HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 26 MAY 1962 Franchise Central Orgs Tech Depts IMPORTANT and on Student Board TRAINING DRILLS MUST BE CORRECT TRs which give an incorrect impression of, how auditing is done may not be taught. All TRs must contain the correct data of auditing. THIS IS VITAL. There have been two broad instances where TRs gave an impetus to improper auditing which all but crippled the forward advance of Scientology. These were: Upper Indoc TRs which caused students to conceive that the CCHs were run without 2 way comm and with a militant, even vicious attitude. (See HCO Bulletins of April 5 and 12, 1962.) E-Meter Needle drills which caused the student to believe that every action of the needle was a read and prevented three-quarters of all Scientologists from ever getting rudiments in or questions cleared, (see HCO Bulletin of May 25, 1962 and 2 Saint Hill Lectures of May 24, 1962). In the matter of the CCHs, we were deprived of their full use for 5 years and extended the time in processing 25 times more than should have been consumed for any result. This came from TRs 6-9 which are hereby scrapped. In the matter of the E-Meter it is probable that all auditing failures and widely extended false ideas that Scientology did not work stem from the improper conception of what action of the needle one cleaned up. This came from needle reading TRs where instructors had students calling off every activity of the needle as a read, whereas Only the needle action at the exact end of the question was used by the auditor. Auditors have thought all needle actions were reads and tried to clean off all needle actions except, in some cases, the end actions. This defeated the meter completely and upset every case on which it was practiced. This accounts for all auditing failures in the past two years. CCHs must be taught exactly as they are used in session, complete with two way comm-and no comm system added, please. E-Meter drills must be used which stress only meaningful and significant instant reads coming at the end of the full question. Other actions of the needle may be shown to a student only if they are properly called prior and latent reads, or meaningless action. From his earliest training on meters the student must be trained to consider a read only what he would take up in session and clear or use, and must be taught that mere actions of the needle are neglected except in steering the pc, fishing or compartmenting questions. ONLY TEACH PROPER USE. ONLY USE TRS WHICH EXACTLY PARALLEL USE OF SCIENTOLOGY IN SESSION AND DO NOT GIVE AN IMPRESSION THAT SOMETHING ELSE IS USED. I have seen clearly that Scientology's effectiveness could be destroyed by teaching via TRs which can be interpreted by a student as the way to audit when in fact one does not audit that way or use the data in auditing. There are many valuable TRs. There will be many more valuable TRs. But an invalid TR is one which gives a wrong impression of auditing. These must be kept out of all training. L. RON HUBBARD LRH:gl.cden Copyright ($) 1962 by L. Ron Hubbard ALL RIGHTS RESERVED 159 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 2 AUGUST 1962 CenOCon Dir Mat D of T URGENT TRAINING AIDS Due to the great success and revelatory nature of the TV Demonstration set up at Saint Hill, a smaller edition of this training aid is ordered installed in every Central Organization. The set up consists of one TV Camera, one TV set (21 or 23 inch), a microphone, an amplifier and the required cable. The TV camera (such as the Grundig) is equipt with a four inch lens. It is mounted in a corner high and to the right behind the auditor (about seven feet from the floor). An E-Meter, erected on its tipped back, is placed firmly in a bed in the centre of a table. The face of the E-Meter is then perpendicular to the camera. The Auditor sits at the table, the camera "looking over his right shoulder" at the E-Meter. The preclear sits at the table across from the Auditor in the usual position. The microphone is placed under the "tent" made by the E-Meter. There is no picture made of Auditor and preclear, only a picture of the E-Meter. The set up is placed in any oversize auditing room in the org and usual auditing can go on in that room when the set up is not in use, or it is placed at a separate table, otherwise unused, in the D of P's office. The TV picture of the meter and the sound from the amplifier are led by cables to the front of the usual assembly hall of the organization. The TV set is placed on a very high stand so as to give everyone in the room an unobstructed view of the screen. The Sound is connected to the speakers in the set itself, there is no separate speaker. This is used for demonstrations by Sthil graduates, and for student demonstrations to reveal to all their skill in meter reading or lack of it in an actual session. No session before an audience is valid or natural and this arrangement gives privacy for the session but full display of the two important points of a session-sound and meter. It will be a shock to both Ds of P and Ds of T to see what is passing for meter reading, and a great help in training HGC Auditors and students. The TV picture of the meter crowds in only part of the TA and sensitivity knob and all but a bit of the right side of the meter dial. The meter must fill the screen. The cost will be under £500 or $1200. The reward in technical cannot be measured. A second camera and TV set which gives a side view of auditor and pc is nice but is optional. Use electronic friends of the org or commercial firms to install. But make it a neat compact, trouble free installation with no loose wires about. An intercomm phone from assembly room to auditing room is nice to have. Do it sooner. L. RON HUBBARD LRH:dr.cden Copyright ($) 1962 by L. Ron Hubbard ALL RIGHTS RESERVED [Note: This Policy Letter was reissued on 27 October 1969 with the added title RE-INTRODUCED FOR DIANETICS BY ORDER OF LRH.] 160 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 2 DECEMBER AD 12 Sthil Instructors Only Central Orgs HCO Sec, Assoc Sec D of T and Instructors INSTRUCTORS' STABLE DATA In addition to the Instructor's Code, there is a primary stable datum about all instruction: Get the Student to accomplish auditing the preclear and then get the student to accomplish it with better form, speed and accuracy. An Instructor must never lose sight of the PURPOSE of auditing. Auditing is for the preclear, is intended to improve the preclear's case. Auditing is not just a matter of good form. The reason some students do not accomplish auditing is that they become so oriented on form alone that they forget the purpose of the form. Good auditing form and correct sessioning obtains many times the result of bad form and incorrect sessioning. But total form and no effort to do something for the PC results in no auditing. The result comes before the form in importance. Because students may use this idea to excuse lack of form, Q and A-ing, and to squirrel with their processes, the stable datum becomes unpopular with instructors. A student should first be held responsible for the state of the pe during and after sessions and made to know that as an auditor he is there to get a fast, good result. The student should then be taught that he can get a better, faster result with better form. After that the student should be taught that Scientology results are only obtained by correct and exact duplication of Scientology processes, not by off beat variations. ----------- This matter comes to the fore with Routines such as 2-12, a Problems Intensive, Prepchecking, Routine 3-21, 3GAXX and other powerful processes. All these are powerhouses when done for the benefit of the preclear and with perfect form and duplication of data. However, R2-12 has the peculiar ability to produce results with the crudest of auditing. If you find anything that reads on, a meter and represent it the pc feels miles better. So here is a procedure that can be done by a very green auditor and yet will produce an increased reality on Scientology in the pc. Thus the Instructor's Stable Datum above can be used with telling effect. HOW TO GET THE BEST OUT OF 2-12 The student is just thrown into the snake-pit. He is told to get a result on the pc, not look pretty. The student is only told to GET A RESULT. There are no check sheets, pre-training, briefing, anything. Give the student a meter, the Bulletins, LIST ONE, a pen and paper and DEMAND A RESULT. A session is started by saying "Start of Session" and stopped by saying "End of Session". Nothing else. The student wants to know how to do this or that. Tell him or her briefly and individually how to do the most fundamental actions, but MAKE HIM OR HER DO IT. And keep up a running refrain that you want results, results, results, on that pc. The student will be all thumbs and faint. The Instructor may be horrified by the 161 goofs. But don't bother with the goofs. Just demand results on the pc, results on the pc, results on the pc. This action by the Instructor will teach the student (a) that he or she is supposed to get results in auditing and (b) that results can be obtained and (c) that he or she sure needs better skill. So the first address to 2-12 in training is to teach those above three things (a), (b) and (c). You can't teach a student who doesn't realize that results in the pc depend on the auditor and auditing and that results are expected from auditing; who believes results can't be obtained from auditing or Rockslammerlike wants to prove auditing doesn't work; and who doesn't yet know that he or she doesn't know. These are the barriers to training and a good auditor. The gradient approach to the mind is vital. Clearing will not occur without it. But the gradient approach to auditing can be overdone to a point where the student completely loses sight of why he is auditing. The advent of R2-12 gives us a chance to break away from too gentle a gradient and pound home the simple governing principles of auditing, and enter into an era of training in which swift students are not retarded unduly by slow students and all students learn at once the most fundamental lessons of auditing: 1. First and foremost the auditor accomplishes something for the pc and without that there is neither sense nor purpose to auditing; 2. Excellent form accomplishes more for the pc faster; and 3. Exact duplication of processes alone returns standard high level results on all pcs. The student thrown in over his head learns: A. Results in the pc depend on the auditor and auditing and that results are expected from auditing; B. That results can be obtained in auditing and the better the form and duplication, the better the results; and C. That the student has more to learn about auditing and that the student doesn't yet know. Therefore the Instructor must teach the student: (a) That he or she is supposed to get results in auditing; (b) That Scientology can obtain results; and (c) That better form and duplication obtain better faster results. --------- I dare say many students learn things just because they are told to and find no relationship between form, duplication and the preclear. Let them fall on their heads and yet obtain results and this attitude will change-and you'll save us a lot of off beat nonsense .and case failures in orgs and the field. R2-12 done before it is trained makes the student aware of lots of things and additionally puts the student in shape to learn. The check sheet in 2-12 comes after doing it. It will be wanted then. And in all other types of process it then will be possible to do the check sheet before the student does the process-the student will have seen the vital facts contained in (a), (b) and (c) for himself. L. RON HUBBARD LRH:dr.rd Copyright ($) 1962 by L. Ron Hubbard ALL RIGHTS RESERVED 162 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 14 FEBRUARY 1963 Academies Sthil Students HOW TO EXAMINE THEORY EXAMINATIONS The two most serious causes of students or staff failing to pass or being unwilling to take Bulletin Checks are: 1. RS-ing on List One; and 2. Capricious Examination V Unit cares for the one. A study and practice of this Policy Letter should care for the other. ----------- The important points of a Bulletin, Tape or Policy Letter are: 1. The specific rules, axioms, maxims or stable data; 2. The doingness details, exactly how is it done; and 3. The theory of why it is done. All else is unnecessary. All you have to demand is the above. They are given in order of importance. (1) The rules, axioms, maxims or stable data must be known exactly verbatim and the student must be able to show their meaning is also known to him or her. (2) The doingness must be exactly known as to sequence and actions but not verbatim (in the same words as the text). (3) The theory must be known as a line of reasoning, reasons why or historical background and with accuracy, but not verbatim. The date of the lecture or bulletin or letter is relatively unimportant and other details of like nature should never be asked for. If a student or Staff Member is ever going to apply the data, then above (1) must be down cold, (2) must be able to be experienced and (3) must be appreciated. Asking for anything else is to rebuff interest and give a feeling of failure to the person being examined. An examiner should examine with fiendish exactness on (1) alertness on (2) and seeing if the student understands (3). An examiner should not go beyond these points, asking for what person was mentioned, who did the test, what is the copyright date, what are the first words, etc. Graduation from courses must be speeded up. And at the same time, the data, the important data must be known and understood. Good, sound examination is the answer here. Irrelevant examination questions only slow the student and extend the Course. Be as tough as you please, but only on (1), (2) and (3) above. LRH:dr.cden L. RON HUBBARD Copyright ($) 1963 by L. Ron Hubbard ALL RIGHTS RESERVED [Revised and replaced by HCO P/L 4 March 1971 Issue II, How to do Theory Checkouts and Examinations, in the 1971 Year Book.] 163 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 15 MARCH AD13 Sthil Students Info Central Orgs Academies CHECK SHEET RATING SYSTEM A system of rating of material will hereafter be employed in all Theory and Practical Examinations in all Scientology training activities. Bulletins, tapes and Drills will be assigned each one a rating as follows: 1. STAR RATING. Passing Grade 100% on extensive verbal examination and/or inspection. 2. 75 RATING. Passing Grade 75% on simple written examination of which True and False questions can comprise 75% or more of the questions asked. 3. ZERO RATING. Passed by proof of having read or listened to the material (such as notes or a general verbal statement of the subject which assures the Theory Examiner that the material has been covered). STAR RATING MATERIAL THEORY: Bulletins and tapes of material vitally necessary in making the currently used processes work, Auditor's Code, Axioms, etc. PRACTICAL: TRO, 1, 2, 3, 4, Anti Q and A, Meter Reading, Session Script, etc. 75 RATING MATERIAL THEORY: Basic Theory Bulletins and Tapes. PRACTICAL: None. ZERO RATING MATERIAL THEORY: Texts of Scientology, background material, older processes not now in use, etc. PRACTICAL: All remaining drills (passed by student on the evidence of another student). It is hoped that this system will speed training and ease its burden on students and instructors. LRH:dr.rd Copyright ($) 1963 L. RON HUBBARD by L. Ron Hubbard ALL RIGHTS RESERVED HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 15 MAY 1963 CenOCon INSTRUCTOR HATS Theory Examiner - Purpose: To ensure students know their theory. Practical Examiner - Purpose: To ensure students can apply their theory in a practical manner. Auditing Supervisor - Purpose: To ensure students can audit. LRH:gl.rd Copyright (@) 1963 L. RON HUBBARD by L. Ron Hubbard ALL RIGHTS RESERVED 164 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF I8 SEPTEMBER ADI3 Central Orgs Academies SCIENTOLOGY FIVE SCIENTOLOGY INSTRUCTORS The following is a guide to Scientology Instructors: 1. Scientology is a heuristic science. 2. The data has been discovered and assembled by L. Ron Hubbard. 3. The data has been amply covered and explained by L.R.H. in lectures and bulletins and books. 4. Training Drills have been devised and/or approved by L.R.H. and are more than adequate. 5. Auditing Routines, Processes and Procedures have also been prepared by L.R.H. and they are fully comprehensive and up-to-date. 6. The curriculum for any course has been carefully designed and/or approved by L.R.H. It should therefore be apparent that it is unnecessary for an instructor to explain data, training drills or procedures either in long individual talks or in 'lectures' to groups of students. The job of an instructor is restricted to and his efforts should be concentrated on checking to see that a student knows his data, can do his TRs and can follow auditing procedure. This is done by testing and observation. If a student flunks a test he is directed to study and/or practise the material some more. If instructor finds from observation that student does not know his data or is not practising it Correctly then the student is directed to study and/or practise accordingly. An instructor is not a coach. Within the foregoing is the student who asks questions. This shows he does not know his data or training drill. The answer to the student's question is contained in the published data so all an instructor has to do is to refer the student to the book chapter, bulletin or tape that contains the data. Instructor should avoid giving direct answers for at least two reasons. 1. To encourage student to find out for himself. 2. To obviate the possibility of an instructor giving his interpretation of data which may be an alter-is of tile correct data. Instructors should set a good example to students by handling them with good ARC. Emphasis should be put on the following. Tell student "You can do it". Don't tell them they have done wrong but point out that they haven't properly understood the data and direct them to the data they haven't understood. When a student has done a good job or is making good progress, tell him. Don't give a student continuous losses, try to find something, however small, that he has done right and point this out to him. At all times an instructor should present an unruffled demeanour and a clean and tidy appearance. An instructor maintains 8C with ARC not with the overbearing discipline of a sergeant-major. He calls the roll, directs students where to go and arranges schedules. He infracts infringement of course rules and students' failure to follow instructions. Students who are constantly failing in their studies are missing out somewhere in their basic data so they need to be directed to study basic material. Remember that you are training auditors, one day you may need one of them to audit you so make sure they know their data and can use it. LRH:dr.rd Written & Issued by: Reg Sharpe Copyright ($) 1963 Course Secretary, SHSBC by L. Ron Hubbard for L. RON HUBBARD ALL RIGHTS RESERVED Authorized by: L. RON HUBBARD [Cancelled by HCO P/L 27 October 1970 Issue II, The Course Supervisor, in the 1970 Year Book.] 165 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 24 SEPTEMBER 1963 Tech Dirs D of Ts Academy Instructors Academy Students SHSBC Instructors SHSBC Students URGENT COURSE RULES AND REGULATIONS Ron wants to re-write the Rules and Regulations applicable to Courses throughout Scientology. The purpose of the rules and regulations is to enable training in Scientology to be unhindered as far as possible by the untoward behaviour of students and instructors and by the state of the quarters where the instruction takes place. He therefore requires that every Academy Staff Member and every student at present on Course (SHSBC included) send in suggested rules under the headings below so that a code of regulations can be drawn up. Instructors please write: 1. Rules they consider necessary for students to abide by in order to make instruction and admin easier. 2. Rules they would like instructors to abide by. 3. Rules they would like to see in force regarding the quarters (premises and contents) where the Course is run. At least three suggestions are required under each of the three headings. Students please write: 1. Rules they would like their fellow students to abide by. 2. Rules they would like instructors to abide by. 3. Rules they would like to see in force regarding the quarters (premises and contents) where the Course is run. At least twelve suggestions required under each heading. HCO Secs are to arrange for suggestions to be written on the reverse of a copy of this letter by every staff member and student, and sent to me in bulk within seven days of receipt of this letter by the HCO Sec. Existing rules may be used as a guide. Issued by: Reg Sharpe Course Secretary SHSBC for L. RON HUBBARD Authorized by: L. RON HUBBARD LRH:dr.rd Copyright ($) 1963 by L. Ron Hubbard ALL RIGHTS RESERVED 166 COURSE RULES AND REGULATIONS NAME:_________________________________ DATE: ____________ State whether student or Staff position held _______________________________ ACADEMY:_________________________ List at least 12 (or 3 for Staff Members) suggested Rules for Students on Course. List at least 12 (or 3 for Staff Members) suggested Rules for Instructors on Course. List at least 12 (or 3 for Staff Members) suggested Rules for quarters (premises and contents) of' the Course. Write legibly. If there is not enough room on this form use another sheet of paper with your name on it and pin it securely to this form. 167 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 25 SEPTEMBER 1963 SthiI HATS OF STUDENT INSTRUCTORS FOR SHSBC Hat of Student Instructor Supervisor 1. To see that the Student Instructors know and carry out the procedures in: (a) Auditing Section (b) Practical Section (c) Theory Section 2. To act as terminal for the Student Instructors and should necessity arise re-arrange the weekly schedule. 3. To see that the Student Instructors are on post on time. 4. To see that the Student Instructors keep up their own Theory and Practical Check Sheets and weekly TR drills. 5. To arrange ARC break assessments and to supervise same. Student Instructors Auditing Section Duties The purpose of student instructors in the Auditing Section is to assist the Auditing Supervisor with direct personal observation and control of individual auditing sessions. In order to accomplish the above student instructors have the following duties: 1. Know in detail all the auditing activities permitted in the section assigned. 2. Ensure that the sessions in the assigned unit are started and ended on time, are properly located and all pcs and auditors are present. Be sure that the auditing schedule is being followed. 3. Check all sessions to see if auditors are following the D of P instructions in the folder and/or the correct auditing procedure of that unit and reporting any digression to the instructor of that unit. The evening student instructor may give a note to the student auditor pointing Out the error and must state the error on his report to the auditing supervisor. No other action may be taken. 4. Report Gross Auditing Errors to the instructor in charge of the unit. Evening instructors note them in their nightly report to the auditing supervisor. Gross auditing errors are: 1. Can't read meter. 2. Don't know procedure. 3. Can't complete auditing cycle. 4. Can't complete auditing cycle repetitively. 5. Doesn't pull missed W/Hs. 6. Can't handle an ARC break. 7. Can't handle a PTP or put pc into session. 8. Chronic cutting of pc's itsa line. 5. Write up informative, helpful pink sheets covering the whole unit. Each auditor should receive at least one pink sheet per week. Turn completed pink sheets over to the instructor in charge of that unit for issuing. 168 6. Write up infractions for lateness, rule breakage, refusal to obey instructions, etc, and turn them over to the instructor in charge of that unit for issue. 7. Morning student instructors report to the instructor in charge of that unit immediately and evening student instructors send a daily written report to the Auditing Supervisor on all of the following conditions: 1. Failure to follow auditing directions. 2. Lack of TA action. 3. No auditing being done. 4. Any session not going smoothly. (Pc flattery and ARC breaky with no resolution of the causes.) 5. Any suppression of data with regard to the session activity on the auditing report. 6. Any case that looks like blowing. 7. Any excellent auditing. 8. All student auditing enquiries are handled by saying, "Do what you are going to do", and write up an infraction for unauthorised break. The auditing section gives the students the reality that they will get results by first applying the basic fundamentals and then following exact procedure. The student auditor can do it. The student instructor helps them by getting them to do it. Get the student to apply the basic fundamentals and exact procedure and they will get results. Auditing Supervisor Procedure for Student Instructors Theory Section All the Theory Section student instructors are examiners. Their job is to make sure the student knows and understands the correct data contained in the theory material listed on the check sheet. 1. The first thing a new student instructor does in the Theory Section is study and get checked out on HCO Policy Letter of February 14, l963-"How to Examine, Theory Examinations", and HCO Policy Letter of March 15, AD 13-"Check Sheet Rating System". 2. The student instructor then gets a sheet of goldenrod paper, a master check sheet and a testing location from the Theory Supervisor. Put your name and the date at the top of the goldenrod paper and use it to record the flunks and passes for each student tested. During a lull period in the testing and about 10 minutes before the end of the assigned period stop your testing and record the flunks and passes on the Master Roster and our copy of the student check sheet. 3. At the time of the check out record the results on the goldenrod sheet, sign, date and record pass or flunk on the student's copy of the bulletin. Sign your full surname on both check sheets. Never use your initials. 4. Record in the master roster in the column designated Flunk or Pass a slash mark for every pass or flunk a student has been given. The 5th slash mark is made through the previous 4 making a definite group of 5. In the Pass columns the 1st 10 passes go in the 1st pass column, the 2nd 10 passes in the 2nd pass column, etc. 5. Never leave the Theory Section until all passes and flunks are fully recorded on the master roster and our copies of the student's check sheet, the master roster and check sheet binder is never to be touched unless you are on duty as a student instructor. No check outs are to be given except when you are on duty as a student instructor. 6. When a student passes a bulletin say "Pass". When a student flunks a bulletin say "Flunk". 7. If you ask a general question, be willing to get a general answer. If you want a specific answer, ask for it specifically. 169 8. Only ask enough questions to be certain that the student knows the correct data contained on the bulletin. This may be as few as one question or as many as 50. 9. An examiner's job is to determine whether the student knows the data or not. If the student does, he passes. If the student doesn't, he flunks. 10. Ask direct, straight-forward questions, and keep accurate up-to-date records, and the students will work hard and continue winning with their theory. Theory Section Supervisor Practical A Student Instructor: 1. Calls roll promptly at 1.0 pm and 3.0 pm each day and at 4.55 pm on Mondays. A "That's it" is given at 2.50 pm and 4.45 pm each day and at 6.0 pm on Mondays. 2. Reports any student not present at roll call to the Training Office if the Practical Supervisor is not present. The student must be found. 3. Sees that students are paired up immediately after roll call. If one student is left over it must be reported at once to the Practical Supervisor or to the Training Office. Another student must then be sent over from Theory or that student goes to Theory and comes over the next period. 4. Infractions. See Auditing Section Infractions. 5. Files all new pink sheets in the green folders. Files all completed pink sheets in green folders and puts an X through the carbon duplicates already in the green folders. These are then put in the Practical Supervisor's top basket. This is done every day immediately after No. 3 has been done. 6. On Monday, student instructor chooses two chair monitors, whose duties are to place in Chapel at 4.45 pm on Tuesdays, Wednesdays and Thursdays, approximately 9 chairs in 9 rows leaving a gangway down the middle, 4 chairs on the left, 5 chairs on the right (looking downwards towards the blackboard). If television, the chairs are placed accordingly. 7. At the beginning of each period, goes round to each couple and marks in any check outs the student has completed since the last practical period. 8. Knows exactly how each drill is run, and when not checking a student out, is constantly moving from couple to couple seeing that the drills are being run properly and correcting any errors. Practical Supervisor Authorized by: L. RON HUBBARD LRH:gl.rd Copyright ($) 1963 by L. Ron Hubbard ALL RIGHTS RESERVED 170 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 27 SEPTEMBER 1963 Sthil TRAINING TECHNOLOGY PINK SHEETS All the study in the world isn't going to make an auditor. Learning the data and the theory of auditing is vitally important. Perfecting your practical drills is essential. However, the final test lies with the question, "Are you getting results with your Pc?" Whether you are getting results or not is totally dependent on whether or not you are actually applying the data and theory you have learned, and are utilizing the practical skills you have developed. The bridge between the learning of data and development of practical skills and their actual application in the auditing session can be mightily bolstered by the Pink Sheet system of Auditing Supervision. HOW TO ISSUE PINK SHEETS 1. Put two sheets of pink foolscap size paper on a clipboard with a carbon between. 2. At the top of the sheet write the name of the student auditor being observed, the date and the name of the observer. 3. Head a wide column on the right hand side of the sheet with "Observations", a narrow column to the left of centre with "Theory and Practical Assignment" and two more narrow columns on the left hand side with "Coach" and "Instructor". 4. Take the above with your ball point into the vicinity of the auditing session to be observed, close enough to hear and see what is going on without intruding in the session. 5. Write in the wide column labelled "Observations" exactly what is happening in the session. This is very difficult to do for most people, (especially for someone at the case level of "only able to confront own evaluations"). Do not look for auditing errors. Just look and record what is happening. Do not write in evaluation. Do not write in invalidations. Do not attempt to correct or teach in the "Observations" columns. Simply observe the session and record what is happening. 6. After you have filled one or more pages of the "Observations" column, now is the time to evaluate. Study what you have observed taking place in the session and see if anything actually diverges from the correct theory and practice of auditing. 7. Write in the column headed "Theory and Practical Assignment" the date and title of the exact bulletin or tape containing the correct data or the title of the exact practical drill which will correct the error recorded in the "Observations" column. If the session observed was a complete shambles, it means that some basic, basic fundamental of auditing is absent in the student auditor's repertory. Don't overload the student with tons of drills and theory assignments. Look over your "Observations" column carefully and it will suddenly dawn on you that this student hasn't a clue about the auditing cycle or doesn't note the difference between the needle and the TA on the meter. If you still can't find the main difficulty, you can always sit the student down and ask something like "What happens when you sit down in front of a PC?", or "What's the meter for?" You'll. be surprised with some of the answers you'll get. 171 On the other hand you might find that you'll fill up a couple of pages of pink sheet without recording any errors. The auditor didn't happen to goof. That's fine-send it to him without any assignment. It will still help him. 8. Send the top copy of the Pink Sheet to the student and file the carbon copy in the student's Pink Sheet folder. When the completed top copy is returned by the student, with all the necessary signatures, throw away the carbon copy and replace it with the completed top copy. PINK SHEET EXAMPLES 1. The following would be a poor Pink Sheet: Theory & Practical Assignments: | Observations: TRO | Poor TRO Meter Reading | Auditor can't read the meter Tape of Sep 18 '62 Aud Cycle | Lousy handling of auditing cycle In the above example the observer has evaluated, invalidated, only made general comments. The above may all be true but the student auditor is not helped by them, and the assignments don't pinpoint his major difficulty. 2. The following would be a helpful pink sheet: Theory & Practical Assignments: | Observations: | Auditor leaning on table toying | with the TA and pen. Running | "Since the last time I audited | you" + buttons. Called a TR-3 | speeded rise on "Careful of" | clean. On Tape of Sep 18 '62 "F | to R" pc said "I don't think | that answered the question". | Aud: "OK. I'll check it on the Aud Cycle | meter". TA blew down to clear | read on "F to R". Aud went on | to clean "Invalidate". In the above example the observer states exactly what is happening in the auditing session. The majority of observations noted show an inability to complete an Auditing Cycle. (Even the Missed Meter read was an incomplete cycle.) The student is therefore assigned material that will help him learn and apply the auditing cycle. There may be other things that can help him like TR-0 or Meter Drills. However adding these to the Pink Sheet will only disperse his attention which should be applied to learning and using the Auditing Cycle. COACHING PINK SHEETS Pink Sheets should be coached in both Practical and Theory. The coach first 'reviews the observations thoroughly with the student and goes over and over the bulletin or drill with the student until the correct data is completely learned and understood or until the student can perfectly execute the drill. Once this is done, the coach signs his name opposite the assignment notation on the Pink Sheet in the coach's column. The student is then ready to have a test on the assigned material. CHECKING OUT PINK SHEETS In checking out the assigned material on the student's Pink Sheet, the instructor should carefully go over the "Observations" with the student and have the student spot the specific errors he has made, then have the student give the correct data from the assigned bulletin or tape or show by doing the practical drill that he has now mastered the skill that was poorly applied in the auditing session. 172 The whole bulletin or drill should be reviewed by the instructor but specific attention should be paid to points that the student was observed to be weak in applying to his auditing. Be doubly strict on these points to be sure the student doesn't continue to make the same errors again and again.. If each Pink Sheet thoroughly corrects only one gross auditing error, really knocks it out, the student's auditing ability will improve markedly in a very short time. CONCLUSIONS Pink Sheets are never used as punishment or to make the student wrong. They are used to improve the student's auditing ability by having him thoroughly learn data and practical skills he is weak in. A student's weakness in data and skills often will not show up under the normal conditions of theory and practical testing but they will stick out like a sore thumb when he has to apply them in an actual auditing session. Therefore, a Pink Sheet Assignment does not mean that the student hasn't learned the material if he has already passed it in Theory or Practical. It does mean that he hasn't learned it WELL ENOUGH to utilize it under the duress of an actual auditing session. If a student has gone a whole week without receiving a Pink Sheet, he should start screaming. If his auditing is not being observed and his weak points picked up, how does he expect to improve? So, make a fuss, Student, if you are not receiving Pink Sheets. And, Instructors, keep a tabulation of when a student is issued a Pink Sheet so that you are sure to observe each student at least once a week. Issued by: Fred Hare LRH:jw.aap Auditing Supervisor SHSBC Copyright ($) 1963 for by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Authorized by: L. RON HUBBARD [Amended by HCO P/L 20 December 1970 (reissued & corrected 26 January 1971), Pink Sheets, which was later cancelled by a 9 January 1973 revision of the above policy, HCO P/L 27 September 1963R, Training Technology-Pink Sheets, in the Year Books.] HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 28 OCTOBER 1963 Central Orgs Academies STUDENT ARC BREAKS Just as a pc cannot be audited over a severe ARC break, so a student cannot make good progress if he or she has an ARC break with the Course and/or. Instructors. All students should be made aware of this and told that if they have an ARC break they should take it up with the instructors in question or the D of T or (in the case of SHSBC) the Course Secretary. The Instructor, D of T or Course Secretary should try to clear the break with straightforward two-way comm and if this does not work the Student should be given an ARC break assessment by a senior student. It is the responsibility of all Students and Instructors to see that any Student who is nursing an ARC break and not doing anything about it, is handled as above-.quickly. Issued by: Reg Sharpe LRH:dr.rd Course Secretary SHSBC Copyright ($) 1963 for by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Authorized by: L. RON HUBBARD 173 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 10 APRIL 1964 All Course Staffs (Reissued as amended on 23 June 1967) Qual Secs Hats Ds of T Hats Academy Staff Hats SCIENTOLOGY COURSES There are three zones of responsibility in course management. These are: 1. Providing valuable subject materials; 2. Organizing and codifying those materials so that they are highly effective and comprehensible; and 3. Supervising the student in those materials to a point of high comprehension and competency. In Scientology (1) has been done, fully and completely. There are now no gaps or unanswered questions. In (2) the very best of Scientology has been selected out for supervision and is being written in such a way as to minimize any confusion and maximize the communication and practice of the data. In (3) we have our largest potential randomity. And it is this with which this Policy Letter is concerned. The Supervision of the student is a personalized matter. Students require answers to their own questions and clarification of their own understandings. The burden of this falls on the Supervisor. In auditing it has taken us a long time to learn that there are no bad preclears. There are only auditor errors. We have now learned a similar thing about Supervising. There are no slow students. There are only slow Supervisors. The length of time a student is on a course is a direct index of the quality of Supervision on that course. A fast course is well supervised. A slow course is poorly supervised. A bad course gets bad enrolments. A good course gets good enrolments. If enrolment is down, the course is a poor course. That has been observed continually in Academies for years and has no variations. If you want a full course, provide a well-supervised course. If course enrolments are down, don't ponder beyond this how to improve the course. And you'll win if you improve the course. This is a brick wall datum: a poor course will become an empty course. The speed with which a student can go through a course depends only on (1), (2) and particularly (3) above. It does not depend on the student. Don't blame students. Look at (1), (2) and (3) above. There are no slow students. There is only slow supervision. ----------- The future of Scientology courses depends on getting the student rapidly through the course and graduating him or her at a good level of competence. 174 Scientology course futures do not depend on lowered rates. You are already selling pearls for pennies. Just make sure you are selling pearls. I have taken care of (1). (2) is very thoroughly in hand. (3) is up to you. A fast course is a well supervised course. A full course is a well supervised, fast course. That's all the mystery there is in it. LRH:jw.jp.rd Copyright ($) 1964, 1967 L. RON HUBBARD by L. Ron Hubbard Founder ALL RIGHTS RESERVED [Note: 23 June 1967 differs from the original 10 April 1964 in that "Instructing" has been changed to "Supervising" throughout.] HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 12 MAY 1964 Sthil Students CenOCon Academies THEORY TESTING EXPIRATION DATES (Applies to all Bulletin, tape exams except zero rating) In theory testing. the slow down comes in part from making the student pass a test on the entire bulletin even though he or she did not flunk until the last paragraph. Retesting the entire bulletin is both time-wasting and exasperating. Therefore bulletin and tape tests are given an Expiration Date. If retaken in one week, the only part examined is from the area flunked onward. If, however, the bulletin or tape is retaken after a period of one week the entire material is retested. The Examiner, when a student flunks, marks the student's bulletin or tape notes with an initial and a date just above the area of the first flunk. The Examiner may go a question or two above the question flunked to enter the date and initial. No other record is made. If the student is re-examined on a date before the date marked plus seven (within one week) the Examiner only asks questions from the date mark onward. It does not matter how many flunks are given or how many weeks a bulletin or tape exam is extended so long as no period of seven days elapses between tests. If such a period does elapse (date written + 7 days) only then does the whole material get examined. The reason for this Expiration Date is this: students are often very poor administrators. They take a bulletin or tape, study it and flunk it, throw it aside and take up another one. Finally they have gone through all the course materials in this fashion and have nothing on their check sheets and nothing but failure in their studies. By introducing the Expiration Date they are persuaded to complete that which they begin. As students have to go to the end of the examination line, popping back in for the next bit a minute later is unworkable. Further an Examiner seeing that a student is trying to pass an examination with one question passed at a time can always exercise his right to assure himself the student knows the materials by a spot examination of the whole bulletin or tape before granting a pass. LRH:jw.cden.rd Copyright ($) 1964 L. RON HUBBARD by L. Ron Hubbard ALL RIGHTS RESERVED 175 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 16 SEPTEMBER 1964 (Reissued on 21 July 1967) Remimeo Franchise All Students Tech Divs Dist Divs UNDERSTANDING AND TAPE LECTURES When tapes are played to students (either in groups or individually) the students should be told to make notes of any word or phrase they do not understand so that they can refer to the Scientology dictionary, a general dictionary, or their technical materials for explanation. The Supervisor should give a brief explanation if the word or phrase is at a higher level of training than the student is learning or refer student to the detailed definition to be found in publications if it is at the same or lower level. L. RON HUBBARD Founder LRH:jw.jp.cden Copyright ($) 1964, 1967 by L. Ron Hubbard ALL RIGHTS RESERVED [Note: In the 21 July 1967 reissue, "Instructor" has been changed to "Supervisor". The original issue referred the student to the Instructor for an explanation instead of to the materials.] 176 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 24 SEPTEMBER 1964 Remmeo Sthil Instructors INSTRUCTION & EXAMINATION: all Acad Instructors RAISING THE STANDARD OF The basic reason students remain long on courses stems from inept criticism by instructors regarding what is required. There is a technology of criticism of art, expressed beautifully in the Encyclopaedia published by Focal Press. In this article it stresses that a critic who is also an expert artist tends to introduce unfairly his own perfectionism (and bias and frustrations) into his criticism. We suffer amazingly from this in all our courses. I had not previously spotted it because I don't demand a student at lower levels produce results found only in higher levels. You can carelessly sum this up by "letting the student have wins" but if you do you'll miss the whole point. Example: A student up for a pass on his Itsa is flunked because he or she couldn't acknowledge. But a student at the Itsa level hasn't been taught to acknowledge. This student hasn't even read the data on acknowledgement. So the student can't pass Itsa level and so never does get to the level where acknowledgement is taught-and if he does, really never passed, in his own mind, Itsa and so hasn't advanced. And we catch all our students this way and they don't therefore learn. How is this done? How could this be? The instructor is an expert auditor. That's as it should be. But as an expert auditor, bad execution of a level above where the student is studying, pains the instructor. So he flunks the student because the auditing looks bad. But look here. The student wasn't being checked out as an auditor. The student was only being checked out on Itsa. Further, the action of auditing as a whole is so easy to an instructor who is an expert auditor that he fails to take it apart for instruction. If I say the following, it will look ridiculous and you'll get the point better: The student is up to pass TRO. The Instructor on check outlooks the student over and says "You flunked the test." The student says "Why?" The Instructor says "You didn't take the Class VI actions to clear the pc of all his GPMs." All right,, we can all see that that would be silly. But Instructors do just that daily, though on a narrower band. The Instructor puts in additives. As an expert auditor it seems natural to him to say "You flunked your test on Itsa because you never acknowledged the pc." You get the point. This really is as crazy wide as the ridiculous example above. What does Ack have to do with Itsa? Nothing! Because the Instructor is an expert auditor, auditing has ceased to have parts and is all one chunk. Okay. A good auditor regards it that way. But the poor student can't grasp any of the pieces because the whole chunk is being demanded. What's Itsa? It's Listen. Can the student listen? Okay, he can listen but the expert says, "He didn't get 15 divisions of TA per hour." On the what? "On the meter of course." What meter? That's Level II and Itsa is Level 0. "Yes," the expert protests, "but the pc didn't get any better!" Okay, so what pc is supposed to get better at Level 0. If they do it's an accident, usually. Now does this student pass? "No! He can't even look at the pc!" Well, that's TRO of Level I. "But he's got to look like an auditor!" How can he? An auditor has to get through a comm course before you can really call 177 him that. "Okay, I'll drop my standards " the expert begins. Hell no, expert. You better pick up your standards for each Level and for each small part of auditing. What's it say at Level 0? "It says 'Listen'." Okay, then, damn it, when the student is able to sit and listen and not shut a pe down with yak, the student passes. "And the meter?" You better not let me catch you teaching meters at Level 0. And so it goes right on up through the Levels and the bits within the Levels. By making Itsa mysterious and tough, by adding big new standards to it like TA and Ack you only succeed in never teaching the student Itsa! So he goes on up and at Level IV audits like a bum. Can't control a pc. Can't meter, nothing. So the expert tries to make a student do Class VI auditing the first day and the student is never trained to do any auditing at Level 0. This nonsense repeated at Level I (by adding a meter, by purist flunking "because the pc couldn't handle an ARC Break") and repeated again at Level II ("because the pc couldn't assess") and at Level III etc. etc. Well, if you add things all the time out of sequence and demand things the student has not yet reached the .student winds up in a ball of confusion like the cat getting into the yarn. So we're not instructing. We're preventing a clear view of the parts of auditing by adding higher level standards and actions to lower level activities. This consumes time. It makes a mess. The new HCA always tries to teach his group a whole HCA course his first evening home. Well, that's no reason seasoned veterans have to do it in our courses. If you never let a student learn Level 0 because he's flunked unless he' does Level VI first, people will stay on courses forever and we'll have no auditors. Instructors must teach not out of their own expertise but Out of the text book expected actions in the Level the student is being trained in. To go above that level like assessment in Level II or Ack and meters at Level 0 is to deny the student any clean view of what he's expected to do. And if he never learns the parts, he'll never do the whole. And that's all that's wrong with our instruction or our instructors. As expert auditors they cease to view the part the student must know as itself and do not train and pass the student upon it. Instead they. confuse the student by demanding more than the part being learned. Instruction is done on a gradient scale. Learn each part well by itself. And only then can assembly of parts occur into what we want-a well trained student. This is not lowering any standards. It's raising them on all training. Bulletin Check Outs The other side of the picture, theory, suffers because of a habit. The habit is all 'one's years of formal schooling where this mistake is the whole way of life. If the student knows the words, the theory instructor assumes he knows the tune. It will never do a student any good at all to know some facts. The student is expected only to use facts. It is so easy to confront thought and so hard to confront action that the Instructor often complacently lets the student mouth words ideas that mean nothing to the student. ALL THEORY CHECK OUTS MUST CONSULT THE STUDENT'S UNDER STANDING. If they don't, they're useless and will ARC Break the student eventually. Course natter stems entirely from the students' non-comprehension of words and data. 178 While this can be cured by auditing, why audit it all the time when you can prevent it in the first place by adequate theory check-out? . . There are two phenomena here. First Phenomenon When a student misses understanding a word, the section right after that word is a blank in his memory. You can always trace back to the word just before the blank, get'. it understood and find miraculously that the former blank area is not now blank in the bulletin. The above is pure magic. Second Phenomenon The second phenomenon is the overt cycle which follows a misunderstood word. When a word is not grasped, the student then goes into a non-comprehension (blankness) of things immediately after. This is followed by the student's solution for the blank condition which is to individuate from it-separate self from it. Now being something else than the blank area, the student commits overts against the more general area. These overts, of course, are followed by restraining himself from committing overts. This pulls' flows toward the person and makes the person crave motivators. This is followed by various mental and physical conditions and by various complaints, fault-finding and look-what-you- did-to-me. This justifies a departure, a blow. But the system of education, frowning on blows as it does, causes the student to really withdraw self from the study subject (whatever he was studying) and set up in its place a circuit which can receive and give back sentences and phrases. We now have "the quick student who somehow never applies what he learns". The specific phenomena then is that a student can study some words and give them back and yet be no participant to the action. The student gets A+ on exams but can't apply the data. The thoroughly dull student is just stuck in the non-comprehend blankness following some misunderstood word. The "very bright" student who yet can't use the data isn't there at all. He has long since ceased to confront the subject matter or the subject. The cure for either of these conditions of "bright non-comprehension" or "dull" is to find the missing word. But these conditions can be prevented by not letting the student go beyond the missed word without grasping its meaning. And that is the duty of the Theory Instructor. Demonstration Giving a bulletin or tape check by seeing if it can be quoted or paraphrased proves exactly nothing. This will not guarantee that the student knows the data or can use or apply it nor even guarantees that the student is there. Neither the "bright" student nor the "dull" student (both suffering from the same malady) will benefit from such an examination. So examining by seeing if somebody "knows" the text and can quote or paraphrase it is completely false and must not be done. Correct examination is done only by making the person being tested answer (a) The meanings of the words (re-defining the words used in his own words and demonstrating their use in his own made up sentences), and (b) Demonstrating how the data is used. The examiner need not do a Clay Table audit just to get a student to pass. But the examiner can ask what the words mean. And the examiner can ask for examples of action or application. "What is this HCO Bulletin's first section?" is about as dull as one can get. "What are the rules given about ?" is a question I would never bother to ask. Neither of 179 these tell the examiner whether he has the bright non-applier or the dull student before him. Such questions just beg for flatter and course blows. I would go over the first paragraph of any material I was examining a student on and pick out some uncommon words. I'd ask the student to define each and 'demonstrate its use in a made up sentence and flunk the first "Well er.... let me see " and that would be the end of that check out. I wouldn't pick out only Scientologese. I'd pick out words that weren't too ordinary such as "benefit" "permissive" "calculated" as well as "engram". Students I was personally examining would begin to get a hunted look and carry dictionaries-BUT THEY WOULDN'T BEGIN TO NATTER OR GET SICK OR BLOW. AND THEY'D USE WHAT THEY LEARNED. Above all, I myself would be sure I knew what the words meant before I started to examine. Dealing with' new technology and the necessity to have things named, we especially need to be alert. Before you curse our terms, remember that a lack of terms to describe phenomena can be twice as incomprehensible as having involved terms that at least can be understood eventually. We do awfully well, really, better than any other science or subject. We lack a dictionary but we can remedy that. But to continue with how one should examine, when the student had the words, I'd demand the music. What tune do these words play? I'd say "All right, what use is this bulletin (or tape) to you?" Questions like, "Now this rule here about not letting pcs eat candy while being audited, how come there'd be such a rule?" And if the student couldn't imagine why, I'd go back to the words just ahead of that rule and find the one he hadn't grasped. I'd ask "What are the commands of 8C?". And when the student gave them, I'd still have the task of satisfying myself that the student understood why those were the commands. I'd ask "How come?" after he'd given me the commands. Or "What are you going to do with these?" "Audit a pc with them" he might say. I'd say, "Well, why these commands?" But if the student wasn't up to the point of study where knowing why he used those commands was not part of his materials, I wouldn't ask. For all the data about not examining above level applies very severely to Theory Check out as well as to Practical and general Instruction. I might also have a Clay Table beside my examiner's desk (and certainly would have if I were an HCO hat checker, to which all this data also applies) and use it to have' students show me they knew the words and ideas. Theory often says "Well, they take care of all that in Practical." Oh no they don't. When you have a Theory Section that believes that, Practical can't function at all. Practical goes through the simple motions. Theory covers why one goes through the motions. I don't think I have to beat this to death for you. You've got it. L. RON HUBBARD LRH:jw.cden Copyright ($) 1964 by L. Ron Hubbard ALL RIGHTS RESERVED [Modified by HCO P/L 4 October 1964 (reissued 21 May 1967), Theory Check-out Data, page 181.] 180 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 4 OCTOBER 1964 Remimeo Reissued on 21 May 1967 All Staff All Students Tech Hats Qual Hats THEORY CHECK-OUT DATA (Modifies HCO Pol Ltr of Sept 24, '64) In checking out technical materials on students or staff, it has been found that the new system as per HCO Pol Ltr of Sept 24, '64 is too lengthy if the whole bulletin is covered. Therefore the system given in Sept 24, '64 Pol Ltr is to be used as follows: 1. Do not use the old method of covering each bit combined with the new method. 2. Use only the new method. 3. Spot check the words and materials, do not try to cover it all. This is done the same way a final examination is given in schools: only a part of the material is covered by examination, assuming that if the student has this right the 'student knows all of it. 4. Flunk on comm lag in attempts to answer. If the student "er....ah... flunk it as' it certainly isn't known well enough to use. (Doesn't include stammerers.) 5. Never keep on examining a bulletin after a ,student has missed. 6. Consider all materials star rated or not rated. Skip 75%'s. In other words, the check-out must have been 100% right answers for a pass. 75% is not a pass. When you consider a bulletin or tape too unimportant for a 100% pass, just require evidence that it has been read and don't examine it at all. In other words, on those you check out, require 100% and on less important material don't examine, merely require evidence of having read. THE "BRIGHT" ONES You will find that often you have very glib students you won't be able to find any fault in who yet won't be able to apply or use the data they are passing. This student is discussed as the "bright student" in the Sept 24, '64 Pol Ltr. Demonstration is the key here. The moment you ask this type of student to demonstrate a rule or theory with his hands or the paper clips on your desk this glibness will shatter. The reason for this is that in memorizing words or ideas, the student can still hold the position that it has nothing to do with him or her. It is a total circuit action. Therefore, very glib. The moment you say "Demonstrate" that word or idea or principle, the student has to have something to do with it. And shatters. One student passed "Itsa" in theory with flying colours every time even on cross-check type questions, yet had never been known to listen. When the theory instructor said, "Demonstrate what a student would have to do to pass Itsa," the whole subject blew up. "There's too many ways to do Itsa auditing!" the student said. Yet on the bulletin it merely said "Listen". That given as a glib answer was all right. But "demonstration" brought to light that this student hadn't a clue about listening to a pc. If he had to demonstrate it, the non-participation of the student in the material he was studying came to light. Don't get the idea that Demonstration is a Practical Section action. Practical gives the drills. These demonstrations in Theory aren't drills. Clay Table isn't used to any extent by a Theory Examiner. Hands, a diagram, paper clips, these are usually quite enough! 181 COACHING IN THEORY There is Theory Coaching as well as Practical Coaching. Coaching Theory means getting a student to define all the words, give all the rules, demonstrate things in the bulletin with his hands or bits of things, and also may include doing Clay Table Definitions of Scientology terms. That's all Theory Coaching. It compares to coaching on drills in Practical. But it is done on Bulletins, tapes and policy letters which are to be examined in the future. Coaching is not examining. The examiner who coaches instead of examining will stall the progress of the whole class. The usual Supervisor action would be to have any student who is having any trouble or is slow or glib team up with another student of comparable difficulties and have them turn about with each other with Theory Coaching, similar to Practical coaching in drills. Then when they have a bulletin, tape or policy letter coached, they have a check-out. The check-out is a spot check-out as above, a few definitions or rules and some demonstration of them. DICTIONARIES Dictionaries should be available to students in Theory and should be used in Theory Examination as well, preferably the same publication. Dictionaries don't always agree with each other. No Supervisor should try to define English language words out of his own head when correcting a student as it leads to too many arguments. On English words, open a dictionary. A Scientology dictionary is available. --------- Remember that with Courses becoming briefer in duration, the number of bulletins and tapes which the student must know on a Star-Rated basis is also less. General written examination for classification, however, remains on an 85% pass basis. --------- Be sure that students who get low marks constantly are also handled in Review, preferably by definitions of words they haven't understood in some former subject. Scientology is never the cause of consistent dullness or glibness. Processing of this nature can be on an Itsa basis. It does not have to be Clay Table. Just finding the prior subject by discussion and discussing its words usually blows the condition. I've seen it change the whole attitude of a person in just 5 or 10 minutes of auditing on a "locate the subject and word" basis. Therefore, definitions exist at Levels 0 and I, but not with Clay Table or assessment, only by Itsa. You'd be surprised how well it works and how fast. "Subjects you didn't like", "words you haven't grasped" are the discussion question. --------- The subject of "wrong definitions cause stupidity or circuits, followed by overts and motivators", is not easy to get across because it is so general amongst Mankind. There is a possibility that past lives themselves are wiped out by changing language, whether it is the same language that changes through the years or shifting nationality. But however that may be, don't be discouraged at the difficulties you may have in getting this principle understood and used in Scientology departments-the person you are trying to convince has definitions out somewhere also! LRH:jw.jp.rd Copyright ($) 1967 L. RON HUBBARD by L. Ron Hubbard Founder ALL RIGHTS RESERVED 182 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 28 FEBRUARY 1965 Sthil Instructors Sthil Students COURSE CHECK OUTS TWIN-CHECKING Hereafter the existing theory coaching policy of 1964 will be amplified as follows: Students, being formed into coaudit teams, turnabout, will also do their theory check outs in pairs. An Instructor, in doing a theory check out will have both students, that are listed as Coauditors in the Auditing Assignment Sheet, appear before him when either one requires a check out and will then check out both students on the same bulletin. The Instructor will ask the students alternately his questions and if either student flunks, both flunk the test. This system is called Twin Checking. It is extremely important that the flunk be given quickly by the Instructor after a short Comm lag on the student's part. No coaxing by the Instructor is permitted. Reason? If the Instructor lets one of the two students flounder about, the other student will try to prompt and, at the very least, the other student is put on a withhold of the data his twin cannot answer and he can. Therefore the system will prove unworkable if the flunk is not given quickly after the er-ah-hm of one student indicates he doesn't know. On being flunked, the students should then retire to their places in the classroom and coach each other, as covered in 1964 Policy Letters, until they feel they can pass. They will be examined from just above the point of the flunk if done within a' week. However, in case the team has been split up, all such partial pass notes on the' materials of both expire. This is easy to detect without any admin overload, as both their mimeos will have the Instructor's initials at the same spot with the same date. When dates don't compare, it is a matter for single examination. Single student exam in theory takes place whenever one student already has a pass (as from a former period or team) and the other doesn't. However, single passing done because the student's twin is sick or has blown will work the evil of paying a student to ARC break in auditing his slower twin so as to get single passing going rather than be forced to coach or audit the other to make the slower one quicker. Therefore, students whose mate has blown or has become ill just aren't single checked. Checkouts on Theory await the return of the other. Also one mustn't be quick to re-assign a broken up coaudit team. And one changes teams only when the student goes up to the next unit when it would be a good thing to re-shuffle anyway. Single student examination cannot be done when only one student has a partial' pass and the other doesn't. In making partial passes, the Instructor always marks both the students' mimeos. And in starting from a point again, checks both the students' materials to see if the partial pass dates and initials agree. If they don't, he dismisses one, of the students back to study and examines the other and gives both a pink sheet for making the error. The Twin Checking system presupposes students coaudit in pairs. Practical coaching should never be by the pair who' are assigned coauditors'. Otherwise the check out system is the same as for theory. Practical check outs will also be done in pairs and Twin Checking used. This means practical coaching teams must remain stably assigned as different from auditing assignments. LRH:jw.rd L. RON HUBBARD Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED' 183 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 16 MARCH AD1S Remimeo (Reissued on 13 September 1967) Academies Students Saint Hill Courses Tech Sec's Hat Qual Sec's Hat Dir of Exams' Hat Student Examiner's Hat Dir of Review Hat Cramming Officer's Hat TRAINING DEPT - DIV IV Supervisor's Hat DEPT OF EXAMS - DIV V All student examiners are to be star checked on this. FURTHER MATERIAL ON STUDY - EXAMINATIONS Progress in study can be inhibited through the usage of a poor system of examination. By asking of questions irrelevant to the material covered and by failing to ensure that the student is fully aware of exactly what question is flunked, the student can be given sufficient losses to slow down his rate of learning and to cause ARC breaks. A misunderstanding comes about in the first instance purely on the basis that the student understood that he was studying a given subject. An irrelevant question asked by an examiner indicates to the student that such an understanding was false or that no basic agreement existed on the subject in the first place. An example of this would be to ask a student of a French language course to give the main historic dates and their significance to Eighteenth Century France. The original understanding was that the student was learning to speak and read French, not to learn the history of France. In Scientology an example of an irrelevant question would be to ask the student to give the distribution of a bulletin. The understanding of the student is that he is there to learn Scientology, its theory and application, not to learn the internal administration of organizational communication lines. A further example would be to ask a Level II student a question concerning data and material covered in Level IV. Frequently enough a Supervisor has to cope with a student who has come into Scientology to study the law of Karma or to study sociology or some other previous misconception without adding to the difficulties by asking irrelevant questions. Knowing what we now know about study we can handle earlier misconceptions, but a Supervisor must never ask a question of a student which is irrelevant to the subject or level. We must ourselves be careful not to add to student confusion. Therefore, any Supervisor tendency to ask irrelevant questions must be firmly restrained. In the second instance of the unknown question, a student can be given a verbal question on which he is flunked. In most cases the student will not be able to remember the question asked as he would not have flunked it in the first case if he had not already failed to understand the material covered by the question. Failure to remember the question asked or a Supervisor's refusal to give him the question asked reacts upon the student as an unanswered question, and therefore an uncompleted communication cycle, but also as an unknown question. The student will ARC break. You can easily demonstrate this by mumbling a question which is not clear enough to be understood and then insist upon an answer. You will soon enough have a very upset person on your hands. This is what happens when a student is asked a question, flunked, and then not given to clearly understand the question asked. Therefore Ron now requires that any examiner must always write down verbal questions asked before asking them, and when a student flunks, hand him the written question which he flunked. The student will then be able to know what he didn't know and be able to look up the material and 184 clear up what it was that he had not understood. Further, this will enable him to complete the communication cycle. If tape examinations are addressed to a class as a whole, these questions must be posted and the examination papers returned to the student. The student can then see what it was that he missed and what question was missed. Many people have had experience of such poor systems of examination which failed to follow the above. It is common practice in universities not only not to give students the questions asked, but also never to return examination papers. Most frequently all the university student is given is a grade. If that grade is not 100%, then the student never knows what it was he didn't know and so can not look it up to know it. This leaves him in the uncertain condition of insecurity about his data on a particular subject. And if the student flunks the subject and has to re-take it, he cannot comfortably study the subject because the whole of the subject has now become a complete mystery to him. Thus, the subject is set up as an ARC Break. Universities probably do this to be sure that their examinations do not get out to students, but then one can only state that this is laziness or lack of ability on the part of professors to think of different questions, or perhaps even a professor's own lack of understanding of his subject sufficient to enable him to be able to think of enough ' questions to ask. It also could be that there ,is a complete lack, of worthwhile material in more primitive subjects than Scientology on which to ask questions, in which case it should never have been part of the curriculum. (Freudians mainly examine on the dates of Freud's papers for their qualification of psychiatrists!) The administration of a proper system of examination is quite simple: 1. Tape examinations or examination questions given verbally to the class as a whole, must be written down before being asked and must be posted on a bulletin board afterwards and all examination papers must be returned to the students. 2. Verbal questions asked of individual students must be noted down in a book like an invoice book with tear-out sheets and a piece of carbon paper. Such books are easily procured from stationers as they are used in most stores. The student is given the yellow copy of the questions with the flunked question plainly marked.' The white copy is placed in the examiner's folder for the bulletin, tape or material. In this fashion we will be able to collect good questions to be asked; to notice fundamental areas of mis-understanding individual students have; and to note any areas of mis-understanding which are broadly mis-understood. We can, therefore, see where the individual Student needs help and see where it is necessary to elaborate more fully. on certain technical data in order to make it more broadly comprehensible. Supervisors and examiners doing this will then be contributing to the more rapid progress of individual students and to students in general. The same principles apply to the Department of Examinations and any other student examinations given. Mary Sue Hubbard LRH:ml.jp.rd The Guardian WW Copyright ($) 1965, 1967 for by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Founder [Note: In the original 1965 issue, the last two lines given here were a footnote added by LRH and read "HCO BOARD OF REVIEW. The same principles apply to HCO Board of Review Examinations and examiners." This 1967 issue changed "Instructor" to "Supervisor" throughout.] 185 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 16 APRIL AD15 Remimeo Sthil Students Franchise THE "HIDDEN DATA LINE" Some students have believed there was a "hidden data line" of tech in Scientology, a line on which Scientology tech was given out by me but not made known to students. This started me looking. For there is no such line. I wondered if it was a "missed withhold of nothing". There can be one of these, you know. There is nothing there, yet the auditor tries to get it and the PC ARC Breaks. This is "cleaning a clean" with an B-Meter. One pc I cleaned up very nicely had been harassed for years about "an incident that happened when she was five". A lot of people had tried to "get it". The pc was in a pitiful condition. I found there was nothing there. No incident at all! The meter read came from the charge on previous auditing. I think probably she must have sneezed or her finger slipped on the cans when first asked about "an incident when you were five". An auditor who "sees a read" when there is no charge makes a "missed withhold of nothing". This is the other side of the ARC Break-the gone something, the non- existence of something. No food. No money. These things ARC Break people. So it is with a "missed withhold of nothing". Take Johannesburg. Some years ago the field there was upset by 3 rabble rousers who alleged all manner of wild things about the Scientology org there. They held wild field meetings and all that. Truth was these three people had done a vicious thing and screamed to high heaven when I sought to query them. They made a "missed withhold of nothing" in the field in that area! There was exactly nothing wrong with Scientology there or us. There was something wrong with those three people. They had been stealing from the org. The field kept looking for what was wrong with the org or us. Nothing was. So it couldn't be cleaned up because there was nothing to clean. There were three thieves who had run off with org property and defied orders to give it back. How this made something wrong with us is quite a puzzle. They are still "cleaning up this ARC Break" in Johannesburg! For it is not cleanable, not being there to be cleaned! Unless you realize there was nothing there at all! It's a missed withhold of nothing. The basic org and staff and we at Saint Hill were just doing our jobs in ordinary routine! Governments looking for evil in Scientology orgs will go mad (I trust) as they are seeking a non-existent thing. They are easily defeated because their statements are so crazy even their own legal systems can't help but see it. So it's easily won. The only person who goes mad on a missed withhold of nothing is the person who thinks there is something there that isn't. So it is with the "hidden data line" students sometimes feel must exist on courses. There is no line. But in this case there is an apparency of a line. When instructors or seniors give out alter-ised technology or unusual solutions, the student feels they must have some inside track, some data line the student doesn't have. The student looks for it and starts alter-ising in his turn pretending to have it when they become instructors. 186 It's a missed withhold of nothing. The whole of technology is released in HCO Bulletins and HCO Policy Letters and tapes I do and release. I don't tell people anything in some private way, not even instructors. For instance, all the instructors I taught to handle R6 we taught by my lecturing or writing bulletins for them. Every one of these tapes is used to teach GPM data and handling to students on the Saint Hill Course. Any new data I have given on it has been given to all these people. The instructor then knows only to the degree he has studied and used the very same HCOBs and HCO Pol Ltrs and tapes the student is now using. There is no "hidden data line". To believe there is makes an ARC Break. The apparency is somebody's pretence to know from me more than is on the tapes and in books and mimeos, or, brutally, somebody's alter-is of materials. This looks like a "hidden data line". It surely isn't. All the lower level materials are in the HCOBs, Pol Ltrs or on tapes. All the GPM materials released are here waiting for the student when he reaches that level. One could say there was one if one was way off the main data line. But it sure isn't hidden. It's on courses and in orgs. I laughed one time at the top flight US Government White House entrusted psychologist. He looked over some startling IQ changes, said such a thing would revolutionize psychology overnight if known and added "no wonder you keep your technology secret!" That is very funny when you look at how hard you and I work to make it known to all! The data line isn't hidden. It's there for anyone to have. There's lots of it is possibly a source of trouble in releasing it. But it's all on courses in Academies or Saint Hill. You could have a copy of everything in the tape library if you wanted. It might cost a lot, but you could have it. There is no hidden data line. There's a lot of data I haven't had time to write down and put on a line for sheer press of time. But I work hard to do it. But even my closest staff and communicators when it hears of a new process or plan from me verbally, sees it in an HCOB or HCO Pol Ltr a few days later. Don't for heaven's sake mistake alter-is by somebody as evidence of a hidden line. In Scientology we say "If it isn't written it isn't true". That applies to orders. Somebody says "Ron said to ..." and on a veteran staff you hear the rejoinder "Let's see it". I've had raw meat walk into an org and say "Ron said I was to have 25 hours of auditing". And in the raw meat days of orgs, they sometimes were given it. So we have learned the hard way-"If it isn't written it wasn't said". And that applies to anybody's orders, not just mine. And on tech and policy, it's equally true. If it isn't in an HCOB or an HCO Pol Ltr or recorded on a tape in my voice, it isn't tech or policy. Next time you hear a pretended order or a squirrel process attributed to me, say "If it isn't written or recorded it isn't true". And watch how tech results soar then in that area. L. RON HUBBARD LRH:ml.rd Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED 187 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex Remimeo HCO POLICY LETTER OF 16 APRIL AD 15 Sthil Students Issue II Former Sthil Grads TECH & QUAL DIVISION POLICY Tech Sec HAT D of T HAT DRILLS, ALLOWED D of Exam HAT (Dir of Exams must check out this Pol Ltr D of Review HAT on the above Hats and put on their Status Check Sheet for Directors) The only allowed Practical drills on any Scientology Course including PE are: 1. Modified Comm Course for PE. 2. Original Comm Course TRs 0-4. 3. Original Upper Indoc TRs. 4. B-Meter Drills contained in Book of E-Meter Drills. 5. Dissemination Drills when I write and release them. NO other practical drills of any kind will be permitted. Other Practical Drills are abolished. Reasons: They consume time uselessly, suppress actual processes and mess up data and cases. I did not develop or authorize these drills and have now seen that they teach alter-is of easy processes. They are not needed. They make poor auditors. I have just reviewed this matter thoroughly and have traced several training failures to these Wild cat Drills. Further, I traced several failed cases on course to them. ---------- Somewhere along the line somebody went mad inventing "drills" and "TRs". If this is permitted to continue, we will no longer turn out good auditors. The standard drills as listed above have proven sufficient for years. ---------- LEGAL CHECK SHEETS A check sheet is only legal if approved by the Office of LRH Technical Section Saint Hill. CHECK SHEET POLICY A check sheet may not be changed once it is placed in a student's hands for that course. It may be changed before being handed to the next student who enters that course but not changed on who has it. The certificate and Classification are based on the materials in existence at the time the certificate was studied for and granted. If a student was never classed, a student must now be classed on the lower classifications before obtaining a higher one. To get over knotty classification exam problems where a student is being classed for a class higher than studied for after training at that higher level, a Summary Classification Exam may be given covering the essentials of auditing as they have existed for many years. If passed, all lower classes are granted. However a student not holding non-honorary classification on entering Saint Hill 188 must study for his lower classes as they currently exist before being trained at an upper level. The reason for this is entirely sensible-such a student would fail at the higher level if studied at once and only it were studied. We don't want him to fail. Grade Certificates obtained in Org HGCs are now honoured at Saint Hill. In eases which have gained poorly, however, I exercise the right to have run very low level (sub zero) processes that get the case moving well before returning to upper grades. This again is sensible. The adjustment of cases and classes is temporary and comes from settling down new materials into place. Saint Hill is always considerably ahead in tech and when all lower levels are released in full and have been practised and taught in orgs for a year or two, Saint Hill will no longer have to "cope" in order to get maximum auditor skill from training or maximum case gain in pcs. After all, we started making Saint Hill auditors for orgs only a few years ago! Taking unlawful items off a student's check sheet is not illegal. To mark out legal check outs on a check sheet (cross them off) when not actually checked out is illegal. Running a "course" with no check sheet is illegal. A Scientology Course is defined as "Progress through a check sheet". Checking out any materials on anyone without giving a preserved credit for eventual check sheet is illegal. HAT CHECK SHEETS Anyone HAT checked or bulletin or Pol Ltr checked ona staff MUST now be given credit for anything checked out on them. While STATUS CHECK SHEETS are still in process of formation and org data and hat materials is still being released for orgs, a record of anything checked out on a staff member must be kept. There will be several of these STATUS CHECK SHEETS. They have numbers. While the material is still being issued, the org hat checker must have a file with staff members' names in it and must record on a sheet of paper for that staff member each HCO Bulletin, Policy Letter or tape checked out on that staff member. Later when the STATUS CHECK SHEETS are released, the already checked out items on that staff member's rough sheet are to be transferred to the proper STATUS CHECK SHEET and sets of these new check sheets will replace the original rough check sheet in the same file. "Status" is covered in a HCO Pol Ltr of similar data, "PERSONNEL". Still later there will be actual hat BOOKS for each Division and the materials required for "status" will be in them. Until then we will use a rough system. The same material with perhaps some number changes will be in the HAT BOOKS. The policy is: NO staff member in ANY org may be HAT CHECKED without its being recorded on a rough sheet in a staff member file and credited to that staff member! NO REPORT An illegible auditor's report is classed as a no-report and an illegible case folder is classed as a "no case folder". LRH:jw.rd L. RON HUBBARD Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED 189 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 5 MAY 1965 Issue II Gen Non Remimeo Tech Sec Hat SUPERVISORS The title Instructor is changed herewith to Supervisor. "Instructor" is a MISNOMER in Scientology. They don't instruct anyone. They actually should only supervise the student to make sure he is instructed by HCO Bs, tapes and books, and be sure he does his drills. The use of "instructor" gives a tendency to alter-is tech which alter-is of tech is now the only thing that can prevent case gains. An "Instructor" who thinks he is Instructing will be able to handle only about 1/5 the number of students he could handle if he supervised. Therefore it will cost you valuable personnel to use the term "Instructor" or let training personnel even get the idea they are instructing. Supervisors just call rolls and make sure the proper operation of the course takes place and that the students are orderly and on schedule. They even make better auditors out of the students than instructors would. At Saint Hill we have for many years had Theory Supervisors, Practical Supervisors, etc. The title Course Supervisor has been the title of the Saint Hill Special Briefing Course head since it began. Therefore all instructors or Chief Instructors in the world are promoted to Supervisors, Theory Supervisors and Practical Supervisors. L. RON HUBBARD LRH:mh.kd Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED [Amended by HCO P/L 27 October 1970 Issue II, The Course Supervisor, in the 1970 Year Book.] 190 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 17 MAY 1965 Remimeo TECH DIV QUAL DIV URGENT CCHs (Cancels HCO Pol Ltr 15 May 62) The CCHs are PROCESSES. They are not drills. HCO P01 Ltr of 15 May 1962 (replacing 2 Nov 61 HCO Pol Ltr) was written by staff. It is CANCELLED. Processes are not drills. Nobody may convert hereafter a process to a drill. The Upper Indoc TRs are the drills that teach the CCHs. The CCHs are then run on pcs. S-C-S processes may not be drills. Processes are done on pcs. Drills are done by students to accustom them to the actions that will be necessary in doing processes. Upper Indoc contains TRs 5 to 9. These are done as the ONLY practical actions leading to the student being able to run the processes called the CCHs. To use a PROCESS as a DRILL leaves it unflat on students and is one of the many reasons why auditing has been taken out of Academies. During the past few years, unbeknownst to me, a whole sphere of action built up which made students drill processes. I swear, there has been a "practical drill" made out of half the processes we have. These were all abolished as DRILLS in HCO P01 Ltr 16 April AD 15. Drills are just actions the student has to become familiar with before doing processes. The actual process is NEVER used as a drill. Because it is left unflat. A drill takes the action the auditor will use when doing a process and gets him familiar with it. That's all. LRH:mh.rd L. RON HUBBARD Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 23 AUGUST 1965 Gen Non-Remimeo Issue III DELETION OF TR 5 As TR 5 is a process, it is to be dropped as a part of the TRs. This Policy Letter cancels any reference to TR 5 in any former Policy Letter. The Comm Course TRs are TRs 0 - 4. The Upper Indoc TRs are TRs 6 - 9. Delete TR 5 from any Check Sheet. LRH:mI.rd Copyright ($) 1965 L. RON HUBBARD by L. Ron Hubbard ALL RIGHTS RESERVED 191 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 26 AUGUST 1965 Sthil Foundation Students SCIENTOLOGY TRAINING TWIN CHECKOUTS (Excerpts from HCO Policy Letters of 4 October 1964 and 24 September 1964 rewritten) In Scientology training we use a system called TWIN CHECKOUTS. Each student is assigned a "twin" to work with. The student studies his assigned material and is sometimes coached over the rough spots by his twin. When the student knows the material, he is then given a checkout by his twin. If he flunks, he returns to study and when ready gets a new checkout. When he passes, the twin signs the assignment sheet certifying that he has grasped it. The assignment sheet is turned in to the Course Supervisor at the end of the period. BAD STUDY HABITS Earlier forms of education suffer because of a habit. The habit is all one's years of formal schooling where this mistake is the whole way of life. If the student knows the words, the teacher assumes he knows the tune. It will never do a student any good at all to know some facts. The student is expected only to use facts. It is so easy to confront thought and so hard to confront action that the teacher often complacently lets the student mouth words and ideas that mean nothing to the student. ALL THEORY CHECKOUTS MUST CONSULT THE STUDENT'S UNDERSTANDING. If they don't, they're useless and will upset the student eventually. Course difficulties stem entirely from the students' non-comprehension of words and data. While this can be cured by auditing, why audit it all the time when you can prevent it in the first place by adequate theory checkout? There are two phenomena here. FIRST PHENOMENON When a student misses understanding a word, the section right after that word is a blank in his memory. You can always trace back to the word just before the blank, get it understood and find miraculously that the former blank area is not now blank in the text. The above is pure magic. SECOND PHENOMENON The second phenomenon occurs after the student has gone by many misunderstood words. He begins to dislike the subject being studied, more and more. This is followed by various mental and physical conditions and by various complaints, fault-finding and look-what-you-did-to-me. This justifies a departure, a blow, from the subject being studied. But the system of education, frowning on blows as it does, causes the student to really withdraw self from the study subject (whatever he was studying) and set up in its place a circuit which can receive and give back sentences and phrases. We now have "the quick student who somehow never applies what he learns". The specific phenomena then is that a student can study some words and give them back and yet be no participant to the action. The student gets A+ on exams but can't apply the data. 192 Demonstration is the key here. The moment you ask this type of student to demonstrate a rule or theory with his hands or the paper clips on your desk this glibness will shatter. The reason for this is that in memorizing words or ideas, the student can still hold the position that it has nothing to do with him or her. It is a total circuit action. Therefore, very glib. The moment you say "Demonstrate" that word or idea or principle, the student has to have something to do with it. And shatters. The thoroughly dull student is just stuck in the non-comprehend blankness following some misunderstood word. The "very bright" student who yet can't use the data isn't there at all. He has long since ceased to confront the subject matter or the subject. The cure for either of these conditions of "bright non-comprehension" or "dull" is to find the missing word. But these conditions can be prevented by not letting the student go beyond the missed word without grasping its meaning. And that is the duty of the twin. COACHING IN THEORY Coaching Theory means getting a student to define all the words, give all the rules, demonstrate things in the text with his hands or bits of things, and also may include doing Definitions of Scientology terms. The usual Course Supervisor action would be to have any student who is having any trouble or is slow or glib team up with a twin of comparable difficulties and have them turn about with each other with Theory Coaching. Then when they have a text assignment coached, they give their twin a checkout. The checkout is a spot checkout, a few definitions or rules and some demonstration of them. DEMONSTRATION Giving a text assignment check by seeing if it can be quoted or paraphrased proves exactly nothing. This will not guarantee that the student knows the data or can use or apply it nor even guarantees that the student is there. Neither the "bright" student nor the "dull" student (both suffering from the same malady) will benefit from such an examination. So examining by seeing if somebody "knows" the text and can quote or paraphrase it is completely false and must not be done. Correct examination is done only by making the person being tested answer (a) The meanings of the words (re-defining the words used in his own words and demonstrating their use in his own made up sentences), and (b) Demonstrating how the data is used. The twin can ask what the words mean. And the twin can ask for examples of action or application. "What is the first paragraph?" is about as dull as one can get. "What are the rules given about ?" is a question I would never bother to ask. Neither of these tell the twin whether he has the bright non-applier or the dull student before him. Such questions just beg for natter and course blows. I would go over the first paragraph of any material I was examining a student on and pick out some uncommon words. I'd ask the student to define each and demonstrate its use in a made up sentence and flunk the first "Well... .er. ...let me see and that would be the end of that checkout. I wouldn't pick out only Scientologese. I'd pick out words that weren't too ordinary such as "benefit" "permissive" "calculated" as well as "engram". Students I was personally examining would begin to get a hunted look and carry dictionaries-BUT THEY WOULDN'T BEGIN TO NATTER OR GET SICK OR BLOW. AND THEY'D USE WHAT THEY LEARNED. 193 Above all, I myself would be sure I knew what the words meant before I started to examine. Dealing with new technology and the necessity to have things named, we especially need to be alert. Before you curse our terms, remember that a lack of terms to describe phenomena can be twice as incomprehensible as having involved terms that at least can be understood eventually. We do awfully well, really, better than any other science or subject. We lack a dictionary but we can remedy that. But to continue with how one should examine, when the student had the words, I'd demand the music. What tune do these words play? I'd say "All right, what use is this text assignment to you?" Questions like, "Now this rule here about not letting pcs eat candy while being audited, how come there'd be such a rule?" And if the student couldn't imagine why, I'd go back to the words just ahead of that rule and find the one he hadn't grasped. I'd ask "What are the 3 parts of the ARC triangle?" And when the student gave them, I'd still have the task of satisfying myself that the student understood why those were the 3 parts. I'd ask "How come?" after he'd given them to me. Or "What are you going to do with these?" But if the student wasn't up to the point of study where knowing why he used the ARC triangle was not part of his materials, I wouldn't ask. For all the data about not examining above level applies very severely to Theory Checkout as well as to Practical and general Instruction. I might also have a stack of paper clips and rubber bands and use them to have students show me they knew the words and ideas. Theory often says "Well, they take care of all that in Practical." Oh no they don't. When you have a Theory Section that believes that, Practical can't function at all. Practical goes through the simple motions. Theory covers why one goes through the motions. I don't think I have to beat this to death for you. You've got it. DICTIONARIES Dictionaries should be available to students in Theory and should be used in Twin Checkouts as well, preferably the same publication. Dictionaries don't always agree with each other. No Twin should try to define English language words out of his own head when correcting a student as it leads to too many arguments. On English words, open a dictionary. A Scientology dictionary will be available in a few months from the date of this bulletin as one is being rushed into publication. L. RON HUBBARD LRH:ml.rd Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED 194 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 21 SEPTEMBER 1965 Issue V Remimeo Tech Div Sthil Students E-METER DRILLS Having the data that Out-technology is the result of a lack of study, drill and familiarity, it is imperative that meter drills be done well. As it is the Academy's purpose to train auditors, students must do the required meter drills for each level and must not resort to the use of a pen to represent the needle of an E-Meter. Irrespective of whether a student is or is not a Release, these drills must be done. If a student should have a coach whose needle Only floats, that student should request of the Supervisor another coach. The state of Release can always be rehabilitated, so the Academy should not be overly concerned with the protection of Releases. Studying the mind and spirit of Man may be restimulative, but it is the only way through and out. A real Roller Coaster of processing results is never because of restimulation caused by training, it is always the sole result of association with a Suppressive Person. Don't back off in the training of auditors. Only a well trained auditor will eventually make it all the way to Clear. L. RON HUBBARD LRH:ml.kd Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED 195 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 15 DECEMBER 1965 Remimeo Academy Students other than St Hill Tech Division-Qual Division STUDENTS GUIDE TO ACCEPTABLE BEHAVIOUR GENERAL 1. Adhere completely to the Code of a Scientologist for the duration of the course and behave in a manner becoming to a Scientologist at all times. 2. Get sufficient food and sleep. Always eat breakfast before class and morning sessions. 3. When being a preclear, be one, not a student or auditor. When being an auditor, be an Auditor, not a student or preclear. When in class and lectures, be a student not an auditor or a preclear. 4. Get off all your known withholds. Know definitely that you have absolutely no hope for case advancement unless you get these known withholds off to your auditor. Any violation of rules must be reported by the auditor on the auditing report for the preclear so that they are no longer withholds from -L. Ron Hubbard, Mary Sue Hubbard or Supervisors. 5. If you don't know something or are confused about course data, ask a Supervisor or send a despatch. Do not ask other students as this creates progressively worsening errors in data. Also dispatches from you to L. Ron Hubbard will be relayed if you place all such in the basket marked "Students Out". 6. Students may only use the coin box telephone during non class periods. 7. You must get the permission of the Office of L. Ron Hubbard to leave course before you are allowed to leave. You won't be released if there is any doubt that you are inadequate technically or your case is considered in poor condition. Give an advanced warning as to when you are leaving. AUDITING 8. Do not consume any alcoholic beverage between 6 a.m. on Sundays and after class on Fridays. 9. Do not consume or have administered to yourself or any other student any drug, antibiotics, aspirin, barbiturates, opiates, sedatives, hypnotics or medical stimulants for the duration of the course without the approval of the D of T. 10. Do not give any processing to anyone under any circumstances without direct permission of the D of T. (Emergency assists excepted.) 11. Do not receive any processing from anyone under any circumstances without the express permission of the D of T. 12. Do not engage in any "self-processing" under any circumstances during the course at any time. 13. Do not receive any treatment, guidance, or help from anyone in the healing arts, i.e. physician, dentist, etc, without the consent of the D of T/Ethics Officer. (Emergency treatment when the D of T is not available is excepted.) 14. Do not engage in any rite, ceremony, practice, exercise, meditation, diet, food therapy or any similar occult, mystical, religious, naturopathic, homeopathic, chiropractic treatment or any other healing or mental therapy while on course without the express permission of the D of T/Ethics Officer. 196 15. Do not discuss your case, your Auditor, your Supervisors, your classmates, L. Ron Hubbard, HCO WW personnel or HCO WW with anyone. Save your unkind or critical thoughts for your processing sessions or take up complaints with any supervisor. 16. Do not engage in any sexual relationships of any nature or kind or get emotionally involved with any classmate who is not your legal spouse. 17. Follow the Auditor's Code during all sessions when being the Auditor. 18. Follow technical procedure as outlined on the course exactly and precisely. 19. Be honest at all times on your auditing report forms. Stating every process run, Tone Arm changes and times, sensitivity setting, cognitions of your preclear and any changes of physical appearance, reactions, communication level, or otherwise what you observe in your preclear. 20. Place all reports in the folder of your preclear after each session, turn into the Examiner for classification. 21. Students must not read their own report folder or that of another student, unless he is auditing that student. PREMISES 22. Do not make any undue noise either indoors, or when leaving class. 23. Use the correct entrances for entering and leaving the premises. QUARTERS 24. Do not put cigarettes out in plastic waste baskets or on the floors. 25. Keep all your bulletins, supplies and personal possessions in the space allotted to you and keep your space neat and orderly. 26. Students are allowed to smoke during breaks only and always outside any study or auditing quarters. 27. The basket marked "Student In" is the basket where all communications, bulletins or mail to students are placed. Always check this basket daily to see if you have received any communications. 28. Report and turn in any damaged property or goods used on the Course. Protect and keep the premises in good condition. 29. No food may be stored or eaten in the Classrooms at any time. SCHEDULES 30. Be on time for class and all assignments. 31. Buy any books you need from the invoice clerk at appointed times. 32. Follow all schedules exactly. 33. Study and work during your class periods and over weekends. You have a lot to get checked out on in order to get a course completion. You can't afford to waste time. L. RON HUBBARD LRH:emp.cden Copyright ($) 1965 by L. Ron Hubbard ALL RIGHTS RESERVED 197 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 12 OCTOBER 1966 Remimeo Tech Hats Issue IV Qual Hats Students EXAMINATIONS A student must not discuss any examination with anyone outside the Qualifications Division. To give examination information to other students in order to assist them shows a misguided understanding of help. A student should pass an examination on the basis that he does know and can apply the data, not on the basis that he knows and can pass the examination. Only by being able to know and apply the data can a student be an accomplished auditor at any Level. Therefore, students are not to discuss examinations with other students for whatever reason. Further, students who fail examinations or any question thereon are not to discuss such failure or reasons for such with anyone other than the personnel of the Qualifications Division. This regulation includes not only other students, but Course Supervisors. Data as to examination failures is supplied from the Qualifications Division to the Technical Division, and a student, not knowing the data sufficiently well, can cause Dev-T by reporting false data to a Course Supervisor as to why the examination was failed. Any student who feels that he has been incorrectly failed on an examination can report the matter to Ethics. This is the proper line for any complaint the student may have concerning an examination, if such still seems incorrect after taking it up with the Qualifications Division. LRH rd Copyright 1966 by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Founder HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 29 DECEMBER 1966 St Hill Only All Staff Day and Fdn ROUTING AND HANDLING OF SHSBC, DIANETIC, SOLO VI AND ACADEMY STUDENTS Any student on the Foundation SHSBC, Dianetic, Solo VI and Academy Courses is first and foremost a student during the Foundation hours. This rule is true regardless of what other activities they undertake on their own time. ORDERS AND ROUTING Any orders or routings given to a student by another section of the Org which will interfere with course hours must be done via the Tech Director, Training Officer and the Course Supervisor of the student concerned. The sole intention of the latter is to prevent students from disappearing from course into the HGC, Review, or anywhere else, without the supervisor having directly sent the student. Haskell Cooke Org Sec F Frank Freedman D/Qual F Julia Galpin D/HCO F Julia Galpin AC F Julia Galpin LRH Comm F Otto Roos Ad Council SH Ken Delderfield LRH Comm SH Pam Pearcy Ad Council WW Philip Quirino LRH Comm WW Sheena Fairchild Guardian Comm WW Mary Sue Hubbard LRH:jp.rd The Guardian Copyright ($) 1966 for by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Founder 198 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 18 SEPTEMBER 1967 Remimeo Academies SHSBC STUDY COMPLEXITY AND CONFRONTING In some researches I have been doing recently on the field of study, I have found what appears to be the basic law on complexity. It is: THE DEGREE OF COMPLEXITY IS PROPORTIONAL TO THE DEGREE OF NON CONFRONT. Reversing this: THE DEGREE OF SIMPLICITY IS PROPORTIONAL TO THE DEGREE OF CONFRONT and THE BASIS OF ABERRATION IS A NON-CONFRONT. To the degree that a being cannot confront he enters substitutes which, accumulating, bring about a complexity. I found this while examining the subject of NAVIGATION in order to teach it and clarify it. I found that Man had based the subject on an incorrect primary assumption. All subjects have as their basis a point of first assumption. In Man's technology this is usually weak and non-factual which makes his technology very frail and limited. To reform a subject one has to find this primary assumption and improve it. This reforming of technical subjects is of great interest to us because our subject Scientology is advanced even beyond the space travel technologies of very high civilizations. Yet it is flanked on all sides by Man's corny antique technology in the field of physics, chemistry, "mathematics" and so on. This tends to hold us back somewhat. We strained his tech forward to get the E-Meter, the one thing we had to have. In Navigation, man bases the whole subject on the assumption that one can't confront where he came from or is going or where he is. It assumes he is lost. This is a basis assumption of non-confront. He can't directly see where he has been or where he is going at sea-it is so large-so he takes off from a point of no-confront in all his reasoning in the subject. Therefore he goes into a series of symbols and begins to substitute symbols for symbols. This winds him up in a mass of complexity. One spends 90% of his time in studying this subject trying to find out what symbols the symbols are meant to represent. He says in his texts "G.H.A." On search we find this means "Greenwich Hour Angle". On further search we find this means what angle some heavenly body forms when related to Greenwich as Zero. On further search we find the idiocy that the navigator's clock tells angles in HOURS when all he 0 needs is a clock face giving 360 degrees. This is of course complete nonsense. 0 Why hours, and two sets of 12 at that (midnight to Noon and Noon to midnight) when what he is trying to find out is how many degrees of time has passed. He refers his time to the Sun which, because of the rotations of earth every 24 hours, appears at an increasing number of degrees from Greenwich England as the day advances. Because he starts from a no-confront of ship or plane position he then carries no-confront through the whole subject. If a man isn't lost as he begins to "navigate" he very often is when he finishes! Actually no ship or plane is ever lost as to position. One knows he is on Earth and 199 in what ocean and on what side of what ocean and the subject really should be one which merely lets one CORRECT his position a bit. Man in this subject of navigation even scorns direct observation (confront) and calls it "jackass navigation!" In actual fact real navigation is the science of recognition of positions and objects and estimation of relative distances and angles between them. The subject is made complex because it has become, in Man's hands, the substitution of symbols for symbols all based on the assumption that he can't confront his departure, his current spot or his point of arrival. Out of this, with further study in other fields, I found that any complexity stemmed from an initial point of non-confront. This is why looking at or recognizing the source of an aberration in processing "blows" it, makes it vanish. Mental mass accumulates in a vast complexity solely because one would not confront something. To take apart a problem requires only to establish what one could not or would not confront. The basic thing man can't or won't confront is evil. These people who always rationalize evil behavior-"He wasn't feeling well which is why he murdered the policeman", etc., can be counted on to voice some theetie-weetie (goodie-goodie) justification for somebody's thoroughly evil conduct. Mr. X wrecks a house and you remark on it and Miss Theetie Weetie will feel compelled to say, "Oh, Mr. X had a poor childhood and he didn't mean any wrong . . . ." She can't confront the simple but evil fact that Mr. X is a complete dog. One feels his hair stand on end when Miss Theetie Weetie does this because one is observing a complete non-confront on the part of Miss Theetie Weetie. She is too unreal to do other than make one feel he has had an ARC Break. One will also find that Miss Theetie Weetie leads a horribly complex life- adjust ing her thinking to agree with "air spirits" and leaving her family because there might be mice in the basement. When no-confront enters, a chain may be set up which leads to total complexity and total unreality. This, in a very complex form we call an "aberrated condition". People like that can't solve even rudimentary problems and act in an aimless and confused way. To resolve their troubles requires more than education or discipline. It requires processing. Some people are so "complex" that their full aberration does fully not resolve until they attain a high level of OT. A large number of people de-aberrate just by the education contained in Scientology as they find in our subject the natural laws of life and seeing (confronting) them, "blow" huge holes in their complexities and aberrations. Therefore the above laws are very important ones as they explain what aberration really is and why processing really works. Aberration is a chain of vias based on a primary non-confront. Processing is a series of methods arranged on an increasingly deep scale of bringing the preclear to confront the no-confront sources of his aberrations and leading them to a simple, powerful, effective being. L. RON HUBBARD Founder LRH:jp.rd Copyright ($) 1967 by L. Ron Hubbard ALL RIGHTS RESERVED 200 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 18 OCTOBER 1967 Issue VII Remimeo ACADEMY ETHICS ACADEMY CHECKSHEETS SUPERVISOR CONDITIONS Academy check sheets should be designed to be covered in one week for Theory and one week for Practical for each level 0 to IV. If a student is more than 2 weeks on one of these Theory or one of these Practical Courses then the Supervisor for that level, theory or practical, is placed in Non Existence Condition. The secret in getting students through is keeping Ethics in in the Academy. Time lost because the student is sent to Ethics or Review is not counted and is added to the 2 weeks allowed. The rest of the secret is to spot a slow student at once and get a CORRECT Remedy A and Remedy B done on him, in Remedy B listing for and finding the correct troublesome PT subject and then listing that for similar past subjects being careful not to restrict the past question to this life as it is almost always an earlier life. In Remedy B getting the correct item off each of the 2 lists (the PT list and Past list) will always dig any non-SP student out. In doing Remedy A one lists for the misunderstood word and gets the correct one. A Supervisor can chit a Review Auditor for job endangerment if Review fails to straighten up the student or accumulates a backlog. Seniors who fail to assign non-existence to such a Supervisor arc in turn up the line so assigned. Academies tend to slow or stop students with SHSBC check lists or unreal or altered training and so bar out Scientologists. We don't expect that much from Academy grads. On the Dianetics Course it should be I month of training. If a student is in that course more than 2 months the Supervisor goes into non-existence as above. In Evening Courses, one month for theory and one month for practical should be the design. If a student is on more than 2 months then the Supervisor goes into Non Existence. Supervisors so assigned non-existence get out of it by applying the formula and are upgraded when they have done so to Danger until they have applied that formula and so on back to Normal Operation or above. The Int Tech Officer WW is responsible for the shortness and adequacy of these check sheets. Many have been done in the past and there is little labour involved in reissuing them. LRH:jp.rd Copyright ($) 1967 L. RON HUBBARD by L. Ron Hubbard Founder ALL RIGHTS RESERVED 201 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 8 MARCH 1968 Remimco CHECKSHEETS ALL CHECKSHEETS FOR DIANETIC COURSES, ACADEMY COURSES, SHSBC AND INTERNES MUST BE ORIGINATED AND PASSED ON BY WW BEFORE USE AND MUST BE STANDARD WW TO COMPILE, ORIGINATE AND REGULATE ALL CHECK-SHEETS UP TO VII. L. RON HUBBARD Founder LRH:jc.kd Copyright ($) 1968 by L. Ron Hubbard ALL RIGHTS RESERVED HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 19 OCTOBER 1968 Remimeo All staff All students COURSE COMPLETION STUDENT INDICATORS When a student has finished a course, he should want the next course in training. If not, out Tech or out Ethics or both. Just as a PC's good indicators should be in wanting next level of auditing, so should a student's good indicators be in wanting next level of training. If this is not the case something missed by the supervisor or student or both the supervisor and the student. L. RON HUBBARD Founder LRH:nf.ei.rd Copyright ($) 1968 by L. Ron Hubbard ALL RIGHTS RESERVED 202 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 24 OCTOBER 1968 Remimeo Supervisors D of Ts Supervisor Hat SUPERVISOR KNOW-HOW Supervisor Checksheet Running the Class To be an effective Supervisor one must know that there is Standard Tech and therefore that there is Standard Supervision. Tech is contained ONLY in HCOBs, tapes and books written and issued by LRH. So is Standard Supervision. The Supervisor's job consists of 1. Noting that the class members are present on time. 2. Calling roll. 3. Introduction of new students or those returning from the Examiner. 4. R. Factor for new comers. 5. Handling queries and/or questions regarding the course and its running. 6. Ensuring that space and equipment are available. 7. Seeing that Tech Services personnel provide top service and no sloppy "help yourself to what ever you want". 8. Seeing that breaks are started and completed promptly with Rollcall. 9. Area must be neat and tidy at all times. Uniform chairs and tables used and squared away, excess student gear stowed elsewhere. 10. A library containing all the books and pabs should be available should the bookstore run out of literature. 11. Students do not arrive or leave on their own accord. 12. They are not to interrupt each other at work and all questions should be directed to the Supervisor who will refer them to the material which contains the information required. 13. NEVER NEVER allow anyone to walk in and interrupt or address any student on course. 14. The Supervisor is there and there on time. 15. The schedule runs exactly on time, never varying. As Supervisor it is your responsibility to eradicate any barriers or hindrances presented which distract the student from studying. This includes extra curricular activities. L. RON HUBBARD LRH:ew.ei.rd Founder Copyright ($) 1968 by L. Ron Hubbard ALL RIGHTS RESERVED 203 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 24 OCTOBER 1968 Remimeo Issue II Supervisors ID of T's Supervisor's Hat Supervisor's Checksheet SUPERVISOR KNOW-HOW Handling the Student To be an on-the-ball Supervisor, one should be oneself fully trained on the level one is supervising. It is by far preferable to be a Class VIII with a full grasp of Standard Tech. As Tech once whittled away across the planet and finally went so badly out it had to be urgently rescued, it follows that out-supervision must have pioneered the route of out-tech. So it's no light matter not knowing one's business as a Supervisor and the consequences of mis- or non-application of study data. These must be known. As the student is a student, it follows there is some willingness to learn. This must be validated and encouraged including by unmentioned wins as in TR 4. As he or she is there to study attention must be channeled and kept on that vector and any side tracks knocked out and eradicated during the period set aside for study. Any difficulties arising (and there will be in the course of study) refer the student to materials just ahead. Locate, indicate and get defined the misunderstood. Handle any student having trouble with study by: (a) Getting hold of the material he is studying. (b) Getting hold of the material he was studying. (c) Finding what he says he has trouble with. (d) Take up the area or material PRIOR to it and find what is bugging him. (e) Remedy A and B handles this also. (f) Do not send a student to review unless he says he wants a review-then send him to the examiner. (g) If the student doesn't apply this data on dope off and misunderstoods, then a pink sheet on the HCOBs will handle that. Clay Table Training HCOB 11.10.67 is most beneficial when applied exactly. It sometimes appears that you have a different or difficult student on your course. The same rules apply. Standard Tech is applicable and works on all cases. What you are doing and using is straightening their heads out. So don't desist. Keep at it until the guy gets the idea, does it himself and starts cleaning up misunderstoods in the standard manner. He'll do it on his own and then on others. L RON HUBBARD Founder LRH:ew.ldm.rw.rd Copyright ($) 1968 by L. Ron Hubbard ALL RIGHTS RESERVED 204 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 24 OCTOBER 1968 Issue III Remimeo Supervisors D of Ts Supervisor Hat Supervisor Checksheet SUPERVISOR KNOW-HOW R Factor to Students When a student has enrolled his last stop is at the supervisor's desk. An R Factor as follows should be made: Welcome the student. to the course and tell him the name and level. Give him the time it starts and ends with break periods. Any business is to be conducted out of study hours and no random breaks are allowed. Inform him of the rules, setting up of chairs and tables, where élay demo table is, notice board, master checksheet and additions or subtractions, points system and checkout system and how it operates. THEN send him off to tech services to get his materials; when he returns say "Start". This action immediately establishes 8C for the student and he now knows who is in charge. All his queries and questions are to be referred to the supervisor, as he must know it is the supervisor's job to refer students to where data may be found in the materials. It is not anybody's job and certainly not another student's responsibility to do so. Students are introduced at the beginning or end of a study period, not during. Students returning from the examiner are announced-the only break. The response is inevitably enthusiastic and the students get busily back to work after such a success. Those from cramming or who have flunked are returned unannounced. On Friday nights the last half hour is spent on graduation when top students and those who have certified or classified or graduated are announced. The graduate is usually allowed to address the group and this would consist of the knowledge obtained from Scientology, what a wonderful group of people to work with the group was, what next course or study will be done, etc. End off with asking how they did. You might even be surprised at the result of implementing a safe, stable study environment, well controlled and done with Standard Supervision. L. RON HUBBARD LRH:ldm.rw.rd Founder Copyright ($) 1968 by L. Ron Hubbard ALL RIGHTS RESERVED 205 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 24 OCTOBER 1968 Issue IV Remimeo Supervisors D of T's Supervisor Hat Supervisor Checksheet SUPERVISOR KNOW-HOW Tips in Handling Students From time to time it will be found that when students enroll on a course, the question of misunderstoods arises. This is best handled by getting the student to hunt up and define with the source of the definition (HCOB Date book name and page no.). This allows the student to grasp the meaning of the words used in the study of Scientology. Words other than Scientology or Dianetic words are also clarified. A real stopper can be the words Scientology or Dianetics. Consult the student's understanding and not just accept what sounds like a definition of these two words. Simple points like "why is level 0 level 0?" can produce astonishing resurgences in study velocity. Using the questions "where were you doing well" and "where did you notice you ceased doing well" zeroes in on the point or word or principle misunderstood and sometimes just the first question blows the lot. On many occasions it's the first word on the material or the title of the HCOB so even check these. Sometimes tracing back where or when the student heard of Dianetics or Scientology blows the trouble. These points must be handled skillfully and rarely more than once on any occasion. Take it lightly and let the student win. L RON HUBBARD Founder LRH:ew.rw.rd Copyright ($) 1968 by L. Ron Hubbard ALL RIGHTS RESERVED 206 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 8 MAY 1969 Issue I Remimeo Supervisor's Course HOW TO TEACH A COURSE Note: We learned these exact data the hard way over the years. An empty class with no enrollees is traced always to violation of these points. People like it this way. It makes auditors. The moment you violate this you have a clinic not a class and you wind up with no auditors trained. A Course should be taught very tough. The Supervisor's first premise is that a Student doesn't have a case. There is an old training rule in Dianetics and Scientology-if a mist forms on a mirror held up to the student's mouth, he can carry on. Never sympathise with a student, just train him. THREE VITAL DATA There are three vital data which make the difference between a successful course and one which fails utterly. They are 1. EXACT SCHEDULING. 2. SUPERVISOR PRESENCE. 3. SUPERVISOR REFUSAL TO ANSWER TECH QUESTIONS BUT ONLY REFERS THE STUDENT TO THE MATERIALS. Exact scheduling means just that. The course has a daily schedule, it is known to each student, and it is adhered to exactly. The course commences each day and after each break exactly on time, with a brisk, snappy rollcall. It is ended exactly on time by the Supervisor. The Supervisor must be present with the class at all times and ON TIME. Continuous inspection of what is going on, correction by referral to the right bulletin, and just being there as a Supervisor will bring about trained students. The Supervisor should know the materials of the Course so well that he can refer students quickly and easily to the relevant material, when asked questions. When a student asks a question about a TR, this is answered only by reading the TR to the student from the Bulletin. MISUNDERSTOOD WORDS Misunderstood words MUST be handled. HCO Policy Letter 26 August 1965, HCO Bulletin of March 10, 1965 and the Study Tapes give the phenomena and its handling. Tony Dunleavy CS-2 Training Aide LRH:TD:an.ei.rd Copyright ($) 1969 for by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Founder [Amended by HCO P/L 27 October 1970 Issue H, The Course Supervisor, in the 1970 Year Book.] 207 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 8 MAY 1969 Issue III Remimeo Diane tic Supervisor's Course ENTURBULATIVE STUDENTS The Supervisor on a course should not try to handle enturbulative students on a course. The vast majority of students are willing, eager to learn and just get on with it. Normal student difficulties in a well run course are easily handled by misunderstood word technology. Send any enturbulative student either to Review (the Qual Examiner) for correction (but only if he says he wants a review) or to the Ethics Officer for ethics action. Note-the policy on Ethics handling of students and gradient of Ethics will be on the checksheet. They should be returned to you when properly straightened up. Failure to do this will invariably cause a complete disruption of your course and you to fail as a Supervisor. Don't neglect it. Get them off the course fast. Not to do so is to penalize the good students without helping the enturbulative ones either. Omission of this action betrays the whole class. Tony Dunleavy CS 2 - Training Aide for L. RON HUBBARD Founder LRH:td.cs.an.ei.kd Copyright ($) 1969 by L. Ron Hubbard ALL RIGHTS RESERVED 208 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 16 MAY 1969 Remimeo Dn Checksheet COURSE ADMINISTRATION Usually, particularly with a large class-more than 18-the Course Supervisor should have a COURSE ADMINISTRATOR. The Course Administrator's purpose is TO HELP THE COURSE SUPERVISOR KEEP ALL BODIES CORRECTLY ARRANGED PLACED OR ROUTED AND TO KEEP ALL COURSE MATERIALS FOLDERS RECORDS CHECKSHEETS INVOICES AND DESPATCHES HANDLED, FILLED OUT AND PROPERLY FILED. The essence, whether we have an Administrator or not is to: Have adequate materials, packs, books and checksheets. Issue what is needed promptly. Demand what must be filled in promptly. File precisely. Keep the course comm lines (In and Out baskets) flowing. Don't tolerate lack of materials, books, forms or make the students "make do" with less than needed. Safeguard don't lose and keep neatly available all materials records and admin items. --------- The Invoice system of a course is an item that has to be kept in. If in an org you don't find it in, you force it in. The Course Supervisor receives a copy of the invoice enrolling the student. This is the student's "pass" to enter the course. It means he has paid and financial arrangements are finalized. Without this you don't let the applicant on the course. This saves several things and prevents heavy upsets. You can actually teach a whole course and then find suddenly it wasn't economical for the org as the Registrative end of it which is not in the Course Supervisor's view, fell down and no money or little money was taken in. A student who isn't properly enrolled is a freeloader and has a withhold that prevents gain. Also, you will find that those who don't contribute don't value the course and you get enturbulation. The Course Supervisor works hard, he suddenly finds he can't have materials or facilities or promotion because it isn't "economical". If he has his invoices he KNOWS how much is being made and can demand some portion of it to keep his course going or to get help for it. The Course Supervisor can and should reject an N/C (No charge) Invoice or a "courtesy" invoice. If he gets an award invoice he must insist that the awarding org pay for it even to himself. The "withhold from salary" invoices are often not deducted in fact and by keeping track of these, the Course Supervisor can demand evidence these sums have been paid in. Training makes the most profitable income of the org as it requires the least expenditure. An org can almost go broke doing only auditing. It's training that makes income for use. Auditing absorbs the income in overhead. Yet training gets the least facilities and supplies and help while being the most important income producer. 209 Money made in training students must also cover supplies, study packs, books, sufficient help, quarters, uniforms for Course personnel, etc. Course income should result in heavy expenditure on course promotion. This is the way Dianetics and Scientology will spread-through training. A tightly scheduled, smartly run course is always full. It goes empty the moment it goes slack. This is a startling fact. People detest (by years of experience in orgs) a sloppy, permissive, badly disciplined Course run with inadequate materials and supplies. You can say with certainty loud and clear that an empty course has been badly scheduled, the Supervisor not on deck on time, materials lacking. The moment these points get IN, the course fills up. Excellent, neat admin is all part of a well run course. Things filed, marked up, issued smoothly and promptly. Students routed quickly, gotten in action. NOTHING BACKLOGGED That is the motto of a good course. Handle everything that comes up NOW and completely. Any backlog is death to smooth administration. Be precise and definite, don't fumble around. Absent students, late students, enturbulative students, you turn the matter over to Ethics at once. If Ethics doesn't handle right now, hit the Exec Council with "Where's Ethics?" You can't run a course and be the E/O of the org also! All this applies even to a Gung Ho group. Running a course is a GROUP action performed with at least a rudimentary org pattern backing it up. A list of the current course materials papers and files should be furnished every Course Supervisor. L. RON HUBBARD Founder LRH:cs.an.ei.rd Copyright ($) 1969 by L. Ron Hubbard ALL RIGHTS RESERVED HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 22 JULY 1969 (Cancels HCO POLICY LETTER OF 28 JAN 1969) Remimeo FAST FLOW TRAINING Although Academy and Briefing Courses are taught on a fast flow basis with no examinations, students must apply HCO P/L 26 Aug 65, "SCIENTOLOGY TRAINING TWIN CHECKOUTS" on all star-rated materials of their level. W/O Ira Chaleff Chief Officer AO INT for L. RON HUBBARD Founder LRH:IC:nt.ei.cden.rd Copyright ($) 1969 by L. Ron Hubbard ALL RIGHTS RESERVED [Note: HCO P/ L 28 January 1969 referred to above is in Volume 5, page 94. HCO P/L 22 July 1969 has itself since been cancelled by HCO P/L 29 July 1972 Issue H, Past Flow in Training, in the 1972 Year Book.] 210 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 27 JULY 1969 Remimeo Din Course All Courses WHAT IS A CHECKSHEET The "Checksheet" is a Scientology development in the field of study. A CHECKSHEET is a form which sets out the exact sequence of items to be studied or done by a student, in order, item by item, on a course. It lists ALL the materials of the course in order to be studied with a place for the student (or the person checking the student out in the case of a Starrate Checkout) to put his initial and the date as each item on the Checksheet is studied, performed or checked out. The Checksheet is the programme that the student follows to complete that course. Every student is given a complete Checksheet at the start of a course. It is not added to after he has started working on it. It is in its final form when it is handed to him. It may be added to for those who enroll later but is not added to during the course. The data of the course are studied and its drills performed in the order on the checksheet. The student does not "jump around" or study the material in some other order. The materials are set out in the Checksheet in the best order for study by the student so that he covers all the material in logical sequence. Further, following the exact order of the Checksheet has a disciplinary function which assists the student to study. The student's initial beside an item is an attestation that he knows in detail AND can apply the material contained in that bulletin, Policy Letter or tape, or that he has done and can do that drill. The initial of the supervisor or another student against a Starrated item is an attestation by him that he has given the student a Starrate checkout on the item in accordance with HCO Policy Letter of 14 May 1969 Issue II "How to do a Starrate Checkout" and that the student has passed. The Course Supervisor MUST inspect students' checksheets daily to ensure that all students are following the Checksheet in its correct set out order, and that the student is making good progress through it. "Through a Checksheet" means through the entire checksheet-theory, practical, all drills-and done in sequence. When a course consists of three times through the Checksheet, the student goes through three entire Checksheets once, theory, practical and all drills in sequence, completing that, and then goes through the entire next checksheet a second time, then goes through a third checksheet fully a third time. There is no difference in what is studied and how it is studied the second and third times through-or any subsequent times through the Checksheet! It is done fully each time-theory, practical and all drills (including all study drills). RETRAINING "Retraining" or "back to Course for retraining" or (per step [2] in handling a student who fails to get a good result-HCOB 16 July 69, URGENT - IMPORTANT) "Send student back to training" means that the student is sent to Cramming to get straight exactly what is missed and then back to Course and does THE ENTIRE COURSE AGAIN, three times through the checksheet if that is the course (such as the Dianetics Course). No short cuts or skimping is allowed on retraining, as a student who fails to apply one aspect of the course had a misunderstood which would have prevented him from fully grasping and understanding the other material on previous times through the Checksheet. Also- NUMBER OF TIMES OVER THE MATERIAL EQUALS CERTAINTY AND RESULTS (a major study datum which has been proven beyond any question in Dianetics and Scientology). It is illegal to run any Course on any subject without a checksheet in Dianetics and Scientology. Ens. Tony Dunleavy LRH:TD.ldm.ei.rd Planning & Training Aide Copyright ($) 1969 for by L. Ron Hubbard L. RON HUBBARD ALL RIGHTS RESERVED Founder 211 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 30 JULY 1969 (Cancels HCO P/L 24 May 1969 Progress Board) Remimeo Dian Sup Crse All Sup Crse All Crse Sup & Admin Hats STUDENT PROGRESS BOARD Every Dianetics and Scientology Course must have a Student Progress Board. The purpose of the board is to clearly indicate to Supervisor and students the progress each student is making through the course, whether he or she is making expected progress and any students which may need to be sent to Qual for correction such as Remedy B. The Board has a column for each major cycle of action of the course. For the HSDC this would be one for each time through theory and practical, one for the pre-auditing exam, one for Auditing and one for final exam. See sample Student Progress Board below. Each student's name is written on a small card, stuck in the Board with a thumb tack, and moved along to the next column as the student progresses through the course. If the student does not keep pace with expected completions, such as he falls a week behind, a red slash mark is put on his card. If he falls two weeks behind schedule a second slash mark is placed on his card. The Course Administrator keeps the Student Progress Board and is responsible for its existence and condition. The Board must be posted conspicuously for all to see. THE BOARD MUST BE KEPT UP TO DATE AT ALL TIMES. When a new student joins the course the Course Administrator immediately writes the student's name on small card and pins it up in the first column. The Administrator moves the students' cards along as they progress through the course and puts slashes on the cards as warranted. The Administrator informs the Course Supervisor if the board is indicating a student is not making expected progress, but the Supervisor himself must also frequently check the Board and take any appropriate actions. Students undergoing retraining are on the Board with their names on a different coloured card, such as green for second time through the course, blue for third time, red for fourth time, etc. ADMIN BASKETS As a double check on student progress, a stack of eight baskets is used. They are marked as follows:- 1. One week. 2. Didn't complete materials in one week. 3. Two weeks. 4. Didn't complete materials in two weeks. 5. Three weeks. 212 This page contains a chart labeled "Student Progress Board" Since charts are rather a pain to recreate in text files it is not included here. See page 213 in OEC Vol 4, or see 00000235.tif in the web released version of Vol 4 for this page 213 6. Didn't complete materials in three weeks. 7. Auditing and exams. 8. Didn't complete auditing or exam. Again students' names on cards are used, different colours for retrain. When a student has been on course for one week, the Administrator places his card in the "one week" basket, or (if he didn't complete his materials) in the "Didn't complete materials in one week" basket. In the latter case, the student's card on the Progress Board is red slashed and the Supervisor notified so he can take appropriate action. The Course Administrator keeps these baskets always up to date. RECORD OF SESSIONS GIVEN The Course folder Administrator is also to keep a posted list of sessions given by students. Each session is graded Well Done or Flunk as indicated by the Case Supervisor. The student too should keep this form as a record which indicates he has complied with the auditing requirements of the course. One sheet per auditor STUDENT AUDITOR ____________________________ DATE ________________ AUDITING COMPLETIONS _____________________________________________________________________________ | | | ALLOTTED | HRS | GAINS OR | | | | DATE | PCS AUDITED | SPACE | AUDITED | MIRACLES | WELL DONE | FLUNK | |______|_____________|__________|_________|__________|_____________|__________| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Ens. Tony Dunleavy Planning and Training Aide for L. RON HUBBARD Founder LRH:TD:cs.ei.aap Copyright ($) 1969 by L. Ron Hubbard ALL RIGHTS RESERVED 214 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 22 NOVEMBER 1967 (Revised and Reissued 18 July 1970) Student Hat Remimeo ALL STUDENTS ALL COURSES OUT TECH If at any time a supervisor or other person in an org gives you interpretations of HCOBs, Policy Letters or tells you, "That's old. Read it but disregard it, that's just background data", or gives you a chit for following HCOBs or tapes or alters tech on you or personally cancels HCOBs or Policy Letters without being able to show you an HCOB or Policy Letter that cancels it, YOU MUST REPORT THE MATTER COMPLETE WITH NAMES AND ANY WITNESSES ON DIRECT LINES TO THE INTERNATIONAL ETHICS OFFICER AT WORLDWIDE. IF THIS IS NOT IMMEDIATELY HANDLED, REPORT IN THE SAME WAY TO YOUR NEAREST SEA ORG MAA. The only ways you can fail to get results on a pc are: 1. Not study your HCOBs and my books and tapes. 2. Not apply what you studied. 3. Follow "advice" contrary to what you find on HCOBs and Tapes. 4. Fail to obtain the HCOBs, books and tapes needed. There is no hidden data line. All of Dianetics and Scientology works. Some of it works faster. The only real error auditors made over the years was to fail to stop a process the moment they saw a floating needle. Recently the felony has been compounded by disclosure of the facts that data and tapes have been deleted from checksheets, data has been "relegated to background" arid grades have not been in use fully to complete end phenomena as per the Process column on the Classification and Gradation Chart. This caused an almost complete unlock of the subject and its use. I am counting on you to see it is not allowed to happen EVER AGAIN. Any supervisor or executive who interprets, alters or cancels tech is liable to the assignment of a Condition of Enemy. All the data is in HCOBs or Policy Letters or on tape. Failure to make this mimeo known to every student carries a S 10 fine for every student from which it is withheld. L. RON HUBBARD Founder LRH:sb.rd Copyright ($) 1967, 1970 by L. Ron Hubbard ALL RIGHTS RESERVED [Note: The original issue appears in Volume 1, page 472.] 215 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 22 JULY 1970 Issue III Remimeo All Orgs' ECs Franchises 2nd Mate Tech Sec Tech Trg I/C TECH RETREADS AND RETRAINING Course Sup (Amends HCO P/L 6 Dec '69 Issue V "Tech Retreads and Retraining", which ordered a checksheet done three times through after a flubbed session or flunked exam) Retreading is different than retraining. RETREAD is brushing up one's study and knowledge and application of Tech on the course one is re-doing. It is a commendable action on one's own determinism. Any course already completed may be retreaded. The current checksheet of that course is done once through starrates starrated. The remaining training requirements as given in HCO Policy Letter of 10 July, 1970 "Training Requirements Eased" apply. RETRAINING is quite different in that where the student has continually flubbed sessions or Tech actions or flunked exams, it is assumed he does not have a grasp of the data. The student is sent to or kept in the Department of Technical Correction where the situations of the student's knowledge of and application of Tech are established and the student is corrected with cramming and auditing as necessary. It is then established whether or not the student is retrained on the checksheet just completed and any earlier checksheets that may have been incompletely studied. A retrain is done in the Department of Training, Div IV, for Tech Div Courses or in the Staff Training Unit which is in the Staff Training and Auditing Section, Department of Personnel Enhancement, Div V, for Correction Div Courses. In retraining the student may be ordered to re-do the, full requirements of the checksheets or the whole checksheet only once starrate or only a section of the checksheet starrate, depending on the grossness of the goofs. The Tech C/S, Tech See, D of T or any Course Supervisor may order a student directly to retrain on the checksheet the student is currently studying if the student is found to be flubbing auditing or Tech actions. A Course Supervisor accepts a student for Retread or Retrain and ensures that the student completes the checksheet in accordance with study data. D/CS-5 for L. RON HUBBARD Founder LRH:JF:rr.rd Copyright ($) 1970 by L. Ron Hubbard ALL RIGHTS RESERVED 216 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO POLICY LETTER OF 16 MARCH 1971 Re mime o Course Super Cse Course Super Checksheets LRHComm to Enforce WHAT IS A COURSE? ln Scientology a course consists of a checksheet with all the actions and material listed on it and all the materials on the checksheet available in the same order. "Checksheet Material" means the policy letters, bulletins, tapes, mimeo issues, any reference book or any books mentioned. "Materials" also include clay, furniture, tape players, bulletin boards, routing forms, supplies of pink sheets, roll book, student files, file cabinets and any other items that will be needed. If you look this over carefully, it does not say, "materials on order" or "except for those we haven't got" or "in different order". It means what it says exactly. If a student is to have auditing or word clearing rundowns or must do auditing those are under ACTIONS and appear on the checksheet. A course must have a supervisor. He may or may not be a graduate and experienced practitioner of the course he is supervising but HE MUST BE A TRAINED COURSE SUPERVISOR. He is not expected to teach. He is expected to get the students there, rolls called, checkouts properly done, misunderstoods handled by finding what the student doesn't dig and getting the student to dig it. The supervisor who tells students answers is a waste of time and a course destroyer as he enters out data into the scene even if trained and actually especially if trained in the subject. The Supervisor is NOT an "instructor" that's why he's called a "supervisor". A Supervisor's skill is in spotting dope-off, glee and other manifestations of misunderstoods, and getting it cleaned up, not in knowing the data so he can tell the student. A Supervisor should have an idea of what questions he will be asked and know where to direct the student for the answer. Student blows follow misunderstoods. A Supervisor who is on the ball, never has blows as he caught them before they happened by observing the student's misunderstanding before the student does and getting it tracked down by the student. It is the Supervisor's job to get the student through the checksheet fully and swiftly with minimum lost time. The successful Supervisor is tough. He is not a kindly old fumbler. He sets high point targets for each student for the day and forces it to be met or else. The Supervisor is spending Supervisor Minutes. He has just so many to spend. He is spending student hours. He has just so many of these to spend so he gets them spent wisely and saves any waste of them. 217 A Supervisor in a course of any size has a Course Administrator who has very exact duties in keeping up Course Admin and handing Out and getting back materials and not losing any to damage or carelessness. If Paragraphs One to Three above are violated it is the Course Administrator who is at fault. He must have checksheets and the matching material in adequate quantity to serve the Course. If he doesn't he has telexes flying and mimeo sweating. The Course Admin is in charge of routing lines and proper send off and return of students to Cramming or Auditing or Ethics. The final and essential part of a course is students. If a course conforms with this P/L exactly with no quibbles, is tough, precisely time scheduled and run hard, it will be a full expanding course and very successful. If it varies from this P/L it will stack up bodies in the shop, get blows and incompetent graduates. The final valuable product of any course is graduates who can apply the material they studied successfully and be successful in the subject. This answers the question What is a Course? If any of these points are out it is NOT a Scientology Course and it will not be successful. Thus, the order "Put a Course there!" means this P/L in full force. So here's the order, WHEN OFFERING TRAINING PUT A COURSE THERE. L. RON HUBBARD Founder LRH:nt.rd Copyright ($) 1971 by L. Ron Hubbard ALL RIGHTS RESERVED [Note: The CONTENTS contain reference to a 26 January 1972 amendment of this policy letter. This amendment was cancelled by LRH in HCO Policy Letter of 16 March 1972 Issue V, What is a Course - High Crime, "as not written by myself and is a false datum". While the reference has been left in the CONTENTS, the above text IS the original as written by LRH.] 218