Latest / Man in America Podcast / How Rockefeller Hijacked Education to Breed a Class of SLAVES w/ Alex Newman

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How Rockefeller Hijacked Education to Breed a Class of SLAVES w/ Alex Newman · Man in America Podcast

• 0:13
  Seth Holehouse: Welcome to Man in America, a voice of reason in a world gone mad. I'm your host, Seth Holehouse. So the topic of today's show can be summarized in a single tweet, which I'll be going over later in the show, but also right now. If you really wanna know just how bad things are, talk to a middle school teacher. The kids are not okay.
• 0:36
  They can't read. They can't write. They can't critically think. They can't emotionally regulate, and they can't socialize. So my guest today, Alex Newman, is someone that I would consider to be an expert in the modern education system.
• 0:53
  Now when I say expert, he's not someone that has a master's in teaching, and he's not a teacher. But he's someone that has deconstructed the modern public education system here in America to figure out why is it that right now in 02/2025, a significant portion of children are graduating from high school without being functionally literate. Doesn't make any sense. You'd think that we'd be getting more intelligent. You'd that education would be improving with all these advancements and everything.
• 1:27
  Yet why is it that the American population is getting dumber and dumber and dumber? Makes you think, whose plan is this? Well, this is what I love doing on this show is going back in history to figure out what happened fifty, a hundred, two hundred years ago. What plans were set in place to bring us to right right where we are today? And it might surprise you, wink, wink, to understand that the reason why these kids are like this points to one person, John d Rockefeller senior.
• 2:03
  And that's what we're gonna be diving into in today's topic is basically how the Rockefellers took over the education system in America A Hundred Years ago, over a hundred years ago, to create an education system that wouldn't teach children how to think critically, how to solve problems, how to negotiate, how to understand personal finance, but would rather teach children how to memorize things, how to recite useless facts, but not teach them anything of value. Basically, teaching them how to be factory workers or even slaves submitting to the oligarchy or whatever you wanna refer to these elitists that think that they can control our society. And so today in today's show, we're gonna be doing a deep dive into the history and getting into the communist infiltration and into John Dewey, into the origins of our modern education system. Because if we want to fix what's happening in America right now, we have to figure out where it went wrong. We have to figure out what were the original intentions, what were the original plans that were set into place so that we can deconstruct those things and change them.
• 3:12
  Because, unfortunately, the kids that are graduating from high school today in 2025, in ten, twenty, thirty years, these are our future leaders, our future CEOs, our future presidents. Obviously, the smart ones will be, but the rest of them will be on government sustenance and barely getting by and hooked on fentanyl and and who knows what. And so this will be an interesting topic. You know, Alex is a good friend, smart guy, great beard, by the way, which is really important, in my in my book at least. And so we're just gonna be looking at the education system and how it's been corrupted, the same way that I've done deep dives into our medical system.
• 3:47
  And, oh, surprise, surprise. There's also that John D. Rockefeller senior guy that also corrupted our medical system. And so I think that we're at a crossroads right now where we actually have a chance to look at these systems, whether it's big pharma, education system, medical system, and so much more, and figure out where it was corrupted and how we can fix it. And That's gonna be the topic of today's show.
• 4:10
  Just a quick reminder, every show that I do is done as a podcast as well. So if you're more of a podcast listener, go to your favorite podcast app, search for Man in America. You'll find me there. And if you wanna leave a review, especially on Apple Podcasts, which is the biggest podcast network, or Spotify as well. But if you leave those reviews that are really helpful in helping us to reach more people, which is really that's the purpose of the show is I'm trying to get the truth out to people, the best that I can, in the most honest way that I can.
• 4:36
  Because I care about the future of our nation. I care about, you know, the nation my children will grow up in, and that's why I'm doing this. So I hope that you learn something from this. I'm sure you will. Alex is extremely intelligent.
• 4:47
  And if you enjoy it, I hope you can share it. And again, please enjoy this interview with Alex Newman. Mister Alex Newman, it's great to have you back on the show, man. It's been quite some time, but thank you for being here.
• 5:01
  Alex Newman: It's an honor to be here. Thank you for having me, Seth.
• 5:04
  Seth Holehouse: So I reached out to you probably a month or so ago, but you were traveling. I forget you were somewhere. Was it India? Or I forget you were somewhere around the world doing something probably really important. And but I because I my wife had, an interview with you, I think an SGT report on in the kitchen when she was doing something.
• 5:21
  Heard you talking about this information about the origins of the kind of contemporary education system here in America, and it was shocking to me. And so that like, so I kinda bookmarked that in the back of my mind. I thought, okay. Once he's back, we'll do an interview about this. But in the meantime, I've been seeing so much information coming out talking about, I mean, unfortunately, how stupid the children are in our nation that are being brought up under public education.
• 5:50
  And, actually, I'll one tweet up really quickly here that I just saw last night. It says, if you really wanna know just how bad things are, talk to a middle school teacher. The kids are not okay. They can't read. They can't write.
• 6:03
  They can't critically think. They can't emotionally regulate, and they can't socialize. So I know that education is really one of your core areas of focus, and I'd love just to get your thoughts on both just some statistics on where the kids really are at right now in in in America, but also kinda I wanna take a deep dive into the origins of our modern education system and infiltration earlier on and and the overall plan behind this all. So I'll just hand it over to you.
• 6:36
  Alex Newman: Well, thank you, Seth. And I'm I'm glad we're talking about this. It is, I believe, the most significant existential threat to our country, to our freedom. And I don't think you can understand the mess that we're in without understanding the fact that education paved the way to get us here. You know, when I when I look at the data that the government itself is putting out about education, first of it's very misleading.
• 7:00
  But even if you accept that it face value, it's clear we have an existential threat. Last year, the federal government released what they call the national assessment of educational progress. They call it the nation's report card for short. And this is supposed to be a gauge of where American students are at relative to where they were before and and all the rest of it. Well, according to the federal government's own data, less than one in three victims of what passes for a public education system in this country are even proficient in anything.
• 7:29
  Okay? We're talking reading, writing, math, civics, you name it. Now when I say proficient, I don't mean they've mastered it. I don't mean they're good at it. Proficiency is not the highest mark.
• 7:42
  Proficiency is the absolute bare minimum. And even that's very misleading. If if an average well educated person understood what the government means by proficient, they would be appalled. The real data is far worse than the federal government's numbers suggest. And I want people to let that sink in for a minute.
• 7:58
  Let's just take it at face value. Let's say almost one in three children in fourth grade and in eighth grade are proficient in reading and math. What does that mean for the future of our country? If you go back to 1983, Ronald Reagan put together the National Commission on Excellence in Education. And even back then, he said this represents a threat to our future as a nation and as a people.
• 8:19
  He said if an unfriendly foreign power had imposed this on us, we would have viewed it as an act of war. Well, it's orders of magnitude worse, and it's not just that they are dumber than ever before. Right? That that's one major problem, but it's one of many problems. I would argue that even more significant is the indoctrination.
• 8:40
  These are children who not only don't know anything and don't have the ability to reason, don't have the ability to access information, They believe that they're the smartest thing to have ever walked on this planet. They believe their programming on whatever issue it is. It could be climate change. It could be gender. It could be global citizenship.
• 8:58
  It whatever silly program they're trying to install in the minds of these children. They believe that that is the absolute truth, and they've been conditioned very much like Pavlov's dogs to have a visceral emotional response to anything that challenges these false ideas and this false worldview that's been instilled in them. So it it's very hard to overestimate the enormity of this crisis, Seth. And I do believe that if we don't deal with this, none of the other issues are gonna matter. I I recognize communist China is an existential threat, the open border, the the collapsing dollar.
• 9:28
  I mean, all these things are hugely important, and I think they need to be talked about. But if we fail on this the government's got 85% of our kids right now for twelve years. If we fail to address this, all of it is just a waiting game for the totalitarians.
• 9:41
  Seth Holehouse: And so it's interesting how you broke it into two parts. One is intelligence. Right? Which I guess, really, it's more like, what are they being taught? Are they being taught?
• 9:50
  How you know, can they read? Can they write? All those core functions. But then the other being, what what are they being taught? Indoctrination.
• 10:00
  Right? And and that's the whole other part of it. And and I have that experience too. Like, I have a childhood friend that a few years younger than me, and she you know, I kind of I went through school, and I went to a private art school, college. Right?
• 10:13
  So I did four years and, you know, got my degree in industrial design. And somehow, I I wasn't affected by a lot of the liberal stuff that was being promoted there, And and, you know, and it left college with this mission to fight communism instead of to advance the, you know, the the the goals of communism per se. But this other person kinda went the opposite and and and was kinda sold all the indoctrination, you know, watches the the very liberal media. And it's like, okay. Well, that's fine if that's the choice that that she has, and she can do those things.
• 10:43
  However, I can't even talk about things. Like, Like, that's and this is this is the interesting thing that you mentioned, like, the the conditioning and the the psychological response to it. Right? People talk about, you know, TDS and Trump syndrome. Well, it's so much deeper than that.
• 10:56
  Like, I can't even mention, you know, probably 85% of things I think really matter in this world because there's this instant shutdown. Right? Like, if if someone that is let's just say I run into an Antifa person on the street, and they say, hey. You know what, Seth? Look.
• 11:11
  I wanna have a a just a rational conversation with you. I wanna explain why I'm out here burning down buildings and why I believe this. I'd say, okay. Like, I'll I'll hear you out. Like, let me hear your ideas, and I'll I'll compare them against my worldview and my ideas, and maybe I'll learn something.
• 11:27
  But I'll I'll at least have that discussion. But it doesn't happen the other way around. Like, the the programming is so successful that it rejects, and it causes this physical response of almost like, you wanna vomit if something is counter to your own ideology, which is brilliant if you're trying to program people because it means that that person's family or their friends or their neighbors actually can't even change the programming, which is which is very, very sinister.
• 11:57
  Alex Newman: Yeah. And and, Seth, this was deliberately engineered this way. What you just described is something that afflicts tens of millions of our fellow Americans, and, unfortunately, it's happening now all across the world. People need to understand this was deliberately engineered. And you can go back in history, and you can trace the process through which we arrived at where we are.
• 12:15
  Behavioral psychologist Wilhelm Wundt at the University of Leipzig was a major player in in first starting this process. Then you go to the Soviet Union. The Soviets were obsessed with this idea of creating the new Soviet man. And so they had psychologists and social scientists working on this problem, people like Lev Vygotsky, who, by the way, inspired what we today call social emotional learning, which is really the bedrock of what's happening in the schools today, far more so than academics. You have people like Pavlov, Ivan Pavlov, famous for his experiments with the dogs and conditioning them to display a physical response to the bell.
• 12:50
  They they start associating the bell with food, and so they would salivate whether there was food there or not. These were all experiments designed not to condition dogs, but to condition people. And so this has become increasingly sophisticated, increasingly effective. Now it's intersecting with artificial intelligence and with computer programming. You know, BF Skinner came up with the Skinner box and and famously was accused of putting his daughter in the Skinner box where they were using a combination, whether he did or not is subject for another day.
• 13:17
  But they were conditioning organisms, and and they really regard the human as as kind of a slightly more advanced circus animal that can be conditioned, that can be trained using reward, using punishment. They have now advanced to the point where they can do this with computer programming in a very scientific way. They can condition children to have this response that you just described in response to certain triggers, like the word Trump, like the word America. Right? And so that's what has happened now.
• 13:47
  And and these young people, they haven't reasoned themselves into this position. And so, yeah, older people get frustrated. Well, why won't they listen to facts? Why won't they listen to logic? It's because they're not using logic.
• 13:58
  They're not using reason. They're not even using facts to come to these conclusions. These are emotional responses that have been conditioned into them. And so what we need to find out eventually is a way to bypass this programming. But this was always the goal.
• 14:12
  If you go back to the people who created the system that we call today the public school system, they always had in mind bringing about a fundamental transformation of society by transforming the individuals. And so I documented that history very extensively in in my new book, indoctrinating our children to death, starting with the first guy to seriously propose that the government ought to be educating children in the first place. His name was Robert Owen, an incredible ideologue. He claimed to be waging war on what he called the trinity the great trinity of evil. That it was his term to describe this.
• 14:45
  The great trinity of evil, by the way, was private property, marriage, and family, and, of course, religion, in particular Christianity. He had a a special hatred for Christianity. And just a few months before he died, we got some really interesting transcripts from a conference he convened. It was called the, Congress on the Advanced Minds of the World. And, he claimed to be communicating with spiritual entities that were talking to him.
• 15:06
  I I know it sounds crazy, through Ouija boards and and, you know, tapping on the walls and stuff. And he was quite sure that there were dead people that he knew when they were alive. But his mission in life
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• 16:38
  Alex Newman: was to transform society. And this is actually the guy who inspired the first ever system of government education, what took root in Prussia. And and he actually outlines that process in his autobiography. He's he talks about a a baron Jacobi who got ahold of his essays on how the government ought to be educating children, took him back to the Prussian dictator. The Prussian dictator said, wow.
• 16:58
  This is great. Interior minister, make me such a system here, and, it's it's an incredible story. From there, it got reimported into The United States by an individual called Horace Mann, and then that's when John Dewey picked it up with big funding from the Rockefeller. John Dewey, of course, was an aficionado of the Soviet Union. He had traveled in the Soviet Union, thought so highly of it that he wrote a bunch of articles and essays in the New Republic about what a great system it was and decided that education, as he put it, was the mechanism to bring about the transformation of society.
• 17:31
  And so you had this this twin track. One side was dumbing down the population. They've been incredibly effective on this. We have the smoking gun evidence that that was their plan from the beginning. And then the other track, which was to fundamentally change people's worldviews.
• 17:45
  You know, going back to Robert Owen, he was really upset that people were clinging to these ideas of marriage and family and private property and morality. And and his mission in life was to create a communist society. This was before Karl Marx, by way. And he believed so fervently in this that he set up a commune in Indiana. It was called New Harmony where he tried out some of these ideas.
• 18:06
  Obviously, it failed because communism never works, but he concluded that the reason it didn't work wasn't because communism is stupid, wasn't because human nature requires things like private property and and the family. It was because these people had been raised and educated in a thoroughly Christian society that clung to these values. So the solution was then to have the government educate them and teach them a new way of thinking. So that that's kind of the history of how we got here in a nutshell. It has obviously gotten more and more effective over the years.
• 18:37
  But if we don't deal with this, again, it will literally mean the end of our civilization as we have known it.
• 18:45
  Seth Holehouse: So I wanna take a look at just a few basic figures and have you help help us understand them, and then kinda go back into the history, specifically the Rockefellers and their involvement in the American education system. So when so right now, on average in this nation, when a when someone graduates from high school right? You know, when I graduated from high school, I could read. I could write. I you know, I could I went to art school.
• 19:12
  So, you know, I didn't go to some ivy league, you know, you know, college school, but I'm I'm I feel, you know, lucky that I didn't. I went to a school that encouraged creative thinking and, problem solving, and especially industrial design was a very it was like a merger of engineering and and creativity, which I really enjoyed. That's how my mind works. But right now, what is the literacy rate of the average high school graduate that comes up through a public school, and what does it mean to say that someone is illiterate? Because, you know, for me, I think of, you know, say Huckleberry Finn.
• 19:44
  Right? Or, you know, the adventures of, you know, Tom Sawyer. I think of the people that they they literally couldn't read, like, the slaves. A lot of the slaves that you could hand in a book, and they had no idea what they're looking at. And that's why I think it was being illiterate.
• 19:54
  But what is what is the current literacy rate of of high school graduates here in America?
• 20:00
  Alex Newman: I'm so glad we're talking about this, Seth. We're we're gonna have to open Pandora's box here because it's a very complex subject, and there's a lot of misinformation. Good. But I I wanna start by saying, I I would argue that the majority of the children graduating from high school today are functionally illiterate. Now let me explain what I mean by that.
• 20:17
  And and again, have to go back into history a little bit to understand this. There is a way that is used to teach reading today that it's gone under various terms over the decades, over the generations. They've called it the look say method, the whole word method, the sight word method. So there's lots of different names and marketing slogans associated with this, but let's start back at the beginning. The the first people to actually use this method were very well intentioned.
• 20:46
  There was a reverend, a reverend Thomas Golodet. He was running an asylum for what they used call the deaf and the dumb in Hartford. These were children who couldn't who couldn't hear, who couldn't speak. And, of course, we have a phonetic writing system. Right?
• 20:58
  And this should make sense to people, but there are a lot of people who are like, what? What does that mean? So phonetic writing system means that in our system of writing, we have symbols, and those symbols represent sounds. So an a could be a or an or a p will be a p. A b will be a b sound.
• 21:14
  Now a deaf child can't hear that. Right? So so that's meaningless. They have to try to say that this symbol represents a p sound. Well, what does a p sound mean?
• 21:22
  I I don't know what that means. So this reverend, reverend Thomas Gallaudet said, well, hey. Maybe we could teach them to memorize whole words as if the words themselves were symbols. Kinda kinda like in Chinese or some of the old ideographic writing systems where rather than a phonetic writing system, you had a symbol that represented a word or an idea or you know something along those lines. So this reverend started teaching these deaf children to memorize words.
• 21:45
  Really really smart kids could memorize hundreds sometimes thousands of words And so compared to not being able to access anything on a page, that was a huge development. It was a really positive thing for deaf children because it allowed them to access at least some of our written language. Now I mentioned earlier Horace Mann. He's the guy who imported the Prussian education system into Massachusetts. He got himself selected as the first ever secretary of education for any one of our states.
• 22:13
  And, you know, whether his motives were well intended or not, I I can't say. I I suspect they were nefarious, but for for Horace Mann, we'll just leave that an open question right now. He said, well, hey. If it works so good on deaf children, let's try it on nondeaf children. So he was busy building a government school system in Massachusetts, and he introduced this method of teaching reading into the public schools in Boston.
• 22:34
  Now it didn't even take a couple of years for all of the schoolmasters in Boston to write a letter, and I I actually have a copy of the letter. It was published as an appendix in a book called the New Illiterates in 1973 by my friend, mentor, and colleague Samuel Blumenfeld, doctor Samuel Blumenfeld. And in this very diplomatic letter, they they critique mister Mann's new method of teaching reading. And and, you know, they're very kind back then. They say, you know, sorry, mister Mann, but we're not gonna be using You know, science and experience show that this isn't an effective way of teaching reading, so we're we're not gonna do it, basically.
• 23:07
  The modern equivalent of, you moron. This doesn't work. We're not gonna be doing this. They were very polite back then. But they they totally debunked this, and we didn't hear about it again essentially for fifty years.
• 23:17
  Now enter onto the stage John Dewey, who we mentioned earlier, the guy who loved the Soviet model, the guy who wanted socialism in America. Now he differed with the the the revolutionary socialism that he believed a gradual process of indoctrinating the population would be more effective than a violent overthrow of the bourgeoisie. But he wrote an essay all the way back in 1898. It was called the primary education fetish. And this is such an important essay that, doctor Blumenfeld and I actually republished it as an appendix in a book that we did, back in 2014 called crimes of the educators.
• 23:49
  What he outlines in there is a plan to dumb down the American population using the public school system. Now he doesn't exactly put it in those terms, but he says, what what do we need to teach all these little kids how to read and write and do math? What they really need is to learn how to be part of the collective, learn how to think of themselves as part of the group and subordinate their interest to the greater whole of society. They could worry about reading and all that kind of stuff later. So John Dewey, and I mentioned Rockefeller, Rockefeller comes alongside of him, gives him 3,100,000 to try out this kookiness in an experimental school.
• 24:20
  Seth Holehouse: He's set up
• 24:20
  Alex Newman: University of Chicago. Well, the essay that I mentioned was 1898.
• 24:24
  Seth Holehouse: And when did that money come to him?
• 24:26
  Alex Newman: That was in the early nineteen hundreds. So the the Rockefeller Foundation was set up in the first few years. It was called the general education board. And so Dewey was probably the primary figure in education in America for a period of at least several decades starting in the early nineteen hundreds going all the way through to when he was named honorary life president of the National Education Association, now the biggest union in the country. So this was a multi decade period.
• 24:51
  But one of his early projects in the early nineteen hundreds was this, experimental school at the University of Chicago where they were trying out these methods, including, by the way, the whole word method of teaching reading.
• 25:02
  Seth Holehouse: And they graduated touch up in really quickly. I just wanna show you this. $3,100,000 in, let's just say, hypothetically, nineteen o five is a hundred and $12,000,000 today.
• 25:13
  Alex Newman: Yep. This is an unfathomable amount of money. And in fact, Rockefeller put in the biggest philanthropic, if you wanna call it that, donation in the history of America into this general education board in the early nineteen hundreds. He put a guy in charge of it called Frederick Gates. We've got a lot of his writings where he talks, he fantasizes about molding the population.
• 25:32
  And we don't need statesmen and scientists and philosophers. We need workers. Right? So it it's almost like a bad joke, Seth. A communist and a super capitalist walk into a bar, and they decide to dumb down everybody's kids so that they'll be obedient little subservient worker drones.
• 25:45
  Right? Except it's not a joke. It's it's a true story. So Dewey resurrects this system of whole word method. And after he's done in Chicago, after he proves that this cranks out a bunch of little illiterates who can't read, and and I should clarify here again to go back to your original question, Seth.
• 26:02
  People who are exposed to this whole word method will be able to read some things. Right? If they're really smart, maybe they'll have memorized hundreds, maybe even thousands of words. And so they'll look at a page, and they'll understand some of the words on there. And then they'll be able using context clues.
• 26:16
  If there's pictures, they'll be able to decipher some of what's on there. But they're not reading in the traditional sense that you and I understand, in the sense that you and I read where we sound out the letter and understand what is meant
• 26:26
  Seth Holehouse: to be read by each other. That's phonics. Right? Like, remember, like, reading hooked on phonics, and you say reminds me of, Chris Farley in Almost Heroes. I'm not sure if you've seen that movie.
• 26:36
  He was learning how to read, and he's looking at the the sign over the town, and and he's slowly sounding out. It say it's, you know, Theodore. It's a the e a d or the adore. Right? Like, that's that's how I was taught to read.
• 26:50
  So you give me
• 26:51
  Alex Newman: Yep.
• 26:51
  Seth Holehouse: You know, they give me a a pretty complicated word, and I can most accurately sound it out pretty well. Right? But the kids aren't being taught that now. Right? They're being taught the English language the same way you'd you'd be taught Chinese, where you're just memorizing characters and and tones, basically.
• 27:07
  Alex Newman: Right, Seth. That's exactly right. And so, John Dewey, after he was done at the University of Chicago, he goes and sets up shop at Teachers College at Columbia University, the most important college of education in the world without even a close second, starts cranking out a bunch of materials. And by the time World War two came around, this became you know, all these school districts had all this money, etcetera. They started buying all these programs, and then it became ubiquitous.
• 27:29
  That that's when right after World War two is when this really became the dominant way of teaching reading. Now there were plenty of teachers at that time who said, wait. This is crazy. We're not gonna do this. We're gonna teach kids phonics.
• 27:39
  So, thankfully, a lot of Americans can still read, but this continued. And there have been multiple exposes to this. Right? 1955, Rudolph Flesh wrote an incredible book, why Johnny can't read. And what he said and I'm I'm almost quoting verbatim.
• 27:52
  I don't have the quote in front of me. But he said the reason Johnny can't read is that the teaching of reading in all the schools, in all the textbooks is totally wrong and flies in the face of all common sense. So that's what has happened here. Now if you go all the way fast forward to common core, which is now the the national system of standards that exists across The United States regardless of what your politician might tell you, They actually start the kids off with memorizing sight words. So you can walk into first grade classrooms, kindergarten classrooms, anywhere in America, and you'll find a list of sight words that the kids are supposed to memorize.
• 28:23
  They'll they'll send the kids home with flashcards that the parents are supposed to be complicit in this. And and what happens is, you know, the the common core people would say, oh, we have phonics in there. Yeah. They sprinkle in a little bit of phonics after they've introduced this reflex where you approach a word as if it were a symbol. And so, you know, can you salvage some of that sometimes?
• 28:42
  But what happens is this reflex gets built into the children. And so that's a long way of answering your question, Seth. But the the federal government did a literacy survey back in 1992. It was the most comprehensive literacy survey to date in America other than some that happened early in our history, and I'll get to those in a moment. They categorized Americans into five different categories, one through five.
• 29:02
  Now the bottom two categories are essentially functionally illiterate. Right? They they may have memorized some words. They see a red sign that's an octagon, and they say, oh, a stop sign. Right?
• 29:11
  They may be able to make out the Campbell Soup logo. But if you put a bible in front of them, you put the constitution in front of them, they'll be able to pick out a word here or there that they remember from, you know, doctor Seuss, but they're not gonna be able to grasp what is being said here. And so the federal literacy survey found that 50% of Americans were in the bottom two categories. Okay? That's how bad this this was in the nineties
• 29:33
  Seth Holehouse: Ninety two. Right?
• 29:34
  Alex Newman: Yes. 1992. Exactly. And they they have not done subsequent studies that were as comprehensive, but I think that's probably a very accurate marker. These were adults, by the way.
• 29:43
  It's probably a very accurate marker of where we were at. About half of Americans can read. About half of Americans have been handicapped through this process. And, you know, now this debate is coming back. Now they they're talking about this in state capitals around the country.
• 29:59
  But I would argue that the majority of our young people cannot read properly, and that is absolutely by design.
• 30:06
  Seth Holehouse: This is an it's it's incredible. It makes me even though I went to a public school, it makes me, you know, thankful that I was taught phonics and and, you know, the education I was given. So tying back into Rockefeller's, you have Dewey. Now am I correct in in remembering that Dewey was a communist? Like, that was pretty common knowledge.
• 30:28
  Right?
• 30:28
  Alex Newman: He wouldn't have he wouldn't have called himself that, but if you read his writings, it's very clear. He actually pointed to a novel published in 1888 by a guy called Edward Bellamy as his desired model for The United States Of America. The the the book was called looking backward, and it was a fiction novel about a communist America in the year 2000 where we would have moved beyond private property, beyond outdated family structures. So, yes, he was a communist in the truest sense of the term. However, he disagreed with the Marxist in that he didn't believe violent revolution was the best approach.
• 31:00
  He believed that a gradual process of educating people to bring about this transformation was gonna be the most viable, the most successful way of bringing about this new order without private property, without family, etcetera.
• 31:12
  Seth Holehouse: So, basically, the Rockefellers John d Rockefeller at that time. Right? At that at that
• 31:19
  Alex Newman: John d Rockefeller senior. That's right. Yep.
• 31:21
  Seth Holehouse: So at that time, John D. Rockefeller gave, you know, the equivalent of over a hundred million dollars to, in essence, to a communist to, in in essence, overthrow the American education system, right, to systematically dumb down the right. Not not just the children, because the children become the leaders. They become the the future presidents, the future CEOs, the future parents. And I know that this may be a little bit kind of opening in our Pandora's box, but why?
• 31:55
  And we we know I've I've covered Rockefeller's involvement with the medical system, like, very, very heavily, and what happened when he, you know, kind of got got involved in really overhauling the entire medical system, which really brought us, you know, our modern medical system today where a lot of the the real cures are have been demonized as quackery and and all this, you know, kind of, like, old stuff. It's like all we have modern pharmaceuticals that can treat your symptoms when the old things can cure the actual issue itself. But what do you think, if you could kinda speculate, as to the int his intentions of that, and and what does the end goal look like if if Rockefeller had his way with the American public?
• 32:39
  Alex Newman: It's a very interesting question, Seth. And and as you know, it's always hard to understand somebody's motives. You know, rarely will people be fully transparent about their motives if they have evil intentions. And I do believe with every fiber of my being that the Rockefeller dynasty has had evil intentions. It may be as simple as just the love of money.
• 32:56
  Right? These these guys really loved money. They didn't want competition. They had very successful business enterprises. They were some of the wealthiest people to have ever existed in
• 33:04
  Seth Holehouse: They want workers, not competitors.
• 33:06
  Alex Newman: Right. Exactly. Right. They want people working for them, not competing against them in the various industries that they were in. But the congress actually took an interest in this.
• 33:15
  This was back in the late nineteen forties, bleeding into the early nineteen fifties. And congress put together, what they called the select committee to investigate tax exempt foundations and comparable organizations. There was the Rees Committee and the Cox Committee. And I would encourage people who are interested in this question to go look at these reports. Now this was a few decades after a lot of this, but what the investigators for congress found was truly incredible.
• 33:39
  First of all, they found and, again, late nineteen forties, early '19 fifties, they found that there had been a revolution in The United States. And and I'm I'm actually gonna quote from the report here. They said this could not have occurred peacefully or with the consent of the majority unless education in The United States had been prepared in advance to endorse it. This is an official congressional report by the Select Committee to Investigate Tax Exempt Foundations and Comparable Organizations. One of the main foundations they were looking at was the Rockefeller foundations.
• 34:08
  And as you read this report, what you'll find is these foundations were working to hijack education in America to enable what this report described as oligarchical collectivism. Right? Collectivism ruled by an oligarchy, ruled by people like the Rockefellers. They said this was done by promoting internationalism, which today we call globalism. It was done by promoting moral relativism.
• 34:31
  And, I mean, this is really an incredible report. They they show that these foundation and it wasn't just Rockefeller, by the way. It was Ford. It was Carnegie. There were several others that were in this mix.
• 34:41
  And they were pouring money into Columbia. They were pouring money into Harvard, the University of Chicago. They say some of these larger foundations have directly supported subversion in the true meaning of that term, namely the process of undermining some of our vitally protective concepts and principles. Says these foundations actively supported attacks upon our social and governmental system and financed the promotion of socialism and collectivist ideas. Again, this is all in the official report.
• 35:07
  It says these foundations supported a conscious distortion of history. They propagandized blindly for the United Nations as the hope of the world. One of their investigators, Aaron Sargent, testified in a congressional hearing that, this was a violation of federal law. They said, in approaching this problem of foundation influence, the subversive teaching problem is a foundation problem. He says this movement is closely related to Fabian socialism.
• 35:35
  And the chief investigator for this, his name was Norman Dodd. He's he's been he's gone been gone for for some years now. But he did an interview before he died with a man called g Edward Griffin. People might know him from the interview with Yuri Besmanov. And what he said was truly astounding.
• 35:50
  He said the head of the Ford Foundation, when this committee was formed, invited him to come to his office in New York and said, look. You don't even need to investigate this. I'll tell you what we're doing. We're working with the White House, and we are and I'm I'm paraphrasing here, but it's almost, word for word. He said we are working to so alter life in The United States that it can be comfortably merged with the Soviet Union.
• 36:11
  And and right away, that budget
• 36:12
  Seth Holehouse: So that was the Ford Foundation?
• 36:14
  Alex Newman: That was the head of the Ford Foundation, Alan Geither, as documented by the chief investigator in this investigation. And and people have trouble processing that because we've always been taught that communists wanna eat the capitalists. You know, it doesn't make sense to people. It doesn't compute that the capitalists would actually have been funding the communists and the revolutionaries. But if you go back even to the Bolshevik revolution, Anthony Sutton, the great historian from Stanford, documented that that Bolshevik revolution was financed by the megabanks on Wall Street.
• 36:40
  So we've had this problem all along. It's just that people haven't been taught about it in school. People haven't been hearing about it in the media, which is owned, in many cases, by these same evildoers. And that, I think, is critical to understanding how we got here. It was a coalition of super capitalist oligarchical collectivists who wanted to rule over us and communists who I I think in some respects really were useful idiots.
• 37:02
  They believed, oh, we're gonna have equality and utopia and life's gonna be so great. Oftentimes, they're the ones who are lined up against the wall and shot once the revolution succeeds. But, you know, Trotsky comes to mind with a ice pick in his head. But, but I I think all this is critical to understanding how we ended up in this mess even though it seems like ancient history. You can't understand what's happening in the school today without knowing where all this came from.
• 37:24
  Seth Holehouse: And, gosh, incredible. And so looking at to where things are at today, you can see that this this was a long term plan. This wasn't something that was, you know, say, John D Rockefeller coming out and saying, okay, hey, the next ten years, I want this huge transformation. The one thing that I've learned in studying these families, right, you know, these these kind of elite bloodlines, you know, might you call it, is that they are their perspective is multigenerational. They don't look at things the way that we do, like which is also why as much as they're they've destroyed the concept of family and these, you know, familial bonds with the the commoners.
• 38:05
  Right? Obviously, they've been attacking these things. It's the opposite for them. They're they are protecting their kin. They're protecting their bloodlines in such intense ways.
• 38:16
  So what makes me kinda look at this whole situation and and think is that this is something that John D. Rockefeller was setting up for his kin and his kin and his grandchildren, his great grandchildren. He was creating a society here in America that his family would be able to rule as an oligarch. Now, obviously, you know, the Rockefellers were you know, they were funded by other people. They they had ties into the Rothschilds.
• 38:42
  You know? So they it wasn't like that they were just independently the kings of America. There were other very important and very wealthy families, a lot of the European families, a lot of the banking families that were coordinating with them. Right? You tie in these, you know, these families, and you get into the know, talk about G.
• 38:55
  Edward Griffin, who I've had the pleasure of interviewing a couple of times. Brilliant man. It's amazing. I'm so glad he's still alive, and he's just he's just going strong still, you know, approaching close to 90 years old, think. He's he's getting up there, but he's such an important voice, because then you tie that all into the federal reserve system and, again, modern medical system.
• 39:13
  And what you can see is if you start to take a step back and you're painting the whole picture of this, what you can see is these elite bloodline families engineering a society in America that would lead to our own downfall and would allow them to rule us. And you made an example earlier. You said you're you're mentioning how well, communists said, well, communism but capitalism. Why is it that the the rich capitalists want communism? It's like, well, once you're at that place where you are, not just the 1%, but the point 0001%, it's in your interest if you are power hungry and you want all the meat, all the money, all the resources for yourself.
• 39:56
  It's in your best interest to actually have that idea that, okay. Well, the commoners, we're gonna give them communism to keep them in line. But, of course, they're not gonna, you know, they're not gonna it's not gonna apply to them.
• 40:06
  Alex Newman: That's right. And and that's what we see in communist societies too. Right? There's no equality. The overlords live like emperor god kings, and the peasants starve and wait in bread lines to get some food.
• 40:17
  Right? So so the guy that Rockefeller put in charge of his foundation, his name was Frederick Gates, and there there's a very famous quote by him that has been verified where he kind of outlines the idea. And he says in in very clear terminology that I I can even quote it. I I've got it here. It says in our dream, we have limitless resources.
• 40:35
  The people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our mind, like when we used to teach kids to read so they could access the accumulated wisdom of mankind. He says, we we unhampered by tradition, we work our own goodwill upon a grateful and responsive rural folk. So we shall not try to make these people or any of their children into philosophers or men of science or learning. We're not to raise up from among them authors and orators and poets or men of letters.
• 41:07
  We shall not search for the embryo, great artists, painters, musicians, nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, politicians, statesmen of whom we now have ample supply. So you've got, obviously, the the financial motive here. They want, you know, good workers. And and I think it's important also to mention that there was a religious motivation here as well. And and and this sometimes conflicts again with people's preconceived notions.
• 41:30
  They think communism enemy of religion. Well, John Dewey was actually a very religious man. He got together with a few dozen of his buddies, and they set up what they thought was a new religion. They called it humanism. And they came together.
• 41:43
  They wrote what they called the humanist manifesto. Today is known as humanist manifesto one, and people can read this. It's it's basically communism dressed up in religious garb, but it starts with the first and fundamental presupposition that that really is the bedrock of this religion. And I I will quote from it. It says religious humanists regard the universe as self existing and not created.
• 42:04
  Right. And then, of course, they talk about we gotta get rid of the profit motive. We've gotta reorganize the economic means of production. But this is a really important thing for people to understand, Seth. Even if you're not a Christian, I mean, obviously, that's a direct contradiction to what the Bible teaches.
• 42:17
  In the beginning, God created and and that's
• 42:20
  Seth Holehouse: probably Good without a like, they're they're not even hiding it. Good without a god.
• 42:26
  Alex Newman: Yep. And and so it's very, very
• 42:28
  Seth Holehouse: It looks like even their logo it looks like Sauron, like the eye of Sauron or something. It's there's something very evil about that. Anyway, sorry to interrupt you.
• 42:36
  Alex Newman: No. You're good, and and I'm glad you brought this up. They they've since come out with new and improved versions of this. They've got the humanist manifesto two that goes all in for globalism. But but they understood that education was the means for propagating this religion.
• 42:49
  And I just wanna pause here for a moment for people to consider the implications because I know some of your audience out there saying, well, I'm not Christian. I don't care if John Dewey had a a goofy false religion. Our country is based on what our founding fathers described as a self evident truth. And and, of course, I got these ideas from the bible, but it is in in a very real sense, I think, a self evident truth. And that self evident truth that they staked their lives on was the fact that we are created equal, that we are endowed by our creator with certain unalienable rights, that among these are life, liberty, property, pursuit of happiness.
• 43:21
  In other words, if you believe John Dewey's religion, there is no god, there cannot possibly be any such thing as a god given right because there's no god to give you rights. In other words, you have no rights. You have whatever freedoms and privileges we, the collective, determine are appropriate and are in the best interest of society and nothing more. So this is a revolutionary religious movement. And this is gonna sound crazy to people, but I encourage you to go read the supreme court decisions.
• 43:47
  1962 and 1963, the supreme court of the United States banned prayer. They banned bible in the government schools. And according to the dissenting justice who wrote the dissent in this case, justice Potter Stewart, he said what they've done here is not establish neutrality with respect to religion. What my colleagues on this court have done, they have established the religion of secularism or as John Dewey would have known, the religion of humanism. And so under the guise of enforcing the first amendment, which says congress shall make no law respecting and establishing a religion, the supreme court established a false religion that is entirely incompatible both with the bible and with the founding documents of this country.
• 44:26
  And then we wonder why our society is falling apart. Well, we're now four generations into, indoctrination in this dangerous false religion.
• 44:34
  Seth Holehouse: I'm curious, and and you probably would would know this, but of the again, going back to the kids coming out of school right now, do you know what percentage of them are atheist, or agnostic, or, you know, whatever, kind of blend of of belief system versus, say, fifty years ago or eighty years ago? Because I suspect that that's you you mentioned before the two the two elements of really dumbing people down, but also then indoctrinating them with this a certain worldview and a belief system, really a program that keeps them subservient, not questioning the authority, etcetera. But I think also part of that then is is the destruction of faith. Right? Obviously, removing God from the school, the separation of church and state.
• 45:19
  Oh, what a brilliant idea. Separate church and state. So, okay. So you can see how they they've used that. Right?
• 45:25
  They hide behind these these good ideals. But do like, what are the I guess, what are the the statistics on belief and faith in the in the youth these days? America is under siege. You've seen the headlines. Terror attacks, chaos, and whispers of coordinated threats.
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• 47:25
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• 47:28
  Alex Newman: Yeah. And and by nature, these are very difficult things to track, Seth, but I have done my best to do that. We do have a lot of polling data that whether it's exactly accurate and or not, I think is less important than the general trends that they highlight. And I'll give you a few quick examples. I I'm a millennial, which, obviously, is always terribly embarrassing to admit.
• 47:45
  Yeah. Everybody assumes you're an idiot. Right? I was 85.
• 47:48
  Seth Holehouse: I said I'm 86. So
• 47:50
  Alex Newman: Oh, okay. So very close. Yeah. And, you know, you always hesitate to admit that you're a millennial.
• 47:54
  Seth Holehouse: Oh, I know. Don't I'm embarrassed by it.
• 47:57
  Alex Newman: No kidding. Right. But but so there's been some really interesting polling done on this. The Victims of Communism Memorial Foundation commissioned a scientific poll back in 02/2017, and they found that 70% of millennial Americans were identifying as socialists and said they were going to vote for socialists in the future. 36% had a positive view of communism to to show you how bad it had gotten.
• 48:20
  Now there are other surveys that have come out surveys that show for the first time in all of American history, only a minority of millennials of this particular generation identify as Christian. And then you dig into that deeper. Right? Because a lot of people still identify as Christian, but they don't quite know what that means. There's a a guy called George Barna who I've had the pleasure of speaking with and interviewing before.
• 48:41
  Very good researcher. He's probably the preeminent expert on this. Although Dan Smithwick at the Nehemiah Institute does good work here too. They're trying to track the the actual worldview of these people who identify as Christians. And what he is finding is a dramatic plunge in the number of people who have a biblical worldview to the point now where the younger folks have maybe 2% of the people have a biblical worldview.
• 49:04
  So this is happening very quickly. You see the dramatic decline of Christianity, the dramatic rise of atheism and and other isms, pantheism, things like
• 49:14
  Seth Holehouse: this. Satanism.
• 49:15
  Alex Newman: Absolutely. I mean, we've got literally, we have after school satan clubs at public schools across the country now. So this stuff is is now really accelerating, and it's gonna get a whole lot worse unless somebody hits the brakes here.
• 49:29
  Seth Holehouse: And and so that that takes me to where my my questioning is now, because I I've studied a lot of different philosophies and and religions, and I was, you know, very especially my college years, I was very fascinated and looked into a lot of eastern belief systems, and, and and really kind of created it really helped me kinda shape my worldview, it really helped me to strengthen my faith, you know, in in fundamentally, which is, I think, very positive. But one thing that I I like in terms of the kinda Eastern perspective is the concept of the yin yang, which to me is also it's really rooted in something very similar to what a lot of the traditional scientists. Right? Every force has an equal and opposite, you know, reaction. Right?
• 50:03
  Every action has equal and opposite reaction. And so I really think that there is a a pendulum that happens. Right? So the yin yang, it's kinda like this this constant balance of the the the the plus and the negative. Right?
• 50:13
  The the good and the bad. They're constantly cycling. Right? It's it's spinning, and there's constantly you hit these extremes, and once you hit that extreme, it then it pulls back. Right?
• 50:24
  You can't go for the extreme forever because you end up with complete destruction. There has to be some sort of balance, which I I really believe is God's design. And so looking at this, do you think that we've hit that extreme in in this this agenda, in this this satanic and atheist agenda, whereas now it's starting to pull back? Right? Do you think that's starting to happen now where the are there any movements or trends in the youth that show that they're actually becoming more religious and and more, you know, kind of more Christians coming up from the very young ages, which would kinda go against what you would think Rockefeller's goals would be, where maybe he saw it as a very linear downward thing, where it's just it's a downward spiral until the entire nation is communist and atheist.
• 51:12
  Is is there are those trends shifting?
• 51:15
  Alex Newman: There are some encouraging signs, Seth. And we don't know yet whether they're gonna materialize into full blown trends, but and and this is not isolated to The United States. We're seeing similar things in in Western Europe where they're actually a little bit ahead of us on some of the secularization and some of this embrace of atheism, communism, materialism. But we're seeing among young men in particular. I I mean, you know, young guys, 17, 18, 19, 20, we're seeing a surge in this demographic going to the Catholic church, the Orthodox church, and not so much evangelicalism, which is interesting.
• 51:51
  It seems to be more toward traditions and and structure and hierarchy and things like that. I I was in Sweden over the Christmas break. I spent many years living there, and we went to church. It was a a Baptist church, and I was astounded. It had more than doubled in size from the last time I had been there probably a year and a third before.
• 52:09
  And the pastor said something really interesting that stuck with me, and I started looking into this, and the same thing is happening in other countries. He said the statistics agency, whatever, had done a survey in Sweden among young people and asked them, what do you think is gonna be trending in 02/2025? What's gonna be the hottest topic of discussion? And the answer, which I I thought was fascinating because Sweden is probably the most secularized of all of the countries, the answer was Jesus. And, you know, we I don't know what to do with that yet.
• 52:37
  We'll we'll see what comes out of it. But I think to your point, we we really have gone way over the edge. It wouldn't surprise me to see something of a of a pendulum swing going back in the other direction. But if that is going to happen, I think we may be in the beginning phases of it. And I think as people see the the bankruptcy, as people see the fruit of this diabolical worldview that's being taught now in in the public schools, not just in The United States, but around the world, there will have to be a reckoning.
• 53:06
  People will say, okay. Well, we've done this for a while now. What has happened? Our families collapsed. Everybody's addicted to drugs.
• 53:12
  Suicide is through the roof at never before seen levels, so we can't even sustain the institutions that make life possible anymore. We're gonna have to go back and see what used to work. So I I'm hopeful that we'll eventually see something like that. We may be seeing the beginnings of it now, but, you know, I I think it's something that's going to actually require conscious dedicated effort by people who wanna try to salvage what's left of civilization before we go over the cliff. So
• 53:37
  Seth Holehouse: And that leads me to the the last topic I want to hit before we close out here is what can we do? Right? So I would say, I think you probably homeschool your kids, I'd imagine. Just kinda know more about your lifestyle. We've I've got a little four a four year old and a one year old.
• 53:52
  Obviously, we're not doing intensive homeschooling at this point, but that's our our goal. Right? Is we're gonna be homeschooling, and a lot of our schooling is gonna be tending the goats and chicken and counting the chicken eggs and, you know, how to climb you know, climbing a tree and falling off and bruising your elbow and learning that lesson. You know, you're really learning through playing a lot of those things. And, obviously, you want to use structure as they get a little bit older.
• 54:11
  But for the people that are watching this and whether it's a a grandparent that has grandchildren or a father or a mother, what can we do to reverse this, or how can we change this?
• 54:25
  Alex Newman: Well, thank you, Seth. And I think that's the $50,000,000,000,000 question that we must get to, because if we don't reverse this, I mean, literally hell awaits us. So we we've gotta be really, really serious about finding solutions to this. I I I would argue, first of all, you you already are homeschooling, Seth. I think a lot of parents don't realize they're homeschooling, but they're teaching their children to talk and to walk and to think and to reason and to have good values.
• 54:47
  I and all this happens naturally. Right? That's the great thing about homeschooling. Doesn't have to be following a curriculum and a structure. You're always educating your kids no matter what you're doing with them.
• 54:57
  And that's what I try to tell parents who think it's gonna be this really huge dangerous leap into home like, you've been homeschooling since the child was born. You got it under control. So my wife and I, we homeschool our six children. I wouldn't trade it for the world. We are involved in classical conversations.
• 55:11
  We actually had my friend Robert Bortons on from CC. It's a wonderful program. I I'm actually a fellow there. I can't say enough good things about it. I've had my kids enrolled there almost since they were old enough to do formal homeschooling.
• 55:23
  We're also involved in another co op, but there are tons of options out there. And I think this is the the most micro level. Right? As parents, as grandparents, as aunts and uncles, we've gotta take responsibility for the children in our immediate vicinity. Right?
• 55:36
  The the children in your home, the children on your block, the children in your community, the children in your church, whatever. That's a really good starting point. Make sure your own children are getting a good education. They're learning how to read properly. They're learning how to think.
• 55:50
  They're learning how to reason. They're learning logic. They're learning grammar. They're learning math, how the world works. These are all really, really important things.
• 55:59
  And that's just step one. Right? But that's something that everybody can do right now. We don't we don't need to pass any new laws or win any elections. You could pull your children out of the system this moment.
• 56:09
  Check check the laws in your state. I I serve as the volunteer executive director for public school exit. We've got a lot of information there for people who wanna make this decision, publicschoolexit.com. But that's the first step. Make the right choice with your own children, the children in your own life.
• 56:22
  And then we've gotta get to the hard work of letting our fellow Americans know. I I often compare the situation that we're into it like a burning building. Right? And your children are trapped inside, and and you you smell the burning flesh. You hear the screams of these kids, and you say, no.
• 56:37
  No. No. I don't hear anything. Yet you hear it, and you smell it. Run into that building and get them out.
• 56:41
  Right? That that's step one. Don't bother with petitions or lobbying your legislators after you've got your own children out. And any parent would risk their own life for their own children, so don't worry about a little financial sacrifice. After you get them out, there's still other kids in there.
• 56:54
  Now what? Right? We would be terrible human beings if we said, oh, just let them roast. We've got to deal with that. So I would recommend starting with our own education.
• 57:03
  We need to understand how we got into this mess. What did education look like before? There there was a a study in 1812 by Dupont de Nemo that found that not more than four and a thousand young Americans could not write and read legibly even neatly. So we have gone so far now. What did we used to do that worked so well?
• 57:20
  There's a lot of resources for that. I've published a lot on my website, libertysentinel.org. I've published a lot in the New American. In fact, I did a series for the epic times, a 22 part series. It's got a lot of that in there.
• 57:30
  I would encourage people to check that out. I've done two books on this, including my latest one, indoctrinating our children to death, government schools war on faith, family, and freedom, and how to stop it. And and it's been endorsed by some really great Americans, secretary of defense Pete Hegseth, Josh Phillip of the epic times, general Michael Flynn, a lot of great Americans. And that's got a lot of the information that you will need, not just to understand how we got here, but also to understand how we get back. And and then at that point, I would recommend getting involved in something.
• 58:00
  Right? Maybe run for your state legislature. Maybe run for congress. Right? There's a lot of different ways we can get involved.
• 58:07
  And if you don't wanna run, maybe support somebody who's running. But whatever you do, protect your kids, educate the people around you, and let's try to stop this before it's too late.
• 58:17
  Seth Holehouse: And one thing I'd also say as a a father is speaking to, you know, to grandparents. I know a lot of the audience here. I've interacted with them. I met them at different events, and and they're they're grandparents. They have they have grandchildren.
• 58:30
  Is if if my mom, hypothetically, if she said now she lives a couple states away, it's not as easy. But hypothetically, if if a grant if one of my parents came to me and said, hey. You know what, Seth? I'm gonna retire now, and I wanna I wanna retire so that I can just focus on helping you homeschool. Now I'm I'm lucky that my wife and I, we both live at home.
• 58:48
  I I work from home. So it's really easy to work this into our schedule, and and we have a lot of flexibility with that. But I know there's a lot of parents that they have to work you know, they're they're both working a job. Right? Mama and dad are working a job, and the only option is to send them away.
• 59:03
  So I'd say for grandparents, if if they can step in and say, look. I'm gonna help with this. I'm gonna, you know, I'm gonna take a a cut in my own lifestyle, whatever it takes, but I'm gonna come in, and I'm gonna help raise this next next generation. I can tell you that most people I know would be so thrilled if their parents came and did that. Know there's obviously, there's certain issues, and you've got the the kind of the wife and the mother-in-law may not get along or, you know, the things that happen like that in family dynamics.
• 59:27
  But, you know, anything that grandparents can do to step in, for their grandchildren is is huge. And that's one thing I would just say, like, as a as a father that, like, I would love to see more of the the kind of boomer generation stepping in and saying, hey. How can I help relieve your burden of, trying to manage, you know, covering living in today's world where the dollar's gonna, you know, gonna crap and and inflation's soaring, and everything's, you know, really expensive and people are working two, three jobs, that's one thing I would say?
• 59:55
  Alex Newman: Yeah. I couldn't agree with you more, Seth. And, you know, grandparents can make all the difference in the world. If the mom and dad are feeling overwhelmed, maybe grandma and grandpa coming in one day a week, two days a week, maybe helping a little bit with the private school tuition. That can make the difference between having the child trapped in the burning building and getting the child out.
• 1:00:13
  So there's a lot of different ways to do this, and and I would encourage grandparents very strongly to try to play a positive role here. You can make all the difference in the lives of your grandchildren, and it might just be a little bit of help that you need to offer. And it'll be a blessing to you, and it'll be a blessing to your children, and it'll be a blessing to your grandchildren all the way on down the line. So, folks, there are very few things more important than this particular issue. So I I I thank you for for allowing me to talk about it, Seth, and I do hope people will spend some time thinking about this very carefully.
• 1:00:44
  Seth Holehouse: Oh, I couldn't agree more, and I thank you for doing what you're doing. I thank you for, obviously so I'll pull up your website here, Liberty Sentinel. I'll put all these links in the show description. You've also got your book. Now here's a great thing to do, actually, if you're a parent or a grandparent, buy the book.
• 1:00:59
  Read the book. Pass it on to your kids. You know, learn. Even this interview, share this interview with people, because I think it's really important to understand the history. And this is why I like going into, well, how do we how do we get here?
• 1:01:12
  Like, what role did the Rockefeller's play a hundred years ago? It's not just about digging into some kind of conspiratorial, the Rothschilds and Rockefeller's. No. It's understanding how do we get to where we are right now? Like, what forces kind of put us in the direction that we are right here, and then figuring out how we can change the the trajectory for the future, which is is really important.
• 1:01:32
  So, Alex, thank you for giving us your time today. Thank you for doing what you're doing, and really committing your life to not only doing what you're doing professionally, but to also raising a a new generation of the Alex two point o's that, you know, I'm sure that your your children will be out there with their own podcasts, writing their own books, you know, doing everything they're gonna be doing to help change and and shape society. So thank you for doing that, and thank you for being here with us.
• 1:01:55
  Alex Newman: It's a great honor. Thank you very much for having me, Seth, and keep up the good work.
• 1:01:58
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