What is the Alphabetical Referen

What is the Alphabetical Reference Manual?

In 1975 and 1976, Stanley and Gertrude Gardner attended a series of Reams Biological Theory of Ionization classes so that they could be trained as testers. At that time there were almost no written protocols as Dr. Reams taught from his personal notes. The Gardners taped the classes and later had them transcribed---a procedure common, then and now, for those attending highly technical seminars.

However, the Gardners did not stop there. Rather than simply creating a transcript, they decided to break the material apart and create an alphabetical compilation wherein every part of the material that concerned a specific subject was placed together. In essence, they created an "A to Z" of the RBTI.

Following is a short extract that illustrates the ARM concept. Be aware that some subjects, such as calcium or pH cover several pages and dozens of entries. Also note that three asterisks (***) are used as a device to show sentences not connected to each other...

BRUISES *** Bruises are a result of vitamin A deficiency.

BURNING *** pH of 5.20, is where they burn when they urinate, if they stay that way very long. Give 25,000 units of vitamin D, or 400 units of A and D twice a day, between meals. Then give 2 tablespoons of lime water twice a day, one at bedtime. Then give 2 Cal II TID (3 times daily) with meals. Leave them on the A and D until the pH gets to 6.0. Leave them on the lime water and the Cal II until it rises to 6.4. Then give 1000 units of vitamin C twice a day between meals. Give vitamins between meals, and minerals with meals. ***Suppose they take the lemon water (and water), and they still have stomach pains when they eat, but they don't have the burning. Then it's either carcinoma or cancer.

There is no question but that the Gardners' 136 page document is a gold mine. There is no question but that the booklet holds many, many answers to the most demanding questions about the RBTI. Further, there is no question but that many testers would feel helpless if denied the work. Some have even gone so far as to consider that the book is a view into the very mind of Reams himself.

However, there is also no question that the material can confuse, mislead, and mystify. More than one RBTI teacher has commented that the ARM can easily lead an eager student down untenable paths. The biggest fault in the ARM may be that the "answers" laid out so skillfully are answers for which we do not have the original questions. We not only don't have the questions, we don't have the context, settings, or nature. Those who think context is everything will be sorely disappointed in the ARM and its "answers only" format.

Regardless of that fault, the ARM can be a tremendous asset when used properly...

Read the booklet cover-to-cover multiple times so as to gain that general feeling that almost every part of the RBTI as originally taught is indeed covered...
Gain an understanding that if you are researching an item such as "ionization" that you will find that word in other sections in those cases where it is linked to other nouns...
Refer back to the book when you wish to research some technical term

It is entirely possible that the true value of the ARM will become more evident in future years as successive generations of RBTI teachers pass Dr. Reams' theory along to new crops of fresh-faced students. Remember that more than one difficult science has suffered a "lost in translation" effect when students unborn during the early days of teaching were denied access to original work.

Along with Choose Life or Death, the ARM delivers "what Reams really said." We suggest you read it carefully and use it wisely.

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