00:00:00.000Hey everybody, it's Anna Charlie Kirk Show, a bonus episode brought to you by TurningpointUSA at tpusa.com of a rather candid and fun conversation, but it gets heated with someone from Debate Night with Charlie Kirk from Turning Point USA, Rachel Bitcoffer.
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00:03:07.000Yeah, it's really difficult for me to start off talking about CRT because most of America, I have no idea what the hell it is.
00:03:16.000So, you know, I'm happy to talk a little bit about CRT as I think it means, which is probably more blanket about diversity, inclusion education rather than the actual critical race theory, which is normally taught in law schools, as you know, and not something that I am well versed in to discuss as an expert.
00:03:35.000But I will tell you, in terms of the critical race theory stuff that, you know, is being talked about in politics, I think for the average listener, they're hearing something about diversity and inclusion programming at school.
00:03:49.000I certainly think we see that reflected in legislation that's being crafted for CRT because it does not say, hey, in K-12 education, we're not going to have to have proper curriculum and we're not going to have this high-level college course material, right?
00:04:07.000The bans, as they're being written, include things like diversity, it could fall in any way into diversity and inclusion education.
00:04:15.000So, you know, I'm very excited to be here to talk about that and debate out whether or not we should be talking about diversity and inclusion in schools and what the proper role for government in terms of curriculum is too, which I think is going to be an issue that's going to be really important to you.
00:05:10.000We are going to go out there and so yeah, look, I think that what we're going to figure out what we both mean.
00:05:16.000So I'm going to try not to talk past each other.
00:05:18.000But I mean, look, CRT, as it's written, as it was literally in like the intro to critical race theory in 1991 by Delgado, was basically saying what we would call today is very racist.
00:05:31.000And it is being taught in elementary schools and grade schools, the essence of it, right?
00:05:35.000It might not be taught as like the complex esoteric legal theory, but also it's coming into policy as well.
00:05:41.000It's coming into policy of actually how we educate kids from segregated classrooms in Atlanta to black-only dormitories at Western Washington University.
00:05:49.000So it's more than just kind of an issue in curriculum.
00:05:52.000It's actually changing the way education itself is done, which I think is something that we need to explore.
00:05:57.000And I think it's also super evil to say that white kids should go to one classroom and black kids should go to one classroom.
00:06:02.000I thought we kind of ended that chapter in our country, maybe not, through the Civil Rights Act, amongst many other things.
00:06:08.000So look, CRT, as it was written as far as intro to critical race theory back in the 1990s, literally, I could read the words for you, but it's somewhat just reiterating that it's racist, pure, and simple.
00:06:21.000They want to change the way that we structure conversations on race.
00:06:24.000They want to view people through a racial lens.
00:06:27.000And I grew up in an America where I went to a very diverse high school where that was de-emphasized.
00:06:32.000And I believe race should be de-emphasized, especially in the education of our children.
00:06:36.000And even beyond that, segregating kids in school, I think, is plain evil.
00:06:41.000No, I mean, I think it would surprise most people to find out that today's education, the K-12 system, is actually more racially segregated than it was at the height of segregation.
00:06:51.000And that's all by choice and mobility.
00:06:54.000You know, people moving out of the cities and into the suburbs and so on and so forth.
00:06:59.000And it's certainly not reflective to all school districts, but in places like Alabama, it is absolutely the case where we are producing naturally through the free market, if you want to put it on that, a segregated world, right?
00:07:13.000So then you have to think about, well, why?
00:07:16.000Why are people still naturally behaviorally keen to segregate?
00:07:50.000My point was going to be, if we can't talk about race, how are we going to foster an environment where people feel comfortable being with people that they don't feel in their racial tribes, right?
00:08:03.000So if we decide that any conversation about race is by inherently racial or racist, as your terminology goes, it makes it very difficult, I think, for people who are interested in coalition building, community building, dealing with like what we would call de facto segregation.
00:08:26.000And I guess I would be interested to hear, if we don't talk about diversity, how do we achieve those goals since you seem very keen to be living in a post-racial age?
00:09:14.000There's a supply and demand problem with racism in our country where there is an incredible demand to try to find it and we're trying to increase the supply of it.
00:09:22.000And when you have playgrounds in Denver where you say white families are not allowed to come, black families only, how is that not just reinstituting the same segregational policies that we said were evil in the 1930s and 40s, which they are, and then just flipping it on its side to say, actually, now we're going to be racist to white people, which is actually the creed of Iberam X. Kendi.
00:09:41.000He says segregation today doesn't take the segregation of yesterday.
00:09:44.000I mean, I won't do the typical liberal thing, which would be to point out, you know, the statistics about homeownership and historic racism and, you know, why you might need affirmative action to achieve diversity, because I think that will just take us down a rabbit hole.
00:09:59.000And I really want more, I think, to talk about the substance of America.
00:10:04.000So it is true that when we were children, and I'm 10 years about older than you, we did not have curriculum that dealt with diversity and inclusion at all.
00:10:13.000And like the American for Disabilities Act was in its infancy.
00:10:17.000So like programs for students like my son with autism were few and far between in K through 12.
00:10:22.000So we're really talking about a school environment now that has been spending, oh, I don't know, 20 years kind of building up an infrastructure that's more focused on, you know, community building exercises, getting people to be accepting and tolerant of others, reducing school bullying and, you know, suicide and issues with kids.
00:10:43.000And I just don't know how we can have a conversation without mentioning race when we're talking about an inclusive environment.
00:10:51.000Do you think there's something, I'm just going to ask a question.
00:10:53.000Do you think there's something morally wrong with black only graduation ceremonies?
00:10:57.000So I would argue that there is definitely something wrong with anything that is exclusive unless we're talking about a situation where have you, so you talk about being a minority in your high school, right?
00:11:09.000Well, certainly not a minority in the country.
00:11:11.000And I also went to a very diverse high school.
00:11:13.000I was at least 50% African American, right?
00:11:16.000And, you know, the thing that I noticed about it, for me, it was a real shock the first day I enrolled because I came from a smaller city first and moved into that to see like, oh, this is the first environment I've ever sat in where I, not everyone's white, right?
00:11:30.000I mean, at least half the people around me were black.
00:11:33.000And, you know, what I would have liked back then is some direction on getting to know people from a different world, right?
00:11:40.000Like our problem is siloing too much, right?
00:11:44.000With all the technology we have, we're only hanging out with people that agree with us, come from our own walk of life.
00:11:49.000For example, when you mix people together, you get things that you could not have in a homogenous environment with one representative of that minority group.
00:11:58.000So, I just, you know, I think it's important to keep in context that too, like the America that I grew up in the 80s and the 90s for you is much more diverse, right?
00:12:09.000So, we, I don't see the need for diversity and inclusion education for perpetuity.
00:12:16.000Isn't like, for example, a black-only graduation ceremony, isn't the opposite of diversity?
00:12:48.000And you agree that, like, yeah, yeah, no, definitely.
00:12:50.000And the way that they were doing that, by the way, is going into private education, which is a really important conversation I think we should have.
00:12:57.000Because when you're in the private sector, you can do things like black-only or white-only.
00:13:02.000And I definitely worry that we want to- Not anymore.
00:13:04.000Civil Rights Act disallows that, but we could talk about that in a sec.
00:14:46.000And, you know, I don't know that we can understand what it would be like to be not nondescript in the sea of people who all have this commonality and you do not, right?
00:14:59.000So I think, you know, when we think about what diversity and inclusion education, which is to me more useful to talk about than a future, organizing education.
00:15:18.000Yeah, but I mean, imagine if you, if you were the, let's say you're 10% of a university, like CNU had fantastic racial diversity, still like 20%, right?
00:15:29.000So like if I went to an HBCU, which I wouldn't, like, I don't know if I would get in or not, but like, I guess they can't discriminate in race.
00:15:35.000And I had a white-only dorm, that would be bad.
00:15:39.000Yes, because you're at a black college.
00:15:44.000It's like this is no longer like theory.
00:15:45.000We're like, think about it the other way.
00:15:48.000Like not every black student can afford a private tuition at HBCU.
00:15:52.000Those are extraordinarily expensive, right?
00:15:54.000And usually competitive for admissions.
00:15:57.000So if you go to a normal university and the University of Georgia is a great example of this because we both hate their football program as our natty.
00:16:23.000The university student body when I was there for that four or five years was only 10% black.
00:16:30.000So imagine then, if you like, I'm trying to guess, I guess I'm trying to explain like what would it be like if we took Charlie Kirk and dropped him in an African country where he was the minority student?
00:16:40.000He would probably feel lonely and want to have programs that helped.
00:16:44.000Well, look, I mean, I hate to like say that I haven't lived anything close to that, but I did grow up in a high school where I wasn't the majority.
00:17:27.000What CRT is or whatever you want to call it, and I think we're agreeing on some of this is like in Atlanta and in Portland, all these places where they start to put people back in their tribe.
00:17:37.000It doesn't matter if people would want that.
00:17:40.000You know, I think too, like we really need to think about, like, okay, if we have this natural segregation still in society and it's causing so much political animus, right?
00:17:51.000This, I don't know if you've ever heard the book by Robert Putman called Bowling Alone.
00:19:19.000And then like in a time like this, where we're dealing with pressures, international pressures that the world has not faced since the 30s, right?
00:19:27.000We really want to be, I think, getting our domestic house in order.
00:19:31.000And I think that's something that, you know, I and others have been arguing for a long time.
00:19:34.000but now we're really starting to see division in America politically, domestic politics, especially about stupid shit, is really going to endanger our international efforts here dealing with a military aggressive.
00:19:49.000Like the way I framed it, and you agreed with most of it, do you now understand why most parents are really scared and like apprehensive of this being implemented, right?
00:20:06.000CRT is a topic of debate, but it is also a political tool, right?
00:20:11.000And is a very handy political tool because for the average Virginia suburban person, like when they hear CRT and they see conversations, you know, about books that, you know, have racy stuff in it, like that stuff taps right into emotion, right?
00:20:31.000So, you know, to me, whether or not the merits of CRT, a theory like that in the right setting, certainly not in K through 12, but diversity and inclusion education in K through 12, to me, those things, you know, you have to take into account that, you know, the difference of how an average person's going to hear that, right?
00:20:55.000They're not going to realize, oh, what Charlie Kirk means is, you know, this theory that, you know, the whole system is designed in a supremacist way and that, you know, the white power structure has, you know, rig the rules, da, That's not what a parent hears.
00:21:13.000What a parent hears is, you know, they're making my kid feel bad about being white.
00:21:19.000Well, yeah, let's just start with, okay, that's fair.
00:21:21.000What's wrong with a parent being upset about that?
00:21:24.000Like, should a kid feel bad for something he didn't do?
00:21:26.000Well, I mean, it all's fair in love in politics, right?
00:21:29.000And especially here in American politics where we don't have any regulation on campaign speech, on campaign material and stuff like that.
00:21:40.000Well, very little, very little, right?
00:21:42.000And so like what my answer would be to that is it's a handy, expedient political weapon.
00:21:49.000And because of that, Democrats should behoove themselves to answering it with a counter offense.
00:21:55.000Okay, so I'm actually really curious to what you think the counter offense is, but like, let's just kind of forget the political charge to it.
00:22:02.000If a kid comes home and is being taught he's terrible because he's white or that's how he feel, is there something wrong with that?
00:22:17.000Like, I- The whole Virginia election kind of showed that there's plenty, right?
00:22:20.000Well, no, I mean, the perception, perception is different than actuality, right?
00:22:25.000So, like, my goal, Charlie, is to create a perception, this election cycle, that's pretty similar to things about like CRT or what have you.
00:22:35.000And, you know, what CRT is advantaged for is it hits at this base pressure that's that's really hitting the electorate right now because we're in this America that didn't exist 40 years ago.
00:22:47.000It didn't exist in terms of racial diversity.
00:22:50.000It didn't exist in terms of gender and racial, like du jour equality, right?
00:22:56.000So we're really looking at a society that's been extremely pressured.
00:23:00.000And that's why you see this international too, in other Western democracies.
00:23:05.000The heterogeneity of the modern populations, populations moving, globalization has really put a lot of pressure on, you know, the hegemonic power structure, which of course is still white people in America.
00:23:26.000So I think like the answer to that, and being a woman, I can't answer what it's like to be a racial minority.
00:23:32.000I can answer to what it's like to be a woman, right?
00:23:35.000And, you know, and we know this now from psychological research, that even people who want to be race blind, who feel and passionately feel about equality and stuff, when we test them in a lab, have racially, like they respond to race codes, right?
00:23:53.000So like, you know, in laboratory settings, even liberals will respond differently to a black face than a white face, right?
00:24:01.000And because we're talking about- Are you talking about unconscious bias?
00:25:23.000But like in the research world, and it doesn't matter if it's molecular biology or politics, there is an academic consensus about something.
00:25:32.000And when there is, like, it's pretty standard form to say most economists agree or the prevailing, you know, wisdom is this.
00:25:42.000When you are coming from something that is like shattering a paradigm, usually other people will get into that.
00:25:50.000So eventually there's momentum for something to say like this was wrong.
00:25:54.000They have been wrong and they can be wrong.
00:25:55.000Yeah, but like you can always, I mean, look at climate change, right?
00:25:59.00010 years ago, there was a big effort to make, you know, to promote anti, like scientific research that did not agree with the consensus, right?
00:26:10.000And on the political right, especially.
00:26:12.000And they got a lot of scientific consensus.
00:26:44.000And when a detractor is Galileo or Copernicus, but when it's when it's Galileo, though, what you will see eventually is a bandwagon effect.
00:26:54.000And if there was meat to the anti-climate research, then it would be that.
00:27:09.000I'm saying if it's wrong, someone will discover that's wrong.
00:27:13.000And through replication and verification, that fix will eventually become the prevailing wisdom.
00:27:18.000I mean, I can think of so many examples why that's not.
00:27:20.000So like if you were reading a textbook in a different time period, you would have had a different, there would have been a different conversation about supply-side economics, because in the 80s, that was a new policy.
00:27:31.000I'm not interested in supply side economics right now, actually, but I am, I don't want to go too far down this rabbit hole, but like the yielding to experts.
00:27:39.000I mean, have you seen how wrong they've been the last two years?
00:29:46.000Well, amongst other things, I don't want to get too far on this rabbit hole, but I know at least 30 people's lives who are saved by ivermectin, and I pray that you'll have access to it.
00:29:55.000I know at least 500,000 people who have died because they didn't have a COVID vaccine.
00:30:09.000I think race doesn't matter to white people because we are in a majority white system.
00:30:14.000And eventually we might notice how it feels to be not racially dominant when the world is no longer, you know, majority white, or at least our world isn't.
00:30:43.000But, you know, what I would say to people is the topic of the conversation around race is not designed to have a substantive impact on race relations.
00:30:55.000It's designed to win a political argument, right?
00:31:23.000So when we think about like how do you design curriculum that's historically accurate, that doesn't talk about oppression, that doesn't talk about one group being oppressed over the other, right?
00:31:35.000And so when you look at that Virginia textbook, I certainly don't argue that that's what we're looking at heading back towards.
00:31:41.000But my guess is if you were to try to write a curriculum that covers, you know, slavery in the U.S. or the Holocaust or whatever, and not give the narrative that this group did this horrible thing to the other group, you're going to have to rely on some pretty...
00:34:08.000Have you ever taught any kids like history?
00:34:11.000I want you to go and see public school in Eugene and Portland and ask them, was Thomas Jefferson a racist or did he ban slaves coming into the United States?
00:34:52.000I don't know what you're talking about.
00:34:53.000I mean, right now things are getting a little cloudy because some of the things that come out of those deep red pockets are becoming mainstream in Republican politics, right?
00:35:02.000So this idea of laws, I mean, to me, somebody who is offended by big government should be deeply offended by the idea of the government dictating curriculum.
00:35:12.000No, no, the government should be small and strong.
00:35:15.000Do what it should do and do it correctly and quickly.
00:35:21.000So let's talk about the Texas CRT law.
00:35:23.000In the CRT law in Texas, it says, quote, we want to fulfill the legacy of Martin Luther King's letter from a Birmingham jail and I have a dream speech.
00:35:31.000They want to protect the Federal Civil Rights Act.
00:35:33.000They want to protect the United States Supreme Court decision in Brown versus the board.
00:35:37.000They want to talk about the emancipation, talk about the Universal Declaration of Human Rights, and educate on the 13th, 14th, and 15th Amendment.
00:35:51.000They say that no person, any individual, should feel discomfort, guilt, or anguish, or any form of psychological distress on account of his or her race or sex.
00:40:10.000It worries me a lot that there are people dying about 2,000 a day that don't need to die if they have the right information about COVID and take this vaccine three times booster.
00:41:34.000So like usually in a pandemic, and this is something that I think the Biden administration totally screwed up.
00:41:39.000In a pandemic, a public health emergency, usually you have hesitant people who are medically hesitant.
00:41:45.000They don't want to put something weird in their body, blah, In this case, because the president from, you know, when the first, when the pandemic first started, and as you know, you were on the front lines of pushing for reopen.
00:41:57.000So that kind of conversation, right, pushed the pandemic and made a lot of people not take it seriously.
00:42:31.000And so since this virus goes through many stages, as you well know, cytokosine storm happens around seven to 10 days.
00:42:36.000So if you're allowed to buy your lungs some time through prednisone, blood thinners, aspirin, azithromycin, then it allows the viral replication to be thwarted or stunted by zinc, vitamin D intervention, or other things.
00:43:15.000If you're sitting there in the ICU gasping for breath, are you really going to feel like you made the right decision not getting vaccinated?
00:43:22.000I mean, this because you're going to miss the natty.
00:44:44.000But responsibility for democratic maintenance is not a lesson that we impart in any part of our political culture, right?
00:44:52.000And, you know, to me, our future education really needs to focus on creating a citizen American, you know, and not allowing 50% of the population to sit out the most consequential elections too that are going to determine things for them for the rest of their lives.
00:45:46.000But in any case, like what I was going to say is, I think at the end of the day, like we really want, and this is why I agreed to do the show with you.
00:45:56.000I think it's so important for us to start to talk and spend time with other people who we disagree with and have conversations about things like education, right?
00:46:06.000And, you know, the vision that most people have for education is a school that's clean and nice and modernized, right?
00:46:13.000We don't want to be sending our kids to schools where there's no heat and people have window air conditioners.
00:46:20.000And we also want our students, our kids, to be well-rounded, right?
00:46:24.000We want them to get, you know, what we would small L liberal arts curriculum that involves history, science, math.
00:46:32.000And I don't know that affording the government permission to decide what and what not affords or it qualifies as proper history.
00:46:46.000Well, I mean, I think though, that if all of a sudden, to use an example used earlier, if like all of a sudden a group of teachers are like, we're not going to teach the Holocaust anymore, we're going to deny it.
00:46:53.000I think you would want to intervene, right?
00:46:55.000I mean, you know, that there's teachers right now who are worried about talking about things like the Holocaust or like my lecture, I used to do a lecture on civil liberties because I teach an American government textbook.
00:47:06.000And you get a chapter, Civil Rights, Civil Liberties, and I had Civil Rights and Civil Liberties.
00:47:10.000And that lecture is very focused on Martin Luther King Jr., the movement to end segregation, which of course happens by judicial and federal.
00:47:20.000But now we're going to have to re-end segregation because of what's being taught in the school.
00:47:34.000And when they show that in the South, you know, they designed an institutional structure to keep black people from voting, that is naturally going to make white people feel bad, don't you think?
00:47:47.000No, because they'll feel good because Dwight D. Eisenhower intervened as a Republican president.
00:47:51.000They'll feel good about their country.
00:47:52.000They'll be able to close that chapter.
00:47:54.000He doesn't love Dwight Eye as an hour, right?
00:48:27.000And UGA is actually now, because of the universal college, free college education for everyone, each class has gotten better and better, like 4.0s, right?
00:48:38.000So I've taught decent students at two institutions and two institutions in the South.
00:48:44.000And I will tell you, when they come into me, these kids who are all AP students, they're all like top-notch, you know, high school students, or at least B and above, they know nothing about American history.
00:49:22.000You want to tell an honest story, right?
00:49:24.000And what is the type of citizen you want to create?
00:49:26.000And, you know, you look at the goals of Marcuse and Foucault and Delgado and Ibram X. Kendi and all these Robin DiAngelo, they are willing to use history as a way to create activists, right?
00:49:38.000It's like we want to try to make people so angry, so guilty about their past when it's a lot more complex than that.
00:49:44.000It's not quote unquote black and white.
00:49:47.000Yeah, well, it's also impossible to assess history and the actions of people in historical times without acknowledging that you cannot perceive what it would be like to live in that environment, right?
00:50:00.000That's not the way the educational, I'm not saying you're defending it, but a lot of the educational regime right now says like we know exactly Thomas Jefferson's a bad person, Washington's a bad person.
00:50:22.000Well, like if you go through the AP textbook, I want you to do this and come back and ask me, do you think that the AP U.S. history textbook, as it's published from Pearson, do you think it gives a fair hearing to Madison, Jay, Hamilton, and John Quincy Adams, Adams, Washington?
00:51:09.000And I still knew almost nothing about how World War II came about.
00:51:14.000How, I mean, I understood the high points of, you know, World War I and World War II, and I understood the Holocaust, but I did not understand in intricate detail the story, the collective story of humanity.
00:51:26.000And that collective story, Charlie, is one of great promise and amazing achievement, but also a lot of senseless brutality.
00:52:25.000And he could not have been more wrong.
00:52:28.000When we go through the annals of American political development, it is the Bill of Rights getting applied to the states to protect you as an individual over time, over selective incorporation, which is like 200 and some odd years, that actually has produced for today the America that you and I are sitting in is the most free America with the most robust speech that has ever had.
00:52:50.000Even though we don't think about it like that, this is the truth, right?
00:52:55.000Well, I think there's some truth to that.
00:52:58.000I just, I think as we close, you know, we both want good education.
00:53:02.000I think we could agree on it more than not.
00:53:03.000But the closing point I really want to emphasize with you, and I'm not sure I'm going to convince you right now, but I am kind of widespread in the educational space, is that the type of history that you want and that I want generally, which is a fair reading of history, which does give the credit to the founders where it's due, which is a historical brilliance and genius that we do benefit from.
00:53:22.000And then criticizes them robustly for being involved in those that were.
00:53:33.000The entire three-fifths provision of the Constitution.
00:53:38.000Did your institutionalization of slavery, protection of slavery in the new American system, those were the products of the need for compromise, right?
00:53:50.000Three-fifths is a lot more complicated than that.
00:53:52.000You had to get, you had to get consensus from rural states, small states, and the South, where slavery was an institution that they were dead fast if they were going to form a country.
00:54:06.000Do you want to go into the three-fifths direction?
00:54:07.000Because they put it to actually make southern states weaker.
00:54:10.000Because southern states wanted to count every slave as a census.
00:54:14.000So they had a disproportionate amount of votes so they could eventually make slavery the law of the land.
00:54:18.000Three-fifths was actually a way to make slave states weaker and keep the union together.
00:55:23.000And finding out that you're a duck fan.
00:55:24.000Well, that's, I mean, that's just the, that's the, that's everything.
00:55:27.000Yeah, I just, I think that these discussions are really important.
00:55:30.000I actually think we agree on more than not.
00:55:32.000I, um, I had this belief you were going to have like this very anti-American view of history, kind of like, because that's just kind of, I deal with that a lot.
00:56:34.000And so I would urge you to consider when you're looking at a leftist or a socialist or whatever, to remember you're probably not looking at a total Democrat.
00:56:46.000I just look at the theorists that are implementing things, like Nicole Hannah-Jones and Foucault.
00:56:50.000And Foucault's not alive, but he's not.
00:56:52.000I mean, it's the same thing I do, right?
00:56:53.000I mean, I look at like what's happening within, you know, the conservative movement right now.
00:56:58.000It's embraced, you know, more authoritarian elements.
00:57:01.000I mean, to me, a CRT, a bill that comes in and tells teachers, hey, this is what you can and cannot discuss in a classroom.
00:57:09.000And we're going to put a monitoring system is big government.
00:58:03.000And what we're seeing within the right now is the real primacy of a movement that is not interested in small L.
00:58:13.000I want to focus on this Trudeau thing, though.
00:58:15.000You realize they shut down bank accounts for people that supported Trump.
00:58:19.000Yes, because in other states, other countries, like our system is so atypical.
00:58:25.000Like I always had to explain that to students.
00:58:27.000Okay, here's the American election system.
00:58:30.000There's basically, there's little rules here and there.
00:58:32.000Oh, after 180 days, an interest group can't mention the party name or whatever, right?
00:58:37.000But generally speaking, when you compare us with other Western democracies, we have almost no rules.
00:58:43.000You can say or do almost anything and or as long as you want.
00:58:46.000So we have really moved into a situation where we're just constantly canceling.
00:58:50.000So yeah, so Trudeau signs the War Act, seizes crypto wallets and bank accounts because in Canada, when you send money from another country to influence domestic politics, that's a crime.
00:59:07.000That's not what they were going after.
00:59:09.000Yeah, no, that's why they got there was only 30% of the sourcing of that donation came from.
00:59:15.000And I believe that they kept that money.
00:59:17.000I think they only divested that other portion because it's against the law.
00:59:22.000They confiscated give, send, go, and all that.
00:59:23.000But this idea that the right is embracing authoritarianism, while in Australia, they say you can't leave your home after 10 p.m.
01:00:57.000I asked my whole audience of AmericaFest, 10,000 people, how many people know someone who died from the vaccine or was paralyzed or crippled?