problem for the Ordnance Department and is now manager of a major military installation in Philadelphia.

Perhaps the most spectacular evidence of the value of such training is the information, just received, that a Ward School graduate designed the communications system for the now famous satellite "Friendship 7" in which Col. John Glenn made his historic flight. This graduate has since been recruited from his industrial job to work for the Federal Government in an important defense capacity. You might also be interested to know that approximately 15 percent of the instructors in technical theory in the technical institutes of this country have been recommissioned and are teaching reservists how to apply this important technical knowledge to defense needs.

The contribution of surplus Federal property, therefore, becomes not an expense to the people, in my judgment, but an investment in knowledge and an economical means for training youth for essential positions in our defense effort.

The Ward School of Electronics is but one example of what can be done through the conversion of Federal surplus property into equipment necessary to improve the scientific and technical competence of the youth of our Nation. The faculty of this school is serving without remuneration as consultants to industry and the Federal Government on the conversion of donable property for educational and allied uses.

We have made tentative plans for a summer workshop in 1963 to instruct high school science teachers, hospital administrators, and directors of civilian defense, how good Yankee ingenuity and effort can convert obsolete or discarded equipment to serve essential public needs. The continuance of the Ward School and hundreds of similar public and private technical institutes, junior and community colleges, could be seriously threatened if any change is made in present provisions for the distribution of Federal surplus property to schools for educational purposes.

I should also like to say a brief word about other ways in which the University of Hartford has benefited from this program. To meet the increasing demand for education, this institution expanded from a junior college in 1947 to a senior college in 1950 and is now a fully accredited university serving more than 6,000 local students annually. In my judgment, this development would not have been possible without the donable materials this institution received, such as: used desks and chairs from abandoned military camps, tools, paint, a battered Marine truck, the first bit of rolling stock we ever had, badly shot up, but we were delighted to have it and used it for several years until it finally fell apart, bookcases, machine tools, tired typewriters, electronic gear, stuttering adding machines, and even surplus textbooks with which we augmented our then small library. Throughout this period this equipment had been heavily used both day and night, and now much has worn out for the second time. With imagination and the untiring effort of the faculty and students, similar items which are given to us are being converted into serviceable equipment each month to enable us to carry on our educational program. At first, this helped returning GI's, but now it is their children who are already reaching our doors in increasing numbers, who need this help.

Frankly, we are proud of our record of converting to essential educational use, obsolete materials which could no longer usefully serve their original purpose.

As the one in charge of the financial operations of our institution, I know how desperately near the brink it and many of our fine accredited nonprofit colleges are today. What we have been able to save through building equipment from Government surplus has helped tremendously to pay faculty salaries. This program has given us scientific equipment in chemistry, physics, and biology laboratories, and also made possible the development of a good school of engineering which now serves 900 students from southwestern New England.

In the decade ahead, higher education in America will be called upon to provide facilities for 7 million students, an increase of over 100 percent from today's number. This unprecedented pressure for education will sorely tax the facilities of public and private institutions alike. Speaking for higher education and especially for that part which I know best, the urban universities and community colleges, I feel that the continuation of present provisions for Federal donable surplus property would be one of the best and least costly ways in which the Federal Government could play a useful role in helping meet the ever-growing educational needs of America's youth. I say in all sincerity that every dollar in surplus property which the Federal Government contributes to institutions of higher education, saves from $10 to $100 for these educational institutions and returns full value to the taxpayer for many years to come. In requesting this, we are not asking much from the Federal Government. Education is used to receiving, often all too willingly, "castoffs" of any kind which help it to better serve our youth.

We sincerely hope that members of this committee, in your wisdom and understanding, will vigorously and unanimously oppose any effort to stop, or even to slow, this vital stream of indispensable material necessary to the support of the schools, colleges, hospitals, and civil defense agencies of our Nation.

Thank you.

Mr. MONAGAN. Thank you very much, Dr. Wilson. That is a very helpful statement because you have given us the specifics of the way in which this program affects a particular institution.

I may say that I am aware of the work you are doing and very proud of it as a citizen of Connecticut, and I want to compliment you and the members of the institution for what you are doing for the State of Connecticut.

Reference has been made before to the fact that the character of the property which is available for donation is changing. I notice you referred to certain common-use items that you were able to use at the beginning, when you were setting up shop, but I wonder what you would say as to the utility of the new type of property that has become available as the program has changed.

Dr. WILSON. I would certainly agree that the amount of commonuse property available to us has fallen off tremendously, so much so that we hardly ever expect to obtain any, although it would still be very helpful if we did. We are now getting, as was said this morning, a large amount of highly specialized electronic components and other equipment of that kind, which we are in the fortunate position to be

able to use. We could use both common-use items and special equipment but we are grateful for whatever we can get. I feel quite certain that in the early days when the GI's were coming to us in large numbers and there were not enough facilities for them, that we could not have gotten started without the common-use property. Today, we are, and we can continue without them, although it would accelerate and improve our services if more common-use materials were available. Mr. MONAGAN. But the sophistication of your educational program is helped by the new types which are becoming available?

Dr. WILSON. Very greatly. This is particularly true in science work and in research. We are doing advanced research and certain kinds of scientific education which we could not hope to do without the aid of this program. It is most valuable to us.

Mr. MONAGAN. You see the future program as having a utility, even though there is this change in the type of property?

Dr. WILSON. Yes, I do.

Mr. MONAGAN. You say in your statement that every dollar which the Government contributes to institutions of higher education saves from $10 to $100. How did you arrive at those figures?

Dr. WILSON. I assume that the actual value of the contributed property is not its original cost, but what it would now bring if sold as Government surplus on the open market today. I am fairly familiar with what these materials sell for on a commercial basis. The returns are very small when sold in great quantities. However, when an educational institution goes out to buy something it has to pay a great deal more for it. Comparing what we have to pay for a piece of scientific equipment in useful condition and the cost to the Government of a similar piece of equipment, there is all the difference in the world. This is particularly true for scientific and technical equipment. It may not apply for a chair. I do not know much about that. But if you need an oscillograph, for example, the difference between the amount the Government might get for a used one and what we would have to pay for one in comparable condition is substantial. It would be somewhere between 10 and 100 times as much.

Mr. MONAGAN. You have in mind specific equipment that you would have to buy otherwise if it were not donated?

Dr. WILSON. Right, and which, of course, we could not afford, which in the long run means the program is impoverished. This is something we hope will never happen in America.

Mr. MONAGAN. The area of Connecticut is certainly an important one in the changing character of American industry and the need for students and workers of the type that you mention.

Dr. WILSON. That is true.

Mr. SCHWEIKER. I want just to compliment the gentleman. I think he gave a very practical insight as to how the program operates. Mr. BASS. No questions.

Mr. MONAGAN. Thank you very much, Dr. Wilson.

STATEMENT OF FRANK M. BREWSTER, DIRECTOR, NORFOLK COUNTY SCHOOLS, NORFOLK, VA.

Mr. MONAGAN. On the same subject, we have with us Mr. Frank Brewster, who is director of vocational education of the Norfolk County schools, Portsmouth, Va. Even though, as Dr. Wilson has

said, we are proud of "Yankee ingenuity," I think we have to recognize the capacity of the South.

Mr. BASS. By the way, I wanted to get this in. He used the word "Yankee" in the broad, international sense. I am sure it did not have any colloquial intent.

Mr. MONAGAN. There is no reference to any late unpleasantness. Mr. Brewster, we are happy to have you with us, and we shall be glad to hear your statement.

Mr. BREWSTER. I might preface my remarks that it has been some time since I have seen the word "Yankee" written all by itself.

Mr. MONAGAN. It is usually coupled with "ingenuity"?

Mr. BREWSTER. Mr. Chairman and members of the committee, I am Frank M. Brewster. I am director of vocational education for the Norfolk County schools in Norfolk County, Va.

I thank you for this opportunity to report on our utilization of surplus donable property. Of course, my report refers to the schools in which I work.

Last Tuesday I began a rather wordy report; and I had many statistics, but in this report I lost the children, I lost their activities, I lost their educational growth. Then I realized that no teachers appeared in this report. Property is not an entity in itself. Property becomes meaningful only when it is advantageously utilized by the teachers and by the students. So, I discarded this report.

Then the following morning, Wednesday, I took my camera and visited 10 teachers in 4 schools. The results of this visit are printed in this form which you have before you. I would like to request that it be entered in your record, but I realize it may not be feasible for all of the material, such as the pictures, to be included.

Mr. MONAGAN. To the extent it can be entered in the record, it may be entered at this point, without objection.

Mr. BREWSTER. Thank you. I have some other materials before me that I would be glad to distribute at the close of my statement. One is a reprint from a national publication, the "Science Teacher," and the other two are some materials that I would like the committee to see, but I would prefer to take with me at the close of the hearing. These are the last copies that I made, not to publicize the program, but to attempt to help the program within the schools in our area. I would be glad for the committee members to peruse them as you see fit.

I would like to go through this report, page by page. There is some originality in it. I think you will find two or three words. misspelled. Unfortunately, we could not make the corrections before it was necessary to print it.

Mr. MONAGAN. I am not sure we would know that.

Mr. BREWSTER. If you will turn to the second page within your book, I would like to describe the area.

Adjacent to three cities, Norfolk County is located in the southeast section of Virginia. Norfolk County schools have approximately 16,000 pupils in 21 schools. New schools are under construction for the growing school population.

All schools are accredited by the cognizant accrediting agencies. Mr. Edwin W. Chittum is division superintendent.

This school system takes an active part in utilizing donable surplus property.

For effective utilization

(1) The division superintendent and school board must be sympathetic to the donation program and provide funds, personnel, transportation and moral support.

(2) Material must be available in usable quantities and distributed to teachers as required.

(3) A designated person must promote use of materials by demonstrating or suggesting at least one use. Teachers often immediately see other uses, and develop additional ideas.

(4) Materials utilized should be displayed to other teachers, principals and supervisors.

(5) Materials should enhance or enrich the instructional program.

There are many kinds of people, with varied intelligence, interests, abilities and goals teaching in our public schools. Some of these people, when advised that surplus government property is available, have one comment, "Surplus property is junk. That is the extent of their activity in any program using this material. As long as these people believe their own statements, it is junk, and has little value. There is no convincing some of these people that the disconnected, cosmoline covered, stripped machine lathe can be activated by cleaning, wiring, and the addition of a few accessories to be a teaching tool that hundreds of boys may use in learning about properties of metal, methods of processing and machine operation, because one teacher had sufficient interest, and energy to reactivate this machine as a teaching tool.

The cumbersome bat of blue styrofoam that the Navy Department procured for flotation material, has no place in a classroom. Who can use a piece of material 4 inches x 12 inches by 9 ft.? Many can find no use for this bat that is taller than the ceiling. However, an art teacher makes Christmas tree ornaments, figurines, mobiles, bases for other media; a business education teacher directs her club in designing an emblem; a teacher of engineering drafting uses this styrofoam as a three dimensional media to portray parts of a machine for his students. A student becomes interested in this material, and he makes a sign for the department.

In a special education class the teacher searches constantly for materials her handicapped children can use to coordinate hands and minds. Cutting and shaping this material is not difficult for these children.

A homemaking teacher uses this styrofoam in teaching flower and dry arrangements.

A printing student thinks that a block of this material is an excellent toolholder.

As we use donable surplus property we find that donable property falls into one of three main categories.

First, some items can be used for the purpose for which originally designed. There are no problems on how to use a typewriter, bandsaw, boxing gloves, or materials common to Federal agencies and schools.