How Rockefeller Hijacked Education to Breed a Class of SLAVES w/ Alex Newman

Episode Transcript

Seth Holehouse (00:13):
Welcome to Man in America, a voice of reason in
a world gone mad. I'm your host,Seth Holehouse. So the topic of
today's show can be summarizedin a single tweet, which I'll be
going over later in the show,but also right now. If you
really wanna know just how badthings are, talk to a middle
school teacher. The kids are notokay.

(00:36):
They can't read. They can'twrite. They can't critically
think. They can't emotionallyregulate, and they can't
socialize. So my guest today,Alex Newman, is someone that I
would consider to be an expertin the modern education system.
Now when I say expert, he's notsomeone that has a master's in

(00:56):
teaching, and he's not ateacher. But he's someone that
has deconstructed the modernpublic education system here in
America to figure out why is itthat right now in 02/2025, a
significant portion of childrenare graduating from high school
without being functionallyliterate. Doesn't make any

(01:21):
sense. You'd think that we'd begetting more intelligent. You'd
that education would beimproving with all these
advancements and everything.
Yet why is it that the Americanpopulation is getting dumber and
dumber and dumber? Makes youthink, whose plan is this? Well,
this is what I love doing onthis show is going back in

(01:41):
history to figure out whathappened fifty, a hundred, two
hundred years ago. What planswere set in place to bring us to
right right where we are today?And it might surprise you, wink,
wink, to understand that thereason why these kids are like
this points to one person, Johnd Rockefeller senior.

(02:03):
And that's what we're gonna bediving into in today's topic is
basically how the Rockefellerstook over the education system
in America A Hundred Years ago,over a hundred years ago, to
create an education system thatwouldn't teach children how to
think critically, how to solveproblems, how to negotiate, how
to understand personal finance,but would rather teach children

(02:27):
how to memorize things, how torecite useless facts, but not
teach them anything of value.Basically, teaching them how to
be factory workers or evenslaves submitting to the
oligarchy or whatever you wannarefer to these elitists that
think that they can control oursociety. And so today in today's

(02:49):
show, we're gonna be doing adeep dive into the history and
getting into the communistinfiltration and into John
Dewey, into the origins of ourmodern education system. Because
if we want to fix what'shappening in America right now,
we have to figure out where itwent wrong. We have to figure
out what were the originalintentions, what were the
original plans that were setinto place so that we can

(03:09):
deconstruct those things andchange them.
Because, unfortunately, the kidsthat are graduating from high
school today in 2025, in ten,twenty, thirty years, these are
our future leaders, our futureCEOs, our future presidents.
Obviously, the smart ones willbe, but the rest of them will be
on government sustenance andbarely getting by and hooked on

(03:30):
fentanyl and and who knows what.And so this will be an
interesting topic. You know,Alex is a good friend, smart
guy, great beard, by the way,which is really important, in my
in my book at least. And sowe're just gonna be looking at
the education system and howit's been corrupted, the same
way that I've done deep divesinto our medical system.
And, oh, surprise, surprise.There's also that John D.

(03:50):
Rockefeller senior guy that alsocorrupted our medical system.
And so I think that we're at acrossroads right now where we
actually have a chance to lookat these systems, whether it's
big pharma, education system,medical system, and so much
more, and figure out where itwas corrupted and how we can fix
it. And That's gonna be thetopic of today's show.

(04:10):
Just a quick reminder, everyshow that I do is done as a
podcast as well. So if you'remore of a podcast listener, go
to your favorite podcast app,search for Man in America.
You'll find me there. And if youwanna leave a review, especially
on Apple Podcasts, which is thebiggest podcast network, or
Spotify as well. But if youleave those reviews that are
really helpful in helping us toreach more people, which is
really that's the purpose of theshow is I'm trying to get the

(04:33):
truth out to people, the bestthat I can, in the most honest
way that I can.
Because I care about the futureof our nation. I care about, you
know, the nation my childrenwill grow up in, and that's why
I'm doing this. So I hope thatyou learn something from this.
I'm sure you will. Alex isextremely intelligent.
And if you enjoy it, I hope youcan share it. And again, please
enjoy this interview with AlexNewman. Mister Alex Newman, it's

(04:56):
great to have you back on theshow, man. It's been quite some
time, but thank you for beinghere.

Alex Newman (05:01):
It's an honor to be here. Thank you for having me,
Seth.

Seth Holehouse (05:04):
So I reached out to you probably a month or so
ago, but you were traveling. Iforget you were somewhere. Was
it India? Or I forget you weresomewhere around the world doing
something probably reallyimportant. And but I because I
my wife had, an interview withyou, I think an SGT report on in
the kitchen when she was doingsomething.
Heard you talking about thisinformation about the origins of

(05:26):
the kind of contemporaryeducation system here in
America, and it was shocking tome. And so that like, so I kinda
bookmarked that in the back ofmy mind. I thought, okay. Once
he's back, we'll do an interviewabout this. But in the meantime,
I've been seeing so muchinformation coming out talking
about, I mean, unfortunately,how stupid the children are in

(05:47):
our nation that are beingbrought up under public
education.
And, actually, I'll one tweet upreally quickly here that I just
saw last night. It says, if youreally wanna know just how bad
things are, talk to a middleschool teacher. The kids are not
okay. They can't read. Theycan't write.
They can't critically think.They can't emotionally regulate,
and they can't socialize. So Iknow that education is really

(06:13):
one of your core areas of focus,and I'd love just to get your
thoughts on both just somestatistics on where the kids
really are at right now in in inAmerica, but also kinda I wanna
take a deep dive into theorigins of our modern education
system and infiltration earlieron and and the overall plan

(06:33):
behind this all. So I'll justhand it over to you.

Alex Newman (06:36):
Well, thank you, Seth. And I'm I'm glad we're
talking about this. It is, Ibelieve, the most significant
existential threat to ourcountry, to our freedom. And I
don't think you can understandthe mess that we're in without
understanding the fact thateducation paved the way to get
us here. You know, when I when Ilook at the data that the
government itself is putting outabout education, first of it's

(06:59):
very misleading.
But even if you accept that itface value, it's clear we have
an existential threat. Lastyear, the federal government
released what they call thenational assessment of
educational progress. They callit the nation's report card for
short. And this is supposed tobe a gauge of where American
students are at relative towhere they were before and and
all the rest of it. Well,according to the federal

(07:19):
government's own data, less thanone in three victims of what
passes for a public educationsystem in this country are even
proficient in anything.
Okay? We're talking reading,writing, math, civics, you name
it. Now when I say proficient, Idon't mean they've mastered it.
I don't mean they're good at it.Proficiency is not the highest

(07:42):
mark.
Proficiency is the absolute bareminimum. And even that's very
misleading. If if an averagewell educated person understood
what the government means byproficient, they would be
appalled. The real data is farworse than the federal
government's numbers suggest.And I want people to let that
sink in for a minute.
Let's just take it at facevalue. Let's say almost one in
three children in fourth gradeand in eighth grade are

(08:04):
proficient in reading and math.What does that mean for the
future of our country? If you goback to 1983, Ronald Reagan put
together the National Commissionon Excellence in Education. And
even back then, he said thisrepresents a threat to our
future as a nation and as apeople.
He said if an unfriendly foreignpower had imposed this on us, we
would have viewed it as an actof war. Well, it's orders of

(08:25):
magnitude worse, and it's notjust that they are dumber than
ever before. Right? That that'sone major problem, but it's one
of many problems. I would arguethat even more significant is
the indoctrination.
These are children who not onlydon't know anything and don't
have the ability to reason,don't have the ability to access

(08:46):
information, They believe thatthey're the smartest thing to
have ever walked on this planet.They believe their programming
on whatever issue it is. Itcould be climate change. It
could be gender. It could beglobal citizenship.
It whatever silly programthey're trying to install in the
minds of these children. Theybelieve that that is the
absolute truth, and they've beenconditioned very much like

(09:06):
Pavlov's dogs to have a visceralemotional response to anything
that challenges these falseideas and this false worldview
that's been instilled in them.So it it's very hard to
overestimate the enormity ofthis crisis, Seth. And I do
believe that if we don't dealwith this, none of the other
issues are gonna matter. I Irecognize communist China is an
existential threat, the openborder, the the collapsing

(09:27):
dollar.
I mean, all these things arehugely important, and I think
they need to be talked about.But if we fail on this the
government's got 85% of our kidsright now for twelve years. If
we fail to address this, all ofit is just a waiting game for
the totalitarians.

Seth Holehouse (09:41):
And so it's interesting how you broke it
into two parts. One isintelligence. Right? Which I
guess, really, it's more like,what are they being taught? Are
they being taught?
How you know, can they read? Canthey write? All those core
functions. But then the otherbeing, what what are they being
taught? Indoctrination.
Right? And and that's the wholeother part of it. And and I have

(10:02):
that experience too. Like, Ihave a childhood friend that a
few years younger than me, andshe you know, I kind of I went
through school, and I went to aprivate art school, college.
Right?
So I did four years and, youknow, got my degree in
industrial design. And somehow,I I wasn't affected by a lot of
the liberal stuff that was beingpromoted there, And and, you

(10:22):
know, and it left college withthis mission to fight communism
instead of to advance the, youknow, the the the goals of
communism per se. But this otherperson kinda went the opposite
and and and was kinda sold allthe indoctrination, you know,
watches the the very liberalmedia. And it's like, okay.
Well, that's fine if that's thechoice that that she has, and
she can do those things.

(10:43):
However, I can't even talk aboutthings. Like, Like, that's and
this is this is the interestingthing that you mentioned, like,
the the conditioning and the thepsychological response to it.
Right? People talk about, youknow, TDS and Trump syndrome.
Well, it's so much deeper thanthat.
Like, I can't even mention, youknow, probably 85% of things I
think really matter in thisworld because there's this

(11:03):
instant shutdown. Right? Like,if if someone that is let's just
say I run into an Antifa personon the street, and they say,
hey. You know what, Seth? Look.
I wanna have a a just a rationalconversation with you. I wanna
explain why I'm out here burningdown buildings and why I believe
this. I'd say, okay. Like, I'llI'll hear you out. Like, let me
hear your ideas, and I'll I'llcompare them against my

(11:23):
worldview and my ideas, andmaybe I'll learn something.
But I'll I'll at least have thatdiscussion. But it doesn't
happen the other way around.Like, the the programming is so
successful that it rejects, andit causes this physical response
of almost like, you wanna vomitif something is counter to your
own ideology, which is brilliantif you're trying to program

(11:46):
people because it means thatthat person's family or their
friends or their neighborsactually can't even change the
programming, which is which isvery, very sinister.

Alex Newman (11:57):
Yeah. And and, Seth, this was deliberately
engineered this way. What youjust described is something that
afflicts tens of millions of ourfellow Americans, and,
unfortunately, it's happeningnow all across the world. People
need to understand this wasdeliberately engineered. And you
can go back in history, and youcan trace the process through
which we arrived at where weare.
Behavioral psychologist WilhelmWundt at the University of

(12:18):
Leipzig was a major player in infirst starting this process.
Then you go to the Soviet Union.The Soviets were obsessed with
this idea of creating the newSoviet man. And so they had
psychologists and socialscientists working on this
problem, people like LevVygotsky, who, by the way,
inspired what we today callsocial emotional learning, which
is really the bedrock of what'shappening in the schools today,

(12:40):
far more so than academics. Youhave people like Pavlov, Ivan
Pavlov, famous for hisexperiments with the dogs and
conditioning them to display aphysical response to the bell.
They they start associating thebell with food, and so they
would salivate whether there wasfood there or not. These were
all experiments designed not tocondition dogs, but to condition
people. And so this has becomeincreasingly sophisticated,

(13:03):
increasingly effective. Now it'sintersecting with artificial
intelligence and with computerprogramming. You know, BF
Skinner came up with the Skinnerbox and and famously was accused
of putting his daughter in theSkinner box where they were
using a combination, whether hedid or not is subject for
another day.
But they were conditioningorganisms, and and they really
regard the human as as kind of aslightly more advanced circus

(13:23):
animal that can be conditioned,that can be trained using
reward, using punishment. Theyhave now advanced to the point
where they can do this withcomputer programming in a very
scientific way. They cancondition children to have this
response that you just describedin response to certain triggers,
like the word Trump, like theword America. Right? And so

(13:46):
that's what has happened now.
And and these young people, theyhaven't reasoned themselves into
this position. And so, yeah,older people get frustrated.
Well, why won't they listen tofacts? Why won't they listen to
logic? It's because they're notusing logic.
They're not using reason.They're not even using facts to
come to these conclusions. Theseare emotional responses that
have been conditioned into them.And so what we need to find out

(14:09):
eventually is a way to bypassthis programming. But this was
always the goal.
If you go back to the people whocreated the system that we call
today the public school system,they always had in mind bringing
about a fundamentaltransformation of society by
transforming the individuals.And so I documented that history
very extensively in in my newbook, indoctrinating our
children to death, starting withthe first guy to seriously

(14:30):
propose that the governmentought to be educating children
in the first place. His name wasRobert Owen, an incredible
ideologue. He claimed to bewaging war on what he called the
trinity the great trinity ofevil. That it was his term to
describe this.
The great trinity of evil, bythe way, was private property,
marriage, and family, and, ofcourse, religion, in particular

(14:50):
Christianity. He had a a specialhatred for Christianity. And
just a few months before hedied, we got some really
interesting transcripts from aconference he convened. It was
called the, Congress on theAdvanced Minds of the World.
And, he claimed to becommunicating with spiritual
entities that were talking tohim.
I I know it sounds crazy,through Ouija boards and and,
you know, tapping on the wallsand stuff. And he was quite sure

(15:10):
that there were dead people thathe knew when they were alive.
But his mission in life

Seth Holehouse (15:16):
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Alex Newman (16:38):
was to transform society. And this is actually
the guy who inspired the firstever system of government
education, what took root inPrussia. And and he actually
outlines that process in hisautobiography. He's he talks
about a a baron Jacobi who gotahold of his essays on how the
government ought to be educatingchildren, took him back to the
Prussian dictator. The Prussiandictator said, wow.

(16:58):
This is great. Interiorminister, make me such a system
here, and, it's it's anincredible story. From there, it
got reimported into The UnitedStates by an individual called
Horace Mann, and then that'swhen John Dewey picked it up
with big funding from theRockefeller. John Dewey, of
course, was an aficionado of theSoviet Union. He had traveled in
the Soviet Union, thought sohighly of it that he wrote a

(17:19):
bunch of articles and essays inthe New Republic about what a
great system it was and decidedthat education, as he put it,
was the mechanism to bring aboutthe transformation of society.
And so you had this this twintrack. One side was dumbing down
the population. They've beenincredibly effective on this. We
have the smoking gun evidencethat that was their plan from

(17:41):
the beginning. And then theother track, which was to
fundamentally change people'sworldviews.
You know, going back to RobertOwen, he was really upset that
people were clinging to theseideas of marriage and family and
private property and morality.And and his mission in life was
to create a communist society.This was before Karl Marx, by
way. And he believed sofervently in this that he set up

(18:01):
a commune in Indiana. It wascalled New Harmony where he
tried out some of these ideas.
Obviously, it failed becausecommunism never works, but he
concluded that the reason itdidn't work wasn't because
communism is stupid, wasn'tbecause human nature requires
things like private property andand the family. It was because
these people had been raised andeducated in a thoroughly
Christian society that clung tothese values. So the solution

(18:25):
was then to have the governmenteducate them and teach them a
new way of thinking. So thatthat's kind of the history of
how we got here in a nutshell.It has obviously gotten more and
more effective over the years.
But if we don't deal with this,again, it will literally mean
the end of our civilization aswe have known it.

Seth Holehouse (18:45):
So I wanna take a look at just a few basic
figures and have you help helpus understand them, and then
kinda go back into the history,specifically the Rockefellers
and their involvement in theAmerican education system. So
when so right now, on average inthis nation, when a when someone

(19:05):
graduates from high schoolright? You know, when I
graduated from high school, Icould read. I could write. I you
know, I could I went to artschool.
So, you know, I didn't go tosome ivy league, you know, you
know, college school, but I'mI'm I feel, you know, lucky that
I didn't. I went to a schoolthat encouraged creative
thinking and, problem solving,and especially industrial design
was a very it was like a mergerof engineering and and

(19:26):
creativity, which I reallyenjoyed. That's how my mind
works. But right now, what isthe literacy rate of the average
high school graduate that comesup through a public school, and
what does it mean to say thatsomeone is illiterate? Because,
you know, for me, I think of,you know, say Huckleberry Finn.
Right? Or, you know, theadventures of, you know, Tom
Sawyer. I think of the peoplethat they they literally

(19:47):
couldn't read, like, the slaves.A lot of the slaves that you
could hand in a book, and theyhad no idea what they're looking
at. And that's why I think itwas being illiterate.
But what is what is the currentliteracy rate of of high school
graduates here in America?

Alex Newman (20:00):
I'm so glad we're talking about this, Seth. We're
we're gonna have to openPandora's box here because it's
a very complex subject, andthere's a lot of misinformation.
Good. But I I wanna start bysaying, I I would argue that the
majority of the childrengraduating from high school
today are functionallyilliterate. Now let me explain
what I mean by that.
And and again, have to go backinto history a little bit to
understand this. There is a waythat is used to teach reading

(20:23):
today that it's gone undervarious terms over the decades,
over the generations. They'vecalled it the look say method,
the whole word method, the sightword method. So there's lots of
different names and marketingslogans associated with this,
but let's start back at thebeginning. The the first people
to actually use this method werevery well intentioned.

(20:46):
There was a reverend, a reverendThomas Golodet. He was running
an asylum for what they usedcall the deaf and the dumb in
Hartford. These were childrenwho couldn't who couldn't hear,
who couldn't speak. And, ofcourse, we have a phonetic
writing system. Right?
And this should make sense topeople, but there are a lot of
people who are like, what? Whatdoes that mean? So phonetic
writing system means that in oursystem of writing, we have
symbols, and those symbolsrepresent sounds. So an a could

(21:09):
be a or an or a p will be a p. Ab will be a b sound.
Now a deaf child can't hearthat. Right? So so that's
meaningless. They have to try tosay that this symbol represents
a p sound. Well, what does a psound mean?
I I don't know what that means.So this reverend, reverend
Thomas Gallaudet said, well,hey. Maybe we could teach them
to memorize whole words as ifthe words themselves were

(21:30):
symbols. Kinda kinda like inChinese or some of the old
ideographic writing systemswhere rather than a phonetic
writing system, you had a symbolthat represented a word or an
idea or you know something alongthose lines. So this reverend
started teaching these deafchildren to memorize words.
Really really smart kids couldmemorize hundreds sometimes
thousands of words And socompared to not being able to

(21:52):
access anything on a page, thatwas a huge development. It was a
really positive thing for deafchildren because it allowed them
to access at least some of ourwritten language. Now I
mentioned earlier Horace Mann.He's the guy who imported the
Prussian education system intoMassachusetts. He got himself
selected as the first eversecretary of education for any
one of our states.

(22:13):
And, you know, whether hismotives were well intended or
not, I I can't say. I I suspectthey were nefarious, but for for
Horace Mann, we'll just leavethat an open question right now.
He said, well, hey. If it worksso good on deaf children, let's
try it on nondeaf children. Sohe was busy building a
government school system inMassachusetts, and he introduced
this method of teaching readinginto the public schools in

(22:33):
Boston.
Now it didn't even take a coupleof years for all of the
schoolmasters in Boston to writea letter, and I I actually have
a copy of the letter. It waspublished as an appendix in a
book called the New Illiteratesin 1973 by my friend, mentor,
and colleague Samuel Blumenfeld,doctor Samuel Blumenfeld. And in
this very diplomatic letter,they they critique mister Mann's

(22:55):
new method of teaching reading.And and, you know, they're very
kind back then. They say, youknow, sorry, mister Mann, but
we're not gonna be using Youknow, science and experience
show that this isn't aneffective way of teaching
reading, so we're we're notgonna do it, basically.
The modern equivalent of, youmoron. This doesn't work. We're
not gonna be doing this. Theywere very polite back then. But
they they totally debunked this,and we didn't hear about it

(23:15):
again essentially for fiftyyears.
Now enter onto the stage JohnDewey, who we mentioned earlier,
the guy who loved the Sovietmodel, the guy who wanted
socialism in America. Now hediffered with the the the
revolutionary socialism that hebelieved a gradual process of
indoctrinating the populationwould be more effective than a
violent overthrow of thebourgeoisie. But he wrote an
essay all the way back in 1898.It was called the primary

(23:39):
education fetish. And this issuch an important essay that,
doctor Blumenfeld and I actuallyrepublished it as an appendix in
a book that we did, back in 2014called crimes of the educators.
What he outlines in there is aplan to dumb down the American
population using the publicschool system. Now he doesn't
exactly put it in those terms,but he says, what what do we
need to teach all these littlekids how to read and write and
do math? What they really needis to learn how to be part of

(24:02):
the collective, learn how tothink of themselves as part of
the group and subordinate theirinterest to the greater whole of
society. They could worry aboutreading and all that kind of
stuff later. So John Dewey, andI mentioned Rockefeller,
Rockefeller comes alongside ofhim, gives him 3,100,000 to try
out this kookiness in anexperimental school.

Seth Holehouse (24:20):
He's set up

Alex Newman (24:20):
University of Chicago. Well, the essay that I
mentioned was 1898.

Seth Holehouse (24:24):
And when did that money come to him?

Alex Newman (24:26):
That was in the early nineteen hundreds. So the
the Rockefeller Foundation wasset up in the first few years.
It was called the generaleducation board. And so Dewey
was probably the primary figurein education in America for a
period of at least severaldecades starting in the early
nineteen hundreds going all theway through to when he was named
honorary life president of theNational Education Association,

(24:47):
now the biggest union in thecountry. So this was a multi
decade period.
But one of his early projects inthe early nineteen hundreds was
this, experimental school at theUniversity of Chicago where they
were trying out these methods,including, by the way, the whole
word method of teaching reading.

Seth Holehouse (25:02):
And they graduated touch up in really
quickly. I just wanna show youthis. $3,100,000 in, let's just
say, hypothetically, nineteen ofive is a hundred and
$12,000,000 today.

Alex Newman (25:13):
Yep. This is an unfathomable amount of money.
And in fact, Rockefeller put inthe biggest philanthropic, if
you wanna call it that, donationin the history of America into
this general education board inthe early nineteen hundreds. He
put a guy in charge of it calledFrederick Gates. We've got a lot
of his writings where he talks,he fantasizes about molding the
population.
And we don't need statesmen andscientists and philosophers. We

(25:34):
need workers. Right? So it it'salmost like a bad joke, Seth. A
communist and a super capitalistwalk into a bar, and they decide
to dumb down everybody's kids sothat they'll be obedient little
subservient worker drones.
Right? Except it's not a joke.It's it's a true story. So Dewey
resurrects this system of wholeword method. And after he's done
in Chicago, after he proves thatthis cranks out a bunch of

(25:56):
little illiterates who can'tread, and and I should clarify
here again to go back to youroriginal question, Seth.
People who are exposed to thiswhole word method will be able
to read some things. Right? Ifthey're really smart, maybe
they'll have memorized hundreds,maybe even thousands of words.
And so they'll look at a page,and they'll understand some of
the words on there. And thenthey'll be able using context
clues.

(26:16):
If there's pictures, they'll beable to decipher some of what's
on there. But they're notreading in the traditional sense
that you and I understand, inthe sense that you and I read
where we sound out the letterand understand what is meant

Seth Holehouse (26:26):
to be read by each other. That's phonics.
Right? Like, remember, like,reading hooked on phonics, and
you say reminds me of, ChrisFarley in Almost Heroes. I'm not
sure if you've seen that movie.
He was learning how to read, andhe's looking at the the sign
over the town, and and he'sslowly sounding out. It say
it's, you know, Theodore. It's athe e a d or the adore. Right?

(26:48):
Like, that's that's how I wastaught to read.
So you give me

Alex Newman (26:51):
Yep.

Seth Holehouse (26:51):
You know, they give me a a pretty complicated
word, and I can most accuratelysound it out pretty well. Right?
But the kids aren't being taughtthat now. Right? They're being
taught the English language thesame way you'd you'd be taught
Chinese, where you're justmemorizing characters and and
tones, basically.

Alex Newman (27:07):
Right, Seth. That's exactly right. And so, John
Dewey, after he was done at theUniversity of Chicago, he goes
and sets up shop at TeachersCollege at Columbia University,
the most important college ofeducation in the world without
even a close second, startscranking out a bunch of
materials. And by the time WorldWar two came around, this became
you know, all these schooldistricts had all this money,
etcetera. They started buyingall these programs, and then it

(27:28):
became ubiquitous.
That that's when right afterWorld War two is when this
really became the dominant wayof teaching reading. Now there
were plenty of teachers at thattime who said, wait. This is
crazy. We're not gonna do this.We're gonna teach kids phonics.
So, thankfully, a lot ofAmericans can still read, but
this continued. And there havebeen multiple exposes to this.
Right? 1955, Rudolph Flesh wrotean incredible book, why Johnny

(27:49):
can't read. And what he said andI'm I'm almost quoting verbatim.
I don't have the quote in frontof me. But he said the reason
Johnny can't read is that theteaching of reading in all the
schools, in all the textbooks istotally wrong and flies in the
face of all common sense. Sothat's what has happened here.
Now if you go all the way fastforward to common core, which is
now the the national system ofstandards that exists across The
United States regardless of whatyour politician might tell you,

(28:12):
They actually start the kids offwith memorizing sight words. So
you can walk into first gradeclassrooms, kindergarten
classrooms, anywhere in America,and you'll find a list of sight
words that the kids are supposedto memorize.
They'll they'll send the kidshome with flashcards that the
parents are supposed to becomplicit in this. And and what
happens is, you know, the thecommon core people would say,
oh, we have phonics in there.Yeah. They sprinkle in a little

(28:34):
bit of phonics after they'veintroduced this reflex where you
approach a word as if it were asymbol. And so, you know, can
you salvage some of thatsometimes?
But what happens is this reflexgets built into the children.
And so that's a long way ofanswering your question, Seth.
But the the federal governmentdid a literacy survey back in
1992. It was the mostcomprehensive literacy survey to
date in America other than somethat happened early in our

(28:56):
history, and I'll get to thosein a moment. They categorized
Americans into five differentcategories, one through five.
Now the bottom two categoriesare essentially functionally
illiterate. Right? They they mayhave memorized some words. They
see a red sign that's anoctagon, and they say, oh, a
stop sign. Right?
They may be able to make out theCampbell Soup logo. But if you
put a bible in front of them,you put the constitution in
front of them, they'll be ableto pick out a word here or there

(29:18):
that they remember from, youknow, doctor Seuss, but they're
not gonna be able to grasp whatis being said here. And so the
federal literacy survey foundthat 50% of Americans were in
the bottom two categories. Okay?That's how bad this this was in
the nineties

Seth Holehouse (29:33):
Ninety two. Right?

Alex Newman (29:34):
Yes. 1992. Exactly. And they they have not done
subsequent studies that were ascomprehensive, but I think
that's probably a very accuratemarker. These were adults, by
the way.
It's probably a very accuratemarker of where we were at.
About half of Americans canread. About half of Americans
have been handicapped throughthis process. And, you know, now
this debate is coming back. Nowthey they're talking about this

(29:57):
in state capitals around thecountry.
But I would argue that themajority of our young people
cannot read properly, and thatis absolutely by design.

Seth Holehouse (30:06):
This is an it's it's incredible. It makes me
even though I went to a publicschool, it makes me, you know,
thankful that I was taughtphonics and and, you know, the
education I was given. So tyingback into Rockefeller's, you
have Dewey. Now am I correct inin remembering that Dewey was a
communist? Like, that was prettycommon knowledge.

(30:28):
Right?

Alex Newman (30:28):
He wouldn't have he wouldn't have called himself
that, but if you read hiswritings, it's very clear. He
actually pointed to a novelpublished in 1888 by a guy
called Edward Bellamy as hisdesired model for The United
States Of America. The the thebook was called looking
backward, and it was a fictionnovel about a communist America
in the year 2000 where we wouldhave moved beyond private
property, beyond outdated familystructures. So, yes, he was a

(30:52):
communist in the truest sense ofthe term. However, he disagreed
with the Marxist in that hedidn't believe violent
revolution was the bestapproach.
He believed that a gradualprocess of educating people to
bring about this transformationwas gonna be the most viable,
the most successful way ofbringing about this new order
without private property,without family, etcetera.

Seth Holehouse (31:12):
So, basically, the Rockefellers John d
Rockefeller at that time. Right?At that at that

Alex Newman (31:19):
John d Rockefeller senior. That's right. Yep.

Seth Holehouse (31:21):
So at that time, John D. Rockefeller gave, you
know, the equivalent of over ahundred million dollars to, in
essence, to a communist to, inin essence, overthrow the
American education system,right, to systematically dumb
down the right. Not not just thechildren, because the children

(31:42):
become the leaders. They becomethe the future presidents, the
future CEOs, the future parents.And I know that this may be a
little bit kind of opening inour Pandora's box, but why?
And we we know I've I've coveredRockefeller's involvement with
the medical system, like, very,very heavily, and what happened
when he, you know, kind of gotgot involved in really

(32:04):
overhauling the entire medicalsystem, which really brought us,
you know, our modern medicalsystem today where a lot of the
the real cures are have beendemonized as quackery and and
all this, you know, kind of,like, old stuff. It's like all
we have modern pharmaceuticalsthat can treat your symptoms
when the old things can cure theactual issue itself. But what do

(32:25):
you think, if you could kindaspeculate, as to the int his
intentions of that, and and whatdoes the end goal look like if
if Rockefeller had his way withthe American public?

Alex Newman (32:39):
It's a very interesting question, Seth. And
and as you know, it's alwayshard to understand somebody's
motives. You know, rarely willpeople be fully transparent
about their motives if they haveevil intentions. And I do
believe with every fiber of mybeing that the Rockefeller
dynasty has had evil intentions.It may be as simple as just the
love of money.
Right? These these guys reallyloved money. They didn't want

(32:59):
competition. They had verysuccessful business enterprises.
They were some of the wealthiestpeople to have ever existed in

Seth Holehouse (33:04):
They want workers, not competitors.

Alex Newman (33:06):
Right. Exactly. Right. They want people working
for them, not competing againstthem in the various industries
that they were in. But thecongress actually took an
interest in this.
This was back in the latenineteen forties, bleeding into
the early nineteen fifties. Andcongress put together, what they
called the select committee toinvestigate tax exempt
foundations and comparableorganizations. There was the

(33:26):
Rees Committee and the CoxCommittee. And I would encourage
people who are interested inthis question to go look at
these reports. Now this was afew decades after a lot of this,
but what the investigators forcongress found was truly
incredible.
First of all, they found and,again, late nineteen forties,
early '19 fifties, they foundthat there had been a revolution
in The United States. And andI'm I'm actually gonna quote

(33:47):
from the report here. They saidthis could not have occurred
peacefully or with the consentof the majority unless education
in The United States had beenprepared in advance to endorse
it. This is an officialcongressional report by the
Select Committee to InvestigateTax Exempt Foundations and
Comparable Organizations. One ofthe main foundations they were
looking at was the Rockefellerfoundations.

(34:08):
And as you read this report,what you'll find is these
foundations were working tohijack education in America to
enable what this reportdescribed as oligarchical
collectivism. Right?Collectivism ruled by an
oligarchy, ruled by people likethe Rockefellers. They said this
was done by promotinginternationalism, which today we
call globalism. It was done bypromoting moral relativism.

(34:31):
And, I mean, this is really anincredible report. They they
show that these foundation andit wasn't just Rockefeller, by
the way. It was Ford. It wasCarnegie. There were several
others that were in this mix.
And they were pouring money intoColumbia. They were pouring
money into Harvard, theUniversity of Chicago. They say
some of these larger foundationshave directly supported
subversion in the true meaningof that term, namely the process

(34:53):
of undermining some of ourvitally protective concepts and
principles. Says thesefoundations actively supported
attacks upon our social andgovernmental system and financed
the promotion of socialism andcollectivist ideas. Again, this
is all in the official report.
It says these foundationssupported a conscious distortion
of history. They propagandizedblindly for the United Nations

(35:14):
as the hope of the world. One oftheir investigators, Aaron
Sargent, testified in acongressional hearing that, this
was a violation of federal law.They said, in approaching this
problem of foundation influence,the subversive teaching problem
is a foundation problem. He saysthis movement is closely related
to Fabian socialism.

(35:35):
And the chief investigator forthis, his name was Norman Dodd.
He's he's been he's gone beengone for for some years now. But
he did an interview before hedied with a man called g Edward
Griffin. People might know himfrom the interview with Yuri
Besmanov. And what he said wastruly astounding.
He said the head of the FordFoundation, when this committee
was formed, invited him to cometo his office in New York and
said, look. You don't even needto investigate this. I'll tell

(35:57):
you what we're doing. We'reworking with the White House,
and we are and I'm I'mparaphrasing here, but it's
almost, word for word. He saidwe are working to so alter life
in The United States that it canbe comfortably merged with the
Soviet Union.
And and right away, that budget

Seth Holehouse (36:12):
So that was the Ford Foundation?

Alex Newman (36:14):
That was the head of the Ford Foundation, Alan
Geither, as documented by thechief investigator in this
investigation. And and peoplehave trouble processing that
because we've always been taughtthat communists wanna eat the
capitalists. You know, itdoesn't make sense to people. It
doesn't compute that thecapitalists would actually have
been funding the communists andthe revolutionaries. But if you
go back even to the Bolshevikrevolution, Anthony Sutton, the

(36:35):
great historian from Stanford,documented that that Bolshevik
revolution was financed by themegabanks on Wall Street.
So we've had this problem allalong. It's just that people
haven't been taught about it inschool. People haven't been
hearing about it in the media,which is owned, in many cases,
by these same evildoers. Andthat, I think, is critical to
understanding how we got here.It was a coalition of super
capitalist oligarchicalcollectivists who wanted to rule

(36:58):
over us and communists who I Ithink in some respects really
were useful idiots.
They believed, oh, we're gonnahave equality and utopia and
life's gonna be so great.Oftentimes, they're the ones who
are lined up against the walland shot once the revolution
succeeds. But, you know, Trotskycomes to mind with a ice pick in
his head. But, but I I think allthis is critical to
understanding how we ended up inthis mess even though it seems

(37:18):
like ancient history. You can'tunderstand what's happening in
the school today without knowingwhere all this came from.

Seth Holehouse (37:24):
And, gosh, incredible. And so looking at to
where things are at today, youcan see that this this was a
long term plan. This wasn'tsomething that was, you know,
say, John D Rockefeller comingout and saying, okay, hey, the
next ten years, I want this hugetransformation. The one thing
that I've learned in studyingthese families, right, you know,

(37:48):
these these kind of elitebloodlines, you know, might you
call it, is that they are theirperspective is
multigenerational. They don'tlook at things the way that we
do, like which is also why asmuch as they're they've
destroyed the concept of familyand these, you know, familial
bonds with the the commoners.
Right? Obviously, they've beenattacking these things. It's the
opposite for them. They're theyare protecting their kin.

(38:11):
They're protecting theirbloodlines in such intense ways.
So what makes me kinda look atthis whole situation and and
think is that this is somethingthat John D. Rockefeller was
setting up for his kin and hiskin and his grandchildren, his
great grandchildren. He wascreating a society here in
America that his family would beable to rule as an oligarch.

(38:36):
Now, obviously, you know, theRockefellers were you know, they
were funded by other people.They they had ties into the
Rothschilds.
You know? So they it wasn't likethat they were just
independently the kings ofAmerica. There were other very
important and very wealthyfamilies, a lot of the European
families, a lot of the bankingfamilies that were coordinating
with them. Right? You tie inthese, you know, these families,
and you get into the know, talkabout G.
Edward Griffin, who I've had thepleasure of interviewing a

(38:57):
couple of times. Brilliant man.It's amazing. I'm so glad he's
still alive, and he's just he'sjust going strong still, you
know, approaching close to 90years old, think. He's he's
getting up there, but he's suchan important voice, because then
you tie that all into thefederal reserve system and,
again, modern medical system.
And what you can see is if youstart to take a step back and
you're painting the wholepicture of this, what you can

(39:20):
see is these elite bloodlinefamilies engineering a society
in America that would lead toour own downfall and would allow
them to rule us. And you made anexample earlier. You said you're
you're mentioning how well,communists said, well, communism
but capitalism. Why is it thatthe the rich capitalists want
communism? It's like, well, onceyou're at that place where you

(39:43):
are, not just the 1%, but thepoint 0001%, it's in your
interest if you are power hungryand you want all the meat, all
the money, all the resources foryourself.
It's in your best interest toactually have that idea that,
okay. Well, the commoners, we'regonna give them communism to
keep them in line. But, ofcourse, they're not gonna, you

(40:04):
know, they're not gonna it's notgonna apply to them.

Alex Newman (40:06):
That's right. And and that's what we see in
communist societies too. Right?There's no equality. The
overlords live like emperor godkings, and the peasants starve
and wait in bread lines to getsome food.
Right? So so the guy thatRockefeller put in charge of his
foundation, his name wasFrederick Gates, and there
there's a very famous quote byhim that has been verified where
he kind of outlines the idea.And he says in in very clear

(40:29):
terminology that I I can evenquote it. I I've got it here. It
says in our dream, we havelimitless resources.
The people yield themselves withperfect docility to our molding
hand. The present educationalconventions fade from our mind,
like when we used to teach kidsto read so they could access the
accumulated wisdom of mankind.He says, we we unhampered by

(40:51):
tradition, we work our owngoodwill upon a grateful and
responsive rural folk. So weshall not try to make these
people or any of their childreninto philosophers or men of
science or learning. We're notto raise up from among them
authors and orators and poets ormen of letters.
We shall not search for theembryo, great artists, painters,
musicians, nor will we cherisheven the humbler ambition to

(41:12):
raise up from among themlawyers, doctors, preachers,
politicians, statesmen of whomwe now have ample supply. So
you've got, obviously, the thefinancial motive here. They
want, you know, good workers.And and I think it's important
also to mention that there was areligious motivation here as
well. And and and this sometimesconflicts again with people's
preconceived notions.
They think communism enemy ofreligion. Well, John Dewey was

(41:34):
actually a very religious man.He got together with a few dozen
of his buddies, and they set upwhat they thought was a new
religion. They called ithumanism. And they came
together.
They wrote what they called thehumanist manifesto. Today is
known as humanist manifesto one,and people can read this. It's
it's basically communism dressedup in religious garb, but it
starts with the first andfundamental presupposition that

(41:56):
that really is the bedrock ofthis religion. And I I will
quote from it. It says religioushumanists regard the universe as
self existing and not created.
Right. And then, of course, theytalk about we gotta get rid of
the profit motive. We've gottareorganize the economic means of
production. But this is a reallyimportant thing for people to
understand, Seth. Even if you'renot a Christian, I mean,
obviously, that's a directcontradiction to what the Bible

(42:17):
teaches.
In the beginning, God createdand and that's

Seth Holehouse (42:20):
probably Good without a like, they're they're
not even hiding it. Good withouta god.

Alex Newman (42:26):
Yep. And and so it's very, very

Seth Holehouse (42:28):
It looks like even their logo it looks like
Sauron, like the eye of Sauronor something. It's there's
something very evil about that.Anyway, sorry to interrupt you.

Alex Newman (42:36):
No. You're good, and and I'm glad you brought
this up. They they've since comeout with new and improved
versions of this. They've gotthe humanist manifesto two that
goes all in for globalism. Butbut they understood that
education was the means forpropagating this religion.
And I just wanna pause here fora moment for people to consider
the implications because I knowsome of your audience out there
saying, well, I'm not Christian.I don't care if John Dewey had a
a goofy false religion. Ourcountry is based on what our

(42:59):
founding fathers described as aself evident truth. And and, of
course, I got these ideas fromthe bible, but it is in in a
very real sense, I think, a selfevident truth. And that self
evident truth that they stakedtheir lives on was the fact that
we are created equal, that weare endowed by our creator with
certain unalienable rights, thatamong these are life, liberty,
property, pursuit of happiness.

(43:21):
In other words, if you believeJohn Dewey's religion, there is
no god, there cannot possibly beany such thing as a god given
right because there's no god togive you rights. In other words,
you have no rights. You havewhatever freedoms and privileges
we, the collective, determineare appropriate and are in the
best interest of society andnothing more. So this is a

(43:42):
revolutionary religiousmovement. And this is gonna
sound crazy to people, but Iencourage you to go read the
supreme court decisions.
1962 and 1963, the supreme courtof the United States banned
prayer. They banned bible in thegovernment schools. And
according to the dissentingjustice who wrote the dissent in
this case, justice PotterStewart, he said what they've
done here is not establishneutrality with respect to

(44:04):
religion. What my colleagues onthis court have done, they have
established the religion ofsecularism or as John Dewey
would have known, the religionof humanism. And so under the
guise of enforcing the firstamendment, which says congress
shall make no law respecting andestablishing a religion, the
supreme court established afalse religion that is entirely
incompatible both with the bibleand with the founding documents

(44:25):
of this country.
And then we wonder why oursociety is falling apart. Well,
we're now four generations into,indoctrination in this dangerous
false religion.

Seth Holehouse (44:34):
I'm curious, and and you probably would would
know this, but of the again,going back to the kids coming
out of school right now, do youknow what percentage of them are
atheist, or agnostic, or, youknow, whatever, kind of blend of
of belief system versus, say,fifty years ago or eighty years

(44:55):
ago? Because I suspect thatthat's you you mentioned before
the two the two elements ofreally dumbing people down, but
also then indoctrinating themwith this a certain worldview
and a belief system, really aprogram that keeps them
subservient, not questioning theauthority, etcetera. But I think
also part of that then is is thedestruction of faith. Right?

(45:16):
Obviously, removing God from theschool, the separation of church
and state.
Oh, what a brilliant idea.Separate church and state. So,
okay. So you can see how theythey've used that. Right?
They hide behind these thesegood ideals. But do like, what
are the I guess, what are thethe statistics on belief and
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Alex Newman (47:28):
Yeah. And and by nature, these are very difficult
things to track, Seth, but Ihave done my best to do that. We
do have a lot of polling datathat whether it's exactly
accurate and or not, I think isless important than the general
trends that they highlight. AndI'll give you a few quick
examples. I I'm a millennial,which, obviously, is always
terribly embarrassing to admit.
Yeah. Everybody assumes you'rean idiot. Right? I was 85.

Seth Holehouse (47:48):
I said I'm 86. So

Alex Newman (47:50):
Oh, okay. So very close. Yeah. And, you know, you
always hesitate to admit thatyou're a millennial.

Seth Holehouse (47:54):
Oh, I know. Don't I'm embarrassed by it.

Alex Newman (47:57):
No kidding. Right. But but so there's been some
really interesting polling doneon this. The Victims of
Communism Memorial Foundationcommissioned a scientific poll
back in 02/2017, and they foundthat 70% of millennial Americans
were identifying as socialistsand said they were going to vote
for socialists in the future.36% had a positive view of
communism to to show you how badit had gotten.

(48:20):
Now there are other surveys thathave come out surveys that show
for the first time in all ofAmerican history, only a
minority of millennials of thisparticular generation identify
as Christian. And then you diginto that deeper. Right? Because
a lot of people still identifyas Christian, but they don't
quite know what that means.There's a a guy called George
Barna who I've had the pleasureof speaking with and

(48:40):
interviewing before.
Very good researcher. He'sprobably the preeminent expert
on this. Although Dan Smithwickat the Nehemiah Institute does
good work here too. They'retrying to track the the actual
worldview of these people whoidentify as Christians. And what
he is finding is a dramaticplunge in the number of people
who have a biblical worldview tothe point now where the younger
folks have maybe 2% of thepeople have a biblical

(49:02):
worldview.
So this is happening veryquickly. You see the dramatic
decline of Christianity, thedramatic rise of atheism and and
other isms, pantheism, thingslike

Seth Holehouse (49:14):
this. Satanism.

Alex Newman (49:15):
Absolutely. I mean, we've got literally, we have
after school satan clubs atpublic schools across the
country now. So this stuff is isnow really accelerating, and
it's gonna get a whole lot worseunless somebody hits the brakes
here.

Seth Holehouse (49:29):
And and so that that takes me to where my my
questioning is now, because II've studied a lot of different
philosophies and and religions,and I was, you know, very
especially my college years, Iwas very fascinated and looked
into a lot of eastern beliefsystems, and, and and really
kind of created it really helpedme kinda shape my worldview, it
really helped me to strengthenmy faith, you know, in in
fundamentally, which is, Ithink, very positive. But one

(49:50):
thing that I I like in terms ofthe kinda Eastern perspective is
the concept of the yin yang,which to me is also it's really
rooted in something very similarto what a lot of the traditional
scientists. Right? Every forcehas an equal and opposite, you
know, reaction. Right?
Every action has equal andopposite reaction. And so I
really think that there is a apendulum that happens. Right? So
the yin yang, it's kinda likethis this constant balance of

(50:11):
the the the the plus and thenegative. Right?
The the good and the bad.They're constantly cycling.
Right? It's it's spinning, andthere's constantly you hit these
extremes, and once you hit thatextreme, it then it pulls back.
Right?
You can't go for the extremeforever because you end up with
complete destruction. There hasto be some sort of balance,
which I I really believe isGod's design. And so looking at

(50:32):
this, do you think that we'vehit that extreme in in this this
agenda, in this this satanic andatheist agenda, whereas now it's
starting to pull back? Right? Doyou think that's starting to
happen now where the are thereany movements or trends in the
youth that show that they'reactually becoming more religious

(50:55):
and and more, you know, kind ofmore Christians coming up from
the very young ages, which wouldkinda go against what you would
think Rockefeller's goals wouldbe, where maybe he saw it as a
very linear downward thing,where it's just it's a downward
spiral until the entire nationis communist and atheist.
Is is there are those trendsshifting?

Alex Newman (51:15):
There are some encouraging signs, Seth. And we
don't know yet whether they'regonna materialize into full
blown trends, but and and thisis not isolated to The United
States. We're seeing similarthings in in Western Europe
where they're actually a littlebit ahead of us on some of the
secularization and some of thisembrace of atheism, communism,
materialism. But we're seeingamong young men in particular. I

(51:37):
I mean, you know, young guys,17, 18, 19, 20, we're seeing a
surge in this demographic goingto the Catholic church, the
Orthodox church, and not so muchevangelicalism, which is
interesting.
It seems to be more towardtraditions and and structure and
hierarchy and things like that.I I was in Sweden over the

(51:58):
Christmas break. I spent manyyears living there, and we went
to church. It was a a Baptistchurch, and I was astounded. It
had more than doubled in sizefrom the last time I had been
there probably a year and athird before.
And the pastor said somethingreally interesting that stuck
with me, and I started lookinginto this, and the same thing is
happening in other countries. Hesaid the statistics agency,
whatever, had done a survey inSweden among young people and

(52:20):
asked them, what do you think isgonna be trending in 02/2025?
What's gonna be the hottesttopic of discussion? And the
answer, which I I thought wasfascinating because Sweden is
probably the most secularized ofall of the countries, the answer
was Jesus. And, you know, we Idon't know what to do with that
yet.
We'll we'll see what comes outof it. But I think to your

(52:40):
point, we we really have goneway over the edge. It wouldn't
surprise me to see something ofa of a pendulum swing going back
in the other direction. But ifthat is going to happen, I think
we may be in the beginningphases of it. And I think as
people see the the bankruptcy,as people see the fruit of this
diabolical worldview that'sbeing taught now in in the

(53:02):
public schools, not just in TheUnited States, but around the
world, there will have to be areckoning.
People will say, okay. Well,we've done this for a while now.
What has happened? Our familiescollapsed. Everybody's addicted
to drugs.
Suicide is through the roof atnever before seen levels, so we
can't even sustain theinstitutions that make life
possible anymore. We're gonnahave to go back and see what
used to work. So I I'm hopefulthat we'll eventually see

(53:23):
something like that. We may beseeing the beginnings of it now,
but, you know, I I think it'ssomething that's going to
actually require consciousdedicated effort by people who
wanna try to salvage what's leftof civilization before we go
over the cliff. So

Seth Holehouse (53:37):
And that leads me to the the last topic I want
to hit before we close out hereis what can we do? Right? So I
would say, I think you probablyhomeschool your kids, I'd
imagine. Just kinda know moreabout your lifestyle. We've I've
got a little four a four yearold and a one year old.
Obviously, we're not doingintensive homeschooling at this
point, but that's our our goal.Right? Is we're gonna be
homeschooling, and a lot of ourschooling is gonna be tending

(53:59):
the goats and chicken andcounting the chicken eggs and,
you know, how to climb you know,climbing a tree and falling off
and bruising your elbow andlearning that lesson. You know,
you're really learning throughplaying a lot of those things.
And, obviously, you want to usestructure as they get a little
bit older.
But for the people that arewatching this and whether it's a
a grandparent that hasgrandchildren or a father or a
mother, what can we do toreverse this, or how can we

(54:23):
change this?

Alex Newman (54:25):
Well, thank you, Seth. And I think that's the
$50,000,000,000,000 questionthat we must get to, because if
we don't reverse this, I mean,literally hell awaits us. So we
we've gotta be really, reallyserious about finding solutions
to this. I I I would argue,first of all, you you already
are homeschooling, Seth. I thinka lot of parents don't realize
they're homeschooling, butthey're teaching their children
to talk and to walk and to thinkand to reason and to have good

(54:47):
values.
I and all this happensnaturally. Right? That's the
great thing about homeschooling.Doesn't have to be following a
curriculum and a structure.You're always educating your
kids no matter what you're doingwith them.
And that's what I try to tellparents who think it's gonna be
this really huge dangerous leapinto home like, you've been
homeschooling since the childwas born. You got it under
control. So my wife and I, wehomeschool our six children. I

(55:08):
wouldn't trade it for the world.We are involved in classical
conversations.
We actually had my friend RobertBortons on from CC. It's a
wonderful program. I I'mactually a fellow there. I can't
say enough good things about it.I've had my kids enrolled there
almost since they were oldenough to do formal
homeschooling.
We're also involved in anotherco op, but there are tons of
options out there. And I thinkthis is the the most micro

(55:29):
level. Right? As parents, asgrandparents, as aunts and
uncles, we've gotta takeresponsibility for the children
in our immediate vicinity.Right?
The the children in your home,the children on your block, the
children in your community, thechildren in your church,
whatever. That's a really goodstarting point. Make sure your
own children are getting a goodeducation. They're learning how
to read properly. They'relearning how to think.

(55:50):
They're learning how to reason.They're learning logic. They're
learning grammar. They'relearning math, how the world
works. These are all really,really important things.
And that's just step one. Right?But that's something that
everybody can do right now. Wedon't we don't need to pass any
new laws or win any elections.You could pull your children out
of the system this moment.
Check check the laws in yourstate. I I serve as the

(56:11):
volunteer executive director forpublic school exit. We've got a
lot of information there forpeople who wanna make this
decision, publicschoolexit.com.But that's the first step. Make
the right choice with your ownchildren, the children in your
own life.
And then we've gotta get to thehard work of letting our fellow
Americans know. I I oftencompare the situation that we're
into it like a burning building.Right? And your children are

(56:32):
trapped inside, and and you yousmell the burning flesh. You
hear the screams of these kids,and you say, no.
No. No. I don't hear anything.Yet you hear it, and you smell
it. Run into that building andget them out.
Right? That that's step one.Don't bother with petitions or
lobbying your legislators afteryou've got your own children
out. And any parent would risktheir own life for their own
children, so don't worry about alittle financial sacrifice.

(56:52):
After you get them out, there'sstill other kids in there.
Now what? Right? We would beterrible human beings if we
said, oh, just let them roast.We've got to deal with that. So
I would recommend starting withour own education.
We need to understand how we gotinto this mess. What did
education look like before?There there was a a study in
1812 by Dupont de Nemo thatfound that not more than four
and a thousand young Americanscould not write and read legibly

(57:14):
even neatly. So we have gone sofar now. What did we used to do
that worked so well?
There's a lot of resources forthat. I've published a lot on my
website, libertysentinel.org.I've published a lot in the New
American. In fact, I did aseries for the epic times, a 22
part series. It's got a lot ofthat in there.
I would encourage people tocheck that out. I've done two
books on this, including mylatest one, indoctrinating our

(57:36):
children to death, governmentschools war on faith, family,
and freedom, and how to stop it.And and it's been endorsed by
some really great Americans,secretary of defense Pete
Hegseth, Josh Phillip of theepic times, general Michael
Flynn, a lot of great Americans.And that's got a lot of the
information that you will need,not just to understand how we
got here, but also to understandhow we get back. And and then at

(57:57):
that point, I would recommendgetting involved in something.
Right? Maybe run for your statelegislature. Maybe run for
congress. Right? There's a lotof different ways we can get
involved.
And if you don't wanna run,maybe support somebody who's
running. But whatever you do,protect your kids, educate the
people around you, and let's tryto stop this before it's too
late.

Seth Holehouse (58:17):
And one thing I'd also say as a a father is
speaking to, you know, tograndparents. I know a lot of
the audience here. I'veinteracted with them. I met them
at different events, and andthey're they're grandparents.
They have they havegrandchildren.
Is if if my mom, hypothetically,if she said now she lives a
couple states away, it's not aseasy. But hypothetically, if if
a grant if one of my parentscame to me and said, hey. You

(58:38):
know what, Seth? I'm gonnaretire now, and I wanna I wanna
retire so that I can just focuson helping you homeschool. Now
I'm I'm lucky that my wife andI, we both live at home.
I I work from home. So it'sreally easy to work this into
our schedule, and and we have alot of flexibility with that.
But I know there's a lot ofparents that they have to work
you know, they're they're bothworking a job. Right? Mama and

(59:00):
dad are working a job, and theonly option is to send them
away.
So I'd say for grandparents, ifif they can step in and say,
look. I'm gonna help with this.I'm gonna, you know, I'm gonna
take a a cut in my ownlifestyle, whatever it takes,
but I'm gonna come in, and I'mgonna help raise this next next
generation. I can tell you thatmost people I know would be so
thrilled if their parents cameand did that. Know there's

(59:21):
obviously, there's certainissues, and you've got the the
kind of the wife and themother-in-law may not get along
or, you know, the things thathappen like that in family
dynamics.
But, you know, anything thatgrandparents can do to step in,
for their grandchildren is ishuge. And that's one thing I
would just say, like, as a as afather that, like, I would love
to see more of the the kind ofboomer generation stepping in
and saying, hey. How can I helprelieve your burden of, trying

(59:44):
to manage, you know, coveringliving in today's world where
the dollar's gonna, you know,gonna crap and and inflation's
soaring, and everything's, youknow, really expensive and
people are working two, threejobs, that's one thing I would
say?

Alex Newman (59:55):
Yeah. I couldn't agree with you more, Seth. And,
you know, grandparents can makeall the difference in the world.
If the mom and dad are feelingoverwhelmed, maybe grandma and
grandpa coming in one day aweek, two days a week, maybe
helping a little bit with theprivate school tuition. That can
make the difference betweenhaving the child trapped in the
burning building and getting thechild out.
So there's a lot of differentways to do this, and and I would

(01:00:15):
encourage grandparents verystrongly to try to play a
positive role here. You can makeall the difference in the lives
of your grandchildren, and itmight just be a little bit of
help that you need to offer. Andit'll be a blessing to you, and
it'll be a blessing to yourchildren, and it'll be a
blessing to your grandchildrenall the way on down the line.
So, folks, there are very fewthings more important than this

(01:00:37):
particular issue. So I I I thankyou for for allowing me to talk
about it, Seth, and I do hopepeople will spend some time
thinking about this verycarefully.

Seth Holehouse (01:00:44):
Oh, I couldn't agree more, and I thank you for
doing what you're doing. I thankyou for, obviously so I'll pull
up your website here, LibertySentinel. I'll put all these
links in the show description.You've also got your book. Now
here's a great thing to do,actually, if you're a parent or
a grandparent, buy the book.
Read the book. Pass it on toyour kids. You know, learn. Even
this interview, share thisinterview with people, because I

(01:01:05):
think it's really important tounderstand the history. And this
is why I like going into, well,how do we how do we get here?
Like, what role did theRockefeller's play a hundred
years ago? It's not just aboutdigging into some kind of
conspiratorial, the Rothschildsand Rockefeller's. No. It's
understanding how do we get towhere we are right now? Like,
what forces kind of put us inthe direction that we are right

(01:01:26):
here, and then figuring out howwe can change the the trajectory
for the future, which is isreally important.
So, Alex, thank you for givingus your time today. Thank you
for doing what you're doing, andreally committing your life to
not only doing what you're doingprofessionally, but to also
raising a a new generation ofthe Alex two point o's that, you
know, I'm sure that your yourchildren will be out there with

(01:01:46):
their own podcasts, writingtheir own books, you know, doing
everything they're gonna bedoing to help change and and
shape society. So thank you fordoing that, and thank you for
being here with us.

Alex Newman (01:01:55):
It's a great honor. Thank you very much for having
me, Seth, and keep up the goodwork.

Seth Holehouse (01:01:58):
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