This episode is presented by Carolina Readiness Supply – Cornell Law School professor and founder of Legal Insurrection, Bill Jacobsen, says the anti-Western radicalism fueling the protests on college campuses are also fomented by faculty who are living vicariously through their revolutionary students.
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[00:00:56] Bill, how are you?
[00:00:58] Good thanks for having me back.
[00:01:00] Absolutely. So you wrote a piece and you've been interviewed a couple different times I've seen various kind of iterations of this but you have identified these protests and this larger movement not just as an anti-Semitic movement you say this is a fundamentally anti-Western and anti-American movement.
[00:01:22] So can you explain why you see it like that?
[00:01:26] Yes, I mean people need to understand the underlying ideology here is anti-Western. It is anti-United States. They have used and continue to use Israel and use as an organizing mechanism because that allows them to bring disparate groups together.
[00:01:43] So you have you refer to the Maoist protests. I refer to them as the Khmer Rouge protests because the ideology is year zero. Listen to what they say. They want to tear down our system and start over. That's the Khmer Rouge, year zero, start over at year zero.
[00:02:02] But what makes it particularly toxic is that it is now also combined with the Islamist Iranian, Hamas, Hezbollah worship. So you have year zero Khmer Rouge combined with eighth century Islamist ideology as embodied in Iran and its proxies and you have a really bad combination.
[00:02:26] But people need to understand Israel is not their ultimate goal. They talk about decolonizing the United States. They refer to the United States as Turtle Island, which is the mythical Native American tale of how the earth was created.
[00:02:44] They do not recognize the sovereignty of the United States on our land. That is why they call the zones they are setting up liberated zones, liberated from what? Liberated from our country and our system.
[00:02:59] Do they? Well, are any of these occurring on your campus where you are at Cornell?
[00:03:06] Yes. They started it a day or two ago and the pathetic administration gave them a deadline to leave. They blew right through the deadline and basically told the administration to get lost.
[00:03:18] And so the administration gave them a new deadline and now they're negotiating. So, yeah, they're on our campus also. You know, you got people do need to understand this is not 100% of students. It's not 50% of students, but 100 students on the Cornell campus chanting in unison can create quite a ruckus.
[00:03:39] And so they are very effective and they were nationally organized. These are not organic. You look at many of the photos of the tent encampments, the tents are identical. Somebody put in an order for tents.
[00:03:51] And it wasn't your student who rolls out of bed in the morning and says, I'm going to go to this protest. Let me grab the tent I used last summer. No. These tents are being provided. And the question is, who is funding all of this?
[00:04:05] Yeah. And so and we actually went into some of this. I forget the article I was reading a couple days ago may have been out of the free beacon, I forget, but they had traced some of the money back. And I know this is probably going to shock you, but a George Soros funded organization that's been funding the students for justice in Palestine
[00:04:24] and at the national level. So yeah, I mean, this is part of a larger concerted effort. And it's almost like it's the same template and they just kind of swap issues out just whatever the cover story needs to be at any given moment. That's the cover story. But the underlying revolution, it's always the that's always the motivation.
[00:04:44] That's right. And that's why, you know, certainly I don't like the fact that they're demonizing dehumanizing Israeli Jews. They are creating completely false narratives of the history of the Middle East.
[00:04:58] That, you know, the Palestinians are not actually indigenous to that land. They were conquerors during the Arab conquest of the Middle East. So there's just all sorts of and a lot of them were migrants in the 20th century from other parts of Saudi Arabia and Egypt.
[00:05:16] You know, I've studied a lot of this stuff. If you look at the most common Palestinian family names in the West Bank and Gaza, a lot of them are Egyptian and what is now Saudi Arabia call it Arabian family names, clan names.
[00:05:30] So they have no legitimate claim or at least there's legitimate competing claims to the land. But that's not what you hear on campuses. You hear that Israel is colonial. It's a white settler colonial state just like the United States.
[00:05:45] It needs to be decolonized quote by any means necessary. That's what they used to justify the October 7 massacre by Hamas that a lot of them were posting and chanting. This is what decolonization looks like.
[00:06:02] So it's a very violent movement. I think they are just inches away from a major terror plot or terror event in the United States. They are working themselves into an absolute frenzy.
[00:06:18] They are chanting war chants, long live the Intifada, the Intifada was the suicide bombing campaign against Israeli Jews in the early 2000s which killed over a thousand people where they bombed buses, restaurants.
[00:06:33] They even bombed Passover Saters. That's what these kids are chanting for. So it is not a very big leap from people who are chanting in a very cult like manner for war, for violence, for terrorism to somebody actually doing it and I would not be surprised if that happens.
[00:06:51] Well luckily though there are educators on the campus right that are able to talk them off of these ledges no?
[00:06:58] Unfortunately a lot of the educators are talking them onto the ledges that if you look at all of these protests, faculty are deeply embedded. People need to understand not all faculty are this way, not the majority but there is a core group of faculty on many campuses including Cornell, Columbia, Penn.
[00:07:20] There is a core group of faculty who get a vicarious revolutionary thrill by egging on students to do things that might get the students in trouble, might get them suspended, might ruin their careers but the faculty don't care.
[00:07:34] They are enjoying all of this. They also get a vicarious revolutionary thrill by urging violence in the Middle East because they don't pay the price.
[00:07:43] And so, yeah, faculty are a big part of the problem. The humanities and the social sciences have been almost 100% purged not only of conservatives. We all know about that but have been almost 100% purged of any pro-Israel faculty.
[00:08:00] They do not get hired. They do not get promoted. So you have on campuses in humanities and social sciences, you have faculties who are highly radicalized. They're radicalized against the United States. They're radicalized against Israel.
[00:08:15] And they have tenure. And so they are very emboldened. And in these protests you are seeing a lot of faculty members egging students on, participating in it.
[00:08:26] They think they are immune to the rules that apply to everybody else. And it's a really bad situation.
[00:08:31] Yeah, I saw some that were running security for them. They were operating as like bouncers outside of the perimeter of these tent cities.
[00:08:41] Yeah, there was one I saw. I mean, they've been doing that. If you want to get to our students, you have to come through us.
[00:08:47] Yeah.
[00:08:48] Depending what part of the country you're here in, the cops may actually go through you.
[00:08:52] Okay.
[00:08:53] So that's, you know, but they think they were immune to things. I saw one who was getting arrested. I forget where it was.
[00:09:01] Maybe it was Atlanta at Emory. One of the faculty getting arrested screaming, you know, I'm a professor. I'm a professor.
[00:09:08] But if there's some exception to the criminal laws for being a professor, but that's the attitude they have.
[00:09:15] These are students and faculty who've never had to bear any consequences.
[00:09:19] They certainly don't bear the consequence of the wars they are fomenting in the Middle East because they're not the ones whose buses are getting blown up.
[00:09:26] They're not the one whose Passover Seder is getting blown up.
[00:09:30] And even on the Palestinian side, they're not the ones receiving the retaliation from Israel.
[00:09:36] So these professors are really, frankly, sick in many ways.
[00:09:41] They have become addicted to revolutionary fervor that they never pay the price for.
[00:09:47] Cornell Law School professor Bill Jacobson. He's also the founder of Legal Insurrection and the founder of the Equal Protection Project.
[00:09:54] Thanks so much for your time, sir. Have a great weekend. I appreciate you.
[00:09:56] Great. Take care.
[00:09:57] Take care.
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[00:10:51] Alright, thanks again to Bill Jacobson, Cornell Law School professor but also the founder of the website Legal Insurrection.
[00:11:01] It's a conservative news blog if you will and been around for I think 15 years now, old school.
[00:11:09] And founder of the Equal Protection Project as well.
[00:11:12] They've been doing a lot of work on fighting critical race theory over the last few years.
[00:11:19] So lest I leave you with no solutions because you know me, I am all about solutions.
[00:11:24] And so in an interview that he did that Jacobs had done with, I think this is the daily signal, I believe, which is the Heritage Foundation.
[00:11:39] He laid out a couple of ideas.
[00:11:41] One is Congress can cut the funding for some of these colleges.
[00:11:45] They can revoke tax exempt status.
[00:11:48] They're supposed to be educational institutions, right?
[00:11:51] Congress has a lot of power.
[00:11:53] In fact, the withholding of federal money, that's at the heart of this Title IX fight too, which we're going to get to as well.
[00:11:59] He says until you change the culture of these institutions, nothing is really going to change.
[00:12:03] Also, you can get rid of the damaging intellectually useless make work departments which serve as a job core for people who want to tear us down.
[00:12:17] Their tenure does not protect them if the entire department is eliminated.
[00:12:24] I like it.
[00:12:26] Right?
[00:12:27] Like oh we can't do anything.
[00:12:28] They're tenured professors.
[00:12:31] Yeah, but if you don't have an entire department anymore.
[00:12:36] Oh well.
[00:12:39] So I like that idea.
[00:12:40] Oh, here's an audio clip.
[00:12:43] This is the kid who is one of the leaders, if not the leader.
[00:12:47] I think he is the lead negotiator, if you will, between the student protesters and the Columbia University administration.
[00:13:00] And apparently this kid did a live stream a while ago, a couple months ago maybe,
[00:13:09] and before the protests really got underway.
[00:13:13] Here's a bit of it, which now he's out apologizing for.
[00:13:18] But this was his view a couple months before they launched their liberation zone on Columbia University's campus here.
[00:13:30] And so be glad, be grateful that I'm not just going out and murdering Zionists.
[00:13:41] I've never murdered anyone in my life and I hope to keep it that way.
[00:13:46] I genuinely hope to keep it that way.
[00:13:49] Oh my gosh, guys, he might start murdering Zionists.
[00:13:54] We should be grateful that he hasn't done it.
[00:13:59] I'm just trying to think what would the Allah Huwakbar sound like coming out of his mouth.
[00:14:06] Although I don't actually know, he may not even be an Islamist.
[00:14:09] He might not be.
[00:14:12] I don't want to make any kind of assumptions about this individual or anything.
[00:14:18] I'm not sure if he would be welcomed into a lot of the Islamist organizations, let's call them.
[00:14:26] I think there might be a little problematic.
[00:14:29] But I think the key here is that we should be grateful to him.
[00:14:33] Sorry, can I call you him?
[00:14:35] I don't know your pronouns.
[00:14:36] You did not divulge them at the beginning of this video.
[00:14:40] But we should be grateful that he's not out there killing people.
[00:14:45] Lucky us.
[00:14:46] Oh my gosh.
[00:14:48] Wow, he is such a kind soul.
[00:14:52] I mean, I love the way he's like, I haven't murdered anybody.
[00:14:55] We could believe that.
[00:14:58] And I really don't want to.
[00:14:59] I mean, I really don't.
[00:15:00] We're going to enforce him to go out and start killing people.
[00:15:04] It's our fault, you see.
[00:15:05] Classic, classic abuser mentality here.
[00:15:10] Right?
[00:15:11] Raging, narcissist, psychopathic tendencies here.
[00:15:15] Classic.
[00:15:18] And this really is what is fueling a lot of it.
[00:15:20] Jeff Blair, he says, what people are failing to grasp about this kid's mad hate speech rant
[00:15:28] is that the reason it's been captured on video is because he delivered it to the
[00:15:34] Columbia University administrators during a disciplinary hearing.
[00:15:40] And they let him walk after they watched it.
[00:15:48] Yeah, it's a larger problem, much larger.
[00:15:51] Let's go to the phone lines.
[00:15:53] Here is BB.
[00:15:55] I'm a big fan of the gun.
[00:15:57] BB, welcome to the program.
[00:15:59] Hello, Mr. Keller.
[00:16:00] How are you doing?
[00:16:01] I'm good.
[00:16:02] How are you?
[00:16:03] Well, thank you.
[00:16:06] All right.
[00:16:07] You got big plans for this weekend or anything going on?
[00:16:10] Probably cover grass.
[00:16:13] Nice.
[00:16:14] Nice.
[00:16:15] You got a riding mower or you push mower in it?
[00:16:18] Yeah, I do.
[00:16:19] Yes, I do.
[00:16:20] As a matter of fact, I called my sister, your caller, the fellow that answers the phone.
[00:16:29] I told him what's going on now with all these student protests.
[00:16:33] Same thing happened 60 years ago in the 60s, the North Vietnamese along with the Chinese
[00:16:39] communists and the Russian communists used their intelligence services to do what you
[00:16:43] call psychological warfare.
[00:16:45] And that's what this is about, just making a lot of ruckus and caused unrest, trying
[00:16:52] to, by the way, it worked.
[00:16:54] We walked away and left the people in Vietnam to their fate.
[00:16:59] That's why they just left all the trouble in the country.
[00:17:02] And that's what they're trying to do now, trying to get the United States to back off
[00:17:06] back in Israel.
[00:17:09] Well, I went over this yesterday in the third hour.
[00:17:12] It's all part of a destabilization effort.
[00:17:16] The point is to destabilize our nation in order to usher in a different system.
[00:17:22] And this is what James Lindsay was writing about yesterday in his warning letter to the
[00:17:27] woke youth, is that if they win, and he's talking to them, these kids, he says,
[00:17:32] if you win, you lose.
[00:17:34] Because in all of these revolutions, the ones that get whacked second, because
[00:17:40] the first ones that get whacked are the landlords, the capitalists, right?
[00:17:43] The unreeducable.
[00:17:46] But the second crowd that gets whacked are the disruptors, are the destabilizers,
[00:17:51] these trained kids that are just trained to protest and destabilize.
[00:17:55] Well, now the new system, they don't want destabilizers.
[00:17:58] So they got to get rid of all them too.
[00:18:01] Or those kids are going to have to sell their souls and go to work for the state
[00:18:05] and be the ones that help make the trains run on time to the Guleks.
[00:18:09] Well, that's what you're right.
[00:18:11] Let's have a shot at all the brown shirts.
[00:18:13] I've heard that as well.
[00:18:15] Yep, there you go.
[00:18:16] Now wiped out all the Red Guards as well.
[00:18:18] BB, I appreciate the call, BB. Have a great weekend.
[00:18:22] Moe, a good Moe, sir.
[00:18:25] That's fine for a weekend plan.
[00:18:29] I don't know how big the yard is.
[00:18:31] I mean, it could take a very long time.
[00:18:34] I mentioned James Lindsay and actually, hang on, before I get to Lindsay's thing here,
[00:18:40] email from Joseph who says,
[00:18:43] the modern communist movement is an anti-west or anti-Semitic.
[00:18:46] It's anti-white.
[00:18:48] I'm going to tell you why I disagree with this in a minute.
[00:18:50] Jews have just found themselves on the wrong side of a conflict
[00:18:53] with brown people and got targeted.
[00:18:55] See, so, okay, this and he goes on there.
[00:19:00] Here's what Lindsay says about this.
[00:19:03] Critical race theory isn't anti-white racism.
[00:19:07] It's race Marxism.
[00:19:11] All right, keep this term in mind.
[00:19:13] Race Marxism.
[00:19:15] There are different kinds of Marxism, but at the core, right?
[00:19:17] They're all Marxism.
[00:19:19] It facilitates and makes use of racism of all kinds
[00:19:23] and much anti-white racism is activated in the process.
[00:19:27] Sure, it's made use of as well, of course,
[00:19:29] but the purpose is revolution.
[00:19:33] That's always the purpose
[00:19:35] and this distinction matters a lot.
[00:19:37] The Marxist Revolution is infinitely worse
[00:19:40] than merely just activated racism.
[00:19:43] I mean, that's, you know,
[00:19:46] activated racism is most people's point of contact with the program
[00:19:50] but misdiagnosing a Marxist Revolution as anti-white racism
[00:19:53] is a fatal mistake, right?
[00:19:56] Seeing race Marxism through a lens of anti-white racism
[00:20:00] is seeing the surface without seeing the roots,
[00:20:03] seeing the bullets without seeing the guy pulling the trigger, right?
[00:20:07] It misses the most important part.
[00:20:09] It's a trap, okay?
[00:20:11] It induces the very identity thinking and politics
[00:20:15] that critical race theory utilizes.
[00:20:18] And Joseph, I'm afraid to say it sounds like your email
[00:20:22] kind of falls into that trap that Lindsay is explaining.
[00:20:27] It's inducing in you the very identity thinking
[00:20:31] that CRT utilizes to do what?
[00:20:35] To advance Marxism, right?
[00:20:38] Marxism at its heart holds a theory of the movement of history.
[00:20:42] This is the capital H history, right?
[00:20:46] That history is advanced through conflict between estranged classes
[00:20:52] that have enough different relationships
[00:20:55] to prevailing systems of power.
[00:20:57] That is, in other words, it needs conflict.
[00:21:00] Marxism needs conflict.
[00:21:03] And then it uses the conflict.
[00:21:06] That's the whole point.
[00:21:08] In race Marxism, the line between classes is racial, right?
[00:21:15] White versus POC.
[00:21:17] The POC, people of color or BIPOC,
[00:21:20] which is black, indigenous people of color, right?
[00:21:24] BIPOC are taught a provocative critical race consciousness.
[00:21:28] White people are also to be pushed into recognizing themselves
[00:21:31] as a racial class too.
[00:21:33] So the necessary conflict can then be generated to move history forward, right?
[00:21:38] The racial proletariat, which is the people of color,
[00:21:42] is supposed to realize that their double consciousness
[00:21:46] and then sees the means of reducing history.
[00:21:49] The racial bourgeois, the white, is meant to realize their class
[00:21:53] and then to split some falling to guilt
[00:21:56] and joining the revolution and others to fight.
[00:21:59] It's a divide and conquer mentality.
[00:22:02] It is built into the structure.
[00:22:05] So, I mean, I hope that helps.
[00:22:08] I know this is theoretical.
[00:22:11] I get it.
[00:22:12] Like, I understand.
[00:22:13] And I try to understand a lot of the stuff
[00:22:16] that Lindsey is throwing down on this.
[00:22:19] A lot of it's over my head.
[00:22:21] Guy is really, really smart.
[00:22:22] And he's been studying this stuff now for like four years,
[00:22:24] five years and just going completely deep diving.
[00:22:27] He was a mathematics guy.
[00:22:30] And I forget what strain of math he was doing,
[00:22:34] but it was like a purely theoretical school of mathematics
[00:22:39] that four people do.
[00:22:43] So he's a very smart guy.
[00:22:45] And he has now gone down all these rabbit holes
[00:22:48] on all of this philosophy and theory and stuff.
[00:22:51] And it makes sense to me.
[00:22:55] I can spot it.
[00:22:56] I can see it.
[00:22:58] But I mean, I don't see it as he does,
[00:23:00] and I can't explain it like he does.
[00:23:01] But the point here is that it is a divide and conquer approach.
[00:23:05] And the thing to always keep in mind
[00:23:07] is that whatever the issue is that they're telling you,
[00:23:09] and in this case, it's anti-Semitism.
[00:23:11] In this case, it's anti-Israel or it's CRT
[00:23:15] or it's, you know, trans issues or whatever.
[00:23:17] That is never the issue.
[00:23:19] The issue is always revolution, always.
[00:23:23] And the role that the people who are advancing
[00:23:25] the current issue of the day,
[00:23:28] they are the destabilizers, right?
[00:23:30] They're the red guard.
[00:23:32] So it doesn't even matter.
[00:23:33] You're just training them to be radicals.
[00:23:35] You're just training them to protest.
[00:23:38] And what they give up in the process is an education,
[00:23:43] is a belief in the American dream
[00:23:45] that they can, you know, rise above.
[00:23:47] They can have whatever, you know, families they want.
[00:23:50] They can go into lines of work that they prefer.
[00:23:52] They have all of these opportunities
[00:23:54] and they are short-circuited
[00:23:57] by going down this path of radicalism.
[00:24:00] All right, let me go over here and speak with Travis.
[00:24:02] Hello, Travis.
[00:24:03] Welcome to the program.
[00:24:04] Hey, Pete.
[00:24:05] Yes, sir.
[00:24:06] I'm listening to this discussion about critical race
[00:24:10] during how it impacts society
[00:24:12] and the riots that we're seeing, the sit-ins.
[00:24:15] And I think when you talk about a way forward,
[00:24:17] because I know a lot of people you listen to talk radio
[00:24:19] and it's all these problems,
[00:24:20] but what do we do about it?
[00:24:22] The path forward, I think,
[00:24:24] is to take control of specifically the history curriculum,
[00:24:28] all the other parts of curriculum too,
[00:24:30] but specifically the history curriculum.
[00:24:31] And you do that in North Carolina
[00:24:33] by controlling the state school board.
[00:24:36] So we all elect the superintendent,
[00:24:38] but the superintendent has really no power.
[00:24:40] The real power is,
[00:24:42] sits with a school board that's appointed to eight-year terms
[00:24:45] by the governor.
[00:24:46] Right.
[00:24:47] And there's a bill on the books right now
[00:24:49] in the General Assembly called HB17
[00:24:52] that would make that an elected position.
[00:24:57] Within the Republican Party,
[00:24:58] there's a lot of push for this right now.
[00:25:00] The Fifth Congressional District,
[00:25:02] which is Virginia Fox's district,
[00:25:04] they just passed a resolution at their district convention
[00:25:07] supporting this.
[00:25:09] District 14, I think, is going to vote on it tomorrow.
[00:25:12] District one has passed it.
[00:25:14] And the state convention's going to vote on this resolution
[00:25:17] in June, I think, is their state convention.
[00:25:20] So there's a lot of push for it.
[00:25:22] I understand there's a little bit of pushback
[00:25:24] in the state senate.
[00:25:25] So the push forward is in the state house.
[00:25:27] The state senate has them pushed back
[00:25:29] where some people say,
[00:25:30] well, we like the idea of an appointed school board,
[00:25:34] but we don't like who's appointing it.
[00:25:36] Right.
[00:25:37] So they're talking about changing the number to 12
[00:25:40] and then having four appointed by the governor,
[00:25:42] four appointed by the senate,
[00:25:43] four appointed by the house.
[00:25:45] I think that HB17 in the house right now,
[00:25:47] which would make it an elected position is the best way to go.
[00:25:50] But that's, yeah, that's really all I got to say.
[00:25:52] So what of the, what would they be?
[00:25:55] Well, I guess the first question I should ask you
[00:25:57] is the, if it were to pass and become law,
[00:26:00] would that become, would the elections become partisan?
[00:26:05] Yeah.
[00:26:06] So we would see ours and these next to their names?
[00:26:10] You should.
[00:26:11] I mean, so there's playing back and forth
[00:26:13] with how this would work, right?
[00:26:15] Okay.
[00:26:16] There's some people who want independent districts
[00:26:19] that will be drawn by the state legislature for education.
[00:26:22] There's some people who want to tie it
[00:26:24] to congressional districts,
[00:26:25] since we've already got those.
[00:26:27] And they just say,
[00:26:28] you're elected congressman and a school board member.
[00:26:31] It ought to be partisan.
[00:26:33] I haven't heard anyone who doesn't want it to be partisan.
[00:26:36] Because they're not in most school districts at the local level.
[00:26:40] Yeah, but I'm in Union County and we've been partisan since 2018.
[00:26:43] Okay.
[00:26:44] For school board.
[00:26:45] And a lot of places that aren't are moving that way.
[00:26:47] Now Alexander County in 2020, they're talking about going,
[00:26:51] 2022 they're talking about,
[00:26:52] I think by now they have Alexander County.
[00:26:55] A lot of counties that aren't partisan are moving that way.
[00:26:58] Well, because when I was growing up,
[00:27:00] I had to be partisan.
[00:27:01] Everybody knew one plus one equals two, right?
[00:27:04] But now it's not like that anymore.
[00:27:06] Now it is partisan.
[00:27:07] We just don't acknowledge it.
[00:27:09] Right.
[00:27:10] And not only that,
[00:27:11] you've got one party that is in bed with the teachers unions.
[00:27:17] And so you need to know if a candidate now
[00:27:21] is going to be hooked into that infrastructure or not.
[00:27:27] And the easiest heuristic to know that is going to be
[00:27:31] the partisan affiliation.
[00:27:33] So I know there are school districts that are moving in that direction,
[00:27:36] but like that would be my concern is that no matter how you set it up
[00:27:41] and whether it's statewide or not,
[00:27:43] I mean I could see it being a statewide thing,
[00:27:45] maybe stagger the terms or something.
[00:27:47] But yeah, like you said,
[00:27:49] I heard pushback on the statewide idea because they said
[00:27:53] it's not enough to justify statewide rates.
[00:27:56] And plus even if the partisan,
[00:27:58] if you're going to be partisan about this,
[00:28:01] it becomes risky because Republicans don't always
[00:28:03] wait in statewide races at the Republican House
[00:28:06] that has to pass this.
[00:28:08] Yeah, particularly if you've got the teachers union
[00:28:10] dropping a whole bunch of money in the race.
[00:28:12] Yeah.
[00:28:13] I think what you'll see is partisan raises by district
[00:28:16] and whether that's a congressional district
[00:28:18] or education district, I don't know.
[00:28:20] Yeah, interesting.
[00:28:21] House Bill 17, you said.
[00:28:23] House Bill 17.
[00:28:24] Then of course there's pushback in the Senate
[00:28:26] where some of them want to go, like I said,
[00:28:28] for appointed by the governor,
[00:28:30] for appointed by the Senate, for appointed by the House.
[00:28:32] I would rather go with the election.
[00:28:34] Travis, thanks for the call man.
[00:28:35] I appreciate it.
[00:28:36] Thank you, sir.
[00:28:37] All right, take it easy.
[00:28:38] It's good to know.
[00:28:39] All right, that'll do it for this episode.
[00:28:40] Thank you so much for listening.
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