complaint that the high schools, grammar, and primary school interests were not represented on the Territorial board of education. It was again urged that the powers of the Territorial superintendent be increased so that he might be able to exercise “a more direct supervision over every branch of the public school work.” It was recommended that he prepare and prescribe a uniform system of accounts of school moneys and enforce their use; that he visit each county and that his traveling expenses be paid. There was here an effort both to come back to an abandoned custom and at the same time to escape from survivals of the earlier age. Says the Territorial superintendent:
At present the probate judge of each county is ex officio county superintendent of schools. The office is emphatically a political one and is usually filled by men who, though able, honorable, and conscientious, have no special ability in the line of superintending educational affairs. * * * The qualifications for a candidate for the office of county superintendent should be clearly defined and include the clause that he or she must have taught in a public school in this Territory at least two years on a first-grade certificate, and must hold a first-grade certificate or its equivalent at the time of receiving the nomination.
The superintendent suggested also that the requirements proposed for teachers should apply to county examiners, into whose ranks teachers had been admitted by act of 1893. He acknowledged the need of a course of study, but none had been compiled. This was made still more essential by the adoption of a new series of textbooks in 1893. The sentiment for free textbooks was growing. The law relating to school libraries was not flexible enough, for while the authorities might devote 10 per cent of their school income to the library, this was not permitted if there were less than 100 pupils in the district. The districts in which this prohibition of the law applied was where the benefits of a public library were most needed. There were then only 2,891 volumes in school libraries in the Territory.
There was as yet no special law for the organization of high schools, and the superintendent points out that there was in general more or less opposition to their organization in new counties. The necessity for them, however, was becoming more keenly felt. In 1892–93 the number of high-school pupils reported was 188; in 1893–94 the number had increased to 258. The superintendent suggested that a law be passed meeting certain conditions. These conditions were substantially met in the law of 1895 (ch. 32). This law is considered in detail under the subject of high schools.
In 1892 the Arizona Teachers’ Association was organized (Dec. 23, 1892), and held its sessions, along with the teachers’ institute, at Phoenix. The first officers were Prof. E. L. Storment, Tempe, president; Prof. F. A. Gully, of the university, secretary; and Miss Mamie
