Latest / UK Column Radio / Stolen Youth—with Montgomery Toms

Transcript

Stolen Youth—with Montgomery Toms · UK Column Radio

0:08
Speaker 1: Hello.
0:09
Speaker 2: I'm Charles Mallett with a UK Column interview, notes and
0:13
Speaker 2: links for which will be posted at ukcolumn dot org.
0:17
Speaker 2: Today I have with me Montgomery, Tom's who, at the
0:20
Speaker 2: age of nineteen, is hoping to energize his generation into
0:24
Speaker 2: meaningful resistance against the prevailing narratives and indeed the tyranny
0:32
Speaker 2: that follows. Monty a very warm welcome to UK column.
0:35
Speaker 2: Thanks very much for joining me. Oh, thanks for having
0:38
Speaker 2: me on. I really appreciate it.
0:40
Speaker 1: Good, not at all.
0:41
Speaker 2: No, we will get to what it is you're doing now,
0:45
Speaker 2: which is very, very important and significant. But what I'd
0:48
Speaker 2: like to do is set the scene for the audience.
0:51
Speaker 2: So if you can cast your mind back several years
0:55
Speaker 2: and just describe life as it was as a schoolboy
0:59
Speaker 2: in the sort of immediate period before the COVID show started.
1:05
Speaker 2: How was it in that system living what was I
1:10
Speaker 2: suppose apparently a sort of normal life.
1:13
Speaker 3: Yeah, well, that's actually a very interesting question, because the
1:17
Speaker 3: thing about young people is we're kind of the education
1:21
Speaker 3: system meddles with our mind, it meddles with our approach
1:24
Speaker 3: to the world, and it convinced us to believe all
1:28
Speaker 3: sorts of things which which aren't actually true. So when
1:30
Speaker 3: you're when lockdown here, I was fourteen, and when you're
1:33
Speaker 3: that age, you're still sort of in that transition phage
1:36
Speaker 3: of growing into an adult and whatever. And because of that,
1:41
Speaker 3: you're kind of you're kind of more sensible than most
1:43
Speaker 3: people who are at the higher end of education because
1:46
Speaker 3: you're yet to go through the complete process. So when
1:48
Speaker 3: lockdown or the talk of lockdown, or the talk of
1:52
Speaker 3: COVID and all of this was coming into play, no
1:55
Speaker 3: one really cared. And the rational sort of conversation was, oh, well,
2:01
Speaker 3: it's just a flu. Oh well it doesn't it doesn't
2:04
Speaker 3: affect young people. And I was like, yeo, that was
2:09
Speaker 3: the general consensus. And then I carried that on. And
2:12
Speaker 3: this is why I say, it's not like I discovered
2:16
Speaker 3: some sort of truth. No, it's the fact that I
2:17
Speaker 3: just stuck to the truth and my peers somehow managed
2:20
Speaker 3: to get hijacked and became you know that the people
2:25
Speaker 3: who you know reinforced the government narrative. So before lockdown here,
2:30
Speaker 3: before all of that nonsense came into play, pretty rational,
2:35
Speaker 3: But I imagine kind of, you know, your next kind of
2:37
Speaker 3: question will be transitioning into what it was actually like
2:39
Speaker 3: during lockdown, how my generation, you know, responded to that,
2:43
Speaker 3: and what it was to go back into education. And
2:47
Speaker 3: this is something that I've detailed on so many occasions,
2:52
Speaker 3: and now I can sort of lay it out in
2:54
Speaker 3: a sentence or two because I'm very well versed in it.
2:57
Speaker 3: So so essentially, so when I was fourteen, lockdown here,
3:01
Speaker 3: I had my fifteenth birthday in lockdown, or I wasn't
3:05
Speaker 3: in lockdown other people were. I was free to do
3:08
Speaker 3: what I wanted because I chose to be, and I
3:11
Speaker 3: went back into education. And the way I usually word
3:14
Speaker 3: it is that I was not prepared at all. That
3:18
Speaker 3: the cognitive dissonance was unbelievable. I had no idea that
3:23
Speaker 3: people were going to fall for this, especially as I
3:25
Speaker 3: grew up not in a city, grew up in a
3:29
Speaker 3: village in Lincolnship, so it's not like it's pretty sparse.
3:33
Speaker 3: The population's not like you're around with people. It's quite
3:35
Speaker 3: a relaxed sort of lot of attitude, lots of farms
3:39
Speaker 3: of that kind of thing. So I didn't see any
3:43
Speaker 3: worry of going back to school until I saw young
3:46
Speaker 3: people standing in circles and sanitized stations everywhere, people choosing
3:53
Speaker 3: to wear masks, teachers acting like you know, little dictators
3:57
Speaker 3: in the classroom. My science teach, who I thought i'd
4:00
Speaker 3: have faith in towing the line and not. You know,
4:04
Speaker 3: I thought the science was so obvious, and I was
4:07
Speaker 3: so sheltered with my family and what they would bring
4:10
Speaker 3: me up to believe that I thought everyone else would
4:12
Speaker 3: follow suit. But no, my science teaches, the ones who
4:15
Speaker 3: I looked up to as the oracle in terms of science,
4:18
Speaker 3: were complete morons. And I was in a bubble. And
4:25
Speaker 3: I'm not using that term as in you know, COVID bubbles,
4:28
Speaker 3: but I was in a school bubble of of utter contemptible, ridiculous,
4:37
Speaker 3: backwards thinking hysteria. And because of that, you know, just
4:42
Speaker 3: for a more detail, something I touched on a lot
4:45
Speaker 3: on is like mass surveillance. And people always they say like, oh, well,
4:49
Speaker 3: there's nothing wrong with cameras being across London, because if
4:52
Speaker 3: you've not done anything wrong, you've got nothing to hide,
4:55
Speaker 3: And I say no, but what you've got to be
4:56
Speaker 3: concerned about is what that can that sort of infrastruct
5:00
Speaker 3: and surveillance, what that surveillance system, how that can be
5:03
Speaker 3: used negatively? And I always take people back to me
5:06
Speaker 3: being within school because ultimately that's a perfect example. They
5:10
Speaker 3: use the CCTV cameras that they had across school to
5:13
Speaker 3: track the students and if a student had him in
5:15
Speaker 3: contact with another student who had a probably a false
5:19
Speaker 3: positive COVID test, three quarters of the year would be
5:23
Speaker 3: sent home. I was literally sat in classes with five
5:27
Speaker 3: students and most of the year group or because one
5:30
Speaker 3: person got a positive COVID test. And the thing is,
5:34
Speaker 3: the way they do it, honestly, was like you were
5:36
Speaker 3: living in Nazi Germany and I use that. You know,
5:39
Speaker 3: you'll see why. Like they'd come round my each classroom
5:44
Speaker 3: and it's the deputy head of a clipboard and everyone's
5:46
Speaker 3: heads would just sort of go oh, and they'd be like,
5:49
Speaker 3: can these names please follow me down to the school hall,
5:52
Speaker 3: and you'd read out a list and then everyone be
5:54
Speaker 3: funneled down into the school hall and they'd go home
5:56
Speaker 3: for two weeks and the fear, and then they brought
6:00
Speaker 3: in the masks. And then their masks were you only
6:05
Speaker 3: have to wear a mask in the corridors, but in
6:07
Speaker 3: the classroom you'll find and outside you're fine. Then it
6:10
Speaker 3: was you only have to wear a mask in the corridor,
6:12
Speaker 3: and if you stand up in the classroom, you have
6:14
Speaker 3: to put one on, because that makes loads of sense.
6:16
Speaker 3: And then it was you have to wear them in
6:18
Speaker 3: the corridor and in the classroom, and then it was
6:21
Speaker 3: you have to wear them everywhere outside while you're eating
6:23
Speaker 3: your lunch. People were like pulling them down and eating
6:26
Speaker 3: and it just you know, no wonder. I mean, I
6:29
Speaker 3: would love to see at some point a study of
6:32
Speaker 3: long term data to see how that kind of implementation
6:36
Speaker 3: of masks, that level of fear affected my generation specifically
6:41
Speaker 3: because I was, what other generations my age group age fourteen,
6:45
Speaker 3: you know, that's a paramount transition into adulthood, and we
6:51
Speaker 3: were affected, I think more than most other younger generations
6:55
Speaker 3: because it's a very very pivotal part of your progression. So, yeah,
6:59
Speaker 3: there's a rough overview of what it was like before
7:02
Speaker 3: lockdown and then during the madness.
7:05
Speaker 2: Yeah, and it's obviously still and quite rightly so, a
7:08
Speaker 2: very emotive subject and as you say, a really critical
7:12
Speaker 2: time of life. I mean, frankly, any moment during childhood.
7:18
Speaker 2: I think what you articulate will have resonated with a
7:20
Speaker 2: vast majority of the UK column audience in that before
7:24
Speaker 2: the madness really started, it seemed impossible to believe that
7:28
Speaker 2: anybody was going to go along with it. And yet
7:32
Speaker 2: what in the in a school context, when you saw
7:35
Speaker 2: your peer group initially dismissive of it and then the
7:39
Speaker 2: change came into play. It might be a bit hard
7:42
Speaker 2: to articulate. But where do you see that as having
7:45
Speaker 2: come from in terms of influence? Was it parents or
7:49
Speaker 2: was it teachers or was it in effect sort of
7:51
Speaker 2: an amalgam of both.
7:53
Speaker 1: How did it come to pass?
7:56
Speaker 3: That's a good question. I purely say a combination. But ultimately,
8:01
Speaker 3: as a young person in school, you you're in education,
8:04
Speaker 3: and you're more focused on school and education than you
8:07
Speaker 3: are in your home life, and for seven hours of
8:10
Speaker 3: the day, teachers are considered your parental guardian in that moment.
8:14
Speaker 3: They're there to look after you. They have to put
8:17
Speaker 3: your the students first, and that they never did that.
8:20
Speaker 3: I'd say that the students a pot port and the
8:23
Speaker 3: teachers are more responsible because parents, a lot of parents
8:28
Speaker 3: I know were quite blase about it, but they had
8:30
Speaker 3: no they felt they had no responsibility revolving around protecting
8:34
Speaker 3: their child, whereas the teachers were so scared because of
8:38
Speaker 3: the media, because of the government, because of the well
8:43
Speaker 3: blatant nudge theory and fear manipulation that was happening across
8:47
Speaker 3: the UK, that they were equally as terrified to get
8:51
Speaker 3: things wrong, so they would go be you know, above
8:55
Speaker 3: and beyond to try and make young people stay in line.
8:59
Speaker 3: And it was madness. I mean, we couldn't open the
9:01
Speaker 3: windows because apparently that would you know, spread the air
9:06
Speaker 3: round too much. You know, their logic is even that
9:09
Speaker 3: illogical logic is even illogical, you know what I mean.
9:12
Speaker 3: You know, we couldn't we couldn't sing because we'd be
9:15
Speaker 3: pushing particles out of our mouth. We couldn't shout, we
9:18
Speaker 3: couldn't share equipment on. One of the most crazy examples
9:23
Speaker 3: of the things that teaches us to ask us to do,
9:25
Speaker 3: and how we took how anyone took this seriously, I
9:27
Speaker 3: don't know, is if we wanted to go to the bathroom,
9:31
Speaker 3: we had a system where we were all within pods
9:33
Speaker 3: and you only one person at a time would be
9:35
Speaker 3: allowed to go to the bathroom across the kind of
9:38
Speaker 3: year group. So there was like a system involved where
9:41
Speaker 3: other classes would know if another student had gone to
9:45
Speaker 3: the bathroom. Right, So one of the ways they did
9:47
Speaker 3: that they had this card and you'd go up to
9:50
Speaker 3: the front of the classroom and you'd pick up the
9:52
Speaker 3: card and you'd go to the bathroom. You come back,
9:54
Speaker 3: and then you'd sanitize the cut, right, So that's bonkers enough.
10:00
Speaker 3: And the reason you sanitize the card is to get
10:01
Speaker 3: rid of the germs, but you didn't sanitize the sanitized sprayer,
10:06
Speaker 3: so that's okay, you know. And I remember distinctly the
10:09
Speaker 3: person who enforced this concept or whatever you want to
10:15
Speaker 3: call it the most was my science teacher. And how
10:19
Speaker 3: as a student I was supposed to take that my
10:21
Speaker 3: science teacher then seriously and of respect for education, respect
10:25
Speaker 3: for you know, the curriculum. I don't know, but it
10:31
Speaker 3: was utterly mental. The teachers specifically were awful. And actually
10:37
Speaker 3: our name. One more example, which is more personal and
10:39
Speaker 3: direct towards me, is I never wore a mask on
10:43
Speaker 3: the bus. For example. That's not something I refused to do.
10:47
Speaker 3: And I remember I was walking with the head of
10:50
Speaker 3: behavioral management and this was just after I refused to
10:55
Speaker 3: wear a mask, and I was basically told, you've got
10:58
Speaker 3: to wear an exemption lanyard or you're going to have
11:02
Speaker 3: to sit in my office, you know, for every single
11:05
Speaker 3: day of your your until this is all over. And
11:08
Speaker 3: I can get onto that subject in a second. But anyway,
11:10
Speaker 3: I was walking through the corridor and the head of
11:15
Speaker 3: Maths walked past and shouted, Monty, I've just been told
11:21
Speaker 3: that you've been wearing a mask on the bus. Now,
11:24
Speaker 3: I don't know where she got that from, because I
11:26
Speaker 3: never wore one on the bus, but a teacher. I
11:30
Speaker 3: don't know whether she was told something or she made
11:32
Speaker 3: up a complete lie. But later on I found out
11:35
Speaker 3: that she was a complete covidian, really hot on it.
11:38
Speaker 3: And it would not surprise me if a teacher was
11:41
Speaker 3: so conflicted and so offended by the fact that I
11:44
Speaker 3: went wear a mask that she attempted to come up
11:48
Speaker 3: with some sort of way to trip me up or
11:50
Speaker 3: make me look silly and as if I'm some sort
11:52
Speaker 3: of hypocrite and that that's an example, and I imagine
11:56
Speaker 3: one of many across across the educational board. And then
12:00
Speaker 3: to finish off, like on the on the when I
12:03
Speaker 3: wouldn't wear when I wouldn't wear the lanyard, I refuse
12:06
Speaker 3: because I said, look, I don't understand everyone's tewing the
12:09
Speaker 3: line here. Everyone's going to wear it. You know, I'm exempt.
12:12
Speaker 3: Most of the teachers is a small school, most of
12:14
Speaker 3: the teachers know me, I'm not going to put this
12:16
Speaker 3: lanyard on. And what ended up happening is is I
12:21
Speaker 3: took the lanyard, which I wouldn't put around my neck,
12:24
Speaker 3: and because of how uncomfortable teachers are around most things
12:29
Speaker 3: with students, I clipped the lanyard on my belt so
12:33
Speaker 3: it hung in front of my crotch area. Right. So
12:36
Speaker 3: when I came into school, they said, right, you're not
12:39
Speaker 3: wearing it in my office and I said, no, sir,
12:42
Speaker 3: you see, I am wearing it just in my own way,
12:44
Speaker 3: and I unbuttoned my blazer and from that point forward,
12:47
Speaker 3: nobody ever asked to see my lanyard again because they
12:50
Speaker 3: were too uncomfortable to look in that direction. You know,
12:52
Speaker 3: clever ways to try and play the rules.
12:56
Speaker 1: Well, rules is that? You know?
12:57
Speaker 2: That's exactly the bit that I want to pick up on,
12:59
Speaker 2: because for the adult population that saw it, it was
13:02
Speaker 2: very clear that this was purely about rules, about authoritarianism,
13:07
Speaker 2: about control, and absolutely nothing to do with health. Now,
13:11
Speaker 2: school children in general are not so good with rules.
13:16
Speaker 2: How did your peer group behave in relation to all
13:20
Speaker 2: of this whilst it was going on.
13:22
Speaker 3: So this is the funny This is the funny thing.
13:24
Speaker 3: Because I was always I never went along with rules
13:29
Speaker 3: in school. I was always the cheek kind of like
13:31
Speaker 3: a bit cheeky, you know. I was just got my
13:34
Speaker 3: head down at times, pushings too far. But I never
13:36
Speaker 3: really you know, I was never rude to teachers. I
13:39
Speaker 3: never chucked think that kind of thing. Whereas all the
13:42
Speaker 3: students who wanted to who were like the hard kids,
13:45
Speaker 3: the bullies if you like, who wore puffer jackets and
13:48
Speaker 3: used to act like they were all cool and used
13:50
Speaker 3: to get in fights, and they used to shout at
13:52
Speaker 3: teachers and get kicked out and you know, temporarily excluded
13:56
Speaker 3: in all of this. Suddenly they're the ones wearing the masks.
14:00
Speaker 3: Only they're the ones who are towing the line on
14:02
Speaker 3: these rules. And they were quite affronted by the fact
14:05
Speaker 3: that I wouldn't. And I do remember there's an element
14:08
Speaker 3: of kind of envy, and they're looking and they're going
14:10
Speaker 3: to be the hard kids, but they're getting scared by
14:13
Speaker 3: a virus that kills you know, no young people virtually.
14:16
Speaker 3: So it was amusing and I used to mock them.
14:19
Speaker 3: I'll be honest. I was more arrogant back then, and
14:23
Speaker 3: I'd walk into school and I just look at them
14:25
Speaker 3: and I said, laugh, I go, you look like a
14:27
Speaker 3: total idiot. And they used to wear it. They wouldn't
14:30
Speaker 3: wear it all, or they'd wear it's like a chin strap,
14:32
Speaker 3: you know, under their nose, and they'd lift it up
14:34
Speaker 3: and down, and they try and be cool, just like,
14:36
Speaker 3: come on, guys, you're meant to be the rebels here.
14:38
Speaker 3: You're meant to be cool. You're going to not like
14:40
Speaker 3: the rules, and yet you won't, you know, put your
14:43
Speaker 3: tie up properly, and you'll always have your own buttoned
14:45
Speaker 3: top button undone. But you'll wear a mask, you'll follow
14:48
Speaker 3: the one way system. You'll sanitize your hands. And the
14:51
Speaker 3: students went along with it because they were scared. And
14:56
Speaker 3: the result of not going along with the rules was
14:59
Speaker 3: meant made you very unpopular, made me very unpopular, you know,
15:02
Speaker 3: I was until people started to sort of see that
15:04
Speaker 3: I was maybe saying something with a bit of truth.
15:07
Speaker 1: I was very isolated.
15:09
Speaker 3: People refuse I attacked regularly. I'd have six young lads
15:13
Speaker 3: come up to me while you know, in the kind
15:15
Speaker 3: of communal areas and be like, you're responsible potentially killing
15:20
Speaker 3: my grandfather, and I suddenly education in school for me
15:24
Speaker 3: became a battle rather than going there to learn stuff.
15:28
Speaker 3: So yeah, I would also add that I don't blame
15:33
Speaker 3: young people. I think that. I know before I was
15:37
Speaker 3: really angry at young people, but now I kind of
15:39
Speaker 3: get it. On reflection. The immense pressure to be different
15:43
Speaker 3: in school in general is there. But then to couple
15:47
Speaker 3: that with all the COVID hysteria and that being pushed
15:50
Speaker 3: on them and rammo on them constantly, I kind of
15:52
Speaker 3: have a lot of few givenents there. I don't blame
15:54
Speaker 3: young people at all.
15:56
Speaker 2: Well, I mean, that's that's a very noble thought and sentiment.
15:59
Speaker 2: And you know, does speak volumes about your attitude to life,
16:05
Speaker 2: not just no, but also then no, you know, you
16:10
Speaker 2: put a in fact of positive spin on what was
16:13
Speaker 2: truly a terrible time. At what point during all of this,
16:18
Speaker 2: as it evolved, did it become clear to you that
16:22
Speaker 2: life was not going to go back to normal?
16:28
Speaker 3: That's a very interesting question. I'd say college. So my
16:33
Speaker 3: educational sort of career, if you like, was school, and
16:37
Speaker 3: then I went to college for the equipment doing a diploma,
16:40
Speaker 3: which is like the equivalent AVAIL levels, and then I
16:42
Speaker 3: went onto university. I only lasted three weeks at university.
16:45
Speaker 3: If you want to get onto that later you can,
16:47
Speaker 3: but that it was at college. And the reason being
16:51
Speaker 3: is I remember I remember being sixteen, so I was
16:56
Speaker 3: fourteen and fifteen and I'm sixteen, and the COVID stuff
16:59
Speaker 3: is still kind of in the atmosphere of school, and
17:04
Speaker 3: I was really looking forward to leaving behind school because
17:09
Speaker 3: I wanted I wanted to make friends, I wanted to
17:13
Speaker 3: be young, I wanted to have a life. And I
17:15
Speaker 3: went into college on my first day and I kind
17:18
Speaker 3: of kept my mouth a bit closed, which is very
17:20
Speaker 3: rare for me. I didn't want to get on the
17:22
Speaker 3: subject of it. I just wanted to enjoy being young
17:25
Speaker 3: a little bit. And then after about three weeks four weeks,
17:33
Speaker 3: the government perked up and said, look, there is a
17:37
Speaker 3: rise in COVID again. And the college's you know, is
17:42
Speaker 3: pricked up, and they went, now, look, we're not going
17:44
Speaker 3: to tell people to wear a mask. We're not going
17:47
Speaker 3: to make it a mandate, but we would thoroughly request
17:51
Speaker 3: that colleges opt to bring them in and schools and
17:54
Speaker 3: universities and to go back to your question, it's when
18:00
Speaker 3: my college chose to bring in masks, chose to bring
18:04
Speaker 3: in the mandates, and then I watched my generation continue
18:08
Speaker 3: to go along with the madness that I then went right,
18:12
Speaker 3: this has changed something. There's a different approach. Society has
18:16
Speaker 3: shifted and this is no longer there's no sanity involved here.
18:21
Speaker 3: And that's when I chose right, well, enjoying my youth.
18:25
Speaker 3: That's over back to trying to fight against all of
18:28
Speaker 3: this stuff and refusing to go along with it. And
18:29
Speaker 3: I made myself very unpopular again, and I've ripped down
18:33
Speaker 3: all of the kind of hands faced space posters. And
18:38
Speaker 3: the other thing my college had is this is when
18:41
Speaker 3: the COVID jab was made readily available for young people,
18:46
Speaker 3: and all of the computer screens, for example, would have
18:50
Speaker 3: on the back of it, get your job now. You know,
18:53
Speaker 3: just just thinking how that that this is just drip
18:56
Speaker 3: fed constantly to affect young people. Get your job now.
19:00
Speaker 3: Everywhere you've got posters, I've got my COVID vaccine, You've
19:03
Speaker 3: got the whole sticker nonsense. And then they had a tent,
19:06
Speaker 3: like a big, a big tent outside the college and
19:10
Speaker 3: once a day everybody got to go and get their test,
19:13
Speaker 3: and they come into the classroom, be like right, class
19:16
Speaker 3: such and such, and you'd walk down the corridor and
19:19
Speaker 3: you'd be asked to go and get a test. And
19:21
Speaker 3: the thing is I said no. And this was something
19:25
Speaker 3: that was really interesting, is my class thought I was
19:27
Speaker 3: a bit, you know, a bit outlandish, very rude, outrageous,
19:32
Speaker 3: very offensive in my approach. But then they realized how
19:35
Speaker 3: easy it is to just say no. No one that
19:39
Speaker 3: my generation and young generations of course, are very addicted
19:44
Speaker 3: to being you know, not being different, into telling the
19:47
Speaker 3: line because it makes them feel more comfortable and it's
19:50
Speaker 3: awkward to be different, you know, that's something that people
19:53
Speaker 3: have known for for you know, centuries. But with this,
19:58
Speaker 3: they saw me regarding the COVID test just so no,
20:01
Speaker 3: I'm not taking it, and they saw how easy it was.
20:03
Speaker 3: And that's when dialogue started to be had between myself
20:08
Speaker 3: and peers, and I managed to get by the end
20:10
Speaker 3: of my career at college, my entire cast pretty much
20:14
Speaker 3: listening to me and understanding where I was coming from.
20:16
Speaker 3: So you could say some would say I brainwashed them
20:20
Speaker 3: and someone some would say I deprogram them. Who knows,
20:23
Speaker 3: but I definitely think.
20:25
Speaker 1: It was the latter good view. That's a heck of
20:29
Speaker 1: a story.
20:29
Speaker 2: No, brainwashing was, in fact what I was going to
20:32
Speaker 2: ask you about, because obviously you were alive to this
20:34
Speaker 2: from the start. Education as we now know it, certainly
20:40
Speaker 2: for the older generations, is often seen as an exercise
20:43
Speaker 2: in brainwashing or indoctrination or whatever you like. What other
20:48
Speaker 2: pressures did you sense being put upon you whilst in
20:52
Speaker 2: that environment.
20:54
Speaker 3: So here's one for the older generations might not know about.
20:59
Speaker 3: This one is this is horrible, This this one. I
21:02
Speaker 3: it was my final fight. If you liked in college,
21:05
Speaker 3: and almost you know it was. It was very This
21:08
Speaker 3: is an awkward moment because I got on really aware
21:10
Speaker 3: of my lecturers. But there was one line I refused
21:13
Speaker 3: to cross and something that the government. People may not
21:16
Speaker 3: know this, but something that the government influenced within education,
21:19
Speaker 3: and it may even be at a point now where
21:21
Speaker 3: this is made compulsory. It is you have to have
21:25
Speaker 3: these lessons. And in my college they were called personal
21:29
Speaker 3: development sessions, which sounds all nice, but that was a
21:35
Speaker 3: broad contained very broad subjects, not limited to conspiracy theories,
21:42
Speaker 3: for example, and they'd sneak in there if you believe
21:47
Speaker 3: that the COVID vaccine doesn't work, you're a conspiracy theorist,
21:50
Speaker 3: you're a bad person, such and such if you believe that.
21:53
Speaker 3: And then they but they'd tie that in with the
21:55
Speaker 3: really extreme stuff like the world is run by aliens,
21:59
Speaker 3: everyone's a wizards, and the earth is flat. So they'd
22:02
Speaker 3: combine your standard vaccine kills is bad and young people
22:09
Speaker 3: don't need to take it with really really like outlandish
22:14
Speaker 3: claims and make people like me look absolutely crazy. Then
22:18
Speaker 3: you've got all the pronoun stuff, all the misgendering stuff,
22:21
Speaker 3: all the diversity nonsense which they would suffocate us with.
22:26
Speaker 3: I mean, there was pronoun badges. We had to the
22:30
Speaker 3: had we had to ask people first, you know, what
22:33
Speaker 3: they want to be referred to as. And this is
22:35
Speaker 3: in college, and it gets worse when you get to UNI.
22:37
Speaker 3: But that was when I was there. And I've been
22:39
Speaker 3: doing a little bit a few street interviews recently, in fact,
22:42
Speaker 3: with younger people, trying to gauge what's going on with
22:44
Speaker 3: in education, because I feel like it's changed even since
22:47
Speaker 3: I was there, which wasn't too long ago. And I'm
22:49
Speaker 3: told that these young guys are telling me they're getting
22:52
Speaker 3: excluded for disagreeing with this stuff they're getting in isolation.
22:55
Speaker 3: One guy said he was in isolation. And it's in
22:57
Speaker 3: every single assembly they have to talk about diversity, inclusion
23:00
Speaker 3: and all the pronoun stuff. So these personal development sessions
23:04
Speaker 3: are very dangerous. And I also know one young guy
23:07
Speaker 3: I won't name him, but he's a friend of mine
23:10
Speaker 3: and he is very similar to me. Disagrees on lots
23:14
Speaker 3: of of the fundamental issues around COVID, and he was
23:19
Speaker 3: very very open with his opinions, and that meant that
23:22
Speaker 3: he actually got He got referred to PREVENT, and he
23:26
Speaker 3: got sent out of school and he had to sit
23:28
Speaker 3: his A levels at home, being home schooled. He got
23:34
Speaker 3: sent to an organization a system called Prevent, which is
23:38
Speaker 3: an anti terrorist I mean, it's insanity. So the repercussions
23:43
Speaker 3: for young people to speak up are horrific and it
23:49
Speaker 3: takes I know young people that have done it. And
23:53
Speaker 3: it's great that we sort of established this sort of
23:55
Speaker 3: community of younger people. I know lots of young people now,
23:58
Speaker 3: but at the time when we didn't have that sort
24:00
Speaker 3: of network.
24:01
Speaker 1: A lot is owed to those.
24:02
Speaker 3: Young young men and young women who turn around and
24:04
Speaker 3: said we aren't doing this with an education university as well,
24:07
Speaker 3: because the pressure is immense, so that they it's not
24:11
Speaker 3: just the COVID stuff, it's it's everything you are. If
24:15
Speaker 3: you go against the narrative, you run the risk of isolation.
24:19
Speaker 3: It's both in the disciplinary sense, but also in the
24:24
Speaker 3: in a friend sense and in a relationship sense. It's
24:27
Speaker 3: it's grim and that's you know, that's why these days
24:29
Speaker 3: I even promote homeschooling is just avoiding it all together,
24:33
Speaker 3: because I mean, I'm young, but I couldn't see my
24:36
Speaker 3: putting I wouldn't put my children through the things that
24:39
Speaker 3: I went through.
24:40
Speaker 1: Yeah.
24:41
Speaker 2: Well, and you know we see the rise and rise
24:43
Speaker 2: of homeschooling, which of course government is very concerned about
24:45
Speaker 2: because they lose control of those young minds. Absolutely no,
24:49
Speaker 2: something you said about college and effectively that they took
24:54
Speaker 2: the decision before effectively jumping before being pushed in terms of,
24:58
Speaker 2: you know, enforcing yet more measures to deal with this,
25:01
Speaker 2: that and the other. Just relating that to what you've
25:03
Speaker 2: described on the personal development sessions front, I'm not sure
25:08
Speaker 2: if you would actually no, specifically, the answer to this
25:11
Speaker 2: was the school directed to deal with those subjects in
25:17
Speaker 2: the way that you describe, or do you get the
25:19
Speaker 2: feeling that that was their concoction to conflate, as you say,
25:23
Speaker 2: perfectly reasonable points of view, which that with those that
25:27
Speaker 2: are regarded as more outlandish.
25:30
Speaker 3: I can't answer that. However, what I can say is
25:34
Speaker 3: that the person that's teaching me these things are not
25:38
Speaker 3: remotely qualified to talk on the subjects. They have no
25:43
Speaker 3: interest or degree or any background which suggests they should
25:49
Speaker 3: be capable of waxing lyrical about racism, LGBT stuff and
25:57
Speaker 3: combine and then all the conspiracy theory nonsense. Well, I'm
26:01
Speaker 3: trying to the reason that's important is because it would
26:03
Speaker 3: seem to me that something somewhere down, from above down,
26:09
Speaker 3: has told certain people within education to say these things.
26:15
Speaker 3: And I think that from memory that the slide shows
26:19
Speaker 3: that are used, they would have had to hit some
26:22
Speaker 3: certain bullet points to be like, right, you must cover
26:24
Speaker 3: these topics. Because the person who was teaching me these
26:27
Speaker 3: things was nothing more than like a ta or maybe
26:32
Speaker 3: they were they taught, maybe they were hired by the
26:35
Speaker 3: college to manage like therapy and mental health issues, and
26:38
Speaker 3: they were also being given the task of teaching everyone this.
26:40
Speaker 3: Then what I'm saying is they're not that that, they're
26:42
Speaker 3: just a spokesman. They don't actually care about the topics,
26:45
Speaker 3: so they're told from somewhere what to say and what
26:49
Speaker 3: to include. So that would not surprise me, but I
26:52
Speaker 3: can't say for sure, but yeah, that's why.
26:54
Speaker 2: I'd say, yeah, ta being teaching assistant. Just you know,
27:00
Speaker 2: on the way in which people react to these things.
27:03
Speaker 2: I mean, what you've described, there is a clear effort
27:06
Speaker 2: by authority figures those that do carry responsibility for essentially
27:12
Speaker 2: vulnerable people who are miners still at that point under
27:15
Speaker 2: the age of eighteen, and we see them instilling fear
27:21
Speaker 2: in their charges. And I know that to get to
27:24
Speaker 2: sort of where you are now, a lot of what
27:27
Speaker 2: you talk about is the younger generation self censorship, fear
27:31
Speaker 2: of speaking out. Just describe how that manifests.
27:38
Speaker 3: Well. As I touched on, like, the consequences of speaking
27:41
Speaker 3: out are immense, Like just just to further sort of
27:46
Speaker 3: my experience of speaking out on a university level, I
27:50
Speaker 3: was the university for three weeks, as I mentioned earlier,
27:53
Speaker 3: and that was because I simply said a man as
27:56
Speaker 3: a man and a woman as a woman. I refuse
27:58
Speaker 3: to wear a pronoun and badge. I said, because I'm
28:01
Speaker 3: white doesn't make me a bad person, you know, all
28:03
Speaker 3: things which are totally outrageous, and that led to death threats,
28:08
Speaker 3: that led to literally no one would come up to me.
28:10
Speaker 3: I mean, I just noticed it. I walked into UNI,
28:14
Speaker 3: and it's like I stank of something. Everyone would just
28:17
Speaker 3: sort of pull away, and it was just like, oh wow,
28:20
Speaker 3: this guy, you know is a Nazi. He's terrible, and
28:24
Speaker 3: I doesn't bother me. But by that point I got
28:27
Speaker 3: pretty thick skinned over people, people not liking me very much.
28:32
Speaker 3: But so so I'd definitely say that the consequences of
28:36
Speaker 3: speaking out are you know, well, well they base They
28:42
Speaker 3: basically disrupt your entire youth. You will not shake off
28:46
Speaker 3: that stigma that is around you once you say certain
28:49
Speaker 3: things that that will never ever be forgotten. It's a
28:52
Speaker 3: bit like when you go into year seven and you're
28:55
Speaker 3: the weird kid, You're always going to be that weird kid. Sadly,
28:58
Speaker 3: that's just how school is. That, how how education is.
29:02
Speaker 3: So how does you mentioned how does that kind of
29:07
Speaker 3: manifest itself? How does that actually take place? But by
29:13
Speaker 3: asking out, are you saying like what literally is within
29:16
Speaker 3: the education system to cause students to be to behave
29:20
Speaker 3: a certain way and to toe the light is that.
29:24
Speaker 2: I think that that would be part of it. I
29:25
Speaker 2: think I really mean within peer groups. You know, you're
29:28
Speaker 2: describing your experiences among those that were in effect shunning
29:31
Speaker 2: you because they had not the moral courage to speak
29:35
Speaker 2: to you civilly and be associated with the ideas that
29:38
Speaker 2: you were brave enough to put forward. So how within
29:42
Speaker 2: those sort of groupings are people holding back? And therefore,
29:45
Speaker 2: I suppose as a follow up secondary part, you know,
29:49
Speaker 2: how are you able to discern whether or not people
29:52
Speaker 2: do actually believe the things that they're saying?
29:55
Speaker 3: So there are now now I know, now, now I
29:58
Speaker 3: understand that what we're saying. And and I always divide
30:02
Speaker 3: my generation into three sections. You've got the crazy, utterly extreme.
30:09
Speaker 3: I'm not going to call them left wing because I
30:11
Speaker 3: feel like that that's a little bit of a that's
30:14
Speaker 3: too nice. No, I'm going to totally deluded section of
30:17
Speaker 3: my generation who are within the universities at the moment
30:20
Speaker 3: and in college. Who are you know that the sort
30:22
Speaker 3: of people you see screaming that Donald Trump is a terrible, racist,
30:27
Speaker 3: bigot are the sort of ones that cry because they've
30:30
Speaker 3: been misgendered. That's one section, And there are a lot
30:34
Speaker 3: of these people. And then you've got the other opposite end,
30:37
Speaker 3: which is people like myself, and we really are in
30:39
Speaker 3: small numbers. Who are I think just we are a
30:44
Speaker 3: reaction to the opposite end, which I just described to you.
30:48
Speaker 3: We're like two different sides. But of course you have
30:51
Speaker 3: that cliche silent majority in the middle. But the silent
30:55
Speaker 3: majority really do believe what myself and other young people believe.
31:00
Speaker 3: But as I mentioned to you, got the consequences of
31:04
Speaker 3: speaking up. However, I'll use these street interviews I do
31:09
Speaker 3: as an example.
31:10
Speaker 1: I go up to these guys.
31:11
Speaker 3: I have no idea what they're going to believe. They
31:13
Speaker 3: could be on that end, or they're probably going to
31:16
Speaker 3: be in that silent majority, and I'll ask them a
31:18
Speaker 3: really bold question. I'll say something like, so, what do
31:22
Speaker 3: you think of all the LGBT nonsense? Or I don't
31:26
Speaker 3: say nonsense, actually, I say what do you think of
31:27
Speaker 3: all the LGBT stuff within school? And they all go
31:30
Speaker 3: like this, It all like, oh, well, do you want
31:33
Speaker 3: to answer that? Do you want to answer that? And
31:35
Speaker 3: I'll go by the way, I think it's nonsense, and
31:37
Speaker 3: they go, oh, yeah, it's total nonsense, isn't it. So
31:39
Speaker 3: it's like that that they are. I wish you've got
31:44
Speaker 3: to have that. What I hope when I do my
31:47
Speaker 3: social media and I talk to young people and I
31:50
Speaker 3: try and promote this message of standing and standing for truth, well,
31:54
Speaker 3: I hope that is also a representation of is that
31:57
Speaker 3: there are other young people out there because young peopeople
32:00
Speaker 3: who haven't come in contact with bold other bold young
32:04
Speaker 3: people like myself and others won't have that courage to
32:07
Speaker 3: speak up. So it's very easy to identify young people
32:12
Speaker 3: who are willing to to who are willing to speak
32:15
Speaker 3: on behalf of truth, because it only takes a little
32:18
Speaker 3: bit of courage on one person's part to be able
32:20
Speaker 3: to go right, I don't quite agree with this, for
32:23
Speaker 3: that group think mentality to switch onto the other side
32:26
Speaker 3: and be like, right, you know, we don't agree with
32:28
Speaker 3: this either, and let's do something about it. And I
32:30
Speaker 3: actually think that's beginning to happen. And I mentioned earlier
32:33
Speaker 3: how I used to mock these these like hard kids
32:36
Speaker 3: who you know, used to think they were all cool
32:39
Speaker 3: and then wore a mask. But I think it's actually
32:42
Speaker 3: these hard kids that I'm actually I'm beginning to find
32:45
Speaker 3: when I do my streng interviews be the ones that
32:47
Speaker 3: are now willing to speak up. It's becoming a little
32:50
Speaker 3: bit more edgy and cool if you're like, this makes
32:54
Speaker 3: me sound like an old person, isn't it. But to
32:57
Speaker 3: try and to speak up against specifically the LGBT stuff.
33:02
Speaker 3: And now that my generation is eighteen, or my age
33:06
Speaker 3: ship specifically is eighteen and they were fourteen, they're all
33:09
Speaker 3: really annoyed now. They all went along with it because
33:13
Speaker 3: the government told them it was the right thing to do,
33:14
Speaker 3: and the teachers told them it's the right thing to do.
33:17
Speaker 3: But now they're putting themselves. Now they've woken up and gone,
33:21
Speaker 3: hang on a minute. I can't even buy a house.
33:23
Speaker 3: I can't even go to the doctors. You told me
33:26
Speaker 3: this is a good idea. I trusted you, but you
33:28
Speaker 3: were wrong, because look it is total nonsense and I
33:31
Speaker 3: was never affected. So it's just taken. Now the reality
33:34
Speaker 3: and they're actually adults is coming into play. They are
33:39
Speaker 3: hopefully well, they say, lightning doesn't strike twice. Let's pray
33:43
Speaker 3: it it doesn't. But if it were, hopefully my generation
33:48
Speaker 3: would be the ones to be like, right, you're not
33:50
Speaker 3: doing this again, So there is hope. I try and
33:53
Speaker 3: be more hopeful than pessimistic.
33:55
Speaker 2: So when you obviously you know, I've seen videos of
33:58
Speaker 2: you engaging with young people like about and that's fantastic
34:01
Speaker 2: that you are seeing in effect a sort of a
34:03
Speaker 2: bit of a sea change. But I suppose what drops
34:06
Speaker 2: out to that is the obvious question, which is what next?
34:09
Speaker 2: What are these people going to do and how are
34:11
Speaker 2: you going to galvanize them in such a fashion that
34:16
Speaker 2: the momentum will be generated.
34:19
Speaker 3: So I think bravery, bravery is really important because my
34:25
Speaker 3: biggest concern is not that people agree with me or
34:29
Speaker 3: disagree with me, or won't agree with me or will
34:31
Speaker 3: agree with me. I really not bothered because I'm not
34:34
Speaker 3: ultimately that important. I'm one guy who's trying to campaign
34:39
Speaker 3: about some important issues, but issues that are most importantly
34:44
Speaker 3: should be debated. That's what I care about. But my
34:48
Speaker 3: generation aren't even interested in that conversation. That's what's really important.
34:52
Speaker 3: If I turn up to go up to someone in
34:54
Speaker 3: my age group to try and have an articulate or
34:57
Speaker 3: interesting or long lasting debate or conversation, that's that's that
35:02
Speaker 3: takes effort. You know that we my generation used to
35:06
Speaker 3: be the ones with passion, used to be the ones
35:08
Speaker 3: with excitement and strength. We were on the megaphones, we
35:10
Speaker 3: were irritating. In fact, we were always on marches, complaining
35:14
Speaker 3: and whatever, and now we're just complacent. And the biggest
35:18
Speaker 3: thing for me is the next step is to try
35:21
Speaker 3: and try and engage with the youth in a way
35:25
Speaker 3: that's going to get them to have an opinion and
35:28
Speaker 3: disagree with me. I'd actually rather my generation disagree with
35:31
Speaker 3: me than agree with me, because at least that way
35:33
Speaker 3: there's room for debate. You know, if I had to
35:35
Speaker 3: choose silence or disagree, then disagree with me, because I
35:39
Speaker 3: know I've touched how like young people took me on,
35:42
Speaker 3: But ultimately they didn't take take me on in a
35:43
Speaker 3: way which is progressive or interesting. They took me on
35:46
Speaker 3: in a way which is like you're you're just, you know,
35:48
Speaker 3: an idiot. No, why am I an idiot? Tell me
35:50
Speaker 3: why I'm an idiot? Tell me your facts, give me
35:52
Speaker 3: your figures, tell me why you disagree with me, and
35:55
Speaker 3: let's have a conversation. Whereas you'll find now if you
35:57
Speaker 3: go up some majority of young people and ask them
36:00
Speaker 3: for their opinion, they just go, oh, I don't know,
36:03
Speaker 3: you know, so that's a really terrifying that's a really
36:08
Speaker 3: terrifying thing to happen, because you're never going to progress
36:10
Speaker 3: as a country. We're one day, in my general relation,
36:13
Speaker 3: we'll be leading this country. And at the moment, that's
36:15
Speaker 3: just that's terrifying because we have not in a position
36:20
Speaker 3: at all to integrate properly with politics or leadership or
36:25
Speaker 3: anything like that. Party politics or you could go and
36:28
Speaker 3: talk about the world of economic forum or do we
36:31
Speaker 3: like the un or it doesn't matter. We're not even
36:34
Speaker 3: interested in local council politics and we're just interested in football,
36:42
Speaker 3: you know, playing with our mates. That's it, you know,
36:47
Speaker 3: getting a cool car. And I get that being young,
36:50
Speaker 3: that's a very important part of being young and not
36:52
Speaker 3: having to care about politics and all these things. But
36:55
Speaker 3: my generation, my age group, they're soon going to be
36:59
Speaker 3: twenty twenty on twenty two, and yet I feel like
37:02
Speaker 3: that's going to stay consistent. So that's really worrying. So
37:04
Speaker 3: my part of my campaigning is to try and gather
37:07
Speaker 3: truth and debate and a little bit of conflict, but
37:12
Speaker 3: you know, polite conflict, because hopefully that way we can
37:15
Speaker 3: go in the right direction of forming opinions full.
37:19
Speaker 2: Stop, absolutely complacency, I think is the word that comes
37:23
Speaker 2: out of there, and that that actually, for all generations,
37:26
Speaker 2: I think is something that people will be identifying with
37:30
Speaker 2: as in effect, to so many it looks like, whether
37:34
Speaker 2: it be the state or other entities of rather taking
37:36
Speaker 2: their foot off the gas and we can all relax
37:38
Speaker 2: a little bit. But we know that not to be
37:41
Speaker 2: the case. Now you're very good on the human interaction
37:44
Speaker 2: side of it and getting out there. I think again,
37:47
Speaker 2: for older generations, it's very easy to make the assumption
37:50
Speaker 2: that younger people are so absorbed in particular by technology,
37:54
Speaker 2: in particular perhaps by mobile telephones, that their ability to
37:58
Speaker 2: sort of raise themselves out of this torpa that they
38:00
Speaker 2: seem to be in is impossible. Do you see it
38:05
Speaker 2: like that? Specifically, the sort of tech, the drawer of tech,
38:08
Speaker 2: and the isolation through the use of.
38:11
Speaker 3: It technology has always been this sort of a bit
38:16
Speaker 3: of a cliche. Even when I was you know, you're
38:18
Speaker 3: always watching the TV. My parents are really good. What
38:21
Speaker 3: what my parents did is they just provided me with
38:24
Speaker 3: with with good enough experiences just playing in the garden,
38:28
Speaker 3: which meant I didn't want to be on technology that
38:31
Speaker 3: you know, when people say to me, oh, how do
38:32
Speaker 3: I get my kid off the phone? I always say,
38:35
Speaker 3: we'll provide them with something better than the phone. That
38:36
Speaker 3: doesn't mean grand holidays and money and trips to places.
38:39
Speaker 3: It just means, you know, creativity and fun playing with
38:43
Speaker 3: your child or whatever, you know. So that's that's. That's
38:45
Speaker 3: that bit in terms of technology and how that has
38:51
Speaker 3: driven my generation into complacency and allows them to hide. Essentially,
38:58
Speaker 3: I mean my generation of a massive image problem, so
39:01
Speaker 3: concerned about their image, constantly worried about their makeup or
39:05
Speaker 3: their hair or you know, there's nothing wrong with, you know,
39:09
Speaker 3: caring about the way you look and being presentable. My
39:12
Speaker 3: generation take it to an extreme. And interestingly, the masks
39:15
Speaker 3: can be linked into this because the masks are allowed
39:18
Speaker 3: my generation to hide to their faces, and that was
39:22
Speaker 3: very dangerous and my lot of young girls used by
39:26
Speaker 3: the time they were sixteen, used to wear masks all
39:29
Speaker 3: over college campuses. Reason being is it gave them the
39:31
Speaker 3: ability to hide their face, and that ties in with
39:34
Speaker 3: the phones, and it ties in with filters and snapchat
39:37
Speaker 3: and makeup and botox and obviously the media and all
39:41
Speaker 3: of this stuff which which has been talked about a lot.
39:43
Speaker 3: But in terms of technology. Not only is technology dangerous
39:47
Speaker 3: for one's kind of mental well being and being able
39:53
Speaker 3: to hide themselves. It's a distraction tool, and it's an
39:56
Speaker 3: implementation tool. And on TikTok a speci you may remember
40:01
Speaker 3: in Lockdown those awful adverts that were like look him
40:05
Speaker 3: in the eyes and tell him that you kept six
40:08
Speaker 3: feet or whatever it was that. I mean, I remember
40:10
Speaker 3: finding that.
40:10
Speaker 1: I was in shock.
40:11
Speaker 3: I was like, oh my goodness. And where I found
40:13
Speaker 3: that was not on some awake media or it was
40:17
Speaker 3: on my TikTok. Now I don't use TikTok anymore because
40:20
Speaker 3: I find the whole thing horrific. But when I did,
40:23
Speaker 3: I realized that I look at that and I go,
40:25
Speaker 3: that's horrific, whereas other young people may look at that
40:27
Speaker 3: and go, wow, that's terrible. I need to keep six feet.
40:30
Speaker 3: So it's an implementation tool get young people hooked into technology.
40:34
Speaker 3: There's one thing of saying you're not engaging with the
40:36
Speaker 3: world properly, But there's another thing of saying it's used
40:38
Speaker 3: as a tool to control and manipulate our thoughts on
40:41
Speaker 3: how we approach life. You know that it's clear it's
40:43
Speaker 3: clearly worked everywhere you go glue to your phone, and
40:46
Speaker 3: do you know what, I'm a culprit of it.
40:48
Speaker 1: I do it.
40:49
Speaker 3: I find myself on my phone. I find myself going
40:53
Speaker 3: down to put the bins out and then checking my
40:55
Speaker 3: pocket and I'm like, oh, my phone's not on my pocket,
40:57
Speaker 3: and I'm thinking, hang on a minute. You know, I've
40:59
Speaker 3: gone down to put the bins out. For goodness say so,
41:01
Speaker 3: I'm a corporate of it, and I'm someone who doesn't
41:04
Speaker 3: like technology very much and thinks very similar to what
41:06
Speaker 3: you've said. So goodness knows what's happened to other young people.
41:11
Speaker 1: Yeah, sobering conclusion.
41:13
Speaker 2: Now, in terms of your activism, which I think is
41:17
Speaker 2: the way we would describe it, I know you're at
41:18
Speaker 2: the minute. You've got a leaflet that you're handing out
41:21
Speaker 2: describing what you would list as the top five threats
41:25
Speaker 2: and actually related to technology. I'm just going to read
41:27
Speaker 2: out in order. You've said number one, the great reset,
41:31
Speaker 2: number two, social credit system, number three, mainstream media, number
41:35
Speaker 2: four net zero, and number five medical fraud. What sort
41:39
Speaker 2: of a response do you get from your peer group
41:43
Speaker 2: when you are talking about these things? Specifically?
41:47
Speaker 3: So, I devised this leaflet to ultimately reach the general public.
41:53
Speaker 3: It was meant to be digestible, wasn't meant to be crazy,
41:56
Speaker 3: but it was meant to push it a little bit
41:58
Speaker 3: further than just talk about the government, saying what's beyond
42:02
Speaker 3: the government, what may be influencing the government. Here's some
42:04
Speaker 3: examples of why I may think these things, and I
42:07
Speaker 3: hand these lethlets out, and the general public talking on
42:12
Speaker 3: the general public first may not be interested in taking it.
42:15
Speaker 3: But the ones that do take it, which is quite
42:18
Speaker 3: a lot compared to what it used to be when
42:19
Speaker 3: we used to kind of trying to speak to the
42:22
Speaker 3: people about this kind of stuff, they are very receptive.
42:25
Speaker 3: They do understand. And my generation, i'd say my generation
42:32
Speaker 3: maybe going a little bit older, kind of early twenties,
42:35
Speaker 3: are the most vocal when I speak. They are interested
42:40
Speaker 3: in saying, well, that's really interesting. Oh yeah, I know
42:43
Speaker 3: who this person is, because like Klaus Schwab is a figure.
42:46
Speaker 3: It doesn't matter what you think of him, whether you
42:47
Speaker 3: think that he is a threat or not.
42:49
Speaker 1: People should know.
42:49
Speaker 3: Who Klaus Schwab is. You know, he's an important individual,
42:53
Speaker 3: whether we like it or not. And it's young people
42:56
Speaker 3: who do know about Claus Schwab. I will say most
42:59
Speaker 3: older generations don't. From my experience of doing tube outreach
43:03
Speaker 3: and going on tubes for example, you may have seen
43:05
Speaker 3: that's what I like to do. Tubes are a really
43:06
Speaker 3: good opportunity to get people who listen to you, whether
43:09
Speaker 3: they like it or not, and it's young people that
43:12
Speaker 3: are quite receptive. So I devised that leaflet specifically to
43:18
Speaker 3: reach the general public, reach young people, not makers look crazy,
43:22
Speaker 3: and it be digestible and just get people thinking as
43:25
Speaker 3: long as people can think and just and as I said,
43:28
Speaker 3: gauge in opinion, disagree with me, have conflict, let's do it,
43:32
Speaker 3: let's hash it out. But unless we do, we're going
43:34
Speaker 3: to get nowhere.
43:35
Speaker 1: Yeah.
43:36
Speaker 2: Absolutely, and I would commend people to look at that leaflet,
43:39
Speaker 2: which I will obviously post a link to in the
43:41
Speaker 2: notes from the interview. Now, in a way, you've been
43:44
Speaker 2: quite damning and quite scathing about your generation and perfectly understanding.
43:49
Speaker 2: I think you've articulated that very well. I also think
43:52
Speaker 2: there's a lot of older generations fall into the trap
43:55
Speaker 2: of assuming that the young don't really know what's going
43:59
Speaker 2: on and don't know anything. Do you have a sense
44:02
Speaker 2: that actually there are certain things that the young are
44:05
Speaker 2: more aware of than the generations that are older than them.
44:11
Speaker 3: The climate change nonsense they are. I mean, I can't believe.
44:16
Speaker 3: I cringe at the fact that when I was sat
44:19
Speaker 3: there refusing to wear a mask, that I had pen
44:23
Speaker 3: on paper writing about climate change. And it wasn't until
44:26
Speaker 3: a bit later on that I went, hang in a minute,
44:29
Speaker 3: climate changes needs to be questioned too. There's some really
44:33
Speaker 3: ridiculous things going on, because the biggest thing is what
44:36
Speaker 3: do young people like to do in their seventeen get
44:38
Speaker 3: a car? It is so important for freedom and it
44:42
Speaker 3: is the ticket to finally breaking away from the responsibility
44:45
Speaker 3: of Oh sorry for breaking away from your parents and
44:48
Speaker 3: then being responsible for them driving you everywhere. But with
44:51
Speaker 3: you les LTNs insurance is utterly horrific. I'm telling you
44:58
Speaker 3: my insurance when from for a small little persia went
45:02
Speaker 3: from one thousand, five hundred pounds without a black box
45:05
Speaker 3: up to after one year of no claims bonus up
45:08
Speaker 3: to three thousand pounds with a black box. That's what
45:11
Speaker 3: happened to my insurance, and that's very very understood across
45:16
Speaker 3: young people. So it gets them thinking, It's like, why
45:19
Speaker 3: are you trying to stop us from driving the requirements
45:21
Speaker 3: to drive are crazy. So I think that one thing
45:24
Speaker 3: that my generation are pretty motivated to push back against
45:29
Speaker 3: is the impact of of all these net zero policies.
45:32
Speaker 3: That's where I think they're going to really come. The
45:35
Speaker 3: truth will come to light and the government may be
45:37
Speaker 3: a bit surprised by how my generation want to respond.
45:42
Speaker 2: Well, that's really heartening. And whilst we're on the sort
45:45
Speaker 2: of heartening side of things, you wouldn't be doing any
45:47
Speaker 2: of this if you didn't think there was hope. You're
45:49
Speaker 2: obviously very positive about things, but for the sake of argument,
45:55
Speaker 2: just paint your picture of the future. How are you
45:59
Speaker 2: going to keep pushing on and what will happen.
46:03
Speaker 3: So when I was fourteen and my teacher came up
46:07
Speaker 3: to me and they he said to me, he said, Monty,
46:11
Speaker 3: I really appreciate why you so opinionated, but why are
46:14
Speaker 3: you doing this? Is it worth it? I mean, if
46:17
Speaker 3: you don't wear a mask, what the hell is that
46:19
Speaker 3: going to do? And I said, because I want to
46:23
Speaker 3: look at my son one day, even if the world
46:26
Speaker 3: is in total despair and crumbling and we've lost and
46:32
Speaker 3: truth is sensitive and that everything's miserable, I have to
46:37
Speaker 3: look at my son in the face and say, as
46:39
Speaker 3: a dad, I tried. I fought as hard as I could,
46:43
Speaker 3: and I will live my life knowing that I couldn't
46:46
Speaker 3: have tried harder. And I'm uncomfortable at night if I
46:50
Speaker 3: feel I have not pushed on and attempted to fight
46:54
Speaker 3: for truth, fight for reality, question the narrative, and go
47:00
Speaker 3: on more strength and support from other young people. I
47:04
Speaker 3: feel uncomfortable. I get restless. I can't relax my life
47:08
Speaker 3: around the clock. I wake up at five point thirty
47:11
Speaker 3: in the morning, I go to the gym, I do
47:14
Speaker 3: a day at work. I come home. I'm planning ideas,
47:17
Speaker 3: I'm video editing, I'm reaching out to other young people.
47:21
Speaker 3: I'm networking, I'm going to events. I'm maybe doing interviews.
47:25
Speaker 3: You know, I just I feel uncomfortable if I don't
47:28
Speaker 3: feel like I'm doing my absolute best to try to
47:31
Speaker 3: try and fight back. So I believe that the landscape
47:36
Speaker 3: is looking pretty dismal. I think they're gonna I think
47:38
Speaker 3: we're gonna go through a lot of awful things, potentially
47:41
Speaker 3: worse than COVID. I think that surveillance is horrific. I
47:46
Speaker 3: think that the fact we have a labor government in
47:48
Speaker 3: power which is the perfect mouthpiece for private organizations that
47:53
Speaker 3: seem to be influencing politics globally. I think that Sadiq
47:58
Speaker 3: Khan is an evil man. I'm watching London, this great city,
48:02
Speaker 3: be infested by authoritarianism and a miserable and miserable dystopia.
48:07
Speaker 3: But got to wake up, got to have that blitz spirit.
48:11
Speaker 3: If you like, you've got to, you know, put a
48:15
Speaker 3: nice suit on, get out, speak to people and keep
48:20
Speaker 3: going on, because if you don't, what's the point. We
48:22
Speaker 3: can't live. Even if we feel that the situation is determined,
48:26
Speaker 3: we still have the free will and power to push
48:29
Speaker 3: on and win. We can do that and hopefully people
48:34
Speaker 3: will follow suit. For the likes of you, for the
48:36
Speaker 3: likes of myself maybe, or for the likes of Remis
48:40
Speaker 3: who you've mentioned, who had been fighting or who've met
48:42
Speaker 3: who have been fighting against all the lockdown stuff, For
48:45
Speaker 3: the likes of Alan Miller who we're together, For the
48:48
Speaker 3: likes of Andrew Bridges, Figures out there that are fighting
48:51
Speaker 3: hard and still every day even as there we are
48:54
Speaker 3: pushed down and push down and pushed down, wake up
48:56
Speaker 3: and go no, well I ain't doing this, and fight back.
48:58
Speaker 3: There is definitely hope, but only if we kind of
49:01
Speaker 3: pull together in unity because as people, we have power.
49:04
Speaker 1: We are the majority inspiring words for people of all generations. Monte,
49:10
Speaker 1: It's been wonderful to talk to you. Now the audience
49:12
Speaker 1: will be clamoring to know where they can find out
49:15
Speaker 1: more about you and follow what it is you're doing.
49:19
Speaker 1: So where should they go in order to learn more?
49:22
Speaker 3: We can go to I say we you sorry. You
49:26
Speaker 3: can go to Twitter or x you'll find me Montgomery
49:29
Speaker 3: Tom's and then Instagram is Montgomery dot Tom's and yet
49:34
Speaker 3: to have a website, but maybe one is in the making.
49:37
Speaker 3: But ultimately those two social medias are o the best
49:40
Speaker 3: ones to go for, and if you message me privately
49:43
Speaker 3: on either, I always want to respond. Don't do the
49:47
Speaker 3: leave you blanked for ages, So please contact me if
49:50
Speaker 3: there's anything you want to work on, any projects anything
49:52
Speaker 3: like that. I always want to move forward. Even if
49:56
Speaker 3: you message me at five o'clock in the morning, we'll
49:58
Speaker 3: probably be responding, so so get in contact. If there's
50:01
Speaker 3: any way if you want to download my leaflet, that's
50:04
Speaker 3: something that I kind of push for because people are
50:06
Speaker 3: always asking me or where can I get my leaflet?
50:08
Speaker 3: If you go on either of my social media's. There
50:10
Speaker 3: is a link tree in my bio. Click on the
50:13
Speaker 3: link tree at the top. You can download a PDF
50:15
Speaker 3: and you can distribute it and get it printed, and
50:18
Speaker 3: if you'd even like them printed and sent to your address,
50:20
Speaker 3: that's something that we can also work out. So yeah,
50:23
Speaker 3: that's my that's where you can find me.
50:26
Speaker 1: Excellent.
50:26
Speaker 2: Well, we will certainly continue to follow your progress closely,
50:30
Speaker 2: and I should just say to the audience if you
50:32
Speaker 2: are in a position to support UK column financially, and
50:36
Speaker 2: you're not already doing so, please do consider a donation
50:39
Speaker 2: or a membership. And it just remains for me to
50:43
Speaker 2: thank Monty very much, indeed for an incredible display of maturity,
50:49
Speaker 2: stoicism and confidence. It's been a real joy to talk
50:53
Speaker 2: to you. Thank you very much, indeed, thank you so much.