SEA GRANT COLLEGES 97 



That such inter -institutional cooperation is not impossible has been wit- 

 nessed in recent years by a good many cooperative programs. Perhaps one of 

 the most striking examples is that developed by the Committee on Institutional 

 Cooperation of the so called Big Ten Universities and the University of Chicago. 

 In these midwestern universities cooperative programs in water resources utili- 

 zation and control, in bioclimatology, in the study of Asiatic languages, and a 

 good many others have been worked out by using the most appropriate resources 

 of each of the universities that is involved in the compact. Only by some such 

 means can we avoid unnecessary duplication of effort, unwise competition among 

 programs, and the spreading thin of scarce resources of money and manpower. 

 Only thus can we make best use of each institution's specialities and provide for 

 a concentration of learning in important fields to avoid that vast spread which 

 Mr. Abel so rightly fears. I would second most heartily and most vigorously 

 Professor Schaefer's comments on the need for conceiving of this area, as not 

 only that of certain highly specialized sciences, but rather as covering a broad 

 range of fields: the biological sciences, engineering, chemistry, and certainly 

 economics, law, and business; indeed, even recreation, which I think has not 

 been mentioned but which is, at least in its economic aspects, an important 

 element in the utilization of water resources. In addition, of course, there are 

 all of the medical sciences. 



So what about the needs as far as the universities are concerned? I assume 

 that funds will be needed for facilities, for operation, and for research and 

 student support. There are no new sources. Sea-grant universities will need to 

 depend on state and federal funds in whatever proportion is appropriate --or 

 manageable, on private beneficence, and on support by industry which has a 

 stake in this enterprise. I mention two of the programs of the federal govern- 

 ment with which I am involved as examples. To help provide adequate facilities 

 for the development of these programs, in the Division of Graduate Programs of 

 the Office of Education, we already have provision for making one third match- 

 ing grants for facilities for research and teaching of the kind that is involved 

 here. Indeed, the University of Rhode Island has recently received some assist- 

 ance toward just such a facility. 



The need for research assistance can be of various sorts. This is where 

 people are particularly involved of course, and as Professor Schaefer has pointed 

 out, various kinds are needed. One of the most significant for our purposes in 

 the universities is the special technicians who will be responsible for the less 

 professional aspects of the research and even of the teaching. The training of 

 such people involves new problems for higher education. Our emphasis, however, 

 will continue to be on those who will be carrying on the traditions and developing 

 resources of new knowledge, the kind of students who are supported by fellow- 

 ships from a variety of sources. There are already some of those sources in 

 existence in the federal government; the National Science Foundation with both 

 its research grants and traineeships; the National Defense Education Act, Title 

 IV, with its fellowships, and others, as well as funds that are provided also from 

 special research grants or the like from industry and government, alike. 



These are the real needs, because the universities must provide, as I see 

 it, in this, as in every other field of significance, for the present and on going 

 research and also for the continuation of the searching out of new knowledge and 

 for the training of new people in the field. This can be accomplished only by 

 providing for excellent graduate programs which will produce the kind of people 

 who will be needed as leaders in these areas of research. 



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