96 SEA GRANT COLLEGEiS 



foreign programs comparable to that which we have been discussing yesterday 

 and today. But, for instance, at the international desalination symposium last 

 week, Frank DeLuzio, Director of the Office of Saline Water, made the statement 

 that he would like to see literally hundreds of foreign students trained in the 

 arts and techniques of desalination in this country. These are the kind of paral- 

 lel activities which might conceivably be incorporated into sea-grant universi- 

 ties. So I'd like to leave you with just these thoughts and hope that over the 

 weeks ahead, some ideas will emerge, which we can then tie into Dr. Carlson's 

 specification that the result of all this --the application of funds and support- -be 

 tied to meritorious proposals. 



John W. Ashton, Ph.D., University of Chicago, 1928. He is Director, 

 Division of Graduate Programs, U. S, Office of Education, on leave 

 from Indiana University, where he was Vice President and Dean, 

 Graduate School, from 1958 to 1965. He is the past Chairman, Coun- 

 cil of Graduate Schools in the United States. 



I must confess to a little feeling of being like the character that used to 

 appear in, I think it was Abner Dean's cartoons 15 or 20 years ago, of a naked 

 man apparently coming awake in an unusual situation and saying to himself; 

 "What am I doing here?" Because I'm neither an oceanographer or even a sci- 

 entist I assume that my function is to speak to the practical aspects of a develop- 

 ment of marine sciences and related fields in the graduate schools, particularly 

 in the universities. 



I begin by reminding you that there's a real difference between the situation 

 when the land- grant colleges were founded a little over 100 years ago and the 

 situation now, in that the land-grant colleges were founded partly because the 

 agricultural and mechanic arts, to use the old phrase, were not really respect- 

 able subjects and one of the reasons for the spearated state universities in some 

 states is that the then established state universities were not willing to accept 

 these areas as past of their program. Now this is no longer the case, though, 

 of course, there is still a measure of snobbery among various departments in 

 the universities as to the appropriateness of programs in some of the other de- 

 partments. Certainly the areas that we are concerned with here are now ones 

 of substantial respectability throughout the universities in the country. We speak 

 of marine science, i.e., science in its broadest, in its etymological concept; 

 knowledge, in this case, about the oceans, indeed, about all large bodies of water. 

 I emphasize that the programs that we have been talking about, the interest and 

 the needs that have been discussed in this conference thus far have to be con- 

 sidered in an overall context, much wider than simply engineering or industrial 

 problems in connection with the oceans. 



We have to recognize that the breadth and scope of materials that are in- 

 volved, as Professor Schaefer pointed out just a little while ago, call for a very 

 high degree of a cooperative effort. Not only cooperation between departments 

 of universities (which is not always the easiest thing to attain to), the bringing 

 together of the resources of the various sciences and social sciences to make a 

 program of consistent strength in the areas which the university has chosen as 

 its particular fields of specialization. If the challenges already suggested in 

 this conference are to be met adequately, we need also extensive cooperation 

 among universities. If we think solely in terms of the resources of any one 

 university, no matter how large and how complex (not to say complicated), its 

 structure may be, we will inevitably, I think, limit our effectiveness in the long 

 range development of studies of marine life and its relationship to all the as- 

 pects of human life in these days. 



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