1937 Missouri Military Academy Viewbook by Missouri Military Academy

s s o

R y

is a corporation managed by a board of directors. The president of the corporation is the superintendent and active head of the academy.

OFFICERS COL. CHARLES R. STRIBLING. MAJ. MARQUESS WALLACE. MAJ.O. G. HOCKER, MAJ. RICHARD LINNEMAN,

President

Vice-President Secretary Treasurer

DIRECTORS Col.

Maj.

Chas. R. Stribling Marquess Wallace

Maj. O. G. Hocker

Maj. Richard Linneman Maj. Tony B. Lumpkin Hon.

W. Wallace Fry

M. M. A. is a Unit of the Reserve Officers Training Corps by direction of the President of the United States. Member

North Central Association and Secondary Schools.

Colleges

MISSOURI MILITARY

CALENDAR 1937

1938

Session Begins September 6-7 Old Cadets Should Report September 6 New Cadets Should Report September 7 Christmas Vacation Begins

Christmas Vacation Ends Commencement Exercises

Graduation

December 1 7

January 3

May 27-28 May 29

HISTORY O F MISSOURI

MILITARY

FIE nearly half a century of his tory which forms a brilliant background for Missouri Mili tary Academy is rich in tradi tions of which any school might well be proud.

In November, 1889, the public spirited citizens of Mexico, Missouri, under the leadership of the late Governor Charles H. Hardin, founder of Hardin Col lege, donated sixteen thousand dollars and a beautiful campus of twenty acres of land for the purpose of establishing a military school. The enterprise was in trusted to Colonel A. F. Fleet, afterwards Superin tendent 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 mental and physical training. The school grew rapidly in public favor, placing upon its rolls repre sentatives from every congressional district in Missouri, and from twen ty other states, until the fall of 1896, when the buildings were to tally destroyed by fire.

M. M. A. HAS LONG BEEN RECOGNIZED FOR ITS HIGH CLASS TRAINING.

ACADEMY

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 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 conference 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.

® Missouri Military Academy, MEXICO, >IO. ----------------------------------------------------------------------------------------- ” ■

A MODEL TRAINING SCHOOL FOR BOVS from twelve to eighteen years ot age, where the classes are smalL and each pupil receives the closest personal care and attention so necessary at this critical, formative age. The academy re the only up-to-date school of its kind in the West, whose buildings ore modern and. substantially built of brick and stone, heated with hot water and lighted by electricity. Its methods of iustructipu arc the newest aud best. Tts Classical Course is k special feature. Military training is committed to an Army Oflicer detailed by the U. S. Government and its course of study prepares for West Poiut, Annapolis, or any col lege or university. Parents can do no better than place their boys in the c*re of such an institution. Rates reasonable. Address Col. A. F. Fleet, LL. D.„ SupL.

ne! Nc nd hi)

The citizens of Mexico donated ten thousand dollars

Yancey and became the proprietor of the Academy.

to the new enterprise, thus manifesting a laudable pub

To meet the demands of an increasing attendance, addi

lic spirit as well as an inspiring confidence in the

tional barracks and class rooms were constructed, and

ability of the men in charge.

the chemical and physical laboratories were enlarged

President Yancey and

and provided with better equipment.

Superintendent Fonville furnished the requisite money to complete fifty thousand dollars, purchased an ele

In 1911, Colonel Fonville retired from the active

gant blue grass campus in the eastern suburbs of the

presidency of the Academy and was succeeded by Col

city, and began the construction of the new Academy

onel W. R. Kohr, who remained in charge for three

about the first of June, 1900-

years. The school began its new career with the good will and cordial endorsement of the most distinguished

In 1914, Col. E. Y. Burton was elected President

educators, divines and statesmen of the Middle West.

of the Academy and remained in active charge of its affairs for nineteen years.

On the twentieth of September, 1900, the doors of the new Academy were thrown open for the reception

In 1933 a new corporation headed by Col. Charles

of students. The attendance from the start exceeded

R. Stribling assumed control and under this present

the most sanguine expectations of the school’s best

management the school has continued to render the

friends. In the first session of the new Academy, ca

highest type of service in the field of secondary educa

dets, representing the best people, came from not less

tion. Today M. M. A. is recognized as one of the

than eleven states.

foremost military schools of the Nation ... a school

In 1901 the school sustained a very severe loss in

which has set a successful example of combining mod'

the death of Colonel Yancey. Later, Colonel Fonvrlle

ern educational methods with real and helpful military

purchased the interest formerly owned by Colonel

training.

SCHOOL The Academy is situated in Bellevue Place, in tht

eastern suburbs of the city, on the summit of a beau tiful 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 presents 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.

LOCATION

Mexico is a delightful little city. There is about it a pleasing atmosphere of dignity, peace, and repose. It is situated on three main railway lines—the Wabash, the Alton, and the Burlington. The connections with other lines at Kansas City, St. Louis, and Chicago are such as to make it easily accessible from all directions. It is also the center of a net-work of hard-surface roads including U. S. 40, U. S. 54, Mo. 22, Mo. 15. It . is distinguished for beauty, healthfulness, educational fa-

O F

M. M. A.

cilities, and for church and social privileges as well as for the culture and refinement of its people. Its citizen ship 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 character istic of the Sunny Southland. Cadets, their families and friends are always assured a warm welcome.

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As a background for

■

the Mis

souri Military Academy buildings lie ample athletic fields, parade grounds, tennis courts, well kept

lawns, trees and decorative shrub bery which form a restive and seclusive environment stimulating

for both work and play.

- s ■

FACULTY

Co I o n e

CHARLES

RIDDLE

STRIBLING

“WITH Faith in a boy, in his inherent straight-forwardness and high idealism; with Sympathy for a boy in all the trials that beset his path; with Charity for a boy when he fails to meet the measure of complete manhood; with Pride in a boy as he solves the complex problems of the age; and with a secure Belief that we will have some part in his ultimate success in life, we offer him the facilities of the Missouri Military Academy.”

COLONEL CHARLES RIDDLE STRIBLING, Jr., B. A.,

Superintendent

ENGLISH B. A., Washington and Lee University, 1917; Greek Scholar, Washington and Lee Univer sity, 1916; Instructor in Modern Languages, Fishburne Military School, 1917-18; Commissioned United States Field Artillery, 1918; Commandant of Cadets, Fishburne Military School, 1919; Instructor in Modern Languages, Camp Jackson Summer School, 1918-20; Instructor in English, Fishburne Military School, 1919-20; Special courses in Education, University of Missouri, 1928-30-31-32; Missouri Military' Academy, 1920-.

Maj. MARQUESS WALLACE

MAJOR MARQUESS WALLACE, B. A, Principal

MATHEMATICS B. A , Westminster College, 1910; Instructor in Latin, Fishburne Military School, 1910-12; Graduate Student, Johns Hopkins University, and University Scholar in Greek, 1912-13; Instructor in Latin and German, Fishburne Military School, 1913-17; Graduate Student, Columbia University, 1914-22; Head-master, Fishburne Military School, 1917-20; Ensign, U. S. Naval Reserve Force; Special courses in Education, University of Missouri, 1928, 1930, 1931, 1932; Missouri Military Academy, 1920-.

MAJOR O. G. HOCKER, B. S., Principal Junior School

Maj 0. G. HOCKER

SCIENCE B S., North East Missouri State Teachers’ College, 1920; U. S. Navy. 1918-19: Superintendent of Schools, Gilliam, Missouri, 1921-23; Principal and Science Instructor, Unionville, Mis souri, High School, 1923-24; Advanced Work in Summer Terms, 1921-22-24; Missouri Mili tary Academy, Mexico, Mo., 1924-.

MAJOR RICHARD H. LINNEMAN Quartermaster A. E. F., 1917-19; Business Administration C. B. C, 1921-23; Second Lieutenant Finance Corps 0 R C., 1924-29; Quartermaster Corps, 1929; Missouri Military Academy, 1923-.

Maj R IL LINNEMAN

MAJOR TONY B. LUMPKIN, B. S.

Com mandant Maj. T. B LUMPKIN

MATHEMATICS B. S., The Citadel, 1929; Small Arms Firing School, Camp Perry’, Ohio; First Lieutenant Coast Artillery Reserve; Special courses in Education, University of Missouri, 1930-31-32; Instructor in Mathematics, Missouri Military Academy, 1929-.

CAPTAIN JEROME G. HARRIS United States Army

PROFESSOR OF MILITARY SCIENCE AND TACTICS

Capt. JEROME G. HARRIS

Temple Univerity 1913-1916; Commissioned Provisional Second Lieutenant, 1917; Assigned to Regular Army, 1917; American Expeditionary Forces, 1918-1919; Commissioned First Lieutenant, 1920; Philippine Islands, 1920-1924; Organized Reserves in Colorado, 19241928; Graduate Infantry School, Fort Benning, Georgia, 1929; Captain, Infantry, 1929; Member and Assistant Coach and Executive Officer, Infantry Rifle Squad, 1929-1931; Fort Benjamin Harrison, 1929-1934; Assistant Adjutant and State Investigating Officer of C. C. C , Indiana. 1934; Missouri Military Academy, 1934-. I

CAPTAIN HOWARD E. KELLY, B. S. MANUAL ARTS B. S, Bradley Polytechnic Institute, 1916-18, 1919-21; Phi Sigma Pi; First Lieutenant, 5th Engineer; Instructor in Manual Arts; Summer School, 1924; Missouri Military Academy, Mexico, Missouri, 1921-.

CAPTAIN JOHN S. CARR, B. A. Capt HOWARD E. KELLY

COMMERCIAL BRANCHES B. A., University of New Hampshire, 1923; Officers’ Training School, 1918-19; Second Lieu tenant Commission O. R. C.; Instructor of Commercial Subjects and Latin, Opdyke, Illinois, High School, 1923-24; Instructor at Summer Camp O. R. C, Camp Devens, Massachusetts, 1922; Missouri Military Academy, Mexico, Missouri, 1924-.

CAPTAIN REUBEN Y. ELLISON, B.A., M. A.

MODERN LANGUAGES First Honor Graduate and B. A. in Modern Languages, The Citadel, Charleston, S. C., 1928; Tutor in French and Spanish, Summer Cruise to Europe, 1928; Three Years Instructor of French and Spanish, Kentucky Military Institute, Lyndon, Ky., 1928-31; Two Summers at Furman University, Greenville, S. C, 1929-30; M. A. in Romance Languages, University of N. C., Chapel Hill, N. C., 1931-32; Instructor and Dehate Coach, M. M. A., 1932-33; Second Lieutenant U. S. Army O. R. C.; Student in German, French, Spanish, Southern Methodist University, Dallas, Texas, Summer 1933; Missouri Military Academy 1932-. Cap! J. S CARR

CAPTAIN WALTER R. EWING Capt. R. Y. ELLISON

MATHEMATICS, PENMANSHIP, ENGLISH Eureka College, Eureka, III., 1927-29; Instructor in City Schools, Benton, Ill., 1929-30; Extension Work, Southern

Illinois Normal University, 1929-30; Second Lieutenant, Infantry Reserve; Special courses in Education, Univer sity of Missouri, 1932; Missouri Military Academy, 1930-

Capt. WALTER R. EWING

CAPTAIN ELMER R. JACKSON. B. M.

DIRECTOR OF MUSIC B. M., Central College, 1931; Missouri Military Academy, Mexico, Missouri, 1931-.

CAPTAIN ARNOLD W. EMBREE, B. S.

Capt ELMER R JACKSON

HEAD COACH

SOCIAL SCIENCES B. S., Northeast Missouri State Teachers’ College, 1935; Missouri Military Academy 1935-.

CAPTAIN ROGER E. REEDER

ENGLISH B. S. University of Illinois, 1935; Della Theta Epsilon, 1935; Second Lieutenant Field Artillery RAI, 1935; Graduate Student in University of Illinois, 1935; Missouri Military Academy, 1935-.

CAPTAIN G.DAVID BAILEY

Capt. ARNOLD W. EMBREE

MATHEMATICS Illinois Military School 1925; Kansas State Teachers’ Col lege, Pittsburg 1926; University of Cincinnati 1931; Special courses in education, Western State Teachers’ College, Macomb, Illinois 1928, 1929, 1930, 1931, 1932. Commissioned Captain Illinois National Guard 1926; Instructor and Commandant Lower School; Illinois Mili tary School 1926-1934; Missouri Military Academy 1935-.

CAPTAIN CHARLES N. JOHNSTON, B. S. HISTORY

Capt. G. DAVID BAILEY

Capt. RAYMOND R. KELLY

B. S., North East Missouri State Teachers’ College, 1930; 1st Lieutenant, Ordnance-Reserve; Instructor of Physical Education, Eugene Field Jr. High School, Han nibal, Mo., 1926-29; Educational Tour of Southern Europe, 1927; Missouri Military Academy, 1930-33; Commanding Officer in Civilian Conservation Corps camps of Oregon and Missouri, 1933-35; Missouri Military Academy, 1936-

CAPTAIN RAYMOND R. KELLY ENGLISH A. B., Illinois College, 1935; graduate study at Univer sity of Chicago, 1935-1936; instructor at Junior Military Academy of Chicago, 1935-1936; 2nd Lieutenant Infantry Reserve; Missouri Military Academy, 1936-

Capt

ROGER E

REEDER

Capt. C. N. JOHNSTON

CAPTAIN GERALD J. COX, B. S.

ENGLISH Kansas Wesleyan, 1919-20; Special courses in Education, Kansas Slate Teachers' College, Emporia, 1923-24-25-28-29; B. S. Commerce, 1930; B. S. Education, 1932; Graduate work in Education, 1933; Instructor in English and Social Studies, Sharon Springs,Kansas, City Schools, 1922-25; Principal and Mathematics Instructor, Lebanon, Kansas, City Schools, 1926; Instructor in English and Social Studies, Kansas City Country Day School for Boys, 1930-32; Missouri Military Academy, 1934-.

Capt. GERALD J. COX

SERGEANT CLYDE L. PENNINGTON United States Army

ASSISTANT TO THE P. M. S. and T. U. S. Army, 1919; Hawaii, 1925-1929; Fort Snelling, Mimi , 1929-1930; R. O. T. C, St. Joseph, Mo., 1930-1931; Second Lieutenant, Quartermaster Reserve, 1932; Missouri Military Academy, Mexico, Missouri, 1931-.

Sgt CLYDE L PENNINGTON

CAPTAIN FOREST T. NOEL STEWARD Culver-Stockton College, 1926-1929: Missouri University, 1930; Missouri Military Academy, Mexico, Missouri, 1933-.

CAPTAIN WM. V. COX, B. A, M. A. HISTORY B A, Oklahoma University, 1921; Principal and Head Coach, Carmen, Oklahoma, 1921-23; Freshman Coach and Graduate Work, Oklahoma University, 1923-24; Head Coach and History instructor, Henryetta, Oklahoma, 1924-26; Director of Athletics and Instructor, Wentworth Military Academy, Lexington, Missouri, 1926-35; Mis souri Military Academy, 1936-.

Capt FOREST T. NOEL

Capt. WM. V. COX

DR. NED R. RODES PHYSICIAN Dr. NR RODES

M. D., Washington University, 1893; Missouri Military Academy, 1900-.

MISS HEDWIG HAFNER, R. N, NURSE Washington University, 1916; Rainbow Hospital, Cleve land, Ohio, 1916-1920; Missouri Military Academy, 1923.

Miss HEDWIG HAFNER

Persona

•

Colonel

Parents

Stribling

The modern military school recognizes and

a child of larger growth and added years.

utilizes, to a degree approached by no other

military school never for a moment ignores the

school, the psychology of boyhood.

The

It ap

tremendous truth that the whole viewpoint of the

peals, insistently and irresistibly, to all the better

boy is affected by incipient manhood: that he is

impulses of the boy. It quickens the constructive

beginning to “put away childish things.”

forces of his nature, and gives them direction and

alignment. At a time when the swift waxing of mental and physical powers shatters the simple

The modern military school develops manliness,

idealism of his childhood, it provides the wise

by enforcing upon the expanding consciousness of

pilotage which insures against the shipwreck of

the boy the fact that reward is the legitimate re

character.

sult of merit.

Promotion to student honors is

made contingent upon the individual record of

the student in his work. No “pull” is recognized

The modern military school conserves the time

but that of the student’s own achievement. Here,

and energies of the boy. It puts efficiency into

as everywhere else throughout the whole range of

his work, and the habits of efficiency into his

his school life, duty is sweetened with self-interest.

life. It gives him a grip upon his own faculties

such as is given by no other school. It is only in the last four or five years that the public has fairly begun to awaken from the very

The modern military school and the ordinary

false impression that the military school was for

school, whether public or parochial, approach the

unruly boys.

problems of boy training from diametrically op

some foundation for such an impression. Military

posite angles. The military school recognizes the

service was once very largely recruited from the

boy, and treats him as an embryonic man—not as

lower classes. Military discipline was, then, neces-

—21—

Doubtless there was, at one time,

This instructor is also, and always, a

sarily drastic. It is not hard to understand that, under

an instructor.

such conditions, the conduct of the military school of

leader in the sport. He makes it his business to see

the day might have taken on a reflected harshness

that no student fails to understand the rules, or fails

nor is it improbable that a Colonel Squeers may have been found, now and then, willing to capitalize the

to become enthusiastic over the game. Under his wise direction every form and phase of athletics takes on

evil and immature ideals of his time at the expense of

magical virility and attractiveness.

the good name of the military school.

Under these conditions the shortening, or loss, of

Later on, following the close of the Civil War, the

this hour at football, or swimming or other physical

State schools and private schools, led by that enlivened

activity, becomes a really serious matter to the student;

interest in military' matters, which was the natural

and when he learns that it will surely be jeopardized

heritage of the great struggle, made military drill the

by remissness in study, or in personal cleanliness, or in

leading feature of their work.

the tidying up of his room, he will almost invariably

redouble his attention to the ’’work” side of his school In many cases, unfortunately, the scholastic work was neglected.

life.

This was inevitably followed by an

impression on the part of the public that the military

This automatically acting, negative sort of punish

school was essentially a training school for unruly

ment for dereliction of duty fairly represents the atti

boys, and not to be taken too seriously otherwise.

tude of the modern military school upon the matter of

But those days have passed, and with them have gone the undesirable ideals and institutions to which

they gave rise. In their stead are schools which mark

the world’s utmost advance in physical, mental and

moral training. This swift change in military schools

has arisen, as has been noted, out of the saner con ception of the psychology of boyhood which charac terizes the military schools of the present day. It has

resulted in a rearrangement of pedagogical methods upon truly scientific lines. It has caused the discarding of obsolete theories, and the substitution of a regime

that conforms to the facts in boy nature. It is true that this movement has been practically

student discipline. It is assumed, in the beginning, that

the boy is right and wishes to do right. Participation

in school athletics is made a sort of reward for doing

the right thing—for normal living.

Any departure

from normality is made to bring its own retribution—

light, but inevitable. It has been found that the cer tainty of the penalty, far more than any severity that

may be imposed, retards any tendency toward wrong doing. It cannot be denied, moreover, that under this system the moral sensibilities of the boy are far less

apt to fall and the fiber of his self-respect to relax.

The element of personal humiliation is sedulously elim inated from all penalties imposed during the boy’s

attendance at a modern military school.

universal throughout the school systems of America;

The unmistakable trend in the military school of to

but it is not too much to declare that it has been led

day is to discard punishment as a means of securing dis

by, and today, finds its highest exponent in, the mod

cipline; many of the best schools have abandoned it

ern military school. The regulation of school athletics has been found a

wonderful means of securing discipline in military

altogether, finding in a well-balanced system of rewards

a more effective restraint upon wrong-doing as well as a stronger incentive to constructive work.

schools. No longer is the student permitted to use the

The military school provides for the proper employ

gymnasium at will. No haphazard play is permitted

ment of absolutely every minute of the boy’s entire

in field or on track. Everything of this sort is done

time—day and night. Recognizing the immaturity of

according to order, under the personal supervision of

the boy, and his present inability to do this for him-

—22—

self, it so divides his time between work, play, and rest

this distinction is never lost sight of in the military

that each minute is definitely assigned to a definite

school of today.

purpose. Purposelessness, and the laxity of life it breeds, are permitted at no point to touch his life.

A tremendous amount of energy in the average boy, lacking such direction, wastes itself in frivolous if not vicious channels. It is like the force released in firing

It has been argued that this sort of direction dis

a charge of gunpowder—unconfined, it wastes itself in

courages initiative and minimizes the boy’s individu

bootless noise and smoke; but held in one direction, it

ality. It is sufficient answer to state that the facts dis

speeds the bullet to the mark. To this compulsory ap

prove this in practically every case. The military school

plication of his energies to desirable achievements is

regime leaves sufficient latitude for the healthy exercise

attributed much of that superiority of scholarship and

of all proper initiative; and certainly no schools make

physique, which

a more splendid showing upon the individuality of

school alumnus.

distinguishes

the

average

military

their graduates. In the average community, three luxuries of modern

The fact is, constructive initiative thrives upon wise

life militate powerfully against the scholastic advance

• direction—a thing vastly different from repression. And

ment of the boy of military school age. The telephone,

Colonel Stribling is

readily accessible

at all

times for friendly

help and advice

the automobile, and the moving picture show nullify,

The strictest morality is enjoined in every phase of

to a degree incomprehensible to the average parent, the constructive influence of the ordinary school.

the school life. The great, basic truths upon which good lives are founded, and by which true nobility of character is squared, are inculcated at every turn.

The boy attending a public or parochial school, and living at home, may mean to devote his evenings to hard study. He may take his books home with him,

They are taught by precept and example, and are forced on the life of the student by the great plan of the school. They are never neglected.

with every serious intention to spend his evenings with them. But a telephone call informs him that his "crowd” is going for an automobile ride—or to a

Daily chapel exercises constitute a regular feature of military school life. On Sundays each student is re-

moving picture show. The boy is not to blame. He is a boy; it is his "crowd” that calls —a crowd with whom he is justly

popular; his mother is thoroughly sympathetic; the joy ride, or the movie show, is an attraction in itself. The net result is that he spends the evening with his "crowd” and his lessons on the morrow bear witness

to the fact.

quired to attend church services at least once—preferably a church of the denomination favored by his own people. No attempt is ever made to influence a boy for or against any particular denomination. One of the most cogent reasons, if not the principal

reason, for the superiority of the military school for boys lies in the completeness of its plan. Here the whole day and night—work and play and rest—all are arranged for in advance, according to a plan which

At the modern military school such an event would be absolutely impossible. Here the boy’s evening be

has been gradually built up, tested, proved and found adequate through years of the most exacting experience.

longs to him. It is dedicated to study and to recrea tion according to a wise plan, which enables him to

And experience has pruned this plan of harshness and

of inconsistencies—has made it the summary of all that

extract from his every minute the maximum of both profit and pleasure.

is best for and most agreeable to the normal boy.

The ratio of instructors to students in the modern military training school is always very large. Every

It presents his duties in such form, and in such order, that their proper performance becomes a genuine plea

boy recites every lesson every day. The overflowing class room of the ordinary school is here unknown.

sure. It metes out his play (always under direction and

This plan appeals to his personal and proper pride.

leadership of an instructor) in the grateful guise of

reward for good work well done. It begets in him a To this fact is due much of the stronger personality

passion for order, correctness, cleanliness and right liv

of the military school graduate; for it relieves class

ing—a passion which surely, though gradually, infuses

room work of a large measure of its usual mechanical

his character and becomes the very marrow of his

dullness, and elicits to a much greater degree the per

bone.

sonal element in all recitations. If mention has not been made of the moral training

afforded in such schools, it is not because this phase

of the boy’s training is lightly valued here, or neg lected; but rather it might be reserved for special emphasis following consideration of other phases of his school life. The truth is that nowhere—not even in sectarian institutions of the most pronounced type

—is more emphasis placed upon these essentials of

moral and religious training which should form the basis of every educational system.

BUILDINGS AND EQUIPMENT

Administration

The buildings of the Missouri Military Academy are eight in number and were especially designed and built for a military school. The main building of brick, relieved by colonial white columns, is used for purposes of administration and contains on its first floor the reception rooms for visitors, the chapel, and the offices of the Superintendent, Principal, and Quar termaster and general offices. The lower floor houses the main dining room, the Junior School dining room, the pantries, the kitchen, and the M. M. A. commissary.

On the upper floor there are four apart ments used by the married members of the faculty, who are thus readily accessible to the cadets at all times.

BuiIding

As you enter the Administration Building an attractive arched reception hall leads to the reception room. In this room the cadet first greets his parents and friends who call to see him. Large over stuffed chairs and lounges and cheerful decorations insure both the comfort and the quiet dignity to be found in the modern home.

•

11 f

The stately white columns of the Admin istrative Building proffer a friendly greet ing to the new cadet who comes to enroll his name on the register of M. M. A. These same friendly columns bid farewell to the graduate who passes between them with joy ous anticipation of taking his place in the world, but with a feeling of regret at leav ing a school he has grown to love.

Reception

Room,

Administration Building

Reception Hall Administration Building

Administrative Offices, Administration Building

Assembly Room, Administration Building

—28—

B a r r a c k s

. . Cadet

Quarters

HOME LIFE—The importance of an atmosphere of

assist the cadet officers in maintaining high standards

high idealism among the cadets in their quarters can

of order and discipline in the barracks; and unmarried

not be stressed too greatly. It is our constant aim to

teachers are assigned quarters among the cadets.

create such an esprit de corps among the students that

all the activities of school life the presence of the

the most earnest mother will be entirely satisfied with

teachers is felt, not primarily as a restraint, but as a

the environment of her son. The members of the fac

positive, quiet influence in forming opinions and mold

ulty and their wives preside over the tables in the

ing character. Thus are M. M. A. cadets constantly

mess-hall; special instructors are detailed each day to

under the friendly guidance of sympathetic, strong,

experienced

men

who

are

espe

cially equipped mentally and spir

itually to direct young boys along

the early pathway of life towards the proper development of manly character.

A” Barracks

• Cadet

A BARRACKS is a strictly fire-proof building of

brick and cement. The first floor is used for class rooms, and here are found the Physics and Chemistry

laboratory and a storeroom for cadet property. The

second and third floors furnish quarters for the ca

dets assigned to Company A. r

All of the rooms are outside rooms with plenty

of light and ventilation. There are also offices for the cadets in charge of

the routine discipline of the barracks and quarters on each floor for members of the faculty. Each floor is equipped with lavatories and shower baths. The whole building is electrically lighted, heated by

steam, and screened during the spring and fall months.

Room

B BARRACKS is a two-story brick building which

contains the Quarters for the Junior School. The rooms are large, well ventilated, and receive ample sunshine.

Each floor is equipped with lavatories and shower-

baths. The Principal of the Junior School has his office on the first floor. Here, too, are located the linen room

and the recreation room. This building also contains quarters for the faculty officers assigned to Company B. C BARRACKS is of the same construction and de sign as B Barracks. On the first floor are found the offices of the Commandant of Cadets and the Officer of the Day. The remainder of this barracks is occupied

by cadets who are assigned to Company C.

D BARRACKS is a three-story building of tile

stucco construction. i

The ground floor contains the

departments for Manual Training, Architectural Draw

Spotlessly Clean Wash Rooms

ing and for the course in Aviation. The second and third floors house the cadets assigned to Company D

as well as its tactical officers. Lavatories and shower baths are large.

All rooms have an exposure which

insures ample sunlight. *8

Light, Airy Dining Room

Library

and

Reading

Room

The cadets are urged to make frequent use of the

of quiet and relaxation is the reading room. The cur

well-stocked, well-selected library. On its shelves are

rent issues of the standard magazines and periodicals

found

histories,

biographies,

classical

and

literary

works, works on scientific and philosophical subjects,

poetical works, standard novels, works on ethics, law, government, and the many books of reference which

are constantly used in connection with the academic

are constantly on file for enjoyment during the leisure hours. An effort is also made to subscribe to the daily

papers from the cities most largely represented in the corps of cadets.

Thus may cadets enjoy news from

The simplified mechanism of the library en

their home section of the country, and also keep in

ables cadets to secure the books they desire easily and

formed as to the important daily events in the world

quickly, thereby being encouraged toward constant re

of science, politics, culture, etc., of the Nation as well

search in connection with their daily studies.

as of the world. Additional newspaper files are in the

work.

Adjoining the library and located in an atmosphere

The

recreation room.

Large, Comfortable Reading Room—Library Shown at Right

—31—

The

r m o r y

e w

The new M. M. A. Armory built in 1934 is another

ant.

The Armory proper, where the United States

addition to the modern array of buildings and equip

Government property is stored, is in the basement of

ment which increases the excellent facilities for the con

the building, as is also the splendid rifle range.

venient and adequate training of cadets. The Armory

first floor contains modern class rooms for Junior

is of brick and steel frame construction and fire resist-

Cadets, the M. M. A. Music Department where the

The

school band and orchestra re ceive instruction and where individual music practice rooms

Here

are available for cadets.

also are located the offices of

Capt. Elmer R. Jackson, Direc tor of Music and the offices of the Professor of Military Science

and Tactics.

THE NEW ARMORY

The

Sch

o o

u s

A modern motor coach, with a seating capacity for

This motor coach is used for the regular trips of

twenty-five, recently purchased by M. M. A. is main

the cadets uptown at any time they have afternoons or

tained for the convenience of the cadets.

evenings free for such journeys.

It is also used for

the transportation of M. M. A. athletic teams on their visits to other schools for football, bas

ketball

and

baseball

games,

swimming and track meets, as

well

for any

other trips

which may be made by a group of cadets away from the school. Thus are cadets who are mem

bers of such teams enabled to

returned

their studies

without unnecessary delay. The motor coach is handled at all

times by an expert driver. THE

SCHOOL BUS

NEW

GYMNASIUM BUILT

Gymnasi u m

Swimming

HE new M. M. A. Gymnasium was built in 1934 to provide better for the recreational needs of the cadets during the winter months. It is of brick and steel frame construction and lire resistant, and is even more modern in every respect than the previous gymnasium. The building contains a recreation room, the canteen, the cadet bank, coaches’ quarters, barber shop, dressing rooms and showers. The expansive floor of the gymnasium makes pos sible three basket ball courts which are so arranged that three intra-mural games can take place at one time. When visiting school teams play at M. M. A. the size of the gymnasium floor offers adequate seat ing space for cadets and visitors around the main play ing basket ball court. SWIAlAUNG POOL—In the gymnasium also is lo cated the school’s excellent indoor swimming pool.

19 3 4

Pool

Recreation

Room

This pool is in constant use throughout the nine months of the school term. The water in it is changed at regular intervals and the utmost care is maintained to assure perfect sanitation. A separate heating plant keeps the water in rhe pool at an even temperature at all times. Cadets receive swimming instructions under the supervision of skilled directors. RECREATION ROOAt—’’The wise use of leisure time” is not a new problem confronting educators, however new it may be to the rank and file of men and women. Here at M. M. A. we believe that the cadets should be given many opportunities for whole some amusement during their hours of recreation. Their excess energy is directed into proper channels by having the most popular forms of amusement acces sible to them. A recreation room fitted with tables for pool, billiards, and ping-pong, is open each after noon to those boys who have no regularly scheduled activity or special studies.

The New M. M. A. Gym Built in 1934

—33—

Guar ding

Cadets’

is modern in every respect. The first floor contains the office, the lounging room, and the ward for noncontagious diseases. The second floor contains the nurses’ quarters and the private rooms for the boys who need special care and treatment. CARE OF HEALTH—We have a graduate nurse on duty constantly at the Post Hospital. The sick call is sounded each morning after mess; at that time all cadets unfit for duty are sent over to the hospital. There each case is given a careful examination and the Academy physician is called whenever his services are needed. All cadets are given a thorough physical examination upon entrance on the War Department Form A. G. O. 63. A copy of this examination is sent to the parents with specific recommendations for the correction of any defects found at that time. At frequent intervals during the term the physical measurements of the cadets are taken and a careful rec ord made of the gain or loss in weight, the gain in height, and the chest development.

Naturally the cadet’s health is always of primary im portance with the school’s directors. HOSPITAL—The Post Hospital is well equipped in every respect to care for the physical needs of the cadets. This building was entirely rebuilt in 1930, and with its bright, cheerful rooms flooded with sunlight,

• (Above)

One of the immaculate, light,

cheerful hospital rooms

•

(Beiow. left)

•

(Below, right)

Dr. N. R. RODES,

School

Physician

Miss HEDWIG HAFNER, R. N.

in charge of hospital (Right)

Health

Physical examination of a cadet

—3

Why Boys Leave High

O YOU know that forty per cent of the

But the years of experience in the school busi

boys who enter high school never finish?

ness have taught us that one-half of these boys

It is deplorable,

but nevertheless true.

were among the brightest in their school.

Have you ever stopped to consider why this is

true?

School

This

would seem to upset the prevailing idea that a

Probably you have said along with thou

boy who does not succeed in school will not

sands of others: “They are too dull to get along

succeed in life.

and may as well stop school and get out in the

There are many and good rea

sons, however, why the man who is a failure in

world to earn their own living.” Then have you

life may have been a good student in his youth.

ever considered why so many young men not

Take an average boy for example. He is active,

only do not get along in the world but actually

bright, fond of outdoor life, loves to be moving

become undesirable citizens—yes, even criminals?

about, possibly is a good athlete. Being an aver

Probably you think, along with others; that they

age boy, he does satisfactory work in his lessons.

have had this tendency from youth.

But there comes a time, usually between the ages of fourteen and seventeen, when the boy begins

to feel out of place with his surroundings.

may be in a school where a large percentage of

the students are girls, or may have a lady teacher

But you are responsible in a large measure for

who does not understand his make-up, or the

this class of young men. You and the busy world

teacher may be handicapped by too many pupils.

think that these young men who leave high school

At any rate, the boy realizes that something is

are naturally failures; that there is nothing good

wrong; possible he is told that his girl classmates

in them; and you pass them by for the young man

are getting ahead of him in his studies. The boy

who is bright and shows it. This is as it should

knows in a vague way that he is not being ad

be. The busy world of today has no time to stop

and inquire if, after all, there may not be some

justed to fit somewhere in life.

He knows that

thing good in a young man who has not been

all his teacher cares about him is his showing in

able to hold a position where mere intelligence is

the reports. He must come up to a certain stand

all that is required.

ard on all subjects, no matter how unfit he is

—35—

mentally to master some of them. But his inclina

Today those who rush into the market places

tion means nothing to his automatic teacher; it

of the world do not know anything about their

does to the boy. He realizes that unless he is ad

own minds. They use their minds; they use their

justed to his capabilities he will be a failure in life.

emotions and their intelligence; their attention

He can never pass that examination in Roman

and their memory; their feelings and their will,

History, French, or Algebra; also he feels that for

just as they use their muscles when they walk or

him it is a waste of time to drag along any more.

play ball, without having any idea which muscles

The outdoor life calls him; he longs to be away

are really involved. Moreover, even if they know

from the bore of lessons he cannot understand,

how their mental equipment is made up by na»

studies which he knows will never be of any bene

ture, they do not really know which mental fac

He becomes discouraged, wants to

ulties are essential for a special kind of work.

drop out of school; he is not spurred on by his

They do not see anything, but the most external

teacher; he is not encouraged by his parents, and

aspects of the vocations, and thus, without any

the result is that he leaves school.

effort to adjust the mind to the needs of the work,

fit to him.

the overwhelming majority follows chance sug gestions and hasty impressions in deciding on the

activities of life.

In very many cases he may be told by his father

over-abundant, and that the failures do not know

that, since he would not stay in school, he can hustle

for

himself.

finds

himself

equipped to earn a living at that age.

The result is that misfits are

how to help themselves.

poorly

Then he

is thrown upon the land, another untrained boy, a disheartened 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 profes

The movement toward vocational guidance on

sional man, demands a specialized adjustment.

the part of thoughtful educators has started an

Rather than be condemned these boys should be

effort to improve this wretched game with its

pitied. Many a father, in the rush of his business,

human waste. But even they soon discover that

deprives his son of that careful attention which

the chief solution of the problem can come only

he so much needs at the high school age.

from a careful study of the mind and of the men

tal demands of the various professions. This labor, therefore, must ultimately fall to the educator

who studies professionally 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 are 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. —36—

M . M . A .

The cadet in all his life at the Missouri Military Academy will measure his actions by a sense of honor which will make him true to himself, to his duty, and to his fellow cadets in the broadest and best interpre tation; he must realize that it is not fair to any cadet to allow him to fail in his duty and by so doing to build up habits of carelessness and disrespect for law. Similarly, with regard to himself, he must feel that evading punishment or securing anything to which he is not clearly entitled cannot compensate for a lowered standard of honor. To inculcate these ideals the cadets have set up among themselves an HONOR FORMA TION and an HONOR CANTEEN. The honor for mations eliminate the necessity of barracks roll-calls. The ’’All Right, Sir,” as voiced by each room orderly signifies that he states on his honor that the occupants of the room are present. It thus crystallizes a high sense of duty as allied to Honor. The HONOR CAN TEEN is an institution in the barracks with neither lock nor key, cashier nor clerk. Here the cadet may purchase candy or fruit during such hours that will not

I o n e I

Stribling,

Major

C o m m i t t e e

Honor

Lump

interfere with his regular study period, AH of the profits go to student activities that will benefit the entire Corps. The success of this unique store would not be possible were the standards less high or the ideals less noble than found at M. M. A.

azing

Banish e d

We do not permit hazing at the Missouri Military Academy. We do not believe that corporal punish ment should be meted out to new cadets merely be cause they are new cadets. Neither do we believe that new cadets should assume the privileges and preroga tives of cadet officers or be disrespectful to them in the due performance of their duties. By a well-balanced system of awards and rewards we endeavor to elim inate those serious breaches of discipline which under mine the esprit de corps and we attempt at all times to instill in each cadet, both old and new, a desire to live up to the very high standards set up by the cadet and faculty officers of the Missouri Military’ Academy.

Cadet

Honor

Committee

THE

Th e

Big

B rother

BROTHER

BIG

PI a n

Not

Only

PLAN

Theory

at M . M . A

It Is A c t u a 11 y a n d Sincerely Pu t Into Practice Here With

R es u Its

Which We

HE Big Brother Plan is not new in principle, but we believe it is new in its application. Most schools, and in fact most people, profess to be lieve that the best method of getting results with young people, especially with boys, is by means of kindness— the Big Brother way. But few are willing to put their faith into practice. We not only believe in this plan as a theory, but we know from experience that, when practiced, it produces wonderful results. Modern psychology teaches us that a kind word, from one in authority, accomplishes 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 someone 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 are 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 anyone.

Are

Proud

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 dis cipline. 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 stu dent, 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 won derful 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 Holmes7’ to watch every movement, but he is an ever-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 con tented 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 time. 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 kind ness method.

—38—

day must do it at the extra help period that afternoon before he is released for the late afternoon play period. A cadet who does not pass a Saturday morning room inspection must remain in and prepare for a second inspection, while those who have passed are outside playing. Cadets who continue to appear at personal or room inspection without any checks may be excused from such inspections. Those who are first to perfect a position or movement on the drill field may be dis missed a few minutes early, and the cadets are marched from the tables in the dining room in the order in which they reach perfect attention.

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.

Cadets are encouraged to go for advice to the fac ulty counsellor on each floor, or to any member of the faculty. As a result a BROTHERLY relationship ex ists between the faculty member and the boy, which makes him feel free to talk and receive advice. All correction is given immediately. For example, a cadet who fails to complete his school work for the

M. M. A B

somewhat a s e d

Upon Has

Merit Different

Merit

System

Unquestionably

Proved

Unusually n u s u a

The M. M. A. idea of discipline is practically a re versal of that entertained and applied by the average school for boys—particularly of the military type. Yet not only is it based on unquestionably sound psychol ogy; but, as employed in the Missouri Military Acad emy at least, it is absolutely justified by its results. Our Merit System rewards instead of punishing— it leads instead of driving—it appeals to the highest motives instead of to the lowest—it is constructive rather than destructive—it builds manly character in stead of a tendency towards evasion, concealment, and resentment—it fosters loyalty and affection for the school and its ideals, and sends forth graduates who are proud to attribute to its influence a large measure of their physical, intellectual, and moral sturdiness.

Pacing a beat, gun-carrying, pack-carrying, and all the round of corporal punishments so generally re sorted to in other schools have no place here; our Merit system renders them unnecessary. It gets better results, and gets them with less friction. The Merit System is reinforced by appeal to group psychology. Stated competition between the boys oc cupying the different barracks is perpetually invoked. In this, the standing of the individual student is re flected in that of his barracks. The laggard thus finds himself quickly out of favor with his fellows. It be

System

S o u n

M. M. A Psyc h o I og y, a t

s access f u I

comes less urgent that the instructor attempt to spur him on, because his fellow students take this upon themselves. And he finds it harder to resist the pres sure when it is thus applied. Here, again, better re sults with less friction ensue. This Merit System is built upon two considerations: first, such a division of the student’s time as to give him ample leisure for proper amusements; and second, an imperative demand that he shall faithfully perform the work assigned. The whole emphasis is placed upon the work. This is carefully divided, so that any average student can handle it if he applies himself; and it is insisted that he must do this. If he requires the help of an instruc tor, he gets it. If he loses his time for amusement, it is never because this is taken from him as a punish ment—it is merely that he may bring his work up to the mark. And he is given every encouragement, and every assistance, in doing this.

Duty done always means reward. This may take the form of some special privilege, like a little trip down town; or it may be simply freedom to join athletic practice on the student’s own "team.” In any event, it is something that he likes and from which he is de barred only because his time is required to bring his work up to standard. -39—

Indoor Sport and Recreation In

the New

M. M. A. Gym.

The photographs on this and the preceding page

to gather around the radio for more quiet relaxation.

present a pictured story of the splendid indoor rec-

Other cadets who prefer to read, find metropolitan

reational facilities at M. M. A. Whatever may be

newspapers and the higher class of periodicals avail

the desire of a cadet as to how he spends his leisure time, he finds a happy answer here. There’s the click of the

able with which to entertain themselves and to keep

billiard ball, the swish and ping of the ping-pong games, the clean splash of the swimmer’s dive. . . or the

These leisure hour facilities assure the kind of whole some recreation the properly trained boy desires, and which parents prefer their sons to enjoy.

lilting strains of popular music for those who prefer

up with the news of their home city and the world.

o r p s

?raining Corrective

Athletics

Benefit

to o

P h y s i c a

Every

Physical

H i s

Corrective Athletics was born to provide a means of self expression to the youth whose physical make-up has denied him participation in the various other branches of Physical Education. Also, as the name implies, it is purposed to rebuild the muscle tissue and ligaments in cases where lack of exercise has formerly been the rule, due to sickness either by disease or de formity. It is designed to correct the numerous skeletonic disorders which are so prevalent in the world today, brought about probably by the mechanized means of transportation. The most common of these physical maladjustments are flat feet, fallen arches, rounded shoulders, faulty posture, etc. Educators have long seen the need for some branch of Physical Education which will correct the above de fects. Many of the types which have been offered fall short of their purpose in that the curricula pre scribed would do one of two things, "make or break the subject.” Ours is a system of gentle calisthenics designed to bring into use muscles which have lain dormant. • POSTURE CHART------- 1 and 2 Correct-------- 3 and 4 Incorrect.

M. M . A .

a t

Boy

Is Designed

R e g a r d I ess

Boy

Ma k e - u p

The normal growth of the individual if given an incentive will develop normally. Therefore our pro gram is that of supplying a stimulant so that the nat ural tendencies may be allowed free reign. We are aspiring to the highest goal in education, that of placing a sound and healthy mind in a sound and healthy body. Although our program is in its infancy, we believe we have achieved a success greater than our expecta tions. STATISTICS ON PHYSICAL DEVELOPMENT UPPER SCHOOL September 1 5

December 1 5

Average Weight

131.43

139.44 Pounds

Average Height

67.43

67.99 Inches

2.58

3.70 Inches

Measurement

Average Chest Expansion

Gain

8.01 Pounds

.56

Inche,

1.1 2 Inches

STATISTICS ON PHYSICAL DEVELOPMENT JUNIOR SCHOOL Measurement Average Weight

September 1 3

December 1 4

82.53 Pounds

85.25 Pounds

Average Height

56.79 Inches

57.371 Inches

2.32 Inches

2.78 Inches

Average Chest Expansion Underweight cadets (average)

(Gain)

(Loss)

Overweight cadets (average)

Gain 2.72 Pounds

.581 Inches .46 inches

4.95 Pounds 3.25 Pounds

Photo Shows Cadet Receiving Individual Posture Correction

* • •

•;l A li

fe^ i

A i.

w a r

“MERITAS AWARD” given to all cadets who complete the year with a clear record with respect to discipline.

2. AWARD FOR EXCELLENCE IN SCIENCE. This award is given by Major O. G. Hocker, Head of the Science Department. 3. AWARD FOR EXCELLENCE IN TYPE-WRIT ING. This award is given by Capt. J. S. Carr, Head of the Commercial Department.

4. AWARD FOR THE NEATEST ROOM. This award is made to each of the occupants of the room which has been kept most nearly perfect throughout the entire year.

14. FELLOWSHIP CUP. This award is offered by Don W. Hooton, Chicago, Illinois, a Legion of Honor Cadet of 1919- The award is made to the cadet who is voted by the Corps of Cadets to be the "most valuable cadet to the institution. 15. AWARD FOR HIGHEST SCHOLARSHIP in the Freshman Class.

16. AWARD FOR THE HIGHEST SCHOLARSHIP in the Sophomore Class. 17. AWARD FOR THE HIGHEST SCHOLARSHIP in the Junior Class. 18. AWARD FOR THE HIGHEST SCHOLARSHIP in the Senior Class.

5. AWARD FOR THE BEST GROOMED CADET. This award is limited to first year students.

19. WASHINGTON UNIVERSITY ALUMNI AS SOCIATION MEDAL awarded for excellence in

6. MATHEMATICS PRIZE FOR HIGHEST PRO FICIENCY IN MATHEMATICS. This award is made by Major Marquess Wallace, Principal.

20. SCHOLARSHIP TO WASHINGTON AND LEE UNIVERSITY awarded to an outstanding member of the graduating class.

7. AWARD FOR THE BEST ATHLETE. 8. AWARD FOR THE MOST VERSATILE CADET.

21. AWARD TO THE SENIOR MILITARY STU DENT considered most valuable to the ROTC. This plaque is presented by Capt. Jerome G. Harris, P. M. S. & T.

9. AWARD FOR THE MOST SOLDIERLY CA DET.

10. AWARD FOR THE BEST DRILLED CADET. This award is limited to first year students. It is made as a result of a competitive drill held dur ing Commencement Week.

22.

11. AWARD FOR THE BEST DRILLED CADET. This award is limited to students who have had military training in excess of one year. It is also made as a result of a Competitive drill.

AWARD TO THE JUNIOR MILITARY STU DENT considered most valuable to the ROTC. This plaque is presented by Capt. Jerome G. Harris, P. M. S. & T.

23. AWARD TO THE SOPHOMORE MILITARY STUDENT considered most valuable to the ROTC. This plaque is presented by Capt. Jerome G. Harris, P. M. S. & T.

12. AWARD FOR MOST LOYAL CADET COM MISSIONED OFFICER.

24. AWARD TO THE FRESHMAN MILITARY STUDENT considered most valuable to the ROTC. This plaque is presented by Capt. Jerome G. Harris, P. M. S. & T.

13. AWARD FOR CHAMPIONSHIP COMPANY. This award is made as a result of a competitive drill held during Commencement Week.

Sch

EAGLE

o o

Ma na ge d

and

Ed i t e d

Many boys have a desire to express themselves in one way or another besides in athletics or in m scholar ship. The school paper, "The M. M. A. Eagle” en ables those who have a "fling” for writing to gain w: valuable experience through actual practice. Throughout the year the cadets edit and publish the Eagle which in appearance and literary finish com-

a p e r

Cadets

pares quite favorably with the best of other similar publications. In this paper local happenings are noted and subjects of interest to the school ure 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.

7Aq MAKE UNIV. CITY NEXT VICTIM

SHOW OLD M. M. A. SPIRIT MEXICO. MISSOURI, JAN. 22, 1930

VOL. XXIX

BATTALION ROSTER IS INCREASED

HANNIBAL BOWS

TO COLONELS

BASKETBALL SCHEDULE New Fraud .a at Mexxeo, Jan. 14.

Hannibal at Mexico. Jan. IB. New New

al New FraikLa, FrankLn I

NUMBER 7

HARDIN-M. M. A. GLEE EXCELLENT START CLUBS PLAN LIGHT OPERA IN CONFERENCE

[Jan. 21th. MiJL'Wm It Flett Rrpectented

ILinribal ZJ. M

When uhoet «u reel med after the Pirate* Are Third Victim!

The N'ffrcri Military ............. ajt’ed their balketball

Chnrtmox hnli-lay.i there were twelve] ne~ camel on the renter at M. M. A.

Of lh~.e <—. .ent here hrtt year ar. ! , i tteaOwr elevenfre new. Their h ir-.-t |

Academy

Character Cc-=petition u Kern

Urberuty City al Mex:n>. Jan. 25. Gilurnl j at Mexico, Jac. 23. M. 3. D. at Folvn. Feb. I. JeiTenoa City at Mexico, Merle .. Feb. 4. JrlTerron

BcenrlBe at Bcenvitle nt Mexico, Mexlea, Feb Columbia nt Columbia CMumbla Celcmbia, Feb. 11 M. 8. D. at M-l" Mete ’'■

A., a light rp<ri w.ll be g Riven. Thb will be the fifth err»-ecn( vthr« yearly c'.-b arwl ihr acc-'od J< mtt |product, n. T^_l >ear as Operettak • Bell.

?i*»Krir t’ m urr.*’, r<:. Mober Mrt, Hr nt st,ve .. Feb ” Mobcr

are well KaUcred over the eoantn-.; _ JeSemwa City at Jeff.r»..n

cvvecutlver Tictr-ry over a Little Ten

Win Freni Ktw PrankhK" W-18

Ai a chief r reluct.aa cf the Rice elubt of Bardin College oand M M.

Crty.

- w*ji r..re cf Reauj'la;*", -w will be rrw-. a oraleRt.Tva sh .

Robbent Lead* Gccrcra

For lheir lint Little Tea Central M. -or, C cfcrrr.ee buikctt ul game -

A. C, I.cell

Wth. Th Srl.x.1 o the trip b- a tjx-i

The Cbn’l ltd

♦. qu&r*

Cnlvneb

< Ccl-

third fre «r t r ut>

Lath

* Ft

the G* i-r new tea;

tain-1 In

. c the

quarter, l went ir. n'jxtltuti lug to n

•

lhata

thr URh<

a bal. tX TM Lr M. M A Vpp (Ca

bj.ru Willem’.->n Ftwher ..

O.» Fiberlain .

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RELIGION

We are a non-sectarian school and adhere to no cer-

tain creed, but we do believe in compulsory church attendance.

Ever)' 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.

OUR CHURCHES (Please write to any of the pas tors listed below.) Presbyterian Church—Rev. A. A. Wallace. Christian Church—Rev. J. B. Robertson. Methodist Church—Rev. J. B. Randolph. Baptist Church—Rev. Lawrence D. Fitzgerald. Catholic Church—Father P. Gavan. First Church of Christ, Scientist—Xenas Garret, First Reader. Lutheran Church—Rev. Theo. Karstenson.

B S E N C E S Our policy governing absences is the result of many years of experience in the handling of young men. We have found that the average boy becomes more and more contented in a school of this type as his interest becomes more and more centered in the various phases of cadet life. Thus any interference with his normal routine will tend to throw him out of sympathy with his environment and will ultimately result in less application to duty on his part. Then too, the absence of any individual cadet will not only impair the efficiency of his work but will lower the morale and esprit de corps of all those cadets not granted a special furlough. The work of a military school is not confined to the purely Academic instruction of week days. Equally im portant is the routine military inspection and the prop erty check on Saturday morning as well as the intensive inspection of Quarters on Sunday morning and the Dress Parade on Sunday afternoon. Thus each day of the week is filled with activities which tend towards the greatest possible development of the cadets. From the above statements it is evident that any policy pertaining to furloughs and absences of all kinds should be very definite and thoroughly understood by both par ent and cadet. The thoughts and experiences of years have gone into the formulation of our furlough policy as summarized below: 1. Regular Furlough Periods (a) Christmas vacation (b) Fall Furlough (c) Spring Furlough

The dates for the above regular furloughs are set by the Superintendent and are granted upon the following conditions: (a) Permission in writing from the parent or guardian, (b) A clear disciplinary record at the time of furlough, (c) A passing grade in all academic and military subjects.

2. Special Furloughs

(a) Because of illness of the cadet, on the advice of the school physician. (b) In case of serious illness or death of near relatives, or other emergencies at home. (c) For cadets from nearby cities from after military work on Saturday until Dress Pa rade on Sunday afternon at the direction of the Superintendent. In the case of all absences except those caused by official duties, sickness, or emergencies, the cadet will accept full responsibility for making up all military and academic work missed. He will not receive a passing grade in these subjects until this wrork has been made up. In cases of all absences caused by official duties, sick ness, or emergencies, the teachers and the cadet con cerned will accept joint responsibility for the completion of the work missed. The academic year is not completed until the Final Formation on the last day of Commencement. At the discretion of the Superintendent all credits may be with held in the event the cadet concerned does not remain until this Final Formation.

big

ACADEMIC

Major

Marquess

Wallace, Principal

TRAINING

THE

MENTAL

boy

One of the primary and important objects of education is to put the student in touch with the great and complex world in which he lives. To do this properly, and to teach the young man how to study and how to think independently, is one of the principal objectives of Missouri Military Academy mental training.

COURSES

O F

STUDY

In order to receive a diploma, or certificate of grad

course of study covering a full year’s work in a sub

uation, from the Academy, a cadet must complete one of the four Courses of Study described on the next

ject, five periods per week, and requiring at least one

page. These courses have been evolved from many years of experience and from careful study of the

for the completion of a subject covered by one full year of work, reciting two periods per day, five days

entrance requirements of the various colleges and uni

per week, but not requiring outside preparation. Sub jects requiring one-half year’s work for completion

versities, and are so constructed as to meet the needs not only of those cadets who wish adequate prepara

period of outside preparation. One unit is also allowed

with outside preparation, and reciting one period per

tion for college, but also of those who do not expect

day, five days per week, carry one-half unit of credit.

to continue their education beyond high school. Sub stitutions and combinations of these courses are not per

One-fourth unit of credit is allowed for each succes

mitted or advised, except in the most extreme cases. The term “unit,” as used on the following page, is

one full unit of credit in this subject, the entire fouryear course must be completed. Sixteen units are re quired for graduation.

the amount of credit allowed for the completion of a

sive year’s work in Military Science. In order to obtain

A CADET CALLS AT

THE PRINCIPAL'S OFFICE

COURSES

STUDY

Four units per year, exclusive of Military Science, is the normal program which is recommended for every cadet. In exceptional cases, a cadet may be allowed to carry a program of five academic subjects, but only when

CLASSICAL

Freshman Year

Required: English I Algebra I Elem. Civics Penmanship Elective: General Science Manual Training

Sophomore Year

Required: English II Plane Geometry Latin II History II

Required: English II Plane Geometry History II Biology

YEARS

in the judgment of the Faculty, such a program will not be a handicap to the cadet, and result in his neglecting one or more of his subjects. Conversely, every cadet should carry a program of four subjects.

SCIENTIFIC

Required: English I Algebra I Elem. Civics Latin I Penmanship

COMMERCIAL

Required: English I Algebra I Elem. Civics Penmanship Elective: Gen. Science Manual Training

Required: English II Plane Geometry or Math. B.

History II Elective: Biology or Spanish I

GENERAL

(Same as Commercial Course)

Required: English II Plane Geometry or Math. B.

History II Typewriting

Junior Year

Required: English III History III Elective: Algebra II French I Physics

Required: English III History III Algebra II Physics

Required: English III History III Bookkeeping Shorthand, or other elective

Required: English III History III Electives: Any 2

Senior Year

Required: English IV Amer. Govt. Elective: French II Chemistry Meeh. Drawing

Required: English IV Solid Geometry & Trigonometry Chemistry Mechanical Drawing

Required: American Government Commercial Law Com. Geography Electives: Any 2

Required: English IV American Government Electives: Any 2

ACADEMIC

DEPARTMENT

The Academic Department is divided into two schools: the Junior School and the Upper School.

JUNIOR The Junior School comprises the second, third, fourth, fifth, sixth, seventh, and eighth grades. Detailed de-

UPPER

SCHOOL scription of the academic work of the Junior School will be found on pages 100 to 103 of the catalog.

S C H O O L

The courses of the Upper School are designed to re quire four years of study by the average M. M. A.

cadet, and are substantially equivalent to the four years of study of the ordinary’ high school. 19—

Detail e d

Description

o f

o u r s e s

ENG L I S H The study of one’s own language is the most im portant subject in education. A thorough foun dation in the use of the English Language is neces

main objects in view, each of which is considered of

sary to the profitable study of other subjects. The English courses listed below are constructed with two

cultivation of the habit of reading good literature with

equal importance: (a) the command and habitual use of good English, both written and spoken, (b) the

discrimination, intelligence, and enjoyment.

ENGLISH I (Freshman Course.) One Unit.

Primarily a study of the fundamentals of English Grammar ind Composition with special attention to sequence con struction and analysis and the principles of good usage. Frequent practice in composition, and a study of the more

elementary English and American Classics arc integral parts of the course. Text: Burleson: Applied English Grammar. (Allyn «£.' Bacon)

ENGLISH II.

(Sophomore Course.)

One Unit.

A more advanced study of English Grammar, Rhetoric and Composition, with emphasis upon the three Principles

of Rhetoric, with weekly theme-writing, to help the student to develop and strengthen his powers of expression,

The reading of English and American Classics is continued, and these are used as models in composition.

Text: Tanner: Correct English, Book II.

(Ginn & Co.)

ENGLISH III. (Open to Juniors and Seniors.) One Unit.

American Literature is the main subject matter of this course. Theme writing is continued, and the lives and works of the chief American writers are studied, together with the history of the development of American Literature

from Colonial times to the present. Text: Long: American Literature.

ENGLISH IV. (Senior Course.)

(Ginn & Co.)

One Unit.

This course is similar in treatment to English III, except that English Literature is made the basis of the course. The main aim of the course is to give the student the best possible preparation for his collegt;e work in English. Text: Long: History of English Literature.

(Ginn

Co.)

The above four courses include the reading of English and American Classics as required

by the College Entrance Examination Board.

PUBLIC SPEAKING (Open to Juniors and Seniors.) One-half Unit. An elementary course in the theory and practice of public speaking, both argumentative and oratorical. The object is to train the pupil in the art of composing and delivering formal speeches and also in extempore speaking. The prin-

riples of debating are studied and frequent practice is afforded in all forms of speaking. Text: Woolbert &. Weaver: Better Speech (Charcourt. Bruce X’ Co.J

—50—

M A T H E M A T I C S In all mathematics courses, stress is placed on a

day problems. A clear understanding of fundamental

thorough mastery of the four fundamental operations, and their application to the solution of practical every-

principles, and training in quantitative thinking forms the basis and main object of all courses.

ALGEBRA I. (Freshman Course.)

One Unit.

The usual topics of Elementary Algebra, up to and including the solution of quadratic equations. Text: Edgerton & Carpenter: Elementary Algebra. (Allyn & Bacon)

ALGEBRA II.

(Open to Juniors and Seniors.)

One Unit.

Prerequisite: Plane Geometry. Beginning with a review of Multiplication, Division and Factoring, this course covers the following subjects: Simul

taneous Linear Equations, Graphs of Linear and Quadratic functions. Quadratic equations. Square Root, Radicals,

Theory of Exponents, Theory of Limits, Progressions. Combinations and Permutations. Determinants, the Binom ial Theorem. Logarithms, and Elementary Trigonometry. Text: Hawkes. Luby & Touton: Second Course in Algebra. Enlarged Edition.

PLANE GEOMETRY.

(Ginn & Co.)

(Sophomore Course.) One Unit.

Prerequisite: Algebra I. The aim of this course is to train the student in logical thinking by means of the demonstrative form of geometric proof. Frequent applications of geometry to practical problems prove an incentive to the thorough mastery of the propositions, and a minimum number of original exercises adapted to> the ability of the class, are submitted in suit-

able note book form. Text: Avery: Plane Geometry. (Allyn & Bacon.)

SCENE

GEOMETRY

CLASS

One-half Unit.

SOLID GEOMETRY. (Open to Juniors and Seniors.) Prerequisites: Plane Geometry and Algebra II.

A combination of the previous course, as applied to three-dimensional figures. Demonstrative proof, the solution of practical problems, and original exercises form the basis of this course in the same manner as in Plane Geometry. Text: Welchons 8C Krickenberger: Solid Geometry. (Ginn & Co.)

PLANE TRIGONOMETRY. (Senior Course.)

One-half Unit.

The object of tliis course is to acquaint the student with the fundamental principles of trigonometry, and at the same time demonstrate the practical nature and universal application of the subject in its relation to higher mathe

matics, physics, and engineering. The first two months of the course are devoted to an intensive study of logarithms,

and the basal formulas of trigonometry, and the remaining time to the practical solution of right and oblique triangles, and an introduction to the elementary applications of trigonometric principles to the solution of problems in phy sics, navigation, and astronomy. Text: Wentworth and Smith.

(Ginn & Co.)

New Plane Trigonometry.

GENERAL MATHEMATICS I. (Freshman Course.) One Unit. This course is designed for such students as do not intend to enter college, but who desire a practical knowledge of the elementary principles of arithmetic, algebra and plane geometry, without covering the usual college entrance requirements in the latter subjects. This subject will count as one unit towards graduation in the General and Com-

mcrcial Courses but not in the Scientific or Classical Courses. Text: Wells &L Hart: New High School Arithmetic. GENERAL MATHEMATICS II. (Sophomore Course.)

(D. C. Heath Si Co.)

One Unit.

This course is a continuation of General Mathematics I, with the applications of geometric principles to the solu

tion of problems. This course carries credit in the same way as General Mathematics I. Text: Dunn, Huebner & Goldthwaite: Ninth Grade Mathematics.

S O C I A L

AND

HISTORY

The work in this department is intended (1) to prepare the

(Ginn Si Co.)

STUDIES

well-read person should be acquainted with, and (3) to show

student for an intelligent understanding of the duties and re

the relation of cause and effect as seen in history.

sponsibilities of citizenship, (2) to give him such information

tary reading, reports, note-books, discussions, and map-making

concerning the development of Western civilization as every

form a regular part of the work.

Supplemen

ELEMENTARY CIVICS AND SOCIAL SCIENCE. (Freshman Course.) One Unit.

This is an elementary course in Social Science, designed to help the student appreciate more intelligently his oppor

tunity in modem society. It consists of the elements of civics, economics and sociology, considered in their rela tions to the problems of community life. Text: Hughes: Textbook in Citizenship, and Workbook in Civics. (Allyn Si Bacon.)

HISTORY II. (Sophomore Course.)

WORLD HISTORY. One Unit.

This course is a study of the development and progress of Western Civilization from its beginnings in Egyptian, Greek, and Roman History up to the present time. Text: Robinson, Smith, and Breasted: Our World Today and Yesterday.

HISTORY III. American History.

(Junior Course.)

(Ginn Si Co.)

One Unit.

A story of the growth of the Nation from pre-colonial days to the present time. Special emphasis is laid on that part

of American History since the Revolutionary War.

Texts: Muzzey: American History. Perkins: Students’ Objective-Test Manual.

•CIVICS AND AMERICAN GOVERNMENT.

(Open to Juniors and Seniors.)

(Ginn Si Co.) (Ginn Si Co.)

One-half Unit.

This course is intended to give the student a clear understanding of the theory and practice of American Govern ment, and a true conception of the meaning and responsibilities of citizenship. A study of three-fold relation of the

citizen to his community, the state, and the nation, forms the central theme of the course, and all subject matter is

studied in the light of this relation.

Text: Magruder: American Government.

—52—

(Allyn Si Bacon.)

T I N Attention is given throughout the course in Latin

the student’s understanding and appreciation of the

to the derivation of English words and the comparison of Latin and English syntax, with a view to broadening

English language. This fundamental knowledge is most helpful in the written and spoken use of our language.

LATIN L One Unit.

The first year’s work in Latin comprises an intensive study of the elements of the language through constant drill in forms, syntax, and simple composition work.

Easy connected prose is read during the year. Text: Magoffin & Henry: Latin. First Year. (Silver, Burdett & Co.)

LATIN II. One Unit.

This course consists in a thorough review of the work of the first year, especially as to forms. Easy Latin reading, such as Roman History, lives of prominent Roman characters, is taken up at an early date, and prepares the student

for the more difficult Caesar’s Commentaries, which are read in part during the latter half of the course.

The

amount of reading is equivalent to the first four books of Caesar’s Gallic War. Prose composition is studied weekly.

Text: Scudder: Second Latin.

(Allyn & Bacon)

LATIN III. One Unit.

The four Orations of Cicero against Catiline, the Pro Marcello and The Oration on the Manilian Law, together with selections from the easier of Cicero’s letters, are read. Weekly exercises in prose composition, and a thorough

review of the important principles of Latin Grammar, are integral and important elements of the course, This course should be taken by all cadets who expect to continue the study of Latin in college. Text: Bennett: New Cicero.

Bennett: Latin Composition. Part IL

Latin Grammar.

SCENE

CHEMISTRY

LABORATORY

(Allyn & Bacon)

F R E N C H language, some familiarity with the spoken language, and an elementary appreciation of French literature.

The mo years’ course in this subject is designed to give the student a reading knowledge of the French FRENCH I. One Unit.

The first year’s work is devoted to a study of the elements of French grammar. Special attention is given to pronun ciation and verb-forms, and during the latter half-year some of the easier French texts are read. Texts: The Phonetic Chardenal.

Des Beaux: Les Trois Petites Mousquetaires.

(Allyn & Bacon.)

FRENCH II. One Unit.

The second year’s work comprises a more advanced study of French Grammar with especial reference to its idioms.

Particular attention is given to the irregular verb, and weekly exercises in prose-composition afford constant drill on these subjects. About four hundred pages of several more advanced texts, selected from the list given below are read during the year and the chief aim of the course is to develop the student’s reading ability and appreciation of

French Literature. Texts: The Phonetic Chardenal; Labiche-Martin; Le Voyage de M. Perrichon. Merimee: Columbia; Hugo: Les Miserables; (abridged). (Allyn & Bacon.)

SPANISH SPANISH I. One Unit. This is an elementary course in the principles of Spanish Grammar. Drill on pronunciation, forms, and syntax, to gether with frequent exercises in the rendition of easy sentences into Spanish, and the sight-reading of easy Spanish,

form the basis of the course. Text: Spanish Book One.

(Scott, Foresman & Co.)

SPANISH II. One Unit. In this course the systematic study of Spanish Grammar is continued, and the reading of more advanced texts is un

dertaken. with a view to the acquisition of a good reading knowledge of the language. Frequent practice in both prose composition and conversation develop in the student the familiarity with the Spanish idiom, necessary for more

advanced courses in the language which he may later pursue in college. Text: Spanish Book Two.

(Scott, Foresman & Co.)

SCIENCE GENERAL SCIENCE.

(Freshman Course.)

One Unit.

This course is an introduction to the study of Science, and, as the title of the text used indicates, aims to acquaint

the student with the universal applications of Science in modern-day life, and to some extent, to furnish him with the “scientific attitude of mind,” so necessary to the successful pursuance of his later science courses in school and college. The subjects treated are: Elementary physical geography, geology, physiology, biology, astronomy, and the simpler parts of physics and chemistry.

Frequent laboratory demonstrations by the instructor, of which the pupil

is required to keep a systematic record, awaken his interest and direct his attention to the wide applications of

science, and its importance in the life of every human being. Text: Caldwell & Curtis: Introduction to Science.

BIOLOGY.

(Sophomore Course.)

(Ginn & Co.)

One Unit.

This course covers the structure and functions of the most important plants and animals, with special emphasis placed upon the application of biology to human welfare. It also includes a study of the anatomy, physiology, and hygiene of the human body, and a course in first aid, based upon the text book in this subject published by the American

Red Cross Society. Three periods per week of forty-five minutes each are devoted to lecture and recitation, and

two periods per week of ninety minutes each to laboratory.

Texts: Smallwood, Revely, and Bailey: New Biology. Bailey and Green: Laboratory Manual. (Allyn & Bacon.)

—54—

PHYSICS. One Unit. The course designed to acquaint the student with the fundamental principles of physics and their application in present-day science and mechanics. The course comprises molecular physics, mechanics of fluids, motion, mechanics, of solids, mechanical work and energy, sound, light, heat, magnetism, electrostatics, electric currents, electromagnetic induction, dynamo-electric machinery, and radio-telephony. Three forty-five minute periods each week are devoted to lecture and recitation, and two double periods of ninety minutes each to laboratory work. The course includes the performance of a minimum of thirty-five experiments by each student, who is required to keep a careful record of these in systematic notebook form. Text: Fuller, Brownlee 8d Baker: First Principles of Physics. (Allyn Sc Bacon.) CHEMISTRY.

One Unit.(Open to Juniors and Seniors.)

The chief aim of this course is to furnish the student with a working knowledge of the fundamental principles of the chemical composition of matter, so that he is equipped to pursue with profit the more advanced courses in College chemistry. The practical nature of science is emphasized in every possible way, and non-technical library readings create an appreciation and understanding of the many applications of Chemistry in modem industry. As in Physics, three forty-five minute periods per week are devoted to recitations and lectures, and two ninetyminute periods per week to laboratory work. Notebook records are required as in Physics. Text: Fuller, Brownlee and others: First Principles of Chemistry. (Allyn Sc Bacon.)

COMM E R C I A L The increasing demands of business, and the necessity that the young man of today be well trained for the duties he is likely to assume tomorrow leads us to offer the Commercial Courses described below. Many cadets are taking this work for the purpose of assisting their fathers in business, or in order to fit themselves for similar work in other offices. Others are using them as a stepping-stone for college courses in commerce or finance. It is the plan of this course to give the student an adequate training along certain lines of work that will enable him to acquire ability and facility that will be materially beneficial to BOOKKEEPING I.

(Open to Sophomores. Juniors and Seniors.)

him either in business for himself or for others. Subjects are offered which train for accuracy, speed, and neat ness, which arc the fundamentals underlying success in most any kind of business. Subjects are offered that will develop the student’s ability to think—not only quickly and clearly, but cor rectly. This training awakens interest in principles that involve business transactions, and also trains the student to perform the duties of either employee or manager in the modem office. Four units toward graduation may be selected from this de partment and these will also be accepted for entrance to the State University.

One Unit.

The elementary principles involving the use of the journal, cash-book, sales-book, purchase-book, and ledger, are ex plained and transactions given to illustrate their use. A thorough drill is given in opening and closing accounts and in making trial-balances and statements. This course includes the use of business forms. A partnership business is organized, thus bringing into practical use principles in opening and closing of accounts. Text: 20th Century Bookkeeping and Accounting, Parts I and II. (Southwestern Publishing Co.) BOOKKEEPING II. One Unit. Prerequisite: Bookkeeping I. This is an advanced course in accounting. The first half-year is devoted mainly to the study of modern accounting as applied to a corporation and its organization. Special books and columns are the chief feature of this set. It illustrates the use of the general ledger and control accounts. The cash journal is also introduced. The last half of the term is devoted to cost accounting and principles underlying this phase of bookkeeping. Text: 20th Century Bookkeeping and Accounting, Parts III and IV.

M. M. A. Commercial Class In Typewriting

TYPEWRITING I.

(Open to Juniors and Seniors.)

One-half Unit.

Beginning with the touch method, the student is given a series of progressive exercises by which he masters the key board. Exercises follow in writing words, sentences, and business letters, leading to the acquisition of practical speed and accuracy in writing ordinary business and literary matter. The student should acquire ability to write at least forty words per minute from copy material. Text: SoRelle: Rational Typewriting. Revised. (Gregg Publishing Co.)

TYPEWRITING II.

(Open to students who have had Typewriting I.)

One-half Unit.

Continued drill is given to attain speed, and accuracy. Business letters, legal and business papers, and tabulating exercises, are given. The student is trained to write smoothly and rapidly without errors; also how to arrange sub ject-matter. and is instructed in the use of duplicating machines. Text: Hamed: Typewriting Studies. (Gregg Publishing Co.) STENOGRAPHY I. (Open to Juniors and Seniors.)

One Unit.

The Gregg system is taught. Emphasis is placed upon mastery of principles and correct formation of characters and outlines. Much drill is given in reading shorthand as well as in writing. Regular lessons in the manual are supple mented by corresponding lessons in the Speed Practice book and the Gregg Writer. As a standard of achievement for the work of the first year, students arc required to take dictation from unfamiliar material at the rate of one hun dred words per minute for five minutes, and to transcribe it accurately. Text: Gregg Manual. Speed Studies. Gregg Writer. (Gregg Publishing Co.) STENOGRAPHY II.

(Open to students who have had Stenography I. or its equivalent.)

One-half Unit.

The purpose of this course is to give training in taking rapid dictation, transcribing of notes accurately and neatly, and the use of particular forms and arrangement of subject-matter. Text: Gregg: Shorthand Dictation Drill. (Gregg Publishing Co.)

COMMERCIAL LAW.

(Open to Juniors and Seniors.)

One-half Unit.

This course presents to the student all the principles of law that enter into and affect ordinary business. Text: Whigam: Essentials of Commercial Law. (Gregg Publishing Co.)

COMMERCIAL ARITHMETIC. One-half Unit. Beginning with a thorough review of the fundamental principles of arithmetic, this course presents to the student the important applications of this subject in modem business. Together with the usual topics of this subject, exer cises in mental calculation and short methods of performing the fundamental operations make this course one of intense practical value to the student who expects to enter the business world. Text: Sutton and Lennes: Brief Business Arithmetic. (Allyn & Cacon.)

PENMANSHIP.

(Required of all Freshmen: open to all cadets.)

No subject in modern education has been more neglected than this one. This course aims to accomplish two results; namely, to correct the bad habits in writing which most children have acquired, and to develop a correct muscular technique in their place. The Palmer Method of instruction is used, and the course is given by an instructor with many years of experience in teaching this method. Text: The Palmer Method Manual, and Penmanship Outfit. (The A. /V. Palmer Co.)

D E B A TING It is recognized that the ability to express

one’s self forcibly before an audience is always a great advantage to young men. A splendid

opportunity for training in this valuable work

is given by means of debates in the class

rooms and interscholastic contests.

THE 1934-1935 DEBATE TEAM (Left to Right) Kirjnw, Capt. Brand. (Coach), Curlee, Charleiworth, Walker, H.

■

MANUAL TRAINING

AND

MECHANICAL

ELEMENTARY HANDWORK. (Five ninety-minute periods per week.)

DRAWING

One Unit.

This

course is offered and recommended to the cadet who has not formerly had the advantages of work along manual arts lines. It stimulates the boy to “find” himself. The work covers a very broad field, including basketry, coping and turning saw work, toy making, novelty making, and some of the simpler forms of joinery. Artistic ability is encouraged and de veloped by closely correlating the design and decoration with the actual construction of all work undertaken.

MANUAL TRAINING. (Five ninety-minute periods per week). One Unit. Instruction is given in the fundamental woodworking processes with the view toward using such knowledge in practical work. The proper methods in the sharpening and care of tools is taught. As the proficiency of the student progresses he is allowed to construct small articles of furniture for his own use or to work on equipment designed for use in the Academy. Instruc tion is given in the use of the lathe and other power machines for those students whose proficicncv warrants such training. Text: Griffith: Essentials of Woodworking. (The Manual Arts Press.)

MECHANICAL DRAWING I. (Five ninety-minute periods per week.) One Unit. The work begins with a consideration of freehand sketching, and devotes enough time to allow the student to become familiar with the execution of such drawings. The topics then considered are: lettering, geometrical construction, orthographic pro jection, etc. Thorough instruction is given in the care and use of the instruments. MACHINE DRAWING II. (Five ninety-minute periods per week.) One Unit.

The first plates in this course deal with the standard symbols and conventions used in the modem drafting rooms of the country. Time is then devoted to the actual drawing of machine parts, either from sketches, data, or from the models. Instruction is given in the use of the various standard handbooks. Instruction is also given in the use of the different types of measuring instruments. The course ends with the making of tracings and blueprints. Prerequisite: Mechanical Drawing. ARCHITECTURAL DRAWING HL (Five ninety-minute periods per week.) One Unit. A study of the details, symbols and conventions; lettering, planning, and specification writing, as applied by the archi tect in drawing up the plans and specifications for residences. Special attention is given to the teaching of the finer elements of design that, being incorporated into a house, help to make it a home. Prerequisite: It is desirable that the student have had the equivalent of the course in Mechanical Drawing I. Text: Ellwood: Architectural Drawing Plates. ARCHITECTURAL DESIGN IV. (Five Ninety-minute pe riods per week.) One Unit.

A study of the elements of architecture, the classic orders, and their application to such public buildings as libraries and banks. A brief consideration is given to the methods of determining shades and shadows, and rendering the same. Simple problems arc given in both one and two point pros pective. Prerequisite: Architectural Drawing III. together with spe cial aptitude on the part of the student.

Views Showing

Manual

Departments

Training and Located

Mechanical

Drawing

Barracks “D"

r. HR.

—57—

PILOTS’

TRANSPORT GROUND

ISSOURI Military Academy offers a Transport pilot’s ground course in recognition of the

accepted fact that the study of the theory of aviation comes well within the field of the preparatory school.

SCHOOL

practical type of training is given and is in close touch

with the latest development in the field. Our course does not include any flying, but it quali fies the student to pass the transport pilot’s written

examination. Any student can take up the actual fly

flying

ing at a Commercial airport, and after completing the

schools now require the completed high school course

required number of flight hours he may, with this in

as a prerequisite for enrollment in their schools. The

struction, secure his pilot license. An additional fee

arrangement offered by M. M. A. is most satisfactory

of S20.00 will be charged to those cadets who enroll

because a cadet may continue his regular scholastic

in this course, to cover the extra expenses incurred.

Almost all good commercial ground

and

work, and at the same time receive a thorough course

The complete course of instruction is arranged to

of instruction in a ground school of the most approved

cover a period of three years. Cadets may, however,

type. Our plan offers a close correlation between the

elect to enroll for but one or two years of the full

field of aeronautics and related sciences offered to the

course. Careful thought has been given to arranging

high school student and the saving in both time and

the work so that the maximum of knowledge can be

money is a factor that is readily apparent.

gained in these shorter times.

The courses offered in our ground school follow the program which is outlined by the United States De partment of Commerce as authentic instruction for

ground school training and it is identical with those courses offered by approved flying schools in prepara

FIRST YEAR.

One period per day, five days per

week. The work consists largely of recitations, lectures

and demonstrations. Students will find it necessary to do

considerable

preparation

outside

the

class

hour. They will be required to keep a note-book, and

tion for the various types of pilot’s licenses.

will be given examinations covering the different topics Our department works in close collaboration with

studied. These topics will include: engines, aeroplanes,

one of the world’s largest commercial flying schools

instruments, safety appliances, meteorology, aviation

and is under its direct supervision. As a result a highly

radio reception, navigation and commercial air laws.

—58—

Two periods per day, five days

recitations, lectures, demonstrations and practical work.

The work offered in the second year is

It will serve to correlate more closely the training re

largely of a practical nature and instruction will be

ceived in the first and second years of the course, and

individual in type.

The topics studied will include

also the work in the related sciences. On this account

metal fittings, sheet metal, welding, woodworking,

special emphasis is placed upon such phases which de

engines, and assembly.

mand as a prerequisite a working knowledge of algebra,

SECOND YEAR. per week.

geometry, trigonometry or physics.

TFIIRD YEAR. Two periods per day, five days per

week. The work in the third year is a combination of

Opportunity will

be offered for more specialized study, and for indi vidual investigation along chosen lines.

M.M.A £

A E KOE

J=i ______ j

CADETS STUDYING TRANSPORT

AND

PILOTS' GROUND SCHOOL

COURSE

■v

DEPARTMENT

M U S I C

Captain Elmer Jackson, Director The Department of Music is a feature of great importance at M. M. A. The teachers in charge are competent to give instruction in all

kinds of instrumental and vocal music. Music may be pursued as a special study, credit being given in the cultural course to all students whose work

in this phase of their education is satisfactory.

THE The Band at Missouri Military Academy serves a double function. The first and most important is to act as a Military unit in all Battalion ceremonies. These include Parades, Reviews, Formal Guard Mounts, and Retreats. The Band in these ceremonies marks the cadence for all Battalion movements besides exe cuting maneuvers of its own. The second function is to act as a Concert Band. In this capacity the Band instrumentation is somewhat increased, the reed section being given more and the brass section less prominence than in Military formations.

The Concert Band—The Concert Band gives a num ber of programs during the year, usually broadcasts at least one program, and takes part in several dis trict and state contests. The Dance Orchestra—The Dance Orchestra is made up of boys who can meet the technical demands of

BAND the modern popular orchestrations. Engagements for student and outside dances are filled regularly, pro vided the cadets in the organization have a clear rec ord. All engagements are under the direct responsi bility of the Director of Music. The Concert Orchestra—This organization plays for school entertainments and Commencement exercises. It furnishes special music for many of the Y. M. C. A. meetings throughout the year.

The courses in music are in charge of especially trained teachers. Instruction is given in vocal music and the playing of band and orchestral instruments. Training in ensemble work is given through the mediums of a Concert and Military Band, a Concert Orchestra, a second or beginners’ band, Dance Orchestra, and a Glee Club.

BAND

PARADE

GROUND

[II

M .

A .

M .

A .

I.U.,

VOCAL MUSIC. (Private Lessons.) This course aims to lay a solid foun dation for the proper use of the voice in both singing and speaking. The fol lowing subjects are taken up as the pupil is ready for them: Sight-singing, ear training, and elementary harmony. The following fundamentals of vocal training arc taught: Breathing, relaxa tion, voice-placing, enunciation, vowel formation, and elements of interpreta tion.

APPLIED MUSIC. (Private Lessons.) The following instruments are taught: Piano, violin, flute, clarinet, violincello, double bass, oboe, bassoon, cornet, trumpet, French horn, trombone, bari tone, tuba, xylophone or marimba phone, drums, tympani, and saxophone. One lesson of forty-five minutes or four practice periods of the same length per week arc required.

GLEE CLUB. This organization is composed of cadets who possess a good voice and an car for music. An elementary knowledge of Music Theory is desir able, but not necessary. Membership in the Glee Club is limited to the best voices, and this group forms the nu cleus for a larger group which presents the Annual Cadet Show. There arc no extra fees for this course. NOTE: There are extra fees for all music courses, except where otherwise noted. Full explanation of these fees is given on page 97.

1 i

THEORY OF MUSIC. (Class Instruction.) This course is designed to give the pupil a thorough knowledge of the elementary principles and fundamen tals of the Theory of Music, and, as stated elsewhere, must be taken by all pupils who wish to receive academic credit for music courses. The usual subjects of Music Theory are studied by means of suitable texts. ENSEMBLE PLAYING. This valuable element in the training of a musician is provided for in the different musical organizations of the Academy, e. g., the Concert and Mili tary Band, the Concert Orchestra, the Dance Orchestra, and the Second Band. The Concert Band and Concert Or chestra each rehearse twice weekly, and make frequent public appearances. These two organizations are open to any cadet who has attained a fair pro ficiency upon a band or orchestral in strument, and who gives promise of be coming a valuable member of the or ganization. There are no extra fees for this course.

■

M . M . A .

C ;

;

,■/... ..

... ■ . v.

Glee

C I

u b

The Glee Club is an organization open to those w'ho have some sense of harmony and rhythm and can learn to carry a part. This club furnishes the nucleus for an an nual cadet show. This show' is usually in the form of a concert given by the Concert Band, Glee Club, and soloists of each of these organizations.

V o c a

essons

Vocal lessons are given to those who wash instruc

Piano

Instruction

Piano Instruction is given with the aim ot laying a

good foundation for beginners, and of developing fur ther technique in those w'ho can already play to some extent. Much attention is given to the practical side of piano playing, the aim being to develop usable pianists

tion in this type of music. Fundamentals of breathing, phrasing, articulation, and tone placement are taught. Musicianship is stressed by requiring some proficiency in musical notation, sight reading, and ear training. Cadets enrolling for this course are automatically mem

bers of the M. M. A. Glee Club.

for group singing and ensemble playing rather than to

develop solo virtuosity.

Instrumental

Quartet

struments is offered in the form of private lessons

Instruction

Instrumental instruction in band and orchestral in

Mixed voice instruction is available for those who M. M. A. quartets have many times won distinction in district and state contests. desire it.

given by Captain Jackson. Such instruction is the basis

for training a cadet to the point that he may join one of the musical organizations.

I n d i v i d

u a

Instruction

Regardless of what branch of musical training the

cadet chooses, whether it be the band, the orchestra or one of the voice departments, he is assured individ ual instruction and skilled guidance as he progresses.

The individual practice rooms located in the armory

present an exceptional opportunity for private prac tice. The M. M. A. Music Director is constantly avail

able just outside these rooms. He is continually alert to the needs of those practicing, and willingly gives each individual case all the necessary attention and in struction required.

M. M. A. Music Director Giving Individual Instruction To a Practicing Cadet

1934-35 Members of Delta Phi: (Standing, left to right) Bucngcr. E.. Charlcsworth. Major

Wallace (Sponsor), Geise, Waugh. (Seated, left to right) Jordon. Prasse. Springer. Ayers. Rusk. A.

D E L T The Academic Honor Society was organized in May,

P H 1 fluence is already making itself felt throughout the

The year’s work of the society is

1929, with a charter membership of fourteen cadets

Corps of Cadets.

who had made a general average of 90 or above for

brought to an end with the Annual Banquet of which

the year. The purpose of the society is to stimulate

one of the main features is an address on a rimely

efforts toward high scholastic achievements, and its in-

subject by a prominent educator.

COURSE Missouri Military Academy offers a post-graduate course for students who desire a special preparation for business or for college. This course is designed with a two-fold purpose in view and is given to satisfy a growing demand for this type of work.

It is a well known fact that many high school grad uates fail in college. To be exact, 40% of the work done by freshmen in our large universities is of failing quality, and this is largely a result of the failure of High Schools in giving the students a thorough foun dation in English, Mathematics, Science and History. Our post-graduate work strengthens the weak spots in these courses, and fortifies the student against failure in his college and university work.

A large percentage of High School graduates do not care to enter college, but desire to enter business. In many high schools a complete and thorough course in commercial work is not given, and the Academy fills this need by offering a standard, complete, and thor ough Commercial course. The technical training of our business department, combined with the military discipline is worth much more to many boys than a year or two in college. The boy not only acquires a type of scholastic work that is necessary in every phase of business life, but the teaching of order, discipline, and the military exactness is of the greatest benefit in later years. This training can be given only by a mili tary school and Missouri Military Academy offers this service to high school graduates.

—63—

ADMISSION

W i t h o u t

COLLEGE

x a m i n a t i o n

The Missouri Military Academy is a member of the North Central Association of Colleges and Secondary Schools. This entitles our graduates, when specifically

of the Academy for college entrance, a cadet must (1) complete either the Classical or Scientific Course, or their equivalent; (2) he must maintain a general aver

recommended, to enter any college or university where admission is allowed on certificate. Since most institu

age of 80 per cent for the last two years of attendance,

tions of collegiate rank require for entrance a higher standard of scholarship than that represented by merely

with not more than one final grade of lower than 75 per cent during these two years; and (3) he must also be recommended by the instructors in whose classes

a passing grade, in order to obtain the recommendation

he has been enrolled in the last two years of his course.

NORTH CENTRAL ASSOCIATION OF

COLLEGES and SECONDARY SCHOOLS FOUNDED 189;

THIS IS TO CERTIFY THAT THE

IS A MEMBER OF THE NORTH CENTRAL ASSOCIATION OF COLLEGES AND SECONDARY

SCHOOLS FOR THE PERIOD BEGINNING APRIL 20. 1934, AND ENDING APRIL 12, 1935.

IT IS

ALSO CERTIFIED THAT THIS SCHOOL HAS BEEN ACCREDITED CONTINUOUSLY BY THE ASSOCIATION SINCE 19/^"

PRESIDENT

DIPL O M A A diploma, or certificate of graduation, is awarded to every cadet who successfully completes one of the four courses of study described on page 49. Sixteen

fourth unit is given for the completion of each year’s

units are required for graduation. Since Military Science and Tactics is required of all cadets, a credit of one-

tics, a maximum of one unit in Military Science may be allowed to count in making up the necessary total.

SENIOR

work in this subject. With the approval of the Prin cipal and the Professor of Military Science and Tac

CLASS

MEMORIAL

M. M. A. is sincerely proud of the many senior class memorials located on its campus, each one of

which recalls to mind dozens of names and friendly

faces of the past.

—65—

c ass

emor 1 . JACK BARBER. DALLAS CITY. ILLINOIS. Battalion Commander and Cadet Major. Varsity Football. Varsity Track, Varsity Basketball. Var sity Boxing. Varsity Rifle Team. The Dramatoers, Delta Phi, The Fusileers, Cotillion Club.

2. BENNETT BERT SOMBERG. OMAHA. NEBRASKA. Varsity Football. Varsity Track. The Dramatecrs, Cotillion Club. Varsity Rifle Team. The Fusileers. Company Basketball.

3. SAM RUSSO. ST. LOUIS. MISSOURI Varsity Football, Varsity Basketball, Varsity Track, Varsity Baseball, Varsity Rifle Team, Cap tain of Track Team, Captain of Basketball Team. Captain of Rifle Team, Commander of the Fu sileers, Glee Club, -M” Club. Cotillion Club, President of “M" Club. President of Cotillion Club, 1st Lt. and Adjutant. Member of ALL STATE TRACK TEAM. Company Commander of Company “C”. 4. ROBERT E. BLEVANS. ST. LOUIS. MISSOURI. Captain, Co. D., Varsity Foot ball, Delta Phi, Eagle Staff, The Dramateers. Company Basketball. Varsity Boxing.

5. ALBERT TROLL RUSK. FAIRPOINT. OHIO. 2nd Lt., Co. A., The Fusileers, Delta Phi, Eagle Staff. The Dra mateers, Treasurer of Senior Class. Swimming. Tennis. Com pany Basketball.

6. FRED F. PECK. Jr. MEXICO. MISSOURI. 2nd Lt., Co. C., The Fusileers, Cotillion Club, Company Football, Company Basketball. 7. JACK LAWRENCE HEIB ST. LOUIS. MISSOURI. 2nd Lt. Co. A., Band. The Fusicers, Eagle Staff, The Dramateers.

8. WILLIAM ROYSTON GEISE. ST. LOUIS. MISSOURI. 1st Lt. Co. D.. President Senior Class, The Fu sileers, Eagle Staff, Company Football, Company Basketball. 9. ROBERT COLLIER BENSON. CHICAGO. ILLINOIS. Sgt. Co. D.. Tho Dramateers, Gleo Club, The Fusileers, Cotillion Club, All Star Company Foot ball, Dance Orchestra. IO. ERNEST FREDERICK BLOSS. WICHITA. KANSAS. Corporal. Co. C., Varsity Baseball, Varsity Bas ketball. Band. Dance Orchestra, The Dramatecrs, Cotillion Club. All Star Company Football.

1 1 . JOE BOSTIAN . INDEPENDENCE. MISSOURI. Sgt. Co. D., The Fusileers, Cotillion Club, Varsity Track, Football. 12. WILLIAM EDWARD BUENGER. OAK PARK. ILLINOIS. A.. Varsity Football, Varsity Track, Sgt. Co. A., Tho Fusilileers, Glee Club. “M” Club.

13. WILLIAM ENRIGHT. JR.. ST. JOSEPH. MISSOURI. 1st Sgt. Co. C., Varsity Rifle Team, The Fusileers, Tho Dramateers, Cotillion Club, Golf, Company Basketball.

0 !| A

6 '

i 4

Mfe M

Aria /tutu *

1936-1937 14. JOHN R. FRANK. MARHALLTOWN. IOWA. Sgt. Co. D., The Fusileers, Orchestra, Band. Glee Club, Varsity Football, Varsity Basketball, Var sity Track, Cotillion Club, The Dramateers, Eagle Staff.

15. LEROY JAMES H EFFLEFINGER . OTTUMWA. IOWA. Band, The Fusileers, Orchestra, The Dramateers, Cotillion Club, Company Football, Company Bas ketball. 16. ENVER BILL HOFF. NEW YORK. N.Y. Sgt. Co. D., The Fusileers, The Dramateers, Track, Cotillion Club. 17. RICHARDS. HUMPHREY. SCOTIA. NEW YORK. The Fusileers, Cotillion Club, Eagle Staff, The Dramateers, Glee Club, All Star Company Foot ball, Track, Wrestling. 18. WILLIAM LEE JACKSON. BRADLEY. ARKANSAS. Varsity Basketball, Varsity Baseball, Football, Company C".

Company

19. MARTIN JORJORIAN. CHICAGO. ILLINOIS. Corporal Company ••A”, Varsity Track, Company Football, Company Basketball, Cotillion Club, Eagle Staff, Glee Cub, Band, The Fusiieers.

20. ARLIS ANTHONY KAMETLER. ROCKFORD. ILLINOIS. Corporal Company “A”, Fencing Club, Swimming, Company Basketball, Varsity Baseball, Glee Club.

26. JOHN MCELROY WISE. LOS ANGELES, CALIFORNIA. All Star Company Football, The Fusileers, Glee Club, Company Basketball, Swimming.

21. ROBERT LYSAGHT. KANSAS CITY. MISSOURI. Sgt. Co. A.. The Fusileers, Band, Glee Club, Orchestra. Eagle Staff, Cotillion Club, Drum and Bugle Corps, Swimming, Tennis.

27. RICHARD W. SECOR. DES MOINES. IOWA. Varsity Football, Varsity Baseball, Cotillion Club. The Fusileers.

22. GEORGE OSCAR RUPPERT. SAND SPRINGS. OKLAHOMA. Varsity Football, Varsity Basketball, Varsity Track, Glee Club. “M” Club, The Fusileers.

23. Leroy

francis sanderson.

HAMILTON. KANSAS. Corporal and Company Clerk of Company “C”. Captain of Varsity Basketball Team. Varsity Football, Varsity Track, Band, “M” Club, Sec retary Delta Phi.

24. JACK WEBB. WICHITA. KANSAS. Vice-President of “M” Club, The Dramateers, Cotillion Club, Co-Capt. Varsity Football, Var sity Track, Varsity Basketball, Varsity Boxing, Drum Major. 25. ANDREW N. WESTERMEYER. ST. LOUIS. MISSOURI. Varsity Rifle Team. Glee Club, The Fusileers, Company Basketball, Tennis.

J ' A-

28. MAX SMITH. SPRINGFIELD. MISSOURI. Company Basketball, Band, Eagle Staff, Tennis.

29. JOE STEINLE. MURPHYSBORO. ILLINOIS. Company Football, Company Basketball, Band, Tennis, Rifle Team, Eagle Staff, Cotillion Club. 30. CLIFFORD LYNELL SUHM. WICHITA. KANSAS. Band, Glee Club, Cotillion Club. Debate Team, Wrestling, Company Football.

31. DONALDS SWEELEY. LAGRANGE. ILLINOIS. Boxing, Golf, The Dramateers.

32. RICHARD BELEW. ST. LOUIS. MISSOURI. The Fusileers, Varsity Football. Varsity Base ball. Cotillion Club, Tennis, Swimming, Company Basketball.

Training

The

Social

Boy

The Missouri Military Academy realizes that the

courses in Band, Concert Orchestra and Dance Or

primary purpose of education is to equip a boy to be come a fit member of society and a distinct asset to the community in which he lives. To this end it is

chestra. To afford the polish and refinement, which so many

not enough to fill a boy’s mind with unrelated facts

young men need, a course in table etiquette is given under careful supervision. Under the "New Deal” one of the largest problems confronting the citizenry of the United States will be the proper use of their leisure

and figures. His personality must be developed in every phase so that he can meet every situation as it arises and can mingle freely and congenially with both men and women. To serve its students in this all-

in ballroom dancing and a course in Contract Bridge.

important capacity the Missouri Military Academy has

It is not the purpose of these courses to develop gigolos

set aside Saturday night as activity night. On that night each cadet is permitted to select that extra-curric ular activity which most appeals to him and from

or inveterate bridge fiends but it is our purpose to fit

which the institution feels that he will derive the maximum amount of benefit.

time. To train a cadet in this respect we offer a course

these boys for every phase of life.

In offering the above extra-curricular activities we feel that the Missouri Military Academy is second to none in appreciating its responsibility towards the de velopment of fit members of society.

All of the facilities of the institution are devoted to

The social side of the cadet’s life receives due atten

carrying out this program as fully and as completely

tion. A part of every young man’s education should

as possible. A course in Public Speaking is offered as

be preparation to take his place in the social world.

well as a kindred course in Dramatics. The cadets are taught to express themselves concisely and forcefully by a well organized course in Journalism. Those cadets

He must have the ability to meet his fellowmen when

who are musically inclined are offered a complete course of instruction in the Glee Club as well as

he goes out into the world in such a way as to reflect

credit upon himself and his associates. Many oppor tunities are offered whereby he may become at ease in the presence of strangers.

Under our comprehensive system of activities each ca

det is given a course in

table etiquette and is afford ed the opportunity of tak'

ing a course in ball-room

dancing

without

him.

ONE

THE

MILITARY

OF IM.

BALLS

cost

Military receptions are given at stated intervals, and

out life.

Cadets have the privilege of calling upon

here he meets the best people of Mexico and forms

young ladies in Mexico, with the approval of the

many friendships which are a benefit to him through-

school authorities.

Dramateers

Amateur theatricals at M. M. A. offer bothi an enjoyable and helpful manner in which young men

Our newly-organized group of players is known as the ”M. M. A. Dramateers,” a prize-winning name

gain proper poise and that valuable ability to feel at

ease w'hen appearing before an audience. The truth contained in the phrase ’’dramatic in

suggested by a cadet. The purpose of the Dramateers is to give every cadet with ability and willingness to w'ork the opportunity to develop his particular talent.

stinct” is one which has been confirmed repeatedly by

The general plan for the year’s w'ork includes a one-

modern psychologists. That such an instinct has al ways been present among human beings, and particu

act play for Patrons’ Day, one or two one-act plays for Christmas, another for the state contest, and a final one for Commencement. In addition, one three-act

larly among adolescents, and has been given scientific recognition only recently is a fact to be greatly la mented. Recognizing this real need among boys for

play was

included

and

appeared

March

2nd.

For the sake of variety, as well as for dramatic educa

dramatic self-expression and also being aware of the general tendency throughout the country tow'ard a

tion, an effort is made to present all types of plays—

native development of ’’little theatres,” we have or

pecial interest is the fact that any worthy original plays which are written by cadets will be given public

ganized and fully equipped a dramatic club.

During

the course of the year as high as fifty per cent of the entire cadet corps may be given an opportunity for active participation. Many people have the idea that

the adolescent boy is averse to displaying a lively

tragedy, comedy, fantasy, farce, mystery.

And of es

production.

It is a pleasure to announce this innovation in the

interest in dramatics—that to do so is perhaps un

activities of the Missouri Military Academy. The organization of the Dramateers marks,

But w'e are of a totally different opinion.

we are confident, a distinct forward step in the di

Nothing, in reality, may be made more virile and appealing than drama presented in the right way.

rection toward developing a more complete cadet—

manly.

Moreover, it has been proved to us most conclusively that all cadets are inter

ested, far more than we

think, in either witness

ing,

assisting

with,

participating in the fine

art of acting. To a great

number, it may be sur prising to know' that so many are interested

acting. But it is nothing

more than the outw-ard display of a great inward need—the desire for ex

ercising and developing

the dramatic instinct.

M. M. A. CADETS IN THE MUSICAL PLAY 'THE BELLS OF BEAUJOLAIS'

■

extra-curricular

one who can understand and appreciate one of the highest forms of art.

M .

ARY

M I

DEPARTMENT COL. CHARLES R. STRIBLING Post Commander

MAJOR TONY B. LUMPKIN Commandant

CAPTAIN JEROME G. HARRIS U. S. Inf. Professor Military Science and Tactics

SGT. CLYDE PENNINGTON Assistant Professor, Military Science and Tactics

TACTICAL OFFICERS Captain H. E. Kelly Captain C. N. Johnston Captain R. E. Reeder

. i

THE

BATTALION

MARCHES

THE

PARADE

GROUND

Regular and Reserve Army Officers On Duty at M. M. A. MAJ.

LUMPKIN,

COL.

STRIBLING,

CAPT.

nniw, BRAND.

i . CAPT.

(Left to Right) n/Annio, HARRIS,

oui. SGT.

PENNINGTON.

MAJ.

HOCKER.

CAPT. EWING, CAPT. KELLY.

tte

O yr

CAPT.

CARR.

war Department

Recognition

(Right) Capt. Jerome G. Harris, United States Army, Professor of Military Science and Tactics

The Military Department of the School

is under government supervision.

M. M. A. is fortunate in having associated

with it, as representative of the War Depart

M. A. graduates, who have passed the

ment, an Army Officer and gentleman of the

Captain Jerome Harris brought

proper examination, are granted official recog

highest type.

nition by the United States Government. The

to the Academy extensive military experience

War Department furnishes the arms, ammuni

and a character reputation which assures the

tion, and camping equipment necessary for the

kind of successful military training for which

use of the Missouri Military Academy.

the Academy has long been famous.

u e

o f

Military

The last great war did much to make the American people realize

the value of the training given in military schools. Every military school

boasts a great number of its former cadets who became officers in some branch of the service. In fact, at the beginning of the war the Marines

were almost entirely officered bv military school graduates.

While our

object is not primarily to make soldiers, it is of great value to a young man

to be well trained in military manners. Our military work does not in any

way interfere with our class work, but rather insures the necessary physical training too often neglected in public schools.

RESERVE

OFFICERS’

By direction of the President of the United States,

T R A I N I N seminate among young

a unit of the Reserve Officers’ Training Corps is main

leges the fundamental military principles of discipline

tained at the Missouri Military Academy. The objects

and training which will fit them to be Reserve Offcers

of the Government in the organization of a Reserve

in case of a national emergency, should they desire

Officers’ Training Corps are twofold: namely, to dis

such a commission; secondly, to build up a better citizenship by building up

young men mentally, mor ally and physically.

•i

I (Left) CHANGING THE OFFICERS OF THE DAY

f BENEFITS training, should be insisted upon: Neatness in dress, cultivation of the manners and habits of a gentleman, dignified military bearing, loyalty, truthfulness, punc tuality, kindliness, earnestness of purpose and devotion to duty, the cultivation in the student body of espritde-corps, obedience to orders, acceptance of responsi bility and avoidance of excuses.” This sound doctrine of training in the basic principles of good and useful citizenship speaks for itself.

In this connection, it is desired to quote extracts from the order under the direction of which the Mili tary Department operates. This order is signed by the Secretary of War: ’‘All subjects should be so taught that the student shall become capable of clear, quick thinking, shall acquire the power of analysis and should have a faculty of concise, logical expres sion. The following characteristics of an officer and gentleman, which are included in a proper disciplinary

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

CHARACTER 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 at every for mation, and must be in his place on the line at the last note of the bugle.

FIELD

DISCIPLINE Every boy needs careful, sympathetic leadership and

line. This is simply puerile and dangerous. No harm,

systematic training, especially that one who has not

but great good is accomplished if the weakness of

learned obedience or has grown headstrong and in

boys can be corrected without severe methods. Re spect, confidence and the highest obedience may thus

different from neglect or from bad associations. The proper place for such boys is in 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 fric tion and in the shortest time. It is the idea of the

GROUP

« -J

be inspired, while rough handling is often irritating to the proud spirit and may eventually lead to rebellion

and desperation. We endeavor, therefore, to avoid this 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

inexperienced that the hard

emphasizing too strongly the individual.

er the rules of school and

the more severe the punish

the boy understand that wc hold him responsible for obedience. We believe in his having a "good time”

ment the better the discip-

when he has earned it.

INSTRUCTION

I N

THE

NOMENCLATURE

O F

THE

We make

AUTOMATIC

RIFLE

SYSTEM

OUR

The entire M. M. A. system is based upon the desire

Unlike most military schools we have a system by which a cadet’s privileges are based on his class work

of development of the individual boy . . . teaching

and deportment and not on his classification and

him to rely upon himself, but at the same time to be

official standing. The better grades a boy makes and

intelligently cooperative.

the better his deportment record the more privileges he gets. In other words, a cadet gets exactly what he

career of the boy he is aware that he can and will

earns.

Throughout the M. M. A.

advance only according to his own merits.

This fair, common-sense method

of treatment appeals to all cadets and makes for a contented student body.

------

I__

^•2

(RighO

• Y.

BUGLE CORPS

iSH/ ’- . c

• (Below) CADET COMMISSIONED

AND NON-COMMISSIONED OFFICERS

Standing, left to right, Corp. Peck; Sgt. Manning; Corp. Lysaght; Corp. Walker,

R.;

Corp.

Appointments Westermeyer;

Based

Corp.

Upon

Lake:

Sgt.

Proficiency Weisert,

W.;

Corp

Schwichtenberg; Corp. Geise; Sgt. Worner; Sgt. Morris; Sgt. Castleman; Sgt. Prasse; Corp. Rusk, A.; Sgt. Schaller.. Seated, left to right, Sgt. Pahl;

1st Sgt. Bright; 2nd Lt. Schnadig; 2nd Lt. Palmer;

1st Lt. Braun; 2nd Lt. Walker, H.; Capt. Springer; 2nd Lt. Allen; Sgt. Ayers; Corp. Jordan.

_______

MARKSMANSHIP M. M. A. may well be proud

of the honors which have been brought the school by its various rifle teams, many of which have won national distinction in marks manship contests, proving that

careful training and expert instruction pay dividends in success.

7 \

(Above) When President Herbert Hoover greeted the M. M. A. William Randolph Hearst National Championship Rifle Team. Left to right: John Ayers, Donald Anderson (National Individual Champion), Col. C. R. Stribling, Superintendent; Mr. Herman Black, representing Mr. Wm. Randolph Hearst, Chicago, Illinois: President Herbert Hoover, James King. Fred Locke Morris. (Captain Rifle Team), Chester Acher, Ser geant Jack Wheeler (Rifle Team Coach).

* Tv (Above)

Practice

the

Indoor

Rifle Range

Won

Cup

(Right) Hearst Trophies . . . Shields in 1928, 1929, 1930 . . 1934 con'three Won Permanently by secutive victories.

mjutam

■*1

1 9 3 4 RIFLE

1 9 3 5 TEAM

Standing, left to right: Springer, Bright,

Smith, Wilder, Barber. J.

Kneeling, left

to right: Waugh, Northcutt, Somberg, Prasse, Russo, S.

Another

Presentation

Hearst

Left to right: Col. C. R. Stribling, Col. J. G. Taylor, Col. E. Y. Burton, Major V. R. Wilson (Representative of the State of Mis souri), Cadet Donald F. Anderson, Cadet John C. Ayers, Cadet Chester C. Acher, Cadet James C. King, Cadet Fred L. Morris,

Capt. G. E. Parker, Col. J. W. Wright (Representative of Seventh Corps Area), Mr. A. L. Sloan (Representative of William Randolph

Hearst), and Col. Fred A. Morris.

I ■<

ATHLETICS COACHES CAP!. A. W. EMBREE Football

and Basketball

CAPT. J. S. CARR Track

CAPT. J. G. HARRIS Boxing and Wrestling

CAPT. R. Y. ELLISON Tennis

CAPT. R. E. REEDER Base Ball

MAJ. R. H. LINNEMAN

Golf

CAPT. C. N. JOHNSTON Swimming SGT. C. L. PENNINGTON

Rifle Team

CAPT. F. T. NOEL Equitation

’m. m. a. ATHLETICS <

■"

i- —i. j,— ....

r\: r

r -•

■

.->•

'“fc*

■

....... .....

■

--i«

___ -Ul.4 *

T" N pursuance of our policy of a w'ell| rounded education, we lay particular

be made, for it would become irksome and the cadet would soon tire of it, thus de

stress on physical development. A youth’s success in school depends quite as

feating one of the chief aims of the school . . . to stimulate the interest of the young

much upon the health of his body as the

man.

state of his mind. The student has need of greater strength and health of body

partments of athletics and gymnastics. There is a prevalent idea that participation in ath letics makes the cadet an inferior student. Our experience, however, has demonstrated

than the artisan, because mental work is severely exacting and physically exhaustive. It is necessary, therefore, that he keep his

Hence we have well organized de

body in the best possible condition.

forcibly the error of this belief, for our best athletes have almost w'ithout exception

stated

has

been our best students.

before,

our military

training

this for its chief aim. But if we depend solely upon drill, very little progress would

Hence we have

made athletics a very important feature of the Missouri Military Academy.

—S3—

ATHLETICS

INTRAMURAL

Under our system an opportunity is given to each

Each year during the mid-winter and the mid-spring

cadet to become a member of an organized team under

we stage an athletic carnival in which all the cadets

the supervision of a competent coach.

We believe

participate. Some of the more popular events of these

that a well diversified program of athletic contests has

carnivals, which make for clean fun among the cadets,

a very definite place in the school life of a boy. Foot

are the centipede race, the tug of war, the pie eating

ball is, of course, the major sport during the fall

contest, and

months, but in addition to our Varsity team and our

mingled with many other athletic contests, make these

company team we offer tennis, swimming, golf, and

carnivals events which are looked forward to with

equitation. Throughout the winter months basket-ball

much anticipation.

the greasy pig chase.

Such contests,

is stressed but our facilities for boxing, wrestling and swimming are open to those cadets who prefer one of

In all of our contests, whether at home or abroad,

these interesting sports.

we attempt to inculcate the idea of hard, fair play

Spring finds track in the ascendancy with organized

and clean sportsmanship rather than the idea of vic

groups in swimming, base-ball, tennis, golf, etc.

tory at any price.

TRAINING M. M. A. realizes that a vigorous, forceful, real boy

company also has its own individual coach. The com

cannot be best developed by making of him a book

pany games, played each week, are as close and as in

worm, without giving him the chance to satisfy his

teresting as the regular varsity contests.

perfectly normal and legitimate desire for clean plea

unquestionable physical advantage accruing from ath

sure. M. M. A. also realizes that by doing much for

letic training, the cadet also derives those very impor

Besides the

the boy’s pleasure, at the same time he is being given

tant lessons . . . perseverance, self-control, self-reliance,

book knowledge, enables the school to win a far bet

and ability to think and to act quickly. But athletics

ter hold on his esteem and affection and thus develop

improperly governed sometimes work more harm than

him more advantageously.

good.

direct supervision of the faculty. The students have

It is for this reason that much stress is laid upon

nothing whatever to do with the management of this

athletic contests, which make for better physical train

ing.

In this school all the athletics are under the

department. No cadet may take part in athletics unless

All cadets are required to spend at least four

he maintains a certain average in his class work.

periods per week in some form of supervised athletics

no time is team practice or any work of an athletic

. . . football, baseball, basketball, track, tennis, swim

nature allowed to interfere with the study and recita

ming, boxing, wrestling or golf.

tion of the cadets.

Each company has as many teams as are necessary

Second and third teams in each

sport have their own coaches just as the varsity teams.

to take care of all the cadets in that company. Each

Even the grade school boys have their own coach.

TRACK

This is one branch of ath-

letics where competition is un limited, for track teams are

not confined to any certain number of men. The sport is

wholesome and the choice of

many cadets. The M. M. A. cinder track

is one-fourth mile in length. Many boys have come to M.

M. A. without experience in

track and field athletics and have been coached and trained to excel in such events.

• TRACK

AND

HELD

TRACK Standing, ager;

Smock;

TEAM

left to right:

Harris,

W.;

Hokiahse;

EVENTS

Palmer,

Colcord;

Capt.

man-

Butler; S.

Carr,

coach.

Seated, left to right: Barber, J.; Russo, S.; Walker, H.; Warrington; Ayers, N.;

Madison;

Walker,

BASEBALL In die Spring, baseball—the grand old American game —comes into its own at M. M. A. As soon as weather permits, a number of teams, including varsity, company and other nines, are organized, giving every boy who desires a chance to participate. Competition is keen in this clean sport and many interesting games are sched uled. Each team is under the direct supervision of a competent coach and member of the faculty whose duty it is to sec that each cadet knows the game and plays it fairly.

FOOTBALL On the theory that the benefits of football out weigh its objectional features, and that the latter may be minimized or wholly removed by proper supervision, this game is encouraged at the Acad emy. Excellent facilities for the sport are provided and skillful and judicious coaches are employed. This has come to be a great school game. Today

thousands of young men are giving their best on the field to uphold the traditions of their schools while tens of thousands cheer their efforts. The game deserves the best. It is a man’s game. No mucker, no cheat, no quitter measures up to its code, which demands one hundred per cent loyalty to team and school, plus the courage to fight hard and fair to the last bark of the gun.

Varsity Squad Top row. left to right: West, C., Cox, T., West, H., Hokiahse, Bucngcr, W., Waugh, Winke, Tobcrman. Second row, left to right: Capt. Embrec, Head Coach ; Weisort, G., Butler, L., Barber. C., Chambers, Sombcrg. Castle man, Sanderson, Campbell. Webb. Capt. Rcedcr, Assistant Coach. Third row, left to right: Gcringer. Wild, Barnes, Sluss, Russo. F., Hawkins, H.. Pahl, Boldt. Barber, J., Mascot, Jones. G.

Co. "C" Squad Standing, left to right: Gagnon, Webster, Col. Stribling. Coach; Morris, Bloss. Seated, left to right: Gcngler, Hawkins, H., Peck, Benson, Roddy, Taylor, Fuson.

Co. "A" Squad Standing, left to right: Wild, Owens, Capt. Carr. Coach; Rup pert, Buonger, E. Seated, left to right: Iron, Edgerton, Redeagle, Wise, Stepson, Steffens, Hcdoncamp, Rosenfield, Hughes, Prasse.

Co. "D" Squad Standing, left to right: Onken. Coach; Tinker, Capt. Harris, Spence, Carpenter, Seated, left to right: Reitz, Spearing. J., Doyle, Bostian, Campbell, Weisert, G., Weaver.

Swimming Every

cadet

taught to

swim and must pass a stand ard test.

Inter-company con

tests have greatly increased the

interest in

this

sport.

The

pool is open the entire school year and the water is kept at

the proper temperature.

Boxing and

Wrestling Besides

offering

splendid

training in the manly art of

self defense, boxing and wrest ling are wholesome, stimulat

ing sports, vital to the phy sical well-being of the growing boy.

Skilled coaches instruct

and supervise these two sports

at M. M. A. in which almost every cadet participates.

BOXING AND WRESTLING EVENTS AT M. M. A.

i TV *'1.

BASKET Our courts afford ample opportun

*or the en-

joyment of this popular sport. The c

jse

constantly during the playing season.

Company con-

tests are interesting and furnish good practice as well

as exercise.

Bas' .ball is probably the most popular

of all the vari

j sports at M. M. A.

VARSITY BASKETBALL SQUAD: Standing, left to right, Schwichtenberg, manager, Waugh; Allen; Frank, J.; Walker, H.; Charlesworth: Somberg; Morris; Spearing, J.; Pahl; Capt. J. B. Morrow, coach. Seated, left to right, Bohanon, E.; Worner; Hokiahse; Boldt; Russo. S.. captain; Winke; Geringer; Webb, J.: Barber,

TENNIS Like track, tennis is excel

lent recreation for all cadets. The school has five fine courts,

which

are

always

occupied

during the playing seasons. In the fall and spring, tourna ments are held in which anv

cadet may enter. Matches are also played with other school

teams, and a company tourna ment is an annual affair. The new under- drained tennis

courts are available for use in almost all kinds of weather.

J NEW TENNIS COURTS ALWAYS IN SPLENDID CONDITION

GOLF

Each year golf becomes a more popular sport

and the young men of today are contributing to its popularity.

We have a golf team that competes

with teams from other schools in the state. One of Mexico’s

Country Clubs joins our property and

arrangements have

been made whereby cadets may

play on this course for a small

fee.

Many cadets take mem-

berships in this club.

SCENES ON THE EXCELLENT GOLF COURSES IN MEXICO

FENCING The sport of fencing is growing in popularity in

all parts of the country.

Everywhere it has become

recognized not only as a sport, but as an art—a manly

requisites of speed, skill and accuracy are fine body

builders and unsurpassed in the development of quick

coordination between mind and muscle.

art that provides far more advantages than its military

nature implies.

Fencing, like dancing, is one of the

finest exercises to develop body grace and poise. Its

Every Missouri Military Academy cadet is urged to

Able instructors are

acquire proficiency in fencing.

available for teaching all the fine points of this sport.

EQUITATION It is eminently fitting that any institution located

lessons

each

week.

are

They

at Mexico, Missouri should include a course in horse

ride and how to care for a horse.

manship.

cavalry course, as the boys are

Mexico as a saddle horse center bears the same rela-

and not by drills.

how

This is not a

taught individually

Numerous cross country rides are

lion to Missouri that Lexington does to Kentucky.

taken

Many of the champion saddle horses of America are

lessons in practical horsemanship.

and

taught

from these

rides

the boys

learn many

bred and raised in and around Mexico. Lee Brothers

An additional fee is charged for participation in this

of Mexico are the buyers of the horses for the Acad

activity. The amount of this fee is determined by the

emy and the horses shown here are from their stables

number of hours devoted to it each week.

and from the Carnation Farms stables of Pomona, California.

The course in horsemanship gives boys a specified number

•47a

Athletic

Letter

ward s

The letters in the upper center of the chart below

The other letters shown are those awarded to indi-

are the varsity '’M’s” awarded to individual members

vidual members of team representing their company in

of teams representing M. M. A. in the inter-school

intra-mural competition.

competition.

All varsity letters are maroon with an

All company letters are old

gold designed to be worn on athletic sweaters at school The

old gold edge, intended to be worn on an old gold

or on a maroon sweater during vacation periods.

sweater which has been adopted as the official sweater

style of the letter designates the sport and the particular

by the ”M” Club.

team is designated by the size of that letter and the

The official ”M” for each sport

has characteristic size and shape.

numerals superimposed on it.

D D

JtrM.lt

qdd

A AA

tuM

CcCCC —92—

,3k.

and

EXP I

E N

UNIFORM

TUITION

OUTFIT

The articles listed below comprise the uniform outfit as worn by all cadets. The total cost of the uniforms, together with their accessories, is Si38.00.

The tuition for the year for cadets is $850.00 and

covers instruction in all academic and military subjects together with the following items: Board, room, hear,

light, table linen, bed linen, laundry, routine medical 1 Barracks cap.

attention, physical examinations, athletics, use of swim

1 Dress Blouse

1 Overseas cap, olive drab.

1 Fatigue jacket, olive drab.

ming pool.

1 Rain coat.

1 Field Suit, olive drab.

1 Pair dress trousers

4 Fatigue shirts, olive drab.

2 Pair fatigue trousers, olive

PAYMENTS

drab. 8 25.30

Payment with application

Payment upon entrance

400.00

Payment January 1st

425.00 Total

1 Regulation black tie

2 Cap covers, white

2 Pair dress trousers, white. 1 Regulation Spread with

emblem.

1 Web belt, olive drab. 2 Dress belts, white with

buckle.

2 Pair dress gloves, white. 2 Regulation laundry bags.

$850.00 Note:—In view of the fact that this me-r.iorandum is printed

All remittances sb&uld be made payable to the Missouri Military Academy and sent directly to them.

so far in advance of the actual issue of these articles, the Acad emy reserves the right to revise this list at any time.

DRESS UNIFORM

(Spring and Fall)

(Winter)

(With Overcoat)

—9-

INCIDENTAL EXPENSES

ALLOWANCES

These expenses are indefinite and vary from month to

Money will be issued to cadets, provided a fund is

month. Our Quartermaster Department is equipped to

left on deposit with the Academy for the purpose, in

supply the essential needs such as books, school supplies,

toilet articles, stationery, etc. These supplies are issued

amounts not to exceed $2.00 per week. We make this

requirement for disciplinary reasons.

For example,

when a cadet carelessly destroys any of his school sup to the cadet by the week or by the month. If abnormal

plies, he is required to replace them out of his pocket

replacements are caused by the misuse or loss of these

money. We recommend for lower school cadets, $ .75

articles, the cost of replacements will be borne by the

per week; Junior High School and Freshmen $1.25

cadet out of his own personal allowance. The Quarter

per week; Sophomores, $1.50 per week; Juniors and

master also supervises the repairing of shoes and cloth

Seniors, $2.00 per week.

ing, the cleaning and pressing of uniform equipment,

Included in the incidental expenses is an Activity Fee

and other expenditures necessary for the comfort and

of Si5.00 charged to all cadets to cover the following

well-being of the cadets. They will not be allowed to

purchase non-essential articles without written permis sion from their parents, as it is our policy to keep these

items: property numbers, subscription to Eagle, M. M. A. Hand book, Inspection Kit, admission to athletic

contests, use of football equipment, admission to dra

monthly expenses as low as possible. A statement is

matic productions, trips as members of school organiza

rendered by the Quartermaster Department each month.

tions, registration fee, and scholastic tests.

FATIGUE UNIFORM (With Rain Coat)

FATIGUE UNIFORM

—95—

FIELD UNIFORM

I ARTICLES TO BE BROUGHT FROM HOME The following articles required by the cadet may be brought from home or purchased from the Quarter master Department. YOU WILL NOTE THAT THE ACADEMY FURNISHES ALL SHEETS, PILLOWS, PILLOW CASES, TOWELS, AND TABLE LINENS.

In addition to the foregoing, every boy

should bring the necessary athletic equip ment for all sports, or plan to purchase it at

the Academy. A proper amount of

play is a necessary part of any well

rounded educational program; hence, the 2 Pair black shoes or oxfords (rubber heels required).

1 Pair house slippers. 1 Pair Gym shoes, smooth soles. 6 Pair dark color socks.

3 Pair pajamas.

necessity of this athletic equipment,

should also bring any musical instruments

he expects to use while at the Academy. The rooms are completely equipped

with the necessary furniture.

A cadet

1 Pair suspenders. 1 Pair tan leather gloves. 4 Suits underwear.

dimensions should not exceed 12 inches

1 Bath robe.

by 12 inches by 30 inches; also, a small

Bathing or tank suit.

1 Shoeshining outfit.

table lamp.

4 Plain white dress shirts (collar attached)

decorate their rooms, and may bring with

12 Handkerchiefs. 1

Pair tennis or sport trousers.

them a small rug, curtains, pennants and

3 Pairs athletic or sweat socks.

photographs. We prefer that the decora

tions be simple and artistic and refer

1 Rug (36x63 inches or larger).

you to the rooms shown on pages 30

Complete set toilet articles.

1 Pair shoe trees. 1 Bible.

M. A.

Quartermaster

Department

Cadets are encouraged

2 Blankets (any kind).

may bring with him a lock box, whose

and 104 of this catalog.

CAUTIONS Extra and unnecessary articles should be excluded from the cadet’s equipment as they are not permitted in the quarters.

Keepsakes, such as rings and watches, or any articles of unusual value or about which there is family senti ment attached, should not be included in a cadet’s equipment.

termaster at a price of S50.00. However to reduce the cost to the parent and to provide a more correct fit to the growing boy, these coats will be leased icr a fixed charge of SI2.00 per season. They will remain the prop erty of the Academy and will be returned in good condi tion. Boys of abnormal size will be required to purchase overcoats made to their individual measurements.

M. M. A. BANK The Cadet Bank is operated for the convenience of

TRUNKS

the cadets and to teach them business principles in

handling their personal funds. An account is opened

Trunks must be plainly marked with name and

for each cadet when he arrives and his weekly allow

residence printed on both ends, so that in case of miscarriage they may be easily traced and recovered.

may check against his balance for any amount but is

No responsibility w'ill 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

ance is deposited to his credit every Tuesday.

not allowed to overdraw. The bank is open after noon mess and from 4:00 to 4:30 every' day except Sunday.

Cadets may deposit any other funds and the value of accumulated savings is taught them.

are securely packed in boxes or lockers, plainly marked with owner’s name, and written notice given to the

school authorities.

SPECIAL CONDITIONS Cadets are admitted only upon the express condition

PROPERTY DAMAGE

that they remain at the Academy until the end of the

school year. In case a cadet is suspended or dismissed Property damaged by cadets will be repaired at their expense from their personal allowance. Where

individual responsibility cannot be determined defi nitely, the cost will be pro-rated.

for misconduct or breach of school discipline, or leaves the Academy before the end of the school year, then any tuition, fees or other charges, or any money already

paid to the Academy on account of tuition, fees or other

charges, shall be retained by it as earned or as liqui

SPECIAL CHARGES When cadets are confined to the Post Hospital there is a charge of $1.00 per day to cover this additional ex pense. All expenses connected with the proper care of cadets in cases of severe illness are borne by them.

The charge for private lessons in either vocal or in strumental music for the school year is $80.00. Courses in chemistry, physics, type-writing, manual arts, mechan ical drawing, and aeronautics require a fee to cover the expendable equipment used in them. The members of the senior class are charged a fee of $5.00 to cover the cost of the diploma. The regulation blue overcoats are not included in the uniform outfit. They may be purchased from the Quar-

dated damages, and any unpaid bills on account of

these items shall become immediately due and payable to the Academy as earned or liquidated damages. In

cases of severe illness whereby any cadet is detained from the school by the advice of the school physician

and with the consent of the school authorities, and

such cadet is thereby compelled to remain out of school

for a longer period than one month, then and in such event, the school will refund S 10.00 per week on the

school bill of such cadet, for such period beyond one month that said cadet is out of school on account of

said illness. All bills must be paid before class room

grades are officially recognized.

—97—

M. M. A JUNIOR SCHOOL

FOR

SMALL

BOYS

The Missouri Military Academy Junior School has been planned to meet the growing demand for a school with modified military features for young boys. It carries with it the prestige of the academy and all the facilities of its very complete plant.

MAJOR O. G. HOCKER,

B. S.,

Northeast Missouri State Teachers College PRINCIPAL

MAJOR O. G. HOCKER, B. S. Principal, Science B. S., Northeast Missouri State Teachers’ Col lege, 1920; U. S. Navy, 1918-19; Superintend ent of Schools, Gilliam, Missouri, 1921-23; Prin cipal and Science Instructor, Unionville, Missouri, High School, 1923-24; Advanced Work in Sum mer Terms, 1921-22-24; Commissioned Chemical Warfare Service Reserves, 1927; Missouri Mili tary Academy, 1924; Principal Junior School, 1930-.

CAPTAIN WALTER R. EWING Mathematics, Penmanship and English

Eureka College, Eureka, III., 1927-29; Instructor in City Schools, Benton, Ill., 1929-30; Extension Work. Southern Illinois Normal University, 1929-30; Second Lieutenant, Infantry Reserve; Special courses in Education, University of Mis souri, 1932; Missouri Military Academy, 1930-.

CAPTAIN GERALD J. COX English Kansas Wesleyan, 1920; Special student in Edu cation. Kansas State Teachers’ College, 1923-2528-29; B. S. in Commerce. 1930; B. S. in Edu cation, 1932; Graduate work in Education, 1933; Instructor in English. Sharon Springs’ City Schools, 1922-25; Principal, Lebanon City Schools, 1926; Instructor in English, Kansas City Country Day School. 1930-32; Missouri Military Academy, 1934-.

CAPTAIN G. DAVID BAILEY

Mathematics Illinois Military School, 1925; Kansas State Teachers College. Pittsburg, 1926; University of Cincinnati. 1931; Special courses in education, Western State Teachers College, Macomb, Illi nois, 1928, 1929, 1930. 1931, 1932. Commis sioned Captain Illinois National Guard, 1926; Instructor and Commandant Lower School, Illi nois Military School, 1926-1934; Missouri Mili tary Academy, 193 5-.

CAPTAIN ARNOLD W. EMBREE Social Sciences B. S., Northeast Missouri State Teachers’ Col lege, 1935; Missouri Military Academy. 1935-.

PURPOSES The Junior School of the Missouri Military Academy

The Junior School boy is so trained that the most

has been planned to meet the ever increasing demand

exacting parent may be proud of his appearance, con

for a school with modified military features, for small

duct, and education. He is taught to think and reason.

boys. It carries with it the prestige and resources of

He is kept physically fit by active participation in

the Academy. The library, gymnasium, swimming pool,

sports and games. People who see our boys frequently

rifle range, tennis courts and athletic fields are used by

comment on their gentlemanly conduct, their poise and

the Junior School; yet the schedule is so arranged that

their well developed bodies.

the boys of the Junior School do not associate with the

molded so that he will develop into a good citizen, and

older cadets. A separate management, completely or

practical lessons in citizenship are taught through his

ganized, is maintained by the Junior School, and it has

living in close contact with other boys. The following

its own separate living quarters, dining room, play

pages will give some idea of the training given our

grounds and athletic field.

Junior School boys.

—100—

The boy’s character is

STUDY

COURSE

The course of study has been planned after a thorough study of the Missouri State Course of Study, those of

the nearby large cities, and certain Eastern preparatory schools, so that the graduate will be prepared to enter the Missouri Military Academy or other schools of similar standing. A brief outline of the subjects taught follows:

SIXTH GRADE

SECOND AND THIRD GRADES

English: Spelling. Reading. Grammar and Composition.

English: Spelling. Reading, Oral and Written Composi tion.

Arithmetic:

Four fundamental operations,

drill

Arithmetic: Decimal

Percentage,

Fractions,

Social Science:

Geography,

Denominate

Fundamentals

simple problems covering the four fundamental operations.

Numbers.

Nature Study. Penmanship, simple arm movements as pre

Geography, and completion of study of North and South

scribed by Palmer Method. Music. Drawing.

America and Europe; History Penmanship.

(Building Our Country). Music and Drawing.

Health Education.

FOURTH GRADE SEVENTH GRADE English: Spelling, Reading, Language, Oral and Written

English:

Composition. Arithmetic: Continuation of fundamental op erations and

problems.

manship.

introduction

Home Geography.

fractions,

interpretation

Hero Stories.

Spelling.

Literature,

Grammar,

Composition.

Arithmetic: Percentage, Commercial Discount. Simple In

terest.

Health. Pen

Social Science: Geography of North and Central

America;

Music and Drawing.

Ago).

History

Penmanship.

(America’s

Heritage

Health Education.

from

the

Long

Music and Draw

ing. FIFTH GRADE

English: Spelling, Reading (Introduction of comprehen

EIGHTH GRADE

sive tests), Language, Oral and Written Composition, Rules

English: Spelling. Literature, Grammar and Composition,

Arithmetic: Fractions and Denominate Num

Public Speaking and Debate. Arithmetic: General Review,

of Grammar.

bers, Introduction of Decimals. Social Science: Geography

Mensuration and Introduction to Algebra.

(General survey of all continents, special study of North

Geography of South America, Europe, Asia, Africa «nd

America and United States); History (Young America).

Australia; History of American Civilization, Government and Culture, Science. Penmanship. Music.

Penmanship.

Hygiene and Health.

Music and Drawing.

Weekly Letter

Small Classes Classes less than half the size of those in the average public school give far more opportunity for individual

help, and permit us to know exactly what each boy has accomplished each day.

Social Science:

An hour of supervised

A weekly letter written home is corrected by the teachers and serves as an English and Penmanship exercise. It is also pleasing to the parent to know that

he will receive at least one letter on a certain day each

w’eek.

Many parents file these letters and use them

study in the classroom, in the afternoon, and another

to note the improvement in English and Penmanship

hour at night, give the average boy plenty of time to

throughout the year.

get his home work. In addition to these study periods,

Penmanship

there is an extra help period each day when rhe

The art of writing is taught by a specialist of the

teachers assist those pupils who are most in need of

Palmer Method. Each boy is required to take it until

individual attention.

he has received the Palmer Final Certificate.

—101—

1 9 3 6 - 1 9 3 7

M. I.

3. 4.

4ft

m ma

10.

II.

12.

13.

JIM ALEXANDER, St. st. Louis, .... Corporal; Honor Modal and Mo. Barracks Bar: Lettered in foot ball. wrestling, basketball; NRA Sharpshoo-ter Bar I. EARL ALLEN. St. Louis, Mo. Lettered in wrestling; Red Cross swimmer's button; NRA Junior swimmer ’s button: Pro-marksman. TOMMY ALLEN. St. Louis. Mo. Lettered in track and boxing; Rod Cross swimmer’s button. FRANK ATHA. Kansas City, Mo. Honor Modal and scholar ship bar; Red Cross swimmer's button; NRA Pro-marksman. GORDON ATHA. Kansas City, Mo. Lettered in swimming, and riding; Rod Cross Junior Lifesaver; NRA Marksman. KENNETH BAILEY. Kansas City, Mo. Honor Medal and Bars for Scholarship and Athletics; Lettered in basketball, track, boxing, football; NRA Sharp shooter Bar I. PRENTICE BARKER, Hominy. Okla. Honor Medal and Bars for military and athletics. Let tered in football and basketball; Red Cross swimmer; NRA Sharp shooter. MARVIN CARLTON, St. Joseph, Mo. Honor Medal and Rifle Bar; Lettered in football; NRA Sharp shooter and three Bars. BRUCE COOK. Independence, Mo. Red Cross beginning swim mer’s button; NRA Pro-marks man; Red Cross swimmer. DONALD CORNBLEET. St. Louis. Mo. Honor Medal and Bars for Scholarship, athletics. Lettered in track, boxing, wrest ling, football, basketball; NRA Marksman 1st class; Dramatics award.. HOYT COX. Chicago. III. Honor medals for scholarship, military, athletics, rifle, barracks; Let tered in football, basketball, track, boxing, wrestling; NRA Sharpshooter Bar 2. JACK CUMMINGS. St. Louis. Mo. Honor Modal and bars for athletics, rifle; Lettered in foot ball. track, swimming, boxing, wrestling, basketball; Jr. Red Cross Lifesaver; NRA Marks man 1st class. RAY CURRAN. Kansas City, Mo. Honor Medal and Bars for military, athletics and rifle; Let tered in football, boxing, wrest ling, basketball; NRA Sharp shooter Bar I.

flftflft

flft JBlft' ■■

£ IftiM A a

JUNIOR

SCHOOL

14.

TOMMY CUTLER. St. Louis, Mo. Lettered in track, football. basketball; Red Cross swimmer; NRA Jr. Marksman.

21.

15.

______ New York ROBERT DICKSON, I Medal and City. N Y. Honor I! — u!r, military. bars for Scholarship, barracks; Letathletics, rifle, barras al«, Ibasketball. tercd in footbal*. Lifesaver; NRA track; Red Cross L^.--. Sharpshooter Bar 4; Dramatics.

22.

16.

17. 18.

19.

20.

BILLY EWTON. Shawnee, Okla. Honor Medal and bars for bar racks and athletics: Lettered in football, swimming. boxing, wrestling, basketball; Red Cross Lifesaver; NRA Marksman. FRED FREDERICK. St. Louis, Mo. NRA Junior Pro-marksman medal. JOHN GENTRY. Hyannis. Neb. Lettered in football, basketball, Red Cross swimming beginner's button; NRA Jr. Marksman 1st class. ROBERT GIZZO, Kansas City. Mo. Lettered in wrestling; Red Cross beginner’s swimming but ton; NRA Junior Pro-marksman. ROBERT GOLDMAN. St. Louis, Mo. Honor Medal and Bars for scholarship, and rifle; Lettered in swimming, football; Red Cross Jr. Lifesaver; NRA Sharpshooter. Bar I.

WN HAWKINS. GLENN HAWKINS. St. Louis, Mo. Red Cross beginning swim button; NRA Junior mer’s Marksman Medal. HUGH E. HUGHES, St. Louis. Mo. Honor Medal and Bars for scholarship, barracks, military, IUIaIiAO ■■ Z 41 A • a+-+a*A«4 * athletics, rifle; ILettered in fnnt, foot ball. basketball. track, 1 tennis; NRA Sharpshooter■ Bar 2; Dramatics award. GORDON JONES. Kansas City. Red Mo. Lettered in track; NRA Cross swimmer's button; Marksman medal. St. uuu.s, Louis, GLENN KELLOGG. St. Mo. Honor medal bars for f— scholarship, barracks, military, athletics; Lettered in football, swimming, wrestling, basketball; Red Cross Lifesaver: NRA Sharp shooter; Dramatics award. CURTIS KELLOGG, St. Louis. Mo. Junior Red Cross swimmer's button. TOMMY MY LUPTON, St. Louis. Mo. ILettered in football, basket ball: NRA Sharpshooter. SapulCHARLES FMARSHALL, -----------•Lettered Sn track. pa, Okla. football, basketball; Red Cross swimmer’s button; NRA Junior marksman. GEORGE MATHER, Kansas City, Mo. Red Cross beginning swim mer’s button; NRA Pro-marks man medal. a

23.

24.

25. 26.

27.

28.

29. 30.

Intelligence Test Intelligence tests have shown that our cadets rank higher than the average pupil in the public school. This is due in part, no doubt, to the high type of families from which they come, and the atmosphere of refinement and culture in which they have been living. The ma jority of students come from the Middle West, with

Individual Attention Given To Junior School Members

CADETS

31.

32. 33.

34.

35.

36.

ROBERT MEAD,, Tulsa,. Okla, Red Cross swimmer's button ; NRA Marksman medal. CHARLES MITCHELL, Futton, Mo. Honor medal. Bars for scholarship, barracks, rifle; Let tered in track, wrestling and football; Red Cross swimmer's button; NRA Sharpshooter Bar I. FRANK OSTERBERG. St. Louis. Mo. Honor medal and Bars for scholarship, barracks, military; Lettered in basketball, football; NRA Sharpshooter; Band award. FRED N. PEARSON. Chicago. III. Red Cross swimmer’s but ton; NRA Marksman medal. BENSON POWELL. Topeka. Kan. Honor medal and bars for scholarship, and military; Lettered in track, football; Red Cross beginner’s button; NRA Sharpshooter. BILL ROOK. Tulsa. Okla. Honor medal and bars for scholarship, barracks, rifle; Lettered in track, football; NRA Sharpshooter bar I ; Swimmer's button. ROBERT BOYD ROSS, Des Moines, Iowa. Red Cross swim mer’s button; NRA Pro-marks man. JACK SEARIGHT. Tulsa. Okla. Honor medal athletic bar; Let tered in football. Ibasketball. ............ swimming; Red Crossi uucsavci Lifesaver (Jr.) ; NRA Marksman 1st Class.

37.

38.

39.

40.

41.

42.

43. 44.

45.

HARRY STALLINGS, Oklahoma City. Okla. Lettered in wrest ling; Red Cross swimming begin ner’s button; NRA marksman medal. HERBERT SUNDMACHER. Chi cago. III. Lettered in track, football; Red Cross swimmer's button; NRA marksman medal. BILL TABLER, St. Louis, Mo. Lettered in football; Red Cross swimmer's button; NRA Pro marksman medal. BERT TEACHOUT. Little Rock. Ark. Red Cross swimming be ginner's button; NRA Pro-marksman medal. BILL TODD. Lincoln, Neb. Honor medal and bars for schol arship, barracks, militacv, ath letics. rifle; Lettered in football, basketball, swimming, wrestling; Red Cross Lifesaver; NRA Sharpshooter; Dramatics award. WILLIAM VERNON. Okmulgee. Okla. Lettered in wrestling and football; Red Cross swimming beginner's button; NRA Marks man first class. JIMMIE VERNON. Okmulgee. Okla. Red Cross swimming be ginner’s button. RUSSELL WARRIOR. Tulsa. Okla. Honor medal bars for mil itary, athletics; Lettered in foot ball. basketball; NRA Sharp shooter. ROBERT ZORN. St. Louis. luuij, Mo. mu. —-J . ... u ; n Honor Medal ~and scholarship bar: Lettered in track; NRA Pro-marksman medal.

a few from such distant states as California, Florida and New York. The accompanying pictures will give some idea of the type of cadet.

Library A daily library period makes available the use of the many reference books, together with the current maga zines and daily papers of the large Mid-western cities.

Care

and

HEALTH—The good health and freedom of our boys from colds and common ailments has been truly

Supervision

boy is assigned a bed, certain drawers in the chiffonier, and one side of the closet.

remarkable. It is due, in part, to the regular hours, balanced diet and supervised exercise.

The faculty

officers watch each cadet in the barracks, at the table,

in the classroom, and elsewhere, to detect the least signs of colds or lack of appetite; and require any boy

showing such signs to go to the hospital for inspection

by the nurse. The hospital squad forms three times

Complete physical examinations are given annually and weights and heights are taken monthly and sent

to the parent. If the cadet shows any physical defects he is examined by the school physician, and consulting

specialists, and the proper treatment recommended.

Special diets and physical exercises are arranged for boys who are excessively overweight or underweight

daily.

and our records show remarkable improvement toward QUARTERS—The Junior School cadets, at the pres

normal weight.

ent time, all live in one large modern building which

SAFETY—The cadet’s personal safety and conduct

contains cadet rooms, faculty rooms on each floor, the

are carefully guarded by one or more faculty members

Principal’s office, recreation room, library, linen room,

who are always in charge. Cadets going to town are

and lavatories. It is a two-story brick structure with

accompanied by a faculty officer.

stairs at both ends. The accompanying picture gives a

choose to spend their privilege periods in the gym

very good idea of the typical cadet room occupied by

nasium, on the tennis courts, hiking or in the swim-

It has two or more windows, a built-in

ming pool, are under the direct supervision of a faculty officer.

two boys.

closet, and the furniture shown in the picture. Each

Others who may

ROOMMATES—Very

early

the

school year each cadet is given the best possible roommate. Age, grade in school,

size and the individual traits of character

are given the most careful consideration

in making this selection, for we know

that each boy’s success and happiness is

it St

■■

greatly dependent upon this detail.

tifIII ti.

(Left) LIGHT, CHEERFUL ROOM IN JUNIOR SCHOOL QUARTERS

Being

Gen

e m a n ! i

I A handbook of etiquette, prepared by a member of our faculty, is placed in every cadet room. In it are incorporated the fundamental rules of etiquette found in the West Point in the tests of the It covers military conduct and social

Code, in the Military Manual, and best authorities on social conduct. courtesy, table manners, barracks and classroom etiquette. Our aim

with her ten year old son in uniform. He immediately removed his cap. Several men in the elevator, glancing at the lad, in turn sheepishly removed their hats. In a crowded union station in a nearby city, an elderly

man approached one of our eleven year old boys. The boy snapped to attention, clicked his heels, hastily re

is to teach the boy to be a gentleman wherever he may

moved his cap, and addressed the man as ’’Sir.” This total stranger later proved to be one interested in send

be. He learns by constant drill and the example of the faculty members and ’’old boys” who are his con

ing his grandson to our school. Another father tells about his nine year old son saying, ’’Pardon me, Dad,”

stant companions. We believe that a boy should show

after committing some slight offense, when formerly,

respect to his parents, his teachers, to ladies, and to

the lad had been in the habit of saying nothing.

older people.

C/1KjE OF CLOTHES—All clean clothes arc kept in the linen room, where they are checked and repaired upon their return from the laundry. They are issued regularly by the housemother.

The outgoing soiled

clothes are checked by the faculty members before they are sent to the laundry. Such careful checking and

CLEANLINESS—Cadets are required to take super vised showers regularly, and to change into clean clothes. Teeth must be brushed under supervision each

night before retiring. There is a special formation for this. In addition, cadets are encouraged to brush their

teeth after each meal. Shoes must be shined and ex

care of the clothing prevents loss and gives the maxi

hibited at the evening inspection before retiring. At the inspection before each meal, hands, fingernails,

mum length of wear for each article.

face, neck and ears must be clean, and the hair neatly combed. Each cadet receives a hair cut at the school

Numerous testimonials from patrons could be printed

barber shop every two weeks. We have received many

each year telling of little courtesies which they have

compliments on the immaculate personal appearance

observed.

A mother tells about entering an elevator

of our cadets.

P h ys i c a

T raining

Athletics

Wonderful results in correct posture and carriage of

ing the Red Cross Junior Life Saving tests, are given

body are gained through the military drill and calis

each year. Tournaments in basketball, boxing, wrest

thenics. Everyone takes part in some athletic sport or

ling, swimming and tennis give opportunity for those

game each day. For competition every boy is classified

who are most proficient to earn letters. A cadet who

according to the California System, and is given a score

has earned three athletic letters is entitled to wear the

based upon his weight, height, age and grade. Nearly

Honor Medal and Athletic Bar. A parent recently re

all competition is intramural and the aim is to give

marked, after seeing her boy win a wrestling match,

as much or more attention to the under-developed boy

that she could hardly believe he was the same boy

as is given to the natural athlete. Therefore, every boy

who had been so frail the year before. Another mother

is required to get in the game and learn the sport.

was astonished to see her nine year old boy dive and

The year’s program is so planned that every boy gets

swim the length of the pool. It is believed that the

training in track, tennis, indoor baseball, boxing, swim

boy who learns to participate in all common sports at

ming, wrestling, basketball and rifle marksmanship. Those who wish may take horseback riding, golf, foot ball and baseball. During the winter season the class

rolls change at regular intervals to permit everyone

this early age will not only receive valuable body de velopment and self control, but that he will make better

use of his spare time, be less susceptible to evil tempta

Every new

tions in leisure hours, and will have a knowledge of

boy who has not learned to swim is required to take

sports with which he can keep himself in good physical

swimming lessons. Numerous swimming tests, includ-

condition when he reaches manhood.

to play basketball, to box, and to swim.

RECREATION Occasional wiener roasts, the annual Christmas Party,

Free time, on Wednesday afternoons and week-ends and before and after the evening meal, may be spent in

and the Spring Boosters’ Camp are the big recreational

rhe recreation room listening to the radio; in the cadet’s own room; in the library; in the gym; or o xt-

so much pleasure. The Boosters’ Camp is held each

events of the year to which all cadets look forward with

side playing tennis, swimming, roller skating, flying kites, hiking, horseback riding, ice skating in season, or

year in honor of those cadets who have enrolled for

attending the modern, fire-proof picture show.

resort is the best event of its kind during the year.

Big Brother Plan A member of the faculty resides on each floor of

every barracks for the purpose of supervising and counselling the cadets. All students are encouraged to go to these men and to the principal for advice and counsel on any problem, personal or otherwise,

the coming year. This camp of several days at a lake

Honor Medals Honor Medals and Bar Certificates are awarded three times each year for high standing in Scholarship,

Military, Athletics, Barracks and Rifle Marksmanship.

These beautiful gold medals are prized above all other awards because they represent real effort and outstand

Every faculty officer seeks to establish a brotherly relationship with each boy in his charge, This in-

Military promotions and the right to wear special

spires the boy’s confidence and makes him feel per fectly free to talk and receive advice regarding any

insignia on the dress uniforms inspire the individual’s best efforts.

problems that arise.

Hikes into the beautiful coun try surrounding Mexico are enjoyed by all cadets, both large and small. Here a group tells slories around the camp

fire.

ing achievement in the activities named on the bars.

■

CHARACTER CHURCH—The school is non-sectarian. Every boy attends at least one service in the church of his choice

on Sunday morning. Scripture reading at the morning meal and the "Y” programs furnish additional oppor

tunity for religious thought and training. THE "Y”—At the Sunday evening “Y” meeting ca dets learn to pray in public, and to sing religious songs.

They also have the opportunity to listen to inspirational talks of vital interest to boys, made by various mem bers of the faculty, ministers and professional men

from Mexico.

BUILDING Our system is positive, just as the appeal of life is positive, and it strives for some worthwhile goal or reward. Play and study privileges are granted daily to those who earn them and have good records. Mid week and week-end show privileges are granted to

those with clear records. All cadets in school are members of either the “Lions” or the “Flying Eagles,” two evenly balanced groups who compete with each other in weekly grades, military drill, discipline, and barracks. Careful records of all contests are kept and posted weekly. The boys on the winning side for the month are allowed to select a good show which they may attend on a week night.

TRUTHFULNESS AND HONESTY—In addition,

Competition in these

ings with the boy, try to instill in him the importance

It brings any boy with a poor record into disfavor with his teammates, and thus furnishes another ground for

of telling the truth and of being absolutely honest in

appeal.

the Principal and Instructors, in their talks and deal

worthwhile activities is spirited and wholesome.

all his relations with others.

COMPETITION—Many people have asked how we get such splendid response from the boys in our care. With the right system, and with the right kind of high type gentlemen leading them, it is not difficult to induce boys to respond to a worthwhile program. The description of a few details may help the reader to understand the system.

Cadet Officers Cadet Officers are selected from among those cadets who have spent at least one year at the school and who have proved their industry, efficiency and ability

as leaders. The new boys soon see the value of a good record in meriting promotions for the future.

k.'-S

JUNIOR

SCHOOL

BAND

The Junior School Band of Missouri Military Academy is a separate and distinct organization and is given frequent opportunity to perform in mili tary maneuvers, such as Parades, Reviews, Guard Mounts and Retreats. Any Junior School cadet showing musical ability is eligible for the band and is directed by well trained musicians.

The Junior School Com

pany Parades with the Batallion. On a number of special occasions the smaller cadets execute parade formations and movements with the larger boys and the sight is an impressive one.

Regardless of size or age, the younger cadets of Missouri Military Acad emy are thoroughly schooled in proper ap pearance and carriage. Here is a fine group of young cadet officers in the

making.

„

Our modified military training includes 45 minutes

per day of drill or instruction. It covers rifle marks manship, military courtesy, calisthenics, hygiene, drills in barracks formations and close order drill without

arms.

The Junior School company takes part in all

"Permit me to congratulate you and your assistant, Captain Ewing, for a truly remarkable exhibition.

was greatly impressed with the qualities of Leadership instilled into the Platoon Leaders, the precision of

the M. M. A. battalion parades and reviews.

execution, the manly carriage, the snap, and finally with the intense effort put forth by every boy.”

Competitive drills between the "Lion” and "Eagle” platoons are held on a certain day each week.

is proud of such exceptional training and efficiency.”

Order

"I am sure that everyone connected with M. M. A.

Drill

In a letter addressed to Major Hocker, Colonel J. G.

Rifle

M a r l< s m a n s h i P

Taylor, United States Army, states: "On Tuesday after

Every boy is given the complete course in rifle marks manship. Each boy is required to pass the sighting and

noon, I judged a competitive drill in the Junior School. While the competition was keen the ’Lion’ Platoon was

aiming bar test and the triangle test, before he is per

adjudged the winner.”

mitted to fire on the range. Junior School cadets be long to the National Rifle Association and fire in the prone position for the numerous medal awards of the Association.

A rifle team is selected for competition

with other schools. The members of this team receive Honor Medal and Rifle Bar certificates.

JUNIOR SCHOOL RIFLE TEAM.

Kneeling,

left to right: Cadets Savereide, R.; Andrews; Bartos; Maddy: Savereide. D.

Standing

(left

to right): Cadets Banning; Fink; Knotts; Fuller;

Higbee.

JUNIOR SCHOOL RIFLE PRACTICE

A Junior

cadet

School

ports to the Officer of the Day, a Senior School cadet officer

who checks the corps activities throughout the day.

I m m e d i a t e All correction is given immediately.

For example,

o r r e c t i o n playing.

Cadets who continue to appear at personal

a cadet who fails to complete his school work for the

or room inspections without any checks may be ex

day must do it at the extra help period that afternoon

cused from such inspections.

before he is released for the late afternoon play period.

perfect a position or movement on the drill field may

A cadet who does not pass a Saturday morning room

be dismissed a few minutes early, and the cadets are

inspection must remain in and prepare for a second

marched from the tables in the dining room in the

inspection, while those who have passed are outside

order in which they reach perfect attention.

Missouri Military Academy enjoy

many

activities

cadets

besides

the

required scholastic, military and athletic

duties.

There

are

various

hobbies to be pursued, such as those illustrated,

which

prove of great in -

structlve as well as recreational values

Those who are first to

SCHOOL

JUNIOR

DAILY 6:25 6:45 7:00 7:45 8:00

A. A. A. A. A.

M. M. M. M. M.

PROGRAM

Reveille Personal Inspection Breakfast Room Inspection Classes

9:20 9:30 10:45 11:00 12:35

A. A. A. A. P.

M. Recess M. Classes M. Recess M. Classes M. Noon Meal

In the afternoon, time is allotted for the following activities, the order changing somewhat with the season of the year:: rest period, military work, supervised study and library period, <extra help period, supervised athletics and a free play period.

6:00 P. M. Evening meal 7 :00 P. M. Study 8:00 P. M. Preparation for bed

8:20 P. M. Inspection of shoes, clothing and room 8:30 P. M. Lights out

The above program is varied on Wednesday afternoon when cadets may either attend a show or engage in various activities, under supervision. Similar privileges are granted on Saturday afternoon. On Sunday everyone sleeps an hour later, attends a church service, writes a letter home, engages in recreational activi ties in the late afternoon, parades in good weather, attends a "Y” program, and studies one hour after the evening meal. The reader will note that the daily and weekly schedules are filled with work and worthwhile activities, and yet varied in midweek and week end to give sufficient time for relaxation.

—113—

M. M. A. JUNIOR SCHOOL B TEAM FOLLOWING SCRIMMAGE

BETWEEN HALVES OF UNIVERSITY GAME AT M. U. STADIUM

Front row. left to right: Cadets Hughes, E., Powell, W., Powell. B., Cornblect. Hawkins, G„ Jones, G„ Bailey, Goldman, Evans, H., Captain Cox (coach). Back row: Cadets Bonney, Searight, Tabler, Carlton, Dickson, Curran, Barker, Cox, H. and Todd.

M. M. A. JUNIOR SCHOOL A TEAM

Sitting: Cadets Forties, Dickson, Spearing, E„ Andrews, Frank, P., Ross, Bonney, Knotts, Todd. Standing: Captain Bailey (coach), Cadets Warrior, Glynn, Bartos, Evans, R., Big Eagle, Captain Cox (coach).

M. M. A. JUNIOR SCHOOL

TERMS

AND

EXPENSES

THE SCHOOL BILL for the year is S85O.OO (See page 94, paragraph 1 for items included in school bill.) The S850.00 is payable: $425.00 on entrance and $425.00 on January 1. For new cadets §25.00 is required with a pplication and reduces the "on entrance payment” to S400.00, if applied for and agreed upon

in advance. Books, incidentals, allowance, remittances, special

conditions, articles to be brought from home and other topics are discussed on pages 97, 98, and 99THE UNIFORM OUTFIT is described on page 94 and is to be paid for on receipt of statement of the amount due. The cost of the uniforms is S128.00.

PLAYTIME at M. M. A. Healthful play which relaxes the mind, stimulates the body and ex hilarates the spirit is a regular part of the training schedule at M. M. A.

ANNUAL SPRING

ENCAMPMENT Si

fell Each Spring M. M. A. cadets enjoy a specially arranged encampment on beautiful Lake LaKota located

one mile east of Mexico. Fishing, swimming, boating

and exhilarating life in the open make this annual spring outing an event anticipated by everyone.

n n u a I

Und e r

Spring

Encampment

Supervision Col. C. R. Stribling Maj. T. B. Lumpkin

Maj. O. G. Hocker

ROSTER Abbott, Blair S-, Greeley, Colo. Abbott, Lyle W., Bloomington, Ill. Adamson, Chas. W., Sand Springs, Okla. Aldridge, Ray, Jefferson City, Mo. Alexander, James H., St. Louis, Mo. Allen, H. B., Tulsa, Okla. Allen, Earl, St. Louis, Mo. Allen, Thomas, St. Louis, Mo. Andrews, Fount J., Jacksonville, Ill. Atha, Frank P., Kansas City, Mo. Atha, Gordon, Kansas City, Mo. Aydelott, Tommy, Troy. Mo. Bailey, Kenneth L., Kansas City. Mo. Barber, Jack, Dallas City, III. Barber, Prentice, Hominy, Okla. Bartos, Ernest J., Ft. Madison, Iowa Belew, Henry, St. Louis. Mo. Bennett, Robert H., Jr., St. Louis, Mo. Benson, Robert C-, Chicago, III. Berkhoff, Mortimer, Keokuk, Iowa Big Eagle. Hayes, Hominy, Okla. Blanchard, J. L., Jr., Portageville, Mo. Blevans, Robert E., Ferguson, Mo. Bloss, Ernest, Wichita, Kan. Bonney, Joseph B., Kansas City, Mo. Bordeaux, Geo. W., Jefferson City, Mo. Bostian, Joseph H., Kansas City, Mo. Bragg, Chandler H., Chicago, III. Brands, Dean A., Webster Groves. Mo. Bray, Sheldon, Detroit, Mich. Brooks, Lee, Jr., Hudson, Ill. Bucnger, Ed., Oak Park, Ill. Buenger, William, Oak Park, Ill. Bushyhead, Jack, St. Louis. Mo. Butler, Perry’. Fairfax, Okla. Butler, Leonard L., Wetumka. Okla. Campbell, John G., Kansas City. Mo. Carlton, Marvin, St. Joseph, Mo. Carpenter, Craig, Kansas City, Kan. Chambers. Elton W., Tulsa, Okla. Charlton, Vernon E., Tulsa. Okla. Cohen, Robert L., Clayton, Mo. Cook, Bruce, Independence, Mo. Cornbleet, Donald, University City, Mo. Coultas, Wm., Winchester, III. Cox, H. Hoyt, Jr., Chicago, III. Cox, Thomas, Fairfax. Okla. Coykendall, Arthur C., El Reno. Okla. Crandall. Ransom H.. Springfield, Mo. Crawford. Robert H., Des Moines, Iowa Cummings, John L., Jr.. St. Louis County,

Mo. Curran, Ray W., Jr., Kansas City. Mo. Cutler, Thomas, St. Louis, Mo. Dickson, Robert E., Kansas City. Mo. Driscoll, Victor W., Fredericktown. Mo. Dunklin. James, Pine Bluff. Ark. Duncan, James, Kansas City. Mo. Eby, Whitney, Howard, Kan. Edgerton, Chas. W., Wichita, Kan. Elam, William C., St. Joseph, Mo. Enright, Wm. F., Jr., St. Joseph, Mo. Evans, Ro? '• Corpus Christi, Texas Ewton, B* Shawnee, Okla. Farnsworth, Springfield, Mo.

CADETS

Fish, Vance. Wichita, Kan. Forties, Robert, Kansas City, Mo. Frank, John, Marshalltown, Iowa Frank, Paul, Marshalltown, Iowa Frear, Ray M., Detroit, Mich. Frederick, Frank C., St. Louis, Mo. Fuson, Jack, St. Joseph, Mo. Gagnon, Nelson C., Detroit, Mich. Geise, William R., St. Louis, Mo. Gengler, John C., St. Louis, Mo. Gentry, John M., Hyannis, Neb. Gizzo, Robert, Kansas City, Mo. Glynn, Paul, Springfield, Mo. Goller, Geo. C., Normandy, Mo. Goldman, Robert, University City, Mo. Haas, Warren, Kansas City, Kan. Hancock, John F., Fort Totten, N. D. Harjo, David C., Wetumka, Okla. Hart, Corwin W., St. Louis, Mo. Hawkins, Bill, Eufaula, Okla. Hawkins, Glenn Ray, Denver, Colo. Hawkins, Hal W., Springfield, Mo. Hedenkamp, Dietrich. St. Louis. Mo. Heffelfinger, Jim, Ottumwa, Iowa Heib, Jack, St. Louis, Mo. Hendrickson, Max, Galesburg. Ill. Higbee, Edward L., Kirksville, Mo. Hill, Donald C., St. Louis, Mo. Hoff, Bill, Jackson Heights, L. I.. N. Y. Hughes, Horace. Overland, Mo. Hughes, Hugh E., Overland, Mo. Humphrey, Richard, Scotia, N. Y. Husar, Ervin A., Jr., Oak Park, Ill. Iron, Eugene, Pawhuska, Okla. Jackson, Wm. Leo, Bradley, Ark. Johnson. James, Joplin, Mo. Jones, Gordon. Kansas City. Mo. Jorjorian, Martin, Chicago, III. Kametier, Arlis A., Rockford, Ill. Kellogg, Glenn, St. Louis, Mo. Kidd, Ray. Springfield, III. Langdon, Day W., LaGrande, III. Lee, Daniel E., Lomba , III. Lupton, Thomas K.. St. Louis, Mo. Lysaght, Robert, Kansas City, Mo. McCann. James, Joliet, III. MacGreevy, Wm. R.. Omaha, Neb. McKay, John B.. Des Moines, Iowa McKim, Edward D., Omaha, Neb. McKinley, Harold. Fairfax, Okla. McMillan, Robert, Des Moines, Iowa Mack, Warren A., Kansas City, Kan. Marshall, Chas. L., Sapulpa. Okla. Mather. Geo. V., Kansas City. Mo. Mead, Robert P., Tulsa, Okla. Meyer, William J., Colo. Springs. Colo. Mitchell, Chas.. Fulton, Mo. Mullen, William, Omaha. Neb. Nesselrode, John H., Kansas City, Kan. Olmsted, Harwood. Clayton, Mo. Onken, Warren R., Chicago, Ill. Osterberg, Frank. Du Bois, Neb. Payton, Hugh Wm.. Shawnee. Okla. Pearson, Fred N., Chicago, III. Peck. Fred, Jr., Mexico. Mo.

Pestel, Roland, Valentine, Neb. Petty, Max Ross, Sioux City, Iowa Plummer, Richard W., Kansas City, Kan. Podzimek, Ralph, Cedar Rapids, Iowa Powell, Benson, Topeka, Kan. Red Eagle. Victor, Hominy, Okla. Rein. Frederick, Clayton, Mo. Reitz, Richard, University City, Mo. Roddy, Robert, St. Louis, Mo. Rook, Bill, Oklahoma City. Okla. Roscnfield, Joseph, Junction City, Kan. Ross, Robert B., Des Moines, Iowa Ruppert. Geo. O., Sand Springs, Okla. Rusk. Al, Fairpoint, Okla. Russo, Frank, St. Louis, Mo. Rtisso. Sain, St. Louis, Mo. Sanderson. LeRoy. Hamilton, Kan. Savage, Clifford, Rushville, Neb. Saveride, Duskin, Waterloo, Iowa Saveride, Robert, Waterloo, Iowa Schwartztrauber, Wm., Des Moines, Iowa Searight, Jack, Tulsa, Okla. Secor, Richard W., Des Moines. Iowa Selock, Dean. Chicago, Ill. Sims. Sim Kay, Shawnee, Okla. Shreffler, Allen O., St. Louis, Mo. Smith, Edwin, Lincoln, Neb. Smith, Jack L., Wewoka. Okla. Smith, Max. Springfield, Mo. Somberg, Bennett, Omaha. Neb. Spearing, Edwin, Cimarron, Kan. Spearing, Joe, Cimarron, Kan. Stallings, Harry C., Oklahoma City, Okla. Stapp, Jasper H., St. Louis, Mo. Steinle. Joe, Murphysboro, Ill. Stepson, Marvin, Pawhuska, Okla. Suhm. Clifford, Wichita, Kan. Sundmacher. Herbert, Chicago. Ill. Sweely. Donald. LaGrange, III. Tabler, William. University City, Mo. Taylor. Charles, Kansas City, Mo. Teachout, Herbert. Little Rock, Ark. Thompson. Ralph, Kankakee. III. Tinker. David W.. Tulsa. Okla. Todd, Bill. Lincoln, Neb. Vernon. William. Okmulgee, Okla. Vernon. Jimmy, Okmulgee, Okla. Warrior, Russell, Jr., Tulsa, Okla. Webb, Jack, Wichita, Kan. Weisert. Wilson, Webster Groves, Mo. Welch, Norman, Okla. City, Okla. Weldon. Hamilton. Gallatin, Mo. Wells, Richard, Flossmoor, HI. Westermeyer. Andrew. St. Louis, Mo. Westlake, Leighton. Normandy, Mo. Wild, Julius, St. Louis, Mo. Wilson. Edmund K., Pawhuska, Okla. Wise. John, Los Angeles, Calif. Witt, Richard, Evanston, Ill. Works, Philip, Clayton, Mo. Zepp, William, Blakesburg. Iowa Zorn, Robert W., St. Louis. Mo. Yahola, Tiger, Eufaula, Okla. Okfuskee. Tiger, Eufaula, Okla.

GEN E R A L Absences Academic Department Admission to College ...... Allowance .............................. Assembly Hall ................... Athletics (Senior) ............ Athletics (Junior) ............ Aeronautics ......................... Band . Bank ........................................ Basketball Big Brother Plan .............. Board of Directors ......... Books and Incidentals .. . Buildings and Equipment Boxing Cadet Quarters ................... Cadet Officers . Calendar ................................. Campus ................................. Care of Health Class of 1935 . Corrective Gymnastics — Commercial Course Courses of Study Daily Routine Debating Delta Phi Diplomas

Discipline Environment Equitation Expenses and Terms Faculty

......

Page ... 46 .48 to 59 64 95 28 81 106 58 .. 60 97 89 38 .. 3 .. 95 25 to 35 ... 88 29 ... 78 .. 6 32A 34 66. 67 43 55 49 98 56 63 65 77 .10 to 14 91 .95 to 99 16 to 20

Military Department .............. Football ....................................... Formation of Character ........ Glee Club .................................... Golf ............................................... Gymnasium Hazing ......................................... Historical .................................... Home Life ................................. Honor Committee ................. Intramural Athletics Immediate Correction .......... Individual Music Instruction JUNIOR SCHOOL ............ Athletics ............................ Care and Supervision ... Character Building Course of Study .......... Daily Program ................ Faculty ............................... Military ............................... Music Recreation ....................... Religion ............................ Roster .................................. Social Training .............. Letter Awards .......................... Library ......................................... Location ....................................... Manual Training .................... Marksmanship ........................... Medals Merit System Military Staff

— 120—

I N DEX Page .71 to 80 86 75 62 90 33 to 35 37 7 29 37 84 112 62 99 106 . .. 104 109 .. 101 113 100 .. Ill 60 to 62 108 46 102 105 92 .. 31 9 57 .....79, 80 44 39 71

Page Music Department 60 to 62 Orchestra .............................................. 91 Payments .............................................. 94 Physical Training ............................. 42, 43 Piano Instructions ............................ 62 Post-Graduate Course ..................... 63 Property Damage ............................... 97 Highway Map .................................... 9 Reading Room .................................... 31 Recreation Room .............................. 40, 41 Religion ................................................. 46 Reserve Officers Training Corps. 74 Roster of Cadets ............................... 119 School Paper ....................................... 45 Senior Class Memorials ... . 65 .. 68, 69 Social Features ......... Special Charges .......... 97 Superintendent’s Talk to Parents 21 to 24 Swimming ..................... .... 88 ... 90 Tennis .............................. ... 85 Track ............................... Transport Pilots’ School ............. ... 58 .... 97 Trunks ................................................. .... 84 Tuition ............................................... Typewriting Class .......................... .... 55 Uniforms 94, 95 Vacation ............................................... .... 95 ... 62 Vocal Lessons ..................... War Department Recognition .. .... 73 Weekly Letter .............. . .... 101 Why Boys Leave High School 35 Wrestling .... 88