November 6, 2024 • 32 mins
Alex Newman, with his sharp insights and vast knowledge, joins us to uncover the layers of communist infiltration in American society. Known for his impactful interviews during the early days of COVID-19, Alex discusses his involvement in the eye-opening film "Beneath Sheep's Clothing." This movie draws uncanny parallels between historic Soviet tactics and current U.S. government trends, serving as a crucial tool for raising awareness about these covert threats.
Our conversation takes a historical turn as we track the roots of communist influence in American education. Together with Dr. Samuel Blumenfeld, Alex has co-authored a book exploring the foundational role education plays in shaping societal values. We examine figures like Robert Owen, whose push for government-controlled education laid the groundwork for collectivist ideologies that continue to influence today's educational challenges.
The episode also grapples with the complexities of the U.S. education system and the potential risks of government funding in homeschooling. We weigh the consequences of initiatives like Common Core and emphasize the urgency of choosing educational alternatives like homeschooling or private schooling. By taking cues from countries like Germany and Sweden, and discussing Arizona's bold school choice initiative, we highlight the importance of safeguarding educational freedoms. Tune in to understand the stakes and engage with "Beneath Sheep's Clothing" as an essential resource for defending our values and freedoms.
Our conversation takes a historical turn as we track the roots of communist influence in American education. Together with Dr. Samuel Blumenfeld, Alex has co-authored a book exploring the foundational role education plays in shaping societal values. We examine figures like Robert Owen, whose push for government-controlled education laid the groundwork for collectivist ideologies that continue to influence today's educational challenges.
The episode also grapples with the complexities of the U.S. education system and the potential risks of government funding in homeschooling. We weigh the consequences of initiatives like Common Core and emphasize the urgency of choosing educational alternatives like homeschooling or private schooling. By taking cues from countries like Germany and Sweden, and discussing Arizona's bold school choice initiative, we highlight the importance of safeguarding educational freedoms. Tune in to understand the stakes and engage with "Beneath Sheep's Clothing" as an essential resource for defending our values and freedoms.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hey everybody, and welcome to Everything's Political. I'm your host,
Taya Shoemake. You can also find us online at Everything's
Political dot substeck dot com, Shout Out Too, Magicman, Joe Strecker,
the Ronald Reagan of podcast producers, Now you go again.
On this day. In nineteen sixty six, Ronald Reagan, the
(00:24):
then actor, was elected governor of California. He was witty,
self deprecating, very very likable, and despite certain things being
a mixed bag politically, he did a decent job, one
of the very few at least in my lifetime. My
(00:48):
how far we've come?
Speaker 2 (01:00):
Same as.
Speaker 1 (01:13):
Okay with us today is yet another witty, fun bright guest.
And in addition to his latest book in Doctrinating Our
Children to Death, which is a must read, he also
co authored a book with doctor Samuel Blumenfeld called The
(01:33):
Crimes of pat of the Educators. Crimes of the Educators.
And Alex is just amazing guy. We'll get into a
few the reasons why. Personally he kept me sane for
the last five years. But now he is a spokesman
and co star of the new film Beneath Sheep's Clothing.
(01:56):
We're going to link to it on the substack and
I cannot wait to talk about this expose. Alex Newman, Welcome,
thanks for coming on the show.
Speaker 2 (02:05):
Great to be here, Thank you for having me.
Speaker 1 (02:07):
Okay, before we dive into beneath Sheep's clothing, I have
to connect a dot for our audience, which is this.
Alex is one of the people that kept me sane
for the last five years. And I just had to
thank you formerly, Alex, because in those early days of COVID,
when many of us were skeptical, I would either get
(02:29):
forward a link to your interviews with suture At Bakhti
or Richard Fleming or Lee Merritt, and you were such
an amazing interviewer. You asked such great questions, and of
course they were fantastic guests. They had excellent answers, and
if they didn't, you know, they would give you options
as to what lead to follow. And so you were
(02:52):
a huge part of that for me in your early interviews.
So I just wanted to say thank you for that.
Speaker 2 (02:56):
Well, thank you, I appreciate it. And you know, the
sensors tried their apps best to shut us down. Every
time we would put one of those out. It would
get taken down from every platform. But no matter how
hard they tried, what the guests were saying was true
and it was powerful. And now in retrospect we can
all see that, and truth has a way of getting
out even when tyrants want to stop it. So I'm
(03:17):
very grateful that we were able to get that out
and thank you for the kind words.
Speaker 1 (03:20):
Absolutely indeed, Okay, so beneath sheep's clothing, tell us about
this film and how you came to be a part
of it.
Speaker 2 (03:30):
Well, thank you. It's a really important film. In fact,
I think it's one of the best weapons we have
in our arsenal right now to expose the communist threat.
And yes, I said communist threat. A lot of people
don't realize we even have a communist threat. It is
one of the greatest threats to our nation, to our families,
to our churches, to our children. And so it starts off.
The way I got involved was by meeting the lady
(03:50):
who wrote a book. Her name is Julie Bailing, wonderful lady,
and she had gone to Russia after the fall, or
the alleged fall of the Soviet Union, and she noticed
disturbing parallels between the way the Soviets treated Christians and
the way the US government was moving, and that led
her on a path of exploring this and what she
found out was that we're actually in great danger here
(04:12):
in this country. So she wrote a book on that
and I had her on my program to discuss that book.
I thought it was some really unique insights that needed
to be heard. And from that she told me that
she wanted to do a movie about it, and what
I participate, I said, of course, you know, what you're
doing is really important. So I focused a lot on
the education component. That's been one of my passions for
the last fifteen years is exposing what's happening to our
(04:34):
children in the schools. She brought in other experts to
expose what was happening with the infiltration of the churches,
the infiltration of government, the infiltration of our cultural institutions,
and that was the genesis of it. And it's again
a really really powerful tool to show Americans that we
are facing a great threat, but we don't have to
succumb to it.
Speaker 1 (04:55):
Well, thank you for that. Yes, it is a multi
pronged approach, isn't it. How you infiltrate with communism and
you mentioned at the Church education and I can appreciate
that we fought here against the federal infiltration of the
state in all of the federal education bills, and the
(05:16):
most recent, of course, was raced to the top, which
was the cage in which common Core and the surreptitious
data mining and all of that, and the anti bullying
which was just code for the LGBTQ agenda of letting
we can't bully someone, we have to let them in
into the girls locker room. You know. That's people don't realize.
That's in the fine and not so fine print of
(05:37):
all of that federal legislation, I guess. And give us
a little bit about your background and your experiences that
led to that education part being so passionate for you.
Speaker 2 (05:53):
Well, thank you, and you're absolutely right. You know, they
say anti bullying. It's always like this with communists. The
issue is never the issue, right, racial justice, climate change
picked the fake issue. It's never about that. It's always
about the revolution. As the Students for a Democratic Society
used to say, the issue is never the issue, it's
always the revolution. And my interest in education actually began
(06:14):
as I was still in college. This was probably fifteen
years ago. I had never set foot in an American
school other than a little bit of college. I had
grown up overseas in very elite private schools, international private schools,
and so I was totally unfamiliar with what my fellow
Americans were enduring in these indoctrination camps masquerading at schools.
But I was astounded by what I was seeing. You
(06:36):
I went to the University of Florida, and I could
not believe what I was seeing. Like a lot of
these guys there's supposed to be the best and the
brightest in Florida, And I mean, we're talking about an
education that wouldn't even be considered a joke. It wouldn't
even be funny. It was so bad. So I was
astounded by that. And as I was studying in journalism,
(06:56):
I was of course reading newspapers, and I came across
a little blurb about how there was a new effort
to bring about national standards. This was early on in
Barack Obama's term and national standing. I wasn't a constitutional
expert or anything, but that didn't sound right. Why would
we need national standards in a huge country of three
hundred million with a constitution that strictly limits federal involvement
(07:18):
in basically anything that's not designated a federal power. So
I started digging into that, and I eventually discovered common
Core is what that was about. And the more I dug,
the more I realized, Wow, this is actually the issue, right,
This is the most important mechanism they have for undermining
our families, undermining our country, undermining our freedom, and moving
(07:39):
us toward a new system of government, a new societal
and cultural paradigm, if you will. So I dug, and
I dug, and I eventually hooked up with the great
doctor Samuel Blumenfeld. This was a guy who had spent
sixty years of his life exposing what was going on
in the public school system. So he reached out to
me with WND Books and asked if I'd be willing
to partner with him and we could co author what
(08:01):
would turn out to be his final book. He passed
away literally days after we published it, and so as
part of that, I read every book he had ever written.
He had written at twelve books on education, and I
bought every single one of them and just devoured them
and realized, Wow, all these other battles that were fighting
you know, the gun control, the abortion, the taxes, you know,
(08:21):
you name it. Every single one of these battles is
ultimately going to depend on what happens in education. So
that is by far the most important of all of that.
It is more important than the politics. It's more important
than any of these other issues that we're fighting. So
I devoted really a huge part of the next fifteen
years of my life toward focusing in on this. And
my latest book and Doctrinating Our Children to Death just
(08:43):
came out this year, and I think people are finally
starting to get it that this is the issue. And
so Julie with the mini sheep's clothing, realized that this
was an important component. And so that's actually where we
started with the movie. I showed that the people who
had built this system, to a man, going back to
the very beginning, the first guy that seriously proposed that
the government ought to be educating our children was a Commedy.
(09:05):
This was before Karl Marx came along and said that
the government needs to educate everybody's children in public schools.
So the history is there, the significance is there, and
that really is the short answer on why I have
devoted so much of my time, and of course I
talked for twelve years. I love education, real education. But
the short of it is, this is the most important issue.
(09:25):
It's the one on which all others rise and fall.
Speaker 1 (09:28):
I couldn't agree with you more. It makes sense that
if we don't produce critical thinkers, then how are we
going to make it through the indoctrination? Right? How are
we going to make it through what the overwhelming psyops
that take place? So I agree with you on that front.
(09:49):
Do you have any ideas on how and when we
departed from that model?
Speaker 2 (09:55):
It really began right at the beginning, and this is
what a lot of people struggle to understand. And that's
why we have all these wrong headed ideas about how
we quote unquote fix the education system. If you go
back and look at the first guy I alluded to
him briefly, the first guy to seriously propose that the
government should be educating children. That was about two hundred
years ago. Okay. The guy's name was Robert Owen and
(10:16):
he was from Wales. He was very wealthy because he
married into a wealthy textile family, and I have a
copy of his autobiography. I have a lot of his
essays that he wrote, and in his defense he actually
appears to have believed this nonsense. But he rejected the Bible,
he rejected family, he rejected private property, he rejected all
the institutions of a civilized, free society, and came to
(10:39):
the conclusion that collectivism would be a better approach, where
we get rid of private property, get rid of the family,
and have kind of an all powerful state run our lives.
So he believed in it so fervently he even set
up a commune in Indiana to prove that these ideas
were better than what existed at the time, which is
essentially Christianity, free markets, individual liberty, etc. And he obviously
(11:01):
the commune failed in less than two years. It was
a spectacular failure because, of course communism is ridiculous and
it doesn't work. But he wrote these essays. His conclusion
was that it failed not because communism is dumb, but
because it just these people who lived in his commune
had been raised in this Christian individualistic society, and so
the real solution to this was to reform Man himself,
(11:24):
and his idea for doing that was to have the
government step in and liberate, as car Marks would later
call it the children from the oppressive influence of their families,
from the oppressive influence of their parents. And I guess
to explain this properly, I need to go back in
time a little bit so that people will understand what
existed at the time. Virtually all education was controlled by
the parents, by the family, so most of the education
(11:46):
that children were receiving was happening in the home. We
did have almost universal literacy at that time across the
United States, with the exception of maybe the slave population,
but even a lot of slaves could read because rogue
slave owners or other slaves would learn. So we had
almost universal literacy at that time, and yet we had
no government schools. There was virtually no government involvement in
education at all at that time, to the extent that
(12:08):
anyone outside the home was involved in education. As Alexis
to Tokefil explained in the eighteen thirties when he came
here from France, it was on the hands of the
Protestant clergy. We still hadn't had the major Catholic migration,
so it was mostly family. To the extent that there
was outside help, it came from either private tutors or
evangelical Protestant churches. Now, when Robert Owen came along and
(12:29):
said the government ought to educate children, this was early
eighteen hundreds, people were like, what, that's the most ridiculous
thing in the world. Why would you want the government
to educate child? Where do you even get that idea?
So all these essays that he wrote ended up in
the hands of a guy called Baron Jacobi. He was
the ambassador for Prussia for the Prussian dictatorship there, and
(12:49):
he took these essays from Robert Owen back to the
Prussian dictator, and he writes about this in his autobiography.
He says the Prussian dictator so much approved of these
ideas that he were his interior minister to set up
the first ever system of education of the state, by
the state and for the state. So that's where the
system first took root. The Prussian dictator was still smarting
(13:09):
after losing a war to Napoleon. So maybe if we
could educate the kids in government schools, they'll be more obedient,
there'll be more loyal and next time an invading army
comes around, will kick their butts. Now, that didn't take
off in America. But what Robert Owen did was very telling,
and we know of this because of a whistleblower. His
name was Ooriss Brownson. He eventually became a Catholic and
repented of his involvement in this operation. But Oriss Brownston
(13:33):
said that Robert Owen had founded what he described what
Orris Brownson described as a secret society modeled on the
Carbonari of Europe, which was a vile group of individuals
primarily operating out of Italy, with two surface level objectives
to change public opinion so that Americans would be comfortable
with the idea of the government at least planning some
role in the education of their children. And then secondly,
(13:54):
to get men elected to legislators who would support some
role for government in education to children. But as Oriss
Brownson said, the great object, this is a direct quote,
the great object was to get rid of Christianity. So
they figured if we could get rid of Christianity, then
people won't be so attached to private property and marriage
(14:15):
and family, and we'll be able to reshape society along
new lines. So that really is the genesis of the
public school system. Yes, Carl, you talked to well informed
people that say, oh ya, of course Karl Marx came
up with that idea. No, No, Robert Owen was promoting
those things decades before Karl Marx came along. Yes, Karl
Marx didn't shrine in his ten planks of the Communist
Manifesto the idea that the government ought to educate all
(14:37):
of our children. But that idea had already been in place,
and then it was re imported from Prussia into the
United States through Massachusetts by a guy called Horace Mann,
another guy who rejected the Bible, wanted to equalize all
men using the government school system. He also had some
very goofy ideas that we were going to get rid
of ninety percent of the crime in America if the
(14:57):
government could educate people's kids. Of course, the opposite happened, right,
and then you know, then you get John Dewey and
John D. Rockefeller. It sounds like a bad joke. A
super capitalist and a communist walk into a bar and
they decided to dumb down all your children. And so
that's what happened. So John D. Rockefeller gave John Dewey
three million dollars to establish an experimental school at the
University of Chicago. They resurrected different forms of quackery that
(15:22):
Horace Man had tried out, this new method of teaching
reading that doesn't work, et cetera. And so John Dewey
wanted to dumb down the population because he was a
fan of the Soviet Union, and he knew that a
well educated, highly literate Americans were never going to give
up their free country and their guns and their religion,
et cetera to move in that direction unless you coul
dumb them down. John Dewey or John d. Rockefeller, of
(15:43):
course was just interested in having obedient worker drones that
would turn the screw or do whatever they were told
without asking too many questions. And so that's that was
the process. Really a very abbreviated history of how we
went from the most educated, the most literate people on
the face of the planet in all of human history
to a nation where fifty percent of adults, according to
the federal government's owned data, actually are functional.
Speaker 1 (16:04):
You laterate, Wow, and what I hear from all that
is something that I think we know intellectually, but just
I don't know if we compartmentalize it or not. But
we have a very patient enemy, right who has been
at this for a lot a long time. You know,
a lot of folks talk about issues with economics or
(16:25):
the FED. I can go back to seventeen ninety one
with the First Judiciary Act and say that was the problem.
It didn't take us long to veer off course. Right,
So the same point as yours to education. But how
did we come to outsource that? I mean, I can
go back to Carter, but I'm sure it goes back further.
Speaker 2 (16:43):
It does. And the real turning point when it came
to Americans surrendering the authority and really the responsibility for
educating their children to the state. The turning point was
World War One. That was immediate aftermath of John Dewey
teaming up with John on the Rockefeller. They were spreading
this toxic model across the country. And what happened in
(17:05):
World War One is the men got sent off to
go die in the war, and very few people even
understood what it was all about. Right, some archduke got
shot in Serbia. Oh okay, well let's go die, right.
Nobody could really explain what was going on there. But
the men got sent off to go die in war,
and that meant nobody was around to create the munitions.
Nobody was around to run the factories, and so they
forced the women out of the homes and into the factories.
(17:28):
And now you've got a bunch of children at home
with nobody there to take care of them, nobody there
to teach them. What do you do well? The government said, Hey,
don't worry, we've got a solution for that. Just hand
them over. And that was a turning point. That was
when for the first time, a majority of American children
were quote unquote being educated by the state. And we
have never gone back. The problem has only gotten worse
(17:48):
since then. The school year has gotten longer, the school
days have gotten longer, the population has gotten dumber and
dumber and dumber with every generation. And it's not going
to change until we rethink this. Right. It's like collective
act culture in the Soviet Union. You can reform that
until you're blue in the face. It's never going to
be a productive way of producing food. It's the same
thing with the collective child rearing run by the government.
(18:10):
You could reform it until you're blue in the face.
You're never going to produce well educated, moral, thought, thoughtful,
critically thinking citizens. It's just not going to happen. It's
an impossibility.
Speaker 1 (18:23):
So if you were education secretary for a day, what
are the top three things? I think maybe I know
one of them, but what are the top three things
you would do that would move the needle the furthest
in the quickest.
Speaker 2 (18:37):
I'd start off by writing a letter You're fired, photocopy
at sixty thousand times, send one to every single person
in the department, shut off the lights and have the
place fumigated, and sell the real estate to do something useful.
But that would only scratch the surface, right. A lot
of people think that if you just ebolished the US
Department of Education, then everything's going to be solved, and
I'm sorry, but it's not. You need to think of
(18:59):
the education establishment as like a hydra with lots of tentacles.
The US Department of Education is one tentacle, and it
is very harmful. It's played a large role in further
corrupting our state education systems. But all by itself, getting
rid of that is not really going to stop this wickedness.
It is going to continue getting out of control. So
(19:22):
you know, one obvious thing to do would be to,
of course, restore the way we teach reading in this country.
I mean, that's a no brainer. We have to use
phonics to teach reading. But you know that that's not
something that should or could be mandated by the federal government.
But I would what I would say if our made
Secretary of Education, I'd call press conference. I say, look, guys,
we're shutting this whole thing down. It's unconstitutional, it's foolishness
(19:44):
beyond anything you can imagine. But here's some ideas if
we want to restore literacy and thinking in this country.
And you know, I called together a big team and
maybe we could make some recommendations.
Speaker 1 (19:57):
Yes, I think I believe it was Terrence More from
Hillsdale who called the phonics in common core phonics and drag.
He said, because that's exactly what it is.
Speaker 2 (20:07):
Yep.
Speaker 1 (20:08):
But what would you tell parents at this point, if
whether they're unhappy.
Speaker 2 (20:13):
Or not, I would tell them to think of the
government school system like a burning building, and if your
children are inside of that burning building, you need to
think very seriously about what you would do. And if
your answer is run for school board or sign a
petition or you know, go lobby or legislators or something
(20:33):
like that, you clearly are not fit as a parent.
If your child's in a burning building, you run in
that building and you don't think, Huh, what am I
going to do with my child for eight hours a day.
You don't think, you know, I wonder if they're going
to have enough socialization?
Speaker 1 (20:46):
You know.
Speaker 2 (20:46):
You just get the child out of the burning building
and you think about those other things later. And frankly,
the burning building is not an adequate analogy because a
burning building will only hurt your children physically. What we're
talking about here is literally physical harm, but also mental, moral, academic,
spiritual devastation. So, folks, you've got to pull your children
(21:09):
out of the system. I know nobody wants to hear that.
I know it takes a big sacrifice. I know if
people say, oh, I can't afford that, well, trust me,
you can't afford not to do that. The price you
will end up paying, almost guaranteed, is worse than anything
you can begin to imagine. And only a tiny handful
of children slip through the cracks of this system unscathed.
(21:30):
The vast majority of them will come out very, very
dumb down. They will be incapable of thinking reasonably. They
will be programmed almost like Pavlov's dogs conditioned to have
certain attitudes toward ideas, beliefs, political positions, etc. It becomes
like a cult where you can't pry them out of that,
(21:50):
And of course they will be dumb as a box rocks.
They will more than likely not be able to read,
they will not be able to use logic to formulate
a reasonable argument. It is imperative, families, that you get
your children out of this system, not just for their
own sake, but for the sake of your family, for
the sake of your community, for the sake of your church,
and for the sake of your country. There's almost nothing
more important than you could be doing right now than
(22:13):
getting your children out. And you know, I don't give
prescriptions on what people ought to do. I think homeschooling
is the gold standard. We homeschool and I wouldn't trade
it for the world. But you know, there are great
private schools out there if you do your due diligence.
There are great co ops out there. There's a lot
of different ways that children can be educated well and
successfully that don't involve the government, and so you ought
to be exploring those right now. I would encourage people
(22:35):
to do their own due diligence on this. I mean,
one of the most important decisions you will make in
your entire life is about how your child is going
to be educated. Like trying to think of another decision
that's going to have that level of importance. And it's
not just your child's life that's going to be effective.
They were talking to your grandchildren, your great grandchildren. You're
(22:56):
a great great grandchild. I mean, that's going to reverberate
down through the age. So there are very few things
that you will make decisions on in your life that
are going to have more significant implications. So do some
research find out is Alex telling the truth? Go look
at the government statistics. They do the National Assessment of
Educational Progress every two years. They will tell you less
than one third of the victims of government schools are
(23:17):
proficient in any subject English, math, reading, writing, history, civic science.
And ask yourself, are you okay with that? Are you
okay with the idea that less than one third of
these children are even going to be proficient in anything.
Eighty percent plus of children from Christian homes after twelve
years in a government brainwash camp are going to leave
the faith and they're going to leave the church. Are
(23:37):
you okay with your children becoming godless or pagans or
God haters? And if you're okay with those things that
you know, I don't know how I can help you.
But if you want something better for your children, if
you want your children to be able to think and
read and reason and make good decisions and preserve liberty
and civilization, you really have no other option. So go
fact check me, go see if I'm telling you the truth.
(23:59):
And if I'm you'd better spend a lot of time
thinking about this and praying about this, because obviously, the
the enormity of this decision is beyond anything else you're
going to face in your life.
Speaker 1 (24:12):
Now, have you come across the objections when we lobby
at a state level for education reform, and by that
I mean give parents unbridled liberty over the education of
their children. The one of the objections is, well, what
about this group? Right, It's again it's the leveling of
(24:32):
the playing field and all of this. What about this
group that doesn't have the parents or family structure to
be able to support What is your answer to that?
Speaker 2 (24:42):
Well, there's a lot of answers to that, and I
would start with you know which came first, the chicken
or the egg. Right, People say, well, there's a lot
of single family homes today. Yeah, why is that? Well,
it's partly because for five generations now we have brainwash
young people to believe that marriage is just you know,
something that you can throw away at any point, that
marriage and family are not important, that taking responsibility for
your actions is for losers. I mean, this is crazy talk.
(25:04):
And so a big part of the reason we're in
this crisis is because we have allowed the government to
educate in air quotes our children. So right away we've
got a big problem there. Secondly, yes, it's true. It's
a reality that we now have crumbling families, that we
now have a lot of children who are being raised
in homes where the families do not have the means
that they think are necessary to get a good education
(25:25):
for their children. And what I would say is there
are good answers for that too. There are almost every
Christian school you will find in this country has a
scholarship program to help low income folks get a good
education for their children. I serve on the advisory board
of I serve on the board of Directors for Freedom
Project Academy. It's an online K through twelve Christian school.
(25:46):
We have a scholarship fund available there for low income
families that need some help paying the tuition, and the
tuition is already very very low, it's like less than
two thousand dollars a year. I also serve as a
senior fellow Classical Conversations, the nation's largest home school system.
Now you're a CCIMA. It's a great program. I got
my kids enrolled in there, and they have programs where
they can help families. The HSLDA, the organization that represents
(26:10):
homeschoolers in our state capitals and also in Washington, d C.
They've got a scholarship program. I lead as a volunteer
a group called Public School Exit Public school Exit dot com.
You can find us there. All the leaders are volunteers.
We do have a paid staff to answer phones and things,
but we have a scholarship program. So churches should be
(26:30):
starting these kinds of things. I mean, we've got buildings
all across this country that are empty five sometimes six
days a week. There should be discipleship and education going
on there. There's all kinds of ways that this can
be done. Even single moms. I mean, we've had single
moms in our homeschool community, and my wife will step
in and help, and grandma will step in and help.
So where there's a will, there's a way. Don't start
(26:52):
from the well, how am I going to do this?
Start from the well, I'm going to do this, and
now we're going to figure out how exactly it's going
to work.
Speaker 1 (26:59):
That's a great point. Thank you for that. Do you foresee,
because I haven't heard as much of attack language toward homeschoolers.
Do you think that's just lying in wait or do
you think that we can fly under the radar.
Speaker 2 (27:17):
Well, I think there's a sense amongst some of the
educational totalitarians the better to leave the homeschoolers alone right now,
because if we force them to go into the government schools,
their parents will be at every single school board meeting
calling us out and exposing us and showing the community
that the building is on fire. And so why don't
we just let them do their thing over there and
keep them distracted with their homeschooling, and we'll destroy these
eighty ninety percent of the children that we do have
(27:38):
our hands on. So I think there's an element of that,
But they are absolutely coming for us. And I've been
to the future. You don't want to go there. It's
called Sweden, lived there many years, and as I can
tell people how this works, I've read the UN documents
about this. Germany under Adolf Hitler was the first to
actually criminalize homeschooling. Sweden joined the bandwagon in twenty ten.
But the mechanism they're going to use in America, they
(28:01):
outline the strategy and a UNESCO report, the Global Education
Monitoring Report in twenty twenty one, where they're saying this
is the uns same. We've got to bring the non
state education providers under the government's control. And their solution
to doing that is very simple. Free money. So I
tell people just think of the free money like the
cheese in the mouse trap. It looks delicious, it smells delicious,
(28:24):
it might actually be delicious. But as soon as you
go take that free government money they might call it
a voucher in ESA or whatever fancy term they put
on it, the result is going to be the same.
As you go and start nibbling on it, you're going
to get your skull crushed and you are going to
be trapped. There will be no escaping after that. So
that's the strategy that they're using right now. We saw
Arizona became the first state to do universal school choice
(28:47):
they call it essays. And now they have a Democrat governor,
and now she has declared war on homeschool and she
has declared war on private school She saying, look, we're
giving a billion tax dollarge every year to these clowns.
They can't just be doing whatever they want. You know,
they need to use the same standards as the public schools.
We want them doing the testing, we want them submitting
their data. So all of those freedoms that we fought
(29:08):
so hard for over so many decades are now at risk.
And we're going to see this all over the United
States and all over the world. They're going to say, look,
we're giving you all this free government money. And you know,
we all understand that you can't just give out government
money with no accountability. I mean, that's tax payer money.
And so we saw in Ohio and say, look, people
are teaching their kids to be Nazis. We saw in
(29:28):
you know, people are teaching their kids to be Bible thumpers. Right,
And once the government is funding it, suddenly it becomes
the government's business. So I don't think they're going to
outright declare Warren homeschooling and try to ban it like
they did in Sweden, at least not immediately. But what
they want to do is so abolish the distinction between
government and doctrination and homeschooling that functionally there's real, really
(29:49):
no difference. You're going to have to take the same
tests that the government gives to the victims of government schools,
and that means parents are going to have to teach
what the government wants taught unless they want their kids
to look dumb. And you know, then the state it's involved.
And so that's just strategy. I know because I've seen
their documents, and I know that that rubs a lot
of people the wrong way because they think that just
government money for homeschooling is the solution to all problems.
(30:10):
I think it's a big risk.
Speaker 1 (30:12):
Yeah, there are always strings attached to government, yep, and
that's really the peril of the growing community. So beneath
Sheep's clothing, you start out with the education. I love this,
by the way, thank you for this discussion, and takes
us through all of the arms, the tentacles, the hydra
(30:32):
as you say of the communist infiltration and do you
guys look at at the end of those how to
undo them.
Speaker 2 (30:43):
Yeah, we've got a lot of ideas in there, and
in fact, that's a big part of the follow up
to the movie. Julie Bailing has created a program to
begin after you finish watching the movie and get educated
on the problem. We're facing on concrete actions that everybody
can start taking in their own communities, when it comes
to the church, when it comes to education, when it
comes to all these different areas that we cover. So
(31:04):
there's even follow up resources beyond just the movie. Right,
the movie is kind of step one. Right, we need
to inform Americans that we have a problem, diagnose that problem,
and then we get into the solution. So I would
encourage people, you've got to watch this movie. You can
find it at Beneath Sheep's Clothing Dot movie. And once
you watch the movie, don't just absorb all this information
(31:25):
and get angry. Right, Education without action is frustration. So
we've got to put that knowledge to work, and we
can do that in a lot of different ways. Everybody's unique,
everybody's got different areas of influence and skills, and talents,
but we all have to be participating in this because
everything we love and hold deer is on the line.
Speaker 1 (31:44):
Alex, I can't thank you enough for being with us today.
This has been a true joy to talk to you.
You're so articulate and I appreciate all of your action
and all that you do and write, and you're everywhere
and I love it, so keep it up and godspeed.
Speaker 2 (32:03):
Thank you so much. It's an arm pleasure to be here.
Appreciate it. God bless you, and hopefully we'll talk soon.
Speaker 1 (32:07):
Okay, take care, Alex. Alex Newman, Ladies and gentlemen. Wow,
fantastic young man. Okay, scratch that, Joe. That sounds condescending. Okay,
N three two one Alex Newman. Beneath Sheep's clothing Dot movie.
(32:32):
That sounds like a good watch party, Joe. I think
I'm gonna get one together. Okay, thank you all for
listening today. We'll follow up on this next time, just
with some commentary. Thank you as always, Magic Man Joe Strecker.
Until next time, who will stand at either hand and
keep the bridge with me? Have a great day.
Hey everybody, and welcome to Everything's Political. I'm your host,
Taya Shoemake. You can also find us online at Everything's
Political dot substeck dot com, Shout Out Too, Magicman, Joe Strecker,
the Ronald Reagan of podcast producers, Now you go again.
On this day. In nineteen sixty six, Ronald Reagan, the
(00:24):
then actor, was elected governor of California. He was witty,
self deprecating, very very likable, and despite certain things being
a mixed bag politically, he did a decent job, one
of the very few at least in my lifetime. My
(00:48):
how far we've come?
Speaker 2 (01:00):
Same as.
Speaker 1 (01:13):
Okay with us today is yet another witty, fun bright guest.
And in addition to his latest book in Doctrinating Our
Children to Death, which is a must read, he also
co authored a book with doctor Samuel Blumenfeld called The
(01:33):
Crimes of pat of the Educators. Crimes of the Educators.
And Alex is just amazing guy. We'll get into a
few the reasons why. Personally he kept me sane for
the last five years. But now he is a spokesman
and co star of the new film Beneath Sheep's Clothing.
(01:56):
We're going to link to it on the substack and
I cannot wait to talk about this expose. Alex Newman, Welcome,
thanks for coming on the show.
Speaker 2 (02:05):
Great to be here, Thank you for having me.
Speaker 1 (02:07):
Okay, before we dive into beneath Sheep's clothing, I have
to connect a dot for our audience, which is this.
Alex is one of the people that kept me sane
for the last five years. And I just had to
thank you formerly, Alex, because in those early days of COVID,
when many of us were skeptical, I would either get
(02:29):
forward a link to your interviews with suture At Bakhti
or Richard Fleming or Lee Merritt, and you were such
an amazing interviewer. You asked such great questions, and of
course they were fantastic guests. They had excellent answers, and
if they didn't, you know, they would give you options
as to what lead to follow. And so you were
(02:52):
a huge part of that for me in your early interviews.
So I just wanted to say thank you for that.
Speaker 2 (02:56):
Well, thank you, I appreciate it. And you know, the
sensors tried their apps best to shut us down. Every
time we would put one of those out. It would
get taken down from every platform. But no matter how
hard they tried, what the guests were saying was true
and it was powerful. And now in retrospect we can
all see that, and truth has a way of getting
out even when tyrants want to stop it. So I'm
(03:17):
very grateful that we were able to get that out
and thank you for the kind words.
Speaker 1 (03:20):
Absolutely indeed, Okay, so beneath sheep's clothing, tell us about
this film and how you came to be a part
of it.
Speaker 2 (03:30):
Well, thank you. It's a really important film. In fact,
I think it's one of the best weapons we have
in our arsenal right now to expose the communist threat.
And yes, I said communist threat. A lot of people
don't realize we even have a communist threat. It is
one of the greatest threats to our nation, to our families,
to our churches, to our children. And so it starts off.
The way I got involved was by meeting the lady
(03:50):
who wrote a book. Her name is Julie Bailing, wonderful lady,
and she had gone to Russia after the fall, or
the alleged fall of the Soviet Union, and she noticed
disturbing parallels between the way the Soviets treated Christians and
the way the US government was moving, and that led
her on a path of exploring this and what she
found out was that we're actually in great danger here
(04:12):
in this country. So she wrote a book on that
and I had her on my program to discuss that book.
I thought it was some really unique insights that needed
to be heard. And from that she told me that
she wanted to do a movie about it, and what
I participate, I said, of course, you know, what you're
doing is really important. So I focused a lot on
the education component. That's been one of my passions for
the last fifteen years is exposing what's happening to our
(04:34):
children in the schools. She brought in other experts to
expose what was happening with the infiltration of the churches,
the infiltration of government, the infiltration of our cultural institutions,
and that was the genesis of it. And it's again
a really really powerful tool to show Americans that we
are facing a great threat, but we don't have to
succumb to it.
Speaker 1 (04:55):
Well, thank you for that. Yes, it is a multi
pronged approach, isn't it. How you infiltrate with communism and
you mentioned at the Church education and I can appreciate
that we fought here against the federal infiltration of the
state in all of the federal education bills, and the
(05:16):
most recent, of course, was raced to the top, which
was the cage in which common Core and the surreptitious
data mining and all of that, and the anti bullying
which was just code for the LGBTQ agenda of letting
we can't bully someone, we have to let them in
into the girls locker room. You know. That's people don't realize.
That's in the fine and not so fine print of
(05:37):
all of that federal legislation, I guess. And give us
a little bit about your background and your experiences that
led to that education part being so passionate for you.
Speaker 2 (05:53):
Well, thank you, and you're absolutely right. You know, they
say anti bullying. It's always like this with communists. The
issue is never the issue, right, racial justice, climate change
picked the fake issue. It's never about that. It's always
about the revolution. As the Students for a Democratic Society
used to say, the issue is never the issue, it's
always the revolution. And my interest in education actually began
(06:14):
as I was still in college. This was probably fifteen
years ago. I had never set foot in an American
school other than a little bit of college. I had
grown up overseas in very elite private schools, international private schools,
and so I was totally unfamiliar with what my fellow
Americans were enduring in these indoctrination camps masquerading at schools.
But I was astounded by what I was seeing. You
(06:36):
I went to the University of Florida, and I could
not believe what I was seeing. Like a lot of
these guys there's supposed to be the best and the
brightest in Florida, And I mean, we're talking about an
education that wouldn't even be considered a joke. It wouldn't
even be funny. It was so bad. So I was
astounded by that. And as I was studying in journalism,
(06:56):
I was of course reading newspapers, and I came across
a little blurb about how there was a new effort
to bring about national standards. This was early on in
Barack Obama's term and national standing. I wasn't a constitutional
expert or anything, but that didn't sound right. Why would
we need national standards in a huge country of three
hundred million with a constitution that strictly limits federal involvement
(07:18):
in basically anything that's not designated a federal power. So
I started digging into that, and I eventually discovered common
Core is what that was about. And the more I dug,
the more I realized, Wow, this is actually the issue, right,
This is the most important mechanism they have for undermining
our families, undermining our country, undermining our freedom, and moving
(07:39):
us toward a new system of government, a new societal
and cultural paradigm, if you will. So I dug, and
I dug, and I eventually hooked up with the great
doctor Samuel Blumenfeld. This was a guy who had spent
sixty years of his life exposing what was going on
in the public school system. So he reached out to
me with WND Books and asked if I'd be willing
to partner with him and we could co author what
(08:01):
would turn out to be his final book. He passed
away literally days after we published it, and so as
part of that, I read every book he had ever written.
He had written at twelve books on education, and I
bought every single one of them and just devoured them
and realized, Wow, all these other battles that were fighting
you know, the gun control, the abortion, the taxes, you know,
(08:21):
you name it. Every single one of these battles is
ultimately going to depend on what happens in education. So
that is by far the most important of all of that.
It is more important than the politics. It's more important
than any of these other issues that we're fighting. So
I devoted really a huge part of the next fifteen
years of my life toward focusing in on this. And
my latest book and Doctrinating Our Children to Death just
(08:43):
came out this year, and I think people are finally
starting to get it that this is the issue. And
so Julie with the mini sheep's clothing, realized that this
was an important component. And so that's actually where we
started with the movie. I showed that the people who
had built this system, to a man, going back to
the very beginning, the first guy that seriously proposed that
the government ought to be educating our children was a Commedy.
(09:05):
This was before Karl Marx came along and said that
the government needs to educate everybody's children in public schools.
So the history is there, the significance is there, and
that really is the short answer on why I have
devoted so much of my time, and of course I
talked for twelve years. I love education, real education. But
the short of it is, this is the most important issue.
(09:25):
It's the one on which all others rise and fall.
Speaker 1 (09:28):
I couldn't agree with you more. It makes sense that
if we don't produce critical thinkers, then how are we
going to make it through the indoctrination? Right? How are
we going to make it through what the overwhelming psyops
that take place? So I agree with you on that front.
(09:49):
Do you have any ideas on how and when we
departed from that model?
Speaker 2 (09:55):
It really began right at the beginning, and this is
what a lot of people struggle to understand. And that's
why we have all these wrong headed ideas about how
we quote unquote fix the education system. If you go
back and look at the first guy I alluded to
him briefly, the first guy to seriously propose that the
government should be educating children. That was about two hundred
years ago. Okay. The guy's name was Robert Owen and
(10:16):
he was from Wales. He was very wealthy because he
married into a wealthy textile family, and I have a
copy of his autobiography. I have a lot of his
essays that he wrote, and in his defense he actually
appears to have believed this nonsense. But he rejected the Bible,
he rejected family, he rejected private property, he rejected all
the institutions of a civilized, free society, and came to
(10:39):
the conclusion that collectivism would be a better approach, where
we get rid of private property, get rid of the family,
and have kind of an all powerful state run our lives.
So he believed in it so fervently he even set
up a commune in Indiana to prove that these ideas
were better than what existed at the time, which is
essentially Christianity, free markets, individual liberty, etc. And he obviously
(11:01):
the commune failed in less than two years. It was
a spectacular failure because, of course communism is ridiculous and
it doesn't work. But he wrote these essays. His conclusion
was that it failed not because communism is dumb, but
because it just these people who lived in his commune
had been raised in this Christian individualistic society, and so
the real solution to this was to reform Man himself,
(11:24):
and his idea for doing that was to have the
government step in and liberate, as car Marks would later
call it the children from the oppressive influence of their families,
from the oppressive influence of their parents. And I guess
to explain this properly, I need to go back in
time a little bit so that people will understand what
existed at the time. Virtually all education was controlled by
the parents, by the family, so most of the education
(11:46):
that children were receiving was happening in the home. We
did have almost universal literacy at that time across the
United States, with the exception of maybe the slave population,
but even a lot of slaves could read because rogue
slave owners or other slaves would learn. So we had
almost universal literacy at that time, and yet we had
no government schools. There was virtually no government involvement in
education at all at that time, to the extent that
(12:08):
anyone outside the home was involved in education. As Alexis
to Tokefil explained in the eighteen thirties when he came
here from France, it was on the hands of the
Protestant clergy. We still hadn't had the major Catholic migration,
so it was mostly family. To the extent that there
was outside help, it came from either private tutors or
evangelical Protestant churches. Now, when Robert Owen came along and
(12:29):
said the government ought to educate children, this was early
eighteen hundreds, people were like, what, that's the most ridiculous
thing in the world. Why would you want the government
to educate child? Where do you even get that idea?
So all these essays that he wrote ended up in
the hands of a guy called Baron Jacobi. He was
the ambassador for Prussia for the Prussian dictatorship there, and
(12:49):
he took these essays from Robert Owen back to the
Prussian dictator, and he writes about this in his autobiography.
He says the Prussian dictator so much approved of these
ideas that he were his interior minister to set up
the first ever system of education of the state, by
the state and for the state. So that's where the
system first took root. The Prussian dictator was still smarting
(13:09):
after losing a war to Napoleon. So maybe if we
could educate the kids in government schools, they'll be more obedient,
there'll be more loyal and next time an invading army
comes around, will kick their butts. Now, that didn't take
off in America. But what Robert Owen did was very telling,
and we know of this because of a whistleblower. His
name was Ooriss Brownson. He eventually became a Catholic and
repented of his involvement in this operation. But Oriss Brownston
(13:33):
said that Robert Owen had founded what he described what
Orris Brownson described as a secret society modeled on the
Carbonari of Europe, which was a vile group of individuals
primarily operating out of Italy, with two surface level objectives
to change public opinion so that Americans would be comfortable
with the idea of the government at least planning some
role in the education of their children. And then secondly,
(13:54):
to get men elected to legislators who would support some
role for government in education to children. But as Oriss
Brownson said, the great object, this is a direct quote,
the great object was to get rid of Christianity. So
they figured if we could get rid of Christianity, then
people won't be so attached to private property and marriage
(14:15):
and family, and we'll be able to reshape society along
new lines. So that really is the genesis of the
public school system. Yes, Carl, you talked to well informed
people that say, oh ya, of course Karl Marx came
up with that idea. No, No, Robert Owen was promoting
those things decades before Karl Marx came along. Yes, Karl
Marx didn't shrine in his ten planks of the Communist
Manifesto the idea that the government ought to educate all
(14:37):
of our children. But that idea had already been in place,
and then it was re imported from Prussia into the
United States through Massachusetts by a guy called Horace Mann,
another guy who rejected the Bible, wanted to equalize all
men using the government school system. He also had some
very goofy ideas that we were going to get rid
of ninety percent of the crime in America if the
(14:57):
government could educate people's kids. Of course, the opposite happened, right,
and then you know, then you get John Dewey and
John D. Rockefeller. It sounds like a bad joke. A
super capitalist and a communist walk into a bar and
they decided to dumb down all your children. And so
that's what happened. So John D. Rockefeller gave John Dewey
three million dollars to establish an experimental school at the
University of Chicago. They resurrected different forms of quackery that
(15:22):
Horace Man had tried out, this new method of teaching
reading that doesn't work, et cetera. And so John Dewey
wanted to dumb down the population because he was a
fan of the Soviet Union, and he knew that a
well educated, highly literate Americans were never going to give
up their free country and their guns and their religion,
et cetera to move in that direction unless you coul
dumb them down. John Dewey or John d. Rockefeller, of
(15:43):
course was just interested in having obedient worker drones that
would turn the screw or do whatever they were told
without asking too many questions. And so that's that was
the process. Really a very abbreviated history of how we
went from the most educated, the most literate people on
the face of the planet in all of human history
to a nation where fifty percent of adults, according to
the federal government's owned data, actually are functional.
Speaker 1 (16:04):
You laterate, Wow, and what I hear from all that
is something that I think we know intellectually, but just
I don't know if we compartmentalize it or not. But
we have a very patient enemy, right who has been
at this for a lot a long time. You know,
a lot of folks talk about issues with economics or
(16:25):
the FED. I can go back to seventeen ninety one
with the First Judiciary Act and say that was the problem.
It didn't take us long to veer off course. Right,
So the same point as yours to education. But how
did we come to outsource that? I mean, I can
go back to Carter, but I'm sure it goes back further.
Speaker 2 (16:43):
It does. And the real turning point when it came
to Americans surrendering the authority and really the responsibility for
educating their children to the state. The turning point was
World War One. That was immediate aftermath of John Dewey
teaming up with John on the Rockefeller. They were spreading
this toxic model across the country. And what happened in
(17:05):
World War One is the men got sent off to
go die in the war, and very few people even
understood what it was all about. Right, some archduke got
shot in Serbia. Oh okay, well let's go die, right.
Nobody could really explain what was going on there. But
the men got sent off to go die in war,
and that meant nobody was around to create the munitions.
Nobody was around to run the factories, and so they
forced the women out of the homes and into the factories.
(17:28):
And now you've got a bunch of children at home
with nobody there to take care of them, nobody there
to teach them. What do you do well? The government said, Hey,
don't worry, we've got a solution for that. Just hand
them over. And that was a turning point. That was
when for the first time, a majority of American children
were quote unquote being educated by the state. And we
have never gone back. The problem has only gotten worse
(17:48):
since then. The school year has gotten longer, the school
days have gotten longer, the population has gotten dumber and
dumber and dumber with every generation. And it's not going
to change until we rethink this. Right. It's like collective
act culture in the Soviet Union. You can reform that
until you're blue in the face. It's never going to
be a productive way of producing food. It's the same
thing with the collective child rearing run by the government.
(18:10):
You could reform it until you're blue in the face.
You're never going to produce well educated, moral, thought, thoughtful,
critically thinking citizens. It's just not going to happen. It's
an impossibility.
Speaker 1 (18:23):
So if you were education secretary for a day, what
are the top three things? I think maybe I know
one of them, but what are the top three things
you would do that would move the needle the furthest
in the quickest.
Speaker 2 (18:37):
I'd start off by writing a letter You're fired, photocopy
at sixty thousand times, send one to every single person
in the department, shut off the lights and have the
place fumigated, and sell the real estate to do something useful.
But that would only scratch the surface, right. A lot
of people think that if you just ebolished the US
Department of Education, then everything's going to be solved, and
I'm sorry, but it's not. You need to think of
(18:59):
the education establishment as like a hydra with lots of tentacles.
The US Department of Education is one tentacle, and it
is very harmful. It's played a large role in further
corrupting our state education systems. But all by itself, getting
rid of that is not really going to stop this wickedness.
It is going to continue getting out of control. So
(19:22):
you know, one obvious thing to do would be to,
of course, restore the way we teach reading in this country.
I mean, that's a no brainer. We have to use
phonics to teach reading. But you know that that's not
something that should or could be mandated by the federal government.
But I would what I would say if our made
Secretary of Education, I'd call press conference. I say, look, guys,
we're shutting this whole thing down. It's unconstitutional, it's foolishness
(19:44):
beyond anything you can imagine. But here's some ideas if
we want to restore literacy and thinking in this country.
And you know, I called together a big team and
maybe we could make some recommendations.
Speaker 1 (19:57):
Yes, I think I believe it was Terrence More from
Hillsdale who called the phonics in common core phonics and drag.
He said, because that's exactly what it is.
Speaker 2 (20:07):
Yep.
Speaker 1 (20:08):
But what would you tell parents at this point, if
whether they're unhappy.
Speaker 2 (20:13):
Or not, I would tell them to think of the
government school system like a burning building, and if your
children are inside of that burning building, you need to
think very seriously about what you would do. And if
your answer is run for school board or sign a
petition or you know, go lobby or legislators or something
(20:33):
like that, you clearly are not fit as a parent.
If your child's in a burning building, you run in
that building and you don't think, Huh, what am I
going to do with my child for eight hours a day.
You don't think, you know, I wonder if they're going
to have enough socialization?
Speaker 1 (20:46):
You know.
Speaker 2 (20:46):
You just get the child out of the burning building
and you think about those other things later. And frankly,
the burning building is not an adequate analogy because a
burning building will only hurt your children physically. What we're
talking about here is literally physical harm, but also mental, moral, academic,
spiritual devastation. So, folks, you've got to pull your children
(21:09):
out of the system. I know nobody wants to hear that.
I know it takes a big sacrifice. I know if
people say, oh, I can't afford that, well, trust me,
you can't afford not to do that. The price you
will end up paying, almost guaranteed, is worse than anything
you can begin to imagine. And only a tiny handful
of children slip through the cracks of this system unscathed.
(21:30):
The vast majority of them will come out very, very
dumb down. They will be incapable of thinking reasonably. They
will be programmed almost like Pavlov's dogs conditioned to have
certain attitudes toward ideas, beliefs, political positions, etc. It becomes
like a cult where you can't pry them out of that,
(21:50):
And of course they will be dumb as a box rocks.
They will more than likely not be able to read,
they will not be able to use logic to formulate
a reasonable argument. It is imperative, families, that you get
your children out of this system, not just for their
own sake, but for the sake of your family, for
the sake of your community, for the sake of your church,
and for the sake of your country. There's almost nothing
more important than you could be doing right now than
(22:13):
getting your children out. And you know, I don't give
prescriptions on what people ought to do. I think homeschooling
is the gold standard. We homeschool and I wouldn't trade
it for the world. But you know, there are great
private schools out there if you do your due diligence.
There are great co ops out there. There's a lot
of different ways that children can be educated well and
successfully that don't involve the government, and so you ought
to be exploring those right now. I would encourage people
(22:35):
to do their own due diligence on this. I mean,
one of the most important decisions you will make in
your entire life is about how your child is going
to be educated. Like trying to think of another decision
that's going to have that level of importance. And it's
not just your child's life that's going to be effective.
They were talking to your grandchildren, your great grandchildren. You're
(22:56):
a great great grandchild. I mean, that's going to reverberate
down through the age. So there are very few things
that you will make decisions on in your life that
are going to have more significant implications. So do some
research find out is Alex telling the truth? Go look
at the government statistics. They do the National Assessment of
Educational Progress every two years. They will tell you less
than one third of the victims of government schools are
(23:17):
proficient in any subject English, math, reading, writing, history, civic science.
And ask yourself, are you okay with that? Are you
okay with the idea that less than one third of
these children are even going to be proficient in anything.
Eighty percent plus of children from Christian homes after twelve
years in a government brainwash camp are going to leave
the faith and they're going to leave the church. Are
(23:37):
you okay with your children becoming godless or pagans or
God haters? And if you're okay with those things that
you know, I don't know how I can help you.
But if you want something better for your children, if
you want your children to be able to think and
read and reason and make good decisions and preserve liberty
and civilization, you really have no other option. So go
fact check me, go see if I'm telling you the truth.
(23:59):
And if I'm you'd better spend a lot of time
thinking about this and praying about this, because obviously, the
the enormity of this decision is beyond anything else you're
going to face in your life.
Speaker 1 (24:12):
Now, have you come across the objections when we lobby
at a state level for education reform, and by that
I mean give parents unbridled liberty over the education of
their children. The one of the objections is, well, what
about this group? Right, It's again it's the leveling of
(24:32):
the playing field and all of this. What about this
group that doesn't have the parents or family structure to
be able to support What is your answer to that?
Speaker 2 (24:42):
Well, there's a lot of answers to that, and I
would start with you know which came first, the chicken
or the egg. Right, People say, well, there's a lot
of single family homes today. Yeah, why is that? Well,
it's partly because for five generations now we have brainwash
young people to believe that marriage is just you know,
something that you can throw away at any point, that
marriage and family are not important, that taking responsibility for
your actions is for losers. I mean, this is crazy talk.
(25:04):
And so a big part of the reason we're in
this crisis is because we have allowed the government to
educate in air quotes our children. So right away we've
got a big problem there. Secondly, yes, it's true. It's
a reality that we now have crumbling families, that we
now have a lot of children who are being raised
in homes where the families do not have the means
that they think are necessary to get a good education
(25:25):
for their children. And what I would say is there
are good answers for that too. There are almost every
Christian school you will find in this country has a
scholarship program to help low income folks get a good
education for their children. I serve on the advisory board
of I serve on the board of Directors for Freedom
Project Academy. It's an online K through twelve Christian school.
(25:46):
We have a scholarship fund available there for low income
families that need some help paying the tuition, and the
tuition is already very very low, it's like less than
two thousand dollars a year. I also serve as a
senior fellow Classical Conversations, the nation's largest home school system.
Now you're a CCIMA. It's a great program. I got
my kids enrolled in there, and they have programs where
they can help families. The HSLDA, the organization that represents
(26:10):
homeschoolers in our state capitals and also in Washington, d C.
They've got a scholarship program. I lead as a volunteer
a group called Public School Exit Public school Exit dot com.
You can find us there. All the leaders are volunteers.
We do have a paid staff to answer phones and things,
but we have a scholarship program. So churches should be
(26:30):
starting these kinds of things. I mean, we've got buildings
all across this country that are empty five sometimes six
days a week. There should be discipleship and education going
on there. There's all kinds of ways that this can
be done. Even single moms. I mean, we've had single
moms in our homeschool community, and my wife will step
in and help, and grandma will step in and help.
So where there's a will, there's a way. Don't start
(26:52):
from the well, how am I going to do this?
Start from the well, I'm going to do this, and
now we're going to figure out how exactly it's going
to work.
Speaker 1 (26:59):
That's a great point. Thank you for that. Do you foresee,
because I haven't heard as much of attack language toward homeschoolers.
Do you think that's just lying in wait or do
you think that we can fly under the radar.
Speaker 2 (27:17):
Well, I think there's a sense amongst some of the
educational totalitarians the better to leave the homeschoolers alone right now,
because if we force them to go into the government schools,
their parents will be at every single school board meeting
calling us out and exposing us and showing the community
that the building is on fire. And so why don't
we just let them do their thing over there and
keep them distracted with their homeschooling, and we'll destroy these
eighty ninety percent of the children that we do have
(27:38):
our hands on. So I think there's an element of that,
But they are absolutely coming for us. And I've been
to the future. You don't want to go there. It's
called Sweden, lived there many years, and as I can
tell people how this works, I've read the UN documents
about this. Germany under Adolf Hitler was the first to
actually criminalize homeschooling. Sweden joined the bandwagon in twenty ten.
But the mechanism they're going to use in America, they
(28:01):
outline the strategy and a UNESCO report, the Global Education
Monitoring Report in twenty twenty one, where they're saying this
is the uns same. We've got to bring the non
state education providers under the government's control. And their solution
to doing that is very simple. Free money. So I
tell people just think of the free money like the
cheese in the mouse trap. It looks delicious, it smells delicious,
(28:24):
it might actually be delicious. But as soon as you
go take that free government money they might call it
a voucher in ESA or whatever fancy term they put
on it, the result is going to be the same.
As you go and start nibbling on it, you're going
to get your skull crushed and you are going to
be trapped. There will be no escaping after that. So
that's the strategy that they're using right now. We saw
Arizona became the first state to do universal school choice
(28:47):
they call it essays. And now they have a Democrat governor,
and now she has declared war on homeschool and she
has declared war on private school She saying, look, we're
giving a billion tax dollarge every year to these clowns.
They can't just be doing whatever they want. You know,
they need to use the same standards as the public schools.
We want them doing the testing, we want them submitting
their data. So all of those freedoms that we fought
(29:08):
so hard for over so many decades are now at risk.
And we're going to see this all over the United
States and all over the world. They're going to say, look,
we're giving you all this free government money. And you know,
we all understand that you can't just give out government
money with no accountability. I mean, that's tax payer money.
And so we saw in Ohio and say, look, people
are teaching their kids to be Nazis. We saw in
(29:28):
you know, people are teaching their kids to be Bible thumpers. Right,
And once the government is funding it, suddenly it becomes
the government's business. So I don't think they're going to
outright declare Warren homeschooling and try to ban it like
they did in Sweden, at least not immediately. But what
they want to do is so abolish the distinction between
government and doctrination and homeschooling that functionally there's real, really
(29:49):
no difference. You're going to have to take the same
tests that the government gives to the victims of government schools,
and that means parents are going to have to teach
what the government wants taught unless they want their kids
to look dumb. And you know, then the state it's involved.
And so that's just strategy. I know because I've seen
their documents, and I know that that rubs a lot
of people the wrong way because they think that just
government money for homeschooling is the solution to all problems.
(30:10):
I think it's a big risk.
Speaker 1 (30:12):
Yeah, there are always strings attached to government, yep, and
that's really the peril of the growing community. So beneath
Sheep's clothing, you start out with the education. I love this,
by the way, thank you for this discussion, and takes
us through all of the arms, the tentacles, the hydra
(30:32):
as you say of the communist infiltration and do you
guys look at at the end of those how to
undo them.
Speaker 2 (30:43):
Yeah, we've got a lot of ideas in there, and
in fact, that's a big part of the follow up
to the movie. Julie Bailing has created a program to
begin after you finish watching the movie and get educated
on the problem. We're facing on concrete actions that everybody
can start taking in their own communities, when it comes
to the church, when it comes to education, when it
comes to all these different areas that we cover. So
(31:04):
there's even follow up resources beyond just the movie. Right,
the movie is kind of step one. Right, we need
to inform Americans that we have a problem, diagnose that problem,
and then we get into the solution. So I would
encourage people, you've got to watch this movie. You can
find it at Beneath Sheep's Clothing Dot movie. And once
you watch the movie, don't just absorb all this information
(31:25):
and get angry. Right, Education without action is frustration. So
we've got to put that knowledge to work, and we
can do that in a lot of different ways. Everybody's unique,
everybody's got different areas of influence and skills, and talents,
but we all have to be participating in this because
everything we love and hold deer is on the line.
Speaker 1 (31:44):
Alex, I can't thank you enough for being with us today.
This has been a true joy to talk to you.
You're so articulate and I appreciate all of your action
and all that you do and write, and you're everywhere
and I love it, so keep it up and godspeed.
Speaker 2 (32:03):
Thank you so much. It's an arm pleasure to be here.
Appreciate it. God bless you, and hopefully we'll talk soon.
Speaker 1 (32:07):
Okay, take care, Alex. Alex Newman, Ladies and gentlemen. Wow,
fantastic young man. Okay, scratch that, Joe. That sounds condescending. Okay,
N three two one Alex Newman. Beneath Sheep's clothing Dot movie.
(32:32):
That sounds like a good watch party, Joe. I think
I'm gonna get one together. Okay, thank you all for
listening today. We'll follow up on this next time, just
with some commentary. Thank you as always, Magic Man Joe Strecker.
Until next time, who will stand at either hand and
keep the bridge with me? Have a great day.
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