718 
This problem seems to me to be general enough, and to be evident 
even at outstanding institutions, to warrant investigation to determine 
whether it is related to institutional salary policy, to the outdating of 
curriculum and of faculty competence, to excessive teaching loads, per- 
haps to inadequate motivation from the sponsor, to the national policy 
framework or some other. 
The resolution of these questions is a matter of concern for the 
Congress as well as the sea grant program. Cost sharing, contract 
definition, motivation of industry to become a partner with universi- 
ties, quality control in education and research, effective use of research 
for economic growth, communication with university policymakers, 
the utilization of industrial research and educational talents—all these 
matters—represent problems whose solutions have their roots in the 
legislative objectives for the support of higher education. Such ob- 
jectiv es would take into account how to prov “ide the resources for edu- 
cational institutions in meeting first the goals of education and then 
the goals of mission-oriented agencies. The investigation and resolu- 
tion of these issues will be essential to the realistic implementation of 
the broad national ocean goals. 
It is a conservative statement that realistic funding of the sea grant 
program must be provided before the goals of the sea grant lecisla- 
tion can be achieved. The goals of the sea grant program are excel- 
lently conceived in gener: al to provide a flexible master plan for en- 
gineering, scientific, and related education and research in ocean- 
related disciplines. I urge that this program be implemented with 
adequate funding. 
ENGINEERING MANPOWER EDUCATION 
A few remarks seem to be in order concerning manpower planning 
for the oceans and its relationship to university functions. 
The universities presently stand at the interface where graduate 
engineers and scientists move out into industry, where research results 
become available to industry and to government, and where continuing 
education can be joined with industr y to serve ‘the needs of updating 
the professional engineering, technical, and scientific capability. 
At the same time, university administration is under criticism in 
some areas; research—especially apphed research—is similarly under 
attack. Faculty are reproached for their real or imagined “flight from 
teaching.” University financial matters are generally a cause for grave 
concern. 
It may be noted’that the number of university students entering 
engineering has remained approximately constant for over 10 years; 
and engineering graduates—the key to technology utilization—have 
numbered about 35,000 per year for the same period of time. 
During the near "future, when the Nation initiates a large new tech- 
nological program, aimed at the oceans, it 1s important that new proj- 
ects, new curriculums, new facilities provide a motivation which 
helps—not hinders—the national growth of the university and espe- 
cially of graduate education. 
We must be careful not to expect too much of universities, and to 
insure that the concept of university-national laboratories does not 
become a base for campus disorders, for disparate geographical Federal 
