Memories of Dr. Eyring
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Generosity: A Word that Describes Henry Eyring
In going through my notes of the reaction rate theory course I found one of my test papers and was forcefully reminded of the learning pains of youth. The test consisted of three questions from a list of 21 given out in advance. At the end of my paper there is a plaintive note to the effect that one of the three was the one question out of the 21 that I was ill-prepared to answer (as the answer clearly shows). I was surprised to get a B+ on the test. In retrospect, I suppose this grade was based more on my performance the previous three quarters than on that particular test.
The grade was generous, and generosity is a word that helps to describe Henry Eyring. His easy, outgoing, gregarious manner, combined with his generous praise of the efforts of students, aides, and peers and ready availability to all comers partially account for his exemplary impact as a scientist, teacher and person.
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Gentle Eyes
Henry Eyring’s laboratory, the Institute for the Study of Rate Processes, was a place of freedom. Though not in a separate building, its activities were independent of any university department. He gave his students and colleagues complete freedom to think, to try, and to write. His outstanding contributions to science derived from his insights and his generosity toward his students.
Henry’s physical command as a lecturer is well known. He was also an elder of the Mormon church, and in that capacity he performed his first marriage at my wedding. On that occasion his command failed him, and his trembling voice and shaking hands showed that he was a good deal more nervous than the bride or groom.
It is not so well known that Henry earned his bachelor’s degree in mining engineering. If you worked in his laboratory, you would soon discover that he still has a good sense of engineering. During my 5 ½ years with him I never saw him work with his hands, except to polish his shoes, but I still felt that his were the sharp but gentle eyes of a veteran foreman whenever he stood beside me. I always enjoyed discussing engineering problems and experimental difficulties with him, and he always offered brief by perceptive suggestions.
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“Do Your Own Thing”
One of Eyring’s characteristics that has had a lasting effect on me is his invitation to all to join in the process of research, including his awareness that people of all ages and experience can make contributions to knowledge. He was always aware that his own work is not perfect; it can and should be improved. One illustration of this attitude occurred several times in his classes:
In the midst of lengthy derivation, as Henry carried them out on the blackboard in front of the class, anyone could feel free to correct an error. Sometimes class members would suggest that one more of the assumptions in a theory could be improved. Henry’s response after a short discussion was quick and sincere: “Here is some chalk and there is the sideboard. See what you can do with it!” In this way he avoided bogging the class down into any number of possible by-paths, but left individuals free to “do their own thing” if they chose to do so.
Another: A group had assembled at his car in preparation for a 40-mile trip to Ogden. All were to be speaking at scientific meetings at Weber State College. As he settled into the driver’s seat, Henry spoke somewhat as follows: “Gentlemen, I expect each of you to speak out if you see any dangerous situation developing on the highway. I’m driving the car, but I can’t see everything. Your lives are in this car just as much as mine is, and you should feel free to help me whether you’re in the front seat or the back seat.”
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The Science of Cooperation
The 29 months that I spent at Professor Eyring’s laboratory were the most memorable of my life. Even after 20 years of teaching and research at Tohoku University I still had my doubts concerning the attitudes and way of life of scientists. This was probably because modern science had only recently been introduced to Japan, and stress had been placed on the technical application of scientific knowledge.
Not only did my discussions with Professor Eyring further my study of catalytic reaction rates, but my personal contact with him helped me to acquire a viewpoint that continues to guide me through my research life. This was the most important aspect of my experience at the University of Utah.
Once we were discussing a manuscript which described our research and which contained a criticism of earlier researchers. Professor Eyring asked, “Why should we be so concerned with the mistakes of others? I myself make mistakes from time to time. Science progresses with the cooperation of many scientists.” This was the only reprimand I received from this great teacher, who usually chided only with a sense of humor. It was this experience with Dr. Eyring that, like an enlightening word of a Zen priest in Japan, freed me from my long-pending doubt.
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An Letter of Appreciation
March 20, 1972
Dear Dr. Eyring:
I was in the audience last Saturday afternoon as you spoke to the prisoners, somewhat embarrassed at their lack of consideration but delighted with your humor in the situation.
I was in another audience at the Murray High School Seminary just about 10 years ago, and I never forgot the things you said about science and religion. I never told you of my personal appreciation for your willingness to talk to groups of this kind and offer your very special insights as a helpful guide in their lives.
My father said it was about 25 years ago that you spoke to his Sunday School class, an unforgettable experience in his life. He said he grew up with your wife and knew her in Granger, and she had arranged for you to visit.
But my life has been touched much for the better because of your willingness to talk about your knowledge and experiences in this life.
I watched for an opportunity to tell you this Saturday, but saw you were surrounded most of the time.
With appreciation,
[Name withheld]
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Pearls of Wisdom
Sometimes the Dean would let his pearls of wisdom fall softly in the quiet of his book-bedecked office. I particularly remember the occasion when he was writing at the board and fumbled the chalk. Quickly he stooped and snatched the piece in flight. Without a word he continued his paragraph. At the end, almost as a footnote, he added, “In life you may drop the chalk. Grab it and continue as though nothing has happened. You’ll amaze yourself and your audience and be marked as an accomplished man.” I have since forgotten the subject of that particular lecture, but I’ll not forget the twinkle in his eye.
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Shifting Gears
Henry’s thoughtfulness was not confined to professionals. I recall one afternoon when he took nearly an hour out from his busy schedule to instruct a secretary in the mysteries of shifting gears in her new Volkswagen.
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