1904 Missouri Military Academy Viewbook by Missouri Military Academy

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CATALOGUE — AND---

ANNUAL ANNOUNCEMENT — OF THE —

Missouri Military Academy — AT —

Mexico, Missouri, — ON — i

Bellevue

Place,

1904

A ut Disce aut Discede !

Press

Kansas City, Missouri: Hudson-Kimberly Publishing Co. 1904.

X * CALENDAR * * 1904 -1905.

* September 14—Wednesday, Session opens at 10:00 A. M. November 24—Thursday, Thanksgiving Holiday.

December 22—Thursday, 3:00 P. M., Christinas Holiday begins. January 2—Monday, 7:00 P. M., Christmas Holiday ends.

January 26-28—Semi-Annual Examinations. May i—Monday, May-day Holiday. May 15—Monday, Field-day Exercises. May 19—Friday, 8:00 P. M., Public Exhibition. May 20—Saturday, 9:00-12:00 P. M., Alumni Banquet.

May 21—Sunday, 10:00 A. M., Baccalaureate Sermon. May 22-24—Annual and Final Examinations.

May 24—Wednesday, 3:00 P. M., Military Exercises. May 25—Thursday, 10:00 A. M., Graduating Exercises.

May 25—Thursday, 9:00 to 12:00 P. M., Farewell Hop.

Faculty.

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FAriTTTV FACULTY.

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For 1904-1905.

ACADEMIC DEPARTMENT. Colonel Wm. D. Fonville, A.B., A.M., Proprietor and Superintendent. First Honor Graduate of Howard College; two years Professor of Mathematics and Commandant in How ard College; seventeen years Proprietor and Superintendent of Alabama Military Institute; four years Superintendent of Missouri Military Academy. Professor of Mathematics.

Lieutenant-Colonel A. C. Lillard, B.S., Commandant of Cadets. Graduate of Virginia Military Institute; Professor of Mathematics and Commandant of Cornelia (Ga.) Normal College; Professor of Mathematics and Assistant Commandant in Kentucky Military Institute; one year Professor of Mathematics and Commandant Missouri Military Academy. Professor of Mathematics, Tactics, Military Law and Science.

Major Frederick C. Shaw, A.B., A.M., Principal of Academic Department. Graduate of Trinity University, Canada; Graduate of Ontario Normal Cdllege, Canada; Master of Trinity College School; three years Professor in Missouri Military Academy. Professor of Ancient Languages and Literature.

Major Rolla McIntire, A.B., Secretary of Faculty. Graduate of Missouri Military Academy; Graduate of Missouri State University; two years Professor in Culver Military Academy; three years Professor in Missouri Military Academy. Professor of Modern Languages and Literature, History.

Major Charles T. Jenkins, A.B., Graduate of Miami University; Professor of English and Commandant in Cumberland City (Tenn.) Acad emy; Graduate Student of Michigan University; one year Professor of English in Missouri Military Academy. Professor of English Language and Literature, Science. Major F. W. Millspaugh, A.B., Graduate Syracuse University; Professor in New Mexico Military Institute; Professor in Kentucky Mili tary Institute; Graduate Student of Cornell University. Professor of Sciences.

Miss Juliette Clyde Burke, Graduate 01 Elocution from Caldwell (Ky.) College; Private Pupil of Professor Laxon of Boston School of Expression; Private Pupil of Mrs. Robertson of New York School of Elocution; Teacher in Curry College, Pittsburg, Pa. Teacher of Elocution, Dramatic Art and Etiquette. 7

FACULTY—Continued.

Major N. R. Rodes, B,S., M.D., Surgeon. Graduate of Westminster College; Graduate of Missouri Medical College; four years Surgeon in Missouri Military Academy. Lecturer on Physiology and Hygiene.

Major George F. Kuemmel, Music Director. Graduate of Conservatory of Gottingen University; ten years Music Director in Glasgow College, ten years Conductor of Music in Missouri Military Academy. Professor of Band and Orchestral Music.

BUSINESS DEPARTMENT. Major F. C. Shaw, Head Master, Professor of Banking and Commercial Law.

Major Rolla McIntire, Professor of Stenography and Typewriting. Major F. W. Millspaugh, Professor

Bookkeeping and Business Forms.

MUSIC DEPARTMENT.

Herr George F. Kuemmel, Director, Professor of Instrumental Music and Leader of Band. (To be supplied.) Director of Vocal Culture and Glee Club.

PHYSICAL CULTURE DEPARTMENT.

Major F. C. Shaw Lieut.-Col. A. C. Lillard Major F. W. Millspaugh Major C. T. Jenkins Miss Juliette Clyde Burke

General Director of Athletics Instructor Military Gymnastics Athletics and Gymnasium Work Assistant in Athletics Teacher of Dancing

First Honor Men. Emil Roehry, 1904. Edmund a. Roden berg, 1903.

Henry B. Miller, 1902.

Official Register. Arranged in the order of average daily grades. NAME

A mark of 8o% required to pass. GRADE

HUMBERT CIMA SANCHEZ........................................................................................... 97.16 EMIL ROEHRY.................................................................................................................... 95.3 PAUL GLINES....................................................................................................................... 93.85 LESLIE COOPER GILLETTE....................................................................................... 93.4 WILLIAM EARL PARKER.............................................................................................. 93 RUTH FONVILLE.............................................................................................................. 92.43 WM. M. TILGHMAN.......................................................................................................... 92.28 LANGDON ROBERT JONES......................................................................................... 92.2 LOUIS OLIN.......................................................................................................................... 92 GUY J. CROWLEY............................................................................................................. 91.4 MARION YANCEY FONVILLE.................................................................................. 90.85 MARSHALL WOOD.......................................................................................................... 90.4 REUBEN WILCOXSON TAYLOR.............................................................................. 90.28 LURIN PIERSON MACKLIN....................................................................................... 90 MITCHELL WHITE.......................................................................................................... 90 GEORGE BODDIE, Jr...................................................................................................... 89.3 FOREST MAJOR................................................................................................................. 89.3 HENRY K. McLAIN. ... %................................................................................................89 CHARLES WHEELER...................................................................................................... 88.83 RAE R. NEWTON .............................................................................. ............................ 88.75 STUART FOOTE LOGAN................................................................................................ 88.71 MOFFATT HOWELL.................................................................................................... 88.66 LOUIS A. PHILLIPS......................................................................................................... 88.1 DAVID E. OLIN.................................................................................................................. 87.6 EDWARD PAUL BOLES................................................................................................. 87.3 WARRICK HARMAN.......................................................................................................... 87.28 EMMANUEL PENICHET................................................................................................. 87.25 BYRON JONES.................................................................................................................... ^87_ 1 fi Charles^, rain.................................................................................... 87 HUNT SMITH......................................................................................................................... 86.6 HARRY EDGAR STURDYVIN...................................................................................... 86.6 SAMUEL SMITH.................................................................................................................. 86.33 MARGARET POTTS............................................................................................................ 86 LEONARD MAYER STERN............................................................................................ 86 JOHN MADISON STURDYVIN .................................................................................. 86 WALTER PARKINSON...................................................................................................... 85.33 RAYMOND LAVIN.............................................................................................................. 85 GEORGE TRIMBLE ROBINSON .............................................................................. 84.75 PERCY BENJAMIN JAMES............................................................................................ 84 CLAUDE W. NORTON...................................................................................................... 84 THOMAS BALDWIN MAGRUDER............................................................................. 83.35 EDWARD L. BOWEN........................................................................................................ 83.37 DEAN K. RICE..................................................................................................................... 83.3 JOSEPH R. WILCOXSON................................................................................................. 82.37 HARRY FERGUSON.......................................................................................................... 82.8 GLENN LEWIS..................................................................................................................... 81.2 HOWELL MADDOX HARRIS...................................................................................... 80.2 GRAHAM C. LOGAN.......................................................................................................... 80 CLAUDE E. RICHMOND................................................................................................ 79.75 EARLE KENDRICK........................................................................................................... 77.8 CHARLES BLABON........................................................................................................... 77 RUBIN SHELL................................................................................................................... 75 WILLIAM TILLEY............................................................................................................. 75

•e.c.o.d. 'f'E.O.O.C.

00 102 00 00 106 00 00 00 00 00 00 00 183 00 00 47 00 00 00 00 26 25 84 00 00 00 00

_ Qo _ 3 00 00 25 00 55 00 00 00 00 2 00 00 91 00 105 00 00 00 00 00 00 00 00 00

50 00 210 92 00 00 116 121 17 62 155 60 00 132 00 00 87 56 67 59 00 00 00 67 190 409 122 _4Z2_ 00 97 46 00 00 00 234 234 145 175 00 207 319 00 271 00 215 81 67 170 346 35 450 38 215

♦E.C.O.D.—Excess of credits over demerits. tE.D.O.C.—Excess of demerits over credits. Although the standard is very high, only three small boys and two larger ones fell below the requirement. This proves the excellence of the methods used, the efficiency of the instructors, and the ability of the students. The best work is always done in a small, select school where each pupil gets individ ual attention. The names of objectionable characters who unfortunately were allowed to enter the •1 school have been omitted. None but gentlemen are recognized and retained.

MEDALS AND PRIZES.

The Buckner & Whitney (Mexico) Gold Medal for the Highest Scholarship dur ing the entire session; open to all cadets in the Academic Department; won by cadet Captain Emil Roehry, Ironton, Mo. The J. H. Sallee (Mexico) Gold Medal for Excellence in Elocution; open to all ca dets; won by cadet Marion Fonville. The W. L. Craddock (Mexico) Gold Medal for the Model Cadet; open to all cadets; won by cadet Lieutenant R. W. Taylor, Roanoke, Mo. The Dr. Samuel C. James (Kansas City) Gold Medal for the Best Drilled Cadet; open to all cadets; won by cadet Corporal Earle W. Parker, Wagoner, I. T. The A. C. Lillard (Kentucky) Prize for the Best Drilled Old Cadet; open to all the old cadets; won by cadet Sergeant Chas. W. Rain, Arkansas City, Kas. The F. M. Lett (Alabama) Prize for Excellence in Penmanship; open to all cadets in this class; won by cadet Paul Glines, Boonville, Mo.

The A. C. Lillard Prize for Best Room; open to all cadets, won by cadet Leslie Gillette, Dawson, New Mezico. Other gentlemen have signified a desire to offer Medals next session for excellence in various departments.

STATES REPRESENTED. Arkansas, Illinois, Indian Territory, New Mexico,

Mexico, Mississippi, Missouri, Oklahoma.

Iowa, Kansas, Kentucky, Montana, Texas,

EAGLE EDITORIAL STAFF

Faculty Manager Editor-in-Chief Society Editor Military Editor Local Editor Business Manager

Major C. T. Jenkins R. W. Taylor E. L. Bowen Emil Roehry D. E. Olin L. M. Stern

ALUMNI. UNDER NEW ADMINISTRATION.

CLASS OF 1902. ................ Missouri. Military Academy Law Student, University of Missouri ........ Student, University of Alabama . .. .Student, William Jewell College ................. Banker, Billings, Montana

N. C. Fonville Machir J. Dorsey. . John C. Fortune. . . John A. Guthrie, Jr *Henry B. Miller. ..

CLASS OF 1903.

Student, University of Missouri . . . . Business, Ironton, Missouri Student, University of Missouri .... Business, St Louis, Missouri

Wm. Wallace Fry, Jr. . . Wm. O. Lotz.................. Lowell R. Patton ♦Edmund A. Rodenberg CLASS OF 1904. Percy B. James. . . Langdon R. Jones Raymond Lavin. . Stuart F. Logan. . Lurin P. Macklin.

David E. Olin Kansas City, Missouri W. Earle Parker, Wagoner, Indian Territory ♦Emil Roehry Ironton, Missouri Leonard M. Stern Camden, Arkansas Reuben W. Taylor Roanoke, Missouri

Kansas City, Missouri .... Kennett, Missouri . Poplar Bluff, Missouri ............ Abilene, Texas . . .St. Louis, Missouri

^Medalist for Highest Scholarship.

UNDER OLD ADMINISTRATION.

Otto Bayse

CLASS OF 1891. Bowling Green, Missouri | J Rhodes Clay... .Lawyer, Mexico, Missouri

CLASS OF 1892. El Paso, Texas Thos. S. Baskett Mexico, Missouri A R. Hammett Adolph Boeckler, Jr. . . .St. Louis, Missouri R. K. Jacks. . . .Montgomery City, Missouri Clinton, Missouri Wm. H. Dulany, Jr. . . . Hannibal, Missouri Ben. R. Naylor .Monroe City, Missouri Thomas C. Proctor... ■fDeceased.

Frank M. Avery Clinton, Cecil M. Baskett. .Editor, Mexico, Jonn S. Farrington Fayette, George S. Gill Kansas City,

CLASS OF 1893. Missouri Wm. H. Hays. . . Missouri Mark J. Kilgore. Missouri H. Gordon Lamb Missouri F. M. Marshall. .

Hannibal, Missouri . .Mexico, Missouri

Fort S

. Nap ton, Missouri

CLASS OF 1894.

A. E. Asbury, Jr. Geo. H. Brinkherhoff. E. R. Carpenter. J. A. Duncan. John R. Dyer. Chas. W. Herndon. Geo. W. Jones. Charles Koetter. H. H. Larimore. Geo. P. Lingenfelter, Physician, Denver, Col. Rolla McIntire. . .Teacher, Mexico, Missouri

H. C. Murphy. Wilson Murray. Edward Olvis. J. G. Parkinson. H. C. Pegram. Chas. A. Ramsay. H. H. Robinson. N. Paul Sisson. H. G. Tureman, Kansas City, Missouri. E.» E. Walker. R. P. C. Wilson.

Request: Any information as to the present address and business of these and also of the class of 1895 be greatly appreciated.

Missouri Military Academy. HISTORY IN BRIEF.

FOUNDATION.

N NOVEMBER, 1889, the public-spirited citizens of Mexico, Missouri, under the leadership of the late Governor Charles H. Hardin, founder of Hardin College, donated sixteen thousand dollars and a beautiful campus of twenty acres of land for the purpose of establishing a military school. The enterprise was wisely intrusted to Colonel A. F. Fleet, now Superintendent of Culver Military Academy, who contributed largely of his'own means and erected, southwest of the city, buildings adapted to the special purposes of thorough mental and physical training. Under the title of “Missouri Military Academy,” the Legislature of the State of Missouri enacted a charter investing the institution with the power to grant diplomas to its graduates. SUCCESS AND LOSS.

The school grew rapidly in public favor, placing upon its rolls representatives from every Congressional District in the State of Missouri, and from twenty other States, until the fall of 1896, when the buildings were totally destroyed by fire. Col. Fleet then ac cepted the Superintendence of the Military Academy at Culver, Indiana, taking with him almost the entire cadet corps of Missouri Military Academy. Many excellent young men went out as graduates with the diploma and the good will of their Alma Mater, to engage in the great battle of life. They occupy useful and honorable positions everywhere, reaping a grand success and commanding the highest respect in the various avocations of business and social life.

DECISION TO REBUILD.

In the spring of 1900, after a lapse of four years, the Business Men’s Association of Mexico, desiring to take up the question of re-establishing the academy, requested a con ference with Col. A. K. Yancey, who for twelve years had been the successful president of Hardin College, and Col. W. D. Fonville for seventeen years the superintendent and proprietor of Alabama Military Institute. This conference, lasting several days, resulted in an agreement to' rebuild the academy on plans submitted by Colonels Yancey and Fonville, involving an immediate cost of fifty thousand dollars to which additions should be made from time to time as the exigencies of the school should demand. 17

DONATIONS AND CONSTRUCTION. Most cheerfully and promptly, the citizens of Mexico donated ten thousand dollars to the new enterprise, thus manifesting a laudable public spirit as well as an inspiriting con fidence in the ability of the men in charge. President Yancey and Superintendent Fonville furnished the requisite money to complete the fifty thousand dollars, purchased an elegant blue-grass Campus of one hundred and ten acres in the eastern suburbs of the city of Mexico, and began the construction of the new academy about the first of June, 1900.

THE STRONGEST ENDORSEMENT.

The school began its new career with the good will and cordial endorsement of the most distinguished educators, divines, and statesmen of the South and West. Among the hundreds who have recognized and commended the eminent ability and success of the new administration, we might mention a few as follows: The Faculties of the Universi ties and Colleges of Virginia, Missouri, Alabama and Georgia; Hon. John G. Harris, exSupt. Education (Ala.); Hon. Champ Clark and other prominent members of Congress; Hon. Lon. V. Stephens, ex-Gov. of Missouri; Col. James T. Murfee, LL.D., a Southern educator of national reputation; Hon. E. W. Stephens, a distinguished son of Missouri; Rev. Joshua H. Foster, D.D., LL.D., an educator of renown; Rev. W. Pope Yeaman, D.D., ex-President Board of Curators University of Missouri; Hon. Jonathan Haralson, LL.D., Judge Supreme Court Alabama; Hon. Alexander M. Dockery, Gov. of Missouri; Hon. Francis M. Cockrell, United States Senator from Missouri; and hundreds of others distinguished in the various walks of life. THE OPENING.

On the twentieth of September, 1900, the doors of the new Missouri Military Acade my were thrown open for the reception of students. Providence smiled on the enterprise. The first session, 1900-1901, showed an attendance far beyond the expectations of the school’s best friends. Scores of boys and young men, representing the best people, came from Alabama, Arkansas, Iowa, Illinois, Kansas, Kentucky, Louisiana, Missouri, Nebras ka, Texas, and Virginia. SUDDEN CALAMITY.

The second session, 1901-1902, began with an increased number of cadets and a de cided gain in the number of friends for the institution. A brighter day never dawned upon a fairer prospect. Suddenly a great shadow fell on us and changed our joy into mourning. Col. Yancey, the venerable and beloved President, obedient to Heaven’s de cree, laid down the cross and took up the crown. When the last bugle-note of “taps” was hushed and we turned in awful silence from the final resting-place of our friend, we felt as if the hopes of the Academy were buried there. We did not then realize how wisely and well the plans had been laid and how deeply and firmly rooted the institution had become in the affections of the people. 18

THE SHADOW LIFTED.

Contrary to our expectations and highest hopes, the session of 1902-1903 opened with a larger and better class of cadets. Under the new administration, more than twenty States, Territories, and Foreign Countries have been represented in the school by excel lent young men from the best and most influential families. The advancement of the Academy in favor, merit, and usefulness has been steady and solid, assuring permanence and a grand success. MATERIAL ADVANCEMENT.

On the 12th of February, 1903, Col. Fonville became proprietor of the Academy by the purchase of Col. Yancey’s interest. To meet the demands, additional dormitories, elegant class-rooms, sick-rooms, up-to-date Chemical and Physical laboratories have been provided, making the plant complete, convenient, and comfortable. Our patrons may rest assured that neither expense nor pains will be spared to keep the Academy in line with the best schools in the country. THE OBJECT.

The Academy was established and rebuilt with the idea of providing a school in the great West where boys and young men can obtain a thorough mental, physical and social preparation for life, university or the government schools at reasonable cost, under the immediate supervision of successful educators. The superintendent, commandant and instructors live in the Academy, making it a true home for the cadets, where should be found always refinement, culture, sympathy, courtesy, aid, and all the niceties that sweet en and ennoble life and labor. Everything is provided for the mental, moral and physi cal betterment of the young lives entrusted to our care. In a thousand ways the cadets come under the influence of the ladies connected with the institution, without which it could not be a true home for boys. THE LOCATION

Mexico is a quiet little city in the choicest part of Missouri, situated on the three grand trunk lines—the Wabash, the Chicago & Alton, and the Burlington—which run east and west through the State. The connections with other lines at St. Louis, Kansas City, Chicago, Moberly, Jefferson City, and other points are such as to make it easily ac cessible from all directions—north, south, east, and west. It is distinguished for beauty, healthfulness, educational facilities, chuichand social privileges, as well as the culture and ’■efinement of the people. SOCIAL ADVANTAGES. The citizenship of Mexico is made up mainly of the old and wealthy, influential fam ilies of Virginia, Kentucky, and other Southern States. They have beautiful homes, made more beautiful by the genuine friendship and cordial hospitality so characteristic of the Sunny Southland. Gentlemanly cadets are always received with a warm welcome. A young man will win esteem if he associates with those only who are estimable. 19

HARDIN COLLEGE. Here is located Hardin College, a superb boarding school and Conservatory of Music for the higher and aesthetic culture of woman. Parents who have both sons and daugh ters to educate will find it advantageous, convenient, economical and pleasant to so place them in school that they may see one another as often as necessary. Experience has amply proven that better work is always done and far more accomplished by boys and girls thus situated, because home-sickness is not only divested of its virulence, but it is actually driven away.

THE SCHOOL SITE. The Academy is situated on Bellevue Place in the eastern suburbs of the city of Mexico, on the summit of a beautiful elevation descending gently in all directions. It is near enough to have the advantages of the city and, at the same time, far enough out to enjoy the freedom, pure air and pure water of the country. The drainage and sewerage are well-nigh perfect, contributing to comfort and health. From this point, the surround ing country presents picturesque views of rolling hills, green fields, luxuriant meadows, embellished here and there with woodland, lake and stream. The in-coming and out going trains on the famous Wabash and Chicago & Alton lines can be seen miles and miles away, adding new beauty, if possible, to an already perfect picture. Everything n nature and art combines to make this an ideal school-home for boys and young men.

CAMPUS AND BUILDINGS. The campus embraces an area of more than one hundred acres, being ample for all military displays, manly sports, and athletic contests. It affords also opportunity for fishing, hunting, swimming, boating and skating. The buildings are all new and modem in plan and improvement, embodying beauty, convenience, and comfort. They are constructed of brick, covered with metal, heated by steam, and lighted by electricity. For safety, no buildings are higher than two stories above basements, and the outlets are large and numerous.

HEALTHFULNESS.

It is very impoitant that the hygienic conditions of the town or community where the school is located should be good; but it is vastly more important, so far as the cadet is concerned, that the school-home itself should be free from disease germs. In an experience of more than twenty-five years in teaching and managing boys and young men, the Superintendent reverts with gratitude to the fact that death has never entered to take away any of his charge, nor has there ever been a serious case of sick ness. Students who come from malarial sections yellow with miasma and incapacitated for both mental and physical effort soon become healthy and vigorous, hopeful and suc cessful, in this salubrious atmosphere. In addition to the ideal climate, nothing contri butes more readily and effectually to this happy condition than the regular habits of studying, exercising, eating, sleeping and bathing, to which each cadet is rigidly subject ed in a thorough, military school. 20

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THE CHARACTER OF THE SCHOOL The Missouri Military Academy is Non-Sectarian, Classical, Scientific and Military, with additional thorough departments for vocal and instrumental Music, Commercial Studies and Elocution. It is preparatory in a two-fold sense: It fits young men for College, University, and the Government Academies at West I. Point and Annapolis. 2. It prepares young men for Business and Social Duties. It has been authorized by the State of Missouri to grant diplomas. Its graduates are recognized and received by the various colleges and universities of this country. THE FACULTY. Each member of the Faculty is a teacher of ability and successful experience, engaged with a view to thoroughness in his department of work, wisdom in matters of discipline, and exemplary character as a leader of the young. Each must be loyal to Christ and the Word of God, not using the profession as a stepping-stone to some other calling. The teachers are all college and university graduates. Teaching and moulding character—fitting young men for usefulness and honor, is our lifew-ork. With? special college and university training, with an eminently successful experience in diligent study and practice of the best methods of teaching, and instilling the best principles of life, we claim the qualifications necessary to the business.

THE TEACHER’S RESPONSIBILITY. To train the mind immortal, to fit it for time and eternity, is a task that, in import ance, far transcends any other human effort. Grave, indeed, is the responsibility. Happy the parent, happy the youth, who has found an artist equal to the delicate task—a task too often assumed by tyros and sim pletons. Verily, “Fools rush in where angels fear to tread.” RELIGIOUS AND MORAL TRAINING. “The grandest thought that ever entered the human mind is individual responsi bility 10 God.” False to the boy, false to the parent, false to God, is the teacher who fails to engage all his powers to impress upon the youthful mind the great duty of allegi ance to God and loyalty to His Word. Morality is the handmaid of Religion—a crown of glory and honor to the youth “whom to turn from the right is more difficult than to turn the sun from his course.” Each day’s exercises begin with Bible reading, prayer, and talks by the superin tendent, the teachers, and occasional lectures by ministers from the city. CITY CHURCHES. Mexico has two Baptist Churches, one Catholic, one Christian, one Episcopal, one Lutheran, two Methodist, and one Presbyterian. The cadets attend the churches of their choice in squads under officers. 23

THE RIGHT KIND OF EDUCATION. “Mens sana in cbrpore sano”—“a sound mind in a sound body”—has been rightly called “The Golden Rule of Education.” The ideal of true manhood may be attained only by a careful nurture and discipline of body, mind, and soul. Nor can time be elimina ted from such culture. It requires regular and systematic instruction in proper athletics, mental, and moral exercises. This kind of education must come from the daily experiences in the school, from personal contact with the cultured and religious, and from the character and manners of those in control. Every pupil should be inspired with the feeling that the truest and noblest type of manliness is found in the scholar, the soldier, the citizen, whose hope is in God, whose pattern is Christ. Then can successful appeals be made to his honor, his veracity, his self-respect. Every duty will be well performed then without fear and with out favor, with no idea of promotion or of mortal reward. With such ideas of education, engendered and perfected by practical and success ful experience, the Superintendent and Faculty of Missouri Military Academy feel justi fied in offering its advantages to the best people of this country.

THOROUGHNESS THE AIM. Superficial instruction is dangerous and expensive. “Something for nothing”—yes, worse than nothing—is the condition. The minds and hearts of the boys of our country are too valuable to be carelessly handled by tyros and simpletons, no matter how small the price. The patrons of this school may rest assured that honest work will be done here and truthful reports will be sent home. Not a lesson and not a subject can the students pass without complete mastery. Conscious of our responsibility and jealous of our reputation as educators, we would not dare send out a young man before he is fully equipped for the great battle of life. We would respectfully submit just here that some parents make the mistake of wishing their sons rushed through the course of studies to graduation regardless of the consequences. The country is now full of men whose failures may be traced to this mis take. We must decline any such proposition, even at the risk of losing this patronage. We understand the business of developing strong men and undertake to serve conscien tiously those who deem us worthy of trust. We are not working for pastime nor for money merely, but for the real good of our boys, that they may be the best en nipped in all the country, for time and for eternity.

THE KIND OF BOYS WANTED. In education, more than elsewhere perhaps, blood asserts *cs power, its superiority. Heroes of heart and mind can be found in every walk of life, noble boys, waiting for the touch of a master hand, to mould and polish them for the temple of glory. These are invited to the halls of learning, where the plastic mind and heart may receive the im press of power and success. 21

The Home Department. HAPPINESS AND PROTECTION.

It is our constant aim to render the cadets as comfortable and as happy as possible. Their hours for work, recreation, meals, sleeping, etc., are all regulated. They are placed on honor as soon as they enter the Academy. We never spy upon their actions, but we keep faithful watch over them all the time—especially at night. It should never be said that any boy under our care, innocent and pure when he left the old homestead with a father’s counsel and a mother’s blessing, became while here a victim to vice because no friendly eye kept constant vigil while evil threatened the sacred citadel of chastity and honor. PROPER ASSOCIATION The cadets at this school come mostly from the very best and most influential fami lies. They have been represented to us as gentlemen destined to become useful and hon orable citizens. If found to be otherwise, they are “requested” to resign. From “reveille” in the morning to “taps” at night, the students are in touch with the teachers, a safe guard against evil influences and a guaranty of propriety. The commandant and all instructors live in the dormitories with the cadets, insuring proper decorum, giving aid and encouragement in studies, protecting from evil within and temptation without. It is better to prevent trouble by constant vigilance than to correct it by punishment after the harm is done.

BED-ROOMS AND SLEEPING.

The rooms are ample for two cadets, each having about 2,000 cubic feet of space. With high ceiling, white plastered walls, large double windows, exposed to direct sunlight, heated by steam, lighted by electricity, well ventilated—they are comfortable, delightful, and healthful. Everything is so regulated that cadets get eight full hours for sleeping. While two cadets occupy one room, each has his owh bed and toilet articles. THE DINING ROOM

Will accommodate more than one hundred cadets and teachers. The Superintendent and his family, as well as the Faculty, take their meals with the cadets. A generous table and a variety will be provided—not dainties, but plenty of good, substantial food. Each table is under the direct control of a teacher, assuring strict propriety and seeing that each cadet is supplied to entire satisfaction. There should never be cause for complaint. The foot-ball teams occupy separate tables; and their bill of fare is selected and prepared according to the instruct'" ons of the Director of Athletics. 27

Some boys come to school mainly to sleep, to eat, and to complain. We wish to be excused from managing such. We have never known one of this class to amount to any thing. While we give proper attention to the body, we are frank to admit that we are more concerned about the mental and moral development. It is a source of very great satisfaction to know that not one complaint has been made during the session by any cadet regarding the fare. The meals have not always been satisfactory, to be sure—a fact sometimes experienced in the best regulated homes; but our boys, possessing the true instincts of the gentleman, are too generous to condemn an accident. CARE OF THE SICK. We have never had a serious case of illness. Boys are usually very imprudent how ever, and sometimes have little spells requiring prompt attention, to check what might otherwise result seriously. When thus affected they are removed from their rcoms to the Administration Building and placed under the care of a lady experienced in nursing the sick. A boy thinks more about home and mother when he is confined to his bed than at any other time, perhaps. As far as possible to relieve his mind, we endeavor to supply the comforts and delicacies of home, as well as the gentle and constant attention of a good and motherly woman.

MISSOURI MILITARY ACADEMY AND HARDIN LADIES’ COLLEGE. Recognizing the fact that no harm but a great deal of good may result, the President of Hardin College and the Superintendent of the Academy sometimes allow the young ladies and the cadets to come together in a social way to spend an evening of pleasure and profit. The cadets hold public receptions in honor of the Hardin, and then the young ladies respond in elegant style complimentary to the cadets. These receptions are always attended by the President and Superintendent and their Faculties. Everything is done to render complete the enjoyment of all. A peculiar sympathy, better understood than described, exists between the cadets of Mo. M. A. and the young ladies of Hardin. This is quite natural and not to be condemned, both being “strangers in a strange land,” away from the sweet influences of home, and subject to the same feelings of loneliness. “A fellow feeling makes us wondrous kind.” The cadet who has a sister or a cousin at Hardin considers himself fortunate—and well he may; for this fact insures for him a safe and ready passport beyond the Dead-line and a cordial welcome into the Court Elysian. Young ladies at Hardin often visit their brothers at the Academy. THE MONTHLY DANCE. About once a month, the cadets who incline to this sort of amusement are permitted to have music and dancing in the Academy Hall. On these occasions, they have the young ladies and their chaperons from the city. Members of the Faculty always attend these social functions to insure proper decorum and protection. The enjoyment seems complete. 28

^GENERAL RECREATION. When the school duties have been satisfactorily performed, each cadet can find here some form of amusement and recreation suited to his taste. He has access by permission to the gymnasium, swimming-pool, athletic field, tennis court, lake, stream, woodland, field, parlors, library, reading-room. He does not have to go out for pleasure. All kinds of manly sports and contests are encouraged. Foot ball, base ball, basket ball, lawn tennis, and other games engage the attention of all the cadets. They are not allowed to play foot ball without the written consent of parents.

LIBRARY AND READING ROOM.

Every effort is made to stimulate a taste for good reading. This must be done with a boy before he falls in love with “Deadwood Dick.” The young and restless spirit is eager for knowledge, and knowledge he will and must have, even if it is the worst kind. It is very essential then that the right book should be placed in his hands at the right time. It means safety to the boy, his family, and his country. A large and comfortable room in the Administration Building has been fitted as the Library and Reading room. The latest works of refeience, encyclopedias, histories, works of fiction, &c., are accessible at all times under proper conditions. Daily papers, magazines and college exchanges are always on file. New books are added every year. Through the courtesy of members of the Congress of the United States many valuable government publications have been received. Mrs. Gov. C. H. Hardin, herself an author ess and great reader, who has always taken an active interest in the education and devel opment of the young', has donated, from time to time, valuable literature to our library, including her own writings. The biography of ex-Governor Hardin written by herself is a valuable work and greatly appreciated. Since writing the foregoing, we have just received from Mrs. Hardin an additional gift of ten elegant volumes of “The World’s Best Orations,” by David J. Brewer, the Jurist. Surely this grand woman will ever live in the hearts and lives of the boys and girls of this great country. SPECIAL PRIVILEGES. Cadets whose deportment and scholarship are such as to please the Superintendent may have, at proper times, privileges not enjoyed by delinquents. We place a premium on good conduct and high scholarship. These advantages are open to all. The cadet officers are selected from this class. ORDER AND PROPRIETY.

The cadets are subject to inspection at all times, morning, noon, and night. Their toilet, manners, and language must be chaste. Their rooms must be kept in order, ready to receive ladies and gentlemen who come as visitois to the Academy. Prospective patrons are invited and expected to see everything. We have no secrets. For this reason and others, neatness and decorum on the part of the cadets are enforced at all times. 31

BATHING AND SWIMMING. The cadets are compelled to bathe regularly. For this purpose, every floor is fur nished with cold and hot water and bath tubs. In suitable weather, they may indulge in swimming when attended by an officer and expert swimmer.

VISITING IN TOWN. The cadets are allowed to visit young ladies and special friends in the city occa sionally, if their conduct and scholarship merit such distinction. There must be no uncertainty as to the places visited. The Commandant makes it his business to sec that no one abuses this privilege. The favoi is forfeited if once abused. The good people of Mexico take a special interest in the cadets and manifest it when opportunity offers by inviting them to their homes. This puts the boys on their best behavior and makes them strong against the temptations to evil in thought and deed.

VISITING OUT OF TOWN.

No cadet is allowed to leave the city without the written permission of his parent addressed to the Superintendent. This favor may be granted, if it can be done without detriment to the Academy and the cadet himself. Parents are warned that absence from the Academy never jails to lower a cadet's grade. The request should never be made, except in extreme cases. Demoralization and despondency, decline and des pair, absolutely and naturally follow fickleness. VISITS FROM PARENTS AND FRIENDS. Permits will be granted to sons to be with their parents during their visit in the city, not conflicting with any academic or military du >/es. We are sure that parents do not desire any interruption of the work. While the parlors are open to any friends who call to see the cadets during hours of recreation, requests to leave the Campus will be declined. If friendship is the real motive that prompts the visit, there is no better place than the Academy for the con summation of this pleasure.

The Academic Department. This is where the mind, the real man, is developed. Here, the boy comes into the closest contact with his instructor. Step by step, he is led by a master hand into the wonderful and beautiful labyrinth of knowledge. Obstacles are surmounted, principles unfolded, living truths portrayed and instilled, until the young mind finally stands forth ready for the great battle of life. We have great satisfaction in the fact that boys and young men who were fail ures at home and at other schools have, in many instances, been led to take new . courage after being here a little while; and they have made excellent records both as students and cadet officers. There is something good in every boy. It is found and developed only by the conscientious and experienced teacher whose knowledge of hu man nature goes deeper than the skin, and who never loses hope of a boy. Unfor tunate the boy who falls into careless hands! “Knowledge does not comprise all that is contained in the large term education. The feelings are to be disciplined, the passions are to be restrained, true and worthy motives are to be inspired, a profound religious feeling is to be instilled, and pure morality inculcated under all circumstances.”—Webster.

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METHODS OF INSTRUCTION.

Methods are as numerous and as successful as men. Few really succeed. “Learn ing by doing" in school work never fails. We have practiced this method successfully for more than twenty years. The boy that does not succeed here, -with everything in his favor, would fail anywhere else in the world. The basis of marks is 100. To pass from one subject to another, or from a lower to a higher class, each student must attain the required standard. If a cadet should fall below this in the daily recitations, on account of sickness, absence, or other good cause, he is allowed a reasonable time to make up the deficiency. Permits are not granted until this is done satisfactorily. His business here is to work and to succeed.

THOROUGHNESS OF WORK. It is understood that when a gentleman places his son in school he expects the best service and hopes for the best results. The Faculty of this school is composed of in structors of successful experience. But no matter how faithful the teacher, little will be accomplished without good, honest work on the part of the pupil. The boys that come to this school must meet all the requirements in this line. Every one must reach a satisfactory grade on each lesson. If he should fail, his privileges are cut off until he makes up the work. As a happy consequence, we have very few failures. 27 J

A SUGGESTION. Sometimes it may happen, and does happen, that a few boys will honestly fall short of the requirements on final examination at the close of the session. If parents are willing, we can arrange to keep such boys a few days longer, after the close of school, at regular rates, in order to make up the work. It is better to do this at a small additional expense than to spend another year on the same studies. Besides, it will in spire the boys with courage. This extra work will be done as a special favor.

THE COURSE OF STUDIES

Has been arranged to allow the student to select work that best suits his talent or purpose. The principal of the Academic Department will aid him in doing this, com plying, as far as possible, with the wishes of parents.

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SCHOOL OF ENGLISH.

Maj. Jenkins, Instructor. Since there is a growing interest, in all the higher institutions, in this study of our own tongue, and since the entrance requiiements of all colleges and universities of good standing are yearly becoming more exacting, it becomes necessary to give closer atten tion to preparatory courses which fit students for collegiate work. Even though the student does not propose to enter on a college course, a systematic and thorough knowl edge of the elements of grammar, composition, and the history and master-pieces of English Literature is necessary to any calling. The courses given below aim to cover the essential parts of elementary English work. FOURTH CLASS. ’ All students take this course. A fair knowledge of English Grammar is required for entrance. In the first half year the work will be confined to Advanced Grammar; the second half will be devoted to English Composition, with especial attention to punctua tion and letter-writing. A number of short themes will be required. Texts: Allen’s and Metcalf’s English Grammar. Lockwood and Emerson’s Compo sition and Rhetoric.

). THIRD CLASS. This year will be given entirely to Composition and Rhetoric. Special attention to paragraph and theme structure. The Sketch Book will be used to illustrate the work. Required of all students. Texts: Lockwood and Emerson’s Composition and Rhetoric. Irving’s “Sketch Book.” SECOND CLASS.

The most of the year will be devoted to the study of the lives of American au thors, and to their master-pieces. During the spring term, a number of finished themes will be written with the view of developing the qualities of style. Required of all regu lar students. Texts: Painter’s “Introduction to American Literature.” Pearson’s “Principles of Composition.” FIRST CLASS. It is proposed, in this year, to cover the work in the English Classics, required for college entrance. A comprehensive study of the history of English Literature, and of liter ary movements, will be a part of the course. This is a heavy year’s work. Required of all regular students. Texts: Halleck’s History of English Literature. For close study: Shakespeare’s “Macbeth”; Milton's Minor Poems; Macaulay’s “Milton and Addison”; Burke’s “Concil iation with America.” For reading: Scott’s “Ivanhoe”; Tennyson’s “The Princess”; George Eliot’s “Silas Marner”; Shakespeare’s “Merchant of Venice”; Shakespeare’s “Ju lius Caesar”; Carlyle’s “Essay on Burns”; Addison’s “De Coverly Papers.” 42

POST GRADUATE. When considered desirable, a post-graduate course will be offered on the Romantic Movement and the literature of that period. The inclination of the student, however, will be considered in the selection of the field of work.

SCHOOL OF MATHEMATICS.

Col. Lillard, Instructor. The course in this branch of study embraces a complete knowledge of Arithmetic, Mental, Practical and Commercial, Algebra, Geometry, and Trigonometry. Principles, and not rules, are studied and developed. Importance is given this subject on account of the mental discipline it affords, and the gradual development of the reasoning powers it produces. The constant aim of the instructor is to prevent as far as possible the common practice of students in working merely for the answer without thought or reason. Geneial discussions and the development of formulas are given especial attention as the best methods of causing a boy to draw conclusions for himself. Sufficient time is spent to insure that the student has become familiar with all the fundamental truths. Frequent reviews are given requiring practical application of the principles learned. Texts: Walsh’s Arithmetic, Wells’ Essentials of Algebra, Wells’ Essentials of Ge ometry, Wentworth’s Plane Trigonometry.

SCHOOL OF MODERN LANGUAGES. Maj. McIntire, Instructor. This Department offers a two years’ course in each of the following languages: French, German, Spanish, and Italian if desired. Conversational methods are employed chiefly, supplemented by frequent practice in reading easy texts. In this way both the ear and the eye are trained and the student acquires very early an ability to both speak and read these languages, thus obtaining a knowledge valuable in the business world, as well as a most desirable accomplishment.

GERMAN.

First Year.—Lehrbuch der Deutschcn Sprache. Easy Texts. Conversation. Second Year.—Volkmann’s Kleine Geschichten; Tales from Hauff; Storm’s Immensee; Freytag’s Die Joumalisten. Extensive Conversation. FRENCH.

First Year.—Sym’s First Year in French; Conversation; Easy Texts. Second Year.—La Cigale chez les Fourmis; La Tache du petit Pierre; Selected Letters of Madame De Sevigne. Extensive Conversation. 43

SPANISH First Year.—Introduccidn a la Lingua Casteliana (Marion y Des Garennes); Conver sation; Easy Texts. Second Year.—Ramsey’s Grammar; Selected Readings; Extensive Conversation. Additional work in any language offered above will be given on demand.

SCHOOL OF SCIENCE. Major Millspaugh, Instructor.

PHYSIOLOGY. The course in Physiology is above the elementary as generally offered. It is intend ed to give the student a fair knowledge of the human body and those general laws of health which should be thoroughly understood by all. Particular attention is given to the effects of narcotics on the system. Due emphasis is given to the laws of hygiene. The entire subject is made interesting by the use of the manikin and charts. Text book: Colton’s Briefer Course in Physiology. PHYSICAL GEOGRAPHY. Physical Geography is taken during the second semester of the first year after Physology is completed. In addition to the class-room instruction, frequent excursions are made into the country, thus affording most excellent advantages in observation. Text book: Tarr’s Physical Geography.

ZOOLOGY AND BOTANY. These two branches are taken during the second year. A study of typical forms of animal life with reference to the fundamental facts of plant life is the chief line of work. The course is designed to give the student a fair knowledge of these subjects and to in crease his interest in these, the most important branches of natural science. Text books: Burnett’s Zoology; Bergen’s Elements of Botany.

PHYSICS. The study of Physics is taken in the third year. The following subjects are thor oughly studied: Properties of Matter, Mechanical Principles, Application of Physical Principles to Mechanics, Mechanics of Liquids, Pneumatics, Light, Acoustics, Heat, and Electricity. The Physical Laboratory is equipped with necessary apparatus for thorough study of the subject. Experiments are performed by the students under the supervision of the instructor. A new Crowell’s Physical Cabinet has been added enabling the student to perform any experiment in Physics. The course is designed to introduce the student into advanced work in college or university, or to prepare him for the Engineering profession. Text book: Avery’s Physics. 44

I I 5

HEMISTRY.

The work consists of a thorough course in Inorganic Chemistry and a brief study of Organic Chemistry. With text, reference works, individual experiments, and lectures, the student obtains a fair knowledge of the principles of this great branch of natural science. The equipment of the Chemical laboratory is complete, being supplied with ap paratus sufficient in quantity and diversity for a complete course in Qualitative Analysis. Two periods each day is given Chemistry and laboratory work. Bach student has a sep arate desk and is required to do individual work. The course is adapted to prospective medical students, as well as to those seeking a general knowledge of Chemistry. Text book: Shepard’s Chemistry. Classes will be formed in any and all of these subjects, provided a sufficient number shall apply for them.

THE SCHOOL. OF ANCIENT LANGUAGES. Major Shaw, Instructor.

The aim of this department is to lay a thorough foundation for the development of the mental powers that shall be well rounded and harmonious, calling forth the student’s1 best talent. No study is superior or equal to the Classics in producing this result. The peculiar make-up of our own language and literature, imitating as it does so closely the Latin and the Greek, renders the study of these languages essential to an intelligent speak ing and reading knowledge of the English. The course in Latin covers four years, beginning with the study and mastery of the language and leading up to the reading of such authors as will introduce the student easily into any class at college or university. The Greek course embraces two years and is sim ilar to the Latin in requirement, instruction and mastery. The constant drill in translating English into the Latin and the Greek gives the stu dent an accuracy obtained in no other way and renders the Classics intensely interesting.

LATIN.

Fourth Class:—Smiley & Storke’s Beginner’s Latin Book. Third Class.—Reading of Caesar. Harper & Tolman. Grammar and Composition. Second Class.—Reading of Cicero. Harper & Gallup. Grammar and Composition. First Class.—Virgil and selected portions of Horace. Grammar and Composition. GREEK.

Second Class.—Gleason & Atherton’s First Greek Book. First Class.—Xenophon’s Anabasis with Prose Composition and Goodwin’s Grec’- Grammar. 47

SCHOOL OF HISTORY. Major Jenkins, Instructor. A thorough knowledge of the outlines of history is necessary for the intelligent read ing of any kind of literature, and for the pursuit of any course of study. The work given below purposes to cover all that is expected of secondary school courses.

FOURTH CLASS. The student is expected to have studied primary U. S. History and to be thereby prepared for advanced work on that subject. Required of all students. Texts: Fiske’s History of the U. S. THIRD CLASS. Special attention will be paid to the study of Grecian and Roman History as neces sary7 to the understanding of Classical literature. Texts: Myers’ Ancient History (revised).

SECOND CLASS. The study of English History is supplementary to all work in English literature. Moreover, since the affairs of England and America are so closely interwoven, a knowl edge of the facts of English history is necessary for a thorough understanding of our own. Required of all students. Texts: Ransome’s English History.

FIRST CLASS.

The work will cover the field of general Modern and Mediaeval history, from the fall of Rome to the present time. Texts: Myers’ Outline of Mediaeval and Modern History. POST GRADUATE.

To students desiring advanced work in history, a course in History of the French Revolution, examining into the causes and developments, will be given.

PREPARATORY COURSE. For younger students who are not prepared to enter on any of the regular Academic courses, the following preparatory work will be required: Beginner’s Grammar, Arithme tic, Geography, U. S. History, Reading, Penmanship, Spelling, Letter-writing, Civil Gov ernment (elementary).

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Military Department.

44- Lieut.-Col. ASHLEY C. LILLARD, Command’t. 4-

444444-44444444444444444444444444 + 4-4-4-4-4-4>

A POST OF THE NATIONAL GUARD. Be it Enacted by the General Assembly of the State of Missouri as follows:

Section i. That Article 17, of Chapter 130, Revised Statutes of Missouri, 1899, entitled “Militia,” be and the same is hereby amended by adding a new section thereto, to be known as Section 8728a, which shall read as follows: Sec. 8728a. The Missouri Military Academy, of Mexico, Missouri, is hereby consti tuted a post in the National Guard of Missouri, and the Governor is hereby directed to provide for the annual inspection by appointing for this purpose a committee of three members recommended respectively by the Adjutant-General, the State Superintendent of Instruction, and the President of the State Board of Health. The Governor is further more authorized and directed to appoint and commission the officers of the school as fol lows : The Superintendent as Colonel; the Commandant as Lieutenant-Colonel; each of the Professors as Major; and the Graduates as Second Lieutenants.

BATTALION ORGANIZATION. Commandant, Lieut.-Col. Ashley C. Lillard.

STAFF. ........ Adjutant. . Quartermaster. Sergeant-Major. . Chief Musician.

Lieut. Percy B. James. . Lieut. Leonard M. Stern Sergt. David E. Olin. . . . Sergt. G. W. Robertson.

COMPANY OFFICERS. “B” Company.

“A” Company. Captains.

Raymond P. Lavin.

Louis A. Phillips. Joseph R. Wilcoxson.

First Lieutenants. First Sergeants.

Sergeants.

Edward L. Bowen. Graham C. Hogan. 51

Emil Roehry. Reuben W. Taylor.

Charles W. Rain. Lurin P. Macklin Stuart B. Logan.

Corporals. Earle Parker. George Boddie. Henry R. McLain.

Langdon R. Jones. Moffatt Howell. Rae R. Newton.

The Bugle Corps. George T. Robertson................................... Marion Y. Fonville. Harry E. Sturdy vin. Paul Glines.

. . .Chief Musician. Walter Parkinson.

GOVERNMENT

Military discipline and drill are found to be of prime importance in preserving good government, in holding the student’s attention to study, and in shaping the intellectual faculties. Many indifferent students, on passing from a common school to a military institution, surprise their former teachers and friends by earnest application and brilliant results. Rank and office being the reward, the student is impelled by a motive power not existing elsewhere. Both as officer and private, the cadet learns to attend carefully to matters of personal neatness and exemplary deportment. The officers are selected as a reward for obedience, virtue, scholarship, and military excellence, coupled with age and the characteristics of the true leaders of men. Obedience must precede authority. He is not fit to command who has not learned to obey.

THE BENEFITS OF MILITARY INSTRUCTION.

These are legion and can be seen even by an opponent of military schools. Nowhere else can the young citizen learn so well the habit of obedience, love of law and order, and respect for the “powers that be.” No one responds more promptly to the call of duty or the defense of country than the man who has had military training. Self-control and selfreliance, reverence for law and love of country distinguish the loyal citizen; and these are nowhere so surely developed as in a good military school. Health, long life, endurance and enjoyment result generally from the well-timed, regular, systematic physical exercises through which every cadet is taken every day. The regular hours for eating, sleeping, rising, study, exercise and recreation will always aid nature in making a weak boy strong and a strong boy stronger Everyone knows the advantage a well-trained cadet has over his inexperienced comrade when the country calls for defenders. He draws a sword and a big salary and gets credit for heroism while the other shoulders a musket, does the fight ing, suffers the hardships, and is never named on the scroll of fame. THE PROPER DISCIPLINE.

Every boy needs careful and sympathetic leadership and systematic training, especially that one who has not learned obedience or has grown heady and indifferent from neglect and bad associations. The proper place for such is a school where the men in authority have made boys a study—who can command their obedience and respect, and give them aid and sympathy of the right kind. The best discipline is that which effects the best physical, mental and moral results with the least friction and in the shortest time. It is the idea of the inexperienced that 52

I I o

the harder the rules of school and the severer the punishments for violations, the better the discipline. This is simply puerile and dangerous. No harm, but great good is accom plished if the weakness of boys can be corrected without severe methods. Respect, confi dence, and the highest obedience are thus often inspired, while rough handling is often irritating to the proud spirit and may drive to rebellion and desperation. THE PUNISHMENTS.

These are strictly military, consisting of demerits, extra duty, arrest, close arrest, suspension and expulsion. Corporal punishment may be inflicted, in cases where the parent directs or the cadet himself elects in lieu of some other, and then only at our dis cretion. Expulsion is extremely painful to us as well as to parents; therefore, it is never inflicted until it becomes unavoidable by the cadet’s own action. It then is final and involves forfeiture of association and all payments. After his membership is severed, we have no authority over him and therefore can be in no way responsible for him. FIXEDNESS OF PURPOSE. There is nothing that shows so plainly the master-mind and the solid character of a man as a clear-cut purpose and a will to succeed. This is seen and felt in school life as well as in business. Success usually crowns the man with an aim and a will, while failure damns the one without them. It often happens that boys enter school, pay the charges, procure an outfit of uniform and books, arrange rooms, and begin work with apparent zealand then, becoming home sick, tired or lazy or indifferent, they worry their parents into granting them permission to withdraw from school. This invariably results in serious injury to all parties con cerned,—the boys, the parents, and the school. On questions of such vital importance, parents would do well to advise with the school authorities, before yielding to the pressure.

MORAL EXCELLENCE.

Truth is the foundation of every noble character. All excellence depends upon it. There is no confidence without it. We expect it from every cadet in every official or seri ous communication. His statements are accepted as absolutely true, without proof to the contrary. OUR CREDIT SYSTEM. As a means of placing a premium on earnest efforts and good results, a credit system has been established during the past session. It has stimulated work in the three essen tial deparments of school-life,—Academic, Athletic, and Military. These credits are given for excellent work in each of these departments; and every credit cancels a demerit, if the record shows such against the cadet. At the end of each week, a balance is struck 55

between the demerits and the credits. If the demerits are in excess, extra duty is re quired of the delinquent. If the ci edits are in excess, they are recorded in favor of the cadet. Under this system, opportunity and encouragement are given a boy, either to clear a discreditable record, or to win the honor of excellence. He is made to feel that his work and decorum count in a substantial way. The cadet whose record shows the greatest number of credits for the session wins the distinction and medal to be awarded on Com mencement Day to the Model Cadet. The common sense of the system has been thor oughly demonstrated.

DAILY ROUTINE.

Daily Routine.

Tues. Thurs. Wed. Fri. Sat.

Sunday.

Monday.

Reveille; Physical Exercises .................

6:15

7:15

6:15

Police Inspection.....................................

7:00

Breakfast.................................................... Chapel Exercises....................................... Recitations..................................................

7:i5 8 :oo 8:20 to 12:30

7:45 8 :oo

Church.......................................................... Dinner........................................................... General Inspection....................................

7:i5

10:30 12 40

1 :oo

12 40

2 :oo

Recitations.................................................. Drill; Battalion Parade Wed., Sat. . .

3:00

Evening Para de; Supper........................

6 :oo

1 30 to 2.50 5^o 6:50

6 :oo

Call to Quarters.........................................

6:50

Study Hour............................. ...................

7:00 to 9:00

Tattoo............................................................

9:00

9:30

9;3°

Taps................................................................

6:50

I I 2 £

-4

-4 -4 -4 -4

Business Department. Major F. C. SHAW, Instructor.

This department is designed to fit for business-life young men who do not expect to pursue a higher course at college or university. In addition to this excellent training, they reap also the benefits of military discipline and physical culture which the business colleges do not afford. Along with the regular commercial branches, they study also Stenography, Typewriting, English, Penmanship, &c., to render them thoroughly equipped for business. t

COMMERCIAL ARITHMETIC. This is not only a practical class book but a comprehensive book for reference. The subjects embraced in this work are: Simple Numbers, Common Fractions, Decimals, United States Money, Analysis, Special Applications, Denominate Numbers, Percentage, Profit and Loss, Trade Discount, Storage, Commission, Custom House Business, Personal Insurance, Interest (Short Methods, Periodic, Compound), True Discount, Bank Discount, Partial Payments, Equation of Accounts, Ratio, Proportion, Partnership Settlements, Stocks and Bonds, and Exchanges. The instruction and daily drill are such as to make the student accurate, practical and rapid. COMMERCIAL LAW. In this book the statute laws have been so combined with the common law that the book is adapted for use in any state. All through the work the student is carefully in structed as to the points upon which he must consult the statutes of his own particular state. The topics treated are: Law in General, Contracts, Negotiable Paper, Guaranty and Suretyship, Interest and Usury, Sales of Personal Property, Bailments of Personal Property, Inn-Keepers, Common Carriers, Shipping, Agency, Partnership, Joint Stock Companies, Corporations, Fire Insurance, Life Insurance, Marine Insurance, Patents, Trade-marks, and Copyrights, Real Property, Real Estate Conveyances, Landlord and Tenant, Court Pleadings and Practice. It also contains all ordinary legal and business forms and a complete glossary, leaving no uncertainty in the mind of the student.

BOOK-KEEPING COURSE, This covers a period of two years. The work used is Modern Illustrative Book keeping, which is divided into two parts. Part i.—Through the first part the student is taught the simple theory of accounts. Every principle is fully explained, and each new entry is illustrated in beautiful script. Particular attention is given to journalizing, posting, taking trial balances, making finan cial statements, and closing the ledger. After the pupil has mastered the elements of 61

book-keeping, he is required to make his records from vouchers representing business transactions. These come to the pupil in substantially the same way as do similar docu ments to the book-keeper in the business office. The appendix contains a brief treatment of single entry book-keeping. This supplemented with practice work constitutes the first year’s work. Part it.—The advanced course is adapted to the requirements of advanced classes in business schools. It contains a thorough treatment of special lines of business, illus trating commission, wholesaling, retailing, and manufacturing, and employing modern and approved forms of books of accounts together with the card ledger, the loose leaf ledger and the voucher system. This constitutes the second year’s work. The above work is designed to teach book-keeping as it is practiced by the best bus iness houses. Many innovations in methods are introduced. The time has come when it is necessary to use practical business methods even though they supplant long cher ished school forms and practices. Among the firms consulted in the compilation of this work were Lord & Taylor, New York; John Wanamaker, New York and Philadelphia; Park & Tilford, New York; Bald win Locomotive Works, Philadelphia; Gimbel Bros., Philadelphia; Comptroller of Cur rency, Washington, D. C.; Assistant Secretary of the United States Treasury, New York, and over a hundred other leading houses and banks, who cheerfully permitted their books to be examined and whose head book-keepers furnished much valuable information.

BANKING Students whoso desire may substitute for the second year’s work in book-keeping, Modem Banking and Bank Accounting.

This is a complete exposition of the most approved methods of banking and bank accounting, as practiced by the progressive bankers of the country. It differs from other treatises on the subject in many important particulars. It is a practical work on prac tical banking for bankers, bank clerks, and students of banking. The Check Sheet Method (block System) of banking is fully explained. This method is used and endorsed by the leading banks of America, and is conceded by bank examin ers, bank cashiers, and bank accountants to embody the true principles of ideal bank ac counting. It affords an absolute proof of the correctness of every department of bank work. In case of error this method will indicate where the mistake has been made. It enables a book-keeper to compile a complete statement of the receipts and disbursements, losses and gains, and resources and liabilities of the bank in a few minutes after the close of the business day. The plan of the work is as follows: The first part of the book is devoted to a dis cussion of banking in general, and to the organization, etc., of banks. Then follows an extended treatment of the check method. is divided into two parts. 62

This section of the book

Cadets Drilling in Mexico.

In part I. the work of the different tellers and book-keepers is taken up in the regu ar order and fully explained and illustrated and a sufficient amount of work is given in making entries in the books and on the various blanks of each department to thoroughly familiarize the student with the duties of the various clerks and book-keepers, and with this method of bank accounting. Part II. is a continuation of Part I., the transactions being more numerous and the work of a more advanced character. The pupil makes the entries on the check sheets, compiles the proofs, and finally makes out a complete statement of the bank's financial condition. Following the treatment of the Check Sheet method, is a very full discussion of the clearing house, with numerous illustrations of the forms used. Under the head of bank ing customs appear numerous sections containing information of great value to students of banking. Students who take Bank Book-keeping are required to do the banking work and to take turns in transacting the banking for the students who are doing the business book keeping.

STENOGRAPHY AND TYPEWRITING.

Major McIntire, Instructor.

The Ben Pittman system of Stenography is the system employed in this course, A thorough knowledge of the Manual is followed by dictation exercises designed to cover every field of business endeavor. Much stress is laid upon a thorough grounding in the rudiments before dictation work is taken up; but, when once a ready knowledge is at tained, exercises are given looking toward a development of speed suitable for office, court, or journalistic work. The course covers a period of two years. In Typewriting, the object is to place before the learner a complete course of pro gressive work which if faithfully practiced, will lead to a thorough knowledge of the op eration. The student learns to finger the Universal Keyboard accurately and rapidly to such an extent as to thoroughly master the machine and class himself with the expert performers. The touch method is used. The business man is out of date who does not now use the typewriter. Students who take Typewriting lessons will be expected to use their own machines, which can be brought from home or rented here at small cost. If students are sufficiently advanced, and do not wish to take the full business course, they may take the last two years of the business course which contains purely commer cial branches. On the completion of this, they will be granted a certificate but not a diploma. 67

Music t

Major GEORGE

+ + Department. + + E. KUEMMEl, Director. + ♦-+>> > +++++++++

It would be out of place and certainly untimely to discuss now a thing so universally recognized as the value of music in a school like this. The fact is, it is indispensable. The students are shut in, as it were, from the usual pleasures of society, to prepare for the sterner realities of life. When worn in body and mind, music comes to offer refresh ment, contentment, enjoyment, mental activity and moral advancement. It engages the nobler part of a boy at a time when seducing spirits would run riot in the soul. No pat ent makes a mistake when he places a musical instrument in the hands of his son. INSTRUMENTAL. Individual lessons are given on the following instruments. 1 iano, Violin, \ iola, 'Cello, Bass Violin, Mandolin, Guitar, Flute, Cornet, Clarinet, Trombone—in fact, any Band or Orchestral instrument. Class instruction is given also in Band, Orchestra, Mandolin, Chorus and lee us. Individuals are not received in this department for less time than five months. e charge for lessons on any instrument is five dollars per month in advance. As soon as a student, taking individual lessons, is capable of reading music at sight, he is assignc a place in the Cadet Band or the M. M. A. Orchestra. The charge per year for use of piano is ten dollars. Those studying other than piano will furnish their own instruments.

VOCAL. In this department, the latest methods of the best singers are employed, not only to eac songs, but to give correct cultivation to the voice. Special attention will be given voice v,or^- Music will be selected with special regard to the adaptability of each

GLEE CLUB. When the students can read music correctly at sight, they will. P^e Club where they will have the opportunity of chorus practice. 1 of producing independence on the part of each singer. make it very The work of this department will be intrusted to a specialist w 10 wi profitable and pleasant to all engaged. T essons in The charge for individual lessons is five dollars per month in advance. class, two dollars per month. G8

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Athletics.

The cadets have taken unusual interest in Athletics this session. The spirit mani fested by all, in one form or another, has been very fine indeed. The record made is ex cellent. The physical development effected by proper athletics is recognized now as a very important feature in the make-up of the best schools. FOOT BALL.

M. M. A. First Team—Record. M. M. M. M. M. M.

M. A M. A M. A........ M. A M. A M. A...

.................... 25 ' Pike College o ...16 Columbia Normal Academy. o ... 60 Montgomery High School... o ... 10 Fulton D. & D. Institute... IO ... 21 St Louis Man. Train’g Sc’L. o . . . 6 Kemper Military School .... 15 136

FOOT BALL TEAM.

Wilcoxson Center Robertson Taylor Right Guard Logan Bowen Left Guard Lavin, (Captain) Fritts Right Tackle Olin..................... Kendrick Left Tackle Roehry................ Substitutes.—Rain, Sanchez, and Jones, L-

........... Left End .......... Right End ..................... Right Half Bac . .Left Half Back . .. Quarter Back

BASE BALL. Only two games with outside teams, were played, others being called off on account of the weather. 4 Fulton D. & D. Institute M. M. A 5 7 Columbia High School.. M. M. A 3 BASE BALL TEAM Jones, L Catcher Lavin (Captain) Robertson Pitchei Logan James First Base Tilghman Roehry Second Base Taylor................ Hogan Third Base Substitutes.—Bowen, Macklin, McLain, and Wilcoxson. 73

. .Short Stop .Right Field Center Field . .Left Field

TRACK TEAM AND FIELD-DAY WINNERS. Boys Over Sixteen. .First medal, Olin, D.; Second, Hogan 50-yard dash, 5I seconds . First medal, Olin, D.; Second, Hogan. 100-yard dash, io| seconds........... .First medal, Hogan; Second, Rain. 440-yard dash, 1 min., 7 sec .First medal, Wood; Second, Hogan. 880-yard dash, 3 minutes . First prize, Olin, D.; Second, Gillette. Running Broad Jump, 21 feet 4 in. . .First prize, Lavin; Second, Jones, L. Throwing Base Ball, 101 yards .First prize, Rain; Second, Olin, D. Running High Jump, 4 feet 7 in. . .. .First prize, Lavin; Second, Macklin. Putting Shot, 39 feet 4 in . First prize, Lavin; Second, Macklin. Hammer Throw, 89 feet 8 in........... First, Olin, D.; Second Standing Broad Jump, 10 feet 11 in

Boys Under Sixteen.

50-yard dash, 7 seconds Three-legged Race Sack Race 100-yard dash

First, Major; Second, Jones, B. ...............................Sturdyvin, H. and Glines. ................................ First, Glines; Second, Sturdyvin, H.............................. First. Major; Second, Fonville.

ATHLETIC ASSOCIATION. Each cadet pays $5.00 as entrance fee to the Athletic Association. This admits him to all Athletic Games and Meets with Visiting Teams during the school-year, free of charge.

POINTS PARTICULAR.

1. The session begins on the 14th of September and closes the last week in May* Every attendant should be present at the opening and the closing. 2. Cadets enter for the entire scholastic year, or from time of entrance to the close the session. Otherwise they are not received, except under special arrangements and at higher rates. 3. When a pupil is entered, it is understood that his parent or guardian agrees to our terms, thus making with the school a legal contract. 4. Parents are urged not to ask furloughs for their sons, except in extreme cases. Absence even for a day or two gives us trouble, unfits the boy for study, and lowers his class standing. 5. To receive attention, all instructions, requests, etc., from patrons, must be ad dressed in writing, not to any cadet, but to the Superintendent. 6. Cadets will not be assigned to classes until financial arrangements have been made. 7. Cash advances will not be made to cadets, except from deposits for this purpose and at rates named by parents. Fifty cents per week is ample. 8. Cadets are not allowed to make accounts without the knowledge and consent of parents. 9. Boys eleven years old and over will be received. Gentlemen only are accepted and retained. A boy’s conduct while here is our guide, not what he has been. 10. Two boys occupy one room. If a boy prefers, he may have one room to himself by paying $150.00 extra, with the approval of parents. 11. Each cadet should provide towels, table napkins, sheets, pillows, pillow-cases, blankets, comfort, spread, tooth-brush, toilet articles, bag for soiled clothing, rug, etc. 12. Willful and malicious damage will subject the guilty party to severe punish ment on first offense, to suspension from school on second offense. 13. Reports of scholarship, soldiership, and conduct are sent regularly to parents, 14. Promotion to a higher class or the completion of a study requires an average of 80% in daily grades and final examinations. 15. Each cadet is required to carry at least four studies, making twenty recitations a week. 16. Ambitious students may shorten the time and lessen the expense at school by taking studies outside the regular classes at spare times. If they can stand the examinations on these, full credit will be given. 17. Under no circumstances can a cadet officer take fewer than four studies, He loses the office if he cannot make at least 80% in his grades. 18. Cadets who have completed the regular course may take the “Post-Graduate Course.” 19. Diplomas with the title of “Graduate of the Missouri Military Academy” will be awarded to students who complete the course of studies. 20. The Academy offers .a home of refinement and culture, the best instruction, the strictest care, the kindest attention. 77

Financial Department. Colonel W. D. FONVILLK, the Manager. 4-

The charge for Board, Literary Tuition, Room, Electric Light, Steam Heat, Military Instruction, the Use of Arms and Military Equipments, and Laundry (not to exceed iS pieces per week)—for the entire session, is 8310.00. 4-)

THE PAYMENTS.

(In Advance Always.) At the beginning of First Term, September 14th 8210 00 At the beginning of Second Term, January 3rd................... 100 00 If entire year is paid in advance............................................ 300 00

This price includes only the items named. A sum sufficient to cover incidentals, such as books, stationery, weekly spending money, uniforms, breakage, &c., must be de posited with the Superintendent at the beginning of the boy’s school life with us. An itemized statement of this incidental deposit will be rendered at the end of each term. It must be distinctly understood that cadets are accepted for the entire session, or from time of entrance to the close of school in May. Deduction is not made for late en trance less than one month. Special arrangements are sometimes made for shorter periods than an entire session in the case of boys who are preparing for the government schools, or similar work, and must do it in a certain limit of time. In such cases the expenses will be regulated and paid at the uniform rate of $45.00 per month. The rule is general that no deduction is made in the case of any one that deserts, is expelled or suspended, is requested to resign for cause, or is withdrawn for reasons unsat isfactory to the Superintendent. Deduction at the rate of three dollars per week will be made for absence on account of sickness prolonged more than a month. If a cadet has to be withdrawn for providential reasons, the loss will be equally shared with the parent or guardian. Each room is furnished with the following articles: 2 single iron beds, 2 bed springs, 2 mattresses, 1 table, 2 chairs, 1 iron washstand, 1 pitcher, 1 bowl, 1 slop bucket, 1 mir ror, 1 electric-light outfit, 1 radiator complete, 1 closet, 2 stands of arms complete. Each cadet is required to receipt for the articles placed in his charge, and is held res ponsible for them. Before leaving the school, he must return the same in good condition, allowance being made for reasonable use. He must repair at his own expense all damage done and replace with new or pay for articles destroyed or lost. 1

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All property of the Academy damaged by cadets will be repaired at the expense of the perpetrator. If he is unknown, the cost of repairs will be assessed equally upon the members of the corps. The uniform outfit consists of two elegant tailor-made suits, one being for dress and the other for service. It is the handsomest cadet uniform made. The complete outfit for the entire year including also white duck trousers for spring, white cross-belts, blue flannel shirts, leggins, gloves, caps, hats, &c., will cost about fifty dollars. Instruction in Cavalry will be given at an extra charge, if as many as twenty cadets desire to take it. Students in Chemistry and Physics will pay a fee of S5.00 for each subject. Diplomas (genuine sheep-skin) from any Department, S7.50. No charge for Com missions from the Governor. All money and checks should be sent direct to the Superintendent and not through any cadet. Accounts past due are subject to sight draft without notice. Interest will be charged on deferred payments. Each patron of this school is expected to sign a Contract with the Su perintendent. It is a record of the agreement, and is intended for the Pro tection of all parties concerned. In making application, use blank in back of this booklet. If your son is accepted, a Contract will be sent for your approval and signature.

A Few Words to Patrons. By the Superintendent.

1 eH *

“To know that which before us lies in daily life, is the prime Wisdom.”—Milton. In all business dealings, nothing is more important than a clear understanding at the outset. You are looking for a man and a school where you may with safety place your son for proper instruction, discipline and protection. When, in your judgment, this man is found, you ask him to assume a grave responsibility. The conscientious teacher recognizes the full weight of this, and is willing to assume it under certain conditions to which you must assent in placing your son under his careFULL CONFIDENCE.

First of all, your unreserved confidence is expected. In all relations of life you have given this to some one. In legal affairs, you trust your attorney; when traveling, you place your life in the hands of the engineer; when sick, you rely upon your physician; you enjoy without fear the food prepared by your cook; for spiritual guidance, you open your heart to your pastor. The soul interests of your son are immortal and demand the deepest concern while his character is still plastic and waiting for the hand of destiny. The instructor who is charged with the responsibility of moulding his life for time and eternity should receive from you a- confidence as full as the responsibility and a sympathy as broad as nature. SUPREME AUTHORITY. For the period during which he is connected with the school, your boy should recog nize the head of the school as an authority from whom there can be no direct appeal. It is highly probable that he will, now and then, be subjected to unusual discipline. This will doubtless cause him to murmur, and to worry you. Do not lose sight of the fact that all hope of good will be lost, if he knows that his complaints will receive a sympa thetic hearing at home. Here, impartial justice applies the remedy for broken law, tem pers it with mercy, and withdraws it entirely when the boy’s stubborn will yields a cheer ful obedience to lawful authority—the aim and end oj all discipline. SINCERE FRIENDSHIP.

Having trusted your boy to the school authorities, having placed him beyond the touch of home and his former associates, to rub up against the world, if you would lighten the teacher’s burden and make his service a labor of love, let him feel that you are his friend, under all circumstances. He must tell the plain truth about your child, not merely to find fault when he goes wrong, but to inform you of his life and develop84

ment at school. If conscientious and careful to ascertain the facts, he will probably de tect in your son’s composition features which have escaped your notice,—certain peculiarities of disposition and temperament that will color his whole life. When your atten tion is directed to his defects, it is expected that your loyalty will be as strong as when excellence in the boy is commended. INJUSTICE.

In placing your son in a school that has gained a reputation for honest, thorough and successful work, you are apt to make the mistake of thinking that a marvelous change for the better will be produced in him in a very short time. This is highly improbable. When too much is expected, great injustice is done to the boy and to the school. We cannot eliminate time from culture. We will do our best with him. Observation and experience confirm the opinion that. physical and psychical pecu liarities are handed down from father to son. It often happens that these do not please. With no better reason at hand, we satisfy ourselves by charging the undesirable traits to the boy, his teacher, or his associates, while they are an inherent part of his nature and can never be totally eradicated. His education cannot be wisely ordered unless this fact is recognized. "Some day it will be found out that to bring up a man with a genial nature, a good tem per and a happy frame of mind, is a greater effort than to perfect him in much knowledge and many accomplishments." THE TIME TO BEGIN. A boy’s character is plastic. It may be made “a thing of beauty and a joy forever,” or it may shock us by its deformity, according as the hand that moulds it is true or false. The sooner this work is begun the better. Delay is doubly dangerous. Many make the mistake of keeping their sons at home too long. The fathers, in the multitude of business engagements, have no time and the mothers early lose control and sight of them. Irreg ular and dangerous habits are soon formed, dissipation begins—to be surely followed by mental and moral decay. The fairest prospect of many a noble youth has been forever blighted by unavoidable neglect in the home. A few dollars may be saved, but the boy may be lost. Wisdom and experience cry out, in the interest of our homes and country, to save the boys. Place your son early in a good military school and keep him there till the dangerous period of a boy’s life is past. A WORD IN SEASON. Mental and physical excellence will amount to little, so far as success is concerned, unless the boy has learned the of a dollar. The practice of spending money freely -with out accountability is almost always associated with lewd companionships beyond your knowledge. It usually fills the mind of a boy with utter contempt for honorable stand ing in studies. Some of the most valuable lessons taught by parentsand teachers pertain to the proper value and use of money. Teach him these principles when a child, and you will not have cause to accuse him of being a spendthrift when he becomes a young man. <f ’Tis education forms the common mind, Just as the TWIG is bent the tree's inclined."—Pope. 85

A DELICATE SUBJECT.

Boys receive from their parents little or no instruction about sexual physiology, the origin of animal life, intimate habits of personal purity, the mistakes of ignorance, or the sacredness of the relations designed by Infinite Wisdom to exist between the sexes. Prop er and innocent questions of children are usually met by evasion. The questioner is made to feel guilty for thinking or speaking of such things. Turning from the proper authority, the young and unsatisfied mind seeks information outside from fountains of ignorance and corruption. The best friends of the boys, their fathers, seem to be in league with the powers of darkness to hide the truth. Right knowledge dispels impurity of thought, word, and deed. Properly presented, the entire subject grows in beauty and interest, inclining the student to delicacy and purity, and lending inspiration to a higher and nobler life. Tell the boys always the plain truth on all questions pertaining to life—its origin, design, and destiny. “Truth is violated by falsehood; and it may be equally outraged by silence.” —Animian. THE SELECTION OF A SCHOOL.

Many parents estimate the immortal interests of their sons in dollars and cents. The question of education is promptly decided by the answer to the very first enquiry, “Hoiv much does it cost?” Wise parents who really love their sons consider the merit of the school—how much good it may accomplish. It is questionable wisdom that saves a few dollars to the father and robs the son not only of the best education, but also of life’s fairest, richest, noblest gift—character. It is passing strange that a loving father, who would die for his son, will, for the sake of a few dollars, sign away his child’s birthright! If he is about to die, you want the best physician without regard to cost. Under the same inspiration, may the hand of your good angel direct you to select the man and the school that may determine the character of your son—fair in Time, fair in Eternity!!!

THE WORLD’S FAIR. Arrangements are being made to take the Cadets to the World’s Fair at St. Louis in October. This is an opportunity for information afforded but once in a life time. It is an education complete in itself. Every nation of the world will be on dress parade. Our boys and young men cannot afford to miss it. It is our purpose to take every Cadet. We wish to make a creditable showing there. Some hard work will have to be done first. It is very essential that every Cadet, officers and privates, shall be here ready for duty on the very first day of school, September the 14th, at 10 a. m., sharp.

Measures for uniforms will be taken that, day and forwarded immediately to the manufacturers. To be late, even one day, is to run the risk of losing the finest oppor tunity of a life time for pleasure and profit. 86

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® LETTERS, Prophetic and Commendatory.

“IN THE FRONT RANK OF OUR NATION’S MILITARY ACADEMIES."

Executive Department, State of Missouri, Jefferson City, Mo., May i, 1900. Col. R. M. While, Mexico, Mo. Dear Sir,—I enclose herewith a letter recently received from Col. J. T. Murfee, Super intendent of the Marion Military Institute, of Marion, Ala., which may be of interest to the patrons and promoters of the Military Academy so soon to be established in your city. No doubt these distinguished and able educators will, by their skill, competency, industry, and reputation place your institution in the front rank of our nation’s military academies. Very respectfully, (Signed) LON V. STEPHENS, Governor. “POWER OF THE VERY HIGHEST ORDER." Marion, Ala., April 17, 1900. To His Excellency, Governor Eon V. Stephens, Jefferson City, Mo. My Dear Sir,—Allow me to congratulate you and the people of your great State upon the rebuilding and reorganization of the Missouri Military Academy at Mexico, Mo. Know ing very intimately the President, A. K. Yancey, and his associate, Col. W. D. Fonville, and seeing the names of the great American and European Universities from which the other members of the Faculty have graduated, I am confident that this academic staff possesses teaching and disciplinary power of the very highest order. These men will make your Military Academy an institution of rare excellence, I have the honor to be, Very respectfully, (Signed) (COL.) J. T. MURFEE, LL.D., Superintendent Marion Military Institute. (Ex-Member Board of Visitors, U. S. Military Academy.)

“PASSED EXAMINATIONS AT WEST POINT." From Hon. R. K. McHenry, Newark, Ark.: Having sent to Missouri Military Academy my nephew, Sherod Arnold, who has just passed the examinations and received appointment as cadet to West Point, I am ready to testify to the thoroughness of the work done at your school. “A SAFE GUARANTEE THAT THE ACADEMY IS TO BE FIRST-CLASS." From Hon. Alexander M. Dockery, ex-Member of Congress; Democratic nominee for Governor of Missouri. Gallatin, Mo., May 23, 1900. Col. R. M. White, Mexico, Mo. . Dear Sir,—I notice with much pleasure the zeal of your people m the f f tion. The rebuilding and equipment of your Military Academy under t e o■ . j educators so well and favorably known confirms the claims of your ci y .diversities of center of great value. The Faculty, representing the fadingc<! every respect. our country, is a safe guarantee that the Academy is to be 3/ DOCKERY. Yours sincerely, 89

LETTERS

Continued.

“AN AMPLE GUARANTEE OF SUCCESS.”

From the Hon. Francis M. Cockrell, the distinguished Missourian, who, in the U. S. Senate, ‘ ’snatched victory from the jaws of defeat,” and secured $5,000,000 for the Louisiana Purchase Centennial: United States Senate, Washington, D. C., May 11, 1900. A. K. Yancey, President Missouri Military Academy, Mexico, Mo. My Dear Sir,—I am exceedingly gratified to learn that you are so successfully and efficiently reorganizing Missouri Military Academy with an academic staff' of so able, ac complished, and experienced educators. Certainly this is an ample guarantee of success and that your Academy will take high rank and will give its pupils the very best training. I congratulate you and wish for your Academy a future of great usefulness in our great State. Yours sincerely, F. M. COCKRELL.

WORDS CANNOT EXPRESS MY GRATITUDE—I CONSIDER THE BOY FORTUNATE.” Campbell, May 2, 1902. Col. IF. D. Fonville, Mexico, Mo. Dear Sir,—Words cannot express my gratitude to the Faculty of the Missouri Military Academy for the remarkable progress my son has made. It certainly gives me great con solation to know that, in such a thorough school, where the grading is so strict, my boy, who is only fourteen and one-half years old, ranks seventh in scholarship, with an annual average of 91 per centum. Nor could I ever forget to praise your school for the excellent physical development and morai culture so clearly indexed in his every appearance. I consider the boy, and his parents a s well, very fortunate who secures a place in your noble school. May you find continued happiness and success in this Christ-like work in which you have so assiduously labored—that of fitting young men for places of honor and usefulness in this life and of eternal joys in the life to come! Very respectfully, J. T. BAILEY.

“NO SCHOOL WORK IS A SUCCESS UNLESS IT HAS APPEALED TO THE VERY BEST THAT IS IN A BOY.” Bonham, Texas. Having been intimately associated with the Superintendent of the Missouri Military Academy, Prof W. D. Fonville, during several years of our early teaching, and having noticed in the succeeding years his plans and their results, and having an acquaintance with many successful young men who have once been under his training, it is from personal experience and observation that I write of his worth as an educator of youth. His education and training for school work were the very best. Besides his knowledge of books, he has a knowledge of men and affairs, and possesses in a remarkable degree what many teachers lack—common sense. He has an influence over boys which can not be de scribed, but which you and I recognize when we see its effects—an influence that is the essense of a strong personality. With Col. Fonville no school work is a success unless it has appealed to the very best that is in a boy and has aroused him to his innermost depths. I believe that no boy ever took a course at Col. Fonville’s school without being made better, more manly, more useful, by the training he. received, and by the daily association with Mr. Fonville and his excellent family. SUMNER B. FOSTER, Superintendent Public Schools. 90

TBTTBRS—Continued.

“I AM WELL SATISFIED.” Council Bluffs, Ia.

I had the pleasure of meeting during my visit* to the Academy. ... spection of buildings and grounds, resulting in a highly pleasing s ^i rqhrER Yours very respectfully, Ex-Mayor Council Bluffs. “MY SON HAS ADVANCED MORE THAN EVER BEFORE IN THE SAME TIME.’ Kansas Chy, Mo. Cel. Hz. D. Fomnlle, Mexico, Mo. Fomltv for the fine My Dear Sir,--Allow me to express thanks to you and FacuItY progress my son has made at your school. As evidence of m> PJL ever before other boy. I take pleasure in stating that my son has adv . Faculty who are in his life in the same period of time. I have met persona y yo thanks for your men of culture and long experience in teaching boys. Please accept my thanks lor wl numerous very courteous favors. j^S H. ARNOLD. Very respectfully yours, J

“WILL PROVE A BLESSING.” From Mr. P. T. Walton, Pond Creek, Okla.: e irn„rv I deem I am very much pleased with my boy’s success at Missouri i i y - • a|,out to such a school the only place to give discipline and polish to a boy, F blesrine as long start out in life on his own account. The impression received w P as he lives. “LANGUAGE IS INADEQUATE.” I‘roni J. W. Voohers, Marshall, Mo.: 1 wish to commend the Missouri Military Academy. The language at my command is inadequate. You write just what you see fit and sign my name to it. From the way you ave advanced and improved my son, Clarence, you cannot make it too strong.

“I DO NOT HESITATE TO COMMEND IT TO ALL PARENTS.” Chicago, III. I take the liberty of expressing my entire satisfaction with the results attained with my son, Theo., in Missouri Military Academy. I selected the M. M. A. after examining most of the military schools in the West; and I do not hesitate to commend it to all parents who have sons to educate. Yours truly, H. J. RUHLING.

“I MOST CORDIALLY ENDORSE,” ETC. * St. Louis, Mo. My Dear Sir,—I cannot imagine a school better adapted than yours to the proper training of young men. The progress of my son clearly demonstrates the efficacy of the Faculty and their ability to lead the boys into studious habits. Your system promotes their physical as well as mental good, and inculcates gentlemanly traits of character. I 91

BETTERS—Continued.

most cordially endorse the firm, kindly discipline which elevates the character and ad vances the best interests of the pupils entrusted to your care. I shall be pleased to con tribute to the welfare of your school in every way possible. Very respectfully, E. T. CAMPBELL.

WHAT A PROMINENT MEXICO LAWYER SAYS. Mexico, Mo. Col. W. D. Fonville: Dear Sir,—Judging from observation incited by a personal interest in my son, a pupil at M. M. A. for two years past, I can testify to the excellence of your school and its manage ment. His progress has been more than satisfactory. You have been able to incite him to unusual effort in his work. Wishing you that degree of success in the future merited from the past, I remain, Very respectfully, GEO. ROBERTSON.

“IMPROVED IN EVERY WAY.’ From Dr. J. E. Harris, Marshall, Mo. : My boy, who is thirteen years of age, is of such a nervous temperament that I could not keep him in the public schools without impairing his health. What to do with him was a serious problem. After much hesitation, I determined to put him in the Missouri Military Academy. I am well pleased with the results. He has had perfect health made satisfactory progress in his studies, and improved greatly in every way. “I AM MORE THAN PLEASED AND WOULD ADVISE ALL TO SEND TO M. M. A.” Jonesburg, Mo., May 8, 1902 Col. W. D. Fonville, Mexico, Mo. Mv Dear Sir,—I am more than pleased at the progress my two boys, William ano Henry, have made at your school. I would advise all who have boys to educate to send them by all means to the M. M. A., as it is one of the very best in all the country. Very truly yours, THOS. VAN STUDIFORD.

•‘J STILL THINK MY CHOICE A WISE ONE.” iVIarathon, Ia. Col. W. D. Fonville, Supt., Mexico, Mo. My Dear Sir,—As the time is approaching when my son will be home for the summer vacation, I want to express to you and the entire Faculty of the M. M. Academy my appre ciation of the advancement he has made. I fully and cheerfully commend the Missouri Military Academy. I am highly pleased with the school and its management. I selected the M. M. Academy after investigating several other military schools. I still think my choice a wise one. Very respectfully yours, C. E. HERRICK.

“THIS SCHOOL HAS NO SUPERIOR.”

Mexico, Mo. Col. W. D. Fonville: My son has been a student at the Missouri Military Academy during the past two years. His progress has been entirely satisfactory. For thoroughness in moral, mental, and physical training this school has no superior. I congratulate its management in success-

92 '

BETTERS—Continued. fully training boys to think for themselves and creating in them an ambition to succeed. I commend the school and its management to those who desire to thoroug y c their boys and at the same time feel that they are receiving as nearly home training ana protection as can be obtained in a school. pi? v Yours truly, “I AM DELIGHTED—YOUR SYSTEM SUPERIOR.”

St. Louis, Mo. Col. Fonville: Dear Sir,—I am delighted with the progress my son has made at your Academy. \'our teachers are excellent. Your system of managing boys is superior to that of any other military school of my acquaintance. At least the influence is home-like. The dis cipline is excellent and the instruction is thorough. R. D. LEWIS. Yours very truly,

“SURPRISED TO SEE SUCH A CHANGE.” Dexter, Mo., January 12, 1903. Col. W. D. Fonville, Mexico, Mo. . « mv Dear Sir—I am well pleased with the progress my sons have made, esP^1^\. ? son Fred, as I had about come to the conclusion that I could not make any ng ’ I w is surprised to see such a change in so short a time. I thank you for e SP and interest you have taken with him and Harry. I am well pleased wi < Yours truly, J- ' • “LACK OF HAZING ESPECIALLY PLEASING TO ME.—EXCELS OTHERS.’ Centerville, Ia. Dear Sir,—My son has improved wonderfully in the few months he has been under your care and instruction. Your manner of discipline accords with my views, appealing as it does to a boy’s manliness and instilling correct ideas of right, rather than exciting slavish fear. The absolute lack of hazing in your school is especially pleasing to roe and will be to all mothers. Yours excels other military schools which my son has attended. I cordially recommend the Missouri Military Academy for the manner in which you instruct your boys. I feel well repaid for placing my son under your care. Sincerely yours, Mrs. C. W. LEWIS. ‘IF I HAD FORTY BOYS.

Ironton, Mo. Dear Col. Fonville: I am well pleased with my son’s progress. The mental and moral training he has re ceived is highly satisfactory to me. I thank you for the special interest you have taken in him. If I had forty boys I would send them all to the Missouri Military Academy to be educated. Yours truly, JOHN LOTZ “THE TRAINING IS OF THE HIGHEST ORDER.,f Kearney, Mo., February 13, 1903. To Whom It May Concern: I am acquainted with the Missouri Military Academy and its management, as my my son son has been enrolled there since September last. The school is a good one, and .the training 93

LETTERS—Continued. is, I believe, of the highest order. The Faculty are gentlemen, and take care of the boys 'a under them. The moral influences are excellent, and everything is done to produce high type of manhood. I take pleasure in recommending the school and its

“I CAN HEARTILY COMMEND YOUR SCHOOL.” St. Louis, Mo., May 22, 1903. Col. W. D. Fonville: Dear Sir,—I am delighted with the progress my son has made at your Academy, and, unless something unforeseen occurs, I shall send him back in September to complete his course. I can heartily commend your school, not only for the mental and moral training, but also for the physical improvement, which with growing lads is a matter of weighty importance. I shall be pleased to further the interests of your academy in every way possible. Sincerely, Mrs. L. MACKLIN. A TRUE AND APPRECIATIVE FRIEND. Poplar Bluff, Mo., June 6, 1903. Dear Col. Fonville: We hope you had a prosperous session and that yourself and family are well and happy. I thank you very much for courtesies during the year. I expect to send the boy back in the fall. Our kindest wishes. JAS. LAVIN. Yours truly,

A FRIENDSHIP GOLDEN AND TRUE AS STEEL. Spearfish, S. D., June io, 1903. Dear Colonel Fonville: Henry is on the ranch now and probably will be most of the summer. He seems very well and strong and much improved in many ways. We expect to send him back to you next autumn. With kindest regards to all your family, Yours sincerely, Mrs. HENRY G. WEARE. “I EXPECT MY SON TO RETURN TO YOU FOR A POST-GRADUATE COURSE.” Col. Fonville, President of M. M. A., Mexico, Mo. My Dear Colonel,—After the second year of my son’s attendance as a cadet in your Academy, I take great pleasure in complimenting you and your excellent corps of teachers for the high standard of their work as educators. Visiting your school as I did a few weeks ago, in the midst of your routine work I had a fine opportunity to judge of the thorough manner of your work. I expect my son to return to you for a post-graduate course. Very truly yours, SAM’L C. JAMES, M. D.

‘NOTHING WILL GIVE ME GREATER PLEASURE THAN TO CONTINUE HIM WITH YOU SEVERAL YEARS.”

. ,, 1416 K Street, N. W., Washington, D. C. Col. W. D. Fonville, Mexico, Mo. My Dear Colonel,—I desire to extend to you my congratulations on the exemplary deportment attained at your college, saying nothing of the excellent academic academic wc work. I have been particularly pleased with the progress made by my son Thomas . Being 94

TETTERS—Continued. a little less than a year since he commenced his education with you, we have noticed the marked improvement in all the branches he has taken up under your excellent tutelage. We are particularly well pleased with the great improvement in his behavior and general manly bearing. Nothing will give me greater pleasure than to continue him with you for several years. Yours very sincerely, H. S. MAGRUDER. “DISCIPLINE OF VERY HIGH ORDER.

Gillespie, III., April 24, 1904. Col. Fonville, Mexico, Mo. Dear Sir,—The progress our son Dean has made during the past session at your school is very satisfactory to us. We think the discipline exercised is of a very high ordei. Yours respectfully, Mrs. HENRY W. RICE.

“ESPECIALLY WITH THE HOME-LIKE ATMOSPHERE. Phillipsburg, Kas., April 26, 1904. Col. W. D. Fortville, Mexico, Mo. My Dear Sir,—My son Glenn has been attending your school since the first of last January; yet it gives me pleasure to state that even in that short time he has made marked progress in his studies. I am very much pleased with your methods, especially with the home-like atmosphere that seems to pervade the school, imparting, as it does, a quite moral influence over the pupils. I am in hopes that my boy will be again under your tuition next year. I am, Very sincerely yours, C. A. LEWIS.

“THE GOOD YOUR SCHOOL HAS DONE THEM.”

Kennett, Mo., April 30. 1904. Col. W. D. Fonville, Mexico, Mo. Dear Sir,—Your present term of the M. M. A. will soon end, and I want to thank you for the care and valuable instructions my sons Langdon and Byron have received. I am indeed appreciative of the good your school has done them. Very truly, R. H. JONES. “IN YOUR HANDS I FEEL THAT HE HAS A GOOD FRIEND. ' Poplar Bluer, Mo., April 7, 1904. col. W. D. Fonville, Supt., Missouri Military Academy, Mexico, Mo. Dear Sir,—My son Harry has been a student at your Academy for nearly two years. His progress mentally, morally, and physically has been satisfactory. You seem to fully understand the management of boys and how to treat them. I commend you and your school to all who have sons to educate and train for the duties of life. When my son is in your hands, I feel that he has a good friend who will never treat him unkindly. He will be with you again. T. D. FERGUSON. Yours truly, 95

LETTERS—Continued.

“MADE MORE USEFUL, MORE MANLY, AND BETTER IN EVERY RESPECT.” Roanoke, Mo., April 12, 1904. Col. IV. D. Fonville, Mexico, Mo. Dear Sir,—Two years ago, after much deliberation in regard to the best school to be had for the education of young men, the one capable of fitting for places of honor and use fulness in this hustling, busy life, and for the eternal joys hereafter, we decided to place our boy in the Missouri Millitary Academy. As an evidence of our appreciation of the ex cellent mental and physical development and moral culture so clearly indexed in his every appearance, we sent him back this session where he will, at the close of this school year, complete the regular course. We do not hesitate to commend your school and its management to all parents who have sons to educate. No boy could attend your school without being made more useful, more manly, and better in every respect. H. C. TAYLOR. Yours very truly,

I AM WELL PLEASED.” Dawson, N. M., April 15, 1904.

Col. W. D. Fonville, Mexico, Mo. Dear Colonel,—Allow me to express thanks to you and your Faculty for the progress Leslie has made at your school. I am well pleased. He will return next year. Respectfully, Mrs. C. C. GILLETTE. 'THE RIGHT ONE, THE BEST ONE, THE MOST SUITABLE.” Oklahoma City, O. T., February 6, 1904. Col. IV. D. Fonville, Suf>t., Mexico, Mo. Dear Sir,—This is my son’s second year at your school. It gives me pleasure to say that I have never for a moment regretted the selection of your school as the right one, the best one, and the most suitable one for my boy. From the fact that his improvement in learning, manly qualities, and general bearing has been so marked and the freedom from all disagreeable habits so pronounced, I feel that your institution meets the needs of par ents in educating their sons and fitting them for life’s work in an unusual and attractive way. The military feature of your school is to be greatly commended in that it gives a young man the correct and manly carriage so attractive and desirable. In addition to all these excellent features, too much cannot be said in praise of your thorough academic work, the excellent home associations, and the care and protection always exercised in behalf of your cadets. With best wishes for the future success of the Mo. M. A., I am, Very truly, Mrs. LOUIE MAJOR. MORE THAN PROFESSIONAL INTEREST.” Columbus, Kas., March 21, 1904. My Dear Col. Fonville: I take pleasure in expressing my satisfaction with the progress our son has made with you. I am pleased to recommend your methods of handling a boy, your academic work, and your moral training. I deem your school equal, if not superior, to any of its class in this country. Permit me to thank you for more than professional interest in our son. Believe me most sincerely yours, Mpc W. S. NORTON. 96

BETTERS—Continued. “SECOND TO NONE IN THEiWEMZtE Ark., June 6, 1903. Col. W. D. Fortville, Mexico, Mo. Dear Sir,—I am pleased to say that my son has returned from your school satisfied to the fullest extent. From the progress he has made while there, I feel that you have a school second to none in the West. Yours truly, A. SANDERS.

“WE ARE DELIGH'5§^.ansas City, Kas., April i, 1904. Dear Col. Fonville: Our son Charles has been under your care almost two years. To say that we are sat isfied with his progress does not give an adequate idea of our feeling. We are delighted. It is our intention to send Charles back another year to finish your course. Wishing you and your school the best of success, we remain, Your friends, Mr. and Mrs. RAIN.

“A MODEL SCHOLAR Mo., April 5, 1904. Col. W. D. Fortville, Mexico, Mo. Dear Sir,—I wish to express my appreciation of your splendid institution, the Mis souri Military Academy. Last January, I induced my son, who was backward in his studies, to try your school. The change of associations to a strict yet-home-like school wrought wonders in him. From the first I noticed his improvement each week until now he is a model scholar and soldier. I can cheerfully recommend your school to parents having boys to educate as a model institution. J. K. McLAIN. Yours ver}7 truly,

I AM TRULY SATIS1^$)AR pLUFFj Mo., April 10, 1904. Col. W. D. Fonville, Mexico, Mo. Dear Friend,—It is certainly a difficult matter for me to express fully my gratitude to one who has ever shown his interest in the welfare of my son as you have done in the past two years. His improvement has been quite marked, not only in educational, but social lines as well. I am truly satisfied with M. M. A.; and I wish the Faculty- continued success. The Superintendent and his family have my best wishes for the upbuilding of M.M. A. W. B. BOWEN. Yours truly,

“MY SON HAS IMPROVED T, April 18, 1904. Mv Dear Sir,—You have a very fine school. My son has improved wonderfully. You may write a testimonial to suit yourself and sign my name to it. * ou cannot ma -e it too strong for me. I hope Walter is well. PARKINSOK. Yours respectfully, 97

LETTERS—Continued. ‘A GOOD CHRISTIAN SCHOOL.” Sioux City, I a., April 20,1904My Dear Sir,—I can say for your school that I am well pleased with it; and I do not think that I could have sent our grandson, Charles Blabon, to a better one in all this country. I can highly recommend it to all as a good Christian school. I am well pleased with the interest that you always take in the boys. I intend to send the boy back to you next year and until he finishes his education. Yours truly, Mrs. D. A. SELKIRK.

YOUR MOST VALUED AND KIND SUPERINTENDENCY.” Downs, Kas., May 3, 1904. Col. IV. D. Fonville, Mexico, Mo. Dear Colonel,—I am very much pleased with the progress my son has made since entering the M. M. A. Especially has the military department greatly benefited him. Should I decide to send him to school next session, which I hope to do, I shall certainly place him again under your most valued and kind superintendency. Very sincerely, Mrs. LIDA LIPTON HOWELL. “SOMETHING FAR BETTER—A TRUE HOME.”

Camden, Ark., May 18, 1904. Col. W. D. Fonville, Mexico, Mo. Dear Sir,—Having had my nephew, Leonard M. Stern, in the Missouri Military Academy for the past two years where he has enjoyed the best advantage and received the very kindest treatment, it is due to you that I should express my entire satisfaction. Your school is not only an excellent Academy, but it is something far better—a true home for boys. I shall, therefore, take great pleasure in recommending this Academy to any who have sons and wards to educate. We love our children, and wish to trust them to the care of those only who are kind and wise in management. MOSES STERN. Yours very truly,

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Twelve Reasons Why Hardin College is a Success. Ex.-Gov. C. H. Hardin, A.M., LL.D., Founde John W. Million, A.M., President. Geo. A. Ross, A.M., Vice-President.

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A growing school.

A live and progressive administration.

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Home department efficiently administered.

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Discipline, mild and gentle, but positive, persuasive, not arbitrary.

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Climate healthful; mild for Northern people, temperate for Southern.

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