Meadowbrook High School - Sceptre Yearbook (Richmond, VA)

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aetietics: REA WE BUILT A NEW PRIDE Student Life Contents PeDuRalieSrncite tra tear ere 0=0 | EIOMECOMING ae-cnar ctor seu OLa IS Wied th element acer cece wee 4 a7 FASMNONSH ene near ne CO 4i HHONGAVS ce trae at. teaeee caren FoR 4 Junior Senior PEOM cc-ccscese.0007-0-4. 40-49 DANCES Mente eee eet eo neeeeanec see DOU =D On the Road Again................... Pee 2-O7, Miss Meadowbrook ..............0++-----.--. 58-59 That’s Entertainment........................60-63 Seniors Last Days. veseeeee 04-67 CGiadtiationwe eee tee .. 68-69 Student Life Divider 29

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Celebrating life From the very first dance on Au- gust 27, the “life” of students gained momentum and built up to a final feeling of joyful togetherness. As stu- dents drifted through the year at their own pace, bumps along the way threw them off the track and into a fun filled rage. Joining together to provide activities and to enjoy them created a memorable year for stu- dents. With better publicity, traditional events, such as Homecoming were better attended and turned out to be much more than traditional! Holidays were an opportunity for some to provide for the needy, sell greetings or carnations, or simply to share in the happiness of upcoming vacation time. A ballroom prom ina real ballroom turned out to be a grand and elegant event. The culmination of student life was a celebration of life. With spring, came an exuberant sense of togeth- erness as students, faculty and many community members assembled on the front lawn of the school to share the joy of one student's gift. That gift was a van that symbolized the spirit of giving that touched his life and unit- ed student life. The masses On Van Day, groups of people find different ways to relax and relate their feelings about this eventful day. 28 Student Life Divider

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Let’s get row Pep Rally as defined by Webster: ‘‘Pep-ener- gy, briskness, vigor, spirit; Rally — to summons or being together for a common purpose.” Even though Webster can define the word “‘nep-rally”, even Webster cannot include in the definition the emotions of all students. Some students do not care too much for pep- rallies. Della Newbold comments, ‘‘they’re the same old thing over and over again. | could be doing something better in my own time.” Al- though some students enjoy the atmosphere, they still do not attend the rallies. Wendy Beb- ber said, “I cannot find a seat and then when | finally do, my books get knocked off the bench.” Then there are some who take it more seriously Jimmy Zimmer expressed Sports are a very important part of school, , they bring ev- ‘eryo together.” Eventhough everyone had different thoughts O1 He fal ie all ane att nded were after . tick for their Mmmm, mmm, that’s good stuff! Mr. Wilson scrapes enough pie off his face to enable himself to see during the outdoor homecoming pep rally. Winners all! These juniors dis- play the spirit that helped them to win the homecoming pep ral- ly. 30 Pep Rallies ention tO 1S dy! group, each class interpreted “spirit” in a unique way. From the top of the gym, the Sen- iors appeared to be all drafted into the “Army”; Juniors wore paint in their hair and ‘’Punked- Out’; the Sophomores were in the jungle with paws on their faces and all over their clothes; the Freshmen didn’t catch on at first about the costumes but made up for their navieté by screaming at every little thing. Most of the time, Junior “Punks” shared the spirit stick with the Sophomore “paws.” In fact, these students were so busy competing against each other, they often forgot that the band was in the gym also. However MBK’s marching band was no “shrinking violet.” The band came alive with their own original gimmicks. They wore wild- looking hats and stole the spirit stick away from the Juniors. Almost every Friday, students went “wild’’, screamed for the sports teams and rivaled between the classes to gain recognition as being the most spirited class.