if he can. You know, we can see that. That’s all very visible. But those same mechanisms are present in TR 0. Exactly those same mechanisms are present.

Coach: All right. Start.

Now, what we’ve seen in demonstration here is a rather smoothly polished TR 0. Two people who have had quite a bit of TR 0 run already can be polished further. But there’s this additional element which isn’t on those demonstrations – is pushing buttons. And finally a person will harden into it and then lose the hardening and then find out he can do it, you know. And he’ll be able, actually, to sit there with an auditing presence and have a pc blowing up without getting rattled.

Okay, flunk. That’s it. All right, you’re not really being here. Get here a little better. Okay?

Pc starts to have an ARC break, the auditor doesn’t go into an instant lost TR 0, see. TR 0 doesn’t go up the spout.

Student:Mm-hm.

Now, therefore, TR 0 can also – after you’ve led a person forward to getting rid of all the junk – can be stepped up, can be stepped up. You can start to rough it up. And this is particularly what I wanted to add to this, not talk more about the demonstrations but to show you that there’s an additional step you can use.

Coach: That’s better. Okay. Now. Let’s start.

Now, it requires a considerable perception on the part of the coach in order to step this up accurately. And you had one example of a step-up. Now, I was actually stepping it up on Norman’s dander when he was the student there. He was blowing up. See, but he settled back down into it and it was okay. But in actual fact, do you see there – do you see, he was breaking his confront. Do you see that?

Okay, flunk. You’re staring at me. Start.

Now, you can lead on that type of a gradient to higher and higher stepups. You get him just fine so he can stand up to that and then you’d uncork something else. But let’s look at something they’re doing or something that they are incipiently doing and start punching the button and get the person to explain it – explain how he’s doing it and then he starts to as-is it, don’t you see? He becomes aware of it and in essence takes over the automaticity of it.

Okay, that’s it. Relax. You’re sitting there and your shoulders aren’t straight. You’re… Okay, just relax. Okay? What? To hell with the television, just confront me. This is a TR. All right.

And you can keep leading out that way further and further and further, well, until it’d be a matter of the coach jumping up and poking the chair, you see, at the student to get him to break his confront. Do you see how – to the degree that that could be stepped up?

Student:Yeah.

I’ve noticed that in the presence of an ARC break, Q and A becomes very, very grim. This auditor never Qs-and-As but in the presence of an ARC break, Qs-and-As. And I’m pointing this out to you: the reason he Qs-and-As is not that his TR 4 goes to pieces but his TR 0 goes to pieces.

Coach: Okay. Restart.

So therefore, there is a great deal that can be said for stepping up what there is there to be confronted. Now, anybody can confront a completely motionless pc. See, anybody can confront a motionless pc. But how about confronting a pc in motion? Well, the first thing you would think of is somebody shaking his hand in front of the student’s eyes. The coach shaking his hand in front of the student’s eye and get the student to stop flinching. See, that would be a very easy gradient on the thing, you know.

That’s better. Get here some more. Just relax and get here and confront me.

But how about dodging E-Meter cans? [laughter] Hm? Do you realize that in general practice, particularly due to the ARC breaks which can sometimes come up under Routine 2-12, that I would say if you went six months without having a pc throw the cans down, why, you – you must be either very, very lucky or have very apathetic pcs. [laughter] And I’d say once a year, an auditor can certainly expect to get the cans in his chest.

Flunk. You moved your mouth. Start.LRH: Now, here’s a trick. Let’s find out from this particular student – he’s sitting there with his chest sunk in withdrawn, his throat withdrawn, and so forth – let’s talk about not confronting. Let’s get this student to find out what he’s not confronting the pc with there.

Now, you don’t want to train an auditor to a point where he doesn’t dodge the cans, [laughter] but you certainly want him trained to the point where the cans do not interrupt his command of the session. See, that his action of dodging doesn’t interrupt the command of the session.

Coach:Okay. All right. That’s it a minute, Ian. Now, are you aware of not confronting me with anything? Any part of your body?

Now, this gets pretty grim after a while. You see, it’s just – the sky’s the limit. It gets up to one of these Tom and Jerry cartoons, you know – buildings falling down and holes going through the center of the Earth. But the main thing I’m trying to put across is that your gradient is what there is there to confront. See, you could add more things to confront and get him to analyze what he was doing. You could actually take an old E-Meter can and throw it into his chest, you know, and get him so he would take care of the E-Meter can, you see, and still be able to confront the pc.

Student:Yes.

Auditors do very interesting things. Not good auditors – but I’ve seen very interesting things happen in auditing sessions. I have seen a person go into total silence. This is more common than you would think.

Coach:Is there an actual effort not to confront me with something?

Pc all of a sudden seems to be in trouble and the auditor goes into total silence. That is about the grimmest thing that can happen to a pc. That’s no auditing with an exclamation point. It’s actually worse than Q and A. The pc has just lost his auditor. That is it.

Student:No. Not an effort not to, no.

Well, now, it normally happens on a freeze. In other words, the auditor freezes; becomes incapable of confronting and just goes into wood. Now, this is a much more insidious type of thing to break than action. See, you wouldn’t want to specialize in your coaching your TR 0 in the fellow blinking, the fellow twitching, the fellow moving, so forth. Don’t specialize in that. Let’s give at least 50 percent of our coaching to the fellow going into wood. You see what I mean there?

Coach:Uh-huh. Okay. Any part of your body you’re aware of doing this with?

Audience: Yeah.

Student:No, not …

As you go up in upper drills, if he’s liable to clam up on a pc, you can also make him do it on TR 1.

Coach: Mm-hm.

Now, that – it’s an odd mechanism – this one of just freezing – just goes into wood. Now, a good coach can recognize the fact that he hasn’t got a confronting pc, that he’s just got a solid piece of granite in front of him. And remember, that person who thinks that confrontingness is just becoming a solid piece of granite may some day merely stop auditing in the auditing session and just say nothing. And that’s just about the grimmest thing that can happen.

Student:… nothing I’m deliberately not confronting with. No.

All right. Now, your next action on this is an actual flee by the auditor. That’s not as bad as a total clam up, but it amounts to the same thing. You see, the worst… Frankly, the more motionless or inactive a person is, the worse off he is, but that doesn’t mean that the more active he is the better off he is. You see that. You – you take uh – you take the ”p-sy-atrist,” the ”p-sy-atrist” – he hasn’t got the faintest grip on this. He hasn’t a clue about this. This has totally escaped him. He’s always trying to put people into apathy so they will look all right.

Coach:Okay. Now, I want you to confront me, you know, not without anything and not with anything. Just you confront me. Now, you seem to be using – actually holding back parts of your body, all right, chest, throat

Now, he’s totally sold on the idea of insanity is motion. Where, as a matter of fact, it’s far more often no action at all, see. It’s much harder, now, hear me now, it’s much harder to do something for a very apathetic case than it is an angry one, see. Your Tone Scale tells you that, of course, and you’ve known that for a long time. But I’m pointing that out in TR 0 that you can very easily, very easily slip a cogwheel here. And just because the guy is sitting there in a total apathy, think that he’s doing TR 0. And let only the very apathetic and the very granitesque student get by, see. That’s not the case at all.

Student:It just feels like something …

So you might as well add something to it: look alive. Does he look alive? You can add that, you know, be there and be aware, but that awareness, let’s color that with a definition of – let’s have him be alive, too, you know. Have the blood flowing in his veins. That’s an important thing. And actually that one little point is the one which would be most often missed by a coach. He can spot the fellow who goes dzzzu-u-u-uh, see. He can spot the fellow who’s going, ”Huh, huh, huh,” you know. He can spot that dead easy. But the guy who’s going [laughter] doesn’t spot that, see.

Coach:Yeah. Uh-huh. Okay Just relax. All right? Okay. Start.

Well, it’s all right, he’s sitting there quietly, see. He’s made a ”p-sy-chiatric” mistake. And this is a mistake that he’s made. And you got to keep pointing that little point up when you’re training people because it’s a natural thing, apparently, to think that something is quiet is safe.

Okay, that’s a bit better. Now, relax some more. All right, relax. Okay. Get your whole body here; you get here. All right? Okay.

Now, of course, the ”p-sy-atrist” is simply trying to make his patient safe. See, he’s operating totally on the third dynamic and he’s trying to protect the third dynamic, you see, from the first. What’s bad is the first dynamic, see. That’s why you don’t easily understand this ”p-sy-atrist,” because he’s not trying to make anybody any better. See, he’s trying to make the third dynamic safe. So therefore, his (quote) ”cures” are all cures which apparently are supposed to benefit the third dynamic. None of his (quote) cures” are ever supposed to benefit the patient. He doesn’t even think so!

Student:Um.

You ask him, ”Have you ever cured anybody?” and he will say immediately, ”Yes.” But you’ve never asked him probably, ”What have you cured him of?” And if he doesn’t give you some long imaginary name that was dreamed up by Kraepelin over in Germany and you get him down to it, he’s cured somebody of being in motion. That’s what he’s cured somebody of, and that’s all.

Coach: Start.

So, this is very important to point up. This is very important to point up because you’ll find as you look down a whole row of people who are doing TR 0 that a certain number of them have gone to granite and dropped out the bottom and something like this. You want to know what their auditing responses are at that particular time, and so forth, and of course, they’re zero.

That’s better. That’s better. Okay. Just be here. Okay?

They get into a session auditing somebody, something happens, they go into inaction because they’re not confronting. They can’t confront. This idea of the total withdraw, see. [laughter – LRH is doing some grimace] Watch it. You could actually put some kind of a meter on the back of the chair to find how hard the student was pressing the back of the chair and you would get an accurate measurement of how little he was confronting, because the more weight that goes against the back of the chair, the more he’s trying to get out of there, man.

Don’t hold things back from me.

Now, this will go into a total apathy of ”can’t get away” and ”can’t speak” in a situation of duress. It’ll go to – actually that’s very lowscale. Upperscale is, the auditor will actually run away. Flee. Flee the session. Get out of there.

Okay. That’s it a minute. I feel like you’re still holding back from me. It’s getting better. I can feel you better over here.

Now, where good auditing shows up as different than bad auditing is in moments of duress. And somebody will get along beautifully auditing some chipper lady that isn’t causing any trouble, at all and he luckily got on the right lines and he hasn’t made any mistakes and so forth. And you look at him and you say, ”Well, he can really audit. He’s just doing fine,” see.

Student:Mm.

Well, to really know this auditor, you have to see him in a moment of duress. What happens in that moment of duress to his TR 0? That’s the first thing to go – TR 0. He’ll start making mistakes and of course that’s the one thing you mustn’t make. Whether he makes the mistake of shutting up or the mistake of running away or simply the mistake of bungling the auditing commands or the mistake of suddenly transferring over to a new list, you got that one? Pc ARC broke so must be the wrong list, so well abandon it. And then we wonder why day after day thereafter the pc makes no recovery. Well, of course, he’s ARC broke because the list was not finished, see. List was abandoned.

Coach:But you’re still holding back from me. Okay?

But he’ll make a wrong judgment, no matter how well he’s taught. If his TR 0 is terribly bad under duress, he’ll make a wrong judgment. So you might say there are two or three TR 0s.

Student:Mm-hm.

There’s the TR 0 of the fellow doing the drill. Let’s take that one as the first one. He isn’t – hasn’t anything to do with auditing, hasn’t anything to do with anything else, it’s something that the Instructor or the coach told him to do, so he’s doing it. You got that? It’s not associated with anything.

Coach:Just be here and relax. That’s all. Okay?

All right, your next one is the person who clams up and actively can’t act.

Student:Mm-hm.

And your next grade up the line is somebody who goes into an obsessive motion as a sort of a Q and A.

Coach: All right. Start.

Take that as three grades of things which you have to cure when you’re coaching TR 0. And if you’re going to do a thorough job, cure all of them. Just take them in sections.

Okay. That’s it a minute. All right. Relax in here. Okay? Relax all that. I feel like you’re drawing away in that vicinity. Okay, start.

Now, he’s – this first one that we’re doing which is just sitting there and confronting, when you add to that confronting in certain ways, you’re clearing up the first one. Well, you’re curing up the second one, too, when you’re doing that. But, no, very few drills go into a cure-up of this dispersal in action. But those drills are very easy for a coach to figure out.

Flunk. You look like a tin soldier sitting there. Relax! Man, that’s a meat body, not a metal body. Relax it. Okay. Start.LRH: And Ian is sitting there with his chest very badly sunk in and sort of going to retreat through the wall. And actually looks a little bit more like an hypnotized subject than he does an auditor. So I think we’d better walk him over here on the subject of a professional attitude.

One of the things is, you know that there are some auditors around who will obsessively laugh. Something goes off the rails, or something like that, they will actually laugh. They’ll laugh in the wrong places in the session too, I guarantee you. They’ve got an incipient laugh and you can break them up. Well, you just go ahead breaking them up until they don’t have to. It’s all a system of taking over the automaticity. And you might practice someday just throwing E-Meter cans at their chest, see. And see if they can’t keep on confronting while ducking. I don’t care how you do this. I’m just giving you an action level, you see.

Coach:Okay. That’s it. All right, now, what is your definition of a professional attitude? Yours.

Now, one of the ways of doing this is a talking confront. You never heard of this before because it’s normally TR 1 and 2, but TR 1 and 2 are, in actual fact, simply actions which get a command across to the pc and acknowledge what the pc said. Those are the purposes of those two.

Student:Of my professional attitude?

So you can have a counting confront. Can the fellow go on counting while you’re throwing E-Meter cans at his chest or does he lose track of his numbers? You see how he could do it? You could actually have a talking confront. He isn’t trying to reach anybody with this. You’re just using this as an index.

Coach:Yes, your definition of a professional attitude.

Now, there are various things then that you could do, but I’ve given you the three zones that you actually have to cure if you’re really going to cure up an auditor of doing something weird because the session goes awry.

Student:An interested attitude.

Now, today it would be to our great interest to beef up this one point. To make it stronger, to strengthen it up and hit it harder, because let me assure you that auditors are going to get more ARC breaks than ever before. At the same time they’re going to get more rewards than ever before, but they’re also going to get more ARC breaks than ever before. So, you’re going to have to train people to expect ARC breaks and to keep on going.

Coach:Okay. Now, what I want you to do is confront me with a professional attitude. Okay?

Now, I recently had an ARC break in an auditing session that had me very puzzled. I went on and handled the situation, of course, but I was very interested afterwards that the ARC break had made me think less fast. I was aware of having thought less fast in that ARC break than I ordinarily would have. It was, basically, just get out of the habit of having ARC breaks.

Student:Mm-hm.

Now, oh, I picked up the ball and kept it rolling, but I was – I was aware of thinking less swiftly, and realized that the mechanism involved was – is I didn’t want to confront this, because you see it was not my intention to make this pc splatter over the ceiling. And this particular pc was splattering over the ceiling. Wasn’t my intention. So, it was counter to what I was trying to do in the session.

Coach:Let’s really be professional about this. Okay? Give them a good show. All right. Okay, now what are you going to do?

So, there was a small impulse there not to confront it. Do you see? So I myself got a good subjective reality on what this is all about. It was a good subjective reality. And I said, now, all I have to do is multiply that subjective reality up to a point where I just stopped thinking, you see, and one would have goofed at that point. I didn’t goof, but I was aware of the fact that, you know, what the hell am I doing, you know. What’s the thing to tell this pc? All that just slowed right on down. What do I do now? It was rather rough because three lists were in question. I was simply trying to straighten out a pc on lists, see. And three lists were in question. I couldn’t tell which one of them the pc was ARC breaking on. Because the ARC break suddenly distributed over all three lists and it just got worse. Oh, I wasn’t trying to make the pc worse, so my confrontingness dropped.

Student:Uh…

So, actually keeping the thing going, I mentally sat back and confronted the situation and picked it up and kept it rolling. But I could see exactly what happens. I see somebody who’s – who’s got a pc, everything has been… Because these R2-12 ARC breaks are sudden, man. They can be sudden and catastrophic when you run into them. And apparently inexplicable.

Coach:Okay. Well, how would you confront me with a professional attitude?

And you’re running along and everything’s fine and in the best of all possible worlds you are nulling the best of all possible lists and you look up and you say to the pc, ”All right, we got your item now. Ha-ha. It is ‘willow wand,”’ and watch the pc carefully and everything seems to be all right, you know. And the pc even has a bit of a cognition, we’re being very smug about everything, and aren’t we good, and we pick up our pencil to finish off our auditor’s report and there come the E-Meter cans.

Student:Just look as though I’m interested in you.

What the hell, you know. What happened? Well, you just picked the wrong item. You should go on listing a little bit further; that’s the motto. And the faster you say, ”All right, that’s not your item, thank you very much. Now we’re going to list a little bit further,” and push the auditor’s report out from underneath your paw and push the list under it and start listing, your pc will start listing instantly.

Coach:Okay. Now, I want you to really do this.

All right, that, or for other reasons, these ARC breaks rather take you aback, because they’re quite violent. The slow-burning ARC break, the corroding type of all of this would hit somebody who tended to go numb in a most horrible way. The corroding type of ARC break is that you have successfully listed something, everything was fine and the next session you have trouble getting the pc into session and the pc is full of despair and it’s all just despair and hopelessness and you try to spot where this began, you know, and you can’t quite spot where it began, but there is the pc being rather critically hopeless, if you get the idea. And you didn’t intend to do this, so your intention is off. Your confront then bah, there it goes, right there.

Student:Yes.

So, TR 0 should get a lot of attention from us in Academies. If we’re going to take HPA students and get them to do R2-12, then we’ve got to beef up TR 0, that’s the conclusion I’ve come to on it. And we treat these people as though they fall into all three of these grades, you see. We treat them as though they’ll go into a total wooden nowhere and that they’ll flee and that they will go into violent motion. Treat them in all three grades, see where they break up and keep cracking the buttons until they – all of a sudden they’re able to pull through it. It’s a sort of an Upper Indoc TR 0.

Coach:Not just act it, you know, or pretend. I want you to really be interested. That’s your definition, right?

I don’t care what you do with the pc as long as you give him enough wins – I mean a student – as long as you give him enough wins to keep him going. That’s how many wins you give one. You don’t ever give them as many as they earn; that would be too reasonable. Just give them enough to keep them going and don’t give them so many that they think they can do it. Because the actual fact is, they have to come to the independent opinion that they can do it.

Student:Mm-hm.

How much and how long should you run TR 0? Well, actually until the person, while doing all other actions and TRs, can keep up his TR 0. And where he can keep it up under things going wrong and duress – keep up his TR 0 with Kipling’s ”If,” you know, ”If you can keep your head when all pcs about you are losing theirs and blaming it on you… ”

Coach:Okay. Really – really be professional. Okay?

So, we actually are moving up into a higher grade requirement, and I think it would be greatly to our interests in all courses that you teach, to the interest of pcs and protection of things, to give a higher level of expectancy. Now, we know what 2-12 is liable to uncork in our faces, well, all right, let’s beef up the training drills to match it. And we’ll lose less pcs that way. They won’t be going out and dropping off the Bridge before somebody hears about it, you know.

Student:Mm-hm.

Funny part of it is the pc usually doesn’t fall off the Bridge. We had an interesting… He usually comes back for more auditing even when he’s so ARC broke. But the funny part of it is I had a – had a pc today – I had a pc today that was in an ARC break that was just doing a total suppress – was doing a big suppress and was in violent argument with a wrong item and so forth. Little Diana, she’s ten. Very amusing. Suzie brought her down to get the item checked mainly so that I could see that a pc at ten would ARC break just as hard on a wrong item as a pc of fifty. I tried to get her to treat it as an oppterm and tried to get the rock slam to turn on and that sort of thing and… For her, she had some pretty nasty things to say about the item and the whole thing. She didn’t want that item, see. It was a wrong item on the list. Rock slamming item.

Coach:None of this, you know, holding back from me. You know, you’ve got to have command over me if you’re going to audit me. Okay?

It was very interesting to watch this. And also to watch the complete brighten-up that occurred the moment I said, ”Well, all right, that’s not your item.” She brightened right up and was very pleased and went right back upstairs and went on listing and so forth. That was it. It was interesting that you get this same pattern response. The list was not quite long enough to have the right item on it.

Student:Yeah.

Well now, if this is going to happen invariable and inevitably, all you’ve got to do is flub a little bit or be auditing a pc who already has PT problems from some other quarter or is under a little stress or duress, make an accidental Q and A right at the exact moment, they blow their skulls all over the ceiling. It’s very interesting then, TR 0 ought to be pretty good. Because bad TR 0 will lead to immediate Q and A, it leads to a lack of comprehension of what is going on – main thing it leads to – and it leads to a pc who is getting no auditing. And it might even lead to an auditor flying down the hall.

Coach:All right. When you audit a preclear, you actually confront them. Okay. Now, I’m not here to – to overwhelm you. I’m here to help you get better TR 0. Okay?

Now, actually, it’s a big win for an auditor sometimes when they confront an ARC break and a lot of insults from the pc and all that sort of thing, to find out they have gotten through it, even though the tears were coming out of their own eyes and they were terribly upset, they were misemotional about the whole thing, but they somehow or other brought it off. They do one or two of those and they get lots of confidence on it.

Student:Mm-hm.

Well, why, should they have to gain all that confidence in the session? Now, it actually takes a certain amount of time to get R2-12 down – actually takes a certain amount of time. The experience of delivery of Routine 2-12 is considerably desirable. You get so that you know more and more about it and feel more and more confident of what you’re doing and so forth. But it takes a while.

Coach:All right now, I want you to confront me with a professional attitude. Okay?

Now, if a person, while learning 2-12, is also learning his TRs, you’re liable to have quite a mess on your hands. Now, you can have somebody under guidance auditing 2-10 in the co-audit unit, something like that, but they’re under such stringent guidance, that somebody’s there to pick them up if they drop the ball. They’re actually auditing with very little responsibility and frankly they learn only that the technique works or is violent. But before they can independently run 2-12 and so forth, why they ought to have their TRs. And those TRs ought to be matched up to running such a process. And that means that what’s expected of TR 0 has to be upgraded.

Student:Mm-hm.

Now, I suppose that part of the training is you get a tape recorder – we’re talking about TR 1 now – you see, and you go down to the zoo and throw rocks at the lion until he gets real mad or something like that; or go down on Sunday when he’s just seen too many people and get a darn good recording of all of this, don’t you see, and then put it on a high volume hi-fi system and have the student stand there putting intention into the middle of the speaker. You see, that would be… You get so that you could insert the auditing command into the pc’s skull and get him to comply with it regardless of the volume of sound you were being greeted with. You see, that’s another barrier that you’ll find necessary. But if you don’t handle 2-12, if you don’t handle the ARC break, if you don’t keep on doing the right action, if you don’t carry on with it, boy you got somebody who’s splattered all over the room and it just isn’t necessary for a pc to get that splattered.

Coach: All right. Start.

Actually, the splattering is in direct proportion to the confront of the auditor. It wouldn’t be a very bad ARC break if it hadn’t been accompanied by a no confront of the situation, a Q and A, don’t you see, a drop the ball all over the place. Well, each one of these auditor flubs throws an actual auditing reason for an ARC break in on top of the basic reason for the ARC break and they don’t just wrap it around the Telephone pole once, you see. They practically put it in around the Telephone pole braided. There it goes.

Okay, that’s it a minute. Relax while you do this. Okay?

And the degree then of the ARC break the pc will have on Routine 2-12 is directly proportional to the TRs of the auditor. Do you see that? You’ll see it borne out if you haven’t noticed it up to this time, why, you’ll probably see it around. You’ll certainly see it around training somebody in an Academy with this or something like that. You’ll notice that somebody’s TRs are very bad and they have much worse ARC breaks, their pcs ARC break worse. Any pc will ARC break on wrong items and that sort of thing.

Student:I find myself sort of suddenly jump that way.

But of course, the swiftness with which the cause of the ARC break is being handled is only part of it. In actual tact a Q and A on top of the bad Routine 2 flub, blarr, see, and then a mistake on top of that, you see, and blarrrr, and then a decision on the part of the auditor to go back and relist ”Where do cats come from?” which was eight years ago that it was run, you see. Blaaaaaa! All it is is an incomplete list and it needed another page or something like this, don’t you see? Easily remediable, but the auditor is liable to run all the way down to the earliest beginnings of the case, you see, rather than simply complete the list that was right in front of him. His judgment goes.

Coach:I could see your body jerking back and forth then virtually …

So, the judgment of the auditor must be good in this particular spot and if his TRs are bad, his judgment is going to be bad. Do you see what you’re dealing with here?

Student:Mm-hm.

I’ve often noticed that I – a perfect ”auditor” as long as everything was all right. Somebody is a perfect auditor as long as everything was all right. But the moment the least little thing went wrong, that auditor suddenly became one of the world’s worst auditors to a point of just sitting there, uhhhh. Finally the pc, you know, shake him, you know, tell him he needs a session.

Coach:Relax and be professional. You know? Know what you’re going to do here.

Well, now those are the modern purposes of TR 0 and I think that all of your training in this direction couldn’t be better than matched up against the necessities of Routine 2 at this particular time, because it will make Routine 2 that much easier on one and all, including the auditor. If his TRs are almost perfect, you know, he’ll never have to use them. It’s something like the fellow who walks out every night, he’s got a gun and he never runs into any trouble. And one night he doesn’t have a gun and everybody jumps him. See, this kind of an action. If his TRs are weak, why, he’s got no gun.

Student:Mm-hm.

But he’ll get very severe ARC breaks and you can trace back the pc – the severely ARC breaking pc – to the nonconfront and the Q and A and the out – TRs in general of the auditor. The worse these TRs are, the harder the pc will ARC break, and the first that goes out is TR 0.

Coach:All right. And be interested here. Okay. Start.LRH: Well, this student has a pattern here which is quite interesting. He’s been made to sit very, very quietly for TR and he’s obviously been flunked for batting his eyes so that he sits there with a very glassy stare and so forth. It’s very funny-amusing watching Gordon there, because it’s no doubt who the auditor is: Gordon obviously is. And yet Gordon’s TRs are very good. He’s sitting there in the chair all slopped over and that sort of thing, but he’s really all over that student. You see? And the student is sitting there about ready to back through the wall and he’s just got a complete, unwinking stare. And it’d drive any pc around the bend very fast.

Okay?

All right, let’s find an interesting attitude here. A more interesting attitude. Let’s get him to do that several times until he himself starts laughing at this interesting attitude. Because he’s really – we got to pick this to pieces. He’s really got some kind of a notion there as to what he’s doing, you see? He’s all gimmicked up like mad: you don’t wink your eyes, you sink in your chest, you withdraw, you’re self-effective. He’s got a lot of things there if you could just get him to talk about them. Okay?

Thank you very much. Good night.

Coach:Okay. That’s it. All right. Now. You’re getting better here. But you can even get better. Now, I want you to confront me with an interested attitude. Okay. Really be interested.

Thank you.

Student:Mm-hm.

Coach:All right, now, you’ve got, I’ve noticed and Ron has also – you know, I can hear him through these, he comes through occasionally – got mechanics to the way you’re confronting. You’re really staring a good hole through me that time. You know?

Student:I guess …

Coach:It’s confronting. You know? And I want you to confront me with an interested attitude. Are you afraid I’m going to flunk you, here? Are you sitting here scared to death I’m going to flunk you?

Student:No, I’m – no.

Coach:Okay. Well, don’t worry about it. If you flunk, you flunk. You flunk a million times, why you flunk a million times. And you have to have more, well, power than I do in this situation. You’re confronting me. I’m the pc here. Okay?

Student:Yeah.

Coach:You know? You’ve got to be controlling me here, not me controlling you. When I say start, I want you to confront me with an interested attitude. And be aware of what you’re doing.

Student:Mm-hm.

Coach: Okay?

Student:Mm-hm.

Coach: All right. Start.

Okay. That’s it a minute. Okay, want to get comfortable?

Student:Yes.

Coach: Okay. You comfortable?

Student:Mm-hm.

Coach:All right. Now, I want you to confront me, not stare at, me.

Student:Mm-hm.

Coach: All right? I’ve got a whole body here.

Student:Mm-hm.

Coach:All right. You can confront the whole thing, if you want. Okay? All right. You don’t have to just stare at me. All right. And be interested. I want you to assume an interested attitude and confront me from that viewpoint. Okay?

Student:Mm-hm.

Coach: All right. Start.

Come on, man, relax. Relax.LRH: The pc actually here has a look of just pure horror on his face. In some way he just looks completely fixated. Now, if we could get him to give us a dissertation on what he ought to be doing, it might be very interesting.

Coach:Okay, Ian, that’s it. Okay. What should you be doing in this drill, to be doing TR 0?

Student:Just being aware of you.

Coach:Okay. But then, are you aware of any mechanics of how you should be doing this?

Student:No, as – as soon as I start being aware of you I sort of lose awareness of my own body …

Coach: Mm-hm.

Student:… as a property, you know.

Coach:Okay. Well, what do you do over there when you start confronting me? What do you really do?

Student:Just look at you.

Coach: At me?

Student:Yeah.

Coach:Okay. Are you aware of confronting me when you do that?

Student:Mm-hm.

Coach:Okay. Are you aware of anything else going on, of using things to confront me with or trying to look like you’re confronting me, anything like this?

Student:Mm-hm.

Coach:Okay. Now. Good. Now, I want you to confront me now and be interested. And, I want you to be aware of what you’re doing also. But I don’t want you to introvert here on this.

Student:All right.

Coach:And I’m going to ask you in a few minutes what have you been doing? Okay? To confront me.

Student:Mm-hm.

Coach:All right. Okay. Relax. And get in a position you’re going to get in. Okay. Start.

That’s a bit better.

Student:Mm-hm.

Coach:Flunk. You’ve got something going on with your eyes. You know, you’re trying to do something there. Start.

Okay. That’s it. All right. Now, what did you do then to confront me with an interested attitude.

Student:Looked at you, tried to look alive.

Coach: Okay. Were you interested? Really.

Student:Not very.

Coach:Not very. Okay. All right. Now, I want you to really be interested. Okay? Now, do you think you can get better at doing TR 0 here tonight?

Student:Yes.

Coach:Good enough. All right. You know, I really want you to get some good out of this. All right. Now, I want you to really be. No acting. Really.

Student:Yeah.

Coach:Okay. Let’s make it real. All right. Now. Start.

I feel like you’ve got your body to feel a bit better. That’s good.

Flunk. You’re wearing some valence there, right over your face, man. Okay? You be there. All right. No vias: you. Start.

Okay. That’s it. Now. What did you do then to confront me?

Student:I looked at you.

Coach:Okay. Did you do anything else to confront me? How about this interesting part?

Student:Yeah, I tried to outflow interest.

Coach:Mm-hm. Okay. Good enough. Can you find anything over here in which you can get interested, anything about me?

Student:Mm-hm.

Coach:Okay. All right. Well, really be interested. Okay? And you find something interesting over here, you’ll be interested. Okay?

Student:Yeah.

Coach: All right. Okay. Start.LRH: All right, this is the last one. We’ll end this demonstration in just a moment.

Coach:Very good. You’re looking a bit more relaxed there. Flunk. I didn’t tell you you could move your head. Start. Flunk, you didn’t start. Start. Okay. That’s it. Okay, now what did you do then to confront me?

Student:Looked at you.

Coach:Okay. Did you do anything else? Good enough. Okay. How was the interest that time?

Student:A lot better.

Coach:Okay. Do you feel that we got anything out of this drill?

Student:Yeah.

Coach:Good. All right. Well, that’s the end of the drill. Okay?

Student:Thank you.

Coach: That’s it! Good! Well, there you go.LRH: All right. That demonstration there was quite interesting because, frankly, this student is pretty badly gimmicked up. Finally figured out the – what this was all about. The mark of a good coach here, and Gordon did very well there, but the mark of a good coach is the – his ability to find out. The mark of a good coach is the ability to find out what the – what the student is doing. And to poke it full of holes so that the student will come off these special things. And that last preclear, the last student, actually, was in the attitude of a pc to a marked degree, but was confronting with an idea. He was confronting with an idea. And that idea was what he was confronting with. Somebody told him at some time or another that all he had to do to confront was be aware of the pc and ever since that time he’s had ”be aware of the pc” sticking out in front of him. He himself has not been doing anything with the pc. Well, we’ll cure him of that here at Saint Hill. All right.

Well, now, we’ve got another demonstration. Now, you just carry on. Start.

Coach:All right. Okay. What we’ll be doing here is just simple TR 0 to start with.

Student:Yes.

Coach:And all I’m going to do is ask you to sit there, be comfortable and erect posture and simply confront me there. Confront me over here. You be here and be aware of me.

Student:Fair enough.

Coach:Okay. Is there anything you’d like to say before we start?

Student:No.

Coach:Okay. You set? Fine. All right, confront me. Start.LRH: They’re moving on into this. I noticed that Ann has the – some of the same tricks of her husband.

Student:Sorry.

Coach:Okay. Flunk for talking. Start. Is it okay if we start?

Student:Mm-hm.

Coach:All right. That’s it. Are you aware of not doing something in order to confront me here, you know? You know, something that you should – that you are avoiding doing here?

Student:Yes, fidgeting.

Coach:Okay. Is there anything else here that you’re avoiding doing?

Student:Yeah, it’s uh-uh – crossing my legs and, you know, just to, you know, shift them.

Coach:All right. Good enough. All right. Just put your attention over here on me.

Student:Mm-hm.

Coach:And be aware of me – of me, don’t too much care about that. Just confront me. Start.LRH: Apparently both of these students have been trained on a ”You don’t confront, you suppress.” And I never saw such a suppressed auditor valence there in my life. And well, let’s give her the works on a professional attitude, an auditing attitude. Let’s give her the works on that.

Coach:All right. That’s it.

Student:Mm-hm.

Coach:Let’s move on over here to the professional attitude portion of this.

Student:Mm-hm.

Coach:Now, what – what to you is a professional auditing attitude? Tell me about it. What’s a professional auditing attitude?

Student:Well, having your attention on the pc.

Coach: Mm-hm.

Student:Uh – and uh-uh just looking like an auditor, I suppose.

Coach:Oh, very good. All right, what would – what would looking like an auditor consist of?

Student:Uh …

Coach:Well, just tell – just tell me what looking like an auditor would consist of to you.

Student:I don’t know, I sort of think of um – well, I don’t want to use Ian’s term, but it is being interested in a pc.

Coach: All right.

Student:That’s true.

Coach: Well, all right. Anything else?

Student:Well, not having attention on yourself.

Coach:Mm-hm. Good. Anything else a professional auditing attitude would consist of?

Student:Well, not sloppy.

Coach:Just how do you mean that, not sloppy?

Student:Um – not slouchy. Uh – I don’t quite get that, sort of, I would say, to be relaxed.

Coach: Okay.

Student:And without looking sloppy. That’s all.

Coach: Well, good. Perfectly all right.

Student:Relaxed and interested is about …

Coach:All right. Fine. Then I’d like you to confront me with a professional auditing attitude here. All right. Start. A professional auditing attitude.

Student:Uh …

Coach:Confront me with a professional auditing attitude.

Flunk for laughing.

Student:Huh-uh.

Coach:All right. That’s it. What did you do to confront me with that professional auditing attitude there?

Student:Uh, I put more effort into it, which I sort of, you know, realize isn’t what I’m supposed to be doing.

Coach: Mm-hm.

Student:It was – it was an effort. Yeah, very much so.

Coach:Mm-hm. Okay. Tell me a little more about that. I’m not quite sure what you mean.

Student:I think of my face, it sort of tends to fidget and moves around here and uh – I try not to have, well, my attention on me rather than on you.

Coach:Uh-huh. All right. Now, tell me again just what a professional auditing attitude would be.

Student:Having your attention on your pc.

Coach:Mm-hm. Good. Anything else would be – anything more that would be a part of a professional auditing attitude?

Student:Just looking smart.

Coach: All right. What was that again?

Student:Looking smart.

Coach:Oh all right. Fine. Okay. Confront me with a professional auditing attitude. Start.

All right. That’s it. What did you do to confront me with a professional auditing attitude?

Student:Looked at you.

Coach: Very good. Did you do anything else?

Student:Yeah, I do seem to be aware of doing extra things.

Coach: Such as?

Student:Uh – well, having quite an effort to just sort of put my body there.

Coach:Mm-hm. Okay. Is there anything you’re aware of not doing, you know, just avoiding doing to have a professional auditing attitude?

Student:Uh – yeah, having attention on my face.

Coach: Mm-hm.

Student:That sort of, does tend to, well, I don’t have a great deal of control over it. And often …LRH: We’ve got a student here, by the way, who has buttons. And you would ordinarily have a button-punching approach here to this type of pc. Because this type of pc’s a liability in an auditing session.

Student:I’m trying not to have my attention on my face or on this .

Coach: All right.

Student:That’s one thing.

Coach:All right. Thank you. Now, what, again, is a professional auditing attitude?

Student:Having your attention on the pc.

Coach:Very good. Anything more on that? A real professional auditing attitude, you know, just a real pro.LRH: The student is breaking up a little bit on this professional auditing attitude. I mean she can make it.

Student:I’m not totally certain o n it, you know …

Coach: All right.

Student:It’s just sort of having all your attention on your pc …

Coach: Mm-hm.

Student:… and not any on yourself.

Coach:All right. Fine. Then confront me with a professional auditing attitude. All right? Start.

All right, that’s it. What did you do to confront me with that professional auditing attitude? What did you do?

Student:More attention on you.

Coach:Very good. Anything else you did there, to have a real professional attitude?

Student:No.

Coach:Okay. Anything that you didn’t do there in order to have a professional auditing attitude? Avoided.

Student:Yeah.

Coach: Mm-hm. What?

Student:Avoided having as much attention on myself as I did have.

Coach: Ahh.

Student:I want to try it again, on that thing.

Coach:All right. Thank you. Okay. How is that different than simple TRs?LRH: This student, by the way, is getting someplace under this coaching. Now, let’s pull an interested attitude.

Coach:Okay.

Student:Ah …

Coach:Do you notice any difference in how you are doing this than sim – than confronting? Anything – this is above confronting and beyond.

Student:Yeah. A bit more relaxed.

Coach:All right. Very good. All right, we’re going to move on to an interested auditing attitude. Now, just that, you know.

Student:Interested?

Coach: Yeah. Interested auditing attitude.

Student:You mean the auditor being interested and sort of being an interested auditor.

Coach: Yeah, that’s – that’s the idea.

Student:Interesting or just interested?

Coach: No, interested.

Student:Ah.

Coach:Interested auditing attitude. Could you sort of describe to me an interested auditing attitude?

Student:Well, I get the idea of a pc, you know, cockeyed listening with one ear. But you know, just listening to the pc, with your attention on him.

Coach: Very good.

Student:Mm.

Coach:Good. All right. Is there anything else that you – that an auditor would do to have a real interested attitude now? You know, interested attitude there.

Student:We’ll just make sure he listens, that’s all. To have his attention put there and not sort of all around the jazz around the room.

Coach:Uh-huh. All right. Very good. Then confront me with an interested auditing attitude. Okay?

Student:Mm-hm.

Coach:Very good. Interested auditing attitude. Start.

All right. That’s it. What did you do to confront me with an interested auditing attitude?

Student:I moved forward a little.

Coach:Mm-hm. All right. Anything else you did to uh – to have a real interested auditing attitude?

Student:No.

Coach: All right. Very good.

Student:Not anything else I can think of.

Coach:Okay. That’s fine. Now, tell me again, what is – what is an interested auditing attitude? You know ,just …

Student:Well, a person who looks as if they’re interested in the fellow at the other end of it.

Coach:All right. Very good. Is there anything special you’d do to look as though you were interested there?

Student:I don’t think so.

Coach: All right. Fine.

Student:There’s a…

Coach: Mm-hm.

Student:I think, no, there shouldn’t be, but I think – suspect that, yes, I do. Uh – I get the idea I cock my eyebrow, I think.

Coach:Hmm. Very good. All right, we’ll see how this goes then.

Student:I didn’t get that.

Coach:We’ll see how this goes and we’ll do it again here, go back and see if there’s anything else that comes up.

Student:Mm-hm.

Coach:All right. I’d like you to confront me with a – just – a – you’re the auditor here, you know?

Student:Mm-hm.

Coach: Very interested attitude. Okay?

Student:Mm-hm.

Coach: All right. Start.

Student:Uh – I’m not doing it. Sorry.

Coach: All right. That’s it. What happened?LRH: Of course, it cracked her up and she gets flunked of course, she gets flunked for grinning.

Coach:Hm.

Student:Hm.

Coach:All right. Thank you. Now can I have a confront with an interested auditing attitude. Start.

I’m the pc, you know. Just be interested.

Student:All right.

Coach:All right. Just confront me. Interested auditing attitude.

All right. That’s it. What did you do to confront with an interested auditing attitude there? To be – be an interested auditor?

Student:Um – looked at you, yeah.

Coach: Okay.

Student:Well, I was sure I put more attention on you than other things.

Coach:Uh-huh. Okay. Is there anything you didn’t do or avoided doing, you stopped yourself from doing, you know, that you held down yourself from doing – held yourself down from doing something?

Student:Shifting.

Coach: Uh-huh.

Student:And uh – being aware of the rest of my body.

Coach: Uh-huh.

Student:This is sort of hard for me to have to sit here.

Coach:Very good. All right. Is there anything that you shouldn’t do beyond this to have an interested auditing attitude? That you really shouldn’t do?

Student:Keep busy shifting.

Coach:All right. Fine. Is there anything that you shouldn’t do to have an interested auditing attitude?

Student:Um, yes…LRH: As soon as you get her flattened off on that a little bit, why, give her a ”That’s it, end of demonstration.”

Coach: All right. I didn’t quite hear that.

Student:Have your attention on yourself; you haven’t got your attention on your pc.

Coach: Well, very good. All right.

I’d like to do this again now. Interested auditing attitude – could you tell me again just briefly what it is.

Student:Having your attention on your pc and not on yourself.

Coach:All right. Fine. All right, confront with an interested auditing attitude. Start.

All right. Very good. That’s it.

Student:Mm-hm.

Coach:Okay? Did you notice anything there that you did in order to confront with an interested auditing attitude?

Student:No, I thought it was a bit – a little bit better perhaps. I sort of got more interest on you than – than I have had.

Coach:Very good. All right. We’re going to end this off in a couple of seconds. What was that again? I cut you off.

Student:I seem to have more attention on you now than I had on you before.

Coach:Very good. Okay. Is there anything different, anything more to having an interested auditing attitude than simply to confronting? You know, anything – anything you noticed there that’s additional to an interested auditing attitude?

Student:That I’m doing as an additional auditing attitude?

Coach:No. I’m sorry, I’m not getting that across to you. Is there anything that is more to an interested auditing attitude, you know …

Student:Than just sitting there.

Coach:… than just – and confronting – is there anything more to it?

Student:Listening.

Coach:Okay. Anything more to an interested auditing attitude than confronting?

Student:Oh, yeah, being willing to duplicate the pc, sort of willing to have him as he is.

Coach: All right.

Student:Without alter-ising him all the time.

Coach:Okay. Fine. All right, I’d like to end this off here.

Student:Mm-hm.

Coach: Thank you. All right. That’s it.

Student:Thank you.

Coach: End of demonstration.LRH: All right. This was a very interesting demonstration in view of the fact of tremendous difference between the advanced student doing the coaching and the person being the student, because the last two students have only been here since Monday, just three, four days. And we’ve got a big deal here of some kind or another of – there’s a lot of systematized confrontings. And you understand that this idea of telling them to be interesting and telling them this and telling them that and so forth is simply to run out the buttons so they just don’t keep on confronting by a system. And really, this can be stepped up to where you can break up almost anybody’s confront. All right. Now, we’ve got another one going here. All right. Start.

Coach:All right, Ian, what we’re going to do is some

Student:Norman.

Coach:Sorry. Norman, what we’re going to do is some TR 0. And I’d like you to tell me what you understand about TR 0.

Student:Just to be here and confront you.

Coach:All right. Very good. Now, I’m going to give you a ”Start” and a ”That’s it” when I want to tell you something. All right? And I want you to just relax – just relax your body. All right. Fine. And just sit there and confront me. All right. Start.

All right. That’s it. Now, how do you feel about the space. You know, how big …

Student:Fine.

Coach:All right. Well, how big is your space?

Student:The room.

Coach:Good. Well, am I included in your space?

Student:Of course.

Coach:All right, very good. Now, just relax your body, a bit more. Terribly tense over here. Just relax, okay?

Student:Mm-hm.

Coach:Just let go. Just let your body flop a bit. Go on, just relax your body All right?

Student:I feel relaxed.

Coach:Okay. Very good. Now, I want you to be there and confront me. Start.

All right, I’m going to flunk you. Uh – you’re staring at me. I want you to confront me. All right?

Student:Okay.

Coach: Start.LRH: She’s got him into pretty good shape there. Actually, he’s a caved-in – chest sort of a confront. He’s not confronting with a lot of things. And it’s a similar case: He’s got a lot of not-confront going on here. He’s probably confronting with an idea and not confronting with the chest, with the body at all. So, it might be of benefit to find out what idea he is confronting with.

Coach:Okay. That’s it. Now, Norman, I’d like you to tell me what, you know, you’re confronting me with? What do you feel you’re confronting me with?

Student:Fin just confronting you. But I was sort of trying to listen to what he was talking about.

Coach: I get it.

Student:Okay.

Coach:All right. Well, just – just relax a bit more, get your body you know, in the chair …

Student:Yeah, I think it’s the word ”relax” that might have a hypnotic command. You know?

Coach:I see. All right, well if I used ”easy” would that be better?

Student:That’s ne, I know what you really mean; it just bugs me because I used to use it.

Coach:All right. Very good. Now, you’ve got your – I mean – your stomach and chest sticking out here. Just relax. Get your body in its proper – putting it nicely. That’s fine. Now, you be there and you confront me. Start.

That’s much better. All right.

All right. That’s it. Now, you’re sort of tipping over to the side there. Can you feel that?

Student:Yeah.

Coach:All right. Just get your body relaxed …

Student:I’m confronting you more with one side of my backside. You know?

Coach:I see. All right. Very good. Well, just, you know, just get your body easy, nice. You be there and you confront me. Start.

That’s it. You’re still tipping over to the side there. Can you feel it?

Student:I always sit like this.

Coach:Oh, I see. All right. Well, just – just straighten up, you know, prop yourself up a bit. That’s much better.

Student:Am I okay now?

Coach: Yeah, that’s much better.

Student:I can’t always tell when I’m doing it.

Coach: All right. Now, just relax.

Student:Mm-hm.

Coach: Okay. Start.

LRH: This student’s confront, actually, is pretty grim. He’s got some kind of a glee, g-l-e-e, going on there. You could very easily break him up, and so forth. And actually, the coach ought to walk forward to shattering the false composure he is sitting there in.

Coach:All right. That’s it. Now, I sort of feel there’s something real solid sitting there in front of me.

Student:It could be my bank.

Coach: All right. Fine. Well, just, you know, just get your body relaxed. Okay? y

Student:Yeah.

Coach: All right, some more.

Student:I need to …

Coach:Just let your body flop. You know? Just – just hunch over a little bit. All right? Let your head drop. Go on. Just drop – just relax.

Student:I wouldn’t be comfortable.

Coach: Just try it.

Student:I don’t know how.

Coach:Just relax your body completely. More. Just a bit more. Let it go.

Student:I don’t understand – let what go?

Coach: Forget about the people.

Student:No, I’m not interested in them.

Coach: All right.

Student:I’d like to know how to do it.

Coach:All right, just let your body relax. You know? That’s much better. All right. Now, I want you to be there. All right? Just you be there and confront me. Now – now …

Student:Okay. Yeah.

Coach:I was – just before I was going to give you the start, I just felt you building this up again. Now, just let it relax. You know, just you relax, sorry.

Student:Yeah.

Coach:And you confront me. All right? Okay. All right, start.

Now, that’s very much better.

All right. I’m going to flunk you for thinking, now, uhh …

Student:I am. I didn’t feel as comfortable as when I started.

Coach: I see. All right.

Student:I felt I was very here when I started. But I don’t feel like that. I feel like I’m trying to do something.

Coach: Mmm.

Student:You know, I’m trying to confront. And I – I don’t want to try to do it. I – I was comfortable, sat up straight …

Coach: Mmm.

Student:and comfortable just sitting here, like when I started.

Coach:All right.

Student:I did – to try to collapse, I’m trying to do something and I don’t like it.

Coach: Well, how are you trying to do this?

Student: Well I’m trying to sit the way you want me to.

Coach: Mm-hm.

Student:And I’m trying to sit the way you expect me to, you know the way you’re telling me.

Coach: I get it.

Student:Uh – I – I sit up. When I sit down anywhere I sit up. I sit erect. I’m comfortable.

Coach: All right.

Student:I’m very comfortable.

Coach:All right. Well, are you sitting relaxed now?

Student:Yeah.

Coach:All right. Very good. Now, I just want you to be there now …

Student:Mm-hm.

Coach: … and you confront me.

Student:Yeah.

Coach: All right. Start.LRH: He’s having quite a time here. I said he could be rattled. And you heard how rattled he was starting to get. Now, he’d rattle the same way under a pc that started to fall to pieces. So it’s much to his advantage as an auditor to get this broken up as early as possible. And, actually, he ought to be wracked up even more than he is being wracked up there by Mazie.

Coach:All right. That’s it. Now, uh – which way are you sort of aware of holding

Your body?

Student:This way.

Coach:That way. All right. Uh – you’re tilting it which way, which side?

Student:I’m intentionally tilting it uh – so that this lowers because this shoulder is lower than this one.

Coach: I see.

Student:Normally. And I know in TR 0 …

Coach: Mm-hm.

Student:… I’m going to get flunked for it. So I purposely push myself forward like this and raise this shoulder. I’m intentionally doing that, but when I’m auditing I just sit with this shoulder lower than the other one.

Coach:I see. All right. Well, let’s see if the body can relax, let it relax …

Student:Yeah.

Coach:… so that you are there and you communicate across to me. All right?

Student:Okay.

Coach:Okay. Are you feeling more relaxed now?

Student:Yeah, I feel fine.

Coach:All right. Fine. Now, you be there and you confront me. Start.

All right. I’m going to flunk you. You’ve still got your body tilted over to the side.

Student:Mm-hm.

Coach:So I’m going to correct that for you. All right?

Student:Mm-hm.

Coach: Well, how does that feel?

Student:Feels fine.

Coach:All right. Are you aware of any change from before?

Student:No. Not much.

Coach:Okay. Just going to get this straight over there. All right. Now, just relax. Okay. That’s fine. I feel you’re much more here than when we started. All right?

Student:Fine. Yeah.

Coach:Good. Now, you communicate across to me and you confront me. Start.LRH: I think we ought to ask this student for an amused auditing attitude. How would he look if he were amused. Because he actually looks like he’s on the verge of laughing. And actually, it’d be murderous for a pc to be audited with that expression.

Coach:All right. That’s it. Now, Norman, I want you to show me an amused auditing attitude.

Student:Oh!

Coach: All right?

Student: Christ! Really?

Coach: Mm-hm. Well before you …

Student:What do you mean amused?

Coach:Oh, well, you tell me what you understand by an amused auditing attitude.

Student:Well, immediately I thought of a joke I have with somebody, about an acknowledgment. It goes: Yeah, okay, yeah, all right, I heard what you said. And I sound somewhat amused, I mean, for me to be amused I’d have to sit with my legs crossed like this and just sneering.

Coach:All right. Very good. Well, you show me an amused auditing attitude. Okay. When I say ”start,” you can do anything you like to show me an amused auditing attitude. All right. Start.

Student:Well, that’s ridiculous.

Coach: Go on. Very good. Carry on.

Student:Just take my frowning off.

Coach: All right. Good. Fine.

Student:Okay.

Coach:Just give it a go, you know. Just show me an amused auditing attitude. Let yourself go.

Student:This twitch is purposeful.

Coach:Mm-hm. All right. And some more. Let it go.

Student:I think this is better than the way I confront the other way, you know.

Coach:All right. Very good. Now, just carry on. You’re doing fine. How about leering at me and grinning.

Student:I don’t think I can do that now.

Coach: Uh-huh.

Student:I’m not really amused.

Coach: I see. All right.

Student:I don’t know what an amused auditing attitude is.

Coach: Mm.

Student:I really don’t.

Coach:All right. Well, that’s it. Okay. Well, that was very good. Okay? How did you feel doing that?

Student:I was acting. Because I don’t know what an amused auditing attitude is.

Coach: I see.

Student:I really don’t. When I think of an amused auditing attitude, I think of my – me being amused, at an auditor, who has some type of sarcastic attitude. You know?

Coach: Mm-hm.

Student:But I don’t see one.

Coach:And as an auditor, what do you understand by amused auditing attitude?

Student:Well, if the preclear told me something funny I’d laugh. I’d be amused.

Coach: All right. Very good.

Student:I think it would be all right, you know, if the preclear thought it was funny and uh – when we’re in session and I felt like laughing, I’d laugh. I’d be amused.

Coach:All right. Very good. Well, how about showing me that.

Student:I can’t laugh now, you haven’t said anything funny.

Coach:All right. Well, I’d like you to put that on for me. Okay? I’ll give you a start and I’d like for you to do that.

Student:Oh, boy.

Coach: All right? Start.

Student:That’s very funny, you know.

Coach: Mm-hm.

Student:Well, that’s it. I would always smile and be amused.

Coach:All right. That’s it. That was very good. Okay? All right. How are you doing?

Student:Okay. That attitude that I just showed you is closer to my normal attitude when I’m auditing than when I first walked in.

Coach:All right. Very good. I’d like you to relax and let’s get back to TR 0 …

Student:Okay.

Coach: … and see how you do now. Okay?

Student:Yeah. Mm-hm.

Coach:All right. Now, you be there and you confront me. Start.

That’s very much better.

All right. That’s it. How do you feel about your body now, you know …

Student:Well, I’m feeling more comfortable.

Coach: All right.

Student:And I feel better. Uh …

Coach: Mm-hm.

Student:I did what I was normally expected to do for TR 0 – is to sit erect. Well, I always sit erect anyway as I said.

Coach: Mm-hm.

Student:But, um – I have to try to please the – the coach.

Coach: Mm-hm.

Student:Now, that was what I was trying to do.

Coach: I see.

Student:This way I feel much more relaxed. I’m doing it – I’m confronting you.

Coach:Okay. Very good. All right. Now, I don’t want you to try …

Student:No.

Coach:… or try to impress me or anything like that.

Student:Mm-hm.

Coach:I just want you to be there and you confront me. All right?

Student:Yeah. Sure.

Coach:And you just get your body relaxed again. There’s still a tendency to …

Student:Sometimes I can’t tell which way my head goes.

Coach: Uh-huh.

Student:Uh, I – I can’t always tell when it’s tilted.

Coach:I see. All right. Very good. Well, now you just relax and you confront me. Okay?

Student:Uh-huh.

Coach: Start.

You break up.

All right. That’s it. Well, that was very much better. Now, I want you to relax even more. You know? This tenseness is coming across to me terribly. Okay?

Student:Okay.

Coach:All right. Now, just relax your body. Even more. You know? Just get there real easy. That’s good. That’s much better. How do you feel?

Student:Fine.

Coach:Good. All right. Now, I want you to communicate across to me. All right. Start.LRH: All right. Get him to do something there. And find out if he’s had any gains from the session. And then close it off.

Coach:Okay. All right. That’s it. Okay. Now, what I want you to do this time is be even more here. All right? More relaxed.

Student:Mm-hm.

Coach: Can you do that?

Student:I’ll try. Now, the thing that bugs me is you keep saying communicate to you and …

Coach: Uh-huh.

Student: … and I’ve always considered that – should uh – my willing – commun – uh – my confront is the willingness to see what I’m looking at and to receive communication. And you’re sort of twisting that around a little bit; I never thought of it – that isn’t to say I haven’t communicated to …

Coach: Mm-hm.

Student: … a preclear, but …

Coach: I understand.

Student:… you know, the idea is that – the willingness to receive communication.

Coach:All right. Very good. Well, as the auditor …

Student:Mm-hm.

Coach: Um – who really sets the session up?

Student:Do I get a pass if I answer?

The auditor.

Coach: All right.

Student:Okay.

Coach:Well, very good. Okay. Now, let’s just have this once more for a few minutes …

Student:Mm-hm.

Coach:… and I want, you know, real good TR 0 here. And I really want to feel that you’re there, you know, confronting me.

Student:Mm-hm.

Coach: All right. Start.

All right. That’s it. Okay. That was very much better. Okay. Now, how did you find this coaching?

Student:Very good.

Coach: All right.

Student:Very good. Yeah. I’m glad you didn’t ask me for a professional attitude I’d have charged you a professional fee.

Coach:Okay. Anything else about the coaching?

Student:No, it was very good. I felt much better towards the end than when I started. I was a little nervous, but other than that I’m still better at the end. I felt more relaxed at the end than the beginning.

Coach: All right. Very good.

Student:Thank you.

Coach:All right. Well, it’s the end of the coaching now, all right?

Student:Fine, yeah.

Coach: That’s it.

Student:Thank you.LRH: Okay. He had quite a difficulty there of one sort or another. This – he’s very easily broken up. And in actual fact, why, in a tense situation, and so forth, he would tend to shatter, he would tend to go all to pieces on a pc. Now, he’d have to be gotten out of that. Of course, these are very short demonstrations, you understand, very, very short demonstrations. All right. And we’re just going to do TR 0. Uh, go right ahead, Tony.

Coach:Okay. Well, I’ve just been given the go – ahead. And what we’re going to do is, for a short time, some TR 0.

Student:Mm-hm.

Coach:Now, do you know what the purpose of this is?

Student:The purpose of the drill?

Coach: Yes.

Student:Yeah. It’s just to confront you.

Coach:Very good. Now, that’s all I want you to do.

Student:Uh-huh.

Coach: All right. You read?

Student:Yeah.

Coach: Good. You relaxed?

Student:Yeah, I think so.

Coach: Okay.

Start.

That’s it.

Student:Mm-hm.

Coach: All right. Now, I said ”start. . .

Student:Mm-hm.

Coach:… it took you a little time to get there.

Student:Yeah. That’s right.

Coach: Okay. And you’re still doing that.

Student:Uh-huh.

Coach: All right. Now, really be there …

Student:Uh-huh.

Coach:…and confront me.

Student:All right.

Coach: Start.

That’s better.

That’s it. You’ve gone off again.

Student:Mm-hm.

Coach: Now, be there and confront me.

Student:Mm-hm.

Coach: All right. Start.

That’s it.

Student:Mm-hm.

Coach:Flunk for moving. Also, you had gone off again.

Student:Uh-huh.

Coach: Now, you get there.

Student:Mm-hm.

Coach: Is it all right to be there?

Student:Yeah. Sure.

Coach: Good. All right.

Student:All right.

Coach:Start. That’s it. You didn’t start. You didn’t confront me immediately when I said ”start.”

Student:Mm-hm.

Coach:When I say ”start,” you confront me immediately.

Student:Good.

Coach:All right. Are you feeling pretty comfortable with all this …

Student:Yeah. Sure.

Coach: … jazz and so on.

Student:Yeah.

Coach: All right. Start.

That’s good.

Flunk. You’re going off again. Start.LRH: The difference here watching coaches who have been here for a long time at Saint Hill and watching these students who have just come recently is quite remarkable. Because, of course, the coach is doing a fabulous job of confronting and makes the student look awfully bad. Actually, Joy isn’t doing too bad a job here, but she’s confronting quite woodenly and she’d be very easy to break up. Now, let’s find an auditing attitude on her, or a professional auditing attitude, or an interested auditing attitude. Let’s break up that graven – in – marble.

Coach: That’s it. All right now.

Student:It is?

Coach: All right now. Did you hear that?

Student:No, I didn’t.

Coach: Okay.

Student:I was all agog to hear, but I didn’t.

Coach: All right.

Student:Uh-huh.

Coach:Well, now, we want, first of all, what is a professional attitude?

Student:Well to me, a professional attitude is knowing your onions.

Coach: Very good.

Student:Uh-huh.

Coach: All right, well can you show me that?

Student:Uh – yeah., I guess so. It would include feeling fairly confident …

Coach: Yes.

Student:… and I realize it’s a via, but I think that if you try to put across – in an endeavor to put across confidence, that would be a via of being professional.

Coach: All right. Ver good.

Student:All right.

Coach: Now, I want you to show me …

Student:Yeah.

Coach: … a professional attitude.

Student:All right.

Coach: Start.

That’s it. How did you do?

Student:How did I do?

Coach: Yes.

Student:Well, I felt there that I was actually putting the idea across, ”Well, but I know what I’m doing, I know my onions. Can you see it?”

Coach: Mm-hm.

Student:Uh – that was the via I was using.

Coach: Mm-hm.

Student:Uh – confronting with an idea there. And trying to make the idea solid that there was this professional quality around.

Coach:Mm-hm. All right. Now, I want to point out something to you here – I got what you said there.

Student:Yeah.

Coach: When you’re talking to me …

Student:Yes.

Coach: … there’s something different going on to when you’re just sitting there. Now, what is it?

Student:Something different going on?

Coach:As far as your confronting is concerned. Now, what’s the difference?

Student:Oh, well, the difference when I’m talking to you is that I’m just totally relaxed and just being myself, just being quite willing to be here and talk to you.

Coach: Mm-hm.

Student:Uh – when I – when I put on this confronting attitude for you I’m actually taking the via and putting it there, well, to put the apparency there.

Coach: Okay. I get that.

Student:Mm-hm.

Coach:Now, what you’re – what you’re doing here or – or not doing when you’re talking to me …

Student:Yeah?

Coach:… can you just sit there and do that? Or not do it?

Student:Well, then I wouldn’t be uh – laying on the professional attitude.

Coach: Well, let’s just say …

Student:This confuses me a little.

Coach: All right.

Student:Uh-huh.

Coach:Well, let’s just – are you getting what I’m getting at here?

Student:Well, I don’t think I am actually, uh, Tony. Because when I’m not laying on the professional attitude for you, I’m just, you know just being.

Coach: Hm.

Student:And, what I – what I understand here is the idea of actually putting across the professional attitude …

Coach: Mm-hm.

Student:… uh – to show up the via.

Coach:Mm-hm. All right. Well, I just want to try this for a minute. I want you to just …

Student:I see.

Coach:The difference I see is when you’re talking to me you’re with me.

Student:That’s right. Yes.

Coach:Now, I want you to just sit there and be with me.

Student:All right. Very good.

Coach: Just see how this goes for a minute.

Student:Okay.

Coach: Start.

That’s it.

Student:Mm-hm.

Coach: How did that seem to you?

Student:Well, that seemed more relaxed. It didn’t seem particularly professional. It just, you know, just seemed me.

Coach:All right. Very good. All right, now, let’s get back to this professional attitude.

Student:Mm-hm.

Coach:Just once again define what is a professional attitude.

Student:Well, a professional attitude could be the idea of putting across that you know your onions and you’re very confident and uh, well, dressing yourself up in fine feathers, I guess.

Coach:All right. Good. Well, show me a professional attitude.

Student:All right.

Coach: Start.

That’s it. That was good.

Student:Mm-hm.

Coach: Did you notice the difference then?

Student:Yes, I felt the difference.

Coach: Yes. That’s the best you’ve done.

Student:Well, the point is that I felt like I was getting across what – uh – the idea or the via.

Coach: Mm-hm.

Student:Mm-hm.

Coach:Very good. All right. Now, let’s take a couple more of these, here. What is an interesting attitude? Define it.

Student:Interesting or interested?

Coach: I’m sorry, I flubbed it.

Student:Yeah.

Coach: What’s an interested attitude?

Student:Um – well I feel an interested attitude, uh – well, it’s just – just putting across being interested. But I feel that if you have to put it across, you’re not really interested.

Coach: All right.

Student: Anyway, an interested attitude is trying to emanate interest or emanating interest to the person in front of you. Trying to put across the idea that you are very interested in – uh – in him or her.

Coach:Very good. All right. You show me an interested attitude.

Student:Mm-hm.

Coach: Start.LRH: We’ve got an awful lot of gimmicks and tricks here mixed up in this confront. It’s got to be worked over pretty hard, actually. Pc – I mean the student there is sitting there looking alluring at the present moment.

Coach:All right. That’s it.

Student:I felt an absolute fraud, Tony.

Coach: All right.

Student:I felt I was pulling all sorts of things out of the bag.

Coach:All right. Well, have you got any different idea here on what an interesting attitude is?

Student:Um, uh – well, uh – as I said I just felt an absolute fraud when I was laying that on. I felt I was pulling tricks out of the bag and, uh …

Coach: Yes.

Student:… you know, I felt that I was putting across using my eyes in order to convey interest and um, using a slight facial expression in order to convey interest.

Coach: All right.

Student:The whole thing just felt like a total fraud to me.

Coach:All right. Fine. Very good. All right. Now, you observed that.

Student:Oh, yeah, sure I did.

Coach:Now, now, you did tell me a little while ago about the difference between real attitude of some sort and something that’s laid on.

Student:Uh-huh.

Coach:What’s a real interested attitude? What is that?

Student:Well, a real interested – well it – well it would just be an interested attitude, just being there.

Coach: All right. Can you show me that?

Student:I’ll try to.

Coach:All right, well, don’t try, just show me. All right.

Student:Very good.

Coach: Show me that …

Student:All right.

Coach: … an interested attitude. Start.

That’s it. Flunk, you’re moving.

Student:Mm-hm.

Coach: Start.

That’s it. All right.

Student:I felt I was using exactly the same vias again. I don’t seem to be able to get away from them.

Coach:All right. Well, I’ll tell you what I’ll do here.

Student:Mm-hm.

Coach: Um – we’ll do this again.

Student:Yeah.

Coach:And any vias that I see you using, I’m going to flunk you for them.

Student:All right. Very good.

Coach: Let’s see how we go with that.

Student:All right.

Coach:All right. Now, show me an interested attitude. Start.

That’s it.

Student:Mm-hm.

Coach: Flunk. Your eyes are moving around.

Student:Mm-hm.

Coach:And – uh – actually you were confronting me with movement there.

Student:I see.

Coach:All right. Now, from now on I won’t say, ”That’s it,” I’ll just say ”Flunk.” You keep on doing it.

Student:Very good.

Coach: All right.

Student:All right.

Coach:There something you wanted to say to me?

Student:Uh – no. But, uh – you’re just going to flunk me and not tell me what you’re flunking me for.

Coach:No, I’ll tell you what I’m flunking you for.

Student:Oh, all right.

Coach:But I won’t say, ”That’s it.” I want you to keep doing it.

Student:Good. I’ll do that.

Coach: All right. Confront me. Start.

Flunk. You’re moving your head.

Flunk. You’re blinking your eyes; fluttering your eyelids.

Flunk. You’re confronting me with movement.

Student:Mm-hm.

Coach: All right. That’s it.

Student:Mm-hm.

Coach:Now, around your neck here, all around here, it’s turning red.

Student:Yeah.

Coach:Now, you’re confronting me with that part of your body.

Student:Actually, I’m not surprised at that. I’ve got terrific masses around here. I have had all day. I’ve been totally aware of them.

Coach:All right. Well, now, uh – are you aware of doing anything with that part of your body?

Student:Yes, I am.

Coach: Good.

Student:I – I’m actually aware of – uh – tremendous mass around here, uh – tremendous heaviness. I’m actually aware of using this part of my body here.

Coach: Hm.

Student:Pushing it out. You know? I’m holding out and pushing up all around here. I’m totally aware of that.

Coach:Mm. All right. Well, let’s see if you can confront me now …

Student:Mm-hm.

Coach: … without doing that.

Student:Very good.

Coach: All right. Start.

Flunk. You’re pushing the side of your face out.

Student:Mm.

Coach:Start. All right. Now, be here. Confront me.

Student:Mm-hm.

Coach:You’re going off.LRH: All right. Finish that up and find out if she’s had any gains and end it off.

Coach:That’s it.

Student:Mm-hm.

Coach: All right. Now, how did you do then?

Student:Uh, well I came off the actual laying on of interest. But – um – I feel that I’ve actually – um – I’ve got something out of this.

Coach: Very good.

Student:I do feel that I’ve come through quite a bit. And it’s – it’s real to me how even a short period of – of this confronting drill can actually get you through and help you to be there.

Coach: All right.

Student:I feel very much more here than when we came in.

Coach:Very good. All right. Well, is it all right with you if we end off the drill now?

Student:Uh-huh.

Coach:Good. All right. Thank you. End of drill.

Student:All right. Thank you, Tony.LRH: All right. Take a ten-minute break and I’ll give you a talk on this.