To: All HASI Schools and British Associates

To: All HASI Schools and British Associates

Subject: TRAINING

Subject: TRAINING

The training program of the HASI was stabilized during the seven Clinical Course units. This has been developed into the HASI training schedule, and it is expected that this schedule will be fitted into the training programs under use with no further modification than is absolutely necessary to fit the peculiar needs of the school.

The training program of the HASI was stabilized during the seven Clinical Course units. This has been developed into the HASI training schedule, and it is expected that this schedule will be fitted into the training programs under use with no further modification than is absolutely necessary to fit the peculiar needs of the school.

This training course embraces the grade of Hubbard Certified Auditor, Hubbard Professional Auditor, Bachelor of Scientology and Doctor of Scientology. There is no difference amongst these degrees as to the procedures employed or methods of instruction. The difference of course level amongst these ratings consists of the amount of theory and expansion given to the subject of Intensive Procedure. In all cases, for all courses, we wish at the end of a course to have an auditor in good personal condition who understands thoroughly that the processes enumerated in Intensive Procedure are workable and that they will resolve the problems he faces in preclears and groups and the conviction on the auditor’s part that at least some of these processes can be used expertly by himself. The auditor’s examination for certification in any grade is based upon the definitions and theories underlying those processes contained in Scientology: Auditor’s Handbook Including Intensive Procedure. The examination should include history, general theory, and conversance with the various publications of Scientology as well as Dianetics. The primary goal of an HCA or HPA school is outlined in the first sentence above. When this has been accomplished, that level of school can consider that it has accomplished its mission.

This training course embraces the grade of Hubbard Certified Auditor, Hubbard Professional Auditor, Bachelor of Scientology and Doctor of Scientology. There is no difference amongst these degrees as to the procedures employed or methods of instruction. The difference of course level amongst these ratings consists of the amount of theory and expansion given to the subject of Intensive Procedure. In all cases, for all courses, we wish at the end of a course to have an auditor in good personal condition who understands thoroughly that the processes enumerated in Intensive Procedure are workable and that they will resolve the problems he faces in preclears and groups and the conviction on the auditor’s part that at least some of these processes can be used expertly by himself. The auditor’s examination for certification in any grade is based upon the definitions and theories underlying those processes contained in Scientology: Auditor’s Handbook Including Intensive Procedure. The examination should include history, general theory, and conversance with the various publications of Scientology as well as Dianetics. The primary goal of an HCA or HPA school is outlined in the first sentence above. When this has been accomplished, that level of school can consider that it has accomplished its mission.

The primary text of any school of any level is now Scientology: Auditor’s Handbook. A secondary text, but almost equal in importance, is Scientology: Group Auditor’s Handbook. Concentration on these two publications should be extreme. Only those tapes which will actually supplement these manuals should be employed. Particularly in the HCA-HPA course, the instructor should be severely reluctant to impart any further data of any kind than that contained in these manuals and the tapes supporting them. A forthcoming popular text book on Scientology is designed to embrace little more in theory and practice than that found crowded into the two handbooks; thus when a person who has read the popular text turns to a school or auditor for training he will discover himself studying in a far more intense form that material on which he has already agreed.

The primary text of any school of any level is now Scientology: Auditor’s Handbook. A secondary text, but almost equal in importance, is Scientology: Group Auditor’s Handbook. Concentration on these two publications should be extreme. Only those tapes which will actually supplement these manuals should be employed. Particularly in the HCA-HPA course, the instructor should be severely reluctant to impart any further data of any kind than that contained in these manuals and the tapes supporting them. A forthcoming popular text book on Scientology is designed to embrace little more in theory and practice than that found crowded into the two handbooks; thus when a person who has read the popular text turns to a school or auditor for training he will discover himself studying in a far more intense form that material on which he has already agreed.

The basic theory in which the student is to be instructed is as follows: Considerations take rank over the mechanics of space, energy and time and that these mechanics are the product of agreed upon considerations which life mutually holds. That the mechanics have taken such precedence in man that they have become more important than the considerations and overpower his ability to act freely in the framework of mechanics, which is to say that the picture man presents is an inverted one. That the goal of processing is to bring an individual into such thorough communication with the physical universe that he can regain the power and ability of his own postulates. That Scientology is the science of knowing how to know answers and that a Scientologist is expected to be able to resolve problems in a great many specialized fields of which auditing is the first field he addresses so as to be conversant with and capable in the phenomena of life. That in a world every day more violently impressed with mechanics, chaos may be expected to ensue on a national and community level by many reasons which incidentally include atomic fission. That the role of a Scientologist is to impede this disintegration if possible, but if it occurs to be ready to pick up the pieces. That the Scientologist has no specialized political or religious convictions beyond those dictated by wisdom and his own early training. That the total empire to which a Scientologist aspires is the empire of wisdom. That an auditor is expected to follow the Auditor’s Code 1954 and the Code of Scientologists, and that he is expected to know these Codes by heart. That the only scarcity of preclears which will occur is through his own indigence, and his procurement of preclears or groups does not depend upon the industry of other auditors but of himself. That L. Ron Hubbard is a human being. He should be instructed as well in the organization and functions of the HASI in various certifications and their meaning and in his legal status.

The basic theory in which the student is to be instructed is as follows: Considerations take rank over the mechanics of space, energy and time and that these mechanics are the product of agreed upon considerations which life mutually holds. That the mechanics have taken such precedence in man that they have become more important than the considerations and overpower his ability to act freely in the framework of mechanics, which is to say that the picture man presents is an inverted one. That the goal of processing is to bring an individual into such thorough communication with the physical universe that he can regain the power and ability of his own postulates. That Scientology is the science of knowing how to know answers and that a Scientologist is expected to be able to resolve problems in a great many specialized fields of which auditing is the first field he addresses so as to be conversant with and capable in the phenomena of life. That in a world every day more violently impressed with mechanics, chaos may be expected to ensue on a national and community level by many reasons which incidentally include atomic fission. That the role of a Scientologist is to impede this disintegration if possible, but if it occurs to be ready to pick up the pieces. That the Scientologist has no specialized political or religious convictions beyond those dictated by wisdom and his own early training. That the total empire to which a Scientologist aspires is the empire of wisdom. That an auditor is expected to follow the Auditor’s Code 1954 and the Code of Scientologists, and that he is expected to know these Codes by heart. That the only scarcity of preclears which will occur is through his own indigence, and his procurement of preclears or groups does not depend upon the industry of other auditors but of himself. That L. Ron Hubbard is a human being. He should be instructed as well in the organization and functions of the HASI in various certifications and their meaning and in his legal status.

His instruction should begin with the lecture on Scientology and what it is and with an immediate assignment to auditing. This assignment should consist of the most elementary possible technique in order to accustom the auditor into achieving a two- way communication with the preclear. He should be maintained on such an assignment until such time as the instructor is satisfied that he can deliver the auditing commands and maintain his two-way communication with the preclear without falling into any deeper significances and until he has a complete and positive understanding of a communication lag and how to flatten one out. The auditing commands to be used in this first step are, “Something you wouldn’t mind remembering” “Something you wouldn’t mind forgetting”. It is COMPLETELY VITAL that the student understand the mechanism of communication lag and its definition, that it is the length of time between the moment the auditor poses the question and the moment when that exact question posed is answered positively by the preclear no matter whether silence or talk or incorrect answers occurred in the interim.

His instruction should begin with the lecture on Scientology and what it is and with an immediate assignment to auditing. This assignment should consist of the most elementary possible technique in order to accustom the auditor into achieving a two- way communication with the preclear. He should be maintained on such an assignment until such time as the instructor is satisfied that he can deliver the auditing commands and maintain his two-way communication with the preclear without falling into any deeper significances and until he has a complete and positive understanding of a communication lag and how to flatten one out. The auditing commands to be used in this first step are, “Something you wouldn’t mind remembering” “Something you wouldn’t mind forgetting”. It is COMPLETELY VITAL that the student understand the mechanism of communication lag and its definition, that it is the length of time between the moment the auditor poses the question and the moment when that exact question posed is answered positively by the preclear no matter whether silence or talk or incorrect answers occurred in the interim.

Only when the student has become at ease with the above and perfectly comprehensent is he permitted to go further in his training. The next step consists of Opening Procedure of 8-C. The three parts of this are given him one at a time to audit on his fellow students until he has become expert and assured in performing each part. At this same time he must become assured as well of the workability of this process and that it is the only process he must ever employ on psychotics and neurotics. The student must also be made to understand physical communication lag as just another kind of communication lag. And he must become convinced that he must flatten physical communication lags by continuing to use the command which produced them. He must develop precision in his rendition and all sloppiness or carelessness in the running of this process must be ironed out by the instructor. The lecture material at this time should strenuously and repetitively take up the Auditor’s Code with examples until the student understands it thoroughly.

Only when the student has become at ease with the above and perfectly comprehensent is he permitted to go further in his training. The next step consists of Opening Procedure of 8-C. The three parts of this are given him one at a time to audit on his fellow students until he has become expert and assured in performing each part. At this same time he must become assured as well of the workability of this process and that it is the only process he must ever employ on psychotics and neurotics. The student must also be made to understand physical communication lag as just another kind of communication lag. And he must become convinced that he must flatten physical communication lags by continuing to use the command which produced them. He must develop precision in his rendition and all sloppiness or carelessness in the running of this process must be ironed out by the instructor. The lecture material at this time should strenuously and repetitively take up the Auditor’s Code with examples until the student understands it thoroughly.

The next process in which the student is to be indoctrinated is Opening Procedure by Duplication. He is expected to do this for many hours. He is expected to have this run on him for many hours. After this the Auditor’s Code is taken up again. And only at this point should general theory or other data subjects be undertaken by the instructor, either in his own lectures or by tapes.

The next process in which the student is to be indoctrinated is Opening Procedure by Duplication. He is expected to do this for many hours. He is expected to have this run on him for many hours. After this the Auditor’s Code is taken up again. And only at this point should general theory or other data subjects be undertaken by the instructor, either in his own lectures or by tapes.

Once the student is entirely comfortable and familiar and precise with Opening Procedure by Duplication he is instructed in Remedying Havingness and Spotting Spots in Space. Remedying Havingness is emphasized and is senior to Spotting Spots in Space and is taken up in lecture in its various forms before the auditor is permitted to run Spotting Spots in Space. When the auditor has mastered Acceptance Level, Rejection Level and “Things that you wouldn’t mind occupying your space” he is then turned loose to audit Spotting Spots in Space and the Remedy of Havingness using this to clean up various areas or old auditing in his preclears. He is to run this process until he is convinced of its workability and his ability to use it and until he can honestly classify it as his chief emergency assist tool.

Once the student is entirely comfortable and familiar and precise with Opening Procedure by Duplication he is instructed in Remedying Havingness and Spotting Spots in Space. Remedying Havingness is emphasized and is senior to Spotting Spots in Space and is taken up in lecture in its various forms before the auditor is permitted to run Spotting Spots in Space. When the auditor has mastered Acceptance Level, Rejection Level and “Things that you wouldn’t mind occupying your space” he is then turned loose to audit Spotting Spots in Space and the Remedy of Havingness using this to clean up various areas or old auditing in his preclears. He is to run this process until he is convinced of its workability and his ability to use it and until he can honestly classify it as his chief emergency assist tool.

Now that the student can remedy havingness on preclears, he is permitted to run Consideration in the form of Significances, having preclears put significances into things. Only when the student has learned to audit significances and has had all the processes he is being taught as above run upon him is it particularly safe to engage upon much theory or upon more complex processes, for the student turned loose to consider at will may otherwise begin to make nothing out of preclears and mountainous somethings out of processes.

Now that the student can remedy havingness on preclears, he is permitted to run Consideration in the form of Significances, having preclears put significances into things. Only when the student has learned to audit significances and has had all the processes he is being taught as above run upon him is it particularly safe to engage upon much theory or upon more complex processes, for the student turned loose to consider at will may otherwise begin to make nothing out of preclears and mountainous somethings out of processes.

At this point, Granting of Beingness in the form given in the Appendix of Issue One of the Auditor’s Handbook* should be run thoroughly by the student and on the student and he should hear the LRH lecture on that subject from the Seventh Clinical Course. For until this is remedied, our student will have difficulty, most likely, with his fellow students by being himself “the only one” who can grant life. He will also, to some slight degree perhaps, be at war with the subject and his instructors until this is remedied.

At this point, Granting of Beingness in the form given in the Appendix of Issue One of the Auditor’s Handbook* should be run thoroughly by the student and on the student and he should hear the LRH lecture on that subject from the Seventh Clinical Course. For until this is remedied, our student will have difficulty, most likely, with his fellow students by being himself “the only one” who can grant life. He will also, to some slight degree perhaps, be at war with the subject and his instructors until this is remedied.

Only when all of the above has been accomplished, and with certainty, should the student be embarked upon the use of Intensive Procedure as given, be initiated into the mysteries of exteriorization and the general data of earlier Scientology. We must be very definite at this point that it would be far, far better to turn out a student who had learned the steps prior to studying the Handbook itself, as given above, and graduate with those steps firmly in his grasp than to cover a multitude of subjects and processes in Scientology on which he had a poor reality by the end of the course.

Only when all of the above has been accomplished, and with certainty, should the student be embarked upon the use of Intensive Procedure as given, be initiated into the mysteries of exteriorization and the general data of earlier Scientology. We must be very definite at this point that it would be far, far better to turn out a student who had learned the steps prior to studying the Handbook itself, as given above, and graduate with those steps firmly in his grasp than to cover a multitude of subjects and processes in Scientology on which he had a poor reality by the end of the course.

Our course goal is to push the student of the HCA-HPA level as far forward as possible in his period of training into the Auditor’s Handbook and the Group Auditor’s Handbook, but to progress him in such a way as to teach him nothing further than he has been taught until we are sure that he has excellent data workability and use reality on what he has been taught at that point. This we learned in the Advanced Clinical Courses was an absolute necessity in order to turn out auditors. It is better for us to have auditors able to use well Opening Procedure of 8-C than auditors who can use every technique we have poorly and ineffectually.

Our course goal is to push the student of the HCA-HPA level as far forward as possible in his period of training into the Auditor’s Handbook and the Group Auditor’s Handbook, but to progress him in such a way as to teach him nothing further than he has been taught until we are sure that he has excellent data workability and use reality on what he has been taught at that point. This we learned in the Advanced Clinical Courses was an absolute necessity in order to turn out auditors. It is better for us to have auditors able to use well Opening Procedure of 8-C than auditors who can use every technique we have poorly and ineffectually.

The training materials for the HCA-HPA course should include the “Professional Course Lectures” by LRH made in July, 1954. [See page 65.]

The training materials for the HCA-HPA course should include the “Professional Course Lectures” by LRH made in July, 1954. [See page 65.]

The student should clearly understand that training which has been done is not necessarily the training which is being and will be done. He should understand that the exigencies of Scientology were such as to turn out as good auditors as we could with what we had to hand and that we are just now stabilized in training and that we expect far more from him than we have ever expected from any auditor in the past.

The student should clearly understand that training which has been done is not necessarily the training which is being and will be done. He should understand that the exigencies of Scientology were such as to turn out as good auditors as we could with what we had to hand and that we are just now stabilized in training and that we expect far more from him than we have ever expected from any auditor in the past.

[* Auditor’s Handbook, Issue One, Appendix regarding Granting of Beingness:

[* Auditor’s Handbook, Issue One, Appendix regarding Granting of Beingness:

“R2—21: A basic difficulty in auditing and in the case of any preclear lies in the preclear’s unwillingness to permit anyone else to grant beingness, particularly the auditor.

“R2—21: A basic difficulty in auditing and in the case of any preclear lies in the preclear’s unwillingness to permit anyone else to grant beingness, particularly the auditor.

“Where a preclear is making no progress he is proving that ‘they could grant only death. ’ This is far below even, ‘I grant death. ’ This condition can be remedied in R2—21 by improving the preclear’s considerations of the giving of life and death as follows: ‘Name some beings you would permit to grant life. ’ ‘Name some beings you would permit to grant death. ’ ‘Name some things to which you could grant life. ’ ‘Name some things to which you could grant death. ’ This should be run until all comm lag is flattened. Then the preclear will improve further.”]

“Where a preclear is making no progress he is proving that ‘they could grant only death. ’ This is far below even, ‘I grant death. ’ This condition can be remedied in R2—21 by improving the preclear’s considerations of the giving of life and death as follows: ‘Name some beings you would permit to grant life. ’ ‘Name some beings you would permit to grant death. ’ ‘Name some things to which you could grant life. ’ ‘Name some things to which you could grant death. ’ This should be run until all comm lag is flattened. Then the preclear will improve further.”]