Freedom Magazine. Addiction issue cover
April 2017
Vol. 49, Issue 2
Freedom Magazine. The Data Demon issue cover
February 2017
Vol. 49, Issue 1
Freedom Magazine. The 2016 Expansion issue cover
December 2016 Special Edition
Freedom Magazine. The Shocking Truth issue cover
October 2016
Vol. 48, Issue 3
Freedom Magazine. Military Spending issue cover
June-July 2016
Vol. 48, Issue 2
Freedom Magazine. Pill Pushers issue cover
April-May 2016
Vol. 48, Issue 1
Freedom Magazine. Back to School issue cover
September 2015
Vol. 47, Issue 8
Freedom Magazine. Veterans issue cover
August 2015
Vol. 47, Issue 7
Freedom Magazine. Infrastructure issue cover
July 2015
Vol. 47, Issue 6
Freedom Magazine. Net Freedom issue cover
June 2015
Vol. 47, Issue 5
Freedom Magazine. Patriot Games issue cover
May 2015
Vol. 47, Issue 4
Freedom Magazine. Freedom of Information Act issue cover
April 2015
Vol. 47, Issue 3
Freedom Magazine. People Who Read Are a Dying Breed issue cover
March 2015
Vol. 47, Issue 2
Get Religion? issue cover
February 2015
Vol. 47, Issue 1
Freedom Magazine. Scientology Expansion issue cover
December 2014 Special Edition
Freedom Magazine. Created Equal issue cover
October 2014
Vol. 46, Issue 3
Freedom Magazine. LA Under the Influence issue cover
September 2014
Vol. 46, Issue 2
Military: Are They Drugged to Death issue cover
August 2014
Vol. 46, Issue 1


Freedom Magazine. The Year in Review issue cover
December 2016
Clearwater Special Edition
Freedom Magazine. Clearwater Building cover
Special Clearwater Edition.
August 2015
Freedom Magazine. Building a Great City issue cover
Vol. 20, Issue 1
Freedom Magazine. Flag issue cover
July 2014
Special Edition
Church of Scientology
since 1968


If one wishes a subject to be taught with maximal effectiveness, he should:

  1. Present it in its most interesting form.
    1. Demonstrate its general use in life.
    2. Demonstrate its specific use to the student in life.
  2. Present it in its simplest form (but not necessarily its most elementary).
    1. Gauge its terms to the understanding of
      the student.
    2. Use terms of greater complexity only as understanding progresses.
  3. Teach it with minimal altitude (prestige).
    1. Do not assume importance merely because of a knowledge of the subject.
    2. Do not diminish the stature of the student or his own prestige because he does not know the subject.
    3. Stress that importance resides only in individual skill in using the subject and, as to the Instructor, assume prestige only by the ability to use it and by no artificial caste system.
  4. Present each step of the subject in its most fundamental form with minimal material derived therefrom by the Instructor.
    1. Insist only upon definite knowledge of axioms and theories.
    2. Coax into action the student’s mind to derive and establish all data which can be derived or established from the axioms or theories.
    3. Apply the derivations as action insofar as the class facilities permit, coordinating data with reality.
  5. Stress the values of data.
    1. Inculcate the individual necessity to evaluate axioms and theories in relative importance to each other and to question the validity of every axiom or theory.
    2. Stress the necessity of individual evaluation of every datum in its relationship to other data.
  6. Form patterns of computation in the individual with regard only to their usefulness.
  7. Teach where data can be found or how it can be derived, not the recording of data.
  8. Be prepared, as an Instructor, to learn from the students.
  9. Treat subjects as variables of expanding use which may be altered at individual will. Teach the stability of knowledge as resident only in the student’s ability to apply knowledge or alter what he knows for new application.
  10. Stress the right of the individual to select only what he desires to know, to use any knowledge as he wishes, that he himself owns what he has learned.