How did the world come to be as it is now?

We, the members of the human race and inhabitants of this tiny blue speck of a world we call ‘earth,’ are in an extremely dangerous situation:

This world is divided into some 237 entities that we are raised to call ‘countries.’  These entities fight each other for territory and resources in the same way that groups of wolves, hyenas, gorillas, chimpanzees, and other wild animals fight over territory and resources.  But unlike animals that can only kill a few others or destroy a tiny part of the world, we fight using weapons that are capable of wiping out all life on earth and destroying everything.  The entities called ‘countries’ organize their activities, including those related to war, without regard to the health of the planet around us.  We have great abilities to destroy; so great that we can literally destroy entire ecosystems, and we are doing just that. 

The combined impact of these activities is pushing us down a path of ever increasing danger and destruction.  We can all see the end is not very far away:  We are headed for the end of our race which is, for practical purposes, the end of existence for us. 

We don’t have to go down this path.  There are other paths we can take into the future.  If we want to understand how to get onto a different path, we need to understand more about the path we are on.  We need to understand what is behind us.  If we want a better future—or any future at all—we need to understand how we came to be in our current situation.  

We need to understand our past. 

What set of events put us into the situation where we now find ourselves?  

We may want to start with some basics:  The entities we call ‘countries’ seem to be pretty important players in our world situation today.  What are they, exactly?  How did so many of them, with such clear conflicts in their ‘national interests,’ come to exist?   Were they created intentionally?   If so, who decided to divide the  human race and planet this way, creating these countries, and why did they decide to do this?  If they were not created intentionally, what forces worked to cause them to come into existence?   Were they created by mandates and incantations of higher powers, as religious books claim?  Or are there logical, scientific reasons that such structures can come to exist on a world where thinking beings evolve, and might these structures have come to exist due to forces that ordinary humans can understand?  

We will see that, if we approach the project with the right perspective, it all makes sense.  But we can’t understand them without building a foundation for understanding, then building on this foundation.  We can’t start in the recent past (say 6,000 years ago, about as far as most conventional histories go) and ignore everything that happened in the several billion years before this that led, ultimately, to us being here.  You can’t understand all of the events in a journey of a thousand steps if you start at the last step. 

To really understand the key matters, we need to go back to before beings with the capabilities we associate with ‘humans’ had even evolved.  We need to understand details of the process of evolution that caused changes in both the DNA of beings on earth and changes in the way these beings interact with the world around them.  We need to understand how various ancient animals that came before is in the evolutionary chain organized what we may call their ‘societies’ and how their societies relate to the societies we have inherited.  We need to understand how the systems we have now got their start and how they moved from these starting societies to the extremely dangerous and destructive societies that are now in place. 

Conventional history books don’t provide any real help in these key areas.  What good does it do to learn the names of the entities called ‘countries’ that fought in various wars, the dates of the battles, and the names of the commanders, if you don’t first know what ‘countries’ are, how they came into existence, or why they are pushed into the conflicts we call ‘wars?’  We can’t start with everything important in the work simply already existing (perhaps having been created by some sort of magic being not subject to any of the laws of science, as I was taught) and then understand anything about how things work.  You can memorize names, dates, battles, and commanders for thousands of different wars between the entities called ‘countries’ but this won’t help you understand why wars exist if you first don’t learn what ‘countries’ are and how the forces that push them into conflict came to exist.

In our 21st century world, the entities we call ‘countries’ are only one of many different kinds of entities that play a huge role in world events.  For example, the entities we call ‘corporations’ often have even more power than the entities called ‘countries.’  (Who has more control over your children’s way of thinking:  the government of the country of Andorra, or the Bytedance corporation, which owns Tic Toc and many other global social media platforms)  If we want to understand the forces that shape human events, we need to understand the way these key entities came to exist and the way they came to operate as they do now. 

I want to assure you of this:  it can all be understood. 

It isn’t really hard.  But we can’t understand it if we simply accept that all key structures in our world exist because of magic (forces that violate the known laws of science) and we must assume them as already having existed before we even start our analysis.  We need to start at the beginning and create an general outline that introduces all of the structures and shows how they fit together. 

Conventional histories, like the ones that were forced on us when we went to school, don’t provide this key information.  Many people who have analyzed history books used to teach children—Socrates, for example, and George Orwell—have claimed that these stories are not really histories at all.  They aren’t based on facts.  They aren’t intended to give us to give the children who read them an objective and unbiased understanding of the human past so that, when they grow up, they have the foundational information they can use to work with others, all around the world, to build the best possible future for our race and world.  Many people think these are not really designed to help people understand the past at all, but are designed for other purposes.  Many (including the two authors discussed above) claim they are intended to basically indoctrinate children and turn them into cogs in the machinery of the violent and destructive societies into which they were born.  These stories are intended to take away hope by making children think that our past is just the same as our present and contains no real information that can help anyone understand how to create a better world. 

Socrates claimed that these ‘histories’ are made up nonsense designed to glorify war and make children grow up to accept that the only reason they exist is to become a cog in the war machinery.  It is all lies, stacked one on top of the other, with all important events omitted and the stories it does include made up.  (It is, as many historical novels state, based on reality.  But is not a description of reality.)   Much later, George Orwell presented the same message, a slightly different way.  It was updated a little bit because a few things had happened in the more than  2,000 years since Socrates did his analysis, but the message was basically the same: 

The histories taught to children are not designed to present objective information, they are designed to make children feel patriotic, willing to make any sacrifice asked of them for the entity they are raised to call ‘their country,’ including kill others, including destroy the world to get materials for war, and including give their own lives to accomplish a minor objective.  Anything that helps create this state of mind is included in story form as a ‘history lesson.’  Anything that potentially creates objectivity or allows them to think is omitted from the lessons.   


For example, information that shows that the people on the side that the authorities of a given country want to exterminate or subjugate are real humans that may potentially deserve empathy or compassion is considered to be dangerous.  This information is not only totally withheld from books written for children, it is generally banned outright with people caught discussing it arrested for ‘giving aid and comfort to the enemy,’ also known as ‘sedition’ or ‘treason.’ 


Children are not taught a real history, they are taught a history where one side was the ultimate in good and the other the ultimate in evil.  The side that is good always wins (the winners write the books and portray themselves as the ultimate in good, regardless of the facts).  The side that the books paint as ‘evil’ always loses (the losers have bee wiped out or subjugated; they have no say in the stories put into the history books).  After reading a history of thousands of years (which they are told is all of it) where this always happens, without exception (the winners never portray themselves as bad or the losers as good), they come to believe that war is a wonderful thing that always makes the world better.  If they want to help make the world better, there is only one thing they can do that is certain to make this happen:  pray for war and then take the side of the good guys (which is ‘their’ side, or so their school books tell them) and kill and destroy with fanatic abandon. 

Many people have claimed that the field called ‘history,’ at least as it is taught in schools, is designed to create this state of mind, even if it has to be full of lies to do this.  The historical stories we are told as adults, the movies and books, have to be consistent with this message or people will not believe them, so they have to be equally biased.  These stories are not a real history.  They give us nothing we can use to help us make the world better.  If we don’t know about our past, we are stumbling into the future, the blind leading the blind, heading for a cliff that we will find just a half second too late. 

We need a different kind of history. 

We need objective information about how we got where we are now. We need to know how the key structures and institutions of our world came into existence and evolved into their current form.  We need to go back as far as we can in our path through time to identify the early key events, then put it all together in a logical and reasonable way that makes sense.  People need to understand how we got where we are so they can understand where we are.  That is what this book is about. 


A New Way to Analyze History


In recent years, we have developed new scientific tools that we can use to come to understand what really happened.  We can reconstruct history in much the same way that forensic criminologists now reconstruct crimes (some of which were committed thousands of years in the past) based on evidence left behind. 

We have new dating techniques we can use to pin down dates exactly. We no longer have to rely on guesses. 

Just a few decades ago, there were no such things as ‘gene sequencers.’  Even a decade ago, the sequencers could only process tiny snippets of DNA and we knew nothing about the functions of individual genes.  Now, you can go onto Ebay and buy gene sequencers for less than the price of a used car.  Most high schools have these machines.  Students can sequence their own DNA.  They can determine the exact coding differences between themselves and people around the world, to see where their ancestors came from.  They can then look up the codes of homo habilis, homo erectus, neanderthals and denisovans (early proto humans; these are links in the chain from apes to humans) to determine how they, personally, differ from the proto-humans and which mixes of proto-humans they have in their own DNA.  They can keep going back this way through their own evolutionary ancestors (apes, for example) and trace their heritage. 

They don’t have to take anyone’s word for how certain things happened.  It isn’t a matter of which historical opinion is more believable.  They can—you can—do tests yourself that tell you exactly what happened, and compare the evidence you can see with your own eyes against claims of claimed ‘historians.’   

MRI scanners are brand-new tools that help us understand how the human brain works.  College students can have access to these machines.  They can study the places in their own brains where various thoughts reside.  Using real-time magnetic images, they can track single neural discharges and map each tiny bit of electrical activity to the various parts of the mind that are affected when they think certain thoughts.  They can chart and map the brain components responsible for speech, for understanding words, for solving puzzles, for facial recognition, and for sexual desire. 

They can then study the brain differences between different animals, including their own evolutionary ancestors.  They can work out the various steps in evolution (something that wasn’t even accepted as a fact when I went to school).  They can study the differences in brain components of various animals to determine how the key processes of evolution work and the specific mental characteristics that give advantages to beings with these characteristics. 

We now have tools to answer questions that, until very recently, most of the people who wrote the histories claimed could never and would never be understood.  People thought that we would never know how and when the planet we live on came to exist for example.  They claimed we would never know when the mysterious entity called ‘life’ came to exist on this planet.  We would never know when humans first existed.  But we have tools to figure all these things out and then cross references the results to verify that our findings are accurate. 

We don’t have to listen to conflicting statements and try to judge, by the expressions of the speakers, which are more sincere and which are trying to trick us by making things up.  We can test standard views of history.  If we find they are wrong (and almost all of them are) we can find evidence that helps us understand what exactly happened.

The internet gives us fantastic new tools we can use to reconstruct events.  People all around the world are bringing scanners to personal archives and collections of books, letters, journals, and records.  They then scan the contents onto the internet.  Computers are going through the squiggles and other markings on the paper to determine which are intentional and are designed to represent letters, numbers, or symbols.  They can do this with different wavelengths of light allowing them to ‘read’ things that humans would never be able to read, because the ravages of time destroyed markings that our eyes can recognize.  They can basically turn back time in ways that allow the to see what the authors of these documents had in mind when they were alive and watching what we now call ‘history’ unfold before them. 

They can digitize all this and set up databases that are searchable in microseconds to find any combination of words, letters, or symbols (even in cuneiform documents from 3500BC) present in any of the documents.  This allows cross referencing that was never before possible. 


Do you want to know about the events related to the near total destruction of the city of New York on September 20, 1776, and Nathan Hale’s arrest and execution for having orchestrated it?  (Hale confessed to this; the trial was short as there was no doubt about his guilt and he explicitly said he did it under orders of George Washington, as part of a scorched earth policy to deny the resources of the city to the British.)  But the people who write histories for students in schools tell a different story:  They don’t even mention the confession or any of the other pieces of evidence that show that Washington was just as responsible for this terrorist event (which destroyed far more of the city and killed far more people) as Bin Laden was responsible for the events that happened just a few days shy of 225 years later. 

How could he? 

Washington was the ultimate in good.  He was like a god and, according to conventional history books, could do no wrong.  (He couldn’t even lie to avoid punishment after he chopped down a cherry tree:  he was just too honest for this.) 

He was the ultimate in good. 

You can get copies of the reports of patrons in the bar where Hale went to get drunk after having done the act.  You can look up the names of the people he told the British were working with him and see they were soldiers in Washington’s army, under Hale’s command.  You can read about their trials and read the description of the plan:  it involved soldiers going to all fire stations in the city to disable all fire fighting equipment, then light as many fires as possible upwind of large buildings so they would burn together into one giant inferno.  You can read the journals of people who lost loved ones in this fire and go further into history to see that this city remained loyal to the British until 1784, 6 years after the history books tell American students the war had ended.  You can read Washington’s personal journals, personal letters, and the records he kept of his unit’s activities, all of which contained information that he and the people who he hired to write a history that glorified him would never see the light of day.
          I want to point out that I am not anti-Washington or trying to pick on him. I just want to give you an example of extremely significant differences between the histories children are taught in school and histories that you can work out yourself, and verify, without any professional help, using the internet.  I am trying to help you see a specific point:  you don’t have to believe anyone:  You can find your own data. 

Computer programs are helping us to decipher messages in languages that have been thought to be ‘dead.’  (Programs designed to break codes can be applied to records no one has been able to read for thousands of years.


The country of Turkey was on an important trade route for tens of thousands of years.  People have been digging up clay tablets with ‘cuneaform’ writing on them for long periods of time.  They couldn’t read these documents and didn’t know how old they were.  New tools are showing that these documents are more than 5,000 years old.  Computers have decoded the writing and you can now download an app for your phone that allows you to scan an image of any tablet you find (people find hundreds of the a year), use imaging software to edit out any extraneous marks and fix any missing sections, show what the original would have looked like 5,000 years ago, then translate it into any language you want. 

This was a common way of preserving important information at the time:  the messages were written on clay which were then fired in kilns to turn them into what we now call ‘pottery.’  The messages are instigating.  Some are love letters.  Some are personal journals.  Most are simple business documents, including purchase orders, bills of sale, bills of credit, deeds of trust, and receipts for payments.   Not only is the text interesting, the implication behind it is interesting.  We are used to thinking of people who lived in these times as ‘cave men.’  It turns out that that they lived and conducted business the same way we do today. 


You will be able to reconstruct history yourself and read records of people who were actually there for important events.  If you compare these reconstructions of history to standard and conventional histories, you will see very clearly that the standard versions are little more than nonsense.  The things these standard histories claim happened did not actually happen.  The conventional history books leave out almost everything of any real importance that actually happened.  This includes the information that you need to have to understand how the world came to be as it is now. 


Why Does This Matter?


Why do we care about history?

If we only think of history books as decorations on shelves, we don’t care; it doesn’t matter what the words say as long as the bindings are pretty and impress the people who see the bindings and assume that the owners read them and actually know things. 

But if we want to learn from history, the existing situation is very dangerous. 

If we want to use history as a tool to help us solve very real problems, we absolutely need objective information.  The nonsense presented in politicized histories isn’t going to help us understand anything important about our world. 

This book presents a new kind of history. 

We are on a path through time. 

This book attempts to trace the entire path from the very earliest events about which we have evidence (the beginning of the solar system) to today.  It focuses on how the important institutions and structures that shape the realities of existence for humans today.  It is basically a reconstruction of the important events that led to these structures based on forensic analysis. 

This book is an attempt to help you see the achievements of the human race from a new perspective. 

You will see that the human race is an incredibly capable group of beings. 

You will also see that the limited histories we were raised with distort our perception of these abilities and make us appear to be less capable than we really are. 

You will see that human history is actually much, much longer than the conventional histories claim.  (In order to make it appear that a certain race and culture is responsible for everything, history has to start at the point that race and culture first gained dominance, and then somehow convince people that there was no history before that.)  You will see that our actual history is far richer and more varied than the conventional histories claim.  True human beings—people who may not have had the appropriate skin color or belief system to be included in histories written by the groups that ultimately conquered, but are clearly members of the genus ‘homo sapiens’ with all of the associated capabilities—have done much, much more than we have been led to believe. 

We have accomplished more. 

This means we are capable of more

I believe that we can use history as a tool to help us understand the present and the future.  If we understand how we got where we are now, we will understand exactly where we are.  We will understand what we have to work with to make the world a better place. 

That is what this book is about.