

ORGANIZATION SERIES - PART 01 OF 20

[New name: How To Present Scientology To The World]



HOW TO CREATE AND INSTRUCT A PE COURSE, PART I

A lecture given on 18 October 1956

[Start of Lecture]

Thank you. Now, you may not have recognized it -- you may not
have recognized it as such, you see -- but you are attending
tonight a PE Course.

But a couple of little notes before I go on.

This PE Course is a very international affair, truthfully, very
international. In fact, tonight as I stand here, I want to call
to your attention that the international character of it is
somewhat sullied, however.

You remember the king that was King of England when the United
States revolutionized? That was George III, and if you look here
carefully, I've brought back his head.

Well, the main difficulty that we're up against in teaching PE
Courses is exactly that -- their international character --
because there are certain various things which intervene between
public interest and sanity.

Now, I wouldn't mention any names, I wouldn't mention any cults,
I wouldn't mention any activities at all.

However, the Roman Catholic church is an organization which has a
great many people in its membership. And when we teach a PE
Course to a large class that contains almost totally members of
the Roman Catholic church, if we go heavily on the Roman Catholic
church and give them a poor time, what happens? Next week we have
no attendance, not because the people don't want to come, but
because they've been told that they will be excommunicated and go
to hell if they do! This makes it much more attractive, but they
stay away.

Now, this international character is observable in small
districts, in small countries and in big countries. And the
handling of an international activity on a blunt, this-is-the-
way-you-do-it basis is almost impossible because it does not take
into account the randomity in existing areas.

Now, it would fascinate you to know that today Scientology is
active in nineteen separate countries. You don't hear much about
that. In some of these countries numerically the activity is very
small, but wherever Scientology has gone it has continued to
flourish. And particularly since PE Courses have been introduced,
they have cut a swath that nothing else has ever cut, including
early Christianity.

The mere fact of teaching a PE Course is evidently one of the
most civilizing activities that has been conducted here for a
couple of thousand years. Now, that's quite fascinating to know
that.

So let's start right out at the beginning of What is the goal of
a PE Course?

Internationally the goal is to bring about a superior
civilization in which peace can exist on earth. The modus
operandi by which this is done is education in the actual, simple
facts of existence. And a PE Course is equally welcome to the
government of Ireland, it is welcome to the government of
England, to the government of France, and oddly enough to an
Arabian government and the Israel government. It is welcome to
the British nation and to the Indian nation. Wherever you look
you'll find these people ready to tear each other's throats out
and both sides accept a PE Course, the data of which is contained
in Scientology: The Fundamentals of Thought. And they both accept
these tenets as good roads and good weather, and here we are.

The Republicans, the Democrats, the Communists, the Socialists
might also accept this, not then on a national basis, but a
political basis.

However, I'm afraid that I have to report that we're not too
successful in educating commissars. We are not too successful in
educating high priests -- and other psychiatrists. We are not too
successful in educating people with a pitch. Get that.

The people with a pitch conceive that you are going to subtract
from their particular MEST -- which is what people are to them,
MEST -- some of their vacuum lines. And I always tell them quite
frankly, "We're not even vaguely interested in disrupting your
control of your congregation or your populace. If you were to
come and study this, you would see exactly how it is not likely
to disrupt your control." And they fall for it and they come and
they get all confused.

Scientology today is an effective mission in the Western world,
highly effective. And the effectiveness of it is on the level of
populace which, in the workaday world, runs the actual wheels of
industry, commerce, agriculture and loafing in the various
nations of the world.

We have an enormous appeal to the general public, an enormous
appeal. But if you think we have an enormous appeal to
intelligentsia, then your PE Course is going to fail. All right,
let's not generalize on this, let me settle this problem once and
for all of vested interests and pitching the substance matter of
a PE Course so that people with a pitch won't start pitching at
you.

You have to take the materials of Scientology and carefully edit
them in your lectures so as not to start tromping on toes in the
immediate front yard of some dinosaur or mammoth or overgrown
bulldog.

You run it, then, good roads and good weather. Everybody's in
favor of those -- good roads and good weather.

We don't, then, start talking in Ireland about the eighth
dynamic, nor do we talk too much about the seventh dynamic.

Every night at 69 Merrion Square South in Dublin, Eire, somewhere
between twenty-five and sixty Irish assemble and are taught a PE
Course. Good roads and good weather. There is the first PE
Course. That was the first point of origin of PE Courses. It
originated because an HCO -- a Hubbard Communications Office --
was being established in Dublin and it had a great deal of extra
space.

At first the government was very wroth, it was very upset, it was
very mad that anybody should come in. And then it sent one of its
"best" investigators -- some fellow way below minus zero -- and
boy, he thought that course was wonderful. And he went back and
he told his superiors that, and several of them came too. The
course had the cleanest bill of health that was ever written up
on a pratique. The government loves it.

People come from far cities in Ireland into Dublin and spend the
whole week just so they can go evenings to the PE Course. For a
little while the course staggered. Its administration was far
less than optimum. The teaching was good, everything was good.
The recruiting was wonderful but the administration was so poor
that a person walking in the front door could not get registered.
And if he did get registered, the registration card got lost.
They lost more people there.

I went from Ireland down to Spain, and during the ensuing ten
weeks the entire PE Course fell to pieces, until we sent over a
very fine, bright young man -- a young Englishman -- to take over
and take charge of it. And he had it back up into solvency and so
on in a matter of three weeks.

We found many things. We piloted this course from its tiniest
beginnings on through and developed various things about it. We
developed it in such a way that it would continue to reach in to
the workaday world of Ireland.

Some of our Instructors, for instance, on occasion have talked to
business colleges in Ireland -- just gone over and given them a
part PE Course, and then sold a number of Advanced Courses.
They've even received pay from business colleges of a guinea a
lecture to talk to the students of the business college. Very
great interest, very great interest.

Ireland realizes that efficiency is desirable, it has so little
of it. It really does have very little of it. The way an Irishman
is accustomed to seeing a post filled adequately and its
efficiency raised is to put five more Irishmen on the same post.
That's their standard method of operation. And as a result, the
American College of Personnel Efficiency -- which is the name of
the Irish operation -- is a tremendous success. It is a financial
success. It pays its own payrolls. It takes care of its own
activities very nicely.

It is running now in a direction which quite interestingly
forecasts a change in the Irish civilization. I'm not now just
drawing a longbow, it's already being felt. If a taxi driver
around town hasn't heard of the American College of Personnel
Efficiency, other taxi drivers would think he was stupid, which
he is.

Scientology, of course, is an Irish science developed by an
Irishman. That'll inevitably become the legend. Probably it was a
fellow by the name of Saint Patrick who drove all the
psychiatrists out of Ireland. That's the way these things evolve.

But it is factually so that the civilization of Ireland, if it
changes radically, will have changed because of the PE Course.

What we are doing abroad today is much greater than what we are
doing in the United States of America. We are bidding up toward
the principal goodwill American activity abroad. It's very
fascinating. Because we don't talk about being an American
activity. We talk about being a local activity, accidentally
associated with an American of -- I don't know, pick your country
-- of Arabian descent. I have acquired more ancestors! My only
European ancestry actually, however is, actually -- just to be
absolutely factual about it -- French, Scotch, English and Irish.
Anyway...

The truth is that the only thing you can export with success is
an idea. It has to be a good idea, and you can't export the idea
that the only country on earth is the country exporting the idea.
A chap by the name of Schicklgruber tried this and there were
several bodies lying around at the end of the trial. We can't
teach the Scot -- I think you'll recognize this as an
impossibility -- we can't teach the Scot that the English is a
superior beast. We can't do that. The Scot will not buy this.

Neither can we teach the Englishman that the Irishman is the
superior entity. We can't teach the French that the only good
ideas there are, are Irish. Now, France might be able to teach
the rest of the world that the only place there are any fashions
are in Paris, but this is a different thing. That's simply
teaching a single facet of superiority. No country buys the total
superiority of another nation.

We're very fond of believing that in America -- that the
exportation of the superiority of the American is a possibility.
We believe that is a possibility. Actually, Americans are very
acceptable abroad -- well, not American government officials. I
mean Americans. There is a difference. Don't think there isn't a
difference. The people who hang around the embassies and -- or
the commercial attachs, and so forth -- actually only function
in many foreign countries simply by the grace of American
businesses in those countries. They would never have a commercial
report if it were not for the local manager of the Ford agency.
He has all of the lines.

The American government is too big. It has too many guns. It has
too much money. It's a colossus. It's something to be afraid of.

South Africa, for instance, could not ask a reasonable favor from
the United States of America, because there would be strings
attached, they say. But man, can they ask favors of an individual
American. Now, that's an interesting difference, isn't it?

So an American abroad today has a tendency to be -- well, he's
Gary Cooper or somebody, you know. They know who Americans are.
And the American government, however, that's something that lives
on another planet.

Give you some kind of an idea of the impossibility of exporting
the superiority of any one being -- give you just a little idea
of this: A bunch of friends of mine up around Coppermine, Lord
knows where up to the north; you go just a couple of feet further
north than Coppermine and you bump your nose flat against the
North Pole. There are Eskimos who occasionally descend -- despite
the cautions of the Northwest Mounted Police -- into
cannibalistic activities. And of course the police up there are
fairly reasonable about it because they realize a man that far
north gets hungry.

But these chaps used to use a word which was of some interest to
me. I won't try to pronounce it for you because Eskimo is much
more complex than any other language I know of on earth, and I
don't think there's a white man alive that knows it. He knows
some of it, but he doesn't know the language called "Eskimo."

And they rather protect this language by its complexity, and so
on. And I'd hear them using this word that was something like
glumb-bu-glm-glumb-bu-glm, and "That fellow over there, he's
glumb-bu-glm-bu-glm," and so on. And I finally got curious
because I noticed they were pointing to people who loafed and who
did nothing: people who didn't hunt, people who didn't support
their families, people who did nothing, who had to be waited on
if anything happened at all.

And so I said, "What does glumb-bu-glm-glumb-bu-glm mean?" And
they said, "White man."

We have done something very, very successful. This talk is not
about, you understand, the international overseas activity of
Scientology. I'm just pointing out something to you. We're doing
something very successful. We are not exporting the vast
superiority of the American or an American technology. We are not
using any of the controls which would normally be expected to be
used by an American organization to impress other people how
great and mighty and wise it was.

Our people abroad and your fellow Scientologists abroad are of
the nations, for the most part, that they inhabit. I admit that I
have to tell these people every now and then to be loyal to their
own governments. I have to tell them, "You're not a citizen of
Scientology. You're a citizen of Lebanon." It's a difficult thing
for them to get through their heads. They say, "All right, we'll
act that way if you say so, Ron."

But it is a test of a PE Course. It's a test, a terrific test. In
America today we are being very careful not to permit ideological
teachings to be broadcast far and wide. We confine them
exclusively to our best schools. We teach communism practically
nowhere outside the university. We are not a people bombarded by
a great number of ideologies.

It's very, very fascinating that foreign nations are not in this
category today. The vast sums appropriated by the Kremlin to
teach people communism would stagger you. They have agent
provocateurs and educators and experts afloat in all of these
countries who are doing a terrific job. They're terrific trained
men. They have literature, they've got the know-how, they know
all of the appeals, they've got experience. After all, they had a
tremendously successful revolution once. They're still swell-
headed about it. They're still appropriating money for this
educational program the length and breadth of the world. We don't
let them in here, but that doesn't mean they don't exist abroad.

You would be amazed at the number of political philosophies and
educational philosophies being taught in Spain, for instance, a
very great country.

Communism is taught as an everyday occurrence. At least half of
the people are full-blown, dyed-in-the-wool, utterly convinced
communists. They have anarchists, completely different from
communists. Communists only depend on anarchists to get a
foothold. They have republicans -- the popular, modern philosophy
of Spain since it won. And they have this and they have that, and
they have this and that. And you never saw so many things or so
many people that were so anxious to teach people about things.

And in that kind of an atmosphere a PE Course is the one that
wins! Now, if that isn't a test of something, I'd like to know
it! We're even doing better than the Irish National Educational
Program. They insist that everybody learn Irish, the native
language. They insist they listen to Irish on the radio. They
insist that they sing Irish songs and learn to play harps. Suzie
bought a harp for me because she wanted me to be in practice if I
got knocked off! But when we looked at the harp very carefully we
found it had been made in Wales and there were no harps available
for sale in Ireland. It looks to me like that government program
wasn't so good.

And yet millions are spent on that program by experts in the
government. And how many pounds get spent on the PE Course down
at 69 Merrion Square? Oh, about fifty pounds a week is its total
payroll and outlay. And it's successful, and these others aren't.

Now, I am talking about countries that are a long way away from
the United States, and each one of them has its peculiarities and
each one of them has its problems.

But these things are a long way away from America. I wonder what
it is in America that a PE Course (1) has to step around, and (2)
can help. I wonder if these things vary from district to district
and area to area. And I wonder if it might not be true that
Americans are slightly less observant of the exact problems on
which they're sitting in their own particular district and the
things which they themselves have to avoid to keep from stepping
on toes. I wonder if that could be the case.

It's very easy to look a long way and see much. It is sometimes
hard to look right here and see anything. This has a great deal
in it. Because it's an oddity that Scientology and PE Courses are
going better abroad than they are at home.

Now, it'd be very easy to assign this to the peculiarities of the
American nature. Be very, very easy to do that. You'd just get
rid of the whole thing, dump it in the ditch and you wouldn't
have to worry about it anymore.

I'm afraid though, that isn't true. The only thing peculiar I
find out about the American nature is how peculiarly similar it
is to any other human nature. The only peculiar thing I find out
about America as a whole is the fact that its natural resources
and ability to produce have far outstretched other nations, at
the expense perhaps of some of its culture. At the expense of
some of its culture.

You find in Spain, for instance, oddly enough, better worker
morale, better general morale than you find in America, just in
general. Nobody ever retires in Spain. If you were to tell
somebody that they had to retire or something they'd think you
were crazy. "What's this new idea you're trying to import?" We
wouldn't even be able to sell it in a PE Course. Spain has never
been indoctrinated with the idea that there's a virtue in
loafing. Now, that's a great peculiarity because we -- close to
the Latin countries -- rather believe in this oddity of the
Mexican with his hat down over his face, sleeping against a wall
as a national symbol because we see it on everything. Boy, that's
not Spain.

It's quite amazing you know. You've got your cookery, you've got
your saddle harness, trappings, most of your ideas of conveyance,
all from Spain. You can't even buy pepper in Spain. It's very
difficult; a specially-imported item -- and you're peculiar
because you're trying to buy pepper. It has no ... Spain hasn't
anything in common with Latin America. I don't know how come we
ever tied them together. They don't even both speak Spanish. You
ever hear any Argentinean? Yeah, it's a real interesting
language, but it's not Spanish.

Anyway. Here's the Spanish nation: it hasn't learned yet that it
shouldn't work. Here's the Italian nation: the same thing. The
French nation is exactly on a reverse polarity: they've never
heard of work. The Irish nation have heard of it too well, and
the English nation are willing to learn about it if there was
anybody in the management characteristics that would steer them
in that direction.

And what happens is in all of these countries the various
activities are varied from the American view, of course, but not
at all dissimilar. Not at all dissimilar, their variations. But
you haven't wild differences.

There's nothing peculiar about an American. There's nothing
really strange about his ideas of work. He just has ideas on the
subject. But there is something strange about his ideas of
education that are so strange it's a wonder any of us can read
and write. It has become the most peculiarly complicated subject
about which nobody knows anything in the world.

We have educated with such ardure, with such thoroughness, at
such a fantastic tone level, that our children today come home
from school and ask us how to spell "cat." They're only, you see,
in the seventh grade.

Look at their writing. Schoolboy writing I thought was bad
enough, but in the last decade it no longer compares favorably
with copperplate writing of 1860. It no longer compares favorably
with that. In fact, you can't read it at all.

We do have, temperamentally perhaps, no wild difference between
ourselves and the nations which gave us our genetic lines. But we
do have some oddities on the educational line, and it may be
these more than anything else which hold us up a bit in PE work.

We have been made to resist school, and in foreign nations it is
considered a privilege to go to school. Go to school, go to jail:
that's about the same thing to an American boy, not much
difference. And you ask him to come to "class" to take a "course"
and he doesn't respond in droves. He's been there.

So I would look forward to a longer program of civilization in
America than in Europe, mostly because of this training factor
and no other.

So it means that a PE Course in the United States would be
successful, but not as successful per capita unless we carefully
review the exact conditions of the environment in which we are
working, and discover (1) what factors we should avoid, and (2)
what we can really help. And maybe we've never studied those in
America. Maybe with a long view I see them much more clearly in
Ireland or England or Lebanon. Maybe.

Maybe there are things that we should avoid in America that we're
too American to avoid. Could be, could be. But there's possibly
something in this.

I think the PE Course in America has to be tailored up to fit the
American scene like nothing has ever fit it. I think that is
still, in the main, to be built as a technology. I think we're
starting from scratch. But I know what our entrance-point is. Our
entrance-point is the education of educators. I know that is our
entrance-point. The education of educators.

Until they are educated it is highly unlikely that a long-
distance program of American education would be entirely
successful. So in the interim -- in the interim -- we have to dub
in another program, at the same time educating educators.

I don't know if you realize it completely, but the first Logics -
- The Logics, actually, all of them, of Dianetics -- are the
science of education. Those are the axioms of education. With a
few more that immediately define education, no more than that, we
have it made. No difficulty should accrue then; we do have this
business of education down.

But the trouble with education in America is it entails the word
school. And it's very probable that an individual would take much
more kindly to something that avoided this, avoided school. It's
very probable.

But if you're going to avoid school, how will you run a PE
Course? Because it's a training course. I don't stand here and
tell you I've got this problem solved. I tell you we're just at
the entrance of a whole series of problems.

Our people can at least read. That isn't true of many of the
people taking PE Courses outside the United States. Well, if they
have this, that's quite an advantage. That's quite an advantage.
We should make use of it.

Exactly how we get over this hump of you say, "Come to school,"
and the fellow backs up at light speed, I don't know. It may not
even be true that people are avoiding school. It may be true that
they only avoid a certain type of school. If we found this out
exactly, then we would know what school they were avoiding and
not be it.

If we would look over the enrollment figures of adult education
and find out what subject was most heavily subscribed to in
polytechnical colleges, adult education in adult night schools,
adult high school -- if we got the most heavily attended class
and said the PE Course was that, we'd have it, temporarily, as
long as we didn't say "class" too loudly.

I have even thought of coaching people so that they would know
how to go to school. That's a quiet entrance-point: Run a
coaching course so that they could study something.

But it is an entrance level. Now, we could take the United
States, now that we've come home on this -- you know, we've been
looking abroad, now we're looking at the United States -- we
could take the United States itself and consider it to have
certain problems which were common denominators to all the United
States. And then we would have to look at the individual areas
statewide.

I myself have lived in Connecticut. A young writer, I lived in
Connecticut. And I know the (quote) "Connecticut native"
(unquote) is quite different from the Arkansas native. I know
that for sure. There's quite a difference. The ferocious
independence of the Connecticuter and the professional indolence
of the Arkansaser are not compatible. Both however have their
very good points and their charm. Therefore, it probably would
not be possible to lay down something that would be good for all
districts and areas of the United States. It may be, you know,
that the United States is actually a number of nations held
together by common transportation and television.

And the first thing that I would teach anybody who was going to
start a PE Course would not be to Q-and-A with what I did. I
looked abroad and went abroad. But remember, I organized and
taught PE Courses abroad.

Now, what I'm asking you not to Q-and-A with is this: You're in
San Francisco, and you model a PE Course exactly for Denver and
teach it in San Francisco. Now, I'm not going to model a PE
Course for Dublin and try to teach it in New York, because there
would only be the New York police force that would attend it.

Why is this?

It's because there must be a common meeting ground in the R of
the ARC triangle before A and C can take place. There must be an
agreement between the course and its area, its administration and
the administration of the area, before it can occur as a
communication medium. There must be.

We almost emptied a course in Ireland on Tuesday night because on
Monday night we had a young English girl -- a very, very
brilliant auditor -- lose her head while lecturing. And having
been cautioned very carefully not to mention the Roman Catholic
church, she promptly explained to everybody that they ought to be
"Angelicans" because she was one. Have you got that? And we
emptied the course. I mean, that was that. That was the end of
that week.

Well, the funny part of it is that when you're teaching a PE
Course, if you don't ever mention the fellow becoming a
Scientologist, it becomes inevitable. You're not superman, then,
asking somebody else to be you. You're asking somebody else to be
better what he already is. And when he learns how to do this, he
is of course a Scientologist.

Now, I can tell you some of the blunders that can be made. And
one of those blunders is to continue to appeal to the
intelligentsia -- to publish in intelligentsia media.

You publish and disseminate to people who do things. The
intelligentsia only talks about people who do things. That's the
definition of the intelligentsia. They're people who talk about
people who do things. You got it?

Now, this is very interesting. Many people consider themselves
intelligentsia who aren't. That's just a difference of definition
of intelligentsia.

Scientology already contains a very top strata of brilliance. I
know some Scientologist who is very low on the critical level
looks around and he says, "Oh, no. My God, don't tell me that I
am looking at the most intelligent upper five thousand of the ten
thousand most intelligent people in the world. Don't do that."
Well, I won't do that. I won't say it. Don't have to, because
it's a fact. It happens to be. It happens to be.

And amongst Scientologists there are many who have thought of
themselves quite a bit as members of the intelligentsia. They
have thought of themselves in this category. They are the smarter
people, and so forth, and they look around.

But I'll tell you a singular difference. Their friends, and so
forth, aren't doing anything. Their friends aren't
Scientologists. They merely talk about it. That's true, isn't it?
This rather singles them out of the pack, doesn't it? It
certainly does.

I don't tell you this for any other reason than that I consider
it factual that the Scientologists today do represent a terrific
upper strata.

Of course, I could say about myself like Fred Allen said about
himself right after the war. He came on his program and he
explained that due to the war all of the great comedians had
fallen away, so as to leave him on a pinnacle. Maybe that's the
case with Scientologists, you see. It could be. It's undoubtedly
the case with me, you see?

Because as far as mathematics are concerned, I can remember some
old boys way back when, see -- in terms of logic and
extrapolation and a few other things -- that could think so many
rings around me, I felt like I'd been played a game with by being
ringed with pretzels, you know? It was just, wow! You know, whoa!
I haven't seen them around. I just haven't seen them around
lately. It isn't that I'm seeing fewer people. Something has
happened, somehow.

And maybe something's happened that leaves us, not on a pinnacle,
but certainly a plateau. Got the idea? Evidently something has. I
wouldn't know or attempt to plumb the exact chemistry and
reaction of human beings throughout the world today, but I do
know that as we look around, we find the strata of leadership
less and less apparent. What they would call a wise action today
would have been considered a rather stupid one a decade or two
ago. You see, there's something at work here.

And we, being the brighter people, knowing more about it here and
there, have a great tendency to confuse brightness with class.
And you find the brighter people are not necessarily members of
one or another class. Remember that. That's a very important
thing.

You will not get all of your PE Course attendance from the lowest
laboring level or the highest social strata. You will get the
brightest ones in the lowest and the brightest ones in the
highest. You get the brightest ones.

The people who simply sit there and read your ad are not as good
as the people who sit and read your ad and wish they knew more
about it.

The people who sit there and read your ad and wish they knew more
about it are not as good as those who sit there and read your ad,
wish they knew more about it and call you up. Those people are
capable of reaching a bit.

But they're not as well-off as the people who sit there and read
your ad, wish they knew more about it, call up, make an
appointment, come down and see you and go through the course.

That is a mechanism of superselection in itself. That's quite a
mechanism. And it means that you eventually wind up with the
brighter ones, no matter what social strata they're from. You
always do, by the way. The brighter ones and the braver ones.

So there really isn't any hope of running through a PE Course at
once a totality of any given section of the population. It would
almost be catastrophic if you did so. The people who will reach
that far are capable of leadership, and when you're through with
them, they're fitted for it. Got the difference? They're capable
of it and they're fitted for it. And that's why it goes rapidly.

But I feel that there must be some small flaw in the way we have
begun to approach it so far in America on this selectivity,
because we have not followed such an exact pattern. But already
we have learned that it does no good in America to advertise. It
doesn't do any good to advertise.

We get everybody we get by word of mouth. You understand, I'm
merely talking on percentiles. Something like three out of fifty
or three out of twenty-five come in because of ads. That is our
average for all over the country.

We must then, to start a PE Course, do this: We must find a
strata of people who can reach, reach them, get them to reach,
and then know that they will reach others. And then we will be a
success. And that is in essence the formula of recruiting a PE
Course. And if you avoid the pet blasphemies and bugaboos of an
area -- discover them and avoid them -- and if you find out what
in an area is most in need of help and has the most interest
centered on it in an area, and parallel that, your PE Course will
be a tremendous success.

America ran out of frontiers a long time ago, until we found
another one, America.

Thank you.

[End of Lecture]
