requirement to do so in 1887; the county superintendent was instructed “to enforce” the laws and regulations, and made visits to the school from time to time, but as he was not required by any law to visit the schools under his jurisdiction after 1887, and as his official duties at the county seat gave him no leisure for such visits, at best his supervision would be at long range and so of little effect. But, nevertheless, this was a beginning of State supervision and represents the preliminary steps in Territorial control. In the same way the board drew up and promulgated rules for the administration of the district-school libraries, which were beginning, under the encouragement of the law, to spring up in the more prosperous and progressive communities. The board did not materially change the course of study; it added to the course such branches as are usually taught in high schools, and authorized the districts with superior facilities to organize high-school classes when there were funds available and pupils to make use of the opportunities offered. The textbooks adopted in 1881, with a single exception, were retained, and texts for teaching the effects of alcohol and narcotics were added. The board of Territorial examiners, created by the law of 1885, was now organized for the first time. It consisted of the superintendent and two other persons appointed by him. Rules and regulations for the use and direction of the county examiners were promulgated, and an examination for the general use of these officers was provided. These examinations were to be held in the counties and the papers were returned to the Territorial board, which issued the diplomas. The old Territorial diplomas were revoked, and now three classes only of diplomas were issued: (1) To those holding diplomas issued in States with educational requirements equal to those in Arizona; (2) to graduates of normal schools; (3) to those passing the Territorial examination.
The superintendent published in his report one of the series of examinations that were set for teachers. It was long and searching in character. It required an extensive acquaintance with primary and secondary work and that the applicant be well prepared for the classroom. The examination was made for the subjects covered in the law, including the school law itself. It made possible the organization and development of high-school work without further machinery whenever pupils were ready to avail themselves of such opportunities and wherever the schools were financially capable of providing them. The primary and grammar courses covered the first seven grades; to this two years of high-school work was to be added.
There is given in this report statistics and an account of the organization of the first Territorial normal school at Tempe, which will be considered in another connection. In his own summary and discussion of the statistics, Mr. Long points out that there were in the
