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1911.,1912
YEAR BOOI\
OF
MISSOURI MILITARY ACADEMY On Bellevue Pince
COL. WALTER R. KOHR, A. B., PRESIDENT.
MEXICO, MISSOURI. 23rd YEAR
1BB9-1911
An Open Door lo Rare Educational AdvantageJ. Your Opportunity.
MISSOURI MILITARY ACADEMY 11 locorporated Under the Laws of the State of Missouri.
The Officers of the Corporation are, COL. W. R . KOHR, PPESIDENT, MEx1co, Mo. MAJ. J. H. WHITMORE, SECRETARY, MEx1co, Mo.
s. M. LOCKE, CASHIER MEXICO SAVINGS BANK, TREASURER. ROA.RD OF DIRECTORS. COL. W. R. KOHR,
M ex ico, Mo .
.)'[AJ. J. H . W.Hl'J\MORE,
M ex ico, Mo.
JUDGE 'N. W . FRY,
M exico, Mo.
FRED A. MORRIS,
M exico, -Mo.
W. F . ATKINSON,
Mexico, Mo.
CALEND,\R. 8est!lon 1911-11112. 1911 SEPTEMBER 14 NOVE~lBER 30 DECEMBER 21, 3 p. m. 1912 JA.111UARY 3, noon F EBRU ARY 22 MARCH 16, 3 ·p . .m. MARCH 20, 12 p. m . ~UY 27 -MAY 28 MAY 29 MAY 30 MAY 30 MAY 31
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Sessi on begins. Mat rlicul at i on. Tbanksgiv.ing D ay. Holiday. Christmas Vacation b egi ns.
Christm as v acation ends. W ash ington's B i rth day. H oliday. Sp1·ing Vacation begins. Spri n g V acatlon ends. Baccal aureate Sermo•n., 10 : 45 a. m. T ar get Practic e. ,Sham Battle Class D ay, 8 p. m . Com petitive Drills Commencem ent Day 10:30 a.m.
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THE NEW MANAGEMENT. ~~?§*~~~ Col. W . R. Kobr comes to the presidency of '.\fissouri Military Academy wi t b a brilliant record both as an educator and as a school executive. Three years ago, h e assumed charg e o[ St. Oharles 'Mri l itan' Acad emy at the close of tbe most disastrous year in the history or that Instit ution. Notwithstanding the fac t that the •previous year bad bee n particularly un fo r tunate. the en rollment suffering a heavy decrease and the Board of Curators with diffic1Llty c-arrying the session to a close, h e made a m aterial increase the first yea,r. Continuing his initi al success. and i ncreasing the enrollment by approximately 50 per cent each year , at the opening of the third year he ,bad assembled the l ariest school the insti tution had had in fl(:teen years. Nor w as b is success in m aterioJ growth alone. From the ver y begin.ning of his administration, be secu r ed recoglllitlon from the St ate U niversity, adm!tting his gradu a tes to tbe university without ex amination. T his rec ogn ition had not been accorded St. Charles J\1illtary Academy for fifteen years p r evio us. A ssociated with Col. Kohr, '"ill be Capt. Byroade U. S. Arms, retired. Capt. By r oade in addition to an excellent army Tecord, has ·h ad a very successful career as an educator. He has served as detailed office r at Culver '.\!ilitary Acad emy, been -principal of Morgan Park, Chicago, and for the past three years has been superintendent of Blees Military Academy, Blees, Mo., which l atter school h as been r anked ,as a class "A" school by the U. S. War Departmen t while un der bis administration. T .he new management assumes charge with the confidence of a vaS't •n,umber or patrons whose sons have f el t their Jnfluence and there is no dou bt but what i\'Iissourii Mi l itary Academy Is destined to a still h-igber plane of efficiency and rank among her sis ter school s and in the eyes of the pu b l ic.
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COLONEL WALTER RHODES KOHR, A . B .. PRESIDENT.
Lebo.non Valley -College, Penn.; graduate studen·t, Universrlty or Chicago; correspondence student In School or Education, University of Chicago; member National E}ducational AsGoclation of ,\merica; m ember of Religious Education A ssociation. Three years instructor in Science, St. Charles Military Academy; one year Professor of Chemistry and Pl1 ysics, Trinity University, Texas; three years President St. Charles •M ilitary Academy, St. Charles Mo. /11str11ctor in. Scic11cc and Ccrmnn .
COLONEL GEORGE LAWRENCE BYROADE, COMMANDANT.
Captain U. S. Army, R etired, Entered U. S. Army J anuary 23, 1894. Retired for disabilities -Incident to active serv,lce in the Philippine Islands in 1901. Detailed by Secretary of War as Professor or Military Science and Tactics, Kentucky State UruiversltY. 1902-4. DetaJJed at Culver ;\Jfilitary A cademy 1904-7. Detailed by Secretary of War as F eder-al Inspector of Illinois National Guard, 1908. Graduate student K entucky State University, 1902-3. Graduate student Univernity of Chicago, 1904-5. Superjntendent )!!organ Parl, ·M ilitary Academy! 1907-8. Blees Military Academ y 1908. ,1/ilzlary Scic✓1ce.
MAJOR JOHN HAMMOND WHITMORE, A. B., REGIST RAR.
Randolph Macon College, St. Charles College. Three years Principal In Public Schools, Virginia; seven years instructor • St. Charles Military Academy. /11str11ctor in Commerce. Head of Prt:jJarato1·y Departmt:nl.
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MAJOR CLARENCE F . BLOCH, ASSISTANT COMMANDANT.
Graduate VirglDJia )1llltary Institute. Charles Military Academy.
Two
years
Instruc tor
St.
/11structor in /lfatl:cmati.-s.
MAJOR BLAINE McKUSICK, A. B., PO$T ADJUTANT
Bowdoin. College, Maino; University of South Dakota; State Certificate in Education, Asst. Atbeletic Director, Bowdoin College; A ss t. Phys ical D i rector, University of South Dakota. I'/1:y s i cal Dirccl <>r, I nstr u ctor in £11{,,fish and Lnti11.
l\fAJOR EUGENE FRANCIS FLAHERTY, A . B., Colgate University, New York. Assis t a nt in Atl,/ctics, In structor in f/istory anil 1lfanual
J"rni1ting
CAPTAIN DAVID C. A.GUI:'.'IAGA, LIBRARIAN.
Student, Instituto Sallano y Davalos; student, Escuela de Instruccion secundar,ia, Leon, Guana.juaio, Mexico. f1ts!ru ctor £11 Spn11i ·I, .
CAPTAIN WILBUR H. BOHM, QUARTEP.LIASTER.
Post Graduate, St. Charles M1ilitary Academy. Assistant in Lower School
l\1AJOR BLANE i\IcKUSICK, A. B ., Instructor 1·n
Da11ci11g.
DOCTOR N. R. RODES, A. B., ~I. D., A cademy Pllys i d a1t a11d L ecture,· 011 Pltysiolog:>• and llygit!nc .
Art, Elocution and Mttsic by the instructors in Hardin College tor Women.
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The Pre~i dent's Talk to the Parent.
Wilen tbe editor of Harper's l\1ag:l2llne, writing on the subject or "The Mul tiplication of Pr,ivate Schools of a High Order," sru!d, "This movement is not ,accounted for by an undemocratic rel uctance to submit well-bred children to the association or the public schools, but by the fai l ure of those m ethods to g,ive- the sort or intellectual -a,nd moral trruinlng desired , •bhat is , the sort of training that raises the Ideal or life," h e gave, in the last clause, what shoul<l be tile chief aim of t he training in our best private schools. H e g:1ve -also their right to command the confidence of these parents who seek for their ·c hild r en the high est powers, In the best envi~onmeni. along ,the noblest Jines. In a •nation desblned, as ours is, to work oul probl ems- \I n the daily Jife of man not yet solved-Indeed, i n some directions not yet thought of except by -altruislic thdnker s-we need surely an education that snail prepare men and women to l ead the masses of the people. This shaLI be done not by wealth nor by aristocractic birth, but by force of Intelligence, by enlightened conscience, and by fear less expression creating higher iand higher ideals of living. A nation with our problems .n eeds a mainhood ab le to see human deeds, to feel Jrnman ,aspirations even in humble beginnings, to do human deeds for human kind. Thls educa:tion, fi tting a boy to go out fo life able to see, to feel, to act for ,bis ow•n life and (-0r -0the1•s, I s •to be found onl y .In such a school as tbJs. 'I'Jle public school can not give it, because t·b ere Is not time and because tile ind·ivildual chlld lis lost In t11e mass. To b e explicit, such training i s to be round generally in such a school as mal,es ideals ancl •not financial success the chief end. And, l et it be remembered, the p r ivate sch-001 must teach masculine p<>wer, not an imJtntion of It, if our boys are to d evelop into men to elevate national ,ideals. 1'he boy's school must minister to the b-Oy 's growth in .life-mental, physical , -and spiritual- but always along lines that hel p manl y growth, or he will fall in some deg1·ee or h i s power. ,G iven the proper environment, :it .i s due •the Amenican boy t o
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1oay that he w,ill generally respond, unconsciously it may be to hlmselr, just as the plant with the proper environment will grow. The first .d ,uty, then, o! the school to t:he boy 1-s to create in advance of bls coming s uch an .atmosphere as w.111 Impress him rrom the day of bis entrance with t'he thought that here bis ll!e Is to be lived earnestly and .that his life is worth more earnesonesi:; than be ever ,thought It before. This can be done only In a school of this kind, the highes t rank. A fath er jn mo st communities may obtain good instruction for his son in Latin, English, etc., but in on ly the few best private schools can be have his son's whole being touched and elevated. The greates t ract In life ls !He; the greatest teaching ,is that which makes all th.l ngs minister not only to tbls or that art b·ut to life itself as a tine .art, to life as it should be lived. What an Incentive to the study of history Is the t hought that the boy ls here studying buman life, -the strugg l e of human beings like himself for truth, and liberty, and law. From thJs standpoint It c eases to be a disconnected m aze of dates and facts, separate In Greece, or Roman, or England, or in his own land. T ·he good school wlll teach him that " g rappling wit h history Is grappUng wJth life." He will see in the history of Greece tb -3 task of to-day first worked out; there dllrection w as first g iven. to our efforts of to-day . He will be sbown ln Roman Wstory the central current of the world's movem ent, carry ing Greek ideals down t h e ages and evol\·lng law and order for the world of today. In Engli sh his tory he w!ll follow the work,ing out of the problems tha t Greece ·a ttempted but could not solve-local authority organized as successfully as was the empire of Rome. And in t he pages of American b-l story be will read the workdngs of Anglo-Saxon ideals-the flo,wer of human el'fort in all the nations. In th.ls w ay it Is e asy to give, through hJstory, great human Inter est , great bread t h of mind, and fa1<tb fo God's directl'ng power back of man's effort to achi eve his noblest destiny. Literature also may ministe r to t he boy·s reverence for life. He m ay be taught to regard the poet not .merely as a man about whom h e i s to l earn so many pages but one who, in his wrltiing, sh o w s himsel f a seer who has voiced what humanity longed to say for i tself and could not. He b ecomes -a prophe t ·who foresees w hat the r:i.c e-Jlis race--is strugglin g for and voices the ,aspirations of olris o wn ·high e r life. H ence b e l ear ns that in t his day it is books, that l ed m en to beauty in nature, just as it w as nature t ha t led m e 11 to wrJte books . With these interests the boy will brow se delight-
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edly through fields of fancy and fact gathering sweet thoughts o! the power •and love of God r • v ealed in nature an<l m an. How much of human interest may be given t h rou gh the study of language-preferably mo<leru-for the boy! An intelligent teacher, whHe not negl ectl1Dg gr::uuma.r and conver sation, should send .hrls pupil out equipped .with a fair knowledge of the r ace whose tongue he has studied and of tbe genius, of that r a.ce as revealed In their langu age. Again, ,in science, i t ls ,a poor teacher who cannot imr>ress t h e boy, notebook ,in band, not only with <tile dellgbt of original work, of keen obser vation, and -accurate statement, but also w1ith a r everent sense of God's creati ve power and all nature's ha r mony with ,his l aws. The pupils will gradually see that man alon e ls out of harmony, and th is one thou ght may be an incentive to a willful boy in his efforts at self-control.
I r em ember once, after having struggled months to help a sel fwllled, selfish boy to l eam1 respect fo r other s and their r ights, picturing to him th e per fect harmon y o f nature and oursel ves •t h e one rebell ious element in nature; I urged him to make it 'bis constan t purpose to bring his w lll ,and life I n the harmony of all things .about him. Earnestly he J.ooked up 1into my face and, as uf oth'in l<.ing a loud, said, ''l'm glad I know yo u." H e did not r eally mean that ,be was glad to k now me but Ws tone and manner showed that 'he had grasped the though t and woul-d live It. Mathematics, the bugbear of mos,t students, may be made a living subject i f rightly used. I do not wonder that a boy r eb el s at the aimless, useless subject as generally present. His interest is usually killed early in ,the work by too much .al'ithmetic and by lntroduc'!ng problems hopeless to the boy's mind, wher eas, in -algebra these same problems could be made delightful and could b e solved w ith ease. Hopeless wor k is rt.read mill work; give the boy what ,h e can solve wi t h a fair effort-not what he tries to •d o without sufficient knowledge and, If ,helped to solve, h e does n o t t11nderstand. I lns1lst that much of our modern ar ithmetic is matter that the boy's fath er , accustomed to calculations, would not be willing to solve or would abandon in despair. But m ake it a Jiving subject and he wlll bring it a living i •nterest. Gjve the boy the necessary fac t s •in a r ithm etic needed by his fath er and older brothers in daily l ife; l et llim master them; and then for problems properly and quickly solved by
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algebra l et him have a lgebra, and a f ter this as much mathematics as 'b1s aim Io Jife may demand : to do more i s to w aste effO'rt. The time •had better be given to that w hich he wlll do with enthusiasm since h e wlll hardly r eta in b eyond the d aily lesson what he heartily despises. H e wl ll acquire more power through wha t he does enthusiasticall y ,th.an by the little higher m athematics he t a kes because someone demands It of him. I am ,wri t i ng now or t he average boy and hls n eeds. I do not, [or one minute, l ay an obstacle in the way If a boy w ill stud y earces tl y t he 'h igh er bra nches or mathem at ics. B ut I i n si s t that what an a ver age boy i s forc ed to study he wrn -at once forget. Then the boy's outdoor life should have spontaneity. How m any adul ts w ould b e " li ned u p" f or a walk a nd marched iu a body after a st y l e too m u ch iu ,·ogue in g irl's school s? A boy's nat ure wo u l d ver y sensib l y r be ! against th is unl ikeness to a nything in o rd i nar y life, to h is for mer lHe o r t o w h a t he a n tici pates in tlle future. In exer ci se, as i n work, a boy takes m ost kin dly to what is n atu ral and shows bis wisdom in so doing. Hence the few best privat e scho o l s, Imitating the sensibl e English pr ivate school Idea, h ave a m as ter 0 f games, w ho a r o uses enthus 1<\Sm fo r baseb all. t ennis, an d track. These enter ed in to en thusiastically togetber with Indoo r work In t he gy mnasium with the lighter appa r atus, should and do r educe n erve stra in to the mi ni mu m . T he soci al t r aini ng in a private scbool of hig h rank Is on e of t he chief poi n ts or su perio r i ty over the public school. It is as much the [unctio n of true edu cation to d evelop the sby , a w kward boy int o the graceful , well poised man as to hel p a boy m aster a mathematical problem or a law .ln science. Those par ents mak e a mistake who obj ect to social trai ni ng on th e g roun d t hat it t akes t he mlnd from l essons; I t does no t. The best scien tific t es ts show that the mind Is m ost ac tive aft er r e l ax a tion. Such parents would be wise r to r eaMze th at t he boy is a soci al bei ng and th at o ne or his c hief duties I n li fe ls to make all life about him easier, mor e cheer f uJ, more fric tio n l ess. l\Iexico i s a delightfu l l i ttle c i ty. There Is about it a pleasing at mospher e of dignity, peace and repo se. It i s situ at ed on three g rand tnmk J.ines-the Wabash , the Ch ica.go & A l t on , and the Bu1·1ingt on whlch r un east and w est through the state. The co n n ections w i th other lines at St. Louis, Kansas Citr, Ch'icago, i\lober l r, J efi:e11Son City, and o t her points, are such as to make i t easi ly accessible from
LOCATION
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all dlrectlons-uorth, east, south, 111HI west. It i s, d,l stlnguisbed tor beauty, healtb(ulness, educational faclllties. church and socia1 privileges as well as• for the culture and refinements of its people. Its citizenship Is made u·p mainly oC oM. iand influential families rrom Virginia, K entucky, and other southern states. ft has beautlCul homes, made more beautiful by the genuine friendsh-ip ,and cordial .hospitality so clrnracteristic of the sunn y Sou·tb l anct. Cadets are always assured of -a warm w elcome. Experience and observatio n lea ve no doubt In our minds that the Crowded School, priva te 01· public, does not give entire satisf:i.ctlon . The Ai\"D SF.LEC'l ' teachers may be good, co11scie11t lous and failhtu l ; but It is •a bsolutely imposstb·Je for a t eacher to manas-e more than 'l'cn or Twche pupils, to give that individual and person,a l consideration wb-ich •insure sy mmetrical advancement in studies and proper -development In. all directlons-Clmrncter.
LOUTED
In a ·crowded school, as in ·a mob, t·h er e Is usually l'ittle r espect for authority. Boys especially will often tra nscend all propriety and decency, carel ess and forgetcul alike of tbe right s of others and individual r esponsibility . Tbe first and most •im po r tan t f eature in a school for boys is the Derclopment. of Good Character nnd the Forruntion of Good JlnlJits. The lncessnnt vigilance, personal association, and .attention requisite to effect th ese r es ults, to unfold the mind, to c ul t iva te respect for l aw, love for the beauti f ul, rever ence for as-e and things sacred, to secure and maintain good h ealth and good manners -TblsWork Necessitnt.cs Long Ilours nnll Untlrlug Patience on the Part of Lh·e n ull Conscientious Tenchers. It can not be done except In a str.ictly limited and w ell-guarded school. Here we h ave one :teacher for every t en boys , making success far more certain to each student. Boys of quest ionable character -and devoid of man ly pride and laudable ambition to attain and to m aintain honorable standing are strongly advised not to apply fo r m embership In tl1is sch ool. Especially is every effort used to baT the door against the Incorrigibly Vicious-the liar, the thief, the profane swear er , the drunkard, the madcap. One vicious boy can infect a whole school, as a sij ngle drop of in.k colors ·a glass· of ·pure water . There i s absolutely •no doubt about it. H such a boy s1hould, by a.ny m eans, become a
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member of the school, it .would be only a question of a very s,hort time when he would be " r ertuested to resign." In every community there are boy,s of fine natural ability who have tno t succeeded In their home school beoause of the necessary and unavoidable crowding of the students and the lack or individual atten.tilorn. on the part of the teachers. Thls Instruction has doubtless been, good, and the teachers have done their very best, under the clrcumstancs , to interest the pupils, but the sad fact r emains that the boys have l:' niled and discouragement bas settled down upon them and their parents. Placed in a Llmlted and Select school, like this one, that must live, ,H live it must, by merit, and where the personal attention o! the best maste1-s ,Is assured to each m ember of t he classes, Theso Same Boys may soon be inspired •wit.h ho pe and made conscious of their own powers to he something and to do something In this great world of u sefulness ,and honor. This Is ,the character or the work we have been doing and which no ot.her school bas attempted. It is by no means a flow er}' bed of ease. I! such work can be done with th e discouraged, what m a y ·not be expected, unde r sim ilar -influences, from the boy whose mlnd is aLready big -with hope and eager to grappl e wit.h th e problems or li!e? Experience 11as placed it beyond question that you can find here 'l'ltc Men and 'fhe School that may det ermine your son's character, success, and destin};-1''uir in 'l'lrue and Fair in Eternity! .Mexico has two Baptist churches, one Catholic, one Christian, one Episcopal, one Lutheran, one :'llethodi st, one PresbyterJan, and one Church of Christ, Scientist. The cadets attend the churches of their choice in sq uads unde r office r s.
CI'.rl' CHURCHES
The Acad emy i s situated on B ellevue Pl ace, in the eastern suburbs of -the city, on <the summit of a b eautiful elevation, desc end i ng gently in all directions. lt is near enough to have the ad,-antages of th e city, and at the same t!lllc, far enoug h out -to enjoy tlle freedom , pure air, and pure water o r the country. From t:J.is, point the su rrounding country presents picturesque views or rolling hllls, green fiel ds. luxuriant m eadows, embellished here and there with woodland, l ake and stream. The Incoming and outgoing .trains can b e seen for mil es away, adding
TUE SCHOOL SI'l'E
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new beauty o( life and enterprise to an alrcn.dy perfect picture. ideal Everything In nature and ar.t combines to make t11,is an school home. Tbe campus proper embraces an area or mor e than twenty acr es, b ei ng ample for play-grounds, military drills, and atheletic contests. A bel}utiiul three acr e l ake is located on the north west corner, affording faciliti•es fo r swimming, s l<·abi ng and fis h in g.
CAMPUS
Tbe buildings are n ew and modern in design and equ ipmeu,t. As the photographs will show tiley were built for military school purposes. Tbe main barracks is used for administration purposes, chapel, parlors, library and r eading room, dining r oom and Presl<lent's quarters. Tbe North and South Barracks are dorm itories for one hundred boys and contain as -well, the section rooms. 'fhe buildings are constr ucted of brick, eov ered with m etal, heated by steam, ·and lighted by electr-lc,it.y. For the still I.Je tter p rotection against fire every room In the barracks i s separate Crom th e one adjoining by a solid brick partition. HUlLDLNGS
The gynasiuru is one of the largest school gymnasiums in ,tbe state. It i s J 30 feet long, 62 feet wide, a11d 20 feet high. It ,is large enough for indoor drills in ,winter, ·indoor basket ball, base ball and tennis. It also contains a l ar ge swimming pool, four handball courts, and complete equJpmeut for c l ass work io a school of 100 boys. It Is now in splendid stale of repair as work to the extent or $750 bas just been finished. In addition, tile sum of $300 wil l be ex•pendecl during the summ er for new appara tus.
GYMNASiml
Each room contai ns about 2,000 cubic feet of space. They have high cei l ings. an,d ar e nicely paper ed. Each room is ex,posed to dir ect sunlight and the arr angements for ventilation are •admirabl e. P.robably tb eir best feature ,i s the fact tllat they each contain a c loset 6 f:t. long, 3 feet deep and 8 feet lligh. Wh11e two cadets occupy one r oom, each has b1s own bed. The Academy furnishes rooms with sin,gle beds, chairs, table, combination •washstand-dresser-wardrobe, bowl and pitcher, bedspr1ngs, mat tress and pillow. Ornamental hangings ,a nd wal,l decorations are allowed only with s,pecial permit ln writing.
C,lDET QUAHTEUS
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The chapel, wbJch Is located on the second floor or the Administration building, bas a seating capacity of nearly 200 p ersons. It Is ii:1 i bis room that the Faculty and cadets m eet each mornlng for r el i gious exercises and to h ear from the President kindly words of advice and encouragement . No ex er o!se held dur ing tbe day i s frau gh t with so much benefit to the cadet as this one, in which some great Bibl e t ruth is m ade clear and in whic!i the boys ar e brought n ear er the purer, the true an cl tho good. These exer cises, however, ar e strictly non-sect ar ian and will give no offense to any parent of wh at.soever denomination.
THE CH.APEL
Every effort is made to stimul ate a taste fo r good reading. This must be clone with a boy before he falls in love with " Diamond Dick." T he young and restless is eager for Knowledge, and knowledge he will and m u st have, even 'if it js ,the wor st kind. It Is very essenti al , th e-a , that the ri g ht book sh ould be placed In his hands at th e right t ime. It means safet y to ,the boy, Ms famil y, ancl hi s country. Bad r eadi ng never m ade a good ci tizen. The Academy ls provided with a w ell sel ected libr ary, including among its volumes, histories, b iographies, classical nnd li ter ary works; works on scienllflc and philosophic subjects; poetical ·worlcs; standar d novels ; works on ethics, l a w, government, agr icu lture, horticulture, statistical and geographic wor ks. Th e libraray l s open to cadets at stated times. Sever al hundred dollar s are spent annually for new books or r eference. Recent additions have been tbe new International Encyclopedia, 61 volumes of World's Best Liter ature. 25 volumes of Ridpath's World's Greatest Classics and about 25 .olumes of the newest and best works in History. \"le are indebted to ex-Sena tor Cockrell fo r 1-17 volumes or the official records of the Union and Confeder ate Armi es and Navies.
THE LinRARY
The r eading r oom is amply provided with the best magazines and n ewspaper s. The following are constantly o n fil e in the r eading room: Army and Navy Journal, Puck, Youths Companion, American Boy, Re,..iew of Revjews, Frank Leslie's Weekly, Harper's, Success, Collier's, Saturday E vening Post. Munsey, Cosmopolitan, l\IcClure's, Physical Culture, E ,·erybod y's, University :M issourian , Scien tific American, Science, and Popular Science l\Ionthly, together with l\Iexico, Chicago, St. Louis, Kansas City and Musl:;ogee, Okla., daily papers.
ItE,rnJKG ROO-'.[
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Tile labor.atorles occu py •apartments on the first floor of the South Bar rack s and a r e furnished w ith conven i en t desl<s, water supply, g as fo r beating, and al l necessary a p paratus. Our facili t ies are adequ ate for the t horough t c:ichi ng, :icconlin g to mo,:crn met hods, or n II t he com-scs out lined i n t ho cata logue.
l'HECHEJfIC,\L A~D J'UYSICAL L.\UORA 'J.'ORIB S
, v c will expend duri ng t l 1c summ er , seve r al hundred dolla rs on equipment for the l aboratory, thus bri n gin g our sta,n d a.rd on a par with the best schools or t he cou11t1-r. A r oom on t he firs t floo r o f th e A d ministration B u ildin g i s used by t he Quar te1·m aster as an office and stor e- room. T ile Quarterm aster is a. F aculty Officer .an d th e cadet s may secure from hi m books,. lationuy anti 111ilit111·r c<1uiprnc11t. T his <lepn.rtm cn t i s mai n tained ns a com·cn i ence fo 1· the cadets, and unless otber w ise ord er ed, bills for same wi ll be se nt lo parents monthly.
QUARTEHllL\STElt'S OFf'ICB
T he athletic fi eld i s a l ar g e, l eve l ar ea .to the nor t-lJeast of t h e barrack s. During the summ er the fi el d wi ll be r e-grad ed, makin g i t the equal o f anr i n ,t he st a t e. T he n e w underdrain ed tennis courts are now bei ng bu i l t . Dur i n g the year work will be beg u n o n a n ew quar ter mile t r ack, u pon the com p letion of which track athletics will be instituted In t h e schoo l.
.A'l'IILETW .FffiL D
W e Jay particula r str ess upon the home life of t h e cadet, for we believ e tha t nothing ls too good fo r your bor, and wish to h ave a Lil'E school -th at t he m o st earnes t m o ther m ay f eel p erfectly con tent in entrusting her boy to our care. Cad e.ts ar e constantly under the r efin ed and el ev ati ng iinflu enc es of ,a facu lty of college-bred m en. 'l'be w ives o f the Preside nt an d of t he married i nstructors make the social life or the acad emy more like tb at o f a home than that of a school. 'l'IJe u nmarried •inst ructors occupy rooms, one on each floor , in the dormitori es wi th the boys, associate w ith Lhem on t he play g r ou nd, and toget her with the President and his (amily, t ak e th eir m eal s wi t h t h em in t h e dining room. In all the activities of school li fe the ·pr esence of the t eachers i s fel t not p r imarily as a r estraint but as· a positive and quiet influence forming opinion and molding charac t er.
HOME
Our boys are given a happy l!fe.
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Ther e i s pl en ty of organization
and plenty o r supervision. They Jack neither play grounds nor gymnasium. There are ladies enough in our •household to give tbat touch o! home life which eve r y boy craves, and a fter playing h ard and wo r kin g hard, they go to bed early. The m eals are first-class in every r espect and only high grade goods are u sed. F or it i s r ecognized that good ,vo rk cannot be e:rpect ed of b oys unless a,n abund ant and ,appetizing di et is supplied to .t hem. T he food i s varied and no expense sp.ared to m ake it pala table and attractive to the boys. "'.'Jelson;• however, i s mostly r esponsibl e for this. "Nel son " is the t all a n cl sl ender c u stodian of a fine, airy kitch~ n and this du sky au tocr at of the A cadem y sculleries und er st ands the del ectabl e art of cooh.'i ng to the last detail. Not f ancy dishes mind you, but t he sensibl e, tasty ,s ort w hich make r osy cheeks and cheeT ful dispositions on t·he p art o f the student body. Each morning immediatel y after breakfast sick call is blown. At this time note i s made of the physical condi t ion of the boys. THE H.EALTII Should a cadet, at any time, feel too unw ell to attend to bis r egular duties h e mu st secure perm ission from the Academy Surgeon, or in his absence, from the Commandant, to go on the sick list. This secures tor him proper ,attention and excuses him from all duties.
CARE OF
Two bright, cheerful, well v entilated r ooms are provided for t he sick lo the Adm i olst.r at.ioo B uilding and arranged with rererence to the requ irements of proper nursing. It 1s und er the direct supervision or the Academy Surgeon, who w ill visit -It as often as n ecessity r equ i r es. In this maD1Der we are enab l ed to pay close attention to tbe cadets. We always notify p-arents p r omptl y when a boy is on the "Sick list ." Tbis "is done to prevent n eedless ,an xiety on t he part or t:he par en ts. When such a Teport, ther efore, is not r eceived, par ents may r est a ssured t hat thei r son is in good h ealth. While we a.re always r eady to consider the sugges tions of patron s, we wlll not receive cadets 'in the school unless we h ave full control of t h em. Tber efore, it i s a condition of admi ttance that pa.r ents recognize .t.hat •we have first ,authority In the management of .their sons ti LI the close of the session. All permits Crom parents ar e subject to the approv,al of the President, and should nhvnys be sen.t to him direct from the parent, and not through t h e hands or the cadets. All corrcs1,ondence affecting the
PERMITS BY PARENTS
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son's relntlon to the school should Jn,,arJnbJ,- be direct with the President and neTer with tlle cndet unf.il un understanding hos been renched-between the 1,arent and the President. Five reports are sent. to parents or guard i ans, showing prog r ess of their son s or warcls. Parents ar e earn estly r equested to examine these r eports closely and to co-operat e w i t h the f aculty as much as poss ible.
UEPORTS
WHAT THIS SCHOOL STANDS FOR. ~~~i§:~~ This school stands for something more than an Institution of learning. The latter term usua:lly sign.ifies purely Intellectual training; our work embraces ,not only I n t ellectual training but adds to It the development of the heart and soul. Dr. Nathaniel Butler say s that c r ystallized tendency to ward sound and appropriate conduct which we call character is th e ultimate end of education. When tbls -p oint-the essential o-n e-ls consid er ed, it is not strange that parents choose such a school as the most desirable one tor their sons. The keynote to this t raining Is Involuntarily struck by Webster when he s,ays, "H we work upon marbl e it will perish; If we work upon brass tim e will efface It; if we rear temples they will crumble to dust; but if we work u pon Immortal minds, if we Imbue them with principles, with the ju st fear of God, and love for their fellow man, we engrave on thm,e tablets something which will brighten all et er,ni!ty." And .as the mind of each young man Is peculiarly susceptible to the environment in which It Is d eveloped, It is here that the authorities of thls school begin their work. Gradually the grade in the school ascends. Disciplinary measures are similar In externals perhaps to other military schools, but only In extern,als. I fear ii is only too true t hat t her e are some mil itary school s where the military l ife is the warp and woof of the whole structure, which by reason of the undoubted excellence of the military system do get a larger percentage of objection able boys th.an they coul<l possibly handle, or get any good results f r om without tbe superiority added by military traLning. There are, however, such military schools as this In which the military life Is used moderately .as a help to orgac.fzatlon, physical exercise and many detalls in school life to advantage. We are per haps more sensitive to the cl.!arge of being a refu ge for unmanageable boys b y reason of the fact that we make consi derabl e sacrifice in weeding out such boys as come to us, or rejecting their applicatio n If we got an idea of .their ch,aracter. We pride ourselves on the high personnel of our boys. S-peakl ng of the attitude of our b oys towards m eanness, let me relate an actual occurrence at the mid-year examinations. One of
-17-
the boys cheated on ex amination and wag not d etected b y the officer In charge. Sever al days after, t he boy In question came Into the omce of t h e presid ent a11d con fessed h i s m i sdemeanor . 'This seemingly voluntary act:on somewha t puzzl e(} t lte president with the r esult that upon invesrig :itlon i t wns l ea rn ed tbat th e cadet senate h:i d notllled the young ma,n t ha t t!J e cadet s knew of his offense and t hat i t was necessary tba t he ac knowledge Lt or that t hey would appoint a committee to report him. Now do you not tlllnk that your boy would be snfc when public o p! n lo n -amon g hi s own associates Is so strongly on the sid e· of r ight? Preaching, as such , does •not prev all h ere, for t~ose In charge ro1llze that "if you wouid con v ince a boy t h at h e is w rong, do righ.t ." But one mu st not t ell h irn ever y d-ay t hat h o in.tends to convi nce b-i m. A moth er asked us l ast summer bow we inculcat ed r el!gi on Into a boy·s life. Sl: e was \'er y earnes t In t he matter as she told me that io. h er gr eat desir e to l ead her b oy to a Ch r is tian lire she had disgu£t ed h i m and no w he foun d no p l easure in it at all. This is one of t he 11 1:irdcc,t problems to sol ve for it r equires Jn flnlte t act and 1>a ti ence. Men wi ll bel ieve wllat they see. Let them see young m en followi ng ,::tct lons rat her than words. Then you create an i ndefin able, all -pervad!ng atmo sph er e which l eaves its point Impre ssed on t he life of each boy. T he schoo l sh ows each day what men h ave done .and what m en ar e do i ng ; an d the daily Hfe of the school is wort h as much to our boys as the brau ch studies he embraces. A ssociations nnd traditions surroun d t he cad et; assocl-ations In which fai th and enthu siasm mak e life worth l i v i ng ; -tr a ditions wh ich sh ow t l:at persevera nce i n duty is t he b est and .tru es t means of att ai ning and preser ving life"s h appiness. F or the p oet sa ys, "A little more courage, per si s tence, vim, Su ccess will d•awn o'er fortune's cloudy r im." T he advantage of the mind's development follow. Personal attention is essen t:ally n ecessary alo ng t h-is line, but how few Institutions adopt t h is cour se ! With us i n d iYldu ality m ean s every thing, and when a boy's specialty m ay b e found it i s encouraged and moulded i n t he field in w.bich i t bel ongs. Closely connected with all courses-in fact, overshadowing th em-ls the spiritual training. T·his training is what Web ster calls lnsti!Joing tbe just f ear of God and Jove of our f ellow man; it i s embodied In the first ,a,od gr eatest commandment, "Love the Lord thy God, with all thy heart, with all thy soul , and w i.th all thy mind."
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Preserve the heart of manly purity and give It back to him unsullied; keep the affecti ons firm ; G-0d, first, ~11.rthly love second. Remember th,at our h earts are builued on the hearts ot men; make yours what you wish the nearest and dearest to you to have. Our tral n•ing urges a strong un,l on of t h e two. What the rather, husband, or b rother w ill be r es-ts w i th t he boy at school. The school never for g ets this. And because of -this Jov e and sympathy, this human kno w l edge w hi ch liYes In this school, we believe that your son w111 be bett er and nobler !or having been In 1t.
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PLAN O F
I NSTRUCTION.
"The trrunsmiss-lon o! life from the l!Ylng, th r oug h th e liv ing, Is the highest definition of educati on," said Thrlng. It Is the poller of this school to ut!Hze th,i s principle. Any good thing that thoroughl y takes bold of a boy's In ter est, so that he torgets all else In his eagerness for it, Is prog.r ess Jn 1his education. This principle applies nowher e more than ·in the classroom. We want our boys to r ealize the meaning of their work, to derive pleasure from the pursuit of knowledge. New facts w 111 o pen up new vistas, give new motives for bett er action , n ew des ires for more knowledge.
POLICY,
College examinations ar e not au end, but stepping stones to greater pleasures and o pportun ities. To implant a desire !or more knowledge and to interest him in his work, so that he may select wi sel y from the labyrinth of college curr icula or go out i nto life endowed with ,a purpose, and further, It is our aim to cultivate habits or careful observation, accu r ate thinking and close application.
It will be noted that we give much time to essentials. To read well, to speak English well, t o wri te English well, to have proper knowl edge of history, and geog rapby, are of the utmost val ue tQ boys today. We aim to malrn this training most thorough . L ikewi se do we pay the same attention to spelli ng and penmanship. EYery boy In whatever cl ass he m ay be, is required to -take d ictation In spelling and pr actice i n penmanship each day. No one Is ever excused from this duty.
It Is our desire t hat every one or our boys should learn to ap-preclate the best books. For t his r eason the President falrns pleasure In placing in the hands of boys the best books of the old authors and or current llter,ature.
Cl asses are formed In all depar tments, at the b eginning of •the session. A'll FEATURE -ambitious student of ability will be allowed to -advance; h e " ·ill n ot be h eld back at a IL The slow student will be required to do honest work, but be wlll not be dragged along with a class. All will be advanced as slowly
A DISTINCTIVE
OT as
rapidly as thoroughness will admit. This rule works no embarrassment to any body. All depends upon thoroughness.
The question of preventing .the lowest third of the class from luter!erlng wlth thG progress of the upper two-thirds, and &t the same time doing full Justice to the OF LESSONS lower tb-lrd, bas alw,ays been a difficult problem fOT the schoolmaster to solve.
THE PREPARATION
Nearly every boy finds difficulty with at lea.st one or his studies. This may be due to a variety of causes-such as lack of natural aptitude, defective early training, lack of mental concentration, poor memory, laziness, or some s imilar falling. Whatever the cause may be, t he case always calls for special treatment if subs,tantial progress ls to be made. At Missou r i Military Academy .there are three distinct ways In which we attempt to overcome these ditncultles. FIRST. By maintaining small classes, gl\·lng ,assistance after school hours, and •the careful dlrection of study hours. SECOND. O ne t ea.c!Jer r em ains at the school from three until fiv e o'clock for the express purpose of giving direction and necessary. iaasistance to those who find difficulty In preparing their regular lessons. THIRD. There Is one period during the day when no class instruction is given in the Upper School. Each master Is in his class room, r eady to give aid and d-l r ect!on to those who s,hould receive It. The experiment has thus far proved ...-ery successful, and the boys h,ave voluntarily availed thmeselves of ·the privilege of conferring with their Instruct.ors. On the other hand, each teacher finds It possible to call before ·him for special instruction any back ward student, and give such assistance ,as may b e requi red, and the general progress of all classes has been greatly facilitated.
COURSES Intended to prepare Courses. II.
Missouri :Military Academy, ofrers t h r ee reg ular courses of study, viz.: 1. The Preparatory Course, which ls students for the Academy or Commercial
The Commercial Course, wWch, as the name
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Implies,
is
designed to thoroughly prepare cadets tor active business pursuits.
!Ir. The College Preparatory Course. which Js cles.lgned to give young ruen thorough fundamen.tal education, and prepare them for the active pursuits o! business and professional ll!e. It also prepares c<1dets !or admission to our leading unlversiltles. This course ls b-ased upon the course outlined for second,ary schools by the University or Missouri.
Prcpnrnt.ion for College nnd the Gornrnmont. Acndemlcs.Cadet-s Intending to enter college or t he government academies should make the fact known when they enter the Upper .Sc,h ool. The particular college should be designated, nnd their courses arranged accordLogly. Required !or grndua:Uon : Good m oral character and sixteen units credit of which four must be In English ancl three In M-athematlcs. In addition to the above course of study, l\'ll ssourl r.Blltary Academy especially prepares cadets for the entrance examinations to the U. S. Military and Naval Academies.
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EXHIBITS OF STUDY. ~~~i~§:~ Four years' work l·n English 1s r equi r ed In all courses for g r adu a tion. This department tal<es 1nt o accou nt Engl ish, (1) as a l anguage, (2) as a means of express-I on, (3) as a llte r atu re-all so Intimately connec t ed, ho wever , that the p r oper study of each w ill bear directly o n the other ,two.
ENGLISH
Liter a ture-One-half the time allotted, Is gh·en to t h e sturly or lllernture, chiefly In selecting wor ks of r epr esent:1t:lve authors. Masterpieces as a w hol e, s uited to the attain men,ts or the class, are r ead in class and carefully examined, while other works are :.isslgned as collateral reading, of which written r eports will b e required. All the coll ege entrance requirements in English w ill b e required for graduation. Grammar -A sys tematic study or g r ammar, as a foundation fo r hlgller scholarship in English, w-111 be maje, and an accurate kno wledge of analysis will be i n sisted u pon . Compo sition and R hetoric-Training In composition will be g.lven In eac·!J class , t h roughout the cour£e. A certain standard o( s klll In writing must be r eached before a student shall be eligible ror higher s tanding. Following arc the assignments f or each c l ass: FOURTH
CLASS : Grammar . . . . . . . . . . . . . . . . . . . . . 2 per iods. Liter.a.lure .................... 2 periods. Composition . . .. .. . .. . . .. . ... . 1 period.
T -H IRD CLASS: Composition and Rhetor ic ... ... 2 periods. Literature ...... . .. . . . . .... . .. 3 per iods.
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SE>COND CLASS: Composition nnd Rhetoric. . . . . . 3 periods. Literature . . . . . . . . . . . . . . . . . . . . 2 periods. FIRST CLASS: Literature (with brief Ws tory of llter ature) . . . . . . . . . . . . . . . . 3 pe riods. Composi,tion . . . . . . . . . . . . . . . . . . 1 pe l'iod. Language Study . ... .... . . ... .. 1 period. Ln ·this course we ende a vor to correlate the s ubjects of Algebra, Geometry and Trigonometry. E duca tors from the bes t schools in the Un it ed St ates have writte n art icles on th e advantages of correlation, but few schools h ave -attem pted It. By this m ethod we endeavor to bring cadets t o love m a,thematlcs for Its own s ake ; to be discoverers themselves, to look Into met hods of a tta ck and appreciate the elaborate Inter-relations of propos itions, topics and subjects.
FOURTH CLASS.-Algebra. THIRD CLASS.-Algebra and Plane Geometry correlated. SECOND CLASS.-Algebra and Plane Geometry correlated. FOURTH CLASS.-Solld Geometry and Trigonometry. Arithmetic and Elementary Algebra , are r equired for entrance to the Fourth Class.
SCIENCE
FOURTH CLASS : (a) Physiology. One-half unit. (b) Physical Geography one-half unit.
SECOND CLASS: Chemis try-The object 1>! .this cours e is training r a ther than knowledge, the .accurate seeing of things rather than the knowing
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about things. However, considerable attention w111 be paid to -the place or Chemistry ln the Industries and the arts. There wlll be three recitations and two double laboratory periods per week throughout the year. Notes must be ma<le ln the laboratory and no transcription will be allowed. FIRST CLASS: Pbyslcs.-Thls cou r se will consist ot elemen.tary work In l\'f echan lcs, Heat, Sound, Magnetism, Electricty and Light. Division of time same ns In Chemistry. A thorough study of the German grammar will be made in the two years of this course. In addition to -the grammar, the student will be required to tran slate ea sy prose at sight, to pronounce German and to be able to r ead the text fluently. GJ::llilL\N
THIRD CLASS: German Grammar, with dally exercises In translation both Into German and Into English. Hober als d ie Klrche or lmmensee are read In thle course. SECOND CLASS :
A reading of at least 300 pages of Germa n prose !rom such works as Wllhelm Tell or Burg Nledeck, with composi tlon on the text used. Particular stress wlll be placed upon the essentials ot German syntax.
GREEK
THIRD CLASS: White's First Greek Book. SECOND CLASS;
Xenophon's Anabasis, with Greek prose composition. FIRST CLASS : Homer's Iliad.
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FOURTH CLASS :
LA1'IN •lng In reading aloud.
Beginner 's L a tin. - S·pec i.al at ten t hm to the acquiring of vocabulo.ry, wlth t ralnSight read•lng begun.
THIRD CLASS : Caesnr.-Four books. Grammar d r ill. P rose c ompos it ion. SECOND CLASS: -Cicero, tour orations. Ovid, 1000 lines. Prose composition. FIRST -CLASS: Ver gil's Aeneid, s ix books. Careful study of R oma n prosody a:n,d Roma n myt hol ogy. Sight r ead•ing th roughout t-h e c our se . Composition once per week during the last t11r ee years. FOURTH CLASS:
HISTORY
Anole nrt History. - A car e ful a nd thorough s tudy o f Orie ntal , Gr-e ek, a nd Roman History to Cha rlemagn e. Thr oughout the year . THIRD CLASS : Mediaeval and Modern Hls-tory.-A y ear's s tudy In the history of the Europe an nations a nd their development from Ch.arlema ~ne until the pres ent time. SECOND CLASS: English H-is,tor y.-A y ear's s tudy c·Mefly government-al, -and s ocial ,h-!story of En gland.
In
the
politica l,
FIRST CLASS: American Hls tory.- A year 's study in a d·v anced worlc, em brac ing American poll-tlcal and Ins titutional his tor y, pay ing part icular attention to the Cl'ltlcal periods. Civics.-One-h,alt unit optional.
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Realizing the constantly growl ug importance of a knowledge of Spanis,h t:> Americans, the Academy has decided to offer a t wo year course In ·tbait language.
SPAnTSII
For a great many years, for some , InexpHc able cau se, the American people failed to reach t•h ose cordial rel a:~Ions, politically and socially, which our predominant pos•!Mon In this hemisphere demands. Probably the lmmecli:vte cause was t he l ack of knowl-edge, on our part, of the langu age and cns toms of the L atin peoples. However, with the recen·t change In p,oEcy of the United States, coupled wit•h our rapidly growing trace r elatio ns, a knowledge of Spa:r:.ish ls rapidly becoming a cecessity. We are pl eased to announce tb_a t a nat iYe Mexic an will be In c h arge of the course, so that a speaking knowleclge of the langu age can be assured. THIRD CLASS : Introcluccion a la Lengua Castellan a, by Marlon n.nd Des Garennes. Brans by's S pa nish Reader, Sp,anish spol{-en in class. SECOND CLASS: Matzke's Spanish Reader-Alarcon's El Capitan Veneno, nemy's Span is•h Composition. S pecial attention is given throughout the course to idioms, special ca:ses in syntax, etc.
3.
In addition to the drllls throughout tile year, theoretical instruction In class will be 0-ive•n: 1. Drill reguiations. 2. Field regulations. Firing regulations.
4.
•Manual •Of Guard Duty.
5.
Army Regul-atlons.
G.
E s says by stu dents on military subjects.
7.
Lectures by the Commandant.
MILITARY SCIENCE AND TACTICS
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We are elowly coming to understand what an Immensely important factor TR,\.INING ma.nual training represents In the J.lfe o! the boy. Hl.s world is largely ooncreto and material, and his constructive activities deal with tangible things. So lmportan.t has this matter become that many schools now exist wh,lch have this department as ,the predomlnant feature.
MANUAL
We a.ro fully equipped for a first class course in Bench Work In Wood, and pla:ns are now being made w•hlch will ad-d Wood Turning and Elementary Meta.I Work. The following is an outllno o! the course as now given : Benoh Work In Wood.-Tbo theory and ~rrect use of the ~mmon ,tools, each being Illustrated In turn by a series of carefully selected exercises. Methods for J,aylng out work from drawl·ngs; 4nstructions -I n uniting parts by joints o( the various l<.Jnds; polishing, staining and s·h ellaclng ; engrav ing, relief carving and inlaying. All models and exercises must be made from blue prints which wlll give exact dlmenslons.
BUSINESS DEPARTMENT. ~~~t~~~ Many a success rul busi ness man attributes -h-ls success to ,the knowledge he g ai'Ded or t he habits formed In some good bulness school. In Germany business sch ools a.re public Institutions consid er ed as essenti al as ,high schools or technical school's. In thls country they -are generall y private schools, but some of them are so w ell known and have such a large number or their graduates In Importan t positions in <the m er cantile w orld that they are really as much publlc Institutions. Every ·b usiness man sh ould h ave a sufficient knowledge of bookkeepin g to be abl e to check -th e work or bis bookkee per, but bookkeeping, wheth er for employee or the employ er, is :not the only thing to be taugh t in a busi n ess school. Habits or order are taught; :the importance of devices for saving time and labor Is shown; stenography and typewriti ng ar e a part of the work. A well equipped business school gives the young person an opportunity to do ever y,thl ng that Is done In actual business except to make f atal mistakes. The worlc of t he four th Cl ass 1n the R egular Course, or Its equivalent, with the exception of Latin must be completed before begi nning t he Commer cial Course. Alon g with the Commercial B r anches, Stenography, T ypew riting, English, Correct U se or the Pen, etc., are studied. The cou r se consi sts of the following :
COMMERCL\.L ARITHMETIC
T·h e -i mportance of this subject can not be over estimated. It covers the entire field of modern business problems, short met hods and accurate calculations.
Apart from the extensive fields of Law, this study sets f-orth •those fundamental LAW principles which the business man will most frequently find of v alue to him, and whlch will enable him to conduct his business dealings with an Intelligent idea of his legal rights and llmitatioo.s. The topics treated
BUSINESS
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are: Law ln General, Contracts, Sale or Personal Property, Negotiable Instruments, Agency, Bailment, Partnersh-ip, Corporat i ons, Insur::nce, R s?nl Prop2rty, Courts and ttei r Jurlsclictlons, a:nd Pleading and Prncticc. DifLerent conclusion s t:ba.t ba.ve been nrrivcd at by the Cour-~s ill Seve!'n, St ate::; r.re dis cu 3sed in detall, that the studcr..ts may understand the conn•icts in the l aws of t:be difrcrent jurisdictions. The Initiator y Course covers the simple theory of accounts, u sin g Actual ILLUS'rRATI\'E Bu siness Practice, v-ouchc r s and Imf.tatlon , 1oney. P.arUcular attention is given to j ourn alizing, posting, taklng t r ial balances, making finan cial statements. and olosing the ledger. In this set both si ngl e and double entry :ire ,t:i.u;;ht, changing from si:ngl e to doub le entry nnd v i ce versa i n tile same set of books. The Advanced Course Is cle,·ot ed to a tho rou g,h treatmen t or special l ines of business. T he m os t m odern ancl l abor-sav ing !orms for Con: rn !ssion, Sh i p pin g, Gen eral ;\fcrch andisc, Whol esale D ry Goods, Retail Grocery, Joint Stock Companies and Corporations, Manufacturing and Legal F orm s, ,together with the Loose Lea! J.edger, U: e Card L edger ar. d t re Voucher System are u sed.
MODERN
noomumrnm
The series or tran sactions is arranged cover, In abbreviated form , two days' actua l business o f the First Nat!onal Bank, Rochest er , K. Y. The w ork ·is w classified as to show the ordi nary duties involving the v nr ious o ffice r s and clerks or the bani,. At t he clo se or the second day's work, dividends are delared. statements J!! ade, an d the books closed. The :V[odern Oheclt Sheet M ethod. or Block system, which ls used by all leading banks today, is taught. A s In th e other course, rt·be actual transaction is done and vouchers and Imitation money used.
:CANKD'G
to
In stenography, the Ben Pitman sys·tem l s u sed, w,hich presen-ts the pr inciples in an •interesting and fascinating manner , WRITING and the student's attention ls absorbed from start to finish. T he instr uctions are copiously illustrated, and t he bulk of ·th e practice work is keyed, thus funa.lsblng the s tudent ampl e oppor,tunlty to verify his work. At the same time, sufficient unkeyed matter ls given to serve as a test of the pupil's ability t o advance t o a new phase of the subject
STEXOGRAPHY Al\'D TYPE-
-30-
In typewriting, tho touch sy.stem Is required. This &ystem enables the student to learn to finger the Universal Keyboard accurately and rapidly. The lower school for younger boys ls ra p!dly b ecoming :i.n Interesting and attractiYe reature with the institution. Other th ings being equal, It !s !nr better !or boys to enter this departmeut ,t h nn to wait until they ,are older and then enter on e or the upper classes. •:I.lore can be accomplished with a lad whose habits nre altoge ther unformed than with one whose cb,aracte r l s beginning to cryst a.Jlize Into settled tendencies. It la our ,exper ience th•at boys w h o en.ter the Lower School develop more satisfactorily and attain t he higher standards. •
·rnE LOWER SCHOOL
T he boys or t ho Lower School range in age rrom 8 to 15 years. North Barr-acks, is set -apart entlrely for their us e. They also constitute a separate company in the mil i tary organization. However, whlle th is department i s entirely free from contact with the older boys, the y oun ger boys enjoy all t he priv ileges, recreations, and ent ert ainments provided for t he sc~ ool. W h ile the Instruction in this department covers the Grammar Grades, spec ial attent:on is p::i.id to t eachLng the boys how to study and think for t hem selves. T ·hls is the one stage in a b oy 's life wher e a woman's ,Influence l s ab solutel y necessa r y. The working h ours of young children should also be l ess exac ting . T h e !nfluences surroun ding tho boy should be those especially sui t ed ,to his needs. To this end the ladl es of the ,household deYote considerable attention to t hem. They ar e careful ly instruc t ed in all m atters of per sonal neatness and cleanliness, especially i n the Important consi derations or pro per itable manners, b aths, condit!on or teeth, ears, nails, etc. We know that virtue and vice begin early to contend for the mastery; we know -that young chJldren ,aeed to be protected from wrong and helped to do right; and t h e difference between a good •and bad ·h ome, or a good a'ld bad school, lies largely in the e:,,"tent to which t his protection ls giv en. In ot,her words. in the ear ly stages of a child's life the word "nurtur e" bas, a deep, moral signi ficance. As children grow older, ,t hey are gradually set free; t hey are allowed to assume respons ;bil ity; they are frequently tested in questlons of truth, honor, justice,
MORAL INSTRUCTIOX
-31-
decency, courtesy, and fair play; they are contlnuaJJy choosing and deciding. T,hey are gaining strength or weakmess of character. What parents and teachers have done during their earller years, t ells, and even yet, the presence of strong -p er sonalities, which embody and exemplify goodness and uprlg,htmess, are of incalculable value. It is, during this second stage of childhood, leading to manhood, ,that uhe blessedness o! doing right is experienced. Here it Is that the t eaqher has his grea test opportun,ity. Mercy, justice, purity, m eekness and good w!II are active forces , seeking expression, battling oftc.n with their opposites, -too often being overcome, and yet seldom uHerly destroyed. All t.hJs play of emotion and sentiment, this molecular action in the morn I IJfe, unseen ; ,and of.ten studlous,ly concea.l ed , is the real sturr of which character Is made. The joy o f the pure, sinless child, Is the brightest thing In 1JJe world, while the depression and h eaviness of ,the y oung heart conscious or evi l , Injustice or falsehood, Is d-arlc and dangerous. :Mental sull:ering ,vlth young or old i s often not because of one's owm wrongdoing, but bec ause of tbe sins of others. D oes anyone question the depth of s incerity of the feeling whic h flows through the young mind? R ecall your ow.n experience. Observe closely children wJJo are facing disappointment or unkind •treatment. W •hat is the meaning of ,the rath er frequent cases of suicide of children, except it be the r everse of that condition, which the :\faster declared to be "blessed?" The second point which I wish to make Is that in ,the school the foter pr etation of these fundamental sentiments should be attempted. A virtue so vital and central as purity, partic ularly physofcal puri ty, should at t he proper age, receive th e lab el by whic•h It Is known. There should be enough teaching to make the mind thoughtful and intelligent. The blessedness of the m ercirul and of the peace-makers may be emphasized and illustrated. Kindness to animals; gentleness towards playmates; sympathy for the poor, the unfortunate and the crlmlnal; the suppr ession of angry and hasty words, and the cultivation of friendliness and good-wlllthese are all of practical impor,tance, -and may well be practiced during the formati ve stage. So with the oth er vJrtues which Jesus said brings happiness. A t the proper age, In the proper way, and in the proper spirit, they are to be suggested, -and ,their applic·atlon made easy. Thus as moral traits, they are easily Identified whenever experienced or when manifested by o thers. Example here Is powerful. The stronger will always help the weaker. Social combination, when committed to the cause of purity, justice or g-0od•will, makes It easier for the individual. History and literature
f urnish abundP.nt examples or the beauty and dignity o! honor, unselfishness and self rep r esElon. True h eroism is humanity at Its best. lt makes its appeal, and enforces Its lessons without much moralizing. The tact, or i ncident, Is often more Influential If left to do i ts silen t w ork. The bealtby mind recognizes and commends goodness, and ,..-i-sbes to emulate i t. Jt sees ,J10w great Its rewards a.re, and soon comes to realize t hose r ewards In an approving consc!en ce, as well as i n tee commendation of others. The school Is not a thing apart from lite. Education, like rellglon, Is llfe, and I t is especially ~o In the field of characterbnUrli ng. As the schoo l bas been assigned l arge responsllJ.ilities for t he nurtur e or t he boy, it 1.& unjus.t and unwise to disparage Its polenliallty for acl:: i eving the highest mor al r esults. The church bas no mo u opoly on goodn ess, or of the m ethods o! teaching It. The blesse<lnes.s o! doin g right ls an ever y day principle, and ls ever presen t in childhood, as In manhood. As the sch ool Is a social community, i n which Urn child g ro ws u p from ch il dhood to youth, and from youth to man-h ood, and where be settl es many of the deepest life-problems. i ts potency for char act er-buil ding I s undoubtedly as great, Ir not great er than that of the borne or the church. And It Is -this fact wh i ch m akes t he selection of the school for your boy ot so v ital a moment. Many a m is take has been m ade i n contusing material equipm ent and numb ers fo r tbe true m easure for a school.
Boys receiv e from their parents little or no lns t rucilon on sex physiology, the origin of 1ife, Intimate habi ts of personal purity, t h e mistakes of Ignorance, or the sacredness of the r elations designated b y I n finite Wisdom to exist between tbe sexes. Proper and In nocent questions are u sually met by eva sion. The questioner is made to feel guilty for t hinking or s peaking of suc!J things. Turn ing from tbe proper authority, t,he y ou ng and unsatisfied mind seeks such information outside from foun tai ns of Ignoran ce and corrup tion . The b est friend of boys seem to be in l eague with the power s of darkness to hide the truth. Right knowledge dispels impur ity of thought, word, and deed. Properly presented, the entir e subject grows In b ea uty and interest, inclining t l!e stu den t to delicacy and purity and l eadin g inspi ration to a high er and nobler life. Tell t he B oy A lways the Plain Truth on a ll Questions Per.taining to Life-It's Origi n, Design, and Destiny.
SEX INSTRDCTION
"Truth is outraged by fal sehood; it may be equally outraged by silence."- Ammian.
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M.111tary ·discipline and drlll are !"ou,nd <to be 01" prime Importance In preserving good government, In ,hold ing the student's attention to study, and In sharpening t h e Intellec tual faculties. M any In different students, on pass ing from a publlc school to a mllit ary school , surp ri se t heir form er teachers a nd frien ds by earn est appli cation •and brllllaJ1.t resul ts. The r eason Is simple. Her e rank and office are the r eward a nd the c-adet Is impelled by a motive power not exi sting el sewher e. If a b oy has a ,shred ot ambition, lt Is soo n a rou sed b y t he kno w l edge tf1at his position In rt-he school i s deter mined by bis r eco rd as a cadet and ;that the h eigh t to wh ich h e may attai n ls entirel y dependent u pon his own effort s. Both as au o ffice r and a priva t e, the cadet l earns t o attend carefully to m atter s o f p er sonal h ab it and ex em p l ary deportment.
AN INCENTIVE
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MILITARY DEPARTMENT. :.s.:.s.;.a0=-~ ~ ~;?::'!J·=0 ~ ~~ For ages military organl1,atlon has been r egarded as the mos.t effective means or controJling men •assembled In large numbers. T b is organization having come to us from the far remote past h as been tr.led and perfected until we have It In Its most advanced form. 11-[ilitary disci pline c r eates tbe h abit or impllclt obedience to authority. It a llows no room for -argument. 'I'he solider soon learns t hat superl:i rs hold the positions ,they do because they have been tried a nd not round wanting. H e r eallzes th-at they stand for more than mere authority-they stand for his country. The man un de r militar y d iscipline becomes a r especter of the law, rather than a breaker. Accustomed d ay afte r d ay to seeing a ll things moving accor ding to a fixed order , he soon becomes a lover or order. Th er e ls no phase of tbe education o! the American youth more important than t he habJt of Implicit obed ience, respect for lawful authority, and Jove or o r der. It 1s for this r eason that military s chool s have become so popul a r in the United States. In many or t he for eig n countr ies, mi litary service Is required of every young man at a cer tain age. This accounts for the great love every German feels for bis country. No such service is r equired In our country and we have endeavor ed to make up tor it by establishing military schools wher e the young men may derive all the benefits which accrue from milita ry discipline. EE.N"EFiT
From a physical s tandpoint the b enefits are of vast Importance. Many a boy with round shoulders, a slouchy walk, or ungainly carriage ·has left this school with s,houlder s e r ect , a s t eady stride, a deep full chest, and a ruddy glow In bis cheeks. Every morning at r eve ille the r egulation setting up exerc ises are held, every afternoon a forty minute drill In military movements or in Butt's :\1anua l of Phys ical Drill ls held. The boys w ith flabby chests, pale cheeks and soft muscles, soon find themselves growing more robust; their lung capacity increases; as the term prog resses they take more and more interest In outdoor li!e and finall y when the end of ,the year has come Instead of being heartily s ick of school and everything connected ,w ith ,it, they look
PHYSICAL TRAINING
-35-
back with pl easure nt the <llrferent school have had a part.
actlvltles In w,h!ch they
Mil!tary education engenders habit or sel ! -rellance and sel f-dependence which are so essential to success. Here the cadet Is trained to r el y 11pon h i s own efforts to ,a ver y gr eat extent so that ju after life h e Is more often a l eader than a follow er. Then there are the habits of n eatness and punctu ality. A military school is the best place for a boy who is leaving home for the first time. Accu stomed at borne to having all his wan ts l ooked after, his r oom cared [or, all his clothing put away, he is in need or a school wher e he must care for all his personal property himself. Every morning he must police bis own room, must have his shoes shined at every formation; must be i n his pl ace on the line at the last note of the bugl e. He cannot h elp -l earning habits of nea.tness and punctuality.
FORMATION OF CHARACTER
Y ears of experience in a milltar y school have taught us what a b oy likes and dislikes about the military system of l\IlLITARY SYSTEM discipline, also what Is most b eneficial so far as young boys ar e concerned. Accord·lngly, w e •have somewhat modified the system as found at West Point and have adopted those features which bring the most dir ect r esults without making it ,a drudgery for ·the young cadet who has not reached the matur ity of an Army Cadet. It ls a waste o! time to secure a m achine like p r eclsion ln the Man ual of Arms, and Ln complicated movemen ts which can only be of u se to men who are being trained to handl e l arge bodies of men in t ime of war. Thls precision can be of little use in the education of boys who ar e Drill Is u sel ess being train ed to serve their cou ntry as citizens. after boys reach the point of fatigue. W e f eel that we are able t o show better r esults with a short drill than many schools which devote hours to the training. Every drill has an educational value to the ind ividual. The mllltn.ry work of the school In no way In terferes with the scholastic worlc.
OUR
Every morning throughout the entire year , the r ooms of the cadets are Inspected. At such •time ther must present a neat appearance, the beds must be made, all .art icl es o f clothing must b e In their places and all books arranged on the shelves. Once a
rnSPECTIO:NS
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"·eek t l: e qu artcrs arc under 3peci al inspection. At this time the r ooms must be In perfect order. Every article the cadet possesses is exami n ed. There must not be a speck of dirt anywhere. At the rrequent formations each day the clothing, shoes, etc., o! the cadets are inspected. The delinquent boy goes for a clean collar, an extra scrub or a s hoe shine. The habit of properly dressing for meals L, ensily acquired under our military system. Every boy needs careful, sympathetic leadership and s y stematic training, especially that one who has not learned obedience or bas grown head-strong and indifferent from neglect and b ad association s. The proper pl ace for such Is a school where the men in authority h ave made b oys a study-who can command thei r obedience and r espect, and give ,Lhem a!d and sympathy of t he r ight kind. The b est discipline ls that which effec ts t ile best phys·!cal, mental, and moral r es ul ts with the least frict ion and in the shortest time. It is the idea of the Inexperienced t h at t he harder the rul es of schoo l and the sever er ,the puni shments the b etter the discipline. 'l' his i s s imply p u eri le and dangero us. No harm, but great good, ls accomp lisll ed i f the weakness of boys can be corrected without sev ere methods. R espect, confid ence, and t he highest obedience may t h u s be in spired, w hile rough han dling i s often ·Irri tati ng to the proud spiri t, and may drive to r ebellion and desperation. We endeavor , -ther efor e, to avoid the common error in the ,tr aining or boys. .School s too often make the mistake of substituting discipline and routi ne fo r p er sonal gu idance, treating boys eitller In tlle mass or emph asizing too strongly the individual. We make tbe boy under stand that we hol d him responsible for obedience. We believe in his h av ing a "good time" when he ha.s earned it.
DISCIPLINE
As a means of dlsciplfne we use the demerit system, six demerits confining -the cadet to the campus for a week. T-he ordinary offenses of school lffe, with the d em erits corr esponding, are publ ished so that any student who is t empted to violate the mies may choose for himself w hether he wlll b ar ter bis liberty and privileges for the fl eeting and unsatisfactory pleasure incident to the infringement of regula-tions. If he breaks a rul e and is observed, he inev itably brings upon his own head the pen alty, and so becomes his own executioner . Thus by the demerit .s yst em ,students are daily given the choice or right or wrong exercise of faculties with the consequent self-imposed reward or
DETtrERITS Al\'D CREDI'l'S
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punishment. E:ctra duty Is Imposed upon stuednts W·ho commit offences graver than ordinary and upon those who are not easily corTe<:ted by the demerit system. A system of credits l s also in vogue. Credits -are given for perfect appearamce at the !ull dress inspection, for neatness of room, and for not having a report for a week. Every credit cancels a demerit; at the end of the week -a balance Is struck and each cadet havlng ·an excess of five must cancel them by extra duty. The cadets are at all times under mlHtarY di scipline; they live iu barracks and INS'l'RUCTION exercise n colllplete system of administration conforming to the customs of the service In the United States Army. While the main f eatures of the system •In vogue a,t ·west Point a r e In use here, the system Is ·not so exacting. This instruction fits the boy for a fte r life In many w ays. H Inculcates the habits of regularity, sclr control, r ever ence for law and r espect ror authority. The practical course of lnstrnctlou in this department includes Infantry Regulations, .Field Service Regulat:!ons, Manual of Guard Duty, Firing Regulation, Fie ld Engin ee1,1ng, Butts Manual, Bayonet Exercises, Slgnn.Jllng, Wall Scaling, and F i rst Aid to the Wounded. These exercises occupy five periods each weelt and under no circumstances -are allowed to encroach u pon the hours devoted to the real business ol the school- study nor to assume such prominence as to interfere with the ·attainment of t he object for which the Acatlemy was fou nded-sound scholarship. A considerable portion of the f all term ls elevated to honors which are essential to all Military Sch ools. The cadet is taught ,to r espect those above h-im . He l earns how to salute, to stand at attention, and all the niceties of gentlemanly cour,tesy. Squad and company drill are continued as long as the weather Is favorable. Dur-I ng the w i nter months, Butts Man ual , Callsthentlc Drllls and Bayonet Ex ercis es are held in -the gymnas ium. During -the spring after a short period of company an d platoon drill, battalion drills are commenced, alternating afte r war ds with extended order drlll, outposts, advance and rear g uard drlll. Guard mounting i s he.Id oach day; -i nspections weekly; parades, reviews, and escort to color frequently.
MILITARY
In pursuance of our policy of a well round ed educa t ion, we Jay particul ar stress on physical development. A youth's suc-cess In school depends quite as much upon the health of his body as
A1'JILETICS
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upon the Integrity of his mind. The student bas need of greater streng.th and health or body than the artisan, because mental work ls severely exacting and physically exhaustive. It Is necessary, therefore, that he keep his body In the best possible condition. As stated before our military training has this for Its chief aim. But If we depend solely upon dr,lll very little progress would be made, for it would become lrlcsome and the cadet would soon tire of It, thus defeating one of the chief aims of the school-to stimulate the Interest of the young man. Hence we have well organized departments of athletics and gymnastics. There is a prevalent idea that participation In athletics makes the cadet an Inferior student. Our experience: however, ha~ demonstrated forcibly ,the error of ,th is belief, !or our best athletes .h ave been almost without exception our best students. Hence we have made athletics a very Important feature of this school as a glance at our record will show. B esides the unquestioned physical advantages accruing from athletic training, the cadet also derives those very important lessons, perseverance, self-control, sel!rellance, and ability to think and act quickly. But .athletics improperly governed sometimes work more harm than good. In this school all the athletics are un<ler the •direct supervision of the faculty. The students have nothing whatever to do with the management of the department. No cadet may talce part In athletics unless he maintains a certain average In his class work. At no time ls team practice or any other work of an athletic nature allowed to interfere with the study and r ecitations of the cadets. Ample means for exercising are p rovided for those who do not have the ablllty ,to play on the sch·ool team. A second and a third team are organized In the differ ent branches of sport. The school possesses two fine tennis courts and play ground which are accessible to the younger boys •during recreation hour. In this way all the cadets receive a good out-door physical training. Indoor gymnastics begin at Thanksgiving and end at Easter. Both class a.nd Individual work are under the supervision of the Director of the gymnasium, and every effort i s made to r emedy existing physical defects by an appropriate system or exercise. The course consists of calisthenics, dumbell drill, Indian club and apparatus work. Considerable time Is devoted •to gymnastic games which train both the mind and the body. 1.-Gold Medal, for highest scholarship during the entire session. Depends upon the final examln•ations. Op~n to all cadets .Jn the Academic Department who carry not fewer th:i.n rour regular studies.-Offered by Mr. Chas. A. Buckner, Mexico, Mo.
MEDALS
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Z.-Gold ·Medal, ·for most meritorious cadet. Open to all cadets.Offered by Mr. R. D. Worrell, Mexico, Mo. 3.-Gold Medal, for best drilled cadet. Open to all cadets.--Oliered by Messrs. S. and N. Phillip, Mexico, Mo. 4.-Gold Medal, for neatest room. Open ,to all cadets.-01Iered by -the Academy. 6.-Gold Medal, for best athlete. Open to all cadet-s.-Otrered by Mr. Joe Barth, Mexico, Mo. 6.-Gold Medal, Scholarship. Open to cadets In the Lower School. Offered by Mr. .J. H. Sallee, Mexico, Mo. 7.-Bronze Medal, for highest standing •in courtesy, industry, and integr-lty. Open to all cadets.~Otrered by Colonel F. C. Shaw, Kansas City, Mo. 8.-TWO HUNDRED CREDITS, for not being on the sick list during the session and not shirlclng any duty . Open to all cadets.Offered by the Academy.
DANCING
Realizing the importance of dancing as an accomplishment In polite society, the Academy b as arran ged -to g i ve instruct ion Monthly <lances wlll be given at the Academy
.to those desiring It. throughout the year. At the same time we wish to say th at we will respect t h e views of those patrons who do not b elieve In dancing. Consequently every cadet will be required -to present permiss ion from home.
The social side of the Cadet's life receives due attenti on. A part of every y oung man's education should be prepara-. FEATURES tion to take his place i n the socia 1 world. He must have the ability to m eet h is f ellow man when he goes out ln-to the world in such a way as to reflect cr edit upon h i mself and hi s associa•tes. l\Tany opportunities are afforded w !Jer eby he may become at ease in the presence of stranger s. Military RceJ}tions are g·iven annuall y and here he m eets the best people of :vrexico and forms many friendships which are a benefit t o him throughout life. In addition t o this Hardin Colle~e for women glves ,two r eceptio n s each year, and there are numerous social gath erlng s in th e city t o which t be cad ets are always welcome. Theatre p arties are occasionally formed to witness some of the high cl ass performances wh ich come t o St. Lou i s. Cadets have the privJ.Iege of calling u pon young ladies In M ex ico and a•t Hardin under certain restrictions.
SOCIAL
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LEA VE IilGI-I SCHOOL.
Do you know tbat 40 per cent or tbe boys who enter High School never fini sh? It is deplorable but nevertheless true. Have you ever stopped to consider why this I s ,true? Probably you have said along with ,tbousands of others, " They a:-c too dull to get along and may as ~ell stop scbool an d get out •In tbe :world to earn tbeir own living." Then ha\·e ro u ever considered why so. many young men not only do not get along in the world but actuall y become undesi r able c-!Uzeus, yes even criminals? Probably you th ink, along with the others, that they have had tbls ten dency (rom youth. Dut you are r esponsi ble i n a large measure for this class or young men. You and the busy 'IYOrld think that these young men ,who leave high school are naturally a failure, that there is notbing good In them and you pass them by for the young man who 'is brlgh,t and shows it. This I s as It ·3 hould b e. The busy world or today has 110 time to stop and Inquire If, after all, there may not be something good in a yot:ng n,an who has not been able to hold a position wllere even ordinary lnteHigence Is required. But years of exper-lence ln the l,Cllool business have taught us tr..a t one-half of these boys were among the brightest In their school. This would seem to upset the prevalllng Idea that a boy who does not succeed •i n school will not succeed lo life. There are many and good reasons howeYer why the man who Is a failure in lite may have been a good student in his youth. Take an average boy !or an example. He Is active, bright, fond of our door lite, loves to be moving about, possibly Is a good athlete. Being au avern;;e boy his work in h-is lessons is sat isfactory. But there comes a tfme usually between the ages o f fourtee n and seventeen, ,when the boy begins to feel out of place with his s urroun din;;s. He may be In a school wbere a large p ercen tage of the studen,ts are g i rls or may have a lady teacher who does not understand his mal,e up or the teacher may be handicapped by too many scholars. At any rate the boy r ealizes that somethin g is wrong; possibly be Is told that his girl class-mates are gcttir.g ahead or him In his studies. The boy knows in a vague way t hat he is not beiu.g adjusted to fit somewhere in Ji[e. Re knows t1_1at all his teacher
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cares about lllm Is his showing in the reports. He must come up to a certain standard In all subjects, no matter bO\Y unfit he is mentally to master some of them. In others he knows be could excel!. But his inclination means nothing to his automatic teacher; It does to the boy; he realizes that unless he ls adjusted to his capabllltles, he will be a failure in life. He never can pass that examination in Roman history, French or Drawing ; also be feels that for him It is a waste of .time to drag along any more. The out door life calls him; he longs to be away from the bore of lessons he cannot understand, studies which be knows wlll n ever be of any benefit to him. He becomes discouraged, wants to drop out o! school; he is not spurred on by bis teach er, he ls not encouraged by his parents and t he r esult ls he leaves school.
In very mauy cases lie may be told by his father that, since he would not stay in school, h e can hustle for himself. He finds himself poorly equipped to earn a li ving at tb::i.t age. T:hen Is thrown upon the laud, another untrained boy, a dlshear,tened youth, who, as a man, Is t o be a failure. Rather than be conclcmned these boys should be pitied. Many a father in the rush of his business deprlves his son of t!Jat careful attention which he so much needs at -the high school age. Now, if you have had this experience with y our boy, clou't ghe him up. Send him to a school of this lclud wher e his character and disposition Is studied with a view -to finding out for what vocation In life be Is best suited; wh ere he m ay be adjusted to pursue a calling for which he Is physically and mentally adapted.
SOME IMPORT ANT CONSIDERATIONS.
You will find here, in all probability, just what you have been looking for- the man a nd the school tha t may d eterrulne your son 's charac t er for time and eternity. Iu a ll business dealings nothing Is more important t han a clear understanding at th e outset. You are looki n g (or a man and a !:-Choo! where you may ,with safety p-lace your sou f or proper -i nstruction, symmetrical dev elopment, discipline, and protection. When I n your ju dgment, this m an ls fou nd, you ask him t o assume a grave respon sibility. The con scientious t eacher recognizes the full w e-i gb l o f t h i s, and l s wi ll ing to assume i-t under certain condi t ion s to which You Should Assent in p lacing your son under h i s car e. F'i rst of a l l, y our unreser v ed <:on fide nce is expect ed. In all the relations of li fe y ou have given this to some on e. In l egal affairs, you trust y our attorney; when ,trave l ing, yo u pl ace your life ln the hands of t he engi neer; when sick, you r el y upon your physician; you enjo.Y without fear t h e food prepar ed by you r co ok ; for sr>lrltual g ui dance, y ou open your heart to you r pastor. The soulInterests of your son are Immortal and demand tlie d eepes t c oncern while bi s charact er is still p l astic and waiti n g for the hand or dest i ny. The instr uctor who is charged wltb t he responsibi lity of moulding h-is life for time and eternity should r ecei ve from you a confidence as full as the responsibility and a sympathy as broad as Nature. F or the period during wh1oh he 1s connected with the school, your boy should recog ni ze the bead of th e school as an authority from wh om thP.re can be n o direct appeal. It ls highly prob able that •h e will, now and then, b e subj ect to discipline. T his wlll doubtless cause h im to m urmur, and to worry you. Do not lose sigh t •of t he fact t hat all hope of good ·w l!l be lost if he k nows tha,t his complaints will receive a sympathetic heari ng at home. Here impartial justice appl ies the remedy for broke n l aw, tempers it w i th mercy , and withd raws it en ti r ely when the boy's stubborn wlll yi elds a c heerful obed ience to l awful authori ty-The Aim and End
of all Discipline. Having
trusted
your
boy to the school
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authori ties-having
placed him beyond the touch or home and his former associates to rub against the world,-if you would ligh ten the teacher's burden aud make his serv-l ce to your boy a laoor o f Jove and success, Jet him !eel that you are his friend under al-I circumstances. He must tell the plain truth about your ch!ld, not merely to find fault when he goes wrong, but to Inform you of his life aud development at school. If conscientious and careful to ascertain the facts, he will probably detect In your son's composition fea,tures that have escaped your notice, certain 110cul l aritles of di sposition and temperament that will color h is whole life. When your attention ls d irected to Ms defects, it is expected thal. your loyalty will be as strong as when excellence in tho hoy is commended.
In placing your son In a schoo l, you are apt to make tile mlstalce of thinking that a marvelous change for the better wlll be produced In him in a very short time. This is highly improbable. In all of •these years under y our direction a nd influence, have you done anything marvelous w i th him? When too much is expected, great injustice is clon e to the boy and to the school. You cannot eliminate time from cultui-e. A boy's character ls plastic. It may be made "a thing or beauty and a joy forever," or It may sl1ock us by its deformity, according as the h and that moulds it is true or fal se. :vrany make the mistake of keeping their boys a t home too long. The fathers have no time to lool,: after the boys and the mothers soon lose control over them. Irregular and danger ous !Jablts are formed, dissipation begins,-to be followed surely by mental an d moral decay. Your business may prosper, but your son may be lost. Place Y our Sou ns Enrly ns l'ossilJle in a Good Military School, :rnd liecp Ilim there Until tile Danger Period of tho Boy's Life is Passed. One or two years will mark a wonderful change. The charges here for board an-d tuition for the full session are but $325 .00. While t his rate is very moderate compared with that of many other military schools, we wish to state distinctly and emphatically that we are not conducting a cheap school. The essential advantages enjoyed by our boys wlll compare favorably with those -0fl'erecl by any other military school in the United States, and a visit to our school will convince any parent of the correctness of this statement. The dlfl:erence between the Missouri Military Academy :>.nd most o f th e high-priced m ilitary school s consists In the fact that we are conducting a good old-fashioned, comfortable home, and not an ultra-fashioned hotel for the sons of mlllionalres
OUR RATE
44
who want high llfe anu amusement, and a.re willing to pay for it, matter what the cost. Our boys come from the very best and 00 most substantial h omes In the country, both North and South, and we have yet to hear of anyth ing but praise and congratulation from our patrons and friends. Board and Tuition with roommate, a.ll departments . . . . . . . . . . . . . . . . . . $325.00 EXPE::'iSES Board and Tuition rooming alone, all departments ................ . ...... 350.00 Payable $17 5. 00 September 15th; $150.00 January 1st. Rooming alone, pay able $200.00 September 15th; $150.00 January 1st. Gradua tion Fee . ... . .. .... ...... . ..... . ... .. . .. .. . .... . .... $5.00 \thletic, library, and r eading room fee . . . . . . . . . . . . . . . . . . . . . 7.50 All f ees, incid en t al s, and extra courses payable in advance. A deposit of $50.00 mu st be made at entrance to cover uniforms. In case of prolonged sickness, necess itating the r emoval of the cadet from the Academy, on r ecommendation of the Academy Surgeon and by perm ission of the President, $5.00 per week will be refund ed for time lost over two w eeks. Cadets entering after October 12th w111 be charged pro rata from date of entrance. A charge of $5.00 p er week will be made for cadets who remain at school over Ch ristmas holidays. Mon-thl y s t at ements of incidentals are made. All checks or drafts sh ould be pay able to :\Iissouri Military Academy in St. Louis or Chicago exchange, and should be sent direct, and not through the cadet. It is a conditi on o! admittance that cadets remain the entire session. No deduction will be made from the amout due the school ,for the entire school y ea r , for absence, withdrawal, or dismissal.
It will be noted that cadets are required to be in uniform at all times during their residence at the Academy, so that they have no need for citizen's clothing. Hence uniforms should not be l ool,ed u pon as an additional expense, for experience h as proved th at military clothing, though costing no more than citi zens' clothing, will outlast it, and Is, therefore, cheaper in the end. The r egul ation cloth i n g consists of two grey uniforms with caps, one for dress purposes, the other for ord'inary or every-day u se, two pairs white duck pants ; t h e overcoat i s optional. The uniform, consisting of coat, trousers and cap, cost $21.00 each, the
MILITARY UNU' Oill,I
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overcoat, SlS.00, and the flannel shirt $2.25 each. West Point coatee costs $16.00.
The full dress
All military clothing, equipment, ete., must be of the regulatlon pattern, hence, must be purchased at the Academy and must be paid for at time of entrance. These uniforms are made on tailor's m easure after cadets enter school, and any alterations are made at our expense.
The follo w ing is 11st of articles which each cadet will n eed. The artloles must be carefully marked with the owner's name. In order to insure u niformity those articles marked "' should be procured a.t th e Academy.
KE CESSARY ARTICLE S
l :Fll:tcking Outfit. 1 H:iir B rush
4 Sheets (Single Bed) 3 Pi\low Cases
1 Pillow 1 Clothes Bag 1 Comfort 2 White Counte1·pa11es (P,tain) 1 Pair H eavy I3Jnnkets 6 Napl,lns 1 Napki n Ring 6 Towels Toilet Soap 1 Rug (Small)
l Comb .l Cl othes B ru sh
1 Tooth Brush and Paste 1 Bible 1 Pair Rubbers 2 Pair Black Shoes ~1 Broom "1 Dust Pa.n "'6 Co\lars ''2 Shirts
For those wishing to talte one or more of tbe following special studies : Per Session. Laboratury fee in Chemistry ........ $ 5.00 Laboratory fee In P hysics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.00 Use of typewriter per year ........ . ....... . ... ......... .... 10.00 Tuition In Plano Music, a lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Tuition in Band or Orchestra Music, a l esson.............. .. .50 Tuition in Elocution . .. ... . . .. . .. . . ... .. ..... . ... ... .. ..... 50.00 Tuition in Voice Culture . . . .. .. . .. . .... .. ..... ... .... . ... . . 50.00 Tuition in Violin Music, a lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 'fuition in Ste nography, per year .. ... .. .. . ....... . . . ....... 35.00 Tuition in T ypew r iting, per year ..... . ...... . . ... .... ...... 15.00 U se of Piano for Practice, per year ............ . ... . . .. . .... 10.00 1'1anual Training . . . . . . . . . . . . . . . . . .. ..... . ...... . .... . . . ... 20.00
EXTRA eliARGES
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Any cadet des,tro~•lng .the property of t b e Academy or any other cadet will be required to pay !or the same. Should the ol'l'en der be not round out, the damage will be assessed against the student body. Each cadet is required, at en t rance, to deposit $2.00 as a guarantee. Any portion of this deposit not consumed :\fay 30, 1911, will be refunded. DAMAGES
The great enemy to habits o! economy, health, democratic spirit, and the destroyer MONEY or ~quality In the school, Is too much s pending money. Moreover, the practice or spending money freel y without accountability Is u sually associated with companior:ship beyond your knowledge. It fills the mind of your boy with contempt for honorable standing In hie studies. Som e of the most Yaluabl e lessons inculcated pertain to the proper val ue and use o f money . T each him the principles as a child, mid you w ill not have reason to accuse him of being a spend.t hrift when he becomes older . We must ask that the limit placed on this item, n amel y, fifteen to fifty cents per week, be rigidly adhered to. If you wish us to atten d to this matter for you, deposit money to cover with us. K o money will be given to a cadet unless there Is a deposit on b and.
SPENDIN G
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