Scott Melani
Unwanted child
So Theodore had to personally try the delicacies of the children's kitchen and find out for himself what he liked and what he didn't like.
Ted was taken by the hand by one of the canteen workers and sat down at the end table, where there were three more tables besides his seat. In front of him was a white cardboard small rectangular container wrapped in foil to keep the food warm. To the right of the food container, was a plastic small spoon. Some already knew how to handle some other cutlery, such as a fork and knife. But in the early days, the educators did not want to load the children with unnecessary information and create conflict in the minds of those who were not yet familiar with such utensils. They assumed that the learning of sharp objects, even plastic ones, should be gradual, not immediate.
The children gradually took their places at the tables. Theodore, too, became more crowded. A girl was seated opposite him and two boys to his right. He had not yet remembered their exact names. A canteen worker approached each of the children in turn and helped them open the boxes of food. Even stronger, the smell of food wafted in. Barely perceptible clouds of vapour drifting from the dishes rushed towards the ceiling, mixing together in the air to form the aroma of the canteen. Inside the box, Theodore found baked fish with sour cream sauce on top and boiled rice mixed with eggs.
The children sitting at the same table with him began to look at each other's food, trying to assess the contents of the neighbouring boxes. Ted, on the other hand, sat curled up over his container, showing little interest in the other's food. Finally, armed with their spoons, they began dynamically munching away at the food that smelled so appetising, leaving no chance to refuse it.
The boy sitting next door was the fastest to finish his treat and impatiently started looking around for something interesting to occupy himself. When he noticed his neighbour eating leisurely, he decided to help him by shoving his spoon into his food container. Theodore was a little taken aback by this insolence, and in response to the boy's actions, he snatched the spoon from his hand and threw it far away from him. It flew a few metres, then landed with a distinctive sound on the floor and disappeared under one of the chairs of another group of children, who were a year older than Theodore's classmates. The little boy straightened up, stretched his neck and turned his head in the direction of the flying cutlery, trying to spot it. Then he waved his arms and wailed with all his might: ‘Ah-ah-ah-ah! Sp-o-o-o-o-n! My sp-o-o-o-o-o-n!’
The dining room had been noisy enough up to that point. But when the boy shouted his short phrase to the whole floor and began to scandalise, shouting unintelligible sounds, the group of children seemed to revolt. His little tantrum became like a call to action for the rest of the kids. Some started throwing food scraps at each other, others started shouting loudly, others started running around the tables and hiding under them. However, for the tutor and the canteen workers, who were used to working in similar conditions, these antics of the new pupils were not something out of bounds and unexpected. They began to pacify the overexcited group, putting them back in their seats, playfully suggesting that they finish their meal and wait for the others. Finally, when the children had settled down and most of the food had been eaten, Mrs Donova led everyone in an orderly fashion to the common room to prepare the children for sleep and restore their previously spent energy.
The children lined up in front of the escalator in rows of two. Some of them held each other's hands. The carer pressed a button on the side of the escalator to change its direction. Unlike similar mobile structures in shopping centres, this one had the slowest speed for safety reasons.
When they reached the first floor, the group made their way to the door, which had a sticker of a crescent moon with a sleeping baby on it. Theodore was one of the last to enter, along with the girl who had sat at the same dinner table with him earlier. Of course, none of the children were planning on falling asleep. They all wanted to play and have fun. And when they saw their cots, they decided that this room was just part of another entertaining game, like the one the boy who had thrown a tantrum in the dining room not long ago had started playing. His name was Eric, and he seemed to have forgotten all about the unpleasant incident. The boy chose a cot for himself, confidently climbed on it and began to jump as if on a trampoline. This boy was a peculiar leader of the group. Not afraid of anything, brave and self-confident. Once again, he came up with an idea for fun that the other children were eager to support when they saw it in practice.
In an instant, the silence that had hitherto reigned in the recreation room, supplemented by the peaceful music of nature, was filled with children's delighted shouts and the clatter of beds hitting the floor under the impact of jumping. Like the lifeguards that they partly were, Mrs Donova's assistants flew into the room. They were mostly young female students on teaching practice. They began to help the teacher to quiet the crowd of children, who were overflowing with activity and demanding fun and amusement.
Much to the children's dismay, their cots had already been determined in advance and their names were signed on each one. Therefore, they were deprived of the possibility to choose on this issue. All the babies were redistributed to their cots. More often than not, the beds were much larger than the size of an average three-year-old, as they were assigned to older children up to the age of six, who were already taller and larger than the younger preschoolers. The sounds of nature intensified, attracting the attention of the babies, the main light in the room went out, and the ceiling was transformed into a dark blue sky with stars sparkling on it, which from time to time went out and then appeared in a new place. The cots vibrated, tuning the children's hearts to the rhythm of their upcoming sleep. Some were still on their feet, leaning against the wooden barriers of the cot, others lay down, feeling tired.
Theodore sat on his knees with his legs tucked under him, looking up at the stars twinkling in the artificial sky. The music slowly began to fade until it was barely audible. The children's eyes began to close and they gradually began to fall into a deep sleep, full of colourful and unique visions filled with adventures. Mrs Donova quietly and subtly took a seat on a small stool near the entrance, guarding the dreams of her children. She pressed a small switch on the inside of the door and the sticker of a crescent moon with a baby hanging from it began to shimmer. The baby's mouth began to move and the letter ‘Z’ began to appear from time to time, slowly moving upwards. The crescent moon itself turned a bright yellow colour and tiny craters were clearly visible on it. This meant that this room was occupied at that particular moment. Please do not enter or disturb the others.
The Theodore group's afternoon nap lasted only 45 minutes. Another 15 minutes were allowed to lull the babies to sleep. After the allotted nap time, the ceiling began to change into a clear and blue morning sky. Yellow silhouettes of birds began to pass by now and then, chirping loudly and calling the sleeping babies to wake up. The sounds of the singing birds gradually grew stronger until there were no more slumbering children in the common room. Ted woke up almost as soon as the extraneous sounds came. In addition, with the help of the floodlights emitting artificial sunlight, the room grew brighter and brighter by the second until there was not a single dark corner left at all.
The children began to yawn, rising lazily to their feet. After a few seconds, the playpens of the cots began to slowly open, pushing aside like a folding accordion. The way was open. Not fully understanding why they had been awakened, the half-asleep kids headed towards the teacher who was waiting for them near the exit. Having organised the group into one slender line of two, the woman opened the door and led her pupils to the sports classes.
The gym was located on the ground floor. It had an elongated rectangular shape with a marked area in the middle. The sports ground was outlined with a white line. At the ends stood children's small football goals, and in the centre was a giant red circle for martial arts. That is, the hall was simultaneously designed to teach all the available sports that existed in the world. The floor of the hall was covered with soft rubber to prevent injuries during sports. Along the walls were large gymnastic balls, jump ropes, cones and other ancillary equipment.
Mrs Donova's group entered the gym. The assistants, who were already waiting for them inside, began to undress the kids so that they would not get their shoes dirty on the clean pavement. The boys, who saw the mountain of footballs, immediately rushed to them. Most of the girls stood around wondering what all the boys were so excited about, and what could possibly be so interesting about this room. No wonder! It was often rare for girls to become athletes. The adult women's football league was small, consisting of only ten teams. And the fairer half of the sex went into battle even less often, for obvious reasons.
Of course, the children's physical education classes at the Children's Centre were of a general nature only, without any specialisation, and consisted mainly in maintaining a healthy lifestyle among children. If it was necessary to correct posture with specific exercises, an orthopaedist from the local rural hospital was invited. The children were taught sports by a children's coach, while the tutor kept order in the gym and, if necessary, helped to organise the children.
While most of the kids scattered around the room to study the sports equipment, Theodore began to look at the gym in detail. The door through which they had entered was at his back. He stood on the white marked line separating the playground from the rest of the space. The far side of the room had large rectangular windows upstairs through which sunlight streamed in, supplemented by interior light fixtures. In front of the boy were small white plastic football goals that were about 30 centimetres taller than he was. A white net was attached to the back of them. Opposite them, at the far end of the pitch stood exactly the same goal. Ted crouched down on the floor and with interest began pulling at the strings that made up the gate set. Woven together, they formed a diamond-shaped pattern that stretched from bottom to top, flowing from one quadrangular shape to another.
There was a click of the door opening. A children's coach entered the hall, smiling and winking at the budding athletes. The man was about forty years old, of medium height, with a short haircut, muscular and trim. Apparently a former athlete. Gathering the kids around him, the man introduced himself. His name was Mr Petrie. To be honest, he didn't really like it when the kids addressed him so formally, but there was nothing to be done. Rules are rules.
During the first lessons it was hard to organise the kids so that they obediently followed all the commands of their new coach exactly as intended. Therefore, just like the others, the first physical education lessons were only of an introductory nature, rather than any benefit for the young organism. Having spread out gymnastic mats on the ground, teachers tried to show the group basic warm-up exercises, which the latter were reluctant to perform. The kids were constantly distracted by extraneous objects and classmates, laughing and wiggling without stopping.
In the middle of the session, Mr Petrie removed all the extra balls from the playground and, leaving only one, started to encourage the children to play football with him, passing to each of them in turn. Some reacted to this gesture in a sporting way – kicking the ball away from themselves in the opposite direction, others fell to their knees, trying to take the round toy for themselves and run away from the man, and others did not pay any attention to this unknown game for them. Ted belonged to the third group of children. When the turn came to him, and a miniature football slightly hit his foot, he looked at it perplexedly and turned around and went the other way, as if avoiding repeated contact with it.
The coach was not upset by the fact that not everyone in this hall was interested in sports games. Firstly, he realised that they were still very young children. Secondly, not everyone is destined to become a professional athlete in the future. Most of all, Mr Petrie was surprised by a situation that happened to Theodore a year and a half later, when he was already a second-year student at the CEC. It was this situation that predetermined Ted's further enrolment in a sports school.
Manifestation of the potential
It was the 18th of February, 746. Theodore's birthday. Of all the classmates studying at the CEC with him, he was the third oldest. Therefore, studying in his second year, he was already five years old. While many of the other kids were only four. On the one hand, he looked a bit bigger and older than the others, because he had finally started eating a lot of food, several times a day, and had gained a decent amount of weight. On the other hand, Ted was somewhat behind in intellectual development from the overwhelming majority of children due to the fact that in home conditions he was mostly left to himself, both before and after the CEC. Therefore, there was no consolidation of the knowledge the boy had learnt. That is why he was considered to be an average child with no predispositions to any knowledge.
Of course, Theodore had already learnt to read children's literature, specially selected by the tutors to suit his age, although his reading speed was almost the slowest in the course. He was also writing a little, although his handwriting was hard to recognise. Even though the CEC taught him to write in block letters, some of them, such as ‘G’, ‘W’ or ‘Z’, he could not reproduce on a piece of paper. In drawing classes he made some progress, but only in relation to his previous works. Such as ‘Family’, ‘Future Work’ and ‘Nature’. Now his drawings did not consist only in painting a rectangular sheet of paper in one colour. The boy learnt to draw little people, clouds, sun, moon, car and other simple associative images made up of simple lines and dots. It was difficult to call it masterpieces of children's painting, but in the attitude of the pupil himself obvious progress was present.
Theodore did not do well with dancing and singing. It even got to the point that the boy absolutely refused to participate in everything that was connected with these lessons and the teachers had to transfer him to another group for a while during the singing and dancing lessons. The obvious advantage was that Ted had an additional opportunity to socialise with other children while learning with other groups. Thus, he became more liberated and outgoing. Sometimes even too much so. In terms of communication, there was a feeling that he had no equal. The boy changed in front of my eyes, compared to how he came to the walls of this educational centre stiff and silent. And by the way, communication skills were one of the additional characteristics for admission to the school. That certainly added one point to Theodore's score.
As for other classroom activities, the preschooler did not have any high successes there. He was not uninterested in many of them, but he was not particularly fond of them either. Something he did something, for example, modelling from plasticine, and something – just to do. For example, in the lessons of constructor, the boy did not try to build some construction. But some of them turned out really unusual for their age structures. Ted most often chaotically picked up parts and connected them by putting them on top of each other. In the end, the result was a mess.
But what the second-year student was definitely addicted to was sports activities. He was one of the first to find a common language with the coach in the shortest possible time and understood exactly what he required from him. Despite the fact that fiddling with a football at the end of the lesson had a competitive effect, which added enthusiasm to the young pupil, Ted had no love for this sport. He behaved peculiarly on the court, and most often played not according to the rules, despite the large number of warnings and remarks from the coach and Mrs Donova. During the game, the boy always tried to be the first on the ball, forcefully pushing away his opponents and teammates. Yes, it still didn't look like a full-fledged football game, but the coach tried his best to instil the basic rules of football in the preschoolers. He explained to them how to act on the court is possible, and how categorically forbidden.
The situation was different for the boy when it came to playing in the red circle, which was in the centre of the sports hall. In order to instil in the pupils such useful qualities as perseverance, fighting to the very end, and endurance, there was a children's game that allowed to show and develop these strong-willed character traits. It consisted of the following:
The group was divided into three subgroups, each with an equal number of people, plus/minus one additional participant if the children could not be equally divided. Each member of the subgroup stood on the outline of the red circle in any free place and stayed there until the coach's signal, which was accompanied by a whistle or a loud clap of hands. After receiving this signal, the competition began. It consisted in keeping only one of its participants in the centre of the red circle. The permitted techniques were thrusts and arm grabs, with the help of which one could push his opponents out of the designated area. The circle was quite large and occupied almost 1/3 of the site, if we take into account its total internal area. Therefore, there was enough space for all the contestants. After the player's body completely left the red circle, the child was considered a loser and dropped out of the game. When trying to return and continue the competition, the coach or tutor would calm the child and explain to him that the game was over for him, so he had to wait until it was over so as not to disturb the other players.
Today, on Theodore's birthday, it happened to be the second day of physical education. It would be followed by a couple more classes, and then in the dining room Ted would have a little surprise prepared by Mrs Donova in honour of his birthday. In the meantime, the boy was focused on the upcoming competition, which had already become a routine for him. Theodore was most looking forward to this particular game, in which he outclassed everyone in strength and perseverance.
Ted's subgroup of three boys and two girls took their place around the red circle. Each of the children prepared in their own way for the start of the contest. Some simply stood erect, others bent forward a little and redistributed most of their weight onto their supporting leg. One of the girls looked around unhappily, clearly not understanding the meaning of the game and not really wanting to participate. Despite her very ordinary origin, she looked and behaved like a real princess. Therefore, she was extremely capricious and disobedient. She never did what she did not want to do at the moment, which many times upset her tutor, who tried hard to instil in her the desire and interest in various kinds of activities.
As soon as the coach's whistle sounded, simultaneously acting as an incorruptible and fair referee, the four boys (including Ted) rushed from their seats into the centre of the circle, simultaneously pushing and trying to pull each other by the arms beyond the permitted playing space. Only one girl remained standing in one place, crossing her arms over her chest and looking away contemptuously. Her teacher jumped up to her, offering her to join the common game, telling and explaining on her fingers how much fun she would have. The princess, however, would not listen. She turned her back to Mrs Donova and headed in the opposite direction, snorting her nose and rolling her eyes.
Meanwhile, the confrontation on the court continued and tension was building. No one wanted to lose, but they were stretched to the limit. Ted stood exactly in the centre of the circle, holding the hand of the two boys on either side of him. Each of them was trying to pull the boy towards him, so that he would leave the place of the unqualified winner. From afar it looked as if they were about to tear him in two. But they were not strong enough to do that, and Theodore himself was much stronger than they were. Ted knelt down, continuing to hold back his opponents and forcing them to do the same to him. At the moment, he felt a pull both to one side and the other from himself. Suddenly, something happened that neither of them expected. Ted seized the hand of the boy in front of him and began to pull him towards him. The result was an irresistible force that he could not resist. All three moved from their seats. The boy who was behind Ted was outside the circle and instantly became a loser. Theodore himself fell on his back, lying half inside and half outside the circle. And the boy who had been standing in front of him, thanks to the power of the joint pull, left the playing field, doing a couple of somersaults, like a brave acrobat. Thus there remained two contenders for victory. Theodore and another girl, whom he had completely forgotten about, concentrating on the stern male rivalry.
Satisfied but tired, the boy began to rise, looking at the spectators, coach and tutor sitting opposite him. Many of them started waving their hands and actively showing something. The little wrestler caught himself thinking that he had won, and that he would soon be facing the finals, including himself and the two other winners of the other subgroups. Suddenly Theodore felt a nudge directed at his back, which was enough to throw the boy off balance once again and cross this contestant's name off the list of future finalists. With an extremely surprised expression on his face, which was made even more comical by his wide-open mouth, which had taken the shape of an oval, and the scream he emitted from surprise, the kid flopped down on the soft rubber surface that cushioned his fall.
The coach loudly announced the winner of the current contest. Theodore fell over on his back and looked at the girl who had pushed him out with flapping eyes. She was jumping with joy on the spot and smiling, waving her little hand at him in a friendly manner.
– Lucy, let's go! You won! Wow, look at that…’ her friend said, walking over to the finalist and taking her hand. The two of them disappeared behind the backs of the children sitting on the floor. Ted continued to sit on the floor looking around. Mr Petrie came over to him and helped him up, saying: ‘It's all right Theodore. Losing happens. You can't win all the time. It's normal. Don't worry!’
For the rest of practice, Ted sat and watched the finals along with the rest of the eliminated boys. There were two boys in the finals and Lucy, who had somehow miraculously made it in because all the contestants had forgotten about her at the time of the fight. However, now that there was no crush in the circle and everyone could see each other well and clearly, there was no one to hide behind. The two boys quickly enough pushed the weak Lucy outside the circle and continued their confrontation. The coach helped her up and patted her on the head, praising her for her persistence and courage. The girl returned to the others, not feeling sad about the victory that had eluded her. Inwardly, she was proud of herself for just being in the finals for the first time in a while, and that was enough for her.
There was not much time left before the end of the class, but it had been calculated in advance by the trainer and the CEC teacher. Mrs Donova's assistants flew into the hall with quick seven-mile steps and began to prepare the washbasins for boys and girls. They were tall square folding screens with small entrances on one side and were placed at different ends of the gym. Each of the assistants sat down on a stool inside, taking with them antibacterial disposable baby wipes to wipe each child thoroughly after sports activities. They also had with them several sets of clean white clothes in the form of T-shirts and shorts to change the kids. There were exactly as many sets of clothes as there were children in each group. Improvised changing rooms, aka washrooms, for girls and boys were ready. The coach and the tutor lined up the children in two rows, according to their gender. Washing and changing clothes took some time, so in order not to let anyone run away during the waiting period, the adults kept the children busy talking and playing with them.
Finally, clean and tidy, the children were ready for the next class, which followed physical education. In a tight group of two, they went to another room prepared for a new lesson.
The last class before lunch was devoted to the study of plants. For each of the pupils there was an interactive book on the floor, each page of which had basic textual information about a particular plant, as well as a 3D model of it, attracting the children's attention with its beauty. The room was equipped with a spotlight projecting an informative cartoon about the plants mentioned in the book. Of course, the vast majority of the information provided was about those flower crops that existed in the area, but the textbooks also contained a fair amount of material about the most common plants that exist around the world. This was by no means the first or the last children's botany class. After all, nature was so diverse that it was difficult even for an adult to memorise everything at once. However, this did not mean that the class repeated the same material from time to time and watched the same cartoon film. The city authorities of large cities prepared a special development programme on this discipline in such a way that it was easy to be perceived by children's immature brains. At the same time, it was not boring and uninteresting. While watching the informative video material, the children admired flowers and trees, having fun and watching how animations that came to life on the wall talked to them and told them about themselves, explaining how they should be cared for and how they should not be treated. Children's zoology classes were held in a similar way. However, the course about animals and insects was not as long as the one about plants, because the former existed much more than the latter.
The afternoon lesson was over, and all the pupils of Mrs Donova's group lined up in rows of two. Theodore wanted to stand at the end of the row, as was his habit, but this time the teacher took him by the arm and placed him at the head of the group. The teacher's assistant closed the row, making sure that none of the children deviated from the planned course. The class began to slowly ascend the escalator upwards, which leisurely endeavoured to take Mrs Donova's group to the top floor of the building. Since Theodore was at the very beginning of the row, he happened to be one of the first to see the welcoming group of cafeteria workers holding yellow balloons. These helium-filled balloons had written in large white letters on one side, ‘Happy Birthday, Theodore!’ and on the other, ‘5 years old.’ Two lunchroom workers, dressed in white aprons, with sanitary disposable white caps on their heads, stood on either side of the escalator exit, holding the balloons with their fingers, eager to float up into the air and close to the ceiling under the influence of helium. Anticipating the boy's surprise in advance, bringing him to a standstill, the staff pressed the escalator button and temporarily stopped its movement to allow Ted to enjoy the moment his holiday began. The escalator steps instantly froze, and with them the entire children's group.
– Happy birthday, Theodore! Look what we've prepared for you today! Come on! – said one of the canteen staff, at the same time handing Ted a balloon and pulling him a little to the side, thus making way for the other children. Another staff member jabbed a button with his palm, setting the escalator in motion again. The kids slowly began to rise and spread out across the room. Theodore, clutching the ribbon with the balloon dangling at the far end, began to pull it down, running his hands over it and getting closer and closer to his goal. He wanted to take a closer look at the white text written on the balloon.
– Happy Birthday! I forgot you had one today…’ came the loud voice of a girl on the left, who stood next to the birthday boy and held out her hand to him. It was so unexpected that he flinched and the balloon slipped out of his hands, flying upwards towards the ceiling. Theodore's eyes bulged, trying to catch hold of the ribbon that was just as quickly slipping away from him. In one precise and sharp movement, the girl caught on the fly, seemingly already irretrievably missed Ted ribbon along with the balloon and holding out to him the saved thing moralisingly said: ‘Here. Don't lose it again!’
Theodore looked gratefully in the direction of the girl who was still reaching for his hand, wanting to congratulate the boy in person. It was Lucy. The same Lucy who had so unceremoniously taken advantage of the situation and pushed him out of the circle during the sports game. Now it wasn't a competitor standing in front of him, but just an ordinary, friendly girl wishing him a happy birthday. The birthday boy smiled and extended his hand to her in return, shaking it vigorously. His handshake was so strong and intense that Lucy began to release her palm from Theodore's steel grip.
