282 SEA GRANT COLLEGES 



I am heartily in favor with the purposes of the act. For over 35 years I have 

 been involved in oceanography and it is heartening to see legislative interest in 

 a broad program to develop our national capabilities to occupy the oceans and 

 to exploit their resources. 



For the past 15 years I have been a profe-ssor and chairman of the Department 

 of Oceanography at the University of Washington. During this period we have 

 developed both undergraduate and graduate curriculums in all of the major as- 

 pects of oceanography. Administratively, the department is in the College of 

 Arts and Sciences and our 250 undergraduate majors must satisfy all the 

 academic requirements of the college. On the other hand, even larger numbers 

 of nonmajors take one or more courses in oceanography. At the present time 

 nearly 1,800 students per year are receiving at least 5 credits of instruction in 

 our department. Experience his convinced us of the importance of studying 

 the ocean at all levels from elementary school through postgraduate years. To 

 partially meet the nonuniversity needs we have, for 6 years, offered summer in- 

 stitutes for secondary school teachers. These intensive programs are sponsored 

 by the National Science Foundation. By the end of the coming summer, 180 

 teachers will have received si>ecial instruction for 1 summer and 40 of them 

 will have returned for a second summer of advanced training. For the 1966 

 institute, as in previous years, nearly 700 applications were received for the 30 

 available positions. 



To broaden the opportunities for the training of elementary and secondary 

 school teachers we have also offeretl 12-month programs for faculty members 

 from junior colleges and 4-year colleges. Two such academic year institutes 

 sponsored by the National Science Foundation have been completed and the 

 third will start during the summer of 1966. So far 14 instructors have been 

 trained with 8 more in the program for next year. 



Several faculty members have also contributetl time and effort to the prepara- 

 tion of secondary school textbooks and related teaching materials as part of the 

 earth science curriculum project (funded by NSF). I have just coauthored a 

 textbook, teachers guide, and laboratory manual on earth science for use in the 

 secondary schools. I mention these items to emphasize the necessity for broad 

 interpretation of the educational needs in the marine sciences. The puri>oses 

 of the act will best be served if the educational needs are viewed in terms of the 

 total requirements. The scope of educational efforts must not be limited to the 

 preparation of research scientists, engineers and those involved in ocean 

 industries. 



It takes many years to develop the facilities and faculty to offer undergradu- 

 ate and graduate programs in oceanography. The expanding interest in the 

 marine sciences among yoimg people is reflected by the fact that the number of 

 undergraduate students majoring in our department has grown at about 40 per- 

 cent per year for the last 6 years. We are serving a national need as is shown by 

 the unusually high percentage of out-of-State students. About 80 percent of our 

 graduate students are not native Washingtonians and nearly 50 percent of the 

 undergraduates are from out of State. For the university as a whole the cor- 

 responding values are 42 percent and 9 percent respectively. During l£>64r-65, 

 33 States and 6 foreign countries were represented. Although we are meeting 

 a national need, the major burden of instructional costs is borne by State-appro- 

 priated funds. The expanded demands for competent teachers and college 

 faculty members that will be required to support the national effort is obvious. 

 In the years to come it would be disastrous if only the "direct and practical" 

 aspects of the marine sciences received support. 



It is possible to argue at great length about the nature of oceanography, to 

 debate whether it should be "oeeanology," and to discuss the definition of "ocean 

 engineering." I have no desire to enter these semantic battles. Regardless of 

 the names that are used it must be admitted that in any area of scholarly enter- 

 prise there are broad spectra of topics that range from basic and fundamental 

 aspects to commercial technologies. In between the two extremes it is always 

 possible to identify certain topics as applied research, development, and en- 

 gineering. Universities have a dual responsibility, to educate the young to 

 prepare them to meet the problems of the future and by conducting research to 

 advance the frontiers of knowledge. In a rapidly changing world, that is ex- 

 periencing a "knowledge explosion," it is virtually impossible to predict the 

 tasks that todays students will be called upon to solve during their professional 

 careers that will extend into the 21st century. It is clear that in departments 

 such as ours, the students must be given the best possible instruction with par- 

 ticular emphasis on the basic scientific principles (that will not go out-of-date) 



