aration of book lists for supplementary reading and reference for pupils and progressive teachers. The course was drawn up to suit the work of graded schools covering eight years of nine months each and toward the realization of which all schools in the Territory were working. The scope of the year’s work is stated at the beginning and this is followed by a detailed month by month plan, but the apportionment of the work month by month is suggestive rather than mandatory; the making of individual adjustments was wisely left to principals and teachers. The course was expected to give the more general satisfaction because it was not the work of the board alone, but in reality represents the combined experience and wisdom of some 50 teachers of the Territory. Published in 1910, it was again issued in 1912, and has been since its publication the recognized basis of teaching in the public schools of the Territory and State.
In 1911–12, the last year of the Territorial form of government for Arizona, the statistics indicated the greatest height of prosperity to which the schools had as yet attained. The school population was that year 42,381, of whom 78.6 per cent were enrolled in the public schools, without considering the private enrollment; the average attendance when measured on enrollment amounted to 68.5 per cent, and of the total school population 53.8 per cent were in daily attendance for the term. The average monthly salary of the 895 men and women teachers was $86.58; there were 814 primary and grammar-grade schools and 16 high schools. The total school property was valued at $1,845,021. The total funds raised for school purposes were $1,817,647, of which $58,308 came from the Territory; $633,397 from county and local sources; and $1,125,943 from fines and forfeitures, rents from lands, bonds sold, special taxes, and balances. There was spent for schools in all $1,321,595, of which $890,533 went for school maintenance. Surely here was a Territory well capable of entering upon the duties of Statehood.
