‘American Revolution 2.0’ won with flood of declassification and open truth soon? My book proposal as a professional historian to document ‘The Great Awakening’

This is my cover letter to literary agents for my book proposal, followed by the introduction, table of contents featuring my best work, and links to my ~1,000 articles with 50 million+ page views since 2009. 

I’m releasing this book now rather than waiting for Patriot victory in case I’m targeted from increasing visibility challenging my school district’s illegal “health” “orders.”


We are in American Revolution 2.0, with the facts presented as best I can imagine with art and academics in a 9-part discussion with “Socrates.”


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‘American Revolution 2.0’ won with flood of declassification and open truth soon? My book proposal as a professional historian to document ‘The Great Awakening’


This is my cover letter to literary agents for my book proposal, followed by the introduction, table of contents featuring my best work, and links to my ~1,000 articles with 50 million+ page views since 2009. 


I’m releasing this book now rather than waiting for Patriot victory in case I’m targeted from increasing visibility challenging my school district’s illegal “health” “orders.” 


We are in American Revolution 2.0, with the facts presented as best I can imagine with art and academics in a 9-part discussion with “Socrates.”


**


Proposal: The Great Awakening/2nd American Revolution: the greatest human resQ mission in Earth history


“One of the smartest guys I’ve ever known.”

~ Professor Emeritus Jim Fetzer as my interview introduction.


Dear (literary agent),


The general public are discovering that everything important “reported” from “official” sources in government, finance, media, and more were all Orwellian lies. 


We now want the truth.


With 45 years’ of active engagement, I’m among the scholars responsible for the Great Awakening and American Revolution 2.0. As a professional historian, I’ve documented the greatest human rescue mission in Earth history as it happened. This includes published academic research, twice-weekly news podcasts with Need to Know News panels beginning in October 2020, and a now 48-part series as a public school teacher challenging my district’s “health” “orders” under threats of $1,000 fines per violation, a year in jail, and employment termination (this is the most thorough and revealing documentation I’m aware of to shoot, condition, and cull American children as New World Order slaves).


Since 2005, I’ve written ~1,000 public essays with ~50 million page-views directly measured from publishers and SimilarWeb, and likely multiples more from reposts on other websites (despite ongoing censorship). I’ve also had 100+ interviews on television/radio/podcasts, framed by civic activism since 1977 that led to two UN summits for heads of state (1990 World Summit for Children and 1997 Microcredit Summit). 


In consideration of representing my scholarship, following this opening pitch to you are the introduction, table of contents, and linked essays for the book and movie rights to The Great Awakening/2nd American Revolution: the greatest human resQ mission in Earth history.


Independent scholars were essential to Earth’s victory. We professionally explained, documented, and proved “official” lies and crimes of the Deep State that annually killed millions, harmed billions, and looted trillions. 


The power of our synergetic work was to attack and expose Orwellian-illegal policies, such as Wars of Aggression started with known lies proven by our own governments most authoritative documents, exponentially-increasing debt that propagandizing oligarchs double-speak as “money,” and constant lying through corporate media and public education to literally “cover” those crimes. Without truth from “alternative media” writers, humanity would have been consumed by a viciously-deadly and psychopathic empire more evil than human capacity to imagine.


Although these “leaders” were Emperor’s New Clothes obvious in their lies, looting, and enslavement of We the People, ~98% of humans continued to repeat “official talking points” in stupefied obedience to Evil Empire. Massive and ongoing crimes were bullshitted and normalized by corporate media programming, and then solidified through public “education” texts.


Humanity, as we recognize it, would have gone extinct without the help of wiser Brothers and Sisters at our Service. 


Scholarship is just one aspect of such Service to rescue humanity from this Evil. 


Humanity was saved by those who stood for truth in militaries, politics, economics, science, social media, spirituality/religion, health, the arts, and many more. All of us who engaged global “leaderships” with real-world breakthroughs and/or practical solutions discovered that Earth’s Orwellian “leaders” actively attacked and destroyed real-world solutions. Since President Kennedy’s 1963 assassination, US Presidents propaganda-promised everything virtuous, and delivered nothing but ongoing illegal psychopathic rogue state empire.


Those of us who survived these encounters networked, planned, and worked for American Revolution 2.0. Earth’s victory is the product of our synergy.


My platform includes: 

  • Degrees from U.C. Berkeley and Harvard.
  • National Board Teacher Certification (top national honor for teachers), and certified as a Coach to all candidates. I hold teaching credentials in Social Science (History, Government, Economics) and Mathematics, and work with ~2,000 Advanced Placement Economics teachers as a leading contributor on the College Board’s AP Teacher Community (the AP US Government Discussion Board banned me for proving the US War on Terror obviously violated two US treaties and were therefore illegal Wars of Aggression, and the Macroeconomics Board still censors my posts on official corruption with ongoing threats of banishment if I discuss anything outside tested content). 
  • Two Los Angeles Mayors recognized my teaching as among the very best in Central Los Angeles: a population of ~10,000 teachers.
  • Leadership in the citizens’ lobby RESULTS.org to end domestic and global poverty for 18 years (1980-1997). I helped RESULTS grow to 100+ US communities, 7 countries, and we were leaders to create two UN summits for heads of state (again: 1990 World Summit for Children and 1997 Microcredit Summit). I helped craft and deliver ~300 policy briefs to Members of Congress.
  • Over 10,000 hours of academic research, and over 10,000 hours practice of spiritual/religious/philosophical work. You are discovering the truly evil nature of our opponent, and how and why spiritual/religious/philosophical training was required for victory over this previous-unimaginable horrific Evil.

As you know, what Americans need and seek right now are clear professional voices to explain this world they never knew existed. They need expert teachers with a broad world and extra-planetary view to communicate so everyone can understand, not just specialists speaking and writing among themselves. 


I’ve prepared my entire life for this opening we knew would come.


I have provided an abundance of choices in the preliminary table of contents, and noted what seems to be among my best work. 


This book has three types of essays: 

  • “Academic Enlightenment” for essential facts about the US illegal rogue state empire, with obvious solutions.
  • “Interviews” with important historical figures providing analysis on American Empire. 
  • Satire. 

The “interviews” and satire might be best for popular interest, similar to Mark Twain’s social commentaries embedded in stories. Please explore those titles in the Table of Contents, and read what most attracts you. The power and marketability of this book is its academic strength in clear voice, along with artistic story-telling in “interviews” and satire that smooths harsh truths into relatable stories. 


As far as I can see, this book is likely the best available to teach students of all ages the depravity of empire in context of the beauty and power of our cosmic community.


My dear awakening literary agent: previously-published “experts” connected to the illegal rogue state are now only useful to explain how they successfully lied, looted, and killed as parasites. Their “expertise” shielded parasites to feast upon unsuspecting human-hosts generation after generation. Those formerly-promoted voices used Americans as consumable “human resource” livestock, and are now either discredited propagandist shills or “useful idiots” for the now-destroyed evil empire. 


Any recognized “expert” who did not demand .01% arrests was either a CIA propaganda Operation Mockingbird tool, or blind to the Satanic Empire dominating Earth’s inhabitants. 


Any ordinary citizen or expert who did see the crimes and lies was blacklisted and censored by corporate media and Deep State-controlled academia. This is neither overstating nor understating the facts. You now have the eyes to see this.


I do have one published academic paper: The Claremont Colleges through Professor Emeritus John Cobb requested that I explain and document the illegal American Empire of lie-started Orwellian-illegal ongoing Wars of Aggression, bankster looting of tens of trillions, and with those OBVIOUS crimes “covered” by corporate media. I delivered that 2015 paper to ~2,000 people at their international economic conference, Seizing an Alternative. My original version, found without error in omission or commission by academic and professional experts to date is included in this book.


Rebel leaders like me fought for you while you were literally spellbound by the evil. 


We stood for literal Truth, Justice, and the American Way of inalienable rights in a war that would have cost you everything, EVERYTHING dear to you if we did not win.


We led this war for decades, paid heavy costs as targeted enemies of the state, and have game-changing and inspirational stories to tell. 


Below is the bio I provide with my essays, followed by the book’s introduction, then my collection of essays with recommendations for the strongest works. Again, my Mark Twain-like satire might be the most popular, and might also be appropriately organized as a text for high school students to correct the lies from their “official education.”


In synergy,

Carl Herman

Carl_Herman@post.harvard.edu

818-388-8847


**

I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History (also credentialed in Mathematics), with all economic factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences (and here). I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.

**

Carl Herman worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at Carl_Herman@post.harvard.edu 


Note: My work from 2011 to October 2017 is on Washington’s Blog, which the owner closed from Internet censorship in 2019, and here since. Work back to 2009 is censored by Examiner.com (blocked author pages: here, here). This means that some links in essays are inactive. If you’d like to see those articles, go to http://archive.org/web/, paste the expired link into the search box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. 


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The Great Awakening/2nd American Revolution: the greatest human resQ mission in Earth’s history


Introduction


The Great Awakening or 2nd American Revolution is the greatest human rescue mission in Earth history. As a professional historian, I documented what I found most important since 2005.


Our victory ends a war to determine if human beings were to remain as livestock to concealed wanna-be “masters,” or be free among a Galactic Family offering love, truth, and synergy. In this war, almost all humans felt something was massively wrong with “leaderships” in government, money, and media, but almost no humans were able to articulate this was a war meant to target, weaken, then cull 90%+ of humanity to further dominate a slave race. 


Earth’s psychopathic “leaders” viewed We the People as owned “human resources” to extract the greatest amount of energy, and most effectively lock-down in servitude. Without scholars (formal and informal) synergistically documenting and exposing the war humans didn’t know they were in, humanity would have been crushed in merciless defeat. 


Humanity, as we know it, would have become an extinct species. 


And this would not be the first such civilization-ending defeat, either.


We were saved by Patriots who stood for truth over decades in all fields, including military, politics, economics, science, social media, spiritual/religious, health, and the arts. Those of us who survived these engagements to expose and end the evil (some did not), networked for American Revolution 2.0. 


Earth’s victory is the product of synergy. Soon you will also know of fractal branches of our Great Awakening, Dimensions above and below who are partners on this Journey, who have their own histories we’ll be fascinated to learn. 


This was a Cosmic clean-up.


I wrote ~1,000 public Internet essays from 2009 through 2022 to: 

  • Explain, document, and prove the existence of a criminal-evil neocolonial “Deep State.”
  • Call to arrest those .01% leaders.
  • Demonstrate basic solutions for a world that works for everyone with no-one left out.

According to available web-traffic data, these essays have over 50 million direct page views, with low multiples likely from reposts on other websites. That said, with official censorship and statistic-manipulation to discourage those of us challenging the Deep State, 50 million is only an estimate. I also estimate that most leaders in The Great Awakening directly read some of my work; and all were/are indirectly influenced by the synergy of our connected and organic scholarly growth. 


I’ve arranged an essay collection for this book in three sections:

  1. “Academic Enlightenment” making the case for The Great Awakening/2nd American Revolution.
  2. “Interviews” with “people” like Socrates and President Kennedy.
  3. Satire.

I appreciate the contributions of professional clear scholarship and artistic communications of facts in fictional settings. Most of my articles have video content of news and/or artistic expression, which I’ve placed at the appropriate sections of the essays, and invite you to watch (for those not still censored). In addition, “interviews” and satire allow humor that seems required to accept God’s allowance for such robust evil to dominate Earth and all Her inhabitants. 


Perhaps this perspective inspired Mark Twain’s satire.


I apologize for any distortions in these writings from my personally being affected by the war we exit. I started writing this Introduction in September 2019 in anticipation of Earth’s victory, and a market for good-faith historical documentation. 


I also apologize for the limited scope of topics, as during the war I chose to professionally research and document only what I concluded were possible at the time. That is, I chose topics that I saw could most easily be recognized by the general public and within my personal areas of academic training and professional experience, such as lie-started and Orwellian-illegal US Wars of Aggression, bankster-looting in the tens of trillions, and the easily-provable lies of corporate media and public education texts. 


I extensively reported on Q since 2017.


I mostly excluded dozens of other areas of high importance that I researched but lack academic training and professional/personal experience to comprehensively address, such as vaccines and general health issues, poisons and manipulations of what sheeple are fed for “food,” chemtrails and Directed Energy Weapon (DEW) fires for depopulation, free energy breakthroughs, and only in the past few years professionally addressed the abundant evidence regarding ET involvement on Earth, ancient advanced civilizations, and Cosmic Ascension events.


Importantly, I completely omitted the slaveries of animal and plant kingdoms to this soul-crushing system of dominating evil. This will become a significant area for correction as human beings recognize our own participation as slave-masters.


As a professional historian, I felt the human condition analogous to The Emperor’s New Clothes: a tragic-comedy we could see and end if only scholars’ voices were clear and powerful enough to have ordinary people look for themselves at naked empire parading right in front of them. A scholar is anyone educated to communicate game-changing facts in any of the 100+ critical areas within The Great Awakening. A scholar also uses art to effectively communicate, as a sharp meme can effectively summarize 1,000 words.


In synergy with my also being a professional mathematician, I quantify data for the greatest clarity of what objectively exists in the most important areas to measure and upgrade reality. This is simple counting, and what we all do to understand sports/game statistics, money, time, and other easily-understandable data to improve what we care most about.


I observed that most of us who worked in good-faith effort for victory felt guilty about the limited contributions we made, and invested a lot of thought into how to communicate vision to the blind, sound to the deaf, and what a rose smells like to someone absent such basic sense. 


With all respect for humanity’s capture and torture by Satanists, we found our interactions with the general public similar to Plato’s Allegory of the Cave, with ~98% of people believing the lies told by “leaders,” corporate media, and public education, and too dominated to see for themselves the illusions we scholars explained, documented, and proved.


We did the best we could imagine to resonate with and document crucial truths in good-faith professionalism. 


We apologize for upsetting you, but found no way to not upset you, given your blind and senseless allegiance to remain as minions to the evil. 


I also feel obligated as an historian to provide the following autobiographical context. If personal history of the messenger is irrelevant to the message, please feel free to move directly to the essays. 


Autobiographical context:

I’ve experienced “spiritual” or otherwise inexplicable events that I report accurately, and have no objective idea what they mean. The following personal history attempts to focus on my work and learning contributing to The Great Awakening/2nd American Revolution, and omits apparent personal autobiographical details. 


My interest is to present events that might have shaped the messenger for the essay’s messages.


I was born in 1960 without memory of who I was or where I came from; likely just as you. My first memory is President Kennedy’s 1963 funeral as I was sitting on my mother’s ironing board. I felt a sadness I knew was not coming from just my mother, as her tears hit the hot board and rose in steam. I also strongly felt that I was born to fix the condition I was watching, and needed to grow-up quickly for this responsibility.


In 1968 my parents were watching the June California Primary Election on our ~24-inch black and white grainy television (a large screen for the time). Although I had no knowledge or interest at age 8, I felt strongly there was something I must see, and asked my parents if I could watch past my 7:30 bedtime. They looked at each other in wonder, and accepted. At 9:30 I was so sleepy that I could no longer watch, but knew I hadn’t seen what I was supposed to witness. I crawled under the table next to the couch, and kept my face toward the TV in case I woke up (my parents had gone to bed). My father must have took me to bed, as I awoke there the next morning. I had missed the assassination of Robert Kennedy, who would have been US President with promise to end the Vietnam War. 


I later interpreted from the two Kennedy assassinations that my personal capacity for political leadership could not be expressed in existing world conditions of evil having control over Earth. 


I was attracted to the new television series, Star Trek, and felt I was on such a team for cooperation and discovery among diverse and beautiful beings. I was also attracted to James Bond stories, as I felt I was somehow a kind of spy acting like a normal person conducting usual business, but having a larger important and dangerous mission.


Through childhood education I tested at the far end of the bell curve in multiple academic proficiencies, and was recruited by the Jet Propulsion Laboratory (JPL) for an advanced program in science and math (I declined, as I felt something evil from the JPL reps). Socially, I was fascinated by how clever most other people were to “invent” topics to talk about. People saw me as “shy” as I had little interest to discuss opinions that weren’t constructively targeted to get something done or explore interesting topics. I enjoyed leadership roles for projects, scholarship, and to write, direct, and act in theater arts.


By my Junior year in high school, I was no longer willing to trust teachers and adults who I determined were uninspiringly uncreative and/0r fundamentally confused about reality. I would continue to get straight “A” grades in school, but was no longer willing to be led by adults with overall competence observably less than required to produce inspirational lives. 


My friends and I concluded that even if we learned absolutely everything these types of adults could offer, our lives would still be unattractive and weak. 


I tried to remain polite and respectful, but not waste my time.


In the summer of 1977 I accepted my parents’ invitation to attend a Hunger Project event with Werner Erhard and Buckminster Fuller that introduced me to inspirational adults. Inspiration is generated by experience and expression of virtue, with directed projects to upgrade quality of life. Just before my Senior year in high school at the end of that summer, my younger brother and I accepted our parents’ invitation to take the est training based upon the noticeable breakthroughs in happiness and inspirational self-expression from them, and our older brother’s strongly positive review.


For the next 20 years I took over 50 seminars and courses from est (today’s Landmark Education), with about equal time in volunteer work to produce those events for the public. I am still fascinated and inspired by the art and science of human power to say and stand for whatever one wills, along with ongoingly-occurring “miracles” of previously-unimaginable openings and insights to upgrade thoughts, words, and actions to experience and express virtues. “Miracles” are unpredictable breakthroughs that solve problems and/or open new areas of Life. Conversely, these insights mean one disempowers internal and external conversation one can identify as vicious in any way; conversations that dishearten, diminish, or harm virtuous creative actions. 


This is one pathway to become responsible (response-able) for what one thinks, says, and does. That is, any “upsetting” condition is within human power to transform upon our attention to recognize disempowering ontology (study of who one is being at any given moment), ponder/meditate/pray for what is possible as upgrades, then to exercise a higher perspective in real-life.


These experiences include “miraculous” synchronicities I found as powerful evidence of a connected/fractal Life I could tap into, and receive a type of guidance for growth otherwise inaccessible from ordinary and previously-existing worldviews/ontology. This is exactly the experience you, dear reader, have now found comparing previously unimaginable disclosures of reality to what you previously thought existed, along with the unimaginable adventures of our Star Trek present and future. 


This growth spans experiences and expressions of repulsive disgust to Divine inspiration.


Beginning in 1977 and for the next 20 years I also participated to end poverty through volunteer work, creating a UC Berkeley academic major, and helping grow the citizens’ lobby RESULTS for ending poverty through US domestic and foreign policies. I initiated RESULTS in NorCal, and helped us grow to over 100 US communities and in 7 countries. We played leadership roles to create two UN summits for heads of state (1990 World Summit for Children and the 1997 Microcredit Summit). 


The choice to work for the end of poverty was reinforced the summer after high school by my wondering where to direct my attention for a college major. I really didn’t know what I should do with apparent intellectual gifts. I prayed for guidance. After my prayers, our home phone rang immediately. I answered to a Hunger Project leader asking if I’d like to volunteer. I interpreted this as a direct answer to my prayer.


Both est/Landmark and working to end poverty exercised my passions to upgrade the world around us through more competent relationships to the real physical world, and to better connect with our Brothers and Sisters. As a young man I was inspired by these possibilities in assumption that other people would join to solve crucial problems, and unleash human creativity in breakthrough synergies. This inspiration continued, but with any expectation to evoke widespread public participation gradually degrading.


A first area of discovery was no professor showed any interest at UC Berkeley for ending world poverty, and a few apparently in opposition. This shocked me, and was despite my presenting supporting research from the 1976 Presidential Commission on World Hunger, The National Academy of Sciences, and what I was learning with RESULTS from leading experts in connected technologies. I was among the leaders to organize a 1982 California Senatorial Candidate debate specifically on the topic of ending domestic and global poverty. I helped create a Bay Area softball tournament at UC Berkeley to educate the public to support the end of global poverty. Despite having data more current and comprehensive than my professors, and working directly in applications with global experts and public policies to end domestic and global poverty, the usual grade my academic work would receive was “C-.” Their “reasons” were that political lobbying and civic activism for implementation of current technical solutions to end poverty were somehow weak arguments compared to emphasis for further research on technical solutions, despite their presenting no arguments how improved technical solutions were better than existing and sufficient solutions.


My professors did not respond to empower my work despite finding no errors in the central data that all global poverty could be relatively easily solved within 20 years. Rather than being embraced as an emerging partner for a shared goal, I was attacked by these “academic” “leaders.” I have come to stand with Rene Descartes:


“But now, after having once and for all put to the test the judgments of men, I here again approach these same questions regarding God and the human mind, and at the same time treat the beginnings of the whole of first philosophy, but in such a way that I have no expectation of approval from the vulgar and no wide audience of readers. Rather, I am an author to none who read these things but those who seriously meditate with me, who have the ability and the desire to withdraw their mind from the senses and at the same time from all prejudices. Such people I know all too well to be few and far between. As to those who do not take care to comprehend the order and series of my reasons but eagerly dispute over single conclusions by themselves, as is the custom for many-those, I say, will derive little benefit from a reading of this treatise; and although perhaps they might find an occasion for quibbling in many spots, still it is not an easy matter for them to raise an objection that is either compelling or worthy of response.”

~ Rene Descartes, Meditations on First Philosophy, 1641, “Preface to the Reader.” Descartes is a founder of modern philosophy, analytical geometry (which led to calculus), and the Scientific Revolution. His work was condemned by the Roman Catholic Church in 1633, with his publications put on their Index of Prohibited Books in 1663. The University of Utrecht condemned his work in 1643, where he had previously taught.


The opposition and apathy among UC Berkeley professors was so pronounced that I proposed to my parents that I drop out so as to no longer waste my time with people unable to think about such important work. My father talked me down that even if my conclusion was true, I needed a college degree for personal income, credibility, and progress.  I was disappointed that my academic scholarship had apparently ended, as there was no opening for further formal academic work as a “C-” student with no recommending professors.


I likely encountered Deep State gate-keepers to stop students with inspirational promise, and protect the lies veiling ongoing illegal rogue state empire.


In the middle of this academic discovery in the summer of 1981, I had a fascinating and unique spiritual experience while volunteering at an est event. I had developed the practice to ask other people about their most important interests so I could better understand human beings, find useful areas to learn about, and contribute important learnings. Asking what’s most important also generates the most engaging conversations. This one day after asking a random person a form of the usual question, “So, what are you up to that most interests you?” I participated in the following conversation (as best I recall):


Other: Oh, I went to this great talk last night. This guy talked about the return of the Christ and ascended Masters. 


Me: Really? That’s interesting! Please say more.


Other: The guy’s name is Benjamin Creme. He said all the evil in the world is coming to a head, and will end as we enter a cosmic “Golden Age.” These “Masters” are like us, but have fully developed the powers we’re learning about through directed attention. Creme was right-on with understanding the world’s biggest problems.


Me: Wow. I’d like to hear this guy. When’s he talking next?


Other: You missed it. Creme’s from London. It was one night only. I don’t know when he’ll be back.


(I immediately dismissed this conversation as no longer worth pursuing, as it seemed this was not an open door for me, and in 1981 before the Internet allowed that area of research. Then, for the first and only time in my life, words came out of my mouth that I did not speak. I was already looking what other topics might be of interest, and these words strongly were spoken outside of my control.)


Me: Where is he speaking next?


Other: (not knowing it wasn’t me asking) I think he said San Diego.


Me: (shocked, waiting to see if more words came; they did not) Really! I’m in San Diego next week!


I went to Creme’s public talk in San Diego, and felt a strong and warm sensation over my heart that I also never experienced before. Creme recommended interested people practice group “Transmission Meditation.” As I was moving up to UC Berkeley from Los Angeles soon, I thought I didn’t need to pursue this uncomfortable information of an arriving “Christ” with “Masters,” but called and asked if anyone was performing this group meditation in Berkeley. I was informed a group existed within a mile walk of where I was living in Berkeley, so I went to check it out.


Before my first session of Transmission Meditation, the woman who led the group at her house told me that the “energies might be too strong for me because I’m young.” I didn’t know what that meant, but when the meditation started, I had another first experience of feeling a pressure in the middle of my forehead that instantly caused me to fall asleep. This experience continued for months of being literally unable to stay awake at the start of this meditation. I continued to practice, as there was something of interest and importance happening. As a result of the meditation, I seemed to gain a paradox of greater intensity of focus along with more calmness. 


This 2-year experience (as a transfer student to UC Berkeley from Pasadena Community College) of focused intensity translated onto the basketball court where I became such a dominating player on weekend main-gym pickup games, that JV team members requested the coach watch me play, with resultant invitation to join the team as an apparent starting shooting guard who could also play point. This was a breakthrough from being an uninspired benchwarmer in high school. I graciously accepted the invitation under the condition that I must  competently manage my academic work (that included RESULTS, The Hunger Project, Transmission Meditation, est seminars, and supplementary reading). After two weeks with the team, I informed them that I could not manage my responsibilities with the added 2 hours of basketball/day + the additional hour of sleep I found necessary with such intense physical work.


This supplemental reading would amass to ~20,000 pages of mostly spiritual teachings, including all of Alice Bailey’s Ageless Wisdom books. I struggled to understand as much as I could, thinking that I might become a sort of ambassador to bridge the gap between ordinary human understanding with this apparently essential knowledge of what a human being is, where we are going, and how to best manage one’s Self incarnating without memory of origin or purpose (the usual condition).


In the paradox of frustrations and inspirations, I helped grow RESULTS by interacting with policy proposals and lobbying. We became a leading voice to create the largest meeting of heads of state in world history (1990 World Summit for Children), and were the leading voice for the 1997 Microcredit Summit (small loans for the poorest of the poor, whose founder was honored with the 2006 Nobel Peace Prize). After the 1997 summit, the Clintons and Democratic Party leadership joined Republican Bush Sr. Leadership by reneging on all promises (public and private) for policy support. I informed my colleagues at RESULTS that I needed to shift my “volunteer time” away from lobbying in order to “follow the money,” with research into who’s making money from not ending poverty. 


The updates I provided over the next 20 years were not responded with any interest from my RESULTS colleagues.


After college in 1983, I predicted that I would be absorbed into the political process to realize the end of poverty with either a government agency or either willing political party because the overwhelming benefits of ending poverty would be embraced by real leaders. To solve the problem of having a job, I took my mother’s suggestion to teach. This led to teaching math for 5 years, social science the next 20, and back to math the last 9 (plus 1 year at Harvard, 1 year with rejected Ph.D applications, and 2 years unemployed after being fired 4 times without cause [with my last district attempting a 5th firing twice]; those stories included). I assumed teaching would be temporary until obvious solutions for ending poverty were recognized sufficiently to cause request for my direct participation. At that time, I had no idea the US was a lying, looting, illegal rogue state empire, and thought political leadership and corporate media suffered from outdated ideas cemented to Cold War mentality that must evolve.


My optimism for a bright future while engaged in real-world applications of math, government, economics, and history connected to ending domestic and global poverty, along with clear explanations and assignments to my students, allowed my teaching to shine. Two Los Angeles Mayors honored me as among the best teachers from ~10,000 inner-city teachers. Among the dozen schools I taught at in my career, students voted me as the school’s best teacher more years than not where those elections were held. 


I engaged in projects to improve teaching and learning, but met resistance by administration and district “leaderships.” For example, I discovered LAUSD (Los Angeles Unified School District) reported my inner-city high school (Jefferson HS at Compton Ave. and 41st St.) as having a 75% graduation rate, but only having 25% of incoming 9th grade students actually graduating. I found out LAUSD chose to declare a 75% graduation rate by only counting the percentage of Seniors who graduated on time, and omitted all previous grades’ dropouts. Colleagues and I found no cooperation when we looked for genuine improvement from where we actually were.


My life was busy: work, seminars, meditation, and playing sports (tournament tennis, softball, and some basketball). I explored spoon bending, walking on fire, cloud busting (breathing in and disappearing targeted small “cotton ball” clouds), and how focus might translate into sports performance. I concluded that rules in ordinary physics could be bent, but also that I didn’t understand much of how to do so. Bending spoons was easier in a group, cloud busting was much easier with another person, fire walking too scary to really work with, and sports performance rose to relative excellence but nothing consistently dominating. For examples, my softball batting average over my last four seasons was ~.700 (I played with my two brothers), and I became the #4 ranked tennis singles player in all SoCal in the division just below Open (5.0 rank today), and with my older brother became the #1 doubles tennis team in that division for the San Gabriel Valley winning age-ranked tournaments in the 30s and 35s, and the Pasadena Open. I enjoyed, and still enjoy, athletic competition. That said, all my spiritual discipline seemed to allow moderate improvement over others who practiced with similar dedication. 


At age 26 in 1986, I decided my life would be better in synergy with a wife to share commitment for a world that worked for everyone. This marriage would be different because I wouldn’t have children until all Earth’s children were out of poverty (I targeted the year 2000 at age 40 to win that game), and I must continue learning and serving with seminars, meditation, volunteer work, and sports (sports as essential health and energetic self-expression to balance so much mental work). I had two marriages in that agreed context; each with two years before and during marriage, so a total of 8 years (1986-1990, then 1992-1996). I parted as friends with best wishes with women who discovered they preferred a husband for family participation rather than world service. They discovered the path they accepted was lonely, and too difficult to maintain. 


I concluded I must continue on my path to do what I could for this ongoing and normalized emergency poverty-murdering a million children each and every month; ~30,000 every day.


At age 37 after the second summit at the UN for heads of state that reneged all promises, and I shifted my volunteer focus from ending poverty to “following the money,” I also declared myself willing to try marriage again for the synergy that could be possible. I met my current wife in 1997 on match.com, who encouraged my getting a Ph.D to allow school improvement projects to gain stature, and that we should have our own family. We moved to Framingham, MA so I could attend Harvard’s Graduate School of Education, and eventually adopted our daughter from China. Because ending poverty by age 40 was no longer possible, we concluded saving one child from an orphanage was a bright alternative.


I found my work at Harvard similar to Berkeley, with zero support of any professor to explore any project to genuinely improve inner-city teaching and learning with ideas not already understood. That is, while I appreciated my professors for their contributions in their areas of research, I found they had almost zero curiosity to hear anything they didn’t already know. What I emphasized that wasn’t responded to is that my small-scale “pilot program” experience was worth amplifying to teach children in the context for a world that works for everyone, with no one left out. Bucky Fuller’s ideas and ideals were a practical foundation to inspire children to participate in a global revolution to end poverty, unleash technology, and explore a future of unprecedented human creativity.


My experience was that my colleagues and professors would tune-out from seeing the world as it is with respect to poverty facts and solutions, despite the overwhelming success teaching those facts had for breakthrough successes in student academic performance and inspiration.


My best example of this lack of imagination was taking a finance course for school districts. I didn’t know about school district finance from personal teaching experience, so had to apologize in person and papers to only being able to report on what we were told and what I learned in the readings. Because my information was so limited, it seemed I was only capable of working within what the professor wanted us to know, which I performed in good-faith effort. 


This professor was so impressed with my understanding that he introduced me to the Superintendent for New York City public schools with recommendation he hire me to help manage their finances. I had to reply that while I appreciated the recognition, I didn’t know anything about this topic compared to 14 years’ experience in teaching and learning breakthroughs for inner-city students, and had no interest to shift my professional contribution when I had so much apparent success with teaching. Neither of those two professionals responded further other than hearing “No thank you.” The results in other classes where I felt I had experience and contributions to offer resulted in the new lowest possible grade due to grade inflation: “B-.”


What I continuously witnessed with people in positions of leadership being blind or oppositional to advances was a control system by ~1% minions to “gate keep” ideas that might threaten those power structures, and ~98% of human beings expressing themselves as sheeple with crippled capacity to process paradigm-changing data unless expressly told by authority.


I received an Ed.M from Harvard, but two years of Ph.D applications were rejected by six leading schools despite (or because of) breakthrough teaching and learning with inner-city students connected to their engagement with real-world poverty problems and solutions. 


We adopted our daughter from China in 2002, as I continued teaching high school classes of World History, US Government, and Economics. By 2005 I no longer could keep track of the lies and crimes connected to expanding post-9/11 US wars, so I began writing a White Paper to explain and document. This paper eventually circulated among interested Members of Congress courtesy of Congressman Kucinich’s staff for impeachment attempts of President W. Bush and Vice President Cheney (here, and included in this book). I also took my wife’s advice to write a book that connected my real-world learning as a professional teacher to producing superior student learning. This produced over 100 literary agents’ silent rejections, with only two kind enough to inform me that while my writing was clear and on important topics, I had no name recognition or job platform for any publisher to consider my work. 


I learned in 2004 that 9/11 was an inside job, which opened the door to all similar research. I met other researchers, began writing for examiner.com at the invitation of my new friend, Fred Burks (of www.wanttoknow.info), then wrote for WashingtonsBlog at the invitation of that site’s anonymous owner (anonymous from death threats to his family, including two young children). 


I found that my new scholarship was almost universally rejected by family, friends, and teaching colleagues. They would begin listening, then communicate through body language that these topics were uncomfortable and outside their interests. Some topics, such as 9/11, assassinations, and corporate media lying evoked their psychological projections that I must be ignorant, hateful, or unable to discern objective fact from baseless “conspiracy theory” fantasy.


With family, I adapted to only share such information upon some form of request, such as “What are you up to, Carl?” Otherwise, I wouldn’t offer, and family invitations became remarkably absent.


While almost all high school students were enthusiastic to receive such game-changing data such as teaching about 9/11, JFK’s assassination, economic reforms, and ongoing illegal US Wars of Aggression, this produced opposition from adult colleagues I only discovered when informed I was being fired without cause. 


No oppositional teacher ever attempted any discussion on the facts. 


And I offered. 


This lack of response was astounding to me until I accepted the abundance of data that even professional educators with passion for learning exactly the subjects I offered were somehow so damaged and afraid, they would not look beyond what they were dictated by “experts.” This, despite teaching the courage and insight of American Revolution Founders, and often having classroom pictures celebrating the leaderships of Gandhi, Dr. King, and other revolutionaries.


I was removed from four schools for “not being a good fit” and “not producing student learning” despite anonymous student surveys at the end of semesters giving me an average grade of “A+” for my teaching, National Board Certification (the highest recognized national teaching standards) and being certified to coach candidates in any topic for National Board Certification, and fellow Advanced Placement teachers in US Government and Economics repeatedly volunteering that they knew of no other high school teacher with my level of applied experience. No colleague ever found fault in my assessments. My classes almost always covered the most content standards. Despite the students earning a class GPA of over 3.00 and such glowing reviews that highlighted how relevant I made the content to real-world objective examples, administrators consistently documented their subjective opinion that excluded test data, high attendance, and student evaluations. 


My subjective opinion is that administrators couldn’t recognize the disconnect between what they understood of history, government, and economics from the real-world examples I showed students. 


Example: in 2012-2013 I taught 4 sections of US Government and Economics to high school Seniors at one of the top-performing schools and districts in California (San Ramon Valley High School), and among the most expensive real estate in the Bay Area. This school had a tradition for Seniors to honor teachers who contributed the most to their learning in their 4-year high school career. There were five categories of Senior students making those selections: athletes in football, basketball, baseball, cheer, and those in fine/performing arts. Even though I just met everyone at the school in my first year there, and only part-time, I was the only classroom teacher honored in all five categories. I was fired (non re-elected) based on the principal’s testimony that my students “weren’t learning enough,” and that the class conversations on all students’ semester research project (in 6 parts: 1, 2, 3, 4, 5, 6)) should “allow debate and vote on which side is right” rather than students presenting good-faith comprehensive facts, their analysis of meaning, then allowing questions and whatever other analyses students cared to share. When I challenged the principal how her observation could be true given anonymous survey data, Seniors recognizing my teaching as the best they received in their four years at the school, and the method of discussing research mirrored global experts we worked with at RESULTS, she answered: “Students only like you because you give them good grades.” Analysis: the principal claimed the state’s top-performing students within the most affluent families at the end of their high school careers confuse “A+ rated” and “best at school” teaching from “teaching so far below standards we must fire the teacher” because these successful students reject real learning and only care about grades in a jaded and hypocritical system. The district went on to fire me so illegally, they eventually settled out of court to pay me a year’s salary to go away. I offered they could keep the payment if they hired me back under future fair and independent assessment of my work. The district preferred giving me your tax money to permanently remove me. I think some our Dark opponents were responsible for this one, and not solely cognitive dissonance of “experts” experiencing something outside their expertise. 


Shocking? 


I have three similar stories of being fired without cause (that is, unsubstantiated opinions as their “cause”) and two more failed attempts, along with dozens more “non-firing” examples that demonstrate the condition of people so programmed and controlled that breakthroughs were not possible in any way I could discover in public education. 


But this is an introduction to a book about The Great Awakening, not an autobiography or analysis of public education, and the one example shows the general condition that shaped this book’s messenger.


I conclude all messengers go through an experience of discovering Earth was run by the evil. It took me until age 60 to conclude all contests of importance cannot be won while the evil is allowed to rule, and the purpose of engagement is to offer choice to humanity to discern good from evil. I did have the advantage of offering choice to teenagers before they got too crushed by living on a planet run by Satanists. Among teachers, perhaps only 2% were interested in the topics you’ll read about in this book, choosing instead to believe what they taught in textbooks while spreading ad hominem and straw-man gossip about me (best example here). 


Despite over 200 teaching applications after the San Ramon firing, I could not get hired to teach social science again. These interviews were fascinating, as I’m sure these colleagues never met any other candidate with more effective applications of education for real-world improvements, honors of teaching success, degrees from Berkeley and Harvard, being a National Board Certified Teacher (the US top recognition for teaching excellence), at that time having delivered a published paper at a Claremont Colleges’ international economics conference in 2012 (another in 2015), and such high approval from students. I found in these interviews that Social Science Department Chairs and administrators would “glaze over” when I attempted to connect superior student learning with my sharing what I was still learning and applying in research. I concluded these people had stopped learning for themselves, and much of what they thought they understood about government, economics, and history was being directly and threateningly challenged by my own learning about poverty, economic reforms, and US wars. I tried to keep my answers as simple as possible in purpose to explain how my students performed so well in curricular topics, and their satisfaction with my teaching.


I therefore shifted to return teaching mathematics; a teaching area of short supply. The last data for my students is learning literally at the 99.99th percentile of expected results for my district in Algebra 1 (a lower-performing NorCal Bay Area district): each and every other teacher averages ~50% failure rate with mine ~5%. This includes ongoing student survey data of my average grade from them as “A+” as a teacher. Instead of recognition and interest from district, administrators, and colleagues, my presence seems to evoke discomfort and avoidance to address the normalized emergency of half our students failing this required course to graduate. Worse, my colleagues hear snippets of how I apply math to understand the world around us, and then complain to administration that I must not be teaching “math” because I include such topics as war, economics, and related histories. In example, my current principal emailed me after at least two of those complaints with “Stop telling students math is unimportant.”


My current district attempted to fire me in 2018 in my third year of teaching (and therefore unable to fire “without cause” as they could by law in the first two years of teaching), and I think only stopped because they predicted a public and independent hearing would make them look ridiculous and evil with the lies they offered in order to fire an algebra teacher producing such breakthrough teaching/learning on peer-reviewed and approved tests. I don’t know if this source to fire me was Deep State minions or overwhelming cognitive dissonance. If this attempt had been successful, I would have become a real estate agent (I studied and passed the California test to do so in 2020). This NorCal district placed my on paid administrative leave in January 2022 to “investigate” how and why I was asking questions about their prima facie-illegal “health” “orders” rather than answer those questions.


I imagine my experience is similar to Socrates asking obvious questions and pointing to obvious facts, only to receive the harshest resistance. “Socrates” has been the top “person” I’ve “interviewed” in my work, with 13 of those essays to date.


I expanded scholarship to ET topics, and in 2017 semi-retired from news reporting on wars, money, and assassinations after 40 years’ of civic activism. I enjoyed continued writing of “interviews” and satire I share with you, as I’ve shaped my self-expression to at least be interesting for me. 


Vincent Van Gogh has been an inspiration to produce my best work, with leading colleagues’ admiration and respect as sufficient reality-check of effectiveness. Indeed, in my last work to challenge our school district and teachers’ union about prima facie-illegal “health” “orders,” I stood alone among ~100 teachers as Chair of two professional committees with no other teacher interested in serving with me.


Yes, I have been frustrated working relatively alone, being perceived as “believing” “crazy conspiracy theories” despite excellent scholarship, and becoming nearly unemployable despite provable breakthroughs in teaching and learning. I have found with Socrates that the more I learn along with greater ability to communicate, the less I’m heard.


I have been proud to serve in the greatest human rescue mission in Earth’s history, especially because this work has been so challenging. 


I am now proud to share this one scholar’s work to explain, document, and prove game-changing facts for the topics I found most important to reveal and end the Emperor’s New Clothes conditions of parading evil empire. 


Thank you for your attention for a future on Earth brighter than we humans are currently capable of imagining. 


I wish you the best on our shared journey as Brothers and Sisters, inspired by what’s possible to create together in unleashed virtue among our Galactic family.


Table of Contents


Note: most of my public essays have repeated endings summarizing the requirement of .01% arrests if Americans are to live in a constitutional republic under limited government rather than ongoing lying, looting, Orwellian-illegal rogue state empire. My choice was to empower readers, new and old, with the largest context for responsible citizenship. The “making the case” essays begin with my most important work, then are chronological starting with most recent work. Satire and “interviews” are organized from first-written to most recent.


Academic Enlightenment: making the case for The Great Awakening/2nd American Revolution:


Top 5 important academic papers: three essay series, literally the single most valuable paper to read worth ~$1,000,000 per average US household, and my 43-page White Paper circulated among Members of Congress:

  • Seizing an alternative: Recognizing ‘The Emperor’s New Clothes’ as THE STORY of today (1 of 7) (published paper by The Claremont Colleges)
  • US illegal: History of rogue empire REQUIRING arrests in the present. Introduction to define ‘rogue state’ as perfect match with US illegal Wars of Aggression, Crimes Against Humanity, dictatorial government (1 of 11)
  • US public education: Bullshit to train stupefied work animals. Introduction: defining ‘bullshit,’ demanding comprehensive, objective, and independently-verifiable factual accuracy everywhere in Life, along with freedom to authentically respond (1 of 12)

Favorite 5 interviews/satire (but really I love all of them, and would recommend considering all for book inclusion):


Chronological Selection of ~1000 articles’ best work:


Carl B Herman blogspot (2017 to present 2023):



Washington’s Blog (2011 to 2017). The site was ended October 2019 from censorship and defunding. My author pages: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114; 115, 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155):



examiner.com (2009 to 2012). Censored author pages here, here from 2009 to 2012:


Teaching 9/11, JFK assassination, and ET life as critical thinking case studies

CAFR: UC budget fully funded with one-fifth of one percent of state of CA "investments"

Open proposal to US higher education: End unlawful war, oligarchy economics with education. 1 of 4

Pedophilia and male prostitutes in the White House: the Franklin Affair and Bush's Jeff Gannon

Can Obama say 9 Orwellian lies in 3 Afghanistan speech sentences? Yes, he can!


“Interview” series:


Satire series:

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