"I can well remember the first meeting of the course in psychology in 1890, in a ground-floor room of the old Lawrence Scientific School. He took a considerable part of the hour by reading extracts from Henry Sidgwick's Lecture against Lecturing, proceeding to explain that we should use as a textbook his own 'Principles of Psychology,' appearing for the first time that very week from the press, and should spend the hours in conference, in which we should discuss and ask questions, on both sides. So during the year's course we read the two volumes through, with some amount of running commentary and controversy. There were four or five men of previous psychological training in a class of (I think) between twenty and thirty, two of whom were disposed to take up cudgels for the British associational psychology and were particularly troubled by the repeated doctrine of the 'Principles' that a state of consciousness had no parts or elements, but was one indivisible fact. He bore questions that really were criticisms with inexhaustible patience and what I may call (the subject invites the word often) _human_ attention; invited written questions as well, and would often return them with a reply penciled on the back when he thought the discussion too special in interest to be pursued before the class. Moreover, he bore with us with never a sign of impatience if we lingered after class, and even walked up Kirkland Street with him on his way home. Yet he was really not argumentative, not inclined to dialectic or pertinacious debate of any sort. It must always have required an effort of self-control to put up with it. He almost never, even in private conversation, contended for his own opinion. He had a way of often falling back on the language of perception, insight, sensibility, vision of possibilities. I recall how on one occasion after class, as I parted with him at the gate of the Memorial Hall triangle, his last words were something like these: 'Well, Miller, that theory's not a warm reality to me yet--still a cold conception'; and the charm of the comradely smile with which he said it! The disinclination to formal logical system and the more prolonged purely intellectual analyses was felt by some men as a lack in his classroom work, though they recognized that these analyses were present in the 'Psychology.' On the other hand, the very tendency to _feel_ ideas lent a kind of emotional or æsthetic color which deepened the interest. "In the course of the year he asked the men each to write some word of suggestion, if he were so inclined, for improvement in the method with which the course was conducted; and, if I remember rightly, there were not a few respectful suggestions that too much time was allowed to the few wrangling disputants. In a pretty full and varied experience of lecture-rooms at home and abroad I cannot recall another where the class was asked to criticize the methods of the lecturer.