Clarence LntJier Hcnick. 5 2 1 



connected and the great stimulus which he gave to education 

 by his connection with them, an account will be given in other 

 biographical notices soon to appear in the Bulletin of the Sci- 

 entific Laboratories of Denison University, which he founded. 

 It remains here to say something of Dr. Herrick, first, as an 

 investigator and thinker, and secondly, as a teacher and as a 

 man. 



In estimating the character of his work it is difficult to say 

 whether he was primarily an investigator or a philosopher. 

 And this is to his great credit for he combined in a remarkable 

 degree the qualifications of an expert in both of these lines. 

 He had at once acute perceptions, and keen insight for scientific 

 details, and a broad philosophic horizon and perspective which 

 peculiarly fitted him for the work he undertook of throwing 

 light upon the nature of consciousness from the neurological 

 side. A glance at the appended bibliography will show that a 

 philosophic scope as well as a scientific specialization character- 

 ized all his work. 



His work in every line was extremely suggestive, and it 

 should be added, seldom exhaustive, though certain of his neu- 

 rological and geological papers reveal his power of accurate 

 and detailed research. But his thought ever was moving for- 

 ward, and he was impatient of the routine details which would 

 put any check upon his richly developing insight. 



His scientific labors fall in three states — Minnesota, Ohio, 

 and New Mexico. Of his work in geology during the first and 

 second periods of his life we have already spoken. His neuro- 

 logical work was done mostly during the second and third peri- 

 ods, while connected with the University of Cincinnati and 

 with Denison University. 



The first contribution in neurology was the elementary 

 chapter on the nervous system appended to the translation of 

 Lotze's Outlines of Psychology, published in Minneapolis, in 

 1885. This is significant not so much for its content (though 

 here the dynamic point of view is dominant) as for its context. 

 The juxtaposition, in a manual designed for an elementary text- 



