The European Union was vital to this plan and this is why so many operatives for the groups outlined above have been involved in its creation – many of them Oxford students together going back to the Second World War. The reason for the obsession with centralization is obvious. If you are a few who wish to control the lives of billions, the last thing you want is a diversity of decision-making. There are simply too many people and locations to control. Instead, you need to centralize the key decisions and the more you centralize, the more power you have to increase the pace of centralization. This is why centralization in all areas of life, politics, business, banking, media, military, has quickened with every year.
The control of “education” is vital to this agenda. In fact, the aim of this network is not “education”, but indoctrination. The idea is to turn out adults who see life and history in a way that maintains the population in subservience and ignorance. This allows the network to advance its agenda without challenge from the mass of the population. The technique to achieve this is very straightforward and has proved to be stunningly effective over thousands of years. You “teach” and emphasize “information” that will encourage people to believe what you want them to believe and see the world as you wish them to see it. At the same time, you ignore and suppress alternative information that may prompt people to see another reality. The media do this every day and so the public are constantly misled about world events, people in the news, and so on. “Education” is precisely the same and just think about this for a second. If you wanted to create a structure in which you could indoctrinate young people into your way of thinking, what would be the idea way of achieving this? To have control of what those young minds see and hear day after day for the first 18 years+ of their lives. And that is precisely what we have with today’s “education” system.
Now that would be OK if the children and students were given all information available and encouraged to think for themselves. But so often, to pass exams and progress within the system, you have to tell the system what it wants to hear – the system’s version of reality. What was it the Nazis said? The bigger the lie the more people will believe it. The “education” system, with Oxford at its centre, is little more than a propaganda ministry designed to turn out adults who think “correctly”. As with all mind manipulation, they offer carrots and sticks to “encourage” compliance. Students are rewarded for submitting to the system’s version of events, while those who challenge and question are marginalized, not least by low grades.
The other prime role of Oxford is to take selected students and prepare them for life as an operative for the network within politics, business, finance, the media, etc. The Rhodes Scholars are an example of this. Such selected students “get lucky” and enter positions of power because doors open for them that are denied to the, literally, uninitiated.
One example is Dr. Kitty Little. She is a long time researcher into the corruption and infiltration within the British Intelligence agencies. Her scientific career has included research for the Ministry of Aircraft Production during the Second World War, followed by nine years at the Atomic Energy Research Establishment at Harwell. In her submission to the 1995 Nolan Committee on Standards in Public Life, she tells the story of an attempt to recruit her into the Communist Party at Oxford University in 1940. The Communists, she said, had gone “underground” by joining the University Labour Party and she attended a meeting of a Labour Party “study group” in a room at University College.
The main speaker at the meeting, who clearly believed he was among friends, began to reveal the plot to destabilize the United Kingdom and Commonwealth, ready for a Marxist/Fascist (same thing) takeover. She later realized that this was part of the plan designed to introduce the global centralized control. The plot was outlined by the speaker at that Oxford meeting to destroy the United Kingdom defenses, engineer a takeover of Rhodesia and South Africa and to use what became known as the European Community, now Union, as a smokescreen to hide the changeover to a centralized rule of Europe.