Page:History of Public School Education in Arizona.djvu/75

Rh without reference to the welfare of schools; that the confirmation of individual appointees was rejected to gain political advantage; that the salary of others was cut until the place was no longer attractive; that the superintendents were constantly changing, some resigning, and some being turned out; it becomes a source of wonder that the schools could do as well as they did.

The legislation of 1895 in regard to education was not great in amount but was of some importance. One act was to encourage military instruction in the public schools (ch. 15), and a more important one was that to establish and maintain high schools in the Territory (ch. 32). Another act (ch. 53) provided that there should be levied for the next two years a special tax of two-fifths of a mill for a “normal-school fund.” A special tax for the benefit of the university was also levied (ch. 75).

The successor of Supt. Netherton was T. E. Dalton, who first came into office about May 15, 1896. He was formally nominated and confirmed March 2, 1897. He reports “steady progress along all lines of educational effort.” He summarizes the statistics for the years 1894–95 and 1895–96, and shows a gratifying increase. He emphasizes the need of a course of study, and points out that the Territorial board was required to—

In the matter of the examination of teachers, Supt. Dalton recommended that the county board of examiners be abolished; that the county superintendent examine all applicants and that the papers be forwarded to the Territorial superintendent, who should examine and issue certificates. This would make requirements more uniform and discourage the issuance of low-grade certificates, of which there should be three grades—first, second, and the lowest or third. The Territorial superintendent’s office, it was urged, should be strengthened, especially in the matter of supervision. The weakest points in the school system, as the superintendent then saw it, was the want of thoroughness, the overcrowded courses of study, and no definite plan of work. The office itself was handicapped for want of authority, lack of funds for traveling, and no proper power for the regulation and control of the keeping of school accounts. He urged