Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN)

Text from Pages 1 - 96 of the 1939 volume:

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N ,, , ,. ,,K,, , KKKKK , , ., nw.: N, :1'Ei.4-,,.ai'i ,Am an-M f...A.,amb.M+,!14f41:Y.a....,-.4fJ..1,s..saSU:5.s.si K K ...aaa-L...,f...w.'-,.4.......,w ,.,.,, ,, Jw-,ML.4f-., ATALOGI938-I939 TENNESSEE MILITARY IN TITUTE ANNOUNCEMENTS I939-I940 SIXTY-SIXTH YEAR Designated HONOR MILITARY SCHOOL every year since I927 . MEMBER OF Southern Association ot Colleges ancl Secondary Schools Association ot Military Colleges and Schools ot the U. S. Private School Association ot the Central States Mid-South Association ot Private Schools Southern Association ot Private Schools SWEETWATER, TENNESSEE my +I ,, . . .Lx Qi w g iw Esiqk ENTRANCE TO MAIN BUILDING TO BOYS AND PARENTS WHO RECEIVE THIS CATALOG... E HAVE compiled this catalog as an earnest effort to convey an accu- rate impression of Tennessee Military Institute as it would become known to a boy through nine months of daily attendance. Military schools, judged from the point of view of their influences on boys enrolled in them, differ just as much among themselves as do the characters and personalities of the men who direct their policies. Nothing is more significant in the life of a boy than the selection of the school he will attend between the ages of thirteen and eighteen. We know that Tennessee Military Institute is a school of very definite characteristics, and that it has a very definite influence in molding the character and personality of every boy who attends it. There- fore, through this catalog we try to convey just as clear impressions as pos- sible of the principles on which our policies are based, of the high standards of our scholastic work, of the conduct which we expect of our pupils, and of the recreational and other activities as they occur during the year. We re- quest a very careful reading of the catalog. You are interested in selecting the right school. We are interested in enrolling boys who will fit in with the program of this school. If the catalog fails to make our policies clear on any point, write us and ask questions. In addition to answering such ques- tions we shall refer you to patrons and alumni near you who will be happy to tell you about T. M. I.-a school loved and respected by all its graduates. A RECITAL OF COMMON EXPERIENCES In the case of almost every boy there comes a time at some point after age twelve when thoughtful parents realize that more satisfactory development would result from a change of school environment. The reasons for this conviction will be different in different cases. Probably the largest number of such parental decisions occur during the year the boy transfers from the eighth grade of public school or just when he completes junior high school. He is then called upon to transfer to a school of larger enrollment. At about this point he begins to want to associate more and more with boys Cand girlsj older than himself. He begins to covet for himself a greater amount of freedom and to tell his parents about the liberties his friends enjoy. In a short time thereafter, he begins to want the use of one or more automobiles, to have dates, and attend parties and dances, many of which are unchap- eroned. Most parents start off bravely with resolutions not to allow their boy as much dangerous freedom as they have criticized their friends for allowing their slightly older boys. Such resolutions are not easy to keep, no matter how wise they may be. The telephone rings or an auto horn sounds, calling the boy away from the preparation of his lesson assignments. The parent may say no, but that does not settle the questions permanently. The boy knows and quotes what other boys are allowed to do. In most cases, the parent yields and the probability of satisfactory scholastic work and satisfac- tory character development is endangered in another boy. With other boys, causes for concern may not arise before the sophomore or junior year in high school. They may not come at all in connection with the unwise laxities in parental control prevalent in the community, as referred to in the last paragraph. Uncertainty of parents about the desirable de- velopment of their boys frequently involves no trouble whatsoever in the be- havior or habits of the boy, but is due solely to what they recognize as the lax standards of the local public high school. They realize that the standards are set by the large majority who will never go on to college or professional school and that their boy cannot get, and will not get, the preparation they Page Four covet for him under such conditions. In other communities, the high school principal and his staff are doing all in their power to maintain sound scho- lastic procedures, but are utterly unable to control the distracting influences with which they are beset. The effect on the individual boy is equally dis- astrous, whatever may be the cause. It is safe to estimate that the conditions described in the foregoing para- graphs check with the experiences and observations of nine parents out of every ten who read this catalog. These and related causes lead the majority of discriminating parents either to decide to enroll their boy in some good private school or to desire to do so. Assuming that those who read these pages are parents who want better school advantages for their boys, we are justified in believing that most such readers are now experiencing some in- decision as to what school is best suited to the needs of their own boy. As a parent who has gone through this experience of selecting schools for three children, now grown to maturity, I think I know the points about which you are concerned. 'iff CAMPUS VIEW' g Page Five IMPCRTANT CCNSIDERATIDNS IN SELECTING A SCHOOL . Diff'erent parents will arrange in different orders of importance the ele- ments for which they Will look in the schools they consider. Most discrimi- nating parents will seek to find a school Q13 known for its scholastic excel- lence, C25 known to be under the direction of men of sound character, Whose influences on maturing boys Will be desirable, C35 a school big enough to afford a comprehensive program and small enough to afford individual atten- tion, C43 a school having adequate, comfortable, clean buildings and sani- tary surroundings 5 Q55 a school that gives promise of permanence by the success of its past and the achievements of its present, itil a school located in a favorable environment, judged from the point of view of the individual parent, Q75 a school so situated as to promise freedom from distracting in- fluences such as beset most boys in their home communities, and C85 a school equipped with such recreational facilities as make it probable that the boy will be happy in his surroundings. Since parents differ in their tastes and judgments and since boys differ in type and temperament, quite obviously schools of varying types will appeal to different family groups. In the para- graphs which follow, We undertake to discuss the foregoing elements of im- portance in the selection of a school and to explain the position of Tennessee Military Institute on each of them. I. SCHOLASTIC This is a period of great diversity of method in the teach- EXCELLENCE ing profession and of equal diversity of objectives sought in different schools. A generation ago, private preparatory schools and public high schools taught a limited number of subjects in much the same manner, holding the pupil to a program of consecutive courses until some degree of mastery was attained in the essential branches of English, Mathematics, Latin for other foreign languagel, History, and Science. Un- der the slogan of Hliberalizing the high school curriculum and preparing for citizenship in the local communityf' a great number of subjects have been added to the high school curriculum, many of them lasting only for a half year, with the result that the requirements for a high school diploma are now met by the addition of fractional credits in a variety of unrelated fields. This pro- duces a smattering of many things and a mastery of nothing. It should be added that it furnishes no satisfactory foundation for any genuine type of college Work. g g Page Six Investigation in almost any city, town, or country high school community will reveal that the weaknesses spoken of above have permeated the entire land. Knowing the popularity of this superficial work in the public high schools, many private academies have made similar modifications in their re- quirements with equally disastrous results to academic thoroughness. It has thus become necessary for parents seeking scholastic excellence to scan closely both the courses offered in schools and the specific requirements for gradu- ation to determine whether a school is maintaining sound standards or has allowed itself to be washed out with the popular tide. At Tennessee Military Institute, we believe that the cultivation of right habits of study on the part of the pupil and the maintaining of sound scholas- tic standards on the part of the school are just as important today as they were a generation ago. While many colleges, especially those of the tax- supported variety, have modified their programs to accept this ill-assorted and heterogeneous collection of high school credits, they have done so with inestimable damage to their own educational standing and with consequent cheapening of their own product. Tennessee Military Institute is committed to the policy of thoroughness in each of its departments of work, namely, English, Mathematics, Foreign Languages, History, and Science for those preparing for college or professional schools, and to a policy of equal thor- oughness in Accounting, Economics, Business Law, Investments, Taxation, Advertising, etc., for those preparing for business instead of college. We in- vite a careful scrutiny of our courses of study explained on later pages. Over a long period of years, a very high per cent of our graduates have entered leading colleges. Many of these have made and are now making distin- guished records in schools of the most exacting requirements. Evidences supporting this statement will be furnished to any inquirer. II. FACTORS WHICH Before any school can promise to cultivate CULTIVATE CHARACTER character, it must remove the factors that under- mine character. Of first importance is the facul- ty. No teacher of questionable personal habits or standards can be employed or retained. On the positive side, the school must be ofiicered and the classes must be taught by men of such high ideals and such genuine conceptions of sound character that the pupil will be influenced both consciously and un- consciously to emulate the qualities he admires in one or more of his teachers. Character cannot be forcibly injected into a boy. The most potent factor in cultivating character is coming in intimate contact constantly with men of genuine convictions and unswerving loyalty to their ideals. It is important that these ideals be connected with genuine religious reverence and a steady Page Seven faith in the eternal things. Tennessee Military Institute has several such personalities, and many hundreds of boys have been influenced by them. Further, for a school to succeed in cultivating character, its institutional policies must be thoroughly honest and free from all elements of trickery. Sometimes a school preaches a Very impressive doctrine of righteousness and then resorts to such questionable business or interscholastic practices as to destroy any influence for good from its preaching. Tennessee Military Institute makes no claim of perfection in this impor- tant field. It does claim to be free from pretense, hypocrisy, and sham. It is our belief that a high per cent of our boys every year admire the qualities of the Christian gentleman and that many seek to cultivate these qualities in themselves. III. BIG ENOUGH TO AFFORD A COMPREHENSIVE PROGRAM A small school, -SMALL ENOUGH TO PROVIDE INDIVIDUAL ATTENTION unless heavily e n d o W e d or operated at a very high tuition rate, cannot afford to provide either a curric- ulum embracing the essential branches or a recreational program that will provide a desirable variety to cover the interests of all boys enrolled. There- fore, a school that prefers to make up its enrollment from good middle-class business and professional income brackets should be a medium-sized school of about two hundred boys. In such a school, class sections can be organized ranging from ten to fifteen boys to the class, enabling each teacher daily to learn and care for the needs of each boy. It makes it possible for the admin- istrative oflicers as well as teachers to know every boy in school. This re- stores the values that have largely been lost in recent years as schools have grown to such large numbers. Believing that these are important factors in determining the quality of service we think a private preparatory school should undertake to render, Tennessee Military Institute has set two hundred boys as the attendance limit it will not exceed. The number of day students from Sweetwater and adjacent towns is limited to twenty and the number of board- ing students to 180. IV. ADEQUATE, COMFORTABLE, Satisfactory school work is by no means con- AND SANITARY BUILDINGS tingent on superfine buildings and showy surroundings. In selecting a school We cer- tainly would not rate the quality of the buildings as a first consideration. On Page Eight the other hand, it should be recognized that clean, comfortable living and work- ing quarters do contribute to the happiness and contentment of students and thereby increase the probability of satisfactory scholastic progress. That is what we provide at Tennessee Military Institute - buildings that are clean and comfortable. We invite visits of inspection. V. PERMANENCE It is a sad experience for a person to attend a school which closes its doors and passes out of existence during the lifetime of its graduates. Recent years have furnished several such instances. In selecting a school, some thought should be given to stability and perma- nence. While no school would be justified in claiming its own immortality, Tennessee Military Institute has much that promises continuance for a long period. Founded in the hard days shortly after the War between the States, it has successfully weathered several seasons of financial stress and strain. At the end of the recent depression, it could be truly said of T. M. I. that it was in better condition than at its beginning--and that without causing a cent of loss to any creditor. Since its founding, it has had three groups of long-term administrators. The first of these continued for twenty-six years, the next for thirteen years, and the present group has been in charge since 1919. This makes for steadiness of policy and general stability. Despite its sixty-five years of age, the school has all the characteristics of a steadily increasing vigor. It was moved to a new campus thirty years ago and that campus is just now reaching a peak of beauty and attractiveness Which classes it with the most beautiful school premises in America. More than 350,000.00 have been expended on plant and campus improvements in the last three years. VI. ENVIRONMENT, LOCATION, Beautiful surroundings help to cultivate a ACCESSIBILITY love of the beautiful-an important element inthe education of a cultured gentleman. In this respect, Tennessee Military Institute is most fortunate. Not only is our own campus very beautiful, but the views from the campus are beautiful in all directions. The Great Smoky Mountains are visible most of the time in one direction, the Chilhowee Mountains in another, and the Cumberlands in another. Several times each winter, with no sign of snow at Sweetwater, the Smokies are snow-capped. Page Nine The population of the town is composed of home - owning, home - loving, churchgoing people. It has been a school town for sixty-five years. The best families, typical of the old Southern culture, frequently ask permission to have groups of our boys to dinner in their homes. All in all, it is a good home town for a school. Sweetwater is unsurpassed in point of accessibility both by automobile and by train. The most frequented motor highway from New York to New Orleans constitutes the front border of our campus for four-tenths of a mile. The most-used motor route from the Great Lakes cities to Florida doubles on this same highway for forty miles on each side of Sweetwater. Without question, more automobile travelers see T. M. I. annually than see any other military school in the United States. Patrons in their travels are constantly stopping by the school to visit their boys. Travel by rail is equally con- venient with three trains daily from New York passing through Sweetwater to New Orleans, to Memphis, and to Birmingham, via Southern Railway. From our county seat, nine miles away, we have the similarly excellent serv- ice of the superb L. 8x N. trains in their Great Lakes to Florida travel-three trains each way daily. This may be a minor consideration, but it has unques- tionably helped to develop the national patronage of the school-a school in which Northern and Southern boys in equal numbers have mingled without any sort of sectional prejudices for three generations. VII. FREEDOM FROM Family and community customs have so DISTRACTING INFLUENCES changed in the last generation that teen-age boys no longer have any fair chance of doing uninterrupted work in their own homes. Even in childhood, one interrup- tion follows another, utterly disrupting the cultivation of any sustained study habits. As the boy gets older and reaches the high school age, it becomes still worse. Such distractions, social and otherwise, would explain why many par- ents are considering private academies this year for their boys. Parents seek- ing a solution for this problem would do well to avoid selecting a school so situated that the boy would merely be exchanging one set of distracting in- fluences at home for another set of distractions in another locality. Tennes- see Military Institute is most fortunately situated in this respect. Located just outside the corporate limits of a small town, other than one high-class motion picture theatre, there is little that attracts boys away from the school Page Ten campus. Consequently, most of the free time of the boys is spent in congenial groups engaged in some interesting activity on the campus. Of the influences which distract at home and cause worry and anxiety to parents, we have practically none. VIII. RECREATIONAL FACILITIES Parents want their boys to be MAKING Fon STUDENT HAPPINESS happy in their school life away from home. We desire the same. The happy boy loves his school and does better schoolwork. Therefore, we spend much time, effort, and money every year providing facilities and activi- ties mainly for the happiness of the boys. That T. M. I. boys are happy and enjoy thoroughly their life on the campus, neither a transient or long-time visitor could possibly doubt. Evidences of hilarious fun and good humor are everywhere present. That much of it in the free time is too noisy for nerv- ous maiden aunts we cheerfully admit. This rollicking fun becomes the normal order of life during the school session to such an extent that it requires several days for us to become adjusted to the quiet of the campus in vacation times. This is not only true of us of the campus community but likewise true of residents living near the school who enjoy the good-humored noise of the cam- pus during the afternoon free time. Perhaps it should be added that this noisy enjoyment of school sports and fun is characteristic only of the recrea- tion period from 3:00 to 5:30 as excellent orderliness prevails during the academic portion of the day and throughout the night study period and again after taps. The campus affords all varieties of recreation. Major varsity sports are football, basketball, and track. Minor sports are tennis, golf fan excellent course on our 144-acre campusj, boxing, fencing, and swimming. Four football teams played interscholastic schedules last fall with other school teams of appropriate ages and weights. Six basketball teams played schedules and four other teams played an intercompany league season lasting several weeks. Championship teams in fencing and rifle marksmanship represented the school, and three district golden-glove champions were developed. Our mild climate permits tennis and golf almost without interruption during the year, and groups of boys enjoy these sports constantly. Page Eleven Will your boy be happy in T. M. I.? The best answer is to come and see for yourself the evidences of happy student life during the session. Where this is not possible, permit us to furnish addresses of old boys and patrons in your area, from Whom you may make inquiry not only concerning the happi- ness of T. M. I. student life, but also concerning any other phase of the school about which you Wish to inquire. In the foregoing eight sections, We have sought to enlist the reader's in- terest in eight important considerations in the selection of a school, namely, SCHOLASTIC EXCELLENCE, CHARACTER-MOLDING INFLUENCES, SIZE OF SCHOOL, ADEQUACY AND COMFORT OF BUILDINGS, PER- MANENCE, FAVORABLE GEOGRAPHIC LOCATION AND ENVIRON- MENT, FREEDOM FROM DISTRACTING INFLUENCES, and HAPPI- NESS OF STUDENT LIFE. These are the factors Which We considered when We, as parents, were selecting schools for our own children. Other parents interested in selecting a school and desiring the most satisfactory develop- ment of their boys will do Well to bear these considerations in mind. O CAMPUS SCENE Page Twelve HISTORICAL DATA . Those who have read the foregoing pages may be interested in some addi- tional facts concerning the history of the school. We therefore give the fol- lowing brief historical sketch. Tennessee Military Institute has been built on the foundation laid for it in its predecessor, Sweetwater Military College. Sweetwater Military College was founded in 1874 by the Rev. John Lynn Bachman, a prominent Presby- terian minister. Dr. Bachman's purpose in founding the school was to provide a place where young men could have good educational advantages under safe and wholesome influences. Dr. Bachman continued as the active head of the school for twenty-six years, establishing its policies, fixing its standards of work and government, and influencing the thought, purposes, and ideals of the institution. The administrative ofiicers in charge from 1902 to 1915 changed the name to Tennessee Military Institute and inaugurated policies which brought the school into nation-wide recognition. By 1909 the school had completely outgrown its buildings. Consequently a large tract of land was purchased on the Hill, just outside the corporate limits of Sweetwater. All buildings now used have been erected on this new campus since that date. In the early days of the school, all military drill was under some employed teacher in the faculty, just as is now the case in the rather large number of semimilitary schools. In 1911 the first army ofiicer was detailed by the Gov- ernment as instructor in military science in T. M. I. Since that time, all mil- itary work here has been directed by army oflicers. For further informa- tion about the military, see page 57. In 1919 the administrative officers now in charge became connected with the school. Since that date, a remarkably steady faculty organization has been maintained, teacher changes during the period being less than ten per cent annually. Thus there has been developed here an order of teamwork such as can be found in very few preparatory schools and such as cannot be had in any school that is continually changing officers and teachers. This ac- counts for the higher standards of scholastic work and the greater steadi- ness in governmental policies that have distinguished this school. Page Tlairleen SCOPE OF WORK OFFERED... COLLEGE Dating from the adoption of the present name of the school PREPARATORY in 1904, the primary objective has been the adequate prepara- tion of boys for successful work in the better colleges and technical schools. It is constantly borne in mind that adequate preparation for college comprises thorough teaching on the part of teachers, the acquiring of right habits of study on the part of students, and, still more important, the cultivation in the pupil of the fundamentals of sound character. The preparatory school course is usually thought of as a four-year course comprising the ninth to twelfth grades, inclusive. Considering our college- preparation work our chief function, and keeping the emphasis in the school in that direction, it has been natural that most of our pupils represent this group. WORK FOR Courses below high school are limited to work corresponding YOUNGER BOYS to the Seventh and Eighth Grades in the public schools. Class sections are small and very thorough instruction with close personal attention is given. PREPARATORY Since 1904, elementary courses in Bookkeeping, Com- COMMERCIAL COURSE mercial Law, Commercial Arithmetic, Commercial Ge- ography, Typewriting, etc., have been provided for pupils of high school grade who did not contemplate entering college. We con- sider this a permanent department. For outlines of courses, see page 37. SCHOOL OF ACCOUNTING AND In 1930, to take care of demands arising from BUSINESS ADMINISTRATION our own graduates and those coming from other schools, we started our School of Accounting and Business Administration, comprising courses covering two years of inten- sive business training of the Junior College level. Those interested should examine the courses outlined on page 37 of this catalog and should also write for our special pamphlet describing courses offered. SPECIAL POST- Besides the advanced courses in business training re- GRADUATE COURSE ferred to above, we have likewise found it desirable for a good many years to provide advanced work in English, Mathematics, Languages, and Science for pupils who -desire to spend one additional year after completing the regular four-year course here or in pub- lic high school. The brilliant success in college of those availing themselves of this additional training is the best proof of its value. It is a further fact that many boys are now completing the high-school course at an age when they are really too young and immature to make their immediate entrance to college advisable. In recent years we are having an increasing number of pupils who enroll for this work. For further discussion, see page 47. Page Fourteen WORK ADAPTED TO THE INDIVIDUAL PUPIL Each boy entering Tennessee Military Institute represents a unit of in- dividual interest and potentiality, and is, therefore, due all the individual de- velopment that can be given- him. Hence we undertake to treat boys as indi- viduals, to study their needs, and to assist them in their attempts at proper progress. However, for general classification purposes, boys fall into two rather distinct classes, and these classes are usually distinguishable by the end of the Sophomore year, or tenth grade. The first class is composed of those hav- ing the mental keenness and intellectual interest to qualify them to complete the fairly exacting requirements of thorough college entrance preparation and thereafter to continue successfully with work in standard colleges or techni- cal schools. The second class is composed of those who have abundant physical energy and mental alertness, but who lack native interest in textbooks of ordi- nary academic content. We have found that boys of this type frequently re- spond with an immediate interest in courses dealing with matters of busi- ness interest and that they develop into good business men. The logical inference from the foregoing is that it is just as much the duty of parents and teachers to guide boys of the second class into prepara- tion for business as it is their duty to encourage those of the first class to enter college or technical school and prepare for a profession. As far as is possible, we keep all pupils in the same lines of instruction during the first two years to enable us to discover their special aptitudes before allowing spe- cialization. After that, we concentrate our energies on the best possible col- lege entrance preparation for those going to college, while allowing those show- ing other lines of aptitude to undertake courses more in line with their tastes. For further discussion of this question, see page 48. CHARACTER OF STUDENT BODY Few, if any, considerations in the selection of a school are more impor- tant than that of the kind of boys attracted to it, and the reputation of these boys for good conduct during their period of school attendance. It is our belief that inquiry from those who know T. M. I. both locally and throughout the large area served by it will bring convincing testimony, Hrst, that it draws boys of much better than average character and general promise, and, sec- ond, that the atmosphere and influences of the school and community on boys enrolled result in a record, year after year, of superior student conduct. Page Fifleen O ENTERING CHURCH All cadets are required to attend Sunday morning church services. Spe- cial arrangements for Catholic boys explained on page I8. i fn' This room is the center ot the school lite and influence. Chapel exercises are held here each morning, Page Sixtcwz and lectures by visiting speakers. There are good reasons for this. In the first place, T. M. I. is a school of well-defined policies and traditions developed through the continuous super- vision of the same administrative officers. It is known to be a school of excel- lent government and orderliness. Quite naturally, such a school makes its appeal to parents of similar ideals and to homes where orderliness, regard for parental wishes, and respect for parental authority prevail. As a rule, such homes are homes of culture and refinement. Boys with such family back- ground are better material for a school to work on, and from them there em- anate better influences on their associates in the intimate life of the boarding school. An unusually high per cent of our boys come from these better homes and display evidences of better home training. It is a fact well known throughout the area served by the school that un- seemly conduct will not be tolerated, and for this reason boys of the more rowdy sort simply do not seek admission here. Our boys are live, healthy, red-blooded young fellows, but not of the sort that think wild parties and ob- jectionable conduct essential to a good time. The new cadet entering the school comes in contact with old boys already proud of its fine traditions and loyal to its higher interests. This appeals to his better impulses and arouses or confirms in him a purpose to make for himself a good student record in the school and school community. This sort of process has gone on through the years and still continues in T. M. I. It has become a mighty power for good inliuences in the life of the school as a whole and in the individual lives of boys enrolled. MORAL AND RELIGIOUS INFLUENCES While Tennessee Military Institute is not a church school in the sense that it is supported by funds from any particular denomination, the importance of religion in the life of the individual and the claims of the churches on the trained leadership developed in the schools are held before our cadets con- stantly. Hence, it is our constant effort to create in the school a wholesome and vital religious atmosphere-an atmosphere that will inspire and elevate the life and purposes of our cadets as distinguished from the thin veneer of professional religion and pretense which disgust boys with things religious. DAILY CHAPEL We consider our daily chapel exercises conducted by members EXERCISES of the Faculty and visiting speakers a very important part of our daily schedule. True enough that the boys learn by heart some of the standing and oft-repeated messages of some of the officers of the school. but some of those learned-by-heart messages will be recalled months or years afterwards and guide the life of some boy during a moral storm period. Therefore, our day's work will continue to be started with a few minutes reminder of Whose we are and Whom we serve. CHURCH Attendance at Sunday morning church services is required of ATTENDANCE all cadets. Sweetwater is fortunate in its church situation. It is a churchgoing town and the congregations are larger than will be found in most towns of similar size. Sweetwater has been a Page Serenfeen school town for more than sixty years and pastors and people show a very de- sirable interest in the church life of our cadets. We do not have a Catholic Church in Sweetwater. To provide for Cath- olic boys a school-owned bus leaves the school just after breakfast hour on Sunday morning and conveys the Catholic boys to Knoxville in time for ten o'clock Mass. They then return in time for their noon meal at the school. We have been using this plan since 1936 and all of our Catholic patrons are quite well pleased with it. TH REEFOLD GROWTH STIMULATED Nine mature men out of every ten realize that they are now what they had begun in a very definite way to be when they were nineteen years of age. There is a very small minority into whose lives some great change has come at a later period by which the present character is distinctly separated from that of the boy, but this is the exception and not the rule. Believing that a boy in his teens is getting the physical growth which determines his later physical fitness for whatever demands may be made on him, that he is getting the mental training which will later determine his preparedness or unpreparedness for his lifework, that he is getting the moral and spiritual development which will determine what his character will be, We undertake in a positive and definite way to stimulate development along these three fundamental lines throughout a boy's attendance in T. M. I. PHYSICAL On his arrival, each cadet is given a careful examination by GROWTH the school physician and an accurate record is made of his STIMULATED condition. Where no marked variation is found from the nor- mal for boys of his age, the regular drills and calisthenics un- der our military instructors, coupled with the various lines of athletics, are considered sufficient. Regular hours and systematic exercises and the mil- itary requirement of erect carriage will guarantee the proper growth where the boy is already normal. Where subnormal development of any of the parts of the body or weakness of any of the vital organs is found, proper exercise will be recommended and required for the correction of the defect. SUPERIOR Since it is the work of every school to try to cultivate men- INTELLECTUAL tal development, no single school may claim patent rights TRAINING on all the excellencies of method. This we do not do. It is a fact, however, that there is a wide difference between the re- sults sought and the methods used in the schools of the country. Tennessee Military Institute excels most of the schools of its type in its insistence on high academic standards and its provisions by which cadets are enabled to measure up to these higher requirements. The first, and perhaps the most important, of these provisions for the pupils' benefit is the high degree of ef- ficiency and capability of the teaching staff. Every teacher in the Faculty has been thoroughly trained for the particular line of work which he is teach- Page Eighleefz ing in T. M. I., and has demonstrated his ability by successful experience in the classroom. No inexperienced teachers are employed. This means much in arousing the boy to his best efforts. A second provision in the interest of better academic work is the regular study period. There is a definite prepa- ration period which the cadet must observe preceding the recitation periods. Then there are our special privilege lists, under which certain coveted privi- leges are open only to those attaining the requisite class standing. Almost any boy will put in his best efforts to place his name on the Privilege List, a copy of which is mailed to all patrons monthly. In addition to these provisions and incentives for higher scholarship standing, there are the firm, but considerate, requirements of each teacher and extra-hour special sessions to help up and spur on those who are behind the class average or are care- less in their preparations. We believe, therefore, that Tennessee Military In- stitute can justly claim superior results in stimulating mental growth. CHARACTER But more important than physical growth and more significant BUILDING than intellectual training is the character of the boy-that which will later be the character of the man. Athletic proportions of body and superior attainments intellectually do not, by themselves, procure respect and confidence. Many men of magnificent physique are bywords in their communities, and many masterminds may be found in the penitentia- ries. Such men did not get the right start or point of view in their teens. From this it follows that character building is the first and highest work of the school. Noble impulses are present in every boy's soul. Inspiring the higher motives and inculcating correct conceptions on the fundamentals of truth and honesty go far toward character building. We strive earnestly and continuously to get our boys to recognize their own better selves and fix permanently in their lives the foundations of sound and clean manhood. The key wor-d to our method of dealing with boys is frankness. We are open and straightforward in our treatment of the boy, and in nine cases out of ten we are able to secure a like attitude on his part. What we have to say to our boys in a body or as individuals is expressed in simple, direct language. We use no bluff or bluster. The average boy despises sham and hypocrisy, and is quick to detect any symptoms of such in officer or teacher. Honesty and truth are part of the atmosphere and spirit of the in- stitution, and the new boy soon catches this spirit. Under this influence, there is no doubt but that many boys come clean and tell the truth in T. M. I. who previously have practiced deception. We believe, therefore, that T. M. I. is contributing in a very genuine and positive way to the building of trustworthy and honorable characters in the pupils enrolled with us. Page Nirzeleen 0 INTERIOR OE GYMNASIUM A thoroughly modern eighteen- bed intirrnary, designed, built, and equipped during the I923-I924 session to care tor any boy tern- porarily untit tor regular school duties. A competent and ex- perienced nurse is constantly in charge. Separate wards tor iso- Iating cases ot contagious char- acter. The health record ot the school is such that we frequently go tor weeks without a single boy in the intirrnary. 0 EXTERIOR VIEW OF NEW GYMNASIUM Page Twenly GROUNDSAND BUILDINGS The grounds of Tennessee Military Institute are ideal for military school purposes. The campus embraces one hundred forty-four acres of land, with the buildings and drill ground on the crest of a high hill, with such slopes in all directions as to furnish perfect natural drainage. Ample space is included for drill grounds, athletic fields, tennis courts, nine-hole golf course, etc. The soil is of a gravelly character, which drains rapidly after rains. The main building of Tennessee Military Institute is one of the most complete buildings in the nation for all phases of schoolwork. It contains under one roof space designed and equipped for every need and activ- ity of the school except outdoor military drill and athletics. This includes an assembly and study hall, 100x44 feet, classrooms, offices for all admin- istrative officers, mess hall, 100x50 feet, living quarters for cadets and apartments for teachers, commissary, storerooms for supplies, armory and storeroom for government equipment, indoor shooting gallery, laboratories and storeroom for chemical, physical, and biological apparatus and supplies, reading room, shower baths, toilets, etc. This building was designed when the school was moved to the new campus in 1909, and the different sections of it were built in 1909, 1912, 1917, and 1920. The school had been in operation for thirty-five years when the move to the new campus was made, hence, every need of a military school was foreseen and provided for in designing the new plant. It is our belief that there are very few school plants in America better adapted to the needs of a military school. More than half of our plant is less than twenty years ol-d. The barracks sections of the building deserve special mention. Every cadet room opens on an outside concrete and steel porch, thus eliminating fire danger and avoiding corridor problems at one time. All cadet rooms are of the same dimensions and arrangement and equipped with the same furnishings. The entire barracks has both hot and cold water in every room. Our rooms are well ventilated, well heated, and furnished adequately for the convenience and comfort of our boys. GYMNASIUM The new gymnasium, built during the summer of 1937, is a two story building 95 X 65 feet. On the first floor is situated the barber shop, school store and caretaker's quarters, a section 65 X 65 feet devoted to boxing ring, fencing, bag punching, ping-pong tables, etc., dressing room with ninety-six individual lockers, shower room and visiting team room. On the second floor we have one of the most beautiful basketball courts in the South. Bleachers with a seating capacity of 350 along one side are so constructed as to make storage space beneath for all athletic supplies and the Athletic Directors office. Page Twenty-One GOVERNMENT A chain is no stronger than its weakest link. Likewise a school is no better than its government. Scholarship in the Faculty and excellence of buildings and equipment are wasted in schools lacking in governmental con- trol. In such schools, pupils spend their energies on things other than the real purposes of the school. Most parents have witnessed the failure of some school under such conditions. Successful school government consists of sensible regulations carried out with firmness and fairness by teachers of personality. Much is heard these days about resentment of restraints by teen-age boys. This is probably true in schools of varying policies and in home life where one boy compares his restrictions with the liberties allowed to his friends by their parents. In Ten- nessee Military Institute government is characterized by uniformity, firm- ness, and fairness. Consequently, boys here recognize the fairness of the oflicers in charge of government, and therefore accept in fine spirit the re- quirements made of them under the regulations of the school. Any school can impose prohibitory regulations, but not every school can succeed in having its prohibitions accepted in such spirit and good humor by its pupils as to accomplish the real purposes of school government. The suc- cess of Tennessee Military Institute along this line has served as the founda- tion on which to build high standards of scholastic attainment and to main- tain uplifting and inspiring influences on boys enrolled. IDLE-MIND Somebody has said, in language more expressive than elegant, DANGERS that the idle mind is the devil's workshop. This is probably true to a greater or less degree in all stages of life, but is cer- tainly true of the period of boyhood. The busy boy never causes trouble. On the other hand, when there are idle hours of the day or night during which the boy is left to his own inventions and devices, the live youngster will invent and devise and also execute. Unfortunately, many of his schemes for whil- ing away the hours are mischievous and dangerous. KEEP THE Hence, our first eiort toward orderliness and good government BOY BUSY in Tennessee Military Institute is directed to keeping the boy busy. We undertake to prevent the idle-hour offenses against school government by removing the idle hours. The ounce of prevention here is worth the pound of cure. This must not be understood to mean that life in T. M. I. is one continual grind of drill or study, but it does mean that there is such definite provision for the use of every hour in the boy's daily sched- ule that he does not have long periods to himself in which to brood, or be- come discontented and unhappy, or to plan and carry out trouble-producing schemes. For the exact hours of the daily schedule, see page 34. When a boy has met his military and academic requirements for the day and used the night study period in preparation for the following day, he is ready for bed. Page Twenty-Two Believing that successful government depends on respect for law rather than multitude of laws, we make such simple, common-sense regulations as are sufficient to safeguard the best interests of the individual pupil and the school as a whole, and such as the pupil's best judgment is bound to approve. By firmly, constantly, and consistently enforcing these regulations, govern- ment becomes an easy and not unpleasant part of directing the school. Having read the foregoing, prospective pupils and patrons may readily infer our interpretation and enforcement of the following regulations: REGULATIONS 1. NIGHT ABSENCE-Absence from premises after retreat is prohibited. 2. LEAVING TOWN-Leaving the vicinity of Sweetwater without permission is heavily penalized. 3. DRINKING-Any cadet found guilty of drinking intoxicants, or of having such in his quarters or possession, will be immediately dismissed. 4. GAMBLING-Gambling in any form prohibited. 5. HAZING-Hazing in any form forbidden. Penalty: Immediate dismissal. 6. PROFANITY, OBSCENITY-Profane and obscene language at any time or place forbidden. 7. CIGARETTES-Cigarette smoking positively forbidden. 8. FRATERNITIES-Fraternities or secret societies under any name are for- bidden. Penalty for organizing or promoting such an organization in T. M. I. is dismissal. 9. CHEATING AND LYING-Cheating on recitation or examination, lying to any officer, or other conduct unbecoming to a gentleman will be se- verely penalized. Penalties for tardiness, absence from required formation, inattention in ranks, etc., vary according to announcements during the year. We reserve the right to increase or decrease the penalties in whatever manner may be necessary to reduce such offenses to a minimum. LEAVE OF ABSENCE Penalties for absence from the school without permission have been men- tioned in Regulation 2. With these to deter the indiscretions of the boy, it would seem to be unnecessary to say more as to absence from the school. However, our experience proves the contrary. We have far more trouble with parents in their unwise requests for leave of absence than we do with cadets being absent without permission. This experience warrants a SPE- CIAL APPEAL FOR CO-OPERATION on the matter of keeping the boy at Page Twenty-Three his place. Furloughs will be granted to all cadets to visit their homes or friends during the Christmas holidays unless provision has been made for them to remain in the school during this period. We urge parents particu- larly not to request furloughs for their sons at any other time except in cases of necessity or emergency. In such case We insist that the request be sent di- rect to the Superintendent. Any wise and reasonable request will be granted, but We reserve the right to withhold permission where no sickness or other emergency is involved. N 0 furloughs will be granted except to visit home or near relatives. Under no circumstances will permission be granted for week- end visits to near-by cities. From every angle furloughs are detrimental. Every class missed means a lowering of class standing of the cadet. In addition, trips home or else- Where do not satisfy the boy, but rather tend to arouse the desire for other trips. Other cadets are disturbed thereby, and seek similar permits from their parents. Since we emphatically disapprove of leaves of absence except in cases of serious sickness in the home or some similar emergency, we place all responsibility for the furlough on the parent. No cadet is permitted to withdraw from the Institute a few days prior to the Christmas vacation or the close of the spring term. SPENDING MONEY Parents are urged to co-operate with the management in holding down the useless spending of money by cadets. A cadet in T. M. I. needs very little money. His needs in the line of clothing, books, and other necessary sup- plies are attended to through our commissary or through orders signed by the Quartermaster, which are charged to the HQ. M. account. For other spend- ing, an allowance of a dollar a week is sufficient. We suggest a deposit for this purpose, from which one dollar is issued to each cadet every Monday morning. Signed vouchers are required of the cadet, and these will later be sent to the parent on request. The sending of money direct to cadets is unwise and dangerous to the individual cadet and to his associates. Page Twenty-Four Visitors' Room, Always Available for Conven- ience ol: Visiting Par- ents Front Porch of Main Building Page Twwlly-Fire Looking from the Rear Entrance Pagc' Tzwwlly-Si.x' Looking from the Fronf Enhance A Section of the Library One Side of the Dining Room Page Twenty-Sezien CONCERNING THE FACULTY.. Parents and boys considering the selecting of a school are interested in location and accessibility, quality of buildings and equipment, educational rec- ognition, and various other important considerations. However, the most im- portant consideration, the one that means the most in the life of the boy of this year and of the man he is to be a decade later, is the character and per- sonality of the men who, as teachers, will influence the forming of his char- acter. The passing of the electric current from one live wire to another turns the wheels of industry. Just so the contacts made in classroom and chapel, dormitory room and playground, between teachers and boys in the intimate life of the boarding school, pass on the power of the school into the life of the boy, arousing ambition, supplying objectives, inspiring needed decisions. Therefore, parents and boys should seek just as much information as pos- sible concerning the officers and teachers of the schools under consideration. At first thought this may seem a hard problem. It is not. It is easy to make contact in person, or by letter or telephone, with several other parents who have already had boys in a school. Specific questions concerning the char- acter of teachers, their reputation for fair dealing, etc., will reveal the person- alities of the men composing the faculty of a particular school. Tennessee Military Institute invites just this sort of searching inquiry concerning its teachers. During the next two, three, or four years, some one teacher will become the outstanding influence in the life of the boy, just as a generation ago an- other teacher had the same sort of influence in the life of every successful father who may read these paragraphs. Talk with our ol-d boys will reveal that one teacher here has been the great influence in the life of one boy, an- other in the life of another. Firm in this belief, we have spared no pains in bringing together the men who compose our teaching force. Retaining the continuous services of these men has entailed much expense above what would have been required through the process of employing inexperienced teachers, fresh out of college. This is not a one-man school. Rather is it a team of fifteen earnest teachers, teach- ing because they love teaching, and teaching in a boys' school because they love boys. Again we ask: Consider our teachers g note their periods of service in this school, make inquiry of former patrons and former pupils. A boy in Tennessee Military Institute will be influenced by the men of personality who will teach him. Find out in advance whether it is the kind of influence you wish your boy to have. Page Twenty-Eight COLONEL C. R. ENDSLEY Ms. ICUMBERLAND UNIVERSITYJ SUPERINTENDENT I.41li11 Teaching since l904g Superintendent Tennessee Military Institute since l9I9 Page Twenty-Nine MAJOR DAVID N. MCOUIDDY AB. IVANDERBILTIg MA. IuNivERsnY OF cHicAeo3 I-I EAD M ASTE R Elljlllfjll and History Teaching IWebb SchooII I925-I9373 with Ten- nessee MiIitary Institute I937 LIEUT.-COL. W. R. NEECE Ms. IcuMBERLAND UNIVERSITYI ASSISTANT SUPERINTENDENT Mathematics Teaching since I907: with Tennessee MiIitary Institute since I9I9 CAPTAIN C. R. ENDSLEY, JR. Bt. IVANDERBILT UNIVERSITYI COMMANDANT OF CADETS Science With Tennessee Military Institute since I933 Page Thirty MAJOR EDWARD P. PASSAILAIGUE MAJOR U. S. ARMY Professor Military Scifnce and Tactics Commissioned Otticer in U. S. Army since I92O, with Tennessee MiIitary Institute since I939 O O O MAJOR B. M. WEST AB. IHEIDELBERGI ORDNANCE OFFICER Commcrcial Branches Teaching since I9OIp with Tennessee Military Institute since I9I6 O O O MAJOR W. D. I-IAYNES A.B. ICARSON-NEWMANI ATI-ILETIC HEAD COACH Mathematics and Economifs Teaching since I922q with Tennessee MiIitary Institute since I93O O O O MAJOR R. B. ANDERSON I.I..B. IMERCERI: C.R.A. IGEORGIAI DEAN, SCI-IOOL OF ACCOUNTING AND BUSINESS ADMINISTRATION Teaching since I922g with Tennessee Miiitary Institute since I93O I Page Thirty-One CAPTAIN REES PRICE TREASURER With Tennessee Military Institute since I909 CAPTAIN J. N. WINN, JR. A.B. IDARTMOUTHI LIBRARIAN English Teaching since I927g with Tennessee Military Institute since I93O CAPTAIN C. B. BATCI-IELDER Bs. Inoizwicn uNIvERsnYI ASSISTANT COMMANDANT Hi.rlu1'y and SPIIIITSII Coach ot Fencing and Tennis: with Tennessee MiIi tary Institute since I935 CAPTAIN W. A. AUSTIN Bs. IGEORC-IA Traci-II ASSISTANT COMMANDANT AND PRINCIPAL OF JUNIOR DEPARTMENT Eighth Grade Coach of Swimming and Younger Boys' Teams: with Tennessee MiIitary Institute since 1934 Page Thirty-Two CAPTAIN HAROLD P. WOLF B.S. IUNIVERSITY OF CINCINNATII M.B. ADM. II-IARVARDI SALES MANAGEMENT AND ADVERTISING With Tennessee MiIitary Institute, I939 I CAPTAIN M. D. I-IAVRON Bs. IVANDERBILTJ French and Grrmmz With Tennessee Military Institute, I939 LIEUTENANT ALBERT R. CASAVANT T.M.I. IBusiness Administrationi, I938 BAND DIRECTOR With Tennessee MiIitary Institute since I936 SERGEANT HARVEY L. WI-IITE U. S. ARMY ASSISTANT TO P. M. S. 81 T. With Tennessee Military Institute since l935 5' MRS. HARVEY L. WI-IITE. R.N. scHooL NURSE Ten years' experience as graduate nurse: with Tennessee Miiitary Institute since I938 MRS. REES PRICE MATRON AND DIETITIAN With Tennessee Military Institute since I93I Page Thirty-Three Page Thi CALENDAR 1939 1940 September 12, Tuesday C8 :00 P.M.J ..... ........ O periirig Exercises September 17, Sunday ........................... Convocation Sermon November 30, Thursday ........................... Tliaiilcsgivirig Day fFurloughs for visiting home or elsewhere not granted on Thanksgiving Day, since we have regular schoolwork on Friday and Saturday followingj December 16, Saturday fnoonl .....,........ Christmas Holidays Begin fPermits for abs-ence will not be issued until the full academic and mili- tary schedule to closing date have been completed.J January 2, Tuesday C7100 P.M.D .............. Christmas Holidays Eml CRegular school schedule and duties resumed at 7:00 P.M.J June 1, Saturday .......................... Competitive Military Drills June 2, Sunday ................................ Baccalaureate Sermon June 3, Monday C9130 A.M.J ........... ...... C ommeiicemeiit Day fNo vacation or furloughs at Easter.J ORDER OF THE DAY . . . . 6. 15 . ............. Reveille 6 . 30 . .... Setting-Up Exercises 7 ' 00 . . . ...... Breakfast 7' 40 .... . . Inspection of Quarters 8: 00 ..... ...... C hapel 8. 20 to 12: 45 . ...... Classes 1 . 00 .... .... D inner 2 ' 00 to 3: 00 . . . Military Drill 3 . 30 to 5: 30 . . . Athletic Practice 4. 30 to 5: 30 . . . Special Help Period 5' 50 . . . ..... Retreat 6: 00 .... .... S upper 7. 00 to 9: 30 . . Study Period 9 . 45 . . . . Lights Out SUNDAY SCHEDULE 7' 15 . ......... .... R eveille 8- 00 - .... Breakfast 9. 00 . . Sunday School Call 10: 20 . . . . Church Call 12 30 . . Room Inspection 1: 00 . .... Dinner 4 ' 45 . . . ..... Parade 6 . 00 . . . ...... Supper 7. 00 to 8: 30 . . Letter-Writing Hour 9. 15 . . . .... Lights Out WEEKLY SCHEDULE Instead of the usual Saturday holidays, half holidays on Monday and Thursday are substituted for all boys whose scholastic work is satisfactory. Special supervised study periods are provided on these half-days for those ranking low in their class standing. rty-Four 99999 ACADEMIC Many parents realize that not everything is going well with the educa- tion of their sons. In many cases, they do not analyze the problem sufficiently to arrive at any clear understanding as to what is wrong. Doubtless in many cases they charge it up to social and other distractions discussed on pages 4 and 10 of this catalog and seek no further explanations as to why there should be any such distractions in a school community. Parents are frequent- ly heard to remark, I don't know how son gets by 3 I never see him doing any work on his lessons , or he never brings a book home with him for home study , or his grades are good enough, I suppose he is doing fairly well. fIn such cases, it is obvious that the parent is uncertain whether grades of eighty-five or ninety per cent represent that degree of mastery of the content of the subject matter or whether that is the average grade in the school, and that it is unpopular for teachers to fail too high a percentage of their pupils.b Another problem that puzzles thoughtful parents is the hap- hazard manner in which pupils are classified in most schools of large at- tendance. Since these are questions about which thoughtful parents are thinking, we think it fair that you should know our position with reference to these ouestions and the solutions we seek for these problems. In the first place. our class sections average slightly under fifteen boys to the class, thus making possible close attention to the work of each pupil and real knowledge on the part of the teacher as to how well each pupil is doing his work. Contrast this with class sections ranging from thirty to fifty pupils in the public high schools. Next we would mention the planning of the course of study. We realize that in the crowded public schools teachers cannot possibly handle this, one by one, as we do. When each new boy is enrolled with us. we secure from the school previously attended an accurate transcript of work completed. With this as a base, we seek in personal conference with the boy and his parents iust as much information as we can get concerning interests and plans for the future and then work out a course of study consistent with those plans. Another weakness which we curb is that of sampling -skipping about from one branch of study to another. The many fractional credits certified to us by other schools make clear this is now almost a nation-wide evil in our educational system, brought about by the deceptive slogan of Hliberalizing the curriculum. Except in the cases of our Commercial and Business Adminis- tration students, we insist on sticking to our courses in English, Mathematics, Foreign Languages, Science, and History until a reasonable degree of mas- tery has been attained. That this requires more work than most of our pupils have been accustomed to doing in previous schools, we freely admit. Our study period from 7 :OO to 9:30 P.M. is not interrupted. The compensa- tion for this work comes through the removal of the risk and disappointment of later failure in college for those who measure up satisfactorily to our standards. Page Thirty-Five Brief Outline of Courses of Study l. JUNIOR DEPARTMENT fGrades seven and eightl Work offered below High School is limited to grades seven and eight. Subjects taught correspond to public school for same grades with greater emphasis on English and Arithmetic. II. HIGH SCHOOL DEPARTMENT CGrades nine to twelvel In this department, more subjects are offered in each grade than are re- quired. The normal student load is four classes. In some cases a pupil is allowed to carry five courses. These may be selected from more than one grade if it is clear that it is to the pupil's interest that this be done. FIRST YEAR SECOND YEAR English I English II Review of Arithmetic Algebra Introductory Algebra Latin II or Latin I German I or History I French I or Biology Spanish I History II THIRD YEAR FOURTH YEAR English III English IV Algebra College Algebra or Solid Geom. ffirst terml Plane Geometry Trigonometry or College Algebra Csecond Latin III or terml German II Latin IV or French II or German III Spanish II French III or Physics or Chemistry Spanish III Physics or Chemistry American History III. POSTGRADUATE The courses offered in this department are designed to fit the needs of high school graduates who desire an additional year's work before entering college. This work has been taught in T. M. I. for many years, and several of our own graduates return every year for these courses. For a fuller dis- cussion, see page 47. FIFTH YEAR English V fCollege Englishl College Algebra or Solid Geom. fiirst terml Trigonometry or College Algebra fsecond termj Chemistry fsecond-year Chemistryj German, French, Spanish, or Latin fFrequently high school graduates desire to combine one or more courses selected from those offered in our Third and Fourth Year groups, with others selected from the Fifth Year group.J Page Thirty-Six IV. PREPARATORY COMMERCIAL COURSES FIRST YEAR SECOND YEAR English English Arithmetic and Introductory Algebra Algebra History Commercial Geography Science or Language History of Commerce Typewriting THIRD YEAR FOURTH YEAR English English Bookkeeping Bookkeeping Elementary Economics American History Commercial Law Business Administration Typewriting Typewriting V. ADVANCED COURSES IN BUSINESS ADMINISTRATION ACCOUNTING AND FINANCE FIRST YEAR Second Semester Accounting 102 Business Law Economic Problems First Semester Accounting 101 Business Law Principles of Economics English or Business Elective SECOND YEAR Second Semester Accounting 202 Business Law First Semester Accounting 201 Business Law English or Business Economics Money-Banking-Credits Credits and Collections Investments Governments-Revenue and Taxation Elective Elective SELLING AND SALES MANAGEMENT FIRST YEAR First Semester Second Semester Accounting 101 Business Law Principles of Economics English Accounting 102 Retail Store Management Business Law Economic Problems English Elective SECOND YEAR Second Semester Advanced Advertising Insurance First Semester Advertising Business Organization Money--Banking-Credits Investments Marketing Principles Salesmanship Elective Elective For further discussion of these courses, see page 49. Page Thirty-Seven COLLEGE PREPARATORY GRADU TE W. H. ADAMS L. M. AMBURGLY H. D. Ausnn B. H. BARBEE W. BQWYER , 0 0 X 0 Q I Q Florida Tennessee Alabama Norih Carolina Wesf Virginia W. S. CATE 6 D. M. CLEVELAND, JR. 9 F. H. DeVORAK 0 H. B. DICKEY, II . N. L. FIERO J. R. HODGES, JR. Tennessee Tennessee Ohio Tennessee New Jersey 0 Alabama G. D. HORAN C. E. HUTCHINS D. H. JONES, JR. J. T. JONES J. O. JOWERS, JR. . M. S. KTNNEY , 0 9 0 C ' Georgia Vermont Alabama Tennessee Aiabama Michigan J. B. LOVINGOOD . L. F. LUCKIE, JR. . B. R. LYON, JR. . S. A. MONGER, JR. a E. W. PALMER, JR. . P. F. REYNOLDS Tennessee Hawaii Norflw Carolina Tennessee Tennessee 0570 C. E. SHAFER . R. T. SHUGART . W. L. SMITH . J. M. WADDELL, JR. . A. J. WHITE . S. C. WILKERSON. JR Ohio North Carolina Kentucky North Carolina Tennessee Tennessee BUSIN SS AD ISTRATIO A GRADUATESK-fgffiff-'K-QSQW-'Q 'l' ...N , A. AVALO COLLAZO S. H. BATCHELDER D. E. BERTRAM J, F. BROWN J. D. COPHAM F. D. DRUAR . ' ' . . . Q , , Puerto Rico Vermoni Ohco Tennessee Alabama Michigan WMRRRQQRDYCHE E. L. HUMPHREY L. F. HUNKE H. R. HUNKE R. D. MCCLENAQ-AN ' . - . . , . , . Tennessee Mxclwugan Ohm Ohio North Carolina COMMERCIAL GRAD ATES Q 5. A as fav' C. P. CONRAD, JR. . B. W. PARIS, JR. . A. FRAXEDAS FERNANDEZ Ohio Ohio Cuba , -- X, A w-583' 'A' g .aw a. Hfgf' AWN f :il .2 W. B, GODWIN J. A. GROHSMEYER O. N. HEISCHMAN W. M. KEMMER A. PU!G SCHUMANN E, PUIG MIYAR f . Norih Carolina . Illinois ' Ohio Tennessee Cuba . Cuba f 1 N ,.. - 6-N Y. , QQ ig' 4 T H S . R ,V - X Sig J!-in ,g.g..... , -VIV - 5 'F' ' Q R W. H. RICKARDS R. SANCHEZ TAQUECHEL G. A. SARLES, JR. F. A. SCHLEMMER G. E. SMITH C C . . . . Florida Cuba Ohno Tennessee Georgie lforlv Above----JUNIQR CLASS Below--Y QOPHOMORF CLASS DESCRIPTION OF CCURSES II. College Preparatory ENGLISH There is a growing complaint that in high schools too little attention is given to the study of English. Whether this complaint is justifiable or not, it is, nevertheless, true that the average high-school pupil is sadly deficient in the use of his own language. It too frequently happens that students be- ginning the study of a foreign language must be taught the elements of their own language before any progress can be made. For this reason we insist in this institution that the study of English be made the most important sub- ject, for we realize that the ability to speak and write English correctly, clearly, and gracefully is the best educational asset a young man can possess. The course of study follows closely the recommendation of the Committee on College Entrance Requirements. lt embraces the study of grammar, com- position, and rhetoric, and the reading and the studying of a number of clas- sics selected from the College Entrance Requirements. Thoroughness is re- quired throughout the whole course. This we seek to gain by constant drill work in grammar and composition and by frequent exercises in punctuation, paragraphing, use of words, and letter writing. In the more advanced classes in rhetoric, themes in narration, description, and argumentation, together with story writing, are required. The ability to read accurately and intelligently is sought by the study of the classics. In connection with this course, the pupil is required to read aloud and to commit to memory selections of prose and poetry from standard authors. The study of biography is emphasized in order to acquaint the stu- dent with the important facts in the lives of the authors and to enable him to estimate their places in literary history. FIRST YEAR: Advanced Grammar fthoroughly taught! and literature selected from the following: Kidnapped, short stories, orations, short lyric and narrative poems, The Lady of the Lake, and As You Like It. SECOND YEAR: Composition, with much written workg drill on sentence and paragraph structure, avoiding common errors, etc. Classics to be selected from the following: A collection of short stories, ballads, lyric poems, The House of the Seven Gables, Julius Caesar, The Riine of the Ancient Mariner, and The Idylls of the King. THIRD YEAR: Composition and Rhetoric: the principles of grammar and their applica- tion in themes. History of American Literature, with special emphasis on Poe, Hawthorne, Mark Twain, Harte, Emerson, Bryant, Whittier, and the more mod- ern poets. FOURTH YEAR: Woolley's Handbook of Composition. Many themes in the four types of composition. The work of the Senior year is devoted to an intensive study of English Literature. We use a thorough chronological anthology, covering the subject from the prehistoric to the contemporary, with special emphasis on Shakespeare, Milton, Pope, Johnson, Addison, Steele, Goldsmith, Burns, Byron, Keats, Wordsworth, Carlyle, Macaulay, Tennyson, Browning, Kipling, and Masefield. IParaIIeI Reading Required in All Coursesl Page Forty-One DU' U45- . kj , X259 ,N - ,k , , l or'ly-'I'u'o Above--FRESHMAN CLASS Below-SUB-FRESHMAN GROUP MATHEMATICS Mental growth finds its beginning in the power to concentrate and to rea- son. A man's ability is determined by the extent to which these powers have been developed. The relation of the study of Mathematics to this growth and the mental discipline derived from a mastery of its principles justify the importance which we give this subject in our course. Every cadet in Tennessee Military Institute is required to study Math- ematics, and four full years' work is required for graduation. The course outlined below may seem rather difficult, and it is. We prefer, however, to make it heavy rather than have our students numbered among those who fail to make good in college. Our requirements are justified by the high rank they enable our graduates to take in more advanced schools. FIRST YEAR Since so few boys actually master Arithmetic in the grades, we have found it neces- sary to require all freshmen to study Arithmetic either for the entire first year or until they demonstrate by classwork and examinations that they understand the subject. A course in Elementary Algebra is carried throughout the year. SECOND YEAR After a brief review of the fundamental operations in Algebra, the work in the sec- ond year is resumed at factoring, and a thorough course is given to theory of exponents. The solution of numerous statement problems is required throughout the second and third years. THIRD YEAR In the third year the course in Algebra begins with theory of exponents, and the text is completed during the year. Every Junior is required to take this course unless exemption is secured by passing a satisfactory examination embracing the subjects treated. A thorough course in Plane Geometry is also given in this year, both Algebra and Geometry classes reciting five times per week. FOURTH YEAR In the fourth year Solid Geometry is required the first term. During the second term those members of the Senior Class who have maintained an average grade of 852, or above in Ailgebra III in Tennessee Military Institute will be allowed the option of tak- ing Plane Trigonometry or reviewing the entire subject of Algebra, all other Seniors will be required to study College Algebra the second term. HISTORY We believe that no man can consider himself broadly educated without some acquaintance with the record of human achievement in the generations that have preceded him, no matter how well informed he may be concerning contemporary developments. we try, therefore, to arrange the course of study of each cadet so that he may get a good course in Ancient History, Modern European History, and American History. Ancient History is studied in our first year, and the text used comprises a survey of the progress of the race from early Egyptian and Babylonian beginnings to the period of Charle- magne. Modern European History is studied in the second year. The text used treats of the more important movements and events in European His- tory from Charlemagne down through the World War, including the Ver- sailles Peace Conference. On account of the heavy mathematics requirements in our third year, no history course is offered for Juniors. The study is re- Puge I or1y-'1'lvree 4. 'Q .Af Sf, -x 4 ,vs 4 Q, ' ve 5 4 H fw A . 'A ,, dip-ja .1 ya 'ww - . Qu! ' .4 'ff 2, 3 .L w ' , 31455: nf Q au Y A --4 - . Y ' 1 'fgw ,, 4 Kai . Y A , , fvfifir iv f A,a,f ' , 5, ' 'md M 5 i, ff wi f., s S 3 0 ,J Q lj! If ' in 'fam- f ,QW J ,Mi J 1 ,- IU, A! ami Q 5 g, v gf, . wg.- Lg,,i,,gQ,,-g , , pow i, 4 Q. if .f 39 M, V ,M-Nu 5 ,nwv ' I K ' , ,, hh. mf- 2 uf 4. 'wr' K 5' A, , ,. ,,mmgQ:n,w,- M ,ya gl mmixvifii qfww ,fem ighgm H wfe3,5g5jf,: n 1 f . ' xi A ka '75 , - W -4 I M v -.fa 7 'era w v 4 ,5 16 W5 fflifff' M 5. f if gin S F-E wwky . 'Yiwu . X ,uw Q 'H M M ggygyisz 'Q-.. MW 5 W X A. A- ' 14 Q , Q ff sumed by Seniors, with an advanced text on American History, followed by a text on the development of political parties in the United States and the fun- damentals of civil government. MODERN LANGUAGES Courses are offered in French, Spanish, and German. Our teachers of these subjects are masters in their respective lines, and are able to make the language work full of interest to the pupils. The primary object of this de- partment is to give such instruction as will enable a student to read easily and intelligently the authors studied and to enjoy the literature of these lan- guages. The courses in French, German, and Spanish are designed to cover fully all college-entrance requirements. The work of the first course includes a careful study of pronunciation, grammar drill, abundant exercises in com- position, spelling, dictation, and reading of about 250 pages of prose, and short poems. The second course includes more advanced and detail study of syntax and construction, irregular verbs, much work in composition and conversa- tion, drill in phonetics, written reports in the language, and the reading of at least 400 pages of modern prose, including in French such authors as Hugo, De Maupassant, Dumas, and Daudetg in Spanish, Alarcon, Benaventes, Valera, in German, Benedix, Bernhardt, Storm, Wildenbruch, Frommel, etc. The courses are intended to give the student not only a theoretical knowledge and reading ability, but also a practical grasp of everyday French, German, and Spanish. In Spanish commercial correspondence is emphasized, in German and French the cultural and scientific phases are emphasized. SCIENCE The work in Science includes Biology, Physics, and Chemistry. A standard text in each subject is pursued throughout the year. The teacher questions the pupils on the subject matter assigned each day, and dem- onstrates the principles contained therein by lecture-table demonstrations. Laboratory work is carried forward in connection with all Science courses. Students in the Biology, Physics, and Chemistry classes are required to do individual laboratory work, keep accurate notebooks, and record all ex- periments. Original exercises and problems are assigned to bring out more clearly the principles involved and to arouse interest in the vocational aspects of the subjects. LATIN We urge all our pupils whose ages and circumstances will permit to get a thorough course in Latin. We offer four years' work in this subject, embracing Beginner's Latin, Cmsar, Cicero, Virgil, or Ovid. Systematic grammar and composition work is carried in connection with Caesar and Cic- ero, while a study of Greek and Roman myths accompanies the Virgil work. Page Forty-Five ' THE STAR-SPANGLED BANNER ' . IN THE BREEZE III. Postgraduate Courses As indicated in connection with the outline of postgraduate courses on page 36, the purpose of this work in Tennessee Military Institute is better preparation of high school graduates for more successful college Work than would be possible for them without such a year of special preparation. In most cases, it is not advisable or desirable that this work should take the place of college Work, but rather that it serve as a foundation on which students may be able to rank high in college work. Only in exceptional cases would we request a college to grant advanced standing on the basis of our Fifth Year workin Tennessee Military Institute. ENGLISH V ICOLLEGE ENGLISHI ' The object of this course is to accustom the pupil to the methods fol- lowed in early college courses in English. School customs and college entrance requirements have been such for many years that a great deal of time and work have to be devoted to the study of literature in the third and fourth years of the high school course in English. While this may be desirable for the large number of pupils Whose education ends with high school, for those who are to continue the study of English in college a more thorough mastery of the use of English is essential. Instead of a smattering acquaintance with lighter literature, popular in many schools, we undertake to cultivate a mastery of fundamentals in grammar and composition and later to develop ease and grace in various types of Writing required of first and second year college students. MATHEMATICS V Practically every survey dealing with failures in college work reveals that the highest percentage occurs in the departments of Mathematics. This is largely due to the fact that other courses have been allowed to crowd the study of Algebra into too short and too early a period in the public high schools. In most schools, Algebra is completed in the second year, and frequently by the middle of the second year. For high school graduates entering Tennessee Military Institute, we prescribe a course in Advanced Algebra, continuing either for a half year or whole year, depending on the previous work. Solid Geometry and Plane Trigonometry are likewise offered. Many of our post- graduate pupils carry two mathematics courses throughout the year. Mastery of these courses in Advanced Algebra, Solid Geometry, and Trigonometry provides an excellent foundation for successful work in college and engineering schools. CHEMISTRY II For pupils who have completed a first year course in Chemistry, we offer the course in Chemistry II. A large share of the pupils' time is devoted to laboratory work in qualitative analysis. Page Forly-Seven IV. Preparatory Commercial Courses Discussion on pages fourteen and fifteen of this catalog explains our reasons for offering training in fundamental business subjects. Not all boys profit from college attendance. For boys who will not attend college, we consider adequate training for business important and desirable. This work is no experiment with us, as it has been carried on here for more than twenty years. With the business training they have received in T. M. I., hundreds of young men have become successful in business, many of them connected with nationally known concerns. In general, we do not start pupils on business courses until they have completed our First Year, or Ninth Grade, course fLatin usually omittedb. Beginning with the Sophomore Year, business courses are offered suflicient to use all the time of pupils not necessary in the required studies in English and Algebra. English is required throughout the course, but no regular Mathe- matics courses are required of Commercial pupils above the sophomore year. As will be seen from the brief outline of courses on page 37, the several business courses offered are of a very practical sort and the pupil readily begins to see the relation of such courses to lines of business with which he is acquainted or which he desires to take up. In either case, his interest is natural and better scholastic accomplishments almost immediately result. Since it frequently happens that boys do not reach a decision as to choice between business and professional life, or between preparation for business or for college by the beginning of the tenth grade, we have planned the course of study in this department so as to permit entering upon it in either the tenth, eleventh, or twelfth grades. In cases where the decision is made late in the high school course, we urge the student to combine the later courses of our Preparatory Commercial Course with the foundation courses of our Advanced Business Administration Course so as to guarantee a thorough mastery of the fundamentals of business. In fact, quite a good many of the graduates of our Preparatory Commercial Course of their own volition choose to return for one or more years in our Advanced Business Course fof Junior College gradej. Page Forty-Eight V. Advanced Courses in Business Administration While many graduates of our Preparatory Commercial Course have suc- ceeded in business, it is our belief that these same men would have attained greater success, would have been promoted more rapi-dly and would have re- ceived larger compensations for their work if they had devoted more time to preparation for their special lines of work. Consequently, in 1930 we start- ed our work in Advanced Business Administration. At the outset, we required a high school diploma for admission to these courses. After two years we changed this plan to permit the admission to these courses of pupils of good ability who had completed three years of high school work. Our Advanced Business work divides itself into two main divisions, in one of which the emphasis is kept on Accounting and Finance 3 while in the other the purpose is to prepare the pupil for general business administration and the courses therefore emphasize Selling and Sales Management, Adver- tising, Banking and Credit, Business Law, etc. The outline of these courses of study will be found on page 37. These courses are designed for those of our own graduates and the graduates of public high schools who desire a thorough preparation for the requirements of business but who prefer to secure this without having to put in the four years required in the Schools of Commerce of state and other uni- versities. Our course in Accounting is intended to prepare graduates for work as accountants and auditors. It is well known that this type of work brings auditors and accountants in touch with promising business opportunities into which many go from their work as accountants. Thus their training in school leads to employment that makes them self-sustaining and this in turn leads into more lucrative business connections. The training in Advertising, Salesmanship and general Business Admin- istration is designed for those to whom the attention to accuracy and detail essential in an accountant would be irksome but who want to connect them- selves with the promotive side of business. During the first half-year of our course, Accounting is required of all advanced business students. During this period, it is possible to determine into which of the two major divisions of training each pupil should go for his further work. Page Forty-Nine L ,,.., Q. 1 Munwnm- DETROIT LBUFFALO xxx 1 l- -------- - 'X 4, '. CHICAGO -- A-- s 6 g dk. TBLEDO an CLEVELAND Lxffyop: I Z A E + 1 p n'4 fx : 0 A yirs QH HILADEL 1 fs I I 18 PITTSPEURJ D504 5 'pmxi INDIANAPOLIS z g ,. --.-.Ir I , ,T l I ,J I ' V L .... Y CLNCINNATL- , 'N g ox 1 NANSQAS cwv ST Lows ' EE C A E TON 1 pf'VA5H'N6TON f' A H. RL 5 1,7 NY 'Nt X-,. f EVANSVTLLE' ,, ,. LOUl5VM'E N W ' ,H N JUHL. IIEXINGTON: f' ix A mm NORFOLK I 'N, ' ' - .... ..... . A -- ---- 7 . Q - Nh5wnLP:dNOXVlLLE RALEIGH . , , . 1 0' SWEETWATET2 ' MEMFJHIS CHATTANOOGA 511, . ---Iam. ----- ------- q -L :LITTLE ROCK S. I - fi COLUMBIA hx I : 5 ', Q ATLANTA .., fo I 5 ' B'PM'NC1HA CHARLESTON : , ln ib REVEPORT JACKSON f4 E 7 15 Hrs 2 T 2 I f - .......... x : l -M fe' P , -. ......- .. . 6. I J JACKSONVILLE b I 0 NEW ORLEANS H OO WETAM PA 5 BOSTON Q5 06 Page Fifty REQUIREMENTS FOR GRADUATICN I. Requirements tor College Preparatory Diploma A. English .................... 4 Mathematics ....... .... 4 Foreign Language .... .... 4 History and Science .... .... 4 Total ................... 16 units units units units units B. English ........... .... 4 units Mathematics ....... .... 4 units Foreign Language .... .... 2 units Science and History ..... .... 6 units Total. . . .............. 16 units We recommend course A for students planning to enter the Liberal Arts Course in the better colleges and Universities and likewise for students planning to study Law or Medicine. Four foreign languages, Latin, French, German, and Spanish, are taught from which selections may be made best suited to the plans of the individual. We recommend course B for students planning to enter technical or engineering schools. ll. For Commercial Certificate lHigl1 Sclwooll English ........................ Elementary Economics . . . . . . American History ...... . . . Algebra ........... .... Business electives .... .... 4 units 1 unit 1 unit 1 unit 8 units Total ..................... 15 units Cto be selected from Group IV on page 371 NOTE.-Courses accepted for the commercial certificate do not constitute satisfactory preparation for college and graduates under this plan will not be certified for ad- mission to college. Ill. For Advanced Business Administration Diploma For admission to this department, graduation from high school with a minimum of fifteen C151 units is required. For the diploma in Accounting and Business Administra- tion two years' work comprising four units each are required. Of these eight units, four C43 are prescribed, as follows Accounting ..................... Advanced Business Law .......... Business English and reports ...... Economics ...................... Electives .................. .... Total ...................... Entrance requirements added ...... Total ................. . . . .23 15 1 unit 1 unit 1 unit 1 unit 4 units 8 units units units fto be selected from Group V on page 373 Page Fifty-One T.M.I. GRADUATES FACULTY MEMBERS AT WEST POINT CAPTAIN CARL F. TISCHBEIN, U.S.A. West Point, New York Graduated from Tennessee Military Institute in May, l92O: graduated from West Point, I925g promot- ed to First Lieutenant, No- vember I, I93O. Detailed as Instructor in English, U. S. Military Academy, West Point, I93I-35. T.M.I. GRADUATES NOW PHILIP M. ROYCE Hammond, Indiana Valedictorian class ot I935. Appointed as Honor Graduate ot Honor Mili- tary School and admitted to West Point July I, I935. HARRY LEE JARVIS. JR. Dalton, Georgia Appointed by the otticers of the school as I-Ionor Graduate ot I937 tor ad- mission to West Point un- der the Honor Military School clause. HUGH B. DICKEY, II Sweetwater, Tennessee Appointed by the school as Principal tor admission to West Point on July I, I939, as Honor Graduate under I'-Ionor Military School clause. Page Fifty-Two CAPTAIN HARRY E. McKINNEY, U.S.A. West Point, New York Attended Tennessee Mili- tary Institute, I9I9-23, graduating with class ot I923. Attended U. S. Military Academy, I923-277 graduated with class ot I927. Detailed as Instruc- tor in Spanish, U. S. Mili- tary Aca-demy, West Point, N. Y., I934-38. ATTENDING WEST Hue-H A. GRIFFITH, JR. South Pittsburg, Tennessee Salutatorian of class ot I935. Received appoint- ment as Second Alternate through Congressman of his district. Principal and First Alternate tailed en- trance examinations. Re- appointed as Principal tor entrance on July I, I935, FRED CUTTING TUCKER Fort Wayne, Indiana Appointed by Congressman ot the Fourth Indiana Dis- trict as Principal tor admis- sion to West Point on July I. I937. RALPH JAMES WHITE Kingsport, Tennessee Appointed by Congress- man B. Carroll Reece of the First Tennessee District. To be admitted to West Point on July I, I938. POINT YP' PREPARATION FOR WEST POINT AND ANNAPOLIS A few schools have advertised a specialty of coaching applicants for ad- mission to the two government academies. We have never considered this either desirable or wise. Special coaching may serve the purpose of enabling a young man to pass an examination, but we seriously question whether it cul- tivates in him the capacity for regular work of high grade and the habit of doing his own work independently, day in and day out, which are necessary to successful work in any school after entering. We consider our regular course of study in Tennessee Military Institute ample preparation for the work in either of the government academies. The success of our graduates in passing entrance requirements and in being able to continue after admission is the basis of our confidence. In 1916, Congress passed a law establishing the classification of Honor Military Schools and provided for twenty scholarships at West Point to be allotted by the Adjutant General to Honor Graduates of these schools. Ten- nessee Military Institute has made several appointments since 1922. In 1935, the law was amended to increase the number of scholarships from twenty to forty, which will, of course, increase the frequency with which Honor Military Schools will be permitted to appoint their Honor Graduates directly to West Point. Tennessee Military Institute was allotted one of these appointments in 1935, 1937, and 1939. Note references to appointees on pre- ceding page. Under present regulations, an Honor Graduate of an Honor Military School is admitted to West Point on passing a satisfactory physical examina- tion, provided such candidate ranks in the upper ten per cent of his class. Other applicants must stand comprehensive examinations in English and Mathematics. In February, 1936, Congress passed another law providing for similar scholarships, eighty in number, at Annapolis, which scholarships are avail- able for Honor Graduates of Honor Military Schools and Honor Students in the six prominent colleges maintaining Naval Reserve Officer Training Units. Under this law, each Honor Military School is permitted each year to name three high ranking members of its senior class to stand the Annapolis en- trance examinations. The twenty young men ranking highest on this ex- amination will be awarded Annapolis appointments. Young men who are interested in attending West Point or Annapolis and who are unable to secure congressional appointments may thus win for them- selves an appointment by attending an Honor Military School and working hard enough to rank high in their classes. For instance, both in 1936 and 1937, we had the privilege of naming three appointees fprincipal and first and second alternatesj to West Point and three for the competitive examinations for Annapolis. Since three or four of our high ranking seniors had other plans, we did not have six men eligible under the requirements in either year. Page Fifty-Three Above-ON PRIVILEGE LIST THROUGHOUT YEAR Eront row-James Waddell, Greensboro N. C.: Dick Shuqart Ellcin, N. C.: Thad Taylor, Johnson City, Tenn.: David Bertram Portsmouth, Ohio, Roland Brandwein, New Yorlc City. Baal: row-Sam Monqcr, Sweetwater, Tenn., Russell Hunlfe, Cleve land, Ohio: David Cleveland, Sweetwater, Tenn.: Edward Hutchins Wells River. Vt., Jacglc White, Kingsport, Tenn., l-luqh Diclcey Sweetwater, Tenn.: Stuart Woodson, Clanton Ala. Page I ifly-Four Belowe-CLASS LEADERS I 938-39 Front rowfJaclc Riley, Maryville, Tenn.. Eiqhth Grade: Rex Camp- bell, Indianapolis, lnd., Ereshrrang Thad Taylor, Johnson City, Tenn., Sophomore, Stuart Woodson, Clanton, Ala., Junior, Hugh Diclcey, Sweetwater, Tenn., Senior. Baclc row-Van Stubbs, Baldwyn, Miss., Junior Commercial, Alberto Eraxedas, Carnaquey, Cuba, Senior Commercial: Jack Grohsmeyer, Lombard, Ill.. Junior Business Administration, Russell l'-lunlce, Cleve- land, Ohio, Senior Business Administration. PRIVILEGE LISTS Certain privileges in T. M. I., much desired by the cadets and not harm- ful in themselves, are granted on a basis of academic standing and deport- ment record. These lists are prepared at the end of each month and posted, and also a copy is mailed to each patron of the school. FIRST PRIVILEGE LIST: The First Privilege List includes all cadets whose average for the month is 90 per cent or above and who have not fallen below 80 per cent in any subject and have not received more than 3 de- merits for the month. SECOND PRIVILEGE LIST: The Second Privilege List carries the names of all cadets whose lowest grade is not below 80 per cent, but average below 90 per cent, and who have not received more than 4 demerits for the month. The privileges allowed under each of these lists are announced at the opening of school. MEDALS CLASS LEADERSHIP MEDALS: Gold T's,' are awarded as medals to the cadets maintaining the highest general average for the year in each of the eight classification groups. MILITARY EFFICIENCY MEDALS: Medals are awarded to the cadet commis- sioned officer, non-commissioned officer, and private who are adjudged to be the most efficient in their respective grades in the performance of their military duties throughout the year. REPORTS Reports indicating the character of academic work and deportment record are issued every four weeks. Our grading system is very clear and the parent is able to keep in touch with the progress of the boy by noting these reports carefully. A grade of 70 per cent is required as the passing mark. Our teachers grade very closely each day's work and there is no padding of grades. An average grade in T. M. I. is between 80 and 85 per cent. In addition to grades by subjects, the report shows the general average in all subjects, the number of boys in each class, and the rank of each boy in that class. This policy has been followed for many years. The day in each month when class rankings are read out is looked forward to with eager interest. Pugc' Fifty-Five GENERAL VIEW OE OUR BACK YARD aw MILITARY 4644 WHY MILITARY? Tennessee Military Institute is military in plan, method, and organization for the sake of the permanent values accruing to boys through the military sys- tem. It is the purpose of this school to train for intelligent and successful citi- zenship. A few boys each year may pass on to West Point or Annapolis, and thence become army or navy oflicersg but an overwhelming majority of our cadets look forward to business or professional life. Hence, the military sys- tem would not be justified if it were of value only to those cadets who are pre- paring for a military career. We believe that most boys need the lessons in physical fitness resulting from military training-erect carriage of the bodyg firm, rhythmic step, sys- tematic, everyday, outdoor exercise as a means of keeping physically fit, and that they need the character-forming lessons derived from living, working, and playing according to an orderly schedule. In a good military school the boy wakes, dresses, eats, works, plays, studies, sleeps, in accordance with a regular schedule. He learns how to dress neatly Without being a dude, how to be dignified in bearing without being stiff, how to act his part as a leader of men without appearing pompous and presumptuous. Orderliness, regular- ity, and systematic procedure are part of the atmosphere in which he lives. To these may be added respect for superiors, respect for government, and the spirit of co-operation and teamwork so much needed in the complex civic life of the present generation. Some one has said that a man's character is the sum total of his habits. Many courses of thought and action become habitual in a military school, and these are desirable habits to build into character. RESERVE OFFICERS TRAINING CORPS lR.O.T.C.l Since 1918, Tennessee Military Institute has had a unit of the Reserve Officers Training Corps with one commissioned ofiicer and one or more non- commissioned assistants detailed from the War Department for instruction in Military Science. Cadets satisfactorily completing the full course of instruc- tion either receive commissions as second lieutenants in the Reserve Corps or certificates of eligibility entitling them to such commissions on reaching their twenty-first birthdays. The school has been designated an Honor Military School every year since 1927. Page Fifty-Seven MILITARY INSTRUCTION VALUABLE There was a time when military training in the military schools con- sisted chiefiy of close-order drills, dress parades, and other ceremonies for show purposes, such as is still the case in semimilitary schools. That period is long past in the schools giving the courses of instruction prescribed for units of the Reserve Officers Training Corps. In such schools, there is still sufiicient close-order drill to develop close attention to minor details, to acquire precision in simple and complex movements, and the perfect marching tech- nique so much admired by the crowd. This can be acquired by a group of alert boys in a surprisingly short time. After that, the time allotted to the military-one hour each day-is divided between extended-order drills and field problems in military strategy in which use is made of a large part of our 144-acre campus and golf course rather than the two-acre close-order drill and parade ground. A carefully written textbook on Military Science and Tactics is furnished to each cadet. Several more advanced texts are in the military section of the school library for use as reference texts by cadet officers. The textbook used by cadets embraces chapters treating, among others, the following subjects: Military Discipline and Courtesy, Military Sanitation and First Aid, Leader- ship and Command, The National Defense Act, Map Sketching, Map Read- ing, Field Engineering, Rifle Marksmanship, Mess Management, Care and Operation of Motor Vehicles, Military Law, Military History, Aerial Pho- tography, etc. We have heard T. M. I. graduates make the remark that they had derived more useful general information from the instruction in Military Science than from any other course taught in the school. MILITARY TRAINING VALUABLE The average American boy today is in much greater need of the training derived from his life in a military school than was the case a generation or two ago. At that period, there was still some regular routine to be observed and some regular hours to be kept in most homes. In addition, to most boys in those earlier days certain daily duties and tasks were assigned. In this day when the modern conveniences of the well-appointed home or apartment leave little that teen-age boys can do, and when family government and Page Fifly-Eight regular hours have both become obsolete, the boy is likely to grovv up to the size of a man without ever learning that he must be at a certain place at a certain time, that there are any details for which he is personally responsible daily, or that there is any authority which he should respect. In his first year in a good military school, he not only learns all this, but learns that it is to his own best interest that he do so. As a second-year cadet, he begins to exercise a limited amount of leader- ship. It may be only as corporal of his squad, but it is a beginning both in exercising leadership and bearing responsibility. Several times daily, it be- comes his duty to be accountable for the presence of every boy in his squad at formations. This develops a strict sense of honor in making reports. Later comes his opportunity to serve as an officer of his company or possibly as battalion commander, meaning still greater responsibility. In non-military schools, many men graduate from college and graduate schools Without developing the poise, confidence, and mature personality frequently found in a cadet oflicer who has come up, grade by grade, through deserved promotions. A VIEW IN SPECIAL WEAPONS ROOM OE TI-IE ARMORY Page Fifty-Nine OFFICER A D 1 T I ERGEANTS 'll' SHAFER, C. E., CAPTAIN wk REYNOLDS, P. F., IST LT. ik MOON, R. H., ZND LT. ik WADE, T. I.., IST SGT. Ohio Ohio Michigan North Carolina COMPANY B 'A' 'CIT R. R., CAPTAIN ik VICKERS. W. L., IST LT. ik HODGES, J. R., ZND LT. ik ADAMS, W. H., IST SGT. N . . . . . orth Carolina Dostrxct of CoIumbna Alabama Florvda QQC79 t by Cooke R J CAPTAIN 'AY SMITH, G. E., IST LT. PARIS, B.W.. ZND LT- ANGELO. J. C.. IST SGT. 'A' Georgia It Ohio New Jersey HEAD UARTERS COMPANY if 'vw ,4-Q BOWYER. W. W., IST LT. ik SMITH. W. L., ZND LT. ik WATKINS. J. A., IST SGT Wesi Virginia Kenfucky Tennessee OMPANY A,' if BATTALION HEADQUARTERS J D. CQPHAM L. F. LUCKIE 6. A. SARLES G. F. CROSBY L. F. I-IUNKE Second Lieutenant Captain Major First Lieutenant Second Lieutenant BATTALION ORGANIZATION COMMAND AND STAFF OFFICERS GEORGE A. SARLES, Cadet Major .... LORENZO F. LUCKIE, Cadet Captain . . . GEORGE F. CROSBY, Cadet First Lieutenant . JOHN D. COPHAM, Cadet Second Lieutenant . . . LEONARD F. HUNKE, Cadet Second Lieutenant NONCOMMISSIONED STAFF OFFICERS FRED DYCHE, Cadet Staff Sergeant .... H. RUSSELL HUNKE, Cadet Staff Sergeant . . COMPANY OFFICERS AND NONCOMMISSIONED Headquarters Company Company A Company B CAPTATNS DEWEY H. JONES XVENDELL W. BOWYER AVALTER L. SMITH JOHN A. WVATKINS JAMES F. BROWN JACK WNHITE STEPHENS H. BATCHELDER JOHN M. FERGUSON HUGH HEFFRON EDWIN L. HUMPHREY ELBRIDIIPI W. PALMER MARSHALL H. WRIGHT HENRY D. AUSTIN MALCOLM S. KINNEY JAMES B. IIOVINGOOD CRAIG RALSTON, JR. CHARLES E. SHA FER ROBERT R. LA YCOCK FIRST LIEVTENANTS PAUL F. REYNOLDS WIIIIJIAM L. YICKERS SECOND LI EVTENANTS ILOBERT H. MOON JOHN R. HODGES FIRST SERGEANTS TILGHMAN L. WADE WILLIAM H. ADAMS SERGEANTS EDWARD D. SMITH VAN T. STUI-IBS, CHARLES P. CONRAD STUART VVOODSON CORPORALS BIIANT H. BARBEE DAVID E. BI-:RTRAM CHARLES E. HUTCHINS JACK H. RIOURFIELD ERNEST E. VALENTINE JOHN DUGGER JOHN GREER TOM PRYSE JAMES H. SMITH JAMES M. WADIJELL JAMES C. WILLIAMS PRIYATES FIRST CLASS JAIME L. AVALO WILLIAM S. CATE JOSEPH DEBORD HUGH DICKEY LESLIE W. DOOLEY WALTER B. fiODVI'lN ALRI-:RTO FRAXEDAS BROCK R. IIYON ERNESTO PUIG JACK BENNETT FRANK BLANTON ROLAND BRANDVVEIN ARTHUR DANNIN TOM GREVE GORDON HALII MURRAY HARRIS BAILEY L. HAMI-TON SYDNEY JONES FVILLIAM R. LINT JACK MCNAR GEORGE B. PICIIEL JOHN PRICE JACK L. RILEX' BANKS B. SOUNDERS HENIIY' H. SCHLUER RICIIAIID T. SHUGART BERTHOLD G. STUMBERG GEORGE WNEBB . Battalion Commander Battalion Executive Officer Assistant Executive Oflicer . . Battalion Adjutant . Battalion Supply Officer . BattaIioII'Color Sergeant . Battalion Color Sergeant OFFICERS Company C ISICHARD J. COOKE GEORGE E. SMITH BERTSYL W. FARIS JOSEPH C. ANGELO WILLIAM M. KEMMPJR ROBERT D. RTCCLENAGAN FRANKLIN H. DEVORAK JACK A. GROHSMEYER JACKSON T. JONES JAMES O. JOWERS SAMUEL A. MONGER JAMES E. VVHEELER ISALPH W. BURNETT DAVID M. CLEVELAND JAMES M. CLEVELAND FRANK D. DRUAR BEN P. EIIBANK RANDOLPH JONES WILLIAM J. JONES ALI-'REDO PUIG IVIANUEL REDILADO WILLIAM RICKARDS RAI-'AEL T. SANCHI-Jz JOI-IN H. SI-:III Page Sixty-One : - fm 1:1-I Y My QQ rg Page Sixly-Two rf? Company A in Dress Uniform Company B in Winter Fatigue Uniform Company C in Spring Fafigue Uniform Illustrafinq Five Uniforms Used Above-Noncommissioned Otticers. Below-Rifle Team. RIFLE TEAM-l938-39 Won Fourth Corps Area Gallery Ritle Championship, competing with seven military schools. Each team memloer was awarded medal. Won tirst place in Fourth Corps Area in National Intercollegiate Match. Won tirst place in Fourth Corps Area in the William Randolph l-learst Match. School was awarded Silver Trophy and each team member awarded medal. Page Sixly-Tlvree i H SiNl'j'-1 0Il1' SETTING-UP EXERCISES llwese views and tlwose on the following page will remind the old boys of 6:l5 A.M. on the Hill A -X P , W, 'u wi ,p vw L -. ,,,, 1 1-1 WL-M ,Mg - M... 'Mt:i f i hw or as any an gg, 1:1,'i5g-pw 1 A... 2 -- .. ... A -.. L... ----f . Q ff .: ...M,v,,,,,,. A X E 5 ..,A , V, Q1-g-3' 'fs a' -....... Ns Q.- .ug ...H-.. Q L . W I' A ,h -u. -Q. I .-., . f,,9,A , my - 'qw f Zi. . ...ff --...f Qi. n. W? Ln- can-an ' 13 '-'QQ -f H., i..,.,.,v,. 22112 :ii Batfaiion Formed for Para de Band Passing in Review Companies Passing in Review fall 2 .. Q x A- 32 Q km .M W-,061 MJ. - . 7 K Q ?'fTZ?,lm-f?':5?'5: MH' QLf:.fr-fwi. 7 Q M W ,. -wwf .Q , - f -1 my A fx Y' q, ,w,fn G K E ff . .cw Q 32-X 1, f-'V,jufMwi,N5,,Kjmigg'AY ff--fffislg. . ' ff.wiv.,, vb' ff ff- in as ' ,V , K, . , . W W y, V , ' iw 1 M W A 2 I, HQ-Magis, -fwifxi gg 11.,, rv M: Q wc f F '71Y'44+ , SX E , 9 Annum, Q . uf 1 w 2 Qlmhnd 7 mfs., . P f an amg, ,. fm AQQQH, , if iw ' 4,,,,,,:,m, ,, A 4 f -?fxi.:Mi-by A N., 'L' nf Q akin 'gf ' ' 1 lim 1 1: 7 i mv gf Y uw., A F537 'V' i F LQ,.y,Jg,wS . ,. . E., 1 K X 4 t 1 gf 4 1: i 0 A R . 1 Z Q ,I -1 I! ,J .s 535i '- , 5, ij all q,,3.g,. 2552- if . . .-W 1651, ,, 5 V ,gf ., - 1 Q, ' sf ' .:. ff 15:5 is Q' , P- .- - g A, ,. ,, z, , -ff , 'Y j55gpzf g,V i - 7 .gy V 1 ,. N M' , ,.,, in 'GE 7 .ML.wM, 1 if-.1-Q,.gn2Ris???1fKQ,g5f53565-gyV, -4 , xv . 5 A .M Z 1 x W .,w.,,.,,Q s M... L - -as .5-Q L? -few? fmif 5 xx .J gi .V ,X ,f . f .K Kwfsfuf V . 1-,elf-f -7 ff-Nwwf ' ' fg Q Lf- . f V 1 ,Am ,- .-m,,,w,k,.ng,..- 15 a-fn, X - A X x 5Ai W L 'f-fry -1 'wk 7 -Jef 'f'A 1 :'A:: ,.AA i. 1 - - A 5 lf ' :,,4::- - , ' - . A 'JQi+iEfEf5Bif:?Wfg,-f A '52 A gp3-SST-?nwE P , V ,s ,xi-H.N..weff'3 M y Q Q ' gy-u, Ns .v , 4 2 H. b 'R ,A .1 ws ay W 6 W, Q 5 'F' ,6 F Q S ? 'gg' 5 x h 6 Q ..-af W xg f H fx.. I is fs , X we Y' ,- v Q 4' Ki 2 x fwmaf, 'af X his JM, ,, Q E Eg S X amazed, V Q 4 in Q 'JH H ,:. -H JMJ, ,WMM-:vi K 2 4 g LgQ1fr,y+ I, M - A 'tx US-33 if 1' P .w1:.,,Q kk-- . ffs7ywJM' A fx-QKW 1 7 V- My gm ggfvsvyg - i gg, W -- -. SHI 'A if-f K .pw we M ?Y,,Z.ai5v4'S f wm'i'f .Q L W .aff f wx ww mg , W, V. 1.g,.,x,-xs35'?'55a .H N We Wlgewhw 1 3 4. w 1:3 Q1-ggfwfaff 4 V ap Q MQMQQQQ 3 Q S, QW' , ' ,454-if W 7 'f 'ill 1,-Q A 4 ' - - ' ' X. .. W2 Qf fm - -' , ,L. N ,Q -H ' V -fu -' .. 1, Egvf !???7wvi.r5 gi , X , -- R. ? MN afkwigyigsqf V -if -' if L My f 2 Q9 l ,aim . 95152 ' M ' zm ' .' , f Y 4 vw 11' K ATHLETICS The athletic program at T. M. l. has developed through carefully con- sidered steps to a present state that we consider to be the best suited to the needs of the modern boys preparatory school. This program, outlined below, is now functioning splendidly. All play is divided into three general heads as follows: First-the varsity teams playing schedules made up of other preparatory schools and large high schools in football, basketball, track, boxing, fencing, tennis, swimming, and golf. Second-junior varsity and also small boy teams playing games against similar groups from other schools in all the major sports. Third-the intramural program consisting of games between the four companies in football, basketball, track, baseball, volleyball, tennis, golf, swimming, tug-of-war, horseshoes, and other sports if the de- mand arises. To conduct the above program neither expense nor energy is spared. The school has superior physical equipment consisting of a new gymnasium which is one of the best in the state and provides adequate facilities for all indoor sports, a good athletic field encircled by a standard quarter-mile curbed cin- der track Ca new practice Held has just been purchased and will soon be com- pletedjg a beautiful swimming pool, six good tennis courts and our school- owned nine-hole golf course. Expert coaches, most of whom have been at T. M. I. for many years, are provided for all varsity, junior varsity and small boy teams. The intramural program is under the supervision of a full-time director who is assisted by other faculty members and also by outstanding athletes in the various companies. To show that the program works, we present the following facts: Play at T. M. I. is not compulsory, yet last year ninety-six per cent of all students played on an organized team of some kind. More than half the boys were awarded our athletic letter, which is given for satisfactory performance on a team playing against teams of other schools. Over a period of years, strong teams, which have made enviable records, have been developed, yet Hwinningl' has not been overemphasized and no athletic scholarships have been awarded to attract outstand- ing athletes. Our teams have been composed of boys, ninety per cent of whom have had all their athletic experience at this school. T. M. I. has developed many excellent athletes who have been outstand- ing in the colleges and universities, but takes equally as much pride in the hundreds of boys who could not be outstanding athletes but have here first learned to play with other boys and, through this play, have learned the fundamentals of good citizenship. Page Seventy-One FN ms at lb-V QC- wn iff rm Q., EEK!- ' f X -sz-'Q ,qw 'qw .1 var- -211' iZ l lf gag-. rrxma ,nuff 'IV 'QQ' fl lzisx EWS Varsity Football Varsity Basketball Varsity Track Team A Team in Acfion That Lost Only One Game At Right: Boxing Team from Which Three Golden-Glove District Champions Were Developed Mid-Souih Fencing Champions The I939 Winning Tennis Team THE TEAMS FOOTBALL VARSITY COach: MAJOR HAYNESg Captain: BILL CATE, Manager: BILL JONES AMBERGEY CLEVELAND, D. FERGUSON IIESTER PALMER WHEELER ARMSTRONG COOKE LFIODWIN LOVINGOOD REYNOLDS VVILKERSON AUSTIN DANNIN HARROD LYON RISSMAN WHITE, C. BABE DIETZEN HUNKE, L. MONGER SCHAIBLE WHITE, J. BATOHELDER DODSON JONES, J. MACKINNON STAPLETON DEBORD CASSt. Mgr.D BERTRAM DOK'JLEX' .TOWERS NEWTON VALENTINE PEANUT FOOTBALL Coach: CAPTAIN AUSTIN BENNETT BURNETT DYER HIJDGES, D. MCNAB RILEY TAYLOR WOOD, A. BLANTON CAMPBELL GREPJR JONES, S. NEIDIGH SCRUGGS, J. WATKINS PRYSE, J. fMgr.D BRIGGS CUMMINS, J. HARRIS, C. IIEVY PRYSE, T. STUMBERG WILLIAMS BASKETBALL VARSITY Coach: MAJOR HAYNES, Captain: JACK WHITE, Manager: JACK JONES AVALO, A. FIERO RICKARDS WHEELER BERTRAM HEEI-'RON SCRUGGS, C. DEBORD QASSII. Mgr.J BOWYER .TOWERS SMITH, D. BH SQUAD FARIS FOLKERTH FORT HEISCHMAN JARVIS MCKAY RICKARDS SMITH, C. .I U NIORS AVALO, G. CAMPBELL DANNIN LINT SAUNDERS SMITH, J. H. TAYLOR WILLIAMS PEANUT BASKETBALL COach: CAP'FAIN AUSTIN BENNETT BLANTON CUMMINS, G. ITAMPTON HARRIS, C. KAROOL PRYSE, T. RILEY TRACK VARSITY Coach: CAPTAIN AUSTIN, CO-Captains: H. AUSTIN and J. WHITE, Manager: PALMER BARR CONRAD GREEK . MONGER STUBBS BOWYER DYOHE HIALL SAMUELSON WHEELER BROUGH DYKES, S. HORAN SCHLEMMER WVHITE, C. BROWN CLEVELAND, .I. HUMPHREY REPILADO BURNS CHILDRESS HUNIQE, I.. REYNOLDS COOKE FERGUSON LYON RISSMAN PEANUT TRACK BENNETT CUMMINS, G. KABKJOL PRYSE, T. WYEBB BLANTON HAMPTON PICHEL RILEY HARRIS, C. FENCING Coach: CAPTAIN BATCHI-:LDERg Captain: HUMPHREY: Manager: BRANDWEIN EURANKS MAIOCCO MAOKINNON SANCHEZ SHUGART WADDEI.L BOXING Coach: LIEUTENANT CASAVANT ANGELO AUSTIN AVALO, J KEMMER SMITH, G. WRIGHT STUBBS CManagerJ TENNIS Coach: CAPTAIN HOSIER EUBANKS JARVIS JONES, H. JONES, J. RICKARDS REPILADO SCRUGGS VVILLIAMS SWIMMING Coach: CAPTAIN AUSTIN AUSTIN BROUGH JONES, J. SOHLEMMER AVALO, A. DYCHE MOTT VALENTINE VVHITE, J. BAIN HUNKP1, L. MACKINNON VICKERS COMPANY BASKETBALL Intramural Director: LIEUTENANT HOLMES Company A -fAvALO, G., BABE, HUNKE, R., MOURFIELD, REYNOLDS, WADE, WILKPIRSON, WHITE, C. Company MBU-'C0NR.-XD, DANNIN, GREER, HALL, IAINT, SAUNDERS, SCHLUER, SMITH, J. H., WILLIAMS Cornpany 'IC fBREvARD, DYCHE, JONES, H., JONES, J., PUIG, A., REPILADO., SAMUELSON, SCHLEMMER, SEIP Company A fAvALO, A., BABB, B RISSMAN, SCHAIBLE, COmpany HB -CAMPBELL, CONRAD VICKERS, WADDELL, Ccmpany C -BURKE, CHAMBERS, RICKARDS, SCRUGGS, Page Seventy-Four Headquarters Company-AUSTIN, BATCHELDER, FERGUSON, FORT, KINNEY, LOVINGOOD, MOTT, SMITH, W. L. COMPANY BASEBALL ERTRAM, BROUGH, CATE, GAY, HUNKE, R., LYON, MOON, MOIIRFIELD, PUIG, VALENTINE, WILKERSON , GREER, LINT, MACKINNON, SAUNDERS, SCHLUER, SHUGART, SMITH, J. H., WEBB, PRYSE, J. FARIS, GILL, JONES, H., JONES, J., JONES, W., MCCLENAGAN, MCCRARY, C., SEIP, STAPLETON, ANHEELER Headquarters Cmnpanyf-AUSTIN, BATOHELDER, BOWYER, BROWN, COPHAM, FERGUSON, HEFFRON, HUNKE, L., HUMPHREY, IIOVINGOOD, MOTT, SMITH, C., WHI1'E, J. Peanut Football Team Freshman Basketball Team Peanut Basketball Team Varsity Tea m in Action Freshman and Peanuts in Action . I V. .,,fkk KE Q-Q The Most Popular Spot on the T. M. l. Campus Page Seventy-Six ,fy uf ,ff-ff- ' w , qv 4.5, 355 V iz CAMP SNAPS K, we t , in . 4 '7 ' B M, i . 'JA , - ' N -ff iii 'Vw AN :Vw .Eff K K 4 Q Page Snerlly-Se1'er1 sw Q1 y ig X f ,, if 4 . JJ Iv fiiiizmgs , ..,,L V, 1 Q 1 H. , mme, QV, ff -1. H if M 3 4 kmvqC3T.QST ' if :sf 1 f ' fg,2Qsf:g,A..w , WW wfwf ,. gg, M 5' f' ,. A w1:,11,fm' , MM , , - - wwf. ,i :gig 935 3-iwfigkl .rt -LQ,,,p, P ,ww Q: 2 L , if 5. W G f fwfsf -' -ff 5-.3 K Me' . H 72 L. W Whit f- . , ,S 511513 53, , fm r ixaf'f'E5 wa mf If w., 1 X X ,,7. nf ' ,W i., ,ge- ,NPV YW f' X lm! N 2 5 F. kv, ff 5' T' ' 1 A 2 gg F1 'M ,, 5 l 4 1 x JM f, wi Y fy 1 f 4 is X Q, 6 1, X,.,J,sf . , A., if H f :Q 21 Q -- -f.- 2 'ffm r ,z'masv+ 2 -Weis, f .422- .1 .0 'Q v 1 5 1 1? 3 ,4- .4- 'C -0 of 0 , Q ,gf ,, QQ! Aww, K A. . -3 if R -g w . 5 QQ ,, Q-Wzj' .J X FL . zggf -3513 -vm V.. fig fQ..,..y K V I 5' K N f. W, X ' Wiifffisfz ya T.: 1... N N 5 V xg? J K 5 , W... . 2:55. , . ., ' 55,1 124 ' A A 'Tp ' 1 1, . 4 3 1 ,.wwf,g-...V W -vnu, W Jw f 1 X 'f -' 5-w1:fSs21w,f,.f, ..,. M. ' ' ' W' 'L 9, I .W WV ,, yn K '- if Qi! 1 W Z5 U2 A .Q : 'Xi , . ,.. - ' W'gf L x'?w V lsgiffwgu wb ' f ' jg: ,Zi i , 1- 1 ' h.g..i,x im wg i:sigeib5.7.k5k,,T, 75,5177 A 5 mol. K A K . I, 2 3 'N - i5W?iZwf1' 'wiiii 327?...iSs53xgQ:' ' , . . ,,f1,1 4 K 1 W . J f.sif.f4 5 f' ' .:..1g . ' 7 ' ,L,. A mag., V M.. '- f . . , f . - ,fm gy. .. MNWEEQQ ww 5 ,W . .. :,,m.-fevzgsfsfigegy'-V 'V - .,, -.. M . .yi-ff,m ,,,.... W .W A-W., ...M N, V . if ' K wav 1 -:'.5'. L- -. u:-, 4,i: '.f'i'?'1::-f1mia' 'ws , 9' 4 4' , A -- -ff W ' ' W ' fl 'i 6 zilifiisazeififfiy5i,iefsifffSifZ5a:1.i-ffgifggniifg.K at - M 22 1 -' .fb ' ,, gy A ,,M,,.,, f VV-ft , ,5 ff I-fy 4.71. X Page Eighty , ..L.,..,,. , ,wfm SNAPSHOTS i i Kaffe? The eight views shown above were taken in the county in which Sweetwater is situated and all within an iwoufs automobile drive from time school. Page lfigfrly-Um 'F 52? if fggig, C O S T O F ATTENDANCE CHARGES Regular school charges cover tuition, board with furnished room, heat, light, and water, library, athletics, use of gymnasium, swimming pool, golf course, and admission to all home gamesg nurse's services and use of infirmary. Total for items above, paid by term in advance ..... . .3670.00 Uniforms as listed on next page ........ . 100.00 Laundry, cleaning, and pressing ..... . 45.00 Weekly cash allowance, 31.00 per week . . . 35.00 Total . . 3850.00 PAYMENT PLANS By Term By Month At entrance: On September 12: On tuition ............. .... 3 60.00 0118-half of tlllti0Il ............ 3335.00 Cash allgwance deposit ,,,, , , 15,00 one-half of cash allowance, Laundry and pressing. .. . . 5.00 . . Uniforms ........... . .. 100.00 laundry, cleaning, pressing .... 40.00 Uniforms ................... 100.00 Total due at entrance ' 5180-00 On October 1 : '- On tuition ................... 3 80.00 Total due in September ........ 3475.00 Laundry' cleaning' pressing 5'00 Total ....................... 3 85.00 Same amount due November 1, December 1, February 1, March 1, April 1, and May 1. On January 3, add deposit for spring term laundry. C199-ning. DI'9SSiH8' ---- 40-00 cash allowance, 320.00, plus 385.00- 3105.00. On January 2, 1940: One-half of tuition ............ 3335.00 One-half of cash allowance, Note.-Payments by the month total 330.00 Total due January 2 ..... . . .3375.00 more than payments by the term' FOR YOUN GER BOYS The tuition rate for boys classified below High School is 3100.00 less for the year. If this is paid by the term, 350.00 may be deducted from amounts shown in the last paragraph, if paid by the month, 320.00 may be deducted from the first payment and 310.00 from each succeeding monthly payment from amounts shown in the first para- graph above. Page Eighty-Two NOTE 1.-In view of the leniency of the payment plan outlined above, parents who accept the monthly-payment plan will be expected to make these payments on the dates due. Settlement of tuition payments due for each term must be made prior to admit- ting the pupil to term examinations in the subjects studied. NOTE 2.-In cases of illness requiring the services of a special nurse, the expense of providing such nurse will be charged to the parent. Similarly, any cost for consult- ant physician or surgical work is chargeable to parent. NOTE 3.-No deductions from charges will be allowed and no payments will be 're- funded in cases of discipline resulting in dismissal. OPTIONA L EXTRAS Laboratory fee for Chemistry ......... . 310.00 Laboratory fee for Physics ..... . . . 5.00 Typewriter rent in Commercial class . . . 10.00 Diploma ............. . 5.00 Board during Christmas vacation, per day ....... . 2.50 OF SPECIAL IMPORTANCE Cadets are enrolled for the entire year or for the part remaining after entrance. No cadet is accepted for the first term only. Cadets entering on January 3 will be charged the usual entrance payment, including uniform, as explained on page 82. Itemized statements are mailed monthly showing expenses incurred for tablets, pencils, pens, ink, toilet articles, and for any needed articles of underwear, socks, shoes, e-tc., where these are provided through the school. Prompt payment of these monthly bills is expected. Damage to school or government property is charged to the cadet. DISCOUNTS A discount of ten per cent is allowed where two or more boys are enrolled from the same family. A discount of ten per cent is allowed on the school charges Cnot on uniformsj for sons of ministers, teachers, and ofiicers of the army, navy, coast guard, and marine corps. A discount of 3510.00 per week is granted when a cadet is kept away from school by sickness for more than four weeks. Where withdrawal for the remainder of a year is necessitated by sickness, the loss is shared equally between the school and the parent. UNIFORMS The articles of uniform furnished under the fixed charges listed on the previous page include the following: 1 Dress Coat ................... 3520.00 Leather Belt ................. S 1.50 1 Pair Dress Trousers ..... 8.50 Overseas C9-D -'------'---'---- 1-25 1 Dress Cap ' u l I t . ' . ' ' . I 3.50 Pairs White Gaberdine Trousers. 5.00 2 Pairs Serge Trousers .... 17.00 Svatiaegglilte Cap . 1 e e e ..... . . . 6 Poplin Shlrts ....... . . . 12.00 Citation Cord ' . ' ' ' ' n n ' . 1.25 1 Woolen Sweater ' ' ' ' 850 Set Lapel Decorations. . . . . 1.00 1 GHIGCO3-f ------ - - - 15-00 Black Necktie ........ . . . .50 1 Suit Coveralls . 3.00 -1- 1 Web Belt .... .50 Total .... .... S5 100.00 Page Eig bty-Three To guarantee uniformity, uniforms must be secured from the Quartermaster on ar- rival. Shoes are not included. These, tan or russet in color, may be brought from home by the cadet or purchased through the school. GOVERNMENT UNIFORMS All cadets enrolled in the unit of the R. O. T. C. are issued complete barracks uni- forms by the government, without charge. This provides the cadet with a heavy outfit suitable for rough drill usage, field problems, etc., and enables him to take better care of his uniforms secured through the school. OTHER ARTICLES NEEDED Cadets should bring the following articles from home: Four white shirts Face towels Bath towels Handkerchiefs Underwear Socks Bathrobe Hairbrush and comb Clothesbrush Toothbrush Shoebrush and polish Pair of blankets C Olive Drab Pajamas Pillow 4 Pillowslips 4 Sheets for single bed One or two rugs Cinexpensivej army blankets preferredl FINAL WORD TO PARENTS The features of Tennessee Military Institute presented in this catalog have not been designed to catch the eye or please the fancy of any boy or par- ent. They represent what we consider most important in the proper education and training of boys and describe faithfully what we undertake to accom- plish here. The standards of conduct and classroom accomplishment empha- sized in this booklet are emphasized constantly by the oflicers and teachers dur- ing the school year. We strive continuously: 1. To promote physical healthg 2. To develop scholastic thoroughnessg 3. To cultivate sound conceptions of truth, honor, and other fundamentals of character. If you approve of the general program outlined in this catalog, you would be pleased with the development of your boy in Tennessee Military In- stitute. If you are willing to cooperate with us in our efforts to develop the best capabilities of your boy, we shall be glad to have from you the facts about him and to discuss with you the advisability of entering him in this school. Page Eighty-Four REFERENCES . . . CHANCELLOR O. C. CARMICHAEL, Vanderbilt University, Nashville, Tenn. DEAN C. M. SARRATT, Vanderbilt University, Nashville, Tenn. Mics. MARY WEBB HAGGARD, Registrar, Vanderbilt University, Nashville, Tenn. DEAN JOSEPH RCJEMEIQ, George Peabody College, Nashville, Tenn. PRESIDENT J. D. HOsKINs, University of Tennessee, Knoxville, Tenn. REGIS'l'llAll R. F. FFHOMASON, University of Tennessee, Knoxville, Tenn. PRESIDENT RALPH WALDO LLOYD, Maryville College, Maryville. Tenn. PREsIDEN'I' JAMEs T. WARREN, Carson-Newman College, Jefferson City, Tenn. VICE-CHANCELLOR ALEX GUERliY, University of the South, Sewanee, Tenn. PRESIDENT CHARLES E. IJIEHL, Southwestern, Memphis, Tenn. PRESIDENT FRANCIS P. GAINEs, Washington dz Lee University, Lexington, Va. DR. W. H. FAULKNER, University of Virginia, Charlottesville, Va. DEAN T. J. WILSON, University of North Carolina, Chapel Hill, N. C. DEAN W. K. GREENE, Duke University, Durham, N. C. DEAN L. T. BAKER, University of South Carolina, Columbia, S. C. DR. JAMES L. FOWLE, Pastor First Presbyterian Church, Chattanooga, Tenn. DR. E. S. C.AMI'BELII, Pastor Lookout Mountain Presbyterian Church, Lookout Mountain, DR. E. B. MCGUKIN, Pastor First Presbyterian Church, Knoxville, Tenn. REV. E. L. MCCLURKAN, Pastor Moore Memorial Presbyterian Church, Pineville, Ky. DR. ROBT, H. MCCASLIN, Pastor Second Presbyterian Church, Memphis, Tenn. QDr. McCaslin was born and reared in Sweetwater and is alumnus of T. M. LJ DR. ROBEliT S. SANDERS, Pastor Buntyn Presbyterian Church, Memphis, Tenn. CDr. Sanders lived in Sweetwater nine years. His two sons are graduates of T. M. LD REV. J. R. HCJDGES, Pastor First Baptist Church, Sweetwater, Tenn. REV. F. B. JACKSON, Pastor First Methodist Church, Sweetwater, Tenn. REV. F. D. STEPHENSON, Pastor First Presbyterian Church, Sweetwater, Tenn. MR. MR DR. DR. DR. DR. DR. DR. DR. DR. JOHN C. C. MAYO, Mayo Arcade Building, Ashland, Ky. LEWIS DEWAIIT, The Sunbury Daily, Sunbury, Pa. GUY C. JARRATT, 920 Crawford Street, Vicksburg, Miss. JOSEPH S. CAMP, Jasper, Ala. PETER HEss, JR., 1001 Madison Avenue, Covington, Ky. JOHN LANE KEYEH, Saint Lukels Hospital, 11311 Shaker Boulevard, Cleveland, Ohio. ROBERT P. ILEA, Colon Hospital, Cristobal, Canal Zone. ALVIN J. WEBER, 4600 Kingston Pike, Knoxville, Tenn. ALVIN G. STEINFELD, Murphy Building, Madisonville, Ky. WILLIIAINI T. BRAUN, JR., Medical Arts Building, Memphis, Tenn. HON. KIRK B. MOBERLEY, Richmond, Ky. DR. DR. DR. DR. DR. DR. DR. MR DR. DR. MR. MR. LEON C. HOSKINS, Strong Memorial Hospital, Rochester, New York. IRA C. EvANs, R. F. D. No. 1, Winchester, Ky. HOWARD A. FARRAR, Manchester, Tenn. HARRY GRAY' MCNAMEPI, care Philadelphia General Hospital, Philadelphia, Pa. THOMAS L. CHIDESTER, Sikeston, Mo. J. HARLEY HARRIS, Medical Arts Building, Memphis, Tenn. WILLIAM T. BLACK, Physicians dz Surgeons Building, Memphis, Tenn. Tenn. FRANK C. MEBANPI, Manager Little Rock Office of the Maryland Casualty Company, Little Rock, Ark. JAMES A. FANNIN, Medical Arts Building, Memphis, Tenn. JOHN C. CLARK, 2226 South Broad Street, Philadelphia, Pa. ARTHUR ARCHER, 36 Douglas Road, Lowell, Mass. E. J. HEEIIDT, 35 Bedford Place, Stamford, Conn. HON. RAE M. ILOYCE, 256 Detroit Street, Hammond, Ind. MR. F. J. REYNoLDs, 143 E. 201st Street, Cleveland, Ohio. MR. J. S. ILICKARDS, 516 W. Jefferson Street, Tallahassee, Fla. DR. W. W. WALKEIL, SR., 2225 First Avenue, North, Birmingham, Ala. HON. C. M. SWANGO Sardis Miss. ! ! MR MR D. MEAD JOHNSON, Mead Johnson Company, Evansville, Ind. MR. . JOHN D. LINCOLN, Marion, Va. MR. . VV. A. MCCIIAIN, JR., Palmer Building, Atlanta, Ga. LYNN B. NTCCLAIN, 103 W. 39th Street Baltimore, Md. Page Eighty-Five ROSTER OF CADETS 1938-39 ADAMS, WILLIAM H. . ADAMS, THOMAS F., JR. . . . ADAMS, THOMAS W. . . . . AMBURGEY, LAWRENCE MAXCJN . ANGELO, .JOSEPH C. . . . . ARMSTRONG, JACK M. . . ATKINSON, DOUGLAS PAYNE AUSTIN, HENRY D. . . . AVALO, AGUSTIN . AVALO, ANTONIO AVALO, JAIME LUIS . BABE, GEORGE .... BAIN, CLARENCE DIXON, JR. . BARBER, BRANT HODNETT BATCHELDER, STEPHENS H. BENNETT, JOHN TALIAFERRO . BERTRAM, DAVID ELWOOD . . . BLACKSHAW, ROBERT MANLOVE . BLANTON, FRANK S. . . . BOKMA, AIITHUR, JR .... BOWYER, WENDELL WAITMAN . BRANDWEIN, ROLAND . . . BREVARD, JOHN HUFFMAN . BRIGGS, DARWIN DANIEL, JR. . BROUGH, ROBERT BRUCE, JR. . . BROWN, JOHN FRED ..... BUCHANAN, LESLIE ARTHUR DAVIS BURKE, FRANCIS EDWARD . . . BURNETT, RALPH WELLS . BURNS, CLYDE WESLEY CAMPBELL, REX GLEN . . CATE, WILLIAM SUNDAY . CHAMBERS, GEORGE PEYTON . CHILDRESS, DUDLEY . . CLEVELAND, DAVID M., JR. CLEVELAND, JAMES . . . CONRAD, CHARLES P. . COOKE, RICHARD JOSEPH . COPHAM, JOHN DUDLEY . CROSBY, GEORGE FLOWERS CUMMINS, GEORGE THOMAS CUMMINS, JOSEPH WILLIAM DANNIN, ARTHUR EDWIN . DBIBORD, JOE BYRON . DICKEY, HUGH . . . DICKEY, LEE ..... DIETZEN, JAMES RICHAIRD . DODSON, FRANK R., JR. DOOLEY, LESLIE WARD . DIIIIAR, F. DONALD . . DUGGER, JOHN . . . DEVORAK, FRANKLIN H. DYCHE, FRED . . . DYER, FRANK, JR ..., DYKES, SAMUEL MCCRARY ERB, JOHN GEORGE . . . EUBANK, BEN P., JR. . FAHM, GROVER ALLEN . FARIS, BERTSYL W., JR. FERER, RICHARD . . . FERGUSON, JOHN MILLER . FIERO, NORMAN LEE . . FISHEL, J. STANLEY ..., FOLKERTH, WYAYNE THOMAS . FORT, HOWARD .... FRAXEDAS, ALBERTO GAY, ARTURO . GILL, FRED, JR., GODWIN, WALTER Page Eighty-Six . Florida Alabama . IIIdiana . Tennessee . New Jersey . Tennessee Alabama . Alabama Puerto Rico Puerto Rico Puerto Rico . Tennessee North Carolina North Carolina . Vermont Puerto Rico . . Ohio . . . Ohio . Tennessee . . . Ohio West Virginia . New York . Tennessee Michigan . . Texas . Tennessee . Tennessee . Indiana . Tennessee Alabama . . Indiana . Tennessee Mississippi . Tennessee . Tennessee . Tennessee . . . Ohio . Tennessee Alabama Alabama . Indiana . Indiana . . Indiana . Tennessee . Tennessee . Tennessee . Tennessee . Tennessee . Tennessee . Michigan . Tennessee . . . Ohio . Tennessee . Tennessee . Tennessee . . . Ohio . Kentucky . Tennessee . . . Ohio . Missouri North Carolina . New Jersey . North Carolina . Michigan . Indiana . Cuba . . Cuba . Tennessee North Carolina GREER, JOHN CARMICHAEL GREVE, TOMMY WHITE . . . GROHSMEYER, JOHN ANDREW . HALL, GORDON FARRELL . HAMPTON, BAILEY LEE . HARRIS, CHARLES . HARRIS, MURRAY . HARRISON, WILLIAM . HARROD, FELIX DOUGLAS . HEFFRON, HUGH .... HEISCHMAN, OLIVER NELSON . HODGES, DURWOOD MCGAHEX' HODGES, JOHN RAYFORD . . HOLLINGSWORTII, JEAN . . HORAN, GEORGE DUANE . HUMPHREY, EDWIN IIELAND . HUNKE, LEONARD FRANKLYN . HUNKE, HOWARD RUSSELL . HUTCHINS, CHARLES EDWARD . JARVIS, SAM WILLIS . . JAYNES, THOMAS M. . . JONES, DEWEY HOBSON, JR. . JONES, WILLIAM HENRY . JONES, HUGH JACKSON, JR. JONES, JACKSON TIPTON . JONES, RANDOLI'H HUDSON JONES, SYDNEY ROSWELL . JONES, XVILLIAM JEROME . JOWERS, JAMES, JR. . . . KABOOL, MAHMOOD FANDY KEMMER, WII.LIAM MOSE . KINNEY, MALCOLM SMITH . LAYCOCK, ROBERT REDMOND . LEE, WILLIAM .... LEMP, NPIWPJLL A ..... LESTER, CHAUNCEY CHARLES . IIEVY, SANFORD .I .... LINT, WILLIAM ROBINSON . LOVINGOOD, JAMES .... LUCKIE, I.oRENzo FOSTER . . LYON, BROCKTON REYNOLDS, JR. MCCAULEY, WARD DEWITT . MCCLPINAGAN, ROBERT DOYLE MCCRARY, JOE ROY . . . MCKAY, RICHARD A. . . MCNAB, JACK ZURN . . . MACKINNON, ROBERT NEALE . MAIOCCO, CARL NICHOLAS . MILLIKEN, SETH W. . . MONGER, SAM ARTHUR, JR. MOON, ROBERT HENRY . . MOTT, HAli0LD R. . . . . MOURFIELD, JOSEPH HENRY . NEIDIGH, WILLIAM . . . NEWTON, JAMES PORTER . OWEN, HARRY H ..... PALMER, ELRRIDGE WILLIAM . PICHEL, GEORGE BRUNO . PRQYSE, JOHN .... PRYSE, TOM . . . PUIG, ALFREDO, JR. . PUIG, ERNESTO, JR. . . RALSTON, CRAIG, JR. . . RAY, WYILLIAM RCJBEIQTSON . REESE, JOHN MARION . . . REPILADO MASEORROLL, MANUEL REYNOLDS, PAUL FRANCIS . . RICKARDS, NVILLIAM H. RILEY, JOHN LEWIS . . . Tennessee . . Georgia . . Illinois Pennsylvania . Tennessee . Tennessee . 'Tennessee Pennsylvania . Tennessee . . Ohio . .Ohio Alabama Alabama . Georgia . Georgia Michigan . .Ohio . .Ohio Vermont Kentucky Tennessee Alabama Alabama Tennessee Tennessee . Tennessee . . .Ohio North Carolina . .Alabama Tennessee . Tennessee . Michigan North Carolina . Kentucky Michigan Michigan . New York Kentucky . Tennessee . , Hawaii North Carolina . . .Ohio North Carolina . Tennessee . Indiana . Tennessee . . Illinois Massachusetts . New Jersey Tennessee Michigan Michigan . . Oregon . . .Ohio North Carolina . Tennessee Tennessee . Brazil Tennessee TenI1essee . Cuba . Cuba Kentucky . Virginia . .Ohio Cuba . .Ohio . Florida Tennessee Roster of Cadets, 19 RISSMAN, DONALD . ROY, JAMES THOMAS RUPS, ROBERT .... SAMIRAN, ARTHUR RICHARD SAMUELSON, HERBERT JOHN . SANCHEZ, RAFAEL TEQUECHEL SARLES, GEORGE ALBERT, JR. . . SAUNDERS, BANKS BRANDON, JR. . SCHAIBLE, KIRK CHAMBERLAIN, JR SCHLEMMER, FREDERICK A. . . SCHLUER, HENRY HOWARD . SCHROEDER, ERWIN FRANK, JR. . SCRUGGS, ERNEST CARLETON, JR. . SCRUGGS, JACK ..... SEIP, JOHN H ..... SHAFER, CHARLES ELMER . . SHORE, WALTER ALFRED, JR. . SHUGART, RICHARD TATUM SMITH, CARL BROCK . . SMITH, DENNIS .... SMITH, GEORGE EDWARD . SMITH, GEORGE HOMER, JR. SMITH, JAMES HARMON . . SMITH, ROY THOMAS SMITH, WALTER LEE . SPEAKER, NOEL CECIL , . STAPLETON, O. BRUCE, JR. . 38-39 . . . Michigan Alabama . . Ohio . . Ohio . New York . Cuba . . Ohio . Georgia . . . Ohio . Tennessee . New York Massachusetts . Tennessee . Tennessee . . . Ohio . . . Ohio North Carolina North Carolina North Carolina . Kentucky . Georgia Alabama Arkansas . Tennessee . Kentucky . . Virginia . Kentucky STOCKWELL, EDWARD . . . STUBBS, VAN TANKERSLEY . . STUMBERG, BERTHOLD GOTTLIEB TANGERMAN, GEORGE WILLIAM TAYLOR, THAD M ..... TOMEU, ARTURO, JR. . TONNEBERGER, JAMES H. . TOWNSEND, JAMES CHARLES . VALENTINE, ERNEST EUGENE . VAN WOERT, KENNETH LESLY . Tennessee , Mississippi Alabama . Indiana Tennessee . Cuba Michigan . .Ohio . Michigan . . .Ohio VICKERS, WILLIAM LEE . . District of Columbia WADDELL, JAMES MADISON, JR. WADE, TILGHMAN LAMB . . WATKINS, JOHN ALDEN . WEBB, GEORGE T., JR. . WHEELER, JAMES . WHITE, CHARLES . WHITE, JACK ...... WILKERSON, SAMUEL CHARLES WILLIAMS, JAMES COLEMAN . WILLIS, SAM .,.. WILSON, DOUGLAS, JR, WOOD, ARRANTS . . . WOOD, BEVERLY .... WOODSON, THOMAS STUART WRIGHT, MARSHALL HOYT . North Carolina North Carolina . Tennessee Tennessee Kentucky Tennessee Tennessee Tennessee . Illinois Kentucky . .Ohio Tennessee Tennessee Alabama . Indiana Page Eighty-Seven 3 , gl Vg . 1-- Mgr- 4 V with M' , , ,tg 1. .annals lb., ,, .N IS. .fa .V