0:01

Hello, everybody. I had the opportunity today

0:03

to speak with Catherine Burbelsing, who

0:19

has a reputation as being the strictest headmistress

0:21

in all of Great Britain. I

0:24

went to her school, the Michaela School. It's

0:27

an inner city school in London. I went

0:29

there about a year ago, and it was

0:31

really memorable and really quite moving. What

0:34

she has done with that school is, it

0:38

was really something to see. Those

0:40

kids were alert and

0:42

learning at a rate that I'd never

0:44

seen in any educational institution, even at

0:47

the highest levels of graduate seminar, let's

0:49

say. So that was remarkable

0:51

to see. And the kids were

0:53

secure and happy there, and it's

0:56

a very disciplined and structured place. And

0:58

the teachers were as engaged

1:00

in the educational enterprise as the

1:02

children. And also the results

1:06

of her school are

1:08

stellar. Her students, even

1:10

though they're not selected, regularly

1:13

graduate in the

1:16

top echelons of the standardized

1:18

testing results that are universal

1:21

across Great Britain. And they're much

1:23

more likely to be admitted to

1:25

high-level universities than the graduates of

1:28

virtually any other school that

1:31

exists in that country. She's quite

1:33

the force of nature,

1:35

Catherine Burbelsing, that's for sure, as

1:37

well. So she's a very compelling

1:39

and interesting person. And so

1:42

I think, seriously, more power to her.

1:44

Now, she invited me to that Michaela School

1:46

and then took a picture with

1:49

me and put it on Twitter and just

1:51

got more flack for that than you can

1:53

possibly imagine. And her response to that was,

1:56

well, to decide at least in part to speak with

1:58

me further on the YouTube channel. channel so

2:00

that gives you some insight

2:03

into just how much force of character she

2:05

has. So a remarkable

2:07

school, truly. You'd be fortunate

2:10

indeed to have your children attend

2:12

it and an equally remarkable

2:15

woman who runs it. She's

2:17

like a character in a Harry

2:19

Potter novel, seriously. So

2:22

join us. Why don't

2:24

you talk about what you are doing

2:26

at the Michaela School in London. Tell

2:28

everybody, start right from the beginning. Tell

2:30

everybody what it is, how it operates,

2:33

and why it works so

2:35

spectacularly well. Yeah, well

2:37

we're in the inner city. We

2:40

opened in 2014. We're a free school, which

2:42

is the equivalent of, say, a charter school

2:44

in America. We had to

2:46

fight for three and a half years in order to open

2:48

because free schools only started

2:50

in Britain in 2010 with

2:52

the then new conservative government.

2:55

And there were a lot of people who tried to

2:58

stop us from opening. We

3:00

had people protesting outside with

3:02

banners insulting us.

3:05

Every time we tried to have a parents evening

3:08

in various parts of London to

3:10

tell the local parents, and these are

3:12

inner-city parents, remember, so they're poor brown

3:15

and black parents from the inner city, people

3:18

from outside London, white people from

3:21

outside London would come in on

3:23

buses in order to stand outside

3:25

with their protest cards insulting us,

3:27

in particular me, because I had spoken

3:30

at the Conservative Party conference in 2010

3:32

and I had said that the education

3:34

system was broken. And so they

3:37

really hated me for that and they

3:39

were determined to stop us from setting up this school

3:41

because obviously I was evil because

3:43

I'd spoken at this conference. Not that I'm even

3:45

a member of the Conservative Party but, you know,

3:47

I had spoken there and I

3:50

think as a black teacher from the

3:52

inner city who, you know, was state

3:54

educated myself, you know, I'm

3:56

just not allowed to go to the Conservative

3:58

Party and give my views. If

4:01

I'd been at one of the teacher unions saying

4:03

what I thought, I think that would have been acceptable. So

4:07

people would- I don't

4:11

know if what you have to say would be

4:13

acceptable, even at a teacher's union. That's

4:15

true. Well, people would come in, they'd

4:19

storm the events for parents, and they would

4:21

put themselves amongst the parents. Then when we

4:24

would try and speak to the parents, they

4:26

would stand up and start shouting and saying

4:28

things like, you betrayed us when you spoke

4:30

at the Conservative Party Conference. I'd be thinking,

4:32

how could I betray you? I don't even

4:34

know who you are. This is ridiculous. So

4:38

it took us three and a half years. We

4:41

had to move from different parts of London, trying

4:43

to find a building. Eventually, we managed to open

4:45

in 2014. But

4:47

even then, there were protesters outside handing leaflets

4:50

to the children, telling them their lives were

4:52

in danger in our building. It's

4:55

actually quite an extraordinary story that we ever managed to get

4:57

off the ground, but we did. There's

5:02

an inspector called Ofsted here in Britain,

5:04

and they came to see us three years in, and

5:07

gave us the highest score possible, and said that we

5:09

were very good. People really didn't like that.

5:12

Then a couple

5:14

of years later, had what

5:16

we have in Britain, GCSC

5:18

exams. These

5:20

are national exams that children take at age 16.

5:24

They then track the progress that

5:27

the children make from when they

5:29

join us in year seven,

5:31

which is the American equivalent to grade seven. Then

5:33

they do these exams when they're in grade 11,

5:35

year 11. At

5:37

that time, our first year, we came

5:39

fifth in the country for

5:42

our progress that is tracked by

5:45

government. We were

5:47

all celebrating, of course, our detractors very much didn't

5:49

like that. Then there were a couple of years

5:51

of COVID, and so it was impossible to track

5:54

progress for the whole country. In

5:57

the last two years, we've come top in

5:59

the country. for our progress. And

6:02

again, you know, our detractors

6:04

very much don't like that. They

6:06

especially don't like when I explain why

6:08

it is we're doing so

6:10

well. I mean, we have had over

6:12

7,000 visitors come visit the school in the last

6:15

10 years from all over the

6:17

world. And people can just go onto our website and

6:19

sign up, you

6:21

know, from Australia, from New Zealand,

6:23

from Canada, America, all across Europe,

6:26

and lots of British teachers who

6:28

then take ideas from

6:31

our school and they implement it into their own schools. And

6:34

I think we have very much changed the debate around

6:36

education about what works. And some of

6:38

the things that I say very much annoy our progressive

6:42

detractors, because I say that

6:44

small C conservative values work, that

6:46

a small C conservative school is

6:48

what's best for children, values

6:51

like personal responsibility, a sense of

6:53

duty towards others, self-sacrifice on a

6:55

personal level for the benefit of

6:58

the whole. These are

7:00

all things that don't sit well. We

7:02

are obviously very much anti critical

7:04

race theory, anti gender ideology, and

7:07

anti division of children according

7:09

to their gender or race

7:12

or sexuality. We sing God

7:14

Save the King, our

7:16

national anthem, which is basically unheard

7:18

of in Britain in America. You

7:21

know, you're not, I shouldn't say yours because you're Canadian,

7:24

but your viewers might be a lot

7:26

of be American. And I know

7:28

they're used to hearing their

7:30

presidents say, you know,

7:33

God bless America at the end of their speeches.

7:35

That doesn't happen here in Britain.

7:38

There seems to be quite a big, you

7:41

know, quite a lot of

7:43

shame around British

7:45

historical past, the

7:48

slavery, colonialism, and so on. The

7:50

guilt kind of rests there. And

7:52

it's, we don't sort of celebrate

7:54

that. We might in a football match, you know,

7:56

definitely we sing the national anthem then, but

7:59

journalists. multiculturalism

1:16:00

is that if each group is vying

1:16:02

for their rights and it's always, I

1:16:04

want this, I want that, and you're

1:16:06

a racist or you're an Islamophobe unless

1:16:08

I get it, then we'll

1:16:10

never be happy. We'll never be successful.

1:16:12

And schools struggle with this because they

1:16:14

are multicultural communities. And unfortunately, our whole

1:16:17

culture encourages them to divide children according

1:16:19

to race and religion and sexuality and

1:16:21

so on. So you have your LGBT

1:16:23

group over there, you have your Hindu

1:16:25

group over there, the Muslim group over

1:16:27

here and so on. If

1:16:30

that happens in your school, it

1:16:32

becomes impossible because you're trying to

1:16:34

please everybody and sometimes those rights

1:16:37

clash. So for instance, Muslim

1:16:39

children want to eat halal food. Sikh

1:16:41

children are not allowed to eat halal

1:16:43

food. Well, what do you do if

1:16:46

you have a situation where family lunch

1:16:48

means that you all share the same

1:16:50

food? Well, I'll tell you what you

1:16:52

do, you go vegetarian. So we all

1:16:54

eat vegetarian food and that we do

1:16:56

practical things. We don't have a prayer

1:16:58

room, we have vegetarian food, we use

1:17:02

the same plates and it doesn't matter who you

1:17:04

are, you have to leave

1:17:06

those demands at the gate and

1:17:08

make sure that you value

1:17:12

the whole over your

1:17:14

individual rights because you understand

1:17:17

that it's your responsibility to

1:17:19

value the group and

1:17:23

the school over your own

1:17:25

personal desires. Well,

1:17:28

the thing is too, you make

1:17:30

a case that I would argue

1:17:32

is actually more subtle than that.

1:17:34

Okay. Because it, well, it isn't

1:17:36

only that you're calling upon your

1:17:39

kids and your parents to

1:17:41

sacrifice. What you've pointed

1:17:43

out, and I think this is evident in your

1:17:46

school, is that the

1:17:48

freedom that the libertarians and let's say

1:17:50

even the anarchic leftist

1:17:52

radicals desire is

1:17:55

actually only possible within the

1:17:57

confines of a shared community.

1:18:00

And so, you know, your opponents might say,

1:18:02

well, look how strict you are with the

1:18:04

children, they have no freedom, but

1:18:06

your rejoinder is something like, no,

1:18:09

we establish a community with boundaries

1:18:11

and walls, so that people know

1:18:13

what the expectations are with regards

1:18:15

to upward striving, and then within

1:18:17

that, they have true freedom. So,

1:18:20

you know, I'll give you an example. This is

1:18:22

a cool example. So-

1:18:25

True freedom requires restriction. Yes, go on.

1:18:28

Well, so when Moses faces the

1:18:30

Pharaoh to free the Israelites, God

1:18:32

tells him to say something to

1:18:34

the Pharaoh, and he says it

1:18:36

repeatedly, and some of it's famous.

1:18:38

He says, let my people go.

1:18:41

And that's a civil rights cry. That

1:18:44

is not what Moses says. Moses

1:18:47

says, God said to

1:18:49

me, let my people go

1:18:52

so that they may worship me in the desert.

1:18:55

And so it's a vision of ordered freedom

1:18:57

and not a vision of anarchic

1:19:00

freedom. What the Israelites have in

1:19:02

the desert, which they hate, is

1:19:04

anarchic freedom, right? Because

1:19:06

so they go from tyranny to anarchic

1:19:08

freedom, and it's a catastrophe. So

1:19:11

what's set up instead is a hierarchy

1:19:13

like your pyramid. That's the subsidiary structure,

1:19:16

and that's responsibility as the antidote to

1:19:18

tyranny and slavery. And you do that

1:19:20

in your school. And so you are

1:19:22

actually providing those kids with freedom. You

1:19:25

are not taking it away. And

1:19:28

what you're doing is restricting anarchy. Imagine

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capella.edu. Indeed.

1:19:47

And the thing is, in order for children, look,

1:19:50

the Christian God would also say, honor thy

1:19:52

mother and father, right? And what do they mean

1:19:54

by honor thy mother and father? Your

1:19:57

father and mother love you. and

1:20:00

they are going to restrict some of your freedoms, and

1:20:02

they're going to force you to do things like eat

1:20:04

your broccoli that you don't like, and your teachers are

1:20:06

going to force you to learn your calculus, even though

1:20:08

you think it's a bit boring, and there are going

1:20:10

to be all kinds of restrictions around you. And you

1:20:12

get annoyed as a kid because you think, I want

1:20:15

to be able to do whatever I want. One

1:20:18

day, you will be able to do

1:20:20

whatever you want, but by then, you

1:20:22

have earned that right. By then, you

1:20:24

have taken the wisdom from your elders.

1:20:26

You talk about hierarchies, and you say

1:20:28

hierarchies are sometimes bad because they are

1:20:31

hierarchies of power. You're absolutely right. But

1:20:33

hierarchies of competence are good, and the

1:20:35

fact is that the adults here are

1:20:37

meant to be the more competent ones,

1:20:39

and they're meant to embrace that conscience.

1:20:41

Well, that's the definition of adulthood. Well,

1:20:43

it's meant to be. Unfortunately, adults these

1:20:45

days don't feel like they're the most

1:20:47

competent. In fact, they're made to feel

1:20:49

like they're bad people if they insist

1:20:51

that children should listen to them. And

1:20:53

the whole student voice

1:20:55

thing, and giving

1:20:57

them tons of choice about stuff and so on.

1:21:00

Look, we are meant, I'm not saying don't ever

1:21:02

listen to children. Obviously, you listen to them, but

1:21:05

you also know that you know better,

1:21:07

right? And you make sure

1:21:09

that you support them in choosing

1:21:11

the better choice, and also in

1:21:14

knowing why it's the better choice. We

1:21:17

don't say to kids, look, do

1:21:19

whatever you want. Go to the supermarket and buy

1:21:21

whatever you want. Well, they'll come back with a

1:21:24

whole load of cookies, right? I mean, I find

1:21:26

it hard enough now to stay away from the

1:21:28

cookies, you know? Thank goodness my mother

1:21:30

told me to eat the broccoli, because I eat the

1:21:32

broccoli, because I now have the knowledge that it's better

1:21:34

for me. And I also have

1:21:36

the experience of knowing that if I don't

1:21:38

eat broccoli, that I'm not going to feel

1:21:41

very good in myself, I need to go

1:21:43

to the gym and so on. Kids don't

1:21:45

understand that. So because they don't understand that,

1:21:47

we need to pull the fence in tight.

1:21:49

And it's our job as adults to be

1:21:51

instilling these habits in them, and then they

1:21:53

climb that pyramid till eventually they get to

1:21:55

the top. And it's who they are. So

1:21:57

you were asking for those kids who cognitively,

1:21:59

they're perhaps not. as bright as other ones,

1:22:01

how do they feel happy and satisfied? Because

1:22:04

we very much don't just talk about

1:22:06

cognitive success. We talk about

1:22:08

the kind of person you are, and

1:22:11

that it's who we are as the

1:22:13

top of the pyramid. Can you be somebody

1:22:15

who's grateful, who's kind, who's decent? You

1:22:17

know, for some of our children, they

1:22:20

might be the manager in a

1:22:22

shoe shop. Well, you know what? Well

1:22:25

done you. And if you're somebody who

1:22:27

can turn up every day on time

1:22:29

and you can pay for your mortgage

1:22:31

and you can look after your wife

1:22:33

and your children, good on you. That

1:22:35

is a hugely successful life. And it's

1:22:37

about recognizing that a life of dignity

1:22:40

is one of purpose,

1:22:43

of knowing who you're going to be,

1:22:45

of trying to become something, of being

1:22:47

able, when you're 90 years old, to

1:22:49

look back from your deathbed and look

1:22:52

at your life and say, I lived

1:22:54

for something, I contributed, I made the

1:22:56

world into a better place. That's what

1:22:58

you want. You know, becoming

1:23:00

some billionaire, I mean, I

1:23:02

don't know, most billionaires are unhappy. Certainly their

1:23:05

children are unhappy. And often because their children

1:23:07

were just given exponential choices,

1:23:09

have whatever you want, have a

1:23:11

great time. You know what? That

1:23:13

makes children miserable. What makes children

1:23:16

happy is the love of a

1:23:19

restricted choice, of teaching

1:23:22

them knowledge, of allowing them to

1:23:24

stand on the shoulders of giants. As

1:23:27

Newton said, he said, if I see further, it is

1:23:29

because I stand on the shoulders of giants. And

1:23:32

what he meant by that, Shakespeare, Newton,

1:23:34

even Thatcher, who went to Newton's, well,

1:23:37

the equivalent girls' grammar school, they

1:23:39

all learned traditionally. In

1:23:43

Shakespeare's day, they would memorize loads. They

1:23:45

would read Latin texts. How

1:23:48

did Shakespeare become the great that he is? He

1:23:50

actually, he stole stuff from other authors. He

1:23:53

copied. That is what children need to do in

1:23:55

the first place. They need to be able to

1:23:57

copy. They need to learn from others. And

1:24:00

that is by showing them through example,

1:24:02

developing those habits, so that

1:24:04

eventually they are at top of the pyramid. So

1:24:06

just yesterday, our year 11s, grade 11s, who

1:24:09

took their GCSE exams, the exams

1:24:11

finished yesterday. So that we had a

1:24:13

big pizza party and they had cans

1:24:16

of Coke for the first time in

1:24:18

five years. Okay, they've never had, they're

1:24:20

there, oh my goodness, pizza that we

1:24:23

ordered in from like Domino's, and

1:24:25

we had cans of Coke and

1:24:27

they were there like, wow, this

1:24:30

is amazing. The kids can't believe next

1:24:32

Thursday with the England game, they're allowed

1:24:35

to bring their own crisps and their

1:24:37

own chocolate. They

1:24:39

think heaven has come early, they can't believe

1:24:41

it, right? And that's because we

1:24:43

don't normally give them this sort of stuff.

1:24:45

And then children are really grateful for those

1:24:47

small things. And so they were having this

1:24:49

massive party outside and it was wonderful and

1:24:51

they were signing their shirts and so on,

1:24:53

they finished their exams and they know they've

1:24:56

done really well because they have climbed that

1:24:58

pyramid. And my thing is, when

1:25:00

we have our prom next week, I'm gonna be saying to

1:25:02

them, we try

1:25:04

and get the little birdies at the top

1:25:06

and then we tell them, fly little birdie.

1:25:08

And that's where those wings need to be

1:25:10

able to fly. Now, the only

1:25:13

way those wings are gonna be able to

1:25:15

fly is if we pump them through of

1:25:17

wonderful knowledge so that they can come up

1:25:19

with their own creative ideas and they've learned

1:25:21

how to think through attaining

1:25:24

and grasping that knowledge over those

1:25:26

five years. And

1:25:28

that we also have taught them what it

1:25:30

is to live a life of dignity, that

1:25:33

they're looking for purpose, they're looking for something

1:25:35

in life that's going to ignite a

1:25:37

passion in them, that they're going to love and

1:25:39

that they're gonna be able to contribute to society,

1:25:41

that they're not just going out there to make

1:25:43

a load of money. You will never see me

1:25:45

or any of my teachers at assembly talk about

1:25:48

the reason why you need to do well in

1:25:50

your exams is to get a good job. We

1:25:52

would never say that, ever. The reason

1:25:54

why you wanna do well in your jobs, sorry, the

1:25:56

reason why you wanna do well on your exams

1:25:58

is because you wanna be the... who

1:26:01

works hard for something and then gets the best that

1:26:03

you can get. That is what you want out of

1:26:05

life, right? You

1:26:07

know, not everybody is going to get the top score of a nine. What

1:26:09

you want is to get the best score that you can get. And

1:26:12

the only way you're going to know that

1:26:14

is if you've worked like hell to get

1:26:16

there. So our kids who are

1:26:18

getting the fours and fives, still

1:26:21

passing the sixes, but they're not getting the

1:26:23

nines, they don't feel bad

1:26:25

about themselves because they have purpose, because

1:26:27

they're on the same journey as the ones who

1:26:30

are cleverer than they are to be

1:26:32

the kind of person who is finding purpose

1:26:34

and who is going to have dignity. And

1:26:37

I think many years ago, you

1:26:39

know, I think of my Uncle Harold, this

1:26:42

is one of the training, for instance, that I do with

1:26:44

style. And

1:26:46

I showed them a picture of

1:26:48

my Uncle Harold. My Uncle Harold was from

1:26:50

the Caribbean, and he lived

1:26:53

in Detroit eventually. And

1:26:55

this is a wonderful photo of

1:26:57

him with this white hat and

1:26:59

this white suit, and he

1:27:01

looks so sharp. And it probably was taken in the

1:27:04

1940s. And I remember

1:27:06

Uncle Harold when he was very, very old. And

1:27:08

he used to give us, my sister and me, a

1:27:10

little quarter, you know. This is in the 80s.

1:27:12

He'd give us a quarter, and we would think,

1:27:15

oh, we've got a quarter, and it was just

1:27:17

so exciting. Just like our kids think we've got

1:27:19

cans of Coke, isn't it exciting? Because we weren't

1:27:21

given everything. My family, we

1:27:23

grew up, we didn't have loads. And

1:27:25

my mother worked night shifts as a

1:27:27

nurse. And my dad was a lecturer,

1:27:29

and he was always sponsoring family from

1:27:31

Guyana. My father came from Guyana. My

1:27:33

mother is Jamaican. And they would bring

1:27:36

family. And we always had family at

1:27:38

home finding them jobs at

1:27:40

McDonald's and so on, in

1:27:42

order, because my father wanted to help his

1:27:44

family come to a better country where they

1:27:46

would have a better life. And my Uncle

1:27:48

Harold, you know, you look at him in

1:27:50

that suit. And what I always say

1:27:52

to my teachers is, everybody goes on about how racist

1:27:54

everything is. Well, I can tell you in the 1940s,

1:27:57

it was pretty damn racist, right?

1:28:00

Life was hard for Uncle Harold, but I

1:28:02

never heard Uncle Howard complain. I never heard

1:28:04

him going on about racism. My Uncle Harold

1:28:06

got his head down and did what was

1:28:08

necessary for his family, just like my father

1:28:10

and my mother did. And I never heard

1:28:12

my dad and my mom ever complain about

1:28:14

racism, ever. They just work like hell, not

1:28:16

just for themselves and for me and my

1:28:19

sister, but they work like hell for their

1:28:21

families to be able to bring them to

1:28:23

Canada, because I grew up in Toronto and

1:28:25

Canada, and at 15 I came to Britain.

1:28:27

And you know, that small C conservatism

1:28:30

is just part of who I am.

1:28:32

And you know, it's funny, I was watching

1:28:34

this documentary about Clarence Thomas, and

1:28:37

he was saying how when he was in his early 20s, he

1:28:40

became this black radical and he was this

1:28:42

total leftist. And he really reminded me of

1:28:44

me because eventually he found his way back

1:28:46

to small C conservatism, because that

1:28:49

was instilled in him by his grandfather

1:28:51

when he was growing up. And

1:28:53

it was a very similar thing with me.

1:28:55

I became this black leftist, et cetera, became

1:28:57

this black, you know, I was this teacher.

1:28:59

And then eventually I just, it

1:29:02

all felt wrong to me. And then over a year.

1:29:04

Okay, so wait, so I'm gonna stop you there.

1:29:06

I'm gonna stop you there because well, this is

1:29:08

why. First we're out

1:29:10

of time on this side, but more importantly,

1:29:13

that's exactly what I wanna delve into on

1:29:16

the daily wire side. Yes, yes, I'm sorry, it's true.

1:29:18

I jumped. No, no, no, no, no, that's fine, no,

1:29:20

but that's a perfect, well, it's a perfect place to

1:29:22

stop. Paradise means

1:29:25

walled garden. Right,

1:29:27

yes. Right, right. And the

1:29:30

walls are there to make the

1:29:32

garden flourish. Exactly. Eden means

1:29:35

well-watered place. And that's what you have

1:29:37

at Michaela School. You have a walled

1:29:39

garden. That's right. And you're

1:29:41

watering the kids and that's working. And

1:29:44

so that's a lovely, that balance between

1:29:46

order and natural

1:29:49

flourishing. Right, that's paradise.

1:29:52

And I could see your kids participating in

1:29:54

that at Michaela School. So congratulations

1:29:57

on that. So for everybody watching

1:29:59

and listening, listening, we're going to switch to

1:30:01

the Daily Wire side now, and I'm going to

1:30:03

talk to Catherine in more

1:30:05

detail about, well, this transformation, let's

1:30:07

say, the one that she described

1:30:10

that also characterized Clarence Thomas, and

1:30:12

many people, because most people have

1:30:14

a leftist proclivity, let's say, when

1:30:16

they're young and foolish. Radical

1:30:20

leftist proclivity when they're young and foolish,

1:30:22

and full of undiscerning empathy, let's

1:30:25

put it that way. And so we'll

1:30:27

talk about that on the Daily Wire

1:30:29

side. And so join us there, and

1:30:31

thank you to everybody watching and listening

1:30:33

for your time and attention. And also

1:30:35

to you today, Catherine, for walking

1:30:38

us through Michaela's school and sharing the

1:30:40

thing that's so striking about listening to

1:30:43

you apart from the conceptual element is

1:30:45

that you are obviously thrilled with what

1:30:47

you're doing and to be part of

1:30:49

the lives of your children. And that's,

1:30:52

I could see that at the school, but I

1:30:54

can also hear it in every, well, in your

1:30:57

passion and your, what would

1:30:59

you say, your obvious pleasure in the specific

1:31:01

stories you tell about the kids and the

1:31:04

love that you have for them is, that's

1:31:06

the culture. Yeah. That

1:31:09

was really what got me when

1:31:12

I went to your school. Love. Because

1:31:14

I could see that and it's so rare

1:31:16

and so painful that it's rare because it

1:31:19

could be everywhere if people would take the

1:31:21

responsibility and open their eyes. And so...

1:31:24

But the thing is, the thing is,

1:31:26

I understand

1:31:28

why they don't know how to figure out what

1:31:31

to do, what we do, because

1:31:33

they're told so many things that are

1:31:35

the opposite to what we do. Yeah,

1:31:37

but you figured it out. I know, but... And

1:31:40

we're going to try to figure out why. And

1:31:42

so people can all join us on the Daily

1:31:44

Wire side to go into that. So thank

1:31:46

you very much, ma'am. And well,

1:31:49

thank you for having me. We'll meet again, no

1:31:51

doubt, in the UK. And thank you to

1:31:53

all you who've been watching. Imagine

1:31:56

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1:31:58

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1:32:01

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1:32:09

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