MARINE SCIENCE 63 



First, the necessity of competence in both basic science and ocea- 

 nography tends to make it a long course, and in most cases students 

 need to be supported longer than if they were getting a simpler sort 

 of degree. Secondly, they are in many instances cut off from common 

 means of support that are available in other branches of learning. 



For example, the commonest support of graduate students in basic 

 disciplines is teaching assistantships, in which they help professors 

 teach the undergraduates in the department. But in an oceanography 

 department with no undergraduate body, this means of support is 

 denied them. There remain fellowships and part-time research as- 

 sistantships as the main sources of support. But the latter further 

 lengtlien the already long career of the student. Nor are they of any 

 use to a man who wants to do thesis research in a remote place, away 

 from the job opportunities of the campus. These are the reasons 

 why our committee felt that fellowship support should be granted to 

 a higher percentage of oceanography students than is the common 

 practice in basic disciplines. We feel that this must be done in order 

 to compete for good students. 



A second type of support that is needed is for expansion of teaching 

 staffs. This is required both for distributing the increasing teaching 

 load and for creating a better balance in teaching staffs. Many of the 

 small university laboratories consist almost entirely of biological 

 oceanographers. Addition of physical oceanographers to their staffs 

 is particularly important, because the most severe manpower shortage 

 exists in this branch of the field. We do not feel it is necessary to 

 create many new institutions, if any, but existing ones should be 

 strengthened where additional strength is needed, and it should be 

 made possible for nonteacliing institutions to work in cooperation 

 with universities in developing teaching functions. 



Finally, additional staff and students will put an impossible burden 

 upon already crowded laboratories. We did not specifically recom- 

 mend expenditure for teaching facilities as distinct from research, but 

 additional laboratory space that we have requested is expected to fulfill 

 both functions. 



Senator Lausche. How long have you been associated with Yale 

 University ? 



Mr. Riley. Except for a short period during the war when I was 

 away, I have been there since 1938. 



Senator Lausche. Have you been connected with that division 

 which deals with oceanogi'aphy during the entire period? 



Mr. Riley. Yes. I am primarily a biological oceanographer work- 

 ing in problems of productivity of the sea. 



Senator Lausche. How many students do you have on this subject 

 in your department now? 



Mr. Riley. We have a total of eight graduate students at the 

 moment. They are not all working in the same field. There are 

 various aspects of biological oceanography. 



Senator Lausche. You have eight of them that are in the graduate 

 school ? 



Mr. Riley. Yes, sir. We turn out on the average between one and 

 two oceanographers a year. 



Senator Lausche. In your statement you declared that because of 

 the favorable publicity that has been given to the subject, yoiu' student 

 body has increased in number. 



