A floating needle is the most desirable action to see on the meter as the result of a clearing action being done. It shows that the client has finished looking at something, he feels good about it, and he is ready for something else.
A floating needle is a slow, rhythmical movement back and forth of the needle. It is slow and un-attached, no hang-ups of any kind. It is like molasses just flowing. It might be just 1/4 of an inch or it might be across the whole scale or bigger. The bigger it is the more the person is un-attached and un-affected.
The floating needle would typically stop when we take up the next subject and we get another one when we are done with that next charged subject.
When we say the needle is floating we usually mean an action that continues for a little bit, not just a sudden brief reaction. However, there is also the phenomenon of an instant F/N which is an F/N that starts suddenly as a reaction to a question.
Sometimes we get a floating needle that doesn't stop. It is called a persistent F/N. It just keeps going no matter what we say or do. That is a very good indicator. It shows that the client feels so good that we can't restimulate anything on him currently. We would let him take a bread for a few minutes, hours, or days until he again feels that we could bring up some mental mass.
A really large floating needle becomes a floating range. That basically means that the float is so wide that the needle hits the pins in both sides of the scale so that we would have to continuously adjust the range knob to catch up with it. That is also a very good indicator, and further clearing actions at that point would not be possible.
A person who has done a lot of clearing will have an easier time getting a floating needle and it would be more likely to be his general state.
To start with, a floating needle might be more difficult to produce. Some people won't get one for a while, until their chronic restimulation in life has been taken care of.
When a clearing action is finished and the client has a floating needle, the practitioner would usually tell him so with: "Your needle is floating". That is sort of the signal that we are done with the action. The practitioner would only say that when we really are done with an action or sub-action.
While doing a clearing action there might be a beginning F/N before we are actually done. It shows that things
are freeing up. It might gradually become wider and more persistent. However, it wouldn't be called before we are
all done with the action.
The needle actions are primary used to tell us what area to run. The needle tells us which subjects are charged.
The action of the range setting tells us how well it is running. The continued up and down action of the range is a good indicator that tells us that we are making progress.
When we are running a process the range knob must be adjusted every time the needle starts to drop off the dial. That is a rough indicator that the client is building up or removing mental mass.
When the range setting is increased it indicates that mental mass is currently being built up. If that is as a result of a process it usually means that we are getting into some useful material.
When the range setting is turned down it indicates that mental mass is being released. It shows that the process we are running is effective in clearing something.
During the course of a process the range would typically go up and down as we are bringing up and clearing various aspects of a subject. This range action is a good indicator and says that we are getting somewhere. Since it is the downward motion that is mainly beneficial that is what we would monitor.
Typically the range starts between 2 and 3 on the scale. We introduce a subject to the client or he brings it up himself. The subject or question would give a needle read on the meter if if would be valid to pursue it. Then, as we work ourselves into it the range would increase. As a part of it resolves the range would come back down. That might continue for quite a while while we are working with the process. Finally we will reach a good point where that specific subject seems to be clear. At that point the range is probably again down between 2 and 3. Ideally we have exhausted the available range action on the question at that point. At the end of the process the needle would also show a floating needle which indicates that the client has released his attention on the subject and is comfortable with it.
The amount of range action during a process or a session is a relative measure of the effectiveness of what we are doing. It is usually tallied into a number of downward divisions. A division is what is between for example 2 and 3 on the range scale. If we got a range action of '20' during a session that means that the range moved down the equivalent of 20 times what is between 2 and 3.
The easiest way of monitoring the range action is to use a meter that has an automatic counter. That is an electronic or mechanical display that adds up the downward action as we go along. It would usually be zeroed at the beginning of a session and read off at the end of the session. It would typically show the range action with one decimal, e.g. '20.3'.
Different people get different amounts of range action. It is not very useful to compare between different clients. However, relatively for one client it shows how well we are doing with the current action.
For clearing purposes we are after the subjects that would produce the most range action and we would like to get the most action out of each.
A golden rule for clearing practitioners is:
"If the range is moving do nothing - If the range is not moving do something"
That basically says that if we are getting range action, then we are on the right track. If we are not, then
we better find a better approach that can be more fruitful.
If we are going to pick between several different subjects, the instant reactions are what we are after. This is when we have a list of possible areas to look at and we are trying to determine the most advantageous to look at in terms of clearing.
An instant reaction on a subject tells us two things:
1. There is mental charge on that subject
2. It is available to look at.
The reverse is not necessarily the case. A very charged subject might be submerged, it might not give a read, and the client would not be able to look at it. What we are after is the stuff that is accessible as well as charged. The read basically shows us that we would get something out of pursuing the area. A lack of a read would make it doubtful at best.
The existence of a big read on a subject does not tell us that this is the main thing wrong with the person or anything like that. It might tell us that it is the most available charge to look at. We wouldn't attempt any 'objective' analysis based on that. We simply take care of things in the order they are available.
The mind has a built in safety mechanism. Unless it is forcefully overwhelmed, it will be very cooperative in handing out material that we would be able to resolve. Under normal circumstances it will give us stuff that should be resolved and that can be resolved.
The reactions we are after are the instant reactions. With instant we mean:
occurring at the exact end of a major concept.
That is when either:
1. You finish saying something to the client
2. He finishes saying something
3. He thinks something.
The reaction is at the exact end of the concept. That is, when the client has the full thought available to him. That doesn't mean after he had time to think about it, it means instantly after it is there.
If you said the question: "Is there something you don't understand?" to the client and you get a read (small fall, fall, long fall, or long fall blowdown) immediately when the word "understand" has been said - then the question is charged and we know that an answer would be available, even if the client hadn't said anything.
A reaction might be noticed after the client says something. For example, he might originate: "There is something I don't understand" and you get a read immediately after "understand".
You might also ask the question and the client thinks for a bit to look for an answer and then when he finds it you get the reaction.
All three examples are instant reactions. It is very important that the read is instant. We don't take up latent reads that occur seconds later, it has to be exactly at the end of the major concept.
We are generally after reactive material. It is the sub-conscious, automatic reaction we want. That reaction occurs instantly. What the client is consciously thinking is an entirely different matter. He might consider the idea and get a reaction on that a few seconds later. That wouldn't be very useful for clearing purposes.
An instant read shows that there is sub-conscious material reacting, and that is is available.
When something reads on the meter the resistance is temporarily dropping a bit. Typically the needle will go right back to where it started.
The drop shows that something discharged a little bit. We touched upon something that is charged, an existing mental mass, and a tiny bit of it discharged temporarily. Since the needle went right back where it came from we know that there is more there, we didn't get all of it.
The read shows us that a decrease in resistance is available in that area, but we haven't quite accomplished it yet.
Something that produces a temporary discharge when we touch it gives us a promise of more discharges if we dig into it. We know that we can get some action on it.
If we work with the area that produces the read we get range action. The downward motion of the range shows that something actually discharges, not just temporarily. We will keep working on the area bleeding off any charge that is available for discharge until we can't get any more action and it seems to have been cleared up for the client.
A good read shows that we probably could get a permanent discharge if we pursue it.
A blowdown or other downward motion of the range shows us that we are getting a permanent discharge of mental mass.
Other mental mass might take its place and the range will go up again.
If we work an area over completely we get a permanent discharge of the potential mental mass connected
with it.
The practitioner will generally not call the clients attention to what the meter is doing. The only exceptions are the calling of floating needles and steering.
Steering is when the practitioner guides the client's attention by letting him know when a specific read occurs.
If we are looking for something, and a characteristic read is occurring, but the client doesn't seem to recognize anything, then the practitioner would help. He would say "that" or "What is that?" whenever the read occurs until the client spots what he is looking at and can tell you what it is.
We only do this when we have to. It is generally better to let the client develop his own confidence about what is going on. We don't want to make him dependent on the meter.
Notice that we still don't tell what the meter is doing. We don't say "That was a small fall", we just say "that". We try to keep the client's attention on his mind, not on the meter.
If you had asked a question that read, but the client had no idea what it was that read, and he doesn't readily find it, that is when you would use steering.
You don't just call anything the needle is doing. You are steering by a specific read, the same one that
you saw in the first place. If you start calling anything else then we get off the subject.
The meter is a tool that can be used in many different ways.
One fascinating area is the use on meters on plants. Amazingly, plants seem to have similar reactions as humans. And experiments with plants can shed light on the nature of what we are actually measuring.
One can attach the meter to a plant by attaching the clips to different leaves or branches. It should be done without harming the plant unduly.
Now, the overall range is likely to indicate the general "mental" state of the plant, just as with a human. And we find that we can also get similar types of reads.
If you cut off one of the other leaves of the plant you will sort of make it record a traumatic incident. When later on you bring it in contact with some of the elements of that incident you are likely to see a read. For example if you bring back the scissors and pretend to try to cut off another leaf.
Quite surprisingly there is also a connection between different plants. The reads will also occur on other plants close by, even if you didn't give them individually a traumatic incident.
This last fact is what seems to indicate that we are dealing with electrical fields, not just with body functions. The electrical fields of the plants are connected or overlapping and therefore their reactions are linked together. It doesn't take much extrapolation to guess that human beings affect each other also depending on the mental mass they have in their space.
An illustrative parlour game that can be done with plants is a follows: Place two plants of the same type in different rooms. Connect a meter to one of them. Now, in the other room, pick one person out of the group of people available. He is going to be the "killer". He takes a scissors or a knife and "brutally" cuts off a leaf from the plant in that room. Then everybody goes to the first room leaving the assaulted plant where it is. Now, each person will in turn be presented to the neutral, unharmed plant. If everything goes right the plant will give a reaction when presented with the designated "killer".
Experiments can and are being done with plants to find out how to increase their "well-being" and therefore productive outcome, growth and so forth by monitoring them electronically.
None of this relates directly to what we are doing with meters. However it illustrates some of the principles
involved. There are still areas that could bear further exploration and research in that regard.
The bigger the read, the more promising the reading item is for clearing purposes. It shows that the item or question is both charged and available.
Only falls of various sizes are considered reads for the purpose of picking items of questions to pursue. Only exception is that an instant F/N is sometimes the best read available.
For the purpose of evaluating and comparing reads we divide them into different size categories. The category would always be noted when a read is recorded.
We divide falls into these sizes:
sF = small fall = 1/4 to 3/4 inch.
F = fall = 3/4 to 1 3/4 inch.
LF = long fall = over 1 3/4 inch.
LFBD = long fall blowdown = a long fall that stays over the the right so we would usually have to adjust the range.
To find out if a question is charged and would be useful for clearing, we would check it. "Checking it" means to find out if the question reads and how well it reads.
In its simplicity, checking would be to just ask the question and see if we get an instant reaction. However, it is useful to use an approach that gives us several chances and also handles reasons something might not read. The following is one common way of checking questions.
Let's say we needed to check the question "Do fish swim?"
1. Ask what the question means: "What does this question mean to you: 'Do fish swim?'" That ensures that the client knows what we are talking about and doesn't have any misunderstood words. Also, it gives us two chances of noticing a read: instantly after we say the question, and instantly after he gives his explanation. This is a good place to get the reaction, because he is forced to look at the question in order to explain what it means.
2. If we didn't get a read yet we will formally check the question: "I am going to check this question: 'Do fish swim?'" He is not expected to answer, you are only checking. If it does give an instant read then we have a useful question, and we would actually ask it to him next: "Do fish swim?"
3. If we still didn't get a read and we don't have an F/N, it might be because the read is suppressed or invalidated. That means that it is kept down by his thought or what he or somebody else has said or done. We would check: "On 'Do fish swim' has anything been suppressed?" and "On 'Do fish swim' has anything been invalidated?" If any of them read, we get whatever the client has to say about it. The main question would then read. We don't have to check it anymore, the read will always transfer from the suppress/invalidate buttons to the actual question.
4. If the question still didn't produce any read it means that there is no charge available on it at this point.
We would leave it alone and look for something else to work on.
We use the word assessment for the action of picking items or questions from a list based on meter reactions.
Using a list of possible items and picking the one(s) with the largest reads is an efficient way of selecting something to take up. We can very quickly check through a lot of subjects and pick the most promising one. Also the list might bring something to mind that the client hadn't consciously recognized.
We can assess a list of words to find the most charged ones and then use them in a process. Let's say we have a list like this:
Apples
Bananas
Oranges
Peaches
Plums
The practitioner would read out each line in turn as a question to the client while looking at the meter. The client doesn't answer, but the practitioner notes if there is an instant read on the meter. He writes the read next to each item. This is the notation that one would use:
X= no read
T= Tick
sF= small Fall
F= Fall
LF= Long Fall
LFBD= Long Fall Blowdown
instF/N= instant F/N
The practitioner would go through the whole list and note each read. It would look something like this:
Apples X
Bananas sF
Oranges T
Peaches LF
Plums X
Then we would evaluate which read is the biggest. In this case "Peaches" gives the biggest read and would be the best candidate for whatever purpose we had in mind. If we clean up "Peaches" and we need another item, then "Bananas" would be good. If we check "Oranges" further it might also produce a read and be useful. Otherwise, if we needed more material out of the list we could assess it again and maybe something would then read.
We could also assess a list of questions. We would simply ask each question in turn and note any reaction on the meter. Again, we don't expect the client to answer during the assessment. He just needs to keep the cans still and be attentive. He doesn't even have to mentally look for an answer, we are after the instant automatic reactions.
For a list of questions there are two possibilities. Either we go through the whole list and then pick the best questions to take up, or, we take us each reading question right away as we go along. Which method is selected depends on the urgency of the matter. If we are just looking for the best thing to run and we want the full picture of what we have to work with - then we have time enough, we can go through the whole list. But, if we are assessing a list because the client is upset or something went wrong, then we would like to take up what we find right away before we go on. In general, we would do a full assessment if we want the best possible question to take up. And we take things up along the way if we just need something to run and it matters less what it is.
When assessing a list of words or questions, it is important to give each line to the client in a questioning
voice. That is accomplished simply by asking the client each line. A question goes up in pitch a little
bit in the end. That is contrary to a statement where the pitch goes down at the end. Don't state the lines, ask
them.
The range setting is a useful indicator of the current state of the client. It shows what is going on during a session and it also provides a relative measure between sessions. The general level of the range tells us the degree of restimulation the person is involved in.
Now, our evaluation of the range setting is based on a consistent, good electrical connection with the cans.
There are various factors that can hinder the connection between the person's hands and the cans. These are the most common ones:
• Dry hands
• Incorrect grip
• Unsuitable hand lotion
• Wrong can size
• Wrong can metal
• Sweaty hands.
Most of these factors would cause an incorrectly high range setting. They stop the flow of electricity and therefore increase the resistance compared to what would be expected. But some false range factors cause incorrect low range settings. Sweaty hands is the most common. They actually create a better contact than what is expected.
With a client that usually has dry hands one would apply hand lotion to the hands before a meter session. The lotion would have to be of an appropriate type that moistens the skin but doesn't leave any residue. There are many possible choices, e.g. "Vaseline Intensive Care Lotion" is commonly used.
The hand lotion would be applied thoroughly covering the surface of the hands as well as the fingers including the thumbs. Don't use so much that it can't get soaked up and the hands are left greasy.
Certain types of lotion that leave a film on the skin are not acceptable. For example, "Vanishing cream" and "Night cream" is usually not acceptable. They tend to give an incorrect high range.
If there is already a film on the hands from an earlier application of incorrect lotion, the client might have to go and wash his hands and reapply a correct type of lotion.
Low range because of sweaty hands is handled by applying a powder or talcum that keeps them dry. Wiping the hands handles it temporarily but doesn't last long.
If the client holds the cans wrong there might not be enough contact. The cans must be held so that the palm of the hand is in close contact with the metal. It is not acceptable to hold them with only the fingers.
Some people have arthritic hands and might not be able to hold the cans with full contact because the hands and fingers aren't flexible enough. The only way of handling that is to use a different type of electrodes.
For people who can't use regular cans for some reason, there is the possibility of using foot plates. Foot plates are flat electrodes that can be placed on the floor. The person places his bare feet on each of the electrodes. That produces about the same result as using hand held cans.
There are other types of electrodes that could be attached to the skin. So far only hand held cans or foot plates have proven to give satisfactory readings. More research could be done to provide more useful alternatives. Specifically some clients have a hard time holding cans still and holding them correctly, so alternatives could be necessary.
The metal expected for electrodes is steel or tin, or tin-plated steel. Other types of metal, such as aluminum, produces different settings and usually aren't acceptable.
If a client is suspected of having a false range and the cause is not immediately apparent, one can go through
a list of possible causes to determine which one it is. This action is covered in one of the meter exercises.
A chronically high range setting indicates mental mass in continuous restimulation. There is something there that stays there even from session to session.
The factors that would keep the range high are likely to impede progress and make clearing more difficult. Therefore the resolution of these factors would have a high priority.
A considerable percentage of people who have never done any clearing have high range settings. That would change as the factors causing it are addressed.
Sometimes a high range would develop quite suddenly. That would indicate that something went wrong: a mass was restimulated and stuck there. This would be rectified by locating and correcting the cause.
Range settings between 2.0 and 3.5 are considered to be in-range.
Settings above 3.5 are called high.
Settings below 2.0 are called low.
A chronic low range setting is an indicator of an overwhelming amount of restimulated mass.
The chronic low range setting is interestingly a magnification of the reasons for high range. It seems that if more mass is added to the restimulation in a high range then the range sort of flips around the scale and starts over in the low area.
Reversely, if the causes of low range setting are handled the range might flip back over into a very high setting and would gradually come down from there.
Very rarely, the needle might react the "wrong" way on a person with chronic low range setting. Instead
of falling the needle is rising. That would change when the range has flipped over into the high range again.
The meter is a very useful instrument for measuring the mental state of a human being. However, there are limitations to the scope it is useful in.
The meter works by measuring resistance in the body. The reason that we are interested in that is that the resistance is affected by the mind and the spiritual being.
We don't go into the structure of the mind here, and it hasn't quite been charted out anyway. However, it is clear that only part of the mind is actually in the body. Other parts are just imposed on the body to a certain degree.
Likewise, the spiritual being might or might not actually be in the body. Usually he will be in contact with the body.
As long as the being and the mind is in close enough contact with the body we get useful readings on the meter. However, if the being is sufficiently out of the body the meter starts losing its usefulness.
That the meter no longer reacts as we would expect can be the result of the person doing something that is beyond
the scope of the meter. That would be a quite advanced matter, and should in no way be used as an excuse for not
getting the expected reactions in routine situations.
One of the uses for a meter is to locate and clear mis-understood words.
When a student goes by a word that he doesn't quite understand, or he has some disagreement or problem with the materials, then his attention will stick with it to a certain degree. That stuck attention will build up a piece of mental mass. That will read on the meter if we look in the right place, and we can use that to lead us to the mis-understood.
There are several types of word clearing that use a meter. These are the main ones:
WC1: Done by meter in a formal clearing session. The practitioner assesses lists of many subjects. On subjects that read on the meter the practitioner locates chains of words in the subject and in earlier subjects. That is continued until all the subjects have been cleared up.
WC2: By meter in the course room. The word clearer lets the student read the text aloud while on the meter. Each reading word is cleared up.
WC4: Done by meter in the course room. The word clearer puts the student's attention on part of the text studied and probes for mis-understoods. When an area is clean, they move on to the next.
Type 1 word clearing requires more skills than what is taught in this course and it is generally done in a formal clearing session. Type 2 word clearing is usually only done on students who have already done Type 1 word clearing. Somebody who hasn't cleared up basic words and subjects is likely to have too many things reading for it to be totally practical.
Type 4 word clearing is fairly easy to do and can be administered to anybody who is studying some materials.
The word clearer would ask the student to look at the text. It is usually done with one page at a time, but could also be done one paragraph or section at a time. The student is asked to glance over the text without actually reading through it.
If the student has studied the text perfectly without any hang-ups he would probably have a floating needle and the text would visually look very clear to him. However, if his attention sticks anywhere he will get a reaction and we will take that up.
If the word clearer sees a reaction he would ask: "What is that?" or "What are you looking at?" The student would say what he is looking at. The reaction would probably re-appear. By communicating back and forth about that section the sticky part is located. If it is an individual word it would read.
The word is then cleared up thoroughly with a dictionary. The student uses it in a few sentences until he is comfortable with it. That would generally produce a floating needle.
If the student had a disagreement, that would be discussed. That might also lead to the location of a mis-understood word. Or, the student might just need to voice his opinion or evaluate the data for himself.
Then the student looks at the text again. It should appear more clear to him now. The word clearer will look for more reads and will take up whatever is found.
Eventually the student would be able to look at the text, having a floating needle and the text appearing clear to him.
This technique can be done with a whole pack of study materials, or it can be done with just one part that is
particularly important or that seems to contain a hang-up.
The meter is not a lie-detector. If anything, it would be more correct to call it a "truth detector". However, it is the relative truth of the client we can find with it.
The typical use of the meter is to work in cooperation with the client to find his own relative truth. However, it can also be used based completely on his automatic reactions, with or without his cooperation. That requires a much higher level of skill of the practitioner, though.
The most common example of this would be to find a hidden date. Finding the exact time when something occurred can be beneficial for clearing purposes. However, sometimes the client doesn't have the foggiest idea. We can help him by finding the date relying exclusively on the meter.
We would tell him that we will find the date. We would then check time periods on the meter and successively narrow down the range based on meter reactions until we have our date.
We would start out like:
"Is it after 1950? - Is it before 1950? - Is it 1950?"
We would take the reading category, say "after 1950" and continue with that:
"Is it before 1960? - Is it after 1960? - Is it 1960?"
Let's say we get "before 1960". We now know it is in the range 1951-1959.
"Is it before 1955? - Is it after 1955? - Is it 1955?"
and we get maybe "before 1955". We could then check:
"Is it 1951? 1952? 1953? 1954?"
and we would get a reading year. We would then divide down the months:
"Is it before July 1952? - after July 1952? - is it July 1952?"
and so forth. One could continue dividing months, and when we have the months we divide down the date in the month until we have the exact date. Having the date we can then track down the exact hour, minute, and second of the day.
It is possible to do this even with large, complex dates such as millions of years ago.
As an exercise one can have one person write down a fictitious date on a piece of paper and note what it is. The practitioner should then be able to find that exact date without the coach saying a single word.
This might sound like hocus pocus, but it it totally possible, albeit with a high level of practice and skill.
Any other type of information can be found on the meter in a similar fashion. One can spell name, get street addresses and that sort of stuff, even if the client doesn't consciously remember, or if he was unwilling to talk.
For clearing purposes we aren't generally dealing with people who are totally unwilling to talk. Also, the person will usually have some idea what we are talking about and we can find the information we need quite easily by cooperating. It is very rare that one would have to go into complex exercises as mentioned here.
In that case that we do need to find hidden information on the client, it is necessary to get a feel for how he reads first. Different people have different ways of answering "Yes" and "No" on the meter. It would be tested by first asking some neutral questions that we know the answer to. Such as: "Is your name Joe?", "Are we in a room?", "Is there an elephant under your chair?" and so forth. We might find that "Yes" is a small tick, a stop, a rise, a fall, or whatever. That would give us a guideline for finding out the things we don't already know.
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