A school building is defined to be using hyperschooling if it teaches pretty much the same material as in regular schooling and imposes on students there that before each test, they must learn the material so well that they would probably get perfect on the test. It is the highest level of the 4 schooling methods. It currently does not yet exist but could be useful.

Possible method of use

One possible useful way of hyperschooling is as follows:

  • Hyperschooling follows a strict curriculum that it's not up to any teacher to decide what to test and not to test. Teachers don't teach abstract thinking or waste the long slow school learning on pieces of information that are highly unlikely to be useful later in the career the student is going want later. For each student in each grade, the teacher will not teach anything new until they make sure that everyone in the class has mastered the ability to answer any question they're supposed to be able to answer based on everything they were supposed to have already learned. Every student in the class not only must remember everything they learned but also must know how to make use of it before the teacher proceeds with teaching any new information. That means, a student getting hyperschooled in Grade 11 Chemistry not only must remember the formulae in List of mole concept formulae but also must know how to derive d = P/MRT from them before the teacher proceeds in teaching the class new stuff. Hyperschooling will also in an early grade teach distance in the way described in Distance and rotation.

To make hyperschooling not as hard, teachers will omit a huge excessive amount of unimportant details that regular schooling does. It also teaches a small enough amount of stuff to space out the learning making kids have lots of free time and not struggle with endless studying to keep up. Only a small amount of material might be useful later and which parts are useful depends on the job the student ends up with so let them learn it in the training for that job instead. It does teach important stuff like mental multiplication and formulae for courses and does not allow calculators or formula sheets in tests. Although hyperschooling teachers are required to teach everything in the curriculum, they're not required not to teach a bit of extra material, since that material could be a background explanation of other material to be tested and teaching that extra material doesn't cause it to be tested. In hyperschooling, a huge portion of the school day for a student comes from them getting help from their teacher and not just hearing a lecture from their teacher. The teacher has a right to not let them leave the school during certain hours until they show that they learned what they need to learn.


Tests are randomly generated by a computer at the time of the test to make sure that the teacher learns from past experience to teach in such a way on each test, each of their students would be able to get perfect on more than half their tests instead of teaching a how to do a specific type of question which might not mean they know how to do all types of questions like it. The teacher has no say in what their tests are like. The marking of the tests is automated to give a strict set of rules about what answer requires what number of marks for each question. No formula sheets or text books are permitted in tests. If a student too frequently doesn't get perfect on a test or once gets a mark very far off from perfect, they will get kicked out of that school and lose their right to be hyperschooled. Although that's worse for them than continuing hyperschooling, taking away that right is better for society as a whole because that way somebody starting hyperschooling in grade one might badly want to give their own future self the pressure to do all that learning whether they will change their mind later and be too tired to do it or not because they believe they will be glad even later that they were forced to do all that learning when they're finished high school and find their knowledge very useful.


The school board creates their own textbook instead of buying already existing textbooks as is done in regular schooling to make it easier for the students to learn everything they're required to learn. They will do what ever they can to make the textbooks explain the material as well as possible In addition to that, when a student enters a grade struggling to understand what the teacher is teaching, the teacher is required to detect which part they're struggling with and put higher priority into catching that student up than on their learning than starting to teach the rest of the class right away


The biggest reason of all people struggle so hard in school is because it's very hard for them not to forget stuff they already learned. Since hyperschooling would be so much harder than regular schooling without this training, hyperschooling can provide a method of training memory and even require it to be done. They require a much better memory training than Japanese schools do when they make students memorize poems but it does a considerably higher improvement of the general ability to remember for the same amount of effort than the other method, though the other method is a faster way to memorize one specific poem. The way it works is a teacher, especially in grade 1 will sometimes teach a student a piece of information they need to learn then say, 'What did I say?' then will refuse to teach them anything else or repeat what they said until the student finally guesses correctly what the teacher said because forgotten memories aren't totally lost from the brain and sometimes after making a huge effort, someone can reremember something they initially forgot, but after the teacher judges that it's hopeless for the student to remember what they said, they will repeat it again. As more time goes by of the student being in school, the teacher will gradually require the student to remember more distant things in the past they taught and ask a question whose answer was directly given away by one of the sentences the teacher told the student up to that amount of time ago, and again, the student will suffer with boredom until which ever comes first of the end of the school day when the teacher says the answer or remembering the answer to that question themself. Later on, the student will tested on the ability to memorize a randomly generated 44 digit unvigesimal number displayed on a computer in such a way that you see the 1st digit first then you can choose when to move onto the next digit by pressing Enter, but there is no moving back to a digit you were on earlier and the only time pressure is the length of a school day and you may not proceed in hyperschooling until you can do that. By not allowing students to use their own choice of memorization method, this makes sure you don't forget any digit in the first place rather than constantly forgetting and relearning some until it's fully memorized unlike students memorizing poems in Japanese schools, making it easier to learn other school stuff later with less studying. It's not yet known how almost everybody can be trained to have the ability to memorize a brand new random 44 digit unvigesimal number with no going back to relearn forgotten digits. Later, they will be tested on their ability to understand a fast multiplication algorithm that runs in time O(n ln n ln ln n ln ln ln n ...) provided that such a fast algorithm exists and then later they will be tested on the ability to apply that algorithm completely mentally on 2 44 digit unvigesimal numbers with the characters displayed one at a time as the digits of the first number then a dot then the digits of the second number, where the student may not go back to relearn a forgotten digit they already moved on from or write down anything before they compute the result by typing it only seeing the digit they most recently typed without the ability to backspace any digits or insert them into the middle of what they already typed. Even later, they will be tested on their understanding of a fast algorithm for computing exact functions arising in chemistry such as density of water as a function of temperature, and then they will be told to memorize the values of some of those quantities to 44 unvigesimal decimal places such as dimensionless physical constants and numbers the teacher is pretending is a randomly generated sample size rounded either up or down, and then they will be asked to mentally compute a new quantity in terms of 2 of the quantities they already learned only to 43 decimal places to ensure it's the exact value correctly rounded either up or down. They will later be asked to apply more of those exact formulae to some of those quantities they have already previously learned or figured out giving an answer to one less decimal place than which ever of the 2 quantities they computed it in terms of was expressed to fewer decimal places and sometimes even to 2 quantities one of which they've already learned or figured out before and the other of which they just brand newly learned. Unlike regular schooling, hyperschooling will not allow a student to forget a quantity the teacher has already taught them before and will refuse to reteach the student that quantity. Instead, if the student forgot it, they will be asked to keep on typing unvigesimal digits until they get the correct sequence of the first 3 when they'll get notifies that they got it correct. If they type the next digit correctly, the screen will indicate that they did so and otherwise, they will have to keep on typing digits until they get the correct sequence of the next 3 digits, and will keep going until they remember all of the digits. Each time they do that, they train themself on extracting super weak memories from their brain and on noticing patterns in which past experience a manifestation of a memory corresponds to. They may not proceed in hyperschooling until they recall the previously forgotten number they once either figured out or applied a formula to mentally before that happens to be the one of two numbers they're asked to apply a formula to again. The forcing of recalling previously forgotten memories will help the student not struggle with studying future material by forgetting a lot of what they're going to learn from the book.

See also

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