The wealthy elites of the New World Order almost universally adhere to an elite boarding school system for their underage children that fundamentally shapes their society and by extension, that of the entire New World Order. The boarding school system is deliberately reminiscent of British elite boarding schools, except they're not sex segregated. These schools create a common formative experience across the elite class, unifying global society at the highest level, and promoting the mixing of the elite gene pool across state lines. Understanding the boarding school system and subsequent university experience is really key to understanding the strengths and vulnerabilities of the NWO's leaders.

History

The concept of elite boarding schools far predates the New World Order. In fact, such educational institutions for the minor-aged children of the wealthy elite are especially associated historically with Britain itself. Ironically, given the significant decline of such famed British institutions such as Eton, the British boarding school system was an explicit inspiration for that of the New World Order, and the modern Order's system has some roots that go to well before the Order's founding.

The storied institutions of the modern Order are of less antique vintage, however. They may have pulled many administrators and educators and in some cases even buildings from older institutions, but the oldest existing school, na Sunato Akkatemi in Bainbridge Island, Cascadia, was founded in 2044.

The original purpose of these schools was to provide full immersion education in Common. For members of the early NWO elite, sending their children to these schools after the age of ten or so was considered a key test of loyalty to the new state, and failure to comply would mark a family for purging. The best Common teachers were assigned to these schools, and Common language education and the subsequent development of the language in the hands of these speakers who learned as children fundamentally set the subsequent standard that all aspired to for "good" Common usage.

Quickly, many more of these schools opened across the world, and the schools themselves evolved to give a very elaborate and high-quality education, indoctrination in Globalist ideology, and preparation to be the world leaders of tomorrow. Today, having attended one of these schools and sending one's children to them is a point of intense pride for the world's wealthiest people, the people who hold all the key positions of power in Global society. This school experience has moved far beyond something that was originally coercive to something that is very key to justifying these people's self image as fundamentally better than other people and uniquely deserving of their privilege.

Modern Boarding School Experience

With our own boarding school system in such decline, the closest cultural point of comparison I have been able to find for British people to get a visceral feel for many aspects of what it's like is to compare it to Hogwarts from the beloved twentieth century Harry Potter series of children's fantasy novels which has enjoyed a resurgence in popularity amongst young people who have rediscovered the books in recent years.

Minus the magical spells and the poor people somehow scraping together the money for tuition, there are remarkable parallels. Chief amongst them is that their students are made to feel very special and to be part of a very special group for being there.

As in the Potterverse, there are not very many of these schools, even compared to universities, who draw much of their student bodies from the professional class. Large, important States all have one, but usually just one, and many States don't have one at all. No Protectorates have elite schools.

Any family who can afford to send their children to one of these schools can really afford to send them to any of them.  There are a number of factors affecting the choice. A family might send all their children to one school, and very often the one they went to themselves, as the seeds of first marriages are often sown at these schools (a deliberate and desired outcome). Or, they might split their children between different schools, in order to help the family make broader connections. Amongst families who go that route, a stereotypical pattern is to keep daughters at a closer school and send sons further away. This is not a very self-conscious preference, but it is clearly noticeable, such that when a family keeps one of their sons nearby, it gets remarked upon.

Typically, an elite boarding school will be located embedded in a community that allows for the children to get out and have some experience of the outside world in a controlled environment. The illusion of the world these schools create is of a sort of fun and challenging but fundamentally safe environment. Of course, the cold reality is that these children are the most lucrative targets in the world for profit-motivated kidnappers and high impact targets for violence by politically- and ideologically-motivated trols. Therefore, these are very special communities enjoying a service standard the rest of the world could just dream of for all social classes and having an utterly daunting level of artfully-concealed security. They are usually located in places like islands and peninsulas that are easy to physically control, and often close to unusually unspoiled nature or at least in places with pleasant climates.

The accommodations are comfortable but not luxurious. The students wear uniforms in class and the accommodations encourage a fairly level, equal experience that obscures the fact that there can be exponentially different levels of wealth between elites who can afford to send their children to these schools. The teachers come from the professional classes but are given real power over their charges, and the elites in charge of the schools shelter the teachers from interference from overbearing parents. The children are subject to real, effective discipline.

The academic instruction is very serious. In addition to covering a very wide array of classical academic topics, eventually in significant depth, they also learn subjects specifically designed to prepare them for leadership. The sporting programs are extensive, mainly intramural but with intermural championships between the schools. The students are placed in a position of ambiguous authority with their social inferiors placed in a position of power over them and with opportunities to interact with the lower classes in the surrounding community, so they might gain some insight into the de facto delicacy of these necessary relationships in their adult life.

They are slowly introduced to the harsher realities of the world they live in, where brutality is often necessary and they must be the ones to exercise it. They are thoroughly indoctrinated in the ideology of Globalism and why it is necessary for human survival and therefore why cruelty in its defence is justified..

They are all required to take basic self-defence training both with and without weapons, and individuals with any aptitude are strongly encouraged to maintain a diligent study of martial arts over their entire tenure. Unarmed combat and combat with primitive weapons is of a particular style developed within the elite boarding school system and heavily rooted in kung fu and other Chinese martial arts, and is considered a piece of a classical education.

What the parents expect to get out of this is children who are effective future leaders who can face the difficulties of the world they live in head on. Children usually start a little before puberty, at around the age of ten. Prior to that, they would have most likely learnt from tutors in their home, or else have gone to an elite preparatory school for young children while living at home.

Impact on Common Language

The Akkatemi na Xafen Zisse (AXZ), or "Common Language Academy" is very closely involved in accrediting and monitoring the performance of teachers in the elite boarding school system and has been from the very beginning. The AXZ uses the boarding schools as key pillars to allow it to dictate and control what constitutes "good" Common.

Children arrive at a boarding school with an elite accent typical of their home State, with some non-standard features they might have picked up from servants that they would use when adults aren't listening. At the boarding school, they enter an environment with intense peer pressure where those little differences would expose them to ridicule from other students and public shaming from teachers.

The Common dialect spoken at the school will be very standard due to close policing by staff and an adult-sanctioned environment of peer pressure and bullying. The adults don't totally get their way - each school has subtle habits of speech, some that go unnoticed by staff and others which are disapproved by staff but which the children adopt and use in private out of a sense of rebellion. These habits give each school's speech a characteristic accent that is subtle but which members of the elite class can pick up on.

Leaving boarding school and going to university, and subsequently starting their careers, young elites are exposed to other upper-class speech varieties typical of a certain school or state, and people tend to adjust their speech accordingly, but that formative school accent tends to persist in some form and degree. These accents are collectively equivalent to what British people would call a "posh" accent when talking about English.

These accents form the prestige speech in NWO society, which is imitated by the professional classes who have the most contact with the elites and in turn by the lower classes. The AXZ cannot exercise total control over elite speech or even the speech of elite school children, and the language still drifts and develops regional variations. However, the ability to exercise social control over this key formative experience for the most powerful people in the world gives the AXZ a powerful lever to exercise their mandate of ensuring the global unity, stability and "correctness" of the Common language and to limit its strong tendency to split and mutate.

University Education

Practically all elite young adults go to university after finishing boarding school. Many do go home to live in their parents' estates (not encouraged and likely to invite parental nagging) or spend some time travelling the world (encouraged, up to a point), but, surprisingly, this constitutes a minority, and more go directly to university.

In the 20th and 21st centuries, universities in many countries were known as bastions of liberal ideology. The truth was always a little more complicated than this, but it was broadly true. People in the New World Order continue to have this perspective on their universities, because within the limited range of licit opinion within the New World Order, the intellectual nature of the university still produces a creative range of thought and some relatively liberal positions. However, the Order keeps a tight grip on universities and there is absolutely no toleration for deviation from Globalist ideology. Nobody is quoting Karl Marx, other than in the context of high-level courses geared towards studying trol ideologies in order to fight them. Much as with journalism, professors self-select to be able to operate in this system, and self-censor if they haven't wholly bought into it.

University serves a few functions for the elite class. One, it's one last chance to shuffle the deck as it were, form new connections, perhaps find that all-important first marriage, and create the overall sense of being part of a unified Global ruling class that the elites want to ideologically instil into their children. Two, the actual knowledge and skills that the elite youths' continuing education imparts lets the keep up with the professional classes and avoid having their dominance undermined. Your typical elite may not have the refined knowledge that comes from actually doing, but often they are not so easy to fool, either.

Children of the elite go to elite tier universities, usually located in important and prosperous global cities. Again they are taught by members of the professional class (and, for those going on to graduate work, which is optional, perhaps a 'gentleman/woman scholar' who is themselves an elite) working for upper-level university administrators who protect them and grant them real authority over students. At this level, they mix with top-level professional class students who were able to gain admittance to these schools. Elites whose families could buy their way into the university are not treated equally to professional class kids who had to work their way in and whose existence at the school is more precarious and contingent on performance, but nevertheless, the elites students are faced with some requirements to get into certain programs and actual accountability.

A variation on this theme is na Onpas Militas Akkatemi, or Global Military Academy, in Taipei, that trains military officers. This is the typical next step on the career path for those who intend to go into leadership in the New World Army, rather than a traditional university. The OMA grants traditional academic degrees as well as fast tracking students to become military officers.

Of course, there will be those who just don't have the disposition for classical academic success, yet who must get some kind of academic degree appropriate to their class. There are a number of programs that cater to this demographic, such as schools of business management and political science. There will be some serious students in these programs, but the design of these programs is generally such that non-serious students can put in a minimal effort and cruise into a position of power over other people in business or politics by their mid-twenties.

University rounds out an elite young person's education by exposing them to more of what the real world is actually like outside the artificially clean and safe bubbles of their parents' estates or the younger children's boarding schools, and giving them practical exposure to the professional class with whom they need to cultivate a working relationship in order to rule the world effectively. It finishes enculturating the young elite while giving them some additional years to work out the first steps and overall trajectory of their adult career.

Academic Ranks and Degrees

This is a subject for another article, but broadly, the New World Order inherited and adapted the ranks, degrees and traditions of Western-style universities from the old order.

They kept the three degrees we are accustomed to, a Bachelor's, Master's and PhD. However, the terminology was Commonised and in many instances changed completely and represents some pretty significant breaks with custom. The word 'degree' is calqued as 'na nyfe', 'rank, level'. What we would call a 'Bachelor's degree', the Order would call 'na weteras nyfe', 'the full level'.Then, somewhat senselessly, the Masters and PhD are called 'na ates nyfe' and 'na kawas nyfe', the first and second level, respectively. People who get 'na kawas nyfe' are entitled to use the honorific 'tok', from 'Doctor', after their names.

In terms of adding the specific discipline, this can be done phrasally, for example, 'na ates nyfe e na pexiru' for Master's of Science, usually abbreviated '1.s NP'. Although the NWO has pushed universities globally to harmonise their terminology and degrees, individual disciplines have more freedom and there is some variation in convensions from discipline to discipline.

Graduate Studies

Most elites stop school at the NWO equivalent of the baccalaureate level. They don't usually put letters after their names, considering this a professional-class affectation (in reality, investing their egos in their academic degrees would open themselves up to being outranked academically by some members of the professional class, so those who don't obtain high academic ranks themselves just don't play the game). This level of education as members of the elite is sufficient to catapult themselves ahead in authority of members of the professional class with much more education and experience in the organisations they will join after finishing school.

However, some members of the elite class develop a real passion for academics, reminiscent of the 'gentleman scholars' of 19th century Europe, and they do go on to obtain higher academic ranks after graduation. At this level, they encounter a higher proportion of elite fellow students, due to the expense of continuing on the school, and they are more likely to actually be taught by an elite scion who simply stayed to pursue a career in some academic study at the university.

A broad exception to this rule is law. As was the pre-collapse norm in many countries, in order to study law it is necessary to already have a degree, and law is a relatively popular post-graduate study for elite youth.

The Product

When I describe the New World Order, I tend to frame it from an outside perspective, in terms of how it actually works. In particular, how wealth and power are accumulated and perpetuated. At the same time, in a number of instances, I have warned against projecting that perspective onto the actual citizens of the Order, who often tell themselves quite different stories to make sense of their world and the way it works.

The young people who are the products of the system of elite education are a prime example of this. My perspective could be accused of cynicism, but for the most part, the products of elite education do not have a cynical worldview. They are carefully broken in to the idea that they must assert their dominance and this may sometimes necessitate and justify harsh actions, but they have been taught a worldview where it is very easy for them to feel that the world order that so happens to place them on top is fully justified, that any threat to that order is a threat to humanity as a whole, and above all, they have been taught to have an arrogant view of themselves and their class.

Young elites waltz out of this system with the full confidence to breeze ahead of people with more knowledge and experience, often many years their senior, to positions of authority within various types of organisations, where they are mentored by elites who have been there longer and are higher up the chain.

Their entire education, with its artificial challenges and discipline, has been calibrated to give them an exaggerated sense of their own accomplishment and a patronising attitude towards those who did not have the privilege of going through those experiences. The media that they and everyone else consumes further reinforces this mythos. Ridiculous situations, like where a twenty-five year old fresh out of university might be placed in charge of a department ahead of many more qualified people are normalised, even romanticised in the media. Many people in the broader public honestly accept the practice, or at least don't question it, and those who don't like it are careful about expressing their real feelings.

In the early parts of their careers, this mentoring as well as mentoring from their parents, plus their on-the-job experience, represents their continuing education. In a world without a lot of economic growth or extra wealth to squeeze out, the wealth and status of a young person is family wealth and status, and they need to begin the arduous task of building their own wealth and means, to gain some independence from their parents. Under ordinary circumstances, it might be years before they inherit and actually have to run an elite House. These early means can include their actual income from their work, which can actually matter early in their career, and a nest egg from their parents as a reward for marrying and producing heirs. It will increasingly include investment income, and, of course, availing themselves of opportunities for corruption, which they and others may or may not understand in that light.