Central Middle School - Ceejay Yearbook (Kansas City, MO)

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I 9I'l'l I' 1 Ivlv ' v --- Illlllllw X lzlg-Ili-lgiifillglllidlmliuillglliiliriil IIMIElllilliill-iiiiilwliiiiSSi!lHI2I5HlE!liii- Ill . , . Q14 Little Hero s Sacrifice VVESLEY RUFI. '26 In some of thc battles of the French and Indian War, English soldiers were so greatly needed that young boys were allowed to join the forces with their fathers. Ilon Clinton was anxious to do this. His father had come to Eastern Ohio with the early settlers, and was now the leader of the English soldiers in his village, Although lion was only twelve years old, he was determined to help in some way. One day, a band of French soldiers surprised the quiet settlement, and within a few minutes. the battle was on. The French were gaining, but had to cross a deep Tf- gulch to enter the little city. The fight was hottest where N 1 a log served as a crude bridge. f , , The French soldiers were about to cross over the foot , Q. , ll X log. Unless something could be done to keep them back, they seemed sure to win and then they would set fire to the homes and destroy them. Don had seen his chance to creep unnoticed to the side of the gulch and by putting forth all his strength, had been ible to loosen the end of the log. He was trying to dis- lodge it and let it fall into the stream. A French soldier started to cross over the log but was shot and fell into the rugged chasm to his death. s Don knew that he must win soon or the battle would be lost. He lifted with all his might, and had at last started his end of the log but it still hung from the other end. Then he knew he would lose his own life and sent the log crashing far down into the rocks belowi Don's little body was crushed to death in the fall, but the battle was won. Thus did this brave boy of twelve, sacrifice his life to save his village. What QJVIarlcs QMQSH to JVle RUBY SMITH, '25 g lg :Wif- 'tif J' 'A me 'lqfrgisill' ,i ' -X H, ,N --,K -A if X I ' filyllkiil is I sf A sf, ' ' rn f IW, X K N 'Z' NV la s, ERNEST PHILUPS The reason for giving marks to pupils is to let them know how they stand in their classes. The ambition of the student should not be only to obtain high grades but to learn his lessons so well that, in the end, he will get that for which he is striving. Marks mean a great deal to me. When I receive my grades at the end of the month, if they are below the highest level of my attainment, it makes me more de- termined to do better next time. Each time I set my standard a little higher. This means that I shall have to give a little more time and thought to each subject. But what is the use of studying so hard just to get a few high grades? For one thing, it wins the respect of teachers and classmates. In later life, I shall expect to enter some kind of business. My employer will have a record of my whole school life. Will it he a good recommendation for me? Will it help me secure the position Our grades are our trademarks. Will mine be one whic'h I can publish before the world proving that I am a good Workman, or one that I must hide in shame, a trademark which is below my power of attaining? I really believe it should be my ambition and that of other pupils to receive high marks for it forms a habit which will be very valuable in later life as well as now, that is, to put your utmost in everything you attempt. By so doing, you will be more beneficial to your community, and it, to you. '7 II12.IlfiiiHIE2532I?-TIH522H5135iHinI521I5ilSZU51IEERE!IQ!!!IEElI?iEBIISEGIHIEZIEHlif2ll!5!If'ElEii!5liElE2i25iliEiEl1Slii!!lI:' Page Nivwlrl -ru

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fX I lLillilllEifliillliilSHEliii!iQ3iHIZlSii?!IiIF- Public Schools FORREST NASH, '25 Why let children go to school? Why should people be taxed immense sums each year in order to provide free public schools? Why not let each parent pay for the education of his own children, provided he desires to educate them? Suppose all the public schools of the land were to be closed tomorrow, and the seventeen million pupils that attend them were allowed to stay at home, or put to work in stores, factories, and on farms, and only those were educated whose parents could afford to send them to private schools. What kind of a country would we have? The first great purpose of public education is to increase the material prosperity of a nation, to raise its standards of life, so that its people shall have comfortable' homes, and lead happy lives. Education means more power-power to earn money, and make a living. The ignorant man always does the hardest and most poorly paid kind of work. He is the unskilled laborer who digs ditches, lays railroad ties, mines coal, and cleans the streets. Thousands of boys leave school each year for this purpose and may by this action, close behind them the door to progress. The second purpose of education is that education means more than the power to earn a living, but the power to enjoy things of greatest value in life. Last but the greatest of all sources of enjoyment to the educated man, are the wonders of nature around him. Knowledge means power to see what is good for the City, the State, and the Nation, History and civics, language and literature and mathematics,-all the studies of all the public schools broaden the individual and develop an all around manhood and womanhood. The public schools prepare boys and girls to do well their future part as citizens of our great Republic. CBeauty as an Qflid to Citizenship MARGARET AGIN, '25 The majority of us human beings, both young and old, derive pleasure in different degrees from things of beauty around us. A family of children grows up in a home where beautiful objects abound. A lovely garden is theirs to admire and play ing but too often it is taken for granted and as a matter of course that things beautiful should be theirs. They never notice the beauty of it until they see children living in adverse conditions, that is, in an unlovely home and yard with very little of artificial or natural beauty to delight their eyes. Then do they appreciate beauty more fully. But the real good we get from all things beautiful is the joy of creating beauty ourselves. It may be raising plants, laying out gardens and parks, chiseling a work of art from marble by deft touches, putting a picture upon canvas, building a mag- nificent building, decorating a house or church, or it simply may be to cut and fashion a beautiful garment, or to lay out a street. It may be doing your share as one in a community endeavor, but the joy we know when we create beauty is the best help we give ourselves in an endeavor to be good citizens, We feel, when we do a thing that adds a bit of beauty to the world that we are in harmony with our fellow man, be- cause most of us yearn for the beauty in life. i u61nis1aa5::ne:e:gaz:::a:azraa:Q:a'.u :sIszas.asazI4anrs:1asIvzas:esI1:sesrsanI:ass:alsza:Hssaeszaezsnsaisasiareamazasazaesiarez Page Ninety-eight

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I u i ll I v I ,f I n A, un 5 1 un ln up I HEIIEI.SHIii!!IES!-HQIEiliimlniiiiasiiiil I Qfl Cold cNight and lts Consequences ELLA GIARRAPUTO, '26 ACT I TIME:-1521. PLACE:--Connecticut. CHARACTERS:-Colonists, English Officers. FIRST COLONIST I say, Brother, isn't it a fine night? SECOND coLoNIsT Thou art right there. French Traders Heard Paddling from Large Vessel FIRST OFFICER Fine night for smuggling, almost too dark to see. SECOND OFFICER Mighty cold though. What Say thou we retire after one more look? FIRST OFFICER I am with thee. Let's have a game of chess. SECOND OFFICER Hark! what was that? I think I hear something. Low Voices Heard FIRST CoLoNIsT Yes. those must be our men. SECOND COLONIST At least we will be able to eat. FIRST OFFICER Here, what are you doing? SECOND COLONIST We were only out for a stroll, good sires. SECOND OFFICER fSnickeringb. Oh! fancy that. The Colonists Make an Attempt to Free Themselves FIRST OFFICER Here, tell that to our Judge. Don't you know you are breaking a law by attempting to trade with those French dogs? FIRST COLONIST But, we must eat and clothe ourselves, good sires. Come thou give us a chance. SECOND OFFICER Oh, it's cold out here. Let's take them to the camp and be through with this until in the morning. Then, to Boston. ACT II TIME:-One week later. PLACE:-Boston Court. CHARACTERS:-Judge, Colonists, Officers. JUDGE And what were these men caught doing? FIRST OFFICER Your Excellency, they were trading fish for molasses and sugar with the French dogs. FIRST COLONIST But we did not mean it as an offense, your Honor. JUDGE Stop at once, I will read thee thy Navigation Laws. 1. The colonists can ship their goods only to English ports. 2. They can buy European goods only in England and have them delivered in our good c0untry'S lEnglandJ ships. 3. They shall not manufacture any article that can be manufactured in England. Thus you must be branded as a traitor. BOTH COLONISTS Zounds, sire, be reasonable. JUDGE Take them out of my sight. I I IIEEIIEEHEIIEIQEZIZEEIQHiIii!!HISCIIHIIEZIEEIIEQIHIE!I!WEIlgiii!!!E!HEIEZIEEEQIIIHEEIBHQHEISQZlI?Eli3iEiIlEliiHI2?I 1 Puga Om' Ihmrlrczl