Harrison's lecture style was reputedly more engaging than his writing style, which was dismissed as "scarcely felicitous."
As a lecturer he was intent upon clarity, with an ability to discern the comprehension among his audience.
He had no hesitancy to revisit a point from varied angles as necessary until learned.
Owing to the sometimes tedious nature of his subject, he was ready to employ a spontaneous, homespun humor, which on occasion became “as racy as it was peculiar.”

Harrison's professorial work ethic was self-defeating over time, as he failed to limit his workload to a manageable size.
As a result, he suffered from a procrastination that became increasingly habitual.
His review of examinations became last-minute, occasionally imprecise, affairs.
His reports to the faculty as chairman became ill-prepared, oral presentations, rather than the prescribed written ones.
Over-commitments also eliminated his potential for social life and travel.
They were deemed invaluable for an educator, who was believed to profit from an exchange of ideas and a personal review of events beyond that provided by newspapers and periodicals.
Harrison lamented these shortcomings and their effect on his professional development throughout his career.

Nevertheless, over his thirty years on the university faculty, Harrison proved himself to be a “...deeply earnest and conscientious professor...And those who knew him best had the greatest confidence in his judgment.”
He taught Latin and Greek, published three books (1834, 1852, 1858), served as faculty secretary (1831–1832), and was faculty chairman (1837–1839, 1840–1842, 1847–1850, 1851–1854).
In 1856 the board of visitors revamped his department, limiting his courses to Latin exclusively.
Harrison's lecture style was reputedly more engaging than his writing style, which was dismissed as "scarcely felicitous." As a lecturer he was intent upon clarity, with an ability to discern the comprehension among his audience. He had no hesitancy to revisit a point from varied angles as necessary until learned. Owing to the sometimes tedious nature of his subject, he was ready to employ a spontaneous, homespun humor, which on occasion became “as racy as it was peculiar.”
Harrison's professorial work ethic was self-defeating over time, as he failed to limit his workload to a manageable size. As a result, he suffered from a procrastination that became increasingly habitual. His review of examinations became last-minute, occasionally imprecise, affairs. His reports to the faculty as chairman became ill-prepared, oral presentations, rather than the prescribed written ones. Over-commitments also eliminated his potential for social life and travel. They were deemed invaluable for an educator, who was believed to profit from an exchange of ideas and a personal review of events beyond that provided by newspapers and periodicals. Harrison lamented these shortcomings and their effect on his professional development throughout his career. 
Nevertheless, over his thirty years on the university faculty, Harrison proved himself to be a “...deeply earnest and conscientious professor...And those who knew him best had the greatest confidence in his judgment.” He taught Latin and Greek, published three books (1834, 1852, 1858), served as faculty secretary (1831–1832), and was faculty chairman (1837–1839, 1840–1842, 1847–1850, 1851–1854). In 1856 the board of visitors revamped his department, limiting his courses to Latin exclusively.
Gessner Harrison