6. (d) I believe that an over-all Federal administrator or preferably an overall committee should have authority to determine the allocation of surplus properties as between educational uses, other public uses, and commercial disposition. Very truly yours, JOSEPH H. SAUNDERS, President, State Board of Education. UNIVERSITY OF WASHINGTON, DEAR PRESIDENT SIEG: I have the following suggestions in answer to Senator James E. Murray's letter: 1. Before education can determine the types of such property useful, some listing should be available of them. For the university there occurs to me at once such physical apparatus as cathode-ray tubes, cathode-ray oscillographs, motion-picture apparatus, and, since the use of radar will outlive the war, complete radar equipment for training purposes. Typewriters and certain office equipment can be used but this enters the commercial field. A considered list could be prepared only by submitting to many educational specialists a general list of available equipment. 2. In general it is not desirable that Federal agencies be involved in programs using such property for educational purposes. 3. It appears not essential to allocate such property to a single Federal agency such as the Office of Education. That would involve allocation of much property for which there is no demand. The Federal custodian should set up a section to handle educational demands. There is no reason for assigning this duty to the Office of Education which is not equipped for it. 5. (a) The principle governing allocation should be the ability of the educational institution to make effective use of the material in its educational program. The assignment of valuable apparatus to institutions not equipped to make good use of it will result in waste. (b) Distribution could be handled by direct application of the educational agencies to the appropriate section of the Federal custodian's office. (c) Educational users can be given priority of choice and charged going prices less a discount that recognizes the public use to be made of the property. (d) Much equipment that is obsolete from the commercial or military point of view is still useful for training or research use. (e) Safeguard effective use by charging a substantial initial price and do not attempt supervision or recapture. 6. (a) This question is covered above. Do not allocate property for educational use to a Federal agency in advance of any knowledge of possible use, but make available to educational agencies a list of available property and allow them a priority of choice. (b) Covered above. (c) Covered above. (d) Covered above. The Association of State Universities has a committee working on this same question. That committee can be reached through the president of any State university. Sincerely yours, EDWIN R. GUTHRIE. WASHINGTON EDUCATION ASSOCIATION, JAMES E. MURRAY, Chairman, War Contracts Subcommittee, Washington, D. C. DEAR MR. MURRAY: This is in reply to your inquiry of August 17 addressed to Mr. Joe A. Chandler, executive secretary of the Washington Education Association, who has asked me to reply to your inquiries concerning disposition of surplus properties. My judgment on your several questions is as follows: 1. Which, in your opinion, are the types of surplus property that are most likely to be useful in education activities? What Federal Government agencies will be in possession of those classes of property?-Desks, chairs, duplicating machines, projectors and films, paper, books, chemicals, first-aid materials, equipment for vocational arts, transportation equipment. 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?-Presumably not to great extent. 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?-Disposal should be vested in the United States Office of Education and routed through the State department of public education. 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?-The single Federal agency should have first claim on any equipment or materials it can use in its established program. It should not extend its program so as to make use of the stock entrusted to its disposal. (b) To what extent should that agency distribute the property among educational agencies and institutions?-All distribution should be through the chief public school executive of the State. 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?--The purposes of distribution should be primarily to aid schools retarded by economic need. (b) To what extent should distribution be handled through State government agencies? which ones?-Distribution in the States would best be handled through the State departments of public instruction. (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?-Schools or institutions supported by public taxation should not have to pay for surplus goods. (Why buy the same goods with public funds twice?) All goods should be given a market evaluation, whether contributed or sold. (d) Under what conditions and terms should educational institutions acquire equipment which has been changed in design or is obsolete?—No opinion. (e) What conditions should be laid down with regard to maintenance or use? with regard to resale? with regard to recapture by the Government?-Conditions with regard to maintenance or use should be left to the State agency to determine. With regard to resale, it might well be stipulated that no goods should be resold wihin a year. Recapture by the Government should be reserved, with due notice given to enable necessary readjustments to be made. 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? (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?-Limitations on the amount of surplus property acquired by a school institution should be left to the discretion of the State agency and not restricted to the amount of appropriated funds available, which would mean ability to purchase rather than need as a basis of acquisition. (b) Should the transfer of surplus property to that agency without a charge against appropriated funds be authorized by Congress?-Transfer of surplus property for distribution to schools without charge should be authorized by Congress. (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?-The Federal educational agency should have first claim to meet any needs of a program already established. (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?—Giving a Federal administrator authority to allocate to the major divisions for distribution seems necessary. Very truly yours, ARTHUR L. MARSH, Associate Secretary. WEST VIRGINIA STATE EDUCATION ASSOCIATION, 1. Which, in your opinion, are the types of surplus property that are most likely to be useful in educational activities? What Federal agencies will be in possession of those classes of property? 1. Answer.-Furniture and fixtures; laboratory equipment and supplies; instructional materials; lands, buildings, and constructional materials; machine tool equipment; office and commercial equipment; cafeteria and lunchroom equipment; motor vehicles; electronic devices; visual education equipment and supplies; sanitary supplies; laundry equipment; special educational apparatus. 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? 2. Answer. These agencies can survey their own needs in order that surpluses can be declared available for educational purposes. 3. (a) 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? (b) Should Congress authorize the transfer to such an agency of the surplus property that could be devoted to educational activities? 3. Answer. (a) The Office of Education; (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? (b) To what extent should that agency distribute the property among educational agencies and institutions? 4. Answer. (a) Only to the extent that it is needed to carry on its additional duties involved in the distribution of surplus materials; (b) The distribution of all other property should be made to the States on the basis of use and needs. 5. What policies should be followed by the Federal agency in distributing surplus property among educational institutions? (a) What should be the purpose of such distribution: To assist in developing educational activities in backward areas? To promote research? etc. (b) To what extent should distribution be handled through State government agencies? Which ones? (c) On what terms should the property be distributed? Should education 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? (d) Under what conditions and terms should educational institutions acquire equipment which has been changed in design or is obsolete? (e) What conditions should be laid down with regard to maintenance or use? With regard to resale? With regard to recapture by the Government? 5. Answer. (a) To assist in equalizing and to improve educational opportunities in the United States. (b) The distribution of surplus material should be made through a legally constituted State agency representing all phases of education in the State. (c) Either by transfer of title without cost, by negotiated sale at nominal price, or by long-term lease with provision for amortization. (d) By outright gift. (e) Property should be transferred with general warranty of title for purpose of educational use without regard to resale or recapture by the Federal Government. 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? (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? (b) Should the transfer of surplus property to that agency without a charge against appropriated funds be authorized by Congress? (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? (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? Chairman, War Contracts Subcommittee, Senate Office Building, Washington, D. C. DEAR SENATOR MURRAY: In response to your letter of August 17, regarding surplus war equipment which may be useful to schools and colleges, I am glad to submit some general ideas with the realization that on many points I am not fully informed. 1. Types of property likely to be useful in educational activities of the public-school system would include office and school desks of various types, typewriter desks, typewriters, library desks, chairs of all types, consumable school supplies such as all types of papers and crayons. There is a great shortage of school buses. If these are not included in war surplus, perhaps the truck chassis would be and proper bodies could be supplied. High schools, colleges, and trade schools will have large use for visual education supplies, such as projectors and movie or slide films. The larger high schools, colleges, and trade schools will profit greatly from having ordinary carpenter and shop tools, some precision tools, materials including practice planes for teaching aeronautics. I do not know which Government agencies are now in possession of these classes of property. 2. From my present information I would judge that the Federal agencies now having this property would not participate in any large way concerning its utilization by schools. 3. I believe responsibility for disposal of these properties to educational agencies should be given to the Office of Education and I would presume that Congress should authorize such transfer. 4. (a) If I understand this question, I would certainly presume that the agency designated would use any of the property needed in administering the program. (b) I would recommend that the agency distribute to the States, Territories, or other designated units rather than distributing to individual institutions. 5. (a) The purpose of such distribution is to get the surplus property into actual use in such a way as to help our educational system. No particular emphasis should be placed upon research, activities in "backward areas," or on any other points. Certainly it should include aid to the public schools from the nursery through grades 1 to 12 and should not have chief emphasis upon the university level, trade schools, or rehabilitation set-ups. (b) It should be handled entirely through State government agencies. Unless particular States have made other definite designations, it should be through the State department of education. (c) Much of this property should be distributed without purchase price. Much of the material will deteriorate and become obsolete unless it is handled in the reasonably immediate future. Certainly the charge to educational institutions should not be greater than that which could be secured by the Federal Government. If it were sold to wholesalers to be redistributed through retailers, that price for much of this material would doubtless be very small. (d) Doubtless some equipment which is partially obsolete would be useful in preliminary training courses. The Office of Education, or other agency which has been designated, should, of course, refuse to distribute materials which would be detrimental to schools. (e) Clear title should be given to the educational institution and the Government should forfeit any right or claim to recapture. Conditions should be established so that resale at a profit would not be possible. If no resale were permitted within immediate years, this would doubtless largely cover the point. Distribution should be made only to schools which definitely show that the materials could and would be used, but attempts to force proper maintenance would be difficult to enforce and would cost more than the value of maintenance. 6. (a) The amount of property acquired by the Federal agency should not be limited by the amount of funds appropriated, but by the established need for the property. (b) The transfer of surplus property by an agency should not be without a charge of appropriated funds. (c) The Federal educational agency should be given an opportunity to satisfy the full needs of the educational program before the property is allocated to commercial disposition. (d) Congressional actions should specify that these materials be used in whatever quota is useful to educational institutions, to State and county departments of government or other Federal and State public uses before any is allocated for commercial disposition. It is the thought of our educational organization that these properties have been bought and paid for by the people of America by taxes and sale of bonds. Returning them to commercial sources might net the Federal Government an amount of money which seems very large to an ordinary individual and yet which would be only a small fraction of the cost of these materials. We believe it is better to return these properties to the people through their organized governmental subdivisions, as State, county, municipal, and school governments. It is probably also true that materials should be made available to social and educational institutions that are not directly operated by any division of the Federal or State Governments. I believe practically all of these operate under charters granted by the States. Very truly yours, O. C. KERNEY, Secretary. MISCELLANEOUS LETTERS AND STATEMENTS ON THE SUBJECT OF UTILIZATION OF SURPLUS WAR PROPERTY IN EDUCATIONAL INSTITUTIONS CHRISTIAN COUNTY PUBLIC SCHOOLS, Senator JAMES E. MURRAY, Washington, D. C. DEAR SIR: As a representative of the Christian County schools I would like to request that you support a bill favoring the schools of our country with surplus war materials. I am especially interested in woodworking machinery that has been used in the National Youth Administration program and office equipment such as typewriters, desks, chairs, filing cabinets, adding machines, etc. Very truly yours, N. T. Hooks, Superintendent. CHURCHILL MANUFACTURING CO., Hon. JAMES E. MURRAY, Chairman, War Contracts Subcommittee of the Senate Committee on Military Affairs, United States Senate Office Building, Washington, D. C. DEAR SENATOR MURRAY: A quotation follows from a publication of the National Education Association. "When the war ends, there will be billions of dollars' worth of supplies in the warehouses, on the wharves, in the holds of ships, and in the supply dumps of the fields of operation. The Government has created a Surplus War Property Administration. Its purpose is to dispose of these surplus supplies in a way which will result in the least financial loss to the American people." The National Education Association has asked Congress to pass legislation making available the surplus supplies to educational institutions. No doubt, the |