Memorial High School - Talon Yearbook (Joplin, MO)

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A -.-la..-f .452':ii. z,.?i1-75' ll A l 3 ,Hi E --n ' Lh . Y . hA T , NJ N55 A, X !m DSSIWS . . What was it like to be a dean? The hardest part of the job is dealing with discipline all day. There is no break from it and you're always having to chew some one out. But there is another side. It is rewarding to see a student straigh- ten himself out and go on to do a good job fMr. Jerry Graham, dean of boysl. What effect did the changed dress code have? The revision has, of course, had an effect on the number of students sent home for violation of the code. ln compari- son to enrollment we have sent few home Uvlrs. Patricia Wilson, dean of girlsj. What about absenteeism? About 95 percent of our student body seem conscientious about attendance. There are the few who dislike school and try every means they know to miss qMr. Grahaml. Most of the excuses l receive are valid iMrs. Wilsonl. e, V A

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Memorial Administrators. . . The primary responsibility of any high school principal is to improve the instruction within his school. To accomplish this task, the principal must resolve many difficult questions and overcome an equal number of awesome obstacles. I per- sonally feel that the most difficult area of responsibility l have today is that of communication. In this day when it is expected that we must work with the student activist, the militant teacher, the irate or uninformed parent, com- munication becomes a key to any successful effort to im- prove instruction in the public high school. lt is impor- tant to me that nothing interferes with the educational process of Memorial High School. Subsequently, the channels of communication must always be open and available to all that need them. The most rewarding part of any principal's job is when the educational process has total support of stu- dents, teachers and staff, and the instruction is well re- ceived and well administered. It is refreshing for a prin- cipal to walk down the corridors of his building and 'feel' the learning process emanating from every room and permeating the very air he breathes. When this hap- pens, the many responsibilities of administering an effec- tive educational program become a challenge rather than a chore to the principal. -Mr. William Brill, Principal l enjoy my position here because l like working with people, especially people who cooperate and have an optimistic attitude towards their responsibilities. The thing that l really dislike most about my job, though, is having to work with discipline problems of young people that are not mature enough to accept the responsibilities of their actions. -Mr.. Carol Dale, Vice Principal ' li? xzhigm.. X wif ' . ., . l .1 3 I, t..N , sb .f 3, ' 'I' Q if ,994 X . ffg ' 'l :lk at

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all l4:jQ . if IXQ. . L ' -,girl .k..L4-ff' A t, A ' - ' - ri rrtsst .ar L 'W oi Y ' Y 2 ' as .a is 5? REID HAMILTON and Anthony Thomas fupper leftl consulted guidance counselor Mr. Glades, while Mrs. Buzzard labovel aided Jimmy Lawson in a schedule change. Transfer student, Elton Matthews was advised by Mrs. Hart lfar leftl, and Mrs. Koe- neke, secretary, answered a telephone call lleftl. Mrs. Wilson checked an absence lbelowj, while Mr. Graham flower rightj patrolled the hall. Nurse Buchanan lbelow lefty filed. l l l 1 l i t-v gi V 0 -,, - -1 -gill l 75, vw . - 4 .2 ' . Y - , l F' X W M, ' ' if A in 7 Guidance. . What did counselors consider to be their main function? To help students develop an adequate self-concept tlvlr. Harry Gladesl. To help students get the most out of themselves and their opportunities lMrs. Inez Buzzardl. How aware were students of guidance service? Through orientation, student handbooks, daily bulle- tins, testing and bulletin board displays, many have heard of our services. Classroom teachers could encour- age students who might not come in otherwise to con- sult the counselors lMrs. Buzzardl. What kinds of guidance were given? Individual counsel, college information, testing and test interpreta- tion, and also career selections lMr. Gladesl. Students were asked: have you found that the cur- riculum ls worked around the students? Schedule con- flicts have been discouraging lsenior girll. Regardless of what l've wanted to take, the counselors have at least tried to work the schedule around my interests lsopho- more girll. Our curriculum is probably as broad as the size of this school can justify fjunior boyl. I change my mind, myself, so many times that it would be impossible for any curriculum to adapt perfectly to me lsenior girll. I want to finish high school this summer but l can't get the neccessary courses ljunior girlj. I always waited past the last minute to decide on enrollment-l always had schedule change?September and January. But the counselors still cooperated fsenior girll.