Headmistress: ‘This is the main corridor to get to any classroom. Mine, is at the very beginning. It's right here. And just beyond that is the teachers' lounge area. The toilets are at the end of the corridor.’

Man: ‘This escalator…it only goes up. How do you get back down?’

Headmistress: ‘Firstly, it changes direction every half an hour. Secondly, in case of force majeure, of course it can be stopped, or the direction can be changed manually. Let's go. Let's go into each room in turn.’

The group animatedly followed her guide, snaking around and entering the student rooms. Some of the parents were amazed at how organised and elaborate everything was inside, others were not surprised at all, as they had moved like Lars from larger communities where the CECs were even more modern and advanced. Lars and Theodore weaved in the tail. The boy's eyes were burning with excitement. He was curious about everything and wanted to start playing in these unusual and fun classes with his peers as soon as possible. For kids who had never studied with teachers, the CEC at first seemed like one big and amazing sandbox with lots of toys and hobbies. Many wanted to poke, touch and visit everything.

In the first year, learning was conducted in a playful way, gradually revealing the strengths and interests of young students, preparing them for more complex subjects. From the second year onwards, special techniques were introduced to help children better absorb the necessary information and delve into core subjects such as language, children's maths, logic, music and so on. That is why, by the age of six, children entered school ready for full-fledged study in the training profile chosen by their parents.

The group walked to one of the outermost doors at the end of the corridor. It was painted a dark purple colour. It was painted dark purple and had volumetric stickers in the form of flasks of various shapes with liquids inside. The headmistress stopped near the entrance and said proudly: ‘And this is one of my favourite classes. The chemistry room.’

Inside the room, the walls were painted the same purple colour, with orange stripes in the middle. There were also small multi-coloured blotches on them, reminiscent of ink stains carelessly left by a poorly-behaved student who couldn't write. The floor was covered with a special waterproof coating that could easily be used to clean up spills. In addition, it was very soft, so the students sitting on it were very comfortable. The kids sat on the floor, and in front of them were long wooden tables on which various liquids were spread out. Those were carefully trying to mix them together, watching with interest as the colour of the solutions changed. The children began to look round at the visitors who had just entered.

Headmistress: ‘Well, let's not distract them from their lessons. Let's move on!’

One of the mothers turned to the centre director, looking worriedly at the students: ‘Isn't this dangerous? Can't the children drink these liquids and get poisoned? What if they get some of it in their eyes?’

Headmistress: ‘Don't worry about anything. All liquids have a special composition that is edible, hypoallergenic and has an unpleasant taste. Therefore, children should only try it once to then stop doing so. Simply put, all liquids are ordinary water, even though they have different colours and mixing them leads to different reactions. The safety of the children is our centre's highest mission.’

The first floor was no different from the first, except for the high glass partitions that enclose the edges of the surface from the chasm in the middle of the floor, from which one escalator takes people up and down to the ground floor and another does the same to the second.