Castle Heights Military Academy - Yearbook (Lebanon, TN)

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.CE 'Co'1afff.LB-HEIQHWJ'lYiILIffoiIhY-oflCdlDENfY- The military worlc in a good military school is sufficiently appreciated by the general public to need but little explanation. It is, of course, Purpose and a means to an end and not an end in itself. The proper military training teaches the boy to be orderly, prompt, neat in appearance, courteous in manner and respectful to authority. lt teaches him self-reliance and self- control. He learns how to talce and to give orders with control, It builds into his fibre with proper consistency the ingredients that go to malce of him a real man. The military worlc at Castle Heights is helpful to every de- partment in the Academy. Through it a boy develops character, as in no other way. Discipline It has been found boys not only respond to the demands of the discipline but appreciate the necessity for it. Our school is conducted as a Military Post at all times. The dual control of the Commandant of Cadets over school routine and of the Mifitary Personnel P. M. S. 84 T. over the U. S. Government's contribution through the R. O. T. C. is co-ordinated by the super- vision and final authority of the Superintendent. Competent and enthusiastic Reserve Cfficers are em- ployed to assist the regular Army Cfficer, who is the P. M. S. 84 T., during the drill period, and to assist the Commandant of Cadets with discipline and supervision throughout the day. The Castle Heights Military Academy graduate, who completes the four-year course, is commissioned in the Army of the United Government Summer Camp States as a Second and Daily Rdufine Lieutenant in the ln- fantry Reserve, A re- quirement' is attendance at one R. O. T. C. Camp, which is conducted by the Government, during the summer. . The daily routine is planned with a view to giving the students sufficient time to perform the duties required of th.em. Une event follows another with quiet regularity. Boys learn to use their time wisely. An appreciation of the value of leisure, as well as the value of concen- tration is developed. A cadet in his first year at Castle Heights is a private in the military organization. He learns the lesson of obedience to orders be- Rank and Responsibility fore giving any orders himself. ln his second year, however, the opportunity for promotion occurs. A Corporal's chevrons are the much-coveted sign of his first military advancement. As a squad leader, he becomes responsible for seven of his companions and his first experience in command and leadership begins. Qualities are developed in this way as by no other method, and the stamp of self-reliance and the habit of initiative once obtained will remain for life. Later years offer the ranlc and duties of Sergeant and the senior year sees the most ambitious and successful boys proudly wearing the insignia of Captains and Lieutenants. On these Cadet Qfficers rests alvery real burden of responsibility, which they welcome with enthusiasm. Although designed for younger boys, it is as military, in its way, as West Point is in its way. The military school, in which a boy merely wears a uniform, slouches through a few drills, comes down to reveille half dressed, and addresses his superiors famil- iarly, throws away the advantages the civilian school might possess, and gains none of the advantages inherent in the military system. The Academy lays no emphasis on developing pro- fessional soldiers. But a Castle Heights cadet could become an efficient officer in the service of his country very quiclcly if he were needed-ifa national emergency arose. He has the ground-worlc. He has actually had detailed instruction and practical experience that thousands of American officers who went to France did not have. -fhne Government did not have time to give it to them.

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3.2 'Di 'CdlJJTl:B- Hflgnfrff-m1L1fra1 1xY-a4caf1DBMY- .1 . , V X ,- . . 3 AND THE CASTLE HEIGHTS BOY LEARNS ALL THIS DURING THE TIME WHEN THE BOY IN HIGH SCHOOL AND THE CIVILIAN SCHOOL IS DOING NOTHING. First, what are the requisites of a soldier? I'Ie must be physically fit, mentally alert, and morally straight. Unless he has these qualifications, it is im- possible that he be a good soldier. THE REAL MILITARY SCHOOL WORKS DAY IN AND DAY OUT FOR THE THREEFOLD DEVELOPMENT OF SPIRIT, MIND, BODY. ITS TEACHING DIRECTS THE TRAINED MIND TO FUNCTION USEFULLY THROUGH THE DE- VELOPED BODY. There is no school plan that can compare with it. The cadets first test comes when he goes on sentinel duty. Definite responsibilities are laid on him. for the time being, even though he be only fourteen years old, he occupies a position where not even the Commandant may approach him except formally and with the utmost re- spect. I-le halts all who would cross his post, per- mitting none to pass until they have satisfied his chal- lenge. The Senior Captain is of less consequence, on that post and at that time, than he. When emergencies arise, he handles them. The preservation of discipline there is his, and his alone, unless he choose to summon the Corporal of the Guard, which he will not do unless he must, l'le is alert, thinlcs quiclcly, acts promptly. Military Training includes initiative and Leadership Next, he may become a corporal in his company. In this capacity he finds himself in charge of seven men. They constitute his squad. I-le can malce or brealc it. Again there is demanded of him leadership. If he has not this quality, he must develop it, or he cannot hope to hold his office. Other cadets want the honor. A little later he may find himself a line sergeant, with added responsibilities, or a top sergeant, with still more on his shoulders. They must be big and broad to hold it up, for now the boy is becoming a man, with a man's outlook. Eventually, after he has proven himself, the chevrons of a commissioned officer are within his grasp. Here as first or second lieutenant he is in joint charge with ,two other officers of some seventy-five men, or, as captain, their aclcnowledged leader. They loolc to him for en- couragement, advice, correction, enthusiasm. Perhaps he may even climb to that highest of cadet ranlts, the Senior Captaincy, when not only a single company, but also the entire Corps of Cadets aclcnowledges his supremacy. NOTHING ELSE CAN GIVE A BOY WHAT THIS TRAIN- ING GIVES HIM. Discipline at Castle I-leights is that system of control by means of which cadets cannot help receiving certain definite benefits from the Academic De- Discipline partment on the one hand and from the Military Department on the other. IT IS ONE THING FOR A SCHOOL TO OFFER A BOY ADVANTAGES, MOST SCHOOLS DO THAT. IT IS OUITE ANOTHER THING TO PERSUADE A BOY TO ACCEPT THE ADVANTAGES PROVIDED FOR HIM, As soon as a new cadet enters Castle Heights, he is given a copy of the Cadet Regulations. These are explicit. They tell him everything he needs to lcnow about what is expected of him. After he has been allowed a reasonable period in which to adjust himself to his new environment, these Regulations become his daily rule of life. THEN THE BUILDING-UP PROCESS BEGINS. Whenever a cadet does the right thing, he reaps the reward. This may not always be definite and immediate, but it comes. The cadet soon understands. There are certain privileges that he wants, holiday afternoons that he would lilce to enjoy, military and academic distinc- tions that he covets. Whenever he does the wrong thing, he pays the price. This isn't a special rule laid down for him-it O-