Page:History of Public School Education in Arizona.djvu/47

Rh necessity. There was sufficient authority under the law of 1879, for the superintendent to travel throughout the Territory and to supervise not in name and form merely, but in reality.

Indeed, the progress, which was soon apparent, following the appointment of Sherman, seems to prove that there was at least some supervision, for the slump of 1876–77 was soon overcome, and as early as 1877–78, the superintendent could show that the schools were already on the upward grade. In the latter year he reported 3,089 youth of school age, of whom 2,740 were enrolled, giving a percentage of 88, although the average daily attendance was put down at 890, or 32 per cent of the enrollment. The length of the term was 124 days, as against 190 for 1876–77; the teachers numbered 37 as against 31; the pay of the men fell from $100 per month to $91; but that of the women rose from $50 to $74. The total expenditures equaled the total income, which was $21,396.

If comparison should be made of the school situation in 1873 and 1880, great progress would be noted. The school enumeration was 4 times as great, the enrollment 10 times, and school property 16 times. Schoolrooms had increased from 11 to 101, and teachers from 14 to 101, but salaries had fallen from $100 per month to $83 for men and to $70 for women.

Of Sherman’s work for the Territorial schools, McCrea continues:

It will be recalled that while public lands had been set aside by Congress for the endowment of the schools when the Territory became a State, none of this land had as yet become available for schools. Gov. Safford had sought authority for the Territory to sell some of these lands, but had failed. Supt. Sherman now sought to bring the matter again before Congress, with the idea of selling the lands and reinvesting the proceeds in productive securities, but failed. Under the act of April 7, 1896, the Territory was first given authority to lease its lands; authority to sell came only with statehood.