On
Teachers
As webmaster of a site dedicated to the study of Dr. Carey A.
Reams and his Biological Theory of Ionization, I am often asked,
"Well, what do you think about so and so?" Quite often the real
question is a feeler to see if I think that a particular RBTI
teacher is "OK".
Frankly, what I think is not all that important. This website speaks
for itself. It is a collection of essays, articles, opinions, and
facts about Dr. Carey Reams and the RBTI. Obviously, teachers must be
mentioned by necessity. Egos being what they are, it is only
to be expected that an individual teacher may not see every word
about himself as
glowing.
Having said that, it should be very clear that there is no way to
independently report on the status of RBTI and its associated
teachers without ruffling feathers from time to time. That is
because none of the teachers wish to subject themselves to
independent evaluation.
Dr. Reams departed this earth twenty years ago. Much that is being
taught in his name might not pass muster if he were with us today.
Interestingly, even a cursory examination reveals that each of the
teachers claim Reams would 100% approve their offerings.
The RBTI for human health has its roots deep in soil testing. Reams
discovered early in his career that when the environment of a plant was within
narrow parameters, the plant was free of disease and also free to
reach the limits of its genetic potential. In a few words: with
proper conditions, health
prevails and disease never has a chance.
As time went on, Reams found that those narrow parameters (plus
several more of no value to plants) were applicable to animal and
human health. Again, he did not think in terms of "defeating"
disease nor of "magic bullets" in the sense of destroying pathogens.
For instance, radiation he viewed as always harmful. Similarly, chemotherapy he felt could
have some possible use, but he never found actual chemotherapy as
practiced in the US to have anything but negative value. Let there
be no question that drugs he deeply discounted: the very essence of drugs
are that they must be suppressant in the body and they always have
side effects. Surgery he approved as a last
resort when disease
had been allowed to run rampant until bodily parts were damaged
beyond repair.
Instead of heroic medicine, Reams discovered, practiced, refined,
and validated a nutritional approach that enjoyed astounding
success. Like the soils science that preceded it, the Reams RBTI
approach to human health centered on basic remineralization of the
body to the point that digestion was perfected. This digestive
perfection creates a setting that allows the body to not only benefit
from ingested food, but to also literally pull ionized minerals from
the air. Going hand in hand with that digestive perfection was a
comprehensive program to remove old cells,
undigested residue, and waste materials from the body.
All the
above is
understandable by both the healthy and the sick when posed as an
equation laying out urine and saliva values. Leaving nothing
to murky interpretation, depending only on careful analysis, the
formula never fails to point toward either perfect health or some
definable illness---right to the point of death. The message
is simple and superb: do those things that move your numbers in the
right direction and you can laugh at illness of whatever name.
However, not all of the RBTI teachers think entirely this kind and benign
way. Some threaten the possibility of bacterial "attack". They warn
against parasitic "invasion". They frighten with talk of viral
"infection". They confuse with tenuous explanations of "free
radicals". Perhaps most damaging of all is a failure to deeply teach
their students that these dreadful "invaders" are nothing more than God's
cleanup crew sent to dispose of waste matter. Further, our wayward teachers
are sometimes slow to teach (with or without the chuckle that Reams
employed) that the temporary misery of healing is merely the welcome
path back to superb health. His "chicken & dumplings" diet (a
fast of water and water plus lemon) continues to this day to mark
the beginning of health restoration for many.
Reports continue to surface of students grumbling privately that they are being taught to use
countless supplements, of both type and amount, that Reams never
knew of, or recommended. They fuss that colonics are ordered, not as
Reams wished, merely to clean the intestinal wall to allow better
mineral assimilation, but instead to wash away legions of "parasites".
Students must turn to others to express frustration that their
teachers seem more interested in pushing personal variations on the
original Reams program than in teaching what can only be called
"straight Reams".
However, teachers are not always to blame for their apparent
shortcomings. Many both work as consultants and teach. It is quite
understandable that over 10, 20, or 30 years they would find certain
semi-RBTI protocols to work "better" in some cases. It is only human that
teachers who also treat might find their teaching of pure RBTI
theory modified. That may seem a good thing, but if their
modifications don't work the first time (and every time) for others,
more research is needed. Finally, every teacher needs to be on
constant guard that they don't confuse the building up of someone's
health with the symptom changes brought on by drugs, enzymes, or
even minerals and vitamins used at drug mega-dosages.
This "what I think" page is really a call to teachers to practice
constant standardization. This same call is to reach teachers and
let them know that they should provide their workbooks and manuals
to anyone at reasonable cost. Further, this call openly states that any
teacher who doesn't constantly reach out to the RBTI community at
large with a plea to help them with editing, proofreading, revision,
and oversight may be doing harm to RBTI even as they fervently think they
are only helping. Quite rightly there is little room in RBTI for proprietary
material. The building of RBTI into a 21st century viable
alternative to drugs, radiation, and surgery depends on openness and
cooperation.
Dear teacher, please do your part. Sincerely,
Rex Harrill
09/17/2005
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