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                    <text>The Clifford C. Furnas Testimonial Dinner
in honor of the retiring President
of
State University of New York at Buffalo
April 19, 1966
The Golden Ballroom, Hotel Statler-Hilton, Buffalo, New York
and
32 participating areas

�Clifford C. Furnas, President of State University of New York at Buffalo since 1954,
will retire August 31, 1966. The occasion will mark yet another milestone in an outstanding
career which spans scholastic achievement, research, public service and letters as well as edu
cational administration.
President Furnas was born October 24, 1900, at Sheridan, Indiana. He received the Bachelor
of Science degree with honors at Purdue University where he was winner of the Big 10 Con
ference Medal for the best scholastic and athletic record in 1922. While an undergraduate,
he was also a member of the U.S. track team at the Antwerp Olympics in 1920.
Earning his Doctor of Philosophy degree from the University of Michigan in 1926, he began
his career as a metallurgical researcher. During the 1930’s, he was a member of the chemical
engineering faculty at Yale University.
One of President Furnas’ longest and most important associations, that with the American
defense establishment, started shortly after the outbreak of World War II when he accepted
an assignment as coordinator of a large federal research and development project. From
1955-57, he again served in Washington as Assistant Secretary of Defense for Research and
Development. Today, he continues as a member of technical and advisory panels for both
the Army and Navy and for the U.S. House of Representatives.
DR. Furnas came to Buffalo in 1943 as Director of the Curtiss-Wright Aeronautical Research
Laboratory, remaining as Vice President and Director when that facility became Cornell
Aeronautical Laboratory in 1946.
In 1954, he was named the ninth Chancellor of the University of Buffalo. Assigning himself
the task of moving the University forward “forthwith,” he led the institution to unprecedented
expansion and enrichment in the late 1950’s; he was the guiding force in the merger with
State University of New York; and, as a result, he has brought the University to the thresh
old of an even more monumental growth and development.
DR. Furnas has also assigned important priority to the University’s role in fostering the cul
tural and economic life of the Niagara Frontier and the State. Reflecting this interest, he
himself serves on both local and State government economic and scientific advisory panels.
He is also a member of several corporate boards of directors and of a number of honorary and
professional societies.
The author of many technical articles on chemical engineering as well as aviation research,
President Furnas has also written four general interest books, including The Next Hundred
Years, a Book-of-the-Month Club selection in 1936, and Man, Bread And Destiny, written
with his wife, Sparkle M. Furnas. He and Mrs. Furnas have one daughter and four grand
children and share an enthusiasm for mountain-climbing.
Although DR. Furnas will be retiring from the University Presidency in August, it may be
safely assumed that he and Mrs. Furnas will continue at the forefront of civic and educa
tional life on the Niagara Frontier.

���This is a time for tribute — for accolades. For saying “well done,” and “good show.”
All of that we will say tonight.
We will toast Clifford Furnas for a distinguished career. We will look at the record
and draw generously from it to present a portrait of a man who has come a long
way from Sheridan, Indiana.
— A man who, as Assistant Secretary for Defense in the first Eisenhower administra
tion, was looking forward to moon voyages as early as 1955.
— A man who took a surplus aeronautical laboratory and developed it into one of
the major research and development facilities in its field, bringing much credit to
Cornell University and much recognition and associated economic benefits to the
Niagara Frontier.
We will have even more to say about a man who came to the University of Buffalo
when the University was at a crossroads, changing from a small and rather quiet
place to a large and bustling center of learning — A man who faced the challenge
squarely in his inaugural address, “The watchword (for universities) must be: Grow
in stature and in quality. We must do for many what once was done for a few. We
must learn to educate millions as well as we once educated hundreds. The University
of Buffalo must do its share. Expand and grow without loss of quality. That is the
task — now let’s get on with it forthwith.”
We will go on to laud an inveterate mover who saw to it that the University did
exactly that. We will cite the figures and document the quality. If square footage is
your cup of tea, we will tell you that this is a man who presided over a doubling in
educational work space, from less than 1,000,000 square feet to more than 2,500,000.
If student numbers capture your fancy, we can note a skyrocketing from 10,000 to
20,000; we can also plot a rising curve of admissions standards. If science and research
are your yardsticks, try the Western New York Nuclear Research Center, Inc. and a
sponsored research program that has grown from practically nothing to more than
$8 million per year. For those who count faculty and measure their output, the full
time numbers have grown from approximately 350 to more than 1,000; the total,
from 1,200 to 2,600; books, monographs, and distinction have spiraled. And if you
gauge the scope of a university by its graduate and professional students, you must
stretch your measuring rod from 951 to approximately 2,000. Still, you will not have
fully determined the extent of this man’s efforts.
We will talk also of merger and of future planning — two intertwined facets of Uni
versity achievement during these Furnas years. We will indicate that this is a man

�who, while remaining a champion of private initiative, saw that for Buffalo to attempt
to develop fully as a private institution would be a task beyond its resources and those
of its community. To serve the community best, he determined, an alternate path
would have to be found. He found that path through merger with State University,
and also found the courage to pursue the possibility despite initial opposition from
many sources.
Because of this man’s foresight, the University stands today at the brink of a $200
million expansion program that will soon enable it to grow even further, into one of
the major public centers of learning in the East, into a large and quality institution
on a par with America’s finest. This is a potential which the Niagara Frontier has
not yet fully grasped. It is one that will affect it dramatically in the years which lie
ahead. We will speak of this potential as Clifford Furnas’ legacy to all our futures
and our children’s futures.
We will speak also of a private man — the Olympic runner, the metallurgical
researcher, the Yale professor, the author, the civic leader, the father and grandfather,
the football fan, the mountain-climber, the “boss” — A man who moves at a fast clip
from matters of national defense, to advice to the legislature of New York State, to
reviewing budgets and ten year plans, to thumbing furiously through the New York
Times looking for the UB football write-up on Sunday morning.
There will be mention of an abundant wit, a sense of humor that never fails, of
handwritten notes complete with original doodles to put across a point, of warmth
and of briskness, each in its rightful place.
We will remember Purdue, Michigan, New Haven, Washington, Cornell Lab, Charlie
Wilson, the Heald Report, the development campaigns, the dedications, the corner
stone layings, alumni tunks, and looking through his office window on Saturday
mornings in Winter to find the President there, “catching up.”
We will say that we will miss him, that he will always be part of the University, that
we hope he will be with us here on the Niagara Frontier for many years to come.
Nor will Sparkle go unnoticed and the part she has played in all the proud public
moments and the private ones as well. We will offer her our salutes — as helpmate,
partner, companion, first lady of the University, friend, the boss’s wife.
Yet when all these things have been said and done, we will only be starting to say
what we really mean. There was a banner once at a football game that read, “We
Like Cliff.” Amplify that a thousand times in a thousand ways and you might
just begin to approach what we are leaving unsaid.

�Program
toastmaster
MR. Seymour H. Knox
President, The Council, State University of New York at Buffalo

Annotation
DR. Albert G. Butzer
Pastor Emeritus, Westminster Presbyterian Church

Dinner

Musical interlude
State University of New York at Buffalo Women’s Chorale
MR. Robert S. Beckwith
Assistant Professor and Director of Choral Music

Greetings
DR. Samuel B. Gould
President, State University of New York

Address
DR. Henry T. Heald
Immediate Past President, The Ford Foundation
Partner, Heald, Hobson &amp; Associates, New York City

Testimonial
DR. John T. Horton
Professor and Chairman, Department of History
*The after-dinner program will be broadcast to each of the participating area dinners.

�Presentation of C. C. Furnas Gift
MR. William C. Baird
Chairman, C. C. Furnas Dinner Committee, Vice-Chairman, The Council

Response to Gift
DR. Clifford C. Furnas

Presentation of C. C. Furnas Patron List
MR. Whitworth Ferguson
Chairman, C. C. Furnas Scholarship Fund Committee,
Member of the Board of Trustees, The University of Buffalo Foundation, Inc.

Response
DR. Furnas

Benediction
DR. Butzer

August Martin, Organist
Organ courtesy of Denton, Cottier and Daniels

About The C. C. Furnas Scholarship Gift
President Furnas’ many years of experience as a leader in higher education have confirmed
his basic belief that there is a great need for the student who has developed both his mental
and physical abilities. To insure the opportunity for well-rounded students to pursue graduate
studies in coming generations, the President established the Clifford C. Furnas
Scholarship Fund with the University of Buffalo Foundation, Inc. The Scholarship
will become effective after his retirement.
Tonight, in honor of DR. Furnas and in tribute to his service to the University, an additional
endowment for the Furnas Scholarships will be announced and a list of patrons will
be presented to President Furnas by MR. Whitworth Ferguson, chairman of the C. C. Furnas
Scholarship Fund Committee. The gift includes contributions from corporations, alumni,
friends and members of the University family. The list of patrons will be printed in the
Spring Issue of the Buffalo Alumnus.

�Supreme of Grapefruit Florida
Menu*
French Onion Soup au Crouton

Relishes

Roast Prime Ribs of Beef
Small Oven Brown potatoes
Parsley Butter

Mixed Green Vegetables

Caesar Salad
Baked Alaska, Strawberry Sauce

Coffee
*For the Buffalo Dinner, Hotel Statler-Hilton

�Participating Areas, Clifford
Albany-Troy

Binghamton
Boston
Chicago
Cleveland

Dallas
Denver

Detroit
Elmira-Corning
Erie
Finger Lakes
Houston
Jacksonville
Jamestown
Lockport
Long Island
Los Angeles

Albert F. Korn
Alan W. Rubenstein
Kenneth O. Crone
Edward C. Randall
Walter J. Podbielniak

Jamaica Inn, Troy Road
Troy, New York
Sheraton Inn, 50 Front Street
Statler-Hilton, Parlor C
Lake Shore Club
850 North Lake Shore Drive
Vincent A. Lombardi
Sahara Motel
Euclid Avenue
Robert S. Schnitman
Chaparral Club
Southland Center, Dallas
Frank A. Volker
The Tiffin Inn
1730 South Colorado Boulevard
Lee Franklin Weinstock Engineering Society-Depot Room
Marjorie J. Easterbrook Woodward at Farnsworth
Earle G. Ridall
Holiday Inn, Horseheads, New York
Charles R. Leone
Holiday Inn South
Glenn C. Hatch
The Bellhurst, Geneva, New York
Robert D. Schwartz
Kaphans Restaurant
Alfred J. Zwolinski
7900 South Main Street
Norman L. Martin
George Washington Hotel
Allen M. Jacques
The Town Club, 210 Pine Street
Paul T. Buerger
Tuscarora Club
Island Inn, Old Country Road
Rocco Setaro
Westbury, Long Island
Wilber Clark’s Crest Hotel
Lee Peterson
7 Freedman Way
William R. Peterson
Anaheim, California

�C. Furnas Testimonial Dinners
Miami-Fort
Lauderdale
New York City

Niagara Falls
Paris, France
PhiladelphiaWilmington
Phoenix

Rosarie R. Bender
Natalie Levine
Robert B. Levine
Clarence R. Runals

New Sheraton Tower
Fort Lauderdale
Tavern on the Green, Central Park

Parkway Inn, Buffalo Avenue

Frank G. Harrington

Barclay Hotel, Rittenhouse Square

San Diego

Jerome I. Kallett
Seymour J. Berkoff
Angelo M. Biondi
William J. Greenberg
Daniel L. Miller
William J. Fahle

San Francisco

Barbara W. Coit

Mountain Shadows
5641 East Lincoln Drive, Scottsdale
University Club
Oak Hill Country Club
Kelbourn Road
The Sands Hotel
5550 Kearney, Mesa Road
Jack Tar Hotel
Van Ness Avenue and Geary Street

Pittsburgh
Rochester

San Juan, Puerto Rico
St. PetersburgRaymond H. Pestell
Tampa
Syracuse
Paul D. Herman
Utica
WashingtonBaltimore

Gerald A. Natiella
Paul E. Mullenhoff

Pestell’s, 649 Normandy Road
Madeira Beach
Hotel Syracuse, Country House
1308 Buckley Road, North Syracuse
Hotel Utica
Sky Line Inn
10 “I” Street, South West

�Representing the Student Association, State University of New York at Buffalo

MR. Clinton E. Deveaux
President
MR. Kim Darrow
Vice-President
Hostesses: Cap and Gown, senior women’s honorary group

�C. C. Furnas Testimonial Dinner Committer
MR. William G. Baird
(Chairman of Dinner) Vice-Chairman, The Council, State University at Buffalo

MR. John M. Galvin
Chairman, Board of Trustees, The University of Buffalo Foundation, Inc.
DR. Gordon M. Harris
Chairman, Department of Chemistry, State University at Buffalo
DR. Robert L. Ketter
Dean, The Graduate School, State University at Buffalo
DR. William J. O’Connor
Director, The University of Buffalo Foundation, Inc.

DR. A. Westley Rowland
Assistant to the President, State University at Buffalo

MR. Richard C. Shepard
President, General Alumni Board, State University at Buffalo
MR. E. Perry Spink
Member of The Council, State University at Buffalo
DR. Stuart L. Vaughan
President-Elect, General Alumni Board, State University at Buffalo

MR. Clarence J. Young
Director, Alumni Relations, State University at Buffalo

C. C. Furnas Scholarship Fund Committee
Members of the Board of Trustees, The University of Buffalo Foundation, Inc.

MR. Whitworth Ferguson
Chairman of Scholarship Fund Committee
MR. Mearl D. Pritchard
MR. Robert E. Rich

MR. Gerald C. Saltarelli

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                    <text>A Resolution

of the Council of the

University

of

Buffalo

�A Resolution
of the Council of the

University of Buffalo

�The University of Buffalo
this year marks its one hundred sixteenth
year of service as a private institution of
higher learning, and proudly claims for
itself and its members along tradition
of liberal and independent thought, and
an abiding creed of academic freedom,
Council of the University of buffalo,
desiring to maintain these traditions,
and to insure its future growth and welfare,
after long and careful deliberation has en
tered into an Agreement to merge with State
University of New York, and to entrust
the future of the University of buffalo to the
People of the State of New York, in full confi
dence that the State University, together

The

�with our own devoted alumni and friends,
will continue to nurture its long traditions,
provide for its future needs, and promote its
welfare to the end that it will continue to
grow in favor and prestige in our commu
nity, and extend its area of service through
out the bounds of the State and Nation, and.
ultimately take its rightful position among
the Nation’s great institutions.
Clifford C. Furnas, our NinthChancellor;

has guided the destiny of the University
of Buffalo for the past eight years, and in
these years has become the bold architect
of its educational design, and the dauntless
advocate of its ultimate position of great
ness, and by his vision and imagination
has created anew image for the University.

�With his dynamic personality and magnetic

charm, he has won for himself and our institution
the friendship, approval and support
of the community, as well as recognition far
beyond the bounds of this frontier.
The Council of the University of B
uffalo
assembled today, desiring to pay
tribute to Clifford C. Furnas, its Chancellor,

offers the following Resolution:

Now Therefore Best
Resolved,
that the Council of the University of
Buffalo today publicly attests to its pride
in the achievements of

Clifford C. Furnas, its Ch
ancellor,
and offers tips testimonial to his tireless,
bold and imaginative leadership, and gives

�this expression of our affection and es
teem for his great leadership.
And best Further

Resolved,
that the Council at the same time
recognizes that credit for the growth
and accomplishments of this University
properly belongs also to other members
of the University, the Vice Chancellors,
Deans, faculties, and Staff, who share

with the Chancellor the administration
and teaching burdens of this great insti
tution, and desires, by means of this reso
lution, to express to them, and to each of
them, our confidence in them, and our
sincere appreciation of their skill, and
energy, and devotion to their tasks, and

�of their individual contributions to the
development of the University during this
most fruitful period of its century of
existence.
The Council directs that this Re
solution

be spread upon its minutes and that a
special copy be presented, to Chancellor
Furnas with the signature of all members
of the Council affixed.
[Seymore [illegible] Coax]
Chairman of Council

[Lewis [illegible] Harriman] Vice Chairman

[George T. Goodyear] Secretary

June 4, 1962

��</text>
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                    <text>University of Michigan

Clifford Cook Furnas

�Clifford Cook Furnas, PH. D.

University of Michigan, 1926,
aeronautical engineer; (Chancellor of the University of Buffalo Ability to trans
late vision into reality marks his career. Insistence upon extraordinary achieve
ment in all phases of his development won for him while he was a student at
Purdue University the Big Ten Conference Medal for the best combined

scholastic and athletic record. In the three main fields of his accomplishment;
process metallurgy, chemical engineering, and aeronautical engineering, there
is reflected his conviction that the scientist who develops a theory shouldalso
undertake its application. In 1941 and 1942, with the National Defense
Research Committee, he combined various and differing elements into a
single effective program. This co-ordination was translated into the Cornell
Aeronautical laboratory, of which he became Executive Vice-President and

director. Waving served in Washington for a period of two pears as Assist
ant Secretary of Defense for Research and Development, he returned
this year to Iris duties as educator. Honored by the University at her
Centennial in 1937 he again is invited to receive her acclaim.

�Universitatis Reipublicae Mischiganensium
Procuratores et Professores Academici
Omnibus qui has littras perlegerint Salutem
Sciatis

Clifford Cook Furnas gradu

Artis Mechanicae
honoris causa nos
ornavisse eique mania Jura, Privilegia, Imummitates, Dignitates,
honores, Insignia ad hume Gradum perrinentia dedisse. Cuius
in rei testimonium hisce litteris Universitatis Sigillo mumitis
nomina nostra subscripsimus.
Anno
Datum ex aedibus Universitatis die decimo quinto Octobris
Salutis millesimo nongentesimo quinquagesimo septimo Universitatisque
centesimo quadragesimo.

[Harlan Hatcher] Praeses

[Herler T. [illegible] Secretarius

�The University of the State of Michigan
Administration and Professors

Greet all who pursue these words
Let it be known that Clifford Cook Furnas is enrolled in the degree
of Doctor of Mechanical Arts as a mark of honor. To him are granted
all the rights, privileges, immunities, dignities, honors and insignia
which pertain to this degree.

In testimony of which are inscribed the seal of the University and
the name of its officers. Dated from the seal of the University
the fifteenth of October, nineteen hundred and fifty seven, and
the hundred and fortieth year of the founding of the University.

Seal of the
University

Harlan Hatcher, President

Translated by:
Oscar A. Silverman

Herbert I. Watkins, Secretary

�</text>
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  <item itemId="3992" public="1" featured="0">
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                    <text>The Inauguration of

Clifford Cook Furnas

as Chancellor ofThe University of B

January 6 and 7,1955

�January 6 And 7,1955

Layout and art work by Donald Nichols
Assistant Professor. Albright Art School,
The University of Buffalo

�The Inauguration of

Clifford Cook Furnas

as Chancellor of
The University Of Buffalo

DR. Clifford Cook Furnas
Chancellor, The University of Buffalo

MR. Roy E. Larsen

The Addresses of

President, Time, Inc.
Chairman, National Citizens Commission for the Public Schools

DR. Arthur S. Adams
President, American (Council on Education

The Honorable Harold E. Talbott
Secretary of the Air Force

�The Address of Chancellor Clifford Cook Furnas

What Is The Task?
In the United States there are al
most 1800 institutions of higher learn
ing, each of which has a chief execu
tive officer under the title of chan
cellor or president. The record shows
that the average period of service of
such executive heads at any one in
stitution is only four and one-half
years. Simple division indicates that
there must be about 400 installations
of presidents or chancellors in the
realms of higher education in America,
every year. Nearly all of these events
are embellished with an inaugural ad
dress by the incumbent. On the aver
age, then, there is more than one such
address per day. With all that flow
of words, certainly almost everything
of importance on the subject of the
progress and problems of higher edu
cation must have been said at least
once. It would appear that there
would be but little justification for
attempting to add anything to the
record. But now that I am here and
have the opportunity I, like the hun
dreds of others, can hardly resist the
temptation to say a few words about
some items that are deemed to be
significant for this particular time
and place.
In my first four delightful and busy
months as Chancellor of the Univer
sity of Buffalo, profound considera
tions of the basic problems do not
seem to have constituted the back
bone of the agenda items crying for a
place on my calendar. Rather the
natural flow has been directed toward
such items as a less-than-completely
successful football season, shortage
of parking space, crowded classrooms,
and the perennial “few words of wel
come” to visiting groups. Through it
all, of course, one must follow an ade
quately devious path to avoid tread
ing on those two precious species of
fauna — the sleeping dog and the
sacred cow.

But these activities are recognized
as being merely the initiation cere
monies. I have found my colleagues
eager and willing to help me delve
into the analysis and the attempted
solutions of the more basic problems.
We have discussed the future

�pro
gram,
of the University at consider
able length and have had a reasonable
meeting of the minds on the character
of the problems ahead. The title of
this address is “What Is The Task?”.
I am promising no solutions—only an
analysis of the problems which lie
before us.

What Are We Trying
To Do?
Unless one is flying completely blind
and desperately, he has some heading
in mind and some goal to be reached.
So the first point of an analysis is to
state our goal, or, expressed another
way, in the form of a question—what
are we trying to do ? This would seem
to be a simple question which would
lead to a straightforward and simple
answer—but such is not the case. In
academic circles themselves, in busi
ness and industry, in the world at
large, you will find almost as many
variants on the objectives of higher
education as there are people. At least
this appears to be the situation when
you start getting down to details.
Insofar as any generalities are safe,
however, there are some basic prin
ciples which few will dispute—some
what as follows:
A modern university should carry
on three activities: first, provide good
instruction for the coming generation;
second, contribute to human knowl
edge through research; and third,
perform certain appropriate public
services. From the individual stu
dent's point of view, the university
should provide the means and the en
vironment for learning to live as well
as learning to make a living. It is not
my intention to air my own opinions
on the techniques and methods best
suited to accomplish all these wonder
ful things. Rather I wish to dwell on
some very important environmental
aspects which must be understood be
fore we can properly delineate our
task.

The New Environment
There are certain factors of the na
tional and international environment
which have a major bearing on the
problem. Half a century ago, the
automobile was a luxury more or less
enjoyed by only a few. By mid-cen
tury it has become a true essential
for the average American, in the most
practical sense. During this same
half-century higher education has
gone through very much the same
cycle, until it is now truly essential
for a substantial segment of the

Am
erican
population. The two phenom
ena are very closely related. Both are
the result and the logical conclusion
of the Industrial Revolution, which is
just now beginning to come of age.
This eventual trend of events with its
accompanying more or less painful
social changes, was inevitable as soon
as James Watt took out the first pat
ent on an improved steam engine, in
the year 1769. Although much of very
great significance had happened in
science and invention before Watt, it
was the practical steam engine which
really opened up a route to what we
now think of as a scientific and indus
trial society. Since Watt, the parade
of scientists and inventors has become
ever larger. You may recognize the
names and the works of a few—such
as Lavoisier, Whitney, Faraday, Men
delyeev, Pasteur, Darwin, Mendel,
Maxwell, Edison, Becquerel, Curie,
Planck, Einstein, the Wright brothers,
Heisenberg, Fleming, Hahn, Strass
mann, Fermi.
The profound changes which these
men and women of the western world
have wrought on the structure of
civilization and the mechanics of liv
ing, have also led to changes in edu
cational needs, of truly major import.
Not long ago, only the three profes
sions of theology, law and medicine
required college degrees. Now all the
professions and a great many seg
ments of industry, business and agri
culture require, ask for, and get a
large proportion of the university
graduates. As compared to the good
old days life has become very com
plicated, indeed.
Dramatic as they may be, however,
these industrial and educational rev
olutions are only pieces of the mosaic
of a still greater theme of our present
civilization, which is distinctly differ
ent from any that has gone before.
Perhaps the English historian Toynbee
has best expressed the nature of the
trend. Toynbee would have it that
three hundred years from now the
twentieth century will not be remem
bered primarily for world wars or the
automobile, the airplane, antibiotics,
or even nuclear energy, but rather for
“having been the first age since the
dawn of civilization, some five or six
thousand years back, in which people
dared to think it practicable to make
the benefits of civilization available to
the whole human race." Evidence of
this pattern of thinking and action is
seen in the slogans about the century
of the common man and the welfare

state, and in the trend toward legis
lation for social betterment, not only
in the United States but throughout
most of the world. The common man,
undeniably and apparently irresistibly
, is bent on improving his lot. The
something new that has been added
to make this century of the common
man possible is scientific knowledge
coupled with mass production —
broadly interpreted.

Is It Progress?
Almost everyone gives lip service to
the desirability of this trend of mak
ing the benefits of civilization avail
able to all, but there are many who
do not like the immediate results. It
has become fashionable to sneer at
our “progress”, because the word is
usually used to denote only material
progress, and often of a kind that
makes warfare more and more ter
rible. The critics say we adore good
plumbing and neglect fine thinking.
Faithful servants are no longer ob
tainable—we have to rely on unreli
able household gadgets to handle the
onerous chores of living. You're not
even able to hire a baby sitter until
you install a television set for her
amusement. Every factory worker
must have an automobile to ride
around in on Sunday. Obviously he
should stay at home as his grand
father did. We devised the airplanes
and atomic bombs which made World
War 2 fantastically destructive and
cruel, and have brought up the pros
pects of a possible World War 3
which would be catastrophic beyond
belief. Are we really making prog
ress?
At this juncture one might argue
endlessly and fruitlessly on the fine
points of human values, so I will ex
press my own view, quickly and
briefly. In my opinion, over the long
stretch of the last two centuries, there
has been enormous moral as well as
physical progress. We now recognize
the rights and inherent dignity of all
human beings far more than we ever
have before. We now almost univers
ally abhor the thought of war, as
compared to 1898 when “What this
country needs is a good war” was an
acceptable national slogan. We thor
oughly and bitterly condemn Hitler’s
Germany and Stalin’s Russia rather
than merely condoning them as we
would have a couple of centuries ago.
In the long historical view these men
of destruction will be reduced to
proper size and appear as minor aber
rations in the course of steady moral

�progress. Our billions of dollars of
aid to foreign lands is truly for the
good of those lands as well as for
our own enlightened self-interest.
The United Nations is much less effec
tive than we would like, but for the
first time in history we do have a
brother’s-keeper organization which
has some chance of being successful.
These and many other developments
are, I submit, progress—and of a kind
which outweighs and over-rides the
minor irritations which arise from the
mechanical adjustments to a new type

of living. But what, you may ask,
does all this have to do with higher
education? It has almost everything
to do with it. Our task is to teach
and add to new knowledge in such a
way that the moral and physical gains
for the individual and for the world
community will continue. As educa
tors we have the prime responsibility
of making a modern scientific society
truly operative rather than letting it
become an era in which we only suc
ceed in outsmarting ourselves as a
dozen earlier civilizations have done.

A Few Numbers
The sheer weight of numbers of col
lege and university graduates required
to make the modern society effective
is unprecedented and, from one point
of view, appalling. Unfortunately,
while we are feeling our way we must
be prepared to protect ourselves
against possible military aggression.
Hence, one of the grimmer aspects of
the educational need lies in the mili
tary field. Supersonic aircraft, guided
missiles, electronic brains, and nuclear
weapons, in their use as well as in
their development, call for a level of
scientific achievement and technolog
ical skill which can not possibly be
supplied by the old apprenticeship and
empirical approach. When one con
templates that a moderate-sized hy
drogen bomb, which can be carried by
one aircraft, delivers about twenty
times the explosive power of all of the
bombs dropped by the tens of thou
sands of airplanes of both the Ameri
can and British airforces during the
six years of World War 2, he gets
a little comprehension of how much
the world has changed and how
seriously the situation may have been
altered in ten short years. It is no
secret that Russia alone is now turn
ing out about twice as many college
graduates in science and engineering
as the United States. If civilization
follows the course we should like to
see, those talents would be turned en
tirely to peaceful benefits, but they
are, at the present time, almost cer
tainly being pointed in large degree
to preparation for a possible World
War 3—hence national survival may
very well be at stake, and the meeting
of the problem of supplying at least
equal talents must fall squarely on
the shoulders of American colleges
and universities.
In the United States by 1970 the
college age population will increase
by approximately 70% over that of
1954. This datum is not a matter of
speculation. The youngsters are with
us now—living, eating, breathing—
and a large proportion of them are
already in the elementally and second
ary schools. The rate of survival can
be predicted with a high degree of
accuracy. Being of college age, of
course, does not necessarily mean that
they will attend, but past trends in
secondary education give some key
to the probable course of events. Not
long ago a high school education was
the exception rather than the rule.
Now it is almost universal. In the

�last 75 years the population of the
United States has about tripled but
the number of people in high school
has increased at least sixty-fold.
Nearly universal college education,
for those who have the mental quali
fications, is only a logical extension
of this trend and is, perhaps, inevit
able.
In 1900, 240,000 people—four per
cent of those of college age in the
United States—attended institutions of
higher education. In 1950 the number
attending had increased to 2,400,000.
The proportion attending had become
almost thirty percent—a seven-andone-half-fold increase. The trend is
still upward and there is no indication
of a cessation or any reversal, simply
because higher education has changed
from being a luxury to a national and
individual necessity for a substantial
proportion of the population.

The Role of the Urban University
In this expanding educational ma
trix it is almost certain that the urban
university will be of increasing im
portance. It may well be the sword
for the Gordian knot. A larger pro
portion of people live in cities than
ever before. With slowly rising real
incomes a substantial percentage of
parents can spend a modest amount
on a college education for their chil
dren. But for the foreseeable future,
the majority will not have the means
to send them to distant, expensive
universities—particularly in view of
the heavy tax structure. Further, the
college student often has better op
portunities for self-help in his own
community than he has elsewhere,
particularly if his educational schedule
is fairly flexible. The urban univer
sity is becoming the university of the
middle class, and the middle class is
beginning to encompass all of Am
erica. There are those who smugly
decry this trend, but that doesn’t
stop it.

The Local Scene
Turning from the national to the
local scene: in the Niagara Frontier,
which is the University of Buffalo’s
natural reservoir, those who will be
applying for college or university ad
mittance in this region will be, on a
conservative estimate, at least 100%
greater by 1970 than it is today. These
numbers will include a certain propor
tion who will come to us from outside
the immediate region, which is cer
tainly all to the good. Nothing can be
quite as cloying as provincialism, and
the cross-fertilization of ideas and

concepts which is achieved by living
and working with persons from other
regions is one of the most important
aspects of higher education. This is
the prime reason why it is extremely
desirable to enlarge the dormitory
program on the campus.
In the second major function of a
university—research—there is a great
deal still to be accomplished. Though
we do some very substantial and out
standing research in some fields, par
ticularly in medicine, we are by no
means yet pulling our own weight in
the boat of contribution to new knowl
edge. In some disciplines we are do
ing almost nothing at all. Very sub
stantial strides must be made soon if
we are to maintain our position as a
true university.
In general, in the items of public
service our performance is somewhat
better than it is in research. For two
generations the regional professions of
medicine and law have been manned
largely by local graduates. Many have
achieved the highest ranks in national
as well as local performance, and thus
contributed in a major way to public
service. A similar pattern, closely
linked to the University, is rapidly
developing in industry, business and
the arts. Regional industry and civic
organizations as well as the profes
sions receive major aid and stimula
tion, directly and indirectly, from the
University. This level of performance
must be at least maintained and, pre
ferably, expanded.

What Will Be Required?
In common with every other college
and university we face some serious
physical needs. The listing of the re
quirements of any one institution is
probably a fairly typical cross-section
of the national picture. If someone
could hand us a task assignment sheet
with definite instructions upon it, it
would probably say that our steward
ship on the Niagara Frontier requires
that we shall do our best for the fore
seeable future to meet the educational
needs of all of those who are ade
quately qualified and who come to us.
By the year 1970 at our own Univer
sity this will probably mean about
double our present enrollment of
10,000.

Staff
The first requirement in meeting
this task will be to obtain the ser
vices of a sufficient number of highlyqualified men and women for instruc
tion and research. Our best estimate

to date is that in order to take care
of the additional load there must be
approximately 75% increase in the
teaching and administrative staff. The
fact that it will not take double the
people to handle double the enroll
ment does not imply that the quality
of the instruction will suffer. I be
lieve that it can be improved with this
number. By carefully evaluating needs
and methods and improving physical
equipment and techniques, I think it
is entirely feasible to have greater
accomplishment with somewhat fewer
numbers. This 75% increase in staff,
however, does not include the need for
expanded research activities and pub
lic service. It is hardly possible at
this time to make any predictions as
to how much those activities can and
should be expanded, but they certainly
should move forward, for this is the
area of most direct and immediate
benefit to the community.

Buildings
The second obvious need is for floor
space and equipment—classrooms, la
boratories and dormitories. The Uni
versity of Buffalo is in a more fortun
ate circumstance than many in that it
does not, for the time being, need any
additional real estate. But the avail
able physical facilities are about as
nearly saturated as it is possible to
be. Some classes are almost literally
hanging out of the windows. So de
spite whatever increases may be made
in efficiency of scheduling and im
provement of physical arrangement it
is almost inevitable that double the
number of students by 1970 will re
quire about double the amount of
physical facilities.

Dollars
These simply-stated needs may now
be roughly translated into dollars for
the target date of 1970. Though the
instructional and administrative staff
need only increase by about 75%, we
happen to be in the somewhat unfor
tunate circumstance that the salary
scale in effect at present is on the low
side, as compared to the national pic
ture. In order to attract and maintain
an adequate faculty in the forthcom
ing keen competition, it is going to be
necessary to improve some of the
salary structure quite substantially.
Though there are still a few dedicated
scholars in the world who will teach
for the love of it on a mere sustaining
pittance, their number is not now and
never has been very large. Substitut
ing academic recognition, honors, and

�treasures in heaven for an adequate
paycheck is simply not a realistic way
to approach the job. I will go further
and say that it is impossible. Because
of these increased salary needs, by
the year 1970 for the instructional
purposes alone, our operating budget
will need to be about doubled—that is,
from about 5 million to about 10 mil
lion dollars per year. This is on the
assumption that there is no further
inflationary trend. If inflation is still
with us, and it still very well may be,
then an additional increment will be
needed.
A rough estimate may be made of
the probable cost of handling the in
dicated doubling of the floor space.
Without going into the details it can
be said that it would appear that the
cost for the minimum needs will be
of the order of 15 million dollars, at
the present cost of construction.
These figures for increased operat
ing budget and building costs cer
tainly represent a difficult chore but
by no means an impossible one. I am
not even sure that it is a discouraging
one, if everyone realizes the import
ance and necessity of the work.

What Are the Sources
of Support?
Before analyzing the possible
sources of support I would like to out
line some basic considerations.
1—Very broadly defined, all of the
real income in our national economy is
derived from industry and agriculture.
All other activities are supported by
these two. In our present social struc
ture, agriculture, while it contributes
substantially to the tax receipts, is the
recipient of various direct and indirect
forms of aid, and so is not a fruitful
source for support of additional things
outside its own bailiwick. In effect,
then, this throws the entire burden
for the additional educational load
directly or indirectly upon industry—
and it is quite a burden.
2—I suggest that we — by this I
mean all we Americans—are still ap
proaching the mid-twentieth century
problem of financing private colleges
and universities with a nineteenth
century psychology—on the basis of
charity. Though giving can be a
beautiful and wonderful experience,
though biblically it ranks equally with
faith and hope as a virtue, though
America has been and still is the “giv
ingest” nation on earth; charity —
even American charity — falls far
short of being adequate for the task.

Planting For the Future
In recent years some of the more
far-seeing lumber companies have es
tablished the policy of planting seed
lings for the future — at least fifty
years in the future. This practice has
been established as a legitimate busi
ness expense within the framework of
the existing tax legislation and the
mores of the stockholders. The an
alogy to the industrial support of edu
cation is, I believe, clear. If the sup
port of small trees is a legitimate
business expense, is not the fostering
of education of young men and wo
men who will in the near future be
the principals in business and indus
try even more legitimate and desir
able? To activate this analogy will
require but little change in the pres
ent legal pattern, but it will call for
a substantial shift in American busi
ness psychology. Unless such a change
is forthcoming, it is my belief that
private colleges and universities can
not long continue to play a vital role
in American education.
It is true that within the last few
years industry has awakened to its
new responsibility, as witnessed by
such magnificent activities as the
National Fund for Medical Education
and the Council for Financial Aid to
Higher Education. The aid from these
funds has been very substantial and
is greatly appreciated, but it is still
primarily on the basis of charity and
is simply a long way from being
enough for the years ahead.

The Burden of Industry
My remarks above might be inter
preted as an indication of ingratitude.
Certainly such is not my intention
and I do not believe that I am lacking
in gratitude. I am merely trying to be
realistic. I feel that I am quite cog
nizant of the increasing burden, com
ing from all directions, upon industry.
Demands for direct or indirect support
of all manner of activities come on its
doorstep because there is simply no
other place to put them. Many, if not
most, of these burdens are translated
into the form of taxes. No matter
what the political party in power, we
find increasing socialistic trends to
ward the welfare state. I do not know
whether this will eventually solve the
unsolved riddle or social injustice, but
there is no question that the trend is
there and that it takes tax money.
Because of the excellent work of the
doctors, the nutritionists and the hy
gienists of the last century, we have

an increasing number of elderly peo
ple—those who have lived beyond the
productive age who must be taken
care of by either their own accumula
tions or by other means. In 1900 the
proportion of the population that was
over 65 was 4.3%. By 1952 this pro
portion had almost doubled to 8.4%.
By 1960 it will be 9.2%.
On top of this is the very heavy
burden of expenditure for national de
fense, which apparently will be with
us for a long time. In 1929 this
amounted to 1.3% of the gross na
tional product, in 1943 it amounted to
14.2% — a ten-fold increase — and I
consider that for the foreseeable fu
ture we will be fortunate if we can
hold it down to this percentage. And
now comes the inescapable demand
for more and more education for our
rapidly expanding new generation.

These are discouraging data and
might seem to indicate that industry
could not possibly give further sup
port to education. However, the de
mands are more than balanced by the
trend toward increasing productivity,
the steady growth toward more and
more real wealth. Since 1910 the
growth in productivity of the nation
has averaged about 3% per year.
Since 1929 the real output per capita
of goods and services has increased
by almost three-fifths, and the trend
is still upward. Since 1929 the dispos
able personal income (the amount that
the average individual has to spend
for goods and services) in terms of
dollars of constant buying power, has
increased by almost 45%. The trend
can be and still is upward and there
is no reason why it should fall off in
the foreseeable future, for we do have
the science and technology to produce
more and more real income. In gen
eral, then, although the trends of de
mands may be somewhat frightening,
the potential for meeting them is ever
increasing and the solution can be
found if there is a national will to do
it. The Niagara Frontier, being the
eleventh community in the nation in
volume of industrial production, is
more happily situated than many to
meet the needs. The wealth of Erie
and Niagara Counties approaches the
$10 billion mark. The annual income
is about $2.5 billion. Each of sixteen
whole states has less annual income
than does the Niagara Frontier alone.

Why Private Institutions?
The foregoing statements and con
tentions obviously imply that it is a

�national necessity to have private col
leges and universities, in addition to
those which are publicly supported
through taxes. Perhaps such an atti
tude requires some justification. I
firmly believe that this thesis is true,
and that American experience amply
bears it out. Our social as well as our
industrial accomplishments have never
been matched at any other place in
the world at any time. Our educa
tional pattern has not been the sole
reason for this but it has been a very
substantial and necessary factor. This
pattern we have followed is a wellbalanced, complementary duality and
not a schizophrenia. It is a structure
of maximum strength and effective
ness.
Be it emphasized and underlined

that, barring some unforeseen eco
nomic and sociological revolution, the
rising demand for higher education
will be met by one means or another.
The public pressure for it is not to be
denied. The only question to be de
cided is the route. Shall it be the
single taxpayer’s lane or the dual
highway of private as well as public
support? We will probably be able to
discern the trend of the national an
swer within the next few years. My
firm conviction is that if we are wise,
as a nation we will continue along the
double highway.

Other Sources of Support
By now I have probably belabored
the increasing responsibility of indus
try quite adequately. Let us then turn

to the other sources of support. Even
though all real income may, in the
last analysis, be in the lap of industry
and agriculture, it is certainly true
that all of the immediate channels are
by no means the direct industrial
dollar.
The first and most evident source of
support is the tuition paid by the stu
dents themselves. Even the tax-sup
ported institutions lean heavily on
this. The national average of operat
ing income from tuition in tax-sup
ported colleges and universities in
1950 was almost 30%. In that same
year over two-thirds of the income for
private colleges and universities came
from tuition. As compared to these
data of the national averages, the tui
tion and student fees at the University

Buffalo Courier Express Photo

�of Buffalo supply about 85% of
the operating income. Locally at any
rate, the students and their parents
are bearing the brunt of the burden of
direct operating costs. This is self
help in the finest American tradition,
but perhaps it can be carried too far.

Until half a century ago the endow
ment fund was the firm foundation
for the continuing effectiveness of
most of the private institutions. Ex
cept in a very few cases, such as the
most happily situated eastern univer
sities, it seems that major reliance
can no longer be placed upon income
from endowments. I hasten to add,
however, that endowment possibilities
will certainly not be overlooked. When
available they are a great help and

their quest will be continuously pur
sued with ample vigor.
Then there are the continuing cam
paigns of annual giving among alumni,
regional supporters and friends. These
are sources of increasing importance,
particularly when they provide unre
stricted funds for the general use of
the institution, and are becoming
more prominent in tax-supported as
well as private universities.
Various financial foundations have
long been of great importance in
higher education, especially in the re
search field. The number of them is
increasing, as is also the total amount
of funds available in this reservoir.
They, however, are not by any means
increasing as rapidly as the need and,

useful as they are, they are only a
drop in the bucket in meeting the
total bill.

There is another area in which I
feel that universities can construc
tively meet their problems better than
they have in the past—in contract ac
tivities for research and public ser
vices. Though many universities carry
on research on a contract basis, for
the government and for industry, in
only a small percent of the cases do
the reimbursements actually cover the
complete costs of doing the work.
Some institutions are approaching
bankruptcy because they are so pros
perous in research contracts which do
not carry adequate overhead charges.
In my opinion this is shortsighted and

�poor business. To the best of my knowl
edge there is not a single agency of
the federal government which will
allow the full and realistic overhead
charges on a university type of con
tract. In effect then, certain incre
ments of student fees or endowment
funds or annual gifts are helping to
subsidize the various government
agencies. This I contend is unwise and
not in the public interest and could be
corrected if most of the universities of
the country were sufficiently resolute
about it. To a somewhat lesser degree
this practice of not charging ade
quately for the wares holds even on
industrial contracts which are held by
universities. As research and other
services increase in importance — as

they will — it seems to me that this
simple device of making adequate
charges will help very materially in
appropriately spreading the burden.
Please pardon me for dwelling
overly long on these grubby and mun
dane details of means of support. Be
cause of their number and variety,
I had hoped to inject a small note
of optimism. If there is a national
and regional will, there are many na
tional and regional ways in which the
problem of support can be met. Fifty
years ago one dollar out of two avail
able in public funds was spent on
education. Today the proportion has
dropped to one out of six. Though
much more is being spent on educa
tion than ever before, it has been

crowded from its former relatively
high position by everything from na
tional defense to good roads, human
rehabilitation and flood control dams.
These are all very important but so is
education—more important than ever.
The problems of support will be solv
able when—and not until—education
re-attains its proper relative import
ance in the national mind.

The Eternal Virtues
Thus far my discourse may have
had the flavor of being too pragmatic
and too loaded with prickly and un
interesting data. What of a univer
sity’s stewardship of those two sacred
entities: academic freedom and in
dividuality? Are they in danger? I

�believe that both are very much in
danger, but not from the enemies
which most people visualize. Dema
gogues (which most academicians fear
above all others) have inflicted some
bloody surface wounds in America,
but none as yet have been really seri
ous. The skirmishes will continue and
further damage undoubtedly will be
done, but I see no rising trend of
academic suppression which is truly
hazardous. The present situation keeps
the American academic world on
guard to protect its traditional free
dom and the right of a person to be
an individual. This may have a cer
tain amount of merit. There might
even be something to the David Har
um philosophy that a moderate num
ber of fleas is good for a dog—it pre
vents complacency.
Rather, I see the hazard to lie in
the very pattern and systems of edu
cation which we are apparently being
forced to develop. One may shudder
at the thought that colleges and uni
versities are taking on the structure
of a mass production operation, but I
believe it would be ostrich-like to
ignore the fact that there is such a
trend. There is but little place for
freedom of thought or of action or for
the development and growth of in
dividuality on an automobile assembly
line, but if we are to have and to use
over fifty million cars in this country,
the automobile assembly line is an
essential. When we have ten million
youth in the colleges and universities,
it will be easy to fall into the mass
production techniques and, unwit
tingly, the virtues of academic free
dom and individuality may suffer
some real defeats. A creeping paraly
sis rather than direct frontal attacks
is the enemy which I fear most. A
certain degree of applicability is
found in a quotation from a recent
book “Faith and Freedom”, by Bar
bara Ward: “The West will prove
more vulnerable than any other soci
ety if it abandons the pursuit of
visions and ideals, for, more than any
other community, it is the product
not of geographical and racial forces
but of the molding power of the hu
man spirit."
Certainly in our plans for the future
we must avoid becoming so engrossed
in the problems of bricks and mortar,
technical qualifications of teachers,
and the details of curricula to meet
the immediate needs, that we lose
sight of these eternal virtues which
have been the ultimate strength of

higher education for at least two
thousand years. If we fail to grasp
and hold to these, we do so at our
national peril. In our social pattern
the great leaders, the doers, the build
ers of the future come from the en
vironment of academic freedom and
recognition of the dignity of the in
dividual. How can we maintain this
environment in a situation where the
mere mass of the operation will tend
to make all patterns fit pre-designed
molds? Can we maintain a place for
and give ample opportunity for the
growth of the unusually talented and
energetic individuals? When there are
so many can we make a proper place
for the few?
I cannot answer these questions—I
can only ask them. But we must con
tinually search for the answers. I am
sure that adequate answers will lead
to an educational structure which
places substantial emphasis on the
humanities and the arts. May I also
be so bold as to suggest that, for vari
ous reasons, some of the basic an
swers are more likely to be found in
private institutions than in public
ones.

What Is The Task?
The short discourse I had originally
intended has now become quite
lengthy. Even so I have been guilty of
some serious sins of omission. I have
not touched the great god, curricu
lum, nor attempted any erudite dis
cussion of the learning process or
teaching techniques. I have not spec
ulated on enriching the background
for teachers nor discussed the expand
ing future of adult education, nor
delved into the probable level of men
tal ability of tomorrow’s average stu
dent. These, and many others, should
be considered at all times, in many
places—but not here. All that I set
out to do here was to attempt an an
swer to the question: What Is The
Task?
If this age of ours will be remem
bered not for automobiles, nor atomic
energy, nor wars, but for the spread
ing of benefits once enjoyed by the
few, to all mankind, the application
for universities is obvious. The watch
word must be: Grow in stature and in
quality. We must do for many what
once was done for a few. We must
learn to educate millions as well as
we once educated hundreds. The Uni
versity of Buffalo must do its share.
Expand and grow without loss of
quality. That is the task—now let’s
get on with it, forthwith.

An Excerpt from
The Address of

I am greatly honored to have this
opportunity to speak here on this im
portant day for education in Buffalo
and to participate in the activities
marking the inauguration of Chancel
lor Furnas. In a time when any meet
ing concerned with education is im
portant, it seems to me that this occa
sion has a very special significance for
all American education. For we meet
under the auspices of an educational
institution which has been providing
through the years a kind of educa
tional leadership and inspiration which
are going to be needed by all our
communities in the years ahead. The
University of Buffalo and the citizens
of Buffalo who created and developed
it have given us an outstanding ex
ample of one of the unique features of
American education — the interrela
tionship of the school and the com
munity — the interdependence of the
one upon the other.

It is my belief that the pattern of
educational community partnership,
which your university and your citi
zens have shaped with understanding
and success, suggest the lines along
which we can best cope with the un
precedented educational needs which
we shall have to meet in this country
in the remaining years of this century.
For if we are to provide the full edu
cational opportunity which today’s and
tomorrow’s youngsters will demand,
and if we are to maintain the Ameri
can tradition of local independence of
our educational programs and institu
tions, our citizens in communities
everywhere must follow the example
your citizens have set here in their
support of this great community’s
educational enterprise.
How else can we insure the fullest
development of this country’s great
est resource, the minds and talents of
our oncoming citizens and their future
leaders?

�MR. Roy E. Larsen

Your university has demonstrated
how flexible, how independent, how
practical a community education part
nership can be.
There would have been no Univer
sity of Buffalo if its founders had
acted along conventional lines. Its
founders said more than one hundred
years ago, “Western New York needs
doctors. We need a school of medicine
here in Buffalo”. That is what they
built. Forty years later their succes
sors saw the need for a school of phar
macy and proceeded to build that.
Their successors discovered the need
for lawyers, engineers, dentists, and
so the university grew. As the needs
became apparent they were met inso
far as education could meet them. And
so it was many years later at the turn
of this century when there seemed a
clear need for a college of arts and
sciences, your citizens did not wait
until they could assemble the full con
ventional trappings of the traditional
college. “First things first”, they said
and started a department of English.
There is no sign of academic lock
step in this record.

As an interested observer, I am im
pressed by many things that mark the
university’s outstanding role in edu
cation today: its nationally famous
medical and dental schools, its pio
neering in many educational tech
niques, its long list of distinguished
faculty, and its graduates.
Today when many seemingly bold
experiments are being tried in educa
tion to help meet the increasing pres
sures on our institutions with more
effective procedures, we find time and
again that Buffalo is years ahead in
many of these supposedly new prac
tices, and so the experimenters look
to Buffalo’s experience for guidance.
This is true in your development of
the tutorial system, true of your an
ticipatory examinations, college

en
trance,
your modern language labor
atory.
Buffalo’s acquisition of one of the
great literary treasures of our time,
the James Joyce papers, is but another
example of cause for pride in this
community institution.
It seems to me that the university
has repaid the community many times
over for its interest and support when
it can claim as its own most of the
doctors, dentists, lawyers, judges, and
public officials of this great city.
But I have been impressed most of
all by your acute consciousness of the
rapidly growing challenge of mass
education and your determination to
meet that challenge. At a moment
when few colleges and few commu
nities have begun to plan how they

will meet the demands of the future,
your chancellor has asked six dis
tinguished citizens of your community
to help him in drawing up a master
plan for Buffalo. I know that the
goals they set will be high, but your
new chancellor has shown that he
likes high goals and that he has the
talents and energy essential to meet
ing them.
In the years just ahead our educa
tional leaders must be men who can
rally the support of our most influen
tial citizens to the most important
cause in which our country must in
evitably be engaged
the cause of
universal education. As humanist,
educator, scientist and executive,
Chancellor Furnas is well qualified to
spearhead that essential leadership.

�An Excerpt from
The Address of DR. Arthur S. Adams
The University of Buffalo is the
city’s intellectual center. Its under
graduate and professional schools are
recognized everywhere for their high
standards and for the quality of their
graduates. And the opportunities
which the Niagara Frontier offers so
generously have kept these graduates
very largely in this area. In my judg
ment, it would be easy to demonstrate
that the University of Buffalo has
supplied the leadership of the whole
structure of professional service for
this region. This is an enormous con
tribution. It brings with it a com
mensurate responsibility and it is in
relation to that responsibility that I
wish to speak this evening.................
It is not enough for universities merely
to conserve the knowledge of the past
and to transmit it to the oncoming
generations. There is no possibility of
progress in such a concept. Nor is
there any possibility that the univer
sity thus can fulfill the function for
which society established it in the
first place. A university is not an in
stitution apart from the people, it is
an institution of the people. Its con
tinuing vitality and support must be
related to the degree to which it
serves the people. Moreover, this ser
vice is not on a custodial care basis.
The university is not a place in which
young men and young women are just
to be looked out for until they are old
enough to assume life’s responsibil
ities for themselves. It is rather a
place where development and growth
of these same young men and women
are to be encouraged in every possible
way to the end that they achieve a
real measure of that sense of respon
sibility for themselves and for their
fellows which makes for a healthy
and enlightened society. Over and be
yond this, there is the responsibility
of the institution itself, through all of
its five organic parts—the board of
trustees, the administration, the fac
ulty, the students and the alumni—
to concern itself with the questions
and the problems with which society
is bedeviled and to offer thoughtful,
useful answers to them.

�An Excerpt from
The Address of The Honorable Harold E. Talbott
It is a pleasure to be here and to
participate in the Convocation of DR.
Furnas as the new Chancellor of the
University of Buffalo. I am particu
larly proud of the fact that such a
great friend of aviation as DR. Furnas
should move into this eminent posi
tion.
DR. Furnas’ broad background as a
scholar, as an athlete, as a scientist,
and as an author give him outstand
ing qualifications for this high calling.
I join with all of you assembled here
tonight in paying my tributes to him
and wishing him every success for the
future.
It is popular for after-dinner speak
ers to be entertaining. However, as
your Secretary of the Air Force, I
have to deal with many problems that
are very sobering and I am sure that
you men are not expecting me to
speak to you in a light vein tonight.
I do not have to tell you men of
the danger that militant communism
poses to our great country. Russia
has seen the fact that the United
States has swung the balance of
power to the side of the victor in both
World Wars 1 and 2. Russia knows
that America is the keystone upon
which both the economic and military
strength of the free world is based.
There can be no question but that
Communist Russia has singled us out
as the principal foe opposing her in
her avowed program of world domina
tion. The United States stands today
as the leader of the free world in a
determination to oppose at all cost
this communist lust to subjugate the
free world to her ideology. This
struggle with communism is a con
tinuing thing. You are all aware of
the fantastic destructive capability of
modern-day airpower. By airpower I
mean the combination of the airplane
and the atom bomb. We must always
remember that we have no monopoly
on either airplane or the atom bomb.
We do not intend nor can we match
the masses of manpower available to
the Russian dictatorship. Our hope
for survival lies in maintaining our
technological advantages over Com
munist Russia.

�Inauguration Highlights
One thousand people attended the Civic Dinner honoring Chancellor Furnas on January 6.

�Afrotc Photo

Cadet Colonel James T. Gatza greets
Secretary Talbott as be arrives on campus.

Afrotc Photo

Chancellor Furnas welcomes Major General M. K.
Deichelmann, commandant of the Air University.

—January 6 and 7, 1955
Major General Deichelmann arrives on campus by helicopter to attend the Alumni Luncheon.
Afrotc Photo

MR. Larsen addresses a
gathering of 700 alumni
at luncheon on January 7.

�Inauguration Events
Friday Morning

Nine Professional symposia

School of Business Administration

“Securities Regulation in a Free Enterprise
Economy”
Speaker: Honorable Ralph H. Demmler, Chairman, Secur
ities and Exchange Commission, Washington, D. C.
Chairman: DR. Harold M. Somers, Dean of the School of
Business Administration, University of Buffalo

School of Dentistry

“An Evaluation of Newer Dental Materials and
Techniques and Factors Affecting Their Clinical
Success”
Speakers:
Ralph W. Phillips, Associate Professor and Head of
Dental Materials Department, University of Indiana
School of Dentistry
DR. Percy W. Bash, Assistant Professor of Prosthesis,
University of Buffalo School of Dentistry
Chairman: Dr. Leon J. Gauchat, Dean, University of
Buffalo School of Dentistry

School of Education

“Some Recent Contributions of Research In
Education and the Social Sciences and Their
Implications for Educational Practice”
Speaker: DR. Henry Chauncey, President, Educational
Testing Service, Princeton, New Jersey
Chairman : Dr. Adelle H. Land, Professor of Education,
University of Buffalo School of Education

School of Engineering

“Engineering Problems of High-Speed Flight”
Speaker: DR. Hugh L. Dryden, Director, National Ad
visory Committee for Aeronautics, Washington, D. C.
Chairman : Robert M. Stanley, President, Stanley Avia
tion Corporation, Buffalo, N. Y.

School of Law

“Forms of Public Order and Evolving Concepts
of Criminal Law”
Speaker: Professor George H. Dession, Lines Professor
of Law, Yale Law School, and member of the United
States Supreme Court Advisory Committee on Rules of
Criminal Procedure
Chairman : Jacob D. Hyman, Professor of Law and Dean
of the University of Buffalo Law School

School of Medicine

“Significant Problems in Virus Disease”
Speakers:
DR. Werner Henle, Professor of Virology, University
of Pennsylvania School of Medicine — “The Precise
Diagnosis of Virus Infections”
DR. A. J. Rhodes, F.R.C.P. (Edin.), Director, The Re
search Institute of the Hospital for Sick Children,
Toronto, Canada — “Poliomyelitis and Poliomyelitislike Infections”
DR. Gilbert Dalldorf, Visiting Professor of Virology,
University of Buffalo School of Medicine — “Enteric
Virus Infections”
Chairman : DR. Ernest Witebsky, Distinguished Profes
sor and Head of the Department of Bacteriology and
Immunology, University of Buffalo School of Medicine

School of Nursing

“Nursing Needs and Nursing Functions: A
Critical Appraisal”
Speaker: Miss Agnes Gelinas, Chairman, Department of
Nursing, Skidmore College, Saratoga Springs, N. Y.
Chairman: MRS. Anne W. Sengbusch, Dean, University
of Buffalo School of Nursing

School of Pharmacy

“Advancing Pharmacy”
Speakers: DR. Joseph B. Sprowls, Dean of the School of
Pharmacy, Temple University, Philadelphia, Pennsyl
vania — “Drugs for a Changing World”
Joseph H. Goodness, Associate Professor of Econom
ics and Business Administration and Director of the
Division of Pharmaceutical Administration, Massachu
setts College of Pharmacy - “The Problems of Prog
ress in Pharmacy”
Chairman: Daniel H. Murray, Acting Dean, University
of Buffalo School of Pharmacy

School of Social Work

“Next Steps in Welfare Planning”
Speaker: Jay L. Roney, Director of the Bureau of Public
Assistance of the United States Department of Health,
Education and Welfare, Washington, D. C.
Chairman : D. Bruce Falkey, Director of the Informa
tion and Rehabilitation Center for Alcoholism, Chronic
Disease Research Institute, University of Buffalo

Friday Afternoon
Symposia in The Humanities, The Social Sciences,
and The Sciences
under the sponsorship of

College of Arts and Sciences
Graduate School of Arts and Sciences
Division of General and Technical Studies
Millard Fillmore College
The Humanities
Fenton Foundation Lecture
“Janies Joyce’s Portrait of the Artist as a Young Man”
Speaker: John Vincent Kelleher, Associate Professor of
Modern Irish Literature and History, Harvard University
Chairman : Charles D. Abbott, Professor of English and
Director of the Libraries, University of Buffalo

The Social Sciences
Fenton Foundation Lecture

“The Essential Function of Research”
Speaker: DR. Pendleton Herring, President, the Social
Science Research Council, New York
Chairman: DR. Richard H. Heindel, Dean of the College
of Arts and Sciences, University of Buffalo

The Sciences
Foster Lecture

“Science in a University Curriculum”
Speaker: DR. W. Albert Noyes, JR., Professor of Chemistry
and Dean of the Graduate School, The University of
Rochester.
Chairman: DR. Henry Woodburn, Professor of Chemistry
and Dean of the Graduate School, University of Buffalo

A Concert of Chamber Music
Alexander Schneider, Violinist

�Afrotc Photo

Chancellor and MRS. Furnas and
MR. Seymour H. Knox, Chair
man of the Council, receive
guests at the reception follow
ing the Inaugural ceremony.

Secretary Talbott
MRS. Furnas
Chancellor Furnas
Mr. Knox

Buffalo Evening News Photo

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                    <text>Experiment
in

Research
Cornell’s Aeronautical
Laboratory on the
Niagara Frontier
DR. Clifford Cook Furnas

�"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
Senior Vice-President for North America
The Newcomen Society of England

This statement, crystallizing a broadpurpose of the Society, wasfirst read
at the Newcomen Meeting at New York World's Fair on August 5, 1939,
when American Newcomen were guests of The British Government

"Actorum Memores simul affectamus Agenda”

�Experiment in Research—Cornell University's
Aeronautical Laboratory on the Niagara Frontier
A Newcomen Address at Buffalo

American Newcomen, through the years, has honored
numerous universities and colleges in the United States

of America and Canada, as well as institutions devoted to
scientific research of whatever nature. Such a Newcomen
manuscript is this, dealing with Cornell University and

its happy offspring at Buffalo, herein designated: “An
Experiment in Research.” It is a recital important in the

history of aeronautical research and scientific develop
ment in America, and dramatic in its manifold contribu
tions to National Defense. Future historians shall pay

tribute to the vital part which Aviation has played, dur

ing the 20th Century, in the progress of Civilization,
as well as in the protection of that Civilization!

�“Willingly or not, American universities are in the throes
of rapid evolution toward a new pattern of enlarged

scope and broadened responsibility. All are acutely aware
that the present system is not covering itself with any par
ticular glory of accomplishment, and they are groping for
the optimum pattern which will give a best preparation

for the complicated task of living and earning a living in

an extremely complex world.”

—Clifford Cook Furnas

�Experiment
in
Research
Cornell's Aeronautical
Laboratory on the
Niagara Frontier
DR. Clifford Cook Furnas
Member Of The Newcomen Society

Director

Cornell Aeronautical Laboratory
Incorporated
Buffalo

The Newcomen Society In North America
San Francisco
New York
Montreal

1950

�Copyright, 1950
Clifford Cook Furnas

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 1950

Second Printing: November 1950

This Newcomen Address, dealing with the

beginnings and growth and contributions of

what today is the Cornell Aeronautical Labo

ratory, Inc., delivered at the “1950 Niagara
Dinner” of The Newcomen Society of England,

held at the Buffalo Club, at Buffalo, New York,
U.S.A., when Dr. Furnas was the
guest of honor, on May 4, 1950

Set Up, Printed And Bound In The United States

Of America For The Newcomen Publications In
North America By

Princeton

University

Press

�Introduction Of DR. Clifford Cook Furnas By Patrick H.

Hodgson Of Buffalo, Senior Partner, Hodgson, Russ, Andrews,
Woods &amp; Goodyear, Member, Niagara Committee, In American

Newcomen.

My fellow members of Newcomen:

Sitting at this table tonight, I have thought what a congre
gation it would be if all the eminent men who have been hon
ored by American Newcomen were gathered in one room. It
would be an intellectual kaleidoscope that at every turn would illus
trate and present the best form of genius. And tonight we meet with
one voice and one accord—to honor Cornell Laboratory and its
distinguished Director who has contributed so much to the intel
lectual and scientific progress of our Nation. This man, this great
man, whom we so honor tonight, is well qualified and fitted to join
that same group of illustrious men whom American Newcomen has
honored in the past.
As our beloved Senior Vice-President for North America, DR.
Charles Penrose, wrote not long ago:

“Courage and strength provoke national approval. Human
characteristics stir impelling motives in those whose inventions
and discoveries, products of hard work and of God-given in
spiration, have added to Man’s living and Man’s enlighten
ment.”
It is not possible in a few brief moments to give a concise and at
[5]

�the same time something of a complete biographical sketch of one
whose life, whose work, and whose play have shown so many
interesting and different facets.

DR. Furnas was born on October 24, 1900, at Sheridan, Indiana.
He graduated from Purdue, in 1922, with the degree of Bachelor
of Sciences; and from the University of Michigan, in 1926, with
the degree of Doctor of Philosophy. In 1946, his Alma Mater,
Purdue, conferred upon him the honorary degree of Doctor of
Engineering.
Immediately after leaving Purdue, he was track coach and
mathematics teacher at the Shattuck School, in Faribault, Minne
sota. This was followed by research work at the Illinois Steel
Company and graduate work at the University of Michigan. From
1926 to 1931, he conducted research work on metallurgical proc
esses in the United States Bureau of Mines. In the latter year, he
joined Yale University as Associate Professor in Chemical Engi
neering; and also maintained a number of industrial consulting
connections. In 1941 and 1942, he worked for the National Defense
Research Committee, coordinating a large research and develop
ment program. He was appointed by Curtiss-Wright to take charge
of its Research Laboratory in Buffalo, in February 1943. This
Laboratory was given to Cornell University on January 1, 1946,
at which time he became the Director of Cornell Aeronautical
Laboratory.
While DR. Furnas has conducted much research in the fields of
process metallurgy and physical chemistry, yet he has specialized
and has written many technical articles dealing with fluid flow, heat
transfer, combustion, and other phases of research related to the
Aviation field. He is a member of the American Institute of Chem
ical Engineers, of the American Chemical Society, and a fellow and
member of the Council of the Institute of the Aeronautical Sciences.
Also, a member of the Committee on Aircraft Construction of the
National Advisory Committee for Aeronautics, and a member of
the Guided Missiles and Aeronautics Committees of the Research
and Development Board.

[6]

�Is author of a large number of technical articles as well as several
books, including Americas Tomorrow (1932); The Next Hun
dred Years; a Book-of-the-Month Club selection in January 1936;
Man, Bread, and Destiny, written with his wife, S. M. Furnas,
(1937); and The Storehouse of Civilization (1939). He was editor
of the sixth edition of Roger’s Manual of Industrial Chemistry
(1942). Was editor of the Industrial Research Institute monograph
on Industrial Research—Its Organization and Management
(1948).

To relate briefly what this truly great man has done with his
mind is to tell you only half of the story. Track Champion in the
Indoor, Outdoor, &amp; Cross Country 2-mile events, while in school,
DR. Furnas was a long-distance runner of distinction. In 1920, he
represented the United States of America in the 5,000-meter event,
at the Olympic Games in Antwerp. In 1922, he was awarded the
Big Ten Conference medal for the best combined scholastic and
athletic record.

I now have the honor and privilege of presenting to you a
chemist, physicist, teacher, inventor, public servant, author, editor,
scholar, athlete, and a fellow-member of the Niagara Committee,
in The Newcomen Society of England: DR. Clifford Cook Furnas.

[7]

�My fellow members of Newcomen:

Willingly or not, American universities are in the throes
of rapid evolution toward a new pattern of enlarged
scope and broadened responsibility. All are acutely aware
that the present system is not covering itself with any particular
glory of accomplishment, and they are groping for the optimum
pattern which will give a best preparation for the complicated task
of living and earning a living in an extremely complex world. Re
actions to the situation vary to the greatest possible extremes. One
school of thought—small but vociferous—contends that concen
trated and detached study of the great books of the dusty past gives
a necessary and sufficient background for modern living. In other
quarters, the ivory towers have been blasted to oblivion and the
educational mills turn out hordes of handbook experts who are
designated as engineers and thousands of others who are steeped in
the lore and mumbo-jumbo of a new social philosophy but who
seem to be devoid of any basic understanding of the World and its
inhabitants.

[8]

�The desired optimum pattern probably lies somewhere between
the extremes and can most readily be achieved in the sciences, where
the dual function of a university—the acquisition of new knowledge
as well as dispensing the old—is most prominent.
This Newcomen manuscript deals with the fortuitous wedding of
a university with an industrial research laboratory, which has re
sulted in a pattern unique and interesting and perhaps truly
significant in the framework of pure and applied science of the
Nation. Although the marriage was not of the shotgun variety, it
was accomplished hastily and the ultimate merits of the union
cannot yet be completely evaluated. Be it said, however, that the
relations are happy and the progeny are all healthy.

The Curtiss-Wright Airplane Division Research Laboratory
The industrial laboratory of the story came into being in 1942.
It was the result of the dreams and hard-headed thinking of Bur
dette S. Wright, Vice-President of the Curtiss-Wright Corporation,
in charge of the Airplane Division. At that time, no aircraft com
pany in the Country had, or ever had had, a research laboratory.
That may seem to be a strange statement, since it is obvious that
Aviation has been able to advance only on a wave of vigorous and
imaginative research. The research involved, however, had nearly
always been someone’s else; the aircraft companies had seldom seen
the necessity or accepted the responsibility to undertake it them
selves. Government organizations, particularly the National Ad
visory Committee for Aeronautics, established in 1915, had long
been the springboard of advances based on research. Seven univer
sities: New York University, the University of Washington, Mas
sachusetts Institute of Technology, the California Institute of Tech
nology, Georgia Institute of Technology, University of Michigan,
and Stanford University, had set up aeronautical laboratories
with funds from The Guggenheim Foundation and had done
yeoman service in educating aeronautical engineers and contrib
uting research information. It may be that the relatively modest
Guggenheim funds (about $2,000,000) provided for these labora
tories, was one of the most significant investments ever made. It has
been stated, by certain well-esteemed aerodynamicists, that had it
not been for the sound training and research background which

[9]

�American youth had received in the Guggenheim schools, this
Country would not have been able, during the last two decades, to
advance rapidly enough in Aviation to win the Second World War.
Be that as it may, research results and training in aeronautical
research had, from the beginning, been recognized as essential to
aeronautical progress, but they had been supplied by one or more
Santa Clauses outside the aircraft industry. The colorful characters
of the aircraft companies supplied the boldness, drive, and imag
ination which are characteristic of pioneers. The industrial advance
ments were replete with the products of mechanical ingenuity and
clever Engineering—yes. There were testing laboratories as ad
juncts to engineering departments, but research laboratories and
research contributions in the true sense of the word did not exist
anywhere in the industry. The NACA and a few universities had
always supplied enough longhaired ideas to keep the practical
hard-headed engineers busy, so why change the system?

In this atmosphere, Burdette Wright, with his ideas of an auton
omous research laboratory which would be in an organizational
position parallel with, not subservient to, engineering, sales, and
finance, and which would be expected in its own right to make con
tributions to aeronautical knowledge, was a bit of a dreamer! But he
also is an aggressive and persuasive man, so the research laboratory
idea was consummated, priority battles for materials and equipment
were won, and, on February 11, 1943, the new Research Labora
tory of the Curtiss-Wright Airplane Division at Buffalo, New
York, was dedicated, with the present author as Director.

This Laboratory, representing an ultimate investment of approx
imately $4,500,000, was housed in a building of about 90,000
square feet across the street from the home plant of the Airplane
Division. The largest, most expensive, and most dramatic piece of
equipment in the Laboratory was a large wind tunnel, to cost $3,500,000, which would be capable of testing large airplane models
up to the then unheard-of speed of 750 miles per hour—approx
imately the speed of sound.
[10]

�During the remaining war years, this Laboratory grew and pro
gressed. Admittedly, during this period its research contributions
did not achieve any great significance. The effectiveness of research
organizations grows but slowly. Five years is the generally con
ceded minimum for a new research organization to grow to a stature
to produce worth-while results. Be it said, however, that as of V-J
Day the flower of Burdette Wright’s dream was flourishing nicely
and bore promise of fine fruit to come.

The joyous sounds of victory celebration were still under way
when there came the inevitable flood of telegrams cancelling con
tracts for wartime production of aircraft. Within weeks production
activities were reduced to a mere 5 percent of the wartime peak.
Rightly or wrongly, the Curtiss-Wright Corporation decided that
it would not be financially justified in continuing to underwrite the
activities of its Airplane Division Research Laboratory. Burdette
Wright and the author had many conferences on the situation. To
disband would not only bring serious hardships to many members
of the scientific staff, it would also mean the loss of a vigorous re
search organization which could and should make significant con
tributions to the aircraft industry and to national defense. The only
answer appeared to be to convert it into a public research institution,
preferably as part of a recognized university, and to seek support
from the aircraft industry, as a whole, and from the government.
With this decision in hand, Burdette Wright and Guy Vaughan,
President of the Curtiss-Wright Corporation, entered into dis
cussions with Cornell University to see if it would be willing to
accept the gift of this active and slightly obstreperous brain child.

The Gift
The potentialities of the situation captured the constructive
imagination and enlisted the immediate enthusiastic support of
Cornell University’s President Edmund E. Day. He and a New
comen member, Dean S. C. Hollister, Head of the College of
Engineering, prepared the case for asking the Cornell Board of
Trustees to accept the new, elaborate, and obviously expensive
facility that an aviation company, for some reason, wished to

[11]

�re
move
from its list of assets. Boards of Trustees are traditionally
slow-moving, but haste in arriving at a decision was necessary. In
order to receive the desired consideration in Federal tax relief,
which could be realized by making a gift in the high-profit Year of
1945, the Curtiss-Wright Corporation, quite logically, stipulated
that the gift of the Laboratory must be accepted before December
31 of that year. The calendar had already moved well into De
cember and the usual evasion of tabling a motion until the next
monthly meeting could not be utilized. It was a straight take-it-orleave-it proposition. After due consideration, the Board lived up to
the Cornell tradition of aggressive and constructive action and
unanimously accepted the gift, with the understanding and proviso
that no University funds would be used to cover operating expenses.
Thus Cornell became the owner of the Laboratory, and the ap
propriate amenities in the form of legal documents were exchanged.
But this was only half the battle. Any business must have cash in the
bank to carry on its operations and this called for working capital,
which would be used as a revolving fund to pay current bills, which
the University was not in a position to supply. Dean Hollister, ably
assisted by another Newcomen member, J. Carleton Ward (one of
Cornell’s most enthusiastic alumni and President and Chairman of
the Board of the Fairchild Engine &amp; Airplane Corporation) began
harassing the top executives of the eastern aircraft manufacturers
to give necessary working capital for the new research venture.
Though the difficulties of seeing and persuading the necessary in
dividuals and boards of directors were extreme—the ultimate re
sponse was excellent. At a memorable and final dinner meeting in
New York, six of the eastern companies: Fairchild Engine &amp; Air
plane Corporation, the Grumman Aircraft Engineering Corpor
ation, the Republic Aviation Corporation, the United Aircraft
Corporation, the Bell Aircraft Corporation, and the Avco Manu
facturing Corporation pledged to match the Curtiss-Wright gift
with the contribution of a $675,000 working capital fund, provided
official concurrence could be obtained from their respective boards
of directors, and payment could be made before the end of the
Calendar Year 1945. All the pledges were fulfilled, but the race
with the calendar was close—the last check of the pledged amount
was received by the University on the afternoon of December 31,
1945.
[12]

�The First Years
Thus one era of the existence of this new Laboratory closed
dramatically and a new one opened suddenly, though without
particular fanfare. On January 2,1946, all the 600-odd employees
who, two days before, had been receiving their sustenance from an
industrial corporation came to work as the employees of a quasi
public research institution that had to make its own living. Al
though, at that time, there was work on several government re
search contracts in the Laboratory, which represented a substantial
backlog for several months, not even the collective hope and en
thusiasm of the employees could provide real assurance that this
experiment in research would be a success. All employees were
offered the blessing and aid of the new Cornell Aeronautical Labo
ratory in finding other, and perhaps more stable, occupation. It is
thought that each one considered the matter carefully, undoubtedly
with the aid of his wife, but only one man left to graze in presum
ably greener pastures.

The task of keying the new Laboratory into the University
structure was the cause of considerable experimentation. It was
much too large a tail to hang onto any part of the academic dog, and
it was almost certain that, because of its worldly characteristics, it
would hardly wag in unison with the parent body. Carrying its
financial sustenance would have represented an intolerable over
load on the University gullet known as the Budget and, besides,
the Board of Trustees had specified that this new pup must have and
maintain its own feeding tube. Consequently, the Laboratory was
made part of the Cornell Research Foundation, Inc., a minute,
voluntary-service corporation, wholly owned by the University,
which had been set up some years previously to hold patents and
handle royalties that might be forthcoming from University in
ventions. Though legally sound, this was not an entirely satisfactory
arrangement. However, the tolerance and good will of the Uni
versity authorities made it workable, at least as an interim device.
The two following years at the Laboratory were vital, stimulat
ing, and interesting but, admittedly, very trying. Though technical
performance was good and research contracts were acquired at a
[13]

�pleasing rate, yet a variety of not unexpected difficulties kept the
managerial skies moderately clouded. Looking back, it appears
doubtful that the experiment would have been successful had it not
been for the superb guidance of DR. Arthur S. Adams, then Provost
of Cornell (presently President of the University of New Hamp
shire), a Newcomen member, and his dynamic assistant, DR.
Richard Parmenter.

A detailed exploration of the fine structure of these difficulties
might be significant and informative, but would tend to make this
story drag. Hence, it would seem well to employ that artful device
which is used in scientific meetings when there are too many papers
for the available time, and present the narrative “by title only.” So
be it said that there is a “Discourse on Difficulties” and it contains
two major subdivisions: “Finances” and “Integration.” As an ab
stract: the working capital fund which the aircraft companies had
given for the Laboratory proved to be inadequate in amount, and
there was no official channel or policy for integrating the Aero
nautical Laboratory function with the complete University pattern.
DR. Adams had served his Country well as a Navy Captain as
well as an educator; and he is a yachtsman of no mean skill. DR. Par
menter, despite his erudite accomplishments, is an old sea dog who
has commanded ships for the Navy through arctic and tropical
storms and has always made port. The rugged competence en
gendered by the nautical background stood the Laboratory in good
stead. The skipper team of Adams and Parmenter repeatedly
demonstrated that they could simultaneously handle the tiller,
caulk a few seams, man the pumps, and trim the jib. Sea anchors
and jury rigs became part of the routine operations—and yet,
throughout, there was always the cheery word and the pleasant
smile.
It was evident to all hands that the Laboratory was basically a
good sound ship, that kept her rigging intact and her bottom clean,
and that difficulties which arose were due largely to the inappro
priateness of some of the auxiliary gear. Hence, two years ago, she
put into port for a short period for a refitting job.

[14]

�Present Organization of C. A. L., Inc.
The refitting involved two main items; both significant, both
pioneering steps for a University. First, Cornell created a new ad
ministrative post, that of Vice-President for Research, which office
would have general cognizance of all contract research in the Uni
versity and could spend full time on the task. This provided the
official channel through which the Aeronautical Laboratory could
act to fit itself into its proper place in the University structure.
Second, the Aeronautical Laboratory was set up as a stock corpo
ration of the State of New York, wholly owned by the University.
Thus it achieved the approximate status of a wholly owned sub
sidiary which is in a sufficiently autonomous position to act as an
independent unit and does not involve the University in any of its
business operations or financial liabilities. This latter step was ably
engineered by a Newcomen member, Mr. Joseph P. Ripley (Chair
man of the Board of the firm of Harriman &amp; Ripley) and MR.
Arthur Dean (of the firm of Sullivan and Cromwell); both of these
gentlemen being members of the Board of Trustees of Cornell
University.

On March 4,1948, the Aeronautical Laboratory became Cornell
Aeronautical Laboratory, Inc., capitalized at approximately
$5,000,000. In exchange for receiving title to the physical and
financial assets of the Laboratory, the new corporation gave the
University 100 shares of no-par-value stock, this being the total
stock issue.

On April 1,1948, DR. T. P. Wright (one time Vice-President of
the Curtiss-Wright Corporation, formerly Director of the Aircraft
Resources Control Office, and most recently Civil Aeronautics Ad
ministrator) assumed the new position of Vice-President for Re
search at Cornell University, with headquarters at Ithaca; with
DR. Parmenter serving as his Coordinator of Research.

DR. Wright, in addition to serving as Vice-President for Research
of Cornell University, serves as President and Chairman of the
Board of Cornell Aeronautical Laboratory, Inc. The writer, as

[15]

�Director of the Laboratory and Executive Vice-President of
C. A. L., Inc., reports directly to Dr. Wright. The Board of Di
rectors of C. A. L., Inc., is interlocking with the University or
ganization, as it contains representatives of the University admin
istration, the University Board of Trustees, and University alumni,
as well as representatives of the Laboratory and of business organ
izations on the Niagara Frontier. From evidence to date, it may be
said that this organizational framework appears to be the ideal
arrangement for harmonious and effective collaboration be
tween an applied research laboratory and a traditional academic
body. It is our opinion that other universities, that are presently
seeking, with furrowed brow, to arrive at satisfactory solutions of
similar situations (and there are many such), would do well to copy
this pattern in which Cornell served as the pioneer.

With these bits and pieces of history back of us, it would now
seem appropriate to delve a little more deeply into just what
C. A. L., Inc., is, and what it does, even though some of the ma
terial may be slightly repetitive.
Operational Aspects
Financially, the Laboratory is entirely self-supporting. It derives
its income by doing research work on contract in the general field
of the aeronautical sciences. Since nearly all research activities in
aeronautics are directly or indirectly supported by government,
practically all of the Laboratory activities are carried on on govern
ment contracts or subcontracts. At the present time there are about
90 contracts in force for a great variety of research tasks. Currently
about 45 percent of the work is for the Air Force and about 49 per
cent for the Navy, 4 percent for the Army, and 2 percent is for the
Department of Commerce, the Atomic Energy Commission, and
commercial firms. Fifteen percent of the total is on subcontracts
with industries which hold the prime contracts with the govern
ment. Obviously, the bulk of the activity is focused on research in
the interest of national defense.

Currently, there are approximately 575 full-time employees in
the Laboratory (of which about 325 are scientists and engineers)

[16]

�and the volume of business amounts to about three and one-half
million dollars per year. In nearly all cases the contracts are of the
type known as “cost-plus-fixed-fee.” Hence, there are some net
earnings after all expenses of operation have been paid. These net
earnings are applied to further research within the Laboratory, to
support what is known as the internal research program, or to sup
port educational activities. Since all earnings are used for public
benefit, the Bureau of Internal Revenue has ruled that the Labo
ratory is a non-profit organization.

The internal research projects are usually of fundamental or
exploratory character and give opportunity for making substantial
contributions to the fund of scientific knowledge, and also serve to
interest and stimulate the scientific staff to generate new ideas which
keep the applied research program vital and active. In the fiscal
year 1949 $101,000 were spent by the Laboratory on this internal
program on 35 more-or-less-active small projects. In its four years
of existence, C. A. L. has expended $295,000 on internal research.
This work has resulted in 68 different complete reports on various
projects, many of which are at least equivalent to a good PH.D.
thesis and represent substantial contributions to the fund of human
knowledge.
The research and development which are done on contract covers
a wide variety of activities in the general field of the aeronautical
sciences and their application. This work is carried out in two
buildings (one the Laboratory’s own building, the other leased
from the City of Buffalo) by seven technical departments: Aero
dynamic Research, Wind Tunnel, Aero-Mechanics, Materials,
Engineering Physics, Flight Research, and Development. As ex
amples of a few of the technical activities: there is work in the
newer phases of aerodynamics at supersonic speeds (greater than
750 miles per hour) and a substantial amount of airplane model
testing in the large wind tunnel which was finally completed and
went into action in June of 1947. This wind tunnel has been used
for tests for the Air Force, Navy, and American airplane companies,
and also has done work for Canadian and French firms.
Research is being conducted on some of the newer propulsion

[17]

�devices, such as ram-jets and pulse-jets, from the fundamentals of
the chemical kinetics of combustion to the development of practical
propulsion devices. Extensive theoretical and experimental studies
are under way on the problem of “flutter” in high speed aircraft—
that tragic phenomenon which has sometimes caused aircraft struc
tures to disintegrate catastrophically in flight. Automatic control
equipment is devised and developed for both inhabited aircraft and
guided missiles. Improved metal alloys for high temperature
service are studied and new and better ways of using plastics in
aircraft take up part of the program.
Radar and various communication and control systems receive
concentrated research attention. The stability and control of high
speed aircraft is a field of increasing importance and, through the
expert services of its Flight Research Department, the Laboratory
works extensively with flying laboratories, that is, heavily instru
mented aircraft. Ten to twelve aircraft are maintained in active
status at all times, ranging from slow-speed helicopters to high
speed jet fighters.

Devices or processes that grow out of the research stage are
adopted by the Development Department which handles the engi
neering, making, and testing of working prototypes for the demon
stration of feasibility. Two unusually well-equipped shops, staffed
with master craftsmen, are capable of making almost any piece of
research or development equipment, no matter how complicated or
how delicate. Since the Laboratory is not in the manufacturing
business, it does not make any devices for sale. It does, however,
promote the adoption of its developments by manufacturing in
dustry, so that the products of its research may pass into public use
as quickly as possible. It is only interested in seeing that the fruits
of its efforts are “pushed over the hump” and do not lie forgotten
and sterile in some report in somebody’s desk.

Major emphasis in the research program is placed on the field
of aircraft safety—both in preventing accidents and alleviating their
effects when they do occur. Since safety involves human physiology

[18]

�and psychology, as well as inanimate devices, the safety program
is guided by the Cornell Committee for Air Safety Research, which
draws its membership from the Cornell Medical College in New
York and from the Campus at Ithaca, as well as from the Aero
nautical Laboratory in Buffalo.

The particular fields of application of the activities, which have
been but briefly sampled above, are not confined to the problems of
inhabited aircraft, but extend to a major degree into work on guided
missiles which are of direct and immediate potentiality in national
defense. Logical extension of applications beyond the aircraft field,
for instance to automobiles, is pursued to a moderate degree.

Public Service
The scientific staff of the Laboratory makes very substantial con
tributions to the public service of the Country, particularly in the
National Defense Establishment. During the past year, individuals
of the Laboratory staff held 30 memberships on a variety of per
manent government committees, boards, and panels. There are also
a large number of temporary participations in the professional
activities of the government. In addition, the professional scientific
and engineering societies of the Country draw on the services of
Laboratory personnel. During the past year, there were 18 publi
cations in national periodicals by staff members. Unfortunately
for publication, a large part of the research work is carried on under
the military classification of restricted, confidential, or secret and,
hence, cannot be presented in any public media. During the past
year, 207 comprehensive technical reports were issued by the
Laboratory, largely on military projects.

Educational Activities
The Laboratory, each Summer, hires a number of graduate stu
dents, and a few undergraduates, on a temporary status, for working
in the Laboratory. Preference in this activity is given to Cornell
students, but the roster of temporary employees is not confined to
these. During the Summer of 1949, there were 25 student em
ployees (selected from 200 applicants) from 15 different universit es.
[19]

�In 1948, there were 33. This has proved to be a very bene
ficial experiment and the participating students almost universally
agree that they have profited substantially from working in a fast
moving applied research organization. The Laboratory also finds
that the intellectual drive and enthusiasm of the Summer em
ployees more than makes up for their lack of experience.

Several of the faculty members at Ithaca and New York serve as
consultants on scientific matters to the Laboratory at Buffalo, on a
contract basis. This also is proving to be a mutually beneficial
arrangement. With the formation of the Cornell Aeronautical
Laboratory, the Ithaca Campus literally extended from one end of
the State to the other, the eastern terminus being at the Cornell
Medical College in New York. Representation on the Cornell
Committee for Air Safety Research of physiology, psychology,
medicine, and engineering from the three branches of the Univer
sity gives assurance of realistic and objective direction and co
ordination of the ever-growing aircraft safety program.

In direct instructional activities, a number of the Cornell faculty
have journeyed from Ithaca periodically to give graduate courses
for credit to members of the Cornell Aeronautical Laboratory sci
entific staff. Parallel with this, a number of the C. A. L. staff also
take graduate work at the University of Buffalo. Conversely, there
has been a certain amount of participation by specialists on the
C. A. L. staff in giving graduate course work and scientific seminars
at Ithaca.

The Laboratory has conducted one intensive course in Stability
and Control of Aircraft for a selected group of officers from the
Navy and Air Force, and is being considered for further educational
activities of this sort for the Armed Services.

The Laboratory also gives direct support to the graduate pro
gram at Cornell. It is currently financing four graduate fellowships
[20]

�in the College of Engineering at Ithaca in the name of four of the
original sponsoring aircraft companies. The support of fellowships
is set up in the general framework known as C. A. L. Research
Associates, of which the original sponsoring aircraft companies are
members. The way is open for additional companies to enter into
this program by making contributions to the working capital struc
ture of the Laboratory. In the event of such contributions, the
Laboratory is prepared to support still further fellowships at the
University in the name of the sponsoring company, or will under
take a research program in some general field specified by the spon
sor to the amount of $4,000 per year.

Although the full potentialities of the collaboration between
applied research activities and conventional education have not yet
been realized, it certainly is true that a substantial start has been
made in demonstrating that Cornell’s pioneering efforts in giving
the present organizational structure to C. A. L., Inc., and its whole
hearted and forthright participation in the field of applied research,
is based upon sound philosophy and is well on its way to making
solid contributions to the functioning of a great university, both in
adding to the fund of human knowledge and in dispensing that
knowledge through educational channels.
Bridging the Gap
The above recital might well elicit the response, “It’s moderately
interesting and perhaps significant, but, after all, what does it have
to do with a university?” The answer might well be, “As compared
to the beginning of the Century, American universities are faced
with greatly enlarged spheres of responsibility which inevitably
embrace the realm of application of scientific knowledge.” The
germ of compulsion goes far back. It was probably best stated by
Pasteur when he wrote, “To him who devotes his life to science,
nothing can give more happiness than increasing the number of dis
coveries, but his cup of joy is full when the results of his studies
immediately find practical applications.”
The basic reason is actually much more compelling than the
desirable addition to the joy of the scientist. It was best demonstrated

[21]

�in the Second World War, the first armed conflict in history
that approached being scientific. The professorial physicists, chem
ists, biologists, and mathematicians stepped out of their traditional
academic roles and demonstrated an unexpected ability and enthu
siasm for contributing directly to the new developments of warfare.
This particularly was true when the going became rough and tough.
The Office of Scientific Research and Development made significant
history in marshalling and integrating the wholesale combined
operations between civilian scientists, particularly from universities,
and the military, in the development and use of new instruments of
war. The war would probably not have been won had it not been for
the applied research activities springing from universities. The main
sources of applied research on the three most potent new weapons of
victory; radar, the proximity fuse, and the atomic bomb, were the
scientists and engineers from universities. Without this, the projects
would have failed. There were many others of only slightly less
significance.

The need and demand for such university services did not stop
with the cessation of hostilities. Actually, it seems to have increased
and bears all evidence of being permanent. The compulsion comes
not only from the National Defense Establishment but from State
governments, regional groups, public health associations, and par
ticularly from industry.
It might be contended that industry rather than universities
should be responsible for the applied research phase. But, by and
large (with some notable exceptions) industry does not do that job
adequately, and probably never will. Its center of interest remains
tied to those developments which are most closely linked to its own
immediate products. It is not a proper atmosphere for the necessary
breadth of a research program. There is a great gap between the
traditional fundamental research of a university and the ultimate
application by industry. Our strength, in peace as well as war, de
pends in no small measure on how well we bridge that gap. In
dustry will help to support the bridge, but it does not perform well
if it is in sole and responsible charge. The Cornell Aeronautical
Laboratory might be looked upon as a working prototype of such a
[22]

�bridge and it would appear to be demonstrating its effectiveness in
this role. It is doing it without disturbing the fundamental research
programs which must continue at universities, and it actually
strengthens them. Further, it circumvents the embarrassing situa
tion, which occurs all too frequently, of the faculty man trying to
ride two horses that are not running together—instruction and
applied research.
One further word of justification: if one reads the current stream
of history aright, it appears that our Federal government takes it
upon itself to supply all those things which the public demands, if
they are not being supplied elsewhere. There is no evidence that
the trend will be reversed. This leads to an ever-widening stream of
socialization which many believe is already almost destructively out
of its banks. The ever-increasing number of government-owned
applied research laboratories in all fields is ample evidence of the
trend. Perhaps a few institutions such as the Cornell Aeronautical
Laboratory may prove to be the residual rocks of individual in
itiative which will stay the complete erosion of the banks which
border the remains of the domain of free enterprise. Only history
will tell if this will be true and, if so, whether or not it will be a
worthy public service. But, while we wait for history, we can do
much worse than try to shape its course.

On June 25, 1946, there was a dedication ceremony at the
Cornell Aeronautical Laboratory and a bronze plaque was placed
in the lobby, commissioning the newly-born institution to be “. . .
an instrument of service to the aircraft industry—to education—to
the public at large.” When it is established that this assignment is
being adequately accomplished, then it may be said that the infant
venture has grown up and has become a successful experiment in
research.
The End

“Actorum Memores simul affectamus Agenda!”
[23]

�This Newcomen Address, dealing with the history of

what today is Cornell Aeronautical Laboratory, Inc., was

delivered at the “1950 Niagara Dinner” of The New
comen Society of England, held at Buffalo, New York,
U.S.A., on May 4, 1950. The dinner was presided over

by Burton L. Gale, JR., Vice-President, Manufacturers

&amp; Traders Trust Company of Buffalo; Chairman of the
Niagara Committee, in American Newcomen. DR. Fur
nas,

the guest of honor, was introduced by Patrick H.

Hodgson of Buffalo, Senior Partner, Hodgson, Russ,

Andrews, Woods &amp; Goodyear; member of the Niagara

Committee, in The Newcomen Society
of England.

[24]

�“This Newcomen manuscript has dealt with the fortui
tous wedding of a university with an industrial research

laboratory, which has resulted in a pattern unique and
interesting and perhaps truly significant in the frame

work of pure and applied science of the Nation.”
—Clifford Cook Furnas

[25]

�“Although the full potentialities of the collaboration

between applied research activities and conventional
education have not yet been realized, it certainly is true
that a substantial start has been made in demonstrating
that Cornell’s pioneering efforts in giving the present

organizational structure to C.A.L., Inc., and its whole
hearted and forthright participation in the field of ap
plied research, is based upon sound philosophy and is

well on its way to making solid contributions to the func
tioning of a great university, both in adding to the fund

of human knowledge and in dispensing that knowledge
through educational channels.”

—Clifford Cook Furnas

[26]

�“On June 25, 1946, there was a dedication ceremony at
the Cornell Aeronautical Laboratory and a bronze

plaque was placed in the lobby, commissioning the newly-

born institution to be "... an instrument of service to the

aircraft industry—to education—to the public at large?
When it is established that this assignment is being ade
quately accomplished, then it may be said that the infant

venture has grown up and has become a successful experi
ment in research.”
—Clifford Cook Furnas

[27]

�American Newcomen, interested always in the colorful
history of material advance which has contributed to

Man's continued progress, takes satisfaction in this

scholarly Newcomen manuscript dealing with scientific
research in a vital branch of National Defense, namely
Aviation. Whether in peacetime or in war, the science of

Aeronautics is of first consideration. Cornell University
is to be congratulated upon its wise sponsorship of as im
portant an undertaking as this delightfully written recital

describes—on the peaceful Niagara Frontier. It is

another chapter of American initiative, American
achievement, and American inspiration!

[28]

�The Newcomen Society Of England

In North America
, this British Society has as its purposes: to increase
Broadly
an appreciation of American-British traditions and ideals

in the Arts and Sciences, especially in that bond of sym
pathy for the cultural and spiritual forces which are common to
the two countries; and, secondly, to serve as another link in the
intimately friendly relations existing between Great Britain and
the United States of America.

The Newcomen Society centers its work in the history of
Material Civilization, the history of: Industry, Invention, En
gineering, Transportation, the Utilities, Communication, Min
ing, Agriculture, Finance, Banking, Economics, Education, and
the Law—these and correlated historical fields. In short, the
background of those factors which have contributed or are con
tributing to the progress of Mankind.
The best of British traditions, British scholarship, and British
ideals stand back of this honorary society, whose headquarters
are at London. Its name perpetuates the life and work of Thomas
Newcomen (1663-1729), the British pioneer, whose valuable
contributions in improvements to the newly invented Steam
Engine brought him lasting fame in the field of the Mechanic
Arts. The Newcomen Engines, whose period of use was from
1712 to 1775, paved a way for the Industrial Revolution.
Newcomen’s inventive genius preceded by more than 50 years
the brilliant work in Steam by the world-famous lames Watt.

�“The roads you travel so briskly

lead out of dim antiquity,
and you study the -past chiefly because

of its bearing on the living present
and its promise for the future.”
---- Lieutenant General James G. Harbord,
K.C.M.G., D.S.M., LL.D., U.S. Army (RET.)

(1866-1947)
Late American Member of Council at London
The Newcomen Society of England

�</text>
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                <text> C.C. Furnas (Purdue University)</text>
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                <text>Five individuals wearing light-colored t-shirts with a shield emblem and light-colored shorts stand in a row on a grassy field. A caption at the bottom identifies them as members of the American two-mile team on September 4, 1920. Handwritten text at the top points to the fourth person from the left, identifying them as CC Furnas.</text>
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                <text>Honorary medal presented to Clifford C. Furnas by the Buffalo Club on Washington's birthday, 1956 (front view)</text>
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                <text>The description and alternative text may have been partially generated using an AI tool and may contain errors or omissions. </text>
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              <elementText elementTextId="1926986">
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                  <text>The Clifford C. Furnas Collection consists of photographs and memorabilia celebrating his life and career. Clifford C. Furnas (1900-1969) was a scientist, educator, and administrator. He participated in the 1920 Olympic Games, taught Chemical Engineering at Yale, and directed the airplane division of Curtiss-Wright during the Second World War. He became the ninth chancellor of the private University of Buffalo in 1954. After guiding the university through the merger process with the State University of New York in 1962 Furnas became the first president of the State University of New York at Buffalo. Between 1955 and 1957 he was on a leave of absence to serve as Assistant Secretary of Defense in the Eisenhower administration. He retired from the UB in 1966.</text>
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                <text>Seymour H. Knox converses with President Clifford C. Furnas during a celebration of his tenth year at UB, held at the Albright-Knox Art Gallery</text>
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                <text>28-May-64</text>
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                <text>Academic Career (University at Buffalo)</text>
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                <text>Knox, Seymour H., 1898-1990</text>
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                <text>Photographs</text>
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                <text>Image</text>
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                <text> Still Image</text>
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            <name>Publisher</name>
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                <text>State University of New York at Buffalo</text>
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            <name>Date Created</name>
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                <text>Jan. 29, 2010</text>
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                <text>Clifford C. Furnas Collection</text>
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                <text>LIB-UA004</text>
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            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1926987">
                <text>&lt;a href="https://rightsstatements.org/page/CNE/1.0/"&gt;COPYRIGHT NOT EVALUATED&lt;/a&gt;. The copyright and related rights status of this Item has not been evaluated. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. This digital collection is made available for research and educational purposes. Researchers are responsible for determining copyright status, and securing permissions for use and publication of any material. Copyright for items in this collection may be held by the creators, their heirs, or assigns. Researchers are required to obtain written permission from copyright holders and the University Archives prior to reproducing or publishing materials, including images and quotations. For inquiries about reproduction requests and permissions, please contact the &lt;a href="http://library.buffalo.edu/archives/"&gt;University Archives&lt;/a&gt;. If you believe material in our digital collections infringes copyright or other rights, please review our &lt;a href="https://library.buffalo.edu/about/policies/information-use/notice-and-takedown-policy.html"&gt;Notice and Takedown Policy&lt;/a&gt; for information on how to report your concern.</text>
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            <name>Description</name>
            <description>An account of the resource</description>
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                <text>Two people in dark suits face each other in a hall with large pillars and a potted plant. Each person holds a glass, and one has a light-colored flower pinned to their lapel. Text at the bottom identifies the individuals as Seymour H. Knox and Chancellor Furnas.</text>
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                <text>The description and alternative text may have been partially generated using an AI tool and may contain errors or omissions. </text>
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                <name>Description</name>
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                  <elementText elementTextId="1988925">
                    <text>A circular bronze medal inscribed with "CLIFFORD COOK FURNAS FOR SCHOLARSHIP AND ATHLETIC PROWESS" surrounded by a wreath of crests.</text>
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            <name>Title</name>
            <description>A name given to the resource</description>
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                <text>Big Ten Conference Medal awarded to Clifford C. Furnas for Scholarship and Athletic Prowess upon graduation from Purdue University (back view)</text>
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            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
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                <text>4_9_805M-4 (reverse) 6397</text>
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            <name>Date</name>
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                <text>22-Jun</text>
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            <description>An alternative name for the resource. The distinction between titles and alternative titles is application-specific.</description>
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                <text>College Years and the Olympics</text>
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                <text>Motto on front of medal:  Mens fer-vida in corpore iacert-oso</text>
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                <text>The circular bronze-colored medal displays several banners with the embossed text, "CLIFFORD COOK FURNAS FOR SCHOLARSHIP AND ATHLETIC PROWESS." A detailed border consisting of shields, crests, and a floral motif at the bottom circles the central inscription. The object is set against a solid black background.</text>
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                <text>The description and alternative text may have been partially generated using an AI tool and may contain errors or omissions. </text>
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                <text>Big Ten Conference (U.S.) -- Awards</text>
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                <text>Medals</text>
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            <name>Type</name>
            <description>The nature or genre of the resource</description>
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                <text>Physical Object</text>
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            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
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                <text>State University of New York at Buffalo</text>
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          <element elementId="91">
            <name>Date Created</name>
            <description>Date of creation of the resource.</description>
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                <text>Clifford C. Furnas Collection</text>
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            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
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                <text>Christmas card to Clifford C. and Sparkle Furnas from U.S. President Dwight D. Eisenhower and his wife Mamie (Interior)</text>
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                <text> signed: 'With best wishes for a happy holiday season, Dwight D. Eisenhower</text>
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                <text> Mamie Doud Eisenhower'</text>
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                <text>Dwight D. Eisenhower appears from the chest up in a black and white close-up wearing a dark suit, white collared shirt, and dark tie. The person is turned toward the right with corners of the mouth turned up and teeth visible. Vertical wood paneling is visible in the background.</text>
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                <text>The description and alternative text may have been partially generated using an AI tool and may contain errors or omissions. </text>
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                <text> Eisenhower, Mamie Doud, 1896-1979</text>
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                <text>Greeting cards</text>
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      <name>Still Image</name>
      <description>A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps.  Recommended best practice is to assign the type "text" to images of textual materials.</description>
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        <name>Dublin Core</name>
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            <name>Title</name>
            <description>A name given to the resource</description>
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                <text>Honorary medal presented to Clifford C. Furnas by the American Institute of Chemical Engineers on the occasion of its fiftieth anniversary (1908-1958) (back view)</text>
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            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
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              <elementText elementTextId="46861">
                <text>4_9_805M-2 (reverse) 6442</text>
              </elementText>
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          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
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              <elementText elementTextId="46862">
                <text>1958</text>
              </elementText>
            </elementTextContainer>
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            <name>Alternative Title</name>
            <description>An alternative name for the resource. The distinction between titles and alternative titles is application-specific.</description>
            <elementTextContainer>
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                <text>Academic Career (University at Buffalo)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
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                <text>Back view of the honorary medal presented to Clifford C. Furnas by the American Institute of Chemical Engineers on the occasion of its fiftieth anniversary (1908-1958) displaying the motto: Science and industry in the service of man.  The motto on the front of the medal: Nature's resources engineered for man's benefit.</text>
              </elementText>
              <elementText elementTextId="1988938">
                <text>A round gold medal is centered against a black background with several lines of embossed text. The top inscriptions mention "C. C. FURNAS 50th ANNIVERSARY," while the central shield reads "AMERICAN INSTITUTE OF CHEMICAL ENGINEERS" within a laurel wreath. The bottom perimeter displays the phrase "SCIENCE AND INDUSTRY IN THE SERVICE OF MAN" and the years "1908" and "1958."</text>
              </elementText>
              <elementText elementTextId="1991290">
                <text>The description and alternative text may have been partially generated using an AI tool and may contain errors or omissions. </text>
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            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
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                <text>American Institute of Chemical Engineers -- Medals</text>
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                <text>American Institute of Chemical Engineers -- Awards</text>
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            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
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                <text>image/jpg</text>
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            <name>Type</name>
            <description>The nature or genre of the resource</description>
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                <text>Image</text>
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                <text>Text</text>
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            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
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              <elementText elementTextId="46869">
                <text>State University of New York at Buffalo. University Libraries</text>
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          <element elementId="91">
            <name>Date Created</name>
            <description>Date of creation of the resource.</description>
            <elementTextContainer>
              <elementText elementTextId="46870">
                <text>Jan. 29, 2010</text>
              </elementText>
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          <element elementId="105">
            <name>Is Part Of</name>
            <description>A related resource in which the described resource is physically or logically included.</description>
            <elementTextContainer>
              <elementText elementTextId="1283613">
                <text>Clifford C. Furnas Collection</text>
              </elementText>
              <elementText elementTextId="1283884">
                <text>LIB-UA004</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1826015">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1926994">
                <text>&lt;a href="https://rightsstatements.org/page/CNE/1.0/"&gt;COPYRIGHT NOT EVALUATED&lt;/a&gt;. The copyright and related rights status of this Item has not been evaluated. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. This digital collection is made available for research and educational purposes. Researchers are responsible for determining copyright status, and securing permissions for use and publication of any material. Copyright for items in this collection may be held by the creators, their heirs, or assigns. Researchers are required to obtain written permission from copyright holders and the University Archives prior to reproducing or publishing materials, including images and quotations. For inquiries about reproduction requests and permissions, please contact the &lt;a href="http://library.buffalo.edu/archives/"&gt;University Archives&lt;/a&gt;. If you believe material in our digital collections infringes copyright or other rights, please review our &lt;a href="https://library.buffalo.edu/about/policies/information-use/notice-and-takedown-policy.html"&gt;Notice and Takedown Policy&lt;/a&gt; for information on how to report your concern.</text>
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