Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN)

 - Class of 1939

Page 9 of 96

 

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 9 of 96
Page 9 of 96



Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 8
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Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 10
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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 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- eroned. 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 Four



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

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 37

1939, pg 37

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 43

1939, pg 43

Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN) online yearbook collection, 1939 Edition, Page 11

1939, pg 11

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