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Page 8 text:
A RECITAL OF COMMON EXPERIENCES
In the case of almost every boy there comes a time at some point after age
twelve when thoughtful parents realize that more satisfactory development
would result from a change of school environment. The reasons for this
conviction will be different in different cases. Probably the largest number
of such parental decisions occur during the year the boy transfers from the
eighth grade of public school or just when he completes junior high school.
He is then called upon to transfer to a school of larger enrollment. At about
this point he begins to want to associate more and more with boys Cand girlsj
older than himself. He begins to covet for himself a greater amount of
freedom and to tell his parents about the liberties his friends enjoy. In a
short time thereafter, he begins to want the use of one or more automobiles,
to have "dates," and attend parties and dances, many of which are unchap-
Most parents start off bravely with resolutions not to allow their boy as
much dangerous freedom as they have criticized their friends for allowing
their slightly older boys. Such resolutions are not easy to keep, no matter
how wise they may be. The telephone rings or an auto horn sounds, calling
the boy away from the preparation of his lesson assignments. The parent
may say "no," but that does not settle the questions permanently. The boy
knows and quotes what other boys are allowed to do. In most cases, the
parent yields and the probability of satisfactory scholastic work and satisfac-
tory character development is endangered in another boy.
With other boys, causes for concern may not arise before the sophomore
or junior year in high school. They may not come at all in connection with
the unwise laxities in parental control prevalent in the community, as referred
to in the last paragraph. Uncertainty of parents about the desirable de-
velopment of their boys frequently involves no trouble whatsoever in the be-
havior or habits of the boy, but is due solely to what they recognize as the lax
standards of the local public high school. They realize that the standards
are set by the large majority who will never go on to college or professional
school and that their boy cannot get, and will not get, the preparation they
Page 7 text:
TO BOYS AND PARENTS WHO
RECEIVE THIS CATALOG...
E HAVE compiled this catalog as an earnest effort to convey an accu-
rate impression of Tennessee Military Institute as it would become
known to a boy through nine months of daily attendance. Military schools,
judged from the point of view of their influences on boys enrolled in them,
differ just as much among themselves as do the characters and personalities
of the men who direct their policies. Nothing is more significant in the life
of a boy than the selection of the school he will attend between the ages of
thirteen and eighteen. We know that Tennessee Military Institute is a
school of very definite characteristics, and that it has a very definite influence
in molding the character and personality of every boy who attends it. There-
fore, through this catalog we try to convey just as clear impressions as pos-
sible of the principles on which our policies are based, of the high standards
of our scholastic work, of the conduct which we expect of our pupils, and of
the recreational and other activities as they occur during the year. We re-
quest a very careful reading of the catalog. You are interested in selecting
the right school. We are interested in enrolling boys who will fit in with
the program of this school. If the catalog fails to make our policies clear on
any point, write us and ask questions. In addition to answering such ques-
tions we shall refer you to patrons and alumni near you who will be happy
to tell you about T. M. I.-a school loved and respected by all its graduates.
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
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