26 Bulletin of Laboratories of Dcnisoi University. iv..i. xiii 



years. Starting from a Lotzean spiritualistic idealism he never 

 lost hold of the monism which characterizes that philosophic 

 world-view, though in many respects he worked beyond it, his 

 scientific studies serving to correct any tendency to an exclusive 

 emphasis upon the mental. This is seen in the title under which 

 his latest writings appear — "Dynamic realism" — in which many 

 will find hints of a coming philosophic movement which is to re- 

 interpret the fixed ontological categories of a past metaphysics 

 in more dynamic and organic terms. 



Of his contributions tO' the theory as to the nature of con- 

 sciousness (equilibrium theory of consciousness), the physiolog- 

 ical basis of the emotions, theory of pleasure-pain (summation- 

 irradiation theory of pleasure-pain), his discussion of the reflex 

 arc or organic circuit under the terms of his own coining 

 ("aesthesodic" and "kinesodic"), and in general his interpreta- 

 tion of experience in dynamic and energic terms, we may not 

 here speak in detail. But the attention of the readers of this 

 Bulletin should be called to this side of his work as it is em- 

 bodied in his various published writings and especially in cer- 

 tain writings which are yet to appear. 



In the memory of his pupils Professor Herrick was greatest 

 as a teacher. This statement can only be appreciated by those 

 who knew him personally and were in his classes. There was 

 no display or oratory. He was not what would be called a gifted 

 public speaker, though he was often called upon for such ser- 

 vices. It was in the class-room or about the seminar table or in 

 general conversation that the inexhaustible fertility of his thought 

 and fine suggestiveness of his language appeared. In his lectures 

 one always knew that he was geting the best, the latest, the deep- 

 est results of his scientific research and philosophic reflection. 

 Never was any work slighted in which his students were involved. 

 Other things might be sacrificed — time, money, convenience, even 

 health itself, but never the student. The result was that his teach- 

 ing was not confined to the class-room or laboratory. There 

 never was an occasion upon which he was not ready to suggest, 

 advise, assist the groping mind in its search for the truth. 



