'. Clarence LiitJier Herrick. 5^7 



the material and the mental is a truth upon which he came to 

 lay increasing stress in his later years. Starting from a Lotzean 

 spiritualistic idealism he never lost hold of the monism which 

 characterizes that philosophic world-view, though in many re- 

 spects he worked beyond it, his scientific studies serving to cor- 

 rect 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 com- 

 ing philosophic movement which is to reinterpret 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 oi 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 

 Journal 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 Herkick was great- 

 est 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 services. 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 ap- 

 peared. In his lectures one always knew that he was getting 

 the best, the latest, the deepest results of his scientific research 

 and philosophic reflection. Never was any work slighted in 

 which his students were involved. Other things might be sacri- 

 ficed — time, money, convenience, even health itself, but never 

 the student. The result was that his teaching was not confined 

 to the class room or laboratory. There never was an occasion 



