Catholic Central High School - Banner Yearbook (Fort Madison, IA)

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WHY WE STUDY CIVICS Of a class of twenty, let us say, who are studying Civics, how many ever stop to think just why they are taking this work and what it does for them? Probably many take this subject just to receive a creditg but this is far from be- ing the purpose of Civics. ' Civics is one of the most practical subjects taught in High School. No stu- dent should leave school and start out into the world without having had a thorough course in this subject. Civics or Citizenship is, as the name implies, a training of the student for his later, every-day life. It teaches him to be a good citizen, to be a help to his neighborhood, his community, his state and even his country. It makes him ac- quainted with the laws of his government. It shows him how different business organizations are formed, their purpose and the manner in which they operate. It impresses on his mind the value of these same organizations. It shows him the purpose and worth of education. It teaches him how he should, as a citi- zen of his country, act towards his neighbor, and how not to trample on his rights. In short, it actually trains the student how,to be a good citizen, no mat- ter what his sphere of life. A country needs good citizens, for a country is just as good as its citizens, and no citizen can be of help to his country unless he is well-acquainted with its laws. That is why the subject Civics was introduced into the High School Course, and that is why we study it. -BERNARD KRIEGER '28, NATURE'S MESSAGE 'Twas Autumn, day of dreamy tints With gleaming olden gold. The leaves were burnished armor-like As noble knights of old. The sky, a ruffled crimson, bright In radiant cloak and flare That made the woodland, beauty's haunt Of Autumn's days, so fair. And lo! Unto the woodland haunts A weary mortal came. His heart was hard, his soul was dark, . His Maker, he disclaimed. Alone and silently he gazed On nature's lovely plan, The hand that formed that perfect work, That God had made the man. He wandered by the rippling stream Enthralled by peace and calm, When suddenly the silence filled , With wild-bird's evening psalm. And in that sound of willing praise The Great Designer's plan, Fair nature, brought the light of grace And changed' the heart of man. -Evelyn Ashby, ,2Q. NINETY-EIGHT

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CITIZENSHIP IN SCHOOL AND LATER IN LIFE As we look around about us we cannot but see what an important part civic education plays in every-day American life. Never before has so great or so general an interest been taken in Civics. Schools have long ago found it im- portant to train students in citizenship, to make them realize their civic duties. Is it not then the duty of the student, especially the High School student, to try to realize the benefits to be derived from the study of Civics gto make use of his opportunities to educate himself along lines which will make him a better citi- zen, a greater asset to his country? Vife are living in an age of great progress. Scientific studies have been broadened to keep up in'the race with the progress of science. So, also has the definition of the term Citizenship broadened. Civic education today demands more than a study of the Constitution of the United States-more than a knowl- edge of the operation of the machinery of our government-more than a knowl- edge of how to cast our vote in political affairs. Citizenship today must include a broader knowledge of our relations with other people. It must teach us how better to live our own lives and how to co-operate in community life that will make of our country, a better place in which to live. Whether we are in the home, at work or at play, in social life or in organized community life, our time is occupied in carrying out our duty as citizens. During school life, the greater part of our time is spent at home, in recreation and in co-operating with school organizations. Our various class clubs are organized for no other purpose than to teach students to co-operate with one another so that they may realize the benefit of united effort. However, with the close of school-life the student will find that he has stepped out into new fields of citizenship. He has before him the field of work-the field of getting along with other people, of co-operating with them in social and organized community life. What a great advantage it is then to the young person about to graduate from High School, if he has taken advantage of the chance of studying Civics. if he has had an opportunity tqbecome acquaint- ed witl1 the new duties that will confront him in the new life he is about to en- ter. This is one of the great missions of the school, that of making us capable of doing what good citizens should do. Be it in school or out there in the great, wide work a-day world, two fields of citizenship will always play an important part in our lives,-the home and the Church. The home can never cease to be an important field of citizenship. It is home influence that has placed many great men where they are today. The home remains the large center of interest, the very thought of which brings fond recollections to the nund. It was this thought that caused Payne to write the age-old lines, Be it ever so humble, there's no place like home. The other important field of citizenship is the Church. It is the Church that really teaches men to live as individuals and to place themselves in the right relations to the supreme Creator of all things and to their fellow-beings. The part that the Church plays in every-day community life is indeed an im- portant one. It teaches men to be more honest, more courageous, in a word better and more valuable citizens. Realizing these facts and seeing how broad is the territory which Citi- zenship must cover, we can conclude that Civic education, to be thorough, must IJ train citizens who will act intelligently in civic matters, 21 teach them to cultivate proper motives for civic couductg 35 instruct them how to form habits that characterize the good citizen. -GILBERT S. KESSLER '28, NINETY-SEVEN

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5? 113 Qeiasfiie 1 at - i , +V, S. l :GGL F ijjgafii ufcw Q s . . fl f . 1 1 y x ii. ee ,lima A 1 X Jw. ' L' I I 4' ' ' L,,f 3 I 'P' fl , i iff! if M iggayllx F' - - 35- 'fi ' I 3 'za , 'life Qi -Qvgwh .wr , A isa zfiaffl-H is .51 i A lm 0 5, fi, I .5511 i g ?f ,i.,Qf'f?if7 - '71, Q 4Pv1... . -J, -Sf 12: gt? f ' V1 ' A PEEP INTO LATIN CLASS Characters: Archie and Percy CLatin scholarsj Professor Dolittle. ACT I Scene: Usual high-school class-room with Archie and Percy discussing Latin. Archie Cexcitedlyl: And you really think that I can memorize that Greek? Percy fwittilyl: No, not that Greek but that Latin. Archie: Well it's all the same to me. Percy: Now the only way you can learn your Latin Lesson is to memorize those Latin words that you do not know. Archie: But I never memorized before in my life. How do you do it? Percy: All you do is keep repeating the words to yourself over and over again until you know them. Xrchie: O. K. fExitsJ ACT II. Scene: Class-room-Class in session. Professor Csternlyjz And how many of you can recite your lesson? CArchie's hand is quickly raisedl. Professor: So you know your lesson, Archie? Archie Cabsentmindedlyl: lubet. Professor fbristlingl: How dare you address me in such a manner? Have you lost your mind? Archie: Iubet, Iubet, Iubet Cstill memorizingj Professor: This is enough, sir! Do you know your lesson or not? Archie fstill repeatingj 1ubet. Professor fheatedlyj: Do you know your lesson or not? Do you hear me? Archie: Nex. Professor: How many times have I told you to exclude the word nix from your vocabulary? Archie: Aulae CAwe you liej. Professor: Sir! Leave the room immediately and report to Professor Dunlap. CArchie surprised leaves the room, wondering why the Professor is angry at such a perfect lesson.J NINETY-NINE