This is what I looked like on September 19, 2008 during a vacation. Duluth is in the background.

What is your history like?

Last updated: Dec 16, 2005

1 Elementary school

My elementary school was a time of extreme hardships due to various factors. It is a school well-remembered and it's featured frequently in my dreams and sometimes even my mind game. It is a little short of 2 miles north-northwest from Minot's city center (about 335 to 340° bearing).

Keep in mind that, much of this info has only been due to running my mind game in which things in my mind game jog my memory. I try to be as accurate as I can. Uncertainties will be noted.

1.1 General

1.1.1 Transportation General

For much of what I know, I rode in this dark-reddish-colored van functioning as a school bus. The van has a rather simple-looking shape. There were a small bunch of students in it, about 7 max seating capacity and a bus driver. One of the bus drivers I had has once appeared in my dreams. Memorable events on the bus Blue water - "drop it"

One of my most memorable events is where the bus driver, especially since fourth grade, said "drop it" every time I gave a hint of mentioning the topic that "blue water" was dangerous. I brought this topic up a lot. One of the students, from Erik Ramstad, said that the color of the water in that school, knowing that there is a pool in there, was pink. At this time, I believed that, if you touched "blue water", it'd take your life away, as it is in some video games. I did this for several years. The bus drivers' son, Justin, often got upset over the topic of "blue water". Football? No way!

Justin, supposedly in middle school, said that I had to play football. I didn't like the way football looked because of all the running into each other and crashing into others. Why 3:15?

After picking up students from elementary schools, it was then picking up students from middle and high school. I hated having to wait until 3:15 as school for me got out at 3:00. I didn't understand this or even the reason why other than "older kids get out of school later". When I got in 7th grade, I found out that the 3:15 thing was true after all. Learning linear algebra?

At the time I was in second grade, one of my favorite bus drivers was teaching me linear algebra and, according to my parents, learned it in 20 minutes. I don't recall anything about this, besides a somewhat vague scene, and thus this information is entirely from my parents.

1.1.2 How the classes worked

In elementary school, I was in a single classroom almost all day with recess and lunch. There were also other classes - gym (one of my favorites) and music. There was library time as well. I think that there was one other room, but don't recall what it was. Low-volume rooms included the speech area (in which I went to), and reading (to help those read better).

School went from 8:45 AM to 3:00 PM almost every day (with odd half-days mixed in which were more like 2/3 of a day) from Monday through Friday. At around 10:00 AM, the first recess phase was done. If you're unfamiliar with that, recess is where you go outside in the playground to play around. You were out for 30 minutes, I believe. At around noon, it was lunch time. A whole class went every 5 minutes. That is, starting around 11:30, class A went. At 11:35, class B went (all students). At 11:40, class C went and so on. Sometimes two classes arrived at once (not fully certain). When you got done eating, you went outside to play. The bell rang to indicate when to go in. The adults around the area, with megaphones (to amplify their voice), indicated which classes had to go back. Around 1:30 or 2:00 PM (not sure which), there was another time for recess.

1.1.3 "Special" classes

At a certain time, you either went to the gym, music, or library. The gym was just that, you exercised and played sports games. The teacher's name is unknown (starts with a "B"? (20% certainty on that, the most certain)). Music was mainly learning how to read and play music (not neccessarily write music though). You also made some performances in the music class. See the "music" category for further details on this. The music teacher's name started with an "H" as far as I know.

The library had two areas: one to check out books and another for the computer area where you ran various computer programs, almost all of which were educational but were often games. From within my mind game in camera mode (removing all other floors and ceilings), the layout is rather simple. From the entrance, going into the library was up in my view. Across the entrance, you'll find the checkout where you could check out some books to read at home. I had two particular favorites and a favorite subject as being with the planets of our Solar System (I still have this interest today, only more on the grander scale). To the right from this straight-down view are where the books are. The books lined the walls on wooden shelves. Students read the books at the tables in the center of the area. There was also a back area only staff could go into containing projector items. Straight ahead was the computer area. You were instructed to run various programs. Well-recalled programs are "Number munchers" (where I got to level 40 shocking the students from that - I could literally make that game in Gamestudio now!), a game where I had to find the rabbit from a 6x4 batch of carrots (unknown name; to play the game, you had to answer math questions correctly. I didn't like the way they had it. You went from right to left when, sometimes, I could do the math in my head faster than the students could work it out otherwise (and today, I'm three times faster due to monster shortcuts)), a roll-along tic-tac-toe game. There was one where you had to figure out change, another one to learn time and make your own clock that did various things when the time was set correctly. Another for connecting dots, and several others. Many of which I can actually make in Gamestudio myself almost exactly as they were (only, instead of a 4 or 16-color display, I could use 32-bit color at a much higher resolution).

One of my two favorite books was of one featuring Willy (60% certain) and two others with one that didn't know how to swim. This book had "Rotten egg" in the title and featured a guy that didn't know how to swim and was once saved by the life guard. He later learned how to swim and swam in the deep pool. I still recall this book very well, no mind game required.

The second of my favorites was just a bunch of color images featuring numbers and their related value in coins (cents) as well as the letters. The book title, being 85% certain, was "A to Z and 99 cents". The exact format is the uncertainty, but the general idea is very certain, 98%.

1.1.4 Lunches

I never really liked the lunches at all. Their "3 things minimum" was a cause for me to just end up wasting food. You could, however, choose what to have from what was on the menu but that was it but you had to have three things. Food was one of my most disliked things and I often ate but 8 cubic centimeters' worth of food and nothing more (used ruler as a guide to verify this). I often chose to just not eat much at all and thus everything else got wasted due to that bad rule.

1.2 First and second grade

*Alexander* - side assistant for grade 2 ?

The first and second grades have extreme uncertainty as to the details. They are the most forgotten. However, about the only thing that I can recall during these times is that my bus driver was "Carry" or something like that. Spelling is strongly uncertain. Some of my major problems may have began during the second grade at the earliest.

I had someone around me, Alexander (?), who was an assistant to me during the second grade. In my mind game, my memory was jogged when I was playing around at the playground and there was an adult pushing someone on the swings. From roughly 70 feet high, I saw this quite well in my mind game. From the best of what I can recall from this, this guy often helped me get started on the swing. I didn't know how to "pump" at the time to gain momentum as I didn't understand physics and why and how that tactic even worked (newton's laws of motion - equal and opposite reaction). At this time, some time during the second grade, I had a case where, if the sun was out, I couldn't get far as the ground was "lava", due to my severe addiction to video games (particularly Metroid).

1.3 Third grade

By the third grade, the trouble begins. First, picture this. The school has roughly 480 students or so (± 100; 480 is a mathematical estimate - 20 classrooms with 24 students each which seems about right). Near the end of my elementary years, I had probably 30 bullies. The third grade was the start to all this. That means, 1 in 16 of the students was a bully. In third grade, this came out to be roughly 1 in 30 students being a bully.

The only other thing I can recall is that I, 80% certain of it, no longer had Alexander, but someone else (unsure who). Further details are unavailable, however.

1.4 Fourth grade

Fourth grade, having a teacher I liked well (Feist, I believe (I think I may have had her in one of my dreams)), was better for this reason. In modern times, the compatibility for this teacher would certainly be above 800 (a friend; 6 1/4 times better than someone neutrally liked (at 500)), possibly even close to 900 (25 times stronger).

The fourth grade classroom wasn't behind a door or anything. There were walls surrounding it. In camera mode in my mind game, looking straight down as I faced the direction of the teacher, I can see that there is a stage to the right with about 5 long-length steps (4:1 slope ratio - bad lighting makes it tough to tell). There is another classroom to the left of that and separated by a temporary wall. The wall appears to be a greenish color, and can fold. In my 7 o'clock position (behind me and a little to the left), there was the reading area where those who had trouble reading could go for assistance - this area was temporary. There was something behind the temporary wall where the teachers desk was which seems to be small pamphlets. The carpet's color is uncertain. The color has a brightness of around 112 to 176 (the center is about where true red is (red having 138)).

I have quite a few well-remembered events in the 4th grade without the need of my mind game. One of which is having to study the states and capitals and memorize all 100 items. I did extremely well on the states getting them almost always correct. I had a tough time with the capitals though. In the end, I did quite well with that. Another was where I was learning how to type using the two-hands method. That is, instead of pushing keys with one finger at a time and having to search for them, 9 fingers were used having terms like "home row keys" and the such. Ever since this time, my typing speed, over a decade later, hasn't really increased much, despite lots of typing.

1.5 Fifth grade

1.5.1 General fifth grade

With fourth grade being okay, fifth grade was the worst year of all my school years. The teacher, whose name starts with a "B" (not fully certain - "Brown" comes to mind from calling one of my past teachers), had a fair compatibility (about 350 (roughly twice as bad as neutral, not all that significant and very far from the worst)), but it was the combination of a high number of bullies, extremely difficult comprehension questions. This was about the time in which the number of bullies I had peaked around 30 (one in 16 students were bullies).

1.5.2 Very difficult novels

Most other classes were simple. When it came to reading, instead of a story book and packets, there were novels and bigger packets (but with a lot fewer questions). The questions were rather hard to do and I had particular difficulties with "how" and "why" questions, questions that began with these words. My comprehensions skills were well below average. In today's terms, I'd need roughly 6 to 9 times the experience for a fair run at it of a decent challenge. It was nothing but novels all year. One of which was a book called "James and the Giant Peach" - recalled after seeing the movie. Another one I can recall featured Germans and gold (title and author unknown).

1.5.3 Other

I could do all other subjects within 3 hours (of the 6 1/4-hour day). Just doing 3 or 4 questions in the packet took two or three hours to do, even more ending up with late assignments and getting behind. I guessed at the answer. I sometimes reread a paragraph like 4 or 5 times, but couldn't find it. I merely had to copy the entire paragraph word for word just to go on. If the assignment was just vocabulary, an easy part (just take out the dictionary and copy it - big deal), I often had free time available.

The teachers were trustworthy of me at the time as they would quite literally, let me look in the answer key to correct my math assignments (mainly math only, and I was truthful marking wrong answers if they were wrong).

Like the 4th grade, the 5th grade was up a ramp in an open area. In fact, the fifth grade class I went to was just to the right of the 4th grade class upon walking up the ramp and across the theatre area. Details on this classroom are more uncertain, however.

1.6 Sixth grade

The sixth grade was much better than the fifth grade. I was afraid of the teachers of the sixth grade classes. They were big, tall men, both of them. Their names both started with an "S", but have an extremely low certainty as to the rest of it. The sixth grade classrooms weren't like the 4th and 5th grade ones, however. It was behind a closed door in a distinct room. The desks, however, were rather weird. These desks opened up by pulling the front of them up like the lid covering the scanner of a copying machine. You stored all of your papers and text books inside here.

Details about the sixth grade, however, are otherwise quite vague.

1.7 The special classroom

I wasn't like most of the other students. I often wasn't in the regular classroom, but rather a special one meant for students with difficulties.

1.7.1 The classroom layout

To get the layout, out comes my mind game again. After having a tough time figuring out the orientation to use, I'll have the entrance on the top left of my straight-down view. On the bottom right was where the time out room was which was nothing more than a bunch of walls and a carpetted floor. Details on this follow in section 1.7.4. The right side above the timeout area had a macaroni-shaped table and further up is the teacher's desk. The bottom had a computer area (with a green-screen monitor only showing one color). The central area had desks. The carpet was a mix of reddish brown and brown with a color brightness of about 80 on average (about that of dark red, 880000). By the window, there was a ledge standing about 3 feet above the ground, of which I worked at often (rather than a desk). On the left wall, there are things taped to it for the level system they had. The level system is covered in section 1.7.3.

1.7.2 The "teachers"

In the special classroom, I had several teachers. One was named "Mrs. Lund" (100% certain), and another was "Mrs. Solberg" (95% certain). These two have been featured in my dreams a few times. There was a third one, but I don't recall much about him/her. This was the time in which I had "Mrs. Hall" (in sixth grade) and "Bill" (whom I call "Bill Nye"; also in the sixth grade (fifth?)).

I can recall calling "Mrs. Lund" as "Mrs. Land" when I was misbehaving. I don't have much else in the way of details about them, however.

1.7.3 The points system How it worked

This was one of my favorite things and I loved the way it was set up, truly genius. You scored points depending on how well you behaved. If you behaved well, you could score up to ten points, one for each of ten behavior-type columns such as following directions, being respectful, doing your work, etc.. I don't recall all ten fields, but the "following directions" one was one of them for sure. You had a maximum of 120 points meaning that there were twelve scoring sessions. When you were at a regular classroom, you scored either 20 or 0 points with nothing in between. This could allow for up to a maximum of 240 points per day. At the end of the day, you were given a percentage based on how many points you accumulated. The formula was simple: PS÷TP. PS is the number of points you scored. TP was the total number of points you could score at the maximum. You could have 200, 130, 230, just about any multiple of ten from and including 120 to 240. Shortened days (as from going home early) would be the only case of odd balls. The levels

There are 4 levels in all. Here's a chart to simplify all this in an organized manner:

FeatureLevel 1Level 2Level 3Level 4
Day requirement75%80%85%90%
PrivilegesMinimal and quite restrictedLow with a few limitsMedium with no limitsHigh with no limits
Days to "level up"3615No limit Advancing along

On the wall in the classroom, roughly 5 feet above the floor, there was the indicators for your level and position. It was in the form of a race where you had race cars (on laminated paper taped to the wall) and roads with numbers on them. The numbers indicated the day. The level indicators were the odd balls. If you made the minimum requirement, you could advance a day. If you were on level 3 day 15, the last day of level 3 and got a 94% day, you'd go to level 4 day 1. If you failed to get the minimum requirement, you'd go backwards one day going to level 3 day 14. The second bad day took you to level 3 day 13. However, a third bad day took you to the beginning of level 3, or level 3 day 1. Another took you back to level 2 day 1 and so on. You can't go any further back then level 1 day 1. Even if you were on level 4, day 253, the next good day would take you to level 4, day 254 then 255, 256 and so on. Very few such students got past level 4 day 100. Bonus and penalty points

Ever heard of a 120% day? With bonus points (for doing extra good), this is possible, but not that high. If, however, someone goes into the time out room then insults you repeatedly and you ignore it well, that student being insulted would get a monster 50 bonus points. I've had this a few times and it once countered a 50-point penalty thus making my day. You get penalties for things like physical harm, swearing (using those bad word), and other such things. The penalties were usually 50 points taken away and they could pile up. A negative day is actually possible though the penalties. Points are like money

At the end of the day, the points you gained for the day are added to your grand total. This is the points, not the percentage. You could trade in your points to get things as a bonus or you could save them up for bigger prizes. One of my favorites happened to be a soda, a single 12-ounce can. It costed, I think, 1500 (or 1000) points. I recall the "once a week" or "once every two weeks" method of getting a soda. There were prizes clear up to 3000 points and as little as, I think 50. I don't have the full details on what you could get. I think that you could trade them in at any time at the end of the day (whether it's Friday, Tuesday, or Thursday, it don't make a difference).

1.7.4 Time out

The time out room is rather small. It's roughly 6 feet from side to side and 8 feet from the window side (the front) to the rear making it about 48 square feet. Inside, all you had were carpets lining both the floor and walls. The walls had a red carpet. General description

You only go to time out if you have bad behavior and don't change. When ready to come out, you have to wait 5 minutes to come out having good behavior. There was a little ticking timer (a 60-minute wind-up one making about 3 ticks per second) placed outside the time out room. If your bad behavior continued, you remain in time out until you are ready to come out and prove it. While in time out, you score zero points for each scoring session and as long as you are in time out, you continue scoring zeros. If a student refused to go, they were escorted, being physically carried into the time out room. If you were violent or very wild and out of control, sometimes the teachers would pile up on top of you to hold you down. Me and the T.O. room Can be used for a game room

I sometimes used the time out room to play hit-a-bump, one of my favorite games that involves throwing things short distances (such as flash cards, tiles, etc.). I did this sometimes on my free time. I could only do it if no one was in there. I had to quit when someone else was supposed to go in there (and being small, clean up was rather quick as you couldn't lose pieces, making it an even better place for games). The more practical use

The time out room is mainly meant for bad behavior. I've had several cases where I was sent there, even all day long over sometimes stupid things. In the fifth grade, when trying to answer those questions, I ended up in here quite often from frustration and tons of guessing. Sometimes, I could be in there for 2 hours (losing 40 points) having a tough time. One of the stupidest things I went to time out for was because I refused to eat pudding because the schools didn't have the "correct spoon" as used at home.

1.7.5 Puzzles

In the special class room, there was almost always a puzzle available, a big one. Generally around 750 or 1000 pieces (trying 18,000, the world's biggest jigsaw puzzle would be something), these puzzles were available to anyone, even those on level 1. I was one of the best at doing puzzles and when more than one were at it, a competition was going on. When a piece is inserted, the one who inserted it taps where it went and grabs the others' attention. Sometimes, as many as five could be going at it at once! Very frequently, there was a missing piece that some student hides. The puzzles were glued together with puzzle glue and then, at the end of the year, the puzzles were given away to the students.

1.7.6 End-of-year party

At the very end of the year, a big party goes on in the school. The students are given a pizza from Pizza Hut (98% certain of the place) and they watch a movie together and could do whatever they wanted all day long. Sometimes, I took out the flash cards and began playing hit-a-bump in the time out room. At the end of the year, all decorations are taken down and stored for next year. You cash in all of your points or as many as possible.

1.8 Teaching in a real classroom

Since math was one of my strong points, stronger than most other students in the building, I was even permitted to teach a math lesson or two. There wasn't much to it. The teacher gave what I needed to do and the teacher assisted me along the way. This started when I was in the 4th grade (doing 6th grade math at the time (!)). I was teaching first graders. Some well-recalled events were things like being able to read a clock accurate to 30 minutes. I was just to pick a time within this criteria and the students would read it. Eventually, it went to accuracy within 15-minutes where I gave more randomized times. I liked this and wanted to do it again. It was just one class, however. The name "Iverson" comes to mind.

I had a second case of this as well for the same subject: math. It was general arithmatic such as adding 3+8 to get 11.

1.9 Other specialties

You probably know from reading my website that math is one of my top specialties, especially general arithmatic. Elementary school features general arithmatic. Unlike most students, I was working two full grade levels higher than the actual grade I was in. That is, if I was in third grade, I'd be doing fifth grade-level math quite well. Today, I can do almost any fifth-grade level math question in my head with remarkable accuracy! There was a thing called the "mad minute". You were given one minute to answer a bunch of very simple math questions such as 3+8, 14-9, etc.. In third grade, you had 30 of these to do. I was done in a very short period of time. Normally, multiplication isn't given, but I was one of the very few who was doing multiplication in third grade in the mad minute activity.

1.10 Daily life (on school days)

The daily life during my elementary years was rather simple. I wake up at 6:00 AM or so and I take a long time to wake up and my parents woke me up. I then ate breakfast, about the only thing I was going to be eating for another 10 hours (rarely 24), due to school lunches being disliked.

The bus (a dark red van) then arrives at the driveway honking to let me know that they are available. I get dressed and head to the bus. The bus drives around dropping children off at various schools. I then went into the school building and started up the day.

I then get my assignments for the day hoping I don't end up with comprehension questions. I occasionally went to the regular classroom (where most other students would go), but most of my time was in the special classroom. I then had recess at 10:00 AM.

I returned to do more school work. If I didn't have comprehension questions, I could sometimes finish before lunch, which was around noon, roughly 3 1/4 hours into the day. If all my assignments were finished in full, I then had the rest of the day off. If I ended up with comprehension questions, I slew down a lot, sometimes even get left behind.

Music class is something that I often went to as well as gym and, I think, the library. Let's say that music class was around 10:30 AM, just after the first recess. I go there first by exitting the special class room, following along the long, narrow hallway to the main entrance area and head downstairs. The music room was on the right. After that, I head back to the special classroom for about 60 minutes for lunch time.

When noon comes, I go to the lunch area. I head back downstairs again and about another 20 feet ahead of me is where the lunch is at. I had to be lucky that the class for lunch coming after five minutes was late or the line would go by faster, or, due to a fear, I head to the back of the line again. Sometimes, a staff member had to get me the lunch when the students kept coming and I would otherwise spend my entire time at the lunch never even touching the trays or anything. After one failure at it, I finally manage to get food, but their menu wasn't worthy so I got very little. Due to the 3-things rule, I had to end up choosing something to waste. I eat roughly 12 cubic centimeters' in food rather slowly, then head outside for recess.

Outside, I get on the swing set and try to get up high. The only way I could get up high that I knew of was to have someone push me, but, due to friction with the chains and atmospheric resistance, I gradually lost speed. Later, I helped the two that watched over the playground for anything suspicious such as playing in the water lying around (I considered it "blue water" so I couldn't touch it or I'd "die"). The bell rings a few times. In this case, two were not for me, but the third was so I had to go back. The students were then counted by the staff to make sure everyone was there. Then, they'd head back in. I head to the special classroom to resume.

After 30 minutes, I head to the gym to play a game of kickball, one of my top favorites. This game is very much like baseball, but instead of hitting the ball with a bat, you kick a ball that is rolled along the ground. That's the only other difference. Some exercises at first though such as jumping jacks, butterfly, crunchies, and some others I don't recall well.

After gym, I head back to the special classroom to continue the rest of the day in there. I finish all my school work at 2:30 PM. I then had the rest of the day off, but, since someone was headed to time out, I couldn't play hit-a-bump.

*****Puzzles: 9 mazes with increasing difficulty - done 8, but got lost in the 9th. Fun activities*****

2 Middle school

Erik Ramstad, one of my top favorite schools, was where I went to middle school at. It is located almost 2/3 of a mile northwest of the city center of Minot.

2.1 General

2.1.1 Transportation

Unlike with elementary school, I no longer had that van to take me around. Instead, my parents had to take me to school as the bus service no longer went out to where I lived.

2.1.2 How the classes worked

The classes in middle school were a lot different from the classes in elementary school. In elementary school, you stayed in one single classroom constantly occasionally going outside it, but it was the primary place you were in. In middle school, you had to move from class to class having a lot of different teachers. Gym was remarkably different as well - you had to dress up, something I never had to do in elementary school. I didn't like this concept. Unlike elementary school, there is no recess. Just a bunch of 50-minute long classes organized by hours, skipping the first hour for some odd reason. That is, since school starts at 8:45 AM and ends at 3:15 PM (unlike 3:00 PM in elementary), 8:45 was considered the "second hour". 9:40 was the "third hour" and so on. After the fourth hour was done with, around 11:30 or so, it was lunch time. After lunch, again without recess, classes continued until the end of the seventh hour. An odd exception to this are those pesky shortened days. They're called "half days" to most, but, mathematically, it's more like 2/3 of a day (leave at 1:00 PM instead of 3:15; 4 1/4 hours versus 6 1/2, very close to 2/3, though very slightly under)).

2.1.3 Lunches

Just like with elementary school, lunches were definitely not my thing, sometimes even refusing to eat when there was nothing of interest at all. The lunch room was near the gym, within even 15 feet from the doors of the gym is the entrance to the cafeteria. Inside are a bunch of tables on a tiled floor with the food area roughly 60 feet (± 10 feet) from the cafeteria entrance. You had to wait in the lunchroom until allowed to leave. While waiting, you could do homework, speak with friends, doodle, do almost anything.

2.1.4 Building description Floor layout

The Erik Ramstad is quite a bit like North Hill in terms of the layout of the building. There are some profound differences, however. First, there was a main hallway. This hallway stretched the entire length of the building. The main entrance is "attached" to this hallway. The main entrance had a mirror extending from floor to ceiling which prevented me from being able to cross to it. Rather, I took a different entrance/exit. With the entrance on the bottom side, as I'm viewing it in my mind game, the gym was to the top a mere 15 feet. To the right, about 80 feet, is the entrance/exit I used. About 200 feet to the left is where the classes were. There was another hallway further toward the top that I don't know much about, but is supposedly where you'll find 6th graders and another entrance. About 3 feet to the right past the wall is where the cafeteria is located. This area is about 60 by 60 feet or so with the cooks positioned on the far right side. There was also a weight-lifting room, but I don't recall much about it, especially it's location. There's an office located near the main entrance, but don't recall where it was accurately. From in my mind game, it appears to be immediately to the left from the entrance. Lining all the hallways are 700-some lockers. The gym The main area

The gym seemingly looked more like a basketball court. The ceiling is about 20 or so feet high from what I can tell. From the entrance, straight ahead about 100 feet or so is where you'd find the wooden stage. The stage is very much the same as the one in my elementary school in shape and general design. To the right from the main entrance, which is of two doors, you'll find the dressing rooms. I don't recall much about the main area other than the fact that, when a school dance was going on, this is where it took place with the speakers being placed furthest from the main entrance. I recall moving lights around in this area. The music was way too loud for me, so I couldn't explore well. The descriptions are based on calculations from memories. The music was positioned on the stage and there were two of these big 2 by 3.5 foot speakers positioned on the stage. The lights seemed to be coming from the left side about 2/3 of the way to the stage from the entrance (about 70 feet). The dressing rooms

The locker rooms were split into men and women (of course). From what I've seen, and from what I'm getting in my mind game, the dressing rooms, often called the locker rooms as they contained lockers, had, well, lockers. The lockers were stacked two high. The lockers were about 3 feet high and about 11 inches wide and light yellowish color. Due to a mirror being in the way to some of the lockers, I had to often take long detours around the mirror. The locker rooms had a second area. There was a shower room and just beyond the shower room is where you'll find the pool. There were probably 400 lockers in here. Due to the mirrors, I cannot get a decent guess at it. The ceiling was much lower though, more around 9 feet high. The pool

I don't understand the reasoning behind it, but there was a pool just beyond the dressing rooms and the shower room. The pool, from in my mind game, seems to be about 12 feet wide and roughly 25 feet long. The depth ranged from 3 feet to 12 feet. I never went into the deep end as I never knew how to swim. The water was kind of a turquoise-like color, about 2/5 of the way to blue from green or about 209070 to be as precise as I can get. The pool had buoys and floatation devices on the side. From the shallow end, it'd be about 16 feet straight ahead and about 8 feet to the right (if standing in the center of the pool at the edge). The ceiling for pool area was about 16 feet high from the floor. School dances were held in the main area of the gym. The weight-lifting room

The weight-lifting room is blocked almost entirely by mirrors and thus I couldn't get into the bulk of the room. I could walk into the area, but couldn't get any further than 4 feet from the wall within the room due to the mirrors. Memorable events

I have two well-recalled memorable events. One was an archery game. I've posted this game on my website (see the games category and "race to the center" for details) almost exactly as it was played in school almost down to the finest details. The second is with weight-lifting. I used only the smallest weights. I stuck mainly with 5 and 8 pounds while some of the students were getting clear to 20 pounds! I followed what the teacher said (except when he asks me to go into the room (blocked due to mirrors) being just outside the main room just outside the doorway, but where the teacher can see me well. I don't recall much else though. The classrooms

To the left of the main entrance are where the classrooms are. The classrooms were named after something like "the seventh grade hall" or "the eighth grade hall", named so as all classrooms along this area refer to that grade level. The indicators were painted on the wall. There are about 12 or so classrooms along each hallway. There was a history classroom, language/literature classroom, math classroom, science classroom, a classroom for the most common subjects (except music and of course gym). The classrooms were all very much alike, except the science class for 7th grade. The science class had black table tops, a sink, and things were otherwise way different than any other classroom I've seen. The special room

Just as with elementary school, I had a special room. The "teacher" for this room was Mrs. Reynolds and there was one other one, a male. Unlike my elementary school, there was no time out room and there wasn't the points system. I was still given scoring based on how I did, but the points couldn't be traded for anything as it was before. The special classroom was located just outside the main entrance I used, about 30 feet outside near the track.

2.2 Seventh grade

2.2.1 The classes General

From what I can recall, I took algebra as my math class. The teacher was Mrs. Braun (sp.?). I had geography (Mrs. Lovedol (sp.?) was the teacher), life science (teacher name unknown, but male), I don't know the name of the teacher for my literature class (starts with G (40% certainty) and female), typing (aka keyboarding; unknown teacher name (male)), gym (teacher name is Jordon (70% certainty - starts with a J at least though with 6 letters), and female), and US history (unknown teacher name - female) as well. Life science

I disliked the life science class. The part I liked most about it was the fact that you used microscopes. They were high-quality 450x compound microscopes. The part I disliked most was the dissection. a giant-sized earthworm, a giant grass hopper, a frog, and a flower were the three. These things were just huge, way bigger than I've ever seen. A typical grass hopper I've seen is only an inch long. This thing was a monster 3 inches long. Earthworms don't get much more than 3 1/2 inches from the ones I've seen, but 8 inches? The largest frogs I've seen physically are about an inch long (3 on TV), but this frong was more around 3 inches. I never got to do the flower one due to some doctor appointment or something so I have no details on that. Given the trends for the other two, it'd likely have been a giant-sized object. US history

The teacher for the US history class was not that nice - she gave a lot of homework and did weird things in notebooks. You pasted some things into a notebook and wrote details about it. The details on this are vague though. From the late 1500's to the early 1600's being studied, this is where the homework was a little crazy. My "evil" teacher actually helped cut down on the amount of homework. Math (algebra)

Math class wasn't all that special. I loved the format and style of the book (from Scott Foresman (name and spelling are 98% certain (!))). The math book had three parts. The first part was the most disliked: covering the reading. You had to answer questions based on the reading. It was often covered in class, but some parts were left out on some occasions. The second area was the main area, applying what you've learned. The third area was exploration where you went off and did other things, but this was almost never assigned and usually contained one or two questions. One of which was what an undecagon was (an 11-sided polygon - "un" meaning 1 and "deca" meaning 10). Geography

Geography was one of my favorite subjects. The common thing with my geography was working with maps. I was given blank outlines and I had to copy maps from the text book, label places, mountain ranges, rivers, and other common geographic places. You often had to color things. Elevation maps, my favorite, were the hardest things to do, especially since I liked high precision. Some tasks would often be something like "color Venezuela blue", or "label Brasilia". Language/Literature

From my 5th grade year, this was one of my most disliked classes. The language part of it (grammer, making sentences, etc.) was the best part. The literature part, knowing my 5th grade year, was the most disliked. One key thing I recall with great detail is that, when the teacher said "ed", the first part of the word "edit", the students would say "it" to finish off the word. You then got a sentence projected on the display with numerous grammer errors in it. In about 25 words, there could easily be at least 8 grammer errors, even as many as 12! Sometimes you got an address label rather than a pair of sentences, also having nearly a dozen grammer errors. When this was going on, students would raise their hands when they find something and when the teacher called that student, they'd indicate what the error is and the teacher would mark the corrections on the transparent film.

As for literature, I do recall doing poetry and writing poems. I recall going outside once on a nice day with cumulous clouds flowing above for writing heiku (sp.?) poems. This is a poem with 5 syllables on the top, 7 in the middle, and 5 on the bottom. Another recalled event with poetry is that I had to memorize a poem. I chose a funny one (having bologna going into the floppy disk drive for example is one part I still recall 8 years later) and you had to memorize at least 25 lines. Up to 30 lines were allowed, with the extras counting as extra credit. Another part was a lecture. You were given two minutes to tell as much as you can about a book you read. I don't recall how well I did though. Another recalled event is something of a radio nature. You used tapes and background sound effects for recording this sort of thing, but details are vague. Typing General

Typing class was mainly where you learned how to type with the key board the "pro" way. That is, you learn how to type by looking at the monitor and pushing keys with your fingers without looking at the keyboard. The left hand is on the A, S, D, and F keys (pinky on the A, thumb unused), and the right hand was on the J, K, L, and semicolon keys with the thumb used for the space bar. You mainly just learned typing letters and basic punctuation, but none of the number keys. I learned the number keys myself by studying the design of the keyboard. You were often timed to get your words per minute (wpm) reading. One "word" is 5 characters. I often hovered around 40 wpm. I had the tendency to use the backspace key to undo mistakes. While typing, I counted each time I used the backspace key and took note of that. 38-3 was a typical case for me within one minute. That is, 38 words per minute with 3 errors (thus three times of using the backspace key). Often, we'd type short documents together. I liked the style of the book for learning a new key. It went something like this: "aaa aqa qaq aqa aaa". The school used Macintosh computers. At this time, I hardly knew anything about Windows-based computers. Odd things I've done

I sometimes "cheated". When using a word processor document to type, I often copied a small part of the text at the beginning and began typing after where I left off. With copy/paste, you could, quite literally, type nearly a trillion words per minute with a typical 3.5 GHz processor. I just copied maybe the first 40 characters. I counted one error, however, for doing this. A rather dumb/stupid thing I did was bending the casing for a floppy disk so that the disk was completely unable to eject. To eject a disk, you sent the disk icon to the trash. When that happened, I was punished for it. Yeah, it's high grade stupidity. A third thing I recall doing is pressing command+N to create a new folder on the desktop then using command+D to duplicate it. I made so many duplicates, close to 2000 even, that it would literally take 20 minutes to delete and copy everything.

2.2.2 Daily life Wake up and Ramroc

At the start of the day, 6:00 AM or so, I got up, ate breakfast, normally cereal, got dressed and left for school. My parents (my mom mainly) always took me. When I arrived at school, there was what was called "Ramroc". It was some sort of pre-day fun activity. I was involved with chess. I only got to play like 3 or 4 days out of the typical 180-day school year. The main issue was too much homework, a severe video game addiction, I never really got around to doing it. There was a chess tournament in Williston, about 100 miles west of my home. I thought, since I wanted to go to the mountains, it might be a good idea. I never got to go to this tournament due to the fact that I almost had no practice at all and couldn't due to the reasons mentioned earlier. Ramroc lasted 20 minutes from 8:20 to 8:40 AM. Classes General classes

At the start of the year, I was given a class schedule - an indicator on what classes I had to go to each day and at what times. The schedule mentioned a "first hour", but it was always blank to me and started around 7:30 to 7:40 from the best I can recall. After Ramroc was over with, I headed to my first class. I have no idea what the order of the classes were. Gym was around 5th or 6th hour thus later in the day. When Ramroc was over with, a bell would ring and you'd have just 5 minutes to get to your locker get what you need for the next class, and get to that class. The hallways were always overcrowded and often had to push others (lightly) to beat the clock. In the year, I was late close to 500 times (out of over 1200 total). Oddly enough, I wasn't late because of speaking to others, I was late mainly because everyone else was so slow and the hallways were too crowded. After each class, the bell would ring. When it does, you have 5 minutes to get to the next class. I had a special class called "transition". This was in a portable building just past the main entrance that I could use. It was outside about 30 feet from the building. Gym

When it came to gym, I'd enter the gym and enter the dressing room. I took off my regular clothes and put my gym clothes on - a T-shirt and shorts. After that, the students had to meet up in the main gym area. First it was warm-up exercises then it was the main activity. For 1/3 of the year, you went into the pool. If it wasn't for the YMCA camp, I would've never gone into the pool at all. You were taught how to swim, tread water, and other things. At the time, I was way too new to swimming, and thus never really got into the advanced stuff. All I could do was float, glide, and walk around. Volleyball was one of my favorite games to play at that time. Lunches

For lunch, you were given 30 minutes to get your meal and eat. Like elementary school, I almost never ate, sometimes even refusing to eat if there was almost nothing that I liked. When I got done, I went to that "transition" room. When the bell rang, I went off to my next class. End of day

When the day was over with, at 3:15 PM, my mom picked me up and took me home. From home, I'd usually play my games, unless I had a bad day at school or had too much homework to do.

2.3 Eighth grade

2.3.1 The classes General

Eighth grade wasn't much different from my seventh grade year. I had the same algebra class (even the exact same room and same teacher). Rather than life science, I had earth science (teacher's name began with an "H" (Heather? (20% certainty)) and was female). I also had US history, but a different teacher (unknown name and gender) in a different class room. I also had language/literature, but details are extremely vague on it. Yep, gym and typing were also included along with Ramroc. I don't recall what I had for Ramroc though for the 8th grade year. Earth science

Earth science was one of my favorite classes. I can recall four major events. One of which was having to memorize 25 different minerals and rocks and what they were. Granite was one of them (and my top favorite). Talc, calcite, halite, feldspar, and corrundum (sp.?) are some still recalled today. The earth science classroom was very much like the life science classroom in my seventh grade year (see section above for details).

The second thing was a group project involving weather. I was in a group of 4 (myself included - 3 others) and we were to make our own weather maps on transparent film. We had to add fronts, create forecasts for 12 and 24-hour ahead, have temperatures marked on the map, and had two weeks to do this project. This project was worth 200 points. When completed, you were to "broadcast" it. It wasn't a real broadcast, but a simulated one. This "broadcast" was complete with an actual camera. Rather than the complex settings used my true TV meteorologists, the projector was used to replace the screen. It otherwise went well. I got a high B for a grade with 170-some odd points. I recall mixing up Kansas and Nebraska saying "here in Kansas (softer) or is that Nebraska". The second thing is that one student was missing that was supposed to be doing his/her part, but no one else wanted to do the broadcast in my group so I volunteered to do it myself.

A third thing I recall was an activity with water, where you were a water molecule. There were eight "stations". At each station were four identical 6-sided dice with pictures on it. You went to the station with the picture on it, whether it was a lake, a river, clouds, or the ocean (there were others).

A fourth event I recall is where I taught stuff about the planets since I knew so much about them. I read lots of books about them in my elementary years. I don't recall, however, how well this went. US History

I don't recall much about my eighth grade year US history class. The details are too vague and thus I can't give much detail on it. As far as I can think of, it's about the same as my 7th grade year. Language/literature

I don't recall much about about the language/literature class either. It's about the same as that of my 7th grade year. Gym

Gym is about the same as my 7th grade year. Grade 8 likely had a different teacher, but the basic concept is otherwise the same. Typing

As with my 7th grade year, the typing class was about the same as before. Math (algebra)

Now, statistically, what are the chances of being in the same classroom, having the same exact teacher and text book for two consecutive years? One in a million? My 8th grade math year is practically a carbon copy to my 7th grade math year. There were, however, some differences, mostly minor, with the exception of one extremely funny event that still makes me laugh even to today (see section 2.4.2 for details).

2.3.2 Daily life

Without any changes, the daily life for school days was the same as my 7th grade year. See section 2.2.2 for details on this.

2.4 Special events

2.4.1 Science knowledge contest

There was a special event during my 8th grade year where I was in a science knowledge contest. The questions were tough covering all fields of known science. There were about 100 or so questions. I came in 16th place out of 120 to 130 students. Top 10 I believe, took a trip to some hotel (likely in Williston as my best guess - it was nearby, that's all I can say). Even my parents were amazed.

2.4.2 Those lines aren't parallel!

The funniest event I've had yet deals with quadrilaterals, parallel (and non-parallel) lines, and one seemingly dumb student. I recall this event to the finest of details, even some of the speech (the beginning especially is forgotten) and actions going on.

(shown on the projector is a hand-drawn quadrilateral of red lines with A marked in the top left, B on the rop right, C on the bottom right, and D for the bottom left (as for the square equivelent))
Student: Line AD, and line BC are parallel.
Teacher: These lines are parallel?
Student: Yes.
Teacher: If these lines were extended, would they cross over each other?
Student: No.
(Teacher extends the lines by drawing a dashed line so that there is a clear intersection at 50% more than the polygon distance)
Teacher: These lines are parallel, right?
Student: Yes.
Teacher: Do you know what a parallel line is?
Student: Two lines that never cross over each other.
Teacher: Then, do these lines cross over each other.
Student: Yes.
Teacher: Then are these lines parallel?
Student: No.

This is about 92% accurate to the actual event. The lines are so clearly not parallel, that, if third-grader knew what parallel lines were, they'd be able to figure out that they were not parallel. This student, in the 8th grade, seems to know what they are, but not what parallel lines look like. This was just so funny to me, and still is to me today.

2.4.3 Middle school graduation

Ah, graduation parties. Too bad it ended in failure, a power failure that is.... I didn't really do much, except play mind games (not my true mind game, but moving my finger around back and forth). This event is quite well known. At first, everything was going well. Mrs. Braun (my math teacher) gave some announcements and gave some awards. She even mentioned me and my special math abilities. After this the dance continued. A few minutes later, the power went out and didn't come back on. The parents had to come and pick me up. The cause to this turned out to be a truck crashing into a pole. This party was in late May of 1999.

2.4.4 What a mean "teacher"

If you've seen my COM chart, the lowest anyone has ever been is 7. Who do you suppose is the record holder? This mean "teacher" was "Mrs. Hall", "Colleen Hall" to be more precise. She followed me everywhere I went and very often got annoying. With the crowded hallways, I often had to dash through the students more aggressively just to get away from that "evil teacher". She actually isn't a "teacher", I just call her that. During the 7th and 8th grade years, she was with me constantly. I sometimes, though rarely, got into fights with her, verbally (most common case) and physically (rarely). Middle school wasn't the worst for her though, half as bad at the worst.

2.4.5 Bully count reaches 50

By the end of the 8th grade year, I would have had a total of 50 bullies. About 2/3 of those were in the building (of about 600 to 700 students), still the same high 1:20 ratio of bullies to students. Fortunately, it didn't increase much through my middle school years.

2.4.6 Teaching for the last time

In the last few months of my 8th grade year (like around March of 1999), I returned to North Hill School one last time and taught Mrs. Lund's first grade class a science lesson. The lesson was very simple and covered dew and dew points. I also recall strongly of teaching how to read an analog clock (not one of those digital ones, but the kind with a circular shape and an hour and minute hand). First I was told to go within every 30 minutes such as 9:30, 6:00, or 11:30. Then I was told, after some time, to go to within 15 minutes (like 8:45, and 3:15). The clock was nothing more than laminated paper with hands around a central area. The clock was a golden yellow color and the text and hands were black. Past this case, I never taught anything since.

2.4.7 The "honking" toilet

Now this is just something weird. I flush a toilet and just after the water settles down, it gives a "honking" sound. It's a vibration of a medium-low frequency (about 200 Hz and 120 Hz mixed together) and it lasts for about one second. I, quite literally, brought my tape player in to record this sound as I loved it so much. The janitor said that something in the toilet was broken or loose and needed repair. This was one of those floor toilets with a seat and a stall around it. As far as I know, I have no traces of this on tape (and with 50+ tapes to sort though....), but if I hear a related sound, I should almost immediately recognize it.

2.4.8 Gym events

Gym is one of my favorite classes. There are a bunch of memorable events related to it. From 12:14 to 7:23 - the mile run

The mile run is something most dislike. I didn't mind it that much. At first, at the start of the 7th grade year, I logged about to 12 minutes, 41 seconds. At the end of the year, this improved to 7 minutes, 23 second. Technically, it isn't a mile, but 1600 meters. 1609.344 meters make exactly (or extremely close to it) one mile leaving about 30 2/3 feet short of a mile. At the end, I figured out some energy-saving techniques to replenish my energy a ways in. Football as feared

In elementary school, I never wanted to play football at all as it looked dangerous. One of the members in that bus I used back then told me that I had to play football. He was right. Oddly enough, it was way better than I thought. In fact, because I had a very high speed and monster acceleration due to my recently-discovered "charge" technique, I was, perhaps, the most defensive player on my team. I was so fast, the opponents had a very hard time scoring while my team was scoring away. Calculations showed that I was capable of running at a top speed of 15 mph with common peaks around 14. The football I've seen is where team members run into each other and their opponents and fall a lot (having field goals and the such). This was way different than expected as you simply had to grab the flag of the one carrying the football to prevent a score. There was almost no running into each other or falling down. One of the best defense players

Above all, I was, perhaps, one of the best defense players in any team I've been with for the sports games played. I was able to accelerate very quickly, charge at 14 mph, faster than most students (based on calculations - top speed was 15.1 mph (±0.2 mph)). I never played on the offensive side where you help your team score, I always played on the defensive side where you prevent your opponent from scoring. This came in handy for almost every sport played (except baseball and a limited extent for volleyball). It was handy for Soccer, flag football, and floor hockey (in floor hockey, I rarely made scores, mainly if I was considerably close to the goal; probably some others are included as well).

2.5 Further problems

In elementary school, I had no trouble with stairs at all. I walked up and down them like anyone else would. When I started 7th grade, however, I wasn't walking up stairs anymore the way one normally would. I'm not sure whether this started over the summer or very early during the 7th grade year. See the "issues" section of this report for details.

3 High school

3.1 Round 1: Central Campus

3.1.1 Building layout General

Unlike both my elementary and middle schools, this school was a multi-story building. There were 3 main floors and a basement. The upper two floors were nearly identical. Around a central point, supposedly a gym, in a square donut (like a donut, but rather than circular shapes, of square shapes). The hallways were about 8 feet wide lined with lockers and classrooms. There were two flights of stairs on each floor. All floors had a medium brown carpet covering all of the classrooms. The classrooms were basically identical with very small differences, except the science class as usual. I only got to see the chemistry class. Rooms were numbered. Something like 314 would mean that it was on the third floor and 107 would mean that it was on the first floor. The main floor

The main floor I recall the most about. First, from the main entrance, again having to take an alternate route to get around a mirror that extends from the floor all the way up to the ceiling completely blocking my access past it like an invisible wall. The office was just past this mirror. Just to get to the office, I need to walk about 300 feet just to get around this mirror. There was a long hallway where this mirror was and the office was about 15 feet past the wall the mirror was on. Quite strange to have to walk 300 feet just to go a mere 10 feet (then another 300 just to get around it again). The "saver" are the 4 steps about 150 feet from it. I got up these stairs since they barely got me high enough, then I went around back down. However, where these stairs were, just a little further from the mirror is where my typing class was. Then, in the opposite side of this area, there is a tiled floor of an orangish color (the tiles were 1 1/2-inch squares) and more stairs down to the cafeteria. I've been told that there were five gyms (!) in this school. I know of 3 for sure. There were other basements as well, mainly restricted areas that I've never seen. One of which had the door ajar and I recall seeing big silvery-colored pipes about 15 inches in diameter and it was very dark in there. It appeared to be some sort of "secret basement", but details on this are vague. There were a handful of classrooms on this floor as well. The upper floors

I don't recall much on what was on the upper floors, the second and third floors. The third floor had my language/literature class. The top floor also had the office where "Bill Nye" (as I nickname him) works and that I often visit. His room was up 3 steps though thus making it the highest accessible point on this building besides the roof. These upper floors were mostly just classrooms. My "special room", as with my elementary and middle schools, is on the second floor near a gym. The main running track was also located in here, an open field with a central wall. My chemistry class was in here as well, on the second floor I believe. The cafeteria

The cafeteria, being in a basement from that tiled area on the main floor, is also where school dances took place. The cafeteria contained a bunch of chairs and tables during normal school hours. The cafeteria also contained a tiled floor of the same type of tiles as the area on the main floor directly above. From the stairs, the bathrooms were located on the right about 30 feet ahead and 20 feet to my right. You got your food on the left side. I don't recall much about this, however.

3.1.2 How the system worked

Like my middle school, the system for the classes is basically the same. Once the bell rings, you have 5 minutes to get to your next class in. You had a locker along the hallways. You also had the same hour system and a mysterious, "missing", first hour. The first class was actually "second hour". The school hours were from 8:45 AM to 3:15 PM, the same as my middle school. High school didn't have a preclass special activity as far as I know as I did with middle school. After 4th hour, you had lunch, again not anything different. As usual, I rejected 95% of the lunches.

3.1.3 My ninth grade year The worst school (year) ever

My ninth grade year was the second worst (very close to the worst) year. With the problem I had with stairs and that this school was filled with stairs (and that the staff wouldn't let me use the elevator they had), and with that "evil teacher" following me all over, plus dozens of bullies, and that stubborn, oversized mirror making me have to walk 300 feet just to get around it, this school was my least liked. I'm debating whether my ninth grade or my fifth grade years were the worst. It's too close to say for sure. It's easy to say that this school is the worst ever, but I didn't have many of the other issues as with fifth grade. The classes General

For chemistry, I had Mr. Diede (like "Deedee", Dexter's sister in "Dexter's Laboratory"; sp.?) and this was the first half of the year. The second half was physics where I had a male teacher of an unknown name. For gym, I had Mr. Samson (sp.? - unsure if there's a "P" in the middle or not). Mr. Manson was my first US History teacher and an unknown teacher name (male) for my second semester who seemed to really love crosswords. Mrs. Cool was my language/literature teacher. I don't know the name of my typing (again) teacher, nor even have a clue on the name (male). I don't recall the name for my algebra teacher either, although he was kind of funny at times and male. Chemistry

Chemistry isn't one of my strong favorite subjects, but I like it to some extent. In chemistry class, I can recall a few things. Chemistry was for the first semester of the year (which went until Jan 5 or something, just after the two-week Christmas vacation. The classroom layout

First, the classroom was different. Unlike the life science and earth science classes from middle school, this classroom had desks. Like those classes, there were tables with bunsen burners on them hooked up to gas for flames. This classroom, unlike the others in the building, had a tiled floor (12-inch whitish tiles). The physics classroom and another one opposite the chemistry class were also in this area having the tiled floor rather than a carpeted one. Noteworthy events

I can only recall a few noteworthy events. One of which is that I often spent ten minutes trying to light the bunsen burner because I was (and still is) too afraid to get that close to fire. Someone else often had to do it. A likely cause is too much punishment as a child. You would normally have to get like 3 inches away from the flame.

I often recall having to do a few experiments. Put strontium (an element) on this flame or some way, you'd get a colored fire rather than the basic one. I tested six elements (compounds?) for this, but only got to finishing 4 of them due to the delay in lighting the bunsen burner. Physics

At this time, I never really had an interest in physics (things like inertia, momentum, friction, kinetic energy, etc.). The physics class wasn't all that bad. I had physics for the second semester of the year. I don't recall much about this class, however. Gym

Gym was almost the same as before. Warm-ups, a sports game exercise, then ending. Unlike middle school, there was no swimming involved - the school didn't have a pool. Also, unlike the other schools, to play baseball, since this school was in the middle of town surrounded by buildings on all sides with only sidewalks and no playing fields of any kind, we often took field trips just to play baseball. I was at a baseball field quite a ways to the north (just west of the airport, looking at my poster on the wall of my home town's satellite imagery). I don't recall much about what happened though, other than I remained to be a good defensive player. US History

Starting the year with 1825 (and the horse-drawn wagons exploring the unexplored western frontier), the class slowly progressed. The first semester was in one classroom and the second semester was in another classroom with a different teacher (I don't see the sense in doing this). At the end of the year, we reached the 1950's. The second semester had a teacher who seemingly just loved crosswords. These things took like 5 hours to do and considering that the lessons the crosswords covered were large in size, sometimes, some answers couldn't be found at all, even with my mom, my dad, and myself looking for it.... Language/literature

As usual, I never liked literature. Grammer was okay though. I don't recall much about the language/literature class. There is one thing I do recall, however. During the literature part, I was supposedly to choose a book to read then give a speech in a costume related to the book's content. This speech was to last 2 minutes at the maximum. I don't recall what grade I got for this, however. Typing/keyboarding

I wanted to take some other class besides typing, but the staff wouldn't let me until I had taken a course on keyboarding. Considering that I've done it in 4th, 7th, and 8th grade, I should have more than enough experience with it. They wouldn't let me so I was sort of "forced" to take it for a fourth year. It's like I was blocked and was unable to get past basic keyboarding. With my website and all these documents I have typed up (and the 12,000 posts I've made on the forums typing, I've racked up about 7 years' worth of typing total so far, more around 1 year by the time I started 9th grade, more than enough.). As before, I was doing screwy things like making 4000 copies of a single folder made on the desktop of those Macintosh computers. Algebra again

It also seems like I couldn't get past algebra. Just as with typing, the staff wouldn't let me take a higher level math course. I had to take algebra for the third time in a row. I liked the teacher though. There was one student named "Reed". I recall him say "why don't we let Reed read" when we were reading from the text books. The only other thing I can recall is that some students (3 I believe) went up to the chalkboard to do a math question (solving equations for example) and the other students were to check one of them, organized by row I believe. There were three different math questions for the students. I don't recall much else though.

3.2 Round 2: Dakota Memorial round 1

From so much difficulties with 9th grade, I was moved to another school that some fear. It was called Dakota Boys Ranch (or Dakota Memorial as it's sometimes referred to). This school had no mirrors, no stairs, and very few students. It was almost school paradise to me. However, the students in here were less friendly toward me than the general students from the other school. Right away, I ended up getting 4 bullies, two of which were teachers.

3.2.1 Being babied

At first, the new school was boring. The assignments given were way too easy. Imagine being in tenth grade with above average knowledge, but doing fifth grade work. That's what I was going through at the start. I was, quite literally, being treated like I had the knowledge of a ten-year-old, including math. Where I was able to multiply a column of 3 or more numbers at once with other shortcuts, the math I was doing was so simple, I could do 98% of it in my head faster than most 12th graders could do it on paper! I still have this book with me. It's called "essential math skills". This, however, was short-lived and didn't really last much more than a month.

3.2.2 Another points system

As with my elementary school, this school had a points system as well. There were some number of fields. Rather than just scoring 1 point for being good and 0 for being bad, you scored 2 points for being good, 1 for so-so, and 0 for being bad. I have almost no knowledge on how this system actually worked (rather than E's, S's, and N's) due to the fact that I was involved with it for no more than two weeks. There were 4 levels as before with varying levels of priveleges. I don't recall if you can "cash in" the points for rewards (but no money). The details are too vague to describe it any further.

3.2.3 Daily life General classes

As with my 9th grade year, my parents had to take me to school as the buses don't come out to where I live. I arrived at school and went into one room and stayed in this room. I was then given lectures and things about the subjects being learned, one of which was about electricity. For math, I was doing two-digit subtraction. I could do such questions this simple in my mind twice as fast as most anyone else could on paper! They were that simple to me. I can multiply a pair of two-digit numbers in my head about as fast as one could do these subtraction questions on paper. Lunches

For lunches, as with anything else, I rejected them almost all the time. I almost never ate anything as the foods they served were of almost no interest at all. I was sometimes forced to get some food, but never ate it at all. Lunches were in a building on a second floor (stairs - problems). I don't recall much about this, however.

3.2.4 Side activities

Because I was on the lowest level, I wasn't allowed to use the computer. I decided to draw a picture. The picture I made was only just started and was an aerial view of a city viewed from probably 2500 feet up. I did probably 15 buildings and a few roads, but that was about it. I frequently looked at it from the sides as it seemed to give a strong 3D feel doing this. The scene was based on something I had running in my mind game.

3.3 Round 3: Mailing the homework

With round 2 a failure, a third concept was tried. The homework assignments were mailed to me and I did the homework at home instead without even visiting the school. I was given a week or two's worth of this and about 15 pounds of paper (a 700-page text book weights more around 6 pounds (± 2 pounds - I'm horrible at estimating weights)). I did one run of the school work, but this also happened to fail. Something had to be done.

3.4 Round 4: One-on-one schooling

3.4.1 My dream mostly comes true

It's as if a fairy or angel came and waved its wand on me. Starting in the second semester (in early January), I was now going with one-on-one teaching. I had a teacher that I liked a lot. I went to school at 3:45 and stayed for one hour to 4:45. That's 3:45 PM. This eliminates the presence of students almost entirely. Only staff was there, the occasional janitor running the vacuum was the most common with rare visits from the chemistry teacher or biology teacher to explain things I didn't understand from reading the text books. I went to the same school as I did earlier, Dakota Memorial. This meant no stairs and no mirrors. Best yet, I got rid of that "evil teacher" that was seriously annoying to me. This was almost a dream come true. I had virtually no worries! Plus, my video game addiction has dropped significantly as well. Even though I had more time, I almost entirely lost interest in video games. Rather than the usual 8 hours a day I was getting, it was more around 3 hours a day, even with more time at my disposal.

3.4.2 How the system worked Getting to school

I'd leave home around 3:30 PM and arrive at school around 3:45 PM. My sister took me once she had her driver's license, but my parents were my first source of transportation. Most my age would be able to legally drive, I never got involved with driving due to safety hazards I ran into that really scared me. How homework was processed daily Correcting the previous day's homework

When I arrived, I'd correct the previous day's homework with the teacher. I'd often mark the wrong answers accordingly while the teacher read the answers for multiple choice and short-answer questions. Questions involving a few sentences I often read aloud and she'd tell if they were right or wrong. Later on, I was correcting my own assignments on my own. If I was uncertain on an answer or the answer in the answer key for that lesson didn't make sense (in this case, I'd mark it wrong), I'd put a question mark off to the side to let the teacher figure it out from there skipping the question until the teacher came. I was able to do multiple choice and most fill-in-the-blank (or short answer) questions with little trouble. If homework was a day late, I'd lose 5 points off of the total. The second day late would mean losing 10 additional points off of the total. The third day would be 15, and so on increasing by 5's until there was no possible way of getting anything higher than a zero. That only applied to that particular assignment though. This was my idea and the teacher liked it and I have had a few deductions, even one zero tossed in. Getting new assignments

After correcting the previous day's homework, I'd get new assignments. The teacher and myself would often make agreements on what the assignment should be. We'd have a fair number of questions for each day to do, around 25 or so, depending on the lesson and what was going on. When a lot of reading was involved, there's be few questions, normally section reviews within a lesson. When there is no content reading involved (such as chapter reviews), I'd be getting more questions for the assignment to answer. Tests would count as double the score. That is, if I got, say, 43 out of 48 for the score on a test, I'd be graded for 86 points out of 96 as higher scores have a bigger impact on the grade. Doing the new homework

I went home at 4:45 PM. When I got home, around 5:00 PM, I'd do some homework. I'd normally do my favorite subjects first (generally math and science) with rare exceptions. When I went to school the next school day, I would correct this homework that I just did. Putting my Status System's concepts to use

I made a great discovery that not only helped me educate myself faster and easier, but helped get rid of weaknesses. On my Status System report, one particular law came in very handy. It states something like this:

"You level up the fastest and easiest if you do things at your own level and no higher or lower."

Even to today, this law has not failed me yet, even well outside school. Reading comprehension was a major weak point that I had. To apply this law above, I needed something easy enough at first at my own level. Once I felt that the content was too easy, I requested something harder to move on. This wasn't just with reading comprehension, but all subjects. With geography, the book I started out with was too easy within the first two weeks. I requested something harder, but of the same subject and got it. That book became too easy, but the school didn't have anything harder so I got stuck with it. It became too easy and got a little boring. When the book I was working with was too easy for me, I requested a more advanced book and I got it until I "maxed out". "Maxed out" as in I was using the hardest book available to the school. With this helping a lot, I've always been applying this law to everything I do, even my game design stuff.

3.4.3 My subjects Tenth grade

For tenth grade, I took world history. Since my year was cut short, I didn't get that far into the book, more around the Ancient Rome days (before the A.D. times). I also took geometry from that same Scott Foresman company that I liked the book style of. Oddly enough, the book went so far off topic for geometry, that I never really learned much about geometry. Points, lines, rays, etc., I know all that already. I was sort of hoping for something that involved those "sin", "cos", and "tan" functions I see on calculators. These are triginometry functions. I was using the hardest book they had and it was still too easy. I also recall taking something almost purely literature. This may seem extremely strange, knowing my history, but I had new research into figuring out how to help this weakness out. I don't recall what else there was for tenth grade and the details (besides world history) are very vague. I didn't have gym though, due mainly to the way this was set up. Eleventh grade

For grade 11, I took a biology class. This book was much harder than any of the books in the school and the school technically didn't own the book as it was given as a gift by the teacher. I recall mainly going from microorganisms like viri and bacteria, then to multi-cellular organisms like fungi and plants. I took math, geometry, but the book, the hardest that they had, was too easy for me. I supposedly also took drivers' education as well, something I haven't had any use for at all yet. US government was also one of my courses that I took. The book was so easy, more around 6th grade level, and the school didn't have anything harder so I was stuck with it. To show easy, I often could do a whole chapter (section reviews and chapter reviews) in about 40 minutes. I read the chapter one day (for 3 lessons and fewer - two days for 4 or more lessons per chapter), got worksheets the second (or third), did the chapter review on the third (or fourth), and took the chapter test on the fourth (or fifth). I whizzed through that book so quickly. Geography, one of my top favorite subjects due to my dream of seeing the world and my mind game to do it with, was one other course I took. At first, I was given an easy book, around the 8th grade level. That book soon became too easy to I upgraded to a book around the 10th grade level. It, too, became too easy, but the school didn't have anything harder. There were some other subjects, but don't recall them. Twelfth grade

By the twelfth grade, I've gained enough experience for reading comprehension, I was willing, literally, to try a novel. I read the book called "The Adventures of Tom Sawyer". Rather than having a compatibility in the low 200's or upper 100's (at best - raw estimate) as with my 5th grade year, the compatibility with the book spiked past 700, a first in a long time. I'd sometimes run my mind game and play around in the settings described. The big downside to this book was that it was confusing due to all the unknown vocabulary terms used. I clearly recall chapter 3 in this book having 120 terms involved, way more than any other chapter (the next highest was, I think, around 80). That's just one chapter though. I was to read a chapter, then type out terms defining them. This, apparently, was convincing enough to the teacher that I was reading the book. To find vocabulary words, you'd have to read the book.

Outside that, I took chemistry, again. This book was much more advanced than the one I had in ninth grade. It included things about energy shells and the notation used for electron shells with s and d, something I never learned (or don't recall learning) in ninth grade. It covered oxidation numbers (of which I had to get help understanding as it was confusing) and some other terms. I don't recall what else I had though.

3.5 I graduated, but no party

When it comes to high school graduation, one would normally think of a fancy prom or party. I'm not exactly sure what a prom is, but have heard about them, seemingly for college. I was unlucky. I never had a graduation party, even though I did get my high school diploma. The teachers were thinking about it, it just never seemed to have happened. Oddly enough, my sister did. I've had nothing but failed parties so far (even birthday parties), the high school graduation party is one of those failed parties.

3.6 Special events

3.6.1 My most unexplained mystery

This is, by far, the most unexplained mystery I've run into. It was during grade 12 (possibly grade 11 (10% certain on grade 11)) while in the only area I go to that this happened. The story is recalled extremely well, even to some of the finest details.

At the start, I was correcting stuff. The teacher noticed that she had to make copies of something so I can use for my homework. I was about to correct a test consisting mainly of multiple choice. The teacher went off and I began correcting the test. My body was arched over at a 155° angle (±5°) with my hands firmly anchored on the table looking down at the test. Then, what appears to be 4 seconds later, the teacher comes back with everything copied. Since that went so quickly, I figured she had the stuff copied already and just forgot about it. I asked her if she just found the stuff. She said that she had to copy it. I was then puzzled on how she could possibly have copied the content, about 15 to 20 pages worth, in just 4 seconds. It made no sense at all. She still said that she copied the full thing and she had a confused look in her face.

I've since concluded two things:
1. The teacher is lying about the event (she seems very truthful so this was highly unlikely, although still possible so it couldn't be ruled out).
2. I somehow jumped 5 minutes into the future almost instantaneously. This seems outrageous as well and far more unlikely.

You seem to have a 1 in a 1E4 (1 in 10,000) chance for the first concept to occur, and a 1 in 1E15 chance (1E15 is a million times a billion (aka, a quadrillion)) or so of the second concept. Both are rare things so it most likely has to go on the first one (which is a tenth of a trillion times more likely than the time jump idea). Even to today, this event still baffles me.

3.6.2 Bye bye chairs

Even when I was in grade 11, I was using chairs, but rarely. By the end of grade 11, I never used a chair since, not once. The cause is not fully certain, but it seems to stem from highly repeated phrases like "icky stinky chair" repeated quite often (even 4 times a day).

3.6.3 Sleep-wake cycle causing problems

Starting late in 9th grade, I've been having the starting signs of my well-recognized sleep-wake cycle issues. With the one-on-one thing, this was at it's full blast and sometimes caused me to miss a day of school. Some days, I could be awake for 14 hours when I went to school and others, I'd have been awake for just one hour when arriving at school. Further details on this are in the "issues" section of this report.

3.6.4 No shower, no school and penalties

Because of my serious dislike of taking showers, sometimes the teacher never liked me coming to school without having a shower after 3 or 4 days. Not only does it count as an unexcused absence, but, if I get any late assignments from not getting my home work that day, I'd get penalties from it. The details on this are vague, however.

4 Filling my need for education

4.1 General

Having hated school for so long due to all the troubles I've had, the one-on-one teaching helped me a lot. It actually helped me gain my motive back to learning. Since then, I've always seeked learning more and in more ways than one.

4.2 Howstuffworks comes along

On July 23, 2001, I visited an online forum. At the time, I was seriously obsessed with toilets and toilet plungers especially. After playing around with Google, I ran into along the way which contained a comprehensive article on how toilets work. I also saw "forum" in the links and I clicked it. Since then, I've been actively involved with internet forums. At first, I was asking nearly 10 questions a day to learn stuff with. This isn't a fully dependable way to learn, however, the consistancy was quite substantial. E-mail was bad - it would often take a day or more to get any response back. The forum - ten minutes and I'd have three responses! The sheer speed was extremely amazing. For further details, see "online activities" in this report in the forums section.

4.3 DirecTV helps as well

DirecTV is satellite TV. What does this have to do with education (as you may ask)? Well, considering that 80% of what I watch is educational shows, it serves as a great source of education. My top favorite channel is the Science Channel. TLC, Discovery, National Geographic, and others are also mixed in. I have a particular interest in Cosmology - the study of the cosmos as a whole, not just the planets in our Solar System as with my elementary years, but stars, galaxies, the dark ages of the universe, big bang, and all those other things. I sometimes watch the same show two or three times (One show currently (as of Dec 10, 2005) has been watched 9 times ("The Death Star" is the title of it.) and will likely have another two or so rounds at it.). In the mix is CNN Headline News and cartoons. I avoid stuff with adult content as much as possible.

5 My education future

5.1 College

College is one thing that someone may think of, however, there are several major issues that prevent me from going to college:

  1. Cost. I've seen the lowest cost college around $3500 per year and college usually lasts for 2 or 4 years. No one in my family can afford that kind of high price and thus is the primary limiting factor to going to college.
  2. No transporation. The college in my home town is just over five miles away (about 5 1/4 to 5 1/3 - calculated by addresses). This is too far for biking and walking, especially when it gets cold outside and the harsh winters around my area. I can't drive due to many reasons, mainly safety issues thus leaving only my parents and sister as my source. My parents and sister are working all the time and my sister hates taking me out thus, I'm left with public transportation. Taxis cost $5 for two miles or $3.45 for one mile. Just to get to the nearest college, I'd be paying a hefty $30 or so per day in taxi fares on top of the $3500 per year college costs which could literally double the costs. This is the secondary limiting factor almost as bad as the primary.
  3. Course not available. My local area does not have a computer programming course available, the main course I'd love to take. The nearest is nearly 200 miles away (a $500 taxi fee just to get there) and otherwise well out of range. Who'd want to drive 3 1/3 hours there and another 3 1/3 hours back every day. Don't think so.
  4. Fears and other issues. My sleep-wake cycle will pose the biggest problem. My inability to get along with others well is the next biggest problem. Showering, chairs, stairs, and mirrors, are the next biggest (in order). This is just part of it.
  5. Concentration issues. My lack of ability to concentrate well as my mind involuntarily drifts off will cause some problems, but this is more of a minor issue, thus at the bottom of this list. It's part of the reason why I don't drive.

These are the major issues preventing me from going to college. Online colleges, however, will solve some of them. Item #2 will be solved, unless I need to buy something needed for the class I'm taking where it could be clear until the weekend before I get a sufficient chance of going. Item #3 will be solved. Being online means an almost indefinite availability of courses. Much of item #4 can be worked around. The sleep-wake cycle part of it is questioned as I lack details on how online studies work. Item #5 will still be a problem to some extent. If online colleges use chatroom type systems, my sleep-wake cycle part and item #5 will pose a problem. I don't know how the cost differs for online studies, but, not having to have text books or use up space in the college, I'd have to assume it'd be cheaper, but have no idea how much cheaper. Still, the cost could still be $2500, nearly 20 times higher than what my family could afford.

5.2 Educational TV shows

I'll still likely be watching those educational TV shows for several years to come. Details are almost impossible to come by though. I'll likely stick with subjects relating to the cosmos, physics, and most sciences (except life sciences (except some cases as with DNA studies)). If I knew of any magazines containing information about scientific discoveries, I'd be highly interested in it.

4.1 About me home - General overview and background
4.1-1 What this is
4.1-2 My current life
4.1-3 The future
4.2 Dream journal - My dreams I get while sleeping - contains over 500 dreams and grows rapidly
4.2-1 Introduction
4.2-2 Special notes
4.2-3 Dream stat descriptions
4.2-4 Dream statistics
4.2-5 The categories
4.3 Favorites - What I like and dislike most
4.4 Imaginary friends - Learn what my imaginary friends were like and their special abilities
4.4-1 History
4.4-2 In depth descriptions
4.4-3 The future
4.5 Video games - My history with video games and the many bad things they caused
4.5-1 The beginning
4.5-2 Too much video game playing
4.5-3 Making my own games
4.5-4 The future
4.6 School - Learn what school was like for me, how the classes went, and other events related to school
4.6-1 Elementary school
4.6-2 Middle school
4.6-3 High school
4.6-4 Filling my need for education
4.6-5 My education future
4.7 Special events - Learn about how YMCA camp, tours, and other special events went for me
4.7-1 Triangle YMCA camp
4.7-2 Touring my home state with my friend
4.7-3 Shakespearian play
4.7-4 The state fair
4.7-5 The antique car club
4.7-6 Trip into Canada
4.8 Math skills - I can work wonders with numbers and perform calculations in my head at a blazing fast speed
4.8-1 Well beyond most everyone else
4.8-2 I became unforunate
4.8-3 Super fast mental math
4.8-4 If object gets numbers, I get a formula
4.8-5 The future
4.9 Special abilities - The special capabilities I have outside mathematics
4.9-1 General
4.9-2 Hypercount
4.9-3 High-speed, high-accuracy mental math
4.9-4 High-res vision
4.10 Developed systems - Status System, Spell System and other systems I've developed
4.10-1 My Status System
4.10-2 My Spell System
4.10-3 Color system
4.11 Stories - The birth of my story-writing efforts
4.11-1 The "Wonderful Adventure" days
4.11-2 The "Rise of Atlantis" days
4.11-3 One other story
4.11-4 No more story writing
4.11-5 My sources of ideas
4.11-6 The future (general)
4.12 Online activities - The history of my website and the usage of online forums
4.12-1 Online forums
4.12-2 My website
4.13 Music - My history with music - learn the origins to why I listen to songs at different speeds for thousands of loops at a time
4.13-1 History
4.13-2 The present
4.13-3 The future
4.13-4 Music FAQs
4.14 Major fears - My list of fears, problems, and obsessions, both past and present
4.14-1 Introduction
4.14-2 Current fears
4.14-3 Old fears that have been overcome
4.14-4 Current problems
4.14-5 Old problems that have been overcome
4.14-6 Current obsessions
4.14-7 Old obsessions
4.15 Major issues - Major issues I have in my life at the moment
4.15-1 Fears, problems, and obsessions
4.15-2 Sleep-wake cycle
4.15-3 No transportation
4.15-4 Showers are rare
4.15-5 My annoying nose
4.15-6 Limited choice of foods
4.15-7 Getting a job
4.16 TV and movies - How I am with watching TV and movies, both past and present
4.16-1 History
4.16-2 The present
4.16-3 The future
4.16-4 FAQ
4.17 Food and drink - My history with food and drink, including past meals I made, as well as the present and future
4.17-1 History
4.17-2 The present
4.17-3 The future
4.18 Travel and vacations - Past vacations and travel, as well as the current case of 6+ years without a vacation, including places of interest
4.18-1 History
4.18-2 The present
4.18-3 The future
4.18-4 FAQ
4.19 My senses - Things involving my 5 main senses - strong, high-res vision, but very weak smell to name some
4.19- [document yet to be created]
4.20 Doctors and meds - My past involving doctor visits and meds to fixing my issues as well as the present
4.20- [document yet to be created]
4.21 Hobbies - My hobbies, including things I was involved with in the past not in any other category
4.21-1 History
4.21-2 Computer
4.21-3 Sports
4.21-4 Collecting
4.21-5 Television
4.21-6 The present
4.21-7 The future
4.22 Game design - My history of game design as well as the present and possible future
4.22-1 History
4.22-2 The present
4.22-3 The future
4.23 Noncomputer games - Backgrounds on various noncomputer games, such as throwing cards to play Hit-a-bump and other things, including past games not listed on my website, as well as general evolvements and what caused me to create them.
4.23- [document yet to be created]
4.24 Other memorable events - General events I recall unusually well, but not anything special
4.24- [document yet to be created]
4.25 Other things - Dates, marriage, having kids, friends, religion, holidays, and various other things
4.25- [document yet to be created]
4.26 Myself in the year 2050 - How I envision myself and a day in the year 2050
4.26- [document yet to be created]
4.27 My greatest wishes - Activities I would love to do

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