- 2 days ago
CTP (S4EAugSpeical3) The Education Accountability Collapse
We dig into why American public education keeps lowering standards while claiming success (and all the stats prove failure), and how those choices show up as illiteracy, weak math skills, and burned out teachers. We also argue that money and slogans cannot replace discipline, honest grading, and parents taking responsibility at home.
• Brian Wetzel’s background and what he learned traveling to meet teachers and administrators
• Grade inflation policies that remove deadlines and consequences
• Big city school spending versus students performing at grade level
• Social and emotional learning competing with core academics and creeping into math
• Why basic arithmetic and practical skills still matter for adult life
• Concerns about explicit sexual material in school settings and what gets removed instead
• Why more funding is not the fix and how incentives shape behavior
• School choice and vouchers as pressure to improve
• Classroom behavior, admin support, and why teachers are leaving
• Lowering teacher certification standards as a symptom not a solution
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We dig into why American public education keeps lowering standards while claiming success (and all the stats prove failure), and how those choices show up as illiteracy, weak math skills, and burned out teachers. We also argue that money and slogans cannot replace discipline, honest grading, and parents taking responsibility at home.
• Brian Wetzel’s background and what he learned traveling to meet teachers and administrators
• Grade inflation policies that remove deadlines and consequences
• Big city school spending versus students performing at grade level
• Social and emotional learning competing with core academics and creeping into math
• Why basic arithmetic and practical skills still matter for adult life
• Concerns about explicit sexual material in school settings and what gets removed instead
• Why more funding is not the fix and how incentives shape behavior
• School choice and vouchers as pressure to improve
• Classroom behavior, admin support, and why teachers are leaving
• Lowering teacher certification standards as a symptom not a solution
SEND US FEEDBACK: https://www.buzzsprout.com/2210487/fan_mail/new
https://tinyurl.com/SubscribeToCTP
CTP Audios: https://tinyurl.com/CTPonBuzzsprout
CTP Videos: https://tinyurl.com/CTPonBITCHUTE
https://tinyurl.com/CTPgear
https://tinyurl.com/JLenardDetroitGear
AI images/videos/audio CTP uses: https://tinyurl.com/GalaxyMagicaAI
https://tinyurl.com/BookPromotionViaFiverr
- other services: https://fiverr.com/jlenarddetroit
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NewsTranscript
00:00:00Hello, welcome to another episode of Perstitutionalist Podcast.
00:00:06I am your host, Joseph M. Leonard.
00:00:09That's L-E-N-A-R-D.
00:00:12It looks French.
00:00:13It's not.
00:00:14It's Leonard without an O.
00:00:17Thank you for tuning in, as Graham Norton used to say, on his show.
00:00:24Let's get on with the show!
00:00:27Joining me today to talk education, or the lack thereof these days, in our schools,
00:00:36in the United States especially, but seemingly all Western culture, is Brian Wetzel.
00:00:43Welcome to the show, Brian.
00:00:46Thanks for having me.
00:00:46I'm honored.
00:00:47Yeah.
00:00:48Well, the first obvious question, and those viewing behind-the-scenes video will see your
00:00:55name on the bottom of the display.
00:00:59Why should anyone want to listen to someone about reading, writing, grammar, and spelling
00:01:10especially, whose parents couldn't spell Brian properly?
00:01:15Yeah.
00:01:16Well, let me ask you this.
00:01:17If you spell Ryan, do you spell it with an I?
00:01:19You do not.
00:01:20So, that's my...
00:01:23Well, my other joke I was contemplating, we couldn't get the A, Ryan, we got the B, Ryan.
00:01:30Ah.
00:01:31No, the B, Ryan is the A, Ryan.
00:01:33I promise.
00:01:35And for those listening on audio or reading in the transcript, which is probably already
00:01:42incorrectly spelled his name, it is B-R-Y-A-N-W-E-T-V-E-L.
00:01:52When I drop my clips in sometimes to AI sites where they break it up into smaller versions
00:01:59and it has the transcript of what's going on, it always spells it with an I.
00:02:05Hey, and my audience is probably screaming at their smartphone or their laptop saying,
00:02:12you don't got any room to talk.
00:02:15You don't ought to spell Leonard.
00:02:16Leonard, my last name looks French, it's not Leonard, it's Leonard, but with no O in
00:02:23it, so.
00:02:25Yeah, I was going through the drive-thru at Chick-fil-A the other day and the lady said
00:02:30to me, can I have a name for the order?
00:02:33I said, Brian.
00:02:34She's like, is that with a Y or an I?
00:02:36And I said, does it really matter as long as you say it right, I'll come running for
00:02:40the food.
00:02:43Like, I'm not going to be standing there going, is it an I or a Y?
00:02:46You're right, yeah.
00:02:48Well, that's good.
00:02:49But yeah, I hear you.
00:02:50I used to use converter.app to transcribe all my shows, and I've tried many of them.
00:03:01All of them screw up names all the time.
00:03:06So.
00:03:07They do.
00:03:08They at least get the rest of the grammar right, but they're not great with names.
00:03:12And names are very subjective anyway, depending on where you're from and where your parents
00:03:19were from.
00:03:20And I have some friends who have some really goofy spellings.
00:03:23When you hear them say their name, it sounds normal.
00:03:26And then you're like, oh.
00:03:28Like, I didn't, I've been an employer, small business employer for a long time.
00:03:33I think I've had seven or eight different Haley's with different spellings.
00:03:39I didn't know there were that many spellings for Haley, but apparently there is.
00:03:44There's Y's and L's and E's and Y's, and there's A, L-E.
00:03:48I mean, it goes on and on.
00:03:51There's the, right, all potentially influenced by Haley's Comet, but the how bad can we screw
00:03:59up the spelling challenge?
00:04:02We got a little unique, right?
00:04:07Everybody's special and unique.
00:04:08And yes, to a degree we are.
00:04:12We're all individuals.
00:04:14But right.
00:04:16Oh, my special child's got to have a special spelling for their name kind of thing.
00:04:22But yeah, that wasn't why my parents did it.
00:04:25But some people nowadays do.
00:04:29I just had this conversation with my wife the other day.
00:04:31She was going over some of the names that are in school now.
00:04:35So I don't know where those came from.
00:04:39And we're already off the rails.
00:04:42That's not, of course, what we're here to talk about.
00:04:45But yeah, educate, oh, let's, before we, where were you born and raised?
00:04:52Where are you now?
00:04:53Places you've been in between that are of significance, things like that.
00:04:58Well, I was born in Stuttgart, Germany.
00:05:01My father was in the service at the time.
00:05:03And we moved, both my parents were from Pennsylvania, the Johnstown area.
00:05:09And I was there, we moved, we came home when I was almost a year old.
00:05:15And lived in Pennsylvania for about six months.
00:05:18And then my job got, my dad got a job in Georgia, Atlanta, Georgia.
00:05:23And then after high school, I wanted to get out of Georgia for some reason.
00:05:29Because when you're kids, you think there's more out there than where you are.
00:05:32Grass is always greener somewhere else.
00:05:35Moved to New York.
00:05:37I worked for several large corporations who sent me around.
00:05:41I lived in Las Vegas for a year.
00:05:43I lived in Los Angeles for a couple years.
00:05:46And then ironically, I got a job with an R&D lab that was located in Georgia.
00:05:53So I ended up moving back.
00:05:55And I've just sort of been here.
00:05:56Reel you back in.
00:05:58Yeah.
00:05:58I've traveled a lot, though.
00:06:00I've been in every state in nine countries, maybe.
00:06:06So I've been in, I've been all over.
00:06:09And it's a good thing to travel because you get a better sense of how lucky you are where you
00:06:16are right now.
00:06:17I promise you.
00:06:18And that's part of the problem with our schools, our spoiled, entitled, uneducated brats here in this nation.
00:06:28But the way my ADHD, OCD brain works now, I'm going to have the Johnny Cash, I've been everywhere, man,
00:06:38song in my head.
00:06:39Yeah.
00:06:41But, yes, education, go on a rant.
00:06:48Well, education is very much off the rails right now, I would say.
00:06:52So for the background, I started an education resource company with two friends.
00:07:02We created 1,500 educational videos, all with teachers.
00:07:06You can get them now for free on YouTube, on Scoobs, S-K-U-B-E-S-E-D, E
00:07:12-D, on YouTube.
00:07:15And you can go on there and watch all the videos.
00:07:18We also had created about 1,700 assessments that went along with them.
00:07:24And we were a site that was functional for quite a while.
00:07:28And then we went into selling the site to somebody else who ended up going bankrupt.
00:07:34So all of the assets came back to us.
00:07:36But the big thing is that during the six, seven years that I was – by the way, I need
00:07:43to give background.
00:07:44My wife's a public school teacher.
00:07:45She's going on her 23rd year.
00:07:47But I had kids in the system also.
00:07:51During the six or seven years that we were doing the company, I traveled all around the country.
00:07:56I met with thousands of teachers, administrators.
00:08:00I did speeches at all of the big events for state schools, principal meetings, you name it.
00:08:12And when I first started, I thought, you know, when I get a peek behind the curtain, this will all
00:08:18start to make sense.
00:08:19And actually, it made less sense.
00:08:23It was more confusing.
00:08:24There's a lot of non-common-sense decision-making that continues to go on.
00:08:31And I started to realize, and particularly from state to state, just some of the – and it depends on
00:08:39where you're coming from on this.
00:08:41But like in California, you can't fail.
00:08:44They won't let you get below a C, even if you don't turn in your work.
00:08:49They also give you the entire school year to turn in your work, which some academic somewhere at a college
00:08:57level wrote a report or some study saying that this would allow kids to not feel so rushed and they
00:09:03would do it.
00:09:04But predictably, what teachers in California told me was that all the kids wait until the end of the year
00:09:09to try and get it done, and they can't get it all done.
00:09:12And so they're just failing worse.
00:09:14And you're not holding people to doing something.
00:09:17Whenever your teacher tells you something to do on Friday, that's similar to when your boss says, I need this
00:09:22report on my desk by this time.
00:09:26That's the way the world works.
00:09:29I have a small business.
00:09:30We're not that corporate at all, but I still need things done when they need to be done.
00:09:35I don't tell people, hey, I need this stuff all put away in this back room cleaned out sometime between
00:09:42now and next January.
00:09:44But that's kind of how it's functioning.
00:09:47There's other – I'll give you a good example of that too.
00:09:51I know a teacher here in Georgia who received a child who they transferred from California, and this is an
00:09:59elementary school age.
00:10:01The report in her file from California said she was killing it.
00:10:05She was doing great.
00:10:07Couldn't have been doing better.
00:10:09Well, she's in third grade when she arrived here.
00:10:11She can't read or write.
00:10:16And one of the – so every school system has procedures and rules that can't be broken, policies.
00:10:23One of those is that you can't hold a kid back or send them back an age unless you can
00:10:30see in their file that there's an issue.
00:10:32Well, because the California file showed that they were not having an issue.
00:10:37So now you have a third grade teacher who has one child who is so far behind the rest of
00:10:43the class.
00:10:43Holds up everybody else.
00:10:45Holds up everybody else.
00:10:46And she is struggling and having breakdowns every day because she doesn't understand any of it.
00:10:54Whereas an assessment test – an assessment test would have shown, oh, this person clearly isn't ready.
00:11:02Yeah.
00:11:03Yes.
00:11:04And the prevailing thought, I guess, on that side of the issue is that they don't want to hurt kids'
00:11:11feelings or they don't want to –
00:11:13Bingo!
00:11:14They don't want them to feel bad.
00:11:16But guess what?
00:11:17They're going to feel bad at some point because you're just – you're sending them down a hill on a
00:11:22car with no brakes.
00:11:23They're going to hit a wall at some point or a rock and it's going to be harsh.
00:11:28Mm-hmm.
00:11:29Instead of just working on the problem, whether there's a –
00:11:33Early on, yes.
00:11:35Or whatever it is.
00:11:36Let's face it right now and get it over with.
00:11:39And that's – those kind of failures drive me nuts.
00:11:42Also, there was a – you know that in a lot of the inner cities, like Chicago inner cities, and
00:11:51this report just came out, of 255 schools there, 75% of them aren't even 70% full.
00:11:58But they're still receiving millions of dollars.
00:12:00They're spending $93,000 per student in Chicago city schools.
00:12:05And they have – they'll graduate most of the kids this year or last year with only 6% of
00:12:13them at grade level math and reading and writing.
00:12:16But then they'll brag that 88% of their students graduated.
00:12:20I'm like, but these things – you can't square these.
00:12:22This doesn't make any sense.
00:12:24Devil's in the details.
00:12:25Yeah.
00:12:25I call it today's esteem over substance problem.
00:12:30Very much so.
00:12:31They're really dumb.
00:12:32If we don't tell them there's a problem, they may not notice it.
00:12:35Yes, they will.
00:12:36Yeah.
00:12:37It'll come out at some point.
00:12:38They'll be really dumb.
00:12:40And it'll hurt worse because they won't know how to deal with it.
00:12:42Exactly.
00:12:43They'll be really dumb, but they'll feel real great about how dumb they are.
00:12:48Yes.
00:12:49Yes.
00:12:49So in that same school district, too, you know, one of the things that should be alarming to people is
00:12:57that you're graduating kids who are never going to be able to make it.
00:13:01In life, higher than a blue-collar job at a fast-food restaurant.
00:13:06Because how can you get out of school and not know how to – look, I don't think that –
00:13:10I advocate that when you get into high school, you shouldn't have to take trig and calculus and all these
00:13:16things.
00:13:16It should end at probably algebra, things that you might use in a year.
00:13:21I mean, elementary school math is definitely necessary because we use that.
00:13:25Unless you're going for a STEM degree, yes.
00:13:29If that's your – if you love – like my dad was a CPA.
00:13:34He loved math.
00:13:35I hated math, which, by the way, made great, great arguments during math homework because he understood it and I
00:13:45didn't.
00:13:45And he couldn't understand why I just couldn't understand it.
00:13:49How can you be my boy and now I don't understand math, right?
00:13:53Yeah.
00:13:56But that also highlights an issue that some people have a math break.
00:14:00Some people love math.
00:14:02I'll tell you a funny story, too.
00:14:04My son was really good in math and he really hated high school.
00:14:07Didn't try very hard, but he did great math.
00:14:09One day I said to him, so what do you want to do?
00:14:12You should maybe be an engineer or something real good with math.
00:14:15You should do something with math, and he said to me, Dad, just because I'm good at math doesn't mean
00:14:19I like math.
00:14:21And I said, okay, well, that's – I can't argue with that point.
00:14:26But anyway, back to Chicago City Schools, you're just setting them up for long-term failure.
00:14:32And I don't understand – like the people, the powers to be say they're trying to help kids, but this
00:14:39doesn't add up.
00:14:42It's almost like you're keeping them uneducated on purpose.
00:14:47I don't – when people have that theory, I always – I used to think that's nuts.
00:14:55But sometimes when I hear – like Baltimore City Schools, they'll only graduate about 16% of their students at
00:15:00grade level, math and reading and writing.
00:15:05And it's not that they don't know how to teach.
00:15:08Now, I will say this.
00:15:10One of the other big problems is that a lot of blue – I hate dividing things among politics, but
00:15:17I'll have debate all you want.
00:15:20I don't hate anybody for believing what they believe.
00:15:22In blue cities in particular, in many blue states, deep one, deep blue, they will – they prioritize teaching what
00:15:34they call SEL, social and emotional learning, over math, reading, writing.
00:15:41The things that we need to get out in life and be functional.
00:15:46So, teaching someone how to be nice, I'd really let that be left up to the parents.
00:15:55Parents' job.
00:15:56Let that be left up if you go to church, whatever it is.
00:15:59But that should be left to the home.
00:16:01The fact that you're taking up precious time in school and you're taking away – and by the way, they've
00:16:09started to insert it in some really deep – I heard some really disturbing things.
00:16:15One of the – there's a professor who just – who's a math professor who just left college who's been
00:16:21raising the alarm about this for one.
00:16:23His name's Dr. James Lindsay.
00:16:25He has an example, and I've heard similar ones, that where they're inserting social and emotional learning into math now.
00:16:34And you'd be like, how's that possible?
00:16:36Well, let me tell you.
00:16:37Because math is racist!
00:16:40Well, I had a debate with someone about that, and I've destroyed them.
00:16:45Because math comes from the Middle East.
00:16:47It comes from China.
00:16:48It comes from Europeans' also attitude.
00:16:51Math that we use today is collectively – even African countries in Egypt and areas, they developed math.
00:16:59And then other countries added to it.
00:17:02And there's no way to make that claim.
00:17:05Anyway, so in a social – if you want to put in social and emotional learning into math – so
00:17:11here's a good example.
00:17:12Let's say you do a word problem.
00:17:15The math teacher says, Johnny and Susie are in – they're going to go to a park, an amusement park
00:17:24with their parents.
00:17:25The amusement park is this far away.
00:17:27They're driving this speed.
00:17:29They've already driven this far.
00:17:31How much farther and how much longer is it going to take to get there?
00:17:34Sounds like a simple word problem.
00:17:36But what happens is now the teacher gets to insert – now, how many of you have been to an
00:17:42amusement park?
00:17:43And it's only half.
00:17:44They say, well, don't you think that's terrible that your parents get to choose?
00:17:48Maybe someone other than your parents should get to choose whether you get to go to an amusement park.
00:17:52Or – and then should you be driving a minivan because of climate change?
00:17:58And by the way, why does it have to be Susie's father and mother?
00:18:04Could it be a father and father and a mother and a mother?
00:18:07Yeah.
00:18:08And so now the math – you're like, wait, was this a math question or is this another question?
00:18:14No, it's a social – you said so many things.
00:18:17I want to make a couple points.
00:18:19I love math.
00:18:20I joke in my books, all right?
00:18:23So you're one of those weirdos.
00:18:25Yes, exactly.
00:18:26I joke in my books.
00:18:28I hope my writing style doesn't throw you too much and bruise the adage how much I love math over
00:18:36English in school.
00:18:38But, yeah, I wanted to be an accountant.
00:18:40And I got – but I got to calculus and I'm like, there are no calculus problems in regular math
00:18:48accounting.
00:18:49I don't need this.
00:18:50I'm out of here, right?
00:18:52Yeah.
00:18:52I don't care how tall the flagpole is based on its shadow.
00:18:57Can I add or not?
00:19:00Like, Corey, I'm sorry, I'm outing you.
00:19:03Used to work for A&W that I went to.
00:19:06Couldn't do basic math.
00:19:09I mean, oh, it comes to $5 even and I'm handing you a $10 bill.
00:19:17Still needs a calculator for the change?
00:19:21So there was a – there used to be a Kroger not far from me.
00:19:26And for about a year, they did an experiment with what they call changemaker registers.
00:19:34Now, when I tell you how this was supposed to work, you're going to go, oh, I can already see
00:19:39why this lasted a year.
00:19:40They had three registers that they were trying out.
00:19:44This was – they were trying this out so they could see if they could bring it out nationally.
00:19:47The way to move the line faster was that the checker would scan everything, then zero out the cash register,
00:19:55and then give the receipt to a person at the other end.
00:19:59And that person at the other end would take the payment.
00:20:04And if it – and there was no register down there.
00:20:07So when they got cash, they had to do the math in their head.
00:20:12So the registers kept coming up short or over.
00:20:17Because the – and I was like, they came up over.
00:20:20That means that the customers couldn't do the math either.
00:20:23Someone got shorted and didn't even notice it.
00:20:27You don't even really have to do the math.
00:20:30You can count it back.
00:20:31Five dollars and 55 cents.
00:20:34A nickel makes 60.
00:20:36Four dimes makes six.
00:20:38Four more dollars get you to 10.
00:20:41That you gave me, Harry.
00:20:44It's just simple, common-sense stuff.
00:20:47If we teach basic math rather than commie core idiocy math and, as you said, the SEL idiocy.
00:20:57I also coined in my books, my Constitutionalist Education Series.
00:21:02We're peddling the new R's.
00:21:07Radicalism, raunch, and racism through CRT.
00:21:14All this social, emotional learning garbage rather than reading, writing, arithmetic history.
00:21:21And I joke, virology and sriance because the kids are too stupid to not know an hour doesn't belong in
00:21:30those two.
00:21:31Well, on the raunch, in my book, I have pictures of pictures that were found in elementary school books all
00:21:39over the country.
00:21:41And when people see them, people who, by the way, would argue initially that we shouldn't be banning books.
00:21:48I'm like, well, take a look at these pictures and tell me what you think.
00:21:51And they'll go, those weren't in.
00:21:52And I said, no.
00:21:54They're like, you mean high school?
00:21:55I'm like, no.
00:21:56That's the elementary school library.
00:21:58Yeah, not prudes either.
00:22:00By the way, it doesn't belong in a high school library.
00:22:04Book either.
00:22:05I agree.
00:22:06But, yeah.
00:22:07Exactly.
00:22:08I've got an article at the Liberty Beacon.
00:22:12Pettling porn to children in our grade schools.
00:22:15Those not destined to already be murdered in the womb before they even get out to be indoctrinated.
00:22:22But, yeah, exactly.
00:22:25Let kids be kids.
00:22:27They don't need this adult thought garbage in their brains in grade school.
00:22:33And as you said, you know, it's on the news all the time.
00:22:37So-and-so's kicked out of a school board or city council meeting because they're reading the raunch that's in
00:22:45the book in the grade school.
00:22:47Oh, that's not appropriate for the school board or the city council.
00:22:52Well, then why the hell is it in a six-year-old's book?
00:22:57All right.
00:22:58I'll tell you an interesting story about that.
00:23:00So I found that I was doing research for my book, and it was on the pictures I was talking
00:23:05about.
00:23:06So I thought there's a lot of scientists or researchers in psychology out there who have written over the years
00:23:12the dangers of introducing porn or even racy like Playboy or whatever to somebody too young and what it does
00:23:23to them down the line.
00:23:24I even contend that Colleen Hoover's softcore romance novelist born, in my mind, doesn't belong in grade school.
00:23:35You know, if they want to go to the library in high school and check it out of the library,
00:23:40but it can't be required reading.
00:23:42What happened to To Kill a Mockingbird to teach about the idiocy?
00:23:48I have that in my book also.
00:23:50Right?
00:23:50I have a whole thing in there about my book.
00:23:52Yeah.
00:23:53Martin Luther King Jr., content of character.
00:23:56That's about that.
00:23:57But no, we can't have them read that.
00:24:00We got to peddle the CRT garbage.
00:24:03So in Seattle, Washington State schools, there was a group that tried to get, that have successfully gotten To Kill
00:24:12a Mockingbird taken out of the schools.
00:24:14Now, when I first read the headline, I thought, there's no way that's because the message is positive.
00:24:21I would think that they would lean into it.
00:24:24But what they said was that they don't want people thinking that a white person has to come along and
00:24:31save them.
00:24:31And I thought, in a time when the black people didn't have rights, you needed somebody to stand up and
00:24:38be that champion.
00:24:39You should be celebrating that, not finishing it.
00:24:43That's also part of our history that isn't being taught.
00:24:48It's a history lesson as well as a – they love social engineering.
00:24:54It's a social engineering book in a way, too.
00:24:58Hipheart history.
00:24:59Now, you mentioned your book.
00:25:01So real quickly.
00:25:03So when I was looking for researchers who had studied what introducing porn too early to children would do, I
00:25:10found a doctor.
00:25:12I think he was in Wisconsin, a psychologist who had done many research projects.
00:25:18So I asked him, we could do an interview.
00:25:20We do the interview.
00:25:21And when he realized what I was talking about, he said, I don't want you to use my name and
00:25:26I don't want you to use this interview in my book, in the book.
00:25:29I said, why not?
00:25:30He said, because pictures in elementary school aren't necessarily porn.
00:25:35I said, sir, I got pictures of dildos being inserted in people, people having anal sex from elementary – I
00:25:44said, are you telling me – he said, listen, this is a subject that will get me banned from my
00:25:49college.
00:25:50You cannot do it.
00:25:51He wouldn't give me permission.
00:25:54And all of the things I was just talking about with To Kill a Mockingbird, I can't remember her name,
00:25:59but one of the most famous black sports reporters from the 60s and 70s said in a speech that what
00:26:11made Jackie Robinson's – his career – what helped that along was the fact that Pee Wee, Reese, and several
00:26:22other white people.
00:26:22White players embraced him embraced him in front of the crowds, and that made it okay, and that was needed
00:26:32because otherwise it would have been a longer battle.
00:26:35And she was chastised for that comment.
00:26:38And I thought, but that's a factual statement.
00:26:40If I was in the middle of Zimbabwe, I would be in danger of being – something happening to me.
00:26:50I would need somebody there to say, no, I approve.
00:26:53Somebody important enough to say, I approve.
00:26:57Leave him alone.
00:26:58But that's – those comments –
00:27:00Yeah, well, right.
00:27:02It's never a two-way street.
00:27:04Now, you mentioned the book.
00:27:06Let's give the title.
00:27:09Oh, it's The Real Problems Destroying Education in America.
00:27:13And then the subtitle to it is, and we're all to blame.
00:27:17It's a tug of war of like 10 different factions all wanting their place.
00:27:24But I will say this.
00:27:25This is the one thing I start the book off with is that if you think I'm going to tell
00:27:29you that it needs more money, you can fold the book up now because that's not the case.
00:27:33And I make a completely solid argument.
00:27:38I actually interviewed a couple of Harvard researchers, a lady out of Stanford.
00:27:43And there's anecdotal information if you know what Title I money is.
00:27:47Title I money goes to poor schools, and yet those schools almost never come off of Title I.
00:27:54Yeah, right, right.
00:27:55It's all money laundering.
00:27:56Yeah, and the more and more we spend, the worse and worse the education levels fall.
00:28:04So, it's not an issue of money.
00:28:07If every dollar made education better, every time they added more money, we should see the results tick up.
00:28:14But the opposite always happens, yes.
00:28:17Yeah.
00:28:18So, that's the first chapter is let's just get this out of the way.
00:28:22Is that money, if you think money is going to solve education, it would already be solved.
00:28:27Yeah.
00:28:28Almost a quarter of most state budgets is education.
00:28:31Some of them have more than that.
00:28:33In California, it's more.
00:28:35Then it's usually the argument, well, you just want to go back to the community school teacher that doesn't get
00:28:43any money.
00:28:44No.
00:28:45My wife is a teacher.
00:28:47Yeah, we want good teachers to be paid well, bad teachers to be fired.
00:28:53Yeah, that'll never happen.
00:28:55Right.
00:28:56Because it's like most industries, they protect each other, and nobody wants to be the one to do that.
00:29:04I will say this, though, whenever I get into a debate, and I had one not long ago, over vouchers
00:29:13or school choice, all these people say, well, it's school choice and vouchers just taking money away from the local
00:29:18public school.
00:29:19And I say to them, yes, you know what, I think that public schools are necessary.
00:29:25They should be better.
00:29:27And I said, if you don't want them to leave the school, do better.
00:29:30Just do better.
00:29:31That's all anyone's asking.
00:29:33Nobody wants to drive their kid.
00:29:35They would rather put them on the bus.
00:29:38Nobody wants to drive their child out of the way.
00:29:41It takes extra time every day to have to go pick them up.
00:29:45The only reason they do that is because they feel like that's the only choice they have.
00:29:49Just do better.
00:29:51The problem is that it's always about money.
00:29:54You're defunding the local public school.
00:29:57Well, guess what?
00:29:58You might, and I've heard, there's a, I can't remember this lady's name.
00:30:02It's been a while since I read the research, but she's out of Stanford, and she studied this for a
00:30:08long time.
00:30:09One of the things she said was that a lot of public schools are overpopulated.
00:30:13If you diminished the population by 20%, you might get better education out of that because now there's more individualized.
00:30:21All of our classroom tribes.
00:30:24The second problem that people seem to think, they're always like, well, it's the teacher.
00:30:31I got news for you.
00:30:33Where the child goes home to every night has a bigger impact on what the kid does.
00:30:38You have to be the first educator, not the babysitter.
00:30:42If a child goes home to a house where parents are doing drugs, one of them's in jail, they don't
00:30:47know if they're going to get fed.
00:30:48They don't, there's, it's a uneasy, unsecure life.
00:30:53Doing homework is not in their peripheral.
00:30:58It's just not.
00:31:00And that's why I often tell people that a more stable home and a parent who stays on top.
00:31:06I never, we used to punish our kids if you got a zero on a project or a homework, whatever.
00:31:13Because I'd always tell them, look, I wasn't a great student.
00:31:17If you get a bad grade, we can work with that.
00:31:20We can, we can get better.
00:31:22But zero.
00:31:23Just not doing it is not an option.
00:31:25I used to, I'll tell you a funny story about that.
00:31:27I coached about baseball for 16 seasons in there.
00:31:31When my son was younger, probably 11, 12.
00:31:35I would, if he got a zero, he had to run the field for five laps for every zero.
00:31:42And some of the parents said, Hey, can, can we get on that?
00:31:46I said, yeah, if you, if you come here and say he didn't do this, I want him to run
00:31:50the laps.
00:31:50He will run the laps before he gets to start practice.
00:31:54Well, the city sent me a letter saying, I can't do that.
00:31:58Right.
00:31:58Yeah.
00:31:59And I said, but I have permission from the parents.
00:32:01They said, you can't do that.
00:32:02I said, well, okay, you know what?
00:32:03I'm still doing it with my own child.
00:32:04It's my child.
00:32:05I'm the coach.
00:32:06I can do, I can handle this however I want.
00:32:09And I had to go to the parents.
00:32:11And then the parents were like, well, who ratted us out?
00:32:13I'm like, I don't know, but we should find out somewhat up here in the stands.
00:32:18Or maybe another, maybe another team.
00:32:20I don't know, but it was working.
00:32:23It always worked.
00:32:25When I was, I'll tell you a funny story too.
00:32:27When I was in high school, I was privileged in a way.
00:32:31I went to a country school.
00:32:32It was great high school.
00:32:34We had a lot of award-winning coaches who not only coached football and baseball and track and basketball, but
00:32:40they were also really good.
00:32:42You know, the debate teacher was the basketball coach.
00:32:47One of my math teachers was the football coach, a football coach, one of them.
00:32:54And they kept all of us boys in line.
00:32:58If the math teacher called down to the head coach and said he was acting like a jackass today in
00:33:04class, you did not want to get to football practice because it was going to be brutal for you.
00:33:11And you'd be called out and you'd have to run.
00:33:13I had to do, I'm going to call his name out, Coach Connelly's class.
00:33:18He taught math.
00:33:21And I was being a jackass.
00:33:23I was talking.
00:33:25I didn't hand him my homework.
00:33:26He made me do carpet drills, which are where you jog in place.
00:33:31You hit the ground and you pop back up.
00:33:32You jog in place.
00:33:33They call them up and downs now.
00:33:34I don't know why, but we used to call them grass drills.
00:33:37He called them carpet drills.
00:33:38I had to do those beside his desk while he's teaching on the board.
00:33:44Okay.
00:33:45I never forgot that.
00:33:46And I also turned in my homework after that.
00:33:49You have to keep, you have to have some leverage in school.
00:33:54And they just have taken that away from the teachers.
00:33:57Spare the rod, spoil the child, which does not mean beat your children.
00:34:02That's not what it means.
00:34:04Right.
00:34:05You don't have to be cruel.
00:34:06You just have to make a statement.
00:34:08And I, you know, most teachers, this is another thing.
00:34:13When I serve, I surveyed almost 269 teachers why they were leaving the profession.
00:34:21Pay was number three, not number one.
00:34:24It was behavior and stress.
00:34:27And those were, it was one and two, very close.
00:34:32Most of the stress is from behavior.
00:34:35And what they'll tell you is that the administration doesn't support them anymore.
00:34:39And, um, my wife can tell you the same story she's had to other teachers.
00:34:44I've heard teachers where they send them down to the classroom for inner disrupting class and they get sent back
00:34:5015 minutes later.
00:34:51He said, he said, he's fine.
00:34:52He said, he won't do it again.
00:34:54And they'll say, well, that child gets.
00:34:57Even though it's his 15th time, he won't do it again.
00:35:01Uh-huh.
00:35:01Yes.
00:35:01Because they don't want to deal with the parents.
00:35:04But here's the thing.
00:35:05They'll argue that that child still deserves an education.
00:35:10I was like, yeah.
00:35:10And so do the other 20 kids in class.
00:35:12Yes.
00:35:12And he's now disrupted.
00:35:13The others don't deserve to be deprived.
00:35:16Yeah.
00:35:17Yeah.
00:35:17And so I know a teacher who a child threw something, hit her, broke, fractured her wrist.
00:35:23He was back in class two days later in her class.
00:35:29That is not the way to keep teachers, and that's why we're losing good teachers.
00:35:34That is why there's almost 100,000 openings right now for teachers, and they're saying in the next five years,
00:35:39it'll be 200,000.
00:35:42Nobody's going into the profession.
00:35:44I called Kennesaw State where they have a teaching program that's big around Georgia and the southeast.
00:35:50They don't have any full classes for early childhood education.
00:35:54People have gotten the word there's no support.
00:36:00It's just – and there's a lot of stress now.
00:36:02They have put a lot more.
00:36:04My wife has been teaching for 23 years.
00:36:06She'll tell you what she has to do.
00:36:07She will go in and – she'll be there until five easily, which is not a big deal.
00:36:14It's a job.
00:36:15But the thing is is that there's more on her to do every day than there ever was.
00:36:23They just keep piling more and more on, and then to make matters worse, if you're in the school where
00:36:28they're doing SEL, you're now having to throw that into the middle of all of your regular teaching.
00:36:37It's amazing how many teachers I interviewed were on anti-anxiety medicine, and that's a sad statement to that profession.
00:36:48Back to what you were saying, a lot of people don't want – the ones who want to do something
00:36:55or try are resisted from being able to do anything.
00:37:00And those go-alongs to get-alongs, a big problem, as you said, don't want to do anything.
00:37:07Well, again, back to your point, too.
00:37:10Point the finger.
00:37:11Remember, three of your own fingers are pointing back at you kind of thing.
00:37:15I also did a song just the other day.
00:37:18I'm going to tack it on the end of this episode.
00:37:21Evil prevail.
00:37:22The only thing necessary, evil prevail, good peoples do nothing.
00:37:27Your silence isn't violence, but it's complicency.
00:37:33Yes?
00:37:34Yeah.
00:37:35There's many philosophers who have made statements similar to that it's not the person who committed – it's not the
00:37:41– the person who commits the crime is not the only one who is guilty.
00:37:45It's the people who stood by and did nothing.
00:37:50And, you know, the – when I say we're losing good teachers, in most states, you have to get your
00:37:57teaching degree, then you have to do what's called TOS.
00:38:00You have to work for free in a classroom for a year, shadowing another teacher.
00:38:05You have to student teach.
00:38:07And then you have to take – there's two of them.
00:38:10There's the Praxis, and there's another one.
00:38:12I can't remember what it's called.
00:38:13That's to get your teaching certification.
00:38:15In other words, it's like the bar, but for teachers.
00:38:19In New Jersey, they were so short of teachers, they've gotten rid of the certification test, and now, as long
00:38:26as you have an 8 – you had an 800 on your SAT, you can become a teacher.
00:38:30You haven't been to school to be a teacher.
00:38:34You haven't proven you can teach, but they need them so bad.
00:38:38And here's the – when I talk about the lack of common sense – so the reason teachers are leaving
00:38:44the profession in New Jersey also is that the stress and all the things I mentioned, what do you think
00:38:53is going to happen to these new teachers that come in with less experience?
00:38:57The stress is going to get them, and then what are you going to do?
00:39:00Are you going to take people and give them early release from prison if they go and teach school?
00:39:05You haven't reduced the problem.
00:39:07All the pedophiles will be lining up for that.
00:39:10Yes.
00:39:11But you put a Band-Aid on a bigger problem, and the scab's going to pull off when you pull
00:39:18the Band-Aid off.
00:39:18You haven't done anything to fix the real issues, and they won't fix it because most governors and politicians and
00:39:26local school boards, they see optics before they see anything else.
00:39:31I'm going to mention another song I did recently, Tough Love Gospel.
00:39:36And one of the lines in it, you put a Band-Aid on a bullet wound, right?
00:39:44If I take the thorns out of the Bible story, it's a different story.
00:39:50You've got to teach the tough love part of the Bible the show tries to do.
00:39:56There's – yeah, there's the encouragement and the hope, but there's also the, you've got to do better.
00:40:06We expect you to do better part, so I'm going to attack tough love on the end of this, too.
00:40:12But, oh, time has flown, of course.
00:40:15Do you have a website?
00:40:17Now, you mentioned scobies.ed, S-C-O-U.
00:40:21Scoobs.
00:40:22Scoobs, yep.
00:40:24Yes, if you go to bryanthomaswetzel.com, B-R-Y-A-N-T-H-O-M-A-S-W-E
00:40:36-T-Z-E-L.com.
00:40:38It was a site that was actually put up by my daughter, and then I just sort of started adding
00:40:44pages to it.
00:40:45But it's got all the links to everywhere that I'm present.
00:40:50And I'll respond.
00:40:51I have a lot of people that send me questions.
00:40:53I have a lot of teachers that send me – they want to tell me their stories like they have
00:40:57nowhere else to vent.
00:40:58And I love those stories.
00:41:00I told my wife one day, I'm maybe going to put all of these stories into one book.
00:41:04Yeah.
00:41:05Yeah.
00:41:05Yeah.
00:41:06But like Dragnet, the names have been changed to protect the innocent, right?
00:41:12If you can call it – they're not all innocents.
00:41:15The teachers, in most cases, are innocent.
00:41:17I always tell people, don't get mad at the teacher.
00:41:18They're the worker bees at the bottom that are being driven by – now, that's not true.
00:41:23There are some activist teachers out there who enjoy –
00:41:26Yes.
00:41:27Let's be fair here.
00:41:28Honest about it.
00:41:29Overall.
00:41:30And I honestly didn't interview any teachers in really heavily union states.
00:41:36But overall, most of the teachers I talked to said they were not easy having politics or sex or social
00:41:44stuff introduced.
00:41:46They didn't feel it was their place.
00:41:48And I'll tell you a funny story about that before we go.
00:41:51It's a short story.
00:41:52When my wife started school this year, you know, all the parents come the week – the couple days before
00:41:57school starts to meet the teacher.
00:42:00She, more than ever, these last two years have gotten people saying – whispering to her, now, you're not going
00:42:04to be teaching.
00:42:06And she's like, no, not where we are.
00:42:09That's not going on.
00:42:10But that's how much that people fear.
00:42:13And that's also leading to more people exiting and doing school choice or homeschool.
00:42:19Do better.
00:42:20You won't have people leaving your school.
00:42:22Exactly.
00:42:23That competition generally, generally breeds everybody to be better.
00:42:31There are always some trying to cut corners and cheat to get ahead and whatnot.
00:42:36But, yes, competition.
00:42:38But they fear competition.
00:42:41They want to just be able to coast and do what they're doing.
00:42:45The administrations, again, they want them trapped in the zip code indoctrination factory.
00:42:53No options, no choices.
00:42:56Well, what people don't realize is they get paid what's called by daily average attendance.
00:43:01So when attendance is not there, they're getting less money to the county.
00:43:06And that affects the people at the top who are getting the big salaries more than it affects the teachers.
00:43:13And they don't like that.
00:43:16Nope.
00:43:17They just want you to keep coming so they can keep getting the state and federal money.
00:43:21Yep.
00:43:22Whereas now, as we've both said, if they were forced to do better by competition alone, they wouldn't be losing
00:43:32the students.
00:43:34No, they wouldn't.
00:43:35But they can't grasp that.
00:43:39It's all about optics.
00:43:40Because they don't care to grasp it.
00:43:43All right.
00:43:45Communistic force is easier for them if they can get the government to use the barrel of a gun to
00:43:53make you do something.
00:43:54That benefits them at the top, not the kids.
00:43:58That's basically my Substack article this week I just posted.
00:44:02Yeah, this shows all about biblical community, free will, choice, options.
00:44:09You have to want to be your brother's keeper, not by the barrel of a gun be forced to have
00:44:16something stolen from you and given to so-and-so.
00:44:20It's also why Jesus said the poor will always be among you.
00:44:23Not a governance or economic statement, a human nature statement.
00:44:30There will always be some, especially if there's people that always give them things, who will do nothing for themselves.
00:44:39Yes.
00:44:40Yeah.
00:44:40Anyway, all right.
00:44:42Thanks, Brian Watson.
00:44:44All right.
00:44:44It was a great conversation.
00:44:46Like with most guests, we could go for hours or days and then nobody will watch because it's too long.
00:44:54I'm more interesting than that.
00:44:56Yeah.
00:44:56Well, today's TikTok attention span, right?
00:44:59Oh, give me the fake headline.
00:45:01I've got another song on that clickbait everywhere.
00:45:05And, you know, details matter.
00:45:08But the details are buried in paragraph 10 where they hope you won't bother.
00:45:13Too long, didn't read mentality.
00:45:15Right.
00:45:15Right.
00:45:16Details are in paragraph 10.
00:45:19They hope you won't get to, but just buy into the fake headline instead.
00:45:24Yes.
00:45:25Very much.
00:45:26Very accurate.
00:45:27All right.
00:45:27Now, let me move aside my soapbox and stop my rants.
00:45:32Thank you again, Brian.
00:45:34You're welcome.
00:45:35Thanks for having me on.
00:45:51Only thing necessary for evil prevail, what they say.
00:46:00Good people's do nothing, doing nothing.
00:46:04The state with most today.
00:46:11The world keeps turning, a dark, strange place.
00:46:19Good folks are yearning for a saving grace.
00:46:25The ship has sailed, they say, on a troubled tide.
00:46:33But what do you do today with nowhere to hide?
00:46:41Questions I've been asking in all my writings.
00:46:45What's your move?
00:46:48What's your move?
00:46:49Just what about is it you're willing to try to do?
00:46:56Evil prevails.
00:47:00When good just sleeps, light sometimes fails, while the darkness creeps, what are you doing now?
00:47:13Tell me, tell me, how will you take a vow for all to see?
00:47:26The news, it screams a broken sound, lost in badgerings on hallowed ground.
00:47:34They say it's all lost cause a losing fight.
00:47:37But what about your applause for what is right?
00:47:41Only thing it takes for shadow to prevail is a crowd of quiet hearts.
00:47:46Scroll inside, then turn away, say, this world is torn apart.
00:47:56Shit's gone out past the rusted pier.
00:48:00We just watch it fade.
00:48:03On this falling ground we're standing, still afraid to wait.
00:48:10So what are you doing, what are you doing now to help the light, help the light, help the light
00:48:23break through the doubt?
00:48:25Are you just waiting for someone else to move?
00:48:33Or will you stand, will you stand, will you stand and be the proof?
00:48:40Tell me, what are you doing?
00:48:48What are you doing?
00:48:51What are you doing?
00:48:57Good folks in a quiet room, hands clean, eyes closed, say someday I'll make a change, someday never shows.
00:49:05Every hurt you walk right past cuts a deeper line, every that's not up to me, helps the dark align.
00:49:13So what are you doing?
00:49:16What are you doing now?
00:49:21To help the light, help the light, help the light, break through the doubt?
00:49:27Are you just waiting for someone else to move?
00:49:35Or will you stand, will you stand, will you stand and be the proof?
00:49:42Tell me, what are you doing?
00:49:46What are you doing?
00:49:51What are you doing?
00:49:53What are you doing?
00:49:53What are you doing?
00:49:54What are you doing?
00:49:59It's a hard, hard question, looking back at you, yeah, in the mirror, in the silence, you already know what's
00:50:06true.
00:50:07If you're breathing, you're required to answer with your life, every minute that you're giving, takes a sigh.
00:50:25To be continued...
00:50:26To be continued...
00:50:26To be continued...
00:51:47If I cut out the thorns from the story, I'd be dressing up a grave as glory.
00:51:55This is tough love gospel, and I just can't fire shine.
00:52:02If I sand down the edges, I turn truth into lies.
00:52:08Reality or delusion? I can't serve both sides. I'm not here just for the choir. I'm here where the hurt
00:52:19hearts hide. Yeah.
00:52:22Some pages bleed red in the margins. Hard lines, hard calls, hard bargains. If I skip over storms for your
00:52:30comfort, then your house gets washed in the flood water.
00:52:34This is tough love gospel. I just can't fire shine. If I sand down the edges, I turn truth into
00:52:45a lie. Reality or delusion?
00:52:49I can't serve both sides. I'm not here just for the choir.
00:52:54I'm here where the hurt hearts hide. Oh.
00:52:58Do you want a dreamer? Do you want a mirror? Do you want a darker? Do you want it clearer?
00:53:05If the truth cuts deep, let it cut through fear. Better scars that heal than a sweet lie in your
00:53:11ear.
00:53:13This ain't cotton candy truth. Ain't a campfire sing-along rhyme. You can't sell sweet dreams while the house burns
00:53:24behind. If it never cuts deep, it will sugar all along.
00:53:32If you skip the hard pages, you just rewrote the song.
00:53:37This is tough love gospel. Not rainbows on a wire. If you hide the hard words, you're just planting the
00:53:48fire. I won't preach delusion. Just to make it sound lighter. If I only sue the choir, I'm a singer,
00:54:00not a fighter.
00:54:03You can hum all the feel-good lines while your neighbor breaks inside. Quote hope like a slogan and look
00:54:13away from the crime.
00:54:15But a bandage on a bandage on a bullet wound is a pretty little lie. If the truth never offends
00:54:23us. Did we ever even try? This is tough love gospel. Not rainbows on a wire. If you hide the
00:54:34hard work, you're just planting the fire.
00:54:38I won't preach delusion. I won't preach delusion. Just to make it sound lighter. If I only sue the choir,
00:54:48I'm a singer, not a fighter.
00:54:50I'd rather lose that crowd than sell them painted grace. I'd rather stand alone than smile and dodge the wave.
00:55:04Don't ask for easy comfort. Then curse the honest cost. Love that never warns you will leave you more than
00:55:15lost.
00:55:16This is tough love gospel. This is tough love gospel. Not rainbows on a wire. If you hide the hard
00:55:24words, you're just planting the fire.
00:55:27I won't preach delusion. I won't preach delusion. Just to make it sound lighter. If I only sue the choir,
00:55:37I'm a singer, not a fighter.
00:55:40Oh, if I dress up the danger, I'm a liar, not a writer.
00:55:50Tough love. Tough love. The Bible isn't just rainbows and lollipops. Singing cumbire around the campfire. You cannot ignore the
00:56:01harsh reality drops. To peddle such makes you a liar.
00:56:08Reality verse delusion. Speaking, not just to the choir. This, that, and in all things transpire.
00:56:31Life can be like an amusement ride, but not always amusing. Roller coasters. The life kind. Now available on Amazon.
00:56:54That's our...
00:56:59T-T-T-L-D-R
00:57:02Yeah
00:57:04Yeah
00:57:05Scrolling fast. Attention gone in seconds flat. TikTok brain. Twitter spam. Can't handle that headline screen.
00:57:11But the truth is buried deep. Ten paragraphs down. Weather lazy never reach. They say T-L-D-R like
00:57:16it's some kind of flex.
00:57:17Too stupid to read. Too lazy to check. Details matter. Context matters. Facts don't lie. But you'd rather stay ignorant.
00:57:24Wonder why.
00:57:25T-L-D-R
00:57:26Truth long didn't read. You skip the truth and swallow the spin they feed. T-L-D-R
00:57:31Too lazy to see. Now you're lost in delusion. But that's on you, not me. I ain't here to spoon
00:57:37feed the choir. I'm here with a lazy hot setting shit on fire.
00:57:41Details matter. Context matters. History too. If you gloss over it all. That's on you.
00:57:47You, you, you, you, you, you, you, you. Yeah.
00:57:51I coined it myself. Twitter, TikTok, attention span. Now even I catch myself saying, damn, this is long man. But
00:57:57I push through cause I know the devil's in the details. You skip them and you end up believing all
00:58:01the fake headlines.
00:58:02I'm shorting chapters in my books, cut the story link
00:58:05Cause 99% won't read if it ain't short and clean
00:58:07Even wrote a whole CTP episode back in December 2025
00:58:11Called it D-L-D-R
00:58:13And here we are, still barely alive
00:58:16D-L-D-R
00:58:18Too long, didn't read
00:58:19You skip the truth, it's wild, it's been they feed
00:58:22D-L-D-R
00:58:23Too lazy to see, now you're lost in delusion
00:58:26But that's on you, not me
00:58:28I ain't here to spoon, feed the choir
00:58:30I'm here with a lazy, hot, setting shit on fire
00:58:32Details matter, context matters, legalities too
00:58:35If you gloss over the TOS language, that's on you
00:58:40Mass hoes
00:58:42Mass hoes
00:58:43Masses of the asses, clueless and proud
00:58:46Falling for the dumb and down, screaming loud
00:58:49Fake news, berries, facts, ten paragraphs deep
00:58:51While you're swiping up, thinking you're informed but you're asleep
00:58:54You want the bullet points, the 15-second clip
00:58:56But reality don't come, inconvenient little strips
00:58:59Trust will verify, Reagan tried to teach
00:59:00But you'd rather stay dumb than practice what you preach
00:59:03This ain't hate, this is tough, love straight, no chaser
00:59:06I made this song to be the mirror, not the eraser
00:59:09Even this episode, I kept short on purpose
00:59:11So you have no excuse, but still some won't surface
00:59:14Details matter, facts matter, context ties and tights
00:59:16If I'm at your own risk
00:59:18Stay lost in the night from software terms to border
00:59:20Fights to welfare lies
00:59:22If you won't read the fine print, enjoy the surprise
00:59:26T-L-D-R
00:59:28T-L-D-R
00:59:28Too long, didn't read
00:59:29You skipped the truth and swallowed every lie they feed
00:59:31T-L-D-R
00:59:33Too lazy to see reality over delusion, that's the key
00:59:37I ain't here just for the choir
00:59:38I'm here where the hurt and the lazy hide
00:59:42Details matter, every single line
00:59:45If you won't read or listen
00:59:46And stay blind
00:59:48Yeah
00:59:50T-L-D-R
00:59:52Too long, didn't read
00:59:54But this song's over now
00:59:56Still too long for some of y'all
00:59:58I bet
01:00:00C-T-P
01:00:02Dismember 2025
01:00:04T-L-D-R episode
01:00:06Caught it first
01:00:07Now it's a song
01:00:10Cause the crisis only got worse
01:00:12And like clickbait everywhere, tune out lines
01:00:16Observe
01:00:17Take the time
01:00:19Absurd
01:00:21Choose reality over delusion
01:00:24Details matter
01:00:26Read the damn thing
01:00:29Like and subscribe to Christitutionalist Politics Podcast
01:00:35And share episodes
01:00:37We need your help
01:00:39Thank you for having tuned into another Christitutionalist Podcast Show
01:00:46I really appreciate that you stopped by
01:00:50Again, please like, share, subscribe
01:00:53We need you to help spread the Christitutionalist Movement
01:00:59Thank you again
01:01:00Take care
01:01:01God bless
01:01:03Love you all
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