In making these two requests, we do not feel that the Government will be taking any financial loss. We do not believe a precedent will be established which can have any adverse effect upon the practical disposition of surplus property, and we do believe that it will be an aid to the education of veterans in the Mississippi Valley region and also to some degree, balance the discriminatory features of the veterans' educational bills and especially of the discriminatory application of these bills by the Veterans' Administration. Cordially yours, G. L. CROSS. COMMONWEALTH OF PENNSYLVANIA, ANSWERS TO QUESTIONS RAISED BY HON. JAMES E. MURRAY, CHAIRMAN, WAR (1) Which, in your opinion, are the types of surplus property that are most likely to be useful in educational activities? What Federal Government agencies will be in possession of those classes of property? (a) Industrial equipment, such as machine tools, lathes, milling machines, shapers, etc.; hand tools, such as saws, hammers, files, etc.; measuring and testing instruments, such as micrometers, calipers, pyrometers, Brinell hardness testers, etc.; electrical radio and communication equipment, including receiving and broadcasting sets, testing equipment, etc.; woodworking equip ment, including woodworking machines, hand tools, and finishing equipment; drafting equipment, such as draft boards, benches, blueprint machines, etc.; lithographing equipment, such as off-set presses, plate-making equipment, etc.; automotive repair and testing equipment; aircraft repair and testing equip ment; photography, including cameras, dark-room equipment, enlargers, etc.; projection equipment, including silent and sound 16 mm. projectors, soundslide projectors, recording equipment, including both disk and wire, etc.; kitchen and dormitory equipment; scientific laboratory and testing equipment; dental and health equipment; transportation-school busses and trucks; office furniture and equipment; office machines and equipment, such as calculators, mimeograph machines, typewriters, etc.; educational tests and testing supplies. (b) The Army, Navy, Air Corps, Signal Corps, Engineering Corps, Ordnance Departments, United States Treasury Procurement Division, Defense Plant Corporation, etc. (2) To what extent can the Federal agencies in possession of such surplus property participate in programs involving the utilization of such property for educational purposes?-Federal agencies can participate in educational programs for the training and rehabilitation of veterans, the retraining necessitated by the conversion from wartime to peacetime in industry, and the utilization of these facilities for existing federally supported educational endeavors. (3) Should unified responsibility for the disposal of surplus property to educational uses be vested in a single Federal agency, such as the Office of Education? Should Congress authorize the transfer to such an agency of the surplus property that could be devoted to educational activities? (a) Yes. (b) Yes. (4) If a single Federal agency is authorized to hold surplus property susceptible of educational uses: (a) To what extent should that agency use the property directly in its own operations?-Only in the administration of the distribution of this equipment. (b) To what extent should that agency distribute the property among educational agencies and institutions?-Practically all of this equipment should be distributed to educational institutions, based upon justifiable representation of need and ability to utilize the facilities requested. (5) What policies should be followed by the Federal agency in distributing surplus property among educational institutions? (a) What should be the purposes of such distribution: To assist in developing educational activities in "backward areas"? To promote research? etc. The Federal agency should establish criteria which will form the basis of distribution of surplus commodities. Each State board of education should be required to justify all of its claims in line with the criteria established by the United States Office of Education. In turn, local school districts and institutions should be guided by the same criteria in making claims to the State boards of education. The district should be large enough and have sufficient pupils to justify the needs and full utilization of the equipment requested. The basic principle is the equalization of educational opportunity for all youth in America, keeping in mind that some districts, as now organized, are too small to make this possible and therefore a district should be sufficiently large to justify this request. This equipment should also be used to promote research. (b) To what extent should distribution be handled through State government agencies? Which ones?-All of this equipment should be distributed through State departments of public instruction or State boards of education. (c) On what terms should the property be distributed? Should educational users pay current market prices for such property? If not, what will be the basis for and character of the price policy with respect to such property?—It is only proper that the local school pay from 10 to 20 percent of the current price. Through taxation all individuals and agencies are paying the total cost, and through this distribution the Federal Government is making a contribution to education. (d) Under what conditions and terms should educational institutions acquire equipment which has been changed in design or is obsolete? Schools should accept this equipment as long as it has basic value in the training and education of the student, provided the equipment is in good condition, (e) What conditions should be laid down with regard to maintenance or use? With regard to resale? With regard to recapture by the Government?-The equipment should be properly housed and maintained and used for reasonable periods of time. It should not be made available for resale for a period of 10 years, but may be recaptured by the Government any time during this period in the event of a national emergency or failure to demonstrate adequate and proper utilization. (6) Property which is susceptible of educational use can also be sold commercially, or can be utilized in connection with other public programs. How shall the determination be made as to the volume and type of property which will be acquired for educational use, as contrasted with those which will be devoted to other public uses or disposed of commercially? Each State should make a survey regarding the extent of its needs and submit the findings of such survey to the United States Office of Education. This, in turn, should form the basis for a national list of the equipment needed by the schools. The distribution of this equipment might well include welfare institutions, such as crippled children's homes, penal institutions, orphanages, and other State aided nonprofit institutions and schools. (a) Should the surplus property acquired by the Federal agency in charge of the educational program be limited by the amount of appropriated funds available to that agency for such acquisition?—No. (b) Should the transfer of surplus property to that agency without a charge against appropriated funds be authorized by Congress? See answer to 5 (c), page 3. (c) In either event, should the Federal educational agency be given the opportunity to satisfy the full needs of the Federal educational program before the property is allocated to commercial disposition?—Yes; understanding the Federal educational agency includes State and local educational programs. (d) Should an over-all Federal administrator be given authority to determine the allocation of surplus properties as between (i) educational uses, (ii) other public uses, and (iii) commercial disposition?-In the distribution of the National Youth Administration equipment, Congress provided that the equipment, first of all, be made available to non-Federal vocational schools which had been cooperating in training with the National Youth Administration as of June 30, 1943. Second consideration was given to the Army, Navy, Maritime Commission, and other Government agencies. Third consideration was given to all other non-Federal vocational schools (title 41, Public Contracts). It is our recommendation that Congress make provision that all of this equipment be made available to the schools for a definite period of time, following which a Federal administrator would be given the privilege of determining the final disposition of all remaining surplus equipment. 98534-44. -pt. 16- -7 FRANCIS B. HAAS. Hon. JAMES E. MURRAY, PENNSYLVANIA STATE EDUCATION ASSOCIATION, Chairman, War Contracts Subcommittee, Senate Office Building, Washington, D. C. MY DEAR SENATOR MURRAY: In response to your letter of August 17, I am pleased to reply to your various questions in the numerical order outlined and your original question is in no instance repeated. However, an attempt is made in each instance to word the reply so that the content of the question is obvious. 1. Types of surplus property most likely to be useful in educational activities are the following: School desks, folding chairs, blackboards, paper books of many kinds-textbooks and library books-chemicals usually employed in the chemistry laboratories of high schools and colleges, experimental equipment for physics laboratories, visual aids such as projectors and many films that are of educational value, duplicating machines, first-aid items such as bandages and antiseptics, shop equipment such as lathes, saws, and the like, with quantities of supplies employed in teaching welding, the metal trades, electrodynamics. aerodynamics, automobile mechanics, radio, food processing, and so forth. It is likewise proper to note that in many phases of the educational program of the armed forces, transportation equipment has been acquired and employed. much of which would be equally useful in the operation of the public schools of the Nation. The Federal Government agency in possession of these classes of property ranges from the active armed forces to the numerous classifications of service initiated and supported by the Federal Government both in military and civilian life during this emergency. 2. It is doubtful whether the Federal agency in possession of such surplus property can participate effectively in post-war civilian and educational programs involving the utilization of such property for such educational agencies. The possible exception is the United States Office of Education which, in my opinion, should act more as a distributing and disposal agency rather than an agency actively participating in educational programs which generally are held to be largely State and local in function and administration. 3. The disposal of surplus property to educational uses should be vested in a single Federal agency, namely, the United States Office of Education. Congress in my opinion, should authorize the transfer to this agency the surplus property that could be devoted to educational activities. 4. (a) The Federal agency, namely, the United States Office of Education, could use only a very limited amount of property directly in its own operations. The most logical field it would appear for the United States Office to function would be in coordinating a new type of educational service which would have future possibilities in FM radio broadcasts for educational purposes and television. (b) The agency should distribute these surplus materials in practically their entirety to educational agencies and institutions. 5. Policy to be followed by the Federal agency in distributing surplus property among educational institutions should be as follows: (a) To assist in developing educational activities wherever need is evident and local factors are such as to make possible effective use of them. Obviously the material will be so extended that its use need not be limited to backward areas or for the promotion of special activities such as research. (b) The distribution should be handled entirely through the State governmental agencies. It would appear most logical to indicate a single clearing agency in each State to conform with present State constitutional practices. This logical agency would be the State department of public instruction. (c) The property, in my opinion, should not be distributed on a current market price inasmuch as the production of such property was made originally from public tax revenues and inasmuch as education is a public function. It is my opinion that distribution should be on a contributory basis from the Federal Government and not on a price basis. (d) Educational institutions should be permitted to acquire such equipment which has been changed in design or is obsolete on the basis of their needs as indicated by request. (e) No condition should be laid down with regard to maintenance or use, with regard to resale or recapture by the Government. It is assumed that within a short time all of this material will be obsolete insofar as effective use by the Federal Government is concerned. There is no point, therefore, in the Federal Government maintaining any conditions which require supervision or follow up once the material has been allocated. 6. The educational agencies should have first call on all property that can Surpluses be utilized for educational purposes in public-education programs. which remain after the educational agencies have had opportunity to make their requests could then be disposed of commercially. (a) The Federal agency in charge of the educational program should not be limited by the amount of appropriated funds available to that agency in the amoun tof surplus property allotted to it. (b) It is my opinion that the transfer of surplus property to that agency without a charge could well be authorized by Congress. (c) Decidedly yes; the Federal educational agency should be given opportunity to satisfy the full needs of the Federal education program including State and local needs before the property is allocated to commercial disposition. (d) The over-all Federal administrator should by legislation be authorized to determine the allocation of surplus property as between educational uses, other public uses, and commercial disposition with the proviso, howeved, that requests for such surplus property for educational uses be given first priority in distribution and for other such uses second priority. Very sincerely yours, H. E. GAYMAN, Executive Secretary. The Honorable JAMES E. MURRAY, Chairman, War Contracts Subcommittee, THE FRANKLIN INSTITUTE, Philadelphia, Pa., August 24, 1944. United States Senate, Washington, D. C. DEAR SENATOR MURRAY: Your communication of the fifth re disposition of excess Our answers to your queswar equipment for educational use has come to me. tions are as follows: 1. Laboratory equipment, scientific instruments, machine-shop equipment, laboratory supplies, machine-shop materials, office equipment and supplies, library equipment. 2. Submit to educational organizations and institutions, inventory lists. 3. One agency would simplify and reduce cost to seller and buyer. 4. (b) Fairly widespread. 5. (a) Both. (b) See No. 3, State department of education. (c) Educational allowance plus depreciation allowance. (e) Educational institutions should buy for use and not resell. Sincerely yours, Mr. JAMES E. MURRAY, HENRY B. ALLEN, Secretary and Director. THE SOUTH CAROLINA EDUCATION ASSOCIATION, Washington, D. C. DEAR MR. MURRAY: I appreciate your giving me an opportunity to express what, I believe, is the opinion of the education-minded people of South Carolina on the matter of disposal of war surplus material to schools. It seems to me that this whole matter should be considered in the light of two or three principles: (1) Will it serve the interest of the Nation's taxpayers? (2) Will it serve a socially desirable purpose? (3) Will it benefit business, stimulate reemployment, and bring about a vigorous and healthy economy? The need of the schools for equipment has always far excelled their ability This condition has been rendered to buy-some schools being able to buy none. more acute during the war. In other words, equipment and materials donated to the schools by the Government will not hamper business because the schools will not be able to buy it or new equipment-if it is not donated the schools will just get along without it. (Schools might be required to buy as much new equipment during the year as they had averaged buying annually during the past 5 years, before they are eligible for donated material from the Government.) The Government has a marvelous opportunity to give to the boys and girls of our country, especially those who have had so little of instructional equipment and material and who have no possible way to buy it, a chance to have a great lift in their education. The handling of this material should certainly be through the already constituted regular school channel authorities-United States Office of Education, State departments of education, school trustees. Not knowing all the types of material and equipment the Government has, I hesitate to try to list that needed by the schools but I suggest the following: (1) Commercial-bookkeeping machines, calculating machines, typewriters; (2) vocational-shop, electrical, electronics, welding, sheet metal, machine, automobile, airplane, woodworking, pattern making, printing, plumbing, sewing and power machine, tailoring; (3) scientific and precision instruments and testing equipment; (4) sound-motion-picture projectors, slide projectors, etc., fi.ms, slides, and other teaching materials; (5) cafeteria and school-lunch material and equipment; (6) audiovisual aids, other than projectors; (7) laboratory equipment; (8) musical instruments; (9) athletic and sports equipment; (10) photographic equipment and supplies; (11) trucks, busses, and other transportation equipment; (12) building and construction supplies, and many others. There are thousands of items that schools should have but are unable to buy. It is the hope of those of us interested in education that the Government will see that our children have a chance at those things that are so essential to a well-rounded instructional program and which they will never have if they have to depend on local tax money to supply. We hope you will do your best to see that this material gets to these boys and girls. Again thanking you for inviting my views, I am Mr. JAMES E. MURRAY, J. P. COATES, Secretary. WALTERBORO PUBLIC SCHOOLS, Chairman, War Contracts Subcommittee, U. S. Senate, Washington, D. C. DEAR MR. MURRAY: In reply to your letter of August 18, I am very glad to give you my opinion regarding the matters mentioned. I am attempting to answer your questions as they are listed numerically in your letter. 1. All tables, desks, and other school furniture, teacher's aids and materials, motion-picture equipment, public-address systems, auto mechanics and manualtraining tools, machines, parts, and equipment, etc. The Army, Navy, Marine Corps, and all other branches of the Armed Forces should be in possession of most of this material. 2. The Federal agencies could participate in a program involving the use of such properties for educational purposes to the extent that they could make them available to educational institutions but without any strings tied to them. 3. Yes. Responsibility for the disposal of surplus properties to educational users should be invested to the Office of Education. Congress should authorize the transfer. 4. (a) None. (b) This agency should be fully responsible for seeing that this material is equitably distributed among the States and through the State education authorities to schools who can make proper use of it. 5. (a) To provide educational materials to schools now without these will be unable financially to secure them; to schools who have programs that can utilize this material, and to schools that are really in need of them. (b) The distribution of the material within the States should be left entirely to the State Department of Education of each State. (c) I feel that the schools should pay for this surplus material but it should be priced to them as cheaply as possible and in accordance with the quality of the material. (d) If the equipment can be used at all, the value should be in accordance with the quality and ability to be put to some educational use. (e) If the equipment is purchased by the school, it becomes the property of the school and can be resold, exchanged, or disposed of in anyway. It should not be liable to recapture by the Government. 6. (a) Yes. (b) Yes. (c) Yes. (d) Yes. Yours very truly, T. B. STEVENSON, Superintendent. |