When resources are limited, people often put up letter – or poster-size fliers without prior authorization. Instructors and/or organizers might either do this themselves or hire people to do it for them. Implementing such a campaign involves creating a simple mockup, making copies of it at a print shop or at home using a computer printer, and then putting them up wherever possible: apartment-building entrances, multi-unit houses, columns, bus stations, free community advertisement boards, paid commercial advertisement boards, fences, trees, etc. Highly-trafficked areas are chosen in order to maximize results. Since advertisements don’t stay up for long in visible places (people will take them down or tape their own advertisements on top of them), the same places have to be papered over multiple times. If you have your own car, you can put fliers up on its windows and the car body itself.

You might recruit a pretty large group if your aim is to paper entire neighbors or even towns with a few thousand fliers. However, you should keep in mind that you might be risking a fine by pursuing such an advertising campaign. You alone are responsible for the consequences of whichever path you choose.

It’s quite effective and perfectly legal to put up such fliers and posters in special personal development centers and schools, esoteric bookstores, and so on. There will be some cost involved, but your advertisement will be on display to a key audience for an agreed-upon period of time.

Names for Branches of the School of Out-of-Body Travel

If the instructor is operating under the aegis of the School of Out-of-Body Travel, then he can and should use that brand name. If you are operating in Chicago, then your name should be “School of Out-of-Body Travel. Chicago Branch,” or, “Chicago Branch of the School of Out-of-Body Travel.” If you already have your own organization and want to provide instruction in out-of-body experiences and lucid dreams as a side activity, that instruction will still have to be carried out under the name and brand of the branch of the School.

Choosing to act on any of the information presented in this book upon reading it is up to the personal discretion of the reader. As the author is unable to personally supervise everyone’s implementation of the methodologies discussed herein, he bears no responsibility for how successfully they are adhered to. This especially applies for those operating outside of the School of Out-of-Body Travel. If view of the foregoing, all liability for any adverse situations (including legal and financial ones) lies solely with the instructor and/or organizer implementing the educational methods and modes laid out in this book. No conflicts are to be brought forward to the author, as being fully independent means being fully responsible.

If a minor wishes to attend a training session, it’s preferable to obtain the written permission of both his parents. This avoids serious problems if one of them turns out to have an objection. Without knowing much about the phenomenon, many immediately and stubbornly associate it with fraudsters and cult leaders. This is something to be always ready for.

Starting From a Fresh Slate

Assuming that the instructions you give out are taken from this book, half the battle is already won if you can get your students to follow them carefully. The more exactly everything is performed, the better the results. This clear truth bears repeating often to the audience. You should start each lesson off by doing so. To bring this point home, hold up a blank sheet of paper and ask your students to make their minds as clear as that sheet by suspending everything they know about out-of-body travel and lucid dreaming for the duration of the lesson. What most people “know” about this phenomenon is nearly entirely based on false expectations and conceptualizations, as well as a lack of understanding of how to get results. Their minds are usually filled with murky techniques for anything and everything at once instead of procedures.

Unless you let the audience know that they won’t get far without starting from a blank slate, not getting far is exactly what they’ll do. People will stir your instructions into the mishmash already inside their heads, and the result will be a poor rate of success. However, responsibility for this always will always lie squarely with the instructor. Your task is not only to provide techniques, but also to properly instill and reinforce them in people’s minds.

The 15 experiences presented above are the first phase experiences of real practitioners. The experiences were randomly selected (although preference was given to the indirect method) and might serve as a testament to the typicalness of the simplest mistakes that novices make. They will also give a budding instructor an idea of the situation that most of his students will be in when he starts teaching.

And so, we have found 76 mistakes in only 15 practitioner accounts, and that’s counting just the most egregious and obvious ones.

– lack of secondary separation from the body: 12

– lack of maintaining: 11

– lack of a plan of action: 10

– lack of deepening: 10

– loss of activeness: 8

– unwarranted inference: 7

– unwarranted action: 6

– lack of separation: 6

– unwarranted emotion: 2

– dangerous activity: 2

– short plan of action: 1

– getting drawn into the storyline: 1

Open your branch 159 Table of Contents