REPORT ON OCEANOGRAPHY 103 



cies which sometimes have part-time work available throughout the 

 academic year and full-time jobs in the summer. These jobs not only 

 provide a means for students to support themselves but give valuable 

 experience in the practical problems that will be met when they take 

 on the work of management and research themselves. These cooperat- 

 ing agencies, which are located on or in the immediate vicinity of 

 the campus include the following: The Applied Fisheries Laboratory, 

 the Fisheries Research Institute, The International Fisheries Com- 

 mission, The Washington State Department of Fisheries, The Washing- 

 ton State Game Department, and The U.S. Fish and Wildlife Service. 

 One of the advantages to the School of Fisheries is that in addition to 

 furnishing jobs for students, the staffs of these agencies form a valuable 

 addition to the teaching staff of the School by providing lecturers and 

 thorough supervision of research projects. 



Training in the School of Fisheries is designed to fit students for 

 their chosen field of fisheries biological research or technology, and 

 is not intended to drill them in particular methods. Techniques in 

 these fields are developing so rapidly that it would be useless to base 

 a program entirely on the study of current methods. Basic principles 

 of importance in developing new lines of research and new methods 

 must be stressed in such a field. 



Most students enter the School of Fisheries after two years of uni- 

 versity training in the basic sciences of zoology, chemistry, and mathe- 

 matics, with bacteriology and additional chemistry substituted for some 

 zoology in the preliminary training of technologists. A course of lec- 

 tures by leaders in fisheries research organizations is given during this 

 preparatory period to aid students in orienting themselves in fisheries 

 work. Background training in associated sciences is continued through 

 the training. 



The fisheries curriculum follows a logical sequence, beginning in 

 the student's third year of university work with a year of comparative 

 anatomy, physiology, and the classification and identification of fishes. 

 In addition, a year's course is offered in the classification, life history, 

 distribution, and methods of cultivation or capture of commercial aqua- 

 tic invertebrates. These two courses furnish the foundation upon which 

 all subsequent study is built. More advanced students are offered a 

 year of the general biology of fishes, including the study of the migra- 

 tion and inter-relationships of fish populations; the reproduction, lar- 

 val and postlarval life of marine fishes; and the relation of hydrographic 

 conditions, food, etc., to the distribution, abundance, and availability 

 of various species of fish. This is followed by a year's course in the 



