Castle Heights Military Academy - Yearbook (Lebanon, TN)

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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.

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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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CASTLE IIEIGIITS CLASS OI I942 The accompanying pages present the Class of 1942, containing ninety-nine candidates for a Castle Heights diploma. This is the fortieth class to be graduated from the Academy. There are twenty-five states and eight foreign countries represented with Tennessee and Ohio having a total of twenty-three and fourteen boys respectively. The oflicers of the class are Charles Ward of Co- lombia, president, Peter Diffenbaugh of Florida, vice- presidentg and Jack Mitchell of Tennessee, secretary- treasurer. Honor students are Whitten Wright of Alabama, valedictorian, with an average of 96, and Robert Met- calfe of Kentucky, son of Thomas Metcalfe, Class of 1916, salutatorian, with an average of 94.8. EDWIN F. ADAMS JAMES W. ANDERSON KENNETH ATCHLEY GRAHAM Kentucky Ohio Tennessee Brilish Hn THORNTON A. BURWELL NELSON A, CANNON DON CARGILL JOHN B. CA Illinois Ohio Wisconsin Misso JAMES L. FERNANDEZ RAYMOND E. FISHER WILLIS J. FRIDELL HUGH W. I Canal Zone Ohio New Jersey Tennes BILLY S HOWARD CHAS. M, HOWE WM. B. HOWELL RAYMOND C. HUGHES STEVE P. JANSEN BURT L. JOHNSON BILL W, KARR JOHN C. KIF Tennessee Florida Tenneswe Tennessee Ohio Kentucky Ohio Michig JOHN C MCMURRY DAVID A. MANCOSH ROBT. H. MEISER ROBT. M. METCALFE EDWARD A. MILLER JOHN G. MINCEMOYER JOHN I.. MITCHELL WM. A. M Tennessee Pennsylvania Texas Kentucky Ohio Indiana Tennessee lllinf DAVID F PHILLIPS JAS. K. PORTER SAMUEL R. RAULSTON HENRY S. RIGBY HOWARD H. ROBERTS WM. H. ROBERTS JAS. H. ROGERS CHAS. H. Tennessee Colombia Tennessee Pennsylvania Missouri Indiana Florida Tennes ROBT G SPANN LUTHER P. SPECK EVANS SPROTT PAUL STEPHENS RICHARD G. STUIT M. D. TREPPENDAHL OTIS D. VASS CHAS. W. Tennessee Tennessee Tennessee Florida Michigan Mississippi Wes? Virginia Colom