had left it and the transition from Territory to State made little difference in the administration of schools. Mr. Case made a preliminary report for the State to the first State legislature; has published two biennial reports, 1913–14 and 1915–16, a perusal of which will indicate the course taken in the development of State education during the more recent years.
Writing in 1914 the superintendent pointed out that for the biennium then reported the public schools had made “commendable progress,” and this may well be the characterization of the whole period. The “spirit of interest and progressiveness” was active and the outlay of money was greater than during the Territorial period, but as the superintendent points out, there was not, at this time, final authority for the interpretation of the school law. It was urged that the superintendent of public instruction—
make such interpretations and render such opinions and that these, when given by him and approved by the attorney general of the State, should be held to be correct and final until set aside by a court of competent jurisdiction or by subsequent legislation.
Another phase of the activities of the new school spirit are the efforts now being made to standardize the schools. For this purpose the interests of all parties who are engaged in school work, teachers, trustees, patrons, county superintendents, and others must be brought into a working whole. The school first secures a place on the probationary list when it can make 75 per cent on the standard school points; when a score of 85 per cent has been attained the school has become a standard school, while a grade of 95 per cent puts it down as a superior school. Points counted in this evolution cover school grounds and buildings, teachers, school board, and pupils.
This attempt at standardizing had, no doubt, a good effect on building. During the years just preceding admission as a State there had been little money spent for school buildings. This decline was now more than made good, the expenditures amounting to $490,000 in 1913–14; to nearly $600,000 in 1914–15; and to $469,000 n 1915–16, practically all of these sums being raised by the issue of bonds.
There is a marked tendency in all the schools of the State looking toward making the system of public schools more and more practical. This is shown in the constantly increasing demand for industrial education which is constantly widening the activities of the schools and demanding an increasing share of the public-school funds. The industrial departments in the high schools are doing commendable work on these lines. Some have night schools as well as day schools. In 1911–12 there was paid out of the State school fund to 10 high schools (including the Tempe Normal School) the sum of
