By William B Trousdale

As soon as thought of a bastion of studying, management, and disciplined way of life, today’s inner most army academies are frequently considered as dear maintaining amenities for undesirable, incorrigible boys who've nowhere else to move. Their depiction in renowned media has bolstered the influence that they're boot camps disguised as academic associations. the truth is way extra advanced and much extra encouraging. utilizing a decade of player commentary study, together with serving as an teacher at a few of these faculties, anthropologist William Trousdale explores the modern adventure of army college existence. From the admissions workplace to way of life in barracks, study rooms, enjoying fields, and social occasions, he describes how those colleges recreation to achieve their undertaking of making trained, mature younger males from principally at-risk formative years and the challenges—both met and unmet—in doing so. This quantity can be of curiosity to these learning secondary and replacement schooling, at-risk formative years, and the function of the army in society.

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Parents who remove a boy from the school too soon, based solely on his improved appearance and civility, have not only wasted their money but have cheated the boy. In some cases, the school is at fault. I was told at one school by staff with no connection to admissions that about half the cadets wanted to be at the school. Although the 46 ■ MILITARY HIGH SCHOOLS IN AMERICA character and maturity of some of these boys undoubtedly improved, others became disagreeable, insolent, nasty troublemakers.

Sorèze, too, became coed in the last decade of its centuries-long existence for the same reasons, and the introduction of girls also failed to keep Sorèze viable. Again, with the exception of the New Mexico Military Institute that, although having had to make many difficult changes and adjustments in its programs and daily life, still remains very much a military school, all the others are, in my estimation, boarding schools where the preexisting uniform may still be worn (by the boys, modified for girls) and is the most apparent, though vestigial, link with their past.

Any school can absorb a very few day students without significant detriment to its health. The schools I have excluded on the basis of day students have more than a few. In some cases, the number is equal to, or exceeds, that of the boarding cadets. The ten schools forming the basis of this study include the small (200 or fewer cadets), the medium sized (250–350) and the large (above 350, but rarely over 500). I list these schools here because I do not often cite specific schools by name in the body of the text.

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