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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 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 12 text:
faith in the eternal things. Tennessee Military Institute has several such
personalities, and many hundreds of boys have been influenced by them.
Further, for a school to succeed in cultivating character, its institutional
policies must be thoroughly honest and free from all elements of trickery.
Sometimes a school preaches a Very impressive doctrine of righteousness and
then resorts to such questionable business or interscholastic practices as to
destroy any influence for good from its preaching.
Tennessee Military Institute makes no claim of perfection in this impor-
tant field. It does claim to be free from pretense, hypocrisy, and sham. It
is our belief that a high per cent of our boys every year admire the qualities
of the Christian gentleman and that many seek to cultivate these qualities in
III. BIG ENOUGH TO AFFORD A COMPREHENSIVE PROGRAM A small school,
-SMALL ENOUGH TO PROVIDE INDIVIDUAL ATTENTION unless heavily
e n d o W e d or
operated at a very high tuition rate, cannot afford to provide either a curric-
ulum embracing the essential branches or a recreational program that will
provide a desirable variety to cover the interests of all boys enrolled. There-
fore, a school that prefers to make up its enrollment from good middle-class
business and professional income brackets should be a medium-sized school
of about two hundred boys. In such a school, class sections can be organized
ranging from ten to fifteen boys to the class, enabling each teacher daily to
learn and care for the needs of each boy. It makes it possible for the admin-
istrative oflicers as well as teachers to know every boy in school. This re-
stores the values that have largely been lost in recent years as schools have
grown to such large numbers. Believing that these are important factors in
determining the quality of service we think a private preparatory school should
undertake to render, Tennessee Military Institute has set two hundred boys
as the attendance limit it will not exceed. The number of day students from
Sweetwater and adjacent towns is limited to twenty and the number of board-
ing students to 180.
IV. ADEQUATE, COMFORTABLE, Satisfactory school work is by no means con-
AND SANITARY BUILDINGS tingent on superfine buildings and showy
surroundings. In selecting a school We cer-
tainly would not rate the quality of the buildings as a first consideration. On
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