Wentworth Military Academy - Yearbook (Lexington, MO)

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en Tys70v c adera LEXINGTON, MO. DESIGN TF.D BV TlIF; 1 MTT.D .STA1TS GOVT.RNMKNT AS ONE or mv. ns hovhh -i:n( tii in im wwr ' tt states. ESTAHLLSHFJ) IHHO AnmumrrinrntB lyiT-lSlU

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Turn Couw GuAWi.

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1 JlliUtary skOuKa I AT Kdvantaiit doM the mUftUT school of- fer in the education of th« AamricM toy of tod«yT in dbruKiiing t li I n ' (UPiilion consitli ' tttion will l e jtlvi ' n III Uic MiliUirj- P r I V a I K RciMrcline School. MUitary Trummg — Hadi bi bdiix mU in tiM tatgntan and mwipapm «iit the baneflta ta bp}B from 14 to SO }«iia ' Of mga of military tmininK ■ad dlaeipUna. TbrouRh tUa tratoiiw they hnrn rm- apaet and oibadiooM to ricfatftil authority, thinga BMt oeeeMaly to good cittmahlp. la tha tntatMfaiC: nmtina of daily dutiaa lliay ara neondM ta a d rree of diaciplina and eontrai hard to toiarato «ta»- whara. Tba aaerot of thia daily rootioa ia that it kaapa m Iwjr boajr. That la Itttia ttaia hava for idte- aaaa» tha condition that laada a boy to HtaaiMl mic- chtet AU hoora of Om day are diiridad op for mmiw proAtahIa and iitlai«atiiit duty. With cartain hour tar atady, atiwn for aomo mDitaiy aatarriiaa and others for athletic vorta, the day paaiea rapidly, and at ita doaa tba boy ia ttnagn ia body and la niadt and rith th haalthf «1 fktiffQe that cooHa from jM9«4y AmM aaatein ka it ready fbr Mf MiiiiMl l l j r tyb VBdar dila ayataB • boy ean atady batter, aad tka Mgnlar houia of pliyaieal axardaa prodwa a ay a i Bi a trl aal daraiopaaaat of ariad and Mj. Tba ■Hkrtial aplrtt ivpaala to amy aarmal bey, aad lluoiigh it ha aeqaina eoorai aauiliaaaa, deciaioR of ehataetar and fbreaftotnaM «( actiinn. Boaaaigr aad tratkftolaaaa eonatltata the fttaadatioa of mili- tary tratabiff. The araet cmrriaia and atraljihtlaib ward leak ara habite of tha body, ttat are oommani- aafead eharaelar n pwpoaa «r fkia athaol ia nat to aaaka aoldiera •f i» rtiidauti, but food dtiaain. Pi iwHt S tht fl T a jriwita athaal la attracting to tfa daima. Dr. David St rr Jordiin layi: There ii novirlaa in an ciufationnl s steni tuil lha WH ta the needs of th. tndividnL ' ' -«IIMt:IM«lrtlab ia no educnt DD hi uII. ThiB it why, in 8piU) of the very irreat dovaiop nant of the public wrhoni ti.xii ' m, privnle nehonla atm lloariih, why their patruiiiti!r e •txAdily in- crcREinc and «hy bum tiuui half the ■tad.fnta of I ho uider MlHptf ' ' liiM ' MtMMtlMii?iMf iliitf ' |ilrita ■choola. From (tatiatic collected by nn ea»tern oxpi rt we learn that the cnnillmpnt of two thoiir otul or mnn ' private echools hus im ifhvi-tl ;.H , while that of tht ' high achoola haa incrcaaed Hi ' i that iiO% of the while 70 r of Yale ' s aaA:iD% af from tha lunie .vmrca. Crowded closiin , women teacher and the little or no individaal attention that ia poaaftit ia tba pnbik school are csosing pnrenta ta tam aaar aad HNM to the prirate school. It is true that the iTstem of the public achoel il Dx-rellent, ita orgaaiaation of a high order, its activi- tK a eorapletdy aodaliiad, but thcae very charartcr- -.b-r-i r .iKt- It to fail in the prime Mntia] indicated l.y I ' r ,Jm, :.,ti. For uflvr all, the training of the young is a prt vata function ranaadarad to the itate only for pur- poses of convenience or economy. As thia training lias beeome soeiaJixed ia the pub!ic schooU, their foinM of Iniitructian have bectimr m ' lrc nnj more in- Stitutiofinlli ed and meehnniral- They must of ne- ceaslty ciinuliiiT the mos rullicr ihiir ••■■r i-ilividual. On ll:c itliiT hind, the private s l • in the oppcsiti iliMf ' tinii. It niriuiili rM the riixij uf the in- dividiiiil Ri .iif.-n providiPK a teacher for each small irrniip of iituiicnlji Ok ' ii uul ratio i« one to ten — it vltrilantly «e )i» out : i . v. lop apocial capacitica in tii ' pi ' I ' miuKii ii u iiii care. It doaa not Mak ta I . . .i|n. ' iiics to a eonunoa — mI«« w» to deal with them by wboloaale. Again Oa pablic school may furnish the very beet edaeatlon, bat it aifords very little training. Theae two terms are very frequently confounded but n«v» ertheleas they hava very distinct meaningB and both ata neeaiaary during Um formative stage. Looked at fhm tliia angle, the very beat public school, with ita fl vS ' lMtt r day, cannot compete with the prirate boarding aebooTa eoaatant sopervlaion day and night, aad Ka never ending tmfadag in habita of life. If the private uhool be a Military Academy thia tniiaiag proce i i very highly daveloped. Here tha Iwy peases the haiiit-ma i cin g period of hia life ra Ject to a constant socoesaion of formutivc impulms. At tha paiilie aehool ha may learn the haltit of study. At the Acadaaqr )m mast acquire ia addition habita of obedience, promptness, neatneei, aecmney and self-controL The high school may develop tlia ac- quisitive faculty of his mind, but the Academy doea not stop there. It Inillds as well an ntoreii. Tha boy doea not learn merely how to he a anldirr, ha also Irurnn why. Duty and loyalty become hia watchwords, aad baaidaa baiag plijiiealiy lit for tha. trencttei, be ia matttaUy and awaBy fit far tta balk tie of Ufa. Contrast his well ordered exi trnco frnm Hi ' vi ' ille to Tbp» with a flve-hoiir -cIktoI ilay ami i ij. ' ht or Itn hours (if irrespon«iliility Kiniiily Ihc privut - .vi hn( l h. ' is aruithrr athl nn)!it important fijnoti in. It it iht iali :irritory m whirh uU the thuuricii of eJui-ntioii have been developed ur.ij ti ' .iiliMi. The Kindergarten, Ike higher educa- tion (if i;irl i. Manual Training, thr Ciymnaaium, every educational departure had iti oriK-n in tha- private sdioola. AmraKU Sf Ttff ,