Marysville Union High School - Tomahawk Yearbook (Marysville, CA)

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ou know, I wish the faculty parked their cars in my parking lot, too. I hardly ever get to see the teachers, at least, not as much as I see the kids. Jeepers, creepers, the students can't seem to understand all the time and effort some teachers give . . . no wonder I never see any teachers . . . they don't have any spare time. I did see quite a few new teachers this year STRIVING to adiust to the MHS students and campus. Through the windows of the building, I saw concerned and SKILLED teachers helping STRUGGLING kids at lunch or after school hours maybe to finish up an extra-hard lab or finish that impossible test. Besides teaching the kids, the SYSTEM helped in sports and other activities. I heard a couple of kids in the parking lot the other day talking about the Senior-Faculty game. The students were-anxious to have the chance to play basketball with the teachers . . . I think I'lI root for the kids! I remember the teachers who volunteered to help coach teams or work the scoreboards at the football and basketball games. You know, those teachers even chaperoned dances. I could tell that they enioyed that though. Even I would like to chaperone a dance. I remember the teachers of the 1930's . . . most of them were women . . . their long dresses . . . cold, stern expressions . . . their white hair pinned up on their head. The SYSTEM sure changed since then. Now they dress more casually . . . and smile . . . -X and take time to help students. Q 8 su TEIE SYSTEM 0 0 0 THE SYSTEM O Q Q TIHJE SYSTEM 0 O 0 C C92 the system M

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Administrators and counselors smoothed the system's efficiency this year although minor difficulties continued on campus. Entering their sophomore year, Principal Charley Berger and Vice-Principal Bob Johnson provided more extra-curricular activities through rallies and dances to create student involvement in modern educational life. To assist them, Mr. Bernie Rechs was hired to replace retired Activities Director Don King. However, while campus involvement picked up, the campus itself needed picking up. Cutbacks on working hours and an increased job responsibility maintaining the new pool hindered custodians and groundskeepers from keeping the campus clean and in good working condition. Attempts were made to enlarge the maintenance staff, but the school district was on a tight budget. Changes in the curriculum and lack of classroom space also continued to be a problem. New requirements, such as the eight grade proficiency test were made for graduates. Instructional programs had to be provided to help students meet eighth grade proficiency in English and math. Getting students to come to class consistently and on time was the main duty of Dean James Mariner. A new tardy policy which called for detentions and suspension from class after five tardies helped keep many students more aware of the five minute passing time between classes. Friendly between-class discussions and cigarette breaks were cut short by the two minute warning bell. To eliminate those students who continued to be late, Mr. Harry Bartley and Mr. Richard Bittaker were used on a part-time basis to assist the dean in campus control. Dean Mariner attributed increased student attendance this year to more student awareness of his own need and better school spirit than to stricter classroom control, however. To help students make proper choices in class selection in the first place, Mr. Johnson headed the reorganized counseling department. Ms. Carol Glascock supervised the Career Center, Mr. James Lamm handled the scholarships, financial aids, and the district testing, and Mr. Frank Mathes worked out the vocational guidance and testing. Variable credits and career planning became new programs as a result of the administrators and counselors working together. Students who could not keep up with a teacher's curriculum were given credits for the homework and classwork done. This program helped the students to receive a passing grade plus variable credits. Students were not only given credits for their accomplished work, but were also guided toward courses to meet their vocational interest. Tests on vocational interest were given to help students explore prospects of getting a iob in their strength. The Career Center then showed students training education needed and the pay ranges for particular iobs. SM admirmistratorslcounselors I?