SEA GRANT COLLEGES 59 



of the jealous supervision of state legislators. This factor is reducing the com- 

 petitive ability of these scientists with the world of industrial science. Finally, 

 the programs are scrutinized by Congress which, although it tries to maintain a 

 healthy level of appropriations, is still normally discouraging "bold ambitious 

 national planning." 



Dr. Price's analysis is perceptive and at the same time somewhat disturb- 

 ing in what it portends -for the oceanographer at a "sea-grant college." The 

 oceanographic community is traditionally composed of highly individualistic 

 scientists who are imaginative, dynamic, and somewhat vociferous. Accordingly, 

 as promising as the sea-grant college appears inmost respects, one can't ignore 

 the ineffable sociological relationships which may result from the federal- state 

 structure. 



Now let us examine the purely oceanographic features of the topic. The 

 subject has already been discussed by the Interagency Committee on Oceanog- 

 raphy and I should like to pass on to you today an expression of the attitudes of 

 the ICO members and my own personal convictions on the subject. 



As you may know, the National Oceanographic Program, encompassing the 

 activities of 22 federal agencies, has been virtually level-funded for the past 

 four years. This implies that if a new project is to be started, somewhere an 

 old project must be curtailed or discontinued. It is evident, therefore, that the 

 first thought of the ICO members is: Will the sea-grant arrangement detract 

 fromexisting programs, whether sponsored or conducted by the federal agencies? 



Interestingly enough, the ICO members are not at all frightened by the pos- 

 sibility. Since several of our agencies have unsuccessfuly tried to increase 

 funds for the support of marine science education and training, we really haven't 

 much to lose. Many institutions are now financially undernourished, and it is 

 entirely possible that introduction of the sea-grant arrangement would provide 

 the best stimulus to the development of education and training and, ultimately, 

 the applications of oceanography and ocean engineering toward which we all look 

 forward. Therefore, I would say the ICO members are favorably disposed 

 toward the sea-grant concept. 



We often hear the complaint that there is an urgent need for more profes- 

 sional oceanographers and students of oceanpgraphy. In fact, this theme may be 

 partly responsible for the emergence of the sea-grant concept. But the ICO does 

 not believe the recruitment and education of oceanographers to be the main prob- 

 lem. There are plenty of scientists available in this country-- good scientists, 

 capable of advancing the state-of-the-art. There are many outstanding biologists 

 and chemists, eager and interested in biological and chemical oceanography. 

 There are exceptionally talented geologists willing to explore the practical and 

 theoretical aspects of submarine geology and to advance to the practical matters 

 of applications in the interests of exploitation. What is lacking is adequate sup- 

 port and encouragement for these scientists. 



However, we do have two basic personnel needs: (1) More highly trained, 

 imaginative persons to attack the more advanced theoretical aspects of physical 

 oceanography; and, (2) More outstanding engineers to translate the work of these 

 scientists into practical accomplishments. 



In this respect we believe that the introduction of the sea- grant arrange- 

 ment into the American educational scheme will have a beneficial effect. We can 

 envision applications of sea- grant research in nnarine conservation, pollution 

 control, agriculture, desalination, recreation, and ocean commerce. We can en- 

 vision the engineers constructing barriers against disastrous sea storms, re- 

 covering the minerals of the deep oceans and the ocean bottom, and building a 

 technology that will stimulate and advance our fishing industry. 



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