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Great Artist Series O CENTS EACH

HAVE YOU A SET OF THEM IN

YOUR SCHOOL LIBRARY?

Endorsed by Teachers of Drawing and Educators in General.

1. The Story of Raphael

11. The Story of Angelo 2. The Story of Murillo

12. The Story of Titian 3. The Story of Millet

13. The Story of Correggio 4. The Story of Landseer

14. The Story of Da Vinci 5. The Story of Rubens

15. The Story of Fra Angelico 6. The Story of Durer

16. The Story of Guido Reni 7. The Story of Rembrandt

17. The Story of Sargent 8. The Story of Reynolds

18. The Story of Millais 9. The Story of Bonheur

19. The Story of Jules Breton 10. The Story of Van Dyck

20. The Story of Velasques

21. The Story of Turner EACH CONTAINING HALF-TONE ENGRAVINGS OF THE

MASTERPIECES.

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See List of Five Cent Classics in October Number. EDUCATIONAL PUBLISHING COMPANY 809 Market Street,

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PRESIDENT CHARLES FRANKLIN THWING Western Reserve University and Adelbert College, Principal Speaker at the San Joaquin Valley Teachers' Association; Fresno, Cal., and the California Teachers'

Association, San Francisco, Cal.

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Extracts from Administrative and Scholastic Problems of the Twentieth Century.*

BY PRESIDENT CHARLES FRANKLIN THWING. The century now closing has made rich contributions to the science and the art of the higher and the lower education, as it has to the art and the science of every form of human endeavor. It has enlarged the property of the colleges of America from a very small sum to more than quarter a billion of dollars. It has increased the annual budget for public education until it amounts to two hundred millions. It has extended and enriched the course of study, and has also diversified it to fit the needs of the individual student from the age of six to the age of twenty-six. It has uplifted, dignified, and humanized the whole system of education, primary, secondary, collegiate, graduate, and professional. These results are fixed, and for them gratitude is common and hearty.

The century now closing is turning over to the century that is beginning questions which are as significant and as essential as the questions which already have been settled. The new questions grow out of the past, and they relate to the future. They are questions at once administrative and scholastic, new and old. Such, be it said, is the progress of humanity. Every problem solved is the origin of other problems to be solved. In this method lies the hope of the race. When men have no questions to ask, not only has the lip become paralyzed, but the brain has become atrophied.

Of the many questions which the nineteenth century transmits to the twentieth, several seem to me of significant value.

The first of these questions relates to uniting in the studies and the methods of the higher education the principle of unity and the principle of individuality. The college has developed in the last third of the nineteenth century the principle of individuality. It has developed this principle largely through the elective system of studies. It has allowed, if not commanded, the individual student to select those studies which he thinks are best fitted for his own peculiar needs. It has recognized that no two men are alike

*From " College Administration,” by Charles F. Thwing, published by the Century Company, New York.

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