Madras High School - Hi Sage Yearbook (Madras, OR)

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% Dave Cromwell Robert Duke Marjorie Entrikin Jack Gallagher Why do you teach the choral part of music? “I was trained in choral music in college. In my sophomore year of high school I started choir and received the choir award my senior year. “I teach music classes with the objective that most students will graduate enjoying music and maybe plan on a career in the music field.” As a “general observation,” Mr. Cromwell says the enthusiasm at ball games and pep assemblies is not as great as when he was in high school. When asked what changes he would like to see at MHS, Mr. Duke replied, “More vocational education and real emphasis on career education, not just a gimmick. First, we need long-range planning of the courses to be offered, not just in terms of next year. Secondly, we need to sell the school patrons on the program so there is money available to provide more career clusters. Finally, we need to provide adequate facilities which bring about the end efficiency.” A 19-year member of the MHS faculty, Mr. Duke rates our present facilities as good to excellent. In his spare time, he enjoys golf, fishing, and travelling. Mrs. Entrikin studied secretarial science in college but decided to go into teaching because it seemed more promising. “However,” she says, “teaching has always been in my mind since childhood.” From her classes, Mrs. Entrikin hopes students will gain the necessary skills and knowledge of the problems that will confront them if they enter clerical work as a career. She feels that “when you know the problems of the profession, you truly appreciate the Final product.” She rates MHS’s facilities as superior but would like to see a separate room for journalism, more space for Fine arts, and an auditorium. Mr. Gallagher has always wanted to be a teacher and chose the field of mathematics because he likes working with figures. He feels that there should be more work with computers to make his department better. Ultimately, he would like to see students use math as part of their career. His spare time activities include golf and coin-collecting. B.A. Washington State College in Music; Girls Glee, Boys Glee, A Cappella Choir. B.A., M.A. University of New Mexico; World History, U.S. History, U.S. History Enriched. Humanities; National Honor Society Advisor; Golf Coach. B.A., M.S. Oregon State University; Business Machines, English 3B. B.S. Northern Montana College, M.A. in Mathematics Washington State University; Math 5, Algebra 2, Pre-Algebra; Tennis Coach. 9

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Students should learn and develop Darlene Carlson Pete Carlson Don Cosgrove Mary Ann Crocker Darlene Carlson entered teaching because she enjoyed camp counselor work and working with people. She feels that “the subject matter is secondary to learning to find needed information. It’s common knowledge that everyone works better at a certain time of the day so we should plan school so this is used to an advantage, through a modular schedule of some type.” Another improvement Miss Carlson suggests is more independent study. In her spare time, she enjoys music, reading, bowling, and drama. B.A. Linfield College; German L Psychology, Humanities. What interested you in teaching?” “My own interest in learning. It came overnight almost the month after I graduated from high school.” Mr. Carlson went to the University of minnesota two years and the “clincher” came when he was faced with going to work as an IBM programmer trainee. When he considered the considered the contrast between working with machines and working with people, he chose people - which led him to enter teaching. Mr. Carlson would like to see less emphasis on attendance, rules, and limits on student movement. In its place, he suggests a tightening up of classroom discipline to make classes more interesting, challenging, and tougher than they are at present. B.A., M.A. Eastern Washington State College; English 2S, English 4C, Humanities; Hi-Q Coach, Ski Coach. Mr. Cosgrove’s most gratifying experience concerning teaching is to help students think for themselves. The main thing he tries to teach students through his classes is to “become better drivers and learn to conduct themselves on the highway in a safe and efficient manner.” When asked what he did with his spare time, he replied, “Anything outdoors!” B.A., M.A. Washington State; Drivers Education; J V Baseball Coach. “Dynamic involvement in everything that is youth today,” replied Mrs. Crocker when asked what interested her in teaching as a career. She hopes her classes will “help students cope with present problems and develop a good attitude toward life,” as well as developing most skills for homemaking that will “enable students to function more effectively during life.” She rates MHS’s facilities as “well above average” but would like to see the addition of semester classes in family living, boys home ec. and vocational training in the home economics field. B.S. Oregon State University; HomeEc. 1,2,3, Special HomeEc.; FHA Advisor. 8

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Robin Gerke Lowell Gilliland Lee Gran tier Dorothy Gray During high school, the last thing Mr. Gerke wanted to be was a teacher, but he soon found that working with students was much more rewarding than any other career. The main purpose of his classes is to teach students that art has many mediums, such as ceramics, photography, painting, drawing, caligraphy, and many others. He would like his students to learn to apply the basic elements of art to their everyday lives. In his opinion, MHS’s most needed improvement is a more diversified curriculum in art, requiring, of course, additional teachers. Assoc. Arts, Central Oregon Community College, B.S. Oregon College of Education; Art I, Advanced Art, Photography; Girls Basketball Coach, Assistant Girls Track Coach. Mr. Gilliland hopes students will gain a two-fold benefit from his classes. First, avoca-tionally — those who want to use the knowledge they gain for a hobby and for maintenance in their homes - and vocationally - those that plan to use their knowledge in their career. He likes teaching shop because the atmosphere is different from a classroom situation. He claims that there is no end to the additions that could be made in the vocational department. Two additions he recommends are more drafting courses and a building construction unit. B.A., M.Ed. Nebraska State University; General Shop, Wood Shop 1, Advanced Wood Shop; JV Football Coach. When asked what gratified him most about teaching, Mr. Grantier replied, “Giving the kids a bad time!” He hopes that he can give the students headed for college an adequate background for college, as well as giving something applicable to life. He worked as a machinist making airplane parts but felt the Lord’s call to be a teacher so he entered that Field. In his spare time, Mr. Grantier enjoys fishing, backpacking, reading, and exploring the countryside. B.A. in Education Cascade College in Portland, M.S. University of Wyor ng; Gas Engines, Physics, Chemistry, Practical Physical Sci What improvements would you like to see in the counseling area? “We asked the students' opinions and the general consensus was that their needs were being fulfilled. However, I would like to see group counseling for thus; kids considering marriage. In this type of of counseling, the reasons why students can't go their own merry way might be brought out.” In her spare time, she enjoys knitting, reading, playing the organ occasionally, and being outside, as well as helping with her husband’s business. B.S. in Education University of Idaho; Counselor.