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see the movie Fantasia
will be dissociated clean slates. They will need to have some imagery given to
them so that they have something to build mentally upon. In Cisco’s section of the book, in the Truth
article it is discussed how themind looks at sensory inputs and tries to make sense of a pattern by
comparing it to previous patterns that it has identified. Learning is a step-by-step
building
process,
and so is programming.
31. min. Mickey as the apprentice sorcerer (in a sense the victim who the programmer
is training)
manipulates
the broomstick person. "THE CHILD (Mickey) CAN DO WHAT THE GREAT
MAGICIAN DID. YOU CAN TELL YOUR MIND WHAT TO DO. YOU GET POWER BY
LEARNING
TO BE CREATIVE."
Mickey (and the victim) become mirror images of the Wizard
over them.
32 min. Then the sorcerer sits on his throne, and while on the throne acts like the conductor. Here is a
subtle mental tie-in that Mickey is playing the role of programmer
(conductor) and is sitting on an
Illuminati throne (like so many of the Illuminati Grand Master programmers
have actually done.)
Michael Aquino is just one of several mind-control
programmers who have gone by the name of
Mickey. Because Mickey Mouse is substituted for being the programmer at different points in
programming,
this scene will tie in well with other standard programming
sessions.
32.5 min. Mickey in the film clearly is shown leaving his physical body and astrally projecting
himself. This is such a vivid portrayal of occult astral projection, that it is mind-boggling
that many
Christians consider Walt Disney movies to be christian. (See Vol. 2, p. 319, for a discussion of the
scientific methods to understand and induce astral projection.)
This again is laying the mental
foundation for the child to leave its body mentally and either hover over its body in dissociation
or to
travel somewhere via astral projection. Mickey Mouse then begins conducting lights. These lights
represent the alters that the victim will make for the conductor. The lights (aka stars) are the
conductor’s
orchestra. Lightning (such as flashes that come from electroshock) and stormy weather
are being controlled by Mickey. Notice that the things Mickey is controlling are fear-based. After the
child has viewed the film many times and memorized it, when the electro-shock
is applied during this
time of the film, the child will control it like Mickey by ‘magically’ creating splits.
33.5 min. Mickey begins conducting waves. Then, for those who understand the veiled scenes, Mickey
begins going through the different magic spheres conquering the different spirits. This is Enochian
Magic. 34 min. Mickey wakes up back in his body, and he is in trouble with rising water i.e. a water
trauma. Mickey is thrown into the water. The child victim will identify this with the drowning tortures
that are given to instill
"no talk-no tell" messages. After Mickey (or in child himself) has
done something, and returns to his body, then the "‘no-talk"’ message will kick in. Victims of mind-
control often get the feeling of drowning when they trigger a no-talk message.
34.5 min. More water continues to flow.
35 min. All of a sudden without any continuity of action, Mickey gets an ax and kills the broom by
splitting it. The broom dies and then multiplies when it comes back to life. This is such a clear picture
of what the programmers
want the child’s mind to do. They will traumatize the child essentially
unto
death, and then they want the tortured alter to multiply
itself into many more duplicate alters. Armies
of brooms are formed from the broom. This scene here is a clear red flag that the Illuminati asked
Walt Disney to produce this film. This scene with the trauma death of the broom, with it splitting in
half, and then coming back to life in a multiplied form, is evidence that this film was meant to be used
for training children in multiplicity.
The assistant programmer will say "IT’S O.K. TO SPLINTER."
"YOU ARE TIRED, YOU CAN ESCAPE THAT BY RESTING AND LET A PART OF
YOURSELF COME OUT." At this point, it is necessary to explain what is going to be done when
they begin to splinter the child’s mind. After the splitting trauma, the programmer
needs to be able to
see what the child has created, so he wants the child to look at what’s been made. "‘CAN YOU
LOOK AT WHAT YOU’VE CREATED?" However, the part of the child that looks back at the
