250 SEA GRAKT COLLEGES 



that they have been forced to vacate the field in favor of the Government, whose 

 resources alone are able to bear their magnitude of financial burden. 



It is a contradiction of terms to say that the universities can and should re- 

 strict themselves to the teaching of marine scientists and not engage in research. 

 A luiiversiy engaged in the training of fishery scientists and oceanographers 

 must give the students not only theoretical training in the classroom, but must 

 allow them to engage in research. And this must not be artificially created prob- 

 lems that have little if any contact with reality, but must be real and vital prob- 

 lems actually being investigated by professional scientists. This means that the 

 university must have its staff engaged in such worthwhile research (which 

 implies that this siaff is capable of such work). It also means that we are faced 

 again with the high cost of marine research, and the inability of any university 

 to finance it themselves. 



If we are willing to accept this line of argument, it follows that whether the 

 Federal Government looks on the universities as partners in research or only 

 as a source of professionally trained staff for its own and other fishery labora- 

 tories, we arrive at the same end : the universities must engage in serious and 

 worthwhile research, and they cannot do this without considerable outside sup- 

 port, probably largely from the Federal Government. 



The training of oceanographers and fishery scientists is complex and the 

 application of basic discoveries in oceanography is difficult. This is partly be- 

 cause oceanography is not a science. As a matter of convenience even those of 

 us in the profession tend to speak of the "science of oceanogi'aphy," knowing 

 full well that it is not a science in the usual sense. This usage is picked up by 

 the public, and it complicates the understanding of the problem of training in 

 oceanography and of research in the field. There is no more a science of ocean- 

 ography than there is a science of the land. Instead, oceanography is the ap- 

 plication of the basic sciences of physics, chemistry, biology, and geology to 

 problems in the ocean. Thus a student of oceanography must have mastered the 

 fundamentals of one or more of these basic sciences before he enters the study 

 of oceanography. This study must therefore be at the graduate level. And it 

 must concentrate heavily on research a.spects. 



Furthermore oceanography encompasses not only all the basic sciences but 

 other disciplines, such as food technology, engineering, law of the sea, economics, 

 communications. Any institution which hopes to do a useful job of translating 

 pure science into applied science in oceanography must have the capacity to 

 train students in these aspects and to conduct research in them. 



It seems to me that Senator Pell's bill, S. 2439 provides an excellent vehicle for 

 achieving the important objectives outlined above. The concepts that we must 

 translate into practical terms the results of pure research and oceanography, and 

 that we must strengthen the training programs for research scientists are most 

 important. It appears that this can best be accomplished by choosing a small 

 number of centers of excellence: universities with a proven interest in marine 

 science, and possessing in addition departments of law, engineering, and the 

 other associated fields where faculty members are interested in ocean problems. 

 Supiport should be in the form of continuing program grants, made available for 

 either applied or pure research. These grants should be flexible, and the ground 

 rules should permit development of a core of faculty, with continuing support. 

 The emphasis should be on programs and not on projects. The grants should 

 recognize the great variety of needs of students, and permit the university to fill 

 these needs in the most eflacient way. The grants must be of a character which 

 will allow students to become seagoing oceanographers, and hence should include 

 provision for research involving vessels. 



The special needs of private institutions like my own must be kept in mind in 

 providing these grants. For example, there is no way of our university supplying 

 matching funds, and there are many other schools in the same position. 



Finally, it appears to me that one of the major contributions which the United 

 States can make to the welfare of developing countries is in the training of ocean- 

 graphers from those countries. We have had many foreign students at the 

 University of Miami, and have sent them back to their countries to enter the serv- 

 ice of departments developing ocean resources. We would like to do this in much 

 increased scale. Provisions should be made in this act for the expanded support 

 of foreign students who come to the United States to study oceanography. 



Mr. Chairman, I greatly appreciate the opportunity to testify in favor of this 

 bill. I believe its passage is most important to the future of the United States. 



