at these solutions of the problem and,
in fact, most other solutions that have been suggested, apply only to
a college connected with a university; they could not be administered
in the independent college. But a movement has developed in the Middle
West which may result in another solution; i.e., the Junior College.
It can be best understood by reference to the policy of the University
of Chicago. That institution divides its undergraduate course into two
parts: a Junior College of two years, the completion of whose course
brings with it the title of Associate in Arts, and a Senior College of
two years, the completion of whose course is rewarded with the regular
bachelor's degree. There have become affiliated with the University of
Chicago a considerable number of colleges throughout the Mississippi
Valley which have frankly become Junior Colleges and confine their
work to the freshman and sophomore years. And this has become true of
other universities. It would seem inevitable that the bachelor's
degree will finally be granted at the end of the Junior College and
some other degree, perhaps the master's, which has an anomalous place
in American education in any case, at the end of the Senior College.
This has, in fact, been suggested by President Butler. The University
of Chicago has also struck out in another new direction. Provided a
certain amount of work is done in residence at the University, the
remainder may be completed _in absentia_, i.e., through
correspondence courses.

The Junior College movement has had the excellent result of inducing
many weak colleges to confine their work to what they really can
afford to do. Many parts of our country have a surplus of colleges,
chiefly denominational. Ohio alone has more than fifty. The cost of
maintaining dormitories, laboratories, libraries, apparatus, and other
equipment and paying respectable salaries cannot be met by the tuition
fees in any college. The college must either have a large
income-producing endowment, which few have, or must receive gifts
sufficient to meet expenses. Gifts to colleges and universities form
one of the finest evidences of interest in higher education in the
United States, and reach really colossal proportions. In the past
fifty years, during which this form of generosity has prevailed, over
600 million dollars have been given, and in 1914 gifts from private
sources amounted to more than 30 million dollars. Most of this money
is given t