Manlius School - Haversack Yearbook (Manlius, NY)

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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

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MANLIUS 15 of every old boy, who has learned by tradition that a new boy should be treated politely, as a guest. Religious Culture It is now a principle understood and accepted in education that there must be an education of the whole man. Our modern civilization has de- veloped many specialties in studies and industries, but we have not lost sight of the necessity of a nurture and discipline of all the faculties in order to insure the attainment of true manhood. Naturally, intellectual culture takes the lead, and there are still those who think of education as only the feeding and training of the mind. But that work itself is reaching out in two directions, downward and upward, toward the perfecting of the body by athletics, and of the soul by religion, i.e., by the teaching and Worship of the Christian faith. It becomes plainer every day that in every branch of human life and business the welfare of the World' depends upon character, and, therefore, character must be trained. Conscience and heart are its factors, and these must be guided, enlightened and made strong. The Manlius School was planted in this belief. Time and events have shown that public and private life in this country are fearfully disordered by moral weakness and perversity. Families are distressed and disgraced, business is checked and alarmed, finances are disturbed, credit is en- feebled, the standard of human duty and honor is lowered. The moral faculty is not dead, but it lacks proper nourishment and discipline that belong to it. Such an education' cannot be carried on with much effect by mere precept or exhortation, or formal contrivances. It must be in the daily doing of the school, in the familiar atmosphere, in the influence of personality, in teachers, in the character and manners of those in control. Places and times and lessons of religious service there must be and these must be carefully, kindly, and reasonably adapted to the intelligence and sensibility of the pupils. This demands a conscientious distinction between what is essential to the Christian religion and what is tributary to it, as its external form and adornment. On the one hand, a scrupulous respect should be paid to the doctrinal convictions or ecclesiastical pre- ferences of parents and the more mature pupils, on the other, the spirit of reverence for what is divine, and all that is sacred in persons or seasons or buildings, must be sedulously cultivated and consistently expressed in