Castle Heights Military Academy - Yearbook (Lebanon, TN)

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CADETS WHOSE FATHERS GRADUATED FROM CASTLE HEIGHTS Robert S. Overall, Jr., Robert S. Overall, Sr., '3l, Murfreesboro, Tenn.g Dale Barker, Dr. R. A. Barker, 'lO, Oakland, lll.g Curry O. Dodson, Jr., Curry O. Dodson, Sr., 'l2, Lebanon, Tenn.g Roger Hamilton, John Hamilton, Courfnay C. Hamilton, 'll, Washington, D. C., John Means, Mrs. Helen Smith Means, '09, Lebanon, Tenn.g Robed M. Metcalfe, Thomas L. Metcalfe, 'l6, Madisonville, Ky.: Joe Morris, Aaron Morris, '23, Nashville, Tenn.: Albert Hunt, Neil Hunt, 'l6, Nashville, Tenn.: John A. Robison, Dr. W. F. Robison, '05, Murfreesboro, Tenn.: Charles Martin, Henson Martin, '23, Rumsey, Ky.g Alfred Adams, A. A. Adams, Jr., 'll, Lebanon, Tenn.g William M. Wilson, Clarence H. Wilson, 'l0, Blyfheville, Ark. the better universities are not the same, it is of distinct advantage to the student to inform the Headmaster at an early date of the college of his choice. English. The course in English includes Grammar, Composition, Spelling, Rhetoric, and Literature. The student receives thorough instruction in the use of words, phrases, and correct sentence structure. His interest is aroused in expressing his own ideas clearly, completely, and correctly. He learns to write by writing and his mistakes receive early attention. ' Mathematics. The secret of success in mathematics appears to be a thorough grounding and appreciation of the usefulness of this subject. Thorough grounding is given in Elementary Algebra and Plane Geometry, which paves the way for success and enjoyment of Ad- vanced Algebra, Solid Geometry, and more advanced mathematics. Emphasis is placed upon the basic con- ventions, definitions, principles, and fundamental opera- tions. The boy is taught to linlc the subject up with his everyday life of the present and future. One of the most interesting means of accomplishing this is through the Aviation Ground School discussed later. Particular stress is placed upon this subject as the mother of all science. We do not believe in soft- ening the curriculum by means of its omission. IZBI History. The object of all the courses in history is to give the student an appreciation of what has hap- pened in past times. He is made to realize the unity of history from a world viewpoint and to consider in its proper relation to the whole, the various phases of His- tory covered in the different years' courses. Latin. The course in Latin is designed as a prepara- tion for the college requiring it for entrance examination or certificate. There is thorough instruction in grammar and syntax and a large vocabulary is developed. Sight reading alternates with written work and a preparation is made for the reading of the Latin Classics in the original. French, German and Spanish. Modern languages are taught by competent teachers with a double end in view, namely, the reading of selected texts and an ap- preciation of the beauties of the particular language and its literature. In order to achieve the first objective a large vocabulary and a thorough knowledge of gram- mar are cultivated, sufficient to meet college demands. In addition, however, to this phase of the subject, a conscientious effort is made to develop a love of the language and a desire to read the best literature in the original for oneself.

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certain privileges, and he may exchange rating points for furloughs and other privileges he may desire. Reports. The semi-monthly report to parents is part of our careful system for continuous check-up on a boy's scholastic work, physical condition and standing as to conduct. This permits parents to know exactly how their sons are standing from month to month. It indicates the boy's attitude and his progress toward the ultimate success the parent wishes for him. Parents are, therefore, urged to study these reports carefully and to help their sons by appropriate commendation or reproof. We find it occasionally necessary to ask that criticism from the parent, involving some part of the boy? pro- gram of instruction or other matters concerning which the parent may not have first information, come to the Academy rather than to the boy. The feeling on the part of the student that parents and school are co- operating to help him is the best basis for loyalty to both on his part. The report card is complete and easily understood. Besides the grade given in each academic subject, the standing of the boy in his class is given in order that the parent may know just how his boy's achievement compares with that of his classmates. The boy who has the highest academic average is counted as number one in the class. The card also shows the rating of the boy in his complete school life. At the end of each academic month a grade is given in military science and tactics, and demerits received for misconduct are entered. The boy's weight is also indicated. Graduation Requirements. The Castle Heights diploma represents the completion of sixteen units of high school work and is granted at the end of the Senior year. No cadet will be permitted to carry five subjects who has not maintained an average of 80 the previous year. Our curriculum covers the units required for entrance by the best colleges and universities and our graduates are, therefore, prepared for college in the fullest sense of the word. Most colleges require fifteen units for unconditional entrance, specifying certain ones as necessary and others as elective. Our requirements call for sixteen units of which we have made compulsory those specified by colleges as being necessary, but the cadet may make up the remainder from a list of electives. Because of the importance of mathematics as a pre- requisite to successful college work, all cadets who grad- uate from Castle Heights are required to present two full years of credit in algebra. If this credit has been I271 earned prior to entrance to Castle Heights, the cadet must take a special one-half-year course in that subject during his senior year. Cadets who have taken their second year of algebra in this school but whose grade in the subject was below 85 are also required to take the course. This regulation does not apply to those who are working toward the business diploma which does not admit to college. This course is given during the last half of the senior year, and those who take it are granted one-half credit for the work. The final passing grade for the course is 70. The addition of this course does not violate the five-subject rule mentioned elsewhere in the catalog. The Castle Heights diploma represents what the reputable university demands for entrance, and its standard is as high as that of the best preparatory schools. To receive rating as a Senior at Castle Heights a student must have met the following requirements: 1. He must have earned not less than eleven full units of credit before beginning his Senior year. 2. These units of credit must be such as will meet the Castle Heights requirements for graduation at the com- pletion of the Senior year. 3. Castle Heights will accept from the candidate for a diploma not more than twelve units of credit earned at other schools. 4. One full year's scholastic work must be done at the Academy and four full units of credit earned here. Our school offers five different courses of study on the high school level. The cadet should select the one which will best prepare him for the work which he expects to do after his graduation. The requirements in these five courses are given on page 32. Our school will accept by transcript from other ac- credited schools any credits for courses which are oHered here and in addition will accept any other courses which are accepted by the College Entrance Examination Board. Not more than two units of vocational or com- mercial subjects will be accepted as electives for any of the courses of study offered. The courses in the field of Business Administration and in the Junior College department which are given in addition to the regular high school subjects are listed on pages 33 through 39. All colleges and universities which admit on cer- tificates in lieu of entrance examinations accept the di- ploma of Castle Heights. In view of the fact that the entrance requirements of

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VOCATIONAL AND PERSONAL GUIDANCE Castle Heights offers its students intelligent and careful guidance in the matter of choosing a life work. As a man's happiness, peace of mind, financial success, and even his health, depend upon the kind of work he is doing, does it not seem reasonable to devote some consideration to choice of vocation? The selection of work in which a lifetime is to be spent is the most im- portant choice a man makes in his whole life and the school has a great responsibility in directing that choice. Even a cursory observation will convince any one that great numbers of young people make poor choices of vocations, in fact, often choose vocations for which they are totally unfitted, either by certain limitations inherent in themselves, or their inability to adapt themselves to certain necessary demands which the work makes. The greater number of these poor choices is due to ignorance on the part of young people as to available occupations for which they are suited. Such poor choice is fraught with potential unhappiness and discontent all through the life of the individual, which might be easily avoided, for certainly opportunities to enter almost any con- ceivable line of work exist abundantly in this country. The average young person is unaware of them, however. Castle Heights Military Academy has made an effort to meet this situation in a way that will benefit the boy and lead him to make an intelligent selection of his life work, a selection that will not make of his life the tragedy of the square peg in the round hole. The aim of vocational guidance as it is practiced here is fal to find out through a study of the boy just what line of work his talents and abilities fit him for, fb, to help him into that work, fel to advise him to fit his school course to meet the needs of his individuality. But a complete guidance program goes even beyond vocational information. In its broadest sense it includes a plan by which every pupil is enabled to understand all his abilities and interests and develop these to the fullest degree that he might ultimately achieve a place as a worthy member of the highest social order. To accom- plish this ideal it is essential then that all the personal complexes of the student be carefully studied and wisely directed in the light of all of his personality traits. It is a well-known fact that a person may possess all the intellectual qualifications necessary for a particular job or vocation but yet lack the necessary personality traits to make him successful in that job or even to assure him E291 personal happiness. It is advisable, then, that every individual, with the aid of a counsellor, critically study himself with the purpose of determining not only his strong points but his weaknesses as well. Starting from these discoveries, carefully conceived plans must be set up by the counsellor that will enable the student to attain the fullest measure of an abundant life. To achieve such a life the student must learn to evaluate himself with the purpose of self improvement in such out-of-class activities as moral and ethical growth, social etiquette, thrift, physical and mental health, citizenship, family and home relationships and other similar activities. The Personnel and Guidance director at Castle Heights, through the cooperation of the executive de- partment and faculty, in attempting to carry out these aims has set up a four-point program as follows: 1. To provide every pupil in the academy with one or more faculty members who are thoroughly familiar with his abilities, his needs, and his interests. 2. To concentrate the pupils out-of-class interests record in the hands of one person who can utilize them to their fullest extent in advising with him. a 3. To establish an organized routine whereby all pupils can be helped in the most effective manner. 4. To establish a point of focus about which co- operation between the home and its activities and the pupil in order to help him achieve a well-rounded educa- tion built on needs, personality, intelligence and objec- tives in life. The student body is divided into small groups of about twenty each, which meet twice each week under the supervision of a faculty officer. One of these weekly meetings is turned over exclusively to vocational guidance projects. Each pupil is assigned to a section pursuing the study of his own vocational choice. The project director, now becoming his personal adviser, renders full aid in helping the pupil analyze himself in the light of his vocational interests and needs and, at the same time, gives his fullest cooperation in directing the pupil's research work. The second period is utilized in pupil self-evaluation in the light of personality growth. The pupil is encouraged to study himself, select his own weaknesses and needs, and, from these, find the neces- sary remedies that will enable him to grow into a cul- tured and well-rounded life.