FRONTIERS IN OCEANIC RESEARCH 61 



up to shallow water, bioluminescence, and the production of underwater sound 

 and its use in recognition, communication, and animal migration. 



(3) Motions of waters: The restless seas and how the ocean waters move have 

 excited the imagination since the dawn of history. We have learned much about 

 the great patterns of surface circulation and movement, but little is known about 

 the enormous streams which flow along the bottom and at intermediate depths 

 in the oceans. Upwelling, convergence and divergence, turbidity streams, the 

 movements of identifiable water masses or cells within the larger body, are re- 

 lated phenomena whose study new techniques have now made possible. 



(4) Ocean surface-atmosphere relationship: It is well recognized that the 

 winds driving across the sea set the surface water in motion, create waves, ab- 

 sorb heat, take up moisture that later falls as rain, and in general modulate the 

 climates of continents. The fertile fields of basic research which may help us 

 to understand how these things happen include studies of the heat and water 

 budget, of carbon dioxide interaction between water and air, of the transpor- 

 tation of salt and nutrients, of the birth of storms. Practically we hope that 

 these may lead to more accurate long-range weather and sea condition predic- 

 tions and possibly to weather modification and control. 



(5) Coastal waters, estuaries, and rivers: These places, though far removed 

 from the deep open oceans, are in continuity with them. A few of the problems 

 the marine scientists are investigating include the interaction and consequences 

 of the meeting of land and water, the geological and biological processes of the 

 near-shore area, the mechanisms of sediment erosion, transportation, and deposi- 

 tion on the shelf and in the surf zone and the causes of destruction and buildup 

 of the shoreline. There are many practical implications of research in inshore 

 waters where most fish are caught and most pollutants are dispersed. 



The Chairman. We could ask many, many questions more from 

 you, sir, but we have one more witness this morning and we want to 

 be sure to reach that one witness. 



I think you have made an excellent statement and it certainly is 

 what the committee wanted, and I think you can use some help as time 

 goes on in the basic program, scientific and educational program, and 

 things of that sort where the committee can really help you. 



So we are glad to have your statement. 



I didn't place in the record the biography of the Secretary here, but 

 I would like to do it in the record, Mr. Reporter, so everybody will 

 know the backgroimd that this distinguished witness of ours has 

 with reference to education. 



(The biography referred to is on p. 41.) 



Mr. Van Pelt. 



Mr. Van Pelt. Mr. Secretary, do any of our national academies — 

 have they set up a program covering the subject which you were dis- 

 cussing this morning? I am thinking of Annapolis or the Merchant 

 Marine Academy. 



I )r. Wakelin. You mean for training of personnel ? 



Air. Van Pelt. For training, yes. 



Dr. Wakelin. Apart from — well, I don't believe so, for this reason : 



That oceanography is a composite of a number of basic disciplines, 

 such as physics and chemistry and biology and geology. The training 

 that has gone on in the Government-supported institutions at the 

 undergraduate level is predominantly in the basic sciences as primary 

 disciplines. 



There are training programs at the University of California, at 

 Scripps, which take not only high school and college students on a 

 summer basis, but also go on to give the master's degree in ocea- 

 nography. They all combine a whole group of studies in the basic 

 sciences under the one subject cover of oceanography. 



