SHSBC-113 ren 119 20 Feb 1962 WHAT IS A WITHHOLD

Levi Murphy wrote in COSinvestigations@egroups.com :

SHSBC-113 ren 119 20 Feb 1962 (Level 2 tape)

WHAT IS A WITHHOLD

[Clearsound checked against old reels. This lecture has
many omissions in the clearsound version. The omissions
are marked ">".]

(60 min)

> OK. You have, by the way, seen an example of sec checking
> on rudiments, as opposed to prepchecking, and you had three
> or four rudiments live on the other session, the first session
> you saw, you remember that? The earlier session, same pc.
> And the auditor just swept these by grandly - you remember -
> and you gasped with horror - you remember gasping slightly
> with horror?
>
> And today you saw me handling them with sec checking, and
> going in and straightening up every rudiment or trying to,
> and bypassing prepchecking. We never got to prepchecking,
> did we? We never got to our business at all. If it is
> all right with you Fred, we will now ask the pc.
>
> You understand, this is not preordained particularly - it
> just isn't taped so as to give you and example of which is
> which - it just turns out that you now have an example of
> which is which.
>
> All right, which session gave you the most gain, Fred?
>
> Fred: The first one.
>
> The first one. We handled the whole ruddy lot with
> prepchecking, didn't we? And in the other one we never got
> any auditing done to amount to anything. Go ahead and tell
> them what you told me at the end of the session about having
> the areas confused.
>
> Fred: Well - you'd asked me about the withhold on something -
> had to do with money, and I had three different areas, you
> notice, the Center Theatre, The American Theatre Association,
> a big area there, and this area here. And I wasn't sure about
> which area the withhold was in. And on Thursday, in prepchecking,
> coming around to "What about such and such", the number one
> question - every time you came around to the number one question,
> I knew where I was. I could locate myself kind of on the track,
> and what are we working on together here. I knew where I was
> every time the number one question came around. We got a new
> number one question, we had it narrowed down to one area and
> cleaned that up before we went on to something else. This time
> I wasn't sure and like I say - well gee - where? you know? what?
> Something like this.
>
> Okay, All right, good enough.
>
> Okay, you see this? Well we learn what we learn. That was
> not scheduled to teach you these two things. You should
> understand these are live sessions, they're not demonstrations.
> You learn what you learn out of something like this. Of course
> I feel silly when I don't get a pc pressed on forward.
> I didn't intend actually to run into this much crash on this,
> and frankly an hour or an hour and fifteen minute session is a
> very short session for me. I normally will audit three to five
> hours in a session. And I'm having to scale my sessioning down,
> see, and that's a demonstration.
>
> Frankly, it it my opinion after this session, that the
> more you monkey around with rudiments except for havingness
> why the less auditing you're going to get done. That's just
> what we sort of meet. That does not apply to 3D criss cross,
> but we've got prepchecking now, and it is a highly precise
> activity, and I don't think that sec checking even vaguely
> compares to it. That's my opinion. I couldn't get it off
> the launching pad. If we'd gone on auditing, I would've given
> him a break and said "Well none of this is clear, none of these
> things are null". I would've given him a break and we would've
> had a cigarette. I would've brought him back into it and started
> a new session. See? I would've ended that session and started
> a new session instantly, and I would have swung right into the
> rudiments. "All right, this one's live and this one's live",
> I would've told him, see? And then I would've come down on
> prepchecking and I would've said "Well, what about money?", or
> "What about taking money?" or "What about this subject?",
> because this seemed to be the subject we were on. And then I
> would have gone ahead and cleaned it up by area and type of
> withhold and so forth, and I would have cleaned it up properly.
> But I was trying to clean that up with the who and the when,
> if you will notice, just who and when, and man it didn't spring
> did it? So scrub it. It didn't spring. If I can't do it, I can't
> expect you to. Okay?
>
> There's no substitute, apparantly, for just full dress parade,
> clean zone, troups to colors, prepchecking. Get a zero, proceed
> from the zero, go to your one. Proceed from your one to your
> one sub one. You know? Whatever it is. There's no substitute
> for it.
>
> I've run a couple of sessions since I was that ... Well, I ran
> another session particularly, I was just standing on my head. I
> could've been sitting there knitting, like the children's tutor
> does, teaches in school without strain.
>
> This requires no strain on the auditor. This puts quite a strain
> on the auditor. You don't know where you are going. And this
> other ... I ran a 3 and a half hour prepcheck session, terrific
> numbers of withholds blowing off the line, just giddy, there was
> nothing to it - Sunday night. I woke up ready to go to a dance
> There wasn't anything to this on the auditor. Okay?
>
> Do we have ... Peter, is that ... that's all right ...
> Oh, we didn't put that demonstration on, did we? Oh you
> did, well three cheers, that's a good experience, that's a
> good experiment, thank you, thank you very much.
>

All right. This is Saint Hill Special Briefing Course.
What's the date?

Audience: 20th.

Thank you. What's the month?

Audience: February.

Oh, thank you. What's the year?

Audience: A.D. 12.

A.D. 12. All right. All right. We will let you away with
that. Thank you very much.

> Special Briefing Course Saint Hill, and we have some
> new students in our midts. We have some new students
> in our mitt. And I think you actually should ...
> We shouldn't introduce some of these. (laughter). Well,
> here's the one we can introduce: Hazel Booker, stand up!
>
> And Essie Shaefer, stand up!
>
> And somebody we're glad to see, you haven't seen for a long
> time, Jim Skeleton, stand up!
>
> And here are two students that I must empathize - I'm very
> glad to see here and were ... we let them on in spite of their
> HDA, HCA classification, (laughter), and so forth, but we did
> let them on course, so you be kind to them, and that's Jan and
> Dick Halpern, stand up!
>

[later on in the lecture]

Hm. God, man. Well, you don't have to clean it up in one
session, but you have to make sure that you've got another
session.

> You notice that I had about two or three rudiments banging
> there in that demonstration today and even "missed a withhold"
> is banging and the pc didn't spit at me, because the pc
> knows I know that they're missing. The pc knows I know
> where we're going on this sort of thing - has confidence
> in me.

[yet later on still]

But anyway ...

> As you get this straight across the boards, we find that
> a hundred trillion years ago, why ...

Well, let's take an example.

> We had it mentioned in session today.

[even more later]

> I'll give you an example out of your session today.
> We had two or three periods of explanation when I wasn't
> doing prepchecking. In view of the fact that I wasn't doing
> prepchecking, I of course could never get to the bottom of
> it. I was just crippled, you see, because I couldn't slide
> in the What. Because, during rudiments I was avoiding Whats
> and I certainly wasn't prepchecking, I was sec checking -
> doesn't work.

-------------------------------------

Lots of Squirreling!!!!!!!!!!!!!!!!

I don't think they (RTC) like the fact that LRH said Sec Checking doesn't work... on a Level 2 tape that teaches how to sec check.

Levi