528 Journal of Comparative Neurology and Psychology. 



upon which he was not ready to suggest, advise, assist the grop- 

 ing mind in its search for the truth. 



He was extraordinarily versatile in the class-room. He 

 would lecture with a piece of chalk in each hand, sketching at 

 the same time ambidextrously upon the blackboard the figure 

 he was describing. Never did the lecture degenerate into a 

 mere description of the figure. The figure he was describing 

 was the figure in his mind, the figure that he was thereby sug- 

 gesting in the student's mind. Such description and all the other 

 instrumentalities of the class-room and laboratory were always 

 kept in their proper place and proportion as means to the end 

 of knowledge and insight. His artistic sense was too fine to 

 allow them ever to degenerate into mere ends in themselves ; 

 the technique of his teaching was in itself a work of art, the 

 more that it was unconscious on his part. His courses in neu- 

 rolog)', embryology, and histology were primarily courses in 

 thinking. This is no doubt the reason why so many of his 

 students look back upon his teaching as the period of their in- 

 tellectual awakening. 



One of his colleagues at Denison University says of him : 

 "All who knew Professor Herrick loved him. Different friends 

 had different reasons for loving him, but all agreed in loving. 

 Christian people loved him because he was a loyal Christian man. 

 Intellectual people loved and adinired him because of his bril- 

 liant and keen intellect ; and men in general loved him because 

 they saw in him a true and noble man loving the truth and liv- 

 ing it out in his daily life." 



As has been said of another: "He did his work with a 

 quietness which concealed its power. He contributed to science 

 our best example of the scientific temper. He was a profound 

 thinker. He was a successful teacher. He was a lover, in. 

 spirer, and leader of youth." 



H. HEATH BAWDEN. 



