390 NATHANIEL SOUTHGATE SHALER 



engenders. All these qualities he showed in this particular 

 controversy, upholding with inexhaustible fervor the material 

 advantages and the moral right of his cause. 



When at last the legal decision was delivered which made 

 the sale of the land owned by the Institute in Boston invalid, 

 and thus put a stop to the merger scheme, the controversy 

 ended. Since the gift about which it had arisen was left to 

 go where it was intended to go, Mr. Shaler in a measure was 

 satisfied with the result, although he would have preferred to 

 have the question fought to the end on its ethical merits. 

 After this disturbing controversy, during which he had beer 

 warmly upheld by a large number of his colleagues and Har- 

 vard graduates, as well as by a part of the Technology fac- 

 ulty and alumni, he subsided to a state of quiescence and 

 disposed to forget the unpleasant features of the debate 

 well as the sometime feeling of personal injustice ; this it We 

 possible for him to do, for while he was capable of being in- 

 tensely angry, he could be neither sullen nor resentful. Yet, 

 although many of the objects he had labored to bring about in 

 the development of the School were accomplished, or were on 

 the way to fulfilment before the end came, it was pathetic 

 that so near the close of his long and untiring service to the 

 University untoward circumstances should have made him 

 feel that perhaps after all he had built his life's work on insecure 

 foundations. 



The administrative work of the Lawrence Scientific School 

 was laborious to the last degree. It called for unremitting at- 

 tention, and was constantly present to Mr. Shaler's mind, urg- 

 ing him to seek in every direction opportunities for its expan- 

 sion. To do justice to this one phase of his activities would 

 require more space than can be allotted here. It may be said, 

 however, that his object was, as far as possible, to incarnate in 

 the students the ideals of the original founders of the Lawrence 

 School, "who," he said, "were the first educators in America, 

 if not in the world, to set up the ideal of the man of enlarged 



