tandjenterprises.comtandjenterprises.com/RBTI-Anatomy-Class/RBTI-Anatomy-2... · Web viewIt’s only the prism that raises the molls in such arrangement that we call it color. There

Anatomy II transcript Dr. Carey Reams and Dr. Joseph Manthei

Tape 1 side 1.

Morning devotions.Dr. Reams: … to share with you the wisdom that God wishes to share with anyone who wishes to be taught. There are people that are unteachable. But one of the people one day to one of the workers in Christ’s days said, “how can I learn without a teacher?” God means for us to have teachers for a while and then we can be promoted to a place where the Lord Himself will become our teacher.

It appears that the Lord doesn’t teach kindergarten. He’s willing to teach, but not kindergarten because that’s our job. He’s assigned us to teach the kindergarten. But then, He will teach us when we become teachable and obedient. Then He said, you will find that in I believe the third chapter of 1 John in the Old [New] testament about who will become our teacher. No man needs to be our teacher any farther, but it’s always good to share thoughts and ideas that push someone else up. If it doesn’t push anyone up, you’re wasting your time. Unless you are being solicited as a prayer partner. Or as solving a problem to make it a very important part of your prayer list.

One of the things that we do not learn early enough in life, most of us do, that God is real. Very real. And He’s not way off yonder some million light years away. He’s right here. He dwells in us through the Holy Spirit today. He is as close as a prayer. He is dearer than a brother. He’s like a loving Father. And He said that “ye have not because you ask not”. So many of us do not ask, do not just barely ask for what we need to know. And so many of us also give to a business trying to solve a problem ourselves. It is too big for us that we don’t let Him help us when He’s willing to help us before we ask, because “before you ask, I will help you”. And He helps us many times before we ever ask. Also, we should spend some time in our earlier lives, or until every word we say and every thought we think becomes a prayer. As Paul said, pray without ceasing. Pray without ceasing. And, until we get to that place, then we’ll try to do too much for ourselves and not depend on the mighty power that’s out there willing and waiting to help us. So many times we get so busy counting our problems until we forget to turn on our faith and use those problems for lessons in strengthening our faith. You will never go any farther in life than your faith carries you. Where your faith stops, there growth stops. You cannot go beyond where faith leads you. And you can get to a place wherein that you welcome problems. It doesn’t matter how serious they are. Or how rough they are. And after you go through the fire of tribulation, fire can no longer burn you anymore. No one can harm you. The most they can do is to promote you in the presence of the Lord and that’s not too bad. They can’t eat you. So therefore, you have a power of peace that surpasses understanding that they cannot comprehend.

You also have a gift of the Lord in that the true followers of the Lord, the ones that really know Him, are insult proof. No one can insult you. You don’t have to raise

1


your voice to anyone, anytime, anyplace, under any circumstance, unless it’s a matter of acting in order to get someone’s attention. But it’s deliberately put on as a play on a television. In other words, it’s an act without emotion. And the actors and actresses on television are supposed to be emotionally involved, but the best of them are not. They practice until they can do it without emotion and they do a much more fabulous job because it seems just natural to them and the other it seems blocked, stilted and you almost lose the plot.

In this work that we’re doing, we are supposed to realize that no man can heal. No one can heal at all. Only God can heal. Only God can knit those tissues back together. God is not in the second-hand part business. He does not repair any damaged cells. He puts a brand new one, a brand-new cell in the place of the worn out one. And, it’s up to you to study, to show yourself approved unto God workmen that need not to be ashamed, rightly dividing the word of truth about the spiritual things, and health is spiritual, the physical things, the physical laws of God as well as the spiritual laws of God. In fact, there is a very fine line between them, very fine line between them, but there is a line there.

If you wish to ever master anything you must be willing to pay the price of mastering. You must burn the midnight oil. You must dig it and dig it hard. And never stop until the light breaks through. Never stop until the light breaks through.

I know this one problem I’ve been working on about 70 years now. I’m still not any nearer getting it than the day I started it, but it sure is fun to try. But a lot of them you could persistent in and use. I did solve them because I was persistent. Then the thing about this problem, you say well, why do you keep on fooling with it? Well, the reason I do is, it’s a review in all the physical laws of mathematics that there is. About every law in the geometry books, and trigonometry books, is in that problem and it keeps me in constant review and you can present them anyway you like, but it always come up with 16 and that’s it just one, one you cannot do and that’s, well actually you cannot do, at least I haven’t done it yet. I’ve heard that others were but I haven’t seen it yet. So, what I’m trying to say to you is, don’t give up because you don’t understand it to start with. That’s boy’s life. If they can’t throw the bull over the fence in one minute, then there’s no use trying. That’s boy’s stuff. That’s kid’s stuff. In adult life, it’s persistence that sticks. Never give up. Never give up. Where there’s light, there’s hope. And where there’s sight, there’s something to read. And when there’s not sight, there’s something worth listening to.

I know people that like music, but what kind of music do they like? The most depressing music on earth, that’s the only kind they play. That’s about the same kind to make you climb a wall. The part, I don’t care high your calcium is. To hear that depressing deep dog music all the time, I’m not talking about rock. I’m just talking about some. It can be in rock. It can be in Christian music. It can be in any music. That deep dog music. I don’t advise anyone to be listening to that kind of

2


music. It is not uplifting. But look to things that gives you power. Not something that sooths your thoughts or sooths you. It’s music that’s kind of like foods. Tell you the kind you need be, tell you the kind you don’t need. Tell you that which you need the least and you don’t like the kind that you need the most.

So it is in dealing with people. Deal, what I’m coming up to is this, deal with the whole man, the whole woman, the whole boy, the whole girl, the whole thing. Everything has to do with the whole person. The way they think has something to do with their diet. The way they love or hate has something to do with their diet. The way they are treated at home or the way they treat each other at home. It has something to do with their diet. So when you find something that diet doesn’t correct easily, then you need to check in farther and find out why. Find out why.

Also, I would recommend to you some caring for people if you recommend that they’re, especially if they have children that they attend the church of their choice. Attend the church of their choice. Because it will do something for them somewhere and if one doesn’t satisfy their needs go to another. Go to another. You won’t ever amount to anything yourself until you get kicked out of at least six. So, if you get kicked out of one, just praise the Lord. He just promoted you to a higher grade. Encourage people to attend church.

Also, that’s a part of their digestion. Be at peace with themselves. Do not ever think for one moment that you or I or anyone else is the whole answer to every problem. Many times a pastor can help. I don’t have any special one I’m following. Go to one until you do find it.

Also, there are times when you need medical doctors. There are times when you need naturopaths. There are times when you need diet. There is times when you need understanding. There is times when you need someone that can deal with the whole man, the whole boy, the whole person.

God didn’t just come to us in the Bible to teach us just about diet. He tells us all about all of the, so shall evils arrive. God is about the search of evils. And He also taught us about the joys of life which are opposite. For every opposite, for every subject there is a plus and a minus. There is a good side and the bad side. Now, when you get to the place that you love everyone so much until you can’t see the bad side, then your eyes are open. Your eyes are open. You begin to know then how Jesus loves. How you care. How you walk. How you talk. And it is then that you can begin to bear someone else’s burden. I’m not saying that you cannot bear it before then, but it’s then that you will become a power unit in your community. We are shinning lights in our community. We are set apart. We do things differently. And if you do not give God the credit, then God will not give you the wisdom to handle your problems. Don’t forget that. God will not divide His glory with anyone. If you do not give God the credit, then He will not divide His wisdom with you. God is a God of love. And you will find in life what you look for most. If

3


you look for the lovely, you’ll see the lovely. If you look for the bottom of the pit, the opposite of love, the hate, the dog eat dog, the greed, that’s what you will see. But you, one thing is certain, you will become like that which you look for mostly. Whatever you look for in life, that’s what you will become. Now, the duty to God, the service to God begins with duty ends. It is your duty to pay your bills. It is your duty to be clean. It is your duty to look after your family. And your parents or grandparents, if you love them, it’s your duty. But when you do it beyond those, then that is service to God. That which you do beyond the call of duty is really rewarding and it’s kind of hard sometimes for people because they do not wish to be imposed upon. Imposition of others is a beginning of tolerance and tolerance is the subject that leads you into the path when you can serve God beyond duty, beyond the call of duty.

So, today, my message to you is learn to ask for what you want to get and know from the Lord. Pray that He will open your eyes. And pray also that He will not remove the Holy Spirit from you. Pray that you will not grieve the Holy Spirit. That you will be kind and loving to every living person. I’d like to call your attention to this: you cannot repeat a word of gossip that you hear, pushing someone else down, through prejudice or otherwise without being as guilty before God as if you originated it, if you were the author of it. That’s a pretty strong statement. So, what you need to do is, when someone gives you some gossip or it may be a fact. No matter how true it is. The truth of the matter has nothing to do with it. Just because it’s true then you can say when once you heard it, let’s pray for that person. Let’s pray for them.

In our offices in our government today needs a lot of prayer. It’s so easy to push people down. But let’s push them up because we have the best nation on earth. Now I don’t mean to say, agree with everything they do. I’m not saying that. You can disagree, very politely and very nicely without saying uncouth things about someone. You can disagree very beautifully by asking questions. When somebody said that Mr. Reagan did this, did that, I would generally say, well what would you done? What would you do? Then I’d keep asking a question that never worked. Then I’d ask another question. And another question. Finally, they say, I don’t know. If they knew in the first place, they wouldn’t even brought up the subject because we are dealing with things that God has reserved for Himself. He runs the nation. He runs our lives. He is our everything and don’t forget it. Thankyou.

Father we thank you this morning for this marvelous group of people here who have come to study that we might make life sweeter for other people than their lives have been before. That we might point them to eternal life. The whole purpose Lord is eternal life. And may we make their journey more joyful, more happy, and someday be gathered with us into the Kingdom and when the Lord Himself asks us where is that pretty flock I gave thee? We will have something to show for what You have given us to do here. May we do it with all our minds, all our soul, all our being and all that we have, in the Name of Jesus I ask it. Amen.

4


Start of class lecture.Dr. Reams: How many of you have had two courses under Dr. Manthei or someone else? Two. Hold up your hands let me see.

Student: At least two?

Dr. Reams: At least two courses under anyone. How many have three? How many’s had four? Good, okay. Now I’m going to give you a test. Give you a test. Now this is to be written. And you can write it almost in one word. Now with just a few figures. And I want to see, I need to know where you are coming. This is a course on anatomy pertaining to the numbers. That’s what it’s about, but I’m going to give you a course or at least a review in the numbers. And I want to know if you grasp this part. And this was given in the first course, the very first one. So this shouldn’t be hard to you. You should know the answers from memory by now.

The first question is: What is the minimum number of milhause units in one single atom of hydrogen? Please just write that down it’s number 1A. You just write the number. You don’t have to write the question.

The second: and a B is oxygen.

Student: Repeat please.

Reams: What is the minimum number of milhause units of energy in one single atom of oxygen? The first one was hydrogen. The second one was oxygen.

The third one is nitrogen.

The fourth is potassium.

The fifth is potash. Potassium.

Manthei: Tell us number four. You mean phosphate for number four.

Reams: Four is phosphate, yes, four is phosphate. Five is potassium.

The sixth one is calcium.

The next one is manganese.

The last one is iron.

Question number 2: What is the maximum number of milhause units in oxygen?

The last question is: What is the average number of milhause units used in the RBTI measurements on energy? What are the averages that we use?

5


You do not have to hand this in until tomorrow morning. Okay? I’d like to have it handed in tomorrow morning and please I would ask for no help from each other. I want to know how to help individuals.

This is the very foundation of what we are studying about. Energy. The gain or loss of energy, an increase or a decrease in ionization. Ionization as we have said is: How things are put together and how they are taken apart. They are taken apart by milhause unit, by milhause unit, by milhause unit, or put together in like manner. This is what it’s about. Now, what we are going to study this week is well, how to put them together and how to take some apart.

We are going to divide the body into five parts. We are going to have the brain, well each part of the body is associated with the other. The brain is one part of the body. Another part is the skeleton. The third part is the muscle. And the other part is the vital organs. But what’s the other part?

Student: the nervous system?

Reams: That’s a part of the muscles there.

Student: Blood.

Reams: Huh?

Student: Blood matches up to.

Reams: no.

Student: Spleen?

Reams: No way. We’re not going to spend too much on the blood or the glands. Well the others are spiritual. Take the spiritual part. In other words, we went into the technicality of glands and blood before. About all I’m going to say about it is blood doesn’t have a frequency that’s constant. It’s a variable frequency. So if you spent the whole course studying energy of blood, you’d end up not knowing much more than we did to start with. Except what we already know about the increase and decrease in the energy. Of course, the blood is the rivers in our body that judicates the oxygen and elements throughout the body. The glands are the part of the body that attracts the magnetic part from that section of the body or a given section of the body. So we already covered that, so no use to cover that again.

In the brain you are going to find that in conception, the first spark of life comes in the genes of both the male and the female, and believe it or not, I’m prone to believe that the more I study it, the more I’m prone to believe it. That it is the male gene which carries the spark of life to the brain. It is the male, but it may be over influenced by ionization of a stronger genetic background by the female, but it’s still the gene male sperm that have the spark of life in it, the manganese. Well of

6


course the female ovary must have the spark of manganese in it also. In other words, like things attract each other and it’s the manganese that each will attract each other and it’s exact attraction down to the mili-mili-micron that causes the special ones to join or not to join.

Now, under what conditions in the numbers is it impossible for them to join? There are conditions in the numbers in which it’s not possible for them to join. What would you think of in the numbers or set of numbers that would indicate that it’s impossible for them to join?

Student: High grade alkaline.

Reams: The body is too alkaline. That is correct. The body is too alkaline. Now, if it’s too alkaline, what else does that indicate?

Student: Iron and manganese deficient.

Reams: Why? Someone said the iron and manganese is deficiency. Why does that indicate that?

Student: It is too slow to be efficient.

Reams: It’s going too slow, but

Student: Actually when it says, 2 to 5, 2 to 4.

Reams: Yes, but there’s another reason why. You are correct in what you are saying, but you haven’t given me the real concrete cause of it not accepting the iron and manganese.

Student: The digestion is just too weak to break it apart.

Reams: That is right. The gastric juices is too dilute. It is too weak to attract the heavier elements in sufficient amounts to bring forth life or to continue life at its best.

Now, there’s another element that we’ve talked about that was necessary at this time in order for iron and manganese, calcium, potassium and so forth to become available to the body. What element is that?

Student: Vitamin A just to start the vitamin healing.

Reams: I asked element not vitamin compounds.

Student: Phosphate.

Reams: Phosphate, yes, phosphate, now you must remember that phosphates are absolutely essential. And in foods, listen to this now. Containing low calcium’s and

7


low sugars, then our bodies become deficient in phosphates too. Now, where in American diet do we get most of our phosphate today? What diet?

Student: Coca Cola and Coke.

Reams: Absolutely correct. That is correct. In carbonated drinks, believe it or not. In carbonated drinks we get more phosphates than anywhere else today. It’s not Coca Cola that’s so bad or any other thing else. It’s the abuse of it. Too much of it. And also, when you have too much phosphate, it can also displace calcium oxide. You can take an egg and put it in Coca Cola and in three days you can’t even find the egg. It’s eaten up the shell and all. It displaces the calcium and the entire egg. It completely, you can’t find it in the solution at all.

So, there is a delicate balance in life. Now I want you to picture in your mind and the most delicate benefit we know of today is the perfect equation. Is that perfect equation. But too much to the left, or too much to the right, about too much above, or too much below, that is the perfect and the goal is to work toward that.

Now, let’s go back to the time of conception. At the time of conception we have learned that the sperm and ovary, that is the kind of the greatest magnetic attraction for each other, generally what it does generally, joins.

Now if it is a perfect union then you have a perfect specimen. If not, you have some kind of a external or internal problem. There are, they are jargs that can cause the body not to manufacture enough of the substance on our frequency to complete a whole parcel, a whole body. So consequently babies are born without legs or without arms or without this or without other because of a mineral deficiency. It doesn’t mean that this chemical prevented the growth of such afterword. That’s remotely possible, but entirely improbable. Now, I’m not going to give you much on drugs this week. I want to stay pretty clear of them, but within the gene at the time of conception there are times or ages of growth and also of maladies that take place. For instance, if you have a certain, well, let’s say, put it this a way, just suppose that let’s three hundred would be a present number for, this is just a number out of the air. There’s nothing to do with reality. Just a number I picked up to demonstrate a thought. And that’s three hundred, that the genes were supposed to fit, suppose it only fit that went with and the gene in the sperm, or the ovary and the sperm only fit with a X 250, an X 270 or an X 220 or an X so forth. Now in that case, then there’s going to be a reason for it or a possibility of certain conditions to happen. But there’s only one condition that I know of that can affect those genes besides drugs and that is venereal diseases. They affect them to the fourth generation and those have time limits. If it affects it in the first generation, it’s silent most anytime. The mental breakdown. The second generation is between 25 and generally 35, 37. The third generation between 37 and 60. The fourth generation is 60 or above. This is ended after the fourth generation. There has not been any record of any carry across. Now, there’s not any way that I know of to

8


erase that, once it’s established there. It’s there. In this case, it generally strikes, not always, in the fourth generation of the fourth generation. That’s when it strikes in the most known.

I just saw a little girl this past week that was 13 years old. She looked like she was about 9, but she was already in the advanced stages of the vidish so sometimes it strikes the second generation but it can strike in youth, but it is very rare. Most of the time it’s 25 thru 37. And generally, it affects the brain and the eyesight in the very young. And they can’t learn. They are generally noticeable from about, well, it depends, on how close you observe it, how much you know about infant babies, but generally you can pick it up, the third or fourth day that there is something wrong. And as the child gets older, you can, time their four years old, you know definitely that there’s something wrong even though the child appears to be quite normal, and it’s walking and sitting and babbling and playing and smiling and things of that nature. It’s about the 4 year old level before you really know that there’s something powerfully wrong. At that stage, it’s too late to correct it.

9


Tape 1 side 2.

Manthei: Play.

Student: Dr. Reams have you considered as venereal diseases like gonorrhea? Does that fit into that category?

Reams: Yes. I have considered venereal diseases as syphilis, gonorrhea and so forth.

Student: What about herpes?

Reams: That’s just another name for the same thing. Just a polite name for the same thing.

Student: All different kinds of it?

Reams: It’s a different kind, but it’s still in the same category.

Student: Of which? Of gonorrhea or syphilis?

Reams: Gonorrhea.

Student: Gonorrhea?

Reams: Yes.

Student: Are there not herpies that do not harm your old stock?

Reams: Not that I know of.

Student: What about cold sores?

Reams: It’s still, I believe, it’s the same thing, gonorrhea. Well, syphilis also has a type of the cold sore also. I mean there is a time for these things lap over, complete lap over. It’s a terrible, terrible, terrible disease. It’s just worse than I know how to describe anything. It is one of the worst of all maladies because of it’s carrying over into the next generation and the next generation, the next generation. And there’s no cure that I know. You can stop it temporarily. If you stop it quickly enough, it probably won’t have any carry over. But there are cures for it if it’s started early enough and why people dodge the help that this nation is trying to give them, I can’t figure it out, but anyway, so be it, it’s beyond our control to do anything about it except…

Student: If you caught it early enough this is would not be carried over?

10


Reams: Ah, probably would not. No, because it’s got to the brain, first before, it has to go to the brain. We’re studying the brain now. This is off the subject the brain is according to the numbers. Now, if you have numbers that indicate that, numbers do indicate that if there’s a venereal disease. They do indicate a venereal disease. However, numbers indicate other things beside venereal disease. In other words, the… suppose that you have twenty to thirty of… let’s just take an example, we have these numbers say: 1.7 6.40 / 6.50 8C 4M++ 10/6 . Now those numbers are just one of the patterns that indicate a venereal disease. There’s other similar ones that you can have. But this is one that would indicate that. Now, if this condition is in its early stages, this is what it will be. But after it spreads all over the body, then it’s very difficult to pick it up anymore, because it will then affect more than one organ. In other words, this indicates that there’s a great loss of energy in a very short standing.

Now, let’s take another set of numbers. I want to see what this one will tell you now. We’ll say it’s a 1.4 6.20 / 7.10 12C 4M 7/7 . Well this came very quickly on them. Now, what is that telling you there? What’s the major problem there?

Student: What are you doing first?

Reams: Yes, but there is more to it than that. This happened very quickly now. Very quickly. Just like the syphilis, the gonorrhea I mean, biggest problem. But the two problems are as different as east is from the west. You see in the second one you have an acute variance, huge vitamin C deficiency. In the first one you don’t have, but in the second one you do have. In the first one, I would beg your pardon. In the second one, you see that there’s a problem in the digestive track. And in the first one there isn’t.

Student: The colon is not budging?

Reams: That’s right the colon has a problem in the second one. So, when there is an acute vitamin C deficiency. And the problem comes on quickly. There is two things that it can be. What are they? There’s two things it can be, what is it? This is early stages now. This is something that could happen real quickly. Either taking a very, very bad cold or a flu. Now, there is a physical something that’s happening here in this one. And it’s triggered off by the brain. And what is that? Outward physical something that you can detect. Cold hands, cold all over, cold sweat, paler color,

Student: Does the product have a feel?

11


Reams: Yes, yet chilly, yeah. Cold. Now where did this problem actually, what triggered off this problem? What was in the lower one that triggered it off?

Student: Should lack of vitamin C.

Reams: Yes. But what part of the body triggered it off?

Student: The liver?

Reams: No sir.

Student: By just this set?

Reams: No sir.

Manthei: Answer him.

Reams: No sir.

Student: His brain.

Reams: The Brain. The brain is correct. It’s the brain triggered this thing off. Now, you might say, well you taught us all the way it was the liver, yeah. But can a liver act without the brain? Can it?

Well, a, why, it’s just a chain reaction really. It’s a chain reaction. But that in the brain, here’s what I’m coming at, in the brain, there are red lights, so to speak, demi lights or demi things that will bring four things and that’s physically to call our attention to serious major physical problems. And it’s the brain that finally says, BANG! You got to correct this now! However, the lack of things in our diet, which you have already studied, you already know how to correct them. You already know what to do about them, without going through that again here. Has said, I got to have a help. It’s the brain that finally lets you, it triggers it off. It says I’ve had enough of this foolishness. I can’t do it. If you aren’t giving that liver more calcium, I say I just can’t take it any longer, because I’m not getting enough oxygen. And if I don’t get enough oxygen, I’m not going to send, to tell these guys I know what to do.

Student: So there you check size from the lung.

Reams: eh eh

12


Student: Brain has gotta get some affect from the cause. The cause being whatever the effect is?

Reams: It’s chain reaction. Yes.

Student: It’s started from the lack of oxygen because these are the literal minor dictated lungs (Reams: Yeah.) Student: that was the starting point.

Reams: Well yes sir, it was a starting point, lack of calcium to start with. And then two months then there out, diet too narrow. We’ve already gone over this, the diet’s too narrow. Soon of it was finally the brain that said, I’ve had enough of your foolishness. I’m not going to take any more, and it triggers off a problem. Yes?

Student: I’m on loss of how your doing this, how you picked up the cold and feet doing this.

Reams: Ok. The top number there is lower than the bottom number, indicating indigestion. [6.2 / 7.1]. When the top pH number is lower than the liver, that indicates indigestion.

Student: In other words, this could periodically hit them.

Reams: Sir?

Student: It’s a hit and miss on them.

Reams: Yeah, that’s right. That’s right, and the further apart they get, the more indigestion they had.

Student: Does it give you cold feet and sweat?

Reams: Yes. Well, that’s one kind of cold hand, but the sweat, the sweat is a different thing altogether. It’s a, in other words, the sweat is caused because a certain of the white corpuscles are breaking down. In other words, your white corpuscles are on a decrease temporarily. And then when they decrease to a certain stage, this is happening while they’re on a decrease, then nature will start manufacturing them, so to speak by the bushel. And then they will run away with you. They go sky high with you.

Is there a question at this point? Yes.

Student: How can you tell that this happened very quickly at this point? From this one set of numbers?

13


Reams: Yes. Sure. Because the point is, the numbers are too near perfect here to have it be prolonged. Would like a set with it prolonged?

Student: Before you kick it in, print another set. The first set up, I wondered what was the major problem in the first set?

Reams: I just told what the major problem in the first one. What did I tell you?

Student: How about the second?

Reams: In the second one?

Student: No I thought you were discussing the second one now. This is, I’ve definitely called it.

Reams: Well somebody asked about the first one again. Okay? We discussing the second one, when some just asked about the first one. Okay? What do you need to know?

Student: How do you pick up disease from the first set of numbers?

Reams: What’s that?

Student: How do you pick up venereal disease in the first set of numbers?

Reams: Because there’s a quick infection. Very quick infection in there. Very quickly.

Student: That symptom’s something else.

Reams: Well, the body resistance is pretty high except to that.

Student: Is this infection to primarily in just the reading?

Reams: Let me say… Let me say something. I don’t care how great your resistance is. It may be two questions, then all that matters there is not known any personal resistance that can be built high enough so that venereal disease cannot attack. Now that is the only, I shall not believe the bacterial diseases, I’m a, I’ll have to make a clerical venereal disease on that. Because it can carry across on malaria or typhus or typhoid fever, Asian flu, and to a point I don’t believe that they are the cause of those diseases. But no one can doubt that, let me also state this. There are many people that you can inject into their blood stream, venereal diseases and they won’t even take. They won’t cause any venereal disease, but taken

14


into the central organs, it will take. Because the secretions there are favorable for its existence. In other words, the food supplied there is what they need to exist on until the number grows until the resistance can’t break it down. In other words, it’s kind of like a match starting a fire. But it’s the only disease I know of that can be actually, cannot be actually body immunity built up to it.

Now just remember, I just said, we are studying the brain right now. How the brain triggers off when it’s had enough of something. In others words, it more or less lets it come on.

Now, let’s take another problem.

We’re going to take a 4.6 6 / 5.80 25C 4M 6 / 3

Now you have a picture there. What’s going to be triggered? What’s the brain going to tell you right now?

Student: It seems like that they touched him up.

Reams: What is the brain? The brain going to send a message to you to do something and probably do it rather quickly. Two things.

Student: Do some work.

Reams: Not necessarily, no.

Student: Too rich.

Student: Greatly advanced. Rather see a physicist use it.

Reams: Yes.

Reams: That’s the way they correct it, but that isn’t what we’re studying right not. We are studying what message is the brain going to send you.

Student: Be a controversial. Used to be.

Reams: That’s probably true too, but that isn’t what the brain’s telling you. The Brains telling you…

Manthei: You are asking a conscious, with the brain consciously. You are going to be aware with something that’s going to happen unconsciously.

Reams: You’re going to be aware of consciously.

15


Manthei: Yeah. In other words like faintness being made. Only ones that are like that ...

Reams: It’s similar to that, yeah.

Reams: I appreciate you didn’t tell them it’s. What it is, now, yeah.

Manthei: Okay, that’s what I just meant by.

Reams: Yeah, that’s right the…

Manthei: The nerves are picking up something, this is what you add.

Reams: Yeah, actually that, I thank you for helping.

Reams: Yeah actually that, I thank you for helping. Well I thank you for not answering the question too.

Manthei: Yeah.

Reams: Chuckling. It’ll tell you something there.

Student: Is the clue partly in the urea that’s number three?

Reams: Partly.

Student: It’s just the principles to gradually tell us to tell the body what to do?

Reams: It’s going to tell you to go to the bathroom in a hurry. You got to look, (Student: pardon me?) you got gas with it. (chuckling)

It’s all so kind of quick. (chuckling and laughing) It also tells you that you feel faint. That you have a withdrawal. Feels likes your going to die.

Student: Would that be very early stages in withdrawal? Are there very late stages?

Reams: That is the withdrawal. That is the range changer there. After that, call that equation, the range changer. It is one of them. There’s a lot of others. But it was the brain that triggered it off. It tells you to go to bathroom.

Student: You need to have another course. Where was the definition of range changes here. If it’s in a range, why do you say a range changes?

Another Student: It will.

16


Another Student: Powerfully.

Reams: He said you need another course in range changes.

Manthei: No, he is saying he wished he had another course. He’s asking where do you see that the range is changing with this pattern? That was his question.

Reams: Well anytime you go through a withdrawal, you’re changing ranges, or natures trying to change ranges. That’s what a withdrawal is. And generally, withdrawal is changing for the better. Changing for the better.

Student: This is a withdrawal. Isn’t it also showing loss of vigor?

Reams: Yes. It’s, I am trying to get across to you though, it’s the brain that finally it gives you the messages. Or it causes you to feel. In other words, without the brain it has, you don’t have any feeling. You understand that. I think I just got it across that. Without the brain you have no feeling. You got that link now? It’s the brain that makes you aware of everything that happens to you, the awareness.

You’ve been told up to now what to do about these conditions. But now you’re understanding what the brain has to do with it, which is a terrific lot what to do with it.

We also, and that touched upon frequency. And we are going to have to touch up on it in this course on frequency. Frequency is the time it takes for one electron to make one RPM around one mol [molecule]. That’s frequency.

Student: Dr. Reams?

Student: Dr. Richeus said, I’m going to write it down. I’ve had it before but …

Reams: Frequency is the length of time it takes for one electron to make one RPM around one mol. You might add to that, in three dimensions.

Student: You said mol at?

Reams: Molecules.

Student: I was set for that top, but I wasn’t sure.

Reams: It’s molecule, yes.

17


Reams: Now, what organ of the body has to with the synchronization of our entire body?

Student: I think it’s the liver.

Student: Brain.

Student: He says everything up to the brain, that’s the computer.

Reams: It’s the brain. That’s right. It is the brain. The brain is what tells the liver how to make things on our frequency. It is the brain that tells the liver how to, or what, or to prevent it. It actually, it won’t tell it how, it just prevents it from happening. In other words, it’s something that happens while the hen lays an egg. It just can’t happen otherwise. In the debt ledger it throws it out. It doesn’t fit. In other words, that’s the, in the debris that goes out through the urine that you see in the urea readings. It just doesn’t. It doesn’t register. The brain is quite an important organ, but there’s no one organ that’s more important than another because one is dependent upon the other. One can’t exist without the other. The brain is the one that’s the boss, so to speak, it’s the limit. Lays down the rule for the functioning of all other organs. They cannot function without the message coming from the brain. There is no way that any organ can function or do anything without an order from the brain to do it. Is that clear? Are there any questions about this at this point?

Student: Yeah, when they have a liver or a kidney transplant, how do the messages get to the brain? Is that kind of ignored? How do you keep them from dying?

Reams: No, no. You misunderstand how a kidney transplant’s done. In a kidney transplant they don’t cut the nerve loose from the main stem. You have to keep the eye of it in the base of it, on the nervous system there. It goes out all through the kidneys. You have to keep that there. In other words, you can’t take a whole kidney out and put another kidney in and tie the nerves together. It’s not done like that. You take out the eye of the nerves that go into the kidney and you put that back into the kidney and then it will start to grow into new tissue. And the old tissue was taken out and the rest is thrown out and a new one put in.

Student: It’s similar to a vertebrae and they do not take out the whole vertebrae.

18


Reams: That’s right, just like it was similar to replacing the heart. They only replace the back part of the heart, not the front part. The front part is the one got the instructions from the brain in it, appearance, they just have to take away the secondary part and then put the new part to it, but the heart’s lot more particular than the kidney is. About what it accepts and when it doesn’t accept with the kidneys, plenty particular. The body is less particular about the liver than any other organ because the liver is the only organ in the body you can take away nine eights of it and still have a full-sized liver. It will replace itself even when it’s greater than its original size. But the kidneys and other organs do not do that. The liver is the only organ in the body that can rebuild the tissue that’s been taken away from it.

Student: How do you take nine eights?


Student: How do you take nine eights?

Reams: One eight at a time. You don’t take it all at one time. Kind of like cutting a puppy dog’s tail off. You just cut of a little bit at a time so it won’t hurt so bad. (laughter).

Student: And it finished him.

Reams: Due to injury and one thing or another. It’s done like this, you know? So, what I’m getting at is the brain is the one that synchronizes it down to micronage.

At the time of conception there is a decimal 24, decimal 25, decimal 26 nerves on each end of each sinew within the sperm and the ovum and these have to match exactly or else there’s certain problems that happen. Back on each end of each taste bud in our mouth is 284 taste buds and each one of those taste buds, on a male there’s 24 of those little electrodes, and in a female 26. That’s why they’re more sensitive to taste, so forth than us men. And then in the nose there’s also a knuckle, has in the nose to pick up odor, there’s also 24 and 26. For there’s a decimal five, 24, 26. That short circuits the end, a loose end of these nodes that gives us flavors or orders or smells or what not. So, it’s the brain though, that interprets it for us, that tells us. When the eye sees a sunset it’s the brain that tells us whether it’s beautiful or when it’s too bright or whether there is or isn’t one. It’s the brain that does the interpretation all the way down to the milli-micron.

19


Now, the brain is very selective because the frequency, we want to study the frequency in its broadest sense of decimals 24 and 26. But under that there is other stages of inert energy that Dr. Callahan is measuring some of these over there in his work at the University of Florida, and he has started where I left off in measuring these that is beginning to predetermine a lot of things about well, the future generations of birds and so forth. He took and made a little instrument and put it up on top of a building at the University of Florida and the building was about one of the highest points and he put this little instrument up there and he predicted that an eagle would camp there and make their nest. And sure enough it did. This little instrument gave an eagle an idea.

Another place, he predicted that an owl would come over and nest there. And sure enough, the owl came over and nested there where he put this little instrument. Now that animal didn’t know why. Didn’t even know the instrument was there.

But in other words, what I’m saying is, this little delicate instrument that’s built in our brain that is a part of frequency which does not change its overall number of frequency is a, I guess you would call it a constant trillion billions that makes each of us different one from another. We call that micronage. It’s as different as each little mol. Not only one mol but every mol in that in that stack, so to speak, in that body, has to match and be on the exact same frequency down to the trillionth part or else it won’t fit. Now, the brain determines this. We are going to take up some numbers in a few minutes that indicate things that try to prevent it from happening. And under that we have milli-micronage. What is milli-micronage what does it indicate?

Reams: What? (responding to a background noise). What does milli-micronage indicate?

Student: So far heughs, tints, shades, identity of.

Reams: Colors tints and shades that’s right. It indicates colors tints and shades as through a prism. There really isn’t any such thing as color really. It’s only the prism that raises the molls in such arrangement that we call it color. There are plants that you can look at though from a different angle, one would be blue, and you look out from another angle it’s green. The blue-green collier is one. The angle that you look at it the time it flowers is the color of it. And it’s the brain that tells us what the color is, and so forth, through the eyesight. And under milli-micronage we have milli-milli-micronage which is identity. And that we are getting down there to split

20


hairs and that’s where Dr. Callahan is doing most of his work. It’s what affect the brain has upon the system.

Now, I tested a person this last week that their numbers are almost absolutely perfect and yet the person was blind and a moron. Blind or a moron because this is something that started from birth. And consequently, there was no natural loss of energy. What I’m getting at now from genetic deformatives, there is generally not any loss of energy and it starts from the brain.

Manthei: So if I’d make comments then, in other words, there’s these little nerve fibers at the time of conception, there is something that malfunctions even before the brain was actually forming in the little developing fetes.

Reams: Yes.

Manthei: And so therefore, there would not be any loss of energy as that, as the fetes grew older and became a little child and grew up. There would be no natural loss of energy because it started way back at the time of conception.

Reams: Right. So this brain has got some marvelous things to tell us. Whenever we begin to see the problem, I don’t know whether some of you yet are kind of, are getting the picture I’m trying to get, of cause and effect. Cause and effect. We have studied up to now, just how to correct it, but now then, we are studying how to work on the instrument, on the computer that tells us what’s wrong, that indicates what’s going to be wrong. Now, if you see these numbers begin to line up in certain positions, then you know in the future, if they don’t change, the brain is going turn these red lights on. Comprehend? They’re going to turn the red lights on.

Student: In some of that earlier, you don’t seem to have ever worked through his sons.


Student: A case where you have ever looked though his sons.

Reams: Well, that depends upon whether it’s going quickly or whether it’s going slowly. You have a question?

Manthei: No.

Student: Question.

21


Reams: Yes?

Student: The question comes up, since he had almost perfect numbers, would the brain know to make any change at that time?

Reams: No.

Student: So therefore it’s not going direct the body to do anything. Some containing wrong, it made statements.

Reams: For instance, yes, that’s true. For instance, that’s right, there’s no messages that he knows to have made the connection. For instance, you live way out in the country ten miles from the nearest telephone. And somebody cuts your telephone wire, then you are out of touch with the whole world. Because, well in this particular case, there’s no wire to start with there. You get the idea? There’s nothing to start with. The physical cannot go beyond where the mental is. It cannot go. The mental must go first and then the physical. The mental must go first. Exceptions is an accident or something of that nature.

Student: I think I am beginning to possibly see what you are trying to tell us, as I look at the sets of numbers that you gave (Reams: yeah) you can have a perfect number in these examples, with the exception of the first, the middle and I don’t see the light in there because the 1.4 that hears something that other than that, I’m not sure if I’m stating at this time that these perfect numbers to the brain and to conclude that state and it’s the perfect number has to do with what you tell us in fitness.

Reams: Yes.

Manthei: Just a minute. [end of tape 1 side 2] Tape 2 side 1.

Reams: Let’s take another set of numbers now. We’re going to take one that’s rather exaggerated. And I’m doing this, in other words, we’ve had the ones that was real narrow. Now we are going to take one that’s real wide. Let’s take we’ll say, to start with this is a first test. It really don’t matter about age, height and weight on this because we are not trying to form a diagnosis or anything pertaining to that. What I’m trying to get across to you now is patterns. We’re not studying the correction of it. We are studying the cause and effect, how to see the problem, how to evaluate the problem and

22


what the brain is going to do about it. Let’s take a 8.5 8/5.20 40C 4M+++ on the cell debris 7/11 .

Now we have before us a person with about everything is wrong with them. It’s way out. Now, the question that I am asking, when there are so many things out like this and this is very important now whenever you are doing a test. Very important, is to pick out the worst things first. That is when you are dealing with that individual, and then go through the lesser ones. Now, here we have a major, major problem and this person or guest we want to help them most economically as possible. Now the brain is going to do something now. What is the brain going to do regardless of age, height, weight or sex here?

Student: How do we actually answer that?

Reams: Fix that by the grace of God in which he, or that will, we’ll have to say, let’s do that one.

Student: Maybe he said correct a number of them?

Student: We have a person planting seeds.


Student: I’m aware of the symptoms.

Student: Negative assimilated, lie down.

Student: Knees are affected.

Reams: No, just a minute now, you’re not answering my question. I asked you what, what’s the brain is going to do about this? What’s it going to tell your body to do? The brains got a message to tell you. But what is that, the brain’s trying to tell you about this person? On that person or anyone it’s got a message it’s trying to convey to you. What would you expect the brain to indicate to you that it would be possibly visible?

Student: What’s that?

Reams: Huh?

Student: Eat lots and go to the restroom?

Reams: Eat oxygen, yeah.

Student: He’s losing us now.23


Student: His H.Q. says something.

Reams: Remember now, this patient’s come in and has got these numbers. And there before you, the test has been run, and the brains is going tell you something about it, through these numbers. What do you think it’s going to tell you first about it?

Student: I’d say the liver is breaking down and the calcium oxide from the liver shows up in the urine. He is not making enough glycogen to tell you very much.

Reams: You are right to a point there. I think there’s something else that’s going to tell you a lot. Scream at you a lot more.

Student: Get to a retreat.

Reams: Yeah, that’s what we should do. We are not talking about what we should do. (chuckle)

Student: Would this man be nauseous?

Reams: Did what?

Student: Could he be nauseated.

Reams: Possible.

Student: How thirsty.

Student: Be engaged.

Reams: Calculus. I’m going to calculate.

Student: I would think that you’d be very thirsty.

Reams: He would drink a lot of water. Yes.

Student: Drinking water. How’s drinking water that, feel thirsty?

Student: Yes it is.

Reams: okay.

Student: He’s on summon - go to the bathroom.

Reams: Sir?

24


Student: Go to the bathroom.

Reams: Well, maybe.

Student: Probably not drinking hardly any water at all. But he’s not likely to go try and just throw up.

Reams: What about the expression on their face?

Student: He’s very livable. They seemed earlier.

Reams: But the first one that says pain? Nervousness. And the fellow that’s skin would do what?

Student: Yellows?

Reams: Yellow is fine. Not exactly yellows. Dark there. And what else? You been there now, the brain telling you something that you can see differently.

Student: Could be hyper active.

Student: Would be normal.

Student: Dilated eyes.

Reams: Yeah, dilated eyes. That’s what I think.

Student: With the, with his broke the end of teeth, did he?

Student: Sugars producing too much alcohol.

Reams: Hmmm, possible.

Student: That is possibly so many delivers.

Reams: Possibly. We are not trying to diagnose right now. Were trying to, the brain’s trying to tell us something through his numbers. And it’s going to tell you about any that you see in this person. And what is a about one of the first questions you’d ask when this person can’t, comes in?

Student: Don’t ask me, what if they all need a drug?

Reams: That’s a good question to ask them about it. Are you on any kind of medication. Okay? What’s the message, the person I am talking about is the one the brain is trying to tell you. What is the brain trying to get across to you? Real fast.

25


Student: He’s nervous or irritable. He’s free for that.

Student: He’s not thinking.

Reams: That’s true but it’s not the first question I’d ask. That’s all true, but it’s not first question I’d ask.

Student: Would you ask the question if they would be on insulin?

Reams: You could ask that. Yes. Are you on any kind of medication? Is when you ask that question. That’s a good question. But there another one I’m thinking of that you would ask.

Student: You’re asking what to bring a challenge to the person with the numbers or ..

Reams: I’m telling you is the question the attachment. It’s trying to tell you something is attached.

Student: For some reason, it’s throwing out an awful lot of dead cells it’s not ready to.

Reams: Too true. That’s right it’s telling you that. Very well, it’s telling the truth.

Student: If anything this person is having it’s his alergy breather.

Reams: Going after chemical headaches there now.

Student: I wrote ten.

Reams: What? What did you say?

Student: Definitely not.

Reams: Apparent the face indicates pain. It has lines in it. Now, how did I know that? Or how in fashion do you know it?

Student: From the high salts.

Reams: From what?

Student: Because your picking that up from the high salt and then you’ll stress.

Reams: It was stressing. Where do you pick up the stress from?

26


Student: The ultra high acidity, high salts. The pH’s.

Reams: The pH’s that helps to, to all of it, the whole thing tells you that the person’s in pain. Every number there is screaming out. That this person is a very, very, sick person. In the vitamin C deficiency there is pain. Now, let’s suppose that you know there should be pain, but there isn’t any pain. Now, the question asked, “Are you having soreness of muscles in what you have?” Now there’s a reason for it, they should have soreness of muscles, but if this condition has gone on long enough, they do not have soreness of muscles. And the message of the brain has already given up. It’s not sending a message through. Why?

Student: You’ve noticed that I’ve also added discernment?

Reams: That is one reason and another reason is what?

Student: That’s the biggest hurt you said.

Student: I’m thinking that 7/11.

Reams: it is that nature is not cooperating very well. We’ve already went through what to do about it. Not drinking enough water, not doing this, not doing that, so forth, were not going to go through that again. It’s telling us that there is no pain even though the wrinkles are in the face. Their still there from the time there was pain. The nerve, it lost its ability to carry the message from the brain to the vital organs. Now, when that takes place, when that takes place then you then consider the age, height, weight, sex and so forth. After you got the picture, and you’ve already seen, you can see what nature is trying to tell you. What I’m trying to do is to help you see the picture in the numbers, because of the brain is trying to tell you. The brain is doing its best to tell you what’s wrong. Did you see that? Is anyone that it doesn’t see that? If you didn’t have a brain would you know anything about it? You shouldn’t. You sure wouldn’t.

You sure wouldn’t. Now, since the brain is telling you then that the nerve ends are dying off of a deterioration and it is all over the whole body. What would be the medical name for that? There’s a medical name for what is it?

Student: Alzheimer’s disease.

Reams: Where was he at breakfast?

Student: Callaghan food.

27


Reams: That’s right. Callaghan food. You got a Callaghan teacher on your hands. Now, if this had lasted long enough it’s got other visible signs. And what are they? Lips are a little bit thicker than normal which then has a peculiar pallor to it. Not yellow, not beige, there’s a peculiar pallor to it. Even black people it almost turns to a malate even when they are black as Ace of spades, almost turn to a malate. Not quite but it’s different color and when they get over it their skin is still black as ever.

Student: You said the rest was perfect.

Reams: Yes.

Student: He said true.

Reams: Yes.

Student: Hidden with his eye was it not?

Reams: Probably, yes.

Student: Check the nose.

Reams: Problem a bit. Did this happen to see a picture in it all? In other words, what is the brain trying to tell you?

Student: The end you see your own.

Reams: That’s right, it’s going to be before long if they don’t do something about it. But when the brain sends it plays tricks on you, the time to rebuild another channel of nerves where these old ones are not carrying the message through, and then its gets your body out of proportion, in other words, not the stealth full parts so very much, but it will get the, well you’ll look more like a orangutan or some animal features than you do a human being. You palpitated distort the physical aspects of the body, whenever it really gets in its advanced stages, but it is easily treated and taken care of. However people in the advanced stages looks so awful, when they are in the retreat you can’t them around other people. You have to keep them confined to their own room until they get their looking presentable enough to keep people from cringing or leaving for the fear of them, fear that it’s contagious that it might happen to them. You know, it’s the fear of disease as it overtakes us more so than the disease itself. It’s the fear of it. The fear of anything weakens us or accepting the thing that we are afraid of.

Student: Are you speaking of the fear of the way we look?

28


Reams: Yes.

Student: Is that the way I was?

Reams: No.

Student: These early examples which could be a result in VD, that are this particular one, give VD also?

Manthie: In this example, he said the earlier example dealt with venereal disease, but this had an exact plan of a disable possibility.

Reams: Doesn’t have anything to do with it. No connection. No connection at all here. This is strictly a dietary thing, a wrong diet from day one, but you know how to corrected now.

There is a final thing that I want to pick up in the brain also, well let’s see the pilots, it finals really three or four things. A certain bacteria that does thrive in the brain and also in the spinal column and the only place in the body they can survive is the brain and the spinal column. The brain seems to be immune as long as it’s ionized from or permitting any parasite to penetrate it other than the area that is far enough broken down to be called cancer. Then it is the cancer germs, so to speak, that cause that to break down, but don’t dial in because it was favorable the germs will get to that area. But the thing I’m getting at right here is that the brain is subject to things like the bacteria meningitis.

Now there is two kinds of meningitis. There is one that is the advanced type of cirrhosis of the liver that can affect the neurological the juncture of messages from the brain through the spinal column to all other organs of these bodies that we have, but this spinal meningitis bacteria simply cut those nerve sinews and it no longer goes through and it generally starts in the neck. And it can go either way. It can go downward or upwards and it can go rather rapidly.

One of things that I fear terrifically with it, meningitis is that so many brown people are carriers of it and they give blood and it’s not picked up in the blood sample and yet for in sick people get a blood transfusion that has the meningitis in in it, then their weakened condition of their body cause this to take hold quickly and they go right out.

So be very careful about what this vaccine for platelets or red or white corpuscles or what not be very careful. Before if any thinking, be sure that

29


their thermal affected first and are free of the bacteria that causes the meningitis. It takes about fifteen to eighteen days for it to really take hold once you come in contact with it. But once it takes hold, you got less than 52 hours to live. And that can show up in the numbers. And when that shows up in the numbers, the pH goes to dropping and there’s no stopping it. It starts to drop and we can’t stop it. Before the, and maybe you say 6.20/6.50 and it starts dropping and dropping and dropping every hour it’s lower and lower and lower.

Student: Both pH’s?

Reams: Yes. It’s dropping and there’s no stopping it that I know of.

Student: How low does it go?

Reams: Down to five, well no, below that. 4.80 down about that is what life ceases to exist. Any questions?

Student: How do you get spinal meningitis in spinal fluid that is contagious?

Reams: Well the spinal meningitis may be caught by bathing in water where the spinal meningitis is. The spinal meningitis is a spirochete bacteria that cause it. And the same one in cattle, doesn’t cause any special harm itself, but it causes mastitis. But generally if you drank the milk that had mastitis in it, it won’t hurt you if your body was healthy and strong because gastric juice would kill it.

Student: Then you get yourself an in-step tape.

Reams: Some people who said you could, but I don’t know, I haven’t had a very procedural map yet.

Student: Well if it wouldn’t be given if the hops were given but only good but to reach that thing. [this was amplified up from very low level and still isn’t very clear].

Reams: Yeah. Well it’s possible with, sometimes the insects came out and just carried it off, and instead of calling it, so much needs to be done out in this field of help I’m telling. I wouldn’t say that there’s any different cause for it to be happening or not to happen, other than you come in contact with a bacteria itself, in such a way that it come take the spear, but we got a neutral in God and it takes it. It also gets in the soil where you walk bare footed, sometimes you get a little cut in the action of your foot. It’s a

30


terrible, terrible disease. There are parts of Africa in the south central Sahara Desert area where practically all the water is contaminated with this spirochete bacteria.

[an aside conversation]

Manthei: It didn’t help?

Reams: No.

Manthei: You want success?

Reams: Now that you mention it, no. Trying to make a little point.

[continuing]

Student: If you have meningitis from that spirochetes, that spirochete he bought, that is a, that setting ..

Reams: That’s a fatal disease.

Student: The other one is not fatal?

Reams: Did not. I picked up the second one. The second one is called out by the liver jaundice. Jaundice of the liver. There’s attack if there’s a number of different kinds of yellow jaundice. And the spirochete meningitis will also turn you yellow, but it doesn’t turn your eyes yellow at first. It does in the final stages of only fifteen to eighteen hours later, but the other one will turn the sclerae of the eyes, yellow from the very beginning. And it is curable if you start in time. One of the finest things in the world to do for that is the juice of freshly organically grown green beans. And also eat the green bean cooked tender. Steamed tender, they have more power to correct the spinal meningitis than any other thing. Now, the yellowness of the skin is another thing the brain let’s happen to show you that there is a problem and where that problem is, and where it will start working on it, or if their almost done, there’s anything about it.

The spinal meningitis with the spirochete bacterial leaves a feeling of pins and needles in the skin and it is very annoying or a dying situation because nature is not giving up very easily. It’s fighting for it’s existence. And it’s the standard that indicates, it turns on the red light or the yellow light to let you know where the problem is.

31


What I’m getting at is talking about the brain and how it tries to tell you what the problem is of by the numbers here. By the numbers. Let’s take a example of spinal meningitis. It can be either one with these numbers let’s take just

4.4 8/7.80 18C 4M+ 10/12 and a yellow skin, a yellow sclerae, and pins and needles even or numbness in the feet or in the hands, restlessness, can’t sleep, can’t get comfortable. These are signs of meningitis that the brain can let you see visibly. Also in this spirochete, there is a very rapid loss of energy. I mean energy drops quickly and the pH drops rapidly. Very rapidly and if you can’t stop it you lose the patient. If you really work at it, you can prevent the patient from dying unless it is the spirochete, and they go out so quickly, you don’t have time.

Student: How much first two numbers that you gave Doctor Reams?

Manthei: 4.4 8/7.80

Student: Thank you.

Student: When a person expires, does he expire after the numbers that he gave us the last one before this, would the numbers come into line, more the perfect line, before he would expired?

Reams: Sometimes if it’s been a long illness this happenes. One case in 300, it’ll come back in almost perfect line, but others, it doesn’t. Yes, do you have a question?

Student: Is Encephalitis and meningitis the same for someone?

Reams: Sir?

Student: Encephalitis and meningitis, are they the same or are they different?

Reams: No. No. It’s two different things.

Student: They both insert adrenalin into the spinal column.

Reams: Oh Yes, yeah. Encephalitis is almost syphilis in its final stages.

Student: That’s why with syphilis, the final stage is death?

Reams: That’s fine with meningitis, yes. It’s entirely different. Entirely different in its way to death.

32


Manthei: Ok. Go ahead and take a break.

Reams: Also a hepatitis which is then may be distinguished from these other numbers by an extremely high pH and it’s actually a type of cirrhosis of the liver in it’s advanced stages. And the only difference in the cirrhosis of the liver and hepatitis over cirrhosis of the liver from alcohol is that the liver in its final stages of an alcohol cirrhosis, it turns to a stone. And it’ll turn to a grayish blue color in either case, an ink or a stone color that in the final stages of hepatitis the liver turns to cancer of the liver, in other words, a core of dead cells. And it’s a very difficult thing to handle. The only successful way to handle it, and do it well, is to have a patient in a retreat where they can get 24 hour care around the clock. And it’s about a ten weeks or condition because at that stage regardless of how much or how little emphysema you have in the lungs, the liver cannot handle the oxygen. Without the oxygen, the energy is not broken down from the amount from your elements that are not… On the treatment field the food that you’re eating might be called inert energy and your body can’t assimilate it if it can’t release it.

What I want you to do from this day forth is to see everything you look at. The numbers indicate outward appearance. And learn to study without saying a word to the patient or person before you as your guest without saying a word learn to picture up seven numbers as belonging to that one person and no other person on earth. Just that one for the time being, and very quickly you will notice characteristics of numbers that go with appearance. Then later you will see the numbers. You will know what their appearance is. You will know what it is. In other words, it works both ways. You first study why the color is like that, then you look at it and you see it in the numbers and you can both do it automatically, instantaneously, but try to remember that picture. Try to remember that picture for that set of numbers especially when they’re way out, when their way out. You may never have another picture like that in your whole life. But nevertheless remember those way out ones, and then the ones that, you’ll find the rest of them easier to remember. In other words, notice the graduated ones first and the rest of them become easy.But one thing I’m trying to get your mind off of it for the first thing when you see the numbers, what shall I do? What shall I do? What shall I do? She’s nervous. She has this. Is it the liver? Is it the gizzard? Or what? Get the idea? And therefore, you miss your cue. Find the origin of why that’s where it is. In other words, what I’m trying to get to you, is to, the brain is the origin that let’s you know the results of why those numbers are there. Don’t

33


forget that. That’s the most important thing I’ve said this morning. What you see is the most factual thing of what those numbers represent.

Now, with various ages, gender, height and race, it means a different facial expression. A different color. A different tint, but it still indicates that there is a problem. If you see a person that is solemn, have you have people that come before you that act like they have a chip on their shoulder, they were solemn? Where is that solemn originating? In the brain. In the brain. Now if you, are solemn people happy people? Are they happy people? Are they pessimists or optimists? They’re pessimists, aren’t they? They’re pessimists okay? Now these are things that you look at. Nobody has to tell you, you don’t have to have a list while you are going to take an airplane in flight and check everything off. You can automatically see these things. And I have a pessimist here. Well, immediately you know that the brain is trying to tell you what? Now the brain is trying to tell you something here about this pessimist. What’s it trying to tell you? It’s already showing you the work of it. You see that, but your numbers indicate that also. What’s it indicate? I’ll ask you this and how would you start to correct it?

Student: Is there a message?

Reams: And what would you do in this particular case? Why are they in that? Why are they busted to start with?

Student: Just like that sheet.


Student: (unintelligible) up to no good.

Reams: That’s the spirit of survival. There is also something back in there. In otherwise also

Student: Consciousness, I’m formed up of something new in terms of spinal meningitis so this is

Reams: No look we’re not discussing spinal meningitis now.

Student: We did say that the colon is stuck?

Reams: Yes, that’s secondary.

Student: Acids and calciums?

34


Reams: Calcium is a, yes, right there they give it to you as a calcium. That calciums one of the things that when the calciums first start to run low you have, in a lot of people, you have a visible appearance of a chip on their shoulder. Especially there people in a well, partly high school really and then go on through it until lesions strike people earlier that, but it’s out there right on through life.

Now it has other tell-tale marks as they grow older. Suppose this is calcium is over a long duration. You’ll notice that the corners of their mouth of each side turn down, straight down. Meaning it’s in long duration. Now

Manthei: Hold up a minute. (end of tape side 1)

Tape 2 side 2.

Reams: It fits in there.

Student: Does this apply to the more critical case?

Reams: May or may not. Probably yes sir. But what caused the corner of the mouth to turn down?

Student: What was the clues in their tone?

Reams: What?

Student: But the tone of the muscle, was it bending?

Reams: Yes, but what caused it to turn down? How did it know to turn down?

Student: Well you look at the fact that castonic or cationic blocking ties it together. (Reams: yeah) finally.

Reams: Yeah. True too, but there’s another reason.

Student: Booklets agree.

Reams: Yeah but what, what

Student: It will turn down because there is not enough anions in it to have lift it upwards.

Reams: That’s true. Let’s say it would turn down.

35


Student: Divided free frequencies. Did the brain (Reams: The brain) yes sir.

Reams: The brain is the one that said it would and turned down. There again, I want you to know the brain is in control of what it does. And why did it turn it down turn it down that way? We know it’s a lack of calcium, but it’s recalled by you and me, and verified by the numbers, that the numbers indicate what we see.

Student: And that’s control or who’s in control?


Student: Less control or the brain isn’t in control?

Reams: The brain is still in control.

Student: Yes, I realize that. Isn’t that some loss of control?

Reams: No sir.

Student: Is there a net loss?

Reams: No sir. That’s a part of the control. Part of the control. Most people can’t keep a secret either. And the fact doesn’t matter too much as a whole, just so the idea is still there. The whole world going to the dogs, especially the young people. And they’ve forgotten they’ve already been and gotten back. But you’re dealing with a calcium deficiency that the brain has shown to you, two ways, one in the numbers and one in the face.

Now, let’s look at some numbers and see how they look. Let’s take numbers like 2 6.80/7.20 39C 4M 12/8. Now, what is it there that indicates a calcium deficiency.

Student: The high pH.


Student: The high pH.

Reams: How does that indicate a calcium deficiency?

Student: Lack of a calcium lactate.

Student: All the numbers indicates that.

36


Reams: All of them do, yes. But I’m saying, he said pH. I said, “How does it indicate it?” I didn’t say he was wrong, I said “How?”

Student: He’s got weak gastric juices, therefore he’s not assimilating.

Reams: So he’s what?

Student: The calciums here.

Student: Well everything’s true.

Student: There’s high salt then too. The calcium’s probably too. It accumulates like it should.

Reams: Well what about the calciums? You’re on the right track, but you haven’t said anything yet. Something especially about the calciums that’s shown here in the pH, but something that you haven’t told me about it.

Student: You have an advanced vitamin C deficiency.

Reams: Yes.

Student: You have too much of certain kinds.

Reams: That’s right. Too much of one kind and not enough of how many kinds?

Student: Say it again.

Reams: And not enough of how many kinds?

Student: Five of them.

Reams: Five of them, that’s right. Well that’s very important what I just said to you just now. As just been said to us, you got too much of one kind, and not enough of five other kinds. Now you have opened the door for, nature is going to, the brain is going to do something else to you now. It knows you need a special kind of calcium. For your muscle and the tone of your body. Where is it going to borrow that from?

Student: Bones. ….?

Reams: What part of the bone?

Student: ….

Reams: What part is it going to borrow from it first?

37


Student: The ends.

Reams: What?

Student: The ends.

Reams: Yeah, but what’s on the ends of bone?

Student: The gristle is.

Reams: The gristle or cartledge?

Student: Cartledge.

Reams: The cartilage. And when it borrows from that, then what happens?

Student: It hurts.

Student: Inflammation.

Reams: Arthritis sets in. That’s exactly right. Arthritis sets in. Then, if it continues long enough, after arthritis sets in, then what’s going to happen to the bone itself?

Student: Breaks down.


Student: Breaks down.

Reams: Yes, it begins to deteriorate, become more brittle. Now, what is there in the, what was it in the cartilage, what kind of calcium is it? What kind of calcium is in the cartilage?

Student: Phosphate?

Reams: Phosphate of calcium. So if you correct it, what are you going to correct it with?

Student: Min-col.

Reams: Min-col. Phosphate of calcium, that’s right. You are going to correct it with the very thing their deficient in. Min-col, calcium phosphate. And believe it or not, that is the only calcium phosphate that I know of that’s sold on the market today, of all the vitamins and minerals that every store has, that is immediately available to you. Now, it is sold in bone meal form and things of that nature, but it takes so long for that bone meal kind to

38


become available to you. So, you correct the thing by using the parts that are deficient. Now, in the Min-col you have, it’s 33% calcium and you have five different kinds of calcium in min-col alone, but it’s not, some of the sources are not strong enough to work upon the other calciums to make them available, so consequently there’s still going to be an overall calcium deficiency even though the phosphate in the min-col is 100% available, there still won’t be enough for the rapid base exchange that will need to take place. Let’s suppose that your pancreas now is manufacturing too much alcohol over a period of years. That you’re too warm all the time when everybody else is cool, and that this same equation took place and therefore you notice a rather a loss of weight, not very much but some and the numbers there also indicate, especially if the person is a, has been a slightly overweight, I don’t mean a whole lot, just 15 or 20 pound or more. If it’s 50 pounds, get to know it, not to need be bothered about it. So in this case you ask, “Have you lost your weight, many pounds of weight for the last year?” If they said, “yes”. Then there’s another question you will want to ask. You’re a, they do not appear to have any arthritis at all, even though that there’s a slight loss of oil in the cartilage, there’s still a they also have a fairly better diet than the previous person we talked about. But there’s also something else that’s going to take place here that is going to indicate a problem, a bigger problem. It’s very painful. What is that? The stage is set perfectly for kidney stones to form, because the pancreas is manufacturing too much alcohol. So a question you’d ask here, “Do you have any back pain?” And believe me, if they have had any kidney stones, they’ll tell you yes. Okay?

Student: Remarkable, what kind of a back pain test?

Reams: Back ache, yes. Now you can dissolve kidney stones if you know how. You dissolve them by using the opposite ion. By using the opposite ion, there’s two kinds of them. They call them the purple, the blue and there’s pink and however they’re, they are not either. Some of them are blue and some are not, but they either more blue than they are pink, or more pink than they are blue. So those are easy to handle. Now, what was in the numbers that started the stones to form? What started in there? What was in the numbers to indicate that stones were forming? Of which ones?

Student: Too much calciums and a new point of alcohol.

Reams: Of one kind. Too much calcium of one kind.

Student: One kind.

39


Reams: That’s right, too much calcium, too much calcium.

Student: Is it pink or brown?

Reams: Right.

Student: Is it pink or blue?

Reams: What?

Student: Pink or blue?

Reams: Oxide. Too much calcium oxide.

Student: It’s why on this one?

Reams: Sir?

Student: Color is it?

Reams: Either one.

Student: Either?

Reams: Either one.

Student: Either one told me that, and so does the apatite shouldn’t it have the same oxide? Does is it say that? Yeah.

Reams: Well, yet one is that the pancreas is manufacturing too much alcohol, and the other one it wasn’t. Okay? One of the questions you’d ask, “Are you hot?”. When most everybody else is cold. They said, “Yes, how’d you know?”

Manthei: If I could ask a question, we’re studying this pattern, the last one you just gave us with a reading of 2.0 6.80/7.20 39C 4M 12/8 ?

Reams: Yes.

Manthei: Because I have difficulty in seeing with a pattern like this, that they would be too hot. I would suspect that they would be more cold with this pattern.

Reams: There are some turns, but not always. There are some turns, but not always. That’s a good question to ask even though the answer to that is it (clears his throat).

40


Manthei: So then wouldn’t their age have something to do with it (Reams: oh yes) with it becoming whether they would be to hot?

Reams: Yes it does. It does have something to do with it, yes, expect that more in middle age, say thirty-five and up, than you do before, but it takes to happens earlier than that.

Student: Right.

Student: Wouldn’t it depend upon the amount of glycogens in the liver? Or the fixed spasmatic that’s instilled in the low sugar reading attack?

Reams: Now why is it spasmatic?

Student: Well, it catches up with them, well I forgot to mention.

Reams: Why?

Student: If there is plenty of glycogen, though, it could produce the alcohol too, in there.

Reams: Yeah, but why is the liver producing spasmodically?

Student: Well when a, it probably don’t make enough glycogen, soon the pancreas will be spasmatic.

Reams: I know but why doesn’t the liver manufacture it? Why doesn’t it manufacture enough constantly?

Students: Probably not getting what it needs to manufacture it.

Reams: Such as?

Student: Calcium deficient.

Reams: Calcium. Not getting enough. The variety of diet is too narrow. Great variety of diet is needed. Any question at this point?

Now here’s another telltale thing that you need to watch. Especially when the person walks into your office to start with, or when you see them first. If they have a weak back, or a pain in the back, and their slightly bent just a little over to the front, just a little bent over to the front, indicating that there is a back pain. Got to see everything we look at. Now if they are leaning forward to the front and a little to the right, then it’s the left kidney that gives the problem. If they’re leaning over to the left a little, it’s the right kidney that’s giving the problem because they are going to lean in the

41


opposite direction from the one, but if it’s straight over directly in front, then it’s probably both kidney’s giving the problem. And the numbers indicate very clearly which it is. But anyway these are things helps you to unravel the mystery that’s in the numbers. Yes?

Student: With the current numbers like this with the pancreas producing too much alcohol, and possible stones in the kidney, would you also expect calcification in other parts of the body just like the ear and joints and so forth?

Reams: As you grow older, yes. Yes, as you grow older, yes.

Student: I know we’ve had this before, but to group their cells, yet their doxin rises, I often do a quick study to see if a heart valve is fusing together.

Reams: You have your cationic materials and you have your anionic materials. But you’d use your opposite ion of which ever one you had. For instance, you’d use if you had a opine-stone, a pink one, you’d use heavy acid because the pH’s would be very high. And you want to bring that pH’s down. But if the pH’s were low then you want all of the things that were stronger in the cationic (anionic) pull. And make a diet within which the nutrients were nearer 6.40.

Student: If you’re going for the numbers, then you’ll be going in the right direction.

Reams: Right. Right. Is there anyone now, that has a question they want to ask? Up to this point?

Student: At thirty-five when a person said about, what kind of lime is used to dissolve the kidney stone?

Reams: Well, if it’s an oxide, then you’d use a lactate. If your body was acid then, you’d use the carbonate or oxide. Use the opposite one. Any questions at this point?

Now, does the brain tell the kidney to produce a stone?

Student: Yes. The brain is in control of everything.

Reams: What do you think, class? Does the brain tell the kidney to produce a stone?

Students: (lots of concurrent talking). .. it specifically moves it out.

42



Student: The alcohol is what drives it out.

Student: Strong point. Drives it out when?

Reams: Did the brain tell the body to produce something to destroy itself?

Student: It could be.

Reams: Well, how did it get in there?

Student: Do what?

Reams: If the brain didn’t tell it to get in there, how’s it get in there?

Student: But he has too much of one kind and not enough of five others. He has begun to amend the size of that with alcohol. It’s the amount of alcohol that pushed it out into the kidney. Now, he’s a little better to start. With the 60kb both sides are out.

Reams: Yeah, it should. How did that stone get in there? I’ve seen a few of them as big a penny.

Student: Isn’t the brain actually telling the body to get rid of the cell because it is too much. And that the cell is continued because of a bare minimum and because of this it can’t get rid of it?

Reams: I’ve never thought of it from that angle, but you might have something. Why is going to put together?

Student: Why resist?

Reams: Why is the way it’s formed in there, like things attract each other. Juice gets in there that’s too large for the capillaries. They go out through the capillaries and then when it forms in there, a little infection comes in. They pick up burning in the bladder then. In the urinary track. And therefore, you know then that there’s something drastically wrong. So, you then prepare to give a diet that has the opposite ion so that anything in that particular area that comes in contact with the opposite ion will be dissolved unless it is on the frequency of the being, whatever it is. It will not dissolve the point that’s on the frequency. Anything hard about that?

43


Manthei: So it’s possible to have an alkaline urine with burning urination. (Reams: oh, yes with a pink stone) well most of the time it’s acid. (Reams: right, with a pink stone yes) okay.

Reams: Because see pure alkaline here is acid too.

Manthei: Okay.

Student: Have you thought of that because the acid burns the lime?

Reams: Yes. But some of it will, will serve it either way.

Manthei: Either way.

Reams: Yes.

Manthei: Okay. So the burning of the urination was, what we’re discussing is it’s possible to have the urine pH be low or alkaline most of the time you’d think it should be in low, but it is possible to have it as an alkaline due to the baking soda to neutralize it.

Reams: Never, never, never use the baking soda more two consecutive days at any one time.

Student: Say that again.

Reams: Never use it more than two days consecutively at one time.

Student: You don’t need?

Reams: Right. Most of the time one days enough. Then go two days about. Don’t say it’s damaged.

Student: When you gave that lesson for crones, you said take orange juice and put in a quarter teaspoon full of baking soda.

Reams: Yes.

Student: And wasn’t that the three-day serving?

Reams: You can do that for two weeks if you want to, because it neutralizes. This other way it’s not neutralizing. Yes?

Student: (talking at the same time as Dr. Reams)

Reams: I’m talking about when you take the soda and water. What?

44


Student: What if we had this to start the day with Baking Soda?

Reams: Well, so far as I know, it’s ok.

Student: Good deal.

Reams: Go by the numbers. Go by the numbers.

Manthei: He’s talking about the baking soda in water to neutralize the burning in the urine. That’s what he’s experiencing. Not baking soda and fruit juice.

Student: Want to see this, because of this is contentious.

Student: Yes it is.

Reams: Yes.

Student: Interesting.

Student: Well what would be interesting, of course, when you refer that how the brain make them frequent too.

Reams: The brain does not make anything except on the frequency of the body or the species itself. It does not give any such order.

Student: It isn’t self-destructive.

Reams: That’s right, it is not self-destructive.

Student: The baking soda is capsule imparted isn’t it?

Reams: No.

Student: What is it?

Reams: No. Who can tell some baking soda is?

Student: Just washing.

Reams: No. As many times as I’ve told you that, and then you ask me that question?

Student: You know, I don’t believe I remember it before.

Reams: Tri-calcium phosphate. Okay. What am I drinking?

Student: I imagine tea. Another Student: This is his suck up.

45


Reams: Suppose I got confused. Which I do quite often.

Student: What my principle said in his research facility in New York, and he made the acusation again.

Manthei: Initialize the burning in the urine.

Student: But not the fact alkaline has led us to believe.

Manthei: Same thing.

Reams: Do the same thing. Yes.

Manthei: But not for more than two days in a row.

Student: You was talking about using the opposite ion on gallstone, you said that would be probably stone on the left. Was on the frequency? This on our frequency? Is that what I, is that you said or did I misunderstand?

Reams: Yeah, that’s where they can dissolve it. It’s because the stone is not in our frequency.

Student: It’s not in our frequency.

Reams: Right. Through the making of it, yes. What does frequency have to do with diet?

Student: It determines it’s not meant as a fact that mineral disease says this is what it takes if you want helps.

Reams: That’s very good. It determines it’s factor. Let’s make it a little bit more simpler than that. It’s true what you said, but there is a lot simpler way to say it. What does frequency do to tell us about diet? Tell me the frequency and I can tell you a diet. While I never send me out of my amount, I go to attempts, I’ll tell you what he’s deficient in. Get the idea? Frequency determines the diet. What species of animal demands the widest variety of diet?

Student: Next two.

Reams: Man, that’s right. And white man was why I want the answer to.

Manthei: He made the end?

46


Reams: Not the white man might want it too. But the red race and the black race don’t demand the variety, a third that the white does. With the darker the race the less variety for them to demand they need.

Student: Locating what protein won’t?

Reams: Not necessarily. Well, let me tell you, the colder the kind, the more protein you need. I beg your pardon, the more carbohydrate they need. And the hotter the planet, the less carbohydrate they need. They decrease in carbohydrate. Brings an increase in the diet of proteins. An increase in carbohydrates brings a decrease in proteins throughout the entire dietary realm of eating of plants, animals, and people.

Student: Someone said that you said, the darker the race, the less their attitude, but they still have the same frequency do they not?

Reams: That’s right. The darker the skin, the more energy they pick up from the air. And 80% of our food comes from the air.

Let’s take another problem. Here’s a problem we got let’s say is a

.6 5.40/5.20 1C 4M+ 7/4

Student: Fourth you keep the number that’s in place.

Student: Exactly.

Manthei: Okay. 0.6 5.40/5.20 1C 4M+ 7/4 This is pattern #7.

Reams: Yeah. Now on this one I’m going to give you, the person is slightly overweight. Whether it’s a child or what-not, male or female is slightly overweight. This particular pattern is going to cause the brain to send out certain marks up on the person to indicate what the numbers are like. Now, what are you going to look for in a person like this? What kind of a, kind of describe the person to me a little bit. Now the brain tells me what marks to put up on, that are visible to us.

Student: I’d say the message he’s talking about knowing food from vitamins says to be one food. He’s old probably right now.

Reams: On one side, the messages are not going through from the brain. Yeah?

Student: Is this no picture?

47


Reams: No sir. There’s a picture here.

Student: It should be a problem probably too, shouldn’t it? Maybe four one?

Reams: Yeah, it’s a problem alright.

Student: You empower crumbling yet, if that comes.

Reams: Yes. What? Tell me something about the facial expression of here a little. I gave you this problem for a special reason, because 9 out of 10 of you said there’s no picture here. But I’ve given you one, that is an exception to the rule that there is a picture here. Now, tell me something about what nature has put for you to see. You got have eyes to see that and see. Nature’s put something there for you to see, now what is it?

Student: This is on full.

Reams: Raise it.

Student: (unintelligible)

Reams and student short clips (unintelligible).

Reams: The glass is not on that, then do wheat grass.

Student: What’s the eventual variance in salt do?

Reams: Probably at times.

Student: That’s confusing.

Reams: Probably so. This one is distinctly a 220 food. Now how I know it was the 220 foods? There’s some tell tail factor in the foods that let me know it is a 220 foods. What were they?

Student: The (unintelligible word) is smoked and fried.

Reams: One thing, the eyes are bulged out. That in the, where the a, lens of the eye, it seems to be protruding right out of the lens a little bit. The person shows a frown on the face because of a constant headache all the time. And you don’t show what I mean by headache frown. A headache frown. It’s all about, and it’s supposed tell you see. See everything you look at. And what question did you ask now? Now, you’re not going to tell them, “Well you got a brain tumor” when you answering that. Along what part? That’s the question he’s going to ask. You are going to ask a question here,

48


that you already know the answer to, but you just won’t know what they tell you. What is that question going to be?

Student: Do you have a headache? Forgetful most of the time.

Reams: Yes. There’s minor buzz before that hits. The question I’d ask, “Are you nauseated at times?” What is it? “Yes, I am. Yes, sir.” Then the first one with numbers like this. Well what’s that got to do with it? Nauseated most the time. Okay, what has to do with it?

Any injury to this, to the brain, causes nausea. If somebody gets a head bump real hard, real hard and they don’t have vomiting, then there’s no concussion. But if there’s a real concussion, a real one, I don’t mean a real minor one, but I mean a real concussion. It has hardly any swell to it, like heating and so forth. There’s also another thing too, that causes that, heating that will probably have these kind of numbers. And that is, somebody’s got a case of splitnumparcel. That also can also cause heaving upset. Look at the south and nauseating. It or could be.

Student: (unintelligible)

Reams: I couldn’t hear you.

Effect of and upon the brain. It gives you the symptom of a concussion. Any question about this?

Student: There’s been no picture with a higher pH’s on it?

Reams: Not in this particular case it would be, no. Not with the bulging eyes in it. With a pressure on the eyeballs, no. Learn to see everything you look at. Yes?

Student: What is causing the low sugar and the low salt reading? Why is that low?

Reams: It’s low because the pressure of the tumor on the brain is putting pressure on the left quadrant of the brain. It’s not taking the messages through to one organ necessary indirectly in providing a problem like you mentioned.

Student: Well, that’s what I was thinking, but to me that would indicate a higher salt and a higher sugar of the …

49


Reams: It may be a higher sugar, but what I’m trying to give you here, it could be a higher sugar, but what I’m trying to give you is an exception. I’m trying to discern in here between no picture and, and a picture. This is what I’m trying to distinguish between because if this person did not have large eyes with pressure on them or a bulged eye or the lens of the eye was not protruding out like a stem and no headaches, then you have no picture. But with these visible symptoms that you see, which are indication of the numbers, then it tells you that there’s more to it than what first meets the eye. And the first question I’d ask, “Are you nauseated at times?” “How’d you know?”

Student: When someone calls you a set of numbers like this, then you would ask that first question about the eyes bulged.

Reams: Yeah. Now, next question: What are you going to do with a patient like this? Send him to a doctor? Where do send them out when your telling them, you think they have a delta cell count in the brain. They are go anyway to a doctor. And he’s probably going to tell them the very opposite of what you said to them. And who are they going to believe?

Student: The doctor.

Reams: The doctor. Right. Now, what’s going to happen? They are going to die. Too soon. Too soon. How did the brain know to tell the eye to be bulged out how that protruding lens there, how’d the brain know to do it like that? But what did the brain lack?

Student: Paresthesia.

Reams: The test in it was?

Student: Probably a reason.

50


51


Tape 3 side 1.

Manthei: Well the question is, how does the brain know to have a protruding eye or a bulging lens?

Reams: Yes. How’d it know? In the side of the cranium down the spinal column, there’s about three pounds of pressure in there and whenever this pressure is contained, it’s about three pounds. But whenever this problem struck it first started doing nothing done to correct the condition at all. It was just passed up and passed up and passed up until it become chronic. And then as it become more chronic, a real problem.

Now, let’s go to the diet for a moment. And we’ll come back to that question just in a moment. What was the chief food in the diet that brought about this in this brain to start with? One thing in the diet that brought this about. What was it? What was wrong in the diet?

Student: Even enough calcium in their meal.

Reams: Not enough calcium, but something else.

Student: Varies in those two right there.

Reams: One you can’t. One is only. Something else in the diet. Too much unclean meat, too much blood.

Student: Next thing he said. If he started on dates.

Reams: Too much blood, too much unclean meat he ate. That’s one of our problems in the first place. Do you see that?

Student: Would not the C number be higher and the urea be higher if he ate meat?

Reams: Could be.

Student: The faster the deficiency of the mass, that wouldn’t.

Reams: Sir?

Student: The faster the deficiency of the mass, the higher the frequency wouldn’t it?

Reams: Yes. Yes. That’s true. That’s true. The brain though, is the boss of the body. This is what our morning subject is about, the brain is the boss. The brain is going to determine what goes where, when and how much and

52


how to divide it up over with equal parts of the body. It’s going to tell how to do that.

Now, whenever a condition like this is in extreme early stages, and the body begins to know there’s something wrong, just beginning to, the brain recognizes, what does it do? It turns on an alarm but it’s rather difficult to turn off. What is that alarm?

Student: Eyes.


Student: Eyes.

Reams: Not necessarily. And it set at very early stages. What is the alarm that it turns on?

Student: Do you say that the detriments of the person are likened to remembering?

Reams: None that follows leakage. I’m talking about the extreme early stages, something, there’s two or three things that’s vital as it’s happening. And the brain is sending messages to what, and to where?

Student: What did it? Is it causing diarrhea?

Reams: Well, somewhat, but there’s something else the brain is hammering for. Everything you eat and it can’t get it probably. What is that?

Student: It needs more electrolytes.

Reams: Well when you eat, you’re not satisfied because there’s not enough calciums in your diet. That’s one of the early signs that nature lets you know that somethings wrong. When eat, and no matter what you eat, and you are not getting enough calcium, it’s letting you know that you’re still unsatisfied when you eat. Unless you really get a well, highly mineralized meal. Now, whenever it begins to demand more than you got, well, who’d a think? You might say, over-fed and under-nourished.

Over-fed and under-nourished. Now that’s why we have vitamins and minerals exactly, to supplement the vitamins and minerals that should be in our foods. And that’s why we run into major problems is because, we don’t pay attention to the small of the body to get, for the body to get more calcium. So what do we generally eat though when we still hungry? Sweets,

53


sweets, sweets. We need more energy and more energy and more energy. So we do the very opposite thing of what we should do. We eat more sweets and less foods rich in calcium. All times as we have dinner now, to get foods rich in calcium. So it behooves us to play close attention to the calciums we take in mineral.

What is another tell-tale visual sign of a calcium deficiency that the brain is sending out?

Student: Aches in the joints.

Reams: Yeah, it’s rooting somewhere. What sir?

Student: Into wanting more of the background.

Reams: Yeah, starting with.

Student: Nervous and jittery.

Reams: That’s right. Nervous and jittery. Nervous and jittery. In women especially, why is it more difficult for women than men?

Student: We need many more calciums.

Reams: How much more?

Student: Seven times.

Reams: Seven times more every day than normal men. So they need help. Men need help too, when they have a deficiency in calciums. They become nervous too. And when both of them, man and his wife becomes deficient in calcium at the same time, man there’s problems there. Lot of thunder, short temper, short fuse, generally ends in divorce. Do you see how these things are connected up to the brain? Trace them down to the end.

Student: As well as it leads to some kind of mark often in a man. Does that flow to active in abuse?

Reams: Yes.

Student: Why?

Reams: Well, lets you, I think, lets you down real quickly. It didn’t let you up real quickly. So it generally doesn’t let you up, or bring it down real quickly. It doesn’t discount a grievance as a grievance.

54


Student: Well they can also have stronger gastric juices. They could get more calcium out of the food they’re eating. Keep eating the same foods from that.

Reams: Right. Right. Can you tell by the taste of fruit, which has the highest calcium content? How?

Student: Sweetest food.

Reams: I see it actually one way, but actually it’s up just away the. The answer is correct. It’s sweeter, providing that it’s fruit that doesn’t have a high acid content. Fruits with a high acid content may have sweeter fruit at a lower brix than a higher brix, if it has, with it wrong acids in it, or too much. I’ve seen tomatoes so tart, they’d burn your mouth almost when you bit into them they were so tart. And others, you could eat them like you’re eating a piece of candy almost, they were so delicious. One had a high amount of available calcium in the soil, the other did not have. Any questions?

Now, there is another malady that is highly visible, a lack of calcium, especially in children than it is in a few adults. And that one is asthma. Asthma, the visible signs of asthma are what?

Student: Wheezing.

Reams: What?

Student: Wheezing.

Reams: Wheezing, can’t get enough oxygen. Yes. Wait a minute, there is something else. As you know by original science, it is a calcium deficiency and consequently you have problems breathing. Fascinating at times, it’s a terrible thing to go through wherein, but you go through it when you have a deficiency in calcium. But if you are any kind of a social ladderer that makes her house on the board of directors or of parliament, a company, or corporation that has with all good public relations, you’re going to find that red democrats are right with you. Hold that position, if the calciums are low because inappropriate tiredness, and you eat food is, you feel like you’re stuffed and altogether you just become more irritable. And generally if this condition lasts long enough, the energy you need from the calcium has to be made up with a carbohydrate. The carbohydrate does not supply enough for all day long. You consequently have to have a break, about once in the morning and twice in the afternoon. Even though that the same which is a

55


timing of taking of the calcium is about the same, the availability in the varieties needed can make all the difference in the world. If you take the wrong kind of calcium, it can aggravate the condition. You must take the right kind of calcium. You must take, that’s very important. And I hope the day will come someday when you are allowed to give the injection calcium gluceptate. I beg your pardon. I’m sorry. Calcium gluceptate, that’s right. Calcium gluceptate because when you have a person that’s in menopause, a woman that’s in menopause and she’s screaming and crying and almost climbing a wall, the calcium gluceptate is near enough to neutral that the shot can be given of that. In 30 minutes the whole world is smiling and happy. But it’s a terrible thing to answer the person with calcium until you nourished on the track and go to pieces.

Also nervous breakdown in men, both women too, comes as a result of lack of calcium. And we should not ever let ourselves get in that position in order to let nature turn upon us so hard that we become a menace to society.

Student: Dr. Reams, what power of a high humidity in a asthma patient be so irritating or difficult for them?

Reams: Probably not getting enough oxygen to the brain. The brain’s not sending out the messages to reduce it.

Student: Is it that critical it get’s the difference in the moisture?

Reams: It makes..

Student: It makes that much differential an option?

Reams: It makes a little difference for some people and others it don’t.

Student: Well you don’t have enough friends below to march you out.

Reams: That’s right. That’s true too. Somebody else have another question here?

Student: If one of these pH numbers is so far away from perfect, the suggestion was, that you give Min-Col but with allowance in the, you should give Min-Col right away because it helps stabilize the numbers. She’s did the gluconate first, doesn’t it come to be?

Reams: That’s correct. With this here diet is correct. With the gluconate first though.

56


Now, people with a low calcium content, a low, on a low kit line it can be a low calcium too, but a low energy, it would be better to say that, and a low sugar, it’s very easy to overlook the sugar. You must be sure that first note thing, is the sugar up to, I’d say 1.5 minimum. I just don’t let it get above that. But not the stronger it get bellow that, not a pellet bellow that and it will help a whole lot in preventing them from dropping too low. And that’s another good point reason that more people should be in a retreat. Is, there is a danger of the calciums dropping so low during their sleep until they wake up a vegetable the next morning. And like you go into the retreat you normal how to follow it, follow through on it. And it’s possibly the most important element in our diet by volume that in any other element by volume and weight, and its characteristics in visual appearance on people is so very, very outstanding and noticeable, it’ll help you a whole world full to see the pictures, if you’ll just start comparing each person with the numbers you’re looking at by seeing everything that you do look at. Any questions?

Might want to say some more.

Let’s take one more problem. Let’s take a problem of a say a:

5.50 6.40/6.30 45C 4M+ 12/10

Student: You’ve assumed?

Reams: Yes.

Manthei: 5.5 6.40/6.30 45C 4M+ 12/10

Reams: Now, which prediction is this? What is the major deficiency here?

Student: Water.

Reams: Mineral deficiency. What is the major mineral deficiency here? Alright, what then, the brain’s going to tell you something about this person. It’s going to tell you something screaming at you. What’s it going to be screaming at you?

Student: Dolomite.

Reams: Well, what kind of the elements? What’s the nature of the beast trying to tell you something here? The screaming of it, what’s the first thing you’re going to notice about this person? Let’s say his condition has been going on for a year or more.

57


Student: This person’s almost perfect pH’s.

Another Student: But the rest longer way out. It’s juggling working storage from china criticism.

Reams: Yeah, but what’s the major problem here? What element? What element? There’s a major element that they’re deficient in here. Are they a nervous person? Yes, they are. Extremely nervous okay?

Student: Could it be overweight?

Reams: Not necessarily. It may and may not be, but this: a calcium deficiency. How can there be a calcium deficiency when you got a 6.40 / 6.30? What is it Ruple?

Student: No number is perfect unless their all met.

Reams: That is absolutely right. No numbers perfect unless all numbers are perfect. Now, what else does it tell you, that that pH there tells you?

Student: The burden, gives you a small six of that.


Student: All six calciums.

Reams: Yeah, it tells you all of them. All six of them are deficient.

Student: It’s a all live resurgent.

Reams: Huh?

Student: All of us.

Reams: It can be a child or an octogenarian. A child would be crying all the time and real vocal.

Student: The results in a child, should this be hard to evalue?

Reams: Not in a child, it wouldn’t, but in a person (Student: Older, yes.) older it would, yes. But just what it is. What I’m trying to you to see is this. That in this particular problem, calcium is the most deficient element that there is, but pH is a measure of resistance. It is not a measure of volume. It is a measure of resistance. If both have to been 6.40 over 6.40, it wouldn’t have made any difference. Because it’s still deficiency in calciums. The person is nervous, quite nervous because they don’t have enough calciums.

58


All five kinds of it is deficient. A baby would be crying all the time. A woman regardless of her age would be trying to go into menopause, even if she were under fifteen, or 45 there or what-not. And it’s a very, very difficult thing to understand until you have seen just that.

Student: But if you didn’t give all five calciums, this numbers would really zip if you gave them one or two.

Reams: Yeah.

Student: That’s a good thing.

Reams: More you stopped it, it change the change in the harm. Time for a break.

Manthei: Be back at two o’clock.

--Lunch break—

Reams: This afternoon, we’re going to study the skeleton and the brain and the skeleton because it’s taking its orders too from the brain, and how the numbers are affected. The problems in the bone itself in how it can be detected in different parts of the body. The brain sends a message through the nervous sinews into the nerve sinew of the cartilage from the spinal column, down through the spinal column, to the bone itself. The bone then becomes like something to be plated in a plating tank. The whole bone then becomes the nerves, so to speak, all the way down. Well it carries the electrical impulse to go, so actually, bones actually grow by direct mineral Ionization and so do the teeth. They grow by direct mineral ionization. Blood also circulates through the bones as you were instructed in the first anatomy class. But inside of the bone there is a marrow. Bone marrow. The marrow itself does not have nerves inside of the marrow itself. But it has a direct impulse between the bone cell and the inside of the, I mean from the outside of the bone to the inside of the bone cell, and it carries across then to the opposite side of the bone wherein the charge continues in its direction. The positive charges are constantly moving downward and the negative charges of the calcium and potassium and so forth is moving upward. And from that substance in the bone it manufactures into the blood itself, not the bone blood, the bone moisture, I should call it. It manufactures the parts for the red and white corpuscles by ionization. They are not manufactured as a whole cell inside of the bone or outside the bone, but their made, the parts are made so they are magnetically attracted by the marrow of the bones.

59


The lower the bones are in our system, the greater amount of hardness that is required in the bone substance, fluorine, cobalt, iron, and so forth in the lower part. As the come up within our body, they become more fragile. And with exception of the teeth, the teeth is supposed to be stronger if their good healthy teeth than most any bone in the body because they contain a number elements that the bone does not contain in greater proportion. For instance, silica of fluoride which pearl but in the bone, we don’t have the silicate. We have phosphate. There’s very little phosphate in the teeth at all, but in the bone it’s quite high. The bone content runs about 26-28% when it’s a perfectly healthy bone of P2O5.

Anytime that there is insufficient of haves of mineral for the body, there is also insufficient amount of mineral for the bones. Nature draws first from the lungs for it’s mineral deficiency and secondly from the bones itself, depending upon how long the bones have and lungs have been deficient in mineral.

In Australia, in a time anyone is eighteen to twenty years old, most of the youth have already lost all their teeth. Now, they have good strong bones, but no teeth because they lack the fluoride and silica that is necessary to make strong teeth when they have phosphate that’s needed to strong bones. Since the war, there’s been a lot of attempts by the government to correct this condition, and a lot of it has been corrected. If we can get Min-col sold in Australia, it would solve 90% of their teeth problems if they would start in time. At least that their value is, about a hundred, is because there is a genetic factor that would make it a generation or two to correct, but I have had no experience in of working on teeth on the second, third and fourth generations. We don’t live long enough for that to follow them through. We do the second one, but the third and fourth are kind of a little difficult to follow.

Student: Talking about what’s needed, fluoridation water and food.

Reams: Fluoridation of water, fluorine and water is.

Student: How about fluoridate?

Reams: Fluoridation in water. Fluoridation in water is excellent in areas where they don’t have any. In other words, it’s not in their food. It’s not in their soil. It’s not anywhere. But in this country we got plenty. We don’t need it here. Do you follow me? What I’m saying?

Student: Yes sir.60


Reams: Now, even country’s where there’s not any in their food or their soil or the minerals they’re getting from their vegetables, it is overdone. Many times, they put too much in. But that’s not the fluoride fault. That’s man’s fault. In other words, it’s the abuse of things that is more wrong than the use of things. That without fluoride from somewhere that we wouldn’t have any teeth, or if we have too much fluoride, we wouldn’t have any teeth. So it’s got to be a delicate balance. This is what American public and the public of the world does not understand. That there’s got a very, very delicate balance and too much is just as bad as not enough, and many times, worse.

Student: Would care to make a comment about chlorine, seeing if it’s there?

Reams: Chlorine? (student: In the water.) Chlorine is necessary in order to keep the bacteria out of water. Chlorine is a food for us also. We get, if it wasn’t for the chloride in our foods, that we get in our salts, salt and in our vegetables, we would not have any antibiotic defendant in our bodies to keep the germs out. So, I’d like to explain to you again, which we’ve already discussed in the class, it takes ten thousand parts per million to be 1% of 1 gram. There’s 28.4 grams to one ounce. Now .3 of 1% of one part per million, of one milligram, .3 of one milligram, that’s all that’s needed in city water, to sterilize it and keep all bacteria out. If you get to 5 and 6 parts per billion, no 5 and 6 tenths part per million, it’s about the most delicious Clorox you ever drank. If it gets to 1 part per million it comes out constant look like milk. But if you want to get the chlorine out of the water to drink, all you have to do is draw a pitcher in the evening, and let it set overnight and it’ll evaporate out through the night. You won’t have any in there the next morning. And it will still be pure water. So you’ll get plenty of chlorine out if salt that you use in your vegetables or the chloride salts that are naturally in the food that you eat. We get plenty there. That salt is absolutely necessary in our bodies in order to keep the nerves, to make the nervous system a electrolyte, to keep the 284 glands in our bodies charged enough like natural batteries so they can pick up from the corpuscles the things that’s necessary to maintain those glands. Into the bones, into the bone, for instance, our arms swing down so far, and they stop, but our feet go all the way to the ground. Our arms also is picking up the ionization of the electrical impulses in the air. And approximately direct it into our lungs before it even, before it goes through our breathing apparatus. Now they have a greater number of cations going down in their arms than they have anions coming up in our arms. Have you ever noticed yourself get real, real hot? And that your body sweated more than your arms? More water came off of the body than came

61


off of the arm. Did you ever notice that? Have you ever got real nervous at times often the hands are all wet? And yet you are all dry everywhere else, well, what made the hands wet? Was it the anions escaping or was it the moisture of it’s saltier than the cations escaping? Which was it?

Student: Salt inactivity.

Reams: Salt in the cations is escaping. Yes. Why was that escaping through the hands?

Student: Out on the end he said.

Reams: That’s the end. That’s how you know that, exactly, but did you also notice at the same time it was coming off of your feet? In other words, that was the end of the line. It’s coming out. Feet sweats. The hands sweats. Now what was the cause of the sweats? There’s a cause there for it and it shows in your numbers. Where in the numbers does it show? One particular place, it just indicates it.

Student: Lactate is appreciated. pH.

Reams: In the pH is correct. It shows up in the pH. Now, what about the pH?

Student: Up more.

Reams: What is it? It’s in all the numbers. But the pH is where it will indicate. What would be the indication in the pH? That there is what?

Student: pH has to be low in it.

Reams: Not necessarily.

Student: Better keep up.

Reams: Get away from perfect, that’s one thing, that’s true, but it doesn’t have to be. It doesn’t have to be, but yeah it is if you consider all numbers perfect and none are perfect, yeah then that’s true.

Student: In other words, with perfect numbers, we’ll have the same thing happen?

Reams: No, if every number was perfect, if you just had certain numbers perfect and others not, it could happen.

Student: All the numbers were perfect, you wouldn’t get it.62


Reams: You would not have that, no. What would be deficient? Calcium. It leaves me sweaty is nervousness. And lack of calciums is the cause of nervousness. Now, here’s something else. See everything you look at. Did you ever see anybody that was nervous and sweaty hands that didn’t keep their hands held them tightly to together? Where their holding a hatchet? Where they are holding nothing, how tight their hands are together? Their uptight. How many have seen that? Did it ever register it to you before that was what was happening? See everything you look at. Then you know there is a calcium imbalance. But you’ll learn through these numbers eventually, you’ll see it whether you see the person or not. Providing you do comparisons. Compare, compare, compare, and compare.

Sometimes, I’d like to take you if we could, out for a walk into an orange grove that had fruit on it. That had different varieties of fruit. And showed you the different varieties of fruit. Much of it would look exactly alike to you. But unless somebody points out what these differences are, most people never see them, unless it’s a tangerine or a grapefruit. A ponkan or something like that, if you would notice it, but it’s these small things that I’m teaching you in this class and how they affect the numbers, that mean so much. In order to be a genius, you have to know more and more about less and less until you know everything about nothing. And this is what we’re studying in look more and more about small and little teeny things that make up all the difference in the world. The nerve that, well let’s see, the nerve that causes the hand to be tense is the red light on, telling you as testers and counselors, the red light’s on. In other words, there’s going to be a crash if you don’t do something about it.

Manthei: Hold on (end of tape).

Tape 3 side 2:

Reams: If you are flying a plane and a red light comes on you better pay attention to it. And it’s just as important for you. You’re flying a machine that’s much more delicate than any airplane that ever few here, but it behooves you to pay attention to these red lights. They are very, very important. But also, for instance, when the liver becomes too acid, there’s a name for that disease. What is the name of that disease when the liver becomes too acid?

Student: Acidosis?

Reams: That’s the whole body.

63


Student: This is another gut ache?

Reams: Huh?

Student: Another gut ache?

Reams: No, gout. It’s gout. Now, you can, they’ve got a test that medical doctors make today that can pick up gout as quickly and easy as you can here.

Student: Dr. Reams, is there an indication level of the acidity there?

Reams: Sir?

Student: What level do you define that particular case that appears to have crippled?

Reams: Below 5.50. Below 5.50. Suppose that you had a person that looked pretty healthy. Then all of sudden they didn’t feel quite up to par and then they are, had attended towards diarrhea and they just got themselves kind a caven in. And they come into you and you notice that they had a little bit of a tinge of tan that didn’t look like a sun tan, a kind of a sickly beige tan to them. And it doesn’t matter whether they’re women or men. The same thing happens. It happens more to men than women. Yeah, it does. Now, nature is going to turn a red light on. And where is that red light?

Student: Pain in the joint is where it’s ended up for them.

Reams: Which joint?

Student: Problems with the big toe.

Reams: That’s right, the right big toe. The right big toe is the bone in that right big toe. It’s got to begin to hurt and hurt badly, if you walk on it a few minutes. Now, there’s another red light on, with meaning if you’re in the early stages of gout. But gout when you have grout, the liver cannot manufacture enough vitamins and minerals and enzymes on your frequency in the amino acids in the blood in order to maintain the body very long.

So, what you’ve got now, we’ve got a person with gout. You can ask them and you’ll see the numbers that indicate this and visual sight of him also indicate this is a problem. Say to him, “do your feet hurt when you walk?” And if he says, “My big toe does.” Then you know that you’re on that line.

64


I saw a man one time that I tested him in Milwaukie, Wisconsin, well I said man you got gout. He said, “No. I don’t have gout. I don’t have any gout.” I said, “Well, does the big toe hurt you?” “No,” he said, “It don’t hurt me.” I said, “Well, you better start doing something about it because it’s going to hurt you, if don’t do something about it and quickly.” This is what I caught just a few hours before he noticed it. And he didn’t do anything about it, but about 2 o’clock the next morning he woke up with such pain in that big toe, he was nearly dead. He called me the day, “Well I got it now. What should I do about it?”

That’s about the first time in my whole experience that I picked it up a matter of hours before it starts, so these numbers are quite accurate. If he had started that day to do things that I wanted him to do, it probably would not have struck. And then he thought I was all wrong, but he didn’t do anything. He said he never had anything to hurt him so bad. He thought that toe would explode.

Now sometimes it’ll happen when you’re not walking on this toe. Sometimes it’ll happen when you’re in bed. Sometimes it’ll happen after you walk a hundred yards. It’ll begin to pain you. But why? Now the question is why is, why does it strike in the big toe? Why does the pain indicate there, while the bone don’t hurt? It’s not in the nerves in the bone that show pain, but it feels like it’s in the bone. That’s the deceiving thing about it. Now explain to me know after what I have told here, why the pain is in the big toe and why gout shows up in that place.

Student: We actually know it. The largest extremity we have cationic energy going out through there at this point. Why the brain tells it to do it there, I don’t know.

Reams: Well, you’re on the right track, but why the right toe? Why not the left one?

Student: I was going to ask you that. Laughing.

Student: Because the liver is mainly on the right side of the body?

Reams: The lower active part is on the right side, yes. There’s more nerves going into the liver on the right side than is the left. Yes. That’s the answer to that one. But now why, instead of, he answered because, the big toe is the, was all the progress to weigh in down there, that’s true, but I’d like a little bit more explanation than that. Does it take indigestion when the feet

65


gets cold, and the hands get cold, why is it positive cold all over? Why does it get your hands and feet?

Student: Because it cause to extremities. You don’t have enough to reach it.

Reams: You don’t have enough, that’s it. There’s not enough mineral to reach down there. The liver is not manufacturing quite enough to reach down there. And therefore, it’s the one that’s going to turn the red light on. Now then, you’ve got to see till the beginning of every malady. There’s not enough mineral there. Not enough mineral to supply that area.

Student: Maybe it runs out before midnight and the rest of the body uses it up.

Reams: Such is nature. Yeah, use it. In other words, it’s kind of like the soldiers on the battlefront. All these other people between you and the battle front, if you’re up on the battlefront, so close to it, see that the big thing on the battle front are fed first. But they don’t. They take out everything they want. And the time it gets to the battle front, you got things that the rest wouldn’t have. They wouldn’t eat it at all. And it’s the worst food in the world up at the battle front. Because it’s, it ought to be the best up there, but it isn’t, it’s the worst. So it is in nature. It’s just not enough and nature uses up before it gets there.

Student: In a case like this, does the x-range start on the dark on the right big toe first?

Reams: After a while, yes. But not the first few hours.

Student: The 05.5 pH presents the first means resisted in saliva.

Reams: But, generally it’s both of them.

Student: I see.

Reams: But it could be when it first starts, just the liver pH, but it wouldn’t be long before the other one followed suit.

Student: Dr. Reams, if you would give us a set of numbers that this person would get other than the pH’s. Wouldn’t we find if the salts to be extremely high likely?

66


Reams: It could be extremely low or extremely high. It’s generally gout case, almost perfect though. It’s generally almost perfect in a gout case, because, actually, I mean it’s even exaggerating the message to the big toe.

Student: One service states in their or on their in a different case is also gout. He’s limping on that, but it’s not reasonable with anything else not being noted about this. Not in season. He said, not into the doctors. He says incurative crystals that need joints. And no diet could help. You had to get rid of the crystals. That what these are and I read the people data underneath being infatuated carefully to keep it remarkably effective.

Reams: Too much part of the gout. Laughter. Okay. Okay, well when this happens and there’s not enough to go around, then the messages don’t go through accurately enough, their in a short circuit and all kind a things happen. I’ve seen some people’s toes swell up as big as their foot almost and others they don’t. Yes sir?

Student: What’s the lemon juice do for them?

Reams: It’ll help a lot if you use other things with it. I always give the lemon juice or try to give it with it, providing they haven’t got diskitis, day arthritis, or something else.

Student: Can you describe what the pain is here, or what the effect it has to be upon?

Reams: Short circuiting in the nerves there. The nerves, the nerves short circuit each other.

Student: It appears to be at the joint. Is that transition point then?

Reams: No. It’s for the whole, it’s not in the joint. It’s not in the bone. It is the flesh on the whole toe.

Student: Okay.

Reams: It feels like it’s right in the bone though. It feels like the bone’s exploding, but it isn’t in the bone.

Student: Okay.

Reams: The bone doesn’t have any feeling in it.

Student: So there isn’t any crystals in the bone there.

67


Reams: Well there are crystals there, but the crystals are not the cause they are a result. They are a result there. In other words, the crystals are there because, the nerve is not strong enough to carry it where it’s supposed to carry it and it collects there like debris in a pipe or something. In the circuitry from there on is in confusion.

Student: It visits around and get it does it?

Reams: Out of energy. Yes. Yes?

Reams: The bones of the arm, too. I have tested a man at one time that came from Canada. And he had a shirt on right down to a big something, a shirt, wool shirt on, I couldn’t see his arm or anything. And when he got the test, I said to him, the bone in your left arm is deteriorating. And he said, “Who told you?” I said, “Not anybody.” I said, “It’s here in the numbers.” He said, “That’s the reason I came here.” And he unfastened his sleeve and he was in a splint. His arm was in in splint on each side, to hold it. He said, “If I take this splint off, the bone will break.” And then he had some x-rays that showed me, and it looked like the bone was just a piece of cellophane or something in there. Just barely shadowed. So, we put him on a diet and then, about a year, it’s completely rebuilt and it’s too strong now to, well other arm and that’s been ten years ago. So, it’s called Lupus. Lupus is a cancer of the bone.

I had a patient in just a, the last week. An Indianapolis black lady, and the first thing I said to her, “the third, fourth and fifth dorsal vertebra’s are breaking down. They are deteriorating very rapidly.” And I said, “Enough to cause you great pain.” She said, “Where are those?” Well we have the breast plate through you here to the back. She said, “That’s why I’m here, is because of pain in my back.” And I went ahead with other things and the way to correct it and so forth, and when she finished, finished she said, “Is that all that’s wrong with me?” I said, “Yes.” And she said, “Well, my doctor said, I had Lupus.” I said, “That’s the first thing I told you. I just didn’t call it by any name. That’s a deterioration of the bone.” “How?” she said. “And that’s the first thing we talked about. It’s all to do about the liver.” And a naming something doesn’t cure it. And the less you name it, the probably the less trouble you’ll stay out of in the long run. But, I’ll try not naming any more, but with someone else, but once in a case like this, you should name it, then I told her what lupus was. She didn’t know what it was. She didn’t have any idea what it was. So the doctor just said, you got lupus and take these drugs, prescription. Well at least the drug prescription was only to kill

68


the pain. A lot of pain in the world, to take care of the lupus. So, the, now, the pressing down of the, let’s just, let’s take the man from Canada first. How did the numbers indicate that it was his left arm instead of his right arm that had a problem?

Student: Monitor the pH’s. Which would be one side of the body and one left.

Reams: No.

Student: One bone is cationic and the other is anionic.

Reams: Yes.

Student: Group do not.

Reams: No.

Student: Stuff like the eye numbers?

Reams: No.

Student: (something about nitrate)

Reams: He didn’t know. You guy’s make things the hardest I ever saw.

Student: If you see it, not to differ.

Reams: Okay.

Student: Just see it would help.

Reams: Yeah. What are we studying about?

Student: The brain.

Reams: I have problems with that. Now, that’s why we’re entirely different. What’s the first thing I talked about this morning? Just right after devotion? After the test.

Student: The anions and cations.

Reams: It’s part of it. And what does that represent?

Student: Here’s another thing. It represents the little bit more important frame it’s got a litmus on it.

69


Reams: Yeah, that’s true, but what else does it represent? Energy! Didn’t I talk about energy the first thing this morning? The gain or loss of energy? Gain or loss of energy? Now, the reason that showed up in the left arm was that that’s where the loss of energy was. The gain or loss of energy there. Now…

Student: Didn’t tell us the cancer.

Reams: Just remember, come to that in a moment. Now, what was in the test that indicated that it was a loss of energy in the left side? Left side.

Student: Probably aligned to display.

Reams: How did they recon to that?

Student: Was it equal before?

Reams: No. What would you think it would be? If you don’t think, I say you’re obvious.

Student: You already told us well that’s in your mind. You told us when we moved up.

Reams: You mean nobody noticed what the picture is? Well, it’s very simple. I shook hands with the right arm and it was quite strong. And it indicated the problem was in bones in the upper abdomen. And it wasn’t anywhere visibly you could tell at first but to be, except the arm. This was by deduction. Is in the arm. And also notice that he held that arm straight all the time. He never bent it. By deduction. But it also showed in the numbers that it was a 4M++ and there is no where else in the body that it indicated there was any problem, like the lungs or the intestinal or anywhere else it looked all, the digestive track looked pretty good. All the other vital organs looked pretty good. And he walked very good. He looked strong and healthy, but there’s no where else for it be. So, it’s by deduction, observation.

Student: Had you not seen him in person, then what?

Reams: I think I could have hit it without seeing the person, yes. I think I could have, I believe I could have it, yes. Because there is a picture there that you will see eventually. There is a picture you’ll see. I’m trying to teach you how to observe enough until you will see the pictures. Until you have seen a picture.

70


Now, let’s take another boy I had. This boy was only 12 years old. And they called him Pippy. He was from Canada. And the bone, not only in his right shoulder and arm and collar bone and all the rib cage in the right side was, well it was just in terrible critical shape. A school teacher brought him down at Christmas time in 1975. And he had on a little jacket and all, you couldn’t see it but in testing, I said to the teacher, you tell me who she was and this one version of who her family she was paying for in the retreat there and I said this boy has a cancer of the bone, the right shoulder, all the ribs, the collar bone and some in the side of the spine. And she said “Yes, and that’s why I brought him here because the doctor supposed to take off his whole right shoulder, all the right lung out, all the way down to the waist, and remove all that bone out completely. So, I said, “It won’t be necessary, but we’ll see what we can do here.” Well in six weeks, that little feller, the child responds very rapidly. In six weeks, of course the teacher couldn’t stay, she had to go back, but everyone took an interest in me and he was beginning to use that arm a little bit. And in four months he was using it and playing ball and handling the bat. Do you remember that little fellow? Yeah, he was a marvelous little fellow and well, about three or four years later, and he was in school, keeping up with his grades and everything, and the doctors persuaded the family to put him back into the hospital for observation, to which the family objected to and did not want to do it. They said, “There is nothing wrong with this, but we just want to find out what happened. When they test.” Well, they put him the hospital that morning, and that afternoon, I believe the way I understood it, they called and told him he was dead. And they had given him some kind of shot that killed him. And this, am I right on this story? Correct me if I am, but this is the one that comes to me.

Female associate: He was deceased from the enzymes from drugs at that time into the muscle.

Reams: They did what?

Female associate: That happened after.

Reams: That’s yeah.

Female associate: That’s after he went to Southern, he couldn’t get the enzymes that people wanted to see for him to take.

Reams: I see.

Female associate: And that’s what happened.

71


Reams: I see, well, anyway, you understand playing ball in keeping up with his brain in everything. I’m not putting any blame anywhere. I’m just telling you the story like I heard it. But the thing that indicated there, it was the pH of the liver was about as acid as it could get. It was way down there, about 4.90 and that indicated that the, there’s a problem in the liver and it was sent to the right side. Also, the calciums were low. His just overall vitality was low.

And we don’t measure energy on a child because it’s a growing thing, it’s a collector, you know, a very confusing thing, to try to start with. So, look for the weak points. Quit looking for the cures until you find the weak points. Find the weak points. Find why. Now, this little fellow had eaten a lot of pork all his life. A lot of quick foods that was too heavy that he could not digest. They ate very little vegetables through the winter depend what they do and cans through the summer. And they didn’t have enough of fresh enzymes from fresh green vegetables. He was also a borderline diabetic when he first came in. So what I’m trying to say is, many times there’s more than one cause or more than one red light to a cause.

Now, I don’t know why that I’ve often found that the seventh vertebrae in people’s back is the one that gives more people, more trouble than any other one single vertebrae in everybody, the seventh one. It’s in anyone, if it’s, it felt that, let me say this, it’s not, it may be other vertebras giving trouble, and it’s not giving any, but I find in that that seventh vertebrae in the spinal column is the one that causes, or more apt to cause, more problems than any other. In may cases, it’s the one that starts to deteriorate first in the spinal column. So, evidently at that vertebrae, it has something to do with the upper and the lower division of your anionic top torso and the cationic bottom torso. It seems to be about the dividing point. And at this point you can generally pick out some of the problems, but generally if the problems are in the lower spinal column it’s generally also lower than problems in the lower abdomen and legs. Yes?

Student: Jeff said he started dating great economic philosophies.

Reams: -----

Reams: Sir?

Student: You said it supported right up to the C-7 or the T-7?

Reams: C-7.

72


Student: C-7, ok.

Manthei: Good enough.

Manthei: Through the energy test.


Manthei: Test. It’s a breast bone.

Reams: Breast bone.

Student: Did you see it?

Reams: Yeah.

Manthei: Could be about the mental desire too?

Reams: Huh?

Manthei: Hear about the mental desire too?

Reams: Yeah. About the right thing you want to do. About the diaphragm level. Sink an old bone in a local by which they unclench.

Manthei: Thick bone services?

Reams: No. Think of the bones separately. Second one would be above a 6.7.

Manthei: You think?

Reams: You okay?

Manthei: You know better.

Reams: I never had another brain where they outset similar.

Manthei: Yeah.

Reams: It’s so.

In the fifth dorsal area [T-Section] there is a nerve that runs from the heart area directly into the spinal column there. And people that have a very high urea generally have a problem with the 5th vertebra [T-5], if it’s been there long enough. That it also indicates that if you have a heart attack, a real heart attack, the message of that heart attack will feel like a dagger stuck

73


straight through you going into that 5th vertebra. Now the 5th vertebra doesn’t have anything to do at all with a heart beat. Not a thing, but it does register a heart problem. But also there are also other problems that’s indicated, but we’ll study the heart later from a different angle.

This afternoon we are studying the bone. But that 5th vertebra is a vital one in a heart attack and if you have had a heart attack and survived it and the heart rhythm is out completely. The rhythm is very badly resolved that vertebra will always be a sensitive place in the spinal column until that rhythm corrects itself. Now it is possible that the damage to your nervous system due to the lack of electrolyte in your diet that sometimes there’s a very high delta cell count in the muscle on each side there and I have found small tumors in that area and with after the tumor they were pain until the tumors form and after they form there wasn’t any pain.

This does not relieve the condition. I found a person like that one time and he was a big man. He weighed about two hundred and twenty pounds and he was about 6 feet and 2 inches tall and I mentioned that to him. He said, “Oh no, that’s not sore at all.” I said, “Strip off your shirt and turn around and let me see”. When I touched him, he’d like to hop through the door, just with the end of my finger. He said, “I didn’t know that was there.” I said, “I’m telling you got to listen.” I didn’t even feel around. I just put my fingers straight on it. These numbers indicate a problem. But you who are chiropractors have an advantage over people are not because you’re, in testing, go up and down the back and find problems and you know what affect that so many of these nerves have upon their whole body.

Now, these problems could have been prevented, had the people been educated early enough in life to prevent them. What is the first thing done wrong in a person, probably that despites, we’ll say in their thirty’s, even a little earlier in their child hood that start this problem to begin to develop. What’s the first that really starts the ball of twine down the line?

Student: Too heavy a diet.

Reams: Diet is too heavy. Yes. Diet is too heavy. When the diet is too heavy, they cannot get the elements they need for strengthening the bones and vital organs of the entire body and bone structure and so forth.

Student: It seems as though early in life means as a child, yet they go through the stages during all that kinds of error on the start that seems a matter of time things could have been corrected here exactly.

74


Reams: It could generally, but they don’t.

Student: Exactly. They just follow the same old routine.

Reams: Right, right on.

Student: It’s a continuation or otherwise it wouldn’t have had so many causes the earlier.

Reams: That’s right. It should be corrected but they don’t, they, it accepts the corrected.

The second thing is our youth today don’t drink enough water as a whole to wash out the old worn-out cells. More and more of our youth are dying today with heart attacks because they don’t wash out the urea. They haven’t digested early. Over digested proteins. They don’t take any thought about it. There again, to go back in our youth, it was the lack of calcium in their diet that caused bones to soften in later life. In our senior citizens many times they become very, very narrow in what they want to eat. Childish somewhat. Some of them are not able to fix their food and they just fix anything they can. And consequently, the bone breaks when they fall. And they say they fall and the bone breaks. But actually the bone breaks first and then they fall. Now if they are treated correctly and given a good diet, even while in the cast, these bones will heal very rapidly and in a hurry like a young person. I’ve seen them heal as senior citizens just as quickly as in young people. But generally, where you can give a young person, say under 12 years old, one min-col a day, for two months, it takes two or three times a day for a senior citizen for a year, in order to restrengthen and rebuild those bones.

Also, there is in the socket of the bone, there about bone structure, if there’s not a tremendous amount of oxygen in our bodies, the part that’s going to suffer first, of oxygen is in the joint, generally where the most pressure is, generally the pelvic joints. It can be other joints, but many times it’s the pelvic joints. And consequently, it slips out of joint because the carteledge is so thin and the exercise they took when they were in youth, opened it up so widely, until it can slip out. Well there’s some advantages and disadvantages in this exercises doing the split and all this, that and the other, that if they are not careful in later life, these people are going to have a joint problem because the joint is so widely opened from exercise when their youth, it’s not going to close up during adult hood. And consequently they are going to have problems with bones coming out of joint, unless they

75


keep under calcium and soft rock minerals in their diet, they are asking for trouble. And some of these senior citizens today that having or trouble with their joints, you ask them, do you take advancing a lot of exercise when you were young? And they say, “Yes. How did you know?”I had a person in the other day that was must have been near 80, 78, somewhere like that. She was old and wrinkled, looked like she’d had a hard life and I asked her, I can see that the bones were deteriorating in the joints, and I said that, “were you quite an acrobat when you were young?”. She said, “Oh yes, how did you know?”. I said, “Well, this is what’s causing the problem.” I said, “The problem is in the right hip joint, the major.” She said, “I’ve already got a pin in that hip joint, the doctors put in.” And said, “It’s still good, but I’ll claim a lot of trouble.”

So, what I’m getting at is, prevent these things. Prevent them. Don’t wait until they come and catch up with you. Tell the people in advance what’s going to happen if they don’t do it. But also be armed in order to help people who have the problem already. Are there any questions at this point?

Student: Can you get too much Min-Col?

Reams: No, there’s no bad affects. It kind of hurts your pocket book a little. That’s about all I think. The body can only assimilate so much of it though. It’s no use wasting it. After about, well generally, pretty much at the most, two a day will do most people, unless they get in their late 70’s. Then they have to go six months to a year if they have soft bones. Yes?

Student: On grants on knowing the one with Min-Col, six capsules to one makes plants to punch out twice.

Reams: Plant died? It didn’t have anything to do with plant dying.

Student: All our lettuce is gone.

Manthei: Tell them.

Reams: No, it didn’t have anything to do with it. That is if it was damaged.

Manthei: Hold it just a second.

Tape 4, side 1.

Reams: Is it Daily’s Min-Col?

76


Student: Yes.

Reams: Daily’s? It won’t have anything to do with it. It just happened to kick the bucket. It can’t hurt a thing. You can root a plant in it. You can take the purest material and root a plant in it. But if you’ve taken a plant to soil in the seed stage, it will rot the seed. And they will not come up. Well after their that high, in a soft bedded tomato plant, you can apply it ten tons to the acre if you want and it won’t hurt it. But you can’t apply it in the seed stage. You get the point then there?

Student: The roots...

Reams: The bone structure contains a high amount of phosphate. And in your numbers you got to see through it in your pH readings that the calcium contains a high amount of phosphate. It ought to be recommended at every prescription you ever write because it’s one you major deficiencies today is phosphate in our diet.

Student: Dr. Reams, is there a simple way that we can depend the phosphate content of our vegetables that gainfully getting?

Reams: No sir. There’s no simple way to do it. But there is a very good way to predict what it is and that is with your refractometer. The higher the sugar content, the more phosphate that there will be in it, but there’s very little phosphates in our foods themselves unless they’re green, are grown to contain more phosphate than like potatoes, or like fresh vegetables, cabbage, broccoli, cauliflower, lettuce, they contain phosphate in the leaf, green leaf itself. But in our foods like rice, there’s very little phosphate in rice.

Student: Doctor Joe gave us list for foods sold to the international to a refractometer reading are reflecting.

Reams: Yes.

Student: Then are you saying, that generally speaking, all the vegetables and grains like that, already spoke of, supports on the right level of phosphate is a largest player of a Maricopa County is supporting. And he does in it so that we very widely say sometimes and then higher phosphate or lower phosphate means the little carbohydrate level remains about the same?

Reams: No. The higher the brix, the higher the phosphate.

77


Student: In every case.

Reams: In the least, yes.

Student: Is it?

Reams: Yes.

Student: Ok. Thankyou.

Reams: Most of our phosphates that we get today in our ordinary food groups, is in our leafy vegetables, because theirs is in the phosphate, makes the carbohydrates, for various fruits that the plant is going to grow, make. And about eating the green leaves we get the phosphate. And if we don’t eat the green leaves, we’re good for a lot of it. In the grains themselves, there’s very little phosphate in the grains themselves. Only a trace when compared to what’s in the leaf.

Student: Tell me. Tell me how.

Reams: Not in fruit juices that are high in sugar, it doesn’t mean that they are high in phosphate too, because the phosphate is made in the leaf. It ain’t any slave to me, nature put the sugar in the food itself, and there’s very little phosphates in fruit juices.

Now, most of you have had experience when you walk, your joints and feet are fat. Taught. That is a little vulgar alarm in the brain letting you know, that you have a phosphate deficiency in your diet. There’s not enough oil in the carteledge, and so forth. But now, how by the numbers, can you tell when there’s not enough oil in the carteledge? We had that problem this morning. Remember? Just checking to see you remembered it.

Student: Mr. Powell, back in the 60’s the problem you purchased?

Reams: Partly, partly.

Student: In a heart beat, yes.

Reams: Have the answer’s in what?

Student: Never a lot oxides and not enough of the others.

Reams: Yes, now that’s, that’s what it is, causes too much of one kind of calcium and not enough of all the kinds. Loss of phosphate of calcium here. It caused a loss of oil in the carteledge.

78


In from the brain down through the spinal column. From there it goes into the muscles and then to the carteledge of the joint and muscle to the bone in which you have to act and react in order to put your arm out or pull it back or put one foot ahead of the other or one arm out and the other one in. It’s reverse actions that gives you power to move your arms. Each time you move an arm you also move one or more joints. These joints that we have should have sufficient oxygen in them until say a bone would look almost like green wood, wood. But as the bones begin to deteriorate as the spinal column adjusts for the vim, vigor, and vitality bone should have. It lacks a lot of mineral in order to make it hard and yet flexible. Hard, and yet able for the transparent sap to go through, hard enough and yet ventilated to carry the messages all the way down through the bone and manufacture the red and white corpuscles by ionization.

So as the bone plays a very vital part in our bodies. Very vital part. But you need to learn how to care for the bones. Their not simply if you just take for granted that their always there. They can become brittle. Then they can become so hard that when one breaks they won’t knit back together. It’s very difficult to evaluate whether or not a bone will heal or not heal unless you take steps to see that there is plenty of calcium. There’s got to be plenty of calcium. There’s got to be plenty of colloidal minerals. Three percent of our bones is colloidal minerals, soft rock phosphate, so to speak. And unless you strengthen the frame continuously, as long as you got a 4M, don’t you ever quit working on the frame. Because a 4M means that nature is already drawing all it can get from the lungs or beginning to at of some things it is, and the rest it’s going to get sooner or later in sufficient amounts throughout the bones. Do the bones contain protein?

Student: Yes. Every living cell has protein.

Reams: Are you telling me or your asking?

Student: I’m just, I always thought they did.

Reams: You telling me or your asking me?

Student: Mack, I thought I said he did.

Student: I remember.

Student: Do it what he said is no?

79


Reams: That is from a biological point. That’s true. They have protein in them. Part of the perforated bones, compare that whats in the wash out.

Student: Who would rather know. How you are familiar probably would be in agriculture.

Reams: Thank God you’re here.

Student: With lessons that back it up?

Reams: That’s right. He’s correct. He’s shoveled Elis there and I.

Student: The eyes, I don’t know how much of that for we have the a the difference between the amount calcium and the amount nitrogen.

Reams: What’s not there?

Student: Bones mending calcium.

Reams: Well?

Student: Which would be the variable in muscle which has much more nitrogen in it.

Reams: It’s the strength in the muscle or the bone? Which has the most protien in it, the bones or the muscle?

Student: Muscle.

Reams: That’s correct. The muscle have the most. Why?

Student: Bones have the larger.

Reams: That is right. The bone cells are a lot larger. Much larger. Much larger. Can if there’s too much hurting in the body interfere with bone structure and growth. I believe. If so, what ages? Yes?

Student: In effect, dew to a balance.

Student: Total effect, I’ll be thrilled by the first part. More coolly than the difficulty made many times back pain too much especially dementia.

Reams: That’s true. That’s true. Go ahead. Tell me about it.

Student: Their rejected will you not strong enough to do, otherwise they’ll be at fault.

80


Reams: That’s right. That’s correct. What about their bones?

Student: If their toughened.

Reams: Right. They are. It’s possible there. It is possible.

Student: If you don’t have it, how do you know?

Reams: Right. If you don’t have it, how do you know this? So, what does the bone contain that the flesh doesn’t contain?

Student: What is different?

Reams: It sound’s fine. If and where at?

Student: One has the marrow.

Reams: What?

Student: The marrow. Bone has marrow.

Reams: Yes it has marrow. Is the marrow fresh?

Student: Never.

Reams: What is the marrow of a bone? Really. It’s what?

Student: It has blood in it.

Reams: If it falls off in it. What on says it is?

Student: The ledger.

Reams: What?

Student: Your free dose has a lot of things.

Reams: How many?

Student: It hid it’s figures in there that so called – [drowned out by coughing].

Reams: What’s that? How many elements does the average bone have in it there?

Student: Nineteen.

Reams: Or should have in it?

81


Student: About 66.

Reams: That’s right. 66 elements in them. In bone.

Student: Marrow too?


Student: In the marrow too?

Reams: Well, it has something to do with it.

Reams: It has something that, 66 elements in bone. And what percent of calciums shoul they be?

Student: Should be somewhere around 65% in the bones. There’s a lot more than 45% in brains called pink little guinea pigs.

Reams: Okay.

Student: The bones should be about 65, the brain about 45, the soft tissue around 39.

Reams: That’s pretty good average there. But why is it that bones contain so much calcium? Yet, when you analyze it, you can only find about 23 in there.

Student: I’m not a very decent liar until you ask me.

Reams: There often less than 50.

Student: Ionized?

Reams: Nobody knows?

Student: You would be causing less lipids.

Reams: What’s that?.

Student: Less lipid, less slack.

Reams: Amazing thought is it’s in phosphate form. Then you got phosphate calcium, phosphate of iron, phosphate of zinc. Phosphate of more items you come out with it. An insight, you have a phosphate derivative you have a calcium derivative. So you can’t separate the phosphate and the calcium. You can’t in twenty and thirty three percent of it. That’s all you can separate. 33%, about 33% calcium. But when there’s

82


a phosphate derivative and that’s why we can’t figure it out because the phosphate derivative is, it’s cations. Remember that? And the calcium is an anion and it obscures it to where you can’t find it. Remember that.

Student: Yes.

Student: I’d like them to work. Pick it up. What do you say it will do?


Student: Pick it up how?

Student: Chemically?

Reams: Yes. Add a drop in there. Flows into it. In it. And then it raises an expression. Or a low thought in one center like this. How especially they use it.

Student: It’s charcoal red.

Manthei: That’s the black coredux end.

Student: It has part of the other side. Achademic.

Reams: Weigh that again. Wrote down here a minute ago. The way that you see it. Now that’s just probably one circle. Down here there’s another circle. Out here is another circle. I’ve used a lot of circles. And here we have a circle. 1, 2, 3, 4, 5. How many figure eights do you see there?

Student: Two. It should burn off in a drop instant.

Reams: Well that’s drawn on a plane, but because it was drawn on three dimensions, how many would you have?

Student: A slew of them.

Reams: Not there. 64. You have 64. Ok, now, here’s what you have, that means that the second one will be the phosphate derivative. And the other is the calcium derivative, the iron derivative, the manganese derivative and so forth. But, I still can’t really show it to you unless you can take them to three dimensions to see the other eight coming out this a way and then you can see your calcium derivative and your phosphate is one of the spectral eights in there.

Manthei: If you say two rather than three dimensions, you might address it through what your talking about. It’s talking about that circle.

83


Manthei: So tell is the answers correct in fourth simulates at twelve right there?

Reams: Yes. On the plane here.

Manthei: Ok. Down in three dimensions do you take the same number of circles and stack it up?

Reams: Well, in three dimensions, it’s not an orange. It’s round.

Manthei: Yeah, I understand that, but I mean..

Reams: It’s paper, yes.

Manthei: I am saying, but this graph is about a three dimensional drawing of this.

Reams: Yes.

Manthei: Are you saying that there would be these above it also?

Reams: No. That’s filling in there. But it would be all ever which away from it completely in the round, just like it was a ball.

Manthei: Found something.

Reams: Just like it was a round ball.

Manthei: Well how do you get to 64. You said it would be 64.

Reams: It would be the square of a plane is what it would be.

Student: So a square of four is 16.

Reams: There are 8 there. You got four 8’s and 8 time 8 is 64. Because you got 4 there. You have exponent. 4 8’s is 32. And you got then 8 time 8 is 64 in your plane. In the third dimension it would twice the amount of the total of the plane or the square of any one. Clear?

Manthei: Does everybody else understand it? Or am I the only lost?

Reams: Do you see it? In other words, what was the question? Maybe, you forgot the question. What was the question you were asking, I’m answering?

Student: How much 8’s?

84


Reams: No. The question before that.

Student: Two bars, yes we have six parts stretched out then which says that says the two bars that we have the derivative says it. We are only getting 33% magnet of it. Now why can’t we get it all checked that home.

Reams: Because the phosphate derivative hides it. I makes it because it’s cation power of the phosphate is greater than that of the calcium. You got a thirty, okay, if you have a thirty cations in calcium and one anion, what is the total number of Milhaus units of 250 anions and 750 for your cations, what is the total? If you have a calcium vs the 65% calcium? See which is the greater. That’s a problem that you can work out.

Manthei: That we understand. I mean that, I think pretty much everybody normally is just that. We just kind of lost with your drawing. At least where I got lost. With your drawing.

Reams: Yes.

Manthei: And then, followed you on the two dimensions, but when you went to three, you up and lost me. Because I didn’t understand what you’re trying to show there.

Reams: I’m trying to show. I’m trying to show that whenever there is a phosphate of calcium molecule straight by itself, that it is the phosphate it’s so powerful so it hides the in the test tube and also in the spectrometer, it hides your anion of your calcium.

Manthei: Okay, that I understand. Everything you say in English, that I understand, but can you show what you wanted to show from side view on the board? In other words, it’s similar connects down on top of it. Is that correct?

Reams: It maybe this. In other words, it’s got to draw it any which a way, in other words, it …

Manthei: This is was it looks like from the bottom, from the top, from the side.

Reams: This is the way that it’s made in the, this is the way the top and it’s hid in the phosphate and the derivatives in the middle of the mol.

Manthei: I understand exactly what your trying to say, but I’m trying to see the three dimensions that your talking about, that’s what I’m trying to look to

85


see that third dimension and I’m not seeing that. And think most of the class missed it also.

Student: What he said to us early was right. That’s why look for his directions to the center to see.

Reams: That’s right different direction. It goes in different directions.

Student: Multiple appointments and so it sounds like that.

Manthei: Well, the thing is drawn, all we have is your point of view and you can draw it.

Student: You need draw three dimensions.

Reams: You know how to do draw the circled position?

Student: Sure.

Reams: I don’t. Show me.

Manthei: You don’t know how?

Reams: No. Not a circled position. I don’t know how to draw a circled three dimentions.

Manthei: That’s a top view.

Reams: Huh?

Manthei: I said that’s in a sphere.

Reams: I’m in a line of the third dimension, like a ball.

Manthei: Okay, that’s top view, that’s a side view, that’s the bottom view.

Reams: You got two sections here on two planes.

Manthei: Moment, but it’s all from three dimensions. It’s depending on how you look at it.

Student: But it’s the same from each point of view.

Manthei: That’s why you can that it’s a circle when he said it’s a level.

Reams: That’s not the way this thing will go around.

Manthei: That’s my plan.

86


Reams: On that circle of what we’ve drawn, all that was drawn.

Manthei: Okay. But these aren’t drawing like donuts. These are not interlocking donuts. Your not telling us that.

Reams: Yeah. Their not like

Student: They are like rings.

Reams: Their by chelation. There’s chelation joins in there.

Manthei: But are you saying that these are rings? These are donuts. These are like rings? Are we just splicing right through the plain?

Reams: This whole thing is a mol. All those models are mols, you know.

Manthei: What? Okay I understand that perfectly.

Reams: In other words, there’s 60 more. There’s 66 elements in that mol.

Manthei: What’s laid out here? Here it is right on the flat side, but now right off here, what do I have? Do I have thing coming out this way?

Reams: Yeah. That’s right. That’s right. Out.

Manthei: What about this one? This is coming out also?

Reams: It’s, now that was the, no, now listen to me think, on the one side, everyone has the same center. Regardless, that’s just the center of the entire picture there. That’s the pole. Any way you go.

Student: Sir, link now a scientific find, a satellite of confined,

Manthei: Okay. Just a minute. Are there three acting sense reactive?

Reams: There’s more than that.

Manthei: Is there?

Reams: There’s more than that.

Student: How many?

Reams: There would be

Manthei: 8?

Reams: There would be 8 active, yes.

87


Manthei: Okay. Well that’s all that, so unless, in other words

Reams: Be 8 active. Be 8 active, always there.

Manthei: Okay. So there’s something working on that piece that’s there.

Reams: Yes. Okay? Everyone is joined at the center and everyone is to be adjoining, to the adjoining mol, the hidden mol in there is a mol of calcium. And the phosphate covers it, predominates it, coats it. You can’t get it out. You can’t see it. You can’t pick it out. This mol of this material, there’s just so many of them. They’re colloidal compounds and they cannot be taken apart. They cannot be broken down. God just made so messed up, lost energy.

Student: One mol of calcium and 63 of phosphate?

Reams: No. There’s a 100. There’s 64 so the total equals 100%.

Student: You’re down one single ringlet.

Reams: That’s right. You got a one center ring there.

Student: And the sum of the phosphate and the other 16 from that element to.

Reams: What’s that? One thing about this one, one thing about this one, this one does not contain nitrogen. It does not contain nitrogen. So therefore, it is not what?

Student: Protein.

Reams: Not biological. Okay? It does not contain nitrogen.

Student: And where is this located?

Reams: It’s in bone. It’s the part that makes our bones hard.

Student: Okay.

Reams: It’s the part that is about 3% of our bones is composed of that material.

Student: We don’t need. That’s not on our frequency limit.

Another student: He objects to it.

Reams: Yes. It takes on any frequency.

88


Student: Okay.

Manthei: Well, you said this doesn’t have a break through right in the middle. In other words, your saying then that if we have these here, we got a couple more here. And then you’d have to have a couple more over there.

Reams: Yeah.

Manthei: On the edge like that.

Reams: Yeah. And that’s the other.

Manthei: Meets them in halves.

Reams: That’s the whole..

Manthei: You’d have 64 figure 8’s.

Reams: That’s correct.

Manthei: All around this one that’s in the pole.

Reams: That’s right.

Manthei: Okay.

Reams: That’s right. Now you got the right idea.

Manthei: Okay.

Reams: I hope you felt some mighty sense in the third dimension. They’re not easy to understand. Quite confusing to decide how much more water to flow through a inch pipe with a quarter inch under a half egg. How much more can flow through a inch pipe than a quarter inch.

Student: This one’s full?

Reams: Right.

Student: 16 block.

Reams: That’s right. So how much is that? 64. 115.54 half into two.

Student: I lost you there.

Reams: Is it so 16 times as much more than 16 64. Okay? Into quarters. ¼ is small through the quarter is and 15 x ¼ = 54 times. Correct? If four

89


times as much flows through a half. Four times as much flows through an inch pipe as a half-inch then 8 times would be as a quarter inch, would it not? Anybody disagree?

Student: Just a second.

Reams: Measure it sometimes. Try it under the same stretch.

Student: I am saying here that the phosphate form in Min-col then should put this material back into the following stuff and down through the biological change of foods. Does it prolong the material.

Reams: Right. Too often stays no. It is to our bodies and to the bone what a jewel is to a what?

Student: Then this in a sense is strictly colloidal.

Reams: They call it a compound.

Student: Right, colloidal compound.

Reams: Don’t just say colloidal. That’s not enough.

Student: That’s a free haven. We think nothing combines so it’s compound.

Reams: No because it’s colloidal compound. That is right. Now, let’s look at a problem here. I’m going to give you one and we’ll try to put your thinking cap on. Let’s take a problem like

2.8 6.1 / 7 14C .1M 4 / 9

Now this is on a bone. We call that bone here.

Manthei: That’s 2.8 6.1 / 7 14C .1M 4 / 9

Reams: This one’s a pretty good reading. Not a bad reading at all. But this is the beginning of the tell tail problem with bones. This is just a bit slight beginning. Where does the deficiency in mineral for bone show up first in the body? Visible.

Student: Kidneys.


Student: In the teeth?

90


Reams: No, not the teeth.

Student: Nothing invisible about you with finger nails.

Reams: Finger nails and toe nails. That’s right.

Student: Can’t see the toe nails. You can see the fingers.

Reams: Finger nails and toe nails is where it shows up first. Now, at this stage, what would you expect to see in the finger nails? Not all of them, but just some of them.

Student: White set.

Student: Maroon.

Student: How do they bend?

Student: Shouldn’t it be?

Reams: Go ahead.

Student: Doctors and ridges.

Reams: Ridges, yeah, this is the beginning of where ridges start. Now what is in here to indicate that there is a mineral deficiency here? There’s something here that show’s you that there’s a mineral deficiency.

Student: Molars that infect.


Student: Irregular like tooth.

Student: Chemo.

Reams: Yeah, well there would be one number here that’s

Student: In the numbers how.

Reams: Yes. In the numbers. One number here that indicates that there’s a mineral deficiency somewhere.

Student: He’s gone from an .04M to a .1M okay, beginning change. He’s down to a 7 pH in his saliva.

91


Student: If you can just to check him out. Or just say that should be normal.

Reams: This would be a reading for, just the beginning of a bone problem, the very beginning of a bone problem, this would be the first indication of it.

Student: You ananalyzed it to, ananalyzed to make it as against to make it make as a more saline.

Reams: Analyze helps a little. It helps a little.

Student: Any chance it’s in the host glomen?

Reams: It might help some, but it’s not the whole answer.

Student: Maybe it’s one.

Student: Well how sick you go with calcium deficiencies.

Reams: Yes, it’s a calcium deficiency, but which one indicates, what indicates that this is a beginning of a bone problem?

Student: This boneatious event could cause the transitis. Like oxygen could be repaired the instant follow the rhythm that’s called lack in there of oxygen.

Reams: What is the specific gravity of iron, manganese, and phosphate. That’s what are bones are made so involved. Guess what else that our bones are made out of.

Student: Weak digestive juices. Guessing.

Reams: That is right. A weak digestive juice. That’s the pH of a liver there. Rather weak and not picking up as much of the amount that is needed for bones. And first thing that’s going to show up if it’s the beginning of our problem as it is. And it’s regardless of the age or sex and it starts to roughen the fingernails. They will begin to be rough a little. Do you see that?

Student: We accept that.

Reams: How would you correct me, somebody asked? Just like you correct any other problem.

Student: Keep throwing new stuff at them.

92



Student: That’s many factor in.

Reams: If you think this is tough, i’d give two calcium gluconate and that’s close. Now, you got to have height and weight. Whenever you recommend to a child under 10 years old, I’d give one capsule gluconate twice a day. I’d give them one Cal II twice a day. I would give them cod liver oil instead of vitamin D. I would make sure that they know what the no-no’s are for a child and so forth and so on.

But now for a set of them, maybe older. I would put them on two calcium gluconate three times a day. I’d put them on one Cal II twice a day. One lactate twice a day. And I’d put them on two Min-col three times a day for a while. And a child, I’d put him on one Min-col every day until the number of days that he took it was twice his age. Say he was 10 years old. I’d put him one a day for 20 days. And if he’s 8 years old, for 16 days. And then move it down to one a day. And if it was a girl and she was 14, I’d give her two a day.

93


Tape 4, side 2.

Reams: What is the difference in our fingernails, the mineral difference in our bones? What does our bones have that our fingernails do not have, or what is the fingernails lacking that the bones have?

Student: Selenium.

Reams: Our fingernails have selenium in them.

Student: What about chromium?

Student: Too much.

Reams: Fingernails have a trace of chromium in them. Or should have.

Student: Fingernails have lots of protein. The meat has protein.

Reams: They have some protein them, yes.

Student: Men have problems when the bones inactive, right?

Reams: The bones have more than the fingernails. Well what about molybdenum or fluoride or fluorine? It might as well polarize in our bones. Not a lot but some. Because the whole bone is the conductor of electricity. That’s how the fluoride is. Of the any definitely not the same. It has fluoride and silicon, cobalt, iron, and our fingernails only have a trace of some of these and doesn’t have any cobalt at all. Doesn’t have any fluoride at all. Or doesn’t have any molybdenum. Of strontium, our bones have strontium in them. That mix has to do with, that’s what makes the bones hard. I have seen almost turn like enamel. They were so hard they looked like pearl they were so hard. So, they can be too hard really. When they get too heard it destroys the septal, it’s just a matter …

Student: In these 3% molecules of the non-hydrogen colloidal compounds if it’s less than that you what you consider, soft bones? And if I change to get more than that to get pH the extra hardness, do you affirm this?

Reams: The phosphate determines the hardness of the bone. When the other elements just like molybdenum, iron, manganese …

Student: Well do you render a higher percentage of the 3% is what I was asking.

Reams: You mean phosphate?

94


Student: Yes.

Reams: Well, about 33% there. Well about 23% phosphate. 33% calcium because it’s phosphate derivative. It can almost never be calcium derivative.

Manthei: Let’s take a break.

Reams: Any time that there is a deficiency in bone structure there is a deficiency in muscle structure somewhere.

Student: Can’t you vice versa with them?

Reams: I imagine yes. Uh huh. Because nature, there had to be a deficiency in the muscle before it would draw on the bone. And it’ll draw first from the lungs to a secondary from the bone. And in females can visit you in pregnancies. It will draw from the teeth even. And all it give the baby a perfect start in life. A lot of women loose their teeth during pregnancy and if they use two min-col, three times a day that is if they had never taken it before. Use the min-col if their about to lose their teeth. But, if they are using them for years before, two a day, then they only need to take four a day during pregnancy to have a child have strong teeth and strong bones.

About, also, the stronger the bone structure, the stronger the muscle structure if it is in perfect health. The size of the bone being small or large, does not have a lot to do with the health of a person. The bones of people that are long lengthy, even they are thin, will have small bones, but do break easy because the calcium is greater. And that which bends and then causes a break.

Student: Taking two tracks?

Reams: People that are long jointed and have small bones, tan people, their bones are just as hard as anyone else’s. But the fulcrum is greater that caused them to bend and break. The fulcrum is the sea-saw you notice from the point of stress where it bends. But they also heal quickly, rather quickly as ever.

Also now, we’ve talked about most of the bone in the body with intentions of the cranial bone itself. The softest bone in the entire body are the ones that protect our brain. It’s the softest bone in the entire body and the ones that tailor bones. I’m not talking about the carteledge. I’m talking about the bone itself.

95


And just because somebody is hard headed doesn’t mean the bone’s hard. But if they wouldn’t, if they were not hard headed, so to speak, they might not make it survive, so don’t dislike people that are hard headed because they are making the bed in which they’ll have to sleep. Or planting the coffin which they’ll have to reap. So whenever tragedy or problems come, pray for them. Because it’s a thing that no one should rejoice in calamity of another. No one should rejoice in the calamity of another. They should weep with those that weep, so to speak, and rejoice with those that rejoice. And if you’ll do that, you’ll have friends to the end of the earth.

Student: Dr Reams is the thing you found thoughtfulness that had some view to it, I won’t say the workers but it really is a movement without anything not worthy?

Reams: Oh yes. Oh Yes. You can adjust the adult cranial bones themselves. It has sections in it which you can adjust cranial, cranium is dumpling. It do a lot of people an awful lot good. Cranial adjustments is a family thing if a person really knows what he’s doing.

I know a person that’s got a cranial adjustment and it made all the world a difference. And it completely about. I know another one that had a cranial adjustment and couldn’t tell the difference before or after. But in a baby that’s first born I’ve often taken my hands and shaped the babies head. It’s larger. It’s padded with something. The heads are often too long or too flat or something. A babies head very easy to shape with your hand in his first two days of life. You take mothers who do not turn the baby over from side to side and on their stomach and back, I’ve seen have seen babies have faces one sided all the days of their life because the mother laid the baby down on the same side every time.

But through cranial adjustments that could be corrected.

Student: At any age?

Reams: Oh yes. 60 and 70, yes people get cranial adjustments at that age. Also there is what we call I don’t know if chiropractic’s call them that, but it’s called that in some of these books. The first, second and third vertebrae in the neck are called vital vertebrae. Many times one of those vertebrae can get out of adjustment and pinch the nerves and person will go absolutely berserk. Or incompletely berserk. And they’ll stay that way. Do not remember what he’s doing, what’s happening. Or anything as the last

96


vertebrae is put back in place. And they wonder what happened all this time?

And your painter and your silently painting and your time is up working on the second floors of the house and one of rungs broke in the ladder caused him to fall down to the ground. He fell on his feet and apparently hurt him in it.

He was alright but he become violent. I meant tried to kill his father. I guess he come out a raging maniac. And yet when his, his father was the only one he had rage for. No body else did he have a rage for. But I know the chiropractor that heard about it. And he went to this family where the father was having to move out. He got along fine with his mother but he couldn’t work. He couldn’t do anything.

He said let me talk with the boy and adjust his neck for him. And he did and instantly he put back in. The boy was alright. Actually the boy, he wasn’t a boy. He was in his twenty’s or something like that, mid twenty’s. He was a, and a, he and his father got along fine after that, but he remembered nothing about how he had tried to kill his father or anything else. So, it was just that vertebrae of placement caused that, a violent reaction. So a pressure upon a nerve because a vertebrae is out can cause drastic behavioral problems. Drastic behavior problems. I don’t know anything that is anymore important than top quality A-1 chiropractic adjustments.

Chiropractic is just like other professional people. Some are good and some are very good and some are the best. So sometimes all I just know one chiropractor he says that “If I can’t help you in three treatments, go get another chiropractor.” And he generally does help them in treatments, but he also sticks to his word. If I can’t show you some improvement, if you have a plane structure, structural problem then you need somebody else that will to do more for you than I can. Will I’m not making you a promise. I’m not recommending that person to anyone. This chiropractor can do whatever he sees fit and whatever he likes. He knows the problem. He knows a lot more about it than I do.

But every time you find a bone structural problem, you’ll find a problem in the numbers every time unless they were born that way. Deformatives that are apparently from birth and are not losing any energy does not show up in the numbers.

97


Or if an organ has been removed. It doesn’t show up in the numbers. Or if an organ was never there, it doesn’t show up in the numbers. Like someone born without an arm or a leg.

Student: I see.

Reams: It shows as if it was perfect. Because it’s not there. There’s nothing to show.

One of the greatest things that anyone can do to build sold bones is to eat a great variety of foods and especially from root crops. Foods such as potatoes, carrots, beets, onions, kohlrabi, citrate of yucca, corumba. You ever eat corumba?

Student: Send that.

Reams: Yes?

Student: Cerabella

Reams: Cerabella is carabella.

Student: Parsnip.

Student: uwanda

Reams: Right. What?

Student: malunga.

Reams: malunga, yeah. Malanga but I see stores in which they’re there, nobody picks them up over there. Unless their a foreigner that knows what they are. They don’t even touch them. They’re outside these things. And these are all very good bone builders. Also, the gristle from a bone whey you eat Kentucky fried chicken or some other fried chicken. There is a little bit of gristle on the bone there. It’s excellent food for building bones. I’m talking about the soft in there. Excellent. Also, excellent in building bones is any food, any fruit having seed in it.

Seedless fruit is not good bone builders. Even though it’s variegated, and hybrided, all that. It doesn’t have the mineral in it that seeded fruit has.

Also, for unhealthy people, for building bones, steam out, boiled until they are soft. Cora, new-meats, not-meat, bresatarium, these are excellent for bone builders because their made from nuts. And they’re rich in mineral.

98


Student: That could sell your product.

Reams: No, no. No, no. There’s a whole list of saying that the top food meats are made out of. Not just soya. Some are made out of lots of different things.

Now wheat, believe it or not, soft wheat with one of the first minerals saw poorest grains for mineral of any of the grain cereals that I know of. But the hard wheat is excellent in minerals.

There’s another dish that’s rich in mineral. You know, now that I tell you about it, but it’s very good mineral, all mineral and that’s oxtail soup. It’s rich in mineral.

Student: It’s not filthy?

Reams: Yes.

Student: No stinking cabbage?

Reams: I don’t know about cabbage. I know it’s got their own.

Student: What about the up scale?


Student: Couldn’t get the oxygen out of it.

Reams: When you buy it at the market. It’s a risk.

Student: What about the restaurant?

Reams: Well it’s better than beef and hamburger, whatnot.

Student: What mineral is it?

Reams: Phosphate.

Student: You test it. Figure it out. Massive.

Reams: Well, you just now think about it. He preaches about kale from morning to night.

Student: Can’t trust him.

Reams: Every joint that he has listed, and it is listed about time he’s eleven month’s old, and every joint in it has a lot of oil and carteledge there. And

99


it’s still soft and still available to you. Any way does that pay him more than, ten times now more than any other bone he has in his body. And it makes a wonderful mineral and it’s very good. It tastes very good, the soup does.

Student: It has bones and muscle apportioned too.

Reams: Yes.

Student: It’s a good thought Father Terresa.

Reams: Yes.

Student: Who’s the director of that farm?

Reams: I’ve never eaten flies I don’t know.

So, there are some fairly simple things that makes excellent food that people, also soup bones. Get a soup bone and cook it up occasionally and it makes a wonderful bone builder for you. I don’t give that to children, but for adults it’s a wonderful thing and if did any wait until never, it wouldn’t do that. Off to the soup bone, bone soup. Because it’s so rich in mineral. And I wouldn’t give it a single minute if I’d a get anything else to take it’s place. It would have to that India or fellow off in India was half and half a day that eats meat and about the other half it doesn’t. In Africa and places like that the straw boy twelve is considered that America is not the only example of patients for food there is in the world. So you’re going to run across people from all countries in the world.

Now the Indians are very fond of rattlesnake too because that is very high in phosphate. The fresh fish, very high in phosphate. Especially the salmon where the bones are soft. Cook them until their soft. Salmon bones will cook soft. Sardine bones will cook soft. That is high in phosphate to get your bones hard. So, there’s a whole lot of ways to get food in that will at great numbers that are giving you a problem.

Student: Could you use the marrow of the bones too?

Reams: It’s very good too, yes. Yes. Also, food that has a high chlorophyll in it like bell peppers, turnip greens, tall greens, onion tops, all of that is excellent in the peels with the phosphate, one of the richest phosphates, that are good in good bone builders.

Also, benzine: hot peppers, onions, horseradish, mustard, are excellent. Cantilated vision for aiding in the strengthening of bones. And mustard has

100


a lot of other and so do horseradish. What I’m talking about all this today is strengthening bones.

I’ll give you another problem now. Let’s take 9.5 8/7.90 28C 4M+ 12/13 . And we’ll give you age and list them as being 38 male, 6’3”, 180 lbs,

Manthei: So that’s 9.5 8.0/7.90 28C 4M+ 12/13 . Male, 38 years old, 6’ tall, 180 Lbs.

Reams: Now, I give you this problem not for purposes of saying what’s wrong. But how with a number like this, now listen closely because I want to make this discussion based, how with numbers like this, what affect would they have upon the bone structure of your body? And how with why? What’s the most critical shortage here?

Student: Thank you for that.

Student: Is the calcium there?

Student: Is it nitrogen?

Reams: There is not calcium here.

Student: There’s oxygen deficiency?

Reams: No. Not an oxygen deficiency, no. What is the most critical shortage here?

Student: You said later calcium?

Reams: Yes. Don’t all speak at once.

Student: About all is this vitamin C deficiency.

Reams: That is correct. It is vitamin C. How did you know that? It is vitamin C. That is the correct answer. There is something there that tells you it’s vitamin C, then now what is it?

Student: He’s high to sugar and urea.

Reams: Well how does the sugar tell you that it’s the vitamin C?

Student: You know that you got to have pancreas deficient in insulin and it’s not good.

Reams: Well what’s insulin got to do with vitamin C?

101


Student: Something got to hold here somehow it’s not to make vitamin C available to you.

Reams: Can’t you take insulin for that?

Student: We don’t know. I’m not quite ready to see where their getting it.

Reams: That is correct. That is correct. Without the insulin your own body makes, it cannot manufacture enough vitamin C or make vitamin C available to you. And it don’t matter how much you take. It don’t make any difference. What you take may have a tiny little bit, a tiny little bit, but it is not going to make a whole lot of difference. You got a physical vitamin C deficiency here. Now, how does that effect the bones? Where is it going to show up most on the body here now?

Student: You must be able leave a little mineral to get back into the bone marrow to make it to fix it.

Reams: Well, it’s going to start showing up here somewhere on the body, but where. We’ll assume that this condition has been going for a long time. Okay? I can take 58 different worlds. I can say 38.

Student: Does it show up in the skin?

Reams: Where about in the skin? What part of the body?

Student: The abdomen.

Student: He goes on limping.

Reams: Sir?

Students: Takes more skin.

Reams: Well that’s, there it is. Maybe but this instance…

Student: When I’m done, him having the scales, I think he’s better off holding together. That stuff isn’t usually regular anyway. Probably get some foot probably skinned or ….

Reams: There would be sores on his feet that would not heal. Now, with the sores that will not heal, what is nature doing to the bone? What is nature doing to the when you have sore that won’t heal?

Student: Stacking up a new part of bone?

102


Reams: That’s right. It’s exactly robing ever every bit of the middle out of the bone is impossibly get out trying to heal. But the thing about it is the bone don’t have a enough of what in it in order to heal it. Sir?

Student: Vitamin C.

Reams: Vitamin C. That’s right. That is correct. So… Sir?

Student: Into the big picture, possibly long gaited and have trouble with his spine.

Reams: Possibly but not always. Not enough, it matters, it could be the possibly. I sent him straight to regular soldier and used to have a problem. Now, there’s another major problem here that is just begin to show on the horizon, but yet a very dangerous one. What is that?

Student: He’s going to get herpes.

Reams: No sir.

Student: He got bruised.

Reams: That is about pain. It is something else hear. If he is always or isn’t always it still don’t make a difference. But there is still something very vital that begin to show up. But it will show up in this kind of a reading much more than it will any other reading. Well, what is that?

Student: The eye sight’s going down.

Reams: For one, that’s true too, but that’s not the part. Doesn’t help more than this. Be a little dangerous at night time.

Student: What you are talking about is twice the reading.

Reams: No. No, not quite like that yet. What’s happening to the capillaries?

Student: He’s clogging up. As it runs here he can’t eat sweets.

Reams: Probably in the break up in little blue streaks.

Student: Okay.

Reams: And also varicose veins on the legs which is the beginning of serious, serious trouble. And the rest of the problem you already know about. But this is the one that affects the bone. Now, it’s the one it can

103


draw enough, listen to this now, trying to now draw enough material from the bone in order to keep the arteries and veins intact to maintain his circulation system. And it can’t draw enough. It don’t have enough of it.

So, it has a little capillaries break, little blue marks, and it is critical when it gets this stage. Now also, remember this, it also is happening the brain also. And those minimum strokes is taking place. In a child it heals very rapidly. In an adult it takes a little longer. But this is the seriousness of those people who are a diabetic and that insulin is not doing get the feeling. I’m sorry to have to say to you that medical doctors do not try to cure diabetes with the kind of Christian and thought and assistance so you can live with it.

Of that’s not the purpose of a doctor. His purpose is to get you well so you do not need it. So this new science, people like this that have been on insulin over ten years, please just send into a retreat and do not touch it with a ten foot pole. Unless you want to go to jail. To somebody that knows how to handle that at a retreat. Because they can die on you in two or three days without anyone, but there is help for them. There is help for them.

Now, the longer this has existed, the older the person looks. He looks far beyond his years. The lack of vitamin C from the drawing of the vigor from the bones is a rapid way of premature aging. Now, you know already so they say that this part is all they know lately and it’s a month or two before they be getting a receipt. What is the quickest, fastest way to help this person?

What would be a good time to do the first thing for this?

Student: Drink lots of water.


Student: Water.

Reams: That’s right. You’d ask them to drink water for 24 hours and report back to you. Why?

Student: Get the Urea and phosphate, cut it down.

Reams: That’s right. Get that urea down out of the danger zone. And you’ll see almost a complete change in personality when this happens. You’ll almost see a complete change in personality. Now the second thing, after the Urea that will stay down below 20, what’s the next thing you are going to tell them to do? Sir.

104


Student: Have the onion.

Reams: No. That’s not the next thing you tell them.

Student: How about onion soup?

Reams: Well that’s not it. That’s not the next thing I’d tell them. It’s alright to tell them that too, along with the right kind of meats. Well, while I’m trying get you to see that, it’s all about the bones, doctor.

This is the subject exactly. What would you tell them, sir, about the bones that were deteriorating?

Student: You can see an advancement sooner or later.

Student: Are all healings super late?

Student: Too young to get the sugar down?

Student: Give them some vitamin C.

Reams: Min-col. Start giving them something to rebuild that bone with, min-col, it minds you’re right.

Student: Does that affect their drinking?

Reams: No, it will not.

Student: It won’t?

105


Reams: No, it will not affect their drinking whatsoever. Well, that is Min-col. Now, the water that you give him will help bring it down a little bit and it probably will, but Min-col is what this needs to try to slow down the deterioration in the bones and to prevent the capillaries from breaking down any farther. Clear?

Student: This protection you use, and especially without insulin, does it stay warm like it does in activity lime?

Reams: Yes sir. Most of them do, yes. But many times I tell them not too much. And limit their in taking water for in two minutes. All of you know what to do from here on. What I was trying to do is show you the relations in a bone.

Now, you got another problem with it. We haven’t mentioned it as such. We talked about it but we haven’t mentioned it as being connected with the salts. Why is the blood vessel breaking down? Because of the what?

Student: Cholesterol’s in him.

Reams: What?

Student: High cholesterol has been present.

Reams: Well, yes and low the person was a child, it wouldn’t be. What’s happening to that blood vessel?

Student: It keeps getting hard.

Reams: It’s getting hard. That’s right. It crystalizes and it breaks open. Could break. Well, you want to bring that 28 down.

Student: Well the water there it helps bring that down. What else do you use?

Reams: Just a minute now. Hold it. Provided their not on a high insulin, if they’ve taken a lot of insulin, insulin is salt. And it’s going to bring it down, but this, this is what you want to be very careful about. You see he’ll drinking a lot of water already. Second, don’t tell them how much of the water to drink. Let them drink what they want. Now, and I don’t put them on lemonade either at all unless I can, how often they repeat where you can doubt everything they do on all the stuff they take. Because they are going to go through a very rough withdrawal. Now, this high salt that they have, and taking in insulin is bigger salt, your going to find some days it comes out

106


very slowly. And other days it flushes out and when it flushes out, it can put them into a diabetic coma very easily when it flushes into the blood stream out of muscle.

Manthei: Just a minute (end of tape 4 side 2).

Tape 5, side 1:

Reams: It should always come out at the same speed all the time. It would be quite easy. But it doesn’t come out at the same speed. It comes out

107


slowly some days and fast some days. You just have to try to live with it, but you can slowly bring it down. Don’t you ever regulate the amount of insulin anyone takes. Let them regulate it themselves with their own Clinitest system. And a Clinitest insulin test is a much more accurate a Clinitest than one that is in the other systems.

Exactly, the chlorophyll is, in the vegetable which you eat, a higher amount of iron. It is from the food and one of the things that can cause soft bones in people. They don’t like anything that has iron in it.

Blackstrap molasses is rich in iron, but most people can’t stand the taste of it. And also, it doesn’t taste bad at all. It something you need a taste for. It needs flavor. It has a little bit of business to it, but it’s not bad. If it’s too bad then take a teaspoon full of honey and a teaspoon full of blackstrap molasses and mix it together

108


Tape 6 Side 1

Manthei: Go ahead.

Reams: 80% of all biological life is calcium’s. Various foods have different kinds of calcium’s in it. For instance the foods that are tart have a cationic or a [1] lactate or gypsum. With the gypsum and the lactates in the same family. And then there’s the [2] phosphate group of calcium’s. And then there’s the phosphate group of calcium’s which is a terrific large wide group of the phosphates. And then is the [3] carbonates, a very wide range of it. Then the [4] gluconates, another very wide range of it. And then the [5] tricalcium phosphate. Then the (student: dolomite) you have the [6] dolomites. Then there’s the hydroxides.

Manthei: An oxide.

Reams: Yeah, then the [7] oxide group. There’s seven of the groups all together.

Student: Well answered. We know that, but now, if we goes on in foods, suggest these foods in these groups, what would you suggest?

Reams: I thought I answered some of that question yesterday.

Student: Well in other words were deficient in calcium oxide, what foods would you recommend that has calcium oxide in them?

Reams: Potatoes, yeah…

Student: I’d like have a sleeved list of these when you see something in the list of it, in each of these categories, you list the foods that the..

Reams: Okay, alright. Good, alright. Oxide: Potatoes, corn, grits, veal, wheat

Student: Whoa. He’s getting…

Manthei: Obviously, let’s just let him talk.

Reams: Okay, that’s solved.

Manthei: Eleven root vegetables have oxides in them.

Reams: There’s a lot of them that has

Manthei: Like carrots and beats and parsnips. Rutabaga’s?

109


Reams: ???? their not that root. Anyone with a high starch in it. What’s the one that grows by the long tubers?

Student: Malunga?

Reams: That’s fine also.

Manthei: Sweet potatoes?

Reams: Starch. No, no, no. They could grow so much of it down in the islands. They make pies out of it, cook it for potato and so forth. And then there’s yucca.

Student: You listening?

Reams: Yeah.

Student: How about the Hawaiian poi that they use?

Reams: I’m not familiar with it.

Student: (not audible)

Reams: Those are rich in the oxides. Now which one do they want?

Manthei: Okay, so i’ll just repeat the oxide you said would have more starch. It would be like potatoes, the corn,

Reams: Just the dry corn.

Manthei: Yeah.

Reams: Just the dry corn.

Manthei: Meal, corn meal, wheat, and then some of these tropical ones which are yucca and malunga.

Student: So basically your high starch foods in the dry form.

Reams: Right.

Student: How do you spell malunga?

Manthei: I have no idea. I’ve never heard of it.

Reams: Melonga. (letter by letter). [Egg Tree (Solanum melonga)]

Manthei: No Habla Espanyol.

110


Student: His expedition or It’s a tradition.

Manthei: Okay. What next group you on?

Student: Dolomite.

Reams: Okay the dolomite group. Oysters, Fish, Shell fish, especially they are rich in that [dolomite]. And it’s a no-no. Some of the calcium carbonates have up to 3% or 4% magnesium in them. And some of these, are not pure, I meant there, you will find some of the calcium’s with 3 or 4 different kinds in the same, in the same one. Rainbow trout is one especially high in that dolomite.

Student: Is this with your voice is in sword fish? I thought they were dolomite.

Reams: Yeah, but, you asked what the foods they were in. I didn’t say eat them. I just said it for the better. (student chuckles). Okay?

Student: I didn’t get all the oxide adjusting.

Reams: Yeah.

Manthei: I’ll repeat them when we’re done.

Reams: Then the cray fish. A lot of people eat.

Student: That’s the Florida lobster.

Read: Yes.

Student: Could be.

Reams: Well, it’s a fresh water lobster yes. They have the lobsters out in Florida too, but they’re not as.. it leaps more quicker than it is up in the cold Alaskan waters. That’s the main things there to, much more narrow group but you’ll find magnesium in many of the different calcium’s in small amounts.

Student: Do you know if next would be a gluconate?

Reams: Gluconate, yes, okay. You’ll find it in powdered milk, sweet milk, goat milk, fresh corn raw right off of the stalk, those are the two sources of it.

Student: Kinds with carbonate.

111


Reams: The carbonates, okay.

Manthei: Let me just repeat this if I can. Also yogurt would be under

Reams: Yeah. Yogert. Yes, yogert, that’s right yogert.

Manthei: For he said powdered milk for gluconate, the sweet milk, goats milk, fresh raw sweet corn right off the stalk and it’s in the milk stage not after its gotten older,

Reams: And then there’s a gluconate that’s mined. It’s a very good one.

Manthei: Also yogurt.

Reams: Yeah.

Student: What about the young tender little sprouts?

Reams: No. Many of those have it in too.

Manthei: Sweeter.

Student: What was that?

Manthei: Sprouts, just the younger tender sprouts that have a little sweet thing. Yeah, that would be gluconate.

Reams: They also have a heavy oxide in them also, like wheat germ. I mean wheat sprouts, alfalfa sprouts,

Manthei: Would have some oxide in it also. Okay.

Reams: Yeah, oh yes, Dolomite: Water Cress is rich in dolomite, another is salisfy,

Student: What is that?

Reams: Top of a onion.

Manthei: S a l I s f y. [wrong spelling]

Reams: Salsify. Another is a chaparrela see that’s good too. It has kinesin in it. Pears magnesium in it, and calcium in dolomite form.

Manthei: Sour croute?

Reams: No. This herb that use for a like.

112


Manthei: That’s chaparrela.

Reams: No, no, no, it’s a powder

Manthei: Senna?

Reams: That’s one too, but its not the one I want to think of.

Student: Psyllium.

Reams: Yeah, psyllium. That’s the one I wanted. That’s a dolomite too calcium.

Student: It’s the seeds or the husks?

Reams: Either one.

Student: Psyllium?

Reams: Yes. Rice is an oxide also.

Student: Rice is which?

Manthei: Oxide.

Reams: Rice is an oxide.

Student: He’s repeating, and repeating, and repeating.

Student: Blame his tongue.

Reams: Psyllium is dolomite.

Manthei: Other things that he just mentioned just now, like chaparral, water cress, salsify which is s-a-l-i-s-f-y, pears, you mentioned wheat and alfalfa sprouts also have some oxide as well as rice having oxide. The next one was carbonates then.

Reams: Okay carbonates. Well, coca cola, sprite, any of the carbonated drinks. Anytime you put tricalcium phosphate into soda water, I mean into any of the fruit juices like pineapple, or orange juice, do you have carbonates, you drink and then okay, then you have

Manthei: Seven up. Seven up drinks.

Reams: Yeah. Chives. Thank you. You are carbonate. Of the oceans that I just mentioned.

113


Manthei: Carbonates with the carbonated beverages. And then when you add safety foot of the food group.

Reams: Right.

Manthei: Okay what about, when do carrots and beets and some of those.

Reams: They’re in the phosphate group.

Manthei: They belong all in the phosphate. Carrots don’t have more carbonates in them?

Reams: No it’s not, nothing I’ve tested.

Manthei: What about the beans?

Reams: Green beans yes.

Manthei: Have carbonate?

Reams: Yes. They have green beans yes. They have a combo in them if they’re in straw with higher calcium.

Reams: Lactate too, have we took the fifth one on them yet?

Manthei: No.

Reams: Which one are we on now?

Manthei: Carbonates.

Reams: The carbonates, okay. Beer, Alka-Seltzer, Mint.

Student: Adding the mint to the others too?

Reams: I have a specific year, I knew it’s bed robbers. [needs work]

Student: Are there names of vegetables that would be inside of that group?

Reams: No, no. Not that I can think of. No, I don’t think of any vegetables in there. Now let’s take the lactate group. Oranges, apples, Peaches have both the oxide and lactate in them. Strawberries. Rhubarb. Lemon Grass. That is a cationic tartness and not an anionic tartness. Banana, it has two, in phosphate and it also has the gluconate and oxide

Manthei: A banana has all three?

114


Reams: Yeah.

Student: What was his rating?

Manthei: The banana has phosphate, gluconate and oxide. As well as the last two?

Reams: Yeah, a trace of lactate.

Student: And he told us lactate in fruit.

Student: He checked number two.

Manthe: Lactate and gypsum is the same thing.

Reams: The gypsum, in the gypsum, the gypsum group. Inside the gypsum group. Buttermilk. Acidophilus. Blueberries. Sour cherries. Sour plumbs.

Student: It would prove some thing.

Reams: It count in different groups.

Student: Peaches.

Reams: It still has some gypsum in it. So do peaches but

Student: Cranberries.

Reams: Yeah, cranberries, yes sir. Now, I said citrus, and lemons is not. Lemons is not in the gypsum family.

Manthei: Where does it belong?

Reams: It belongs in the oxide or carbonate group.

Student: Dr. Reams? (Reams: yes) Where is the water melons group?

Reams: It would be in the gluconate group.

Manthei: Would water melons be in there? Maybe honeydew, cantaloupes, water melons?

Reams: Most of them yes.

Student: Can we list gluconate as a fruit to this?

Student: Clean the gene with this in.

115


Manthei: The question was does the gluconate in another group?

Reams: No.

Manthei: It’s part of the oxides then?

Student: He recalled seven groups and glucan isn’t high in them.

Reams: Now it’s in the oxide group Randy.

Manthei: Form of it.

Reams: Huh?

Manthei: A form of the oxide group. The easiest to digest group. Remember that. One of the parts, the part, gluc with a vew, just some of your lactate, then we said citrus, apples, peaches, strawberry, rhubarb, blue berry, sour plumbs and sour cherries, cranberries, buttermilk, acidophilus, also banana, and lemon grass which you said was cationic, not anionic. What about lima beans or baked beans or some of those other things that might contain

Reams: They’re oxide, oxide. Most all the dry beans is oxide. The dry peas also, but their by… black eyed peas are also phosphate. They are a heavy phosphate. All the legumes foods are heavy in phosphate. All leafy vegetables that you eat either cooked or raw is rich in the phosphate group. It’s in about anything containing chlorophyll. And so is carrots.

Manthei: Beets and parsnips, rutabagas, they all belong in the phosphates.

Reams: Not sweet potato.

Manthei: A lot of the root vegetables.

Reams: Yes.

Manthei: What about the peanut?

Reams: They’re in the oxide group.

Manthei: What about eggplant?

Reams: They would be in the phosphate group.

Manthei: Squash?

116


Reams: Squash would be in the oxide and phosphate and carbonate group. It would be in all three of them.

Student: Dr. Reams, the talk provided for us that puts out a book, The Composition of Foods,

Reams: Yes.

Student: Could we get this information from there also?

Manthei: No.

Reams: I don’t know.

Manthei: Milburn, I have that book and does not. In fact, under potassium foods, hominy isn’t even mentioned. By the way where do hominy go?

Reams: It’s phosphate and oxide too.

Manthei: How many phosphate and oxide? I’m going to repeat these when we’re all done here. I’m just writing them down as we can. What about tomatoes?

Reams: Tomatoes would be in Oxide.

Manthei: Green peppers?

Reams: They’re phosphates.

Student: Okra.

Manthei: Okra?

Reams: They would be a phosphate.

Manthei: Okra belongs to phosphate?

Reams: Yes. Phosphate was in it.

Manthei: Speak it out.

Student: Potatoes?

Manthei: Potatoes we mentioned were an oxide.

Student: Sweet potatoes?

117


Manthei: Sweet potatoes were in the phosphate. [Note: Dr. Reams said no to that earlier]

Student: Prunes?

Manthei: Was it dried fruit? Like prunes and dates and raisins and things like that?

Reams: All the dried fruits are in the phosphate group.

Manthei: All the dried fruits that belong in the phosphate.

Reams: When is the oxide a design falsies?

Manthei: Okay, but prior to being dried then they were in the oxide group?

Reams: Right.

Student: Grapes?

Reams: In the golf stages, they’d have both in the different varieties of grapes. The sweet grapes would be a carbonate and a phosphate, but in a dried one you’d have an oxide and a phosphate.

Student: Apricots?

Reams: Same as mature.

118


119


120

Documents

tandjenterprises.comtandjenterprises.com/RBTI-Anatomy-Class/RBTI-Anatomy-2... · Web viewIt’s only the prism that raises the molls in such arrangement that we call it color. There