name of the pupil, his age and grade, and name of the school to which he belonged. There were also shown many pictures of school buildings. The exhibit as a whole attracted much attention. Mrs. E. E. Ford, who had the exhibit in charge, reported:
It has been a great surprise to the eastern people to see that we are doing the same work in our Arizona schools that they are doing here in the East. Our work compares most favorably with that of other schools in the same grades, and I have taken the time to examine other work that I might satisfy myself as to the merits of our own. In many cases I realize that our maps, language, work, and drawings are superior to that from many other schools. Many teachers come in to copy and to ask questions about Arizona schools.
The superintendent has only words of praise for the normal schools:
I can say without fear of successful contradiction that the work accomplished by these schools is equal to, and in many instances surpasses, the work done by similar schools in older States and communities.
Of the 457 teachers, 148 had life or educational diplomas, 162 first-grade and 147 second-grade certificates. During the year, out of 168 who took the examinations, 17 received first-grade and 90 second-grade certificates; 108 graduates of the normal schools received diplomas without examination.
During this period a second high school was organized under the act of 1895 and located at Mesa, and a third at Prescott. Since the university and the two normal schools were also doing this class of work, it may be said that there were then six high schools in the Territory, one in the south (university), three in the middle (Union, Mesa, and Tempe), and two in the north (Prescott and Flagstaff).
The dependence of school districts on bonds as a means of building schoolhouses was increasing in importance. The total outstanding bonds in 1900–1902 amounted to $291,737.84, and in 1902–1904 to $355,737. The highest and prevailing rate of interest then paid was 7 per cent; in 1903–4 the average was 6 per cent, while the newer bonds were being issued at a rate as low as 5 per cent. They were generally for small amounts, and in 1903–4 were issued by 11 counties.
The whole administration of Supt. Layton may be characterized by saying that it was one of slow but steady and fairly uniform growth. There were no particular developments; the superintendent presented no brilliant or striking administration, but the schools continued to grow and develop in number; the teachers and pupils continued to increase, and the law was coming by slowly cumulating effort to suit itself to the needs of the country. The slow and steady growth made for the constant extension of the schools. The character of this development is brought out clearly in the statistics. There are in these years no separate reports from the counties.
