Manlius School - Haversack Yearbook (Manlius, NY)

Page 15 text:

MANLIUS ll indulged at home, and, as a whole, are rather less tractable. -Hence, we have been led to adopt the military system, with its steady regularity and impartiality, its wide room for graduation of responsibilities, its traditions of fidelity to honor and its forceful appeal to the imagination. We trace its permanent influence in the after careers of our graduates. To keep a boy in an atmosphere like that must be of cardinal importance in his career. Such an esprit de corps in a school is a priceless possession. It enables us to make the discipline open and frank, to discuss and explain matters with our boys, and to appeal with confidence to their sense of justice. Public opinion in the School is sufficiently organized to make grave breaches of discipline sure of general reprobation and speedy discovery. The self-governing instinct and atmosphere for things right, and the public opinion against things wrong, are as valuable as the influence and example of the members of the Faculty. In maintaining the hold over our boys, we place the greatest dependence upon the close touch and cordial relation between teacher and pupil. The barrier between them is so -far broken down that it scarcely exists. One of the pleasantest features of this co-operation is the keen zest, the joyous energy in common interest that characterizes the School. Strangers are sure to notice the eagerness and alertness of our boys. Unrestrained freedom and imitation of college life, without self- government and college spirit, make the result of attendance at some of the larger civilian schools precarious. On the other hand, there is a multi- tude of smaller schools which err, with the best of intentions, in the opposite direction, by treating grown-up boys as children, and by oppress- ing them with unreasonable rules. Our method has avoided both extremes, and as a result our boys have a spirit and dignity of bearing and action not often found in a preparatory school. The Gentle Discipline . As too much study might warp a boy, too much athletics make him muscle-bound, and too much military make him automatic, so extremes are avoided, a cheerful home life is interjected, and a happy social condi- tion is made to harmonize the system. Teachers live with boys and get close to them, honor and reward take the place of punishment. A boy's self-respect is cherished and self-confidence promoted.

Page 17 text:

MANLIUS I3 To do his best work in his studies, it is vital that a boy should be happy and contented in his school life. His recreations should be so well ordered and supervised that he turns to his tasks with renewed resolution and energy. His surroundings should be beautiful and cheerful and his relations with his masters and comrades should be happy. The true military discipline, as evolved at Manlius depends upon honor systems, manners and military courtesy do away with hazing and rough school life, and this certainly makes for happiness here. A boyis character is built as much outside of the schoolroom as in it, as much through the close touch of our boys with teachers in their field sports and in their entertainments, as in the study hall or lecture room. Courses The classroom work is of the highest order. Modern methods are carefully weighed and adopted where they show their efficacy. Our courses prepare for any college or technical institution. The courses are strong and thorough, and our boys not only enter college well, but what is equally important, the grounding is so good that the training carries them through their courses with distinction. In addi- tion to the specializing necessary for college preparation, we inject as much of culture and the humanities as the boy's time will allow. For those who are not preparing for college, a thorough training for business life is provided. Membership Only high-minded, well-bred boys, of good educational antecedents, will be accepted. In order that we may be satisfied as to the character and school history of applicants, we ask for sufficient references. Our simple rules are calculated to bring out the highest good in the special class of boys we desire to admit. No boy whose influence is felt to be injurious will be suffered to remain in the school. Upon a new boy's arrival, our first purpose is to become acquainted with him, and to this end he is entertained and initiated to our pleasant tasks. He is introduced to the bright and romantic side of school first, the serious duties come soon enough and are ushered in as pleasantly as possible. In this way the new boy forgets to be homesick and is acclimated to our life. In establishing this happy condition, we have the assistance