Manlius School - Haversack Yearbook (Manlius, NY)

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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

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