Central City High School - Bison Yearbook (Central City, NE)

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Foreword xi- .1 L i Forward through one more year of school and our lives. Let us return and have a glimpse at memories and pic- i it V tures of the past year. Let us view the school, its classes, and its E j . faculty. 'Let us observe the students as they were and see what '1 . M44. they did and what they belonged to. Let us remember and treasure xfre- 2 , v the memories. Then let us look forward again--on into another year of our lives. . . 'x De Icahtm i P ., .t n r..- i t 0' M r . f: t I , ' b l, . , 4 .HK .,.' 1.1;; y 5 - Students are the reason for our schools. They are the fl -f ' ;' leaders of the future. Few people think enough about this and hfg wk; '1. 1. . .11 t. youth is often taken for granted. Butwa realize their importance i and would like to give them the recognition they deserve. i To this end we, the staff, dedicatethis, the 1967 BISON, to the students--past, present, and future--of Central City High School.

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Superiniendeni's Message There are two forces at work in the world today concerning education. There is the conflict between education for all children and of all people, and the philosophy of successful management of educational careers of some children. America today is engaged in an experiment of educating all citizens on the basis of equal entitlement, because they are individuals. The unique American system of universal education and equal opportunity when added to motivation assists individuals in discovering a particular philosophy. We hold to the belief that talent is a function of birth and that achievement is a function of birth and educational opportunity. It is on this premise that the American society leads us to our present day educational objectives. Our schools with all the knowledge that they may impart will prove ineffectual unless there is a climate in which this philosophy may prevail. For this reason, then, the fundamental objective in our educational systems in America is to develop a wholesome and worthwhile personality. Every class must contribute to more than just curriculum offerings -- it must include experiences and lessons in human values. Since life in ,general emerges as a by-ptoduct of an adequate philosophy, all the wealth at a person's disposal, and all the knowledge that the halls of learning may impart are only as good as the climate in which they are worthy of emulation.