Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN)

 - Class of 1939

Page 10 of 96

 

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 10 of 96
Page 10 of 96



Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 9
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Page 10 text:

IMPCRTANT CCNSIDERATIDNS IN SELECTING A SCHOOL . Diff'erent parents will arrange in different orders of importance the ele- ments for which they Will look in the schools they consider. Most discrimi- nating parents will seek to find a school Q13 known for its scholastic excel- lence, C25 known to be under the direction of men of sound character, Whose influences on maturing boys Will be desirable, C35 a school big enough to afford a comprehensive program and small enough to afford individual atten- tion, C43 a school having adequate, comfortable, clean buildings and sani- tary surroundings 5 Q55 a school that gives promise of permanence by the success of its past and the achievements of its present, itil a school located in a favorable environment, judged from the point of view of the individual parent, Q75 a school so situated as to promise freedom from distracting in- fluences such as beset most boys in their home communities, and C85 a school equipped with such recreational facilities as make it probable that the boy will be happy in his surroundings. Since parents differ in their tastes and judgments and since boys differ in type and temperament, quite obviously schools of varying types will appeal to different family groups. In the para- graphs which follow, We undertake to discuss the foregoing elements of im- portance in the selection of a school and to explain the position of Tennessee Military Institute on each of them. I. SCHOLASTIC This is a period of great diversity of method in the teach- EXCELLENCE ing profession and of equal diversity of objectives sought in different schools. A generation ago, private preparatory schools and public high schools taught a limited number of subjects in much the same manner, holding the pupil to a program of consecutive courses until some degree of mastery was attained in the essential branches of English, Mathematics, Latin for other foreign languagel, History, and Science. Un- der the slogan of Hliberalizing the high school curriculum" and "preparing for citizenship in the local communityf' a great number of subjects have been added to the high school curriculum, many of them lasting only for a half year, with the result that the requirements for a high school diploma are now met by the addition of fractional credits in a variety of unrelated fields. This pro- duces a smattering of many things and a mastery of nothing. It should be added that it furnishes no satisfactory foundation for any genuine type of college Work. g g Page Six

Page 9 text:

covet for him under such conditions. In other communities, the high school principal and his staff are doing all in their power to maintain sound scho- lastic procedures, but are utterly unable to control the distracting influences with which they are beset. The effect on the individual boy is equally dis- astrous, whatever may be the cause. It is safe to estimate that the conditions described in the foregoing para- graphs check with the experiences and observations of nine parents out of every ten who read this catalog. These and related causes lead the majority of discriminating parents either to decide to enroll their boy in some good private school or to desire to do so. Assuming that those who read these pages are parents who want better school advantages for their boys, we are justified in believing that most such readers are now experiencing some in- decision as to what school is best suited to the needs of their own boy. As a parent who has gone through this experience of selecting schools for three children, now grown to maturity, I think I know the points about which you are concerned. 'iff CAMPUS VIEW' g Page Five



Page 11 text:

Investigation in almost any city, town, or country high school community will reveal that the weaknesses spoken of above have permeated the entire land. Knowing the popularity of this superficial work in the public high schools, many private academies have made similar modifications in their re- quirements with equally disastrous results to academic thoroughness. It has thus become necessary for parents seeking scholastic excellence to scan closely both the courses offered in schools and the specific requirements for gradu- ation to determine whether a school is maintaining sound standards or has allowed itself to be washed out with the popular tide. At Tennessee Military Institute, we believe that the cultivation of right habits of study on the part of the pupil and the maintaining of sound scholas- tic standards on the part of the school are just as important today as they were a generation ago. While many colleges, especially those of the tax- supported variety, have modified their programs to accept this ill-assorted and heterogeneous collection of high school credits, they have done so with inestimable damage to their own educational standing and with consequent cheapening of their own product. Tennessee Military Institute is committed to the policy of thoroughness in each of its departments of work, namely, English, Mathematics, Foreign Languages, History, and Science for those preparing for college or professional schools, and to a policy of equal thor- oughness in Accounting, Economics, Business Law, Investments, Taxation, Advertising, etc., for those preparing for business instead of college. We in- vite a careful scrutiny of our courses of study explained on later pages. Over a long period of years, a very high per cent of our graduates have entered leading colleges. Many of these have made and are now making distin- guished records in schools of the most exacting requirements. Evidences supporting this statement will be furnished to any inquirer. II. FACTORS WHICH Before any school can promise to cultivate CULTIVATE CHARACTER character, it must remove the factors that under- mine character. Of first importance is the facul- ty. No teacher of questionable personal habits or standards can be employed or retained. On the positive side, the school must be ofiicered and the classes must be taught by men of such high ideals and such genuine conceptions of sound character that the pupil will be influenced both consciously and un- consciously to emulate the qualities he admires in one or more of his teachers. Character cannot be forcibly injected into a boy. The most potent factor in cultivating character is coming in intimate contact constantly with men of genuine convictions and unswerving loyalty to their ideals. It is important that these ideals be connected with genuine religious reverence and a steady Page Seven

Suggestions in the Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) collection:

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1937 Edition, Page 1

1937

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1938 Edition, Page 1

1938

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1971 Edition, Page 1

1971

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 65

1939, pg 65

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 7

1939, pg 7

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 83

1939, pg 83

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