You recall that I talked a great deal about Pattern Integrity, and there was one episode in my life that I think really dramatizes the pattern integrity. In 1930, I was asked to speak at Dartmouth University, and I had my Dymaxion House at that time, in model, and they had me speak in Dartmouth Hall which is a very old hall there, and all went well. Pretty many years went by, and I was asked in 1947, 17 years later, to come back to Dartmouth to speak, and I spoke again at Dartmouth Hall. But in the meantime there had been a great fire, and Dartmouth Hall had been burned up and they had been so fond of it that they had built an exact replica. So, I was introduced to the audience as having been there 17 years ago, and I when I then began to speak, I said, I didn't like to be contradictory, but I'd never been there before. I said Dartmouth hall had burned down, so we obviously weren't in the same building, and in the meantime 17 years all my cells had changed, so there was nothing of the only thing that really had any identity, were my eyeglasses, which hadn't changed. So here we have an artifact one of the extracorporeal extensions of human beings that I spoke to you about, which was really more permanently part of the pattern "me" than any of my flesh or bones; so that the audience did really understand quite well what I was talking about in terms of pattern integrity.

I'm going to talk now about what I, my strategy or my feeling, about how I carry on. I simply, obviously, have done my best to present to you a grand strategy of problem solving. I brought you into some mathematical thinking about that, and I've done my best to introduce large patterns. And we know why I've done that, if we see enough pattern we may have a chance to discover some of the repetitive, periodic relationships that are occurring, and then we can see, really witness fundamental change in the evolutionary relationship of human beings to the Universe.

But I have in my storage here several other large pattern considerations that I employ a great deal, and I must get those out of the way, and then I am going to gradually come in much more tightly on the energetic geometry we just touched a few items on there. And I'm going to come in on what I call DESIGN SCIENCE, what I call WORLD GAME and I'll come down to a great deal of where we are on our planet right now, what I see going on with all humanity; and particularly what I feel the little human individual can do, what each little human being, so aware of so many other human beings, and the planet being so big, and the complexity of the things that are already operative when you check into the picture, and the automobile is already rushing by, or whatever it may be. Doesn't seem a very good prospect to the individual that he's going to be able to be very effective in this great big planet. He might expect to be fairly effective in a local pattern with a few people. But, what do you do, what can the little individual human do about humans on board of our planet in a big way. It seems for the moment a pretty formidable challenge. So I will talk more about that with you, because I am confident that the little individual can do a great deal, and everyone of the human individuals are going to be able to do a great deal. And if you catch on to the strategies that I employ, you may be able to employ them too. You may want to.

I've talked to you, but tonight I'm going to clean up two or three items. One thing I've talked to you a great deal about is PRECESSION. And, we mentioned a number of times, and you now know what it is I refer to when I say precession. And, I'm now going to talk much more about it, because I find that it seems to be very clearly in evidence, long long ago that the gap between the humanities and the sciences (here he drops his microphone, and shuffles around, and says "I hope this all stays in the picture") the gap between the humanities and the sciences that C.P. Snow talks about in the TWO WORLDS, I feel is one that is spannable, and I, since C.P. Snow wrote his book we have met, and I have talked with him a great deal about it, and he has told me he has changed his mind now, and he does think it can be spanned.

And, I felt when I was young that there were so many things that I could see and feel very clearly. But, I kept looking then for scientific concepts, principles, which I did not feel that I or other human beings tended to sense very clearly. And, of all the big ones I came to, precession seemed to me by far the least sensed. You can have the words and I'm just going to go through somethings as a child. The fundamental, spontaneous participation of a child in the permitted degrees of freedom of our Universe, and what I am saying makes me think that I may start a little further away from the immediate demonstration of precession, because I think these are so interconnected, these child experiences that I'd rather start a little earlier in the child experience thinking, and, as on previous nights I have told you I'm going to do a little digression, but we will not forget where we are at all.

The, I thought a whole lot about, what the relationship of the grownup to the child, and in relation to what everybody discusses a great deal education, and I mentioned to you the other night, trying to identify as closely as I could, what it was that I personally was conscious of doing when I say I am thinking. Recognizing there was a great deal of spontaneity of preoccupation, and subconscious things do occur, that we find that our brain does seek for information when we ask it a question; and thinking about the relationship of the older people to children, and the idea that the child is not an empty container, into which the grown ups, then, gradually insert their knowledge and their wisdom, but the child has incredibly high potential in the faculties that are there, the way in which they could really be used if they're not frustrated by circumstances, and circumstances could be animate or inanimate. The and going to our friend

Pattern Integrity. I want you to think about a little child being born as we said, time and again, absolutely helpless for months, he can't even move himself around, naked, beautiful equipment but no experience, and therefore ignorant. So here is this little child, and this little child has been his mother so used to the idea that this little child is helpless, that she moves it around and she lays it in the crib, and so forth. And the child is laying on the bed, and as the months time going on, the child is growing. And it's legs are growing longer, and its feet are weighing more and its hands are weighing more and so forth. And there comes a day when the little child is lying on the bed, mother has left it there, and it just moving its terminals which it has been doing for a long time, and suddenly the child gets his leg up like this, and his arm at the same time, it didn't realize it, and it overweights him and he rolls over. And nobody around mom hasn't moved me! This is great! I didn't know I could do this. And the little child "what was it I did that made this, and he keeps doing it, and over he goes again. Very often children roll to the edge of the bed and go off, and luckily they are designed hydraulically and pneumatically as we talked about, and so they can really take quite a fall and a punch like that it distributes the load so beautifully, the hydraulics, that it doesn't do any harm. But there is a great memory of something that happened as a consequence of moving around experimentally on your own you got into a little trouble here, something hurt.

So that we have the little child, then, crawling around on the floor, and then gradually, climbing up this thing, and there's something around here mother isn't around here there's something around here that every time I try to do this, it keeps doing this to me. (Bucky is demonstrating this with his body in the video and it truly just cannot be done justice in just words (Jo Anne)) And I, this there's a lot going on around here without mom. Kerplunk. This thing is around her all the time keeps moving everything this way. So, finally, the little child does learn to stand up so. But it is very, very conscious of this thing. So the little child is feeling that, and is running around the house, and suddenly sees the banisters. Now, I want you to realize also, in the little child's doing this, he also wants to get back up he wants to climb up on things right away, to get a feeling of kind of working against the thing that goes that way. So he learns about getting up onto things, like this, and then coming off of it he has learned that (Bucky is demonstrating again), I wish I had a little more room here. He's learned to he's on the bed, and he remembers about he wants to get off the bed. They've laid him on the bed, so he wants to get off. And he learns, he can angle himself up like this, so he, something to do about angles, we got angles like this (I've got to go further down), so he can do that. So he angles up like that, and then he pushes back a leg here. So he angles himself like this and now his legs are out over the edge of the bed, and he remembers that it hurt very much when you let go, so he learns to angle like this, and every time he gets a little too far, he learns he can do this. And so he changes his position, and finally he let's go, and goes here.

Now, what he's been doing, this mysterious phenomena that is around him, he doesn't have a word phenomena, he doesn't have a word mysterious, he just can feel these things very powerfully. There is something here that when he does this way he accelerates, and when he does this way he throws the brakes on. So he has both an accelerator and a brake. It feels pretty bad pretty dangerous, I want to get my legs as near as I can to the floor before I let go, so he keeps putting on the brakes, and finally he lets go. So he has learned, then, there is an angle control there is something about vertical, and something about horizontal. He doesn't have the words any such words.

And, the little child running around, now sees the banisters in the house, and that angle looks kind of familiar to him, sort of a critical angle half way between the accelerator and the brakes. And by this time he has been holding on to a lot of things with his hands, so he feels "I can hold on to those banisters" and that angle there "I'll start sliding." So, nobody is around, and he climbs up and sure enough, he lets go and ZOOOOOOP. He lets go and holds on again, and sure enough a beautiful ride. And so, there's something around him all the time that not Mom or nothing that gets him from here to there, so this child feels very strongly that coasting business the angle the angular acceleration that he has.

Suddenly there is a winter day. He'd never seen winter before, and now he is out on the front porch, and it's all snowy and ice in the city, and he sees that angle down the steps there. And he starts to go walking out, and he never had ice or snow before, and he didn't realize it was going to be slippery. He's used to floors that are not slippery and he goes sliding down the porch steps to the street. And he says "Boy, that's great!" So, I don't want to it hurts my back, so he quickly finds something he can sit on and starts doing it. Children are fantastically inventive about finding something they can coast on. Now this little child the parents, always afraid their children are going to get themselves in trouble, and I'll just point out to you, this child is perfectly spontaneously full of the awareness when he lets go that the further he is from the floor the more it hurts. So there is something about height. And also, if it's angular, if the angle feels right I say he doesn't have any words yet, he doesn't use the word angle, but he FEELS the word angle, absolutely completely, he is just hunching himself up like that, he couldn't be anymore angular. Nothing more that's what his hands have been doing all that time and his arms have been doing it's angling. So angles are very familiar to him and he has angular control. So what he's doing when he's grasping like that, it's angular control. So, he feels very strongly the angle and he understands that horizontal, because the street is horizontal and I say he doesn't use the word horizontal, but the street is horizontal, which means breaks. He's going to stop. Therefore you feel, as long as you can see at the bottom where it becomes level, he perfectly well dares to go down a slide, because you really feel there was a little friction quite different from a free drop, as long as there's the right angle feeling. So kids really judge this coasting thing very powerfully, without anybody telling them what to do.

So I now have this child which has learned, and I say no child will go over a cliff. The parents say I am terribly afraid that this child will go off a cliff or will go off the house they couldn't be more aware of the hurt, and they just automatically do not get in trouble. They only do these things when they can see the horizontal when they can see the brakes. Couldn't be more logical.