& Hurry up, hurry up, come on now. I have a couple of announcements to make, two announcements, one of them, I'm getting on with the show and everything's going along fine and all of a sudden somebody rushes up, puts slips of paper in my hand and says, „Announce this,“ you know, so I, so I'll announce this. Party, tickets are available from Mae Garrenger, who is up on the upper side up there at the back, and I think there's been some reduction in price, I'm not sure what it is. More important, on individual intensives, twenty-five hour intensives, all persons at the congress who are properly registered at the congress, may have individual auditing at the HGC here in Washington at professional rates, which is to say two hundred and fifty dollars for an intensive, immediately following the congress. I did that because I thought some of you might like a taste of this CCH and so forth, close up. Made it possible to do so.

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

& Now, more germane to the situation, we will have a report on the validation committee tomorrow afternoon. They more or less have got their findings together now, but I will have them officially by tomorrow afternoon, then we'll know something about what we're doing about the validation program. But according to my first word on this, they have not covered a validation available at the academy. I suppose they felt diffident about covering this and so after a hurried consultation on this, we have decided that two weeks of validation are available, and we have before the congress been charging something like seventy-five dollars a week for the coaching and so forth. That's more or less just to cover its cost and certification and so forth. That's a validation on an old certificate is what we're talking about, and if someone cared to stay for a couple of weeks why we would give him a crack at it.

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

& Now, that doesn't guarantee validation at the end of those two weeks, but it is the way we have been doing it. Now the fastest anybody has made it to date, and these were sharpies who have been with it for a long while anyway, is forty hours, forty hours of hard work to get through this. And these people were pretty well in the know already. So you see there is a possibility that it could be made in a couple of weeks because there'd theoretically be eighty or ninety hours of instruction possible in that period of time. So that is a local arrangement which was going forward which Nibs and John Fudge had been carrying on with before the congress, and if view of the fact the validation committee has not covered this particular ground, that arrangement I guess has just continued and I can announce, and make it official, that it is continued in case you want some of this coaching immediately after the congress.

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

& Of course the ACC starts at once after the congress and that is mainly devoted to that sort of thing. Of course what we're trying to make in the ACC are people who can instruct and bring up to validation level all auditor certificates throughout the United States. And we're trying to make validation instructors there in the ACC rather than to validate certificates. That would be rather uniform that an ACC attendee would get his certificate validated, that isn't what we're trying for. Now that's as far as they progressed as far as I know, and I get the rest of the information concerning field certificates, validation of, tomorrow afternoon. Now these are just announcements that have been shoved at me and I have a feeling, I have a feeling that you didn't expect entirely a lecture last time, that you would have rather seen a demonstration, however I had a few things to get off my mind and indulged myself by doing so, I hope you forgive me.

You did. All right.

Thank you.

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

Okay. Now, we're going to cover Tone 40 on a Person, right here and now. Tone 40 on a Person should not be confused with Tone 40 8-C. Because Tone 40 on a Person is a drill. It is a Training Drill; it is not a process.

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

Don't confuse Training Drills with processes, by the way. Training Drills are Training Drills and processes are processes. And they are that because they don't work the same way; they're not on the same basis. There's a number of reasons why.

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

Of course, you could consider a Training Drill a process. Anybody who is coach in one of these Training Drills does get some benefit out of it, for sure. He gets a chance to do all sorts of things that he ordinarily wouldn't. But that is not the purpose - that is not the purpose of it.

Male voice: You're right.

For the auditor it's really not processing. It is simply a demand that he break through at once - not not-is and not alter-is anything - but just break straight through and ride right straight up on top and that's that, come on. And it has the answer to something I said in Wichita a number of years ago. I said, „There's no reason why a fellow just can't say, 'I'm Clear,' and be so.“ See? There is no reason. There's just a bank.

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

But there's a theoretical possibility that a fellow can simply assume this point, you know, and go straight up. And actually a Training Drill permits you to do that. That is the mystery behind the Training Drill. They just say, „Go on, now. Do it!“ And the fellow - flub, flub, flub, pshew! „Do it!“

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

„Okay.“

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

Lets him get kicked in the teeth and ignores the fact that he is being kicked in the teeth by his bank.

Audience: Yes.

They are two distinctly different routes. Training Drills tell a person that he can succeed in spite of his bank. And auditing immediately addresses a problem of the bank and squares it up. They are not substitutes for each other either. It's quite remarkable.

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

Now, Tone 40 on a Person would look to you at first just like High School Indoc that we were doing this afternoon. That's what it would look like at first. But let me assure you it has no relationship to it beyond the fact that two people are walking around and one is giving orders to the other.

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

Now, the big difference here is that it is being done with total intention in the command and the acknowledgment. And actually it's much harder to coach. This doesn't at once become impossible to do. But you take somebody who is pretty good at this and you put him on a coach and have the coach try to act up and do something weird, and the next thing you know the coach goes into session. This is one of the wilder things that you'll observe here. All a sudden you'll see the coach, you'll say, „Well, this is no fun, the fellow is just doing 8-C.“ Believe me, the coach was trying! See, he was trying to revolt. But a good Tone 40 on a Person actually inhibits the revolt like mad.

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

Now, the auditing commands are the same as High School Indoc and 8-C. The auditing commands are just the same; there's no difference. Except there is intention and this slight difference: any coast off Tone 40 by the auditor in the session is a flunk. Which means too much pressure on the preclear, too strong a grip, too hard a push - those are all flunks. Too much grip on the wrist that hits the wall - that's a flunk. Falling off from Tone 40 with the auditing command; the intention is bad - that's a flunk. Getting complicated, isn't it?

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

Now, you've watched this up here all the way through from Training 0 and you've experienced a lot of these lower ones yourself and each time we're using the last step combined into the new one, right? And now we're up to the point of where a slight smile, just a flicker of the fact that he knew the preclear spoke, is a flunk. Got that? You saw some of these people today; they kind of grin for a moment at the preclear... at the coach, you see. The auditor would kind of say, „That was a good try;” you know, or sort of give him a tiny little nod as he spoke, something like that. Those are all flunks on Tone 40 on a Person.

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

It's got to be Tone 40 straight out. And that means the exact amount of effort necessary, the exact amount of intention necessary and a complete carry-out of the process, letter-perfect, from beginning to end. Otherwise it's a flunk. Now, that is Tone 40 on a Person. And a rough one it is.

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

Now, I'm going to show you some people doing this. Okay? Audience: Okay. Fine.

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

All right. Now, it's a little hard for me to put together exactly how we would go about this. But I think Ken Barrett auditing Dick Halpern should finish up this hour.

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

& [Last names above were removed in the clearsound version.]

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

& Come on Mr. Barrett, where is you at? He didn't expect that, I gave him no warning at all, either of them. This is Dick Halpern, and Dr. Barrett.

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

I would say it'd be best if you took off your coats. Also be best if I dragged this microphone back here out of the road. You'll notice here, at once, that this isn't anywhere near as rough or as athletic. The only thing that keeps it from being is simply the fact that the intention, willy-nilly, keeps getting through. Preclear goes on doing it. He doesn't want to but he does.

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

All right. Now, coach, give your auditor his proper instructions.

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

Coach: All right. You're going to run me on Tone 40 on a Person. The commands are „Look at that wall,“ plus an acknowledgment;

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

„Walk over to that wall,“ acknowledgment;

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

„With your right hand, touch that wall,“ acknowledgment; ''

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

„Turn around,“ ''and an acknowledgment.

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

Okay? You are to give me these commands with full intention, Tone 40. If you go off Tone 40, I'll give you a flunk. If you fail to use the proper amount of force, that is if you use too little so that I don't execute the command or if you use so much that it overwhelms me, and below 40, I'll flunk you. Understood? Okay I'll say only two things to you: „That's it,“ which will mean that's the end of the process you're running, and „Flunk.“ Okay

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

Auditor: Start?

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

Coach: Start.

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

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

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

Coach: Oh, sure!

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

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

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

Coach: I can't! You're pressing it too... against my side.

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

Auditor: Thank you. Turn around.

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

Coach: You're getting awfully mean about this.

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

Auditor: Thank you.

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

Coach: It hurts.

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

Auditor: Look at that wall. Thank you.

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

Coach: Think of all the people out there.

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

Auditor: Walk over to that wall.

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

Coach: Think of all the people out there. Don't be nervous.

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

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

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

Coach: Much better. You're more relaxed now.

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

Auditor: Thank you.

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

Coach: Think I'm going to get away from you or something?

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

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

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

Coach: I'm going. Thu don't have to keep crowding me.

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

Auditor: Thank you.

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

Coach: All right.

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

Auditor: With your right hand, touch that wall.

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

Coach: Mm-hm.

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

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

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

Coach: Okay. You look.

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

Auditor: Thank you. With your right hand...

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

Coach: It's dusty up there.

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

Auditor: ... touch that wall.

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

Coach: Sure.

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

Auditor: Thank you.

Audience: Yes. Okay. All right. Good.

Coach: Awful dusty.

& OK, Nibs.

Auditor: Turn around.

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

Coach: All right.

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

Auditor: Thank you.

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

Coach: Okay.

How do you feel about this, & Nibs?

Auditor: Look at that wall.

Student [Nibs]: Fine.

Coach: Look at that wall.

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

Auditor: Thank you.

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

Coach: Thank you.

Student: Uh-huh.

Auditor: Walk over to that wall.

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

Coach: Walk over to that wall.

Student: Uh-huh.

Auditor: Thank you.

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

Coach: Thank you. Thank you!

Student: Yeah.

Auditor: Thank you.

LRH: Okay. Look at that wall.

Coach: You're welcome.

Student: All right.

Auditor: With your right hand...

LRH: Okay. Walk over to that wall.

Coach: All right.

Student: Okay.

Auditor: ... touch that wall.

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

Coach: Yeah. Just did.

Look at that wall.

Auditor: Thank you.

Student: Uh-huh.

Coach: All right.

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

Auditor: Turn around.

Look at that wall.

Coach: That wall means something.

Student: Yeah.

Auditor: Thank you.

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

Coach: You're getting my shirt dirty. You're getting my shirt dirty!

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

Auditor: Look at that wall. Thank you.

LRH: Look at that wall.

Coach: All right.

Student: Yeah.

Auditor: Walk over to that wall.

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

Coach: You're welcome. All right. Okay. Don't grab me so hard. I'm going. What's the matter with you?

Look at that wall.

Auditor: Thank you.

Student: All right.

Coach: You're welcome.

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

Auditor: With your right hand...

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

Coach: Thank you.

Female voice: Yeah.

Auditor: ... touch that wall.

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

Coach: Thank you.

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

Auditor: Thank you.

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

Coach: Thank you.

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

Auditor: Turn around.

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

Coach: Thank you. Thank you.

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

Auditor: Thank you.

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

Coach: Good. Good!

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

Auditor: Look at that wall.

LRH: Do it real.

Coach: Good.

Student: Do it for real, huh?

Auditor: Thank you.

LRH: All right.

Coach: Good.

Student: All right. Step over here.

Auditor: Walk over to that wall.

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

Coach: Okay Good! Good! All right!

LRH: Flunk! You corrected yourself. Go on.

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

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

Coach: Sure.

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

Auditor: Thank you.

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

Coach: You're welcome.

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

Auditor: Turn around. Thank you.

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

Coach: You're welcome. Good.

LRH: Your shoe is untied.

LRH: That's it!

Student: Thank you. Turn around.

Thank you. Thank you very much.

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

& Thank you very much Dr. Barrett, thank you very much Dick Halpern.

Student: Good. Look at that wall.

There wasn't much chance of a flunk there. Both of these gentlemen are Instructors in the ACC. Both of them have this thing as cold as ice.

LRH: Where?

& And there probably isn't anybody around that can flunk Barrett on this. But if anybody could have flunked him it would have been Dick Halpern. I was thinking under the stress of all this why, we might have gotten a mess up of one kind or another, but apparently, apparently his poise is not to be destroyed that easily.

Student: Good. Walk over to that wall.

& Well now, who else are we going to get up here, huh? Who else are we going to get up here? It would have to be somebody that was pretty smooth on this, pretty smooth on this. Just to give you another example of this, only let's give you some randomness concerning this. Let's give you something here with a few more flunks. Let me see, let me see. Well, we had a good boy up here today with Richard Green, Richard Green, come on up here Richard. Now we're going to pull an awful dirty trick on John Farrell. Alright.

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

& Student: I've never run this one.

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

& Never run this, that's all right, come up here. He hasn't come up to this yet. That's fine, that's why you're here, take your coat off and put it up here, come on here Johnnie. OK. You betcha. Now, John I want you to audit Dick Green here, and

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

Dick I want you to coach him through this. So, you just coach him straight through, give him his instructions right where he is so the audience can hear you, and it doesn't matter whether you do it right or wrong, that's not any possibility, but make sure you flunk him every time you get him off on anything, see?

LRH: I won't!

& Coach: OK.

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

& Alright. Let's go.

LRH: You're asking for it!

& Coach: The commands are first, „Look at that wall,“ and, „Walk over to that wall,“ both acknowledged when I look at them. Then I'm going to walk over to it and acknowledge it, then, „With your right hand, touch that wall,“ and acknowledge it, then, „Turn around,“ and acknowledge that, then, „Look at that wall,“ and so on.

Student: Thank you. Turn around.

& Student

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

Auditor: Good.

LRH: Just look what I've done now.

& Coach: You're to run this Tone 40 and then ...

Student: Thank you. Turn around.

& Audience: Could you do that louder?

LRH: You turned me around the wrong way.

& Coach: OK. Tone 40 with full intention, and a smile or any recognition of what I'm saying or doing will be a flunk.

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

& Student: OK.

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

& Coach: OK?

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

& Student: Yup.

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

& LRH: Fine.

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

& Coach: OK. Start it.

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

& Student: Look at that wall. Thank you. Go over to that wall. Thank you. Touch that wall.

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

& Coach: OK.

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

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

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

& Coach: Which wall? Oh, thank you.

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

& Student: Thank you. Go over to that wall. Thank you. Touch that, touch that wall.

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

& LRH: Flunk him.

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

& Coach: Yeah, flunk. I should have flunked you on the 'Go over to that wall,' and I want to count that as one. And 'Walk over to that wall.'

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

& LRH: Yeah. He mucked the command.

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

& Coach: Yeah, on that one too. Yeah.

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

& LRH: Yeah.

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

& Coach: It should have been 'With the right hand,' ... Take it from here, that last command.

Student: Good.

& OK, now do it again.

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

& Student: Touch that wall.

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

& Coach: Good.

LRH: Just a minute.

& Student: Thank you. Turn around. Walk over to that wall.

Student: Good.

& Coach: Look at that wall.

LRH: Aren't you getting pretty hot?

& Student: Thank you.

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

& Coach: OK.

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

& Student: Go over to that wall. Thank you. With your right hand, touch that wall.

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

Thank you. Turn around. Look at that wall.

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

& Coach: OK.

LRH: Thank you. Thank you. Thank you.

& Student: Thank you.

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

& Coach: You're welcome.

LRH: ... hand touch that wall.

& Student: Go over to that wall.

Student: Fine. Turn around.

& Coach: Look at all those people there.

LRH: Turn around.

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

Student: Good.

& Coach: With my left hand.

LRH: Good.

& Student: Thank you. Turn around.

Student: Look at that wall.

& Coach: Look, this is my right hand.

LRH: Look at that wall. Good.

& Student: Thank you. Look at that wall.

Student: Fine.

& Coach: OK.

LRH: Fine.

& Student: Thank you. Go over to that wall. With your right, thank you.

Student: Walk over to that wall.

& Coach: Flunk. You got that out before you...

LRH: Good. Turn around.

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

Student: Good.

& Coach: Turn around.

LRH: Good.

& Student: Thank you.

Student: Turn around.

& Coach: Thank you.

LRH: Look at that wall.

& Student: Look at that wall.

Student: Fine.

& Coach: Look at that wall.

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

& Student: Thank you.

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

& Coach: I did look at that wall.

LRH: Good. Turn around.

& Student: Good. Snap! You smiled at him. You acknowledged the fact that he's got one more coming. Alright. Look at that wall. Thank you. Go over to that wall.

Student: Thank you.

& Coach: Go over to that wall, go on. That's walk over to that wall.

LRH: Thank you.

& Student: Walk over to that wall. Thank you. With your right hand, touch that wall.

Student: With your right hand, touch that wall.

& Coach: Touch that wall.

LRH: Touch that wall.

& Student: Thank you. Turn around.

Student: Good.

& Coach: Turn around.

LRH: No!

& Student: Thank you.

Student: Turn around.

& Coach: Thank you.

LRH: No!

& Student: Look at that wall.

Student: Thank you.

& Coach: Look at that wall.

LRH: Good!

& Student: Thank you.

Student Look at that wall.

& Coach: Thank you.

LRH: Look at that wall.

& Student: Walk over to that wall.

Student: Thank you.

& Coach: Walk over to that wall. Thank you.

LRH: Thank you.

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

Student: Walk over to that wall.

& LRH: Snap! OK, thank you very much Johnnie. Thank you. Just wanted to give you an idea.

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

I'm going to fish Bonnie [Barnie?] out from behind the curtain over here. I'm going to show you the exact steps by which this should be run. Because there are exact auditor positions. This is Bonnie.

Student: Thank you.

& Bonnie Turner.

LRH: Look over at that wall yourself!

[clearsound transcript says Bonnie, might be Barnie, hard to tell and LRH says „him“ below - Ed.]

Student: With your right hand, touch that wall!

I'm just going to use him here just to show you the exact positions. We're not running Tone 40 on a Person. I just want to show you the positions. Okay, Bonnie?

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

Now, when I say, „Look at that wall,“ from this side of the preclear, I will then continue to walk on this side of the preclear, won't I?

Student: Turn around.

And when he gets over to the wall - watch. With your right hand, touch that wall. Now, where do I go to get this right hand, see? See, so I'm on the wrong side of the preclear. So the auditor always walks and directs from the right side of the preclear. It's done in this fashion. There's a very interesting shift of feet in Tone 40 on a Person, which makes it very valid. All right.

LRH: Turn around.

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

Student: Good.

You see that?

LRH: Good!

Audience: Yeah.

Student: Look at that wall.

Now, exactly what is happening here? I'll walk to this side and say, „Look at that wall.“

LRH: Look at that wall!

I'm on his right side. Right?

Student: Good.

And when he comes over here he then touches - I tell him to put... „With your right hand, touch that wall.“ And he touches the wall.

LRH: Good!

Then I step behind him as I turn him. Now, get these as two simultaneous moves. You think this doesn't amount to much but, believe me, I'll show you the trick here in a minute.

Student: Walk over to that wall.

We turn him.

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

Now where are you going to go, Bonnie?

Student: Thank you.

You see that? Now, as a matter of fact here, we've got a shift which blocks the preclear from going anywhere. And in view of the fact that Tone 40 on a Person is not for high-toned preclears... Did you realize that? Tone 40 on a Person is about eight miles south of simple 8-C. Very, very low process or a medium-range process. It doesn't matter, it's one that goes a lot of all the way, see? But this is the one that you would run on somebody if you wanted very fast results just on an ordinary preclear, or one that you'd run on a psycho. Therefore, you have the same foot pattern as otherwise. When he turns around here and puts his right hand on the wall, we turn him always counterclockwise and step in front of him and pin him with our two hands lightly, then step off here and point to the other wall. See that? That is the proper way to do it.

LRH: Good!

Now, you missed the piece de resistance this afternoon when Nibsy and I were doing this and I was the coach, because I actually got out of this. He was doing this to me as the auditor. You remember when I suddenly moved out of it? I was only able to do that because he had relaxed the pressure of one hand. The second he relaxed it I simply went out from under. In other words, he had me by this shoulder very securely, but not by this one. And I just simply went that way.

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

So when you turn the fellow around - the preclear around - you take hold of both his shoulders, don't you see? There he is. Now, you step off this way still with this shoulder. But because you've appeared here and steadied him with the turn-around, any impulse to blow that he had evaporates. You see this?

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

Now, I might ask you what advantage there would be to being on the left-hand side. And there is none whatsoever. In the first place, the stronger side of most people is the right side. They tend to bolt to the right if they're going to.

Student: Thank you. Look at that wall.

Let me show you something else about this. I want to show you something quite incidental to this. We walk over here and put a hand on the wall. We have come up against a barrier, haven't we? And actually this process is running stops into the case, and the case lets go of backtrack stops. And that's one of the reasons 8-C works. Got that? Stops in engrams and things like this evaporate because he's getting plenty of stops in present time. Remember what I told you in that last hour about you give him enough kicks in the shins? Well, he thinks a lot of stops are necessary. You run him on this process and he finds a whole bunch of new stops and he says, „Well, I'll let the old ones go“ - and he does.

LRH: Thank you.

Okay. The proper way to run it then is very simple. Turn him around (here, over here).

Student: Thank you. Walk over to that wall.

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

LRH: Pretty good.

Thank you, Bonnie. Thank you.

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

So we get this various phenomena of being able to carry on with this.

LRH: Look all those people out there.

It's a very funny thing, you know, you'd think the army, or something must have been therapeutic if people were marched. Entirely different intention in it. But the funny part of it is that sometimes marching is more therapeutic for low-level cases than not marching. As I've already remarked to the 17th ACC during a lecture, Israel's total campaign of bringing sanity back to the various peoples who have come from beleaguered areas of Europe where they were persecuted by the Germans, and so on, by the Russians... They have come into Israel there, they have to be taken care of; there's no adequate psychotherapy available so they throw them in the army.

Student: Thank you.

Well, now they don't know why this works. But actually somebody is controlling their time and motions. And after about a year these madmen turn sane, which is quite interesting. They have a much different purpose in their army than this - the US army has purpose, I'm sure.

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

Here though, we do see this technique as being - old 8-C was responsible for some very large percentage. By the way, we have a book back there called The ACC Preparatory Manual. It has quite a bit of data in it. The ACC Preparatory Manual is rather a misnomer. It's got a lot of data on assists which would be of interest to Book Auditors; it has some lists of books and tapes which are quite interesting. And in addition to that, it has the summary research project results. Some of the auditors remember a mimeograph sheet that I sent to them a long time ago and asked them to fill out. And when all of these were accumulated from auditors all over the world they were compiled into the summary research project report, and that is in the ACC Manual. You ought to get yourself a copy of that because you'd be interested in it.

Student: Turn around. Good.

But amongst the various things which are in this summary research project is the dominance of 8-C. It ranked right up there; it compared quite favorably with Havingness itself. In other words, just an older, less workable process than the one you are seeing right here at this moment was responsible in the majority for the releases from alcoholism and psychosomatic illnesses galore. All kinds of things it did for people - just this drill all by itself.

LRH: Good.

Now, Tone 40 8-C goes much lower and advances much higher than old simple 8-C. And all we've done is refine this old process. And this process is very old, clear back to Camden, ACC Number 1. Now, it wasn't practiced much until ACC Number 2, but it existed then. That was a long time ago, wasn't it?

Student: Look at that wall.

So you'd think that marching somebody around like this might or might not do something for them, but you'd be surprised. You'd be surprised - the regularity of the command, the obedience of the command, the communication that goes in it, the exceeding amount of control that goes into it, the fact they're walking into barriers and getting stopped. It works on fairly low-level cases.

LRH: Look at that wall!

Don Breeding, monitoring the tape recorders back here, tells me of a session he ran of 8-C on a puppy. And he ran 8-C on a puppy. And he had a awful time. He was very glad when it flattened, because he himself was so exhausted he couldn't have gone on another motion.

Student: Thank you.

But he actually took this puppy and walked the puppy, with all commands and everything, through 8-C, see? Put his puppy's paw on the wall and so on. He no more than started this than the dog started to scream. And continued to scream practically from there on out, nothing but the most ear-splitting, piercing screams. Sounds weird, doesn't it? And because Don Breeding got exhausted it didn't get through to a stage of clearing the dog. But I think it changed the behavior pattern of the dog from what I'm told.

LRH: Thank you.

Nobody has run this experiment because I wouldn't know what a dog thetan was unless a dog thetan was a thetan. And I don't see why a dog shouldn't respond to this as well as a psycho, as well as a normal person. See, I don't know that these things would respond any differently from one person to another. This is an experiment maybe some of you will try sometime.

Student: Walk over to that wall.

It certainly works on a little child. A little child that can walk a bit and so on can be run on this with considerable success.

LRH: Thank you. Thank you. Thank you.

I'm going to give you a whole talk tomorrow on Child Scientology. That's not for now. Thank you. I'm merely trying to show you right now what this process is and how it is done.

Student: Thank you.

All right. All right. We need two victims. We need two victims here. And as I look over the bright and smiling faces of people, it's very hard to find victims for Tone 40 on a Person for this excellent reason: the person really should be well drilled through all of the lower Indoc steps; should be pretty well drilled. Let me see. I think that Jack Horner should run Winkle.

LRH: I stepped on your toe. Excuse me.

[The last name Horner is omitted in the clearsound version.]

Student: With your right hand, touch that wall.

Hi, Jack.

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

Male voice: How are you? Senor Winkle.

Student: Thank you. Turn around.

Male voice: Tanto gusto.

LRH: Who, me?

All right. Now, I want you to coach him on Tone 40 on a Person. Have you been through that in school? All right, that's good. And just give him the regular coaching on it and, flunk him for the reasons that you would flunk him on that.

Student: Good. Look at that wall.

Coach: Okay. LRH: Good.

LRH: Good.

Coach: Well, the commands are „Look at that wall.“ „Walk over to that wall.“ „With your right hand, touch that wall.“ There's an acknowledgment each. „Turn around“ - acknowledgment, and the same thing again. And, well, I think almost everything will be a flunk.

Student: Thank you. Walk over to that wall.

LRH: That's encouraging him, of course!

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

Auditor: Is the „Flunk“ and the „That's it“ still consistent?

Student: Thank you.

Coach: No. „Flunk“ is flunk. And „That's it“ is that's it.

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

Auditor: All right. Fine.

Student: With your right hand, touch that wall.

LRH: In other words, those are the only two statements he can make that are valid.

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

Auditor: Right.

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

Coach: If I say flunk, if - you go on and you don't stop because I say „Flunk.“ You just know you flunked.

LRH: Say...

Auditor: Right. Okay Look at that wall.

Student: Walk over to that wall.

Coach: Yeah.

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

Auditor: All right. Walk over to it.

Student: Good.

Coach: Hey, do you know the joke about three ants? Too bad.

LRH: This is good.

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

Student: With your right hand, touch that wall.

Coach: Flunk.

LRH: Touch that wall.

LRH: Flunk.

Student: Fine.

Auditor: All right. Turn around. Good. Look at that wall. Walk over to it. Audience: Flunk.

LRH: Good.

LRH: No acknowledgment.

Student: Turn around.

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

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

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

Student: Good. :

Coach: Flunk. „Walk over to that wall.“

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

Auditor: Okay.

Student: Look at that wall.

Coach: Flunk.

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

Auditor: Good. All right. Turn around.

Student: Thank you. Walk over to that wall.

Coach: You don't have to push me. I heard you.

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

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

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

Coach: You don't have to get nervous. I'm doing this, I'm walking.

LRH: Good!

Auditor: With your right hand, touch that wall.

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

Coach: Flunk.

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

Auditor: Good.

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

Coach: Flunk.

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

Auditor: Good. Turn around.

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

Coach: Are you smiling?

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

Auditor: Good. Look at that wall.

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

Coach: Are you smiling?

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

Auditor: Good. Walk over to that wall.

LRH: No!

Coach: Are you smiling?

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

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

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

Coach: Good.

Student: Look at that wall.

Auditor: Good.

LRH: Okay.

Coach: Okay.

Student: Thank you. Walk over to that wall.

Auditor: Look at that wall.

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

Coach: That wall?

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

Auditor: Good. Walk over to it.

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

Coach: The same wall?

Student: Good.

Auditor: Walk over to that wall. LRH: Flunk.

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

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

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

Coach: With your right hand, touch that wall.

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

Auditor: Good.

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

Coach: Okay.

LRH: You got me upset now!

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

Student: Good.

Coach: That wall.

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

Auditor: Good. Walk over to that wall.

Student: Look at that wall. Good.

Coach: That wall? The left one.

LRH: I'll go through with it.

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

Student: Walk over to that wall.

Coach: I can do this with the same right hand?

LRH: (sighs)

Auditor: Good. Turn around.

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

Coach: You see... but your right... but your right...

LRH: I'll go through with it.

Auditor: Good.

Student: Good.

Coach: ... How do you know which is my right hand, see?

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

Auditor: Look at that wall.

Student: Look at that wall. Thank you.

Coach: That wall?

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

Auditor: Good. Walk over to that wall.

Student: With your right hand, touch that wall.

Coach: The same wall?

LRH: But I'm in-session.

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

Student: Thank you.

Coach: This wall?

LRH. What are you auditing me for?

Auditor: Good.

Student: Turn around.

Coach: Okay.

LRH: The process is flat!

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

Student: Good. Look at that wall.

Coach: That one?

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

Auditor: Good. Walk over to that wall.

Student: Good. Walk over to that wall.

Coach: That wall.

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

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

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

Coach: Okay

LRH: The process ...

Auditor: Good.

Student: Thank you.

Coach: Are you married?

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

Auditor: Turn around.

Student: Turn around.

Coach: Are you married?

LRH: ... to the wall.

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

Student: Good. Look at that wall.

Coach: How long does this go on?

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

Auditor: Thank you. Look at that wall.

Student: Good. Walk over to that wall.

Coach: That wall? Okay.

LRH: Your shoe is untied.

Auditor: Good. Walk over to it.

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

Coach: Flunk. „Walk over to that wall.“

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

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

Student: Good.

Coach: You got to scratch your nose first?

LRH: How'd your shirt get ripped?

Auditor: Thank you. Turn around. Good.

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

Coach: Are you nervous?

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

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

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

Coach: Look at that wall.

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

Auditor: Turn around.

Student: Good.

Coach: I turned around, but this way.

LRH: You put on a pretty good demonstration.

Auditor: Thank you.

Student: With your right hand, touch that wall.

Coach: You're welcome.

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

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

Student: Fine.

Coach: Which wall? That wall?

LRH: That was pretty good.

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

Student: Turn around.

Coach: With the right hand, touch that wall.

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

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

Student: Good.

Coach: That wall.

LRH: They all liked me.

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

Student: Look at that wall.

Coach: This wall?

LRH: You're doing much better now.

Auditor: Good. Turn around.

Student: Good. Walk over to that wall.

Coach: Turn around?

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

Auditor: Thank you. Look at that wall.

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

Coach: That wall?

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

Auditor: Good.

Look at that wall.

Coach: Okay. I will.

LRH: Okay.

Auditor: Walk over to that wall.

Student: Good. Walk over to that wall.

Male voice: Act like you do down in the basement.

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

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

Student: Good.

Coach: Some people looking at me; I'm shaking. Male voice: Make him laugh.

LRH: You're a pretty good Instructor.

Coach: Make him laugh?

Student: With your right hand, touch that wall.

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

LRH: You're a pretty good Instructor.

Coach: You flunked on that. Thu didn't have to use force on me to get.

Student: Fine. Turn around.

Auditor: Thank you. Look at that wall.

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

Coach: Yeah.

Student: Good.

Auditor: Good. Walk over to that wall.

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

Coach: The same wall? That's not a wall. That's a piece of wood down here.

Student: Look at that wall.

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

LRH: Up.

Coach: You flunked on that, man. I didn't put my hand on there.

Student: Good.

Auditor: Good. Turn around. Thank you.

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

Coach: You're welcome.

Student: Walk over to that wall.

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

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

Coach: I didn't put my hand up, so don't get rough. Okay? When you tell me to touch...

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

Auditor: Good.

LRH: Good.

Coach: Flunk. Flunk! Thu didn't give me the command to put my hand up there. I flunked you. Thu never told me to put my hand up there. You haven't told me to put my hand up there!

Student: Fine. Turn around. Good.

Auditor: With your right hand, touch that wall.

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

Coach: Okay. I touched it.

LRH: Look at that wall.

Auditor: Good.

LRH: Hey, the hour is almost up.

Coach: Just tell me, I'll do it.

Student: Good. Walk over to that wall.

Auditor: With your right hand, touch that wall. LRH: Flunk.

LRH: The hour is almost up!

Coach: You flunked.

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

Auditor: With your right hand, touch that wall.

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

Coach: Flunk. Flunk.

LRH: That's it.

Auditor: With your right hand, touch that wall.

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

Coach: Flunk. We went over that already Turn around is coming. Flunk. Flunk. Flunk. Flunk. I did it already. You thanked me for it, remember? Are you an auditor? You know what you're doing? Hey! You gave me that command already. You gave me that command. You told me that already. Flunk!! I told you, „Turn around“ is coming. I touched the wall. I won't touch the wall. I touched the wall already. I touched the wall. I told you we weren't on that. The hand one is done.

Thank you.

LRH: (laughing) Okay. That's it.

Auditor: Thank you very much.

They shouldn't make me laugh that hard.

Ah, dear! Wow! Okay. Well, we won't have any candidates after that I'm sure.

So I think, though, we have a moment for Jan Halpern to run Margee McCormick.

& Hi ya, Margie. Somebody's briefing her back there. Hi ya Jan.

& Jan: Hi.

& Dr. Jan Halpern.

Okay now. Why don't you just run her; and you coach her with your inimitable style.

Female voice: Oh, you're going to be coach, Margee?

LRH: Hm-hm.

Female voice: You'll be so loud and clear.

Coach: Now, Jan, you're going to run me...

Female voice: Louder.

Coach: You 're going to run me on 8-C.

Auditor: Okay.

Coach: The commands are „Look at that wall.“ „Walk over to that wall.“ „With your right hand, touch that wall.“ And I'll acknowledge... I mean, you'll acknowledge that.

Auditor: Okay.

Coach: You'll acknowledge each one of these as I do them, too.

Auditor: Okay.

Coach: And it's to be run on... in Tone 40.

Auditor: Uh-huh.

Coach: With good intention.

Auditor: How about „Turn around“?

Coach: Yeah. Afterwards, you'll tell me to turn around.

Auditor: All right.

Coach: Then we'll run it on the other wall. Same way

Auditor: Okay.

Coach: Okay?

Auditor: Yes.

Coach: And the only things that I will say are „Flunk,“ see...

Auditor: Yeah.

Coach: ... if you've done something that doesn't fit with these requirements.

Auditor: Yes.

Coach: Or „That's it.“ And that will be the end of... end of the demonstration.

Auditor: Okay.

Coach: This is a demonstration.

Auditor: I understand.

Coach: Okay.

LRH: Oh, that's no fair. It isn't a demonstration. This is for blood.

Auditor: Look at that wall.

Coach: What wall? I don't see any wall.

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

Coach: I do.

Auditor: Turn around. Thank you. Look at that wall.

Coach: All right, listen to me, Jan. Honest, I do like using that. Please can't we use this? Please.

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

Coach: You're welcome.

Auditor: Turn around. Thank you.

Coach: This is really sad. I've been wanting you to run 8-C...

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

Coach: God, you're fast! How did you do that?

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

Coach: Thank you.

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

Coach: Hello, Ron.

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

Coach: Is this part of the wall? That would be...

Auditor: Thank you. Turn around. Thank you.

Coach: You're welcome.

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

Coach: All right. Did you see how good I did it? And I've just had a three-weeks' intensive from your husband.

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

Auditor: Thank you. Look at that wall.

Coach: I won't!

Auditor: Thank you.

Coach: I refuse! I will not look at that wall.

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

Coach: You know, I really am nervous.

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

Coach: I haven't been on the stage for centuries. I'm scared to death.

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

Coach: I can't find a thing to tell you to be flunked about.

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

Coach: This isn't fair! You've had experience.

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

Coach: You're sure particular aren't you?

Auditor: Thank you. Look at that wall.

Coach: Hey, that's a cute dress.

Auditor: Thank you.

Coach: You know, that's a real cute dress.

Auditor: Walk over to that wall.

Coach: How many buttons you got on it? One, two, three, four, five, six.

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

Coach: Did you hear that?

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

Coach: There's somebody in this auditing room. There's somebody standing here, Jan.

Auditor: Thank you.

Coach: Honest. Look. If you'd just look back there, you'd see there's somebody...

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

Coach: Hey, friend, look.

Auditor: Thank you. Look at that wall.

Coach: There's somebody standing here.

Auditor: Thank you. Walk over to that wall.

Coach: Right there. Can't you see him? If you'd just touch him.. too!

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

LRH: That's it. That's it. Thank you, Margee. Thank you, Margee. Thank you, Jan. You betcha.

Well, that's really hardly fair; you've had two ACC Instructors up here...

& ... in ... three of them; you've had Ken Barrett and Dick Halpern and Jan Halpern up here on this.

That's just mostly because they can do it, you know.

Actually this is a very easy one to get a flunk on, as you'll notice there.

Now, it's quite remarkable that auditing at this level you actually don't get the same ability on the part of a coach to kick back. You understand that, don't you? And you noticed how wild High School Indoc was. You know? Well, Winkle was restraining himself just a little bit, but not very much.

As a result of the Tone 40 intention and so on, people have a tendency to stay pretty close to it and to more or less stay in session fairly well.

And in coaching it, why, you should realize that - that you're liable to go into session and simply make a rather extraordinary effort. Instead of taking it milder, try to take it wilder than High School Indoc. You got the idea?

Now, we have always known that bodies would simply walk around if we told them to. We've known that in many cases the auditor has simply been monitoring the other person's body. We've known this for some time that this was possible. But we didn't know how to do it rather invariably. You see? And that's what we have worked up to here with these Training Drills. We can do this rather easily.

It's quite interesting; after you've been at this for a while some old lady steps off the curb - she shouldn't step off the curb - you just simply throw the intention at her to step back up the curb and there's nothing she does about it at all - she steps back up on the curb.

Funny part of it was, is the reverse would not particularly work. Whereas you throw a clear-cut intention for her to throw herself under the nearest truck - nonfunctional. Why is it nonfunctional? Destruction is not Tone 40. Okay. Now, you've seen this Tone 40 on a Person. And with that you have seen all of these Training Drills. Now, the trick is simply to be able to do them smoothly, to do them every time, to do them invariably and to be able to get a complete win across the boards. That is the trick. Now, that's not much of a trick. About, maybe, oh, an HCA Course is about all that stands between you and being able to do it or an ACC or several weeks of coaching or something of this character. You understand that?

These things are doable. I have shown you all of them. And really there are no magic tricks in between. It is the ability to do it. And the beauty of it is the people know whether they can or not.

Well, I've had an awful lot of fun today. I don't know whether you have or not.

Tomorrow we're going to take up several things. And I will try to show you some of CCH all in a rush - a number of the steps - and give you some discussion of this. I'll try to give you some data on Child Scientology.

And we have finished, right now, the third day of the congress. I'm enjoying it. How about you?

Good night.