Clarence Luther Herrick — Tigh t. 15 
Realism" — in which many will find hints of a coming phil- 
osophic movement which is to reinterpret the fixed onto- 
logical categories of a past metaphysics in more dynamic 
and organic terms. 
Of his contributions to the theory as to the nature of 
consciousness (equilibrium theory of consciousness), the 
physiological basis of the emotions, theory of pleasure-pain 
(summation-irradiation theory of pleasure-pain), his discus- 
sion of the reflex arc or organic circuit under the terms of 
his own coining ("aesthesodic" and "kinesodic") and in gen- 
eral his interpretation 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 embodied in his various published writ- 
ings and especially in certain writings which are yet to ap- 
pear.*' 
In the memory of his pupils professor Herrick was 
greatest as 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 inex- 
haustible fertility of his thought and fine suggestiveness of 
his language appeared. 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 sacrificed — 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 upon which he 
was not ready to suggest, advise, assist the groping mind in 
search for 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 
