1918 Missouri Military Academy Viewbook by Missouri Military Academy

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Especial attention is directed to the President’s letter to parents page twenty-six.—For ready reference to principal subjects see general index page ninety-six

Officers of the Corporation COL. E. Y. BURTON. President

. Mexico, Missouri

COL. FRED A. MORRIS, Vice-President

. Mexico, Missouri

MAJ. J. II. WHITMORE, Secretary .

. Mexico, Missouri

S. M. LOCKE, Treasurer

. Mexico, Missouri

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Board of Directors Col. E. Y. Burton

. Mexico, Missouri

Maj. J. II. Whitmore .

. Mexico, Missouri

Maj. J. C. Strock .

. Mexico, Missouri

Col. F. N. Henderson

. Mexico, Missouri

Judge W. W. Fry .

. Mexico, Missouri

Col. Fred A. Morris

. Mexico, Missouri

Calendar for 1918-1919 SESSION BEGINS....................................................... September 12 (All cadets should arrive on this date.)

THANKSGIVING DAY

...................................... November 28

CHRISTMAS VACATION BEGINS .

CHRISTMAS VACATION ENDS..........................

December 24

January 1

BACCALAUREATE SERMON........................................ May 25

COMMENCEMENT EXERCISES................................. May 29

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MIMTARY^ABEMY MEXICO, MISSOURI "Year Cd,talo^ of*vSps.

±917-18 1918-19

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Missouri Military Academy is a corporation composed of leading citizens of Mexico, and managed by a Board of Directors. The president is the active head of the Academy COL. E. Y. BURTON,

University of Virginia PRESIDENT

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LOCATION EXICO is a delightful little city. There is about it a pleasing atmosphere IJm32 °f dignity, peace, and repose. It is situated on 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 accessible from all directions—East, West, North and South. It is distinguished for beauty, healthfulness, educational facilities, and church and social privileges as well as for the culture and refinement of its people. Its citizenship is made up mostly of old and influential families from Virginia, Kentucky and other Southern States. It has beautiful homes, made more beautiful by the genuine friendship and cordial hospitality so characteristic of the Sunny Southland. Cadets are always assured of a warm welcome. The Academy is situated in Bellevue Place, in the Eastern suburbs of the city, 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. From this point the surrounding country p resent s picturesque views of rolling hills, green fields, luxuriant meadows, embellished here and there with woodland lake and stream. It is truly an ideal school home.

THE SCHOOL SITE

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In November, 1889, the public-spirited citizens of Mexico, M issouri, under I he leadership of the late Governor Charles II. 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 intrusted to Colonel A. F. Fleet, afterwards Superintendent of Culver Military Academy, who contributed largely of his own means and erected, west of the city, buildings adapted to the special purposes of thorough menial and physical training. The school grew rapidly in public favor, placing upon its rolls representatives from every congressional district in Missouri, and from twenty other states, until the fall of 1890, when the buildings were totally destroyed by fire.

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, re quested a conference with Colonel A. K. Yancey, who for twelve years had been the successful president of Hardin College, and Colonel W. D. Fonville, for seventeen years the superintendent and proprietor of Alabama Military Institute. The con ference resulted in an agreement to rebuild the Academy on plans submitted by Colonels Yancey and Fonville, involving an immediate expenditure of fifty thousand dollars, to which additions were to be made from time to time as the exigencies of the school should demand. The citizens of Mexico donated ten thousand dollars to the new enterprise, thus manifesting a laudable public spirit as well as an inspiring confidence in the ability of the men in charge. President Yancey and Superintendent Fonville fur nished the requisite money to complete fifty thousand dollars, purchased an elegant blue-grass campus in the eastern suburbs of the city, and began the construction of the new Academy about the first of June, 1900.

The school began its new career with the good will and cordial endorsement of the most distinguished educators, divines and statesmen of the middle west. On the twentieth of September, 1900. the doors of the new academy were thrown open for the reception of students. The attendance from the start exceeded the most sanguine expectations of the school’s best friends. In this first session of the new Academy, cadets representing the best people, came from not less than eleven states.

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In 1901 the school sustained a very severe loss in the death of Colonel Yancey. Later Colonel Fonville purchased the interest formerly owned by Colonel Yancey and became the proprietor of the Academy. To meet the demands of an increasing attendance, additional barracks and classrooms were constructed, and the chemical and physical laboratories were enlarged and provided with better equipment. In 1911, Colonel Fonville retired from the active presidency of the Academy and was succeeded by Colonel W. R. Kohr, who remained in charge for three years. In 1914, Colonel E. Y. Burton was unanimously elected president of the Academy, and the school at once entered upon a new era of prosperity and usefulness. The session just closed has, in every respect, been one of the most satisfactory in the history of the institution. Under the present management, the enrollment has increased 200 per cent. Yearly the efficiency, the standing, and the equipment have become greater.

0 Buildings and Equipment rJ1HE buildings are new and modern in design and equipment. As the photographs show, they were built for military school purposes. The main building is used for administration purposes, chapel, parlors, dining room and the President and the Commandant’s quarters. A, B and C Barracks are dormitories for the boys, and contain, as well, the section rooms. The buildings are constructed of brick, covered with metal, heated by steam, and lighted by electricity. Owing to the remarkable growth of tlie school a new barracks was absolutely essential to take care of the increased enroll ment. Accordingly, during the summer of 1917, a strictly fire proof brick building was constructed. This building is three stories in height and modern in every respect. Each floor is provided with the finest bathroom fixtures obtainable. Like the other barracks, this building is heated by steam and lighted by electricity. All rooms are outside rooms and therefore assured of plenty of sunlight. On the first floor, in addition to the class rooms, there are the new chemical

NEW BUILDING BARRACKS “A”

NEW BUILDING, BARRACKS “A"

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times this place also becomes the home of enjoyable dances to which young ladies from the best families in Mexico are invited. Upstairs are two large dressing rooms with showers and plenty of steel lockers.

THE CHAPEL

The Chapel is located on the second floor of the Administration Building. It is in this room that the faculty and cadets meet each day. Devotional exercises are conducted in the dining room each morning before breakfast, and the Chapel meetings are devoted to the singing of patriotic and school songs, talks by the school authorities and lectures by visitors.

GYMNASIUM AND INDOOR SWIMMING POOL

CADET QUARTERS WITH DOUBLE DECK BED IN BARRACKS “A”

CADET QUARTERS WITH TWO SINGLE BEDS IN BARRACKS “B"

Oil We realize that the rooms are the living quarters of the cadets for nine months of the year and we have tried to make them bright and cheerful. The rooms in all of the barracks are exposed to direct sunlight, have at least one large window and are well ventilated. While two cadets occupy one room, each has his own bed. The rooms are all furnished with beds, springs, mattresses, tables, chairs, dressers and wardrobes or closets.

CADET QUARTERS

Connected with the Gymnasium there is a Swimming Pool, which occupies a space of twenty-two by sixty-five feet. A separate heating plant has been installed for the purpose of heating I he water and keeping the room at the proper temperature. There are also shower baths and ample dressing room facilities.

SWIMMING POOL

THE MOST POPULAR WINTER SPORT 14

The Academy is provided with a well-selected library, including among its volumes histories, biographies, classical and literary works; works on scientific and philosophical subjects; poetical works; standard novels; works on ethics, law, government, agriculture, horticulture, statistical and geographical works. The library is open to cadets at stated times. We are indebted to ex-Senator Cockrell for one hundred and forty-seven vol umes of the official records of the Union and Confederate Armies and Navies.

LIBRARY

READING ROOM

The Reading Room is amply provided with the best maga zines and newspapers. The following are constantly on file: Army and Navy Journal, Puck, Judge, Youth’s Companion, American Boy, Review of Reviews, Independent, System, Harper’s, Collier's, Saturday Evening Post, Literary Digest, Cosmopolitan, McClure's, American, Physical Culture, Popular Mechanics, Aerial Age, Everybody’s, Motion Picture Magazine, Hearst’s, University Missourian, Scientific American, Popular Science Monthly, Current Opinion, The Outlook, Atlantic Monthly, Sea Power and The Century, together with Mexico, Chicago, St. Louis and Kansas City daily papers.

A CORNER IN THE LIBRARY 15

The laboratories occupy apartments on the first floor of Bar racks “A,” and are furnished with convenient desks, water supply, and all necessary apparatus. Our facilities are adequate for the thorough teaching, according to modern methods, of all the courses outlined in the catalogue. Our laboratories are inspected and approved by the University of Missouri.

LABORATORIES

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A room on the first floor of Barracks “C” is used by the Quartermaster as an office and storeroom. The Quar termaster is a Faculty Officer and the cadets may secure from him books, stationery, military equipment and such other articles as arc carried in any good school store. This department is maintained as a convenience for the cadets, and unless otherwise ordered, bills for goods purchased by them will be sent to parents monthly. Cadets can purchase nothing, however, without an order approved by the Quartermaster.

QUARTERMASTER’S OFFICE

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MAJ. L. R. JAMES, U. S. A , iMAKING ANNUAL INSPECTION

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ATHLETIC FIELD The athletic field is located in the northeast part of the campus and is as good as can be found in the state. The baseball diamond is almost perfect. There are also three new under-drained tennis courts on the campus.

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HOME LIFE

We lay particular stress upon the home life of the cadet, for we believe that nothing is too good for your boy, and wish to have such a school that the most earnest mother may feel perfectly content in entrusting her boy to our care. Cadets are constantly under the refined and elevating influences of a faculty of college-bred men. The wife of the President and those of the married instructors make the social life of the Academy more like that of a home than that of a school. The unmarried instructors occupy rooms, one on each floor, in the dormitories with the boys and associate with them on the playground. All teachers and all ladies of the Academy take their meals with the cadets in the dining rooms. In all the activities of school life, the presence of the teachers is felt not primarily as a restraint but as a positive quiet influence in forming opinions and moulding characters.

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RECEPTION ROOM

Each morning immediately after breakfast the sick roll is made up. At this time note is made of the physical condition of the boys. Should a cadet, at any lime, feel too unwell to attend to his regular duties he must secure permission from the Academy Surgeon, or in his absence, from the Commandant, to go on the sick list. This secures for him proper attention and excuses him from all duties. CARE OF THE HEALTH

Bright, cheerful, well-ventilated rooms are provided for the sick in the Ad ministration Building and arranged with reference to the requirements of proper nursing. They arc under the direct supervision of the Academy Surgeon and the Academy Nurse. In this manner we are enabled to pay close attention to the cadets. We always notify the parents promptly when a boy is at all seriously sick. This is done to prevent needless anxiety, and parents may always rest assured that their boys are receiving proper care and attention. In case of serious sickness or contagious dis eases the cadets so affected are taken to our City Hospital. Mexico is well supplied with the best of general practitioners and surgeons. Audrain county has just authorized the construction of a hospital to cost $75,000.00. This hospital will afford facilities unsurpassed in the large cities.

The meals are first class in every respect, and only high grade goods are used. It is recognized that good work cannot be expected of boys unless an abundant and appetizing diet is supplied to them. The food is varied and no expense spared to make it palatable and attractive to the boys. We believe that we serve better meals than many schools and know that we give each cadet all that he can eat.

MEALS

DINING ROOM

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£1 The Big Brother Plan

rJ1HE Big Brother Plan is not new in principle, but we believe it is new in its ap plication. Most schools, and in fact most people, profess to believe that the best method of getting results with young people, especially with boys, is by means of kindness, the Big Brother way. But few arc willing to put their faith into prac tice. We not only believe in this plan as a theory, but we know from experience that, when practiced, it produces wonderful results.

THE MISSOURI CLUB 21

Modern psychology teaches us that a kind word, from one in authority, ac complishes more than a severe reprimand, or a report. No longer is it best—if it ever was—to treat boys as simply nuisances who are always bad and who always require some one to hold a whip hand over them. A few words of advice given in the right spirit touch the modern boy where he needs to be touched. Contrary to ancient belief, the average boy is not by nature bad, but, at heart, good. It is a sad fact that it took the educational world a long time to discover this. You know of fathers who ;arc chums with their sons, who make their boys' pleasure their pleasure, who live• near to their children, and you like those fathers, Perhaps you are such a father. We hope so. It is in just, such a sense that the Big Brother Plan works, Our teachers are literally chums and friends of the cadets as well as instructors, Cadets always feel at liberty to approach them on any reasonable subject and are assured an audience. Every boy has his little troubles and is lost if he does not have some sympathetic person with whom he can discuss them. At home this person is mother, father, or an older brother; at school it must be the teacher, if any one. This intimate contact allows the instructor to study the boy at close range, but perhaps its greatest advantage is the chance given the boy to study the instructor. Some may argue that this intimacy precludes discipline. That view is entirely wrong. Abraham Lincoln was a Big Brother to the whole country and yet he was always in command, Kindness does not mean looseness any more than strictness means harshness. The best teachers are those who get close to the

DRAMATIC CLUB

students, those who sympathize with them and can see things as students see them. Teaching is more than the mere dissemination of knowledge. Oliver Wendell Holmes was a great teacher, not because of his wonderful erudition, but because he got close to his classes. He was a Big Brother to his students. Our barracks are divided into sections with a teacher in charge of each section, whose duty, as well as whose pleasure, it is to keep in close touch with the cadets in his care. He is not a “Sherlock Holmes” to watch every movement, but he is an cver-ready friend who stands prepared to help when help is wanted or is necessary. In other words, he is a Big Brother to a number of younger brothers, and leads by precept and example. Part of our success in keeping boys contented and happy we attribute to this method. There is an excellent spirit among the cadets and practically no friction between them and their teachers. We know that we saved some boys during the past year from leaping into trouble by a few kind, brotherly words spoken at the right lime. Think what this means to the boy as well as to you, the parent. Incalculable is the value of the Big Brother Plan, the applied kindness method. The longer a cadet remains with us the more he realizes that what the school does is for his good, In other words, he becomes educated to the Big Brother method, one of the big things at M. M. A.

1 NEW ATHLETIC DIRECTOR

We are pleased to announce Capt. Blaine McKusick, A. B. Bowdoin College, as our new Athletic Director. For a preparatory school to secure a former University head coach is worthy of note.

Capt. McKusick coached the M. M. A. foot ball team to a state championship in 1912. He then went to Minneapolis Minn., where he had charge of athletics at West High School. Here he developed more championship teams. In 1915 he went to the University of South Dakota as an assistant director of athletics, and was promoted the following year to director. Several champion ship teams were turned out at the South Dakota institution in different branches of sport. A record of six years of successes speaks for itself.

< Capt. Blaine McKusick

COL. E. Y. BURTON, President

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Advantages of a Boarding School 1. The cadet has his time mapped out for him, each exercise has its proper place, and each duty must be performed at the appointed hour.

2. During the hours set for study and preparation of lessons a teacher is always present to render assistance and teach the boys how to study. 3. He is taught the duty of ready and prompt obedience to authority, without questioning that authority. 4. As he is taught to obey so he learns to command and to study character, so that his influence and efficiency may be increased.

5. He is unconsciously taught by his surroundings and daily and hourly con tact with his fellows those things which make men successful in the world, into which he must soon be thrown. 6. Habits of self-reliance, self-restraint, and independence of thought and action, fit him gradually for the larger and more varied duties of citizenship and business. He forms these habits.

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ATyi-IEN the editor of Harper’s Magazine, writing on the subject of “The MultiV ▼ plication of Private Schools of a High Order,” said, “This movement is not accounted for by an undemocratic reluctance to submit well-bred children to the association of the public schools, but by the failure of those methods to give the sort of intellectual and moral training desired—that is, the sort of training that raises the ideal life,” he gave, in the last clause, what should be the chief aim of the training in our best private schools. He gave also their right to command the confidence of those parents who seek for their children the highest powers, in the best environment, along the noblest lines. In a nation destined, as ours is. to work out problems in the daily life of a man not yet solved—indeed, in some directions not yet thought of except by altruistic thinkers—we need surely an education that shall prepare men and women to lead the masses of the people. This shall be done not by wealth nor by aristocratic birth, but by force of intelligence, by enlightened conscience, and by fearless ex pression creating higher and higher ideals of living. A nation with our problems needs a manhood able to see human needs, to feel human aspirations even in humble beginnings, to do human deeds for human kind. This education, fitting a boy to go out in life able to see, to feel, to act for his own life and for others, is to be found only in such a school as this. The public school cannot give it, because the individual child is lost in the mass. To be explicit, such training is to be found generally in such a school as makes ideals and not financial success the chief end. And, let it be remembered, the private school must teach masculine power,, not an imitation of it, if our boys are to develop into men to elevate national ideals. The*boy’s school must minister to the boy’s growth in life—mental, physical and spiritual—but always along lines that help manly growth, or he will fail in some degree of his power. Given the proper environment, it is due the American boy to say that he will generally respond, unconsciously it may be to himself, just as the plant with the proper environment will grow. The first duty, then, of the school to the boy is to create in advance of his coming such an atmosphere1 as will impress him from the day of his entrance with the thought that here his life is to I be lived earnestly and that his life is worth more earnestness than he ever thought of before. This can be done only in a school of this kind. A father in most communities may ob tain good instruction for his son in Latin, English, etc., but in only the few best private schools can he have his son’s whole being touched and elevated. The greatest fact in life is life, the greatest teaching is that which makes all things minis ter not only to this or that art, but to life itself as a fine art, to life as it should be lived.

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MANUAL TRAINING

What an incentive to the study of history is the thought that the boy is here studying human life, the struggle of human beings like himself for truth, and liberty, and law. From this standpoint it ceases to be a disconnected maze of dales and facts, separate in Greece, or Rome, or England, or in his own land. The good school will teach him that ‘‘grappling with history is grappling with life." He will see in the history of Greece the task of today first worked out; there direction was given to our efforts of today. He will be shown in Roman history the central current of the world’s movement, carrying Greek ideals down the ages and evolving law and order for the world today. In English history he will follow the working out of the problems that Greece attempted but could not solve—local authority organized as successfully as was the empire of Rome. And in the pages of American history he will read the workings of Anglo-Saxon ideals—the flower of human effort in all the nations. In this way it is easy to give, through history, great human interest, great breadth of mind, and faith in God's directing power back of man's effort to achieve his noble destiny. He may be Literature also may minister to the boy's reverence for life. about whom he is to learn so taught to regard the poet not merely as a man many pages, but one who. in his writing, shows himself a seer who has voiced what humanity longed to say for itself and could not. He becomes a prophet who foresees . 'r'-'

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THE OKLAHOMA CLUB

what the race—his race—is struggling for, and voices the aspirations of his own higher life. Hence, lie learns that in this day it is books that lead men to beauty in nature, just as it was nature that led men to write books. With these interests the boy will browse delightfully through fields of fancy and fact gathering sweet thoughts of the power and love of God revealed in nature and man. How much of human interest may be given through the study of language— preferably modern—for the boy? An intelligent teacher, while not neglecting grammar and conversation, should send his pupil out equipped with a fair knowledge of the race whose tongue he has studied and of the genius of that race as revealed in their language. Again, in science, it is a poor teacher who cannot impress the boy, notebook in hand, not only with the delight of original work, of keen observation, and accurate statement, but also with a reverent sense of God’s creative power and all nature’s harmony with his laws. The pupils will gradually see that man alone is out of harmony, and this one thought may be an incentive to a willful boy in his efforts at self-control. I remember once, after having struggled months to help a self-willed, selfish boy to learn respect for others, and their rights, pictiiring to him the perfect har28

LAUNCHING THE THIRD LIBERTY LOAN

mony of nature and ourselves the one rebellious element in nature. I urged him to make it his constant purpose to bring his will and life into harmony with all things about him. Earnestly he looked into my face and, as if thinking aloud, said, “I’m glad I know you.” He did not really mean that he was glad to know me, but his tone and manner showed that he had grasped the thought and would live it. Mathematics, the bugbear of most students, may be made a living subject if rightly used. I do not wonder that a boy rebels at the aimless, useless subject as generally presented. His interest is usually killed early in the work by too much arithmetic and by introducing problems hopeless to the boy’s mind, whereas in algebra these same problems could be made delightful and could be solved with ease. Hopeless work is treadmill work; give the boy what he can solve with a fair effort— not what he tried to do without sufficient knowledge and, if helped to solve, he does not understand. I insist that much of our modern arithmetic is matter that the boy’s father, accustomed to calculations, would not be willing to solve or would abandon in despair. But make it a living subject and he will bring it a living in terest. Give the boy the necessary facts in arithmetic needed by his father and older brothers in daily life; let him master them; and then for problems properly and quickly solved by algebra let him have algebra, and after this as much mathe matics as his aim in life may demand; to do more is to waste effort. The time had better be given to that which he will do with enthusiasm since he will hardly retain beyond the daily lesson what he heartily despises. He will acquire more power through what he does enthusiastically than by the little higher mathematics he takes 29

because some one demands it of him. I am writing now on the average boy and his needs. I do not. for one minute, lay an obstacle in the way if a boy will study earnestly the higher branches of mathematics. But I insist that what an average boy is forced to study he will at once forget. Then the boy's outdoor life should have spontaneity. How many adults would be “lined up" for a walk and marched in a body after a style too much in vogue in girls’ schools? A boy's nature would very sensibly rebel against, this unlikeness to anything in ordinary life, to his former life or to what he anticipates in the future. In exercise as in work, a boy takes most kindly to what is natural and shows his wisdom in so doing. Hence, the few best private schools, imitating the sensible English private school idea, have a master of games, who arouses en thusiasm for baseball, tennis and track. These entered into enthusiastic ally, together with indoor work in the gymnasium with the lighter apparat us should and do reduce nerve strain to the mini mum. The social training in a private school of high rank is one of the chief points of superiority over the public school. It is as much the function of true education to develop the shy, awkward boy into the graceful, wellpoised man as to help a boy master a mathe matical problem or a law in science. Those parents make a mistake who ob ject to social training on the ground that it takes the mind from lessons; it does no t. The best scien THE PRESIDENT’S OFFICE tific tests show that the mind is most active after relaxation, Such parents would be wiser to realize that the boy is a social being and that one of his chief duties in life is to make all life about him easier, more cheerful, more frictionless. 30

"Why Boys Leave High School 0 YOU KNOW that 40 per cent of the boys who enter high school never finish? It is deplorable, but nevertheless true. Have you ever stopped to consider why this is true? Probably you have said along with thousands of others, “They are too dull to get along and may as well stop school and get out in the world to earn their own living.” Then have you ever considered why so many young men not only do not get along in the world but actually become unde sirable citizens, yes, even criminals? Probably you think, along with the others, that they have had this tendency from youth. But you are responsible in a large measure for this class of young men. You You and the busy world think that these young men who leave high school are naturally failures, that there is nothing good in them and you pass them by for the young man who is bright and shows it. This is as it should be. The busy world of today has no time to stop and inquire if, after all, there may not be something good in a young man who has not been able to hold a position where even ordinary intelligence is required. But years of experience in the school business have taught us that one-half of these boys were among the brightest in their school. This would seem to upset

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PRESIDENT TAFT VISITS THE CADETS

the prevailing idea that a boy who does not succeed in school will not succeed in life. There are many and good reasons, however, why the man who is a failure in life may have been a good student in his youth. Take an average boy for an example. He is active, bright, fond of outdoor life, loves to be moving about, possibly is a good athlete. Being an average boy, his work in his lessons is satisfactory. But there conies a time, usually between the ages of fourteen and seventeen, when the boy begins to feel out of place with his surroundings. He may be in a school where a large percentage of the students are girls or may have a lady teacher who does not understand his make-up, or the teacher may be handicapped by too many pupils. At any rale, the boy realizes that something is wrong; possibly, he is told that his girl classmates are getting ahead of him in his studies. The boy knows in a vague way that he is not being adjusted to fit somewhere in life. He knows that all his teacher cares about him is his showing in the reports. He must come up to a certain standard on all subjects, no matter how unfit he is mentally to master some of them. But his inclination means nothing to his automatic teacher; it does to the boy; he realizes that unless he is adjusted to his capabilities, he will be a failure in life<: He never can pass that examination in Roman History, French or Drawing; also, he feels that for him it is a waste of time to drag along any more, The outdoor life calls him; he longs to be awa y from the bore of lessons he cannot understand, studies 32

which he knows will never be of any benefit to him. He becomes discouraged, wants to drop out of school: he is not spurred on by his teacher; he is not encouraged by his parents, and the result is, he leaves school. In very many cases he may be told by his father that, since he would not stay in school, he can hustle for himself. He finds himself poorly equipped to earn a living at that age. Then he is thrown upon the land, another untrained boy, a dis heartened youth, who, as a man, is to be a failure. For, every place, from that which the laborer fills in the factory to that of the professional man, demands a specialized adjustment. Bather than be condemned, these boys should be pitied. Many a father in the rush of his business deprives his son of that careful attention which lie so much needs at the high school age.

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The greatest tragedy in life is where a human being drifts or is forced into a life work for which he is unfit and through which the development of his energies and the unfolding of his mind is made impossible. Now, if you have had this experience with your boy, do not give him up. You cannot blame the boy, because, where the boy or man has to plod through his daily life without the proper inner adjustments, the joy of life is sapped; the terrible feeling of an intolerable burden ruins the best intentions, makes every effort a failure Band ultimately wastes the powers which nature had given to be unfolded. Today those who rush into the market places of the world do not know any thing about their own minds. They use their minds; they use their emotions and their intelligence, their attention and their memory, their feelings and their will, just as they use their muscles when they walk or play ball, without having any idea which muscles are really involved. Moreover, even if they know how their mental equipment is made up by nature, they do not really know which mental facilities are essential for a special kind of work. They do not see anything but the most external aspects of the vocations, and thus without any effort to adjust the mind and the needs of the work the overwhelming majority follows chance suggestions and hasty impressions in deciding on the activities of life. The result is that misfits are overabundant, and that the failures do not know how to help themselves. The movement towards vocational guidance on the part of thoughtful ed ucators has started an effort to improve this wretched game with its human waste. But even they soon discover that the chief solution of the problem can come only 35

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from a careful study of the mind and of the mental demands of the various profes sions. This labor, therefore,, must ultimately fall to the educator who studies pro fessionally the human mind and the social demands on the mental mechanism. Send him, therefore, to a school of this kind, where his character and disposition is studied with a view to finding out for what vocation he is best suited; where he may be adjusted to pursue a calling for which he is physically and mentally adapted.

A AND B COMPANIES AT DRILL

Military Organization OFFICER OF INSPECTION MAJ. L. R. JAMES, U. S. INF. MAJOR WALLACE M. CRAIGIE, U.S.A. Professor, Military Science and Tactics MILITARY STAFF

COLONEL E. Y. BURTON President LIEUT. COLONEL F. N. HENDERSON Commandant

MAJOR J. H. WHITMORE Quartermaster MAJOR J. C. STROCK Adjutant

CAPTAIN C. C. COVEY Bandmaster CAPTAIN C. II. WERNER In charge of Barracks “A”

CAPTAIN II. P. HENRY In charge of Barracks “ B" CAPTAIN C. E. SMITH In charge of Barracks “C”

CAPTAIN A. R. BRIGGS In charge of Barracks " D" CAPTAIN N. R. RODES. M. D. Surgeon

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PREPAREDNESS is on every one’s tongue -T today and the war lias brought home to people the value of the training given by military schools. AVhile our object is not primarily to make soldiers, we know that it is of great value to a young man to be well trained in military matters. The government realizes this and grants to grad uates of our school who have passed the proper examination official recognition. A graduate of a military school is no more obligated to join the forces than a non-graduate, but he is prepared to do so in an official capacity rather than as a re cruit. The military work does not in any way interfere with class work, but rather insures the necessary physical training too often neglected in public schools. Our class work is just what we would have it if we did not have the military feature. This school in its m ilitary departmen t is under the super<vision of the United States Government, which details an army officer as professor of military science and tactics. The War Department also furnishes the arms, ammunition and camping equipment necessary for the use of the school. COL. F. N. HENDERSON, Commandant

RECOGNIZED BY THE WAR DEPARTMENT

R. 0. T. C.

On September 20, 191G. Congress passed a law granting essentially military schools the privilege of establishing units of the Reserve Officers Training Corps. AVe did not exercise this privilege last year, but have decided to do so this year, and an Army detail, Major Wallace M. Craigie, will establish units of the R. O. T. C. this fail. This will permit our cadets to enjoy all of the privileges offered by the War Department. BENEFIT

For ages military organization has been regarded as the most effective means of controlling men assembled in large numbers. Military dis cipline creates the habit of implicit obedience to authority. It allows no room lor argument. The soldier soon learns that superiors hold the positions they do because they have been tried and not found wanting. He realizes that they stand for more than mere authority—they stand for his country. The man under military discipline becomes a respecter of the law, rather than a breaker. Accustomed day after day to seeing all things moving according to a fixed order, he soon becomes a lover of order. There is no phase of education of the American youth more important than the habit of implicit obedience, respect for lawful authority, and love of order. It is for this reason that military schools have become so popular in the United States. In many of the foreign countries military service is required of every young man at a certain age. No such ser vice until recently has been required in our country, and we have endeavored to make-up for it by establishing military schools where the young men may derive all the benefits which accrue from military discipline. 44

PHYSICAL TRAINING

From a physical standpoint the benefits are of vast importance. Many a boy with round shoulders, a slouchy walk, or ungainly carriage, leaves school with shoulders erect, a steady stride, a deep, full chest, and a ruddy glow in his cheeks. Every day a drill in military movements or in Butts’ Manual of Physical Drill is held. The boys with flabby chests, pale cheeks and soft muscles soon find themselves growing more robust; their lung capacity increases; as the term progresses they take more and more interest in out door life, and finally, when the end of the year has come, instead of being heartily sick of school and everything connected with it, they look back with pleasure at the different school activities in which they have had a part.

Instead of a regular spring vacation, which is an interruption of our school work, we have an encampment. At this time, we all live outdoors and enjoy to the fullest extent the life in the open. The camp is under military regulation at all times, but the change from barracks to tents is welcomed. Show me a boy who does not love these outings. Bacon, eggs, chicken and coffee never taste as good as when prepared at camp. Then, too, the daily target practice is sport as well as instruction. Cadets love to demonstrate their skill with the rifle.

ENCAMPMENT

FORMATION OF Military education engenders habits of self-reliance and selfCHARACTER dependence which are so essential to success. Here the cadet is trained to rely upon his own efforts to a very great extent •

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so that in after life he is more often a leader than a follower. Then there are the habits of neatness and punctuality. A military school is the best place for a boy who is leaving home for the first time. Accustomed al home to having all his wants looked after, his room cared for. all his clothing put away, he is in need of a school where he must care for all his personal property himself. Every morning he must police his own room, must have his shoes shined al every formation, and must be in his place on the line at the last note of the bugle. He cannot help learning habits of neatness and punctuality.

DISCIPLINE

Every boy needs careful, sympathetic leadership and systematic training, especially that one who has not learned obedience or has grown headstrong and indifferent from neglect or from 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 inex perienced that the harder the rules of school and the severer the punishment the better

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the discipline. This is simply puerile and dangerous. No harm, but great good is accomplished if the weakness of boys can be corrected without severe methods. Respect, confidence, and the highest obedience may thus be inspired, while rough handling is often irritating to the proud spirit, and may drive to rebellion and despera tion. We endeavor, therefore, to avoid the common error in the training of boys. Schools too often make the mistake of substituting discipline and routine for personal guidance, treating boys either in the mass or emphasizing too strongly the individual. We make the boy understand that we hold him responsible for obedience. We believe in his having a “good time” when he has earned it. The use of tobacco in any of its forms is positively forbidden.

TOBACCO

Unlike most military schools we have a system by which a cadet's privileges are based on his class work and deportment and not on his classification and official standing. The better grades a boy makes and the better his deportment record, the more privileges he gets. In other words, a cadet gets exactly what he earns. This fair, common-sense method of treatment appeals to all cadets and makes for a contented student body.

OUR SYSTEM

DAILY ROUTINE Monday, Tuesday, Wednesday a. in., Thursday, Friday and Saturday a. in. A. M.

REVEILLE: First Call . Reveille . Sick Call . BREAKFAST: Mess Call . Breakfast .

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P. M. DINNER: Mess Call . Dinner . .

. 6:10 . 6:20 . 6:40

SCHOOL CALL: Fifth Period . Sixth Period . Seventh Period

. . 6:50 6:55 to 7:25

RECALL FROM ATHLETICS

INSPECTION OF QUARTERS: Call to Quarters Inspection Call Recall SCHOOL CALL: Spelling Period First Period . Second Period Third Period. Chapel . . . Recess . Fourth Period Drill ....

SUPPER: Mess Call Supper .

7:30 7:45 7:55

CALL TO QUARTERS (Study) Recall from Study................... Call to Quarters........................ Tattoo........................................... Taps (lights out)........................

. 7:55 to 8:26 . 8:26 to 9:13 9:13 to 10:00 10:00 to 10:47 10:47 to 11:17 11:17 to 11:27 11:27 to 12:14 12:14 to 12:55

. . . . 1:00 . 1:00 to 1:30

1:30 to 2:1-7 2:17 to 3:04 3:04 to 3:51 .

5:30

. . . 5:55 6:00 to 6:30

. 7:00 . 8:45 . 9:00 . 9:10 . 9:20

Wednesday, Saturday and Sunday after noons off-campus privileges. Church Call. 10:30 Sunday a. in. Letter writing period, 2:00 to 2:30 Sunday afternoon.

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First call blows at 6:10 a. m., when all cadets rise and prepare for the day’s duties. Breakfast, is served at seven, after which all rooms are put in the order in which they must be kept until bedtime. Class work begins at eight and continues until nine-thirty, when chapel exercises are held. Following chapel there are two more class periods before drill, which begins at twelve and continues for forty-five minutes. At one, lunch is served. The remaining three periods take the cadet’s time until release blows at three-fifty, From this time until six, when dinner is served, is the best period of the day for the cadet, for it is recreation time, Then the boys swim, play football, baseball, basket ball, tennis or golf, depending on the weather and their inclination. Study period lasts from seven-fifteen until nine, Taps blows at nine-twenty, when all lights are out and all boys retire. Attention is called to some exception to the above, The outline above shows that Wednesday afternoons and Saturday afternoons are holidays, Friday evening is calling time, and if a boy’s record is clear, his permit will be approved until tenthirty p. m. Saturday evening cadets may go to picture shows in squads, in charge of a teacher. We have a time for work and a time for play. Experience is a great teacher. We as school imen have learned many things about the handling of boys that cani be. learned only by experience. We disapprove of leaves of absences to cadets to visit their homes at other than regular vacation time. We know that such visits foster a spirit of .restlessness, especially in the case of the homesick boy. Absence from a single recitation inter feres seriously with a cadet’s work. However, we have also learned that some parents will insist on having their boys with them occasionally, if possible. Therefore, furloughs may be granted to cadets from after work on Saturdays, until time for work on Mondays, to visit their parents or friends, provided— ABSENCES

1. Cadet made a passing grade in all of his studies the week previous to date of furlough and is in good standing with respect to discipline.

CORPS OF ENGINEERS

jll 2. Request for leave was made by parent, or guardian, direct to the President and not through the cadet. 3. A similar furlough had not been granted within four weeks prior to date of furlough requested. The above regulations particularly apply to cadets living in Chicago, St. Louis, Kansas City, Columbia, Jefferson City, Hannibal, and other near-by towns. Cadets living at a distance may be granted not more than one furlough a term for a length of time sufficient to permit them two days at home. Cadets returning later than the expiration of their leaves of absence will be punished unless they obtain from the President an extension of time before the ex piration of original leaves, and in addition their parents must make written state ments that they were unavoidably detained. We hope our patrons will appreciate our efforts to maintain a high standard of scholarship and co-operate with us in successfully carrying out the plan of educating the boys. Occasionally a request is received for a cadet to be allowed to withdraw a few days before a vacation or the close of school. This is an irregularity which is very unfortunate in its results. Each cadet should be in his place until the last exercise is over. No cadet can drop out without interfering with the exercises. Unless each one is in his place, an injustice is clone both to the school and to the other cadets.

COMMANDANT’S OFFICE

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PRACTICAL MILITARY TRAINING 52

RIFLE CLUB

INDOOR RANGE

ANNUAL GOVERNMENT INSPECTION

Our course of study, which is given in outline on the following pages, is similar to that given in the best high schools. We also give work in the grades beginning with the fifth grade. The constantly increasing demand for young men well trained in the fundamental principles of a business education has led us to feature our business course. We endeavor to teach our boys to write a plain and rapid hand, to be quick and accurate at calculations, to speak and write English effectively, to operate skillfully the typewriter, to take dictations in shorthand, and to do the general work of an office, including book keeping, banking, correspondence and other routine duties as required.

COMMERCIAL COURSE

THE PRINCIPAL'S OFFICE

I SENIOR CLASS, 1918

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One of the most common complaints against modern education is its failure to teach students to write and to spell correctly. To remedy this we have divided the cadet body into divisions; different sections take spelling four times per week, while on the other two days they take writing. In this way, every cadet receives plenty of instruction in these subjects. SPELLING AND WRITING

We grant diplomas or certificates of graduation to all who successfully pass satisfactory examinations in sixteen credits of high school work. Normally four credits are completed in each year. Military Drill and Tactics are also required for graduation and one credit toward graduation is granted for this work. DIPLOMAS

ADMISSION Our school is a member of the North Central Association of Colleges TO COLLEGE and Secondary Schools. This entitles our graduates to enter any college or university in the Middle West or South without exami nation. Membership in the association is a stamp of genuine merit. It is conferred only on schools that have a large force of college and university trained teachers that are specially prepared for their line of work; classes that are small; a good scholastic atmosphere, which insures consistent study and real accomplishment; work that meets with the hearty approval of the inspector; and a good record made by graduates that go to college, Missouri Military Academy is also a member of the North Central Acadc and the Association of Military Schools and Colleges of the Uni CLASSIFICATION No sign previous training.

•s required for admission. Cadets are asisses for which they are best fitted by their

Applicants for admis ffj'.^omore or higher classes must submit their credits from an accredited mgh school o'^academy. Every applicant should furnish references who know of his character and habits.

WIRE ENTANGLEMENTS 58

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Grammar School Department

Fifth Grade Reading History Arithmetic Language Geography Spoiling Writing Drawing Military Drill

A cadet may take any five of the following: Seventh Grade Sixth Grade Grammar Reading History History Arithmetic Arithmetic Language Language Geography Geography Spelling Spelling Writing Writing Drawing Drawing Military Drill Military Drill

Eighth Grade Physiology Grammar U. S. History Adv. Geography Arithmetic Spelling Writing Military Drill

High School Department ACADEMIC Prepares for general Collegiate course.

Freshman Class

English Algebra Ancient History Latin Science Military Sophomore Class

English Plane Geometry M. & M. History Caesar Military Junior Class

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English Algebra and Solid Geometry English History One elective: Cicero French GreekSpanish Chemistry Military

Senior Class English Physics Two electives: French Greek Spanish American History Solid Geometry Trigonometry Military

CULTURAL

B US I .V ESS CO U RS E

A general course for those who do not expect to go on to college.

(Junior or Senior Year.)

Freshman Class English Algebra Ancient History One elective: Manual Training Science Military

English Arithmetic Business Law Commercial Geography Spelling and Penmanship Typewriting Bookkeeping and Business Forms STENOGRAPHIC COURSE

(Junior or Senior Year) English Shorthand Typewriting Spelling Writing Bookkeeping and Office Practice

Sophomore Class English Plane Geometry M & M History One elective: Modern Language Manual Training Military Junior Class

English English History Two electives: French German Spanish Physics Algebra and Solid Geometry Military

Senior Class

English Three electives: French, German Spanish, Amer. History Chemistry Solid Geometry Trigonometry Military 59

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IIE department of music is a feature of great importance. The teachers in charge are competent to give instruction in all kinds of instrumental and vocal music. Music may be pursued as a special or regular study, credit being given in the cultural course to all students whose work is satisfactory.

THE BAND

A band is a necessity in a military school. It puts life into drill and sports and helps to maintain school spirit. The daily rehearsals and frequent concerts give musically inclined cadets a wonderful opportunity to develop their talents. During the past year our band numbered twenty-two pieces. Instruction in the band is free.

THE ORCHESTRA

A cadet orchestra plays at each chapel exercise as well as at various entertainments given during the year. Instruc tion in this department is also free.

PIANO To lay a good foundation and create a desire for further study is the aim of Captain C. E. Smith, who is in charge of this phase of the work. Capt. Smith has taught piano for thirty years, and has composed and published a number

BAND 60

ORCHESTRA

GLEE CLUB 61

of very popular pieces; one, a two-step march, is dedicated to the cadets and faculty of M. M. A. Carefully graded instruction books by standard authors are used, and suitable pieces are given as rapidly as the ability and progress of the boys will per mit. Two half-hour lessons are given each week, which brings the cadet into touch with his teacher oftener and greatly facilitates the boy’s progress. Cadets are compelled to practice their lessons daily.

VOICE

Instruction is provided for those desiring individual training in voice: Ear and Sight reading. In our glee club, which practices several times a week, cadetsjreceive free valuable instruction in singing. The glee club frequently entertains in chapel exercises as well as at other functions.

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THE SCHOOL PAPER

Throughout the year the cadets edit and publish a fortnightly paper. “The M. M. A. Eagle,” which in appearance and literary finish compares quite favorably with the best of other similar publications. In this paper local happenings are noted and subjects of interest to the school are discussed. Each boy has the opportunity of seeing the results of his literary endeavors in print. While a member of the faculty has general supervision over the paper, it is distinctly a student publication.

MAJOR WALLACE M. CRAIGIE, U. S. A. Professor of Military Science and Tactics

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With the single exception of daily classroom work, there is no activity in school life so helpful to the student as participation in a wellorganized and properly conducted literary society. To create this phase of school life, the Webster Literary Society has been organized and is con ducted under a constitution and by-laws adopted by the cadets. The programs consist of essays, declamations, orations and debates. A member of the faculty has general supervision over the work and always attends the meetings. LITERARY SOCIETY

MEDALS

1. Gold Medal for highest scholarship during the entire session. Depends upon the final examinations. Open to all cadets in the Academic Department who carry not fewer than four regular studies. Offered by Mr. Chas. A. Buckner, Mexico, Mo. 2. Gold Medal, for most meritorious cadet. Open to all cadets. Offered by Mr. R. D. Worrell, Mexico, Mo. 3. Gold Medal for best drilled cadet. S. and N. Phillips, Mexico, Mo.

Open to all cadets.

4. Gold Medal for most soldierly cadet. Mexico Music Co., Mexico, Mo.

5. Gold Medal for best athlete. Barth, Mexico, Mo.

Offered by Messrs.

Open to all cadets.

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Offered by Mr. Louis

G. Gold Medal, Scholarship. Open to all cadets in the Lower School, by Mr. F. W. Pilcher, Mexico, Mo. 65

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7. Bronze Medal for highest standing in courtesy, industry and integrity. Open to all cadets. Offered by the Academy. 8. Gold Medal for the best theme of one thousand or more words. by Major J. C. St rock.

Offered

9. Solid Gold Medal for cadet showing the greatest improvement in both academic and disciplinary departments. Offered by Col. F. N. Henderson. 10. Gold Ornament for merit. A warded to all pupils who complete the year with a clear record. Offered by the Academy. 11. Gold Aledal for best school advertisement. Brown Advertising Agency, St. Louis. Mo.

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The social side of the cadet’s life receives due attention. A part of every young man’s education should be preparation to take his place in the social world. He must have the ability to meet his fellowman when he goes out into the world in such a way as to reflect credit upon himself and his associates. Many opportunities are offered whereby he may become at ease in the presence of strangers. Military Receptions are given annually, and here he meets the best people of Mexico and forms many friendships which are a benefit to him throughout life. In addition to this, Hardin College for Women gives two receptions each year, and there are numerous social gatherings in the city to which the cadets are always welcome. Cadets have the privilege of calling upon young ladies in Mexico and at Hardin College under certain restrictions.

SOCIAL FEATURES

Realizing the importance of dancing as an accomplishment in polite society, the Academy has arranged to give instruction to those desiring it. Dances arc given at. the Academy throughout the year. We respect the views of those patrons who do not believe in dancing. Consequently, every cadet is required to present permission from home. DANCING

HAZING We have no hazing at the Missouri Military Academy. We believe hazing has no place whatever in any school. The absence of this evil at our school is largely due to the fact that we do not allow upper classmen to admin ister any punishment whatever upon lower classmen. Many schools still make the sad mistake of allowing old boys to punish new boys for certain violations of rules and regulations. This practice, in our opinion, belongs

GOVERNOR GARDNER DAY

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Presbyterian church Baptist church First Church of Christ, Scientist

WWWiQi OUR CHURCHES

(Please write to any of these pastors):

Presbyterian Church—Rev. A. A. Wallace, D. 1). Christian Church—Rev. II. Pierce Atkins. Methodist. Church—Rev. C. C. Grimes. Baptist Church—Rev. J. II. Hughes. Catholic Church—Father Timothy F. O’Sullivan. First Church of Christ, Scientist—Xenas Garret, First Reader. Episcopal Church—Rev. George E. Wharton. We are a non-sectarian school and adhere to no certain creed, but we do believe in compulsory church attendance. Every Sunday morning the battalion is marched to town for the purpose of attending church services. Cadets may attend the church of their choice. A faculty officer has charge of each squad. Sickness alone will excuse a cadet from attending church.

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SEVERAL CHURCH SQUADS ■

AFTER A LONG MARCH

THE M. M. BANK

This bank is conducted by Maj. J. C. St rock solely for the use of the cadets. Money can be deposited any time and drawn out at the depositor’s convenience. No amount is too small to open an account with, and checks for as small a sum as ten cents are cashed. All business is done according to standard banking rules. Every check must be properly filled out and signed before it is recognized. Boys are hereby taught how to handle money, and business methods arc instilled that later will stand them in good stead. During the past year several thousand dollars passed through this bank. Al though it has no capitalization, no stockholders, and only one official, no run on the bank was ever made and not a depositor reports the loss of one penny. Safety First is its motto. The M. M. A. Bank is one of the big things of our school.

JN PURSUANCE of our policy of a well-rounded education, we lay particular stress on physical development. A youth’s success in school depends quite as much upon the health of his body as upon the state of his mind. The student has need of greater strength and health of body than the artisan, because mental work is severely exacting and physically exhaustive. It is necessary, therefore, that he keep his body in the best possible condition. As stated before, our military training has this for its chief aim. But if we depended solely upon drill, very little progress would be made, for it would become irksome and the cadet would soon tire of it, thus defeating one of the chief aims of the school—to stimulate the interest of the young man. Hence we have well organized departments of athletics and gym nastics. There is a prevalent idea that participation in athletics makes the cadet an inferior student. Our experience, however, has demonstrated forcibly the error of this belief, for our best athletes have been almost without exception our best stu dents. Hence we have made athletics a very important feature of this school. Besides the unquestionable physical advantages accruing from athletic training, the cadet also derives those very important lessons—perseverance, self-control, self-

reliance, and ability to think and act quickly. But athletics improperly governed sometimes work more harm than good. In this school all the athletics are under the direct supervision of the faculty. The students have nothing whatever to do with the management of this department. No cadet may take part in athletics unless he maintains a certain average in his class work. At no time is team practice

Capt. Campbell, 1917

Capt. Weaver, 1918

Capt. Wyeth, 1918

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THE VARSITY FOOTBALL, STATE CHAMPIONS. 1917

or any work of an athletic nature allowed to interfere with the study and recitation of the cadets. Ample means for exercising are provided for those who do not have the ability to play on the school teams, Second and third teams are organized in the different branches of sport. The school possesses three fine tennis courts and a playground which are accessible to the younger boys during recreation hours, In this way all the cadets receive good outdoor physical training. During the past school year, the Missouri State Conference was formed at Kansas City, which has for charter members Chilli cothe Business College, Wentworth Military Academy, Kemper Military Academy and the Missouri Military Academy. The finest of competition is afforded the teams of this conference and championships are awarded in each sport every year. This conference is doing wonders to stimulate interest in ath letics and is very helpful to all the members.

STATE CONFERENCE

Capt. Wheeler, 1919

Capt. Jackson, 1918

Capt. Wax, 1918

On the theory that the benefits of football outweigh its objectionable features, and that the latter may be minimized or wholly removed by proper supervision, the game is encouraged at the Academy. Excellent facilities for the sport are provided and a skillful and judicious coach is employed. Great care is exercised in the matter of arranging schedules of games, and cadets are not permitted to enter into contests out of their class.

FOOTBALL

BASKET BALL

Our court affords ample opportunity for the enjoyment of this popular sport. The court is in use constantly during the recrea tion periods of the winter months. Inter-class and company contests are interesting

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and furnish good practice as well as exercise. An excellent schedule is played each season with the other teams of the conference.

Our baseball diamond affords opportunity for the enjoyment of this popular game, for it is one of the very best in the state. At least two teams are organized each season and their schedules include games with each other. In addition to conference games, we usually schedule a few games with colleges. BASEBALL

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1918

RELAY TEAM

Our new track has clone wonders to help create interest in this sport. This is one branch of athletics where competition is unlimited, for track teams arc not confined to any certain number of men. The sport is wholesome and we recommend that all cadets not interested in other branches of athletics report for running practice daily. TRACK

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TENNIS COURTS

TENNIS

Like track, tennis is excellent recreation for all cadets. The school has fine courts, which are always occupied during the playing seasons. Li the fall and spring tournaments are held in which any cadet may enter. Matches are also played with the other school teams, and a conference tournament is an annual affair.

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Jf IS the policy of the management of the Missouri Military Academy to conduct a high class private school, and we believe that an inspection will prove that we are doing this. We believe our rates will appeal to parents seeking the best possible training and care for their boys. School bill for entire year, including tuition, board, room, heat, light, laundry not in excess of $3.00 per month, medical attention of the school surgeon in ordinary ailments at the Academy, physical examination, athletics, admission to games and meets, swimming pool, reading room and library is $600.00. Attention is called to the fact that the foregoing items include those things which are ordinarily charged as extras in school catalogues. Uniforms complete as described below. $81.75; a deposit for books, incidentals and spending money $25.00. A deposit for these items must be maintained at all times.

PAYMENTS ON THE ABOVE ARE AS FOLLOWS: Payable Opening of the Session. School Bill Complete Uniform Outfit, including Overcoat Deposit for Books, Incidentals and spending money

Pavable January 1, 1919

$300.00 81.75 25.00

THE SECRETARY’S OFFICE

The garments furnished the cadets as listed below are of the best materials. The uniform is made of a high grade olive drab woolen serge similar to that worn by Army Officers. Do not confuse this cloth with the regular cloth worn by privates in the Army. These uniforms are cut to individual measure., and not from block patterns, as is often done. These garments are made by experienced tailors. The result is neatly fitting garments of good quality. The following uniforms arc required. They are sold at practically actual cost to the institution and are to be paid for on entrance. At the request of the War Depart ment we will discontinue the use of the gray uniform until the war is over.

UNIFORMS

1 olive drab serge coat............................................ 1 pair olive drab serge breeches, with reinforced knee 1 pair olive drab cotton breeches 1 serge cap 1 pair canvas leggings 1 pair spiral puttees 2 olive drab shirts 1 pair wool gloves 6 regulation collars 2 collar ornaments 1 M. M. A. buckle and belt Napkins ...................................... Overcoat

Total

316.90 8.75 ’4.50

2.90 1.85 4.50 11.00 1.25 1.25 .60 1.25 2.00 25.00 381.75

In addition to the uniforms here listed, the War Department agrees to give each cadet over fourteen years old a Garrison Uniform, or Commutation thereof, in such amounts as may be allotted by the Secretary of War: 1 breeches, 1 cap, 1 coat, 1 pair leggings, 1 pair shoes. We have adopted a uniform overcoat. This coat is designed for either the uni form or citizens clothing. It is a single-breasted woolen coat of olive green cloth. We have avoided the extreme military style in order that the coat may be worn on all occasions. This coat is cut to measure.

The foregoing prices are guaranteed, if bought at the opening of the school in September. The prices are subject to change for cadets entering after the first of October.

All cadets are required to wear the regulation Army shoe with rubber heels, known as the Munson U. S. Army shoe. One of our local shoe firms carries this shoe in stock especially for the cadets. All uniform equipment subject to the requirements of the War Department.

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J THE LAKE ON THE CAMPUS IS STOCKED WITH BLACK BASS FOR THE BENEFIT OF THOSE CADETS WHO ENJOY FISHING

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Other clothing and articles required by the cadets, which, for the most part, may be brought from home, are listed below: 1 mess kit and canteen (for sale here). 1 bathing suit (for sale here). 1 pair canvas shoes (for sale here). 1 pair house slippers. 1 bath robe. 1 blacking outfit (for sale here). 3 suits winter underwear. 3 suits summer underwear. 6 pairs socks. 3 night shirts or pajamas. 12 handkerchiefs. 1 plain black tie, 2% inches wide. 1 pair suspenders.

6 towels. 2 bath towels. 2 clothes bags. 1 pillow. 3 pillow cases. 2 pairs red or dark blankets. 4 sheets (4J4 ft. wide). 1 tooth brush. 1 hair brush. 1 comb. 1 clothes brush. 2 clothes hangers. 1 Bible.

Uniform top bed covers will be furnished by the Academy and charged to the cadet’s incidental deposit. Each cadet is required to furnish his own broom, dust pan, soap and waste basket. These articles will be furnished him by the Quartermaster and charged to his incidental deposit. In addition to the above, cadets may bring a rug about 2 ft. by 4 ft., tennis racket, fishing outfit, baseball and bat, and anything pertaining to sports of^any kind.

... OVER THE TOP

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Special fees are charged for those things which are not participated in by all cadets. These fees are as follows and are payable in advance:

SPECIAL CHARGES

Students in Chemistry, laboratory fee Students in Physics, laboratory fee . Use of typewriter per month Use of piano for session .... Tuition in music, instrumental or vocal Dancing lessons per course Diploma

57.00 7.00 1.00 10.00 GO. 00 5.00 10.00

SPECIAL CONDITIONS Cadets are admitted only upon the express condition that they remain at the Academy until the end of the school year, unless suspended or dismissed for misconduct or breach of school dis cipline. In case of such suspension or dismissal, or in case of voluntary withdrawal, no refund will be made on account of tuition, fees or other charges; and any money already paid to the Academy on account, of these items shall become immediately due and payable to the Academy as earned or liquidated damages.

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No responsibility will be assumed by the school for articles of clothing, books, etc., that are left at the Academy during the summer vacation, or after the cadet has departed from the institution, unless they are securely packed in boxes or lockers, plainly marked with owner’s name, and written notice given to the school authorities. Trunks must be plainly marked with name and residence printed on both ends, so that in case of miscarriage they may be easily traced and recovered.

TRUNKS

SPENDING Pocket money will be issued to cadets as requested by parents, pro vided a fund is left with the Academy for the purpose, in amounts MONEY not to exceed $1.00 per week, but we recommend not more than 75 cents per week. REMITTANCES All drafts or money orders should be made payable to Missouri Military Academy; and such drafts and money orders should be sent direct by mail or express, and not given to cadets themselves for delivery. Accounts, when ten days past due, are subject to sight draft without notice. In remitting, please return statement. We will receipt and return to you. PROPERTY Property damaged by cadets will be repaired at their expense. Where the perpetrator is not known, the cost will be assessed equally DAMAGES among the cadets of the corps. VACATION

Cadets remaining at the Academy during vacation will be charged $10.00 per week for board and supervision.

REBATE An allowance of $10.00 per week is made when cadets are detained from the Academy by illness for a period longer than a month.

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Roster of Cadets—1917-1918

Figol, Theodore, Chicago, III. Flannery, Jerome, E. St. Louis, III. Fox, Arthur, Oklahoma City, Okla. Fuller, Andrew, Cedar Vale, Kan. Gardner, Dozier, Jefferson City, Mo. Genet, Maxine, Tulsa, Okla. Gentry, Trimble, Springfield, Mo. Gilman, Paul, Portland, Mo. Gow, Robert T., Oklahoma City, Okla. Grandin, Clarence W., Maineville, Ohio. Greening, Guy C., Oklahoma City, Okla. Gregory, John, Mexico, Mo. Gross, Fred, Springfield Ill. Guest, Paul V., Mexico City, Mexico. Guy, Charles B., Columbia, Mo. Guy, Herbert S., Columbia, Mo. Hall, Albert, Coldwater. Kan. Hamilton, Donald, San Antonio, Tex. Hardisty, Harry, Blandinsville, Ill. Harrison, John, Tulsa, Okla. Harrison, Parker, Nashville. Ark. Hensley, Turner Wayne, Okmulgee, Okla. Henson, John, Villa Grove, 111. Hetzler, William J., Columbia. Mo. Hitt, Robert E., Oklahoma City. Okla. Holcomb, Russell, St. Louis, Mo. Holman, John, Foyil. Okla. Hooten, Donald, Danville. Ill. Howard, Henry, Bauxite, Ark. Hughes, Dan S., Macon, Mo. Hussey, Nolan. St. Louis, Mo. Huston, Donald, Pawnee City. Neb. Jackson. Milburn W., Los Angeles, Cal. Jones, Harold. Unionville. Mo. Jones, Roy, Oklahoma City. Okla.

Aguilar, Carlos S., Mexico City, Mexico. Armitage, Albert C., Shenandoah, Iowa. Arnold, Howard, Agricola, Kansas. Aubrey, Sam B., Sapulpa, Okla. Bacon, Edward, Lily, Ill. Bair, Vernon K., Topeka, Kansas. Baker, Ray, Omaha, Nebraska. Baker, Thomas J., Fulton, Mo. Banker, Edward H., Chicago, Ill. Barret, Donald, Tulsa, Okla. Bellis, Harold J., Kansas City, Mo. Bihr, William F., Columbia, Mo. Black, J. Nathan, Mahomet, Ill. Blakesley, Richard L., Kansas City, Mo. Block, James, St. Louis, Mo. Bluck, Phene, Moberly, Mo. .Bourland, Frost, St. Louis, Mo. Bowman, Edwin D., Grayville, Ill. Bragg, Alexander: S., Tuscola, Ill. Bragg, Fred M., Kansas City, Mo. Brazeci, Herman T., Okmulgee, Okla. Brazil, Lawrence, Bauxite, Ark. Brown, Ellzy, Okmulgee, Okla. - Brown, Richard S., Tulsa, OklaBrowning. Roy, St. Louis, Mo. Burns, Robert C., Rantoul, Ill. Bush, F. Carl, Benton, Ark. Butts, Earl A.,. Bartlesville, Okla. Caldwell, J. Fain, Benton,. Ark. Calloway, Everett:-C.; Burlington, Iowa. Campbell, Fred, Tulsa, Okla. Campbell, Hewitt, Tulsa, Okla. Campbell, Lloyd, Mexico, Mo. Carpenter, Alden W., Oklahoma City, Okla. Garter, Ed. H., Mexico, Mo. Carter, J. Emmons, Mexico. Mo. .Carter, Oscar,. Springfield, Mo. Cartlidgo, Edward L., Topeka, Kan. Cartlidge, Willard, Topeka, Kan. Carver,; John, Neosho, Mo. & -yC&sli, Horace V., Kaycee, Wyoming. • Castle, Claude C..; Wapello, Iowa. Childers, Richard, Broken Arrow, Okla. Cockrell, James B.. Oklahoma City, Okla. - Coker, Nooly. Nowata. Okla. Cooper, Owen, Arkansas City. Kan. Cornatzcr, Clarence. Big Cabin, Okla. Crigler,-Martyn'W., New Orleans, La. Crouse, Michael, Arkansas City, Kan. - -Curran; William, Chicago, Ill. N ' y Davis,;Keith,. Blandinsville, III. De Vaux, Harley J., Adrian, Mich. Donehoo, John, Joplin, Mo. ■ Doty, Forrest, Shenandoah, Iowa. Dreyer. Charles B„ St. Louis, Mo. - Ebelmessor, Marvin, Danville, III. Edwards. Robert. Chicago, Ill. Erwin, Hugh, Ft. Scott, Kan. Fanning, James C;, Oklahoma City, Okla.

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Kell, Sam D., Davenport, Iowa. Kelly, Minor C., Louisiana, Mo. Kelsey, Claude, St. Joseph, Mo. .Kish Koo. Lewis, Mayette, Kan. Klove, Allan A., Rock Island, 111. Klump, Rex., Decatur. 111. Large, Gilbert, Owaneco. Ill. Lillibridge, Frank, Waterville, Kan. Lyche, Torris A., Chicago, Ill. Lytle, Theodore, Eldorado. Kan. Marrs, Maurice, Oklahoma City. Okla. Marquis. Eugene, Kansas City, Mo. Martin, Edgar, Tulsa, Okla. Martin, Pearson. Mexico, Mo. Martin. Truman. Tulsa, Okla. McClain, Harold, Enid, Okla. McGowan, Joe, E. St. Louis, Ill. McLaughlin, Wilbur, Kansas City, Mo. McQuay, Bert, St. Louis, Mo. McQuay, James. St. Louis, Mo. McShea, Royal M., Owaneco. Ill. Merriman, Clifford. Utica, Mo. Merriman, George, Utica, Mo. Miller, William, Fayette, Mo. Mulvey, Richard, Dalhart, Tex. -Neal, Miles A., Benton, 111. Nichols, Arthur. Baxter Springs, Kan. Nilsen. Sigurd, Chicago, III. Noble, Elbert, Alva, Okla. Norwood. Olin, Shamrock, Tex. Oldham, Russell, Marceline, Mo. Park. Harry, St. Louis, Mo. Parker, Don. Clarinda, Iowa. Parker, Ernest R., Benton, Ark. Parkinson, Bruce C., Wagoner. Okla. Pearce, Robert E., Rock Island. Ill. Pickering. Seth. Tulsa, Okla. Pickett, Ingram, Shelbyville, Mo. Pinkston. Julian. Mahomet, Ill. Pumphrey, Kerens. Memphis, Tenn. Pumphrey, Percy, Memphis, Tenn. Pyle, Dorrance, Pawnee City, Neb. Read, Maurice, Clarence, Iowa. Read, Norris, Clarence, Iowa. Reddish, Zed. Jerseyville, Ill. Rhodes, Marion C., St. Louis. Mo. Rich, George, E. St. Louis. 111. Rising, Clair, St. Louis, Mo. Robinson. Hartley, St. Louis. Mo. Robson. James B., Abilene, Kansas. Rogers. Eugene, Wapello. Iowa.

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Ross, John B.. St. Joseph, Mo. Ross, J. Lester, St. Joseph, Mo. Sain, Robert J., Nashville, Ark. Sanderson, Frank, Tulsa, Okla. Sanderson, Wesley, Tulsa, Okla. Sanford, Earl, Corinth, Iowa. Schwarberg, Herman, Springfield, Ill. Sears, Roscoe, Oklahoma City, Okla. Selph, Colin M., St. Louis, Mo. Shannon, Darlie, Oklahoma City, Okla. Shirley, Paul, Muskogee, Okla. Siler, Frederick, Robinson. Ill. Skelton, George, Foyil, Okla. Slater, Rollo, La Grange, Ill. Small, Joe, Evanston, Ill. Smith, Ivan W., La Salle, Ill. Smith, James R., Memphis, Tenn. Snyder, Edwin F., Chicago, III. Steel, Noble D., Robinson, Ill. Stephenson. Marion, Danvers, Ill. Stewart, Howard, Drummond, Okla. Stocker, Orville, Topeka. Kan. Stout, Eugene, St. Joseph, Mo. Taylor, Benjamin, Robinson, Ill. -Thomas, Theron, Tulsa, Okla. Tilley, George W., Tulsa, Okla. Toney. Eugene, Kansas City, Mo. 'Twist, Edward, Tulsa, Okla. —Van Osdell, James, Ottawa, Kan. Vermillion. Birch, Kansas City, Mo. Viterbo, Albert Edward, St. Louis, Mo. Wall, Harold, Sedan, Kan. Walker, Harvey H., Oklahoma City, Okla. Walker, Vernon S., Tulsa, Okla. Wallerstedt, Hal C., Joplin, Mo. Wanstrcct. Joe, E. St. Louis, III. Warren. Andrew A., Broughton, Ill. Wax, Carroll F.. Stronghurst, Ill. Weaver, Russell D.. Tulsa. Okla. Weber, Harland. Tulsa, Okla. Welles, Perkins, Kansas City, Mo. Werre, Lingard, Kahoka, Mo. Wheeler, Morris, Arkansas City, Kan. White, Forrest, Nowata, Okla. Wiens, Arthur, Bessie, Okla. Wight. Howard, Las Animas, Colo. Willoughby, Bedford N., Macon, Mo. Woodruff, Cleburne. Stilwell, Okla. Wyeth. Arthur R., Chicago, III. Wykle, Stuart S., Mahomet, III.

Some of Our Patrons Abbott, Mrs. J. S., Robinson, III. Aguilar, C. S., Mexico City, Mexico. Aid, J. C., 740 Mynster St., Council Bluffs, Iowa. Alley, Mrs. J. L., Lincoln, Neb. Anderson, H. H., Kansas City, Mo. Anderson, C. J., Merchants-Laclede, St. Louis, Mo. Anderson, Dr. J. T., Warrensburg, Mo. Armitage, A. C., Shenandoah, Iowa. Baily, Mrs. May, Cleveland, Ohio. Bair, J. K., Topeka, Kan. Baker, N. J., 4810 Underwood Ave., Omaha, Neb. Banker, E. H., 330 S. Wabash Ave., Chicago, Ill. Bellis, A. J., 615 Orear-Leslie Bldg., Kansas City,

Mo.

Bihr, Frank, Columbia, Mo. Black, Mrs. Hattie E., Mahomet, Ill. Blakesley, Mrs. C. A., 3220 Harrison St., Kansas City, Mo. Block, M. O., 5986 Cates Ave., St.-Louis, Mo. Bohm, Dr. W. M., Edwardsville, 111. Bowman, E. P., Grayville/Ill. Bragg. Mrs. A. T., Tuscola, Ill. Bragg, C. E., 542 Park St., Kansas City, Mo. Brandt, A. C., Muscatine, Iowa. Brandon, Mrs. M., Tahlequah, Okla. Brazeel, Dr. J. D., Okmulgee, Okla. Brazil, C, C., Bauxite, Ark. Brown, R. M., Brown’s Music Co., Chicago, Hl. Brown, W. P., Okmulgee, Okla. Browning, W. A., 515 Olive St., St. Louis, Mo. Brumigan, F. E., E. St. Louis, 111. Burden, Mrs. F. L., Hutchinson, Kan. Bush, F. C., Benton, Ark. Caldwell, J. M., Benton, Ark. Calloway, G. C., Burlington, Iowa. Campboll, Hon. Harry, Daniels Bldg., Tulsa, Okla. Carpenter, S. J., 330 W. 1st St., Oklahoma City, Okla. Carter. E. H.. Mexico, Mo. Carter, S. P.. Mexico. Mo. Carter, Mrs. O. N., Springfield, Mo. Cartlidgc,-E. T., Topeka. Kan. Carver. S. AV., Neosho, Mo. Cash, J. J., Kaycee, Wyoming. Castle, INI. C., Wapello, Iowa. Cockrell, E.. B., American Nat’I Bank Bldg., Okla homa City, Okla. Cooper. .1.0., Arkansas City. Kan. Cornatzer, Mrs. Effie, Big Cabin, Okla. Cracraft,-W. C., Jackson, Mo. Crigler, L. P., 314 Hibernia Bank. New Orleans, La. ‘ Crouse, Mrs. M. C., Arkansas City, Kan. Croosdale, Mr. $., 1574 York St., P'eXLVer, Colo. Crnhe. IC D., Ashton. Idaho. Davis, M. G., Blandinsville. Ill. Dawson, K. W., Oklahoma City, Okla. De Vaux, Mrs. II. A., Adrian, Mich. Donchoo, Mrs. Helen. -Joplin, Mo. Donovan, Dr. I. II., Windsor, 111. Dreyer, Ei C... 83 Arundel Place, St. Louis, Mo.

Ebolmesser, E. E., Villa Grove, III. Edwards, E. J., 5226 Lakewood Ave., Chicago, Ill. Epstein, B. J., Danville, Ill. Penning, Mrs. F. J., 221 W. 10th St., Oklahoma City, Okla. Fcwell, H. E., Leeton, Mo. Figel, Mrs. M., 8657 Commercial St., S. Chicago, Ill. Flannery, P., E. St. Louis, III. Fox. Mrs. A. R., 1508 W. 22nd St., Oklahoma City, Okla. Fuller, Mrs. Rosa, Cedar Vale, Kan. Gardner, Gov. F. D., Jefferson City, Mo. Genet, T. E., 410-412 Main St., Tulsa, Okla. Gilman, Dr. D. C., Portland, Mo. Gholson, Edward, Broughton, Ill. Gow, F. C., 115 W. 14th St. Oklahoma City, OklaGrandin, Mrs. E. M., Maineville, Ohio. Gregory, J. W., Mexico, Mo. Gross, Mrs. Eugene, Springfield, Ill. Groves, Wm. M., Corder, Mo. Guest, Mrs. Luce, Mexico City, Mexico. Hall, Alfred, Coldwater, Kan. Hamilton, Dr. W. S., Moore Bldg., San Antonio, Tex. Hamilton, Wright, Broughton, Ill. Hankins, Dr. C. C., Mt. Vernon, III. Hardisty, P. G., Blandinsville, Ill. Harrison, Dr. Wm.. Box 1055, Tulsa, Okla. Harrison, N. M., Nashville, Ark. Heggeman, Mrs. Jas., Gaty Ave., E. St. Louis. Ill. Hensley, J. M., Okmulgee, Okla.

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Henson, S. C., Villa Grove, Ill. Hetzler, W. J., Columbia. Mo. Hitt, Mrs. R. E. L., 1429 W. 38th St., Oklahoma City, Okla. Holcomb, Mrs. M. O., 5371a Wells Ave., St. Louis, Mo. Holman, Wm., Foyil, Okla. Hooten, C. R., Danville, Ill. Huobsch, M. M., Chicago, Ill. Humphrey, Judge Wirt E., Chicago, Ill. Hughes, D. R., Macon, Mo. Hunt, Hon. W. T., Wagoner, Okla. Hussey, D. B., 5S11 Cabanne, St. Louis, Mo. Huston, A. AL, Pawnee City, Nebr. Jackson, J. M., 1402^ S. Harvard, Los Angeles, Cal. Jewell, Hon. W. R., Danville, Ill. Jones, C. V., Unionville, Mo. Jones, Mrs. Speed, 1708 Linwood Blvd., Oklahoma City, Okla. Karr, Mrs. D., Dalhart. Tex. Kell, Mrs. J. M., 2306 Carey Ave., Davenport, Iowa. Kelly, I. W.. Louisiana, Mo. Kelsey, L. H., St. Joseph, Mo. Klovo, A. AL, Rock Island, Ill. Klump, Mrs. John, Decatur, Ill. Knauss, Louis C., 6733 N. Ashland, Chicago, Ill. Large, G. H., Owaneco, 111. Leeper, Miss Cora, Owaneco, Ill. Lillibridge. Mrs. Jennie, Waterville, Kan. Louden, W. S., Trenton, 111. Lyche, H. H., 2012 Humboldt Blvd., Chicago, Ill. Lynch, Wm., Tulsa, Okla. Lytle, Airs. R. O., Eldorado, Kan. Marrs, J. E., Minnetonka Lbr. Co., Oklahoma City, Okla. Marquis, E. P., 3711 Forest Ave., Kansas City, Mo. Martin, R. L., 1324 S. Boston St., Tulsa, Okla.

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Martin, J. E., Mexico, Mo. Martin, W. A., 609 S. Denver St., Tulsa, Okla. May field, Mrs. S. W., Roland, Okla. McClain, J. H., Enid, Okla. McLaughlin, Mrs. Cora E., 3606 Chestnut, Kansas City, Mo. McQuay, L. E., 3802 Castleman Ave., St. Louis, Mo. Merriman, W. B., Utica, Mo. Miles, G. S., Eldorado, Ark. Miller, I. G., Springfield, Ill. Miller, W. E., Fayette, Mo. Morrill, J. W., Pacific, Mo. Morrison, Airs. R. G., Rantoul, Ill. Neal, Airs. Ida B., Benton, 111. Nichols, J. Al., Baxter Springs, Kan. Nilsen, Jacob, 2834 Palmer St., Chicago, Ill. Noble, H. E., Alva, Okla. Norton, Airs. Sadie, Alt. Moriah, AIo. Norwood, S. W., Shamrock, Tex. Park, H. E., St. Louis Southwestern R. R., St. Louis, AIo. Parker, W. A., Clarinda, Iowa. Parker, E. A., Benton, Ark. Parkinson, Airs. T. A., Wagoner, Okla. Parrett, Airs. K. AL, Keosauqua, Iowa. Pearce, Dr. R. Al., Rock Island, 111. Peppers, R. S., Hudson, Colo. Pickering, S. D., Robinson Arcade Bldg., Tulsa, Okla. Pickett, Al. B., Shelbyville, AIo. Pinkston, J. W., Alahomet, Ill. Primmer, J. W., Iola, Kan. Pumphrey, J. W., 316-320 Falls Bldg., Alemphis, Tenn. Pyle, J. H., Pawnee City, Neb. Ramsey, A. C., Nashville, Ark. Read, C. E., Clarence, Iowa. Reddish, Zed R., Jerseyville, III. Rhodes, W. R., 5658 Von Versen Ave., St. Louis, AIo. Rice, W. C., Windsor, Ill. Rich, L. R., 429 Alissouri Ave., E. St. Louis, 111. Rising, Airs. C. A., 1236 Amherst Place, St. Louis, AIo. Robertson, B. H., Nowata, Okla. Robinson, L. R., Tower Grove and Blaine, St. Louis, AIo. Robson, N. B.. Abilene, Kan. Rogers, Wm., Wapello, Iowa. Ross, J. S., St. Joseph, AIo. Sain, D. B., Nashville, Ark. Sanderson, C. A., 1811 S. Cheyenne, Tulsa, Okla. Schwarborg, E. IL, Springfield, Ill. Sears, Al. B., American Nat'l Bank Bldg., Okla homa City, Okla. Selph, Hon. C. AL, Postmaster, St. Louis, AIo. Shannon, L. R., Shamrock, Okla. Shields, O. D., Loveland, Colo. Shirley, W. R., Aluskogee, Okla. Sievers, A. C., 6948 Aladison Ave., Chicago, HL Siler, Mrs. Nancy E., Robinson, III.

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Detail Index. . . .

Absences Academic Admission to College A Day at M. M. A Advantages of a Boarding School Application Blank Athletic Field Athletics Band Benefit of Military Buildings .... Cadet Quarters Calendar Care of Health

Pape 48 55 58 .

. . 25 Last page . . 18 . . 72 . 60 . 44 . . 9 . . 14 . . 2 19 . . 70 . 59 . . 47 . . 67 . . 46 . . 45 . 37 . . SI . 45 . . 62 . . 67 7

Churches Course of Study Daily Routine . Dancing Discipline Encampment Faculty . Financial Formation of Character Glee Club .... Hazing ............................. Historical Home Life Laboratories Library Literary Society

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Location Meals .... . . . Medals . .... Military . Orchestra Our Military System . Patrons Physical Training Reading Room . . . . . Recognition by War Department Roster of Cadets . . . . School Paper Social Features Spelling Spending Money • • Swimming Pool .... The Big Brother Plan . . . . The Gymnasium The M. M. A. Bank .... The President’s Talk to Parents . Tobacco Uniforms ..-••• University Recognition Why Boys Leave High School Writing

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. . .

16 15 65 6 20 65 41 60 47 89 45 15 44 87 63 67 58 86 14

. . .

Kii

. . .

11 71 26 47 82 58 31 5S