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-