Thank you.

Good evening. Good evening. How are you?

Well, now you know.

Audience: Fine.

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.

Good. Oh, I'm fine.

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.

Audience: Good.

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.

I understand that a congress is in progress.

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

Audience: Yes!

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.

All right. What do you know!

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.

Now, I don't know whether you like these demonstrations or not.

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.

Audience: Yes.

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.

But one can have too much of that sort of thing, of course.

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: No.

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.

And if I was to continue on with these demonstrations this evening, you'd probably be very disappointed, wouldn't you? Probably wouldn't like that.

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.

I did, however, in view of the fact that evening - for some reason or other people are more dead in the evening so evenings have more dignity than afternoons. The sun goes down, you see, and the little algae floating on the face of the sea, you see, can't get quite as much energy from the sun. I don't know how they manage this, but they do. And so therefore, the body - remembering this - they're all deader. Well, that's beside the point. The first thing I... We'll continue on with some of these demonstrations then if you like.

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.

Good. Fine.

& 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.

All right. But there's something I'd like to mention with relationship to auditing. I would like to mention this; and it's just said to me that this can't be mentioned too often. And that is simply this: that there are various grades of auditing skill. The first of which is the skill of the Book Auditor. Now, the Book Auditor is a long-time mainstay of auditing. Every once in a while somebody who is auditing out of nothing but a book - he just reads it, he gets what he understands of it and applies it as he imagines it possibly should be applied - every once in a while somebody doing this gets the idea that he's looked down on in some fashion. No, he isn't looked down on; he's eight grades above most of Homo sapiens. He's actually doing something about it. And far from looking down on a Book Auditor we rather look up to them. They have a lot of nerve; they have a lot of guts.

& 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.

And there's hardly an HDA or an HCA that wasn't a Book Auditor before he was a certified auditor. And if we start frowning on Book Auditors, why, we will be in an interesting state of affairs. We want everybody to start off in the high gear of HCA, Academy courses - not necessarily at all.

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.

Now the question is, what can a Book Auditor audit?

& 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.

I can get it now, there'll be a lot of old-timers that will just groan, if they haven't already groaned, over the list of things that a Book Auditor should be permitted to audit. These are rather ghastly. Book Auditor processes would include: engram running as described in the first edition, Book One, Dianetics: Modern Science of Mental Health; Fifteen Acts of Scientology, The Handbook for Preclears; Self Analysis in its entirety (and every once in a while a Book Auditor gets really stuck and we say, „Well, run Self Analysis on the preclear,“ and preclears snap out of it); the processing section of Scientology: The Fundamentals of Thought; the various assists which have been listed in many publications and the Co-auditor's Manual processes.

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?

Such books as these and such processes as these have been audited successfully over a great many years without very much kicking back.

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.

The funniest thing I ever heard about a Book Auditor - he was absolutely sure that he had audited his brother into an insane asylum. He was sure of it. Because he started auditing his brother, his brother promptly went into the insane asylum - was committed. And the Book Auditor almost died in his tracks over the situation. Girded up his loins, so to speak, went into the asylum, finished running the engram, got his brother out. And his brother confessed that he had been feeling that crazy all his life but hadn't dare say anything about it.

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, now, that was a high level of emergency.

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

And as a matter of fact, there is another level of action there, also having to do with insane asylums. Although why they have very much to do with the mind I don't know. An insane asylum is a perverted physics laboratory these days.

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 wonder if you've heard the newest operation for schizophrenia. Schizophrenia means a split personality, according to Kraepelin's schedule. And this split personality has been giving people an awful lot of trouble. A fellow gets stuck half in and half out of two valences and therefore is a couple of personalities on the rampage, neither one of which are under control. All right. This schizophrenic condition is being answered up these days in the field of neuro-ha-ha-surgery just on this basis. They take a silver plate and they put it in, separating the two halves of the brain. I'm afraid that is the latest operation. It hasn't cured any schizophrenia yet, but it certainly keeps surgeons busy, which is, I suppose, what it's supposed to do.

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.

But you talk about Q-and-Aing with the preclear! They figured out that the two halves of his brain are in argument and each one has a different personality. You see, there's nothing there but brain - that's the first mistake they make.

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, boy, I tried to audit a brain one time. Went down and got some calf's brains and tried to audit it. It didn't work! It's probably because it was calf's brains.

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

But auditing brains is not a paying proposition; doesn't accomplish very much. But Book Auditors auditing the reactive mind do accomplish quite a bit.

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.

Now there's only one set of processes that were missing in Book One that are not to some degree with us yet. There's one type of process missing in all these things enumerated except the last three.

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.

If we'd had Havingness in 1950, we'd have had it made. Havingness: the possession of mass; the experience of mass. We'd have had it made. That was all that was missing.

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.

And just the other day I was running an engram and told the preclear to make it a little more solid when the preclear got stuck in the middle of the thing, and made it come loose, and kept on running the engram. I was just a few days ago running a Dianetic engram just like that.

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.

But we didn't have Havingness as such. And so this was a considerable missing tool. Now, we keep forgetting Havingness. And people doing CCH are liable to forget Havingness.

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.

Now, I recently found out something of considerable interest to you, and that is that cases you cannot do anything for easily cannot make anything solid. Got that? The resistive case is simply that case which cannot make things more solid. And cases which can make things, even if a tiny bit, more solid, respond easily to processing. So the difference between a tough case and an easy case is solids. And that is the makebreak point of the cases. That's all there is to it. Behavior has nothing to do with it; IQ has nothing to do with it. Just the person has this ability or he doesn't have it.

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, if he doesn't have it, we have Keep It from Going Away and Hold It Still as a gradient scale into solids. And they move a person straight into solids. You see that? But this is not a large proportion of cases.

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, if a Book Auditor were to run into one of these can't-make-it-more-solid cases he might feel himself stopped. But there is a way for him to un-stop it. And that is given, oddly enough, in Scientology: Fundamentals of Thought, under „Havingness.“ And there's a Havingness Process in there which says „Objective Havingness.“ And it is run exactly in this fashion. It says „Look around the room and find something you can have.“ And when that's a bit flat you would have him „Look around the room and find something (blank) cannot have.“

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.

And here is the great oddity on Havingness. There are many preclears, particularly those preclears who cannot make things more solid, who also cannot actually run „can have.“ See, they can't look around and find something they can have. They can't do that; it's a stopper. But they can do this: They can look around and find something somebody can't have. So we talk it over with them, not talking too much because their havingness is down anyway, and find that person immediately adjacent to their present time existence who is a can't-have sort of fellow, a fellow who is hard on his possessions, a fellow who does not receive things graciously, an individual who is... specializes in old possessions, something like that. And we have this person look around the room and find something the can't-have person can't have.

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.

Now, let's suppose with a little conversation we found out that it was Aunt Emma. And Aunt Emma was a can't-have case. And this person's been around Aunt Emma for some time. Now, we don't much care whether we get the right person or not because „can't have“ will run when „can have“ won't. But we take one of these more or less can't-have cases - we don't have to be particularly certain that it is the valence which needs cracking on the case - and we simply tell this person, „Look around the room and find something that Aunt Emma can't have.“

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.

Now, he's liable to start out very foolishly and say, „Well, Aunt Enima isn't here so she can't have anything.“

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.

And you say, „Well, just one thing, if you please - just one.“

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?

And you run that a bit flat and you will find out that your preclear will develop, ordinarily, some somatics on this.

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.

Now, if the person developed no somatics on this and you were still in an argument about this, just pick another can't-have valence.

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.

And if you got brutally savage about it - preclear still very resistive about the whole thing - we see that the preclear has some disability of some sort or another, like he has a bad leg. We tell him to look around the room and find something his leg can't have.

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.

Now after you run this for a while, any of these „can't haves,“ with any success at all, he can then run „can have.“

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 if you knew nothing else than what I've just told you about the mind, you would be successful; more successful than medicine, and more successful than psychology and psychiatry, and certainly more successful than psychoanalysis. In other words, you could simply set up shop and say - you've got somebody in your vicinity and you don't like the way they're spinning, well, you could just use what I've just told you. Talk it over and ask them if they ever knew a person they couldn't have... that couldn't have anything. „That's fine. Well, look around here and find something that person cannot have.“ Make them give you one object. Maybe you have to change your mind about the person, but that won't damage it any. And after you've run this for a little while then you say, „Now look around the room and find something that you can have.“ And that would be the safe approach to any case.

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?

And here is sort of a shotgun process that would always wind up with success. It's always successful. When in doubt, remedy havingness. When in doubt about what to run, if you can't make up your mind at all, run what I just told you. I would run it if I were confronted by a preclear of low reality.

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.

All this „can't have“ is, is a below solids. See, it's below solids. The individual cannot have that pillar. Why can't he have the pillar? Well, he can't have anything as solid as that pillar. That's all.

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.

Well, you ask him bluntly and first off, „Look around the room and find something you can have,“ and he's below solids, then he may tell you he can have a few of these things, but he can't. So the alternate and the best approach to it when in... it would simply be isolate a can't-have personality that's been in his vicinity, ask him to look around and find something that that person can't have. The next thing you know, things start to appear more solid to the preclear.

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.

This is also a cure for psychosomatics. Quite interesting. I cured up some bad teeth on somebody one day just by asking him, look around the room and find something his teeth couldn't have. He found out that his teeth could tolerate nothing of any size. The door, he couldn't have the door because the door was too big. And at first we had nothing but conditions; there had to be conditions about the „can't have“ on the teeth. But after a while it simply... he could say, „Well, they can't have that and they can't have that and they can't have something or other - Ow! And they can't have something or other and they can't have - Ow! What are you doing to me? They can't have something or other, they can't have

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.

- Ow! They can't have something or other... Huh! Mouth feels different.“

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.

„All right. Now look around the room and find something you can have.“ You pick up „mouth feels different“ as the „cognition.“ Huh! Kind of a weak cognition, isn't it? Nevertheless, you could change the process at that point with no damage.

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.

Well, this is a successful approach. And when you can take Dianetics and Scientology and in these very few minutes at the beginning of this evening's sessions give you just that much and say, „Well, that solves cases,“ well, you're fine.

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.

Now, a Book Auditor would not run into enough outright randomity, he wouldn't run into enough difficulty to change that too much.

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.

You understand, though, that he is not going to go all the way south with all cases everywhere. As you walk up to a psycho and say, „Who was the most can't - have person that you knew?“

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?

And the psycho says, „Goobley-gobblety-gooh. Drool. Drool.“ Well, that's beyond his reach.

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.

He couldn't take a person all the way north. But he could certainly change the attitude and states of beingness of people quite markedly and remarkably simply with that.

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, I don't say he should just abandon everything else he's doing and use only that. I'm just telling you that that itself all by itself will work.

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 recognize, if you please, that this isn't the same statement - such and such works uniformly - isn't the same statement as „all other things are now passé or bad.“ Because I can get as much progress on a case in a couple hours or three hours of Two-way Communication as you'd get with about a fifty-hour intensive on Havingness. You got the idea?

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.

So the question is, something is good and something is workable and something is uniformly successful, well, we've got another factor entering in here which is quite amazing and that is: How fast is it successful? See, there's a speed factor. Also the north and south factor. How high could this person be placed by reason of auditing? And how low a case could you audit successfully?

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.

Well, the Book Auditor certainly ought to be able to do those things. And I personally respect him for the auditing he has done. And remember that in the beginning, I was a Book Auditor!

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.

I also want to mention in passing that every now and then we say validated certificates or something of that sort - we say upper processes - we aren't saying, everything you know is bad and false. We're not saying that. We're saying simply this: We've hit a new level of action. We've hit a new level of action. Well, that is not the same statement as: You mustn't practice all those successful things you have been doing up till now. And don't confuse those two statements.

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?

If you do confuse them thoroughly, you would just be barring a bit of progress. You would resent the progress which is being made. And that progress is, it is actual and so on.

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.

Now, we've been exploring all the way south. And if they go any further south than we can reach right now, they aren't. As far as we're concerned, they're totally, completely out of communication of all kinds. Because processing the dead is not unsuccessful today - and I don't wish to bring up this necromantic note, but necromancy is a solved science. They've been trying to solve it for a number of thousands of years and finally went into apathy on it and went into religion.

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.

You're aware of the fact that more than one Scientologist have sat down alongside of the cadaver and said, „Hey boy, come back here and pick up this body“ - and the thetan has. You realize that? You know that this has happened. But it doesn't happen very publicly because everybody says, „Well, he must have still been alive.“ There was one case where the doctor actually had pronounced the person stone dead. However, a Scientologist says, „Come back here. Come on, pick up this body. What do you mean, running off like that? You can patch it up - come on.“ And all of a sudden, why, wham!

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.

It was a little girl, by the way, and she had run into a concrete wall or something and hit her head and she fell dead. And the doctor was called, applied the mist test with the mirror, you know, and stethoscope to the heart and all that - very, very, very dead. A Scientologist happened to be on the other side of the park and saw all this and went over and got the medico out of the road and got the doctor... got the cops out of the road and so forth and sat down alongside the little girl and took her hand and said, „Come on. Come on back here and pick up the mock-up - come on, pick up the body. Let's not have this now; come on.“ The little girl: „Da-da-da-da.“

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.

The Scientologist had a conversation with her. She said, very clearly, „My mother does not care what happens to me; my father does not care what happens to me - why should I go on living?“

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?

And the Scientologist says, „Well, there's certainly some way to make them care!“ The little girl bought that and that was the end of the process.

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.

As a matter of fact, Mama and Daddy were so frightened over the incident, it subsequently worked out that they made the girl welcome.

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.

Now, the various levels are talked about here in this Ability magazine, Issue number

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.

50. I have no intention of going over all of this. But we won't stop going north. We're just now starting - we're starting seven years from scratch. In other words, for about seven years we've been trying to explore what are Black Fives; we've solved that. All you have to do is make them mock up blacknesses and shove it into themselves. Even if they go anaten, just keep up the process. And they have a tendency to clear up.

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

There are ways to solve the „Invisible Field“ case. We've solved one of those of long standing. Glass objects on a table, one after the other, make them keep the objects from going away with their hands.

All right.

These various far-south problems: the little baby, the comatose person, the people in spinbins - so what? We've processed them all by this time. As a matter of fact, the main surprise that I would get if I found that some auditor trained to do so had failed to get results on a case that was way down south, I would say offhand that what had happened there is the auditor had skidded in some fashion. And I would put my total attention on the auditor and patch him up so he wouldn't skid. There must have been something wrong with his training or skill. That's the way it's come about these days - it is no longer whether or not the technique works, it's whether or not the auditor can work the techniques.

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.

That's very true of CCH. CCH results are as variable as the auditor who does them. Hence this validation program. There are people around that are not trained in them that if just suddenly started doing CCH without any of the Training Drills at all would just lay the most colossal egg they ever laid. They better just sort out the valence of „can't have“ and run „can't have“ on it. Because they'll get no place with CCH, see? It's the intention. The preclear stays in-session just as long as the intention is there, and various other things.

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.

Now, CCH itself is compounded, by the way, of practically every successful process that we have had since 1950. Or every item we have had since 1950 in a successful process that handles it. And that is basically what CCH is. It is not new. It is a new organization. What is new is this Tone 40 stuff. That is new. But CCH itself and its basic organization contain such things as the process I just gave you about havingness. That's one of the CCH processes. There's a whole rack of them on the subject of havingness. There's also Subjective Havingness, Remedy of Havingness - years old.

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

This thing about Then and Now Solids, which is an upper CCH, is quite remarkable for being nothing more than Dianetics run Scientology-wise. You get the same phenomena. Except you run more confounded engrams in less time than you ever could have counted back in 1950. Whir-clank! There's speed on running them if they're run properly.

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?

But indoctrination on a Comm Course level is necessary really to any auditing that is going to be uniformly successful. And on an Upper Indoc level we have a necessity of drill there, if we're going to make any of these Tone 40 processes work. They don't work without Upper Indoctrination.

Dick Steves, come up here.

Now, there's a process called Give Me Your Hand; Thank You. Now, we're going to take this up later on in this congress. And it possibly could be run ten thousand ways, but only one of them is right. And you could run Give Me Your Hand on somebody - Give me your hand, give me your hand, and so on - just get nowhere. And you would say, „Well, what's the necromancy here?“ Well, the necromancy is, is we stopped the idea that the process was going to do it all and entered the faint notion that the auditor had something to do with it. Because we know the results which can be obtained by CCH, because they've been broadly tested and broadly run by a great many auditors on a great many preclears. We know what CCH is capable of doing. Because every time we have found it falling down is by reason of the auditor. And we've taken the auditor and run him back through Upper Indoc and put him back in on the same preclear and had improvement on the preclear then, as expected. You got that?

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

So it's auditor failure. But we knew in the past that we could have such things as such auditor failure, but there was no sense in hanging it around people's necks. I would much rather carry the yoke of responsibility and make the processes better. Which was the course which was taken. Processes anybody could run was the hope. But now we've gotten these training skills. Now these training skills exist. And as they exist and because they exist it is now possible to say to an auditor, „Your auditing requires improvement.“ And it's only possible to say that to him because his auditing by the training drills can be improved rather easily. In other words, we can say something about it because we can do something about it, don't you see? So it becomes very allowable.

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

Now, nobody would look to a Book Auditor to have a very smooth approach. As a matter of fact, do you remember the old canceler way back when? Well, I had an old Book Auditor give me an auditing session one day and I was doing... we were doing some experimental work. And he was maintaining something or other, something or other - she was, rather - maintaining something or other and something or other was the case; and she was going to show me this phenomena. So I thought that was fine. And she reached over and picked up a copy of Book One and opened it up to the „Beginning of session“ and read it to me, installed a canceler and went right straight through by reading the text at me that wrote it. And I obediently went into session and we investigated the phenomena. She brought me up to present time and cancelled the canceler - also out of the book. Pretty wild. Pretty wild.

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

We used to have such things as stenographic auditors - stenographic auditing. We haven't heard of these things for ages and ages. The auditor didn't do anything but sit there and write down whatever the preclear said - stenographic auditing, 100 %. Preclear would just run on and on in some kind of an auto-fashion. The auditor would put him vaguely into session, head him vaguely into the beginning of an engram someplace and then sit and write down everything the preclear said from there on; and every once in a while would look up and say, „Go over it again,“ obediently, see?

& 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.

What we've conquered essentially is an earlier inability to reach that which is the motivator of the being. And we have conquered this disability. And we can communicate with that, we can change that, we can do something about that. We understand the innumerable phenomena which arise from these various things. And as such, why, we can afford to, one, oversimplify the whole thing. See, when you know all about it you can say, „Well this is what's important about it and the other things aren't.“ Don't you see? That's easy. And without at the same time invalidating the rest of the data-it's still there. And we can also do this thing: We can take somebody who is auditing over a long period of time, he's been auditing for a long time, and we can do remarkable things for his auditing - utterly fantastic things for his auditing.

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

You know how I know this?

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

Well, I used to consider myself a pretty good auditor because they used to bring me in all the tough cases. Running a clinic, something like that, or some auditor that was working somewhere on some preclear. They'd come in; they'd brought the case to an unsolvable impasse. Maybe two or three other auditors, pretty good, had also drawn a blank, and they'd bring the case in to me and I'd do something with the case somehow or other. And most of them would work out and start running again and so forth, see. Well, I'd thought there was nothing but tough cases during the entire first year of Dianetics; I thought that was all there was. Up to that time I'd had nothing but easy cases and suddenly got nothing but tough cases. No wonder we kept on trying to crack tough cases - I got them all.

Student: Mm.

Well, there was a time when I considered it was a myth that I was a terrific auditor. I said, „Well, it must be just mythical. You know, a thing builds up, you... must be better auditors around.“ And in Phoenix we did... all the staff auditors did twenty-five-hour (over a long period of time they were doing this), they were doing twenty-five-hour intensives on preclears. And I was doing five-hour intensives on preclears and I got a little bit better results. Five hours to twenty-five.

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

All right. Now, my auditing wasn't bad then. It wasn't terrible. It was quite workable. Cases would untangle, start running for various reasons, whatever they were - altitude or skill or knowing more about the subject. Who knows? But the point is, I went on auditing a long time like that. And then I coached the staff at the FC after I came back from England - I'd coached the auditors in England up a little bit and hadn't finished the job over there. Came back over here and did most of the coaching which... we called it coaching then, instructing now-coach became something particular. And I was running them through these Training Drills personally, just making sure that they came up to snuff. There wasn't much anything else to do it.

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?

But I was teaching these people Comm Course - you know, Dear Alice, Acknowledgment, Repetitive Question, Pc Origination, Hand Mimicry, simple 8-C, High School Indoc, Tone 40 on an Object and Tone 40 on a Person - I was teaching them those drills, just one right after the other. And I was in there almost every night. After a day at work, why, we'd pitch in and we would get some more of this validation out of the road. We were trying to get ahead and validate all of the staff certificates that were on deck at the FC. And we were trying to make it before this congress and we made it. And the auditors are validated through all of these coaching steps, which is a pretty good thing. They worked real hard to do this for you. You ought to give them a hand.

Student: Mm-hm.

Okay. Now, in view of the fact that I was pounding their ears in with this information, I was hammering and kicking them around... And by the way, there was... for 24 hours there was nobody at the FC would hardly speak to me. I mean they'd gotten up to the blow point. I mean it was just too whhff you know. Just one more time of putting that ashtray down on the table would have been enough! And all of a sudden they blew through it and it all blew away and we were all friends again. That's the way it works.

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

All right. We were doing beautifully and I said to myself I said, „You know, I wonder if you audited exactly according to these Training Drills and no other way, totally in present time, doing nothing but audit the preclear exactly according to these drills, exactly according to CCH, if you wouldn't produce an interesting result. Now, I'm going to do this just to make sure there's nothing missing - I'm going to do this, see.“ And I sat down and wogwogged through my first two sessions of a couple of hours apiece with a duplicative-type process, using nothing but Tone 40, present time, using the Comm Course responses, not varying one iota off the line anywhere - did it just exactly the way I'm telling you here at this congress, you see? And I did it.

Student: Thing, stand up. Thank you.

Now, I'd had a little earlier experience of driving a car in present time which almost removed me from this Earth. I just ignored all my driving machinery and did everything in present time. Well, this was auditing in present time.

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

I'd been auditing a lot of people for a very long time. And I started auditing right up there on top, right totally in present time, using nothing but Tone 40 intentions and acknowledgments, using nothing but the exact school solution. Knock me down with a feather. At about the fifth or sixth hour I was really grooving it, I was doing it well, and I thought, „Who was that lousy auditor I used to know? Who's that... What did I think I was doing in 1953?“

Student: Oh, definitely.

In the first place, the results on the preclears were going up just like that, see? I was ending up sessions feeling fresher than I began. That was not too unusual for me, but I was feeling remarkably better! And I was riding right up on top all the way through, and the hours of the session were just going by swish. And I was doing nothing but what I am talking to you about here at this congress.

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

Now, I'm not trying to tell you how good an auditor I am. I'm trying to tell you that there may be some things outside the perimeter of these Training Drills. And there are, because we have some additional little drills like Fishing a Cognition and that sort of thing, how to conduct two-way communication, how to begin sessions, end sessions and that sort of thing. But the point is that I didn't use any of these things. I merely used Training 0 right straight on up to Training 9, inclusive, and the exact process, and got better results on preclears than I'd ever gotten before in my life.

Student: All right. Thing, sit down.

Therefore, I can stand up and tell you very didactically that this is a workable set of drills.

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

(applause). Thank you.

Student: Oh. Sit down. Thank you.

Now, it's quite amazing, it's quite amazing to see somebody auditing who himself is restimulatable in ordinary life. But after a fellow has audited this way for a very little while, he doesn't get restimulated anymore. That's for sure.

LRH: All right. Now have it stand up.

My existence as an auditor was made random because I would sometimes get preclears pitched at me, even in later days here, I didn't want anything to do with. And I finally found out why I didn't want anything to do with them. They would occasionally be so enturbulative in the auditing room that they'd sort of tire me out, you know? I'd get tired on the thing. I don't get tired anymore; it's sort of a state of „bring on your lions.“ I think that we've got this licked.

Student: Stand up. Thank you.

There hasn't been too much change, as I said, on the Comm Course for a year, and there hasn't been too much change for about four or five months here on Upper Indoc. And I don't see any reason to change it.

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

There's some other versions of Upper Indoc which are quite interesting. One of them we haven't shown you. It's a sort of an ACC variation. The auditor sits down and the coach sits across from him - this is a seated High School Indoc - and the coach simply carries on the most invalidative yak that he can possibly think up. Like, „Who taught you to audit? Boy, is that a comm lag! That's a communication break - you broke the Auditor's Code that time!“ Yak-yak-yak-yak-yak. And turns on misemotions - becomes very apathetic or becomes raging and so on. And the auditor is expected to go on calmly delivering the auditing command and acknowledging in spite of all this. That is another form of High School Indoc.

Student: You want me to do it real wrong?

We've found out, however, that this levels out to a marked degree on Tone 40 on an Object and on Tone 40 on a Person and is not terribly necessary; it's merely very good. And it's kind of fun. If you feel mad at the world someday, why, get somebody... hold somebody and tell him you're going to teach him how to audit and...

LRH: Huh? Yeah, do it good now.

It's a wonderful feeling to give people advice about something with a totally clean conscience. And that's what I'm doing tonight, what I have done all along, but what I've done particularly with these Training Drills.

Student: Oh, do it good?

Now, the reason I've been talking to you this long is I just wanted to make awfully sure that nobody here was under the misconception that, one, because we have found something new, that all old things were bad. That is not true. And the other thing is, is that the Training Drills form an artificiality which bypasses natural aptitude.

LRH: Yeah, do it good.

I found a horrible case of auditor intuition the other day. Preclear hadn't gained for hours and hours of processing either. But the auditor had a feeling, he had a feeling that something or other ought to be run on that case; he just had a feeling. He couldn't account for it and no data on the case would corroborate the fact that this was on the case. I got hold of the auditor and I audited out the feeling. He knew what should be audited on that case.

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

Did you ever see the experiment of the two E-Meters, by the way?

LRH: Go on.

You take a co-auditing team and you put the auditor on one E-Meter and the preclear on the other and then you call off the list of things which have been audited - not because they were restimulative or had been flattened on the preclear, Lord forbid; they had not even vaguely been flattened, they'd merely been restimulated on the preclear. The auditor's E-Meter responded to what had been run on the preclear. But the preclear's E-Meter didn't respond. In other words, what was being run was wrong with the auditor. Auditor was running his own case. Well, it's all right to do that, too. It's probably real good for you!

Student: Stand up. Thank you.

However, even if you do that, why, Scientology still works. And even if you do that at Tone 40, you'll still produce results - something will happen.

LRH: Good.

Now, you had a Group Auditing session here yesterday afternoon. And I actually audited you straight on a Tone 40 Group Process, much as I would have audited you as an individual session in an auditing room. Now, I mentioned to you afterwards that there was some difference here, that there was a different type of Group Processing than I had done before. And those of you who had been group processed by me agreed with this very thoroughly. They said, „Yes, this was a different type of auditing than you have done on us before.“

Student: Sit down. Thank you.

Well, it was nothing more nor less, what I did, than these Training Drills exactly combined into a production of a Group Auditing session. And that was exactly what happened. I think you would agree with me because I gave you the command and made sure the command hit all parts of the hall - each person in the hall - before I went on and gave the acknowledgment. I didn't give the acknowledgment until some execution had been performed. And then after I said the acknowledgment, got the intention of bringing that cycle to a full stop, at which time this occurred, and then let it off the full stop and slid on to the next auditing command for a new cycle. And that was exactly what was happening. We were running each cycle, each command, followed by an acknowledgment, making a full cycle of action which stopped with the acknowledgment. And then we went on to a new cycle, and then we went on and did a new cycle and a new cycle. In other words, we weren't doing one auditing session or two auditing sessions in the two hours. We did a great many auditing sessions. Each command was an auditing session, don't you see.

LRH: That's all.

Now, I know those things got across because I've heard on the grapevine and so on, through messages passed through and so on, that there were a great many people present who got their first reality on processing - even some old-timers - on those two group sessions yesterday. Is that true? Or is this just rumor?

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.

Well, we had several exteriorizations, which hadn't happened before. That's right, isn't it? All right. In other words, here was an interesting thing. We ran a Tone 40 group session, and I will confess to you that it was nothing but calculated. It was totally calculated. It was a calculated process. First I gave you the realest havingness you could meet - pressure, remember? - and then blew you out of your heads, of course. I didn't try to do anything else but that. Now, if I didn't blow you out, I loosened you up. That's right, isn't it?

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.

Audience: Right.

Student: Stand up.

All right. Now, here's the interplay of Scientology is carried in just vignette in those two hours of Group Auditing. First hour was devoted to a havingness-type process which I knew very well people could do and from which they would get havingness. See, that was the first hour. And the second hour we had to assume that havingness had been increased to some degree. And in view of the fact that it had been increased, then there was a possibility of giving a few people a higher reality on exteriorization simply in the course of holding the body on Earth, because what else are they doing, you see?

LRH: Go ahead.

Furthermore, by pressing the floor down against the ground, you have a tendency to go up, see? And you found yourselves doing that, many of you. Didn't you?

Student: Thank you. Sit down. Thank you.

Audience: Yes.

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?

The least that would have happened to you is you would have felt lighter.

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.

All right. Havingness versus separateness. And this is really the limit of action necessary in auditing. You can't run separateness very well; you have to continue to run put-togetherness. But you can run put-togetherness - Hold the floor against the Earth - in such a way as to make a Separateness Process out of it. Don't you see?

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

You make a fellow push hard enough against the wall and you're going to accomplish a considerable reaction as far as he's concerned, see. See how that would be? In other words, you're still running togetherness - you're making him push the walls together - but the action of pushing the walls together will push him out.

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.

Now, running separateness all by itself is a very difficult thing to do. It can be done. But it evidently requires terrifically smooth auditing. It requires a tremendous repair of havingness. It requires all sorts of things. Separateness is quite a lot of process. I can get away with separateness. A lot of auditors around can get away with separateness, but generally it can't be gotten away with.

Got that?

And yet, what do we have?

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

We have possession and separateness from the possession. And of course, the more vista the thetan has, the more havingness he has. The more he can see or experience, the more havingness he has. Isn't that right? So havingness is dependent upon communication and having a broad view. Now, a thetan becomes so anxious about things, he says, „Look, I'll stick in this head and at least I'll have that! At least I'll have that. And I'll just say, 'Well, I don't want those other things; at least I'll have this skull.“

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

Well, the only reason he is doing that is because he is worried about having a head. He thinks if he no longer has the head, why, he won't have anything else either. In other words, he fixes his attention much too closely.

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

So what is life?

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

Life is getting into things and getting out of them. Isn't that right? About all there is to it. I mean, you get into something and then you get out of it.

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

To audit this it is necessary to run getting into things. Don't run getting out of them. Got that? It was getting into things that gave him havingness, he thought. So you're going to have to run more getting into things so that he has enough getting into things. And after a while he says, „You know, I'm into so many things I can drop one or two things.“ It's just more or less on the order of a business executive, something of the sort, and he's been awfully fixed on his job, let's say. He's been doing nothing but his job, nothing but his job. One day, why, he finds how to do his job a little bit better so he picks up a hobby and then he picks up another hobby and he picks up another hobby. And he finds out how to do these pretty well and he's still got these possessions and life goes on this way. And one day, why, his business picks up and requires more attention than he was giving it previously. „Well,“ he says, „well, I've got enough hobbies that I can drop stamp collecting.“ See, he could do that one thing: he could drop stamp collecting. But let me assure you that if he didn't have that many, why, he'd just fix down into the business. He doesn't let up somewhere, he just sort of mires in.

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

When a person has only one fixed interest, like their lumbago or sciatica or something, ask them to give this up is almost impossible. But you can certainly take somebody's interest off his sciatica by coming along and giving him a kick in the shins. He won't think sciatica for some minutes. Well now that's violently done, and it is not by power of choice and therefore he is upset about it.

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

So auditing is not good when done simply on the kick-in-the-shins basis. See, that's not good auditing, that's good coaching. All right. Therefore, kicking people in the shins takes their mind off... well, you by auditing can give them a number of possible kicks in the shins. And pretty soon they say, „Well you know, I've got twelve kicks in the shins now. You know, I think I could possibly get along with eleven.“ So you give him fifteen. And he says, „You know, I think I could get along with ten.“ So you give him twenty-five. And he says, „You know, I could get along with five of these.“ I'm talking about have to have them, you know. Finally, why, he's quite content; you give him eighty-five synthetic kicks in the shins, not actual ones, you see, and he says, „I don't have to have any kicks in the shins; I can make them up. It's okay.“ So he's willing to let go of this and he doesn't need a kick in the shins. And at that moment the bruise will heal. Do you see that?

Come here, Joyce & Barrett.

It's just getting into things. You give him the opportunity to get into a lot more things than he ever had before and he'll get out on a couple. Got it?

& Student (Joyce Barrett): Hm-mm.

So that's what auditing works as. It works on the basis of getting into things. Therefore, havingness; therefore, pressure. See this?

„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.

Now, in the present level of CCH and in the Training Drills there is really - but you did it yesterday but in the school solution - there is no proviso for this one interesting factor. And I'd like to wind up this data lecture on the subject of these drills before we get on with more of them, which we will all ... entirely in the second hour. I just want to give you this one more piece of data that's of great interest, is: escape from pressure is the retreat into small-size degradation, mired down, blindness or anything else. It's the retreat from pressure. Now, that is an accurate, technical statement. A person is afraid of pressures; he doesn't want that much pressure; he feels that pressures are too much for him.

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

You can take somebody who's having a rough time and all you've got to do is pound your fist on the table once and he gets terribly upset - that was too much pressure.

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.

Now, the suddenness of pressure is as important as the amount of pressure. You got that? I mean, there are two different things. There's the suddenness of the pressure as in an automobile crash, bang! You see? And the amount of pressure is merely the foot-pounds in the thing. And it's quite a mechanical thing. People who are having trouble bodywise are escaping from an imagined pressure in that area of their body and they withdraw from that area. They say, „I can't stand that much impact. I can't stand that much pressure.“

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

And an interesting field of research which is going on right now is the way north. And that is the research that's going on. I'm reporting to you on a fait accompli. I'm telling you, of all things, that I audit differently than I used to - that's quite an announcement all by itself - and more successfully, which is a confession, a confession that I couldn't have been auditing perfectly. I didn't know it. I thought I was auditing perfectly. I thought I was perfect, didn't you?

Student: All right.

But this way north, the direction out, would lie along some facet of havingness. And the one which is being explored at this moment is pressure. Trying to get somebody after he's leveled out and he's under good subjective control - you know exactly what he's doing, he's got his mock-ups in good shape and so forth-mocking up pressures which do not depend upon the physical universe. That is one method of going out.

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

Now, a person becomes so dependent upon the physical universe to give him these pressures that he has a tendency to hang around and get stuck in various parts of the physical universe, you see?

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.

So the area of auditing which is experimental today is, how do you get a thetan to overcome his fear of; his back up from, his need for and all the other things of pressures? Now, that is the primary field up.

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

Now, by that we then hope to get a thetan to be willing to experience or let other things experience a very high level of impact. You know, a high enough level of impact so that an individual would have no dependency. He would think of two cars coming together as being a rather uninteresting brush on a powder puff with a feather. Two cars traveling 120 each hit head-on: that's a brush with a feather on a powder puff. You got it? This is changing somebody's reality on this.

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

As far as I can tell at this moment this is the - many contributing factors - but this is the sole central factor of a trap. An individual cannot tolerate the pressure which he imagines to be outside the trap or which would be experienced if he tried to get out of the trap, see? A fellow stays in a jail simply because he can't tolerate the idea of ramming his body through the jail bars or wall, see. That would be too much pressure. See that? That's the only thing that would keep anybody in jail. The only thing that would keep a thetan trapped is this condensation-by-pressure mechanism, as far as I can tell.

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

All right. Now, that is apparently a major factor on the way north. And I'm not reporting to you on this anything except that it's just very experimental.

LRH: All right. Do it some more.

Now, would this reach all the way south?

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

Well, an acceptable pressure will reach pretty far south. But let me assure you, you have to be able to control to a marked degree people's thinkingness before you can run a thinkingness process on them. And the trouble with most people that are having a hard time is that their thinkingness is out of their control and everybody else's. You see? So this is not really a far-south process at all. It just appears to be. And all these thinkingness processes don't go far south.

LRH: Does this feel peculiar?

Just because you could run acceptable pressure and just because I could run acceptable pressures on you and you could get results from this is no reason that the process would work at all on the average Homo sap. Your expectancy on it shouldn't be that good. It's evidently something that would come after you had pretty well flattened something like CCH.

Student: A little bit.

So we're up to the level of Homo novis. And we're about to take off into the thetasphere. And this is possibly the most data - just theoretical data and discussion - which I care to give you at this congress. And I hope it's been acceptable to you.

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

Thank you.

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

LRH: You're so right.

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

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.

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.

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: Okay. (pause)

LRH: Did you?

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

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: Yes.

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.

Let's do it silently a couple more times.

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

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.

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?

Student: Yes.

LRH: Quite a bit, huh?

Student: Yes.

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.“

Student: All right. (mumbles)

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

Student: Well, that's the difficulty.

LRH: All right. Well, do it.

Student: All right. Gobbledygook. Same word?

LRH: Gobbledygook.

Student: Gobbledygook.

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

Student: Gobbledygook.

LRH: She did it, too.

Student: Gobbledygook.

LRH: All right.

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

LRH: What do you do?

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

LRH: Yeah?

Student: And then I substitute the verbalization.

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

Student: Yeah.

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.

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

Student: That'd take a while.

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

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

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

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

LRH: That's right.

Student: It wasn't there.

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.

(apathetically) Sit down. See?

Student: Uh-huh.

LRH: Stand up. Thank you.

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

Now let's see you do that.

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.

LRH: Yeah, isn't it?

Student: That's worse, yeah.

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?

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: Stand up.

LRH: Okay.

Student: Thank you. Sit down. Thank you.

LRH: Go ahead, do it some more.

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

LRH: All right. How is that now?

Student: It's better.

LRH: Getting better.

Student: Mm-hm. It gets better.

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?

All right. Let's do it some more.

Student: Stand up. Thank you.

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

Student: Okay

LRH: You do, huh?

Student: Yeah.

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

Student: Sit down. Thank you. Again?

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

Student: Stand up. Thank you.

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

Student: Mm, yeah, sort of

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

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

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

Student: Okay.

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

Student: All over the thing.

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

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

LRH: Better. It went right there.

Student: Thank you.

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

Student: Stand up.

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

Student: I'm not!

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

Student: Thank you. Sit down. Thank you.

LRH: Run it some more.

Student: Stand up. Thank you.

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

Student: Thank you. Sit down. Thank you.

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

Student: Thank you.

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

Student: Thank you.

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.

Student: Okay.

LRH: Was that receptive to your thanks?

Student: Yeah.

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

Student: Thank you.

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

Student: Uh-huh.

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

Student: Stand up. Thank you.

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

Student: Yeah, I know.

LRH: All right.

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

LRH: Will that bite?

Student: No.

LRH: It won't?

Student: Uh-uh.

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

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

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.

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.

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

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

Student: Stand up. Thank you.

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

Student: (laughs) Stand up.

LRH: See?

Now, you see?

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.

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

LRH: Some more.

Student: Stand up.

LRH: Go on. Some more.

Student: Stand up. Thank you. Sit down.

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

Student: Thank you.

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: All right.

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

Student: Oh.

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

Student: Instead of trying to go through it?

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

Student: Okay.

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

LRH: Go ahead. Do some more.

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

LRH: How are you doing with that now?

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

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

Student: Yeah, it is.

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

Student: I think so. I think so.

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

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

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

Student: Yes.

LRH: You see where you're going.

Student: Mm-hm.

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

Student: No.

LRH: No.

Student: Probably helped it a lot.

LRH: Well, will you do something for me?

Student: Sure.

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: All right.

LRH: By yourself

Student: Mm-hm.

LRH: You know?

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

LRH: Okay. I'm sure she will.

Thank you, Joyce.

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.

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.

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.“

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.

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.

Thank you.