A History of Man: Chapter One

Reference: A History of Man

This paper presents CHAPTER ONE from the book SCIENTOLOGY: A HISTORY OF MAN by L. RON HUBBARD. The contents are from the original publication of this book in 1952.

The paragraphs of the original material (in black) are accompanied by brief comments (in color) based on the present understanding.  Feedback on these comments is appreciated.

The heading below is linked to the original materials.

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CHAPTER ONE

There are two general problems in processing preclears. The first is HOW to audit, the second is WHAT to audit. The present volume presupposes that the skill necessary to the First problem has been mastered: and there is good reason why this should be the case. for the present techniques of Dianetics are far from difficult. SCIENTOLOGY 8-8008 to all patents and purposes. putting the finishing touches on the knowledge necessary to handle thought.

A study of HOW to audit embraces thought, emotion and effort. counter-thought, counter-emotion and counter-effort, and three actions of energy, the behaviour of attention units, the anatomy of maybe and a general knowledge of the background of Dianetics. Elementary group courses exist which, coupled with book study and, if possible, study with a college associate, give one all the insight and skill necessary to accomplish results.

WHAT to audit is covered in some degree in other literature such as THE SCIENCE OF SURVIVAL and the first volume of Dianetics: DIANETICS: THE MODERN SCIENCE OF MENTAL HEALTH, as well as ADVANCED PROCEDURE AND AXIOMS. The current work is, however, the first coverage of all categories. It is written to be used in connection with ELECTROPSYCHOMETRIC AUDITING and the INDIVIDUAL TRACK MAP, companion pieces of this present volume.

In Subject Clearing, HOW to audit is based on The Discipline of Subject Clearing, and WHAT to audit is based on the anomaly that is bothering you the most.

There are four general fields of incidents. four areas of past. embraced in this work. These are:

  1. Present life, from pre-conception to present time;
  2. The genetic line, being the evolutionary chain on Earth;
  3. Large, specialised segments of the whole track;
  4. The theta body line or “whole track”.

Of the four only the last is actually capable of producing the clear with any rapidity. However, the auditor should be familiar with all these lines. They are taken, one by one in the above order in this volume.

The state of clear comes about when all unassimilated impressions from present and the past are broken down into perceptual elements and assimilated in the mental matrix. One simply starts with an anomaly in the present and traces it back to the impression that is causing it. Many impressions are acquired through DNA from previous generations. Some impressions are so basic that they may go through some mechanism of interpretation to produce recognizable content. The content, such as, the “whole track” is not important. What is important is the assimilation of that content in the mental matrix, which makes the anomaly disappear.

All incidents in this volume should be detected and audited with the assistance of an E-meter. If it were not for the E-meter these incidents would have remained undetected except in the haziest state. Without an E-meter, they cannot be audited with security or even safety for the preclear.

E-meter was the craze in 1952. Over the past 70 years, the limitation of the E-meter has become obvious. It is good for detecting first few incidents on the case; but soon, the gut feeling becomes as good or better than the E-meter. The content of the incidents is not important. What is important is the detection, running and assimilation of the incidents.

How to audit and What to audit together deserve considerable study. Certainly, they deserve more study than one would give American history or English or arithmetic, for they deliver a greater dividend to the individual.

Studying these incidents may be discovered to be restimulative to the student. If so, he would find auditing them as restimulative. However, such restimulation is very easily resolved and, unless he feels close to the end of tolerance, he should not be shy of auditing or studying the track.

Hubbard’s later approach moved away from this stance. It is not true that the same incident shall appear on every person’s track. It is better to start with an anomaly in present time that is real to the person and trace it back to whatever unassimilated impression lies in that person’s mental matrix. The purpose of auditing is assimilation of impressions in the mental matrix and not the “discovery” of any content.

In SCIENTOLOGY 8-8008, we have seen that creative processing is far superior to any other type of processing. Creative processing does not address the facsimiles as such, it breaks agreement on the power of the facsimiles. In order to audit a preclear however, one should have a very good acquaintance with what the facsimiles contain. If he has this information, it is relatively simple for him to give the preclear “mockups” which approximate the material in facsimiles without telling the preclear why such mock-ups are being given to him; the facsimiles yet will themselves desensitize. The mock-ups should be parallel to the incidents which are given here but should not be close enough to bring the preclear into the actual incident. For instance, in the matter of “FAC 1,” the preclear should be made to handle black boxes, cameras, things with handles on them and should handle them in any environment he chooses, but not the environment of FAC 1 itself. All the various conditions of FAC 1 can be approximated, preferably very widely until the preclear is no longer interested. In the matter of “FAC 1,” the auditor will find that, as soon as the preclear is given a black box on a tripod to handle, he may have a tendency to set it on a throne and have large numbers of people bow to it or have the contraption he has mocked up chasing him. Do not in any case let him get an actual FAC 1 “coffee-grinder”. This will become clearer as one audits. If the auditor knows of the existence of these incidents, and if he finds them in the preclear with an E-meter assessment, then he should use some solid geometry parallel of the material in the actual incident, such as a light bulb for a thetan, etc.

Mockups, or visualization, may assist, for example, as in this Visualization Exercise, but assimilation takes place only when the actual impression is detected and duplicated. Hubbard assumes that the actual unassimilated impression in a person’s mind may be detected by visualizing the incidents, such as “FAC 1” listed in this book. This may not occur always but may be tried. This is just a trial-and-error approach. A person can soon determine by visualizing a given incident, if that incident is applicable to him or not. He can determine that easily by gut feeling.

The auditor will soon find that he can tell at a glance in many cases what incidents his preclear is sitting in. This requires experience. For instance, people who wear thick horn-rimmed glasses and are thin are generally in the monitor valence of FAC 1 and will flip into the incident with great suddenness if it is even closely approached; as FAC 1 accounts for Tuberculosis in most cases, it will be seen, then, that this creative processing of whole-track incidents is of considerable value. The auditor should not, however, run the actual incident, but should study SCIENTOLOGY 8-8008 to discover how to approximate the incident with mock-ups.

With Subject Clearing approach no E-meter is required. A person simply uses his or her gut feeling. This approach is safe in the sense that the mind will never bring up an incident that it is not ready to be handled. When an incident is contacted, simply apply The Discipline of Subject Clearing to assimilate it.

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A History of Man: Foreword

Reference: A History of Man

This paper presents FORWARD from the book SCIENTOLOGY: A HISTORY OF MAN by L. RON HUBBARD. The contents are from the original publication of this book in 1952.

The paragraphs of the original material (in black) are accompanied by brief comments (in color) based on the present understanding.  Feedback on these comments is appreciated.

The heading below is linked to the original materials.

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Forward

This is a cold-blooded and factual account of your last sixty trillion years.

The length of time in “trillions,”as determined by E-meter’s needle reaction to thinking, is subjective in nature.

The test of any knowledge is its usefulness. Does it make one happier or more able? By it and with it, can he better achieve his goals?

This is useful knowledge. With it the blind again see, the lame walk, the ill recover, the insane become sane and the sane become saner. By its use the thousand abilities Man has sought to recover become his once more.

The recovery in humans, such as described above, occurs only when traumatic impressions are finally assimilated in the mind.

Like all useful knowledge it was hardly won. I began search into the back track of Mankind some years ago. There was no actual knowledge of it in existence. There were numberless superstitions, countless guesses, as many theories in favour of one thing as in favour of another. People believed, some of them, that Man had lived before. They had no proof. Others believed that Man was born innocent and died and went to a place called Hell. Most believed that when you had lived once, that was all, fellow.

The above knowledge of “unassimilated impressions” has been in existence in India since Buddha’s time. They are called “Samskaras.” Yogis have routinely been assimilating such impressions through yogic meditation.

Such a number of conflicting theories must have truth in them. It became my business to discover, against considerable odds, that truth.

In the first place, there was something wrong with Man. An animal such as a cat, even a reptile, a lizard, had habit patterns which carried him through his early days. Not Man. Why not? As usual, a lot of vagueness answered this. The very schools of ‘thought’ that said Man was just another animal bogged utterly on why it was that babies, the young of this very intelligent animal, are much more stupid than kittens. That was only one thing wrong with Man that wasn’t explained.

The further one investigated, the more one came to understand that here, in this creature Homo Sapiens, were entirely too many unknowns. People who suddenly, out of no observable training, begin to speak foreign tongues, men who ‘seem to remember having been here before,’ strange yearnings in people for various parts of the country or the world or the stars of which they have no actual knowledge, such things are routine puzzles.

The body-mind system in humans is much more sophisticated than in the animals. Such phenomena as described above, is due to the activation of certain programming in the body-mind system. Most of this programming is transmitted from one generation to the next.

And there was a much more important thing at work than mere curiosity. Now and then, in my auditing, I would discover a case which would be extremely reluctant to recover and then would recover only partially so long as I used data from the current lifetime of the preclear; but as soon as I used the whole span of the time track— about sixty trillion years—I could obtain immediate response.

This idea of time track comes from the impressions that have been passed on through DNA molecules over generations.

One must be very impartial, even brutal, in investigation. The last series of cases I audited, twenty in number, chosen at random from various life strata and suffering from mental and physical ills which were extremely varied, were audited to demonstrate finally to myself one thing only—Can an auditor obtain a swift recovery by auditing the current lifetime only? I used the most modern of techniques—1952—and did a standard auditing address to the current lifetime of each one. I obtained mediocre results, partial recoveries, slight betterment in attitude. Then I audited each case addressing only past track, prior to this lifetime: the results were swift and spectacular. Thus, I validated, for myself, the reality that in auditing the whole track, one can obtain excellent results, that in auditing the current lifetime, one can obtain slow and mediocre results. From this series came this conclusion: THE AUDITOR WHO INSISTS ON AUDITING THE CURRENT LIFETIME ONLY WHEN HE HAS THE WHOLE TRACK TECHNIQUE AVAILABLE, IS WASTING TIME AND EFFORT AND IS, IN FACT, SWINDLING HIS PRECLEAR.

The whole track consists of unassimilated impressions that have accumulated over generations. Auditing such whole track impressions certainly provides more complete results.

I announced “whole track” techniques to a large number of auditors. I found the better auditors quite willing to use them, and these immediately began to obtain “miracle level” results. A very few held back, were very cautious, would not employ the whole track, clung to this lifetime, invalidated the E-meter, invalidated what they erroneously called “past lives”, were scathingly critical of my employing such data. So, I investigated the auditors.

The “whole track” is not the same concept as the concept of “past lives.” It was misunderstood by many auditors.

Several of these were given sessions by me. I found several noteworthy similarities about them: they were so low in tone it was almost impossible to get them to register on an old style Mathison, their cases were utterly bogged, they generally made a practice of refusing any auditing, their general record with preclears was very poor, their own lives were running badly, they not only fought “past lives” as they called “whole track,” but they fought any technique evolved since the summer of 1950 or used later techniques poorly, they would not run any overt acts even in this lifetime, they needed, so far as their cases were concerned, the most careful auditing. I found two people not auditors, who objected violently to “past lives” and who were “wide-open” cases. Both were in the inaccessible band, both had unsavoury social records, both protested being audited in any incident of any kind. I concluded, therefore, that the relatively sane are capable of accepting evidence and the insane are not.

The refusal of auditing comes about only when the correct area is not being addressed. Also, people do not want to give out their personal data for the fear of it being misused. Earlier dianetics procedures violated the gradient of auditing and demanded sensitive personal data. Such personal data can be sorted out more easily in meditation.

Occasionally people have told me that I should not release the data contained in this volume because there would be a repercussion throughout the country which would ruin Dianetics forever. Oddly enough, I’ve been unable to discover this repercussion. I have found people alert and friendly toward this data. “Whole track” is evidently much more acceptable than the idea of a prenatal. And witness a recent READER’S DIGEST, even the medical profession is accepting prenatals.

The idea that there are impressions from previous generations, becomes more acceptable when an explanation of a reasonable transmission mechanism, such as DNA, is given. This explanation was not available in early fifties.

Further, it is very hard to argue with a miracle. Today, Eleanor has arthritis. She is audited “whole track” with 1952 techniques. Tonight, she doesn’t have arthritis. Miracles, using “whole track” are plentiful. By using this data an auditor can obtain a MEST clear rather easily.

Just the fact of recovery from illnesses through auditing of unassimilated impressions is miraculous.

But the best argument which can be advanced for “whole track” is that it is factual. By using this knowledge, more is obtained than auditing results. A preclear suddenly recovers the ability carefully learned eighty years ago, to play a piano; an electronics engineer, doing poorly before suddenly wraps up formulae that would puzzle Einstein and which may get man off Earth; and a thousand details in a hundred sciences become clear.

That there are mental impressions passed on from one generation to next is quite factual. The most obvious example is the body’s blueprint that is passed on through genes.

The search of this track began some years ago and was conducted sporadically on many preclears. Various instruments such as the electroencephalograph and the police lie-detector, were used to further this search, but these were inadequate and limited for my purposes. Finally, Volney Mathison applied his electronic genius to the problem and invented the Electropsychometer. This instrument had a range and ability greatly in excess of anything before known; it compares to itself only in the field of physioelectrical mensuration and to existing devices as the electronic microscope compares to looking through a quartz stone. As soon as this instrument was turned loose on the problem, the problem ceased to exist. By adding up and checking probabilities on scores of persons, the character, extent and content of the whole track was mapped.

E-meter is useful only in the early stages of auditing. Soon the mind becomes wise enough to audit itself faster and more accurately than the E-meter.

Once the E-meter gave reliable data, the main problem became the estimation of intentions, of sources, of the reasons behind the reasons. Most of this work has been done.

It comments poorly on Man’s dullness that this project was impeded and slowed greatly by lack of funds and by very active efforts on the part of some to acquire and own the copyrights of Dianetics— may the ill of the world forgive them. Thus, the map is not as complete in this issue as it might be.

Hubbard was on quite a journey of discovery in the field of mind. To his credit he provided processes to more rapidly handle the unassimilated impressions in the mind. These processes can be used in meditation also.

This work is honest research, done with considerable care. And it will bear up under survey by any competent auditor or investigator. The most amusing aspect of the “whole track” is that this work bears up under the onslaught of police lie-detector experts: these, hard-eyed and uncompromising, become startled half out of their wits to discover that some of the crimes they find on their machines were committed two or three “lives” ago by the criminal under test, and that, most alarmingly, the crimes so discovered are discoverable again to the last detail in the police archives. This is very upsetting to these operators, to be informed so bluntly that Man lives many years, not three score and ten, and that today’s lifer may again be on their hands tomorrow as a juvenile delinquent!

Gravestones, ancient vital statistics, old diplomas and medals will verify in every detail the validity of “many lifetimes.” Your E-meter will tell you.

L. RON HUBBARD,
1951

A Picture from Old Days

Substance, Motion and Static

Reference: Subject: Scientology Fundamentals

Motion occurs in a substance. There is no motion in the absence of substance.

Substance is anything substantial enough to be perceived. The two dimensions of substance are spiritual (theta) and physical (MEST). The absence of substance means—void. 

Examples of motion in the physical dimension are: motion of the planets, motion of light, motion of electrons, etc. Examples of motion in the spiritual dimension are: thoughts racing in the mind, learning of subjects, evolution, etc.

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Motion in Physical Dimension

No physical object is absolutely still. Nor the atoms that make up the objects are absolutely still. The pressure of air, the temperature of solid objects, and the Brownian motion—all provide evidence for the motion of atoms.

Looking deeper, we find that there is motion within an atom too. The electronic region naturally swirls rapidly around the nucleus like a whirlpool. This is because the electronic region is much less dense than the nucleus. It is clearly observable that, as matter de-condenses into energy, its motion increases. The velocity of light is 3 x 1010 times the average velocity of matter (in cm/sec) because the consistency of light is that much less than the average density of matter. Einstein postulated this ratio to be the universal constant ‘c’.

Essentially, motion is tied to the consistency (degree of thickness, firmness, viscosity, etc.) of substance. The greater is the consistency of substance, the slower it moves. Matter gets much more condensed in neutron stars and black holes, where it becomes increasingly static. Probably, black holes are the most static objects in the universe. No wonder we find black holes at the center of the galaxies. 

Motion is an inherent characteristic of physical substance just like consistency. Motion is not independent of the physical substance.

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Motion in Spiritual Dimension

The mind is usually filled with chaotic thoughts. Many try to still the mind. People also change their mind about what they have to do, what they like or dislike, etc. Some may not look at these things as motion because it is a very different type of change.

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Hubbard’s Static

In the philosophy of Scientology, Hubbard says, 

“Scientology is essentially a study of statics and kinetics. If anything, it is more exact than what are called the physical sciences, for it is dealing with a theoretical static and a theoretical kinetic which are at the opposite ends of a spectrum of all motion.”

Hubbard, then, goes on to say,

“Formerly a static was defined only as a motionless object which definition is not adequate, since an object—or a state of rest for an object—is attained only by an equilibrium of forces and all objects have in themselves, if only on a molecular level, motion, and exist in space which is itself an integral portion of motion. Hence, we see we are dealing with a higher-level static.”

Hubbard then says,

“One of the most valuable contributions of Scientology to knowledge is the definition of a true static. A static has no motion; it has no width, length, breadth, depth; it is not held in suspension by an equilibrium of forces; it does not have mass; it does not contain wavelengths; it has no situation in time or space.”

An analysis of Hubbard’s definitions of STATIC tells us,

“Static implies that Theta (spiritual) and MEST (physical) are different dimensions. Theta is the potential, which itself  is static, until it is manifested in MEST and produces motion.”

Hubbard is, essentially, assigning the potential of motion to spiritual realm and calling it “Static.” Can we separate potential of motion from motion? We can, as in the case of a compressed spring, but that is not moving into the spiritual dimension.

Hubbard uses his hypothesis to explain death and out of body experiences. But that seems to be unnecessary per the analysis provided in this document on Scientology Axiom # 1.

An alternative concept provided in The Static Viewpoint seems to be more consistent with reality.

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Grade 4 Processes

Right, left, right, wrong Painting by Paul Klonowski | Saatchi Art

Reference: Grassroots Scientology

NOTE: These processes are obtained from Hubbard’s research in Dianetics and Scientology. For any technical words specific to this research, please consult the Scientology Technical Dictionary.

Grade 4 processes follow Grade 3 ProcessesThe person’s confront is now high enough to handle some of the fixations he could not handle earlier. 

Grade 4 focuses on moving out of fixed conditions and gaining abilities to do new things. The Grade 4 processes zero in on the person’s fixations still remaining and bring them up to awareness with the help of Listing and Nulling. Freeing the person up from his fixations brings a big change in his life.

For example, the process, “In this lifetime what do you use to make others wrong?”, help the person zero down to an item. The person then contemplates on this item with the help of the subsequent commands for this process. The person now has a high enough confront to realize his fixation and get rid of it.

In general, the person runs these processes with Subject Clearing approach. In this approach, neither an auditor nor an E-meter is required. The person simply contemplates over the process command using the Subject Clearing discipline (see The Book of Subject Clearing).

The EP (end phenomena) of any process is simply a sense of having made some progress. With Subject Clearing approach the person may run a process again if he feels that he can gain more from it. But, if the person already has the awareness that a process provides, he need not run that process.

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Listing & Nulling

The person applies the Listing & Nulling process as described under Grade 3 Processes. If he finds “his item” then he uses it on the subsequent commands of the Grade 4 process.

If he does not find a definite item, then he runs the items from the list, starting from the top, through the Grade 4 process commands. He does that until he recognizes his fixation and lets go of it.

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Instructions

  1. These processes are run by oneself applying The 12 Aspects of Mindfulness instead of depending on the E-meter.
  2. In response to the commands of these processes, simply look without thinking. Let the mind present you with the answer. If no answer comes up within a reasonable time, you have reached the EP (end phenomenon) for the moment.
  3. These commands tend to be general. The better you understand the command and its scope, the more answers shall come up.
  4. The answers that come up, shall depend on the level of your confront. The higher is your confront the deeper shall be the answers that come up. Your confront improves as you do the processing. After completing a grade, if you repeat it again, you may find some new answers coming up.
  5. “Repetitive to EP” means you contemplate over the command and acknowledge each answer, until no more answers are coming up.
  6. “Run alternately to EP” means that you contemplate over the two commands alternatively, until no more answers are coming up.
  7. “Run the bracket in sequence to EP” means that you sequentially contemplate on the commands provided as a bracket, until no more answers are coming up.
  8. “To EP” is the abbreviation for the above. When there is a single command you run it repetitively. When there are more than one command, you run them as a group, repetitively.

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PROCESSES

R2-44 MUST & MUST NOT HAPPEN
The purpose of this process is to address fixations.

“Tell me some things you wouldn’t want to have happen again.”
“Tell me some things you would like to have happen again.” …………… to EP

“Tell me some things another wouldn’t want to have happen again to you.”
“Tell me some things another would want to have happen again to you.” …………… to EP

“Tell me some things you wouldn’t want to have happen again to another.”
“Tell me some things you would want to have happen again to another.” …………… to EP

“Tell me some things others wouldn’t want to have happen again to others.”
“Tell me some things others would want to have happen again to others.” …………… to EP

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JUSTIFICATION PROCESS
Get all possible justifications for an overt, before asking for another overt.

“In this lifetime what overt have you committed?”
“How have you justified it?” …………… to EP

“In this lifetime what overt has another committed?”
“How has he justified it?” …………… to EP

“In this lifetime what overt have others committed?”
“How have they justified it?” …………… to EP

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CERTAINTY PROCESSING
“Tell me something you can prevent from happening.”
“Tell me something you cannot prevent from happening.” …………… to EP

“Tell me something another can prevent from happening.”
“Tell me something another cannot prevent from happening.” …………… to EP

“Tell me something others can prevent from happening.”
“Tell me something others cannot prevent from happening.” …………… to EP

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RISING SCALE PROCESSING
Use the scale of the Chart of Attitudes as given here in the commands that follow the scale.

“Get the idea of (bottom of scale, e.g. dead.)”
“Now change that idea as nearly as you can to (top of scale, e.g. survive).” ……… to EP

Each pair is run to EP.

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EFFORT PROCESSING
Make a list of the disabilities you have in the order you would like to take them up. Take the first disability and run in the commands below:

“Get the (disability) effort.”
“Get the (disability) counter-effort.” …………… to EP

Note: Get the underlying emotion and consideration.
Run rest of the items.

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R2-66 ELECTING CAUSE
“Point out some things which are causing things.”
“Point out some more things which are causing things.”  …………… to EP

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LEVEL IV QUAD
List and null to one item:
“In this lifetime what does another use to make you wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make another right?”       
  2. “In this lifetime how would ______ make another wrong?”
  3. “In this lifetime how would ______ help another escape domination?”
  4. “In this lifetime how would ______ help another dominate you?”
  5. “In this lifetime how would ______ aid another’s survival?”
  6. “In this lifetime how would ______ hinder your survival?” …………… to EP

List and null to one item:
“In this lifetime what do you use to make others wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make you right?” 
  2. “In this lifetime how would ______ make others wrong?”
  3. “In this lifetime how would ______ help you escape domination?”
  4. “In this lifetime how would ______ help you dominate others?”
  5. “In this lifetime how would ______ aid your survival?”
  6. “In this lifetime how would ______ hinder the survival of others?” …………… to EP

List and null to one item:
“In this lifetime what does another use to make others wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make another right?”       
  2. “In this lifetime how would ______ make others wrong?”
  3. “In this lifetime how would ______ help another escape domination?”
  4. “In this lifetime how would ______ help another dominate others?”
  5. “In this lifetime how would ______ aid another’s survival?”
  6. “In this lifetime how would ______ hinder the survival of others?” …………… to EP

List and null to one item:
“In this lifetime what do you use to make yourself wrong?”

Put the item into brackets as below and run to EP

  1. “In this lifetime how would ______ make you right?” 
  2. “In this lifetime how would ______ make something wrong?”
  3. “In this lifetime how would ______ help you escape domination?”
  4. “In this lifetime how would ______ help you dominate?”
  5. “In this lifetime how would ______ aid your survival?”
  6. “In this lifetime how would ______ hinder another’s survival??” …………… to EP

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HAVINGNESS
“Tell me a flow you know something about?” …………… to EP
“Tell me a flow another could get you to know something about?” …………… to EP
“Tell me a flow you could get another to know something about?” …………… to EP
“Tell me a flow others could get others to know something about?” …………… to EP

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