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 The life and public services 
 of Andrew 3. Draper 
 
 By 
 
 Thomas E. 
 
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 TTie Life and Public Services of 
 Andrew S. Draper 
 
 By THOMAS E. FINEGAN M.A. Pd.D. LL.D. 
 
 Auhtant Commiisioner for Elementary Education 
 
 The University of the Stale of New York 
 Albany 1914
 
 The Life and Public Services of 
 Andrew S. Draper 
 
 By THOMAS E. FINEGAN M.A. Pd.D. LL.D. 
 
 Assiilanl Commissioner for Elementary Education 
 
 An address delivered before the New York 
 State Teachers Association at Syracuse, 
 November 26, 1913. 
 
 9 9**4 
 
 , , 'O ,» ' r , 
 
 The University of the Slate of New York 
 Albany 1914 
 Gasr-N 13-4000
 
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 ^ THE LIFE AND PUBLIC SERVICES OF 
 
 7 ANDREW S. DRAPER 
 
 Mr President^ Members of the New York State Teachers 
 ^ Association, Ladies and Gentlemen: 
 
 For more than a quarter of a century, Dr Andrew S. 
 Draper was a fellow-worker with the men and women 
 engaged in pubHc education in the State of New York. 
 He was deeply concerned in the diversified interests 
 represented by its various educational organizations. He 
 was the acknowledged leader of the great educational 
 forces of our State. He was able to bring the power and 
 influence of such forces to the united support of all meas- 
 ures inaugurated to develop and strengthen the educa- 
 tional system of the State; to bring more complete and 
 serviceable educational opportunities within the reach of 
 all the people; and to raise to a higher plane the moral and 
 intellectual attainments and the social and industrial 
 conditions of all our citizens. Doctor Draper undoubt- 
 edly appeared a greater number of times before this 
 association and the other educational associations of the 
 State, addressing the members of such organizations upon 
 more important educational questions, giving them and 
 the State the benefit of his knowledge and experience and 
 exerting a greater influence upon the purposes and the 
 scope of a great State system of public education, than any 
 other man within his time. It is therefore appropriate that 
 this body, so thoroughly representative of all the branches 
 of educational endeavor in the Empire State, should set 
 apart an hour at this meeting to give expression to its 
 > feelings of esteem and appreciation of the fine qualities, 
 flb the noble spirit and the elevating influence of Doctor 
 
 "f Draper's character; to acknowledge the gratitude which 
 
 "^ the educational workers of this State and the State itself 
 
 owe to him for the distinguished services which he ren- 
 dered to public education in this country; and to give 
 iT expression also to our genuine sorrow and grief for the 
 J great loss which the State and the nation sustained in his 
 
 ^ death. For the honor conferred by you and your associates, 
 
 D7fH 
 
 3744n;4
 
 Mr President, in selecting me to pay this tribute of 
 respect and honor to his memory and to express your 
 feelings and obligations for his inspiration and service 
 to you and for this opportunity to express my own feeling 
 of affection for him and my deep sense of gratitude and 
 obligation for the great privilege of having enjoyed his 
 confidence and for having been intimately associated with 
 him for many years, my most sincere acknowledgments 
 are tendered. 
 
 The town of Westford, Otsego county, in this State, has 
 the honor of being the birthplace of this distinguished 
 American educator. His parents lived upon a farm which 
 was located in one of the most picturesque and fertile 
 valleys of the State. His ancestors were of Puritan stock. 
 He was the direct descendant of James Draper, " The 
 Puritan," who settled at Roxbury, Massachusetts, in 
 1646. His paternal great-grandmother, Mary Pratt, was 
 a descendant of Degory Priest, one of the Mayflower 
 Pilgrims. Two of his great-grandfathers were officers, 
 and one of them was killed, in King Philip's War; the 
 other two espoused the cause of the colonies in our struggle 
 with Great Britain and served as soldiers in the Revolu- 
 tion. His mother was Scotch-Irish. His parents were 
 noted for their strict integrity, their industrious and 
 frugal habits, their unimpeachable character and their 
 devotion to religious duties and obligations. Such was 
 the ancestry of Doctor Draper, reaching back as it did 
 to the very best blood which began the settlement of our 
 country, and to a people whose ambitions and achieve- 
 ments were inspired by noble and patriotic motives. It 
 was also an ancestry whose descendants became enriched 
 in each succeeding generation with the progress and 
 patriotism of American civilization and reached its highest 
 type of culture, power, influence and service in him whose 
 life and labor we meet to honor and revere this morning. 
 
 His first attendance at school was at the rural school- 
 house in the district in which his father's farm was located. 
 He did not receive more than two years' instruction in 
 that school for, when he was seven years of age, his parents 
 left the farm and located in the city of Albany. He did, 
 however, attend that school a sufficient length of time so 
 that at a later period of his life, after reflection upon this
 
 experience, he was impressed with its importance as well 
 as with its deficiencies. He occasionally visited relatives 
 in that section, sometimes going to the old school, and 
 many times conversed with the speaker of the impressions 
 which the country and its school made upon his young 
 life. An incident of unusual interest occurred when his 
 parents moved to Albany. They took up their residence 
 in a house which stood upon the site of the present Educa- 
 tion Building. Prophecy could not reveal that the mere 
 lad who played upon those grounds and who there indulged 
 in the sports and recreations which were aiding in the 
 development of his intellectual powers would later rear 
 upon those very grounds an institution which would not 
 only stand in the ages to come as a monument to his great 
 achievements and to his visions and his ideals, but which 
 would also stand as a mighty power to direct the State 
 and the nation to the influences and forces which are 
 able to develop more completely and to preserve for all 
 generations the spirit and purpose of our democratic insti- 
 tutions. 
 
 When the capital city became his boyhood home, 
 he at once entered its public schools. He completed 
 the course given in these schools and, as the city 
 did not then maintain a high school, his studies were 
 continued in the famous Albany Boys Academy. He was 
 admitted to that institution on a scholarship earned upon 
 examination and was graduated therefrom in 1866. He 
 taught one year in the Westford Literary Institute and 
 for a time in the Albany Boys Academy and also served 
 as the principal of the public graded school at East 
 Worcester, New York. Having decided to follow the 
 profession of law, he began a clerkship in a law office, 
 then matriculated in the Albany Law School, was gradu- 
 ated from that institution with the degree of LL.B. in 
 1 87 1 and within a month thereafter was admitted to the 
 bar in this State. 
 
 In the same year he formed a law partnership at 
 Albany, under the firm name of Draper and Chester, his 
 partner being Hon. Alden Chester, who has become one 
 of the ablest and most noted Supreme Court justices of the 
 State. For sixteen years this firm conducted a general 
 law practice, enjoyed a large and profitable clientage and
 
 became one of the most notable law firms of the city. 
 The practice of his profession extended his acquaintance, 
 brought him prominently before the public, developed 
 his powers, exhibited his superior intellectual talents and 
 established him as a citizen whose abilities were sought 
 for public service in numerous capacities. During this 
 period of his life he served for four years as a member of 
 the board of education of the city of Albany and for four 
 years as a member of the executive committee in charge 
 of the Albany State Normal School. The duties which 
 Doctor Draper performed in any official capacity were 
 never discharged in a perfunctory manner. His official 
 connection with these two boards brought him naturally, 
 therefore, into close contact with the general manage- 
 ment of the public school system, made him a student of 
 the problems involved in educational administration and 
 stimulated in him an ambition to contribute from his 
 knowledge, judgment and experience to the solution of 
 such problems. 
 
 \jr It was only natural that a man of Doctor Draper's 
 affable and charming personality, of his ability as a 
 public speaker and debater, of his experience in the law 
 and interest in public questions, and of his clear vision 
 and sound judgment, should be induced to participate in 
 the management of the political affairs of the country. 
 Even before he was a voter, he made speeches in the 
 presidential campaign of 1868 in behalf of General Grant. 
 His voice and influence were effective in every national 
 and state campaign from that time until 1886. In due 
 time he became the chairman of the Albany county 
 Republican committee and afterward the representative 
 of the Albany congressional district on the Republican 
 state committee. Under party customs, this position 
 made him the recognized leader of the Republican party 
 in his congressional district. He was a personal friend 
 of President Arthur and represented Albany in the 
 national Repubhcan convention at Chicago in 1884, 
 where he labored earnestly but unsuccessfully for Mr 
 Arthur's nomination. James G. Blaine was nominated 
 by the convention and, upon Mr Blaine's personal 
 request, Mr Draper was made the chairman of the 
 executive committee_^of the New York Republican state
 
 committee and placed in direct charge of the Blaine 
 campaign in this State. The crushing defeat of Roscoe 
 Conkhng for reelection to the office of United States 
 Senator, after resigning that office and seeking vindica- 
 tion of his course through such election, had occurred 
 only three years before. His most uncompromising 
 enemy, Blaine, was now the Republican nominee for 
 president. The Conkling men in this State could be 
 numbered by the thousands. The contest in the national 
 election would be determined, as it often has been, by 
 the voters of the State of New York. To Mr Draper 
 was assigned the generalship of winning a victory in this 
 great political struggle. He did not underestimate the 
 work to be done nor did he have any misconception of 
 the seriousness of the situation. In the command of 
 that great battle, he displayed such thorough and busi- 
 nesslike methods of procedure, such earnestness and 
 determination of purpose, such wise discretion and sober 
 judgment, and such skilful management that he became 
 one of the most commanding figures in the political life 
 of the country. 
 
 One incident in the campaign, not generally known to 
 the public but related to the speaker by Doctor Draper 
 himself, reflects his clear judgment to such an extent 
 and reveals his ability to measure public sentiment to 
 such a degree that it is mentioned here. Mr Blaine had 
 been through New York State campaigning and had gone 
 to other sections of the country. The campaign was 
 nearing its close when he was persuaded to visit New 
 York City again. Mr Draper was so certain of victory 
 under conditions as they stood and so cautious as to 
 what might happen in a situation of such delicacy that 
 he opposed this plan, met Mr Blaine in the western part 
 of the State and endeavored to induce him to abandon 
 his trip to New York City. Mr Blaine could not be 
 diverted from keeping his promise. He therefore went 
 to New York. The Burchard incident took place and 
 the " rum, Romanism and rebellion " issue followed, 
 which cost Blaine the presidency. Cleveland's plurality 
 in this State was less than twelve hundred and a change 
 of six hundred votes from Cleveland to Blaine would 
 have given Blaine the election. Had Blaine concurred
 
 8 
 
 in the judgment and heeded the pleading of Mr Draper, 
 there would have been a different record to be written 
 of the pohtical history of the country since 1884. 
 
 In 1880 Mr Draper was elected a member of the New 
 York Assembly and served in that body during the 
 session of 1881, made memorable by the controversy 
 between President Garfield and Senator Conkling. He 
 affiliated with the Stalwart faction of his party and was 
 one of the twenty-three members of that branch of his 
 party in the Assembly who voted on every ballot for the 
 reelection of Conkling to the oflfice of United States 
 Senator. He was one of the leading men in the Legis- 
 lature. His ability was recognized and he was given 
 positions upon four of the most important committees 
 in the house, namely, ways and means, judiciary, public 
 education and public printing. His seat in the Assembly 
 was contested by his opponent. The State Constitution 
 provided that no oflficer of the government of a city 
 should be eligible to election to either branch of the Legis- 
 lature. He was at the time of his election a member of 
 the board of education of the city of Albany. His 
 opponent contended that this position was a municipal 
 oflftce within the meaning of the Constitution. The case 
 has become a leading one not only in contested election 
 cases before the Legislature but in important cases 
 involving state policies in public education. The com- 
 mittee on contested seats reported unanimously in favor 
 of seating Mr Draper and the Assembly by unanimous 
 vote adopted such report. In his able and successful 
 defense of this contest, in which he was assisted by his 
 partner, Mr Chester, and by Hon. Rufus W. Peckham, 
 late Justice of the United States Supreme Court, he 
 rendered great service to the educational interests of the 
 nation in sustaining the principle which is vital to sound 
 school administration that pubHc education is a state and 
 not a local function and that the members of a board of 
 education in a city or district are not local or municipal 
 officers but special officers created by the State to 
 represent it in the performance of special State functions. 
 In 1884, Mr Draper was appointed by President 
 Arthur a judge of the United States Court of Alabama 
 Claims. He served in this position for about two years.
 
 This judgeship conferred on him the rank and entitled 
 him to the salary of a judge of the United States Circuit 
 Court. The high Tribunal of Geneva had made an 
 award of fifteen million dollars under the treaty between 
 this countr}^- and Great Britain. It was the function of 
 this court to hear and determine individual claims 
 against this aw^ard. He served with distinction in this 
 judicial capacity, writing many opinions which showed 
 his clear conception of commercial affairs, his compre- 
 hensive grasp of legal questions and which also demon- 
 strated that he possessed judicial qualities of a high order. 
 
 The term of the incumbent in the office of State Super- 
 intendent of Public Instruction terminated in 1886. 
 Judge Draper openly announced that he would be a 
 candidate for this office. The educational people of the 
 State very generally opposed his candidacy and sup- 
 ported for the position President William J. Milne of the 
 State Normal College who was then principal of the 
 Geneseo State Normal School. Judge Draper's ability 
 had already impressed the leading men of the State and 
 his integrity and his qualifications for this office were 
 generally recognized, but it was vigorously charged by 
 his opponents that his activities in the management of 
 the political affairs of his party had been so recent and 
 so prominent that, if elected State Superintendent of 
 Public Instruction, he would be more interested in using 
 the school system to build up his party's organization 
 and his own personal political machine than in using his 
 high office for the advancement of the educational 
 interests of the State. He was elected to that office and 
 it is no discredit to him to state that his election was due 
 to the support which his political power and influence 
 could command. 
 
 Judge Draper now faced the determination of a ques- 
 tion having a more vital bearing upon his future career 
 than he had ever confronted. He was not unconscious 
 of this fact. He approached this question with the same 
 calm deliberation, the same sound judgment and the 
 same comprehensive intelligence which have always been 
 characteristic of his consideration of great problems. 
 His critics in the canvass for State Superintendent of 
 Public Instruction did not know that he had raised in
 
 10 
 
 his own mind and settled to the satisfaction of his own 
 conviction, the more important question of the wisdom 
 of abandoning the practice of the law in the event of his 
 election to this important office. He had also decided 
 that he should discontinue his active participation in 
 political affairs. When he therefore came from Wash- 
 ington, on the discontinuance of his services on the 
 Alabama Court of Claims, to enter upon the duties of 
 the chief educational office of the State, he advised his 
 law partner, Hon. Alden Chester, that he had fully 
 determined never again to practise law but to devote 
 his life to educational work. Judge Chester, who had 
 been his close personal friend from boyhood and his law 
 partner for sixteen years, was astonished at this 
 announcement, and together with many other influential 
 friends endeavored to point out to him the mistake he 
 was making. They also represented to him the future 
 so full of prospects and rewards if he should continue his 
 professional legal career. He had, however, decided that 
 question himself and, when he entered upon the dis- 
 charge of his new official obligations to the State, that 
 decision went into operation, connection with his law 
 firm was discontinued and on the declaration that he 
 should never resume the practice of law. 
 
 Judge Draper was a man learned in the law. He was 
 an able advocate and a skilful practitioner. He had 
 acquired a lucrative practice. He was well known 
 among the leading men not only of this State but of the 
 nation as well. He had suffered no disasters or reverses 
 in his professional career. He was but thirty-eight years 
 of age — too young to abandon a well-established pro- 
 fession and generally regarded as too old to embark 
 successfully upon an entirely different professional career 
 for which he had received no special training. His well- 
 known success in the practice of law, his extensive 
 acquaintance with public affairs, his high reputation, his 
 conceded integrity, his keen legal mind, his judicial 
 poise and his commanding personality and influence were 
 the qualities of a lawyer which would have placed his 
 services in demand by profitable clients throughout the 
 country at the very time when the great commercial 
 and industrial interests of the nation were upon the
 
 II 
 
 threshold of a revolution in^their corporate management. 
 It is not unusual to find a man, who has been a failure 
 in a leading profession, abandon that profession to 
 become a poor teacher. It is most rare, however, to 
 find a man abandoning a successful legal career at a 
 period of brilliant prospects and forsaking the oppor- 
 tunities for political preferment in the counsels of the 
 State and the nation, to assume an educational position 
 and to become an acknowledged leader of his country 
 in the philosophy and the statesmanship of the adminis- 
 tration of public education. This notable record was 
 the achievement of Andrew S. Draper. 
 
 Since his decision on this question was so deliberate, 
 he must have predicated it upon substantial reasons 
 which he regarded suflficient for such important action. 
 The literary labor and research involved in the practice 
 of law were attractive to him. He was fond of hard 
 work and therefore relished the industry and application 
 required in a w^ll-conducted law ofifice. The constant 
 bickerings and strife, the disputed questions of fact in 
 small matters and the whole controversial character of 
 litigation in general were distasteful to him. The 
 methods and practices of unscrupulous lawyers, which a 
 successful and honorable practitioner is required to meet 
 in the prosecution of his profession, were repugnant to 
 his high sense of honor and justice. He could see intel- 
 lectual achievement of equal value in the pursuit of 
 educational administrative work. He could see prob- 
 lems of research, investigation, development and con- 
 structive genius in the field of public education as exact- 
 ing and perplexing as those involved in the adjudication 
 of disputed questions of law. The review of his life up 
 to this period shows an interest and participation in 
 educational affairs from his youth. The impressions 
 made upon him as a pupil and a visitor in the country 
 school, his experiences as a teacher in the academies at 
 Albany and Westford and in the public school at 'East 
 Worcester, his broader and more extended knowledge 
 of the great questions involved in our public school 
 system which he gained in his maturer years from mem- 
 bership on the board of education in the city of Albany 
 and as a member of the State Normal School board, his
 
 12 
 
 information of the defects and needs of the schools 
 obtained as a member of the committee on pubHc educa- 
 tion of the Assembly, his interest in the subject accentu- 
 ated through the contest of his seat in the Assembly, 
 when he made a careful legal analysis of the relations of 
 the State to public education — all these experiences and 
 influences combined to sharpen his already keen interest 
 in educational work and undoubtedly contributed largely 
 to his final determination of the question. 
 
 For six years, Doctor Draper rendered distinguished 
 service to the State in the position of State Superintend- 
 ent of Public Instruction. Through his experience in 
 the practice of the law and in public affairs, his adminis- 
 trative skill and his natural gifts, he brought an excep- 
 tional equipment to the performance of his official 
 duties. The high-minded purpose of his administration 
 was so apparent at the outset that within one year the 
 educational workers of the State, who had bitterly 
 opposed his election, became his strong supporters. 
 There is not an important question involved in the 
 administration of the public schools of the country today 
 which he did not discuss or treat in some form during 
 his administration of the affairs of this office. By the 
 eflficient and progressive manner in which he discharged 
 his public duties in this capacity, he raised the office of 
 State Superintendent of Public Instruction from a posi- 
 tion of ordinary standing to one of the most important 
 and dignified offices of the State government. 
 - Superintendent Draper recognized that the most 
 important factor essential to greater efficiency in the 
 work of the schools was a better qualified body of teach- 
 ers. He therefore entered upon a vigorous and deter- 
 mined campaign to place the work of teaching upon a 
 professional basis. He gave the subject of teachers' 
 qualifications most careful study. He considered the 
 question from every standpoint and he promulgated a 
 plan for the accomplishment of that object upon broad 
 and deep foundations. He proposed to bring together 
 in harmonious cooperation every agency of the State 
 intended to improve the preparation and training of 
 teachers. Teachers examinations, teachers institutes, 
 teachers training classes and State normal schools were
 
 13 
 
 to be reorganized and strengthened for the performance 
 of their special functions in this general schenie. 
 
 There was no real system then for the examination and 
 certification of teachers. School commissioners in the 
 rural sections and boards of education or superintendents 
 in cities issued certificates upon such standards and 
 under such regulations as each determined. Certificates 
 were often issued as a matter of charity, more often to 
 meet the demands of influential citizens and not infre- 
 quently for the purely political purpose of aiding in the 
 reelection of the officer who issued them. Much had 
 been said throughout the State at different periods about 
 the advisability of establishing some system of certifi- 
 cation of teachers based upon examinations prescribed 
 and supervised by State authority. No real progress had 
 been made, however. With all the educational interests 
 of the State supporting him, Superintendent Draper 
 undertook to effect the adoption of such plan. To 
 accomplish this purpose, he caused a bill to be intro- 
 duced into the Legislature. The measure passed that 
 body but was vetoed by the Governor. The proposition 
 that only persons of adequate scholarship should be 
 employed as teachers in the schools was so perfectly 
 sound and the right of the State to enforce such require- 
 ments was so clearly obvious that Superintendent 
 Draper was not to be defeated in his efforts to accomplish 
 an achievement so vital to the efficiency and progress 
 of the public school system. After mature reflection 
 upon the whole proposition, Superintendent Draper con- 
 cluded that the law already vested him with sufficient 
 authority to set into operation throughout the State, 
 under Department regulations, the very system for 
 licensing teachers which was proposed in the legislative 
 enactment vetoed by the Governor. He did not, how- 
 ever, rest upon his own opinion in this matter. He 
 appreciated the wisdom of sharing official responsibility 
 and of bringing to his support such additional influence 
 and authority as might properly be invoked. He there- 
 fore submitted to the Attorney General of the State the 
 question of the State Superintendent's power in such 
 matter. He did not pursue this course because of any 
 doubt as to his legal authority in the matter but because
 
 14 
 
 of his assurance of what the law was and of what the 
 opinion of the chief legal adviser of the State would 
 be. He was not disappointed in the opinion of the 
 Attorney General, Hon. Charles F. Tabor, a leading 
 lawyer of the State and one of New York's notable 
 Attorney Generals. That officer concurred in every 
 respect in the opinion of Superintendent Draper. But, 
 even then. Doctor Draper did not undertake to force 
 the adoption of his plan. There were many progressive 
 school commissioners and superintendents throughout the 
 State. A majority of these officers accepted the sugges- 
 tion to adopt voluntarily a uniform system of examina- 
 tions upon which the certification of teachers should be 
 based. Others gradually adopted the system until it 
 became operative in every school commissioner district 
 in the State and in many of the cities. Thus, by rational 
 discussion, by the consideration of the rights and opinions 
 of others, and by the cooperation of all the interests 
 involved in a troublesome question he had inaugurated 
 a great educational reform. By so doing, he had struck 
 an effective blow at the interests and forces which were 
 using the public schools of the State for selfish and 
 improper purposes. 
 
 Teachers institutes and teachers training classes were 
 the chief agencies for the education, training and intel- 
 lectual improvement of the great majority of teachers 
 employed outside the cities. Institutes were generally 
 held by counties. This plan was changed and they were 
 held by commissioner districts. They were given closer 
 supervision. The instruction was adapted to the needs 
 of the teachers in the several communities of the State 
 so far as such needs were ascertainable. Attendance of 
 teachers was made compulsory and school authorities 
 were required to close school and pay teachers their 
 salaries for the time they were in actual attendance at 
 the institutes. Teachers training classes had been under 
 the supervision of the Regents from the organization of 
 such classes in 1834. The Regents were at that time 
 charged with no responsibility in connection with ele- 
 mentary education. The training classes were organized 
 to prepare teachers especially for the rural schools which 
 were under the supervision of the State Superintendent
 
 15 
 
 of Public Instruction. Doctor Draper claimed in the 
 interest of efficiency and good administration that the 
 supervision of such training classes should be transferred 
 from the Regents to the State Department of Public 
 Instruction. The Regents concurred in this opinion and 
 the law was amended authorizing this change. The 
 number of these classes was reduced from about two 
 hundred to about eighty and the number of pupils 
 attending such classes was reduced by more than one- 
 half. The period of instruction was increased to thirty- 
 two weeks. A definite course of study was prescribed 
 and observation and practice in teaching under an 
 approved critic were required. Examinations were set 
 for entrance to these classes and for the granting of 
 certificates on the completion of the course. Under 
 these modifications, training classes were brought into 
 harmonious relation with the State school system and 
 became an effective force in training rural school teachers. 
 Doctor Draper had a keen appreciation of how little 
 the State was doing for the professional training of 
 teachers. He believed that the cities and populous 
 centers should be required to employ only those teachers 
 who had qualified by special training for the important 
 work of teaching. He officially recommended to the 
 Legislature that the law regulating the employment of 
 elementary teachers in cities be so amended as to pro- 
 hibit a contract with a teacher who had not been gradu- 
 ated from an approved high school and thereafter com- 
 pleted an approved professional course covering at least 
 one year. He assisted a committee of the Council of 
 City Superintendents in drafting a bill on this subject. 
 Although meeting with disfavor at first, it was finally 
 enacted into law and forms the basis of the present 
 requirements for teachers in the elementary schools of 
 cities and villages. He knew that the normal schools 
 were not able to supply the necessary number of teachers 
 and he therefore recommended the establishment of city 
 training schools. He was, however, the strong friend 
 and supporter of our system of State normal schools. 
 He extended to these institutions every assistance and 
 encouragement necessary to strengthen and develop 
 them so that they might annually supply a large body
 
 i6 
 
 of educated, trained teachers for the schools of the State. 
 Three additional State normal schools were organized 
 during his administration as State Superintendent. 
 
 Through his efforts provision was made for the granting 
 of certificates to college graduates without examination 
 and for the indorsement of normal school diplomas and 
 life state certificates issued by the authorities of other 
 states. He also recognized the necessity of making 
 special provision for the training of teachers for the fine 
 system of secondary schools which was developing in the 
 State. Upon his recommendation, the Albany State 
 Normal School was incorporated as the New York State 
 Normal College for this special work. 
 
 What a broad conception he possessed of the power, 
 influence and dignity of the teaching force of a great 
 school system and with what masterly skill he organized 
 for efficient and economic service all the instrumentalities 
 of the State for the proper education and training of 
 those desiring to enter the teaching profession. He 
 believed that, if a teaching force of greater intellectual 
 attainments was to be attracted to educational service, 
 the status of such service should be exalted and dignified 
 and those entering upon that service should be protected 
 in their legitimate rights. He used every honorable 
 means at his command to accomplish these objects. He 
 openly advised teachers to insist upon the treatment to 
 which their high calling entitled them. He also urged 
 the public to accord them such recognition. When the 
 laws were deficient in any of these matters, he frankly 
 presented the subject to the Legislature and recom- 
 mended and generally obtained such modifications of the 
 law or such additional enactments as were necessary to 
 effect the desired results. 
 
 He knew from personal experience the embarrassment 
 and hardship which resulted from the custom of paying 
 teachers in many parts of the State at the termination 
 of their services, or when the public moneys apportioned 
 by the State were received. Upon his initiative there 
 was incorporated into the law a provision requiring all 
 school boards to deliver to teachers, at the time of making 
 contracts with them, a written mernorandum as to the 
 term of service and the compensation to be received.
 
 17 
 
 This law further required that the compensation of every 
 teacher should become due and payable as often as at 
 the end of each month. When ingenious school boards 
 began the payment of salaries by giving orders upon 
 empty treasuries, he was instrumental in obtaining fur- 
 ther amendments to the law making it a misdemeanor 
 for a school board to issue an order for the payment of 
 the salary of a teacher upon any custodian of school 
 funds unless there were sufficient funds in the hands of 
 such custodian to meet the payment of such order. This 
 action created a wholesome respect for the law and it 
 was cheerfully obeyed. No officer was ever charged 
 under the law with the sacred privilege of protecting 
 under supervisory powers or by judicial decree the inter- 
 ests and rights of the teaching profession, who exercised 
 such high functions with greater conscientious devotion 
 to duty than did Andrew S. Draper. 
 
 It may appear that we have placed much emphasis 
 upon his labors in connection with the advancement of 
 the teaching profession. This is intended, for it has 
 proved to be a conspicuous achievement of his six years' 
 service as State Superintendent. When he entered upon 
 the duties of that office, the number of teachers employed 
 in the schools of the State was 31,325 and, of this num- 
 ber, only 2065, or a little over 7 per cent, had received 
 professional training or had been licensed under State 
 authority. Under the plan of his great constructive 
 genius, of the teaching force which had grown to exceed 
 44,000 in the year of his death, 30,000, or 70 per cent, 
 had received professional training and every teacher 
 employed had been certificated by State authority. 
 
 While this distinct service stands out prominently, it 
 should be remembered that every other interest under 
 his official charge was given the same general considera- 
 tion and moved forward under his stimulus and guidance 
 with equal advancement. The limitations of time will 
 permit a mere reference to only the more important of 
 these. The required length of time for which school 
 must be maintained in each district of the State was 
 increased from twenty-eight to thirty-two weeks. The 
 amount of the appropriation made by the State for the 
 support of the common school system was increased one
 
 i8 
 
 million dollars. The method of apportioning State funds 
 was put upon a more equitable basis, insuring the weak 
 rural district greater financial support. He pointed out 
 the disgraceful unsanitary conditions existing in school 
 buildings throughout the State, with the result that the 
 health and decency act was enacted, requiring suitable 
 outbuildings for every school in the State under penalty 
 of forfeiture of public moneys for failing to comply there- 
 with. The construction of school buildings under 
 approved plans for heating, lighting and ventilating was 
 required. Plans for the rehabilitation of school district 
 I braries were set in operation. The first course of 
 study for the ungraded schools of the State was prepared. 
 A careful and comprehensive study of compulsory edu- 
 cation was made, and a bill upon the subject prepared 
 and submitted to the Legislature. This measure later 
 became the basis of our present compulsory attendance 
 law. 
 
 In all his great constructive work as State Superin- 
 tendent of Public Instruction, he was guided by the 
 fundamental principle that public education is a state 
 function. He was so sane in his demands that he brought 
 public sentiment to the support of all his great educational 
 reforms. Minimum standards only were prescribed by 
 the State. Each community was given absolute freedom 
 in reaching such standards and in extending such addi- 
 tional educational facilities as its people would support. 
 
 Long before Doctor Draper concluded his six years' 
 service as State Superintendent, he ranked as the ablest 
 and most accomplished chief educational officer in the 
 several states of this country. The influence of his 
 achievements was not confined to the boundaries of our 
 own State. It extended to every state in the nation. 
 Under his leadership there had been a national awakening 
 in educationa affairs. As time goes by, the student of 
 educational reforms and of school administration will 
 recognize the preeminence of his service and will classify 
 him as the Horace Mann and the Henry Barnard of 
 his age. 
 
 There were bound to be many demands for the services 
 of a man of the achievements and reputation of Doctor 
 Draper. In the year in which he retired from the office
 
 19 
 
 of State Superintendent of Public Instruction, he was 
 invited to accept the superintendency of schools of the 
 city of Cleveland, Ohio. A special law to govern the 
 schools of that city had been enacted and the school 
 authorities, desiring to obtain the foremost man of the 
 country to organize the school system of that city under 
 the provisions of such law, tendered the position to 
 Doctor Draper. While the general duties of the office 
 did not afford opportunities agreeable to his desires, 
 there were certain features of the work which appealed 
 to him and he accepted the offer on the distinct under- 
 standing that he should remain in such capacity for 
 two years only. He now undertook the performance 
 of a wholly new line of duties. He had written many 
 educational statutes; he was an accepted authority on 
 the general principles of school administration; but he 
 was now confronted with the task of administering the 
 details of the organization of a large school system, 
 meeting the needs of a prosperous, progressive city of 
 nearly 300,000 people. When he had completed the 
 two years' service which he had promised to render 
 this city, he had established a modern school system 
 upon correct business principles and sound pedagogical 
 standards. Upon the foundations which he there con- 
 structed twenty years ago, there has since been reared 
 one of the best school systems to be found in an American 
 city. 
 
 In 1898, after the enactment of the Greater New York 
 charter, when the board of education of that city was 
 charged with the duty of selecting a superintendent of 
 schools, that body paid Doctor Draper the high honor 
 of electing him to that office. The honor of being chosen 
 the superintendent of the school system of the greatest 
 city in the nation, without solicitation upon his part, 
 was one fully appreciated by him but, as the work in 
 which he was engaged offered him rare opportunities 
 for distinguished service to the country, he declined 
 this position. 
 
 Upon the termination of his service as superintendent 
 of the Cleveland schools, Doctor Draper was called to 
 the presidency of the University of Illinois. He was 
 not a college trained man. He had never been connected
 
 20 
 
 in any way with college interests. He possessed unlim- 
 ited energy and ready adaptability in meeting new prob- 
 lems which came to him for determination. He pos- 
 sessed marvelous capacity for developing the machinery 
 of any organization which he commanded. His experi- 
 ences had given him a broad conception of the duty 
 and obligation of a state in providing educational facili- 
 ties for its people. Illinois was one of the great agri- 
 cultural states of the Central West. Within her borders 
 was the second largest American city. He saw the 
 opportunity to render a distinct service to that state 
 and he availed himself of that privilege. He gave to 
 that institution and to the state which it served, ten of 
 the best years of his life. When he entered upon the 
 duties of his office, the institution had a student body 
 of 750 and a faculty of 90. When he had completed a 
 decade of service, there were enrolled in the university 
 nearly 4000 students; it contained a faculty of nearly 
 425; a dozen imposing buildings had been constructed; 
 a great American university had been established; and 
 Andrew S. Draper had erected a monument to his 
 industry, application, ability and service. These years 
 in Illinois were the most fruitful ones of his eventful life. 
 Fruitful not only in service to the state but in unconscious 
 service to himself through the service which he rendered 
 the state. The very best of his moral and intellectual 
 life was more fully unfolded and developed. Through 
 these labors, his large imagination was still further 
 increased, the broad horizon of his view was still further 
 extended, his deep interest and sympathy with young 
 people was still further enlarged, the strength of his 
 great mental powers was still further augmented and his 
 lofty conception of the purpose and scope of a state 
 system of education and its influence upon our national 
 life was made even more liberal and secure. 
 
 What Doctor Draper himself regarded as the greatest 
 honor conferred upon him and what he also prized as 
 the greatest tribute to his accomplishments and abilities 
 occurred in the year 1904. This event not only cul- 
 minated in the crowning achievement of his conspicu- 
 ously brilliant and fascinating career but it became one 
 of the chief events in the annals of the educational history
 
 21 
 
 of the great Empire State. It is unnecessary to relate 
 to this audience the history of that long and acrimonious 
 controversy between the two departments charged with 
 the administration of the State's educational interests. 
 Its latest outbreak had extended through a period of 
 nearly twelve years and had not only grown in intensity 
 and bitterness but had involved the educational workers 
 of the entire State and had become an obstruction to 
 the orderly development and the efficient and economic 
 administration of the State's educational affairs. The 
 Legislature and the Governor had determined that the 
 State's prestige in educational progress should no longer 
 be jeopardized and that the causes of the disturbing 
 elements should be eliminated. The unification law 
 creating the Education Department was therefore 
 enacted. It was an incongruous measure and yet it 
 established the machinery whereby the differences 
 between these contending forces were to be amicably and 
 permanently adjusted. Under the provisions of this law, 
 all the educational activities of the State were to be 
 supervised and administered by the Education Depart- 
 ment. The controlling powers of such department were 
 to be a new board of eleven Regents selected from the 
 members of the old board by joint ballot of the Legisla- 
 ture, and a new chief educational officer of the State, 
 known as the Commissioner of Education. The powers 
 and duties of the Regents and those of the Commissioner 
 of Education were not clearly defined. The possibility 
 of issues as sharp and bitter in the new department 
 betv/een the board, intended to be its governing body, 
 and its chief executive officer, as the issues which had 
 existed between the two former departments was an 
 impending danger to the success of the unification 
 measure. The sponsors for this plan of unification 
 earnestly believed that it afforded a means for the proper 
 settlement of the question. Their expectations were 
 based upon a vital factor in every efficient organization — 
 the human element. The Legislature had reserved to 
 itself the power of choosing the first Commissioner of 
 Education for a term of six years. Upon the expira- 
 tion of such term, the Board of Regents was charged 
 with the duty of electing a Commissioner of Education
 
 22 
 
 who should serve subject to its pleasure. Timejhas 
 justified the wisdom of this provision of the law. The 
 leaders of the Legislature had undoubtedly determined 
 upon the man to be chosen Commissioner of Education 
 before the unification bill passed that body. The public 
 officers law provided that State officers must be residents 
 of the State. A provision was incorporated in the unifi- 
 cation act authorizing the election of a nonresident to 
 such office. The obvious purpose of this act was to 
 permit the selection of Doctor Draper. He was there- 
 upon chosen the first Commissioner of Education of 
 this State. This action was a signal honor to him and 
 a striking recognition of his great powers, which he 
 cherished the remaining days of his life. He had been 
 summoned in the name of the great Empire State, 
 through special action of its Legislature and Governor, 
 to return to his native state and to aid in the consum- 
 mation of a question vital to her material and intellectual 
 progress. His love for New York and his patriotic 
 devotion to her history and interests compelled him to 
 sever his relations with an institution to which he had 
 become sincerely attached and with a people for whom 
 he had gained an affectionate regard. He obeyed this 
 command and assumed his new relations with his old 
 New York friends. Those responsible for his election 
 knew that the qualifications which he possessed and the 
 ambition which would be his master made him pre- 
 eminently the one person in this country for the execution 
 of the arduous duties to be performed. The Legislature 
 believed in the high-minded and patriotic services of the 
 Board of Regents, and had abundant proof of its unselfish 
 devotion to the public interests. The whole success of 
 the unification plan now depended upon the ability of 
 Commissioner Draper and the Board of Regents to reach 
 a common understanding on the policy to be pursued in 
 the interpretation of the unification law. It is no 
 exaggeration to say that one of the most important 
 meetings of this ancient and distinguished board in all 
 its history was held on April 26, 1904, when that body 
 and Doctor Draper came together to settle this question. 
 It was a notable company of men. The meeting was 
 presided over by that scholarly diplomat, the late Hon.
 
 23 
 
 Whitelaw Reid, who soon thereafter became Ambassador 
 of the United States to the Court of St James. Four 
 of the ablest lawyers and several leading professional 
 and business men of the State sat in that board meeting. 
 There was no certainty as to what the result would be 
 when the meeting convened but there was satisfaction 
 and joy in the hearts of every member of that conference 
 when the meeting adjourned. The olive branch had 
 been graciously tendered by Commissioner Draper and 
 had been cordially accepted by the Board of Regents. 
 A comity in their relations had been reached which meant 
 peace and progress in the educational work of the State. 
 The mutual forbearance manifested by each party and 
 the dignified and honorable agreement which respected 
 the interests involved was continued by voluntary 
 agreement for a period of six years or to the end of the 
 term of office for which Doctor Draper had been elected 
 by the Legislature. He was not an avowed candidate for 
 reelection but he expected to have that honor conferred 
 upon him. His expectations in this matter were grati- 
 fied and by the unanimous action of the Board of Regents. 
 The best evidence of the relations between Doctor 
 Draper and the Board of Regents during this period and 
 the great admiration which that body manifested for 
 him personally and officially is to be found in their 
 official records. In nominating Doctor Draper to succeed 
 himself as Commissioner of Education, Regent St Clair 
 McKelway, now Chancellor of the University, paid 
 him this tribute: 
 
 I know this is the unanimous intention of the Board 
 and the unanimous desire of the universities, academies, 
 common schools, and of all bodies whatever in any way 
 affected by an interest in education or by a responsi- 
 bility for it, in our Commonwealth. I know also that 
 Doctor Draper's election will confirm the expectation of 
 every state in our Union and of every nation abroad 
 with which we officially have educational relations of 
 any kind.
 
 24 
 
 Regent Sexton, now Vice Chancellor of the University 
 said: 
 
 The Legislature did not, by its enactment of 1904, 
 unify the educational system of the State. It stopped 
 far short of that. It left the door open for possibly 
 greater abuses and dissensions than had before prevailed. 
 But, by a compact made at that first meeting between 
 the Commissioner of Education and the Board of 
 Regents — a compact which would have been impos- 
 sible with a man of less greatness of thought and sin- 
 cerity of purpose — the actual educational unification 
 which thoughtful educators had so long prayerfully 
 hoped for became an accomplished fact and has since 
 existed as an immeasurable blessing to the people of 
 this Commonwealth. 
 
 We have learned to love and trust Commissioner 
 Draper, since our official marriage with him. We have 
 come to feel that he is entitled to our unquestioning 
 confidence and admiration, not only as to his sincerity 
 of purpose, but as to his great, almost unparalleled, 
 capacity for the special duty in life to which he has 
 been called. 
 
 The first question to which Doctor Draper gave careful 
 consideration was the proper organization of the new 
 department. It was a most troublesome proposition. 
 The work of the two old departments and the men and 
 women who had been employed in the performance of 
 that work were to be brought together into one efficient, 
 economic organization. In the performance of this task, 
 it was necessary to exhibit quite as much regard for the 
 aggressive and extensive service to be rendered in the 
 broad field of public education outside of the Depart- 
 ment as in the prompt, orderly and intelligent transac- 
 tion of business in the Department. To bring together 
 all conflicting interests and with the least hardship 
 possible to individuals required the services of a man of 
 integrity, generosity and courage, and one who possessed 
 a comprehensive knowledge of the history and develop- 
 ment of the State's educational system and the best 
 standards of modern educational administration. He
 
 25 
 
 established the general principle that the action of an 
 employee who attempted to advance his interests through 
 politics, sectarian, fraternal or social influence would be 
 resented and such action held to be a supreme offense 
 against Department discipline and to the prejudice of 
 the person who invoked it. Appointments and pro- 
 motions would be made upon the sole consideration ot 
 the qualifications and fitness of the applicant for the 
 special services to be rendered. Every employee, from 
 the humblest to the highest, was to be trusted and 
 respected. Those who could not be would be invited to 
 find other employment. The time clock was accordingly 
 eliminated. Every man in a responsible position was 
 given freedom in initiative and in methods so long as he 
 produced sound results and showed substantial progress. 
 Every individual in the organization felt secure and was 
 in general sympathy with the spirit of the administration. 
 The cooperation of all the agencies in the State was 
 solicited and obtained. When he concluded his labors, 
 the institution whose organization he had planned and 
 perfected was administering to the educational neces- 
 sities of 2,000,000 children under the direction of 60,000 
 instructors and at an annual expense of ^80,000,000. It 
 also apportioned to institutions and expended for adminis- 
 trative purposes more than ^8,000,000 of State funds 
 annually. All this work was done at an expense of only 
 5.7 per cent of the amount appropriated by the State. 
 Of this, 2.5 per cent was used in meeting general office 
 expenses and only 3.2 per cent in the salaries of officers 
 and employees. 
 
 In common with every department of the State govern- 
 ment, an inquiry was made into the efficiency and 
 economy of the management of the Education Depart- 
 ment by a commission appointed by the Governor, a 
 few weeks before Doctor Draper's death. During its 
 progress the Chief Executive repeatedly urged citizens 
 of the State to file complaints with him in relation to the 
 management and service of every department and insti- 
 tution of the State. Not a substantial complaint was 
 entered against the Education Department, notwith- 
 standing that it represented the vast interests above 
 stated and touched the sacred and most cherished rights
 
 26 
 
 of nearly every home in the Commonwealth. The chief 
 investigator, who spent several weeks in the Education 
 Department, and who had examined the departments 
 of more than a dozen states as well as many large cor- 
 porations, publicly announced that he had never before 
 seen such a marvelously complete and perfect organiza- 
 tion as the one constructed by Andrew S. Draper in the 
 Education Department. Doctor Draper lived to receive 
 from even a source not regarded as friendly this testi- 
 monial of the greatest achievement of his public career 
 and it was a benediction to him in his dying days. 
 
 Time alone can set Doctor Draper's contribution to 
 American education in its proper perspective and permit 
 a just estimate of the great service which he rendered 
 his native state as Commissioner of Education. Many 
 of the measures which he inaugurated in that official 
 capacity are yet to be developed and their results realized 
 and appreciated. Time will permit only brief mention 
 of the more important accomplishments of his adminis- 
 tration. 
 
 The State Examinations Board was established thereby 
 bringing into harmonious cooperation all the interests 
 vitally affected by an examination system and requiring 
 these interests to share the responsibility of the policy 
 of such system. 
 
 New buildings for five of the State normal institutions 
 were constructed and the courses of studies in such 
 institutions modified and expanded to meet the demands 
 for all classes of teachers required in the public schools. 
 
 A system of professional supervision for rural schools 
 was adopted by the substitution of qualified district 
 superintendents for school commissioners without quali- 
 fications. 
 
 A teachers retirement plan was enacted, based upon 
 principles which recognize the value of the service 
 rendered the State by the teaching profession. 
 
 A system of medical inspection of school children was 
 introduced and placed under the management of school 
 authorities. 
 
 The necessary machinery for the consolidation of rural 
 schools was created and upon a basis which already gives 
 promise of effective results.
 
 27 
 
 The time during which school must be maintained in 
 each district of the State was increased from thirty-two 
 to thirty-six weeks and the provisions of the compulsory 
 attendance laws extended and more stringently enforced. 
 
 Doctor Draper was one of the foremost champions of 
 the country in advocating the readjustment of the school 
 curriculum so that it would meet the needs of our complex 
 civilization and thus make the schools an agency to serve 
 and improve the living conditions of the people. He 
 believed with all his soul in the equality of educational 
 opportunity and in all his writings and in all his effective 
 labors there breathes the very spirit of democracy in 
 public education. The elementary syllabus, prepared 
 upon general lines which he suggested, and the industrial 
 education law% the general outline of which he directed, 
 are striking illustrations of his belief in such doctrine. 
 His addresses upon this general therne are illuminating 
 documents upon this great proposition. Many people 
 wondered at his marvelous grasp of this great modern 
 school question. They failed to appreciate that he had 
 been a student of this subject for twenty-five years and 
 that he had discussed the question with a discriminating 
 knowledge in his first annual report in 1887. In that 
 report he said: 
 
 Then it should be borne in mind that the greater 
 number can not profitably seek entrance into the pro- 
 fessions or engage in mercantile enterprises. They can 
 more profitably take up manual industries, and there 
 would seem every reason why the public should do for 
 this class what it is doing for^the other through the high 
 schools and colleges. 
 
 Nearly twenty-five years later, when a system of 
 industrial instruction was established in New; York and 
 in several of the other states, it was upon the foundation 
 which he had outlined in 1887. 
 
 Doctor Draper returned to New York from the Uni- 
 versity of Illinois with an ambition to induce his native 
 state to accord some substantial recognition of its obliga- 
 tions to institutions of higher learning. His work in the 
 atmosphere of a great university and his knowledge of 
 the service rendered the country through the state
 
 28 
 
 universities of the central and western states, had stimu- 
 lated his desire to have New York lead in such a move- 
 ment. He conceived the idea of the establishment of 
 free scholarships upon the basis of superior work in the 
 high schools and academies of the State. The scholar- 
 ship measure was introduced in the Legislature with the 
 indorsement of the colleges and universities of the State. 
 It passed that body two consecutive years but was 
 vetoed by the Governor. It passed the third time and 
 received executive approval. Under it three thousand 
 State scholars will be in attendance upon the approved 
 colleges and universities of the State and the benefit 
 accruing therefrom will be practically the equivalent of 
 the maintenance of a state university. The State's 
 greatest contribution to higher education in all her 
 history was made under a plan of Doctor Draper's con- 
 ception and leadership. No single achievement of his 
 administration gave him greater joy and satisfaction. 
 
 It is not said, of course, that Doctor Draper was the 
 first to consider or propose all the reforms and measures 
 associated with his name or tiiat he accomplished these 
 marvelous results unaided. No person v/as more ready 
 to acknowledge and none possessed keener appreciation 
 of the service contributed by others to the successful 
 conclusion of any of his plans. He gave full measure of 
 credit to those associated with him and to the pro- 
 gressive men and women engaged in educational work in 
 the State who supported and cooperated with him. 
 
 He had not completed the work which his great imagi- 
 nation unfolded to his vision when the hand of death was 
 laid upon him. He had large plans for the future develop- 
 ment and administration of the important interests under 
 his charge. Before he went to Europe to recuperate his 
 broken health in the summer of 191 2, he revealed to 
 some of his advisers the plans which he contemplated. 
 He knew that time would be required for their accomp- 
 lishment. He had unbounded faith in the belief that, 
 if it should not be his privilege to lead in the consumma- 
 tion of such great work, those charged with the selection 
 of one to perform that duty would be guided by wisdom 
 and discretion in the discharge of that obligation. Those 
 who are familiar with the scholarship, the broad experi-
 
 29 
 
 ences and the achievements of Doctor Finley and with 
 the ideals which he possesses have proof that Doctor 
 Draper's faith has been fully justified. 
 
 What a heritage he left to posterity and what a record 
 of notable service in every field of activity in which he 
 was employed: a practical and successful teacher; a* 
 leading advocate and practitioner at the bar; a high- 
 minded and commanding factor in the management of 
 the affairs of a great political party; a legislator of wisdom 
 and influence; a judge of a distinguished national court; 
 a state superintendent of public instruction of national 
 fame; a successful superintendent of the school system 
 of a great American city ; a president and builder of a great 
 state university; a commissioner of education in the 
 Empire State for nine years, and an official whose prestige 
 was a powerful instrument in the improvement and 
 development of a great state system of public educatiori! 
 
 The true measure of a man's greatness and culture is 
 not the institutions from which he was graduated or the 
 books which he has read, but the things which he has 
 accomplished for the uplifting of humanity and the 
 influence which the force and power of his personality and 
 character have exercised upon his fellowmen. Measured 
 by this standard, Andrew S. Draper stands out boldly 
 as one of the great intellectual forces of his generation.
 
 UNIVERSITY OF CALIFORNIA, LOS ANGELES 
 THE UNIVERSITY LIBRARY 
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