106 SEA GRANT COLLEGES 



SUPPLEMENTARY STATEMENTS 



JAMES D. BARTON, Associate Dean for General Education, Southampton College 

 of Long Island University 



It is, disappointing tosee that 88%of the delegates at this conference repre- 

 sent graduate schools of oceanography and/ or industry. It is the former that 

 have the most significance since, by comparison, the land- grant colleges were 

 designed to provide basic education in the agricultural and mechanical arts for 

 the individual who are residents and husband the land, basically an undergrad- 

 uate education. If the sea- grant college concept is to be fulfilled we must have 

 the support of the scientists and the educators in the coastal undergraduate in- 

 stitutions. The Interagency Committee's listing of marine science programs 

 gives only 22 undergraduate programs in the entire United States. These include 

 everything from the long established schools of marine architecture to such new 

 programs as the undergraduate major in the marine sciences of Southanapton 

 College of Long Island University. The latter has had, from its founding in 

 1963, a keystone of an undergraduate marine science program. 



The development of the character, attitudes and nonscience education of 

 students was not mentioned, except by an industrial representative, W. M. Chap- 

 man of the Van Camp Sea Food Company, as an indication of the practicality of 

 a basic program for the future sea oriented individual. 



VICTOR BASIUK, Associate Professor of Political Science, Case Institute of 

 Technology, and Research Associate, Institute of War and Peace Studies, Colum- 

 bia University 



There are two aspects of our discussion which I find of some concern. 

 First, is the preoccupation with what oceanography and marine technologies can 

 do for the United States to the virtual exclusion of considering America's posi- 

 tion in an international context. Second, is the preoccupation with the subject 

 matter from the point of view of technologies themselves, i.e., technological 

 capabilities, present or future, without adequate consideration of social needs. 



We are considering the concept of a sea- grant university, and, for a fully 

 justifiable reason, the idea has evoked a great deal of enthusiasm. It is, however, 

 important to emphasize that the concept of a sea- grant university did not dis- 

 cover the oceans- -the oceans have been with us for many, many centuries. Two 

 things are new about the oceans and our present highly increased interest in 

 them: the emergence of new technologies, which enables us to exploit the huge 

 resource potential of the oceans on an increasingly large scale; and the social 

 needs for raw materials and foodstuffs, with their increasing depletion on land, 

 which makes us look towards the oceans to solve our problems. 



These days, oceanography and marine technologies can do miracles for us, 

 but unless their fruits are socially and economically justifiable, the exploitation 

 of the potential of the oceans (and by implication, the concept of a sea-grant uni- 

 versity) will die stillborn. Social needs and marine technologies have to be con- 

 sidered simultaneously. If the existing social needs can be met more advan- 

 tageously by means other than marine technologies, then there will be little jus- 

 tification to view the oceans as a new frontier. 



There is a very serious need for foodstuffs and raw materials in the world 

 at large, but it is perhaps ironic that while the United States is the most capable 



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