116 SEA GRANT COLLEGES 



It seems to me that funding should reallybe the least of our problems. Let 

 me illustrate. Last summer, (1965), a Russian trawler appeared off the west 

 coast of Florida in the vicinity of St. Petersburg. This vessel was collecting 

 fish to be consumed either by Russia or her satellite countries. As a result of 

 this visit, Floridians were "up-in-arms" and were extremely displeased that 

 Russia was "stealing their fish." Nevertheless, the Russians were there prin- 

 cipally because they could locate and catch a sufficient number of fish to make 

 their efforts worthwhile. 



What will the State of Florida, or the federal government, do if the Rus- 

 sians move onto the expansive continental shelf off the west coast of Florida and 

 withdraw billions of barrels of petroleum? Will it take such a crisis to awaken 

 the American public? When we initiated the space race after Sputnik did we con- 

 cern ourselves with the problem of finances? I submit that the United States 

 cannot afford not to pursue and accelerate its programs in marine science. 



ALLYN VINE J Woods Hole Oceanographic Institute 



In discussing some of the international aspects of the oceans. Dr. Chapman 

 has emphasized the future importance of ownership. I would like to emphasize 

 another aspect of ownership, or perhaps non- ownership of the ocean. 



For a long time most nations have held dual, and somewhat contradictory 

 attitudes toward the sea and the land. On the wet portion of the earth they have 

 supported the concept of freedom of the seas while on the dry portion of the 

 earth they have been highly nationalistic, possessive and boundry conscious. 

 The contrast between these two cultural and national attitudes is very great and 

 it may well be that the international attitude towards the ocean has been one of 

 the great stabilizing influences in the world. To the degree that this is true, we 

 must be far sighted enough to also consider the reasons for not dividing up the 

 ocean but evolving maritime law, and procedures that will help maintain the most 

 useful aspects of our water frontier. This effort is far more than a technical 

 one and implies that the contributions of a sea- grant college would be philo- 

 sophical, historical, economic and legal as well as technical. The implied scope 

 of the phrase "sea-grant college" is perhaps the best promise that our educa- 

 tional and national efforts may come to grips with preserving the freedom of the 

 world's ocean in its political and recreative sense as well as trying to bring the 

 ocean down to a workable size in a technical sense. 



There' have been many comments on how many sea-grant colleges there 

 should be, initially, with good reasons given for having only a few and good rea- 

 sons for having quite a few. In making these decisions I believe it is important 

 to remember that the ocean is very big and very tough, and the ocean is unlikely 

 to be tamed or developed by using only the sea- going craft and technologies that 

 we have used in the past. For example, both students and company presidents 

 may believe that new kinds of ships, drilling rigs, mining methods and aquacul- 

 ture techniques must be developed before we can quadruple the ocean's impact 

 on the world economy and the American labor market. Because of the need to 

 educate students and teachers with new and expensive sea- going ships, labora- 

 tories and techniques it may be wise to initiate sea- grant colleges on a regional 

 basis to more rapidly develop major facilities and field graduate work in ocean 

 engineering. 



For example, the laboratory ships for an electrical engineering department 

 might be a FLIP ship like a 1000 foot long telephone pole that sends power to the 

 bottom while the archeological department might have a pair of exploration sub- 

 marines. These examples are only to show that by combining efforts during an 



90 



