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FLORIDA A AND M UNIVERSITY HIGH SCHOOL
It is our hope that this handbook will present
a clear, comprehensive picture of the administration,
organization, procedures, philosophies, and objectives
of the Florida A and M University High School.
We feel that the information on these pages will do
much to insure that all the members of the school
family will be working toward goals.
The contents of this handbook represent the
thinking and efforts of all who are a part of this school.
A Tribute to the Teacher
The teacher is a prophet; He lays the founda-
tions of tomorrow.
The teacher is an artist; He works with the
precious clay of -nfo~Ting personality.
The teacher is a friend; His heart responds
to the faith and devotion of his students.
The teacher is a citizen; He is selected
and licensed for the-improvement of society,
The teacher is an interpreter; Out of his
maturer and wider life he seeks to guide
The teacher is a builder; He works with the
higher and finer values of civilization.
The teacher is a culture-bearer; He leads
the way toward worthler tastes, saner
attitudes, more gracious manners, higher
The teacher is a planner: He sees the young
lives before him as a part of a great system
which shall grow stronger in the light of
The teacher is a pioneer; He is always
attempting the impossible and winning out.
The teacher is a reformer; He seeks to
remove the handicaps that weaken and
The teacher is a believer; He has abiding
faith in the improvability of the race.
_Joy Elmer Morgan
TABLE OF CONTENTS
I. ADMINISTRATIVE PERSONNEL
State Board of Education . . 1
Florida A and M University and
Florida A and M University High School . 2
Organization Chart ... .... 3
Chart of Floor Plan . . .. 4
Pupil Population and School Community .. 5
Educational Needs of Youth . . 27
III. PROGRAM OF STUDIES . .. . 33
Art . . . . . .. 34
Business Education . . . 35
English . . . . .. 37
Foreign Language . . ... 39
Health and Safety . . . .. 40
Homemaking . . . 41
Industrial Arts . . .. 42
Mathematics ..... . .. 43
Music . . . . 45
Physical Education ............. .. 46
Science .. . . .. 47
Social Studies . . ... 49
IV. PUPIL ACTIVITY. . . . .. 50
V. LIBRARY SERVICE . . .. 51
VI. GUIDANCE. . . . .. 52
VII. SCHOOL PLANT. . . . .. 54
VIII. SCHOOL STAFF AND ADMINISTRATION .. .. 55
General Statement . . 56
Organization Chart . . . 56a
Description of Organization . .. 57
Functions of Personnel . . .. 58
Testing . . . .. 62
TABLE OF CONTENTS (CONTINUED)
X. HEALTH . . . . 64
XI. PUPIL ACTIVITIES . . . 65
Interscholastic Athletics . .. 66
Assemblies . . . . 67
The Homeroom .......... .. 68
GietetL Outline for Orientation . .. 70
Referrals . . . . 72
XII. GENERAL INFORMATION FOR TEACHERS . .
Ethics for Teachers . ... .. 73
Program of Studies . 75
Requirements for Graduation . .. 76
Pupil Accounting . . .... 77
Marking and Appraising . . 79
Code of Behavior for Pupils . .. 80
Style Manual . . . 83
Administrative Policies . . .. 85
Activities . . . 86
Purchases, Visitors, Custodial Service 87
Travel, Field Trips .. ..... .. 88
Personnel Requests and Professional
Requirements .. ... .. 89
Professional Growth ..... . .. 90
Calendar of Events .. ..... 91
Class Schedule . . .. 92
Homerooms . . .. . .. 93
Club . . . . 94
Morning Devotions . .. .. 95
Assembly . . . . 96
Directory . . . .. 98
Extra-Class Duties . . ... 99
Standing Committees . .. 101
Evaluative Criteria Committees . 103
Self-Evaluation Study Committees . 105
STATE BOARD OF EDUCATION
Leroy Collins, Chairman
R. A. Gray
Secretary of State
Richard W. Ervin, Jr.
J. Edwin Larson
Thomas D. Bailey, Secretary
State Superintendent of Public Instruction
STATE BOARD OF CONTROL
James J. Love, Chairman
J. J. Daniel, Vice-Chairman
James D. Camp, Sr.
William C. Gaither
S. Kendrick Guernsey
Joe K. Hays
Ralph L. Miller
J. B. Culpepper, Executive Director
FLORIDA A AND M UNIVERSITY
George W. Gore, Jr., President
J. R. E. Lee, Jr., Vice-President
H. Manning Efferson, Dean of Administration
Melvin O. Alston, Dean
School of Education
FLORIDA A AND M UNIVERSITY HIGH SCHOOL
Matthew H. Estaras, Principal
Evelyn W. Gary, Office Manager
PJ A SENT
S HEALTH LUNCHROON
CUSTODIAN SECRETARY GUIDANCE SERVICES SERVICES SERVICES
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PUPIL POPULATION AND SCHOOL COMMUNITY
Tallahassee, which is situated in the Northwest part
of the State, is the capital city of Florida. It is
located on one of seven hills, one hundred and sixty-
nine miles west of Jacksonville, Florida and two hundred
miles east of Pensacola, Florida, the two principal cities
nearest Tallahassee. It is about twenty miles north of
the Gulf of Mexico.
A large number of our state agencies are located in
Tallahassee. There are also two universities of higher
education, the Florida A and M University and the Florida
State University. Three U.S. Highways lead to and from
Tallahassee. They are U.S. 27, U.S. 90, and U.S. 319.
Tallahassee is serviced by two airlines: National
and Eastern; two bus lines: Greyhound and Trailway, and
one Railway: Seaboard Railway.
According to the Tallahassee Chamber of Commerce the
population of the city of Tallahassee is 47,021. The
total population of Leon County is 66,530. Approximately
thirty eight per. cent of the total population are Negroes.
Tallahassee's population is increasing rapidly. Job
opportunities in the community are increasing with the
community's growth. Even though we have a favorable
situation, there is still a moderate amount of unemploy-
ment in unskilled occupations. At the present time,
there is no request for workers in skilled and profession-
al occupations; therefore, the supply is commensurate
with the demand.
The principal industries are farming and manufacturing.
Manufacturing industries produce the following: fruit
and vegetable baskets, wooden boxes and crates, lumber,
concrete blocks, tung oil, turpentine, honey and syrup.
We have had two industries added to Tallahassee in
recent years, namely: Dale Mabry Field Boat Factory and
Tallahassee Park and Shop area. Approximately four to
six Negroes are employed at the boat factory and one
Negro at the park and shop area. The Elberta Crate
Factory, an old industry, employs approximately 500 to
510 Negroes out of 600 employees.
Many persons earn their livelihood from construction
work, service occupations, private businesses, professional,
skilled and unskilled occupations.
The rate of pay for skilled workers at the Elberta
Crate Factory is from $1.27 to $2.05 per hour. For
semi-skilled workers from $1.02 to $1.87 per hour.
The average weekly salary for clerical and sales
occupations is from $41.86 per week to $67.32 per week.
The average for unskilled workers is $1.00 per hour. The
average wage for domestic workers is $65.00 per month.
The average working hours per week is from 40.8
hours to 43.3.
The trend in Tallahassee is moving fast toward home-
ownership by individual families; however, there are still
large numbers of homes owned by individual families
which are below minimum standards. About 75 per cent of
the streets are paved and construction of modern homes
continue. There is still the need for more side walks.
Cities Transit Company operates a local bus service
daily from 6:30 A.M. to 10:00 P.M. Two taxi companies
and privately owned cars furnish the rest of the trans-
portation. The majority of our students live in walking
distance of our school; others are transported by cars.
The physical education department has a program of
intramurals for recreation after school which we believe
supplements other forms of recreation carried on in
Tallahassee, such as, those conducted at the Robinson-
Trueblood Swimming Pool from May through September 1 by
the City of Tallahassee Recreation Board.
There are two hospitals, one of which is a state
tuberculosis hospital, and the other is the Florida
A and M University Hospital. There are also a County
health clinic and an out patient clinic connected with
the Florida A and M University Hospital. We have five
Negro physicians andt- dentists. The principal causes
of death in our community are: (1) heart conditions (2)
cancer and (3) accidents.
In order to meet the primary needs of the pupils,
it is our belief that the school must know its pupils,
their parents, and the people of the community which it
The Florida A and M University High School is
located in Tallahassee, on the Florida A and M University
campus, in Leon County in the Northwest section of the
The total secondary school population in this
community is 1,767.
The total enrollment for Florida A and M University
High School was 270 as of October 1, 1958.
I. BASIC DATA REGARDING PUPILS
A. Enrollments and Graduates
LASSIFICATIO .1953-954 1954-1955 155-1956 1956-1957 1957-1958 1958-1959
jBoy GirlsTota Boy Girl Tota BoysGirl Tota Boy Girl Tota Boy Girl Tota BoyGirl Tota
Twelfth Gr. 14 23 37 13 29 42 33 38 71 17 10 27 21 221 43 18 191 37
Eleventh Gr. 18 33 51 29 42 71 19 23 42 28 25 53 25 23 4824 28 52
11 9 1 i 56
Tenth Gr. 29 43 72 17 17 34 39 28 67 26' 30 56 29 27 56 19 27 46
Ninth Gr. 12 9 21 20 24 44 20 17 37 33 30 63 27 30 57 29 251 54
------_______ __-_ I_ ----__- -- L
Eighth Gr. 12 20 132 19 14 33 17 17 34 16 17 33 17 14 31 17 15 32
Unclassified 0 0 0 0 0 0 0 00 0 0 0 0 0
Post graduate I
Full time 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Part time 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
---J4 -4 & -- I I
TOTAL 199 142 241 115 142 257 144 137 281 136 128 264 1341 1331 261 132 138 270
GRADUATES: NC 14- 21 35 12 28 0 1 27 34 610 2 I c0 0
The enrollment has fluctuated as follows in the last
YEAR BOYS GIRLS TOTALS
1953 1954 99 142 241
1954 1955 115 142 257
1955 1956 144 137 281
1956 1957 136 128 264
1957 1958 134 133 267
1958 1959 132 138 270
The fluctuation in enrollment has been due to the
fact that more pupils have been admitted to our school
from other schools of the county.
YEAR GRADE BOYS GIRLS TOTAL
1953 1954 7th 14 14 28
1954 1955 8th 19 14 33
:1955 1956 9th 20 17 37
1956 1957 10th 26 30 56
1957 1958 llth 25 23 48
1958 1959 12th 18 19 37
The average age of pupils at entrance into high
school for the Fall 1958 is shown by the age-distribution
B. AGE-GRADE DISTRIBUTION
AGE 101 i 21
ori 1 12 13 14 15 16 17 18 19 20 and
GRADE Less O Qvez
Twelfth 6 17 9 4 1
Eleventh i 11 25 8 6
Tenth 1 18 20 6 0 1
Ninth 1 17 25 11 0 1
Eighth 1 11 13 3 2 1 1
Seventh 18 24 4 2 1
The ages of pupils in this school range from 11 to 20
years. This situation-can be attributed to the following
1. Acceleration in elementary school
2. Retardation in elementary school
3. Summer school attendance outside of the county
Provisions that are bin.g mrnde for pupils w;ho
deviate from normal grade levels are as follo;3s:
1. Pupils who are retarded are advised to
attend summer school.
2. The program of studios has been oxpandcd to meot
more adequately the needs of pupils.
C. :-'"TALT ABILITY
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Over O-r I i
II 124 | 94 3 1
117-124 5-94 9 3 1
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109-116 70-84 10 4 1 1 1 |
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92-108 31-69 91 21 12 18 19 14i 7
S 4-91 16-30 63 9 5 12 14 1 3 i 10
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S3e low elow 34 10 8 8
Total 267 32 4 7 7----
Ii Total i267 f47 32 I54 j 47 | ;7 ,
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There are 15 pupils or 40.5 per cent of the senior
class who have attended this school for 6 years. Only
one member of the senior class has been in attendance
less than 1 year.
NUMBER OF YEARS SENIORS
IN THIS SCOLGIRL TOTAL
(INCLUDING BOYS GIRL TOTAL
PRESENT NUM- PERCE
1 0 1 1 2.7
2 1 1 2 5.4
3 2 6 8 21.6
4 3 3 6 16.2
5 4 1 5 13.5
6 8 7 15 40.5
7 or more 0 0 0 00.0
TOTAL 18 19 37 99.9
In grades 7 through 12 there were 18 withdrawals
during the 12 months preceding the opening of the
1958-1959 term. The main reasons for the withdrawals
and the percentages of the totals were:
REASON FOR WITHDRAWAL BOYS GIRLS TO
U__ -PER -
Disciplinary difficulties 0 0 0 00.0
Entered military service 1 0 1 5.5
Financial reasons 1 0 1 5.5
Illness of pupil 0 0 0 00.0
Lack of interest in school
work 2 1 3 16.6
Marriage 0 1 1 5.5
Obtained work 0 0 0 00.0
Poor scholarship 1 0 1 5.5
Pupil's help needed at home 0 0 0 00.0
Transferred to another school 6 1 7 38.3
Unclassified 1 3 4 22.2
Unknown 0 0 0 00.0
TOTAL 12 6 18 99.1
The educational intentions of the present senior
class show 64.8 per cent plan to attend 4-year colleges
or universities; 2.7 per cent plan to attend junior
colleges; 13.5 per cent plan to attend post secondary;
3.1 per cent plan to continue their education but are
undecided on the type of school; 10.8 per cent are
undecided about further education.
F. EDUCATIONAL INTENTIONS
INTENTIONS BOYS GIRL! N
Attend 4-year college oz
university 7 17 24 64.8
Attend junior college 1 0 1 2.7
Attend other post-sec- -
ondary school, e.g.,
business college or 3 2 5 13.5
Continue education but
undecided on type of 3 0 3 8.1
Stop formal education
upon graduation 0 0 0 00.0
Undecided about further
education 4 0 4 10.8
Unknown 0 0 0 00.0
TOTAL MEMBERS OF
SENIOR CLASS 18 19 37 99.9
The educational intentions of our seniors compare
favorably with the educational opportunities afforded.
The occupational intentions of the present senior
class according to categories and the corresponding
G. OCCUPATIONAL INTENTIONS
CATEGORIES BOYS GIRLS NUM- PER
and managerial work 10 19 29 78.
Clerical and sales work 0 0 0 00.
Service work 6 0 6 16.
and forestry work 0 0 0 00.C
Mechanical work 0 0 0 00.C
Manual work 0 0 0 00.C
Undecided 2 0 2 5.
Unknown 0 0 0 00.(
TOTAL 18 19 37 100.(
In the class of 1958 there were 40 graduates and
twenty eight or 70 per cent of them are enrolled in
schools leading to a bachelor's degree' 2.5 per cent are
in other schools beyond the secondary school; 2.5 per cent
are in the armed forces;n20 per cent in manual work; 5 per
cent are married.
H. FOLLOW-UP DATA OF GRADUATES
CATEGORIES BOYS GIRLS NU-
Schools leading to a
bachelor's degree 12 16 28 70.0
Other schools beyond the
secondary school 1 0 1 2.5
and managerial work 0 0 0 00.0
Clerical and sales work 0 0 0 00.0
Service work (Armed Forces 1 0 1 2.5
Agriculture, marine, and
forestry work 0 0 0 00.0
Mechanical work 0 0 0 00.0
Manual work 7 1 8 20.0
Unemployed 0 0 0 00.0
Unknown 0 0 0 00.0
SMarr_ 0 2 2 5.0
TOTAL 19 .40 Q. 0
From the occupational survey of the parents of the
pupils enrolled in this school we find the following
II. BASIC DATA REGARDING THE COMMUNITY
B. OCCUPATIONAL STATUS OF ADULTS
SMEN WOMEN TC TAL
OCCUPATIONS JM- P-FER- NM P- NUM- PEH-
SB ER CENT BER CENT BER CENT
lProfessional and semi-
iprofessional workers 54 29.3 66 30.4 120 29.9
rFarmers and farm managers 1.6 0 00.0 3 0.7
, Proprietors, managers,1
and officials, except
farm 4 2.2 0 0 4 1.01
Clerical and kindred I
workers 13 7.1 8 3.6 21 5.3
Salesmen and saleswomen 4 2.2 1 0.5 5 1.2
Craftsmen, foremen, and
kindred workers 24 13.0 3 1.4 27 6.7
Operatives and kindred
workers 7 3.7 7 3.2 14 3.5
Domestic service workers 3 1.6 44 20.3 47 11.7
Service workers, except
domestic 18 9.8 29 13.6 47 11.7
Farm laborers and
foremen 0 00.0 3 1.4 3 0.7
Laborers, except farm
and mine 44 23.9 0 00.0 44 11.0
Homemakers 0 00.0 55 25.3 55 13.7
Unemployed or on relief 10 5.4 1 00.5 11 2.7
Unknown 0 00.0 0 00.0 0 00.0
TOTAL 184 99.9 217 100.0 401 99.8
From the educational survey of the parents of the
pupils enrolled in this school we find the following
C. EDUCATIONAL STATUS OF ADULTS
MEN i 1AOMEN TOTAL
EDUCATIONAL STATUS NUMT PER- _NUM- P ER- NUM PER-
8__________ BER CENTI BER CENT B ER CENT
Attended but did not
school 15 8.2 14 6.5 29 7.2
school 15 8.2 9 4.1 24 6.0
Attended but did not
complete high school 48 26.1 55 25.3 103 25.7
school 28 15.2 40 18.4 68 17.0
Attended but did not
graduate from post-
secondary-school 10 5.4 13 6.0 23 5.7
Completed a two-year
college or post-
course 3 1.6 3 1.4 6 1.5
Graduated from four-
year college (or
equivalent course 19 10.3 26 12.0 45 11.2
Completed and engaged
in graduate study 37 20.1 52 24.0 89 22.2
Trade School 9 4.9 5 2.3 14 3.5
TOTAL 184 100.0 217 100.0 401 100.0
G. Agencies Affecting Education
1. OTHER SCHOOLS (FOR YOUTH OF SECONDARY-SCHOOL AGE)
There is one other Negro high school in our
community. This high school is located in the North-
west section of Tallahassee, and it serves the majority
of high school pupils in our community. The high school
pupils, who enter the Florida A and M University High
School, come from Bond Junior High School and Griffin
Junior High School.
We have 44 churches in our community of which
a large number of our students are members. These
pupils are members of each faith represented below:
There are 20 Baptist churches
There are 7 Methodist churches
There are 9 Holiness churches
There is .__ __ Tr.iunph, The Church and
Kingdom of God in Christ
There are 2 Catholic churches
There is 1 Episcopal church
There is 1 Presbyterian church
There is 1 Apostolic Faith
There is 1 Jehovah Witness
There is 1 Seven Day Adventist
The Interdenominational Ministerial Alliance is an
organization composed of ministers representing a number
of the faiths of the churches in our city. This
organization extends a positive influence in our
community in developing good will among the faiths
represented in our school. Each year the organization
contributes a cash award to a graduating boy and girl
in our senior and junior high schools for outstanding
There are six libraries to serve the pupils in
our community, These libraries, with the exception
of Griffin Library, are opened year-round. They are:
Florida A and M University Library, Florida A and M
University High School Library, Lincoln High School
Library, Griffin Junior High School Library, Bond
Junior High School Library, and the Leon County Public
In the summer, Leon County Board of Education
provides a full time educational and recreational
program which includes library services. A full time
librarian at the Lincoln High School Center and a
full time librarian at the Bond Junior High School
center provide library experiences and service
for any pupil between the ages of five and eighteen.
During the summer, the public library which is
located on Adams Street tries to stimulate reading
in pupils of all ages by a club known as the Bookworm
Club. Florida A and M University library provides
services for students, in-service teachers, and
personnel of the University.
The Florida State Library located in the Supreme
Court Building is at our disposal also.
4. MUSEUMS, ART GALLERIES, PLANETARIUMS, BOTANICAL
GARDENS AND ZOOS
There are no art galleries or planetariums in our
community. We do however, have an opportunity to
visit art exhibits sponsored by teachers and students
from the Florida A and M University Art Department,
There are art exhibits placed in the Lewis State
Bank each year, and our pupils are permitted to visit
them as class observations, or they may make
The Junior Museum, located on the corner of
Madison and Adams Streets, provides educational
experience in that it shows the early types of dress,
household furnishings, agricultural equipment, and
some of the agricultural products of this area. Some
live animals can also be seen at the Junior Museum.
The Texaco Zoo which is located at the end of the
Apalachee Parkway is very small; however, it provides
rich educational experiences for our pupils who are
interested in various types of animals.
5. FORUMS, LYCEUMS, OPERAS, PLAYS, AND MUSICAL
Florida A and M University High School is
located on the Florida A and M University campus which
sponsors yearly a number of forums and musical
performances, and our faculty and most of our students
attend; but facilities for the general public are
limited. During certain seasons, especially the
Easter and Christmas Seasons, many of our pupils
participate in musical performances and forums in
Church-Sunday School sponsored programs.
6. ORGANIZED SERVICE GROUPS
In this community there are several organized
service groups such as the Chamber of Commerce, the
American Legion, The Civic League, The N.A.A.C.P.,
The Frontiers of America, The Quarterback Club, The
Lions Club, The Kiwanis Club, The Down Town Employees
Club, and the Greek Letter Organizations. All of
these contribute to the total development of our pupils.
7. HEALTH CENTERS, CLINICS
In our community we have two hospitals, one health
department and one out-patient clinic connected with
Florida A and M University Hospital.
8. RECREATIONAL FACILITIES
The following recreational facilities are found
in our community:
1. Jake Gaither Park-Golf Course
2. Robinson-Trueblood Swimming Pool
3. Lee Park
4. J. B. Bragg Stadium
5. Centennial Field
6. West Park
7. College Park
The city of Tallahassee sponsors a recreational
program at each of the city's parks. These parks
are opened from 8:00 A.M. to 5:00 P.M. This program
is under the auspices of playground supervisors
during the summer months.
The County Board of Education sponsors a program
at three schools, Griffin Junior High School, Lincoln
High School, and Bond Junior High School. The
program starts in June and ends in early August. Arts
and crafts, photography, driver education, music, and
supervised play which involves soft ball, dodge
ball, horse show, quiet games (Chinese Checkers,
checkers, dominoes), basketball, social dances, movies,
field trips and excursions are the sponsored activities.
9. MOTION PICTURE THEATERS
There is only one public motion picture theater
in the city of Tallahassee to serve the pupils in our
community the year round. The Lincoln Drive-in
Theater is open from early spring to late fall.
A movie is shown each Friday night during the
school term for pupils and adults on the University
campus; however, a number of the pupils from our
10. COMMERCIALIZED ENTERTAINMENT
Three poolrooms and a dance hall are located in
the Northwest section of the city. There are several
restaurants and cafes located in the Northwest and
Southeast sections where dancing is carried on.
Bert's, Smitty's, The Smoke Shop, Deluxe Cafe, Orange
Blossom Cafe, El-Chico Grill, Orange and Green Cafe
and Abner's Cafe are some of these establishments.
Educational Needs of Youth
The members of the faculty of the Florida A and M
University School agree with the generally accepted
view-point that the responsibility of meeting the
educational needs of all youth of secondary age is the
primary function of secondary education in America. In
the light of this view-point the students, faculty, and
parents studied and reacted to the eight common needs of
youth as presented in "Section C" of the Evaluative
As a means of arriving at a common understanding of
these eight needs, the faculty discussed each need at
length, emphasizing the strengths and weaknesses of this
Members of the faculty indicated on duplicated
checklists the extent to which they accepted meeting the
eight needs as a responsibility of the school. The
attitude of the professional staff concerning these needs
is "Complete Acceptance."
Faculty members, students, and parents indicated on
checklists the extent to which they felt that this school
meets each need. Graphical summaries of the evaluation
of students and parents were presented to the faculty
for consideration in planning to improve the total program
of the school. Faculty reactions were tallied as a means
of arriving at a composite opinion.
The following is a report of the attitude of the
staff members concerning the extent to which the school is
meeting these needs.
A. They need to learn to live with other human beings.
The consensus is that the school is meeting this
need between moderately and moderately extensively.
B. They need to achieve and maintain sound mental and
The consensus is that the school is meeting
this need between moderately and moderately extensively.
C. They need to learn to live in their natural and
The consensus is that the school is meeting this
need between moderately and moderately extensively.
D. They need sound guidance.
The consensus is that the school is meeting this
need between moderately and moderately extensively.
E. They need to learn to think logically and express
The consensus is that the school is meeting this
need between moderately and moderately extensively.
F. They need to prepare for work for further education,
or for both.
The consensus is that the school is meeting this
need between moderately and moderately extensively.
G. They need to learn to use their leisure well.
The consensus is that the school is meeting this
need between moderately and moderately extensively.
H. They need to learn to live aesthetically.
The consensus is that the school is meeting this
need between moderately and moderately extensively.
PHILOSOPHY OF FLORIDA A AND M UNIVERSITY SCHOOL
The Florida A and M University School includes
grades one through twelve. Any pupil who meets the
requirements as set forth in the school laws of the State
of Florida may enroll.
Opportunities are provided for pupils to take courses
that will meet requirements for college entrance and to
develop some occupational skills.
The basic functions of the school are to serve as an
educational institution for boys and girls and as a
laboratory school for the School of Education of Florida
A and M University.
The functions of the school in serving the teacher-
education program are: (1) to furnish professional
laboratory experiences preceding and following student
teaching, (2) to serve as a student teaching center, when
necessary, (3) to provide opportunities for directed
observation and participation as inherent aspects of pro-
fessional courses, and (4) to provide opportunities for
experimentation and research.
We believe that the primary task of this school is to
prepare students to function effectively in a democratic
society and thereby to influence social progress and sustain
the American way of life.
We further believe that it is the obligation of this
school to promote the development of sound health habits,
socially desirable attitudes and values, social and
economic competencies, critical thinking and academic
literacy, and understandings of and appreciations for
Therefore, we purpose to provide pupils with
experiences which will achieve the following objectives:
1. To foster intelligent participation in the home
2. "To establish understandings of and appreciations
for American ideals and principles.
3. To develop understandings of human relationships.
4. To develop abilities to share ideas and solve
5. To promote appreciations of high ideals and
6. To develop sound, effective physical and mental
health habits and practices.
7. To develop appreciations for the environment,
in relation to everyday living.
8. To develop skills necessary for the intelligent
consumption of goods and services.
9. To foster the acquisition of knowledge and skills
which promote economic sufficiency.
10. To encourage a maximum development of skills,
interests and talents.
11. To promote independent, critical, and logical
12. To develop skills necessary for effective
13. To promote creativeness by encouraging self-expression.
14. To develop skills and appreciations which foster
wholesome recreational and leisure time activities.
15. To promote aesthetic living.
Program of Studies
We believe that the basic function of the Program
of 'Studies of Florida A and M University High School
is to provide experiences which will help meet the
common and individual educational needs of its pupils.
Therefore, our objectives are as follows:
1. To provide activities that will develop
the general abilities of the pupils.
2. To provide activities that will develop
habits, attitudes, and ideals for present
and future living in a democracy.
3. To provide experiences which will prepare
pupils for higher education.
4. To provide activities which will
develop skills and interests for after
We at the Florida A and M University High School
believe that education is designed to develop the whole
child and that all experiences in the school should
lend themselves to the execution of this belief.
Therefore, art education is designed primarily to develop
aesthetic values, to provide opportunity for individual
expression, and to develop artistic skills for
avocational and vocational pursuits.
In light of this philosophy the following objectives
1. To acquaint the pupil with the contributions
of art in the development of past and
2. To provide creative experiences with a
variety of art media.
3. To provide opportunity to apply basic
principles of design in functional situations.
4. To provide talented pupils with the
orientation necessary for selection of
specialized art offerings.
We believe that the primary function of business
education is to provide the basic skills, knowledge,
habits, attitudes, ideals and appreciations for
successful living in the business framework of one's
We believe that business education classes should
be conducted in such a way that pupils learn to work
cooperatively, to think critically and logically, to
accept criticism thoughtfully and appreciatively, and
to observe the rules of courtesy.
We believe that the pupils in business education
should foster the development of an inquiring mind.
We believe that the pupils should be prepared
intelligently to cope with economic conditions.
We further believe that the pupils should develop
skills necessary for the intelligent consumption of
goods and services.
1. To establish understandings of and
appreciations for American ideals and
2. To foster intelligent participation in
the home and community.
3. To provide skills necessary for the
intelligent consumption of goods and services.
4. To use effectively all the personal
skills, business services, and facilities
necessary in conducting the business
activities of the consumer.
5. To provide exploratory experiences that
will help pupils to discover their
interests, aptitudes and abilities for
We believe that the high school student is
entitled to a confident command of the resources of the
English language. He will be called upon to use language
in many varying situations, and he can do so intelligently
only if he receives a sound foundation. Hence, the
activities of the English program are centered around the
major forms of language, reading, writing, speaking, and
listening. Through careful organization, these activities
are fused into a workable program, and students move
progressively from one desired skill to another.
The English program is functional, and it is con-
cerned with the individual pupil's learning problems
both in the classroom and in life outside of the school.
The following objectives in language and literature
have been established as goals:
1. To develop the ability to read with understanding
materials within the comprehension and emotional
range of the high school pupil.
2. To develop an understanding of and appreciation
for correctness in written and spoken language.
3. To develop the ability to think clearly and
express ideas in a concise orderly way in
oral and written communication.
4. To build an appreciation for and interest in
literature, past and present, with emphasis on
Aerican litafatuif which stresses the American
5. To promote social sensitivity.
We believe that with the shifting events in our
rapidly shrinking modern work, now as never before,
there is need to understand other peoples and to
evaluate their way of thinking. We also believe that
a language study provides an answer for that need. We
further believe that a student studying a foreign
language should be able to use it as a method of
communication of thoughts, ideas, and emotions. Therefore,
we subscribe to the following objectives:
That a student studying the language should:
1. Develop the ability to read and write in
the foreign language.
2. Speak it an understand it when it is spoken.
3. Develop cosmopolitan sympathies and eliminate
4. Appreciate in a larger measure the way of life
of all foreign people.
5. Develop the ability to think logically.
6. Have an increased ability in English grammar
Health and Safety
The health of the whole child in his total
environment involves the school wurKing cooperatively
with the home and the community in providing experiences
which are conducive to desirable health and safety
A well organized and progressive program in health
and safety is essential for every high school student
in order to provide these experiences.
1. To understand the "wholeness" of an individual
and to realize that any part of living affects
all parts of living.
2. To enable the pupil to identify himself
whole-heartedly and constructively with the
social and community life around him.
3. To help the pupil to develop and maintain a
wholesome and happy home relationship.
4. To encourage healthful living through the
formation of basic health skills, good
health habits, and wholesome attitudes.
We believe that homemaking education should help
pupils to assume responsibility, to achieve a wholesome
and effective family life, and to develop attitudes,
appreciations and values which are compatible with democratic
We also believe that homemaking should help pupils
to recognize and to solve problems that affect home,
community, and family life critically and logically.
We further believe that homemaking should contribute
to the development of integrated personalities and gracious
1. To develop the ability to use wisely available
human and material resources such as time,
energy, health, and money.
2. To develop the ability to use effectively methods
and procedures leading to the development of
skills in homemaking.
3. To develop an appreciation for the the importance
of homemaking as a vocation.
4. To develop an appreciation for and competence in
the skills of homemaking.
5. To develop the ability to create an attractive
and pleasing environment in the home by
recognizing and using actual and potential
6. To develop an understanding of one's responsibilitL'
as a member of the family, the school and the
community groups in a democratic society and to
develop the ability to participate as a member
of such groups.
We believe that industrial arts courses play a
vital role in helping boys and girls to understand the
modern machine age. We also believe that a chance should
be given the students to investigate their interests and
abilities in the various vocational areas. We further
believe that such courses should emphasize consumer
Therefore we subscribe to the following objectives:
1. To develop the ability to plan and complete
projects using a variety of tools and con-
struction materials in a workman like manner.
2. To give experiences that will increase under-
standing of modern industry ahd that will lay
the foundation for ard help to determine
3. To develop the ability to read and to make work-
able drawings, charts and graphs.
4. To develop the ability to recognize quality
and design in the products of industry.
5. To develop the ability to maintain and to
service in a safe and efficient manner the common
products of industry.
6. To provide an objective medium for expression in
mathematics, science, language, arts, and social
7. To develop an interest in crafts as a valuable
medium for creative expression in leisure time.
8. To give experiences that will develop social
understanding and ability to work effectively
with others, either as a leader or as a
member of the group.
We believe that mathematical concepts and
principles form the foundations for common and specialized
mathematical needs of high school pupils who are to
function in a useful, practical, and satisfactory manner
in a democracy.
We further believe that each new principle, when first
presented, is carefully tied in with other principles
upon which it depends. We subscribe to the point of view
that this procedure is to enrich the principles that have
been previously used and to give the pupils a correct and
thorough understanding of the meaning of the new
principles being introduced.
We believe that learning is primarily an interaction
of the personality of an individual with his environment;
therefore, provisions are made for students to acquire
an appreciation and an understanding of quantitative
relationships in everyday life.
1. To acquire a rich mathematical background for
further mathematical and scientific training.
2. To develop the ability to think independently
and to discover mathematical truths and
relationships for themselves.
3. To develop the ability to transfer training in
mathematics to the solution of present and
4. To develop the ability to think critically and
analytically in mathematical situations as
well as in non-mathematical situations.
5. To individually attain that level of mathematical
competency which is needed.
6. To develop a sense of appreciation for the
importance of mathematics to an individual and
its contribution to the development of
7. To develop an understanding of the basic
mathematical concepts through repetition and
application in new situations.
8. To make the mathematical processes meaningful.
9. To develop a workable understanding of
We feel that music in our school and in any school
should consist basically of music appreciation, a
knowledge of basic music notation, sight-singing, and a
high regard for fundamentals and principles of musical
knowledge. In a modern world, where aesthetic values
are ever on the increase, music and its corresponding
arts will prove invaluable in coping with the world of
1. To develop an appreciation of music through
listening and actual experiences.
2. To aid students in becoming familiar with
3. To provide opportunities for students to learn
about musical instruments and opportunities for
talented students to become adept in instru-
4. To provide for creative ability in musical
experiences, whether instrumental or vocal.
5. To discover special talent in any area of music
and to develop that talent for the pupil's
We believe that physical education is an
essential factor in the complete education of youth today.
It is designed to help meet the needs of the individual
and the needs of society.
It is further believed that activities should be
selected on the basis of their educational value and
conducted in such a manner as to achieve the greatest
possible educational results.
1. To promote organic growth through participation
in activities which will contribute to the
physical well-being of the individual.
2. To promote mental and emotional growth by
providing opportunities for creativeness and
3. To promote social-behavior>. growth through
the development of such traits as self-
discipline, loyalty, respect for the rights
of others, ipcdership, honesty and good
4. To contribute toward the worthy use of leisure
time, both in school and adult life.
Science is the tool by which man controls his
environment. It is the instrument used in promoting
man's welfare and advancement. We believe, therefore,
that science is a vital part of our school's curriculum
in as much as it provides opportunities for our pupils
to develop an appreciation for and an understanding of the
basic scientific concepts of life. We believe that
science should alter false conceptions and attitudes to-
ward life and influence man to depend upon truths and
rational processes of thinking.
We further believe that the methods of science are
bases of social progress and are even more important
than the purely material products of science. We believe
that science should equip all pupils with information,
understandings and certain abilities which will contribute
to the healthful, intellectual, spiritual, and physical
aspects of living.
1. To develop within the student scientific
attitudes so that he may be better prepared
to live in a democratic society.
2. To present factual information so that super-
stitions and ignorance will be minimized.
3. To stimulate intellectual curiosity about the
world in which we live.
4. To help develop an appreciation of ethical
values which shall undergird all life in a
5. To create interest for science and the
appreciation of scientific principles as applied
to everyday living.
6. To give practice in the expression of scientific
ideas in clear and correct English.
7. To acquaint each student with the part that
science plays in the development and the
prosperity of his environment.
8. To help the pupil recognize his needs, interests
9. To aid the pupil in selecting future science
10. To present functional concepts, facts, and
understandings of scientific principles.
11. To endeavor to make pupils aware of themselves
and of their surroundings by providing real
life experiences in the classroom.
12. To satisfy the natural curiosity of the pupils
regarding the normal development of the body
We believe that the social studies program of any
school should acquaint the pupil with the historical
background from which our present society has evolved.
We also believe that pupils should understand the
problems related to the production, consumption, and
distribution of goods and services and that they should
be academically equipped to be constructively and logically
critical of contemporary political, social, and economic
We further believe that the social studies program
should inspire students to be functional and responsible
1. To develop all pupils as functional citizens
of their community.
2. To inspire all pupils to improve their environment.
3. To stimulate all pupils to know themselves and
4. To encourage all pupils to take an active
part in citizenship duties.
5. To encourage all pupils to conserve our human
and natural resources effectively.
6. To encourage all pupils to evaluate propaganda
and truth in terms of facts rather than emotions.
Pupil Activity Program
The pupil activity program of the Florida A and M
University High School is an integral part of school
life. The activities are planned to supplement and
enrich the program of studies.
We believe that the pupil activity program should
be based upon pupil needs and interests and that it
should provide opportunities for the development of
democratic practices through cooperative living and working.
We further believe that these experiences should
provide opportunities for pupils to pursue interests, to
develop creative talents, to acquire abilities to lead and
to follow, and to improve social competencies.
1. To discover and develop special interests,
skills, and talents.
2. To provide for the exploration of a variety
3. To foster the development of attitudes and
abilities necessary for effective democratic
4. To promote the development of desirable
social and personal traits.
5. To provide opportunities for self-expression
6. To foster the development of school spirit.
The school library functions to further the over-
all objectives of the school. It is a service agency
providing materials for all subjects and interests of
pupils and teachers. As a teaching agency it teaches
the use of books and libraries, suggests the reading of
books which might otherwise be unknown or neglected,
supplies all types of materials for developing and
expanding interest, and stimulates new interests. The
library is also a reading center for enjoying books,
investigating problems, studying and using all types of
1. To provide our clientele with library materials
and services most appropriate and meaningful in
their growth and development.
2. To stimulate and guide pupils in all phases of
their reading so that they may find increased
enjoyment and satisfaction and may grow in
critical judgment and appreciation.
3. To help children and young people to become
skillful and discriminating users of libraries
and library materials.
4. To provide an opportunity through library
experiences for boys and girls to develop help-
ful interests, to make satisfactory personal
adjustments, and to acquire desirable social
The guidance services of the Florida A and M
University High School permeate each phase of the school
program and provide organized assistance to all pupils
in making adjustments necessary for successful, satisfactory
living. The program emphasizes self-understanding, self-
adjustment, and the prevention of maladjustment.
We believe that the guidance services should provide
assistance for all pupils in acquiring self-understanding,
making adequate social and personal adjustments, evaluating
choices, modifying plans, selecting courses of action, and
achieving reasonable goals.
We further believe that these services should be
directed toward helping pupils to become progressively
more able to help themselves.
1. To help pupils to know and to accept themselves-
their abilities, aptitudes, interests, and needs.
2. To aid 4up4is. in making adjustments to
3. To acquaint pupils with occupational and
4. To help pupils select reasonable goals, both
immediate and long-range, in terms of their
interests, abilities, and opportunities.
To assist pup 1 i .i hn (tci11 ) IId
6. To assist pupils with problems of social and
7. To help pupils plan to solve their own problems.
8. To help pupils acquire socially desirable
attitudes, values, and habits.
9. To provide information about pupils and their
needs for the use of the staff in evaluating the
curriculum and improving instructional techniques.
We believe that the school plant makes a major
contribution to the functioning of the total school
program and is, in a large measure, a determining factor
in how much or how little is achieved by pupils.
We further believe that the school plant should provide
an environment of such beauty and organization that it
will engender in the pupil an appreciation of and a
desire for healthful and attractive surroundings.
1. To provide physical facilities that meet the
needs of the program.
2. To develop a desire for more healthful and
attractive home surroundings.
3. To stimulate members of the community to use its
facilities to the maximum extent.
School Staff and Administration
It is the belief of the school staff and administration
of the Florida A and M University High School that the
coordination and fusion of all school experiences and
services for the optimum development of pupils are the
primary goals of the school. We believe that harmonious
cooperation of staff members a discerning leadership
can provide direction for the accomplishment of these
We further believe that the resources of the school,
both human and physical, should be constantly at the
disposal of the community for a cooperative approach
to the solution of the problems of education.
We are vitally concerned with realizing the following
1. To create a wholesome environment which will
enable pupils to develop physically, mentally,
socially and emotionally.
2. To provide an adequate program of studies and
experiences which will meet the needs of pupils
in an everchanging society.
3. To develop within boys and girls the desire for
adequate training in order to become active
participants in and contributors to the
development of American democracy.
4. To encourage and to assist staff members with
The guidance program is concerned with a careful study
of the pupil and with helping him to understand himself so
that he may live, grow, and develop as much as possible in
The guidance program tends to learn about the interests,
abilities, problems and other information relating to the
plans of students, and to make this information available to
other members of the school staff.
The school guidance program concerns itself, not only
with the maladjusted and the trouble makers, but with every
student in the school. It is concerned with supplying
informational services, counseling services, placement and
follow-up and with assisting the school staff, and working
toward a better home, school and community relationship.
The school counselor is interested in having personal
interviews, meeting with groups of students for different
guidance purposes upon request, and in conferring with staff
members, parents and other persons or groups who may be
concerned about improving the guidance program.
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Description of Organization
The guidance service include pupil inventory,
information, counseling, health, placement, and
follow-up. The principal assumes administrative
responsibility and makes provisions for the effective
functioning of the program which is coordinated by
two counselors. One counselor works directly with
boys and the senior high homeroom program; the other
works directly with girls and the junior high homeroom
All teachers assist in appropriate phases of the
guidance program, with homeroom sponsors being directly
responsible for group guidance activities.
The librarian assumes the responsibility for storing
,3terials and making them available to pupils and teachers.
The health services are coordinated by the school
Guidance Functions of School Personnel
1. Establishes a continuing process of taking
inventory of students' needs, interests, and
2. Supervises the evaluation and revision of the
curriculum and co-curriculum in the light of
3. Arrn-oes the school schedule so that the student
and special resource personnel can have time
in vhich to meet.
4. Plans, promotes, and assists with the in-service
training of the faculty.
5. M'a'os adequate budget requests to implement the
6. Provides for the continuous evaluation and
rcvision of the guidance program.
7. F-los to define the administrative structure,
to clarify line and staff operations, and to
defirn job descriptions.
8. Provides an educational setting in which
co:mptent counselors can operate effectively.
9. Acts -s a public relations agent to staff,
cthor edrinistrative heads, and community.
1. C"Q. i7Dni o and provide leadership for the
2. Supervise the testing program
3. Do-velcp methods of recording information about
Sst :, fc 3 .
4. Serve as resource persons for teachers and
5. D -olop and maintain a system of placement
6. Initiate a research program.
7. Secure and disseminate occupational and
o. Accumulate and organize basic data about pupils
for staff use.
9. Utilize community referral resources,
10. Help teachers develop instructional activities
more closely related to guidance needs of
11. Help staff gather, organize, and use educational
and occupational information.
12. Help staff conduct research and evaluation
13. Interpret test results to pupils.
14. Provide for orientation of new pupils.
15. Help pupils make long range plans in terms of
abilities and limitations.
16. Assist pupils in choice of courses.
17. Analyze reasons for student failure and suggest
18. Assist pupils in making choices of educational
institutions for further training.
19. Provide counseling service for pupils.
20. Coordinate the guidance activities of the
21. Assist pupils who have adjustment problems.
C. THE GUIDANCE COMMITTEE
Interprets gudancEe program to staff.
2. Makes recommendations regarding guidance policies.
3. Studies needs, purposes, and procedures
essential to the development of guidance services.
4, Helps evaluate guidance services.
5. Helps plan in-service professional development
D. THE H3OMROOM TEACHERS
1. Prepare and maintain personal records of pupils.
2. Help disseminate information.
3. Recognize and screen emotional problems.
4. Refer deviant behavior cases to the counselor.
5. Observe daily relationships of pupils.
8. Assist in placement of pupils in the school
9. Help pupils make appropriate plans in terms of
their abilities and limitations.
10. Inform teachers of significant facts about
students enrolled in their classes.
11. Handle group guidance activities.
12. Assist in the orientation of new pupils.
13. Use cumulative records and other informational
data in assisting pupils with individual
T. 7Provide instruction based on subject matter out-
comes and needs of pupils.
2. Create desirable emotional climates in classrooms.
3. Encourage pupils to work to their capacity.
4. Acquire information and insights about pupils
and their experiences.
5. Make information about pupils available to
counselors (anecdotal records, case studies,
6. Detect emerging maladjustments.
7. Refer deviant behavior to counselor.
8. Help disseminate occupational information.
9. Provide group activities in citizenship,
leadership, and personality development.
10. Implement decisions made as a result of pupils'
contacts with counselors.
11. Develop effective contacts with parents and
12. Promote the development of effective study habits.
13. Use tests to identify pupils with special
talents or weaknesses4
14. Adjust class procedures to meet individual needs
15. Use pupil cumulative records in understanding
16. Cooperate with counselors in helping pupils elect
course offerings to meet individual pupil needs.
F. THE LIBRARIAN
1. Assists counselor and teachers in building
2. Files unbound occupational and educational
3. Maintains an "occupational shelf' for bound
4. Displays informational materials.
5. Provides for the storage of guidance materials
and makes them available to both pupils and teachers.
6. Helps secure occupational and educational materials.
7. Acquaints counselors and teachers with new
guidance materials reaching the library.
G. THE SCHOOL NURSE
1. Determines physical fitness of pupils for
2. Secures and maintains health records.
3. Identifies pupils who need medical or dental service.
4. Refers pupils to doctor or dentist.
5. Reports medical or dental needs to parents.
6. Follows up recommendations of doctors and dentists.
The testing program of the Demonstration Schools is
designed to meet the needs of the school. Cur program is
designed so that each pupil is exposed to standardized
testing from the time he enters until he completes his
The main purposes of our testing program are: (1) to
provide guidance for individual pupils; (2) to help the
teacher in planning and carrying out needed guidance for
her pupils. Teachers are encouraged to make use of test
results in attempting to help students. However, it must
be remembered that tests don't tell every thing about an
individual, but that the results are to supplement other
information gathered by teachers.
Test results will be made available to teachers upon
request. These results are to be kept confidential and are
not to be given out indiscriminately to students. Students
should be given information as to their relative positions
in terms of the areas measured rather than exact scores.
Adequate explanation of what they measure should always
precede the presentation of information about test scores
to students and parents. Because of the degree of maturity
of secondary school pupils, more information can be given
them than elementary pupils. However, elementary school..
pupils might be told how they performed on a test relative
to previous testing.
Standardized tests at the Florida A and M University
Schools are usually administered by the principal and
counselor and scored either by machine or teachers of the
respective homerooms. This method is employed so that the
testing program will be looked upon as a achoolwwide program
rather than the work of one department of the school.
Test scores are to be recorded in the student's
cumulative record. The date the test was given, name of
test, form used, total scores, and I.Q., percentile rank'
results should be recorded. It is important that test
results be passed on from grade to grade in the cumulative
Listed below are tests which are usually given. Upon
request by teachers, retesting and special testing will be
administered by the principal, counselor or the university
testing bureau. Tests are administered during the
beginning and closing periods of the academic year.
Grade 1 Detroit First Grade
Grade 3 S.R.A. Primary. Mental Abilities
Grade 5 Otis Quick Scoring
Grade 7 Kuhlmann-Anderson Intelligence Testsr
Grade 9 S.R.A. Primary Mental Abilities
Grade 11 Otis Quick Scoring
Grade 12 American Council on Education
Grades 1, 2, 3, 4, 5, 6, 8 Metropolitan Achievement Tests
Grade 10 Iowa High School Content
Grade 12 Florida 12th Grade Testing Program (A.C.E.)
ADJUSTMENT AND INTEREST
Kuder Preference Record
Health is a basic objective of the school program.
Certain health services.help personnel become acquainted
with the health problems of children and provide a means
of helping secure solutions to their problems. To
learn effectively, children need good health.
The following school health services are provided:
1. Health Appraisal: The information secured
through this procedure helps the teachers
to understand their pupils and to select
those needing a modified education program.
2. Health Counseling and Follow-Through: An
effort is made to aid the parent an child in
learning how to meet and solve health problems.
3. Emergenc Care: We provide prompt emergency
care for those who become injured or ill
while at school. Our first aid procedures are
based on the assumption that arrangements
will be made to secure medical aid promptly
whenever it is needed.
4. Communicable Disease Control: In an effort to
control communicable diseases, we include
education of the pupils, encouragement of
immunizations, blood tests and efforts to
have sick children stay at home.
5. School Sanitation: We attempt to provide a
sa~e, pleasant and healthful environment at
In addition to the regular course of study, the
pupil activity program offers opportunities to develop
special abilities and interests. A description of the
T- The Billett, Newspaper
2. The Baby Rattler, Yearbook
Music Pro ram
SI Ban Concert
2. Band, Marching
1. Two representatives from each homeroom in grades
seven through twelve, with presidents of classes
as ex-officio members.
2. In order to be eligible for an elective or
appointed office in the Student Council, an
academic average of "C" or better is expected.
The Club Program
1. General Purposes
a. To provide opportunities for working
and living together.
b. To provide for individual differences.
c. To contribute enriching materials and
2. Each semester pupils are issued registration
forms listing the names of former clubs.
Each person selects a first and second
choice club and may write in the name of
any other club desired.
The organization of a club is determined
by indicated pupil interest (ten or more)
and availability of resources.
3. Each club meets twice per week (Wednesdays
and Thursdays) during the Activity Period.
The interscholastic athletics is a desirable part
of the general program of physical education as it
plays a very important part in developing those mental,
physical, and social characteristics which are
essential in our democratic society.
The athletic program is designed to meet the needs
of the participants, through experiences which come
from participation in interscholastic competition.
However, the opportunity to participate in interscholastic
athletics will be considered as a privilege which the
school enables the athletes to enjoy rather than as a
service which the athlete renders to the school,
Each student is required to do passing work in all
classes in order to be eligible to participate in inter-
1. To unify the total school program.
a. To acquaint students with school policies.
b. To encourage school spirit.
2. To motivate and supplement classroom work.
3. To widen and deepen student interests.
4. To inspire wholesome use of leisure.
5. To develop the aesthetic sense of the pupil.
6. To instill commonly desired ideals and virtues.
7. To develop self-expression.
8. To emphasize correct audience habits.
9. To recognize publicly worth-while achievements.
10. To promote an intelligent patroitism.
11. To correlate school and community interests.
Since the homeroom is the center of the guidance
program in Florida A and M University High School, it is
essential that it be organized as to lend itself easily to
that activity. In our school as in most schools, only
students of the same grade are placed in the same homeroom.
In order to maintain a normal, wholesome balance in membership
it is advisable to have in each homeroom both boys and girls,
so far as possible, with a rather wide distribution of
Since the homeroom is the administrative unit of the
school where the guidance phase of work centers, the number
of students in the group cannot be too large. The
necessity forfkeeping the homeroom at a practical number
is clarified when it is realized that effective guidance
work involved requires visiting each home represented, having
personal interviews with each member of the homeroom, con-
ferring with each pupil, other teachers, etc.
A large part of the success of the homeroom depends
on the selection of committees. In many cases, the careful
selection of committees is more important than the
selection of officers, for much of the actual work of the
homeroom is done by committees. The useful and usual home-
room committees are:
1. Standing committees which serve for a year or
semester. They are to be concerned with program,
room beautification, welfare, school and
2. Temporary committees which serve for a special
occasion, often relating to a special event, a
cooperative literary tournament, a joint or all
school music program, programs and problems of
OBJECTIVES OF THE HOMEROOM TEACHER
1. To reflect training in school unity and spirit.
2. To build better pupil-pupil relations.
3. To build better pupil-teacher relations.
4. To give guidance as to vocational choices,
interests, and selections.
5. To develop well-rounded personalities.
Role of the Homeroom Teacher
The homeroom teacher, because of her closer contacts
with pupils, is frequently in a better position to provide
conditions needed for effective counseling than other
members of the staff. It is true that the guidance program
should be under the direction of one who has specialized
training, but these specialists can succeed only if they have
the full and active cooperation of the teachers.
Teachers in the homeroom will contact students both in
groups and privately in order to study and determine the
students' interests, abilities, health, home background and
vocational problems- the line of work they are interested
in and their future plans.
General Outline for Orientation
First Six Weeks
1. Getting Acquainted
Pupils -- Pupils)
2. Knowing Your School
a. Courses (Subjects)
b. Extra Curricular Activities
c. Homeroom Assembly
Teachers should explain the difference between high
school and elementary school showing the greater freedom
and self- reliance in the high school.
3. School rules and regulations (Handbook). These should
be discussed showing the wisdom and reason for them also
penalties for breaking them.
4. Purposes and general organization of the homeroom
a. Duties and qualifications of the homeroom officers
prior to holding of election.
b. Guide the pupils in wise and careful selection of
homeroom officers. (This will begin to develop
their sense of evaluation).
c. Homeroom committees needed.
d. How to make your homeroom a success.
e. The place of the homeroom teacher in the life of
NOTE: Appoint or select temporary homeroom officers until
a permanent organization is formed.
Homeroom Group Guidance Activities
Homeroom sponsors carry on a variety of group guidance
activities in their homerooms. Listed below are some of the
most common group guidance activities that may be used to
supplement your own ideas.
1. Topics which need to be explained by the homeroom
a. The regulation of the school
b. The purposes of the homeroom
c. Graduation procedures
d. The proper use of the school plant
2. Topics for general discussion:
a. Study habits (filmstrips available)
b. Vocational education
c. Further education
d. Personality traits
e. Personal appearance
f. Safety education
g. Hobbies (books in the library)
h. Health problems
i. Community responsibilities
j. Leisure time interests
k. Leisure time reading
1. Problems of Thrift (Saving Bonds and other saving
3. Other areas of guidance for homeroom sponsors:
a. Meeting parents of students
b. Having outside speakers on different vocations
c. Conducting citizenship contests
To aid in the discussions, the homeroom teacher may use
filmstrips, movies and tape recordings. Movies on various
guidance subjects may be secured upon request. Our library
is equipped with the following filmstrips which will add
greatly to our group guidance activities.
I. MANNERS MAKE A DIFFERENCE
1. Why Have Manners?
2. Manners At Home
3. Table Manners
4. Manners At School
5. Manners On The Streets and Public Conveyances
6. Manners When Visiting
7. Manners When Playing
8. Manners at the Movies
9. Do's and Don'ts of Good Manners
II. TEEN-AGE SOCIAL RELATION SERIES
1. Boy Meets Girls
2. Boy Dates Girl
3. Boy Marries Girl
4. Being Sensible About Sex
5. Boy Meets Girl
6. Boy Dates Girl
7. Boy Marries Girl
8. Being Sensible About Sex
9. The Story of Growing Up
III. NATIONAL FORUM SERIES
1, Give Your Friends a Break
2. Last Minute Date
3. Little Big Shot
Determining the point at which a student should be
referred by the teacher to the principal or counselor is
important. Those pupils whose problems can be solved by
the teacher should be so handled. Whenever a teacher feels
that ha ihas put forth his best efforts and without any
favorable response, then the case should be referred to
either the counselor or the principal.
Before any outside referrals are made the case should
first be brought to the attention of principal and
ETHICS FOR TEACHERS
A condensed statement of
The Code of the National Education Association
The teacher should be courteous, just, and professional in
Desirable ethical standards require cordial relations
between teacher and pupil, home and school.
The conduct of the teacher should conform to the accepted
patterns of behavior of the most wholesome members of the
The teacher should strive to improve educational practice
thru study, travel, and experimentation.
Unfavorable criticism of associates should be avoided except
when made to proper officials.
Testimonials regarding the teacher should be truthful and
Membership and active participation in local, state, and
national professional associations are expected.
The teacher should avoid endorsement of all educational
materials for personal gain.
Great care should be taken by the teacher to avoid inter-
ference between other teachers and pupils.
Fair salary schedules should be sought and when established
carefully upheld by all professionals.
No teacher should knowingly underbid a rival for a position.
No teacher should accept compensation for helping another
teacher to get a position or a promotion.
Honorable contracts when signed should be respected by
both parties and dissolved only by mutual consent.
Official business should be transacted only thru properly
The responsibility for reporting all matters harmful to the
welfare of the school rests upon each teacher.
Professional growth should be stimulated thru suitable
recognition and promotion within the ranks.
Unethical practices should be reported to local, state or
national commissions on ethics.
The term "Teacher" as used here includes all persons
-directly engaged in educational work.
FLORIDA A AND M UNIVERSITY HIGH SCHOOL
PROGRAM OF STUDIES
GRADE 7 GRADE 8
1. Mathematics 1. Science
2. Physical Education 2. Physical Education
3. Language Arts 3. Language Arts
4. Social Studies 4. Mathematics
5. Enrichment (Art, Music, 5. Social Studies
Ind. Arts) 6. Enrichment (Homemaking, Ind.
6. Science-Health Arts, Art, Music)
GRADE 9 GRADE 10
1. Homemaking (Girls) R 1. WorTis"istory E
2. Industrial Arts (Boys) R 2. English R
3. Mathematics 3. Homemaking E
(Gen. Math or Alg.I) R 4. Industrial Arts E
4. Civics R 5. Biology R
5. Physical Education R 6. Physical Education R
6. English R 7. Typing I E
7. Vocal Music E 8. Foreign Language E
8. Inst. Music E 9. Algebra II E
9. Art E 10. Art E
10. General Science E 11. Vocal Music E
12. Inst. Music E
1. American Hist. & Gov't R GRADE 12
2. English R 1. nFglsh (Differentiated) E
3. Health and Safety R 2. Chemistry or Physics
4. Physical Education E (Alt. Yrs.) E
5. Homemaking E 3. Shorthand E
6. Physics or Chemistry 4. Physical Education E
(Alt. Yrs.) E 5. *Mathematics E
7. Typing II E 6. *Social Problems E
8. Physical Science E 7. Art E
9. Foreign Language E 8. Vocal Music E
10. Art E 9. Inst. Music E
11. Vocal Music E
12. Inst. Music E *AT LEAST TWO SHOULD BE SELECTED.
R = REQUIRED
E = ELECTIVE
REQUIREMENTS FOR GRADUATION
Each student who graduates from the Florida A and M
University High School must earn a minimum of twenty (20)
units or a maximum of twenty-four (24) units of which the
following must be included.
SUBJECT UNITS REQUIRED
Social Studies 2
Homemaking (Girls) 1
Physical Education 2
Industrial Arts (Boys) 1
Health and Safety 1
Basis for Grade Classification
After the ninth year, grade classification is
determined as follows: grade 10, 4 units; grade 11,
9 units; grade 12, 14 units.
Pupils in grades 7 and 8 must make passing grades in
at least three of the four content courses to be promoted.
In the office are several forms used in accounting
for pupils during the school day.
A. Each teacher should have on hand each of the
1. Teacher's Daily Report of Absentees: On this
form should be placed the names ofpupils
absent from each period, one through six.
The spaces numbered seven and eight should be
used for A.M. Homeroom and the Activity
Period, respectively. If all pupils are
present the words "No Absenteer or'None"
should be written in the appropriate space.
This form is left in the office at the end
of the day.
The names of persons absent from the A.M.
Homeroom should be sent to the office
immediately following the roll call.
2. Daily Absentee Report: During the first
period each teacher will receive a form listing
the names of pupils absent during the A.M.
Homeroom Period. Persons whose names appear
thereon must present a permit from the office
to be admitted to any class throughout the
3. Corridor Pass: Pupils excused from class
during any period must have a pass signed
by the teacher.
4. Library Reading Permit: Pupils desiring to
use the library must present to the
librarian this form bearing the signature of
the subject area teacher (if necessary) and
the teacher granting the excuse.
5. Pass: This form may be used for admitting
persons to or excusing persons from the
following areas: auditorium, classroom,
library, and office.
6. Special Excuse: This form is used for pupils
desiring to be excused from the study hall.
It is divided into three sections, one to be
retained by the special teacher, and one to
be retained by the study hall supervisor.
B. A tardy pupil or one absent the previous day
should present to the office a written excuse
signed by a parent. The pupil, in turn, will be
issued one of the following permits to class:
1. Admittance Permit
2. Admittance Pass
3. Admission Slip
4. Admission Slip (Un-Excused)
5. Admission Slip (Excused)
1. Pupils falling in the following categories
must present one of the above named permits
to be admitted to any class.
a. Pupils absent the previous day
b. Pupils tardy to class
c. Pupils whose names appear on the daily
absentee report from the office.
2. An excused absence indicates that acceptable
excuse has been presented. Such persons
should be given make-up work.
3. An unexcused absence indicates that no
satisfactory excuse has been given.
C. Pupils desiring to leave the school grounds for any
reason must secure one of the following forms
from the office:
1. Excuse to Leave School Grounds
2. Early Dismissal Permit
4. Special Excuse
The permit must be shown to the teacher of any
class to be missed.
D. A slip labeled Office Permission may be issued to
grant any permission, whether covered or not'by the
E. During the day a detention notice will be issued to
those persons who have received unexcused admit
slips. Persons receiving same must report to the
detention hall after school.
The major factor in insuring the effectiveness of this
accounting system is the individual teacher. It is vitally
necessary that each teacher adhere to this system and
enforce each provision religiously and consistently.
Marking and Appraising
Because of the many factors involved in pupil
growth, appraisal is a complex task. Each mark given
represents the achievement of the individual student
in relation to the specific objectives of the course
concerned. Hence, both teachers and students profit by
having a list of specific items which pupils are expected
to understand and to be able to do at a high level of
The mark of a student is based on his achievement
in relation to others in the class. The following is
an outline of the method of evaluation:
2. Semester 25% final grade
II. Performance Over and above theoretical
aspect of subject
Since teachers are interested in the total
development of each student, a mark in citizenship is
given for each six-weeks period.
A uniform marking code will be used. It shall be
the same in both academic and citizenship marking.
HIGH SCHOOL AND INTERMEDIATE GRADES PRIMARY GRADES
A Excellent) 4 Points S Satisfactory
B Good) 3 Points N Needs Improvement
C Average) 2 Points U Unsatisfactory
D Poor but passing) 1 Point
E Failure) 0 Points
Code of Behavior
I. General Behavior
A. Be conscious of the need for the cleanliness of
our surroundings and accept a personal
responsibility for maintaining it.
B. Respect for authority and fellow students.
C. Demonstrate at all times the behavior which
reflects moral and ethical values.
II. The Hall
A. Keep to the right when passing.
B. Pass as quickly and quietly as possible.
C. Maintain neat orderly lockers, and use them with
a minimum of noise at designated periods.
D. Place all waste materials in waste receptacles.
III. The Classrooms
A, Remove chewing gum before entering.
B. Take proper care of materials and equipment.
C. Show consideration of the rights and privileges
D. Take pride and contribute to the attractiveness
of the room.
E. Listen attentively to discussions.
IV. The Library
A. Report to the library at each vacant period.
B. Enter the library quietly and maintain silence
unless requesting help from the librarian or
C. Take proper care of all library materials and
D. Place reference materials and periodicals
neatly in their proper places after using them
E. Return borrowed materials promptly .
A. Attend all programs on time.
B. Enter quietly and occupy the seat assigned.
C. Listen attentively and participate willingly
D. Be reverent during devotional periods, responsive
throughout the program and demonstrate sincere
appreciation for the performance when it is over
E. Leave quietly and in an orderly manner
"VI. Social Activities
A. Join in and plan for the general entertainment
B. Dress appropriately for each occasion
C. If a program is presented, sit or stand quietly
and express cordial appreciation at its
D. Mingle with others who are not particularly
members of your immediate group
VII. Athletic Activities
A. Present activity card when entering
B. If indoors and you're a young man, remove hat
C. Remain in seat until event is ended, unless
D. Respect official's decisions
E. Support the cheerleaders and team
F. Display sportsmanship toward the opposing
team whether we win or lose
G. Place waste materials in places provided
H. Leave in an orderly manner when the activity
The teacher in charge of the study hall is not expected
to direct the study of pupils not in his own class.
However, he is expected to enforce the simple rules listed
1. Pupils late to study hall will bring admission
slips from the office just as when they are late
2. Absences from study hall are regarded and treated
exactly as are absences from class.
3. Students leaving the study hall must have a
corridor pass signed by the teacher in charge.
The time of leaving and returning should be
noted to prevent extended absence.
4. The behavior in the study hall should be such
that work is not disturbed. Conversations
(brief) in connection with work may be permitted.
Every pupil is expected to study and make it
possible for others to work without distraction.
1. The library is to be used only for reading and
research. Conversation should be limited to
asking for and receiving information concerning
books, periodicals and other library materials.
2. Each teacher will consult library holdings before
making class assignments in specific areas.
3. Audio-Visual materials may be previewed in the
library, if desired.
4. Feel free to consult with the librarian at any
time on more materials for class projects etc.
5. Classes will be accompanied to the library by
The following audio-visual equipment is available :
Daylight Folding Screen
Filmstrips and Records are available.
A MANUAL OF STYLE
FLORIDA A AND M UNIVERSITY HIGH
1. Paper used should be standard size 8 x 11 inches.
Ruled paper is appropriate for elementary pupils.
High school pupils may use ruled paper for general
work, plain paper for special compositions.
2. Margins should be approximately as follows: two inches
deep at the top, one inch wide at the left and bottom
of the page, and one-half inch wide on the right.
(Margins are clearly marked on the ruled paper except
at the right.)
3, All papers should be neat and legible.
At the high school level papers, except math and s
science computations, should be written in black or
in dark blue ink or typed.
4. Use one side of the paper only.
5. Pages should be numbered consecutively in the top
right corner. The first page of the paper should not
be numbered. No punctuation mark is placed after the
number in this instance.
6. When the paper consists of more than one page, use a
paper clip to hold the pages together. The pages may
also be stapled.
7. In grades 3 through 12, place your name, the subject or
lesson, and the date in the upper right hand corner of
the first page approximately an inch below the top of
Grades 1 and 2 will use name and the subject.
9. Do not fold papers.
10. Capitalize the first word, last word, and all other
words except prepositions, articles, and conjunctions.
11. No abbreviations should be used in the body of any
Exception: Spell out titles preceding personal names,
with the exception of Mr., Messrs., Mrs.,
Dr., St., Rev., and Hon.
12. Spell out in ordinary writing every number between one
and one hundred and all round numbers, (that is,
numbers that are even hundreds, or even thousands).
Use figures for dates, page numbers, and percentages
but spell out the words per cent.
Spell out all numbers when beginning a sentence. If
this is impracticable reconstruct the sentence.
Spell out the time of day, except when A.M. or P.M.
Use figures in charts and tables.
13. Provide a bibliography, in alphabetical order, by
author, of all materials used in the preparation of
14. Edit every paper before you turn it in to your
The school day begins at 8:20 A.M. and ends at 3:30 P.M.
Believing that teachers are conscientious professionals,
no definite time for arriving before school or remaining
after school is stipulated. These intervals will vary
with need. The good teacher realizes that he must of
necessity precede his children into the room and see that
they leave after school.
No deviation from the regular schedule is to be made
without permission of the principal.
Each teacher is to remain in the classroom or area of
assignment throughout the day.
All teachers are responsible for the conduct of all
pupils. This pertains especially to conduct in the
corridors, lunchroom, and on the grounds.
All teachers are required to stand at doorsof classroom
when classes are passing.
Pupils are not to be retained after the class hour ends
if they are to report to another class.
A pupil who is misbehaving may be instructed to leave
a class provided he is sent to the office with a misconduct
slip. Do not send pupils out of class to loiter around
Pupils are not to be sent on errands off-campus without
written permission from the office.
No activity, except athletics, may be held earlier
in the week than Thursday.
Activities on-campus must end by 10:30 P.M.
All teachers are requested to attend all all-school
sponsored activities and to assist as needed.
All after school activities must be scheduled by the
first day of the six-weeks period.
Activities for the first six-weeks period must be
submitted by September 21.
Home visitation is one of the most effective procedures
for gathering information concerning the individual pupil.
It is also fruitful in fostering better home-school
Teachers should be very discrete in discussing
children with parents and should do more listening than
Teachers are urged to make at least one visit to each
homeroom.pupil's home and make a written report which will
be included in the pupil's folder.
Other teachers are urged to visit the homes of pupils
who pose special problems in their classes.
All materials, supplies and equipment must be
requisitioned through the business office. Any purchase
made without a purchase order is made at your own risk.
1. Check your budget to determine if money
2. Submit list of items needed including
proper nomenclature, price, and
Visitors are always welcome to observe our work.
However, in order to regulate the flow of visitors so that
there will be a minimum of disruption it is necessary
that all visitors secure a permit from the office.
Custodians are integral parts of the school staff and
can do much to enhance the school's program. Cooperation
between teachers and custodians is very necessary.
Teachers can cooperate by instructing pupils
regarding the importance and work of the custodian and
should train them to help by keeping the classroom, halls,
and grounds in good order.
Requests for custodial help should be requisitioned
for on a 'Service Request' form at least one day prior to
the day it is needed.
Teachers planning to attend meetings should
fill out a request for absence and submit it to the
Field trips are valuable in that they vitalize
learning and serve public relation purposes. It is
expected that field trips will result from cooperative
pupil-teacher planning and a felt need. In order that
these trips might be educationally sound, they should
only come after careful preparation and be followed by
Teachers planning trips should:
1. Notify the office one week in advance
2. If transportation is involved, fill
out a request for use of School Bus.
3. If other classes are affected, secure
approval of teachers of these classes
and see that pupils get assignments
for classes missed.
Personnel Requests and Professional Requirements
All teachers will be entitled to ten days sick leave
with full pay during any one fiscal year.
Any class missed by a teacher without proper excuse
will be regarded as a day on sick leave.
Responsibility for Notification of Absence
A teacher absent from duty is expected to notify the
principal as early as possible (Not later than 7:00 A.M.)
on the morning of the absence). If the absence is for
more than one day, the teacher is asked to report daily to
the principal so that the substitute may know in advance
whether or not he is expected to continue his duties.
If the teacher fails to notify the office that he expects
to return, and the substitute reports, the substitute
(not the teacher) is entitled to the day's salary.
Substitutes may reasonably expect from teachers the
A. Lesson Plans
B. A brief summary giving rules of procedure
C. Roll Book
D. Time Schedule
Teachers are urged to stimulate professional growth
1. Subscribing to periodicals which deal with
the solution of problems in their areas of
2. Writing on topics on which they are qualified
by experience, research, or both.
3, Attending meetings in fields of specialization.
4. Taking an active part in in-service training.
5. Taking memberships in appropriate professional
6. Reading widely, especially in the school's
Organization in Area of Specialization
In 1958-1959 the percentage of staff members holding
memberships were as follows:
NEA------------------------ -------- 54%
ATA ------------------ ...---------- 03%
LCTA ... ...-------------------------- 79%
DISTRICT II-------------------------- 80%
AREA OF SPBCIALIZATION---------- ----- 08%
Calendar of Events
Pre-School Conference--------------------- August 25
Labor Day-------------------------------- September 1
School Opens------------------------------ September 2
Back-to-School Party---------------------- September 5
Coronation of MISS FAMU HIGH-------------- October 14
Homecoming------------------------------- October 16
Veterans Day Holiday---------------------- November 11
Thanksgiving Holidays--------------------- November 27-28
Christmas Party--------------------------- December 19
Christmas Holidays------------------------ December 19
Valentine Party--------------------------- February 13
Student Government Day-------------------- March 18
Spring Vacation--------------------------- March 19-20
Easter Vacation--------------------------- March 27
Junior-Senior Prom------------------------ May 15
Club Night-------------------------------- May 18
Student Council Elections----------------- May 19
Baccalaureate------------------------- May 31
Class Play-------------------------------- June 1
Class Night------------------------------- June 2
Commencement ---------------------------- June 3
SCHEDULE -1958 1959
o- ART BUS. ED. ENGLISH ENG-SP. ENG-S.S. SEN MUS HEALTH H.MAKING IND.ARTS NST.MUS MATH 'SOC.ST. CC.ST P.E. P.E. SCIENCE E
O' GLENN KYLER GRIFFIN McGHEE 'kdOURKE AcKINNIS CRAWFORD jADISON INHITE JOHNSON CAMPBELL MITCHELL (YER ILANG SORE EORNEGAY
ART ENG.III STUDY 30C.ST I PEN MUC CLINIC H.MAKINGi ND.ARTS[NST.MUSI JWLD.HIST PE PE SC.IV
10-12 SEC.I 1(6) SEC II -12 SEC. I I I 7 7-8 CHEM
(17)! (27) (29) (18) (16) (17) 7) (22) (' i (38) (27)
Rm 1 Rm 7 Rm 3 Am 8 LT. IH.M.Rm. Shop 3and Rm Rm 4 Field Pie ld Rm 6
ART STUDY ENG.IV ENG II ENG 8 EN MUS HEALTH IH.MAKINGI ND ARTS NST.MUS MATH I AM HIST o !1 I. II
AR SD 7 I III
7-12 BC I 7 SEC II S EC.II SEC II SEC I SEC I IOL.
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A I C IT I V I T 1 2
STUDY TYPING !ENG 7 n SPANISH SOC ST.8 CLINIC AH7 MATHATH 12 AMW -ST 1 iPE E hCI II
I 1 SEC II 9 ? 3IOL
(13) (20) (23) 21 (32) 24) I(27) (23) 0 (27) 27) 24)
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L U N C i H I
ART "S'HAND ENGII ENG 7 STUDY MATH 7 INST MJSMATH..II ENG I SCC.ST P PE
12,8 11-12 0 SC II CLINIC 12,8 10-11 SEC I I 11-1 1142
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TYPING II E NGIII S.S. HEALTH H.MAKING STUDY MATH ENG I S.S.7 P.E. E. SCI. 8
12 SEC II 7 SEC I 11-12 SS C II SC I 10 10
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AW- TYPING 1 V iMUS HEALTH- STUDY IIND ART1 INSTMUS MATH -8 STUDEALT SCI I
r I- 1 -12 SCI 7 I 11 PROb SCI. GEN.SC1.
12 l 9) I23 5 .) 8 m ,2 -f-7 (47) 9'7 ,) '
GRADE TEACHER NO. PUPILS ROOM NO.
SEVEN (A) MRS. L. J? MOORE 24 9
SEVEN (B) ZINERVA WHITE 23 10
EIGHT JAMES J. MITCHELL 32 4
NINE (A) MRS. W. P. O'ROURKE 27 8
NINE (B) WILLIAM F. KORNEGAY 27 6
TEN (A) MRS. D. G. McGHEE 23 3
TEN (B) MRS. D. R. MADISON 23 H. BC.
ELEVEN (A) MRS. F. L. CAMPBELL 25 2
ELEVEN (B) ROGERS GLENN 27 1
TWELVE MRS. I. T. KYLER 36 11