Constitution_Radio 9_06_25

Episode Transcript

Speaker 1 (00:07):
Yes, listeners, you are tuned into Constitution Radio k E
T fourteen nine to m. When I said, AM, because
that sends for America. Welcome, Alan and Dennis, we're here.
Dougie had to go run an eron. I don't know.
He said he'll be back in ten to fifteen minutes,

(00:28):
but I think it's going to take him longer to
get that snow cone. Anyway, Dennis, glad you are here.

Speaker 2 (00:36):
Well, yeah, it makes two of us that are reacting.
But that's fine. I mean, it's good topics to talk about,
So that's good.

Speaker 1 (00:46):
Is there anything again we just fout, Dennis and I
just found out about this what a minute ago, ah,
maybe two. Anything in particular that you would like to
bring up for a topic of conversation.

Speaker 2 (01:04):
Well, you know, I just was looking at the stuff
that you know, doug had sent out, you know, and
it's been pretty well, you know, all over the news
most of these but you know, they talk about RFK
and his testimony to the Senate, you know, over the
last couple of days, and and to me it's it's

(01:28):
just really ludicrous as what they're doing and how they're
going about it. But they did the same thing back
when they confirmed him. Of course it wasn't the Democrats
that confirmed him. But between RFK, his recent testimony and
what he's trying to do. Another topic that Doug had

(01:51):
was the warrants concerning the auto pen situation that Biden did.
You know, they reviewed a couple of things that are
fairly new to me this week. So there's Lisa Cook.
You know, he fired her for the mortgage problem. Uh,

(02:12):
and you know she's trying to fight back, like you know,
she shouldn't be allowed to stay on the federal reserve
as a as a governor. So I mean, that's that's
kind of strange. I mean, that's just two or three.
So we could take any one of those and or
if you want to step outside the bubble, you know,
uh and do some of your whackuld doodle avant garde

(02:39):
type stuff, we can obviously do that till Doug gets back.

Speaker 1 (02:43):
So well, let's let's say let's save dougs h information
for when he gets back. That way he can lead it.

Speaker 3 (02:52):
Uh.

Speaker 1 (02:55):
This one, this is whack of doodle news that I
think found last week and which means I think this
will be new to you because I unsure this with
you and This is involving a sorority out of Wyoming
University of Wyoming. Some of the sorority members sued the

(03:19):
organization Kapa Kappa Gamma after the organization admitted a transgender woman.
Now the district court judge ruled that the sorority is
free to define membership requirements in its own governing documents,

(03:39):
including the definition of women. Have you heard anything about this?

Speaker 2 (03:44):
No, But what I was thinking of was you introduced
the topic just now, is that they have to have
something probably in their bylaws that says, you know, if
there are a woman's only, you know, sorority, that's kind
of a given the words sorority is kind of like
ladies' restroom. You know, there's a certain you know, understanding

(04:04):
of what it is. And then when you made the
last statement you made about well, you know, they're able
to define what they want, you know, rather than see
they ought to take a look at their constitution, their guidelines,
by laws or whatever it is they want to call
their founding documents and see if that's been covered. If

(04:25):
it hasn't been covered, well then now they need to
cover it. The court can't enforce something that hasn't been
agreed upon. You know.

Speaker 1 (04:34):
So, well, what's interesting is sorority. Generally we understood most people,
I would say, understand it that it's a group of
society of female students at a university of college. Well,
the the word comes from either the medieval Latin soorro

(04:58):
reats us Latin sorrow, which is sister. So it's a
combination of those words in fraternity. That's how you get sororities.
It seems to me that if it's going to be
a sorority, it's going to be a group an organization
established for females. Well, continuing on, nothing in the bylaws

(05:23):
or the standing rules requires Kappa to narrowly define the
word woman, women or women to include only those individuals
born with a certain set of reproductive organs.

Speaker 2 (05:34):
That's what the Well, see, we've got the same problem
with this as we have with seventeen eighty seven and
the Constitution. The founders understood what they meant when they
said natural born citizens, so they didn't define it because
they understood what they meant. The sorority, the sorority sorrow

(06:00):
meaning sisters, and in sororities they call each other sisters. Basically,
you're you're taking a female based word, female descriptor pronoun whatever,
and you're using that as the base for sorority. Uh so,

(06:24):
just based upon what you said, it's a fraternity, it's
an association of sisters. And when you think of sisters,
you usually think of you know, uh.

Speaker 1 (06:37):
You know, that's all I ever think of anyway. So
the plaintiffs argue that Kappa Kapa Gamma aver advertised itself
as a sisterhood for women only, and these these ladies
would not have joined had they known the organization admitted

(06:57):
individuals who are not by a female. According to the
court records, Kapa Kapa Gamma adopted a policy in twenty
twenty two to your point, defining a woman as an
individual who consistently, consistently lives and self identifies as a woman.

Speaker 2 (07:20):
No, that's bad, that's not good.

Speaker 4 (07:23):
You know.

Speaker 1 (07:23):
To me, I think this is very unfortunate that big
organizations people are playing games with words and spinning their meetings.
I would say for the women that belong to this sorority,

(07:45):
you know, unfortunately, make the hard choice. And even if
your sorority on your campus has not admitted a transgender
say if you do, we're gone, because that's what it's
going to take to bring back something that the samples

(08:05):
common sense.

Speaker 2 (08:07):
Well, now I have a question. Yes, the campus involved
probably did not create maybe it did Kappa Gabba Gamma
or whatever the name of the thing is. Many times
there's a national organization and then there are the individual ones.

(08:31):
You know, you're the University of Kentucky Sorority, and you
know I'm from the UCLA Sorority and all this good stuff.
So I agree with you that they can all resign.
But if they were to all resign and then they
were to bring in a bunch of other women to

(08:53):
take their place and they all were supportive of trans,
now you've really flip the whole sorority on its head
and it might no longer be able to be that
sorority based upon what the national would say. So do
they have any support or anything from the national or

(09:15):
is there a national Are they just a local sorority?

Speaker 4 (09:18):
I don't know.

Speaker 1 (09:20):
I would imagine it's a national organization also.

Speaker 2 (09:24):
Probably, So are they going to stand behind the women
if they say we're going to resign and they're going
to say, yep, that's what you ought to do. If
they're going to argue, then that's all the more reason
to resign.

Speaker 1 (09:40):
We'll see what happens with the story. It's just to me,
it's pretty wacky that.

Speaker 2 (09:48):
Well why not, Well, why not If a woman can
play on the men's or a man can play on
the women's volleyball team, or can play on the women's
you know, swim on the women's swim team, why can't
a man crash a sorority? You know, why not? It's
the same thing, it's the same you're just breaking a
sexual barrier. And if you're breaking it, you know what's

(10:11):
the matter. If you're rob a big bank or a
little bank, it's all the same.

Speaker 1 (10:15):
Well, in this case, if you're competing in an athletic event,
male bodies generally speaking have bigger hearts compared to the female.
Bigger hearts, more lung capacity, and more muscle mass. It's
not a fair competition, and it's denying for me, it's

(10:37):
denying the physical reality between females and males, as if
it's not really a physical thing, it's just a mental, psychological,
emotional thing.

Speaker 2 (10:49):
Well, as soon as you use the word, as long
as they have self identified, self identified does not establish fact.
You know, I mean, I heard a guy talking the
other day and he said, what if you're child self

(11:09):
identified as a horse, You're gonna put them in a
corral and feed them.

Speaker 1 (11:13):
Hey, I don't think so, but I'm going to self
identify as a thirty year military veteran federal government. You
owe me a pension, start paying. There you go, But
you brought this. We're gonna move on kind of to
another whack topic because you brought this up, and I'm

(11:34):
glad you did. And that is natural born citizen. I've
studied this. Excuse me, I've spoken on this, and to
your point, when they wrote those three words in the

(11:54):
Constitution seventeen eighty seven, they only put it one place,
and is Article two, Section one, Clause five, which is
the states the eligibility requirements to be president. Now in
Article one, you have the the eligibility requirements to be

(12:16):
in the House, and in the Senate House you had
to be twenty five years old, seven years in country,
and a citizen senate, excuse me, senate thirty years old,
nine years in country, and a citizen of course the

(12:37):
state that you want to represent. Are you familiar with that? Dennis?

Speaker 2 (12:43):
Uh?

Speaker 1 (12:44):
Yeah, Okay, now too to be president. They begin the
eligibility requirements with and granted it includes the age thirty
five fourteen years in country, but it begins with no

(13:05):
person except I'm going to ask you, Dennis, how specific
is that? Oh?

Speaker 2 (13:14):
I think it's reasonably specific. I mean, you can't be
any more specific. Let's put it that way.

Speaker 1 (13:20):
There you go absolutely speak no person accept a natural
born citizen. That tells me that what they want as
president because they don't have this in the eligibility for
the House, they don't have this in the eligibility for
the Senate. They really meant, they really meant that to

(13:41):
be president of the United States, to be eligible, you
had to be a natural born citizen. It goes on
to say, or a citizen at the time the adoption
of the Constitution. Well, my understanding is the reason you
got the ore is because at the time the adoption
of the constitution, at the time of the adoption of

(14:05):
the constitution, somebody's happy barking.

Speaker 2 (14:09):
I take it those are dogs. Dogs. You should have
turned the mic off.

Speaker 1 (14:14):
Oh, this is going to be price less when he
comes back. Okay, well, we'll keep going anyway through the
the dog choir for the President you got to be
thirty five years old, fourteen years in country, and you
have to be a natural worn citizen. Well, no one
who would be considered a natural born citizen at the

(14:35):
time was old enough. That's why they had.

Speaker 2 (14:38):
To do the or.

Speaker 1 (14:39):
Now, if we go into is anybody alive today that
was alive at the time the adoption of the Constitution,
the answer is no, so that or goes away, which
means to be eligible you have to be a nat.

Speaker 2 (15:02):
Hey. I tried turning off your mic when you leave.

Speaker 1 (15:07):
Thanks going, Doug. Let's see we heard we heard your
dogs for about a minute.

Speaker 4 (15:16):
Then I told her I forgot to mute it, and
John said, hey, the MIC's fine, she's all talking.

Speaker 1 (15:22):
Yeah, all right, Well we're gonna finish off where we
were and then you can have it.

Speaker 4 (15:27):
Yeah, we did. One mic was hot, just like it
was for Putin and tea.

Speaker 3 (15:32):
There you go.

Speaker 1 (15:35):
Yeah, but we heard something better. We heard the dogs. Okay,
we're talking about because Dennis brought it up and appreciate it.
National born citizen. Bringing Doug up to speed to where
we left off. Arnocle one contains the olegive eligibility requirements
for the House in the Senate talked about the age

(15:56):
time in country citizen you get to resident. Article two,
Section one, Clause five begins with no person except a
natural born citizen. Then you get the ore or a
person who was a citizen at the time the adoption.
They had that because no one was old enough to
be a national born citizen to be president. They had

(16:17):
to do the ore. If you look at today and
ask the question is anybody alive today that was alive
at the time of the signing of the concert or
the adoption of the Constitution, they answer to be no,
that or goes away, which means the beginning of the
eligibilary requirements, which puts fourteen years in country thirty five
years of age, begins with no person except a natural

(16:40):
born citizen. How specific is that and how important was
that to the writers of the constitution. Absolutely, and they
didn't give a definition of natural born citizen because they
knew what it meant. And if you want to know
what it means, go to the Law of Nations by
Emeric Davittel, published in French in seventeen fifty eight, published

(17:03):
in English in seventeen sixty, and how many copies of
the Law of Nations was at the Constitutional Convention two.

Speaker 4 (17:10):
Three three three, an English one in French. Yeah.

Speaker 1 (17:14):
And one of the interesting things to note, and I'll
let you take back, is that after Washington became president
and took office in March of seventeen eighty nine, he
was in his White House, his oval office whatever, his presidency.

Speaker 4 (17:32):
Well, there wasn't a white House yet, I know.

Speaker 1 (17:34):
Was in the just they were in New York City.
He was in the same building as the New York
Society Library. And apparently Washington was really really good at
checking out books, and apparently he was really really bad
at returning them.

Speaker 4 (17:56):
Yeah, I liked your joke. They say he never told
her lie, but apparently didn't return of books their library
books either.

Speaker 1 (18:03):
So finally somebody looked through some old records and figured
out this one particular book, and there were others, but
this one particular book, the Law of Nations, was checked
out by Washington, never to be returned. After two hundred years,
they finally found one copy at Mount Vernon and it
went back.

Speaker 4 (18:23):
So actually had two copies there. They sent one back
and kept the other. Yeah, who knows where the other
copy came from. He may have borrowed it from someone else, and.

Speaker 1 (18:33):
Maybe it maybe he borrowed it from Franklin. Uh. The
f shot is the f shot is that those three
words had a specific meaning then, which means it has
this specific meaning today, and it is Those three words
are so important. They're in the opening right after no

(18:55):
person except in the eligibility requirements for the President in
the Constitution Article two, check section one, clause five.

Speaker 4 (19:05):
Check it out.

Speaker 1 (19:05):
There you go, deg.

Speaker 4 (19:07):
All right, I'm gonna assume you didn't take a break yet.
Let's take the break. And I'm glad you opened up
with this because it kind of ties into something that
I wanted to talk about, because it was all about
the reason for that was allegiance. It was about making
sure we have leaders that were subject to a foreign power,
and in the case of natural born citizen especially that

(19:31):
not only were they not subject to a foreign power,
but they didn't have that because they were, as Dentistis
called it, a second generation American. Their head wasn't filled
with just foreign ideas. They had been raised with the
American system, you would think, plug into their brain. So
let's take a break. Do we have a call in number?

(19:54):
We do? Why do you want to do you want
to repeat it or you want me to?

Speaker 1 (19:57):
I want you to, but slowly so I can write
it down, all.

Speaker 4 (20:00):
Right, nine five one nine two two three five three
two Too fast?

Speaker 1 (20:04):
Huh yeah, I don't write that fast, all right?

Speaker 4 (20:07):
Nine five to one area code. That's nine five one
nine two two three five three two. And for the
adults in the room nine five one nine two two
three five three two, we'll be right back. Don't go anywhere.

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(21:06):
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Speaker 4 (23:14):
Are the socialists. You will be decided. Your individual deities,
personal freedoms, and mental individuality will be added to our
own resistance. It is futile. Welcome back Constitution Radio. Douglas Gibbs,

(23:42):
Allen Dennis. It was just Allen and Dennis at the beginning.
I am now back on the MIC. I had an
unforeseen circumstance suddenly pop up on me. Coming up Constitution Week.
Constitution Day is September seventeenth. We needed can Labor Day
and make Constitution Day the seventeenth the national holiday. That's

(24:04):
my opinion. Now I am going to be on the
road now. I should be on the radio Saturday before
Constitution Day. This Saturday after Constitution Day, we have football,
right because that's the nineteenth, right, it's the twentieth or twentieth.

(24:28):
I'm sorry, but we have football that day, correct, mister
producer engineer Sean? Yeah, next week? Was it next thirteen
or the thirteenth? I thought the twentieth also? Or am
I backwards? Okay? Well, anyway, either there's football at twentieth

(24:55):
or I'm not here, but Alan and Dennis should be.
I hope we'll find out. But since I'm gonna be
in the area, if you're in southern California or the
Lake Havasu area, or you would like to see me,
you'd like to go. Oh man, he's gonna be out there.
Here's the schedule. We just finished putting the schedule together
this morning. Here's the schedule. I will be at where

(25:18):
I used to teach my constitution class in Chino at
Chabalds off of the seventy one on Monday the fifteenth,
at six pm. I will be in Beaumont. The location
to be in to be determined. I should have it
by the next show. And send it out by email.
If you have my email list, it is the twentieth

(25:42):
all right, so good it works out wonderfully. I'm not
gonna be on there anyway. See for once in his life,
Alan is thrilled about football. And then so Tuesday eleven am,
I'll be in Beaumont. We're down a two possible places there.
Then on Tuesday night five thirty in Temecula at a

(26:05):
restaurant called Siggi's. Actually it'll be in Myrietta. Siggi's is
actually just inside Myrietta there off of Jefferson. Then Wednesday,
the seventeenth, ten am, Right, is this when the event starts?
Ten am, Allen.

Speaker 1 (26:19):
I'm gonna confirm it's either nine or ten, but I'll.

Speaker 4 (26:22):
Confirm, all right. So San Diego State University, this is
what's gonna go on. Is what you've seen me at
in the past, and Allen when it comes to the
Decoration of Independence being recited ceremony, but instead of on
July fourth this year, it's on Constitution Day at San
Diego State. I am not gonna be a participant. I

(26:43):
am going to be a observer. And then after that
I'll get together with lunch with Allen and a professor
from the university. I'm hoping, and then on Thursday, Thursday
the eighteenth, eleven am lunch in Fallbrooks once again, the
location still to be determined. The moment I know, I'll

(27:04):
let you guys know Thursday night five pm. Thursday night
five pm Carlsbad at the yard House five pm the
pm the yard House in Carlsbad. Then on Friday night,
and for those of you who know me, you've been
followed for all these years, the Myriad at Temechila Republican Assembly.

(27:25):
A friend of mine named Bob Cow runs the organization.
They're having their meeting Friday night. I'm gonna be there
September nineteenth, not as a speaker, as an attendee. No,
you never know. He might put me on stage for
a moment. We'll see. And then and then on Saturday,
Sunday and Monday, well, Saturday and Sunday, I'll be in
the Havisou area. I specifically speak at four pm Sunday,

(27:54):
and I'm gonna ask on the air because because I've
been so while I'm thinking about it, Alan, the guy
who's supposed to be on stage right before me, just
canceled you want to go out to Lake Cavasoo on
the thirty first. I'm sorry, twenty first.

Speaker 1 (28:10):
Let me look at my schedule and we'll talk after
the show, all right.

Speaker 4 (28:13):
See. I remember to tell him right in front of everybody,
and he's smart, he says, let me look at my schedule.
He doesn't say he doesn't commit or didn't I right
in front of everybody.

Speaker 1 (28:25):
What time would it be? Three three, three pm?

Speaker 4 (28:29):
Three pm to four pm at the London Bridges Resort,
And I'm gonna speak there at four pm, and I
got a two hour slot because the Q and A
always takes a long time. And then I'll be up
in the South Lake Tahoe area on Monday and Tuesday.
The evening of the Monday of the twenty second morning

(28:50):
Tuesday twenty third, will be getting together with some former students.
Let me know if you're in the area. We'll be
glad to get together. And then I'll be back home
by Tuesday night. So there you go. There's my upcoming schedule.
Now that all said, Now they got it all out
of my system. Ninety five one, ninety two two three
five three two, ninety five one nine two two three

(29:13):
five three two if you want to call in so
you gentlemen, were talking about natural born citizen. This is
important because the found fathers during the Revolutionary War had
to deal with the Tories. The Tories were loyalists to
the British Empire. They also had a pretty much And

(29:35):
this is why I like to put this. I first
started saying this after I wrote this in my textbook.
The these colonies that became states, this still developing country
in essence of the United States, was a third world
country at the time, still developing, was in a world
full of empires. And the empires wanted what America was

(29:55):
because it was prosperous man It was a prosperous place,
and they wanted to influence the States. They wanted to
break it up. Also because of the Americans were doing
something never seen in history. They were going to launch
a government not based on elites, not based on a monarchy,

(30:19):
not based on an aristocracy, not based on tyranny, but
based on we the people, not democracy, a republic where
we the people had both direct and indirect influence. Instead
of an aristocracy, we had a pseudo aristocracy in the Senate,
the voice of the States.

Speaker 2 (30:39):
And this was.

Speaker 4 (30:41):
Liberty This was freedom. This was people who had natural
rights available to them. They could own property, they could
prosper through a free market system. And it scared the
European leadership to death because if it takes off, if
it does well, people might demand it. So they needed

(31:02):
to do whatever they could to infiltrate and sabotage America.
And the Founders knew it. It wasn't just the Tories,
it was beyond that. So there was this threat of infiltration,
this threat of outside ideas being pushed on America, this
threat of people subject to foreign powers or subject to

(31:25):
foreign ideas like utopianism, which we would later call communism socialism.
They wrote the Constitution to guard against that, and the
Founding fathers purposely went out of their way to make
sure that the leadership needed to be citizens, and that
the president and vice president needed to be natural foreign citizens,

(31:47):
and that the federal government did not have for the
most part, domestic authorities. The federal government's job was to
be the face of our country to the rest of
the world, but the domestic authorities, for the most part,
there were a handful that was otherwise, but for the
most part belonged to the state governments and local government.
They believed in something called localism, and that means education,

(32:12):
things that affected our culture, our economic system, all of
that none of the Federal Gunment's business. The founding Fathers
purposely did not give the Federal Gunment any authority over
education in particular. Yet our education system over the last
thirty years are really longer, but specifically the last thirty

(32:33):
years has been infused with something called critical pedagogy, and
it was introduced in the nineteen nineties, but carried on
what was already instituted by Dewey in eighteen ninety nine
and forrest Man during the eighteen fifties and eighteen sixties.
The twenty fifteen Obama era Every Student Succeeds Act was
even worse than the No Child Left Behind Act under

(32:56):
George W. Bush. And this fifteen Obama era law put
critical pedagogy into high year. Now critical pedagogy, critical race theory.
All these other critical theories are all derived from the
ideas of a Marxist name. Paulo Fieri Brazilian called it

(33:22):
education for liberation. You've heard the term liberation before. It's
a common term used by the communist movement. It's an
idea to use educational material whenever it might be math, reading, writing, history, science, whatever,
as an excuse to set up political conversations in the classroom.

(33:43):
You've heard this right, Even math has become political and
math is racist the way we're doing it, we're told this.
This is what it comes from. The point of having
this conversation comes from Mao zed dongs Chin mass line,
which is where you use it to discover what is

(34:04):
already agitating the masses through the children, and then you
spin it into communism, and then you teach it indoctrinated
into the children. You feed it back to them in
order to radicalize them. He called it conscientization. Then the students,

(34:26):
this is from the point of view the communists will
be awakened to a critical consciousness that would make them
consider and accept socialism, which would lead them to wanting
to rebeil and revolt against the existing system. And our
education system has been controlled by this with a beginning
in this form thirty years ago. Now these ideas go

(34:49):
back further than thirty years. I'm just talking about what
we saw, what we've been seeing lately with the critical
race theory and aus air stuff, and this is where
it comes from now communism argue in America, very early
utopianism was already alive and well in the colonies, but

(35:12):
it didn't do very well. It was rejected. Some of
these ideas were presented during the Constitution Convention. They were
rejected outright. Then you've got Hegel. The work of George
Wilhelm Friedrich Hegel really began to emerge about eighteen oh seven,

(35:38):
between eighteen oh seven and eighteen thirty one, and his
ideas were about centralized. It was a political philosophy that
was centralized, you know, power, and it sought to redefine
ideas regard to law and ethics and the state. It

(35:59):
wasn't Marxism per se, but it was in that vein.
But then after he died in eighteen thirty one, you
had somebody else come up, Karl Marx, and Karl Marx
studied Hegel. Hegel's influence on communism, particularly through Karl Marx,

(36:21):
is a very fascinating philosophical transformation in modern history, and
Karl Marx took the ideas as groundwork for his revolutionary inversion.
Authoritarian interpretations, and Hegel's method of understanding history and reality

(36:45):
through contradictions and the resolution, you know, thesis, antithesis, synthesis
that he had he Gaelian dialectic. In other words, you
find a problem, or you create a problem, you find
an opposition of the problem, and then you create a solution.
And then the Marx's mind it was more government, but

(37:07):
and and Marx took what Hegel taught and then he
kind of twisted it a little bit for what he
wanted to shape. So Hegel believed that ideas shape material reality.
Marx argued the opposite material conditions shape ideas, and the

(37:29):
inversion led Marx to develop historical materialism, the backbone of
communist theory. Now. Marx began as a part of the
Young Hegelians, a group that radicalized Hegel's ideas. They changed,
They challenged religion, they challenged the authority, they challenged the
status quo. Marx eventually broke from them, but their influence

(37:53):
helped him sharpen his critique of ideology and power, and
then the real war began. Eighteen forty eight Communist Manifesto
Marx and Engels the seeds of collectivist ideology, and it
began to circulate globally from eighteen fifty two to eighteen
sixty seven. Horus Man's education reforms emerged in America. In

(38:17):
the eighteen nineties. You saw the Fabian society ideas influence
American intellectuals, promoting gradual socialism and state intervention. The precursor
to the progressive era. This idea of basically the frog
in the pot the boiling water. You slowly, you know,
the frog doesn't realize it's getting hotter until he's boiled.

(38:37):
He's cooked. Then you have these progressive era of ideas.
In the early red influence, you had John eighteen ninety nine,
John Dewey, who used to be what was prior to
the president of the Psychological Association, introduced progressive education into
the American system, emphasizing social reform collective learning over classical liberalism.

(38:58):
Nineteen seventeen he saw the bullsh Bolshevik revolutions Soviet Union.
Two years later, the first Red Scare push into America began.
By the nineteen twenties, communists aligned educators began forming workers
schools and radical training institutions through mainstream infiltration in America.

(39:20):
It was limited still that the infiltration had begun. In
the nineteen thirties, you began to see Soviet communists actively
seeking ideological influence in US labor unions, academia, media. Nineteen
thirty three, The Frankfurt School intellectuals. These were the Hegel
kind of people, kind of minds. These were the people

(39:42):
who had the roots of communism in their heads. Fled
Nazi Germany to settle in the US. What they do
They brought their Marxist cultural critique into American universities. Nineteen
thirty five to nineteen thirty nine, the communist part of
USA launched unemployed councils and Popular Front strategy, embedding communists

(40:03):
within liberal and progressive coalitions. By the nineteen forties, communists, educators,
and sympathizers gained footholds in teacher unions university departments, often
as fellow travelers rather than card carrying members. Now Joseph McCarthy,
the Senator nineteen fifty nineteen fifty four and his allies

(40:23):
saw what was going on. They began to investigate communist
infiltration and government military and education, and history laughs at
them calls it a dark era of American history. The
House of un American Activities Committee in nineteen fifty three
intensified their scrutiny of Hollywood, academia, and federal agencies, and

(40:50):
the public began to fear that there were reds communists
mixed into our classroom, classroom infiltration, radical educators operating in
our schools. So they were operating outside mainstream schools. They
were just starting to get into the public school at
that point. Then in the sixties and seventies, that's when
the real push went. That's when the new left movements,

(41:11):
influenced by Marxist theory, pushed for radical curriculum changes in
our universities. Critical Then in the nineteen eighties, critical pedagogy
gain traction, drawing from Apolo Fiories, you know, Marxist inspired
pedagogaji of the oppressed. Nineteen nineties, postmodernism deconstructionism theories dominated

(41:34):
humanities departments, often critiquing capitalism and Western values and training
our children up to hate America. Then we get to
the new millennium, the two thousands, the Chinese Communist Party
expands Confucius institutes into US and universities later criticized for
propaganda and censorship. In the twenty twenties, a rise in

(41:57):
Generation Z support for socialism prompts legislative response crucial communism
Teaching Act passed at twenty twenty four to counter the
ideological drift in schools, and we have cultural attacks cultural Marxism,
our cultural institutions, our media, our education continue to reflect

(42:17):
collectivists and anti capitalist narratives, often through indirect ideological influence
and direct ideological influence. This is what we've been fighting
for the entire life of this country, and now it's
coming to a head. That's why the importance of what
you guys are talking about natural born citizen, the importance
of the original intent of the Citizenship Clause and the

(42:40):
fourteenth Amendment, all of that matters because we are literally
fighting for the life of our country, for the soul
of liberty in our country. That is what my monologue
was going to be. And with about twelve minutes left, gentlemen,
you have an opportunity to comment give us. I just

(43:04):
laid out a lot of history regarding communism's influence on
this country. What's your thoughts.

Speaker 2 (43:11):
Well, you know, you speak to a guy who spent
a couple of years working on a movie that came out,
and I'm going to get a hold of Trevor and Judd.
It's on my to do list by between now on
the end of the year, everything that we were saying

(43:32):
in that movie about the socialists, you know about you know,
your congressman not being able to pass a FBI background check.
That plus the what's going on with Sharia law and
the Muslim infiltration, all of that. You take a look
at New York City now, you look at what's going
on in Minnesota. Now you look at what you're finding

(43:55):
out about Obama and what he did and the law
fair you know, trying to tear down American values. Everything
that we talked about that we were just basically nominating
has grown up and become full adults in just the
last eight years. And all this has to do with

(44:15):
people that either had divided loyalties or really they were
traitors to begin with, you know. And you know, you
can go through history. You can talk about you know,
Ben and mcgonald and his family and who he was
married to and his in laws, and how he could possibly,

(44:38):
you know, walk away from everything that he had done,
you know, in the Revolutionary War with you know, General Washington.
How did they pull him aside well because of split
allegiances and agreed and maybe other things he might have
disagreed with some of the guys you know that. You know,

(44:59):
we're Americans at the time.

Speaker 4 (45:01):
And his wife was a Tory by the way, and.

Speaker 2 (45:04):
Well, I was waiting for you to throw that one in.
I purposely left that door open. Exactly who do he marry,
you know? And what was his father in law and
his mother in law? And who did he see? He
saw them a lot more than he saw George, you know,
and so you know they're tugging at him, and he

(45:24):
was targeted. Here's the guy who was in general that hey,
maybe we can you know, pull him over. And they did.
But had he been married, you know, some some dairy farmer.
There was three generations on the continent. I mean, they
couldn't have got him. So yeah, you put a lot

(45:44):
of detail. Every other decade, you've kind of pasted this
thing together. But you know, it goes back to the
The thing is, if you want to be pure, you
got to keep pure. And I'm not talking about racism.
I'm talking about the ideology. I'm talking about the constitution,
the proper interpretation and keeping it secure. And if you

(46:07):
do that, you protect yourself from all these other influences.
But if you try to do that, they will make
you another Joe McCarthy, which is a badge of honor,
by the way, if you really know about it.

Speaker 4 (46:25):
Yeah, McCarthy was right.

Speaker 2 (46:28):
Well, and Trump's turning out right, I mean Bill Maher
every month he's talking about well you know, maybe Trump's right, yell,
So it's happening.

Speaker 4 (46:39):
All right, Very good, Alan. I laid out a lot
of history we've had Dinnis and I talk a little
bit about what we're talking about regarding the purity of
standing firm on the stage of liberty for this country.
What's your thoughts, Alan.

Speaker 2 (47:06):
Did your doggies do something to him?

Speaker 1 (47:09):
No, they didn't do anything to me.

Speaker 4 (47:11):
It was fault.

Speaker 1 (47:14):
Well she was.

Speaker 2 (47:16):
Your mic.

Speaker 1 (47:18):
She hit uh, she needed a back rub. All right, Well,
we got a few minutes left. Interesting thing, interesting topic,
the Jamestown If I know my history correct.

Speaker 2 (47:34):
I was gonna bring that up, but go ahead.

Speaker 1 (47:37):
Well, thank you, James. Jamestown. You know, the people here
came here and they thought they would be very collective minded,
and everybody works and everything that was produced went into
a warehouse and everybody shared equally. Jamestown almost didn't make
it the next year you wanted because people were realizing, well,

(48:03):
I don't have to work that hard because I'm going
to get what everybody else gets. And that kind of
mentality didn't work for that very small community when the
only thing it had that it could rely on was
that community itself. And what happened.

Speaker 4 (48:21):
Go ahead, I'd.

Speaker 2 (48:23):
Say, what happened when they kept what they did their
own and they weren't averaged out and carrying people that
were lazy.

Speaker 1 (48:31):
Apparently they survived well, the.

Speaker 4 (48:34):
Starving people were starving. If I remember the number properly
of the original seven hundred or eight hundred settlers came in,
like sixty survived.

Speaker 1 (48:44):
And some of that might have been the weather, some
of that might have been diseased.

Speaker 4 (48:48):
Oh yeah, there was many factors. But but the fact
that they were used in collectivism, those factors were more
impactful had they have used a more free market type system.
You keep, you keep what you earn, you put the
rest of the market. And the Pilgrims said the same
thing in their case, though, uh they were ordered by

(49:09):
people they had that had invested in their trip to
do it that way. But when their second governor, Bradford
came along, he's like William Bradford, He's like, no, that's
not working. I will pay them back. But this is
this is not working. We're gonna use a new system.
And really, and whether or not William Bradford was drawn
from Jamestown or if it was his own ideas, I

(49:31):
don't know, but he changed the system. They wound up
still paying back their their their debt, and they and
then the after that the colony throughout thrived. Both of
those colonies tried collectivism. Both cases they almost starved to death,
and in both cases when they shifted to a free
market system, they thrived.

Speaker 2 (49:50):
And they had plenty, and thus was born Thanksgiving Day.

Speaker 4 (49:54):
There you go.

Speaker 1 (49:55):
What's interesting is that they both came from England. They
came around the same time. They left the same political environment,
a monarchy, and they thought, oh, okay, this is the
way we're going to do it. And they both came

(50:16):
with the collective mindset, and they found out.

Speaker 7 (50:20):
That that didn't even though they did it with good intention,
because if they wanted to leave the monarchy behind, they
found out human nature on a bigger scale doesn't work
this way.

Speaker 4 (50:40):
Well.

Speaker 2 (50:41):
It's also interesting that once they finally got there after
coming across on the boat and Doug helped me again
before Bradford. What was the gentleman's name? Who was the governor?

Speaker 4 (50:51):
Oh man, tip of my tongue, Yeah, but I know
who you're talking about.

Speaker 2 (50:55):
Well you said it. But he would not let anybody
off the boat until they had a constitution and they
all signed it. He wasn't going to let him go
on shore without having a sense of order.

Speaker 1 (51:08):
John Carver was it was it a constitution or a compact?

Speaker 2 (51:13):
Compact, but it was an agreement.

Speaker 4 (51:16):
Yeah, yeah. John Carver was that first governor, right right,
and uh then he died in April sixteen twenty one.
That's what William Bradford took over. And Bradford's like, yeah,
we're not using the method that of you know, the
central storage anymore. You get this property, you get this property,

(51:36):
you get this, you grow, you take care of your family,
you got anything extra?

Speaker 1 (51:39):
Briga to market, very very very interesting.

Speaker 2 (51:45):
And and and and the name of my one son
is what Bradford Bradford, William named after his great great
great ten times grandfather, William Bradford. So yep, there you go.

Speaker 4 (52:06):
What's next? Well, and this is all well we got
about three and a half minutes, so there is nothing new.
I mean I could do next, he.

Speaker 1 (52:12):
Wrote, I could throw in one little thing.

Speaker 4 (52:15):
Okay, go ahead, you all know.

Speaker 1 (52:18):
I give a presentation about five women of the American Revolution,
and one of the women I talk about is Deborah Sampson.
What's interesting about Deborah is that she had a tough life. Now,

(52:40):
she comes from a pretty good heritage. Her one of
her parents was actually the great the mom was the
great great great granddaughter of William Bradford family, and the
other than the father, he was also related to a founder,

(53:04):
So you have a really good heritage. But daddy, when
she was five, Daddy went away on a sea trip
and he never came back. So by the time she
was ten, Deborah and her six siblings were put into
indentured servitude. She had it from ages ten to eighteen.
She had to help pay off the family debt. Her
response to that, not only did she get it done,

(53:27):
she learned how to hunt, to fish, to track, and
by the time she was twenty two and the American
Revolution is still going, what did she decide to do?
She decided to join the military as a guy.

Speaker 2 (53:41):
Transgender.

Speaker 1 (53:43):
No no, no, no.

Speaker 4 (53:46):
No no. She just wanted to fight and they were
she she.

Speaker 1 (53:51):
Was Robert Schurtlett. For a year and a half, she
led troops into battle, experienced hand to hand combat, cannon fire, doug.

Speaker 4 (53:59):
Trench as a woman, but she wanted to fight right.

Speaker 1 (54:03):
And finally, after a year and a half, they she
got really ill and they took her to the hospital.
She flew or something, and the medical team was able
to figure out positively, this is not a guy. She
got an honorable disc show.

Speaker 4 (54:20):
Yeah it actually if I remember the story right, they
tore open her shirt to do the work. Went, this
is something's wrong here.

Speaker 1 (54:28):
Not a guy anyway, So there you go.

Speaker 4 (54:32):
All right, so real quick. So we've got this. We've
got RFK Junior before the Senate. We don't have time
to talking about it, but did you watch it? It
was amazing. I want to talk about that probably next week.
We got the auto pin warrants. When the autopin was
being used, Biden didn't even review what it was. We're
finding out based on emails Lisa Cook. You know, the

(54:52):
FED chair Fire Court said you can't. He can. And
of course the alien enemies actors in the news again,
all right, plug yourself.

Speaker 1 (55:03):
Alan Myers feded fded dot us and on Sunday nights
five to seven pm West Coast Time, Patriots Soapbox for
the Republic.

Speaker 4 (55:12):
Alan Myers, Dennis Jackson. Thanks so much both of you
for being here on the program and for carrying the
first about fifteen to twenty minutes. Now do we stand combined?
We kick God Bless America, God and God bless you.

Speaker 1 (55:25):
Uh.

Speaker 4 (55:25):
You know my website Douglas H. Gibbs dot com. It's
been kind of worked on the last four days, so
you haven't seen anything new. It doesn't mean that if
you if you's ever visit there's nothing to read, go
check it out. I should have the new stuff coming
up pretty soon. They're almost done with the work, Douglas V.
Gibbs dot com. Thanks for spending the time. Football in
two weeks next week though we'll be here. Be sure

(55:46):
to tune in until then. Be blessed,