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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 4:35 pm 
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It is worth noting that William Sims Bainbridge, the nephew of Snake Thompson, is a prominent sociologist who has placed Scientology in context on this chart. I have posted this chart before to show Scientology's intractable problem: Science and Magick do not mix and cannot be mixed, this despite Hubbard's assertions the contrary. This is why Scientology cannot advance or expand: It is a tautology attempting to encompass two very distinct domains that do not overlap. Scientology exists in the same intellectual swamp where Creationism has mired itself.

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 5:46 pm 
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On page 93, Col. Consuelo Andrew Seoane wrote:
... [quoting Thompson:] "Meantime, I'd prefer it if you would call me by my nickname."

I was glad to know I had been accepted, and asked what it was.

"Snake," he replied. "Taken from my interest in snakes, and because I wear this."

He indicated a little gold snake ornament which was pinned to the folds of a kelly-green scarf he wore around his neck.

"I have an idea," he related, "as to how a snake might some day be able to save our lives if we get into a tight spot, Seoane, and it ties in with what you asked a while ago about what would we do if we have trouble."

He would not explain specifically what he meant, and the next day we bought passage on a passenger ship from Manila to Hong Kong. After bidding goodby to friends in the Philippines, "Snake" Thompson and I embarked on the first leg of our espionage mission that was to cover every major port and tive [sic] war with the huge country. She instantly embarked on island of the Far East.

The date was June, 1909.

Seoane, C. A. (1960). Beyond the Ranges. New York: Robert Speller & Sons, Publishers, Inc.


Snake later revealed the sinister secret of his nickname.

On pp. 121-122, Col. Consuelo Andrew Seoane wrote:
Chapter Ten
ESPIONAGE MISSION 1909-1911


After a period of respite in exquisite surroundings, we began an exploration of the Tushima Islands. They had been used as a rendezvous point by the Japanese Navy during its surprise attack on the Russians which launched the recently fought Russo-Japanese War of 1905. We were anxious to examine to what extent this locale had become a fortified naval base, fully confident that it had been accepted as vital to the Island's defense.

We planned on taking a small steamer from the town of Wakamatsu after spending a few days there in the pursuit of specimens. By this time I had become thoroughly accustomed to catching snakes and small reptiles.

One day while resting in the inn before taking the steamer to Tushima Island, "Snake" Thompson came into the room with a bag clutched closed at the top. From it he removed a "habu," a Japanese snake belonging to the rattler family. It had the same kind of poison as a rattler, without the built-in warning device at the end of its body.

Taking the habu out of the bag, Thompson held the snake's head in his left hand, and with the right, proceeded to use a hairpin to lift one of its fangs into a straight vertical position. Over it he inserted a very small test tube, while exerting pressure on its poison sac. As he did this, drops of poison juice fell into the test tube. I asked him what he wanted with the venom, and why he was taking such a risk of being bitten.

He asked me, "Do you remember what I told you before we started on this trip about an idea I had, and how a snake might someday save our lives? The way I see it, if we ever get arrested by a Japanese police officer while operating in the field, I might just have the chance to give him a hypodermic of habu venom. If so, he'll never know what struck him.

I jokingly remarked, "What would you do if the habu bit you on one of your fingers first?"

Thompson blandly replied, "If that should happen, I'll call upon you to cut off my finger at the bite. Please don't hesitate to do this instantly if ever I call for such action."

Suddenly my intense respect for snakes returned.*

As though to prove the merit of Thompson's idea, we had a caller at the inn. It was the Chief of Police who was interested in us and was paying a courtesy call. As part of our ruse to pass ourselves off as naturalists, we asked him if he would be able to interest the local school children in gathering such specimens as beetles, small reptiles, and frogs for us. He agreed that he could, and very shortly we were deluged with the offerings of the school children in their quest to earn a few cents each.

Possibly this same Chief of Police still had doubts as to our true pursuits, for we were also paid a courtesy call from a Japanese Natural History professor shortly after. Our room was upstairs, so our caller awaited us below. Upon receiving the Professor's calling card which a boy-san brought to our room, Thompson, with his twisted grin that always indicated he was conjuring up another scheme of salvation, said, "He's undoubtedly been sent by the police to dig into our knowledge of natural history. I'll send him away, and at the same time impress him with how little he himself knows of his own profession."

Thompson's uncanny knowledge of whatever subject he might become deeply interested in was so detailed and his mind so sharply acute that he was more than equal to the task of dispelling any doubt the Professor might have about our being naturalists. He eventually did become satisfied, and left, happy with his findings. We were not bothered by any more visits of this kind at Wakamatsu.

Nor did either of those we did have warrant expending the habu juice. We saved it for later.

Seoane, C. A. (1960). Beyond the Ranges (pp.121-122). New York: Robert Speller & Sons, Publishers, Inc.


* Cf. Seoane's sudden return of "intense respect" for snakes with Hubbard's issues:
L. Ron Hubbard wrote:
Snakes are not dangerous to you. There are no snakes in the bottom of your bed. Snakes are wise beings. They are your friends.

From The Admissions of L. Ron Hubbard

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 7:07 pm 
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Of interest in Biblical terms and Hubbard's iconography is the Brazen Serpent described in Numbers 21:4-9:

Quote:
4 They (the Children of Israel traveled from Mount Hor along the route to the Red Sea,[a] to go around Edom. But the people grew impatient on the way; 5 they spoke against God and against Moses, and said, “Why have you brought us up out of Egypt to die in the wilderness? There is no bread! There is no water! And we detest this miserable food!”

6 Then the LORD sent venomous snakes among them; they bit the people and many Israelites died. 7 The people came to Moses and said, “We sinned when we spoke against the LORD and against you. Pray that the LORD will take the snakes away from us.” So Moses prayed for the people.

8 The LORD said to Moses, “Make a snake and put it up on a pole; anyone who is bitten can look at it and live.” 9 So Moses made a bronze snake and put it up on a pole. Then when anyone was bitten by a snake and looked at the bronze snake, they lived.


Gustave Dore made one of the defining images of the Brazen Serpent in his 19th century woodcut:

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 7:22 pm 
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Interesting, J. Swift. Here's Scientology's snake:

Quote:

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 7:27 pm 
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With respect to the Brazen Serpent described in the Old Testament, we can ask if Hubbard's white-uniformed technician is pulling the brazen serpent down from its cross in order to render the people vulnerable to Scientology venom. Theologically, the Brazen Serpent is said to prefigure Christ, to have been a type of Christ on the Cross. Jesus told his followers of the Divine logic that required the necessity of his impending Crucifixion in which he would literally be lifted up for all to see:

Quote:
In the same way that Moses lifted the serpent in the desert so people could have something to see and then believe, it is necessary for the Son of Man to be lifted up—and everyone who looks up to him, trusting and expectant, will gain a real life, eternal life.

ref: John 3:15b

When we read this verse in the Gospel of John, Hubbard's image seems to imply that Scientology Technology will negate Judeo-Christianity altogether. In terms of the Cabala, it is quite easy to see that the white-uniformed technician is removing the Serpent from the Tree of Life:

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 7:30 pm 
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In esoteric, early Christianity, Jesus was sometimes shown as a Crucified Serpent. This imagery was to show that the Brazen Serpent was a type of Christ. It is here where we can uncover Hubbard's Satanic plans hidden in his iconography. Compare the Scientology symbols with this esoteric image of Christ on the cross as the crucified serpent:

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Here is a variant image of the Serpent pierced by the Spear of Destiny:

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Last edited by J. Swift on Mon Nov 01, 2010 7:57 pm, edited 2 times in total.

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 7:44 pm 
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In the Scientology iconography, there are many Qabbalistic features. The Sophia Tree with the Snake is an example of one of Hubbard's influences of "Serpent Energy" moving through energy centers interconnected by triangles. The Awakening of the Serpent Energy, or Kundalini, was a primary goal of Aliester Crowley as an Adept. Hubbard too would have worked to awaken the Serpent Energy. In his own way, Hubbard bound his brand of "Serpent Energy" within interlocking triangles that allude to his fusion of Thelema and his "Technology" which, when I look at it in terms of the evidence presented by Caroline and others, is Hubbard's version of Freudian Psychiatry fused to Magick. As presented by Hubbard, engrams are a psychiatric problem whereas BT's are a Magickal problem. That is why the lower grades are psychoanalytical in nature and the upper levels are Magickal in nature. This is Hubbard's attempt to address both the gross (lower) and subtle (higher) realms, or dimensions, of humanity. IMO, LRH stratified these realms or dimensions as "Dynamics" in order to decouple Scientologists from intrapsychic and spiritual wholeness and integration: No one is ever "complete" in Scientology.

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Last edited by J. Swift on Mon Nov 01, 2010 8:25 pm, edited 2 times in total.

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 8:06 pm 
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In L Ron Hubbard: Messiah of Madman? L. Ron Hubbard Jr. related a conversation that took place between he and his father when "Nibs" was in his early 20's; the emphasis below is mine. The red-colored sentences are what I think Hubbard was all about in the final analysis.

Quote:
"After he (LRH) got in the groove and plugged in his self-confidence again, he got up from the couch and retrieved several books from his suitcase. He dropped them in front of me on the hotel room coffee table.

"`I'm going to need more help,' he says. `More help than I'm getting. I'm going to outlive this whole damned world but I want you for back-up.'

"`You got it Dad, you know that already,' I say.

"`I know, I know,' Dad says impatiently, `but you don't have much horsepower. `

"`Hey, Dad, I'm doing O.K'

"He flies off the handle: `You snot-nosed kid. You don't know your ass from a hole in the ground!' He slams his hand down on the books on the coffee table. `All you are is a fart in a hurricane, kid; now read about the Real Power!'

"`The books and contents to be kept forever secret, he says. To reveal them will cause you instant insanity: rip your mind apart; destroy you.' he says. `Secrets, techniques and powers I alone have conquered and harnessed. I alone have refined, improved on, applied my engineering principles to. Science and logic. The keys! My keys to the doorway of the Magick; my magick! The power! Not Scientology power! My power! The real powers of Solomon,' he says, `Caligula and Alice too. Your past is your enemy,' he says. `the enemy of all.'

"I listen with hypnotic fascination: The books; some recently published, some over 1200 years old, The Book of the Law, The Sacred Magic of Abre-Melin, the Sex Magic of the Ninth Degree..."

"He (LRH) is excited, fearful and cautious. He is tense. Unimparted secrets, imparted for the first time.

"I open the books intending only to thumb through. I am awed and amazed; I Know these books! How could I?

"He answers:'They were used to conceive you, and birth you, too. I've read them to you while you were asleep while you were drugged and hypnotized; for years.

"`I've made the Magick really work,' he says. `No more foolish rituals. I've stripped the Magick to basics-access without liability.

"`Sex by will,' he says. `Love by will-no caring and no sharing-no feelings. None,' he says. `Love reversed,' he says. `Love isn't sex. Love is no good; puts you at effect. Sex is the route to power,' he says. Scarlet women! They are the secret to the doorway. Use and consume. Feast. Drink the power through them. Waste and discard them.'"

`Scarlet?' I ask.

"`Yes Scarlet: the blood of their bodies; the blood of their souls,' he says.

"`Release your will from bondage. Rend their bodies; bend their minds; bend their wills; beat back the past. The present is all there is. No consequences and no guilt. Nothing is wrong in the present. The will is free-totally free; no feelings; no effort; pure thought separated. The Will postulating the Will,' he says.

"`Will, Sex, Love, Blood, Door, Power, Will. Logical,' he says. "`The doorway of Plenty. The Great Door of the Great Beast.' He repeats the incantation; invokes the door opening to the realm of the Beast.


"I'm nauseated. I hurt.

"He says: `Never tell, or much worse will happen.'


"I nod."

ref: ref: http://www.xenu.net/archive/books/mom/M ... Madman.txt

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 Post subject: Re: Snake Thompson
PostPosted: Mon Nov 01, 2010 11:55 pm 
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I'm sure Brigadier General Henry J. Reilly would have wanted me to post his Foreword to Beyond the Ranges. 8)

Henry J. Reilly, Brigadier General, Retired, Army of the United States wrote:
Foreword

This book is sure to be of interest to everyone who is fond of adventure, concerned about world affairs, and yet equally curious about the life and reflections of a distinguished soldier who served as one of our Army's first espionage agents in the Far East—Colonel Consuelo A. Seoane, U. S. Army, Retired. [1]

I am honored to have known Seoane. He served his country as a private, corporal and sergeant in the U. S. 3rd Cavalry, and was wounded at Kettle Hill, Santiago, Cuba. Later, he became Lieutenant of Volunteers in the United States Volunteer Infantry, and fought with it in the Philippine Insurrection. During his tour of duty in the Far East, he became Captain of Philippine Scouts.

Through his long years of service in the Army, he brings to the reader, regardless of profession, an interesting story of a very useful and well-spent life.

Seoane was in uniform for more than forty years; rising through the ranks from private to colonel. When he entered the service, the Infantry was just throwing off the one-shot-at-a-time Springfield rifle for the new Krag-Jorgensen rifle. The Cavalry, his branch for many years, was still equipped with the old one-shot-at-a-time Springfield carbine.

There were no machine guns, nor mortars, and in those days the Signal Corps used flags, torches, and the sun-reflecting heliograph for communication. Nor were there such things as tanks or airplanes. Horses and mules reigned supreme.

However, the Army was well-disciplined. Its members had high morale, evolved from many years of service.

Colonel Seoane lived and played a major role in one of the great epochs of history that saw profound changes take place in the United States and its Army, the Far East and, indeed, the world. Some of his contributions to those changes were made from 1909 to 1911 as a military intelligence agent for the United States. He was one of the first two agents (spies) for the Army known to have operated in Japan, Korea, the Ryukyus, Taiwan, Manchuria and China. [2]

This background, and his inside vantage point to many incidents of a high-level political and military nature, give added clarity and understanding to his evaluation of our nation's present defense and intelligence programs.

I first met the Colonel when we were on mapping missions in the Philippines, in 1907. He was covering Bataan and the country north of it, including the territory in which General "Skinny" Wainright so gallantly fought the Japanese after then-landing in the Gulf of Dagupan, in 1942. He also mapped the territory around Subic Bay, where the Japanese landed the big guns that mercilessly pounded the hapless defenders of Corregidor in World War II. I handled the mapping south of Manila, including some of the territory in which were fought the battles with the Japanese who landed in Bantangas Bay.

I should like to think that this book will be read by all officers and enlisted personnel of our military establishment. It will instill in them a pride and respect for the "Old Army," and for the traditions which made it a valiant fighting group.

It is also my fervent hope that this book will awaken in the reader, a new pride in our country's accomplishments, and perhaps evoke from all Americans, a justified reproach for the bunglings by certain of our leaders, civilian and military alike.

Finally, I sincerely believe that everyone, particularly those who are interested in world affairs, will find this out-spoken, informal account of crucial world events as seen through the eyes of a distinguished soldier, to be both informative and thought-provoking.

HENRY J. REILLY [3]
Brigadier General, Retired
Army of the United States

Seoane, C. A. (1960). Beyond the Ranges (Foreword, pp.ix-x). New York: Robert Speller & Sons, Publishers, Inc.


[1] Wikipedia: Consuelo Seoane

[2] (Emphasis added.) The unnamed spy was Snake Thompson, on loan from the Navy. (See pp. 83-85)

[3] See also: Major-General J. G. Hobord's Preface to America's Part by H. J. Reilly. http://www.gwpda.org/wwi-www/America/ReillyTC.html

http://sdrc.lib.uiowa.edu/traveling-culture/chau1/pdf/reilly/5/brochure.pdf

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 Post subject: Re: Snake Thompson
PostPosted: Tue Nov 02, 2010 8:43 pm 
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William Sims Bainbridge contributed an essay to Scientology (2009), in which he recounts details of his great uncle Con's adventures with Snake Thompson. Bainbridge starts by positioning himself against "some mercenary secular journalists [who] are so hostile to Scientology that a special effort must be made to see this novel religion's virtues."

William Sims Bainbridge wrote:
The Cultural Context of Scientology
William Sims Bainbridge

I must be clear. I am not myself a Scientologist. As an atheistic Futurist and Transhumanist, I do not share the beliefs of Scientology or of any other religion, but I do agree with Scientology about the possibility of achieving transcendence through technology. Where Scientology seeks to promulgate a spiritual technology, I believe that physical technologies based in computer science and cognitive science would be required. A more sociological way of expressing this is to say that I am a member of the same post-Christian cyberculture as L. Ron Hubbard, but not a member of the Scientology subculture within it. My personal position is relevant for this scholarly essay for two reasons. First, members of the archaic Judeo-Christian-Islamic culture—including some mercenary secular journalists—are so hostile toward Scientology that a special effort must be made to see this novel religion's real virtues. Second, it is essential for someone familiar with the wider culture to which Scientology belongs to place it in its proper cultural context. (p. 35)

[...]

In particular, I spent six months in 1970 doing covert participant observation inside Scientology for my senior honors thesis, even trying Con's method of using shoe scratches to record data, and two years intermittently from 1971 to 1975 inside a nominally Satanic offshoot of it called the Process (Bainbridge, 1978). Subsequently, I felt it was my duty to provide court affidavits for the Church of Scientology—at no cost, of course—affirming that many members really did consider it to be their religion. Scientology was wise enough to notice that the fact I had done covert research without their permission or guidance added credibility to my affirmations, and our relationship has been on cordial but unbiasing terms ever since. (p. 42)

Lewis, J. R. (Ed.). (2009). Scientology. New York ; Oxford: Oxford University Press.


James R. Lewis introduces Bainbridge and his great uncle's "best friend" in the introduction to Scientology.

James R. Lewis wrote:
WILLIAM SIMS BAINBRIDGE is the author of 11 books, 4 textbook-software packages, and about 180 shorter publications in information science, social science of technology, and the sociology of religion. At the National Science Foundation since 1992, he represented the social and behavioral sciences on five advanced technology initiatives. Currently, he is program director for Social Informatics, after having directed the Sociology, Human Computer Interaction, Science and Engineering Informatics, and Artificial Intelligence programs. (p. xi)

[...]

Williams Sims Bainbridge's "The Cultural Context of Scientology" charts Scientology's cultural origins and affinities based on extensive data from participant observation, historical documents, questionnaire survey research, and other sources of quantitative information. The chapter outlines part of the complex cultural influences on Scientology in terms of four formative phenomena: (1) science fiction, (2) science adventurism, (3) systems of honor, and (4) the cyberculture. Of particular interest is the story of Joseph ("Snake") Thompson, an important influence on Hubbard, and the best friend of Bainbridge's great uncle. (p. 10)

Lewis, J. R. (Ed.). (2009). Scientology. New York ; Oxford: Oxford University Press.


Seoane discussed his "method of using shoe scratches to record data" in Beyond the Ranges:

Col. Consuelo Andrew Seoane wrote:
In retrospect, Thompson and I each lauded the other for having traversed the Ryukyus, Formosa, and now Japan, without becoming ensnarled with police authorities, even though we were certain there had been many close calls. If we could now have as much good fortune in Korea, Manchuria, and China, we would return to Manila bearing the facts for a constructive espionage hypothesis.

Perhaps, we admitted with just pride, the method we had invented to indelibly engrave in our minds that which we considered to be of significant value as we uncovered it, had been as alertly conceived as we had intended it to be. The simplicity with which our plans were formulated each day, bespoke of the method's practicality, and the material necessary for it was reduced to a bare minimum. Long before, we had made it a practice to have a slate in our hotel room where we would make diagrams in which we transferred our impressions of newly gained topographical or land features which later were to be made part of our final reports. This slate, a piece of chalk, and a damp rag constituted the tools of our trade.

Use of the slate for our espionage mischief was inspired by the childhood game of tic-tac-toe. We familiarized ourselves with this game which we had forgotten many years before, then launched a practice of mapping out new plans and crystallizing our mutual thoughts. We always had the damp rag at our side so that if our room was suddenly entered, diagrams on the slate could be instantly rubbed out and the intruder would find us setting up a new game of tic-tac-toe. It never became necessary to resort to this. Nor did we ever talk of our plans inside our room. We made it a matter of policy to take walks and, at that time, carry on our talks so that no one could accidentally overhear us or eavesdrop.

Seoane, C. A. (1960). Beyond the Ranges. New York: Robert Speller & Sons, Publishers, Inc.


Scientology training often requires students to commit large quantities of Hubbard's material to memory. Miscavige severely stepped up this feature of study tech in 1996, with the Golden Age of Tech procedures. In GAT, Students memorize Hubbard's codes, laws, axioms, etc. by reciting them to a wall.

Image
(c) 2001 CSI.

Image
(c) 2001 CSI.

Image
(c) 2003 CSWUS.

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 Post subject: Re: Snake Thompson
PostPosted: Tue Nov 02, 2010 9:18 pm 
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caroline wrote:
Miscavige severely stepped up this feature of study tech in 1996, with the Golden Age of Tech procedures. In GAT, Students memorize Hubbard's codes, laws, axioms, etc. by reciting them to a wall.

Image
(c) 2001 CSI.

Image
(c) 2001 CSI.

Image
(c) 2003 CSWUS.


Miscavige must have seen a documentary on the Wailing Wall in Jeruselum to come up with that one! :roll: Maybe he thought "I can have people talking to walls for a lot of money and at the same time outsiders might think it's some Hebraic aspect to scientology!" :lol: :lol:

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 Post subject: Re: Snake Thompson
PostPosted: Tue Nov 02, 2010 9:58 pm 
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Can you believe all the interior wall decorating DM did, to facilitate his Golden Age of Hipgnosis? :lol:

ASHO in 2001:
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CSI wrote:
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PATTER DRILLS
A BREAKTHROUGH IN AUDITOR PRESENCE AND CONFIDENCE


The most important data for an auditor to know is what question to ask the preclear.

Because in those questions lies the core of LRH technology—a closely taped path leading the preclear out of the labyrinth, into the bright dawn. And just like a guide, the auditor must know exactly which path to take. Without hesitation, without error.

How well does an auditor have to know his patter?

Perfectly.

For he must never hesitate—even for a fraction of a second.

How does a great Shakespearian actor learn his lines flawlessly? So perfectly that even years later, he can step out on stage and perform a superb Hamlet. By drilling, drilling, drilling, until it becomes a part of him. Until he can take his attention off "remembering" and just perform.

A professional actor doesn't come out on stage with his lines written on his shirt cuffs!

And a pro auditor doesn't go into session with "cheat sheets"!

The answer is Patter Drills. Originally developed by LRH in 1969 to teach Dianetics® Auditors the precise commands of Standard Dianetics, Patter Drills now exist for every auditing skill.

What does this mean?

Well, for Confessional auditing, there are nine pages of possible commands. And you learn them all. Perfectly.

In fact, there are Patter Drills for every auditing skill and type of process—and auditors know their commands cold!

The result? No more "cheat sheets." Because a real pro knows his tech and doesn't need a crutch.

He audits!

Success with Patter Drilling

“I have no attention on the commands. My sessions are more natural because I'm there with the pc. It's like driving a car—I don't have to think about it. I don’t have out TRs caused by a failure to know exactly what to do. I don't have attention on what I'm going to say next. I just know it." A.A.

"This is so powerful. You are not "trying." You don't have to "think of what to say next" and you are totally in PT. All of the machinery blows. All of the considerations and backoff blows. It is incredible."—Q.L.

“In session I am now completely relaxed and I know exactly what to do. Effortless competence. No matter what situation comes up I am ready for it. You see that the pc needs to do a specific action and you are so ready you say, all right, let's get to it!"—R.R.

“With these drills I've gotten so much certainty. I don't need to have
my process commands folded in front of my E Meter to remember the
next command. I just audit, and when I get a read I know what to do."—I.T.


Inset wrote:
PATTER DRILL
RUDIMENTS

NUMBER: RUD-P-2

LEVEL: Class 0 Auditors and above

PURPOSE: The purpose of this drill is to teach the auditor to be able to give the PTP rudiment commands accurately, in correct order, without hesitation or having to think what the next command should be.

POSITION: Auditor is seated facing a wall.

INSTRUCTIONS: Sit facing the wall with this drill in your lap. Give the commands in order, to the wall, maintaining good TR 0 and TR 1. If you falter or comm lag or are uncertain, reread the commands from this drill, then continue to give them to the wall.

[…]

PATTER DRILL—RUDIMENTS
PRESENT TIME PROBLEM RUDIMENT COMMANDS:

1. “Do you have a present time problem?”
2. “Is there an earlier similar problem?”
3. “On the question, ‘Do you have a present time problem?’ has anything been suppressed?”
4. “Has anyone said you had a present time problem when you didn’t have one?”
Reference: HCOB 11 Aug 78 I, RUDIMENTS, DEFINITIONS AND PATTER

END OF DRILL

[Image caption:]
The exact questions and commands of a process are called its patter. With Patter Drilling, the auditor uses prepared lists of commands to drill these until he knows them cold and can deliver them without hesitation in session.


CSI. (1996). Golden Age of Tech [Promotional brochure, 8]. Church of Scientology International.

_________________
INTELLIGENCE SPECIALIST TRAINING ROUTINE – TR L
Purpose: To train the student to give a false statement with good TR-1. To train the student to outflow false data effectively.
Commands: Part l “Tell me a lie”.


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 Post subject: Re: Snake Thompson
PostPosted: Tue Nov 02, 2010 10:43 pm 
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In this 1957 essay, Hubbard defines education as "the process of placing data in the recalls of another" and lays out some learning processes. The whole PAB is important for the current topic, so I'll post it. (Note also Hubbard's mention of Jack Parsons.)

L. Ron Hubbard wrote:
P.A.B. No. 110
PROFESSIONAL AUDITOR’S BULLETIN
The Oldest Continuous Publication in Dianetics and Scientology
From L. RON HUBBARD
Via Hubbard Communications Office
35/37 Fitzroy Street, London W.1
_____________________________________________________________________
15 April 1957

EDUCATION

Education—point of agreement.

The learning processes are all of them extremely interesting to the auditor because they bring to his attention at once that the common denominator of communication and aberration is at once “telling somebody something.” You say to somebody “hello”-you mean in essence “I am here, you are there and I recognize it.” It’s the relay of an idea. Well, now, learning itself has been, for I don’t know how long, very compartmented, it’s been very carefully grooved, so that learning as we speak of it then prior to 1956 meant what they meant in school—and that was “the inflow of ideas.”

Now when you speak to somebody out in the public about learning he thinks you’re talking about inflow of ideas, from some source or another either from a book or a teacher. That is a very narrow look, and when I talked to you about this before I
was using learning in that definition—an inflow of ideas.

It is not true that learning rate or the rate one will permit ideas to inflow is the common denominator of aberration or anything else, but it looks like it. The truth of the matter is, if you only considered inflow it would be like considering the motivator without the overt act. Now you know as an auditor how important it is to look at the overt act rather than the motivator. Don’t look at these inflows all the time. If you continue to look at these inflows and nothing but these inflows you will make as many mistakes as have been made in the past umpteen thousands of years in the field of education; and let’s not make these mistakes all over again.

Education could have been defined this way: “Education is the process of placing data in the recalls of another.” Do you see that? That’s what education thought it was doing. It thought it was placing ideas in the recalls of another and making a recall possible by somebody else of data related to him. Now that’s not very complicated, and that is the trouble with it: it is not complicated enough for educators. Now we deal with simplicities and this is the first time we really find fault on the line of simplicity—it’s an idiot’s definition—and that’s the process that is being carried on at this moment at Yale, Princeton, Harvard and Columbia; down here at George Washington, at Oxford, Cambridge and the Sorbonne—any place across the world at which they consider themselves tops in education—they are placing ideas in the recall of others.

A few schools departed from this from time to time, almost by accident, and usually under duress from their student bodies. Heidelberg is an example of this. Heidelberg never considered the relay of ideas important; it considered having been to Heidelberg important, and that was quite different.

As long as we maintain this idea of “inflow only” we are in trouble. Education does not happen. If education means inflowing ideas then you are also talking about hypnotism. You see, there’s no differentiation there; we are talking about beating somebody up and laying in an engram. This too would be education, wouldn’t it? So we have education and aberration very, very closely associated.

In fact, education WAS aberration. Life was busy teaching somebody a lesson and the lesson it succeeded in teaching him was not to do any more living. And that little lesson, then, was always at the base of education and it was done so that education itself could be considered aberration. In other words educational systems did the lazy thing, they did the easy thing: they simply paralleled the game of the MEST universe in teaching somebody not to live, and living paralleled it. Why, they then thought they were doing a good job. But let’s look at education as it was done. You taught somebody something by saying “Pigs have snouts.” They’re not supposed to say “Yes,” the classroom is supposed to be quiet. Later on you put an examination in front of them and it says: “What do have?” and they’re supposed to immediately answer and write: “ have snouts.” You’re supposed to be able to associate this completely.

So it’s just a test of recall.

Now as you know, therapeutically, recalls—and by the way, if you don’t know this try it some time: just sit and ask somebody to recall something about some person and do nothing but that and notice that you get a decline of case. That’s an interesting thing. You had to use the whole of the ARC formula, something really real, some time you were in communication with, and the reverse side of it too—in other words, the entirety of the straight-wire formula, inflow and outflow—to get away with it. But if you just asked somebody to remember something about George, remember something else about George, remember something else about George—if you asked him what he was doing, he’s picking up every moment he ever saw George motionless. This erases, you see, all the rest points of George and leaves nothing but the confusions and the halfway feeling that George is there, so we sort of move George as a disembodied entity into present time and confirm the valence. Now this is quite a trick, but you just knock these rest points out and George becomes a confusion. Therefore, nothing but recall used therapeutically and educationally would wind somebody up in rather a confused state. He would be sort of half hypnotized, just nothing but recalls. So if you give people data like “Pigs have snouts” and then ask them “What has a snout?” or “What has a ?” you have given them a stable datum and now you’re taking it away from them.

You might look up some time a university record as to suicide and nervous breakdown; such a record is honestly kept, I know. I did this once and I had a lot of trouble. I wanted to know how many students had committed suicide in that university and they wouldn’t own up to it, but I found out there had been quite a few and there’d been a great many nervous breakdowns, all at examination time. They spend the whole semester giving somebody some stable data and then at examination time they take that all away suddenly. In other words, simply implanting the recall and then pulling it back out again has been defined as education; but it is nothing but a black operation—nothing but. To do this to little kids is to do away with their initiative; therefore a time for revolution in the field of education is definitely at hand.

Education would have to be defined much more broadly. But remember in the old logics about action definitions. Well, you’d have to give it an action definition; it would have to be a real definition that gave its use and a purpose for it, to be of any kind of a game itself. The reason why teachers go into a no-game condition is because teaching itself is not really a game. It is putting a bunch of other people in a no-game condition, and of course that’s only part of a game. To teach a subject it would be necessary for the person being taught to be able to receive a non-significant, disrelated idea from another person. You see, that would be a necessity in order to teach somebody something.

The next condition that we would have to meet would be making certain that person could maintain his power of choice over the data given to him. So we would give him some data which were incorrect, and giving him these incorrect data we would find out if he could remember them and if he could reject them. The idea of being able to reject a datum and still remember it, to know that it’s untrue and non-factual and still be able to recall it, is of course bettered by a further action: being able to wipe it out completely or not even recall it; and that is a skill.

The next thing would be to feed him a datum, have him give objective examples and active examples of this datum so that it’s not then just a string of words, and then ascertain whether or not he could still reject it or accept it and then ask him to rephrase it, and eventually he will form something which will to him be an agreeable stable datum, and having done this we would then have accomplished power of choice over a datum. To get him to remember or repeat a non-significant datum would be the longest haul at first, and you may find people who have a terribly long haul on the subject of incorrect data. You give him an incorrect datum and he can’t reject it, but when you have made that possible you can then give him a datum, have him give objective examples of the datum, have him rephrase it, give objective examples of his datum, accept it, reject it, handle it, throw it around, and the next thing you know he has something which will buff the entirety of confusion surrounding that subject. You have created there something which is armor plate as far as he is concerned. He KNOWS a datum. Now he doesn’t KNOW it as recall; that’s the trick, you see. This is entirely different.

Now it’s hard to describe how he knows it, because there’s nothing there to describe except the datum itself, so to write long chapters on this new type of knowingness would be an impossibility—it’s something that is experienced, it easily goes on beyond the field of description.

All right, let’s take a look then at education and find out why you would do this that way—rather than to just place something in somebody’s recalls, to have him really know it as a datum. Why would you do this? Would there be any sense in this at all? Well, yes, there certainly would be. The individual would be able to USE that datum. He would be able to evaluate its importance, he would be able to handle it and handle with it many other things. In other words you have given him something for his utilization.

Now I want to tell you a little difference in the field of education itself. The stress of “teaching” in a modern school today is this: “How to occupy the child’s time.” That’s right—that’s what they teach in modern training schools. Great stress is put on this; you have a child just so long, he has to be taken out of his home for that length of time, you have to keep him occupied in school and that’s just about it, and you wonder why a child of twelve or thirteen doesn’t really know how to spell, his penmanship is poor, his reading is worse, and so on—that’s because a different thing has come into view. Now this is not the tradition of the little red schoolhouse of song and storybook through the generations. There was another tradition in this country, and I don’t know where the tradition I have just described came from, but this other tradition was the American tradition and it went like this: You had to get ‘em and put some shoes on ‘em in a hurry and teach ‘em readin’, writin’ and ‘rithmetic as fast as you could because they weren’t going to be in school very long, and the teacher who was put through normal school, so called, a hundred years ago was taught that. You have got to be fast, you never know when papa’s going to take him out and put him behind the plough. Give him some education before it happens to him. You probably will get them in the winter months when there’s not much work to do, but in the summer you’re never going to get them. Hence the summer vacation.

Of course, the child loves this idea; he doesn’t have too much sympathy with education in the most part, as it is performed; but if school really educated him I’m afraid you’d have an entirely different attitude on the part of the child. Now I have been very fortunate to know in my life quite a few real geniuses—fellows that really wrote their name fairly large in the world of literature and science—and I consider myself very fortunate to have known them because they are so rare. Why are they so rare? I found something peculiar about these fellows—they were for the most part taught in peculiar schools! They were taught in some YMCA school or they were taught by some Englishman who ran a little college for difficult children in the street; they were all taught—it seems—in some kind of off-breed school. Now this is peculiar, because the school existed to a large measure to take care of people who were slopovers from the usual educational system—there wasn’t very much education involved. The fellow would come in and he’d be interested in something and therefore they had the master give him his head. One chap by the way, who gave us solid fuel, rockets and assist take-offs for airplanes too heavily loaded on aircraft carriers, and all the rest of this rocketry panorama, and who formed Aerojet in California and so on. The late Jack Parsons, by the way, was not a chemist the way we think of chemists. He was not taught in the field of chemistry beyond this fact: There was a little professor who opened up a school. Nobody could do anything with Jack so they sent him over to this school and the professor found out he was interested in chemical experiments and turned him loose in the laboratory and gave him a lot of encouragement. He eventually became quite a man. It is interesting that this completely sloppy type of education is apparently quite workable.

Here are some LEARNING PROCESSES. Try them out and see the difference between KNOWING a datum and knowing it as a recall.

1. Learning Process No. 1:

(Flatten each part thoroughly before going to next.)

(a) Give pc 3 numbers. Have him repeat. See if he remembered. Repeat this process.

(b) Give him incorrect datum. Have him repeat it. Discover if he could remember it. Discover if he could reject it. Repeat this process.

(c) Give him vital datum (concerning rudiments of auditing in the case of a Scientologist, for example). See if he can repeat it. See if he can rephrase it.

Have him give objective examples. See if he can reject it. Repeat this process.

2. Learning Process No. 2:

(a) Discover things Auditor and pc can agree on in vicinity.

(b) Feed pc vital data (Scientology and rudiments, for example). Get him to give objective examples, rephrase and reject and accept.

3. Learning Process No. 3:

Have pc discover unimportant data in environment.

4. Assigning Identity:

This is a Walkabout, inside and outside.

Commands: “Look around here and find something you could have,” “For what is it used?” (or “What is it called?”), “Could you invent another use (name) for it?”

5. Objective Forgettingness:

This is a Not-Know Process. It is another Walkabout.

Commands: “Look around here and find something it would be all right to forget (or not-know).”

If these five processes are flattened early in the week, note the changes, repeat, and effect further changes.

L. RON HUBBARD

Emphasis added.

Hubbard, L. R. (1957, 15 April). Education. Technical Bulletins of Dianetics and Scientology (1976 ed. Vol. III, pp. 28-31). Los Angeles: Publications Org.


More re: Training Indoctrination

_________________
INTELLIGENCE SPECIALIST TRAINING ROUTINE – TR L
Purpose: To train the student to give a false statement with good TR-1. To train the student to outflow false data effectively.
Commands: Part l “Tell me a lie”.


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 Post subject: Re: Snake Thompson
PostPosted: Tue Nov 02, 2010 11:12 pm 
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Posts: 10204
Location: Los Feliz, California
Bainbridge:

Quote:
A more sociological way of expressing this is to say that I am a member of the same post-Christian cyberculture as L. Ron Hubbard, but not a member of the Scientology subculture within it. My personal position is relevant for this scholarly essay for two reasons. First, members of the archaic Judeo-Christian-Islamic culture—including some mercenary secular journalists—are so hostile toward Scientology that a special effort must be made to see this novel religion's real virtues. Second, it is essential for someone familiar with the wider culture to which Scientology belongs to place it in its proper cultural context. (p. 35)

Although Bainbridge knows he could easily lay waste to Scientology on purely sociological terms for being a deviant group, e.g. RPF/Forced Abortion/Disconnection/Crush Regging/Etc, he apparently defers so that his Uncle Snake Thompson is not sullied via L. Ron Hubbard. Therefore, Bainbridge soft-peddles CoS as being part of a post-Christian cyberculture. I do not see CoS as a part of post-Christian cyberculture for the simple reason that its members are discouraged, or sometimes even banned, from participating in cyberculture. If you're not allowed to read "entheta" online due to religious censorship, then you're really not a part of post-Christian cyberculture at all. Furthermore, as CoS embraces Christianity and all other religions it cannot, by definition, be part of the post-Christian culture, cyber or otherwise. Bainbridge contradicts himself on several points here.

Of course, Scientology is lying. CoS rejects Christianity and all other religions as "R6" implants. To correct Mr. Bainbridge's misapprehension, then, the Church of Scientology is a classical Antichrist cult and is not a part of any post-Christian culture. This Antichrist status is due to CoS' Magickal roots and LRH's own writings and declarations. One would think that a scholar of Mr. Bainbridge's stature would realize this distinction. Someday this distinction may even be a "Final Jeopardy" question, but I digress.

Bainbridge further contradicts himself on this point:

Quote:
I must be clear. I am not myself a Scientologist. As an atheistic Futurist and Transhumanist, I do not share the beliefs of Scientology or of any other religion, but I do agree with Scientology about the possibility of achieving transcendence through technology. Where Scientology seeks to promulgate a spiritual technology, I believe that physical technologies based in computer science and cognitive science would be required.

As an atheist, Bainbridge rejects any form of spirituality. Therefore, he must reject all attempts transcendence via spirituality, including "spiritual technology." Said another way, all religions attempt some form of transcendence. As an atheist, Bainbridge must reject all religious attempts at religious transcendence. Yet, he soft-peddles his atheism when it comes to Scientology. The overt doth speak loudly: Bainbridge spied on CoS and then supported it as a religion, this while being an atheist. How can an atheist support Scientology as being a religion when atheism rejects all religions? Sorry Bill, you look disingenuous when discussing the topic of Scientology. Admittedly, though, the "shoe scratches to record data" trick you did while in CoS was very chic "Old School Spook." Your uncle would have been proud of you. True, it was not pre-WWII Japan, but Orgs back then were dangerous in their own way. Had you been caught, who knows what would have happened to you!

*****
I give credit to the Church of Scientology for being both novel and quite spiritually depraved. Because CoS is based upon a classic Old World Master Race doctrine embedded in Magick, it cannot possibly be part of the post-Christian cyberculture. Indeed, as a general statement, post-Christian cyberculture is interactive and thus places zero emphasis on people robotically reading books to walls for hundreds of hours on end. Apparently Bainbridge missed this point about cyberculture.

BTW, Cult of Scientology: Why don't you come up to Present Time and have your members reading iPads while talking to the walls? I am certain Mr. Bainbridge would feel better if you did a more high tech sort of "post-Christian" cyber-indoctrination.


/////

_________________
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http://www.youtube.com/user/SurvivingScientology
http://www.survivingscientologyradio.com/
http://scientologymoneyproject.com/
contact: scienowriter@gmail.com


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 Post subject: Re: Snake Thompson
PostPosted: Thu Nov 18, 2010 2:23 am 
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This excerpt from Rhoda Seoane's Uttermost East and the Longest War provides another fascinating view into Snake Thompson's character.

Rhoda Low Seoane wrote:
The Colonel's dark eyes glowed with interest as he continued to recount how "Snake"—as he liked to be called—because of his interest in snakes and coleoptera, or hard-shelled beetles, never spoke to a superior in rank as a subordinate, for he always felt himself the other's mental match. For alertness of mind and quickness in action, there were few his equal and none his superior.[1]

"One day on Formosa I said to him, 'Snake, what would you do if a card player confronted you with a pistol?'"

" 'I would have it out of his grasp before he realized what was happening,' was his quick answer.

"Then on another occasion on that island, although we knew a faggot-gatherer, or police agent, had been following us for two days, Thompson wanted to see if there were any fortifications at the water's edge, some five hundred yards distant. This was at a point where the police agent was within two hundred yards of us. Snake told me quickly to stand next to him, blocking his figure from view, while he unloosened his trousers and crouched to the ground. This was smart strategy, for he had no other purpose than to look through his field glasses at the shore line, which he succeeded in doing."

The Colonel shifted his position and spoke rather rapidly:

"Thompson never consumed any alcohol, neither did he smoke. His knowledge of whatever subject he might be interested in was so detailed and his mind as sharp as a razor's edge, he would have been a most able cross-examiner in court. I formed this opinion during our five hundred-mile trek together."

"And did I ever tell you, Reilly, we used to use raw eggs as a form of sustenance on those islands?" Seoane queried with raised eyebrows.

"Thompson told me that raw eggs could be digested in three minutes; and were a prime source of sustenance."

The Colonel pointed out to Reilly that their walking was divided into two parts. The first was concerned with travelling distances where transportation was not available, and the second was concerned with the formation of the country surrounding a fortified area. Such districts were studied in great detail until a mental picture was impressed upon their minds. As he had studied map-making for two years in the Philippines, he was familiar with this type of engineering and with the details necessary for obtaining an appreciation of the land they were covering.

Snake knew that he had been selected for a task which none other had been able to qualify for, and as he was fluent in Japanese, he wanted to apply the full use of his wits to his country's service. He selected Seoane as his essential companion because of his understanding of topography and general military knowledge.

"The Japanese police were not on our tracks in the regions other than Formosa, but on this island we were trailed continuously by these agents. Had the faggot-gatherer crept upon us quickly during that particular day, when Thompson was looking for fortifications with his field glasses, I know all too well what the result would have been. The police would have undoubtedly seen to our speedy death with a report that we had been the victim of robbers."

Seoane paused for a minute, then, moving forward in his chair, continued with deliberation that he had learned from his sister Corita, in Virginia, after his return to the United States, that after inquiring from General William H. Carter at the War Department as to his safety, they were glad to be able to report news of his well-being. When she had come there previously there was no knowledge of their whereabouts, so there was concern for our safety.

At the outset of their vital work, they decided never to seek introduction to highly placed officials, for to have intercourse with such individuals a foreigner had to come with all credentials directly from his government. Otherwise, his name went to the National Police for checking. The local force was detached from the National body, and handled their work locally. This, of course, was a great advantage to them. They discovered the official class was invariably distant in their relations with them, as well as ambitious and racially conscious, whereas, the the Japanese removed from metropolitan centers were always hospitable and friendly.

One day they received a courtesy call from a Japanese natural history professor. Thompson showed the professor's card to Consuelo and said with a grimace that our new caller has undoubtedly been sent by the police to inquire into our knowledge of natural history. "I will dispatch him, giving him an inferiority complex regarding his particular profession."[2] After this all such visits terminated.

Seoane, R. L. (1968). Uttermost East and the Longest War. New York: Vantage Press, Inc.


[1] In his autobiography, Beyond the Ranges, Col. Seoane gave a slightly different origin for Thompson's nickname (mentioned earlier in this thread.)

[2] Hubbard self-installed and uninstalled illnesses and psychoses in his own case. See The Admissions of L. Ron Hubbard.

_________________
INTELLIGENCE SPECIALIST TRAINING ROUTINE – TR L
Purpose: To train the student to give a false statement with good TR-1. To train the student to outflow false data effectively.
Commands: Part l “Tell me a lie”.


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