STATE LIFE DIPLOMAS. [Section 8, subdivision 6, Oregon School Laws.] To whom issued. A. C. Finn Hattie F. Gleason. Amy C. McDaniel. Emily C. M. Young. James W. Allen. Harry J. Hockenberry Callie Shelton. Jennie Dean. J. C. Zinser. Clara M. Kirkpatrick Flora May Jones. Sara Bates__ James H. Collins Mary A. Bickner. Charlotte E. Crawford Ellis R. Parker. Burt Wm. Barnes. S. E. Notson. Robert Ginther. Mary B. Leslie Anna M. Secbler. Fred J. Meindl. Bessie Worstell Ella G. McDonough J. Gertrude Hulse. Mary T. McWilliams Margaret Ladd.. STATE BOARD OF EXAMINERS' FUND. This fund consists of fees paid by applicants for teachers' State Certificates and Diplomas. The disbursements from the fund are made by warrants issued by the State Board of Education for expenses of the State Board. FINANCIAL STATEMENT For the period beginning October 1, 1902, and ending September 30, 1904: DISPOSITION OF FUNDS. To balance in State Treasury on October 1, 1902 To amount paid into treasury, from October 1, 1902, to September 30, 1904 UNIVERSITY OF OREGON. The course of study of the University of Oregon so closely correlates with that of the course of study prepared by the State Board of Education for elementary and high schools that there is now no break between the primary school and the university. The faculty of the university is putting forth every effort to encourage high school work, and I am pleased to say that through its efforts very gratifying results are in evidence. It is to the university as the head of the State's educational system that we must look for direction along the lines of our higher educational work. We believe that with this increased interest in the public high schools all the State's higher institutions of learning-both public and private-will have a greatly increased attendance within the next few years. STATE AGRICULTURAL COLLEGE. As the State Agricultural College comes to stand as it does more and more for industrial education, it becomes more and more a real factor in our industrial life, and, therefore, comes nearer realizing that for which it was founded, namely, that the hand shall be trained as well as the heart and head. This does not necessarily imply that as the industrial phase of the work is emphasized more, the academic work must therefore be slightedfar from it—but it does mean that those who pass from its portals shall be fitted to enter some special line of work in the industrial world, and at the same time be cultured men and women. STATE NORMAL SCHOOLS. Our normal schools are potent factors in the uplifting and development of our public school system. Their graduates take a deep interest in their work, are imbued with a professional spirit. and are ever alert to discover the real needs of the schools in their charge. They are systematically trained how to use the State course of study; the State text-books; how to keep school records; and no opportunity is lost to impress upon them the duty they owe to the State, not only for what it has done for them, but also as to the children who may come under their influence. CONSOLIDATION OF SCHOOL DISTRICTS AND TRANSPORTATION OF PUPILS. No district has, to my knowledge, been consolidated in accordance with the act authorizing consolidation of school districts, |