SEA GRANT COLLEGES 103 



that have no opportunities to draw upon the very extensive resources of a well 

 established college or university. 



ABEL 



I would like to suggest one additional approach to this question as to how 

 we get the education to the practitioner, and that is not to wait until he becomes 

 a practitioner; get him while he's young. Get the fisherman before he's even 

 thought of becoming a fisherman. Work a little bit more on the aspect of moti- 

 vation and to translate Dean Spilhaus' remarks to the lower level, get the idea 

 that there is an ocean around us to children in the lower grades. There are al- 

 ready a few programs of this sort from which some of the states and state 

 schools might well copy. A few high schools have come to us with on-going pro- 

 grams where they even have boats available. They take the children out, give 

 them first hand knowledge of what's going on, and how we find out about it. 

 There are science camps that have proven extremely effective in some areas of 

 the country. There is, for instance, at the University of Rhode Island, whose 

 representatives here today are obviously too shy to mention the subject, an out- 

 standing project being conducted by Dr. Moriarty, to design a curricula to inject 

 oceanography into the public school systems. 



ASHTON 



We might add this bit of experience, I suppose, from the National Aeronau- 

 tics and Space Administration which established in several universities through- 

 out the country centers for the dissemination to business and industry, the re- 

 sults of research that has been carried on under NASA. I think that these are 

 generally working out very effectively. They are organized with differences in 

 different universities, but they do provide centers in which businesses and indus- 

 tries in a quite broad area, can participate and can, through various types of 

 information retrieval systems, share in the basic research that has been carried 

 on under NASA's auspices, making whatever applications seem to them to be 

 useful and effective and presumably profitable from that knowledge. 



ABEL 



Concerning financial assistance to students, as I had described earlier, 

 you have a real problem of helping the students through school. What may not 

 be apparent to the taxpayer is that support for students (and for departments, of 

 course, in which students are enrolled) is furnished by several sectors of the 

 executive branch of the government. Clearly, the National Science Foundation 

 and Office of Naval Rsearch have been traditionally involved in this as integral 

 to their charters. In addition, the Departments of Commerce, Interior and 

 Health, Education and Welfare, have certainly provided very significant support 

 to universities, by grants and contracts, etc., and there has certainly been a 

 most fruitful feedback, as any of these agency representatives can attest. 



Another point concerns the matter of pulling industry into the program, 

 and this is certainly a critical point because until you provide a commercial or 



77 



