The Mind Control Course And The Organization Behind It

The Mind Control movement is so widespread and fast-growing.

What does differ is the personal needs of those who take the course. Not everyone has the same problems, the same needs. Each person, as time passes after he graduates, tends to focus on those parts of the training that confront most directly the problems he wants most to solve.

Later, as other problems arise, long-neglected parts of the course are put to work. The techniques, never forgotten, are easily recalled when they are needed. You will find this true when you have reread and put into practice the exercises in Chapters 3 through 14, and then later re- view them.

Nevertheless, you may be tempted to say, “WelL my problem is such and such, so I’ll just concentrate on that.”

The course, and the parts of it outlined in these chapters, fit together in meaningful ways that have been tested through research and long experience. One seem- ingly unrelated part reinforces all the others, including whichever one may interest you the most Some of what you would get if you took the course under a certified lecturer is omitted from my chapters here. Does this, you may wonder, change the course? It will change the course in two ways: The speed with which you will learn it all will be considerably slower—weeks with the book compared with forty-eight hours in a Mind Control classroom. Second, there is an energy transfer among people in a group which is a major part of the peak experience, or “high,” you have read about. However, when you conscientiously learn all the exercises I have guided you through, you will be able to do everything a Mind Control graduate can do. The reason some parts of the course are left out is not to deliberately withhold anything from you, but simply that they require a trained lecturer. Many graduates find that the exercises and mental train- ing become powerfully reinforced when they repeat the course long after taking it the first time. They are encour- aged to do this (without cost), and as a result ten to twenty percent of a typical Mind Control class are re- peaters. Many say the experience is even more intense the second time. If you go on to take the course, your first time will be a deeper experience because of your mastery of the techniques in this book. Here, in outline, is everything Mind Control students go through in their classes:174 / THE SILVA MIND CONTROL METHOD Morning of the FtrU Day 9:00 The day begins with a lecture to give students a general preview of the entire course. 10:20 Coffee break. 10:40 Questions, answers, and discussion, then a de- tailed preview of the first meditation. 11:30 The lecturer leads students for the first time to a meditative, or Alpha, level of mind. They may squirm or scratch as they wish, though at this and deeper levels the body requires less attention as it becomes more relaxed, particular- ly while experiencing the “ideal place of relax- ation.” 12:00 Coffee break. 12:20 Lecturer leads the students again into medita- tion, at a deeper level, though still within the Alpha range. 12:50 Questions and answers and a general sharing of experiences by the students. 1:00 Lunch break. Afternoon of the First Day 2:00 Lecturer discusses the Building Blocks of Mat- ter—atomic, molecular, and cellular—and the evolution of the human brain. The need for “mental housecleaning” is discussed in detail (see Chapter 8). 3:20 Coffee break. 3:40 The third meditation is explained in detail, along with a swifter method of reaching the Alpha level. 4:10 Students enter a still deeper level of mind and achieve still greater physical relaxation. 4:40 Coffee break. 5:00 The fourth meditation reinforces the previous three and previews the next one, when Dy- namic Meditation begins with problem-solving techniques. Appendix I I 175 5:30 The students, many of them now relaxed more than they have ever been before, share their experiences and pose questions. 6:00 Dinner break. Evening of the First Day 7:00 Three problem-solving techniques are de- scribed: how to get to sleep without drugs, how to awaken on time without an alarm clock, and how to overcome drowsiness and fatigue. Discussion follows. 8:20 Coffee break. 8:40 During the fifth meditation the lecturer helps students learn these techniques while they are at their Alpha and Theta levels. 9:10 The lecturer outlines the agenda for the sec- ond day, then describes Mind Control’s tech- niques for programming dreams and con- trolling migraine and tension headaches. Ques- tions and a discussion follow. 10:10 Coffee break. 10:30 The sixth meditation completes a day in which students have learned to meditate at deep levels of mind and to use these levels for relax- ation and problem solving. Morning of the Second Day 9:00 The lecturer briefly describes the day ahead and explains how to create and use the Mental Screen (Chapter 3). The lecturer then demon- strates his mastery of the Memory Pegs (Chap- ter 5). 10:20 Coffee break. 10:40 The Memory Exercise is explained and the next meditation is reviewed in detail. 11:00 The seventh meditation, during which—through Speed Learning (Chapter 6)—students begin to memorize the Memory Pegs and create their Mental Screen.176 / THE SILVA MIND CONTROL METHOD 11:40 Coffee break. 12:00 During a brief lecture, students learn about the Three Fingers Technique and how to use it for improved memory (Chapter 5) and for Speed Learning (Chapter 6). 12:15 The eighth meditation conditions students to the Three Fingers Technique and teaches them to use it. The second morning ends with ques- tions and answers and a general discussion of what has been accomplished. 1:00 Lunch break. Afternoon of the Second Day 2:00 The second afternoon begins with an explana- tion of one of the key problem-solving tech- niques of Dynamic Meditation, the Mirror of the Mind—an elaboration of the Mental Screen. In addition, a deepening exercise, Hand Levitation, and a method for controlling pain, Glove Anesthesia, are discussed. A question period follows. 3:20 Coffee break. 3:40 Another question-and-answer period, followed by the ninth meditation, during which students learn the Mirror of the Mind. Discussion fol- lows. 4:40 Coffee break. 5:00 The tenth meditation is the deepest yet. At these deeper levels the Memory Pegs are rein- forced, and students practice the Hand Levita- tion and Glove Anesthesia exercises. The discussion period is largely a sharing of ex- periences. 6:00 Dinner break. Evening of the Second Day 7:00 A lecture-discussion explores various beliefs and some research on reincarnation. The Glass 8:20 8:40 9:10 9:40 10:00 of Water technique is explained as a method of triggering problem-solving dreams. Coffee break. After a brief question period, students learn the Glass of Water technique. The lecturer explains how to use Mind Con- trol to break unwanted habits (Chapter 9). Coffee break. The lecturer previews events of the third day and, after a brief question-and-answer period, begins the eleventh meditation for habit con- trol. Finally, with a Mind Control graduate, he may demonstrate how cases will be worked on the fourth day. The students leave relaxed and with a growing sense of well-being. Morning of the Third Day 9:00 This eventful day opens with a discussion of the many differences between Mind Control and hypnosis, particularly with respect to the spiritual dimension in which the students are about to function. Questions and answers. 10:20 Coffee break. 10:40 Students are told they are about to function psychically and as a first step will mentally project themselves from where they are to their own living room and then into the south wall of this room (Chapter 12). 10:55 In particularly deep meditation students vivid- ly experience Effective Sensory Projection to their living room and into its south wall. 11:40 Coffee break, during which the students, with growing excitement, familiarize themselves with metal cubes (Chapter 12). 12:00 Lecturer explains that students will mentally project themselves into metal cubes to estab- lish points of reference. In the thirteenth meditation, they experience the metals’ color, temperature, odor, and sound when tapped.178 / THE SILVA MIND CONTROL METHOD This is followed by a spirited sharing of ex- periences. 1:00 Lunch break. Afternoon of the Third Day 2:00 The lecturer discusses two new experiences in store for the students: projection into living plants, and deliberate shifting of time back- ward and forward. This is followed by a deeper exploration into the implications of Mind Con- trol. 3:20 Coffee break. 3:40 The fourteenth meditation is explained. During this meditation students visualize a fruit tree in the various seasons, then mentally project themselves into its leaves. A sharing of ex- periences follows. 4:40 Coffee break. 5:00 The lecturer previews another major step for- ward: this one into a living animaL 5:15 During the fifteenth meditation students visual- ize a pet and mentally project themselves into it Their sensations as they enter the pet’s organs will soon be useful as reference points in working human cases. The discussion that follows is often the most animated so far. 6:00 Dinner break. Evening of the Third Day 7:00 A lecture prepares students for objectively ver- ifiable clairvoyant functioning, which they will do tomorrow. First requirement is a fully equipped laboratory (Chapter 12). 8:20 Coffee break. 8:40 Students are urged to exercise freedom and imagination in creating their laboratory and its instruments. During the sixteenth meditation the laboratory is mentally created. In most cases it remains basically unchanged years Appendix I I 179 after the course, and becomes as familiar to the graduate as his own living room. An ani- mated sharing of experiences and laboratory designs follows. 9:40 Coffee break. 10:00 Before the big day to come, the soon-to-be psychics will need their counselors for consul- tation in the laboratory. The lecturer explains how to evoke or create them, then answers students’ questions. 10:15 The seventeenth meditation is a memorable one: Two counselors appear in the laboratory, where they will be available whenever the student needs them. 10:45 The day’s final discussion is filled with ex- clamations as students share their colorful ex- periences. Many are surprised at who turned up as their counselors; others will have had genuine psychic experiences. Morning of the Fourth Day 9:00 The day opens with a lecture on psychic and prayer healing, a preview of the events to come, and a general discussion. 10:20 Coffee break. 10:40 In deep meditation, the students, with the help of their counselors, examine portions of the body of a friend or relative to establish, for the first time, points of reference in the human body. 11:40 Coffee break. 12:00 During the nineteenth and final group medita- tion, students complete the psychic examination of their friend or relative. 1:00 Lunch break. Afternoon and Evening of the Fourth Day 2-00 The lecturer gives students detailed instructions on how to work cases and, in pairs, they begin180 / THE SILVA MIND CONTROL METHOD work—at first doubtfully, then with growing as- surance, and finally with an exhilarating real- ization that they have been successfully trained to call on Higher Intelligence and function psychically whenever they wish. As you read the above you were probably amazed at the frequency of the coffee breaks. Actually, very little coffee is consumed. These breaks have several important functions in the training. One is to allow students time to reflect on what they have experienced. Another is to give them plenty of unstructured time to become acquainted. This is part of the way a powerful group spirit develops—a collective psy- chic energy that grows as the course progresses, adding to everyone’s confidence and success. It also allows students to stretch and to go to the bathroom. Finally, and not unim- portant, it allows them to return to the Beta level, which adds to the depth of later meditations. For this reason, many lecturers call coffee breaks “Beta breaks.” The lecture material is developed largely by the lecturers themselves, around outlines provided by headquarters in Laredo. They draw heavily on their own backgrounds and experiences. However, all exercises and instructions the students hear while in meditation are delivered word for word as I prepared them myself. After the students graduate, there is available to them a three-day graduate course taught by Dr. Wilfred Hahn (Director of Research), Harry McKnight (Associate Di- rector), James Needham (Director of Graduate Training), and myself. This course sets forth the intellectual founda- tions of Mind Control training and provides some addi- tional techniques. Many Mind Control centers offer workshops of their own design. Some concentrate on working cases, others on memory improvement, subjective communication, healing, and sparking creativity. Some graduates form organizations of their own—cot- tage groups—and meet regularly in members’ homes for explorations in meditative technique. Appendix I I 181 The Mind Control organization is a fairly simple one. The Institute of Psychorientology, Inc., is the parent or- ganization. The course is taught by Silva Mind Control International, Inc., in 34 nations. One of its divisions, Silva Sensor Systems, makes tapes, study aids, and research equipment available to students and graduates, and man- ages the Mind Control Bookstore. The Institute of Psy- chorientology, Inc., publishes a newsletter for graduates and holds conventions, graduate courses, seminars, and work- shops. Mind Control research is conducted by Psychorien- tology Studies International, Inc., a nonprofit organization. SMCI Programs, Inc. concentrates on marketing relaxation seminars, some of which use biofeedback custom tailored for executives.