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every part of the Territory was visited, and every effort was made to encourage the people to organize public schools under the new law. A desire for schools began to appear among the people, and under the able leadership of this masterful man the good work was at last begun. There were no teachers and no school books, except the few brought in by the governor some months before. All had to be procured in the older States. In his labors he was ably seconded by the probate judges of the respective counties whom he had named to assist him in this important work.

As Gov. Safford pointed out, when the legislature of 1873 assembled, the school sentiment had grown so strong that members came generally fully instructed to strengthen the system to the extent of their power. But, on the other hand, McCrea has shown in his study that, while the legislature was willing to do a great deal for the schools, they wanted to do it in their own way and had not yet learned that the governor knew the needs of the schools far better than they could know them.

It was clearly the purpose of the governor to see to it that no failure could be rightly charged to him. In his message to the legislature, in 1873, he says:

Since there remained a surplus of more than $17,000 in the Territorial treasury after paying all debts, the governor suggested that $5,000 be divided among the counties for the erection and improvement of schoolhouses, provided that the districts raised twice the sum for the same purpose. This wise proposal was rejected. He suggested also that $5,000 be transferred from the general to the school fund to be distributed to the counties under the law. This sum was so appropriated, but was ordered to be divided equally among the counties, as was a further sum of $1,500 which was appropriated “for the benefit of the public schools,” except that the share assigned