118 
W. Y. WILLIAMS. 
they fail to enforce any entrance examination worthy of the name. 
In point of time, the new schools require three sessions of 
about nine months each, or a total of about twenty-seven months. 
The old colleges vary in time, but are essentially the same. 
The Montreal college advertises the longest time, three sessions of 
scant six months, or a total of about sixteen months net attendance, 
excluding holidays, but owing to the very common and protracted 
absence of the principal lecturer, leaving the most important work 
at a standstill at any time in the sessions, and the minor subjects 
rather ineffectually looked after by assistants, it unfortunately 
brings the available time for the average student down nearly to 
the level of the others, but of course the time is there and oppor¬ 
tunities are there, and the zealous student can go on studying, but 
too much like he could study on a farm. 
The American college requires two sessions of scant six 
months each, including holidays, and one spring session, of appar¬ 
ently indefinite duration, or a net attendance of probably twelve 
months. 
» ♦ 
The Chicago college requires eleven months net attendance, 
and the Ontario college requires two sessions of not over five 
months each, including holidays, or nine months net attendance, 
for graduation. 
Outside of lectures by medical gentlemen and laymen, the 
strictly veterinary staff appears to be about as follows: Univer¬ 
sity of Pennsylvania 5,—2 experienced and 3 recent graduates; 
Chicago 3,—resident in Chicago, all experienced ; Ontario 3,—at 
least 2 experienced; Montreal 3,—2 of whom are experienced. 
Statistics as to the number of students attending and percent¬ 
age of graduates, were not available to the extent desired, and 
lack of time prevented their being obtained. 
1886-7,—Ontario College, of 855 students, graduated 37§ per cent. 
“ Montreal “ “ 46 “ “ 13^ “ 
1882-3,—American “ “60 “ “ 36| “ 
1886—7,—Univ. of Perm., “ 49 “ “ 20f “ 
“ Chicago College,.26 graduates. 
A comparison of these imperfect data shows that a college 
draws students in proportion to the percentage of students* grad¬ 
uated each year, and in inverse ratio to the length of curriculum; 
