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Notes: Archives 2012.016.0005
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Fundamentals First
The Story of
Stevens Institute of Technology
DR. KENNETH C. ROGERS
"Were American Newcomen to do naught else, our
work is well done if we succeed in sharing with
America a strengthened inspiration to continue
the struggle towards a nobler Civilization-
through wider knowledge and understanding of the
hopes, ambitions, and deeds of leaders in the -past
who have upheld Civilization's material progress.
As we look backward, let us look forward."
-CHARLES PENROSE
(1886-1958)
Senior Vice-President for North America
The Newcomen Society
for the study of the history of
Engineering and Technology
(1923-1957)
Chairman for North America
(1958)
"Actorum Memores simul affectamus Agenda"
This address, dealing with the history and growth of
Stevens Institute of Technology, was delivered at the
1979 New York Dinner of The Newcomen Society in
North America when Dr. Kenneth C. Rogers was the
guest of honor and speaker on June 21, 1979.
This statement, crystallizing a broad purpose of the Society, was first read
at the Newcomen Meeting at New York World's Fair on August 5, 1939,
when American Newcomen were guests of The British Government.
"From its inception, Stevens has stressed education of the
'complete' person, the intellectually well-rounded and physi-
cally fit individual who has a unified sense of how the world
operates. The combination of research and graduate educa-
tion, and a small intimate undergraduate school with unique
curricula, creates at Stevens an outstanding environment for
young men and women who are ready to work hard and
to devote themselves to becoming effective professionals and
enlightened leaders."
- DR. KENNETH C. ROGERS
Fundamentals First
The Story of
Stevens Institute of Technology
DR. KENNETH C. ROGERS
MEMBER OF THE NEWCOMEN SOCIETY
PRESIDENT
STEVENS INSTITUTE OF TECHNOLOGY
HOBOKEN
THE NEWCOMEN SOCIETY IN NORTH AMERICA
NEW YORK DOWNINGTOWN PRINCETON PORTLAND
1979
Newcomen Publication Number 1109
Copyright, 1979
DR. KENNETH C. ROGERS
Library of Congress
Catalog Card Number 79-91593
Permission to abstract is granted
provided proper credit is allowed
The Newcomen Society, as a body,
is not responsible for opinions
expressed in the following pages
First Printing: November 1979
SET UP, PRINTED AND BOUND IN THE UNITED STATES
OF AMERICA FOR THE NEWCOMEN SOCIETY IN
NORTH AMERICA BY PRINCETON UNIVERSITY PRESS
INTRODUCTION OF DR. ROGERS AT NEW YORK ON JUNE 21, 1979, BY DR.
FREDERICK L. BISSINGER, COUNSEL, PENNIE & EDWARDS, COUNSELLORS-
AT-LAW; RETIRED PRESIDENT, ALLIED CHEMICAL CORPORATION; AND
CHAIRMAN, BOARD OF TRUSTEES, STEVENS INSTITUTE OF TECHNOLOGY
Members of The Newcomen Society:
IT'S A PLEASURE to be here tonight to recognize the leadership of
President Kenneth C. Rogers and to honor the Stevens Institute
of Technology, the institution which I am privileged to serve
as chairman of the Board of Trustees. My 16 years of service on the
Board indicate only one measure of the affection I hold for Stevens,
where I earned my baccalaureate degree of Mechanical Engineer in
1933. While I was an undergraduate, my course of study included
an extensive program of engineering and scientific subjects as well
as a substantial emphasis on the humanities. The Stevens broad-based
and generalized approach to undergraduate education gave me a cer-
tain breadth and flexibility in my career that graduates of most other
engineering colleges might have found harder to achieve. I owe much
to this special character of my studies as a Stevens undergraduate.
Stevens Institute of Technology is a vigorous member of the in-
dependent or private sector in American higher education. The wis-
dom and generosity of the founder and of a succession of thousands
of donors over the decades have made it possible for Stevens to main-
tain its independence and pursue its distinct educational philosophy
for over a century.
In 1972 the Board of Trustees was faced with the problem of find-
ing a new president of the college. In December of that year, it chose
the man you are honoring here tonight, Dr. Kenneth C. Rogers, who
had been head of the college's physics department and who six months
earlier had been named acting provost and dean of the faculty.
Dr. Rogers earned the bachelor of science degree in physics from
St. Lawrence University, and the master's and doctoral degrees in
physics from Columbia University. His scientific interests and research
have focused on topics in plasma physics, physical electronics, high
current arcs, pulsed high magnetic field technology, optical spectros-
copy, high energy particle accelerators and elementary particle physics.
The author of some 30 articles that have appeared in professional
journals, he holds patents for a plasma accelerator and for a stabilized
high current electric arc.
Dr. Rogers has held research positions and visiting professorships
at Cornell University, the Brookhaven National Laboratory, the
City University of New York and Princeton University.
In 1957, Kenneth Rogers joined the Stevens faculty as an assistant
professor of physics. Seven years later he was named professor of
physics and in 1968, he became head of the physics department.
Under his leadership, the physics department received and effectively
administered a $670,000 grant from the National Science Founda-
tion to strengthen and expand programs offered by the department.
Shortly after he became president of Stevens, Dr. Rogers was
asked to comment on the future of private colleges and particularly
the future of Stevens. At that time he said:
"When I think of Stevens' future, I like to think of a kind of
lean and tough institution-no frills, but everything done with
skill and confidence. . . .
"I'd like to see each of us at Stevens feel convinced that if we
do something, we do it very well, no matter what it is. . . .
"What I see is a certain intellectual sharpness, a keenness, an
edge-no nonsense, no sham-a kind of lean and athletic intel-
lectual roughness. That is how I see the Stevens' style."
Let's see how well he applied what he characterized as the "Stevens
style" in guiding the college during the past seven years.
When he became president, Stevens was having operating deficits
of more than $1 million per year; today, they are substantially at a
break even.
Enrollments were down; today, they are at a peak both at the
undergraduate and graduate levels.
The administration of the college has been strengthened and
streamlined. Objectives for future goals of the college have been
formulated. Programs for mutual cooperation between the private
sector and Stevens have been put into operation.
[ 6 ]
All in all, Kenneth Rogers has engineered the transition from being
the head of the physics department to being a strong administrator
and effective fund raiser with consummate skill. Fund raising is par-
ticularly important since private, independent colleges can only remain
private and independent by adequate support from the private sector.
Dr. Rogers has given the school new vitality and purpose so that
we as Trustees feel we are in a sound position to ask for continued
private support.
Notwithstanding his many activities on behalf of Stevens, Dr.
Rogers manages to fulfill commitments beyond the Stevens campus.
He is a director of the First Jersey National Bank, the Public Service
Electric and Gas Company and the New Jersey State Chamber of
Commerce. A past president of the Association of Independent En-
gineering Colleges, he is now a trustee of the Independent College
Fund of New Jersey. Dr. Rogers is also a fellow of the Royal Society of Arts.
It is with a great deal of pleasure that I introduce to you the fifth
president of Stevens - DR. KENNETH C. ROGERS.
My fellow members of Newcomen:
THANK YOU, Dr. Bissinger, for your most kind introduction,
to which I feel compelled to make an addendum. Were it
not for your own counsel and guidance and indeed the sup-
port of all of Stevens' devoted trustees, our programs of the last few
years would have been all but impossible to accomplish. I thank you,
and also express my gratitude to the Newcomen Society, and its dis-
tinguished president, Charles Penrose, for honoring Stevens Institute
of Technology this evening.
The Educational Philosophy of Stevens
Sixty years after the founding of Stevens, the most eminent sci-
entist of this century was asked to give his views on higher education.
He remarked that, even for technical schools, the demands of life
are much too great for colleges to emphasize specialized knowledge.
Instead of graduating specialists, he maintained, institutions of higher
learning should strive for the development of students who have
harmonious personalities and general ability, with the capability of
independent thinking and judgment. Mastery of the fundamentals
of a subject, and learning to think and work independently, are much
more fruitful than the acquisition of detailed knowledge. Of course,
Albert Einstein was that scientist, and his thoughts correspond pre-
cisely to the basic educational philosophy that has guided Stevens for
over 100 years.
From its inception, Stevens has stressed education of the "com-
plete" person, the intellectually well-rounded and physically fit indi-
vidual who has a unified sense of how the world operates. Our phi-
losophy has been to produce a graduate whose formal training has
stressed common features among different branches of knowledge,
and who will leave Stevens with a comprehensive view of a broad
field and how its respective parts meld together. Our greatest em-
phasis has been on general concepts and a long-range perspective
within each of the college's three undergraduate curricula.
The original curriculum at the founding of the Institute in 1870
was a single integrated engineering program, based on a core of re-
[ 8 ]
quired courses in mathematics, the sciences, fundamental engineering
principles and the humanities. Unlike many other institutions provid-
ing undergraduate engineering education, Stevens has never fraction-
alized its curriculum into different specialities of engineering.
A statement made about Stevens in 1903 by Edgar Marburg of
the University of Pennsylvania aptly describes the educational phi-
losophy even to this day:
"She has not allowed herself to be beguiled by the educational
fads and follies of the time, nor to be swerved from her straight
course by any popular developments-more apparent than real
-for shortcut or highly specialized courses. She has wisely
held that the increasing necessity of specialization in after-life
served but to emphasize the need of broad and thorough train-
ing in the fundamentals."
In relating the history of Stevens, I will talk about three eras in
the college's development. The first era, we might call "The Foun-
dations," covered the terms of the first two presidents of the college,
from 1870-1928. The second era, from 1928-1970, which also saw
two presidents guiding Stevens, was one of "Growth and Diversifi-
cation." Graduate programs began, research commenced and then
expanded, the physical plant grew. The seventies have brought a
third era to the development of the college. Again under two presi-
dents, this decade has been one of "Outreach and Strengthening of
Quality."
THE FOUNDATIONS: 1870-1928
The Stevens Family
The Institute is named after a family who perpetuated a tradition
in American engineering dating back to the early industrial revolu-
tion. John Stevens, a colonel in the Revolutionary War, purchased
from the State of New Jersey in 1784 the land included in the pres-
ent-day 55-acre campus of the college. Stevens Institute is on a prom-
ontory in Hoboken known as Castle Point overlooking the Hudson
River and Manhattan. John Stevens introduced the steam ferry to
New York Harbor, and experimented with the first American steam
locomotive which ran on a track in Hoboken, in 1825.
[ 9 ]
[top photo caption] THE PRESENT-DAY CAMPUS OF STEVENS INSTITUTE OF TECHNOLOGY SPANS 55 ACRES ON A SITE IN HOBOKEN, N.J., DIRECTLY OPPOSITE FROM
MIDTOWN MANHATTAN.
His son, Robert, invented the T-rail or solid steel railroad track
still used today. With Edwin, another son, Robert built and operated
profitably the first commercial railroad in the United States. Edwin,
on his own, participated in the design and construction of ironclad
vessels for the U.S. Navy. With yet another brother, John Cox
Stevens, who was first commodore of the New York Yacht Club,
Edwin joined in the syndicate that built and owned the yacht "America."
In 1851, that vessel defeated all the English contenders to
become the first winner of the trophy now known as the "America's
Cup."
The accomplishments of the Stevens family in business and engi-
neering sometimes obscure their achievements in other areas of en-
deavor. The family and their relations-the Dods, Bayards, and
Fenwicks-have been deeply interested in the arts and politics. Since
the mid-nineteenth century, family members have consistently con-
tributed their time and fortune to educational institutions and gov-
ernment service. Millicent Fenwick, great-granddaughter of Edwin
A. Stevens, is the third woman member of the Stevens family to
[ 10 ]
sit on the Board of Trustees of Stevens. She is also the U.S.
Congresswoman from the Fifth District, New Jersey.
Creation of Stevens Institute of Technology
When Edwin Stevens died in 1868, his will provided, through a
generous contribution of land, building fund and endowment, for the
establishment of the college which bears his family's name. The origi-
nal trustees decided to make Stevens an engineering college with a
curriculum leading to a single degree they called Mechanical En-
gineer.
The creation of Stevens occurred in a period of rapid growth in
American engineering education. The number of engineering schools
increased from seven in 1862 to seventy in 1872. The majority of
these schools trained highly specialized engineers in civil, mining
[bottom photo caption] EDWIN A. STEVENS ( 1795 - 1868) WHOSE WILL
PROVIDED FOR THE ESTABLISHMENT IN 1870
OF THE COLLEGE THAT BEARS HIS FAMILY'S
NAME.
[ 11 ]
and mechanical engineering, but until the founding of Stevens, no
American school had devoted itself to mechanical engineering educa-
tion based primarily on scientific principles.
President Henry Morton
The first president of Stevens, Henry Morton graduated from
the University of Pennsylvania in 1857, became editor of the scien-
tific "Journal of the Franklin Institute" in 1867 and was appointed
a professor of physics and chemistry at the University of Pennsyl-
vania in 1868. When Morton became president of Stevens in 1870,
he was 34 years old, and in addition to his scientific accomplishments,
he had done the first full translation of the hieroglyphics on the
Rosetta Stone, was an artist in watercolors, and wrote verse.
Morton's goal for Stevens was to upgrade mechanical engineering
education by bringing it out of the workshop and raising its profes-
sional status. This was accomplished by casting aside earlier American
methods of training engineers that emphasized practice and tech-
niques. He substituted in their place the European model of science,
laboratory experiment, and research.
Morton determined that the curriculum should have a broad base,
with strong training in mathematics, physics, chemistry, metallurgy,
mechanical drawing and mechanical engineering, and furthermore,
the humanities and foreign languages.
Professor Robert Thurston
On the original faculty was the eminent mechanical engineer and
pioneer engineering educator, Robert H. Thurston. For him and his
colleagues, mechanical engineering, and thus the curriculum at Ste-
vens, embraced all the existing and emerging disciplines of engineer-
ing. Thurston was elected first president of the American Society
of Mechanical Engineers, which was formed at Stevens in 1880. He
was responsible for the creation at Stevens of the first Mechanical
Engineering Laboratory in the United States.
Early Association with Business
One factor which added to the success of the generalized Stevens
curriculum was its close association with the business community
through its programs in management. The Institute established its
[ 12 ]
first formal program in industrial engineering or business engineering
when President Morton appointed Coleman Sellers as professor of
engineering practice in 1886.
The attitude of Sellers, a charter member of the American Society
of Mechanical Engineers, was that engineering, especially mechani-
cal engineering as a profession, was inherently concerned with the
business end of the engineering enterprise. As president of the
American Society of Mechanical Engineers in 1886-1887, the same
year he started to teach at Stevens, Sellers wrote that "we must
measure all things by the test, will it pay?"
It was from Stevens, with its stress on the professional engineering
entrepreneur, that the pioneers in the movement called scientific
management, Frederick Winslow Taylor and Henry Gannt, gradu-
ated in 1883 and 1884 respectively. A Department of Business En-
gineering was established in 1902, the year that Alexander Crombie
Humphreys assumed the presidency of the college.
President Alexander Humphreys
Scottish-born Humphreys had acquired a sense of the importance
of business in engineering education from practical experience; from
the age of 14, he had been a clerk and gas works employee. In his
twenties Humphreys attended Stevens part-time, and in 1881 he
earned our Mechanical Engineer degree. He then went on to serve
as chief executive officer of over 55 gas and electric light companies.
Andrew Carnegie
The career of Alexander Humphreys parallels that of his friend,
Andrew Carnegie, who was a member of the Stevens Board of Trus-
tees from 1896 until 1920. Carnegie contributed the monies for the
erection of a laboratory of mechanical engineering, which was named
in his honor.
Honor System
President Humphreys, in addition to advancing the Morton com-
mitment to a single, generalized curriculum, included among his
stated ambitions to establish an honor system at Stevens and "to
graduate not only engineers but gentlemen as well." With his en-
couragement, the senior class of 1906 petitioned the faculty for the
[ 13 ]
privilege of taking final examinations under an honor system. By
June 1907, all classes had adopted it. The honor system eventually
became the cornerstone for all student self-government at Stevens
and continues to this day.
Athletics
The interest of President Humphreys in athletics inspired him to
improve facilities at Stevens. He persuaded an old friend, William
Hall Walker, to provide the necessary funds to build a gymnasium.
The Walker gymnasium was erected in 1916 and today, more than
60 years later, continues to serve as a principal athletic facility of the
college.
The first director of Physical Education and Athletics, affectionately
called "Doc" Davis, believed that formal education should involve
the development of an individual as a whole and that athletics and
physical education are integral parts of that process. Doc Davis and
the many physical education teachers who followed him have always
had full faculty status.
First Expansion of the Physical Plant
For the first thirty years, all the activities of the Institute had been
carried out in the original building, called the "A" Building, which
today still retains most of its handsome features. Under President
Humphreys, expansion of the physical plant began. The Carnegie
Laboratory of Engineering was built in 1902 and the Morton Lab-
oratory of Chemistry in 1906.
GROWTH AND DIVERSIFICATION: 1928-1972
In 1928 Harvey Davis was inaugurated as the third president of
Stevens Institute of Technology. In 1951 Jess Davis (no relation to
his predecessor) assumed the presidency, which he held until June
1972. During the 44 years that these two distinguished men guided
Stevens, the Institute changed from a small four-year undergraduate
college of engineering into a much larger multi-faceted institution
with considerable research and a variety of graduate and undergradu-
ate programs stressing engineering, science, and management. This
second era was one of "Growth and Diversification." The changes
that took place occurred without destroying the essential traditions
[ 14 ]
[top photo caption] "GENTLEMEN" ENGINEERS IN THE MECHANICAL ENGINEERING MACHINERY LABORATORY.
[bottom photo caption] EARLY STUDENTS AT WORK IN THE FOUNDRY PRACTICE SHOP.
[ 15 ]
of Stevens inherent in its unspecialized undergraduate engineering
program.
President Harvey Davis
President Harvey Davis held the Ph.D. in classical physics from
Harvard, had taught mathematics at Brown and then returned to
Harvard as a professor of physics and later as a professor of mechani-
cal engineering. He stressed the need for graduate work to meet the
demands of the increasing degree of sophistication in the various
branches of engineering, and he recognized that hand-in-hand with
graduate work must go research, both fundamental and applied.
Graduate Programs
Even though there had been occasional graduate degrees awarded
on a special basis, no regular program leading to a master's degree
existed until 1930. The graduate division was formally established
in 1938 with five master's programs initiated in chemistry and chemi-
cal engineering, economics of engineering, electrical engineering,
mathematics and physics, and mechanical engineering. These pro-
grams, which drew support especially from the Westinghouse Cor-
poration, were offered in the late afternoon and evening to accom-
modate working engineers, scientists, businessmen and managers.
The graduate division was so successful that by 1939, the number
of graduate students had risen to over 300. Further expansion of grad-
uate studies occurred in 19 51, with the introduction of a doctoral pro-
gram in applied mechanics. By the early sixties, doctoral programs
were added in chemistry, mathematics, physics, and in chemical en-
gineering and electrical engineering.
Early Researchers of Distinction
While Harvey Davis promoted fundamental research, as never
before at Stevens, there had been some outstanding individual faculty
researchers at the college from its beginning. Alfred M. Mayer (1836-
1897), the first professor of physics from 1871 to 1897, was a mem-
ber of the National Academy of Sciences and is honored for his work
in sound, light, and magnetism. Irving Langmuir (1881-1957), a
1932 Nobel Laureate for his work in surface chemistry, held his only
full-time teaching position at Stevens from 1906-1909.
L. Alan Hazeltine, who taught at Stevens for over three decades,
[ 16 ]
invented the neutrodyne radio receiver, which neutralized feedback
noise and permitted finer selectivity of tuning in early radio. He
marketed this device in 1923, and in 1924 founded the Hazeltine
Corporation at Stevens.
Psychological Testing
One new member of Harvey N. Davis' faculty continued the asso-
ciation of Stevens with programs in management and business. In
1928, the first year of Harvey Davis' tenure, Johnson O'Connor, a
psychologist, established a Human Engineering Laboratory at Ste-
vens. He combined research in psychological testing with vocational
guidance services for Stevens seniors. O'Connor's laboratory was the
forerunner of our present Laboratory of Psychological Studies. It has
provided career and personal counseling to over 100,000 individuals,
including teen-agers, war veterans, college students, and adults con-
templating career changes, and it continues to conduct applied research
at all levels of management and operations.
Davidson Laboratory
Harvey Davis also brought Professor Kenneth Davidson to Stevens
as an instructor in civil engineering. In the early thirties, Davidson
began to test ship models in the Institute swimming pool. By 1935,
he had received grants from the Research Corporation for the build-
ing of an experimental towing tank laboratory on campus. Within ten
years, two more tanks were built with funds from the U.S. Navy,
for which the laboratory began to do military research that continues
today.
Renamed in honor of its founder in 1959, the Davidson Laboratory
has included among its investigations the tracking of underwater mis-
siles in anti-submarine warfare, the testing and development of nearly
all of the U.S. Navy's torpedoes, and the testing of the Polaris mis-
sile. The U.S.S. George Washington, the world's first nuclear-pro-
pelled missile-launching submarine, was designed with the help of
tests done in the Stevens tanks. The America's Cup yacht races, iden-
tified with the Stevens family at the original 1851 contest, have also
figured in the laboratory's history. Since "Ranger" in 1937, the hull
configuration of every America's Cup defender has been model-tested
at Stevens.
[ 17 ]
[top photo caption] DAVIDSON LABORATORY IS THE LARGEST CAMPUS-BASED HYDRODYNAMICS LABORATORY OF ITS KIND IN THE UNITED STATES, WITH FACILITIES FOR STUDYING MODELS OF ALL TYPES OF SEA-GOING VESSELS. HERE, AN OIL DRILLING PLATFORM IS BEING MODEL TESTED.
The Laboratory also has worked with defense agencies on ballistics
tests, on tread designs for vehicles, multiple overland vehicles, on
hydrofoils, on flutter and instability of wing designs, and on testing
of engine and propulsion systems. Another area of its research, done
primarily for state and local agencies is on such problems as losses in
water supply systems, design of drainage systems, and environmental
impact of wastes in rivers and bays.
President Jess Davis
The fourth president of Stevens, Jess H. Davis, had been professor
of mechanical engineering and president of Clarkson College of Tech-
[ 18 ]
nology. At Stevens, Dr. Davis presided over continuing enlargement
of academic programs, growth of the physical plant, and a period of
booming expansion in the number and quality of research faculty, in
research facilities and in the volume of funded research. Annual re-
search expenditures at Stevens reached $3.5 million in 1968. Given
the relatively small full-time faculty and research staff of approxi-
mately 150, this was a considerable accomplishment.
Re-shaping of the Campus
The consequences of the 44-year era of expansion under both Davis'
presidencies were dramatic. From 1928 to 1972, the faculty increased
from 20 to 161 j undergraduate enrollment grew from 440 to 1,250;
and the graduate division, which first began in 1930, had 945 students
in 1972. Of course, this growth required a re-shaping of the entire
campus and expansion of the physical plant.
[bottom photo caption] IN 1928 THE UPPER CAMPUS CONSISTED LARGELY OF "THE CASTLE" (REAR CENTER), THE OLD STEVENS FAMILY HOME THEN USED AS A DORMITORY AND ADMINISTRATION BUILDING. THE WALKER GYMNASIUM AND PLAYING FIELDS ARE IN THE FOREGROUND.
[ 19 ]
When Harvey Davis was inaugurated in 1928, the upper campus
consisted largely of the old Stevens family home called "the Castle."
It was used as a student dormitory and administration building. The
remainder of the upper campus was occupied by the gymnasium and
playing fields. On the lower campus, the Navy Building, built in
World War I for the Navy Steam Engineering School, became the
principle classroom and faculty office facility.
Harvey Davis' dream was to transform Stevens from a commuting
school to a residential college. Fulfillment of this wish began with
the construction of Palmer Dormitory in 1937, continued under both
the Harvey and Jess Davis' administrations with the construction of
four more undergraduate dormitories, including Humphreys Hall in
1961, and culminated with the building of the Married Students
Apartments in 1965.
When in 1967, a sudden increase in engineering enrollments oc-
curred, and more student housing was required, a ship, the American
export liner "Exochorda" was acquired and docked just below the
upper campus. The "S.S. Stevens," as she was renamed, served as a
dormitory until 1975, when operating costs became so prohibitive that
she was sold for scrap and towed away.
Many of the buildings constructed since 1870 owe their existence
to the generosity and help of individual Stevens alumni. Charles
Stewart Mott of the Class of 1897 and a founder of General Motors,
gave the funds to construct the Mott Field House in 1947. The
Burchard Building, erected in 1958 and named for a member of the
Class of 1885, houses the Departments of Electrical Engineering
and Computer Science, Materials and Metallurgical Engineering, and
Physics and Engineering Physics. Eugene McDermott, of the Class
of 1919 and a founder of the Texas Instruments Corporation, gave
major assistance to the construction of the Stevens Center, which was
completed in 1961 on the site of the old Castle. The Samuel C. Wil-
liams Library, dedicated in 1961, contains some 100,000 volumes, the
Frederick W. Taylor Papers, a collection of historical items from the
Stevens family, and one of the largest and best collections in the
United States on Leonardo da Vinci. Computer-searching capability
in the library gives it access to over 120 data-bases, containing mil-
lions of articles, books, and reports. The library also contains the
[ 20 ]
Stevens Computer C... [truncated due to length]
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