The Unity in the Universe: Theory of Theories Theory of Reality 2014

By Xlibris US

I was advised to start this book with where I studied and who my teachers where. Im not going to do that. I am an ordinary person with unordinary thoughts. My autobiography consists of what Ive done, mainly discoveries combined with theory. This is what you are holding in your hands now, and the incredible applications that follow from them.

For many people where they studied and who taught them it is important, but for me it does not matter.

Pierre Fermat was educated as a lawyer. In his spare time he was engaged in mathematics and left to mankind a number of mathematical discoveries. Evariste Galois did not even finish high school and was left without a degree because he could not take the Matura exam in mathematics. However, he left humanity almost all modern mathematics. Thomas Edison was almost illiterate, but this did not prevent him from becoming one of the most prolific inventors in his time. At the same time, tens of thousands of scientists work in institutes, leaving piles of books to mankind without any discoveries in them. In their scientific works there are only findings. Most of them are convinced that they do not make any discoveries because everything is already discovered.

The truth is quite different. What we know is limited, but what we do not know has NO boundaries. I wrote this book because some omnipotence forced me to do this. My research showed that there are amazing events that are associated with rapid technological and spiritual development and change in the structure of human society. All this will be accompanied by natural cataclysms. Therefore, some biblical texts are misunderstood and misinterpreted. Under these conditions it is impossible to stay calm.

Dont let the mathematical formulas scare you. You can do without them. Read on and you will understand, because it is a theory of reality.

• Language: English
• Publisher: Xlibris US
• Release date: Jun 11, 2014
• ISBN: 9781499026832

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Copyright © 2014 by Vassil Manev.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Any people depicted in stock imagery provided by Thinkstock are models, and such images are being used for illustrative purposes only.

Certain stock imagery © Thinkstock.

Rev. date: 06/05/2014

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Contents

Chapter 1

INTRODUCTION

1. About Me

2. Autobiography

3. About This Book

4. Something Else

Chapter 2

NEW EXPRESSION OF THE GRAVITATIONAL FORCE IN RELATION TO DISTANCE WHEN MASSES ARE CONSTANTS

1. Bodies, Space, And Time

2. Body Structure

3. Boundary Values

4. Newton’s Law Of Gravity

5. Magnitude Of The Gravitational Systems

7. Extension Of Archimedes’ Principle

8. Location Of Masses In The Gravitational Field Of The Central Gravitational Mass

9. Experimental Examination Of Ep

Chapter 3

EXPRESSION OF THE GRAVITATIONAL FORCE

IN RELATION TO VELOCITY, WHEN MASSES ARE CONSTANTS

1. Movement Trough Air

2. Reasons For Flying

3. Flying Without Engines

4. Flying With Engines

5. Introduction Of The Gravitational Force As A Centripetal Force

6. Expression Of The Gravitational Force As A Function Of Velocity

7. Analysis Of The Forces Fn, Ft, Fnt

8. Analysis Of The Force Fi

9. Vertical Takeoff Aircraft That Use The Gravitational Force Of Repulsion

10. Another Relationship In Connection To Bodies Becoming Lighter

11. Equivalent Cases

12. Rotation Of Planets Around The Sun And Around Their Own Axis

Chapter 4

QUANTUM ANALYSIS

1. Short Introduction

2. Hyperreal Numbers

3. Addition Of Hyperreal Numbers

4. Subtraction Of Hyperreal Numbers

5. Comparing Hyperreal Numbers

6. Multiplication Of Hyperreal Numbers

7. Quantumreal Numbers

8. Extension Of The Set Of Quantumreal Numbers

9. Division Of Quantumreal Numbers

10. Quantumreal Functions

11. Graphic Representation

12. Limits

13. Infinite Large Numbers

14. Section Regarding Physics

15. Complex Numbers

Chapter 5

PRINCIPLE OF SIMILITUDE

1. Principle Of Similitude

2. Coefficient Of Transition For A Distance

3. Real Images Of The Worlds K(1)P And K(2)P

4. Coefficient Of Transition For Mass

5. Real Images Of The Worlds K(3)P And K(4)P

6. Quantum Properties

7. Atomic Nuclei

8. Electromagnetism

9. Applications Of Ps

10. Invisible Objects

11. Teleportation

Chapter 6

ORIGIN AND DEVELOPMENT OF LIFE

1. The Origin Of Life

2. Quanta (Embryos) Of Life

3. Development Of Life

4. Cell Development

5. Peculiarities In The Development Of Species

6. External Compelling Force

7. Theory Of Rebirth

8. Superhuman

9. Dead Matter

Chapter 7

EXPRESSION OF THE GRAVITATIONAL FORCE DEPENDING ON DISTANCE WHEN MASSES ARE FUNCTIONS OF DISTANCE

1. Extension Of Newton’s Law Of Gravity

2. Extracting Content From Ep1

3. Expression Of Mass As Function Of Distance

4. Expression Of Gravitational Force Depending On Distance, When Masses Are Functions Of Distance

5. Potential Energy

6. Expression Of Masses As Functions Of Distance And Velocity

7. Expression Of The Gravitational Force, Depending On Distance, When Masses Are Functions Of Distance And Velocity

8. Addition Of Distances In The Crgf

9. Addition Of Velocities In The Crgf

10. New Formulas For Mass

11. Expansion Of The Critical Zone

12. Zone Of Transition By The Distance.

13. Theoretical Definition Of Critical Velocity

14. Theoretical Proof Of Ep2’S Inconsistency

15. Laws For Energy

16. Transition From Swgf Into Shgf And Into Crgf

17. Gravitational Interactions

Chapter 8

EXPRESSION OF THE GRAVITATIONAL FORCE DEPENDING ON VELOCITY WHEN MASSES ARE FUNCTIONS OF VELOCITY

1. Expression Of The Gravitational Force

2. Study Of The Normal Gravitational Force

3. Transition Zone By Velocity

4. Formula For The Course Of Time

5. The Duration Of Life

6. World Structure

Chapter 9

PLATO’S LAW

1. Introduction

2. A Short Comment

3. Experimental Verification Of Plato’s Law

Chapter 10

ESSENTIALS OF MAGNETISM

1. Briefly About The Magnetism

2. Removing Contradictions When Expressing Magnetism

3. Nature Of Magnetism

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Chapter 1

Introduction

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This is the beginning of a NEW ERA, which will be THE ERA OF THE ERAS

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1. ABOUT ME

All my life I have been searching for solitude, hoping that way I’ll achieve more. I’ve been lying to myself. If a person is talented, he can make public manifestations, but if he wants to develop, he cannot make a fool of himself.

I’ve lived long enough, but I have obligations to my family, to my friends, and to those who believe in me. I want to leave this world after I do something for them.

The people who betrayed me by giving up on me and caused damages to me, they don’t exist to me.

I was hoping that I would realize all my dreams. Now I see that I am not going to succeed but I could do the following:

• leave to the people new knowledge that I have acquired from nature

• put some of it into practice

2. AUTOBIOGRAPHY

I’ve been advised to begin this book the following way: to write where I’ve studied and who has taught me. I will not do it that way. I am an ordinary person. My autobiography is expressed in the things I have done. It is important to many people where they’ve studied and who has taught them, but to me it doesn’t matter.

Pierre Fermat was a lawyer by education. He engaged himself in math in his free time, and left a number of mathematical discoveries to humanity.

Evariste Galois didn’t even finish high school. He was left without a high school diploma because he couldn’t pass his math school-leaving exam. The authorities killed him at the age of twenty. Nevertheless, he left to humanity almost all of modern higher mathematics.

At the same time, the tens of thousands of scientists who work in the institutes leave to mankind piles of books without a single discovery. The scientific papers of these people contain nothing but statements. They are convinced that they make no discoveries because everything has already been discovered.

Modern scientists have been trying to give a standard expression even to Evariste Galois. They write about how he applied to the institution but keep quiet about how he didn’t acquire his leaving-school certificate in math, that in those times a person could apply without a high school diploma, and that he was denied acceptance to the institute. They also say Evariste Galois carried a correspondence with Cauchy (Cauchy was one of the authors of standard mathematical analysis). The truth is that Evariste Galois sent his mathematical work to Cauchy hoping that Cauchy would help him, but Cauchy didn’t understand anything from the work of Evariste Galois and didn’t help him.

In most cases the abnormal manifestations of the people that are engaged in science are due to the educational system, but there are exceptions. I am positive that the educational system must have the following structure:

From Year 1 to Year 4, young people must go to independent schools called primary. At the primary schools young people should be called pupils. Pupils must learn to speak correctly, to write correctly, to think accurately, and to acquire broad knowledge on everything. At the end of Year 4, young people should receive certificates for completed primary education, where it should be written what possibilities for realization these certificates provide for them. The teachers in the primary schools should be called primary teachers. The people who have completed their primary education, depending on their results, should have rights independent of their age.

From Year 5 to Year 8, young people must go to independent schools called junior high schools. At the junior high schools young people should be called junior high school students. The education of the students should be aimed at broadening their general knowledge. Special attention should be paid to their developing interests. At the end of Year 8, young people should receive certificates for completed junior high school education, where it should be written what possibilities for realization these certificates provide for them. The teachers in the junior high schools should be called junior high school teachers. The people who have completed their junior high school education, depending on their results should have rights, independent of their age.

From Year 9 to Year 11 young people must go to independent schools called senior high schools. At the senior high schools, young people should be called senior high school students. The students should be educated in specialized classes where special attention should be paid to the chosen vocations. At the end of Year 11, young people should receive certificates for completed senior high school education, where it should be written what possibilities for realization these certificates provide for them. The teachers in the senior high schools should be called senior high school teachers. The people who have completed their senior high school education, depending on their results, should have rights independent of their age.

After completing their secondary (high school) education, young people should continue their education at independent schools called institutes. At the institutes, young people should be called students. The education of the students should be completely specialized (only on the chosen subject). At the end of their education, young people should receive academic degrees, where it should be written what possibilities for realization these diplomas provide for them. The people who have completed higher education can become doctors, teachers, engineers, chemists, physicists, and so on.

Teachers must study for four years and practice for one year before they get their diplomas. Engineers must study for four years and practice for one year before they get their diplomas. Physicians must study for four years and practice for one year before they get their diplomas. The teachers at an institute should be called professors. The people who have completed their higher education, depending on their results, should have rights independent of their age. On completion of higher education, young people should not be further educated. They must continue their education independently. There mustn’t be allowed the existence of other diplomas after the diplomas of higher education.

Those who develop standard science can be applied scientists and theoreticians. Applied scientists who develop standard science without exiting its range should receive certificates that award them the titles doctor of mathematics, doctor of physics, doctor of biology, doctor of medicine, and so on.

Theoreticians who develop standard science without exiting its range should receive certificates that award them the titles professor of mathematics, professor of physics, professor of biology, professor of medicine, and so on.

People who make discoveries (when extracting from nature new knowledge) should receive certificates that award them the title discoverer. For discoverers it is of no importance if they are applied scientists, theoreticians, physicists, engineers, doctors, or so on. For them it is of no importance the education they have. Even their age is of no importance. The rights of a discoverer should be the greatest. The award certificates should not be given by persons, departments, and organizations, but by an independent program system with objective criteria.

When I was a student in third grade, we were playing on the street with the other kids, and there was a huge tree in front of me. I was watching it, and I thought the tree has a below-the-ground part and an above-the-ground part. The above-the-ground part is in a more diluted environment. The below-the-ground part is in a compressed environment. Multiplying the above-ground mass and density of the environment must be equal to multiplying the underground mass and density of the environment. This was the first time ever I felt I was thinking, but my turn came in the game and I interrupted my thoughts.

When I was a student in sixth grade, we were studying the formulas for short multiplication:

39039.png                                              (2.1)

39048.png                                              (2.2)

and others of course.

For homework the math teacher told us to learn by heart how to raise the numbers from 11 to 16 to the second power. I didn’t. I painted the entire day. I painted my mother washing up, without her posing. She turned out the same. Even her character was the same. In the evening I remembered my homework, but I was sleepy and went to bed. As I was worried, I woke up in the middle of the night and got up, but instead of learning by heart how to square the numbers from 11 to 16, I decided to have fun with the numbers.

I accepted this to be true:

39056.png39063.png39071.png

39080.png                                              (2.3)

39087.png

… … . .

39095.png

… … . .

This way of notation isn’t wrong, but it is different from the generally accepted notations in math. Nevertheless, many people use it to note down the months of the year.

I introduced the following notation:

[x] - number of figures of the number x

With the introduced (2.3) and [x] for natural numbers raised to the second power, it evaluates to 39103.png . In general, for random natural numbers raised to the random power n, a natural number,

39110.png                                              (2.4)

In modern mathematics it is accepted:

39120.png39127.png39134.png

39142.png                                              (2.5)

39149.png

… … . .

39157.png

… … . .

With the introduced (2.5) and [x], it holds true that 39164.png . In general, in modern mathematics, for random natural numbers raised to the random power n, a natural number, it holds true.

• When the exponent n is small, it holds true that

39195.png                                              (2.6)

• When the exponent n is large, it holds true that

39205.png

Under the condition (2.6), addition is the simplest mathematical operation that makes sense to be introduced. Under the condition (2.4), it makes sense to use even another mathematical operation simpler than addition. It is so simple that it even doesn’t need a symbol.

To be clear, I called this mathematical operation that is simpler than addition touching, and noted it with the | sign. The condition 39216.png cannot be proven, but it cannot be rejected either, because it is just a sensible agreement for expressing numbers raised to the power n.

If we write down the numbers 2 and 3 next to each other in the same order, we will get the number 23. When using the operation touching, we can write 2|3 = 23. When using the operation addition, we can write 2 + 3 = 5. When using the operation multiplication, we can write 2 . 3 = 6.

If we put the natural numbers a and b next to each other, we will get the number ab. Here a and b are parts of the number ab. The notation ab is not a product of the numbers a and b. The notation a.b is a product of the numbers a and b.

When using the operation touching, we can write a|b = ab. There is no need to put a sign between a and b in the notation ab. In some places I will use the | sign, not because it is necessary, but because I want to show that it exists. The condition not only requires the introduction of an operation that is simpler than addition, but it also leads to different statements that amaze me with their perfection.

I will focus on only six statements that follow from the condition 39231.png and the operation touching, because here I don’t aim to create new mathematics, but I want to show that new mathematics can be created. I started working on the new mathematics and noticed that it leads to amazing conclusions, but my spare time is little. I cannot devote myself only to it, because I have to survive. I have to provide for my family. I cannot abandon the people who love me.

Statement 1:

39238.png                                              (2.7)

Here [b] is the number of digits in the number b and a, b, and n are randomly chosen natural numbers.

The statement (2.7) is valid in standard mathematics only in the cases when the condition 39246.png is satisfied. In the other cases, when 39253.png , statement (2.7) is not valid in standard mathematics. With the notation we introduced, statement (2.7) always holds true.

To be specific: a = 43, b = 27, n = 2. Then 39261.png .

Statement 2:

39268.png

39276.png                                              (2.8)

where a and b are randomly chosen natural numbers.

39283.png are the so-called binominal coefficients in modern mathematics. Formula (2.8) is not valid in standard mathematics. Formula (2.8) is valid under the condition 39291.png when the operation touching is used. From formula (2.8), in the case when n = 2, we determine

39300.png                                              (2.9)

To be specific: if a = 1 and b = 3, then 39311.png .

Let’s raise to the second power the number 43 in the standard way

39324.png

Let’s raise to the second power the number 43 in the new way

39331.png

It is obvious that in the new way the ranking is performed much simpler, easier, and much faster. When we have two-digit numbers raised to the second power, the calculations can be done in your mind, because the algorithm is very simple and easy to remember. The method for raising two-digit numbers to the second power described above is unknown even now.

I came to these relations more than fifty years ago. Up to now not a single person has showed an interest in them, and with exactly how they are necessary to the people that want to increase the speed of processes in computing. More than thirty years ago, at the university, I was told they were not interested in such things.

It is obvious that my actions were wrong. Instead of directing my attention to applied scientists, to the people that needed these new things, I sought the support of standard scientists, who engaged themselves in statements, in the frames of standard science.

I will not forget how a wonderful person, a deputy chancellor in the technical university told me, I cannot understand you. If I have only one of your formulas … I will draw it by letters if I have to. I will dump my family. I will turn the world, but I will succeed. And you do nothing.

I am an ordinary person, so I cannot do this and I cannot detach myself from reality. The difference between those who know and those who think is huge. The knowledge standard scientists have comes from books and from observations. The knowledge irregular scientists have comes from books, observations, and from nature.

It took me three or four hours to come to the formula (2.9) when I was a student in sixth grade. This was the exact formula I needed for my math homework, but I continued to work because it was interesting, and I came to the formula (2.8). I was young then, and I didn’t know that Newton’s binomial existed. Had I known that Newton’s binomial existed I wouldn’t have continued working on this.

On one hand formula (2.8) looks like Newton’s binomial, but on the other hand, it is different from it because it is valid under the condition and the operation touching.

In standard mathematics:

• When the exponent n is a small number, formula (2.8) is valid only in some special cases.

• When the exponent n is a large number, formula (2.8) is not valid at all.

Under the condition 39339.png and the operation touching, formula (2.8) is valid in all cases. For numbers with more than two digits, when raised to the power greater than the second, because the algorithm is more complex, it’s better not to learn it by heart but to save it in an electronic device and use it to do the calculations.

If the digits in formula (2.9) are more than two, for example if the digits in (2.9) are k in number, then (2.9) can be expressed the following way:

Statement 3:

39346.png39354.png

39361.png                                              (2.10)

where 39369.png are the digits of the natural number 39376.png .

To be specific, if 39384.png . Under these conditions, the formula (2.8) shapes up like

39394.png

39405.png .

The deduction of the general formula for numbers with any number of digits, raised to any power, is elementary, but requires more writing, and that is why I will not focus on it.

It strikes me that in modern mathematics there are no theorems that deal with the digits of numbers. Maybe this is so because the digits are only 10? Maybe this is so because the digits of the numbers are very simple and we want to do complex things, forgetting that even the most complex things are the collection of simple things? We use the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, so it is only fair that we pay more attention to them.

When I said this to a friend of mine, a doctor of sciences and a great mathematician, he asked me,

Are you mocking me? Because there was no one to deal with the digits from 0 to 9, I decided I will in my spare time. I was convinced that they deserved it. During these occupations I noticed that a very important piece of information for the development of men was coded in the digits from 0 to 9. This information reveals after we learn to work with digits and to work with numbers. Then in front of us relations are revealed that are stunning in their heavenly harmony and beauty. I began to doubt that we have come to the digits from 0 to 9 on our own in the process of our evolutionary development since there was coded information for us in them.

Here is some of this information.

• This which is now will appear exactly the same after an exact time.

• This which is now will continue to develop in a spiral way.

• There are exactly nine rebirths.

• There is no beginning and no end in development.

I was able to prove these statements later. You will find the proof in this book.

Statement 4:

39418.png                                              (2.11)

where

• 39425.png digits from the number 39433.png .

• 39440.png

• a + b = 9

• k is a randomly chosen natural number, but not zero

• 39448.png

• 39455.png

If a = 2 then x = 1, y = 8. For b we evaluate b = y – 1 = 8 – 1 = 7. Under these conditions, formula (2.9) is

39463.png

If k = 4. Then

39470.png .

Formula (2.11) is a special case of the general formula, which I have determined and proved. But I will not focus on it now, after all I am writing my autobiography.

In nature everything is very simple. The problems become complex, even unsolvable, only when we deviate from reality.

Statement 5:

39478.png                                              (2.12)

where a and k are randomly chosen digits, but not zero.

Formula (2.12) is also valid when a and k are randomly chosen natural numbers, but in this case it should be taken into consideration that the natural numbers a and k are made up of digits. The general formula presents itself in front of us with amazing, magical, fantastic, and surreal beauty that words cannot describe.

Different relations follow from it, including the geometric progression in which life develops in chapter 6.

If a = 4 and k = 7, then 39487.png .

Statement 6:

39498.png                                              (2.13)

This is so because 9і = 729. Formula (2.13) can be summarized.

I do not provide the proof for the above statements because they are extremely simple, and I am worried that you might be offended if I bother you with such simple matters. I will focus a little more on the incident in sixth grade, because since then my life has changed completely.

Once I understood the meaning and significance of the operation touching, since I was very excited and could not fall asleep, I continued to deal with the concise multiplication formulas

39512.png39519.png

until the morning.

I was attracted to their harmonious expression. I called 2.x in the first expression a consequence (derivative) of 39527.png times a, and I called 2.a a consequence (derivative) of 39534.png times x. I called 39542.png in the second expression a consequence (derivative) of 39549.png times a, and I called 39557.png a consequence (derivative) of 39564.png times x.

Then I continued my reflections, and until morning, when my mother was making breakfast, I came to differential equations. Later I found out that Newton came to differential equations exactly when he was working on Newton’s binomial. This shows that under standard mathematics only Newton could discover differential calculus, because he was working on the binomial.

At the end of 1672, with a letter to Collins, Newton announced his discovery. He presented it in a general form, providing supporting examples. Collins was the center of correspondence between English mathematicians and foreign ones. Immediately after that (in the beginning of 1673), Leibniz arrived in London and for a few months was meeting with Oldenburg, the secretary of the Royal Society, who was aware of the mathematical works of Newton. From London Leibniz left for Paris, where together with Huygens he started working hard on mathematics. In 1676, Leibniz visited England again to meet with Collins. In 1684, in the Leipzig periodical Acta eruditorum, the first memoir of Leibniz appeared, dedicated to differential calculus. According to Newton, the two methods were different only by the methods of notation. In the theory of life (in chapter 6), I prove that it is not possible for two people to make the same fundamental discovery.

The modern scientists’ assertion in defense of Leibniz that there are many cases that show that different people can come to the same results does not apply to fundamental discoveries but to the discoveries of standard scientists. To get out of the scope of standard science means to get in contact with nature.

Leibniz is not to be underestimated:

• From the little information he received from Oldenburg, he understood everything about differential calculus and applied it to geometry.

• He expressed calculus better than Newton and made it clearer and easier for application, but Huygens helped him.

• He gave calculus to the people.

If Leibniz had told the truth, to me he would have been a great man. Newton was in no rush to publish calculus because he noticed some logical paradoxes that are not contradictions but showed that there was something that he could not understand. Newton hoped that he could eliminate the logical paradoxes he noticed, but he couldn’t.

In chapter 4 of this book, I prove that the logical paradoxes that Newton noticed could not be eliminated in the scope of standard mathematics. Newton also laid the foundations of integral calculus and of differential equations. He had given the only rational explanation for differential calculus up till now.

Because I had not seen anything good from science, I was determined not to deal with science anymore. I started a family, and for more than ten years led a peaceful life, even started to get ahead in business, but then something unusual happened. Just when we were heading for the beach with my family, a strange excitement gripped me and it took me only four hours to finish completely (metaphorically speaking) in one breath the differential calculus that I had started as a child.

The differences between my differential calculus and the one that people nowadays study in math are many but the end result is the same. The present basic ideas of differential calculus are studied in eleventh grade in high school and the rest at universities. The differential calculus that I have determined is simple and could be studied in the third and fourth grades of elementary schools. There are no logical errors and contradictions in my differential calculus. The logical paradoxes that Newton noticed are eliminated in a logical way in my differential calculus. You can make yourselves familiar with the details, if you are interested, in chapter 4.

Since Newton, the development of differential calculus acquired applied characteristics. Mathematical analysis was created by standard scientists with the purpose of putting the differential and integral calculus already established with the applied scientists on solid scientific foundations. Standard scientists did not eliminate the logical paradoxes that Newton had noticed with mathematical analysis. They hid them behind notational concepts.

I cannot understand where this thirst in standard scientist comes from (to be discoverers), since they are not cut out by nature for that. In chapter 4 of this book, I eliminate the camouflaged texts of standard analysis, and immediately gross logical mistakes stand out, which are very disturbing.

I will focus a little more on the incident in sixth grade, because then I was young and I didn’t know that differential calculus existed. If I did, I wouldn’t have continued dealing with it. I will never forget how I worked all night, how excited I was, and how I came to the new expression of Newton’s binomial, and after that to differential calculus.

After I had worked all night, without a minute of sleep, I went to school. My math teacher was definitely not impressed with my looks and told me that I looked like a scarecrow. Then he gave me a test, and because I was slow in giving my answers (though I did answer, I remember, very accurately) gave me a 2 (fail). When I got home, my dad beat me. Then I realized what the reward was, at home and away, for those who could think.

After I finished high school, I decided I have to acquire a university degree. I applied in secret, because my relatives didn’t want me to carry on studying. According to them, only lazy people study after finishing high school. There had been someone like me in their village who read a lot. And because he’d been too lazy to work, he grazed on alfalfa and died.

They gave this neighbor as an example to me. Look at his red cheeks. He is over a hundred kilograms. There are large tins of feta cheese and oil in his basement. This formula from my relatives goes very well with the present elite of modern society. It is obvious that they wished the best for me, but I didn’t understand them.

Because the law allowed it, I applied to two universities at the same time, and stated in which of them I would take my test. The admission exam was written and oral. After our time, there was only a written exam. After that, one could enter university without a test. Finally, the educational system degenerated completely on all levels.

The application documents were submitted by a friend of mine, so my relatives wouldn’t know. This friend of mine was also a candidate, but he was accepted the next year, despite having the full support of his parents and taking extra classes in math. I took one of the first places in the test results. I was accepted into both the universities at the same time. I chose the one that was more convenient to me. At that time there were three admission periods. In the first one the students with the highest scores from the entrance test were accepted. Their records were not evaluated. In the second and third period, the records of the applicants on the waiting list were taken into consideration. The applicants, the children of certain people, were accepted with priority.

I didn’t have much authority at the university. I was bored during classes. Most of the tutors mumbled their lectures, and I was convinced there wasn’t a single student who could understand them. I sometimes thought that even they didn’t understand what they were talking about. I went to classes so I could learn the requirements for the test, and for a change I sketched beautiful girls and the ones watching them with a pencil. After that, I gave the drawings as a present to the lovers. In that way I helped one couple become a family.

Once, during a seminar I made fun of the assistant professor because he couldn’t solve the problem that he had started on the blackboard, and he, instead of being ashamed, announced most solemnly that the answer to the problem that he had written in advance on the blackboard was wrong. I replied that the answer was very correct but he couldn’t solve the problem. The assistant professor saw red and made me go in front of the blackboard. He told me, You, with those muscles and this thick neck, you don’t belong here but at the sports academy. You must become a wrestler, but since you are here, let us see how you are going to solve the problem and get the answer that you argue is true.

While the assistant professor was explaining to my fellow students how some people like me went to study where they didn’t belong, that it wasn’t my fault, it was my teachers’ fault, I solved the problem and got the answer in question. After that, I explained to him that he couldn’t solve the problem because the draught from the window had turned the pages of his notebook. He threw me out, and during the test tried to convince my professor to give me a 2 (fail), because I hadn’t been a regular at seminars and because I was arrogant. Because I solved the problems on my written exam and gave comprehensive answers on the oral one, my professor gave me a 5 (B). As I was leaving the auditorium, I gave the assistant professor, who was gazing at me, the middle finger.

In the summer, as students we were obliged to go on brigades on farms. If we didn’t, we wouldn’t be allowed to start the second semester. When people’s land was sequestered during socialism, it turned out that there was no one to work it. That was why the authorities said it was obligatory for pupils, students, soldiers, and workers from the plants to work on the farms. Men who worked for themselves in construction were considered budding petite bourgeoisie, and during the summer (in the most pleasant of months), when they could earn money, were taken as military reserve and forced to work on farms without payment.

As I had to work in the summer to make money for my tuition fees, the student brigades were a big obstacle. I reached an agreement with the University Komsomol (youth division of the Communist Party) secretary to help the university painter with the decoration of the corners devoted to Dimitrov (party leader) of the brigades, and after that, I was dismissed from the brigade. Thus my brigade lasted only four days. After that, I would go on working like a petite bourgeois and make money for my tuition fees.

When I was in the third and fourth years of my studies, the university painter helped me organize two one-man shows at the art galleries, where I sold a lot of paintings and got steady on my feet financially. A few years ago, a friend of mine told me that when he visited the university some of the paintings of famous people I had made as a student were still hanging on the walls. Had they known they were by me, I’m sure they would have taken the pictures down immediately.

In year four, the honor of presenting a bouquet in behalf of the student body, for March 8, Women’s Day, to the main assistant, who was very beautiful, was mine. I gave her the flowers, using the appropriate words, but she made a joke that she had expected more. Then I hugged her and kissed her so firmly on the mouth that she sat on her chair and for a few minutes kept looking at me with eyes wide open.

I remember the only 2 (fail) I got during my education. It was on The Theory of analytic functions. My professor was surprised that I answered comprehensively all the questions, and because it was not possible for a student to know as much as him, it meant I had cheated, and he gave me a 2 (F).

I made a deal with those who were deferred all the time and later advanced to the highest level in society. They would buy a piglet, salads, and booze, and we would have a feast, while I would permit them to copy from me on the supplementary exam. On one of the tests, my professor decided I should get 2 (F) solely on my appearance. He wanted to show his colleagues that I didn’t know, and without him even realizing, he tested only me until lunchtime. Finally, I got tired and asked him to give me a 2 (F) and to be done with it. I explained to him that I worked in this direction, and the things he was testing me on, I understood them better than him. He got very angry. He took my student book, puzzled for a while, and gave me a 5 (B). His hand was trembling. The next day he continued the exam with my fellow students.

I have taken various offices during my lifetime. Dozens of people have waited in front of my office door to meet me on personal and official matters. My dream to be engaged only in science has started to become a reality just now. Now my thought is clearer than ever, and that is why I hope we will realize some of the applications that follow. I was supported by ordinary people. Those were the nicest people I have ever met. Thanks to them this book is now before you. We want to accomplish some of the applications that are about to come but our powers are limited. I hope that this book will help us unite with more thinking people and by common efforts we will be able to achieve more.

I’m getting old now, but have a young wife and a son in second grade. My son Ivailo paints beautifully. When he was seven (in first grade), while playing, it took him about thirty minutes to draw this picture from a moving object.

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The original painting is colored and very pretty. I’ve kept it. My son has a strong analytical thinking. Once, when we were talking and he was showing me his pictures, some of which I was sure a painter would find difficult to draw, I told him I could paint with my feet. He and my wife doubted that, and so I quickly put a felt-tip pen between the toes of my right foot and a white sheet of paper on the floor. I sketched his uncle Ivan for about ten seconds without looking at him. To my surprise the sketch looked like him. The surprise of my son and my wife was bigger.

When I remembered the sketch and wondered whether to include it in my autobiography because I had other stories like this one and I wanted to choose only one of them, it occurred to me to clean up my room. During the cleaning the sketch flew out of the space between the desk and the wardrobe and fell in front of me. I decided that it was a sign that showed it should be in the book.

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Ivan was not pleased that I had painted him with my toes. Nevertheless, he is a friend, and those who claimed they would be my friends all their life gave up on me. His father was a professor at the university, and held great respect for me. Once he shared with me, My son wants to study to become a mechanical engineer and I want him to become a chemist, what shall I do? I answered, Let him study what he likes. At a lecture of mine, his father introduced him to me. Ivan was then a doctor of technical sciences and head of an institute. We’ve been friends ever since.

3. ABOUT THIS BOOK

It’s time I say something about this book. If you want to understand it, you have to read