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The ULS Foundation Mission M I S S I O N
S TAT E M E N T
“Total Effort in Every Endeavor” The LSU Laboratory School community aspires towards total effort in every endeavor for maximum student achievement through the development, implementation, and demonstration of exemplary programs and instructional practices. The Laboratory School utilizes five key functions in pursuit of its mission: 1. provides an exemplary education for its students, 2. demonstrates a model educational environment, 3. serves as a center for educational innovation and research, 4. provides professional development opportunities for the state’s educators, and 5. offers clinical teaching experiences for pre-service teachers.
Vision Statement To maximize potential for student achievement, the LSU Laboratory School aspires
to represent the highest standards of effective instructional delivery and assessment and serve as a demonstration school in the Greater Baton Rouge area, the State of Louisiana, and throughout the nation and world. Furthermore, LSU Laboratory School seeks to offer a unique environment conducive to academic research and professional development outreach to other school systems and pre-service teachers.
The mission of the University Laboratory School Foundation is to nurture and build relationships with parents, alumni, grandparents, faculty, staff and friends and to provide resources and funding to foster excellence at the University Laboratory School.
Values The LSU Laboratory School values opportunities for all students and community members to continue to grow and learn through the • implementation of exemplary, research based teaching practices, • provision of a safe environment that promotes teaching and learning, • provision of a rigorous curriculum rich in the liberal arts and sciences, and • promotion of a diverse community of learners and teaching professionals.
LSU Laboratory School 45 Dalrymple Drive Baton Rouge, Louisiana 70803 225.578.3221 www.uhigh.lsu.edu
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F O R WA R D YO U S E N D U S F O R WA R D W E G O LSU LABORATORY SCHOOL 1915–2015 Copyright © 2015 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without permission in writing from the Board of Supervisors of Louisiana State University and Agricultural and Mechanical College.
LSU Laboratory School 45 Dalrymple Drive Baton Rouge, Louisiana 70803 225.578.3221 www.uhigh.lsu.edu Wade Smith, PhD Superintendent Cover and Book Design Rick Korab Copyediting Super Copy Editors LLC Proofing and Indexing Bob Land Copy Adrienne Gale Special Thanks Dr. James A. Mackey Cory G. Leonard Megan Bourgeois Mila Sexton
Book Development Bookhouse Group, Inc. Covington, Georgia www.bookhouse.net
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Mrs. Grace Bailey’s class (1940s).
CONTENTS
Dedication IX
Foreword XI
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Education: A Debt Due from Present to Future Generations 1
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Demonstration High School Was Ready to Begin 11
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Total Effort in Every Endeavor—A Foundation for Success 23
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The Fabric of Our Lives 37
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Once a Cub, Always a Cub 51
Acknowledgments and Citations 71
Index 72
U-HIGH HEADS OF SCHOOL
O. B. Staples, Principal 1915–1918 Homer L. Garrett, Principal 1918–1920 G. Allen Young, Principal 1920–1922 John R. Shoptaugh, Principal 1922–1940 George H. Deer, Principal 1940–1946 Alva E. Swanson, Principal 1946–1955 John L. Garrett Jr., PhD, Principal 1955–1965 Leonard L. Kilgore Jr., PhD, Principal 1966–1975 James N. Fox, PhD, Principal 1975–1995 Wendell McConaha 1995 Edward Greene, PhD, Director 1996–2003 Wade Smith, PhD, Superintendent 2003–Present
University High’s 1950 seniors were among the first to be able to attend ULS for their full twelve-year elementary and secondary education. Grades one through four were added during the 1936–1937 school year. VIII
D E D I C AT I O N
University Laboratory School Centennial Underwriters A special thank “U” goes to all of the University Laboratory School Centennial Celebration Underwriters. Without their support, this book would not have been possible. Coastal Bridge Company, LLC Glen “Big Baby” Davis Foundation Susan and Richard Lipsey ’57, Laurie Lipsey ’85 and Mark Aronson, and Wendy Lipsey ’88 Richard and Claire Manship Sharon and Claude Pennington and Paige Pennington ’11 Jonalyn and Raoul Robert In memory of Dr. Peter A. Soderbergh Betsy and Newton Thomas ’62 Gordon ’84 and Shannon ’85 McKernan and to our media partners Lamar Advertising and Louisiana Business, Inc.
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Hooray for U-High! (2013).
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FOREWORD
To the Class of 1951 Excerpted from the 1951 Cub yearbook
As University High School assumes the prestige and dignity of an old school, her history and her memories, as well as her aspirations, become more extensive and the responsibilities of the student body take on greater proportions. All the students who have passed through her halls have helped to make the spirit and traditions of our beloved alma mater. What you . . . do and think will help to determine the future worth of University High School. When you are scanning the pages of this volume, your heart and mind are stirred to memories of the many happy days spent in friendship and cherished association in University High. These should arouse a reawakening of the spirit of your youthful days to cause you to make a greater effort to live a more worthwhile life in this complex world. A. E. Swanson Principal | University High School | 1946–1955
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Pictured are University Laboratory School first graders at the Dalrymple Drive location, the third and current location of the school (2013).
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Education: A Debt Due from Present to Future Generations —George Peabody, Entrepreneur, banker, philanthropist
The year was 1915. Woodrow Wilson was president. The Rocky Mountain National Park was established by an act of the U.S. Congress. The first stone of the Lincoln Memorial was put into place in Washington, D.C.; the National Advisory Committee for Aeronautics (NACA), the predecessor of the National Aeronautics and Space Administration (NASA), was founded; and Babe Ruth hit his first career home run.
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LSU Teachers College located in downtown Baton Rouge was the first home to Demonstration High School (1915).
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By Jim Mackey And on Monday, September 20, of that same year, a small school based upon a big idea opened its doors in Baton Rouge, Louisiana, and began what is now a one-hundred-year legacy of providing a distinctive educational opportunity not only for the students fortunate enough to grace its hallways, but with an eye toward the future of bettering the tutelage of students throughout the South and beyond. However, the story of University Laboratory School, then known as Demonstration High School and now identified affectionately as U-High, does not begin in 1915. In fact, the big idea, which remains the cornerstone of its existence, was one developed more than fifty years earlier by George Peabody, a noble man who began life in meager circumstances and ended it with great wealth but little, if any, formal education. This was a circumstance he wished to prevent for all
As a young former high school mathematics teacher, I stood amazed in the hallway of the University Laboratory School on the campus of Louisiana State University. I had been offered the dream job as the first full-time counselor of this outstanding grades one through twelve school. Dr. Leonard L. Kilgore Jr., principal, sent me for the mandatory “talk it over with your wife” routine, but I could have answered in the affirmative on the spot. Halls that were filled with long rows of full-length lockers but no locks, student art, and school spirit signs all mesmerized me. I was convinced that my vibrations about this school were authentic, and I wanted to be part of it. Thus began, in the fall of 1966, my long association with the LSU Lab School. Dr. Kilgore proved to be more than a wonderful boss; he became my mentor. That first semester, he mentioned the need for a history of the first fifty years of the school from its founding in 1915 to 1965. He also noted that it would be fine dissertation material for my doctoral program in counseling. My three-year journey to trace the history of the Lab School was underway. Especially appealing to me was that retired faculty members, senior current faculty, and alumni were still available for interviews. Each interviewee had much to offer my research. One elderly faculty member recalled that to provide athletic uniforms in the earliest days they scrounged hand-me-downs and “made do”—wearing patches on patches. Another alumna, with a twinkle in her eye, gave me her diploma stating that she was the very first graduate. Her claim was authenticated by the fact that her name was Bergeron; because there were no graduates whose last names began with “A” in the class of seven in 1916, her name was called first. Her diploma was framed and still hangs in the ULS Foundation office today. The interview tapes and a copy of the dissertation were stored in the school library for safe keeping. As it turned out, my dissertation came to be used as an example of oral history techniques as applied to historical research. Numerous people have expressed appreciation for the volume. My greatest reward, however, has been to record something too precious to be lost. Jim Mackey graduated from Louisiana Tech University in 1962 with a degree in mathematics education and earned a master’s in 1963 and a doctorate in counselor education in 1971 from LSU.
who would come after him.
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“Deprived as I was, of the
N O T E S
opportunity of obtaining anything more
By Betty Bollinger Huxel ’59
than the most common education I am
My love of education was securely established during my six years at the Lab School. Well before the days of Google and Internet research, our teachers taught us the value of good research and expected that we would apply this to our educational activities. The LSU Library was indeed an exciting and valuable amenity available to Lab School students, and the opportunities afforded in the use of this resource placed us ahead of our peers as we started college. On a personal note, I credit my math teacher, Dr. Richard Crawford, who instilled in me a great love of math. Not only did he serve as a role model of good teaching, but he also inspired me to reach for the stars. As senior class advisor, he informed me that I was the first female to be senior class president at U-High. His words of encouragement helped develop in me a sense of self-confidence that I could accomplish whatever I chose to do. And so I went on to LSU as a math major with that thought in mind. I have just retired from teaching, the first twenty years in math and the last thirty in architecture. Filled with confidence that I could indeed accomplish anything, I started the computer-aided design program in the University of Houston College of Architecture in 1983. With the words of Dr. Crawford to support me, I always thought that my efforts would succeed, even though neither women nor computers were widely accepted in the profession at the time. I was the first woman (and still the only) full professor and now the first woman to receive the title of professor emeritus in that college. I was also the first woman to be elected president of ACADIA, the Association of Computer Aided Design in Architecture, an international organization comprising hundreds of architects and educators. Upon retirement, I was blessed to be able to reflect that I had loved each and every day of my fifty-year teaching career, and I attribute that to the passion for education that I developed at U-High. Betty Bollinger Huxel ’59 graduated from LSU with bachelor’s and master’s degrees in mathematics, earned a post-baccalaureate in math from Yale, and taught math for twenty years. While teaching math at the University of Houston, she earned a master’s of architecture degree at UH, after which she started the computer-aided design program and was professor of architecture at UH for thirty years. She is also an inducted member of the ULS Alumni Hall of Distinction.
well qualified to estimate its value by the disadvantages I labour under in the society in which my business and situation in life frequently throws me, and willingly would I now give twenty times the expense attending a good education could I possess it, but it is now too late for me to learn and I can only do to those that come under my care, as I could have wished circumstances had permitted others to have done by me,” he once wrote. Peabody’s firm stance is clear in his quote: “Education: A debt due from present to future generations.” Peabody retired from active business in 1864, and by the time of his death in 1869, had provided benefactions of more than $8 million from his $10 million fortune. Two million dollars of that went to
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University Laboratory School’s second-grade rhythm band (1937).
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University High School’s first football team (1932).
the Peabody Education Fund for the purpose of promoting “intellectual, moral and industrial education in the most destitute portion of the Southern states,” an area still reeling at the time from the ravages of the American Civil War. The Peabody Education Fund would continue to provide direct funding for decades following Peabody’s death and would leave a legacy of educational fortune in cities and towns throughout the South, including Baton Rouge. At 10:30 a.m. on Monday, May 27, 1912, the ten influential gentleman serving as the Louisiana State University Board of Supervisors—Governor L. E. Hall, president of the board; Colonel T. Jones Cross, vice president of the board; Honorable T. H. Harris, state superintendent of public education; Colonel Thomas D. Boyd, president of the LSU faculty; Dr. J. L. Adams of Ouachita Parish; Professor H. S. Chenet of Orleans Parish; Dr. S. M. D. Clark of Orleans Parish; Honorable J. Frank Harbert of Calcasieu Parish; Honorable George Hill of West Baton Rouge Parish; and Judge S. McC. Lawrason of West Feliciana Parish—gathered in Baton Rouge in the University’s Alumni Hall. Their purpose that day was clear and concise.
Two members of Demonstration High School’s first graduating class are pictured opposite. J. Paul Treen (left) and Wedge Kyes (right) established early on the example of what would become U-High’s mission statement, “Total effort in every endeavor.” After completing his collegiate studies at LSU, Kyes went on to become a beloved educator, and a founder and the first mayor of the town of Baker. Treen, the father of Louisiana Governor Dave Treen, established himself as a prolific inventor who held more than sixty patents, including an improved version of the ball point pen called the safety pen and the lightweight motorcycle, to his name.
Three recommendations were made: • That the donation by the Board of Trustees of the Peabody Education Fund of $40,000 for the erection of a building for the Teachers College be accepted on the conditions stipulated.
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By Ben R. Miller Jr. ’55 • That the secretary of the board be instructed to draft a suitable resolution of thanks and to mail the resolution to the Peabody School. • That the School of Agriculture, which consisted of three high school grades, be abolished. The last of these three recommendations cleared the path for what was to be a new school, Demonstration High School. Although construction of the new Teachers College and this new high school would not begin for some time, its true architect was Peabody’s vision for education in America’s South, and its cornerstone was laid in 1864 with the Peabody Education Fund. This new school would be part of a grander idea, serving a specified and essential purpose of creating educators eager and fully prepared to provide the children of Louisiana with what Peabody himself was deprived of—not a common, but a good education. This school would be alive with the free
I joined the Key Club in my first year in high school and continued an active membership through graduation. It was a wonderful experience working with classmates on service projects, as well as the planning, planning, planning, and—finally—execution. My least fond memory was the summer project to paint the ancient metal fence around the entire ten acres of Magnolia Cemetery. What a service project that was . . . probably the first paint job since the cemetery was built around 1852. The cemetery was maintained by the Baton Rouge Recreation Commission, which graciously donated the black paint and brushes (but not replacement clothes). After working with the paint for a day, we felt it was probably manufactured for World War I and had been declared surplus. After much coaxing of the members, we finished the job in the summer heat with the help of water deliveries by Key Club sponsors Ursula Bogan and Nancy McMahon. Our work was obviously well done, as I have never seen it painted since. My most fond memory from the world of Key Club is of the “Stop ‘J’ Walking (jaywalking) Campaign” we inaugurated. In downtown Baton Rouge in 1954, the great social ill was illegal cross walking on Third Street, then the busiest street in Baton Rouge. We were out to right this wrong. To accomplish our goal, we enlisted Baton Rouge General and Our Lady of the Lake Hospital to display signs saying that if you “J” Walked, you would end up as their patients. We had Pike Burden Printer prepare push cards that we handed out to “J” Walkers so they could check which hospital they would choose if they were struck. The police cooperated by providing us with a police car with a loudspeaker, which we used to chastise the illegal walkers. Our campaign was so successful that we submitted it to the International Key Club convention and won the national service award for the cure of the gravest social ill in our town at the time. Ben R. Miller Jr. ’55 earned both his undergraduate business degree and law degree (number one in his class) from LSU. Miller first worked in his father’s law firm but later established what is today known as Kean Miller, one of the largest law firms in Louisiana with offices in Baton Rouge, New Orleans, Lake Charles, and Shreveport. In addition to loving the practice of law, Miller was an enthusiastic real estate investor, tennis player, and golfer—a sport he didn’t take up until he was seventy-six. In 2011, Miller was inducted into the ULS Hall of Distinction. Miller passed away shortly before publication of this book.
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Demonstration High School enrollment record (1916). (Below) Although University Laboratory School has grown significantly since its opening in 1915, the vision of maximizing potential for student achievement through the implementation of exemplary research-based teaching practices can be witnessed throughout the current campus on a daily basis (1995).
flow of information and knowledge from teachers to students and vice versa. It would be a place of learning and preparation, not just for the student teachers but also for the students and all who entered and exited its doors. And from it would emerge leaders, not just in the field of education but also in politics, the arts, science, athletics, and more. In June 1913, the LSU Board of Supervisors, then under the leadership of Thomas Boyd, met again. By now, LSU had completed the formal application process to the Peabody Education Fund, had been awarded the $40,000, and had agreed to all of the stipulations required to establish a Teachers College for the purpose of supplying well-trained teachers throughout the state of Louisiana. Within the formal resolutions put forth on Monday, June 2, 1913, by the LSU Board of Supervisors was one that would solidify a bright future for many. The resolution read, “That after the erection of the Peabody Building for the Teachers College, a practice school or demonstration school of four high school grades be established in connection with the Teachers College.” After two years of construction, on September 15, 1915, the George A. Peabody School of Education opened its doors on the original LSU Baton Rouge campus near what is now the grounds of the new capitol, and five days later, in unison with the other high schools in East Baton Rouge Parish, so did Demonstration High School, in the same building. James Mackey, author of A History of the Louisiana State University Laboratory School, 1915–1965, said it best: “Exciting and useful times lay ahead of it.”
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By Maynard “Rocky” Batiste ’74 When my mom asked in 1970 if I wanted to go to U-High, I enthusiastically said, “Yes!” I enrolled, at age twelve, as a freshman at University Laboratory School and embarked upon a sojourn that would affect my life and the lives of others. Indeed, my mind and heart were, as they remain now, open and excited to learn in a new environment. But as a twelve-year-old, what I didn’t know was how much race really affected our society. On my first day, Dr. Kilgore had to ask my mother to let my hand go so I could start my classes. Thus began the period of change and my first day. I introduced myself as Maynard Batiste, but most people did not pronounce Maynard correctly, and one kid asked if they could call me “Rocky,” so my new friends, with my permission, began calling me Rocky. At the beginning, things weren’t always easy. I quit football and basketball in the ninth grade because a coach said I was slow, and I became demoralized, maybe because I wasn’t living up to my full potential. But as a sophomore, I began to realize what I symbolized in terms of integration and what symbolism would be placed on me, whether positively or negatively. Looking back, I thank God I refused to let my spirit be broken and instead taught myself to learn from my own faults. I refused to hate being the only black student in my class and felt it was important to do my part to help educate others about my race. I became accomplished at both football and basketball, but more importantly, I grew into the role that I could symbolize something positive about black people. I spoke a little French, traveled to New York, and when I mentioned to my history instructor that perhaps the entire class could benefit by studying the contributions of black people to science, medicine, and other fields, he threw down a challenge: If I could do the research, the instructor said, then I could present it to my class. My resulting reports caused my class to question what is now called black history and taught me to learn to work from anger. Later, I was becoming more adept socially, politically, and musically. As a senior, I taught myself to play the piano and wrote a song titled “Big Rock at Candy’s Mountain,” which we sang at our senior play. I no longer feared being the only black student in my class or not graduating from one of the most challenging high schools in Louisiana. I graduated from U-High at age sixteen. What I experienced at U-High is not about black and white. It is about a period of change during my life in which I and my friends learned that differences are really similarities misunderstood. To all my classmates who helped shape my life’s vista, I thank you dearly and sincerely. U-High made me climb. Maynard Batiste ’74 graduated magna cum laude with a B.A. degree in philosophy in 1977 from Southern University, and attended LSU graduate school in philosophy from 1977 to 1978. He earned his law degree from Southern University Law School and works in the Louisiana Attorney General’s Office.
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At the conclusion of the first year of classes at Demonstration High School, seven seniors graduated. The first to graduate was Ruth Bergeron. Her diploma is pictured here.
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Demonstration High School Was Ready to Begin Exciting and useful times indeed. Demonstration High School opened in September 1915 with 4 faculty members and 65 students in grades 8 through 11. While those numbers pale in comparison to today’s more than 1,400 students in grades kindergarten through 12 and 130-plus faculty and staff members, the mission and purpose of the school, as established by George Peabody, has never wavered.
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THE LSU LABORATORY SCHOOL
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Demonstration High School Faculty and Staff Credential and Salary Report (1916).
To announce the opening of the school,
Purposes and Basic Policies
LSU featured the following in Louisiana
The professional training of teachers
State University’s August 1915 edition of the
presents two distinct aspects, namely the
University Bulletin:
mastery of educational theory and the acquisition of skill through practice. In order that Teachers College may give practical
1915 Faculty O. B. Staples Principal Former principal of Homer High School in Homer, Louisiana At the time of his employment, Staples was pursuing his doctor of philosophy degree from the University of Chicago. C. J. Quick Teacher of science B.S. degree from Valparaiso University in Indiana Before teaching at Demonstration High School,
Quick taught in West Virginia and South Dakota, where he also served as a principal and superintendent of schools. L. V. Pourciau Teacher of mathematics B.S. degree from Louisiana State University Before teaching at Demonstration High School, Pourciau taught and was principal at Brusly High School in Brusly, Louisiana. Lela Gauthreaux Teacher of French and Latin M.A. degree from Louisiana State University
Before teaching at Demonstration High School, Gauthreaux taught at Columbia University and served as an assistant in the Department of French at Louisiana State University.
training as well as theoretical, the State University Demonstration High School has been established in Peabody Hall on the University campus for observation and practice teaching. . . . Pupils will be admitted to the eighth, ninth, tenth and eleventh grades. As no
Class of 1916 Ruth V. Bergeron Charles W. Gallagher Wedge H. Kyes Laura Powers Mabyn T. Pratt J. Paul Treen Robert L. Vogler
dormitory facilities are provided, pupils coming from outside of Baton Rouge and vicinity must provide for themselves proper home surroundings; and as the number of students is limited, only those whose qualifications fit into the working organization of the school can be enrolled. An incidental fee of $5 and an athletic and lyceum fee of $5 must be paid by all pupils.
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Demonstration High School Was Ready to Begin
Observation and Practice Teaching The critical observation of good teaching under normal conditions and the practice of teaching under skilled supervision enables the prospective high school teacher to acquire, in the most economic way, the prime qualifications for success. In the practice school, the student-teacher studies the work of the secondary school in its various parts and relationships, learns to interpret classroom phenomena and to see the vital relations of mind, matter, and method. Here he gains power, poise, and efficiency, and the problems of instruction and management are brought home to him so that he realizes their significance in terms of his own efforts and emotional responses. Practice teaching in major subjects will be based upon at least three years of academic study, while in allied branches two years will be required. For students without experience, observation and practice teaching will extend throughout the Senior year, but all persons who graduate will be
Demonstration High School graduation program (1921).
required to give satisfactory evidence that they are able to teach successfully certain
The provision of a rigorous curriculum rich in liberal arts and sciences is among the forefront of daily activities at University Laboratory School. Pictured are elementary scientists in 2007. As a result of the efforts of both faculty and students, the school has been recognized as a school of Academic Achievement and has, in its Centennial year, achieved the status of exemplary high-performing school and National Blue Ribbon School of Excellence as designated by the U.S. Department of Education.
high school subjects.
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A Message from the Principal
Excerpted from University High School Handbook, 1967–68
As Mackey noted in his history of the Laboratory School,
This is to welcome you to University High School. We hope that your days here will be pleasant and profitable.
“Demonstration High School was thus ready to begin.” With registration day also serving as the first day of school, the
You will find many excellent opportunities here for experiences in living and working together. To take advantage of these varied opportunities in leadership, character development, scholastic achievement, service and friendship is your challenge. . . .
Baton Rouge State Times reported that parents desiring to enroll their students should do so expeditiously, explaining that among the chief advantages of this school was a limited number of students— one hundred—which meant, then as it does now, that each would
University High School takes pride in its achievements and traditions. Every student must do his share in continuing and improving upon this heritage. You individually must assume your responsibilities in our school community, and show genuine concern and interest in order for University High to serve you best.
receive the individual attention needed from expert teachers. Although the school’s enrollment during its first year was a mere sixty-five students, including seven seniors, within seven short years it had become clear that the grander idea of Demonstration High School was a prodigious success. On opening day 1922, the number of student applicants exceeded spots available, as has been the case each year since. Always cognizant of the enormity of the task with which they
Dr. L. L. Kilgore Jr. Principal 1966–1974
had been charged, faculty members of Demonstration High School understood even in the early years that it would be necessary for them to also maintain their own scholastic endeavors to ensure they remained among the most knowledgeable educators and teacher mentors in their respective fields. Of the six faculty members
employed by Demonstration High School in 1922, four devoted their summer to studying the latest trends and research in their subject areas. Alice B. Capdevielle traveled to France to explore the best teaching techniques for foreign language, while John Shoptaugh enrolled in
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classes at the University of Chicago along with Annie T. Bell. Lula Cook concluded her summer vacation early to attend courses at the University of Alabama. Reflecting upon his employment as a 1935 Demonstration High School instructor as well as the resolve of the faculty to provide an education of only the finest quality to both students and student teachers alike, Dr. W. A. Lawrence, in an interview with James Mackey, said, “It was an outstanding faculty—superior to any single faculty in the area at the time. They were dedicated teachers, interested in teacher education, providing a good program for the student teachers, and at the same time being assured that the children were getting a good sound education.” A good sound education . . .
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Ursula Bogan Carmena ’55 and Anne Gueymard Shirley ’55 The word to describe University High School when we graduated in 1955 is “cosmopolitan.” Though Baton Rouge at the time boasted several industries, two universities, and the state government, it was still a relatively hometown society and was filled mostly with natives. The country was not mobile as it is today and there was minimum job transfer, even in these areas. The biggest exception was college professors, who seldom continued to teach at the university from which they graduated. When they moved to Baton Rouge from all over the country and the world, LSU professors’ children often attended U-High, the Laboratory School for the College of Education. Thus, the student body drew from many different geographical areas and fields of interest. As a result, we held great respect for each other’s talents and contributions. Students were expected to continue their parents’ commitment to learning, and it showed in our classes, our projects, and our friendships. Unlike much of the culture at that time, University High regarded girls on an equal level with boys in many ways. It was perfectly acceptable for the girls to equal or even outshine the boys in academics, leadership positions, and even similar sports teams. Let’s just say University High was ahead of the curve back then and continues to benefit from that unique atmosphere. Ursula Carmena ’55 graduated from LSU in 1959 with a degree in political science. She trained in aptitude measurement and counseling and established her own business, Aptitude Assessment, and in 2004 she established the Career Center in the East Baton Rouge Parish Public Library system. Anne Shirley ’55 graduated in journalism from LSU and worked as an editor at the LSU Press for several years. She also served as administrative assistant at SCORE, Inc., the Baton Rouge Regional Eye Bank, and the Career Center.
Although fewer than 25 percent of
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University Laboratory School students have always enjoyed the beautiful setting of LSU’s campus as a backdrop to their own academic environment (1939).
Original University High School Alma Mater
all Americans completed high school before 1920,
By Mary Evelyn Hutto ’38
Demonstration High School was defying the odds, In the hearts of our school students Flames a love-fire bold, With a loyal admiration For the Black and Gold.
sending most, if not all, of its graduates on to college. Beginning with the 1919–20 school year, the first year in which school records of such kind were kept, all ten DHS graduates went on to college.
When in after years we’re strolling Down old memories’ lane, In the hearts of U.H. students Sounds the sweet refrain.
In 1923, the name of Demonstration High School changed to University High School, but the trend of educational excellence has continued, with 103 of the 105 graduates in 2014 applying for college admission.
Chorus: Hail to thee our Alma Mater, Let us pledge anew, Faithful, Loyal Admiration, U.H.S. to you.
Each year, on average, 99 percent of all University High School graduates go on to attend a four-year college, while the remaining 1 percent typically enroll in a two-year college. U-High graduating classes currently average collectively more than $5 million in scholarships, and more than 50 percent of University Laboratory School students graduate with honors. University Laboratory School student achievement scores rank in the top 10 percent of International Baccalaureate scores worldwide and the top 5 percent of standardized scores statewide. In fact, all of the trends in educational excellence set within the first few years of University High School’s existence have remained firmly intact, making University Laboratory School an educational leader in the state of Louisiana. Perhaps most importantly and admirably, as U-High celebrates its Centennial in the 2015–16 school year, thousands
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By Wade Smith, PhD U-High enjoys a long-standing legacy of “Total Effort in Every Endeavor.” Academics, athletics, arts, extracurricular activities—you name it and someone at UHS has excelled at it. Education is certainly more than book knowledge, but all the bells and whistles combined will not substitute for a quality educational opportunity. What makes a lab school education such as the one ULS offers so valuable? Parents who are deeply interested in their children’s futures, teachers who are highly trained and motivated, students who willingly engage in rigorous academic tasks, and an administration that continuously seeks to broaden opportunities for learning all play significant parts. Students at U-High are preparing for college and engaging in college at the same time. Our International Baccalaureate program, Advanced Placement courses, and dual enrollment opportunities are all offered as a way for students to engage in rigorous coursework and receive college credit while doing so. In 2013–14, nearly 1,200 student credit hours were generated through dual enrollment alone by our students. Additional credits were secured through our IB and AP course offerings, and our IB students continue to score higher than average compared to students throughout the rest of the world. Seniors now have the opportunity to leave U-High with most or all of their freshman core college courses completed, and they often bring additional credits with them from other areas such as foreign language. This past year, I heard from a parent that the admissions meeting for their son entering college was a bit unusual. The counselor kept inquiring how a student was entering as a first-time freshman with thirty-nine college credit hours and a 4.0 GPA. The student’s answer was short and sweet: “I went to U-High.” “I went to U-High.” That simple statement is what this book celebrates. I am humbled and privileged to play a small part in the legacy of UHS. Total effort in every endeavor is more than a motto for the students, past and present. It serves as a constant reminder of the successes that have been attained as well as those yet to be realized. May the next century continue to build on the successes of the past one hundred years. Wade Smith earned his bachelor of science degree from Louisiana State University, his MEd from Southeastern Louisiana University, and his PhD in education research and education administration from LSU. Smith came to the University Lab School as director in 2003, a position later renamed superintendent.
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The University Laboratory School faculty and staff, which now numbers more than 130, are proud to carry into the next century the tradition of excellence established and executed so eloquently by the school’s original five faculty members (2014).
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By Laura F. Lindsay, PhD of educators now employed throughout the United States and beyond count the school as having been the first stop in their professional journey. These teachers are able to share their experiences in a nationally ranked, five-star school, expanding U-High’s reach far beyond the borders of its campus. Even today, University High School instructors, as did their predecessors, continue their own educational studies on their own time. They serve as leaders in professional organizations and receive local, state, and national commendations regularly for their efforts. All instructors at the school hold a minimum of a master’s degree, while all associates hold a minimum of a bachelor’s degree. U-High boasts the greatest number of National Board-certified teachers on staff in the region. Although the torch has been passed many times over the past century, the University Laboratory School faculty and
It doesn’t seem like there was a time during my thirty-five-year administrative career at LSU that I was not somehow involved with the Lab School, whether it was as a parent of one of its students or interacting as an LSU administrator. When I was dean of the Junior Division in the 1980s, I had the opportunity to work under the leadership of Chancellor Emeritus James H. Wharton and Vice Chancellor and Provost Carolyn Hargrave. Chancellor Wharton engaged the campus in the “Quality Thrust,” his vision to move LSU to a Carnegie Classification Research 1 institution. As part of this plan, LSU began implementing higher admission standards, which included collaborating with schools around the state to improve academic offerings and increase the number of high school students who were prepared for college. Over the next decade, ULS became a model institution, expanding its college-preparatory curriculum and introducing Advanced Placement and International Baccalaureate courses. Today it is ranked as one of the best schools in America. Most recently, as dean of the college in which ULS resides (2010–13), I had a first-hand opportunity to observe the challenges and successes of the school. ULS has attracted a highly qualified and talented faculty; implemented programs that engage parents and students in finding positive solutions for institutional challenges such as bullying and school security; taken steps to revise policies, increasing the transparency in its competitive selection processes; and worked with East Baton Rouge Parish to create a model school at Mayfair Elementary. Since 2005, the increase in its physical plant has allowed ULS to double its incoming class of students and is not only beautiful, but also has expanded the opportunities for academic, athletic, social, and cultural experiences. By instituting an admission process at the kindergarten level that not only assesses readiness but also considers a number of critical criteria, the school is cultivating a more diverse and creative environment for children. Over the next one hundred years, I hope that the school continues to embrace the values that led to these accomplishments. Laura F. Lindsay is professor emerita and founding dean of the LSU College of Human Sciences and Education. She graduated from LSU with a B.A. in English, and earned her M.A. in speech communication and her PhD in organizational communication. She taught in Tennessee, in Texas, and at what is now the University of Louisiana at Lafayette before returning to LSU in 1976.
staff of 2015 are proud to be a part of the
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University Laboratory School’s Centennial Class of 2015 is pictured in front of the Pentagon Barracks in downtown Baton Rouge. The barracks are all that remain of LSU’s downtown campus, the original site of the University’s Teachers College and Demonstration High School.
grander idea established and executed so eloquently by the faculty of 1915. Much molding (Opposite page) The singing of University Laboratory School’s current alma mater, posted at right, has been a tradition at all school events for nearly seventy years. Students are pictured carrying on that tradition at the Cub Complex after a varsity home football game (2013).
has and continues to take place within the halls of University Laboratory School, ensuring that all who leave, whether they are students or teachers, are fully prepared and dutifully have been provided not a common, but a good sound education.
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Present-Day University High School Alma Mater Author Unknown
This is our alma mater, This is our school; We will be loyal, We will be true. Now we are with thee, Now we are near; Still in the future, We will love you. Forward you send us, Forward we go; We will remember, We will know. Your halls inspire us, Your halls we bless; And in our hearts We hold thee: UHS
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LSU Laboratory School Principal A.E. Swanson (right) and LSU College of Education Dean E. B. “Ted” Robert (left) share a moment of reflection with students on opening day of the school’s first independent campus (1953).
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Total Effort in Every Endeavor— A Foundation for Success Not a common, but a good sound education . . . After more than a decade of persuasion, planning, and finally construction, upon the opening of the current campus of what is now officially called LSU Laboratory School, the Morning Advocate reported the following on April 15, 1953:
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What Our Laboratory School Means to Louisiana A discussion before the Parent-Teacher Association of the Louisiana State University Laboratory School As presented by E. B. “Ted” Robert, Dean, College of Education, on November 5, 1947. I. Introduction 1. “What each parent desires for his own children we should strive to accomplish for all children.” 2. “Our teachers mold our nation’s future.” 3. “The College of Education of Louisiana State University has one task and only one— selecting, educating, and training competent teachers for Louisiana’s children.” 4. It was never true that “anyone can teach school.” Today, practically no one—educator or citizen—is willing to entrust his child’s education to any but professionally prepared teachers.
II. Who is a competent educator? 1. A person of character, intelligence, and outstanding personality. 2. A person possessing a general background of liberal, academic education. 3. A person intensively trained in the fields of subject matter he is to teach. 4. A person who knows the history, philosophy, organization, purposes, materials, and methods of education at the various levels of instruction. 5. A person who knows how children grow, develop, and learn. 6. A person who has served an apprenticeship in a laboratory of children and has demonstrated competence. III. Why a laboratory school? 1. It is the proving ground of character, intelligence, and teaching personality. 2. It is the proving ground for sound academic learning. 3. It is the proving ground for mastery of subject matter in the particular areas under study. 4. It is the proving ground exemplifying history, philosophy, organization, purpose, equipment, materials, and methods of the American public school at its best. 5. It is the proving ground where living children (not those of theory or fiction) live, grow, develop, and learn.
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6. In brief, it is the laboratory where prospective teachers bring together, under expert guidance, everything that contributes to the education of the child. It is not an experiment, a fad, or a luxury. It has been a fundamental and an integral part of teacher education in the United States for more than one hundred years. IV. What a parent and educator sees in our own Laboratory School. 1. My child is not in overcrowded classes. 2. My child has a competent supervisor (with at least a master’s degree and rich experience) in charge of his learning every period of the day. At various periods during the day, senior students in the College of Education are assisting my child in his learning experiences—with the help of the classroom supervisor. 3. My child is treated as an individual, a person, a human being with particular interests, capabilities, and ambitions. 4. My child is receiving sound instruction in the fundamentals of reading, writing, arithmetic, science, history, English, and other subjects. He is not only learning, but he is learning how to use various sources of acquiring valuable information, attitudes, and skills. 5. My child enjoys the numerous opportunities for group participation, cooperation, and leadership in school socials, in forums, in music, in speech activities, in athletics, in art, and in
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school government. He is not only learning, but he is also growing in ability to work with others. 6. My child likes the socialized atmosphere in which all work is conducted, but he does not neglect his individual responsibility for learning or for contributing to class or school undertakings. 7. My child likes the wholesome recreational activities of the school. He is developing interests and skills that will be valuable throughout his life. 8. My child sees (as I never saw) what it is all about. He sees the relationship between his learning and his living. When he doesn’t see, he asks questions. No teacher has ever resented his asking questions. He has never been told that “that question isn’t in the lesson or the answer isn’t in the book,” and he has learned to ask some very searching questions. 9. My child likes his teachers and his school. I do too. 10. My child knows he is in a laboratory, but both he and I know that he is a “partner in the firm” and not “fodder in the mill.” He has developed a pride in the fact that he is every day making a fine contribution to the education of thousands of other children. He is glad to welcome a group of visiting students or
experienced teachers and to tell them “what we do in the Laboratory School, and why, and how we do it.” V. The stats of our new Laboratory School and College of Education building. 1. Attached is a report which has just been made to a group of parish and city superintendents who called upon the Dean of the College of Education on the morning of October 24, 1947. 2. The teachers and school administrators of the State know what the Laboratory School means to Louisiana. 3. You know what the Laboratory School means to your children and to our State. 4. This entire project must be completed— and soon. It means more to Louisiana’s 600,000 school children than anything that the Board of Supervisors of Louisiana State University has ever done or has ever been asked to do. Note: The above is archived in LSU’s Hill Memorial Library. It was presented as part of an effort to obtain funding for the establishment of an independent campus (what is now the current campus on Dalrymple Drive) for University Laboratory School.
From its beginning, University Laboratory School has been alive with the free flow of information and instruction from instructors to students and vice versa, but as noted by Dean E. B. “Ted” Robert in the mid-1950s, the Laboratory School is a model educational setting where families are also an important part of the educational process. Opposite, bottom left: students and teacher hold a lively discussion (1989). Top right: Siblings often see each other throughout the day and are happy to lend a helping hand (2015). Bottom right: ULS students love when their parents visit (2009).
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The heavy glass doors at the front entrance of the LSU Laboratory School’s first and only independent campus on Dalrymple Drive have welcomed faculty, staff, students and visitors for sixty-two years now. Pictured on left are students entering the building in 1960.
continued from page 23 When the heavy glass doors at the new LSU Laboratory School on Dalrymple Drive swung open to admit the first pupils a few weeks ago, a great many people saw those open doors as the symbol of a dream realized—a dream that had lasted for years and years and years. That dream was to give to the people of Louisiana a model school for the training of teachers, on which would embody all of the very latest and finest ideas on elementary and high school educational methods. But as its name implies, the school will never be a static accomplished feat—it will always be changing and growing and expanding as the teachers and students who work together there incorporate into it the latest ideas in teaching methods and practice. Now some 500 Baton Rouge boys and girls from 6 to 18 years old are busily engaged there in learning the three Rs (and a few additional Xs and Ys that their
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By Collis Temple III ’98 grandparents and even their parents never dreamed of) under the supervision of a staff of capable and well-trained teachers. They hardly realize, of course, as they tend the “balanced” aquariums in their first and second grade rooms, and study “family living” in the beautiful home economics suite, and watch moving pictures in their science lecture room, that they are assisting in the training of future teachers for Louisiana—some 250 of them each year—and that they are contributing to the development of new methods and aims in public school education. “The Lab School teacher has an equal obligation to both his College of Education students and his elementary/secondary students,” affirmed University Laboratory School Supervisor of Guidance W. L. Garner in the summer 1985 edition of The Educator, LSU’s College of Education newsletter. He
I was blessed to be raised by two phenomenal people—my father, Collis Temple Jr., and my mother, Soundra Temple. That being said, it was also a blessing that I was afforded the opportunity to attend University Laboratory School and had the chance to encounter several extremely positive and impactful individuals at the school in the form of teachers and coaches who took enough of a liking to me to pour into my life and leave indelible impressions that have stayed with me to this day. There are truly too many situations that occurred at U-High that led me to become the person I am, but three people stood out the most to me: my first-grade teacher, Mrs. Joyce Scott; Mr. Doug Granier, who taught the fourth grade; and Coach Gerald Furr, for whom I never had the opportunity to play in high school, but whose P.E. class I did get a chance to participate in. Mrs. Scott was my first teacher at U-High, and it couldn’t have been a better introduction to the school. She was constantly telling me how smart I was and how much she believed in me, and even at seven years old I knew she was special and went above and beyond her duty as a teacher. I was not even in Mr. Granier’s fourth-grade class, but I valued his opinion so much that whenever I would write short commentaries on anything—politics, race relations, or other sensitive topics—he was always extremely supportive. He took the time to write a letter to me stating that my writing was well beyond my years and that I had accomplished what all great writers set out to accomplish, which is to make their readers think at a higher level. Lastly, my experiences with Coach Furr were actually not even while he taught me during school hours, but when my dad would bring me to the gym to watch the Varsity practice while I was in the fifth and sixth grades. Coach would tell me, “Jump in the drills, boy!” He enhanced my belief that I could compete at the highest level possible and that I never needed to back down from anyone. Collis Benton Temple III ’98 lettered in basketball all four years at LSU, and was on the SEC Academic Honor Roll three of those years. A six-foot-seven guard, and the son of Collis Temple Jr., who was the first black basketball player at LSU, Temple broke the one-thousand-point barrier and finished his career twenty-second in team scoring. After earning his business degree, Temple earned a master’s in sports management. He is a national sales director for Primerica, a financial services firm. In 2010, Temple was inducted into the ULS Athletic Hall of Fame.
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University High and LSU
Many graduates of University High also attend LSU for their higher education. Many U-High students spend practically their entire lives on the LSU campus. Starting from first grade, they move on to junior high, up to high school and then on to college—all on the same campus! Some students even end up teaching at their old Alma Mater. [In] twelve years U-High students have spent nearly two thirds of their lives on this campus. That is really something to think about.
Excerpted from 1980, The Cub The University Laboratory School is one of the integral parts of LSU’s life. It plays an especially important role in the College of Education. Those that attend the Lab School are a part of LSU. The Tigers are watched in Death Valley as they play that ever loving game of football, while the basketball champs show their style in the Assembly Center. When a student at U-High has his ID card, they receive the same privileges as the University students. The swimming pool, Field House, tennis courts and union discounts are all included as a student privilege. University High students are as familiar with LSU’s campus as they are with their own. Memorial Tower, the Parade Grounds, and the Law Building are all wellknown sights. During South Sea Island and various other Greek celebrations, music filters through the closed windows of the south side of our building. This especially helps concentration in Dr. Garon’s geometry class or Mr. Minchew’s biology class.
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CHAPTER THREE (Opposite page) University Laboratory School students have always felt at home on LSU’s campus. Top left: At one time, a UHS student ID gained entrance to football games in Death Valley complete with a specified UHS student section (1980). Top right: UHS sponsors share their Cub Spirit with LSU’s Mike the Tiger (1974). Bottom left: UHS Girls Athletic League basketball players practice on the LSU Parade Grounds with the University’s historic clock tower in the background (1948). Bottom right: Before the Cub Complex became the permanent home to many ULS athletic endeavors, UHS varsity football players called Bernie Moore Stadium (pictured), Alex Box Stadium, and even the LSU football practice field their home turf (1983).
continued from page 27 went on to say, “The LSU Lab School has, therefore, set as its top priority the goal of becoming a model or lighthouse school [and] after several years of study and debate, a consensus has emerged among the faculty that the Lab School can best serve education, LSU, and Louisiana by becoming a model school and by remaining as flexible as possible. . . . In this way, a variety of continually changing needs can be addressed in the future.” In the late 1970s, a growing national concern regarding education caused a shift in University Laboratory School’s purpose from simply providing student teachers with practical experience to also becoming a research facility, not only in educational methodology but also in subject areas offered throughout LSU. The result was “an unbelievable variety of activities going on in the Lab School” from all colleges on the LSU
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By Bradford Banta ’89 Although winning two state championships in football and track and field were part of my senior year, my five years at U-High, as well as my childhood in Southern Louisiana, are what molded me into what I am today. I am grateful for the opportunities presented to me when I arrived at U-High in the eighth grade. I was challenged by teachers, coaches, and my parents to prepare and succeed in school, life, and athletics. I realized that if I was willing to work, then the people around me were willing to help and provide support. Many hours were spent working with many people. It was not easy, but everyone persevered to help me become a strong leader and well-rounded student athlete who could communicate effectively. I have had the good fortune to meet many people in my lifetime. My time at U-High taught me to treat everyone the same and with respect. It also gave me the tools to become well-read and worldlier. To actually experience the college atmosphere at LSU while in high school was amazing. It opened my eyes and taught me that there is a big world out there that offers different customs, cultures, and experiences. How many other kids in high school can say they had access to college facilities during their formative years? How many kids can say they were able to meet and get to know parents of classmates who were corporate and community decision makers? This is something that some students took for granted at times. I did not. U-High prepared me to look at the world as a whole and not in sections. It taught me that we all have something in common with one another, and it is up to us to figure out what that commonality is. In the grand scheme of things, the United States is a small place. U-High showed me through my educational and social interactions that anything is attainable with hard work and desire. It allowed me to explore avenues through education that have benefitted me throughout my life. For that, I will be forever thankful. Go Cubs! Bradford Banta ’89 graduated from the University of Southern California and played for four teams in the National Football League over an eleven-year career. After three years in the business world, he started coaching in 2007. He is currently an assistant special teams coach for the Washington Redskins. In 2006, Banta was inducted into ULS Athletic Hall of Fame.
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(Opposite page) University Laboratory School is proud to be the first International Baccalaureate Diploma Program school in the state of Louisiana. IB is a model curriculum that stresses creativity, inquiry, service, and internationalism. It is one of the finest preparatory curriculums in the world, taught in 2,400 schools in more than 100 countries. Juniors and seniors may choose the complete Diploma Program or individual IB courses along with college-preparatory classes. Eighty percent of Lab School students take at least one IB course. Pictured at right is the first group of ULS students to enroll fully in the IB program (2003).
Included among these activities were LSU marketing students studying Lab School students’ reactions to various displays placed throughout the school, dairy science students sampling students’ likes and dislikes for some new dairy products, law enforcement using Lab School students as panel members to interact with their students, an economics professor field testing a new textbook, English students studying elementary students’ likes and dislikes in literature, physical education students testing new motor skills training devices, computer science students field testing a computer program for class scheduling, landscape architecture students designing an elementary playground, journalism students interviewing Lab School students on a variety of subjects and several students from the Louisiana School for the Visually Impaired attending Lab School classes to pilot a mainstreaming program for blind students. In addition, the Lab School faculty was providing in-service training for local school systems and serving as guest lecturers for various LSU classes. A variety of tours and demonstrations were being conducted for visiting local, national, and internaThe relationship between University Laboratory School and LSU has always provided great benefit to both entities. University Laboratory School faculty and students have a college campus readily accessible for exploration, and LSU has the opportunity to train educators and conduct research in a model educational environment. Pictured above are University Laboratory School students sampling dairy products from LSU’s Dairy Science department (1960).
tional educators. The Lab School faculty was also involved in a school-wide research program and several monographs written for Lab School students were being adapted for LSU High School Relations distribution to high schools throughout Louisiana and the South. Nearly forty years later, important research from a variety of fields continues at
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By Keith Armstrong ’83
University Laboratory School, and along with that, the program of teaching and learning remains at the forefront of the school’s activities. Recognized as a school of academic distinction, University Laboratory School prides itself on the rigorous academic environment that facilitates student achievement. ULS elementary and middle school students exceed the state average scores in English/language arts, math, science, and social studies. The Lab School is proud to have been the first International Baccalaureate (IB) Diploma Program school in Louisiana. IB is a model college preparatory curriculum that stresses creativity, inquiry, service, and internationalism and is taught in about 2,400 schools in more than 100 countries. ULS juniors and seniors may choose the complete IB Diploma Program or individual IB courses along with other collegepreparatory and dual enrollment classes. Eighty percent of
As one of many siblings and relatives who attended UHS, I am frequently reminded by former faculty, staff, and alumni of my relatives’ past attendance and accomplishments. The fact that Ms. Will Daniels (librarian) gave “birthday” paddlings to my father and me—with the same paddle!—was extraordinary enough. Reading library books that still retained “checkout cards” containing the names of my father, Hans Paulsen Armstrong ’50, and his sister, Anna Marie Armstrong Hall ’44, from some thirty-plus years earlier was equally unique. In fact, there are likely very few decades in UHS’s storied one-hundred-year history where an Armstrong or Hall was not in attendance. Fast-forward another thirty-plus years—my lovely UHS-graduate wife, Mary Beth Abraham ’82, and I will graduate the last of three children from UHS in grand fashion: as the one hundredth class receiving a UHS diploma. We cannot help relishing in the fond experiences and bonds created through three generations of UHS graduates. Whether we are running into UHS alumni around town, at “Grandparents’ Day,” homecoming festivities, or reunions, the common, everlasting thread of UHS instantly establishes a familial kinship revolving around the exchange of stories both past and present. Similarly, the kindness and generosity of alumni become seemingly endless when learning of efforts to improve some aspect of our wonderful alma mater. Even today, generations of Cub alums regularly collaborate seamlessly, and without the resistance frequently caused by age disparities, in an effort to perpetuate the Cub Family bonds and experiences fostered days or decades ago. Many Cub graduates have been fortunate enough to meet our future spouses while attending UHS and maintain iron-clad friendships forged from our years at the school. Additionally, graduating Cubs inherit a legacy of stories and time-honored traditions that will remain in the hearts of all. Keith Armstrong ’83 graduated from Louisiana State University with a major in microbiology. He earned his law degree from the LSU Paul M. Hebert School of Law and is a partner in the Baton Rouge office of Chaffe McCall, LLP. He has served as ULSF Board Chair and ULSF Annual Appeal Chair.
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(Opposite page) In its one hundred years of educational service, fewer than fifty-five hundred people have graduated from University Laboratory School. Although small in numbers, ULS graduates have taken the school motto, “Total effort in every endeavor,” to heart beyond their high school years and straight to the top of their professional careers. Included among the many who have established themselves as leaders in their fields are (top, left to right) Richard Baker ’66, former U.S. Congressman; Collis Temple III ’98, former LSU basketball player and national sales director for Primerica; Anthony Kimble ’04, former Stanford University and NFL football player and business consultant; Garrett Temple ’04, former LSU basketball player and current NBA player; John Hamilton ’81, sports agent with Performance Sports Management; Glen “Big Baby” Davis ’04, former LSU basketball player and current NBA player (also pictured at right); Darryl Hamilton ’82 (deceased), former MLB player and color analyst for MLB Network; Newton Thomas ’62, founder and CEO of the Newtron Group; (bottom, left to right) Benjy Davis ’02, musician, singer, and songwriter; Oscar Award-winning director Stephen Soderbergh ’80; and Richard Lipsey ’57, chairman of Lipsey’s.
Lab School students take at least one IB course, while 70 percent are dually enrolled at LSU, simultaneously completing high school requirements and college-level freshman and sophomore courses. Many ULS instructors have received top local and national awards and honors, such as the Presidential Teaching Awards in Math and Science and Louisiana Teacher of the Year. And like the faculty, staff, and administration of one hundred years ago, the faculty, staff, and administration of today, with the help of associate teachers, student teachers, and service workers, continue to create a model educational environment. They are proficient in the use of technology in the classrooms and regularly participate in professional development opportunities, which in turn enables ULS to continue to serve as a center for educational innovation and research. Of great fortune at the University Laboratory School, “total effort in every endeavor” does not stop or begin at the schoolhouse door. For any organization, particularly an educational institution, to reach its full potential, it must enjoy a broad base of support. From its inception, ULS has enjoyed the solid backing of alumni, parents, friends, grandparents, and current and former faculty and staff. Only six years after the school’s opening, the young but enthusiastic Demonstration High School Alumni Association initiated the spirit of what has become “once a cub, always a cub” with the presentation of class rings to the seniors of 1921. President of the association Mildred Bauer mentioned at the presentation that the alumni “desire that this would be only one of many hands which would bind together the old students and the new.” Bauer’s hope would be realized through the years; those binding hands did in fact increase
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University Laboratory School shared space with the LSU Teachers College and then the LSU College of Education from 1915 to 1953 when the school’s independent campus was opened on Dalrymple Drive. Here, ULS students are shown enjoying a break outside of Peabody Hall on the current LSU campus (1945).
greatly in number. Today, alumni, now joined by parents and grandparents and even faculty and staff, have been the driving force behind many of University Laboratory School’s more fervent undertakings, including the establishment in 1998 of the school’s fundraising and relationship-building arm, the University Laboratory School Foundation. Today, ULSF’s role has expanded from funding limited educational enhancements to implementing critical educational programs and facilitating campus renovations and expansions, including a capital campaign in 2005 that raised more than $6.5 million. The result is a strong financial base for the provision and maintenance of state-of-the-art facilities, equipment, and supplies needed to allow current and future generations of students, faculty, staff, and student teachers to thrive.
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When he began his push in the late 1940s to establish a separate campus for University Laboratory School, College of Education Dean E. B. “Ted” Robert envisioned the school as an environment where an optimum association between parents and teachers could exist, hoping “. . . it could serve as an example of how these relationships could be utilized in the community where the new teachers might go.” His vision, along with that of the original Demonstration High School Alumni Association, has not only been met but exceeded. The constituency of those with a vested interest in ULS’s enduring success continues to grow and provide a solid foundation for yet another century of future Cubs.
No challenge is too difficult for ULS students when they work together (1960).
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Whether working hard or playing hard, University Laboratory School students enjoy each other’s company. Pictured (top left) students at a pep rally (1974); (bottom left) a clarinet serenade (1948); and friends (1951).
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The Fabric of Our Lives “Spirit—A small flame that when fed with love and courage grows to greatness” 1980, The Cub
The familial connection felt between Cub alumni, whether meeting for the first time or having spent the entirety of their formative years together, finds its roots in what can best be defined as Cub spirit. Where and how this spirit originates is unique to each individual’s own experience at University Laboratory School, but nearly all—alumni, former student teachers, faculty, and staff—who reminisce share the sentiment that their lives today are better because of time spent within these halls. They carry the Cub spirit within their hearts, and many often return.
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Darryl Q. Hamilton ’82 How did ULS change my life? It gave me opportunities I never had before, as well as a reason to be successful. Baton Rouge is a great place to grow up, and ULS kept me in a bubble, away from the many distractions of the outside world. In other words, it made me focus on doing my best. Athletics has always been important to me, and running track, playing football, and being a small part of the Laboratory School family were awesome. But not having baseball as a sport at ULS really wasn’t the worst situation for me. In fact, participating in the other sports made me desire baseball even more, and it gave me a chance to find out what I really wanted to do. Many believe that playing one sport year round is important because it makes your skill level much better. I totally disagree, and my time as a ULS Cub is the proof that backs it up. As with many things in life, when you do too much of it, you eventually burn out. Not being able to play the game that I loved during the school year made it even more important when I got a chance to play in the summer baseball leagues. I took to college the skills I learned playing summer baseball, which led to my pro career. Make no mistake, playing Major League Baseball has been the thrill of my life, but understanding the work and pride from other sports has given me an appreciation of how incredible it is to be an athlete. Because my journey has been so special, I try to give others opportunities like the ones I have had. Now that I am a part of the broadcast booth, ULS athletes can see the importance not only of playing on the field, but also continuing a career when the game ends. Being successful is great, but having a home where my ULS family is proud to claim me as one of them is worth all the accolades I have ever received. Geaux Cubs! Darryl Quinn Hamilton graduated from the Laboratory School in 1982 before heading to Nicholls State University. He was drafted by the Milwaukee Brewers in 1986. Hamilton was a hard groundball hitter who rarely struck out, and an excellent outfielder, holding the American League records for consecutive errorless chances and errorless games. Hamilton played with several teams until he retired in 2001 from the New York Mets. In 2000, he was inducted into the ULS Athletic Hall of Fame. He was a color analyst for the Brewers radio broadcasts. Hamilton passed away shortly before publication of this book.
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Perhaps Cub spirit begins with “total effort in every endeavor.” Although it is difficult to pinpoint exactly when this became the ULS motto, memorabilia indicate it has been around since at least the 1960s. Now, more than fifty years later, the spirit of that motto is what guides ULS students, faculty, and staff on a daily quest to do more and to do better. A good sound education begins in the classroom, but at ULS every endeavor during the course of students’ primary and secondary educational years is seen as an opportunity to be nurtured with love and courage as so eloquently stated in the 1980 The Cub yearbook. As early as the Biennial Report of the Louisiana State University to the General Assembly in June 1922, the following was recorded regarding the spirit of the University Laboratory School student: Decided advancement has been made in the participation of pupils in the actual work of the school and in many cooperative forms of activities. While the center and source of authority remains with the principal and teachers, pupils are consulted in matters of conduct and government. Pupils conduct literary societies and athletic organizations, pre-
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At University Laboratory School, the educational process is not simply teachers sharing knowledge with students. Older students, under the close supervision of instructors, are eager to share what they have learned with younger students, and even parents and grandparents play a role in ensuring that all have a positive learning experience each year. Pictured (top) high school students providing a hands-on activity for fourth graders regarding the wetlands (2014); a grandfather joins in a fishing lesson as part of an elementary physical education class (2006); a mother assists her daughter and another student in tending to the elementary playground garden (1989).
side at assemblies, prepare special day programs, carry on socialized types of recitations in the study of current events and edit and manage the [student newspaper] Alarm Clock. Pupils are also encouraged to assume responsibility for the care of school property. The school endeavors to cooperate with homes in all matters that are conducive to educational efficiency and fairness. “What I remember was an empowering school,” notes Harriet Houston Cale ’41. “You were never made to feel insignificant. We had a lot of choices and were allowed to make those choices, and I think that is empowering.” Perhaps Cub spirit is a result of involvement. By most standards, even today after several expansions, University Laboratory School is considered a small school. As such, students have always been encouraged not only to fully participate in but to initiate activities at University Laboratory School, and maybe even more importantly, to support their fellow Cubs. By 1939, school clubs and activities, based upon student choices and interests, were beginning to thrive at University High.
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The Fabric of Our Lives
THE LSU LABORATORY SCHOOL
FORWARD YOU SEND US—FORWARD WE GO
Called before the Senate In 1955, the seniors of University Laboratory School began their annual trip to Washington, D.C., for a tour of the Capitol. The following report of the 1958 trip appeared in the Congressional Record, inserted by U.S. Senator Russell B. Long, who was then a Laboratory School parent.
Mr. Long: Mr. President, I ask unanimous consent to have printed in the Appendix of the Record the names of the [38] students and 4 chaperones from University High School of Baton Rouge, Louisiana, who are visiting the Capitol today. The full name of the school these young men and women represent is the University High
Laboratory School of the College of Education of Louisiana State University. In 1933, I had the honor of being president of the freshman class of that school and today my two daughters are both students of that school. The total enrollment of University High is only 250, and this figure is augmented by a little less than 200 in the grammar school grades. Although small in size, the school is constantly making a name for itself, both scholastically and in the field of athletic competition. At the present time, 6 members of the senior class are finalists in the national merit scholarship awards, which select group represents onehalf of 1 percent of the top scholars in the Nation. Last year one University High senior earned a scholarship from this competition and the previous year two students were successful. This high school has for its specific educational mission the training of future teachers and the conducting of
demonstration classes where supervisors teach new and improved methods. Throughout the years of its existence, the school has done an outstanding job in performing these missions and it gives me a great deal of pleasure to welcome the senior class on its third annual trip to Washington, D.C. There being no objection; the list was ordered to be printed in the RECORD, as follows: Chaperones: Mrs. Julius Mullins, Miss Mina Jean Carruth, Mr. Oran Teague, Mr. Coburn Hood. Students: Nell Jacks, Anne Holloway, Peggy Owen, Anne Warriner, Flo Wallace, Jean Mullins, Madelon Manner, Adele Sherrell, Helen Reddy, Bert Durrett, Carolyn Asbury, JoHanne Huenefeld, Suzane Sabin, Carole Loree, Nita Clare Roberts, Mary Ann Johnson, Bill Alford, Mac Vick, Joel Safer, David Smith, Pat Rickey, Byron Kantrow, Charlie Malone, Bob Terry, Charlie Kennon, John Kean, Creighton Miller, Jim Field, Jared Long, Beck Payne, Arthur Haas, Lyttleton Harris, Floyd Cox, Ernest Hanchey, Foster Semple, Jorn Dakin, John Wilson, Ward Bond.
University Laboratory School’s annual trip to Washington, D.C., began with seniors in 1955. For a short time period, the trip was discontinued, but then in 2002, it was revived as an annual pilgrimage for seventh graders. Pictured are ULS seniors on one of the early visits in front of the nation’s Capitol.
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(Pictured at bottom) Pioneer Day is a beloved second-grade tradition at University Laboratory School. Nichole Bickham Bonilla, a graduate of UHS and now a second-grade instructor here, reminisces here about her own Pioneer Day experience as a student and how she now shares that memory with her pupils (2011).
Basketball and football were under the direction of beloved Coach L. L. Fulmer and were soon followed by volleyball, dancing, golf, and swimming under the direction of Caro Lane. The Girls Sports Club (predecessor to Girls Athletic League), an in-school sports league, opened athletics to girls that same year, long before Title IX provided greater equality between men’s and women’s sports nationwide. The Radio Club, Junior Homemakers (later Future Homemakers of America), Thinkers Club, Library Club, Reading Club, Model Club (model airplanes and boats), Math Club, Latin Club, Le Petit Cercle De Francais (French club), Music Club, Drama Club, and U-Club (athletic letter club) were all well-established
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By Nichole Bickham Bonilla ’02 There are many traditions here at U-High that I have been fortunate enough to enjoy as both a student and now as a teacher. Two traditions I cherish most are the classroom celebrations and the Friday afternoon pep rallies. Even as a teacher, I find my stomach filling with butterflies the night before an exciting class event such as the first day of school, a field trip, or a class party. One of my favorite traditions is having my second graders participate in Pioneer Day. The weeks leading up to this day are filled with knowledge about the thousands of pioneers who headed west in search of a better way of life. We celebrate this day by dressing as pioneers—the girls in full-length, hand-sewn gowns and bonnets and the boys in plaid shirts and, often, skinned raccoon hats. Attending a pioneer village and performing a square dance for friends and family are the highlights of this exciting day. I still remember hoping my square dance partner would be my current “crush.” Now I giggle a little when I see my students blush as they “swing their partner round and round.” Pioneer Day is not only a unit I teach in my classroom but it’s also a memory that I share with my students and family. Ba-ba-ba, ba-Barbara Ann! Friday afternoon pep rallies hold a special place in my heart. As a student and cheerleader, I was able to be front and center during these thrilling events. As everyone knows, it’s the elementary students who bring the gym alive with their posters, face paint, and noise makers. Now I am delighted to experience this again as I watch my students jump to their feet the moment they hear the drums. Their eyes are wide open, their feet are moving, and they are secretly hoping to hear their name called so they can dance to “Barbara Ann” and keep the bag of candy that would lie at their feet. Traditions make memories and keep our Cub family together. Nichole Bonilla ’02 graduated from LSU with a major in elementary education. Upon graduation, she began working at the Lab School as a teaching associate in kindergarten and first grade while also earning her master’s in education with a concentration in reading. Bonilla also earned her national teaching certification and in the fall of 2013 became a second-grade instructor.
before the 1940s. Whether to enhance academics, the arts, service, or life skills, students and teachers alike were finding ways to broaden the scope of
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By Henry “Hank” Patrick ’15 As a member of the one hundredth graduating class at U-High, I can say that its best quality is its diverse makeup. It is difficult to discuss a mutual identity among the 109 unique personalities of my class that I see every day. Before I see the “class,” I see my friends and peers. Going into high school, kids are warned of the existence of cliques, exclusive groups of people with mutual interests that make others feel alienated. The students I know, however, tend to form what could be called niches. These niches are people who naturally gravitate together, because of the attraction of shared distinctive qualities. The diverse and unique students here allow fluidity among different peer groups, or niches. Our mutual identity stems from the combination of our independent identities, from which we get a sense of open-mindedness that is accepting of the many interesting people. This class’s acceptance is its second-best quality, coming as a direct result of its best—its diverse makeup. This acceptance has allowed new students to acclimate quickly to our school environment. In fact, I came to know my current best friend only because someone invited him to sit at our table at lunch on his first day at our school. The acceptance of everyone’s interests allows our class as a whole to exert “total effort in every endeavor.” There is an ongoing understanding among those who focus on academics, athletics, service, or one of the many other things involved in the life of a student that the work of each person is recognized. Each type of person is appreciative of the others, and no one is limited to doing one particular thing. The friendly and receptive environment of this class is what makes the high school experience so widely enjoyable to everyone and is what makes me proud to be a member of UHigh’s one hundredth graduating class. Henry Patrick ’15 was valedictorian and student council president, and a member of the Centennial graduating class of UHigh. He began his studies on a full scholarship at Washington and Lee University in Lexington, Virginia, in 2015, studying biochemistry.
the educational experience for and the spirit, and thereby loyalty, of University Laboratory School students. J. Quitman Long, hired as supervisor of U-High boys’ physical education in 1942, was told directly that coaching was not part of his job. If he chose to coach, he would do so at “his own pleasure.” In an interview, Long stated, “The boys came to me and asked to play football for they had not played the two previous years and they wanted to play football again. I told them we had not [sic] facilities, but they insisted they just wanted to play football. So, we began trying to play; of course, we ran into the problem of facilities. No place to play, practice or dress. But we did have a little team. . . . It was strictly on the basis of their desire to play, but we had lots of fun, because it was a fun activity more than a pressure type of thing.”
By the 1950s, academic and leadership organizations such as the National Honor Society and Student Council were established. Ben Miller, the school’s first student body president, elected in the 1954–55 school year, was recognized in the 1955 The Cub. “We, of the annual staff, dedicate
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Cub spirit is formed during the many years faculty, staff, and students spend together at University Laboratory School working toward common goals, whether in academics, the arts, service, or athletics. Pictured: Gerald Furr, ULS basketball coach from 1971 to 1992, discusses strategy with his team. Inset: Football players enjoying success (1973).
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CHAPTER FOUR (Opposite Page) Beginning with a music club in the late 1930s, visual and performing arts programs began to thrive in the 1940s and ’50s and today remain a strong part of both the student curriculum as well as extracurricular activities. Top row, from left: 2013 school musical; 1958 band; 1985 senior play. Second row, from left: 1947 Dicens broadcast; 1946 senior play; 2010 elementary recorder performance. Third row, from left: 1991 choir performs at Lincoln Center in New York City; 2015 choir practice; 2014 elementary day with clay.
this 1955 The Cub to Ben Miller, University High School’s first elected student body president.
Basketball was the first extracurricular activity offered at ULS. After one hundred years, ULS basketball continues to thrive, having earned six state championships and numerous district championships (1984).
Ben, in his untiring efforts and unselfishness, symbolizes the leadership necessary in student government. His service in this job has proved that University High has successfully filled a longempty gap—the student body’s own president.” Fine art studies and clubs—visual and performing—were introduced with school plays and vocal and instrumental groups and an art club as early as the first few decades of University Laboratory School’s existence. Throughout the years, the musical groups grew and transformed based upon increased student interest from solely the band to the concert band and the pep band and from simply the musical group to the Glee Club, the Merry Sharps and Flats, and finally, a variety of ensembles. Then, in the 1980s and 1990s, under the direction of Dr. Jim Choate (band) and Penny Hallman (choir), ULS’s budding musicians and singers began to make a name for themselves, often garnering the highest possible scores at competitions and
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The Fabric of Our Lives
THE LSU LABORATORY SCHOOL
FORWARD YOU SEND US—FORWARD WE GO The ULS Centennial class of 2015 led athletic teams to five state championships, in girls and boys basketball (top right), girls tennis (bottom left), girls soccer (middle), and football (bottom right). Like those athletes who have paved the way before them, current sports teams at ULS enjoy the support from the school’s numerous spirit groups. Pictured are the 1958 Cubettes (top left), 1968 band member and booster (middle left), 1974 cheerleader (bottom second from left), and 1987 Spirit Steppers (middle right).
invitations to perform from Carnegie Hall to Disney World and even Rome. With so many activities and organizations available at University Laboratory School today, students embrace the opportunity to challenge themselves and participate in a variety of endeavors where at a larger school that may not be possible. It is not uncommon to see a football player participating in art class at a loom or a basketball player marching in the band. The result is a cohesive spirit within the classes of working together, pushing one another, to get the job done and done well: total effort in every endeavor. Perhaps Cub spirit is the result of common experiences. A new student newspaper in the 1950s, the Campus Cub, was tracking school events and activities. Spirit groups such as the band, majorettes, cheerleaders, boosters, and Cubettes by then had plenty of athletic clubs to cheer on, and social activities—dances,
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By Frank Rusciano parties, and more—were becoming so commonplace that there was a mention regarding the prolific schedule of such at University High School in the local community newspaper. Seniors in that decade, along with U-High faculty, began what is now an annual trip to Washington, D.C. Today, that educational expedition to witness firsthand the operations of our nation’s government has been handed down to the seventhgrade classes, with older students having the option to jet across the world on school-sponsored trips to exotic locations such as the Galapagos Islands, ancient cities in the Mediterranean, Europe, Africa, and many other places. Or perhaps Cub spirit is the result of learning early as a group to appreciate and care for one’s own community. While working to provide ULS students with as many worldly opportunities as possible, faculty have always also strived to instill the virtues of being well grounded within the University Laboratory, LSU, and Baton Rouge communities. With the introduction of service clubs such as Hi-Y and Key Club in the 1940s,
St. Augustine of Hippo said, “The world is a book, and those who do not travel read only one page.” I believe there is so much wisdom in that statement, and I want to help students “read” as much of the world as possible. In the early 1950s, the senior class boarded a train and headed to Washington, D.C., for a weeklong trip, a tradition that continued for many years. In one of the trips during the Kennedy administration, Sen. Russell Long (son of Huey Long, and a U-High parent) gave the group a tour of the White House. Later, the senior D.C. trip was abandoned, but 2002 saw the rebirth of this trip with seventh graders. In the past twelve years, many seventh graders have had the opportunity to enjoy our nation’s capital during a four-day trip over Mardi Gras break. In 2005, Lieutenant Colonel (ret.) Ted Firnburg ’80 invited the students to Andrews Air Force base, where they were able to see President George W. Bush as he arrived on Air Force One. The group then had a private tour of the vice president’s plane, Air Force Two, which Firnburg piloted. This was a once-in-a-lifetime opportunity for students. On other trips, students have met with Supreme Court Justices Antonin Scalia, Sonja Sotomayor, and Clarence Thomas, and they have been greeted by representatives and senators. The Laboratory School sponsors other trips as well, some far beyond our shores. Over the past decade, I have taken students from U-High to more than fifteen countries and four continents. On one trip, we traveled to London and visited the Globe Theatre. “To see Othello with my students in Shakespeare’s theatre enriched our learning and became a highlight of our trip. It’s one of my fondest memories of traveling with students,” said English instructor Candence Robillard. The true spirit of internationalism as trumpeted by the International Baccalaureate program is alive and well at U-High. We will keep reading the pages of the world through travel. Frank Rusciano earned both his undergraduate and graduate degrees from Southeastern Louisiana University, and began teaching middle school math and science in 1984 at Holy Ghost in Hammond. From 1981 to 1994, he instructed students in high school math at Catholic High School in Baton Rouge. Upon moving to Bishop Sullivan High School in 1994, he continued math instruction until earning a position as assistant principal. In 1999, Rusciano transferred to University Laboratory School as a middle and high school math instructor, and has since become dean of students and is now serving as principal of the ULS High School.
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By Sydney Saia ’15 One of the advantages of growing up as a student at U-High is that we are taught from an early age that we are an important part of a family and a community that serves and supports each other. As young ULS elementary children, we have the seeds of philanthropy planted within us. We are offered the opportunity, and we take great pride in community service as a school and as individuals. In fact, some of my favorite memories as a ULS elementary student are of participating in Jump Rope for Heart (American Heart Association) and Juvenile Diabetes fundraisers right on the school’s playground with all of my friends. The result is that ULS students are passionate about and look forward to involvement in community service. Because of the inspiration and encouragement I received from ULS to help others, my nextdoor neighbor and lifelong friend, Elizabeth Sherman, and I began holding fundraisers in our neighborhood, collecting pennies and donating the proceeds to our local hospital, Our Lady of the Lake Regional Medical Center. Years later, we toured the hospital’s pediatric facilities and decided more could be done for sick children in our area. Before I knew it, Elizabeth and I found ourselves in a conference room brainstorming nonprofit organization names and logos. On the spot, we founded the 4thekids youth organization with the mission of improving the services and facilities available to children at Our Lady of the Lake Hospital and perhaps helping to build a freestanding children’s hospital one day in Baton Rouge. With the same passion we learned as children and with the help and hard work of close friends who share the same community service spirit (many of them University Laboratory School students), 4thekids has raised and donated $15,000 to Our Lady of the Lake to date. Throughout my life, I have been surrounded by people who have told me that if I have a dream and I want it bad enough, then I should wake up and do what it takes to make it a reality. We are taught as students at ULS that there is no age limit to be involved and to make a difference in someone’s life. ULS has been a great support with my work with 4thekids. I am proud to call myself a U-High Cub! Sydney Saia ’15, a member of the graduating Centennial class of U-High, began her studies in communications at Louisiana State University in 2015 on a four-year Charles McLendon Scholarship and was also the recipient of the 2014–15 ULS Tony Fertitta Scholarship Award.
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students immediately embraced the notion of giving back to others, winning national awards within the first ten years of the inception of these organizations. Today, while service organizations are still a driving force of leadership and philanthropy development for high schoolers at ULS, the concept of service to others is introduced in early elementary grades. With activities such as Jump Rope for Heart, benefiting the American Heart Association, University Laboratory Students are putting forth total effort in every endeavor, with kindergarten through fifth graders ranking in the top ten JRFH teams in the state for fundraising for the past five years, number one in the state for three of those five years, and number one in the region and number nine in the country in 2011. Closer to home, elementary students also participate in the Gerald Furr Memorial Fun Run in honor of deceased and beloved longtime ULS Coach Gerald Furr, with all proceeds raised benefiting ULS’s athletic department and physical education department.
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Service organizations were introduced at University Laboratory School in the late 1940s. These groups were quickly embraced, and by the early 1950s, student groups were earning national awards. That tradition continues today with students participating in service throughout the ULS, LSU, and Baton Rouge communities as individuals and as groups, logging in hundreds of hours each year as a student body. Pictured right: students participating in Habitat for Humanity in 2007; a nationally award-winning service campaign to stop jay walking in Baton Rouge in 1953; ULS Key Club members host the organization’s regional meeting in 2007, and 1950 ULS Key Club members proudly standing with first-place award banner for service.
Although it is difficult to define, describe, or even document in origin, Cub spirit is a genuine feeling that, once acquired, is usually a permanent mark within ULS alumni hearts. The class of 1938 certainly recognized the hold that Cub spirit had on its members when it published the school’s first yearbook, The Cub. In fact, the entire purpose of that first edition was an attempt “to preserve for the future cherished memories of days spent here in friendship and happiness . . . The first publication is submitted as a souvenir of our fellowship.” Ultimately, however, the idea of Cub spirit may best be described by Merrill Faye Hines Eglin ’61, matriarch of a family of multiple generations of U-High students and alums. When asked what University Laboratory School means to her, she replied, “U-High is the fabric of our lives.”
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Young or old—elementary school, high school, or an alum—Cub spirit is forever shared by anyone who has worn black and gold. (Top) Cubettes (1959), (Bottom left) Young cub (2014), (Bottom middle) Sweethearts (1958), (Bottom right) Pep rally fun (2014).
F O R WA R D Y O U S E N D U S — F O R WA R D W E G O
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Once a Cub, Always a Cub “When someone says to me, ‘I went to U-High,’ there is an instant bond created.” Collis Temple III ’98
When Alston Barrow graduated in 1926, University High School was completing its first decade of service to education and had just relocated from downtown Baton Rouge to LSU’s new campus. The Demonstration School was housed on the first floor of the new Peabody Hall, among the original buildings bordering the LSU Quadrangle, and included 17,512 square feet “divided into corridors, an assembly room, fourteen class rooms, two laboratories, two offices and lockers.”
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A cheerleader from 1955 and a student (opposite page, bottom right) from 1966 show their Cub spirit.
The school was overseen by its fourth and one of the A ULS senior privilege in the 1950s and 1960s was a lunch break away from campus. The local Dari-Delite was a favorite place to grab a quick bite and visit with friends. Pictured are ULS students in 1958.
most enduring and beloved principals in U-High history, John R. Shoptaugh. Besides Principal Shoptaugh, there were six other faculty members, including one who would become a future principal of the school, L. L. Kilgore. Most of Barrow’s classmates took the train to school. His graduating class of fourteen students doubled the size of the first graduating class in 1916. Grade seven had just been added to the school three years earlier, accounting for a total of five grades now being provided by U-High. There were no playground facilities, but the younger students did not mind. They had
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Many who graduate from ULS find themselves reconnected in some manner as adults. Ruth Dupuy ’21, pictured on the far right, rejoined the ULS family during her adult life as the wife of Principal John Shoptaugh. Four generations of Shoptaughs have now graduated from ULS, and John Shoptaugh III ’76 is a member of the Centennial ULS faculty.
the six-thousand-year-old Indian Mounds on the new university campus as their stomping grounds, and likely were the originators of the generations-long LSU tailgate tradition of using old boxes for sleds and their imaginations to turn two small hills into a Louisiana-version of a mountain paradise. There was no lunchroom either, so the high school–level students joined the college crowd at noon in LSU’s Foster Dining Hall and just a few years later at local eateries, often enjoying the music of hometown swing bands on what was universally deemed a much-too-short hourlong lunch period. The number of classes and activities available at U-High were somewhat limited and sporadic depending upon instructors available during Barrow’s time,
Spirit Excerpted from the 1985 The Cub What makes a student want to win for his school team? Spirit does. It’s the feeling and sense of loyalty to U-High that makes U-High students so great. The players have it, going out to win a game; the coaches have it, coaching and molding the students into fine athletes. The fans also have it. One can always see the loyal supporters on the sidelines, cheering the Cubs on to another victory. It’s this little feeling called spirit that makes the athletic department and every other area of U-High so great! C is for Cheering when things work out and for caring when they don’t. U is for Understanding that we’re all different and for standing undivided anyway. B is for Booster—that extra push that makes the incredible happen—and for Belief, the fuel it runs on. S is simply for Spark, that small flame that when fed with love and courage grows to greatness.
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Once a Cub, Always a Cub
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(Left) Majorettes became a part of the ULS spirit groups in 1955 and continued through 1984. Pictured are the 1956 majorettes. (Bottom) Athletic teams and academic clubs were among the first extracurricular activities offered at University Laboratory School. However, by the late 1930s, spirit groups, including cheerleaders, had also established themselves as an important part of the school’s culture. Pictured are the 1954 UHS cheerleaders.
but none of that dampened the spirits of the students or the faculty. They were an enterprising group who borrowed or gathered hand-me-downs from the university to fill the gaps and to ensure that everything from the physics lab to the basketball team had what was needed to safeguard success. Every effort was made by Shoptaugh, the faculty, and even the student teachers and students themselves in those early years to guarantee that all who studied within the school’s halls would leave fully prepared to take on their future educational endeavors and life’s challenges.
End of School Year Social Events for Class of 1919 Friday, May 2 Dance at Peabody Hall Friday, May 9 Japanese Dinner Dance given by Jo Stumberg Saturday, May 10 Picnic to the Comite River, Eleanor Morgan serving as hostess Friday, May 16 Dance at Kathleen Cox’s home Saturday, May 17 Swimming party at the Country Club, at invitation of Elizabeth Blain Tuesday, May 20 Heart Party with Marie Cotton Friday, May 23 Entertainment by Ned Waldon and Garnet Howell Saturday, May 24 Moving Picture Party, guests of Sarah Powers Friday, June 6 Dance at Sturgis Darling’s with Toots Johnson’s Band Friday, June 13 Farewell Party Elaborate plans are under way for a midnight frolic immediately following the graduation exercises Thursday, June 12, Garig Hall.
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By Richard Lipsey ’57
The UHS Marching Band was formed around the mid-1950s. Now, sixty years later, the Cub Pride band is still going strong. Pictured is a horn player from 1986.
My journey with “the Lab school” began when I entered the first grade in 1945. It was almost a neighborhood school, and most of us were within a short walk or a bike ride of the school. Of course, it would be several years before our parents would let us venture to school on our own, but we knew one another well and gathered at one of our friends’ homes almost every day after school and always on weekends. The school was located in George Peabody Hall—right square in the middle of the LSU campus. The grammar school, library, music and art rooms, and offices were on the first floor, and there were a couple of grades upstairs with the high school. Lifelong friendships began in those formative years. The teachers did far more than just teach—they taught us how to be good citizens and how to succeed in life. Now that I am in my mid-seventies, the people I remember and respect who had the most impact on my life (other than my family) were my grammar and high school teachers. For that reason, the pride and love I feel for our school drives me to support it and to want it to be the best for the next generation, and the next, and the next. In fact, all of my fellow alums have realized over the years that there is no better place they would rather have their children than at “our” UHS, following in their footsteps and becoming students. Richard Lipsey ’57 graduated from LSU in 1961 with a bachelor of arts and from the Harvard Business School’s Owner/President Manager program in 1987. From 1962 to 1964, he was in the U.S. Army and served as an aide to the commanding general of the Military District of Washington. A social aide to President John F. Kennedy, Lipsey was the only nonmedical attendee to oversee the president’s autopsy. He was president of Steinberg Sports Centers, and president and CEO (and current chairman) of Lipsey’s, one of the nation’s largest gun distributors. Among other achievements, he is a founder of the LSU Tiger Athletic Foundation, current vice chair of the Louisiana Board of Regents, and was one of the first inductees into the ULS Alumni Hall of Distinction.
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Nearly eighty years after the first UHS cheerleaders chanted “Hooray for UHigh,” the cheerleaders, such as those from 2011 (inset) and 2015 (above) have been keeping Cub spirit alive and well. 56
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Senior Society Excerpt from the 1938 The Cub
An excerpt from one of our local newspapers may best describe the Junior-Senior Dance:
The social life of University High rose to new heights this year with a series of enjoyable affairs.
A silver moon in the center of the Venetian room, blue streamers and blue balloons, created a “Stardust” theme which was cleverly used for the dance at which the Junior Class of the University High School honored the Senior Class.
On October 29, after returning home from the St. James football game, seniors turned attention to their first class party of the year. A hayride down the river, with cakes and sandwiches, provided plenty of fun for everyone. Romsey LeBlanc furnished the wagons and mules for the occasion. Miss Jackson and Mrs. Kirby accompanied the party. About two miles down the levee the joyous group stopped to build a bonfire, sing, talk, eat, and listen to some harmonic music.
The popular song, “Stardust,” was played for the Junior-Senior special and the four no-breaks were “moonlight” dances. The second no-break was danced in honor of Roy Wasson, captain of the football team.
The study hall was the scene of the Christmas Tree party held at two o’clock on December 17. A gaily-decorated tree occupied a prominent part of the room. The exchange of small gifts caused numerous surprises and though the gifts offered the only entertainment, they served that purpose well. After the party, everyone, in preparation of a senior class tradition, contributed his gift to the Good Fellows.
The dance was one of the most attractive given this year in high school circles. The agricultural masquerade party on the evening of March 4, 1938, enticed a queer looking lot of strangely garbed seniors to the study hall. The evening got under way with a Liar’s Contest, which was followed by that intriguing new pastime, Melody Puzzles. The chief entertainment was a scavenger hunt, which offered hilarious amusement for an hour or so. On the heels of this came impromptu entertainment by individual members of the class, then refreshments. Once more, eleven o’clock put an end to festivities.
Things began to happen at nine o’clock December 17 at the City Park skating rink. A fairly large crowd of seniors and their dates arrived. Every one received a pair of skates and rolled out onto the floor. At first several novices (not only the girls) had a hard time trying to keep their feet. The only disturbances were those caused by several flighty “outsiders.” A success in all, the party ended at 11:00 as prearranged.
When Senior Day finally rolled around on April 28, everyone was primed for a good time. It was quite a coincidence that, for the picnic, there were too many cars and too much to eat. Several faculty members and parents and a few popular student teachers accompanied the class. Cameras clicked all day, snapping candid camera shots. Cold drinks, sandwiches, potato salad, and cakes appeased appetites worked up by the outing, and a scavenger hunt. Excluding the Senior Dance on May 27, this was perhaps the biggest social event of the year.
The parents of twelve of the players gave a football banquet at Highland Hall on Thursday, January 20. Spring flowers, which decorated the tables and place cards, painted by the art students, gave color to the scene. The main feature of the evening was the presentation of a silver carving set to Coach L. L. Fulmer from the squad. It was regretted that Jack Stewart, “the most valuable player,” was unable to attend.
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In the mid-1940s, UHS athletes began selecting “sponsors” as student spirit group leaders. Pictured are the 1952 sponsors and football team captains.
Calendar for 1937–38 School Year September 6 September 30 October 1 October 8 October 15 October 22 October 29 November 5 November 12 November 24 December 17 January 4 January 11 January 14 January 20 January 22 January 28 March 4 March 26 April 6 April 13 April 28 May 20 May 27
School Opens Cheerleaders selected Seniors elect class officers U.H.S. wins opening game against St. Francisville, 6-0 Cubs lose to Louisiana State Deaf, 13-6 Team routs Mandeville, 13-6 Slidell defeated, 26-14 U.H.S. mortified by 60-0 loss to St. James Cubs gallop through Junior High, 53-0 U.H.S. and Donaldsonville fight to a tie Thanksgiving holidays begin Football jackets arrive as Christmas presents Class Christmas parties Holidays begin School reconvenes Seniors draft set of by-laws Seniors elect second semester officers Football banquet Students emerge from barrage of mid-term exams Junior-Senior Dance Senior Masquerade Party Economics class goes crawfishing American Legion Oratory Contest Easter holidays begin Senior Day Final exams tell the tale Graduation Senior Dance
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continued from page 54 Though still in its infancy, the school during Barrow’s time was rooting itself in future and enduring relationships. Family would be a key factor in the school’s continued growth as a nationally top-ranked educational institution. However, family is a broad term when applied to University High School. Today, Alston Barrow would likely be surprised that the school has expanded into its third location, just down Dalrymple Drive from where he attended school, and now includes state-of-the-art facilities, including a media center, an elementary library, two new art rooms, two playgrounds, two gymnasiums, a beautiful new cafeteria, an auditorium including a band room and a choir room, and much more. Barrow would be proud to know that one of his relatives, Mary Barrow, is a graduate of the one hundredth, 109-member class of University High School, carrying
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N O T E S
By Rolfe McCollister Jr. ’73 University High School has, and always will, hold a special place in my heart. I have had so many good memories since I first attended, beginning in the fifth grade and continuing through my graduation day. I also had the honor of watching my two daughters receive their diplomas as U-High Cubs. There has always been a spirit of excellence at U-High that starts at the top with the administration and faculty and carries through to the students, families, and alumni. Dr. Dewey Guillot, my sixth-grade teacher, was an inspiration. We were the first class he taught. My dad started a newspaper, the North Baton Rouge Journal, when he was nineteen. Well, Mr. Guillot (prior to his PhD) had our class start a school newspaper, TIGER TALES, when we were just eleven. And we loved it. Between the printer’s ink in my veins passed on to me by my father and the experiences Dr. Guillot gave us, I have a natural passion for the publishing business. I am now CEO of my own company that publishes three magazines in Baton Rouge. I am forever grateful to Dr. Guillot and U-High for igniting that fire and giving me a solid foundation for success. Stories like this could be told by many of my classmates and other graduates. U-High prepares one well for the future. That tradition continues. University High is one of the best schools in Louisiana, and a degree brings with it distinction and pride. I am forever grateful to all of those at U-High who invested in me and my daughters. And I hope one day my grandchildren will become proud Cubs. Rolfe H. McCollister Jr. was born and raised in Baton Rouge, Louisiana, graduated from University High in 1973, and is a graduate of Louisiana State University. He is founder and CEO of Louisiana Business, Inc., which publishes the Greater Baton Rouge Business Report, 225 magazine, inRegister magazine, Daily Report online news, and other specialty publications. In 2012, McCollister was inducted into LSU’s E. J. Ourso College of Business Hall of Distinction and serves on the LSU Board of Supervisors. He is also an inducted member in the ULS Alumni Hall of Distinction and served on the steering committee for first ULS Capital Campaign.
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Excerpted from 1945 The Cub Our class gave the first in a series of most successful all-school parties. We feel that through that Halloween party, the “Witches Wiggle,” we perhaps introduced a little tradition to our young school, for out of it grew the plan for other all-school “get-togethers” which were sponsored by different classes. It was that plan that we hoped might be similarly used in years to come. The dances aided tremendously in reviving that U-High spirit and loyalty.
it. The ten people were nominated because we considered them outstanding enough in every way to merit a little more recognition at the most important honor for the seniors. The five couples on the court were nominated by the senior class and the decision was made from a vote by the juniors and seniors. Looking back, we can recall many other little things that made our school days happy ones. Now, we have come to the end of our high school life, but our memories will still live. We want to thank those who have made our years pleasant ones and hope that the future graduating classes may have just as many bright ones to remember.
The purpose of the carnival was to raise funds for our Junior-Senior prom. Once more, our tradition-minded group hoped that future classes would accept our ceremony honoring the senior king, queen and attendants as a part of their juniorsenior dance programs. That triumphant January night for us junior hosts and hostesses might well be called the climax of our year. In addition to the dance, the seniors were honored at a picnic near the close of the year.
Peabody Hall was “the” gathering spot for UHS students, even on weekends when school was out. Pictured here is one of the many social gatherings in 1945 in Peabody Hall.
At last—“dignified senior!” It was a wonderful year and will be hailed beyond a doubt as the most treasured of the four. Mr. Long became our sponsor to advise us during the busy times. As a result of a committee’s toil, we at long last have a standard class ring for U.H.S. The rings became a little more significant to us when we realize that ours is the first class to wear them. Last year, we set the precedent for the selection of king and queen of the juniorsenior prom, and this year, we followed
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The editors of The Cub yearbook, 1966, posted this picture on the last page of that volume with the notation, “Today is simply the passing from one era to the next.� Pictured inset is a graduate from one of the many following eras (1992).
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continued from page 59 on his family’s Cub pride tradition. He would be equally interested to know that she has been taught during her time at U-High by his principal’s grandson and alumnus Johnny Shoptaugh III ’74, and that she is a classmate of Elizabeth Armstrong, a relative of two individuals (and likely acquaintances of Alston Barrow) in the classes of 1927 and 1929, Katharine Armstrong and William Armstrong, respectively. In fact, Alston Barrow would be pleased to know that the U-High one hundredth graduating class, the Class of 2015, includes seven third- or fourth-generation U-High family members, including the Armstrong, Aronson (Lipsey), Barrow, Eglin, McKernan (Field), Upp, and Vick families. Indeed, throughout University High School’s history, family has played an important role in maintaining its standard of excellence, not just through the generations that have frequented its hallways and lined its yearbook pages, but through the relationships developed while there and the continuous and generous support of faculty, staff, students, parents, grandparents, and alumni to each other and to the school itself even long beyond the period of connectivity. From its beginning, U-High students, faculty, staff, and their families have socialized, celebrated, and even mourned together. During the 1940s and 1950s, according to Betty Norris ’53, the school—and in particular, the assembly room in Peabody Hall—was the gathering spot for students and faculty on weekends, particularly after Friday night football games, which were then played in Alex Box Stadium. Whether those gathered there were cherishing a win or suffering a loss, the atmosphere of the assembly room was always one of kinship. In a sentiment often repeated by untold numbers of alumni, Betty says that more than sixty years later, neither time nor distance has separated her and her husband, Bill ’51, from their high school friends and classmates. She adds that for years after leaving U-High, even her former teachers
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remained close to one another as well as their students. When two tragic fires struck the campus, destroying the elementary wing in 1977 and the gymnasium in 2007—the same gymnasium where countless U-High standouts such as Oliver Brown, Collis Temple, Glen Davis, Garrett Temple, and even LSU athletes, including the great Pete Maravich, trained—alumni, faculty, staff, and students gathered in both instances to mourn what was lost, vowing (and achieving) to not only return the buildings to their former stature, but to make them even better than before. The Cub Roar reported the following regarding the 2007 fire: “A family is defined by times such as these. . . . We are adaptable, hospitable and compassionate. Now, in this situation, we must pull together once again to support each other. The fire may have damaged a gym, but the spirit of U-High is still intact. Indeed, the fabric that binds the Cub Community is being tested, and I have no doubt that the response . . . will strengthen these bonds. We will emerge stronger than ever.” When the “new” U-High campus turned fifty and found itself aging less than gracefully and in much need of
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By Merrill Faye Hines Eglin ’61 Family, clan, kin, relations, relatives, loved ones, ancestors, descendants, lineage, family friends, best friends, core groups, community, and village—these are all words for groups we rely on and who help us define who we are. For four generations, my family has had the blessing of an extended family relationship with University Laboratory School. From the days when my future father-in-law, Dr. William Eglin, taught middle school English there to my own experience attending University Lab and ultimately marrying my classmate, Bridger, and beyond, our family members have constantly been involved with ULS whether as faculty, students, alumni, parents, or grandparents. We have enjoyed watching our children receive wonderful educations and foundations from this exceptional school, and now we are celebrating the privilege of watching our grandchildren thrive in our extended family. We were so excited to still be a part of this wonderful school when we attended its one hundredth graduation ceremony and watched our grandson move on into the world, knowing that his feet have been well planted by his family, clan, kin, relations, relatives, loved ones, ancestors, community, and the University Lab School. We are hopeful the next generation will enjoy the bonds of friendship and community that this fine institution’s continuity has provided for my family. Merrill Faye Eglin ’61 graduated from LSU in 1964 with a B.S. in education. She taught at Highland Elementary Public School, where she was named teacher of the year, and at Trinity Episcopal and at St. James Episcopal. She recently retired from St. Aloysius Catholic School as a counselor.
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Excerpt from the 1950 Cub The football in September, The Parties and the Play, In case you don’t remember, With us, recall the day . . . September 19 September 22 September 30 October 6 October 14 October 21 October 2
School opens Redemptorist Game Donaldsonville Game L.S.D. Game Greensburg Game Assumption Game Showboat Party, Key Club
October 27 October 28 November 3 November 10 November 11 November 17 November 23–28 December 2 December 16 December 21– January 3 January 25–26 February 3 February 10
Port Allen Game Halloween Party, Juniors Clinton Game St. Francisville Game Sadie Hawkins Party, Seniors St. James Game Thanksgiving Holidays Rodeo Party, Freshmen Christmas Party, Sophomores Christmas Holiday Mid-term Exams Junior-Senior Prom Carnival Party, U-Club
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March 3 March 10 March 17 March 31 April 5 April 6–11 April 14 May 6 May 12 May 29–31 June 2
Variety Show, Dicens Party, Future Homemakers of America Waist Line Party, Hi-Y Party Sophomores Senior Play Easter Holidays Backwards Party, Eighth Grade May Dance, Sophomores Senior Day Final Exams Graduation
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(Opposite page) From 1923 to 1954, the graduating class of UHS traditionally dressed in formal attire during commencement exercises. The girls wore long white dresses and carried bouquets of sweet peas or roses while the boys wore tuxes and boutonnieres. The tradition of white caps and gowns began with the Class of 1955. Pictured is the graduating Class of 1951.
continued from page 63 physical repair, it was Richard Lipsey, the son of the 1947 PTA president, Mrs. Anna Lipsey, who was instrumental in moving the construction of the new building forward, Richard Lipsey ’57 led a similar charge in 2004, along with Cochair Brett Furr ’79, son of longtime and much beloved Coach Gerald Furr, LSU Chancellor Emeritus James Wharton (also a parent of an alumnus and current grandparent of three alumni and two current students), and numerous other loyal U-High supporters, to establish the first Capital Campaign, which returned the physical facilities of the school to a state-of-the-art educational institution, thereby securing its future not only for the children who currently attend U-High but for generations into the future. Many U-High graduates find themselves returning “home” to rejoin U-High as faculty. Currently included among this group are Jill McDonald Ayres ’95, Nichole Bickham
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By Laurie Lipsey Aronson ’85 It’s hard not to follow in the footsteps of family members who paved the way for future generations. That was certainly the case for my family, the Lipseys. My grandmother, Anna Lipsey, was someone who always took action when she saw a need. As a founding member of the Laboratory School PTA, she had the foresight to see the need for parents to combine forces to assist our teachers in making U-High a great place for its students. My father, Richard Lipsey ’57, attended U-High (his brother, Joe Lipsey, did as well). He has supported U-High in countless ways over the years, both as a parent and as a grandparent. Most recently, he and Brett Furr ’79 spearheaded the capital campaign to raise several million dollars to expand U-High’s campus by adding and renovating several buildings. He saw the need for our school to grow and thrive, and without his and Brett’s persistence in reaching their goals, our school would not be in place for a solid future. My sister, Wendy Lipsey, and I both attended U-High, beginning in the first grade (there was no kindergarten offered then). I was active in school activities and participated in many academic and social groups. As I’ve always said, to enjoy any experience you must contribute and participate if you are to get anything out of it. I joined the ULS Foundation board a few years ago and currently serve as the board chair and also as a member of the Centennial finance committee. As a family, we have chosen to contribute to our school by naming the cafeteria during the capital campaign, and most recently, we are one of the sponsors of the Centennial. Our family is fortunate to have my daughters, Anna and Marla Aronson, as well as my nephew, Luke Shiroda, attend U-High. I hope they will continue to be involved with U-High for years down the road when they too see a need to help our school. Laurie Aronson ’85 graduated from Emory University in Atlanta, Georgia, in 1989. After working in sales and marketing in Atlanta, she returned to Baton Rouge in 1993 and went to work as credit manager for Lipsey’s, the family’s sporting goods business. Aronson later became chief operating officer and in 2002 was named president. She is also president of Haspel, the family’s men’s clothing brand. Aronson was named chair of the board of the University Lab School Foundation in 2015.
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Sadie Hawkins
Elementary School Fire
Excerpted from the 1984 The Cub
Excerpted from the 1980 The Cub
It’s October 29th. “Pow”—the race starts and the girls chase after their man. Let’s watch closely . . . Puff! Wheeze! Unless Daisy May pays one of the Sheriffs to come fetch me, she’ll never find me hidin’ in this here bush! So what if I don’t get hitched or get my picture took. So what if I miss all the games, the bull ride, the car smash or the tater sack race. And so what if I miss all the swingin’ music and . . . the yummy vittles! Hey— Daisy Mae! I’m in this here bush! Look, here I are! . . . And this is typical Sadie Hawkins’ Day at University High!
At 2:00 a.m. on October 16, 1977, fire engines came screaming down sorority road headed toward University High. The sky was aglow, and the flames soared threateningly into the air. After a fierce battle, the firemen left the scene, saving the high school, but leaving ashes and twisted steel for students to see Monday morning. There was no longer an elementary school building. Everyone—teachers, parents and students—long awaited the day new construction would begin.
Construction to rebuild the elementary wing of the school after a fire in 1977 took longer than many would have liked, but the resulting state-of-the-art facility was worth the wait (1980).
Everyone realized construction would be noisy, but since it has been here for a while, most people consider the noise deafening. Drilling, banging, hammering, pounding and clanging are evident around the entire high school (especially Dr. Garon’s room). Question: Would you please react to the noise accompanying construction of the new elementary wing? Dr. Garon: My answer is not printable. Mr. Teague: It’s a disturbance, but it is the music of progress. Ms. Hurst: I think it’s beautiful because I am getting a new library and media center. Dr. Daigle: Noise can be tuned out! Dr. Fox: What noise? All I hear is beautiful music. Mrs. Dampier: Aren’t they through digging yet? The Sadie Hawkins fall fair and dance are one of many long-running traditional social events for ULS high school students (2003). 66
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Fifty-two years after it was initially constructed, the high school wing of University Laboratory School’s independent campus was in much need of updating and repair. This was the last photograph taken of students as they left the school before major renovations began in 2005.
The Cub Roar Published Winter 2005 By Anna Schwab ’05 Restoration The lockers in the halls To the tile along the floors, The clocks that line the walls And the squeaking of the doors . . . This building that we know so well Will soon be stripped away— And so we say our last farewell, Remembering yesterday . . . The laughter and the tears Of each passing generation, The lessons of past years And the gift of education . . . This heritage will not be lost We depart not with sorrow— Because it is worth every cost To build a bright tomorrow . . . This was Anna Schwab’s farewell to the original building at Dalrymple before it was renovated.
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continued from page 65 Bonilla ’02, Dorothy Major ’79, Catherine Myrick ’96, Amy Rouse ’94, Johnny Shoptaugh ’76, and Nancy Von Brock ’72. And of the more than 130 faculty and staff members, at least 50 have children who have either graduated from or are among the current U-High student body, further expanding the U-High definition of family. While the U-High student body now is as diverse as ever in the school’s history, the sense of family remains firmly intact. Elementary students, overseen by high school science instructor Stephen Babcock, tend the Cub garden, producing vegetables used in the school cafeteria salad bar for all to enjoy, instilling from an early age a sense of caring for the earth and for their fellow Cubs. Young students attending summer U-High athletic camps directed by their future coaches and high school brethren end the day breaking with a Cub roar of the word “family.” Current high school students look forward to their junior year when they are allowed to participate in a service period during the school day, choosing to work in classrooms and mentor younger students or work in the main office escorting elementary students checking in and out safely across campus, or even assisting faculty and staff and by simply sharing in the overall responsibilities of making sure everyone’s day, every day, runs as smoothly as possible, as any family should. Unquestionably, at U-High, the definition of family is broad and seemingly boundless. Whether by blood or through Cub pride, once a Cub, one remains, always, a part of the Cub family.
1971
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Cub family has multiple definitions. To many of the faculty and staff at University Laboratory School, it means a shared ULS experience between parents and children. Pictured are members of the 2015 ULS faculty and staff along with their children who are current students or graduates of ULS. 69
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One of the many advantages of ULS serving as a K–12 school is that older students are able to mentor younger students. Pictured, an older Cub buddy reads to her younger counterparts in the elementary division (1999).
AC K N O W L E D G M E N T S University Laboratory School Foundation wishes to recognize the following individuals for their efforts in bringing the ULS Centennial Celebration to fruition.
Thank you to our photographers Heather Bush, Connie Miller and Megan Collins for providing the new photography within these pages.
University Laboratory School Centennial Celebration EXECUTIVE COMMITTEE
Thank you to our athletic record historian Ari Fisher ’88.
Merrill Faye Hines Eglin ’61 and Bridger Eglin ’61 Co-chairs of Centennial Celebration
Thank you to the many members of the Cub Community for their support in providing memorabilia and memories for this book as well as the ULS archives.
Connie Miller and Diana Mann Co-chairs of the Centennial Planning Committee
Thank you to the many “Cub” yearbook editors for documenting University Laboratory School’s rich history through the past one hundred years.
Ursula Bogan Carmena ’55 and Bunny Prosser Hines ’71 Co-chairs of the Centennial Celebration Research Committee
And finally, thank you to Dr. James Mackey, former ULS school counselor and historian. Dr. Mackey’s A History of the Louisiana State University Laboratory School, 1915–1965 provided much of the valuable information found within these pages regarding the first fifty years of the LSU Laboratory School.
Keith Armstrong ’83 and Shelby McKenzie ’57 Co-chairs of Centennial Celebration Finance Committee Katherine Mathews Landry ’99 and Rebecca Mathews Acosta ’93 Co-chairs of the Centennial Alumni Homecoming Celebration Jeanne McCollister McNeil ’97 and Elizabeth McCollister ’01 Co-chairs of the Centennial Black and Gold Bash
C I TAT I O N S
James Mackey, Ph.D. History of the LSU Laboratory School 1915-1965. Print. Robert, E. B. What Our Laboratory School Means to Louisiana. Baton Rouge, Louisiana: Louisiana and Lower Mississippi Valley Collections. LSU Libraries. Edward Bane Robert Papers. Print. “Opening of LSU Laboratory School.” The Morning Advocate. April 14, 1953. Print. University Bulletin Louisiana State University and Agricultural and Mechanical College, VI, N.S., No. 8. August 1915. Print. The Educator. LSU College of Education newsletter. Summer 1985. Print. Biennial Report of the Louisiana State University and Agricultural and Mechanical College to the Legislature of Louisiana, Courtesy of Special Collections, LSU Libraries, Louisiana State University. Print. Johns Hopkins Peabody Institute. Web. http://www.peabody.jhu.edu
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Numbers in italics indicate images. ——— Abraham, Mary Beth, 31 academic organizations, 42 ACADIA (Association of Computer Aided Design in Architecture), 4 activities, 38–46 Adams, J. L., 6 alma mater, 16, 20, 21 Armstrong, Elizabeth, 62 Armstrong, Hans Paulsen, 31 Armstrong, Katharine, 62 Armstrong, Keith, 31 Armstrong, William, 62 Armstrong family, 62 Aronson, Anna, 65 Aronson, Laurie Lipsey, 65 Aronson, Marla, 65 Aronson (Lipsey) family, 62 athletics, 41, 46. See also individual sports Augustine of Hippo, 47 Ayres, Jill McDonald, 65 Babcock, Stephen, 68 Bailey, Grace, classroom of, vi Baker, Richard, 32 Banta, Bradford, 29 Barrow, Alston, 51, 53, 59, 62, 63 Barrow, Mary, 59, 62 Barrow family, 63 basketball, 28 (1948), 33, 41, 43, 45, 46 Batiste, Maynard (Rocky), 9 Baton Rouge General, 7 Baton Rouge Recreation Commission, 7 Bauer, Mildred, 33 Bell, Annie T., 15 Bergeron, Ruth V., 10, 12 Bogan, Ursula, 7 Bonilla, Nichole Bickham, 41, 65–68 Box (Alex) Stadium, 29, 62 Boyd, Thomas D., 6, 8 Brown, Oliver, 63 Bush, George W., 47 Cale, Harriet Houston, 39 Campus Cub, the, 46 Capdevielle, Alice B., 14 Capital Campaign, 34, 59, 65
Carmena, Ursula Bogan, 15 cheerleaders. See spirit groups Choate, Jim, 45 Clark, S. M. D., 6 Class of 1951, 64 Class of 2015, 20, 46, 63 class parties, 41, 60 class rings, 33, 60 classrooms (1989), 24 clubs, 41–42. See also activities commencement, 64, 65 community service, 47–49 Congressional Record, 40 Cook, Lula, 15 crawfish boil, 75 Crawford, Richard, 4 Cross, T. Jones, 6 Cub, The, 28, 42, 45, 49, 53, 57, 60, 61, 66 Cub Complex, 20–21 Cubettes, 46, 50 Cub Pride band, 55 Cub Roar, The, 63 “Cub Roar, The” (Schwab), 67 Cub spirit, iv–v, x, 36, 37–39, 43, 46–47, 49, 52, 53 dairy products, sampling (1960), 30 dancing, as physical education subject, 41 Daniels, Will, 31 Dari-Delite (1958), 52 Davis, Benjy, 32 Davis, Glen (Big Baby), 32, 63 Deer, George H., viii Demonstration High School, 2, 3, 7, 20. See also University Laboratory School college-bound graduates of, 16 faculty researchers at, 14 name change, 16 opening of, 8, 11–14 purposes and basic policies of, 12–13 Demonstration High School Alumni Association, 33, 35 diploma, 10 Dupuy, Ruth, 53 Eglin, Bridger, 63 Eglin, Merrill Faye Hines, 49, 63 Eglin, William, 63 Eglin family, 63 72
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enrollment record (Demonstration High School, 1916), 8 faculty, 17–20, 27–29, 33 alumni joining, 65, 68 with children, 68 research by, 14–15, 29, 30 faculty and staff credential and salary report, 12 fine arts, 44, 45 Firnburg, Ted, 47 first graders (2013), xii football, 6 (1932), 41, 42, 43 (1973), 46 Foster Dining Hall (LSU), 53 4thekids, 48 Fox, James N., viii front entrance, x, xii, 22, 26 Fulmer, L. L., 41, 57 Furr, Brett, 65 Furr, Gerald, 27, 43, 48 Furr (Gerald) Memorial Fun Run, 48 Gallagher, Charles W., 12 Garner, W. L., 27, 29, 30 Garrett, Homer L., viii Garrett, John L., Jr., viii Gauthreaux, Lela, 12 Girls Athletic League, 41 Girls Sports Club, 41 golf, 41 graduation program (1921), 13 Granier, Doug, 27 Greene, Edward, viii Guillot, Dewey, 59 Hall, Anna Marie Armstrong, 31 Hall, L. E., 6 Hallman, Penny, 45 Hamilton, Darryl Quinn, 32, 38 Hamilton, John, 32 Harbert, J. Frank, 6 Hargrave, Carolyn, 19 Harris, T. H., 6 heads of school, vii Hill, George, 6 History of the Louisiana State University Laboratory School, 1915–1965 (Mackey), 8, 14 Hi-Y, 47 Hutto, Mary Evelyn, 16
Huxel, Betty Bollinger, 4 IB program. See International Baccalaureate (IB) Diploma Program Indian Mounds, 53 intergenerational learning, 39 International Baccalaureate (IB) Diploma Program, 16, 17, 19, 30, 31, 33, 47 Jump Rope for Heart, 48 Kean Miller, 7 Key Club, 7, 47, 49 Kilgore, Leonard L., Jr., viii, 3, 9, 14, 52 Kimble, Anthony, 32 Kyes, Wedge H., 6, 12 Lane, Caro, 41 Lawrason, S. McC., 6 Lawrence, W. A., 15 leadership organizations, 42 LeBlanc, Romsey, 57 Lindsay, Laura F., 19 Lipsey, Anna, 65 Lipsey, Joe, 65 Lipsey, Richard, 32, 55, 63, 65 Lipsey, Wendy, 65 Long, J. Quitman, 42 Long, Russell B., 40, 47 Louisiana School for the Visually Impaired, 30 Louisiana State University (LSU) Biennial Report of (1922), 38–39 Board of Supervisors, 6, 8 campus of, 16 clock tower, 28 College of Education, 24, 27, 28, 34 Dairy Science department (1960), 30 Library, 4 Parade Grounds, 28 Quadrangle, 51 Quality Thrust at, 19 Teachers College, 2, 6–8, 20, 34 ULS and, 24, 27–30, 53–54 Mackey, James, 3, 8, 14 Magnolia Cemetery (Baton Rouge, LA), 7 Major, Dorothy, 68 Maravich, Pete, 63 Marching Band, 44, 55 McCollister, Rolfe H., Jr., 59 73
INDEX
McConaha, Wendell, viii McKernan (Field) family, 62 McMahon, Nancy, 7 Mike the Tiger, 28 Miller, Ben R., Jr., 7, 42, 45 Moore (Bernie) Stadium, 28 Morning Advocate, 23, 26, 27 musical groups, 45–46 music club, 45 Myrick, Catherine, 68 National Honor Society, 42 niches, 42 Norris, Betty, 62 Norris, Bill, 62 North Baton Rouge Journal, 59 Our Lady of the Lake Hospital (Regional Medical Center), 7, 48 Patrick, Henry “Hank,” 42 Peabody, George, 3–6, 7, 11 Peabody Education Fund, 6–8 Peabody Hall, 8, 34, 51, 55, 60, 63 Peabody (George A.) School of Education, 8. See also Louisiana State University, Teachers College Pentagon Barracks, 20–21 pep rallies, 36, 41, 50 performing arts, 44, 45 Pike Burden Printer, 7 Pioneer Day, 41 Pourciau, L. V., 12 Pratt, Mabyn T., 12 Quick, C. J., 12 Robert, E. B. “Ted”, 22, 24–25, 35 Robillard, Candence, 47 Rouse, Amy, 68 Rusciano, Frank, 47 Sadie Hawkins Day, 66 Saia, Sydney, 48 Scalia, Antonin, 47 school-year calendar, 58 (1937–38), 64 (1950) Schwab, Anna, 67 Scott, Joyce, 27 second-grade rhythm band (1937), 5
senior privileges, 52 seniors (1950), viii senior walk-out, 75 service clubs and projects, 7, 47–49, 68 Sherman, Elizabeth, 48 Shirley, Anne Gueymard, 15 Shiroda, Luke, 65 Shoptaugh, John R., viii, 14–15, 52, 53, 54 Shoptaugh, John, III (Johnny), 53, 62, 68 Smith, Wade, viii, 17 social activities, 46–47, 54, 57, 60 soccer, 46 Soderbergh, Stephen, 32 Sotomayor, Sonja, 47 spirit groups, 46, 50, 54, 56, 58 Spirit Steppers, 46 sponsors, 58 Staples, O. B., viii, 12 Stewart, Jack, 57 Stop “J” Walking Campaign, 7, 49 Student Council, 42 Swanson, Alva E., viii, xi, 22 swimming, 41 Teachers College. See Louisiana State University, Teachers College teaching, 8, 12–15, 26, 29–31 Temple, Collis, Jr., 27 Temple, Collis Benton, III, 27, 32, 51, 63 Temple, Garrett, 32, 63 Temple, Soundra, 27 tennis, 46 Thomas, Clarence, 47 Thomas, Newton, 32 TIGER TALES, 59 traditions, 20, 31, 41, 47, 49, 57, 60, 65, 66, 75 Treen, Dave, 6 Treen, J. Paul, 6, 12 U-High, 3. See also University Laboratory School UHS. See University Laboratory School ULS. See University Laboratory School ULSF. See University Laboratory School Foundation University Bulletin, 12 University High School. See University Laboratory School University of Houston College of Architecture, 4 University Laboratory School. See also Demonstration High School academic rigor of, 31 74
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alumni of, 3, 31, 33–34, 37, 62 awards for, 13, 33, 48, 49 campus for, independent, 22, 23–27, 59, 63, 65, 67 campus of, at LSU, 8, 16, 20–21, 28, 29, 30, 34, 35, 53, 55 classes at, 53–54 college-bound graduates of, 16 curriculum at, 13 educational excellence at, 16 faculty at. See faculty family sense at, 37, 59, 62, 63, 68, 69 fiftieth anniversary book of, 3 fires at, 63, 66 fundraising at, 34, 65 legacy of, 31 as model educational environment, 19, 24, 26, 29, 30 motto of, 6, 17, 33, 38, 46 name change, from Demonstration High School, 16 physical plant of, 19, 59 rankings of, 19
as research facility, 29–30 support for, 33–34 University Laboratory School Foundation, 34, 65 Upp family, 62 Vick family, 62 visual arts, 44, 45 Vogler, Robert L., 12 volleyball, 41 Von Brock, Nancy, 68 Washington, D.C., annual trips to, 40, 47 Wasson, Roy, 57 Wharton, James H., 19, 65 “What Our Laboratory School Means to Louisiana” (Robert), 24–25 Young, G. Allen, viii
Senior walk-out and crawfish boil are among the newer, but still much-treasured, traditions at University Laboratory School. Pictured are seniors from 2011 enjoying both events.
75
AND IN OUR HEARTS WE HOLD THEE UHS!
2015