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for the purpose. The people of Tucson are determined not to be outdone by their young neighbors, and are now making arrangements to build a house with sufficient capacity to accommodate 200 pupils, and we trust that the Sanford [Safford?] and San Pedro settlements will not be behind in the good work. But the most encouraging feature of all is that our late legislature made provision for sufficient school revenue to keep free schools in operation in every school district in the Territory for from six to nine months during each year. With these advantages the poorest children of the Territory are provided with ample opportunities for an education, and if in after years they do not make useful men and women, it will be their own and not the fault of the Territory.

Continuing his remarks in this connection, Mr. Wasson says further:

Such was contemporary and later opinion on the school work of Gov. Safford. It seems that with him the schools became almost a religion, for the unknown writer on the history of the public schools in 1894 credits him with using as a school motto:

Gov. Safford’s message to the legislature in 1875 was intended to advance still further the program already entered on and was couched in much the same noble and inspiring terms:

The legislature of 1875 made an extensive revision of the school act, but without changing its general essentials. The rate of Territorial school taxation was now fixed at 15 cents per hundred as against 10 cents in the act of 1871 and 25 cents in the act of 1873. The county school tax was fixed at 35 cents on the hundred as against 50 cents in 1871 and 25 cents in 1873; the pay of the county super-