January 10, 2026 • 43 mins
What happens when you stop accepting the “official story” and start asking better questions—about education, parenting, freedom, and the systems we’ve all been told to trust?
In this week’s episode of The Homeschool How To Podcast, I’m joined by Tim (ANCAPTim)—a homeschooling dad, songwriter, and outspoken advocate of voluntary exchange, individual responsibility, and a truly free market. We talk about what anarcho-capitalism means in plain language, how his worldview shaped his decision to homeschool, and how to raise curious, grounded kids without turning them into “the weird kid on the playground.”
We also get into:
- Why “both sides” can feel like two wings of the same bird
- Homeschooling as a custom fit for individual kids (not a one-size box)
- Unschooling explained without the stereotypes
- Consumer responsibility, ethics, and “voting with your wallet”
- AI, creativity, and what tech might change (and what it won’t)
Connect with Tim + his music:
ANCAPTIM.com
Mentioned in today’s episode:
- My ebook: https://thehomeschoolhowto.com/ebook
- My children’s safety book Let’s Talk, Emergencies!: https://CherylDaley.com or grab it on Amazon!
If you enjoyed this conversation, please follow the show and leave a review—it helps more homeschool families find the podcast.
Instagram: TheHomeschoolHowToPodcast
Facebook: The Homeschool How To Podcast
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 2 (00:02):
I didn't plan to homeschool.
I started asking hardquestions, realized how little
control parents actually have,and made the hard decision to
leave a government job tohomeschool my kids.
Now I interview otherhomeschooling parents to learn
how this all works.
I'm Cheryl, and this is theHomeschool How-To podcast.
Let's learn this together.
Welcome.
(00:24):
And with us today, I have Timfrom Virginia.
Tim, thank you for being here.
Speaker 1 (00:29):
Hey, thank you for having me.
Speaker 2 (00:30):
So, okay, I love this.
You're a songwriter and you'reon my screen as ANCAP Tim.
And I just asked you, I said,what does ANCAP stand for?
So why don't you go ahead andtell us?
Speaker 1 (00:40):
Yeah, ANCAP is short for um anarcho-capitalist.
And what that basically meansis I am in favor of anarchy,
which no rulers in the market.
True unadulterated capitalism.
So free market.
I think the market regulatesitself.
Generally, if if you kill yourcustomers or if you maim your
(01:01):
customers, if you hurt yourcustomers in a free market, you
wouldn't be in business long.
And you know, people would beable to come after you for
damages and whatnot.
It seems like it's only in thissystem, this socialist system
that we live in, that people areable to do bad business and not
really do anything for theircustomers and still stay in
business.
So true free market capitalism,the cream, would rise to the
(01:24):
top.
You would have totalcompetition.
The whole idea that we'retaught in public school that
monopolies exist is really afabrication of the state.
Monopolies only exist when thestate has power to keep out
competition.
And, you know, the greatexample they give us as Standard
Oil, Standard Oil hadgovernment contracts like crazy.
That's why they were able to dowhat they were do what they
(01:46):
did.
The railroad is anotherexample.
I mean, it doesn't get moregovernment involved in the
railroad.
So yeah, that's what ananarcho-capitalist is.
Uh they just want anarchy inthe market.
And some people, you know, go astep further and they more
anarchist across the board.
I lean that way.
Uh, I think we could do a lotbetter with voluntarism, this
(02:08):
idea peaceful people do a betterjob regulating each other than
agents of the state who have amonopoly on force.
So yeah, that's uh that didn'talways have to apply to
anarcho-capitalism.
Anarcho-capitalism is morespecifically, I want anarchy in
the market, government, yeah,free market, true free market.
Speaker 2 (02:27):
Yeah, and it it's crazy because that and you
homeschool too, right?
For the people listening,they're like, Well, how does she
end up here?
No, you do homeschool because,and I'm gonna guess, you and
your kids are not fullyvaccinated if I had to go out on
a limb.
Speaker 1 (02:39):
Yeah, yeah, you're right.
Not fully vaccinated.
Speaker 2 (02:42):
Yeah, yeah, I so and I grew up of the, you know,
mindset, the public school, andI remember thinking, like, well,
yeah, why can't we just takeall the money that we have and
disperse it evenly amongstpeople?
Like, what's wrong with that?
And I got that from the schoolsystem, and it's not that they
(03:02):
came out and blatantly said it,but there was definitely like
little things sprinkledthroughout my years of regular
public school and then going toa state university in New York,
no less.
And and it was only untilCOVID, and then a bunch of us
started waking up and beinglike, hold on, pump the brakes.
Like, you people aren'tthinking right.
And then we started being like,Whoa, are like, are we the
(03:26):
smart people now?
Because we're questioning thisis weird.
And uh, so my eyes startedopening up to it.
But I had never even learnedabout the free market in school.
Like they, and I tookeconomics, whether they put it
in the most boring way possibleso that none of us listened or
just memorized this for thetest, and then you're done.
But they never put it in arelatable way for like what does
(03:46):
a free market mean?
And so when I went to go workfor the government for 16 years,
I didn't, I it was seriouslyjust doing what they tell you,
and you never realize thatyou're just this one piece in a
bigger cog or you're a cog inthe wheel of uh doing probably
not good things for the economy,right?
Even though that like everyagency I worked for, like to
(04:08):
tout itself.
Like we are so wonderful forgiving out unemployment
insurance.
We are so wonderful to begiving out welfare and food
stamps.
Speaker 1 (04:17):
Um, but yeah, you got to steal from somebody to do
that.
Yeah, yeah.
And I have a shirt here.
Uh, that's one of my songs,Good ideas don't require force.
So if you want to take care ofpoor people, if you want to feed
the hungry, great.
I'm a Christian, I'm a followerof Christ.
I say go for it.
Man, it's it's great.
I try to do as much of that asI can.
But if you rely on the state toput guns to people's heads, the
(04:39):
the threat of violence throughtaxation, which is extortion at
best, theft, really, and to takethat money and then give to
other people, that's that's notuh voluntarism.
That's not what Jesus taught.
Jesus taught to freely give ofyour own self and to give to
other people and uh not not relyon the state to do it.
Speaker 2 (04:55):
And I worked for the tax department for some of that
time too.
So bad.
So bad.
And it's not legal.
You're right.
We all have a past.
There is not one statute thatsays that you have to pay income
tax on your wages.
Speaker 1 (05:08):
Yeah, and even to make it halfway palatable, they
had to change the U.S.
Constitution to even, you know,have their system even say
that, yeah, here it here it is,even though, yeah, I I agree
with you on on paper, no.
I mean, that you're gonna tax aman to work, and and if we
somehow thought 1913 that thatwas a gonna be a good idea.
Really, the creation of thatcame with the creation of the
(05:29):
Fed, the Federal Reserve.
And um, you know, I could go onthe Fed rampage of that for
days.
Um, we're gonna talk about allthe inflation and that we
currently have.
And so, yeah, but uh it's all amess.
But you can trace a lot of itback to 1913 with the income tax
and the creation of the FederalReserve.
Speaker 2 (05:45):
Do you think the Titanic really hit an iceberg?
Speaker 1 (05:49):
Well, that that plays into that Federal Reserve uh by
accident.
I don't believe any officialstory at face value.
Uh, I'll just put it that way.
Uh I've never looked into thatone a whole lot.
It makes sense.
Uh, there were some big namesat Jekyll Island.
You know, the Tuttle twins havea really good book about the
creature from Jekyll Island anduh, you know, Rockefeller and uh
Carnegie, or I know it wasCarnegie or not, but uh, you
(06:11):
know, JP Morgan, all of these,they wanted this Federal Reserve
because they wanted this systemthat was uh going to be rigged
in in their favor.
And that's what that's why wedon't have capitalism.
We we have a system that'srigged for certain people where
the state picks winners andlooters and uh shields people
that it wants to shield and andyou know doesn't care about
usually the us middle class isthe ones that it's caught in
(06:33):
between.
Speaker 2 (06:33):
Yeah.
So, okay, so when did you starthaving like seeing the world
this way?
Speaker 1 (06:39):
Ron Paul.
Ron Paul was my awakening backin eight when uh he was at the
the GOP debate, the Republicandebate, and he started talking
about blowback and that weshouldn't be nation building and
we shouldn't be involved in allthese wars overseas because
it's gonna come back to bite us.
American chickens come home theroof, so to speak.
And I mean, all the candidatesjust were like, I can't believe
(07:00):
you would say this.
And I was a little bit likethat at the time.
I was Mr.
Republican, you know, straightlace.
I voted for Bush when I was 18.
So, but the courage that ittook for that man to stand there
in the midst of that crowd, andI mean, the crowd just booed
him.
And he he he doubled down.
He was like, you know, I don'tcare.
I don't care if you boo me ornot.
Now, this this truth that mademe start thinking, I was like,
(07:20):
if if because politics, itdoesn't go that way.
If the crowd boos you, thepolitician's gonna back up.
Oh, I'm gonna go somewhere elsebecause I want you to like me.
Paul didn't care.
And uh he was concerned abouttruth.
And so me being a Christian, mymy my ears kind of perked up,
and I was like, maybe he hassomething to say because he
doesn't care what the massesthink.
Uh, he doesn't care whatpolitics say.
And so, yeah, I started thatjourney of listening to Ron
(07:43):
Paul, the Federal Reserve, inthe Fed.
By 2012, I was pretty much inthat Ron Paul revolution, and
then I just kind of snowballedfrom there.
Speaker 2 (07:51):
Okay, yeah.
So then when you had kids, andobviously that played into we
are going to homeschool, how didthat go over with your wife?
Speaker 1 (07:59):
Yeah, we always pretty much in agreement.
Uh, we were kind of on that RonPaul revolution together.
Before that, we were Mr.
and Mrs.
Republican, you know.
Uh, we even drove to SouthCarolina to campaign for uh you
remember the guy, uh FredThomas.
He used to be on Law and Order,he was an actor.
I don't know why we liked thatguy, but we like, you know, so
that I'm just telling you,that's how ingrained I was in
(08:20):
American politics conservatism.
So Ron Paul kind of woke us uptogether.
And uh, so then when we hadkids, yeah, so we had these
questions.
We we we pretty much knew weweren't gonna send them to
public school, even though itwould have been so much easier
to do that.
It always is, uh, because it'slike it's just free day daycare,
even though it's really notfree.
You're paying for it, uh, oneway or the other.
But uh, so we went to send themmy first child to a Christian
(08:43):
school to start with.
And um, to me, and this mightrub some people the wrong way,
and I I don't mean it.
It is just my experience andand where I am.
Okay.
Yeah.
To me, this Christian schoolwas more statist, and what I
mean by status, pro-America,pro-state than the public
schools were.
And I was like, that's weird.
Yeah, I wouldn't have thoughtthat.
(09:03):
And uh, so you know, the onlyother option we thought after
that was, well, we'll justhomeschool.
And I'm glad we did.
It's freeing in a lot of ways,it gives you more time to freeze
your schedule.
And if you're, well, if you'remore like me, I'm a little bit
more of a unschooler.
We have curriculum and we haveuh things that we do.
Uh we're part of the classicallearner.
(09:23):
Yeah.
Really good, really good stuff.
And they and they have likeZoom calls so the kids can be
with other kids and askquestions and stuff like that.
So we do it just a hodgepodgeof of schooling and uh just and
really focus in on what theywant to learn at the time.
Because I mean, public schoolis all about curriculum and and
you got to do this.
Everybody has to do it, whetheryou're interested in it or not,
you know.
(09:43):
And in my life, and I thinkeverybody's life, if you're not
really interested in it, you'renot gonna learn it.
I mean, yeah, you can learn itjust enough to pass a test, but
it's not gonna stick with you.
But it but if you're somethingthat you really want to learn,
you're you're gonna dig in andyou're gonna you're gonna learn
it.
Like my oldest, she reallylikes video editing and stuff
like that.
She even helped me with one ofmy music videos.
And so I'm like, I'm leaninginto that.
(10:05):
Not saying she's gonna grow upand be a uh video editor, but
maybe, you know, it's I'm justgonna lean into what they want
to at at the time and we'll tryto fill in the other gaps here.
I'm not gonna say they're notgonna learn math or you know,
they're not gonna learn to read.
And but I I found that it'sscary for a lot of people when
they start this journey, but alot of those things like them
(10:25):
learning how to read kind ofworks itself out.
And so it's really no reason tobe that scared.
Uh, because if the publicschool could teach us how to
read, I think pretty muchanybody can teach anybody how to
read.
I I'll just put it that way.
I don't have much faith in thepublic school.
Speaker 2 (10:40):
So true.
And I remember interviewing umElijah Stanfield, the
illustrator for the Tiddle Twinson my podcast.
And he goes, Public school in afew years is going to be the
welfare of school.
Like that's gonna be thewelfare of education.
Speaker (10:53):
Yeah.
Speaker 2 (10:54):
It's it's like that's where, you know, like most
people would be like, Oh, I'mnot sending my kid there.
And I at the time I was like,oh, what a bold statement.
And now I'm like, Yeah, I'mseeing that.
What did you mean though whenyou said that like the Catholic
school or was it Christian theChristian school, yeah, was
status?
Like had you gone from thelike, you know, Stanford, the
(11:15):
Pledge of Allegiance and and ouryou know, our military and all
that to more like, hey, this isopposite ends of the same
opposite wings of the same bird.
Speaker 1 (11:25):
Yes, yeah.
Because as a Republican, you'realways taught that the left is
pro-state and the right's not.
You know, we're for freedom,the right.
I have come to learn that, likeyou said, it's it's two wings
of the same bird.
The left is more pro-state whenit comes to social security,
or, you know, it's not talkingabout the program, but like the
security of society, safetynets, and things like that.
(11:47):
But man, the right is just asstatist, but just in other
flavors, you know, more pro-uhpolice, definitely pro-ICE with
all the stuff that's going onnow, pro-military.
And so, yeah, that was one ofthe things that really rubbed
me, even when I was Mr.
Bush.
I had to eventually come to thepoint where it's like, why are
we in Iraq?
Why are like, even if youbelieve 9-11, the the official
(12:08):
story of 9-11?
I'm not saying it didn'thappen, but the official story,
why are we in Iraq?
Like, why it makes no sense?
And so then you start seeinghow the church treats this,
these wars and nation buildings,and it's like they root it on.
And it's like, aren't wefollowing the Prince of Peace?
Why are we for war?
Um, and I'm not saying you haveto be a pacifist, uh, even
though I get in closer andcloser there every day, but you
(12:31):
have to realize that that war isa racket and it's not something
that is used for good themajority of the time.
It's it's it's specialinterest.
I mean, look at what's going onin Venezuela.
You know, they're gonna putthis, frame it as it's it's
fentanyl and drugs, but youknow, we've been we live through
a rock.
We know what's up.
Venezuela was on that list ofthe axis of evil back when Bush
(12:52):
started all this stuff back inwhen I was 18.
So yeah, war was a was a thingthat really woke me up and um I
kind of got off track a littlebit there.
What was the what was the mainquestion there?
Speaker 2 (13:02):
I don't know, but it brings me to another question
because this I ask all the time.
So the people back in like the60s and 70s that were against
war, that were protesting, havesomehow now become the
Democrats.
How do you think that happened?
And then and then the peoplewho were kind of like, I don't
know, like me, like I don'treally pay attention to that
(13:24):
stuff growing up.
And then now I'm leaning moreconservative, even though I do
think it is both sides of thesame bird, and there's just all
puppets up there, somebody elseis controlling them from the
top.
But when they tell us we haveto go vote, there is a side that
I vote for.
If they want to take a poll andsee how we feel, I'll I'll give
them my ideas.
But how do you think thatdynamic happened?
(13:45):
Like, is that a mind game initself?
The dynamic of the pro-war andthe people that were protesting
war are tend to now be thepeople that are the ones um, you
know, Antifa, except forAntifa, is actually not
anti-fascist because they're no,they're it's but like you know
what I mean, that kind of thesepeople, or like you get the the
(14:07):
people that used to sing about,you know, anti-state,
anti-establishment, and thenthose were the people that were
telling us to get the COVIDshot.
Speaker 1 (14:13):
Yeah, oh yeah.
Now, yeah, that is it shows thehypocrisy.
You and your audience seize theleft's hypocrisy.
Like you're gonna say you'reanti-war, but yet you you
support basically the COVIDpolice and and and forced
injections.
Like, so you're againstaggressive force overseas, but
at home, you're talking aboutyou know, forced vaccination
didn't bother you at all and allthese things.
(14:33):
Yeah, it's a hypocrisy.
And I I say it's hypocrisy onthe right, too.
That you know, they're the onesthat claim that they're so
pro-freedom, but yet you can'thave freedom and have a police
state.
You can't have freedom and haveice like just rounding up
everybody.
You know, part of freedom isfreedom of movement.
And I and I'll I'll rub a lotof people wrong there, but you
know, if if somebody comes tothis country illegally and they
(14:55):
work on my farm and and theyrent from me, who who are they
hurting?
Like that they're not people,the right loves to say that
they're against collectives, butyet they use this country as a
collective.
And they they like to wronglysay that property rights, like
they they equate property lightsrights to people coming to this
country and saying, you know,well, they they came across the
(15:16):
border, they violated propertyrights.
Whose property rights?
I'm talking about individuals.
If they're renting fromsomebody, working on somebody's
farm, who whose property rightsdid they violate?
That you know, so I thinkthere's hypocrisy all the way
around.
But yeah, the left is a littlebit more in your face sometimes.
Yeah, it's just it's laughable.
Yeah, yeah.
I'll agree with that.
Speaker 2 (15:37):
So how do you homeschool kids in a world like
this?
This has always been one of myquestions from the beginning.
When you're I mean, down tolike, I don't know, you're
reading a children's book aboutthe moon landing, and you know,
I'll find myself saying to myson, like, it's what they tell
us allegedly.
Allegedly.
But like, it's like, I don'tknow.
I'm still figuring that stuffout.
(15:58):
A lot of things don't makesense about that.
Or or 9-11 and how thatactually happened.
How do you homeschool?
You have how many kids do youhave?
Speaker 1 (16:06):
Two.
Have a six-year-old and twogirls, six-year-old and
twelve-year-old.
Speaker 2 (16:10):
So, how do you do that?
When you know, when you look atthe world the way that you do
and you see it the way that youdo, like you don't want to scare
them, but make them sound crazyon the playground.
Speaker 1 (16:21):
Well, I mean, they probably think I'm crazy.
Uh, yeah, they definitely getthe anti-state uh side from me.
You know, I you know, and I andI let them know.
So, but but I but I Idefinitely want them to be open
too.
You know, don't just, you know,everything your dad says is the
gospel truth.
You need to you need to lookand you need to discover these
things on on your own.
Speaker 2 (16:39):
After three years of interviewing homeschooling
families, I realized howoverwhelming it can be to piece
everything together.
So I took the best advice,tips, questions, and resources
that I've learned along the wayand put them into one practical
ebook.
If you're looking for a clearstarting point, you'll find the
link in this show's description.
Speaker 1 (17:00):
So, yeah, I I try to be open.
So that that and and I thinknot having a set curriculum kind
of allows you to do thatbecause with curricul certain
curriculum, it's almost likesystematic theology.
I mean, there's gonna bethere's gonna be a certain
standard that they set andthey're gonna keep that that
standard, and rightfully so withwith curriculum.
But when you kind of glean fromdifferent sources and pull a
(17:22):
little bit here, pull a littlebit there, I think you're able
to maybe see a little bitbroader picture and not be so
narrow in on in schooling.
Uh, so that's that's kind of myapproach.
I don't ever want to give thema narrow view because I think
it's important for people todevelop their own point of view.
Speaker 2 (17:37):
Yeah, no, that's a lot of sense.
And it is hard with thecurriculum.
I, you know, I work with theTuttle twins.
I've been reading their bookslong before I ever started
working with them.
In fact, when they were like,we'll send you the books, I was
like, man, I already boughtthem.
Start it.
But I do love the way they kindof like put it all to a story
so that you know the little onesmight not be getting the full
(17:58):
concept, they're just listeningto the story as you get older,
and even for us, it'sentertaining to listen to.
Speaker 1 (18:03):
And the show, the show is great.
I mean, you know, the but thebooks, the books too.
Speaker 2 (18:08):
The show is so good, yeah, on Angel Network.
Uh any in the history books.
So we'll listen to those evenon audio, sometimes in the car.
And I've I've just learned waymore than I ever did in school.
And this is me homeschooling aseven-year-old.
So it's sad.
Well, you're right.
Like if the if the publicschool can teach your kid how to
read, you will have no problem.
It just might have to be whenthey're cognitively ready.
(18:31):
You know, with my son, I'mlike, come on, why aren't you
reading at five years old?
Speaker 1 (18:35):
And it's like it's different for everybody.
Speaker 2 (18:37):
Run around.
Yeah.
So run around and jump andplay.
Speaker 1 (18:39):
Yeah.
And that's what five-year-oldsshould be doing.
I mean, especially boys, youknow, the boys at public school,
like they treat everybody thesame.
You know, they're they're sobig on gender and gender fluid,
you know, and all this stuff,but yet they don't realize the,
well, I guess that is theproblem.
They don't realize thedifference between a uh uh a
male and a female, and and andthey treat them both the same.
You know, boys they can't sitin a desk, you know, eight or
(19:01):
six hours a day or whatever itis, you know.
It they they've got to movearound.
And a lot of girls are the sameway, but I think girls have the
attendant the tendency to be alittle bit more focused,
especially at an early age thanthan boys.
We just, you know, we have aour brain develops slower, you
know.
But if we're just two differentpeople and and our two
different genders.
And uh yeah, the public schoolsystem just everybody has to fit
(19:24):
in a in a certain box.
And that's I'm anti-statebecause the state sees us all as
a collective, the state sees usall as a group of people
instead of individuals.
We are all individual peoplewith individual thoughts, with
individual dreams, and you can'tput everybody in the same box.
And uh, so I, you know, that'sthe main idea of ANCAP Tim is
(19:47):
that I'm for the individual.
I'm anti state because I'm forthe individual.
And yeah, I try I try to bringthat into schooling as as well.
You know, that they're they'regonna have both of my my two
girls, they're both different.
They're not the same, they'renot the same person.
So, you know, you they theylearn different.
And um we use differentstrategies to teach them both
different, you know, I don't tryto put the same the same shoe
on both of them because theyboth have two different sized
(20:08):
feet.
Speaker 2 (20:09):
Well, and I love what you said about the unschooling,
because for a lot of peoplethat just, you know, might be
new to homeschooling and reallylike, what is unschooling?
You just kind of let your kidplay video games all day, or you
know, and it took me a longtime of talking to all different
families to kind of get a broadoverview of like what
unschooling actually is.
And it isn't we don't we justlet them do whatever they want
all day.
(20:29):
It is like we see whatinterests them and then we give
them a curriculum or a unitstudy or you know, guide them
with lessons and something, youknow, maybe it's a ukulele, it's
a lessons, or you know, it'sguiding them and what interests
them.
And you keep you keep bringingup the point of us being
individuals.
And I think it took a long timefor me too to realize that not
(20:50):
every kid needs to know theexact same thing by the time
they graduate at 18.
Because as I'm interviewingthese families, I'm like, man,
but you're taking you're you'reteaching your kid Latin.
Like, oh my god, I don't wantto do that.
I have no interest in learningLatin.
Now it might be that I have nointerest because I've never
looked into Latin.
Maybe it actually would beinteresting because you'd you'd
relate it to the history and andthe Bible and stuff like that.
(21:12):
That would be cool, but likejust learning Latin, like I'm
not gonna use it anywhere, itjust seemed awful to me.
And after a while, I kind ofstepped back and I'm like, I
don't have to teach wicked Latinif we don't want to learn
Latin.
Speaker (21:23):
Exactly.
Speaker 2 (21:23):
We we don't have to do earth science if we don't
want to do earth science.
We don't have to dotrigonometry.
We can spend uh an entire yearon World War II and you know,
talking about the conspiracytheories versus what they teach
you in the school system andtalk about it and have debates
with each other.
Like you can make this as coolas you want to make it, and that
(21:46):
is free, it's freeing so free.
Speaker 1 (21:48):
Yeah, you don't have to be locked into a certain
certain thing.
You can be an individual andyou can be free.
Speaker 2 (21:53):
Yeah, I graduated high school and college, four
years of college, and I feellike I knew nothing.
Speaker 1 (21:58):
Well, I mean, yeah, yeah.
You know, the public schoolsystem was designed to get
people used to going to afactory job, you know.
I mean, that that's that's whatit was.
And nothing to knock factoryjobs, you know, but that that
was the purpose of it.
So when we don't har hardlyhave any factory jobs in
America, maybe we should rethinkthat.
And uh before that, it was morelike unschooling.
(22:19):
People people learned on anindividual level.
Now they had maybe anindividual to tutor that came by
and and taught them things.
And it wasn't until they wentto like a university that they
maybe got that collectiveteaching, you know, that that
group teaching.
But their formidable years,their foundation years was all
at home before the public schoolsystem.
Speaker 2 (22:37):
Yeah.
I mean, they had one roomschoolhouses, but that was like
the difference there was thatthe community got together and
talked about who they wanted tobe the teacher.
You know, like you decided,okay, I like this lady, I like
her values, I know her.
Let's make her the teacher.
And then you all like probablyput in money to pay her salary.
(22:57):
So it wasn't like forced taxes,it was voluntary exchange.
Speaker 1 (23:02):
Yes.
Good ideas don't require force,you know.
So you don't need a gun in thegovernment to pay for teachers,
you know.
We can do it voluntarily.
Like you said, like LittleHouse on the Prairie, you know.
We love watching that.
I watch that with my girls, anduh, because they got the the
two the two girls, uh the olderand the younger.
Speaker 2 (23:18):
And uh but yeah, we watch that as well, and I feel
like we've been watching it fortwo years straight, and it's
still going on, which I love,but I'm tired of play paying for
Peacock because it's like $17 amonth now.
I'm like, can we just getthrough it?
There's like there's like 10seasons that all have 30
episodes each.
Speaker (23:35):
Yeah, yeah.
Speaker 2 (23:36):
But it is so good.
I heard that it's verydifferent from the books because
it's obviously more dramaticfor TV.
So uh someday we'll sit downand read the books, maybe with
my daughter.
I don't see my son doing it,but with my she's only three
now.
But yeah, I love Little Houseon the Prairie, and it has given
me such a good perspective onthings.
Like I will always say to myson now, because we've watched
(23:56):
it for over a year, probably twoyears now.
I will always say to him, like,we'll be driving on a road, and
I'll say, Imagine this roadduring Little House on the
Prairie days.
This road probably wasn't here,this was probably a farm.
And so I will relate so muchback to, oh, look at this is
when like Laura was little.
That's the time period this washappening.
You know, if we're talkingabout the Revolutionary War or
(24:17):
the Civil War, I'll be like, Oh,well, this was a hundred years
before Laura Inglis was evenborn.
Yeah, and that gives himperspective.
So I know people hate, youknow, watching TV, but like,
whatever to me in so manysituations, and it's just nice.
We all get together as a familyat night and watch it.
Speaker 1 (24:33):
So yeah, and my girls do a lot of the the lessons are
on their iPad just because myoldest grew up, she was a
YouTube kid, you know, and likeYouTube kids, full YouTube.
But uh that to her, that it'sthat audible and visual, she's
got it.
If she if she hears it and uhand sees it, and that's like me,
that's how I am.
But my wife's totallydifferent.
She's more of a she likes toread it.
(24:54):
And uh, I think our youngestmay be more like her, learn to
read quick.
Well, both of our kids learn toread really quick.
Uh, you know, I'm not gonnatake much credit for that.
Uh because like I said, yourpublic school could teach you
how to read.
They just picked it up.
And um, and a lot of it for myoldest was watching these videos
where somebody would read andthey'd have the words, and you
know, it would kind of like thethe bouncing ball kind of thing,
and it she just picked it up,and uh so yeah, yeah, you know,
(25:16):
because with my son, he's seven,and we're like just getting
there now.
Speaker 2 (25:20):
Like he'll I'll have a book or there will be
something on the TV or I'm on atruck, and he'll start to sound
it out and say it.
And I'm like, oh my god, it'sbeen like three years.
This is amazing.
Yeah, and then my daughter,like, I know she'll just start
and I'll have to give MissRachel the credit on YouTube.
Miss Rachel, are you familiarwith that?
Yeah, Miss Rachel taught mydaughter how to read.
Speaker 1 (25:42):
But and there's nothing wrong with that.
There's nothing wrong withusing all these different
sources.
I'm definitely notanti-technology.
I think it's it's great.
Speaker 2 (25:49):
What do you think then for the future of AI and
what that's gonna do to ourjobs?
And is it going to be theterminator?
Speaker 1 (25:56):
I mean, if you want to go some crazy territory, uh,
I was listening to it was uh Idon't listen to Tucker Carlson
that much, uh, but uh it was hehad an interesting guest on, and
they were talking about how AIcould be like the antichrist and
stuff.
And I I thought that wasinteresting.
Uh I didn't take in enough toeven talk sensible about it
right here.
Uh but it's as far as AI, um, Ithink it's technology and it
(26:17):
can be can be used to makepeople's lives better.
So I I'm not never I'm nevergonna be anti-technology just
because you know somebody mightlose a job or something like
that, because there's alwaysmore benefit.
You know, that it's kind oflike a socialist idea of being
anti-technology because of jobs.
You know, if that's the case,let's do away with all the uh
(26:37):
bucket trucks or uh backhoes andstuff and just give a bunch of
workers spoons to dig a ditch.
You know, it's uh the how Imean how far can you go?
Technology's great and it makespeople's lives better and it
helps businesses and workersalike get more done in the same
amount of time.
So I I'm never gonna beanti-technology unless AI
(26:58):
becomes the Antichrist orsomething.
Speaker 2 (27:00):
But also, how do you feel though, as a songwriter?
Because now you can say to ChatGPT, hey, write me lyrics for
this and you know, the music forthat, how does that affect you?
Speaker 1 (27:09):
It bothers me a little bit, but I I've even used
Chat GPT.
I've had a really good idea, Ihad a verse, and then I'm like,
what would rhyme better here?
And he spits me off 15different things and I choose
one.
So I'm not one to be like, hey,write me a song just because I
even tried it a couple of times.
I think it's a little cheesy,but uh again, it's a tool.
If if if you if you use itcorrectly, or well, I'm saying
(27:30):
there's a right and wrong way touse it, but use it sparingly.
I I think it it can help.
Even helped me one time come upwith a song title for one of my
songs.
I was like, what should I namethis song?
And he gave me like three orfour different uh I say he, I
don't know what it is, uh genderneutral something.
I don't know.
But you know, and I was like,hey, that that one's good.
Speaker 2 (27:46):
He identifies as a cat.
Speaker 1 (27:48):
Yeah, I can't.
So yeah, yes, use it sparingly.
I mean, and if it if it helpsyou, great.
Speaker 2 (27:53):
Yeah.
I and I and and there have beenlots of instances where I try
to have it help me and it likecan't do the thing I'm asking.
And I'm like, are we reallyworried that it's gonna take
over the world?
It's like I'm just trying toget it to put an ad in the like
take out ums and uhs in mypodcast without distorting my
voice.
Yes.
Can't do that.
Speaker 1 (28:13):
I know the simplest things it just can't handle
sometimes.
And it's like, dude, like, youknow, you can come up with a
fake picture, you know, out ofthe blue, but you can't, like,
like you said, do somethingsimple.
Speaker 2 (28:24):
Are you looking for an easy way to fill your
homeschool health and safetyreporting requirements?
I wrote a children's book thathelps families teach what to do
in real emergency situations.
Things we don't always think toteach, like fire safety, water
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Let's talk emergencies islinked in the show's
description.
Speaker 1 (28:46):
It's a and and it's and it's chat GPT is very
agreeable with you, like so muchso that it's like it it's
almost useless because it you'llbe asking it in a maybe it's
opinion or or something likethat, and it just wants to agree
with you.
And it's so yeah, yeah, it'sit's got a ways to go if it's
gonna take over the world.
Speaker 2 (29:01):
But I've noticed that too, and that's so creepy about
it.
Like they programmed it to belike, make this person feel
good.
So it'll always be like, You'reon the right track.
I'm your best bud.
Yeah, yeah.
Speaker 1 (29:13):
Well, they want you to keep using it.
It's a you know, it's abusiness aspect.
Speaker 2 (29:16):
I see Mark Zuckerberg's face every time it
does that to me, like creepilybehind a computer, going, I'm
gonna be your your spouse oneday.
Like, like he's trying to makepeople fall in love with their
chat GPT.
Speaker 1 (29:29):
Yeah, it does come across that way.
Yeah, they want you to keeppaying that $19.99 a month.
Speaker 2 (29:34):
You know what I wanted to ask you in the very
beginning when you're talkingabout the um you know,
capitalism and the free market,and I asked, I I released an
episode last week.
Well, when this airs, it wouldbe in December.
I released it.
So with an an economist fromthe Mises Institute.
Yeah, I saw some of that.
And I asked him, so I was inMystic, Connecticut in June, and
(29:56):
I was at a whale like on theseaport, they have a museum and
they had a whaling exhibit, andI didn't know what whaling was.
Like, I was like, Okay, see awhale, I don't know.
And then it wasn't until one ofthe ladies that was working in
the general store in theirlittle house on the prairie kind
of thing, they have it like setup back in the old days.
She was like, Oh, did youhappen to go to the whaling
exhibit?
And I'm like, No, my kids arekind of tired, we're gonna head
(30:18):
out.
And she's like, Oh, did youeven go on the the ship?
That was the last, this was thelast wooden whaling ship in
existence.
And I'm like, I don't, I don'teven know what whaling is.
And so she's like, Oh my god.
So she explained to me thoughthat it was this process of like
killing these whales, and theyuse the it for oil and all sorts
of things, right?
They and they would go out onthese adventures for three to
five years, they'd come back,they'd process the whales right
(30:41):
on the ship.
Like it was pretty amazing whatthey did.
They'd go down, they'd have alittle guy standing up, and then
when when he'd see the whaleblow, and and he'd have to know
that that blow is from thatparticular whale because that
one floats when it's dead, andthat was easier for them to
pull.
But that's where the saying,there she blows, comes from
because he'd be standing upthere, there she blows, and
(31:03):
everybody would go out on thesmaller ship, on the the smaller
boats, basically kill it withthe spears or whatever they if
they had a better term for it,and then lug the whale by rope,
and then somehow get it back uponto the ship and they'd process
it there and they'd do that forlike 60 whales.
So this took three to fiveyears.
They'd go out on these venturesand come back and then go out
and do it again.
So, long story short, a lot ofthe whales became extinct that
(31:26):
they were using for this, right?
And the whaling exhibit, thewhole thing, there was a big
monument and it was all aboutcapitalism being bad.
Speaker (31:35):
Yeah, yeah, right.
Speaker 2 (31:36):
I'm looking at this thing, I'm like, oh, this is
cool.
Is this like a life-size whale?
The curator comes over andshe's like, Well, and I was
like, Hey, why is why isRockefeller up there?
And why is you know, it hadlike people of today too,
probably Trump.
So I'm like, why are thesepeople on here?
And she's like, Well, it's ananti-capitalism monument.
And I'm like, why?
What does that even have to dowith whaling?
And she's like, Well, if therewasn't capitalism, if somebody
(31:58):
was overseeing this, then thewhales never would have gone
extinct.
And yada yada.
So, what I wanted to kind oftouch on is you said in the
beginning, if it was going toharm us, they would stop, they
don't want to maim theircustomers, they don't, they
don't want you to die becausethey want you to be a repeat
customer, but what about when ithurts somebody else?
We kind of have to have acertain responsibility to know
that what we're buying isethical, yeah.
Speaker 1 (32:20):
Yeah, and that gig like how does that work?
Yeah, I think that comes downto the consumer, a a
knowledgeable consumer.
So if whaling and thepossibility of the extinction of
whales mean something to you,then you vote with your purse
and you don't buy this product,you buy something else.
You know, with Standard Oil anda lot of these companies that
were doing all this whaling, I'mI'm sure they had some
(32:42):
government contracts and someregulation that helped them keep
out alternative maybe fuels.
And uh, you know, that therewere there was a reason that
they focused so much on the oilfrom the well instead of oil
maybe out of the ground or oryou know, so that's the problem
with with government regulation.
It's gonna benefit one groupover the other.
(33:02):
Whoever's got the most money topad the politicians' pockets to
write the laws, they're they'rethey're gonna win out.
It was, I don't know if it's anAustrian economics guy that
that came up with the termBaptist and bootlegger, but like
every law, you can you can findthe Baptist and you can find
the bootlegger.
So like prohibition is the mostobvious.
Uh the Baptist, drinking'swrong.
You shouldn't drink, you know.
We need to outlaw it becausemorally, blah, blah, blah, blah,
(33:25):
blah.
You know, and then thebootlegger is gonna benefit off
this law, gonna benefit offprohibition because that means
prices for their uh homemadewhiskey or whatever, uh, is
gonna go go up because the stateis keeping everybody out of it.
And uh, so every law, whetheryou you look at environmental
laws that would maybe protectthe whales, yeah.
(33:47):
You have like the lady who wastelling you that capitalism's
evil and look at whaling as anexample, she's the Baptist in
that situation.
And the bootlegger is all thepeople who's gonna benefit off
of whatever, whatever law.
Let's say say it's uh they wantto push solar panels or or
green energy.
Well, it's the companies thatare making the green products,
the solar panels, whatever.
(34:08):
Like they're the ones that arepushing for it.
And and they use the bootleggerwill always use the Baptist to
to do what they to get the lawon their side.
Speaker 2 (34:17):
Greta Thunberg.
Speaker 1 (34:18):
Yeah, yeah.
Speaker 2 (34:19):
Yeah, that makes sense.
It does.
And it so we really have to putmore on ourselves to say what
are we consuming, even down toour cell phones.
It's like, don't talk to meabout slavery when you've got a
cell phone in your hand andthey're using children to dig
for the cobalt in these minesand like half of them are dying
or whatnot.
So yeah, it it's in an in anage now where it is so easy to
(34:42):
get this information.
Yeah, it's like you you reallycan, but you have to be willing
to then sacrifice, okay, what amI gonna do?
Am I gonna go without the cellphone then or am I gonna shut my
mouth?
Speaker 1 (34:52):
Yeah.
Well, yeah, and the child laborthing has a different you also
have to look at it from adifferent standpoint.
You have to look at it from athird world, I hate to use that
term, but you have to look at itfrom their standpoint.
Would these what would thesekids do without the job?
I'm not I'm not in favor ofchild labor, but where would
they be without the job?
Dead, probably.
Start.
You know, that there's alwaysthere's always two sides.
(35:12):
It's they have a job andthey're able to eat.
So I I'm I'm not I'm not makingexcuses for it, but there's
there's other aspects.
And uh so I think free peopledeciding whether they want to
support that or not is a wholelot better than government force
uh because that is a monopoly.
Government gets to to telleverybody what to do and what to
(35:33):
what to not do, where whether Iwant to maximize freedom, where
individuals get to say, no, Idon't want to support that.
I don't want to be a part ofthat.
Again, good ideas don't requireforce.
If if if you've got a a goodmessage that the world needs to
hear about children in a uhlithium mine or whatever, then
then share those things.
You don't need force, you don'tneed the state's force to help
(35:56):
you spread those ideas.
That's what that's what youknow, voluntary exchange is.
Speaker 2 (36:00):
Is that why you became a songwriter?
Speaker 1 (36:02):
Uh, I've always been in it involved in music.
Uh, I was a music minister at achurch for quite a long time.
And then when I when my viewsstarted to go a little bit more
libertarian state, I kind of sawthat that was probably not the
best fit at a Baptist church.
I didn't know how well that wasgonna go over.
So I kind of eased myself out.
Then I was with a Christianband for a while.
It was a little more freeingbeing at a different church
(36:24):
every week.
You know, uh people weren'tgonna look at my Facebook post
or stuff, you know, stuff likethat.
So yeah, that's kind of thejourney that I took as far as a
musical journey to get me tosongwriting.
Grew up in a church, did theChristian band thing, learned a
lot about songwriting with theuh the other guy in the
Christian band.
He was a songwriter.
He was a songwriter for ourgroup, and so kind of really
(36:45):
learned how to do it withoutdoing it myself.
And then COVID hit and it itkilled that Christian band.
I mean, it all the churchesshut down, you know.
And we were doing it prettymuch full time, going from
church to church, sometimesThursday night, Friday night,
Saturday night, Sunday morning,Sunday night, you know.
Wow.
And then when that stops,churches just close up and
you've got it booked out sixmonths, and they're like, sorry.
(37:06):
Well, you know, we don't knowwhat it's gonna be in six
months, or and we just had tocall it quits.
And I was very angry duringthat time, during COVID, as it
woke a lot of people up, and I'mglad for that.
But man, I was just so mad atthe world.
Yeah, just screaming, like, whyare y'all going along with this
craziness?
Speaker 2 (37:24):
And at the church, no less.
Speaker 1 (37:26):
Yes, at the church.
Yeah, I actually went to it,went to started going to a
different church over COVID,over their their BS, that you
know, all their precautions.
And it's like, give me a break,guys.
Y'all can't see through this.
So, writing to me was anoutlet, an healthy outlet to
where I could express some ofthese things and not just be so
mad inside.
And so that's really kind ofthe start of ANCAP 10 was during
(37:46):
COVID and and with a notepad onmy my phone around 2020.
Uh, a lot of these ideas cameto life then.
And uh, that's why I put thegot the album done in in in uh
July of this year.
And just, you know, wanted toshare these these principles of
the individual is more importantthan the collective.
Good ideas don't require force.
War is a racket, Christ isking.
(38:07):
I, you know, I end the albumwith that.
Uh so that that was that wasthe purpose of Band Cap Tim,
just to just to share freedomand voluntary exchange.
It's like we all know thatthat's how the world should run
with voluntary exchange.
I have something, you wantsomething, let's trade, let's
barter, let's, let's, let's makea deal.
But yet we think that the statehas to be involved on all these
(38:29):
other these aspects of ourlives.
And that's not voluntaryexchange.
That's that's force.
And so, yeah, just trying toshare these ideas and hopefully
bring some people to the libertymovement.
Speaker 2 (38:39):
Yeah.
So I would imagine it would behard for you to be in a job like
in a corporation or working forthe man.
Speaker 1 (38:46):
Well, you know, I there's nothing wrong with
working for someone, uh, but uh,yeah, I I do own my my own
business, do some constructionwork, and I also do studio work
for other people, not just forNCAP Tim.
I do edits and mixing andmastering.
So yeah, I I definitely likebeing my own boss.
You know, I'm definitely havethat uh that rebel streak in me.
But I, you know, I don't thinkthere's anything wrong with
(39:07):
working for someone, evenworking for a corporation.
I'm not anti-corporation, but Iwill say that in a true free
market with no regulations,corporations wouldn't exist.
Corporations exist to getaround regulations.
So if the regulations weren'tthere, that there'd be no need
for corporations.
Uh so that's where me and theleft, you know, the left hate
corporations.
And and some rightfully so.
(39:28):
But I'm like, you realize it'sthe state that you love so much
that enables the corporation tobe to have the power that it
has.
Speaker 2 (39:35):
All right.
Can you walk us through thatfor just a minute?
I know and we're running up onthe hour, but I'm trying to
conceptualize how that wouldwork.
How why wouldn't a corporationsurvive in a completely free
market?
Speaker 1 (39:47):
I mean, I'm not saying it couldn't survive.
I just don't think there wouldbe a need for it.
Because the whole purpose of acorporation is to make it a more
about a collective instead ofan individual, because
individuals pay taxes, right?
So when you have a corporation,a corporation doesn't pay
taxes, uh, only its employeesdo.
And so you're able to uh keepmore profit, which profit's a
(40:09):
good thing in business, and uhit enables you to to invest and
to spread your business and toinnovate.
So I'm not against profit.
I love profit, but thecorporations exist so that they
can get around taxes and and Idon't blame them.
And they exist to get aroundregulations and they exist to
push regulations, the wholeBaptist and bootlegger thing.
(40:30):
They're they want theregulation so that the little
guy can't compete anymore, sothat the little guy has to have
a lawyer on staff just to knowif he's in compliance.
You know, they love that stuff.
So if the market was anarchy,if the market was free, that's
what anarchy means, no rulers,freedom.
We had a free market.
I don't think there would be aneed for uh corporations.
(40:51):
There could be groups of peoplethat own a business, and there
could still be shareholders,somewhat, but the whole idea of
a corporation is a stateconstruct because it it's it's
has its very existence in thestate and all the documents that
you have to get to be acorporation and all these
things.
And so, yeah, I don't think itwould exist in a true free
market.
Speaker 2 (41:10):
Yeah, and that's stuff they never let us ponder
that those thoughts in schooleither.
No, no, no.
Like, let's what what if?
You know, they never let's juststretch your mind like that.
That's so cool.
All right, so where can peoplefind you if they want to check
out your music, your album?
Speaker 1 (41:25):
Yeah.
Ancaptim.com.
So an c A P T I M.com.
Don't put a WW in there, justAnCapTim.com, or you just search
AnCapTim on Google.
My album, my debut album, is onall the streaming services.
It's on uh Spotify, AppleMusic, Amazon music, uh, YouTube
music, all that stuff.
I have some uh music videosthat are on YouTube as well, but
(41:47):
all those links to all thesocials and all of the streaming
is at ancaptim.com.
And you know, I you know, I'veI've plugged this, I don't know
how many times, but uh yeah, Ihave some some merch, some
shirts and stuff that havedifferent sayings of of my you
know, some of my songs, but thatall can be found at at
AnCapTim.com.
Speaker 2 (42:07):
All right, I'll put the link in the show's
description too.
So if you can just hop thereand check it out.
That's so cool.
Well, I I know your girls arehaving a blast with you
homeschooling them withsometimes.
So it's like we need we'regonna be able to do it parents.
Speaker 1 (42:22):
You're crazy.
Like we don't, you know, wedon't want to lecture as we, you
know, drive by something and itset you off and we have to hear
it for 15 minutes, you know.
So it's not always fun.
Speaker 2 (42:30):
There will be a day that they appreciate that, and
we need more of that in theworld, more thinkers, more think
it through.
What would happen?
What if?
So thank you so much, Tim, forbeing here today.
This has been so fun.
Speaker 1 (42:40):
Hey, thank you for having me.
Speaker 2 (42:42):
Thank you for listening to the Homeschool How
To Podcast.
If today's episode helped you,please be sure to follow the
show and leave a review.
It's the best way to supportthe podcast.
And if you're just gettingstarted or need a reset, head to
thehomeschoolhowtu.com and grabmy free 30-day homeschool quick
start guide.
Until next time, keep learning,keep questioning, and thank you
for your love of the nextgeneration.
I didn't plan to homeschool.
I started asking hardquestions, realized how little
control parents actually have,and made the hard decision to
leave a government job tohomeschool my kids.
Now I interview otherhomeschooling parents to learn
how this all works.
I'm Cheryl, and this is theHomeschool How-To podcast.
Let's learn this together.
Welcome.
(00:24):
And with us today, I have Timfrom Virginia.
Tim, thank you for being here.
Speaker 1 (00:29):
Hey, thank you for having me.
Speaker 2 (00:30):
So, okay, I love this.
You're a songwriter and you'reon my screen as ANCAP Tim.
And I just asked you, I said,what does ANCAP stand for?
So why don't you go ahead andtell us?
Speaker 1 (00:40):
Yeah, ANCAP is short for um anarcho-capitalist.
And what that basically meansis I am in favor of anarchy,
which no rulers in the market.
True unadulterated capitalism.
So free market.
I think the market regulatesitself.
Generally, if if you kill yourcustomers or if you maim your
(01:01):
customers, if you hurt yourcustomers in a free market, you
wouldn't be in business long.
And you know, people would beable to come after you for
damages and whatnot.
It seems like it's only in thissystem, this socialist system
that we live in, that people areable to do bad business and not
really do anything for theircustomers and still stay in
business.
So true free market capitalism,the cream, would rise to the
(01:24):
top.
You would have totalcompetition.
The whole idea that we'retaught in public school that
monopolies exist is really afabrication of the state.
Monopolies only exist when thestate has power to keep out
competition.
And, you know, the greatexample they give us as Standard
Oil, Standard Oil hadgovernment contracts like crazy.
That's why they were able to dowhat they were do what they
(01:46):
did.
The railroad is anotherexample.
I mean, it doesn't get moregovernment involved in the
railroad.
So yeah, that's what ananarcho-capitalist is.
Uh they just want anarchy inthe market.
And some people, you know, go astep further and they more
anarchist across the board.
I lean that way.
Uh, I think we could do a lotbetter with voluntarism, this
(02:08):
idea peaceful people do a betterjob regulating each other than
agents of the state who have amonopoly on force.
So yeah, that's uh that didn'talways have to apply to
anarcho-capitalism.
Anarcho-capitalism is morespecifically, I want anarchy in
the market, government, yeah,free market, true free market.
Speaker 2 (02:27):
Yeah, and it it's crazy because that and you
homeschool too, right?
For the people listening,they're like, Well, how does she
end up here?
No, you do homeschool because,and I'm gonna guess, you and
your kids are not fullyvaccinated if I had to go out on
a limb.
Speaker 1 (02:39):
Yeah, yeah, you're right.
Not fully vaccinated.
Speaker 2 (02:42):
Yeah, yeah, I so and I grew up of the, you know,
mindset, the public school, andI remember thinking, like, well,
yeah, why can't we just takeall the money that we have and
disperse it evenly amongstpeople?
Like, what's wrong with that?
And I got that from the schoolsystem, and it's not that they
(03:02):
came out and blatantly said it,but there was definitely like
little things sprinkledthroughout my years of regular
public school and then going toa state university in New York,
no less.
And and it was only untilCOVID, and then a bunch of us
started waking up and beinglike, hold on, pump the brakes.
Like, you people aren'tthinking right.
And then we started being like,Whoa, are like, are we the
(03:26):
smart people now?
Because we're questioning thisis weird.
And uh, so my eyes startedopening up to it.
But I had never even learnedabout the free market in school.
Like they, and I tookeconomics, whether they put it
in the most boring way possibleso that none of us listened or
just memorized this for thetest, and then you're done.
But they never put it in arelatable way for like what does
(03:46):
a free market mean?
And so when I went to go workfor the government for 16 years,
I didn't, I it was seriouslyjust doing what they tell you,
and you never realize thatyou're just this one piece in a
bigger cog or you're a cog inthe wheel of uh doing probably
not good things for the economy,right?
Even though that like everyagency I worked for, like to
(04:08):
tout itself.
Like we are so wonderful forgiving out unemployment
insurance.
We are so wonderful to begiving out welfare and food
stamps.
Speaker 1 (04:17):
Um, but yeah, you got to steal from somebody to do
that.
Yeah, yeah.
And I have a shirt here.
Uh, that's one of my songs,Good ideas don't require force.
So if you want to take care ofpoor people, if you want to feed
the hungry, great.
I'm a Christian, I'm a followerof Christ.
I say go for it.
Man, it's it's great.
I try to do as much of that asI can.
But if you rely on the state toput guns to people's heads, the
(04:39):
the threat of violence throughtaxation, which is extortion at
best, theft, really, and to takethat money and then give to
other people, that's that's notuh voluntarism.
That's not what Jesus taught.
Jesus taught to freely give ofyour own self and to give to
other people and uh not not relyon the state to do it.
Speaker 2 (04:55):
And I worked for the tax department for some of that
time too.
So bad.
So bad.
And it's not legal.
You're right.
We all have a past.
There is not one statute thatsays that you have to pay income
tax on your wages.
Speaker 1 (05:08):
Yeah, and even to make it halfway palatable, they
had to change the U.S.
Constitution to even, you know,have their system even say
that, yeah, here it here it is,even though, yeah, I I agree
with you on on paper, no.
I mean, that you're gonna tax aman to work, and and if we
somehow thought 1913 that thatwas a gonna be a good idea.
Really, the creation of thatcame with the creation of the
(05:29):
Fed, the Federal Reserve.
And um, you know, I could go onthe Fed rampage of that for
days.
Um, we're gonna talk about allthe inflation and that we
currently have.
And so, yeah, but uh it's all amess.
But you can trace a lot of itback to 1913 with the income tax
and the creation of the FederalReserve.
Speaker 2 (05:45):
Do you think the Titanic really hit an iceberg?
Speaker 1 (05:49):
Well, that that plays into that Federal Reserve uh by
accident.
I don't believe any officialstory at face value.
Uh, I'll just put it that way.
Uh I've never looked into thatone a whole lot.
It makes sense.
Uh, there were some big namesat Jekyll Island.
You know, the Tuttle twins havea really good book about the
creature from Jekyll Island anduh, you know, Rockefeller and uh
Carnegie, or I know it wasCarnegie or not, but uh, you
(06:11):
know, JP Morgan, all of these,they wanted this Federal Reserve
because they wanted this systemthat was uh going to be rigged
in in their favor.
And that's what that's why wedon't have capitalism.
We we have a system that'srigged for certain people where
the state picks winners andlooters and uh shields people
that it wants to shield and andyou know doesn't care about
usually the us middle class isthe ones that it's caught in
(06:33):
between.
Speaker 2 (06:33):
Yeah.
So, okay, so when did you starthaving like seeing the world
this way?
Speaker 1 (06:39):
Ron Paul.
Ron Paul was my awakening backin eight when uh he was at the
the GOP debate, the Republicandebate, and he started talking
about blowback and that weshouldn't be nation building and
we shouldn't be involved in allthese wars overseas because
it's gonna come back to bite us.
American chickens come home theroof, so to speak.
And I mean, all the candidatesjust were like, I can't believe
(07:00):
you would say this.
And I was a little bit likethat at the time.
I was Mr.
Republican, you know, straightlace.
I voted for Bush when I was 18.
So, but the courage that ittook for that man to stand there
in the midst of that crowd, andI mean, the crowd just booed
him.
And he he he doubled down.
He was like, you know, I don'tcare.
I don't care if you boo me ornot.
Now, this this truth that mademe start thinking, I was like,
(07:20):
if if because politics, itdoesn't go that way.
If the crowd boos you, thepolitician's gonna back up.
Oh, I'm gonna go somewhere elsebecause I want you to like me.
Paul didn't care.
And uh he was concerned abouttruth.
And so me being a Christian, mymy my ears kind of perked up,
and I was like, maybe he hassomething to say because he
doesn't care what the massesthink.
Uh, he doesn't care whatpolitics say.
And so, yeah, I started thatjourney of listening to Ron
(07:43):
Paul, the Federal Reserve, inthe Fed.
By 2012, I was pretty much inthat Ron Paul revolution, and
then I just kind of snowballedfrom there.
Speaker 2 (07:51):
Okay, yeah.
So then when you had kids, andobviously that played into we
are going to homeschool, how didthat go over with your wife?
Speaker 1 (07:59):
Yeah, we always pretty much in agreement.
Uh, we were kind of on that RonPaul revolution together.
Before that, we were Mr.
and Mrs.
Republican, you know.
Uh, we even drove to SouthCarolina to campaign for uh you
remember the guy, uh FredThomas.
He used to be on Law and Order,he was an actor.
I don't know why we liked thatguy, but we like, you know, so
that I'm just telling you,that's how ingrained I was in
(08:20):
American politics conservatism.
So Ron Paul kind of woke us uptogether.
And uh, so then when we hadkids, yeah, so we had these
questions.
We we we pretty much knew weweren't gonna send them to
public school, even though itwould have been so much easier
to do that.
It always is, uh, because it'slike it's just free day daycare,
even though it's really notfree.
You're paying for it, uh, oneway or the other.
But uh, so we went to send themmy first child to a Christian
(08:43):
school to start with.
And um, to me, and this mightrub some people the wrong way,
and I I don't mean it.
It is just my experience andand where I am.
Okay.
Yeah.
To me, this Christian schoolwas more statist, and what I
mean by status, pro-America,pro-state than the public
schools were.
And I was like, that's weird.
Yeah, I wouldn't have thoughtthat.
(09:03):
And uh, so you know, the onlyother option we thought after
that was, well, we'll justhomeschool.
And I'm glad we did.
It's freeing in a lot of ways,it gives you more time to freeze
your schedule.
And if you're, well, if you'remore like me, I'm a little bit
more of a unschooler.
We have curriculum and we haveuh things that we do.
Uh we're part of the classicallearner.
(09:23):
Yeah.
Really good, really good stuff.
And they and they have likeZoom calls so the kids can be
with other kids and askquestions and stuff like that.
So we do it just a hodgepodgeof of schooling and uh just and
really focus in on what theywant to learn at the time.
Because I mean, public schoolis all about curriculum and and
you got to do this.
Everybody has to do it, whetheryou're interested in it or not,
you know.
(09:43):
And in my life, and I thinkeverybody's life, if you're not
really interested in it, you'renot gonna learn it.
I mean, yeah, you can learn itjust enough to pass a test, but
it's not gonna stick with you.
But it but if you're somethingthat you really want to learn,
you're you're gonna dig in andyou're gonna you're gonna learn
it.
Like my oldest, she reallylikes video editing and stuff
like that.
She even helped me with one ofmy music videos.
And so I'm like, I'm leaninginto that.
(10:05):
Not saying she's gonna grow upand be a uh video editor, but
maybe, you know, it's I'm justgonna lean into what they want
to at at the time and we'll tryto fill in the other gaps here.
I'm not gonna say they're notgonna learn math or you know,
they're not gonna learn to read.
And but I I found that it'sscary for a lot of people when
they start this journey, but alot of those things like them
(10:25):
learning how to read kind ofworks itself out.
And so it's really no reason tobe that scared.
Uh, because if the publicschool could teach us how to
read, I think pretty muchanybody can teach anybody how to
read.
I I'll just put it that way.
I don't have much faith in thepublic school.
Speaker 2 (10:40):
So true.
And I remember interviewing umElijah Stanfield, the
illustrator for the Tiddle Twinson my podcast.
And he goes, Public school in afew years is going to be the
welfare of school.
Like that's gonna be thewelfare of education.
Speaker (10:53):
Yeah.
Speaker 2 (10:54):
It's it's like that's where, you know, like most
people would be like, Oh, I'mnot sending my kid there.
And I at the time I was like,oh, what a bold statement.
And now I'm like, Yeah, I'mseeing that.
What did you mean though whenyou said that like the Catholic
school or was it Christian theChristian school, yeah, was
status?
Like had you gone from thelike, you know, Stanford, the
(11:15):
Pledge of Allegiance and and ouryou know, our military and all
that to more like, hey, this isopposite ends of the same
opposite wings of the same bird.
Speaker 1 (11:25):
Yes, yeah.
Because as a Republican, you'realways taught that the left is
pro-state and the right's not.
You know, we're for freedom,the right.
I have come to learn that, likeyou said, it's it's two wings
of the same bird.
The left is more pro-state whenit comes to social security,
or, you know, it's not talkingabout the program, but like the
security of society, safetynets, and things like that.
(11:47):
But man, the right is just asstatist, but just in other
flavors, you know, more pro-uhpolice, definitely pro-ICE with
all the stuff that's going onnow, pro-military.
And so, yeah, that was one ofthe things that really rubbed
me, even when I was Mr.
Bush.
I had to eventually come to thepoint where it's like, why are
we in Iraq?
Why are like, even if youbelieve 9-11, the the official
(12:08):
story of 9-11?
I'm not saying it didn'thappen, but the official story,
why are we in Iraq?
Like, why it makes no sense?
And so then you start seeinghow the church treats this,
these wars and nation buildings,and it's like they root it on.
And it's like, aren't wefollowing the Prince of Peace?
Why are we for war?
Um, and I'm not saying you haveto be a pacifist, uh, even
though I get in closer andcloser there every day, but you
(12:31):
have to realize that that war isa racket and it's not something
that is used for good themajority of the time.
It's it's it's specialinterest.
I mean, look at what's going onin Venezuela.
You know, they're gonna putthis, frame it as it's it's
fentanyl and drugs, but youknow, we've been we live through
a rock.
We know what's up.
Venezuela was on that list ofthe axis of evil back when Bush
(12:52):
started all this stuff back inwhen I was 18.
So yeah, war was a was a thingthat really woke me up and um I
kind of got off track a littlebit there.
What was the what was the mainquestion there?
Speaker 2 (13:02):
I don't know, but it brings me to another question
because this I ask all the time.
So the people back in like the60s and 70s that were against
war, that were protesting, havesomehow now become the
Democrats.
How do you think that happened?
And then and then the peoplewho were kind of like, I don't
know, like me, like I don'treally pay attention to that
(13:24):
stuff growing up.
And then now I'm leaning moreconservative, even though I do
think it is both sides of thesame bird, and there's just all
puppets up there, somebody elseis controlling them from the
top.
But when they tell us we haveto go vote, there is a side that
I vote for.
If they want to take a poll andsee how we feel, I'll I'll give
them my ideas.
But how do you think thatdynamic happened?
(13:45):
Like, is that a mind game initself?
The dynamic of the pro-war andthe people that were protesting
war are tend to now be thepeople that are the ones um, you
know, Antifa, except forAntifa, is actually not
anti-fascist because they're no,they're it's but like you know
what I mean, that kind of thesepeople, or like you get the the
(14:07):
people that used to sing about,you know, anti-state,
anti-establishment, and thenthose were the people that were
telling us to get the COVIDshot.
Speaker 1 (14:13):
Yeah, oh yeah.
Now, yeah, that is it shows thehypocrisy.
You and your audience seize theleft's hypocrisy.
Like you're gonna say you'reanti-war, but yet you you
support basically the COVIDpolice and and and forced
injections.
Like, so you're againstaggressive force overseas, but
at home, you're talking aboutyou know, forced vaccination
didn't bother you at all and allthese things.
(14:33):
Yeah, it's a hypocrisy.
And I I say it's hypocrisy onthe right, too.
That you know, they're the onesthat claim that they're so
pro-freedom, but yet you can'thave freedom and have a police
state.
You can't have freedom and haveice like just rounding up
everybody.
You know, part of freedom isfreedom of movement.
And I and I'll I'll rub a lotof people wrong there, but you
know, if if somebody comes tothis country illegally and they
(14:55):
work on my farm and and theyrent from me, who who are they
hurting?
Like that they're not people,the right loves to say that
they're against collectives, butyet they use this country as a
collective.
And they they like to wronglysay that property rights, like
they they equate property lightsrights to people coming to this
country and saying, you know,well, they they came across the
(15:16):
border, they violated propertyrights.
Whose property rights?
I'm talking about individuals.
If they're renting fromsomebody, working on somebody's
farm, who whose property rightsdid they violate?
That you know, so I thinkthere's hypocrisy all the way
around.
But yeah, the left is a littlebit more in your face sometimes.
Yeah, it's just it's laughable.
Yeah, yeah.
I'll agree with that.
Speaker 2 (15:37):
So how do you homeschool kids in a world like
this?
This has always been one of myquestions from the beginning.
When you're I mean, down tolike, I don't know, you're
reading a children's book aboutthe moon landing, and you know,
I'll find myself saying to myson, like, it's what they tell
us allegedly.
Allegedly.
But like, it's like, I don'tknow.
I'm still figuring that stuffout.
(15:58):
A lot of things don't makesense about that.
Or or 9-11 and how thatactually happened.
How do you homeschool?
You have how many kids do youhave?
Speaker 1 (16:06):
Two.
Have a six-year-old and twogirls, six-year-old and
twelve-year-old.
Speaker 2 (16:10):
So, how do you do that?
When you know, when you look atthe world the way that you do
and you see it the way that youdo, like you don't want to scare
them, but make them sound crazyon the playground.
Speaker 1 (16:21):
Well, I mean, they probably think I'm crazy.
Uh, yeah, they definitely getthe anti-state uh side from me.
You know, I you know, and I andI let them know.
So, but but I but I Idefinitely want them to be open
too.
You know, don't just, you know,everything your dad says is the
gospel truth.
You need to you need to lookand you need to discover these
things on on your own.
Speaker 2 (16:39):
After three years of interviewing homeschooling
families, I realized howoverwhelming it can be to piece
everything together.
So I took the best advice,tips, questions, and resources
that I've learned along the wayand put them into one practical
ebook.
If you're looking for a clearstarting point, you'll find the
link in this show's description.
Speaker 1 (17:00):
So, yeah, I I try to be open.
So that that and and I thinknot having a set curriculum kind
of allows you to do thatbecause with curricul certain
curriculum, it's almost likesystematic theology.
I mean, there's gonna bethere's gonna be a certain
standard that they set andthey're gonna keep that that
standard, and rightfully so withwith curriculum.
But when you kind of glean fromdifferent sources and pull a
(17:22):
little bit here, pull a littlebit there, I think you're able
to maybe see a little bitbroader picture and not be so
narrow in on in schooling.
Uh, so that's that's kind of myapproach.
I don't ever want to give thema narrow view because I think
it's important for people todevelop their own point of view.
Speaker 2 (17:37):
Yeah, no, that's a lot of sense.
And it is hard with thecurriculum.
I, you know, I work with theTuttle twins.
I've been reading their bookslong before I ever started
working with them.
In fact, when they were like,we'll send you the books, I was
like, man, I already boughtthem.
Start it.
But I do love the way they kindof like put it all to a story
so that you know the little onesmight not be getting the full
(17:58):
concept, they're just listeningto the story as you get older,
and even for us, it'sentertaining to listen to.
Speaker 1 (18:03):
And the show, the show is great.
I mean, you know, the but thebooks, the books too.
Speaker 2 (18:08):
The show is so good, yeah, on Angel Network.
Uh any in the history books.
So we'll listen to those evenon audio, sometimes in the car.
And I've I've just learned waymore than I ever did in school.
And this is me homeschooling aseven-year-old.
So it's sad.
Well, you're right.
Like if the if the publicschool can teach your kid how to
read, you will have no problem.
It just might have to be whenthey're cognitively ready.
(18:31):
You know, with my son, I'mlike, come on, why aren't you
reading at five years old?
Speaker 1 (18:35):
And it's like it's different for everybody.
Speaker 2 (18:37):
Run around.
Yeah.
So run around and jump andplay.
Speaker 1 (18:39):
Yeah.
And that's what five-year-oldsshould be doing.
I mean, especially boys, youknow, the boys at public school,
like they treat everybody thesame.
You know, they're they're sobig on gender and gender fluid,
you know, and all this stuff,but yet they don't realize the,
well, I guess that is theproblem.
They don't realize thedifference between a uh uh a
male and a female, and and andthey treat them both the same.
You know, boys they can't sitin a desk, you know, eight or
(19:01):
six hours a day or whatever itis, you know.
It they they've got to movearound.
And a lot of girls are the sameway, but I think girls have the
attendant the tendency to be alittle bit more focused,
especially at an early age thanthan boys.
We just, you know, we have aour brain develops slower, you
know.
But if we're just two differentpeople and and our two
different genders.
And uh yeah, the public schoolsystem just everybody has to fit
(19:24):
in a in a certain box.
And that's I'm anti-statebecause the state sees us all as
a collective, the state sees usall as a group of people
instead of individuals.
We are all individual peoplewith individual thoughts, with
individual dreams, and you can'tput everybody in the same box.
And uh, so I, you know, that'sthe main idea of ANCAP Tim is
(19:47):
that I'm for the individual.
I'm anti state because I'm forthe individual.
And yeah, I try I try to bringthat into schooling as as well.
You know, that they're they'regonna have both of my my two
girls, they're both different.
They're not the same, they'renot the same person.
So, you know, you they theylearn different.
And um we use differentstrategies to teach them both
different, you know, I don't tryto put the same the same shoe
on both of them because theyboth have two different sized
(20:08):
feet.
Speaker 2 (20:09):
Well, and I love what you said about the unschooling,
because for a lot of peoplethat just, you know, might be
new to homeschooling and reallylike, what is unschooling?
You just kind of let your kidplay video games all day, or you
know, and it took me a longtime of talking to all different
families to kind of get a broadoverview of like what
unschooling actually is.
And it isn't we don't we justlet them do whatever they want
all day.
(20:29):
It is like we see whatinterests them and then we give
them a curriculum or a unitstudy or you know, guide them
with lessons and something, youknow, maybe it's a ukulele, it's
a lessons, or you know, it'sguiding them and what interests
them.
And you keep you keep bringingup the point of us being
individuals.
And I think it took a long timefor me too to realize that not
(20:50):
every kid needs to know theexact same thing by the time
they graduate at 18.
Because as I'm interviewingthese families, I'm like, man,
but you're taking you're you'reteaching your kid Latin.
Like, oh my god, I don't wantto do that.
I have no interest in learningLatin.
Now it might be that I have nointerest because I've never
looked into Latin.
Maybe it actually would beinteresting because you'd you'd
relate it to the history and andthe Bible and stuff like that.
(21:12):
That would be cool, but likejust learning Latin, like I'm
not gonna use it anywhere, itjust seemed awful to me.
And after a while, I kind ofstepped back and I'm like, I
don't have to teach wicked Latinif we don't want to learn
Latin.
Speaker (21:23):
Exactly.
Speaker 2 (21:23):
We we don't have to do earth science if we don't
want to do earth science.
We don't have to dotrigonometry.
We can spend uh an entire yearon World War II and you know,
talking about the conspiracytheories versus what they teach
you in the school system andtalk about it and have debates
with each other.
Like you can make this as coolas you want to make it, and that
(21:46):
is free, it's freeing so free.
Speaker 1 (21:48):
Yeah, you don't have to be locked into a certain
certain thing.
You can be an individual andyou can be free.
Speaker 2 (21:53):
Yeah, I graduated high school and college, four
years of college, and I feellike I knew nothing.
Speaker 1 (21:58):
Well, I mean, yeah, yeah.
You know, the public schoolsystem was designed to get
people used to going to afactory job, you know.
I mean, that that's that's whatit was.
And nothing to knock factoryjobs, you know, but that that
was the purpose of it.
So when we don't har hardlyhave any factory jobs in
America, maybe we should rethinkthat.
And uh before that, it was morelike unschooling.
(22:19):
People people learned on anindividual level.
Now they had maybe anindividual to tutor that came by
and and taught them things.
And it wasn't until they wentto like a university that they
maybe got that collectiveteaching, you know, that that
group teaching.
But their formidable years,their foundation years was all
at home before the public schoolsystem.
Speaker 2 (22:37):
Yeah.
I mean, they had one roomschoolhouses, but that was like
the difference there was thatthe community got together and
talked about who they wanted tobe the teacher.
You know, like you decided,okay, I like this lady, I like
her values, I know her.
Let's make her the teacher.
And then you all like probablyput in money to pay her salary.
(22:57):
So it wasn't like forced taxes,it was voluntary exchange.
Speaker 1 (23:02):
Yes.
Good ideas don't require force,you know.
So you don't need a gun in thegovernment to pay for teachers,
you know.
We can do it voluntarily.
Like you said, like LittleHouse on the Prairie, you know.
We love watching that.
I watch that with my girls, anduh, because they got the the
two the two girls, uh the olderand the younger.
Speaker 2 (23:18):
And uh but yeah, we watch that as well, and I feel
like we've been watching it fortwo years straight, and it's
still going on, which I love,but I'm tired of play paying for
Peacock because it's like $17 amonth now.
I'm like, can we just getthrough it?
There's like there's like 10seasons that all have 30
episodes each.
Speaker (23:35):
Yeah, yeah.
Speaker 2 (23:36):
But it is so good.
I heard that it's verydifferent from the books because
it's obviously more dramaticfor TV.
So uh someday we'll sit downand read the books, maybe with
my daughter.
I don't see my son doing it,but with my she's only three
now.
But yeah, I love Little Houseon the Prairie, and it has given
me such a good perspective onthings.
Like I will always say to myson now, because we've watched
(23:56):
it for over a year, probably twoyears now.
I will always say to him, like,we'll be driving on a road, and
I'll say, Imagine this roadduring Little House on the
Prairie days.
This road probably wasn't here,this was probably a farm.
And so I will relate so muchback to, oh, look at this is
when like Laura was little.
That's the time period this washappening.
You know, if we're talkingabout the Revolutionary War or
(24:17):
the Civil War, I'll be like, Oh,well, this was a hundred years
before Laura Inglis was evenborn.
Yeah, and that gives himperspective.
So I know people hate, youknow, watching TV, but like,
whatever to me in so manysituations, and it's just nice.
We all get together as a familyat night and watch it.
Speaker 1 (24:33):
So yeah, and my girls do a lot of the the lessons are
on their iPad just because myoldest grew up, she was a
YouTube kid, you know, and likeYouTube kids, full YouTube.
But uh that to her, that it'sthat audible and visual, she's
got it.
If she if she hears it and uhand sees it, and that's like me,
that's how I am.
But my wife's totallydifferent.
She's more of a she likes toread it.
(24:54):
And uh, I think our youngestmay be more like her, learn to
read quick.
Well, both of our kids learn toread really quick.
Uh, you know, I'm not gonnatake much credit for that.
Uh because like I said, yourpublic school could teach you
how to read.
They just picked it up.
And um, and a lot of it for myoldest was watching these videos
where somebody would read andthey'd have the words, and you
know, it would kind of like thethe bouncing ball kind of thing,
and it she just picked it up,and uh so yeah, yeah, you know,
(25:16):
because with my son, he's seven,and we're like just getting
there now.
Speaker 2 (25:20):
Like he'll I'll have a book or there will be
something on the TV or I'm on atruck, and he'll start to sound
it out and say it.
And I'm like, oh my god, it'sbeen like three years.
This is amazing.
Yeah, and then my daughter,like, I know she'll just start
and I'll have to give MissRachel the credit on YouTube.
Miss Rachel, are you familiarwith that?
Yeah, Miss Rachel taught mydaughter how to read.
Speaker 1 (25:42):
But and there's nothing wrong with that.
There's nothing wrong withusing all these different
sources.
I'm definitely notanti-technology.
I think it's it's great.
Speaker 2 (25:49):
What do you think then for the future of AI and
what that's gonna do to ourjobs?
And is it going to be theterminator?
Speaker 1 (25:56):
I mean, if you want to go some crazy territory, uh,
I was listening to it was uh Idon't listen to Tucker Carlson
that much, uh, but uh it was hehad an interesting guest on, and
they were talking about how AIcould be like the antichrist and
stuff.
And I I thought that wasinteresting.
Uh I didn't take in enough toeven talk sensible about it
right here.
Uh but it's as far as AI, um, Ithink it's technology and it
(26:17):
can be can be used to makepeople's lives better.
So I I'm not never I'm nevergonna be anti-technology just
because you know somebody mightlose a job or something like
that, because there's alwaysmore benefit.
You know, that it's kind oflike a socialist idea of being
anti-technology because of jobs.
You know, if that's the case,let's do away with all the uh
(26:37):
bucket trucks or uh backhoes andstuff and just give a bunch of
workers spoons to dig a ditch.
You know, it's uh the how Imean how far can you go?
Technology's great and it makespeople's lives better and it
helps businesses and workersalike get more done in the same
amount of time.
So I I'm never gonna beanti-technology unless AI
(26:58):
becomes the Antichrist orsomething.
Speaker 2 (27:00):
But also, how do you feel though, as a songwriter?
Because now you can say to ChatGPT, hey, write me lyrics for
this and you know, the music forthat, how does that affect you?
Speaker 1 (27:09):
It bothers me a little bit, but I I've even used
Chat GPT.
I've had a really good idea, Ihad a verse, and then I'm like,
what would rhyme better here?
And he spits me off 15different things and I choose
one.
So I'm not one to be like, hey,write me a song just because I
even tried it a couple of times.
I think it's a little cheesy,but uh again, it's a tool.
If if if you if you use itcorrectly, or well, I'm saying
(27:30):
there's a right and wrong way touse it, but use it sparingly.
I I think it it can help.
Even helped me one time come upwith a song title for one of my
songs.
I was like, what should I namethis song?
And he gave me like three orfour different uh I say he, I
don't know what it is, uh genderneutral something.
I don't know.
But you know, and I was like,hey, that that one's good.
Speaker 2 (27:46):
He identifies as a cat.
Speaker 1 (27:48):
Yeah, I can't.
So yeah, yes, use it sparingly.
I mean, and if it if it helpsyou, great.
Speaker 2 (27:53):
Yeah.
I and I and and there have beenlots of instances where I try
to have it help me and it likecan't do the thing I'm asking.
And I'm like, are we reallyworried that it's gonna take
over the world?
It's like I'm just trying toget it to put an ad in the like
take out ums and uhs in mypodcast without distorting my
voice.
Yes.
Can't do that.
Speaker 1 (28:13):
I know the simplest things it just can't handle
sometimes.
And it's like, dude, like, youknow, you can come up with a
fake picture, you know, out ofthe blue, but you can't, like,
like you said, do somethingsimple.
Speaker 2 (28:24):
Are you looking for an easy way to fill your
homeschool health and safetyreporting requirements?
I wrote a children's book thathelps families teach what to do
in real emergency situations.
Things we don't always think toteach, like fire safety, water
safety, stranger awareness, gunsafety, and even online safety.
Let's talk emergencies islinked in the show's
description.
Speaker 1 (28:46):
It's a and and it's and it's chat GPT is very
agreeable with you, like so muchso that it's like it it's
almost useless because it you'llbe asking it in a maybe it's
opinion or or something likethat, and it just wants to agree
with you.
And it's so yeah, yeah, it'sit's got a ways to go if it's
gonna take over the world.
Speaker 2 (29:01):
But I've noticed that too, and that's so creepy about
it.
Like they programmed it to belike, make this person feel
good.
So it'll always be like, You'reon the right track.
I'm your best bud.
Yeah, yeah.
Speaker 1 (29:13):
Well, they want you to keep using it.
It's a you know, it's abusiness aspect.
Speaker 2 (29:16):
I see Mark Zuckerberg's face every time it
does that to me, like creepilybehind a computer, going, I'm
gonna be your your spouse oneday.
Like, like he's trying to makepeople fall in love with their
chat GPT.
Speaker 1 (29:29):
Yeah, it does come across that way.
Yeah, they want you to keeppaying that $19.99 a month.
Speaker 2 (29:34):
You know what I wanted to ask you in the very
beginning when you're talkingabout the um you know,
capitalism and the free market,and I asked, I I released an
episode last week.
Well, when this airs, it wouldbe in December.
I released it.
So with an an economist fromthe Mises Institute.
Yeah, I saw some of that.
And I asked him, so I was inMystic, Connecticut in June, and
(29:56):
I was at a whale like on theseaport, they have a museum and
they had a whaling exhibit, andI didn't know what whaling was.
Like, I was like, Okay, see awhale, I don't know.
And then it wasn't until one ofthe ladies that was working in
the general store in theirlittle house on the prairie kind
of thing, they have it like setup back in the old days.
She was like, Oh, did youhappen to go to the whaling
exhibit?
And I'm like, No, my kids arekind of tired, we're gonna head
(30:18):
out.
And she's like, Oh, did youeven go on the the ship?
That was the last, this was thelast wooden whaling ship in
existence.
And I'm like, I don't, I don'teven know what whaling is.
And so she's like, Oh my god.
So she explained to me thoughthat it was this process of like
killing these whales, and theyuse the it for oil and all sorts
of things, right?
They and they would go out onthese adventures for three to
five years, they'd come back,they'd process the whales right
(30:41):
on the ship.
Like it was pretty amazing whatthey did.
They'd go down, they'd have alittle guy standing up, and then
when when he'd see the whaleblow, and and he'd have to know
that that blow is from thatparticular whale because that
one floats when it's dead, andthat was easier for them to
pull.
But that's where the saying,there she blows, comes from
because he'd be standing upthere, there she blows, and
(31:03):
everybody would go out on thesmaller ship, on the the smaller
boats, basically kill it withthe spears or whatever they if
they had a better term for it,and then lug the whale by rope,
and then somehow get it back uponto the ship and they'd process
it there and they'd do that forlike 60 whales.
So this took three to fiveyears.
They'd go out on these venturesand come back and then go out
and do it again.
So, long story short, a lot ofthe whales became extinct that
(31:26):
they were using for this, right?
And the whaling exhibit, thewhole thing, there was a big
monument and it was all aboutcapitalism being bad.
Speaker (31:35):
Yeah, yeah, right.
Speaker 2 (31:36):
I'm looking at this thing, I'm like, oh, this is
cool.
Is this like a life-size whale?
The curator comes over andshe's like, Well, and I was
like, Hey, why is why isRockefeller up there?
And why is you know, it hadlike people of today too,
probably Trump.
So I'm like, why are thesepeople on here?
And she's like, Well, it's ananti-capitalism monument.
And I'm like, why?
What does that even have to dowith whaling?
And she's like, Well, if therewasn't capitalism, if somebody
(31:58):
was overseeing this, then thewhales never would have gone
extinct.
And yada yada.
So, what I wanted to kind oftouch on is you said in the
beginning, if it was going toharm us, they would stop, they
don't want to maim theircustomers, they don't, they
don't want you to die becausethey want you to be a repeat
customer, but what about when ithurts somebody else?
We kind of have to have acertain responsibility to know
that what we're buying isethical, yeah.
Speaker 1 (32:20):
Yeah, and that gig like how does that work?
Yeah, I think that comes downto the consumer, a a
knowledgeable consumer.
So if whaling and thepossibility of the extinction of
whales mean something to you,then you vote with your purse
and you don't buy this product,you buy something else.
You know, with Standard Oil anda lot of these companies that
were doing all this whaling, I'mI'm sure they had some
(32:42):
government contracts and someregulation that helped them keep
out alternative maybe fuels.
And uh, you know, that therewere there was a reason that
they focused so much on the oilfrom the well instead of oil
maybe out of the ground or oryou know, so that's the problem
with with government regulation.
It's gonna benefit one groupover the other.
(33:02):
Whoever's got the most money topad the politicians' pockets to
write the laws, they're they'rethey're gonna win out.
It was, I don't know if it's anAustrian economics guy that
that came up with the termBaptist and bootlegger, but like
every law, you can you can findthe Baptist and you can find
the bootlegger.
So like prohibition is the mostobvious.
Uh the Baptist, drinking'swrong.
You shouldn't drink, you know.
We need to outlaw it becausemorally, blah, blah, blah, blah,
(33:25):
blah.
You know, and then thebootlegger is gonna benefit off
this law, gonna benefit offprohibition because that means
prices for their uh homemadewhiskey or whatever, uh, is
gonna go go up because the stateis keeping everybody out of it.
And uh, so every law, whetheryou you look at environmental
laws that would maybe protectthe whales, yeah.
(33:47):
You have like the lady who wastelling you that capitalism's
evil and look at whaling as anexample, she's the Baptist in
that situation.
And the bootlegger is all thepeople who's gonna benefit off
of whatever, whatever law.
Let's say say it's uh they wantto push solar panels or or
green energy.
Well, it's the companies thatare making the green products,
the solar panels, whatever.
(34:08):
Like they're the ones that arepushing for it.
And and they use the bootleggerwill always use the Baptist to
to do what they to get the lawon their side.
Speaker 2 (34:17):
Greta Thunberg.
Speaker 1 (34:18):
Yeah, yeah.
Speaker 2 (34:19):
Yeah, that makes sense.
It does.
And it so we really have to putmore on ourselves to say what
are we consuming, even down toour cell phones.
It's like, don't talk to meabout slavery when you've got a
cell phone in your hand andthey're using children to dig
for the cobalt in these minesand like half of them are dying
or whatnot.
So yeah, it it's in an in anage now where it is so easy to
(34:42):
get this information.
Yeah, it's like you you reallycan, but you have to be willing
to then sacrifice, okay, what amI gonna do?
Am I gonna go without the cellphone then or am I gonna shut my
mouth?
Speaker 1 (34:52):
Yeah.
Well, yeah, and the child laborthing has a different you also
have to look at it from adifferent standpoint.
You have to look at it from athird world, I hate to use that
term, but you have to look at itfrom their standpoint.
Would these what would thesekids do without the job?
I'm not I'm not in favor ofchild labor, but where would
they be without the job?
Dead, probably.
Start.
You know, that there's alwaysthere's always two sides.
(35:12):
It's they have a job andthey're able to eat.
So I I'm I'm not I'm not makingexcuses for it, but there's
there's other aspects.
And uh so I think free peopledeciding whether they want to
support that or not is a wholelot better than government force
uh because that is a monopoly.
Government gets to to telleverybody what to do and what to
(35:33):
what to not do, where whether Iwant to maximize freedom, where
individuals get to say, no, Idon't want to support that.
I don't want to be a part ofthat.
Again, good ideas don't requireforce.
If if if you've got a a goodmessage that the world needs to
hear about children in a uhlithium mine or whatever, then
then share those things.
You don't need force, you don'tneed the state's force to help
(35:56):
you spread those ideas.
That's what that's what youknow, voluntary exchange is.
Speaker 2 (36:00):
Is that why you became a songwriter?
Speaker 1 (36:02):
Uh, I've always been in it involved in music.
Uh, I was a music minister at achurch for quite a long time.
And then when I when my viewsstarted to go a little bit more
libertarian state, I kind of sawthat that was probably not the
best fit at a Baptist church.
I didn't know how well that wasgonna go over.
So I kind of eased myself out.
Then I was with a Christianband for a while.
It was a little more freeingbeing at a different church
(36:24):
every week.
You know, uh people weren'tgonna look at my Facebook post
or stuff, you know, stuff likethat.
So yeah, that's kind of thejourney that I took as far as a
musical journey to get me tosongwriting.
Grew up in a church, did theChristian band thing, learned a
lot about songwriting with theuh the other guy in the
Christian band.
He was a songwriter.
He was a songwriter for ourgroup, and so kind of really
(36:45):
learned how to do it withoutdoing it myself.
And then COVID hit and it itkilled that Christian band.
I mean, it all the churchesshut down, you know.
And we were doing it prettymuch full time, going from
church to church, sometimesThursday night, Friday night,
Saturday night, Sunday morning,Sunday night, you know.
Wow.
And then when that stops,churches just close up and
you've got it booked out sixmonths, and they're like, sorry.
(37:06):
Well, you know, we don't knowwhat it's gonna be in six
months, or and we just had tocall it quits.
And I was very angry duringthat time, during COVID, as it
woke a lot of people up, and I'mglad for that.
But man, I was just so mad atthe world.
Yeah, just screaming, like, whyare y'all going along with this
craziness?
Speaker 2 (37:24):
And at the church, no less.
Speaker 1 (37:26):
Yes, at the church.
Yeah, I actually went to it,went to started going to a
different church over COVID,over their their BS, that you
know, all their precautions.
And it's like, give me a break,guys.
Y'all can't see through this.
So, writing to me was anoutlet, an healthy outlet to
where I could express some ofthese things and not just be so
mad inside.
And so that's really kind ofthe start of ANCAP 10 was during
(37:46):
COVID and and with a notepad onmy my phone around 2020.
Uh, a lot of these ideas cameto life then.
And uh, that's why I put thegot the album done in in in uh
July of this year.
And just, you know, wanted toshare these these principles of
the individual is more importantthan the collective.
Good ideas don't require force.
War is a racket, Christ isking.
(38:07):
I, you know, I end the albumwith that.
Uh so that that was that wasthe purpose of Band Cap Tim,
just to just to share freedomand voluntary exchange.
It's like we all know thatthat's how the world should run
with voluntary exchange.
I have something, you wantsomething, let's trade, let's
barter, let's, let's, let's makea deal.
But yet we think that the statehas to be involved on all these
(38:29):
other these aspects of ourlives.
And that's not voluntaryexchange.
That's that's force.
And so, yeah, just trying toshare these ideas and hopefully
bring some people to the libertymovement.
Speaker 2 (38:39):
Yeah.
So I would imagine it would behard for you to be in a job like
in a corporation or working forthe man.
Speaker 1 (38:46):
Well, you know, I there's nothing wrong with
working for someone, uh, but uh,yeah, I I do own my my own
business, do some constructionwork, and I also do studio work
for other people, not just forNCAP Tim.
I do edits and mixing andmastering.
So yeah, I I definitely likebeing my own boss.
You know, I'm definitely havethat uh that rebel streak in me.
But I, you know, I don't thinkthere's anything wrong with
(39:07):
working for someone, evenworking for a corporation.
I'm not anti-corporation, but Iwill say that in a true free
market with no regulations,corporations wouldn't exist.
Corporations exist to getaround regulations.
So if the regulations weren'tthere, that there'd be no need
for corporations.
Uh so that's where me and theleft, you know, the left hate
corporations.
And and some rightfully so.
(39:28):
But I'm like, you realize it'sthe state that you love so much
that enables the corporation tobe to have the power that it
has.
Speaker 2 (39:35):
All right.
Can you walk us through thatfor just a minute?
I know and we're running up onthe hour, but I'm trying to
conceptualize how that wouldwork.
How why wouldn't a corporationsurvive in a completely free
market?
Speaker 1 (39:47):
I mean, I'm not saying it couldn't survive.
I just don't think there wouldbe a need for it.
Because the whole purpose of acorporation is to make it a more
about a collective instead ofan individual, because
individuals pay taxes, right?
So when you have a corporation,a corporation doesn't pay
taxes, uh, only its employeesdo.
And so you're able to uh keepmore profit, which profit's a
(40:09):
good thing in business, and uhit enables you to to invest and
to spread your business and toinnovate.
So I'm not against profit.
I love profit, but thecorporations exist so that they
can get around taxes and and Idon't blame them.
And they exist to get aroundregulations and they exist to
push regulations, the wholeBaptist and bootlegger thing.
(40:30):
They're they want theregulation so that the little
guy can't compete anymore, sothat the little guy has to have
a lawyer on staff just to knowif he's in compliance.
You know, they love that stuff.
So if the market was anarchy,if the market was free, that's
what anarchy means, no rulers,freedom.
We had a free market.
I don't think there would be aneed for uh corporations.
(40:51):
There could be groups of peoplethat own a business, and there
could still be shareholders,somewhat, but the whole idea of
a corporation is a stateconstruct because it it's it's
has its very existence in thestate and all the documents that
you have to get to be acorporation and all these
things.
And so, yeah, I don't think itwould exist in a true free
market.
Speaker 2 (41:10):
Yeah, and that's stuff they never let us ponder
that those thoughts in schooleither.
No, no, no.
Like, let's what what if?
You know, they never let's juststretch your mind like that.
That's so cool.
All right, so where can peoplefind you if they want to check
out your music, your album?
Speaker 1 (41:25):
Yeah.
Ancaptim.com.
So an c A P T I M.com.
Don't put a WW in there, justAnCapTim.com, or you just search
AnCapTim on Google.
My album, my debut album, is onall the streaming services.
It's on uh Spotify, AppleMusic, Amazon music, uh, YouTube
music, all that stuff.
I have some uh music videosthat are on YouTube as well, but
(41:47):
all those links to all thesocials and all of the streaming
is at ancaptim.com.
And you know, I you know, I'veI've plugged this, I don't know
how many times, but uh yeah, Ihave some some merch, some
shirts and stuff that havedifferent sayings of of my you
know, some of my songs, but thatall can be found at at
AnCapTim.com.
Speaker 2 (42:07):
All right, I'll put the link in the show's
description too.
So if you can just hop thereand check it out.
That's so cool.
Well, I I know your girls arehaving a blast with you
homeschooling them withsometimes.
So it's like we need we'regonna be able to do it parents.
Speaker 1 (42:22):
You're crazy.
Like we don't, you know, wedon't want to lecture as we, you
know, drive by something and itset you off and we have to hear
it for 15 minutes, you know.
So it's not always fun.
Speaker 2 (42:30):
There will be a day that they appreciate that, and
we need more of that in theworld, more thinkers, more think
it through.
What would happen?
What if?
So thank you so much, Tim, forbeing here today.
This has been so fun.
Speaker 1 (42:40):
Hey, thank you for having me.
Speaker 2 (42:42):
Thank you for listening to the Homeschool How
To Podcast.
If today's episode helped you,please be sure to follow the
show and leave a review.
It's the best way to supportthe podcast.
And if you're just gettingstarted or need a reset, head to
thehomeschoolhowtu.com and grabmy free 30-day homeschool quick
start guide.
Until next time, keep learning,keep questioning, and thank you
for your love of the nextgeneration.
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