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

Thank you.

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

Well, now you know.

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

You always figured that there was something wrong with mayhem and then I show you mayhem and say it's all right. But the truth of the matter is, the truth of the matter is, that any one of these drills actually takes a very long time to really get into good shape.

You did. All right.

The Academy spends a couple of weeks Comm Course and at least one week of Upper Indoctrination before they even let anybody near a process. That's about three weeks before they let anybody near a process. Pretty interesting, huh? And Academy training, by the way, has changed quite remarkably. It is remarkable to the degree that it has shifted just in the last four or five months. But it's been holding at a very high consistency here for some time, but we've been making awful sure that it's grooved.

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

You know, I've told you „That's it“ an awful lot of times, but all I'm telling you now is that we have hit a plateau. I don't say we couldn't go up from this. But I will say that the Communication Course, these first training steps which you have seen, has - well, it's been difficult to settle it down at times - but it has been consistent for over a year and the processes which are being done right this minute are the processes which were developed in fairly early 1956. It's quite remarkable. You've seen some of these processes before.

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?

This is a level of constancy. It's just that we're doing it more thoroughly.

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.

Upper Indoctrination you haven't seen too much of Even the 15th and 16th ACCs did not see too much of these Upper Indoctrination steps. Those begin with simple 8- C and continue through High School Indoc, go through to Tone 40 on an Object and then Tone 40 on a Person. And those are the Upper Indoctrination steps. These are the rougher steps.

Male voice: You're right.

When a person has passed through those and goes back to the Communication Course he finds out something has changed. He can do the Communication Course now, standing on his head. Funny part of it is, his Instructors very often say, „Well, why, then, don't we start out with Tone 40 on an Object, because people can do these communication steps so beautifully after they've finished Upper Indoc.“ So every once in a while we take somebody and start him out on Tone 40 on an Object and put him through the Communication Course, and he can't do Tone 40 on an Object, or he can't do the Communication Course. So the proper route up is probably more or less as it is right now in the Academy.

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.

Going through the Academy these days is quite an adventure. I think any of the students around here who have been with it for a little while, like the night HCA or day HCA courses, could agree with that. It's quite remarkable as an activity.

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

They have three rooms and one of these rooms takes care of the Communication Course, which are these first few steps, and then the next room takes care of Upper Indoctrination. And that's down in the basement where they can't knock out the concrete walls. And then they have the CCH classroom where they're taught the CCH steps.

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.

The ACC - which is just about to begin; the 18th ACC - takes these very things which I've been showing you here and which you've been drilling on in the seminars, and takes these things and pushes them up to a ne plus ultra. All ACCs are - they have an experimental aspect. What is learned in an ACC is usually eventually passed on to an HCA. The HCA Course has settled down now at the level of about the 17th ACC or a little bit better.

Audience: Yes.

But the 18th ACC - the 18th ACC which is coming up and just starts Monday - will take these same steps, takes exactly these same steps and pushes them through with a thud - with only one purpose in mind; is to find out how arduously people can be trained. There's no doubt now that they can be trained. Now, that is the experimental aspect of the 18th ACC, is how arduously can be trained. Where is the break point in Homo sapiens? We can certainly discover it in Homo sapiens if we can bust up Scientologists. And that is actually, overtly what is going to happen in the 18th ACC.

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.

I will consider it a complete failure if there's one student in the 18th ACC who doesn't sometime or another during the course blow; who doesn't quit, start out the door, say „It's impossible. Nobody could take this sort of thing,“ and try to go over the hills and far away. Now, that is the... that's the 18th ACC just coming up.

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, to give you some kind of an idea, I notice a couple of the Instructors down here turn up their coat collars so they won't be recognized.

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.

& But the instructors on that, it's a very deceptive course in that it starts out with Mary Sue, and you know that Mary Sue is very sweet and she is very nice and she is very pleasant. So we'll at least let people into the course that gently.

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

& Upper Indoc is taught by Ken Barrett and Ken Barrett has not yet learned how hard he can press. Then the two CCH units, there are two CCH units there, one is taught by Jan Halpern and the other is taught by Dick Halpern, these are old time experts at putting on the pressure.

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

We think it is possible to clear people in six weeks of instruction if enough hard thumbs are used. Do you see that? And that is the goal of that 18th ACC.

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.

& HCA isn't quite this rough. The Indoc there is conducted by a very very fine indoctrination instructor, Fernando Estrada. And once more we let them in fairly easily, we have very pleasant, very charming Marcia Estrada on the comm course. And John Fudge takes the upper CCH activities and processes as director of training. They are very definitely a going concern these days. Boy, it certainly doesn't even resemble an academy course of a year ago.

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.

You know, it's taken us seven years to learn how to do this sort of thing. And the bulk of our information, to you, is apparently Scientology, its developments and so on. And you see how this subject has developed and get some subjective reality on what it can do. You believe that that is the research sector of Scientology. Well, that research sector is more or less handled by myself and it is even slightly independent in its own courses. It takes place in ACCs, it takes place in the workaday world. But the organization itself wouldn't agree with you that that was the upper reach of what has been learned. The people in the FC Central Organization would tell you what has been learned has been organization - what is organization?

& 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.

As soon as we found out that an organization ain't, we had it made. We just found out then that there were certain duties to be performed and each of these duties had to be performed by a person, and that person had to be informed of what these duties were and to have a purpose for those duties. And after that, why, we're not straining at it.

& 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.

These poor people that go around trying to make organizations. Listen, organizations aren't; they don't exist. And the people... Dick Stevens would tell you that's the most we have learned; that'd be his viewpoint on the thing.

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?

& [Clearsound version only has Dick with Stevens removed from the above paragraph]

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.

And the other thing that we've learned would be, from the viewpoint of the remainder of staff - they would say, well, what we have learned is how to train people, how to make people, how to build up an entirely new person with training skills. And they'd say that is what we have learned how to do. And these things actually have been learned by the people in the organization. It's quite a remarkable gain all by itself.

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.

I was talking to somebody the other day and he says, „You know,“ he said, „I just ache to get hold of an infantry company and put all their hats on as to what they're supposed to do and train them so that they can control MEST, so the officers can handle men and the men can handle weapons, and so they can communicate with one another and so that they could engage upon their individual activities as they were supposed to.“ He said, „I just ache to do this.“ He said that they'd at once throw away their weapons. They'd find out that the least useful thing they possessed was a weapon.

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.

Ah, but you say, „Well, you can't talk the enemy into surrendering.“ I'm not so sure; I'm not at all so sure.

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.

For instance, I'll give you a difference of attitude that can take place in one man.

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?

Fellow says he's having an awful lot of trouble with his boss, can't talk to his boss and his boss nags him all the time without any cause or reason. He just always gets nagged and he's always being mean and ornery. Auditor sat down and ran this person - problem of comparable magnitude to that boss. Nothing else happened. There were no other changes. And this mystic, odd thing occurred: His boss at once stopped nagging him, not because he was being more or less efficient, because the boss couldn't observe that well. But he just stopped nagging him, stopped giving him a bad time, and the problems in the real world folded up the moment they folded up in that fellow's skull. When the present time problem was flat he didn't have any problems with these other people.

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?

But do you get what I'm striving at here? The people were the ones who were causing the problem, and when the preclear had Problems of Comparable Magnitude run flat, then these people out here who hadn't been processed ceased to give him the problems. Mystic. Mysterious, isn't it? Sort of like how do you influence things at a distance and all that sort of thing. And yet that has occurred rather repeatedly. Some people haven't tried to observe this.

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?

I'll give you an idea on this. One day I was having a lot of trouble with the only office which I think should be purchased back by the British people. The British people should take up a collection and buy this office back, and that's the aliens office, and - the aliens office of Great Britain - and they've taken their cue from the Immigration Office of the Department of Injustice and they're pretty ornery.

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.“

Well, I'd been having trouble with them and trouble with them and trouble with them and trouble with them, and one day sat down with an auditor and I was getting a session, and the auditor all of a sudden says, „You know, this is a good idea. Let's see, now.“ It wasn't quite a proper process, because the aliens office is not strictly speaking an object. But he said, „Give me a problem of comparable magnitude to the aliens office,“ and I ran through the gamut of no problem, problem too horrible to face, so what. Problem of comparable magnitude to the aliens office would be a fleck of dust settling on that light bulb, and the problem would be how to blow it off the light bulb, you see? See? Nothing to it.

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.

And the aliens office called me up a couple of days later and said they had my passport straightened out and I haven't had any trouble with them since. Rather fabulous.

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.

Now, what did my running the process, and not again talking to the aliens office, have to do with the aliens office treating me that way? See, nothing, obvious.

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.

Now, a fellow has a big lot of trouble with his business and so forth - run problem of comparable magnitude to his business - problem of comparable magnitude to his business.

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.

It's very funny. I get a lot of auditing, by the way. I just finished about a twenty-hour intensive before this congress. And the ... I've got to tell this - I've got to tell this now, because the staff will think it's funny. This is one on the staff; they don't know this.

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!

The auditor ran me on problems of comparable magnitude to the FC staff. You know, they're always coming in with a horrible wreck that just wrecked and dumping it on my desk and saying proudly, „What do I do about this?“ see? And various things are colliding in one way or another in the organization; it runs pretty smoothly, by and large. But she ran me - Problem of Comparable Magnitude.

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.

Well, I had a pretty big problem out of this, you know, and ... driving in my anchor points and so forth, and ... The only person we've had any trouble with since that was run has been a person who wasn't on staff at that time. That's right, isn't it, Dick? The only trouble which has occurred has been from a person who wasn't on staff at the time this was audited. And nobody’s brought in any problems to me at all; I don't know why this is. They used to think this was the only way they could get to talk to me would be to have a big problem. Staff is terrific, just absolutely terrific. They actually are no great problem. But it was rather amusing when I looked back on it and found out that the person who wasn't present when I audited that, did cause later some trouble, and there was no other trouble caused of any kind.

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.“

So, this factor we don't have our fingers on. But we could theorize and say that the person himself carries along the restimulative factors which set commotions into action in his vicinity. In other words, that an individual carries with him the enturbulance which restimulates others and causes them to react against him.

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.

Now, we can see that mechanically, theorizing on it one way or other, and we do have some supportive evidence. It's quite amazing. Every time somebody who is stark staring crazy comes near the organization or is brought in, lugged in one way or the other, by the relatives or something ... We don't ... we're not in this business, you see, but once in a while this happens. Somebody gets dragged in and they're going „Du-uu-uuuh, what wall?“ you know. And there is always a commotion going on just as though you'd thrown a brick in the middle of a millpond, see. Thud. Plunk. And there go the waves of commotion. Person gets audited, no more commotion. This is weird, isn't it?

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.

If one continued to specialize in psychos he could always expect the immediate vicinity of the psycho to enturbulate, not because the psycho has anything to do with it. This crazy person doesn't have, really, any knowing effect on his environment, but he does have an effect on his environment. There is some sort of enturbulative, confused machinery which restimulates the confusions in others and they get this reaction.

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.

Now, a Scientologist who can handle confusion is generally not very confused about this. But sometimes the pieces of paper start flying up in the air and he's quite amazed at this amount of commotion.

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.

There's always tremendous numbers of problems. You'd think just dragging somebody in the front door and saying just „Go to the auditing room“ - you'd think this'd be a fairly easy action. And the people who'd run High School Indoc could accomplish this with the greatest of ease. But the funny part of it is, is the commotion is no longer caused to us by the psycho. We can take care of the psycho, but the restimulated relative comes around and gives us a bad check, you know, has to have another liaison with something or other, has to have a couple of favors over this way. And the next thing you know it's this person who is enturbulated.

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.

And the only thing the front office of the organization has never gotten wise to is the fact that they have to run Tone 40 8-C on anybody connected with a crazy person. Just take in the whole environment, doesn't matter what or who: husband, wife, parents, aunts, uncles, and the psychiatrist - if you've got to get that low. Just take the whole works, and you just have to run Tone 40 8-C on the whole works. Otherwise you get this tremendous enturbulance and confusion and meaningless pieces of paper flying around.

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

I could always tell when one has walked in the front door, because the dispatch lines of the organization momentarily treble, and then damp down again. It's very interesting. Dispatches coming through - you all of a sudden get a tremendous lot of dispatch from an area that you hadn't noticed before, you see. It'll be some person connected with this person who has just been brought in and they will be causing some other oblique commotion which probably has nothing to do with the psycho. Do you see this?

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.

So, if we just stacked up a bunch of bowling balls here, one after the other, you know that if you hit this one, that one theoretically moves out and the rest stay still. Well, that is a beautiful experiment. I don't know what it means. I learned it. It's a very nice experiment, but it tells us nothing.

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.

If we kick Private Alpha, then Private Zed does not fly off the other end of the line. I point that out to your attention. We stack a bunch of men up here and we kick this man, this man doesn't say „Ouch.“ See? Human beings do not run according to physical laws. But if we take this stack of men and we enturbulate this fellow, we'll get a confusion passed on to this one, a confusion to this one, a confusion to this one, and it gets damped out rather rapidly, but you get a concatenation or a definite contagion of confusion. And that's about all that happens in the physical side of man's nature. These confusions are contagious.

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.

It's very funny. The - huh! - The psychologists, I mean. I don't know what these fellows were doing for fifty, a hundred years. They must have been doing something. They've noticed mass hysteria, and they talk about mass hysteria and mass hysteria. But there is no mechanics, no description of mass hysteria or how it starts. They study it, they say it is, they study it. They notice a whole room full of people will suddenly become very hysterical. And they don't think that the bank has anything to do with it. They don't know the bank exists, that it'd have some mass. And you get the idea? They just - there isn't anything there. They have noticed that suddenly somebody gets hysterical and a lot of other people around him get hysterical at the same time, see? They've noticed this occur. And this is mass hysteria.

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.

Well, I don't know that there is such a thing. I don't know, see? I have never myself witnessed the perfect case, which I think is a Southern mill where all the women went hysterical at the same time. I don't know. I don't think anybody observed whether they went hysterical at the same time. And I don't think it was either... ever accurately observed, because if you've got that much confusion going from person to person where they all apparently simultaneously blew off into space, the person watching it was restimulated, and therefore was not a reliable observer.

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?

So we wouldn't know too much about this mass hysteria. We do know about this other factor. And we get this contagion, contagion, contagion, contagion, and gradually people get hysterical.

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.

Now, it's true that an army evidently starts running, but that's quite apparent. A soldier is standing there and he finds out the soldier to the right of him and the soldier to the left have already left. Makes him feel alone and he leaves. We don't need any esoteric explanation of that. But we do need one about this contagion. We do find out that people who can handle problems with relationship to any particular sphere, these people do not get involved in the same type of problem again. See, that's interesting. In other words, these are the only accurate facts we know, that people do restimulate in the vicinity of restimulated people and that Problems of Comparable Magnitude run on these people then make them immune to this restimulation, which is quite an amazing thing to know that much and know it positively and well.

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.

Now, what the mechanics are, that's something else. That's not too easily done. If you made people mock up confusions and become habituated to confusions of one kind or another, you say that would do it. Well, I have no evidence that it does, and that is the only reason why I make a cautious statement on it.

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.

You get a postulate going around, however, that everybody ought to go and act like they're mad, and you generally will get people going and acting like they're mad. That's enough to know about it.

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!

So an auditor - now we get up to this drill again - an auditor must be able to handle the confusions and motions and enturbulations to which he is subjected in auditing preclears, otherwise he will restimulate. Don't you see?

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!

Well, these drills run this out. It's actually a sort of a process, see? His confidence comes up. He finds out that he doesn't have to stop and be controlled by all of this confused motion.

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.

Now, you saw these people up on the stage here in this last hour. They were doing a drill. If they did that drill to where they could do it perfectly, just that sort of thing, they would have very little trouble from people. That's High School Indoc.

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.

But supposing these people, by their own postulate, cutting through all confusions, could influence MEST or people with no more than a postulate. Ahhh. Now we know why we're talking about Tone 40 auditing.

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.

Not only would they themselves have to be at a place where they were no longer confused every time they saw a confusion in their vicinity, but they would also have to be able to cut through any confusion of their own or any confusion of anyone else and make the intention and postulate go through and stick and be executed.

& 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.

Now, the next two steps of Upper Indoc are devoted to that. It was all very well for an auditor to continue to audit somebody in spite of the efforts of that person to stop him. That was all very well, and a very necessary step. But how about this next one, to get an intention to cut directly and cleanly through any confusion of his own and any confusion of anyone else's, straight through to the person at the bottom of all this and get an execution and action. And that is the goal of the Tone 40 processes. Now, actually you knew about High School Indoc before, you knew about a lot of these other things, but I had not publicly or broadly talked about Tone 40. Now, that's what Tone 40 is all about.

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.

A person not only gets the confidence that he can continue to perform in the vicinity of people who are confused, but also gets the confidence that this confusion does not stop his intentions, directions or his attainment to his own goals.

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?

That child who said, „I want to be a painter,“ and was arrested and stopped by the confusion of the environment from attaining his goal, was unable to make an intention stick. Isn't that true? He just wasn't able to make it stick. And he becomes disabused of the idea. He finds out ... he feels that he can't. Because he himself didn't know exactly what he was trying to do with this intention or through what it had to go, he himself could be defeated by these counter-confusions. Don't you see?

Audience: Yes. Okay. All right. Good.

Well, then don't consider it odd that a person who works on an object, on Tone 40 on an Object, and gets to a point where he can make a clear, clean intention go through his own bank to a MEST object, then improves in his ability to handle his own life and his goals. He's doing what he tried to do when he was a kid and wanted to be a painter, but now he can do it, and right in present time.

& OK, Nibs.

We ignore cutting through any bank. We ignore going through any confusion. We ignore the confusion. We don't not-is it. We just drill the person until he discovers that it is incapable of stopping him or varying his intention. And when he has learned that, the funniest things happen. Psycho walks in, going all sixes and sevens, very, very confused. The auditor says, „Sit down in the chair,“ and the psycho sits down. „Tell me your name, rank and serial number“ The psycho tells him his name, rank and serial number. Nobody else has ever been in communication with this person. Well, we're not then studying purely communication. We're studying something else, which is the interchange of intention. We're studying something else. It's nonverbal. It is an intention which goes through perfectly clean and clear and independent of.

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?

And you're seeing here in Tone 40 auditing the first actual result which came about from nonverbal processing, which we were attempting to do in Phoenix in 1954-55. Remember that? Non-MEST processing. We were trying to bypass the comm lines, one way or the other.

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.

Well, today we can do this and do this rather easily because we have some Training Drills which promote a person up to doing it.

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?

Now, I haven't the foggiest notion of how high these drills go. I haven't the least notion at all. I don't know but that an intention cannot go up to a point where a piece of MEST will disobey natural law and obey the auditor. I do not know that this will not happen. Do you understand that? I do not say this will happen, but I do not know that it will not happen. In the first place, there is historical record on the fact that there have been people in the immediate background, not eight hundred years ago, in accurate record, who were able to make MEST fly through the air simply by intending it to. And I'm not trying to oversell this idea, or I'm not trying to raise your hopes, saying, well, all you had to say to the automobile, „Be five feet in the air,“ it's five feet in the air „Change the tire,“ and ... I'm not trying to tell you that that would occur But I am also trying to make it very clear that I'm not saying it will not occur. Do you understand that?

How do you feel about this, & Nibs?

I don't know what would happen if somebody drilled on this for eighty or a hundred hours, because I don't think anybody has ever drilled on it that long. The maximum length of time is probably in the vicinity of twelve, fifteen, twenty hours for most people. And I think the longest it's ever been run - oh, I think thirty hours; twentyfive or thirty hours. Fellow was having an awful lot of trouble with it at the beginning.

Student [Nibs]: Fine.

But how about the fellow who didn't have very much trouble with it at the beginning? Supposing he had run it eighty to a hundred hours? Well, would it happen or wouldn't it happen? Well, this we're not going to try to answer. No reason to answer that question. An individual can answer that question himself.

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?

Now, here's the oddity: On Tone 40 on an Object - on Tone 40 on an Object - we are only trying to put the intention into the object. We're not doing the same as that lower communication drill which you did.

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?

You do want to know some more about these drills, don't you? Audience: Yes.

Student: Uh-huh.

All right.

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

Now, the lower drill there is Dear Alice. Well, you're supposed to get the intention, the phrase and so forth across to the preclear and it's supposed to go across to the preclear, and you'd say offhand that's more or less the same thing. No, it isn't at all. You have flattened it to some degree on a person. And a person isn't MEST. This is MEST. And you'd be surprised at the reactions of people trying to command MEST directly. Remember, people haven't been in good communication with MEST. They haven't been telling it to do things for a very long time, just telling it to do things and it did them. And the backlog of this sort of thing, these failures and so forth, tend to go into restimulation when we run Tone 40 on an Object. You see, that's the essence of the drill.

Student: Uh-huh.

Now, all we want to have happen is that the individual gets across to this thing... Of course, he tells it to sit down, but it can't hear. He says, „Sit down,“ and the intention for the thing to sit down definitely must arrive in the object, and the object must in itself be permeated with this intention to sit down. And when the object is down, the individual must now permeate it with the idea that it will accept or the willingness that it will accept his acknowledgment. See, this thing has got to be in a receptive mood. That's the intention that goes through for the acknowledgment to come through. Do you see that? And then the acknowledgment goes through. These are just two steps. That's one cycle, is „Stand up.“ And we say to this thing, „Stand up.“ Pick it up with a hand and say, „Thank you.“ That's all.

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

So the drill is composed simply of this, and this is idiotic in its simplicity.

Student: Yeah.

The reason we don't use Tone 40 commands on it is that the individual would have a tendency then to just groove these commands, you see. You know, he'd get used to them and he'd say that's fine, and he would be Tone 40 as long as he was using 8-C commands. Well we give him some other type of command, that it doesn't much matter, but this is the command of the drill. First „Sit down. Thank you. Stand up. Thank you.“ That's all there is to the drill. Silly, isn't it?

LRH: Okay. Look at that wall.

Dick Steves, come up here.

Student: All right.

& [The last name, Steves was cut from the clearsound version.] This is a dirty trick, you know.

LRH: Okay. Walk over to that wall.

How about standing right over there on that edge of that chair and giving these folks a good example of this, huh?

Student: Okay.

All right. Now, he's just going to run Tone 40, and I am the coach. Got that? Again we have a coach.

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

& I'm the coach. That's alright, that's alright. Look at that string. OK. This is Dick Steves in case you don't know. He's the fellow chiefly responsible for all this good order and discipline that's made this a good congress. The one that's responsible for all of the good music of course is Mary Adams. The one that's responsible for all of your somatics is myself.

Look at that wall.

Now, I'm the coach and I'm simply going to ask him to run this.

Student: Uh-huh.

LRH: And will you please run this badly for me.

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.

Student: Mm.

Look at that wall.

LRH: Okay. He's going to run this very badly, just to show you how we begin. But I'm going to coach him.

Student: Yeah.

Now, what I want you to do - this is called Tone 40 on an Object - and what I want you to do is to tell this thing to stand up and then thank it for having stood up. And then tell it to sit down and thank it for having sat down. And use your hand to assist it to move. Okay?

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?

Student: Mm-hm.

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

LRH: And that's what I want you to do. All right. Now, you do that, would you please.

LRH: Look at that wall.

Student: Thing, stand up. Thank you.

Student: Yeah.

LRH: You think that's Tone 40, huh?

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

Student: Oh, definitely.

Look at that wall.

LRH: Well, let's get better than that, now. Come on, let's go. All right.

Student: All right.

Student: All right. Thing, sit down.

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

LRH: The commands are wrong. You just say, „Sit down.“

[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?

Student: Oh. Sit down. Thank you.

Female voice: Yeah.

LRH: All right. Now have it stand up.

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.

Student: Stand up. Thank you.

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

LRH: He's having a hard time. He couldn't do this wrong if he had to. He's too good at it.

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

Student: You want me to do it real wrong?

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

LRH: Huh? Yeah, do it good now.

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.

Student: Oh, do it good?

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?

LRH: Yeah, do it good.

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.

Student: Oh, all right. Sit down. Thank you.

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.

LRH: Go on.

LRH: Do it real.

Student: Stand up. Thank you.

Student: Do it for real, huh?

LRH: Good.

LRH: All right.

Student: Sit down. Thank you.

Student: All right. Step over here.

LRH: That's all.

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

That's all there is to that. That's really all there is to the drill. But he knows and his coach knows whether or not he's reaching it.

LRH: Flunk! You corrected yourself. Go on.

Now, give it a very bad one and maybe the audience can tell when you are and when you aren't. Give it a real sour one. Talk to your shoulder or something.

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

Student: Stand up.

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

LRH: Go ahead.

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

Student: Thank you. Sit down. Thank you.

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

LRH: Okay. All right. Now, in order to do that wrong, though, he'd had to talk to other things than this, because he's too good at it. Got the idea?

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

Now, that's all there is to the drill. That is all there is to that drill. That's quite remarkable, isn't it? It's simple as that for somebody to have to spend a couple of days on it, long days too, in an HCA class, and probably have to repeat the Upper Indoc Course too, in the bargain, with two more days on it, something like that. It's pretty wild. Two days are assigned to that. So it must have some validity for it.

LRH: Your shoe is untied.

& It's all, it's all very difficult, but you know this was wound [found?] by E. M. Baird. That's what it says.

Student: Thank you. Turn around.

Well, now this particular item, or a colored ashtray, but not an invisible, clear glass, would be anything that you would use. A colored ashtray is the preferred, without anything in it.

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

Got that?

Student: Good. Look at that wall.

All right. Do it right a couple of times, full cycle, then, Dick.

LRH: Where?

Student: Mm. Stand up. Thank you. Sit down. Thank you. Stand up. Thank you. Sit down. Thank you.

Student: Good. Walk over to that wall.

LRH: That's it. Thank you. Thank you very much, Dick. Well, that is Tone 40 on an Object.

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

Now, you say, „Well, now, we ought to make it more complicated than that.“

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

No, that's the trouble with you. The attainment of that much simplicity requires sheer genius.

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

„Stand up. Sit down. Stand up. Sit down.“

LRH: I won't!

People are just going around through the bank on complexities, see. To do it simply is something.

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

Come here, Joyce & Barrett.

LRH: You're asking for it!

& Student (Joyce Barrett): Hm-mm.

Student: Thank you. Turn around.

„Mm-mm,“ she says. I want to show people a little bit more about coaching this. Come on. She'll never forgive me for this.

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

& This is Joyce Barrett, she's ...

LRH: Just look what I've done now.

She really has a very great acquaintance with MEST. She can make it sit up and look like things. She's a sculptress. So she shouldn't have any trouble with this at all, which is why I picked her. But I want to show you how you coach this sort of thing.

Student: Thank you. Turn around.

All right. Now, this is Tone 40 on an Object.

LRH: You turned me around the wrong way.

Student: All right.

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

LRH: And I want you to - just feel that and get accustomed to it. Good.

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

Now, I want you to tell this to stand up and then take your hand and make it stand up, and then say „Thank you.“ And then I want you to tell it to sit down and then with your hand put it down, and then thank it. Now, you just do that. Go ahead.

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

Student: And do I tell it to stand up before...

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.

LRH: Just tell it to stand up and then pick it up.

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

Student: Stand up. Thank you. Sit down. Thank you.

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

LRH: All right. Do it some more.

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

Student: Stand up. Thank you. Sit down. Thank you.

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

LRH: Does this feel peculiar?

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

Student: A little bit.

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

LRH: Feels a little bit peculiar, huh? What's your idea of that?

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

Student: Well, you know, I believe that if I really thought that would do that on my command, it would.

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

LRH: You're so right.

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

Student: But it's just my getting to the point where I think it will.

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

LRH: Well, this time I'll ask you to run it with a total nonverbalization so we can get the idea of intention. Now, without saying a word - this is part of the drill. This is really just standard coaching I'm giving her... giving you, and I'm trying to give you an example of how you coach this. You got it? An example of how it is done. And this would be one of the things done.

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

Now, I'm not going to ask her to flatten these things one after the other, because that would take time. But I'm going to give you the standard steps here.

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

Now, I want you to put the intention in it and just not say anything. And then take your hand and put the thank you in it and then put the intention in it to sit down and then the intention in it to receive your thanks. That's all I want. Okay, now just do that.

Student: Good.

Student: Okay. (pause)

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

LRH: Did you?

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

Student: Mm-hm. But it could be better.

LRH: Just a minute.

LRH: Oh, you yourself now have some inkling of how good it is or how bad it is. Isn't that interesting? That is interesting, though.

Student: Good.

Student: Yes.

LRH: Aren't you getting pretty hot?

LRH: And this is one of the weird things about Tone 40 on an Object, is the person doing it is always his worst critic. He knows he's doing it or he knows he doesn't. I've never seen anybody yet fake this. If he did, the coach could also tell. The coach gets quite perceptive on this.

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

Let's do it silently a couple more times.

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

Student: All right. (long pause) You know what? It sometimes takes a little time to get that intention in it.

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

LRH: That's right. That's right. Always in the early stages you generally find that MEST has entered into it to the degree that time is added.

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

But I thought you were doing that right well, as a matter of fact. It was better than the first time you did it, wasn't it?

LRH: Thank you. Thank you. Thank you.

Student: Yes.

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

LRH: Quite a bit, huh?

LRH: ... hand touch that wall.

Student: Yes.

Student: Fine. Turn around.

LRH: All right. Now I want you to say „gobbledygook.“ Put the intention in it to stand up but substitute for that the words „gobbledygook.“

LRH: Turn around.

Student: All right. (mumbles)

Student: Good.

LRH: Can't you make gobbledygook mean „Stand up“?

LRH: Good.

Student: Well, that's the difficulty.

Student: Look at that wall.

LRH: All right. Well, do it.

LRH: Look at that wall. Good.

Student: All right. Gobbledygook. Same word?

Student: Fine.

LRH: Gobbledygook.

LRH: Fine.

Student: Gobbledygook.

Student: Walk over to that wall.

LRH: Good. Tell it to sit down. Gobbledygook.

LRH: Good. Turn around.

Student: Gobbledygook.

Student: Good.

LRH: She did it, too.

LRH: Good.

Student: Gobbledygook.

Student: Turn around.

LRH: All right.

LRH: Look at that wall.

Student: Yeah, but what I do is something else.

Student: Fine.

LRH: What do you do?

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

Student: Well, I...I...I really... mentally saying the word first.

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

LRH: Yeah?

LRH: Good. Turn around.

Student: And then I substitute the verbalization.

Student: Thank you.

LRH: Yeah That's interesting, isn't it?

LRH: Thank you.

Student: Yeah.

Student: With your right hand, touch that wall.

Well, we won't try to flatten that. I will go further on this and I will ask you to do this now; I will ask you simply to repeat the drill cleanly. Now, tell it to stand up. Thank it. Tell it to sit down, and thank it.

LRH: Touch that wall.

See, in normal coaching, why, we'd go right ahead and make her flatten that until the word „gobbledygook“ could mean „Sit down.“

Student: Good.

Student: That'd take a while.

LRH: No!

LRH: That'd take a while, that's right. Okay.

Student: Turn around.

Student: Okay. Stand up. Thank you. Sit down. Thank you.

LRH: No!

LRH: All right. Where did that last thank you go, Joyce?

Student: Thank you.

Student: Boy, that was wild. It sure didn't go into that. I could feel it just all over.

LRH: Good!

LRH: That's right.

Student Look at that wall.

Student: It wasn't there.

LRH: Look at that wall.

LRH: All right. Okay. Now, I tell you what. I'm going to ask you to misemotionalize. Remember, we're going to do this at Tone 40. So I want you to get used to the idea of the words expressing some sort of an emotion, but the intention being at 40. I'll give you an example.

Student: Thank you.

(apathetically) Sit down. See?

LRH: Thank you.

Student: Uh-huh.

Student: Walk over to that wall.

LRH: Stand up. Thank you.

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?“

Misemotionalize it. Any emotional tone you can think of; but you express that with your words. But your intention we want at 40.

Student: Thank you.

Now let's see you do that.

LRH: Look over at that wall yourself!

Student: Mm. Stand up. Thank you. Sit down. Thank you. That's real hard to put the intention into it... into it when you've got an emotion mixed in with it, though.

Student: With your right hand, touch that wall!

LRH: Yeah, isn't it?

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

Student: That's worse, yeah.

Student: Turn around.

LRH: All right. Now exactly what am I trying to do with her now? Exactly what am I trying to do? I'm trying to disassociate words and lower-toned emotions from the intention. Got it? I'm trying to get these things split apart so they are no longer the same. You got that? You got that as the purpose of that particular stage of the drill, hm?

LRH: Turn around.

Well, now I want you to just do it straight a few times. We'd flatten that one, too, but we're not going to. Go ahead.

Student: Good.

Student: Stand up.

LRH: Good!

LRH: Okay.

Student: Look at that wall.

Student: Thank you. Sit down. Thank you.

LRH: Look at that wall!

LRH: Go ahead, do it some more.

Student: Good.

Student: Stand up. Thank you. Sit down. Thank you.

LRH: Good!

LRH: All right. How is that now?

Student: Walk over to that wall.

Student: It's better.

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

LRH: Getting better.

Student: Thank you.

Student: Mm-hm. It gets better.

LRH: Good!

LRH: Now, part of this drill would also be the coach opening up on her... (You're going to have to forgive me for doing this to you but I'm going to.) The coach opens up on her in this fashion. Now, she's doing a little bit better here now, and if she were a lot better than this, this is about what the coach would do. He would start to run a sort of a High School Indoc attitude on her, see?

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

All right. Let's do it some more.

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

Student: Stand up. Thank you.

Student: Thank you. Look at that wall.

LRH: Joyce, you know that wasn't Tone 40. You just know it wasn't.

LRH: Thank you.

Student: Okay

Student: Thank you. Walk over to that wall.

LRH: You do, huh?

LRH: Pretty good.

Student: Yeah.

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

LRH: Well, don't be so agreeable. Go on, do it some more.

LRH: Look all those people out there.

Student: Sit down. Thank you. Again?

Student: Thank you.

LRH: Go ahead, do it some more. You haven't done it yet.

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

Student: Stand up. Thank you.

Student: Turn around. Good.

LRH: That went right there, didn't it?

LRH: Good.

Student: Mm, yeah, sort of

Student: Look at that wall.

LRH: Well, yeah. Well, let's get it in this.

LRH: Look at that wall!

Student: Yeah, I'm kind of aiming right around here.

Student: Thank you.

LRH: All right. Let's get it in there.

LRH: Thank you.

Student: Okay.

Student: Walk over to that wall.

LRH: Permeate the whole thing. We don't want it in just one little spot in there. We want it through the whole thing.

LRH: Thank you. Thank you. Thank you.

Student: All over the thing.

Student: Thank you.

LRH: Yeah, that's right. All in it, not all over it.

LRH: I stepped on your toe. Excuse me.

Student: Oh, inside. Okay. Sit down. Well, that went in.

Student: With your right hand, touch that wall.

LRH: Better. It went right there.

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

Student: Thank you.

Student: Thank you. Turn around.

LRH: That went there. Come on, let's do it.

LRH: Who, me?

Student: Stand up.

Student: Good. Look at that wall.

LRH: Now, don't get mad about it.

LRH: Good.

Student: I'm not!

Student: Thank you. Walk over to that wall.

LRH: Don't get 1.5. Okay. Tone 40.

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

Student: Thank you. Sit down. Thank you.

Student: Thank you.

LRH: Run it some more.

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

Student: Stand up. Thank you.

Student: With your right hand, touch that wall.

LRH: You're getting it accidentally from time to time.

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

Student: Thank you. Sit down. Thank you.

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

LRH: They don't want it around here. Now, you get it right in there. Just try that „thank you“ again.

LRH: Say...

Student: Thank you.

Student: Walk over to that wall.

LRH: Do better than that. Get it in there.

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

Student: Thank you.

Student: Good.

LRH: All right. Now, get your... get its intention to receive your thanks. Just do that without saying „thank you.“ Get an intention in there to receive your thanks.

LRH: This is good.

Student: Okay.

Student: With your right hand, touch that wall.

LRH: Was that receptive to your thanks?

LRH: Touch that wall.

Student: Yeah.

Student: Fine.

LRH: All right. Now tell it „thank you“ and get the intention in it that it's thanked.

LRH: Good.

Student: Thank you.

Student: Turn around.

LRH: All right. That's it. Now, you did that better that time.

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

Student: Uh-huh.

Student: Good. :

LRH: All right. I want you to do it a few more times.

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

Student: Stand up. Thank you.

Student: Look at that wall.

LRH: You know, it's right here. We want the intention to go into it right here.

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

Student: Yeah, I know.

Student: Thank you. Walk over to that wall.

LRH: All right.

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

Student: Sit down. Thank you. Stand up. Thank you. Sit down. Thank you.

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

LRH: Will that bite?

LRH: Good!

Student: No.

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.

LRH: It won't?

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

Student: Uh-uh.

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.

LRH: Well, let's do it. Let's do it. Let's just hit it at Tone 40 now. Come on.

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

Student: Stand up. Thank you. Sit down. Thank you.

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

LRH: All right. Now, that is simply a rattling tactic. There is the coach furnishing the counter-emotion. Now, you got this? So that we first get her fairly good so that she could cut through her own emotion and enturbulance and so on, and then we get it so that she could cut through even though the coach was throwing stuff up into here, see? Now, that can be stepped up almost infinitely. You can even throw mock-ups in the road and knock their intention silly. It's quite odd. I wasn't doing that to you.

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

But I'm doing this very rapidly. I'm just showing you the necessary stages of it. The reason I am using Joyce, by the way, is she is very, very accustomed to handling MEST, as a sculptress would be. And you notice she isn't stumbling around on it. And I know that I couldn't rattle her. Probably couldn't rattle her with a brickbat on a roll of string.

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

Now, I could, however, embarrass her with some praise, which is the only thing that's wrong.

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

So do it again and I'll show you that's true.

LRH: No!

Student: Stand up. Thank you.

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

LRH: You're doing very well. That was very good, that last one.

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

Student: (laughs) Stand up.

Student: Look at that wall.

LRH: See?

LRH: Okay.

Now, you see?

Student: Thank you. Walk over to that wall.

Good, Joyce. Now, you just do it a few times and I'm not going to nag you. I'm going to give you a little opportunity to flatten this out.

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

Now just put the intention in it to stand up, then thank it. Intention in it to sit down, then put it down and thank it. Now, you just get those two intentions going and you're real good here.

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

Student: Mm-hm. All right. Stand up. Thank you. Sit down. Thank you.

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

LRH: Some more.

Student: Good.

Student: Stand up.

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

LRH: Go on. Some more.

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

Student: Stand up. Thank you. Sit down.

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

LRH: Now, Joyce, I'm going to show you a little trick.

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

Student: Thank you.

LRH: You got me upset now!

LRH: Just for this time, and this isn't the way to do it. I'm just going to show you a trick that'll help you overcome something here.

Student: Good.

Student: All right.

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

LRH: Put your intention around and hit it in the back. Put...

Student: Look at that wall. Good.

Student: Oh.

LRH: I'll go through with it.

LRH: ... your intention around and hit the back.

Student: Walk over to that wall.

Student: Instead of trying to go through it?

LRH: (sighs)

LRH: Yes. Just stop trying to go through it.

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

Student: Okay.

LRH: I'll go through with it.

LRH: And hit it on the other side. That isn't the proper way to do it. This is just part of a drill that would gradually get her to permeate directly.

Student: Good.

Student: Stand up. Thank you. Sit down. Thank you.

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

LRH: Go ahead. Do some more.

Student: Look at that wall. Thank you.

Student: Stand up. Thank you. Sit down. Thank you.

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.

LRH: How are you doing with that now?

Student: With your right hand, touch that wall.

Student: Well, yeah, that's rather odd.

LRH: But I'm in-session.

LRH: It is odd, isn't it? Hm?

Student: Thank you.

Student: Yeah, it is.

LRH. What are you auditing me for?

LRH: Are you doing this better than you were originally?

Student: Turn around.

Student: I think so. I think so.

LRH: The process is flat!

LRH: Well, do it a couple more times until you're a little more sure that you're doing better.

Student: Good. Look at that wall.

Student: Oh, I could do this a lot better; but it'd take a while.

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

LRH: You could do this better. You see that there's some possibility of improvement in this?

Student: Good. Walk over to that wall.

Student: Yes.

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

LRH: You see where you're going.

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

Student: Mm-hm.

LRH: The process ...

LRH: And using you as an example up here hasn't ruined your future ability, has it?

Student: Thank you.

Student: No.

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

LRH: No.

Student: Turn around.

Student: Probably helped it a lot.

LRH: ... to the wall.

LRH: Well, will you do something for me?

Student: Good. Look at that wall.

Student: Sure.

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

LRH: Will you just take a colored ashtray or something of the sort and do two or three hours of that for me. Hm?

Student: Good. Walk over to that wall.

Student: All right.

LRH: Your shoe is untied.

LRH: By yourself

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

Student: Mm-hm.

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

LRH: You know?

Student: Good.

Student: You know what? I'll have that ashtray standing up there too.

LRH: How'd your shirt get ripped?

LRH: Okay. I'm sure she will.

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

Thank you, Joyce.

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

Quite amazing, the simplicity of the drill. But what I have told you about it is essentially the material that is used in coaching. And that is the way it's coached.

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

Give you a little story about this drill. There was a girl on the London staff When I went over to London in April, I took with me CCH and these various drills and I started checking through the entire London auditing staff on these drills and bringing them up. Started it at that time. For one week one of the staff auditors there, a very pleasant girl, and usually a very good auditor, was auditing a preclear who was stark staring mad. This auditor, for some reason or other, was going all to pieces over the idea of auditing this girl. Evidently it was quite restimulative in some fashion or another, and she was being given a change of pace in auditing and this upset her, too. She was using a technique with which she wasn't familiar. But it was very upsetting.

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

Well, this person still had two weeks to go. So I said to this auditor, having listened to some of her auditing, „You tell a rag doll at home to stand up and thank it, sit down and thank it. You practice it going back and forth to work. You do it at home. And you get that flat so that you can get an intention in there.“

Student: Good.

She did it over the weekend. She came back, picked up this psycho by the scruff of the neck and for two weeks audited with no restimulation at a terrific level of accomplishment. Same auditor. The only difference - there had been no processing - the only difference had been that she had run for many hours Tone 40 on an Object on an old Raggedy Ann doll. Now, that was the sole difference there. Was quite a remarkable change for one auditor. She did it uncoached, did it without very many directions or very much know-how. She simply did it. Now, that's what can be done with that.

LRH: You put on a pretty good demonstration.

I have no idea what would happen if it were ran eighty or a hundred hours. I have no idea what would happen if the ultimate in coaching was used on it and each part of it was flattened. But I rather think, just as Joyce said, that all the MEST would be standing up on end.

Student: With your right hand, touch that wall.

Thank you.

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.