It’s time to take back the universities. One by one, American institutions have fallen to the Marxists. Universities were the first ones to be penetrated by our enemies. And the first areas to be penetrated within these schools were the history departments. The Carnegie Endowment, along with the Guggenheim Foundation, selected history PhDs to be sent to England to be steeped in the Fabian strategy and belief system. From Harvard and Yale, the bacillus spread across history departments in America, and across departments within the universities.
Department autonomy took hiring authority away from administrators, allowing school after school to fall under socialist control, department by department. But over time, college administrators as a group became more radical as well. Look at what we are dealing with today in our leading universities.
The power of Jewish interest groups is bringing to light the incredibly alien thinking of these academicians (many of whom are Jewish), which is fostering the current rage for Hamas sweeping across campuses. It’s too bad the rest of us have sat there practically mute for so many years while our children are being indoctrinated, and in too many cases, alienated from us.
Conservatives have suffered far too long, in almost every instance, from a defensive strategy and mindset. Get over it. We have to fight, including for our institutions of higher education that have so much influence over our society. Liberty can be lost in one generation. It may be lost in this one if we don’t decide to fight for it.
Governors, members of Congress, State legislative leaders, attorneys, prosperous alumni, affected parents, and all the rest of us must come together with a national strategy to take our universities back. It will be a heavy lift and the LEFT will go berserk, validating the fact that we will be squarely “over the target” if we take on this fight.
[00:00:04] It's midnight in America and this is the hour of decision. My name is Lou Moore.
[00:00:11] Tonight, we're gonna talk about the universities. It's time to take them back, don't you think?
[00:00:18] So conservatives for a long time
[00:00:23] in almost every instance
[00:00:26] politically
[00:00:27] have acted from a defensive strategy,
[00:00:30] a strategy that has totally failed because just look at the circumstances we're in now folks.
[00:00:39] Donald Trump helped us with that.
[00:00:42] It showed that you can have some success,
[00:00:45] that you can win, that you can cross that barrier,
[00:00:49] that barrier that said, oh you can't talk about immigration. We need to bring Hispanics into the party.
[00:00:56] Oh, we can't talk about any kind of racial preferences. We need to work on the black vote.
[00:01:02] You know, we can't actually cut the budget. It would be too difficult.
[00:01:07] It might anger interest groups and on and on and on and on it went.
[00:01:15] All of my life in politics pretty much, but Donald Trump showed us
[00:01:20] that you can't take a stand and you can get the aberration.
[00:01:25] A black folk. There's a march through South Bronx the other day folks with for Donald Trump for God's sake.
[00:01:34] You know, we can do better.
[00:01:35] Edward Breitbart, there are a lot of people starting around 2010 after Obama got in office.
[00:01:42] Other Tea Party people, you know, they didn't understand it. We're not allowed to do any of these things.
[00:01:48] We're not allowed to really go after our enemies that are destroying our entire civilization and one by one
[00:01:55] because of this old thinking.
[00:01:58] American institutions have fallen to the Marxist, to the Fabian socialists.
[00:02:05] We lost really both political parties and the leadership in the House and the Senate.
[00:02:12] We're fighting back in the Republican Party and it is
[00:02:15] greatly attributable to Donald Trump.
[00:02:19] We lost the clergy of the established churches and a lot of the priests among the Catholics.
[00:02:27] We lost the entertainment industry long time back.
[00:02:31] And then in rapid succession over the last few years with the dedicated revolutionary Barack Obama in office,
[00:02:39] we lost corporate America, the part that hadn't already sold out.
[00:02:44] We lost the FBI and we lost the military.
[00:02:48] The only American institution, really, that is not in the hands of the enemy right now is the Supreme Court.
[00:02:58] And conservative justices of the Supreme Court people, if you haven't noticed, are under constant attack, even physical attack.
[00:03:08] With people like Nancy Pelosi when she was Speaker of the House, thumbing her nose as the Supreme Court justices being physically threatened in their homes.
[00:03:17] But the first institution that was penetrated and then co-opted, taken over without any doubt, were the universities.
[00:03:30] There was that pressure from above, the tax-free foundations.
[00:03:35] There's a video in existence, one that was filmed by G. Edward Griffin, if you know that name, the author of The Creature from Jekyll Island.
[00:03:46] But this was an interview he did with a man named Norman Dodd.
[00:03:50] Norman Dodd was the chief investigator of the Rease Committee.
[00:03:54] I mentioned the Rease Committee in a couple of my podcasts.
[00:03:58] And we're going to talk more about that group, because I would argue their work in the 1950s was easily as important as the work Joseph R. McCarthy, my hero, undertook his attempt to get Communists out of government.
[00:04:13] The Rease Committee launched the first and only, to date, investigation of the tax-free foundations, the Rockefeller Foundation, the Carnegie Endowment for International Peace.
[00:04:27] The Ford Foundation, what's up with these people? What's all this talk about world citizenship? What are these people doing?
[00:04:34] What are these strange textbooks now that we're seeing in the universities and also in the K-12 education in America?
[00:04:43] So they gave that a shot.
[00:04:45] So Norman Dodd was the chief investigator for this committee being interviewed later in life by G. Edward Griffin.
[00:04:53] And he describes how early on, before Wilson, before World War I, the Carnegie Endowment started a program of taking one T history PhDs,
[00:05:09] which back at that time there weren't that many PhDs.
[00:05:12] It's not the hundreds and hundreds and hundreds of them being cranked out now.
[00:05:17] But they would take 20 of the top history majors, history PhDs, and in cooperation with the another yet another foundation, the Guggenheim Foundation,
[00:05:30] would take them over to England to get really schooled up.
[00:05:36] Babian socialism on the evil, evil, evil of the United States of America and the Constitution had the wonderful new world we can have if we just start following some of these scientific principles
[00:05:50] and follow some of these experts who are greatly under the influence of Karl Marx.
[00:05:57] So that was the beginning of a program to infest, to infiltrate, to influence, to establish in universities
[00:06:08] history professors that were not teaching the truth and were not teaching anything that was good
[00:06:15] as far as maintaining patriotism, maintaining a belief in faith in the United States and maintaining the knowledge, the understanding of the uniqueness and greatness of the United States
[00:06:28] or in another words, maintaining freedom generation to generation only takes one, one generation to end it.
[00:06:40] So that far back the universities were penetrated at pressure from above and then there was the pressure from below.
[00:06:49] The intercollegiate socialist society, people like Jack London, people like Walter Ruther, I didn't even mention on the Ruther podcast we just did.
[00:06:59] He was the head of the intercollegiate social socialist society at the University of Ohio.
[00:07:05] So Ruther, or was it Michigan? Anyway, I believe it was Ohio actually.
[00:07:10] Ruther was among other things, among the many, many, many things he was as a Fabian agent in the United States.
[00:07:18] He was the head in college and intercollegiate socialist society.
[00:07:22] So were a lot of other prominent individuals or individuals who came from prominent families.
[00:07:29] There was this pressure from above, from the tax-free foundations and where did they apply pressure?
[00:07:35] It was to the Ivy League schools. They didn't start with Toledo State.
[00:07:40] They started with Harvard, number one Harvard and number two Yale.
[00:07:45] But then it spread to the other Ivies and then to other schools and across the country, the socialist Basile starting,
[00:07:55] ashamed to say as a former history instructor in college myself,
[00:08:01] it started in the history departments and spread across the humanities and into the English departments.
[00:08:09] But surely across the faculties, across the university.
[00:08:16] And so before too long, you have this transmission belt starting at Harvard and Yale and transmitting this new alien belief system,
[00:08:30] alien to Americans and alien to Americanism and transmitting it across the country.
[00:08:39] Soon and going with that, soon and going with that, control of books.
[00:08:46] And the more professors you get in prominent positions, you get professors that are reviewing new material, new books.
[00:08:55] Remember I talked about the Institute for Pacific Relations or you might remember,
[00:09:00] if you remember my podcast on Joe McCarthy, the Institute for Pacific Relations had all of these so-called rominate academics,
[00:09:10] the experts on Asia and they kind of function as a censorship board.
[00:09:16] If you didn't get a good review from some professor like Owen Lattimore in Amorasia magazine,
[00:09:24] your academic work on China was not going to get very far.
[00:09:28] So it's kind of a censorship board and then there's the sponsorship of Marxist professors to come and speak,
[00:09:36] to come and become part of the faculty because your university just got a huge endowment
[00:09:42] from the Ford Foundation or from the earlier on the Rockefeller Foundation or the Carnegie Endowment.
[00:09:49] And so it's fine to just bring in a couple of these Marxist professors, they're very interesting.
[00:09:54] And so that starts happening.
[00:09:57] And you know the universities elicit laughter on the right.
[00:10:02] You know we just laugh at these universities, we know they're full of these kind of people.
[00:10:06] But it ain't funny folks, it's not funny.
[00:10:10] Parents all over America with the best of intentions send their children to these people
[00:10:16] and spend a hell of a lot of money doing it in most cases.
[00:10:23] The old saw that they still, somebody was making a joke about it the other day on the television that
[00:10:29] you know if you're not radical when you're young there's something wrong with you
[00:10:33] and then if you're not conservative later in life there's something wrong with you then.
[00:10:38] That's complete bull, there's nothing true about that.
[00:10:41] If you're a radical when you're young you're a moron, you're an idiot.
[00:10:45] You're a tool of people that want total power over you.
[00:10:49] That's all you are.
[00:10:50] You're not some great young person because you're a radical, ridiculous, ridiculous idea.
[00:10:57] And if you look online that quote is attributed or versions of it to different people.
[00:11:02] But there's been some attribution to George Bernard Shaw.
[00:11:07] And if you don't remember that name he is one of the three founders of, yes indeed,
[00:11:12] the Fabian Society in England.
[00:11:15] Something to think about.
[00:11:19] So academics I've talked about this pattern and this is another pattern that's been laughed at.
[00:11:25] The academics leave politics when their administration loses or let's get down to it
[00:11:32] when the Democrats lose they go back to the university.
[00:11:37] What are they going back to?
[00:11:39] Brainwashing your children.
[00:11:41] Don't think that has really been a very good idea or a very good pattern leading to a healthy and vibrant, free America.
[00:11:49] It's led to the opposite folks.
[00:11:51] It's led to the complete opposite.
[00:11:54] And but you know the strategy that's been used at these universities has been,
[00:11:59] oh my goodness this is a university we're having Highland here.
[00:12:03] We have to let people think things through.
[00:12:06] We need academic freedom.
[00:12:08] There's nothing more important than academic freedom.
[00:12:11] So if you got this professor over here that advocates the overthrow of the government of the United States
[00:12:16] in the end of all of your constitutional rights,
[00:12:19] that's just perfectly funny because we gotta have academic freedom.
[00:12:24] We have to have a free exchange of thoughts.
[00:12:27] Of course, the left doesn't believe in this.
[00:12:31] How many of you listening to this have been to college?
[00:12:35] Have been in history classes? Have been a history major like I was?
[00:12:39] If you have the kind of beliefs I have,
[00:12:42] you don't really feel like you've experienced a lot of academic freedom at the academy.
[00:12:47] Because I'm telling you folks there is no freedom.
[00:12:50] There's basically no freedom today and over time it's gotten worse.
[00:12:55] But there's practically no academic freedom today because they control it and you better fall into line.
[00:13:01] You're not going to get your thesis passed off by the three member or five member panel
[00:13:07] or whatever it is, or professors.
[00:13:09] You're hardly going to get a job teaching anywhere at a university.
[00:13:13] And there is no freedom in this situation now but they're still going to trot that out
[00:13:18] if you in any way challenge these people on the basis of some of the things
[00:13:23] they are teaching your children.
[00:13:26] It's not right.
[00:13:28] It's just absolutely not right.
[00:13:32] So one of the things that developed in these universities is they were just
[00:13:36] building themselves full of academic freedom and new scientific ideas
[00:13:42] about how to make society a lot better.
[00:13:46] There was this idea that you know,
[00:13:51] you can't have the oppression of the administration over these fine intellectuals
[00:13:57] in these various humanities departments.
[00:14:00] You need the departments to have autonomy.
[00:14:04] So in other words, as long as a person met certain basic standards like they weren't a child rapist
[00:14:12] or a fugitive from justice, it would be up to the department,
[00:14:17] up to the history department, up to the chair of the department
[00:14:21] and a committee that is formed around the chair
[00:14:24] who is selected to be the next professor, to be the next candidate for tenure.
[00:14:31] On the tenure track as they say, an associate usually it's an associate professor,
[00:14:37] maybe an assistant professor is the lowest rank.
[00:14:40] Going up to professor when you get tenure,
[00:14:42] when you become a really, really big shot in that department,
[00:14:46] but that's up to the department.
[00:14:48] And so what happened over the years is there's a chairman and there's academic committee
[00:14:53] and say, well there's a fine fellow here.
[00:14:55] He has a few strange ideas from Europe, but you know, he's like a good guy.
[00:15:00] One comes in, another comes in, another comes in.
[00:15:05] And pretty soon there's quite a few of these here at Marxist on your faculty,
[00:15:11] in your department, and then once they get anything near control,
[00:15:15] they're just bringing one after another after another
[00:15:18] until usually the whole department is full of Marxists.
[00:15:23] That's how it works.
[00:15:25] This is how these departments end up so far removed from the basic fundamental understanding
[00:15:33] that the American people in general have about our country,
[00:15:38] free enterprise system, but a whole lot of things.
[00:15:42] And this process is way, way, way removed from guess who?
[00:15:48] The voter from the taxpayer that in a public school,
[00:15:53] the people that are paying for all this stuff.
[00:15:56] They're way removed from this process and have absolutely no say in it.
[00:16:01] Do you think that's right? I don't think it's right,
[00:16:04] but it's also removed from the administration where there is some accountability.
[00:16:09] Administrators have to go to the legislatures and beg for money,
[00:16:13] but of course the tactic they use, that he used on me as a congressional staffer.
[00:16:19] They don't bring a bunch of fire-breathing communists with them
[00:16:24] to go talk to the appropriators, whether they're in the state legislature or in the Congress.
[00:16:30] They usually bring some alum, some alumni,
[00:16:34] that are all worried about the football team and stuff like that.
[00:16:38] They bring those kind of people with them into these meetings,
[00:16:42] wealthy people a lot of times, big political donors a lot of times.
[00:16:47] Get to these meetings with these legislators to make sure that they get that brand new building
[00:16:52] on the university campus. I mean some of these campuses unbelievable.
[00:16:56] The amount of building that's gone on, even if then in the yearly annual budgets,
[00:17:01] they don't even have enough money for paper sometimes.
[00:17:05] I experience this on a faculty of a university in Washington state.
[00:17:09] They're building great big buildings all around the building I'm in.
[00:17:13] But yet they're saying, we got a little rashing on the paper.
[00:17:16] Be a little careful with that. Don't use too much.
[00:17:19] It's insane. But anyway, I've digressed a little bit.
[00:17:23] But this process is way removed from the voter and the legislator who wants to stay in office,
[00:17:31] who has some other priorities, maybe wants to lower your taxes or help you out with crime
[00:17:37] or has a lot of priorities to do with you, only have something to do with the special
[00:17:42] interests they're talking to. They don't seem to have any interest in looking into the problem
[00:17:47] I'm talking about, which is one of the biggest core problems in America today folks.
[00:17:52] You send your kids to college, they're fairly normal.
[00:17:55] Two years later they're an effing communist.
[00:17:58] You don't think there's anything wrong with this? Come on.
[00:18:01] Something terribly wrong with it.
[00:18:03] Anyway, we've had this process go on and over the years I have to admit,
[00:18:08] in the give and take of power, administrations of various schools have taken power back away
[00:18:15] from a lot of these departments. But guess what?
[00:18:19] We're three generations down the road from when this process began
[00:18:23] so these administrators are as big of or even bigger Marxists than the faculty members.
[00:18:29] Look at these people we've seen on TV recently from Harvard, from all these different schools
[00:18:34] these people are way out there. They're way out there to the left.
[00:18:39] So it doesn't really matter now if the administrations have more control but you have to admit
[00:18:45] when the Congress gets focused like when Jewish interests are involved
[00:18:50] I mentioned this in a previous podcast that we get all caught up in the drama of the Jews.
[00:18:55] Oh my God, there's anti-Semitism on this campus.
[00:18:59] Well you know I'm not saying a Jewish student should be harassed on campus
[00:19:03] but what about your kids? What about you listening to this that are not Jewish?
[00:19:07] Was everything fine about how they have been abused, brainwashed,
[00:19:13] maybe intimidated if they expressed a conservative view on campus?
[00:19:18] What about that? Why isn't that a big deal?
[00:19:20] Why aren't we firing university professors for that?
[00:19:24] So it started in the humanities, it started in the history departments
[00:19:28] but it has spread. It's spread of course, of course economics as soon as they could
[00:19:34] it has many of these universities as they could.
[00:19:37] Political science, anthropology and sociology a couple of fields
[00:19:42] a little skeptical to begin with, cultural anthropology anyway
[00:19:47] but it's spread across faculty leadership
[00:19:53] across what they have in most schools academic senate
[00:19:57] and more and more administrators as I just mentioned have also been infected
[00:20:03] and on top of this the left always has a major emphasis
[00:20:08] on organizing students
[00:20:11] and they've always seemed to have a number of people that can show up on a campus
[00:20:16] and teach, train students
[00:20:20] and cause problems even if they don't
[00:20:23] these are not students that belong to the school where the problems are happening
[00:20:28] I was an erstwhile history major myself
[00:20:31] and at one time wanted to become an academic
[00:20:35] in 1974 a fresh-faced young lad that I was
[00:20:41] that's a long time ago 1974 isn't it?
[00:20:45] Anyway, I'm sitting at my first day in class
[00:20:49] at the University of Utah
[00:20:52] in a class called American Economic History
[00:20:55] and I was so happy to be at the hallowed institution
[00:20:59] that my mother graduated from, my father graduated from
[00:21:03] later my brother would graduate from
[00:21:06] my closest cousin graduated from
[00:21:09] all in the great state of Utah full of American patriots
[00:21:13] so here I was in American Economic History class
[00:21:17] in March as a teacher she produces
[00:21:21] from a box that I had noticed was sitting in the front of the room
[00:21:26] our first reading which was a book to kind of give us a baseline
[00:21:30] so we would understand American economic history
[00:21:34] except the title of that book was
[00:21:38] Wage, Labor and Capital
[00:21:41] and the author was a man named Carl Marx
[00:21:44] who was not talking about American economic history
[00:21:47] she was wanting to give us a real new baseline
[00:21:50] for everything that we would learn
[00:21:53] for the rest of the time in that class
[00:21:55] and in any other class I think that was her idea
[00:21:59] so she thought usually she should start an American economic history
[00:22:02] with the foundational work of Carl Marx
[00:22:06] you know and that's not the only experience
[00:22:10] or even close like that that I had
[00:22:13] and I'm talking in the 1970s folks
[00:22:16] I'm not talking about I mean I didn't go to college five years ago
[00:22:19] there's another gem I'm holding in my hand
[00:22:22] back from that era
[00:22:25] it was a I decided at one point I wanted to take
[00:22:28] the Czechano history and of course
[00:22:31] one of the things that is so true is that when they started
[00:22:34] these newer ethnic studies types of you know
[00:22:37] whether it was in history or in polyps or anthropology
[00:22:41] any of the humanities fields
[00:22:44] that these new ethnic studies were taken over
[00:22:48] I mean they were day one Marxist programs
[00:22:52] all of them and no different for
[00:22:55] Czechano history that's a word we don't even really use now
[00:22:59] but our foundational texts for that course
[00:23:02] this was in the California public education system
[00:23:06] this was from a university in California
[00:23:09] occupied America the Czechano struggle toward liberation
[00:23:14] the author being Rudolfo Acunia
[00:23:18] Mr. Acunia or Dr. Acunia we should probably say
[00:23:22] was a dedicated Marxist-Leninist revolutionary
[00:23:27] who believed incredibly
[00:23:31] that he felt it was important to tell this story
[00:23:35] because he felt that he needed to tell the story
[00:23:39] of a group of people who have collectively
[00:23:42] been losers
[00:23:45] any of you out there are Hispanic he's talking about you
[00:23:49] great book beats
[00:23:52] Czechano's struggle toward liberation in occupied America
[00:23:56] not difficult to pull up examples of this kind of curriculum
[00:24:01] just in my own history because I was a history major
[00:24:04] but I mean it's only worse today like I said
[00:24:07] because I'm old my books are 50 years plus old
[00:24:12] but the baby and socialist penetration of our universities
[00:24:18] at least in the past was often a lot more subtle
[00:24:21] than those two examples
[00:24:23] and sometimes that actually does the most damage
[00:24:27] you know I taught at a university for a while
[00:24:31] and I did not see a college survey level textbook
[00:24:36] in other words the type of American history class
[00:24:39] in this case that everybody at the school
[00:24:42] had to go through in order to graduate
[00:24:44] no matter what their major was a survey course
[00:24:47] I never saw a survey course textbook
[00:24:50] when I used to teach that did not equate
[00:24:53] a successful presidency for example
[00:24:56] with how many new bills
[00:24:59] new programs
[00:25:00] new government intrusions into our lives
[00:25:03] took place during that presidency
[00:25:05] in other words that was the index
[00:25:07] that was the measurement of success
[00:25:09] in a way it's a little subtle
[00:25:11] but you say well he didn't do too well
[00:25:14] he didn't really get that many bills passed
[00:25:17] is that really a good way to look at the leadership
[00:25:20] in our country it's subtle
[00:25:22] but it's right to the point
[00:25:24] if your goal is to slowly increase the size of government
[00:25:28] until suddenly you're in a communist state
[00:25:31] but even fairly standard curriculum has gone far beyond that
[00:25:36] now we've returned to an era of violence on campus
[00:25:40] to open intimidation
[00:25:43] but that to my friend but that my friends
[00:25:46] is our opening
[00:25:48] so this whole podcast is leading up to this
[00:25:53] we need a national strategy
[00:25:56] we need some bold state legislative leadership
[00:26:01] that can work together across the country
[00:26:04] we need attorneys and people with money
[00:26:08] to step up to the plate
[00:26:11] we need to work alumni associations
[00:26:16] we need a law fair strategy
[00:26:19] a state legislative strategy
[00:26:21] a strategy to convince governors to step up
[00:26:24] and at the federal level
[00:26:26] we need some members of congress
[00:26:28] and the senate who will finally not be afraid of this word
[00:26:32] defund
[00:26:34] defund
[00:26:36] we need brave parents
[00:26:38] and students to come forward
[00:26:40] where it's legal
[00:26:42] we need students on an organized basis
[00:26:45] to tape record professors who have gotten away
[00:26:48] with outrageous behavior for far too long
[00:26:53] why isn't this already happening?
[00:26:56] some of it's a lack of knowledge
[00:26:59] but mainly it's because of a lack of courage
[00:27:03] because if we in an organized fashion
[00:27:07] using the law
[00:27:09] using legislation
[00:27:11] using the ability of legislatures to defund
[00:27:16] the left will go berserk
[00:27:19] because we will be squarely my friends
[00:27:23] over the target
[00:27:25] we need to take back the universities
[00:27:28] the universities shape our view of the world
[00:27:32] in so, so many ways
[00:27:35] and now
[00:27:37] and now
[00:27:39] everything is political
[00:27:41] math is political
[00:27:43] it's not just the humanities
[00:27:45] math in fact
[00:27:47] I was told not very long ago
[00:27:49] is racist
[00:27:51] science has been heavily politicized
[00:27:54] and that is due my friends entirely
[00:27:57] to the government grant system
[00:28:00] that has taken over research
[00:28:03] in too many places and that's why you get
[00:28:07] pressure from above
[00:28:09] we need to have some climate change
[00:28:11] we need to have some climate change science
[00:28:14] to show the people
[00:28:16] and so pretty soon
[00:28:18] you can't get a government grant
[00:28:20] to study weather patterns
[00:28:22] and come up with a different version of events
[00:28:25] with a different conclusion than climate change
[00:28:28] you can't get that funded by the government
[00:28:31] of course that means
[00:28:33] that really means is for scientists
[00:28:35] is you can't get a grant funded by you
[00:28:38] I'm talking about you now the taxpayers
[00:28:40] because all you are funding
[00:28:43] is grants from the federal government
[00:28:46] to study climate change
[00:28:49] within the paradigm of climate change
[00:28:52] as it has been determined
[00:28:54] by your masters
[00:28:56] that's just one example
[00:28:58] so it's corrupting science
[00:29:00] and I don't know what they're going to do to math
[00:29:02] make it less racist
[00:29:04] but the first step to fixing something
[00:29:07] to fixing anything
[00:29:09] is to recognize that it is broken
[00:29:11] and that we have to fix it
[00:29:14] with God's help we can
[00:29:17] in this situation and many others
[00:29:20] we're not going to get it all done in a day
[00:29:22] no matter who you are
[00:29:24] I mean this is a heavy lift my friends
[00:29:27] this is why politicians flee
[00:29:29] from the idea of actually confronting
[00:29:33] the politicization of the universities
[00:29:36] that my children went to
[00:29:38] that your children went to
[00:29:40] or maybe going to
[00:29:42] a dangerous situation
[00:29:44] for the future of freedom in this country
[00:29:47] but we have to start somewhere
[00:29:50] sometime and I'm suggesting
[00:29:53] we have to start now
[00:29:55] today
[00:29:57] no matter where you are
[00:29:59] no matter who you are
[00:30:01] you can do something
[00:30:04] so for the universities
[00:30:07] do something
[00:30:09] because it's midnight in America
[00:30:13] and this is the hour of decision
[00:30:16] my name is Lou Moore
[00:30:18] I am so glad you joined me this evening
[00:30:20] thank you very much
[00:30:22] see you later