Latest / Honey Badger Radio / Leave them kids alone? MISOGYNY! | HBR Talk 364

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Leave them kids alone? MISOGYNY! | HBR Talk 364 · Honey Badger Radio

• 0:00
  Speaker 1: Hello, and welcome to HBr Talk. Three sixty four leave
• 0:05
  Speaker 1: Them Kids Alone, misogyny. I feel like I maybe used
• 0:10
  Speaker 1: the same number twice because I feel like I said
• 0:13
  Speaker 1: three sixty four last week. I'm sorry if I did.
• 0:16
  Speaker 1: We'll have to fix it later. This might be three
• 0:18
  Speaker 1: sixty five. I'm your host, Hannah Wallen here with nonsense
• 0:23
  Speaker 1: annihilator Lauren Brooks in the personification of perceptivity Mike Stevenson,
• 0:27
  Speaker 1: and in the background we have the doge in charge,
• 0:30
  Speaker 1: Brian Martinez running the show. Tonight, we are looking a
• 0:33
  Speaker 1: little bit more at the Toxic Sisterhood and once again
• 0:38
  Speaker 1: they are tittling on themselves. But before we get into that,
• 0:41
  Speaker 1: we gotta do what we gotta do. As always, Honey
• 0:44
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  Speaker 1: the page. And definitely definitely take a look through our
• 1:49
  Speaker 1: blog because while we do have a lot of posts
• 1:52
  Speaker 1: that are just us posting the shows and everything, if
• 1:55
  Speaker 1: you look back through various months through the history of
• 2:01
  Speaker 1: our blog over the last I think we started it
• 2:04
  Speaker 1: in twenty fourteen, we might have even started it in
• 2:07
  Speaker 1: twenty thirteen, but during that time we have covered a
• 2:12
  Speaker 1: wide range of men's issues and also issues related to
• 2:17
  Speaker 1: the gamer Gate controversy that were not necessarily male specific,
• 2:21
  Speaker 1: but we're consumer specific, and there was a lot of
• 2:25
  Speaker 1: overlap actually between the men's movement and the consumer revolt
• 2:30
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• 2:35
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• 2:39
  Speaker 1: from complaining about unethical ad practices and unethical contest rigging
• 2:45
  Speaker 1: practices and stuff like that. So it's definitely worth a look.
• 2:51
  Speaker 1: Anybody who is not like an old school honey badger
• 2:54
  Speaker 1: or follower, you might find a lot of interesting things
• 2:58
  Speaker 1: in that blog. So down in the drop down menu,
• 3:05
  Speaker 1: as you scroll down, you'll see you can find previous
• 3:10
  Speaker 1: years and every month, and you can go through and
• 3:13
  Speaker 1: look at titles, and you'll find that as you go
• 3:16
  Speaker 1: farther back there will be more and more titles that
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  Speaker 1: occasional we still have written articles today, we still have
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  Speaker 1: things getting published today. There's plenty of stuff to comment on,
• 3:37
  Speaker 1: plenty of conversations to be had, so take a look.
• 3:41
  Speaker 1: But in the meantime, speaking of conversations to be had,
• 3:45
  Speaker 1: the feminists are being feminists. They're feministing, and we have
• 3:48
  Speaker 1: to talk about this shit because it's expensive and because
• 3:54
  Speaker 1: some of the stuff that these guys have admitted in
• 3:56
  Speaker 1: this post here is just in my opinion, the best
• 4:02
  Speaker 1: expressed response is whoa Nelly? So we looked at this
• 4:08
  Speaker 1: page last time. I think the first thing that I
• 4:12
  Speaker 1: wanted to start with was where they talked about. I
• 4:23
  Speaker 1: just had this open to the right page, and it
• 4:25
  Speaker 1: seems to have like gone back to there was Yeah,
• 4:33
  Speaker 1: here we go. So the Office of Civil Rights, That's
• 4:39
  Speaker 1: what I was looking at before the Office of Civil Rights.
• 4:42
  Speaker 1: There there were two offices of civil rights, right, and
• 4:46
  Speaker 1: they were complaining because the president closed one of them.
• 4:54
  Speaker 1: And I believe I just I was looking at there
• 5:00
  Speaker 1: we go close the Office of Civil Rights and equal
• 5:04
  Speaker 1: Opportunity at the Social Security Administration. So if you just
• 5:07
  Speaker 1: look at this list and you don't know, it makes
• 5:10
  Speaker 1: it sound like the president got rid of the Office
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  Speaker 1: of Civil Rights, like you can't protest to the government
• 5:18
  Speaker 1: now if you're discriminated against at work. But that is
• 5:22
  Speaker 1: not what really happened. So the order that was given
• 5:27
  Speaker 1: this is very deceptive, by the way, and this is
• 5:30
  Speaker 1: how feminists. I wanted to include this one tonight because
• 5:33
  Speaker 1: I want you to understand how feminists use scare tactics
• 5:37
  Speaker 1: to get women who don't dig too deep to support
• 5:40
  Speaker 1: their cause what happens if women can't sue for discrimination?
• 5:45
  Speaker 1: And you know, feminists of God, all these women convinced
• 5:48
  Speaker 1: that the workplaces are all discriminating against them, even though
• 5:52
  Speaker 1: women get preferential treatment in hiring and promotion and like pay, evaluation, everything,
• 6:00
  Speaker 1: and and it's it's a rare situation where a woman
• 6:03
  Speaker 1: is not getting getting preferential treatment, much less where a
• 6:07
  Speaker 1: woman is facing discrimination because she's female and only because
• 6:10
  Speaker 1: she's female. Right, Uh, but so this this, uh, this,
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  Speaker 1: this says it all right here in the headline social
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  Speaker 1: Security dissolves duplicative office. Everything that the o c R
• 6:29
  Speaker 1: HM for Social Security does, the o CR does. So
• 6:35
  Speaker 1: they both do exactly the same things. Uh, in regard
• 6:39
  Speaker 1: to the Social Security system, just the the o c R,
• 6:44
  Speaker 1: the overall o c R does it for all workplaces,
• 6:49
  Speaker 1: for the military, I think, for any any area where
• 6:54
  Speaker 1: you can sue for discrimination that involves your income. Right,
• 7:00
  Speaker 1: the Office Office of Civil Rights is supposed to protect
• 7:04
  Speaker 1: everyone from being mistreated at work in terms of hiring, promotion, opportunity.
• 7:12
  Speaker 1: It's it's the Office of Civil Rights and Equal Opportunity
• 7:16
  Speaker 1: for a reason. So they don't need a separate one
• 7:22
  Speaker 1: to deal with with the Social Security Administration, especially since
• 7:29
  Speaker 1: given the fact that it is a government agency, it
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  Speaker 1: should already not be discriminating against people on the basis
• 7:36
  Speaker 1: of any demographic right. You would think, if the government
• 7:41
  Speaker 1: is policing discrimination, then we shouldn't need a separate agency
• 7:47
  Speaker 1: within the government to police the government. They're supposed to
• 7:50
  Speaker 1: be policing people the public for for discrimination. It shouldn't
• 7:55
  Speaker 1: have to have a separate civil rights office just for that,
• 8:02
  Speaker 1: especially given that the Social Security Administration handles disability claims
• 8:08
  Speaker 1: right and Social Security is pretty straightforward in terms of
• 8:12
  Speaker 1: what it's supposed to do. You get to a certain age,
• 8:16
  Speaker 1: you're eligible to receive a monthly check based on you know,
• 8:22
  Speaker 1: what you paid in if you worked the correct amount
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  Speaker 1: of quarters, paid in the correct amount of quarters to
• 8:27
  Speaker 1: get a check, and if you work that many quarters,
• 8:33
  Speaker 1: or if you become disabled while you are underage, then
• 8:36
  Speaker 1: you become eligible for disability if you have if you
• 8:41
  Speaker 1: have a condition that prevents you from being able to
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  Speaker 1: work like those are the two things that the Social
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  Speaker 1: Security Administration does. That's it. That's all it does. It
• 8:50
  Speaker 1: doesn't it's not supposed to do any other special you know,
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  Speaker 1: designations it's not supposed to deal with what color you are,
• 8:59
  Speaker 1: where your ancestors come from, you know, whether your male
• 9:03
  Speaker 1: or female, or any of that. It does if you
• 9:08
  Speaker 1: have underage kids when you die, then they may get
• 9:13
  Speaker 1: a benefit from your Social Security if you have if
• 9:17
  Speaker 1: you lose both of your parents as a child, there's
• 9:18
  Speaker 1: an orphan benefit. It's basically for extreme circumstances and also
• 9:24
  Speaker 1: for people who couldn't plan for their retirement. It's become
• 9:29
  Speaker 1: the baby boomer started using it. As you know, this
• 9:32
  Speaker 1: is for people who didn't plan for their retirement. And
• 9:35
  Speaker 1: gen X has kind of done the same thing. But
• 9:38
  Speaker 1: aside from that, it really didn't have a need or
• 9:42
  Speaker 1: a purpose for this separate office, Like what do they
• 9:45
  Speaker 1: do keep the agency that pays when it's time from
• 9:52
  Speaker 1: discriminating on the basis of hellor and race and religion?
• 9:58
  Speaker 1: Like why would they need a whole separate organization for
• 10:00
  Speaker 1: that unless there was really something wrong with the Social
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  Speaker 1: Security administration. So just saying this complaint is just scare mongering,
• 10:12
  Speaker 1: and what ends up happening is and you know, feminists
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  Speaker 1: will raise money on stuff like this. Oh my gosh,
• 10:17
  Speaker 1: President Trump's getting rid of equal opportunities. He's getting rid
• 10:20
  Speaker 1: of the Office for Civil Rights. How can you sit
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  Speaker 1: by and let this happen when he didn't got rid
• 10:30
  Speaker 1: of a duplicate of that office in an environment that
• 10:34
  Speaker 1: shouldn't need one. Right, So they probably raised a lot
• 10:41
  Speaker 1: of money based on this. They probably got a lot
• 10:42
  Speaker 1: of women going, oh, to be able to sue for discrimination.
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  Speaker 1: We got to do something about this. Here, now take
• 10:48
  Speaker 1: our money. There's the scare mongering of the feminists, and
• 10:56
  Speaker 1: and of course, of course it makes their list longer,
• 11:00
  Speaker 1: It gives them a number, a higher number of things
• 11:02
  Speaker 1: they can say. So the next thing I wanted to
• 11:07
  Speaker 1: look at here, and this is all going to be related.
• 11:09
  Speaker 1: I saw these things as related, and I thought, you
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  Speaker 1: know what, we need to talk about them in conjunction
• 11:13
  Speaker 1: with each other. So we're looking at education again. There
• 11:28
  Speaker 1: we go, reduce protections for students in sexual misconduct cases.
• 11:32
  Speaker 1: Well is that true? Let's take a look. I believe
• 11:37
  Speaker 1: this is the right one. Yeah, So this is a
• 11:43
  Speaker 1: dear colleague letter. You remember the Dear Colleague letter twenty eleven.
• 11:47
  Speaker 1: Don't been away.
• 11:48
  Speaker 2: It has been a while, but I do.
• 11:51
  Speaker 3: I do.
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  Speaker 1: So let's look at the before we get into the
• 11:54
  Speaker 1: rest of this. We'll just briefly go over the history
• 11:56
  Speaker 1: of this. Right. Remember title and I've talked about this before.
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  Speaker 1: Title nine was passed initially following complaints by feminists that
• 12:11
  Speaker 1: universities were operating on a quota system, wherein they reserved
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  Speaker 1: a certain number of seats in course. It's like if
• 12:26
  Speaker 1: you want to be a doctor, if you want to
• 12:28
  Speaker 1: be a lawyer, so medicine, law, certain business courses and
• 12:33
  Speaker 1: stuff that when you graduate, part of what the university
• 12:37
  Speaker 1: wants from you is that you go on and make
• 12:40
  Speaker 1: a name for yourself and maybe come back later and
• 12:43
  Speaker 1: donate to the university because you've made a lot of money.
• 12:46
  Speaker 1: But you also you've made a name for yourself so
• 12:50
  Speaker 1: that you can go back and like the university can say, hey,
• 12:56
  Speaker 1: this person graduated from here, come to school here and
• 12:59
  Speaker 1: you'll be successful. They are right. And a lot of
• 13:02
  Speaker 1: women they get their degree. Men might work for a
• 13:06
  Speaker 1: while in the field, uh, and then they would they
• 13:11
  Speaker 1: would start having their babies and their career was done
• 13:15
  Speaker 1: or they didn't. It didn't go the way that a
• 13:18
  Speaker 1: man's career went. They slowed down, you know, they didn't
• 13:22
  Speaker 1: they didn't bring the prestige to the university like a
• 13:25
  Speaker 1: man would. And so in the earlier up to the
• 13:31
  Speaker 1: middle part of the twentieth century, it was pretty common
• 13:34
  Speaker 1: for universities to still say, if you want to you know,
• 13:37
  Speaker 1: you want to be a lawyer, you got to be
• 13:38
  Speaker 1: a dude. You want to be a doctor, you got
• 13:40
  Speaker 1: to be a dude, you gotta if you want to
• 13:41
  Speaker 1: take these courses, we'll reserve a certain small number of
• 13:44
  Speaker 1: seats for women. But most of these are reserved for men.
• 13:47
  Speaker 1: And you know, if if more men than women want
• 13:52
  Speaker 1: to take these courses, you got to compete for those
• 13:56
  Speaker 1: smaller number of seats that are not reserved for men.
• 13:59
  Speaker 1: And so Title nine was passed to say that the
• 14:02
  Speaker 1: universities could not do that. They had to not reserve
• 14:06
  Speaker 1: any seats, no quotas, no nothing. But at the same
• 14:10
  Speaker 1: time as that was happening, the I don't know, like this,
• 14:17
  Speaker 1: the fominist revolution wasn't really that much of a revolution
• 14:21
  Speaker 1: people think it was. But you started to see more
• 14:24
  Speaker 1: women who didn't have to get jobs getting jobs. You
• 14:29
  Speaker 1: started to see more women wanting careers, wanting to make
• 14:32
  Speaker 1: a name for themselves, wanting to be famous for something
• 14:36
  Speaker 1: other than being a pretty face, right, and so would
• 14:41
  Speaker 1: they would have careers. Especially in starting in the seventies
• 14:45
  Speaker 1: and eighties, you had these you know, female power careers,
• 14:48
  Speaker 1: you know, like girl boss ideas come out. They didn't
• 14:53
  Speaker 1: call it that, but it changed the way women went
• 14:56
  Speaker 1: to school, It changed the way women acted after they graduated.
• 15:01
  Speaker 1: And universities were starting to react to that already by
• 15:05
  Speaker 1: the time Title ninth passed in nineteen seventy two, so
• 15:11
  Speaker 1: pretty soon they didn't really have anything to enforce. They
• 15:15
  Speaker 1: created an office, they created a entity to enforce Title nine.
• 15:23
  Speaker 1: And these people had nothing to do and were in
• 15:27
  Speaker 1: danger of losing their cushy government jobs. So what do
• 15:32
  Speaker 1: you do, Well, you expand right what your mission is,
• 15:36
  Speaker 1: You engage in mission creep. So the first mission creep
• 15:40
  Speaker 1: of Title nine went from equal opportunities in the academic
• 15:46
  Speaker 1: aspect of university to equal opportunities in the athletic aspects
• 15:50
  Speaker 1: of university, so extracurricular activities. And what they basically did
• 15:56
  Speaker 1: was they decided that, however many male sports activities were available,
• 16:02
  Speaker 1: whether it was you know, football, basketball, baseball, wrestling, gymnastics, track, golf,
• 16:10
  Speaker 1: anything that was open to male athletes, there had to
• 16:15
  Speaker 1: be an equivalent for female athletes where they had to,
• 16:19
  Speaker 1: let you know, they to let women create one, and
• 16:24
  Speaker 1: they decided they decided that they were going to handle
• 16:30
  Speaker 1: this by a quota system, which was kind of ironic
• 16:34
  Speaker 1: since the law was passed to get rid of quota systems.
• 16:38
  Speaker 1: So essentially, if you had a university where sixty percent
• 16:42
  Speaker 1: of the interest in athletic participation came from men and
• 16:47
  Speaker 1: only forty percent came from women, and women were not
• 16:51
  Speaker 1: inclined to increase their interest because they were going to
• 16:55
  Speaker 1: university for other purposes and didn't really want the distraction
• 17:01
  Speaker 1: of sports, then they had to get rid of men's
• 17:05
  Speaker 1: sports programs. So throughout the late eighties, early nineties up
• 17:08
  Speaker 1: into the two thousands, Title nine was used to eliminate
• 17:13
  Speaker 1: multiple universities Olympic wrestling programs and Olympic gymnastics programs because
• 17:20
  Speaker 1: they weren't going to get rid of their football teams.
• 17:22
  Speaker 1: Their football teams were profitable and actually paid for facilities
• 17:28
  Speaker 1: that most of their athletics were taking place in, and
• 17:34
  Speaker 1: there the female into that, like their women's basketball and
• 17:39
  Speaker 1: stuff like that wasn't quite as profitable, so they really couldn't,
• 17:46
  Speaker 1: like they spared a lot of money to recruit male athletes,
• 17:50
  Speaker 1: but not as much to recruit female athletes. Because of that,
• 17:55
  Speaker 1: at the high school level, a different thing happened. You
• 17:58
  Speaker 1: ended up with girls suing to get on wrestling teams
• 18:02
  Speaker 1: because they didn't have like six or eight girls that
• 18:06
  Speaker 1: wanted to start a wrestling team, a girl's wrestling team.
• 18:10
  Speaker 1: They might have one girl who wanted to wrestle, or
• 18:12
  Speaker 1: one girl who wanted to play football, or one girl
• 18:15
  Speaker 1: who wanted to play golf, so they would they would
• 18:19
  Speaker 1: demand to be allowed on the boys team, and if
• 18:21
  Speaker 1: the school didn't cooperate, they would sue. And then you know,
• 18:26
  Speaker 1: with depending on the sport, it would affect the way
• 18:29
  Speaker 1: the boys participation could take place. Like it wasn't so
• 18:33
  Speaker 1: bad with golf. Golf, you can anybody can do that, right,
• 18:36
  Speaker 1: Anybody can be on the track team, anybody can be
• 18:38
  Speaker 1: on the cross country team. It probably would have been
• 18:42
  Speaker 1: more of an issue if there hadn't been girls basketball teams, right,
• 18:46
  Speaker 1: And you know, in that instance you're looking at, getting
• 18:50
  Speaker 1: body checked by by a girl could be uncomfortable for
• 18:55
  Speaker 1: a guy, like that's a little too close, you know,
• 18:58
  Speaker 1: and things like that, especially in high school. But on
• 19:00
  Speaker 1: the wrestling team, it was a disaster for the boys
• 19:04
  Speaker 1: because they're in a situation where they're in close quarters,
• 19:09
  Speaker 1: they're in front of everybody, and they are wrestling with
• 19:13
  Speaker 1: someone who is of the protected sex that they are
• 19:15
  Speaker 1: not allowed to be rough with. And here they are,
• 19:19
  Speaker 1: they're supposed to put this person in holds, they're supposed
• 19:22
  Speaker 1: to take her down to the mat.
• 19:23
  Speaker 3: Like.
• 19:24
  Speaker 1: So there were a lot of guys that just forfeited
• 19:26
  Speaker 1: their matches, and there were girls that got up to
• 19:31
  Speaker 1: the state level on that that nobody wrestled them until
• 19:35
  Speaker 1: they got up to the state level. And then then
• 19:38
  Speaker 1: there were guys at that level that, like, they couldn't
• 19:41
  Speaker 1: just say I'm not going to wrestle this girl because
• 19:43
  Speaker 1: there were scholarships at stake. There were recruiters at stake
• 19:47
  Speaker 1: that you know, they'd show up and they'd watched the
• 19:50
  Speaker 1: state match, and you know, if a guy was particularly good,
• 19:52
  Speaker 1: they'd want to offer him a scholarship to join the
• 19:56
  Speaker 1: wrestling team of a particular university. And there weren't whole
• 20:00
  Speaker 1: lot of universities that did that, but there were enough
• 20:04
  Speaker 1: that that was the case. And then all of a sudden,
• 20:07
  Speaker 1: you know, the match is over in like less than
• 20:12
  Speaker 1: twenty seconds, and I photographed matches like that. It's kind
• 20:16
  Speaker 1: of a that happened.
• 20:18
  Speaker 4: It's like a fucked up version of the Peter principle,
• 20:21
  Speaker 4: you know that where people keep getting promoted if they're
• 20:26
  Speaker 4: if they're too good for their job, they get promoted,
• 20:29
  Speaker 4: and if they're still too good for that job, they
• 20:31
  Speaker 4: get promoted, and they keep getting promoted until they get
• 20:34
  Speaker 4: to the job they suck at, and then they're stuck
• 20:38
  Speaker 4: in that job forever, sucking at it forever. And this
• 20:44
  Speaker 4: is an almost it's a parable worthy of Disney. Yeah,
• 20:52
  Speaker 4: you just everyone refuses to fight you until you find
• 20:56
  Speaker 4: the person who doesn't refuse to fight you. And at
• 20:58
  Speaker 4: that point your ten times more food bar than you
• 21:01
  Speaker 4: were at the level at which you are even trained
• 21:05
  Speaker 4: to operate at.
• 21:08
  Speaker 1: And you get your ass kicked, You get your ass
• 21:10
  Speaker 1: kicked hard. And yeah, and I like, I had a
• 21:17
  Speaker 1: classmate that that went through that with having to wrestle
• 21:22
  Speaker 1: a girl or drop out. You know, I had also
• 21:25
  Speaker 1: had a classmate whose older brother had to deal with that,
• 21:29
  Speaker 1: like having to wrestle a girl or drop out. And
• 21:31
  Speaker 1: then there were some guys that were younger than me
• 21:34
  Speaker 1: that you know, wrestled to the girl and then got
• 21:39
  Speaker 1: called you know, all kinds of nasty, like you thug,
• 21:43
  Speaker 1: you abuse her, you meet big MENI for for for
• 21:46
  Speaker 1: winning the match, which like, if she's gonna have that,
• 21:50
  Speaker 1: then don't join the boys wrestling team. Okay, But so
• 21:56
  Speaker 1: that was that was like the eighties the nineties, and
• 22:02
  Speaker 1: then there were also girls that did this with football teams. Now,
• 22:06
  Speaker 1: a lot of them joined and just became the kicker.
• 22:10
  Speaker 1: So they would practice with the guys, they would go
• 22:12
  Speaker 1: out on the field with the guys and everything, but
• 22:15
  Speaker 1: when it came down to what was their function in game,
• 22:19
  Speaker 1: they kicked. They didn't do anything else. They just kicked
• 22:22
  Speaker 1: field goals. And so there were a lot of gals
• 22:25
  Speaker 1: that didn't face the brunt of men's bigger bodies and
• 22:30
  Speaker 1: men's thicker bones young men. And believe me, if you're
• 22:36
  Speaker 1: a sophomore on a team where you're like a fifteen
• 22:40
  Speaker 1: year old girl and you're facing sophomores, juniors and seniors
• 22:47
  Speaker 1: who maybe eighteen and much more developed and much bigger
• 22:52
  Speaker 1: and so on, you're looking at a potential for significant injuries.
• 22:58
  Speaker 1: So there was a gal that went to my school
• 23:01
  Speaker 1: a few years before I went to school there and
• 23:06
  Speaker 1: when she was in junior high she could play football
• 23:09
  Speaker 1: with the boys. Right when she was in high school,
• 23:14
  Speaker 1: she played football with the same boys. After more years
• 23:19
  Speaker 1: of puberty, and she broke her collarbone, and I know
• 23:24
  Speaker 1: she had another broken bone, but the collarbone was what
• 23:28
  Speaker 1: got her. She's like, I'm not doing this anymore. I'm
• 23:30
  Speaker 1: too you know, my men's bones are thicker than women's bones.
• 23:34
  Speaker 1: Boy's bones are thicker than girls bones after they start
• 23:37
  Speaker 1: going through puberty, and they build that up specifically evolutionarily,
• 23:43
  Speaker 1: I guess because of the hits that they take in,
• 23:48
  Speaker 1: you know, fighting with each other and the the bigger
• 23:52
  Speaker 1: bodies that they're building that those bones are going to
• 23:54
  Speaker 1: have to hold up. So it's not really necesscessarily a
• 24:00
  Speaker 1: good thing when you have a lot of cowls on
• 24:02
  Speaker 1: a on a tackle football team. Right now, a lot
• 24:05
  Speaker 1: of schools had powder puff football or flag football where
• 24:11
  Speaker 1: the girls could play and nobody's allowed to tackle anybody.
• 24:14
  Speaker 1: Nobody's allowed to hit anybody, you know, like you you
• 24:20
  Speaker 1: shoulder them down, nobody's allowed to do that. You just
• 24:24
  Speaker 1: have to grab the flag and those those are fine.
• 24:29
  Speaker 1: But there was a lot of girls joining. In fact,
• 24:33
  Speaker 1: one of my former bosses at one of the workplaces
• 24:37
  Speaker 1: I tried out for a while. Was a football player
• 24:42
  Speaker 1: on her high school football team. She was short too.
• 24:45
  Speaker 1: She was not a tall woman, but this was kind
• 24:49
  Speaker 1: of weird. But she was in Syracuse, not not my area,
• 24:55
  Speaker 1: so she wasn't she wasn't bally with the corn fed,
• 25:00
  Speaker 1: three hundred pound Ohio linebackers, but she was still she played,
• 25:06
  Speaker 1: and I'm sure you know she felt very not necessarily feminist,
• 25:12
  Speaker 1: but very advanced in you know, girl power and everything
• 25:16
  Speaker 1: about that. But the drawback for boys when a girl
• 25:21
  Speaker 1: takes a place like that is that, you know, the
• 25:26
  Speaker 1: field goal can be a very important aspect of the game.
• 25:30
  Speaker 1: Sometimes people win just by that much one field goal.
• 25:36
  Speaker 1: And so if you have a good kicker that is
• 25:39
  Speaker 1: going to make that goal every time, never miss, never,
• 25:42
  Speaker 1: you know, kick low enough that the other team can
• 25:47
  Speaker 1: knock it out of the out of the air and
• 25:51
  Speaker 1: intercept it, then you know, you really, you really want
• 25:56
  Speaker 1: that right And so that's another scholarship opportunity for guys.
• 26:01
  Speaker 1: That's another educational opportunity for guys where if you're in
• 26:07
  Speaker 1: a if you're in a league where a lot of
• 26:10
  Speaker 1: the teams are fairly evenly matched, And the difference is
• 26:13
  Speaker 1: the kickers. There are guys that have gotten scholarships to
• 26:18
  Speaker 1: university because in addition to being good at other aspects
• 26:24
  Speaker 1: of the game, you know, he's a great kicker. And
• 26:29
  Speaker 1: when you have somebody that comes out and all they
• 26:31
  Speaker 1: do is kick, it takes away from that guy's opportunity
• 26:35
  Speaker 1: to show what he can do. And she's not going
• 26:38
  Speaker 1: to get a scholarship to be on a college football team.
• 26:41
  Speaker 1: She's just going to get a lot of attention for
• 26:44
  Speaker 1: being a girl on a high school football team. Then
• 26:47
  Speaker 1: she's going to go off and do something else. And
• 26:50
  Speaker 1: so it might be fun for her, but it's not
• 26:53
  Speaker 1: fair for him right now. If it's one thing, if
• 26:57
  Speaker 1: the team just doesn't have anybody that can do that,
• 27:01
  Speaker 1: and a girl comes along and is like, I can
• 27:04
  Speaker 1: do it. I'm you know, I do ballet, I could
• 27:06
  Speaker 1: kick really well, you know, or something along those lines.
• 27:09
  Speaker 1: I played soccer, I can kick really well. But that's
• 27:15
  Speaker 1: not always the case. And I've known guys that suspected that,
• 27:21
  Speaker 1: you know, if that girl hadn't been there, they'd have
• 27:24
  Speaker 1: gotten more attention from college recruiters than they got and
• 27:29
  Speaker 1: maybe gotten to expand their choice of universities. So that's
• 27:36
  Speaker 1: what Title nine was doing before the twenty first century,
• 27:42
  Speaker 1: and close to the end of the twentieth century, close
• 27:45
  Speaker 1: to the end of the nineties, then there was you know,
• 27:50
  Speaker 1: starting to be this little grumbling about, well, you know,
• 27:55
  Speaker 1: boys and girls at the college level and even at
• 27:59
  Speaker 1: the high school level now but pretty much have the
• 28:02
  Speaker 1: same sports opportunities. If women want a sport, they get
• 28:07
  Speaker 1: it started. If women want to be on a boys team,
• 28:09
  Speaker 1: they join the boys team. There's no lack of opportunities.
• 28:13
  Speaker 1: We don't really need Title nine anymore, right, so you
• 28:17
  Speaker 1: get the Clearyact. Oh no, no, no, we got to
• 28:20
  Speaker 1: have Title nine. The Title nine administration now has to
• 28:27
  Speaker 1: track sexual misconduct between students on university campuses. It's now
• 28:35
  Speaker 1: Human Resources for university campuses, sexual misconduct, harassment, discrimination, you know, yeah,
• 28:43
  Speaker 1: we're going to do that now. And then in twenty
• 28:47
  Speaker 1: eleven there was this Dear Colleague letter that specifically ordered universities.
• 28:54
  Speaker 1: There were universities already doing this. I went to one
• 28:57
  Speaker 1: that did that specifically ordered universities to set up a
• 29:04
  Speaker 1: court system in the university. They called them tribunals, where
• 29:10
  Speaker 1: you had administrative staff or professors that would be the
• 29:16
  Speaker 1: judge and jury essentially in this tribunal. If a student
• 29:21
  Speaker 1: made a complaint of some sort of sexual misconduct or
• 29:27
  Speaker 1: interpersonal conflict that constituted a harassing behavior, especially if it
• 29:33
  Speaker 1: was sexual harassment or harassment over any protected area, that
• 29:40
  Speaker 1: they had to instead of going to the real court system,
• 29:45
  Speaker 1: they had to report that to the university, and then
• 29:48
  Speaker 1: the university would have this hearing and they would bring
• 29:50
  Speaker 1: out witnesses and evidence in everything, and then the university
• 29:55
  Speaker 1: would make a judgment whether the individual was responsible for
• 30:00
  Speaker 1: the complaint, the accused into individual was responsible for the
• 30:02
  Speaker 1: complaint or not. And what the what the Title nine
• 30:10
  Speaker 1: UH Enforcement Administration did was, they said they sent out
• 30:15
  Speaker 1: this letter stating the Education Department sent out this letter
• 30:18
  Speaker 1: stating that universities had to use a different standard than
• 30:23
  Speaker 1: the court system. For that they had to use something
• 30:24
  Speaker 1: called the preponderance of evidence standard. So if you, for instance,
• 30:29
  Speaker 1: get accused of say either rape or any other crime
• 30:35
  Speaker 1: that is equivalent to that violent crime, then you go
• 30:41
  Speaker 1: to court, you get arrested, you get somebody files a
• 30:44
  Speaker 1: complaint against you, You get arrested, you get questioned about it,
• 30:48
  Speaker 1: you get your lawyer you go to court, the court
• 30:50
  Speaker 1: has to use the beyond a reasonable doubt standard. They
• 30:54
  Speaker 1: have to prove beyond a reasonable doubt that you committed
• 30:57
  Speaker 1: the crime and that it was you, not just that
• 31:01
  Speaker 1: the crime happened, but that it was you. And that's
• 31:04
  Speaker 1: why like DNA gets used in those cases. It's why
• 31:09
  Speaker 1: you know, you look for things like video, you look
• 31:11
  Speaker 1: for things like injuries. It's why rape kits are done
• 31:14
  Speaker 1: in hospitals to gather evidence for these cases. And so
• 31:22
  Speaker 1: the reason for that is because you know, if you
• 31:25
  Speaker 1: get convicted, we're talking years to decades in jail for
• 31:32
  Speaker 1: those kind of crimes. So in university campuses, they can't
• 31:38
  Speaker 1: send people jail. Your state university like Ohio State, find
• 31:43
  Speaker 1: somebody guilty of or find somebody responsible for committing rape
• 31:49
  Speaker 1: on a campus, they cannot put that individual in any
• 31:53
  Speaker 1: type of incarceration. All they can do is expel them,
• 31:59
  Speaker 1: tell them they can't come back to the university ever,
• 32:02
  Speaker 1: and blacklist them with other universities that may then say sorry,
• 32:05
  Speaker 1: you can't come to this campus either, so they can
• 32:09
  Speaker 1: destroy their educational opportunities for the rest of their lives. Right. So,
• 32:14
  Speaker 1: after that happened, universities began using that standard of evidence,
• 32:20
  Speaker 1: but they also began following further guidance that was feminist
• 32:25
  Speaker 1: based that led to evidence being ignored if it was
• 32:31
  Speaker 1: embarrassing to the accuser. It led to the accused not
• 32:38
  Speaker 1: being able to face their accuser when or cross examine
• 32:42
  Speaker 1: their accuser when the hearing was taking place. So basically,
• 32:47
  Speaker 1: the accuser could come in and present a whole bunch
• 32:50
  Speaker 1: of claims and evidence, and the accused basically just had
• 32:56
  Speaker 1: to argue against what was presented without necessarily always knowing
• 33:00
  Speaker 1: what they were accused of, without necessarily always having access
• 33:03
  Speaker 1: to all the evidence, without being able to bring in
• 33:05
  Speaker 1: their own witnesses, without having a representative, and without being
• 33:10
  Speaker 1: able to cross examine the accuser to poke hole's inner story. Right.
• 33:15
  Speaker 1: So there were pretty soon there were hundreds of cases
• 33:20
  Speaker 1: where universities were getting sued for violating the students due
• 33:23
  Speaker 1: process rights. Because we're talking, you know, somebody might be
• 33:27
  Speaker 1: a junior or a senior at their university with two
• 33:31
  Speaker 1: hundred thousand dollars of debt behind them, having studied something
• 33:35
  Speaker 1: that they're expecting to use to earn money for the
• 33:41
  Speaker 1: rest of their lives, and then suddenly the university kicks
• 33:43
  Speaker 1: them out, doesn't refund any of that. They still have
• 33:45
  Speaker 1: to pay back all the loans, but now they're not
• 33:47
  Speaker 1: going to have a way to do it. And they
• 33:50
  Speaker 1: haven't done anything, but they can't get the university to
• 33:54
  Speaker 1: recognize their evidence. And you know, there have been instances
• 33:59
  Speaker 1: where guys that were accused weren't even alone with the accuser.
• 34:07
  Speaker 1: So you don't even have the ability to be like, well,
• 34:11
  Speaker 1: if I just don't put myself in a situation where
• 34:13
  Speaker 1: somebody can falsely accuse me, I'm safe. Because you don't
• 34:17
  Speaker 1: have to be in a situation. All you have to
• 34:22
  Speaker 1: be is, you know, in the crosshairs of some chick.
• 34:29
  Speaker 1: She might pick you out of a classroom roster. She
• 34:34
  Speaker 1: might not like something that you know, you said to
• 34:39
  Speaker 1: somebody else that doesn't have anything to do with her.
• 34:42
  Speaker 1: She might approach you and get turned down and get
• 34:46
  Speaker 1: mad about it. There been there were some students that
• 34:50
  Speaker 1: did that. There was a student that went into a
• 34:56
  Speaker 1: guy's dorm room, molested his roommate who was blackout drunk,
• 35:02
  Speaker 1: and then months later accused him of raping her. And
• 35:08
  Speaker 1: so there there have been numerous stories of young men
• 35:13
  Speaker 1: at universities who were mining their own business, even were
• 35:18
  Speaker 1: in their own rooms without you know, any contact with
• 35:23
  Speaker 1: a woman that you know was intentional, and they were
• 35:28
  Speaker 1: accused and they were thrown out of school and had
• 35:31
  Speaker 1: to fight this. They're currently right now there are like
• 35:34
  Speaker 1: eight or nine hundred lawsuits in the United States that
• 35:38
  Speaker 1: are still in progress because due process rights were not followed.
• 35:45
  Speaker 1: We're not respected at universities. And that's that's where Title
• 35:48
  Speaker 1: nine basically went up to right before Trump came into office,
• 35:54
  Speaker 1: So in twenty twenty or in twenty sixteen, when Trump
• 35:58
  Speaker 1: became president, one of the things that he did was
• 36:03
  Speaker 1: he started looking at this this situation with universities and uh,
• 36:09
  Speaker 1: he had his Department of Education reverse the requirements for
• 36:18
  Speaker 1: for university tribunals and instead of requiring a preponderance of
• 36:26
  Speaker 1: evidence standard, they basically said, any other thing that you're
• 36:33
  Speaker 1: you're hearing, like, uh, universities, I have to do hearings
• 36:39
  Speaker 1: on things like plagiarism and other like people getting into
• 36:43
  Speaker 1: fistfights and other things like that. If they use a
• 36:48
  Speaker 1: beyond a reasonable doubt standard for that, they cannot use
• 36:51
  Speaker 1: the preponderance of evidence standard for for for sexual misconduct,
• 36:56
  Speaker 1: they have to use it beyond a reasonable doubt standard
• 36:58
  Speaker 1: for that too, So they can't use a lower standard
• 37:02
  Speaker 1: for accusations of sexual misconduct than they do for other
• 37:06
  Speaker 1: equivalent types of misconduct. And they're obligated to encourage and
• 37:13
  Speaker 1: assist accusers to take the accusation to law enforcement and
• 37:21
  Speaker 1: have it go through a real court system and not
• 37:24
  Speaker 1: just a university court system. The reason for that is
• 37:27
  Speaker 1: because false accusers are more reticent to go to police
• 37:30
  Speaker 1: with their accusation. They're more likely to go to somebody
• 37:34
  Speaker 1: who isn't going to vet their accusation, and they don't
• 37:38
  Speaker 1: want to have to deal with a system where they
• 37:41
  Speaker 1: have to prove their accusation. So there are a bunch
• 37:47
  Speaker 1: of other changes in addition to switching to the due
• 37:52
  Speaker 1: process standard. They had to also start allowing accusers accused
• 38:02
  Speaker 1: students a means of cross examining their accuser, even if
• 38:06
  Speaker 1: they had to have a representative do it. Even if
• 38:09
  Speaker 1: there were accommodations the accuser had to have for it,
• 38:12
  Speaker 1: they still had to have some means of cross examining
• 38:16
  Speaker 1: the accuser so her story didn't just stand as evidence unchallenged.
• 38:22
  Speaker 1: They had to allow a reppers if they allowed a
• 38:25
  Speaker 1: representative for the accuser, they had to allow a representative
• 38:28
  Speaker 1: for the accused, and you know, and it's so on.
• 38:31
  Speaker 1: Basically started restoring due process rights on university campuses. So
• 38:37
  Speaker 1: what this says here reduced protections for students and sexual
• 38:43
  Speaker 1: misconduct cases and reversed President Biden's expansion of Title nine
• 38:48
  Speaker 1: interpretation that recognized harassment or exclusion based on sexual orientation
• 38:54
  Speaker 1: or gender identity as a form of discrimination. It's a
• 38:59
  Speaker 1: half true. They didn't reduce protections. What they did was
• 39:04
  Speaker 1: they increased protections for accused students in those circumstances. So
• 39:09
  Speaker 1: the Trump administration restored protections that they had created during
• 39:16
  Speaker 1: their first administration for due process rights for students on
• 39:20
  Speaker 1: university campuses. And the reality is, this is something that happens.
• 39:28
  Speaker 1: This can happen to both sexes. Mostly happens to men,
• 39:32
  Speaker 1: but it can happen to both sexes. It can happen
• 39:34
  Speaker 1: to all races. You don't have to have done anything
• 39:38
  Speaker 1: stupid to be accused of doing anything wrong, and you
• 39:43
  Speaker 1: don't even have to like, you don't even have to
• 39:47
  Speaker 1: hang out with the wrong women. Right, you can be
• 39:51
  Speaker 1: completely and utterly uninvolved until the day that she decides
• 39:54
  Speaker 1: that she's going to target you. And so this was
• 39:59
  Speaker 1: actually the National Organization for Women saying that if you
• 40:06
  Speaker 1: protect men and boys from being railroaded by false accusers,
• 40:12
  Speaker 1: that's misogynistic and you're harming women. Like what an a
• 40:21
  Speaker 1: an admission? That is? What an admission? The idea that
• 40:26
  Speaker 1: if you stop women from using lies to rob a
• 40:32
  Speaker 1: guy of his education, from making up a lie and
• 40:35
  Speaker 1: getting a guy convicted based on a lie, that that's
• 40:41
  Speaker 1: a female issue, as female specific specific issue that harms women.
• 40:48
  Speaker 1: What an odd thing to say, What an odd thing
• 40:52
  Speaker 1: to say? And that's not all right? So we go on.
• 41:02
  Speaker 1: Let's see there was another one, all right, erasing our
• 41:05
  Speaker 1: history for K twelve schools and threatening educators. That sounds
• 41:11
  Speaker 1: really dastardly, right, Oh my gosh, they're they're erasing American
• 41:16
  Speaker 1: history and they're threatening educators. Let's get rid of these two,
• 41:24
  Speaker 1: because we already went over them, ending radical indoctrination in
• 41:31
  Speaker 1: K twelve schooling. So they're saying, this is this is
• 41:36
  Speaker 1: the executive order, all right. They're saying, sensors teaching about
• 41:40
  Speaker 1: race and gender inequality and restrict restricts educators' ability to
• 41:44
  Speaker 1: support inclusion of students exploring their gender identities. What do
• 41:54
  Speaker 1: we got by the authority invested in me as president,
• 41:58
  Speaker 1: by the Constitution and the laws of the United States
• 42:01
  Speaker 1: of America. It is hereby ordered parents trust America's schools
• 42:06
  Speaker 1: to provide their children with a rigorous education and instill
• 42:10
  Speaker 1: patriotic admiration for our incredible nation and the values for
• 42:13
  Speaker 1: which we stand. In recent years, however, parents have witnessed
• 42:17
  Speaker 1: schools indoctrinate their children in radical anti American ideologies while
• 42:21
  Speaker 1: deliberately blocking parental oversight. Such environment operates as an echo
• 42:29
  Speaker 1: chamber in which students are forced to accept these ideologies
• 42:32
  Speaker 1: without questioning or critical examination. In many cases and instant,
• 42:37
  Speaker 1: children are compelled to adopt identities as either victims or
• 42:42
  Speaker 1: oppressors solely based on their skin color and other immutable characteristics.
• 42:49
  Speaker 1: In other instances, young men and women are made to
• 42:52
  Speaker 1: question whether they were born in the wrong body and
• 42:56
  Speaker 1: whether to view their parents and their reality as enemies
• 43:01
  Speaker 1: to be blamed. These practices not only a road critical thinking,
• 43:05
  Speaker 1: but also so division, confusion, and distrust, which undermine the
• 43:11
  Speaker 1: very foundations of personal identity and family unity. So what
• 43:15
  Speaker 1: he's saying there very simply is schools are psychologically torturing
• 43:21
  Speaker 1: children by subjecting them to ideological practices and ideological indoctrination
• 43:33
  Speaker 1: that makes them question their very identity and puts them
• 43:38
  Speaker 1: in a mentality that is painful. It's literally, he's he's
• 43:45
  Speaker 1: accusing the schools of child abuse there. And it's not
• 43:49
  Speaker 1: a situation where students are coming to teachers with questions
• 43:52
  Speaker 1: and teachers are being told they can't answer those questions.
• 43:56
  Speaker 1: It's a situation what he's describing as a situation where
• 44:00
  Speaker 1: teachers are imposing those questions on students who were not questioning,
• 44:05
  Speaker 1: not asking, not having difficulties, not concerned, and uh not
• 44:12
  Speaker 1: suffering until the teacher decided that they should be.
• 44:18
  Speaker 5: You know, I I Every time another school shooting happens, everybody,
• 44:24
  Speaker 5: you know, they'd scratch their heads. They wait for the manifesto.
• 44:27
  Speaker 5: Some some people don't. They you know, speculate on their own.
• 44:31
  Speaker 2: Oh how did how did this.
• 44:33
  Speaker 1: Person get like this?
• 44:33
  Speaker 2: What what was on his mind?
• 44:35
  Speaker 1: And book?
• 44:36
  Speaker 6: Well, anyway, you know, you know what makes school shooters
• 44:42
  Speaker 6: fucking schools fucking schools Okay, for every reason that you
• 44:50
  Speaker 6: just listed, right, they just they don't They're not places
• 44:55
  Speaker 6: that help you anyway, you know, what I mean.
• 44:58
  Speaker 2: It's it's just our school system is hurting our children
• 45:03
  Speaker 2: more than helping them, you know, and just setting them
• 45:08
  Speaker 2: up for the fucking penitentiaries, setting them up for failure.
• 45:12
  Speaker 1: Yeah.
• 45:13
  Speaker 5: And you know, obviously other things happened in those people's
• 45:18
  Speaker 5: lifetimes that made them do what they did.
• 45:22
  Speaker 2: But you know it's it's if kids were homeschooled, you
• 45:27
  Speaker 2: wouldn't really have this issue, now, would you.
• 45:32
  Speaker 1: Not? Really? Parents? Parents don't block themselves from from helping
• 45:37
  Speaker 1: their their kids, right, They don't block themselves from access
• 45:40
  Speaker 1: to the students learning materials. See, this is the thing
• 45:45
  Speaker 1: what he's describing here. Imagine if you had, like maybe
• 45:52
  Speaker 1: you had custody of kids in your family. I know
• 45:57
  Speaker 1: that you haven't had kids, but you've got kids in
• 46:00
  Speaker 1: your family that you're very dedicated to. Imagine if you
• 46:04
  Speaker 1: were responsible for everything that happens to that child, it's
• 46:10
  Speaker 1: on you. Nobody else is going to protect a child
• 46:13
  Speaker 1: as much as you are. Something you know has has changed,
• 46:17
  Speaker 1: and that's just the way it is. Right, you send
• 46:19
  Speaker 1: your kid to school. I had this happen, right, My
• 46:21
  Speaker 1: son came home from school one day and uh, he says, well,
• 46:25
  Speaker 1: we started sex education today. And I'm like, oh, well,
• 46:29
  Speaker 1: you know that's interesting. I had that when I was,
• 46:31
  Speaker 1: you know, in the fourth grade, but you know, you're
• 46:34
  Speaker 1: a little younger than that. And he's like, yeah, they've
• 46:38
  Speaker 1: they've started now, you know, they started now in this grade.
• 46:42
  Speaker 1: And I said, what'd you learn and what did you
• 46:46
  Speaker 1: What did you guys talk about? And he was really
• 46:48
  Speaker 1: vague about it, right, Oh well, he talked about what
• 46:52
  Speaker 1: puberty is going to be like, and you know, what
• 46:54
  Speaker 1: kind of things we can expect to happen to us
• 46:56
  Speaker 1: and stuff, and you know, we talked about the anatomy
• 47:02
  Speaker 1: of the human body and what it does and how
• 47:05
  Speaker 1: it works for just our own. So the girls went
• 47:09
  Speaker 1: to the separate class the boys went, and I'm like, yeah,
• 47:12
  Speaker 1: so they're telling second graders about periods of what dreams now, right?
• 47:18
  Speaker 1: And I figured it's probably because there's more kids that
• 47:21
  Speaker 1: start puberty early now at the time, but I realized
• 47:27
  Speaker 1: from everything that's happened, I think it's because there are
• 47:31
  Speaker 1: more petos in the the system that creates the school curriculum,
• 47:38
  Speaker 1: so in the in the unions essentially. But in any case,
• 47:45
  Speaker 1: we continued, you know, and I was like, well, can
• 47:48
  Speaker 1: you tell me some specific things that you were told about,
• 47:51
  Speaker 1: because there was already a little bit of rumbling on
• 47:55
  Speaker 1: social media about you know, kids being taught some things
• 48:00
  Speaker 1: in schools that were inaccurate and that they were pushing
• 48:03
  Speaker 1: abortion to elementary school students and stuff like that, and there,
• 48:09
  Speaker 1: you know, he was like, well, some of the stuff
• 48:11
  Speaker 1: I was told I'm not allowed to talk to you about.
• 48:14
  Speaker 1: What big right, Well thats fucking red flag. OHW. So
• 48:25
  Speaker 1: I had to stop the car, you know, pulled into
• 48:28
  Speaker 1: a parking lot turn and kind of said to him,
• 48:32
  Speaker 1: like something that you always need to understand for the
• 48:35
  Speaker 1: rest of your life as long as you are a kid.
• 48:40
  Speaker 1: The most important people for you to be able to
• 48:44
  Speaker 1: tell things too are your mom and your dad. Nobody
• 48:49
  Speaker 1: else has a right or is right to tell you
• 48:56
  Speaker 1: not to tell us something. There should be no secrets.
• 49:00
  Speaker 1: No other adult is ever ever allowed to tell you
• 49:05
  Speaker 1: to keep something secret from us, and if they do,
• 49:09
  Speaker 1: that's a threat to your safety and you should disobey that.
• 49:13
  Speaker 1: No matter who they are. It doesn't matter whether it
• 49:16
  Speaker 1: is another family member, whether it is someone in authority
• 49:21
  Speaker 1: over you at school, the teacher, the principal, doesn't matter,
• 49:25
  Speaker 1: whether it's a police officer, or if you meet the
• 49:30
  Speaker 1: governor and he says that, or if you meet the
• 49:34
  Speaker 1: President of the United States and he says that. Nobody,
• 49:39
  Speaker 1: not a preacher at church, not anybody, should ever tell
• 49:45
  Speaker 1: a child don't tell your mom and dad about this.
• 49:49
  Speaker 1: There's only one kind of person who tells you to
• 49:51
  Speaker 1: keep secrets from your parents. They are your enemies. And
• 49:57
  Speaker 1: it's a lot for a second grader to handle. But
• 50:00
  Speaker 1: you know, he kind of nodded, and you know then
• 50:04
  Speaker 1: he kind of opened up about it, and he's like, well,
• 50:06
  Speaker 1: this is what we talked about, and compared to what's
• 50:11
  Speaker 1: going on today, it was gem mafia light right. They
• 50:19
  Speaker 1: were sort of eased into it with talking about if
• 50:24
  Speaker 1: somebody's gay, you shouldn't beat them up for it, real
• 50:29
  Speaker 1: common sense stuff. Gen X figured that out when we
• 50:31
  Speaker 1: were kids, Like, if somebody's gay, it makes no sense
• 50:34
  Speaker 1: whatsoever to beat them up for it. If somebody tries
• 50:37
  Speaker 1: to sexually assault you, you can beat them up for that,
• 50:39
  Speaker 1: all right. But if somebody's dating somebody that you wouldn't
• 50:43
  Speaker 1: date if you were them, it shouldn't matter whether it's
• 50:46
  Speaker 1: because you find that person unattractive or it's the person's
• 50:50
  Speaker 1: the same sex. You shouldn't beat them up for that
• 50:52
  Speaker 1: right that kind of you know, obviously, Yeah, it's fair
• 50:57
  Speaker 1: to talk to kids about don't bully people for being different.
• 51:04
  Speaker 1: And you don't have to approve of everybody's lifestyle to
• 51:07
  Speaker 1: recognize that taking things into your own hands and acting
• 51:11
  Speaker 1: violently or abusively as a means of dealing with your
• 51:15
  Speaker 1: differences is a stupid way to live. It will get
• 51:19
  Speaker 1: you into trouble, it doesn't solve any problems, and you're
• 51:23
  Speaker 1: not getting anywhere with that right that would be reasonable.
• 51:26
  Speaker 1: And if they had stopped with that, if they had said, Okay,
• 51:31
  Speaker 1: this is what we're going to teach, I don't think
• 51:34
  Speaker 1: gen X would have gotten up in arms about this right.
• 51:37
  Speaker 1: But as parents, we did in later years because they
• 51:42
  Speaker 1: went from that to hey, kid, they ever questioned your sexuality?
• 51:47
  Speaker 1: You know, you might be gay and just not know it.
• 51:51
  Speaker 1: You might be trans and just not know it. Oh,
• 51:54
  Speaker 1: you like gardening. You can't be a boy if you
• 51:57
  Speaker 1: like gardening. Like, my grandfather was a boxer and a welder,
• 52:05
  Speaker 1: and you know, very very tough, wiry, not a large man,
• 52:13
  Speaker 1: but a strong man, went hunting, killed bears, brought them
• 52:18
  Speaker 1: home for us to eat. Right, and grew roses absolutely
• 52:22
  Speaker 1: beautiful that I was allergic to, but I could I
• 52:25
  Speaker 1: could see them absolutely beautiful, beautiful roses prize winning County Fair.
• 52:34
  Speaker 1: I really don't think that anybody has your right to
• 52:37
  Speaker 1: say you're not a man. If you do this, you're
• 52:39
  Speaker 1: not a man. If you do that thing that is,
• 52:43
  Speaker 1: it's not an an outcropping of immaturity. Or you can say, well,
• 52:46
  Speaker 1: you're a little boy if you you know, your primary
• 52:50
  Speaker 1: means of addressing conflict with other people is violence, Like
• 52:54
  Speaker 1: that's childish, that's one thing, right, But if you crow roses,
• 52:58
  Speaker 1: that's not manly. Are you kidding? There's a science to that.
• 53:03
  Speaker 1: Science is manly. But in any case, yeah, they shuffled
• 53:11
  Speaker 1: it in a little bit at a time, very innocently,
• 53:14
  Speaker 1: and then by the time he was in high school,
• 53:18
  Speaker 1: you know, we had to have regular talks about just
• 53:22
  Speaker 1: because there are people who have gender dysphoria does not
• 53:25
  Speaker 1: mean that if you aren't one hundred percent typical stereotypical masculinity,
• 53:34
  Speaker 1: that you must have gender dys for you, right, And
• 53:37
  Speaker 1: it's okay to respect other people's identity and their experiences
• 53:44
  Speaker 1: and treat them with dignity and love. Just like you
• 53:47
  Speaker 1: would any other human being and not also have the
• 53:50
  Speaker 1: same sickness, just like you don't have to have a
• 53:55
  Speaker 1: broken leg because your friend fell off his horse. And
• 53:59
  Speaker 1: you don't have to have bipolar disorder because your friend
• 54:02
  Speaker 1: was born with a chemical imbalance. And you don't have
• 54:07
  Speaker 1: to have PTSD because your friend was a crime victim. Right,
• 54:16
  Speaker 1: you don't have to do all these things together. That's
• 54:21
  Speaker 1: we're talking six or eight years difference there, But between
• 54:28
  Speaker 1: when that started and when it got to that point
• 54:31
  Speaker 1: and where it is now is just insane. So basically,
• 54:37
  Speaker 1: here's Trump saying, don't mind rape children. Right, He's imprinting
• 54:47
  Speaker 1: anti American, subversive, harmful and false ideologies on our nation's children.
• 54:51
  Speaker 1: Not only violates long standing anti discrimination civil rights law
• 54:55
  Speaker 1: in many cases, but usurps basic parental authority. That's the
• 55:02
  Speaker 1: big one. Nobody has a right to say, don't tell
• 55:06
  Speaker 1: your mom, don't tell your dad about this. It's just
• 55:08
  Speaker 1: between us nobody. For example, steering students towards surgical and
• 55:18
  Speaker 1: chemical mutilation without parental consent or involvement, or allowing males
• 55:23
  Speaker 1: access to private spaces dedicated for females may contravene federal laws.
• 55:27
  Speaker 1: That protect parental rights. Now, my son's school, it was
• 55:31
  Speaker 1: a biological female that access to the boys room. So,
• 55:39
  Speaker 1: you know, like they talk about it like it's just
• 55:41
  Speaker 1: something that biological males do. But girls are more impressionable
• 55:48
  Speaker 1: in a lot of ways. They don't question authority as
• 55:52
  Speaker 1: readily as boys do, and like it's, uh, it's a
• 56:00
  Speaker 1: lot easier to con a girl into thinking she has
• 56:04
  Speaker 1: dysphoria that she's not experiencing than it is to con
• 56:08
  Speaker 1: a boy into thinking it. Right. So, one of the
• 56:14
  Speaker 1: trends that took place during the time frame from about
• 56:17
  Speaker 1: twenty eleven until now, they started doing this to girls
• 56:22
  Speaker 1: with autism and girls who were maybe were lesbians. Right,
• 56:29
  Speaker 1: started convincing, Oh, you're you're a boy trapped in a
• 56:32
  Speaker 1: girl's body. You really identify as a boy. It's not
• 56:37
  Speaker 1: it's not that you're different from other girls, but you're
• 56:41
  Speaker 1: still a girl. If you don't act like the other girls,
• 56:45
  Speaker 1: you must be wrong. Right, You're in the wrong body.
• 56:52
  Speaker 1: The most important thing in this though, is right here.
• 56:56
  Speaker 1: Right may contra being federal laws that protect parental rights,
• 57:02
  Speaker 1: including the Family Educational Rights and Privacy Act and the
• 57:05
  Speaker 1: Protection of Pupil Rights Amendment right. So the way that
• 57:11
  Speaker 1: now is talking about this, you might think that Trump
• 57:13
  Speaker 1: made these things law right before he passed this. Oh,
• 57:16
  Speaker 1: these these things I just passed are are being violated
• 57:20
  Speaker 1: by what you guys have been doing. So let's take
• 57:23
  Speaker 1: a look here. Family Educational Rights and Privacy Act FURPAS
• 57:32
  Speaker 1: passed in nineteen seventy four. Yeppa, So this has been
• 57:38
  Speaker 1: an effect longer than like, this was an effect before
• 57:43
  Speaker 1: I went to school. I was two years old when
• 57:45
  Speaker 1: this was passed. Wow. Right, I'm a fifty three, so
• 57:54
  Speaker 1: this has been around a while. This gives parents the
• 57:59
  Speaker 1: right to it inspect and review students education records maintained
• 58:04
  Speaker 1: by the schools. They don't have to provide copies unless
• 58:07
  Speaker 1: it's impossible for parents to review the original records, but
• 58:11
  Speaker 1: they do have to make something available so that the
• 58:15
  Speaker 1: parents know what's going on with the student. They have
• 58:19
  Speaker 1: a right to request that school the school correct records
• 58:22
  Speaker 1: if they believe to be inaccurate or misleading, stop the
• 58:26
  Speaker 1: release of personally identifial identifiable information, get a copy of
• 58:33
  Speaker 1: the institution's policy concerning access to educational records. They have
• 58:38
  Speaker 1: the right basically to examine what the school is doing
• 58:42
  Speaker 1: with the child. So this law has actually been interpreted
• 58:49
  Speaker 1: in more than one instance to protect parents' right to
• 58:53
  Speaker 1: school curriculum, to examine school curriculum. What's this child being
• 58:58
  Speaker 1: taught in school? Because you can't judge your child's school
• 59:02
  Speaker 1: records without understanding at least what's being presented. What's my
• 59:09
  Speaker 1: child failing in math for? What's he not getting? Well,
• 59:12
  Speaker 1: we can't tell you that part. Now you have a
• 59:15
  Speaker 1: right to know that. Yeah, what's my child failing health class?
• 59:20
  Speaker 1: Which is the class that has sex education in it?
• 59:23
  Speaker 1: What's my child failing health class for? Well, we can't
• 59:25
  Speaker 1: tell you that. You know, Suddenly it's different. I don't
• 59:28
  Speaker 1: think so. You have the right to raise your child.
• 59:33
  Speaker 1: You have a responsibility to raise your child, and therefore
• 59:36
  Speaker 1: you have a right to raise your child. Meredith g
• 59:40
  Speaker 1: gave us five dollars and said, Honey, for the Badgers.
• 59:42
  Speaker 1: I have started to wonder how much Title nine has
• 59:45
  Speaker 1: added to the cost of college education with all the
• 59:47
  Speaker 1: administration around it. Oh yeah, let's look at Title nine
• 59:55
  Speaker 1: coordinator average salary, because every university has one. So every
• 1:00:11
  Speaker 1: university has to have a Title nine coordinator coordinator. In Ohio,
• 1:00:15
  Speaker 1: that's fifty five k or twenty six forty five an hour,
• 1:00:21
  Speaker 1: ranging from thirty thirty eight and a half to sixty six,
• 1:00:26
  Speaker 1: with some earners reaching ninety six thousand, probably at bigger universities,
• 1:00:31
  Speaker 1: so almost one hundred thousand right for coordinating the office
• 1:00:39
  Speaker 1: that deals with Title nine issues in the university. And
• 1:00:43
  Speaker 1: then this person will have staff under them, So you
• 1:00:46
  Speaker 1: have that individual making that much money, and then you
• 1:00:49
  Speaker 1: have other staff that's probably making close to that much
• 1:00:51
  Speaker 1: as well because it's in an educational institution. And then
• 1:00:56
  Speaker 1: also if you have say a professor that gets tasked to.
• 1:01:01
  Speaker 4: Be in a.
• 1:01:04
  Speaker 1: In a tribunal, right because they are coming in out
• 1:01:12
  Speaker 1: of their hours, their regular hours. They're not coming in
• 1:01:15
  Speaker 1: during their office hours, they're not coming in during their
• 1:01:18
  Speaker 1: classroom hours. They're doing this on their own schedule. They
• 1:01:22
  Speaker 1: get paid, right, so you have and they have to
• 1:01:27
  Speaker 1: keep records, so they have to have somebody handling all
• 1:01:31
  Speaker 1: of the paperwork regarding any of these cases. And I
• 1:01:38
  Speaker 1: don't know if they have to keep a they do
• 1:01:40
  Speaker 1: have to keep a database, but they don't they have
• 1:01:42
  Speaker 1: to report it. Actually, it's part of the Clariact, so
• 1:01:45
  Speaker 1: if they have, you know, Jane accuses Bob of looking
• 1:01:50
  Speaker 1: at her butt, and she's very uncomfortable about this. Just
• 1:01:52
  Speaker 1: something as simple as that they have paperwork that they
• 1:01:56
  Speaker 1: have to do that has to get sent into the
• 1:02:00
  Speaker 1: Department of Education because of that allegation, and they have
• 1:02:04
  Speaker 1: to have like a whole thing of here's here's what
• 1:02:07
  Speaker 1: was accused, here's what we did about the accusation, here's
• 1:02:12
  Speaker 1: the outcome of what we did if it was a
• 1:02:14
  Speaker 1: hearing or anything like that. And here's the result for
• 1:02:18
  Speaker 1: the student's education, the trajectory of the student's education that
• 1:02:24
  Speaker 1: made the accusation, and so all of that, all that paperwork,
• 1:02:29
  Speaker 1: everything has to has to be covered by it has
• 1:02:35
  Speaker 1: to be done by somebody that gets paid. So yeah,
• 1:02:41
  Speaker 1: it does increase, it does increase the cost. In addition
• 1:02:46
  Speaker 1: to FURPA, we have the other law that he mentioned,
• 1:02:49
  Speaker 1: the Protection of Pupil Rights Amendment PPR. So we have
• 1:02:54
  Speaker 1: FURPA and PURPA, also known as the Hatch Amendment. People
• 1:03:00
  Speaker 1: have probably heard of the Hatch Amendment. This is more
• 1:03:07
  Speaker 1: more specific about the instruction materials. This is from nineteen
• 1:03:11
  Speaker 1: seventy eight, and this was where you know, like they've
• 1:03:15
  Speaker 1: interpreted FURBU, I mean this, and then they've said, well,
• 1:03:18
  Speaker 1: we've got to have something in writing, we've got to
• 1:03:20
  Speaker 1: have something on the books, So this is where it's
• 1:03:22
  Speaker 1: on the books. Parents or guardians have the right to
• 1:03:26
  Speaker 1: inspect all instruction materials, including teachers manuals, films, tapes, or
• 1:03:31
  Speaker 1: other supplementary materials used in connection with any survey, analysis,
• 1:03:35
  Speaker 1: or valuation as part of an applicable program. This insures
• 1:03:38
  Speaker 1: transparency that allows parents to understand the educational content provided
• 1:03:42
  Speaker 1: to their children. And this if if your kids are
• 1:03:47
  Speaker 1: watching a video in school say about how the heart works,
• 1:03:52
  Speaker 1: you have the right as a parent to say, I
• 1:03:54
  Speaker 1: want to see what's in that video. So if your
• 1:03:57
  Speaker 1: kids are watching a video in school about how gender works,
• 1:04:01
  Speaker 1: you have the right as a parent to go in
• 1:04:02
  Speaker 1: and say, I want to see that video. My child
• 1:04:04
  Speaker 1: is being tested on the material from this video. Okay,
• 1:04:07
  Speaker 1: I have the right to see that video. I want
• 1:04:09
  Speaker 1: to see it, and the school cannot tell you no
• 1:04:14
  Speaker 1: under this law. This is federal law. The school cannot
• 1:04:19
  Speaker 1: tell you no. Guess what they've been doing for the
• 1:04:22
  Speaker 1: last five years. They've been hiding this shit from parents.
• 1:04:26
  Speaker 1: You in and you say, I want to see that video.
• 1:04:28
  Speaker 1: I want to watch that. What this woman is saying
• 1:04:30
  Speaker 1: to my kids. You know in this video you get
• 1:04:35
  Speaker 1: told no, you don't have the right. In fact, you know,
• 1:04:38
  Speaker 1: we're gonna call the cops on you and we're going
• 1:04:40
  Speaker 1: to give you a rough time. If you go to
• 1:04:41
  Speaker 1: a school board meeting and you ask to see the manuals,
• 1:04:49
  Speaker 1: like what's the teacher instructed to tell the students. Nope,
• 1:04:54
  Speaker 1: you can't see that, and we're gonna call the cops
• 1:04:56
  Speaker 1: on you for asking.
• 1:04:57
  Speaker 2: That's some bullshit.
• 1:05:00
  Speaker 1: There is many greater bush yep. There's a video after
• 1:05:05
  Speaker 1: video on YouTube of parents getting hauled out of school
• 1:05:07
  Speaker 1: board meetings and arrested because they are complaining that the
• 1:05:10
  Speaker 1: schools are withholding these materials. Or a kid brings home
• 1:05:15
  Speaker 1: a library book that has literal child porn in it
• 1:05:22
  Speaker 1: and like it's it's I guess it would be considered
• 1:05:30
  Speaker 1: it is under some current laws, but it would be
• 1:05:33
  Speaker 1: considered legal because it's it's artwork drawings instead of any
• 1:05:39
  Speaker 1: actual children being victimized in the course of creating it.
• 1:05:43
  Speaker 1: But it doesn't belong in the public school system, right,
• 1:05:46
  Speaker 1: It doesn't belong in your child's classroom or your school library.
• 1:05:50
  Speaker 1: Your child should not be getting access to that. You know,
• 1:05:53
  Speaker 1: if people draw those pictures for their own entertainment, whatever
• 1:05:58
  Speaker 1: kind of sicko they are. If that's all they do,
• 1:06:02
  Speaker 1: I want to see the focus more on people who
• 1:06:05
  Speaker 1: are kidnapping other people's kids and molesting them and photographing
• 1:06:10
  Speaker 1: them and stuff like that. Stop those guys first, and
• 1:06:12
  Speaker 1: then you can address the people that are drawing stupid pictures.
• 1:06:15
  Speaker 1: But if they're showing them to children, that's a different story.
• 1:06:19
  Speaker 1: They start throwing that showing that shit to children, you know,
• 1:06:22
  Speaker 1: then I'm I'm gonna get on a woodchip or band
• 1:06:25
  Speaker 1: wagon right there. Right that's that's trying to train children
• 1:06:31
  Speaker 1: to view child sex as normal, which it's not, and
• 1:06:37
  Speaker 1: it never will be. It will never be anything but harmful.
• 1:06:41
  Speaker 1: There is no argument that you can make that will
• 1:06:43
  Speaker 1: change that. So this inspection of materials is very important.
• 1:06:50
  Speaker 1: And what's been happening during the last five years is
• 1:06:54
  Speaker 1: students have been bringing those books home. Then parents have
• 1:06:57
  Speaker 1: been bringing them to school board meetings and reading them,
• 1:07:00
  Speaker 1: and the school board decides that it's too racy and
• 1:07:03
  Speaker 1: they can't read that into the record, and if parents
• 1:07:07
  Speaker 1: don't shut up, they call the cops. They'll have school
• 1:07:10
  Speaker 1: board meetings where the room doesn't have enough space in
• 1:07:14
  Speaker 1: it for the number of people that want to be
• 1:07:16
  Speaker 1: there and tell the school board they don't like what
• 1:07:18
  Speaker 1: is being done with their students, and the school boards
• 1:07:21
  Speaker 1: are refusing to listen to people, and Jesus, yeah, there
• 1:07:26
  Speaker 1: have been times where parents get up and say, this
• 1:07:30
  Speaker 1: is child abuse. You are abusing our children and we
• 1:07:33
  Speaker 1: want you to stop, and police are called to arrest
• 1:07:37
  Speaker 1: the parent for complaining to the school board stop abusing
• 1:07:40
  Speaker 1: our children.
• 1:07:45
  Speaker 3: God, I would be infuriated, which is why I'm glad
• 1:07:51
  Speaker 3: I don't have to deal with this. I don't have children,
• 1:07:53
  Speaker 3: not gonna have kids. They's this so much that I
• 1:08:00
  Speaker 3: want to say, But none of it matters because I
• 1:08:02
  Speaker 3: don't have to deal with it, you know, and I
• 1:08:04
  Speaker 3: have so it does, it absolutely does.
• 1:08:12
  Speaker 2: I would. I would lose my ship if that was
• 1:08:16
  Speaker 2: happening to my child.
• 1:08:17
  Speaker 3: They came home and told me that I do.
• 1:08:22
  Speaker 2: I can't see what you're learning. Absolutely not.
• 1:08:27
  Speaker 1: Yeah, imagine your child comes home and says, you know,
• 1:08:31
  Speaker 1: our our teacher gave us a book today that says,
• 1:08:34
  Speaker 1: even though I think I'm a boy, I might be
• 1:08:37
  Speaker 1: a girl. Jesus, even though I have boy parts, I
• 1:08:45
  Speaker 1: think I might be a girl because my teacher said, so, how.
• 1:08:49
  Speaker 3: Is that not grooming? How is Yeah, like, that's exactly
• 1:08:55
  Speaker 3: what the fuck it is. But oh my god.
• 1:08:59
  Speaker 1: Yeah, imagine if your student came home, your fourth grader
• 1:09:08
  Speaker 1: came home with a book on how to properly give
• 1:09:13
  Speaker 1: a blowjob.
• 1:09:15
  Speaker 2: M you'd be seeing me on the news that night.
• 1:09:20
  Speaker 2: And that's all.
• 1:09:23
  Speaker 1: People are thinking. Gen X parents are going crazy because
• 1:09:25
  Speaker 1: they're going into school board meetings and going on tirades
• 1:09:28
  Speaker 1: about this stuff, right, but that is happening to their children.
• 1:09:32
  Speaker 1: There was a father that got arrested because he showed
• 1:09:39
  Speaker 1: that book at at a school board meeting and said,
• 1:09:43
  Speaker 1: my son brought this home. My son brought this home
• 1:09:48
  Speaker 1: from his elementary school library. This is a book on
• 1:09:54
  Speaker 1: how a boy gives another boy a blowjob. You want
• 1:09:57
  Speaker 1: me to read it to you? And they said no,
• 1:09:59
  Speaker 1: and he started. They had them arrested. There have been
• 1:10:06
  Speaker 1: several instances like that. There have been moms and dads arrested.
• 1:10:10
  Speaker 1: There have been school board meetings where they shut down
• 1:10:13
  Speaker 1: the meeting because parents were making comments or asking questions
• 1:10:17
  Speaker 1: about school practices that they disapproved of. And and you know,
• 1:10:23
  Speaker 1: there have been instances where students have had to sue.
• 1:10:29
  Speaker 1: There was a sexual assault in Virginia where the school
• 1:10:34
  Speaker 1: tried to cover it up and kind of leaned on
• 1:10:38
  Speaker 1: the student and the family to just let it slide
• 1:10:41
  Speaker 1: because it was a g mafia issue. So what what
• 1:10:49
  Speaker 1: is this? What is this law? Say, surveys and evaluations
• 1:10:53
  Speaker 1: meaning tests, surveys of students that you know, for information
• 1:10:58
  Speaker 1: for the school. Evaluations meaning if they're evaluating the students
• 1:11:08
  Speaker 1: like capabilities, not just are you past passing the classroom materials,
• 1:11:12
  Speaker 1: but like we had the Iowa Basic tests when we
• 1:11:16
  Speaker 1: were kids. Gen X said, I don't know what they're
• 1:11:18
  Speaker 1: called now, but there's a similar test. Now, there's the
• 1:11:21
  Speaker 1: the s A T Test, the ACT test if you
• 1:11:24
  Speaker 1: want to enter university. Those are all considered evaluations, right
• 1:11:28
  Speaker 1: if when we were kids, they sent people in to
• 1:11:32
  Speaker 1: evaluate our hearing in our eyesight as well. I got
• 1:11:38
  Speaker 1: my first pair of glasses because the that evaluator suggested
• 1:11:42
  Speaker 1: that my parents take me to the eye doctor at
• 1:11:45
  Speaker 1: the age of ten. So, I mean there are things
• 1:11:48
  Speaker 1: that they were doing in the school system that were
• 1:11:49
  Speaker 1: very valuable. But then you know, now they've got this
• 1:11:54
  Speaker 1: stuff right, and they had some weird stuff too, like
• 1:12:00
  Speaker 1: like when they were evaluating us for the gifted class.
• 1:12:03
  Speaker 1: I remember a series of questions that was just odd
• 1:12:09
  Speaker 1: and I kind of refuse to participate. I got asked
• 1:12:14
  Speaker 1: about my nightmares and stuff like that was kind of weird. Yeah, anyway,
• 1:12:20
  Speaker 1: like so they started doing that stuff a long time ago.
• 1:12:25
  Speaker 1: But for instance, uh, they can't ask you certain things,
• 1:12:31
  Speaker 1: what do you what do you believe politically? What kind
• 1:12:35
  Speaker 1: of mental or psychological problems do you have if you
• 1:12:38
  Speaker 1: have a If you have a student that has mental
• 1:12:44
  Speaker 1: or psychological problems that needs an individual educational plan, that's
• 1:12:50
  Speaker 1: something that the parents arrange with the school and the
• 1:12:54
  Speaker 1: child's medical team. They don't ask the kid about that
• 1:12:58
  Speaker 1: same thing. With sexual behavior, they're not to ask you
• 1:13:00
  Speaker 1: if you're having any kind of sexual thoughts or feelings
• 1:13:03
  Speaker 1: or any behaviors. They're not allowed to ask you without
• 1:13:07
  Speaker 1: prior consent from your parents, at least if you're you know, like,
• 1:13:11
  Speaker 1: they can't even ask if you're a smoker, because it's
• 1:13:14
  Speaker 1: illegal for kids to smoke any self incriminating or demeaning behavior.
• 1:13:19
  Speaker 1: They can't ask you what you think of your family.
• 1:13:22
  Speaker 1: They can't ask you about your church, and they can't
• 1:13:25
  Speaker 1: ask you about income other than having your parents fill
• 1:13:29
  Speaker 1: out forms to determine whether you're eligible for the school
• 1:13:33
  Speaker 1: the free school lunch program and stuff like that, right,
• 1:13:36
  Speaker 1: and that goes to the parent. The student doesn't fill
• 1:13:39
  Speaker 1: that out right, And the parents have the right to
• 1:13:44
  Speaker 1: see everything that you fill out. They have their right
• 1:13:47
  Speaker 1: to know everything you told the school and everything in
• 1:13:50
  Speaker 1: school asks you. And if you have to have physical
• 1:13:55
  Speaker 1: for sports, if the school has a doctor that does that,
• 1:13:59
  Speaker 1: they have the your parents have the right to that information.
• 1:14:02
  Speaker 1: If you have to go to the school nurse and
• 1:14:06
  Speaker 1: the school nurse checks you over to make sure that
• 1:14:08
  Speaker 1: you're okay after you fell on the playground, or you know,
• 1:14:12
  Speaker 1: you have you have your first migraine, or you know,
• 1:14:15
  Speaker 1: something along those lines, the parents have a right to
• 1:14:18
  Speaker 1: a full report.
• 1:14:19
  Speaker 4: Right.
• 1:14:20
  Speaker 1: So the gist of this is that under these two laws,
• 1:14:24
  Speaker 1: it is expected that the school does not hide any
• 1:14:28
  Speaker 1: information from the parents, and that is to protect the
• 1:14:33
  Speaker 1: child from exploitation, manipulation, psychological abuse, physical abuse, sexual abuse,
• 1:14:44
  Speaker 1: all of those things. If there are no secrets, then
• 1:14:48
  Speaker 1: the parents are able to protect the child from any
• 1:14:50
  Speaker 1: type of abuse that might occur within the institution. And uh,
• 1:15:01
  Speaker 1: that's erasing educational history in the United states. This. Enforcing
• 1:15:07
  Speaker 1: this law that is fifty years old is erasing the
• 1:15:15
  Speaker 1: educational history of the country, and it's misogynistic. Guys, preventing
• 1:15:24
  Speaker 1: teachers and administrators in your school from abusing your children
• 1:15:28
  Speaker 1: is misogynistic. What an odd thing to say, How very odd?
• 1:15:41
  Speaker 2: Oh you use the feminism.
• 1:15:44
  Speaker 3: Figured it out that all you gotta do is throw
• 1:15:45
  Speaker 3: a little misogyny at anything and just see who doesn't
• 1:15:49
  Speaker 3: who's not paying attention.
• 1:15:52
  Speaker 1: Yeah, it's just like we can. We can use sexism,
• 1:15:56
  Speaker 1: miss sexisms as a shield for any despicable thing that
• 1:16:00
  Speaker 1: we want to do. Missus Anne of arc gave us
• 1:16:08
  Speaker 1: five dollars and said, if my child's teacher told them
• 1:16:10
  Speaker 1: not to tell me or my husband something that happened
• 1:16:12
  Speaker 1: or talked about at school, out of the teacher and admin,
• 1:16:16
  Speaker 1: buy the short hairs real quick. There are lawsuits over this,
• 1:16:19
  Speaker 1: by the way. You know their parents who have had
• 1:16:24
  Speaker 1: to sue their their children's schools for violations of the
• 1:16:28
  Speaker 1: Hatch Act and for violations of for because their schools,
• 1:16:33
  Speaker 1: these schools are hiding information about the student's educational experience. Right,
• 1:16:39
  Speaker 1: They're not telling the parents what the kids are learning
• 1:16:43
  Speaker 1: in school. What's happening to the kids in school. They're
• 1:16:47
  Speaker 1: kids that have been bullied for being normal. Now right, Oh,
• 1:16:54
  Speaker 1: you don't go along with this new gender mafia thing. Okay,
• 1:16:58
  Speaker 1: well we're going to pick on you at recess, now right.
• 1:17:03
  Speaker 1: You don't solve homophobia by making the straight kid the
• 1:17:07
  Speaker 1: kid that gets bullied at recess. You solve it by
• 1:17:11
  Speaker 1: making it so that no kid is the kid that
• 1:17:14
  Speaker 1: gets bullied at recess. We have no child left behind,
• 1:17:23
  Speaker 1: We need no child kicked in the behind. Yeah, so
• 1:17:33
  Speaker 1: then we have another right, so here we had we're
• 1:17:39
  Speaker 1: looking at the educational end of it. Let me make
• 1:17:43
  Speaker 1: sure I don't think I opened this one ahead of time. Yeah,
• 1:17:47
  Speaker 1: so I'm gonna close these other things and again protecting
• 1:17:54
  Speaker 1: children from clinical and surgical mutilation. So this one, this
• 1:17:59
  Speaker 1: is the same National Organization for Women. Think of the
• 1:18:02
  Speaker 1: pattern here, all right. They're mad that parents have to
• 1:18:10
  Speaker 1: be told what's going on with their students. They're mad
• 1:18:13
  Speaker 1: that students who are falsely accused of sexual misconduct get
• 1:18:18
  Speaker 1: due process rights. They're mad that students are being protected
• 1:18:24
  Speaker 1: from from browbeating in doctrination in their schools. So they're mad,
• 1:18:31
  Speaker 1: basically that students are being protected from all forms of
• 1:18:34
  Speaker 1: abuse in their schools by their teachers that would direct
• 1:18:39
  Speaker 1: them to certain gender based beliefs and decisions made based
• 1:18:46
  Speaker 1: on those gender based beliefs and gender ideology based beliefs.
• 1:18:53
  Speaker 1: Right questioning their identity. If you want to drive someone nuts,
• 1:18:57
  Speaker 1: if you want to really gaslight someone, if you want
• 1:18:59
  Speaker 1: to make someone unable to tell you no, you make
• 1:19:05
  Speaker 1: them so confused about their situation, their identity, what's right
• 1:19:10
  Speaker 1: and wrong, what's true and false, that they don't know
• 1:19:13
  Speaker 1: which way to go. They can't take a step forward
• 1:19:17
  Speaker 1: because they can't necessarily believe that the ground in front
• 1:19:20
  Speaker 1: of them is real. You make them so insecure about
• 1:19:25
  Speaker 1: that stuff that they don't do anything without asking you first.
• 1:19:33
  Speaker 1: That is a specific method of coercive control that is
• 1:19:37
  Speaker 1: used in various types of abuse, whether it's in intimate
• 1:19:43
  Speaker 1: partnership or whether it's by an authoritarian system, whether it's
• 1:19:49
  Speaker 1: by an authority figure. And it's a particular type of
• 1:19:54
  Speaker 1: child abuse too. Groomers use this to prevent children from resisting, objecting,
• 1:20:04
  Speaker 1: or seeking help to end sexual abuse. By the way,
• 1:20:10
  Speaker 1: and it's it fucks with your head so bad, like
• 1:20:15
  Speaker 1: it's it's like being in amaze where the walls are
• 1:20:23
  Speaker 1: constantly changing. Yes, you know how if you're not sure
• 1:20:28
  Speaker 1: about amaze, if you just keep one hand, you know,
• 1:20:31
  Speaker 1: on the wall and just trace, eventually you're gonna find
• 1:20:35
  Speaker 1: your way out, right, But not under that circumstance. Under
• 1:20:39
  Speaker 1: that circumstance, you're gonna run into wall after wall and
• 1:20:42
  Speaker 1: you'll never find your way out. It makes you entirely
• 1:20:46
  Speaker 1: dependent on your abuser, so that your abuser not only
• 1:20:51
  Speaker 1: determines your reality, but every decision that you are able
• 1:20:55
  Speaker 1: to make. You can't say no, you can't seek help,
• 1:20:59
  Speaker 1: you can't do anything but obey because you've been not
• 1:21:06
  Speaker 1: just brainwashed, but your brain has been shut off, or
• 1:21:12
  Speaker 1: rather it's been so overloaded. It's like a d DOS
• 1:21:15
  Speaker 1: attack on your brain right, and you are being denied
• 1:21:20
  Speaker 1: the service. Every time you try to make a decision
• 1:21:24
  Speaker 1: related to your own safety and your own protection, you
• 1:21:26
  Speaker 1: short circuit. You don't know what to do, and there
• 1:21:31
  Speaker 1: you know, there have been It's one of the reasons
• 1:21:34
  Speaker 1: why victims of molestation have such a high suicide.
• 1:21:38
  Speaker 4: Rate, and it's how slavery works. We like to think
• 1:21:43
  Speaker 4: that it's that it's all just Europeans just picked up
• 1:21:49
  Speaker 4: wild Africans and made them work, and they just and
• 1:21:52
  Speaker 4: they just automatically didn't know the slave mentality. Well, Slavery
• 1:21:57
  Speaker 4: exists because of the slave mentality, because people have been
• 1:22:03
  Speaker 4: brainwashed in this way to just accept their fate. Like
• 1:22:07
  Speaker 4: in a lot of the movies, you'll see when the
• 1:22:10
  Speaker 4: slave driver crashes their wagon, the slaves finally decide to
• 1:22:22
  Speaker 4: take their moment to beat up the slave driver and
• 1:22:25
  Speaker 4: then run away into the wilderness. That's that's that's that's
• 1:22:30
  Speaker 4: not how that's not how the mind of a slave works.
• 1:22:35
  Speaker 4: If that happened, the slaves would do everything they can
• 1:22:39
  Speaker 4: to save their master, because a slave is not just
• 1:22:46
  Speaker 4: a freeman who's been put in the service of another
• 1:22:54
  Speaker 4: free man. A slave as someone who's been mentally broken
• 1:23:00
  Speaker 4: where they can't imagine a world without their master. This
• 1:23:10
  Speaker 4: is often implanted on instincts that are sort of based
• 1:23:14
  Speaker 4: on family. It's it's it's it's like the humble cuckoo.
• 1:23:25
  Speaker 4: If you simply implant an idea into a child's head,
• 1:23:32
  Speaker 4: they will believe that for the rest of their life.
• 1:23:34
  Speaker 4: And when I say child, I mean to have of
• 1:23:35
  Speaker 4: all less it's under the age of twelve, it's trivial
• 1:23:44
  Speaker 4: to implant an idea in the child's head and have
• 1:23:50
  Speaker 4: that idea remain implanted for their entire lives. And this
• 1:23:55
  Speaker 4: is why it is extremely This is why it is
• 1:23:56
  Speaker 4: extremely important that we don't allow this to happen, certainly
• 1:24:02
  Speaker 4: not on a governmental level, on on a level that
• 1:24:07
  Speaker 4: is implemented and perpetuated by the government through these things
• 1:24:11
  Speaker 4: big cold schools. Right. Uh, just human beings. Brains are
• 1:24:20
  Speaker 4: very delicate in general, but children's brains are exceptionally delicate,
• 1:24:28
  Speaker 4: and anything implanted into their brains with enough force in
• 1:24:34
  Speaker 4: an early stage of their lives will create mental illness. Honestly,
• 1:24:42
  Speaker 4: even if it's just devotion to whoever it was who
• 1:24:47
  Speaker 4: brainwashed them, it's it's it's it's mental, it's crafted mental illness.
• 1:24:54
  Speaker 4: And this is why it is important to have authoritarian
• 1:24:58
  Speaker 4: measures in place to prevent people from brainwashing children. It's
• 1:25:06
  Speaker 4: difficult to brainwash an adult, it is trivially easy to
• 1:25:11
  Speaker 4: brainwash a child, and this is why it should not
• 1:25:16
  Speaker 4: be allowed. Some measures should be in place to prevent
• 1:25:19
  Speaker 4: people from brainwashing children because a generation of brainwashed children
• 1:25:25
  Speaker 4: is well, it's happening right now, isn't it. It's happening.
• 1:25:30
  Speaker 4: It's happening all around us. This is what we have
• 1:25:33
  Speaker 4: devoted our lives to complaining about generations of brainwashed children,
• 1:25:41
  Speaker 4: each more insane than the last. And and we've found
• 1:25:46
  Speaker 4: ourselves in this position right now. Best of luck anyone
• 1:25:50
  Speaker 4: who wants to describe this fucked up situation that we
• 1:25:55
  Speaker 4: have ourselves, that we've found ourselves in now, of several
• 1:26:00
  Speaker 4: generations of brainwast children, each more brainwast than the last.
• 1:26:04
  Speaker 4: It's it's difficult to describe what we We do our
• 1:26:12
  Speaker 4: best to describe it. Uh h.
• 1:26:18
  Speaker 1: Yeah, well what's what's really it was really shit about it, Honestly,
• 1:26:27
  Speaker 1: it's not just this one moment. And in the public
• 1:26:31
  Speaker 1: education system in the United States, right so the generation
• 1:26:36
  Speaker 1: that burst, the Baby Boomers, the generation they came from,
• 1:26:41
  Speaker 1: was referred to as the Silent generation. Like they were
• 1:26:50
  Speaker 1: there was they sort of came out of the Great
• 1:26:53
  Speaker 1: Depression and all that, and they there's also I think
• 1:26:58
  Speaker 1: they came from the generation known as the Greatest Generation.
• 1:27:04
  Speaker 1: But in any case, like they they sort of were
• 1:27:10
  Speaker 1: the movers and shakers of getting this educational system established,
• 1:27:14
  Speaker 1: and with it they created a tool that could have
• 1:27:19
  Speaker 1: been used to provide American students with the greatest advantages
• 1:27:28
  Speaker 1: during their childhood that they possibly could have, Right, they
• 1:27:32
  Speaker 1: could have studied how children learned and then use that
• 1:27:38
  Speaker 1: knowledge to increase children's speed of development in areas like
• 1:27:45
  Speaker 1: their grasp of arithmetic and logic, their grasp of language
• 1:27:50
  Speaker 1: use and communication skills, their understanding of human history, their
• 1:27:58
  Speaker 1: ability to uh use that combination of information, their ability
• 1:28:04
  Speaker 1: to use understanding the scientific method and how to evaluate things,
• 1:28:10
  Speaker 1: and so on to to build and create and administrate
• 1:28:18
  Speaker 1: systems in the United States that would have made uh,
• 1:28:21
  Speaker 1: you know, a great and secure and prosperous nation permanently,
• 1:28:28
  Speaker 1: like indefinitely into the future. And they started to do that.
• 1:28:33
  Speaker 1: The silent generation started to do that. And when the
• 1:28:36
  Speaker 1: Boomers got into the education system, they started indoctrinating students
• 1:28:44
  Speaker 1: with communism. Right, my, my generation started getting more and
• 1:28:52
  Speaker 1: more communist bullshit in our in our curriculum that was
• 1:28:59
  Speaker 1: was introduced used by the teachers unions. The teachers unions
• 1:29:04
  Speaker 1: fought tooth and nail for control over the schools. They
• 1:29:08
  Speaker 1: had a procedure to process by the way they did this.
• 1:29:12
  Speaker 1: So let's say they go into Ohio and they want
• 1:29:18
  Speaker 1: control of the Ohio school system, Right, Ohio is mostly rural.
• 1:29:24
  Speaker 1: Like there's some big cities here, but not huge big cities,
• 1:29:27
  Speaker 1: not so many. Like we've got Cleveland, right, we got Columbus,
• 1:29:31
  Speaker 1: We've got Dayton, Cincinnati, Toledo, Akron, and we got some
• 1:29:36
  Speaker 1: big cities, but they're not big big cities. They're not
• 1:29:39
  Speaker 1: La they're not New York, you know, Like our biggest
• 1:29:43
  Speaker 1: big city is Cleveland. The rest of the state. The
• 1:29:48
  Speaker 1: city that I grew up in had eight thousand people
• 1:29:50
  Speaker 1: in it. One of my best best friends in high
• 1:29:53
  Speaker 1: school came from a nearby city. A nearby town had
• 1:29:58
  Speaker 1: five hundred people in it. Their entire school system and
• 1:30:02
  Speaker 1: their community from kindergarten all the way up through all
• 1:30:07
  Speaker 1: of the classes in the high school and the school board,
• 1:30:12
  Speaker 1: school administration, all everything was all in the same building,
• 1:30:15
  Speaker 1: one building. Their graduating class had eighteen students the year
• 1:30:22
  Speaker 1: that she graduated, and that was a big class for them, right.
• 1:30:27
  Speaker 1: So you know, my graduating class had a couple hundred,
• 1:30:32
  Speaker 1: maybe not even a couple hundred. My husband's graduating class
• 1:30:36
  Speaker 1: had like a thousand, but it was from a different community.
• 1:30:42
  Speaker 1: But there's there's schools, you know, that are small enough
• 1:30:47
  Speaker 1: that a few dozen kids is their entire senior class,
• 1:30:51
  Speaker 1: and sometimes it's it's not even a few dozen, just
• 1:30:53
  Speaker 1: a few. And then there are there are communities where
• 1:30:58
  Speaker 1: the school system pop at the eighth grade and then
• 1:31:02
  Speaker 1: the kids go to another community to go to high
• 1:31:04
  Speaker 1: school because the community is so small. There were two
• 1:31:08
  Speaker 1: communities bordering my town where the kids had elementary school
• 1:31:14
  Speaker 1: in their hometown and then they came to our junior
• 1:31:16
  Speaker 1: high and high school. They got bussed or they went
• 1:31:21
  Speaker 1: to another neighboring community, depending on which side of a
• 1:31:26
  Speaker 1: particular country road they lived on. But in any case,
• 1:31:30
  Speaker 1: all of that being said, so let's say the unions
• 1:31:35
  Speaker 1: wanted to unionize the schools in Ohio. Previously, before there
• 1:31:39
  Speaker 1: were they were unionized Ohio schools, the teachers had something
• 1:31:45
  Speaker 1: called a professional association. It was not a union. It
• 1:31:50
  Speaker 1: did not arbitrate the way unions did. It didn't argue
• 1:31:54
  Speaker 1: the way unions did. Teachers bargained with their school systems
• 1:32:00
  Speaker 1: as professionals, and the goal everybody's goal was to maximize
• 1:32:06
  Speaker 1: the benefit to the student, and so if they bargained
• 1:32:10
  Speaker 1: for payer benefits, it was to attract a better caliber
• 1:32:14
  Speaker 1: of teachers to the school and not have the school
• 1:32:17
  Speaker 1: get left behind, you know, when it came to having
• 1:32:20
  Speaker 1: a good science teacher, having a good math teacher, because
• 1:32:23
  Speaker 1: some other school was offering better benefits, you know, and
• 1:32:28
  Speaker 1: of course you had to go to the community and
• 1:32:33
  Speaker 1: raise money if you needed to increase you know, school
• 1:32:38
  Speaker 1: benefits for the teachers and pay for the teachers and stuff.
• 1:32:42
  Speaker 1: So there would be you know, you'd have to have
• 1:32:44
  Speaker 1: a tax levey if they were going to do that.
• 1:32:47
  Speaker 1: So it was not it wasn't workers versus administrators. It
• 1:32:53
  Speaker 1: was what can we do to make our school system
• 1:32:57
  Speaker 1: the best it can be in any situation. A lot
• 1:33:01
  Speaker 1: of the rural areas, the schools and the teachers got
• 1:33:05
  Speaker 1: along great. They didn't. They were able to get through
• 1:33:08
  Speaker 1: this process without unionizing, without threatening strikes or anything like that.
• 1:33:12
  Speaker 1: It was all about arguing your case and convincing the
• 1:33:17
  Speaker 1: other other side of the discussion that what you were
• 1:33:21
  Speaker 1: asking for would benefit the students and you know, ultimately
• 1:33:25
  Speaker 1: and and how it would benefit the students. And that
• 1:33:29
  Speaker 1: was the way that they liked it, and they didn't
• 1:33:30
  Speaker 1: want to unionize, so they constantly voted against unionizing. And
• 1:33:37
  Speaker 1: so what the unions did was they got it changed
• 1:33:43
  Speaker 1: so that instead of the school systems choosing for themselves.
• 1:33:51
  Speaker 1: They had a statewide vote, and initially they went with
• 1:33:57
  Speaker 1: you know, the school Every school system had a vote
• 1:34:02
  Speaker 1: whether that they would force the union system on the
• 1:34:04
  Speaker 1: entire state, and you know, the rural school systems outvoted
• 1:34:11
  Speaker 1: the urban school systems, like, you guys can unionize if
• 1:34:14
  Speaker 1: you want, but we don't want to, and we're not
• 1:34:16
  Speaker 1: going to. So they continued to push this every year.
• 1:34:22
  Speaker 1: They had a vote every year until they couldn't get it.
• 1:34:28
  Speaker 1: They changed it to each individual's vote counted, and because
• 1:34:35
  Speaker 1: the urban centers the populations, and the urban centers dramatically
• 1:34:39
  Speaker 1: outweighed the populations and their rural centers, the urban teachers
• 1:34:44
  Speaker 1: voted to override the rural teachers wishes and impose unionization
• 1:34:51
  Speaker 1: on them and made it that the state is a
• 1:34:54
  Speaker 1: closed shop. They did this in every state in the
• 1:34:56
  Speaker 1: Union where they held votes over and over again until
• 1:35:01
  Speaker 1: they got the teachers unions in control of each state's
• 1:35:05
  Speaker 1: school system. And then the teachers' union started controlling the curriculum.
• 1:35:10
  Speaker 1: They started controlling every aspect of you know, here's here's
• 1:35:15
  Speaker 1: who you can hire, here's the criteria that you have
• 1:35:19
  Speaker 1: to use for hiring. And it isn't just is this
• 1:35:23
  Speaker 1: person good at their job, it's political. How many of
• 1:35:26
  Speaker 1: your teachers are women? How many of your teachers are minorities?
• 1:35:31
  Speaker 1: How many of your teachers are LGBTQ. Right, and the
• 1:35:37
  Speaker 1: rural teachers, the country teachers, small town teachers, they didn't
• 1:35:41
  Speaker 1: have anything they could do about it, right, small town
• 1:35:43
  Speaker 1: administrations didn't have anything they could do about it. In fact,
• 1:35:47
  Speaker 1: the unions control the school boards now, and once they
• 1:35:53
  Speaker 1: got a control, once they had everybody under their thumb,
• 1:36:00
  Speaker 1: the voting stopped. They don't vote every year on whether
• 1:36:04
  Speaker 1: to stay with the unions. They only voted every year
• 1:36:07
  Speaker 1: on whether to unionize. And then they stop as soon
• 1:36:11
  Speaker 1: as they get what they want, and there is no
• 1:36:13
  Speaker 1: more asking the people what they want. So yeah, Missile
• 1:36:23
  Speaker 1: Lunch says, solution, pull your kids out of government schooling.
• 1:36:27
  Speaker 1: You know, once upon a time I would have said,
• 1:36:28
  Speaker 1: you know, government schooling is very valuable because it allows
• 1:36:32
  Speaker 1: for standardized practices and so on. But the standardized practices
• 1:36:36
  Speaker 1: are bad. Right, If your standardized practices are bad, your
• 1:36:39
  Speaker 1: results going to be bad. So yeah, pull your kids
• 1:36:41
  Speaker 1: out of government schooling. If you can homeschool, do it.
• 1:36:45
  Speaker 1: If you can get with a group of people that
• 1:36:46
  Speaker 1: are homeschooling. Do it right? Yeah, you send to a
• 1:36:50
  Speaker 1: non government school and keep track of what's going on
• 1:36:53
  Speaker 1: in that school. Do it.
• 1:36:56
  Speaker 4: You happen to have all the information in the world
• 1:37:01
  Speaker 4: in a device in your pocket. Now, I don't know
• 1:37:04
  Speaker 4: how you disseminate all that information to a child, but
• 1:37:08
  Speaker 4: you know, the excuse isn't the same as it was
• 1:37:12
  Speaker 4: forty years ago, Like, how could I possibly teach my
• 1:37:15
  Speaker 4: child all of the information in the world when all
• 1:37:18
  Speaker 4: of that information is being gate kept in the educational institution.
• 1:37:23
  Speaker 4: Well it's not. It no longer is all the information
• 1:37:28
  Speaker 4: in the world is literally available in a device in
• 1:37:31
  Speaker 4: your back pocket. So there's never been a better time
• 1:37:36
  Speaker 4: to own school your children. Again, I don't know how
• 1:37:41
  Speaker 4: you divide all that information into courses and whatnot, but
• 1:37:47
  Speaker 4: you know, it's you can, It's it's possible. It's feasible
• 1:37:53
  Speaker 4: in a way it never was before. So I know
• 1:37:56
  Speaker 4: you figure it out. You're the one having children, whoever
• 1:37:59
  Speaker 4: the fuck you.
• 1:38:01
  Speaker 1: Among other things, there is a there there's a K
• 1:38:04
  Speaker 1: twelve system that provides materials specifically for that, and it
• 1:38:12
  Speaker 1: goes through every aspect of what your kid would learn
• 1:38:16
  Speaker 1: in elementary school, what your kids should learn in elementary school,
• 1:38:19
  Speaker 1: what your kids should learn in junior high, what your
• 1:38:21
  Speaker 1: kids should learn in high school. There are multiple systems
• 1:38:25
  Speaker 1: that provide like that are for profit, that provide available information.
• 1:38:30
  Speaker 1: And then also there are networks of parents that use
• 1:38:35
  Speaker 1: these that you know, sometimes you know parents homeschool and
• 1:38:41
  Speaker 1: it's just mom teaching the kids or dad teaching the
• 1:38:43
  Speaker 1: kids are both. But other times you have in your
• 1:38:47
  Speaker 1: network in your community where there's like maybe twenty families
• 1:38:52
  Speaker 1: that are homeschooling their kids. And oh, by the way,
• 1:38:58
  Speaker 1: you know, mister mister Smith happens to be a retired
• 1:39:03
  Speaker 1: air traffic controller, so guess who's going to be teaching
• 1:39:07
  Speaker 1: higher math. All the students might show up at his
• 1:39:10
  Speaker 1: house with some parents with them and everything and learn
• 1:39:15
  Speaker 1: learn various various formulas. My calculus teacher in high school,
• 1:39:21
  Speaker 1: by the way, was one of the air traffic controllers
• 1:39:24
  Speaker 1: that was fired by Ronald Reagan for striking when they
• 1:39:29
  Speaker 1: were protesting really reprehensible conditions that you know, it's one
• 1:39:36
  Speaker 1: of the things that Reagan did that I understand that
• 1:39:40
  Speaker 1: the law supported what he did, but I think there
• 1:39:42
  Speaker 1: should have been a better solution. It's absolutely vital that
• 1:39:47
  Speaker 1: our air traffic controllers have working conditions that make it
• 1:39:51
  Speaker 1: possible for them to do their jobs to the best
• 1:39:54
  Speaker 1: of their abilities and don't interfere with their work because
• 1:39:59
  Speaker 1: when they at their jobs, people die, just like you
• 1:40:04
  Speaker 1: don't want to have bad working conditions for a surgeon.
• 1:40:09
  Speaker 1: But you know, the nice thing about being able to
• 1:40:14
  Speaker 1: network with other parents, having that homeschooling, those homeschooling materials
• 1:40:18
  Speaker 1: and everything is if you don't like something that is
• 1:40:23
  Speaker 1: in you know what the curriculum says, you don't have
• 1:40:29
  Speaker 1: to use it. What's your students are going to be
• 1:40:33
  Speaker 1: trying to pass when they when they want to get
• 1:40:36
  Speaker 1: their diploma. That's not going to include that stuff that's
• 1:40:42
  Speaker 1: not in the testing that they have to take in
• 1:40:46
  Speaker 1: order to graduate. And it's not required for them to
• 1:40:52
  Speaker 1: be indoctrinated with with a lot of sexual bullshit in
• 1:40:57
  Speaker 1: order to graduate. And at the same time, you know
• 1:41:02
  Speaker 1: your students, you can you got kids that you're teaching
• 1:41:06
  Speaker 1: about their health and their bodies, or the history of
• 1:41:09
  Speaker 1: the country or any other thing that the teachers' unions
• 1:41:14
  Speaker 1: have tried to insert indoctrination into. If you see something
• 1:41:19
  Speaker 1: in the material that you think is not true. You
• 1:41:22
  Speaker 1: have the capacity to get information with your students. Go
• 1:41:26
  Speaker 1: into a library, go online, look at older history books,
• 1:41:30
  Speaker 1: you know, look at look at websites that give more
• 1:41:33
  Speaker 1: of the story than say the materials do, and say, well,
• 1:41:37
  Speaker 1: this is what the book says and and this is
• 1:41:41
  Speaker 1: This might be what you're going to answer on the test,
• 1:41:43
  Speaker 1: but I want you to remember the truth is right here,
• 1:41:46
  Speaker 1: this is what you need to know right And that way,
• 1:41:53
  Speaker 1: when your kid graduates and they go on into the world,
• 1:41:56
  Speaker 1: they're not stuck voting for politicians based on lies that
• 1:42:03
  Speaker 1: are going to be a detriment than to their welfare
• 1:42:06
  Speaker 1: as adults. So yeah, parents, parents can not only can
• 1:42:13
  Speaker 1: you homeschool your kids, but you can do so with assistance.
• 1:42:17
  Speaker 1: You can work with other parents to do it. You
• 1:42:21
  Speaker 1: have there, there's actually quite a number of resources available,
• 1:42:26
  Speaker 1: so you don't have to rely on this system. But
• 1:42:29
  Speaker 1: for parents that just don't have the capacity to do that,
• 1:42:35
  Speaker 1: maybe aren't confident enough, maybe don't think they're smart enough,
• 1:42:38
  Speaker 1: or whatever, school system still needs that reform very badly.
• 1:42:44
  Speaker 1: And it's amazing, it's amazing to me just how hard
• 1:42:52
  Speaker 1: a group that is supposed to be about women and
• 1:42:56
  Speaker 1: women's rights. Is fighting to maintain a system of abusing
• 1:43:01
  Speaker 1: children in the school right. It's just so misogynistic to
• 1:43:06
  Speaker 1: prevent teachers from from uh you know, engaging in essentially
• 1:43:12
  Speaker 1: psychological dedos attacks on your children's brains. How dare you
• 1:43:17
  Speaker 1: stop them from brainwashing and completely flummuxing your children so
• 1:43:25
  Speaker 1: that they can't think for themselves and can't make their
• 1:43:28
  Speaker 1: own decisions and become pliable, malleable little psychological slaves to
• 1:43:34
  Speaker 1: the state. How dare you? That's misogynistic? Like I said,
• 1:43:40
  Speaker 1: what an odd thing to say? And this this with
• 1:43:47
  Speaker 1: the the uh you know, how dare you stop medical
• 1:43:53
  Speaker 1: professionals from engaging in surgery on young people whose minds
• 1:44:01
  Speaker 1: have been you know, de dosed by their teachers, and
• 1:44:07
  Speaker 1: who have been manipulated and controlled by gender ideologues and
• 1:44:12
  Speaker 1: aren't making their own decisions because they're not old enough.
• 1:44:17
  Speaker 1: You know, How dare you stop the medical profession for
• 1:44:21
  Speaker 1: making thousands, maybe millions of dollars cutting these kids up
• 1:44:30
  Speaker 1: and rearranging them in a way that's irreversible. It may
• 1:44:35
  Speaker 1: cause them to commit suicide when they get older. Why
• 1:44:39
  Speaker 1: would you object to that? What's wrong with you? So
• 1:44:47
  Speaker 1: this order basically says they can't use junk science to
• 1:44:54
  Speaker 1: support this, they can't use gender affirming care on children.
• 1:45:02
  Speaker 1: They must eliminate policies that rely on WPATH guidance, including
• 1:45:10
  Speaker 1: wpath's Standards of Care Version eight, and the Secretary of
• 1:45:16
  Speaker 1: Health and Human Services has to publish a review of
• 1:45:19
  Speaker 1: existing literature promoting the healthcare of children who assert gender
• 1:45:24
  Speaker 1: dysphoria rapid onset gender dysphoria, which didn't exist ten years ago.
• 1:45:31
  Speaker 1: By the way, that was not a thing. There was
• 1:45:33
  Speaker 1: no you never heard of rapid onset gender dysphoria until
• 1:45:40
  Speaker 1: they started, you know, creating seventy two genders and starting
• 1:45:46
  Speaker 1: to teach kids in school that they might be they
• 1:45:49
  Speaker 1: might be the opposite sex, and going after gay boys
• 1:45:53
  Speaker 1: and autistic girls and trying to convince them that their trains.
• 1:46:04
  Speaker 1: So government's not going to fund any of this anymore, yep.
• 1:46:11
  Speaker 1: Richard Beer says that same marketing sold a lot of
• 1:46:14
  Speaker 1: boob jobs to a lot of women. It did. In fact,
• 1:46:17
  Speaker 1: it's almost the same thing. You take a woman into
• 1:46:21
  Speaker 1: an or girl into a plastic surgeon's office. She could
• 1:46:24
  Speaker 1: be a perfect ten right, a woman or girl. That
• 1:46:27
  Speaker 1: is an absolute perfect, ten, flawless, somebody that people would
• 1:46:31
  Speaker 1: just die for a chance to talk to. Go in there.
• 1:46:36
  Speaker 1: They will find something that needs fixed. Something's wrong with
• 1:46:40
  Speaker 1: her nose, or something's wrong with her eyebrows, something's wrong
• 1:46:43
  Speaker 1: with you know. Oh you know, when you frown, you
• 1:46:46
  Speaker 1: get that wrinkle that shows you're having an emotion in
• 1:46:49
  Speaker 1: between your eyebrows. We can snip the nerve that causes that,
• 1:46:52
  Speaker 1: so you can't do that anymore. You'll look perpetually surprised
• 1:46:55
  Speaker 1: for the rest of your life. It's really cute, right.
• 1:47:01
  Speaker 1: They'll they'll give them botox. They'll decide that their jaw
• 1:47:06
  Speaker 1: is too weak or too strong. Right, but I guarantee
• 1:47:12
  Speaker 1: you you could take every single woman parade, each and
• 1:47:15
  Speaker 1: everyone in the entire world through that office, one at
• 1:47:21
  Speaker 1: a time. They would never get to one that they said, Oh,
• 1:47:24
  Speaker 1: you're perfect. We can't do anything for you. You should
• 1:47:26
  Speaker 1: stop worrying about how you look, because that's not their job.
• 1:47:34
  Speaker 1: They don't make money doing that, right, Plastic surgeons don't
• 1:47:38
  Speaker 1: make any money on telling you that you look great
• 1:47:40
  Speaker 1: and you don't need surgery, and doctors that do sex
• 1:47:49
  Speaker 1: changes don't make any money telling you that you are
• 1:47:56
  Speaker 1: going to grow out of this or that your teacher
• 1:47:59
  Speaker 1: inflict on you, and you need to go to therapy
• 1:48:04
  Speaker 1: and really evaluate whether that's how you feel before you
• 1:48:07
  Speaker 1: do anything. So, uh, yeah, we're getting rid of this.
• 1:48:19
  Speaker 1: We're getting rid of the ability to first. Yeah, first,
• 1:48:27
  Speaker 1: first break down the child's connection with the parent right.
• 1:48:32
  Speaker 1: Then dedous the child's brains so they can't think for themselves.
• 1:48:38
  Speaker 1: Then fill the child's brain with ideology that is used
• 1:48:43
  Speaker 1: to manipulate and control, and finally subject the child to
• 1:48:48
  Speaker 1: a bunch of expensive medical procedures that will require expensive
• 1:48:52
  Speaker 1: lifelong maintenance. And a National Organization for women is very awfully,
• 1:49:03
  Speaker 1: terribly horribly worried about how this will impact the women's
• 1:49:10
  Speaker 1: If you can't groom and surgically molested children and then
• 1:49:18
  Speaker 1: profit for the rest of the child's life through whatever
• 1:49:23
  Speaker 1: age they survive to providing them with medical maintenance, the
• 1:49:31
  Speaker 1: poor women's can't handle not being able to do that.
• 1:49:36
  Speaker 1: What an odd, odd thing to say, Almost as if
• 1:49:44
  Speaker 1: the National Organization for Women has some other group of people,
• 1:49:51
  Speaker 1: some other agenda that they're attached to that is more
• 1:49:54
  Speaker 1: important than half of children's parents are on the country.
• 1:50:03
  Speaker 1: No wonder who that might be. We probably can't say
• 1:50:07
  Speaker 1: it on YouTube. I think I've talked about, you know,
• 1:50:10
  Speaker 1: as close to it as I possibly can. Like, using
• 1:50:13
  Speaker 1: the word grooming gets us pretty close, doesn't it, doesn't it?
• 1:50:18
  Speaker 1: M M man, I just can't. I'm so glad that
• 1:50:30
  Speaker 1: my kids are not in school now, you know, they're
• 1:50:33
  Speaker 1: all grown up. I hope this gets fixed before my
• 1:50:38
  Speaker 1: grandson gets old enough to be subjected to it, and
• 1:50:41
  Speaker 1: he's getting close to being old enough. I hope that
• 1:50:46
  Speaker 1: Trump is able to so completely hamstring that system that
• 1:50:53
  Speaker 1: they can't they can't recover from it. And I hope
• 1:50:57
  Speaker 1: the next president comes after him deal a death blow
• 1:51:00
  Speaker 1: to it, because that has to stop. But with that,
• 1:51:07
  Speaker 1: Richard Beer said, there is an incoming super chow, but
• 1:51:10
  Speaker 1: I haven't seen it, and I don't have any super
• 1:51:17
  Speaker 1: chats that I'm aware of, don't have any rumbleriants, So
• 1:51:24
  Speaker 1: we are just waiting for this super chow. But in
• 1:51:26
  Speaker 1: the meantime, I like, what what would you call the
• 1:51:32
  Speaker 1: National Organization of Women? If they I guess that would
• 1:51:36
  Speaker 1: be they'd stop being now and they could become nap
• 1:51:44
  Speaker 1: like that that makes sense, right, Like they would be
• 1:51:48
  Speaker 1: they would be nap guys. I don't know why it
• 1:52:01
  Speaker 1: takes so long for those super chows to come through.
• 1:52:04
  Speaker 1: We have to figure out something about that. I don't
• 1:52:06
  Speaker 1: know if if those can see it and I can't,
• 1:52:13
  Speaker 1: But like, we're getting to almost nine o'clock and it's
• 1:52:20
  Speaker 1: time to close out the show, so I will. If
• 1:52:27
  Speaker 1: I don't see it come through before I, like, say
• 1:52:32
  Speaker 1: a last thing, we're probably gonna end up having to
• 1:52:35
  Speaker 1: read it in the patreot on the after show tonight
• 1:52:37
  Speaker 1: and then read it again next week on the show
• 1:52:40
  Speaker 1: because I just don't have like I can't just wait
• 1:52:45
  Speaker 1: for it indefinitely. That's annoying that it takes that long.
• 1:52:50
  Speaker 1: I don't understand why it does that. That happens sometimes
• 1:52:53
  Speaker 1: with super chats too, Like we get somebody will send
• 1:52:56
  Speaker 1: one through, and then at the end of the show,
• 1:53:00
  Speaker 1: I'll end the show and we'll we'll go out of
• 1:53:04
  Speaker 1: the live stream, and just as we're about to close
• 1:53:08
  Speaker 1: everything out, a super chat comes through on YouTube. It's like, well,
• 1:53:13
  Speaker 1: it's too late to read it. Nobody's gonna nobody's listening
• 1:53:15
  Speaker 1: now because we're not streaming anymore. But the same thing
• 1:53:20
  Speaker 1: happens with comments and so on, So I like, I
• 1:53:25
  Speaker 1: don't know what to tell you it's the delay, I guess,
• 1:53:28
  Speaker 1: but these things just don't come through as quickly as
• 1:53:32
  Speaker 1: they should. And you would think it would be instantaneous, right,
• 1:53:35
  Speaker 1: You think, like you click it and it just goes
• 1:53:38
  Speaker 1: right through. But apparently, because everything involves a payment processor,
• 1:53:46
  Speaker 1: it might take a few minutes for the system to
• 1:53:49
  Speaker 1: send it through. But hey, at least it's not as
• 1:53:53
  Speaker 1: bad as it was back in the eighties, where you know,
• 1:53:57
  Speaker 1: you pay for something and it might take three weeks
• 1:54:00
  Speaker 1: for the check to cash and then you don't get
• 1:54:02
  Speaker 1: your thing.
• 1:54:05
  Speaker 2: Yeah, that fucking talks.
• 1:54:09
  Speaker 1: Yeah. But on the other hand, back in the eighties,
• 1:54:13
  Speaker 1: you could pay something, pay for something with your check,
• 1:54:16
  Speaker 1: and you didn't necessarily have that risk of somebody stealing
• 1:54:21
  Speaker 1: your checking account number on the level that you do
• 1:54:23
  Speaker 1: with somebody stealing your credit card number. So I guess,
• 1:54:26
  Speaker 1: you know, everything has every every bright sunbeam has a
• 1:54:32
  Speaker 1: dark cloud around it somewhere. So I guess the super
• 1:54:37
  Speaker 1: chow is just gonna have to wait because it is
• 1:54:40
  Speaker 1: now eight fifty nine. I am closing out at nine o'clock.
• 1:54:44
  Speaker 1: But thanks guys for listening. I know this was some
• 1:54:46
  Speaker 1: dark stuff and it's you know, it's a it's a
• 1:54:51
  Speaker 1: ligned to toe because, like, I'm not opposed to if
• 1:54:55
  Speaker 1: people have a gender identity or a sexual identity that
• 1:54:58
  Speaker 1: they they strong only hold dear to them as adults,
• 1:55:03
  Speaker 1: that's their business, right. I don't think that we should
• 1:55:06
  Speaker 1: be going around telling people who they can sleep with
• 1:55:09
  Speaker 1: or what they can wear and so on, as long
• 1:55:12
  Speaker 1: as everyone involved is consenting adults. Aside from like, you know,
• 1:55:18
  Speaker 1: your work might have a dress code, your church might
• 1:55:21
  Speaker 1: have a dress code, and you know, if people don't
• 1:55:25
  Speaker 1: want to be assailed with visions of newd adults all
• 1:55:30
  Speaker 1: over the place, areas that are that are you know,
• 1:55:34
  Speaker 1: clothing optional being one thing. Obviously, we shouldn't be writing
• 1:55:38
  Speaker 1: around naked in public like some feminists like to do
• 1:55:41
  Speaker 1: when they're protesting because they're narcissists. But you know, I don't.
• 1:55:46
  Speaker 1: I don't think we should be outlawing like just having
• 1:55:53
  Speaker 1: a gender identity. I also don't think we should force
• 1:55:56
  Speaker 1: people to respect it. Nobody should be going to for
• 1:56:00
  Speaker 1: not using someone's chosen pronouns. Nobody should be getting fired
• 1:56:05
  Speaker 1: from their job because they go to a church that
• 1:56:09
  Speaker 1: says that it's a sin to be gay, even if
• 1:56:12
  Speaker 1: their coworker is gay as long as they're not badgering
• 1:56:15
  Speaker 1: their coworker about it. And nobody should be getting fired
• 1:56:20
  Speaker 1: for wearing a cross because their coworker thinks that that
• 1:56:24
  Speaker 1: badgers them about being Trains are gay either, right, Just
• 1:56:29
  Speaker 1: leave each other alone, do your job and live your life,
• 1:56:32
  Speaker 1: enjoy your friends and your family, and if you don't
• 1:56:37
  Speaker 1: agree with someone else's lifestyle, don't join in on it.
• 1:56:41
  Speaker 1: And as long as nobody is being forced into anything,
• 1:56:46
  Speaker 1: that's all good. But unfortunately the gender mafia doesn't think
• 1:56:52
  Speaker 1: that way. Their idea is that if you're judged, you've
• 1:56:59
  Speaker 1: been a used. If somebody doesn't like you, they're engaging
• 1:57:04
  Speaker 1: and bullying by not liking you. Somebody doesn't want to
• 1:57:07
  Speaker 1: be part of what you do, then they're denying you
• 1:57:11
  Speaker 1: something you have a right to. They have boundary issues,
• 1:57:13
  Speaker 1: in other words, and they believe in imposed speech, and
• 1:57:18
  Speaker 1: they believe in imposed associations, and it's really clouded the issue.
• 1:57:26
  Speaker 1: I think when we were growing up, gen X kind
• 1:57:29
  Speaker 1: of got things settled that you leave each other alone,
• 1:57:33
  Speaker 1: and you live your life, and you're friends with who
• 1:57:36
  Speaker 1: you're going to be friends with, and you leave people
• 1:57:39
  Speaker 1: alone if you're not going to be friends with them.
• 1:57:41
  Speaker 1: And now this next generation, this next set of generations,
• 1:57:47
  Speaker 1: we're seeing this complete turnaround where everything bad that people
• 1:57:54
  Speaker 1: did in response to people being different is now being
• 1:57:59
  Speaker 1: done in response to people not being different and not
• 1:58:04
  Speaker 1: not conforming to being different and not participating in your difference.
• 1:58:12
  Speaker 1: And I think that's just as bad. Reverse conversion therapy
• 1:58:18
  Speaker 1: is just as bad as conversion therapy. Reverse discrimination is
• 1:58:22
  Speaker 1: just as bad as discrimination. And violence is still violent,
• 1:58:27
  Speaker 1: even if you think that you have a good cause
• 1:58:30
  Speaker 1: for it.
• 1:58:33
  Speaker 4: So with that, welcome to the Honey Badger Radio, where
• 1:58:36
  Speaker 4: we badger people. And yes, the verb but to badger
• 1:58:41
  Speaker 4: is indeed, it's synonymous with the verb to harass.
• 1:58:45
  Speaker 1: Yes it's not.
• 1:58:46
  Speaker 4: It's not like we're beaming this into your homes like
• 1:58:52
  Speaker 4: like TV channels do. Our badgering is optional. If you
• 1:58:58
  Speaker 4: would like to be badgered by us here at hun
• 1:59:01
  Speaker 4: A Badger Radio, you have the option of doing so.
• 1:59:07
  Speaker 4: And I think it's important that you do have that
• 1:59:09
  Speaker 4: option because you know, to some degree you need to
• 1:59:13
  Speaker 4: be badgered. Lions need to be badgered because it's how
• 1:59:18
  Speaker 4: the ecosystem works. You may think you're the king of
• 1:59:21
  Speaker 4: the jungle, even though lions don't live in the jungle.
• 1:59:25
  Speaker 4: But whatever, it's helpful for you as lions to have
• 1:59:30
  Speaker 4: honey badgers in the vicinity who can bite your testicles
• 1:59:34
  Speaker 4: off at a moment's notice. If you if you get
• 1:59:38
  Speaker 4: out a line, that's the whole point. Just because you
• 1:59:44
  Speaker 4: have might doesn't make you right. It's it's one of
• 1:59:51
  Speaker 4: those oft cited logical fallacies. Might makes right. Yeah, might
• 1:59:57
  Speaker 4: does make right. But bear in mind there's a few
• 2:00:01
  Speaker 4: honey badgers in your vicinity and they don't give a
• 2:00:05
  Speaker 4: flying fuck. Just how powerful you are, we will bite
• 2:00:10
  Speaker 4: your bollocks off, and even if you inject venom into us,
• 2:00:15
  Speaker 4: we will be like, oh that hurt, all right, I'm
• 2:00:17
  Speaker 4: better now. Fuck you. Like Like, animals much bigger than
• 2:00:24
  Speaker 4: us and animals much more venomous than us, do not
• 2:00:31
  Speaker 4: phase us. We will keep going no matter how small
• 2:00:37
  Speaker 4: we are.
• 2:00:39
  Speaker 1: And no matter how many letters you have behind your name.
• 2:00:42
  Speaker 4: Indeed, honey Badger, don't give a fuck.
• 2:00:45
  Speaker 1: Yeah, But in the meantime, if you want to maintain
• 2:00:52
  Speaker 1: the ability to be badgered by us, regardless of our
• 2:00:57
  Speaker 1: social media presence and such that they can always be
• 2:01:00
  Speaker 1: taken away at the drop of a pronoun, remember Honeybadger
• 2:01:06
  Speaker 1: Brigade dot com is our website has our blog on
• 2:01:09
  Speaker 1: it in the in the at the top of the page,
• 2:01:12
  Speaker 1: there is a drop down menu. You see the three
• 2:01:15
  Speaker 1: lines usually in the upper right hand corner. Some computers
• 2:01:17
  Speaker 1: that might show in the upper left hand corner, and
• 2:01:21
  Speaker 1: you drop that menu down. You can look at all
• 2:01:24
  Speaker 1: of our stuff that we've done in our doing. You
• 2:01:28
  Speaker 1: can follow find our shows, you can follow our channels
• 2:01:32
  Speaker 1: on on various UH streaming platforms, and if you want
• 2:01:38
  Speaker 1: to support us, you can find feed the Badger dot
• 2:01:40
  Speaker 1: com in the drop down menu at the top of
• 2:01:42
  Speaker 1: that page as well. So the one that you got
• 2:01:45
  Speaker 1: to remember is Honeybadger Brigade dot com. But with that,
• 2:01:49
  Speaker 1: I will thank everybody for listening. We still don't have
• 2:01:52
  Speaker 1: that super chow. Thank everybody for UH dealing with it.
• 2:01:57
  Speaker 1: Like I said, this is a dark subject. Is you know,
• 2:02:00
  Speaker 1: every so often I gotta go into the deepest muck
• 2:02:04
  Speaker 1: of the muckety muck and dig up the absolute state
• 2:02:10
  Speaker 1: of feminism because I can assure you you're not disgusted
• 2:02:17
  Speaker 1: with them enough. Thanks to my two co hosts for
• 2:02:20
  Speaker 1: going through this dry material with me. Thanks to Brian
• 2:02:25
  Speaker 1: making sure that we're able to do this in vertical
• 2:02:28
  Speaker 1: as well as horizontal, and run in the show for
• 2:02:31
  Speaker 1: me and everybody else that works in the background to
• 2:02:34
  Speaker 1: make HBr talk happens to the nightle