Latest / UK Column Radio / Brian Gerrish on info wars, children, and split opposition | Jerm Warfare

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Brian Gerrish on info wars, children, and split opposition | Jerm Warfare · UK Column Radio

• 0:30
  Speaker 1: My name is. This is germ warfare, the Battle of ideas.
• 0:35
  Speaker 1: You spent twenty one years in the Royal Navy tracking
• 0:39
  Speaker 1: Soviet submarines during the Cold War, and since leaving the service,
• 0:44
  Speaker 1: if memory serves, he turned his attention to what I
• 0:48
  Speaker 1: would describe as a very different threat and the one
• 0:52
  Speaker 1: that is hiding in plain sight all around us actually,
• 0:56
  Speaker 1: and is the co founder of UK Column. I've quite
• 1:01
  Speaker 1: a long time to get him on my show. He
• 1:04
  Speaker 1: doesn't remember the last time he was on. And Brian Gerrish,
• 1:09
  Speaker 1: thank you for joining me in the trenches. Finally.
• 1:12
  Speaker 2: Sure, it's a pleasure. It's an absolute pleasure. And I'll
• 1:16
  Speaker 2: just say that I'm sorry you had to wait so long.
• 1:20
  Speaker 1: It wasn't deliberate.
• 1:21
  Speaker 2: Sometimes things only happen when the time's right. So I've
• 1:25
  Speaker 2: got a feeling that this discussion will be a lot
• 1:27
  Speaker 2: better today because we've waited. We can see how we go.
• 1:32
  Speaker 1: Yes, I mean you are an iconic figure in the
• 1:35
  Speaker 1: alternative media. I came across well the UK Column effectively
• 1:42
  Speaker 1: during the COVID era, and I think that probably applies
• 1:45
  Speaker 1: to a lot of people. It was a very strange time,
• 1:48
  Speaker 1: wasn't it.
• 1:50
  Speaker 2: It was a very strange time, and I have to
• 1:55
  Speaker 2: say that I was stunned at how deeply it affected people.
• 2:01
  Speaker 2: And one of the most poignant ways that we the
• 2:06
  Speaker 2: UK column team get reminded of this is if we've
• 2:08
  Speaker 2: gone to a live event, it's normal that people come
• 2:13
  Speaker 2: up to us and they want to sell field, they
• 2:15
  Speaker 2: say can they have a hug? But out of those people,
• 2:19
  Speaker 2: there will always be a number who will say I
• 2:22
  Speaker 2: found you during lockdown and then they say you kept
• 2:26
  Speaker 2: you kept me sane. That's not just Brian Gerrish, that's
• 2:29
  Speaker 2: the team. And some of them say I was in
• 2:33
  Speaker 2: a very dark place and if I hadn't found you,
• 2:36
  Speaker 2: I'm not sure what I would have done. And we
• 2:39
  Speaker 2: know what they're talking about. So these were people that
• 2:42
  Speaker 2: were in a very very bad, dark place during Lockdown,
• 2:46
  Speaker 2: and I don't think any of us should underestimate how
• 2:51
  Speaker 2: bad that period.
• 2:53
  Speaker 1: Was, knowing what has unfolded over the last few years.
• 3:01
  Speaker 1: Would you go back to twenty nineteen.
• 3:04
  Speaker 2: No, No, I wouldn't know. I think like a lot
• 3:10
  Speaker 2: of people, you know, we went through that, We did it,
• 3:13
  Speaker 2: but I don't think i'd want to go back. And
• 3:16
  Speaker 2: also we've learned so much from going through it because
• 3:20
  Speaker 2: I think they gave us a very good look at
• 3:26
  Speaker 2: where they want to take society. We were given a
• 3:29
  Speaker 2: look into the future, a feel for what it would
• 3:32
  Speaker 2: be to be totally controlled, with the state, locked in
• 3:36
  Speaker 2: your house, locked into a bubble, denied the ability to
• 3:40
  Speaker 2: see relatives. This is, in my opinion, what a fully totalitarian,
• 3:46
  Speaker 2: technocratic state will look like.
• 3:51
  Speaker 1: I mean, before we even discuss anything, my question is,
• 3:55
  Speaker 1: are you hopeful?
• 3:58
  Speaker 2: I'm hopeful? Well, actually I'm going to say I'm not hopeful,
• 4:02
  Speaker 2: because hope is a little bit of a weak thing,
• 4:04
  Speaker 2: isn't it. How do I look at the future? Well,
• 4:08
  Speaker 2: we're in a battle. I'm pretty sure the right people
• 4:10
  Speaker 2: are going to win it. But what we mustn't do
• 4:14
  Speaker 2: is feel that this battle is an easy battle to win,
• 4:21
  Speaker 2: and that we're going to win it in a short
• 4:23
  Speaker 2: space of time. I think all of us at some
• 4:25
  Speaker 2: stage have got into this. We've woken up and we're fighting,
• 4:29
  Speaker 2: and we tend to think in terms of winning, maybe
• 4:32
  Speaker 2: that that's in five years or ten years or but
• 4:37
  Speaker 2: now I think, actually, the battle is so big that
• 4:42
  Speaker 2: it's going to be a very long time before it's one.
• 4:45
  Speaker 2: So I don't think of it in so much now
• 4:47
  Speaker 2: in terms of a purely political solution which people, most
• 4:52
  Speaker 2: people would imagine, I think could happen, you know, in
• 4:57
  Speaker 2: this timescale of five or ten years, maybe longer. I
• 5:01
  Speaker 2: think we're in a battle that is actually going to
• 5:04
  Speaker 2: be one when a generation has changed. Maybe it's two generations.
• 5:11
  Speaker 2: So what's happening around this is very very powerful, It's
• 5:17
  Speaker 2: very dark, and most people who follow me through the
• 5:21
  Speaker 2: UK column will know that I believe it's a spiritual battle,
• 5:24
  Speaker 2: which I do. And then if you say it's a
• 5:27
  Speaker 2: spiritual battle, it makes more sense that thinking in terms
• 5:31
  Speaker 2: of me immortals and elections doesn't really cut it.
• 5:38
  Speaker 1: My show, which of course is now part of UK Column,
• 5:44
  Speaker 1: plays very much into the metaphor of the battle of
• 5:47
  Speaker 1: ideas and information war and you know the minefield around
• 5:53
  Speaker 1: us and all that. But when you talk about the
• 5:55
  Speaker 1: information war, what are you talking about?
• 6:00
  Speaker 2: Well, I believe that at the moment we're in a battle,
• 6:04
  Speaker 2: which is the battle is for our minds, and of
• 6:08
  Speaker 2: course our minds are designed to suck up information by
• 6:11
  Speaker 2: what we see and hear and read and watch, and
• 6:16
  Speaker 2: so the information war for me is very much the
• 6:19
  Speaker 2: fact that information is being fed to us, which is
• 6:23
  Speaker 2: extremely powerful and harm harmful. But we've also now got
• 6:29
  Speaker 2: to the situation where information is being denied to us,
• 6:33
  Speaker 2: We're being kept in the dark, we're being attacked, but
• 6:37
  Speaker 2: we can actually see or feel what's attacking us. And
• 6:42
  Speaker 2: the other thing we've got to pay attention to is
• 6:46
  Speaker 2: actually how information is put across because whilst we could
• 6:51
  Speaker 2: look at the TV screen, which I don't, but we
• 6:53
  Speaker 2: could look at the TV screen, or we could be
• 6:57
  Speaker 2: listening to the radio, and we think in terms of
• 7:00
  Speaker 2: people are talking and telling us things. But we now
• 7:04
  Speaker 2: know without any doubt that governments around the world, particularly
• 7:09
  Speaker 2: the UK government, because I believe it leads in it
• 7:13
  Speaker 2: is using applied psychology to manipulate the language it uses
• 7:19
  Speaker 2: to the extent that the British Government has been able
• 7:22
  Speaker 2: to boast that it's able to change the way people
• 7:25
  Speaker 2: think and behave and people will not necessarily know their
• 7:29
  Speaker 2: behavior has changed, or if they realize their behavior has changed,
• 7:34
  Speaker 2: they won't know exactly how that change was made. So
• 7:39
  Speaker 2: this is very very powerful application of behavioral psychology. And
• 7:44
  Speaker 2: of course the UK column sorry the UK with I
• 7:50
  Speaker 2: know it's in the name, isn't it? The UK with
• 7:54
  Speaker 2: the US in particular was pioneering the use of linguistics
• 8:03
  Speaker 2: and applied behavioral psychology. The Americans did a lot because
• 8:09
  Speaker 2: on their side at the Pond you had Cass Sunstein,
• 8:13
  Speaker 2: who was one of the biggest guys behind it, but
• 8:16
  Speaker 2: also you had the early work of Bandler and Grinda
• 8:20
  Speaker 2: who established neuro linguistic programming. An NLP is still one
• 8:26
  Speaker 2: of the key components that's being used by the British
• 8:29
  Speaker 2: government in its Applied Behavioral Psychology unit. And I think
• 8:37
  Speaker 2: the other thing I should add to the audience is
• 8:39
  Speaker 2: that you know, some people think, well, I'm too intelligent
• 8:43
  Speaker 2: to be caught by this, and the irony of that
• 8:45
  Speaker 2: statement is that if you're intelligent and you have an open,
• 8:50
  Speaker 2: inquiring mind, you can actually be more vulnerable than somebody
• 8:55
  Speaker 2: who's only interested in football and doesn't really absorb or
• 9:00
  Speaker 2: band of information. So it's got to be taken very carefully,
• 9:04
  Speaker 2: but so that we don't pour people into too bad
• 9:07
  Speaker 2: a place. The defense against this sort of applied behavioral
• 9:13
  Speaker 2: psychology as part of the information war is to be
• 9:17
  Speaker 2: aware of it, that it's happening, and to do your
• 9:20
  Speaker 2: own research to understand a little bit more what. For example,
• 9:25
  Speaker 2: NLP entails. But I think as we look at society
• 9:30
  Speaker 2: and we see people are behaving more and more strangely,
• 9:34
  Speaker 2: it's like they're mesmerized. And sometimes even when you're trying
• 9:39
  Speaker 2: to tell them simple facts, it's as though it's not
• 9:43
  Speaker 2: that they're rejecting your information, it's as though they can't
• 9:47
  Speaker 2: actually absorb what you're saying. They can't rationalize it. And
• 9:52
  Speaker 2: of course these sorts of problems with information coming in
• 9:57
  Speaker 2: and rationalizing it inside the brain. If this doesn't work properly,
• 10:03
  Speaker 2: then we get this effect called cognitive dissonance, where effectively
• 10:06
  Speaker 2: there's conflict in belief structures in the mind. And this
• 10:12
  Speaker 2: could make people seriously ill. It can make them depress
• 10:15
  Speaker 2: and give them mental health issues, but it can actually
• 10:19
  Speaker 2: make them physically sick as well. So i'll just end
• 10:23
  Speaker 2: this bit. But you know, when we were in lockdown
• 10:28
  Speaker 2: and the UK column I'm going to say, was the
• 10:32
  Speaker 2: leading outlet that revealed the use of applied psychology through
• 10:38
  Speaker 2: the spy B Unit, which was the specialist unit inside SAGE,
• 10:44
  Speaker 2: which was the gathering of scientists advising the government on
• 10:48
  Speaker 2: the so called COVID scam. They were advising the government
• 10:55
  Speaker 2: to use more of this applied psychology to make people
• 10:59
  Speaker 2: more fear of the scam so that they would better
• 11:03
  Speaker 2: adhere to the lockdown measures. And in the minutes of
• 11:10
  Speaker 2: that particular meeting, which we've brought gast several times, but
• 11:14
  Speaker 2: when you get into look at the minutes, there was
• 11:17
  Speaker 2: actually a caveat a warning alongside the advice of ramping
• 11:22
  Speaker 2: up the fear, and it was to do with communities
• 11:25
  Speaker 2: and it says, well, you've got to be careful because
• 11:29
  Speaker 2: communities will start policing themselves. Your friends and neighbors say
• 11:34
  Speaker 2: why aren't you wearing a mask, and if you don't
• 11:37
  Speaker 2: wear that mask, they could turn on you. So it
• 11:41
  Speaker 2: was astonishing to see that in that government scientific advisory
• 11:47
  Speaker 2: paper they were one talking about making people more anxious
• 11:51
  Speaker 2: and fearful and that's a route have to use the
• 11:55
  Speaker 2: terminology towards mental health problems, even suicide. And then they
• 12:01
  Speaker 2: were also saying we need to be careful and Britain
• 12:06
  Speaker 2: and the US are leading this technology. The French were
• 12:09
  Speaker 2: also involved because back in twenty ten, twenty twelve, twenty
• 12:16
  Speaker 2: ten I mentioned because that's when the Cabinet Office Behavioral
• 12:20
  Speaker 2: Insights document came out, which was called mind Space that's
• 12:24
  Speaker 2: when the British government was boasting of being able to
• 12:27
  Speaker 2: change people's minds. But shortly after that we revealed that
• 12:33
  Speaker 2: quasi's secret meetings had taken place between British officials and
• 12:38
  Speaker 2: the French through the Franco British Council, where French neuro
• 12:44
  Speaker 2: linguistic neuro specialists were actively planning a joint operation with
• 12:51
  Speaker 2: their British counterparts. So this stuff is a wash in
• 12:56
  Speaker 2: society around us.
• 12:59
  Speaker 1: I remember when my tears Desmet was on my podcast
• 13:03
  Speaker 1: right back at the beginning of the whole era, and
• 13:07
  Speaker 1: he said to be cautious of using the word psychosis.
• 13:10
  Speaker 1: He said, it's actually hypnosis. People are hypnotized, which is
• 13:15
  Speaker 1: what you're alluding to. But yes, what I don't understand, Brian,
• 13:19
  Speaker 1: and I don't know if you know the answer. But
• 13:20
  Speaker 1: so it's a more of a rhetorical question, I guess.
• 13:22
  Speaker 1: But how is it that some of us were able
• 13:26
  Speaker 1: to see through it and many weren't.
• 13:32
  Speaker 2: The answer, well, let me say it's an important thing
• 13:35
  Speaker 2: for me to say. We're talking psychology here and I'm
• 13:38
  Speaker 2: not trained in psychology. My only training is book learning,
• 13:43
  Speaker 2: experience and talking to people who are trained. So I
• 13:47
  Speaker 2: want to put this across, but I think this is
• 13:50
  Speaker 2: a fairly easy question to answer, and that is that
• 13:55
  Speaker 2: it is a fact that in any human population, some
• 14:00
  Speaker 2: people are more susceptible to hypnosis than others. So I
• 14:07
  Speaker 2: many many years ago, up in Scotland, I went to
• 14:10
  Speaker 2: see a stage hypnotist at work and in a room
• 14:14
  Speaker 2: of I'm going to guess, one hundred and fifty people,
• 14:18
  Speaker 2: he did some things, got people put hands up in
• 14:20
  Speaker 2: the air, and then out of people that he interacted
• 14:25
  Speaker 2: with in that room, So initially he tried to react
• 14:28
  Speaker 2: with everybody, and then he got a group of people
• 14:33
  Speaker 2: who he identified because he said, put your left hand
• 14:37
  Speaker 2: up in the air, your left arm, and he said
• 14:40
  Speaker 2: some things, and he said some of you won't be
• 14:42
  Speaker 2: able to put your arm down, And sure enough there
• 14:45
  Speaker 2: was a group of people spread with their hands up,
• 14:48
  Speaker 2: and then he walked around and tugged at their arm,
• 14:51
  Speaker 2: and I think this was to give an indication of
• 14:53
  Speaker 2: whether they were playing maybe. And then now to those
• 14:58
  Speaker 2: people he selected, and they went up on the stage
• 15:01
  Speaker 2: and he didn't do anything cruel with them, but he
• 15:03
  Speaker 2: did have them singing and doing things which I think
• 15:07
  Speaker 2: they'd be quite embarrassed to see a video of themselves.
• 15:10
  Speaker 2: But it was a real eye opener for me. But
• 15:13
  Speaker 2: it didn't affect me, but clearly it did affect other people.
• 15:17
  Speaker 2: And when I've been able to talk to well, I've
• 15:20
  Speaker 2: been able to talk to stage hypnotists myself in the
• 15:24
  Speaker 2: telephone conversation about this sort of thing. And I've also
• 15:27
  Speaker 2: recently again been talking to people trained in NLP, and
• 15:31
  Speaker 2: they all say that some people are easy to work with,
• 15:36
  Speaker 2: some you can do a bit, but they have a
• 15:39
  Speaker 2: little bit more resistance. And there is a small group
• 15:41
  Speaker 2: of people who seem, for whatever reason, to be immune
• 15:45
  Speaker 2: to it. But the NLP master that I interviewed recently
• 15:54
  Speaker 2: and he's desperately worried about what he sees is the
• 15:58
  Speaker 2: political use of NLP. He said, the key bid is
• 16:03
  Speaker 2: that if you understand the sorts of things they do
• 16:05
  Speaker 2: and say that is great for helping protect you. But yeah,
• 16:11
  Speaker 2: it's hypnosis. Sometimes I think it's also fair to call
• 16:15
  Speaker 2: it mesmerism. But it's effectively taking people out of a
• 16:20
  Speaker 2: proper normal cognitive state and putting them into a highly susceptible,
• 16:27
  Speaker 2: even trance like stain.
• 16:30
  Speaker 1: You made a comment earlier about intelligence and something that
• 16:34
  Speaker 1: stood out for me during the COVID era what was
• 16:39
  Speaker 1: the extremely low vaccine uptake here in South Africa. I
• 16:43
  Speaker 1: think we were one of the lowest in the world,
• 16:45
  Speaker 1: less than one percent, I believe, and that trend is
• 16:52
  Speaker 1: quite far across the subs are in Africa. Now, if
• 16:54
  Speaker 1: you go by the mainstream data, we are the dumbest
• 16:58
  Speaker 1: people in the world. Yet yet o yet we are
• 17:05
  Speaker 1: the ones who rejected on mass the pharmaceutical imposition.
• 17:13
  Speaker 2: Well, im, I'm smiling of course as you say this,
• 17:17
  Speaker 2: and because I you know, am I qualified to answer it? No?
• 17:23
  Speaker 2: But my guess is that if you have people that
• 17:28
  Speaker 2: are how do we describe it down to earth? You know,
• 17:34
  Speaker 2: you crackt me if I'm wrong.
• 17:35
  Speaker 1: Because uneducated it's actually the term that everybody will use.
• 17:40
  Speaker 2: Well, I wouldn't use uneducated, because where I was coming
• 17:44
  Speaker 2: to is that if you if you have a society
• 17:47
  Speaker 2: where it's got a far greater proportion of people who
• 17:51
  Speaker 2: are working with their hands, they're doing manual jobs, farms
• 17:57
  Speaker 2: or whatever it is. Their brains are attuned to what
• 18:03
  Speaker 2: they're doing, and they're working in a slower, more considered way.
• 18:08
  Speaker 2: It seems logical to me that once the propaganda and
• 18:12
  Speaker 2: the brain washing and the reframing comes in. They don't
• 18:18
  Speaker 2: take it in as the way that somebody who's working
• 18:21
  Speaker 2: in a high profile corporate job who's been drowned in
• 18:25
  Speaker 2: this stuff all the time, they just suck it up.
• 18:28
  Speaker 2: But somebody who's in a farming community probably hears the
• 18:31
  Speaker 2: words and on earth are they talking about? And of
• 18:34
  Speaker 2: course that's a defensive mechanism. But that's my best guess.
• 18:40
  Speaker 1: I'm pointing that out because the term intelligence, I think
• 18:43
  Speaker 1: is only probably one piece of the puzzle. I think
• 18:46
  Speaker 1: there's a lot more to it. I mean, I'm very
• 18:49
  Speaker 1: happy that o've V actually uptake was so low. In fact,
• 18:53
  Speaker 1: I'll go as far as saying that I'm very happy
• 18:56
  Speaker 1: for the COVID years because it created critical thinking within
• 19:03
  Speaker 1: me that I had previously not had. My own child
• 19:06
  Speaker 1: is not vaccinated at all as a result, and had
• 19:09
  Speaker 1: you asked me about vaccines in twenty nineteen, I would
• 19:12
  Speaker 1: have said, of course, yes, they're necessary.
• 19:17
  Speaker 2: Yeah, well this is true. And of course we've also
• 19:21
  Speaker 2: got a section of the community here in UK that
• 19:26
  Speaker 2: have also made that decision, and that sadly there are
• 19:31
  Speaker 2: many people who perhaps have one vaccine they were not
• 19:34
  Speaker 2: quite convinced that they weren't brave enough to reject at all,
• 19:38
  Speaker 2: so they had one. And then they have watched family
• 19:42
  Speaker 2: members and friends have apparently unexplained serious illnesses. They've died,
• 19:52
  Speaker 2: or they've had paralysis or manner of things. And those
• 19:57
  Speaker 2: people I really feel sorry for because I can imagine
• 20:00
  Speaker 2: and they see the destruction that these vaccines have caused
• 20:04
  Speaker 2: on friends and family. They're okay, but they've got it
• 20:09
  Speaker 2: inside them and they can't get it out, and that
• 20:12
  Speaker 2: I think must be a bit scary. It was one
• 20:15
  Speaker 2: of the things when when the battle was on over
• 20:20
  Speaker 2: vaccinations in lockdown, I think it was one of the
• 20:23
  Speaker 2: things which I really thought was excellent that people who
• 20:28
  Speaker 2: were absolute refuse next they were not going to have
• 20:32
  Speaker 2: a vaccine at all, but they remained very calm and
• 20:39
  Speaker 2: human with people who were vaccinated. So when the thing
• 20:45
  Speaker 2: was over and we were let out of their cages,
• 20:48
  Speaker 2: I think it was very encouraging that we saw people
• 20:51
  Speaker 2: who'd seen through it did not then turn on people
• 20:57
  Speaker 2: who'd had the vaccine and sort of say you idiot,
• 21:00
  Speaker 2: and you're an idiot because you had the vaccine. They
• 21:04
  Speaker 2: invariably addressed them in a much more of a calm,
• 21:09
  Speaker 2: caring manner. And of course this is very important because
• 21:12
  Speaker 2: it's I think that has helped spread the message stay
• 21:17
  Speaker 2: away from these vaccines to people who did actually have
• 21:20
  Speaker 2: them in the first instance.
• 21:23
  Speaker 1: Now, I mean I mentioned my kid a moment ago,
• 21:25
  Speaker 1: and something that is related to my kid as school.
• 21:30
  Speaker 1: It leads me to asking the question, what is the
• 21:34
  Speaker 1: purpose of public schooling or just schooling in general these days?
• 21:40
  Speaker 2: Well, I think that's an easy one, because you know,
• 21:43
  Speaker 2: the name is school, and fish form in a or
• 21:48
  Speaker 2: marine creatures are in shoals. You're bringing people together in
• 21:55
  Speaker 2: order to effectively reframe them into the same belief system.
• 22:00
  Speaker 2: I don't think there's any doubt of that, and I've
• 22:03
  Speaker 2: been very encouraged seeing the number of parents who have
• 22:07
  Speaker 2: now decided to keep their children out of the school
• 22:10
  Speaker 2: system and homeschooling them. It makes me, you know, I'm
• 22:15
  Speaker 2: now into grandchildren, so I can think of my own children,
• 22:18
  Speaker 2: but I'm watching I'm watching particularly what's happening with my grandchildren.
• 22:23
  Speaker 1: And.
• 22:26
  Speaker 2: An example of why people really need to consider whether
• 22:29
  Speaker 2: their children go to school to be taught by others
• 22:32
  Speaker 2: that they have no idea who these people are or
• 22:35
  Speaker 2: what their real views are. For me, the key one
• 22:39
  Speaker 2: in the United Kingdom is religious and sex education, whereby
• 22:45
  Speaker 2: very young children are being taught the most graphic sexual practices.
• 22:52
  Speaker 2: And last weekend I was in South Wales. I'd been
• 22:58
  Speaker 2: invited to a little international conference for Public Child Protection Wales.
• 23:05
  Speaker 2: This is a really exciting initiative where local mothers mainly mothers,
• 23:11
  Speaker 2: there's some dads involved as well in South Wales decided
• 23:15
  Speaker 2: that they were going to challenge this sex education. They
• 23:21
  Speaker 2: have tried to take the Government in Wales to court.
• 23:25
  Speaker 2: They lost, but nevertheless they put a huge amount of
• 23:28
  Speaker 2: pressure on and they've now got it to the stage
• 23:31
  Speaker 2: that they've qualified themselves to be able to go into
• 23:35
  Speaker 2: schools and give lessons on why schools that adopt the
• 23:41
  Speaker 2: government's own teaching package for religious and sex education are
• 23:48
  Speaker 2: actually grooming the children because of the way they're teaching
• 23:53
  Speaker 2: children about sex and the graphic sexual practices that have
• 23:57
  Speaker 2: been put across. So excited to see these women have
• 24:02
  Speaker 2: taken it from just a local initiative in South Wales,
• 24:07
  Speaker 2: they've now gone international And at that particular event there
• 24:11
  Speaker 2: were speakers from the US and from New Zealand and
• 24:16
  Speaker 2: from Ireland, and England as well. But the key thing
• 24:23
  Speaker 2: was that the education, the type of thing being taught,
• 24:26
  Speaker 2: is the same in America, in New Zealand and UK
• 24:30
  Speaker 2: in its graphic nature. And this tells you that the
• 24:32
  Speaker 2: source of the policy is not coming from national governments,
• 24:37
  Speaker 2: is coming from beyond national governments. And of course you
• 24:41
  Speaker 2: don't have to go far. You're looking into UNESCO, but
• 24:46
  Speaker 2: you can also sink links through to the World Economic
• 24:50
  Speaker 2: Forum and other non governmental agencies. It's really interesting because
• 24:57
  Speaker 2: as I talk about this, I want to who say
• 25:02
  Speaker 2: to the audience, do you really understand what they are
• 25:06
  Speaker 2: teaching very young children? But it is so graphic that
• 25:12
  Speaker 2: you then think to yourself, well, actually, some people are
• 25:15
  Speaker 2: going to be offended if I say what they're teaching
• 25:17
  Speaker 2: young children. And perhaps we can solve the problem by
• 25:22
  Speaker 2: saying if people are curious about what I'm talking about,
• 25:25
  Speaker 2: if they go to the uk com website and look
• 25:28
  Speaker 2: for the latest interview that I've done with a lady
• 25:31
  Speaker 2: called Kim. Issue would because I had a long I
• 25:38
  Speaker 2: think it was an hour and twenty minute interview with
• 25:40
  Speaker 2: about what is being taught and we put the label
• 25:44
  Speaker 2: on it an adult conversation because what we were describing
• 25:49
  Speaker 2: was so graphic, and why are they doing this. They're
• 25:52
  Speaker 2: doing it to absolutely destroy family life, the bond between
• 25:59
  Speaker 2: the children and the power arrance. But also they are
• 26:04
  Speaker 2: absolutely pushing towards a society where sex between adults and
• 26:09
  Speaker 2: children is normal, so the children are being prepared for
• 26:15
  Speaker 2: sexual relations with adults. I do talk about other things
• 26:20
  Speaker 2: going on in the world, because there's all the wars,
• 26:22
  Speaker 2: there's Ukraine and what's happening in Iran and everything else,
• 26:25
  Speaker 2: and thousands people being killed and maimed, and that's horrific.
• 26:31
  Speaker 2: But when you come down to it, if we can't
• 26:34
  Speaker 2: protect and nurture our own children, if the state is
• 26:38
  Speaker 2: going to take those children and do what it wants
• 26:40
  Speaker 2: with it, we don't have a future. We've already lost.
• 26:44
  Speaker 1: The battle brought up the schooling because initially it came
• 26:47
  Speaker 1: from the idea of schools wanting to vaccinate kids. But
• 26:51
  Speaker 1: there's a whole host of problems, as you know, as
• 26:54
  Speaker 1: you've pointed out. I remember interviewing an American woman and
• 26:58
  Speaker 1: I forget her name now on UK Conumn last year
• 27:01
  Speaker 1: where she was talking about what American kids are being
• 27:06
  Speaker 1: taught in schools and it's disgusting, you know, from from
• 27:12
  Speaker 1: choosing which gender you want to be, to you know,
• 27:19
  Speaker 1: dumbing the kids down, you know, she points out, and
• 27:22
  Speaker 1: she's got this whole collection of you know, books from
• 27:25
  Speaker 1: one hundred and twenty years ago and showing what kids
• 27:29
  Speaker 1: were reading, you know, in nineteen hundred versus what kids
• 27:32
  Speaker 1: are reading now, and it's it's completely completely different. They
• 27:35
  Speaker 1: were actually reading books with substance and we're lifting material. Yes,
• 27:43
  Speaker 1: and also you know big words today it's you know,
• 27:47
  Speaker 1: run John run, see spot jump. Yeah.
• 27:51
  Speaker 2: Well, but of course it's the whole thing is deliberate German,
• 27:54
  Speaker 2: because we are being attacked. And I've found it easier
• 28:00
  Speaker 2: and easier to say to people if you do not
• 28:03
  Speaker 2: understand government policy in any particular area, say it's confusing
• 28:09
  Speaker 2: or it doesn't make sense, then try coming in at
• 28:12
  Speaker 2: the angle ladd it is designed to harm you. You're
• 28:17
  Speaker 2: being attacked. Look at it. Look at the policy through
• 28:20
  Speaker 2: the lens that your own government is attacking you, and
• 28:24
  Speaker 2: that often helps people come to terms with what the
• 28:28
  Speaker 2: real agenda is. But the state wants the children, and
• 28:34
  Speaker 2: it wants the minds of the children, and it wants
• 28:38
  Speaker 2: to take the minds of the children into a place
• 28:40
  Speaker 2: where most of us would never go as adults, let
• 28:44
  Speaker 2: alone say it was suitable for the children. So yeah,
• 28:49
  Speaker 2: this is really nasty stuff and we've got to get
• 28:54
  Speaker 2: amongst it and stop it.
• 28:56
  Speaker 1: A friend of mine said that he doesn't want his
• 29:01
  Speaker 1: kid to be or his kids to be schooled. He
• 29:03
  Speaker 1: wants them to be unschooled.
• 29:07
  Speaker 2: Well, I think that's that's a reasonable thing to do.
• 29:11
  Speaker 1: But the problem though is that it gets difficult though,
• 29:14
  Speaker 1: you know, within society.
• 29:17
  Speaker 2: Well, well it does. But I will say, observing the
• 29:22
  Speaker 2: children of people who are home schooling, I think I
• 29:27
  Speaker 2: would instantly say I've found those children to be much livelier,
• 29:35
  Speaker 2: so that they appear relaxed, and they appear much more
• 29:38
  Speaker 2: like children, whereas a lot of young children that go
• 29:41
  Speaker 2: to school they've got this vacant, depressed look on their faces.
• 29:46
  Speaker 2: You know, I can notice it locally where because I
• 29:49
  Speaker 2: live in a very rural area, there's a lot of
• 29:52
  Speaker 2: children go to school on a coach, on a bus,
• 29:56
  Speaker 2: and it's not often in the big group of children
• 29:59
  Speaker 2: that you hear children's voices where they're chatting and laughing
• 30:03
  Speaker 2: and joking. But that's the way it was. That's why
• 30:06
  Speaker 2: I remember it but now you see, particularly young teenagers,
• 30:10
  Speaker 2: they've all got a dour, sulemn look about them. And
• 30:15
  Speaker 2: I think this is because their minds are constantly being
• 30:18
  Speaker 2: dragged into depressing material. They're under huge pressure in schools
• 30:25
  Speaker 2: and it shows whereas the homeschool children are much brighter
• 30:31
  Speaker 2: and and the other thing is they clearly have the
• 30:34
  Speaker 2: ability to engage with adults in a much more well,
• 30:39
  Speaker 2: I could say mature, but you can be talking as
• 30:41
  Speaker 2: I was the other day with a seven year old
• 30:43
  Speaker 2: girl and okay, we were talking about things, which was
• 30:53
  Speaker 2: the word commensurate with her age, but she was very
• 30:57
  Speaker 2: lively in the discussion and it was lovely. But of
• 31:02
  Speaker 2: course there were a lot of people are a lot
• 31:03
  Speaker 2: of children that taught the bizarrely toward all the sex,
• 31:08
  Speaker 2: and then they're taught don't talk to adults. So if
• 31:13
  Speaker 2: you're home schooling, I think you've got an opportunity not
• 31:16
  Speaker 2: only to put education in your child's minds, facts, real
• 31:20
  Speaker 2: facts and real real learning that can help them. You know,
• 31:25
  Speaker 2: whether that's how to build something out of wood, or
• 31:28
  Speaker 2: it's how to cook something, how to clean something, or
• 31:31
  Speaker 2: you can teach them all that. But also they're in
• 31:36
  Speaker 2: a much more uplifting environment, and I think that's a
• 31:40
  Speaker 2: powerful thing for those children.
• 31:43
  Speaker 1: Pink Floyd was sending us a warning back in the day.
• 31:47
  Speaker 2: Yeah, this is true.
• 31:50
  Speaker 1: I agree with you. I don't necessarily think that schooling
• 31:55
  Speaker 1: creates intelligence.
• 31:58
  Speaker 2: Well, I don't believe it does because in the majority
• 32:04
  Speaker 2: of the schools in UK, children are clearly not being
• 32:08
  Speaker 2: taught to think or even how to think, how to
• 32:14
  Speaker 2: look at materials, how to search for material They're just
• 32:16
  Speaker 2: fed a rota subject which they've got to learn in
• 32:21
  Speaker 2: a rote form in order to get through an exam.
• 32:25
  Speaker 2: And in a very lighthearted way, I can say that
• 32:30
  Speaker 2: some time ago I got the opportunity to go and
• 32:34
  Speaker 2: visit Eton. So Eaton obviously known as one of the
• 32:39
  Speaker 2: UK's top schools, where a lot of people who seem
• 32:45
  Speaker 2: to attain positions of high power and influence in politics
• 32:50
  Speaker 2: or commercially have gone to Eton with its significant annual
• 32:59
  Speaker 2: fees and terms fees. But it was a wonderful experience
• 33:05
  Speaker 2: to go to the school and talk to the not
• 33:08
  Speaker 2: only the staff, but also to the boys and there
• 33:11
  Speaker 2: are some girls at Eton now as well, and to
• 33:18
  Speaker 2: discover how much freedom they got within the Eton syllabus
• 33:23
  Speaker 2: to really get into a subject and understand what it
• 33:27
  Speaker 2: was about. And it was one of the things that
• 33:30
  Speaker 2: I came away with thinking, well, you know, when people say,
• 33:33
  Speaker 2: why is it all these people that come out of
• 33:35
  Speaker 2: Eaton seem to do well? You could be completely cynical
• 33:39
  Speaker 2: and say, well, that's just because they've got more money
• 33:42
  Speaker 2: than other people. A lot of them have. But I
• 33:46
  Speaker 2: think there's something else going on. I think that maybe
• 33:51
  Speaker 2: this very prestigious teaching environment has been able to keep
• 33:57
  Speaker 2: hold of how to teach people so that they can
• 34:01
  Speaker 2: learn things for themselves and they can interpret information in
• 34:05
  Speaker 2: the correct way, so they teach themselves how to learn.
• 34:10
  Speaker 1: That makes sense, Yeah, I agree with that. I think
• 34:14
  Speaker 1: the idea of doing your own research and learning on
• 34:19
  Speaker 1: your own is in many ways superior to the twelve
• 34:24
  Speaker 1: years twelve years Brian that you have to spend in school.
• 34:29
  Speaker 1: What was the purpose of all of it? Is it
• 34:31
  Speaker 1: really just to put the kids somewhere so the parents
• 34:35
  Speaker 1: can go to work and then while that's happening get propagandized.
• 34:41
  Speaker 2: Yeah, I'm pretty confident that's exactly what's going on. And
• 34:46
  Speaker 2: originally we didn't notice it so much because actually, you know,
• 34:49
  Speaker 2: there was a bit of a balance. So the children
• 34:51
  Speaker 2: were being gently reframed, but they were still picking up
• 34:56
  Speaker 2: knowledge and skill, which was good for them in later life.
• 35:02
  Speaker 2: But I think we are now approaching the stage where
• 35:06
  Speaker 2: they're coming out of school with very very very little
• 35:10
  Speaker 2: and where are they going then? Oh, you've got to
• 35:13
  Speaker 2: go to university now, So then they go in for
• 35:16
  Speaker 2: another three years until I mean.
• 35:19
  Speaker 1: The still can do nothing.
• 35:21
  Speaker 2: They can still do nothing, but they have a mindset.
• 35:25
  Speaker 2: A lot of them have a mindset of a child.
• 35:28
  Speaker 2: I'm being a bit unkind to young people there, but
• 35:31
  Speaker 2: actually they're fully adult. But they come out of university
• 35:34
  Speaker 2: and then somebody else has got to train them up
• 35:37
  Speaker 2: to be able to do a job. And of course
• 35:39
  Speaker 2: you see many academics complaining that we've now got to
• 35:44
  Speaker 2: the stage where university students come out apparently with a degree,
• 35:49
  Speaker 2: but they can't write properly. So the objective is the
• 35:54
  Speaker 2: breakdown of children, of children's minds. What you want is
• 36:01
  Speaker 2: a sort of mush that comes out of the school.
• 36:03
  Speaker 2: Because the state can control mush, it can't control people
• 36:08
  Speaker 2: who think for themselves.
• 36:10
  Speaker 1: Over the last couple decades of UK column have you
• 36:15
  Speaker 1: found yourself? Well, have you found UK Column to be
• 36:18
  Speaker 1: over the target.
• 36:19
  Speaker 2: Yeah, many times, many times, to the extent that our
• 36:25
  Speaker 2: website has got twenty years worth of material on it. Actually,
• 36:29
  Speaker 2: some of it, unfortunately isn't there because you know, as
• 36:32
  Speaker 2: time in the early days, we didn't sort of meticulously
• 36:36
  Speaker 2: capture everything we did, so some of our material isn't.
• 36:40
  Speaker 2: But for the UK Column team, if a subject comes
• 36:43
  Speaker 2: up which we want to report in the news or
• 36:47
  Speaker 2: mainstream media is reporting it, and we think where do
• 36:50
  Speaker 2: we go to see find information, we will go to
• 36:55
  Speaker 2: search the UK Column will put the topic or subject
• 37:00
  Speaker 2: or words into our search bar and see what news
• 37:03
  Speaker 2: items and articles come up. And it's amazing what comes up.
• 37:08
  Speaker 2: So yeah, I'm going to say we've been over the
• 37:10
  Speaker 2: target so many times. We were over the target with
• 37:16
  Speaker 2: Common Purpose in the very early days, which was a
• 37:19
  Speaker 2: political charity still in existence that was clearly manipulating people,
• 37:26
  Speaker 2: creating future leaders. They were put in positions of parent
• 37:30
  Speaker 2: influence in the country that's now going on. Internationally, we
• 37:36
  Speaker 2: were over the target with deep state operations and basically
• 37:45
  Speaker 2: the UK's security and intelligence services out of control in
• 37:50
  Speaker 2: the way that they were carrying out operations in overseas countries.
• 37:55
  Speaker 2: We've covered a lot of material about how dangerous the
• 38:00
  Speaker 2: European Union was for the UK and still is, and
• 38:04
  Speaker 2: in particular, we absolutely warned that the plan was to
• 38:09
  Speaker 2: create a unified military structure in the European Union and
• 38:16
  Speaker 2: that was going to devastate the idea of a national
• 38:20
  Speaker 2: government having its own armed forces under its control. And
• 38:25
  Speaker 2: of course the outcome of that policy has been that
• 38:32
  Speaker 2: the European Union is left with a fragmented mess of
• 38:36
  Speaker 2: military because they tried to go down the route that
• 38:42
  Speaker 2: the military of all the countries in the European Union
• 38:46
  Speaker 2: would work together in partnership into forming a cohesive army
• 38:52
  Speaker 2: or a navy or an air force under the European flag,
• 38:58
  Speaker 2: and of course they didn't achieve that. But the effort
• 39:01
  Speaker 2: trying to force the military into that unified EU structure
• 39:07
  Speaker 2: just resulted in the hollowing out of national military and
• 39:13
  Speaker 2: this is one of the reasons why you could see
• 39:16
  Speaker 2: with the Mayhem in the golf at the moment, there
• 39:18
  Speaker 2: was no question of the European Union or even the
• 39:22
  Speaker 2: UK putting military, proper military forces into the Middle East,
• 39:27
  Speaker 2: because we don't have them anymore. They don't exist. Whatever
• 39:31
  Speaker 2: you hear about the Royal Navy or the British Army.
• 39:35
  Speaker 2: Yet it's there. There are a few thousand men, but
• 39:38
  Speaker 2: there's not enough to perform as a coherent military force.
• 39:43
  Speaker 2: So that's been pulled apart. We got all that right.
• 39:46
  Speaker 2: We also got COVID, right, we got the attack on
• 39:51
  Speaker 2: our minds, right, mind spased document as might be. So
• 39:56
  Speaker 2: there's a ton of stuff German that we will bang
• 39:59
  Speaker 2: on with.
• 40:00
  Speaker 1: I asked the question obviously because as you know, and
• 40:05
  Speaker 1: we won't get into it. But there has yet again
• 40:08
  Speaker 1: been another series of attacks on UK column, on me even,
• 40:14
  Speaker 1: and I am reminded of what Yuri Besmanov said to G.
• 40:19
  Speaker 1: Edward Griffin back in nineteen eighty four, when you said
• 40:23
  Speaker 1: that you subvert a society through a series of stages demoralization, destabilization,
• 40:31
  Speaker 1: and we see, we see that happening now. It's no
• 40:35
  Speaker 1: longer the establishment. During COVID, we had a unified enemy
• 40:40
  Speaker 1: and we all felt like we were on the same team.
• 40:43
  Speaker 1: That shifted now because there seems to be no single cause,
• 40:49
  Speaker 1: as it were, And so now we find the opposition
• 40:55
  Speaker 1: quote unquote fighting amongst itselfs itself, the opposition fighting amongst itself. Sorry,
• 41:01
  Speaker 1: it's a singular, isn't it. So now we see the
• 41:06
  Speaker 1: demoralization and destabilization happening within our own space, and that
• 41:14
  Speaker 1: is very dangerous.
• 41:17
  Speaker 2: It's very dangerous, particularly as now we have a highly
• 41:23
  Speaker 2: susceptible population. Post COVID. People are in a really strange
• 41:32
  Speaker 2: place because they're still on edge across the board, and
• 41:37
  Speaker 2: people who are in the will call it the truth movement.
• 41:40
  Speaker 2: A lot of people say, I didn't like that expression,
• 41:42
  Speaker 2: but what's a better one? The activists, the people who
• 41:46
  Speaker 2: can actually see at least something of what's coming down
• 41:50
  Speaker 2: the pipeline. The activists, the truthers are also very fragile
• 41:58
  Speaker 2: at the moment because they've not only got the embedded
• 42:04
  Speaker 2: stress of what was done to them during lockdown, they've
• 42:08
  Speaker 2: got the added stress and anxiety of being able to
• 42:12
  Speaker 2: see some pretty unpleasant and serious things coming into post,
• 42:19
  Speaker 2: whether it's the attack on the minds of children, or
• 42:21
  Speaker 2: its global corporations taking over medicine, which is the case
• 42:29
  Speaker 2: in the UK with the NHS, the fact that old
• 42:33
  Speaker 2: people are clearly now neglected and dying off, often alone
• 42:38
  Speaker 2: because because the community and family supports all been destroyed.
• 42:44
  Speaker 2: We've got the surveillance state coming in all sorts of dark,
• 42:49
  Speaker 2: nasty things are happening, and people who will awake to
• 42:53
  Speaker 2: it and see it. If you don't look after yourself,
• 42:57
  Speaker 2: this is going to pull you into a very dark place.
• 43:00
  Speaker 2: And I can look at the camera. I can't quite
• 43:03
  Speaker 2: see the audience, but I look at the camera and
• 43:05
  Speaker 2: say that. I have often had people come in to
• 43:09
  Speaker 2: me and they say, actually, you know, I'm struggling a bit,
• 43:13
  Speaker 2: trying to trying to keep going and with all this happening.
• 43:18
  Speaker 2: And I sometimes say to them, do you research a lot?
• 43:21
  Speaker 2: And they say yes. And then I say to you
• 43:23
  Speaker 2: research at night? Oh yes, Sometimes I'm on my computer
• 43:27
  Speaker 2: toll one o'clock, two o'clock, three o'clock in the morning,
• 43:30
  Speaker 2: and I instantly say, stop it. Because you research all
• 43:35
  Speaker 2: this dark stuff, it does depress you. You research it
• 43:39
  Speaker 2: at night, something even nastier comes out, which might be
• 43:44
  Speaker 2: a different conversation. But I warned people about this. So
• 43:49
  Speaker 2: the truth movement is very fragile because it's anxious, and
• 43:55
  Speaker 2: therefore it only takes a little ripple for the suspicion
• 44:02
  Speaker 2: to turn on other people who are actually only trying
• 44:05
  Speaker 2: to do the same thing. They're trying to fight the beast.
• 44:08
  Speaker 2: But you then get the truth movement looking in on
• 44:11
  Speaker 2: itself and then ripping itself apart because everything everybody's become
• 44:17
  Speaker 2: suspicious of everybody else, and this is sheer madness. And
• 44:22
  Speaker 2: the other bit that goes with this for me is
• 44:26
  Speaker 2: that many people, perhaps understandably, are still looking for simple
• 44:33
  Speaker 2: solutions or explanations to a problem. So people in the UK,
• 44:38
  Speaker 2: a lot of people are still very focused on the
• 44:41
  Speaker 2: number of people coming in in rubber boats. This is
• 44:44
  Speaker 2: causing the problem in the country. In fact, the people
• 44:48
  Speaker 2: coming in on rubber boats as migrants is a tiny
• 44:51
  Speaker 2: fraction of the deliberately engineered immigration which has been approved
• 44:58
  Speaker 2: by government. You know, thousand, hundreds of thousands of people
• 45:01
  Speaker 2: coming in under an approved system. It's just that you,
• 45:05
  Speaker 2: the voter, wasn't taught. You weren't taught about this. But
• 45:09
  Speaker 2: for a lot of people who are active now want
• 45:13
  Speaker 2: to stop what they see as the break the deliberate
• 45:18
  Speaker 2: breakdown of society, they will focus on those boat people,
• 45:23
  Speaker 2: or they will focus on the right wing, or their
• 45:25
  Speaker 2: focus on the people who are who are attacking Zionism,
• 45:31
  Speaker 2: or their focus on the Palestinians. And this of course
• 45:35
  Speaker 2: is what the controlling class want because every time people
• 45:40
  Speaker 2: stay at local political level picking their target, the people
• 45:47
  Speaker 2: who are controlling all the puppets can keep moving the
• 45:50
  Speaker 2: pieces on the board. So for me, it's very important
• 45:54
  Speaker 2: that while people are discerning, you look at other people
• 45:59
  Speaker 2: doing things and you're going to technical term, You're going
• 46:03
  Speaker 2: to do your due diligence and say, well, who are
• 46:06
  Speaker 2: these people and why are they doing it? It has
• 46:09
  Speaker 2: to be done with care because the present environment can
• 46:13
  Speaker 2: lead people very quickly to become overly suspicious of somebody
• 46:18
  Speaker 2: else just because they don't know much about them. And
• 46:23
  Speaker 2: I must say, Germ that I've been very saddened over
• 46:27
  Speaker 2: the last i'll say month to see all of a
• 46:31
  Speaker 2: sudden people raising questions not only about the UK column,
• 46:37
  Speaker 2: but about other people who are established and have been
• 46:42
  Speaker 2: trying to fight the system for a great many years.
• 46:46
  Speaker 2: I call them the new kids on the block. They've
• 46:49
  Speaker 2: suddenly come in. They perhaps a bit understand believe, they
• 46:54
  Speaker 2: think they're the only ones. You know, they're the first
• 46:58
  Speaker 2: to really understand what's going on. But I'm sat here
• 47:02
  Speaker 2: and to my right, I've got quite a long bookshelf.
• 47:05
  Speaker 2: I've got a lot of books, and the thing I
• 47:08
  Speaker 2: know is that amongst those books are really brilliant works
• 47:13
  Speaker 2: that were done by people many many years ago, well
• 47:17
  Speaker 2: before I woke up. So I think there's a need
• 47:20
  Speaker 2: for a certain humility with anybody who considers themselves a
• 47:25
  Speaker 2: warrior or an activist against the technotronic system of government.
• 47:32
  Speaker 2: That if other people are fighting, you might not agree
• 47:36
  Speaker 2: with the areas that they're trying to fight, not agree
• 47:39
  Speaker 2: with how they're doing it, but you need to respect
• 47:43
  Speaker 2: the fact they're fighting because the only way we are
• 47:47
  Speaker 2: going to win this battle is by humanity coming together
• 47:51
  Speaker 2: to support each other. And it doesn't matter. It doesn't
• 47:54
  Speaker 2: matter what age you are, it doesn't matter what color
• 47:57
  Speaker 2: your skin is, it doesn't matter what religion you are.
• 48:00
  Speaker 2: The the you know, the one world ruling system will
• 48:05
  Speaker 2: have us all in the camp. So we need to
• 48:08
  Speaker 2: show real respect and humility for people and not get
• 48:12
  Speaker 2: into this rapid fire labeling that this person is a
• 48:16
  Speaker 2: bad person or that person is a bad person, simply
• 48:20
  Speaker 2: on hearsay and slurs. It's very frustrating because because as
• 48:26
  Speaker 2: you know, you've built up your podcast, it takes a
• 48:30
  Speaker 2: lot of work to build something, and it's really quite
• 48:34
  Speaker 2: easy to destroy things that's why, that's why the system
• 48:41
  Speaker 2: we're fighting is such a disastrous system, because really it
• 48:46
  Speaker 2: can't create kind of thing, it can only destroy. And
• 48:49
  Speaker 2: if we end up with the truth movement falling into
• 48:52
  Speaker 2: this frame of mind, we lose.
• 48:55
  Speaker 1: So yeah, a good example of the subversion you're talking
• 48:59
  Speaker 1: about is one eleven. Obviously, obviously the mainstream establishment narrative
• 49:10
  Speaker 1: is nonsense. Now instead of fighting against that, we have
• 49:19
  Speaker 1: all that's bickering within the opposition of that, and as
• 49:23
  Speaker 1: a result, they are doing the work of the establishment.
• 49:28
  Speaker 2: Well, that's absolutely correct, and it's really sad to see again.
• 49:34
  Speaker 2: I've got a selection of books on nine to eleven
• 49:37
  Speaker 2: on my bookshelf. One of them is Judy Woods book,
• 49:41
  Speaker 2: which is a fantastic piece of work and I've read it.
• 49:48
  Speaker 2: I look at nine to eleven and for me it
• 49:52
  Speaker 2: makes more sense. Well, let's come in at the angle.
• 49:57
  Speaker 2: I have never believed, and nobody would convince me that
• 50:00
  Speaker 2: an airliner going into structures that were built that strong
• 50:05
  Speaker 2: would collapse them in the way that they collapse. For me,
• 50:09
  Speaker 2: it's more logical to look at the controlled demolition. However,
• 50:19
  Speaker 2: I will respect people who say on the evidence they've collected,
• 50:23
  Speaker 2: they believe it was a directed energy weapon. I would
• 50:29
  Speaker 2: say to that, okay, well let me see what you're
• 50:32
  Speaker 2: talking about, and that's when it gets a bit blurry.
• 50:37
  Speaker 2: But to fight amongst ourselves over things, some things that
• 50:42
  Speaker 2: you can't actually prove or disprove, is just ridiculous. And
• 50:46
  Speaker 2: of course, what does the Hidden Hand or the globalist
• 50:51
  Speaker 2: agenda do well, It makes sure it injects people into
• 50:55
  Speaker 2: these forums in order to stir the pot and keep
• 51:00
  Speaker 2: the infighting going, because while people are fighting inside the pot,
• 51:04
  Speaker 2: they're not fighting the real battle around them. So it's
• 51:08
  Speaker 2: very sad to watch it.
• 51:11
  Speaker 1: Something you said to me a few days ago has
• 51:14
  Speaker 1: absolutely taken route and it when something along the lines
• 51:19
  Speaker 1: of you like to take people that face value. And
• 51:25
  Speaker 1: that's a very profound statement because what it suggests is
• 51:31
  Speaker 1: that you first see the good before you see the bad,
• 51:35
  Speaker 1: and what we're seeing around us is it's the inversion
• 51:38
  Speaker 1: of that. Everybody is everybody is bad and can't be trusted,
• 51:43
  Speaker 1: and we must approach them with suspicion. And that's a
• 51:46
  Speaker 1: horrible place to be. It's very dark.
• 51:50
  Speaker 2: It's very dark, and it's very damaging because human beings
• 51:53
  Speaker 2: are supposed to be social beings that are working together,
• 51:59
  Speaker 2: you know as women men or women working together wherever
• 52:05
  Speaker 2: it is, or families or wider society. For me, it
• 52:11
  Speaker 2: was something where again this was after the Navy, when
• 52:15
  Speaker 2: I was starting to see things and talk out and
• 52:19
  Speaker 2: give public talks and things. But very early on I
• 52:22
  Speaker 2: can remember people saying, oh, well, you know Peter's doing
• 52:28
  Speaker 2: talks on whatever it is, but oh, he's doing this,
• 52:33
  Speaker 2: or he's doing that, and then in would come this
• 52:36
  Speaker 2: little bit of suspicion. It might even be a little
• 52:38
  Speaker 2: bit of a smear. And I know there were times
• 52:43
  Speaker 2: when I was uncertain that I was uncertain of a person,
• 52:48
  Speaker 2: and maybe I didn't make the phone call or I
• 52:50
  Speaker 2: didn't send the email. But then I came to realize
• 52:54
  Speaker 2: that this was a really bad way of approaching things,
• 52:57
  Speaker 2: and a much better way is that somebody sends you
• 53:00
  Speaker 2: an email or calls you, or you meet them for
• 53:03
  Speaker 2: the first time. You talk to them. You start from
• 53:06
  Speaker 2: the position that the person talking to you is a
• 53:10
  Speaker 2: decent human being and that their intentions are correct, and
• 53:16
  Speaker 2: you deal with them on that basis. If subsequently they
• 53:20
  Speaker 2: prove to you that that's not correct, then obviously you're
• 53:23
  Speaker 2: justified in changing the way you deal with them. But
• 53:27
  Speaker 2: we've got to the pathetic statement. Now where are people
• 53:32
  Speaker 2: are trying? Well years ago they were saying to me, well,
• 53:35
  Speaker 2: you can't talk to them. You can't talk to people
• 53:38
  Speaker 2: who are migrants because they're the anime, and I'm thinking, well, actually,
• 53:44
  Speaker 2: the ones I've talked to have been really lovely people.
• 53:47
  Speaker 2: And one gentleman in particular, with the name Muhammad, helped
• 53:53
  Speaker 2: me when I needed medical help. He was a specialist consultant,
• 53:58
  Speaker 2: and I have every reason and to be grateful to him.
• 54:02
  Speaker 2: So I wasn't going to be swayed with this. And
• 54:04
  Speaker 2: then you get them while you you mustn't like this
• 54:08
  Speaker 2: person because they're Jewish, or they're Iranian, or they're Chinese,
• 54:12
  Speaker 2: or their Russian. This is madness because within any nation
• 54:18
  Speaker 2: on the earth, you know, to label it if we're
• 54:22
  Speaker 2: a little bit crue to label the nation by the
• 54:25
  Speaker 2: crimes of the government is unbelievably shortsighted. You know, you
• 54:30
  Speaker 2: talk to people who've done a lot of world travel.
• 54:33
  Speaker 2: I've done a reasonable amount in my time in the Navy,
• 54:36
  Speaker 2: and I can't think of anywhere I went to where
• 54:39
  Speaker 2: I stepped off the boat and met horrible people, you know,
• 54:45
  Speaker 2: whether it was you know, whether it was Italy or Greece,
• 54:50
  Speaker 2: or Portugal, or South Africa or Somalia, Turkey, I met
• 54:59
  Speaker 2: love people. Were there bad people in those locations, of course.
• 55:04
  Speaker 2: But if you start out believing that everybody who approaches
• 55:08
  Speaker 2: you has got some sort of a gender, I think
• 55:10
  Speaker 2: this takes you towards a psychosis, and you don't want that.
• 55:16
  Speaker 2: And you start out by treating other human beings as
• 55:20
  Speaker 2: you like them to treat you.
• 55:21
  Speaker 1: I think that's the right way I'm looking at the time.
• 55:26
  Speaker 1: And I normally use an analogy like it's coming for
• 55:30
  Speaker 1: a landing, or let's do the final leap. But since
• 55:32
  Speaker 1: you're in the navy, let's come in to doc. Yeah,
• 55:40
  Speaker 1: there we go. Have you been to my side of
• 55:43
  Speaker 1: the pond.
• 55:45
  Speaker 2: To your side South Africa? Yes? I hesitate to say
• 55:50
  Speaker 2: when I was there, though, I think because I had
• 55:55
  Speaker 2: a visit to Paul Elizabeth and also to Cape Town,
• 56:01
  Speaker 2: I would have guessed it would probably have been about
• 56:06
  Speaker 2: nineteen seventy three, if you can.
• 56:09
  Speaker 1: That's during a party.
• 56:13
  Speaker 2: Oh absolutely, And that was That was quite an experience
• 56:18
  Speaker 2: and one that I've got to say, Germ, I really
• 56:20
  Speaker 2: didn't like. I found it very uncomfortable.
• 56:24
  Speaker 1: Well, I mean I grew up in it. It was
• 56:26
  Speaker 1: it was quite different, yes to what it is now. Yeah.
• 56:30
  Speaker 1: But did you come back though, Brian.
• 56:32
  Speaker 2: Well, i'd like to. I still remember the sunshine and
• 56:37
  Speaker 2: Cape Town and Sugar Loaf, is it. Yeah? I have
• 56:42
  Speaker 2: these memories of being there. And when we were imported, Elizabeth,
• 56:49
  Speaker 2: we were taken out by a very kind family in
• 56:53
  Speaker 2: a some sort of wagon and we did a little
• 56:56
  Speaker 2: bit of sight seeing in the countryside, and I can
• 56:58
  Speaker 2: most picture that big or the rough dirt road and
• 57:03
  Speaker 2: bombing over the ruts and seeing a bit of South Africa.
• 57:06
  Speaker 1: Well I'm not allowed to say this, but it's a
• 57:09
  Speaker 1: beautiful day and the sky is blue. They are no
• 57:11
  Speaker 1: chem trails.
• 57:14
  Speaker 2: Well it's not too bad here. Actually everything else, Joan,
• 57:21
  Speaker 2: what do we leave the audience with.
• 57:23
  Speaker 1: A real This is what I was going to ask you. Okay,
• 57:25
  Speaker 1: So in this conversation we've mainly covered the information wars,
• 57:31
  Speaker 1: speaking about kids and vaccines and of course psychological all
• 57:36
  Speaker 1: quite dark. But I guess my question to you is
• 57:39
  Speaker 1: what is the moral of the story? Then?
• 57:42
  Speaker 2: What's the moral of the story? Well, for me, that's
• 57:45
  Speaker 2: an easy one, because spending enough time looking at it
• 57:51
  Speaker 2: to be the only explanation as to what we're facing
• 57:53
  Speaker 2: is that we're in a spiritual battle. And if you
• 58:00
  Speaker 2: act that we are fighting principalities and powers way beyond
• 58:05
  Speaker 2: the human mind and politics, then you've got to start
• 58:10
  Speaker 2: looking at spiritual guidance and scripture to say what the
• 58:15
  Speaker 2: solution is. And I think this can be very uplifting
• 58:20
  Speaker 2: because I think the reasonable position for a believer I'm
• 58:25
  Speaker 2: choosing that word rather than saying a Christian, which I
• 58:29
  Speaker 2: consider myself to be, is that when you accept quite
• 58:33
  Speaker 2: happily that there's a much higher power we will call
• 58:37
  Speaker 2: it a call that God that exists, it puts you
• 58:42
  Speaker 2: as a mere mortal in your place, but also it
• 58:46
  Speaker 2: tells you that you are only a foot soldier and
• 58:49
  Speaker 2: the real battle is being controlled at a much higher level.
• 58:53
  Speaker 2: So don't be fearful and don't think that everything needs
• 58:59
  Speaker 2: Madians is doing. It's going to control what the outcome is,
• 59:03
  Speaker 2: because the outcome is being controlled I believe by a
• 59:10
  Speaker 2: spiritual power and identity that actually mankind can't fully grasp.
• 59:17
  Speaker 2: We think we're very intelligent, and we think we've got
• 59:20
  Speaker 2: huge intellect, but we haven't, so scripture provides a certain
• 59:25
  Speaker 2: comfort that there is somebody, a loving God, which is
• 59:30
  Speaker 2: looking after people. And this also provides us with the
• 59:35
  Speaker 2: right guidance as to how we should deal with other
• 59:38
  Speaker 2: people because we're still allowed to fight. We're certainly allowed
• 59:41
  Speaker 2: to fight to protect ourselves and our family, but in general,
• 59:46
  Speaker 2: we should be approaching other people with humility and love
• 59:50
  Speaker 2: and kindness because that develops the right world. And that's
• 59:54
  Speaker 2: why the technocratic world of view is trying to destroy
• 1:00:01
  Speaker 2: proper spirituality in religion. So I think it's recognize there
• 1:00:07
  Speaker 2: is a loving God and try and emulate that in
• 1:00:10
  Speaker 2: how you approach other human beings.
• 1:00:15
  Speaker 1: Before we go any further, I just remember now what
• 1:00:17
  Speaker 1: it is you're asking me about. It's Signal Hill. The
• 1:00:21
  Speaker 1: it's the it's the lower mountain next to table Mountain. Sorry,
• 1:00:24
  Speaker 1: I didn't know.
• 1:00:25
  Speaker 2: You give me the answer table Mountain. It didn't come
• 1:00:29
  Speaker 2: to me. It's table Mountain. I think so all your
• 1:00:32
  Speaker 2: South African viewers are going to think I'm a complete numbti.
• 1:00:36
  Speaker 2: But it was a long time ago and I haven't
• 1:00:38
  Speaker 2: looked at the map.
• 1:00:39
  Speaker 1: So yeah, when when you were when you were trying
• 1:00:41
  Speaker 1: to describe, but I thought you were referring to a
• 1:00:43
  Speaker 1: higher piece of land or something that is part of
• 1:00:46
  Speaker 1: the Greatest City. And we have something called the High
• 1:00:49
  Speaker 1: Felt and the Low Felt and all that. But what
• 1:00:51
  Speaker 1: you're referring to a Signal Hill, which is a little
• 1:00:54
  Speaker 1: it's a sort of lower mountain that's connected to Table Mountain.
• 1:00:57
  Speaker 1: I'll tell you a quick little bit of history about
• 1:01:00
  Speaker 1: Signal Hill. Did you know that it has a gun
• 1:01:04
  Speaker 1: of all, a cannon that goes off every single day
• 1:01:07
  Speaker 1: at twelve o'clock and it has been going off every
• 1:01:09
  Speaker 1: single day at twelve o'clock since eighteen o six. It's
• 1:01:13
  Speaker 1: called the Signal Hill noon Gun. Did you know that?
• 1:01:17
  Speaker 2: I didn't know that, Jim, So thank you very much
• 1:01:20
  Speaker 2: for sharing that to me. Thank you.
• 1:01:21
  Speaker 1: Reason, Well, let me just tell you the reason. Yeah.
• 1:01:24
  Speaker 1: The reason is because it had to do with well,
• 1:01:27
  Speaker 1: it was obviously a time signal, and it was designed
• 1:01:31
  Speaker 1: in the UK, and it was its purpose was to
• 1:01:35
  Speaker 1: obviously alert at that time the very small city about
• 1:01:41
  Speaker 1: what was going on. Well it was it became a
• 1:01:44
  Speaker 1: time signal, but it was initially obviously a warning a
• 1:01:47
  Speaker 1: warning sign, and so it's been religiously firing every single
• 1:01:54
  Speaker 1: day since eighteen six.
• 1:01:58
  Speaker 2: Wow. That is very nice, and of course this is
• 1:02:03
  Speaker 2: one of the things that basically an important thing in
• 1:02:10
  Speaker 2: scripture is that we should respect history and historical markers.
• 1:02:16
  Speaker 2: We shouldn't remove those from life. There's something to be
• 1:02:20
  Speaker 2: properly treasured because they take us back to our roots.
• 1:02:26
  Speaker 2: So for that thing that gun to be going since
• 1:02:28
  Speaker 2: eighteen oh six, did you say, yeah, that's really amazing.
• 1:02:32
  Speaker 1: And in case somebody asks, no, it's not actually firing
• 1:02:36
  Speaker 1: a cannonball or anything. It's firing blanks. Obviously, imagine if
• 1:02:43
  Speaker 1: it was firing a cannonball every day. Quite interesting.
• 1:02:48
  Speaker 2: Yeah, all right, that's really great.
• 1:02:51
  Speaker 1: But one yes on their note, Brian Gerrish.
• 1:02:55
  Speaker 2: Jeremy, I wanted to say to you because because I
• 1:02:57
  Speaker 2: think it's a noice to be able to do it publicly.
• 1:03:00
  Speaker 2: We are really delighted that you've come on board with
• 1:03:03
  Speaker 2: the UK column and you know, your approach to interviews
• 1:03:10
  Speaker 2: and the subjects you cover's really good. Of course you're younger.
• 1:03:14
  Speaker 2: This is a huge advantage. Okay, get the average age
• 1:03:17
  Speaker 2: of the UK column down and yeah, we do. We
• 1:03:23
  Speaker 2: do have to work hard, as you know, but we
• 1:03:28
  Speaker 2: also do have to fight out corner and we also
• 1:03:30
  Speaker 2: have to fend off these attacks. So yeah, I'm going
• 1:03:35
  Speaker 2: to say, as part of the UK team, I'm sad
• 1:03:39
  Speaker 2: that you've had to come under this pressure and these
• 1:03:43
  Speaker 2: crazy accusations as to what you know that we've got
• 1:03:46
  Speaker 2: some ulterior motive, but yeah, it's been all part of
• 1:03:51
  Speaker 2: the game over the years. So you give it a
• 1:03:52
  Speaker 2: good ignoring and get up in the morning and go on.
• 1:03:57
  Speaker 1: Well, thank you, Brian. It's enough to pleasure working with you.
• 1:03:59
  Speaker 1: And since you so rudely interrupted my ending, let me
• 1:04:03
  Speaker 1: try that again. Brian Gerrish, thank you for joining me
• 1:04:05
  Speaker 1: in the trenches.