Survival Rundown Pack (GAT II)

Contents
••
Survival Rundown Checksheet Vil
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Orientation
Introduction to the Survival Rundown 3

Twinning on the Survival Rundown 9
How to Achieve Maximum Gains 11
^CÔh Two
How to Study This Course
How to Study This Course 17

Barriers to Study 19
How to Remedy an Absence of Mass 29
How to Clear a Word 31
Basic Word Clearing 35
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Communication Course
Communication Course 39
Communication Course Stable Data

A Scientologist (Communication Course Stable Data) 43
The Auditor’s Code 45
The Code of a Scientologist 47
Five Levels of Indoctrination
The Theory of the Five Levels of Indoctrination 5i
Communication
Affinity, Reality and Communication 59
Communication 61
Two-way Communication 69
The Role of a Coach

Definition of a Coach 75
The Role of a Coach 77
The Instructor’s Code 85
Communication Course Training Drills

Confronting 89
Training o: Be There 95
Training o: Confronting Preclear 97
Training 1: Dear Alice 99
Training 2: Acknowledgments 101
Training 3: Duplicative Question 103
Training з(а): Communication Bridge 105
Training 4: Preclear Originations 107
Preclear Origination Sheet 109
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Upper Indoctrination Course
Upper Indoctrination Course 119
The Theory of the Five Levels of Indoctrination 121
Training 6: 8-С (Body Control) 125
Training 7: High School Indoc 127
Training 8: Tone 40 on an Object 129
Training 9: Tone 40 on a Person 133
Z?/^
^CÔh
Theory of Objective Processes
139
141
Objective Processes and Present Time
Drugs and Objective Processes из
Why Objective Processes Work 45
êctloK ^X
Go-audit Basics
Со-audit Basics x53
The Session
The Session x57
After Session 161
How to Audit Objective Processes

Flattening a Process 167
Communication Lag 169
Objectives Not Biting V3
The Auditor’s Code

The Auditor’s Code 181
Со-audit Model Session

How to Write Worksheets and an
Auditor’s Report in a Co-audit 195
Sample Worksheet 197
Со-audit Auditor’s Report Form 201
Со-audit Model Session • 203
^C^Qk £w#h
Survival Rundown Objectives Co-audit
Survival Rundown Objectives Co-audit 215

Co-audit Command Sheets Instructions 217
Locational Processing (CCH 0) 221
Objective ARC 225
CCHs, Purpose 229
Give Me That Hand Tone 40 (CCH 1) 231
Tone 40 8-C (CCH 2) 233
Hand Space Mimicry (CCH 3) 235
Book Mimicry (CCH 4) 237
Running CCHs 1 to 4 239
Location by Contact (CCH 5) _,
Body-Room Contact (CCH 6)
Contact by Duplication (CCH 7) 2
Trio (CCH 8) 257
Tone 40 Keep It from Going Away (CCH 9) 261
Tone 40 Hold It Still (CCH 10) 265
Opening Procedure of 8-C, Part (a) 269
Opening Procedure of 8-C, Part (b) 273
Opening Procedure of 8-C, Part (c) 277
S-C-S on an Object (Start-Change-and-Stop on an Object) 281
S-C-S on a Body (Start-Change-and-Stop on a Body) 287
Stop Supreme (Stop-C-S) 293
Opening Procedure by Duplication 297
Appendix
Editor’s Glossary of Words, Terms and Phrases 303
Subject Index 389
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Orientation
Survival Rundown
L. Ron Hubbard
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c he Survival Rundown is a precise and very powerful series of steps developed

to give new perception and awareness and help you achieve greater control of
yourself, your environment, your life and thus your own survival.
By rundown is meant an exact sequence of steps designed to achieve an exact 3

result.

As part of the Survival Rundown you will learn fundamental principles of
Scientology, starting with important basics on how to study this course.
Training Drills
You will next do a series of Training Drills on the fundamentals of communication
and control. These Training Drills (also referred to as TRs) are categorized in two
levels:
The Communication Course, where you will learn and drill the basics of
communication. As part of this study, you will listen to lectures on each
of the Training Drills given to the students of the original Communication
Course.
This is followed by the Upper Indoctrination Course, where you will learn
and drill the basics of control.
In addition to the skills you will learn, the Training Drills are also therapeutic. TRs
are a vital step of the Survival Rundown.
Section One
Orientation
Auditing
Once through the Training Drills, you will then move on to auditing.
Auditing (also called processing) uses thoroughly codified and exact procedures
(called processes), to enable a person to better handle his own life by placing him
in greater control of himself, his mind and his environment.
The person conducting auditing is called an auditor. The word auditor means one
who listens.
A preclear \s a person who is receiving auditing and is thus on the road to becoming
Clear, a higher state of existence and spiritual awareness that can be achieved
through Dianetics and Scientology processing.
A period of time devoted to auditing is referred to as an auditing session, or simply

a session.
There are several types of auditing. The two principal ones are objective and
subjective auditing.
Objective Auditing
Objective means something real and observable. Objective auditing (also called
objectives) concerns outward things, not one's internal thoughts and feelings.
Objectives are processes that bring about an interaction between the individua
and the existing physical universe in the here and now. They are designed tc
give a person new perception and bring his awareness and attention fully intc
present time.
Objective auditing is very powerful and the vital first step in achieving spiritua
freedom.
Survival Rundown
L. Ron Hubbard
5
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Section One
Orientation
6
Survival Rundown
L. Ron Hubbard
Subjective Auditing
Subjective means having to do with feelings, thoughts and internal mind things.
It is the reverse of objective.
7
Subjective auditing is a type of auditing where the preclear looks back into his mind
or at his own feelings or thoughts. It uses exact procedures designed to help the
individual confront his own existence and experiences so as to overcome the
traumatic mental and spiritual factors that hold him back.
Objective auditing is a vital prerequisite to subjective auditing.
Objectives Co-audit
On the Survival Rundown you will be auditing objective processes.
You will be part of what is called a со-audit, which stands for cooperative auditing
and refers to a team of any two people who are helping each other achieve greater
spiritual awareness and a better life with Scientology processing.
The со-auditing sessions are supervised by a trained Supervisor who oversees all
со-auditing and will assist you whenever needed. ■
Section One
Orientation
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Survival Rundown
L. Ron Hubbard
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I he person you are teamed up with on the Survival Rundown is referred to as

your twin. If you do not already have one, the Course Supervisor will team you
with another person who will be your twin for the duration of the rundown.
You and your twin will audit each other on a turnabout basis. You will audit your 9
twin, then your twin will turn around and audit you. You will then turn around and
audit your twin again and so on. It is important that you and your twin give and
receive an equal amount of auditing to keep you both progressing at an even pace.
Twins take responsibility for all aspects of getting each other through a co-audit.
You and your twin will study and drill together. And if one of you needs to restudy
materials or redo a Training Drill, the other always redoes it as well. If one of you
does not arrive on time or does not show up at all, the twin who shows up is
responsible for getting his twin. Со-audit twins help and depend on one another.
Ethics is a separate action from auditing. In Scientology, the purpose of Ethics is

to enable people to obtain all possible gains from auditing. For the technology
to work and give all the gains it can, it is necessary that ethics be in. This is a vital
maxim in Scientology.
If an ethics situation gets in the way of your team's progress, both you and
your twin always go to Ethics together and, with the Ethics Officer's help, take
responsibility for getting each other progressing again.
In summary, the whole essence of twinning and со-auditing is to help you and
your twin to work together, to assist each other, to progress together and, in
full, to take responsibility for helping each other to achieve the greatest possible
benefits from the Survival Rundown. ■
Section One
Orientation
10
Survival Rundown
L. Ron Hubbard
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£y ou need to know and adhere to several important factors to speed your

progress and achieve all the benefits available from the Survival Rundown.
Drugs
Do not take any street drugs. 11
Medications
In early stages of auditing, an individual may have medical recommendations to
stay on medication, but this is not usual. Just as with any other drugs, medical
drugs can interfere with auditing. An aspirin or painkiller could putyou off auditing
for five to seven days. Be sure to let the Course Supervisor know if you are currently
on any type of medications.
Alcohol
Alcohol is also forbidden. It interferes with study and auditing. Do not drink any
alcohol within twenty-four hours before course or session.
Other Practices
Do not mix any other practices such as meditation, yoga, hypnotism, etc., with
the Survival Rundown. This would slow your progress considerably and could
even prevent any auditing gain altogether.
Also be sure to inform your Course Supervisor if you plan to receive any treatment,
guidance or help from anyone in the healing arts, such as a physician, dentist,
chiropractor or nutritionist.
Section One
Orientation
Sleep
Adequate sleep is vital while on the Survival Rundown. Always be sure to be w
rested before course and before session.
12 Nutrition
Proper nutrition is equally important. You need to stay well fed before beginnii
an auditing session. Vitamin B1 taken along with vitamin Cz vitamin E and calciu
has also been found to assist auditing.
Schedule
Be on time for class. And since you are on a со-audit and your twin is depending ।
youz keep all auditing appointments once made. Daily со-auditing for an intensr
period of time will speed your progress considerably.
Also be sure to arrange your schedule so you do not have pressing matters on yc
mind when со-auditing. When со-auditing, you need all your attention on tl
session. Trying to audit with your attention on other pressing matterswill not or
slow your progress, but could prevent you from achieving all the gains possibl
Additional Course Room Guidelines

Smoking is not allowed while on study or in session. It is allowed only durii
breaks and outside any study or auditing spaces.
No food or beverage may be stored or eaten in the course room at any time.
Turn off any phone, pager or other portable communication device while you г
in the course room and when you are giving or receiving auditing.
If you don't know something or are confused about course data, ask your Coui
Supervisor. Don't ask another student. ■
Survival Rundown
L. Ron Hubbard
13
Section One
Orientation
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How to Study
This Course
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Survival Rundown
L Ron Hubbard
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p ince you will be со-auditing through the Survival Rundown, it is important that
both you and your twin fully understand the basics of Scientology taught on this
course and that you be able to apply them in your co-audit.
To that end, you will now learn fundamental data on howto study. By applying 17
these simple yet powerful principles, you will be able to fully grasp and apply what
you learn and thereby achieve maximum results. ■
Section Two
Barriers to Study
о become a successful student and an accomplished practitioner in any field,

you first need to know how to effectively learn.
It has been discovered that there are three definite barriers which can block
your ability to study and thus your ability to be educated. These barriers actually 19
produce different sets of physical and mental reactions.
By knowing and understanding what these barriers are and how to handle them,
your ability to study and learn will be greatly increased.
In Scientology, this is known as Study Technology, or Study Tech for short. The
word technology means “the methods of application of an art or science,” as
opposed to the mere knowledge of the art or science itself. Study Tech is a precise
method and way of learning that assists you to gain a full understanding of the
materials you study and the ability to apply what you learn.
The First Barrier: Absence of Mass

In Study Technology, we refer to the mass and the significance of a subject. By
mass we mean the actual physical objects, the things of life. The significance of a
subject is the meaning or ideas or theory of it.
Education in the absence of the mass in which the technology will be involved
is very hard on a student.
Education in the absence of mass makes you feel squashed, makes you feel bent,
sort ofspinny, sort of dead, bored, exasperated. Ifyou are studying something in
which the mass is absent, this will be the result.
Photographs help and motion pictures would do pretty good as they are a
promise or hope of the mass. But the printed page and the spoken word are not
a substitute for a tractor if you are studying about tractors.
Section Two
You have to understand this data in its purity: being educated in a mass that yot
don’t have and which isn’t available produces physical reactions.
It’s just a fact. You’re studying all about tractors and you don’t have any tractors
Well, you’re going to wind up with a face that feels squashed, with headaches and
with your stomach feeling funny. You’re going to feel dizzy from time to time and
very often your eyes are going to hurt.
You can be made sick or well in the field of study. If as a child you were having
io an awful time at school with arithmetic, it could be traced back to an absence
of mass. For example, you have a problem that involves apples and you don’l
have any apples on your desk to count. The positive remedy would be to obtain
mass—the object or a reasonable substitute—and this would clear it up. Obtain
the mass of what you are studying. Get some apples and give each one of them a
number. Now you have a number of apples in front of you and there is no longei
a theoretical number of apples.
This barrier of studying something without its mass ever being around produces
the most distinctly recognizable reactions.
The Second Barrier: Too Steep a Gradient

A gradient is a gradual approach to something taken step by step, level by levd
with each step or level being easily attainable—so that, finally, complicated and
difficult activities can be achieved with relative ease. The term gradient alsc
applies to each of the steps taken in such an approach.
Too steep a gradient is another source of physical study reaction. It produces г

sort of confusion or reelingness.
You must differentiate here, because gradients sounds terribly like the thirc
one of these study hang-ups, definitions. But they are quite distinctly differen
Gradients are more pronounced in the field of doingness—meaning, whei
engaged in doing or performing some action or activity.
In gradients it is the actions you are interested in. You have a plotted course c
forward motion of actions: you should go through this, you should go throug
Survival Rundown
L. Ron Hubbard
that and then you’re supposed to go through that. You find you are terribly
confused on the second action you were supposed to do. You must assume, then,
that you never really got out of the first one. That’s the gradient approach.
You have hit too steep a gradient. There was too much of a jump because you didn’t
understand what you were doing and you jumped to the next thing and that was
too steep and you went too fast. You will assign all of your difficulties to this new
thing.
The remedy for the barrier of too steep a gradient is to cut back. Find out when 21
you were not confused on the gradient, then find what new action you undertook
to do. Find what action you understood well. Just before you were all confused,
what did you understand well? And then you find out that you didn’t understand
it well. It’s really at the tail end of what you understood well and after that you
went over the gradient.
That’s the gradient barrier and one full set of phenomena accompanies it. It is
most recognizable and most applicable in the field of doingness.
The Third Barrier: The Misunderstood Word

The third and most important barrier to study is the misunderstood word. A
misunderstood word or misunderstood definition is a word which is not
understood or is wrongly understood.
An entirely different set of physical reactions is brought about through a

misunderstood word.
It gives you a distinctly blank feeling, a washed-out feeling. A not-there feeling

and a sort of nervous hysteria (excessive anxiety) will follow in back of that.
This third barrier of the misunderstood definition is much more important

than gradients. It’s the makeup of human relations, the mind and any subject.
It establishes talent. It establishes aptitude and lack of aptitude. It’s what
psychologists have been trying to test for years without recognizing what it was.
It’s the definitions of words.
Section Two
How то Study This Course
That’s all it goes back to: the misunderstood word. And that produces such a vas
panorama of mental effects that it itself is the prime factor involved with stupidit
and the prime factor involved with many other things.
If you didn’t have misunderstood words in a subject, your talent might or migh
not be present, but your doingness would be present. You might not paint a grea
picture, but you would be painting pictures.
We can’t say that Joe would paint as well as Bill. But we can say that the inabilit
of Joe to paint compared with the ability of Joe to do the motions of paintin
is dependent exclusively and only upon definitions. Exclusively and only upoi
definitions. There is some word in the field of art that the person who is inep
(unskilled) didn’t define or understand. And that is followed by an inability ti
act in the field of the arts.
That’s very important because it tells you what happens to doingness and that th'
restoration of doingness depends only upon the restoration of understanding o\
the misunderstood word, the misunderstood definition.
There is a very swift, wide, big result obtainable in this.
It is a sweepingly fantastic discovery in the field of education.
Misunderstood Word Phenomena

There are two specific phenomena which stem from misunderstood words.
First Phenomenon
When you miss understanding a word, the section right after that word is a blan
in your memory. You can always trace back to the word just before the blank, ge
it understood and find miraculously that the former blank area is not nowblan
in the material you are studying. It is pure magic.
Have you ever had the experience of coming to the end of a page and realizir
you didn’t know what you had read? Somewhere earlier on that page you we
past a word that you had no definition for or an incorrect definition for.
Survival Rundown
L. Ron Hubbard
Here is an example: “It was found that when the crepuscule arrived, the children
were quieter and when it was not present, they were much livelier.” What
happens is you think you do not understand the whole idea, but the inability to
understand comes entirely from the one word you could not define, crepuscule,
which means “twilight” or “darkness”
Second Phenomenon
A misunderstood definition or a not-comprehended definition or an undefined

word can even cause you to give up studying a subject and leave a course or class. 23
Leaving in this way is called a blow.
We have all known people who enthusiastically started on a course of study only
to find out some time later that the person dropped the study because it was
“boring” or “it wasn’t what they thought it would be.” They were going to learn a
skill or go to night school and get their degree but never followed through.
No matter how reasonable their excuses, the fact is they dropped the subject or
left the course. This is a blow. A person blows for only one primary reason—the
misunderstood word.
Summary
This technology opens the gate to education. Although this one of the
misunderstood definition is given last, it is the most important one. ■
Section Two
How to Remedy an Absence of Mass
ince not everyone studying has the actual mass available, useful tools to
remedy a lack of mass have been developed. These come under the subject of
demonstration.
Demonstration comes from the Latin demonstrare: “to point out, show, prove.” 29
The Chambers 20th Century Dictionary includes the following definition of

demonstrate: “to teach or exhibit by practical means.”
In order to supply mass, you can do a demonstration. One way of accomplishing

this is with a demonstration kit. A demo kit, as it is called, is composed ofvarious
small objects such as corks, caps, paper clips, pen tops, rubber bands, etc. You can
use a demo kit to represent the things you are studying and to help understand
concepts.
If you ran into something that you couldn’t quite figure out, demonstrating the
idea with a demo kit would assist you to understand it.
Another means of demonstrating something is by sketching.
You may be sitting at your desk trying to work something out. If you can take a
pencil and paper and sketch out or draw graphs of what you are working with,
you can get a grip on it.
There is a rule which goes ifyou cannot demonstrate something in two dimensions,
you have it wrong. It is an arbitrary rule—based on judgment or discretion—but
it is very workable. This rule is used in engineering and architecture. If it cannot
be worked out simply and clearly in two dimensions there is something wrong
and it couldn’t be built.
The use of sketching or a demo kit is an effective way to provide mass and work
something out when studying. ■
Section Two
How ro Study This Course
How to Clear a Word
t 4 misunderstood word will remain misunderstood until you clear the

meaning of the word. Once the word is fully understood, it is said to be cleared.
Here is the exact procedure to clear a word or symbol you come across in your
studies that you do not understand. 3i
Steps to Clear a Word

1. Have a dictionary to hand while reading so that you can clear any
misunderstood word or symbol you come across that is not defined in the
glossary. A simple but good dictionary can be found that does not itself
contain large words within the definitions of the words which themselves
have to be cleared.
2. When you come across a word or symbol that you do not understand, look
it up in a dictionary and look rapidly over the definitions to find the one
which applies to the context in which the word was misunderstood. Read
that definition and make up sentences using the word with that meaning
until you have a clear concept of that meaning of the word. This could
require ten or more sentences.
3. Then clear each of the other definitions of that word, using each one in
sentences until you clearly understand each definition.
When a word has several different definitions, you cannot limit your
understanding of the word to one definition only and call the word
understood. You must be able to understand the word when, at a later
date, it is used in a different way.
Don’t, however, clear the technical or specialized definitions (math,

biology, etc.) or obsolete (no longer used) or archaic (ancient and no
longer in general use) definitions unless the word is being used that
way in the context where it was misunderstood. Doing so may lead off
Section Two
How to Study 'Гнis Course
into many other words contained in those definitions and greatly sic
your study progress.
4. The next thing to do is to clear the derivation, which is the explanatic

of where the word came from originally. This will help you gain a bas
understanding of the word.
5. Most dictionaries give the idioms of a word. An idiom is a phrase •

expression whose meaning cannot be understood from the ordina:
meanings of the words. For example, give in is an English idiom meanir
“yield.” Quite a few words in English have idiomatic uses and these ai
usually given in a dictionary after the definitions of the word itself. If thei
are idioms for the word you are clearing, they are cleared as well.
6. Clear any other information given about the word, such as notes on i
usage, synonyms, etc., so as to have a full understanding of the word. (
synonym is a word which has a similar, but not the same, meaning I
another word: for example, thin and lean.)
7. If you encounter a misunderstood word or symbol in the definition of

word being cleared, you must clear it right away using this same procedui
and then return to the definition you were clearing. (Dictionary symbo
and abbreviations are usually given in the front of the dictionary.) Howevi
ifyou find yourself spending a lot of time clearing words within definitior
of words, you should get a simpler dictionary. A good dictionary wi
enable you to clear a word without having to look up a lot of other onesi
the process.
This is the way a word should be cleared.
When words are understood, communication can take place and wi’
communication, any given subject can be understood. ■
Survival Rundown
L. Ron Hubbard
Basic Word Clearing
(Xasic Word Clearing is the method of finding a misunderstood word by

looking earlier in the text than where you are having trouble.
You must know how to keep yourself tearing along successfully in your studies. To 35
be a successful student, look up each word you come to that you don’t understand
and never leave a word behind you that you don’t know the meaning of.
If you run into trouble, you or the Supervisor would use Basic Word Clearing to
handle anything that stopped your successful study progress.
As soon as you slow down or you don’t feel quite so “bright” as you were fifteen
minutes ago is the time to use Basic Word Clearing Procedure and look for
the misunderstood word. Its not a misunderstood phrase or idea or concept,
but a misunderstood WORD. This always occurs before the subject itself is not
understood.
Procedure
1. You are not flying along and are not so “bright” as you were, or you may
exhibit just plain lack of enthusiasm or be taking too long on the course or
be yawning or disinterested or doodling or daydreaming, etc.
2. You must then look earlier in the text for a misunderstood word. There
is one always. There are no exceptions. It may be that the misunderstood
word is two pages or more back, but it is always earlier in the text than
where you are now.
3. The word is found. You recognize it in looking back for it. Or if you can’t
find it, your Supervisor can take words from the text that could be the
misunderstood word and ask, “What does mean?” to see if you
give the correct definition.
Section Two
4. You look up the word found in a dictionary and clear it per the section <
How to Clear a Word earlier in this text. Use it several times in sentenc
of your own composition until you have obviously demonstrated y<
understand the word by the composition of your sentences.
5. You now read the text that contained the misunderstood word. If y<
are not now “bright,” eager to get on with it, etc., then there is anoth
misunderstood word earlier in the text. This is found by repeating steps 2
36 6. When you are bright, happy, etc., you come forward, studying the te
from where the misunderstood word was to the area of the subject you d
not understand (where step 1 began).
You will now be enthusiastic about your study of the subject and that is the er
result of Basic Word Clearing. (The result won’t be achieved if a misunderstoc
word was missed or if there is an earlier misunderstood word in the text. If;
repeat steps 2-5.) If you are now enthusiastic, continue studying.
Zeroing In on the Word

The formula is to find out where you weren’t having any trouble, then find о
where you began having trouble. The misunderstood word will be right at tl
tag end of where you weren’t having trouble. It will lie in that immediate an
You can pinpoint it.
Basic Word Clearing is tremendously effective when done as described here. I
Survival Rundown
L. Ron Hubbard
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Survival Rundown
L. Ron Hubbard
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it key element of auditing is communication between the auditor and the

preclear. Hence learning the component parts of communication and skill in their
use is an important first step of the Survival Rundown.
The Communication Course teaches these skills. It is called a course because the 39
study and drills are so vital they can even be done on a course by themselves,
separate to the Survival Rundown.
On the Communication Course you will learn the fundamentals of communication,

what communication is and why it is so essential to both auditing and life.
You will then drill these fundamentals as part of the Communication Course
Training Drills. By doing these drills to their full result, you will gain communication
skills that you will find vital not only in your со-audit, but in your life as well. ■
Section Three
Stable Data
A Scientologist
(Communication Course Stable Data)
ri Scientologist is one who controls persons, environments and situations

only from Tone 40 (intention without reservation).
Scientology is used on Life and its forms and products.

43
Scientology means “knowing” in the fullest sense of the word.
A Scientologist operates within the boundaries of the Auditors Code and the
Code of a Scientologist.
A Scientologist is a first cousin to the Buddhist, a distant relative to the Taoist, a

feudal enemy to the enslaving priest and a bitter foe of the defamers of Man.
The religion of the Scientologist is freedom for all things spiritual on all dynamics,
which means adequate discipline and knowledge to keep that freedom guaranteed.
We are the people who are ending the cycle of Homo sapiens and starting the
cycle of good Earth.
There is no barrier on our path except those we make ourselves.
Our ability belongs to all worlds everywhere. ■
Section Three
1. Do not evaluate for the preclear.
2. Do not invalidate or correct the preclear s data.
3. Use the processes which improve the preclear s case. 45
4. Keep all appointments once made.
5. Do not process a preclear after 10:00 P.M.
6. Do not process a preclear who is improperly fed or who has not received
enough rest.
7. Do not permit a frequent change of auditors.
8. Do not sympathize with the preclear.
9. Never permit the preclear to end the session on his own independent
decision.
10. Never walk off from a preclear during a session.
11. Never get angry with a preclear.
12. Always reduce every communication lag encountered by continued use

of the same question or process. (A communication lag is the length of time
intervening between the posing of the question, or origination ofa statement,
and the exact moment that question or original statement is answered.)
13. Always continue a process as long as it produces change and no longer.
14. Be willing to grant beingness to the preclear.
Section Three
15. Never mix the processes of Scientology with those of various otl
practices.
16. Maintain two-way communication with the preclear.
17. Never use Scientology to obtain personal and unusual favors or unusi
compliance from the preclear for the auditor’s own personal profit.
Estimate the current case of your preclear with reality and do not proce
another imagined case.
19. Do not explain, justify or make excuses for any auditor mistakes wheth
real or imagined. ■
Survival Rundown
L. Ron Hubbard
15. Never mix the processes of Scientology with those of various othe
practices.
17. Never use Scientology to obtain personal and unusual favors or unusua
compliance from the preclear for the auditors own personal profit.
18. Estimate the current case of your preclear with reality and do not proces
19. Do not explain, justify or make excuses for any auditor mistakes whethe
real or imagined. ■
Survival Rundown
L. Ron Hubbard
The Code of a Scientologist
Scientologist, I pledge myself to the Code of Scientology for the good

of all.
1. To hear or speak no word of disparagement to the press, public or preclears

concerning any of my fellow Scientologists, our professional organization 47
or those whose names are closely connected to this science.
2. To use the best I know of Scientology, to the best of my ability, to better my

preclears, groups and the world.
3. To refuse to accept for processing and to refuse to accept money from any
preclear or group I feel I cannot honestly help.
4. To deter to the fullest extent of my power anyone misusing or degrading

Scientology to harmful ends.
5. To prevent the use of Scientology in advertisements of other products.
6. To discourage the abuse of Scientology in the press.
7. To employ Scientology to the greatest good of the greatest number of

dynamics.
8. To render good processing, sound training and good discipline to those

students or peoples entrusted to my care.
9. To refuse to impart the personal secrets of my preclears.
10. To engage in no unseemly disputes with the uninformed on the subject of

my profession. ■
Section Three
Five Levels of Indoctrination

The Theory of the Five Levels
of Indoctrination
nee upon a time, there were no levels of Indoctrination beyond my telling

auditors in training that they must be courageous and keep going. Many learned
this and learned it well. It was worth knowing and worth doing, but it did not
train those auditors who were not natively possessed of the bulldog tenacity
required in an auditor. In those days, to a very marked degree, we were dependent 5i
entirely upon processing to bring out those traits which would make an auditor a
good auditor. It was our concept that a low-toned case made a low-toned auditor.
Therefore we attempted to remedy the auditors case. We no longer do this.
Today we know exactly the skills necessary in a good auditor. And we know by
experience that teaching an individual these skills is possible and that, by teaching
them to him, we not only change his case, but make him into an excellent auditor.
The Five Levels of Indoctrination could be said to be an auditing bypass. It will

be found that these skills, contained in the Five Levels of Indoctrination, are
useful in the world of livingness as they are in the auditing room. However, this
is something for the student to discover for himself.
The handle and control of Homo sapiens depends upon a certain presence, a
certain poise, a certain delivery. This presence, poise and delivery can be
mastered without regard to the case level of the person involved. The mastering
of it may or may not change that case level, but this is beside the point. These
levels of Indoctrination are calculated to change methods of handling and
communication and if these indirectly change case level, that is a good thing.
We are here, however, only interested in making a student capable of handling
people the way a Scientologist should.
A not-quite-so-early form of Indoctrination are the Dummy Auditing Steps

(also known as Training Drills), which I devised in London in 1956 in order to
accomplish a solution to the standard complaint of an Instructor. Instructors
continually said that they were given people who could not communicate and
out of which they were supposed to make auditors without improving that level
of communication. Obviously this was impossible. The answer to that problem
Section Three
became the Dummy Auditing Steps which are used today in the Communication
Course. Although in the months which followed their original introduction th^
were altered and changed and added to, it was found that all the changes and
alterations lessened, rather than increased, their value. And the original drills
just as done the first time they were ever done, were resumed and are today whai
we now call the Communication Course.
Originally the “Communication Course” was called the “Indoctrination Course:

But the moment that I evolved an additional four levels of Indoctrination,
naturally we had to drop the name “Indoctrination Course” and substitute for it
a truer name, the “Communication Course.”
The Communication Course Training Drills are advertisedly not therapeutic.

It is found, however, that they are actually therapeutic. These little drills done
in course, properly supervised, actually do give the student, very often, his first
considerable reality upon communication and Scientology.
The First Level of Indoctrination of the Five Levels of Indoctrination is, then,
the Communication Course. This course, with its Training Drills, teaches the
fundamentals of communication and gives experience in communication.
The Second Level of Indoctrination (Training 6, Body Control) accomplishes

the handling and management of a body other than one’s own. The diffidence of
persons raised in the social structure of the mid-twentieth century in touching
another person must be overcome. Originally we were content to speak to other
people and call it auditing. Today it is found that if we wish to reach lower levels
of case, it is absolutely necessary that we touch the other person. The discovery
of the diffidence in touching and the use of actual handling of another body was
the make-break point of modern auditing. Formerly when a Scientologist could
not get an answer from another person, he was defeated. He could not proceed
with auditing. He had to have the other persons permission. Today this is not the
case. Manual contact bypasses the necessity for permission. And no deranged
person or unconscious person is going to answer up when spoken to, but he will
answer to manual contact.
The Third Level of Indoctrination (Training 7, High School Indoctrination) is

the overcoming of the impersistence of an auditor. Formerly all a preclear had to
do was cough, sneeze, make an odd statement and the auditor would stop. It was
Survival Rundown
L. Ron Hubbard
found that the preclear would go out of session the moment that he stopped the
auditor. The preclear was in control of the auditor the moment he could stop the
auditor, since stop is part of the formula of control. Therefore this step is run
with the goal of making the auditor persist and bringing the auditor into a state
of mind where he can continue on without being stopped by the preclear.
The Fourth Level of Indoctrination (Training 8, Tone 40 on an Object) makes

the student recover from the feeling that he must have an intelligible answer to
everything he does and says. There is a deeper meaning in this step—Tone 40 on
an Object—than this. For the Scientologist should be able to handle objects at 53
a distance. Furthermore, a Scientologist is often balked by the matter-like state
of the preclear and believes that he cannot get into communication with the
preclear because the preclear is so inanimate.
The final and Fifth Level of Indoctrination (Training 9, Tone 40 on a Person) is

aimed toward the maintenance of a high tone in the presence of a preclear while
handling and controlling and commanding the preclear.
It will be seen that if the student is able to do all these things well, he will also
be able to handle life. This is not, however, the primary purpose. The primary
purpose of these Indoctrination steps is to bring a preclear into a state of
beingness via an auditor who can handle and control life and to bring the auditor
into a state of beingness where he does not become overwhelmed, stopped or
restimulated by preclears.
The Five Levels of Indoctrination are aimed, then, at raising the auditor above
the merely human level in his responses. If a person is able to do this and does it
well, he is then capable of handling any kind of case—providing, of course, that
he knows the procedures. But if he knew the procedures without being able to
assume the poise, dignity and presence necessary to the handling of each and
every kind of case, he still would have many failures and he himself would be at
times restimulated.
Thus the Five Levels of Indoctrination are a major stress point of all training. ■
Section Three
Communication
«УЛ
Affinity, Reality and Communication
4n Dianetics and Scientology, we have a great deal to do with this subject

called understanding. Understanding has very specific component parts. These
component parts are:
Affinity, Reality and Communication. 59
Affinity, Reality and Communication form an interdependent Triangle.
It is easily discovered, on some inspection, that one cannot communicate in the

absence of reality and affinity. Further, one cannot have a reality with something
with which he cannot communicate and for which he feels no affinity. And
similarly, one has no affinity for something on which he has no reality and on
which he cannot communicate. Even more narrowly, one does not have affinity
for those things on which he has no reality and which he cannot communicate
upon. One has no reality on things which he has no affinity for and cannot
communicate upon. And one cannot communicate upon things which have no
reality to him and for which he has no affinity.
A graphic example of this would be anger. One becomes angry and what one says
does not then communicate to the person at whom one might be angry. Even
Section Three
more crudely, the fastest way to go out of communication with a machine won
be to cease to feel any affinity for it and to refuse to have any reality upon it.
We call this triangle the A-R-C Triangle.
The precision definitions of these three items are as follows:
1. Communication is the interchange of ideas or particles between two poini
>0 The Formula of Communication is:
Cause, Distance, Effect with Intention and Attention and a Duplication;

Effect of what emanates from Cause.
2. Reality is the degree of agreement reached by two ends of a communicatioi

line. In essence, it is the degree of Duplication achieved between Cans
and Effect. That which is real is real simply because it is agreed-upon ant
for no other reason.
communication line. Affinity has in it a mass connotation. The word, itsel

implies that the greatest affinity there could be would be the occupatioi
of the same space. And this, by experiment, has become demonstratet
When things do not occupy the same space, their affinity is delineated b
the relative distance and the degree of duplication.
These three items, Affinity, Reality and Communication, can be demonstrated t(

equate into Understanding. □
Survival Rundown
L. Ron Hubbard
Communication
V ommunication is so thoroughly important today in Dianetics and

Scientology that it could be said if you were to get a preclear into communication,
you would get him well.
If communication is so important, what is communication? It is best expressed 61

as its Formula:
Cause, Distance, Effect with Intention and Attention and a Duplication at

Effect of what emanates from Cause.
There are two kinds of communication, both depending upon the viewpoint
assumed. There is “outflowing” communication and “inflowing” communication.
A person who is talking to somebody else is communicating to that person (we
trust), and the person who is being talked to is receiving communication from
that person. Now, as the conversation changes, we find the person who has been
talked to is now doing the talking and is talking to the first person, who is now
receiving communication/rom.
A conversation is the process of alternating outflowing and inflowing

communication. And right here exists the oddity which makes aberration and
entrapment. There is a basic rule here:
He who would outflow must inflow;
He who would inflow must outflow.
When we find this rule overbalanced, in either direction, we discover difficulty.
A person who is only outflowing communication is actually not communicating

at all, in the fullest sense of the word. For in order to communicate entirely, he
would have to inflow as well as outflow. A person who is inflowing communication
entirely is, again, out of order. For if he would inflow, he must then outflow. Any
and all objections anyone has to social and human relationships are to be found,
Section Three
basically, in this rule of communication (where it is disobeyed). Anyone who
talking, if he is not in a compulsive or obsessive state of beingness, is dismay^
when he does not get answers. Similarly, anyone who is being talked to is dismay
when he is not given an opportunity to give his replies.
As we look at two life units in communication, we can label one of them A an

the other one of them B. In a good state of communication, A would outfit
and В would receive. Then В would outflow and A would receive. Then A wou]
outflow and В would receive. Then В would outflow and A would receive. Ineac
62 case, both A and В would know that the communication was being received an
would know what and where was the source of the communication.
All right, we have A and В facing each other in a communication. A outflow

His message goes across a Distance to B, who inflows. In this phase of th
communication, A is Cause, В is Effect, and the intervening space we term th
Distance. It is noteworthy that A and В are both life units. A true communicatio:
is between two life units. It is not between two objects, or from one object to on
life unit. A, a life unit, is Cause. The intervening space is Distance. B, a life uni
is Effect. Now a completion of this communication changes the roles. Replied ti
A is now the Effect and В is the Cause. Thus we have a cycle which completes
true communication.
The cycle is:
Cause, Distance, Effect with Effect then becoming Cause and communicatin
across a Distance to the original Cause which is now Effect.
And this we call a two-way communication.

Duplication
Intention Attention
A Attention Intention
I— —I
Cause Distance Effect
Duplication
Attention Intention
A Intention Attention
Effect Distance Cause
Survival Rundown
L. Ron Hubbard
As we examine this further, we find out that there are other factors involved. There
is As Intention. This, at B, becomes Attention. And for a true communication to
take place, a Duplication at В must take place of what emanated from A. A, of
course, to emanate a communication, must have given Attention originally to B.
And В must have given to this communication some Intention, at least to listen
or receive. So we have both Cause and Effect having Intention and Attention.
Now there is another factor which is very important. This is the factor of
Duplication. We could express this as “reality” or we could express it as “agreement.”
The degree of agreement reached between A and B, in this communication cycle, 63
becomes their reality. And this is accomplished, mechanically, by Duplication.
In other words, the degree of reality reached in this communication cycle
depends upon the amount of Duplication. B, as Effect, must to some degree
Duplicate what emanated from A, as Cause, in order for the first part of the cycle
to take effect. And then A, now as Effect, must Duplicate what emanated from
В for the communication to be concluded. If this is done, there is no aberrative
consequence.
If this Duplication does not take place at В and then at A, we get what amounts
to an unfinished cycle-of-action. If, for instance, В did not vaguely Duplicate
what emanated from A, the first part of the cycle of communication was not
achieved and a great deal of explanation, argument might result. Then, if A did
not Duplicate what emanated from B, when В was Cause on the second cycle,
again, an uncompleted cycle of communication occurred with consequent
unreality.
Now, naturally, if we cut down reality, we will cut down affinity. So where
Duplication is absent, affinity is seen to drop. A complete cycle ofcommunication
will result in high affinity and will, in effect, erase itself. If we disarrange any of
these factors, we get an incomplete cycle of communication and we have either
A or В or both waiting for the end of cycle. In such a wise, the communication
becomes aberrative.
The factor of “interest” also enters here, but is far less important (at least from the
standpoint of the auditor). A is interested and has the Intention of interesting B.
B, to be talked to, becomes interesting. Similarly, B, when he emanates a
communication, is interested and A is interesting. Here we have, as part of the
Communication Formula (but as I said, a less important part), the continuous
Section Three
:
и
shift from being interested to being interesting on the part of either of t
terminals A or B. Cause is interested. Effect is interesting.
Of some greater importance is the fact that the Intention to be received ।

the part of A, places upon A the necessity of being DuplicataWe. If A cann
be Duplicatable in any degree, then of course his communication will not
received at B. For B, unable to Duplicate A, cannot receive the communicatio
We have seen these two words, Cause and Effect, playing a prominent role inti
64 Communication Formula. We have seen thatfirst Cause became, at the end oft]
cycle, last Effect. Furthermore, the intermediate point, first Effect, immediate
changed to Cause in order to have a good communication cycle.
What, then, do we mean by Cause?
Cause is simply “the source-point of emanation of the communication.”
What is Effect?
Effect is “the receipt-point of the communication.” ■
Survival Rundown
L. Ron Hubbard
Two-way Communication
г* cycle of communication and two-way communication are actually two

different things. If we examine closely the anatomy of communication, we will
discover that a cycle of communication is not a two-way communication in its
entirety.
69
If you will inspect Graph A below, you will see a cycle of communication:
Joe
Graph A
Joe'
Here we have Joe as the originator of a communication. It is his primary impulse.

This impulse is addressed to Bill. We find Bill receiving it. And then Bill originating
an answer or acknowledgment, as Bill', which acknowledgment is sent back to
Joe'. Joe has said, for instance, “How are you?” Bill has received this. And then
Bill (becoming secondary Cause) has replied to it as Bill', with “I’m okay,” which
goes back to Joe' and thus ends the cycle.
Now, what we call a two-way cycle of communication may ensue, as in Graph В

below:
Bill
Graph В
Bill'
Here we have Bill originating a communication. Bill says, “How’s tricks?” Joe
receives this. And then as Joe' (or secondary Cause) answers, “Okay, I guess,”
which answer is then acknowledged in its receipt by Bill'.
Section Three
In both of these graphs, we discover that the acknowledgment of the second
Cause was expressed, (in Graph A) by Joe' as a nod or a look of satisfaction aj
again, (in Graph B) Joe's “Okay, I guess” is actually acknowledged by Bill' wj
a nod or some expression signifying the receipt of the communication.
A two-way cycle of communication would work as follows: Joe, having originat

a communication and having completed it, may then wait for Bill to origin^
a communication to Joe, thus completing the remainder of the two-way eye
of communication. Bill does originate a communication, this is heard by)(
70 answered by Joe' and acknowledged by Bill
Thus we get the normal cycle of a communication between two “terminals.” F

in this case, Joe is a terminal and Bill is a terminal and communication can I
seen to flow between two terminals. ■
Survival Rundown
L. Ron Hubbard
The Role of a Coach

Definition of a Coach
^f COACH IS A STUDENT WHO IS STANDING IN THE ROLE OF

“preclear.” ■
75
Section Three
The Role of a Coach
^z ne of the hardest things that you will have to learn in training is how to
become a good coach. It carries with it a great deal of responsibility for the
training of your fellow students and the general efficiency of the rest of the class.
When you are a coach, one of the worst things you can do to yourself and to the 77
person whom you are coaching during Training Drills is take no responsibility
for the person you are coaching and sit back and bide your time until it is your
turn to become an auditor.
One of the considerations you should have throughout the course, while you are
a coach, is to help. That doesn’t mean a “sympathetic goo” or a “feeling sorry” type,
but a strong, active help. You should take a great personal interest in the person
you are coaching. Your main goal as a coach is to see how far up the line you can
get the auditor you are coaching and see how good an auditor you can make of
him. You may not realize it yet, but you have quite a vested interest in the auditor
you coach. One of these interests is that results speak louder than words and can
make or break an auditor. You can see it is up to you to do your part to bring about
in the auditor a high reality on Scientology and a high level of training.
You should always remember and keep in mind that this course is your course too,
not just the Instructor’s or someone else’s. You are an important part of it. One of
these important parts is what you do as a coach. Take responsibility for yourself
as a coach, responsibility for your fellow student in giving the information and
seeing how good you can get yourself and how good you can get your fellow
student. Never sit back on the laurels you’ve just won. Move ahead and get just
a little better. Absolutes are unobtainable in this universe, but you certainly can
give it the old college try.
There are a few things which you should know in order to be a good coach and
to lend the best assistance possible to the auditor. To start with, after you and
the auditor have been given your instructions, give the auditor a chance to learn
the commands and get used to them thoroughly. That is, just to the point that
he feels comfortable in giving the command or question. Do this before you
Section Three
attempt to do any further active coaching. You coach him quietly and gently j
the commands before going on.
There is one point which you should never forget as long as you are a coach: Yo
ARE A DUMMY PRECLEAR. YOU ARE THERE TO COACH THE AUDITOR.
Doing a drill of any nature is done as a coach, not as yourself as a preclear. I

give you an example, if the auditor asks you to get a facsimile, you just say “Ye;
“No,” “Maybe,” “Its black all around me,” but don’t you dare get a facsimile. Y01
78 tell him you have a facsimile or you don’t or you think so, whatever you may sa’
but don’t you really get one.
While you are coaching, keep your attention on the auditor to see how well he
is delivering the command, if he is giving the command correctly, how gooc
his ARC is, what his control is like, if he really intends for you to answer th
question—look for things of that nature. If you do not feel, for instance, that hi;
ARC is very good, you just stop the drill session and tell him about it. Tell hiir
to communicate better, to put the communication directly at you and to relax c
little bit, or whatever you tell him, but you are there to coach.
Never bring up incidents from your own past or from your bank. Create al
situations you bring up as a coach from present time. As an example, in High
School Indoc you may feel that auditor cannot confront grief. Don’t you stand
there and get sad remembering about the death of your mother. Make it look a;
though you are crying or are very sad. If you wish to play the part of an angr)
preclear, then just play the part. Don’t dredge anger up from some place in you:
past and present it to the auditor. Remember this expression: “Stay out of you:
bank,” because a bank can’t coach anybody in anything.
Don’t get the idea that in order to be a good coach you must have excellen
perception or be a mystic, because it has no part in coaching. In coachin(
someone on Tone 40 on an Object, you don’t have to be able to see the intentioi
or the communication in order to do a good job. But when the auditor get;
real good, you may just keep insisting that the person puts his intention ii
the object and keep making sure that he is doing it. Of course, this isn’t all of th
instruction in Tone 40, just an example. You will get further instruction in th'
course concerning Tone 40.
Survival Rundown
L. Ron Hubbard
It should be brought to your attention that you as a coach and you as an auditor
are two different things. You do not have to be able to do it as an auditor in order
to coach it. Don’t try to make the auditor fit into the way you “think it should be
done.” You don’t necessarily have to “practice what you preach,” though you will
be able to do it by the time you come to the end of the course. Take the standards
which are laid out for that particular drill or Indoctrination step and try to get
the auditor to achieve them.
As an example, “Dear Alice” (Training 1): The auditor is to take the sentence or
statement from the book, own it and then communicate it from himself to you. 79
Whether you can do it or not doesn’t make any difference. You have right there
the goal and purpose of the drill and you should see that the auditor achieves it
with great certainty and great ability. Only when you are an auditor should you
then strive to achieve these goals yourself.
While in these drill sessions as an auditor, do not try to self-criticize or to coach

yourself. That is the coach’s job, not yours. So you will have to keep a careful
differentiation between yourself as a coach and as an auditor.
A good coach should always be very critical toward the auditor. It doesn’t hurt to
land on an auditor with both feet while you are coaching him. You shouldn’t have
any malicious intention toward him or wish to harm him—you are there to help
him out. Never fail to invalidate an auditor’s mistakes. Invalidate them ruthlessly.
Tear them apart. Keep the goals of the drill in his sights. Push him along toward
those goals and keep pushing hard. But don’t ever get angry or upset with an
auditor, but you can act like it to help him along.
As an example, say you were coaching someone on Tone 40 on an Object. The

auditor says, “Fuzwuz, fumble, mumble, grug.” You have the license to say, “What
the devil are you talking to, the tip of your nose? Come on, now, put the intention
in the object! You see this little old ashtray down there on the chair? Come on,
now, you put the intention in that object. All right, let’s go.” Then the auditor
shouts at the object. You could say, maybe, “What are you trying to do—blow
the object off the chair? Now let’s just put the intention in it—use ARC. You ever
heard of it? You know, ARC!” Or say the auditor gets a bit upset with you and he
says, “If you don’t shut up, I’m gonna bust you in the nose.” But there is a cute one
for that. All you do is throw back at him, “Well, what does anger have to do with
Section Three
Tone 40? Come on, now, put the intention in the object.” Or then again, sayyOl]
ask the auditor if he put the intention in the ashtray and he says, “Well, I thint
so.” You jump right on him and say, “You think so? What does uncertainty have
to do with Tone 40? Let’s don’t think so, let’s just do it—okay?”
You see, you have great license to keep the auditor moving on the drill and to jusi
tromp the bank, because that’s all you’re doing. You’re tromping old facsimiles
old considerations, postulates and ideas. You’re not really harming him, because
all you are telling him to do is to put an intention in the object. Don’t ever thinj
8о that you are hurting or harming the person himself. An auditor will get to the
point where no matter how much you razz him, no matter how much you jump
on him about what is going on and no matter how hard you try to shake him
he will be able to put the intention in the object—and he can do it quite calmly
and with great certainty. Don’t be afraid to speak up if you see something going
wrong in an auditor while coaching him. It doesn’t mean that you have to be
“hard as nails,” “mean” or “tough,” but it does mean that you have to be willing to
confront a bank and also willing to step all over it. Remember now, throughoul
all of this coaching you have the intention of helping the fellow, of getting him
to be the best auditor in the world and to see that he learns everything that he is
supposed to correctly.
If at any time while you are a coach, you find no matter what you do, no mattei
how much of a hard time you give the auditor or how critical you get, you find
that you are really going into session, it is time to ask the Instructor to come ovei
and check him out. Don’t give up easily. Try every trick in the book.
As the auditor gets better, it is your cue to get more critical or, on High Sch
Indoc or Tone 40 on a Person, give him a harder time. Remember this rule: Um
better the auditor gets, the more you pour the coal on.
The social niceties have no place in coaching. The auditor may be your best frieiw
but that doesn’t mean that you go easy on him and don’t push him too hard. В
doing this, you will do him a great disservice and harm him more than help hir
So speak up if he is doing something wrong. Tell him so. Don’t let it go by withoi
saying something about it.
Survival Rundown
L. Ron Hubbard
Don't let yourself slow up because you can’t find anything more to coach him
on. Keep in mind he can always get better than he is and you will have very little
trouble in coaching.
Don’t spend a lot of time explaining things to an auditor. Give him enough data
to keep working and make him learn how it should be done himself rather than
you telling him about it. Let the auditor achieve a good subjective reality on
the drill.
If at any time an auditor becomes upset for any reason during coaching, keep him 81
in the drill session and don’t let him “do a bunk.” When an auditor gets upset, the
thing to do is to push him harder, not let off the pressure. If you ease up on him,
you will harm him more rather than help him. The auditor will finally push his
way through whatever was bothering him. The only road out is the road through,
so make the auditor go that road.
By doing your best when you are a coach and observing these simple rules, you
can help make the best auditor in the world. And, of course, you can be the best
auditor in the world by your fellow students’ compliance with this. ■
Section Three
The Instructor’s Code
Л n an auditing session the auditor is bound by the Auditor’s Code.
In a coaching session (one which is occupied with Training Drills as Training 0,

Confronting) it is the coach who runs the session. The coach is bound not by the
Auditor s Code but by the Instructor s Code which follows: 85
1. The Instructor must never neglect an opportunity to evaluate for a student

about Scientology.
2. The Instructor should invalidate a students mistakes ruthlessly.
3. The Instructor at all times must have a high tolerance of stupidity in his
students.
4. The Instructor should remain in communication with his class during

class work.
5. The Instructor does not have a “case” in front of his students.
6. The Instructor should always be a source-point of good 8-C to his students.
7. The Instructor should be able to correlate any part of Scientology to any

other part and to livingness over eight dynamics.
8. A course Instructor must be an accomplished auditor.
9. The Instructor must not become emotionally involved with students of

either sex while they are under his training.
10. The Instructor should never neglect to give praise to his students where due.
11. The Instructor, at least to some degree, should be pan-determined about

the Instructor-student relationship. ■
Section Three
Training Drills
ИШ
Confronting
fhat which
a person can confront, he can handle.
The first step of handling anything is gaining an ability to face it.
It could be said that war continues as a threat to Man because Man cannot 89
confront war. The idea of making war so terrible that no one will be able to fight
it is the exact reverse of fact—if one wishes to end war. The invention of the
longbow, gunpowder, heavy naval cannon, machine guns, liquid fire and the
hydrogen bomb add only more and more certainty that war will continue. As
each new element which Man cannot confront is added to elements he has not
been able to confront so far, Man engages himself upon a decreasing ability to
handle war.
We are looking here at the basic anatomy of all problems. Problems start with an
inability to confront anything. Whether we apply this to domestic quarrels or to
insects, to garbage dumps or Picasso, one can always trace the beginning of any
existing problem to an unwillingness to confront.
Let us take a domestic scene. The husband or the wife cannot confront the other,
cannot confront Second Dynamic consequences, cannot confront the economic
burdens, and so we have domestic strife. The less any of these actually are
confronted, the more problem they will become.
It is a truism that one never solves anything by running away from it. Of course,
one might also say that one never solves cannonballs by baring his breast to
them. But I assure you that if nobody cared whether cannonballs were fired or
not, control of people by threat of cannonballs would cease.
Down on skid row, where flotsam and jetsam exist to keep the police busy, we
could not find one man whose basic difficulties, whose downfall could not be
traced at once to an inability to confront. A criminal once came to me whose
entire right side was paralyzed. Yet this man made his living by walking up to
people in alleys, striking them and robbing them. Why he struck people he could
Section Three
not connect with his paralyzed side and arm. From his infancy he had been
educated not to confront men. The nearest he could come to confronting men
was to strike them, and so his criminal career.
The more the horribleness of crime is deified by television and public press, the less
the society will be able to handle crime. The more formidable is made the juvenile
delinquent, the less the society will be able to handle the juvenile delinquent.
In education, the more esoteric and difficult a subject is made, the less the student
90 will be able to handle the subject. When a subject is made too formidable by
an Instructor, the more the student retreats from it. There were, for instance,
some early European mental studies which were so complicated and so
incomprehensible and which were sown with such lack of understanding of
Man that no student could possibly confront them. In Scientology, when we
have a student who has been educated basically in the idea that the mind is
so formidable and so complicated that none could confront it, or perhaps so
bestial and degraded that no one would want to, we have a student who cannot
learn Scientology. He has confused Scientology with his earlier training and his
difficulty is that he cannot be made to confront the subject of the mind.
Man at large today is in this state with regard to the human spirit. For centuries
Man was educated to believe in demons, ghouls and things that went boomp
in the night. There was an organization in southern Europe which capitalized
upon this terror and made demons and devils so formidable that at length
Man could not even face the fact that any of his fellows had souls. And thus we
entered an entirely materialistic age. With the background teaching that no
one can confront the “invisible,” vengeful religions sought to move forward
into a foremost place of control. Naturally, it failed to achieve its goal and
irreligion became the order of the day, thus opening the door for communism
and other idiocies. Although it might seem true that one cannot confront the
invisible, who said that a spirit was always invisible? Rather, let us say that it
is impossible for Man or anything else to confront the nonexistent and thus
when nonexistent gods are invented and are given moral roles in the society
we discover Man becomes so degraded that he cannot even confront the
spirit in his fellows, much less become moral.
Confronting, as a subject in itself, is intensely interesting. Indeed, there is some

evidence that mental image pictures occur only when the individual is unable
Survival Rundown
L. Ron Hubbard
to confront the circumstances of the picture. When this compounds and Man is
unable to confront anything anywhere, he might be considered to have pictures
of everything everywhere. This is proven by a rather interesting test, made in
1947 by myself, when it was discovered that if an individual could be made to
“run a lock” of something he had just seen, run another lock on something he had
just heard and run an additional lock on something he had just felt, he would at
length be able to handle much more serious pictures in his mind. I discovered,
although I did not entirely interpret it at the time, that an individual has no
further pictures when he can confront all pictures. Thus being able to confront
everything he has done, he is no longer troubled with the things he has done. 9i
Supporting this, it will be discovered that individuals who progress in an ability
to handle pictures eventually have no pictures at all. This we call a Clear.
A Clear in an absolute sense would be someone who could confront anything

and everything in the past, present and future.
Unfortunately for the world of action, it will be discovered that one who can
confront everything does not have to handle anything. In support of this is
offered that Scientology process Problems of Comparable Magnitude. In this
particular process, the individual being processed is asked to select a terminal
with which he has had difficulty. In that the definition of a terminal is a “live mass”
or something that is capable of causing, receiving or relaying communication, it
will be seen that terminals are quite ordinarily people in the problem category
of anyone’s bank. The person is then asked to invent a problem of comparable
magnitude to that person. He is asked to do this many, many times. It will be
found, midway in the process, that he is willing to do something now about the
problems he is having with that person. But at the end of the process, a new and
strange thing is found to occur. The individual no longer feels that he must do
something about the problem. Indeed, he can simply confront or regard or view
the problem with complete equanimity. Now, an almost mystic quality enters this
when it is discovered that the problem in the physical universe about which he
has been worried often ceases to exist out there. In other words, the handling of a
problem seems to be simply the increase of ability to confront the problem. And
when the problem can be totally confronted, it no longer exists. This is strange
and miraculous.
It is hard to believe that an individual who has a drunken husband could cure that
individual of drink simply by processing out the problem of having a drunken
Section Three
husband. And yet this has occurred. I am not saying here that all the problems
of the world could be vanquished simply by running Problems of Comparable
Magnitude on a few people, but neither am I saying that all the problems of
the world could not be handled by Problems of Comparable Magnitude on a
few people.
Perhaps it could be said, however, that if there existed one person in the entire
universe who could confront all of the universe, the problems of the universe for
all would deintensify enormously.
92
Man’s difficulties are a compound of his cowardices. To have difficulties in life,
all it is necessary to do is to start running away from the business of livingness.
After that, problems of unsolvable magnitude are assured. When individuals are
restrained from confronting life, they accrue a vast ability to have difficulties
with it.
Training 0, the name of which is Confronting, done for a great many hours, will
be found intensely efficacious in the handling of life. A wife and a husband whose
way has not been too smooth would find it extremely interesting, in terms of
resolution of domestic difficulties, to co-audit with this Training Drill alone, each
one running it upon the other for at least twenty-five hours. This would have to
be done, of course, on a turnabout basis of not more than two hours on one and
then a switch from “coach” to “auditor.”
To run Confronting in this fashion and with considerable gain, it would

be necessary to have some understanding of what a “coach” is and, in one of
these со-auditing teams, what an “auditor” is. The team sits in straight-backed
(preferably, uncomfortably upright) chairs. The coach and “auditor” sit facing
each other a short distance apart. It is the task of the coach to keep the “auditor*
“on the ball” The “auditors” feet must be flat on the floor, his hands must be in his
lap. His head must be erect and he must not use any system or method but must
simply confront. A twitching muscle, a jittering finger alike would be reproached
by the coach. The coach has several terms he uses. The first of these is “Start,” al
which moment the “session” begins. Every time the “auditor” falls from grace,
does not hold his position, slumps, goes anaten (unconscious), twitches, starts
his eyes wandering or in any way demonstrates an incorrect position, the coach
says “Flunk” and corrects the difficulty. He then says “Start” again and the session
goes on. When the person in the role of “auditor” has been extremely successful
Survival Rundown
L. Ron Hubbard
over a period of time, the coach can say “Win” and then again “Start.” When
the coach wishes to make some comments or give some advice, the coach says
“That’s it,” straightens up this point and then again says “Start.”
In the coaching itself, only these terms are employed: “Start,” “Flunk,” “Win,”
“That’s it.” Anything else the coach does or says is disregarded by the “auditor,”
unless the coach has said “That’s it” and has then advised on a point and then has
started again. The coach would be at liberty to do anything he wished, short of
physical violence, to make the “auditor” nervous or upset him. The coach could
say anything he wished between a “Start” and another command, as above, and 93
the “auditor” would flunk if he paid any attention or did otherwise than simply
confronted.
Ordinarily, all the coach does is make sure that the “auditor” goes on confronting.
That is very adequate for the first twenty-five hours of Confronting. However, it
should be understood that the drill can be toughened up considerably. The coach
can do anything to throw the “auditor” off the simple business of confronting. If
the “auditor” so much as twitches a smile, looks embarrassed, clears his throat
or in any other way falls off from plain and ordinary confronting, it is, of course,
always a “Flunk.”
It should be understood that drill sessions are not auditing sessions. In a drill
session, the entire session is in the hands of the coach, who is only in a vague
way the “preclear” of the session. In an auditing session, the entire session is in
the hands of the auditor.
There is a basic rule here. Anything which the “auditor” (or “student,” as he is
called in the drills) is holding tense is the thing with which he is confronting.
If the “auditor’s” eyes begin to smart, he is confronting with them. If his
stomach begins to protrude and becomes tense, he is confronting with his
stomach. If his shoulders or even the back of his head become tense, then
he is confronting with the shoulders or the back of his head. A coach who
becomes very expert in this can spot these things at once and would in this
case give a “That’s it,” straighten the “auditor” out on it and would then start
the session anew.
It is interesting that the drill does not consist of confronting with something. The
drill consists only of confronting. Therefore, confronting with is a “Flunk.”
Section Three
Various nervous traits can be traced at once to trying to confront with something
which insists on running away. A nervous hand, for instance, would be a hand
with which the individual is trying to confront something. The forward motion
of the nervousness would be the effort to make it confront, the backward motion
of it would be its refusal to confront. Of course, the basic error is confronting
with the hand.
The world is never bright to those who cannot confront it. Everything is a dull
gray to a defeated army. The whole trick of somebody telling you, “It’s all bad
94 over there” is contained in the fact that he is trying to keep you from confronting
something and thus make you retreat from life. Eyeglasses, nervous twitches,
tensions, all of these things stem from an unwillingness to confront. When that
willingness is repaired, these disabilities tend to disappear.
Of course, tumultuously married couples may encounter some knock-down and

drag-out moments in doing this Confronting drill. However, it should be kept in
mind that it is the coach in these Training Drills who is bound by the Instructors
Code and that the only harm that can result would come about if the “auditor’
were permitted to “blow” (leave) the session without the coach, even with
manhandling, getting the “auditor” back into the drill. It will be found that these
“blows” occur most frequently when the person being coached (in other wonk
the “auditor”), is being given too few wins and is being discouraged by the coach
Of course, things he does wrong should be flunked, but it will be found that the
]
way is paved to success with wins. Therefore, when he does it well for a peri ol
time, the “auditor” should be told so. Go into this drill expecting explosions and
upsets and simply refuse to give up if they occur and you will have it whipped in
short order. Go into it expecting that all will be sweetness and light and everyone
should be a little gentleman and a little lady and disaster will loom.
Neither I nor the management are responsible for cuts, contusions, violent words
or divorces resulting from attempts to run confrontingness drills by husbands
and wives on each other.
May you never be the same. ■
Survival Rundown
L. Ron Hubbard
Training 0: Be There
Number: Training 0
Name: Be There
Commands
None. 95
Position
Student and coach sit facing each other with eyes closed, a comfortable distance
apart—about three feet
Purpose
To train student to be there comfortably. The idea is to get the student able to BE
there comfortably in a position three feet in front of another person, to BE there
and not do anything else but BE there.
Training Stress
Student and coach sit facing each other with eyes closed. There is no conversation.
This is a silent drill. There is NO twitching, moving, “system” or vias used or
anything else added to BE there. One will usually see blackness or an area of the
room when ones eyes are closed. BE THERE, COMFORTABLY.
When a student can BE there comfortably and has reached a major stable win,
the drill is passed.
History
Developed by L. Ron Hubbard, in June 1971, to give an additional gradient to
confronting and eliminate students confronting with their eyes, blinking, etc. ■
Section Three
Training 0: Confronting Preclear
Number: Training 0
Name: Confronting Preclear
Commands
None. 97
Position
Student and coach sit facing each other a comfortable distance apart—about
three feet.
Purpose
To train student to confront a preclear with auditing only or with nothing.
Training Stress
Have student and coach sit facing each other, neither making any conversation
or effort to be interesting. Have them sit and look at each other and say and do
nothing for some hours. Student must not speak, fidget, giggle or be embarrassed
or anaten. Coach may speak only if student goes anaten (dope-off).
History
Developed by L. Ron Hubbard in Washington, DC, in March 1957, to train
students to confront preclears in the absence of social tricks or conversation
and to overcome obsessive compulsions to be “interesting.” ■
Section Three
Training 1: Dear Alice
Number: Training 1
Name: Dear Alice
Commands
A phrase (with the “he saids” omitted) is picked out of the book Alice in 99
Wonderland and read to the coach. It is repeated until the coach is satisfied it
arrived where he is.
Position
Student and coach are seated facing each other a comfortable distance apart.
Purpose
To teach the student to send an intention from himself to a preclear in one unit
of time without vias.
Training Stress
The command goes from the book to the student and, as his own, to the coach.
It must not go from book to coach. It must sound natural, not artificial. Diction
and elocution have no part in it. Loudness may have.
History
Developed by L. Ron Hubbard in London, England, in April 1956, to teach the
Communication Formula to new students. ■
Section Three
Training 2: Acknowledgments
Number: Training 2
Name: Acknowledgments
Commands
The coach reads lines from Alice in Wonderland, omitting “he saids,” and the 101
student thoroughly acknowledges them. The coach repeats any line he feels was
not truly acknowledged.
Position
Student and coach are seated facing each other a comfortable distance apart.
Purpose
To teach student that an acknowledgment is a method of controlling preclear
communication and that an acknowledgment is a full stop.
Training Stress
Teach student to acknowledge exactly what was said, so that preclear knows
it was heard. Ask student from time to time what was said. Curb over- and
under-acknowledgment. Let student do anything at first to get acknowledgment
across, then even him out. Teach him that an acknowledgment is a stop, not a
beginning of a new cycle of communication or an encouragement to the preclear
to go on.
History
Developed by L. Ron Hubbard in London, England, in April 1956, to teach new
students that an acknowledgment ends a communication cycle and a period of
time, and that a new command begins a new period of time. ■
Section Three
Training 3: Duplicative Question
Number: Training 3
Name: Duplicative Question
Commands
103
“do fish swim?”
or
“do birds fly?”
Position
Student and coach seated a comfortable distance apart.
Purpose
To teach a student to duplicate without variation an auditing question, each
time newly, in its own unit of time, not as a blur with other questions, and to
acknowledge it.
Training Stress
One question and student acknowledgment of its answer in one unit oftime which
is then finished. To keep student from straying into variations of command. Even
though the same question is asked, it is asked as though it had never occurred
to anyone before.
History
Developed by L. Ron Hubbard in London, England, in April 1956, to overcome
variations in sessions. Revised, in June 1957, to standardize the drill commands. ■
Section Three
Training 3(a): Communication Bridge
Number: Training 3(a)

Name: Communication Bridge
Commands
Auditor uses the two commands “do birds fly?” and “do fish swim?” 105
using a communication bridge between the processes, which is: (1) warning the
preclear about ending the process, (2) ending the process and (3) using the next
process.
Position
Auditor and preclear facing each other a comfortable distance apart.
Purpose
To ensure smoothness of auditing. To prevent preclear being stuck in sessions
where command abruptly changed. To achieve greater ARC and a steady tone rise.
Training Stress
To bring an understanding in student that a change of process leaves the preclear
stuck in that command and that that is the point where he goes anaten, dopey
or out of session. To use the three steps that form a communication bridge at all
times, whether with indoors or outdoors, sitting or ambulatory processes. To
do it without effort, smoothly and do it in a minimum period of time without
invalidating the preclear. To erase “roughness” in session and bring about greater
ARC between auditor and preclear. To keep the preclear in session.
History
Developed by L. Ron Hubbard in London, England, in 1955. Originally part of
Training 4, it was developed into its own drill in late 1957. ■
Section Three
Training 4: Preclear Originations
Number: Training 4
Name: Preclear Originations
Commands
The student runs “do fish swim?” or “do birds fly?” on coach. Coach 107
answers but now and then makes startling comments from a prepared list given
in this text (next page). Student must handle origination to satisfaction of coach.
Position
Student and coach sit facing each other a comfortable distance apart.
Purpose
To teach a student not to be tongue-tied or startled or thrown off session by
originations of preclear and to maintain ARC with preclear throughout an
origination.
Training Stress
The student is taught to hear origination and do four things: (1) understand it, (2)
acknowledge it, (3) maintain ARC and (4) return the preclear to session. If the
coach feels abruptness or too much time consumed or lack of comprehension,
he corrects the student into better handling.
History
Developed by L. Ron Hubbard in London, England, in April 1956, to teach auditors
to stay in session when preclear dives out. Revised, in 1957, to standardize the
steps for handling an origination. ■
Section Three
Preclear Origination Sheet
I have a pain in my stomach.
The room seems bigger.
My body feels heavy. 109
I had a twitch in my leg.
I feel like I’m sinking.
The colors in the room are brighter.
My head feels lopsided.
I feel wonderful.
I have an awful feeling of fear.
You are the first auditor who ever paid attention to my case.
I think I’ve backed up from my body.
I just realized I’ve had a headache for years.
This is silly.
I feel all confused.
That was a very good session yesterday.
I’ve got a sharp pain in my back.
When are we going to do some processing?
Section Three
* ем
Communication Course MO*.
I feel lighter somehow.
I can’t tell you.
I feel terrible—like I’d lost something, or something.
WOW—I didn’t know that before.
The room seems to be getting dark.
Say, this really works.
I feel awfully tense.
You surely are a good auditor.
That wall seems to move toward me.
If you give me that command again, I’ll bust you in the mouth.
I feel like something just hit me in the chest.
I feel warm all over.
By the way, I won that tennis tournament yesterday.
My head feels like it has a tight band round it.
I seem to see the wall behind my body.
It seems like I’m as tall as this building.
This chair is so comfortable I could go to sleep.
I feel like I could just suddenly break something.
I keep thinking about that copper who blew his whistle at me this morning
Survival Rundown
L. Ron Hubbard
Things suddenly look a lot brighter.
Aren t we finished with this yet?
I feel like I’m floating.
It looks like the wall is caving in on me.
That wall looks real thin.

in
WOW’!! W-O-W!!!!!!!
How long do we have to do this processing?
OUCH! OH, OUCH!
My face tingles.
I’m getting sleepy.
This is the first time I have ever really been in session.
I’m starving. Let’s go to lunch.
I remember a time when I fell down and hurt my zorch.
Can I have a cigarette?
What does this have to do with religion?
Suddenly, I’m so tired.
Everything is getting blurry.
What time do we get through?
I thought we were going to use Dianetics.
Section Three
Is this room rocking?
How much longer do we have to run this process?
I just realized how wrong I’ve been all my life.
Do these processes work differently on men than on women?
I feel like there is a spiders web on my face.

12
My left knee hurts.
I feel so light!
Isn’t it getting hotter in here?
I just remembered the first time I went swimming.
My back has been aching like this for years.
Can you make your body rise up in the air?
What is this “assist” I keep hearing about?
What does Scientology say about ghosts?
How are you going to prove to me that I have a soul?
I feel like killing myself.
How long will it take me to get Clear?
I just realized how terrible my mother actually was.
Hold my hand.
I feel so lonesome.
Survival Rundown
L. Ron Hubbard
I feel like I cant talk.
My body is starting to shake all over.
My ribs hurt.
I feel just like the time I got run over by that car.
Everything seems to be getting dark.

113
Could we stop and talk for a little while?
Don’t you get tired of listening to someone like me?
Can you make my hair curly?
How long will it take me to lose twenty pounds?
Kiss me.
You are my reincarnated husband of 20,000 years ago.
Why are you talking so much?
You’re dead.
I’m dead too.
We are all dead.
I love death.
Kill me.
Beat me.
No—no, no, no, NO!!!!!!
Section Three
Moo Gum Guy Pan.
Sum Gum War Sue Up.
Fizzle Wizzle Bum Crum.
I am going to vomit on you if you don’t stop.
I absolutely love the way you handle originations. ■

14
Survival Rundown
L. Ron Hubbard
^ес^ок ^ûr
Upper Indoctrination
Course
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118
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.. ............. ' —"■"‘,"........... luulUmmmQÎnmnmnOTra^^
Survival Rundown
L. Ron Hubbard
Ы^^^ /кс&>с&£м/£ок СЪигзг
/Low that you have completed the Communication Course, you will learn the
fundamentals of Control on the Upper Indoctrination Course.
It is called Upper Indoctrination because it is a higher level of indoctrination than

the Communication Course. The skills you will learn on the Upper Indoctrination 119
TRs are essential to successfully auditing the objectives.
To begin, you will restudy The Five Levels of Indoctrination, which explains these
drills. ■
Section Four
The Theory of the Five Levels
of Indoctrination
nee upon a time, there were no levels of Indoctrination beyond my telling

auditors in training that they must be courageous and keep going. Many learned
this and learned it well. It was worth knowing and worth doing, but it did not
train those auditors who were not natively possessed of the bulldog tenacity
required in an auditor. In those days, to a very marked degree, we were dependent 121
entirely upon processing to bring out those traits which would make an auditor a
good auditor. It was our concept that a low-toned case made a low-toned auditor.
Therefore we attempted to remedy the auditor’s case. We no longer do this.
Today we know exactly the skills necessary in a good auditor. And we know by
experience that teaching an individual these skills is possible and that, byteaching
them to him, we not only change his case, but make him into an excellent auditor.
The Five Levels of Indoctrination could be said to be an auditing bypass. It will

be found that these skills, contained in the Five Levels of Indoctrination, are
useful in the world of livingness as they are in the auditing room. However, this
is something for the student to discover for himself.
The handle and control of Homo sapiens depends upon a certain presence, a
certain poise, a certain delivery. This presence, poise and delivery can be
mastered without regard to the case level of the person involved. The mastering
of it may or may not change that case level, but this is beside the point. These
levels of Indoctrination are calculated to change methods of handling and
communication and if these indirectly change case level, that is a good thing.
We are here, however, only interested in making a student capable of handling
people the way a Scientologist should.
A not-quite-so-early form of Indoctrination are the Dummy Auditing Steps

(also known as Training Drills), which I devised in London in 1956 in order to
accomplish a solution to the standard complaint of an Instructor. Instructors
continually said that they were given people who could not communicate and
out of which they were supposed to make auditors without improving that level
of communication. Obviously this was impossible. The answer to that problem
Section Four
became the Dummy Auditing Steps which are used today in the Communication
Course. Although in the months which followed their original introduction they
were altered and changed and added to, it was found that all the changes and
alterations lessened, rather than increased, their value. And the original drills
just as done the first time they were ever done, were resumed and are today what
we now call the Communication Course.
Originally the “Communication Course” was called the “Indoctrination Course.”

But the moment that I evolved an additional four levels of Indoctrination,
122 naturally we had to drop the name “Indoctrination Course” and substitute for it
a truer name, the “Communication Course.”
The Communication Course Training Drills are advertisedly not therapeutic.

It is found, however, that they are actually therapeutic. These little drills done
in course, properly supervised, actually do give the student, very often, his first
considerable reality upon communication and Scientology.
The First Level of Indoctrination of the Five Levels of Indoctrination is, then,
the Communication Course. This course, with its Training Drills, teaches the
fundamentals of communication and gives experience in communication.
The Second Level of Indoctrination (Training 6, Body Control) accomplishes

the handling and management of a body other than ones own. The diffidence of
persons raised in the social structure of the mid-twentieth century in touching
another person must be overcome. Originally we were content to speak to other
people and call it auditing. Today it is found that if we wish to reach lower levels
of case, it is absolutely necessary that we touch the other person. The discovery
of the diffidence in touching and the use of actual handling of another body was
the make-break point of modern auditing. Formerly when a Scientologist could
not get an answer from another person, he was defeated. He could not proceed
with auditing. He had to have the other persons permission. Today this is not the
case. Manual contact bypasses the necessity for permission. And no deranged
person or unconscious person is going to answer up when spoken to, but he will
answer to manual contact.
The Third Level of Indoctrination (Training 7, High School Indoctrination) is

the overcoming of the impersistence of an auditor. Formerly all a preclear had to
I do was cough, sneeze, make an odd statement and the auditor would stop. It was
Survival Rundown
L. Ron Hubbard
found that the preclear would go out of session the moment that he stopped the
auditor. The preclear was in control of the auditor the moment he could stop the
auditor, since stop is part of the formula of control. Therefore this step is run
with the goal of making the auditor persist and bringing the auditor into a state
of mind where he can continue on without being stopped by the preclear.
The Fourth Level of Indoctrination (Training 8, Tone 40 on an Object) makes

the student recover from the feeling that he must have an intelligible answer to
everything he does and says. There is a deeper meaning in this step—Tone 40 on
an Object—than this. For the Scientologist should be able to handle objects at 123
a distance. Furthermore, a Scientologist is often balked by the matter-like state
of the preclear and believes that he cannot get into communication with the
preclear because the preclear is so inanimate.
The final and Fifth Level of Indoctrination (Training 9, Tone 40 on a Person) is

aimed toward the maintenance of a high tone in the presence of a preclear while
handling and controlling and commanding the preclear.
It will be seen that if the student is able to do all these things well, he will also
be able to handle life. This is not, however, the primary purpose. The primary
purpose of these Indoctrination steps is to bring a preclear into a state of
beingness via an auditor who can handle and control life and to bring the auditor
into a state of beingness where he does not become overwhelmed, stopped or
restimulated by preclears.
The Five Levels of Indoctrination are aimed, then, at raising the auditor above
the merely human level in his responses. If a person is able to do this and does it
well, he is then capable of handling any kind of case—providing, of course, that
he knows the procedures. But if he knew the procedures without being able to
assume the poise, dignity and presence necessary to the handling of each and
every kind of case, he still would have many failures and he himself would be at
times restimulated.
Thus the Five Levels of Indoctrination are a major stress point of all training. ■
Section Four
Training 6:8-C (Body Control)
Number: Training 6
Name: 8-C (Body Control)
Commands
Nonverbal for first half of training session. First half of coaching session, the 125
student silently steers the coach’s body around the room, not touching the walls,
quietly starting, changing and stopping the coach’s body.
When the student has fully mastered nonverbal 8-C, the student may commence
verbal 8-C.
The commands to be used for 8-C are:
“look at that wall.” “thank you.”
“walk over to that wall.” “thank you.”
“touch that wall.” “thank you.”
“turn around ” “thank you.”
The student points to show which wall each time.
Position
Student and coach walking side by side, student always on coach’s right, except
when turning.
Purpose
First part: to accustom student to moving another body than his own without
verbal communication. Second part: to accustom student to moving another
body, by and while giving commands only, and to accustom student to proper
commands of 8-C.
Section Four
Training Stress
Complete, crisp precision of movement and commands. Student, as in anyot
TR, is flunked for current and preceding TRs. Thus, in this case, the coach flu,
the student for every hesitation or nervousness in moving body, for every f
of command, for poor confronting, for bad communication of command,
poor acknowledgment, for poor repetition of command and for failing to han.
origination by coach. Stress that student learns to lead slightly in all the motic
of walking around the room or across the room. This will be found to haveagr
deal to do with confronting. In the first part of the session, student is not allow
126 to walk coach into walls, as walls then become automatic stops and the studen
then not stopping the coach’s body, but allowing the wall to do it for him.
History
Developed by L. Ron Hubbard in Camden, NJ, in October 1953, modified in Ji
1957 in Washington, DC, and further modified in England, in 1965. ■
Survival Rundown
L. Ron Hubbard
Training 7: High School Indoc
Number: Training 7
Name: High School Indoc
Commands
Same as 8-C (Body Control) but with student in physical contact with coach. 127
Student enforcing commands by manual guiding. Coach has only three
statements to which student must listen: “Start” to begin coaching session, “Flunk”
to call attention to student error and “That’s it” to end the coaching session. No
other remarks by coach are valid on student. Coach tries in all possible ways,
verbal, covert and physical, to stop student from running control on him. If the
student falters, comm lags, fumbles a command or fails to get execution on part
of coach, coach says “Flunk” and they start at the beginning of the command
cycle in which the error occurred. Coach falldown is not allowed.
Position
Student and coach ambulant. Student handling coach physically.
Purpose
To train student never to be stopped by a person when he gives a command.
To train him to run fine control in any circumstances. To teach him to handle
rebellious people. To bring about his willingness to handle other people.
Training Stress
Stress is on accuracy of student performance and persistence by student. Start
gradually to toughen up resistance of student on a gradient. Don’t kill him off
all at once.
History
Developed by L. Ron Hubbard in London, England, in 1956. Modified, in June
1957, to disallow coach falldown. ■
’
Section Four
I*

Training 8: Tone 40 on an Object
Number: Training 8
Name: Tone 40 on an Object
Commands
129
“stand up.” “thank YOU.”
“sit down on that chair.” “thank YOU ”
These are the only commands used.
Position
Student sitting in chair, facing chair which has on it an ashtray. Coach sitting in
chair, facing chair occupied by student and chair occupied by ashtray.
Purpose
To make student clearly achieve Tone 40 commands. To clarify intentions as
different from words. To start student on road to handling objects and people
with postulates. To obtain obedience not wholly based on spoken commands.
Training Stress
TR 8 is begun with student holding the ashtray, which he manually makes execute
the commands he gives. Under the heading of “Training Stress” is included the
various ways and means of getting the student to achieve the goals of this training
step. During the early part of this drill, say in the first coaching session, the
student should be coached in the basic parts of the drill, one at a time.
First, locate the space which includes himself and the ashtray but not more than
that much.
Second, have him locate the object in that space.
Section Four
Third, have him command the object in the loudest possible voice he can muster.
This is called shouting.
The coach’s patter would run something like this:
“locate the SPACE.”
“locate the object in that space.”
130 “command it as loudly as you can.”
“acknowledge it as loudly as you can.”
“command it as loudly as you can.”
“acknowledge it as loudly as you can.”
That would complete two cycles-of-action.
When shouting is completed, then have student use a normal tone of voice with
a lot of coach attention on the student getting the intention into the object.
Next, have the student do the drill while using the wrong commands—i.e., saying
“Thank you” while placing in the object the intention to stand up, etc.
Next, have the student do the drill silently, putting the intention in the object
without even thinking the words of the command or the acknowledgment.
The final step in this would be for the coach to say “Start,” then anything
else he said would not be valid on student with the exception of “Flunk” and
“That’s it.” Here, the coach would attempt to distract the student using any
verbal means he could to knock the student off Tone 40. Physical heckling
would not be greater than tapping the student on the knee or shoulder to
get his attention. When the student can maintain Tone 40 and get a clean
intention in the object for each command and for each acknowledgment,
the drill is flat.
Survival Rundown
L Ron Hubbard
There are other ways to help the student along. The coach occasionally asks:
“are you willing to be in that ashtray?”
When the student has answered, then:
“are you willing for a thought to be there instead of

YOU?”
Then continue the drill. The answers are not so important on these two questions 131
as is the fact that the idea is brought to the students attention. Another question
the coach asks the student is:
“didyou really expect that ashtray to comply with

THAT COMMAND?”
There is a drill which will greatly increase the student s reality on what an intention
is. The coach can use this drill three or four times during the training on Tone 40
on an Object as follows:
“THINK THE THOUGHT—I AM A WILDFLOWER.” “GOOD.”
“THINK THE THOUGHT THAT YOU ARE SITTING IN A CHAIR.”

“GOOD.”
“imagine that thought being in that ashtray” “good.”
“imagine that ashtray containing that thought in its

substance.” “good.”
“now get the ashtray thinking that it is an ashtray.”

“good”
“get the ashtray intending to go on being an ashtray”

“good.”
Section Four
“get the ashtray intending to remain WHERE it is?
“good”
“have the ashtray end that cycle.” “good.”
“put in the ashtray the intention to remain where it

is.” “good ”
This also helps the student get a reality on placing an intention in something
132 apart from himself. Stress that an intention has nothing to do with words and has
nothing to do with the voice, nor is it dependent upon thinking certain words.
An intention must be clear and have no counter-intention in it. This Training
Drill, Tone 40 on an Object, usually takes the most time of any drill in Upper
Indoc, and time on it is well spent. Objects to be used are ashtrays, preferably
heavy, colored glass ashtrays.
History
Developed by L. Ron Hubbard in Washington, DC, in 1957, to train students
to use intention when auditing. Revised, in December 1957, to standardize the
drill’s steps and commands. ■
Survival Rundown
L. Ron Hubbard
Training 9: Tone 40 on a Person
Number: Training 9
Name: Tone 40 on a Person
Commands
Same as 8-C (Body Control). Student runs fine, clear-cut intention and verbal 133
orders on coach. Coach tries to break down Tone 40 ofstudent. Coach commands
that are valid are “Start” to begin, “Flunk” to call attention to student error and
that they must return to beginning of cycle, and “That’s it” to take a break or to
end the training session. No other statement by coach is valid on student and is
only an effort to make student come off Tone 40 or, in general, be stopped.
Position
Student and coach ambulant. Student in manual contact with coach as needed.
Purpose
To make student able to maintain Tone 40 under any stress or duress.
Training Stress
The exact amount of physical effort must be used by student plus a compelling,
unspoken intention. No jerky struggles are allowed, since each jerk is a stop.
Student must learn to smoothly increase effort quickly to amount needed to
make coach execute. Stress is on exact intention, exact strength needed, exact
force necessary, exact Tone 40. Even a slight smile by student can be a flunk. Too
much force can be a flunk. Too little force definitely is a flunk. Anything not
Tone 40 is a flunk. Here the coach should check very carefully on student s ability
to place an intention in the coach. This can be checked by the coach, since the
coach will find himself doing the command almost whether or not he wants to
if the student is really getting the intention across.
After the coach is satisfied with the student s ability to get the intention across, the
coach should then do all he can to break the student off Tone 40, mainly on the
Section Four
basis of surprise and change of pace. Thus the student will be brought to havea
greater tolerance of surprise and a quick recovery from surprise.
History
Developed in Washington, DC, in 1957, by L. Ron Hubbard. ■
134
Survival Rundown
L. Ron Hubbard
£есйок 'Five
Theory of
Objective Processes
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138
Survival Rundown
L. Ron Hubbard
Т^оН? O^ ^b/ecbive 'Process
I о successfully со-audit objective processes, it is important that you understand

the basic theory of what they are, why they work and what they accomplish. ■
139
Section Five
Objective Processes and Present Time
fbe thing that characterizes OBJECTIVE processes is that they bring about
interaction between the individual and the existing physical universe. This
is different than SUBJECTIVE processes in that these interact between the
individual and his past or himself.
Mi
Objective processes do several things: They increase havingness, they locate the
person in his environment, they establish direct communication with the auditor
and, last but not least, they bring a person to present time.
“Present time” is a very important factor in mental and spiritual sanity and ability.
A human being can be stuck in literally thousands of different past moments. His
behavior and attitudes are influenced by such past incidents and experiences. As
a matter of fact, a person can be in an incident of the past to the entire exclusion
of present time.
Purpose
The purpose of objective processes is to bring the person out of the past into
present time and to give him new perception, awareness and control of his
environment, body, mind and thought. ■
Section Five
Drugs and Objective Processes
I here was a discovery in the 1970s that drug withdrawal symptoms could be
eased by objective processes. Such processes and even TRs were found to aid a
person in coming off drugs and became part of standard routines to accomplish
this.
М3
A few years later another observation was made, that the current civilization
seemed to be regressing. Regression means a “return to earlier or more infantile
behavior patterns.” Mens shoe styles had become little boy shoe styles; the most
popular women singers were singing lullabies; cars were being treated like toys
and abused rather than maintained. More recently it was observed that life
attitudes had become less responsible, that “playing” took a higher value, that
productivity was declining steeply, that people seemed to require more and more
care by the state—and all of these things seemed to indicate that people were
getting stuck at or going back to childhood or infancy.
On such evidences one could construct a theory that drugs tend to throw people
out of present time and park them in the past. Experiments of the late forties did
show that certain drugs and gases did throw people into their past and into past
incidents.
Drugs, of course, do not only regress a person. They do other things. And among
these is a communication dulling. This is best observed when drugs are seen to
reduce pain. This is simply a communication shut-off. Drugs can also temporarily
restimulate (before they ruin them) body glands and produce momentary feelings
of well-being. Part of this is probably a communication shut-off from the bank
(reactive mind). Drugs can also speed up the burning of reserves of vitamins;
alcohol probably burns up rapidly all reserves of vitamin B^ other drugs also
burn up all available niacin and C. This speeded burn-up can also bring about
a temporary feeling of well-being. But when the reserves are gone, the delusions
called delirium tremens (D.T.’s) and withdrawal symptoms are nightmares indeed.
But this again is simply the bank caving in on someone and he is now parked back
in the past not only with the nightmare, but with the incidents in the past which
caused them. ■
Section Five
Why Objective Processes Work
bjective processes, properly chosen and run, bring the person gradually
more and more into present time.
As the process is orienting the person in the present time of the physical universe
and as this present time is not threatening, he has a time point and a location 145
point from which to sort out his confusions. His attention has been pulled out of
his bank and has been placed on the physical universe around him.
This tells you, as well, why “mest work” and exercise have a positive effect upon
a person. They are a sort of objective process in themselves even though they do
not replace objectives.
Having an idea of why objective processes work assists one in applying them.
One can see the person become located and above that come, bit by bit, more
and more into present time.
It is not that the physical universe itself is therapeutic. It is that it provides a single
reference point including time, location and mass.
Without objectives, no being is likely to recover in his infinity of future. ■
Section Five
^е^Ъи ^х
Со-audit Basics
шот
152
Survival Rundown
L. Ron Hubbard
C^-a^îf ^л^(с$
r Vow that you have drilled the skills necessary to audit objective processes
and learned the theory of how and why they work, you will learn the auditing
procedures to begin co-auditing:
• First, you will learn how to get the most benefits from your auditing 153
sessions as a preclear.
• Next, you will learn how to run objectives as an auditor, with particular
stress on how to audit each process to full completion.
• Then, you will restudy the Auditor's Code, which you must know well
and adhere to at all times when being the auditor.
• Finally, you will learn and drill how to conduct a со-audit session, from
beginning to end—the final step before beginning your co-auditing. ■
Section Six
Co-audit Basics
0
Со-audit Basics 155
The Session
156
Survival Rundown
L Ron Hubbard
Th? ^?^^
t he Survival Rundown Со-audit is done on a turnabout basis. You and your twin
will alternate being the auditor, then the preclear, then the auditor and so on.
When you are the preclear, follow the instructions given you by your auditor as
best you can. 157
Various manifestations can be expected to turn on in the course of auditing. These

manifestations can be as varied as there are preclears, ranging from emotional
to physical sensations. Such manifestations usually indicate that the process is
producing change, is having a beneficial effect and should be continued.
Some of the oldest maxims of auditing are:
What turns it on will turn it off.
and
The way out is the way through.
In other words, whatever manifestation is turned on by a particular process will

turn off by continuing that same process through to its completion.
When being the preclear, it is important that you work with your auditor and
persist until anything that may have turned on has turned off. The benefits and
gains to be had are well worth it, as you will soon discover for yourself.
No matter the circumstances, don't try to mislead your auditor for any reason.
While it will all come out in the long run anyway, it could prevent any gain
altogether. So don't slow your progress unnecessarily: be honest and straight
with your auditor.
Section Six
Co-audit Basics
Auditing is a team activity. The preclear and the auditor work together to overcome
and vanquish the mental and spiritual factors that cannot be overcome by the
preclear alone. As a preclear, your cooperation and readiness to be audited is the
most important factor. Also, your auditor will also be your preclear and you will
158 be expecting him to do the same when you are auditing him.
So cooperate with your auditor and with your Course Supervisor. If you do so and
follow the above guidelines, you will achieve all the gains available from objective
auditing. ■
Survival Rundown
L. Ron Hubbard
159
Section Six
Со-audit Basics
t f tr
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Survival Rundown
L. Ron Hubbard
^fer &3&Ы
Examiner
Immediately after completing a session as a preclear, you will go to an Examiner.
The Examiner uses an E-Meter to verify the results obtained in session. The
Examiner is not there to "test" you. He is there to see that the Case Supervisor
(the person who supervises your case) gets all the information necessary to ensure 161
you achieve the best results possible.
The E-Meter is a device that measures the spiritual state or change of state of an
individual. Mental and spiritual changes in a person affect the very tiny flow of
electrical energy put out by the E-Meter (less than a flashlight battery) and those
changes can be seen by the movement of the E-Meter needle.
The Examiner will not say anything when you first sit down and hold the cans.
On the other hand, you may say anything you wish concerning your session. The
Examiner simply uses the E-Meter to verify that the auditing session was taken to
satisfactory completion, in which case he will see a floating needle, meaning the
needle sweeps back and forth, back and forth on the E-Meter dial at a slow, even
pace.
Whether you make a statement or not, the Examiner will always acknowledge you
with a "Thank you very much" to indicate you may put down the cans.
If you ever find yourself trying to handle your own case between sessions, it simply
means some auditing action wasn't finished. Tell the Examiner or your auditor so
it can be handled.
This applies to anything else you may want to take up or discuss concerning your
case or the processes you are running. Do not discuss it with other preclears,
friends or family outside of session, since they may try to "help" by evaluating or
analyzing your case, which could actually worsen your case. If you have a problem,
tell the Examiner, the Course Supervisor or your auditor.
You may, of course, freely share your wins and gains with anyone!
Section Six
a
Со-audit Basics
fl
Case Supervisor (C/S)
Each session you receive is reviewed by the Case Supervisor, who gives written
instructions to your auditor on what process to do in the next session. A Case
Supervisor is both an experienced auditor and one who is specially trained to
162 analyze cases and sessions.
The Case Supervisor operates in what is called an "Ivory Tower." What this means
is that he reviews your case progress without any interference or instructions from
administrative personnel. In fact, he is even prohibited from talking about your
case with your auditor or Course Supervisor. In this way, nobody else's opinions
enter into his supervision of your case. He is concerned only with your being
audited on the correct process for you and that your auditor audits the process
exactly as instructed.
The Case Supervisor is there to help you.
Testing
Testing is done before you begin auditing and at regular intervals during the
course of your auditing. The tests you will be taking consist of a personality test
called the Oxford Capacity Analysis (OCA), an IQ test and an Aptitude test.
These tests are done to assist the Case Supervisor in monitoring your progress
through the Survival Rundown. You can also be shown the test results so you tor
can see how you are progressing. ■
It л
Survival Rundown
L. Ron Hubbard
163
Section Six
Со-audit Basics
165
Go-audit Basics
How to Audit
Objective Processes
ШШ
Flattening a Process
Zbe first thing you need to know in auditing objectives is how to audit a process
(also referred to as running a process) to its full completion, otherwise known as

flattening a process.
A process is flat when: 167
1. There is the same communication lag from the moment the command is
given until the time the preclear answers the command at least three times
in a row. (Communication lag is fully described in the following pages.)
2. A cognition occurs.
3. An ability is regained.
Most objective processes result in an exact regained ability. This is called the End
Phenomena (also referred to as EP), meaning those indications in the preclear
which show that the result of the process has been achieved.
For each objective process you will audit on the Survival Rundown, you will
continue the process until it is flattened and any specific End Phenomena given
for the process is achieved. ■
Section Six
Co-audit Basics
Communication Lag
I he exact definition of a communication lag is “the length of time intervening

between the posing of the question, or origination of a statement, and the exact
moment that question or original statement is answered.”
If you will look very closely at this definition, you will discover that nothing is 169
said whatever about what goes on between the asking of the question, or the
origination of the communication, and its being answered. What goes on in
between is “lag.” It does not matter if the preclear stood on his head, went to the
North Pole, gave a dissertation on botany, stood silent, answered some other
question, thought it over, attacked the auditor or began to string beads. Any other
action but answering, and the time taken up by that action, is communication lag.
An auditor has to understand this very thoroughly.
Usually he interprets a communication lag as “the length of time it takes the

preclear to answer the question” and loosely applies this as “the length of time
between the asking of the question and the first moment the preclear starts
to speak.” This is not communication lag. For the preclear may start to speak
on some other subject, may desire more information, may almost answer the
question and still not actually answer the question.
Here is an example of communication lag:
Joe: “How are you, Bill?”

Bill: “You look fine, Joe.”
Here, the question was never answered at all and would go on as a communication
lag from there until the end of the universe.
Here is another example:

Bill: (after twenty seconds of study) “Oh, I guess Гт all right today.”
Section Six
Со-audit Basics
As this is the commonest form of communication lag, it is the most readily
observed.
Less well known is the following communication lag:

Bill: “What do you want to know for?”
Again, this question goes on unanswered until the end of the universe.
170
A communication lag is handled, by an auditor, by repetition of the questioner
command which elicited a communication lag.
Here is an example:
Bill: “How are you, Joe?”

Joe: Silence, silence, silence—Finally a grunt.

Joe: Silence, silence—“Okay, I guess.”

Joe: “I’m all right, I tell you!”

Joe: Silence—“Ym okay.”

Joe: “All right, I guess.”

Joe: “All right.”

Joe: “Oh, I’m all right.”
Survival Rundown
L. Ron Hubbard
lliis is an example of “flattening” a communication lag. At first we have silence
and no very intelligible reply. Then we have silence and a reply. And then other
manifestations, each one of which demonstrates a changing interval of time,
until the last couple of commands—three, in actual auditing practice—where
the same interval of time was present. Flattening a communication lag requires
only that the preclear answer after a uniform interval of time, at least three times.
Ulis uniform interval of time could, for practical purposes, be as long as ten
seconds. Thus we get lengths of time required to answer an auditing question,
as follows:
171
Answer requires thirty-five seconds,
Answer requires twenty seconds,
Answer requires forty-five seconds,
Answer requires twenty seconds,
Answer requires ten seconds,
Answer requires ten seconds,
Answer requires ten seconds.
To all intents and purposes—with these three last ten-second intervals—the

auditor could consider that he has to some degree flattened this particular
auditing command because he is getting a consistent response. However, with
such a long lag as ten seconds, the auditor will discover that if he asked the
question two or three more times, he would recover a changing interval once
more.
This is the mechanical formula of flattening a communication lag: Give the order
or ask the question and then continue to give that same order or ask that same
question until the preclear executes it, after a short interval, three times the
same. ■
Section Six
Co-audit Basics
Objectives Not Biting
^z nee in a while an auditor will run an objective process on a preclear and

the process will not produce any change.
There are two reasons why this occurs:

173
1. The process was already flat, or
2. The process was too high for the preclear.
It has been known since the early days of Dianetics that if an auditor runs a
process that is over the pc’s head, the pc will not make gain on the process. It
exceeds his reality.
Some pcs, for instance, can run an objective process with great ease but the
process doesn’t have any effect on the pc and doesn’t do anything to him. It is
over his head. The pc doesn’t really participate in the session, he doesn’t notice
anything and he is actually avoiding the whole process.
An auditor therefore has to know that an objective process can be quickied

(brushed off) on a pc by running a process that is too steep a gradient for that
case. The auditor mistakes the pc glibly skating across the top of the process
for the process being flat—and so he ends off running it before it reaches End
Phenomena, thereby quickying it.
Pcs who run objective processes in such a fashion need lower-gradient objectives
run on them first before tackling steeper gradient processes.
When to Undercut
The main points to understand are as follows:
A. When a pc is being run on too high a process, the auditor is running the
process on a machine. No matter how brightly the pc may answer, the
process is being run on a machine.
Section Six
Со-audit Basics
В. If you are running the pc too high, there are two things missing:
communication lag and cognition. The pc will trot like a well-trained
horse through the whole process, without any communication lag, without
any cognitions.
After you have listened to such a case for a while and he has not developed a
communication lag and he has not gotten a cognition on the process of any kind
whatsoever, realize you were processing him too high.
174 When you get the pc running at the right level, the first process that develops a
communication lag will also develop a cognition on his part and you will start
to get change in the preclear. But if he just skates across the top of the bank, you
will never get any change in the preclear.
Thus we have the rule:
AN OBJECTIVE PROCESS THAT PRODUCES A COMMUNICATION

LAG WILL PRODUCE A COGNITION. A PROCESS THAT DOES
NOT DEVELOP A COMMUNICATION LAG WILL NOT PRODUCE A
COGNITION.
Auditors must use these guidelines in running objective processes.
Objective processing, when done right, produces fantastic gains. Make sure your
pcs get these gains. ■
Survival Rundown
L. Ron Hubbard
Со-audit Basics 179

1. Do not evaluate for the preclear.
2. Do not invalidate or correct the preclear’s data.
3. Use the processes which improve the preclears case. i8i
4. Keep all appointments once made.
5. Do not process a preclear after 10:00 P.M.
6. Do not process a preclear who is improperly fed or who has not received
enough rest.
7. Do not permit a frequent change of auditors.
8. Do not sympathize with the preclear.
9. Never permit the preclear to end the session on his own independent
decision.
10. Never walk off from a preclear during a session.
11. Never get angry with a preclear.
12. Always reduce every communication lag encountered by continued use of

the same question or process.
13. Always continue a process as long as it produces change and no longer.
14. Be willing to grant beingness to the preclear.
15. Never mix the processes of Scientology with those of various other
practices.
Section Six
Со-audit Basics
17. Never use Scientology to obtain personal and unusual favors or unusual
compliance from the preclear for the auditors own personal profit.
18. Estimate the current case of your preclear with reality and do not process
19. Do not explain, justify or make excuses for any auditor mistakes whether
182 real or imagined. ■
Survival Rundown
L. Ron Hubbard
Co-audit Basics 193
Co-audit Model Session
Mi
How to Write Worksheets and an
Auditor’s Report in a Co-audit
Worksheets
A worksheet is the complete running record of the session from beginning to end.
When writing a worksheet, you should not skip from one page to another, but
should just write page after page as the session goes along.
195
A worksheet is always 8" x 13" or 8У2" x 14"paper. It is usually written in two
columns but may be one column depending on how big your writing is. A
worksheet is written on both sides of the page and each page is numbered front
and back. The pcs name is written on each separate sheet.
Always write the name of the process being run and any process command
numbers. Also write in, in abbreviated form, the pcs answers and any originations
and whether the pc is doing the command or not. Time notations should be
made at regular intervals throughout the session.
When running various processes in a session, mark each one clearly, noting the
time it was started and ended.
On some objective processes it is not practical to try and keep a worksheet and
do the process at the same time. But when the process is completed or when
the session time is up, you should then note down what happened during the
process, including any cognitions voiced by the pc, any difficulties that were
encountered, etc.
Section Six
Со-audit Basics
ФРи Фие5 Ci) 10 Only 60
Paula PKown
^-oow\ «II HaPPP objecHvc froce^^.

YU
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pel! Y'beVbM YU lôcaV\ov\a\ SAMPLE

WORKSHEET
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f9 Pajajay Vo
Pc ot-OWIO)
o^V 4aHwl
cowiwcwd
anol exciPe^
aVouV YbceJVin oVe Ml
Section Six
Со-audit Basics
Pc lYfi+aW
C- laa [ov\(\vf. J_ hA U)O9ck

Pon'k Enow wk
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198
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WORKSHEET ^
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Conk frecede.
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Conk froceê.
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v/сик awy. Pc (A.0\V\O)
соткиаи^,
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cowvm laa
Ybyrtwy.
1^5.
frO) fw
*^2Я fw
Survival Rundown
L. Ron Hubbard
(Теки ГГом(^>
Cowiwi laOj ТЪаиЕ you.

wwi^ зХ ’’и row
Vfe
^32_ ^w\ 199
'JLW Ьег-и looking SAMPLE
ab MViY' Био/ Op 9^99. WORKSHEET
Hirouak воупь ^
o-p wicviVal ^00).
Холи de-arly 9e^

^bC/^ wow. J-êX.
Г1^ИГ 1И
pê-nb V\vmv.
Cad Sujo.
Sav or asb?
Tin ah ww? wbaV.
Section Six
Со-audit Basics
Auditor’s Report Form
The Auditors Report Form is a printed form that you always fill out after ases$jfj
It gives the details of the beginning and end of the session, condition of the p
the wording of the process, etc. The form is so written that one can see the whfj
session at a glance, just by looking at the one side of the Auditors Report Рощ
The form is filled in at the top with:
1. Name of pc.
200
2. Name of auditor.
3. Date.
4. Length of session.
The body of the form is filled in with:
5. Time session started.
6. Condition of pc at session start.
7. What process was run—LISTING THE EXACT COMMANDS.
8. Whether any difficulties or upsets occurred. Was Supervisor called?
9. Any cognition.
10. End Phenomena.
11. Whether process is flat or not.
12. Time session ended.
13. Condition of pc at session end.
14. Pc gains or comments.
Survival Rundown
L. Ron Hubbard
Go-audit Auditor’s Report Form
preclear: John iTow^-------------------------------- date: 10 й!/ 60.---------

auditor: Paula ^rown_____________ session length: Jk$J2miws____
201
WHAT WAS AUDITED TIME RESULTS AND COMMENTS
This iS khe SCSSiOn 7'l5pWl Pc looks bri^hk
kocak'onal Processing Afttf a -Pew cownnan^s fc

"Уо+ice khak looked Ml a^d cowiwi lay
C\wd\ca}bd objeck)/ increased.
Pc oyh V\Ybd -Por 2J)
VMMuh^, khen кге^и^
wenk away. Pcôk
trnhW Por several
Wnukes Hiw -Pelk upsek
Por no reason. This also
Wenk away. Cowim la^
reduct'd to kk same
len^kh 5 kvnes (n a row.
Pc realized he had been

looking ak khe enrironvnenk
through sowie sork o-P
wenkal Po^ awd (s now able
ко see obsecks clearly.
Process rtacW HP
^nd op $^9(ои <&'32jpvn
Pc »9 cheer-Pul.
^^X^0^ |И^'СЙ^^'
Section Six
Со-audit Basics
Turning in the Worksheets and Auditor’s Report
When the session is completed, the worksheets are put in proper sequence fro^
beginning to end of session and stapled with the Auditor’s Report Form on top
Auditors Report Forms and worksheets are never recopied. You should alw^
read over your worksheets before turning in the folder to the Supervisor for any
words or letters that are missing or cannot be read. If the worksheet has illegjb!f
words, after the session print in, in red, the illegible word just above it.
202 Example:
UNCONSCIOUS
I must have been unconsi at the time.
It is a serious offense to give any session without making an auditors report orto
copy the original worksheets after the session and submit a copy instead of the
real report.
ALL REPORTS OF ALL SESSIONS GO INTO THE PC’s OWN FOLDER. Otherwise
past auditing cannot be checked and the case cannot be case supervised.
If these rules are followed, it will make the Case Supervisor’s job much easier and
the auditor’s reports more valuable. ■
Survival Rundown
L. Ron Hubbard
Со-audit Model Session
Model Session is the exact patter and procedure by which auditing sessions
are begun, continued and ended.
The patter wording of a Model Session should be learned by heart and not
changed. The commands of processes used in Model Sessions may change but 203
not the patter. It is this patter which makes a Model Session a Model Session, not
the commands run in it.
1. SETTING UP FOR THE SESSION.
a. Prior to the session:
Get the pcs folder.
Ensure you have read, drilled and received a pass from the Supervisor
on the process you are about to run.
Inform the Supervisor that you are going to be starting a session.
Set up a session space in the со-audit course room.
Get a clipboard, ballpoint pens, an Auditors Report Form, sheets of

worksheet paper and a dictionary.
b. Bring the pc to the session space.
c. Seat the pc in his or her chair and then sit down across from the pc,
knees a few inches from the pcs. A table is used or just two chairs, the
worksheets being kept on a clipboard.
d. Ask the pc if it is all right to audit the pc in the room and, if not, make
things right by adjusting the room or location of auditing.
Section Six
Со-audit Basics
e. Check for adequate sleep.
f. Check to be sure pc has eaten and is not hungry.
g. Ask for any reason not to begin session.
2. START OF SESSION.
Start the session with “this is the session” (Tone 40).

204
3. MAJOR ACTION OF THE SESSION.
a. “Reality factor” (telling the pc what you are going to do) to the pc.
Inform the pc what is going to be done in the session with:
“we will now run (name of process).”
b. Clearing commands.
When starting a new process, clear the command by clearing eacl

word in the command in backwards sequence. Example: To dearth
command “Do fish swim?” first clear “swim,” then “fish,” then “do.”
Clear each word by asking, “what is the definition of___ J
The pc gives it. If there is any doubt whatever of it, or if the pc is the
least bit hesitant, the word is looked up in the glossary or a propel
dictionary.
Do this for each command of the process you are about to run.
Note: If you know you’ve already cleared a word, don’t clear it agaif
when the same word occurs in another command.
c. Run the process on the pc.
Survival Rundown
L.Ron Hubbard
4. END OF SESSION.
a. When it is time to end session and the process is at a flat point or its
End Phenomena has been reached, call the Supervisor by putting your
hand behind you.
b. When the Supervisor has directed you to end the session, give the
R-factor that you will be ending the session.
c. Then ask: 205
“is there anything you would care to say or ask

BEFORE I END THIS SESSION?”
Pc answers.
Acknowledge and note down the answer.
d. If the pc asks a question, answer it if you can or acknowledge and say:
“l WILL NOTE THAT DOWN FOR THE CASE SUPERVISOR.”
e. End the session with “end of session” (Tone 40).
f. Immediately after the end of session, take the pc to the Examiner.
g. After the pc has finished his exam, pick up the Exam Form and take the
pc back to the course room.
h. Place the Exam Form in the pcs folder along with the Auditors
Report Form and session worksheets and turn the folder in to the
Supervisor. ■
Section Six
Со-audit Basics
Survival Rundown
TO Supervisor
NAME DATE
Section Six-C: Со-audit Model Session
3. DRILL: SURVIVAL RUNDOWN DRILL 2-СО-AUDIT MODEL SESSION. 207
a. Drill doing all the steps of the Со-audit Model Session (next page) on a doll,
over and over, until you can do it perfectly from beginning to end, without
having to look at the reference.
Student Attest
b. Drill the full Со-audit Model Session on a doll, with a coach, using the
dummy process “Do birds fly?” and keeping worksheets as you go.
Deliver all commands to the doll, not the coach. The coach answers
for the doll but is not to use real incidents when answering or making
originations.
The coach flunks any wrong command given, hesitation in giving the
next command, failure to keep standard worksheets or any other point
ofprocedure, Training Drills or Auditors Code as given in your course
materials.
On any flunks, the coach refers the student to the exact material
violated.
Complete the worksheets and Auditor’s Report Form for the dummy
session.
Section Six
Со-audit Basics
Repeat the drill until you are confident you can do it smoothly and
without hesitation.
Student Attest Coach Attest
c. Get a final pass from the Supervisor, who will verify that you can do the
full Со-audit Model Session on a doll standardly and without hesitation,
using the dummy process “Do birds fly?” and that you can keep standard
208 worksheets.
Supervisor Attest
Tear out this page and turn it in to the Supervisor.
Survival Rundown
L. Ron Hubbard
TEAR OUT THIS SHEET FOR USE IN DRILLING AND AUDITING
Go-audit Model Session
1. SETTING UP FOR THE SESSION.
a. Prior to the session:
Get the pcs folder. 209
DRILL
Ensure you have read, drilled and received a pass from the Supervisor
SHEET
on the process you are about to run.
Inform the Supervisor that you are going to be starting a session.
Set up a session space in the со-audit course room.
Get a clipboard, ballpoint pens, an Auditors Report Form, sheets of

worksheet paper and a dictionary.
b. Bring the pc to the session space.
c. Seat the pc in his or her chair and then sit down across from the pc,
knees a few inches from the pc’s. A table is used or just two chairs, the
worksheets being kept on a clipboard.
d. Ask the pc if it is all right to audit the pc in the room and, if not, make
things right by adjusting the room or location of auditing.
e. Check for adequate sleep.
f. Check to be sure pc has eaten and is not hungry.
g. Ask for any reason not to begin session.
Section Six
Со-audit Basics
2. START OF SESSION.
Start the session with “this is the session” (Tone 40).
3. MAJOR ACTION OF THE SESSION.
a. “Reality factor” (telling the pc what you are going to do) to the pc.
Inform the pc what is going to be done in the session with:

210
“we will now run (name of process).”
DRILL
SHEET
b. Clearing commands.
When starting a new process, clear the command by clearing each

word in the command in backwards sequence. Example: To clear the
command “Do fish swim?” first clear “swim,” then “fish,” then “do.”
Clear each word by asking, “what is the definition of_____ f
The pc gives it. If there is any doubt whatever of it, or if the pc is the
least bit hesitant, the word is looked up in the glossary or a proper
dictionary.
Do this for each command of the process you are about to run.
Note: If you know you’ve already cleared a word, don’t clear it again
when the same word occurs in another command.
c. Run the process on the pc.
4. END OF SESSION.
a. When it is time to end session and the process is at a flat point or its
End Phenomena has been reached, call the Supervisor by putting you'
hand behind you.
Survival Rundown
L. Ron Hubbard
b. When the Supervisor has directed you to end the session, give the
R-factor that you will be ending the session.
c. Then ask:
“is there anything you would care to say or ask

BEFORE I END THIS SESSION?”
Pc answers.
211
Acknowledge and note down the answer.
DRILL
SHEET
d. If the pc asks a question, answer it if you can or acknowledge and say:
“l WILL NOTE THAT DOWN FOR THE CASE SUPERVISOR.”
e. End the session with “end of session” (Tone 40).
f. Immediately after the end of session, take the pc to the Examiner.
g. After the pc has finished his exam, pick up the Exam Form and take the
pc back to the course room.
h. Place the Exam Form in the pc’s folder along with the Auditors
Report Form and session worksheets and turn the folder in to the
Supervisor. ■
Section Six
Со-audit Basics
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214
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UniinilXnXXIIIUXJIIllXXXIXIXXll XUlXUIIIIIIlf!lltUlUUH!llUllltltlllJlUlltIllttlllllllULlUUllltlllllllllIlIlltlllllllllTUtll1lliniiniIlIIIUllllUllLUUniLiniUninnmxnXZmSS=^
Survival Rundown
L. Ron Hubbard
^rY^f^h^Wh Ю^^сб^З Со~Л^^
I// ou are now ready to start the Survival Rundown Objectives Co-audit.
The Survival Rundown is a major step on your route up The Bridge to Total
Freedom. The auditing is for your benefit and is intended to take you to full
Objectives Completion. 215
Quite in addition to all the benefits to be had from Objectives, the thoroughness
of their application will also greatly speed your further progress up the Bridge.
Many, many objective processes exist. And while the Case Supervisor will
determine which are appropriate for your case, it is also your responsibility to
insist that you receive as many processes as needed, so you truly make it and
achieve all the benefits available from these processes.
There is no special status to be obtained by moving through these processes

rapidly or slowly. Be it as little as fifty hours or hundreds upon hundreds of hours,
the time spent on the level is invaluable to your future in eternity. ■
Section Seven
^-ли^ Сектам?^.ее^ /hjfotcffohz
Г* key element of the Survival Rundown is individual programing. The Case

Supervisor will ensure you and your twin are on the exact program of objective
processes you need to achieve maximum gains and results.
For each process on the program, you will use a command sheet that will be 217
provided to you by the Case Supervisor. The command sheet lists the exact
instructions and commands of the process. It is for your use in drilling and in
session. Before running any new process, it is important that you (1) read and
understand the command sheet, (2) drill it thoroughly and (3) get a final pass
from the Supervisor.
1. COMMAND SHEET
Each command sheet gives the precise command or commands of the process
you will be running. You will need to learn these well so you can deliver them
without hesitation or variation while in session. In some cases, several command
versions exist for a single process. The Case Supervisor will direct you as to which
version to drill and use. Do not vary the command or change to a different version
once you have started a process.
Cautions on how to run the process are sometimes given. Be sure to follow these
at all times.
Most objective processes also have their own End Phenomena, meaning those
indications in the preclear which show that that particular process is ended.
For each process you will run on your twin, you will continue the process until
it is flattened and any specific End Phenomena given for the process is achieved.
Time is of no concern when it comes to running a process to its full completion, it

takes as long as it takes and will often require several successive sessions. What is
important is to always continue the process until it is flat and its End Phenomena
Section Seven
has been reached. By doing so, you will ensure both you and your twin get all the
gains available from each objective process.
Study every command sheet thoroughly and be sure to clear any word you do not
understand. If you have any question or confusion about a process or command
that is not resolving, get help from the Supervisor.
2. DRILLING
218 Once you have studied the command sheet, your next step is drilling.
The drilling of actual processes is done using a doll. The student auditor delivers
all auditing commands to the doll, not the coach (your twin). The coach is not to
use real incidents when answering or making originations.
On each process drilled, the coach flunks any wrong command given, hesitation
in giving the next command, failure to correctly handle a preclear origination, or
any other point of procedure, Training Drills or Auditor's Code as given in your
course materials. On any flunks, the coach refers the student to the exact material
violated.
Continue to drill the process until you are confident you can deliver the commands
and procedure without variation or hesitation.
3. FINAL SUPERVISOR PASS
The Supervisor will then give you a final pass on the process. This will include
verifying that you can give the commands without hesitation, that you can deliver
the process standardly and that you understand its End Phenomena.
Once you receive a final pass from the Supervisor, you are ready to со-audit the
process with your twin.
4. SUPERVISOR ASSISTANCE
If you require any assistance as an auditor during a со-audit session, put out your
hand behind you and wait for the Supervisor. Never leave your preclear to ask the
Survival Rundown
L. Ron Hubbard
Supervisor anything. It would violate the Auditor's Code, Clause 10—Never walk
off from a preclear during a session.
By following these instructions exactly, you will achieve the most benefits possible
from the Survival Rundown, both as a preclear and as a co-auditor. So study them
well and apply them.
Good auditing! ■
219
Section Seven
Locational Processing (CCH 0)
Command
“notice that(indicated object).” “thank you.”
Auditor enforces command when needed by turning preclear’s head toward 221
object. Run inside auditing room or outside. Auditor indicates obvious objects,
naming them and pointing at them.
Position
Auditor and preclear seated side by side or facing each other or seated or walking
about outside.
Purpose
To control attention. Since attention is being controlled by facsimiles, an unknown
control, supplanting a known control brings preclear up to present time. A highly
therapeutic process.
Training Stress
Ihat preclear always looks in direction of object.
End Phenomena
Preclear to present time. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
Section Seven-В: Objectives Co-audit
2. DRILL: SURVIVAL RUNDOWN DRILL 3 - LOCATIONAL PROCESSING. 223
a. Drill Locational Processing on a doll using the command sheet.
Deliver all auditing commands to the doll, not the coach. The coach is not
to use real incidents when answering or making originations.
In drilling Locational Processing, the coach must place particular emphasis

on the training stress of the process:
TRAINING STRESS
That preclear always looks in direction of object.
The coach flunks any violation of the training stress, any wrong command
given, hesitation in giving the next command, failure to correctly handle
a preclear origination or any other point of procedure, Training Drills or
Auditor’s Code as given in your course materials.
On any flunks, the coach refers the student to the exact material violated.
b. Drill running a full session of Locational Processing on a doll, inclusive of

the Со-audit Model Session and writing up the worksheets for the dummy
session.
Section Seven
Repeat this drill until you are confident you can deliver Locational
Processing without variation or hesitation and keep standard worksheets
for the session.
c. Get a final pass from the Supervisor, who will verify that you can deliver
Locational Processing standardly and without hesitation and that you can
224 keep standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Objective ARC
Commands
“look around here and find something that is really real

TO YOU.”
225
“look around here and find something you wouldn’t mind
COMMUNICATING WITH.”
“look around here and find something you wouldn’t mind

BEING AROUND.”
Position
The pc and auditor are ambulant.
Purpose
This process will bite suddenly and bring a person up to present time. It has been
known to crack cases.
Training Stress
The commands of Objective ARC are run 1,2,3,1,2,3, three commands given
repetitively.
Of all objectives, this process tends to be the shortest. It often ends with a very
bright cognition after only a few commands.
End Phenomena
Preclear in present time, cognition and very good indicators. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
6. DRILL: SURVIVAL RUNDOWN DRILL 4 - OBJECTIVE ARC. 227
a. Drill the Objective ARC process on a doll using the command sheet.
In drilling Objective ARC, the coach must place particular emphasis on

the training stress of the process:
TRAINING STRESS
The commands of Objective ARC are run 1, 2, 3, 1, 2, 3, three

commands given repetitively.
Of all objectives, this process tends to be the shortest. It often ends

with a very bright cognition after only a few commands.
The coach flunks any violation of the points of training stress, any wrong
command given, hesitation in giving the next command, failure to
correctly handle a preclear origination or any other point of procedure,
Training Drills or Auditor s Code as given in your course materials.
Section Seven
Survival Rundown О I JECTIVES CO-AUDIT
b. Drill running a full session of Objective ARC on a doll, inclusive of the
Co-audit Model Session and writing up the worksheets for the dummy
session.
Repeat this drill until you are confident you can deliver Objective ARC
without variation or hesitation and keep standard worksheets for the
session.
228
Objective ARC standardly and without hesitation and that you can keep
standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
CCHs, Purpose
s you know, a pc can get “stuck in the past,” and if you can get a pc out of his
reactive mind (his perpetuated past), he becomes aware of his present.
Over the years, I developed what became the CCHs.

229
Control, In-Communication-With, and Havingness of present time became
feasible through certain processes of Control, Communication and Havingness,
using the present time environment.
This is the purpose of the CCHs—getting the pc out of the past and into present
time. Any process which did this would be a CCH process, even “Come up to
present time!” as a single command.
Hence the CCHs must be run with a nonforbidding present time.
When running Tone 40 processes, all commands and actions are Tone 40 (which
is not “antagonism” or “challenge”). But the pc is kept in two-way comm between
full cycles of the process by the auditor taking up each NEW physical change
manifested as though it were an origin by the pc and querying it and getting the
pc to give the pcs reaction to it. This two-way comm is not Tone 40. Auditor and
pc are serious about the processes. There is no relaxation of precision. But both
auditor and pc are relaxed and happy about the whole thing.
Its all as simple as that, basically. That’s why they work—they get the pc to present
time. But only if they are run right. Only if they invite the pc to progress.
Summary
The purpose of the CCHs is to bring the pc through incidents and into present
time. It is the reverse of “mental” auditing in that it gets the pcs attention exterior
from the bank and on present time. By using Communication, Control and
Havingness this is done. If you make present time a snarling hostility to the pc,
he of course does not want to come into present time and it takes just that much
longer to make the CCHs work.
Section Seven
You do the CCHs with the Auditor’s Code firmly in mind. Don’t run a process
that is not producing change. Run a process as long as it produces change. Don’t
go out of two-way comm with the pc.
Complete every cycle of the process. Don’t interject two-way comm into the
middle of a cycle, use it only after a cycle is acknowledged and complete.
Don’t end a process before it is flat. Don’t continue a process after it is flat.
230 Don’t confuse antagonistic screaming at the pc with Tone 40.
If you have to manhandle a pc, do so, but only to help him get the process flat. If
you have to manhandle the pc, you’ve already accumulated upsets and given him
loses and driven him out of session.
Improve the ability of a pc by gradient scale.
The CCHs must be done precisely by the auditor. But the criteria is whether the pc
gets gains, not whether the auditor is a perfect ritualist. Exact ritual is something
in which you should take pride. But it exists only to accomplish auditing. When
it exists for itself alone, watch out.
Audit the pc in front of you. Not some other pc or a generalized object.
Use the CCHs to coax the pc out of the bank and into present time.
Take up the pc’s physical changes as though they were originations. Each time a
new one occurs, take it up with two-way comm as though the pc had spoken. If
the same “origination” happens again and again, only take it up again occasionally,
not every time it happens.
Know what’s going on. Keep the pc at it. Keep the pc informed. Keep the pc
winning. Keep the pc exteriorizing from the past and coming into present time.
The auditing is for the pc. The CCHs are for the pc. In auditing, you win in the
CCHs only when the pc wins. ■
Survival Rundown
L.Ron Hubbard
Give Me That Hand Tone 40 (CCH 1)
Command
“give me that hand.”
Physical action of taking hand when not given and then replacing it in preclear’s 231
lap. And “Thank you” ending cycle. All Tone 40 with clear intention, one
command in one unit of time, no originations of preclear acknowledged in any
way verbally or physically. Use only right hand. Auditor indicates hand by nod
ofhead.
Take up each NEW physical change manifested as though it were an origin by the
preclear, querying it and getting the preclear to give the preclear’s reaction to it.
This two-way comm is not Tone 40.
The physical origination is taken up when it happens with a two-way comm

query like “What’s happening?” Never designate the origin. Don’t make a system
out of queries.
Position
Auditor and preclear seated in chairs without arms, close together. Preclear’s
knees are between auditor’s knees.
Purpose
To demonstrate to preclear that control of preclear’s body is possible, despite
revolt of circuits, and inviting preclear to directly control it. Absolute control by
auditor then passes over toward absolute control of his own body by preclear.
Training Stress
Never stop process until a flat place is reached. To process with good, solid Tone 40.
Auditor taught to pick up preclear’s hand by wrist with auditor’s thumb nearest
auditor’s body, to have an exact and invariable place to carry preclear’s hand
to before clasping, clasping hand with exactly correct pressure, replacing hand
(with auditor’s left hand still holding preclear’s wrist) in preclear’s lap. Making
Section Seven
every command and cycle separate. Maintaining Tone 40. Stress on intention
from auditor to preclear with each command. To leave an instant for preclear to
do it by own will before auditor does it. Stress Tone 40 precision.
End Phenomena
Absolute control by auditor passes over toward absolute control of his own body
by preclear. ■
232
Survival Rundown
L. Ron Hubbard
Tone 40 8-C (CCH 2)
Commands
“you look at that wall.” “thank you.”
“you walk over to that wall.” “thank you.” 233
“you touch that wall.” “thank you.”
“turn around.” “thank you.”
The auditor points to show which wall each time.
Run without acknowledging in any way any origin by preclear, acknowledging

only preclears execution of the command. Commands smoothly enforced
physically. Tone 40, full intention.
Take up each NEW physical change manifested as though it were an origin by the
preclear, querying it and getting the preclear to give the preclears reaction to it.
This two-way comm is not Tone 40.
The physical origination is taken up when it happens with a two-way comm

query like “What’s happening?” Never designate the origin. Don’t make a system
out of queries.
Position
Auditor and preclear ambulant, auditor in physical contact with preclear as
needed.
Purpose
To demonstrate to preclear that his body can be directly controlled and thus
inviting him to control it. Finding present time. Havingness. Other effects not
fully explained.
Section Seven
Survival Rundown О ; jectives Co-audit
Training Stress
Absolute auditor precision. No drops from Tone 40. No flubs. Total present time
auditing. Each command in own unit of time. Auditor always on preclears right
side. Auditor’s body acts as block to forward motion when preclear turns. Auditor
gives command, gives preclear a moment to obey, then enforces command with
physical contact of exactly correct force to get command executed. Auditor does
not check preclear from executing commands.
End Phenomena
234 To demonstrate to preclear that his body can be directly controlled and thus
inviting him to control it. Finding present time. Havingness. ■
Survival Rundown
L. Ron Hubbard
Hand Space Mimicry (CCH 3)
Commands
Auditor raises two hands, palms facing preclear, and says:
“put your hands against mine, follow them and contribute

TO THEIR MOTION.”
He then makes a simple motion with right hand, then left.
“did you contribute to the motion?”
“good.”
Auditors and preclear s hands return to laps.
When this is flat, the auditor does this same thing with a half-inch of space
between his and preclear’s palms, the command being:
“PUT YOUR HANDS FACING MINE ABOUT 1/2 INCH AWAY, FOLLOW
THEM AND CONTRIBUTE TO THEIR MOTION.”
“DID YOU CONTRIBUTE TO THE MOTION?”
Acknowledge.
When this is flat, auditor does it with a wider space and so on until preclear is
able to follow motions a yard away.
Position
Auditor and preclear seated, close together facing each other, preclears knees
between auditor’s.
Section Seven
Purpose
То develop reality on the auditor using a solid communication line. To
get
preclear into communication by control + duplication.
Training Stress
That auditor be gentle and accurate in his motions, giving preclear wins. To be
free in two-way communication.
End Phenomena
23б To develop reality on the auditor. Preclear into communication by control +
duplication. ■
Survival Rundown
L. Ron Hubbard
Book Mimicry (CCH 4)
Commands
Auditor makes a simple or complex motion with a book. Hands book to preclear.
Preclear makes motion duplicating auditor’s mirror-image-wise. Auditor asks
preclear if he is satisfied that the preclear duplicated the motion. If preclear is
and auditor is also fairly satisfied, auditor takes back the book and goes to next 237
command. If preclear is not sure he duplicated any command, auditor repeats it
for him and gives him back the book. If preclear is sure he did and auditor can
see duplication is pretty wrong, auditor accepts preclear’s answer and continues
on a gradient scale of motions either with the left or right hand till preclear
can do original command correctly. This ensures no invalidation of the preclear.
Tone 40 only in motions. Verbal two-way quite free.
Position
Auditor and preclear seated facing each other a comfortable distance apart.
Purpose
To bring up preclear’s communication with control and duplication.
(Control + duplication = communication.)
Training Stress
Stress giving preclear wins. Stress auditor’s necessity to duplicate his own
commands. Circular motions are more complex than straight lines.
End Phenomena
Preclear’s communication brought up with control and duplication. ■
Section Seven
Survival Rundown О I JECTIVES CO-AUDIT
Running CCHs 1 to 4
(vun a CCH only so long as it produces change in the preclears general aspect.
If no change in aspect three times in a row (three whole sequences in a row), go

on to next CCH.
239
If CCH producing change, do not go on but flatten that CCH.
Then when it produces no change three times in a row, go on to next CCH.
Run CCHs 1,2,3,4,1,2,3,4,1, etc.
Use only right hand on 1.
Add complexity and distance each time around on CCH 3.
It is an Auditors Code break, Clause 13—Always continue a process as long as it

produces change and no longer—to run a CCH that is producing no change or
to not flatten in same or subsequent session a CCH that is producing change. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
15. DRILL: SURVIVAL RUNDOWN DRILL 5 - CCHs 1 TO 4. 241
a. Drill Give Me That Hand Tone 40 (CCH 1) process on a doll using the
command sheet.
In drilling Give Me That Hand Tone 40 (CCH 1), the coach must place
particular emphasis on the training stress of the process:
TRAINING STRESS
Never stop process until a flat place is reached. To process with good,
solid Tone 40. Auditor taught to pick up preclear’s hand by wrist
with auditor’s thumb nearest auditor’s body, to have an exact and
invariable place to carry preclear’s hand to before clasping, clasping
hand with exactly correct pressure, replacing hand (with auditor’s
left hand still holding preclear’s wrist) in preclear’s lap. Making
every command and cycle separate. Maintaining Tone 40. Stress on
intention from auditor to preclear with each command. To leave an
instant for preclear to do it by own will before auditor does it. Stress
Tone 40 precision.
correctly handle a physical origination or any other point of procedure,
Training Drills or Auditor’s Code as given in your course materials.
Section Seven
Survival Rundown Obiectives Co-audit
b. Drill the Tone 40 8-C (CCH 2) process on a doll using the command sheet
242
In drilling Tone 40 8-C (CCH 2), the coach must place particular emphasis
TRAINING STRESS
Absolute auditor precision. No drops from Tone 40. No flubs.

Total present time auditing. Each command in own unit of time.
Auditor always on preclear’s right side. Auditor’s body acts as block
to forward motion when preclear turns. Auditor gives command,
gives preclear a moment to obey, then enforces command with
physical contact of exactly correct force to get command executed.
Auditor does not check preclear from executing commands.
correctly handle a physical origination or any other point of procedure,
c. Drill the Hand Space Mimicry (CCH 3) process on a doll using the
command sheet.
Survival Rundown
L.Ron Hubbard
In drilling Hand Space Mimicry (CCH 3), the coach must place particular
emphasis on the training stress of the process:
/
TRAINING STRESS
That auditor be gentle and accurate in his motions, giving preclear

wins. To be free in two-way communication.
command given, hesitation in giving the next command, failure to 243
d. Drill the Book Mimicry (CCH 4) process on a doll using the command
sheet.
In drilling Book Mimicry (CCH 4), the coach must place particular
TRAINING STRESS
Stress giving predear wins. Stress auditor’s necessity to duplicate

his own commands. Circular motions are more complex than
straight lines.
The coach flunks any violation of the points of training stress, any
hesitation, failure to correctly handle a preclear origination or any other
point of procedure, Training Drills or Auditor’s Code as given in your
course materials.
Section Seven
e. Drill running a full session of CCHs 1 to 4 on a doll, as a series of processes,

inclusive of the Co-audit Model Session and writing up the worksheets for
the dummy session.
244 Repeat this drill until you are confident you can deliver CCHs 1 to 4 without
variation or hesitation and keep standard worksheets for the session.
f. Get a final pass from the Supervisor, who will verify that you can deliver
CCHs 1 to 4 standardly and without hesitation and that you can keep
standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Location by Contact (CCH 5)
Command
“touch that(indicated object).” “thank you.”
Position 245
Auditor and preclear may be seated, where the preclear is very unable, in which
case they are seated at a table which has a number of objects scattered on its
surface. Or auditor and preclear may be ambulant, with the auditor in manual
contact with the preclear as is necessary to face him toward and guide him to
the indicated object.
Purpose
The purpose of the process is to give the preclear orientation and havingness and
to improve his perception.
Training Stress
Training stress is upon gentleness, ARC and the raising of the preclears certainty
that he has touched the indicated object. It should be noted that this can be run
on blind people.
End Phenomena
Preclear given orientation and havingness and improved perception. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
19. DRILL: SURVIVAL RUNDOWN DRILL 6 - LOCATION BY CONTACT. 247
a. Drill the Location by Contact process on a doll using the command sheet.
In drilling Location by Contact, the coach must place particular emphasis

TRAINING STRESS
Training stress is upon gentleness, ARC and the raising of the

predear’s certainty that he has touched the indicated object. It
should be noted that this can be run on blind people.
Training Drills or Auditors Code as given in your course materials.
b. Drill running a full session of Location by Contact on a doll, inclusive of

the Со-audit Model Session and writing up the worksheets for the dummy
session.
Section Seven
Repeat this drill until you are confident you can deliver Location by
Contact without variation or hesitation and keep standard worksheets for
the session.
Location by Contact standardly and without hesitation and that you can
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Body-Room Contact (CCH 6)
Commands
“touch your(body part).” “thank you.”
“touch that(indicated room object).” “thank you.” 249
Position
Auditor and preclear move about together, as needed the auditor enforcing the
commands by manual contact using the preclears hands to touch objects and
touch body parts.
Purpose
To establish the orientation and increase the havingness of the preclear and to
give him, in particular, a reality on his own body.
Training Stress
Training stress is upon using only those body parts which are not embarrassing
to the preclear, as it will be found that the preclear ordinarily has very little reality
on various parts of his body. Impossible commands should not be given to the
preclear in any case.
End Phenomena
Established orientation, increased havingness and, in particular, a reality on
preclear s own body. ■
Section Seven
Survival Rundown
to Supervisor
NAME DATE
23. DRILL: SURVIVAL RUNDOWN DRILL 7 - BODY-ROOM CONTACT. 251
a. Drill the Body-Room Contact process on a doll using the command sheet.
In drilling Body-Room Contact, the coach must place particular emphasis

TRAINING STRESS
Training stress is upon using only those body parts which are not
embarrassing to the preclear, as it will be found that the preclear
ordinarily has very little reality on various parts of his body.
Impossible commands should not be given to the preclear in
any case.
Section Seven
b. Drill running a full session of Body-Room Contact on a doll, inclusive of
the Co-audit Model Session and writing up the worksheets for the dummy
session.
Repeat this drill until you are confident you can deliver Body-Room
Contact without variation or hesitation and keep standard worksheets for
the session.
252 Student Attest Coach Attest
Body-Room Contact standardly and without hesitation and that you can
keep standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Contact by Duplication (CCH 7)
Commands
“touch that table.” “thank you.”
“touch your(body part).” “thank you.” 253
“touch your(same body part).” “thank you.”
“touch YOUR(same body part).” “thank you.” Etc., in that

order.
Position
Auditor may be seated. Preclear should be walking. Usually auditor standing by
to manually enforce the commands.
Purpose
Process is used to heighten perception, orient the preclear and raise the preclear s
havingness. Control of attention, as in all these contact processes, naturally takes
the attention units out of the bank, which itself has been controlling the preclear s
attention.
Training Stress
Precision of command and motion, with each command in its unit of time,
all commands perfectly duplicated. Preclear to continue to run process even
though he dopes-off. Good ARC with the preclear. Not picking one body part
which is aberrated at first, but flattening some nonaberrated body part before an
aberrated body part is tackled.
Section Seven
End Phenomena
Heightened perception, preclear oriented and preclears havingness raised.
254
Survival Rundown
L. Ron Hubbard
Survival Rundown
TO Supervisor
GLOSSARY
NAME DATE------------------------------------
27. DRILL: SURVIVAL RUNDOWN DRILL 8 - CONTACT BY DUPLICATION. 255
a. Drill the Contact by Duplication process on a doll using the command

sheet.
In drilling Contact by Duplication, the coach must place particular

TRAINING STRESS
Precision of command and motion, with each command in its unit

of time, all commands perfectly duplicated. Preclear to continue to
run process even though he dopes-off. Good ARC with the preclear.
Not picking one body part which is aberrated at first but flattening
some nonaberrated body part before an aberrated body part is
tackled.
Section Seven
b. Drill running a full session of Contact by Duplication on a doll, inclusive of
session.
Repeat this drill until you are confident you can deliver Contact by
Duplication without variation or hesitation and keep standard worksheets
for the session.
Contact by Duplication standardly and without hesitation and that you can
Supervisor Attest
Tearout this page and turn it in to the Supervisor.
Survival Rundown
L. Ron Hubbard
Trio (CCH 8)
Commands
The following three are run several times for the first, fewer for the second, fewer
for the third. And then repeated (Trio):
“look around here and tell me what you could have.” 257
“look around here and tell me what you would permit to

REMAIN IN PLACE.”
“look around here and tell me with what you could

DISPENSE.”
Position
Auditor and preclear seated at a comfortable distance, both facing toward
majority of the room.
Purpose
To remedy havingness objectively.
Training Stress
Run it smoothly without invalidative questions. One of the most effective
processes known when thinkingness can be controlled somewhat.
End Phenomena
Preclear’s havingness remedied objectively. ■
Section Seven
Survival Rundown О I j ectives Co-audit
Survival Rundown
TO Supervisor
NAME DATE
31. DRILL: SURVIVAL RUNDOWN DRILL 9 - TRIO. 259
a. Drill the Trio process on a doll using the command sheet.
In drilling Trio, the coach must place particular emphasis on the training
stress of the process:
TRAINING STRESS
Run it smoothly without invalidative questions.
The coach flunks any violation of the training stress, any wrong command
given, hesitation in giving the next command, failure to correctly handle
a preclear origination or any other point of procedure, Training Drills or
Auditors Code as given in your course materials.
b. Drill running a full session of Trio on a doll, inclusive of the Co-audit

Model Session and writing up the worksheets for the dummy session.
Section Seven
Repeat this drill until you are confident you can deliver Trio without
variation or hesitation and keep standard worksheets for the session.
Trio standardly and without hesitation and that you can keep standard
worksheets.
260
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Tone 40 Keep Ot from Going Away (CCH 9)
Commands
“look at that(indicated object).” “thank you.”
“walk over to that(indicated object).” “thank you.” 261
“keep it from going away.” “thank you.”
“did you keep it from going away?” “thank you.” And so forth,
in that order.
Position
Auditor and preclear ambulant. Auditor assisting by manual contact.
Purpose
The purpose of the process is to increase havingness of the preclear and bring
about his ability to keep things from going away—which ability, lost, accounts
for the possession of psychosomatic illnesses.
Training Stress
The training stress is on precision and on accuracy and pointing out that this is
actually Tone 40 8-C with a thinkingness addition.
Caution:
CCH 9 can be run by Formal Auditing and is not necessarily Tone 40. The
Case Supervisor will tell you if the process should be run by Formal Auditing.
End Phenomena
Increased havingness and an ability to keep things from going away. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
35. DRILL: SURVIVAL RUNDOWN DRILL 10 - TONE 40 KEEP IT FROM 263

GOING AWAY.
a. Drill the Tone 40 Keep It from Going Away process on a doll using the
command sheet.
In drilling Tone 40 Keep It from Going Away, the coach must place
TRAINING STRESS
The training stress is on precision and on accuracy and pointing out

that this is actually Tone 40 8-C with a thinkingness addition.
Section Seven
Survival Rundown О : JECTIVES CO-AUDIT
b. Drill running a full session of Tone 40 Keep It from Going Away on a doll,
the dummy session.
Repeat this drill until you are confident you can deliver Tone 40 Keep
It from Going Away without variation or hesitation and keep standard
worksheets for the session.

2б4
Tone 40 Keep It from Going Away standardly and without hesitation and
that you can keep standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Tone 40 Hold л Still (CCH 10)
Commands
“look at that(indicated object).” “thank you.”
“walk over to that(indicated object).” “thank you.” 265
“hold it still.” “thank you.”
“did you hold it still?” “thank you.” And so forth, in that order.
Position
Auditor and preclear ambulant. Auditor assisting by manual contact.
Purpose
To assert an individual’s ability to control his environment.
Training Stress
The training stress is on precision and on accuracy and pointing out that this is
actually Tone 40 8-C with a thinkingness addition.
Caution:
CCH 10 can be run by Formal Auditing and is not necessarily Tone 40. The
Case Supervisor will tell you if the process should be run by Formal Auditing.
End Phenomena
Preclears ability to control his environment asserted. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
39. DRILL: SURVIVAL RUNDOWN DRILL 11 - TONE 40 HOLD IT STILL. 267
a. Drill the Tone 40 Hold It Still process on a doll using the command sheet.
In drilling Tone 40 Hold It Still, the coach must place particular emphasis
TRAINING STRESS
The training stress is on precision and on accuracy and pointing out

that this is actually Tone 40 8-C with a thinkingness addition.
b. Drill running a full session of Tone 40 Hold It Still on a doll, inclusive of

session.
Section Seven
Repeat this drill until you are confident you can deliver Tone 40 Hold It
Still without variation or hesitation and keep standard worksheets for the
session.
Get a final pass from the Supervisor, who will verify that you can deliver
Tone 40 Hold It Still standardly and without hesitation and that yo u can
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Opening Procedure of 8-C, Part (a)
Commands
Part (a) of Opening Procedure of 8-C is:
“do YOU see THAT(object)?” (the auditor pointing).

269
When the preclear signifies that he does, the auditor says:
“walk over to it.”
When the preclear has walked over to it, the auditor says:
“touch it.”
When the preclear does, the auditor says:
“LET GO ” and designates another object (a wall, a lamp), calls them by

name or not, and goes through the same procedure once more.
Position
Auditor and preclear ambulant.
Purpose
This Step (a) is used until the preclear does it easily, smoothly, without the
slightest variation or introduction of any physical communication lag, and
has demonstrated completely that he has no upset feeling about the auditor or
objects in the room.
Training Stress
It is important that the auditor specifically acknowledge each time the preclear
has executed the command given. When the preclear has seen the object, when
he has walked over to it, when he has touched it, when he has let it go—each time,
the auditor signifies that he has perceived and does acknowledge this action on
the part of the preclear.
Section Seven
In doing Opening Procedure of 8-C, the preclear must not be permitted to
execute a command before it is given. And a two-way communication must be
maintained.
End Phenomena
Preclear does it easily, smoothly, without the slightest variation or introduction
of any physical communication lag, and has demonstrated completely that he
has no upset feeling about the auditor or objects in the room. ■
270
Survival Rundown
TO Supervisor
NAME DATE
43. DRILL: SURVIVAL RUNDOWN DRILL 12 - OPENING PROCEDURE OF 271

8-C, PART (A).
a. Drill the Opening Procedure of 8-C, Part (a) process on a doll using the
command sheet.
In drilling Opening Procedure of 8-C, Part (a), the coach must place
TRAINING STRESS
It is important that the auditor specifically acknowledge each time

the preclear has executed the command given. When the preclear
has seen the object, when he has walked over to it, when he has
touched it, when he has let it go—each time, the auditor signifies
that he has perceived and does acknowledge this action on the part
of the preclear.
In doing Opening Procedure of 8-C, the preclear must not be

permitted to execute a command before it is given. And a two-way
communication must be maintained.
Section Seven
On any flunks, the coach refers the student to the exact material violated
b. Drill running a full session of Opening Procedure of 8-C, Part (a) on a doll,
the dummy session.
272 Repeat this drill until you are confident you can deliver Opening Procedure
of 8-C, Part (a) without variation or hesitation and keep standard
Opening Procedure of 8-C, Part (a) standardly and without hesitation and
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Opening Procedure of 8-C, Part (b)
Commands
When (a) has been run for a length of time necessary to bring the case uptone,
Part (b) is run. Part (b) introduces the idea of decision.
The commands of Part (b) are: 273
“pick a spot in this room.”
And when the preclear has:
And when the preclear does:
“put your finger on it.”
And when the preclear has:
“let go.”
Position
Purpose
The preclear is run on this until he demonstrates no physical communication lag
of any kind in making up his mind what to touch, how to touch it, and so forth.
Training Stress
Each time, the auditor acknowledges the completion of the command by the
preclear, signifying “All right” or “Okay” or “Fine,” making it very plain that he
has noticed and approves of and is acknowledging the action of the preclear in
following each specific command. He approves of these, one at a time, in this
fashion.
Section Seven
Survival Rundown О : jectives Co-audit
In doing Opening Procedure of 8-C, the preclear must not be permitted t0
maintained.
End Phenomena
Preclear demonstrates no physical communication lag of any kind in making up
his mind what to touch, how to touch it, and so forth. ■
Survival Rundown
TO Supervisor
NAME DATE

8-C, PART (B).
a. Drill the Opening Procedure of 8-C, Part (b) process on a doll using the
command sheet.
Tn drilling Opening Procedure of 8-C, Part (b), the coach must place
TRAINING STRESS
Each time, the auditor acknowledges the completion of the

command by the preclear, signifying “all right” or “okay” or
“fine,” making it very plain that he has noticed and approves of
and is acknowledging the action of the preclear in following each
specific command. He approves of these, one at a time, in this
fashion.

command given, hesitation in giving the next command, failure to correctly
handle a preclear origination or any other point of procedure, Training
Drills or Auditor s Code as given in your course materials.
Section Seven
b. Drill running a full session of Opening Procedure of 8-C, Part (b) on a doll,
the dummy session.
276 Repeat this drill until you are confident you can deliver Opening Procedure
of 8-C, Part (b) without variation or hesitation and keep standard
Opening Procedure of 8-C, Part (b) standardly and without hesitation and
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Opening Procedure of 8-C, Part (c)
Commands
Part (c) of Opening Procedure of 8-C introduces further decision.
It goes as follows:
277
The auditor says:
“pick a spot in this room.”
And when the preclear has, the auditor says:
When the preclear does, the auditor says:
“make up your mind when you are going to place your

FINGER ON IT AND DO SO.”
When the preclear has done this, the auditor says:
“make up your mind when you are going to let go and

LET GO.”
Position
Purpose
To bring a person into a completely relaxed and self-determined state of mind
regarding orders.
Training Stress
The auditor, each time, acknowledges the completion of one of these orders to
the preclear.
Section Seven
Survival Rundown О : JECTIVES CO-AUDIT
In doing Opening Procedure of 8-C, the preclear must not be permitted to
maintained.
The main error which is made with the Opening Procedure of 8-C is not to do it
long enough. It takes about fifteen hours of Opening Procedure of 8-C in order
to bring a person into a completely relaxed and self-determined state of mind
regarding orders. Opening Procedure 8-C is a precision process.
278 End Phenomena

In a completely relaxed and self-determined state of mind regarding orders. ■
Survival Rundown
TO Supervisor
NAME DATE

8-C, PART (C).
a. Drill the Opening Procedure of 8-C, Part (c) process on a doll using the
command sheet.
In drilling Opening Procedure of 8-C, Part (c), the coach must place
TRAINING STRESS
The auditor, each time, acknowledges the completion of one of these

orders to the preclear.

The main error which is made with the Opening Procedure of 8-C
is not to do it long enough. It takes about fifteen hours of Opening
Procedure of 8-C in order to bring a person into a completely relaxed
and self-determined state of mind regarding orders. Opening
Procedure 8-C is a precision process.
Section Seven
Survival Rundown O: : jectives Co-audit
correctly handle a preclear origination or any other point of procedure.

2.80
b. Drill running a full session of Opening Procedure of 8-C, Part (c) on a doll,
inclusive of the Со-audit Model Session and writing up the worksheets for
the dummy session.
Repeat this drill until you are confident you can deliver Opening Procedure
of 8-C, Part (c) without variation or hesitation and keep standard
Opening Procedure of 8-C, Part (c) standardly and without hesitation and
Supervisor Attest
Survival Rundown
L. Ron Hubbard
S-C-S on an Object
(Start-Change-and-Stop on an Object)
Commands
There are three sets of commands, each one of which is run until it is relatively
flat (a minor win or three consecutive sets of commands with no change in the
preclears motions or attitude).
281
S-C-S on an Object is run on a gradient by first using a small object such as a
paper clip.
The commands are as follows for Start:
1. “l AM GOING TO ASK YOU TO START THE(indicated object)

AND WHEN I TELL YOU TO START, YOU START THE IN
THAT DIRECTION.” Auditor points.
“do you UNDERSTAND THAT?”
2. “START.”
3. “did you START THE?”
(Repeat the commands one after the other, over and over, until Start on that
object has been run to a flat point.)
The commands for Change are as follows:
1. “this SPOT WE ARE GOING TO CALL ‘ A.’ ” (Auditor indicates spot “A”
with a piece of marked tape on the table or a marked piece of paper on the
floor or a chalk mark as appropriate.)
2. “this SPOT WE are going TO call ‘b.’ ” (Auditor indicates spot “B”
with a piece of marked tape on the table or a marked piece of paper on the
floor or a chalk mark as appropriate.)
Section Seven
3. “THIS SPOT WE ARE GOING TO CALL ‘c.’ ” (Auditor indicates spot
“C” with a piece of marked tape on the table or a marked piece of paper on
the floor or a chalk mark as appropriate.)
4. “this SPOT WE ARE GOING TO call ‘d.’ ” (Auditor indicates spot

“D” with a piece of marked tape on the table or a marked piece of paper on
the floor or a chalk mark as appropriate.)
5. “WHEN I ASK YOU TO CHANGE THE(indicated object), I

282 WANT YOU TO CHANGE THE’s POSITION FROM ‘a’ TO ‘в.’ ”
“DO YOU UNDERSTAND THAT?”
6. “change.”
7. “did you change the?”
(Repeat commands 5-7, over and over, using the various points and combinations
of the points А, В, C and D, such as В to С, C to D, A to C, etc., until Change on
that object has been run to a flat point.)
The commands for Stop are as follows:
1. “l AM GOING TO TELL YOU TO GET THE(indicated object)

MOVING IN THAT DIRECTION.” Auditor points.
“SOMEWHERE ALONG THE LINE I WILL TELL YOU TO STOP.

THEN YOU STOP THE.”
2. “GET THE MOVING.”
Survival Rundown
L. Ron Hubbard
3.“STOP!”
4. “did you stop the
(Repeat the commands one after the other, over and over, until Stop on that object
has been run to a flat point.)
These three steps (Start, Change, Stop), done in that order, are then repeated. And
it will be discovered that once Stop has been flattened, Start is now unflattened
and can be flattened all over again by running it anew. Similarly, Change will be 283
found to be unflat and, again, Stop will be found to be unflat. Thus, one runs Start
and one runs Change and then one runs Stop, in that order, over and over and
over again until all three appear to be flat.
When Start, Change and Stop are flat with the first object, the auditor uses a larger
object (such as a brick, a beach ball, etc.) until the process is flat with that object
The auditor then goes to a larger object, and so on, until neither Start, Change and
Stop on an Object produces change, a cognition occurs and an ability is regained.
Position
Auditor and preclear are seated at the sides of a table. Auditor and preclear
walking side by side when running the process on large objects.
Purpose
To better the control of objects by the preclear.
Training Stress
The entirety of training stress is on precision of command with emphasis on the
actual parts of control: Start, Change and Stop. These words are spoken sharply
whether in the context of explanation or in the execution commands.
End Phenomena
Neither Start, Change and Stop on an Object produces chan ;e, a cognition occurs
and an ability is regained.
Preclear in better control of objects. ■
Section Seven
Survival Rundown
TO Supervisor
NAME DATE
55. DRILL: SURVIVAL RUNDOWN DRILL 15 - S-C-S ON AN OBJECT. 285
a. Drill the S-C-S on an Object process on a doll using the command sheet.
In drilling S-C-S on an Object, the coach must place particular emphasis

TRAINING STRESS
The entirety of training stress is on precision of command

with emphasis on the actual parts of control: Start, Change and
Stop. These words are spoken sharply whether in the context of
explanation or in the execution commands.
Section Seven
b. Drill running a full session of S-C-S on an Object on a doll, inclusive of
session.
Repeat this drill until you are confident you can deliver S-C-S on an Object
session.
S-C-S on an Object standardly and without hesitation and that you can
Supervisor Attest
Survival Rundown
L. Ron Hubbard
S-C-S on a Body
(Start-Change-and-Stop on a Body)
Commands
There are three sets of commands, each one of which is run until it is relatively
flat (a minor win or three consecutive sets of commands with no change in the
preclears motions or attitude).
287
The commands are as follows for Start:
1. “l AM GOING TO ASK YOU TO START THE BODY. I AM NOT GOING

TO ASK YOU TO STOP.”
2. “WHEN I ASK YOU TO START THE BODY, START THE BODY. OKAY?”
3. “START!”
4. “did you start the body?”
(Repeat the commands one after the other, over and over, until Start has been
run to a flat point.)
The commands for Change are as follows:
1. “this spot WE are GOING TO CALL ‘a.’ ” (Auditor indicates spot “A”
with a marked piece of paper on the floor or a chalk mark as appropriate.)
2. “this SPOT WE ARE GOING TO CALL ‘в.’ ” (Auditor indicates spot “B”
3. “this SPOT WE ARE GOING TO CALL ‘c.’ ” (Auditor indicates spot “C”
4. “this SPOT WE ARE GOING TO CALL ‘d.’ ” (Auditor indicates spot “D”
Section Seven
5. “WHEN I ASK YOU TO CHANGE THE BODY, I WANT YOU TO
CHANGE THE BODY’S POSITION FROM ‘a’ TO ‘в.’ ”
6. “change.”
7. “did you change the body?”
288 (Repeat commands 5-7, over and over, using the various points and combinations
of the points А, В, C and D, such as В to С, C to D, A to C, etc., until Change has
been run to a flat point.)
The commands for Stop are as follows:
1. “l AM GOING TO TELL YOU TO GET THE BODY MOVING IN THAT

DIRECTION.” Auditor points.
“THEN AT SOME POINT ALONG THE LINE I WILL TELL YOU TO

STOP. WHEN I DO, I WANT YOU TO STOP THE BODY.”
“DO YOU UNDERSTAND?”
2. “GET THE BODY MOVING IN THAT DIRECTION.”
3. “STOP!”
4. “DID YOU STOP THE BODY?”
(Repeat the commands one after the other, over and over, until Stop has been run
to a flat point.)
These three steps (Start, Change, Stop), done in that order, are then repeated. And
it will be discovered that once Stop has been flattened, Start is now unflattened
and can be flattened all over again by running it anew. Similarly, Change will be
found to be unflat and, again, Stop will be found to be unflat. Thus, one runs Start
and one runs Change and then one runs Stop, in that order, over and over and
over again until all three appear to be flat.
Survival Rundown
L. Ron Hubbard
position
Auditor and preclear are standing, auditor accompanies preclear as he walks
about and occasionally touches him (by the preclears elbow) and turns him
around manually as needed to assist the preclear.
Purpose
To give the preclear good control of his body and to exteriorize him.
Training Stress
Stress is on precision of motion and command. 289
End Phenomena
One runs Start and one runs Change and then one runs Stop, in that order, over
and over and over again until all three appear to be flat.
Preclear in good control of his body. ■
Section Seven
Survival Rundown О jectives Co-audit
Survival Rundown
TO Supervisor
RI OSSARY
NAME DATE
59. DRILL: SURVIVAL RUNDOWN DRILL 16 - S-C-S ON A BODY. 291
a. Drill the S-C-S on a Body process on a doll using the command sheet.
In drilling S-C-S on a Body, the coach must place particular emphasis on

the training stress of the process:
TRAINING STRESS
Stress is on precision of motion and command.
b. Drill running a full session of S-C-S on a Body on a doll, inclusive of the

session.
Section Seven
Survival Rundown O’ I jectives Co-audit
Repeat this drill until you are confident you can deliver S-C-S on a Body
session.
S-C-S on a Body standardly and without hesitation and that you can keep
292 standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Stop Supreme (Stop-C-S)
Commands
Stop Supreme is a heavy emphasis on Stop and it will be found that after the three
processes of Start, Change and Stop are flat, one can move rather easily into Stop
Supreme and concentrate heavily upon it. In other words, one runs Start, Change
and Stop, Start, Change and Stop, Start, Change and Stop, until they are relatively 293
flat. He should not then suppose that the whole of S-C-S is flat, since he still has
Stop Supreme.
The commands for Stop Supreme are as follows:
1. “l AM GOING TO ASK YOU TO GET THE BODY MOVING. AND AT

SOME POINT I AM GOING TO TELL YOU TO STOP. AND WHEN I
DO, I WANT YOU TO STOP THE BODY AS FAST AS YOU CAN AND
HOLD IT AS STILL AS YOU CAN. OKAY?”
2. “GET THE BODY MOVING.”
3. “STOP!”
4. “DID YOU DO IT?”
(Repeat the commands one after the other, over and over, until Stop Supreme has
been run to a flat point.)
The auditor would now run Start-Change-Stop on a Body and Stop Supreme
again, each to a flat point, over and over, until neither Start-Change-Stop nor Stop
Supreme produces change, a cognition occurs and an ability is regained.
Position
Auditor and preclear walking side by side. Auditor in manual contact with the
preclear (the preclear s elbow) as necessary.
Section Seven
Purpose
The idea behind Stop Supreme is that stop, or motionlessness, is probably the
most thetan ability a thetan has. Thus the rehabilitation of this particular ability
is worthwhile and does produce considerable results.
Training Stress
Stress is on the precision of commands.
End Phenomena
Neither Start-Change-Stop nor Stop Supreme produces change, a cognition
294
occurs and an ability is regained.
Rehabilitation of the ability to stop, or of motionlessness. ■
Survival Rundown
L. Ron Hubbard
Survival Rundown
TO Supervisor
NAME DATE
63. DRILL: SURVIVAL RUNDOWN DRILL 17 - STOP SUPREME. 295
a. Drill the Stop Supreme process on a doll using the command sheet.
In drilling Stop Supreme, the coach must place particular emphasis on the
training stress of the process:
TRAINING STRESS
Stress is on the precision of commands.
b. Drill running a full session of Stop Supreme on a doll, inclusive of the

session.
Section Seven
Repeat this drill until you are confident you can deliver Stop Supreme
session.
Stop Supreme standardly and without hesitation and that you can keep
296 standard worksheets.
Supervisor Attest
Survival Rundown
L. Ron Hubbard
Opening Procedure by Duplication
RI RWARY
Commands
Use two objects—a book and a bottle.
Have the pc look them over and handle them to his satisfaction.
297
Then have him place them at some walking distance apart in the room, on a
couple of tables or similar locations.
“LOOK AT THAT BOOK.” (Auditor points to the book.)
“pick it up.”
“what is its color?”
“what is its temperature?”
“what is its weight?”
“put it down in exactly the same place.”
Repeat with the bottle.
Do not vary the commands in anyway. UseTone40 “Thankyou” acknowledgment.

The basic commands should never be departed from, and never, never “trick” the
preclear by using the book again when you knew he was just about to start toward
the bottle. The purpose of the process is duplication. Good control should be used.
Accept the pcs answers, whether they are logical, silly, imaginative, dull or unlawful.
Position
Section Seven
Purpose
Increase perception by duplication and to exteriorize a pc.
Training Stress
Training stress on this is duplication of auditing command and performance by
the auditor, who should be able to do this process for ten hours without a break.
Cautions:
Opening Procedure by Duplication contains two-way communication
and, indeed, does not work unless two-way communication is done with it
298
The main liability in doing two-way communication on Opening Procedure

by Duplication is that the auditor, in introducing two-way communication
to it, may stray considerably from the pattern laid down. He must not do
this. Although he is maintaining two-way communication, he must adhere
very sharply to the process.
The auditor must not omit letting the preclear give him the preclears
reactions. The preclear will pause, seem to be confused. It is up to the
auditor, at that moment, to say, “What happened?” And to find out what
happened. And then to continue with the process, having acknowledged
the communication of the preclear.
End Phenomena
Exteriorization is an EP for the process Opening Procedure by Duplication, but
is not the only EP.
The EPs for Op Pro by Dup include:
a. Flattened comm lags and no more change on the process.
b. A real big win with cognition, very good indicators and ability regained.
c. Exterior with cognition, very good indicators. ■
Survival Rundown
L. Ron Hubbard
Survival Rundown
TO Supervisor
NAME DATE
67. DRILL: SURVIVAL RUNDOWN DRILL 18 - OPENING PROCEDURE BY 299

DUPLICATION.
a. Drill the Opening Procedure by Duplication process on a doll using the

command sheet.
In drilling Opening Procedure by Duplication, the coach must place

TRAINING STRESS
Training stress on this is duplication of auditing command and

performance by the auditor, who should be able to do this process
for ten hours without a break.
Section Seven
Survival Rundown О : jectives Co-audit
b. Drill running a full session of Opening Procedure by Duplication on a doll,
the dummy session.
Repeat this drill until you are confident you can deliver Opening Procedure
by Duplication without variation or hesitation and keep standard
Opening Procedure by Duplication standardly and without hesitation and
Supervisor Attest
Survival Rundown
L. Ron Hubbard

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Contents

Introduction to the Survival Rundown 3

How to Study This Course 17

Communication Course Stable Data

The Role of a Coach

Communication Course Training Drills

Со-audit Basics x53

How to Audit Objective Processes

The Auditor’s Code

Со-audit Model Session

Survival Rundown Objectives Co-audit 215

c he Survival Rundown is a precise and very powerful series of steps developed

By rundown is meant an exact sequence of steps designed to achieve an exact 3

How to Study This Course

A period of time devoted to auditing is referred to as an auditing session, or simply

Objective auditing is a vital prerequisite to subjective auditing.

On the Survival Rundown you will be auditing objective processes.

I he person you are teamed up with on the Survival Rundown is referred to as

Ethics is a separate action from auditing. In Scientology, the purpose of Ethics is

£y ou need to know and adhere to several important factors to speed your

Additional Course Room Guidelines

о become a successful student and an accomplished practitioner in any field,

The First Barrier: Absence of Mass

The Second Barrier: Too Steep a Gradient

Too steep a gradient is another source of physical study reaction. It produces г

The Third Barrier: The Misunderstood Word

An entirely different set of physical reactions is brought about through a

It gives you a distinctly blank feeling, a washed-out feeling. A not-there feeling

This third barrier of the misunderstood definition is much more important

It’s the definitions of words.

There is a very swift, wide, big result obtainable in this.

It is a sweepingly fantastic discovery in the field of education.

Misunderstood Word Phenomena

A misunderstood definition or a not-comprehended definition or an undefined

The Chambers 20th Century Dictionary includes the following definition of

In order to supply mass, you can do a demonstration. One way of accomplishing

Another means of demonstrating something is by sketching.

t 4 misunderstood word will remain misunderstood until you clear the

Steps to Clear a Word

Don’t, however, clear the technical or specialized definitions (math,

4. The next thing to do is to clear the derivation, which is the explanatic

5. Most dictionaries give the idioms of a word. An idiom is a phrase •

7. If you encounter a misunderstood word or symbol in the definition of

This is the way a word should be cleared.

(Xasic Word Clearing is the method of finding a misunderstood word by

Zeroing In on the Word

Basic Word Clearing is tremendously effective when done as described here. I

it key element of auditing is communication between the auditor and the

On the Communication Course you will learn the fundamentals of communication,

ri Scientologist is one who controls persons, environments and situations

Scientology is used on Life and its forms and products.

A Scientologist is a first cousin to the Buddhist, a distant relative to the Taoist, a

There is no barrier on our path except those we make ourselves.

Our ability belongs to all worlds everywhere. ■

1. Do not evaluate for the preclear.

2. Do not invalidate or correct the preclear s data.

3. Use the processes which improve the preclear s case. 45

4. Keep all appointments once made.

5. Do not process a preclear after 10:00 P.M.

7. Do not permit a frequent change of auditors.

8. Do not sympathize with the preclear.

10. Never walk off from a preclear during a session.

11. Never get angry with a preclear.

12. Always reduce every communication lag encountered by continued use