The Edge of Tomorrow Read Online Free PDF Page A

now. I live with boys and girls who are without evil or sickness, who are like pagans or gods—however you would look at it.
    But the story of the children and of their day-to-day life is one that will be told properly and in its own time and place. All the indications I have put down here add up only to great gifts and abilities. Mark and I never had any doubts about these results; we knew that if we controlled an environment that was predicated on the future, the children would learn more than any children do on the outside. In their seventh year of life they were dealing easily and naturally with scientific problems normally taught on the college level, or higher, outside. This was to be expected, and we would have been very disappointed if something of this sort had not developed. But it was the unexpected that we hoped for and watched for—the flowering of the mind of man that is blocked in every single human being on the outside.
    And it came. Originally, it began with a Chinese child in the fifth year of our work. The second was an American child, then a Burmese. Most strangely, it was not thought of as anything very unusual, nor did we realize what was happening until the seventh year, when there were already five of them.
    Mark and I were taking a walk that day—I remember it so well, a lovely, cool and clear California day—when we came on a group of children in a meadow. There were about a dozen children there. Five of them sat in a little circle, with a sixth in the center of the circle. Their heads were almost touching. They were full of little giggles, ripples of mirth and satisfaction. The rest of the children sat in a group about ten feet away—watching intently.
    As we came to the scene, the children in the second group put their fingers to their lips, indicating that we should be quiet. So we stood and watched without speaking. After we were there about ten minutes, the little girl in the center of the circle of five, leaped to her feet, crying ecstatically.
    â€œI heard you! I heard you! I heard you!”
    There was a kind of achievement and delight in her voice that we had not heard before, not even from our children. Then all of the children there rushed together to kiss her and embrace her, and they did a sort of dance of play and delight around her. All this we watched with no indication of surprise or even very great curiosity. For even though this was the first time anything like this—beyond our guesses or comprehension—had ever happened, we had worked out our own reaction to it.
    When the children rushed to us for our congratulations, we nodded and smiled and agreed that it was all very wonderful. “Now, it’s my turn, mother,” a Senegalese boy told me. “I can almost do it already. Now there are six to help me, and it will be easier.”
    â€œAren’t you proud of us?” another cried.
    We agreed that we were very proud, and we skirted the rest of the questions. Then, at our staff meeting that evening, Mark described what had happened.
    â€œI noticed that last week,” Mary Hengel, our semantics teacher nodded. “I watched them, but they didn’t see me.”
    â€œHow many were there?” Professor Goldbaum asked intently.
    â€œThree. A fourth in the center—their heads together. I thought it was one of their games and I walked away.”
    â€œThey make no secret of it,” someone observed.
    â€œYes,” I said, “they took it for granted that we knew what they were doing.”
    â€œNo one spoke,” Mark said. “I can vouch for that.”
    â€œYet they were listening,” I said. “They giggled and laughed as if some great joke was taking place—or the way children laugh about a game that delights them.”
    It was Dr. Goldbaum who put his finger on it. He said, very gravely, “Do you know, Jean—you always said that we might open that great area of the mind that is closed