388 NATHANIEL SOUTHGATE SEALER 



"the noblest that ever opened to a School of Science," filled 

 him with the most profound chagrin. 



His endeavor to maintain the integrity of the bequest brought 

 him into collision with the authorities of both institutions. He 

 made a strong appeal to the Board of Overseers of Harvard 

 College to reject the project of handing over three fifths of the 

 income of the McKay gift to the Institute. In this appeal he 

 set forth in clear language the disadvantages to the Lawrence 

 Scientific School and the University which would follow such 

 a division of the fund, as well as the moral breach of the tes- 

 tator's purposes ; for the carrying out of which he had given his 

 personal pledge. In fact, he said, it was mainly because of Mr. 

 McKay's request that he had accepted the post of Dean. 



Besides the immediate question involved, he believed that 

 other important problems of the higher education would be 

 decided by the issue of the contention; foremost among these 

 were "the respective rights," as he phrased it, "of the three 

 estates of the School realm the Corporation, the Faculty, 

 and the Board of Overseers." What gave special emphasis to 

 this question of authority was the statement that the decision 

 on the "merger" project would be determined by the Corpora- 

 tion and Board of Overseers, who would be pleased to hear the 

 opinion of the Faculty, but, whatever the opinion might be, 

 it could have no authority whatever. In the address already 

 alluded to Mr. Shaler called attention to the fact that the Fac- 

 ulty was steadily losing power. 



The vote of the Corporation of the Institute and the action so far had by 

 the Corporation of Harvard College will mean, if it be not checked, that the 

 shaping of our great schools is not hereafter to be in the hands of experts 

 in the science and art of education, but will be determined by men who are 

 necessarily without other than the amateur's smattering of such learning. 

 It means that institutions having for their province the development of ex- 

 perts and the extension of their high functions on which civilization depends 

 shall in their very government deny the essential value of such training. 



The meaning of this action goes yet further : it makes a radical change in the 

 nature of these trust-keepers of our public schools. Gifts bestowed upon 



