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

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■ eas SCIENCES SOCIAL GENERAL GEOGRAPHY PHYSIOLOGY

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iiei B BP to e t ei Pyramus and Thisbe DOROTHY CARLSON Pyramus and Thisbe in Babylonia did tarry. Lovers were they, yet forbidden to marry. Their parents allowed them to talk not at all, But talk they did, through a hole in the wall. They finally decided to endure it no longer, And oft from their cruel parents they ' d wander. On a certain evening they decided to meet By a mulberry tree, then make their retreat. Thisbe stole forth at the appointed time, And reached the tryst just before nine. When she heard a soft footfall, she turned to behold, By the river, drinking, a lioness bold. Dropping her veil Thisbe fled with a cry, And found ' mong the rocks a hiding place, dry. There she fearfully waited, knowing naught else to do, Till after an interval, the lioness was through. True to his word, Pyramus promptly arrived, At the place where the mulberry tree then thrived. But no sign of Thisbe could he find there, But a piece of her veil and a wisp of her hair. The veil was all torn and much stained with blood, Yes, there were the footprints of a beast in the mud. As the worst dawned on Pyramus, he piteously cried, Was it to meet me, Thisbe, that you so nobly died? Pyramus drew his sword ' neath the mulberry tree, For life was naught to him without noble Thisbe. At this very moment Thisbe, after hearing no sound, Came forth and saw Pyramus lying on the ground. With sword in his heart, and empty scabbard by his side, The truth dawned upon Thisbe and by his sword she died. And in reverent memory of these two noble dead, That very day the berries of the mulberry tree turned red. i 1 i H-::i ;!i. ;:i. isi! ,;vrti :!ii:;;! J :i.:ii:r:i .;i i !: ii: , M: -«i: ! 88amEms®E®3ms escm Page Nmety-mix

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lei BfMOP O etOMO The Objects of a (Citizenship Course GORDON LEE ANDERSON The object of a Citizenship course is to show the relation of the individual to the social and business environment in which he lives, and to insti ll in him a desire to do his part towards making life in his community better, cleaner, and happier. In order to do this, he must learn about his city laws; how these laws are enforced; why they are made, and if they are not enforced, what effect is produced on the morals of the community; and, how harm may come to one ' s own family in loss of life or property! through laws that are broken. Each individual in a community makes up a part of community life, and to have a good, clean, safe community, the child must be taught to observe all city laws. There are not many which directly touch a child, but regard for other people ' s property, not to steal, or destroy it; to obey all who are in authority, and to observe the traffic signals, may be three civic habits each child may form, that will, in later years, add much to making him a courteous, law abiding citizen. As he grows older and enters the business world, his environment expands greatly. Here he comes into touch with vital things that make the life of the community. If his civic knowledge has not been neglected, and as a child he has been taught that it is his duty to put his shoulder to the wheel and help push all good things, then we find him a very desirable citizen; one who wants his community alive, thriving, clean and attractive; one who wants to help in all movements of advancement, because he knows that what benefits his community, benefits him, his life, and his business. The Qrowth of the (Citizenship ' Department DOROTHY VAN DRUFF HARRIETT BEUSCH MILDRED HUMPHREY MARY ELLEN BAKER During the six years of its existence there has been a rapid growth in the citizenship department of Central Junior High School, not only in numbers, but even more, in subject matter and in influence. In 1919, our school had only one civics teacher with five classes and about one hundred thirty pupils. By 1925, the number of teachers had been increased to four, with a total of five hundred ninety four pupils. This represents an increase of 450%. This growth in numbers is remarkable when one considers that civics is an elective subject. The subject when first introduced into our schools was called Civil Government and dealt almost entirely with acquiring knowledge of government. Study material was limited to the text book. Later the name was changed to Community Civics, and the subject matter was brought a little closer to the experiences of the pupils. The last change has been to call it Citizenship, with emphasis on the development of citizenship in the pupils. Use is made of much outside material, the Citizens ' League Bulletins, newspapers, and other supplementary reading. Just recently, each citizenship class contributed money toward the purchase of magazines for the civics reading room. The emphasis in citizenship has changed from civic knowledge to civic practice and attitudes. Its influence has even spread into other departments. One important out-growth in particular, is the Home Room, which reaches every pupil in the school. Today citizenship stresses the idea of cooperation, not only in the civics class, but in all life situations. ( i . ; i ■ ! ; .i -- : : i :- : :; - j : ?: :i - t H; f . ;•: ;• i :- : : ( f; ; r : ; ; f - : : t . i : : a ' . : p ■ : i ■ :-=- : i p : = -; i »-; mi: :- !i :?r-:!==: : ;i : : -r i . ?s : :k ! : - i ■ : j i ; 5 : i:-H r ?; : j ! ; : i: : : ;i- s • :■ t; ct 1 i Page Ninety-eioht