Complete Section of Pre-Have Scale, For OT 7 Dual Rundown
race run spar
pursue hunt track breast subvert contest
joust box chase beleaguer battle bet combat
wrestle scuffle angle stem compete buffet
fight engage lay struggle strive fish
crusade encounter stake wager skirmish militate
conflict play tussle wage antagonise grapple
attack campaign supplant displace discredit
undermine oust sweep pretend reduce betray
envy hate resent defy surmount excel defeat
win lose confound exploit cripple demoralise
cheat dismay despoil capitulate duck charge
ensnare trap fence duel seize besiege
trouble trounce counterfeit dupe siege raid
paralyse penalise revenge coerce revolt force
rebel retaliate tie surrender undercut undermine
vanquish penetrate squelch stave stalk subjugate
beat attack beset capture deceive conquer
crush practice rehearse wage participate perform
radiate heckle differ score lick scuffle
infringe invest contend debate hunt limit
intercept tie seize collide threaten thrash
garble resort risk prevent yield overpower
vie covet frustrate resist foil litigate
outwit outwork overwhelm surpass outstrip win
triumph chase scrimmage disagree contravene
contest combat wrestle tussle taunt divert
lead reinforce uphold strengthen excel dispute
face throw confront sue succeed surmount
live survive thrash wrangle quarrel fight
wring deprive wrest overpower worry whip
unsettle infiltrate disable incapacitate bother
impose trick invade contend cope pit rival
EXPANDED TONE SCALE
WITH CORRELATION TO THE "KNOW TO MYSTERY SCALE"
Life that is not being
Serenity of beingness
Apparencies are Reality
Approval from bodies
Individuation of self
SCALE OF MOTION
Returns motion constructively
motion to advantage
motion at a status quo
with any motion
motion, to destroy
Avoids motion, moves
molded by motion
pierced by motion
EXPANDED CDEI SCALE
SCALE OF IDENTIFICATION
TABLE OF RELATIONSHIPS
Beingness, Positive, Creation, Conception.
Doingness, Current, Alteration, Living.
Havingness, Negative, Destruction, Death.
No previous or current
No responsibility or
Full responsibility for
both sides of the game.
Full responsibility for
self, and none for the other side of the game.
No responsibility for the
other side of the game.
Valence or Circuit
No responsibility for the
game, for either side of the game, or for a former self.
Responsible for (willing to control)
Must be confronted
Must be contributed to
THE PRE-HAVINGNESS SCALE
Failed to abandon
Failed to endure
Obsessive Can't Have
STATE OF CASE SCALE
FULLY VISIBLE TIME TRACK
SPORADIC VISIBILITY OF
Some heavily charged areas
Very heavily charged areas
exist (either black or invisible field)
Some are of track are so
heavily charged that the preclear is below unconsciousness in
them; only inaccurate copies of track are viewable.
DUB-IN OF DUB-IN
Many areas of the track
are so heavily charged that the dub-in is submerged; only
delusive copies of inaccurate copies are viewable.
ONLY AWARE OF OWN
Track is too heavily
charged to be viewed at all.
Preclear is dull, and is
cause or receive any effect. (40)
cause total effect, and can receive none. (Tone 0.0)
total effect, is hallucinatory cause. (Tone -8.0)
AN AWARENESS SCALE
Aware of being
Awareness of an environment as sufficient communication.
Knows of the existence of communication.
Communication with the intention to communicate.(OT7!)
Communication with significance with someone else.
Communication with significance
SCALE OF CONFRONT
Experience, or Participate
Ability to Confront
Elsewhereness (as a solution)
Invisibility (its not there)
Dub-in (Putting something else there)
SELF ANALYSIS (SA) LISTS
On each line of each of the
following lists you add the phrase "Paying particular attention
to_________". In the blank you place a perceptic.
The perceptics are:
You should change the perceptic
each time you ask a new recall question, but not in asking for an
Each line out of each list,
with the perceptic selected, is put to the preclear only once, with the
following 3 commands in this order:
attention to__________, recall a time when " (you continue the
question with the line)
attention to__________, recall another time when " (put in same
attention to__________, recall the earliest time you can when "
You Run each List
Cog, Vivid Recall,
that perceptic turned on full.)
It's pretty quick. Thus I
enclose very shortened versions of the lists, as no one on record has
had to run even half the quantity I have enclosed. If you were to run
these and not get an EP, your PC should not be on SA lists. Something
lower like life repair, rudiments, or the 53 form are grossly out.
|1. you were
2. you had just finished constructing something
3. life was cheerful
4. somebody had given you something
5. you ate something good
6. you had a friend
7. you felt energetic
8. somebody was waiting for you
9. you drove fast
happened a long time ago
2. something happened yesterday
3. something happened last month
4. you were very small
5. you were half your present size
6. your mother looked younger
7. you felt agile
8. you were at a banquet
9. you had a date with someone
10. you were with an animal
|1. it was very
2. you were early
3. you had to wait
4. you had to stand for some time supporting a weight
5. you went very fast
6. there was an object moving
7. there was a round object
8. there was lightning
9. you had a very good time
10. you were too late
1. you saw something very bright
2. you saw something very dark
3. you saw something green
4. you saw something vast
5. you saw something moving
6. you saw something flat
7. you saw something deep
8. you saw something colourful
9. you saw something swift
10. you saw something pleasant
1. you were bigger than an animal
2. you were smaller than an object
3. you were bigger than someone else
4. you were smaller than someone else
5. things looked little to you
6. things looked big to you
7. you were in a vast space
8. you looked at the stars
9. somebody waited on you
10. you had to be polit
1. something moved very fast
2. you enjoyed seeing the rain come down
3. you saw children play
4. you were aware of the wind blowing
5. you were aware of a car driving by
6. you were aware of an aeroplane overhead
7. you watched a fast horse
8. you watched the second hand on a clock
9. somebody ran towards you
10. you saw a kite flying
(Get an EP on each of these nine sets of lists under List 3.)
|1. you moved an
2. an object moved you
3. you threw an organism up in the air
4. you walked down stairs
5. you acquired something you wanted
6. you created something good
7. you felt safe in a space
8. you handled energy well
9. you built a fire
10. you changed something for the better
|1. you threw
away something you didn't want
2. you left the place you were supposed to be.
3. you happily defied directions you were given
4. you left without saying anything
5. you chose your own clothing
6. you got rid of something that bored you
7. you wore something in spite of what people would think
8. you successfully refused to eat
9. you gave away a present you received
10. you refused to bathe
|1. you put
something aside because you thought it was dangerous but it
2. you stole something
3. you got into things you were supposed to leave alone
4. you returned
5. you refused to leave something alone
6. you cheerfully destroyed an expensive object
7. you were right in disobeying
8. you enjoyed having things
9. you stole some food
10. you drove very dangerously
1. when you heard a gentle wind
2. when you heard a gentle voice
3. when you heard a pleasant sound
4. when you heard a pleasant voice
5. when you heard a breeze
6. when you heard a dog whining
7. when you heard a bell ringing
8. when you heard a musical instrument
9. when you heard a child laughing
10. when you heard a newspaper being opened
1. you smelled something sweet
2. you smelled something sharp
3. you smelled something oily
4. you smelled something pungent
5. you smelled something desirable
6. you smelled cut grass
7. you smelled perfume
8. you smelled fresh air
9. you smelled smoke
10. you smelled a dog
1. you felt pressure on your feet
2. you felt a greasy spoon
3. you felt soap
4. you felt a sweater
5. you felt the pressure of a chair
6. you felt your hair
7. you felt something you admired
8. you felt something new
9. you felt silk
10. you felt a good machine
1. somebody was angry
2. somebody wanted something
3. you desired something
4. you were happy
5. you were pleased
6. you won
7. you were affectionate
8. you were amused
9. you approved of an object
10. you were surprise
1. you were running
2. you were walking
3. you overcame something
4. you threw away something
5. you won a tug of war
6. you rode a horse
7. you drove a car
8. you rode a bicycle
9. you enjoyed moving
10. you showed yourself superior physically
|1. a person you
disliked was in the room
2. an individual you liked held you
3. you finally accepted a person you liked
4. you enjoyed the company of a person you liked
5. you opposed a person you liked
6. you acquired an individual you liked
7. you and a person you lived did something together
8. you knew somebody felt affection for you
9. a person you liked aided you
10. you were glad to be alone
|1. you foresaw
how something should be and so arranged it
2. you imagined something, and then constructed it
3. you envisioned how a place would look and went there
4. you filled up space with imaginary things
5. you did a masterpiece of creation
6. you saw something you imagined come true
7. you saw how something should be fixed and did so
8. you saw how a room should be arranged and did so
9. you saw how some people could be helped and did so
10. you made a plan and people followed it
|1. you saw a
person you didn't like doing what you liked to do
2. you saw a person you liked doing something you hated
3. you saw a person you liked doing something you liked
4. you saw a person you disliked doing something horrible
5. you noticed someone using a mannerism of yours
6. you adopted a mannerism from someone you admired
7. you were treated like filth
8. you decided to be a completely different person
9. you decided to start all over
10. you were classified as an unfavourable person
|1. an object
resisted you and you overcame it
2. you felt stuck but did succeed in getting away
3. somebody took something away from you and finished it
4. you were interrupted
5. a machine did not start
6. somebody got mad unexpectedly
7. you heard a great story
8. you heard another's song
9. you had to be patient
10. you went on loving people anyway
|1. a person
smaller than you resented your size
2. a person bigger than you made you feel inferior
3. someone would not let you finish something
4. another was determined you would not get your way
5. someone hit you
6. there was too much space
7. you did not make the team
8. you found you were inadequate
9. your abilities were not enough
10. you were no longer wanted or useful
|1. you bested a
2. you enjoyed thunder
3. you had fun in the snow
4. it was too cold
5. you like the sunshine
6. you liked it being too hot
7. the night was soft
8. the wind felt good
9. the sun looked good
10. you owned the stars
OT STABILIZATION DRILLS, run after OT7
||Have the preclear
discover things that he wouldn't mind occupying the same space
||What distance would it
be all right to make nothing of.
||How much time can you
tolerate between yourself and that ____________(an object)?
||Start lying about your
past. Continue lying about your past.
||Tell me some of your
goals for the future.
||Assign some attributes
to other people.
||Have some people
assign some attributes to you.
into that person.
||What do you expect
from (insert objects and people).
necessary to learn the skill
The book of E-Meter drills by
the Hubbards contains a more thorough set of drills, than those I have
included here as the minimum necessary to learn the skill of using this
device as a guide in counselling.
The E-Meter is a galvanometer
which passes a tiny current through the body to measure the resistance
and changes in the resistance of the body. In so doing, the state of
case and changes in state of case are measured. In addition,
instantaneous inspection of the preclears mind, mental machinery, mental
masses, pictures, circuits, and body blueprint, etc. are possible
without the preclear being conscious of the area being questioned. Thus
it measures unconscious material instantaneously, It has nothing to do
with sweat. Its intention dwarfs all other inventions in history, for
with it, the answer to any question can be found. knowing how to use one
is crucial to auditing well. It tells you whether to take an area up,
how far you should proceed with it, and when to conclude your work on
A picture can be worth a
thousand words, so here is a drawing with labels to show you what I am
referring to in the drills:
One learns how to use the
device by doing each of the E-Meter drills in order. Having mastered the
skill of each drill, one then moves on to the next drill. When all the
drills have been done, this integration of skills comprises the single
skill of the ability to read and use an E-Meter.
The fastest method of learning
each of these skills is to work with another person. Whoever is learning
the skill is called a student, and the person assisting the student in
the drilling: is called a coach.
These are the crucial skills
Touch and let go of the E-Meter.
Its purpose is to familiarise the student with the meter and to get the
student into present, non-reactive communication with the device. The
commands are "Touch the meter" and "Let go of the meter". You
acknowledge each cycle of action. In the event of a sudden emotional or
physical change on the student, the coach would ask "How is this going?"
One does this until there are 3 identical length comm-lags, extremely
short comm-lags, and the student is happy with it. Of course, a comm-lag
is the length of time between the receipt of a command or question, and
the person responding to the command or question.
Its purpose is to familiarise the student with the parts of the meter.
One gives these commands to the student in this order until he can do
them correctly and rapidly. The commands are:
Move the tone arm to 5
Touch the trim knob
Plug in the electrodes
Turn the meter on
Set the sensitivity knob at 16
Turn the meter on test
Unplug the cans
Turn the meter on set
By turning the tone arm, with your thumb, adjust the needle
to -set on the meter dial
Turn the meter to transit
Switch the meter off
Set the tone arm to 2
Point to the needle
Switch the meter on
Turn the meter to set
Move the tone arm to 3
Turn the sensitivity knob to 8
Set the tone arm at 6
Switch the meter off
Plug in the electrodes
Set the tone arm to 2.0
Turn the meter to transit
Point to the electrode plug
Unplug the electrodes
Switch the meter-on
Set the sensitivity knob at l6
Turn the meter to set
Set the tone arm at 3.0 (also known as "male clear read")
Set the tone arm at 2.0 (also known as "female clear read")
Set the sensitivity knob at l
Set the tone arm at 4
Switch the meter off
Move the tone arm to 3
Touch the tone arm
Touch the sensitivity knob
Switch the meter on
Adjust the needle to set by moving the tone arm
Move the tone arm to 5
Switch the meter off
Touch the sensitivity booster
Reading and setting up a Tone Arm counter.
Its purpose is to train the student to set the TA Counter at 99.9
Divisions before session start and to mark the total on the worksheets
at session end. This is done by using a pen or ones finger to spin the
star-wheel to "9" and hand cranking the Tone arm to 9.9. It should be
noted that the star-wheel cannot freely be rotated in the unlikely event
that you attempt to spin it with the second column between 8.5 and 1. A
few meters were produced with manual reset counters, on which you just
push a button and they reset to zero.
Calibration of the E-Meter by resistors. Its purpose is
to teach the student to calibrate and mark on the TA dial any
significant variance on the meter from its specifications.
The student switches the meter
on, sensitivity to 16, turn the set-transit switch to set, sensitivity
booster to 32, TA at 2,0, and brings the meter to normal trim by turning
the trim knob until the needle comes to set. This action is normally
done everytime the meter is used before the session. It is called
"trimming the meter".
To verify this trim plug in the
electrodes and instead of cans-in-hands put a 5000 ohm resister across
Now bring the needle to set, by
moving the TA, if that is necessary. If you have to move it more than .1
of a division, then take a magic marker and draw a line on your TA dial
at that reading.
Next, you remove the 5000 ohm
resister from the leads, and put a 12,500 ohm resister in its place.
Bring the needle to set . It should be at 3.0 on the TA dial. If the TA
is more than .1 of a division above or below 3.0 then mark that position
with a line on the dial.
This check is done only once
per machine to make sure the internal calibration is correct. Use only
precision resisters ( tolerance of only plus or minus 1%) Make sure the
meter is well charged before this test, and always before using it. You
check the charge by turning it on, and turning the "set-transit knob" to
"test". The needle will slam all the way across the dial and test area.
If it is not completely to the right of the test area, .the meter needs
charging. Charging it is simply an action of turning it on, turning it
to test, make sure there are no electrodes plugged in, connecting the
charging cord, and letting it charge overnight, (A full charge is 24
hours which you should do every 50 or so hours it is on.)
Setting up an E-meter.
It purpose is to train the student in how to set up a meter before a
session The coach gives the students these commands:
||Take the lid off
||Put the lid on the
far edge of the meter and secure the lid with the catches.
sensitivity knob on and to 16.
||Turn the set knob
to "test" for a battery test.
||Turn the se t knob
back to set.
||Adjust the TA to
||Adjust the trim
knob to bring the needle to set on the needle dial.
electrodes, not touching each other, across the table for
the pc to pick up.
electrode wire under you E-meter shield, if you are using
one, and plug it into the meter.
||Set the tone arm
counter, as described in EM-3.
Havingness and metabolism checks.
Its purpose is to train the student auditor on how to get an accurate
measurement of the PC's present havingness and metabolism.
First, one makes sure there are
no rings on the fingers, and the cans are being held properly. The cans
should be held loosely, with all the fingers and thumb in contact with
the surface of the metal. You ask the pc to "Pick up the cans" and then
do this step of insuring there are no rings, and good, natural contact
is made. Next, you turn the meter on, with sensitivity booster at 32
(always there is no time you would ever put it at a higher setting
except to save a life in exact dating a person in shock with a stuck
needle), sensitivity at 1. Then say -Squeeze the cans. That is your
havingness check. You should have trimmed the meter, brought the needle
to set before the can squeeze. You observe the needle falling to the
right on the can squeeze. If you missed that read, do it a second time.
You thank the PC for doing it. If it falls (the needle) all the way
across the dial, then the havingness of the preclear is up, and you
write on your worksheet "HAV-Dial". This is adequate to audit over, and
with two or three bounces of the needle hitting the right side is better
3/4 of a dial fall is barely adequate to audit with. If it only falls
1/2 a dial or less you will need to run a havingness process before you
can audit. Regardless, of the size of the fall, mark "Hav" and the size
of the fall on the worksheet. An example would be "Hav-1 inch". Make
sure its a good firm squeeze. That is how you measure havingness. Get
the student to do it on self or others, to see how it goes down
throughout the day, is brought up by food and sleep, and other
havingness remedies. In auditing a pc, you do this the first few
sessions, and run havingness processes (and confront processes) to bring
it up to full dial, and an outstanding change in the individual. It will
stay that way for eternity. Havingness is the ability and willingness to
duplicate. Don't ever audit over low havingness. If you were to do so,
the fellow couldn't copy, and therefore as-is, the material and data he
encounters. Things just won't erase for him.
Likewise, you would not audit
over low metabolism. It is the same procedure as checking havingness,
except instead of having him squeeze the cans you have him -Take a deep
breath and let it out. You write "Met" and the size of the read on the
worksheet. A one inch fall is what you want, but you can audit with
anything over 1/2 inch. If the needle only falls an inch or less you
probably have a PC that is too tired to audit. This gives the best read
the second time you test it. It is very much affected by salt, tobacco,
coffee, sleep, number of hours awake, sugar level in the bloodstream,
and the confront level of the person. If its too low to audit, either
schedule them for earlier in the day, have them take a nap, or have a
cup of coffee or orange juice.
The coach insures the student
can check these two things on any pc and himself.
Handling the Tone arm and Sensitivity Knob.
The purpose is to train the student in handling these two without over
compensating. The coach holds the cans and changes the needle around by
squeezing the cans and taking fingers off and on the cans. The student
is to keep the needle on the dial at all times and as near to "set" on
the dial as possible. When the student has become proficient at keeping
the needle on the dial at all times, not only at sensitivity 1 but at 16
also, you then call out various positions of the TA and sensitivity you
want the student to move the knobs to. The coach doesn't have to be on
the cans for this 2nd step of calling out positions of both knobs. This
is done until the student can move either knob without error to any
position the coach calls, quite rapidly. The last step is for the coach
to move the knobs himself and have the student declare the position they
are in, to insure that the student can properly read the positions,
without hesitation. This last step was known as EM-7 by the Hubbards.
This is an excellent time to train the student in moving the TA only
with the left thumb.
Recognising TA motion and No TA motion.
Its purpose is to get the student to recognise these two phenomenon, and
to get used to the idea that when the TA is moving he needn't do
anything, but when it is not moving he should be doing something. The
coach silently, while on the cans, reads some moderately exciting
material, and the student notices when the TA is moving and when it
isn't, reminding himself when he should be doing something or not.
TA motion and body motion.
Its purpose is to teach the student to notice the difference between the
reaction of thought and of the body on the E-meter, and also that the TA
should not be adjusted until a body motion is completed. The coach
should laugh, squirm, breathe deeply, sigh, yawn, stretch, move the cans
around, grip the cans, and so forth, until it is obvious to the student
that these are recognisably different in character of reads from those
produced by thought. The coach should make sure the student doesn't
adjust the TA during a body motion.
Tone arm blowdowns. (abbreviated "BD").
Its purpose is first to define a blowdown as a sudden movement of the TA
.2 of a division or more in a downward direction. This is marked on the
worksheets as "3.0"; "2.8" as an example.
The second purpose is to get a
student to observe and mark them down on the worksheets. Thirdly, the
student should note "That which blows the tone arm down will produce
further TA motion."
The coach reads a moderately
exciting piece of literature so that the student can get good TA.
Superlative TA Handling.
This is to train the student to handle the TA properly while asking a
metered question. Specifically, the PC must be still, the needle in
sight on the needle dial, and the thumb off the TA at the end of the
question. If not, the question must be repeated, so that one can measure
an accurate mental response to the question. Any moderate list of
questions will suffice in doing the drill. The coach complicates the
drill by moving his body at the end of the question, causing the student
to repeat the line.
This teaches the student to recognise the various needle actions. Eleven
are reads, one is a no response to a question, and three describe
general needle condition. Thus there are 16 needle actions The coach
demonstrates what they look like, then has the student demonstrate what
they look like. In each instance this is done by finger pressure, not by
thought, as will be taken up in EM-16 All of these are measured at
sensitivity 16, of course These needle actions are listed in their most
general order of frequency and importance; and are listed by name,
appearance, and abbreviation:
(for the worksheets)
Long Fall Blowdown
of the needle to the right all the way across the dial, to where
the TA has to be moved down .2 of a Division or more to bring
the needle to "set" on the needle dial.
of the needle to the right more than 1 1/2 inches
of the needle to the right more than 3/4 of an inch and less
1 1/2 of an inch
of the needle to the more than l/8th of an inch but less than
back and forth without interruption (is also called a "Floating
F/N or FN
of the needle to the right across most of the dial, starting out
slowly and picking up speed as it progresses, as in a rocket
dance of the needle back and forth about an eighth of an inch
always the same speed and distance, moving 2 to 5 times a
of the needle in a crazy, irregular, and jerky motion happening
several times a second from between one to three inches wide.
RS or R/S
of the needle to the left on the needle dial one inch or more.
of the needle to the right very slightly, less than l/8th of an
stopping of the needle
(These are the 11 reads which
are needle actions)
If there is no instant response
on the needle to a question being asked, this is called:
Three conditions of the needle can exist:
which has no reads on it, it just flows back and forth.
which has reads on it, with no question being asked.
doesn't move, is stuck.
The coach insures that the
student can define, recognise, and produce each of these rapidly without
error or hesitation.
is more drilling on recognising body actions with the
coach doing the body actions as he sits behind you. In that it is
improbable that you will be auditing people that sit behind you, and you
learned the difference between body and mental reads on EM-9, this drill
is Needle motion and no motion recognition It is omitted
because a person already has this skill in being able to see reads or
not on EM-12.
Familiarisation with reading an E-meter.
Its purpose is to train the student to recognise accurately with
certainty when the PC has mentally reacted to something asked or said
The coach holds the electrodes, and the student calls a line off a list.
After it is called the coach asks "What did the needle do at the end of
the line?". The coach sits beside the student so he can observe the
student and the meter. The drill is complete when the student can
observe and describe the reads at the end of each line flawlessly.
The productions of needle actions.
This is the most important drill of them all because if it is done
properly, the student will gain certainty that he can handle any
bank on anyone, in or out of session, whether that bank belongs
to God or whoever. Outside of my personal experience, I have never seen
it done properly, which is to produce that ability on a person. The
purpose of this drill is to train the student to produce these needle
actions on another, to recognise the fact he has done so, and to show
him he can handle any bank. The coach holds the cans, and the student
uses any type of questions he wants, along the lines of "Tell me about a
_______?" or "Recall a time when you had or were_________". The student
produces the read on each, not just one, of the things which produce
each read. Thus he will produce five different falls with each of the
five things that produce a fall. The student acknowledges the coach
doing the commands, and the coaches communication The student will see
real, instantaneous mental reaction on the coach, and with his
questioning find how to turn these things on and off in the coach and
with other people out in life. These are the needle actions and things
that cause them:
||Losses, lies, present
time problems, locks, and disagreements with a reality.
||Non-confront, an ARC
break restimulation, unreality, out-of-sessionness, fear,
irresponsibility, identification, elsewhereness, dispersal, or
||A stuck needle:
stopped, stopping, hate, fixed attention, failed help, refused
help, terror, or failure.
||A theta bop:
operations, desires to leave anything, violent injuries, or
||A Rock Slam:
ultimate evil, being super criminal, ruining everything, being
pushed beyond ones limits to where you couldn't stand it
||A Rocket read:
||your this lifetime
goal, the thing you want to accomplish the most, or what never
yet has happened.
||A free needle:
||A time you got away
from everything, a wonderful time, a time you were very happy.
Naturally, the coach sits
beside the student to observe that the student has produced the reads,
and the coach allows himself to be controlled by the student in having
this very personal material addressed. On reads number 5,6, and 7 the
student should let the coach talk about each of these until the read
comes off (turns off) Number 5, the rockslam, is stressful on the coach
so let him unwind it all until it is gone for him. Prematurely shutting
down a running rockslam is a method of killing the person, so do not do
that. The thetan (person) is actually convulsing in and out of the body
What makes the E-meter read (disagreements), and cleaning
The purpose of this drill is to teach the student that the E-meter
reacts on thought and disagreements and further to teach him how to
clean a read off of the preclear, and thusly the meter. The coach reads
a bulletin or literature while holding the cans, reading silently. The
student observes a read, notes what it is on a sheet of paper, and then
asks "What did you just read?". The coach then reads the line out loud,
and the student observes on what few words the read reoccurs. The
student then asks for the coaches disagreements with those few words,
and gets them verbalised and acknowledges them. Then the same line is
read aloud again. If the read is gone the student then knows he got it
off. If the read is still there, he would continue to pull disagreements
off those few words until the read is gone. Sometimes it can take as
long as 20 minutes.
This is pretty rare though.
Most of the time the first disagreement verbalised is what caused the
read. The drill is complete when the student can observe a read, find
that same read by locating the disagreement, and thus clean the read off
the preclear and meter. The student will realise that when a preclear
thinks something, the E-meter reads. He will also realise that the
E-meter reads on disagreements, as that is all a case is. Of course, the
coach will sit beside the student, to observe that the drill is done
Instant Rudiment Reads.
Its purpose is to train the student to recognise and call instant
rudiment reads The coach sits beside the student, to insure that the
reads are seen, and marked correctly. Instant reads occur instantly at
the end of the last word of the command or question with perfect
auditors. In that imperfect auditors exist, the definition of an instant
read has had to be amended as follows:
"the instant read can occur
anywhere within the last word of the question or when the major
thought has been anticipated by the preclear...this is not a prior
read. Preclears poorly in session, being handled by auditors with
indifferent TR-1, anticipate the instant read reactively as they are
under their own control. Such a read occurs in the body of the last
meaningful word in the question. It never occurs latent".
These are considered reads. The
only thing you consider a read in most auditing and this drill is a
Fall, Long Fall, or Long Fall Blowdown. Ignore anything else. The drill
is done by the coach being silent, as the student checks these
questions, marking either "X" (no read), F, LF, or LFBD by the numbers
he has written down vertically on a sheet of paper.
has there been a suppression?
2. Today is there something you have been careful of ?
3. Today is there something you did not reveal?
4. Today is there something you have notised?
5. Today has there been a suggestion?
6. Today has there been a mistake?
7. Today is there something you have been anxious about?
8. Today has something been protested?
9. Today has anything been decided?
10. Today is there anything you left unsaid?
11. Today has there been a problem?
12. Today is there any objection you have had to the room?
The student calls these out
loud and marks down what he sees. Prior and latent reads are not marked.
Only instant reads are marked. The drill is complete when the student
can rapidly, easily, correctly, and without confusion call the questions
and mark the reads.
is omitted as it teaches the same skill as
How to clean and dirty a needle.
This drill will teach the student the parts of the comm. cycle in
auditing and life whether he wants to learn it or not. Its purpose is to
train the student what causes a dirty needle and how to clean a dirty
needle. The coach sits beside the student holding the cans, with the
E-meter at sensitivity 16, of course. The following questions the
student will be using on the drill (asking the coach):
|What is your
What is your height?
What is your weight?
What colour is your hair?
What is your nationality?
Are you married or single?
Where do you live?
Where are you from?
What is your occupation?
What types of work have you done?
Do you like walking?
Do you drive?
Do you like sports?
Do you read a lot?
Do you like fiction?
Do you watch television?
What groups do you belong to?
What pets have you had?
Do you like cats?
Have you ever voted?
The student will learn that the
E-meter reacts first on the session, and second on the PC's bank,
therefore it is important to maintain a good communication cycle and a
good repetitive process cycle on the preclear You see, the comm. cycle
and process cycle come first, and what is being run comes second. If you
are not running good comm. and process cycles on the PC, the E-meter
will begin to react on this and not on the process. Such reaction is
manifested by a dirty needle.
Thus, it becomes very important
to know what causes a dirty needle, and how a dirty needle is cleaned,
when it occurs.
The needle is cleaned by asking
"What considerations have you had while doing this drill?", maintaining
a good comm cycle in doing so, and pulling considerations until the
needle is clean. The student should dirty and then clean the needle in
each of the following fashions.
1. Ask the questions before the
coach is ready to receive the question.
2. Ask the questions in such a
way that the coach will not receive the questions.
3. Ask the questions in such a
way that the coach doesn't feel he can answer fully. (Intonation and
smirk, not by early acknowledgement, which is #6)
4. Ask the questions, let the
coach answer, and then pretend to misunderstand his answer by saying you
5. Ask the questions of the
coach and then query all of his answers by checking them on the meter,
asking further invalidative questions, and asking further evaluative
questions. Dirty the needle and then clean it on each of these three
separate methods, which are three types of invalidation.
6. Ask the questions, but cut
all the answers with a premature acknowledgement.
7. Ask the questions, but never
acknowledge an answer.
8. Ask the questions, but then
answer them all for him.
9. Ask the questions on the
meter, cleaning cleans (re-asking a non reading question) at every
10. Ask the questions on the
meter, and miss any and all reads.
Its purpose is to train the student in how to assist the pc in finding
an answer to a question This is done by saying "that" each time a latent
read duplicates the instant read that occurred at the end of the
question This is also a method of cleaning a needle, to just say "that"
each time the read occurs on the needle until the pc spots it and
verbalises it off. The student tells the coach to "Consider the events
of the day" which the coach does silently. When a read occurs the
student says "that". The coach then thinks a few other thoughts and
thinks the same thought again. When the read reoccurs the student says -
that was the same thought and the coach nods. This is done until the
student is perfect at it. The coach then thinks of an irritating area so
he will have a dirty needle, and the student cleans all the reads off
the needle by saying "that" on each of the reads, getting the coach to
talk out each one, until the needle is clean, and the coach is satisfied
the student can clean any needle on anyone.
EM-22: Dating, we will
take up after EM-23 and EM-24.
Assessment by Tone Arm.
Its purpose is to train the student to assess a list accurately by
selecting that item which, upon brief discussion, produces the most
movement of the tone arm. The student gets the coach to discuss briefly
each item on the list, The student listens, and notes on a worksheet the
TA motion on each item. When the list is finished the student circles
the one which produced the most TA action. Use this list and question.
Which do you dislike the most?
Assessment by Instant Read.
Its purpose is to train the student to assess a list accurately and
rapidly by instant read. The coach holds the cans silently and the
student marks the reads, after having called off the question Usually
one can cheat on this, as the read on the question will appear on one of
the items. The proper way to do it is to call the question, mark that
read, call each item, and mark its read. If more than one read, call the
remaining reading ones only over until it comes down to one read. That
action is called nulling. The student then gives the item to the coach
by saying "In response to the question (question) , your item is
(item) ." On this drill use this question and these items:
What country would you like to
If you have to do a lot of
drilling on this, you can make up other prepared lists on foods, colours,
Its purpose is to train the student to locate a date with the E-meter
The coach writes a date on a sheet of paper from this lifetime. The
coach remains silent The student, by using logical bracket and
assessment questions, which he asks checking for reads, finds the date
and announces it to the coach First it is done with a this lifetime
date. Let us say the date was May 9th, 1950 that the coach had written
down. The student would ask when the coach was born before the drill,
and lets say that was 1939. The student would ask on the meter
"Is it before 1960?"
"Is it after 1960?"
"Is it 1960?"
to determine the year range.
The worksheet admin would look like this:
The following admin would
reflect the subsequent questions asked in finding this date on the
1950? LF (the year was found so
now one goes after the month)
Before June LF
Its May LF
Its the 9th LF
May 9th, 1950 LF LF
Thus finding a date with an
E-meter is logically accomplished by assessing logical brackets and list
to first determine the year, second the month, and thirdly the date. One
simply uses the "before, after, is it" method of questioning The drill
is complete when the student can easily, accurately find a date on the
meter on another.
If one were to find a track
date (EM-25), you would find it by exactly the same procedure, but there
would be more brackets, and more work, You would initially determine how
much work you had to do by finding the order of magnitude. You would do
so by asking the order of magnitude question and taking the instant
The order of magnitude question
is "Is the order of magnitude hundreds of years, thousands of years,
tens of thousands of years, hundreds of thousands of years, millions of
years, tens of millions of years, hundreds of millions of years,
billions of years, tens of billions of years, hundreds of billions of
years, trillions of years, tens of trillions of years, hundreds of
trillions of years, quadrillions of years, tens of quadrillions of
It is extremely rare that you
will ever have to date on the meter, but the dating drill properly done
proves all previous drills are in well, and provides the student with a
very complete confidence in his competence.
"Differentiation between the sizes of needle reads" is omitted as it is
insulting. The student learned the sizes of reads on
Needle observation involves peripheral vision of the
E-meter which is irrelevant, as you should have it on a table in front
of you, not 10 inches from your forehead, or 90 degrees angled away from
your line of vision. I spent weeks learning to read one held behind my
body It would have been better to have spent those weeks doing something
more relevant, I suspect.
Those are the E-meter drills
you need to do and know to use this device I have abbreviated and
corrected them as a courtesy, to the reader.
I was planning on defining the
E-meter reads here. It would be redundant. If you review
EM-12 and EM-16, they are
defined in those two drills.
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