463 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c24c29ea3dc5c9a2f2c01c89f20a35c6.mp4 0855568b0ccdb62d32c58a1d1b5d67fb https://digitalcollections.library.gvsu.edu/files/original/dfb039f93efa240bccdd172182ed7102.pdf a6be20b5691835988e79b84f8ddf3c34 PDF Text Text Grand Valley State University Veterans History Project Earl William Mather (2:10:37) (00:30) Garfield, Ohio • Earl was born April 1, 1919 • When he was young he remembers many accidents on the railroad by his house. They tended to be at night when the watchman was off duty. They did not have lights in those days signaling problems or issues on the tracks. • (2:40) Earl’s father owned a Delco plant. (Generator that produced electricity) When they received electricity, one company ran from the north and another from the east with an agreement that the first to wire a house in Garfield could service the whole town. Earl’s father had already wired his home because he owned the Delco plant, so when the company from the north arrived they hooked up to the house and lit a 110 watt bulb to the front of the house claiming their stake on the town. His father was told to never turn that light bulb off and run it 24 hours a day. • (4:15) When Earl was 10 years old his father installed a toilet in the house. It was the first in the town to be installed. His uncle was a carpenter and thought that was ridiculous. He said you use to do that outside and eat inside, now we do that inside and want to eat outside. • Earl’s father and uncle both worked together. When Earl’s father bought a Model T Truck, his uncle refused to give up his horse. He said no working man ought to own a vehicle. It took awhile before he gave up the horse to ride with his brother. • (6:30) Earl’s uncle had barn raising parties on Saturday’s. The neighbors would get together, men building and women cooking, and raise it in one day. He said he didn’t make mistakes, they were oversights. • The town of Garfield had the lowest taxes in Ohio because the railroad and the street cars were paying taxes. • (8:40) as children they played street hockey with an evaporated milk can that they would smash flat and attach them to their feet and then smash a tin can and hit it around with any stick with a bump on the bottom of it. • His school house was a two room school. One class upstairs and one class downstairs with two teachers. There was a furnace in the basement that kept the building warm. Toilets were outside as was running water. The school held all 8 grades. • (10:20) His mother was a school teacher and they had the first little red handbook. It was distributed by Winston. Earl memorized the book but didn’t learn to read it. • Earl’s father wrote words down by how they sounded and Earl did the same thing. • Earl graduated from the 8th grade with one extra credit in Music. • Earl went to high school between Garfield and Damascus. • (13:47) His high school had a basketball team but no football team. He was told he should play basketball because he was tall but he didn’t like the sport. He did �participate for a couple of weeks but decided he would never like it so he stopped practicing. • Earl did participate in both the Junior and Senior plays at school • (16:00) Earl went to a Sunday school picnic at Westfield. He met his wife there and took her out on a rowboat. She had never been on a boat before. It was the first girl Earl dated. • Earl graduated from High school in 1937. • The depression years were pressing on everyone. Earl’s father was a self employed contractor who would work mostly for farmers. He had a lot of people owing him money since they had no money to pay him. They would often give farm animals as payment or partial payment. One time he was given a cow as partial payment and had her till the 60’s when Earl and his brother butchered her while they were out of town. • (19:30) They kept bags of wheat in the basement and would grind it in a coffee grinder and get skim milk from the neighborhood creamery and make cereal for breakfast. The creamery would give skim milk away for free because it wasn’t worth anything. • (20:30) Earl and his brother would go out and catch geese in grain bags and carry them home to butcher. They also kept chickens in the cellar and would kill them and eat them. • Earl’s brother, Raymond, was a mechanic after high school. • (24:20) Earl married at 19 years old to his present wife. She was the only girl he dated and when they married they didn’t have a honeymoon. When her sister married they went with them to Niagara Falls for their honeymoon. By this time they had one son, Jack. • Jack was diagnosed with cancer on his spine and was diagnosed a paraplegic. Jack was expected to live 6 weeks after they did surgery on him. Today he is almost 67 and drives his own car, paints, welds and so forth. The doctors didn’t believe it was the same boy when Earl and his wife brought him back to the hospital. Jack loads his own wheelchair in his truck when he leaves to go places. • (29:00) Earl built a house for his aunt who had been widowed and was moving up from Pittsburgh. She didn’t like the darkness (no street lights) so she decided to move. She loaned Earl and his wife (Millie) $700 for the down payment on the house. Earl at the time was making either $2.50 a day or $25.00 a month. Their house payment was $18.00 a month (32:40) Military service • April 1943 Earl was drafted into the service by letter. He says it started with “Your friends and neighbors…” • He reported to Cleveland, Ohio, and was sent to Indiana • (34:10) While in Indiana he met a neighbor of his who was in the 3c’s, a training camp who trained men in a job [Civilian Conservation Corps]. This friend told him not to throw his socks on the ground at night but to lay them crosswise on his boots so they would dry at night because he would be wearing them the following day. • In Indiana Earl was given the name of his outfit, the “Combat Engineers” (36:20) Camp McCain-Mississippi �Earl was fitted here with his uniform. This was his basic training camp While here Millie’s grandfather died, Earl was in radio school at the time, the company sergeant told him what the telegram said. Earl returned to class. Sergeant came back with a telegram from Earl’s parents this time. Earl was given a furlough. He got in the jeep, took a shower, and a jeep took him to the main gate. He was still 10 miles from town. Millie was already waiting for him at the bus station. He caught a ride to a hotel across from the railroad station. Earl bought railroad tickets so they could get home. The train was already moving by the time they got on. They took a streetcar to Alliance where her grandparents lived. They drove back down in a car (a Hudson) that had a hundred thousand miles on it already all the way back to Granada. There was no place to live so Millie and the two kids lived in the car for about two weeks. The racetrack made gates into houses and Millie lived in one with the kids. Their car was the only civilian vehicle in Granada at the time. • (43:42) Earl flunked out of radio school because he was gone and became a technical sergeant for his carpenter abilities. He was good at building things. (44:45) Fort Polk, Louisiana • Earl took his final training at Fort Polk. • Because he was a Combat Engineer he had training for this and also light infantry training that needed to be finished up before being sent into the field. They were expected to carry a rifle on their back while doing their job. • An anti-aircraft battalion went with them everywhere and encircled them while they did their jobs. The battalion was able to shoot up at the planes to protect them. • There were balloons up in the sky on thin wire that would catch the aircraft above them. Earl said you could see them but they were pretty far up there. The wires were attached to an anchor in the ground and once the airplanes hit them they could tear a wing right off of the airplane. • (46:40) Earl remembers bringing down 9 aircraft with the balloons alone. • Earl said that the balloons would sometimes bring down our own planes because they were so hard to see. He remembers a P-51 coming up on them who must have seen the balloons because he weaved his way through without a problem. • Earl remembers one plane coming from the Rhine River and came down right in front of them and they were too mesmerized to move out of the way. The two people in the plane did walk away from the crash though. The two men were Canadians who when they got out kept looking at the map wondering why that wasn’t on the map. (49:20) Crossing the Ocean-November 1944 • Earl remembers crossing the ocean on the biggest convoy they had ever assembled. There were a total of 300 ships. Their ship was the biggest and they had to move at the slowest ship’s speed so Earl’s ship had LST’s circling them day and night. • Aboard ship they were given orders to empty the ashtrays but didn’t hear word of whether they had hit a submarine or not. • • • �Earl’s ship was a luxury ship, a sister to the Queen Mary. It was 6ft shy of the Queen Mary, both owned by the same company. His ship was called the Dominion Monarch • Earl remembers being sea sick the whole time but did not ever vomit over it. • They landed in Southern England (50:50) Southern England-December 1944 • Once landed, Earl’s company walked a long ways. • They spent about 4 months in England • Once there, Earl was picked out of his entire company to be the MP. Two men from each unit in the area were sent downtown to be the MP Unit. Because of this, Earl did not receive much training while in England. • (53:00) Earl’s unit was in England during the Battle of the Bulge but was not suited as an infantry unit but an engineer unit. Earl didn’t qualify to help out because of his training and his status as an MP. (54:20) France-February 1944 • Earl’s unit reached France in February and the weather was very cold. He slept in mud while there. • Once there his unit moved rather quickly. They had a jeep with a red ball painted on the back and took the red ball highway which was one way with no stopping. His convoy traveled around 300 miles a day. • Everyday they would send back a ration truck that would find a depot and then chase them down to wherever they had made it to. The jeep could never find them so they were down to the emergency rations, about a week under stocked. The depots moved every two to three days which also made it hard for the jeep to make it back. • The medical officer realized they were low when men would get cut and the cut would not heal. He stood at chow line and made them eat vitamin pills. At one point they ran out of water. • (56:40) They reached a town called Gelderen which was blown to bits and even the brewery was demolished. The bank was blown up and the money was all over the streets. They went into the brewery and found a few that had not been blown up. They filled up every can they had full of beer. Earl remembers shaving with beer. The beer was black beer. • (58:15) Earl and his buddy were sitting at a table in a building they confiscated playing cards when a guy walked over to them with a round jug full of clear liquid. Earl’s friend filled his glass half full and drank it down and almost died. Earl had to revive him and once he could talk again he said he thought it was water. It was pure alcohol. • (59:58) Earl’s company built about 5 bridges on the way. All five were exactly alike. • Many of the bridges the company built were blown out bridges that needed repair but there were a few they built because they felt that there needed to be a bridge there. • Earl explains how they built the bridges out of wood piling. While building the bridges, the excess wood would drift down stream and create a dam at the next • �• • • • • • • • • • • • • • • bridge that was blown out so the men would have to lasso the wood and pull it out of the water. (01:04:10) The men were being protected from the anti-aircraft units in case of attack by the enemy. Earl’s unit never saw the troops but they knew they were there. There were no ground attacks on their unit while building bridges. The airplanes above were dropping leaflets stating that this area was being taken over and that if you wanted no part of fighting to get out. This was the Allies talking to the German people. Earl makes a statement that they were not fighting the German people; they were fighting Hitler and his army. Earl states that the German people around them knew this. (01:05:50) Once the leaflets were dropped, they had mortars and bombs that would follow. Each mortar would have absorbers attached to register where they would land. This gave the man an idea on where to move it to hit the target desired. Every crater overlapped the previous one. It would be as long as what you set up to hit. This gave them 24 hours of bombing. They would aim to hit every single building in the town. (01:07:50) Earl’s unit’s main problem was getting through these towns that were on fire safely. If there was not a street, they would make one. They had bulldozers and chainsaws with handles at both ends available to them at all times. (01:09:40) Earl remembers that they did not know what country they were in half of the time. One time a guy flipped over a sign that said Charleroi. They knew then they were in Belgium. The guy was from Charleroi Pennsylvania and he knew it was named after a town in Belgium. It took an average of 9 to 10 days to build one bridge. (01:11:10) The last bridge that they built, they were there for about a week before the 9th army crossed the bridge. Earl was on duty till 4 this day. The German Junkers 88 bomber got across the river to the Allied side. Earl could hear him coming but couldn’t see him. The anti aircraft began to shoot up heavy as soon as they spotted him. The men chose to do four hours on and eight hours off instead of two hours on four hours off like they were told to do. (01:14:10) While napping, Earl heard a plane hit the building he was in. The plane stopped about a mile away from the building and men inside the building went to check on the plane. Earl was too tired so he stayed there. The plane held one guy who looked about 18 years old and flying a Junkers 88 plane which was a big plane. The kid died in the plane. This spot was where the last bridge was built. The next night the sky was full of airplanes all night long. Earl thinks millions. The next day they came back and were flying low in friendly territory. Earl could see the men’s legs hanging out waving at the guys below. Earl says there was always fuel but how they got it and where they got it he didn’t know just that there was always fuel. �(01:16:50) Earl remembers that when they were out of water, they would wash there clothes in gasoline. That was how abundant it was. • (01:18:08) From the Rhine they headed up to the Elbe River where they were told to hold up because they were giving the Russians this territory. This seemed to be close to where Germany surrendered. • At this point the war ended in Europe but Earl didn’t have enough points to come home (1:19:50) Treadway Bridge Outfit • Earl was transferred to a treadway bridge outfit at this point. They were sent out on a 6x6 truck with a crane to lay a part of the bridge and get out of the way since their job was over with. Then another truck would come and lay their part of the bridge. Earl remained with this group until he came home. • (01:20:38)While in Marseille, part of their outfit was in Nice, all truck drivers were asked to volunteer to go to Nice. On the third day, they were demanded to go if they could drive a truck so Earl volunteered to go. They spent one night in Nice and had no fuel to go any farther. The sergeant was at his girlfriend’s house so they could do nothing without his say. Finally, they were told if their truck could make it a hundred miles to go home. Earl was lucky and headed back to Marseille. • (01:23:45) Earl had encounters with concentration camps while in Europe. They were stationed in Essen, the steel city, and the camp was on an incline. The people thought it was an officer training camp but couldn’t explain the truck loads of prisoners heading into it. Earl thinks they just didn’t want to know what was going on there. They went around to all the rooms and in the furnace room there were hooks embedded in the walls. They would tie people’s hands and tie them together and hang them on the hooks. Earl remembers the walls being bloody. He said that the people were alive when they were on the hooks and that they would try to get off but they were left there until they died. Then they would throw them in the furnace. • (01:26:45) In December 1945, Earl was told he would be going home and on New Years Day 1946, he seen New York City and the Statue of Liberty again. Earl is emotional about this point. He didn’t think this was possible with all the situations he was involved in. He felt that survival was not possible so he began living day to day. Being home was a miracle to him. • Earl said that 24 hours you could hear bombs and planes during the war. He could tell by the sound of the plane what kind of plane it was and who it was. He said you had to sleep while bombs were going off and they were loud. He was told to be comforted by the fact that if a bomb hits you that you wouldn’t hear that one. (01:28:50) Fort Belvoir, Virginia • Earl was discharged here. • He met up with his wife, and the following morning he took his car down the road and a half mile down he got out and looked around the car at the tires to make sure they were all there. The drive was so different from the jeeps in the service. He knew it was him and not the tires. (01:30:30) Home in Ohio • �Earl and Millie returned to their home in Ohio. During the war they had rented it out and now they came back to live there. • Earl returned to working for his dad doing carpentry work. He felt he should be doing something that had to do with the war. • He went to work for the Elias Machine Company building cranes • He built houses with his dad till his dad died and then built houses on his own. He laid bricks for the houses. • (01:33:10) Earl and Millie went on to have 4 more children after the war. Richard was third, then Bonnie, then Terri, and Tom. • Earl volunteered for the fire department for 42 years. He was given a watch after 40 years that said Congratulations on 40 years as a volunteer firefighter. He was 80 when he stopped. Earl is still an EMT. • (01:36:40) Earl said we need to remember that without everyone in the service doing what they were told to do we wouldn’t be doing what we are doing today. • (01:38:10) While in the service Earl said he was in charge of prisoners. They were building a high tension line in a staging area. Every day he would get a group of prisoners to help him and they enjoyed helping because they got out. They would take back scraps to their buddy’s for a midnight snack. This was in Southern France after the war was over. Earl went to the compound on the first day for 6 volunteers. He asked if anyone spoke English and an older man did. He actually spoke British. He interpreted a story of a 16 year old kid to Earl. The kid said he was inducted into the army at the last minute with no training. He had a buddy with one rifle between them. They hid most of the day and looked for food one at a time. They had to surrender because they were starving. Earl kept them working till about noon and let them go to get some food. They would wait by the garbage cans and the service men would scrape their food into the prisoners cans. The 16 year old boy got lost while they were moving and ran around trying to find them again. The boy said he was scared he wouldn’t find them again. • (01:42:25) Earl made friends with them. He said people fight wars because of the government not the people. People are people where ever you go. (1:43:00) Military Items • Earl shows some items he still has from the service including Jurgen knives the German military boys would carry pens, unit patches, German switch knives, Italian razor blades, toilet paper and more. • He shows a German paper dated 2-4-44 • Two notes saying from The Liberation of Buchenwald by Henry J. Herder. • (01:44:55) Buchenwald Concentration Camp Weimar, Germany Liberated April 11 1945 Exterminated more than 56,000 victims • A picture of two men holding Jewish prisoners hand and foot while he lay on the ground. He was a survivor who had died. • A picture of a trench dug at the concentration camp that was filled with bodies. The picture shows German soldiers who were prisoners removing the bodies from the trench. • (01:46:28) A couple pictures showing survivors of the camp showing the allies how they loaded the dead bodies in the furnaces. • �• • • • • • • • A picture of a pile of bodies A building that was on the grounds with piles of dead bodies in front of it. A picture with a cart full of dead bodies. Two pictures of close up of the bodies. (01:48:01) Earl is reading a paper A picture of a bridge over the autobahn. It was 300 ft down from the top. The span between each arch was 90 ft. The picture shows approximately 30 arches but never gets to the end of the bridge in the picture. His brother in law was part of the outfit that built the bridge over the autobahn. A man carrying capacity for the bridge crossed over and the bridge was shut down immediately afterwards. Earl’s crew was told to get over there and dismantle the very bridge. (01:53:18) Earl has a man riding a bike, both that he built. It looks like it is powering a generator but is not said. The following are pictures taken during and after WWII [also in this collection] �������������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context MatherE Title A name given to the resource Mather, Earl (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Mather, Earl Description An account of the resource Earl Mather served during World War II for the 1256th Combat Engineers Battalion. He served in Europe, France, Belgium, and Germany building bridges and repairing bombed bridges. He served during the Battle of the Bulge as a MP Officer and was involved in the freeing of Buchenwald concentration camp. His memories of the war are still vivid in his mind and his interview is remarkable. Earl and his wife still reside in Ohio where they originally built their home before the war. His file includes numerous photographs from the war and afterward. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-20 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/33ef2b1e68c85db842e4f8b88ccf1e68.pdf bd745abbdd8273bb0fe03f22ce453166 PDF Text Text Young Lords In Lincoln Park Interviewee: Alfredo Matias Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 4/2/2012 Biography and Description Alfredo Matias is the happy son of Doña Carmen García and a Young Lord going back to the mid-1960s. Mr. Matias joined the Young Lords during the Month of Soul Dances at St. Michael’s Church Gymnasium in Lincoln Park. Those neighborhood dances were held for four consecutive Saturdays and the Young Lords purchased 40, 30-minute advertising slots on the radio to announce the dances. The affairs were so well attended they were overfilled each night. Monies from the dances were used by the Young Lords to purchase their club sweaters, which were to be all black with a violet stripe along each shoulder – colors chosen from the film, “West Side Story.” The film had special significance for young Puerto Ricans at the time because it was the only public movie of its day that portrayed Puerto Ricans living in the United States, however problematically. A white, armor shield patch was sewn near one of the side pockets. The letters “YL” in old English font were marked on the patch as well. Mr. Matias lived in Lincoln Park and also in Wicker Park for many years. He saw both communities evict their primarily Puerto Rican residents. For years, one could see Alfredo sitting in the park at Schiller and Damen Ave. or walking along North Avenue, Milwaukee, Damen, and Division Streets. He would always be humble, respectful and friendly, and his favorite past time was not whistling but “throwing flowers or compliments at the ladies.” Mr. Matias has always been dedicated to his heros Don Pedro Albizu Campos and Lolita Lebrón, and has performed his many poems at the nightclub “Weeds” and several �other venues for free. A few of his poems include, “El Coquí,” “ El Grillo y La Luna,” “Sin Titulo,” “Characters of my Poetry,” “Ponle Titulo,” and “Just a Poem.” Mr. Matias says that he was expelled from school at 13 years of age, from Puerto Rico at age 15, and from the U.S. military at 17. He was forced from the military because he refused to accept an order that would have sent him to Cuba to fight alongside other Puerto Ricans in the Bay of Pigs invasion, against the sovereignty of Cuba. He said then “that he was not going to ever fight in a war against a Latino nation.” The expulsion from the military has caused him much suffering, including being denied any veteran’s benefits. Mr. Matias grew up in Sabana Seca, Puerto Rico. SabanaSeca is a barrio of Tao Baja, 14 miles west of San Juan. It used to house primarily a pineapple and grapefruit plantation called the “Stephenson Place,” but the 2250 acres were acquired by the U.S. Navy during World War II. After the war, the property was turned over to the U.S. Army and then back to the U.S. Navy. Since the 1898 military occupation of Puerto Rico by the United States, six military installations have been established in Puerto Rico: one in the offshore island of Culebra, another in the island of Vieques, and four others including Roosevelt Roads, Salinas, Fort Allen, and Fort Buchanon. Today Mr. Matias is home in Puerto Rico, content to be by his mother’s side, and still writing his poetry, “proud to be a Puerto Rican and a Young Lord to the bone.” �Transcript JOSE JIMENEZ: Okay -- ALFREDO MATIAS: My name -JJ: Alfredo Matias, okay. AM: My name is Alfredo Matias. I was born in el barrio Sabana Seca de Toa Baja, Puerto Rico. (Spanish) [00:00:11 - 00:00:25]. JJ: (Spanish) [00:00:25]. AM: Yeah, uh-huh. My name is Alfredo Matias. I am a bilingual, bicultural, but not bisexual Puerto Rican, [today with?] Ricky Martin. You know, the first time I heard Ricky Martin singing that song, “Livin’ la Vida Loca,” I said to myself, “[He’s a maricón?].” As soon as I saw it, I said, you know, he was -- anyway, I’m here in Chicago. I’ve been in Chicago since 1963. I came here ’cause I was -- [Is?] --? (break in video) JJ: Okay, whenever you want to start. AM: Okay, my name [00:01:00] is Alfredo Matias. I am Afro Puerto Rican. I came to Chicago in 1963. Uh, prior to going to Chicago, I was in Puerto Rico, you know, in, uh, uh, my youth. I wa-- I was born and raised in Puerto Rico. Um, when I w- when I came to Chicago, I came to live at [5302 South Michigan?]. From there, I went to the South Side, went back to the West Side. I came to the North Side around 1967 when I met Cha-Cha Jiménez, and they had a little get-together, you know, in some church, and I was playing with a band called the [Afro Souls?]. It was an Afro American band. You know, we had a couple projects, me 1 �and another [Black working?] guy named [Coco?]. We went to play at the St. Michael. We went to play (inaudible), and that was Cha-Cha, and [the guy was there?], you know, and I met him through a guy named [Rafael Fajaldo?], also known as Coco. [00:02:00] First of all, you know, before I go any further, I have to explain that when I was in Puerto Rico, you know, my stepfather was a policeman, and when I was in the eighth grade, this one teacher, you know, a Black Puerto Rican teacher, he had the habit of saying, “Eh?” Like, “Eh, Matias?” You know, (Spanish) [00:02:23]. And I said to him, “(Spanish) [00:02:26]?” And he just kept, you know, going around, giving the class. Then he stood next to me (inaudible), he hit me so hard, man. (mimics slapping face) He hit me like you hit a man, you know? He did it because he was more like a -- he was a [sidekick?] to some [white?] Puerto Rican that (inaudible) [in the town?], and they were using -- they were kind of telling him that I was [big into him?] (inaudible), and I was stronger, so, you know, telling, you know, enticing him into, you know, [going up on?] me. And he [would look for?] -- he used to hit me. Since I knew he was the teacher and I was the student, I would try to be cool, you know, and then one day, [00:03:00] he said to me, “Hey, Matias, (inaudible),” when the guy that was the next to me and the girl, they were talking to each other, and they weren’t talking loud because I didn’t even hear them. But he said to me, “Matias, (Spanish) [00:03:09],” and just kept giving the class, going around. Then when he hit me so -- that was a Friday. That Monday, my stepfather was going to school to talk to him, ’cause he didn’t even know that my father was a policeman. When Monday morning came, you know, I came to school, and when it was time 2 �for me to go into the classroom, you know, came in, I walk in, kind of thinking that my stepfather would be coming there soon, so as soon I walked through the door the teacher grabbed me again by my neck and pulled me out of the classroom, and I went nuts, you know? And, again, we fight. Anyway, then I was expelled from school. Then, in those days, there were no jobs for [grown?] Puerto Ricans in my town; most jobs for a kid, you know? So I was hanging around [my town?] with some friends, and since I didn’t know what to do, one day, you know, they were going to go induct -- [00:04:00] they had inducted into the army. Puerto Rico, you know, we don’t have an army, but the American Army over there, you know. Different -- they went to take the test, and so the lady just asked for the name and address. I told her that same day I was 17, and I wanted to, you know, join the Army. I was only -- I wasn’t even 16 yet, but you know, she told me that I had to have some signature from my parents, you know, like that they agreed I could go into the Army. JJ: Why did you want to join the Army? AM: Because (inaudible), you know, there were no jobs for grown people. Most of the jobs for young people. We were hanging around, you know, [bumming?] up and down the street, you know? So I went with friends just for a ride, and when I saw that the lady just asked them for their name and address, I told that day I was 17, so I went, you know, in two weeks, and they called us to go take the test, and when we went to take the test -- there were six of us -- and the only one that passed the test was me. So the guys (inaudible), they flunked the test, 3 �[00:05:00] and [I was there for a ride?], and I wound up going to the Army. Anyway, when I went to the Army I was only 16 years of age. JJ: And where did you go? Where --? AM: After taking basic training in Buchanan, they sent me to Fort Jackson, South Carolina. In South Carolina, you know, everything was two: two NCO club, two beer garden, two barbershops. Everything was two: Black people go to one; white people go to the other. They sleep in the barrack, but never talk to each other. We just had, like, two different worlds. Anyway, Puerto Rican, you know, for them to be able to go downtown to the Black area, they used me as a key to walk into the Black neighborhood. Every time we would go into the neighborhood they would say, “Oh, here comes (inaudible) Matias,” and he let us through, because I [look?] Puerto Rican; they were with me. I was the only Black Puerto Rican in Fort Jackson, South Carolina. Anyway, when Kennedy wanted to invade Cuba in the Bay of Pigs invasion, they took all the Puerto Ricans aside, (inaudible). They took us, fed us, gave us food, and gave us (inaudible), and then told us that they had [00:06:00] to talk to us, to only Puerto Ricans. There was a number of Puerto Ricans in the Army at that time. They took us aside and then they said they want to volunteer for this mission, to see (inaudible) [discharge?]. They want (inaudible) to see [on the other side?]. And I was the only Black Puerto Rican. Everybody looked at me, because, you know, that’s (inaudible), as a leader or something, so everybody followed my idea. So when they said that, (inaudible) volunteer to [sit on one side?], they wanted to [sit on the other side?], other side looked at me, I got up. I went to the side, the one that 4 �they want to go. Everybody followed me. In the Army, they branded me like I was unloyal. Yeah, I was in the Army for 14 months. I never got to be private first class. In the Army in America, you don’t make private first class within nine months, they’re supposed to give you discharge. I was in the Army 14 months. I never got, you know, to be [00:07:00] private first class. So I was an E1; I came out E1 at 14 months. JJ: So why do you think that was? AM: What? JJ: That you were not private first class. AM: Racism, you know. I never saw -- I only saw two Puerto Rican commissioned officers when I was in the Army, and they were in Puerto Rico. For us, (inaudible) whites [all there?]. Whites, they run the game, you know? It was, you know, two: Black would go to one, and the Black would go to the other, but then Puerto Rican, they had no place to go. So people kind of saw me as a leader, because I was, you know, I was [always?] a bunch of people following me. See, not for me, the United States would have been in Cuba with Puerto Rican soldiers. (inaudible) [social?] leader, you know, they even have a highway named after him, but (inaudible) to make the [00:08:00] [alpha CTC?], and he wanted for us to go with him, you know, into Cuba in the Bay of Pig invasion. See, [it wasn’t?] for me, saying, you know, that I wasn’t going, [and a little political dissention?], we would not be in Cuba. When I came back from the Army to Puerto Rico -- I was only there for three months -- no job, no nothing, so my family -- [I credit it for my?] grandfather (inaudible) Army base, and I used to go there, throw stones at 5 �the soldiers and [share?] with my cousins. When I was in the Army, you know, I wanted (inaudible) to let me be (inaudible) [protocol?]. I didn’t want to go overseas, you know, because (inaudible) from my grandpa, and they have a Naval base, you know. When I came out of South Carolina, I was (inaudible), every time I would see any of the soldiers (inaudible) the base, we’d throw stone on them. I lived right across the street. It was about maybe 90 feet away from my parents, the gate to the Army base. When I came back one night, me and [00:09:00] my [cousin?], we were throwing stones at the soldiers, and I didn’t see my grandma. She was looking through the window. And then, you know, she saw me throwing the stones. She told my mom that they should send me to New York or to Chicago [with one of my friends?] before I got killed. And I think that (inaudible) happened, because, you know, I was [full of hate?], you know. (Spanish) [00:09:18]. Anyway, my family, they gave me a choice to either go to Chicago or to New York. Since I had a couple uncles in Chicago, I came to live with them. I came to live at 5302 South Michigan. It was all Black and Latino around there. There were no whites around. From there, I went to 94th and (inaudible). From there, I went to the West Side, and then when I was in the West Side I got married, and I had the one Puerto Rican friend named Coco. You know, we were both musicians, so we were playing gigs here and there. Anyway, one Friday night Coco told me that they were going to play for some Puerto Rican group called the Youth Lords. I said -- I wasn’t going to play -- “I’ll go with you.” So I [00:10:00] went there, and the first thing I see -- that was when I first met you. Coco said to me, “See that little blonde guy right there, that Cha- 6 �Cha? He’s the president of the organization.” So [they were going to?] introduce us, you know, when I met you. Like, I don’t believe in gangs, you know? To me, when I went (inaudible), I saw, you know, they had a legit grief with the city for the racism and what have you. I got so involved into the scene because, you know, to me, I had gone through the process of the racism in the Army, you know, coming to Chicago. I came to live in a Black neighborhood, and I didn’t know any Latinos until I met Cha-Cha -- I mean Coco and the other, and then he introduced me to you. And then most of the people I knew, they were Black. I didn’t have no white friends at all. JJ: Now, did you ever live in Lincoln Park at all, or --? AM: Yeah. I live on -- I live right across from the church, the funeral home. I live over there. I live on 1945 North Dayton. I live on Fremont and Armitage. I live on [Beso?] -- not Beso -- yeah, Fremont and Armitage, then Beso. Then I live on Burling Street. I live through there, like -- JJ: So how was that neighborhood at that time, I mean, when you were living there? I mean, what do you remember? AM: It was a bunch of Puerto Ricans, you know, helping each other, and the city was using the gang -- you know, other things to scare people here, (inaudible), but [there were many people?] Puerto Rican neighborhood. When I came to live there, that was the biggest population of Puerto Ricans (inaudible). JJ: And about what time was that? What year was that? AM: Oh, 1967, ’68, ’68. 7 �JJ: Sixty-eight. Okay, what were some of the activities that, when you -- you know, after you started hanging around [00:12:00] with the Young Lords, what were some of the activities that you remember? AM: The churches were kind of (inaudible) rundown, so we all got together, started fixing it little by little, and I used to spend most of my time over there. JJ: Okay. And so you were there after the church was taken over? AM: Yeah, I was there for the taking of the church. JJ: And so what happened during those days? AM: The Lincoln Park [Reservation?], Association, whatever, they were (inaudible) this project in the neighborhood, and they were using the kind of tactics like harassing the businessmen, giving them citation for failing to -- it was just to get out people out of the neighborhood. Lincoln Park Association, they had a few people from [Windy City?] (inaudible) [removal?]. [00:13:00] That’s what they were doing. [They were just following?] Puerto Ricans in the neighborhood. And [I said to him?], like, [they didn’t understand?] -- we had to pack our [gang bangers?], our rice and beans, our [Puerto Rican?] men, and take off. Puerto Rican, we are the worst nationality in this country. We don’t have a selfcontrolled monetary system. Like, everybody has a system except us. Any particular country to Puerto Rico, anywhere in the world, bring money from the country, trade it for American money, and what you and I cannot buy, they can buy. I mean, my impression of Luis Gutiérrez, I was one of the first -- you know, when he won the first time, he won by ten votes. I was there with him. [That’s crazy?]. I got locked up, you know, right after he became alderman. But anyway, 8 �in those days, I was going to Northwestern University. I got locked up three times in those years, going to school, bullshit like drugs, you know, for marijuana. Cigarettes [00:14:00] kill more people than the drugs combined, but [didn’t see that?]. Anyway, they used that as an excuse, you know, to keep us down. I have a 3.54 grade point average from Northwestern University. When I was in the school -- really, when I went to jail, I was asking the people at the prison, you know, if I could finish my schooling, and they said yes, and I tried to get from Northwestern my transfer, and they said that when you are six months from getting a degree they will not transfer your transcript to no place. They gave me that kind of hassle, and they were -- all I need is three hours of Earth science, and the English language test, and the Constitution test, and I got a bachelor. But I know so many people that had more hours than me and they don’t have a bachelor, because when Governor Thompson was governor, he passed a law that said for you to [00:15:00] get a degree in Illinois you had to take and pass the English language test and the Constitution test. That [whole system?], they used that to keep minorities, like Latinos, Blacks, Oriental, out of [the degree?] program. (inaudible). I know lots of people that have enough hours to have a bachelor, but they don’t have it because the racist English language test, you know. Me, I have a 3.54 grade point average. What the hell I got to prove somebody that I speak English? If I had that kind of average, that means I can speak enough, so they use only to keep minority out of degree program. JJ: So what is that English language test? I mean, I’ve never heard of that. AM: Well, right now, in Illinois since nineteen seventy -- 9 �JJ: In Illinois [that is?] -- AM: -- seven -- uh-huh. I mean, (inaudible) pass a law that you had to take the English language test, which is a test of your knowledge of the English language. [00:16:00] It’s like a lawyer: you know, for you to become a lawyer you have to take the Bar Association test; otherwise, you’re not a lawyer. That’s essentially used to -- that’s a racist tactic. That’s what it was. JJ: And is that for everyone, or --? AM: Everyone has to take and pass the English language test. See, white people ain’t got a problem, ’cause that’s their language, you know? So that’s just used to keep poor and Latinos out of degree. JJ: Okay, going back to the Young Lords, okay, were you in any of the marches or anything like that? AM: Yeah, yeah. JJ: Can you describe one of the --? Which march were you in? AM: When [Jason?] (inaudible) killed (inaudible) -- JJ: What was that about? What happened there? AM: That day, we was (inaudible) [outside?], remember? JJ: Okay, but what happened? AM: That day, there was a party in either [Rough?] or [Spaghetti Thursday?] in the South Side -- it was in Bridgeport, you know, that real rich neighborhood -- and supposedly sometime [00:17:00] that policeman, he was dressed in plainclothes. He was, you know, painting a building across the street from where the party was, and the party was for Puerto Rican and Latino. It was English-language 10 �music. The cop didn’t like it. They came and knocked on the door and told them to put the music down because it was too loud. He went back across the street and about 20 minutes later the music went up again. He came, opened the door, and started shooting into the building, into the house, and he killed (inaudible) and wounded Spaghetti. JJ: And then what happened? Then what happened after that? Were you there that day or no? AM: No, no, we were here on (inaudible). In fact, what I was saying to you [yesterday?], we were here with the [girl?], which would be up there, you know -- JJ: (inaudible) party? AM: -- with a group, yeah. JJ: So what happened after that, after you heard about that? AM: After that, you know, we had these -- We were able to [launch?], you know, [for us to?] indict that policeman. I don’t think he would have ever got indicted, but we went to protest [00:18:00] to the Chicago Police station. We went from here to there. I don’t know, what was the guy, the Black guy that was in -- that (inaudible)? JJ: The [Culverstones?]? AM: Right, right, right. (inaudible) we got through, and we went to the march, and I have been to a lot of the marches for welfare recipients’ rights, and Latino neighborhood organizations. JJ: So that was a march against police brutality, but your father is a policeman, so -- AM: My stepfather was a policeman in Puerto Rico. 11 �JJ: Okay, so how did you feel about that, that we’re marching against the police? AM: Well, police, [it’s different?]. First of all, [if there’s?] justice and equality, [there’s no need?] for the police, you know? If everybody gets equal treatment, there’s no need for police. Police are -- in the [past?], policemen were to clean, doing all the -- but none of them have the authority to arrest people, [00:19:00] which -- for me, I never had a good relationship with policemen, you know. My stepfather, he was a policeman, you know, but he was a womanizer, and, like, at the time I got into that fight, you know, instead of going to see [how I’m?] (inaudible), he went to see a woman that he had. He didn’t come to school. That’s why I almost got beat up by that [street gang?]. But I didn’t see them as a needed thing, you know? I mean, here, you have to have (inaudible), otherwise people will [lead?] each other, but that come from the injustices that have been, you know, [productive otherwise?]. He had to get test to be a policeman. I took a test to be a case worker, to be a bilingual translator in court. All those jobs were denied to me because when I was in the Army, the Army gave me (inaudible) discharge. I ran that through my U.S. (inaudible) number. It’s a dash, and then the worst, [28B?]. [It was?] 28B; 28B means involved in [frequent?] incident of [disability?] to military and civilian authorities, unloyal soldier. That was the discharge [00:20:00] the Army gave me. And not only me, but a lot of the other soldiers that were there, because they were Black and Latino, they would get less than honorable discharge so that when they come to civilian life they cannot compete with, again, the whites. Simple as that. Racism. Now, going to over to Korea, the bill had they’re going to allow the Germans to reunite, and they’re going to 12 �give them the keys to the Vatican, you know? But we have a German Pope. Out of all the places in the world, the Germans, they had the worst record on civil rights, human rights, (inaudible) [lately?], but now for them to [reunite again?], (inaudible) had done this on purpose, you know. They have allowed them to reunite, being the racist rationality that it was. That was done on purpose to keep the white race together. Korea, North Korea and South Korea is the same country, same people, but they’re still divided, and they don’t have the kind of human rights record that the Germans had, [00:21:00] but they had the key -anyway, whoever gets the key for the Vatican runs the show. For the past [hundred?] years, the Pope was always Italian, from over there, then all of a sudden the first non-Italian Pope was the Polish Pope that just died. The Pope that was before him, he was only Pope for one month because he died. When Popes die and they cannot do an autopsy on them -- that’s against the law. So anyway, that Pope, in one month he made so many changes in the Catholic Church that they say he was a rebel. He was an Italian -- he was against a lot of (inaudible), but anyway, they wipe him off and they put the first non-Italian Pope in power that have [power?] (inaudible). That was done in cahoots with the people of Poland, you know, [Lech Wałęsa?], the Pope, and they got together [00:22:00] with [Reagan?], and they [determined their civil union?]. That was a [workplace job?]. You know, that was [planned for him?]. That Pope, he only went to Cuba when he no other choice but to go visit Castro, and the first thing he went [up there?]. Same way the Pope was [a racist like he was?], this [one?] 13 �is the same way. This Pope -- [Last good?] Pope was the one that died after 21 days, 31 days. JJ: So I take it you’re not too religious? AM: Oh, I don’t believe -- I’m not that religious. You know, I believe in God. I believe in the creator of creation, but [these have?] a white Jesus Christ and a Black devil, and, you know, [nothing?]. If Jesus ever lived, he was Black. If he was born where he was born, he couldn’t have been a white man, you know? Right now you have the white people in Israel claiming to be Israeli Jews. Bullshit. Those are people from Europe that were shipped up there during [00:23:00] Hitler’s raising hell. In 1948, they get the people’s land that was not theirs, and right now they are seen as the true Jews. Here in America, through America and the Navy, the so-called [Indians?], those are the Americans. They (inaudible) come from other places, they come here, and [out of the clear blue?] they call American. I mean, I’m a Puerto Rican. How in the hell can I be Puerto Rican and be American? How can Puerto Rico be a commonwealth, Estado libre asociado? How can you be associated and free at the same time? That’s all bullshit. Religion’s the same way. You know, [they paint?] white Jesus when Jesus was Black; they paint a Black devil when the devil was white. Lucifer, [Bluebeard?] was white. He was a white fellow. He got kicked out of heaven, and then he started -- religion is a way to control people’s feelings [and them?]. But I believe in God, the creator of creation. [00:24:00] In other words, I don’t believe in institutions (break in audio) religions. To me, religion is the same way: 14 �it’s only one God, the God that created creation. There are lesser gods and what have you, but one God. JJ: And, [again?], the Young Lords took over McCormick Theological Seminary. AM: Hmm? JJ: They took over McCormick Theological Seminary. Were you there during the takeover? AM: Yeah. JJ: And what do you remember about that? AM: That day -- it was ten o’clock in the morning -- me and [later?] Louis Chavez, we went to Armitage -- not Armitage -- [North?] (inaudible) to sell a newspaper, but they came and arrested us over there. JJ: To sell what newspaper? AM: The Young Lords paper. JJ: So [North?] (inaudible) [Walls?]? AM: Right. JJ: And so this was the day of the takeover? AM: Right. We were there for about a week (inaudible). JJ: Right. AM: Yeah, [at that old buildout?], [00:25:00] you know, I came back to the place, and it was already, you know, all going. JJ: It was already all going? So when you say it was all going, can you describe what you saw? AM: I mean, you know -- 15 �JJ: What would you see? AM: We went out there on Thursday morning. You know, certain rights that the neighborhood had, they had been taken away from us by that (inaudible) [Bank?], DePaul University, all those. They had a plan of wiping out [the neighborhood?], which they did. They wanted us there, and they used any kind of tactics they could, but they kicked us out. JJ: So how many days were you in the --? It lasted a week, so how many days were you there? AM: I was there [practically all the time?]. JJ: So, okay, what did you see? I mean, what was going on? AM: A lot of -- JJ: (Spanish) [00:25:48] -- AM: Yeah, (inaudible) -- JJ: -- (Spanish) [00:25:51]. AM: (Spanish) [00:25:56 - 00:26:03] -- I couldn’t define, you know, [a certain thing?], but I know I was (inaudible) in the neighborhood, we had to do what we had to do. [But here?], Reverend Bruce Johnson, that was a political murder, you know? They wanted him out of the neighborhood because he was the only white person that was openly there supporting us and giving us everything we need. So you’re not going to go and kill the hen that lays the golden eggs. You know, [to us?], he was a golden egg, and they [were criminals?]. They carried him out of there just to make us lose power, because there were lot of white people coming to help us. When (inaudible) killed, everybody took off, because they 16 �thought we did it, and we were blamed on the [organization?] for the sole purpose of cleaning up the neighborhood, you know? They wanted us out of the neighborhood. JJ: So they blamed the [00:27:00] Young Lords for the killing of Reverend Bruce Johnson. AM: Yes, Bruce Johnson and Eugenia Johnson. JJ: And so how did you feel about that? You were a Young Lord, [I mean, that?] -- AM: But that was -- I knew from the beginning that they found fingerprints, the cup, on the bottle of wine, and his pipe. Why has no one done anything about it? Because they wanted to make it look [unclear?] a case so that people would blame us. That’s how I see it. And the newspaper, it says they found fingerprints in his cup, and the cup of wine, and on his smoking pipe they found some fingerprints. They could have [cleared?] the case. They wanted, you know, to put the blame on the (inaudible), but that was only to get us out of the neighborhood. It was a very powerful little group [with some good?] issues. You know, people don’t understand that we, Puerto Ricans, we are [the poorest?] nationality. That way, we don’t have -- [00:28:00] Like, a white kid, when he [gang?], he get in his car and go right around and come back [and cool off?]. And us, you know, we’re [the poorest?] nationality. That’s why Luis Gutiérrez, instead of helping the Puerto Rican community [with acts?] in the Congress, he could have been there [dealing with?] (inaudible) -- you cannot transfer your SSI to Puerto Rico. [You see what?] like that, we weren’t allowed to do that. Only Puerto Ricans out here living [in the street?], they would be [leaving?] back 17 �home, but [they’re doing things?] because we are the poorest nationality. We need [secondary monetary assistance?], we need [secondary laws?], and [instead?] we have people like Luis Gutiérrez [throwing jabs?] in our face, ’cause that’s what he’s doing. Anytime one of these illegal guys becomes a citizen, or he got [a little?] family, they can send money to the bank, you know, wire, and what you cannot buy, they can buy. That’s why you don’t see people here, too many people in the streets [like that?], the Dominican Republican, Dominican -they all have a way to [00:29:00] make the money work. We have no money, so therefore we are the poorest nationality. That’s why we have all the gangbanging, all these, like -- (Spanish) [00:29:10], which means unity there’s strength. (inaudible) they have nothing to [defend?], they have to, you know -the same thing (inaudible) for day before, when they came out to go this land, [they wiped the Indians away?], but our young kids, you know, they have no other way to make it but just, you know, [you’re now in a gang?] to survive. We’re not gangbanger by nature, you know? In Puerto Rico, when I was a kid, you didn’t like somebody, somebody didn’t like you, you got into it, boom, like two men, [all away?]. Now, you got to go through all this, you know, [gang thing?], because to survive in this world we’ve got to do it. JJ: Now, you made a little poetry or something? How did that start? How did you start on that? AM: Ah, [that’s the one?] about -- I read a lot of poetry since I was about 16, but [00:30:00] I decided to become a poet June 29, 1969, when the astronaut landed on the moon. I was [staying there?] with [Chicano’s?] ID. But anyway, there, 18 �when I took a test to be a policeman, the lady that signed my papers, you know, for the American Legion, for him to change my discharge, her mother became a patient at the -- I was then helping out, when I was there, and when that lady walked in and she saw my face, she couldn’t [forget me?]. [She should remember me?]. And she was bringing her mom there to be a patient. Anyway, June 29th, her mom said to me, [about two o’clock?] in the afternoon, “Young man, can you take me to the balcony so I can see the landing in the moon?” And I thought, sure, yeah. I took her to the balcony. Two or three hours later, she was dead. And that’s when I said, you know, here people dying, you know, [incurable?] disease, and here she wanted to see the landing in the moon. I said, she died peacefully. Anyway, that day I wrote a poem titled “The Rape of the Moon.” [00:31:00] It goes like this: “Once upon a times, the [stars?] start to make love to the moon with [affair?]. Even Jupiter, Pluto, and the rest of the planets try to (inaudible), but the moon was too strong. She (inaudible) until one day the U.S.A. took poor people’s money and sent three men to rape Miss Moon. Now the moon is not a virgin anymore. It’s known all over the world. People (inaudible) in the blue sky, but the moon stood naked in front of three strangers and (inaudible) [take her?] secrets. [You have?] secrets (inaudible). She [cared for the lowest with peace.” I wrote that poem about -- I went through a metamorphosis. I went through a change. That day, after this lady dying, to me, that was [welfare?] (inaudible) to me. Until he died on my birthday, December 27th, ’77, to me, [that’s the world?], because, you know, (inaudible) them (inaudible) [to me?]. When I took a test [00:32:00] to be a policeman, Alderman 19 �[Biggs?], his nephew, (inaudible), he was about to have a meeting with a Puerto Rican at ten o’clock in the morning. We got there about 9:55 or so, and I walk into the office. He look over my shoulder, you know, looking for the Puerto Rican. And (inaudible) [to Mr. Daley?], “This is Alfredo Matias, the Puerto Rican kid that took a test to be a policeman.” And he wasn’t even mumbling. He kept looking. Then Mr. Biggs told him again, “This is Mr. Matias, the Puerto Rican.” He said, “Oh, you’re a Puerto Rican?” First time [ever since I was a kid?] -- you know, like, (inaudible) first and only time (inaudible) was that day. He said, “You’re a Puerto Rican?” And he didn’t know a Black man can be a Puerto Rican. People don’t know that before there was Black slavery in America there was Black slavery in that part of the world. They didn’t know. I mean, he was sitting in a big chair, you know, (inaudible) [looking at the Puerto Rican guy?]. (laughs) You know, man, by nature, [00:33:00] we are a territorial animal. We believe in locks and keys and fences, and this is mine, that’s yours. That’s why I (inaudible) like that. Even [political?], (inaudible) because by nature we are a territorial animal. We believe in my people, you know, who it is. Like, for instance, they think that crack cocaine is, they said, a Black invention or something like that. [No more?] sophisticated than that. Racism is same way. Things like that, where we go to here, we don’t understand. You look like my son. Yeah. JJ: So, okay, we’re going to kind of finish it up, but you’ve been a Young Lord for many years. What is it that keeps you --? You know, ’cause I see that you get angry with different things? 20 �AM: The need for (inaudible) -- when the country got into [00:34:00] Puerto Rico in June 25, 1898, when they came to Puerto Rico, Puerto Rico was a republic. You know, we were just like you are there. We were independent, with our own [monetary?] system. [That’s just?] about the war that they had back in Spain. You know, it began in Havana Harbor. It was a boat called, a shipped called the Maine. When that ship was blown away, apart, it was blown away by Americans. You know, they did that (inaudible) their own boat because the soldiers that they had there in those days, they had a Black Army and a white Army. The Black [unit?], they were called [mate shipmen?]. They were not called soldiers. Anyway, the people that then [is advertising?] Havana Harbor, they were [Afro?] American. They were not Hawaiian, [Negro?], and that was done -- they were getting right to go against Spain, and Spain had no business, you know, in selling, giving us to them. You know, that was bullshit. They came there [00:35:00] just (inaudible) find with guns drawn, and this is a stick-up. Same with here in Iraq, you know, weapons of mass destruction. Unless you consider oil a weapon of mass destruction, they were [selling the?] country. For the past 16 years, then they could make all the oil they wanted. They could [only sell certain amount of oil?], or whatever they were allowed to sell, the rest they were storing, and for 16 years they kept storing oil [back?]. They had the second biggest oil surplus in the world, Iraq had, you know? When (inaudible), they were selling that oil, they were (inaudible) that system, and (inaudible) the country, you want to stick ’em up, you know? Here we are. [Injustice?] American style, you know? JJ: Okay, what’s the -- anything else that you would like to add to this at this point? 21 �AM: (inaudible) -- [00:36:00] Uh -- I guess I would -- JJ: (Spanish) [00:36:04]? AM: (Spanish) [00:36:05]. JJ: (Spanish) [00:36:07]. AM: (Spanish) [00:36:07]. No, no, [Chicago Rican first?]. JJ: Okay. AM: (inaudible) had two titles. The first title is “I Ain’t Got Nothing Against Italians and [Dominican?] or Chicago Rican.” Rican, or Chicago Rican. He’s not a happy American because, you know, he’s not an American; he’s just a Rican. Dominican or Chicago Rican -- (inaudible) -- Dominican or Chicago Rican, he’s not a happy American because he know he’s a Rican, not American but just Rican, as much an immigrant as the rest of the Latin (inaudible) American, but (inaudible) history and experience (inaudible) [very happy?] Rican. You see, [the only character?] (inaudible) that we are allowed to portray is Al Capone. To me, Al Capone [was not a?] Rican. Yeah. [00:37:00] (Spanish) [00:37:02 - 00:37:18]. JJ: (Spanish) [00:37:21]. AM: Uh-huh. (Spanish) [00:37:23 - 00:37:42]. (pause) (Spanish) [00:37:51]. JJ: [Any questions?] -- END OF VIDEO FILE 22 � https://digitalcollections.library.gvsu.edu/files/original/e91315b64b93feb316f1fbb1a4ba8623.mp4 9cf0338c08ee47bf8a93d7435f280b22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Alfredo Matias vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Veteranos--Relatos personales Artes, Puertorriqueños--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Religión Iglesia Católica Racismo--Estados Unidos Relaciones raciales Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Matias_Alfredo Title A name given to the resource Alfredo Matias video interview and transcript Creator An entity primarily responsible for making the resource Matias, Alfredo Description An account of the resource Alfredo Matias is the son of Doña Carmen García and a Young Lord going back to the mid-1960s. Mr. Matias joined the Young Lords during the Month of Soul Dances at St. Michael’s Church Gymnasium in Lincoln Park. Mr. Matias lived in Lincoln Park and also in Wicker Park for many years. He was forced from the military because he refused to accept an order that would have sent him to Cuba to fight alongside other Puerto Ricans in the Bay of Pigs invasion, against the sovereignty of Cuba. Mr. Matias grew up in Sabana Seca, Puerto Rico. Today Mr. Matias is home in Puerto Rico, content to be by his mother’s side, and still writing his poetry. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Veterans--Personal narratives Arts, Puerto Rican--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Religion Catholic Church Racism--United States Race relations Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-04-02 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/46327f45f3596b2e0c6661c41a1f91c8.m4v ea0ca424b230f2262fa4d4edf5b14697 https://digitalcollections.library.gvsu.edu/files/original/48ceb2f64815317b8eb8338a967d62bd.pdf fb38100ea081b69256d3556ff26f348d PDF Text Text Grand Valley State University Veterans’ History Project John Matt Iraq War & War in Afghanistan 1 hour 24 minutes 42 seconds (00:00:12) Early Life -Born in Marquette, Michigan on October 1, 1984 -Grew up in Marquette -His father worked for the city of Marquette -In charge of city maintenance -His mother worked in various secretarial positions in the hospital -He had two brothers -Attended Marquette High School -Graduated from there in 2003 (00:01:05) Enlisting in the Marines -After high school he did a lot of job hopping -He was working as part of a security detail at a casino -A friend, who had just completed Marine boot camp, came and visited him -Encouraged John to go and talk to a recruiter -He wanted consistency in his life -Enlisted in the Marines in November 2005 -Prior to going to boot camp there was a preparatory period -Getting physically prepared for boot camp with the help of a recruiter (00:03:00) Marine Corps Boot Camp -Took a van from Marquette to Milwaukee, Wisconsin to go to the MEPS -Military Entrance Processing Station -Various physical tests to see if you’re qualified to go into the military -Took a plane from Milwaukee to San Diego, California -There were drill instructors waiting at the airport -Spent three hours standing at attention on the curb waiting for the busses -In the meantime the drill instructors yelled at the new recruits -First week of training was called “Hell Week” -Get your head shaved, no sleep for thirty six hours after arriving, lots of waiting -Basically getting indoctrinated into military life -On the Friday of “Hell Week,” called “Black Friday” get assigned to training company -Boot camp lasted thirteen weeks -First month the focus is integration at San Diego -Drills, learning about ceremonies, military protocol, and the history of the Marines -Second month is at Camp Pendleton, California -Qualifying with the M16 assault rifle -Land navigation training -Going out into the field and sleeping in a tent for a week -Third month is back at San Diego and there is further training with drills and ceremonies -Boot camp ends with “Parent Day” which is the graduation from boot camp �-Parents from the area can see their sons and daughters graduate -First time that you’re truly recognized as a Marine -His father was a disciplinarian, so getting yelled at was not shocking, or foreign -Learned that teamwork was key to survival -Knew that in the future, if one man made a mistake, it could be fatal -There were always those few who didn’t care, or didn’t cooperate (00:09:08) School of Infantry -His specialization was as an infantryman -After boot camp went home for ten days of leave -Returned to California and went to the School of Infantry at Camp Pendleton -Two months of infantry training -Working with a variety of weapons -M240 machine guns, Mark 19 grenade launchers, .50 caliber weapons -Getting the skills needed to be considered an infantryman -Went on marches in the mountains -Every Marine has to receive at least some kind of infantry training -Even Marines in administrative positions receive a month of infantry training (00:10:58) Assignment to the 3rd Battalion of the 1st Marines -In April (or May) of 2006 he was assigned to the 3rd Battalion of the 1st Marines -It took some adjusting to go into the unit that had fought in Fallujah, Iraq -Had to prove himself before being fully accepted -For the next year they focused on training to get ready to go to Iraq -Spent three weeks of every month training in the field -Receiving urban combat training -He began to work with people who were from the Middle East -Learning about the culture, customs, and the language -Trained with them as stand-ins during urban training -The goal was to not be culturally shocked when he got to Iraq -The other part of it was showing that the Iraqis were humans too -Feels that the media only focuses on the negative aspects of the people (00:16:52) Deployment to Iraq -The initial plan was to go with the 31st MEU (Marine Expeditionary Unit) to Thailand -Train with the Thai military and other military forces in the area -Before leaving saw his sergeant major in the “smoke pit” smoking cigarettes -Learned that this meant they were probably going to Iraq, and not with the 31st MEU -The second day that they were on the ship they were called to the flight deck -Told that there was a change of plans and they were going to Iraq -On the voyage over began target practice -Challenging because of the motion of the ship -They had a month and a half to prepare before arriving in Iraq -Left the United States in summer 2007 -Most likely mid-May because he remembers celebrating the 4th of July in Iraq (00:19:30) Arrival in Iraq -When they arrived there was no clear route into Iraq -Had to go with a four man team of combat engineers to clear the route of IEDs -From there their mission was to find an abandoned building and get established in it �-The ship arrived in Kuwait -They had to wash dust and dirt off their equipment, vehicles, and clothing -Kuwaiti culture demands that no foreign soil be on their soil -Stayed in Kuwait for a week -While in Kuwait given more cultural awareness courses -Went to a place called TQ in Iraq (Al-Taqaddum Air Base west of Baghdad) -Collected their ammunition and got assigned to a vehicle there -Spent five days at TQ -After TQ went to their area of operations in Iraq -Operating near COP (Combat Outpost) Golden -They paid some of the local elders to move out of their houses and live with family -This allowed them to set up in the houses and have immediate access to the area -They would go out on patrols and meet with the locals -Operating in a largely uninhabited part of Al Anbar Province (western Iraq, bordering Syria) -South of the city of Al Karmah -They could see rockets being fired at night -On the outskirts of an area where major fighting was occurring (00:24:00) Interacting with Iraqis Pt. 1 -In their interactions with the Iraqis they would try to figure out what the people needed -First step was to contact the village elder and talk to him first -From there give him water, educational supplies, and any other supplies -He would go and hand out the supplies to the families -It showed that the U.S. was the supplier, not the savior -Whenever they went out to meet with the Iraqis, medics came along -Able to provide medical assistance the villagers wouldn’t have gotten otherwise -The Iraqis reacted positively to the American presence, but they were wary of helping -They wanted to help, but were afraid of what the Insurgents might do to them -Some Iraqis helped regardless of what the Insurgents threatened (00:27:40) Daily Routine in Iraq -His days were organized in a 4x4x4 pattern -Four hours of patrolling a square kilometer area -Watch the roads and study the daily habits of the people -Talk to the locals and gather any possible intelligence -Figure out who needed to be talked to -Either because they could help, or were a threat -Four hours of guard duty at the house -Go up on the roof and watch the neighbors to check for consistency -Four hours of sleep -The 4x4x4 pattern would be done twice a day (00:30:16) Interactions with Iraqis Pt. 2 -One Iraqi man wanted to help, but wanted to be “arrested” to do it -He didn’t want to look like he was willingly helping the Americans -Told them to stage a fake raid on his house at night -The situation seemed sketchy, so they went to talk with him during the day -The man had left and his son was the only one at the house -His son had three cell phones which was a sign of being involved with the Insurgents �-The man never did come back to his house (00:31:52) Enemy Contact in Iraq -The worst contact they had with the enemy in Iraq was soon after they arrived -Combat engineers were helping to build up their fortifications -A vehicle-borne sniper came by and shot at them -One of the combat engineers was hit through both lungs -He walked over to see how the engineer was -The man was already pretty much lifeless -Drove home the selflessness of all military personnel -A noncombatant gave his life for the combatants -The combat engineer wound up dying en route to a larger medical facility -The contact drove home the severity, and reality, of the deployment -After that they didn’t take too many more casualties -All wounded, no fatalities (00:36:06) Living Conditions in Iraq -At times they could go to their battalion’s base -Living conditions still weren’t good there -No air conditioning, and the base was made up of tents -In the field they would live off MREs (meals ready to eat) -Sometimes only ate one MRE a day -Taking a real shower was nonexistent -Learned how to use body wash and a bottle of water to get somewhat clean -The average temperature every day was around 130oF -Grew to appreciate the most basic things when he came home -They would pay villagers $30 for a block of ice just to help deal with the heat (00:38:38) Coming Home from Iraq -The deployment to Iraq was nine months -Did not receive any R&R while in Iraq -Came home around Christmas/New Year’s Eve of 2008 -Boarded a ship in Kuwait and sailed home -It was a chance to unwind and decompress before coming home -Aboard ship they received reintegration classes -Learning how to cope with being around family again -At the time didn’t want to get lectured, but knew that it was necessary -Learned about the signs of PTSD and how to deal with it -Upon coming home, some men wanted to go back to Iraq because it was easier than civilian life -In Iraq everything was provided, no bills to pay, just had to stay alive (00:41:00) Leaving the Marines -At first he wanted to stay in the Marines -He had his wife and children to consider though -If he stayed in there was a chance he would wind up going to Afghanistan -Left the Marines and went to college and got a part time job -Didn’t have insurance and had to rely on state aid -Felt that that wasn’t good enough and wanted to pursue other options (00:43:18) Enlisting in the National Guard -Enlisted in the National Guard and was able to stay in college and keep working �-Assigned to the 1431st Engineer Company in the Upper Peninsula of Michigan -Volunteered to go help the 1433rd Engineers in the Lower Peninsula -Wound up getting deployed to Afghanistan -Joined the National Guard in March 2010 -Only five months after getting out of the Marines (00:44:20) 31st MEU (Marine Expeditionary Unit) -After Iraq, but before the National Guard, went with the 31st MEU on a training mission -Learning how to be a “boat company” -Operating like a special operations unit off of a ship -Went to Okinawa, Japan for a month -Went to an island in the Philippines and trained with the Filipino Marines -Had some encounters with the Filipino civilians -Little kids would trade random items for ballpoint pens -Learned a lot about jungle warfare from the Filipinos by going on patrols with them -Went to Seoul, South Korea and trained with the Republic of Korea Marines -Visited the city of Seoul -Saw the Korean War memorials and got to see what the war was like for them -Went to the Korean Demilitarized Zone -Saw the Bridge of No Return -If you start to cross it you have to cross to the other side -Otherwise you will be shot -Asked his officer if he could try to run it, but was not allowed -Went back to Japan for another month and then flew home (00:48:19) Training with the National Guard -Went to Fort Crowder, Missouri for demolitions training -Spent one weekend a month training with the National Guard -The role that he trained for was to be a combat engineer -Clearing roads of IEDs and other explosives -They had a vehicle that could safely detect where explosives were -They also had equipment for BIP: blow in place -Destroy an explosive without the help of a bomb disposal team -Also learned how to efficiently cut down trees by using explosives (00:51:25) Deployment to Afghanistan -He was deployed to Afghanistan in the summer of 2012 -Went to Kingsford Armory in the Upper Peninsula and took a bus to Grayling, Michigan -Remembers being escorted to the Mackinac Bridge by the Freedom Riders -Motorcycle group that will escort deploying soldiers and welcome them home -Along the way people would come out and show their support as they passed through towns -It was a morale boost to see local support -Flew to Afghanistan -Remembers that it was a long plane ride -A lot of them took sleep medication to help the time pass -Remembers getting fed a lot -Stopped in Germany to refuel and to get a chance to stretch in the airport (00:55:07) Arriving in Afghanistan -Landed at Kandahar Air Field in southern Afghanistan �-There was a major base there -Received cultural integration classes at Kandahar -Stayed at Kandahar for a couple weeks waiting for an assignment -Got a chance to Skype with family back home -It was totally different than what was available in Iraq in 2007 -Had access to a TGI Friday, soccer games, internet, ping pong, video games -Meant to be a taste of the United States in Afghanistan (00:56:50) Afghan Society -Afghanistan was mostly nomadic, agricultural, and primitive compared to Iraq -The cities were slightly more modern than the rural areas -They had access to some modern amenities like a barber shop (00:58:10) Assignment in Afghanistan -He and his unit were assigned to Forward Operating Base Pasab near Kandahar -Their mission was route clearance -Securing roads and clearing them of IEDs and other explosives -Making it safe for the infantry to go out on patrols during the day -Felt hugely responsible for the safety of the infantrymen -They would get up before dawn to go make sure the roads were clear -The other part of route clearance was to make it safe for the locals to travel (01:00:20) Enemy Contact in Afghanistan -There were more IEDs in Afghanistan than in Iraq -His unit had the highest discovery and detonation rate of IEDs -By the time they arrived the terrorists were running out of money and starting to retreat -The first couple months they were there they always had firefights during route clearance -Eventually the firefights stopped and it became easier to do their job -They lost one man very quickly -He stepped on an IED and it detonated right beneath him -It was the same as in Iraq, it made the situation very real again -He knew how to deal with it after having experienced it in Iraq -Went and talked to the new soldiers and made sure they were alright -Still completed the mission for that day for the sake of closure (01:03:42) Interacting with the Afghans and Coalition Forces -The Afghan people had a larger sense of entitlement than the Iraqis had -They would more readily ask for stuff from American soldiers -Help from soldiers was expected -If you didn’t have anything to give them they would turn against you -Little kids would throw rocks at them -During the deployment he saw a loss of public support happening in Afghanistan -The Afghan National Army (ANA) became a threat at times -Members of it wound up being double agents for the various terrorist groups in the area -At the end of his deployment he started seeing people returning to the region -Indicated that Afghanistan was normalizing and support was returning -The ANA had a lot to learn still even at the end of his deployment (2013) -They were not used to American military tactics -Just wanted to charge into a situation guns blazing -The didn’t understand protocol or Rules of Engagement �-There were communication problems -Didn’t know if interpreters were trustworthy -Most of the time had to rely on body language to communicate -At Kandahar Air Field you could meet the other Coalition soldiers -Never carried out operations with them though -Always made sure to guide the ANA soldiers and give them advice -During house searches they had the ANA do the searches and act independently -This allowed for the ANA to see that they were being given respect (01:11:08) Living Conditions in Afghanistan -Living in a forward operating base was much better than the living conditions in Iraq -At the FOB he had access to a modern gym -On the FOB they were able to eat real meals and not just MREs -They had “Taco Tuesdays,” and steak and lobster on Thursdays -Remembers they had a butter sculpture of the Last Supper -Showed that the Afghans were starting to respect American culture too -Served as a morale boost (01:13:58) End of Deployment to Afghanistan -Even by the spring of 2013 there was still a lot of work to be done in Afghanistan -Around Easter 2013 they were preparing to return to the United States -By the time they left Afghanistan the firefights had stopped and IEDs had gone down -There was only one road that consistently had IEDs on it -In their area, enemy morale had been broken and they were retreating -Went to Kandahar Airfield for a few weeks -Looked for ways to kill time -Did end of deployment work -Physical and psychological health evaluations (01:16:42) Coming Home -From Kandahar flew to Fort Bliss, Texas -Processed out there -Mostly allowed to just unwind and not have any military responsibilities -Just had to report at 7 PM each night so they knew you were alive and well -Went to the on base shopping mall, saw movies, and swapped war stories -Took more reintegration courses at Fort Bliss -After Iraq understood that they were necessary for readjusting -From Texas flew back to Michigan and landed at Sawyer International Airport -Formerly K.I. Sawyer Air Force Base -Left Sawyer International on a bus and after only driving a few miles the bus broke down -Still had to go to Kingsford Armory for the formal homecoming ceremony -He was walking distance from his house though -In the meantime the soldiers got off the bus and started making snow angels -Got a new bus and went to Kingsford for the homecoming ceremony -Got to be reunited with his wife and children -Remembers that it was a much bigger homecoming than when he was in the Marines -Reaffirmed his National Guard service, truly felt that he was fighting for his community (01:21:15) Present Service -Still does the one weekend a month, two weeks a year with the National Guard �-He is currently involved with helping to train soldiers at Fort Custer, Michigan in urban combat -How to properly breach and clear houses -Incorporates both his infantry and combat engineer experience (01:22:35) Reflections on Service -Learned that there was nothing that he couldn’t handle -He loved, and still loves, the spirit of teamwork in the military -Helped him to learn that it’s okay to have a support network and to ask for help -He still loves the sacrificial aspect of the military � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_MattJ1670V Title A name given to the resource Matt, John (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 Description An account of the resource John Matt in 1984 in Marquette, Michigan. He grew up in Marquette and attended high school there and graduated in 2003. In November 2005 he enlisted in the Marines and attended boot camp at San Diego/Camp Pendleton and the School of Infantry at Camp Pendleton specializing as an infantryman. In the spring of 2006 he was assigned to the 3rd Battalion of the 1st Marines. In mid-May 2007 he and his unit left for an international training mission in Thailand, on the second day of sailing they were rerouted and deployed to Iraq. They arrived in Iraq in late June/early July 2007 and were stationed in a village south of the city of Al-Karmah near Combat Outpost Golden in the Al-Anbar Province. During his time in Iraq he went on patrols and took part in the humanitarian mission to improve the lives of the Iraqis. Around Christmas/New Year's Eve of 2008 he and his unit returned home. In 2008 and 2009 he went with the 31st Marine Expeditionary Unit to Japan, the Philippines, and South Korea to carry out training missions with the allied forces in those countries. After leaving the Marines in late 2009 he enlisted in the National Guard in March 2010 and was assigned to the 1431st Combat Engineers Company in the Upper Peninsula of Michigan based out of Kingsford Armory where he could be near his wife and children. He volunteered to help the 1433rd Combat Engineers based in the Lower Peninsula and wound up getting deployed to Afghanistan in the summer of 2012. His unit operated out of Forward Operating Base Pasab helping to clear the road of improvised explosive devices and other explosive materials. Creator An entity primarily responsible for making the resource Matt, John Contributor An entity responsible for making contributions to the resource Jones, Adam (Interviewer) Subject The topic of the resource Iraq War, 2003-2011--Personal narratives, American Afghan War, 2001--Personal narratives, American United States. Marine Corps United States. National Guard Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/0dc6f47b291ee53d235038498a57584b.jpg 3991aea26da2d8839607069f369ef5fb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Michigan Novels Collection. PS3531.E255 B4 1901 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0018a Title A name given to the resource The Beleaguered Forest Creator An entity primarily responsible for making the resource Matthews, Harry B. (Designer) Description An account of the resource Binding of The Beleaguered Forest, by Elia Wilkinson Peattie, published by D. Appleton and Company, 1901. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1901 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/823d9109ecddf45695543047470b470a.jpg 568e664917264531990461d574f0c086 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Michigan Novels Collection. PS3531.E255 B4 1901 c.2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0018b Title A name given to the resource The Beleaguered Forest Creator An entity primarily responsible for making the resource Matthews, Harry B. (Designer) Description An account of the resource Binding of The Beleaguered Forest, by Elia Wilkinson Peattie, published by D. Appleton and Company, 1901. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1901 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ba9112066c89ceb7c209551c522760f5.jpg 8b8e1a75cd8460f937df6810981a4908 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. N1010.A78 P58 1903 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0057 Title A name given to the resource The Art of the Pitti Palace Creator An entity primarily responsible for making the resource Matthews, Harry B. (Designer) Description An account of the resource Binding of The Art of the Pitti Palace: with a short history of the building of the palace, and its owners, and an appreciation of its treasures, by Julia deW. Addison, published by L.C. Page, 1903. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1903 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a7b16add9677142a251e671a0d0cfd8c.jpg 02006a22cf9f0d709d6d149935020ddc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. N1010.A78 V38 1902 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0059 Title A name given to the resource The Art of the Vatican Creator An entity primarily responsible for making the resource Matthews, Harry B. (Designer) Description An account of the resource Binding of The Art of the Vatican: Being a Brief History of the Palace, and an Account of the Principal Art Treasures Within Its Walls, by Mary Knight Potter, published by Page Co., 1902. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1902 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0ed93eb2092fe74fcf88a86d8d7a71be.jpg 6d23baf01958e8618f0ff34ffac824be Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS1072 .M36 1906 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0436 Title A name given to the resource The Man Between: An International Romance Creator An entity primarily responsible for making the resource Matthews, Harry B. (Designer) Description An account of the resource Binding of The Man Between: An International Romance, by Amelia E. Barr, published by The Authors and Newspapers Association, 1906. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1906 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/61195af4b514dd7a7c13f7e9ed0af2ec.m4v 87cfaafd424e4e180601a36332bc37c0 https://digitalcollections.library.gvsu.edu/files/original/73d686f0c72daa014779c0d5ab955589.pdf 8342838519e8570b0a056bd68d516749 PDF Text Text Grand Valley State University Veterans’ History Project Marjorie Matthews World War II – Red Cross (Stateside) 41 minutes 27 seconds (00:00:33) Early Life -Born in Muskegon, Michigan, in 1922 -Moved to North Muskegon when she was a year old -Father owned a tea company -Grew up in North Muskegon -Had two older brothers and two older sisters -Wonderful schooling experience -History teacher taught the students how to dance -Played basketball for five years -Played games against other schools in the area -Really enjoyed journalism (00:02:50) Start of World War II -Not too aware of the events unfolding in Europe and Asia during the 1930s -In retrospect, she’s surprised that she wasn’t more aware of those events -Remembers the bombing of Pearl Harbor on December 7, 1941 -Oldest brother couldn’t enlist because he was too old, but her other brother enlisted -He served in North Africa, but returned to the United States after being in combat -Had to psychologically recover at the hospital in Battle Creek, Michigan -She worked in the office for Seal Power -Newspaper boys went past the office in the morning -One way she kept up with the news of the war -At the beginning of the war, the news wasn’t good for the United States -Suffered a series of major losses in the Pacific Theater -Once rationing went into effect you had to make your own butter -Rationing applied to every good that could be used for the war effort -Nylon, cigarettes, and gasoline, to name a few items -Went to an assigned ration distribution center to gather supplies -Her place was the post office in Muskegon -Everything that was rationed went to the soldiers -Drank more tea than coffee because tea was easier to get (00:08:00) Joining the Red Cross -Felt she needed to be part of the war effort -Joined the Red Cross -Had weekly meetings in Muskegon -Assigned a Red Cross uniform (dress, nylons, and high heels) -Joined the Red Cross with a friend from Seal Power �(00:09:33) Red Cross Motor Corps -She wanted to be in the Motor Corps, and got in -Delivered magazines to the military hospital in Battle Creek -Allowed her to visit her brother who was recovering in that hospital -Took a test to join the Motor Corps -Had to know how to change a tire -Received training from the Red Cross -Had to drive well -Brought a sailor to the hospital at Great Lakes Naval Station, Illinois -Knew how to drive before she joined the Red Cross Motor Corps -Knowing how to drive was a prerequisite to joining the Motor Corps -Went to meetings at Hackley Park -Marched at the park with other Red Cross volunteers -Worked during the day and went to Red Cross meetings at night -Women had to work because most of the men were in the military -Had Red Cross meetings Monday through Saturday, and had Sunday off (00:15:05) News of the War Pt. 1 -Had a radio at home -Allowed her to listen to USO Shows with Bob Hope and Jack Benny -Went to the movies to see the newsreels -Kept civilians up to date about the war -News about actors serving overseas -Got a lot of information from the newsreels before the movies -Had an almost constant stream of information about the war via the newsreels (00:17:22) Family Members’ Service -Her future husband served in the Army as a captain -Got some information from him -Brother-in-law served in the Army Air Force -He was killed-in-action when he was shot down over the Zuiderzee, Netherlands -Kept in touch with her brother via letters until he was sent to Battle Creek -Brother couldn’t psychologically cope with combat and seeing men killed -Had a nervous breakdown -Stayed at Battle Creek for three or four years recovering from his episode -Capable of recognizing Marjorie when she visited, but he didn’t talk much -Eventually recovered and did window art for Hardy-Herpolsheimer’s in Muskegon (00:22:05) Fellow Red Cross Workers & Social Life Pt. 1 -Didn’t have much interaction with the other Red Cross workers -Did different work for the Red Cross -Worked with her friend from Sealed Power -Social life was very different during the war -Not a lot of young men around (00:23:44) News of the War Pt. 2 -Just waited to hear the news and didn’t think much about the progress of the war �-Waiting for it to finally end -It was a tragic time (00:24:24) Casualties -Brought magazines to the wounded men recovering at the hospital in Battle Creek -Wounded men from Michigan went to Battle Creek to recover -A lot of her high school classmates were killed-in-action (00:25:45) End of the War -Remembers Victory in Japan Day (August 15, 1945) -Went into downtown Muskegon to celebrate -People poured into the street -Everyone was overjoyed that the war was over -Sense of elation after years of hardship and suffering -Bars were filled with people -It took a while for things to return to normal -Get the soldiers home -Rationing ended in 1946 -Shortly after the war’s end she left the Red Cross (00:31:00) Working at Sealed Power -Had 200 – 250 women working at Seal Power during the war -Remembers Sealed Power held a party for the women workers at the hotel in Muskegon -Sealed Power made piston rings for the war effort -She worked as a switchboard operator for Seal Power (00:32:48) Social Life Pt. 2 -Big bands came to Fruitport, Michigan -Wonderful time -Saw the Glenn Miller Band play in Fruitport -Band played during her wedding (without Miller; killed-in-action 1944) (00:34:41) Reflections Pt. 1 -Being in the Red Cross gave her something to do besides work -It was a fast life during the war -Never knew what was going to happen -Felt she played a small part, but it took a lot of small parts to achieve victory (00:36:40) Death of President Roosevelt & the Atomic Bombs -Remembers working the switchboard when she heard President Roosevelt died (April 12, 1945) -Everyone working the switchboard got the news at the same time -Knew he was sick, but it came as a shock that he died -Remembers the dropping of the atomic bomb -Didn’t know how horrendous it was at the time -Didn’t agree with the bombing, but knew it helped end the war with Japan (00:38:40) Reflections Pt. 2 -Experience during the war had a profound impact on her -It was a hard time, and she hopes we don’t have to go through that again -Hopes her grandchildren, great-grandchildren and future generations can grow without wars � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_MatthewsM1954V Title A name given to the resource Matthews, Marjorie (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-09-27 Description An account of the resource Marjorie Matthews was born in Muskegon, Michigan, in 1922. Shortly after America's entry into the Second World War she joined the Red Cross and served as a driver in the Motor Corps in Muskegon. Her duties ranged from the transportation of servicemen to delivering magazines to the military hospital in Battle Creek, Michigan. She also worked for Seal Power in Muskegon (a company that was part of the war effort) as a switchboard operator. Marjorie left the Red Cross after the war's end in 1945, and she worked for Seal Power for a total of 13 years. Creator An entity primarily responsible for making the resource Matthews, Marjorie Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/e1953836938e284f806a35fcf641cb9e.pdf 7cf8c917b431f943bb72bc6210be4472 PDF Text Text 1 Grand Valley State University Collections Kent County Oral History collections, RHC-23 Miss Evangeline Maurits Interviewed on October 5, 1971 Edited and indexed by Don Bryant, 2010 – bryant@wellswooster.com Tape #33 (59:59) Biographical Information Marguerite Evangeline Maurits was born 30 July 1900 in Grand Rapids, Michigan. She was the daughter of Dr. Reuben and Angeline (De Bey) Maurits. Miss Maurits died 26 March 1986 in Grand Rapids at the age of 85. Reuben Maurits was born at Vriesland, Ottawa County, Michigan on 29 October 1870, the son of William J. and Grietje (Rychel) Maurits from Nijmegen, Netherlands. Reuben died 11 November 1947 in Grand Rapids. Angeline De Bey was the daughter of William and Eva (Takken) De Bey. Angeline was born in Illinois about March 1873 and died in Grand Rapids, Michigan on 3 February 1954. Angeline and Reuben were married in Chicago, Illinois on 25 November 1897. ___________ Interviewer: This interview with Miss Evangeline Maurits was recorded October 5, 1971. Miss Maurits, you mentioned where your father was born? Miss Maurits: He was born in Vriesland, Michigan, on a farm. And he was the only one of ten children that had a college education. And, he went to Ann Arbor in medical, graduated from medical school there, and he became a specialist in anesthesia. Interviewer: And where was this practice located in Grand Rapids? Miss Maurits: In Grand Rapids. He was on a board at Blodgett hospital mostly. But he gave anesthesia to all the rocky cases and all the doctors here in town, Richard Smith and all of them would ask for father if they had rocky case. Interviewer: What’s a rocky case? Miss Maurits: Well, if, has a, probably has a heart problem. Interviewer: Ok. Miss Maurits: Heart complication and he gave the first continuous spinal operation in Grand Rapids. Interviewer: Your father did? Miss Maurits: Yes, and he always was the first one to give any new anesthesia that ever came to town or ever came in use. �2 Interviewer: You mentioned in your home as well? Miss Maurits: In our home we, the first home they built, and I was born in that house on the corner of Lake Drive and Eastern,, and it was an old four story building and it was just made into apartments and my father had his office in the basement and it had a separate entrance. And he had his laboratory down there and two rooms. And he conducted his office there for a good many years. I don’t know just how long, till the Metz Building was built, I imagine then he went in the Metz. Building. Interviewer: How, you mentioned that he extracted teeth as well as tonsils? Miss Maurits: Well, of course at that time they didn’t have, they never went to hospitals, they, and they wouldn’t stay overnight for a tonsillectomy, they just took them out in the offices. And father pulled teeth and took tonsils out there for until they became, went to the hospitals for those things. And of course, father never did take out tonsils unless it was only when he was in this general practice, when there weren’t specialists in that sort of thing. Interviewer: It was quite a general practice wasn’t it? Miss Maurits: Oh, Yes. Interviewer: …teeth to tonsils? Miss Maurits: Everything. Interviewer: Someone told me that your family somewhere in your background, there was some… are you Dutch? Miss Maurits: Yes, on both sides. Interviewer: That your family came from the Netherlands. Miss Maurits: Both my grandparents came from the Netherlands. My grandmother’s parents came from Utrecht and my father’s parents came from Nijmegen right in Holland. But my parents were both born in this, this country. Interviewer: Were, were your grandparents, were they important people in Holland? Miss Maurits: Yes, they were, my grandfather, my great-grandfather on my mother’s side was, they were in Chicago when they came over and he was the large, Dutch Dominai as they called him, the ministers at that time were all called Dominais and he was the very famous Dominai of Chicago. And the name was deBey, small “de” capital “ B”, that’s French Huguenot. And my father is related somehow, I don’t know exactly how, to Prince Maurits in The Hague. And they, the Mauritshuis are in the Hague right now, and Prince Maurits picture is in the museum. Interviewer: Why did your grandparents leave Holland? �3 Miss Maurits: I really haven’t any idea. I imagine the same thing everybody did, for religious freedom. I don’t know. Interviewer: Did your, did you grow, spend all your growing years up in the house on Lake Drive…? Miss Maurits: On Lake Drive until I was, we sold it I think I was around twenty. Interviewer: What was that neighborhood like when you were growing up? Miss Maurits: Well, that was the edge of town at that time. We couldn’t get a maid because it was too far out, and it was just, well it was empty lots all around us. Across the street it was all empty lots and my father kept his car. He had one of the first cars in Grand Rapids, he kept his car across the street there because we didn’t have a garage at that time and since then we built a garage and I used to think that was an enormous yard but you look at it today and it’s just about ten feet wide. Interviewer: Was it wider then? Miss Maurits: No, it wasn’t it just seemed so big. Interviewer: Because of all the open space around it. Miss Maurits: Yes, it was more, wider than ten feet of course. Interviewer: When did your father get his first car? Miss Maurits: I think I was about three years old. We had a horse and buggy. Maybe I was younger. I don’t remember, but I know he had one of these cars with the rod that every time it turned around it hit you, you know just, not a steering wheel, just a rod, and a do-si-do seat. Interviewer: What’s a do-si-do seat? Miss Maurits: Back to back. Interviewer: Well, when did buildings start, when did other houses start to be built around you. Miss Maurits: Well, I imagine, probably in nineteen ten or-twelve, somewhere in there. Interviewer: Was your family very involved in the Dutch community here? Mrs. Maurits: Not too much so. We didn’t go to the Dutch church or anything like that, we went to the Bethany Church but it was the English speaking church, and my mother and father were quite advanced in their thinking and they joined Fountain Street Church long before, when I was just, well when Mr. Fuller was there. And, I don’t even remember him, but he was one of the first ministers there. Well, my family were a little more liberal than the Dutch at that time, they �4 were interested in advancing their thoughts on the liberal side of life so that’s why they joined Fountain Street ... Interviewer: That was quite a break… Miss Maurits: Yes, it was a great break, but they enjoyed Fountain Street Church and they enjoyed Dr. Wishart so very, very much and of course when, since Duncan Littlefair has been there (that was), my father and mother were very satisfied and very happy to be there. Interviewer: What were the, were there certain churches at that time that were “the churches to go to”? Were there certain churches that were more important in the activities of the city than others? Miss Maurits: Well, I think that the Fountain Street was the most liberal. It always had the most liberal, ministers and thoughts and every, in every way and there was, of course, the Park Congregational Church. And that has since split. Half of it is there and half of it is the Mayflower Church; and of course, the Episcopal Churches. But Fountain Street had all so very many lecture courses and everything that was interesting in the world today was discussed there, at the Fountain Street for years. Interviewer: Yes. I was going to ask a question, oh, your schooling here in town, where did you go to school? Miss Maurits: Well, I went to Congress Street School first. Then I went to Mrs. Eastman’s private school and then Fountain Street for a year or two and then I went to Ferry Hall in Illinois. Interviewer: Where was Mrs. Simpson’s school? Miss Maurits: Mrs. Eastman’s school. Interviewer: Mrs. Eastman’s school. Miss Maurits: She was on Barclay. A lot of the people here from Grand Rapids as children went there to school. Interviewer: Can you tell me a little about the school, was it in her house? Miss Maurits: In her house, yes, it was in her house. And she was a very lovely person and they were small classes, maybe two or three in a class. And she had all grades and very fine teachers. Interviewer: Did your course of study, pretty much parallel the same course of study in the public school? Miss Maurits: As far as I know, it did. Interviewer: Why did your parents choose to send you to Mrs. Eastman’s (school). �5 Miss Maurits: Well I was an only child and they just thought it was better to be in smaller classes. Interviewer: You, you mentioned, that you spent a good deal of time, studying music, voice. Miss Maurits: Yes, well you see my mother was, sang from the time as far as I, long as I can remember. She was a soloist in all the churches here in town and she started with Mrs. Loomis, who was a very famous musician here in town and she was an organist and they had a quartet at Westminster [Presbyterian] Church and she was there for a good many years. Then she was also the soloist later at Park Congregational Church. And then when Emery Gallup came to Grand Rapids, he was the organist at Fountain Street Church, I think it was even before that, that Mother was soloist there and she and I both sang in all the oratorios as soloists at Fountain Street. And I remained there a soloist for a good many years after Mother. Interviewer: Did, was she active in the Saint Cecilia? Miss Maurits: Yes, she was very active in the Saint Cecilia. She used to sing there on the programs and also at Mrs. Tom Irwin, who was a very good friend of hers. They used to sing duets. And Mrs. Nye who has since died, they both died; and then there used to be plays here with Miss Calla Travis and my mother took the part of the Queen Esther at one time. And we all as children took part in these dancing plays. We all went to Miss Calla’s dancing class. Calla Travis. And at Fountain Street we gave, all the oratorios, Christmas oratorio, all the Bach oratorios. And the Creation and all the oratorios there. And either mother or myself sang the solos. I sang the solos in the Creation, in the Christmas oratorio and in the Saint Matthew Passion. And I think Mother did some of those too. So we’ve been in that all our lives. Interviewer: What, can you tell me a little about Saint Cecilia, the importance it had in the town and… Miss Maurits: Well, the important thing was that these women were bound they were going to have a building of their own, that they had built and paid for; and there was a big article in the paper, last Sunday I think, did you see it? Which told how they took over the paper and they made, this was in the eighteen eigthies and they made money and it wasn’t, I think in the early nineteen hundreds when they finally paid off their mortgage and it’s about one of the only buildings in the United States that was put on by women and paid for by women. So that was quite a feat for them to do. And the building now of course is in pretty bad condition but it’s still there and still running. And they’re still having their concerts every Friday afternoon or morning. And they’ve kept that just by their own dues and so forth what they’ve made out of the Saint Cecilia. Interviewer: Are you a member of St. Cecilia now? �6 Miss Maurits: I’m not right at the moment because I have been working before and I haven’t had time, but I expect to again. Interviewer: How many, did most of the women in the society participate in that? Miss Maurits: They were, there were active members and inactive members. The active members had to take an examination to be an active member and that meant that they were a performer. And then they would appear on programs. They had members programs and then they also have always had artist’s programs so that, I think they have six or seven artist programs during the year. Interviewer: Yes. Do you think that the Saint Cecilia was more important to the city then, than it is now? Miss Maurits: No, I think it’s still important to the city. I think it’s very important to the young artists that are coming up and growing up, that they have a place to perform before an audience. Interviewer: Maybe, I mis-stated that question, what, what I was getting at was the opinion, the feeling of the people in the city for the Saint Cecilia. Do you think that the interest and excitement about Saint Cecilia was apparently very great at one time? Is it just as great today or…? Miss Maurits: Well, I think so, it, it’s a matter of comparison. You see the city was so much smaller at that time and that group of musicians were a greater number than they are today because there’s so many, there’s such a big city now. But there’s still a nucleus of musicians here that is very important to the city. Interviewer: Yes. Have you taught music in Grand Rapids? Miss Maurits: Yes, I’ve taught voice here for four or five years. But, I’ve taught out of town more. Interviewer: Do you think that, in your opinion, is music, voice as important to families? Is there as much participation by family members in voice and music today as there was when you were growing up as a child? Miss Maurits: Well, that’s hard to say. I would think so. If there’s talent in the family and they find it early I’m sure they would want to, go on with it, and encourage a child that has it. I don’t know because I have no children, I don’t know but I would think it would be the same. Interviewer: Did you have family recitals when you were a child? Miss Maurits: Oh, yes. My, my father played the violin and my mother sang. So we were a musical family. Hardly a day went by that we didn’t have some music. And the of course, we had records and they came out and, we were very much interested in music. And we had a great �7 many gatherings of people that were musicians. Some friends of mine (were) from Detroit that gave recitals here and we’d have musical gatherings for them. Interviewer: At your home? Miss Maurits: Yes, at my home. And many I’ve had, and many people here in Grand Rapids did the same thing. If they had artists that were friends of theirs they would have a group in and have a little supper and have more music. Interviewer: Did they have special rooms in their homes for this music? Miss Maurits: No, just their living rooms. Interviewer: Was that a fairly common? Miss Maurits: Yes. Yes, it was. There was almost always a party. We don’t have that as much as we had it years ago. There was almost always a party after a Saint Cecilia program or after a symphony program, at someone’s home. Interviewer: And there would be more music at these parties? Miss Maurits: Yes. Interviewer: How, can you describe what a typical Saint Cecilia evening program would be like, how the people got to the auditorium and how they were dressed and what they, in other words, was it exciting? Miss Maurits: Well, years ago, when we had an evening, of course most of the Saint Cecilia programs were in the afternoons, but once in a while, we’d have an evening program and that was always very dressy. But also some of the symphony programs were quite dressy. I mean, people wore evening clothes which we don’t do today. But at the Saint Cecilia they would always have a reception afterward, if it were in the evening and of course at time everyone wore evening clothes. It was quite festive and they had, at the Saint Cecilia, they have a third floor over the auditorium which was a dance floor. That’s where we had our dance lessons with Calla Travis. And if it were a big affair and a big reception, they would serve upstairs. But usually they had a coffee or tea downstairs in the halls. Interviewer: Well, then Saint Cecilia really was, if most of the programs were afternoon programs, it was really developed by women, mainly for women. Miss Maurits: Oh yes, oh yes. There were a few men, of course here, that the organist and some of the men teachers that belonged. But as a whole, it was women. It was an opportunity for women who were musicians and had no place to perform. And it gave them an incentive to work and to practice and to keep up with their musical world. And that is what the Saint Cecilia was founded for and that is what its function was. And it certainly filled that function. �8 Interviewer: Is that still the function? Miss Maurits: Oh, yes, very much so. Interviewer: start? You mentioned the symphony, when, when did the Grand Rapids Symphony Miss Maurits: Oh dear, I really don’t know the year. I don’t know. Interviewer: But it was, was it in existence when you were a child? Miss Maurits: Well, not as a child. But I can remember going to it, I think, when I was in high school. But I really don’t remember. Interviewer: Ok. Was that as important as the Saint Cecilia? Miss Maurits: Yes, in its own way it was. That also was by men, there were, there were men who lived in Grand Rapids who were musicians and started this orchestra. And, it has developed now they have a few outside concert maestros that are probably from other cities. Maybe Kalamazoo and Detroit, but as a whole, they are Grand Rapids people who play in the symphony. And it has grown and advanced greatly in the last years. We’re very, very proud of our symphony now. Interviewer: Well I think ………. INDEX B L Blodgett Hospital · 1 Loomis, Mrs. · 5 C M Congress Street School · 4 F Fountain Street Church · 4, 5 G Gallup, Emery · 5 Maurits, Angeline de Bey (Mother) · 2, 4, 5, 7 Maurits, Dr. Reuben (Father) · 1, 2, 3, 4, 7 Mrs. Eastman’s School · 4, 5 S Saint Cecilia Music Society · 5, 6, 7, 8 T Travis, Calla · 5, 8 � https://digitalcollections.library.gvsu.edu/files/original/0696844b82ecef5ea8b050ba57358d9b.mp3 65dd9a7693f8ca8ae0580776faec84a4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Oral Histories Subject The topic of the resource Heritage Hill (Grand Rapids, Mich.) Local histories Memoirs Michigan--History Oral histories (document genre) Description An account of the resource Taped and transcribed interviews conducted in the early 1970s primarily of the children and grandchildren of many of the founders of Grand Rapids, Michigan; many of whom were residents of the Heritage Hill neighborhood. Interviews were collected to develop a significant collection of oral resources that would supplement other primary and secondary local history materials. Initially funded as a private project, Grand Valley State College (now University) assumed responsibility for continuing the project until 1977. Creator An entity primarily responsible for making the resource Various Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/452">Grand Rapids oral history collection (RHC-23)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf; audio/mp3 Language A language of the resource eng Type The nature or genre of the resource Text; Sound Identifier An unambiguous reference to the resource within a given context RHC-23 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1971 - 1977 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-23_33Maurits Title A name given to the resource Maurits, Evangeline Creator An entity primarily responsible for making the resource Maurits, Evangeline Description An account of the resource Evangeline Maurits was born in Grand Rapids, Michigan. Subject The topic of the resource Michigan--History Local histories Memoirs Oral histories (document genre) Grand Rapids (Mich.) Personal narratives Heritage Hill (Grand Rapids, Mich.) Grand Valley State University Women Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Text Sound Format The file format, physical medium, or dimensions of the resource application/pdf audio/mp3 Source A related resource from which the described resource is derived Grand Rapids oral history collection (RHC-23) Date A point or period of time associated with an event in the lifecycle of the resource 1971 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/39b3ece555f69b4f76e9cbe8153e538f.pdf 6f06944cc7ea77cce4368a665fbc2743 PDF Text Text Notes from RGM presentation at Mi ch i ga n Campus Compact & Mi chi ga n State Un i ve r s i t y Public & Community Service Conf erenc e - Decembe r 5, 1990 The Un i ve r s i t y Cl ub of MS U, East Lansing , MI o L �3 We can gain a better understanding of the third sector by looking more closely at the kinds of organizations that comprise it. The sector is made up of six basic types of organizations: 1. Educational organizations -- private elementary and secondary schools t colleges t and universities. Also vocational schools t libraries and research institutes. 2. Health services -- non-profit hospitals t nursing homes t out-patient care facilities, and visiting nurse organizations. 3. Human services -- the YMCA t YWCA, Big Brothers/Big Sisters, Meals on Wheels 4. t among thousands of others. The arts and cultural organizations -- museums repertory t symphonies t companies, public TV and radio stations, among many others. 5. Religion -- organized churches of every denomination. 6. Civic t social and fraternal organizations -- neighborhood organizations, fraternities and sororities, unions and service clubs. �/ �- 4 As an interested observer, I compliment you of the Donors Forum for your progress you to date. should be As members and participan ts in making things happen, pleased with your accomplishments and excited for the topic for Common Good." In future. II Sharing those thoughts today: "Philanthropy's leads Role us naturally for the to Future the of assigned the thinking about what is happening in contemporary society as it relates to the future concerns of not the common unlike good, the I agenda was tempted of topics to begin with a being addressed list of at this I feel it would be presumptuous and inappropriate for me to conference. propose a long cafeteria list of issues in the arena of the common good. You are knowledgeable about the concerns in our country, your state, and particularly in your home communities. Rather, I have chosen, observations about implications for in broad going _._---- things philanthropy are overview, - on in rather to our share very society, apparent. for briefly six which the ---------...I hope you will fOrgi[e my frequent referenc;-;o Michigan and Battle Creek and activities of the W. K. Kellogg Foundation -- t he s e are the examples I know best. You will see your community and yours elf in the il l us t ra t ion s I sugge s t . r ~ Observation 1 c on c e r n s the .s..-e emi n g inabil ity of our po l i t ic a l-l2LQ.G-~S_:'Le_s and ins t i t u t i on s to deal with significant issues in substantial ways. This is most vivid at the national level where Congress is struggling ineffectively with such concerns as fiscal and financial responsibility, �- 5 - trade imbalance, farm programs, foreign affairs, child care, support of the arts, energy policy, and environmental quality. In Lansing, our state politicians are equally ineffective on matte rs of school finance, other our state budget, Workmen's Compensation, and a host of concerns. I suspect you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effe ctiveness in dealing with human services, environmental concerns, and all the rest . has Technology changed the nature politics of and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influence seems mass media treatment of every to have forced elected officials to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade issue is going and then rush to its and personality the "leaders" of There is a tendency to to wait to see which way the head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramatic increase in skill of special interest groups of every variety and the c on c e p t of entitlement which has handcuffed political response to changing needs. Today, there are few in e le c t e d off ice who could be d es c r i bed statesmen with vision, commitment , an d a concern for the whole. as Patt e rns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6Th e n e te f f e c to fa l lo ft h e s ec h a n g e sh a sb e e nt h el e s s e n e da b i l i t yo f g o v e r nm e n ta ta l ll e v e l st ob ea s o u r c eand c a t a l y s tf o rs o c i a lc h a n g e. h i s , .T t h e n , s u g g e s t s an e n h a n c e d p o t e n t i a l r o l e o f p r i v a t e s e c t o r i n i t i a t i v e st od em o n s t r a t en ew a n sw e r st os o c i e t a ln e e d s , t oi n i t i a t i v e v e n t u r e s ,t op r o v i d et h ev i s i o na n dc om p r e h e n s i v ea p p r o a c hw h i c h p o l i t i c s f a i l st op r o v i d e . O b s e r v a t i o n 2 c o n c e r n s t h e s e em i n g r e t u r n ( s h i f t b a c k ) t o l o c a l ~. . p o nS i b i l i t v a n dc o n t r o li na d d r e s s i n& s o c i e t a l ee~. F o ra s p a no fa b o u ts i xd e c a d e s-f rom t h e" p r o g r e s s i v ee r a "a tt h et u r n o f t h ec e n t u r yt ot h el a t e1 9 6 0 s , and p a r t i c u l a r l yb e g i n n i n gw i t h '~e D e a l " i nt h ed e c a d eo ft h e' 3 0 s-t h ef e d e r a lg o v e r nm e n t t o o ka ne v e r i ? c r e a s i n gpart i nm e e t i n g t h en e e d s-o f t h eAm e r i c a n p e o p l e . S i n c e t h e e a r l y 1 9 7 0 s , t h a tt r e n dh a s f i r s ts l ow e d , t h e n s e em ed t o r e v e r s e . I n c r e a s i n g l y ,s t a t e sa n d l o c a l i t i e sa r eb e i n g c a l l e d upon t od e l i v e r s e r v i c e sa n dp r o v i d eb e n e f i t st op e o p l ea tt h ecommun i ty l e v e l . T h i s f a c tp o s e s p r o b l em s f o ra l ls t a t e sa n d l o c a l i t i e s . T h i s p u t s p r e s s u r e on t h e t a xs y s t em , e s p e c i a l l y , t or a i s er e v e n u e s t oc o v e r i n c r e a s e ds t a t ea n dl o c a le x p e n d i t u r e s . A esi a ~ consequen ce i st h a tmo r ep r o b lem s a r e be i n g id e n ti f ied and d e a l tw i t h c loser t o hom e . and, as w e all know so w e l l, t h e an swe r s u s u a l l yl i en o t i nd o l l a r sa l o n eb u t i nt h ei n c r e a s e d co mmitm en t a n d i n v o l v em e n to fp e o p l e who c a r e . A g a i n , oppor t u n i t i e sf o rp r i v a t es e c t o r �- 7 initiatives are obvious: there is a desperate need to become more efficient and more effective in using limited resources and in mobilizing local leadership. f Observation 3 collaborations. concerns the increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, child care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cu I tural and performing arts, and a host of other examples. A concern that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations s till underway. charitable contributions. taken are usually erosive, concerns purposes. as The charitabl e increasing cur r en t the resources evidence c on tr i b u t i on s in the of this budge t While r he t o ri.c on b ehalf of phil an t hr o py , and volunte erism invasive, our various legislative skirmishes at is us ua l l y effusiv e, r es trict ive, ac t ion s and discouraging. In the national level since 1969, we usually count success in terms of limited losses rather than real gains. �- 8I t h i n ko u rc o n t i n u i n ga p p r o a c hs h o u l db et ob ec o o p e r a t i v ew i t h p u b l i c i n s t i t u t i o n sand o r g a n i z a t i o n s ,b u tt ob ec a u t i o u sa n dn o tb ec o e r c e d . O b s e r v a t i o n 4c o n c e r n st h e! i i c h o t om y w h i c hc o n c e r nu sa n dt h es o l u t i o n sw e et ee ~e n a t u r eo ft h ep r o b l em s e i~. Th ep r o b l em so fc o n c e r nt os o c i e t yt e n dt ob ec om p l e x ,m u l t i d i s c i p l i n a r y , o v e r a r c h i n g , p e n e t r a t i n g , and p e rm e a t i n g . E a ch o f u s c a nm ak e o u r own l i s t-i n f l a t i o n ,K -12 and h i g h e re d u c a t i o n ,h om e c a r ef o rt h ee l d e r l y , g r o i l l l dw a t e r ,e n v i r o nm e n t a lq u a l i t y ,j o bg e n e r a t i o n ,p e a c e . T o t h ec o n t r a r y ,t h es o l u t i o n s m o s t o f t e nd e v i s e dt oa d d r e s ss u c hi s s u e s t e n d t o b e n a r r ow , d i s c i p l i n e - o r p r o f e s s i o n o r i e n t e d a n d b i a s e d , s im p l i s t i c ,a n di n a d e q u a t et ot h et a s k . Am a j o r c o n t r i b u t i o no fp h i l a n t h r o p yi na d d r e s s i n gs o c i e t a ln e e d sc a nb e t o e n c o u r a g e a n d d em o n s t r a t e p r o g r am s w h i c h a r e c om p r e h e n s i v e , c o l l a b o r a t i v e ,a n dp r o vi d ec o n t i n u i t y . O bservation 5 c o n c e r n s t h eQ e r s i s t e n t r e l u c t a n c et of a c ef a c t sa n d t o { g e a lw i t hr e a l i t y . T h i s i sa som ewh a t hum an c h a r a c t e r i s t i c-a re s i s t a n c e to change, w h e n w e a r ec om f o r t a b l ew i t h t h a twh ic hw e know . S om e t im e s , e v e n wh en t h ee v i d e n c ei so v e rw h e lm i n g ,b o t hi n d i v i d u a l sand t h e i ri n s t i t u t i o n sa r er e l u c t a n tt or e s p o n d . I ti sa t r u i sm t h a t" i n �- 9 mos t areas of human c on c e r n , we know be t ter than we do." the areas which may be of special interest to you: Think only of substance abuse, K-12 education, and health care. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngsters and most communi ties pre-s chool programs of elementary years are high most lack comprehensive early childhood and quali ty. important The and evidence that is drop-out clear that the can really be predicted by grades six or seven. Yet, we persist starving the teacher will in accrediting elementary our years tell you that it schools whenever takes at the resources the first high are school level, limited. Every three months of the new school year to catch up to where students were when school ended in the spring, yet we persist in having a the s ummer months a three-month break in learning during school-year model established by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the Governor of "It costs $24,000 a year to keep a person in the state pen, but only $8,000 a year a t Penn Stat e." We as a so ciety, through our insti tutions a n d o rganizat i ons , must put t o better whi ch use catalyst. that is already known. Philanthropy can be a key �- 10 Observation 6 the concerns persistence of "turf ism" in addressing llocietal needs. Usually programs continuity. of In human Battle service Creek, for are badly example, fragmented we have 67 voluntary, nonprofit groups directed to the needs of youth. good; competition can also be healthy, but and lack identified Pluralism is infighting, adversarial stan ces, and combative behavior are not! The cleares t two example in our home hospitals, virtually across town was in heal th care, where we had the street suffering from less than 50 percent occupancy. from each other, each In addition, we have the usual host of other health care organizations -- Visiting Nurse Service, Department of Public Health, American Red Cross, Hospice, Meals on Wheels, voluntary ambulance services, and many more. Unhappily, while each is composed of intelligent, able, dedicated, and well-intentioned individuals, each also tends to address issues from the perspe ctive of their organizational or institutional objectives. Each is concerned with their own niche, too often not sensitive to the activities of others needs of succeeded and with the people in get ting insufficient attention of the community. the two hospital s to In the c omp r e he n s i v e Battle to merge . Creek Now we health we finally ar e in t he process of getting the other players t o j o i n t he te mn . Again, a challenge for philanthropy to be an influen ce in bringing a b o u t services which are comprehensive, collaborative, and continuous. �/ / 3 - < : : f { ~ Y / " ' " ( J ) .- ~. 2 . Ir , ) ~ -e fr � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1990-12-05_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Michigan Campus Compact and Michigan State University Public and Community Service Conference Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Notes from RGM presentation given on December 5, 1990 at Michigan Campus Compact and Michigan State University Public and Community Service Conference. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1990-12-05 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/77f2cd95461e9c98e25393317a4ec623.pdf 80d69baedc111de75c147b620733bb38 PDF Text Text THE FUItJRE BEGDlm NCM Rema:ck s by Dr . Ruasel.L G. Ivlawby , Vice Pr e sident - Pr ug:cams, W. K. Kellogg Foundation, at the 45t h Annual Meeting of the Florida Home Ec onomic s Ass oc i at ion , Tampa, Flor ida -- Apr il 1 , 1967 1. I am delighted t o be with y ou - - -I t hi nk. Of course, the warmth of Fl or i da ho spitality i s al ways a pleasure to e nj oy . Additio nal l y , b ecau s e of my l ong st anding int er e s t in Home Eco nomic s , I weLcome t his opportunity to learn more ab out Home Economics in general, a nd about Home Econcm l. c s in Fl or i da in pa r t i c ular , for f rom extensi ve travels an d c onver sation, I have the i mpr e s s ion tha t your professional field here is character i zed by progress i ve progr amrning. Admi t t edl y , I am here this morn ing only becaus e of t he pe r sua.s i.vene s s of your Program Chai rman , ivlr s . Ovien. If he n she wrote last July extending an invitat ion for me to participate in this morning ts se s sion, I declined : commenting that I could not i magine how I might make a construct ive contr i b ut ion to your pr ofess i onal conve nti on . Si nce she had i ndi cated she vrou.Ld be i n Batt le Creek on a vacation t r i p , howeve r , I indicated my vriLli.ngne s s t o vi sit wi th he r . Sub s equent l y , i n August she did vis i t our office s . and we had a de lightful t wo-hour conver s ati on , ranging over the broad activities of our Founda t i on and sp ecifi cally orienti ng to Home Economi c s and Home ~ c o n o!Jl i c& Education in Fl or i da Soon t hereaf t er she wr ot.e ag a in saying, " Your messag e , a s present ed t hrough me to our FHEA B oard ~ is exactly what we want." \-ihile I st ill had se r i ous r e s er va t i on s regar di ng my qualificat ions, I t hen wrote to Mrs , Owen, " Because I am so i nt e r e sted i n Home ~~ c on om i cs Educat i on a nd it s re l ationship to f amily conc erns in contemporary s oci e t y , and because �- 2- A p ri l F oo l' s D ay s e em sa p a r tic u l a r l y ~ ro r ia o c c a s ionfo r myd i s cou r s e on su cha sub j e c t, ifyou a r ew il l i n gt og amb l e ,I amh appyt oa c c e p t." T h es tr o nge s tred eem ingf e a t u r eo ft h eb a l a n c eo ft h i smo rni n g' s p rog r am , . I wo u l dsubmit, ist h eR e ac tion Pan e ltofo llcw m ; l b r i e fr em a r ks . B e c au se o fthe b r e a d t hand qu ali t yo f exp eri e n c eand e x p e r t i s er e p r e s e n t e dinth e t h r e e di s tingu i s h edm embe r so ft h i sP an e l,I loo kfo rw a rdtot h e ir co noo en t s , an d ho peth a t som eth ingI say m ays timu l a te som eu s e f u ld i a l o gu e . I su spec tt h a ts el d om h a s ap e r s o no fmo r e mod e s t qu a li f i c a t i o n sg raced (a w o r dcar e f u ll ys e l e c t e db ym e) you rA s so ci a t i on p rog ram . Wh il et h e s e q u a l i fic a t ion ss eemt olf iem e ag e r, i nfa irn e s sI amcomp e lled t ol i s tt h em : F irs t , asa l r eady h a sb e en i n d ic a ted , I ma r r i e da hom eeconom is t ,a co u rse o fa c t i o nwh ichI amcon f id en tyouw il l ag r e e re f lec ts m y n e n tandwh ich I r e co l m n e n d wi t h o u tr e s e r v a t i o n . good jud@ S e cond ,I h ave a f am i ly --t ' i lOboy s, on eg i r l ,two h o r s es ,and on e dog ,a ll adop t ed. h W en w ew e re di s c u ss i n gt h i st r i pa t e a k fas t recent l y ,Im en tion edth e t o p i cass i gn ed t om e , "Th e br l i 'ut u r eB eg in s NOI ' l." Th econ s e ns u so ft h ek i d sw as t h a t"D ad , t h etit l em ak es sen s e. We hope you do !lI i r~ fo r 131 /2y e a r sI w a sa f a c u l t ym emb e ra tM ich ig an S ta te U ni v e r s ity ,ag r e a te rp o r t i o no ft h i st im ,2 as A s s i s tan tD i rec t o r o fB x ten s ion ,respons i b l efo r You th D e v e lopm en tP r o g ram s . Du ring t h i stim e ,o fcou r s e ,i t w a s my p r iv i leg eto w o rk cl o s e l ywi t h f ' a cu l . t ym emb e r so ft h eC o l leg eo fHome E con omi c sandp a r t i cu l ar l y h o se en g ag ed in H omeE conomic s- F am i l yL iv ing Ex tens i on \ ' f i tht P rog r am s . �- 3F i n a l l y , on eo ft h em an d a t e so f mycu rr e n t po siti o na sVi c eP r es i d en t o f a phi l an th ro p icI 'ounda tion i st h econ tinu al s u r v e y i n go ft h e co n t e mpo r a ry s c en e, w i t ha se n s i ti v i t yt ois su es c u rre n to r onthe h o r izon o fpub li ccon cer n . So w i t h the m u tu al un d e rs tan d i n g (1 )t h a tI ama s rr~a ic som ewh a t u n d e r s t a n d i n g , bu t no tn ear l y know l e d g eab le enough o b s e r v e ro fHom eE conom i cs , and (2 )t h a tI c annot p resu n l et odo m o r et h a nd e a li ng en er a l i t i e s andra ise ~ s ions w hi c hhope f u ll ym ay b eu s e f u lt oyou ,l e tu sp r o c e e d. II . You r P rog ramCommi t t e ea s k edm efi r s tt od e s c ri b eb ri e f l yt h eW . K . K el l o g gFounda t i on and i t s ac t i v i t ies . I nc o~non w i th s im ila ro rg ani z a t i o n s whi c h youreadi l yr e cog ni z e . su cha sthe P a rd Fo und ati o n ,the R o c k e f elle r Found a ti o n ,andt h eC arn e gi eC o r p o r a t i o n,t h eK el l ogg Pound a t ion i sa phil a n t h r o p i c, non p r o f i t ,e d u c a t i o n a lco rpor a t i o n . I tw a se s t a b l i s h ed in 1930byi ' l r.\ ' J .K . :K e l lo gg ,f 'ound e ' ro ft h ec e r e a lm an u f a c t u r i ng com p anyuhi c h a l s ob e a r sh i sn am e . Th e common ali t yo f ou rf o u n d e r ' sn l l i f i e andth efa c t t h a tou rm a jo ra ss e t ,andthe r e f o reth ep r im a r y sou r c eo fi n com efo r ou r a c t i v i t i e s ,i sr e p r esent e db ys t o c k si nthe K e lloggCompany a r et h eon l y ti e s ~ n t h e s etTtTO o rg ani z a t i o n s . Th e Fou nd ationiscomp l e t e l y au tonomou s inc a r r y i n gon i t sa c t i v i t i e s . Th el i f eo fM r. K e lloggis a f a s c i n a t i n gs t o r y . H ele f th i spo sition wo r k i ngfo rh is ol d e rb r ot h e r in1 9 06 w henhe VIas 4 6y e a r so fag eand a b lished h is c o r n f l a k eb u s i n e s s. U nd e rh i sa s tu t ebu si n e s slead e rsh i p , est r o s p e r e dandve r ye a r l y ,M r. K e l lugg ob s e rv ed, " It app e a r s th e comp anyp t h a tmy busi n e s s" r ill f l o u r i s h , andI knowwh a tI ' l l do w it hmy mon ey -l li n v e s ti ti npeo pl e . " Whi l ehe b eganv e r y soont om ak e si g n i f i c a n t rI ch a r i tab lec o n t r i b u t i o n s fo rv a ri o u sw or t h yc a u s e s ,a st im ep r og ress e dand �-4hi sr e s ou r c e s mu l t i p l i ed ,i t be c am e app a re n tth a tt h e r en eed edtob e amo r e s y s t e w a ti ca r r a ng e m en t ; f o rthe m a k i ng o fh i sp h i l a n t h r o p ic a s si s tance av a i l ab l e tos ign ifi c an tc au s e s. T hu s in1 930w hen M r. K e lloggw a s7 0yea r s o fag e , he e s t a b l i s h e dt h eFound a tio n wh i ch bea rs h i sn am e . T h is l aun ch ed at h i r d an dp e rh ap sm o s ts igni f ican tphase o fh i sl i f e ,whi . ch con tinued unt i lh i sdea th a t ag e9 1 . I sha ll n o t dw e l li nd et a il upont h efound a tionandi t s ac tiv ities , b u tw ill w e lcom e ques t i o ns r~n you . Ph ilo sophi c a lly t h eFoundat i o ni s comm i t t ed t oh e l p i n gpeop le h e l p th em s e lv es th rougha p p l i c a t i o no fknow l edg e ini n n ova t i v e , ex p e r i m en ta l ,andcons t r uc ti v ee f f o r ts d ir e c tedtos ign ific a n t issues. Ini t se a r l yyear s :r rh enth e Found a tion 'sres o u rc esw e re sm a ll, i t s t i v itie sw e re conc e n t r a t edin So u t he r nM ich igan , p a r t i cu la r l yin ass i s tanc e ac t ocoun t yh e a l t hp r o g ram s ,h o s p i t a l s , and s c hoo ls . Th rough 3 7ye a r s ,t h e res ou rc es andt h es cop eo f in t e r e s t so fth eFou nd a ' tion h a v eg r-ow n u n t i li t nowis amon gt h et e nla r g es tFound a tio nsinth ew o rl dandisi n t e rn a tio n al i nits co n c ern s, in c l u d i n g No r thfu rre r i c a ,L at i n N f ie ri c a ,Eu ro pe , and Aus t r a l i a . rog rami n t e r e s t sa r er e f lec tedini t sD iv is i o n a ls tr u ct u r e : D en tis try , Its p H o sp ita l A dm i n i s t r a t ion ,: d ed ic in e andPub l i cH e a l t h , Nu rs i n g ,L a t i nAm e r i c a , A g ri c u l t u re , and E duca t i on andP u b l ic A ff a irs . r l y i n g con ce rn o fo u rFou nd a tionf o rthe w e ll-be ingo fpeopl e , T h e unde co u p ledwi t hm yp e r s o na li n t e re s tinth is a reaan d you rp ro fes s ion ,s umm ari z e m yreaso n sf o rb e i n g' .v i t h you t h i smo rn i n g . I I I . Si n c ejo i n i n gth e Founda t i on )I h av eh ad o ppo r t u n i tyt ov is it w it ha g r e a t m any p eopl ei n vo l vedin o rd irec tly conc e r n ed w ith t h efie ld o f £om eE conom ics , i n c l ud i n gd ean s , fac u l t ym emb e rs ,u n i v e rs i typ r e s i d e n ts ,an dlea d e r so f you rpr o fess iun . F rom th e s ee x t e n s i v e conv e rsa tions , I am v e ry mu chaw a re �- 5o ft h ecomp r eh en si v eapp r a i s a l --b y 'yo u r s elv e san do t h e r s i nv T h ich you r pr o f e s s i o nha sb een andis engaged . A tt h en a t i o na llev e l ,su c h ev al u a tiv e e f fo r ts a re p r e s en tedby su ch sy s tem a tic s tud i e sa sth e oll o~ i n (1 )The en chL i ck C on fe ren ce o f1 9 61 , a fo rw a r dl o ok in ge f f u r ty e tu n f i n ish e d ; Fr (2 )L ibe r a lEd u c a t i o n andHome E conomi c s , as tu d yi n1 9 6 3in Hh i c h you r Co l l eg e an d you rD e an w er emu ch LnvoLv ed ; and (3 )t h eC a rn eg i e Cur p o r a t i o n fun d ed s tudy nowi np rog ress und e rth el e a d e r s h i po fE a r lI i v cG ra th o f Co lumb ia i v e rs i t yd es ign edtoassesst h ec u r r e n ts t a tu so fyou rp r o f ess i o n a lf i e l d , Un p a r t i c u la rlyi nhi g h e r edu c ation . f ' r cifrl th eseandlesscom p reh en s iv es t u d i e s , on ec anas s emb l e along s to f con c e r n st o' i i i 1 ich you rpr o fe ss ioni sg i v i n ga t t e n t i o n : li h en am eo f you rpr o f e s s ioni ssubj e c tto d e b a t e insom e A. Ev en t qu a rt e r s . B. Ch ang ing pr o g r a m so fe d u c a t i o n ,i n c l u d i n ge l e m en t a ry ,s e co nd a ry , c a tionfo rc h a ng i n gc li e n tel e . h ighe r and ex ten s ion edu C. An e edfo rg r ea tl yexp a nd edresea r chp r og r am s . D. Ane edf o rde f in ition o f conc e pt sfo ru s ea tv ar i oused u c a ti o n a l l e ve l s. E . Aconcer nf o rs p e c i a l iz a t i o nr e s u l t i nginposs i b lefr agm en t a tion. c e rnfo rp ro life ra tio no fdeg r ee g r a n tingp rog ram s , m any o f I i ' . Acon tion abL eq u a li t y . qu ea I ' h ep r o b l emo fs c a r c it yo fq u a l i f i e dp e r s o n sf o rp r o f e s s i o n a l C. ' lead e r s h i p. H. Th e qu e st i on o fp eop l ef o rt e c h n ica lp o s i t ionswh i ch s im u l t a n eous l y cou l dp rov ide add ition a lm anpow e r andfr e ep r o f e s s i o n a lper s onn e l fo r m o r e approp ria tetask s . �- 6Th es e an dm o re -c o n ce rn s ar e im l ~ app r op ri a t e ,andv it a lt o p i cs r e c e i v i n g you rp r o f e ss i ona la tten tio n . Th e i r re s o l u t i on and t h e su c cess fu l imp l em e n tat i o no ft h ede cis i o n swh i ch you r e ach w i l l ine f f e c td e t e rm in e thef u t u re wh ic hb egi n s nov , IV . I have b e enf a s c i n at e dw i th t h ere a d i n g sJh av e don eo fth eL ak e Pl a c id e n ces . If i i r s .E llen R ich a r d sisth e "mo th e r "o fH om e Econom i cs ,then C on fer uppo s e)vi e1v i . I ,D ew e yist h e"f a t h e r , "i nana c ad em ic sen se ,f o rI und er· · Is s tandhe conven edi n1 898 a sma ll conf e r en c et oc o n s i d e rhowm a te ri a l dea ling w i th t h i s newsub jec t sho u l db e cod ed f o rl i b r a r i e s . Th is i n i t a lcon f e r e n ce s to ft e n wh i c hin t u r nl e dtot h ee s t a b l i s hm e n t in 1 9 0 8o f becam ethef ir th eAm eric anH om eE conom ics A ss o c i a t i o n . C e rt a inth e s e san dte n e ts a t t r a c t e dm ya t t en ti o ni nr e ad ing andI d i s c o v e r ed t h a tyou r co l .Leagu e,P r o f e ss o rM arga re t B rowna tt h eUn ive r s i t y ad s umm a riz edth emasf o ll o w s : o f M inneso ta ,h 1 . A c tua l i z a t i on o f sel f ist h ego a l w hi c ha ll h i l l n a n k i n dh as n uou sl ysough tove rt h eyear s ; asSUCh;; it is e mpiric a l l y con ti ve r ified a . st h eu l t im a t ev a lu e fo ra ll m en , th e goodl i f ewh ich al l s e ek . f a c t u a liz a tionisre a l i z ed o n l y und e r condi t i on sw he re t h e 2. S el ind i v idu a lc an cODM an dp h y s i ca land so c ia lf o r cestow a r dt h i s u l t i m a t e v a l u era the rt h an be c o n t r o l l e db yt h em . 3. Ifthe huma nin d i v idua lc anand do es ex er c i s econt r o lo f m a t e ri a l o rc es ,th e en d s tovr a r d vlhi c hh e comm and sth e ir us e and so c ia lf dependupon hi sva l u es . 4 . I t isth rough ever y d ay l i f ei nt h ehom e andfam i l yth a tv a lu es es ttr a . n s m i tt e d . a re b �- 75. The r e fo re ,t h e hom e l y andt h eev e ryd ayi nt h ehom eandth e f am i ly a r ep a r tic u l a rl yand un ique l ys igni f i c a n ti nen a b l i ng a l iz a t i o no ft h egood l i fe . re 6. ~n e conom ics a s afi e l do fs t u d yf o rhom e andf am il yl i f e c ana i dth r ough know l edg e andr-eason i nc l a r i f y i ng and v a li d a ti n gv a l u e so ft h ecu l t u r eand inf i n d ing w ay so f t r an sm i tt i ngtho se v a li dfo rt h eguod l i f e . Th i sh is t o r i cv e r b a l izat i o n( i fcon cer nfo rt h equ alityo ff am i l ylife sr e p e a tedi n1 9 59by a comm i t t e eo fth eHome E conom ics D ivi s i o no fthe wa A rne ri c an A sso c ia tiono fL and -G ran t Col l e g es andSt a t eU ni v er s i t i e swh en i t d e fi n e d Hom e E conom ics a s" t h efie ld o fknow ledg e an d se rv ice p r im a r i l y con c e rn edwi t hs t r e n g th en ing f am i l yl i f et h r o u g h : a. e d u c atingt h ei n d iv i dua lf o r fmn i l yl i v i n g ; b. im p ro v i n gt h es e rv icesand good su sed b y fmn i li e s ; c. co ndu ctingrese a r cht od i sco v e rt h ech angi n gn e ed so f ind iv i du a ls andf am il i e s andt h em eansto sa tis fy ingth es ene e d s ; and d. f u r t he r i ng c omm u n it y ,n a t i o n a l,andworl dcon di t i o n sf a v o r abl e t ofam i l ylivi n g ." r own Co ll e g ec a t a logu esays "nom eE conomi c sis con c ern ed w i t h educat i on You f e c t iv ef am i l yl i v i ng andrespon s ib le ci t i z e n sh ipth rough fo r sa tis fac to ryandef t h eapp li c a t i o n( i ft h ep r i n c i p l es o fthe sc iencesan dt h ea r tst othe p ro b lem s h eco mmuni t y ." o fth e hom e and t Whilethesed e f in ition sand s t a t e men t so fpu rpos ef rom t h et u r no ft h e c en tu r y ,1 9 5 9 , andyou rm os tre cen tc a t a logu e don o ta ll s a ye x a c t l yt h esam e i ng andt h e r e seem stob ed i f f e re n temph ase s and im p l i c a t i o n s ,p e rh ap s th p a r t i c ul a r lyinappli c a t i o nandp r a c t i ce ,t h e r eisa tleas t acommonth read �- 8 of concern for fmnily living and the quality of family life experienced by the individual. I trust this ccnnlion thread of concern is one of the binding, if not the binding, element of your profession. v. Certainly as one would survey the social scene today identifying issues of current concern, there is a timeliness in this emphasis on the quality of family life. First, I sense that, just now, our country is turning from its historic interest in standard of living to one of manner of living. I would submit that we can see evidence of this significant shift in many and varied f orm s . Second, coupled with this increasing concern f or the manne r of living, is the increasing recogniti on that the "problem people" of our society are the product of i nadequate home and family situati ons. IBy " pr ob l em pe op l e , " we may mean school dropouts , the chronically unemployed, juve nile delinquents , those perennially on welfare, criminals, and others who are not "productive" persons in the various roles which our contemporary society expects . We al s o recognize that efforts to overcome the inadequacies of home and family are relatively costly and ineffective. To counteract this,we are launching such innovative programs as Operation Headstart to reach youngsters earlier than age five, educational programs with ADC mothers, etc. At the same time that we recognize the critical importance of the early childhood years in the home , we must admit that f ami l i e s are les s f r e e than formerly to control their own destinies in our urbanizing, affluent s ociety. No longer can a family alone protect the health of its members by its own sanitation practices, its nutritional status by food eaten in the home, its financial security by money in the bank. Increasingly the community and social �_. 9i n s t i t u t i o n sen cr o a chontr a d i t i o na lfam i ly p re r o g a ti v e sa sn a rrow e r and na r r ow e rl i m i tsa r es e twi t h in wh i c hthe i n d i v i dua lfam il yh a sf r eedomo f c h o i c e . I n c r e a s i n g l y" de ci s i o n sbey ond t h ef am il ybea r onth ew e l l-b e ingo f t h ef am i l yu n i tand i t sm em b er s . A ll t h i st om eco n t a in sa tl e a s ttw om a jo ri m p l i c a t ion sfo ryou r pr o f e s s i o n , con ce rn edas i t i sw ith i n d iv i dua l sandfam i l yli v ing : A. Edu c ation a le f fo rt smus tc c n c en t r a te on p rog r a m s whi c he q ui p i n d i v i d u a lstofun c tioni nt h e ir respec t i v ef am i lyro l es : son s -d augh ter s ,s i s te rs -b ro the r s , ~ ands i s mo the r s - fa the rs , in -law s ,g r a n dpa rent s . i de d e ci s i on sa re i n cr e as i n g l yimp o r t a n tt ot h ew eL l .« B . S ince ou ts n go fthein d iv idua lf am i l y ,home e co nomi s t smu s t inc re a se b ei t h e i rp a r t i c i pa t i o n and i n f l u e n c ea tth el e v e lwh er -e m a ny cis ion scon c er n i n gf am i l i e sa re m ad e --int h ecomm .un i t yand de w it hi n s t i t u t i on so fth ec ommunit y . eI co u l dd ev elopa tlen g t hbo t ho fth eset h ough ts ,i nd ef e r e n c e W h il bot ht ot h ep a n e l an d you rpr o fess io n a l comp r eh en s ion ,I w ill no t . Th isline o frea s o n i n gb r i n g sml':' t ocer t a inq u e s t i o n s wh i c hI f i n d i n t ri g u i n gand wh i c hIi ' l ill sh a rev I it hyou : A . D o es hom ee cono mi c sedu ca tiona t th es e c on d ar yand hi g h er le v e l s s e ei t s e lf a s (1 ) ed uc a t i o nf o r th e hom ee conom ics pr c f e s s ion , ( 2 ;e d u c a t i on fo ra ll v r cm e n,o r (3 )e d u c a t i o nfo r hom eand fam i l yl i f e ? B. Inl i gh to f you rL ak eP lac i dh erit a g eand ve r b a liz edob je c ti v e s a sI s e eth em ,w h a t ist h era t i o n a l eo fhom ee co nom ics a sa p ro fessi o no fw om e n, ' i T th edu ca t i on a lp rog r ams fo rw om e n? �-10- Ic ou ld dw e l l a tl e n g t honthe n eed asI pe r c e i v ei tf o r meninyou rp r of e ssi o nand fo rs ign ifi c a n t prog r am sf o rbo y s andm e n . I wou ld subm it fu rthe rt h a t unL ess t h i sb ecom e s r e a l i t y , you r concep to ffro n i l yd iff e r sq u i t es h a r p l yf rom n eandfa l l s sho r to f so c ie t a ln e ed s . mi cou r a g i n gt h a ti nsecond a ry edu ca tion I findit m o s t en i nF 'Lo ri .d a ,s ev en th and e i gh t hg rad e pr o g ram s , andM a rriage andFm n ily L i v i ng p r og r ams ,seemamongth efas t e s tg row ing i n emp h a sis and pa rtic ipa tion . e r v eyou rp u r po se s ,w ha t i st h em o s te ffe ctiv er " , l a t i o r l s h i p C. To s w i t ht h e ba s i cdi s c i p l i n e so fyou rp r o f ess i o n ,p a r t i c u l a r l yt h es e re l a t i n gt ofro n i l yl i v i ng --a tb o t h seconda ryandh i g h e r le v e l s ? I n c l u ded wo u l db e such d i s c i p l i n e sa ss o c i o l ogy ,p sycho logy, phi l o s o phy. D o est h em os td es irabl er e l a t i o n s h i p nowp r e v a i l ? D. o~ s i tseempo ssi b l eto youi nH om e conomic s~ as i t do esto nt h em o re f am i l i a rf i e l do f Ag ri c u l tu r e,t h a tt h es tru c tu re m ei r edu ca t i o ni nt h i sf i e l dw i l ln o tp r e v a i la tth e w enowknowfo s e con d a r yand unde r g r a du a t el e v e ls ? R a th e r, i si t po ss i b l et h a t co r em at e ria l sf romH om eE conom ics w i l lb e soi n t e g r a t edi n t othe bas i c cu r ri c u lum th a ta ll s tu den t sw i ll be exposed t ot h e p rin ci p le s im p o r t a n tt oth e "goodl i f e " ? D r .P au lM ille r, now A s s i s ta n tS ec re tar yfo rE d u c ationi n HEW , i ns p e aki .ngt ot h eg radu a ting cl a s so fW e s t V i r g i n i a Un i v e r si t yi nh isla s tcomm en c em en ta sP r e s i d e n t th e re s a i d : ayyou w i ll ag r e et h a tit m ak esl i t t l ed i f f e r e n c e whe t h e r "Somed you rd ip lom ar e a d s eng in e er i n g ,l aw ,Eng l i s h ,o rm ed ica l t e c h n o logy . �- 11 - Th et r u ed iffer en c es w i l ld e a lw i t h th ef l asho f und e rs t an d i n g you m ay h av ein t h efu tu r e abou t howun cha in ed t ohi s t o r yt h e r e v o l u t i o no fthein e v i t a b i l i t yo fch ange h as be com e ; and t h e d if f e r en c e , too ,o f wh e t h e ryou w i l l m ee tth isund er s t a n d ing f u l l you to f som er e s idu eg ai n e da tth i sU ni v er s i t y ---w i t h ho pe ap e rson a ls t y lef o rknow ing w "h a tm ak e s a good m a no r w oman , wh a t : go e s in to a go ed commun it y ,i n t o good gove rnm en t, i n t o good mu s i c and a r t ,i n to good hum a nr e l a t i on s h i ps . " The r eisano bse r vab l eten d encyin edu c a ti o nt opos t p on e s p e c i a l i z a t i o nandth en tore s p e c i a l i ze t h r ee t of i v et l in e s i nthecou rseo fa p ro f e ssi o n a lc a r e e r. A re t h e s e im p l i ca tion s r e cogn i z e dfo r hom ee conom i c s ? If t h i spa t t e r npr e v a i l s ,home e cono m ics and ag ri c u ltu r emi g h tw e l lb ecome t h eana ly ti c a l fo cu s o rc o r ei nr e s e a r c hand gr a d u a t es t udi e s\ v h ileth ep u r po ses o f you r pr o f e ss ion al fie ld'.v i ll be se rved by hom ee concm i s t s t e a c h i n gsi g n i f i c a n tpor t i 0 n so f anin te g r a tede lem e n ta r y . s c on dar ~ and h ighe r unde rg r a d ua t ec u r r icu lvm . E . I sit appro p ri a t etot h i n ko f mo r ev ar i ed and sp e c ia li z edp rogr am s u c a t i o nf o re f f e c t i v ef am i l yro l ep e r f o rm an ce ,u t i l i zi n g o f ed t e c hn i c a las w e l la sp r o f ess i o n a lp e rs o n n e l , an d cap i tal i z i n gon theri c hp ro f e s sio n a l res ou r c es o fth ep ri v a t es e c t o ri nt h i s p r o cess? a r to fwh a t I hav ei nm ind r e l a testot h eno tion o ft h e Ap " t e a ch ab l emovem e n t . " I t w o u l d app e a rt h a tt osom esi g n i fi c a n t e x t e n t hom ee cono m i c sm aybe s trugg l ingt oim p a r ts p e c i f i c sk ills an db a si cknot z l . edg e wh e ni t h a sl i t t l er e l e v a n ce t oth elea rn e r. �- 12 - VI. Much of I-rhat I have said may i mply change .• whi ch to many is threa t e ning, unwar rant ed , unde si r able. To other s, t he same change may seem e s s ential, overdue, challenging. In hi s b ook, "SeLf'<Renewa.I ;" John Gar dner obs e r ves : "Hhen organizat i ons and so ci et ie s a re yo ung, t hey are flexib l e, flui d, not ye t paraly zed by rigid spe ciali zation and willing to try anythi ng onc e . As the organizati on or s ociet y age s, vitality dimini she s, fl exibility g i ve s way to rigidity, creativity f ade s and there is loss of capa city t o meet challenges from unexpec t ed di r ections . " He then addresses himself t o the problem of the i ndivi dual and t he i nn ovative soc ie ty i n a mos t refre shing way. I commend thi s book t o you .. Change -v -whe t her- great or sma l l - - is di f f ic ul t . I r ecall. nOI" wi t.h a smi le , the str uggle i n 4-H Home Economi c s ci rcle s in Michi gan over such que stiuns as " Can a 4-H Club member make a ' b ox cake : as a part of a 4-H project?" a nd "I s a knitted garment t o be cons ider ed 'clothing i for a 4-H dre s s r evue ?" I t is obvious that whether or not box cakes and knitting exi st i n 4- :1 or Home Economi c s , they do exi st in realit y, whi ch is whe r-e l ife i s livecl. As pr ior sp eak er s on y our p r ogr am have ob served, cha nge i s inevitable. Increa s ingly each organi zat i on, agency , or insti t ution conc er ne d with human development is be i ng evaluated within t he context of the extent to whi ch i t i s cont r i b ut i ng to the developmental needs of individuals, communitie s and soci et ie s) wi t h l ess tolerance for just car r y i ng on its traditional f unct ions . . �- 13 VII . May I cl ose wi th t hre e ob servat ions : 1. The harmonious family forms t he near e st to complete bas is for the happ i ne s s and prosperity of t he person as \·rel l as the nec e ssary f oundation of so c i e ty . 2 , I s ens e in your pr ofession a ret urn to a fundame ntal conce rn with t he fami l y and the home , and a new emphas is on t he bas ic social s ci ence s . 3 . The r ole and cont r i b ut i on of y our prof ess ion to the quality of fami ly l i f e i n America and the 'wor l d cannot be greater than you perce ive it to be . Be ca us e of your exemplary accompli sh- ment s in the past a nd because t he nee ds of today a nd tomorrow for c onstructive p rograms i n human de vel opment and fami ly l ife are so great , I hope yo u ha ve b ig plans and great ambi t ion for t he future which begi ns now. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1967-04-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Future Begins Now Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 1, 1967 for the W. K. Kellogg Foundation at the 45th Annual Meeting of the Florida Home Economics Association. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Home economics Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1967-04-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/aef16d4f120722a730d274410cbcbff1.pdf 65f2c65be498af9c91fdf0bdb1d7407b PDF Text Text Remarks by Russell G. Mawby, President w. K. Kellogg Foundation at the GOVERNOR'S CONFERENCE ON AGRICULTURE Long's Convention Center Lansing, Michigan April 1, 1981 I All of us involved in and concerned with Michigan agriculture recognize the significance of this day and this conference. Agriculture is a very important and . stable component of our Michiga~'economy,often classified as "Michigan's No.2 industry." But for various reasons, agriculture's significance and potential are generally underappreciated by governmental officials; by leaders of business, industry, and the financial community; and by the general public. Therefore, we are grateful to you, Governor Milliken, for convening this conference, " to assess the cu rrent status of Mi chigan agriculture and �2 e v a l u a t ei t sp o t e n t i a lf o re x p a n s i o n~n f o re v e ng r e a t e r c o n t r i b u t i o n st oo u rs t a t e ' se c o n om y . " W e a p p r e c i a t ey o u r em p h a s i s upon a g r i c u l t u r ei ny o u rS t a t e o f t h e S t a t e M e s s a g e l a s tJ a n u a r y ,f o ri n i t i a t i n gt h ep l a n n i n gp r o c e s s a n dt h ec omm i t t e es t r u c t u r ew h i c h l e dt ot h i sc o n f e r e n c e , f o ry o u rp e r s o n a la t t e n d a n c ea tt h e s es e s s i o n s ,a n df o r y o u r comm i tm en tt of o l l owt h r o u g ho nt h er e c omm e n d a t i o n s a n dc o u r s e so fa c t i o nw h i c h em a n a t ef rom t h e s ed e l i b e r a t i o n s . E conom i cd e v e l o pm e n ti nt o t a lo ri nr e l a t i o nt oa s e c t o ro fo u re conomy ,s u c ha sa g r i c u l t u r e ,i sa nu n e n d i n g p r o c e s s . I ns i g n i f i c a n tw ay s t h ed e l i b e r a t i o n sh e r ew i l l b e n e f i tf r omM i c h i g a n S t a t eU n i v e r s i t y ' sP r o j e c t' 8 0 , w h i c ha t t em p t e dt ol o o kf o rw a r dc r e a t i v e l ya n dc om p r e h e n s i v e l y . T h i s. c o n f e r e n c e ,h ow e v e r ,r e p r e s e n t sa ne v e nmo r e i n c l u s i v e a p p r o a c h ,a t t em p t i n ga l s ot oi n i t i a t es p e c i f i cc o u r s e so f a c t i o n . I comm end t h ec omm i t t e e sf o rt h e i rp r o d u c t i v e e f f o r t so na t i g h tt im es c h e d u l ea n dI c om p l im e n to u r c o c h a i rm e n ,D e an P r i d ge o n ,D i r e c t o ro ft h eM i c h i g a n �3 Department of Agriculture and James Anderson, Dean of the College of Agriculture and Natural Resources at Michigan State University. It's great to have these two important agricultural institutions working together so effectively. This meeting will benefit also from the Governor's Conference on Forestry held last year and I understand that because the broad range of interests and activities encompassed within the concerns of agriculture and natural resources make it difficult to give adequate attention to all aspects in one meeting, Michigan State University is convening a conference focusing more specifically on natural resources later this month. In combination, these efforts should be fruitful. There is no need for me to exhort this group on the importance of agriculture or the details' of its potential. It may be useful to remind ourselves, however, that U.S./ Michigan agriculture is in fact the envy of the world. Persons more thoughtful and knowledgeable than I have �4 developed explanations for the "miracle of American agriculture." In my judgment, two elements are of particular importance: First, our American agricultural enterprise is based upon economic concepts of entrepreneurship, free enterprise, profit. This is true both for the farm component of agriculture as well as those related agribusiness enterprises which serve farming and move farm products to consumers. Second, agriculture benefits from a a unique partnership in the working relationships among public and private institutions and resources. This partnership is evident in many ways -- policy decision-making, regulation, promotion, and particularly, research and Extension. In this latter case -- research and Extension -- leadership is provided by our system of land-grant universities. We are proud that Michigan State University is the pioneer land-grant institution and a model of national and international reputation. The system of agricultural experiment stations, funded largely with federal and state tax money, through �5 C o n g r e s sa n dt h es t a t el e g i s l a t u r ea n dc om p l em e n t e dw i t h s u p p o r tf romp r i v a t es o u r c e s ,g e ne r a t e st h ek n ow l e d g eb a s e f o ra g r i c u l t u r e . Th eC o o p e r a t i v eE x t e n s i o nS e r v i c e , r e p r e s e n t i n ga p a r t n e r s h i pi nf u n d i n go ff e d e r a l ,s t a t e , a n dc o u n t yg o v e r nm e n t s ,a g a i nc om p l em e n t e d by s u p p o r tby p r i v a t es o u r c e s ,i st h em e cha n i smb yw h i c h k n ow l e d g ei s t r a n sm i t t e dt op r a c t i t i o n e r si na g r i c u l t u r eo nt h ef a rm and i nr e l a t ed en terp rises. Th es u c c e s so ft h i ss y s t em t h r o u g ht h ed e ca d e si ss e l f e v i d e n t . Ou rc h a l l e n g ei st o p r e s e r v ea n db u i l dupon s u c ht r a d i t i o na n ds u c c e s s . I I In p r e p a r i n gt h e s er em a r k s ,I w a s v e r yc o n s c i o u st h a t t h er e a lt h r u s to ft h i sc o n f e r e n c ew i l lb ec o n t a i n e di n t h er e p o r t so ft h ee i g h tc omm i t t e e sa n dt h ed i s c u s s i o n s r e l a t e dt ot h o s es t a t em e n t so fi s s u e sa n dr e c omm e n d a t i o n s . My con~ ent , t h e r e f o r e ,w i l ln o td ea lw i t h s u c hs p e c i f i c s �6 b u tr a t h e rw i l lb r i e f l yt o u c hsom ei s s u e sw h i c h s e em im p o r t a n ti nt h eb r o a d e rp i c t u r eo fo u rS t a t e ,i t se conomy , a n di t sp e o p l e . Ih a v eo r g a n i z e dt h e s et h o u g h t sa r o u n d f o u rm a i n p o i n t s . 1 . S t r o n gp r o g r am si nr e s e a r c ha n dE x t e n s i o na r ee s s e n t i a l t ot h ec o n t i n u i n gh e a l t ho fa g r i c u l t u r e . Ou r r e s e a r c h e n t e r p r i s er e p r e s e n t st h er e n ew a la n de x p a n s i o no f t h ei n t e l l e c t u a lc a p i t a le s s e n t i a lt oa p r o g r e s s i v e a n dp r o s p e r o u sa g r i c u l t u r e . T h i sr e s e a r c hm u s t b ea t a l ll e v e l s-b a s i cr e s e a r c h ,d e a l i n gw i t h ar a n g eo f c o n c e r n sf romu n r a v e l i n gt h es e c r e t so fp h o t o s y n t h e si s , n i t r o g e nf i x a t i o n ,g e n e t i c s ,a n ds o i lp h y s i c s ,t oa n u n d e r s t a n d i n go fm a r k e t s t r u c t u r ea n dt h ep o t e n t i a l s o fc om p u t e rt e c h n o l o g y ;a n da p p l i e dr e s e a r c h ,i n w h i c hk n ow l e d g ei st r a n s l a t e di n t op r a c t i c a lt e c h n i q u e s a n dp r o c e d u r e s . I nt im e so ff i n a n c i a ls t r e s s ,f u n d i n g s o u r c e sa r ei n c l i n e dt oc u tb a c k on r e s e a r c ha ta l l �7 levels, perhaps most harshly on those research efforts which deal with the most basic kinds of knowledge more remote from the re alities of everyday living. Extension repr esents the process of two-way communication, from practitioner to researcher and from researcher to practitioner/user, on the farm, in the rural community, and in r elated ent erpris e. I have been pleased to learn that our Governor and his staff and our Legislature have tried to exercise prudent judgment in maintaining our research and Extension programs while coping with reduced state revenues. Despite their efforts, however, State appropriations for the Agricultural- Experiment Station and the Cooperative Extension Service have not kept pace with inflation. State appropriations for agricultural research and Ex t e n s i on represent a smaller share of farm income today than five or ten years ago. �8 This vndesirable trend jeopardizes both the position of Michigan agriculture relative to other states, and American agriculture in the world community. Such decrease in support sells short the future and should be redressed in the best long-term interests of Michigan's economy. Evidence is abundant that this is a wise and productive investment of public funds, reaping rich returns. In considering both research and Extension, we must be aware of the significant research and educational efforts of private industry. Very often experiment stations and the Cooperative Extension Service work in concert with private industry in carrying out research activities and educational programs. Such efforts should in every way be encouraged and expanded. �9 . In addition, we should make specific efforts in Michigan to mobilize the total educational or knowledge resources of our State to address the concerns of agriculture. We have already commented on our great land-grant university, Michigan State. But we need to rememb er that we have another great institution of higher education, the University of Michi gan, with superb resources in such fields as the physical and biological sciences, engineering, the health profess ions, the social sciences, and law. In addition, we have regional colleges and universities, community colleges, and private colleges and universities. We should consider more creative mobilization of the resources of these institutions, particularly those supported by tax revenues, in addressing the concerns of our Michigan economy and agriculture. �10 2. Michigan agriculture can be the focal point in a statewide effort to create jobs. A major concern in Michigan is the generation of new job opportunities. Some experts say·that the automobile industry and related businesses, so important to Michigan, will not employ in the future as many as in the past. Studies show also that small businesses generate the greatest number of jobs. We in agriculture must appreciate the changing role of agriculture ln our urbanizingindustrialized society. Nearly two-thirds of Michigan's farmers work off the farm at least part-time. Most new jobs in agriculture will be off the farm, but we should join with public and private forces, as well as exercising our own entrepreneurial skills, ln encouraging agribusiness enterprises which create new job opportunities for Michigan residents. �11 The excellent report "Michigan Agriculture Going Into the Eighties" by John N. Ferris and Karl T. Wright of Michigan State University provides basic information relative to prospective domestic and export demands, the comparative advantages and disadvantages for Michigan agriculture, with effects of changes in energy and transportation costs and the agricultural infrastructure. A creative analysis of such information suggests many opportunities for the development of ag-related enterprises. Some of the committee reports address this issue, at least to some extent. The conference sponsored by Detroit Edison last fall was an interesting effort in this direction which should be encouraged and pursued. If such potential is to be realized, agriculture increasingly must develop linkages with other groups. For example, we must work In concert with credit �i n s t i t u t i o n sa n dw i t hv e n t u r ec a p i t a l i s t ss ot h e y h a v e a na p p r e c i a t i o nf o ro p p o r t u n i t i e si nM i c h i g a n a g r i c u l t u r e . 3 . M i c h i g a n a g r i c u l t u r e-i t sv a r i e dg r o u p sa n di n t e r e s t s-m u s t mov e a h e a da g g r e s s i v e l ya n dt o g e t h e r . I fM i c h i g a n a g r i c u l t u r ei st of u l f i l li t sr o l ea sM i c h i g a n ' s Numb e r 2( o r1 )i n d u s t r y ,i t sl e a d e r sm u s t t h i n ki n t h o s et e rm s . W e m u s t r e s p o n df u l l y ,w i t h s t a t e sm a n s h i p a n ds o p h i s t i c a t i o n ,t ot h ec h a n g i n gp o l i t i c a l ,e c o n om i c , a n ds o c i a lc l im a t eo fo u rs t a t e . W e ' r e al o n gw ay a l o n gi nt h i sp r o c e s s ,t ob es u r e ,w i t h a b l ep e o p l e i nm any k e yp o s i t i o n s . B u tw e n e e dm o r e , w i t hb r o a d e r r e p r e s e n t a t i o na n dp a r t i c i p a t i o na n ds t r o n go r g a n i z a t i o n a l s u p p o r t . A s o n ee f f o r tt ot h i se n d , MSU h a si n i t i a t e d t h eM i c h i g a n A g r i c u l t u r a lL e a d e r s h i pP r o g r am ,b a s e d on t h ef o rm e rK e l l o g gF a rm e r sS t u d yP r o g r am b u tw i t h a mod e rn f o rm a ta n db r oa d e rb a s eo fs u p p o r t . �13 In the leadership area, I would suggest three specific needs for your consideration. First, Michigan is blessed with a great diversity of agricultural enterprise. We produce a great variety of products and rank high in the production of many. But often it would seem that this diversity has been a deterrent to coh esive action . Too often commodity groups and specialized interests dissipate most of their energy sparrin g with each other. Are there ways in which we can more effectively work together so that the richn ess of th e variety of our agriculture will be a positive eleQenL, not a problem? Second, we must also develop a cohesive voice for Michigan agriculture. At present, we have many organizations speaking for their limited interests and needs. In the public decision-making process, many voices can lead to confusion. I suggest th at �14 one goal of this conference be the development of a structure which can speak comprehensively and persuasively for the diverse interests of Michigan agriculture. Finally, I would suggest the development of an informal leadership network In agriculture, in which state leaders in agriculture -- from government, from research and the University, from industry, farming, banking -- can get together to explore common concerns and interests. This would not be a decision-making group, but rather would promote understanding and establish informational and working networks. In California there is such an organization called the Agricultural Bulls. While I am not suggesting that name for Michigan, that organizatioh serves the function and purpose I have in mind. �15 4 . M i c h i g a n a g r i c u l t u r em u s t u n d e r t a k ea s y s t em a t i ca n d s u s t a i n e de f f o r tt od e v e l o pg r e a t e ra p p r e c i a t i o nf o r a g r i c u l t u r ea n dt h em an ag eme n ta n du t i l i z a t i o no fo u r r e n ew a b l er e s o u r c e s . U n t i l twoo rt h r e ed e c a d e sa g o m o s t Am e r i c a n sw e r e o n l ya g e n e r a t i o n aw ay f rom t h e l a n d . W h i l e g o v e r nm e n to f f i c i a l s ,l e a d e r so fb u s i n e s s a n di n d u s t r y ,p r o f e s s i o n a l s ,a c a d em i c i a n s ,w o r k e r s , a n da l lt h er e s tm i g h t n o th a v eb e e nb o r n on t h e f a rm ,t h e i rp a r e n t s ,t h e i ru n c l e sa n da u n t s ,t h e i r g r a n d p a r e n ts o rc l o s ea c q u a i n t a n c e sw e r e i n v o l v e d w i t ha g r i c u l t u r e . Thu s t h e r ew a s ag e n e r a la p p r e c i a t i o n f o ra n da nu n d e r s t a n d i n go ff a rm i n ga n dt h ep r o d u c t i o n o ff o o d ,f e e d ,f i b e r ,a n df o r e s tp r o d u c t s . T o d a yt h a t d r am a t i c a l l yi sno l o n g e rt h ec a s e . And t h o u g hw e r e c o g n i z et h a ts u c c e s si na g r i c u l t u r ei sb a s i ct oa l l hum an p r o g e s sa n dw e l l b e i n g , t h i sf a c ti sv i r t u a l l y i g n o r e di no u re d u c a t i o n a ls y s t em . I nf a c t ,i nt h e p r o c e s so f education o ff u t u r el e a d e r s ,w h e t h e r t h e y �16 . b ea tt h eU n i v e r s i t yo fM i c h i g a n , as u p e r bp r i v a t e l i b e r a la r t sc o l l e g es u c ha sK a l am a zoo C o l l e g e , o r e v e na ta l a n d g r a n ti n s t i t u t i o nl i k eM i c h i g a n S t a t e U n i v e r s i t y , as t u d e n ti smo r e l i k e l yt ov i s i ta n u r b a ng h e t t o ,aL a t i n Am e r i c a n f i n c ao rb a r r i o ,o ra n a r tmu s eum i nR om e t h a na c o n® e r c i a lM i c h i g a n fa rm . I fw e a r et oh a v ec i t i z e nu n d e r s t a n d i n ga n dw i se d e c i s i o n sr e la ted t ola n du se ,p u b l i cs u p p o r tf o r a g r i c u l t u r a lr e s e a r c ha n dE x t e n s i o n ,s e n s i b l ed e c i s i o n s i nr e l a t i o nt o o ~en' c om p e n s a t i o n ,o c c u p a t i o n a l s a f e t ya n dh ea l t h ,a n da l lt h er e s t ,w e m u s t h a ve k n ow l e d g e a b l ep e o p l e who u n d e r s t a n dt h ef a c t sa n d r e a l i t i e so ff a rm i n ga n da g r i c u l t u r eb r o a d l yd e f i n e d. T h u s ,w e m u s t moun t ab r o a dp r o g r am t or e a c hd e c i s i o n -m a k e r s a n dt h eg e n e r a lp u b l i c . T h e r ea r e som eg o o de x am p l e s t of o l l ow . F o ri n s t a n c e ,w e a r ei n d e b t e dt owom en i n a g r i c u l t u r e~ho have addre s s e dt h i sc o n c e r nl nsom e �17 . very effective ways. Such efforts should be doubled and redoubled, In a host of settings. planned for the 1981 }1ichigan S ta te The new feature Fair, "Agricul ture ' s Amazing Acre," is another such effort that could be replicated in every county -- and be just the start of ingenuous ways of telling a g r i c u l t u r e ' s remarkable story. There are indeed "Good Things Gr-owi.n g in Michigan" -- and everyone should know. I suspect that such a sp eci el emphasis is particularly timely now. We see it in the growing concerns for the quality of environment, the preservation of natural space and green belts, the "return to the land" movement. In visiting Europe, one senses that as a society matures, there is a growing appreciation for "the finer things of life" -- art; music; history; the joys of nature, forests, the out-of-doors. �18 To the end that the larger society of which agriculture is a vital part will be well served, leaders in agriculture should fost er, not fight, efforts which responsibly address the public's concern for our natural resources and th eir wise management. III In summary, as we mov e to th e s pe c i fi c s of th e ei ght committ ee reports, I suggest four over-riding is sue s: 1. expanded investments in r esearch and Exten sion; 2. job generation related to agriculture; 3. aggressive and cohe sive le ad ership; and 4. progr a ms to d evelop i nformed de cisio n -maker s a n d citizens. �19 In convening this meeting, Governor Milliken stated "the conference goal will be to design a plan to develop our food and fiber capabilities to their fullest." That's a big challenge -- but one which will be met by noon tomorrow. The greater challenge then comes -- to implement the plans, through persistent and patient follow-up. The greatest danger in efforts of this kind is that, after the flush of concerted d ebate, drafting and compromise, we return to the busyness of our regular lives and things go on as usual. I sense that you are too committed and concerned to let that happen. I wish you Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1981-04-01_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Governor's Conference on Agriculture Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 1, 1981 for the W. K. Kellogg Foundation at the Governor's Conference on Agriculture to discuss the importance on agriculture in Michigan. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1981-04-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/aec45daec90438fe5fddf9a4106375e7.pdf 322bd8024530828121d4632a27a05a60 PDF Text Text "THE WORLD STANDS OUT" COMMENCEMENT ADDRESS BY DR. RUSSELL G. MAWBY CHAIRMAN, W. K. KELLOGG FOUNDATION' GOSHEN COLLEGE GOSHEN, INDIANA APRIL 16/ 1989 I IT IS A PLEASURE INDEED TO BE WITH YOU AT GOSHEN COLLEGE FOR THIS COMMENCEMENT CEREMONY. WHI LE MY DIRECT INVOLVEMENT WITH GOSHEN HAS BEEN LIMITED, THE W. K. KELLOGG FOUNDATION HAS BEEN PRIVILEGED TO ASSIST THE COLLEGE IN SOME OF ITS CREATIVE VENTURES IN EDUCATION. I KNOW GOSHEN AS A COLLEGE WITH A PURPOSE, AND YOUR REPUTATION AMONG CHRISTIAN LIBERAL ARTS COLLEGES FOR CREATIVE AND EFFECTIVE PROGRAMS IS WELL DESERVED. AMONG THESE IS YOUR COMMITMENT TO INTERNATIONAL EDUCATION, IN PARTICULAR YOUR STUDY SERVICE TERM (SST) ABROAD. THIS �-2YEAR GOSHEN CELEBRATES TWO DECADES IN FAMILY TERMS, A GENERATION -- OF COMMITMENT TO THE MISSION OF DEVELOPING IN YOUR GRADUATES AN NINTERCULTURAL OPENNESS WITH THE ABILITY TO FUNCTION EFFECTIVELY WITH PEOPLE OF OTHER WORLD VIEWS. N IN TODAY'S WORLD, THAT IS A VITAL COMPONENT IN YOUR BROADER MISSION OF NURTURING NINFORMED, ARTICULATE, SENSITIVE, RESPONSIBLE CHRISTIANS. N I SALUTE YOU -- AND THANK YOU FOR LETTING ME BE WITH YOU TODAY. TO YOU WHO ARE GRADUATING, I ADD MY CONGRATULATIONS TO THOSE ALREADY EXPRESSED. FOR EACH OF YOU, THIS IS AN OCCASION LONG AWAITED, ONE OF THOSE INSTANCES IN LIFE WHEN YOU HAVE BOTH A SENSE OF SATISFACTION IN PAST ACHIEVEMENTS AND A SPECIAL EXCITEMENT FOR THE FUTURE. I FEEL PRIVILEGED TO BE SHARING THIS DAY WITH YOU. I WOULD ADD A WORD OF CONGRATULATIONS, ALSO, TO ALL OF THOSE WHO HAVE CONTRIBUTED IN A SIGNIFICANT WAY TO MAKING THIS DAY A REALITY. I THINK FIRST OF PARENTS AND FAMILIES, AND IN SOME INSTANCES HUSBANDS OR WIVES AND CHILDREN WHO SO OFTEN HAVE SACRIFICED AND SUBORDINATED THEIR PERSONAL INTERESTS TO YOURS IN MAKING IT POSSIBLE �-3FOR YOU TO STUDY AT GOSHEN COLLEGE AND WHO ARE ENTITLED TO A SIMILAR SENSE OF PRIDEFUL SATISFACTION ON THIS OCCASION. AND I THINK, ALSO, OF ALL THE PEOPLE WHO ARE GOSHEN -- THOSE WHO HAVE GONE BEFORE, ESTABLISHING, BUILDING, AND SUSTAINING THIS INSTITUTION, AND THOSE WHO CURRENTLY CARRY FORWARD THIS WORK ... TRUSTEES, FACULTY, OFFICERS AND STAFF, ALUMNI AND FRIENDS. CHRISTIAN, INDEPENDENT, LIBERAL ARTS COLLEGES HAVE BEEN AND MUST CONTINUE TO BE A SIGNIFICANT COMPONENT OF OUR PLURALISTIC SYSTEM OF HIGHER EDUCATION. YOUR EFFORTS HAVE MADE THIS SO -- AND WILL CONTINUE TO DO SO IN THE FUTURE. TO ALL OF YOU, I EXPRESS CONGRATULATIONS AND COMPLIMENTS, FOR YOU, TOO, CAN TAKE PRIDE IN THIS HAPPY OCCASION. II I APPROACH MY ASSIGNMENT TODAY WITH THE SOBERING KNOWLEDGE THAT NOT ONE PERSON CAME HERE FOR THE PRIMARY PURPOSE OF HEARING THE COMMENCEMENT ADDRESS. IF WE ARE QUITE HONEST WITH EACH OTHER, EACH OF YOU HAS A MUCH MORE PERSONAL -- AND MORE IMPORTANT -- REASON FOR BEING HERE. AND, IN APPRECIATION OF THAT FACT, I PROPOSE TO INTRUDE �-4- ONLY BRIEFLY UPON YOUR TIME. FOR THOSE OF YOU WHO, FROM FORCE OF HABIT, ARE TAKING NOTES, MY ENTIRE MESSAGE CAN BE SUMMARIZED IN TWO LETTERS: U AND R. HUH FOR UNDERSTANDING; HRH FOR RESPONSIBILITY. W. K. KELLOGG, THE FOUNDER OF THE FOUNDATION WITH WHICH I AM ASSOCIATED, WAS A SUCCESSFUL BUSINESSMAN. WITH ONLY SIX YEARS OF FORMAL EDUCATION, HE STARTED WORK AS A BROOM SALESMAN AND THEN BECAME THE BUSINESS MANAGER OF A HOSPITAL IN BATTLE CREEK. AT AGE 46, HE QUIT HIS JOB AND LAUNCHED THE KELLOGG COMPANY, MANUFACTURING READY-TO-EAT BREAKFAST CEREALS. LATE IN HIS LIFE HE DEDICATED HIS WEALTH TO PUBLIC BENEFIT THROUGH THIS FOUNDATION. IN 1935, WHEN HE MADE THE IRREVOCABLE TRANSFER OF HIS FORTUNE TO THE FOUNDATION, HE WROTE A BRIEF LETTER IN WHICH HE CONCLUDED, "! AM GLAD THAT THE EDUCATIONAL APPROACH HAS BEEN .EMPHASIZED. RELIEF, RAIMENT AND SHELTER ARE NECESSARY FOR DESTITUTE CHILDREN, BUT THE GREATEST GOOD FOR THE GREATEST NUMBER CAN COME ONLY THROUGH THE EDUCATION OF THE CHILD , THE PARENT, THE TEACHER, THE FAMILY PHYSICIAN, THE DENTIST, �-5- THE COMMUNITY IN GENERAL. EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER. H THAT STATEMENT IS AS TRUE TODAY AS IT WAS FIVE DECADES AGO. DESPITE ALL THE CRITICISMS AND ALL THE QUESTIONING, EDUCATION IS STILL BASIC TO -- OFFERS THE GREATEST OPPORTUNITY FOR -- HUMAN PROGRESS. AND FROM THE STANDPOINT OF THE INDIVIDUAL, EDUCATION IS STILL THE WAY TO A BETTER LIFE. EDUCATION -- RELATED TO BUT NOT SYNONYMOUS WITH COURSES AND CREDITS AND DEGREES AND CREDENTIALS; BUT EDUCATION -THE INQUISITIVE MIND; THE MASTERY OF KNOWLEDGE AND SKILLS; A PATTERN OF IDENTIFYING, ASSEMBLING, ANALYZING, THINKING, PLANNING, AND DOING. FOR SOME OF YOU, HIGHER EDUCATION IS A FAM ILY TRADITION. YOUR PARENTS, PERHAPS YOUR GRANDPARENTS AND GREAT-GRANDPARENTS AND BEYOND, HAVE BEEN COLLEGE GRADUATES. OTHERS OF YOU, LIKE MYSELF, ARE THE FIRST OF YOUR FAMILY TO GO TO COLLEGE. IF SO, GOSHEN (OLLEGE HAS GIVEN YOU AN OPPORTUNITY YOUR PARENTS DID NOT ENJOY. �-6WHATEVER THE CASE, ALL OF US WHO ARE THE BENEFICIARIES OF HIGHER EDUCATION SHOULD IMPOSE UPON OURSELVES THE STATUS OF LIFELONG INDENTURE TO REPAY THAT WHICH HAS BEEN BESTOWED AND TO ENSURE SIMILAR BENEFITS AND OPPORTUNITIES FOR THOSE WHO WILL FOLLOW. OUR SOCIETY IS NOW CRITICALLY REVIEWING ALL OF ITS INSTITUTIONS AND TRADITIONS, QUESTIONING OUR PRIORITIES AND ALLOCATIONS OF RESOURCES. SUPPORT OF EDUCATION AT ALL LEVELS IS BEING CHALLENGED. FOR THE FIRST TIME IN RECENT MEMORY, THE AMERICAN COMMITMENT TO PROVIDE EDUCATIONAL OPPORTUNITIES -- AN OPEN DOOR, WITH A SECOND CHANCE -- SEEMS GENUINELY ENDANGERED. HOPEFULLY YOU, WHO ARE AMONG THE PRIVILEGED TO BENEFIT FROM HIGHER EDUCATION, WILL BE ARTICULATE SPOKESMEN AND DEDICATED SUPPORTERS OF EDUCATION TO GUARANTEE COMPARABLE OPPORTUNITIES FOR THOSE WHO FOLLOW. III AS IN ALL OTHER ASPECTS OF LIFE, WITH PRIVILEGE GOES DUTY, THE OBLIGATION TO BE RESPONSIBLE AND RESPONSIVE. AND PROFESSIONAL CAREERS WILL BE VARIED. YOUR PERSONAL PATHS EACH OF YOU WILL MAKE YOUR �· -7- OWN CHOICE (ANOTHER AMERICAN PREROGATIVE WHICH FEW IN THE WORLD SHARE) -- SOME WILL PURSUE FURTHER PROFESSIONAL STUDIES, LEADING TO ADVANCED DEGREES; SOME WILL GO INTO BUSINESS, EITHER SELF-EMPLOYED OR WORKING WITH OTHERS; OTHERS WILL CHOOSE OPPORTUNITIES IN THE PUBLIC SECTOR WORKING FOR GOVERNMENTAL AGENCIES AT LOCAL, STATE, OR NATIONAL LEVELS; SOME WILL DEDICATE THEIR LIVES TO HUMAN SERVICE, THROUGH THEIR CHURCH OR NON-PROFIT ORGANIZATIONS; STILL OTHERS WILL ELECT TO CONTINUE THE ACADEMIC LIFE, IN RESEARCH, TEACHING, OR PUBLIC SERVICE. WHATEVER ROUTE YOU CHOOSE, SOCIETY HAS HIGH EXPECTATIONS -- A GREAT NEED -- FOR YOUR TALENTS. HOPEFULLY, YOU WILL BE SHAKERS AND SHAPERS OF A BETTER TOMORROW. IN THAT REGARD I WILL SHARE WITH YOU BRIEFLY THREE SPECIFIC IDEAS . . BUT AS A PREFACE FOR THOSE THOUGHTS, IT WILL BE USEFUL TO PUT OURSELVES, OUR LIVES, OUR TIMES INTO SOME PERSPECTIVE. �-8- EACH OF US HAS STASHED AWAY IN MEMORY CERTAIN LINES -- OF POETRY, FROM LITERATURE, PASSAGES FROM THE BIBLE -- WHICH HAVE SPECIAL MEANING TO US. ONE SUCH WHICH FREQUENTLY RECURS TO -ME ARE THESE LINES FROM EDNA ST. VINCENT MILLAY THE WORLD STANDS OUT ON EITHER SIDE NO WIDER THAN THE HEART IS WIDE ABOVE THE WORLD IS STRETCHED THE SKY, NO HIGHER THAN THE SOUL IS HIGH. THE HEART CAN PUSH THE SEA AND LAND FARTHER AWAY ON EITHER HAND; THE SOUL CAN SPLIT THE SKY IN TWO, AND LET THE FACE OF GOD SHINE THRU. BUT EAST AND WEST WILL PINCH THE HEART THAT CANNOT KEEP THEM PUSHED APART; AND HE WHOSE SOUL IS FLAT -- THE SKY WILL CAVE IN ON HIM BY AND BY. THE WORLD STANDS OUT -- NO WIDER THAN THE HEART IS WIDE. ANY REASONABLE PERSON WHO REFLECTS THOUGHTFULLY ON TODAY AND TOMORROW -- ON WHERE MANKIND IS AND WHERE WE'RE GOING -- FINDS THE PROSPECT SOBERING. RECENTLY I READ A DISTURBINGLY PESSIMISTIC BUT PERHAPS DISTRESSINGLY REALISTIC -- BOOK, AN INQUIRY INTO THE �-9- HUMAN PROSPECT, BY ROBERT L. HEILBRONER. HEILBRONER SUGGESTS THAT THREE ISSUES ABOVE ALL OTHERS SHAPE THE CURRENT HUMAN PREDICAMENT. THESE CAN BE SUMMARIZED IN THREE WORDS: POPULATION, ENVIRONMENT, WAR. IT WOULD BE NICE IF THESE WERE SIMPLE, TIDY ISSUES THAT WE COULD DEAL WITH FORCEFULLY AND DIRECTLY. BUT WE IMMEDIATELY SEE THAT THEY ARE NOT SIMPLE AND NEAT; THEY ARE COMPLEX, CONFOUNDING AND COMPOUNDING, COMPREHENSIVE, INTER-RELATED. ONE OF THE DILEMMAS OF THE HUMAN CONDITION IS THAT THE PROBLEMS WHICH CONCERN US ARE DIFFUSE, COMPLEX, PERMEATING, MULTI-DISCIPLINARY, GENERALIZED. THINK OF ANY CURRENT ISSUE OF MAJOR SIGNIFICANCE -- FOOD SUPPLY, POLLUTION, HEALTH CARE, UNEMPLOYMENT, ENERGY, TRANSPORTATION, THE FEDERAL BUDGET DEFICIT, EDUCATION, INTERNATIONAL TRADE, THE JUDICIAL SYSTEM, RURAL DEVELOPMENT, FAMILY LIFE, INFLATION, WORLD PEACE. SIMULTANEOUSLY, THE SOLUTIONS DEVISED BY MAN ARE USUALLY SPECIFIC, SIMPLISTIC, SPECIALIZED, NARROWLY BASED. THUS, A SERIOUS �-10- DISCONTINUITY EXISTS BETWEEN THE NATURE OF THE PROBLEMS WHICH CONFRONT US AND THE SOLUTIONS WHICH WE CONTRIVE FOR DEALING WITH THEM. I'LL NOT ELABORATE ON THESE THREE ISSUES, SIMPLY REMIND YOU OF THEM: POPULATION -- A REALIZATION THAT THE GROWTH OF HUMAN POPULATION IS THE PRINCIPAL AND MOST COMPELLING THREAT TO THE SURVIVAL OF THE SPECIES (MAN); ENVIRONMENT -- A GROWING APPRECIATION FOR THE FRAGILITY OF THE RELATIONSHIPS WITHIN THE EARTH'S ENVIRONMENTAL MILIEU, WITH AN AWARENESS OF THE MIND-BOGGLING CONSEQUENCES OF OUR ACTIONS, IMPULSIVE OR PREMEDITATED; AND WAR -- WITH NO BETTER REMINDER THAN THE WORDS WRITTEN 350 YEARS AGO BY JOHN DONNE "NO MAN IS AN ISLAND, ENTIRE OF ITSELF; EVERY MAN IS A PIECE OF THE CONTINENT, A PART OF THE MAIN; IF A CLOD BE WASHED AWAY BY THE SEA, EUROPE IS THE LESS, AS WELL AS IF A PROMONTORY WERE, AS WELL AS IF A MANOR OF THY FRIENDS OR OF THINE OWN WERE; ANY MAN'S DEATH DIMINISHES ME, BECAUSE I AM INVOLVED IN MANKIND; AND THEREFORE NEVER SEND TO KNOW FOR WHOM THE BELL TOLLS; IT TOLLS FOR THEE." �-11- NO MATTER HOW WE CHOOSE TO CLASSIFY MAN'S CONCERNS, OR FROM WHAT VANTAGE POINT WE ELECT TO VIEW THEM, ULTIMATELY IT BECOMES CLEAR THAT THE QUALITY OF LIFE FOR OUR GENERATION AND THOSE TO FOLLOW WILL BE DETERMINED BASICALLY BY OUR PROGRESS IN IMPROVING HUMAN RELATIONSHIPS. FOR WHETHER WE THINK IN TERMS OF THE FAMILY, OUR HOME COMMUNITY, OUR STATE OR NATION, OR THE WORLD NEIGHBORHOOD, THE PRIME DETERMINANT OF WHAT LIFE WILL BE LIKE IN THE YEARS AHEAD WILL BE A CONSEQUENCE OF MAN'S ABILITY TO LIVE IN HARMONY, ONE WITH ANOTHER. AND THE MOST IMPORTANT DECISIONS CONFRONTING US WILL NOT BE DEPENDENT UPON OUR BURGEONING TECHNOLOGY, BUT INSTEAD WILL BE VALUE-BASED AND VALUE-LADEN. THE ONLY HOPE FOR CIVILIZED SOCIETY IS THAT MODERN MAN WILL BE MORE SUCCESSFUL THAN HIS PREDECESSORS IN DEALING WITH HUMAN ASPIRATIONS, REFLECTING CONTEMPORARY VALUES. YOUR GENERATION, MORE THAN MINE, SHOWS PROMISE OF HAVING THIS COMMITMENT AND CAPACITY. NOT YET BEEN REALLY TESTED. BUT YOU HAVE �-12- THE REAL TESTING WILL COME IN TANGIBLE RESPONSES TO TOUGH ALTERNATIVES -- FOR EXAMPLE, IN THE LEADERSHIP YOU PROVIDE IN PREPARING THE AMERICAN PEOPLE TO ACCEPT A STATIC OR DECLINING STANDARD OF LIVING IN THE DECADES IMMEDIATELY AHEAD, ADOPTING AN ENTIRELY NEW CONCEPT OF THE QUALITY OF LIFE, SO THAT THE PEOPLES OF OTHER PARTS OF THE WORLD MAY BENEFIT MORE ABUNDANTLY FROM THE EARTH'S FINITE RESOURCES. WILL WE GO TO WAR OVER OIL? SHARE OUR ABUNDANCE WITH THOSE LESS BLESSED? WILL WE WILL THE HUNGRY OF THE WORLD HAVE FOOD? YOUR SUCCESS WILL BE DETERMINED NOT BY THE ELEGANCE OF YOUR RHETORIC BUT BY THE TANGIBLE CONSEQUENCES OF YOUR ECONOMIC, SOCIAL, AND POLITICAL DECISIONS. IV AND NOW, TO THOSE THREE TANGIBLE AND SPECIFIC CONCERNS WHICH I SHARE WITH YOU AS PERSONS WHO ARE THE BENEFICIARIES OF EDUCATION, WHO ARE �-13- COMMITTED TO KNOWLEDGE AND LEARNING, AND WHO WILL -- IN ONE ROLE OR ANOTHER -- BE SHAPERS OF THE FUTURE. FIRST, THE CHALLENGE OF KNOWLEDGE UTILIZATION, THE APPLICATION OF KNOWLEDGE TO PROBLEMS OF PEOPLE. WE KNOW BETTER THAN WE DO. IN MOST AREAS OF HUMAN ENDEAVOR, WHETHER YOUR CAREER INTERESTS BE IN CRIMINAL JUSTICE, HISTORY, THE PERFORMING ARTS, ENGINEERING, TEACHING, BUSINESS, FAMILY LIFE, SOCIOLOGY, HEALTH, OR WHAT HAVE YOU, WE MUST SOMEHOW MOBILIZE KNOWLEDGE RESOURCES IN NEW AND CREATIVE WAYS TO DEAL EFFECTIVELY WITH HUMAN CONCERNS. IN THE COMPLEX LIFE OF TODAY AND TOMORROW, THE RESOURCES OF ANY ONE DISCIPLINE, BODY OF KNOWLEDGE, OR ORGANIZATION ARE USUALLY INADEQUATE TO DEAL EFFECTIVELY WITH SIGNIFICANT ISSUES. YOUR GENERATION MUST PIONEER IN BLENDING THE RICHNESS OF SPECIALIZED FIELDS OF STUDY INTO MORE EFFECTIVE PATTERNS FOR DECISION AND ACTION. �-14- SECOND, THE CHALLENGE OF LIFELONG LEARNING. INDEED SIMPLIER. IN THE PAST, LIFE WAS My GENERATION COULD APPROACH LIFE IN THREE NEAT BLOCKS -- GO TO SCHOOL, GO TO WORK, OUT TO PASTURE. NOW, FOR A WHOLE HOST OF REASONS, THAT PATTERN IS NO LONGER ADEQUATE BURGEONING KNOWLEDGE, THE ACCELERATING RATE OF CHANGE, THE COMPLEXITY OF ISSUES, THE INTERRELATEDNESS OF HUMAN EXPERIENCES. You AS EDUCATED PERSONS MUST DEMONSTRATE A COMMITMENT TO LIFELONG LEARNING, INCORPORATING IN YOUR OWN LIFE A CONTINUING INTERACTION BETWEEN WORK, FAMILY, LEISURE, AND LEARNING. AND FINALLY, THAT THIRD CHALLENGE, INVOLVEMENT. REQUIRES INDIVIDUAL INVOLVEMENT. EFFECTIVE DEMOCRACY A UNIQUE INGREDIENT OF OUR AMERICAN WAY OF LIFE IS VOLUNTEER ISM, THOSE THINGS WHICH INDIVIDUALS DO VOLUNTARILY, BECAUSE THEY WANT TO. MARGARET MEAD HAS OBSERVED: �-15"WE LIVE IN A SOCIETY THAT ALWAYS HAS DEPENDED ON VOLUNTEERS OF DIFFERENT KINDS -- SOME WHO CAN GIVE MONEY, OTHERS WHO GIVE TIME, AND A GREAT MANY WHO FREELY GIVE THEIR SPECIAL SKILLS, FULL-TIME OR PART-TIME. IF YOU LOOK CLOSELY, YOU WILL SEE THAT ALMOST ANYTHING THAT REALLY MATTERS TO US, ANYTHING THAT EMBODIES OUR DEEPEST COMMITMENT TO THE WAY HUMAN LIFE SHOULD BE LIVED AND CARED FOR, DEPENDS ON SOME FORM -- MORE OFTEN MANY FORMS -- OF VOLUNTEERISM." THIS FACT GIVES A DISTINCTIVELY HUMANE QUALITY TO LIFE IN AMERICA. BUT ONLY IF WE CONTINUE TO RENEW THE "HABITS OF THE HEART," TO USE THE TITLE OF A RECENT BOOK BY ROBERT BELLAH. LET ME SUGGEST TO YOU THAT THE MOST IMPORTANT WAY IN WHICH YOUR LIFE WILL BE MEASURED ULTIMATELY IS BY THE WAYS IN WHICH YOU SPEND YOUR LEISURE TIME. TO BE SURE, SOME TIME MUST BE SPENT IN HOBBIES AND OTHER FORMS OF RELAXATION. BUT LET ME ENCOURAGE YOU TO SPEND AS MUCH OF IT AS YOU CAN IN PAYING BACK THE SOCIETY THAT ALREADY HAS GIVEN SO MUCH TO YOU. YOUR PROFESSION NEEDS YOU, BEYOND THE MANDATE OF THE JOB, TO �-16- RAISE THE LEVEL OF PROFESSIONAL PERFORMANCE AND ETHICS. YOUR COMMUNITY NEEDS YOU, TO SERVE ON NONPROFIT BOARDS AND IN OTHER WAYS TO CONTRIBUTE TO BETTERING THE HUMAN CONDITION. YOU, TO FILL POSITIONS OF PUBLIC TRUST. I HOPE THAT YOU WILL QUICKLY BEGIN TO REPAY YOUR "DEBT TO SOCIETY." THAT THIS PARADOX IS TRUE: GET. YOUR NATION NEEDS I WILL GUARANTEE THE MORE YOU GIVE, THE MORE YOU WILL AND THE MORE YOU GIVE, THE MORE SUCCESSFUL YOU WILL BECOME. By YOUR CONSTRUCTIVE INVOLVEMENT, BOTH YOU AND SOCIETY WILL BENEFIT. IN PREPARATION FOR SUCH RESPONSIBILITY, YOU ARE FORTUNATE TO HAVE BEEN STUDENTS AT GOSHEN COLLEGE -- A CHRISTIAN, INDEPENDENT, LIBERAL ARTS INSTITUTION: CHRISTIAN -- IN THE FULLEST AND MOST COMMITTED SENSE; INDEPENDENT -- TANGIBLE EVIDENCE OF THE PLURALISTIC COMMITMENT OF AMERICA, THAT PRIVATE AS WELL AS PUBLIC EFFORTS SERVE SOCIETY'S HIGHEST GOALS, EVEN IN AN AGE WHEN GOVERNMENT IS EVER MORE DOMINANT AND DOMINEERING; AND LIBERAL ARTS -- IN FURTHERANCE OF THE CONCEPT OF THE "EDUCATED MAN." �-17- v WHILE THE PROSPECTS OF AN UNKNOWN FUTURE MAY BE SOMBER, THE CHALLENGE -- AND THE POTENTIAL -- OF TOMORROW ARE AS DEMANDING AND AS EXHILARATING AS EVER. IN AN AGE WHEN BIGNESS AND COMPLEXITY SEEM CHARACTERISTIC, IT'S IMPORTANT TO MAINTAIN A PROPER PERSPECTIVE. WHEN THE REALITIES OF THE EVERYDAY WORLD SEEM ALMOST OVERWHELMING, I FIND THE FOLLOWING A USEFUL REMINDER: I AM ONLY ONE, BUT I AM ONE; I CAN'T DO EVERYTHING, BUT I CAN DO SOMETHING; AND WHAT I CAN DO, I OUGHT TO DO; AND WHAT I OUGHT TO DO, BY THE GRACE OF GOD, I WILL DO. IN TOO MANY FACETS OF OUR LIVES, BOTH INDIVIDUALLY AND AS A NATION, WE SEEM TO HAVE LOST SOMETHING OF OUR SENSE OF PURPOSE, OUR SELF-CONFIDENCE, OUR DIRECTION, OUR FAITH AND COMMITMENT. TO THE EXTENT THIS BE TRUE, IT CAN BE REMEDIED ONLY BY THE DEEDS OF �-18- INDIVIDUALS WHO -- IN WHATEVER THEIR ROLE AND IN EVERY DIMENSION OF LIFE -- UNDERSTAND AND RESPOND. KNOW; WE MUST ALSO DO. IT'S NOT ENOUGH TO UNDERSTAND OR IF EACH OF US WILL DO WHAT WE CAN DO AND OUGHT TO DO, WE WILL INDEED BE SERVING MAN'S HIGHER PURPOSE. To EACH OF YOU IN THIS GOSHEN COLLEGE CLASS OF 1989, GODSPEED IN YOUR PROFESSIONAL CAREER AND -- MORE IMPORTANTLY -- IN YOUR PERSONAL LIFE. RGM/LPT 1631C 8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-04-16_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 16, 1989 for the W. K. Kellogg Foundation at the Goshen College commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1989-04-16 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/75e3561b48f595eaad87efd15d43ef98.pdf 522b041bfa3b0aabecd83faa7fa055fe PDF Text Text I: "THE WORLD STANDS OUT" Commencement Address given by Dr. Russell G. Mawby President, W. K. Kellogg Foundation at Alma College Alma, Michigan April 19, 1975 I It is a pleasure indeed for Ruth and me to be with you at Alma College for this Commencement ceremony. My affinity for this institution goes back some three and a half decades, to high school days, and the youth program of the North Park Presbyterian Church near Grand Rapids. Through the years, personally and more recently in my responsibilities with the Kellogg Foundation, I have had the pleasure of keeping in touch and I accept with deep appreciation the Honorary Degree which has today been conferred upon me. I express my gratitude to the faculty, officers, and trustees who have accorded me this high honor which marks the beginning of a new relationship for me with Alma. To you who are graduating, I want to add my congratulations to those already expressed. For each of you, this is an occasion long awaited, one of those instances in a person's life when he or she can have both a sense of satisfaction in past achievements and a special excitement for the future. I feel privileged to be sharing this day with you. I would add a word of congratulations, also, to all of those who have contributed in a significant way to making this day a reality. I think first I �2 of parents and families, and in some instances husbands or wives and children who so often have sacrificed and subordinated their personal interests t o yours in making it possible for you to study at Alma and who a r e entitled to a similar sense o f prideful satisfaction on this oc casion. And I think, a lso, of all th e people who are Alma College-- those who have gone b efore, through nearly a century, in establishing, building, and sustaining this institution, and who have earned for Alma College an e nv i ab le reputation in the field of higher education, and those who currently carry forward this work ... trustees, faculty, officers and s taf f , a l umni and f r iends . Christian, liberal arts colleges have b e en and must continue to b e a significant component of our pluralistic system of hi gher educ ation. Your e f f or t s have made this so--and will continue to do s o in the futur e. To a l l of you I expres s congratulati ons and compliments, for you, too, can take pride in this happy occasion. II I approach my as si gnment this mor ning with the s ober knowledge that not one pers on came here at 10:30 for the primary purpose of hearing the Commencement Address. If we are quite honest with each other, e a ch of you has a much more personal--and more important--reason for being here. And, in appreciation of that f act, I propose to intrude only briefly up on y our day. To t ho s e of you who , fr om f orce of habit, are taking notes, my entire mes s age c an be summarize d in two four-le t ter words: care and love. And in the context I mean them, they are not nouns but active verbs: a nd love. care �3 Each of us has stashed away in memory certain lines--of poetry, from literature, passages from the Bible--which have special meaning to us. One such which frequently recurs to me are these lines from Edna St. Vinc ent Millay The world stands out on either s i d e No wider than the heart is wide; Above the world is s tret ched the sky,-No higher than the soul is high. The heart can push the sea and land Farther away on either hand; The soul can split the s ky in two, And let the face of God shine thru. But East and West will pinch the heart That cannot keep them pu s he d apart; And he whose soul is flat--the sky Will cave in on him by and by. The world stands out---no wider than the heart is wide. Any r easonable person who reflects t hough t f ul l y on today and tomorrow-on where mankind is a nd where we're goi ng- - f i nds the prospect sobering. A few days ago I read a disturbingly pessimistic--and perhaps di stressingly realistic--book, An Inquiry Into the Human Prospect, by Robert L. Heilbroner. Heilbroner suggests that three issues above all others shape the current human predicament. environment, war. These can be summarized in three words: population, �4 It would be nice if these were simple, tidy issues that we could deal with forcefully and directly. But we immediately see that they are not simple and neat; they are complex, confounding and compounding, comprehensive, inter-related. One of the dilemmas of the human condition is that the problems which concern us are diffuse, complex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance--pollution, health care, transportation, education, the judicial system, world peace. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. I'll not elaborate on these three issues, simply remind you of them: Population -- a realization that the growth of human population is the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fra gility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling COnsequences of our actions, impulsive or premeditated; and War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friends or of thine own were; any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee." �No mat te r how we choose to cla s s i f y man's co ncer ns , or from wh a t vant a ge po int we elect to view them, ult imately it become s clear that the quality of life for our generat ion and those to follow wi l l b e determined bas ically by our progres s in improving human r elati on ~ h ip s. For whethe r we think i n ter ms of t he fami l y , our home commu nity , our state or nat ion , or t he wor l d nei ghb orhood, the prime det e rmi nant of what life wi l l be like i n the years ahea d wi ll be a cons equence of man' s ab i l i t y to live i n harmony, one with another. And th e most important decisi on s confronti ng u s will not be dependent upon our burgeoning technology, but instead will b e value-ba s ed and value-l a den. I II The only hop e fo r c i v i l ized s oci e t y i s t hat modern man will b e more succ e s s f ul than his predeces sor s in dealing wi t h human as pi r a t ions, reflect ing contempora ry value s. Your generation, more t han mi ne, s hows promise of having thi s co mmitment and capacity. But y ou have not yet been really tested. The real test ing will come i n t a ng i bl e r e s pons e s to tough a lternat i ves- f or examp le, in t he l eadership yo u pr ovi de in pre paring the Ameri can people t o ac c ept a stat ic or dec l i ni ng s t a nda r d of l i v i ng i n the decades immediat el y a head, adopting a n entirel y new con c ept of the qual ity o f life, so t hat the peoples of othe r pa rts of the world may bene f i t more abundantly fr om the earth's fini t e res ourc e s. Will we go t o war over oi l ? abundanc e wi th t ho se l e s s blessed? Will we share our �6 Your succ ess will be determined not by the elegance of your rhet oric but by the t angible c onsequences of y our economi c, social, and political decisions. In pr epa rat i on f or such responsibility, yo u a rc fortunate t o have b een students here at AlUla College--a Christian, private, liberal arts institut i on: Chri sti an -- in the fullest a nd most co mmitt ed sense; pr i va t e -tangible evidence of the pluralistic commi t ment of America, that private as well as public e f f or t s s erve society's high est goa l s , eve n in an a ge when government is ever more dominant and domineering; and lib eral arts i n furth erance of the co nc ep t of t h e "educated man." I am much impr essed by the statement o f purpo s es of Alma College . In the context of these remarks, I'll quote only two: "In the er a when the potential b en efit s of s c ient i f i c and technological a dvan cement are j e opardiz ed by a lack of wisdom, mor al concern and r esponsibility in the us e of such knowledge, Alma College seeks to maintain a steady focu s on human values which undergird th e worth of individuals and t he welfare of soci ety. "In an e r a of prol i fe r a t i on and fragmentation o f knowledge, Alma College seeks t o create in students an intellectual curio sity about t he wholeness of knowledge and a concern f or the value judgments whi ch a re critical to wise deci sion-making ," �7 I wish you as gr a duat e s success in the days ahead in t ransferring such vital concepts i nt o y our ever yday lives. IV Whil e the prospects o f an unknown future may be somber , the ch a llenge- and the potenti al-- of tomor r ow a r e as demanding a nd as exhi l a r a t i ng as ever . In an a ge when bigness and complexity seem characteristic, it 's important to maintain a proper perspective . When the realities of the everyday wor ld seem almost overwhelming , I find the fo l l owi ng a useful reminde r: I am only one, but I am one; I can 't do everything , but I can do something; And what I ca n do , I ought t o do; And what I ought to do, by the grace of God , I will do. J e sus t augh t, "Love t hy neighbor-- If An old hymn reminds us , " Br i ght e n the co rner where you are ... " A moving lyric enjoins , If Let there be peace on earth and let it begin with me . .. If In too many f a c e ts of life, we have lost the human and the humane . This can be r emedi ed only by t h e deeds of i nd i viduals who- - i n wha t ev e r their role and in every dimension of life- -care and love, If each of u s will do what we can do and ought to do to that e nd , we will, in fact , be serving man 's hi gher purpo se . To each fellow Alumnus i n this Clas s of 1975, Gods peed in your professional care er and- -more importantly--in your personal l i f e , � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1975-04-19_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 19, 1975 for the W. K. Kellogg Foundation at Alma College for the commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1975-04-19 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/43dc8da87ca48a1a85ae1ed15f8b7fa0.pdf d3dfa17fef05d7ada5769a2f4a35a3cf PDF Text Text ,. THE COMMUNITY 'POWER STRUCTURE' IN BATTLE CREEK Remarks by Russell G. Mawby, President W. K. Kellogg Foundation April 2, 1980 Commencement Dinner Community Leadership Acadeny Battle Creek, Michigan 1. I am delighted to be with you at this the first commencement dinner of the Battle Creek Community, Leadership Academy. e.: ~ Frankly, on looking over your program of activities for the past 12 weeks, I was also delighte that your commencement was ~ not going to be held at your usual 7:15 a.m. meeting time. My particular congratulations to each of you for surviving 11 consecutive Thursday morning rituals. But then, I am told that such commitment was one of the characteristics by which members of this first class were selected. It has also been a characteristic ~ ~.* ...-. . h~ ~{ ~\ ~ ) ~ of those who helped shape this program. V -J?~ r ~~ ~ .QO ~. �~~~ ,a s you h~ t h eCommun i ty L e a d e r s h i p A c ad emy i sa r e s p o n s et ow h a th a sb e e nd e s c r i b e db y L e o n a r d Wh it ea s" t h eg r y i n go f .. ..a B a t t l eC r e e k . ~h i n A numb e ro fy e a r sa n d a numb e ro f d i s c u s s i o n sh a v eb e e nr e q u i r e dt ob r i n gt h eA c ad emy e o p l el i k eBob N i c h o l s , f romc o n c e p tt or e a l i t y . P M ik e J a c k s o n , Ann Sw an son a n dm any o t h e r s ,i n c l u d i n g D i c k Wh i tmo r e o fK e l l o g g Commun i ty C o l l e g ea n dG l e n ~ ~ \v~Q q ~,"""Do - J o h n s o no fthe G r e a t e rB a t t l eC r e e k Ch amb e ro fComm e r c e , o.D. 'L _~~ d e s e r v e mu ch o ft h ec r e d i t . ~~- c . . . .- ( ' I I . W a r r e n S p r i c k ,i nh i sl e t t e rt om e p r o v i d i n g d e t a i l sr e g a r d i n gt o n i g h t ' sa c t i v i t i e s ,i n d i c a t e d t h a t ., a n dI q u o t e , "Th ep r o g r am co r run itt e ew o u l d l i k e you t oa d d r e s st h et o p i co f' S p e c i f i cOppo rtu n i t i e s f o rCommun i t S e r v i c e .l i t I t o o kh i su s eo ft h ewo rd s p e c i f i c ,w h i c h a p p e a r e d tw i c ei nt h a tm any s e n t e n c e s , i na v e r ys h o r tl e t t e r ,t om e an : ' k e e py o u r �' l l r em a r k sb r i e f ,t ot h ep o i n t ,a n dp r a c t i c a l . ' I t r yt odo a l lt h r e e . . I s e _ k et l r e 1 '1 ' - ~ ~\-~ e . . - t or I wou l . .d rem a r ~ ~~ • FO. . . . -. , . . , C"' l · -: te "Th e Commun i ty ~~ ~ ~. ~. " _ c : J l - J c . . . < . ~ ~ • edom ow e r -~-; s r : . . ~ - ~-~ ~de " f '_ ~ ~ ~ ~ ~ ~ H o f f e ro n c e o b s e r v e d , "P ow e r ,w h e t h e re x e r c i s e do v e rm a t t e ro r o v e rm an , i sp a r t i a lt os im p l i f i c a t i o n . " Q u i t e s im p l y ,t h ep ow e rs t r u c t u r ei nB a t t l eC r e e k-o rf o r t h a tm a t t e r i na n y commun i ty t h i n g s is b a s e do nm any w e a l t h , p o s i t i o no rt i t l e ,a ni n d i v i d u a l ' s o ra f am i l y ' sr o o t si nt h ea r e a ,p o l i t i c s ,b u tm o s t l y on m e r i t -a b i l i t y ,c om p e t e n c e ,e n t h u s i a sm ,d e d i c a t i o n . : : = ' I t se s s e n t i a lc om p o n e n t ,h ow e v e r ,i sa s e n s eo f commun i ty r e s p o n s i b i l i t y . I ti st h et y p eo fr e s p o n s i b i l i t yt h a tf i n d san i n d i v i d u a ll i k eJ imM c q u i s t o n l e a d i n gt h ew ay i nd e v e l o pm e n to fa F am i l yY C e n t e r f o ra l lof B a t t l eC r e e k . OQ I ti st h ev i s i o na n d ! �d e d i c a t i o no fa R o b e r tM i l l e r , S r .i nw o r k i n g f o r y e a r st oe n s u r et h ea v a i l a b i l i t yo ft h ev e r yb e s ti n ti s h e a l t hc a r es e r v i c e si no u rc omm u n i t y . I i n t h ej a r g o no fs o c i o l o g i s t s-a ni n f r a s t r u c t u r et h a t s u s t a i n sa n dm a i n t a i n s ah i g hq u a l i t yo fl i f ei no u r c omm u n i t y . I ti sa c o n s t a n tf l ow t h a tr a n g e sf rom you ~ 0 ' " \ ~ o f o u rn e i g h b o r ss im p l ys t a n d i n gup a n d e x p r e s s i n gv i ew sa ta P .T .A . ~ o rs e r v i n ga sa v o l u n t e e rf o rt h eR ed C r o s so rU n i t e dA r t sC o u n c i l , t op r o v i d i n gd i r e c t i o na n dl e a d e r s h i pa sa m emb e r o f t h eb o a r do fd i r e c t o r so fo n eo fo u rs o c i a ls e r v i c e s a g e n c i e s . I ti sa commun i ty o r -~ ~ i t y-p ow e r- s t r u c t u r et h a ti sa so l da s Am e r i c a a n d a sn ew a st h eM cC am ly S q u a r eP r o j e c t . I I I . Su ch a s p i r i to f commun i ty r e s p o n s i b i l i t y ,o f - s e l f i n i t i a t i v eand s e l f s a c r i f i c ei sa b s o l u t e l y ~ c r u c i a l to~ commun i ty a n di saL t h ec o r eo ft h i s �o ra sl e a d e r s-now l e a d e r s h i pa c ad emy p r o g r am . F a n di nt h ef u t u r e-y o uh a v ea r e s p o n s i b i l i t yt o s p e a ko u ta g a i n s tw h a t p o l l s t e r sh a v el a b e l e da st h e p s y c h o l o g yo fe n t i t l em e n t-a t e n d e n c yamong Am e r i c a n s t o d a yt os e tb r o a d e re x p e c t a t i o n sf o ri n s t i t u t i o n s , ~ t ot h r u s tn ew re s p o n s i b i l i t i e son t h em ,a n dt os h i f t ' " c e r t a i nf o rm so fr e s p o n s i b i l i t yt oi n s t i t u t i o n sa n d Z ~~ ~ aw ay f r omi n d i v i d u a l s . ~ .. ~~ ~ ~ --- ~ ~~ .J - P a r to ft h i sc h a n g ei no u rc o u n t r yr e l a t e st o t h ec h a n g i n gn a t u r eo fw h a th a sb e e nc a l l e dt h e " s e l f "e t h i c . Mo s t o fo u rc i v i ci n s t i t u t i o n sa r e b u i l ton t h ee x i s t e n c eo ft h i sP r o t e sL a n te t h i cs om e t h i n gw e a r ea l lv e r y fam i l i a rw i t hb e c a u s em o s t o fu sw e r e r a i s e dw i t h i t .I t ' sa ne t h i ct h a ts t r e s s e s t h en o t i o no fs e l f s a c r i f i c ea n ds e l f d e n i a ls a c r i f i c et o d a yf o rf u t u r er ew a r d s ,a n ds e r v i c et o o t h e r s . I t ' sa n im p o r t a n tp e r s o n a lv a l u e ;o n et h a t e a c h ye a rl e ads Ame r i ca n st od o n a te n e a r l y $40 b i l l i o n �t oc h a r i t a b l ea n ds o c i a lc a u s e sa n da g e n c i e s . And t h a t$40 b i l l i o nt o t a ld o e sn o tr e f l e c tt h er e s to f t h ei c e b e r go fg i v i n gw h i c hc o n s i s t so fc o n t r i b u t i o n s ~ """"'------ "nt "m 1e I I " "n di i du l l e a nd t a n t0f m l" l o n s0f l lV l a1s ;neT * ' ~ t h eamoun ts p e n tby c o r p o r a t i o n sb u tt r e a t e da s b u s i n e s se x p e n s e s ,e v e nt h o u g ht h es am ep u r p o s e sa n d b e n e f i c i a r i e sa r eo f t e ns e r v e da sa r et h o s er e a c h e d by IRS d e d u c t i b l ec o n t r i b u t i o n s . [F o re x am p l e ,I 'm s u r esom eo fyou ha v ec om p l e t e dt h eL e ade r s h i pA c ad emy p r o g r am w i t h t h eb l e s s i n ga n df i n a n c i a ls u p p o r to f y o u r em p l o y e r s . ] ~ - i st n ef a c t m 0st t h a t el a r g e s ts h a ~ O~ ~ 1 ~ 11 ~ ~ n som e $35 b i l l i o n o f ~V ~ r e c e n ty e a r s . Th e ~ : / a lm o s t d i v i d e db e tw e e nf o u n d a t i o n sa n dc o r p o r a t i o n s . " �A t t h es am et im e ,w e a l lknow t h e r ea r em any commun i ty n e e d st h a tc o n t r i b u t i o n sc a n ' tb u y . You ~. ith m c a n,t p u r ch a s eW l t on ey a v ( commun l t ~ ~~~.~~ t h a tc h o o s e st os e eo u rs o c i e t y i nt e rm so fi t sp r o g r e s s and p o t e n t i a l ,w h i l e r e c o g n i z i n g t h en e e df o rs o c i a lc h a n g e . You c a n ' tp u r c h a s et h e c o n v i c t i o nt h a tw h i l e Am e r i c ah a sa l o to fi l l n e s s a n ds i c k n e s s ,i t i ss t i l lt h eb e s tp l a c ei nt h ew o r l d t ob es i c k ;t h a tw h i l e o u rs o c i e t yh a sm any s h o r t c om i n g s i ne d u c a t i n ga l li t sc i t i z e n s ,i t s t i l lh a st h eb e s t e d u c a t i o n a ls y s t emi nt h ew o r l d . You c a n ' tbuy s a na t t i t u d eo rs p i r i to f commun i ty l e a d e r s h i po n ew h i c h em p h a s i z e sp o t e n t i a l f o rhum an g r ow t ha n db e t t e rm e n t . T h a ti sr e f l e c t e d i nt h ef a c tt h a ty o uw o n ' t f i n dB a t t l eC r e e k ' s l e a d e r s h i pf i g u r a t i v e l yw r i n g i n g t h e i rh a n d si n d e s p a i ro v e ri n s u rm o u n t a b l ecommun i ty p r o b l em s . Why n o t ? B e c a u s e t h e ya r et o ob u s yw n r k i ng on s u c h �p r o b l em s . Th ey t r u l ya r e ,i nt h ew o r d s o ft h eCh amb e r o fComme r c ec am p a i g n , "B a t t l eC r e e kb o o s t e r s . " V o l t a i r ep u ti t n e a t l ywh en h es a i d , "T r u ep ow e ra n d p o l i t e n e s sa r eb o t ha b o v ev a n i t y . " Iw o u l d s u g g e s tt h a ta s commun i ty l e a d e r s ,e a c h o fyou w i l lo n l yb es u c c e s s f u la n dp r o d u c t i v ei f y o u , t o o ,a c c e n t u a t et h ep o s i t i v ea n dt h ep o t e n t i a lo f i l lq u i c k l yf i n d B a t t l eC r e e ka n di t sp e o p l e . You w t h a to n eo ft h em o s t e l em e n t a r yp r i n c i p l e so fl e a d e r s h i p i st h a te n t h u s i a smf l ow sf rom t h et o pdown ;a n dn o t f rom t h eb o t t om u p . I fyou a r en o ts u p p o r t i v eo f y o u rc omm u n i t y , you c a n ' te x p e c tt of i n dt h a tc o n d i t i o n i no t h e r swho l o o kt oy o uf o rl e a d e r s h i pa n dd i r e c t i o n . IV . So w h a t a b o u tt h es p e c i f i c so f commun i ty s e r v i c e ? Ih a v e no m a g i c f o rm u l at og i v ey o uf o re f f e c t i v e commun i ty i n v o l v em e n t . Wh a I do have a r eaf ew p r a c t i c a ~ that a p pl y ~ s u c ce s si nm o s t �o fl i f e ' se n d e a v o r s ;a l o n gw i t hs e y e r a l c o n~ €_ - ~ t h i n k ¥ o u r -t a l e n t : r em o s t n e e d e di n A s m e n t i o n e d e a r l i e r ,a ni n f r a s t r u c t u r e . o f commun i ty l e a d e r s h i pa n dr e s p o n s i b i l i t yh e l p s m a i n t a i n o rs u s t a i no u rc omm u n i t y ' sr e l a t i v eh i g h q u a l i t yo fl i v i n g . And c e r t a i n l yw e a l lknow c omm u n i t y l e a d e r s h i pi sn o ts t a t i c . I ti sr e n ew e da n de n h a n ce d wh en y o u ,a n dp e o p l el i k ey o u ,a d v a n c ee c o n om i c a l l y 6 V ~~) -..~~ a n ds o c i a l l y -you s h o u l d~ b ea p o l o g e t i cf o r~ k : e mo r e rn ae y . B e p r o u do fy o u r s e l f , y o u ra c c om p l i s hm e n t s ,a n dw h a t y o u wa n tt og e td o n e f o ry o u r s e l f ,y o u rf am i l ya n dy o u rc omm u n i t y . W i t h i n w h a t e v e rp l a c e ,t im ea n ds o c i a lc i r c um s t a n c ey e u ~ m i g h t b ea tt h emom en t ,~ a r o u n da n df i n dw ay s t o r e s p o n dt ocommun i ty n e e d s . And a b o v ea l l ,b r i n gt o w h a t e v e ry o ua t t em p ta r e a l i s t i cc omm i tm e n to ft im e �a n de f f o r t . ~~ ~ ou a r e av o l u n t e e r-b ea g o o do n e . I fy o ua r ea g o o do n e ,y o uw i l lb es e e na n ds o u g h t fy o ua r eo nt h eb o a r do fa n o n p r o f i t o u tb yo t h e r s . I s e r v i c ea g e n c ya n da r eq u i t ee f f e c t i v ea n dq u i t e c omm i t t e d-y o uw i l lb es o u g h to u tt os e r v eo no t h e r ~ b o a r d s ,a n dt omov e u i n t ol e a d e r s h i pr o l e sw i t h i n I ' ,.... t h ec omm u n i t y . F o rt h em o s t p a r t ,t h eCommun i ty L e a d e r s h i pA c ad emy p a n e l i s t sy o uh a v eh e a r di nt h e p a s t 12 w e e k s f o l l ow e dt h a ta v e n u e . I ti sa na v e n u e l im i t e do n l yb yp e r s o n a lc omm i tm e n ta n dh a r dw o r k . And i f y o ua r er e a d yf o rt h er o u g ha n dt um b l ea r e n a o ft h ep u b l i cs p o t l i g h t ,( a n dy o um i g h t w a n t t ot a l k w i t hJ o h nH a r p e ra n d Ann S h a f e ra b o u tt h e i re x p e r i e n c e s ) , Iw o u l d u r g ey o ut or u nf o rp o l i t i c a lo f f i c e~ ~ . l . __. . J ..~ ... •~~~ \ .-. . . , , \ C al s c h o o lb o a r d. I ~ ' .Q . . . . . -~~ r i £ d -t o s aY -Eh er e -is n o -b e t t e r m emb e r , p r o v i n g A s af o rm e rs c h o o lb o a r d ~ for leadersh ip, a n da n om o r e finely f o c u s e d" l o o k i n gg l a s s "o n all th a f is b o t hg o o da n d b a d n hum an n a t u r e . --. �I nmy j u d gm e n t ,y o ua r en e e d e d , mo r e t h a na n yw h e r e e l s e ,o nt h eb o a r d so ft r u s t e e sa n dd i r e c t o r so f B a t t l eC r e e k ' sv o l u n t a r ya g e n c i e s ,s c h o o ld i s t r i c t s , l l .u o v er :nm ent :: r nt ...-..~ - h~~~~~ . a n dp o l i t i c a lu n i t s . An a g e n c y , o r / b e t t e rt h a ni t sb o a r d . T h e r e i sa d i r e c tr e l a t i o n s h i pb e tw e e nt h eq u a l i t yo fa n o r g a n i z a t i o n ' sp a i da dm i n i s t r a t i o na n ds t a f f ,a n dt h e q u a l i t yo fi t sv o l u n t e e rb o a r do fd i r e c t o r so rt r u s t e e s . / T h e r ea r en e e d s ,a n dt h e r ea r eo p p o r t u n i t i e s ,f o ry o u t os e r v eon a r e as c h o o lb o a r d sa n dt h eK e l l o g g Commun i ty C o l l e g eB o a r do fT r u s t e e s , t h eB a t t l eC r e e kC i t y C omm i s s i o n , t h ef o u rt ow n s h i pb o a r d so ft r u s t e e s ,t h e S p r i n g f i e l dC i t yC o u n c i l , a n dt h eC a l h o u nC o u n t y B o a r do fC omm i s s i o n e r s . T h e r ei st h eA r e aM e t r o p o l i t a n S e r v i c e s Ag en cy (AMSA ), w h i c h i sr e s p o n s i b l ef o r c o o r d i n a t i n gs e r v i c e so fs i xg o v e r nm e n t a la g e n c i e si n t h ep r o v i s i o no fc e n t r a l i z e dp o l i c e , am b u l a n c e ,a n d f i r ed i s p a t c hs y s t em s . S i xl o c a lg o v e r nm e n t sb e l o n g �t oAMSA ( S p r i n g f i e l dand t h ef o u r ~ two ~ ~ ~~ O~ ~ C r e e k h a sf o u rr e p r e s e n t a t i v e s ,p l u sa c h a i rm a n ) . Look , i n t oo p p o r t u n i t i e sf o rm em b e r s h i p on t h a tb o a r d . C o n s i d e rt h ewo rk o fB a t t l eC r e e kU n l im i t e d , t h e g o v e r nm e n t a lu n i tr e s p o n s i b l ef o rd e v e l o pm e n to ft h e F o r tC u s t e rI n d u s t r i a lP a r k . F i n do u t ,e v e n mo r e t h a ny o ua l r e a d yh a v ei nt h ep a s t 12 w e e k s , a b o u tt h e p l a n so ft h eDown town D e v e l o pm e n tA u t h o r i t y . ~~ ,.One of y o u r own m emb e r s , K en B e l l , s e r v e son t h eDDA B o a r d and c a nt e l lyou a l la b o u tt h a tD ev e lopm en t h .~ I ti sr e s p o n s i b l a s p e c t soEdown town r e d e v e l o pm e n t ;t h e r ew i ll b e f u t u r e How ev e r , l e tm e o f f e rj u s to n ec a u t i o nr e g a r d i n g m em b e r s h i p on a n yo ft h e s el o c a lb o a r d s . Wh en p e o p l e go on t .h r :b o a r d so f ag e n c i e s, sc hooI d i s t r i c t s ,o r �g o v e r nm e n t a lu n i t s ,t h e ym u s t r e c o g n i z ew h a t t h e i r r o l ei s-n am e l yt op r o v i d el e a d e r s h i p . A t t h es am e t im e ,t h e ya r en o tr e s p o n s i b l ef o r ,n o rs h o u l dt h e y g e ti n v o l v e di n ,t h ed a y t o d a ya dm i n i s t r a t i o no fa n a g e n c yo ru n i t . I nt h er e c e n tp a s t ,t h e r eh a v eb e e n e x am p l e si nB a t t l eC r e e ko fb o a r dm emb e r s s t e p p i n g o v e rt h a tf i n el i n e . Th ey h a v eb e com ei n v o l v e d , [ " em b r o i l e d "m i g h t b ea b e t t e rw o r d , ] i nt h ed a i l y a dm i n i s t r a t i o no fa g e n c i e s 'p r o g r am s ,t ot h ed e t r im e n t o ft h eo r g a n i z a t i o n sa n dt h ec i t i z e n st h e ys e r v e . I fyou w o u l dp r e f e ra mo r e g r a d u a li n v o l v em e n t i ne x p a n d e dl e a d e r s h i pa c t i v i t i e s ,c o n s i d e rs e r v i n g . -- on t h ev a r i e t yo f ~ - - ~ ~- - ~- ~ -~ q. r ~~ w h i c hh e l po p e r a t e ~\ ~ n e a r l ya l lt h es o c i a ls e r v i c ea g e n c i e si no u rc omm u n i t y . T h a ti sp a r t i c u l a r l ys ow i t h t h eU n i t e dW ay a g e n c i e s . F o re x am p l e ,t h eF am i l yY C e n t e rh a sc i t i z e nv o l u n t e e r c omm i t t e e sd e a l i n gw i t h a l la s p e c t so fi t sp r o g r am . A n o t h e rp o s s i b i l i t y ,a n do n ep r o b a b l yw i t h t h eg r e a t e s t �l o n g r a n g ep o t e n t i a lf o rl e a d e r s h i pd e v e l o pm e n t ,i s s e r v i c eon t h eU n i t e dW a y ' s P l a n n i n g ,P r o g r amm i n g and B u d g e t i n gD i v i s i o n . T h a td i v i s i o nr e v i ew st h ep r o g r am a n db u d g e tp r o p o s a lo fe a c hU n i t e dW ay a g e n c y ;h e l p s s e tU n i t e dW ay c am p a i g ng o a l s ;a n dr e s h a p e sa g e n c y b u d g e t s , ~ U n i t e dW ay d o l l a r st ot h ea g e n c i e s a f t e rt h ea n n u a lC amp a ign i so v e r . P a r t i c i p a t i o ni n t h eP l a n n i n g ,P r o g r amm i n ga n dB u d g e t i n gD i v i s i o n i sa r a r el e a r n i n g ~ ~ w h e r ey o uc a ng e tt oknow t h eo p e r a t i o n s and t h ep r o b l em so fm o s t ~\) ~~~ a g e n c i e s . And , Iw o u l d u r g ey o un o tt oo v e r l o o kt h e o b v i o u si nt e rm so f commun i ty l e a d e r s h i p . Ou r l o c a l ~ \? ~. , . . \ )5 " t5 ', 7 i , c h u r c h e sa l lh a v en e e df o rgood c omm i t t e em em b e r s , ~ good b o a r dm em b e r s , d e a c o n s ,a n dt e a c h e r s . N ~ B a t t l e C r e e k ~ on t h et h r e s h o l do fa ne x c i t i n gd e c a d e , o n et h a tcou ld s e eo u r commun i ty b l o s s om f o r t ht o �} -- �a g a i nm e r i t i t sd e s c r i p t i o na st i t h ebes tknown c i t y o fi t ss i z ei nt h eU n i t e dS t a t e s .tI I t ' sa ne x c i t i n g t im e tw i t h s u c ha c t i v i t i e sa st h ec om p l e t i o no f S q u a r e ,c e l e b r a t i o no fB a t t l eC r ee k ' ss e s q u i - ~ c e n t e n n i a lo r lSO t ha n n i v e r s a r y ,t h e1 9 8 1W o r l d H o t A i rB a l l o o nC h am p i o n s h i p , c o n t i n u e de x p a n s i o no ft h e F o r tC u s t e rI n d u s t r i a lP a r k ,a n di ng e n e r a la n ew a p p r e c i a t i o no ft h em any p o s i t i v ea s p e c t so fu n c o n g e s t e dt f r i e n d l yl i v i n gi nsm a l l t ow n ,B a t t l eC r e e k , U .S .A . Th e t r u em e a s u r e o fo u rp r o g r e s s ,h ow e v e r ,w i l ln o t b ei nt e rm so fmon ey s p e n t ,o rb u i l d i n g sc o n s t r u c t e d . R a t h e r , i t w i l lb em e a s u r e d b yy o u rs u c c e s s ,a n dw h a t i sa c h i e v e db e c a u s eo fy o u rs e n s i t i v i t ya n dr e s p o n s i v e n e s sa sl e a d e r st ot h ed e s i r e sa n dn e e d so fa l l s egm en t : C r e e k . A n d , a sA c ad emy g r a d u at e s , y o uw i l lb et l g r a d e d "b y how w e l ly o uc a r r yf o rw a r d / h~ c o u r a g e ,~ and R o b e r t Mi l l e r s ,K erm ~ ~ o ft h e �B r i d g e s_ M a r c u s ~ ~ ~ an t i e o r g e y o u r s e l f "Wh a tk i n do fl i f e ,w h a t k i n d - o f a commun i ty do I w a n t f o rm y s e l f , f o rmy f am i l y , a n df o rmy n eig h b o r s now a n dn e x ty e a r-a n dt e n , tw e n t y ,t h i r t yo re v e na h u n d r e dy e a r sf romnow ? " W e a r ea l lf am i l i a rw i t h t h el a t eR o b e r tK e n n e d y ' s v e r s i o no ft h el i n ei nG e o r g e B e r n a r dS h aw ' sp l a y B a ck t oM e t h u s e l a h : "Som em en s e et h i n g sa st h e ya r e a n ds a y 'w h y ? 'I d r e am t h i n g st h a tn e v e rw e r e a n ds a y 'whyn o t ? ' " I ti st h a tt y p eo fv i s i o n a r ya n do p t im i s t i c v i ew o fc omm u n i t yl e a d e r s h i pw h i c hw e w i l l l o o kf o r , a n de x p e c t ,f roma l lo fy o u . 7 God s p e e di n ~ l n gy o u re x p a n d i n gr e s p o n s i b i l i t i e s a n di np r o v i d i n gt h el e a d e r s h i po u rc omm u n i t yw i l l n e e di nt h ey e a r sa h e a d . , JMR j \ . JPC : {4 /1 /80 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1980-04-02_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Community Power Structure in Battle Creek Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 2, 1980 for the W. K. Kellogg Foundation at the commencement dinner of the Battle Creek Community Leadership Academy. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1980-04-02 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e0142dd8a1cd36cc76315afaa85b68dd.pdf 08735f1c45f0076e0357af3d6290d649 PDF Text Text RGM's presentation at Tribute to Gerald A. Faverman - April 21, 1993 Kellogg Center, Michigan State Univesity Fran, Jerry, Ladies and Gentlemen: CA.-:. This r ~~ ~ s a toast -- I can't understand why I have such a compelling urge to turn it into a roast. How could one roast a man who is: * so unassuming * so unopinionated * so modest * so non-controversial in viewpoint * 50 diplomatic in expression I've had the pleasure - privilege - of knowing Jerry decade ~and a half .r for ~ Through the years, the relationship has grown more and more rewarding for me. I continue to marvel at the perspective, the insight, the vision, the inquisitiveness he brings to every contact, whether a casual conversation at a social event or an analytical inquest into a problem or topic. Remarkable! I suspect that these qualities emanate from early years, perhaps his genetic heritage, but certainly his training as an historian. A fellow histori a n , Marcus Tullius Cicero, the great roman senator and orator who lived from 106 to 43 B.C. said that: "History is the witness that testifies to the passing of time; it illumines reality, vitalizes memory, provides guidance in daily life, and brings us tidings of antiquity." �2 T h i sd i s c i p l i n eo fh i s t o r yo b v i o u s l yc o n t r i b u t e dt oJ e r r y ' s a n a l y t i c a lp ow e r sa n dh i sv i s i o n a r yg e n i u si nf o c u s i n go nt h e im p o r t a n ta n ds e e i n gt h eb i gp i c t u r e . C i c e r oa l s oo b s e r v e dt h a t :"Th ef i r s tl awf o rt h eh i s t o r i a n i st h a th es h a l ln e v e rd a r eu t t e ra nu n t r u t h . Th es e c o n di st h a t h es h a l ls u p p r e s sn o t h i n gt h a ti st r u e . " I nJ e r r yw e a dm i r eh i s n e ~ h i sc r e d i b i l i t y ,h i so p e n n e s s ,h i sc a n d o r . I I O n a no c c a s i o nl i k et h i s- a ne v e n i n go ft r i b u t e- t h e r e ' s t h ePAST - m a r v e l o u s m em o r i e s , d e l i g h t f u la n e c d o t e s ,p o i g n a n t r e f l e c t i o n s-t h e r e ' st h ePRESENT -h e r ea n d now ,y e s t e r d a ya n d t om o r r ow ,F r a na n dJ e r r y ,t h e i rf am i l y ,t h e i rf r i e n d s-a n o c c a s i o nt os a y" t h a n k s "f o ra l ly o u ' v ed o n e ,J e r r y ,f o ru s i n d i v i d u a l l ya n dc o l l e c t i v e l y ,w i t hy o u rs p e c i a ls t y l e ,i ns o m any w a y s . T h e r e ' st h eFUTURE - t h ea n t i c i p a t e d ,t h eunknown , t h ey e tt ob e . Thom a sJ e f f e r s o ns a i d ," Iam c a p t i v a t e dmo r e b y d r e am so ft h ef u t u r et h a nb yt h eh i s t o r yo ft h ep a s t . " T h a t ' s w h a te x c i t e sm e m o s t ! I ns om any w a y s , Is e n s et h eb e s ti sy e t t ob e . R u d y a r dK i p l i n g , i nh i sc l a s s i cpo em ," I F " , f ~ f ~ s 'M ' d : " I fy o uc a nt a l kw i t hc r ow d sa n dk e e py o u rv i r t u e ,o rw a l kw i t h k i n g s-n o rl o s et h ecommon t o u c h . " ~ ~ T oJ ~ , ~~ -c o u n s e l o r ,m e n t o r , c o n f i d a n t ,f r i e n d . . . . My t h a n k s ,my s a l u t e- God b l e s s ! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1993-04-21_RMawby_SPE Title A name given to the resource Russell Mawby speech, Tribute to Gerald A. Faverman Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 21, 1993 for the W. K. Kellogg Foundation at the tribute to Gerald A. Faverman. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1993-04-21 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/054df89b41f0113c53aecb9741c5f9b4.pdf 48f05c482043d972e35efdcd7b1033d6 PDF Text Text "A TREASURED MICHIGAN RESOURCE" Remarks by Rus sell G. Mawby, President w. K. Kellogg Foundation at the Michigan Association o f Governing Boards' 1982 Higher Education Awards Convocation Thursday, April 22 University Club Lansing, Michi gan / g~ 1. Thank you very much for inviting me to be your s peaker at t hi s the 1982 Higher Education Awards Convocation of the Michigan Association of Governing Boards. I have taken t he t i t l e o f my remarks, "A Treasured Michigan Resource " from the statement which graces the front cover of the invitation for t oni gh t ' s program. I f I may, l et me restat e the words printed on t he invitation. They read: "In recognition of a treasured Michigan resource and the prom ise it represents for our state's future, the Michigan Association of Governing Boards honors distinguished faculty and outstanding s tudents from the state's public co l leges and universities." �2 The 24 outstanding student s and 24 di stinguished faculty from 12 of our state's 15 public col lege s and universities here this evening r epresent a treasured Michigan resource as do the educationa l ins titutions which all of you represent. I 'll comment more on these r e s our c e s a b it later. Firs t, l e t me also say that the Michigan Ass ociation o f Governing Boards, and its counterparts throughout the United Stat es, are e qu a l l y important and vital t o the future of h igher education here in Michi gan and acros s the na tion. As many of you know, th e Associat ion o f Governing Boards (AGB) is t he only nongovernmental, nonprofit organization within higher education whose primary purpose is strengthening the p erformance o f boards of higher education and higher educa tional insti tutions. Nationwide, AGB membership includes more than 780 boards s erving 1,250 colleges and universities; and more than 18,000 i ndiv i du al trustees, regents and chief executive officers -- nearly one half of the total governing structure of United States h igher education . Thus, the Association of Governing Boards and its membership is a �3 t r e a s u r e dM i ch ig an and n a t i o n a lr e s o u r c e-and isi na u n i q u e p o s i t i o nt oh e l pc o n t r i b u t et o ,and t oh e l p shape, the fu t u r eo f h i g h e re d u c a t i o nd u r i n gwh a th a sb e en l a b e l e dby m any a st h e "D e c ad eo fD et e rm i n a t i o n . " Mo s t o fu sr e c o g n i z etha tt h ed e c ad eo ft h e80 sw i l l ,w i t h o u t e x a g g e r a t i o n ,b ea t im eo fr e c k o n i n g ,c u lm i n a t i n gi nt h esu rv iva l o ft h ef i t t e s t . T h a tw i l lb et h ec a s e ,p a r t i c u l a r l y ,f o rb u s i n e s s , i n d u s t r y ,edu c a t i o nand o t h e r so ci a li n s t i t u t i o n sino u rs ta te . P e r s o n a l l y , Ib e l i e v e su chpe r i o d so fs t r e s s ,t o oe a s i l y v iew ed o n l yi na n e g a t i v e sense, c an and do h o l dd r am at i co p p o r t u n i t i e s f o rp o s iti v ech ang ea sw el l . ~ c o n t e x to f su chchange - and a s few e r and f ew e rd e c i s i o n sa r em and a t ed f rom" abov e "a tt h e f e d e r a l and s ta tele v e l s-i t w i l lb ec i t i z e nb o a r d s , su cha s t h o s er e p r e s e n t e dby t h em emb e r sh ip o ft h eA s soc iat i o no fGov e rn ing Bo a rd s , wh i ch wi l l t a k eon g rea te rr e s p o n s i b i l i t y ,and le a d e r s h i p , f o rtheh a r dc h o i c e s andn ew i n i t i a t i v e swh i ch t h e i ri n s t i t u t i o n s mu s t f a c ei no r d e rt os u r v i v eand p r o s p e ri nt h e19808. �4 So, I am particularly pleased t o be here t on i gh t ; and pleased to s e e t h a t the Michigan Association of Governing Boards is providing the leadership, for al l in our state, in r ecogniz ing the resourc e which is r epresented by the 24 ind i viduals rec eiv ing award s tonigh t , and the resource which i s repre sent ed by Michigan's superb sys tem of public higher education. II. As citizens , faculty , students and/or members o f college and university governing boards, we have a special challenge today -a cha l l enge t o be spokesmen , and more importantly statesmen, for t h e value of higher educa tion in our socie ty and in Michigan. The founder of t h e W. K. Kellogg Founda t i on , breakfas t c ereal pioneer W. K. Kellogg, of ten noted t h a t "Education offe rs t h e grea test opportunity for really improving one gene r a t i on over another. II He believed -- and backed up his beli ef through grants from his foundation -- tha t educat ion determines whether a society , �5 a nation, or a sta te progr esses and pro spe rs . He a lso championed the reality t ha t education is the primary avenue for an indivi dua l to achiev e a bett er li f e. I be l ieve a part o f our curr en t f i nan c i a l and public support crisis for higher education na tionally, and par t ic u larly here in Michi gan, resu lt s from l osing s i gh t o f the s e b a s i c educ at ional pu rpo ses and bene f i t s. Le t me be more s p e c if i c . The mos t " t yp i c a l " vi s i tors we have at Kellogg Founda ti on of f ice s i n Battle Creek are col l e ge or un i v ersity presi dent s , o ther administrato r s or f acul ty members. They know why they have come t o s e e us, and t hey also know ' t ha t we know i t. When the great virtues and t he hi s toric s i gni fi c anc e of t he projec t s t he y pr opos e have been thorough ly discussed , there is of ten t i me perhap s at l unch o r on the way to the ai r po r t -- f or les s momentous di scuss i on or, i f th e truth be known, f o r go s s i p . It is then tha t I often ask , very inno cently, "Wha t are t h e major dev elopments s o f a r as your in s titution i s conce r n ed ? " �6 If you were al l less soph i sticated than you actually are, you would be surprised a t what I am told. I learn about: athletic prowess or t he lack thereof; about iniquities of t h e legis lature and the board of contro l (or occasionally their v i r t ue s ) ; about t he inside story on various episodes, s ome of t hem scandalous; about which dep artments are be'ing drastically cut or abandoned; about t he probabl e line of succession t o the presidency; and how the institution ha s just re-organized, is being re-organized, or will s ho r t l y be re-organized. �7 It is star tl ing how seldom I hear any thing about: the educat ion being provided; the research be i ng under taken ; th e bold new undergraduate cur r i cu l um; the group o f adul t learn ers t h a t t he univ er s i t y i s trying t o serve ; t he i nte r - di s cip l i n a r y commi t tee s that are making headway a ga in st rampant s p e c i a l i sm; the new r esearch which i s go i ng to provide a break- through; or abo ut the a ll - unive r s i t y committee which is re-thinking the goal s o f the in s titution. �8 Nor do I hear valuable, impressive examples of how the university's students and graduates are contribut ing to t h e i r communities, their state, while improving t h ems e l v e s and t h e i r famil i e s in economic and other important ways. You can see from this report then, why I am so extremely grateful to be here this evening where the b right, a ccompl i s h ed , and forward-thinking face of our Michigan in stitutions o f higher education is so evident. You are t he true refl ection of the purpose, the va lue, and the achievements of our colleges and universi ties! But let me for a momen t r eturn to the report s I get from my visi tors. Why do they not re flect the spirit I find here tonight? Let us l ook back a bit to find t he causes . III . I t has been said of higher education that, in sequence, it: �9 f i r s t had grea t presiden ts; t hen had great profe ssors; and t hen had s hr ewd operators . The era o f the great president s was roughly from 1870 t o 1930. The era o f: Char l e s El i o t (Harvard) Woodrow Wi lson (Pr inceton) Dani el Coi t Gilman (Johns Bopkins) Nicholas Murray Butl er (Colomb ia ) Andrew D. White (Cornell ) - - Jame s B. Angell (Michigan) The era of the great presiden ts was f o l lowed by the era of the great s chol a rs f r om 1930 to 1960. Th i s era s aw the f l ower i ng of a l l the discipline s an d the pro fessions and of t h e r esearch and teach ing t hey requi red. The f r e edom o f the Un i t ed Sta tes, of �10 course, brought many dis t ingu ished academic leaders to t h i s country as immigrants . And that era was followed by "the era o f t he shrewd operators" f r om 1960 to 1980. we are s t i l l i n it. You are f ami l i a r with t hi s era , partly because It was an era o f gr ant - ge t t e r s and money- manipulator s; the bui lders of center s and ins titut e s and countl e ss other units, each constructed around s ome special person or field of study with r elatively little regard fo r the t o tal ins ti tution i t s e l f. This was not, t o be sure, an invariab le succession of eras. Robert Maynard Hutchins (in the 305 and 40 s) and John Hannah ( i n the 50 s and 60s) were great pr e s i den ts , speaking articulately on the nature and need s of highe r education. There are more grea t pro f essors t han there ever were; at least half of all Nobel prizes in s cience are being awarded to Americans, and other fi elds and o ther l eade rs f l our i s h a s wel l . But their dis tinc tive and unique qualities have f a r l e s s public notice today t han was the case in t he t i me s of Einst ein and Fermi �11 (physics), Van Doren (literature), Erskine (music), Barzun ( Fr ench literature), Beard (h istory), or Highe t (philosophy). Why have the educational s tate smen tended to be s ubme r ge d ? We have moved through a time of abundance -- and perhaps even over-abundance -- in th e 1950s and 1960s. We have moved through a time when the warning bells of fin ancial trouble b egan to sound ever more in si stently in the 1970s, to a time of very real and present danger to the very existence of our institutions . Gov e r n i ng boards, academic administrators, faculty councils and s ena t e s h ave had t o pay major at ten t ion to operation and managemen t during both good t imes and bad. But as a consequence they began to perceive thems elves e s sentially as administrators. They added to t he i r key staffs a host of accountants, personnel workers, public relations experts, lawyers, and, mos t of all, i n s t i t u t i ona l managers. I f you doubt the fact of an over-emphasis on operations, I invite you to read the Chronicle, the journals of higher education, �12 and t he hundr ed s of books which pour forth each year about t he college and t he university. See how little is s a i d about t h e mission of t he insti tu tion, how much is s aid abou t i ts st r uc t ur e and processes. As universities perceive themselves, so t he pub li c perceives them. The decline in the public' s support and championing of higher educa tion is a natu ral cons equence. IV. Suc h an occasion as the on e we' cel ebra te t h i s ev e n i ng s trikes out boldly against th is pre-occupat ion with operat ion i t s elf, t o emphasize the purpose which shou l d guide ou r efforts, not t he processes we f ol l ow wi thin our in s titutions. I suggest then we ne ed to find more ways of: celebrating the accomplishments of intellectual and academic inquiry ; �13 identifying the new intellectual purpose s we shou l d follow; and discovering ways to stress th e unity of all knowledge and to explore th e linkages between its segment s. Most importantly, we must become advocates and statemen on behalf of the importance o f education to our society , its citizens, and to our collective f u t u re. The 1982 Higher Education Awards recipients -- all of you -give testimony to our coun try' s succes s; one ba sed on discernment, pride, achievement, and c ommitment to quality. That has been the foundation of highe r educa t ion' s acceptance and place i n our soc iety . Hel en Kell er identified this characteristic 44 years ago when she said: true happines s. " Some persons have a wrong idea of what constitutes I t i s no t attained through s e l f - gr a t i f i c a t i on but through f idelity to a worthy cause. " �14 Most Americans s t i l l believe in and di splay f i de l i t y to worthy caus es. their leaders I t i s t i me for our colleges and univer sities and whethe r in the board room, the classroom or laboratory, or the administra tor' s offi ce - - t o proclaim again as spoke smen and statesmen the worthy cause of quality higher education. With you as gu i de s , both as participant s and shin ing examples, I believe it can -- and trust it will -- be done. Thank you. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-04-22_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Treasured Michigan Resource Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 22, 1982 for the W. K. Kellogg Foundation at the Michigan Association of Governing Boards' 1982 Higher Education Awards Convocation. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-04-22 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/7fe2223ae3226ba806db158b2ad5d5a6.pdf 1df47facfe458c190d7f01a65e1c855b PDF Text Text Remarks by Dr. Russell G. Maw"ty, President, W. K. Kellogg Fcundat i on at the 27th Nati onal Conf'e r er.c e on Rural Eeal t.h Detroit, Michigan April 25, 1974 I It is a privilege to b e a part of the progr8.I!l of thi s 27t h National Conference on Rural Health. We are pleased indeed that this year' s confer ence is bei ng held in Mich igan a nd I would ex pr e s s lliy complimen t.s t o the Counc i l on Rural Heal t h of the Americ an Meci.i cal Association for the ex c ell enc e of the pr ogram t hey have planned f or U3. Certainly the conference t heme , "Rural Heal th i s a Community ;\.ffs.ir," is timely and significant, and we a.re fo r t un ate t o have so ma r:y outstanding resource people participating in the various confer ence sessions. I enjoyed very much the opportunity of attending this mor ning ' s session, with the keynot e address by Dr. Budd and the stimulat ing symPOS iUID 0 :1 "Di :cections f or t he Fu ture." practi~ al S U8~ e st i on s ~ha:ce d I especially welc omed the with us by Dr . Budd and by the symposium participants related to the development of family practice programs, extending the role of the nurse, and exploring the potentials for rural g=oup practice. II My remarks, with the title, "Our Conc erns for Rural Health," have duo perspec tives: i i r s t. fl' om the at.a ndpo irrt of the program ini:: erests �2 o ft h eH . K . K e l logg Found a t i o nan ds e cond ,f romt h ev . i . e v p oir r to fou r con t empo r a ryAm e r i c an s o c i e t y . A sD r .R e i h e l di n d i c a t e di ni n t r o c u c i n g m e , my o b s e r v a t i o n sw i l lb et h a to fa v e r yi n t e r e s t e dandh o p e f u l l yw e l l in fo rm edcon sum e ro fh e a l t h ser ic~s s i n c eI amn o tah e a l t hp r o f e s s i o n a l . Af ew mon th s agoI l l ' .P at t u l l o ," , h oi st h eV i c eP r e s i d e n tf o rH e a l t h P rog r am sw i t h ou rF o u n d a t i o n , andI v i s i t e da co rumun i ty h o s p i t a li na coun ty s e a ttowno fa r u r a lcoun ty i ns o u t h e r nM i ch ig an . A sa p a r to f ou rs c h e d u l et h e r e ,w e" J e r ev i s i t i n gw i t h tw oyoung p h y s i c i a n s b r i g h t , comp e t en t ,c o n s c i e n t i o u s . I nt h ec o u r s eo fo u rc o n v e r s a t i o nt h e yi n d i c a t e d t h a tn e i t h e ro fth emw a st ak ingmo r e p a t i e n t s , no rt ot h e i rknow l edg e w e r e anyo ft h eo t h e rt h i r t e e nd o c t o r si nt h e ~t Ie x p l a i n e dt o th emt h a tI h adm o v e d on to a sm a l lf a r i l lw i t h my f a . . r n i l yand a sk ed..rha t wou ld h app en i f Ic a l l e dt h e i ro f f i c et om a k ea r r ang em en t sf o ra f am i ly p h y s i c i a n . T h e yi n d i c a t e dt h a tt h er e s p o n s ewou ld b es im p l y ,I IW e ' r e aw f u l l ys o r r yb u tw e ' r ef i l l e dup . I fa n y t h i n gh app en st oany o ft h e y o u n g s t e r s ,c om et ot h eem e rg en cy r o omo ft h eh o s p i t a landt h e yw i l ld o wh a tt h e yc a n . " Is h a r et h i se x p e r i e n c es imp lyb e c au s ei t r e f l e c t ss oa c c u r a t e l y t h er e a l i s t i cs i t u a t i o ni nm a n yr u r a lcommun i t i e st o d a y . T h es i t u a t i o n i sn o tt ot h ed i s c r e d i ta ta l lo ft h ep h y s i c i a n so ro ft h eh e a l t hp r o f e s s i o n a l so ri n s t i t u t i o n s .R a t h e r ,i t i sa con s equ en c eo fm a n yv a r i e d i n f l u e n c e s . Bu tt om e andt oo t h e rcon sum e r s ,ac i r c um s t a n c esu cha s t h i si st roub l e som eandu n s a t i s f a c t o r y . I wou ld f o o t n o t et h i se x p e r i e n c eby o b s e r v i n gt h a tt h e s etw o p h y s i c i a n s ,i nc o n c e r tw i t ht h e i rm e d i c a lc o l l e a g u e s ,t h eh o s p i t a l �3 administrator and members of the hospital staff and board of trustees, and interested citizens in the community, have undertaken a systematic program to improve the health situation in their community. In conse- quence, illany positive changes have taken place in recent months. But this little anecdote of a true experience summarizes many of the things which this country. conce~n us about the health care delivery system in We are concerned with issues vh ich are described in phrases like accessibility, continuity, comprehensiveness, and quality of care; delivery systems; financing arrangements; a corrmunity and preventive dimension to our health systems; operational effectiveness. Relating further specifically to the rural scene, certain issues come to the fore: - The critical shortage of health wanpower -- physicians, nurses, dentists, pharmacists, allied health personnel, etc. - Distances to health resources the "s oc i a.L cost" of space. - The distressed situation of many rural hospitals -- losing medical staffs, inadequate professional and auxiliary personnel, declining patient populations -- with many institutions on the verge of bankruptcy. - Health professionals increasingly concerned with professional "isolation" in rural practice--with the parallel desire to locate where there is ease of referral and the stimulation of professional contact, with easier access to a wide range of resources. You know these problems and others better than I--and many of your sessions here will focus on solutions to such specific issues. �4 I I I Th eW . K . K e l logg Found a t ion f o rov e r o~ d e c ad e sh a sb e en a c t i v e l ycon c e rn edw i t hh e a l t hp rog r am s ,w i t h as p e c i a le mph a s i s o n r u r a lp eop l e andr u r a lcowmun i t i e s . Th i s invo lv em en tgo e sb a ckt ot h e e a r l y1 9 3 0 ' s andt h ef 'L rs td ay so ft h eF o u n d a t i o n ' sa c t i v i t i e si ns ev en c o u n t i e so fs o u t h c e n t r a lM i ch ig an . Th i sw a sk n ow n 2 ,S t h eM i . c h . ig an C om - mun i ty H e a l t hP rog r am (MCHP ) . I ' l l n o tc h r o n i c l et h i sg r ea . ts t o r yh e r e , b u ti t c e r t a i n l yw a sa p i o n e e r i n gandfo rw a rds t e pf o rr u r a lh e a l t h . Th eF o u n d a t i o n ' sp r im a ry f i e l d so fi n t e r e s ta r eh e a l t h ,e d u c a t i o n , and a g r i c u l t u r e ,wh i ch you imm ed i a t e lys e ea r ei n t e r r e l a t e d .O u r Foun d a t i o nh a sb e en d e s c r i b e da sa" s h i r t s l e e v eH id :w e s t e rn f u n d . " H el i k e t h a t ,f o rw el i k et od e a lw i t hr e a lp rob l em si np r a c t i c a landr e a l i s t i c w ay s . O u r con c e rn i sw i t h know l edg eu t i l i z a t i o n ,t h ea p p l i c a t i o no f know l edg et ot h ep rob l em so fp e o p l e . I no u rp l u r a l i s t i cs o c i e t y ,t h er o l eo fp r i v a t ep h i l a n t h r o p y( su ch a st h eK e l logg Found a t ion )i nc o n t r i b u t i n gt os o c i e t a lp r o g r e s si st h e en cou r ag em en to fi n n o v a t i o n . P h i l a n t h r o p i c r e s o u r c e sa r er e a l l yv e r y sm a l li nr e l a t i o nt ogov e rnm en t a le x p e n d i t u r e s andt os o c i e t a ln e ed . Fo r ex amp l e ,t h eK e l logg Found a t ion t h i sy e a rw i l lm a k ep rog r amg r a n t s o fabou t$ 2 2m i l l i o ni nou rt h r e ea r e a so fi n t e r e s tando nf o u rc o n t i n e n t s . By comp a r i son ,t h eH i ch ig an D ep a r tm en to fP u b l i cH e a l t hh a s a budg e t t h i sy e a ro fabou t$ 7 1m i l l i o n . How ev e r , thoughp h i l a n t h r o p i cr e s o u r c e sa r esm a l li nr e l a t i o nt o t o t a le x p e n d i t u r e sf o rh e a l t h ,f o u n d a t i o ng r a n t sr e p r e s e n tr i s kc a p i t a l i nh e a l t hp rog r amm ing a . n dh av eb e en r e s p o n s i b l ef o rI l l a n yi n n o v a t i o n si n h e a l t ht e c h n o l o g y ,e d u c a t i o n , andd e l i v e r y . �5 A s ex amp l e so fc u r r e n tF o u n d a t i o n a s s i s t e dp r o j e c t swh i ch h av e p a r t i c u l a rr e l e v a n c et or u r a lh e a l t hc o n c e r n s ,Im igh tm en t ion t h ef o l low ingf romt h el t i c h i g a ns c en ea si l l u s t r a t i v e : Ac o n t i n u i n ge d u c a t i o np rog r am f o rn u r s e si nt h eS ag in aw V a l l e y , condu c t edbyl t i c h i g a nS t a t eU n i v e r s i t y ; - Ap rog r am o ft h e~~ichi an H e a l t h Coun c i lt or e c r u i tyoung p e o p l e f o rc a r e e r si nt h e~ll i e d h e a l t hf i e l d s ; - Ap rog r amo ft h eM i ch ig an D ep a r tm en to fP u b l i cH e a l t h andt h e two c o l l e g e so fm. e d i c i n ea tM i ch ig an S t a t eU n i v e r s i t yi nd e v e l op ing a c o o p e r a t i v ep rog r amt oimp rov ed e l i v e r yo fp u b l i ch e a l t h s e r v i c e si nt h r e eo fM i c h i g a n ' s l o c a lh e a l t hd ep a r tm en t s andt o exp andt h er o l eo fp u b l i ch e a l t hi np r o f e s s i o n a le d u c a t i o no f m e d i c a ls t u d e n t s ; - Ap rog r am a tG r and R ap id sS t .M a ry ' s H o s p i t a lt od ev e lop a r e s i d e n c yt e a c h i n gp rog r am i nf a m i ly p r a c t i c eand an e x p e r im e n t a l ambu l a to ryh e a l t hc a r ep rog r am ; -An und e r g r a d u a t ep rog r am i nd i e t e t i c sa tE a s t e r nM i ch ig an U n i v e r s i t y ; -A s s i s t a n c et ot h eU n i v e r s i t yo fM i ch ig an i ne s t a b l i s h i n ga s t a t ew i d esy s t emo fc o r o n a r yc a r eu n i t si nM i ch ig an h o s p i t a l s , w i t hi n s t i t u t i o n a l ra~ts o f30 r u r a lcommun i tyh o s p i t a l s t h r o u g h o u tt h eS t a t e ; and - An u r s i n g hom em an ag em en t e d u c a t i o np rog r am a tL a k e ,S u p e r i o r S t a t eC o l l e g e . �6 Beyond Michigan we could mention further examples: - An effort to improve the transport capac i ty of the Samaritan Health System in Arizona; - The involvement of the University Health Center and professional schools of the University of Iowa in a program at guscatine to improve health care delivery and provide i mproved ed~cational opportunities for medical students; - A demonstration of the training and use of nurse practitioners in the rural area of Treasure Valley, Idaho, and the illvolvement of Boise State College in their educational curriculum for the preparation of nurse practitioners and clinical specialists for rural areas; - The training of family practice residents, with emphasis on individual location in smaller communities and rural areas in California; and An effort to improve hospital emergency services in rural com- munities of South Carolina. IV To comment briefly on innovations which may contribute to improved health care in rural communities, it is necessary to refer back to the problems which concern us--issues such as access and availability of care, continuity and comprehensiveness of care, productivity of various elements of the system, cost and financing, quality. With these central issues in mind, from our vantage point we see such promising opportuniti es as the following: �7 1. Reo.!:f:ani zation of ambulatory healt..h services mray from an endless series of specialty-oriented clinics to a more comprehensive family-centered health service unit utilizing such qualified personnel as nurse practitioners and physicians assistants for health mainten ance functions, preventive health programs, and long-term supervision of chronic conditions. 2. Development of institution-based (hospital) outreach programs, such as home care, primary care clinics in under-served areas, and appropriate linkages or relationships with other care providers, such as nursing homes. 3. Development of rational patterns f or handling true emergency medical problems, with the division of labor among institutions along rational lines and with an integrated transportation and communications system. 4. Development of effective programs of in-patient education for illness management, with an improvement of the patient's understanding of his problem and the procedures that will be performed, and with an emphasis upon the patient's appropriate responsibility for his individual rehabilitation and continuing health maintenance. 5. Further development and systemization of the relat.ionship of education and service in the health fields. Not only must there be dramatic changes in the educational processes and relationships by which people become qualified and prepared for health careers, there must also be improvement in �8 l e l a t i o n s h i p sb e tw e en e d u c a t i o n a li n s t i t u t i o n sandh e a l t h s e r v i c ei n s t i t u t i o n sands e t t i n g s . Som ehow w e mu s tb r i n g t o r e a l i t yt h emu ch -d i s cu ss e dcon c ep to fa h e a l t hd e l i v e r y n e two rk a si tr e l a t e st ob o t he d u c a t i o nandh e a l t hc a r e d e l i v e r y . U n i v e r s i t ie sh av eb eenp r e o c c u p i e dw i t hm e d i c a l s c i e n c eandr e s e a r c h ;h o p e f u l l y , mo r eo ft h e i ra t t e n t i o nand r e s o u r c e sw i l lb ed i r e c t e dt ot h eimp rov em en to fh e a l t hc a r e d e l i v e r y . 6 . nha~~e ent o~e ser ice ~~i ins~ s e t t inF5 .f o rh ea th ~~rsonnel ice e d~ c ~~ i o n i nt h ewo rk Th i ss e t t i n gi sn o to n l ya p p r o - p r i a t eb u te s s e n t i a lf o rc e r t a i na s p e c t so fe d u c a t i o nand t r a i n i n g .A s an ex amp l e ,h o s p i ta l sa r eb e com ing mo r e con s c iou s o ft h e i re d u c a t i o n a lr o l eand i nm any i n s t a n c e sa r eb e g i n n i n g t oe s t a b l i s hi n s t i t u t i o n -w i d ee d u c a t i o nandt r a i n i n gp roG r am s . Su ch p rog r am s en comp a s s emp loy e eo r i e n t a t i o n ,o n t h e j o bt r a i n i n g , s u p e r v i s o r yd ev e lopm en t ,c a r e e rm o b i l i t y , c l i n i c a li n s t r u c t i o n , i n s e r v i c ee d u c a t i o n ,p a t i e n te d u c a t i o n , and commun i ty e d u c a t i o n . 7 . Exp e r im e n t a t i o nr e ga r d i n gt h eh o s p i t a lr o l ei nt h ep r o v i s i o no f p r im a r yc a r e ,t h ecompon en to fcomp r eh en s iv ec a r ep e r h a p s l e a s t -w e l ls e r v e dc u r r e n t l y . Th ep u b l i c ,i ns e a r c hf o rsu ch c a r e ,h a st u r n e dt ot h ecommun i ty h o s p i t a l ,v i at h eem e rg en cy room . Bu tt h eem e rg en cy roomi sn o tt h ep r o p e rs e t t i n gf o r q u a l i t yp r im a r yc a r e ,f o rem e rg en cy roomc a r et e n d st ob ee p i s o d i candv e r ye x p e n s i v e . B e t t e r a~ls ers a r ea v a i l a b l e ,a r e b e i n gd em o n s t r a t e di nsom ei s o l a t e di n s t a n c e s ,and s h o u l db e mo r e c h a r a c t e r i s t i co ft h ed e l i v e r y sy s t em . �9 8. Whenever resources are scarce in relation to ne eds, the usual situation in rural areas, ever bet t e r manag ement is . i required as priorities are estatlished and allocations made. A long-standing orientation of this Foundation has been to improved management and a dmi n i s t r at ion , in the health fields as well as in other fields of Foundation ende avor. We have been particularly impressed with bene- fits achieved through sharing of services by hospitals and the application of management engineering techniques in the liealth care delivery system. 9. Elaboration of the role of the trust ee in the health care system. The institutional board of trustees, if representative, well qualified, and well informed, is an essential element in responsive institutional administration. Trustees can assist in keeping the endeavor oriented to the ultimate p~poses of the institution, above the more vested interests of the institution itself, its professional components, and its personnel. One could go on virtually ad infinitum with innovative options. But underlying issues such as these are two basic considerations: A. The problem of fragmentation, both in terms of care as it is available to the individual person and fragmentation of efforts of the various elements of our health system. There is almost a desparate need for greater cooperation and coordination of the efforts of the individuals, institutions, and organizations involved with rural health--health departments, state and local; hospitals and other institutions, public and private; �10 p r o f e s s i o n a l s ,b o t hi n d i v i d u a l l yandt h r ough t h e i rO l "g an i z a t i o n s ;e d u c a t i o n a li n s t i t u t i o n s ,i n c l u di n gc o l l e g e sand u n i v e r s i t i e s ,f o u r y e a randtw o y e a ri n s tit u t i o n s ,p u b l i c andp r i v a t e . Fo rt o ol o n gs o c i e t yh a st o l e r a t e d ,~ o r n e t h ec o s t so f , ands u f f e r e dt h econ s equ en c e so f ra H o p e f u l l y , ent ~tion l e a d e r s h i pf o ri t sr a t i o n a l i z a t i o nw i l l com ef romt h o s e who a r emo s t i n v o l v e dandmo s t know l edg ea 'l e ,r a t h e rt h a n b e i n g impo s ed . B . Th en e ed f o ra comp r eh en s iv ep rog r amo fhe ~lth e d u c a t i o n . I wou ld l i k et os h a r ew i t h you som ethough ts f roma r e c e n ta d d r e s sbyD r . C .A . Ho f fm an , Am e r i c an M ed i c a l A s s o c i a t i o n . res~ dent o ft h e "Am a jo rC E < lS eo ft h ec u r r e n t c o n t r o v e r s yabou tAm e r i c a ' sh e a l t hc a r eist h a tt h ep u b l i c andt h egov e rnm en tf a i lt ou n d e r s t a n dt h ed iffe rence b e tw e en good h e a l t handgood m e d i c i n e . ~ r i c an s h av ea r i g h tt ogoodm e d i c a lc a r e ,b u tt h e ydo ne th av ear i g h t t ogood h e a l t h . Good h e a l t hi sn o t ar i g bt , b u ta r e s p o n s i b i l i t y as h a r e dresponsi ilit a~d t h a tr e s p o n - s i b i l i t yb e g i n sw i t ht h ei n d i v i d u a l ' sownh ea lthb e h a v i o r . Th eh e a l t hh a b i t so fmo s t Am e r i c an sa r esopoo rt h a tt h e n a t i o ni ss u f f e r i n gf romwh a tm igh tb ete~ed an a c u t ec a s e o f' p e o p l ep o l l u t i o n ' andpoo rp e r s o n a lhE a l t hb e h a v i o r �11 plays a significant positive role in heart disease, cancer, stroke, and accidents--the four leading causes of death in America tocay. "Indeed, if all Americans could be convinced to adopt a healthful style of life--eating correctly, not smoking, controlling pollutants, driving safely--the positive effect of the nation's health would be far mor e dramatic than could be accomplished through the construction of thousands of new hospitals and the production of many thousands of additional physicians." There is some slight encouraging evidence that progress may be forthcoming in this area. For example, in 1969 the Michigan Legisla- ture enacted the "Critical Health Problems Education Bill." This legislation provides for health education for Michigan youth in elementary and secondary schools, including sucr. areas as mental health; dental health; vision care; drugs, narcotics, alcohol, tobacco; disease prevention and control; accident prevention; nutrition. Hopefully this dimension of education will be incorporated in our local school systems. Another encouraging step in health education is an apparent recommitment to health education by the Cooperative Extension Service. As you know, the Extension Service has personnel and programs serving every county in the United States. With appropriate linkage to university resources in the medical-health fields and close relationships with local professionals and institutions, this Extension emphasis should �12 represent a very positive influence in fostering proerams of health education. You have other ideas, too, that are being us ed in your local communities; programs and displays of hospital auxiliaries, health museums, special health education activities. But what we need is a positive and comprehensive approach to health education. v In rural health, as in most ar-eas of human endeavor, we know better than we do. The challenge is to use that which is known, to utilize fully the know.Ledge resources which are available. We need not more plans but more action; not more criti'lues and critics but better examples. This requires imagination, innovation, creativity, resourcefulness--in sum, leadership--not from on high, but in home communities, where the action really is. The greatest danger in a conference of this kind is that we each go home to a busy schedule and an accumulated backlog--and we settle back into old and easier patterns. The challenge to you and me individually is that our being here should make a difference in our part of the world, in our individual sphere of activity. The challenge then is that you, through your individual efforts, help move "what is" in rural health a bit further toward the goal of "what could--and should be. " I wish you well. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1974-04-25_RMawby_SPE Title A name given to the resource Russell Mawby speech at the 27th National Conference on Rural Health Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 25, 1974 for the W. K. Kellogg Foundation at the 27th National Conference on Rural Health of the American Medical Association. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1974-04-25 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e7855258c48854b260347b31aab17b84.pdf ecab568023c323b4cc48e1baaf84320c PDF Text Text Remarks by RGM at "Chapel" at Taylor University, Upland, Indiana, April 25, 1988 �~~~~~~J'C=-~)" ~~~<k .~ ~ ' ~ e9- q .,~~:?- ~~~~ ~~cfT~"") ~~~~ c;- ~ o.: ( ~k - ") ~.. )~S,--r~,~ v-.:.... ~~ ~ Q.....---t....- ;-\-<...., ~~~ . ~ ~ .... <- .. -<..,.A. » ~ . =t:: l.. ~ ~ ~ -7 ~ ~ ~'~~J. ~ <~ ~ ¥ .~ --o--y ~ ---~ ~ <X~_ ~ .~-/~(8~~) & ~ ~~~~ - ~Q / _ ~ ~ ~ •• g~ ~o J-) __~,,,- ~~ ~~ 'J ~)~~ --~\~~~\~~ Y J' .,. • ~- J--'p.9'f. ~Q.£., ....~ __ ~~ ~~~~ .... ~ ~-.Q.S.. Y--- ~ -\-t.. ~ ~ ~ ~ e..-...-..'(y-- _ ~&-:--~.,o- 0:9~ a- -~.A-~0 ~~ . -l ~.:k. e- c-~~ ~ ~ _ ,_-"-_ ~ ~ -cr--' ~:=-::! G--e - _. - OJ'· _L.. ~zy--- " C5 ..... \ ~ ~ \- ~ -.::- 2-a v......- ~ �~ ~ ~-~ o-~. • ~ ~, • •, , J . . ' y \ --~....-. c . ~ ~ ~. ~ o r ~~ ~ • e : -~ .. 9 ,~ ~..... .. r' 4 .....~ - ' . :- .S ~ } .A .> ' 0 . . . . . . . . . ..~c: 7' z.~~"'9- g ; ., ~ ~ o-z::..~ ...... ~~) ' ". e - ~ , ~ Q...~ 0_ ~)~~.., o i> , c - & . . . . ~ ~ d2• . ~ •c ~ C L e : : : -" " ' - ~ c< . . . . • ~ - ~ -b . . . .I < I ' " . . . : ) . ~ ~ c : . . . - ~ -~~ ~ G . - ~) ~ . z. .-~ \ J ~ ~' a - ~ ~ .. . ~ . ~Q " ' , G L ~ Q ......... _ ..=.-~ V Q u , c _' ' ' o " ~ cJ!~ ~~' ) l ~o Q i2 -«J e . fSq..J~--\ Q C> ( - ~ ~~ \ .oV _ P . c : . .XCO ?o c r -$..<&) , . d i -< . . . . ~ ~ C ! -e . L . . - l i t GL . ~ , . . -~ • •g. ~ 0 . ~ ~ _ . . ~_ . _ 0 ...... ~~ 0 ~'c> .) -. ~ ~q< ) . ' ~ "r ~ ~ ~\~~~ '<& h .~ ~(:)~ -~ . ~~. -- '= -A . , ~~~ .o~ ~ c: ..ss~-- • ~ j - ~~~ �~X-C~: ~~~_~ eP ~o . .~~ - ~ uO ' ) ~~ ~ " ' ) ~ - '--- ~ ~ <Z ~ ~'--) ~ / Jp~ ~) .-.-.~ ~ ~) ~ -- ~~ f~~ ~~~~ ~~ ~ ~-~-- ~ J ! SL . . c9 . C i - 4. )u Q _ t ' : : -~ ~ ~ ~~~ .: --~ 1 :"- ~ : t - \ := - ~. ~ .6e52-~ ~~- ~)< a . . . . . : : . t . . . . : : I ' ~c ~. Q " - ~~~~~ d t - ~r y~ ,0 .L b -cf-. e . . . : J ). -~~ .1J . . ~ �J/~) 0 J 7 , a -Q. .' ' \ ~~--.~. ~ X :.9 ~ a - ~-\~ . ,Z .o J c .~ ~ - ~~ ~ d -" . .9 '. .~ ~~ ~~ ~ C - ~'< ' - ~ ~~~~~ ~~~~~. ( ~ e ......c:sO... . , .Q : ' : , f ; )Q -~ ~ -J �~ ~ r~ ~ c'"~ ~) ~ ~ , , , ~ ? ¥ ~ - .. ~ ~ . ~~ ' ~" ~~ . Q)~~~ ~ ~ 1L -~ a - ~~~~ ' 0 , , 0 '~ ~ ~ v . , . . -S l -Q t . . -SA) ~~~ ~ ,_ W te:::. ~ ~- '7 : r --"~ s... . s~ ~ ~ ~ a ~~~~ ~~ ~ ~A: . ~ ~ ~ '- < ~ ~ <2 ~ -. . ,9 -u sDa. 'T Q~ 0& . . « -. q~~~ ~ ~ C ~ --.oJ.'~ '-~~ )~ ,~~"~ .~~ ~ ~7A-_~, o-- . ~ ~~~~) ~ ~~ ~ ~ ~ / ~ ( ~~ �3 ho fu sh a ss t a s h e daw ay i nm emo ry c e r t a i nl i n e s o fp o e t r y , f roml i t e r a t u r e ,p a s s ag e sf romt h eB i b l e -w h i c hh av es p e c i a lm e an ing t o u s .l on esu chwh i ch f r e q u e n t l yr e c u r st om ea r et h e s el i n e sf romEdn a S t .V in c en tM i l l a y r lds t a n d so u t on e i t h e rs i d e Th e.wo No w id e rt h a nt h eh e a r ti sw id e ; Abov et h ewo r ld i ss t r e t c h e dt h es k y , No h f gh e zt h a nt h es o u li sh i g h. e a r tc anpu sht h es e aandl a n d Th eh F a r t h e raw ay on e i t h e rh and ; Th es o u lc ans p l i tt h eskyi ntwo , And l e tt h ef a c eo fGOd s h i n et h r u . Bu tE a s t andW e s t ~ p i n c ht h eh e a r t Th a tc anno tk e ep th empu sh ed a p a r t ; Andh e vno se s o u li sf l a t t h esky W i l l c av ei non h imb ya ndby . Th e wo r ld st . and so u " t n or id e1 : "t h a nt h eh e a r ti sw id e . Any e r e on wh env i ronm en t ,w ,u . p e r sonwho re~~ec t h o u g h t f u l l y0 andt om o r r ow - �5 i nm ank ind ; i t t o l l sf o rt h e e . " m a t t e r how w e choo s et oc l a s s i f ym an ' s c o n c e r n s ,o rf romwh a t v a n t a g ep o i n tw ee l e c tt ov i ewth em ,u l t im a t e l yi t b e com e sc l e a rt h a t .~ t h eq u a l i t yo fl i f ef o rou rg e n e r a t i o n s y o u r s andm in e and t h o s et o~~~ f o l l oww i l lb ed e t e rm in edb a s i c a l l yby ou rp r o g r e s si nimp rov inghum an r e l a t i o n s h i T IS . Fo r wh e th e rw e th ink .i nt . e rm so ft h ef am i l y ,o u rhom e 7 .1 ) ) ' -~ ~ commun i ty ,o u rs t a t eo rn a t i o n ,o rt h ewo r ld n e ighbo rhood ,t h ep r im e d e t e rm i n a n to fwh a tl i f e w i l lb el i k ei nt h ey e a r s ah e adw i l lb ea con s equ en c eo fm an ' s a b i l i t yt ol i v ei nh a rmony , on ew i t ha n o t h e r . A nd t h emo s t im p o r t a n td e c i s i o n sc o n f r o n t i n gu sw i l ln o tb er e s o l v e dby o u r bu rg eon ingt e c h n o l o g ya l o n e ,b u ti n s t e a dw i l lb ev a l u e b a s e dand v a l u e l a d e n . . /~ /' :/~~ ~ y hope ~ ..c 7~ thatmodern man oillbemore s u c c e s s f u lt h a nh i sp r e d e c e s s .~ r nd e a l · -w it hhum an a s : p i r a t i o n s ,r e f l e c t i n g m in e , sh ew sp rom i s eo f con t empo r a ryv a l u e s n o ty e t~ee h a v i n g r e a l l y ... ~:C=:/:~~:: ==:::::~~.---.- ~ --~ ~---- '-'-'"- ~~ a l t e r n a t i v e s · t h e_~er f o rex amp l e ,i nt h e t oa c c e p ta s t a t i c s t a n d a r d c p e o p l e i nt h ed e c ad e s imm ed i a t e ly ' ah e ad ,a d o p t i n g an e n t i r e l yn ewcon c ep to ftheq u a l i t yo fl i f e ,sot h a t th e �~: ~ ex~ - '~ 12 . .: , , I I ~e:--S.- -- ~) ~ ; ; rz . . . - p '__ ~~ ' " 7: 1 3 I - ~ \~ ' 'y~7 ~\.r- o · �7 C h r i s t i a n-i nt h ef u l l e s tandmo s t comm i t t eds e n s e ;p r i v a t et a n g i b l ee v i d e n c eo ft h ep l u r a l i s t i ccomm i tm en to fAm e r i c a , t h a tp r i v a t e a sw e l la sp u b l i c h i g h e s tg o a l s , ev eni nanag e wh en gov e rnm en ti se v e rmo r e dom in dom in e e r ing ; andl i b e r a la r t s i nf u r t h e r a n c eo ft h e ~ / I ----- ------- Am o n gt h ed i s t i n c t i v e r -epea t ; o n l ytwo : " I nt h ee r awh e t e c h n o l o g i c a l o fw i sdom , mo r a l con c e rn know l edg e , u n d e r g i r d s e e kt om a i n t a i n as t t h ewo r th o fi n d i v i s e e kt oc r e a t ei ns t u d e n t s e c t u a lc u r i o s i t yabou t a con c e rnf o rt h ev a l u e judgm en t s wh i ch a r ec r i t i c a lt ow i s e ec o - ~ g. Iw i sh you a sg r a d u a t e ss u c c e s si nt h ed a y . sc ~ i nt r a n s f e r r i n g su chv i t a lcon c ep t s IV Wh i l e t h ep r o s p e c t so fan unknown f u t u r er r zyb e somb e r,t h ec : : : " a l l eng e andt h ep o t e n t i a l o ftomo r rowa r ea sd em and ing anda se x h i l a r a t i n ga se v e r . I nanag ewh en b i g n e s s andcomp l ex i tys e emc h a r a c t e r i s t i c ,i t ' sim p o r t a n t �8 t om a i n t a i n ap r o p e rp e r s p e c t i v e . W h e n t h er e a l i t i e so ft h eev e ryd ay wo r ld s e ema lmo s t ov e rwh e lm ing , If i n dt h ef o l l ow i n ga u s e f u lr em ind e r : I am o n l y on e ,b u tI am on e ; Ic a n ' tdo e v e rY t h i n g ,b u tI c ando som e th ing ; And wh a t Ic ando , I ough tt odo ; And wh a t I ough tt odo , by t h eg r a c eo fGod ,I w i l l do . J e s u st a u g h t ,"Lov et h yn e i g h b o r " An o l dhymn r em ind su s , "B r i g h t e nt h ec o r n e rwh e r e you a r e. • • " A mov ing l y r i ce n j o i n s ,"L e tt h e r eb ep e a c e on e a r t handl e ti t b e g i n w i t hm e• • . " I nt o om any f a c e t so fl i f e ,w eh av el o s tt h ehum an andt h ehum an e . Th i sc anb er em ed i edo n l yby t h ed e ed sD fi n d i v i d u a l swho in wh a t ev e r t h e i rr o l eandi ne v e r yd im en s ion o fl i f e c a r eandl o v e . (':~::: ~Q~") I fe a cho fu sw i l l do wh a tw ec ando andough tt odo t ot h a te n d ,w e w i l l ,i nf a c t ,b es e r v i n gm an ' s h i g h e rpu rpo s e T -e~~~ -- ~ _ ce e_~- .: rof - - - o ~ ..... -o~ 97 ,~ -y:o r .y--: ~e :S ! : -J:' fe. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-04-25_RMawby_SPE Title A name given to the resource Russell Mawby speech, Unfinished Business Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 25, 1988 for the W. K. Kellogg Foundation at Taylor University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-04-25 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/d5791079dfdc3007d8c98dad2543c89c.pdf eb040edba16fbe46f5ab1b9aef17bd03 PDF Text Text ) SU~ 1 H LRY - Re ru a r k s of Ru ssel l ' G. Ha\-lby, P r esident, Kell o gg Foun dation On Centur y III f or 4-H April 27, 1976 - Nation a l 4 -H Conference "old t L m e r s " we st a nd on the threshol d b e t we e n l at e adol e sc ence and earl y seni lity. As {i ~1 r e mem b e r ,.]hen we ,V' er e d eb a t i g 0 v e r v h e th e r a r not a 4 - II ' ere a u 1 d usc a bo x mix to make a cak e; if you d id wor k but d idn't sho w it at " th e f air did it cou nt a s co mpl e t e; did H e c o u n t a s "m embers" th o s e who were in the TV electrical club. I a ls o reme mb e r wh e n a group of ren eg ad~ s - - so me of us are still al i v e a n ci act L '~e- - - tIH . ugh t r a d i c ;: 1 ...... t h o a g 1:1 t s , 1 i k e t h e n e (> d f o r professio n al status fo r 4-H, th e p e e d to review th e 4-H sub co mmitte e structure and role, lt~e items bu d g eted for 4-H, a merger of the Nat io n al 4-H Found atio n a n d th e National 4-H S rvic e Commi tte e, r e g u La r nat ionJ- 1 meetings of ll -H st ate , l~a d e r s , profe s sio nal tr ainin g for youth work. You've made a l l of this and mor e happ en. 4-H today is bi gger and b etter than ev er before. ", I've read th e Century III preliminary draft and \Vas impressed. It is a great st atement, compr ehensive, ch allenging and stimul ating. I p articul arly noted e mph as i s on volunt e er, professional c ar e er opportun i ties, ma n a g cjn e n t; and d c v e I.o me n t r e s o v.r c e s . • - rom the I do have so me reaction s heart \Vhich I would lik e to sh are C E;~ t t. y f of t .., my / 1. Focus on people in dealing with proble ms, purpos e, and program -- not on institutious~ J I 2 . Be practical, pragmatic, shirtsl eev e and 7' g r a s s r o o t s fo r this is the genius of 4-H and \V e must ke ep th at quali ty. Use the v er y best of wh a t \V e know in the beh av io ral sc ienc es, but be c autiou s because b ehavior al s c i e n c e al so tends to prod uc c p o f t nes s ; fuz zin e ss, and fadis m. Ma k e su re we us e co mmo n s en s ~ an d Kce ~ 4 -H simplc, make a r eal application. dir ect and s in cere and avoid j argon and acade mi c superfic i alis rn. r ( II \ �O n C ent u r yI I I for 4 " 3 " ' : D raw o nt h e t o t a l res o u rces o ft h eU n iver s i t y . I am o ft e n a s k ed w h a ti su n i q ue a bout 4 ", an dm y a nsw e ri st h at the rea ld is t in cti o n and uni q u e c hara c t erst i cof 4 " is t h a ti tis a par to ft h e v er s i ty . 4 H c a n i neff e c tp r o v i d e a gr e a tl a bUni o r at o r yfor v ol u n ta r y e d ucat i o n a lp r og ram s . Too o ften , 4 -H has suffere d fr o ma s e l fi m posed second s t a " 'h ' rs• We e an and m u st use~ urces 0 f f1 ~- clas t e h um an i t i e san d ar t s , the s o c i a ls c i e n ces, t h e ~ b usiness m a n ag em ent an dm an yo t he r fa cets o ft h e ) t o ta lu n i versity t ostreng t h en t h e 4-H prog r am and g i v e it p r ofessi o na l st a t u s . 4 . 4 H gr e w t om eet c e r t ain n eeds o ft h e so c i al c i rc ums t ances of t h eti m e wh e ni t wa s fo unde d, a n d i t h as c ontinued an d mus tco ntinue t om eet t h e s p e cia lne eds o fy o u ng pe o ple. L e tm e n am ea f e w : A . li B . ~ l a t i o ns h ip s-t h en e e d to lea r n to Hum an re w i th o ne ano t h e r. Emphas i so n wo r k a n dc o n s t r u c t i v e . d o i n g s om e t h i ng u s e f u l C . The c o n c e r nw it heconom ic i l l i t e r ac y-so t h a te v e r y one u n der s t a n ds t h at t h e r e is n os u c h t h i n gas a free l u n c h . F r om an e d u c a t i ona l p o i n to fv i e w i tis v i t a lt h a tw e c r e a t e aw a ren e s s and u n ders t a n d i n go ft h efa c tt h at o u r n a t i o n ' sv e r y s u r v i v a ld e pe n ds o nc o n t i nue d empha s i s on p r i v a t ei n i t i a t ive and p ers o n a l c omm i tme n tt ot h ef r e ee n t e r p r i s esy stem . D . Empha s is o nt h ef am i l yas a b as i cs o c i a l/ / in s t i t u t i o n . 1 (0 E . Emp11asis 0n hea1th 7- .w e kn o\-J tha tw e a1 1 c a tt o omu ch , sm o k e to om u c h , d r i n k too m uch a n d sit t o om uch. The r e i s 'no1t]ay t o" l eg i s l a t e " hea l t h . Na t i o n a lhee l t hins u ran ce ' ~ a m ake l t hc a r e m or erea di l ya vai l a b l e bu ti t w i l l hea n o t ma ke peopl ehealt h y . T ha t ha s to com et h r o u g h pe r sonal action a n dr e s p o nse . �oi i Cent : ury J . I1 . for 4 -H 3 ; Three addi t io na l cha l le ng e s com e to m e which are perhap s in heren ti n the st a t em e n t bu t wh i ch n eed to be emph asized . / f ' . Let m e refer to th e, M ichigan St a t eI t- H C l ub nNo. 1 whIch sta t e d tha to n e of the pu rp oses Bullet i of 4-H \o Jas to s trengt1Jen the scha01s at t h eir \0 7 eake st point. The r e i sno question but th at our publi csch o o l s y stemis f a i l i n g at m any p oi n ts. Wh en a sta t e supert of s c h ools says t h at w e s h o u ldn' t expect high intenden s c h o o l graduates to be able to r e ad an dw r it eaf t e r tw elve years i ns c h o ol w e a r c i nt r o u ble . S om e e duc ato r s seem t oh ave l o s ttheir comm on sense , so w e mu st kee p common s e nse i nt h e 4 -H p r og ram & ' t!lJ. Society I .~ i l l US t d 0 s a m et hing ab0 ut the proI o nged ad o lescenc e i~ o s e d o nt h eyoung. 4 -H needs t o p r o v i de count e r in f l u e n c es t h a t he l py o u nE p e o ple, wh o are m aturing a ta m u c h y o unger ag e tha ne v e r b e f ore , to o ver c om e the pres e n t d e l a yi nt a i ~ g a n ad u l tr o l ei ns o c i e t y . ~ ~d ' He mus tcom e t ot h e p o i n t c ha n g i ng o u rl a b o r . ~ Iaw h ieh keeps k i ds f r o mHOrkin f o rp ay . o f g "7 1¥ U - y<=J- l r a l }e n -g e - of""= :GsF IEH ry I f is re c ommi t me nt t oo u r founding pr .LncLpLes a n d. . .a -x e .= -a . f .'L rm a t io n of t h ei n d i vidual. For i fw e d o this, He a .n T f li n o,"e da ~ ~ ~ - ~ ' ~Y ev e n ~ omo ,'6 ". " ' ' � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1976-04-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, On Century III for 4-H Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 27, 1976 for the W. K. Kellogg Foundation at the National 4-H Conference to discuss Century III and the programs provided for youth. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1976-04-27 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/f7ffc09f760c3d4a3b923155a253a5ab.pdf 5942fbf07df46e6047adbe8177d80e62 PDF Text Text "THEGREATEST OPPORTUN ITY " L e c t u r e by D r . R u s s e l lG . M awby ,P r e s i d e n t W . K . K e l logg F o u n d a t i o n B a t t l eC r e ek ,M i ch ig an a tt h e Roy a l Dub l in S o c i e t y D u b l i n , I r e l a n d A p r i l 27 , 1979 I I nt h el i f e t im eo fe a cho fu s ,c e r t a i no c c a s i o n ss t a n do u ta sh a v i n g s p e c i a ls i g n i f i c a n c eand m e an ing . Th i sd ay i ssu chano c c a s i o nf o rm e and f o rt h eF o u n d a t i o n Ir e p r e s e n t . You r S o c i e t yh a s don eg r e a t hono r ind e edt ot h eW . K . K e l logg Found a t ion i ne x t e n d i n gt h ei n v i t a t i o nt o p r e s e n tt h i sl e c t u r e . Fo rm ep e r s o n a l l yi t i sb o t ha p r i v i l e g eand a d e l i g h tt ob eh e r e . Thu s , on b e h a l fo ft h eF o u n d a t i o n , Iw i sh t oconv ey t ot h eS o c i e t yo u ra p p r e c i a t i o nf o rt h i s . AndI e x p r e s ss p e c i a lt h a n k st o you rP r e s i d e n t ,P r o f e s s o r JohnC a r r o l l , and t oD r . R . C h a r l e s Mo l l an , t h e S o c i e t y ' sS c i e n c eO f f i c e r , f o rt h e i rt h o u g h t f u l n e s sand g r a c i o u sh o s p i t a l i t y . Bo th t h eS o c i e t y and t h eFound a t ion a r ea p p r o a c h i n gs i g n i f i c a n t a n n i v e r s a r i e s . A s you rS o c i e t yr e a c h e si t s250 th a n n i v e r s a r yi n1981 ,i t s r e c o r do fr e s p o n s i b l el e a d e r s h i pand s e r v i c emu s tb ea s o u r c eo fg r e a tp r i d e and s a t i s f a c t i o nt oa l lwho h av eb e ena p a r t . Wh i l e c o n t a c t so f ou r Found a t i o nw i t ht h eS o c i e t yp e rs eh av eb e en l im i t e d ,w eh av eb e en p r i v i l e g e dt o wo rk w i t h ag r e a tm any i n d i v i d u a l swho , a sa p a r to ft h e i rp r o f e s s i o n a land p e r s o n a l comm i tm en t ,h av eb e en a c t i v e l yi n v o l v e di nS o c i e t ya f f a i r s . C e r t a i n l y t h ea c t i v i t i e so ft h eS o c i e t y add an i n v a l u a b l ed im en s ion t ot h es c i e n t i f i c �2 and intellectual life of your country. With the increasing complexities of life and the accelerating process of change, the challenge to such a professional gr oup becomes ever greater. By comparison, the W. K. Kellog g Foundation is a mere youngster, marking its 50th Anniversary next year. For half of that time span, we have been involved in Ireland and I have been asked today to discuss the contribution of the Foundation to Irish science and agriculture. In doing so I will describe the twenty different grants we have made to eight organizations and institutions in Ireland. These grants over the 25 years since 1954 have totaled $3,465,925, larger by far than the amount to any other European country. The theme for my remarks today, "The Greatest Opportunity," comes from a letter written by Mr. Kellogg. In 1935, when he made the irrevocable trans fer of his fortune to the Foundation, he summarized the events which led to the establishment of the Foundation in 1930 and commented on the five-year initial trial period during which he made his final judgment as to the efficacy of committing his wealth in this way. letter His concluded, "I am glad that the educational approach has been emphasized. Relief, raiment, and shelter are necessary for destitute children, but the greatest good for the greatest number can come only through the education of the child, the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the gr ea t e s t opportunity for really improving one generation over another." That conviction continues to characterize Foundation activities, in Ireland and elsewhere, for we feel that concept is as valid today as it was four decades ago. Despite all the criticisms a nd all the questioning about the structure and functioning of educational systems and institutions, education is still basic to--offers the �3 greatest opportunity for--human progress. And from the standpoint of the individual, education is still the way to a better life. Education--related to but not synonymous with courses and credits and degrees and credentials; but education--the inquisitive mind; the mastery of knowledge and skills; a pattern of identifying, assembling, analyzing, thinking, planning, and doing. As we move in a moment to review the grants we have made in Ireland, you will be conscious of that central conviction. But I think it will be useful for me to share first with you some information about W. K. Kellogg and the Foundation he established. II Understandably, there is much confusion about the relationship between the Kellogg Company and the W. K. Kellogg Foundation. Each is an independent corporation, completely autonomous in purpose and management. The Foundation, a philanthropic institution, is a consequence of the success of the Company, a for-profit manufacturing concern. The common element in these two enter- prises is in their founder, W.. K. Kellogg. Mr. Kellogg was born in the small midwestern town of Battle Creek, Michigan, in 1860. The family had moved frequently and successively westward and gravitated to Battle Creek because it was a focal point of the Seventh Day Adventist Church. Mr. Kellogg had only six years of formal education and began work at an early age as a salesman for his father's broom-making business. His older brother, John Harvey Kellogg, completed medical school and as a physician became director of the hospital and clinic established in Battle Creek by the Adventist Church. Dr. Kellogg soon named his younger brother, Will, to be the business manager of the hospital-sanitarium. Thus, Mr. Kellogg's first career was that of a hospital administrator. �4 The Battle Creek Sanitarium flourished under the able leadership of the two Kellogg brothers. Dr. John Harvey Kellogg was an able physician, an imaginative entrepreneur, a charismatic leader. W. K. dealt efficiently and effectively with the operational and financial details of the enterprise. A part of the Adventist regimen emphasized health promotion and disease prevention and included a vegetarian diet. It was this emphasis that led the Kellogg brothers to experiment with new ways to serve cereals. Through a fortuitous accident, this led to the leavening of the grain, and ultimately to flaking and drying in various ways. These new cereal products became very popular with Sanitarium patients and Will began to see commercial possibilities for merchandising them through retail outlets. His brother, however, was reluctant to expand the enterprise in this way. Finally, in 1906 when he was 46 ye~rs old, Will quit his job at the Sanitarium and launched the Kellogg Company, producing corn flakes as a ready-to-eat breakfast cereal. He was an ingenious merchandiser and intro- duced many innovations in marketing: attractive packaging; personal endorsements -- "The original has this signature;" extensive advertising in magazines and newspapers, and later, radio and television; free samples; box top promotions; and a persistent emphasis upon cereals as good nutrition and a part of a good diet. He dealt dramatically with serious difficulties which would have discouraged a lesser man. A fire destroyed his factory soon after it was established. Before the embers were cold, he was on a train to Chicago to secure financing for the construction ofa bigger and more modern facility. ~~en economic depression caused many businessmen to retrench, �5 h eb o l d l y exp and ed h i sa d v e r t i s i n gp rog r am s and i n v e s t e di nn ew p r o d u c t d ev e lopm en t and m a rk e t e x p a n s i o n . V e ry e a r l yi nh i sb u s i n e s sc a r e e r ,wh en a f r i e n da sk edh imwh a th e wou ld do w i t hh i sf o r t u n e ,M r . K e l logg r e p l i e d ," Ik n owwh a t t od ow i t hm y mon ey . I ' l l i n v e s ti t i np e o p l e . " L a t e rh ew a s t oo b s e r v e ," Id on o ti n t e n d t os p o i lmy f am i l yby m ak ing th emw e a l t h y . Wh a t ev e r f o r t u n eI a c cumu l a t e ~ som ehowb eu s ed f o rt h eb e n e f i to fm ank ind . " A sh ep r o s p e r e d ,M r . K e l logg b eg an t og i v eg e n e r o u s l y ,p a r t i c u l a r l y t ow o r t hw h i l ep r o j e c t si nh i sh om e commun i ty . A s t h er e q u e s t st oh im m u l t i p l i e d and a sh i sr e s o u r c e sg r ew ,h ee s t a b l i s h e da sm a l lcomm i t t e eo f t r u s t e db u s i n e s sa s s o c i a t e st oh e l ph im m a k e d e c i s i o n sa b o u tp r o j e c t s to wh i ch h es h o u l dl e n da s s i s t a n c e . F i n a l l y ,i n1930w h e nh ew a s7 0y e a r s o l d ,h ee s t a b l i s h e dt h ep h i l a n t h r o p i cf o u n d a t i o nwh i ch b e a r sh i sn am e . B e c au s eh e w a sd e e p l y con c e rn edw i t h ~ ren and young p e o p l e ,t h e F o u n d a t i o nw a s e s t a b l i s h e do r i g i n a l l ya st h eW . K . K e l logg C h i l dW e l f a r e F o u n d a t i o n . W i t h i n mon th s , how ev e r ,h er e c o g n i z e dt h a tt h i sw a s toon a r row ac h a r t e rand t h eb r o a d e rs t r u c t u r eo ft h eW . K . K e l logg F o u n d a t i o nw a s c r e a t e d . Und e r Am e r i c an l aw ,t h eW . K . K e l logg F o u n d a t i o ni sa n o n p r o f i t ,t a x ex emp tc o r p o r a t i o nc h a r t e r e df o re d u c a t i o n a lo rc h a r i t a b l ep u r p o s e s . T h e Found a t ion i sa dm i n i s t e r e dby a n in e -m emb e r Bo a rd o fT r u s t e e s wh i ch m e e t s i nB a t t l eC r e ek on t h et h i r dF r i d a yo fe a chmon th . T h et r u s t e e sa r ec i v i c - m ind ed l e a d e r so fb u s i n e s s ,i n d u s t r y ,and e d u c a t i o nw h oa r eb r o a d l y con c e rn ed w i t hp u b l i ci s s u e s . A s on ee v i d e n c eo ft h ecomm i tm en to ft h e s et r u s t e e s , who s e r v ew i t ho n l y a mod e s t hono r a r ium ,i n4 9y e a r st h e r eh a sn e v e rb e en a �6 problem of a quorum at any meeting. present. Usually, seven to nine trustees are They make policy decisions and act upon the funding recommendations of the staff. The Foundation staff, includingfulltime salaried officers, program directors and secretarial and clerical personnel, numbers fifty people. The twelve program staff members are all expert by training and experience in the fields of interest of the Foundation. Concerned with responsible stewardship and efficient administration, administrative costs are kept to less than five percent of our total expenditures. The Foundation focuses its program activities in three broad areas of interest: Agriculture, Education, and Health. One immediately realizes that these fields of interest are broad and interrelated. In agriculture, our concerns are with food supply and with the quality of rural life. Programs in education stress the concept. of lifespan education from birth throughout life, and involve formal and informal courses of study, credit and non-credit programs of instruction, experiential learning, and continuing professional education. In health our concerns are with health promotion-disease prevention and with the availability of quality health care services to all people at reasonable cost. Involved are all of the health professions such as medicine, dentistry, nursing, allied health fields, and health services administration; and health delivery systems, including health care institutions such as hospitals. Geographically, we make grants throughout North and South America, Northern Europe, and Australia. Periodically our Board of Trustees con- siders the expansion of our activities to other continents, such as Africa or Asia, and I suspect at some point we will extend the geographic scope of �7 our work. To date, however, it is the judgment of our Board that we should concentrate our resource allocations so that we make a significant contribution in those countries with which we are involved rather than dispersing our efforts too broadly. In terms of size, the W. K. Kellogg Foundation is the second, third, or fourth largest in the world, depending on the market value of investment portfolios on any given date. Since its founding in 1930, the Foundation has distributed all of it s income in grants, totaling now nearly $500 million. At the same time, because of the appreciation of our assets, the value of our corpus has increased from about $45 million at time of gift to about $825 million now. Our income, and therefore our disbursements in the cur - rent year, will be about $45 million. Historically, the scale of Foundation income has doubled every eight to ten years. Fortunately, in recent years, increases in income have exceeded the rate of inflation. Thus, the Foundation's grant-making capacity has increased in real as well as current t erms. While these resources may seem large, they of course are very modest in relation to human problems existing in the world or even in the re gions of the world in which our work is concentrated. And the number of requests coming to us for very worthwhile purposes and efforts far exceeds our capacity to respond. continually review Thus, the Foundation Board of Trustees and staff program priorities and has evolved policies and pro- cedures which seem to best serve our philanthropic purposes. In si gnificant ways the pattern of the Foundation's work is a reflection of the interests and character "o f our founder. Mr. Kellogg, a successful businessman, �8 was an equally practical, pragmatic, and ingenious philanthropist. He was deeply concerned for the well-being of people, with a particular passion for children and youth. He was concerned not with providing charity or welfare, but with "helping people to help themselves." Thus, certain guidelines shape our operations. First, we are concerned with people--as individuals, as families, as communities, as nations, as humankind. Ours is a problem-solving approach, attempting to identify issues which are of vital human concern and whose resolution will contribute in significant ways to human well-being. We are not concerned with institutions and organizations and facilities per se. Rather, we recognize these as human creations, simply means to ultimate ends. Thus, we do not make grants to colleges or universities or hospitals or associations or departments or institutes simply for their preservation and continuation but rather for the specific purposes they choose to serve, the goals they propose to ·reach. And our concern is not with the fostering of particular professions or disciplines or interests but rather with their ultimate contribution to society. Second, our preoccupation is with knowledge utilization, the application of knowledge to the problems of people. In most areas of human concern and endeavor, we "know better than we do." In general, more knowledge resources are available than are usually incorporated in programs of instruction or courses of action. One of mankind's greatest challenges is to somehow mobilize that which is already known in more imaginative and effective ways to serve human purposes. or studies per se. Thus, by policy we do not ·s uppor t research But neither do we spend time arguing semantics. Many feel that the experimental programs we assist are really applied research �9 or action research; we agree, and insist that experimental programs be thoroughly and objectively evaluated. Through such action programs, lessons are learned and experiences are documented for sharing with others. Third, we feel that most problems require interdisciplinary action if they are to be dealt with effectively. Consider any current issue of major significance--food supply, pollution, health care, energy, transportation, education, international trade, the judicial system, rural development, family life, world peace. It would be nice if significant human concerns were simple, tidy issues that could be dealt with forcefully and directly. But we immediately see that they are not simple; instead, they are complex, confounding and compounding, comprehensive, interrelated. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. The resources of anyone discipline, department, body of knowledge, or organization are usually inadequate to deal effectively with significant issues. A serious discontinuity usually exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. Thus, we encourage imaginative and new ways of bringing together resources from varied fields to deal more effectively with human concerns. Fourth, because worthy causes and significant needs exceed our resources, we are concerned with supporting experimental efforts which, if- successful, can be replicated elsewhere and will serve as useful models to others confronted with similar problems. We recognize the unusual costs often involved in experimentation and the risk which accompanies innovation. the same time, we are concerned that the ultimate model be realistic and At �10 economically feasible once its merits are demonstrated. There can be no greater disservice to any institution or organization than to encourage or enable it to do something beyond its ultimate capacity. Finally, through experience we have settled on certain pragmatic funding policies which we feel represent wise stewardship and sound philanthropy. The Foundation does not support operational phases of established programs; does not make grants for capital facilities, conferences, publications, or films unless they are an integral phase of a project the Foundation is assisting; does not contribute to endowments or developmental campaigns; and does not make grants to individuals except for fellowships which relate to specific areas of Foundation programming. This then is the W. K. Kellogg Foundation. A private foundation is a human creation, a legal mechanism by which a person of unusual means can direct his wealth to public benefit. The Kellogg Foundation reflects much of its founder--his character, his convictions, his dreams. Hopefully, this perspective will help you to understand the decisions we have made regarding our assistance in Ireland. III A review of Irish grants of $3.5 million over a quarter of a century should be further prefaced by three observations. tion has done nothing of itself in Ireland. First, the Kellogg Founda- We have only provided a bit of assistance to your efforts, the furtherance of your goals. Second, . the Kellogg Foundation has never had nor does it now have a program "in Ireland" or "for Ireland." design. We do not sit in Battle Creek and put together a grand Rather, our approach is to respond to requests which come to us �1 1 f roml e a d e r so fi n s t i t u t i o n sand p rog r am so fe d u c a t i o nand s e r v i c e . I n r e t r o s p e c t ,t h e r e f o r e ,shou ld t h er e c o r do fo u rg r a n t sf a l ls h o r t ,t h e b u r d e nmu s t b em u t u a l l yb o r n eb yb o t ht h o s ew h og e n e r a t e dt h ei d e a sand i n i t i a t e dt h er e q u e s t sf o rou rc o n s i d e r a t i o nand b yu si fw ef a i lt or e c o g n i z e m e r i to r ex e r c i s ew i sdom i nou rc h o i c e s . T h i r d,w h i l e Ic and e s c r i b ea c t i v i t e su n d e r t a k e nw i t ho u ra ss i s t a n c e and c ancomm en tt osom ee x t e n tupon t h e i rq u a l i t yand appa ren tu s e f u l n e s s , t h o s ewho h av eb e en t h eu l t im a t eb e n e f i c i a r i e so ft h ev a r i o u se f f o r t sa r e t h eb e s tj u d g e so ft h e i rs i g n i f i c a n c e . Th eK e l logg F o u n d a t i o ns t a r t e di n1930 on a sm a l ls c a l e ,c o n c e n t r a t i n g i t se f f o r t si nj u s ts ev enc o u n t i e so fs o u t h c e n t r a lM i ch ig an wh i ch s u r r o u n d o u r hom e commun i ty o fB a t t l eC r e ek . W i th t h ea d v e n to fWo r ld W a r I I ,t h e F o u n d a t i o nb ro ad en ed i t sg e o g r a p h i cs cop et oi n c l u d ea l lo ft h eUn i t ed S t a t e s and C an ad a and i n1942 b eg an i t sr r ~ o fa s s i s t a n c ei nL a t i n Am e r i c a . Fo l low ing t h eW a r , t h eT r u s t e e sa g a i nr e c o n s i d e r e dt h eg eog ra p h i c r a n g eo f ou r invo lv em en tand i ne a r l y1950 b eg an t oc o n s i d e rp rog r am g r a n t s i nn o r t h e r nEu rop e . I n1952 f i r s tc o n t a c t sw e r em a d e w i t hi n d i v i d u a l si nI r e l a n dt oe x p l o r e p o s s i b l en e ed s and a r e a so fi n t e r e s twh i ch m igh tb ec o n s i s t e n tw i t h F o u n d a t i o np r i o r i t i e s . Th e s ei n i t i a lc o n t a c t sw e r em a d eb y D r . Em o r yW . M o r r i s , a m an known t om any o f you . D r . M o r r i s w a sa d e n t i s tb yp r o f e s s i o n , t h esono fa c o u n t r yd o c t o r . D r . M o r r i s j o i n e dt h eF o u n d a t i o ns t a f fi n1933 , b e c am ei t sc h i e fe x e c u t i v eo f f i c e ri n1943 and c o n t i n u e di nt h a tr e s p o n s i b i l i t yu n t i lh i sr e t i r em e n ti n1970 . Fo l low ing h i sr e t i r em e n th ec o n t i n u e d a sa t r u s t e eand a s ch a i rm ano ft h ebo a rd u n t i lh i sd e a t hi n1974 . Ar em a r k a b l e �1 2 nev e ry s e n s e ,h ew a s t h ep e r s o nmo s t r e s p o n s i b l ef o rs h a p i n gt h e m an i F o u n d a t i o n ' sa c t i v i t i e sand t r a n s f o rm i n gM r . K e l l o g g ' sw i s h e s and d r e am s i n t ot a n g i b l ep rog r am so fa c t i o n . T h es t a f fp e r s o ni n v o l v e di nt h o s e e a r l yd i s c u s s i o n sw a s D r . Thom a s N . Mo s s , t h e nd i r e c t o ro ft h eF o u n d a t i o n ' s d i v i s i o no fa g r i c u l t u r e . S u b s e q u e n t l y ,t h es t a f fp e r s o n si n v o l v e dw i t h I r e l a n dh av eb e enD r . G l enwood L . C r e e ch , t h e nm y s e l f , and s i n c e1970 , D r . G a ry W . K ing . I nt h o s ee a r l yd i s c u s s i o n s ,~ e r a n g i n gp o s s i b i l i t i e sf o rF o u n d a t i o n s u p p o r tw e r ec o n s i d e r e d . Bu tv e r yq u i c k l yi t w a s m u t u a l l ya g r e e dt h a tt h e c e n t r a lfo cu sshou ldb e upon a g r i c u l t u r eand t h eq u a l i t yo fr u r a ll i f e . R e f l e c t i n gb a ck on t h ec i r c um s t a n c e si nI r e l a n da tt h a tt im e ,a sw e l la s t h eF o u n d a t i o n ' sr u r a lt r a d i t i o n ,t h er a t i o n a l ef o rt h i sd e c i s i o ni so b v i o u s . I nF o u n d a t i o np rog r amm ing ,a g r i c u l t u r ei sr e g a r d e da st h eb a s i ch um a n e n t e r p r i s e . Un l e s s and u n t i la p e o p l e su c c e edi na g r i c u l t u r e ,t h e yc an su c c e edi nn o t h i n g . P r o g r e s si na g r i c u l t u r ei sa p r e r e q u i s i t et oh um a n p r o g r e s s and an imp rov ings t a n d a r do fl i v i n g . Wh i l e t h e na sn ow t h eFoun d a t i o ni scon c e rn edw i t hp e o p l er e g a r d l e s so ft h e i rp l a c eo fr e s i d e n c eo r o c c u p a t i o nand a s s i s t se f f o r t si nu r b a nc e n t e r sa sw e l la si ni s o l a t e d a r e a s ,w eh av ea p e r s i s t e n tc o n c e r nf o rt h eq u a l i t yo fl i f eo fp e o p l ew h o wo rk t h el a n dand l i v ei nt h ec o u n t r y s i d e . T h i so r i e n t a t i o no fF o u n d a t i o n i n t e r e s t sh a rmon i z ed w i t ht h ep r i o r i t i e so fI r i s hl e a d e r si nt h ee a r l y1950 s and D r . M o r r i s and D r . Mo s s h e l de x t e n s i v ec o n v e r s a t i o n sr e g a r d i n gs p e c i f i c p rog r amp o s s i b i l i t i e s . On eo ft h ef i r s tp e r s o n st ow h om t h e yw e r ei n t rodu c edw a sM i s s M u r i e l G ah an o ft h eI r i s hCoun t rywom en ' sA s s o c i a t i o n . I th a sb e en ou rp r i v i l e g e �13 and delight to work with her and with other leaders of the Countrywomen ever since. Our first letter from Miss Gahan is dated June 10, 1952, and in part reads as follows: "At your kind invitation we now have pleasure in sending relevant information about our proposed residential college, or 'Centre' as we, so far, have less ambitiously called it, in the hope that your Foundation may think it worthy of support." Thus began our first " I r i s h connection. " With Foundation assistance the Irish Countrywomen's Association acquired the Tearmann Hotel near Dro gheda. Our initial payment, the first in Ireland, was made in the spring of 1954. Tr an s f or ma t i on of t he hotel into a residential college commenced immediately. Of course, there were problems and unexpected difficulties. Even then costs exceeded estimates; dry rot presented tions; delays were frustrating. expensive complica- But on October 14, the new residential college An Grianan was formally opened by President O'Kelly. If our records are correct, the first courses were held at An Grianan beginning that fall of 1954 and included topics such as Your Garden, Cooking for Christmas, Drama and Playreading, Hedgerow Basketry, A Rural Leaders Course, and other topics over an amazing range of interests. This program of adult educ ation has continued to flourish through the past quarter century. Adult courses, usually of a week's duration, are now offered the year around. They are primarily for Association members but are open to others as well. year, 125 courses were presented to over 2,000 participants. Last Receiving no governmental assistance, the program has been self-supporting through tuition for courses, guild contributions, and the sale of various produce on the grounds. �14 In 1967, the Association responded to a national need for horticultural technicians by developing a horticultural college at An Grianan. The two- year course of study provides employment opportunity for young women and the practical portion of the course work produces crops which assist in meeting the overhead costs of the Grianan operation. The horticultural college facilities were constructed by a combination of Foundation assistance and matching funds from the Irish Department of Agriculture. The new program was received enthusiastically and has operated over capacity from the very beginning. Originally designed for 30 students, the college has regularly accepted and trained 35-40 young women each year. Their records have been outstanding in school and on the job, and graduates of the program continue to be in great demand. This year the Irish Countrywomen's Association observes the An Grianan Silver Jubilee. Over that quarter of a century, the impact of this educa- tional component of the Association's activities has reached every corner of Ireland. We have been tremendously impressed with the variety and quality of educational offerings, with the participation by women of all ages and with effective teaching and follow-through in local guild programs. We have marveled also at the way in which the Association has used Foundation funds to maximum advantage, with prudence and rare good judgment. has accomplished a lot. Each dollar Because of our admiration for their accomplishments and our appreciation for purposes yet to be served, we have recently made an additional grant to the Association of $875,000, $600,000 for enlarging and refurbishing the residential conference center and $275,000 for expansion and improvement of the facilities of the horticultural college. We are con- fident that these funds will be as wisely used as have been those provided earlier. �15 In writing in 1953 of plans to establish the College, Miss Gahan said, "We have called our committee the Grianan Committee. Grianan is an Irish word that through age-old usage has come to mean 'the women's sunny place.' We like this idea for our College." Certainly reality has been consistent with the dream--a "sunny 'place" in the lives of many. The second major component of Foundation assistance in Ireland began to take shape also in the mid-1950s. This was the initiation of a fellow- ship program to provide advance study opportunities to promising young professionals. Fellowships have traditionally been an important part of our programming, in the United States and elsewhere. This reflects our concern for people and our recognition that people are the most important element in progress. No dollars are better spent than those which provide for the nurturing of bright young minds. Thus, we developed with officials of the Department of Agriculture and Fisheries a fellowship .program with the following objectives: 1. To provide better prepared professional personnel for research, teaching, and extension responsibilities in the broad field of agriculture; 2. To improve professional education and to stimulate research through the strengthening of the faculties and other facilities of professional schools; and 3. To increase international understanding by serving as a medium for the exchange of knowledge and establishment of acquaintanceships between citizens of the United States and Ireland. During the years from 1957 through 1973, 107 fellowships were provided for professionals who had completed an undergraduate program of study, �16 were under 35 years of age, and were assured by a cooperating agency or institution of a post-fellowship position. Of the total, 94 were long-term fellowships of one to three years' duration leading to an advanced degree; 13 were short-term fellowships, providing a three- to six-month study tour pro gram. Seventy-three fellows completed a master's degree and 13 a doctor of philosophy degree. The specialty fields of study ranged alaphabetically from agricultural economics and agricultural engineering through dairy science, poultry genetics, rural sociology, and soil physics to specialties in veterinary medicine. In addition to this major fellowship program, fellowship funds were also provided as a part of program support to the Irish Countrywomen's Association, Macra na Feirme and Macra na Tuaithe, the Agricultural Institute, University College-Dublin, and University College-Cork. We were impressed with the Fellows in their programs of study. We have continued to keep in touch with most of these young women and men and feel they have made a useful contribution in their respective professional roles, hopefully enhanced by the fellowship experience and the network of professional contacts established. I mentioned earlier that Mr. Kellogg had a particular interest in youngsters. to play." He often commented that, "\\Tflen I was a child I never learned He therefore had a special interest in brightening young lives. If you have seen the stage production or the movie "Auntie Marne," you will remember Marne as a colorful character who loved life and lived it fully. Her philosophy was summarized late in the play when, as she and her young nephew were departing for an around-the-world trip, Auntie Marne said, "I'll open doors for you, doors you never even dreamed existed." �17 E x p e r i e n c e sl i k et h a ta r eim p o r t a n ti nyoung l i v e s .T h eK e l logg Found a t ion h a sh ad a l o to fe x p e r i e n c ew i t h4 -H C l u b s ,Y o u n g F a rm e r sC l u b s ,B o yS c o u t s , and o t h e ry o u t h s e r v i n gp rog r am s . Thu s ,i t w a s n a t u r a la sw eb e c am eb e t t e r a c q u a i n t e di nI r e l a n dt om e e t l e a d e r so fo r g a n i z a t i o n s con c e rn edw i t h young p e o p l ei nt h ec o u n t r y s i d e . T h i sl e dt oa comm i tm en tf i r s tt oM a c r a n a F e i rm ee a r l yi n1958 . Th eI r i s hY o u n g F a rm e r s 'C lub so r g a n i z a t i o nh ad abou t 400 c l u b sa tt h a tt im e ,w i t h at o t a lo fo v e r1 6 , 0 0 0m emb e r s . M emb e r sh ip w a s l im i t e dt oyoung f a rm e r so rt h o s ec l o s e l yr e l a t e dt oa g r i c u l t u r el i v i n gi n r u r a la r e a sand ov e re i g h t e e ny e a r so fa g e . T h e emph a s i so fM a c r a n aF e r im e ' s a c t i v i t yw a s on e d u c a t i o n ,b o t ht e c h n i c a land c u l t u r a l . T h e i rr e q u e s tf o rF o u n d a t i o na s s i s t a n c ew a s t od ev e lop a p rog r am f o r r u r a ly o u t hf romtw e l v et h r o u g he i g h t e e ny e a r so fa g e . T os e r v et h i sg roup , M a c r a n aF e i rm ee s t a b l i s h e da j u n i o rs e c t i o nc a l l e dM a c r a n aT u a i t h e . I n t h e i rp r o p o s a l ,M a c r a n aF e i rm el e a d e r ss t a t e d ,"S i n c eI r e l a n dl a c k sc o a l , o i l ,o rm i n e r a lw e a l t h , sh ei sg r e a t l yd ep end en t upon h e ra g r i c u l t u r e . Y e t I r i s ha g r i c u l t u r ei sn o tt h o u g h tt ob ev e r yp r o g r e s s i v e ,v e r ye f f i c i e n to r , u n t i lr e c e n t l y ,t oh av emu ch i n t e r e s t. int h eimp rov em en to fi t s e l fa san i n d u s t r y . On ly i nt h el a s tf i f t e e ny e a r sh av ev o l u n t a r yr u r a lo r g a n i z a t i o n s i n t e r e s t e di nimp rov ingI r i s ha g r i c u l t u r et h r o u g he d u c a t i o nc om ei n t ob e i n g . On eo ft h e s ei sM a c r a n aF e i rm e . I nb e g i n n i n gt owo rk w i t h young e r tw e l v e t oe i g h t e e n y e a r o l d s ,i t hop e st of o s t e ri n t e r e s ti nand e n t h u s i a smf o r l e a r n i n gand imp rov em en t . I thop e st o~n en and ' e n l i g h t e n 't h eyou th and ,t h u s ,t h ee v e n t u a la d u l t so fr u r a lI r e l a n d . " F o u n d a t i o na s s i s t a n c ei nt h ef i r s tg r a n ta s s i s t e dM a c r a n aF e i rm ei n e s t a b l i s h i n gi t sj u n i o rs e c t i o ns e c r e t a r i a tand i nd e v e l o p i n gb o o k l e t s , �18 periodicals and project literature for communication with local groups and in conducting leadership training cours es for voluntary club lead ers. In 1969, based upon the e ffective utilization of assistance in the earlier grant and progr ess of the intervening years, the Foundation provided a second five-year period of assistance to Macra na Tuaithe, which had by then become independent of the parent organization. This second grant provided for the initiation of a system of regional youth officers, with four permanently established during the period of Foundation support. In addition, the national headquarters office was established at the Irish Farm Centre and a training program was designed and implemented. This in- cluded staff training and development, volunteer leader training, and youth training. In the summary report of the second five-year development program, officers of Macra na Tuaithe stated, "We consider that the increased involvement on a voluntary basis of parents and other adults in the Macra na Tuaithe program is one of the major outcomes of the five-year development program. It appears to have resulted from our efforts in program implementation which in turn were heavily influenced by the staff training endeavors of the past few years. We now work on the consciously held assumption that a you t h development program must operate alongside a complementary adult education pro gram as an integral part of community development." In the years since Foundation assistance ended, Macra na Tuaithe has continued to expand and improve its educational programs and structure. Sustaining such an informal educational organization with limited funding and with volunteer leaders is a difficult and demanding commitment. The leaders of Macra na Tuaithe have, however, been persistent and successful. �19 The more important measure, however, is in the lives of the countless youngsters for whom "new doors" of opportunity have been opened. As the Foundation continued to be involved in Ireland with these a c t i v i t i e s , extensive conversations were carried on with leaders of the Faculty of Agriculture at University College, Dublin, and in the Department of Agriculture and Fisheries regarding other priority concerns. Because of the Foundation's traditional concern with technology transfer and the application of knowledge to problems of people and communities, these conversations ultimately led to consideration of the establishment of a program of preservice and inservice training for advisory service per sonnel. In 1967 the College received Foundation funds to assist in establishing its Department of Agricultural Extension. In a special report issued by the University in 1977, at the end of a decade of Foundation assistance, the evolution of the concept of the training centre was summarized as follows: "The history of training in agricultural extension in Ireland goes back to the early 1960s when the Department of Agriculture and Fisheries began to provide some inservice training courses in advisory methods. The broad aim of these initial courses was to make advisers aware of techniques which would make their work more effective. Early courses focused on such topics as Writing for the Farmer, Classroom Presentations and Group Methods. "Over the years the emphasis in advisory work changed from advising on specific problems to the management of the farm as a commercial business. As this change developed, it became apparent that the adviser should be concentrating on helping the farmer and his family acquire the knowledge �20 and skills to enable them to operate newer farming systems and techniques successfully. Such an approach would promote more integrated and systematic farming development. "This broader, more comprehensive approach to advisory work would involve the adviser in a more systematic way in the planning and selection of advisory methods and in the more efficient use of his own time and of advisory resources. This approach which came to be known as programming was a complex undertaking which required continuous long-term development and considerable training for the members of the service. It also became apparent that worthwhile progress in such an undertaking could not be achieved without the involvement of the University." Visiting professors were helpful in the early days of the Centre, as faculty members undertook advanced study in Extension Education. The post- graduate courses of the Centre evolved into two major patterns: Course A with emphasis on a technical field. In this option, one-third of the student's work was devoted to the subject of programming and communications and the remainder to a study of the technical subject-matter area. Each student undertook a research project in his own technical field. Course B with emphasis on extension education. In this option, students devoted all of their time to the study of the education process as applied to the area of agricultural extension and completed a research project in this area. In addition, the Centre staff undertook the initiation of an inservice training program for various categories of personnel in the Advisory Service. These pro- grams have included chief agricultural officers, farm home advisers, instructors �21 from pilot areas, and personnel of the Department of Agriculture and Fisheries. In addition, special update workshops were held for graduates of the Centre program. Foundation funds were used by the College in a variety of ways in pursuing its ultimate purpose of establishing postgraduate training in Agricultural Extension as an integral part of the Faculty of Agriculture. This objective was accomplished when the Department of Agricultural Extension was established in 1974 as the seventh department of the Faculty. The courses of study offered by the staff at both the undergraduate and graduate levels were approved by the ,Faculty and the Academic Council of University College as well as the General Board of Studies of the National University of Ireland. In addition, the staff of the Department became involved in significant ways in the activities and functions of the faculty and the University. Thus, this new component of agricultural education, intended to facilitate the transfer of new technology from researcher to farmer was successfully integrated into the life of the University. It is one of a network of Foundation- assisted such centres in England, Norway, Denmark, Sweden, and Finland. In 1971, probably a consequence at least in part of the Fellowship Program and the activities of the Department of Agricultural Extension, the Faculty of Agriculture requested Foundation support in undertaking a comprehensive curriculum design and development project. Among the considerations which prompted the Faculty to undertake this comprehensive effort were the following: Advancing technology in agricultural sciences; changing require- ments and opportunities for university graduates in agriculture; rapid changes in all facets of the agricultural industry; a substantial increase in recent �22 years in the numbers of students studying agriculture at the university level, the size of teaching staff, and agricultural research output directly related to agriculture in Ireland; ongoing changes and improvements in physical resources and facilities of the University for providing curricula in agriculture; and program activities of the Agricultural Extension Centre, which increased staff awareness of ideas, procedures and opportunities for examining and redesigning curricula and for improving the learning experiences of University students. Undertaking a thorough review of a major curriculum area like that encompassed in the Faculty of Agriculture was an ambitious and arduous task. We were impressed that leaders of the Faculty gave priority to such a process and prepared a very comprehensive and detailed procedure for accomplishing their objectives over a five-year period. While Foundation funds provided for an executive secretary and clerical services, necessary supplies, equipment and library resources, study tours for faculty members, and consultants for specific phases of the process, the primary investment was of faculty time, usually in addition to normal teaching and research assignments. We were impressed indeed with the attitude which prevailed throughout the process and with the constructive approach which generally characterized individual and collective efforts. Hopefully the changes have been worthwhile and a system for continuing curriculum examination, adaptation, and adjustment has become an integral part of the life of the faculty. The final area of Foundation concentration in Ireland is related to the development of the professional fields of food science and food technology. Because of the importance of agriculture to the Irish economy and the significance of food exports, it seemed to Irish agricultural leaders that the �23 development o f this competence could add a significant new dimension to Irish agricultural industry. Thus, since 1969, the Foundation has provided assistance to University College, Cork, in implementing a food science and technology pro gram. The Foundation first made modest funds available for a consultant to help conceptualize a nd develop a food science and technology curriculum based on UCC's existing dairy science and food and microbiology programs. A number of courses have been a dop t ed for the new program, although the introduction of new offerings was limited by faculty shortages. To assist in strengthening the professional faculty, four faculty members participated in a Foundation-aided Irish Fellowship Program and an additional three obtained advanced degrees in food science and technology in th e United States. After several delays caused by financial and construction problems, a new food science and t e chnology fa cility was inaugurated in January of this year. Throughout the development of this new curriculum, students at UCC have evidenced great interest, with more than 150 individuals per year now applying for admission. Based upon the College's success in designing the new curriculum and constructing an adequate facility, the Foundation has recently made a major grant to University College, Cork, which has not yet been publicly announc ed by the University. This support over a five-year period will provide faculty inservice training, fellowships for advanced study abroad, visiting faculty, postdoctoral fellowships for faculty exchange with other countries, a nd the purchase of sophisticated equipment such as food analysis instrumentation. While the first payment of this new commitment has not yet been made because of postal service delays , we are confident that this support over �24 the next five years will mak e a further substantial contribution to agricultural pro gress in Ireland. There, in br ief, is the record of Ireland a nd the W. K. Kellogg Foundation -- 25 years, $3.5 million, 20 grants to 8 institutions and organizations. Worthwhile? We think so. Other choices could have been made, for f ar more good proposals have been presented to us than we could fund. Hopefully our bit of assistance has furthered your efforts in useful ways--brought a bou t the inevitable a bit sooner, more completely, with greater substance. IV A private foundation like the W. K. Kellogg Foundation is a product of the for-p rofit, free enterprise system. It is a component of a pluralistic approach to human progress--voluntary private initiative for the public good, complementing the functions of the compulsary tax-supported sector of society. "Education -- the greatest opportunity for really improving one generation over another." His conviction to that notion led Mr. Kellogg to commit his fortune to the promotion of human well-being through "the application of knowled ge to the problems of people." Now, as then, it is apparent that -- Learning is the means by which we both accomplish and accommodate to change Learning is for life, in all its facets -For career or profession, For citizenship responsibilities, For f ami l y roles ) For leisure avocation, For self-fulfillment in an increasingly complex world. �25 Learning is lifelong, from the cradle through the twilight years. Each must develop a pattern of study and intellectual exploration which becomes a part of life, ensuing a lifelong interaction among work, learning. leisure, and family. We commend you for your progress toward such ends. We look forward to continuing relationships in pursuit of Ireland's further goals. Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-04-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Greatest Opportunity Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 27, 1979 for the W. K. Kellogg Foundation at the Royal Dublin Society. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-04-27 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/996a50f25e3a376418dd43362924a309.pdf 695b9634e3363775f925dfdc27792077 PDF Text Text _ r":" _-/" -J-..-- ~ ),~ '- ~ / ~ ~ «-~~r ~~> - « -'-r~- ~~ ~~~)~~~--~~ - - ~!2..- ~ ~ ___._VO-"-o4' A tU K K c: ~~~~---' d- ~ , .........~ "'-J...-..... )~.....w.. �~ ~ r' '-'-~ ~ cs» 0. 9 ~ ~- ~ ~~ <Sc ~ . ~ ~ - ~~ ...- ::z::o-iy'e :J 74 ' .P- ~~ ~_ _ ~ • ~ ?1 t c f ~ .-~~' e y _. ~ ~ ~ ) ~.h k �3 E a ch o fu sh a ss t a s h e daw ay i nm emo ry c e r t a i nl i n e s o fp o e t r y , f roml i t e r a t u r e ,p a s s ag e sf romt h eB i b l e -w h i c hh av es p e c i a lm e an ing t o u s . On e su chwh i ch f r e q u e n t l yr e c u r st om ea r et h e s el i n e sf romEdn a S t .V in c en tM i l l a y r ld s t a n d so u ton e i t h e rs i d e Th e wo No w id e rt h a nt h eh e a r ti sw id e ; Abov et h ewo r ld i ss t r e t c h e dt h es k y , No h i g h e rt h a nt h es o u li sh i g h . Th e -~ c anpu sht h es e aandl a n d F a r t h e raw ay on e i t h e rh and ; Th es o u lc ans p l i tt h eskyi ntwo , And l e tt h ef a c eo fGod s h i n et h r u . Bu tE a s t andW e s t w i l lp i n c ht h eh e a r t Th a tc anno tk e ep th empu sh eda p a r t ; And h e'W h o s es o u li sf l a t t h esky W i l l c av ei non h im b y andby . Th e wo r ld s t a n d so u t n o. . i d e 1 : "t h a nt h eh e a r ti sw id e . Any r e a s o n a b l ep e r s o nwho r e f l e c t st h o u g h t f u l l yon tod ayandt om o r r o v on v h e r em ank ind i sandwh e r e. e '1 : " eg o i n g f i n d st h ep r o s p e c ts o b e r i n g . R e c e n t l y Ir e a da p e s s i i s t i c a n dp e rh ap sd i s t r e s s i n g l y r ~ r e a l i s t i c b o o : : t ,.~ I n o ' . 2 ; H e i l b r o n e rs u g g e s t sth a :~ ~- : : ' : : .e: : : : := anP r o s n e c t , byRob e r tL .H e i l b r o n e r . ~ abov ea l lo t h e r s sh ap et h ec u r r e n t hum an p r edd . c am e z r t , Th e s ec anb e~ i nt h r e ev o r d s : p o p u l a t i o n , env i ronm en t ,W?-!". �4 I twou ld b en i c ei f t h e s ew e r es im p l e ,t i d yi s s u e st h a tw ec o u l d .~ d e a lw i t hf o r c e f u l l yandd i r e c t l y . Bu tw e imm ed i a t e n o ts imp l e nd n e a t ;t h e ya r ecomp l ex , h e n s i v e , ~~ . t h a tt h e ~ t h e ya r e andcompound ing , comp r e - ~ thehuman conditionis on c e rnu s r ~ , complex, permeating, On eo ft h e .t h i n ko fany c u r r e n ti s s u eo fm a jo r s i g n i f i c a n c e p o l l u t i o n ,i c a r e ,t r a n s p o r t a t i o n ,emp loy - m en t , e d u c a t i o n ,t h e S im u l t a n e o u s l y , t h es o l u t i o n sd ev ·s e dbym an a r eu s u a l l ys p e c i f i c ,s im p l i s t i c ,s p e c i a l i z e d , n a r row lyb a s e d . Thu s , as e r i o u sd i s c o n t i n u i t ye x i s t sb e tw e en t h en a t u r e ------- o ft h ep rob l em s wh i ch c o n f r o n tu s andt h es o l u t i o n swh i ch w ec o n t r i v ef o r ----- d e a l i n gw i t h ~ I ' l l n o te l a b o r a t eon t h e s et h r e ei s s u e s ,s imp lyr em indyouo fth em : P o p u l a t i o n-a r e a l i z a t i o nt h a tt h eg row th o fhum an p o p u l a t i o ni s . . : ; t h ep r i n c i p a landmo s t comp e l l ingt h r e a tt ot h es u r v i v a lo ft h e s p e c i e s (m an ) ; Env i ronm en t-a g row inga p p r e c i a t i o nf e rt h ef r a g i l i t yo ft h e r e l a t i o n s h i p sw i t h i nt h ee a r t h ' senv i " 'oD ! : l en t a lm i l i e u ,w i t h an aw a r en e s so ft h em ind -bogg l ing con s equ en c e so fo u ra c t i o n s , im p u l s i v eo rp r em e d i t a t e d ; and - W a r n t hno b e t t e rr e : r i n d e r~ t h ewo rds w r i t t e n3 50 y e a r s ago . by . John Donn e"No m an i sani s l a n d ,e n t 1 : eo fit s . :> "1 f ' ;e v e r ym an i sa p i e c eo f " t h ec o n t i n e n t ,a p a r to f~ m a in ; i f ac l o db ew a sh ed aw ayby t h es e a ,Eu rop ei st h el e s s ,a s~ a sw e l la si f am ano r" o ft h y r a si f ap romon to ryw e r e , ~ o ro ft h i n eownw e r e ; any �5 m an ' s d e a t hd im i n i s h e sm e , b e c au s e I ami n v o l v e di nm ank ind ; andt h e r e f o r en e v e rs endt oknow f o rw h om t h eb e l lt o l l s ; i t t o l l sf o rt h e e . " No m a t t e r how w e choo s et oc l a s s i f ym an ' s c o n c e r n s ,o rf romwh a t v an t ag ep o i n tw ee l e c tt ov i ewth em ,u l t im a t e l yi t b e com e sc l e a rt h a t t h eq u a l i t yo fl i f ef o rou rg e n e r a t i o n s y o u r s andm in e and t h o s et o f o l l oww i l lb ed e t e rm in edb a s i c a l l yby ou rp r o g r e s si nimp rov inghum an r e l a t i o n s h i n s, Fo r wh e th e rw et h i n ki nte rm so ft h ef am i l y ,o u rhom e commun i ty ,o u rs t a t eo rn a t i o n ,o rt h ewo r :d n e ighbo rhood ,t h ep r im e d e t e rm i n a n to fwh a tl i f e w i l lb el i k ei nt h ey e a r s ah e adw i l lb ea con s equ en c eo fm an ' s a b i l i t yt ol i v ei nh a rmony , on ew i t ha n o t h e r . A nd t h emo s t im p o r t a n td e c i s i o n sc o n f r o n t i n gu sw i l ln o tb er e s o l v e dby o u r bu rg eon ingt e c h n o l o g ya l o n e ,b u ti n s t e a dw i l lb ev a l u e b a s e dand ( j ) v a l u e l a d e n . s o c i e t y . i st h a tmod e rn m an w i l lb emo r e s u c c e s s f u lt h a nh i sp r ed . e s s o r si nd e a l ;' lgw i t h hum an a s p i r a t i o n s ,r e f l e c t i n g .~ r generation,more thanmine, shewspromiseof con t empo r a ryv a l u e s ~ t h i scomm i tm en t andc a p a c i t y . Bu t youh av en o ty e t~ r e a l l y t e s t e d Th er e a lt e s t i n gw il l com ei nt a n g i b l er e s p o n s e st ot c r : : := ta l t e r n a t i v e s f o rex amp l e ,i nt h e ~ youp r o v i d ei n r ~ t h e~ r p e o p l e t oa c c e p ta s t a t i co rd e c l i n i n gs t a n d a r do fl i v i n gi nt h ed e c ad e s imm ed i a t e ly ah e ad ,a d o p t i n gan e n t i r e l yn ew con c ep to ft h eq u a l i t yo fl i f e ,sot h a tt h e �-~ ~~~ )?42- - ~ ~~ ~ GU 0 : J : r r 5~ t;;: ~ ~~~ l ~ - ) v -~ _ . e : : : c : . . . .I r - t ; ; : Q _ ) - ~ CAST.. _ r )~~~ ~~ ..>2--- : :> ~~ ..~~ ~~~~ ..~~ ' '~~~~ c r : j#- ~.- ) ~ �-~~ ~ ~~ ~~ .~ ~ Jww : f tC , r,~---r~~- ( ; ! ; ' ( j O> �6 p eop l e so fo t h e rp a r t so ft h ewo r ld m ay b e n e f i tmo r e a b u n d a n t l yf r omt h e e a r t h ' sf i n i t er e s o u r c e s . W i l l w ego t ow a ro v e ro i l ? W i l l w es h a r e ou r abund an c ew i t ht h o s el e s sb l e s s e d ? W i l l t h ehung ryo ft h e~ h av e food ? ~~ . ;,., ~ r You rs u c c e s sw i l lb ed e t e rm in edn o tby t h ee l e g a n c eo fy o u rr h e t o r i c b u tby t h et a n g i b l econ s equ en c e so fyou re conom i c ,s o c i a l ,andp o l i t i c a l d e c i s i o n s . You ri n d i v i d u a lc o n t r i b u t i o n st ohum an p r o g r e s sw i l lb em ad e i nt h ev a r i o u sr o l e so fl i f e i nyou r cho s enf i e l p a r e n t ,c i t i z e n ,v o l u n t e e r . VO lun t e e r i sm i sa s p e c i a lAm e r i c an ph enom enon . M a rg a r e t M e ad h a s ob s e rv ed : ~ l i v ei na s o c i e t yt h a ta lw ay sh a sd ep end ed on v o l u n t e e r so f d i f f e r e n tk ind s som ewho c ang i v emon ey , o t h e r swho g i v et im e , and a g r e a tm any who f r e e l yg i v et h e i rs p e c i a ls k i l l s ," i 'u .L . . -time o rp a r t t im e . I fyoul o o kc l o s e l y ,youw i l ls e et h a ta lmo s t anY th ingt h a tr e a l l ym a t t e r s t ou s ,a n y t h i n gt h a tembod i e so u r d e e p e s t comm i tm en tt ot h ew ay hum an l i f es h o u l db el i v e dand c a r e df o r ,d ep end s on som e v o l u n t e e r i sm ." ~~' ~-- r ~ m any f o rm s o f ~ .. - ~~~ I np r e p a r a t i o nf o rsu chr e spon . . s i b i l i t y ,you a r e: " o r t una t e~ h av e : b e en s t u d e n t sh e r ea tA lb ion C o l l e g e aC h r i s t i a n ,p r i v a t e ,l i b e r a l~ i n s t i t u t i o n : �7 C h r i s t i a n-i nt h ef u l l e s tandmo s t comm i t t eds e n s e ;p r i v a t et a n g i b l eev id en c eo ft h ep l u r a l i s t i ccomm i tm en to fAm e r i c a , t h a tp r i v a t e a sw e l la sp u b l i ce f f o r t ss e r v es o c i e t y ' sh i g h e s tg o a l s , ev en i nanag e wh en gov e rnm en ti se v e rmo r e dom in an t anddom in e e r ing ; andl i b e r a la r t s i nf u r t h e r a n c eo ft h econ c ep to ft h e" e d u c a t e dm an . " ~ - Am o n gt h ed i s t i n c t i v epu rpo s e so fc o l l e g e sl i k ey o u r s ,I ' l l r . :nlytwo: . - o ~ " I nt h ee r awh en t h ep o t e n t i a lb e n e f i t so fs c i e n t i f i cand t e c h n o l o g i c a ladv an c em en ta r eJ e o p a r d i z e dby a l a c ko fw i sdom , mo r a l con c e rnandr e s p o n s i b i l i t yi nt h eu s eo fsu chknow l edg e , s e e kt om a i n t a i n as t e a d yfo cu son hum an v a l u e s wh i ch u n d e r g i r d t h ewo r th o fi n d i v i d u a l sandt h e. , e l f a r eo fs o c i e t y . " I nan e r ao fp r o l i f e r a t i o nandf r a gm e n t a t i o no fknow l edg e , s e e kt oc r e a t ei ns t u d e n t san i n t e l l e c t u a lc u r i o s i t yabou t t h ewho l en e s so fknow l edg e anda con c e rnf o rt h ev a l u e judgm en t s wh i ch a r ec r i t iC a lt ow i s ed e c i s i o n -m a k i n g . " Iw i sh youa sg r a d u a t e ss u c c e s si nt h ed ay s ah e adi nt r a n s f e r r i n g su chv i t a lcon c ep t si n t oy o u r ev e ryd ayl i v e s . IV ~ t h ep r o s p e c t so fanunknown f u t u r e~ b e ~ r, t h e~ -- andt h ep o t e n t i a l o ftomo r rowa r ea sd em and ing anda se x h i l a r a t i n ga se v e r . I nanag ewh en b i g n e s s andcomp l ex i tys e emc h a r a c t e r i s t i c ,i t ' sim p o r t a n t �8 t om a i n t a i n ap r o p e rp e r s p e c t i v e . W h e n t h er e a l i t i e so ft h eev e ryd ay wo r ld s e ema lmo s t ov e rwh e lm ing , If i n dt h ef o l l ow i n ga u s e f u lr em ind e r : I amon ly on e ,b u t I amon e ; Ic a n ' tdo e v e r y t h i n g ,b u tI c ando som e th ing ; And wh a t Ic ando , I ough tt odo ; And wh a t I ough tt odo , by t h eg r a c eo fGod ,I w i l l do . J e s u st a u g h t ,"Lov et h yn e i g h b o r " An o l dhymnr em ind su s , "B r i g h t e nt h ec o r n e rwh e r e you a r e. • . " A mov ing l y r i ce n j o i n s , "L e tt h e r eb ep e a c e on e a r t handl e ti t b e g i n w i t hm e• • • " I nt o om any f a c e t so fl i f e ,w eh av el o s tt h ehum an andt h ehum an e . Th i sc anb er em ed i edo n l yby t h ed e eO sD fi n d i v i d u a l swho in wh a t ev e r t h e i rr o l eandi nev e ryd im en s ion o fl i f e c a r eandl o v e . ~~ ~~ I fe a cho fu sw i l l do wh a tw ec ando andough tt odo t ot h a te n d ,w e w i l l ,i nf a c t ,b es e r v i n gm an ' sh i g h e rp u r p o s e . --- T o 'e a c h f yo i n t h i s . l3 i . c en t e n n i . a : r -C l a s s """"' ~ r ~ ~ c a r e e r __ and -mo r O f eo ~ ) ' ) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1987-04-27_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Bethel College commencement Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 27, 1987 for the W. K. Kellogg Foundation at the Bethel College commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1987-04-27 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/af98b8ec3494198591cf44ab878f3c4a.pdf d9ddd1383ee205e64193d2edfe44f9d4 PDF Text Text "How Area As so cia tions Make A Dif f erenc e " Out l i ne o f Remarks by Russel l G. Mawby Pr e s i dent , W. K. Ke l logg Founda tion Area Ass oc ia t ions' Se s s i on o f t he 33rd Annua l Counci l on Founda t ion s Confe r ence Thur s day , Apr il 29 12- 2 : 00 p . m. 1~ Detroi t, Mich igan I. Introduc t ion: Two Key Poin t s t o Cove r This Af t e rnoon ONE: Coop e ra t ion pays off through Are a/Regional As socia t ion s TWO: Ph i l an t hr opy ne eds t o coope r a t e to surv ive and prospe r II . Relat ing Thes e Point s t o My Mi chigan Exper i enc e , A. CMF formed i n 1972 as response to 1969 Tax Act �2 B. Growth under Dot tie Johnson 's leadersh ip to i nc l ude mor e than 130 found ations, banks and corporation s . C. CMF membership t oday r epres ents 90 percent of all f ounda t i on a s se t s i n t he state. D. Why ha s CMF succeeded? I t has recogniz ed and re sponded to a diverse membership. 1. Emphasis on "COMMON GROUND" OBJECTIVES of membership a. Continuing education b. Communication c. Comprehensive legislat ive program d. Stressed involvement and use o f member volun teers t o provide s e r vi ces . �3 E. Awaren es s of CMF membersh ip tha t coope ra tion ha s: 1. Resu l ted i n bet t er i n f ormed public about philanthropy i n Mi ch i gan 2. Bet ter gran t s and grantmaking proc esses through CMF manag ement and programming wo rks hops and conferenc e s for members 3. Concret e legisl at ive v i c t or ie s t hrough CMF ini ti a tive, that of other a r e a a s soc iat ions , an d t he Counci l on Founda tion s I I I. Cooperation Pay s Of f Through Are a/Regional Association A. Regional associations are today a national network: �4 1 . 17 associa t ions throughout country serving 30 s tates and representing 1 , 500 membe rs 2. Many other foundation luncheon group s al s o f un c t i on i ng informa l ly 3. Serve a s a vit al "n e t wo r k " linkage with the Counci l on Founda tions 4. The associations overall diversity o f geogr aph i c , programmatic and member ship repres ent t h ei r co l lec tive and individual s t r eng t h B. Cooperation pays o f f t h r ough be tte r u s e of s c a r c e resource s 1. Fac il i t a t i ng the coordinat ion o f donor s e r v i ce s member foundation s sharing equ ipmen t and expert i s e �5 through the cooperat ive e ffort and help of the New York Regional Associa tion of Gran tmake rs 2. Ass istance whic h many a re a/ r e gi ona l a s sociations provide members in publish ing annua l r epo rt s from adv ice on pub l i c a t i on forma t s and content to actua l mailing l i s t s C. Legislation 1 . Regional a ssociations' effort s to "tr a ck " and keep members informed abou t legislative change s , a t both state and national levels. 2. Regional associa tions have been THE key organizations in f ounda ti on legi sl ative vi ctories of the past decade . �6 a. 1976 reduction o f priva te founda t ion payou t from an esc al ating s i x pe r c en t to f i v e p e r c en t or a l l o f income. b. 197 8 vi ctory in ge t ting ex c is e tax reduc e d fr om fou r t o t wo percen t. c. 19 81 v ic t or y in a chi eving a fl a t f ive perc ent p ayou t requiremen t . d. The se changes re su l ted f r om area assoc iat ion s' le ade rsh i p : the state and c ommun i ty based legislat ive ne tworks which r eached i nd i v i dua l Congre s smen. Rol e o f area a s sociat ions in coordinating l e gi sla tive ac t iv i ti e s with Counc i l on Foundations wa s part i cularly importan t for t he 1981 change in the payout requirement. �e . Almo s t a l l are a a s soc i a t i ons have al so been vigi lan t and i mport an t f or ums for proposed a c t i ons o f State Attor neys General. D. Pro fe s sional Development 1 . Are a as soc ia tions work wi th ne w f ounda t i on s t o pro f e s siona li ze managemen t and gr an t mak i ng , and t o bet ter use foundation r e s our c es whi ch are avai lable through the r egiona l as soci a tion member sh i p . 2 . Area a s s oc i a t i on s h ave be en important in preserving p lural i sm i n t h e f i e ld -- by helping smaller foundati ons with s ervices, and a "v oic e" or avenue t o expres s l egi s la t i v e or o ther conc e rn s and needs. �8 E. Commun i ca t ion 1. Ar ea/regional a s soc ia t ion s ( l ike t h e i nformal l un ch eon groups ) have mos t o f ten go t ten s t a r t ed a s f or ums for commun ication. 2. Through such i n it ia l e f f ort s a t communica tion, o t he r pr og r ams , a c t i vit i e s , service s o f area a ssociat ion s h ave evol v ed. 3. Communicat ion i s s t i l l a key f unc t i on o f area a s s oci at ions -- be twe en t he i r membe r s and , wi th s uch na t ional organiza t ion s a s t he Counci l on Founda ti on s and I ndepend ent Sector. 4. Such communi ca t ion a lso con tinues to t a ke many fo r ms , s ome common and s ome un ique to indiv idual area assoc ia tions : �9 a. Newslet t ers , annual report s, direc tories b. Res earch da ta on gran tmaking c . Serving as centr a l s ourc e f or communication wi th t he ge ne ra l pub l i c an d ne ws media on reg i onal ph i l ant hropy d. Coordina ting membe r s ' invo lvement and s ervice s t o don e e groups e. Opera ting Founda tion Cent er r eg iona l l i br a r i e s IV. Ph i lanthropy Needs To Coopera t e To Surv i ve and Prosper A. Thre at s repre s en t ed by gr oup s/ i ndiv i duals s t il l an tagoni s ti c toward philan th ropy and ph i l an t hr op i c organi z a tion s: Some Congre s smen, ev en today, would li ke t o s ee f oundati ons " go ou t of busine s s. " �10 1 . Effor t s by group s such a s t he "National Commi ttee for Responsive Ph i lan thropy" to dic ta t e t he type o f tru s t e e ship, managemen t t and programming which wil l be permi t t ed f ounda ti ons under the l aw. B. At same t i me t most people reco gnize that privat e ph i lanthropy mu s t imp r ov e public accoun tab i l ity and t h e a r ea r egiona l a ss ociation s c an and must t a ke a c ent r a l role i n such ef f or t s . 1 . Sta t ements by Sena tors Dur enberge r t Moynihan , Matsunaga , and othe rs a t t i me o f 1981 Tax Act con s i de r a t i on exp re s s i ng concern over inadequate pub l ic r ep orting by f ounda t i on s ; and t he ir cal l f or po ss ible Congre ssional hearings wh i ch may be hel d t hi s s umme r or f a l l . �11 2. Representa tive Ros en thal/GAO s t udy of priva t e ph i l anthr opy ' s compl iance wi t h 990 AR/PF requ irement s . 3. Area as s oc i ations provided valuab l e " input " on the changes which were made in comb ining the 990AR and 990PF into a s i ngle r epor t ing fo rm f or f oundat ions . 4. Area- as socia t ion s have , and mu s t co nt i nue , t o a c tively pu rsue new' avenues o f cooperation i n the publ ic a ccoun tabili ty/ r eporting a r e a : a. Working through and wi th t he i r members and wi th the Counc i l on Founda t i ons b. Quest ioning, prodding, and s e cur i ng new and be t t e r type s, u s e s, and ava i lab il i ty o f i n f or ma t ion on ph i lanthropy about �12 thei r membe rs t h r ough t h e r es earch and compu ter capabi li t i es of the Foundation Cente r and, now, th e new National Cente r f o r Cha r itab l e St atis t ic s. V. Conc lusion: Res tat ement th a t t h e growth and s uc c e ss o f a re a re gional assoc ia tions in pas t decade have proven that: A. Cooperat ion pay s o ff B. Coopera t i on i s ne c e s s a r y f o r th e s u r viv al o f ph i l an t h r opy a s a v i ab l e , and v a l u ab l e par t o f Americ an li fe. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-04-29_RMawby_SPE Title A name given to the resource Russell Mawby speech, How Area Associations Make a Difference Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 29, 1982 for the W. K. Kellogg Foundation at the Area Associations' Session of the 33rd Annual Council of Foundations Conference. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-04-29 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text