OPPORT

PPORTUNITY to buy surplus property at a discount has recently been granted to nonprofit educational and public health institutions. The regulation applies only to personal property disposed of within the United States, its Territories, or possessions.

The Surplus Property Administration, through SPA Regulation 14, has requested the Federal Security Agency to assist in the distribution of surplus property to educational and health institutions and other nonprofit agencies eligible under the provisions of section 13 of the Surplus Property Act of 1944. The Federal Security Agency has delegated to the U.S. Office of Education, a constituent unit of the Federal Security Agency, the responsibility for the administration of the program with respect to educational institutions as defined in subsection (b) (3) of section 8314.1 of SPA Regulation 14. Under the provisions of SPA Regulation 14 the U. S. Office of Education will:

(1) Compile and keep current a list to be submitted to the Surplus Property Administration of all eligible educational claimants under the terms of the Surplus Property Act of 1944 (sec. 8314.4),

(2) Prepare and continuously revise, in consultation with disposal agencies, estimates of need from time to time to assist the Surplus Property Administration in establishing reserves from which applications from educational institutions will be filled (sec. 8314.5),

(3) Develop and check constantly criteria for determining the legitimate needs of educational claimants (sec. 8314.6),

(4) Develop procedures for advising claimants of available surplus property and check constantly the effectiveness of such procedures (sec. 8314.11),

(5) Develop and continuously examine procedures for the review and approval of applications from educational institutions for surplus property at a price discount (sec. 8314.7).

Surplus Property Administration Regulation 14

Following is the text of Surplus Property Administration Regulation 14 calling for Federal Security Agency participation in the disposal of property:

Part 8314-Disposal to Nonprofit Institutions and Discounts for Educational or PublicHealth Institutions or Instrumentalities

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§ 8314.1 Definitions. (a) Terms defined in act.-Terms not defined in paragraph (b) which are defined in the Surplus Property Act of 1944 shall in this part have the meaning given to them in

the act.

(b) Other terms.-(1) "Instrumentality" as used herein refers to any instrumentality of a State, Territory, or possession of the United States, the District of Columbia, or any political subdivision thereof, as well as to such States and subdivisions themselves.

(2) "Nonprofit institution" means any nonprofit scientific, literary, educational, public-health, public-welfare, charitable or eleemosynary institution, organization, or association, or any nonprofit hospital or similar institution, organization, or association which has been held exempt from taxation under section 101 (6) of the Internal Revenue Code, or any nonprofit volunteer fire company or cooperative hospital or similar institution which has been held exempt from taxation under section 101 (8) of the Internal Revenue Code.

(3) "Educational institution or instrumentality" means any school, school system, library, college, university, or other similar institution, organization or association, which is organized for the primary purpose of carrying on instruction or research in the public interest, and which is a nonprofit institution or an instrumentality.

(4) "Public-health institution or instrumentality" means any hospital,

board, agency, institution, organization or association, which is organized for the primary purpose of carrying on medical, public-health, or sanitational services in the public interest, or research to extend the knowledge in these fields, and which is a nonprofit institution or an instrumentality.

§ 8314.2. Scope.-This part shall apply only to disposals of surplus personal property made by disposal agencies within the United States, its territories or possessions. It shall not apply to any disposals of real property, industrial plants, shipyards and facilities, aeronautical property subject to the provisions of Part 8304, property designated in classes (1) to (8), inclusive, of section 19 of the Surplus Property Act of 1944, or surplus vessels which the Maritime Commission determines to be merchant vessels or capable of conversion to merchant use. This part grants to nonprofit institutions the opportunity to acquire surplus property and in the case of educational and public-health institutions the right to a discount. Instrumentalities are entitled to acquire surplus property by priority pursuant to the provisions of Part 8302. This part extends to educational and publichealth instrumentalities the additional right to acquire such property at a discount. The benefits of this part apply only to those tax-supported institutions which are instrumentalities or which are nonprofit institutions referred to in section 8314.1.

§ 8314.3 General policy of disposal.Section 13 (a) of the Surplus Property Act of 1944 provides generally, to the extent feasible, for transfer of surplus property on the basis of need to nonprofit institutions and instrumentalities so that they may have the opportunity to fulfill in the public interest their legitimate needs, and that surplus property that is appropriate for school, classroom, or other educational use, and

1 SPB Reg. 4 (10 F. R. 5460, 6785. 10362, 11402). 2 SPB Rev. Reg. 2 (10 F. R. 12121).

surplus medical supplies, equipment, and property suitable for use in the protection of public health, including research, may be disposed of at a value which takes into account any benefit which has accrued or may accrue to the United States from the use of such property.

§ 8314.4 Determination of eligibility.-The Federal Security Agency shall submit to the Surplus Property Administrator certified lists of publichealth, educational, and other nonprofit institutions and instrumentalities eligible for the benefits provided under this part. Such lists shall be revised from time to time as necessary.

§ 8314.5 Estimates. - The Federal Security Agency in consultation with the disposal agencies shall prepare estimates and submit recommendations to the Surplus Property Administrator from time to time regarding the quantities and types of surplus property which should be reserved for disposal to nonprofit institutions and instrumentalities during specific future periods of time and the general areas for which such property should be held in

reserve.

$8314.6 Criteria.-The Federal Security Agency shall develop criteria by which to determine legitimate needs of nonprofit institutions and instrumentalities which apply for surplus property under this part. The Federal Security Agency shall submit such criteria for the approval of the Surplus Property Administrator.

§ 8314.7. Review of applications.The Federal Security Agency shall establish with the approval of the Surplus Property Administrator procedures under which applications by or for nonprofit institutions and instrumentalities under this part will be submitted to and reviewed by the Federal Security Agency. Such procedures shall also provide for action to be taken on the application following its review. If any such application is disapproved in whole or in part, the applicant may appeal from such ruling to the Surplus Property Administrator.

$8314.8. Disposals. (a) Acquisition at fair value-Any nonprofit institution whose application is approved by the Federal Security Agency, or on appeal by the Surplus Property Adminis

trator, shall be entitled to acquire from disposal agencies any surplus property available for disposal, at the fair value of such property and in lots not smaller than the smallest lots consistent with commercial practice. Property already advertised for public competitive bids. or for sale at auction or for immediate

purchase at a fixed time, and property specifically selected by a prospective purchaser, shall not be considered available. Orders from nonprofit institutions shall not be filled out of property reserved for Goverment agencies and State and local governments and their instrumentalities under § 8302.5.2

(b) Acquisition at competitive sales.-Any nonprofit institution shall be entitled to compete on the same terms and conditions as other classes of purchasers whenever surplus property is offered for sale by a competitive method of offering.

§ 8314.9 Prices. (a) Fair value. The fair value at which surplus property shall be disposed of hereunder shall be the same value as established for disposals to Government agencies and State and local governments under Part 8302.2 Such fair value shall not be greater than the lowest price which is offered to any trade level at the time

2 SPB Rev. Reg. 2 (10 F. R. 12121).

of acquisition by the nonprofit institu tion or instrumentality.

(b) Discounts to educational ani public-health institutions and instru mentalities.-Disposal agencies shal allow from the fair value of property a set forth in paragraph (a) a discourt of forty (40) percent upon orders by o for educational or public health instit tions or instrumentalities based upo applications approved as provided :

section 8314.7.

§ 8314.10 Certificate of need a use. Each application to Federal S curity Agency by or for a nonprofit :. stitution or an instrumentality eligi for the benefits of this part shall bear certificate by a responsible officer ther of that the property sought by the a plicant is required for its own use to f an existing need of the applicant an that it will not be resold to others wit in three (3) years of the date of pr chase without the consent in writing di the disposal agency.

§ 8314.11 Notices of offering.—Dposal agencies shall in cooperation with the Federal Security Agency adopt pre cedures which will allow nonprofit i stitutions and instrumentalities to r ceive notices of what surplus proper is available or offered for sale with the area in which the offering is made. Nonprofit institutions and instrume talities shall have the right upon reques to be put on mailing lists in all ca where such lists are used to offer proerty for disposal, including mailing lis otherwise reserved for special classes buyers, unless the disposal agency sh find that the giving of such notices: nonprofit institutions and instrume talities shall for any particular type property become impracticable, unda expensive to the Government, or unter sonably burdensome upon the facilities of the disposal agency. When publ advertising is used as the method offering, no other notice need be given nonprofit institutions or instrumental ties.

§ 8314.12. Regulations by dispos agencies to be filed with the Surpl Property Administrator.-Each dispos al agency, the Federal Security Agency the United States Office of Educatio and the United States Public Healt Service shall file with the Surplus Pro erty Administrator copies of all regula

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At least three agencies within the State of California have recently taken cooperative action to add supervised correspondence courses to existing educational services with a view to helping youth to fulfill their educational needs. The 1945 session of the State legislature added to the school laws provisions. which (1) will enable school boards at public expense to "provide pupils enrolled in the regular day schools of the district with instruction by correspondence. . . in subjects included within the courses of study offered in the school and which for good reason cannot be given by the school"; and (2) will authorize such boards, if there are fewer than 50 minors subject to compulsory continuation education, to enroll such minors "in approved correspondence courses, home study, or such other educational programs as the governing board is authorized to, and may provide."

The State Board of Education and the State superintendent of public instruction were given responsibility of prescribing rules and regulations (1) which would make reliable correspondence courses available to the schools and to the students and (2) which would provide adequate guidance and supervision for this type of instruction both to the youth desiring certain courses not otherwise available in the small high schools and to youth living in small population centers who wish "on the job" training beyond or in addition to courses available in their local schools.

The new law specifies that these correspondence courses shall be "provided by the University of California or other universities or colleges in California accredited for teacher training . . ." At the request of school administrators and teachers of the State, the State University had earlier taken steps to try out certain high-school correspondence

courses available from another State university.

The extension service of the University of California now employs a full complement of teachers qualified to make, correct, and in other ways service high-school correspondence courses and to supply study materials and essential guidance. This institution is now prepared to provide instruction in a total of 86 courses approved for acceptance by the University in fulfillment of entrance requirements. Through proper arrangement prior to enrollment with the high schools or colleges and universities, it is now possible in this State to receive credit for the work satisfactorily completed by correspondence study.

A recent pamphlet issued under the title Lifelong Learning-High School Supervised Study by Correspondence, Supervised Study by Correspondence, 1945-46, published by University Extension, University of California, Berkeley, sets forth the following specific purposes for which supervised correspondence study is intended:

1. To expand and enrich curricula of small or large high schools and to make available broader general educational experiences and specialized fields:

a. By providing courses in vocational subjects.

b. By offering subjects which meet specific college entrance requirements.

c. By offering to the gifted boy or girl suitable subjects for which usual demand is small.

d. By offering courses for the irregular student, thus making some progressive achievement possible.

2. To provide courses for which a teacher cannot be employed. This is especially important during the immediate postwar period.

3. To bring high school education to the rural or isolated student who is unable to attend a secondary school.

4. To enable the handicapped or incapacitated student to obtain an education.

5. To offer worth-while courses to postgraduates and adults suitable alike to those in civilian life and those in the armed forces. 6. To lessen the teaching load.

Returning servicemen and war work ers need educational services, preferal. near their homes, pitched, at the san time, to the high school or lower schola tic levels and to the interests of you adults. For many youth these servies must be intensely practical. The sm high schools with their limited stati and offerings are ill-equipped to provi such instruction. With the aid of o respondence courses many of the ess tial services can apparently now be p vided in California through the coop ation of the several agencies involand through realistic efforts to ad this new service to the variety of cumstances, conditions, and needs to develop during this changing p war period.

PPROXIMATELY 21⁄2 million

Aegroes are enrolled in elementary

and secondary schools of the South, and nearly 50.000 are in colleges. In addition to enrollments in these institutions, which were established especially for Negroes, there are other uncounted. thousands in educational institutions in States not requiring separate schools. One of the remarkable chapters in American history is the educational progress made by Negroes. Advancement has been both quantitative and qualitative in many areas of educational levelopment. However, in spite of this progress, a majority of the institutions for Negroes are below the accepted tandards in practically every measure of educational efficiency.

1

Since its establishment in 1867, the J. S. Office of Education has been inerested in this progress and concerned with the problems. Prior to 1930, these >roblems were were given consideration hrough occasional articles and studies, reatment in the annual reports of the Commissioners of Education, and in the iennial surveys of education. The ocasional studies included three special urveys on educational problems of Negroes, with emphasis on higher ducation.

The first was a comprehensive study f private education of Negroes,2 made ossible by a grant, from the PhelpsStokes Fund; the second was a survey f colleges and universities among Ne

1 Special services of the Office of Education to egroes from the establishment of the Office, in 367, to 1930 were discussed by Dr. Caliver in the ay 1933 issue of the Southern Workman. In the ebruary 20, 1945, issue of Education for Victory, Decial wartime services of the Office were pre-nted by the same author. This statement takes regular services of the Office to Negroes since

groes; and the third was a survey of Negro land-grant colleges as a part of a national land-grant college study.*

These occasional and general services were inadequate and in order to strengthen the work in this field the position of specialist in the education of Negroes was established in 1930 as a permanent service in the Special Problems Division. A subsequent reorganization has placed this service within the Division of Higher Education.

The functions of the Negro education service are to make studies of special educational problems of Negroes; to collect and to disseminate information relating to these problems; to provide consultation and advice; to assure appropriate consideration of the problems by the different divisions and services of the Office; and, in various ways, to stimulate and to promote the improvement of education among Negroes throughout the country. Some attention is also given these needs and problems in the regular operation of the various divisions of the Office. For example a continuing service is rendered schools for Negroes by the other divisions of the

Office.

In addition, all the specialists are available for consultation and advice, and many are frequently called upon to address gatherings and to participate in conferences concerned with the education of Negroes. The purpose here is to describe some of the major projects and activities of this special unit and other units of the Office of Education

3 U. S. Department of the Interior. Bureau of Education. Survey of Negro Colleges and Universities. By Arthur J. Klein. Washington, U. S. Government Printing Office, 1929. (Bulletin 1928, No. 7.)

U. S. Department of the Interior. Office of Education. Negro Land-grant Colleges. In Survey of Land-grant Colleges and Universities. Volume II, p. 827-913. Washington, U. S. Government Printing Office, 1930. (Bulletin 1930, No. 9.)

Special publications about Negroes during the past 15 years consisted of 19 bulletins; 10 leaflets, pamphlets, or mimeographed circulars; and 36 articles. These are exclusive of the sections on Negroes appearing in the biennial surveys and in other Office bulletins.

National surveys.-Five of the studies made during this period were national surveys. The survey of secondary education for Negroes, published in 1932, was a part of a Nation-wide study; as was the survey of the education of Negro teachers, published in 1933. The survey of vocational education and guidance of Negroes, made possible by a special Works Projects Administration grant of $235,000, was conducted during 1936–37 in 33 States and the District of Columbia. The study of the supervision of the education of Negroes as a State function was part of a Nation-wide study of State departments of education in 1939. The national survey of the higher education of Negroes was made in 1939-41 in cooperation with the Higher Education Division at the request of the Association of Colleges and Secondary Schools for Negroes and the Conference of Presidents of Negro Land-grant Colleges, through a special Congressional appropriation of $40,000.

Special studies and reports.-The special studies conducted during the past 15 years include all levels of education and a wide range of conditions and functions. Two were particularly concerned with rural education. The first, Rural Elementary Education Among Jeanes Supervising Teachers, was a study of 611 schools with a teaching

See end of this article for list of publications.