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.