Page:History of Public School Education in Arizona.djvu/116

110 or less recurring troubles, the school has constantly grown, has widened and extended its courses, and has now developed into an institution of great merit. This growth is shown by the story of development as told from year to year in the reports of the superintendent and in other sources. The principals during the first 15 years were H. B. Farmer, 1885–1888; Robert L. Long, ex-superintendent of public instruction, 1888–1890; D. A. Reed, 1890, and Edgar L. Storment to 1895; Dr. James McNaughton, 1895–1900; Joseph Warren Smith, 1900–1, when the present principal, Dr. A. J. Matthews, came into office. The first years were marked as a period of slow, steady growth, during which the institution gained definite recognition as a factor in the development of Arizona.

In 1889–90 when the school was just fairly getting on its feet its object was declared to be—

It was also pointed out at this time, 1889–90, that the 2½ cents annual levy given to the normal school was not needed, since more than enough money for its support was reapportioned yearly to the counties out of the school fund.

In 1893, at the end of eight years, it was reported that 295 students had been matriculated and 35 graduated, 15 of whom had become teachers in the Territory. In 1895, or 10 years after organization, the annual matriculation had reached nearly 100, the graduating class numbered 12, and the faculty had increased to 5. The record of matriculation for the preceding five years, including both males and females, was as follows: 1890–91, 54; 1891–92, 76; 1892–93, 87; 1893–94, 91; 1894–95, 94.

The seventeenth assembly (that for 1895) levied a tax of two-fifths of a mill on each dollar of assessed valuation (4 cents on the hundred) to be used in the erection and better maintenance of a normal-school building, which was finished in 1897 at a cost when completed of about $75,000. In purpose the institution sought to keep up with the development of the Territory and meet the needs of students, and while progress was being made on these lines it was said in 1895–96 that the public schools were as yet in such a condition that both the normal school and the university were still compelled to do grammar grade work.