Tennessee Military Institute - Radiogram Yearbook (Sweetwater, TN)

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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

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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

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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