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From the beginning, the children learn lessons that are typical for elementary school students, such as growing a garden and tending to class pets. They are budding scientists, experimenting and exploring their world. But, perhaps more importantly, they learn unplanned lessons about death. At first, they are not bothered by death. After the snakes die, Edgar says they weren’t very upset. However, they take the death of Kim, the Korean orphan, “pretty hard” and begin to feel that there might be something wrong with the school. They begin to understand that death is inescapable.
At the story’s climax, the children show age-appropriate curiosity when asking where the dead plants, animals, and people go. As their questions become more complicated and absurd, they evolve from naive children to wary philosophers. Surprisingly, they next ask Edgar to make love to his teaching assistant. The request is driven not by prurient curiosity but by innocent inquisitiveness. Their interest is fueled in part by a childlike desire to witness the act, having heard a lot about it. At the same time, their desire for affirmation of life’s value stems from a decidedly unchildlike anxiety about death.
Ultimately, the children’s fears are wiped away by the arrival of the new gerbil. Readers cannot be sure why they cheer. Perhaps they believe that Edgar and Helen’s love has mysteriously resulted in the introduction of new life. As such, the new gerbil might represent hope and new beginnings. Or perhaps the children are simply still young enough that they appreciate life despite persistent exposure to death.
