Peabody Junior High School - Peabodian Yearbook (Petersburg, VA)

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STUDENT ATTITUDES Most of the students enter with acceptable attitudes. If there are any changes we, the teachers, are partly responsible. To be more direct, however, the general trend of students ' attitudes is good , but there is always room for improvement. J. Williams The students ' attitudes toward school, teachers, administrators, learning and extra curricular activities are excellent. Many evidences of positive and constructive attitudes far outweigh the punitively negative. P. Davis We have only a few stu dents who are not interested in obtaining an education. The overall attitudes of the students are good . R. Stephenson Most of the students at Peabody are happy, loving, respecting, striving young people . A few (too many however) are unhappy and confused youths who find it difficult to love and respect themselves and others. M. S. Hayes The students as a body are very undisciplined and apathetic. Although in class they are generally average in attitudes and behavior when they are grouped in large numbers they must be strictly disciplined. When they aren ' t a small minority begins poor behavior which causes the entire group to»become rude. There is a definite lack of appreciation of others . D. Wilson FISHER, MARJORIE L. English FITZGERALD, WANDA F. P.E. and Health FONTANILLA , SERAFIO Special Studies GHOLSON, NANCY Business GILLIAM, MATTHEW S. Science GIST, SADIE B. English GOODMANSEN, MICHAEL S. English GORDON, MORRIS A. Industrial Arts GORDON, SARA R. Business HAIRSTON, RUTH M. English HARRIS, WYNDELL G. History HAYES, BERNICE P. Reading

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37 CARTER, EARL R. Industrial Arts CHAMB ERS, MARY B. Mathematics CHAMBLISS, ERNEST E. Mathematics CLEVELAND, ROBERT H. Social Studies DEATHERAGE, WILLIAM E. Industrial Arts DIRADOUR, MARTIN H. History DUDLEY, RUBY D. Library Secretary ELLIS, ELSIE D. Social Studies ERICKSON, WANDA English EVANS, JUANITA B. English FEATHERINGILL, RON English FEATHERSTON, MILTON E. History FIRST IMPRESSI- ONS When I was an eighth grader, that was quite a few years ago, my first impression was much the same as any other new student . As a teacher, I was impressed by so many people , whom I had known for a long time . P. Davis I loved it. The principal, Mr. Rainey, was progressive and the students were a challenge for me . I also found the teachers to be very friendly. C. Alcaraz I saw a close intimate family where everybody knew each other. About a dozen teachers and 250 students. M. Hayes After a short time at Peabody, I saw that the students were warm and the faculty were willing to help when they could. T. Burkhalter A lot of buildings and entrances and exits. J. Burch FACULTY

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AS LONG AS YOU TREAT ANY HUMAN BEING AS a human being, in all ways, there are no problems. Students are no different. Of course their attitudes about life and their school work generally tend to be a bit shaky, but with a lot of understanding and patience, it can be worked out. Our students must learn the meaning of self pride and individual dignity. J. B. Jones HAYES, GARNETTE J. Citizenship HAYES, MILDRED S. Home-School Coordinator HILL, LINDA English HINTON, LESLIE E. Mathematics HOPSON, BONNIE H. Art HORST, JACQUELINE B. Music HUTCHERSON, HAROLD Science JANUARY, IMOGEN E B. Science JETER, JANICE S. Health JOHNSON, DARL Drafting JOHNSON, FRANCES R. P. E . and Health JONES. JAMES B. Science STUDENT ATTITUDES Typical. Just because this is 1977 doesn’t mean that student interests have changed over the years. The only attitude students have now, that did not exist in the many schools I attended is the desire to hurt one another. It certainly took a great deal more to provoke a fight when I was coming through school. I think fighting has become a form of recreation at Peabody. M. Witt Most of the students with whom I have direct contact are OK. Many are lacking in manners and the social graces in general though I don ' t believe it ' s hopeless. There is a tremendous amount of profanity. G . Longsworth Very difficult to answer. On one hand 1 feel that to be given privileges and grades without the necessary hard work and responsibility on their part. For example: Students WANT a juke box. But when we had one they never followed the rules set up and as a result the lines could not move in the cafeteria and students were constantly late for class. I do believe that students should have privileges like the jukebox, but only if they prove they can handle it. Just giving out privileges without attaching responsibilities spoils the student and does not prepare him for the outside world . (Example: driving license is a privilege but if you don ' t follow traffic rules you can lose it.) C. Alcaraz FACULTY