Memories of Brown; traditions and recollections gathered from many sources . ent; their nameswere always responded to by specially delegated were no failures in recitation; those who were notprepared found no difficulty in securing the services ofthe more fortunate. It was not an uncommon thing toopen exercises with fireworks, and often the room wasfilled with smoke to suffocation. Some of the instructors in elocution had similar ex-periences. Declamations were then given in the oldchapel, Manning Hall. It was the custom of the instruc-tor to ask ten or a dozen of the class to sp
Memories of Brown; traditions and recollections gathered from many sources . ent; their nameswere always responded to by specially delegated were no failures in recitation; those who were notprepared found no difficulty in securing the services ofthe more fortunate. It was not an uncommon thing toopen exercises with fireworks, and often the room wasfilled with smoke to suffocation. Some of the instructors in elocution had similar ex-periences. Declamations were then given in the oldchapel, Manning Hall. It was the custom of the instruc-tor to ask ten or a dozen of the class to speak on a givenafternoon, while the remainder of the class were allowedto constitute the audience. While declamations were 394 Memories of Brown being delivered, the audience lost no opportunity in an-noying both the instructor and the speaker, and theyoung orator who passed successfully through the ordealcertainly received a rare preparation for his lifes the entire audience would rush up the narrowstairways to the gallery, leaving the speaker and instruc-. Professor John W. P. Jenks, U(Taken about 1884) tor to themselves, then at a signal from some of the lead-ers the whole class would return to their places another department one of the professors was obligedto submit to a musical introduction to his lecture, andoften those in the adjoining rooms could hear OldHundred, and other solemn hymns, rendered with a de- Memories of Brown 395 gree of earnestness which would do credit to a countryprayer-meeting. We cannot help loving the well-behaved boy, nor ad-miring the student who gives us no trouble in the class-room ; still, is the good behavior of the modern student anindication of real advance in quality of true education, oris it an expression of the very deficiences which we de-plore in the student of today ? Otis E. Randall, 1884. President Robinson in the psychology class was ex-plaining how we acquire knowledge; that, once possessedof an idea, it w
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