development programs must be undertaken with Federal Government assistance. Many of these development programs require an interdisciplinary approach, which is found in a college or university and is less likely to be found in any single mission-oriented Federal laboratory. PUBLIC SERVICE Public service is an important part of the present-day university. The agricultural extension program of a land-grant college has over the years been extremely successful. An analogous program is a sea grant college with the fisheries industry, and other segments of marine industry, could and should be initiated. Large-scale development programs such as MIT's Lincoln Laboratory or Cal Tech's Jet Propulsion Laboratory could be a part of the sea grant college program, but are not envisaged at this time. We see the relationship of the sea grant college to marine industry as being closer to the relationship of the agricultural experiment station to the agricultural industry. THE IMPORTANCE OF DEVELOPING OUR MARINE RESOURCES If man can occupy and exploit the oceans, he will. If we in the United States don't offer leadership in this venture, people of other countries will. The history of the development of this country is an excellent example of the axiom that eventual control of the land goes to those people who occupy the land and not to those with the largest army. It is not in the interest of the United States to forfeit our right to the use of 70 percent of the surface of the earth because of our failure to master the oceans. Although our Navy is the most powerful in the world, our traditional marine industries-fisheries and merchant marine-are weak and, on a comparative basis, growing weaker. The 1958 Geneva Convention on the Law of the Sea gives local control to the sea bed and subsoil of the submarine area adjacent to the coast to the depth of 200 meters, or beyond that limit to where the depths of the superjacent waters admit the exploitation of the natural resources of the area. In other words, those countries who can first exploit the depths of the ocean can control them. In the near future, it will be possible for men to live in depths of 1,000 feet. Oil wells are going to be drilled in water depths greater than 1,000 feet. Deep submergence vessels are now being developed which will operate at any depth in the ocean. We will soon have methods of dredging minerals from deep ocean basins. It is in our national interest that these techniques be exploited; that the United States does, in fact, master the oceans. The growth of Soviet Russia's naval power is well known. So is the growth of their oceanography program. What is often not recognized is that the U.S.S.R. is becoming a major user of the oceans. In a 30-year period, the Russian fish catch went from 0.5 million tons to 5.6 million tons. During this same period the U.S. catch has oscillated between 2.0 to 2.7 million tons per year. U.S.S.R. merchant marine, which was almost nonexistent a few years ago, will soon exceed ours in total carrying capacity. There appears to be good reason to believe that the U.S.S.R. has decided to attain mastery of the sea. The The oceans can provide the animal protein resources needed by the world's population. A catch of 60 million tons a year, if properly exploited, could provide the animal protein requirements for 3 billion people. It is estimated that the oceans produce several times this amount of fish a year of a size suitable for exploitation. Techniques of making fish protein concentrate from so-called trash fish have been developed. This material ships well, does not decompose easily, and can be mixed with rice, grain, beans, and other indigenous foods. It is possible that we can provide the means of solving the most difficult part of the world's food problem-the lack of animal protein. ANALOGY OF SEA GRANT COLLEGES TO LAND GRANT COLLEGES We The sea grant colleges have a special role to play in the mastery of the oceans, and it is here that the analogy with the land-grant colleges is pertinent. are not suggesting the establishment of separate schools analogous to the early land-grant colleges; nor are we suggesting that the granting of offshore lands to sea grant colleges is a necessary part of the analogy (although such lands might prove useful). What is suggested is the adoption of the system developed by the land-grant college program for turning scientific results to economic use. The land-grant colleges with their agriculture and engineering experiment stations, their extension service, their departments of pure and applied science ha over the years developed one of the smoothest and most efficient operations history in that very difficult task of bringing the knowledge and the discoveri of science to immediate and practical application. Furthermore, through tl extension service and the experiment station they have developed efficie feedback mechanisms whereby the problems of the farmers are brought back the laboratory for study and solution. It is this aspect of the land grant colle movement we wish to emulate. FUNDING THE SEA GRANT PROGRAM We believe that at least an important fraction of the sea grant college suppo should be in the form of institutional grants. We believe that continual, broa based support, such as that on which the colleges of agriculture were originall based, is important for the success of this program. Not all funds, howeve should be awarded on an institutional basis. The remainder could go to specia projects, either at existing sea-grant colleges or to other universities elsewher in the country on a competitive basis. John A. Knauss, secretary, dean of the graduate school of oceanography, Un versity of Rhode Island. Wayne V. Burt, chairman, department of oceanography and director of th marine science center, Oregon State University. David C. Chandler, director, Great Lakes research division, University o Wilbert M. Chapman, director, division of resources, Van Camp Seafood Co F. G. Walton Smith, director, institute of marine sciences, University of Miami Donald E. Wohlschlag, director, institute of marine science, University of Texas. CHANGES SUGGESTED BY THE NATIONAL SEA GRANT COLLEGE COMMITTEE ON S. 2439 Page 2, line 22 through and including line 24 should be deleted and replaced by: "(d) that the concept of the Sea Grant College: an institution of higher learning devoted to increasing our nation's utilization of the world's marine resources through activities in the area of education, public service, and research and would relate these activities to the natural sciences which underlie them to the social sciences, economics, sociology, psychology, political science and law as they are affected by and, in turn, affect the occupation of the sea, is a concept which could accomplish the goals as set forth in (a), (b), and (c) above; and' Page 2, line 25 and extending to page 3 and line 1. Replace the words "sea grant colleges" with: qualified institutions. Page 3, lines 4 and 5 should read: “and development programs in the marine sciences and related fields resulting in the acquisition of knowledge". Page 3, line 9 should read: "to the development of marine resources;". Page 3, lines 24 and 25 should read: "excellence" "in the various fields related to the development of marine resources while retaining the traditional in-". Page 4, line 10 should read: “(10) to initiate and support the sea grant college program and programs of education,". Page 4, line 12 should read: "of advisory services relating to the develop ment of marine resources". Page 6, lines 9 and 10 should read: “(1) The term 'development of marine resources' means those scientific endeavors and disciplines, engi-". URI - SNEMSA Committee on Arrangements: Win Difford, Phillips Intern in Academic Administration James Leslie, Executive Secretary, SNEMSA Nelson Marshall, Chairman, Marine Resources Program Jim Norman, Public relations staff Niels Rorholm, Chairman, Department of Food and Resourc Editor of Proceedings: Win Difford "The Concept of a Sea-Grant University" Athelstan F. Spilhaus "The National Sea-Grant College and Program Act of 1965" 3 5 13 "The Role of Sea-Grant Colleges in Fishery Development" Wilbert M. Chapman . . . 18 "The Government Looks at the Sea-Grant College Concept" 31 "The Lessons of the Land-Grant Movement" "Sea-Grant Universities: The Possibilities and Complications 56 "Sea-Grant Universities: Problems of Implementation" - 69 |