Page:History of Public School Education in Arizona.djvu/111

Rh {| class="wikitable" ! | Years. ! | High schools. ! | Coun&shy;ties with high schools. ! | Total enroll&shy;ment. ! | Aver&shy;age daily attend&shy;ance. ! | Length of term in months. ! | Teach&shy;ers em&shy;ployed. ! | Books in library. ! | Valua&shy;tion of school prop&shy;erty. ! | Total receipts, including balances. ! | Total expendi&shy;tures.
 * + | High-school statistics, 1895–1916.
 * | 1895–96 || 8 || || || || || || || || ||
 * | 1896–97 || 1 || 1 || || || || || || || ||
 * | 1897–98 || 1 || 1 || || || || || || || ||
 * | 1898–99 || 1 || 1 || || || || || || || ||
 * | 1899–1900 || 1 || 1 || || || || || || || ||
 * | 1900–1901 || || || 164 || || || || || || ||
 * | 1901–2 || || || 151 || || || || || || ||
 * | 1902–3 || 2 || 1 || 200 || || || || || || ||
 * | 1903–4 || 3 || 2 || 278 || 218 || 9.0 || 11 || 1,000 || || $14,188.44 || $13,443.54
 * | 1904–5 || 5 || 3 || 332 || 259 || 8.1 || 15 || 1,570 || $70,701 || 22,789.64 || 21,755.44
 * | 1905–6 || 5 || 3 || 342 || 261 || 8.8 || 17 || 1,640 || 71,436 || 21,751.60 || 21,480.14
 * | 1906–7 || 5 || 3 || 398 || 312 || 8.5 || 20 || 1,690 || 82,275 ||| 24,971.82 || 23,897.71
 * | 1907–8 || 8 || 5 || 709 || 543 || 9.0 || 32 || 2,750 || 111,975 || 46,587.43 || 39,233.22
 * | 1908–9 || || || || || || || || || ||
 * | 1909–10 || || || || || || || || || ||
 * | 1910–11 || 13 || || 1,343 || 1,087 || || || || || ||
 * | 1911–12 || 16 || || 1,528 || 1,201 || || || || || ||
 * | 1912–13 || 17 || || 1,824 || 1,543 || || || || || ||
 * | 1913–14 || 18 || || 2,267 || 1,773 || || || || || ||
 * | 1914–15 || || || || || || || || || ||
 * | 1915–16 || 26 || 12 || 2,881 || || || 242 || 20,572 || || ||
 * }
 * | 1906–7 || 5 || 3 || 398 || 312 || 8.5 || 20 || 1,690 || 82,275 ||| 24,971.82 || 23,897.71
 * | 1907–8 || 8 || 5 || 709 || 543 || 9.0 || 32 || 2,750 || 111,975 || 46,587.43 || 39,233.22
 * | 1908–9 || || || || || || || || || ||
 * | 1909–10 || || || || || || || || || ||
 * | 1910–11 || 13 || || 1,343 || 1,087 || || || || || ||
 * | 1911–12 || 16 || || 1,528 || 1,201 || || || || || ||
 * | 1912–13 || 17 || || 1,824 || 1,543 || || || || || ||
 * | 1913–14 || 18 || || 2,267 || 1,773 || || || || || ||
 * | 1914–15 || || || || || || || || || ||
 * | 1915–16 || 26 || 12 || 2,881 || || || 242 || 20,572 || || ||
 * }
 * | 1911–12 || 16 || || 1,528 || 1,201 || || || || || ||
 * | 1912–13 || 17 || || 1,824 || 1,543 || || || || || ||
 * | 1913–14 || 18 || || 2,267 || 1,773 || || || || || ||
 * | 1914–15 || || || || || || || || || ||
 * | 1915–16 || 26 || 12 || 2,881 || || || 242 || 20,572 || || ||
 * }
 * | 1914–15 || || || || || || || || || ||
 * | 1915–16 || 26 || 12 || 2,881 || || || 242 || 20,572 || || ||
 * }
 * }

Brief surveys of the work of some individual high schools may be of interest and service in the absence of any complete general summary covering the whole field. All of them furnish many items of interest to an educator, and some are not without elements of romance.

The Florence High School is adopting some new styles in matters of school architecture. Instead of the conventional front, it has erected a structure in a radial design of the old Spanish mission type. Around a central building used for an assembly hall and school library four wings radiate northwest, northeast, southwest, southeast, with imposing colonnades to east and west. The ventilation and light are excellent, and the classrooms are removed from all the unpleasant but necessary noises of other departments. Three lines of work are offered, college preparatory, scientific, and commercial. A lyceum course is given under the auspices of the two school boards, and in the high school is supplied what the community may lack in the way of civic necessities.

The ClarksdaleClarkdale [sic] High School, in the Verde-Jerome district in Yavapai County, is a new school, recently organized, with a new building presented by Senator Clark. “The whole work of the school has been planned to meet the direct needs of the smelter town,” says one of the teachers, and this purpose has been so liberally interpreted as to make the school and the schoolhouse a very real and very active center of the social activity of the community.

There is sometimes even something of romance in the history of