Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN)

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CAPTAIN W. A. AUSTIN Bs. I6-EORGIA TEcHI ASSISTANT COMMANDANT AND PRINCIPAL OF JUNIOR DEPARTMENT Iiiglzih Grade Coach ot Swimming and Younger Boys' Teams: with Tennessee Military Institute since I934 LIEUTENANT JAMES D. HOLMES T.M.I., I93I: SECOND LIEUTENANT, U. S. ARMY RESERVE CORPS QUARTERMASTER AND TACTICAL OFFICER ASSISTANT COMMANDANT Svvmzfh Grade Coach ot Boxing and Assistant in FootbaIIg with Ten- nessee Military Institute since I932 I LIEUTENANT ALBERT R. CASAVAINIT T.M.I. IBusiness Administrationi, I938 BAND DIRECTOR AND ASSISTANT TRACK COACI-I With Tennessee Military Institute since I936 MRS. REES PRICE MATRON AND DIETITIAN With Tennessee Military Institute since I93I MRS. LULA E. WILKERSON IG-RADUATE Nuizsti NURSE Twenty years' experience in clinics and hospitals: with Tennessee MiIitary Institute since I934 V

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y , c I CAPTAIN J. N. WINN, JR. A.B. IDARTMOUTI-II LIBRARIAN English Teaching since I927g with Tennessee Military Institute since I93O I CAPTAIN ERNEST N. MASSEY A.B. IDAVIDSONI filodvrn Languagfs Teaching since I927: with Tennessee Military Institute since I934 CAPTAIN REES PRICE TREASURER With Tennessee MiIitary Institute since I909 CAPTAIN ROBERT B. I-IOSIER B.S., M.S. IVIRGINIA POLYTECI-INIC INSTITUTEI Salas Ivlanagemvnl and Az1I'w'rlz'sing With Tennessee Military Institute since I933 '?WlQs. -r' y , ...H il!!! .. i ITE.. '- CAPTAIN C. B. BATCI-IELDER Bs. INoRwicH UNIVERSITYI ASSISTANT COMMANDANT DIRECTOR OE BAND AND ORCHESTRA History Coach ot Eencinqg with Tennessee Military Institute since I935

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I TO PARENTS . . You are probably perplexed about the progress of your boy's education if you have taken the trouble to observe his procedure. Perhaps you have ob- served that he brings very few books home with him and that he makes small use of these in the way of home study. When you recall some of your own ex- periences in the pursuit of knowledge, you doubtless wonder whether the teaching art has so improved in a quarter of a century as to remove all need of labor on the part of the pupil. Again, you have perhaps noticed the readiness with which he and his associates find it possible to cast aside all thought of lesson assignments when any one of his group suggests something more interesting to do. And how many of those more interesting things there are these days! A radio at his elbow fand the educational programs are not what he listens toj 5 the movie, partiesg dances, planned and unplanned 5 auto trips-in fact, about every- thing to disturb orderly efforts in the line of study and hardly anything to counterbalance these disturbances. Even if it be argued that teaching methods have improved and that teach- ing now plays a more important part than formerly in education, what about work habits? Just how is your boy to acquire those habits of work, the qual- ity of persistence, of seeing the job through to completion, things that will determine the degree of his success in any line of business or profession? Is he getting this fundamental training in his present situation? Formerly this kind of training was possible in the home. In addition to schoolwork, there were duties and responsibilities for diferent members of the family, including the boy. But not so any more. Furthermore, no sin- gle family can remedy the situation. Calls from the outside will not permit it. Attempts toward the old-fashioned parental restrictions arouse antago- nisms and feelings of resentment. In Tennessee Military Institute we believe that uninterrupted work is just as important as it ever was in training boys for successful living. We believe in a sensible division of work and play, and we believe that the pe- riods set apart for wholesome play and recreation are enjoyed more when they follow periods devoted to work well done. Therefore, through the years, we have followed policies and developed traditions that exclude from the working periods of our boys the sort of dis- turbances that prevent work in the average home and community. These policies have become so well established in the school that our boys, without complaint or any feeling of resentment, accept with good humor restrictions such as few families would now have the courage to attempt. Thus we make possible not only a better order of schoolwork, but we accomplish what is of greater importance: we cultivate habits of individual effort and uninter- rupted work. Page Ten