Powers & Principalities, Episode 042, YouTube Auto-Generated Transcription

Powers & Principalities, Episode 042

Powers & Principalities, Episode 042,
featuring Joseph Atwill and Tim Kelly.

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Truth for Children.

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The transcription text below is a YouTube auto-generated English transcription from Powers & Principalities, Episode 042, published by "thkelly67" on 2018-03-09 with a running time of 1:25:22. All episodes of the Powers & Principalities weekly audio interview series between Joseph Atwill and Tim Kelly are included in this playlist on YouTube and are also available as audio podcast downloads on Tim Kelly's "Our Interesting Times" channel on Podomatic.

All transcription copyrights belong to Tim Kelly (thkelly67) & Joseph Atwill.

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YouTube auto-generated English transcription

00:00 [Music] 00:27 the 00:29 [Music] 00:37 [Music] 00:42 Joe how you doing I thought you were 00:45 gonna ask me that 00:47 and I have to tell you because I was 00:51 criticized by my wife a few minutes ago 00:54 for never answering that question with 00:58 anything that's real well most really 01:01 don't want to know what's the hide but 01:10 the thing is so I was thinking well what 01:12 should I say you know I go well okay so 01:15 we think I'm I'm moody but not maudlin a 01:23 moderate but but not milquetoast and I'm 01:29 on perky but not over caffeinated so I'm 01:32 ready for powers and principle 01:34 principalities I'm ready to speak the 01:37 truth but there's a problem in that it's 01:43 hard it's awkward for people with our 01:48 peculiar way of looking at the world Tim 01:50 to actually have real conversations with 01:54 children with our children and with 01:56 young people in general and so we talked 02:00 about this earlier and I think it's a 02:02 great thing to discuss it's very 02:05 difficult to speak the truth to children 02:08 or to know how to do it if you're in the 02:12 free-minded world that that we live in 02:15 and so you know I wanted to to get your 02:20 take on how do we speak the truth to 02:24 children how do we if you once you start 02:26 to realize that the government is a 02:29 malevolent secret society the media is a 02:32 propaganda device the military is a 02:36 praetorian guard for for evil what do we 02:41 say to our kids and to young people that 02:43 we meet Tim it's a it's a challenge 02:46 because if you are a stereotypical 02:49 see theorist living in your parents 02:50 basement with a neckbeard and eating no 02:53 with no no the female no female company 02:57 and no children in the offing and no 02:59 children to speak of no children around 03:01 they don't have that problem right 03:03 because no they're not raising children 03:05 and raising children is a whole nother 03:08 thing and well they're at the problem is 03:11 is a lot of this stuff is dark it's blue 03:14 it's it's it's as weird it's disturbing 03:17 and if to get into it you you you really 03:20 have to be careful what you tell 03:21 children they have to make sure it's 03:23 age-appropriate and of course as they 03:24 get a little older you can deal with it 03:26 a little differently and as they get 03:28 more sophisticated and that's that like 03:30 anything else when you're raising 03:31 children you want to you don't want to 03:33 you want them do uh to learn how to 03:37 navigate the world so they're not 03:39 defenseless but at the same time in the 03:41 process not to solve their innocence 03:43 because I do think children at a certain 03:45 point need an environment sort of a 03:48 aesthetic of innocence as someone once 03:50 described it just an aesthetic of 03:51 innocence that so much the world seems 03:54 determined to destroy to deny them that 03:56 that childhood and often if you get into 03:59 this in this research you can very 04:01 easily you know become that which you 04:05 supposedly hate and what I mean by that 04:08 is you don't want to overload their 04:13 sensory perception or even their minds 04:16 with too much at an early age because it 04:19 really can't be all too much it's 04:20 frankly it's too much for most adults 04:22 and in these personally are I came to 04:25 look at some of these things that was 04:26 gradual and so I'd never got overwhelmed 04:29 by it was just sort of a gradual 04:31 learning process because of this I think 04:34 that's a function of timing it's I came 04:37 of age at a time before the computer age 04:40 before the digital age before the 04:41 internet so I wasn't overloaded but I 04:43 was highly propaganda is because I 04:45 learned the standard narrative you know 04:47 the the corporate propaganda that we're 04:50 all fed as history and civics and these 04:53 things how the world really works and 04:54 high school and civics classes and what 04:56 the college and you know was spoon-fed a 05:00 lot of stuff there but I've always had a 05:02 headache 05:02 sort of a a skeptical view of these 05:05 things because always kind of growing up 05:07 in a conservative family I was very 05:10 skeptical of the school system of these 05:12 things I always saw always recognized 05:15 the educational establishment was quote 05:17 liberal you know so I was in that 05:19 dialectic but it may be skeptical of 05:22 institutions and I kind of saw the 05:24 institutions as being liberal and 05:25 hostile to Family Values you know ideas 05:29 of limited government and and what 05:31 really constitutes the good life of the 05:33 moral life and in many respects that was 05:36 an accurate assessment but I think we 05:37 all can realize that that was sort of a 05:39 dialectic that we were we were led into 05:41 because it wasn't just it wasn't the 05:43 good right versus the bad left and I 05:46 think honest people in the left realized 05:47 that - that they were fed a certain 05:48 vision of the right it wasn't the good 05:50 left versus the bad right we're all 05:52 being corralled into this by the by the 05:56 ruling elite you know by the oligarchs 05:57 by the secret societies and the 05:59 institutions that they they created but 06:01 when it comes to teaching children about 06:04 things like history whether it's 06:06 economics history life in general you 06:09 have to develop a way that you can 06:11 gradually introduce them to some of 06:13 these truths and sort of spare them some 06:17 of the illusions and lies that we were 06:19 fed particularly you as a baby boomer 06:21 you're probably the most mindful 06:23 generation out there's probably the baby 06:25 boomers and today I think you can 06:27 probably test that is deprogramming or 06:31 or trying to break the mind-control of a 06:34 baby boomer is probably the the most 06:35 difficult task because they're they're 06:37 so dedicated that view it's almost 06:39 impossible but with children again the 06:42 point is you get a especially um if 06:44 they're being well it's for me it's 06:46 easier because I homeschool my children 06:47 so it's easier to protect them and 06:50 control the curriculum where they're 06:52 being taught it's a little bit more 06:54 difficult if your kids are out in school 06:56 and this is the main point I'm talking 06:58 about is sometimes some of these topics 07:00 violate the Canon sort of the doctrine 07:03 that we have to believe to be to 07:05 participate in polite society to 07:08 eventually to gain gainful employment 07:10 and live with what's considered a normal 07:13 productive life in America and if you 07:15 espouse some of these view 07:16 that challenge the doctrine you can find 07:19 yourself ostracized and not being able 07:22 to lead what is considered a normal life 07:24 or have a family so you have to be 07:26 careful about what you eat what you will 07:29 introduce to these children at first 07:30 because they can find themselves in some 07:32 awkward situations it's someone's 07:34 birthday party at the pool or on or in 07:36 the little league team and and when 07:38 they're younger they don't have the 07:39 sophistication the knowledge or the 07:41 grammar to really address these things 07:43 without coming off sounding you know 07:46 like you're being raised by insane 07:48 parents that's the dilemma you know and 07:52 you have to worry about things like you 07:54 know little things when you're when you 07:56 want to take your kid to the museum well 07:59 a Museum of American history and you're 08:02 just you you're seeing all this 08:04 propaganda and you know it's very 08:06 entertaining for the children but it's 08:08 all propaganda you know so you find 08:11 yourself being the one you know pointing 08:13 that's wrong that's lies that's wrong 08:15 it's lies in the end up spoiling the 08:17 trip and you have to ask yourself do you 08:18 just not go to these places anymore cuz 08:19 it's just propaganda you know whether 08:22 it's going to mountain fernanda going to 08:24 Monticello or going to see the 08:26 Gettysburg battlefield or something and 08:28 so it's that's the difficulty I've 08:30 because when you're trying to teach a 08:33 revisionist view of history a corrective 08:34 view of history and it's very 08:37 complicated because a lot of these 08:38 things this is the question just 08:39 reversing in and saying well the good 08:41 guys are the bad guys and the bad guys 08:42 are the good guys it's not that simple 08:45 so that's a that's a brief overview of 08:47 the I think of the dilemma that we face 08:50 those who are seeking truth seeking kind 08:52 of correct promotive revisionist 08:55 revisited to correct the record so to 08:57 speak the same time trying to educate 08:59 kids and the these kids in a proper view 09:01 of things and so they get a healthy more 09:04 accurate view of how the world really 09:06 works right well I couldn't agree more I 09:11 think that you know if I could do it 09:14 over again the first thing I would do 09:16 would be to create an agenda of 09:18 protection I would try to protect their 09:22 brain power in other words keep them 09:27 away from vaccines keep moy from 09:30 the toxic medicine and toxic food so 09:34 that they can physically develop right 09:37 so that their brains can become strong 09:39 and normal that would be the very first 09:42 thing I would try to just actually you 09:46 know not just in in the family that I 09:49 was in but within the extended family 09:52 that the trial would be you know kind of 09:54 living amongst to see what can be done 09:57 in terms of just physical protection of 10:01 the child's development and then the 10:03 second thing would be how to protect 10:07 them from the worst parts of the 10:08 propaganda and I think you know 10:11 homeschooling is obviously the top 10:13 choice there you know in the public 10:18 schools you know I'm sure there are some 10:20 good ones but obviously there was just 10:24 so much force fed propaganda that you 10:27 know if you can keep your child away 10:30 from that you're obviously better off 10:34 homeschooling is very difficult I'm sure 10:36 you can attest to that so a lot of 10:39 people just can't do it but if that's 10:40 possible that would be the that one of 10:43 the first steps to you know defensive of 10:47 the mind so that you don't have a lot of 10:50 propaganda then that the next thing 10:52 would be to defend the child against 10:55 pornography and pornography is sort of 10:58 age-specific I mean what might seem as 11:04 you know romantic 11:05 pablum to a jaded single bar male in his 11:10 40s might be inappropriate for a kid in 11:14 you know four and five years old but 11:16 when you go to these didn't Disney 11:19 Channels you know you're getting a lot 11:22 of very precocious yes you know kind of 11:25 sexual imagery and so that would be the 11:28 other thing in defensive neces try to 11:30 get the sort of the the pornographic 11:34 culture away from the kid 11:37 okay so so those are just some ideas 11:41 about the defensive side of the 11:43 parent you know would be aware of and 11:46 then on you know what can be done to you 11:51 know move the child to the point where 11:53 they're going to be ready for the the 11:56 difficult talk you know sort of like the 12:00 birds the bees and the secret society 12:07 for like a sixth grader you know you 12:10 know swallow and so so you kid you 12:14 unearth secret societies like in the 12:15 playground like I did sex like I do you 12:20 know have put some friend tell you 12:22 better than older sibling does you're 12:24 the Freemasons actually run the world no 12:27 they do they do what for the old six 12:33 year old buddy 12:35 but so that would be that would be as 12:37 far as moving them toward the point 12:39 where you can start actually bringing 12:40 information you know that's out of the 12:43 mainstream so to speak to the to the 12:45 child I would try to at a really early 12:49 age to get the child involved with logic 12:52 and reason and understand a grammar you 12:56 know from that perspective this would 12:58 those would be the two things that I'd 13:00 really be working with is just how to 13:02 how to detect a statement that's a false 13:07 statement and how to understand the 13:10 fallacies this doesn't get done in the 13:13 public schools or even in in a lot of 13:15 private schools and it's a huge 13:19 oversight and I think is a deliberate in 13:22 my opinion you and the earlier that the 13:26 kids learn the better I I would actually 13:29 go so far as to as the child learned the 13:33 capacity to make sentences and certainly 13:37 if the child can do paragraphs you know 13:39 in a speech this would be you know the 13:42 point where you'd want to start to bring 13:43 these these understandings to the child 13:46 and and you know there's a lot of really 13:49 good tutorials on how to instruct this 13:51 that are online so if you're a young 13:53 pairen you can basically you can just 13:57 you know look at these tutorials on how 14:00 to teach logic how do how do like show 14:03 children you know the fallacious 14:05 statement and get the child to be really 14:10 good at that you and and what's it this 14:13 is also very defensive because if the 14:15 child learns about you know how to how 14:19 to engage the world in this way looking 14:22 you know being aware of logical 14:24 fallacies and lies and and false 14:26 statements and how to detect them and 14:28 how to how to basically you know work 14:30 through these things grammatically then 14:33 the child is less likely to just buy 14:37 into you know there's a kind of bully 14:40 bully ISM that goes on and I think you 14:43 know very early age and a lot of the 14:45 public schools about this is what 14:47 history is and if the child is just you 14:50 know you don't have to have them in a 14:52 full-blooded rebellion but if he's just 14:55 one of those kids that you know doesn't 14:59 buy it and and I can remember you know 15:01 you're talking about the baby boomer how 15:04 conditioned we are in very very true 15:07 statement I mean the boomer is just a 15:09 catastrophe intellectually but I can 15:13 remember going to classes and every once 15:16 in a while there just be one pain in the 15:19 ass there would just be this one guy or 15:22 girl who just wouldn't buy it I mean and 15:24 this was they weren't you know kind of 15:28 you know it's kind of understanding 15:30 secret societies they just didn't buy 15:32 anything you know he had the skepticism 15:35 and they function socially in fact in 15:38 some cases I can recall them being kind 15:41 of popular because you know they would 15:43 stand up to the teacher the issue in my 15:45 in my age the one that was really kind 15:48 of being they're trying to shove down 15:49 her throat was a Vietnam War yeah 15:51 they were saying this was a great thing 15:53 or you know this was there was 15:56 reasonable grounds for it and I can 15:59 remember in 1966 there was this one girl 16:03 I couldn't remember her name 16:04 we give it but she just didn't buy it 16:06 and she would stand up to the teachers 16:09 and really you know she wasn't that 16:12 articulate but she was emotionally tough 16:15 and so that's the kind of personality I 16:19 think a parent you know can envision for 16:23 their daughter or son as they're growing 16:26 up is that you don't have to have the 16:28 birds the bees and the secret society 16:31 discussion with them you just need to 16:34 make them into that tenacious defender 16:38 of no BS lie to me you know I I'm not 16:43 don't we stop it 16:44 stop the line stop the propaganda 16:46 understanding propaganda so that would 16:48 be kind of the the personality that I 16:52 would I would try to engenders and then 16:54 you'd have to protect the kid that you 16:56 know it goes into protection because you 16:58 know the teachers are gonna at the 16:59 teacher parent conference they're gonna 17:01 say well we've got to get little you 17:03 know you know Adriana under control you 17:07 know she's she's against the Mideast 17:09 Wars you know for David she's 17:12 oppositional defiance disorder right 17:15 [Laughter] 17:17 we're thinking of giving your 17:19 medications and so you've got to have to 17:21 parent as a step in and really watch 17:23 that carefully you know watch watch the 17:26 the system so it doesn't try to destroy 17:29 the child with drugs or with you know 17:32 you know a psychiatrist I mean this is 17:35 another thing I mean psychotic it's like 17:38 hey tray or psychologist near my kid 17:41 this is where like the Second Amendment 17:43 is like a great thing you know I mean 17:46 it's just you just cannot permit that 17:49 that that is just I'm sorry I know 17:52 there's I know there are people out 17:53 there I mean I have family members that 17:55 are psychologists and I know hey they're 17:56 really reasonable people I don't know 17:58 too much about the science whatever 18:00 there is it back them their practice but 18:03 I know that they're very good people and 18:05 they mean well but man la person could 18:08 never tell a good from a bad therapist 18:11 you would never how it'll labor it's 18:13 like trying to tell like you know a good 18:14 or bad medicine you know 18:16 all you can do is just say look there 18:18 are other ways of dealing with situation 18:20 I'm not going to risk you know getting a 18:23 cultural Marxist Frankfurt School you 18:26 know cut out that get his talons into 18:29 the minds of my kid forget it so so 18:32 those are you know that's kind of like 18:35 the overview of like getting the kids 18:38 through the first grade if you can do 18:43 homeschooling do it and then that you 18:46 know try to organize a social circle to 18:49 the extent you can that's that's like 18:50 minded that you don't have to have you 18:52 know you don't have to have the secret 18:54 society talk with every single parent 18:56 but you do need to just have you know 18:58 we're going to be open to ideas and to 19:02 logical thinking you know I mean that's 19:04 the kind of you know all you'd need to 19:07 have to be able to start to create an 19:09 alternative community and then and then 19:11 have some understanding of the 19:13 curriculum you know that have been given 19:15 to the kid and so okay so that brings us 19:18 up to the big moment Tim now you've got 19:21 you know you know we've got them through 19:23 the first grade but there's this moment 19:28 in time where you've got to have the 19:29 talk with them what do you say well uh 19:34 for me as I would gradually introduce 19:38 them to things so they kind of develop a 19:40 worldview that would that's that that 19:42 could handle some of these issues 19:45 whether it's 911 or you know or false 19:51 flag terrorism or the JFK assassination 19:53 and maybe dealing with historical 19:55 matters first because they're at a 19:57 respectable distance where it's not 19:59 quite as personal and you can handle 20:01 those a little better without being as 20:02 immediately threatening good example you 20:03 can pontificate on who really killed 20:06 john f-- kennedy and RFK Robert F 20:09 Kennedy Martin Luther King and and you 20:12 can pontificate and theorize on that not 20:14 be quite as threatening people as if you 20:17 would address 911 because it's not in 20:19 there for most people it's not in their 20:21 memory anymore right the or they're very 20:23 you know because there was more than 50 20:25 years ago so you can address those 20:28 things perhaps 20:31 so but that's you know little things 20:34 like um my my two sons be watching a 20:39 typical World War two documentary or 20:41 something they're going in some battle 20:42 or something and one of my my oldest son 20:44 is interested in World War two so I'm 20:46 getting some books on it and and at this 20:48 point I'm I'm satisfied with him 20:50 learning names chronology maps about the 20:53 the conflict but sometimes we're 20:55 watching a documentary because the 20:56 documentary we're watching it has a 20:58 typical British Nick narrator with a 21:01 British accent I tell my son since 21:04 you're watching a documentary about a 21:06 war between Great Britain the United 21:07 States and Germany and the narrator 21:09 speaking English do you think it might 21:11 be a little bias so I'm injecting a 21:15 little skepticism you know in that you 21:17 know so you have to consider the least 21:19 two sides to every story there's usually 21:20 more and that's that's really true when 21:24 it comes to World War two 21:25 very complex event and so things like 21:28 that so they decide to develop these 21:30 thoughts like I had a my son was telling 21:35 me last year he was you know they're his 21:37 little league team and two kids are 21:39 hanging out in the outfield not doing 21:40 much during practice and they were both 21:42 talking about the Hiroshima bomb how 21:47 they're both their parents were against 21:49 the the bombing of Hiroshima you know 21:52 they're talking about so that's you know 21:54 that for age nine or ten it's a 21:57 relatively safe conversation of some 22:00 other matters you know I wouldn't get 22:03 into things like organized pedophilia 22:06 human trafficking and you know these 22:09 things 22:11 my daughter's two older daughter I you 22:14 know I gradually introduced to the 22:15 notion that you know there's they're 22:16 creeps in the world there's bad people 22:19 out there and what you talk about 22:23 protection protecting them that's the 22:25 other thing is is getting trying to get 22:27 them as separate as much as possible 22:29 from popular culture not so much you 22:32 know telling him thou shalt not look at 22:34 it or touch it is not introducing at 22:36 home in the first place so they don't 22:37 become used to it it's like junk food 22:39 right if you don't if you never bring it 22:41 in they don't really developed a real 22:43 taste 22:43 for it and so but not having cable 22:46 television ready access to the stuff and 22:48 kind of controlling what they watch not 22:50 being not not you know being prohibitive 22:54 and everything you're just being 22:54 selective 22:56 they'd never developed the the draw 22:58 towards popular culture which is the 22:59 source for so much toxic you know toxic 23:03 influence and and unfortunately it's the 23:06 the public school is the main vector for 23:08 that for most kids is that's the source 23:10 of all a lot of toxins whether it's 23:11 literal toxins with vaccines or the 23:13 toxic culture in the popular culture the 23:15 there's sort of the peer pressure that 23:17 the that places like Disney the Papa 23:19 culture create you know this whole whole 23:22 youth culture that they create whereas 23:24 if there's if they're homeschooled or 23:27 something then they they never have to 23:29 really suffer that and so that they're 23:32 able to develop emotionally and 23:34 intellectually without being bombarded 23:38 with all those messages so they're 23:39 better just you're just in a better 23:41 state of mind was kind of where you were 23:42 alluding to earlier both you know 23:44 healthy diet and healthy with the 23:47 information they get and they're more a 23:49 little bit more independent minded and 23:50 that's so much concerned about peer 23:52 pressure but to me it's sort of a 23:55 gradual to that introduction of some of 23:57 these issues like biking whether it's 23:58 JFK World War two and then taking older 24:01 you know get more I'll introduce more 24:04 complex themes and issues to them and 24:07 hopefully the bill developed the ability 24:08 to articulate it I want I want them 24:11 their bit about them they have the 24:12 capacity the language skills to 24:14 articulate a point of view and know the 24:16 timing window when to address it in 24:18 these things you know to have some sort 24:20 of you know discretion in some of these 24:25 matters you know drawer well I would 24:35 advocate a kind of specific pedagogy 24:38 actually and what I would suggest is is 24:42 that whenever they're at the age of 24:44 reason where that these concepts could 24:47 be comprehended is to take them in the 24:49 abstract of the fault slide and I would 24:53 just say okay so this is something that 24:55 exists and 24:56 say people don't really talk about it 24:58 that much and but these they do exist 25:02 and and explain what the false flag is 25:04 and what the thoughts flag was 25:05 understood then I would take him to some 25:08 non emotional kind of stuff they could 25:11 talk within the outfield and little 25:12 league like for example the one I would 25:15 suggest is the Gulf of Tonkin I don't 25:19 think anybody would really you know kick 25:22 a kid out of school if you brought up 25:24 the idea that the Gulf of Tonkin was a 25:25 false flag and just and I wouldn't 25:28 really at the beginning in the and false 25:32 flag 101 I wouldn't be trying to press 25:34 the kid to accept either the correctness 25:38 or incorrectness of the theories about 25:41 the Gulf of Tonkin but just to see if 25:43 you could get the kid to understand that 25:45 people think that the Gulf of Tonkin is 25:49 a false flag mm-hmm didn't really happen 25:51 the way we were told it and that the 25:54 government did it to shape the minds of 25:56 the people so the the two key concepts 26:00 would be you know that the government is 26:02 the is has a false flag when it does 26:04 stuff and that the reason it does this 26:07 is to get people to think a certain way 26:09 so just that would be 101 I mean if you 26:12 could get a kid just to have that as an 26:14 understanding right then the next one 26:18 the in in in false flag 102 I know this 26:23 is kind of gonna sound weird but I would 26:25 go to the p2 Lodge because of the 26:29 documentation about it yeah it'd be kind 26:32 of complicated for a you know say the 26:34 kid is in fifth or sixth grade but I 26:37 think you know if the kid is you know 26:40 maybe just has been shown a little bit 26:44 about logic and you know and lying and 26:47 things like this they can probably do it 26:49 I think that it would be kind of useful 26:51 for someone to actually develop the 26:53 pedagogy so in other words home 26:55 schoolers should be able to you know 26:58 order a text book called false flag and 27:03 then work you know every year the the 27:05 the class could it have a little bit 27:08 more 27:09 complex information given into 27:12 understanding it 27:14 you know eventually in my opinion for to 27:18 graduate from the Tim Kelly high school 27:24 you would need a certificate in 911 a 27:30 high school kid someone who's 18 should 27:33 be able to understand you know and again 27:36 you I think particularly since kids are 27:39 so often rebellious you don't want to be 27:40 forcing it but just you really want them 27:43 to be able to defend both sides of the 27:45 argument right I think if you defend if 27:48 you can defend successfully both sides 27:50 of the argument of the 9-1-1 false-flag 27:53 argument and also argue coherently what 27:56 the people who dispute it as it's not a 27:58 false argument I think that would be a 28:01 great criteria you know for someone to 28:06 be able to then go on into into college 28:09 because one of the problems that that we 28:13 have is that we can homeschool our kids 28:17 but it's hard to home college or kids 28:20 yeah 28:21 at some point they go off and I'm pretty 28:25 familiar with this cuz it wasn't that 28:27 long ago and let me just tell you the 28:30 universities are absolute cesspool I 28:32 think bastions are free thought and 28:34 inquiry yeah free fun I mean the best 28:37 part about the universities is the binge 28:41 drinking and the drug use that would be 28:44 the wholesomeness part of it they're the 28:47 in terms of the you know the kind of 28:51 worldview that's given and the sexuality 28:54 that's promoted and the you know the the 28:59 propaganda it's just so relentless it it 29:02 is really beyond belief and so if you 29:05 can keep the kids away from college 29:07 again this is gets to protection but at 29:10 18 it's hard to control them they're 29:12 legal adults the other culture is 29:14 pulling on them they may want to go to 29:17 university and then with your in 29:18 University 29:20 you're gonna have to take you know the 29:22 you know same-sex bathroom 101 you know 29:27 and and now how does a parent protect 29:29 them well and at that point all you all 29:32 you can hope is that you have shown them 29:35 what propaganda is why it is used and 29:41 given them the ability to think clearly 29:43 and the and the capacity the courage to 29:46 stand up and be that person in a room 29:49 who just doesn't let the teacher or you 29:51 know the administration get BS you know 29:53 they'll probably get kicked out but 29:56 that's the best thing that could happen 29:57 because you ask me you really want to 30:02 get the kids kicked out of college that 30:04 would be ideal and you want them out of 30:06 there as soon as possible but the only 30:08 thing you you know the the skill 30:09 training given that the fact that the 30:12 universities and colleges are complete 30:14 cesspools what you need to do is just 30:18 develop the the a curriculum of skill 30:22 training that has a good employment 30:24 possibility that doesn't force the kids 30:27 into the university like learning how to 30:29 code I mean if you can you're good at 30:31 coding right if you know C++ and if you 30:35 are you you can get a job 30:39 and it can be you can create software 30:41 you know there's a lot of 30:42 entrepreneurial things that are 30:44 available if you have these higher level 30:45 skills knowing how to use the internet 30:47 really well you know so so these are the 30:52 the things that that can be done to 30:55 enable a child to live in truths and 30:58 then to grow in truth and not have to go 31:00 through the the intense propaganda phase 31:04 of the university you know letting your 31:09 child go away at 18 to the cultural 31:14 Marxist you know the only thing that 31:18 could excuse such an act as ignorance 31:21 you know yeah I had no idea what I was 31:24 doing and I'll regret it forever but 31:26 that was just what happened you know and 31:29 and in fact they've got us so spun 31:31 around to him it's so upside down that 31:33 parents are desperate to get their kids 31:36 into the Ivy League schools mm-hmm I 31:38 mean this was like a big deal 31:40 that's because social advancement is 31:42 just so important in America yeah you 31:45 know that's that's how where they get 31:47 you have to go to college because what 31:48 with her Oh what were the neighbors 31:50 think oh my what will my family think it 31:53 might you know my kid isn't 31:54 college-educated as they say you know 31:56 one of the ways that I miss the kids at 31:59 least my children been introduced 32:01 somewhat into some of these issues is 32:03 just by listening to the various 32:06 discussions or arguments I've had with 32:07 other family members at gatherings you 32:12 know you know they hear things and 32:15 sometimes the logic of what of my 32:18 opponents are so obviously when we get 32:20 home they start making kind of making 32:21 fun of it because we'll have an argument 32:26 by that my brother's pool or something 32:28 and you know they're just locked into 32:30 the false left-right paradigm and you 32:32 know and standard narrative they just 32:35 buy they just they're just wholly 32:36 invested in hook line and sinker it just 32:39 as part of their life so with what you 32:41 know whether tarp some topic whether 32:43 it's 9/11 or the JFK assassination or 32:46 vaccines of a medical industrial complex 32:49 of the whole system the banking system 32:51 in these things and they pick up a 32:53 little bit and sometimes I'll be just 32:54 sarcastic you know the staying is if 32:56 they can put a man on the moon why can't 32:58 they do this and my phrase is always 33:00 right my phrase is you know if they can 33:02 fake the moon landing why can't they do 33:04 this always say so it's been picked up 33:10 that you know the kids are kind of there 33:11 to question these things they're not 33:12 they're not the doctrinaire on these 33:14 things and they got time to learn but 33:16 they this just the idea these these 33:19 things I'm entertained is valid 33:20 questions you know and so that's what 33:24 that's how it's conducted you know in my 33:26 in in my household or when I go out yeah 33:30 great example and I'll tell you the moon 33:32 landing is another one that would be 33:34 like a gulf of tonkin yeah it may be a 33:37 little more controversial but I think 33:40 it's one that you know it's becoming 33:43 more and more absurd I mean the 33:45 the longer we go without you know doing 33:48 it again the more obvious it is we 33:51 didn't go in the first place and that's 33:54 something that it's a good exercise I 33:57 think in reason and logic it's something 33:59 you know that the kids can actually 34:01 investigate and look at both sides of 34:04 the equation you know it's another good 34:05 subject to kind of teach them the the 34:08 intellectual balance right - again what 34:13 is being given as truth and then say 34:15 well before accept it I'm gonna go have 34:17 a process inside myself of a review and 34:21 you will see how the evidence stacks up 34:24 and what I actually end up believing II 34:26 that's kind of what you want them to do 34:28 is to have that that pause you know 34:30 where the information comes in but just 34:33 like the you know those those those 34:36 students that just were you know 34:38 refusing to be bullied into into you 34:40 know some kind of position they didn't 34:42 accept you just want the your children 34:46 to have that moment where they go you 34:47 know I'm just gonna think about that a 34:49 little bit because like with the 34:50 moon-landing that's when I think a 34:53 really precocious like 16 17 year old 34:56 could really get it his her teeth into 34:58 and once they saw that you know once 35:02 they saw you know this could really be 35:04 true that this is completely fake that 35:06 would be a great kind of moment where 35:09 now the child and becoming young adult 35:12 is really illuminated right and suddenly 35:16 it goes wait a second you know that this 35:18 is fake this whole thing is what stage 35:20 you know for propaganda for distraction 35:23 what what is them the purpose of this 35:26 you know and they can start now you can 35:28 move into the adult world yeah where you 35:31 know the government is the secret 35:32 society is malevolent yeah yeah and they 35:36 and you know they have no problem you 35:38 know putting some of these things in 35:42 movies if the subjects a little 35:44 different good example your typical mob 35:46 movie you know where's the Godfather 35:48 Goodfellas you'll see just pervasive 35:52 corruption the complete corruption of 35:56 the system that nothing works as a 35:57 nothing is it 35:59 here's nothing works is supposed to be 36:01 thus always the black hand there's 36:03 always corruption bribery murder just 36:05 below the surface really controlling the 36:07 system and a very thin veneer of 36:09 legitimacy is maintained to pull the 36:11 wool over over the you know the gullible 36:14 you know the people's eyes but the 36:16 within these movies they'll you know 36:19 you'll see the functioning of your 36:20 secret society you'll see politicians 36:22 being bribed people being murdered a 36:25 corrupt police bribe judges and these 36:28 things and so if they can sit back and 36:30 watch a three-hour movie about this and 36:33 said well yeah this is you know this is 36:35 plausible you know this is this is true 36:37 about organized crime well just just 36:41 expand that understanding to to politics 36:44 in general to the economy in general the 36:45 banking system and if they learn the 36:47 rudiments of how money is to put what 36:48 money is supposed to be and what banking 36:51 and checking up accounts and these 36:52 things how you balance your checking 36:54 account then how do you justify 36:55 something like the Federal Reserve they 36:57 can just print money you know cut mine 37:01 at a computer screen and give it to 37:02 their friends in these things and it 37:04 becomes very awesome something that is 37:06 treated as something sort of boring or 37:08 esoteric or just to complicate isn't 37:11 complicated at all that's all just smoke 37:13 and mirrors there to beguile you and 37:15 scare you away from asking the difficult 37:17 questions you know these things and it's 37:19 not that difficult if I can understand 37:20 it for pete's sake I'm sorry 37:22 right and that's another thing that I 37:24 would really you know add to the 37:27 curriculum is just an understanding of 37:29 American Finance which is to say how the 37:31 Federal Reserve operates and how how 37:34 they they have no cost of good goods and 37:37 they create credit out of thin air and 37:39 then they can sell it to tribe members 37:42 at you know half a percent and at to the 37:46 primary banks who can know who them give 37:49 it to your local bank as you know one 37:51 and a half percent or two percent and 37:53 then you pay five percent four and a 37:55 half percent now this is theft and you 38:00 know it is not free enterprise because 38:02 when you have no cost of goods it isn't 38:04 free it's obviously a racket and and so 38:11 in and of course 38:12 it creates debasement of the currency ii 38:14 as when you know there is no cost of 38:17 good with the production of money than 38:19 money obviously will be created in to 38:21 infinity eventually and so then all of 38:23 the hard work to obtain money will be 38:27 for naught and so that's something that 38:29 every child should understand they 38:31 should understand the nature of credit 38:33 and they should understand the 38:35 debasement of currency I think they 38:37 would that would really help them 38:39 basically with their own lives because 38:42 they could make take some defenses 38:44 against currency being debased you know 38:49 even things like cryptocurrency would be 38:52 something that kids should be aware of 38:55 that like the sort of what they are what 38:57 they aren't it's you know finances are 39:02 is a really important part of what you 39:05 can teach a child and and do it at a 39:08 young age and again it's not that 39:11 controversial it's not exactly out field 39:13 discussion but you know maybe literally 39:16 but maybe Pony League you know yeah you 39:19 know talk about this and also the the 39:22 the manipulation of finance the alchemy 39:25 of finance has George calls it is if you 39:28 get some understanding of how crucial 39:31 that is and maintaining the power 39:32 structure and maintaining control so 39:36 many things because they can buy off so 39:37 many people right I mean a core well you 39:40 know what once they took control of the 39:42 Federal Reserve they basically owned the 39:44 world yeah I mean they they could 39:46 basically you know create trillions and 39:49 trillions of dollars and charge interest 39:51 out of nothing and charge interest for 39:54 them I tell you what Tim just let me 39:57 have the Federal Reserve for a couple 39:59 months and you'll see how rich I could 40:00 become yeah I'll be a genius I would be 40:02 a genius I'd be a financial wizard like 40:05 George Soros I mean if you have 40:07 unlimited credit and you don't really 40:09 ever then then you can never lose 40:11 because if you do lose you just have 40:13 more credit yeah and also you know in 40:16 advance when are certain events gonna 40:19 happen so you can leave that you can 40:20 exit the market and come back in and buy 40:22 it up for a song and 40:24 you know kind of be on the right side of 40:26 that what you yeah make sure you have a 40:28 chair to sit down when the music stops 40:30 because you know when yeah he's gonna 40:32 stop it that's only that you can you can 40:34 so the chairs short you know and and 40:36 like in the people who understood 9/11 40:39 one was coming and that's you know when 40:41 you get to 911 one what what age do you 40:43 think you should wait till I know this 40:46 is a hard question because ignore it 40:47 depends on intellectual development but 40:49 just as a general principle what would 40:52 you say is it eighteen yes probably late 40:55 because they can deal sixteen what do 40:58 you think would be the right time to 40:59 gate 18 they can join the military go 41:01 fight terrorists before that like well 41:07 you know I think I've told the story 41:08 before is been I think my eldest son was 41:10 six or seven and he was writing in a 41:13 work book I would a reading 41:15 comprehension of history and there was a 41:17 the subject was about the World War Two 41:19 memorial in Washington DC and the couple 41:22 paragraphs explaining the history of it 41:23 and his job was to read about it and 41:25 then answer the question so it's kind of 41:27 reading comprehension and some of the 41:29 questions why was the memorial built and 41:32 he goes he wrote to trick to check 41:34 people in the joining the army a plus 41:44 and so yeah that's that type of 41:47 skepticism will perhaps spare him and an 41:50 entire generation a lot of grief if more 41:52 people have the attitude you know we 41:54 like your generation what if someone 41:55 gave a war and no one showed up right 41:57 that's the big question why are these 41:59 people so mind control that they show up 42:00 for these things you know so you know my 42:06 person because it's kind of unfolded I 42:08 bet I would say probably they were like 42:10 I don't they don't think about it every 42:12 day but they're aware of the controversy 42:13 and they're into into their hobbies and 42:16 their things cuz their children they 42:18 said there's a certain coming-of-age a 42:20 certain you know period where they they 42:22 should be given they're allowed to have 42:25 their innocence where they can develop 42:26 these things and you can really upset a 42:29 kid if you load them down with too much 42:30 and return them off to it but it was 42:33 kind of gradual I would say you know 42:34 thirteen fourteen when they start to ask 42:37 that's all I was I started to get any 42:40 kind of interest in politics you know to 42:42 the extent that I understood things on 42:44 searching for now obviously my views 42:45 have changed dramatically since I was 13 42:48 or 14 because I just was I've come 42:51 across more information and your view 42:53 view should change you know when you 42:54 develop when you acquire more 42:56 information your understanding of the 42:57 worlds hopefully it's a lot more 42:59 sophisticated now that it was I was 14 43:02 for a lot of people it isn't the case 43:03 that they learn a narrative and they 43:05 stick to it but with kids it's it with 43:08 you know if you're if it's you know 43:10 household with these things being 43:11 discussed it's good they're gonna pick 43:12 up on it and so the note there's there's 43:16 some questions in these things and so 43:19 they know when they you know playing 43:21 among their cousins that you know that 43:23 their father has a certain view that's 43:25 different than their than their fathers 43:27 about these things yeah but you know I I 43:29 would think that's an important moment 43:32 in that in other words once the kids has 43:35 an awareness of politics in a general 43:37 sense I think that that's probably you 43:40 can't really go a whole lot longer 43:42 without discussing some of these issues 43:43 yeah so that's the difficulty to sit 43:46 down have a serious discussion sitting 43:49 down having a specific discussion about 43:51 about that that's that's a hard one if 43:57 it went when to do that or yes just over 44:01 the course of several discussion they 44:02 seem to discuss them they sort of 44:05 accumulate or over the course of several 44:09 discussions they kind of sort of take in 44:12 these things and so they and so they 44:13 come to an understanding I've never had 44:16 a you know a sit-down discussion with my 44:19 kids about any number of these things 44:21 other than just what I've told them 44:23 going to sit down talking about a 44:25 certain event in history or explaining 44:26 something like the world or to in the 44:28 firebombing of the German cities and the 44:30 destruction that the war wrought or the 44:32 the true nature of the so-called 44:34 American Civil War how they they you 44:37 know they have an understanding that the 44:39 the the you know the the issue primarily 44:42 were secession and these things of 44:43 course I haven't gotten into some of the 44:44 more complicated aspects of the war 44:46 itself because we get into Freemasonry 44:48 and I would Pike in these things 44:51 and so the the idea that wars are waged 44:55 by higher powers and the people are the 45:00 fodder who fight these wars for these 45:02 higher powers and Wars always fought for 45:04 lies over lies and they're never fought 45:07 for the reasons that are claimed by the 45:08 governments yeah enough but see that's 45:12 if those are great points and I would 45:16 think that a new a child with an open 45:19 mind would want to know well who are 45:20 these people 45:21 what are they and that's when I go out 45:24 when I feel they're ready to go ahead 45:25 and read this book yes so when you would 45:29 you suggest like a any particular book 45:31 that that you know people might want to 45:34 have on their libraries prepared to you 45:37 know give to a kid to read what would be 45:38 a this is a good question and like what 45:41 are there really any books you know I 45:44 mean there's there are a lot of books on 45:46 9/11 and they're books now online or all 45:49 sorts of them about confirmes conspiracy 45:51 of lemonade Freemasonry about you know 45:55 elite Jewish banking families I mean you 45:57 know the creature from Jekyll Island I 45:59 think might be you know a book that 46:03 would be valuable from the economic 46:04 thing but yeah there really isn't a 46:06 curricula book that at least I couldn't 46:08 think of you know they would plug into a 46:10 curriculum naturally can you think of 46:11 any other I mean it just doesn't nothing 46:13 comes to mind 46:14 no as far as like addressing younger 46:17 people there isn't and there yeah there 46:22 is no textbook for these things they 46:25 would address these things whether it's 46:27 you know putting the gulf of tonkin in 46:29 context of the JFK assassination and 46:33 well can I just Tim I'd like to throw at 46:36 this out to our audience 46:38 someone should create this book there 46:41 should be a textbook of kind of the 46:44 alternative understanding of history 46:46 it's go into the Masonic background of 46:50 the United States it should go into the 46:53 an honest understanding of elite Jewish 46:55 banking families and their participation 46:57 in the Federal Reserve 46:59 go into an honest understanding of like 47:02 well there are different ways to look at 47:04 how World War two was set up and then 47:06 you should I think it'd really be 47:08 valuable to go into things like of 47:11 course 9/11 one but just to the idea 47:13 that our political class might be a pack 47:17 of lifetime actors and that the 47:19 dialectics that the population are given 47:21 or just for distraction you know and 47:23 that and that you know that Trump and 47:26 Hillary are Bush and Obama are actually 47:29 just from the same group they just they 47:32 just represent different issues so that 47:34 the public thinks that there's a 47:35 democracy occurring I think a text book 47:38 like that would be a good seller if it 47:40 was online I think it was well done you 47:46 know it would be suddenly maybe you 47:48 could make a lot of money on and I think 47:50 it would be incredibly valuable so yeah 47:54 my I'm gonna volunteer you and also me 47:58 if anyone wants to take the tasks will 48:01 help it with editing and with with 48:03 giving an input if we can because this 48:07 is something it really should be done 48:08 immediately don't you think shouldn't 48:10 there just be an immediate the 48:13 alternative history of the United States 48:14 created for clear thinking people you 48:17 know 101 it should be there but it's not 48:19 know there's things like Oliver Stone's 48:22 thing that's carried on Netflix I'm 48:26 skeptical 48:28 I mean I hate to say that I've had some 48:31 connection with with that you know with 48:34 that that group that I think it's a 48:39 limited hangout yeah yeah I don't trust 48:42 Oliver whatsoever I know he you know he 48:46 was on a Riley and he had to ask some PS 48:49 from Point Blank about 9/11 was an 48:51 inside job and stone just kind of meekly 48:53 says no yeah I mean wait a second Oliver 48:57 back up here building falls straight 48:59 down free-falls EADS sorry buddy you're 49:03 not a moron 49:04 you don't believe this you're lying 49:06 you're a limited hangout so you know 49:10 that's that's just the 49:12 the end of the bell curve of information 49:15 that they're giving to the public's 49:16 within the propaganda context we really 49:19 wants you know we want something that's 49:21 really open-minded 49:23 yeah and the book should be kinda I mean 49:25 I don't know maybe it could just be an 49:26 internet phenomena but I think it should 49:28 actually be a great you see if it's 49:31 actually in print then people can write 49:33 book reviews you know parents can 49:37 discuss it and I mean we could write as 49:41 high to write the chapter on vaccines 49:43 and he and the autistic as the you know 49:47 the foundation of the brave new world I 49:49 could write that chapter and and so 49:52 there's a lot of a lot of things that 49:54 could be you know cobble together pretty 49:56 quickly and then we'd have a hardcopy 49:57 book that could be offered to you know 50:01 because because believe it or not there 50:04 are thousands and thousands of parents 50:08 who are in the actual position that 50:10 we're discussion right now yep sow tens 50:13 of thousand under them and they they 50:15 don't have anything in the library they 50:18 can turn to as just you know 50:21 age-appropriate curriculum for the free 50:23 mind yeah that's difficult I mean I I 50:26 had a um yeah actually I had like a 20 50:29 minute discussion with my daughter about 50:31 the history of the medical industrial 50:33 complex and this started out about a 50:35 Congress just a conversation about the 50:37 the the hepatitis B shot for babies and 50:46 then just kind of branched into 50:47 conversation about what the medical 50:50 industry is all about and why you know 50:52 it didn't I didn't think too it didn't 50:55 have to go you go into too in-depth but 50:57 just how it's all structured and you 51:00 know if they're doing this then why 51:01 would you trust him with that and and 51:02 how it was set up you know the the whole 51:05 thing of allopathic medicine was it was 51:07 a business thing model set up by the 51:09 Rockefellers to sell literally to sell 51:13 snake oil Pharmaceuticals because it's 51:17 all it comes from petroleum you know and 51:21 if you just a little basic history of 51:22 this stuff and it you know so it gives 51:24 them a little intellectual self-defense 51:26 maybe 51:26 spark a little curiosity and this is 51:28 something it was never told me when I 51:29 was you know 16 or 17 because no one 51:33 knew it it just wasn't right there you 51:35 know we've had we see it's in the past 51:38 20 years there's been an information 51:39 revolution with the internet and so they 51:41 have almost dispersed information you're 51:43 able to avail yourself of and even 51:44 community like we're talking right now 51:45 so you can develop these to these sort 51:48 of this electronic communities which is 51:50 now that now that trying YouTube is 51:52 working with Google with Twitter and you 51:55 know and Facebook to destroy it they're 51:57 trying to you know you know shut down 52:02 you know take take people's videos down 52:05 shut down their there take out the free 52:07 speech and leave the propaganda yeah 52:09 it's in there there's really just sign 52:11 their own death warrant because they're 52:13 just developed people will just go to 52:14 other platforms or develop decentralized 52:17 platforms that do this but if they're 52:19 really showing their face here what 52:21 they're really it's so obvious so just 52:23 in your face you know censorship that 52:26 it's it's it's laughable yeah and 52:28 hopefully it'll have a good strong 52:30 response to and like you say alternative 52:32 platforms be developed I want to go back 52:33 to your point about you know the the 52:36 vaccine thing he the the this shows to 52:39 me like it brought to mind the idea of 52:41 the age appropriateness of when so a 52:43 nice idea should be broached with with 52:45 children because what personally I 52:48 wouldn't want to happen is for the child 52:51 to develop a sense of trust and the 52:53 authority of doctors yes that's that's 52:55 what I'm trying to instill right there 52:57 is that they are they kind of a joke 52:59 about I mean I I make jokes about when 53:01 would men in white coats ever want to 53:03 hurt you and they and they laugh yeah 53:08 you know you know so yeah that's some I 53:10 might joke about the moon-landing yeah 53:11 if they can fake the moon landing why 53:13 can't they develop a toaster that work 53:15 you know the joke you know so you know 53:18 so it becomes just a part of their 53:20 everyday conversation to hear it it's 53:22 sort of the environment that they 53:24 develop in and so that's sort of I cook 53:29 sort of a gradual not a not you're not 53:32 pushing it too far you're not gonna 53:34 shock them with anything and they're 53:35 just kind of developed that's that's 53:37 sort of like the the way that a lot of 53:39 people developed just like 53:40 conversations around the dinner table 53:43 yeah 53:44 but I just think that that's something 53:45 that that at an early age would be good 53:47 to broach that the doctors can't be 53:51 trusted you know just to put that idea 53:53 out there so that there would be you 53:55 know neural activity in Crete and of 53:59 balance inside the individual rather 54:01 because there's so much socialization 54:03 you know and all you look at television 54:05 just the way they they set doctors up 54:08 and back teens up as you know these 54:11 automatically valuable things and that 54:14 and then people just get socialized you 54:15 know they just well I mean if they just 54:18 get repeated these concepts enough times 54:20 and then well here comes the 54:22 advertisement for the flu vaccine II I'd 54:25 better take it you know and it shows the 54:27 movie with the guy with the white smock 54:29 giving me the jab and I don't want to 54:31 get the flu so I'll just go and get my 54:33 flu vaccine you know automatic no no 54:35 flawed process well that's not right you 54:38 know this this is bad socialization on 54:41 the part of the parent the child should 54:43 have developed you know a kind of a 54:45 sense of skepticism would want to see 54:48 the actual data you know where is the 54:51 efficacy of the vaccines what are the 54:54 you know occurrences of you know 54:57 side-effects and you know like what am 54:59 actually getting with this those are the 55:02 things that need to occur mentally in 55:05 you know in an adult and so yeah I think 55:08 I think it's a pretty early age as what 55:09 I'm saying is that those ideas about you 55:12 can't really trust doctors doctors are 55:15 basically employees of people trying to 55:19 sell stuff to us I mean I think that's 55:21 that should be like first and second 55:23 grade material yeah yeah where is like 55:26 you know they the baby boomer generation 55:28 my generation were taught to really look 55:31 look the doctors as you know the source 55:33 of miracle cures and these things and 55:35 the vaccines are just thought it's good 55:38 you needed vaccines of these things and 55:40 they did it gradually because the 55:42 remember that first I just did a you 55:44 know a few shots here and there and it 55:45 seemed to make sense and then when they 55:46 started really stepping up the schedule 55:49 you know 55:51 and all suddenly of all these 55:52 development it this outbreak of 55:54 childhood allergies and long you know 55:58 chronic illnesses and children yeah and 56:01 that's the other thing is I would try to 56:02 I try to show the the I would ask the 56:04 child to try to develop understanding of 56:06 the relationship between you know the 56:09 things that you see the obesity and kids 56:12 the diabetes the autism the allergies I 56:16 mean the child should be made aware that 56:20 he is or she is living in a sick you 56:25 know physically sick society yeah it 56:27 doesn't have to be it wasn't always this 56:29 way it doesn't have to be that way 56:30 exact after the album you know they're 56:32 late that shooting down in Florida this 56:35 is just how sick everything is there's a 56:38 news report about a guy who's designing 56:40 bulletproof backpacks Kevlar for kids I 56:47 don't know now let me ask a question 56:51 yeah if you think your child is so 56:54 threatened the likelihood of him being 56:59 shot at school would necessitate you 57:01 buying body armor maybe you should not 57:05 send him you ought not sent him to that 57:07 school god help me just such a clear 57:13 minded individual I don't know you can 57:15 function in this world yeah that would 57:17 be that would be like kind of the first 57:18 question well you know like I said this 57:21 is the new work in the news report this 57:24 is a new reality that parents are facing 57:26 is ridiculous I mean yeah that the new 57:30 reality is the new world order where 57:32 they're trying to create you know an 57:34 acceptance and and just a in everyday 57:37 reality to the police state inside the 57:40 school system because that's the police 57:43 state is going to be there for 57:45 protection and then it'll gradually be 57:47 out in the streets for the adults so 57:49 that we're going to have a TSA you know 57:52 individual on every block and the reason 57:55 this is being done and accelerated why 57:57 you can see the acceleration of now is 57:59 because there's unfortunately too much 58:01 free thinking going on yeah 58:03 they I just do not think they 58:06 anticipated the the power of the alt 58:09 media no this is why you have this this 58:11 blatant crackdown I like on YouTube 58:13 where yeah Community Guidelines you're 58:16 having cotton you know and you know the 58:18 harassing talkers fake fake news I saw 58:22 the bloomberg show and they use the 58:24 expression and they were you know you 58:26 and I is that you're saying I wish I had 58:29 taped it I'd like to play it but I I 58:32 didn't I'm not try Q recreate it but I 58:34 just felt a little bit of anxiety and 58:39 tension in the voice of the the Talking 58:42 Heads when they were going through the 58:44 concept it's like there's just a little 58:48 bit of desperation that maybe are are of 58:50 concern that's starting to get into the 58:54 mainstream propagandist about the power 58:58 of the you know of the alt media you 59:02 know and they the Time magazine had that 59:07 article was about you know the how fake 59:10 news is you know becoming this real 59:14 problem Dianne Feinstein piece of work 59:18 that woman is you know she was saying 59:21 well you know you we gave you the 59:23 freedom to create these things and now 59:25 you're not policing them properly and so 59:29 you know they they gave us the freedom 59:32 right yeah so she's just a complete I 59:36 mean I just don't get me sorry but you 59:38 know the thing is is that you can see 59:42 the lying right off the bat because what 59:45 the old media does is almost never news 59:48 it doesn't talk about you know facts 59:51 very seldom it almost or if it does it 59:53 puts them in the context of analysis 59:55 these these are analyst you know from 59:59 from the most homely kind of guy who's 60:01 got you know a podcast with you know 15 60:05 people who are all relatives watching it 60:07 to you know Alex Jones that kind of 60:11 stuff its analysis this is these are 60:14 clearly areas that are 60:16 acted by you know by the First Amendment 60:19 and so they should never you know the 60:22 idea that Feinstein's a proposal to you 60:25 know we're gonna have to step in a 60:26 police I mean it's just this this is 60:28 just I think an indication that they're 60:32 seeing that there wait a second are you 60:34 know they have algorithms obviously 60:37 right yeah I mean algorithm for 60:38 everything they must have looked at the 60:42 development of people who are like 60:44 questioning 911 and are now starting to 60:48 question just the existence of a secret 60:50 society and they go wait a second this 60:52 wasn't in the algorithm when we 60:54 developed the Internet we did not have 60:57 this plugged in and we were supposed to 60:59 be here at this point and the minds 61:01 would be shaped in this way by that 61:03 point they're going wait a second this 61:05 may be getting out of control 61:06 you know let's hope it is Tim and let's 61:09 try to fan the fires of freedom because 61:12 this is really our chance you know 61:16 that's a that's a that's another thing 61:18 is they if you look at it um with Google 61:23 and YouTube and Facebook they claim that 61:28 these are private platforms private 61:30 corporations and you you agree their 61:32 terms and conditions and these things 61:34 it's the stuff you never read therefore 61:36 they have a right to ban you to kick you 61:37 off and they set these standards that's 61:39 BS because all these platforms were 61:42 developed on the internet which is 61:43 developed by DARPA I think Google and 61:46 Facebook were funded by in-q-tel which 61:48 is a a equity company created by the CIA 61:52 ie taxpayer money so these are all pup 61:55 ultimately corporations that have 61:58 profited mightily and developed out of 62:00 public funding so there is no private 62:03 claim here to these corporations even 62:07 Silicon Valley I mean the engine behind 62:10 that government research and funding is 62:12 the typical fascist economics where 62:14 you've almost you know money being 62:16 funneled in these corporations weathers 62:17 the universities earth through the 62:18 military in reaching these corporations 62:20 you know all paid for by taxpayer 62:22 dollars so all these corporations are 62:24 public and private partnerships so to 62:27 speak so they have no real claim to 62:29 being you know this is arc 62:30 you know you we've been forced to pay 62:33 for your growth now don't tell us now we 62:35 know yeah we know right to use it right 62:37 and of course and the idea that well you 62:39 know freedom of speech exists except for 62:41 areas that you know are basically 62:45 commercial or you know avenues well a 62:48 second show where does this show me in 62:50 the Constitution where this occurs this 62:52 would be like saying well you can't you 62:54 don't have freedom of speech if you're 62:56 inside you know my apartment house yeah 62:58 now if I rent you the apartment this is 63:01 my commercial space the free does the 63:03 First Amendment stops right here at the 63:04 door you know I'm sorry the Constitution 63:07 is a transcendent document if if you 63:11 guys want to be outside of the 63:13 Constitution then get your platforms out 63:15 of the United States yeah get them out 63:18 get them away from us because our power 63:21 are right for for free speech is the is 63:24 the transcendent legal principle if you 63:27 can't abide by our power for free speech 63:30 then you get the hell out you just shut 63:33 Google down you shut Facebook down you 63:35 set these fascist platforms down and we 63:39 will replace them with ones that can 63:41 live with inside the Constitution so 63:43 this you know when Feinstein goes to the 63:45 to the mattresses so to speak and says 63:49 she's gonna wage war against people are 63:51 using these these areas for free speech 63:54 well they they've you know they're 63:56 they're basically showing their hand you 63:58 know this is the hand of the fascist New 64:01 World Order and the the right response 64:04 is basically to organize the you know a 64:07 rebellion so that they cannot take the 64:10 power away from us you know really I 64:13 mean that what's what is what the the 64:15 parallel to the kind of the alternative 64:17 media in my mind would be sort of like 64:20 the union movement that occurred like 64:23 you know in the latter parts of the 19th 64:25 century early in the 20th century I mean 64:27 I know that there was you know obviously 64:29 compromise and organized crime broke in 64:33 and you know but for a period of time 64:36 there was real power in the hands of the 64:39 worker 64:41 with by using strikes right they 64:44 actually shut things down and and with 64:48 that power they actually had some 64:51 political potency for a brief period of 64:54 time before the unions were you know 64:55 they were compromised and basically 64:57 destroyed well once again the the 65:02 citizen has a chance here with the 65:04 internet with with our ability to 65:06 communicate with this information we can 65:07 exchange and this time we really have to 65:10 fight with everything we have to protect 65:13 it preserve it not let people take it 65:16 away from us because this is our moment 65:18 you know and this is our tool they they 65:21 created it for mind control but let's 65:24 just hope that you know we can flip it 65:26 around and that's why you know with 65:28 children I would make them you want to 65:32 protect them and also you want to give 65:34 them the truth make them a really 65:38 conversant with the internet make them 65:41 understand how to create alternative 65:43 platforms if need be I mean this is 65:45 programming but to understand 65:47 alternative platforms you know these are 65:49 things that these are the birth rights 65:52 of free speech if someone wanting to 65:55 engage in free teaching American so we 65:57 just have to give that information to 65:59 the kids it's part of what the cut of 66:01 the truth that we need to tell children 66:03 speaking of children and teachers you 66:05 hear that started that teacher who was I 66:07 guess she's described as a white 66:08 nationalist she had a blog and she was 66:12 suspended no no oh my you know and 66:15 thinking I I'm not familiar with her 66:16 material I'm just reading this well 66:19 first of all what is a white nationalist 66:21 I don't know what they mean by that so 66:23 she's teaching and that she has some she 66:27 had a blog which she expressed her views 66:29 they were controversial so she was 66:31 suspended because some for political 66:35 views now did it ever bleed into what 66:37 she taught her kids I didn't before it I 66:39 rented this mic she was doing that she 66:41 just just a person had a job had an 66:42 opinion then she was doxxed as they say 66:44 and then then they just it's just taken 66:47 for granted that she loses her job well 66:51 yeah I was always talking to a young 66:53 lady the other day 66:54 who 66:54 whose son was having trouble with his 66:57 teacher and because he called him a 67:00 quote a fag 67:02 turns out the teacher is a transvestite 67:04 the male transvestite is that why he was 67:07 upset that it's oh and she went in so I 67:11 I'll tell him not to call people names 67:15 but I can't ask him to respect that 67:17 person we're a Catholic and that person 67:20 is obviously disturbed with the but this 67:23 is the absurd of the insanity of the 67:24 institution the institution is there 67:27 protecting and encouraging this 67:29 obviously disturbed individuals and the 67:32 pudding putting this guy in charge of 67:34 some 30 kids and no one has the critical 67:37 faculties to say no whatever he is he 67:40 shouldn't be entrusted with kids all day 67:42 he's obviously got a psychological 67:44 disorder he's got a problem and he's 67:47 he's so I mean he's he's so obsessed 67:50 with his own narcissism he can't 67:52 understand why a young boy might have a 67:54 problem with this he has to make a case 67:56 about it he comes in dressed like a like 67:58 a woman and he's he's wondering why some 68:01 of the boys in class are a little taken 68:03 aback by that I would say the real 68:04 violence there is to the sensibilities 68:07 and the psychology of the young of the 68:09 young people that eat that the system's 68:11 allowing him to be entrusted with but 68:13 the system and his system has lost all 68:16 you know I again it's not in stand in 68:18 the instance its malevolence yeah it's 68:20 weaponized ain't know perfectly well 68:22 what's gonna happen to the mines and the 68:24 sexuality of kids who have transvestite 68:26 teachers and that's why they're 68:27 promoting it you know and they're gonna 68:29 be giving the kids vaccines and you know 68:32 estrogen mimicking you know kind of an 68:35 environment so that you're not going 68:36 you're gonna have like basically a whole 68:41 culture of homosexuality and and beyond 68:45 and of course the ultimate goal is the 68:49 brave new world where there are no 68:51 families where all individuals can only 68:53 be created by the state and the state 68:55 will own these individuals and create 68:57 the intellect that is appropriate the 69:00 the you know the Delta and epsilon 69:03 classes will be cut the autistic will 69:06 have certain roles 69:08 then you know on up to you know the the 69:11 tribe that runs stuff and this is what 69:14 it's about this is why the family was 69:16 destroyed and and this is the you know 69:18 they're they're they're very pretty 69:21 close to the goal line when they can 69:22 actually put a transvestite as a teacher 69:25 of young people and then expel a child 69:29 who reacts against it who has a healthy 69:33 reaction in the final analysis to this 69:35 stuff right all right what's been the 69:38 normal and and you know the the reaction 69:41 that reflects you know two billion years 69:44 of evolution and the social justice 69:46 warrior reaction will be the healthy 69:48 reaction is pathologized and it's 69:50 thinking looking and obviously confused 69:51 individual who's playing play acting to 69:54 be a female rock yeah and it's the 69:59 little boy that's the problem 70:00 yeah if I were that mother and I 70:03 understand I would've said you're all 70:05 insane here well yeah you know that 70:07 they're all insane here you are all 70:09 crazy they are insane and see this is an 70:12 environment that the only thing you can 70:15 do is just remove the child yes you must 70:17 remove the child from that environment 70:20 there's no point in even talking to the 70:23 administration or anyone else because if 70:25 they've actually got the transvestite as 70:28 a teacher the institution is completely 70:31 compromised at this point there is 70:33 nothing left to discuss here you have to 70:35 separate from the institution and and 70:37 since the public schools are also 70:38 promoting vaccines yes well I'll just 70:42 you know it's like don't don't hesitate 70:45 run grab the kid get in the car and 70:47 drive away and then when a portion of 70:50 the kids develop gender dysphoria 70:52 because they got a chance lest a teacher 70:54 and perhaps so living in a broken home 70:56 and they have no no one to relate to no 70:59 role models and there being this is 71:02 being suggested to a seven Arial 71:03 business is normal they'll say well he's 71:06 a little confused maybe maybe you should 71:08 have a reassignment operation done of 71:11 course I mean you know that the 71:13 psychiatrist will be there with with the 71:16 suggestion almost looking for these 71:18 these individuals 71:19 and then of course the government will 71:21 be there with full funding and the you 71:24 know if it's if the if it's a male who 71:27 becomes a female they will then give 71:29 them you know the estrogen you know card 71:34 so they can you know there's no costs 71:36 for the transformation I mean they just 71:39 want to make it as easily as possible 71:40 because they know the more and more of 71:42 such individuals that they put in 71:43 society the closer to the brave new 71:45 world they are yep at the public you 71:47 know is distracted by the the so-called 71:50 moral confusion of the issue and not and 71:54 they just don't see that this is this is 71:56 all just enslavement you see they don't 72:00 get that and again this would go back to 72:03 a child because now imagine that child 72:06 that right now if you're the parent of 72:08 that child who accurately described the 72:11 individual as a fag which is basically a 72:14 polite way of expressing you know what 72:16 the child understood or not but but it 72:20 is an honest way of expressing it I said 72:23 that out of the mouths of babes right 72:28 this type the transvestite has no 72:30 clothes yeah kids hey you know can I 72:37 support reality out to you yeah someone 72:40 is naked here and so the thing is is 72:42 that the child needs to be expanding 72:44 supportive at that point this is that's 72:47 a really good example Tim because see 72:49 there it is you know the child had had 72:53 the only rational and kind of 72:56 psychologically appropriate response to 73:00 something as as inappropriate as a 73:03 transvestite being in charge of the 73:05 classroom of children right so the kid 73:07 had the response now the parent has to 73:09 take the kid out well what are you going 73:10 to talk with about the to the kid about 73:14 the incident you have to support the kid 73:16 you have to say you were right he you 73:20 absolutely right you were the one child 73:22 member I was talking about that the the 73:24 capacity yeah kid to stand up well that 73:26 kid was the kid there it wasn't the 73:30 Vietnam War it was the 73:31 it's Vestas nature but the kid had stood 73:34 up and he said the hell with you I don't 73:37 my mind just doesn't process this you 73:39 see I'm gonna want I want a intellectual 73:43 process to go on you know so I can kind 73:47 of make sense out of my environment and 73:49 you know what when I say fag that's how 73:53 the process begins you know it points 73:56 out the dramatic difference between you 73:58 and what I understand a normal male or 74:01 normal female is and and that would have 74:04 been a great point for a parent to 74:06 interject and say while I'm taking you 74:10 out of this insane asylum anyone 74:11 wouldn't use these expressions but just 74:13 saying you know we want to talk about 74:15 this the kid needs to have clarity the 74:17 kidneys have the confidence that the 74:20 parent supports the kids reality if the 74:23 parent is intimidated at that point 74:25 you're basically just moving the kid 74:28 into the world of the psychiatrist with 74:30 the sex change operation right if the 74:33 kid if the parent goes well you know you 74:35 really should think about the feelings 74:36 of this person and that person and don't 74:38 say things if you repress the the gender 74:43 understanding that comes from 2 billion 74:46 years of evolution right that the little 74:48 kid was expressing man you may as well 74:51 just toss the kid into the junk pile of 74:54 you know polysexual ISM vienna's how how 74:58 is that kid ever going to develop if his 75:00 parents won't stand up for his own sense 75:03 of reality you know so that that would 75:05 be that would be the teaching moment you 75:07 know go go take the kid out and just say 75:10 you know what you were absolutely right 75:11 and I couldn't be more proud of you and 75:13 one thing that was I think with with 75:15 that particular example is evidence of 75:20 well-organized high level malevolence 75:22 and that's what you have to have 75:24 children understand that there is 75:27 malevolence at all levels whether it's 75:29 the education system the public school 75:31 system entertainment popular culture 75:33 these things in the I've done this with 75:36 with my own children just a kind of idea 75:38 of entertainment movies music in public 75:41 culture as my control manipulation 75:43 they're being manipulated 75:44 and this thing so they're aware that 75:47 these things aren't just benign 75:48 entertainment they're there to destroy 75:50 you to manipulate you to harm yourself 75:53 and you talk to them about but the 75:55 nature of propaganda yeah but in the 75:58 context movie usually in the context of 76:00 either like a politics or war or 76:03 entertainment stuff like the Disney 76:04 Channel Disney Corporation these things 76:07 we've never been one to allow a kids to 76:10 really invite that stuff we're taking a 76:13 lot of the you know the the pop-tarts 76:17 that they're given that Island you know 76:19 into the pop-tart music things like that 76:21 you know and so that really if you 76:24 you'll see the difference because the 76:26 the program isn't there if not really if 76:28 they're not into it like what gives you 76:33 a lot of the other other children they 76:35 get into the the pop culture aspect of 76:37 it you know yeah I mean the pop culture 76:40 as I see it is just you know it's a 76:43 propaganda culture you just have to find 76:45 a way to sequester to use an expression 76:48 you know like a hundred percent of 76:50 popular music hundred percent of popular 76:54 films I mean the films yes like what was 76:57 this insane film that like won the Best 77:01 Picture water or something was called 77:03 all this shape of water yeah and it was 77:06 about a woman that has an affair with a 77:08 fish wasn't there wasn't last year what 77:13 about like a gay black guys or was it - 77:15 yeah it's almost beyond it's almost 77:20 beyond the capacity Lampoon you know I 77:23 mean what made this movie so great well 77:27 I saw I mean I I don't watch mainstream 77:31 media yeah I just don't but I was trying 77:35 to get some understanding of the Oscars 77:37 and I have like a capacity to look at 77:39 you know some some videotapes because I 77:42 have Apple TV you know you can actually 77:44 place it back and so I I went to this 77:47 one place where they had some interviews 77:49 with the actors who run the red carpet 77:52 and and this is how I know about the 77:55 film because I had no idea 77:56 I don't participate in mainstream media 77:58 I really did die I didn't know any of 78:00 the movies don't know any of the actors 78:02 and I just I don't know them I know that 78:04 I don't know Hollywood in that way I 78:05 said it from a different perspective but 78:07 anyway so they had the the male actor 78:10 and who had played the animal the fish 78:14 and and they said you know like what was 78:18 the the toughest part about it and he 78:21 said well you know the toughest part 78:22 about it was like creating a dairy er on 78:28 the fish that was beautiful like a 78:30 human's you can't make this stuff up 78:35 buddy and he said as because you really 78:39 wanted to make it believable that the 78:41 woman would be in love with the fish and 78:43 would take her clothes off for the fish 78:46 this is sort of like a human fish that's 78:48 creature and and so he was talking about 78:51 how they had like worked hard to make 78:53 the the fish desirable was like yeah 78:56 the Creature from the Black Lagoon type 79:01 the gill man like The Creature from the 79:05 Black Lagoon disco you know he got lucky 79:11 and ended up with with the heroine and 79:15 so so this was this was literally it's 79:18 all started with King Kong you know yeah 79:21 yeah which is like World War one you 79:23 know add to prop stuff but the thing is 79:25 that um is that you know you you wonder 79:29 maybe they're they're progressing the 79:32 propaganda and the the sexual 79:35 transformation look too quickly and and 79:39 you wonder if maybe the public will 79:41 catch on yeah you know they said that 79:44 the viewership of the Oscars was that a 79:47 dramatic all-time low and that people 79:51 were speculating well maybe it's because 79:54 they were upset about the pedophilia and 79:56 and the the sexual antics of you know 80:01 fati weinstein and ya know the stuff 80:03 going on you know and so they were 80:04 saying maybe that was kind of part of it 80:06 you know and stuff and I thought to 80:08 myself now you're just lying like the 80:10 always doing mainstream media the reason 80:12 it was so low is because so many people 80:14 are catching on to this as as malevolent 80:18 government brave new world mind 80:21 controlling propaganda that is what's 80:24 happening that's why these you know they 80:27 can't get anybody to watch the Oscar 80:28 acceptance is because that everybody is 80:32 basically in one in one level or another 80:34 you know starting to understand this you 80:37 see Tim we are getting through little 80:40 tiny shows like ours and and thousands 80:44 of them and people discussing it you 80:46 know and whispered tones and with you 80:49 know like everyone's a little worried 80:50 about you know like gee can I talk about 80:52 this stuff but it's the awakening is 80:55 happening you know the the morning in 80:57 America to use an expression people are 81:01 seeing that wait a second this isn't 81:04 just garbage this is this is a well 81:08 thought out 81:09 you know scheme to wreck the minds of 81:13 the public to transform their sexuality 81:16 into basically the kind that Huxley 81:19 described in brave new world where 81:21 people don't have any you know they they 81:23 they're it's not related to anything 81:25 other than just a distraction from your 81:27 job as as an Epsilon ya know and you 81:32 never gonna have a family if you're you 81:33 know if you marry a fish that's what 81:38 they're hoping you know is that you'll 81:40 breed offspring you mean you know I mean 81:42 this is this is like people should draw 81:45 the line somewhere Tim and when you know 81:48 the government wants you to have a 81:49 tadpole I mean this would be where I 81:52 would say you know okay let's let's just 81:53 stop right now you know I I just think 81:57 we should stop right now because you 82:00 know you you really want to draw the 82:02 line at amphibians you know I know I 82:08 know people say I'm a prude okay could 82:10 be but you know this is where you just 82:12 got to say no I'm sorry we really we're 82:14 not ready we don't want to go there you 82:17 know and it's um so we're 82:23 you know we we by exposing the the 82:28 nature of Hollywood and and malevolence 82:31 and how it's related to the government 82:32 overall program the secret societies 82:35 program we're helping children right 82:38 yeah you don't you don't ever let them 82:40 go to see the shape of watering that's 82:43 visit yes that's water yeah don't let a 82:47 child go see something like that you 82:49 don't let a young person go see 82:50 something like that you know you can't 82:53 how do you control the the the very 82:55 precise psychological effects that the 82:58 thing was created to have you can't yeah 83:00 just have to sequester it you know 83:02 sequester and defend and then work on 83:05 the other side to develop reason and a 83:08 correct understanding of history yep 83:11 well Joe did you covered it man I think 83:13 we did and thank you so much Tim and um 83:17 that was a lot of fun and we will 83:19 definitely get them next week okay but 83:20 if you can share your weekend you too 83:22 thank you bye bye 83:26 [Music] 84:01 the 84:11 [Music] 84:23 [Music] 84:46 [Music] 85:04 [Music] 85:11 [Music]

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