In Academy City, a collection of countless educational institutions, the School Garden was one of its most dazzling landmarks.
This was not simply because it was an enclosed space surrounded by enormous fences, shrouded in mystery, with even its satellite maps withheld from the public.
More importantly, it was also a major enterprise jointly funded by five elite girls' schools.
Its favorable starting conditions, naturally aligned industrial chains, and alliance of prestigious schools meant that this enclosed campus commanded the finest pool of students as a matter of course, despite admitting only girls.
Even in ordinary schools, the decisions of top students whose performance affected advancement rates could influence school policies and decisions. In Academy City, this phenomenon was even more pronounced.
Ever since this city of science was founded, its core curriculum-the Esper Ability Development Program-had held an unshakable position.
From Level 1 low-level ability users, Level 2 unusual ability users, Level 3 strong ability users, Level 4 great ability users, and Level 5 Espers, to Level 6 absolute ability users, who currently existed only in theory.
It was by working backward from these ability users, who were like black boxes, and narrowing the gap between theory and reality that Academy City had achieved an explosion of technological development far ahead of its time.
The better its students, the brighter the prospects for its research subjects and pace of development. Under the virtuous cycle brought about by elite education, the School Garden's admission standards had become a firm requirement: an overall ability rating of Level 3.
Although this seemed to fall in the middle ranks, ability users at this level could already noticeably interfere with reality. No research institution would consider them worthless, which showed just how exacting its requirements were.
After it mercilessly rejected the children of a