December 11, 2025 • 14 mins
On the Thursday December 11, 2025 edition of The Armstrong & Getty One More Thing Podcast...
- we hear from two thinkers who offer a different perspective on the history of slavery.
Stupid Should Hurt: https://www.armstrongandgetty.com/
See omnystudio.com/listener for privacy information.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
America pretty much invented slavery. It's our original sin. It's
one more thing.
Speaker 2 (00:07):
One more thing.
Speaker 1 (00:11):
If anybody's in the market for a big steaming pile
of horse crap, that introdution, that introduction.
Speaker 3 (00:17):
Was one introdution. Isn't a word introduction.
Speaker 4 (00:21):
I was gonna say, I sent sarcasm.
Speaker 3 (00:23):
Steaming pile of horse manure.
Speaker 4 (00:26):
It reminds me. I had a friend who had regularly
use the expression we were always out at the bar
and stuff like that, and he had this job.
Speaker 3 (00:32):
He didn't like his boss, and he.
Speaker 4 (00:34):
Was always talking about and what do they give me here?
Here's a shit sandwich?
Speaker 3 (00:37):
Son, eat up? Wow?
Speaker 1 (00:44):
You know I'll just go ahead and grab something from
the vending machine.
Speaker 4 (00:48):
Anybody that right?
Speaker 3 (00:50):
Right?
Speaker 1 (00:51):
So you got John Stossel here, the great John Stossel,
and and he's talking mustache before mustache was cool and
mustache after it's no longer cool. He is the og
stash guy anyway. Talking to Wilfred Riley. I don't remember
if he introduces him in any of our clips, but
he wrote a great book that I owned called Lies
(01:13):
My liberal teacher told me or progressive teacher, whatever it is.
And then Brett Pike, who you may or may not know.
He is a real guru in like traditional patriotic education
and homeschooling and that sort of thing, and they kind
of meld together pretty well. Thanks to Hanson for editing
some of this. But anyway, let's just start Michael with
clip number ninety.
Speaker 3 (01:31):
We'll go from there.
Speaker 4 (01:32):
This is John Stossel, the original sin of slavery, the
original sin of slavery.
Speaker 5 (01:37):
Today Americans are taught when it comes to slavery, America.
Speaker 3 (01:41):
Was the worst.
Speaker 4 (01:42):
The Atlantic slaverty from Africa to the Americas was different
from any other type of slavery.
Speaker 6 (01:46):
The United States didn't inherit slavery from anybody.
Speaker 5 (01:49):
We created it. American slavery was worse because.
Speaker 4 (01:53):
The slaves were reduced to property. They were channel property.
No other system of slater did that except American slavery.
Speaker 1 (02:01):
Well, as we're about to hear, virtually everything that you
just heard is completely fictional.
Speaker 4 (02:06):
Boy, some of them were really howlers.
Speaker 3 (02:09):
Yeah, oh yeah, absolutely true.
Speaker 1 (02:12):
But they're necessary to convince kids to hate their country
so the neo Marxists can take it over. Now, there
are a lot of useful idiots that don't understand that's
what they're doing, but they're part of it.
Speaker 3 (02:26):
Nonetheless, roll on.
Speaker 2 (02:27):
That's complete nonsense.
Speaker 5 (02:28):
Wilfred Riley is a political science professor and author of Lies.
My liberal teacher told.
Speaker 2 (02:34):
Me generational slavery like if you're the son of a slave,
you're a slave. That was extraordinarily common. Slavery around the
world was slavery.
Speaker 5 (02:43):
Books like this Unfinished Nation. Slaves in Africa were kept
unfree only for a fixed term.
Speaker 2 (02:50):
No is the short answer. Most of the slaves taken
by these sort of players would be either kept as
slaves for their entire life, or more likely sold to
the Whites and the Arabs in two years.
Speaker 3 (03:03):
Okay, we can roll.
Speaker 5 (03:04):
On Today, Partly thanks to the New York Times sixteen
nineteen project, students are taught that America's slavery was unlike
anything that existed before.
Speaker 2 (03:14):
We're the worst society ever. We've done things that no
one else has ever done. And sometimes there's nothing wrong
with acknowledging your historical mistakes. I mean, I'm Black, Irish,
a bit Native American, at least per the family lower.
I mean, those are three people that have experienced a
great deal historically.
Speaker 3 (03:33):
Nothing wrong with acknowledging that. But it's extremely.
Speaker 2 (03:36):
Odd to focus only on the negatives of your society
and to exaggerate those.
Speaker 4 (03:41):
Yeah, I'd say, as I've been saying.
Speaker 3 (03:42):
For a long time.
Speaker 1 (03:43):
Yeah, it's for a specific purposes I've been seeing for
a long time.
Speaker 3 (03:46):
Roll on.
Speaker 5 (03:47):
Americans are taught that slavers caught people in Africa and
ship them here, but few were taught that most slaves
were not shipped to the United States.
Speaker 2 (03:57):
Between ten point seven million and twelve million slaves from
Africa went to the New World. We got a little
under four hundred thousand, under four hundred thousand out of
ten million.
Speaker 3 (04:09):
The extreme focus on slavery in the United States. Why
did that happen?
Speaker 2 (04:13):
One reason is that a lot of black people survived here.
Slavery was harsh, but it is a lot less harsh
than clearing the Brazilian jungle.
Speaker 3 (04:21):
So out of and Stossel just went with ten million.
Speaker 1 (04:24):
But is the mister Riley put it, It was ten point
seven to twelve million slaves out of we'll call it
eleven million. Just split the difference. Out of eleven million,
we got about four hundred.
Speaker 4 (04:34):
Thousand and the rest went where South America.
Speaker 1 (04:37):
South American and Central America to a lesser extent.
Speaker 3 (04:40):
But yeah, wow.
Speaker 7 (04:41):
That is not well known, and the way it's talked about,
you'd think it was all here of course.
Speaker 4 (04:46):
Every single person, Yeah yeah, or that you know, or
that it has never never existed anywhere on earth before this.
It's always existed, right, It's like maybe it's.
Speaker 3 (04:56):
His old as prostitution.
Speaker 4 (04:58):
Uh, it's one of the oldest profession owning another human
being if you're strong enough to grab them and force.
Speaker 3 (05:03):
Them to do it.
Speaker 1 (05:04):
But more on that to come. But you're both absolutely right,
roll on, Michael.
Speaker 5 (05:08):
All right, But American blacks are at a disadvantage. They
have less capital, financial and educational capital. What's the harm
and pointing out how abusive white people were.
Speaker 2 (05:23):
The harm is that pointing out how abusive white people
were is not going to get Black Americans anymore capital.
Most of the problems of the modern black community don't
have anything to do with historical ethnic conflict one hundred and.
Speaker 3 (05:36):
Sixty years ago.
Speaker 5 (05:36):
Riley says most of the problems began when welfare began.
Speaker 2 (05:40):
Crime in the black community every time I've tried to
break this out increased about eight hundred percent between say
nineteen sixty three and nineteen ninety three. Racism didn't increase
between nineteen sixty and the modern era. You're looking at
the impacts of the Great Society, the welfare programs.
Speaker 5 (05:55):
Riley argus, it's better to teach the truth that almost
every society had slaved.
Speaker 1 (06:00):
And then Brett Pike kind of accidentally sort of in
these two clips that we were looking at to continues
the story.
Speaker 6 (06:08):
Why is it that public schools only teach about the
Transatlantic slave trade. They don't teach that there was slavery
in the Ottoman Empire, that it lasted for six hundred
years and five to ten million people were enslaved, that
they not only enslaved men, but the most valuable slaves
were women, because sexual slavery was not only permitted, but
(06:29):
it was institutionalized in the Ottoman Empire. So they would
get many of their slaves from Central Europe, many of
their slaves from the Balkans, and they would enslave Hungarians, Russians, Ukrainians,
which is why the word slave comes from.
Speaker 1 (06:44):
Slough as in aside, I happen to hear a different
discussion about slavery in the Ottoman Empire and the Muslim
world in general, and one of the real issues Islam
had was when the the slave trade was abolished, led
by the English and Americans among others. Fundamentalist Islam said,
(07:07):
slavery is absolutely normal. In fact, it's muhammadad slaves. This
is something we do, and to back off of that
is to be pushed off of Islam. And in some
of the major battles in the nineteenth century where Muslim
lands were conquered, some of the people who were who
had to cooperate with the West, said, all right, how
(07:29):
do we convince people to just let the slavery thing go?
And that was the beginning of what you might call
the Protestant protestantization of certain aspects of Islam, where they
started to push the idea that, well, the Quran says it,
but what really matters is what's in your heart, your
relationship with God.
Speaker 4 (07:48):
Also had it was just a couple of weeks ago
somebody had a stat higher than I'd ever heard before,
of the percentage of black slaves that were captured by
other black people and sold to the United States or
South Amla or what.
Speaker 3 (08:03):
A vast, vast majority.
Speaker 1 (08:04):
Yeah, yeah, I was like ninety percent or something, because
slavery was routine in Africa, one tribe or people enslaving
the other after beating him in a war.
Speaker 4 (08:16):
It was routine.
Speaker 7 (08:18):
No, I'm just this is I mean, listening to this,
all I'm thinking is like, how it so doesn't work
with today's narrative.
Speaker 4 (08:25):
They're also younger than us and grew up in the
Bay Area, so.
Speaker 7 (08:28):
And I'm thinking about what I was taught in school,
and it's like it was not this.
Speaker 5 (08:33):
Yeah. Right.
Speaker 4 (08:34):
We've been talking a lot about the book Dominion by
Tom Holland lately, and he talks in there about how
Julius Caesar went off to what would today be France,
killed a million people and enslaved a million people as
white people, enslaving white people, million people, the advanced you know,
deep thinking Roman Empire.
Speaker 3 (08:56):
Oh yeah, ancient Greeks.
Speaker 1 (08:57):
Yeah, slavery was ubiquitous around the globe.
Speaker 3 (09:01):
Next clip, and.
Speaker 6 (09:02):
Why don't schools teach about the Trans Indian slave trade,
which lasted for over twelve hundred years and enslaved four
to ten million people, or the Trans Saharan slave trade,
which lasted for over twelve hundred years and enslaved nine
to seventeen million people, all of which ended are ready
for it, not before, but long after the North Atlantic
(09:24):
slave trade. And yes, chattle slavery was practiced in all
of these places. The fact, in seventeen seventy six, the
majority of countries in the world practiced chattle slavery. And
where Europe and the United States were early in abolishing slavery,
it went on much longer in the Middle East, in Africa,
and in places like China, Thailand and Mongolian.
Speaker 4 (09:46):
Yeah, the icing on the cake being that China has
slaves right now, right final clip.
Speaker 6 (09:52):
If you went back to seventeen seventy six, you would
find ninety to ninety five percent of the countries in
the world practiced slavery, and that had been the norm
for thousands of years. And the United States of America
banned slavery in seven states when the rest of the
world had only banned it in seven countries. And the
reason this isn't taught is that everything in school is
(10:12):
framed through a Marxist lens of oppressed versus oppressors. So
they intentionally teach our history out of context, which is
a form of brainwashing that is designed to make dividing
and conquering society easy because absent of historical context, it
allows them to frame the United States of America as
(10:34):
some uniquely evil place, when in reality, it is Britain,
the United States of America, and the West that is
responsible for driving the institution of slavery into extinction.
Speaker 4 (10:45):
It's slavery obviously seems insane by modern standards that any
human being could own another human being. But I wonder
throughout world history what percentage of humans were slaves, But
it's fairly high.
Speaker 1 (10:57):
Or lived in countries where it was routine to have slaves,
then you're getting near one.
Speaker 4 (11:03):
What an awful life that many, many people in world
history have lived, toiling all day long for someone else's benefit.
Speaker 1 (11:10):
Yeah, yeah, absolutely true, and slavery is abhorrent, But it's
the perversion of the story to undermine the United States
that makes me sick and makes me mad. Full credit
to John Stossel, Wilfred Riley, and Brett Pike for their
absolutely great work on this. Keep going, fellas, we hope
to spread your words by by playing them here today.
Speaker 4 (11:33):
Decent chance, especially if you live in a blue state,
blue city that they're teaching the sixteen nineteen project to
your kids this year.
Speaker 7 (11:40):
Now, yeah, that's I mean, that's what's blowing my mind
is you know, high school for me was about twenty
years ago, and the classes obviously were slave heavy on
how you know America bad? I can only imagine how
bad it is now.
Speaker 4 (11:54):
Yeah, yeah, yeah, that's pretty much the only thing they
teach in terms of American founding at this point.
Speaker 5 (12:02):
Right.
Speaker 1 (12:03):
Well, and remember they're supposed to work the whole critical
theory thing into every class, every class time, to tear
down government schools and start again.
Speaker 4 (12:17):
Got to admit, though, it'd be damn handy to.
Speaker 3 (12:21):
Have a slave, to have a slave I saw Dave.
Speaker 4 (12:25):
Chappelle talking about the other day in one of his
comedy specials.
Speaker 3 (12:27):
It's true, m you me sure, I want to go
down that road.
Speaker 4 (12:32):
But the reason it existed forever is a it'd be
damn handy. Get an a robot. Yeah, well, yeah, that's
what we'll have. That that we finally get. It's all
coming together. It took us a while, certainly, not their
freedom denied, but we've got you know the upside right now.
Speaker 1 (12:55):
Would and this is the subject of some brilliant, brilliant
science fiction through the years, would that robot obtain self
awareness and desire liberty because liberty is the natural state
of man from my point of view, though history would
suggest otherwise.
Speaker 4 (13:14):
We might find out, like by next June, how that
works out.
Speaker 7 (13:18):
I just watched a horror movie where an AI girlfriend
robot goes on a rampage and just starts killing everybody.
Speaker 3 (13:24):
Why what was she meant about?
Speaker 1 (13:26):
She wouldn't say no, if you know, I'm gonna tear
your arm off and be with your bloody stumping.
Speaker 7 (13:34):
She somehow figured out that she was a robot and
that everything that she believed was fake, and that she
just started her made her angry, and then she teamed
up with other robots.
Speaker 4 (13:47):
It was all bad.
Speaker 1 (13:48):
That's straight out of some great hind Line and Asimov
and guys like that. Yeah, wow, but with more, you know,
buckets of blood.
Speaker 4 (13:58):
Keep thinking about the time we talked about human footstools.
How convenient that would be in a lot of ways. Yeah, well,
I guess that's it.
America pretty much invented slavery. It's our original sin. It's
one more thing.
Speaker 2 (00:07):
One more thing.
Speaker 1 (00:11):
If anybody's in the market for a big steaming pile
of horse crap, that introdution, that introduction.
Speaker 3 (00:17):
Was one introdution. Isn't a word introduction.
Speaker 4 (00:21):
I was gonna say, I sent sarcasm.
Speaker 3 (00:23):
Steaming pile of horse manure.
Speaker 4 (00:26):
It reminds me. I had a friend who had regularly
use the expression we were always out at the bar
and stuff like that, and he had this job.
Speaker 3 (00:32):
He didn't like his boss, and he.
Speaker 4 (00:34):
Was always talking about and what do they give me here?
Here's a shit sandwich?
Speaker 3 (00:37):
Son, eat up? Wow?
Speaker 1 (00:44):
You know I'll just go ahead and grab something from
the vending machine.
Speaker 4 (00:48):
Anybody that right?
Speaker 3 (00:50):
Right?
Speaker 1 (00:51):
So you got John Stossel here, the great John Stossel,
and and he's talking mustache before mustache was cool and
mustache after it's no longer cool. He is the og
stash guy anyway. Talking to Wilfred Riley. I don't remember
if he introduces him in any of our clips, but
he wrote a great book that I owned called Lies
(01:13):
My liberal teacher told me or progressive teacher, whatever it is.
And then Brett Pike, who you may or may not know.
He is a real guru in like traditional patriotic education
and homeschooling and that sort of thing, and they kind
of meld together pretty well. Thanks to Hanson for editing
some of this. But anyway, let's just start Michael with
clip number ninety.
Speaker 3 (01:31):
We'll go from there.
Speaker 4 (01:32):
This is John Stossel, the original sin of slavery, the
original sin of slavery.
Speaker 5 (01:37):
Today Americans are taught when it comes to slavery, America.
Speaker 3 (01:41):
Was the worst.
Speaker 4 (01:42):
The Atlantic slaverty from Africa to the Americas was different
from any other type of slavery.
Speaker 6 (01:46):
The United States didn't inherit slavery from anybody.
Speaker 5 (01:49):
We created it. American slavery was worse because.
Speaker 4 (01:53):
The slaves were reduced to property. They were channel property.
No other system of slater did that except American slavery.
Speaker 1 (02:01):
Well, as we're about to hear, virtually everything that you
just heard is completely fictional.
Speaker 4 (02:06):
Boy, some of them were really howlers.
Speaker 3 (02:09):
Yeah, oh yeah, absolutely true.
Speaker 1 (02:12):
But they're necessary to convince kids to hate their country
so the neo Marxists can take it over. Now, there
are a lot of useful idiots that don't understand that's
what they're doing, but they're part of it.
Speaker 3 (02:26):
Nonetheless, roll on.
Speaker 2 (02:27):
That's complete nonsense.
Speaker 5 (02:28):
Wilfred Riley is a political science professor and author of Lies.
My liberal teacher told.
Speaker 2 (02:34):
Me generational slavery like if you're the son of a slave,
you're a slave. That was extraordinarily common. Slavery around the
world was slavery.
Speaker 5 (02:43):
Books like this Unfinished Nation. Slaves in Africa were kept
unfree only for a fixed term.
Speaker 2 (02:50):
No is the short answer. Most of the slaves taken
by these sort of players would be either kept as
slaves for their entire life, or more likely sold to
the Whites and the Arabs in two years.
Speaker 3 (03:03):
Okay, we can roll.
Speaker 5 (03:04):
On Today, Partly thanks to the New York Times sixteen
nineteen project, students are taught that America's slavery was unlike
anything that existed before.
Speaker 2 (03:14):
We're the worst society ever. We've done things that no
one else has ever done. And sometimes there's nothing wrong
with acknowledging your historical mistakes. I mean, I'm Black, Irish,
a bit Native American, at least per the family lower.
I mean, those are three people that have experienced a
great deal historically.
Speaker 3 (03:33):
Nothing wrong with acknowledging that. But it's extremely.
Speaker 2 (03:36):
Odd to focus only on the negatives of your society
and to exaggerate those.
Speaker 4 (03:41):
Yeah, I'd say, as I've been saying.
Speaker 3 (03:42):
For a long time.
Speaker 1 (03:43):
Yeah, it's for a specific purposes I've been seeing for
a long time.
Speaker 3 (03:46):
Roll on.
Speaker 5 (03:47):
Americans are taught that slavers caught people in Africa and
ship them here, but few were taught that most slaves
were not shipped to the United States.
Speaker 2 (03:57):
Between ten point seven million and twelve million slaves from
Africa went to the New World. We got a little
under four hundred thousand, under four hundred thousand out of
ten million.
Speaker 3 (04:09):
The extreme focus on slavery in the United States. Why
did that happen?
Speaker 2 (04:13):
One reason is that a lot of black people survived here.
Slavery was harsh, but it is a lot less harsh
than clearing the Brazilian jungle.
Speaker 3 (04:21):
So out of and Stossel just went with ten million.
Speaker 1 (04:24):
But is the mister Riley put it, It was ten point
seven to twelve million slaves out of we'll call it
eleven million. Just split the difference. Out of eleven million,
we got about four hundred.
Speaker 4 (04:34):
Thousand and the rest went where South America.
Speaker 1 (04:37):
South American and Central America to a lesser extent.
Speaker 3 (04:40):
But yeah, wow.
Speaker 7 (04:41):
That is not well known, and the way it's talked about,
you'd think it was all here of course.
Speaker 4 (04:46):
Every single person, Yeah yeah, or that you know, or
that it has never never existed anywhere on earth before this.
It's always existed, right, It's like maybe it's.
Speaker 3 (04:56):
His old as prostitution.
Speaker 4 (04:58):
Uh, it's one of the oldest profession owning another human
being if you're strong enough to grab them and force.
Speaker 3 (05:03):
Them to do it.
Speaker 1 (05:04):
But more on that to come. But you're both absolutely right,
roll on, Michael.
Speaker 5 (05:08):
All right, But American blacks are at a disadvantage. They
have less capital, financial and educational capital. What's the harm
and pointing out how abusive white people were.
Speaker 2 (05:23):
The harm is that pointing out how abusive white people
were is not going to get Black Americans anymore capital.
Most of the problems of the modern black community don't
have anything to do with historical ethnic conflict one hundred and.
Speaker 3 (05:36):
Sixty years ago.
Speaker 5 (05:36):
Riley says most of the problems began when welfare began.
Speaker 2 (05:40):
Crime in the black community every time I've tried to
break this out increased about eight hundred percent between say
nineteen sixty three and nineteen ninety three. Racism didn't increase
between nineteen sixty and the modern era. You're looking at
the impacts of the Great Society, the welfare programs.
Speaker 5 (05:55):
Riley argus, it's better to teach the truth that almost
every society had slaved.
Speaker 1 (06:00):
And then Brett Pike kind of accidentally sort of in
these two clips that we were looking at to continues
the story.
Speaker 6 (06:08):
Why is it that public schools only teach about the
Transatlantic slave trade. They don't teach that there was slavery
in the Ottoman Empire, that it lasted for six hundred
years and five to ten million people were enslaved, that
they not only enslaved men, but the most valuable slaves
were women, because sexual slavery was not only permitted, but
(06:29):
it was institutionalized in the Ottoman Empire. So they would
get many of their slaves from Central Europe, many of
their slaves from the Balkans, and they would enslave Hungarians, Russians, Ukrainians,
which is why the word slave comes from.
Speaker 1 (06:44):
Slough as in aside, I happen to hear a different
discussion about slavery in the Ottoman Empire and the Muslim
world in general, and one of the real issues Islam
had was when the the slave trade was abolished, led
by the English and Americans among others. Fundamentalist Islam said,
(07:07):
slavery is absolutely normal. In fact, it's muhammadad slaves. This
is something we do, and to back off of that
is to be pushed off of Islam. And in some
of the major battles in the nineteenth century where Muslim
lands were conquered, some of the people who were who
had to cooperate with the West, said, all right, how
(07:29):
do we convince people to just let the slavery thing go?
And that was the beginning of what you might call
the Protestant protestantization of certain aspects of Islam, where they
started to push the idea that, well, the Quran says it,
but what really matters is what's in your heart, your
relationship with God.
Speaker 4 (07:48):
Also had it was just a couple of weeks ago
somebody had a stat higher than I'd ever heard before,
of the percentage of black slaves that were captured by
other black people and sold to the United States or
South Amla or what.
Speaker 3 (08:03):
A vast, vast majority.
Speaker 1 (08:04):
Yeah, yeah, I was like ninety percent or something, because
slavery was routine in Africa, one tribe or people enslaving
the other after beating him in a war.
Speaker 4 (08:16):
It was routine.
Speaker 7 (08:18):
No, I'm just this is I mean, listening to this,
all I'm thinking is like, how it so doesn't work
with today's narrative.
Speaker 4 (08:25):
They're also younger than us and grew up in the
Bay Area, so.
Speaker 7 (08:28):
And I'm thinking about what I was taught in school,
and it's like it was not this.
Speaker 5 (08:33):
Yeah. Right.
Speaker 4 (08:34):
We've been talking a lot about the book Dominion by
Tom Holland lately, and he talks in there about how
Julius Caesar went off to what would today be France,
killed a million people and enslaved a million people as
white people, enslaving white people, million people, the advanced you know,
deep thinking Roman Empire.
Speaker 3 (08:56):
Oh yeah, ancient Greeks.
Speaker 1 (08:57):
Yeah, slavery was ubiquitous around the globe.
Speaker 3 (09:01):
Next clip, and.
Speaker 6 (09:02):
Why don't schools teach about the Trans Indian slave trade,
which lasted for over twelve hundred years and enslaved four
to ten million people, or the Trans Saharan slave trade,
which lasted for over twelve hundred years and enslaved nine
to seventeen million people, all of which ended are ready
for it, not before, but long after the North Atlantic
(09:24):
slave trade. And yes, chattle slavery was practiced in all
of these places. The fact, in seventeen seventy six, the
majority of countries in the world practiced chattle slavery. And
where Europe and the United States were early in abolishing slavery,
it went on much longer in the Middle East, in Africa,
and in places like China, Thailand and Mongolian.
Speaker 4 (09:46):
Yeah, the icing on the cake being that China has
slaves right now, right final clip.
Speaker 6 (09:52):
If you went back to seventeen seventy six, you would
find ninety to ninety five percent of the countries in
the world practiced slavery, and that had been the norm
for thousands of years. And the United States of America
banned slavery in seven states when the rest of the
world had only banned it in seven countries. And the
reason this isn't taught is that everything in school is
(10:12):
framed through a Marxist lens of oppressed versus oppressors. So
they intentionally teach our history out of context, which is
a form of brainwashing that is designed to make dividing
and conquering society easy because absent of historical context, it
allows them to frame the United States of America as
(10:34):
some uniquely evil place, when in reality, it is Britain,
the United States of America, and the West that is
responsible for driving the institution of slavery into extinction.
Speaker 4 (10:45):
It's slavery obviously seems insane by modern standards that any
human being could own another human being. But I wonder
throughout world history what percentage of humans were slaves, But
it's fairly high.
Speaker 1 (10:57):
Or lived in countries where it was routine to have slaves,
then you're getting near one.
Speaker 4 (11:03):
What an awful life that many, many people in world
history have lived, toiling all day long for someone else's benefit.
Speaker 1 (11:10):
Yeah, yeah, absolutely true, and slavery is abhorrent, But it's
the perversion of the story to undermine the United States
that makes me sick and makes me mad. Full credit
to John Stossel, Wilfred Riley, and Brett Pike for their
absolutely great work on this. Keep going, fellas, we hope
to spread your words by by playing them here today.
Speaker 4 (11:33):
Decent chance, especially if you live in a blue state,
blue city that they're teaching the sixteen nineteen project to
your kids this year.
Speaker 7 (11:40):
Now, yeah, that's I mean, that's what's blowing my mind
is you know, high school for me was about twenty
years ago, and the classes obviously were slave heavy on
how you know America bad? I can only imagine how
bad it is now.
Speaker 4 (11:54):
Yeah, yeah, yeah, that's pretty much the only thing they
teach in terms of American founding at this point.
Speaker 5 (12:02):
Right.
Speaker 1 (12:03):
Well, and remember they're supposed to work the whole critical
theory thing into every class, every class time, to tear
down government schools and start again.
Speaker 4 (12:17):
Got to admit, though, it'd be damn handy to.
Speaker 3 (12:21):
Have a slave, to have a slave I saw Dave.
Speaker 4 (12:25):
Chappelle talking about the other day in one of his
comedy specials.
Speaker 3 (12:27):
It's true, m you me sure, I want to go
down that road.
Speaker 4 (12:32):
But the reason it existed forever is a it'd be
damn handy. Get an a robot. Yeah, well, yeah, that's
what we'll have. That that we finally get. It's all
coming together. It took us a while, certainly, not their
freedom denied, but we've got you know the upside right now.
Speaker 1 (12:55):
Would and this is the subject of some brilliant, brilliant
science fiction through the years, would that robot obtain self
awareness and desire liberty because liberty is the natural state
of man from my point of view, though history would
suggest otherwise.
Speaker 4 (13:14):
We might find out, like by next June, how that
works out.
Speaker 7 (13:18):
I just watched a horror movie where an AI girlfriend
robot goes on a rampage and just starts killing everybody.
Speaker 3 (13:24):
Why what was she meant about?
Speaker 1 (13:26):
She wouldn't say no, if you know, I'm gonna tear
your arm off and be with your bloody stumping.
Speaker 7 (13:34):
She somehow figured out that she was a robot and
that everything that she believed was fake, and that she
just started her made her angry, and then she teamed
up with other robots.
Speaker 4 (13:47):
It was all bad.
Speaker 1 (13:48):
That's straight out of some great hind Line and Asimov
and guys like that. Yeah, wow, but with more, you know,
buckets of blood.
Speaker 4 (13:58):
Keep thinking about the time we talked about human footstools.
How convenient that would be in a lot of ways. Yeah, well,
I guess that's it.
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Joe Getty
Jack Armstrong
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