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Student protests: Grassroots or teachers’ union? · Cultural Wars | America Out Loud News

• 0:24
  Happy birthday to Abraham Lincoln.
• 0:27
  Should we sing?
• 0:28
  Why don't we all just as a country collectively sing happy birthday to Abraham Lincoln, 1809, February 12th, 1809?
• 0:38
  That's the day that honest Abe came into the world, born in a log cabin near Hodginville, Kentucky.
• 0:48
  And long before he became president, his friends, those who knew him, they called him honest Abe.
• 0:56
  That was his name.
• 0:56
  That was his nickname.
• 0:58
  Because he was honest.
• 1:01
  When he was a boy in Indiana, as the story goes, he once borrowed a book about George Washington from a neighbor.
• 1:14
  A neighbor farmer had a book about George Washington.
• 1:18
  And Abraham Lincoln loved George Washington.
• 1:23
  And he, you know, he asked if he could if he could borrow this this book.
• 1:30
  The neighbor's name was Josiah Crawford.
• 1:34
  And he he read the book.
• 1:36
  And when he was done reading it, or you know, for the day, he would he would kind of wedge it uh between the the logs of the cabin, just kind of like a little makeshift shelf.
• 1:51
  And one night it stormed.
• 1:53
  It rained and it stormed and the rain water ruined the book.
• 2:00
  Just just ruined it.
• 2:03
  And what did Abraham Lincoln do?
• 2:05
  He went straight to Crawford.
• 2:06
  He owned up to what happened.
• 2:09
  And he spent three days in Crawford's cornfield working to pay for the book.
• 2:14
  He wasn't gonna shirt the responsibility.
• 2:17
  He didn't shirt from the duty.
• 2:19
  He didn't, he said, hey, I borrowed this book.
• 2:22
  It was in my care.
• 2:24
  And uh, you know, it wasn't necessarily his fault.
• 2:29
  He didn't take it out in the rain and leave it out overnight.
• 2:32
  He wasn't irresponsible with the book.
• 2:36
  He just wedged it in between the logs, and it got ruined.
• 2:41
  But he took responsibility for it.
• 2:43
  Went to Mr.
• 2:44
  Crawford and said, I want to pay for the book.
• 2:47
  Worked three days in his cornfield as a young storekeeper in New Salem, Illinois.
• 2:53
  The story goes that Lincoln accidentally shortchanged a customer by six and a quarter cents.
• 2:59
  But instead of just shrugging it off and saying, Well, oh well, you know, because the customer was gone.
• 3:05
  Uh as soon as Lincoln discovered his mistake, he closed up shop and he walked six miles to pay the money back.
• 3:15
  Walk six miles to the person's home and said, Hey, I shortchanged you.
• 3:20
  Six and a quarter cents.
• 3:23
  Here, here's your money back.
• 3:25
  I mean, six cents might have been more then than what it is now.
• 3:28
  I don't know, maybe it was a couple bucks, maybe 10 bucks, maybe 20 bucks.
• 3:32
  I don't know.
• 3:33
  I I've not run the numbers to do the math.
• 3:35
  I'm sure it was more than six cents is worth now.
• 3:39
  But he took it upon himself.
• 3:40
  He didn't he didn't shrug it off.
• 3:45
  I mean, he's gone.
• 3:46
  I'll just leave it here.
• 3:47
  If he comes back, then I'll get no, he he went the extra mile, walked to the guy's house six miles, said, Hey, here's your money.
• 3:57
  Uh his store was not a success, unfortunately.
• 4:01
  Uh, he and his partner William Barry went into debt trying to make a go of it.
• 4:06
  And um they uh they just couldn't pull it off.
• 4:12
  Lincoln said the store winked out, that's how he put it, and it left him owing a great deal of money.
• 4:19
  And and then his partner Barry died, which meant Lincoln even owed more money.
• 4:26
  Uh, in that moment, you know, he could have done what anybody might have done in a similar situation.
• 4:33
  He could have he could have packed up, he could have gone west, he could have you know headed to a new frontier town, start it over, but he didn't.
• 4:44
  He um he said, I'm gonna stay, and I'm going to repay what he referred to as his own national debt, kind of jokingly.
• 4:54
  It's my national debt, and I'm gonna repay it, he said, because it's my responsibility to repay it.
• 5:01
  Took him several years, but he paid it all back, every single penny of it.
• 5:06
  He paid it back.
• 5:09
  His reputation as a lawyer caused people to say he'll be fair and square.
• 5:14
  That's what they said about him.
• 5:15
  Oh, Lincoln's your lawyer, he'll be fair and square, he'll treat you right.
• 5:20
  One time, the story goes that Lincoln forced a law partner to give back half of the fee the man charged one of their clients.
• 5:29
  That money came out of the pocket of a poor demented girl, Lincoln said, and I would rather starve than swindle her.
• 5:55
  We've talked about his speech that he gave to the young men's lyceum.
• 6:00
  I want to say 1838, I think it was 38, maybe 37, somewhere in there.
• 6:09
  I think it was 38.
• 6:11
  And uh the premise of that speech was that uh there's too much disorder happening in the country.
• 6:20
  And we need to be teaching our our young people the importance of the law, the rule of law.
• 6:26
  We need to be teaching them a love for the law.
• 6:30
  Uh, when they're sitting on their mother's laps, we need to be reciting the law to them.
• 6:35
  When they're in school, we need to be reciting the law to them.
• 6:38
  When when they're in church, that the preacher from the pulpit needs to be reciting the law to them.
• 6:43
  This was Lincoln's premise is that we need to raise a generation.
• 6:50
  We need to raise our young people up to understand the rule of law and to fall in love with it and to respect it and to realize it's there for our protection.
• 7:01
  We need good laws.
• 7:04
  Lincoln, of course, loved the declaration.
• 7:06
  He loved the constitution.
• 7:07
  He thought the two went hand in hand.
• 7:10
  He thought the constitution was a uh what was a frame encapsulating the declaration of independence.
• 7:18
  It's how he described it using a verse from the book of Proverbs.
• 7:24
  And he believed it was the law of the Constitution that allowed for us to have the principles in the Declaration, principles of freedom, the principles of liberty, the principles of equality of inalienable rights.
• 7:39
  And so he loved the law.
• 7:44
  And he believed we needed to teach our young people the importance of the law.
• 7:49
  And we used to, by the way, this this used to be a thing that we taught our kids.
• 7:57
  You know, I've I've talked about the plaque hanging out on the pavilion here in Michigan in the uh Millington School District on the school grounds.
• 8:07
  There's there's a pavilion, a little picnic pavilion.
• 8:11
  There's a plaque inside the pavilion on the wall, and it's a plaque from 1957 when the school board there in Millington dedicated the brand new elementary building, dedicated it and and commemorated that dedication with a plaque.
• 8:27
  And the words of that plaque from the school board say that it was it was their mission, the mission of the school in conjunction with the church and the family, the mission was to raise God-fearing law-abiding citizens.
• 8:42
  Used to be a thing.
• 9:01
  The unfortunate thing is it used to happen in every school, but it doesn't happen in every school anymore.
• 9:08
  Um we talked about it a couple days ago.
• 9:12
  I went through the uh the article that Alex Newman wrote, wherein he was shocked that on January 30th, there were actually schools that were closing so they could organize their their students to go protest.
• 9:32
  So stunned by that, absolutely stunned by that.
• 9:38
  The epoch times has put out a massive piece today.
• 9:44
  Maybe it came out yesterday.
• 9:45
  And it's it's huge, it's a massive piece.
• 9:49
  And in this, they they detail and and and talk to people.
• 9:53
  They go out on the ground and they have interviews, and uh, but we're we're we're shocked by this.
• 10:01
  Parents are just stunned by what we witnessed on January 30th that happened in our public schools.
• 10:11
  Erica Franklin, they interview here in this piece.
• 10:15
  She went to pick up her daughter.
• 10:16
  Erica, by the way, is 39.
• 10:20
  She's a young woman.
• 10:22
  She went to pick up her middle school daughter at her school in Olympic Middle School in Auburn, Washington.
• 10:35
  She goes to the building, she pulls up, and what does she see unfold before her very eyes?
• 10:40
  In her words, she hears many kids screaming obscenities about ice, immigration and customs enforcement outside screaming obscenities.
• 10:52
  She said she was aghast that this political activism and unruly behavior was happening while students should be in their classrooms being educated.
• 11:04
  But they're not.
• 11:05
  She scanned the crowd.
• 11:06
  She said, looking for her 13-year-old daughter.
• 11:09
  She was worried that her seventh grader was caught up in the commotion, which included, by the way, blocking traffic.
• 11:16
  Now, would you like your seventh grader being allowed to leave school to go out and block traffic to protest law enforcement?
• 11:27
  She said in her interview with uh Epoch Times, she said, My heart immediately just caught fire in my stomach hurt.
• 11:36
  She said her daughter had indeed remained in class, but the teen appeared confused and and afraid over what was happening outside during these protests.
• 11:48
  So she posted a video to social media, which has since uh been shared widely.
• 11:56
  In that video, she said, I'm pulling my child from school today.
• 11:59
  That's it, I'm done.
• 12:01
  Um she she she speaks to directly to school staff in her video and says, This is unbelievable.
• 12:07
  I can't believe my kid is in this environment right now.
• 12:10
  I'm blown away.
• 12:12
  I'm embarrassed as a as a parent and as an adult.
• 12:18
  I'm embarrassed that that this has happened, that our kids were allowed to do this, not only allowed, but in some cases, encouraged, taken out and said, hey, you know, let's do this.
• 12:32
  Now, they weren't forced to do it.
• 12:34
  Obviously, her daughter chose not to, chose to stay inside, probably did the smart thing, staying out of harm's way.
• 12:45
  And in another video, she's she's seen tearfully apologizing to her daughter for the stressful situation.
• 12:52
  And in that in that video, she she vows that she's taking her out of that school and she's putting her somewhere else.
• 13:00
  Uh and and similar situations happened all over the country on on January 30th.
• 13:07
  And again, we talked about this a couple days ago, and and the media reported this as a uh uh a grassroots uprising from the children, but the children are uprising.
• 13:21
  This is grassroots from the kids, as if as if we're stupid, as if we all just sit there and listen and say, Oh, I guess I mean the kids organize this.
• 13:32
  I mean, kids in Oregon and kids in Texas and kids in Minnesota and kids in California, they all just what they all they organized this somehow, somehow, some way.
• 13:44
  They all communicated.
• 13:45
  Mental telepathy.
• 13:48
  Um there has been a wave of anti-ICE protests that actually began with adults, and now it's the adults that have spread it to school children.
• 14:01
  Uh school walkouts raise important questions about competing interests.
• 14:08
  What are we actually doing here?
• 14:10
  What about child safety?
• 14:13
  Do we want them out blocking traffic?
• 14:16
  What about parental rights?
• 14:18
  Shouldn't we be contacting parents first and saying, hey, by the way, we're we're gonna have a protest day uh on such and such a day.
• 14:26
  If you want to come get your child earlier, maybe you don't want to send them to school or uh maybe give the the parents the opportunity.
• 14:36
  What about the the rights of the kids, the rights of the students?
• 14:39
  What about their rights?
• 14:40
  Are their rights being considered here?
• 14:43
  And and what about the school's responsibility?
• 14:48
  Is the school being responsible in terms of how they're treating the the children?
• 14:56
  Uh some of the walkouts, according here to this uh epoch times piece have already resulted in violence as well as vandalism.
• 15:06
  Um, and many schools uh are caught up.
• 15:10
  They're they're they're they're they're caught up in it.
• 15:13
  Uh and of course, many schools in public state statements are saying that they can't infringe upon the students' right to have free speech.
• 15:22
  Our students deserve this.
• 15:23
  They have the right to free speech.
• 15:27
  But there's a lot of parents that are that are saying no.
• 15:31
  No, no, they don't.
• 15:33
  Uh Tinker v.
• 15:35
  Des Moines is a uh Supreme Court case that's often referred to when it comes to the free speech of students.
• 15:44
  It's from uh it's 1969 court case.
• 15:48
  The uh Des Moines Independent Community School District.
• 15:52
  The ruling here is that schools may limit student speech when it's material materially, materially, or substantially interfering with a school's operation and its central mission to teach students.
• 16:08
  So, in other words, you can't just have a student stand up in the middle of math class and just start hollering because they have the right to free speech.
• 16:16
  Not if it's going to interrupt the flow of the mission.
• 16:19
  Okay, the mission of the of the building of the school is to educate.
• 16:24
  And if that mission is being interrupted because somebody's claiming they have the right to yell, uh, then that speech can be it can be um, well, it can be shut down because it's interfering here with something.
• 16:42
  And that's common sense.
• 16:45
  That's common sense.
• 16:47
  So is there a right to free speech for the students to go out and say block traffic?
• 16:55
  Because at that point, aren't you interfering with the normal flow of something?
• 17:00
  Uh aren't you inter at that point?
• 17:03
  You're interfering with with the normal flow of the mission of society.
• 17:07
  I mean, you've got to get from point A to point B.
• 17:10
  It's part of what we do during the day.
• 17:13
  Some of us have to get from home to work and from work to home and other errands that have that have got to be taken care of.
• 17:21
  Is this no, is this not a thing?
• 17:25
  Uh in Texas, officials warned that the state will enforce penalties against students, schools, and staff uh for any walkouts and for for any protests that are going to continue in other states appear to be uh allowing the protests to continue.
• 17:45
  And and this is worrisome.
• 17:47
  And so this person here, Franklin is her name, the the mom, uh Erica Franklin, in her interview with with Epoch Times, she said they're they're going to there's going to be more lives lost, and it's going to be very tragic if they don't stop it.
• 18:04
  If you can't respect law enforcement, and you want to be out there protesting, then you should know what you're signing up for.
• 18:11
  If you can't respect law enforcement, and that's what we have here.
• 18:16
  We have agents of the law who are duly appointed to uh execute the law, to fulfill the law, and in so doing, protecting the citizens of this country.
• 18:34
  And instead of doing what Lincoln suggested here, instead of teaching our young people to respect the law, instead of teaching our young people that uh the law has merit and the law has value.
• 18:51
  We're doing the opposite.
• 18:53
  And we're saying we we need to look after uh our fellow citizens, our fellow Americans.
• 19:01
  When they're not fellow citizens.
• 19:06
  Okay.
• 19:08
  If they're here illegally, they're not a citizen.
• 19:12
  Uh if they are here illegally, then it's a problem.
• 19:18
  The situation has to be handled.
• 19:20
  The streets have to be safe.
• 19:24
  We're we're not educating our kids.
• 19:26
  As a matter of fact, we are doing them a huge disservice.
• 19:32
  Uh, if if we don't correct things now, if the blue states and the blue cities don't pause and correct things now, we uh we're gonna have some uh some issues that that we don't necessarily want to have to deal with.
• 19:49
  I guess let me just put it that way.
• 19:52
  We need to be taking Lincoln's advice here.
• 19:55
  We need to be going after everything that Lincoln told us to go after.
• 19:59
  And
• 20:00
  And um, we need to honor and respect law enforcement.
• 20:05
  That that's what Lincoln taught us, and on his birthday, shouldn't we at least be doing it?
• 20:10
  All right.
• 20:11
  I'm gonna spend a little bit of time here on this this epoch Times article.
• 20:15
  I want to go through some of their interviews.
• 20:17
  They um they're on the ground here and and they're talking to to parents and they're they're talking to students on both sides of the argument, by the way.
• 20:28
  So we're not just gonna, you know, we're gonna we're gonna explore the whole thing.
• 20:32
  We're gonna take a look at it and uh see where it takes us.
• 20:36
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  All right.
• 25:49
  It is, you know, we're we're being lied to.
• 25:52
  The media's telling us this is a grassroots uprising amongst the children.
• 26:00
  These kids that are that are just going out to protest ice.
• 26:05
  Uh we are upset about it.
• 26:09
  We're disgusted by it.
• 26:11
  We're disgusted because the adults in the room are spearheading this.
• 26:17
  They're they're not how can I say it?
• 26:22
  They're not educating the kids.
• 26:24
  They'd rather take them out on street corners and teach them to block city streets and protest the law.
• 26:34
  Protest law enforcement.
• 26:36
  This is not what Abraham Lincoln was about.
• 26:39
  Today, by the way, is his birthday.
• 26:41
  We're celebrating his birthday.
• 26:43
  Happy birthday, honest Abe.
• 26:45
  You're probably spinning in your grave right now.
• 26:48
  Looking down from the windows of heaven and looking at the condition the United States of America is in when our kids aren't taught to love and respect the rule of law.
• 27:02
  All right, so Epoch Times went to Fourney, Texas.
• 27:07
  There was an event in Forney, Texas, which one parent who they talked to, her name's Brandy Jones.
• 27:14
  Brandy referred to Fourney as a very red city filled with political conservatives, but yet about 200 students walked out of North Fourny High School on February 5th.
• 27:28
  A helicopter flew overhead and police cars lined the route.
• 27:32
  Many held Mexican flags and posters with slogans such as no one's illegal on stolen land.
• 27:41
  And at times they chanted obscenities about ice.
• 27:46
  So as the Epoch Times is interviewing Brandy Jones here, she says, Yeah, I came out to support the walkout.
• 27:53
  She said that she believes the students' voices should be heard.
• 27:59
  Um, but she did say she knows of many Forny parents who complained that students need to be in school, focusing on their studies.
• 28:08
  She's out there supporting the kids, but yet she acknowledged there's a lot of parents that aren't happy about this.
• 28:15
  There aren't.
• 28:16
  And and I ask you, okay, 200 students walk out of Frony High School in Texas.
• 28:23
  How many of those kids do you think are really protesting ice or are they just you know, hey, I've got I gotta free get uh get out of class pass.
• 28:34
  I'm taking that.
• 28:35
  Yeah, I'll go out there, I'll go out and stand on the street corner.
• 28:39
  I'll go march, I'll go block some traffic.
• 28:42
  Are you kidding?
• 28:42
  So I don't have to go to class.
• 28:45
  I mean, thinking back.
• 28:48
  I don't think I would have protested, even if it meant getting out of class.
• 28:54
  But I mean, I was always looking for a way to get out of class.
• 28:59
  I know, I know it's it's not one of my proudest moments in high school at least, all of high school wasn't a proud moment.
• 29:09
  I just I know if this is gonna come as a shock to you.
• 29:12
  I know all of you right now are shocked.
• 29:13
  I wasn't a great student.
• 29:15
  I just I just wasn't.
• 29:18
  I was interested, and I would have been one of those kids looking for a way to get out of class.
• 29:23
  That's just me.
• 29:25
  What's that?
• 29:27
  No, you're right.
• 29:28
  You are correct.
• 29:29
  I would not have protested though.
• 29:31
  I that's to me is crossing the line.
• 29:33
  That would have been crossing the line.
• 29:35
  I would have stayed in class, not protesting.
• 29:39
  Yeah, you're right, because I love the country.
• 29:42
  And because I believe in the rule of law, I I believe that our law enforcement, especially border patrol, ice agents, immigration enforcement, they're out there protecting the citizens.
• 29:58
  They're not doing any harm to.
• 30:00
  Citizens.
• 30:00
  Well, they're not doing any harm to anybody.
• 30:02
  They're rounding up illegals.
• 30:05
  How dare they round up illegals?
• 30:06
  I mean, it's like it's it's become a bad thing.
• 30:09
  And the kids here in Frony, Texas and elsewhere believe it's a bad thing.
• 30:15
  So the Epoch Times is interviewing Brandy Jones here.
• 30:21
  And are you ready for this comment?
• 30:24
  Okay, here's what Brandy says.
• 30:25
  Now Brandy's in just full disclosure.
• 30:28
  Brandy's in support of this walkout.
• 30:30
  She came out to support it.
• 30:32
  And she believes the students' voices should be heard.
• 30:36
  Brandy says, This small 30 minutes is not going to disrupt your education.
• 30:43
  That's what she said.
• 30:46
  This small 30 minutes is not going to disrupt your education.
• 30:52
  Now, the problem with that comment is she's only looking at a 30-minute window.
• 30:58
  That's it.
• 30:58
  She's only looking at that 30 minutes.
• 31:01
  Granted.
• 31:03
  A 30-minute whatever out of the course of the day is not going to disrupt an education.
• 31:11
  She's not wrong about that.
• 31:14
  Where she's wrong is that this entire event is disruptive to education.
• 31:21
  It's not the 30 minutes.
• 31:22
  Her focus is on the 30 minutes.
• 31:26
  Her what her focus should be on is the content.
• 31:30
  The content of the 30 minutes is absolutely disrupting education.
• 31:35
  The content of the 30 minutes is not only disrupting education, it's destroying it.
• 31:43
  There is no education here.
• 31:45
  None at all whatsoever.
• 31:47
  When you're telling the kids, go out and protest law enforcement.
• 31:56
  Actual law enforcement.
• 32:00
  These are duly elected laws.
• 32:01
  These are duly elected enforcement officers supporting and enforcing and executing these laws.
• 32:10
  And our our high school kids, our middle school kids, our elementary kids.
• 32:16
  And there are some reports that kindergarteners were out there.
• 32:19
  Okay, that is, yeah, that's disrupting education.
• 32:25
  Education at that point is being uh it's being made a mockery of.
• 32:31
  There is no education.
• 32:33
  And these kids, okay, Brandy Jones, these kids are holding signs that say no one's illegal on stolen land.
• 32:44
  What are you talking about?
• 32:46
  What's stolen land?
• 32:47
  Are you in Texas?
• 32:48
  The land is stolen.
• 32:51
  You think the do you know anything about the Alamo in Texas?
• 32:57
  Do you know that there was there was a war that was fought?
• 32:59
  Do you know Texas fought a war for their independence?
• 33:03
  And are they on stolen land?
• 33:05
  Who did they steal the land from?
• 33:08
  Miss Jones.
• 33:10
  Uh Billy Eilish, who who who did we steal the land from?
• 33:15
  It's just a question.
• 33:16
  I'm asking for a friend.
• 33:18
  So as all of you know, if you've listened to me at since the beginning of this year, I'm teaching sixth grade history.
• 33:26
  And we starting here at the second semester, we recently invited the fifth graders into the class.
• 33:33
  And we are in the process of talking about William Penn.
• 33:38
  I've talked about William Penn on this program before.
• 33:41
  William Penn received a land grant of hundreds of thousands of acres from the king of England, King Charles II.
• 33:53
  Uh I'm not gonna, I guess maybe I will.
• 33:56
  I guess just some backstory there.
• 33:58
  Um, William Penn's father ended up loaning the king a bunch of money.
• 34:04
  The king needed some money.
• 34:05
  Yes, I know he was the king, but he needed money, and William Penn's father is loaded, so he loaned money to the king.
• 34:13
  And when William Penn's father died, the king needed to repay his debt to the Penn family, and so he gave a land grant to William Penn Jr.
• 34:25
  William Penn goes to Pennsylvania.
• 34:26
  He's got all this money, and he names it Sylvania, which basically means land of the woods or the forest or the trees, and the king renamed it Pennsylvania to mean Penn's land of the forest and the woods and the trees.
• 34:43
  But Penn drafted a letter to the Native Americans to the Indian nations there in this land that the king had given him.
• 34:54
  And Penn acknowledged my sovereign has given me this land, but I realized that it's yours, and I would like to purchase it from you.
• 35:04
  And I would like to be neighborly with you, and I would I would love it if we I'm paraphrasing his letter.
• 35:10
  I would love it if if we could be neighbors and if we could treat each other with brotherly kindness and brotherly love.
• 35:18
  And I mean, the city of Philadelphia is in Pennsylvania because it's the city of brotherly love.
• 35:25
  This was William Penn's attitude about the thing.
• 35:28
  He didn't steal any land from the Indian tribes.
• 35:33
  He he wanted to purchase it from them, and he did.
• 35:38
  They drew up agreements, they drew up contracts, they sold him the land, and he gave them an absolute fair price for it.
• 35:48
  And there was no animosity between the the Indians and the Penn family in Pennsylvania.
• 35:56
  The Indians didn't attack them, and Penn and his gang didn't attack the Indians.
• 36:02
  It came about as Penn hoped it would come about.
• 36:05
  They lived together in brotherly love and mutual admiration, kindness, and respect.
• 36:13
  Do you think that our students are taught that today?
• 36:17
  They're not.
• 36:18
  I promise you, my fifth and sixth graders in my history class.
• 36:23
  This is what they're learning.
• 36:25
  There's truth to it.
• 36:27
  They're getting the truth.
• 36:28
  Now, I'm just we're not sugarcoating it.
• 36:31
  We're not making it all hunky dory.
• 36:34
  I mean, there's there are portions of time where there were there were battles fought and wars fought, and the whole trail of tears.
• 36:45
  I mean, all of that is horrible.
• 36:46
  That's not being sugarcoated.
• 36:48
  We're not glossing over it.
• 36:51
  But we've got to tell the truth.
• 36:53
  And Billie Eilish can't get up there in front of the Grammys and tell her millions of fans and loyal followers that were all living on stolen land.
• 37:03
  If that's the case, Billy, give up your mansion.
• 37:07
  Plurals, give up your mansions.
• 37:10
  I mean, it's on stolen land, right?
• 37:13
  If that's the premise here, I think you got to start handing over your property.
• 37:18
  Luckily for her, though, she's she's not speaking the truth.
• 37:22
  We're not on stolen land.
• 37:23
  This is American land.
• 37:25
  This is America.
• 37:26
  We have a country, and this country has borders.
• 37:31
  If you don't have borders, as Trump says accurately, you don't have a country.
• 37:36
  We have a country, and the country has borders.
• 37:38
  And if you want to come here, do it legally.
• 37:41
  If you don't want to come legally, you're illegal, and you're gonna be hunted, you're gonna be found, and you're gonna be escorted out of the country.
• 37:50
  That's how it should be.
• 37:51
  Yes, you're illegal.
• 37:53
  Sorry, Miss Jones.
• 37:56
  And the this, you know, I'm sorry also that you believe this small 30 minutes isn't going to disrupt education.
• 38:03
  Absolutely, it's disrupting it.
• 38:05
  If if it were two minutes, Miss Jones, it would be disrupting education.
• 38:10
  It's not the time frame, it's the content.
• 38:13
  It's the content of what's being taught, what's being done, what's being performed, what's being spilled and poured over into the hearts and minds of our young people.
• 38:25
  And it's not what Lincoln would have had us to be teaching them.
• 38:31
  There's there's no love and reverence for law here.
• 38:34
  There's no love and reverence for the Constitution or the Declaration.
• 38:38
  Uh, two forny protesters.
• 38:41
  That sounds funny.
• 38:42
  Two Forny protesters.
• 38:44
  Uh, the city is forny.
• 38:47
  So we're not calling them names or anything.
• 38:50
  They told the Epoch Times that they genuinely oppose ice.
• 38:55
  Genuinely.
• 38:56
  We genuinely oppose ice.
• 39:00
  And they raise concerns that adults are encouraging.
• 39:04
  No, I'm sorry.
• 39:05
  Um, other parents have raised concerns that adults are encouraging school children to become activists for a cause that many are too young to understand.
• 39:16
  And that's the truth of the matter, right there.
• 39:20
  Uh, some critics also warn that school districts are violating parents' trust, and school officials could ultimately face legal liability if these protests should turn violent, or if children get into trouble or if they get hurt while unsupervised.
• 39:37
  I mean, there's a whole host of liability here.
• 39:41
  Just a long, lengthy list.
• 39:45
  Uh the Epoch Times is a reporting that several such outcomes have actually already happened.
• 39:52
  In Texas, authorities are investigating a violent incident in Austin.
• 39:58
  A video posted shows.
• 40:00
  A public school student resisting arrest after about 500 students left Hayes Consolidated Independent School District to protest on February 2nd.
• 40:13
  In Utah, Salt Lake City Police said they arrested four people for blocking a roadway and refusing to comply with lawful dispersal disorders during the January 30th walkout.
• 40:27
  In that case, the police didn't uh make it clear if the people that were arrested were students.
• 40:36
  Although the local news there in Utah reported that many school children participated in that event.
• 40:44
  In Nebraska, a vehicle struck a school student in Fremont during a January 29th walkout.
• 40:54
  This this event prompted Jonathan Turley to go to X and report that or comment that this could lead to an interesting lawsuit as schools play direct roles in fueling protests.
• 41:09
  I mean, that's what they're doing here.
• 41:11
  Schools are fuel fueling this.
• 41:13
  This isn't a grassroots uprising amongst children.
• 41:18
  This is an orchestrated plot brought to you by the teachers' unions.
• 41:26
  Who else is organizing this?
• 41:28
  It is the teachers' unions.
• 41:30
  I can tell you that right now.
• 41:32
  I've not even finished this article, and I can tell you that we're gonna end up at the teachers' unions here on this.
• 41:41
  Um during a TV interview, Jonathan Turley said that the girl's mother reported she was upset that her daughter was allowed to go off campus and was given time to make a protest poster during class.
• 41:57
  So let's go back to Brandy Jones.
• 41:59
  This 30 minutes isn't gonna disrupt anything.
• 42:02
  But yet it's not just the 30 minutes, is it, Miss Jones?
• 42:08
  It's not just the the time spent in 30 minutes of protest, it's also the time spent in class where the kids are encouraged to make posters protesting, whatever it is they're protesting, and I'm sure there was more time spent in class indoctrinating the kids on why they were protesting and on why they should be angry and on why they should actually hate actual law enforcement in the country.
• 42:39
  Back to my point.
• 42:40
  It's not about the time, it's about the content, it's the content that's disrupting education, it's the content that's destroying education.
• 42:52
  Uh later in Omaha TV station reported that five juveniles and an adult were cited in connection with the incident in uh in Utah.
• 43:06
  Across the nation, many school districts issued statements similar to this one from Franklin Lapel community schools in central Indiana.
• 43:17
  The superintendent there is Sterling Bowles.
• 43:21
  And Sterling sent a message to parents and staff on February 3rd saying that the district respects students' First Amendment rights to free expression.
• 43:32
  Well, we do not endorse a sponsor or while we do not endorse or sponsor walkouts.
• 43:38
  We recognize the importance of civic engagement.
• 43:42
  The school said that student safety is an environment focused on learning, and it's the district's priority.
• 43:49
  The letter also stated that the school would strongly discourage students from leaving campus.
• 43:57
  However, staff will be present to monitor any student activity and ensure a peaceful, safe environment, Bowles wrote.
• 44:06
  So while you're not encouraging students to protest, you're you're sending staff out there and you're telling them they can.
• 44:13
  Come on.
• 44:15
  Really?
• 44:16
  Uh honestly.
• 44:18
  Kids are going to get out of class if they have a free get out of class card.
• 44:22
  You're gonna go out there and protest.
• 44:24
  What you should be doing, Mr.
• 44:27
  Bowles, and others like you.
• 44:31
  You should be keeping the kids in the classroom, and you should be teaching them something, something of value, something of merit, something that that actually supports law enforcement.
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  All right.
• 48:32
  In the waning minutes, I want to uh want to wrap up this piece here in the epoch times.
• 48:37
  And I don't I don't know that I'm going to get to all of it.
• 48:40
  Um I want to uh quote here Ryan Staley.
• 48:46
  He's the director of research for defending education.
• 48:50
  And he said that these issues uh promise to persist as protest networks are expanding.
• 49:01
  Now, again, this isn't what the media is telling us.
• 49:04
  This isn't uh a grassroots uprising amongst children.
• 49:09
  These are protest networks that are expanding, that are growing, that are uh aiming to re-establish a quality non political education for all students according to their website.
• 49:25
  But the opposite is Marxism.
• 49:28
  That's what they're doing.
• 49:29
  And they should be telling us the truth.
• 49:31
  Well, I'm gonna tell you the truth.
• 49:32
  That's why I'm here.
• 49:34
  Uh Staley told the Epoch Times that children as young as kindergarten are participating in some of these walkouts.
• 49:41
  They shouldn't be a political prop, he said.
• 49:44
  I mean, that's exactly what they're being used as.
• 49:47
  A political prop.
• 49:50
  You know, the people who started Marxism in public education years ago, or the main individual, Horace Mann.
• 50:01
  Was under the the assumption under the belief that he had a captivated audience.
• 50:08
  The kids were being held a hostage seven, eight hours a day, and they could tell them whatever they wanted to.
• 50:14
  And now they're doing the same thing.
• 50:17
  Only they're they're using them in the words of Staley here as political prop.
• 50:22
  He's not wrong.
• 50:24
  And as I noted, you know, Staley, who was a father of two middle schoolers, said, Yeah, many of these kids are just looking for an excuse to get out of school.
• 50:32
  Of course they are.
• 50:33
  Thank you, Staley.
• 50:35
  In some cases, Staley said school children may even well be manipulated by adults who are coming in from the outside and working with minors to train them up to go on the street and agitate.
• 50:49
  Yeah, he's he's 100% right about that as well.
• 50:53
  We know that's happening.
• 50:54
  We're not naive.
• 50:56
  Staley found evidence suggesting that left-leaning groups appear to be encouraging organizing or even training students in K 12 in Minnesota's twin cities to oppose ICE.
• 51:11
  There isn't there's an active training going on.
• 51:16
  In a report released uh at the end of January, January 23rd.
• 51:21
  Staley said that the activist group, Sunrise Movement, appeared to be tied to student action plans in Minnesota.
• 51:32
  Uh Epoch Times sent a request to sunrise, and of course, Sunrise didn't respond.
• 51:39
  We're not going to respond to your request for comment.
• 51:43
  Uh, the Sunrise Movement Organization wrote the following on X.
• 51:48
  Administrators and MAGA extremists and politicians tried to scare us out of taking action, but our generation is not backing down.
• 52:00
  They're Marxists, and they want your children to also be Marxists.
• 52:07
  These poor kids in Minnesota.
• 52:09
  They're um they are being trained and raised to be Marxists.
• 52:16
  Staley's research also reveals that other groups such as Teachers Union.
• 52:21
  Ah, here it is.
• 52:22
  Ha ha ha!
• 52:23
  We got there.
• 52:24
  Come on, you knew we would.
• 52:27
  Teachers' unions and associations are connected to public school protests nationwide.
• 52:34
  Becky Pringle, president of the National Education Association, appeared in a Sunrise Movement video two days before January 30th in a National Day of Action, coordinated by the coalition national shutdown.org.
• 52:54
  Here's what Pringle said in the video.
• 52:56
  On behalf of the education professionals who belong to the NEA, thank you, Sunrise, for standing on the front lines in Minneapolis and in so many cities across our nation, demanding justice in all forms.
• 53:13
  Unbelievable.
• 53:14
  I can't believe their acronym is National Education Association.
• 53:18
  It should be NDA or NIA, National Indoctrination Association.
• 53:25
  We're going to change their name.
• 53:27
  Formally and officially, the NEA has now become the NIA, the National Indoctrination Association.
• 53:34
  It fits, doesn't it fit?
• 53:36
  And you like it, don't you?
• 53:37
  I see you smiling over there.
• 53:39
  I know you like it.
• 53:41
  Pringle accused the federal government of warfare against the American people.
• 53:47
  That's what's happening.
• 53:50
  Because ICE is trying to clean up the streets of illegal immigrants.
• 53:56
  Becky Pringle, president of the NIA, National Indoctrination Association, says that the government is engaging in warfare against the American people.
• 54:08
  She further pledged that her group's network of three million members would help fight against it.
• 54:14
  Her statements were part of a presentation entitled entitled Roadmap to Political Revolution.
• 54:23
  Can you believe that that's what we're dealing with here?
• 54:26
  This woman is supposed to lead a teacher's union, which is supposed to be educating their kids.
• 54:33
  She's lying to them and offering indoctrination.
• 54:38
  Minnesota State Representative Pam Altendorf, a Republican who serves on the Education Finance Committee, said it troubles her that teachers' unions such as Education Minnesota have been opposing ICE.
• 54:54
  Education Minnesota, by the way, the Minnesota Teachers Union is affiliated with the NEA, or the NIA, I'm sorry.
• 55:01
  And they represent 84,000 members.
• 55:06
  They're part of the NIA.
• 55:09
  Um their published webpage features an anti-ICE protest photo, along with a statement that reads, the surge of ice in Minnesota in recent weeks has caused chaos and sowed fear among students, families and educators across the state.
• 55:29
  The surge of ICE agents in Minnesota has not caused chaos and sowed fear among students, but you have.
• 56:28
  Well, she's right.
• 56:29
  Alan Dorf is right.
• 56:30
  She's absolutely right.
• 56:32
  Alendorf, by the way, she's got a video out there.
• 56:35
  Uh, where she stumbled upon this plaque in Capitol Hall there in Minnesota, a plaque from Satanists dedicated to the governor.
• 56:48
  And now you know why Minnesota is in such a heap of trouble.
• 56:52
  When the government, the governor there is accepting plaques from Satanists.
• 56:57
  Uh, and then Pope and then keeping that plaque on display.
• 57:00
  Despicable, absolutely despicable.
• 57:03
  All right, my friends, I wish we had more time, but we don't.
• 57:06
  We are up against it.
• 57:07
  We will keep going though.
• 57:09
  We're gonna stay at it, and I hope you stay at it too.
• 57:12
  Encourage your friends and family to get on the deeds list.
• 57:16
  Let's unite to renovate the age.