e actual
ey had
dividual
ates on
es of humus. On the steeplF
avantiti
. opes of the high islands the soil layer
as often been removed through eof
fertility.
Moderate
Most
volcan; F
r, some
alluvial “lainera food. Some of t
of the
nsteads
idfruit,
wn for
2ts,
ran
irtanece
. griOpra
‘food
lof
or
om
ane
att
sum
ate
sine
they
n
‘rtilae
L
Prior
to
1962,
Pacific
Islands
elementary school gradtaro, sweet potatoes, yamsty and all districts,
rded the opportunity
Mangrove forests on the tidal fi ts es uutes were affo
_ and to upply for further schooling in their
rain forests in the interi
all elementary
timber for buildin ho, anyat home districts. Not
uates can as yet be accomstructures. The surfa osof and other school grad
local public high
and single coral islandswhichbuiltee Emodated in these
od,
pe " “0 seliools. 68% were during the peri
ic
publ
the
of
n
nsio
s arB y.,vever, and expa
normally only a few feet peak
above sa¥
conse
with
nues
conti
ls
schoo
on submerged mountain
evel. The soils are quite porous e high
lments. Additionconsisting of sand, shells, and coral quel increased enrol
} rally. many graduates of mission
fragments with very little organ
ic¥ eleinentary schools go on to one of the
matter. They are well suited to
thel [i mission high schools. Still others
growth of the coconut palm, but
are¥ elect to enter private or public high
2ot conducive to ordinary forms
of E schools on Guam.
cultivated agriculture.
l
Many coral|
islands and atolls have manmadetaro
§ Education Policy
pits of varying sizes where grass
wavs, and debris have been plac
ed tof
[le objectives of the high schools
Pr uce organic matter for taro cultiape ta:
on. The balance of the atoll land is
#
generally used to produce coco
nut
e Develop further skills in language
palms, breadfruit, pandanus, arro
w-£
uty and fundamental mathematics
?
I
e Promote
.
.
.
yet under cultivation or development
tad Suitable for crops or livestock
ink
oduc
now
tion
, exists. . The ex a Ct acreageIsi
ds is
i
the only public
the coast now are bein, t sipes NeaFeetral School was
school in the Territory. With the
production—coconut * ale, " TOE ich
ment of public high schools in
lish
wt stub
fruit, bananas, cacao rams. dry
>
I
HIGH SCHOOLS
ward the coast contain soil off
mands have swamp areas wheretaroif!
han in
-
von: the valleys and alluvial plai 5
extent
lirected
icerned
live on
Chapter 3
Acquisition and Transfer of Title
;
a
Publi
ublic Law No. 2-1, enacted in
1966, provides for establishment of
Part VI—Economic Advancement
better
health
through
education in personal and community hygiene and sanitation
e lmpart more knowledge and better
understanding of the physical envuonment through teaching such
subjects as geography and science,
and of the human environment
through teaching about economic
and social organization, government
and law
tiscal Year 1968
food preparation, nutrition, child
care, care of the sick, home improvement, and making of clothes.
=
3
cm
ac
a
rm
See
anrne
nme ems
aereeeene
yy ROat
a - eeSee
s
Sennen
aera
oeres
©
eco
t attendance.
posed volcanic or coral rocks and s Me gusht can ajso affec
ys
undere impart knowledge and
standing of the rest of the world
and its people
e Develop an understanding of individual and group duties and ofcivic
responsibilities within the immediate society and to the world atlarge
e Stimulate self-expression in the arts
and crafts, including indigenous
forms
e Train in vocational skills such as
agriculture, carpentry, mechanics.
care of tools, and simple technical
and commercial skills necessary for
economic progress
e Improve homemaking skills, such as
In the high schools, student government organizations form an important
part of school activities. These organizations are patterned after similar
school groups in the United States and
provide a means for teaching democratic methods. In most cases these
student governments are active in
fund-raising, social activities, advising
the administration, and participating
to some degree in disciplinary action.
-
‘yphoons, intense and
;
potassi
all and periods of severe
vunf
ae
eni
ceom
eup
ismad
lly
ilusua
Theso
n
msent of
Jes. The
cegoveeven
rn.
with seasonal
ners are occupied
pro
basic nutrients—nitrogen, phosphate
Curriculum
Students in all curricula may take
some electives beyond the required
courses. Electives offered during the
past several years have included
speech, journalism. music, a foreign
language (a third language), industrial
arts, and homemaking.
The social studies program of the
high school stresses direct reference to
local, district, and territorial governments. For class projects, students
consider problems faced by local officials and district representatives in the
conduct of political affairs. Classes or
of classes attend
representatives
121
ee
the land
Be eee ee ener eran nee
; it defi
the soil. , making
cient in all ¢,
Cee
inicina li.
nicipali-