This bulletin covering the history of public school education in Arizona is divided into ten chapters. Chapter I, "The setting for public schools," describes the early history of educational efforts by the church and provides a statistical view of population growth. Chapter II, "The beginnings of public-school legislation, 1864-1869," covers the following topics: (1) Organization of the territory; (2) The Howell code and its educational provisions; (3) Education in the legislature of 1864; (4) The school law of 1867; (5) The school law of 1868; and (6) McCrea on these early efforts. Chapter III, "The administration of Gov. Safford--The State superintendency established, 1869-1877," reports on the basis act of 1871, the situation in 1875, and the progress up to 1879. Chapter IV, "The superintendent made an independent officer--Administrations of Sherman and Horton, 1879-1885," contains reports on: (1) The act of 1870 and the new development; (2) Sherman becomes the first independent Territorial superintendent; and (3) Horton becomes superintendent, 1883-1885. Chapter V, "Organizing the school system, 1885-1887," reports on the school laws of 1885 and 1887 and the administration of Superintendent Long, 1885-1887. Chapter VI, "Reaction and progress, 1887-1899," contains: (1) Summary of this period; (2) Reaction in 1897; (3) Educational legislation in 1891; and (4) Further fortunes of the schools. Chapter VII, "Further growth and development during the Territorial period, 1889-1912," covers the following topics: (1) Second administration of Robert L. Long, 1899-1902; (2) Administration of Nelson G. Layton, 1902-1906; (3) Third administration of Robert L. Long, 1906-1909; and (4) Administration of Kirk T. Moore, 1901-1912. Chapter VIII, "The first State administration of schools," reports on: (1) Public lands provided for the schools; (2) Superintendent Case becomes State superintendent; (3) Territorial Industrial School; (4) School for the deaf, dumb, and blind; and (5) Rural supervision and pensions. Chapter IX, "The school lands," details the public school lands (including the Salt River school lands, the National forest lands, and Indian reservations), the institutional lands, and the land law of 1915. Chapter X reports on "the past, the present, and the future." Following this final chapter, three tables present public school statistics from 1870-1916. A bibliography is also included. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]