THE SCHOOLS OF GERMANY. 315 



ciire-methods for the benefit of the former. In this way there came 

 to pass the idea that two chisses of veterinary schools were necessary, 

 which occasionally finds an advocate even in onr day, althongh it 

 must be remarked that these people go higher in their demands for 

 a veterinary academy, and propose that not only teachers but a small 

 number of scientific veterinarians also shall be educated for the ])ur- 

 poses of the state. 



If we return to the conditions in Bavaria, we shall iind that only 

 the poorest proposals of Bojanus came to fulfillment, and that no 

 one bothered himself about the education of scientific veterinari- 

 ans. According to the edict of 1810 for the organization of the 

 veterinary institutes of Bavaria, that only went out of power in the 

 last few ycare, it was found very convenient (at first, doubtless, ne- 

 cessary) to promote the forensic M. D.'s to veterinarians of the first 

 class, falsely assuming that the doctor, from his education, was well 

 adapted to be the highest veterinary authority, and that a short 

 visit to the lectures at a veterinary school would completely equalize 

 any want of knowledge he previously might have. The lectures for 

 this purpose in Munich lasted eight days. In two or three hours 

 were completed the lectures upon nutrition in the horse and rumi- 

 nants ; in one hour those upon operative surgery ; and in one to 

 five hours the elements of animal pests, or veterinary police ; one 

 to three hours were given to gaining practical knowledge in the 

 clinic. Only an idiot could assert that this kind of education would 

 sufiiee to the production of scientific veterinarians, for even in 1790 

 the full course of stuily for second-class veterinarians at Munich 

 extended over three full years. 



The above description suftieiently indicates the hindrances in 

 the way to the education of scientific veterinarians in the first epoch 

 of our school, and no one need wonder that our science stood still 

 impotent in comparison to human medicine and that it could not 

 develop to that position which it was expected would be the case 

 with the foundation of the schools. Notwithstanding the diflicul- 

 ties which they had to overcome, it must be said, to the credit of 

 the profession, that even during tliis period many men of acknowl- 

 edged ability were to be found in the land ; but it is impossible to 

 place this to the credit of the school, but to the great diligence of 

 the individuals, who overcame the failures of their school educa- 

 tion. A not less praiseworthy service of these men was the fact 

 that they mercilessly exposed the weakness of the school, and finally 

 succeeded in bringing about the reform which took place in 1852. 



After the Government of Bavaria had seen the failures in the 



