View source for Question and Answer Period (18ACC 570715)

'''Series:''' 18th Advanced Clinical Course (18ACC)

'''Date:''' 15 July 1957

'''Speaker:''' L. Ron Hubbard

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Now, this period here, just for the next few minutes, I'll take some questions concerning your [[TRAINING|training]], if you wish to place them, and try to dispose of them. Are there any questions relating to these [[DRILLS|drills]] processes, so forth that you are doing?

Yes, Marcia.

Female voice: Has it been decided yet whether we're going to, in 3A, be using dolls mostly, or not? When we get to it…

Well, there's an [[ACTUAL|actual]] [[PROCESS|process]] in 3A that is very, very easy to [[AUDIT|audit]] and you will not be using dolls and probably will not be coaching on it. You'll possibly do just a little bit of hit-or-[[MISS|miss]], patch-up [[AUDITING|auditing]] – and that's the [[CONTACTS|contacts]]. Location by Contact and so forth. You will be using, to a marked degree, dolls at this particular run of CCH A – in this particular run. And it may be that you'll just get some fast [[BRIEFING|briefing]] on CCH B. We might not even teach it again. I mean, there's so much to learn in CCH A. That has not been totally decided.

Nearly everything is fixed in an ACC, fixed very strongly and very unmovably. But when we all of a sudden discover a frailty, why, it isn't part of our fixedness to perpetuate an [[ERROR|error]] forever. Do you see that?

Now, this [[UNIT|unit]]'s training is devoted mainly to cracking all the cases [[ALL_THE_WAY_SOUTH|all the way south]]. It's not necessarily devoted to cracking cases northward at all, don't you see? CCH A actually contains all the processes you would need to dig anybody out of the mire and make [[HOMO_NOVIS|Homo novis]] out of him if you used them exactly and well. It even includes Trio, a very redoubtable process. Then and Now Solids and some of the CCH B processes are very, very easy to do, particularly if you know CCH A. But auditing starts with CCH A, not CCH B.

Well, we have had one [[CHANGE|change]] in doing 8-C. We're saying – in the training drills it says it's not all right to [[TOUCH|touch]] somebody and in [[ACTUALITY|actuality]] we're saying now it is all right to touch somebody doing the 8-C drill. Now, I mean by that just that one little drill that precedes High School [[INDOC|Indoc]]; perfectly all right to touch somebody and push them around one way or the other. And that's because there is a silent drill that we haven't any [[TIME|time]] for. And that silent drill simply teaches somebody to move a [[BODY|body]] around. So we'd better combine these rather than omit the silent drill entirely. That's just in the efforts of getting in a little more training, not in an [[EFFORT|effort]] to invalidate that particular drill. That particular drill is itself.

By the way, do you know, I noticed something today and it was quite amusing to me – do you know that it's rather more difficult to take a moving target for [[COMMUNICATION|communication]] than a motionless target? And therefore giving the commands perfectly while walking around as in 8-C – one may have been able to give them more or less perfectly while sitting down facing a fixed [[PRECLEAR|preclear]] but walking around has a tendency to unsettle one a little bit. And you have to get used to this particular aspect of it, otherwise just the [[MOTION|motion]] itself introduces error; quite amusing.

I noticed the most trouble – the [[INSTRUCTOR|Instructor]] noticed the most trouble in 8-C, the most trouble that was encountered was the consolidation of all the steps of the [[COMM_COURSE|Comm Course]] into one process, see? One practicing process. They were having the most trouble with consolidating all of the steps of the Comm Course into one [[ACTION|action]], you know, and getting these things all squared away. So the touch part of it and moving the body and so forth isn't evidently what is needed most. We look at these training drills and we find out that 8-C is the first drill in which a person is using all of these steps in an auditing process, one right after the other. And it takes a little settling down, doesn't it? Of course he gets enough time during High School Indoc and the rest of it to get these things settled down well, but he really shouldn't be settling them down in High School Indoc. That should have been settled down.

It's quite an interesting [[OBSERVATION|observation]]; the first chance to get a [[SEQUENCE|sequence]] of communication, acknowledgment, would be in 8-C. And I suppose if we had a little bit more time, why, we would do that. And very well probable that, just to show you how things [[GO_IN|go in]] an ACC – it is all laid out; it is taped. And if it isn't better organized at the end of the course so that we could just that moment teach a perfect course, we'll not have gained a thing. You got the idea? We wouldn't have gained anything if we didn't learn anything. And so I'm right in there willing to learn with anybody else.

We do have the edge on it because we know the workability of these training drills; we know more or less how they should be [[TRAINED|trained]]. This is the first time we're taking a direct look at them with an absolute determinism there to get the most out of every drill. There's a high possibility, a very, very high possibility that the Comm Course should add – finish up with some sort of a verbal drill in place of the Hand [[MIMICRY|Mimicry]] so that we don't run into this same cockeyed thing in 8-C. I mean, this is a debatable question; might be true and might not be true. But it may be that doing it by symbols, which is to say arm motions, doing it by arm motions rather than verbalization, may be what is best there.

These little touch-up points will come up from time to time, so don't be unsettled about them. If you don't understand why there's been a change, then you don't understand that there is a [[REASON|reason]] behind most all of these changes and that reason is simplicity and improvement on the [[STUDENT|student]].

You could take this course just the way it has started and be very, very [[SUCCESSFUL|successful]] with it because these patterns are [[BEING|being]] very successful. But we don't for a moment believe that it could not be improved. We're perfectly happy to improve something. However, it is always unsettling to a student to have something changed in midflight; it's always unsettling. However, most of you are so used to this by now that it probably wouldn't bother you.

Yours is the uneasy [[TRACK|track]] of the pioneer. The only difference between [[SCIENTOLOGY|Scientology]] and pioneering is pioneering trails are usually littered with bones.

Male voice: Boring.

Yes, but ours aren't littering any trail, we're still here.

Okay, are there any other questions about these drills and so on?

Yes?

Male voice: Bill Fisk brought this up in class today; I'd like to ask it of you: why do you say in 8-C now, "Look at that wall," when "Walk over to that wall" is a brand-new command directing his [[ATTENTION|attention]] to that wall for the first time. Why is it necessary to put "Look at that wall" in there?

It is a combined – you want to know why you want "Look at that wall" at the beginning of the process.

Male voice: Right.

This is a combined process which combines [[LOCATIONAL_PROCESSING|Locational Processing]] with a [[DOINGNESS|doingness]] and it is simply an improvement of the process. If you wanted to take – and I'll give you this now as an exercise, just you; you've brought this up. Given not – this is not as punishment, but you're interested in the subject and so is Bill, so I think the two of you independently should be able to do this. I'm not trying to punish you or make fun of you; it's just good mental exercise. Look it over and tell me how many processes there are in 8-C. This is one of the most complicated little mechanisms in Scientology and I ask you to look that over because you may [[SPOT|spot]] a couple that we haven't noticed so far. There are several; a good many. It is simply an additional process.

There is a very simple process which is not too workable, which is the figure-figure end of 8-C which you might be interested in, and that's doing-ness. If you want to take somebody after a long automobile trip or an airplane ride and improve his [[MORALE|morale]] and [[TIREDNESS|tiredness]] and so forth and make him in pretty good shape rather immediately, tell him to look around and tell you something that he wouldn't [[MIND|mind]] doing. Look around and tell him something he wouldn't mind doing. It's not particularly a good process; it's more or less an [[ASSIST|assist]]. And very funny, all the motions of the immediate ride he's been through and all the immediate [[LABOR|labor]] he's been through just sort of go off and you'll see his body go twisting around and so on. And when he's been fixed in a chair over a period of a flight or something of that sort and he finds a scrap of paper and he says well, he wouldn't mind moving that scrap of paper.

And you'll find his perimeter of action goes out further and further and further and then collapses on him and then goes out much further and then collapses on him and goes out much further again on his doingness. But this is just one of the processes which – contained in that.

We [[HOPE|hope]] the fellow will graduate up to a [[POINT|point]] of where he doesn't mind walking to a [[BARRIER|barrier]]. The actuality of it is that you're making the barrier walk to him. It's quite interesting. If you were to run 8-C on the basis of "All right, move – look at that wall. Good. Move that wall to you. Good," you'd get an entirely different process out of it. You'd never see so much figure-figure in your [[LIFE|life]].

It's true that when you move a wall to you, you would have to move, to keep the interrelationships correct, the entirety of the [[UNIVERSE|universe]] that several feet, wouldn't you?

Audience: Yeah.

See, you'd have to, to keep the relationships exact so that nothing would crumple up and [[FALL|fall]] down. But who said that there was any friction between this universe and the outside [[SPACE|space]]? So maybe you do never walk to anything; maybe you simply move the whole universe, which can theoretically move frictionlessly. that many feet. It's something to think about sometime when you're walking down the street. Thank you, Al.

There any other questions?

Well, I want to thank you very much for coming down here, [[STAFF|staff]], and I want to thank you in the ACC for being here. We're having quite a time here and I think this is the best course we have ever had in Scientology, bar none. I don't think anybody would argue with that very hard.

Audience: Yes. Right.

Our immediate [[FUTURE|future]] here contains five more weeks of [[SLUG|slug]], and I know seven or eight weeks from now you'll still be starting up at two or three o'clock in the morning and saying, "Okay! Okay. Okay." Or you will hear some ghostly voice around you saying, "Do it!" Yes, something like this could very well occur. But that's many weeks from here and the suffering of the next five weeks is something which I know . . . I'm very disappointed in this unit, by the way. We've only had breakdowns from about one-fifth of the unit; we've only had breakdowns on the part of about one-fifth of the unit to date. Only about one-fifth of the 18th has come unglued at the hinges for a little while. So that leaves four-fifths to go.

I'm going to [[CHECK|check]] – I'm going to say, "All right, did so-and-so blow up, have any difficulty, threaten to leave, commit [[SUICIDE|suicide]] or something? Jones here, did he-did he really-did he? Didn't he?" So I'll say, "Well if he comes to the January ACC I'll validate his [[CERTIFICATE|certificate]], so ... Couldn't ever have gotten real to him."

Of course we're going on the [[BASIC|basic]] premise, that – evidently, that all men are hysterical. And if this particular planet at this time wouldn't at some time or another [[CAUSE|cause]] you to react in an hysterical fashion, then you haven't found out you're blind yet.

I was being audited today, by the way – just a little point here – I've gotten myself twenty-five, thirty hours here in the last few weeks. I'm getting two or three hours at a crack, as work admits. And I had about an hour's auditing late this afternoon, just putting some more time in on it. And for the first time had "Body [[CAN'T_HAVE|Can't Have]]" run on me. And it was quite amusing. I had run it on lots of preclears and I had lots of processes run on me, but I'd never had "Body Can't Have." You know, "Look around and find something your body can't have." Wow!

It's interesting that some of these processes will [[PRODUCE|produce]] a reaction on me, for this reason: if they were simply inventednesses, you know, they were just invented, all that would [[RUN_OUT|run out]] would be my invention of them. Well, that has never happened. Never happened.

Now, of course you can [[POSTULATE|postulate]] that a process will produce a certain [[EFFECT|effect]] and then do the process and then assume that effect. But if you're doing this unknowingly, you're nuts. This whole basic riddle of have is quite fascinating. It is based on the fact that the only thing that cures the [[PROBLEM|problem]] is the problem itself. That is what have is. The only thing that cures the problem is the problem itself. But I'll tell you more about that one of these evenings; right now it's a very cool evening so I'll bid you all good night and see you tomorrow night at seven thirty.

Thank you.

Audience: Thank you.

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3A: same as CCH A. See footnote No 3.

Location by Contact: CCH 5, a Scientology process used to give the pre-[[CLEAR|clear]] [[ORIENTATION|orientation]] and [[HAVINGNESS|havingness]] and improve his [[PERCEPTION|perception]]. For further [[INFORMATION|information]] see [[HCOB|HCOB]] 11 June 57, Training and CCH Processes in Technical Bulletins Volume IV.

CCH A: one of two sections of the 18th [[ADVANCED_CLINICAL_COURSE|Advanced Clinical Course]] which taught the CCH processes. The first of the CCH processes were taught in the [[SECTION|section]] called CCH A, the remainder in CCH B. Though students had to complete both sections, they could be started in either CCH A or CCH B.

CCH B: the second of two sections of the 18th ACC which taught CCH processes.

unit: one of the three training sections into which the 18th ACC was divided. The first unit was the [[COMMUNICATION_COURSE|Communication Course]], the second was the [[UPPER_INDOCTRINATION_COURSE|Upper Indoctrination Course]] and the third was the CCH Course (which itself was divided into two parts, "CCH A" and "CCH B," each part teaching one half of the CCH processes). Students went through each of the three [[UNITS|units]] twice in order to complete the course.

Homo novis: literally, "new man," from the Latin homo, man, and novus, new.

Trio: CCH 8, one of a [[SERIES|series]] of processes which have as a [[GOAL|goal]] the separating of time, moment from moment. This process is called "Trio" because there are three different sets of commands for the process. For further information, see HCOB 11 June 57, Training and CCH Processes in Technical Bulletins Volume IV.

Then and Now Solids: CCH 14, a Scientology process which accomplishes a great number of things, such as straightening out the [[TIME_TRACK|time track]] of the preclear and giving the preclear practice in [[HANDLING|handling]] time. For further information see HCOB 11 June 57, Training and CCH Processes in Technical Bulletins Volume IV.

8-C: the name of both a Scientology process and a training drill (Training [[ROUTINE|Routine]] 6). The [[TERM|term]] is also commonly used in Scientology to mean [[GOOD_CONTROL|good control]] or the action of applying good control to (someone). For further information see HCOB 11 June 57, Training and CCH Processes in Technical Bulletins Volume IV.

High School Indoc: the name of Training Routine 7, a precise drill with the [[PURPOSE|purpose]] of training the [[STUDENT_AUDITOR|student auditor]] to never be stopped by a pre-clear, to train him to run fine control in any circumstances and to teach him to handle rebellious people.

preclear: a person not yet Clear, hence pre-Clear; generally, a person being audited. (Clear: the name of a [[STATE|state]] achieved through auditing or an [[INDIVIDUAL|individual]] who has achieved this state. A Clear is a being who no longer has his own [[REACTIVE_MIND|reactive mind]]. He is an unaberrated person and is rational in that he forms the best possible solutions he can on the [[DATA|data]] he has and from his [[VIEWPOINT|viewpoint]].)

Comm Course: short for Communication Course, a course in which one [[GAINS|gains]] the [[ABILITY|ability]] to effectively communicate with others. The Comm Course was included as part of the 18th ACC.

Hand Mimicry: the name of Training Routine 5, a drill to educate a student that verbal commands are not entirely necessary, to make the student physically telegraph an [[INTENTION|intention]], and to show the student the necessity of having a preclear obey commands. In the drill, the student says nothing, but gets the [[COACH|coach]] to duplicate hand motions which he makes. For further information see HCOB 11 June 57, Training and CCH Processes in Technical Bulletins Volume IV.

figure-figure: a coined term describing a particular type of [[ABERRATION|aberration]] consisting of always having to have a "reason for" or a [[SIGNIFICANCE|significance]]. Given a fact, there must always be a reason for the fact. Hence we get figure-figure.

hinges, come unglued at the: (slang) to become emotionally [[UPSET|upset]] or lose one's composure; variation of come unglued.

postulate: (1) (noun) a [[CONCLUSION|conclusion]], [[DECISION|decision]] or [[RESOLUTION|resolution]] made by the individual himself to resolve a problem or to set a pattern for the future or to nullify a pattern of the [[PAST|past]]. And [[REALITY|reality]] of course is that sequence which begins with postulates and ends with mass, which we originally defined as an agreed-upon thing. (2) (verb) make a postulate.

QUESTION AND ANSWER PERIOD	 PAGE 2	18ACC-01A - 15.07.57

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[[Category:Lectures 1957]]