467 24 26018 https://digitalcollections.library.gvsu.edu/files/original/33682b93f0244c52365764b9ba58d9d7.pdf 4120e09beee654eac16fb5b62d58630a PDF Text Text \ \ "THE GREATEST OPPORTUNITY" Remarks by Russell G. Mawby, President W. K. Kellogg Foundation at Tuskegee Institute Tuskegee Institute, Alabama March 12, 1978 I great ~e a s ure to be back at Tuskegee again. It been eight years since I last visited your campus and I your invitation here for the opportunity of seeing _ s.. .~ ~ .. .k~~~ old friends and meeting new ones f\ and to observe first-hand ~--- the dynamic growth and progress which continue f to characterize Tuskegee. And I thank you for the privilege of being a part of this Founder's Day observance in which I join a long list of those who have been honored by your invitation to participate in this special occasion each year. isited a.dmire-th Countless individuals have been a part of the miracle that is Tuskegee, perpetuating and transforming into reality the dream of your founder. It is a quality and a characteristic of American life that people give generously--of themselves, of their time and talent, of their energy and their material resources--to causes to which they are dedicated. Certainly this is true in the history of Tuskegee. �2 From the first struggling days and in emulation of the Founder whom we honor today, people have committed themselves to Tuskegee's mission, given selflessly as teachers and officers, as trustees and alumni , as students and friends in building this Institute both physically and academically. Thousands have given materially--farm products and building materials and money--that Tuske gee mi ght grow. Private foundations such as the one I represent are simply one mechanism by which people of wealth can direct their resources to further human purposes. You and I give our modest gifts to our church, to community organizations and agencies, to our alma mater. W. K. Kello gg, in his 70th year in 1930, dedicated his fortune to "helping peopl e help themselves" through the found ation which bears his name. Private phil anthropy has played a major role in fulfilling the aspirations of Booker T. Washin gton for Tuskegee and his people. There has been a recognition by philanthropists of the catalytic role which black institutions of higher education, both private and public , have made by openin g doors of educational opportunity and thus contributing immeasurably to the betterment of American society. Since 1965 the Kello g g Foundation has provided over $3 million to Tuskegee, as well as an additional $11 million to other private and public black institutions of higher education. Our support at Tuske gee has been directed particularly to the Human Resources Development Center, the School of Nursing, and the creation of the new Learning Resource Center which serves your educational mission both on and off campus. Beginning with your �3 founder, Dr. Washington and continuing , the leaders of Tuskegee have possessed a remarkable ability to generate both private and public support for Tuskegee--an institution as unique in its contributions to society as was its founder. That uniqueness has been a key element in Tuskegee's success, both in its educational missions and in the level of assistance which it has attracted over the past nine and a half decades. II In preparin g for the visit with you today, Ire-read Booker T . Washin gton's stirrin g autobio graphy, Up From Slavery. Few individual s in history have begun wi t h so little, and accomplished so much. Certainly there's no need to recite for you the details of Washington's birth as a slave in Franklin County, Virginia; his years of struggle to gain an education; or his unusual fortitude and faith in shaping the mission and future of Tuskegee Institute. In his rema rkable way, Washington had the personal courage and sense of destiny to ask the question, "What kind of a life, what kind of a world do I want for myself, and for my people, ten, twenty, thirty, or even a hundred years from now?" We are all familiar with the late Robert F. Kennedy's paraphrase of the line in Geor ge Bern ard Shaw's play Back to Methuselah, "Some men see things as they are and say 'Why?' that never were and say 'Why not?"! I dream things It was that type of visionary and optimistic view of things which made Booker T. �4 Washington an educator, statesman, and political power in America. As young Washington was carrying water to the men in the plantation fields in l860--three years before the Emancipation Proclamation and on the eve of the Civil War--another child was entering the world as the son of a struggling broom manufacturer and religious enthusiast in Battle Creek, Michigan. was Will Keith Kellogg. His name While the lives of these two were dissimilar in many respects, they shared a number of similar hardships, as well as a common visionary outlook and concern for fellowman. Both Booker T. Washington and W. K. Kellogg were born on the threshold of poverty, and both passed through life with no opportunity to experience the joys of childhood. Washington commented in his autobiography, "There was no period of my life that was devoted to play ... from the time that I can remember anything, ,a l mo s t every day of my life has been occupied in some kind of labor." Kellogg, one of seven children in a poor family, worked from age seven to help meet the needs of his family. He, too, commented later in life, "As a boy I never learned to play." Washington and Kellogg both had what would be considered today limited formal education. entrepreneur. Yet, each was an educated man and an Dr. Washington dedicated his life to building a great educational institution and to advancing the cause of his people. Mr. Kellogg, at age 46, after years of unrewarding toil in the shadow of his famous physician-brother, transformed a very modest health food venture into the modern ready-to-eat �5 b r e a k f a s tc e r e a li n d u s t r y . W i t h v i s i o ns im i l a rt ot h a to f W a s h i n g t o n , e a r l yi nh i sb u s i n e s sc a r e e rM r . K e l l o g g s t a t e d , " I fI ams u c c e s s f u li ng e t t i n go u to fd e b ta n db e com ep r o s p e r o u s i nm yb u s i n e s sa f f a i r s ,i t i sm yh o p et h a ta n y t h i n gI a c c um u l a t e , .~ c a nb eu s e df o rt h eb e n e f i to fm a n k i n d . " E q u a l l yp r a gm a t i ct o em p h a s i sw a s on k n ow l e d g 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 f o rc o n t i n u i n gr e s e a r c h ,t h eF o u n d a t i o n ' sp h i l o s o p h yi ss ~ ~ ~. t h a ti nm o s t a r e a so fhum an e n d e a v o r ,w e "knowb e t t e rt h a nw e d o . " T h u s , t h eF o u n d a t i o n ' sr e s o u r c e sa r ed i r e c t e dt oe x p e r im e n t a l e f f o r t st om o b i l i z ek n ow l e d g er e s o u r c e st os e r v ehum an n e e d s . S i n c eM r . K e l l o g ge s t a b l i s h e dt h eF o u n d a t i o ni n1 9 3 0 ,g r a n t s t o t a l i n go v e r $400 m i l l i o nh a v eb e e nm ad e t oh e l ps o l v ehum an p r o b l em si nt h ea r e a so fa g r i c u l t u r e ,e d u c a t i o n ,a n dh e a l t h . S u c hg r a n t sd u r i n gt h ep a s t 50 y e a r sh a v er e p r e s e n t e da t e n f o l d d i s t r i b u t i o no fM r . K e l l o g g ' s o r i g i n a lc o n t r i b u t i o nw h i c h s t a r t e d t h eF o u n d a t i o n . W . K . K e l l o g gw o u l dh a v eb e e n among t h ef i r s tt o s e c o n dW a s h i n g t o n ' s o b s e r v a t i o nt h a t ,"S u c c e s si st ob em e a s u r e d n o ts omu ch by t h ep o s i t i o nt h a to n eh a sr e a c h e di nl i f ea s by t h eo b s t a c l e sw h i c hh eh a so v e r c om ew h i l e t r y i n gt os u c c e e d , " a n d "Th eo n l yt h i n gw o r t hl i v i n gf o ri st h el i f t i n gup o fo u r f e l l owm e n . " I ' v en o tb e e na b l et od e t e rm i n ew h e t h e rt h e s etwom e n e v e r m e t e a c ho t h e r ,a l t h o u g ht h a ti sa p o s s i b i l i t y . W a s h i n g t o n s p e n tf i v ed a y s ~e ~ ~ B a t t l eC r e e ki nJ a n u a r y o f 1914. I ti sp o s s i b l et h e ym e t on t h a to c c a s i o n ,a l t h o u g h M r . K e l l o g gw a s s t i l lg e t t i n go v e rt h es h o c ka s s o c i a t e dw i t h j ~ W a s h i n g t o n i nh i sa p p r o a c ht os e r v i n ghum an g o a l s ,M r . K e l l o g g ' s k n ow l e d g et ot h ep r o b l em so fp e o p l e . W h i l e r e c o g n i z i n gt h en e e d J ' ) J . . �6 the recent death of his wife and was also strug gling to obtain loans for his fledgling company. In any event, one senses that the two men would have liked each other. Both of these unusual men shared a deep appreciation for their home communities. Mr. Kellogg insisted that his company's advertising always refer to "Kellogg's of Battle Creek," and as a result our small Michi gan community has become synonymous with the breakfast cereal industry. While the scope of the Foundation's programming was to become almost worldwide, Mr . Kellogg also insisted that the Foundation's Board meet monthly in Battle Creek and that a po rtion of Foundation g r a n t s be made for the direct benefit of his hometown--a wish that is still followed today. In this re g ard, Boo ker T . Washington recalled in his autobiography, "From the first, I resolved to make the school a real part o f the community in which it was located ... 1 was determined that no on e should have the feeling that it was a foreign institution, dropped down in the midst of the people, for which they had no responsibility and in which they had no interest." Both also shared an appreciation for the character building nature of manual labor, and yet understood the importance of education. Explaining why he chose to leave his wealth to the Foundation, Mr. Kellogg wrote in 1935, "Relief, raiment and shelter are necessary . . . but the greatest g o o d for the greatest number can come only through education . .. Educationoffers the greatest opportunity for really improvin g one g en e r a t i on over another." �7 III Speaking of the early days of Tuskegee, Dr. Washington has said, "Without regard to pay and with little thought of it, I taught everyone who wanted to learn, anything I could teach him." From that simple beginning, Tuskegee Institute has become a national model, reflecting some of the most effective approaches for combining outstanding educational programs in the professional and technical fields with an abiding commitment to people, and to the community and region it serves. Tuskegee now enjoys an international reputation, and can be proud of its academic quality as reflected in the accreditation of its curricula and the success of its graduates, both in advanced study and in their chosen fields of work. But ~~~ in many respects, it is the outward community focus which maket Tuskegee unique and places it above the realm of rhetoric and empty platitudes that too often characterize the social conscience and involvement of our nation's colleges and universities. Booker T. Washington was aware that the process of education cannot be separated from other, and often more basic, aspects of the human condition. The activities of Tuskegee's Human Resources Development Center should be well known to all of you. The Center is providing technical and educational assistance to persons in 12 Black Belt Alabama counties in the areas of health, education, employment, transportaion, housing, welfare, and juvenile delinquency prevention. Its methods and skills are being utilized to assist less developed countries throughout the world, including Jamaica, Yeman and Guyana. From the delivery �8 of health services to the rural disadvantaged to the analysis of livestock production systems, Tuskegee is carrying forward its commitment to "community" in the broadest sense of the word. And as Booker T: Washington praised the virtue of manual labor linked with academic studies, the Development Center is providing practical field experiences for Tuskegee students in such areas as social work, architecture, nursing, dietetics. We of the Kellogg Foundation consider the Human Resources Development Center one of the most important and successful educational and service outreach projects ever initiated with our assistance. In its nearly one hundred years, Tuskegee has experienced remarkable transformations. From a simple beginning, it has grown to be a prestigious yet practical institution of higher education. But despite its multiple changes in response to changing needs and circumstances, certain fundamental principles persevere. In 1931, giving the Founder's Day Historical Address in the Golden Anniversary year of Tuskegee, the Reverend Anson Phelps Stokes summarized some of the main features of Tuskegee's educational creed as illustrated by the Founder's sayings: "We believe in the digni ty of labor. I We shall prosper in propositions as we learn to dignify labor and put brains and skill into the common occupations of life. ' "We believe in doing what we do well. 'The man who has learned to do something better than anyone else, has learned �9 to do a corrnnon thing in an uncommon manner, is the man who has a power and influence that no adverse circumstances can take from him. ' "We believe in the power of education. for anything . ' 'I gnorance is not a cure 'There is no defense or security for any of us except in the hi ghest intelli gence and development of all. ' "We believe in the life of service. 'The only thing worth living for is the liftin g up of our fello wmen' ... 'The greatest thing you can learn is the lesson of brotherly love, of usefulness, and of charity. ' "We believe in the spirit of coop eration between all individuals and groups. 'Cast down your bucket where you are. Cast it down in making friends, in every honorable way, of the people of a l l races by whom you are surrounded.' "We believe in fittin g all men to exercise the responsibilities of American citizen ship. 'It is important and right that all privileges of the law be ours, but it is vastly more important 0 that we be prepared for the exercise of these privileges' ... Le t the very best educational opportunities be provided for / " both races, , an d add to this the enactment of an election law that shall _Qe-incapable of unjust discrimination, at the same time providing that in proportion as the ignorant secure education, property and character, they will be given the rights of citizenship <:) �1 0 On s u c hf u n d am e n t a l sh a sT u s k e g e eb e e nf o u n d e d a n ds t i l l f l o u r i s h e s . Th ew o r d s , t h es t r u c t u r e s ,t h es ym b o l sm ay c h a n g e b u tt h eb a s i c comm i tm en ta n dc o n c e p tp r e v a i l ,t e s t e da n dt r u e . IV On t h i s6 l s tA n n u a l F o u n d e r ' sD ay , on t h ee v eo ft h e I n s t i t u t e ' sc e n t e n n i a la n n i v e r s a r yi n1 9 8 1 ,w e m e e t o n c ea g a i n t ocomm emo r a t eB o o k e rT . W a s h i n g t o n . W i t h r a r ed e d i c a t i o n , c o u r a g e ,a n de f f o r t ,h ee s t a b l i s h e dT u s k eg e eI n s t i t u t ea n d n u r t u r e di t t h r o u g hi t sf o rm a t i v ey e a r s ,e s t a b l i s h i n gs t a n d a r d s o fq u a l i t ya n ds e r v i c e ,i n s t i l l i n gp r i n c i p l e sa n dp r e c e p t sw h i c h h a v ee n r i c h e dt h el i v e so fa l lwhom t h eI n s t i t u t eh a st o u c h e d . W e r e h ew i t hu st o d a y ,D r . W a s h i n g t o n w o u l db ep r o u do ft h ew ay s i nw h i c h t h o s ewho h a v ec a r r i e df o rw a r dh i sw o r kh a v ec o n d u c t e d t h e i rs t ew a r d s h i p . H ew o u l db ep r o u do fT u s k e g e e ' ss u c c e s s f u l ra ua e~ o u t s t a n d i n gf a c u l t y ,a n de x c e l l e n t fa c i l i t i e s . H e w o u l d t a k ee q u a lp r i d ei nt h ew ay s i nw h i c h Tu sk e g e er em a i n s t r u et oi t sp h i l o s o p h yo fb o t he d u c a t i o na n ds e r v i c e . H e w o u l d comm end s u c he f f o r t sa st h o s et od e v e l o pc r o p sw h i c hw i l lp r o v i d e y e a r r o u n di n c om ef o rt h el im i t e dr e s o u r c ef a rm e ra n dt os t r e n g t h e n m i n o r i t yb u s i n e s se n t e r p r i s e si nt h i sr e g i o n . F o rB o o k e rT . W a s h i n g t o n r e a l i z e da c e n t u r ya g ot h a tt h e r ei sn o t h i n gmo r e d i f f i c u l tt ot a k ei nh a n d , mo r e p e r i l o u st oc o n d u c t ,o rmo r e u n c e r t a i ni ni t ss u c c e s st h a nt ot a k et h el e a di na n ew o r d e r o ft h i n g s . A s o n el o o k sa b o u tt h i sb e a u t i f u lc a mpu s t o d a y ,t h es i t u a t i o n w o u l d s e emmo r e c om f o r t a b l ea n dl e s sd em a n d i n g , mo r e s e r e n ea n d �11 l e s sp e r i l o u st h a ne i g h to rn i n ed e c a d e sa g o . B u ti nh i s P r e s i d e n t ' sS t a t em e n tl a s ty e a r .D r . F o s t e rr em i n d e du s , "T h e r ea r ee f f o r t s s om e t im e ss u b t l e ,o f t e no v e r t t od i sm a n t l e b l a c kc o l l e g e s .u H e t h e np r o c e e d st os t a t ea f o r c e f u lp o s i t i o n , e x t r a c t e da sf o l l ow s : "T h eb l a c kc o l l e g e sh a v ea lw a y sb e e na p l a c eo fp o s i t i v e c h a n g e e s p e c i a l l yi nt h el i v e so ft h es t u d e n t sa n do t h e r s t h e yt o u c h e d . I ITh e s eb l a c kc o l l e g e sh a v ed o n e ,t h e ys t i l ld o ,a n dt h e y p r o p o s et ok e e p on d o i n ga q u a l i t yj o bo fe d u c a t i o n a ll e a d e r s h i pa n ds e r v i c e . T u s k e g e eI n s t i t u t ei sp r o u dt ob e among t h i sn um b e ra n dt oh a v eh a dm o r e t h a no r d i n a r yo p p o r t u n i t i e s t os e r v eAm e r i c a a n di t sc i t i z e n sw i t h d i s t i n c t i o n . I I J u s to n ec l o s i n gt h o u g h t ,l e s tt h ev i b r a n c yo ft h e usk~ ee M i s s i o n i nt h er e a lmo fb l a c kc o l l e g e sb e m i s u n d e r s t o o d . C a r r y i n g fODv a rdo u rw o r k a sa ni n s t i t u t i o n w i t h ab l a c kh e r i t a g e. inn ow ay im p l i e sr a c i a l l ye x c l u s i o n a r y p o l i c i e s . W e h a v eo u rp r o p e rs e n s i t i v i t i e st oh e r i t a g e ;a n d a l s ot of u t u r es e r v i c ef o ra l lwho w o u l d j o i nu s s t u d e n t , t e a c h e r ,s t a f f e r ,a n dg e n e r a ls u p p o r t e r . W e know , t h o u g h , t h a tt h em i l l e n n i um i sn o ty e th e r e ,d e s p i t er em a r k a b l e p r o g r e s si na d v a n c i n ghum an r i g h t si nr e c e n ty e a r s . T h e r e i smo r e t odo . W e s h a l ldo o u rf u l ls h a r ew i t hf i rmr e s o l v e , g o o ds p i r i t ,c om p e t e n c e ,a n da k n ow l e d g et h a ta l lp e o p l e ... ~ \ . . _~~. a r eb r o t h e r su n d e rt h es k i n . " {. :» f4 ~~ ~ ~~ r _ _ -...~ \ ~ ) ~~ . - . .~ ~ \ �1 2 To c a r r yf o rw a r dt h em i s s i o n o fT u s k e g e ei sa nu n e n d i n g c h a l l e n g e . S om e t im e si nt h ec om p l e x i t i e so fm o d e r n l i f e ,t h e t a s k sw h i c h c o n f r o n tu ss e ema lm o s to v e rw h e lm i ng . A t s u c h mom en t s , If i n d, reassu rancea n di n s p i r a t i o ni nt h e s ef ewl i n e s w h i c hm ay b ef am i l i a rt oy o un l yo n e ,b u t I amo n e ; I amo Ic a n ' tdo e v e r y t h i n g ,b u tI c a n do s om e t h i n g ; Wh a t Ic a nd o , Io u g h tt od o ; And w h a t Io u g h tt od o , By t h eg r a c eo f God , Iw i l ld o . I fe a c ho fu si no u rr e s p e c t i v e sr o l e s a sT r u s t e e sa n d o f f i c e r s ,a sf a c u l t ya n ds t u d e n t s ,a sa l um n ia n d r e - s-~ ~~~ do w h a tw e c a n do a n do u g h tt od o ,w e w i l lh a v em ad e o u r a p p r o p r i a t ec o n t r i b u t i o nt ot h ef u r t h e r a n c eo ft h ew o r ko ft h e m an whom w e h o n o r 'D , \ , \) 'F ' -S ) Q ' . F o rt o d a y ,a sa c e n t u r yag o ,e d u c a t i o n s t i l l" r e p r e s e n t st h eg r e a t e s to p p o r t u n i t yf o rr e a l l yim p r o v i n g o n eg e n e r a t i o no v e ra n o t h e r "a n df o re n h a n c i n gt h ehum an c o n d i t i o n . ~~~ ~ G o d s p e e d i ny o u r im p o r t a n tw o r k . �TU SKEGEE INSTITUTE ot« Annual FOUNDER'S DAY SERVICE FQ1I.nded by BooKE R. T. WASHI N GT O N THE TUSKEGEE CHAPEL SUN DAY MORNING, THE TWELFTH OF MARCH N INETEEN HUNDRED SEVENTY-EIGHT TEN O'CLOCK �CROWN H IM WITHMANY CROWNS C rown H im w i th m any c rown s ,TheL ambupon H i sth ron e ; ti t sown ! Ha rk !howth eh e av en ly an th emd rown sA l l mu s i c bu Aw ak e , mysou l ,ands ing O fH im whod i edfo rth e e , a t ch l e ss K ingTh rough a l le t e rn i ty . Andh a i lH ima sthym im th eL o rdo f Lov e ;B eho ld H i sh and sands id e , C rown H R i ch wound s ,y e tv i s ib l eabov e ,In b e au tyg lo r i f i ed ; No ang e linth esky Canfu l lyb e a rth a ts igh t , Bu t downw a rdb end sH i sbu rn ingey eA t my s t e r i e sso b r igh t . C rown H imth eLo rdo fL i f e , Who t r iumph edo ' e rth eg r av e , Andro s ev i c to ri ou sinth es t r i f eFo rtho s eH ec am etos av e ; i e dandro s eonh igh , H i sg l o r i e snow w es ing Who d Whod i ed ,e te rn a ll i fetob r i ng , Andl iv e s th a td e a th m ayd i e . C rown H imth eLo rdo fY e a r s , ThyPo te n ta teo fT im e , C r e a to ro fth ero l l ingsph e re s ,Ine f f ab lys ub l im e . A l lh a i l ,R ed e em e r ,ha i l !F o r Thouh a s td i edfo rm e ; Thyp r ai s esh a l ln eve r ,n ev e rfa i l Th roughou te t e rn i ty .A -m en. T ImTUSKEGEESONG Mu si cbyN .C u r ! Sm i th Tu sk eg e e ,thoup r id eo f th esw i f tg row ingSo u th , ~e p a yth e eou rhomag etoday , Fo rth e wor tho fthyte a ch ing ,thej o yo fthyc a r e ; Andth egood w eh av eknown 'n e a ththysw a y . Oh ,long s tr iv ing mo th e ro fd i l ig en tso n s , Ando fd augh t e r s, who s es t r eng thi sth e i rp r i d e , ~e w i l llov eth e e fo r ev e r ,andev e rsh a l lw a lk Thro 'th eoncom in gy e a r sa t" thys id e . Thyhand w eh av eh e ldupth ed if f i cu l ts t e ep s , ~e pa in f u lands l ow w a sth ep a c e , Ando nwa rd andupw a rd w e 'v el abo r edw i th th e e Fo rth eg lo ryo f Godandou rr ac e . Thef i e ld ssm i l etog re e tu s ,th efo r e s t sa r eg l ad , Th er ingo fth eanv i landho e Hav ea mu s ica sth r i l l ingandsw e e ta sa h a rp ~ th out augh tu stoh e a randtoknow . Oh, m o th e rTu s k e g e e ,thous h ine s t tod ay A sag eminth efa i r e s to fl and s ; Thouga v e s tth eh e av 'n -b l e s s e dpow e rtos e e Th e wo rtho fou rm ind sa ndou rh ands . We th ankth e e ,w eb l e s sth e e ,w ep r ayfo rth e ey e a r s Im p lo r ing w ithg ra te fu la c co rd , Fu l lf ru i tfo rthys t r i v ing ,t imelo ng e rtos t r i v e , Sw e e tlov eandt ru el abo r ' sr ewa rd . - PAULU U&ENCE DUNBA a �ORDER OF THE SERVICE -- J. S. Bach PRELUDE: "Prelude and Fugue in G major" -----------------------PROCESSIONAL: "Tu es petra" Henry Mule! _ Diadcmata S.M.D. HYMN: "Crown Him with Many Crowns" IN VOCATION _ _ _ CHAPLAIN AN DREW L. JOHNSON W illy Richter ANTHEM: " T he Creation" T he Tuskegee Institute Choi r Roy Edwa rd H icks, Conductor Ned Lewis, Ins titute O rgani st INTR ODUCTIO N OF SPEAKER Chairman, Board of Trustees T uskegee Institute MR. MELVIN A. GLASSER FOUNDER'S DAY ADDRESS D R. R USSELL G. MAWBY . President, W . K. KELLOGG FO UN D AT IO N Battle Cr eek, Michigan REMARKS AND PRESENTATION S JOH N T. PORTER _ __PRESIDENT LUTHER H. FOSTER C ITIZENS AWARDS L O UISE B. T RIGG 1978 K E N N ETH B. YOUNG HONORARY DEGREE R USSELL G. MAWBY D octor of Laws SPIRIT UAL: " God's Gonna Buil' Up Zion's W alls" The Tuskegee Institute Choi r Jest er H airst on " T H E TUSKEGEE SONG" D u nbar-Sm it h BENED ICTION AND SEVENFOLD AMEN ----------------------------------------------------.-------------------- C HAPLAIN ANDREW L. J OHNSON POST LUDE: "En tree" .--------__- . Jean LaNglais �Th eFo l lowi ng P e r son sHa v e Hono r ed th eM emo r yo f Boo k e rT . Wash ing tonb yD e l i v e r ing Found e r ' s Da y Add r e s s e s a tTu s k eg e eIn s t i tu t e : HON . WILL IAM G .W ILLCOX 1 9 1 7 DR . HARRY V . RICHARDSON 1946 HON . P. P. CLAXTON 1918 HON.HENRY A . WALLACE 1946 HON . E MMETT O 'NEAL 1919 HON.EDW IN R . EMBREE 1947 HON . WILL IAM H . TAFT 1 9 2 0 DR . HUGH THO I l lPSON KERR 1948 DR .M . ASHBY JONES 1921 HON . CHARLES D .B .K ING 1949 U nv e i l ing o ft h e Bo ok er T.W a s h i n g t o n M emo r i a l 1922 DR . WALLACE BUT IR ICK DR . GEORGE CLEVELAND HALL HON .J O SEPHUS DAN IELS DR . SAMUEL C . M ITCHELL 1923 DR . TALCOTT W ILL IAMS 1924 DR . JA MES E . DILLARD 1926 DR . FRANCES G . PEABODY 1926 DR.EDW IN M IMS 1927 SIR W ILFRED T. GRENFELL 1 9 2 8 DR . JO HN H .F INLEY 19 29 DR .J OHNJ. T IGERT 1930 F i f t i e t hA n ni v e r s a r yE x e r c i s e s 1931 HON . HERBERT HOOVER DR:ANSON PHELPS STOKES DR ,R .O 'HARA LAN IER 1950 H o . c . W lLL IA . \ lL . DAWSO> I 1951 DR . EMORY R o s s 1952 DR . GUY BENTON JOH NSON 1963 DR . ERNEST O . MELBY 1954 DR . AMBROSE CAL IVER 1965 DR . BUELL G . GALLAGHER 1950 HON.FRANCES P . BOLTON 1957 DR . FREDER ICK D . PATTERSON 1958 DR . JOH N HOPE FRANKL IN 1969 DR ,W ILL I" : \ .E . STEVL :NS' )N 1960 DR . ALV :1 ' C . EUR ICH 1 961 DR . BAS IL O 'CONNOR 1952 DR .J OHN GARDNER 1963 DR . HARLEN HATCHER 1964 H is E x c e l l e n c y , ALEX QUA ISON -SACKEY 19 65 DR . W. C .J ACKSON 1932 DR . ARTHUR HOWE 1933 DR .J AMES M . NABR IT . JR . 1966 DR. T HOMASJ.JONES 1934 DR . A . HANNAH 1967 DR . KELLY MILLER 1936 HON . CARL T. ROWAN 1 969 DR . EMMETTJ AYSCOTT 1936 HON . Ai ,DREWF . BR IMMER 1970 HON .J OHN TEMPLE GRAVES I I 1 9 37 H i sE x c e l l e n c y , MR . JACKSON DAV IS 1938 J OHN .T .AKAR 1971 HON . ARTHUR W .M ITCHELL 1939 HON .S IDNEY P. MARLAND 1972 HON . JAMESA . FARLEY 1940 MR . MELV IN DR . G. LAKE IMES 1941 DR . FRANKL I ! " H .W ILL IAMS Da . ROBERT E . PARK 1942 DR . ROGER W ILL IAM HEYNS HON . CHAUNCEY SP ARKS 1943 DR . HERMAN R . BRA t ,SO I> ; 1976 DR . JER OME H . HO ILAND 1 977 DR . FRANKP. GRAHAM ~ ~ A . GLASSER 1973 1974 197 5 � 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_1978-03-12_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 March 12, 1978 for the W. K. Kellogg Foundation to discuss the growth and development of the Tuskegee Institute. 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 1978-03-12 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/d4ba03994a0d49216946a9c7c7ee9188.pdf c6d1c743ede22a8f5430ab39df8e1129 PDF Text Text "THE GREATEST OPPORTUNITY" Remarks by Russell G. Mawby, President W. K . Kellogg Foundation at the 1977 National Conference on Trusteeship Association of Governing Boards of Universities and Colleges Williamsburg, Virginia March 13, 1977 I I welcome the opportunity of being with you for your 1977 National Conference on Trusteeship. I am grateful to your program committee for the privilege of being a part of this opening session which launches a busy schedule of formal meetings and informal conversations dealing with topics of g r e a t importance to our nation's universities and colleges. I regard my assignment this evening as a special honor because of the high regard in which I hold you, individually and collectively, as college and university trustees. For in my judgment, there could not be assembled any group of persons involved in higher education who have greater capacity and opportunity to shape the future of higher education in this country than do you . As trustees, you will playa special role both in dealing with the realities of t o day a n d in s h a p i n g th e f u t u re o f h igher educat i on . As you well k n ow , your s is not an easy task nor one t o be taken l i gh t l y . commend you for your commitment and courage in accepting this assignment and I hope your experiences here will be useful. I �2 II The theme for my remarks this evening, "The Greatest Opportunity," comes from a letter written in 1935 by W. K. Kellogg, the founder of the Foundation with which I am now associated. Mr. Kellogg, a successful businessman, was an equally practical and pragmatic philanthropist. He was deeply concerned for the well-being of people, with a particular compassion for children and youth. In 1935, when he made the irrevocable transfer of his fortune to the Foundation, he wrote a brief letter in which he concluded, I'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 corne only through the education of the child. the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the greatest opportunity for really improving one generation over another ." That statement is as true today as it was four 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. �3 During the next two decades, American colleges and universities will change in ways which are completely unpredictable. From my academic background as an economist, it is my custom to make estimates of the future by examining the trendlines of the past to see how they are likely to move forward in terms of reasonable assumptions. But my study of the data presented now by the most expert forecasters in higher education shows no agreement on future student enrollment, no common assumptions about the future availability of resources, and in fact, no agreement concerning the likely impact on colleges and universities of various possible events or sequences of events. One statesman in higher education predicts that by the end of the century, American colleges and universities will serve twice as many students as they now do. He observes, "The limits of education are set, not by the dimensions of the jobs we see around us, but by the capacity of human beings to learn . are today far from reaching this capacity." And we He concludes. "The higher education industry might well double or triple in size during the balance of this century and a totally new kind of society might be created in which the level and the depth of education and the richness of culture would surpass that ever before achieved or even imagined ." On the other hand, an equally respected expert has estimated that the number of students in higher education will fall to half the current enrollment . this decline corning about because of "an excess of college graduates over the numbers of jobs for which college credentials are �4 believed necessary." I suspect that what actually occurs will be determined in large part by the ways in which institutions of higher education respond to the changing circumstances ahead. My remarks this evening will have a generally cheerful tone. characterized by a cautious but deeply engrained optimism. fairness, perhaps I should first explain the caution. In The script for the future which we hear most often is that prepared by the Cassandras among us. The argument. now so frequently advanced that we could almost recite it in unison, asserts that for many reasons the outlook for higher education is dismal. The percentage of young people who go from secondary school to college is steadily dropping. as is the percentage of those students who are retained until graduation. The baby boom which began after the end of World War II--nine months after, in fact--came to an end in 1960, after which the fertility rate began a steady decline. In the inexorable course of time, the peak of the bumper crop of babies will reach college age between 1978 and 1982 after which the pool of potential enrollees will begin to drop dramatically. That drop must continue for the rest of the century. Meanwhile. many new kinds of post-secondary institutions are emerging and they will all want their shares of the declining numbers of able and willing students. Some of these institutions will be so compliant to the whims of their students that they will debase the currency of learning. economist~) (I warned you that I was an Some schools will devise curricula or methods to meet previously unserved needs, some of which lie well outside �5 the presently conceived missions of colleges and universities. Likely--if we are perfectly candid--some of them will do a better job of providing education than our existing institutions. There is already a modest growth of sustained training programs by large health complexes, research and development units of industry, and advanced and technical bureaus of government. If the number of these programs grows, if their quality is increased, and if they win the right to award degrees or credentials. they may prove to be respectable and worthy alternatives--or if you prefer. a serious threat--to our high-quality current programs of undergraduate. graduate, and professional education . If all of these predictions actually materialize, as the Cassandras expect them to do, the governing boards of colleges and universities which still remain in existence will find themselves confronted by problems of a nature and magnitude that they can hardly guess at today. One of the most pressing of these problems will be the difficulty of recruiting onto boards people of ability and imagination who can provide the guidance and understanding which so brilliantly characterize members of present boards and their predecessors. For it is the very quality of present board members and the administrators, faculty members, and alumni who share responsibility with them that offers the best hope for the future. Even considering only students of traditional college and university age, much can be done to strengthen and diversify curricula, to create new teaching styles, to provide better counseling and a more educative peer culture, and to develop distinctive institutional �6 missions which may not have universal appeal but which will exert a strong attraction for young people who hold deep religious, regional, ethical, or occupational values. Trustees can use their authority and their community influence to help build effective working relationships with outside institutions, to construct collaborative arrangements for teaching, and to make sure that adequate funds are available. We know that such efforts can be successful for they are already being widely and creatively implemented. But even if we do all of these things which we already know how to do, they will not be sufficient. The number of potential stu- dents of typical collegiate age will fall so drastically below the ever-expanding population to which we have become accustomed that our institutions must find new clienteles if institutional talents and resources are to be fully engaged. We may speculate about the nature of these new clienteles--foreigners, physically handicapped, non-academically-gifted persons, minorities, and others--all important, with educational needs to be met. But there is a further group, sufficiently large, capable, and rewarding to our society to make broad use of the talent and resources that colleges and universities possess. I refer, of course, to our adult population. When I suggest a sharpening focus on the continuing educational needs of adults, I want to stress that I do so not from any compulsion to "save our colleges and universities" by finding another market . Rather, I suggest your attention to the lifelong learning needs of adults as a consequence of our changing contemporary society. �7 the altering life patterns of our citizens . and the burgeoning of new knowledge, with the emphatic suggestion that the serving of lifelong learning needs is a legitimate, but yet unfulfilled, role for institutions of higher education . It seems obvious that the day is long past when colleges and universities can continue to be youth-centered , even youth-bound. Between 1903 and 1906, Seaman Knapp, a crippled, elderly student of the classics, developed in Louisiana and Texas the teaching techniques which became the basis of the Agricultural Extension Service, effectively reaching and changing the practices of farmers, then the largest economic group in the country . It should be clearly understood that he and his colleagues did not teach simple tricks and skills but conveyed the profoundest principles of soil science . plant management, animal husbandry and engineering then known. On the basis of his work, which grew rapidly in the next eight years and was permanently linked to the land-grant colleges in 1914, the whole nature of American agriculture and rural life has been changed. It should be further noted that the success of this lifelong learning enterprise--beginning with children on the farm and continuing to influence the minds and actions of farm families and of farm operators throughout their careers--brought an acclaim and recognition to the sponsoring universities which nobody had ever dreamed they could achieve. The little "cow colleges" then out at the edge of academe have become the Purdues, the Michigan States , the Cornells, and the Nebraskas of today . One cannot give complete �8 credit for such changes to the Agricultural Extension Service, but its basic principle of coming to grips with the realities of adult life in the community setting has been profoundly effective _ It is to such deep tradition that our governing boards, administrators, and faculty members must now turn if they are to bring their institutions into a new era of vital service to society. Each institution must work out its distinctive destiny in terms of its resources and the needs and interests it wishes to serve. To start your intellectual adrenalin running . I suggest the following initial ideas: 1 . Creativity in institutionalizing the concept of continuing education. No institution of higher education has really accepted the full implications of the concept of lifelong learning and done something about it in terms of the organizational chart of the institution. patterns of financing, the reward system for faculty, functional activities and relationships within the institution and with organizations beyond. It is true that we have examples of efforts in this direction but they are fragmentary and incomplete. To quote President Wharton of Michigan State University, "Lifelong education is a facet of the educational enterprise which has been discussed for years but no single institution has ever made the intellectual investment necessary to effectively integrate this function into the university structure ." �9 2 . C r e a t i v i t yi np r o b l em o r i e n t e dp r o g r am s ,i na d d i t i o nt ot h emo r e t r a d i t i o n a ld i s c i p l i n e o r i e n t e da p p r o a c h . Mo s t p r o b l em sw h i c hc o n c e r no u rs o c i e t ya r ec om p l e x ,i n t e r r e l a t e d ,m u l t i d i s c i p l i n a r y , d i f f u s e ; on t h ec o n t r a r y ,t h e s o l u t i o n sw e c o n t r i v ea r eu s u a l l yh i g h l ys p e c i f i c ,p r o s c r i b e d , s im p l i s t i c . T h i sd i c h o t om yb e tw e e nt h en a t u r eo fp r o b l em sa n d s o l u t i o n si sa m a j o r s o u r c eo ff r u s t r a t i o na n df a i l u r e . A s e x am p l e s, c o n s i d e ro u rc o n c e r n sw i t hh e a l t hc a r ed e l i v e r y , w i t ht h ev i a b i l i t yo fo u rl o c a lp o l i t i c a li n s t i t u t i o n s ,w i t h t h ee f f i c a c yo fe l em e n t a r y s e c o n d a r ye d u c a t i o n ,w i t ht h ef am i l y a st h eb a s i cs o c i a li n s t i t u t i o n . R e s o u r c e s f r omt h r o u g h o u tt h e u n i v e r s i t ym u s t b em o b i l i z e d t od e a li na c om p r e h e n s i v ea n d a d e q u a t ew ay w i t h s u c hi s s u e s . 3 . C r e a t i v i t yi nwo rk w i t ht h ei n f o rm a lnet o ~ o fc o n t i n u i n g e d u c a t i o no r g a n i z a t i o n s. H e r e Im e an v o l u n t a r ya g e n c i e s , s e r v i c eo r g a n i z a t i o n s ,c omm u n i t yi n s t i t u t i o n ss u c ha sl i b r a r i e s , mu s eum s , a r tc e n t e r s ,c h u r c h e s . W h i l e i t ' st r u et h a tc o n t i n u i n g e d u c a t i o na c t i v i t i e so fu n i v e r s i t i e sc u s t om a r i l yi n c l u d ec o n t a c t sw i t hs u c he n t i t i e sa st h e s e ,s u c hi n t e r r e l a t i o n s h i p s a r en e i t h e ra ss y s t em a t i cn o ra sc om p r e h e n s i v ea st h e ys h o u l db e . 4 . C r e a t i v i t yi nd e v e l o p i n gl i n k a g e sb e tw e e nt h e o ~ ( t r a d i t i o n a l u n d e r g r a d u a t ea n dg r a d u a t e )a n di n f o rm a lt e a c h i n gp r o g r am s U s u a l l yt h e s et e a c h i n ga c t i v i t i e sa tt h eu n i v e r s i t ye x i s ts i d e b ys i d ew i t hv i r t u a l l yn oi n t e r a c t i o n . �10 5 . C r e a t i v i t yi ni n t e r i n s t i t u t i o n a la r r a n g em e n t s , im p l y i n g c o o r d i n a t i o na n dc o o p e r a t i o n . I n s t i t u t i o n so fh i g h e re d u c a t i o nm u s t b el e s su n i l a t e r a li nt h e i re d u c a t i o n a la c t i v i t i e s . S o c i e t yw i l l no l o n g e rt o l e r a t et h ea p p a r e n ti n e f f i c i e n c i e s o fm u l t i p l e , d u p l i c a t ee f f o r t s . B e t t e ra n sw e r sm u s t b e d em o n s t r a t e di nt h er o l e sa n dr e l a t i o n s h i p so fu n i v e r s i t i e s , f o u r y e a rc o l l e g e s . commun i ty c o l l e g e s p u b l i ca n dp r i v a t e i nm e e t i n g e d u c a t i o n a lg o a l s . 6 . C r e a t i v i t yi ni d e n t i f y i n gs p e c i f i ct a r g e ta u d i e n c e si nv a r i o u s s e t t i n g s . W i t h som ea u d i e n c e s .e x em p l a r ye f f o r ti nc o n t i n u i n g e d u c a t i o nc a nb ec i t e d ;o t h e ra u d i e n c e sa r ev i r t u a l l yo r a b s o l u t e l yu n r e a c h e d . N o o n ew o u l da d v o c a t et h a ta u n i v e r s i t y s h o u l db ea l lt h i n g st oa l lp e o p l e . B u ts h o u l dn o ti n s t i t u t i o n so fh i g h e re d u c a t i o nb ec h a r g e dw i t hs t r e n g t h e n i n ga l l o fe d u c a t i o n -w i t hc r e a t i n gn ew i n s t i t u t i o n a lf o rm si f t h e y a r en e e d e d ,n u r t u r i n gt h em ,p r e p a r i n gp e r s o n n e l ,e v a l u a t i n g t h e i re f f e c t i v e n e s s ,a n dd e v e l o p i n gm o d i f i c a t i o n s t h a te d u c a t i o n a ln e e d sm ay b eb e t t e rm e t ? 7 . C r e a t i v i t yi nt h eu s eo f .n ew tec no ~ i nl e a r n i n g . Mu ch h a s b e e nm ad e o fn ew h a r dw a r ea n ds o f tw a r ea v a i l a b l ef o rt e a c h i n g . Im p r e s s i v ee x am p l e so fe x p e r im e n t a le f f o r t sc a nb ec i t e d . B u t c h a r a c t e r i s t i c a l l y ,t e a c h i n gt e n d st ob e mo r e o ft h es am eo l d t h i n g . Th ec h a l l e n g ei nt h eu t i l i z a t i o no fn ew t e c h n o l o g ya p p e a r s t ol i ew i t ht h ehum an e l em e n t .b o t ht e a c h e ra n dl e a r n e r . I nsumm a ry o ft h i sp o i n t ,i t s e em sa p p r o p r i a t et h a tl e a d e r si n e d u c a t i o nb e g i nt or e c o g n i z ea n dr e f l e c ti nt a n g i b l ew ay s a comm i tm en t �11 to lifelong learning. Is it too much to expect that entering freshmen should recognize that they are launching a process of learning that will be lifelong and a relationship with the academic community which should be continuous, that undergraduate students should be consistently exposed to faculty members who are rolemodel lifelong learners, that commencement should be exactly that-simply a threshold to continuing education? As a society we have built a great industry around the concept of estate planning, but these elaborate plans are implemented only at death . Why not a comprehensive approach to building an individual plan for living-for lifelong learning and growth , reflecting the latest notions of the stages of adult development, incorporating an individual's personal values and goals. and representing a totally comprehensive and refreshingly new accommodation of institutions to the interrelationships between work (profession, career), family, leisure, and learning? III In the hope that you will at least give serious thought to the ideas I have expressed about a possible direction for the future, I will offer two admonitions . First, never think that the path for creating new programs for adults is either simple or easy. Since 1970, a number of people have believed that the essential idea of non-traditional education was simply to do the opposite of what tradition suggested. If, for example, a program had previously been completely prescribed , than let it be �12 made completely elective; or, if all courses had been taught during the daytime on campus, let them all be taught at night somewhere else. Some very costly mistakes have resulted. Another common error is to try to pick up a successful program in one field and t o put it down intact in another. work. Such a practice will almost never Scores of people, for example. have tried to use agricultural extension in other settings and with other content . They have not understood how extraordinarily complex is the model they seek to use and how carefully it has been tailored to fit the situation in each of the places it is used . Perhaps its princip1es--or, at least, some of them--can be transplanted but their application to their new setting is never easy. We must remember how long it has taken for us to create our existing colleges. graduate departments, and professional schools and the extent of the trial and error, "labor , and thought that has been required to bring them to their present level of perfection. If continuing education is to be as firmly rooted in future practice as introductory education for young people is today, we must expect no easy and quick gains but be prepared for dedicated and even dogged effort . My second admonition is particularly needed because of the way by which I introduced my remarks this evening . If colleges and universities are to become true centers of learning throughout the adult years, then the desire to bring about this result must be ardently pursued for its own sake and not merely because such a course of action is thought to be necessary to save the institution . �13 Within this decade, one university governing board has grudgingly voted that the institution might admit not more than 100 adult students if they did not take places desired by regular students and if the classes attended were held after dark so the adults would not be too conspicuous on campus. Since the board of governors which voted that regulation were all adults . one wonders what kind of an image they could have had of themselves Men and women--particularly the intelligent and capable ones which a university would wish to have as students--are subjected to all the persuasions and blandishments of a sophisticated society in which the arts of communication have been brought to such a high level that it is a major task to attract their attention, much less to convince them that demanding and often difficult study is in their own and in society's best interest , It seems inescapably true. therefore, that the only colleges and universities which can effectively serve continuing lifelong desires and needs for learning will be the ones in which the governing boards first allocate adequate resources for the fostering of such study programs and then shape and enforce the policies which will support long-sustained efforts in that direction. Men and women join the governing board of colleges and universities because they believe that higher education is crucial to our society. This feeling is intensified because most trustees when they were young experienced themselves the benefits of higher education as it has traditionally existed. I need not remind you that as board members you have also experienced in your own lives the benefits of continuing education. Generally people who are trustees have needed or desired �14 to learn how to remain at the forefront of their professions or businesses, to gain the ability to cope with their own or their family's problems, to share in the delights of the arts and the humanities, to re-assess their values as they grow older and as times change, to fulfill an absorbing interest in new knowledge or unaccustomed skills, to gain a deeper sense of spiritual and religious truths, and to experience the companionship of shared ventures into the unknown . What you as board members have dis- covered for yourselves. you need to try to provide for everyone. In the last hundred years, the central mission of our colleges and universities has been to carry the benefits of preparatory education to all young people who can profit from it .. We still have much to do to fulfill that aim and we must not cease our efforts to do so. But perhaps the central mission of the next hundred years will be to provide ways by which everyone can take part throughout life in the kinds of continuing education which will be rewarding not only to those who engage in it but to the societies of which they are members or leaders. Colleges and universities are among the most powerful instruments for the provision of such education but they will not be able to fulfill their destiny unless their governing boards take the lead in creating the climate and generating the resources which will make such a result possible . I have complete confidence that they will be able to do so. In conclusion, then . I view the future for higher education , and the colleges and universities which are its foundation. as bright, expanding. exciting. I base this vision on a simple set of premises: �15 First, we are a learning society. Change is one of the most pervasive characteristics of our times ,. We have come to recognize the vital role of learning in accomplishing and accommodating to change. Second, learning is for life, in all its aspects. Education is essential for all the various roles of the individual : for occupational proficiency, whether in the trades, the professions, or what have you; for civic competence in fulfilling democratic citizenship responsibilities; - for family roles and responsibilities; - for avocational interests; for self-fulfillment goals in an increasingly complex world. Finally, learning is life-long, . from the cradle through the twilight years, in myriad forms and circumstances. It's this life-long dimension of learning to which institutions of higher education have found it most difficult to accommodate. Education--in this instance, higher education--has a special place in our democratic society. Universities (I use the term here to include all institutions of higher education--two-year, four-year, graduate, public, private) are conceived in our society as knowledge resource centers, with responsibilities in teaching, research, and service. Typically, the teaching function of the university is still defined too narrowly, usually relating essentially to students in residence, young in age, and in degree-oriented programs of study , �16 If universities are to fulfill their educational potential in serving the needs and goals of society, they must define the teaching function more creatively, in diverse settings with varied student groups. This leads us to the concept of continuing educa- tion in its broadest conceptual construct. I realize that there are many forces which must be confronted . These include such realities as the financial considerations of funding higher education, usually involving some formula related to full-time equivalent enrollment; the constraints of self-created systems of accreditation and credentialing; the frequent discomfiture of the faculty in dealing with other than captive , post-adolescent students; and the reluctance of decision makers within our institutions and beyond to condone unaccustomed approaches to reaching educational objectives. But I also sense a readiness today in academia--and on the part of learners--to consider: explore, test new concepts and patterns. It is the central task of a governing board to serve as the surrogate of the society which has established or chartered it The chief duty of such a board is not to exercise control (although it does have that responsibility) but to think creatively and in the long run successfully about the problems of the institution for which it establishes governing policies and makes major decisions. A wise board will accept many collaborators (from both within the institution and beyond) to help define and achieve its goals. But the ultimate responsibility for success or failure rests with the board. Easy answers and quick solutions are not available and panaceas �17 and sure-fire remedies do not exist. But if colleges and universities did not have hard problems, they would not need boards comprised of competent and committed persons The difficulties in the years ahead will be very great, but surely no greater than those with which our predecessors have successfully dealt through the past two centuries and more. Fortunately, our institutions of higher education still have talented and dedicated trustees who are equal to the task. 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_1977-03-13_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 March 13, 1977 for the W. K. Kellogg Foundation at the 1977 National Conference on the Trusteeship Association of Governing Boards of Universities and Colleges. 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 1977-03-13 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/faa0273c86144b6e1085f850ac8be0ef.pdf 54431a75e63f2b565c983d702eda61b0 PDF Text Text "THE FOUlm ATIO N GIV ER'S POINT OF VIEW' Rus s ell G. Mawb y , P res i d e n t W. K. Ke l l ogg Found a t ion at Andrews Univ er slty Mar ch 14, 1979 1 am d el i ght ed to be wi t h yo u t hi s after n oo n . 1 app reci a te th e c ommer c i al f o r c o r n f l a ke s i n th e i n tr o duc t i o n -- " Th e best to yo u each mor n i ng , " a n d i f y ou r e ally wan t t o b e he l pf u l , t h e mar g i n s are a little bett er on Ra is i n Bran. I am ,d elighted to be h er e for seve r a l reasons. As Dr. Lall indicated, I a m just a n old farm boy a n d i t is goo d to get out in t o we s ter n Michigan. I grew up on a f ru i t far m a lit t l e n o rth o f h ere s o 1 we l come t h e c ha n c e t o ge t o u t o f th e o f f ice a nd come he re ac ross th e b ack road s to s e e i f th e s e f ell ows are ge t t i ng th eir spr i ng work do ne . Be rr ien Springs a nd Be r r i e n Coun ty represent fami l iar t e rrit ory to me , may~e some of yo u who have come f rom dis t a nt points. I more s o than to St a t e 4-1I CJub Le ad er \,~' s in Mi chig an for a numb er of yea r s a nd came often to t h e Ber r i e n County Youth Fair. Now I am still a f armer liv i n g on 2 s mall f arm ~ e 2r Hi c kory Cor n er s a nd o c c a s i onally 1 brin g one of my Ar a b i a n ho rses d o wn to a ho rse s h ow h er e. Be t t y Mc Guir e who i s coming up n e xt o n thi s pr o g r a m is an o ld f r iend . Dur i n g th e b re ak b etwe en sessions, Betty aske d me about cwo me mb e r s of t he Ma wb y family n amed Yankee and Dood Le . Yankee and Dood l e are a pair of oxen t h at I tr a ine d for the Ameri c an Bi c e n t enni al in 1976. I t Lou gh t a n old form b o y ough t t o do some th ing d i f f er ent, at l e a st every 200 y pa r s , s o I tr ained Yankee a nd Do od le a s a pa i r of o ~ en to d r ive . We 've don 2 a l l to g e ther, including go ing to Washing to n , D .C . fo r t he Hap py Parade. I s u spec t I am th e on ly living Amer ican \·)1 10 so ~ ts of Bi ~thday th ~ n 8 s U. S . A. h as d r t v en a p a ir of �2 ox en down C o n s t i t u t i o n Av enue f r om t h eC ap i f : :o lt ot h eL inc o l nH emo r ia l . Y ank e e and Dood le w e r e i n v i t e da c o u p l eo fy e a rs ago t ot h eB e r r i e nCoun ty F a i r and t h e yi n v i t ed m et ocom ea l o n g . H eh ad a n i c ev i s i th e re t h e n . So i t ' sgood t ob eh e r ei nB e r r i e nS p r i ng sa tAnd r ew s U n i v e r s i ty . O f c o u r s e ,r e f e r e n c e h a sa ~eady b e en m ad e t ot h er e l a t i o n s h i po ft h eK e l l o gg f am i l yw i t h t h e A d v e n t i s t Chu r ch . a son e who s e Tha ti sa l o n gr e l a t i o n 3 h i pand a s i g n i f i c a n to n e . F i na l l y , aree~ h a sb e en i ne d u c a t i o n ,i t ' s a lw ay sa p l e a s u r eand an i n s p i r a t i o nt ob ew i t h su cha s you . So ,f o rm any r e a s o n s ,t h a n k sf o rt h e p r i v i l eg eo fb e i n gw i t h you t h i sa f t e r n o o n . H e ' l ln o t go i n t ot h eK e llogg f am i l yt r e e . JohnH a rv ey K e l l o gg h a s a l r e a d yb e en r e f e r r e dt o . W . K . K e l l o g g and JohnH a rv ey K e l l o gg w e r . eb r o t h e r s . Som eone m ad er e f e ren ce e a rl i e rt h i s af t e r n o on t oa g ran to f$ 10 m illion m a de t oNo r thw e s t e r nUni .va rs ity y e ste rday . AK e l l ogg g ra n t .. b u tn o tt h eH . K . K e l l ogg Found& t ion . Th a tg r a n tw a s f romt h e JohnL . and H e l en Ke l l o g g Founda t i o n . JohnL . K e l l o gg , a so no fW . K . , w a s a Ch i cago b u s i nessm an . H i sw idow , M r s . H8 1 en] ( e llogg, ~ ssed aw ay abou t ay e ar agoand he re s t a t e i snowb e i n gd i s t r ib u t e d by t h 8t r u s t e e so fh e r foun d a t i o n . Th e to p i c ass i gned t om e is "T h e Founda t i o nG iv er' s P o i n to f V iew . " I s u s p e c tt h es u b t i t l ei s :How t og e t mon ey o u to f a fo u n d a t i o n. . . 1t h i n kt h a t ' s wh a t you a re r e a l l yc o n c e r n ed abo u t . W e ' l l b e Lnfo rrnaL a s you can t e l l .I ' l l m ak e som eo p e n i ng comm e n t s and t h e nw i l lc o n s i d e r you r sp e c i f i cq u e s ti o n s . 1 hope you w i l l be a sd i r e c ti n you r ques t i on s as you knowhow t ob e . G iv ing i san Ame r i c a nt r a d i t i o n, I t ' sp a r to fo u r Am e ric a nw ay o f lif e , p e r h ap s mo r e h i g h l yd ev e loped i no u r so c i e t yt h a ninany o t h e t . L . f f i c rlc au s g i v e o fo u rt im e , OU i t a l e n t ,o u r money fo ra ll s o r t so fp u r p o ses , inou r Lo cal , corn mun lt y , i ncu r country a r .d Ln OU I v rorL d. �3 Ap r i v a t ef o u u d a t i o ni ss im p l ya p a r to ft h a ttrad ition. F o u n d a t i o n s s im p l yr e p r e s e n ta l e g a lm e c h a n i sm by w h i c h p e o p l eo fs u b s t a n t i a lm e an s c a n d i r e c tt h e i rr e s o u r c e si na s y s t em a t i cw ay t op h i l a n t h r o p i cp u r p o s e s . S o t h ep r i v a t ef o u n d a t i o ni ss~m y a ne x t e n s i o n ,a n o t h e rr am i f i c a t i o no ft h e Am e r i c a n t r a d i t i o no fg i v i n g . I ' l l n o tg oi n t oa g r e a t am o u n to ff o rm a ld e t a i l . It h i n kyou kuow a l o ta b o u tf o u n d a t i o n s . I ' l l s im p l yi d e n t i f yv e r yq u i c k l yf o u rk i n d so f f o u n d a t i o n st h a tyou s h o u l dh a v ei nm i n d . t h eT ax ~ orm F i r s ti sw h a t i sc a l l e du n d e r A c to f 1969 a commun i ty f o u n d a t i o n . A commun i ty f o u n d a t i o n i se x a c t l yt h a t . . . i t i sa f o u n d a t i o ne s t a b l i s h ed i na c o o r u u n i t ya sa m e c h a n i sm b yw h i c h p e o p l ec a nd i r e c tt h e i rr e s o u r c e st op u b l i cp u r p o s e s ,f o rp u b l i c b e n e f i t . A n ex am p l e wou ld b et h eG r e a t e r K& lama z o oF o u n d a t i o n . I n d i v i d u a l s c a ng ive f o rt h eg e n e r a lp u r p oses o f a commun i ty f o u n d a t i o n ,o rt h e yca ng ive f o ra s p e c i f i cp u r p o s e . You c a n" e a rm a r k "y o u rg ift an ds a y" Iwa n tt h i st o b ea s c h o l a r s h i pf o rs t u d e n t sf r oms u c ha b a c k g r o u n d ,f r oms u c ha na r e ao f i n t e r e s t , "o r" Iw a n t t h ep r o c e e d sf r omm y c o n t r i b u t i o nt ob eu s e df o rt h e f u r t h e r a n c eo ft h ep e r f o r m ing a r t s "o rw h a t e v e r i t m ay b e . C omm u n i t y fo u n d a t i o n sa r ev e r yb r o a di np u r p ose ,b u tu s u a l l ya r es p e c i f i ct ot h ec o mmun i ty o f w h i c h t h e ya r ea p a r t . T h3 t ' su s u u l l ya f a i r l ywe l ld e f i n e dg eog r a p h i c area. Som e t im e si t ' s ac i t yo ra c o u n t y ,s om e t im e sa r e g i o no fa s t a t e ,b u tu s u a l l y ap r e s c r i b e da r e a . Y o u w a n t t orem emb e r commun i ty f o u n d a t i o n sa sa v e r y good s o u r c ef o ra c t i v i t i e si ne d u c ati o n, huma ns e r v ic e s, hea l t h ,w hateve r. Th e se c o n d ki n do f f o und a t i o ni st h ec o r p o r a t ef o u n d a t i o n . Th i s is s im p l y t h eg i v i n ga rm o fa f o r p r o f i tbus i n e s se n t e r p r i s e . E x amp les a r e th eS ea r s F o u n d a t i o n ,t h eExxon F o u n d a t i o n ,t h eF o r dH o t o r C o r n p auy " F und ( a sd i s t i n c t f r omt h eF o r d Founda t i o n ) . A ga i n ,t h e ya r ea w ay i nw h i c h af o r p r o f i t �4 b us i n e s sc a n di r ec tsom eo f i t sreso u r c e s to pub lic b e n efit. T h e yve r yo f t e n ha v ec e r t a i nki n d so fp r og ram sf o rw h i c h t h ey p r o v i d e suppo rt a n d veL yo f t e n , a l t h o u g hn o t alw a ys, t h e i rreso u r ces a r ea v a i l ab l e in c ommun iti e s~yh ere t h e y may h a v ep la n t so r m a jo r ope r a t i ons . T h i r d ,w e 'll ta l kabou t pr i v ate g rant -m a k i n g founda t i o ns . T hese ar e f o u n d a t i o n s est a b lished us u a l l yb yi n d i v i d u a l s ,wi t ht h er e sou rces d i r e cted t og r a n t -m a k i n gp u r p o s e s . I ' l l g ene ra lize and s u gges tt h a tt h e r ea r etwo k i n d so f gr a n t-m ak ingf o u n d a t i o ns . F irst a r e th e sm a ll faQ i ly f o u n d a t i o ns. T he s ea r eus u a l l yr e lativ el ysm a l l ,a ltho u gh to an o l d farm boy w h e n you g et a n y t h i n gwL tha h al fa m i l li o no ra m illion doL l .ars, th a tseem sp r ett yla r g e . ft h ese fam i l y f o u n d a t i o n sar ee v e n la r ge rt h a nt h a t . E sse n t i a ll yt h e y S om eo r e p r e s e n ta w ay b yw h i c h a fam i ly c a nd i r e c ti t sreso u r c e st oph i l a n t h r o pic p u r p ose s . Us u a l lyf a m il ym emb er sar emu c h invo lved i nthe op2 r a t i o no ft h e f o u n d a t i o n ,w ith no p r ofess i ona lst a f fm emb er s . T h i sk i n do f fo und ati o n m ay b eo p e ra t ed d i r ec t l yby t h ef am ily, by a l a w y e r, o rb y a tr u s tof f i c e rat a b a n k ,b u t th ef am ilyu s u a l ly i sin volved i nthed ec is i o n si n v o l ved 1 .1 t h eg r a nts . V e ry o f t e nt h egr a n t sa r e di r e c t ed t ot h ear e a sof i n t er e s to f th e fa w il y m emb e rs e d u cati o n ,t h e ar t s , he a l t hs e rv i c e s ,e n v i r o nm ent a l iss u e s , or w h a t e ve r . I fw e l o o ka tthenum be r o ff o u nda t i ons i nth i scou ntr y ,t h is c a t e g o r yre p r e se n t st h el a r ges tnum be r. n o tt h e la r ges ts o u rce. I fyou totaL up t h ereso u rces ,t h e ya r e B u t in te rm so fc omm unit ylifeand m ak ing a d i f fe re n c e i nt h e li v e so f peo p l e and i nt h ea ctiv i t i e so fa s p e c ifi ci n s t i t u t i o no r or g a n i za t i o n ,f am il yfoundat i ons a r eo f gr e at sig n if i c a n c e . S oy ou' l l w an t t ob e come fam il i a rw i t h the f am i l yf o u n d i l t ions inyou rp a r to ft h ew or l d. F i na l l y , th e r ea r ethose p rLvata f o u n d a ti o ns w hi c h \1C c a l l Larg c, g en er a lp ur p o s ef o und3ti o n s. T hese ar eth e o~nda t ions o ft h e a~ s reso u rces : �5 43 h a v ea s s e t so f$ 100 m i l l i o no rm o r e . U s u a l l y t h e yh a v ea p r o f e s s i o n a l s t a f f ,a l t h o u g ht h a tv a r i e sf r omo n eo r twop e o p l et oa a~ e n um b e r . T h e i r p u r p o s e sa r emo r e g e n e r a l ,b u tm ay b ec l e a r l ys p e c i f i e da n di nm o s t i n s t a n c e s t h ed o n o ra n dt h ed o n o r ' sf am i l ya r en o t im p o r t a n ti nt h ed a y b y d a yo p e r a t i o n s o ft h ef o u n d a t i o n . I nmy comm en t sa n di na n sw e r i n gy o u rq u e s t i o r , s ,I ' l l t r yt oa n sw e r a c c u r a t e l ya c r o s st h es p e c t r umo ff o u n d a t i o nt y p e s . T h e r ea r ea b o u t2 2 ,000 f o u n d a t i o n si nt h ec o u n t r y ,m o s t o fw hi c ha r esm a l l ,l o c a l l yo r i e n t e d ,f am i l y r e l a t e df o u n d a t i o n s . T h u s , i t i sim pos s i b l et og e n e r a l i z ef o ra l lf o u n d a t i o n s , b u tI ' l l t r yt ob es p e c i f i ca n dh e l p f u l . Th eW . K . K e l l o g gF o u n d& t i o ni sa l a r g e ,g e n e r a l p u r p o s ef o u n d a t i o n e s t a b l i she d alm ost 50 y e a r sa g ob yW . K . K e l l o g g . t h eK e l l o g g Comp any , t h ere a d y to e~t M r . K e l i o g g e s t a b l i s h e d ce r e a lm a n u f a c t u r eL , b a c ki n1 906 . He v e r ye a r l yd e t e rm i n e dt h a tw h a t e v e rw eaL t .h h ea c c um u l a t e dw o u l d som ehow b e d i r e c t e dt ohum an b e n e f i t . So h i sf o r t u n ew e n t i n t ot h eK e l l o g g F o u n d a t i o n w h i c hh ee s t a b l i s h e di n1 930 when h ew a s 7 0y e a r so l d . H e l i v e dt ob e9 1 and e v e nt ot h el a s tw e e k s o fh is l i f e wa ss t i l lactive i nt h ea f f a i r so ft h e F o u n d a t i o n . E a c hf o u n d a t i o n ,o fc o u r s e ,h a si t si n d i v i d u a lc h a r a c t e r , of t e nre f l e c t i n g t h ew i s h e s o ft h ef o u n d e rand g row i n go u to fa c t i v i t i e sand t r a d i t i o n so v e ra p e r i o do ft i r n 2 . So t h ef i r s tt h i n gy o u ' l l' . r an tt odo a sy o ut h i n ko ff o u n d a t i o n sa sa s o u r c eo fs u p p o r tf o rsom eo fy o u r i mpo r t a n ti n t e r e s t si st odo y o u r hom ewo rk. I nle a r ni n ga b o u tf o u n d a t i o n s ,t h ere are l o t so fs o u r c e so f i n f o rm a t iG n . The best s i n g l e sou rce i st h eFoundat i o nC e n t e r 2nd i t ss i x t h e d i t i o no f The Foundati o nD i rect o r y . Th eU .S . di r e c t o r yl i s t sf o u n d c r i o n s a b o v ea c e r t a i nsize and g i v e se s s e n t i a li n f o rm atio ns u c ha st h e i ra d d r e s s , �6 p u r p o s e ,a c t i v i t i e s ,f i n a n c i a ld a t a , and g r a n ta p p l i c a t i o np r oc e d u r e s . T h i s i so n es o u r c eb o o kt h a tyou w i l lw a n t t ob e aw a r eo f a n dp r o ba b l ya l r e a d y h a v em em o r i z e d . Th eF o u n d a t i o nC e n t e r ha sh ea d q u a r t e r si nN ew Yo rk C i t ya n dam a j o r o f f i c ei nW a sh ing t o n ,D .C . w h e r e t h e yh a v eg r e a tc o l l e c t i o n so fa n n u a lr e p o r t s and o t h e ri n f o r ma t i o nr e g a r d i n g foundations. Th eF o u n d a t i o nC e n t e ra l s op r o v i d e s on a f e eb a s i ss p e c i a l i z e di n f o rm a t i o na s s i s t a n c e . F o re a~ e, t h e y c a nt e l lyou a l lt h ef o u n d a t i o n st h a th a v eb e e na c t i v ei nr e l a t i o nt oo n e p r o b l emo ra n o t h e r ,u s i n g certa in k2y w o r d s . Th ey a l s om a i n t a i n r e g i o n a l c o l l e c t i o n sa tl iL r a r i e sa l laround t h ec o u n t r yf o rt h ec o n v e n i e n c eo fu s e r s . S e c o n d , som es t a t e sn ow h a v eo r g a n i z a t i o n s of f o u n d a t i o n s . h~ M i c h i g a n F o u n d a t i o nD i r e c t o r yp u to u tj o i n t l yb yt h eC o u n c i lo fM i c h i g a n Founda t i o n s and t h eM ic h i g a nL e ag u eo fH um an S e rv i ce si smo r e d e t a i l ed and in c l u des a l o t o ff o u n d a t i o n si nM i c h i g a n t h a ta r en o t tn t h en a t i o n a ld i r e c t o r y . Y o u m ig h t f i n do u ti fyou rs t a t eh a sa d i r ec t o r y . Th et h i r di n f o rm a t i o nso u r c ew o u l db ef o u n d a t i o na n n u a lr e p o r t s . o nda~ions a r er e q u i r e dt op u b l i s h an annu al re p o r tand ma k ei t ava ilabl eg ener a lly. Th e f o rm a tand d i s t r i b u t i o nv a r i e so fc o u r s e . Suc hr e p o r t sa r ea good sou rc eo f i n f o rm a t i o nbe c a u s em o s t i n c l ude in or~atio n abou t gu ide lines t op r ogr a ma i d a n dt h ep r o ce d u r ef o rs u bm i t t i n ga na p p l i c a t i o n . Th ey a l s ot e l lyou t h ea r e a s o fi n t e r e s tof t h ef o u n d a t i on at t h i sp o i n to f t i me . M any f o u n da t i o n sa lso p u to u ta s .n aL l .e r gene ra l i n fo rm at i o nb r o c h u re b r i e f l yd e scr i b i n gc u r r e n t p r o g r am p r i o r i t i es a n da rea so f int e rest. C a r e f u ls t u d yw i l ls a v eyou a l o to fw o r ka s you b e g i nt oma k e app roaches. I fyou study t h eW . K . Ke l l ogg Founda t i o n , fo re .campL e, you w ill IC::3yn that ' i e do n o t su p p o rt re s e ar c h . Ou r p r e o c c u p a t i o ni sw it ht h ea p pl i c a t i o no f no ~d e, �7 o r know l edg eu t i l i z a t i o n . I ti so u rf e e l i n gt h a t" i nmo s t a r e a so f hum an c o n c e r n ,w e know b e t t e rt h a nw e do " sow ea r econ c e rn edw i t he f f o r t st om o b i l i z e know l edg er e s o u r c e si nn ew and d i f f e r e n tw ay s t od e a lw i t h hum an c o n c e r n s . Som e wou ld a r g u et h a ts u c he x p e r im e n t a lp rog r am sa r er e a l l ya p p l i e dr e s e a r c ho r a c t i o nr e s e a r c h . We d o n ' ta r g u e ,b u t~,e do emph a s i z et h a ti no r d e rf o ru st o b ei n t e r e s t e dt h e r eh a st ob e an a c t i o ncompon en t. . . d o n ' tj u s ts t u d yt h ep rob l em ; b ep r e p a r e dt odo som e th inga b o u t an i s s u e ,d e a lw i t h ap r o b lemb a s e d upon know l edg ea v a i l a b l e . A s you s t u d yf u r t h e r ,y o u ' l ll e a r nt h a tt h eK e l logg F o u n d a t i o ni si n t e r e s t e di nt h r e eb ro ad p rog r am a r e a s h e a l t h ,e d u c a t i o n ,a g r i c u l t u r e . Th e s ea r e a l lv e r y en comp a s s ing . H e a l t hi sv e r yb r o a d l yd e f i n e d by t h eK e l l ogg F o u n d a t i o n . We i n c l u d ea l lo ft h eh e a l t hp r o f e s s i o n s . M any f o u n d a t i o n s ,a s you a r e aw a r e , r e g a r dh e a l t :h a s synonymou sw i t hm e d i c i n e . We on t h eo t h e rh and h av eb e en i n - v o l v e dn o to n l yw i t h t h em ed ic a lp r o f e s s i o n ,b u ta l s ow i t h de n t i s t r y ,n u r s i n g , h o s p i t a land h e a l t hs e r v i c ea dm i n i s t r a t i o nand a l lo ft h ea l l i e dhe a l t hp r o f e s s i o n sf o r mo r e t h a nf o r t yy e a r s . W e ' r e c o n c e r n e dp a r t i c u l a r l yw i t hh e a l t hc a r e d e l i v e r yi nr e l a t i o nt ohum an w e l lb e i n g . And W8 a r ea l s o con c e rn edw i t h h e a l t hp romo t ion and d i s e a s ep r e v e n t i o n ,a sa r eyou . I nE d u c a t i o nt h eK e l l o gg F o u n d a t i o na g a i nd e f i n e se d u c a t i o nb r o a d l y f o rm a l and i n f o rm a l ,p u b l i c ,p r i v a t e ;d e g r e e , nonde? , r e e ;l i f e l o n gl e a r n i n g . D r . L a l l m en t ioned t h er e s i d e n t i a lco n t i h u i n g ed u c a t i o nc e n t e r sw h ich w e hav e as s isted and p r .og ram s wh i ch ~e e t t h en o t i o nt h a tl e a r n i n gi sa l i f e l o n 8p r .o ce s sf o r e a ch o fu s . I nA g r i c u l t u r e,o u r em ph as is i son two p o i n t s . Th e f i r s ti sfood s u p p l y , n o t onLy i nt h eLnte rn a tLonuL o rwo rLd c o rm n u nIty, b u t also a thorn e . \ -Te a r e p e r haps th eo n l ym a jo r founda t i o nt h a tm ak e sg ra n t si nagrL cu l . tu re Lu t h e �8 United States. Most of the others limit their support of agriculture to countries overseas. The other aspect of our concern in agriculture is what we call the quality of rural life---quality of health care, education, social services, cultural opportunities, etc., etc., in rural communities, and for rural people. Geographically, the Kello gg Foundation provid es assistance in No r t h and South America, Europe, and Australia. Thus, some parts of the world are not at this time within the geographic framework established by our board of trustees. It is important to do such homework because it will save your time, most importantly and of course, from our standpoint, the giver's time as well. We are appreciative when the requests which come to us are consistent with our general frame of reference. Most foundations don't respond well to a "laundry list" of by mail or in person. Every once in a while a well-intentioned director of development wi Ll. come in and in effect say, "Well, here I am. 'buying' today? needs, either We neec a n ew gymn a s i u m. " What is Kellog g "No, we don't build buildings." "Ah well, then we need some n ew additi ons to our library holdings ... or funds for some research work ia chemistry." We know that every colle g e and univ ersity, every hospital, every organiz nti on ha s a lot of different needs, but that approach usually is not well received by most foundations. generalizations get difficult. Now, here is where For instance, s ome family found ations may respond v ery readil y to a broad, g eneral app r oa ch of that so r t , e sp c c LoLl.y if it's from an institution th ey like. So you h ave to use your g o o d jud gment. But in general, it's best to identify something which is of priority concern to your organiza tion or institution so t h a t you can communicate a sense of n eed, of urgency, of importance. If you r request is simply for an additio n to a �9 s c h o l a r s h i pendow rn ent, t h a t ' sa d i f f e r e n tquesti o n, bu t i fyou a r e go i ng a f t e r m a j o r f u n d i n g , som ei n d i ca t i o no fr e a lp rio rity i sim p o r ta n t . F i n a l l y ,I ' l l c l o s ew i t h how you ge tinc o n t a c t . Ob vi o u s l y ,t h e r ea r ea v a r i e t yo fw ays . On e is t oj u s tc a l l . F o u n d a t i o n sv a r yi nt h e i rb u r e a u c r a c y a n dr e d t a p e ,b u ti fyou c a l lme ,y o u ' l lg e tm e . Mo s t f o u n d a t i o n sw o u l db e p r e p a r e dt or e s p o n dt oa t e l e p h o n ei n q u i r ya n dt od i r e c tyou t ot h eperson i g h t b ei ny o u rp a r t i c u l a ra r e ao fi n t e r e s t . A t K e l l ogg ,i fi e ' sr e l a t e d w h o m t ohe a l t hse r v i c e sand h o s p i t a lp r o g r am s ,w e ' d r e f e ryou t oB ob D eV r i e s i fh e ' s i n . I fi t ' s s o m e t h i n g inn u r s i n g ,w e ' d t r yt oh a v e you t a l kw i t hM i s s L e e ; i fi t ' si ne d u c a t i o n ,i t w o u l d b eD r . E lse r a tD r . E l l i s . I fy o u ca l l ,y o u ' l l u s u a l l yg e ta r e s p o n s e . O r j u s tw r i t e ab r i e fo u t l i n eo f you r p r o p os i t i o n . Founda t i o n sgen era lly do n o tr e q u i r et h ev o l um eo f" st u f f "t h a tf e d e r a lf u n d i n gag e n c i e s sccmt on e e d . W e a p p r e c i a t ea mo r e co n c i s eap proa c h. Wh a t d o e st h eK e l l ogg Foundation l o o kf o r ? F i r s t ,w ha t ' st h ep r o b l em , w h a t ' s t h ei s s u e ,w hy i si t impo L t a n tt op e op le? T he K e l l o gg F o u n d at i o ni s n ' t c o n ce r n e da ta l la b o u tc o l l e g e s ;w e c o u l d n ' tc a r e le s sa b o u th o s p i t a l s ;w e ' re c o n c e r n e da b o u tp e o p l e . C o l leg8 s and h o s p i t a l sa n do t h e ri n s t i t u t i o n sa r eo n l y a m ea n st oa ne n d . W e ' r e n o tc o n c e r n ed r e a l l yw i t h sav in ga ni n s t i t u t i o npe r se , b u tw e a r ec o n c e r n e dw i t hh e l p i n ga ni n s t i t u t i o na c c om p l i s hi t sm i s s i o n wh en t h a tm i s s i o n i simpo r t a n ti nt h el i v es o fi n d i v i d u a l s . S e c o n d ,w h a t ' s the p u r p ose ? G i v e n t h ep r o b l em ,w h a t do y o up r opos et odo a b o u ti t ?W h a t's the b i g idea ? fromo u rs t a n d p o i n ta s a foun dati . o a, \'1(" are i n gf o ri d eas t h a tr e p r e s e n tsom e th ing d i f f 2 ren ti n~ a lw ays look on h , crea t i v e , som e t h i n gL nu o v atL ve, a r i ew wc :y t om o b i l iz er e so u rce st odca I som e th i n g's i g n i fican t. som c t h i n g r~ t h �1 0 And , t h i r d ,w h a tw i l lb er e q u i r e di no r d e rt oge t t h i sdo n e ? Th e two p a r t st ot h a tq u e s t i o na r e ,o fc o u r s e ,w h a t a r eyou g o i n gt op u ti na n dw h a t h e l p wou ld you l i k ef r omu s ? Ic a n ' ta n sw e rf o ra l lf o u n d a t i o n s ,b u tt h eK e l l o g g F o u n d a t i o nd o e s n ' ts u p p o r ta n y t h i n g100 p e r c e n t . I fi t ' s n o t im p o r t a n tenough t oyou t od os om e t h i n gt h a tyou m ak e at a n g i b l ecomm i tm en to fr e s o u r c e s ,i t s h o u l d n ' tb e im p o r t a n tt ou s . W e a r ev e r yr e a l i s t i c ,p r a c t i ca l ,p ra gm a t i co n t h i s . S om e t im e st h ec o n t r i b u t i o ni s" i nk i n d " s i l ' lp ly t h eo f f i c es p a c e ,t h eh e a t , t h el i g h t s ,t h es h o v e l i n go fs n ow ;b u ts u c ha c o n t r i b u t i o ni ss i g n i f i c a n t . No r do w e p r o v i d ea na u t om a t i cl a ,2 0 ,o r 40 p e r c e n tf o ri n d i r e c tc o s t s ;w e f e e l t h a ti st h ek ind o fi n p u tt h a tt h ei n s t i t u t i o no ro rga n i z a t i o nc a nma k e . W h a t e v e r d i r e c tc o s t st h e r ea r e ,w e ' l lc o n s i d e r. e W ' r ec o n c e r n e dw i t h t h e i n s t i t u t i o n a li n p u tb ec a u s e ,i ft h i si sa ni d e ao f im p o r t a n c e , you a r ecomm itted and i fi t ' s g o i ng t os u c c e e do v e rt im e ,i t m u s t h a v er e a li n s t i t u t i o n a lc omm i tm e n t . W e d o n ' ts u p p o r ta n y t h i n g100 p e r ce n ta n d ne i t h e rdo w e s u p p o r tanyth~n f o r e v e r . W h a t ' s go ing t oh a p p e ni ft h i sid e a wo r k s? I fi t do e s n ' tw o r k , w e ' l l j u s th a v ea q u i e tb e n e d i c t i o n . B u ti fi t ' s ar o u s i n gs u c c e s s ,h ow ca ni t b e i n s t i t u t i o n a l i z e d ? Ima ta r et h ep o s s i b i l i t i e sf o rf u n d i n go v e rt i me ? W i l l i t b eb u i l ti n t os t u d e n tf e e so rp a t i e n tf e e so ro t h e rs o u r c e so fr e v e n u e ? How c a n i t b e com ea p a r to ft h eo n g o i n gl i f eo ft h ei n s t i t u t i o no ro r g a n iza t i o n ? W e a r ec o n c e r n e da b o u t th a t . W h i l e s u ch p r o j e c t i o n smay b es p e c u l a t i v eand a lo t o fa s s um p t i o n sa r eb u i l ti n ,w e f e e ls u c hf o r w a rd p l an n i n g is im orta~t Onc e f u n d e d ,w e t h e no p e r a t ev e r yf l e x i b l y . Ea c h ye a r ' sexpe rien ces a r ea n a l yz e d and budg e t sa l t e r ed i fn e c es s a r y . T h a tv e r yb r i e f l yi sh ow w el o o ka tt h ep r o p o sa l . F i r s ts t h ep r o b l em ; t h e n ,w h a t a r eyou go i n g to d o abou ti t ;h ow ar eyou goi n gto p r ocee d ; and w hat d o you need t oa c c om p l i s ht h o se p u r p os e s . V ic h i n th at co n t e x t, w e can reac t . U sua ll yw ew il l e ith er a s k you t ocom e to v isit us o rw e 'l l com e to �11 s e eyou a sa p a r to fo u r cons i d e r a t i o no ft h ep r o p o s a lb e f o r et h ef i n a l r e comm end a t ionf romo u rs t a f fi sm ad e t oo u rb o a r do ft r u s t e e s . U s u a l l yK e l l o gg F o u n d a t i o ng r a n t sf o rp rog r am p u r p o s e sa r ef o rt h r e et o f i v ey e a r si nd u r a t i o n . We r e c o g n i z et h a ti tt a k e sa w h i l ef o ran i d e at og e t g o i n g , so t h ef i r s ty e a rm ay b es t a r t u pf u n d i n g ;t h e nan i n c r e a s ei nb u d g e t t h en e x ty e a ro r two ;t h e ni fi t ' s r e a l l yg o i n gw e l l , o t h e rs o u r c e so f iD com e w i l lb e g i nt om a t e r i a l i z e and o u rs u p p o r tb e g i n st op h a s eo u tr a t h e rt h a n d r o p p i n go f fa b r u p t l y . Th e r ei sa n a t u r a lt r a n s i t i o na st h es a l a r i e sand o t h e ro p e r a t i n gc o s t sb e com ep a r to f you ro n g o i n gb u d g e t . Th a ti swh a t t h e K e l logg F o u n d a t i o nl o o k sa ta n d ,w h i l ef o u n d a t i o n s a~y, t h a tg e n e r a lp a t t e r n wou ld u s u a l l yb et r u e . L e tm es t o pa tt h i sp o i n t and s e ewh a t you rs p e c i f i cq u e s t i o n se r ei n r e l a t i o nt ot h eK e l logg F o u n d a t i o n and f o u n d a t i o n sg e n e r a l l ya sp o s s i b l e s o u r c e so fa ss i s t a n c ef o rYOUI a ti itie~ � 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_1979-03-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Foundation Giver's Point of View Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 14, 1979 for the W. K. Kellogg Foundation at Andrews 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 1979-03-14 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/b8cd56d73ab592a155dff4d3a252dad2.pdf f0d25ba9ddbadd8dfa2149369587d6d7 PDF Text Text �- - --- - -- -"'----~~-r· -_. _- - -- - - - - . -- - ~- - -- -- - - -_ - - _ .-- - -_ . _ - _ ._-- _ - - - ----- -- -_._--_. _ . - .'- -_ . .. _- -----_ ._------ - --------- ._- - - - ---_. . .• .. . _----.. -- - -._ . .. .. _ . _ ~- - -- - _ .. _ .. _._- -_._--_._- ._--_. . . __..__. ._ . _.- -' . -._- - - . . _.. ..- -- - --- .... _ ._._- - -.- - -- . . - - '._- _._-- - _.- . ~- ". - .. ..• . - ' -. - -- _.- - _ . _- - - - .. __ . ._ - - ---- - _ . ~. --- - ..._ _ ._-- - -_ ._-- - .. - - --- - _...---- _ .- -.- . . .. __ _. - - - � 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_1977-03-15_RMawby_SPE Title A name given to the resource Russell Mawby speech, We Don't Want More of the Same Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 15, 1977 for the W. K. Kellogg Foundation to discuss changes in educational programs to reflect the changes in agriculture. 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 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 1977-03-15 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/1b790c892f2b3131c892b3db7bbdd168.pdf d4fd11f10581c8265f1dee9859fc15a5 PDF Text Text to p Remarks by Russell G. Mawby at The Detroit Area Grantmakers's monthly meeting, March 15, 1988 ~-~ .~?, ~ ~.~,...o.......-... ) (Xte-~ ,\ t ) �Y'/, \.) I , J {-.-- - • I I I ----J �1 . 2 . 3. 4. 5 . 6 . 7 . 8 . 9. Si t e must be representa tive of the lar ge r city a ) racially b) soc i ally c) economical l y d) r esidentially Si t e mus t be " in t he middle" a) not so devastated t hat r evi va l i s impossible b) not havi ng so ma ny a ssets tha t it co uld succeed wi thout assistan ce Site must already have identifiable leaders who a r e concerned ab out youth Si t e mus t have st r ong lead ership on the high school l evel Site must be sma l l en ough to be managea bl e , l a rge eno ugh to be s ignif ic ant , and a pl ace i n whi ch assi s t ance can make an impac t The si te must defi ne i t sel f a s a communi t y wi t h evident boundaries, wi th a high scho ol a s it "anchor" The si t e must be part of t he ce nt r a l core city The s i t e must demons t r a t e so me re latively new progress The s ite must be i n need of educa t i ona l hel p �w . TO : RGM : FROM J JO K . KELLOGG FOUND ATION M em o rdndum M a r ch11 , 1988 CT: In fo rm a t i on on K e ll o gg You t hIn i t ia ti v e sP rog rami n et o ~ SUB JE fo r yo u r Sp ee chtoth eD e tro it A r e aG r an tm ake r s ,Ma r c h 15 isin it i a ti v e .H e sa idth a t t h et e n ta tiv e I spok ew ithJKM about th cho ice o ft h eN o r t h e r nD is tr ic t is now u n c e r t a i n ,a tl e a s tunt i l th e con c ern s vo iced by H o w a rd S im sa tth el a s tBo ardm e e t ing can b e d re s sed (s e et h em a p on p ag e7 o f th ea t t a ch me n t ) . Howa r d ' sm ain ad st h a t th enum b e ro fs tuden t sinth eN o r t h er nse r v ice a reais conce rn i l l e r thant h a t in n e ighb o r i nga reas (se ec h a r ton p ag e8 ) ;h e m u chsma t h e r th a t th ep ro g ramserv em o re ch ild ren . Gi v en t h is w ou ldra t a i n ty ,J a ck f e e ls i t w ou ld b eb e s t if youd i d no tm en t i o n uncer sp e c ifi c so fl o c a t i o na tt h ist im e . Bo th JKM and CAG s t i l l f e e l N or t h ernist h eb e s ta re at ou s e ,w h ile How ar dp re f e rs ala rg e ra re a su c ha s M um ford. Insho r t ,w est i l l do no t hav e an a reaid en t i f i e d . t o ~ T he t h re eK e ll o gg Y ou thIn it i a t iv e sP rog r ams -in C a l h ou nC ount y , A lge rand Marqu e t t ecountie s , an da setio no f cen te rc it yD e tro i t sp r ang fromth ep e r ce p t iont h a t tod ay 's yo u t hface unp r e c ed en t e d cha l l e nge s , ch i e f amongth em t h e ch ang ingfam i l yst r u c t u r e ,w o rs en ing pover t y ,w e ak en ingso c ia l i n s t i t u t i o n s an din c re a s i ng po l a r iz a tiono f so c ie t y . Su ch condit i o n sa r em akingit i n c r e a s i ng l y di f fi c u l t fo r g r ow i n g num b e rs o f ou r you th t oleads t a b le and p roduc t i v eliv e s . Th e th ree KY IP sa r ebo ld exp e r im ent sto nu t u r et h es t r eng t h so f ta rg e ted itie s ,tos p a r k co l l a bo r a t iv ee f f o r t st om ee t head -o n t h eyout h commun c r i s isan dd ef e a t it . Th eg o a li st os t r e n g t h en p o s i t i v ee n v i r onm en t s in w h i ch yo u th candev el o pin t ot h eb es tp eopl eth eycanb e com e . Th e F ound at i o nr e cogn i z e sth at su ch ago a lw ill re q u i r esub s ta n tia l so u r c es , bo t hhum an and m a te r ia l, andis p l edg e dto p ro v i d e them . re T he F oundat i onrea l i z e s th a tsu ch a go a lc a nno tb ea c c om p li s h edina fewy ea rs , and is m e a s u r ingits comm itm en ti nde c ad es . T h e Found ation r e a li z e sth a tu ltim a t e su cces sw i l lr equ i r er e p l i c a ti o n , and fo re ,it h as cho s e nt h r e e comp l ete l yd iver s ecommunitie s: ru r a l ; th e re sm all town /ru ra l; andu r b an . S u c c e ssint h e s ed ive r g en ta r e n a sw ou ld prov eth a tcom p r eh ens i v e ,l o ng -te rm , co ll a bor a ti v epro g r am stoa ss is t you t h can b e su c c e s s f u l any wh e r ei nt h e na ti o n . C rite r ia u sedfo rs e le c t ioni nD e t ro it : �CURRENT G RAN T SIN DETRO IT AREA R epo r tc rea ted M a r ch 11 ,1 988 . - 87 /05 /01 89 /04 /30 $ 228,166 .00 UPFV0001BE C on s /D e tro it Y o u t h -NAB P ro v id e adv i c e and d i r e c t i o n in th eFound a ti o n ' s p rog r amm ing a r e ao fo p p o r t u n i t i e sf o ryou th, p a r ti c u l a r l ya si tr e l a t e sto th eD e t roi ta r e a 87 /07 /01 88 /06 /30 $5,500 .00 UPFL0001BK D e t r o i t Pub l i cS choo l sJKM Imp rov eth eq u a l i t yo f edu c a t ion a v a i l a b l eto D e t r o i t you th by invo lv inga l lp a r t i e sr e l a t e dto th es choo l sy s t em in ac o l l a b o r a t i v ep l ann ing , p rob l em so lv ing p r a c t i c e 87 /10 /01 /09 /30 88 $99 ,150 .00 UPFV0001AK, Joy o fJ e s u s , ~ P romo t e po si t i v ech a r ac t e rd ev e lopm en to fD e t roi t i n n e r c i t yyou th by b l end ingQu e s t's s k i l l s f o r l i v i n gc u r r icu luminto P ro jec t I Help You th p rog ram 86 /02 /01 86 /0 8131 $21 ,600 .00 UPFV0001BD W ayn e Coun ty P rob a t e Cou r . t JKM P rov id e an e ighbo rhood -b a s ed ,d e l inquency p rev en t ion p rog r am d e s ign ed too f f e r al t e rn a tiv e co rrec tion a lh e lp toD e t r o i t you th invo lv edin m i no ro f f ens es 87 /08 /01 89 /07131 $301 ,320 .00 UHMD0003G W a y n e S t a t e Un iv e r s i ty -TAB Imp rov eth eh e a l t ho fD e t r o i t ' sb l ackand imp rov e r i sh ede ld e r l yby d ev e lop ing mod e l n u t r i t i o n and~ p romo t ion e r v i c e s 87 /02 /01 90 /01 /31 $ 968 ,6 66 .00 UHGD0001P D e t r o i t Ex e cu t iv eS e rv i c e Co rp s -RHH Imp rov ep e o p l e ' sa c c e s s toq u a l i t yh e a l t hc a re by u singr e t i r e dex e cu t iv e s toh e lp sh ap e th e d e l i v e r yo fc o s t e f f e c t i v es e r v i c e s 87 /04 /01 9 0 /03131 $270 ,794 .00 UPH J 0 0 0 1L G r e a t e rD e t r o i tA r e a H e a l th Coun c i l -RAD Pub l i sh a s e r i e so fr e p o r t stoexp l a in toand p romo t e th ep a r t i c i p a t i o no f bu s in e s s ,l a b o r , gov e rnm en t , and h e a l t hc a r el e a d e r sin a mod e l r J -g ion a lh e a l t hc a r ec o a l i t i o n 85 /1 0 /01 /31 87 /03 $32 ,000. 00 UHCB0001A W a y n e C o u n t y -HMT R edu c ei n f a n tm o rt a lityandmo rb idi t yby imp rov ing a c c e s st or e n a ta l an la r l c a r e fo rb l a ck u rb an low in com ewom en &t h e i rc h i l d r e n by r emov ingt r a n s p o r t a t i o nb a r r i e r s 87 /11 /01 90 /10 /31 $889,1 52 .00 UHMD0001V W ayn e S t a t e Un iv e r s i ty -TAB Imp l em en ta h ea l e r v i c ef o rp a t i e n t s t h a temph a s i z es phy s ic i an invo lv em en tinr i s k r edu c t i o n 82 /07 /01 86 /06 /30 $761 ,126 .00 ARTS I'<ta....... a . -~ ~ 87 /09 /01 88 /08 /31 $57 ,010.00 UPFV0001AV ~ e A id_So c i e tyJKM M in im iz e i ni t i a lp l a c em en to f som en eg l e c t ed , abu s ed ,o rt roub l edc h i l d r e ni n t of o s t e rc a r e ; f a c i l i t a t ee a r l yr e t u r ntohom e th roughf am i ly sup po r ts e r v i c e s ---- UPH J 0 0 0 1K ------ - " - - ' - ~ A r t s Found a t ion o fM i ch ig an-OM P romot eth ea r t sin o u t s t a t eM i ch ig an �UPFV0001RA D e t r o i tS ymphonyO r ch e s t r a -PDM e rs t and ingo f th ev a r i ou sa r tfo rm s P romo t ea n und a n dp rov id e qu a li t ya r texp e r i en c e s amon g M i chig an you th 86 /10 /01 89 /09 /30 $345 ,000 .00 UPFV0001RG Ro ad s id eA t t r a c ti o n s ,In c . -PDM P romo t ea n und e r s t and ing o f th ev a r iousa r tfo rm s a n dp rov id eq u a l i t ya r texp e r i en c e s among M i ch ig an you th 86 /10 /01 89 /09 /30 $112 ,200 .00 UPFV0001RK Found e r s So c i e ty D e t roi tI n s t i t u t eo fA r ts PDM P romo t ea n und e rs t and ingo f th ev a r i ou s ar t fo rm s a n dp rov id e qu a li t ya r texp e r i en c es amongM i ch igan you th 87 /09 /01 90 /0 8 /31 ,500 .00 $322 UPFV0001RM Mi ch ig anOp e r a Th e a t r e -PDM P romo t ea n und e r s t and ing o f th ev a rio u sa rt fo rm s eq u a l i t ya r texp e r i enc es amongM i ch ig an a n dp rovid you th 0 /01 86 /1 3 0 89 /09/ $172 ,500.00 Commun ityF o ~ , ~ e ~ M i ch ig an -PRE A s s i s t th e e t r or r e t iQ ii:G !V E Sr ?g r amto e ~e g iv ing a n dv ~ r l -Coun ty D e t r o l t a r e a 88 /01 /01 89 /12 /31 $20 ,000 .00 V id au r r i M /H en r¥ Fo rd Ho sp i t a1 -LRM W i d e n te n a t i o n ' s poo lo fc ap ab l el e a d e r s by en ab1 in u ts tand in gAme r i c an stob ro ad enthe i r k n ow le dg e~ t te t i s s u e s& to im p rov e th e i re e ~ s k i l l s -G r o u pV I I 86 /08 /01 8 9 /07131 $54 ,000 .00 UPM J0001B D e t r o i tP u b li cL ib r a ry -AEE s e r sa c c e s sl i b r a r yc o l l e c t i o n sby H e l p u d ev e lopinga s i n g l e ,i n t e r a c t i v ecompu t e r i z ed d a t ab a se o fa l l ho lding sinM i ch ig an r e s e a r ch 1 ib r a r ie s 87 /09 /01 89 / 0 8 /31 $445 ,275 .00 UPM J 0 0 0 1E W a y n e S t a teUn iv e rs ity -AEE H e l p u s e r sa c c e s sl i b r a r yc o l l e c t i o n s by d ev e lop ing asi n g l e ,i n t e r a c t i v ecompu t e ri z ed d a t ab a s eo fa l l ho ld ing s inM i ch ig an r e s e a r ch l i b r a r i e s 87 /09 /01 89 /0 8 /31 $790 ,500 .00 PH ILANTHROPY UPMM0001E LEADERSH IP UKCA0007W L IBRAR IES 0215n 3 /11 /88 -wp 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/. 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_1988-03-15_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Detroit Area Grantmaker's Monthly Meeting Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 15, 1988 for the W. K. Kellogg Foundation at the Detroit Area Grantmaker's monthly meeting. 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 1988-03-15 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/6629fa320768fc1a3f9015273ce9725a.pdf c740ebffa3e272cfeb1af8ceb6fb42e1 PDF Text Text A LAYMAN' S PERSPECTI VE ON PRIORITIES FOR HEALTH PROFESSI ONS EDUCATI ON REFORM Remarks by Dr . Rus s e l l G. Mawby , Pres ident W. K. Ke llogg Founda t ion March 17, 1982 Heal th Pr o fe s s ions Edu cation Confer en c e Universi ty o f I llino i s, Chic ag o I. I wel come t he invi t a t ion to be wi th you t oday and t hank you f or t he opportuni ty to o f f e r a f ew ob serv a t ion s f r om a l ay man 's pe r spe c t i ve on "Priori ties f or Health Pr o f e s sions Education Ref or m." I hope t he s e thoughts f r om a grateful beneficiary of your pro fe ssions , a f r i endl y c r i t i c o f the proces s and sy stem, can add a us e ful dimension to your delib era ti on s. In reviewing the program I am s truck, in par ticular, by two point s. First, t he depth and bread th of the t op i c s addre ss ed and t he qual if i cations o f t he spe ake r s and r esource people are most impressive. Hope fu l ly the presenta t ion s and di scuss i on s with you r col l e ague s i n the heal th pro fess ions educ ati on f i e ld hav e challenged �2 you r t h i nki ng , s ubstan tiat ed s ome o f yo u r own beliefs, and given you pause f o r though t. One challenge always is to have a confe r enc e such a s th i s make a r eal d i f f e r enc e "back home." Too of t en we r etu rn t o a he c t i c schedule , a loaded desk , a c l u t t e r ed calendar. In th e busyn e ss o f ca t ching up, keep i ng up, and cop ing wi t h t he crises of t he momen t, li f e -- and t he curr i cu l um -- go unaltered by mee tings such as this. The proce sse s of i n stitut i on a l change , c a r efully des igned to protec t us all f r om h a s ty decision or impulsive action , can a s e a si ly s erve to smother a flame of i nnovation. May you h ave t he courage, t h e energy, and the genius t o avo i d t hat b eing t he cas e -- again. Second, I am i mpre ssed wi th the compr ehensive fram ework of t h is mee t ing. conten ts, everyo ne is h e r e. At l ea s t i n t he tabl e of Us ua l l y, ph ysicians talk with phy s ic i an s , nur se s with nu r s e s, pub lic h eal t h s pe c i a l is t s wi t h s oc i ologi st s and pol i t ical sci ent is t s , �3 and den ti sts wi th themselve s . But a l l dimensions of t h e h ealth profe s sion s are rep r es en ted i n t his meeting -t h e basi c sc ienc e s, medi cin e, dentis try, nur s ing , admi n i s trat ion, pharmacy , pu bl i c he al t h, t he alli ed h e a l t h f i e l ds . Remarkable! Wonder f u l ! Perhaps you wil l be t h e v angua rd in moving forw ard, in t angib le and gra tify ing way s , t he conc ep t an d gen i u s o f the academic hea l th cente r -- at t h e momen t accomplished in d i s c i p l i n a r y sci enti f ic con tributions, bu t wi t h t he i r po t ent i a l unfulfi lled i n program s f or main t aining h e al t h and promo t ing i n t erprofessional educ a t i on , benefi ts which the r efo r e a r e no t yet r e a l iz e d . As alre ady i ndicat ed, my bac kgr ound and my gradua t e education are in agri cu l ture. I come t o you as a l ayman , hope fu l ly an " in f ormed layman" whos e ro le as chi e f ex e cu tiv e of ficer o f a foundation -- which each ye a r provides abou t $2 5 mil l ion f or demon s t r at i on �4 programs i n health education , s ervices, and delivery ob ligate s me t o be aware of i ssue s in t he f ield. I still recall vividly a s e r i e s of "rude awakening s" as I f i r s t bec ame involved in the Foundation ' s programming in hea lth. I was dismayed, shocked, d isappoin ted by much o f what I learned of the inner workings, both in education and practice. Whil e t h e r e is much to be admired and praised, the s t ark realities which became clear, tarnished and e r oded the pinnac l e upon which t h e health pro fes sions had resided in my mind. I have tried to learn wi s ely and t o ' c a r e f u l l y place the various components in proper perspective and ba l ance. In so do ing, I have h ad to l ea r n t h e l exic on o f t h e hospital hallways and the differenc e s between radio logy and rh eumato logy; to recogniz e a "third party payor" when I s e e one; to understand that " f our - handed dentistry" do esn't re f e r to a clumsy practitioner or a ca r n i v al f r ea k ; and to apprecia te a care er ladder in nursing �5 (bu t I mus t confe s s I s till canno t dis t ingu ish ea s i ly a nur se pract itioner f r om one who i s no t .) Ac tually I bring mor e baggage than t ha t to t h i s me e ting . I grew up on a f a r m i n west cen tra l Mi ch i gan , no t rea lly "rural rural" b e cau s e t he ho mepl a ce is now part of a suburb o f Grand Rapi ds , bu t a farm nonethe less and in a f amily which enjoye d f or ye ar s th e spl endi d s ervic es o f a coun t r y doc t or , Dr. J ay D. Vyn. His wife was his of f ic e nurse/rec ep t ioni s t ; l a t er h is daugh t e r s e rved in t h at r o l e al s o . They worked t oge t h e r in ha rmony -- we no w ca ll th a t jo i n t prac tic e -- suppor t ive o f e a ch othe r, the pati en t , th e f ami l y . I am not a no s t a l gia bu f f, yearn ing fo r t he go od old days -- a re tu rn t o the ou t-hou s e, t ube r cu l os i s , and bl ood l e t ting but the re were s ome th ings in t h at pa t tern which would s t i l l s e r v e us well. But perhaps my bes t quali f ic a t ion f or be i ng here t oday i s not th a t o f a Foundat ion execu t i v e but simply �6 a layman -- a son, husband , parent, conce r ned c i t i zen . I h av e b een bl es sed with good he a lth and s o my pe r s on a l i nvolvement wi th the heal th care s y stem has be en min imal . But I have had more t h an enough opportunity t o b e deep ly involved - - emotiona l ly and in ev e r y other way -- in my r e spon s ib i lit i e s and re la t i on s hip s with bro thers and si sters, paren ts, f r i ends . I hav e spent mo re hours than I care to r ememb er a t a ho sp i ta l beds ide, l e an i ng on the wall o f a ho spi ta l corrido r, s itt i ng endle s sly i n a waiting room. I have sought i nfo r mat i on and assistanc e in eve r y conce i v able way -- asking, begging, cajo l ing, thre a ten ing -- t o ge t a tidbi t o f informa ti on, a glimpse o f the t r uth , a glimmer o f unders t anding . I hav e exper i enced i t al l -- t r i umph s and t r age d i e s , compas sion, arrogance, s e l f l e s s n es s , in sensitive cal lou sne ss, both the brilliance and the pet t i n es s o f th e car i ng p rofessions you r epresen t . So the perspec tiv e I bring i s t hat o f a l ayman -- a conc erned �7 individual, a grateful beneficiary, a cons t ruc tiv e c r i t i c, an e ager p art i cipan t in t h e unending proc e s s o f making the superb hea lth sy s t em and situ a ti on we hav e to day even more re s ponsive, e f fe c t i v e, and s at isfy i ng . II . You are educa tors, t ho s e charged with key re s pon s i bi l itie s in t he p r epa r a ti on o f th e pro fe s sional s who des ign, manage , and conduc t t he a f fa irs o f our h eal th care sy s t em -- its variou s co mpo nents, i nst i t u t i ons, and programs. it we l l : You shape tomorrow . W. K. Kellogg s a i d "Education o f f ers t he grea t e s t opport uni ty fo r re al ly i mprov ing one genera tion ove r another ." You a r e vi tal par ticipan t s in t h e s e l ec t ion and molding o f phys i cians, nurs e s, pharmac i s t s, den ti sts, and other hea l th pro f e s s ionals of t he futu r e. You help to determine the cr iteria by wh ich the t ough de c is ions are made as t o who i s 1n and who i s ou t ; you shap e the pa t te rn o f experienc es to which t hey are exposed and t he ri gors t o �8 which they a r e s ub jecte d and you e stabli sh t h e c r ite r i a by which their suc ces s or fa ilure i s determined. Thus, ultimately, you i n fl uence t he shape, t he character, t he personali ty, the moral ity of t h a t which we c al l our heal th care system. We are grate ful f or the degre e to which you suc ceed; we worry about the whys, the hows, and the so whats of t he job you do; and we are the benefic iarie s -- or the vi c t i ms -- of t he consequences o f your e f f or t s. Quite frankly, I have struggled with how I might most productive ly appr oa ch my ' assignmen t t h i s morning. My fi rs t i nc l i na t i on was t o approach the ta s k as I a lways approach doctors and nurses -- hat in hand, in awe and in admiration of t hos e who are privil eged to serve and inf luence s o intima t e ly t he human condition. Despite many experiences whi ch abuse that i dyllic image, t o me there i s no h igher calling than the caring profes sions you repre sent. �9 But I hav e cho sen a dif ferent cour s e in pur suing my t a s k today. Qui t e simply , I l eaned back in my chai r and said, " Suppose I were a he al th profe s sions educ ator . What would I do?" As a l ogic al f i r s t s t ep, I t he n pursued th e question, "I f I cou l d de s ign i t , what kind of a health car e a rrangemen t would I l ike f or the Mawby f ami l y ? " Thi s i s no t an idl e or an impul sive qu estion; i t is on e I have been asking mysel f, memb er s o f our Founda t i on p rogr am s ta ff , l eaders i n th e h e al th pro f e ssions for a numbe r of years. I hav e f i nal ly concl ud ed tha t i de al l y I would hav e t he ' Mawby fami ly a f f i li a t ed with a sma l l group prac tice consi sting o f thre e or f our f ami l y phy s i c ians , a ped ia t r i c i an and an ob s te tri cian gyne col og i st , working appropria t e ly and i n ha r mony wi th nurs e pract itioners , wi th a r ecep ti oni s t /bookkeeper, other s uppor t personne l in nur sing and the al lied health f i e l ds , and two dent is t s. This group would have appropria t e privil ege s with community hos p i t a l s and �10 re f erral a r r angemen t s with spe cial i s ts. Ph i l os oph i c a l l y t he group would be commi t t e d to a program o f he al t h promo t ion/di s eas e preven tion or hea l th main t enance, a s wel l a s t r ea tment o f i l lne s s. Now l e t ' s t a ke a momen t t o con s ide r thi s model . First, t he cor e o f t he gr oup would be three or f ou r family phy sic ians, conc erned with t he i nd i v i dua l and wi th t he f ami l y . When our f amily phy s i c i an wa s away , we woul d be covered by on e of h is group partner s who would have complete acce s s t o ou r heal t h r ecords. When warranted , t he s e f amily practit ioners would i nvolve app ropri a te s pec ial i s ts fo r consultat ion and/o r t re a t men t . They would be working i n harmony wi th nu rse practit i one r s . Very o f ten my minor complaints do not r equire t he atten ti on or time of a board-c er t i f i ed s pe c i a l i st . I am qu it e con ten t to b e t r ea t e d by a comp eten t nurs e prac ti t ioner, wi t h con fidenc e t ha t i f s he i den t if ie s a probl em t ha t s h e t hinks r equi res f u r t he r exp e r tis e , s h e ��12 the profess ions t o addres s t hi s idio sync rasy in t he pre sent patt ern of practic e is dif ficult t o fa thom. And t he empha sis on heal th promotion/disease prevent ion? You i n the hea lth pro f e s sion s have de signed a s y s t em whi ch compensates yo u only for t h e treatmen t of my il l ne s s or i n j ury . I c an enga ge s pe c ia l is ts to des ign and implement a preventive maintenance program f o r my air conditioner a t home, or the e l ev a t o r or duplicating mach ine a t the offic e. I n such a contractural arrangement, I always have responsibili ties which I must fu lfi l l if t ha t con tract is t o be v a l i d . In similar fa sh ion, I would l ike t o compen s a t e a health care gr oup for t h e de sign and the con tinu ing monitoring, wi th my f u ll parti cipa tion and f u lf i l l men t o f my ob ligations and r e sponsibili ties, o f a maintenan ce contract for my mo st precious possession my health. Why have the health pr o f e s s i on s b een s o un i magina t i ve , so uncreative, so unre sponsive in t his area? �13 So, t ha t' s a br i e f in s i gh t from a layman' s perspectiv e o f one mode l o f an " i de a l primary c a r e arrangemen t. " Th e r e can - - and should -- be many o th e r s, t o provide pr ima ry care t o diver s e c li ent group s i n va r i e d se ttings. Th a t ' s a s f a r a s I wi l l go today as a layman. As exper ts, you wil l giv e f ur t h e r con s ide ra t ion re la ti ng to s e condary and ter tiary l ev e ls of car e, of f e ring t h e bene f i t s of superb specialization and sophis t i ca ted t e chnol ogy and linking primary car e prov ide r s ul tima t ely t o th e rich re s ou r c e s of r e sear ch i nst itu t i ons and academic health centers. Wi th modern commun i cat ions t e chnol ogy , pract i tione r s i n ev en t h e mo s t r emot e loca tions can be i n tou ch wi th colleague s for cons ulta tion and counsel on a cont i nui ng basi s . As a l ayman surveying the health c are s c ene t oday both i n educa tion and i n pra c tice - - I see the "bits and p ieces" a s superb . By "bi t s and p i eces" I re fer t o our pro fe ssional s chool s, i n medic ine, nurs ing, dentis t ry, �14 pharmacy, admini stration, a l l i ed h eal th, a l l t h e rest; the p rofessions, with dedica ted and compe tent indiv idual s and e f fec tive associa t ions; t he various pract i ce settings, including s ol o and group o ffi ces, clinics, hosp i tal s, research and teaching cent er s. Al l superb, without quest ion t h e finest i n the world. But I have the uneasy f ee l ing th a t t oo l i t tle t hough t and e f f or t has been given to rat iona liz ing t h e whole, with an object ive of s e r v i ng maximal ly t h e int e r ests of the ultima t e beneficiari e s . The "total system" (this ph r a s e sounds tidier, more prescr ibed and restric tive than intended or possible) with multi pl e alterna tives and pluralism i n every sen s e -- should be particularly sensitive t o the publi c it s e r ve s and by which it is sustained, sub jugating the more s e l f i s h i n t e r e s ts o f p rofessions and institutions to the higher purpos e. We lack a "grand des ign" or a s e r i e s o f grand designs which bring t oge t h e r in most effec tive ways th e �15 exper t ise o f t he various h eal th p ro f essions, and networking mor e e f f i ci ent l y the resource s o f th e h e alth c are i n s t i t u t i on s o f ou r s oci e t y. Wi s e l y don e , building on t he t e r r i f i c st r ength s of t he day bu t r e spond ing ob jec tiv e l y and s en s i t i v e ly t o t he demands and unme t needs o f t he pub l ic , th e res u lt sure l y wil l be fa r gr eat e r t h an t he s i mp le s um of t he par ts o f which i t i s compri sed. As e du c a t or s i t is yo ur ch a l l enge t o f u lf i l l such a vis i on and go al . I t i s not enough t o be s i mp l y a nur s e educato r or a medica l e duc a t o r . You mu s t s e e the larger p i cture , with i ts str engths and shor t comings, and mov e re l entles sly t owa r d t he r eal i z a ti on of t he b ett er s i t u a t i on . Un i v e r s i t i es , of which the schools of the h ealth pro fe s sions a re a p art, a re the knowl edge res e rvo ir s o f our society, e s t ab l ish ed and s u s t a i n ed to preserve , c reat e , and transmi t knowl edge . An unending chall enge i s th a t o f mobi liz ing t hese knowledge r esources i n ever more e f f e c t i v e ways to deal wi th th e conc ern s o f s oc i e t y . �Whil e t he re is muc h in t h e hea l th c a re s cene i n this coun try o f whi ch you can be j u s t ifi ab ly p r ou d , there i s st i ll much "un fini shed bu siness. " Hope f ul ly the health profe s sion s -- wi t h you as educators in the v anguard - - wil l prov ide aggressive and i mag i na t i v e leadership i n addres sing i s sue s o f concern, l e s t the r e s pon s i bi li t y f a ll by defaul t to t ho s e l e s s able . III I n t he he a lth programming o f t he W. K. Ke l logg Founda tion, our health program team fo cus e s on fi v e issues : av ailability and a cc e s s to h ealth care; comprehen siv eness and c on ti nu i ty; qu al ity ; co s t con t a i nmen t and produc tivi ty; and he a l t h promot ion/dis e a se preven t ion/pub li c he a l t h . As health profess ional s you unde r s t and the se i s sues and the i r ramif ications so t h e r e ' s no need t o el abor a t e in detail, but I would commen t on e ac h br i e fly since t he y re late so cl ear l y to your opportun i t i e s i n educ a t ion. Because the issue s �are s o in terrelated, I ' l l no t t r y to s eparate t h em artif ic ially bu t simply t ou ch on t hem in a natura l sequence. It may be appropria te to begin with a problem identi fied in the writ ings o f Herodotu s s ome 2400 y ears ago. The Greek historian perceived a disconti nuity o f care in his n a tive l and , and he lamented, "Each physi c i a n t r e a t e th one part and not more. And everywhere i s f u l l of physicians; f or some pro fe ss themselv e s phy s ician s o f t h e eye s, and others the head, other s t he t e e t h , and others o f th e pa r ts about the be l ly, and o th e rs of obscure sicknesses." Herodotu s was corr e c t in his view t h a t a discont inuity of care c an resul t f r om t he trend toward ov erspecia lizat ion. Health care, o f fered or provided in a fra gmented fa sh ion, is difficult to deal with in itself but the problem goes deeper. Oft en accompany ing s u ch spec ia lized care i s the problem of t r an sfe r o f i n f ormati on between �pr ov ide rs o f c a r e who unwi tt ingly or wors e, knowi ngly, inh i b it t h e p ati ent' s a cce s s to comprehens i ve c are. Le t me u s e a pe r sonal exampl e t o il l u s t r a t e wha t mean. l My mother, by th e time she r eached h e r mid- 70 s had s ev era l different he al th probl ems , i nclud i ng cance r and compli ca t ion s f r om a se ries of s t r oke s . In th e cours e o f her cancer t r e a t men t s he was s hunted f r om on e s pe c i al i st to anothe r , f r om in terni s t t o s u rgeon t o r adio logi s t to onco logi st, none of whom r e ally took a comprehensive l ook a t her problems i n orde r to a s s e s s her ov erall condi tion. The i n t erni st who diagnosed the probl ems ini tia lly re fu s ed t o conti nue a s he r primary c a r e phy si c ian , so t h e r espons ib il ity f or continuity rested wi th the pa tient and he r f ami l y , c erta i nly an unsat i s fac tory as signmen t by de fault . We encountered another s tumbl ing b lock - - a great re luc tanc e, and at t i me s , r e f us a l on t h e p ar t o f seve r a l phys i c ians to t r an s f e r medi cal r eco rds o f t he car e t hey gave my �mother to other phy sicians who also were t r e a t i ng h er. Consequently, examinations, tests, and procedures were duplicated unnece ssari ly, a t inconven ienc e, d iscom f o r t , and cost. I understand t he reason s given, bu t I do not accept th e f i na l r esu lt a s adequate or de fen s ib le. The re must be better ways. isolated on e. Th i s examp l e is not an Fr i ends and assoc iate s have told me s imilar stories, and you can surely add anecdote s o f your own. Overspecializa tion and a lack of cont inui ty in care are not p roblems confined t o the practice o f medicine. Speci alization, some obs e r v e r s contend, has re sulted from t h e imp lemen t a tion o f technology i n almost every f i e l d, forcing the i ndividual t o de a l with an ev e r - i nc r e a s i ng number of prov iders o f s ervic e. The spec ia lization of h ealth education and he a lth services is, in many ways, an achi evement in America that we can �20 be proud o f. But at the same time, we mu s t manage it s o that i t do e s no t bec ome an end in and of i t s e l f . If s u ch spe cial izat ion resu l t s in f r u s t r a t i on and f r a gmen t e d , incompl ete patient care, i t needs rethinki ng and re arranging. What does t h is mean in terms of health profe s sion s education re f o r m? It means we mus t con sc ious ly and with de termina tion move toward making the academic heal t h center t h e foc us for compr ehens i v e , interprofess i on al education -- education which begin s t o remov e professional barriers th a t s tand in the way o f mor e effective, patient-c entere d h ea l t h care. And, it means encouraging s t uden t r ecep tivenes s t o t he kinds of joint practice arrangement s which can ultima t e l y bring i mpr ov emen ts i n c linical settin gs. In t he absenc e of an int egrated approach s uch as might be provided by an ac ademic heal th c en t e r , t he re sponsibility keep s coming ba c k to t he i ndividual schoo ls whi ch prepare dent ist s , nurses, physicians, �allied health personnel, administrators, and pub l i c health professionals. Thes e schools generally give t he i r studen t s only cursory expo sure and l i mi t e d sensi tivi ty to hea lth problems and care from th e viewpoint o f the patient. There are exceptions, of cour s e , but t oo often rel ated pro fe ss iona l s tudies abruptly leave o ff with t he important, but limited, p roces s o f taking a patient 's personal h istory " f or t he r e cor d . " Thi s problem should be addressed by all heal th professional schools, and parti cular ly by the med ic a l schoo l . The medical school has t h e respons ibility of educating t h e key member of the health care delive ry te am. The phy sician is t h e quarterback, t he CEO, t he gu a rdian, th e gatekeepe r -- large ly de termini ng in what manner and with wha t empha ses pa tien t care is provided. Thus t he medical school p lays a particularly c r u c i a l rol e in determining exactly what he al t h care delivery i s today and what it might be tomorrow. Even when academic �hea lth centers become well developed in hea lth pro f ess ions education, the medica l component wi l l co nti nue t o be of speci al sign ifi c anc e . I s it t oo much to hop e t h a t t he s e schools and t he i r graduates wil l incre asingly pursue a s t a t e sman s h i p rol e o f leadersh ip, se t t i ng t he highest of profe s s ional s t anda r d s for pati en t- centered care and s imu l taneou s ly encourag ing -- and permitt ing oth er h e alth profess ional s to con tribute maxima l ly? As a pa r t of t h e improvement o f heal th care , a t t enti on mu s t b e directed a t l earning how n ew spec ia lt i e s in medic al pract ice can be crea ted to t r e a t human problems, a s well a s defining soci ety' s ne ed s to make t he best us e o f t ho se special t i e s onc e t hey a r e in p lac e . An o rderly sy stem o f l imi t i ng, monitori ng, and coordinating s pe c i a l t y practice mu st be e s t ab l i s he d . Certainly , t h e s ame responsibili ty fa l l s on t he other hea lth pro fes sion s s choo l s , a s we s e e more and more empha sis on n ew s p e c ia l t ie s wi t h i n nursing, alli ed he a lth profes sions, pharmacy and denti s t ry. �My ph y si c ian f r i end s te l l me t h at in many educ a tional i ns t i t ut i ons t he socia l analysis a s pe c ts o f heal th c a r e a r e in t he schoo l s of public he al th . But they al so admi t that u sually there i s li t tl e rela tionship b etween wha t t he schoo ls o f pub lic health are seeing and wha t i s happening i n t he me d i ca l or dental or nur s ing e duc a t i ona l proces s . Very f ew universit i es, have for examp l e , what c an be ca ll ed a "Center f or Heal th Se r v ic e s Res ea r ch , " whi ch has a re lati on ship to or an effe c t on e duca ti on o f h e al th p r o fe ssionals. Thi s i s linked to t hat "grand des i gn" I ment i on ed e a rli e r which s hou ld be a backdrop f o r pro fession a l educat i on if care is t o be comprehensive and co n tinuou s. IV. Le t me u s e a t r u e story , sl i gh tly drama tiz ed, t o illus trat e th e i s s ue o f availabili ty o f and acc e ss to heal th c a r e. �No t l ong ago on a vi s i t to a county s e at t own in southern Mich i gan, I met with a group o f yo ung phys ici an s. I asked them: " I f t he Mawby f ami l y moved t o t h i s area, cou ld any of you take u s on a s new pa t i en t s ? " The r e was qu i ck consensus, "Gh y es , Russ Mawby, presiden t o f the Ke llogg Foundat ion, o f cours e we wi l l get you in. " "No , no ," I s a id . "Ru ss Mawby , with a wi f e and th r e e kids , l i v i ng on 40 acres sou th o f t own. " Aga in t he re was qu ick a gr e ement , "None o f u s i s taking any new pa ti en t s . You ' l l just hav e t o go t o t he emergency room at t he ho s p i t a l . " I don ' t bel ieve t hat i s a s a ti s fac tory answe r to primary c a r e f or famili es ; emergency room c a re should be f or emergenc ies, no t s e r ve as a us ua l point o f en t r y f or pr imary ca r e. �Expert s ke ep t e l l ing me t ha t access to health care is a seriou s problem on ly for t he urban poor and f or peopl e in r emote rura l communitie s. But th a t simply i s not true, if t h e measure we apply for adequacy goe s beyond t h e most primitive or basi c s tandard. In communiti e s of al l type s, urban and rural, withou t r e gard to e conomi c circumstanc e s, many fami l i e s have r e al di fficulty in gaining acce s s t o sa t is factory primary care on a con t inuing basi s. As a layman I hav e ob served that h e a l t h pro fessional s i n par t i cu l ar physicians, bu t to a de gree al l health profess i onal s h ave no pr ob l em gaining acc ess to the health care system. If t he i r child or mother or good f r iend needs to see a doctor, even a s p e c i a l i st who is booked six months in advance, t he re is no prob lem of access. I suspect this may be a fr inge benefit which al so extends t o you as heal th profes sions educators. But do n ' t l et t h i s l ull yo u i nto a belie f that t h is is �26 there fo r e no prob lem fo r t he re s t of u s, re gar d l es s o f geographi c, cul tu r a l, or e conomic ci r cumst an c e . While many medical s choo l s be liev e th ey a r e addres sing th e problem of acc ess t o -- and av a ilabili ty of -- good medical care by increasing the numbe r s o f gradua te s, s i mp l y incre a s ing numbers do e s not go f a r enough . s i mp l i st ic t e r ms, there are t wo prob l ems: In prep a r a ti on of physician s pe c i a l t i e s in appropria te propor ti on s, and th e geographi c d i stribu tion o f prac t itioners. Ea ch needs to be addre s sed c rea tive ly and fo rthrigh t l y . Part of t he d is tr ibu tion problem may correct itsel f a s numbers i nc r e a s e , bu t the r e a r e ce rt a inly f ur ther options. For exampl e , of mo re d i r ec t benef i t is t he e f f or t by s ome medical s choo l s to exp and re sidency experiences in small communities fo r g r adua t e physicians. Certain medical s choo l s have also e s t ab l i s h ed a gr eement s with the incoming s t uden t which require t h a t he or s he, upon graduat i on , pra c tic e f or two or th r ee �year s i n an underserv ed a r ea i n ex change f o r r epayment of a s t udent lo an. Model s s uch a s t h e s t udent l oan pr ogr am wh ich the Un i vers ity of I l l i no i s Coll e ge o f Medic ine ha s had s ince 195 0 wi th the I l l i no i s Agricu l tura l Asso c ia ti on and t he Sta t e Me d i c a l Society mu s t be c on t i nue d and promoted. In addi t ion , be tte r i nforma t i on systems must be cre ated which l og data on those a r e as t ha t need phys i c i ans, where phy si cians mi grate upon gradua tion, and wha t k ind s of t hings commun i tie s can do to a t tra c t doctors. I can' t he l p but t hink that t he v e r y pre s sing problems o f maldis tribution, and some wou ld s ay a ctual s hortage , o f nu rs e s also relat e s d irectly to h eal th pro fe s sions education i ssues -- and s p e c i f i c a l l y medical education. As a layman, I canno t und e r stand, no r do I s ympath ize or have pati enc e wi t h, t h e kinds o f "p r o f e s s i on a l snobbery" which s ep a r ate the health pro f e s sion s i n bo th �28 educat ional and c l in i ca l sett ings. For ex amp le , I do no t unders tand the relu c tance of the med ic al pro fe ssion and t he med i c al schoo l s - - to t a ke a more enli gh tened view toward rec ogn izing the unrea l ized po t en tia l o f nurses and o the r non-physic ian hea l th profe s si onal s in meet ing the he alth care needs i n th is coun t ry. I suspec t t he eli ti s m and s eparati on whi ch s t i l l charac te r iz e s t oo much o f physician e du c a t i on and care wi l l no t much l onge r be t o l e ra ted. Thi s would seem par t i cularl y t r u e as the publi c b e comes more and more awa re o f how such parochia l ism i s a f fectin g the' qua l ity, avai l ab i l i ty, and co s t o f c a r e i n their communi tie s. I nnova tive appr oa ches to encouraging ph y sic ian s , nurs e s, dentists, and other heal t h p rofe s sionals t o prac tice toge the r more e ff i c iently and e ff e c tively, includ ing the provision o f care in underserved a r e a s and t o unreache d clien tel e , must continue t o be s upported so that a ll people, whe ther t h ey be a f f luent o r po or , �and whethe r they live in the city or the country, have acc ess to quality health care. v Notice -- I s a i d quality health ca r e -- certa inly a persistent and basi c concern of all. In r e c en t years, not just i n t he prac tice of medicine, quality increasingly has come to b e defined i n terms of the ap pl ication o f high technology. We pride ourselves on making u se of t h e lat est e qu i pmen t , procedure s , and syst ems whethe r in medicine, the auto industry, or communica tions. I n the heal tn fi eld t h i s emphasi s on t e chnol ogy can con tribut e to a f a i l ure by the pro fes sion s to recognize t ha t actual prac tice as an i ndi c a t o r of qua lity f o r common h e a lth problems may be just as good or better in the small, modes tly equipped clinic as i n th e major medical center. Medical s choo ls have taken the lead i n app lying high technology t o practice (as well they should ) , but �30 they mu st not ru sh so f a r ahead that t hey f or ge t th e human dimen sion -- the patient' s perception of quality which often hinges on how the phy si cian trea ts the person, not just t h e medical problem. Despi t e sta tement s by individua l faculty members t h a t they r ecognize this pat ien t per ception of t he quali ty of care a s contra sted wi t h t he physician' s perception o f care, mo s t obs ervers are unabl e to not e much evidenc e of that r e cogn i t i on . I f you or I were to have a coronary today, our spouse would not walk into the ho spital and a s k , "What's the average length of stay? " ' Bu t that yards tick has be en t oo much a primary measure of "quali ty" in hosp i ta l r ev i ews . Ins t e ad , a loved on e i s likely t o ask, or s he in pa in? II Is he I s he being kep t comfor t abl e? I s s omeon e with him? May I se e him?" Phy sicians and ho spita l administra to rs tend not to worry enough about t hose humanl y critical gauges which are so si gnificant both t o the pat ient and t h e f ami l y , and to the pati en t' s ultima te recovery. �There i s a defi ni te need f or edu ca t o r s to giv e a s much con sideration t o the patien t's perspe ct ive on qu a l i t y in prac tice a s i t give s t o heal th s c i enc e and re s earch . Many r e s pecte d authorit ie s hav e l ong cal led f o r increased a t tention t o the humanit ie s and s oc i a l sc i ence s as a means f o r i n s tilling a conc e rn f or human e care i n t he budding physician, dent ist, nurs e , or pharmaci st. Severa l school s now do th is, bu t usually on an elective ba si s. J ust as concern for th e whol e human b eing i s important to qual ity i n th e pract i ce of hea lth care , s o t oo is conc ern fo r preven t ing i l lne s s r a ther than s o l e l y r espond i ng to it a fter t he fact. The re is a good deal o f t a lk about t he bene f it s o f jogging , c a r e f u l diet , de creased s moki ng , reduc t i on of stress , and s o on. Th e s e act ions, it is said, c an lowe r the r isk of heart a tt ack o r o ther health prob lems and i mprov e overall wel l-be ing. But , on e expert s ay s on e thing; �32 another s ays something el s e -- even the oppos ite. People think they wan t to take r espons ibi lity f o r their own heal t h, but don't know what t o believe and wha t to do. VI Who's mi nd i ng the s t or e as far as health promotion and d isea s e prevention are concerned? I s the r e an app r op r i ate emphasi s on preventive medic ine in h eal th profess ions school s today? No. My be st information i s : Pr ogr ams abound on preventing t h e common i n f ect i ou s dis eas es but if on e t h i nks o f 'preven tion i n t e r ms of heart diseas e, canc er, and similar serious concerns, it app ears that we aren't making much h eadway in medic al education. For examp le, I am t o l d that most department s of preventive medicine deal wi th communi ty health probl ems having t o do with the transmission o f di sease -- s ewer s y s t ems , infestations, and t he l i ke -- act ions t ha t �33 f oc u s b road l y on t he popu lation , rather t h an the i ndividual. For the mos t par t, I understand t hat phy sicians are i n f or me d abou t nu trit iona l r equirement s o f in f ancy ; f o r corre c t i on o f speci f ic d i se ases; and fo r prevent ion o f contagiou s dis ease from birth t o about age 15 . But educa t ional emphases on adu l t nu tri t i on and adu l t di sease preven t ion are weak a t be st. Our whol e h e a l th care s y stem , including pa tterns fo r reimbursemen t , needs rethi nking if we i n t end t o s tress hea l th main t enance a s well as t reatmen t of illness . VII Anothe r que st ion t he pub lic ha s begun to f i re a t t h e he a lth pro fe s s ion s with g reat i nten s i t y i s : why has the cost o f health c are ou tp a ced almos t everything e ls e ? You each know the answer; you each may have a di f ferent answer . Undoub t edl y , par t of t hi s increas e can be attribu ted to t he u s e o f s oph i s t i c a t e d , co s t ly �new t e chnology in d iagnost ic, therapeutic, and support ive heal th care. Another po r t i on must be attributed to the aggre s sive organ iz ations of pro fe s sion al ho s pi tal staf f and s uppo r t workers seeking improved wages and working conditions. Sti ll othe r cau se s are i nflation ' s e f fect s on the e n t i r e U. S . economy, and precaut ionary r e a c t i on s to the threat o f malpractice l i t i ga t i on . But the health care provider, and specifically the physic ian, is a caus e for part of the i nc r e as e d co s t of care. The i n it i a ti on of expens es t o be i ncur r e d i n hea lth care r e sts with the pliys ic ian. Some, i n a position t o know, claim too many pati ent s are being admit ted t o the hospital for the convenience o f the doctor. Though the physician canno t contro l the dai ly room co s t onc e the patien t is hospitalized, he or s he does have control over t h e number of x-rays, the numbe r and types o f diagnostic or surgical procedures, th e extent of rehabil itativ e measures orde red, t he amount of medications prescribed , and the l eng t h of st ay. �So what i s c a l l ed f o r ? Two t h i ngs , as sta rte r s . First, t h a t medical school s work cost awarene ss and containment into their cur r i culum s o phy sic ian s are pr epared t o ma ke car e ful , discrimina ting cho ice s among t he vari ous procedur al t ool s avail ab l e t o t hem. Th i s mean s learning t o weigh bene f i t s agains t cos ts , cos ts again s t personal convenienc e, and conveni ence against the p a t ient' s well-being. In t urn, the phy si cian mus t be convinced, and convinc i ng , t hat the s e a c t i on s wi l l provide good and appr opr i a t e car e t o peopl e. Second, t h at a l l health pro fessio nal s maintain t he h ighe s t p e r sonal s tandard s of s e l f - di s c i p l ine and co n sc i entiou s execu tion of their a ssi gned responsib ili tie s i n an a tmosph ere o f cooperation. The ph ysici an i s the key ca tal yst i n t he de livery o f a ppropri at e h e a l t h car e . There fore, he or she must b e educat ed and prepared to t a ke t he l ead in coope r a t i ve and co s t - ef f e ct i v e approache s to delivery o f heal th care . �36 Further, as I ment ioned earl i er, t he physician can he lp overcome t e r r i t or i a l posses siveness and "tur f r ivalri es" in the delivery o f quality care. The oppor- tunitie s today are becoming more plenti ful for teamwork which c an vast ly improve the effic i ency and qua l ity of care, and a l so contribute pos it i vel y t o co st con t a i nme n t . A legion of new health professional s ha s joined t he fi el d : phy sicians' assistant s, ge riatric nur s e prac- titioner s, physician speciali sts in n ew a r e a s , skilled nursing , and others. New practic e opportun ities exi st i n group pract ice, joint prac t ice, and varied team approache s i n de live ring health care. Medical educa tion s hou l d t a ke t h e lead in grooming studen ts to v iew their responsibili ty as care providers -coop era tively not t e r r i t or i a lly -- and f r om the patient's perspective on what qu ali ty care i s, no t simply t he profes sional s own preference s or conveniences . �37 An a t tempt t o se t up working model s f o r t e am practi ce experi ence a t the undergradua t e l ev e l mi gh t be premature be c au s e each studen t is ov e rwh e lmed with l e a r n i ng t h e bas i c knowledge and skill s o f th a t profe s sion. But t he e s t ab l i s hmen t o f good working mode l s, men t o r shi ps, and pract i c e ex pe r i en ce s in c oope r a tive care de l ivery i n cl ini cal educa tion would s e em wel l-advis ed. By then, t he s tuden t has mature d i n skills, se l f -conc ep t , and re ad i n ess ; can i n t e gr ate t h is t e am practice experi enc e; and can en ter pro f e s s ional pract ic e f r eed o f terri tor ial constrain t s and a t titudes. Su ch te am s ki ll s can a l so be re i n force d through care ful ly p lanned co ntinu ing educ a t i on programs. He a lth profe s siona l s a re a priv i l e ged gr oup , comp ens ated by society t o an ex t en t matched by few other pr ofe s s i ons or occupations. No on e denies t h at he al th pr o f es s iona l s h ave worked hard t o ente r thei r profes sion. However, we mu st a lso rem ember tha t whil e �38 the medical or nur s ing or denta l or ph armacy studen t pay s a high pri ce in t e r ms o f t i me , energy, and do l lars , t h e overal l e duc a t i on o f t he health pro fe s sional is heavi ly s ub s i di z ed by t he peop le o f t h i s country: bo th f r om publ i c s our c e s v i a t ax do l lars, and f rom pr ivate bene fac tor s. Es tima t e s on t h e f i n an ci a l cont ribu t ion of t he student t o his medi cal or dent al edu c at i on va r y f r om abou t f i v e perc en t t o 50 percent o f t he t o ta l co s t, depending upon whether t he s choo l at t ende d i s pu blic or priva t e , and whether t he experi ence doe s or do e s no t include a broad r ange o f p r a cti ce experi enc e s i n a l arge medi c al c ente r . Addi t ional ly, t he h ea lth profe s sional' s prima r y workplace - - t he hosp it a l -- is mo s t o fte n subs idi zed by the pu bli c t o a degr e e unma tched by any o ther pro fession. Thi s arrangemen t impl ie s an ob l i gat i on by the heal th pro f ession s to u s e that s ett ing in a judicious, respon s ibl e, equ i t ab l e manner f o r t he benefi t o f a l l peopl e , no t a s e l e c t f ew. �I t r emains t he phys ic ian' s r e s pons i b i l i t y t o pract ice t he i r agel e ss , rev ered and respe ct ed work in ways which wi l l assure t he pe r pe tua t i on o f s u ch re spec t . The same can be said about t he r espo nsib i l ity o f al l who choos e t he health pro f essions. VI I I In summary, le t me s uggest f ou r topics which f r om t h i s layman's pe rspe ct i v e would h ave pr iority in hea l th pro f es s ions educ a t i on re form. First, I would call f or a compr ehensive conc eptua l f r amewor k for health c a r e delivery a t al l l ev e l s p rimary, s e con da r y , and te rt iar y , i ncorpo r a t i ng a ma j or role f or the t e a ch i ng and r esearch ins t i t u ti ons . The most appropri ate and product ive r ole s f or al l he a l t h profe ss iona ls would be clari fi e d -- phys icians, denti s ts, nurs es , ph a r ma c i s t s , publi c he alth s pe c i al i s t s, the al l i ed hea l th f ie lds, administ r a t ors . Th e vi ta l contri- bu tions of t h e va r i ou s specialti es would b e f u l l y �uti l ized but would no t be pe r mi t t ed t o dis tor t t he syst em. Educ a t i on a l programs , both in broad terms and ~ in curricular detai l , would then be made con s i s ten t with society's goals and ne eds a s rep resent ed by t h is ov erall concept -- not a single national plan, but a broad sta temen t of purposes, principles, r e lat ionships, and roles. Second, empha s i s t h r oughout the educ at ional process would be related to th e u l t i mat e goa l -- a healthy population. The popul a tion would h ave h ea l t h care s e r v i ces ava ilable and readily ac c e s sible, 'compr ehen s i v e and con t i nuous in charac ter, o f appropriate quality, and wi th a tten t ion to co st and produc tiv ity. Empha s i s would be placed on he alth promotion/di seas e prevention for the individual and publi c health programs for the community. The educational proce ss, from its ph i l o s oph i c a l approach through tangible clinical experience s, would be pa t i en t - or i ent ed . �T h i r d ,t h ec u r r i c u l ao ft h e va riou sh e a l t hp r o f e ss i o n s wou ld b ed r am a t i c a l l yr e v i s e dt op r o v i d e fo rm ax im a l i n t e r a c t i o nam o ng f a c u l t yand st u d e n t si nb o t hc lass room and c l i n i c a ls e t t i n g s ,fo cu s edupon w ay s inwh i ch v a r i o us m emb e r so ft h eh e a l t hc a r et e amsho u l d wo rk t o g e t h e r . Ap a r to ft h i scu r r i c u la rr ev i ewp r o c e ss wou ld a l s oa d d r e s st h ei s s u eo f ~ tra in ing fo r sp e ci f i cr o l e s ,so t h a ti n d i v i d u a l sa r en e i t h e r u n d e r q u a li f i edn o ro v e r c r e d e n t i a l e df o rthe se rv ices theyp e r fo rm . Fi n a l l y ,alif elongp a f t e r no f lea rn ing-con tinu ing o f e s s i o n a le d u c a t i o n-w o ul dbe d e s i g n e d and im p lem en ted pr f o ra l lo ft h eh e a l t hp r o f e ss i o n s . Th e know l edg e expl o s i o nwh i ch cont i n u e stoa c c el e r a tei nt h eh e a l t h f ie l d sm and at e sth is. A st h i s concep t w a s re a l i z e d fu lly ,t h ep r e p r o f e ss i o n a land p r o f es s i o n a lc u r r i c u l a wou ld b e mo r e f i n e l yt u n e d ,r e c o g n i z i n gt h a teve ry th ing k n ow nn e ed n o t be squ e e z ed i n t oa f o u r ,s i x ,o re igh t �42 yea r f r amewor k bu t could b e addressed, systema tica lly, over a longer period as an individual pract i tioner 's goals and r e spons ib i lities change. Such continuing educat ion should be based on indiv idua liz ed profe s s ional ne ed s and measured in t e r ms o f per formance b ehavior, not simply units of lecture t i me b efo r e gol f or on a cruise s h i p . Perhap s th i s deve lopment -- a comprehens ive approach t o con tinuing profes siona l education -- offe r s t he gre atest promise for addressing our s oc i ety ' s health care concerns more effectively . My closing t hought would be a re t urn to my f i r s t ob serva tions: (1) whi le there is much in ou r he alth care system in t h i s coun t r y about which we can be proud and whil e i n fac t it is unequa l led in t h e world, improvement is po s sib le -- there are s hort comi ngs which need to be imagina tiv ely addre s sed; and (2) a s educators, you visib ly shape tomorrow. �In most area s o f human concern, "We know be t ter t h an we do.!t Cer tainly thi s is t r u e in your chosen fi eld o f concentration -- t h e educat ion o f professional s for h ealth c a r e . A great dea l more i s known abou t wha t good hea l th care could be - - and should be -- t h an i s generally put t o u se. The un ending challenge t o you , as educators, i s to move real i ty clo ser t o the vi sion o f tha t which ough t t o be. RGM-3, Job E WPC: 3/19/82 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_1982-03-17_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Layman's Perspective on Priorities for Health Professions Education Reform Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 17, 1982 for the W. K. Kellogg Foundation at the Health Professions Education Conference to discuss the changes in educational programs in the area of health. 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. 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 1982-03-17 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/f7db03d3b12517b2512513c927142155.pdf 836b8be91ab5a750e455a47d3bd298f9 PDF Text Text Thank you, Mr. Chairman, Ladies, and Gentlemen: It is a privilege, an honor, for me to be with all of you this evening to join in saluting these folks we have come to know so well and to regard so highly, Jean and what's-his-name here. In nearly four decades at the W. K. Kellogg Foundation, Andrew has earned a special place in the hearts and memories of all of us, with his distinctive style and engaging ways. One thinks first of the daring, the flamboyance, the audacity of his trend-setting pace in men's fashions. Few people can equal Andy's reputation when it comes to style of dress ... fortunately ... And few can match his performan~e as a distinguished sports analyst ... always predicting the Detroit Tigers to win the pennant. One cannot find a more loyal and persistent Michigan fan -- although he's been very quiet this basketball season. Andy is a virtual walking encyclopedia of sports trivia. It's amazing -- he can recall that the Michigan Wolverines trounced the Michigan State Spartans 55 to nothing in 1947 but can't remember whether the staff meeting tomorrow is at 9:30 or 2. But spectator only he is not -- he is an avid participant as well in active games of all kinds. Today he reigns as the �2 unquestioned star of our Foundation racquetball squad, playing with a vigor and an abandon that has earned for him the admiring moniker "The Gazelle." He has pursued with no less dilig ence and enthusiasm his professional career, a faithful, hard-working employe e who stays awake nights planning various strategies. Some have felt it would be better if he stayed awake days. In spinning his programmatic strategies he is genuinely a modern philosopher -- he redoubles his efforts after losing sight of his objectives. But he always cuts through any confusion that may arise over statements he makes. Roused from a somnambulant moment of meditation during Foundation programming meetings, he will enjoin us, "How can I tell you what I think until I hear what I have to say?" That sort o f lo gic is hard to argue against. Seriously, Andy -- as all assembled here well know -- has made a distinctive and distinguished contribution through his various responsibilities with the Foundation. His reputation is international, his contributions are innumerable, his friends are legion. we love you. Andrew, we admire you, we respect you, While your role at the Foundation is changing, we look forward to your continuing service as a Senior Program Consultant and Director of the Kellogg National Fellows Program for the remainder of this year. And we look forward to a lifetime of good friendship and enriching colleagiality. �3 As many of you know, Andr ew P a ttullo came to Battl e Cr eek a n d th e W. K. Kellogg Foundati on in 1943 a s a Kel l o g g Fellow in Hospit al Adminis tr a t i on . Through the year s we have had man y , man y Kell ogg Fell ows . Th e usual pattern has been f o r a Fe ll ow to sp end one, or two , or three years with us and th en mov e o n to gainful e mp lo yme n t . But not Andr ew . Thus, amon g hi s many distinctions is th at of bein g the l on g estte nu r e d Kello g g Fellow. True t h e n to the Foundation' s p olic ie s , pro c edures , and proto col , we wish on this memorable occ asi on to present to And y his Fellowship Cer tific ate: THIS I S TO CERTIFY THAT ANDREW PATTULLO WAS A KELLOGG FELLOW IN HOSPITAL ADMINISTRATION AND LEADERSHI P IN PHILANTHROPY 1943-19 82 RGM 3/2/82 � 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_1982-03-02_RMawby_SPE Title A name given to the resource Russell Mawby speech at the roast for Andrew Pattullo Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 2, 1982 for the W. K. Kellogg Foundation at the 'roast' for Andrew Pattullo. 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 1982-03-02 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/05a6795663cb4ebdbe9a655d02666b2f.pdf f64a9d049e9a9a7d59c3d60eb13e37c9 PDF Text Text Remarks by Dr. Russell G. Mawby Last Seminar for the W.K. Kellogg Foundation's Community-Based Public Health Initiative Detroit Ponchetrain Hotel March 24, 1992 I I welcome the opportunity to be with you tonight to share a few observations about this community and public health initiative from a personal and layman's perspective. I have certainly enjoyed learning about your activities and discussions in this series of seminars from our health staff at the Foundation and have found the issues you are addressing to be most provocative. I want to thank each of you and your institutions for your interest in the new community-based public health initiative. It is apparent from your involvement that the agenda that the Foundation has put before you is a challenging one indeed -- calling for each of you health professions educators, public health practitioners, and community organizational representatives, to examine deeply your long-standing patterns of behavior and interrelationships. Thus far, the response to this initiative has been quite strong, though varied, as we would expect. Yet there is a pattern. You recognize the difficulty in what is being asked and the need that it be done. The time is right for some groups to reach out -- to set up new linkages with people and communities to create new partnerships that will influence health professions education and community health in the decades to come. �2 All of you in this room know only too well that the processes of institutional change, carefully designed to protect us all from hasty decision or impulsive action, can as easily serve to smother a flame of innovation. May you have the courage, the energy, and the genius to carry through some of the ideas you have been exploring and avoid that being the case -- again. I am impressed with this initiative. are here. Those who can make a difference Usually, educators talk with other educators, practitioners with practitioners, and community people only with themselves. But all component parts of the health field are represented in this meeting local and state health officials; university administrators, teachers and researchers; doctors; nurses; governmental executives; leaders of various community organizations. Remarkable! Wonderful I Some of you will be the vanguard in moving forward, in tangible and gratifying ways, the concept and genius of the helping professions -- at the moment accomplished in disciplinary scientific contributions, but with their potential unfulfilled in preparing practitioners specially suited for advocating and delivering comprehensive public health services in partnership with the communities they serve, benefits which therefore are not yet realized. As already indicated, my background and my graduate education are in agriculture. I come to you as a layman, hopefully an "informed layman" whose role as chief executive officer of a foundation -- which each year provides millions of dollars for programs in health education, services, and delivery field. obligates me to be aware of issues in the I still recall vividly a series of "rude awakenings" as I first became involved in the Foundation's programming in health. I was �3 dismayed, shocked, disappointed by much of what I learned of the inner workings, both in education and practice. While there is much to be admired and praised, the stark realities which became clear, tarnished and eroded the pinnacle upon which the health professions had resided in my mind. I have tried to learn wisely and to carefully place the various components in proper perspective and balance. In so doing, I have had to learn the lexicon of the back hallways and the differences between epidemics and epidemiology; to recognize a "utilization reviewer" or "quality assessor" when I see one; to understand that "environmental health" doesn't refer to a senior citizen breaking the ice to skinny dip in a frozen lake; and to appreciate a career ladder in nursing. (But, I must confess I still cannot distinguish easily a community health nurse from one who is not.) Actually I bring more baggage than that to this meeting. I grew up on a farm in west central Michigan, not really "rural rural" because the homeplace is now part of a suburb of Grand Rapids, but a farm nonetheless and in a family which enjoyed for years the splendid services of a country doctor, Dr. Jay D. Vyn. His wife was his office nurse/receptionist; later his daughter served in that role also. They worked together in harmony to treat the sick and the injured, vaccinate the children, improve sanitation, and protect the health of the whole community. They mobilized the townspeople and were supportive of each other, the patient, the family, the neighborhood. I am not a nostalgia buff, yearning for the good old days -- a return to the outhouse, tuberculosis, and blood-letting -- but there were some things in that pattern which should still serve us well. �4 But perhaps my best qualification for being here today is not that of a foundation executive, but simply a concerned citizen. I have been blessed with good health and so my personal involvement with either the health care system or the public health system has been minimal. But I have had more than enough opportunity to be deeply involved -emotionally and in every other way -- in my responsibilities and relationships with parents, friends, and neighbors. I have seen at first hand the petty squabbles between health departments and medical doctors, between health and social service agencies, and I have seen over and over again the apathy and red tape and needless bureaucratic entanglements that defy human logic and need. I have sought information and assistance in every conceivable way -- asking, begging, cajoling, threatening -- to get a glimmer of understanding, an approach to a problem. And I have experienced an extraordinary array of responses empathy, helpfulness, compassion, arrogance, disdain, rebuke, both the engaging resourcefulness and the pettiness of the helping professions you represent. So the perspective I bring is that of a layman -- a concerned individual, a grateful beneficiary, a constructive critic, an eager participant in the unending process of making the superb health system and situation we have today even more responsive, effective, and satisfying. II Many of you are educators, charged with key responsibilities in the preparation of the professionals who design, manage, and conduct the affairs of our health care system -- its various components, institutions, and programs. You shape tomorrow. W.K. Kellogg said it well, "Education offers the greatest opportunity for really improving �5 on e generation over another." You are vital participants in the s election a nd molding of the publi c health professionals who guide our future . You help to determine the criteria by which decisions are made as to who is in and who is out; you shape the pattern of experiences to which they are exposed; and you establish the criteria by which their suc cess or failure is determined . Thus, ultimately, you influence the shap e, the character, the personality, the morality of our health system. We are grateful for the degree to which you succeed; we worry about the whys, the hows, and the so whats of the job you do; and we are the beneficiaries -- or the victims -- of the consequences of your efforts. Others of you in this room are public health practitioners. You manage and give direction to local health agencies, and you c a r r y out and supervise the array of preventive and protective servi ces which government provides for the entire community. Still others of you analyze and plan and develop policy options for the organization and delivery of lo cal and regional health services. And finally, there are individuals in this room who, like me, are laymen, but committed to lending a hand as volunteers and dedicated public servants in the grassroots, civic, and human service organizations that make our nation unique in all the world. Quite frankly, I have struggled with how I might most productively approach my assignment today. My first inclination was to approach the task as I always approach the learned professions -- hat in hand, in awe and in admiration of those who are privileged to serve and influence so intimat ely the human condition. Despite the experiences which abuse �6 that idyllic image, to me there is no higher calling than the health professions you represent. But I have chosen a different course in pursuing my task today. Quite simply, I leaned back in my chair and said, "Suppose I were a health professions educator or practitioner. What would I do?" As a logical first step, I then pursued the question, "If I could design it, what kind of health system would I like for my own community and for the Mawby family?" This is not an idle or an impulsive question; it is one I have been asking myself, members of our Foundation program staff, l eaders in the health professions for a number of years. I have finally concluded that ideally I would have the Mawby family affiliated with a small team of professionals perhaps some combination of primary care physicians, dentists, nurse practitioners, with a receptionist/bookkeeper, other support personnel in nursing and the allied health fields. This group would have appropriate privileges with community hospitals and nursing homes; referral arrangements with specialists (mental, physical, social, behavioral), and it would function within a system that continuously monitored health conditions, assessed the need for services now and in the future, and made certain that all citizens had adequate responses to their health needs. Philosophically the entire system, public and private, would be committed to a program of health promotion/dis ease prevention or health maintenan c e, as well as treatment of illness. Why the emphasis on health promotion/disease prevention? You in the public health profession have allowed a system to be designed which compensates caregivers only for the treatment of my illness or injury. I can engage specialists to design and implement a preventive �7 maintenance program for my air conditioner at home, or the elevator or duplicating machine at my office. In such a contractual arrangement, I always have responsibilities which I must fulfill if that contract is to be valid. In similar fashion, I would like to compensate a health group for the design and the continuing monitoring, with my full participation and fulfillment of my obligations and responsibilities, of a maintenance contract for my most precious possession -- my health. Why have the health professions been so unimaginative, so uncreative, so unresponsive in this area? So, that's a brief insight from a layman's perspective of one model of an "ideal health services system." There can -- and should -- be many others, to provide primary care to diverse client groups in varied settings and to provide public health services to focused populations at risk. At the Foundation, we are not in the business of prescribing models; and we hope many creative ideas will arise out of the new initiative. So, that's as far as I will go today as a layman. As experts, you will give further consideration relating to various levels of public health services and to the support strategies of sophisticated communication technology and the rich resources of research institutions and academic health centers. With the range and sophistication of information technology that is available, public health practitioners in even the most remote locations can be in touch with colleagues for consultation and counsel on a continuing basis. You will think of people and the range of their needs, and loosen your grip on the technology that strengthens the confidence of professionals only, but with little benefit for members of the public. As a layman surveying the health scene today -- both in education and in practice -- I see the "bits and pieces" as superb. By "bits and pieces" �8 I refer to our professional schools, in public health, medicine, nursing, dentistry, pharmacy, administration, allied health, all the rest; the professions, with dedicated and competent individuals and effective associations; the various practice settings, including solo and group offices, clinics, hospitals, research and teaching centers. All superb; without question, the finest in the world. But I have the uneasy feeling that too little thought and effort have been given to rationalizing the whole, with an objective of serving maximally the interests of the total community. major failing of our public health system. And this perhaps is the In the one profession that is charged with setting our national directions for health policy, we have only mixed signals and half-considered mewlings. The "total system" (this phrase sounds tidier, more prescribed and restrictive than intended or possible) with multiple alternatives and pluralism in every sense -- should be particularly sensitive to the public it serves and by which it is sustained, subjugating the more selfish interests of professions and institutions to the higher purpose. We lack a "grand design" or a series of grand designs which bring together in most effective ways the expertise of the various health professions, and networking more efficiently the resources of the health care institutions of our society. Wisely done, building on the terrific strengths of the day but responding objectively and sensitively to the demand and unmet needs of the public, the result surely will be far greater than the simple sum of the parts of which it is comprised. It goes without saying, surely, that this core public health function should occur not only at the macro level -- global and national in cities and counties and communities throughout the country. but As public health educators and practitioners it is your challenge to fulfill such a vision and goal. It is not enough to be simply an educator in health administration or specialist in environmental health services. You must see the larger picture, with its strengths and shortcomings, and move relentlessly toward the realization of the better situation. Universities, of which the schools of the health professions are a part, have a special responsibility. They are the knowledge reservoirs of our society, established and sustained to preserve, create, and transmit knowledge. An unending challenge is that of �9 mobilizing these knowledge resources in ever more effective ways to deal with the concerns of society. While there is much in the health scene in this country of which you can be justifiably proud, there is still much "unfinished business." Hopefully the health professions -- with you in public health in the vanguard -- will provide aggressive and imaginative leadership in addressing issues of concern, lest the responsibility fall by default to those less able. III Recent health programming of the W. K. Kellogg Foundation focuses on community-based health services, as you have heard from our health program team over the past few months. Since 1987 more than 75 projects have been funded by the Foundation as models for community-based, problem-focused hea~th services. Let me tell you about three of them. First, there is the project that you know already -- conducted for and by the residents of an Atlanta public housing project. You have heard Avery and her team talk of trying to piece together the fragmented lives of adolescents, putting the focus on their self-esteem by tying the threads of desperate interventions together -- drug education, sex education, AIDS education, pregnancy counseling, job training literacy tutoring, and more. Shouldn't public health education be rolling up its sleeves and going to work on preparing health professionals to shoulder their part of the burden? In another instance, one group from a health professions school is being funded to address the basic health and human service needs of masses of isolated urban immigrants. There they deal with language barriers, illiteracy, and tropical diseases, to name a few. The group's tether to their school and to the other health professions' schools of its institution is thin indeed. Hopefully, public health students will attain valued educational experiences in this program. Yet, the support so far from the parent institution is "long distance encouragement." Like big ships, academic health centers change their course ever so slowly. �10 And a third example, although I could go on and on, is that of a comprehensive program for young black males to teach high school graduates to read, to improve the nutritional status of young blacks, to provide basic health services, to help them find jobs, and in the words of the project's director, "to turn them away from their syndrome of self-hate." These are but a few examples, and as I mentioned earlier, there are many more from our projects comprising our primary health strategy. are four supporting strategies in our health program as well. There They are: informing poli cymakers, information technology, leadership development, and the one that is the focus of this initiative, health professions education. Health professions education is critical of course. If our support of these specific community-based, problem-focused projects is to lead to wider and system-wide impact, we must involve professions education, and public health is one of the critical elements in such a venture. We emphasize community-based health services. As public health professionals, you understand the issues of primary health care and of population medicine, so there is no need to comprehensively address this topic. We are asked so often what we mean by community-based services, probably because it means so many things that it means so little. I am not going to help with the definitional problem, but I would like to reflect on a few things that are important from my layman's perspective -- and I suspect to most people as well. It may be appropriate to begin with a problem identified in the writing of Herodotus some 2400 years ago. The Greek historian perceived a discontinuity of care in his native land, and he lamented, "Each physician treateth one part and not more. And everywhere is full of physicians; for some profess themselves physicians of the eyes, and others the head, others the teeth, and others of the parts of the belly, and others of obscure sicknesses." Herodotus was correct in his view that a discontinuity of care can result from the trend toward overspecialization. Public health services, offered or provided in a fragmented fashion, likewise are �11 difficult to deal with. But the problem goes deeper: often accompanying such specialization is the problem of transfer of information between divisions or branches of the same agency, thereby crippling it as the community's comprehensive resource center in health. Let me use a personal example to illustrate what I mean. My mother, by the time she reached her mid-70s had several different health problems, including cancer and complications from a series of strokes. In the course of her cancer treatment, she was shunted from one specialist to another, from internist to surgeon to radiologist to oncologist, none of whom really took a comprehensive look at her problems in order to assess her overall condition. The internist who diagnosed the problems initially refused to continue as her primary care physician, so the responsibility for continuity rested with the patient and her family, certainly an unsatisfactory assignment by default. We encountered another stumbling block -- a great reluctance, and at times, refusal on the part of several physicians to transfer medical records of the care they gave my mother to other physicians who also were treating her. Consequently, examinations, tests, and procedures were duplicated unnecessarily, at inconvenience, discomfort, and cost. I understand the reasons given, but I do not accept the final result as adequate or defensible. one. There must be better ways. This example is not an isolated Friends and associates have told me similar stories, and you can surely add anecdotes of your own. While my example centers on physicians' behavior, overspecialization and a lack of coordination in care are not problems confined to anyone of the health professions. Specialization, some observers contend, has resulted from the implementation of technology in almost every field, forcing each citizen to deal with an ever-increasing number of providers of service. The specialization of health education and health services is, in many ways, an achievement in which America can be proud. But at the same time, we must manage it so that it does not become an end in and of itself. If such specialization results in frustration and fragmented, incomplete community health services, it needs rethinking and rearranging. This problem should be addressed by all health professional schools, not excluding schools of public health. �12 IV Experts keep telling me that access to health care is a serious problem only for the urban poor and for people in remote rural communities. That simply is not true, if the measure we apply for adequacy goes beyond the most primitive or basic standard. In communities of all types, urban and rural, without regard to economic circumstances, many families have real difficulty in gaining access to satisfactory primary care on a continuing basis. Let me use a true story to illustrate the issue of availability of and access to health care. Not long ago on a visit to a county seat town in southern Michigan, I met with a group of young physicians. I asked them, "If the Mawby family moved to this area, could any of you take us on as new patients?" There was a quick consensus, DOh yes, Russ Mawby, chairman of the Kellogg Foundation, of course we will get you in." "No, no," I said. "Russ Mawby, 'wi t h a wife and three kids, living on 40 acres south of town." Again there was a quick agreement, "None of us is taking any new patients. You'll just have to go to the emergency room at the hospi tal. " I don't believe that is a satisfactory answer to primary care for families; emergency room care should be for emergencies, not serve as a usual point of entry for primary care. As a layman, I have observed that health professionals -- in particularly physicians, but to a degree all health professionals have no problems gaining access to the health care system. If their child or mother or good friend needs to see a doctor, even a specialist who is booked six months in advance, there is no problem of access. I �13 suspect this may be a fringe benefit which also extends to you as public health educators and practitioners. But don't let this lull you into a belief that this is therefore no problem for the rest of us, regardless of geographic, cultural, or economic circumstance. Innovative approaches to encouraging physicians, nurses, dentists, and other health professionals to practice together more efficiently and effectively, including the provision of care in underserved areas and to unreached clientele, must continue to be developed and supported by public health officials so that all people, whether they be affluent or poor, and whether they live in the city or the country, have access to quality health services. Public health all too often functions as an island -- distant from the practice arrangements and practice anomalies of the licensed caregivers, never acknowledging that its own disassociation is but another part of the problem. v Notice -- I said quality health services basic concern of all. certainly a persistent and In recent years, not just in the practice of medicine, quality increasingly has come to be defined in terms of the application of high technology. We pride ourselves on making use of the latest equipment, procedures , and systems whether in medicine, public health, the auto industry, or communications. In the health field this emphasis on technology can contribute to a failure to recognize that actual public health services may be just as good or better in the small, modestly equipped facilities. Universities have taken the lead in applying high technology to health professions practice (as well they should) but they must not rush so far ahead that they forget the human dimension the public's perception of quality, which often hinges on how people are treated, individuals and families, not just the health problem. Despite statements by individual faculty members that they recognize this citizen-receiver perception of quality, as contrasted with the professional's perception, most observers are unable to note much evidence of that recognition. �14 If you or I were to have a coronary today, our spouse would not walk into the hospital and ask, "What's the average length of stay?" But that yardstick has been too much a primary measure of "quality" in facili ty reviews. in pain? him?" Instead, a loved one is likely to ask, "Is he or she Is he being kept comfortable? Is someone with him? May I see Administrators tend not to worry enough about those humanly critical gauges which are so significant both to the patient and the family, and to the patient's ultimate recovery. There is a definite need for educators to give as much consideration to the public's perspective on quality as it gives to health science and research. Many respected authorities have long called for increased attention to the humanities and social sciences as a means for instilling humane concerns for the human condition in the education and training of public health professionals. In the new initiative, I hope steps are included to make this dimension central to all health professions education. VI My closing thought would be a return to my first observations: 1) While there is much in our health care system in this country about which we can be proud and while in fact, it is unequaled in the world, improvement is possible; there are shortcomings which need to be imaginatively addressed; and 2) as public health educators and practitioners, you will visibly shape tomorrow. What will the new public models be like? I don't know the details and it's not the Kellogg Foundation's style to shape those details. Someone said that the trouble with predictions is that they deal with the future, but undaunted I will turn on my future scope to 20 years hence. I can see the outlines of a vision. The vision is of a community that is mobilized and empowered by its citizens to engage in an effort to improve the health and well-being of all those who live within that community. Ordinary people are engaged in collective action through schools, worksites, churches, civic organizations, or political action groups, to address the problems which �15 surround them. For health concerns they are linked in partnership with administrators from the local hospital, leaders of the professions (medicine, nursing, dentistry) and in particular with staff from the local health department. These public health professionals are knowledgeable not only about traditional public health issues (things like contagion control, health promotion/disease prevention, occupational safety, human nutrition, and the like) but also in the process of community organization and human development. Both groups citizen leaders and health professionals -- work together, collaboratively, to address the issues that threaten community health always with an ear to the priorities and special cultural approaches that make most sense to the people who encounter the problems on a continuing basis. In my vision I see something more ... a health department that is so good at its business of building the community and promoting its health interests, that it also is the site where future public health professionals are educated and trained. Students learn in depth about rabies and animal control by walking the streets with health department staff. Students make home visits with public health nurses, and they plan and design a public relations campaign against smoking and drugs with real experts in the communications field. Most particularly, they become knowledgeable about community "affairs and citizen action by working side-by-side with neighborhood leaders, men and women who are committed to improving the lives of people outside their own family or personal acquaintances. In this cauldron of work and learning, the issues of equity and social justice are not just phrases in a course in philosophy, but they are basic tools that are inherent in a profession that is committed to improving the lives of people. I know -- and you know -- that our society will not permit the present state of affairs in health care to last forever, and the pressures are growing upon you as policymakers to find solutions; more people have needs to be served, and the costs are increasing at a rate well above inflation. What elected officials seek are solutions that they can support and implement. They need public health and community leaders to shift from being part of the problem to being part of the solution. We hope that the Kellogg initiative will give some of you the opportunity �16 to create and implement such solutions. We -- elected officials and policymakers, city folk, rural folk, the underserved poor, the upper middle class, the young and the elderly, me and my family -- are all counting on you. In most areas of human concern "we know better than we do." Certainly this is true in your chosen field of concentration, the education and practice of professionals in public health. For in fact, a great deal more is known about what good health could be and should be than is generally put to use. The unending challenge to you is to move reality closer to the vision of that which ought to be. I wish you gods peed and look forward to that day in the future when we celebrate together your achievements. � 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_1992-03-24_RMawby_SPE Title A name given to the resource Russell Mawby speech, Community-Based Public Health Initiative Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 24, 1992 for the W. K. Kellogg Foundation at the last seminar for the W. K. Kellogg Foundation's Community-Based Health Initiative. 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. 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 1992-03-24 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/9d7708a132337c4255e2f2930a2b0713.pdf 946df80507233334e872e98462f03b31 PDF Text Text \ \ \ \ \ \ W. K. KELLOGG AUDITORIUM REDEDICATION Thursday , Mar ch 26, 1981 Russe l l G , Mawby I am delighted to be with you this ev ening for the f i r s t i n a seri es o~ r e d e d i c a t i on a ct i v i ties , i nv o l v i n g the Battle Creek Public Sc ho o Ls , communi ty organizations and the gener al public, for this truly "dazzling " cultural, soc ial , and e d u c a t i o n a l auditorium. The Kellogg Founda tion was p l e ased to make a $2.24 million grant for complete 1979. r~ n ov a t i on of the Kellogg Auditorium in Th e grant was part of nearly $18 mill10n in special projects funded 1n Battle Cre ek to ce leb r a t2 the Foundat ion' s 50th Ann i v ersary The Foundation has historically sought to be sensi~ive to the part lcular c o n c e r~ s K. Kellogg, t erms of both its programs supported on four ~n and i n t e r e sts of it s founder, Mr. W. �c o nt i n e nts a n d spe ci a lg r a n t sh e r ei nB a ttl eC ree k. M r . K e l l o gg h a da s p e c i a ll o v ef o ra n d rel a t i o n s h l pw i th h i s nom et ow n . So d o es h is F o u n da t i o n. It w a s M r . K e l l o gg who a n n o u n ce do nA p r il 7, 1 9 2 5 ,t h a th e w as m a k i ng a pe r s o n a l6 5 t h bi r t h d a yg if t .t ot h e peopl eo f B a ttle C r e e k , o fa n ew a u d ito r i um f a ci l i t y . Tha tg i f tw a s ver ymuc hi nk eepi n gw i t h one o fM r . K el l o g g ' sp r im a r y p2r s o n a lc o n cer n s and p h il a n t h r o p i cl n t e r e sts ,n ame l yt h e edu ca tiona l and hea l t hn ee d so f E ven p r i o r to h i se s t a is oc ~ c h il d r e n and you th. ~i t o ft h eKe l l o g gF o u n d a t i o ni n 1 9 3 0 ,M r . K e l l o gg m ad e per s o n a lg i f t3in B a t tle C r e e kt 8 t 2 li n g mo r e t h a n$ 1 .3 w i l l i o n fo rp r o g r ams dnd f a c i l i t i e sp r im a r ily f o ry o u t ha n dc hi l d r e n . Thes ei n c l u d e dt h eK e l l o gg A u d i t ori um , A n n J .K e l l ogg Sc h o o l , and a spe cia l tr l o c a lB o y s ' C l u bs . 2 s~ f u n dfe rthe �I na n n o u n c i n gh i sg i f tc · ft h eW . K . K e l l o g gA u d i t o r i um , M r . K e l l o gg a s k e dt h a i :i t b ec om b i n e dw ith 01 n e , · , 'j u n i o rh i g h s c h o o l ,i no r d e rt h a tt h ef a c i l i t ym i g h t p a r t i c u l a r l ys e r v e v o ur .h, a s~ a st .h eg e n e r a lB a t t l eC r e e kc omm u n i t y. I t w a s t ob eo v e rf i vEy e a r s( 1 9 2 5t o1 9 3 0 )f rom t h eti m eh e a n n o u n c e dt h es i f tu n t i l . the a u d i t o r i um ' sa c t u a lc o n s t r u c t . i o n . P a rt o ft h a td e l a yw a s d u et ot h ef r a g i l en a r u r eo ft h e g e n e r a lb u s i n e s sa n de c o n om i cc l im a t ed u r i n g thOS Ed e p r e s s i o n years. O u t o fmy own c u r i o s i t y ,a n dt op r e p a :C e : : h e s eb r i e fc omm e n t s , iw e n t b a c kt h r o u g hM r . K e l l o g g ' sp e r s o n a lc o r r e s p o n d e n c e r e l a t i n gt oh i sg i f to f the K e l l o g gA u d i t o r i um . C o n s i d e r i n g t h em a j o r b u s i n e s sp r o b l em sa n dd e c i s i o n sw h ich h ef a c e d d u r i n gt h a tt r o u b l e dt im e ,I f o u n di t r em a r k a b l et ol e a r n t h ee x t e n to fM r . K e l l o g g ' s i n v o l vEm e n tdnd i n t e r e s ti nt~e A u d it o r i ump r o j e c t . H e h a dh i sg r a n d s o n ,J o h nL . K e l l o g g , J r . ,d i r e c t l yh a n d l ea l a r g es h a r eo ft h ef i n a n c i a la n d 3 �l e g a lm a tters r e l a t i n gt othe K e l l o g gA u d i t o r i um p r o je c ta n d n e c e s s a r y li a i s o nw o r kw i th t h eB a tL le C r e e kP u b l i cS c h o o l s ' B o a r da n ds t a f I - Wh en M r . K e l l o g ge s t a b l i s h e dt h eF o u n d a t i o nw h i c hb e a r sh i s n am ei n1 930 (and to wh i c h h ed o n a t e dn e a r l ya l io fh i s p e r s o na lw e a l t h , to ta ling$45 m il l i o na tth e ti m e ; mu ch o f tr i ec o o r d i n at i o nf o rt h eK e l l o g g A u d itori .um construction p r o j e c tw as t u r n e do v e rb yM r . Ke l l o g gt ot h eF o u n d a t i o n st a t f . n dh i sg r a n d s o nr e t a i n e dC lOSE ' i n v o l v em e n tw ith t h e H e a p r o je c t ,h ow e v e r . F o re x am p l e, G r a n d s o nJ o h nw r o te t oM r . K e l l o gg l am e n t i n gt h efac tt h a t ,i ns p i t eo fh i svery b e s t e f f o r t s ,a n dt os ~ o f the Founda t i o ns t a f fa n ds c h o o l s ,t h e o r i g i n a la u d i t o r i ump r o je c tw a s s u f f e r i n gf romc o n s t r u c t i o n c o s to v eL r u n s . �S c h o o l s, a r c h i t e c t s ,a n dc o n t r a c t o r sd e s e r v es p e c i a lr e c~ t o n i g h tfo r compl e t i n g~ e nition c u r r e n tr e n o v a t i o np r o j e c to n t im ea n dw i t h i nb u d ge t ,i ns p i t 8o fs p i r a l i n gi n f l a t i o nand w h a t I know t ob e s e ve ra ~ m a j o r o b s t a c l e so n de l i v e r yo f f u r n i s h i n g s. f i x t u r es. a n d receipt ;o fs t a t epe rm i t s . [ Is e e J a c kM awd s l ey s i t t i n go v e rh e r ep i n c h i n gh im s e l fi nb o t h d i s b e l i e fand r e l i e f ! ] R e t u r n i n gf o ra mom en t t oH r . K e l l o g g ' s i n v o l v em e n to n the o r i g i n a lc o n st r u c t i o n ,h i sp e r s o n a lc o r r es p o n d e n c el n d i c a t e d h ew a s p a r t i c u l a r l ya n x i o u s ,n o ta b o u tc o s to v e r r u n so r d e l a y s, b u tr a t h e rt a~ t h ea u d i t o r i umbe a v a i l a b l et ol o c a l c i v i co r g a n i z a t i o n s ,a n da tt ~ least p o s s i b l ef e e . T h e r e ar en um e r o u sl e t t e r sr e l a t i n gt e ,t h er e s t r i c t i o n sim p o s e db y M i c h i g a n l aw .i n1 9 3 0, on t h ep u b l i c ' s use o fa n ya u d i t o r i um r facrL it .y t .h . a tv a sp a r to r as c h o o l . a r t i e si n v o l v e d aL lp i nt h eo r i g i n a la u d i t o r i umc o n st r u c t i o np r o j e c ts o u g h tco c l a r i f yc h el e g a la s p e c t so ft h ep r o j e c tt olT ISU r et h e c . �a u d i t o r i um1s f u l lp u b l i ci l s e ,M r . K e l l o g g l am e n t e di na n o t e t oh i sg r a n d s o n ," J o h n ,d o n ' ty o ut h i n kw e h a v et o om any law yers invo lved i nt h i s ? " _th ink ~ a g r e e , how eve r ,t h a ta l lo ft h ee f f o r ta n df u n d s cha tt h eB a t t l eC r eek P u b l i cS c h o o l s ,M r . K e l l o g g , a n dt h e F o u n d a t i o nh a v ep u ti n t othe c o n s t r u c t i o n , and mo r e recently om p l e t er e n o v a t i o n ,o ft n eK e l l o g gA u d i t o r i um h av e to the c b e e nw o r t h l t f o ro u rc omm u n i t y . Th ea u d i t o r i umi sre g a r d e d a~ o n eo ft h ef i n e s t ac ~ ties o f les k i n d in t h en a t i o n. Throughout t h ep a s tf i v ede c a d e s , i t ha sr e a l i z e di t sp o t e n t i a l ,f o rb o t ha u d l e n c e sa n dp e r f o rm e r s. a sa l e a d i n ge n t . e rtai .um en ta n dc u Lt .u raL enrichm ent e e n te r o f f e r i n ga w i d e d i v e r s i t yo fp r o g r aM i l i n gf o rthe c i t i z e n so f t h eS o u t hC en tra l M i c h i g a n d r e a . And , i t n a sr em a i n e dt r u e t oM r. K e l l o g g 's o r i g i n a lv ision of p r o v i d i n ga na itori ~ �t h at wou ld h a v e s p e c i a l i d e nt i f i c a t i o n wi t h, a n d spe c i a l use f o r , c hildren and you th. We are s e e i n g that t oni g h t wi t h the stu de nt mu s ic al grou p s who a re spo t l igh ting the real spirit and substa nce o f this reded i c ati o n c e r e mo n y . Mr. Ke llogg would b e proud of t hem. He often at tended le c tures a n d musi c a l ev e n t s dur i n g t h e ear l y d a y s o f the aud i torium . He would s it way up i n t h e t o p b a l cony s e ats wh ere h e cou ld app re ci a t e th e mus i c and ex p e rience , f o r a ve r y shy ma n , the feel i n g of sharing , unno t i c ed, i n a c ommo n cu l tural ac tivi t y with peop l e . Of cou r se, Mr. Ke llog g is n ot sitt i ng i n th e t o p ba l cony seat s ton i ght. I s us p ec t if h e we r e , howe v er, h e wo ul d b e pl eased, p l e a sed wi th h ow h i s o r i ginal g i f t h as b ene f i ted t h e community, p l ea s ed wi t h t hese young p e o p le , a nd pl ea s e d wi t h how a l l of u s , this e v e n i n g , are re d e d i c ati n g t he a u d i t o r i um t o se r v e t he g e n e rati o n s wh o wi l l , in t u rn, fo ll ow u s upon th is s t a g e . 7 � 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_1981-03-26_RMawby_SPE Title A name given to the resource Russell Mawby speech at the W. K. Kellogg Auditorium Rededication Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 26, 1981 for the W. K. Kellogg Foundation for the W. K. Kellogg auditorium rededication. 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 1981-03-26 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/deabd25ff6ca0bed8eff8b47b702895d.pdf 041983b478bd3f371dbb2816d1e03546 PDF Text Text / Remarks by Dr. Russell G. Mawby, President, W. K. Kellogg Foundation at the Conference on Rural Community Development Education Raleigh, North Carolina March 27, 1974 I It is a pleasure indeed fo::r me to be with yot'. for t.hLs evening session ot your ConferencE on Rural Community Development Education. Before joining t.he Foundat.I cn staff in 1965, I served as a member of the faculty of the College of AgiLcu.Ltur e of Michigan State University. ,-lith particular responsibilities in the Cooperat.Lve Ext.ens i on Service. Rural community develop- ment was then, as now, a major topic of discussion and I participated in many similar seminars. AQditionally, in my earller responsibilities with the Foundation, I had the pleasure of visiting many of your institutions and meeting with gr oups like this, concerned with s imilar problems. Thus, I wel- come this opportunity of seminaring on current issues and plans relative to rural development. Dr. Horne, in extending the invitation for me to be with you this evening, suggested that my remarks should be concerned with the role of private foundations in community rural development . Certainly, for this group, there is no need for me to define rural community development. been defined, re-defined, disected, debated . It is a term that has Any of the several definitions which were used during the afternoon session are quite acceptable to me. of them emphasized that the concept is broad and complex, encompassing virtually the total concerns of man. All �2 Bu ti t m ayb eu s e f u las a p o i n to fdepa~tur e t oc omm en tb r i e f l y on t h e n a tu r eo fp r i v a tefound a t ion sa sa b a s i s fo r ou r exp lo ra ti o no ft h e i rr o l e . Ap r i va te f o u n d a t i o nh a sb e end e f i n e dby on e ob s e r v e ra s" ani s l a nd o fmon ey , e n t i r e l ys u r rounded byp eop l ew ho w an t som eo fi t ." Mo r e s e r i o u s l y ,a p r i v a te foun d a tioni sb e t t e r ch a ra c t e r i z e da s"a p r i va t e ,n o n p r o f i to rg a n i z a t i o n e s t a b l i s h ed t op rov ide a s y s t em a t i c andre s u l t y i e l d i n gp a t t e r no fg i v i n gto a i dsoci a l,e d u c a t i o n a l ,c h a r i t a b l e,c u l t u r a l ,o ro t h e ra c t i v i t i e ss e r v ing t h ec ommon w e lfa re. " Br o a d l y ,t h e rea r efivec l a s s i f i c a t i o n so fp r i v a te fou n d a tio n s. I am u r eyou c ani d e n t i f yex amp l e so fe a chinyou r ownex p e r i e n ce o rl o c a l i t y : s A. T h ef am i l yf o u n d a t i o n ,t h ep h i l a n t h r o p i cm e ch an i sm fo rc h a r i t a b l e g i v i n gby a s i n g l ef am i lyo rf am i l yg roup . Mo s t f am i lyfound a t i o n s a r er e l a t i v e l ysm a l l ,hav eno p r o f ess i o n a ls ta ff ,m aylimi t t h e i r g r a n t st oc e r t a i na r e a so fin t e res to r pu rp o se , and gener a ll ya r e l i m i t ed i nt h e i rg eog r aph ic s cop eo fa c t i v i t y . B. Th e commu n i t yf o u n d a t i o n ,a m e ch an ismbyw hi c hv a r i o u s dono r sc an g i v et oco mmun i ty pu rpos e s . T hecommuni t yf o u n d a t i o nha s its own boa r do ftr u s t e e s, whoh averespon s ib ilityfo r adm i n i s t r a t i o no f t h efund sp rov id edt oi t by gi f t o rb e q u e s t . Inadd i tiont oa d m ini s t e r i n gfund sg i v e nf o rspec ifiedpu rp o s e s,t h ebo a rd d e t e rm in e s t h euse o ft h e in com efrom i t s gene r a la s s e t sinr e l a t iont ocom mun i ty prob l em sand n e ed s . I ni t sc h a r t e rt h eg eog r aph i cs cop eo f a co mmun ity foun d a t i o n ' si n t e r es ti sp resc ribed . any spon s or e dfo und a t i o n ,the c h a r i t a bl ea rm o fabus in e s s C . Th e comp co rpo r a t i o n . Su ch fou n d a t i o n su s u a l l yh av e a boa r dm ad e up o f o f f i c i a l so ft h espon so r ingc o r p o r a t i o n . Th e prog r am a reaso f �3 in t e res t m ayb ep r e s cr i b e dan dv e r yo f t e nt h eg r a n t s ar em a d et o co mmu n i t i e sin w h i ch t h eco r p o r a t i on c a r r i e so ni t sc o r p o r a t e bus in essa c t i v i t i e s . p e c i a l-pu rpo s ef o u n d a t i o n s, es tab lished by e i t h e ri n d i v i d u 8 l s01 ' D . S g roups ,w i th v e r ys p e c i f i cpu rpose si nm ind . T he s em a yr e l a t et o r e s e a r c hi n t e r e s t s ,p rog r am ac tiv itie s ,r e l i g i o u spurp e ~ 0 1 a n y s p e c i a lcon ce r no ft h e dono r s. E . G en e r a l -pu rpo s e foun d a t i o n s . Th e se a r et h el a r g ep riv at efound a t i o n s , m a ny o f w h ich y ou w i ll re cogn i z e --Fo rd ,R ocke fe l l e r, C a r n eg ie , DUke ,K e l l o gg ,K r es ge ,D an for t h . Th e se fo u nd a t i on s hav eb ro a d pu r po s e s,w i t hp r i o r i t i e se s ta b l i s h e dby bo a rd so ft r u s t ees o n a con t i n uingb as isinres pon s et os o c i a lch ang e andn e ed . T hey t e n dt o b ea tl e a s tn a t i o n a li nte rm so fgeog raphi cscopeo fin te re s t. fp r i v a t ep h i l a n t h r o p y th rougha f o u n d a t i o ni sanAm er i c an T he con ce p t o innov a t i on . I ti sa p a r to fth eAm er i c a np l u ra l i s t i cap p ro a cht op r ob l em s, o rt h ep ri v a t es e c t o rt ocon tribu tein a sy s t em a t ic and d i s t in c t i v e aw ay f w ayto h um a nw e ll-b eing . I d e a l l y ,t h ef o l l o w ing ch ar a c te r i s t i c sdesc ribe f o u n d a t i o na c tiv iti e s: A. Found a ti o n sa r e apo li tica l an da dv oca t eno p a r t i c u l a rapp r c a cbto s o l v i n g hum an iti e sp roblem s(op en -m in d ed ). B. F o un d a ti o n sh ave t h ep o t en ti a lfo r' l u i c kan d im ag i n a t i v ere s p on s e t oi d e n t i fyem e rging n ee d s. V e ry o f t e nthe irr e s p o n s ec anb em e re imm e d i at ethan e ith e rthe m o re c um b e r s o m epr o c e s so fg o v e r nm en to r t h ed i f f i c u l t i e so fd ec i s i o n by i n d u s t r y( respon s ib l e,f le x ib le ) . C. B yn a t u r ethero leo ffound a t i o n sist osuppo r ti n n o v a t i v ev e n t u r e s . T h e yrep r e s e n t soc i a l" r isk "c a p i t a l . Inte rm so fac c ou nt a b ility , �4 fo und a ti o n sa r ere s pons i b l etos o c i e t ya t ar e~ no thav in gt o con f ron ts to ckh o l d e r sa tt h enex t an nu a l m ee t in go rvo te r sa tt h e e c tion . n ex t el at i o n sc ancon ce n t r a t ede l i b e r a t e l yandcon si s ten t l y and i n D. Found v a r i ed w aysto m ak ea s i g n i f i c a n t im p ac t. I I Incon s i de ring t h er o l eo fp r i v a t efound a t i o n s inr u ra lc o mmun i ty d eve l o p i ts e em sfa ir t os t ar tw it htwo g en e r a lo bse r va ti o n s . e t~ r t~ fou nd a - tionsu ppo r t w i ll b ef o rinno v a ti v eu nde r ta k i n gs i nc o mmu n i ty d ev el o pmen t. I ngene ra lt h issuppo r tw ill b ef o re xp e rim e n t a le t ~ rt ~ mod e l demon s tr a - e f f or t s wh ichhop ef u l l yh ave a "m u ltip lie r" po te nt i a l . Found at i o n s s imp l ydo no th av e th em a g n i t u de o f fund sne c essa r yf o rope r a ti o n a l upp rt ~ f o rw e lf a r epro g r am s ,f o ra s s i s t a n c eto ev e rycomm u n i t y . S e cond , fo u nd at i o n suppo r ti nru r a l commun i ty deve l o pm en t w i ll belim i t e d .C o n tra ry t ot h eim ag e o fg i ga n t i cfo unda t i o n re ur e ~ a c t u a l l yt h e fun d s av aila b l et ofou n da t i o n s nr e la ti o nt on at i o n a lneed s . T h eb e s t in fo rm a tio na v a i l ab l ei n d i a re sm a ll i c a t e st h a tthe rea reabou t 27 ,000foun d a ti o n si nt h eUn i t ed S tat e s ,w i th agg r e g a te cap i ta lr e so u rce so fabou t $27b i l l i o n . T he s einv es t m en tp or t f o l i o s e th ings l i g h t l yov er $2b i l lionin p rodu ce som e~ t h eba sisfo rg r a n t s m ade by fo unda t i o n s. T hos efi g u r e ss e emla r geandim pr e s s i v e un ti l the ya re np er pu ti pe t e~ fo r ex am p leinr e l a tio ntof e d e r a le xpen d i t u r e s . T oi l - l u s t r at et h i sp o in t ,t h et o t a lca p i ta lasset so f fo u nda t ion s ($27b i l l i o n ) i ss l i gh t l yle s sth ant h eamoun t sp en tby t h eU .S .D ep a r tm en to f H e a l t h , du at ~ andWe l f a re i na s ix m on t h sp e riod . Bu t wh i lep r i v a t efo und a tionr e s o u r ce sa r er e l a t i v e l ysm a l l ,as a ll o f o me x p e r i e n ce ,p r i v a te g ran td o l l a r sv er yof t e na r ec ritic a l and u s knowfr c a t a ly t icin p r ovid ingfo re p er e tat ~ e xp lo ra t i on ,r e -d i r e c t i o n ,ch ang e . �I hav e no survey information whi ch indicates what foundations are now doi ng in the area of r ural community de velopment. My subjective a ss essment would be, howev er , that coll ectiv el y less is b eing done than should be in r elation t o the significance of rural probl ems in our society . . If my sub j ective observation i s cor r ect , bo th of u s must a s sume some responsibility : the foundation de c is ion makers who may not have given a dequat e emphas i s to r ural pr oblems, and those of you who are directly engaged i n r ural dev el opment but who have not communicated the nat ure , urgency , a nd needs of your effort s. You wou l d know b et t er than I the involv ement or support provided by pri vat e f oundations which have local a nd regional scopes of i nt er e st . At the nat ional level , I wi ll use only one f oun dat i on , t he one with wh ich I am a s soc i ated , t o illustr at e t he long-t erm involvement of a privat e foundation i n r ural community devel opment. The Kellogg Foundation wa s established in 19 30 a nd , duri ng i ts f i r st deca de of oper a t i on , concent r at ed i t s ef f ort s in seven count i es o f s outhc entral Mi chi gan . The maj or thrust of the Mi chi gan Commun i t y Health Program wa s t o a s s i st the count i e s in improving health car e available to rural peopl e , through the e s tabl i shment of pUbli c healt h s ervices , county de part ments of heal t h, out l y i ng ho s pi t al s and he alt h c ent er s, and pUblic health educat i on. As a r el a t ed ef f ort , the Foundat ion assisted in the improvement of rural educat i on t hrough the establishment of co nsolidated agr icul t ural high schools . The conc er n with the qualit y of l ife in the country s i de has continued to be a major, though not ex cl u s i v e , pr eoc cupation of t he Foundation . To illustrat e var ious Foun dat ion act i v i t i e s ov er the pa st decade a nd a half , I will s i mply l ist a number of projects to which we have pr ov i ded substa nt i al support. Det ailed informat i on can b e provided upon reque st. ��7 As a gr ant - maki ng f ounda tion, our role is t o r e spond to r e ques t s f r om commun i ties a nd ins t i t ut i ons. "peddl e . " We do not de sign progr ams whi ch we t ry t o While our r ol e is r eal l y not completely pa s s ive in progr amming , I woul d empha s iz e t o you t hat i n a sens e , t he role of grant-maki ng foundations in r ural communi t y devel opment cannot b e mor e than you want- -or permi t-i t to be . III I think i t will be u s ef ul f or me to shar e wi t h you some ob ser vat i ons r egardi ng t he proposal s we r eceive whi ch are rel at ed to r ural communit y de v elopment. 1. We r ec ei v e many proposals f or support of studi es a nd re sear ch , but whic h have no provi sion for implementat ion or foll ow-through. I c er tai nl y ag r ee that we need to know mor e but we also feel that "we know b et t er t han we do . " Some f oun dations a nd other f un ding sourc es concentrat e exclusively upon res earch and woul d be rea sonable s ources of su ch support . Howev er , i f you are s eeki ng pr ivate suppor t , you should do some a nalys i s of t he area s of int er est and general ph i l o s ophy of t he f oundat ions whi ch you appr oach. If you do your homework r egar di ng the Kell ogg Foundat i on , you ' ll kno w t hat our commi t ment i s t o the "appl i cat i on of kno wl edge t o t he problems of pe ople. " Our pr eoccupation is with knowl edge ut ili zat i on i n new and innova t i ve ways t o addr es s significa nt soc iet al conc er ns . I t i s our feeling t hat "what could a nd should b e i n r ural Amer i ca is something better t ha n what is. " 2 . Many pr opo s als s eek support f or "mor e of t he same." As I empha s i zed earlier , the pr i vat e f oundat i on r ole is support of i nnovat ive and �8 expe rim en t a le f f o r t s . T h ec o n stra in t simpo s edb yw i s es t e wa r ds h i p o flim i tedr e s ou r c e sp r ev en tc o n tr i b u t i on s to o p e r a ti o n a l suppo£ t o r f o rt h er e p l i c a t i o no fapp ro a ch e sw h ich h av ea l r e ady been demon s t r a t e ds u c c e s s f u l l y. Wh i l e th ep ro p osa lm a yb en ewfo r yo u rc om m un i ty o r i n s t i t u t i on andm a yb ewo r thw h i l e , gen e r a l l yp r i v a t e suppo r tf roma n a t i o na lfound a t ionwou ld no t be a v a i l a b l e . Ins um ma r y, m an yp ropo s a l sw es e ere la tingt or u r a lc omm u ni t yd ev e lopm en t a r e no t inno va t i v eo rn ew . 3. I nm any i n s tan ce s ,t h ep rog r amwh i ch i sprop o sed i sin ad eQ ua tet o thep rob l emb e i n gd e a l tw i th . M o s t s i g n i f i c a n tpr o b l ems i nr u r a l co mmun i tie sa r ecomp l ex ,d i f f u s e ,i n t e rr e l a t e d ,m u lti-d isc ip lin ar y , gene r a l i z ed,p e rm e a t in g . In c o n t r a s t,t h es o l u ti o n sp ropo s ed a re o f t e ns im p l i s t i c ,d is c ip li n e -o rien te d , sp e c i f i c ,c i r cum sc ri b e d . T o o o f t e nt h ep ropos edp rog r am isd e a l i n ga tt ~ f r i n g e s ,r a t h e rt h a n w i th co r ei s s u e s .T h ep rop o s a lsa r eth u si n a d eQu a t et ot h eta sk t h e yp ropos et opu r su e. 4 . M any p r o p o s a l sa r eba sed o n -o ro r i e n t e dt o --i n s t i t u t i o n a lo r d isc ip lina r yn e ed so rg oa l s, no to r i e n t e dt ot h ep rob l em so fp eop l e andcommun i tie s. S u ch p ropo sa l so f t e ng r owou to ft h ei n t e r e s to f ad ep a r tm en t, ana dmi n i s t r a t i v eu n i t ,o r ac l u s t e ro ff a c u l t yand re la tet ot h e i rn e ed so rg o a l s. a t ion sa r ep r obl em -andp eop l e o r i e n te dinth e i r Mo s t found p rogr amm inganda r ei n t e r e s t e di np ropo s alswh i ch a re s im i l a r l y concer n ed . D r F i n a l l y ,I w ou lds h a r ew i th you afewc a n di dc omm en t sreg a rd ing c o l l e ge s o fag ric u l tu reandru r a l co mmunity d eve lopm en t . V e ry o f t e nt h et e rma g ricu ltu re �9 i s r egarded a s synonymous wi t h rural . Wher ea s thi s to a substantial ext ent may have b een t r ue at the t ime colleges of agr icult ure were originally establi shed, wi th the passage of time t he conc ep t of a gr i culture has narr owed. This evolut ionary change is important to r ec ognize as we consider the rol e of agricultural colleges in r ural development. For per s pect ive i t is u seful t o t urn back t o the per i od i n hi stor y more t han a c ent ury ago when what i s per haps our country 's onl y or i gi nal idea i n higher ed uc a t i on- - the l and-gr a nt sy st em- - was con c eived . As Dr . Bishop i ndi - cat ed i n hi s remar ks , the land- grant i ns t i tut i on s wer e r eall y conc ei ved a s r ural de velopment i nstitutions. As t he original coll eges of agr i cult ure matured , the prof i le of interest broadened t o encompa s s mor e fully t he r a ng e of huma n co nc er ns : 1 850 (1862 ) - a concer n f or f arming and f arm people , t o make the advantag es of higher education available to t he sons a nd daught er s of farmer s and the working clas s e s , t o direc t t he at t ent ion of such i nst i t ut i ons t o the probl ems of earning a l i v i ng a s wel l as l iVing a life. 1887 _.. t hen , t he reali zat i on we didn't kno w enough , so r e s earch 1898 - a concern f or the quality of family life, s o home economi c s 1 90 0 - a conc er n t hat t r a di t i onal schooling wa sn ' t pr epar ing youngsters f or the ki nds of l i ve s t hey would lead, so Boys an d Gi r ls Cl ub work , now 4- H t he establi shment by colleges of agr i cultur e of department s of r ural education a nd of r ural soc iology , conc erned with t he well - b ei ng of r ural folks 1914 - to make the r esourc es of the campu s avail able t o all , Extens ion . �10 I n t h e year s sinc e , a lot of changes hav e occurr ed : 1. We hav e moved f r om an a gr ar i an to an ur ban i zed soci ety . 2. The land- gr ant universiti e s, i n wh i ch agriculture wa s originally domi nant, hav e b ecome complex institution s . Today agr i cultur e is a smaller pa r t of the total ac a demic scene . 3. Societal goals have gr adually ch anged, i ncluding a shift f rom a preoc cupation wi t h the mat eriali stic " s t a ndard of living" to a concept of the " qual i t y o f life . " 4. As a gr iculture ha s pr ogre s s ed , t h ere ha s been a specia l i zat i on and fr agment a t ion-- i n the struc t ur e of colleges and depa r t ment s , in the f abr ic of r e s earch , i n the industr y of farming , in the ma ze of f arm organi zat i ons and institutions whi ch serve a gricul t ure . The col leg es of a gricult ur e have pr ogressively nar rowed thei r s cope of concerns to an almost ex clus i v e preoccupation now wi th a gricul t ura l production and clo s ely rel a t ed a ctivitie s , with le s s er concer n f or problems of the f ami l y , of h ealth car e del iver y , of s oc i a l ins t i t ut i ons and s er v i ces , of education . And unf or t unat el y, wh i l e college s of agr i cultur e have dropped t he s e i ssues f rom the i r agenda , the uni vers i t i e s of whi ch a gri cult ure i s a part have not assumed t h e s e respons i bili t i e s in t he mor e complica t ed or ga ni za t i onal s truct ure. To ill u str ate , mo st co l l eges of educat i on do not giv e major attent i on t o rural school i ng a nd educat i ona l oppor t uni t i es, most col l eges of medic i ne do not co ncern themselves i n any comprehensive way wi t h r ural health car e deliver y . Fr om all of t hi s , I would sha r e wi t h you three " danger ous gener a l i zat i ons . " I know you will r es pect t hem as SUCh. They are bas ed on a ho st of impr ess i ons , �11 contac ts, and exper i enc es fr om throughout the count r y . I do not know t he ext ent t o whi ch they may b e de s cr i pt i v e of your own i nstitut i on s or of t hi s r eg i on. Gener ali zation No. 1. Most col leg es of agr i culture are not real l y con c erned wi t h rural communi ty development . Speaking at a North Central Regional Conf erenc e on Rural Development i n May, 1962 , Dean R. L. Kohls of Purdue Univer sity, i n discus sing the organization of un i v ersity per so nnel to deal wi th r ural devel opment, ob s er ved that "the mo st important ac t i on is f or deans, di r ectors of experiment st at i ons and ext en sion services , a nd other faculty leader s to make the vis ible decis i on t hat rural communi t y de velopment is an ar ea of high concern an d import anc e t o rural people and that evolving national policy wi l l make it a vali d mi s sion for teaching, res earch, and Ext ens i on a t t ent i on." It i s my impr e ssion t hat ver y few, i f any , colleges of agri cultur e hav e made t his commi t ment . Speaki ng at t he same conferenc e, Dr . Earl Heady of Iova State University commented , " No land-grant university has put r ura l deve.Lopmerrt as the rna,jor it em on i ts agenda of affairs pres errt ed to the st.at e . t, Ther e is little ev i dence tb_at e i ther colleges of agricultur e 01' the univer sit i es of whi ch t hey are a part have given a sense of -priority and urgency to rural problems . Generalizat ion No . 2 . Most colleges of agricuture are not equi pped to deal ad equately with the br oad r a ng e of issues encompas s ed i n r ural community development , issue s i ncluding health car e deli ver y, education , bu s ine s s and indu stry , political i nstitut i ons , s oc ial s ervic es. While fac ulty members wi th br oad respon s i bi l it i e s a nd titles in commun ity development can prov i de leade rship , the knowledg e r e sourc es of the l ar ger university must be br ought to bear . �12 Generali zatio n No. 3 . The inadequacy of resourc es within colleges of agriculture is compounded by the organizational rigidities of most univer sities. The typical Extension Service, which may have a community development component, simply does not have available to it the intellectual and technical resources of the university at large . This circumstance is f urther compounded by an "insular mentality" of many colleges of agriculture which seem t o set them as ide from the main st ream of academic life. If, in fact, there now really is a revival of interest in rural affairs on the part of colleges of agrIculture, it ie unfortunate that this revival has come so late. How much easier· f.t wou.ld have been for these colleges to mount significant programs in the gr owt h decades of the 50 's and 60's, when new funds were available on an additive basis. Now , while I am confi dent that additional funding can still be secured if proper approaches are made to funding sources, i nc luding legislatures andthe Congress, these additive Eesources are c er t a i nly limited and in many cases, rural community development will be addressed only through the reallocation of existing resources. ThUS, admini st r at i v el y , it may be much more dif f icult for colleges of agriculture to embark on major rural community development programs than would have been true in an earlier day. v I n reflect i ng on the concern of this conference, I see a parallel in the colleges of medicine . These colleges have become increasingly fo cused upon issues of medical s c i ence and technology, not upon problems of the health of people and health care delivery. Encouragingly, there is now ev idenc e i n a number of colleges t hat this fo cus is changing, recognizing more fully and realistically that the ultimate mission of medicine is to s erve human health needs. �13 S im i l arl y ,c o l l e g e so fa g r i c u l t u r eh av ei n c r e a s i n g l yc o n c e n t r a t e don t h esci e n c eandt e c h n o l o g yo fag r i c u l t u r a lp r o d u c t i o n. Now i t issu gge s t e d t h a tt h e ym ay b e com ei n c r e a s i n g l ycon c e r n e dw i t ht h ep rob l em o fr u r a l p eop l e andcommun i t ie sa sw e l l ,r e c o g n i z i n gt h a tt h ev i a b i l i t yo ft h ea g r i c u l t u r a ls e c t o ri so n l yon e compon en to fr u r a ll i f e . Wh i l e i t m ay n o tb e t h er o l eo ft h ec o l l e g eo fa g r i c u l t u r et os e r v et h e s en e ed sf 'u .L l .y, t h e i r l e a d e r s h i pm ay b ec r i t i c a l l yim p o r t a n t ,f o rt h e r edo e sn o t app e a rt ob e any o t h e rf o c a lp o i n tw i t h i nt h eu n i v e r s i t yf o rt h er u r a lv o i c et ob ee x p r e s s e d . I subm i ttha . tt h eev id en c e i13 n o ty e ti nr e g a r d i n gt h ecomm i tm en to f c o l l e g e so fa g r i c u l t n r et or u r a ld ev e lopm en t , and t h e i re f f e c t i v e n e s si n d e a l i n gw i t ht h i sa r e a . I ti sen cou r ag in gindeed t h a ts em in a r sl i k et h i s a re be ingh e l d ,a l t h o u g hi ti su n f o r t u n a te a n dp e rh ap ss i gn if icant tha t ft h o s emo s t invo lv edi nk ey d e c i s i o n s andi nt h ea l l o c a t i o no fr e m any o s o u r c e sa r en o th e r e . Sp e ak ing f o rt h eW . K . K e l logg Found a t ion, w ew i l lc o n t i n u et obe v e r y mu ch i n t e r e s t e dandi n v o l v e di nru r a lcomm u n i t yd ev e lopm en t . We have app re ci a tedt h eoppo r t u n i t i e so fw o rk ing w i t hm any o fyou andyou ri n s t i t u t i o n s i nt h ep a s tan dl o o kfo rw a r dt of u r t h e ro p p o r t u n i t i e sf o rc o l l a b o r a t i v e e f f o r tint h ef u t u r e . M y hop ef o rt h i scon f e r en c ei st h a tt h ea c t i o n si n con s equ en c eo fyou rb e i n gh e r e i nC 'u r r i cu lum r e v i s i o n ,i nt e a c h i n g ,i n r e s e a r c h ,i nEx t en si o n -w i l l ~ ev enmo r e im p r e s s i v et h a nt h er h e t o r i c . � 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_1974-03-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, Conference on Rural Community Development Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 27, 1974 for the W. K. Kellogg Foundation at the Conference on Rural Community Development Education. 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 1974-03-27 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/60e0d19edc9025f9d0205584bb71ae0f.pdf 0b1dea11b6e294347a8761c1f13efbfc PDF Text Text / G'~ Re~~r ks by Dr. Russell G. Mawby Preside Lt, W. K. Kellogg Foundation at the Dedication o~ the Center for Contiuuing Education Columbia University New York, New York .,/ .,- Ma r ch 29, 1972 I I welcome this opportunity to participate in the dedication of this Center for Continuiug Educat i on . There i s no need for me to comment in detail on t his handsol1.e fac ility, for all who are here must be impressed a s I am with the new home of t he School of International Affairs, of which this Center is a part. I would only add my co~pliments and congratulations to all who have had a part in this accomplishment--members of the Board of Trustees, officers of the u ni v e:cs ity , and memb er s of the Faculty. And I would pay special tribute to Dean Cordier whose visionary, persistent, and effective leadership have been princ ipally responsible for transforming dr eam to reality. L, ~ II I The W. K. Kellogg Foundation, more than any other private foundation, is identified with the concept of Continuing Education : / c This term, like s o many ot h er s, i s s ubject t o various de f ini t i ons and i nt erpr etations whi ch I do not choose to belabor. I would simply indicate that in our thinking, continuing education relates par t i cul ar l y to university-based, non-credit, non - deg r e e programs of education. Very often the identification of this - ?ot<.l1da-c.ion with Continuing Education is particularly with residential centers, like this and the nine others we have assisted over two dec ades: �2 ig anS t a t eUn iver s ity M i ch 1951 i v er s i tyo Un fG eo rg ia 1957 v e r s i t yo U ni fN e b raska 1961 Un i v e r s i t yo f Ok l ahom a 1962 Un ive rsi t yo f Ch ic ag o 1963 i v er s i t yo o tre D am e Un fN 1965 Oxfo r dUni v e r s i t y(En g l and ) 1965 N ewE ngl a n d(U n i v e r s i t yo fN ew H amp sh ire) 1970 i f o r n ia S t a t ePol y t e c hn i cC o l l e g e , C al K e llogg -V oo rh is a tPomon a 1971 We , o fcou r se ,a re p ro ud o fe a ch o ft h e seC e n t e r s a n da r ep a r t i c u l a r l y p l e a s edt h a tb a sed a tle a s ti np a r tupon t h eexamp l er e p r e s e n t e dby t h e se i n s t i t u t i o n s ,t h i sid e ah a sb e enr e p l i c a t e d ,and s im i l a rr e s i d e n t i a lc e n t e r s h av eb e en e s t a b l i s h e don mo r et h a n125 c ampu s e st h r o u ghou tt h ec o u n t r y . Bu t Iwou ld e mph a s i z et h a t ,i nev e ryi n s t a n c eou r con c e rnandt h a to f - th eg r a n t e ei n s t i t u t i o n ,h a sb e en f i r s tw i t h rog r amandon lyt h e nw i t h b r i c k sandm o r t a r . E a ch o ft? l et e nF o u n d a t i o n a s s i s t e dc e n t e r sh a sb e e . 1 . d ist i n c tive i nc e r t a i np rog r@ ft f e a t u r e s . ~ e d i s t i n c t i v e n e s so ft h i s C en t e ra t Co lL l r . lb i a ,a syou .i :now ,r e l a t e st oi t si n t e g r a li d e n t i f i c a t i o n wi t hthe S choo lo fI n t e r na t i o n a lA f f a i r s . A tt h i sp o i n ti nt h eh i s t o r y o fm a n , i t se emed a p p r o p r i a t et h a ta g r e a tu n i v e r s i t yl i k eCo lumb i a; w i t h ~~ ~ ~ ~~ ~~ l l ~ ' . . . . . _ ani n t e r n a t i o n a l l yr e n own edfacu lty i nI n t e r n a t i o n a l CU ~ irs~ l o c a t e da t c r o s s r o a d so ft h ewo r ld and i nt h ehe adQ ua r te rs c i t yo ft h eUn i t ed N a ti o n s ; hou ld so m e h ow a d d r e s si t s e l fs y s t em a t i c a l l yt om ak ing i t sknow l edg e s r e s o u r c e sa v a i l a b l eandr e l e v a n tt ot h ec r i t i c a li s s u e sc o n f r o n t i n gp eop l e i nou rwo r ld n e igh bo rhood . T h i s ,i ne s s e n c e ,i st h ec e n t r a lfo cu so f �3 t h is C e n t e rfo r Co n ti n ui n gE d u c a ti o n ,t os t im u l a t esoundand e f f e c t i v e - ~ - th i nk ing on a g r e a tvar i e t yo fwo r ld i s s u e s ,t om o b iliz e f romth rougho u t t h i sg re a tu n i v e r si t y a nd ind e edf romo t h e ri n s t i t u t i o n st h r o u 6hou tt h e w o r l d know l edg e r e s o~c es t od e a l w i t hp r e s s i n g con c e rn so fm ank ind , w he the rt h eyre la tet op r o b l e m so fp o p u l a ti o n , pubL i . ch e aL t . h, human n u t rition ,e cono m i c d ev el o p m en t, p o l i t i c a lr e l a t io r . sh : : . .p s ,c u l t .u r a . l . enri '~ ~ . m ent i~ ~ ~ I I I A sw el o o kt othef u t ur eo ft h econ ce p t· o fCon t inu ing Edu c a t ion ,i t seem s gene ra lly a g r e ed t h a t : (1 ) We a re a l e a rn ing s o c i e t y . Ch ang ei son eo fth em o s t p e r v a s i v ec h a r a c t e r i s t i c so fou rt im e s . We h av e com et or e c o g n i z et h ev i t a lr o l eo fl e a r n i n gi na c comp lis h i n ganda c co mmoda t i n gt och an g e . (2 ) L e a rn ingis fo r life ,i na l li t sa s p e c t s . Edu c a t ion i se s s e n t i a lf o r a l lt h eva r i o u sr o l e so ft h ei n d i v i d u a l : - fo ro c cupa t i o n a lp r o f i c i e n c y , wh e th e ri nt h et r a d e s ,t h ep r o f e s si o n s ,o rwh a t have you ; -f o rci v i cco mp e t en c ei n~ l illin d emo c r a t i cc i t i z e n s h i p r e spo n si b i l i ti e s ; - fo r avoc a t i o n a li n t e re s t s; f o rs e l f f u l f i l lm e n tg o a l si nan i n c r e a s i n g l yco mp l ex wo r ld . (3 ) e~r~in ~n i sli e ~onG f romt h ec r a Q l e th rought h etw i l i g h ty e a r s , m y riad : O :D Sa r .d c ir cum s tan c es. I t ' st h i sl i f e l o ng d imens i o n o fl e a r n ing t owh i . ch i n s ' c i t u t i o n so fh i g h e re d u c a t i o nh av e found i t mo s t d i f f i c u l tt oa c commod a t e . �4 c t ~n in t h i sin s tance ,h ighe re du c a ti o n h a s a sp e c i a lp lace i n m ode r nsoc i e t y . U ni v e rs i ti e s( Iu s et h e te rmh e r et oi n c l u d ea l li n st i t u t i o n s o fh i ghe r edu cat i o n two ye a r,f o u r y e a r ,g radua te , pU b l i c ,p r i v a t e )a re conce i vedin ou r so c ie t yas know ledge r e s ou r ce c e nt e r s ,w ichre spo n s i b i l i tie s e a c h i ng ,re sea r c h , andse r v ice o re x t e n si o n .T y p i c a l l y , th et e a c h i ng int fth eun ive rs i ty i sdef i n e dtoo n a rrow ly,u s u a l l yr e l a ting func tiono e n tial l yto s t u d e n t s inr e s i d ence , younginag e , and i nd eg ree -or i en ted e ss p r o g r am so f st u dy. If uni v e r s it i e sa r et of u l f i l l t h e ir e d u c a t i o na l pot e n tia lins e r v ingt h eneed s and go a ls o fs o c i e t y ,they mu s t de f i n e t h etea chi n g fun c t i o n mo re c r eat i v e l y ,no tl i m it e dto cap t i v e ,on cam p us , fo r -c r e d i ts i tua ti o n s . T h i sl e ad su st ot h e con c ep to fc o n t i nu ing edu cat i o n i ni t sb r o a d e s t con c e p t u a lcon s t r u c t ; Among t h e cha l l e ng es wh ichI s e ef o ra l lw ho a r econ c e rn edw i t hl i f e l o n gle a r n inga r ethe fo l low ing : tyI "nl. ~ '~e n t . L v l (1) Cre a a v a lli~lG ~ l n c~~~ ~ t h . . f e cO: l c ep u 0f c o n t i n u i n g ed u c a t i o n N oi n s t i t u t i on o fh ighe reduc a tlon ha sr e a l l ya c c e p t e dt h ef u l l im p l i c a t i on so fthe con ce p to fl i f e l o ng l e a r n i n gand done som e t h i n g a bou ti t don e so m e th i ng abou tit i nt e r m so fth eo r g a n i z a t i o n a l cha r to ft h ein s t itu t i on , th e pa t te rn so ff i n a n c i n g ,t h er ew a rd sy s t emfo rf a c u l t y ,f u n c t i o n a la c t i v i t i e sandr e l a t i o n s h i p sw i th in th ei n s t i t u t i o nandw i th o r g an i z a t i o n sb eyond . I ti st r u et h a tw eh a ve e ~~p l e s o fe f fo r t si nth i sd i r e c t i o n , 'o i r tt : : .eya r ef : . :· agm e n t a r yan d . in co mp l e t e . We doind eed need c om - pT e l l e l l s iv emod . e l so f ' wh a tm igh tb ed e s c r i b e da sa c o n t i n u i n g edu ca t ionn - .0..... u n i v e r s i t y . �5 (2)C rea tiv ity i npr o b l e mo r ien ted n r o g ram s ,inad d i t i o nt oth em o re a d i t i on a ld isc ip l in e o r i e n t e dapp roach. tr M o s t p ro b l em sw h ich con ce rn ou rs o c i e t ya r ecom p l e x , i ~er re l a t ed , mu l ti-d isci p lin a ry, d i f fu se ; ont h econ t r a r y ,t h eso lu tion s w e con tr iv ea r eu sua l l yh igh ly spe ci f i c ,p r o s c r i b ed ,s i mp l is ti c . T h is di c hot o my be t w eenth en at u r eo fp rob lems and s o l u t i o n si sa rce o ff r u s tra t ionan df a i l u r e .A s ex amp l e s ,c o n s i d e r m a jo r sou ou r con ce r n swi t h h e a l thc a r e de l i v er y ,w i t ht h ev iab i l i t yo f po li tica lin s t i t u tion s ,w i th envi r o nmen t a l~ l it Con tin u i n g ed uca tionr e s ou r c e sfrom t h roughou t th e un i v e r s i t ym u s t be mob il i z edto dea lina com p r e h en si v eand e~ te w a y wi t h such issue s. (3)Cr e a t iv i t yin w o rk w iththein fo r n a ln e tw o rk o f con tinu ing edu ca ti o n o rga n iz a ti o n s. H e reI m ean v o l u nt a r y ag enc i e s ,s e r v ice o r g an l za t i o n s , co mmu n it yi n s ti t u t ion ssu ch a sl i b r a r i e s ,mu s e ums, EU ' t cen teL s , chu r c h e s . Wh i leit ' s t r u eth a tc o n t i nu i ng edu c a t i o n ac t i v i ti e s o fu n i v e r si t i e sc u s t o ma r i l yin c lud ec o n t a c t sw i t h su che n ti t i e sa s ta e se , SC.C}l i n t e r-re la t ion s l i ip sa r ene i t h e ra ss y s t em a t i cno r as e . comp reh en s iv e as t ? l eyshou .L db (4 ) Cr e a t i v i t yin deve lon inglinkage sb etw eent h efo rm a l ( t h et r ad i tion a l und e r g r adua te andg radua te) andin fo rm a lt e a c h ing p r og ram s . u a l l yt h e set e a ch inga c t i v i t i e sa tth eu n i v e r s i t ye x i s ts i d e-EY Us s id / w i th v i r t u a ll ynoin t e r a c t i o n . I n c r e a s edin te r a c t i o nb e tw e en th e fo rm a land in fo rm a ls y s t e m sw i l lb eben ef i c i a lt ot e a ch e r s and l e a r n e r sa l i k e . �6 (5) C re a t i v i tyi nin t e r i n s tit u t i ona la r rangem en ts, im p : i . y i : t 1 gcoo r -da .n a tion an dc o o p e r a t i o n . I n s t i t u t i o n so fh i g h e r edu c a t i o n~ st b el e s su n i - l a t e r a lint h e i red u c a t i o n a la c t i v i t i e s . S o c i e t yw i l l LO l o n g e r t o l e r a t et h e app a r en ti n e f f ic ienc ie so fmu l tip le, dU ) l i c a t i v e tIfo r ts. B e t t e r an sw e rs m us tb ed emon s t ra t e di nt h er o l e sanQr e l a t i o n s h i p s o funi v e r s i t i e s ,f o u r y e a rc o l l e g e s , commun i tycolle es p~ lic ~ pr i v a t e i nm e e t ing edu cat i o n a lgo a ls. (6 ) Cr e a t iv i t yi ntheu s eo f newte chnologyi nl e a r n i n g . M uchh asb e en m ade o fn ewha rdw a r e and s o f tw a r ea v ailab lefOTt e a c h i n g . M an y im p re ss ive e x amp l e so fexp e r i m en t a le f f o r t sc anb e ci t e d . Bu t cha rac te rist i ca lly, t e a c hi n gt e nd st ob emo r eo ft h esam eo l dt h i n g . - Th e cha l l e ng einth eu t i l i z a t i o no fn ewt e chno logyapp e a r st ol i e ~~ , w i t ht h ehum an e~nt IV Inc l o s i n g , Ir e c a l lt h e s ewo r( ; . so fW . K .K e l logg ,I IEdu c a t iono f f e r st h e g rea tes to pp o r t u ni t yf o rr e a l .L yl l : l p :L" ov ingon eg e n e r a t i o nov e r ano t h e r .11 I n th et o t a lfa b r i co f ~~ n end e a .vo r an d . con c e rn ,c e r t a in l ynon er ank sm o re im p o r tan tthant l l a "C wh i c hd e a l sw i t hm an 's r e l a t i o n s h i p sw i th m an i nou r wo rl dco mmuni t y .I nt h eu l t i m a t es e n s e ,t h eq u a l i t yo fl i f eo fe a ch i nd iv i d ua lon e rt ~ w il l b ed e t e rm in e dbyou r pr o g r e s sinhum a .nre l tio~ s ips insom e howl e a r n i n gt ol i v eon ew i t ha n o t h e r ,w i t hd i g n i t yand .r e s p e c t ,and wi t h mu tua lcon c e rnf o ra l lr a t h e rt ~~ ....Y ' ' ' n~ e """" t t . mo r es e l f i s hi n t e r e s t so ft~e f ew . To ~ end ,t h i sC en t e ri sd e d i c a t e d . We w i sh youw e l l . � 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_1972-03-29_RMawby_SPE Title A name given to the resource Russell Mawby speech, Dedication of the Center for Continuing Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 29, 1972 for the W. K. Kellogg Foundation at the Dedication of the Center for Continuing Education at Columbia 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 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 1972-03-29 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/a07c5bb7a04ab6d41decc11fc9d0b7ea.pdf 565e1ed73ae7d08ef0350d2ea210a212 PDF Text Text fL( S u s:Ld ~ ~u..~• ..i'vv)~JL- 3, \~b -..,..----..... ( J-. 1 ) .• , L.. ( �~ - I t l .a - / 0 0 cf lei -/ "L , . . . , J~ f < r & . £ , . ~'- ---- -- .-. - ~ ~-~ ~ Jz c , 1 ' 'f r - I- tJ .t , ... J o . . . ' �"\ I fPc... ~ 0 ( 1 .J1&.....<- I ~- 6 - l / ; t} f .....~ .L ... -~ j , . .< .c - ~ e . , do ' 5 ' - L~~..-' / ~ - _ ,... ~ ~~ / ' I . r , t ~ ---I cr ~ ~ / , L . . . . . . , u f 1 \ . r . J - ~~ ' \~ } -~- v.- A e....-. ~ . l -, ' t - " \ ) :h ' 0 A . . .a c..J I �~~ / . ~~ ~~ ~ . . . .R )~ ~ 1 r - Ii L ) ? ~ c R ~ ,e . . . . . . . ( y ~ f · J -i , , ) ' . - j �OJ ' J~ ~----- / ' .... 6 v -L ~ 1 ;1 ~ ~~L. ~ ~ ( ) ~ ~ ~ ~~)co ; ,. . .. . . . . . ' f . I - ~ ) �() )t -L } ; - -U_~ J t : ~~~~ )~ ~~ -? ' - '7 / Z ~ ~ e -"o ~ I 0 - ... ~~ .-. G t f + 0 . . . cr t .1 c . : ~ & - / ; . t V - ~ ~ ~ ' ~ a 1 ~J--- . 4 ( �~ J ~ ~ ~.. ~J.. ~ ~. ~ 0 \ ~ l~ I , e ., / ~ , ~ ~ ~ 3. & . ~ J �-" .. , ') -+ �9) } ) �1-. -u k ~L..u.~ .~ ~~ b C . .A - ~ ~~~~ . ~ -~ ~ ~~ ~ ~ -e . . . . .-- L . J d-o .~ �_a ..· . JJ v . . - / , , 4 . ~ - c ~u- ~ ' ~J e c . . . ~ r ~ ~ e ~ . ~ ' I -t ~ v . . - I ' G r .- �} ' 7 .~ ~ - -- .~~ J ~ ~ C '___ 4 . , /U t ~ Q j . t . - o �-9 t . . . , - l r - ~ ~ r . ) ~~ C ; l \N " ) l h -- - ~ ~L ~ " " - 1 -~ -~ h 0 e v t , . L.~~ 2 l \ . ~ ~ ) 1 2 , T " e . .v - 3-<> . - \ ~~ l ~ \~ u . ; . . ) ~. to ; \J c . .Q . (r c . ~ ~ --'~ ~ { J -O . . ~ L 1?Q ' 1 - LA �r ) 1-. � 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_1967-03-03_RMawby_SPE Title A name given to the resource Russell Mawby speech, Michigan State University Short Course Commencement Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 3, 1967 at Michigan State University for the short course 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 Michigan 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 1967-03-03 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/033a2482ca48c0e4701a5cca5a4aa4d9.pdf c05577bd85de285b789ebfcef533af7a PDF Text Text ~~ ~ '" , J/ ~ 1A_ _~r-o-. t c"~ I V7~. _ _ (~.- . vJU _ ...u. �~ ~ ~ • ~ J. - - t _ 1- ) �- , ) �DRAFT ME M0 RAN DUM To : RGM D a t e : J a n u a r y4 , 1982 ~ F rom : H e r e a r es e v e r a li d e a sa n d / o rq u o t e sf o rp o s s i b l eu s ei ny o u ri n f o rm a l r em a r k sa tt h eJ a n u a r y1 1M i c h i g a n E x t e n s i o n Wo rk shop : "Y o u rP l a c ei nt h e C omm u n i t y . " Th em o s t r e l e v a n tt h em ea n dq u o t a t i o no nt h i st o p i cm ay b et h a tb yJ o h n G a r d n e r n am e l yt h a tw h a t Am e r i c an e e d st o d a yi si n d i v i d u a l sw i l l i n ga n d S p e c i f i cs u g g e s t i o n sf o rcommun i ty i n v o l v em e n t 1 . B e i n ga" c r i t i c a ll o v e r "im p l i e sa s e n s eo f commun i ty r e s p o n s i b i l i t y t oa c c e n t u a t et h ep o s i t i v ea n d o ~ o fy o u r commun i ty a n di t s p e o p l e . On e o ft h em o s t e l em e n t a r yp r i n c i p l e so f commun i ty l e a d e r s h i p , �2 - i n v o l v em e n t ,a n de f f e c t i v e n e s si s ~ ~o from ~ top dmV l l ; c omm u n i t y ,h eo rs h ec a n ' te x p e c tt of i n dt h a tc o n d i t i o ni no t h e r s . 2 0 D ev_ e l o pc r e d i b i l i t yi ny o u r comm un ity .I fy o ua r ea v o l u n t e e r ,b ea good o n e . E a r nt h er e p u t a t i o na s som eon ewho i sc o n c e r n e da n di n v o l v e d i ncommun it yb e t t e rm e n t ,a n da ss o m eon e who knows how t og e ta j o bd o n e , no m a t t e r how sm a l lo rl a r g et h et a s km i g h t b e . 3 . L e a r nt os p e a k t h r o u g h ,p r e p a r i n ga n dp r e - se n t i n gy o u rv i ew sa tcommun i t ym e e t i n g s a n do nt h ee d i t o r i a lp a g eo ft h e l o c a ln ew s p a p e r . 4 . Sh ap eo rf o c u sy o u rs p e c i f i ci n v o l v em e n ti ny o u r commun i ty i na c o n s c i o u sf a s h i o n . Do t h a tby a s k i n gy o u r s e l f : "Wh a tk i n do fl i f e ,w h a t k ind o f a commun i ty do I w a n t f o rmy s e l f ,f o rm y f am i l y ,a n df o rmy ne i g h b o r s now a n dn e x ty e a r-and t e n ,tw e n t y ,t h i r t y ,o re v e na h u n d r e d ye a r sf r omnow? Wh a t o r g a n i z a t i o n sa r em o s t c e n tr a lt ot h a to p t im i s t i c v i s i o no ft h ecommun i t y ? Wh a t a r et h o s eo r g a n i z a t i o n ' ss p e c i f i cn e e d s and how c a nI b e s tc o n t r i b u t et ot h e i rf u l f i l lm e n t ? " 5 . D o n ' to v e r l o o kt h eobv i ous . Of t e nt im e s ,o u rl o c a lc h u r c h e sc a nh a v e t h em o s t im p a c ton commun i t y be t t e rm e n t . A commun ity 's c h u r c h e sa lw a y s n e e d good c omm i t t e em em b e r s , good b o a r dm emb e r s , dea c o n sa n dt e a c h e r s . �3 - 6 . ~ r m em b e r s h i p o re l e c t i o nt ot h eb o a r do ft r u s t e e sa n dd i r e c t o r s o fy o u rc omm u n i t y ' 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 sa n dp o l i t i c a lu n i t s .~ A n a g e n c y ,s c h o o ld i s t r i c to rg o v e r nm e n t a lu n i ti sno b e t t e rt h a ni t sb o a r d . 7 . O r i fa m o r e g r a d u a li n v o l v em e n ti sp r e f e r r e d ,c o n s i d e rs e r v i n go n t h ev a r i e t yo fc omm i t t e e sw h i c hh e l po p e r a t ea l lt h es o c i a ls e r v i c ea g e n c i e s i ny o u r commun i ty -f o re x am p l et h ep l a n n i n gc omm i t t e eo ft h el o c a lU n i te d W ay . RGM , y o um i g h tw a n t t oc l o s eby n o t i n gt h a tt h ep r i n c i p l eo fc i t i z e n i n v o l v em e n t ,r e s p o n s i b i l i t ya n ds e l f c o n f i d e n c eg o e sa l lt h ew ay b a c kt o t h ep h r a s e "W e ,t h eP e o p l e "i nt h eo p e n i n gp r e am b l eo ft h eU .S . C o n s t i t u t i o n . V o l u n t a r ya s s o c i a t i o na n dc i t i z e ni n i t i a t i v ee x i s t s ,a sJ o h nG a r d n e rh a s , ~ a l s on o t e d ," r o o t e di ngood s o i l-c i v i cp r i d e ,c om p a s s i o n ,ap h i l a n t h r o p i c t r a d i t i o n ,a s e n s eo fm i s s i o n , as e n s eo fi n d i v i d u a lr e s p o n s i b i l i t y ,( a n d w h a t e v e r t h eu n l o v i n gc r i t i c sm ay s a y )a ni r r e p r e s s i b l eAm e r ic a n comm i tm en t t ot h es h a r e dt a s ko f im p r o v i n go u rl i f et o g e t h e r . " "T h et r a d i t i o ni st h r e ec e n t u r i e so l d ,b u tt h et a s ki se v e rn ew . A s i t d em and ed o u rb e s te n e r g i e si ng e n e r a t i o n sp a s t ,s oi t w i l lt o d a y ,a n da s l o n gi n t ot h ef u t u r ea st h i sn a t i o ns u r v i v e s . " V �n i t e dS t a te st o d a y ,t h e r ea r em i l l i o n s o fp e o p l e T h r o u g h o u tt h eU y o u n g , - , _ , ( Co " ' Ji ("' I ' I :.J/ a n do l d~ - ~ ~ . T h e i rp r o b l em sr a n g ef r om f am i l yd i s p u t e s ,a l c o h o l i sm ,d r u ga b u s e , and p o o rh e a l t ht ot r o u b l ew i t h t h el aw ,c a r e e rd i s e n c h a n tm e n t ,a n dt h en e e dt od e v e l o pn ew l i f e s t y l e s t o~~~~ c o p ew i t ha ~ c h a n g i n gs o c i e t y . F o r mo r e t h a nt h r e e d e c a d e s~ t h eW . K . K e l l o gg F o u n d a t i c no fB a t t l eC r e e k ,~ h a s c b e e np r o v i d i n gs uP ? o r tt ov o l u n t e e rp r o g r a m s d e s i g n e dt or e s p ond t o . c om p l e x ) a n ds om e t im e so v e rw h e lm i n g ) ~- r~ 1 \ ~ -~ S i n c e1 971 , ne a r l yS 18 .8 m i l l i o n i nF o u n d a t i o ns u p p o r tha s be e ni n v e s t e di n4 5p r o je c t sd i r e c t l yr e l a t e d t ov o l u n t e e r i sm . \"T h e im p o r t a n c eo fv o l u n t a r y effo rts w ith in a n y cO IT r . .un i ty c a n n o tb e o v e r e s t im a t e d , "s a i dK e l l o g g Fou n d a t i o n .P r e s i d e n t ~ Ru sse ll G . ~ ~ l iTh en o t i o n s·o f . r es p o n s i b i l i t y , pa r t i c f t t a t i o n ,c o opt r r a t i o na n dp e r s o n l f u l f i l lm e n tt h r o u gh o ~ h a v e ~~ r i n . a~ l i gh t. in~ r s o c i e t y . I ti sa so i . ri . to f cor r ra i . tz i ent; co up le dwith t h er ~o t h a ta ni n d i v i d u a l ' sac tions and c o n t r i bu t i o n s ca nm ake a si gni:ic a n c . .d 'L · · . d i f f e r e n c ei nt eI ar e0f raan. ki.nc i-~~ ~ . .~ f he w F o u n d a t i o np r o g r amm i ng i sc o n c e n t r a t e do n 'h elp i n g the ~. v o l u n t e e r s-~ ~ - - -15 _ o o ~ s e r v i c e s e e kt oh e l po t h e r st a c k l et h ei s s u e so fh e a l t h , s o c i a ls e r v i c e s ,h o u s i ng ,e d u c a t i o n , and r e h a b i l i t a t i o n . h & a d o n - F o re x am pl e , t h eK e l l o g gF o u n d a t i o ni sc u r r e n t l yp r o vi d i n ga s s i s t a n c et ot h eN ationa l I n f o rm a t i o nC e n t e ro n Vo , +- i'\ ..r_ _' (. ... \ . ~. r ~o ~ I• . ' : _ . . J d evelop a c u r r i c u l umm odu le o n o r f o rh i g hs c h o o ls t u d e n t st ob eu se di nc o n j u n c t i o nw i t hac o mmu n ity o u t r eac h p r o g r am . S im i l a r l y , VOLUNTEER : The N a t i o n a lC e n t e rf o rC i t i z e n o ~ i sr e c e i v i n gs u p p o r tt oe s t a b l i s hf o u rc e n t e r sn a t i o nw i d e and im p l em en t ap r o g r am o f comm u n i t y c i t i z e nv o l u n t e e ri n v o l vem e n t f o rh and ic a pped you t h . O t h e r Founda t i o n f u n d e da c t i v i t i e si n c l ude :e f f o r t st os t ren g th en sta f f a n db o a r dm em b e r s i nboar dle a d e r s h i pt h r o u g hi n se r v i c eand pr e serv ice t r a i n i n gp r og r am s ; i n i t i at i ves to i mpr o v e nationa land r e g i ona l co o r d i n a t ion o fv o l u n t a r ya g e n c i es ;a n d eff o r t st oencou rage n ew typ e so f vo l un tee r se r v i c e 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_1982-03-30_RMawby_SPE Title A name given to the resource Russell Mawby speech for the Michigan Association of Extension Homemakers Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 30, 1982 for the W. K. Kellogg Foundation at the meeting of the Michigan Association of Extension Homemakers. 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 1982-03-30 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/40c6ec05a681725b86c3f2760dc04148.pdf 586a9dcda9ef4f56d7fa8d981d5d4fb0 PDF Text Text .... "OX· , YOKES, & WHIPPLETREES" Remarks by Russell G. Mawby, President W. K. Kellogg Foundation March 5, 1980 Annual Public Forum Partners for Rural Improvement Pullman, Washington 1. I am delighted to be with you at the 4th Annual Partners for Rural Improvement Public Forum. Thomas Jefferson once observed that the best fertilizer is the footprints of the farmer between the rows. He referred, of course, to the importance of personal attention and responsibility. Although I suspect most of you are not farmers, Jeff erson might well have been talking about residents of the Inland Empire and the Partners for Rural Improvement Program, for that kind of independent spirit and reliance on hard work is apparent in your success. Yours is the type of partnership 1 �for progress that in pioneer days found farmers donating land for and helping to build rural schools, and joining together to carve out what is today our system of county roads. In the cash short economy of early America, citizens even maintained the public roadway that abutted their property as an option to paying taxes. Some of us wish we had that option today! I thought of that on hearing of how the more recent pioneer spirit in Eastern Washington resulted, for example, in the taming of the steep hillsides of the Palouse -- turning it into a virtual garden of grain. I thought of that pioneer tradition in learning of PRI's ambitious, and in most cases, successful efforts spanning a host of cooperating institutions, rural communities and their problems. Teamwork -- reminiscent of an earlier day, symbolized by oxen and horses and 2 �neighboring, and still essential to hUllian progress. II. I am often asked at meetings like this, why is the Kellogg Foundation involved in rural Washington? My answer is that the Foundation has had a long-term involvement in rural development, wherever it was appropriate and wherever it might help to solve problems in a way that could be used by other people in other regions. The Kellogg Foundation was established ln 1930 and during its first decade of operation concentrated its efforts in seven counties of southcentral Michigan. The major thrust of the Michigan Community Health program was to assist the counties in improving health care available to rural people through establishment of public health services, including efforts by county departments of health, outlying hospitals and health centers, and public health 3 �education in the schools. As a related effort, the Foundation assisted in improvement of rural education through establishment of consolidated agricultural high schools. This concern with the quality of life in the countryside has continued to be a major commitment of the Kellogg Foundation. To illustrate various Foundation activities over the past decade and a half, I could simply list a number of projects to which we have provided substantial support. Such Foundation-assisted projects have included: the National Project in Agricultural Communications at Michigan State University; the National Agricultural Extension Center for Advanced Study at the University of Wisconsin; the Center for Agricultural and Rural Development at Iowa State University; 4 �the Agricultural Policy Institute at North Carolina State University; () the Eastern Kentucky Resource Development Program of the University of Kentucky; the Human Resource Development Center at Tuskegee Institute in Alabama; and Rural Leadership Development Programs of Michigan State University, Pennsylvania State University, Montana State University, the California Agricultural Education Foundation, which involved four state universities, and Washington State Agricultural and Forestry Education Foundation (Washington State University, University of Washington, Whitman College and Whitworth College). These are just a few of the major rural development initiatives assisted by the Kellogg Foundation and are, of course, in addition to support of the PRI project. 5 One of the PRI �partners, Wenatchee Community College, recently received a separate grant from Kellogg as part of a national program to encourage development of local community resources centers in urban and rural areas. These all are projects which we categorize as part of the Foundation's broad program in agricultural and rural affairs and are those most directly related to rural community development. In addition, many of the projects ln the Foundation1s other two major program areas -- health and education -- are concerned with improving health care delivery and educational opportunities in rural America. Historically, the Kellogg Foundation1s commitment has been to the "application of knowledge to the problems of people." We have focused on knowledge utilization; and new, innovative ways to address significant social concerns. 6 It is �our feeling that "what could and should be in rural America is something better than what it is." III. Certainly this audience is aware of America's major rural development problems. They are problems which PRI is trying to deal with, in one form or another, every day of the week. America's rapid economic growth in recent decades has concentrated in large urban centers. Our rural communities' share of this general economic growth is no where near that of urban and industrial areas. Of even more severe consequences has been the maldistribution accompanying agricultural technology. Farmers with the capital to expand land holdings and acquire more resources reflecting 7 �advanced technology have benefited from it; farm workers with skills unadapted to other occupations have sacrificed in real income as they were replaced by bigger machines and capital technology. Retailers and country towns have paid heavy costs as their commerce and income dwindled because of smaller farm populations and cost economies of large-scale production and distributing operations in agriculture. To put it more directly, the social environment of many rural communities has eroded. Declining income bases have made it difficult -- even impossible -- to maintain crucial health services, educational and recreational services, and the types of general social services all Americans lit erally take for granted. Today, we find too many country towns that have been, in the words of Earl Heady in Communities Left Behind, "scarred with crumbling dwellin gs, abandoned 8 �stores, and weed-covered streets." Today, three out of four of the rural poor live in small towns and villages. And more than 27 percent of occupied rural housing is substandard; compared with 14 percent for urban areas. Today, we see conflicting demands being placed upon our rural communities. In some cases, rural areas are experiencing a new level of population and general economic growth generated by availability of natural resources for energy exploitation. At the same time, rural industriali- zation will never restore equity throughout . t h e American countryside because most country towns and rural communities do not possess characteristics for such natural resource, economic or industrial development. Indeed, economic and social well being will continue to revolve around the surrounding farm sector and the businesses and institutions that serve the towns. 9 �Not long ago I visited a community hospital in a county seat town of a rural county in southern Michigan, We were talking with two young physicians -- bright, competent, conscientious. In the course of our conversation they indicated that neither of them was taking more patients, nor to their knowledge were any of the other thirteen doctors in the county. I explained that I had moved onto a small farm with my family and asked what would happen if I called their office for a family physician. They indicated ' t h a t the response would be, "We're awfully sorry, but we are filled up. If anything happens to any of the youngsters, come to the emergency room at the hospital and they will do what they can," I would suggest that the attitude of almost casual indifference by the young physicians -- or possibly a resignation in light of the magnitude 10 �of the problem -- is reflective of too much of rural America today. Whether we are a physician practicing in a small town, county administrator, school teacher, businessman, farmer, or feedlot operator, we don't exhibit the type of civic self initiative that resulted 1n that shaping of an educational system, and network of roads for rural America by our forefathers. Today, if there are health care delivery or other social problems, we often look to the federal government -- not locally for answers. We may criticize business and industry for ignoring their civic duties in rural America, but not look to the farmer -- or farm organizations -- for the same type or degree of active community involvement. We tend to underestimate our ability to join hands in order to solve problems. 11 �A special challenge confronts our institutions of higher education, created and sustained as knowledge centers in society. In most cases our colleges and universities -- especially land grant universities -- have difficulty in linking institutional resources with rural people and rural community needs. You, through PRI, are making Eastern Washington an exception to these generalities, but it may be useful to remind you of the situation which commonly exists. While the rhetoric relating to r ural development ebbs and flows, there has generally been too little evidence that our educational institutions have given a sense of priority and urgency to rural problems. Most universities are not equipped -- or are ineffectively organized in a fragmented disciplinary structure -- to deal adequately with the broad range of issues encompassed in rural 12 �community development, issues including health care delivery, education, business and industry, political structures and social services. Most colleges of medicine do not concern themselves in any comprehensive way with rural health care delivery problems. And most colleges of education do not give major attention to rural schooling and education al opportunities. This audience is familiar with related problems involving colleges of agriculture. When I was in Extension work, we used to say "farmers have problems, and colleges have departments." As agriculture has progress ed, there has been a specialization and fragmentation -- in the structure of colleges and departments, in research, in the industry of farming, in the maze of farm organizations and institutions which serve agriculture . The colleges of agriculture have pro gressively n arrowed their 13 �scope of concerns to an almost exclusive preoccupation now with agricultural production and closely related activities, with lesser concern for the problems of the family, of health care delivery, of social institutions and services, of education. And while faculty members within a university's college of agriculture will have broad responsibilities and titles in community development, they are often hamstrung by organizational rigidity of the institution itself. We also find that the typical agricultural research station or Extension service simply does not have available to it the intellectual and technical resources of the university at large. This is further compounded by an insular mentality of many institutions which seems to set them aside from the mainstream of most community issues and needs. 14 �IV. These deficiencies can be overcome only by making community service activities -- Extension work --part of the teaching function and part of the institutional reward system at the colleges and universities which are charged with serving rural America. PRI has become a significant force in the redesign of the public service activity in Eastern Washington. It has become so because all of its partner organizations are committed, reflected by the incorporation of PRI staff positions and budgets within the organizations, contributions of direct salary and program funds, provisions for faculty release time and services, as well as other resources totaling, I am told, more than $400,000 a year. However, true expansion of your community services roles, and of your organizational and 15 �program focus, will come only if PRI is capable of moving its partners toward an expand ed strategy. There must be as much institutional incentive given for faculty to help their communities apply existing knowledge to problems, as there currently is for faculty to develop new knowledge and new research. You must help build an understanding and appreciation for the role of Extension and community service within the college and university and you must continue to encourage expansion of educational resources into 'the community. Those of you here today that are outside the university or college structure may be particularly effective in providing community support for such change. PRI also needs to build upon its considerable successes in this area: for example, linkages between faculty and students in the cooperatively developed rural and urban planning programs at 16 �Washington State and Eastern Washington Universities. And most of all, you and PRI must not lose contact with the problems and the people you seek to serve. Several months ago, in Vienna, the United Nations convened its Conference on Science and Technology for Development . Dr. Paul A. Miller, former presid ent, and now a professor, at Rochester Institute of Technology and a senior program consultant to our Foundation, was an observer at the conference. Referring to techno- logical developm ent and the need to link resources with people's n eeds in the Third World, Dr. Miller observed: "The repeated references (at the conference) to the constraints of development acknowledge that development goes nowhere without popul ar und erstanding and participation: adaptation of technology to site specific situations; the linkag es of delivery systems to local institutions; 17 �the importance of local, rural indigenous industry; the critical need for local capacities for innovation and entrepreneurship." In thinking about related issues of rural development in the United States, and right here in eastern Washington, it occurred to me that the situation is quite similar to that described by Dr. Miller. The key factor is not economic relationships or adaptation of technology. We will go nowhere without popular citizen understanding and participation. We as individuals and as Partners for Rural Improvement must make it possihle for people to handle the process of community developm ent. To achieve that, we have to carefully select the fabric of development initiatives and tailor it to rural citizens' values, aspirations, attitudes, s k i l l s and leadership. I know that PRI has b een doing th at 18 �through more than 85 different projects serving rural communities and organizations over the past four years. Your use of task forces to assess social impact of railroad abandonment on small rural communities, and to examine potential growth impact of energy development in Ferry, Lincoln, and Spokane counties, seem to me to be outstanding examples. One of the reasons that the Kellogg Foundation has been supportive of Partners for Rural Improvement -- and one of the reasons we believe PRI has been successful -- has been its ability to recognize that most significant problems in rural communities are complex, diffuse, interrelated, multidisciplinary, generalized and permeating. PRI has resisted appro aches to problems and propos ed solutions that are too simplistic, discipline oriented, sp ecific, and circumscribed. PRI h 3s sought to deal with core 19 �issues rather than the fringes of community concerns. It has sought to emphasize the application of existing knowledge and education in and through its projects, and has, it seems to me, recognized the reality that most important decisions confronting us cannot be solved by burgeoning technology alone, but instead are value based and value laden. Our ability to deal with rural problems in the years ahead, to a large measure, depends on the type of new organizational approaches reflected by Partners for Rural Improvement. A specific example was PRI's involvement and response to a county commission's need for a feasibility and impact study relating to a proposed ski resort. I have been told that a faculty member of the local community college was identified to conduct the study, and pertinent existillg data were 20 �procured from the regional planning commission. State and federal agencies (including the office of community development, state regional development committees, soil conservation service, geological survey, and bureau of land management) were contacted for their special expertise and contributions. Washington State University's faculty in parks and recreation, wildlife management, geology and rural sociology organized and prepared the data. Study results were presented through PRI to the county commissioners; the results formed the basis for the decision to move ahead with the plan. There are other, equally impressive examples of PRI working with organizations in natural resource development, training of governmental officials, economic development, land use planning, and delivery of human services. 21 �At the same time, I, for one, stand with those citizens here in Eastern Washington and throughout our great land, who strongly believe that our educational institutions -- private and public colleges, land-grant universities, community colleges -- can and should do even more in terms of coordinating and delivery of educational services to and on behalf of the more than 57 million rural citizens of America; and in serving as lead agencies in broad based, multi-agency .. approaches to identification and resolution of problems at the local rural level. Each of you, and Partners for Rural Improvement, are proving it can be done. You can be justifiably proud of your record of collaboration and achievement. We at the Kellogg Foundation have been pleased to support you. I also hope and am confid ent that you and 22 �Partners for Rural Improvement won't lose sight of what has been, and is, basic to your succ ess. Which brings me -- at last -- to the end, and the admittedly somewhat strange title of my remarks: "Ox, Yokes and Whippletrees." v. I have a pair of oxen, -- steers trained as the draft animal in pioneer America. Conscious of the pair's historic roots, I named them Yankee and Doodle and they drive to oral commands only, as they should. With oxen, we use the yoke to transform their strength to us eful energy. With horses, it's harness, whippletrees and eveners. well-trained team, working together, can do the job. But if they are not together when they hit the yoke or the collars, they'll work against each oth er, with disastrous results. 23 A �The uniqueness and the success of Partners for Rural Improvement has been its emphasis on the team approach in harnessing the power and the potential of institutional and individual citizen partnership for solution of rural problems. The approach is as old as the use of ox yokes and whippletrees in America. It is also as relevant and as challenging as anything facing our nation today and in the 19805. Thank you. 24 � 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_1980-03-05_RMawby_SPE Title A name given to the resource Russell Mawby speech, Ox Yokes and Whippletrees Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 5, 1980 for the W. K. Kellogg Foundation at the 4th Annual Partners for Rural Improvement Public Forum. 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 1980-03-05 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/628e82fd85510c4878d87ac40ae8629a.pdf dbcf4badb6deb4ada50bece953f654fd PDF Text Text " IN THE BEGINNING... " Commencement Address given by Dr. Rus sell G. Mawby President, W. K. Kellogg Fou ndation at Naz aret h College Kalama zoo, Mich igan May 1, 1976 I It is a pleasure inde ed f or Ruth and me to b e with you at Nazareth Colle ge f or t his Commenceme nt cer emony. stretch back more than a de c a de. My r elationships with Nazareth My pr edecess or a t th e Foundation, Dr. Emory W. Mor r is , s erve d a s a member of your Board of Tru s tee s . I came to know your President, Dr. Lore, very we l l when h e served a n int ernship a t the Foundati on a s a part of his doct oral proGram of studies. Through the years, as t he Foundati on has had t h e privilege of a ss isti ng Nazareth in various ~ ay s, I have come to r esp ect thi s ins ti tuti on an d apprec i a t e i t s stude nts , f acult y, officers , and t r ustees . Thank y ou now for this further pl e a suJ:"e of b e ing wi th y ou today. To you who are gradua ting, I wa nt to add my c ongrat ulat i ons to t ho s e already expres sed. For each of you, t his is a n occ a s ion l ong awaited, on e of those instances in life when a person can have both a sense of satisfac tion in past achi evemen ts and a spe cial excitement f or the futur e. By happy coincidence your gr aduat i on y ear is a special year in the life of our country -- our Bicent enni al ob s ervance, an anni ve rsary when we should . reflect on ou r hi s to ry and col le ct i vely -- to t h e f uture. with y ou. h er:~ t 8.!je , a nd c ctrui t --- indiv iJually an d I fe e l pri v i l eg ed to b e s har i ng t i~i s day �2 I wou ld adda wo rd o fc o n g r a t u l a t i o n s ,a l s o ,t oa l lo ft h o s ewho h av e c o n t r i b u t e di na s i g n i f i c a n tw ay t om ak ing t h i sd ay a r e a l i t y . It h i n k f i r s to fp a r e n t s and f am i l i e s ,andi nsom ei n s t a n c e shu sb and so rw iv e s and c h i l d r e nwho soo f t e nh av es a c r i f i c e dands u b o r d i n a t e dt h e i rp e r s o n a l i n t e r e s t st oy o u r si nm ak ing i t p o s s i b l ef o ryout os t u d ya tN a z a r e t h and who a r ee n t i t l e dt oa s im i l a rs e n s eo fp r i d e f u ls a t i s f a c t i o non t h i s o c c a s i o n . AndI t h i n k ,a l s o ,o fa l lt h ep e o p l e who a r eN a z a r e t hC o l l e g e t h o s ewho h av e gon eb e f o r ei ne s tab lish ing ,b u i l d i n g , and s u s t a i n i n gt h i s i n s t i t u t i o n ,andt h o s ewho c u r r e n t l yc a r r yfo rw a rdt h i swo rk. . . t r u s t e e s , f a c u l t y ,o f f i c e r sands t a f f ,a lumn i and f r i e n d s . C h r i s t i a n ,l i b e r a la r t s c o l l e g e sh av eb e en andmu s t c o n t i n u et ob ea s ign if ican t compon en to fo u r p l u r a l i s t i csy s t emo fh ig h e r educa tion . You re f f o r t sh av em ad e t h i ss o andw i l lc o n t i n u et odo soi nt h ef u t u r e . To a l lo fyou I e x p r e s sc o n g r a t u l a t i o n s and comp l im en t s ,f o ry o u ,t o o ,c ant a k ep r i d ei nt h i sh appy o c c a s i o n . I I Th e th em ef o rt h i sd ay. . . y o u rd ay. . . i s" g e n e s i s . " W i th a c a p i t a l"G " , w e know G en e s i sa st h ef i r s tbook o ft h eO ld T es t am e n t . W i th a sm a l l" g " , W eb s t e r s a y sg e n e s i sm e an s " t h eo r i g i no r com in gi n t ob e i n go f. . . " E i t h e r w ay , no s i n g l ewo rd c o u l db e mo r e a p p r o p r i a t ef o ra e e e ~ t h em e t o comm en c e. . . I nt h eb e g i n n i n g. . . I nt h eb eg i n n i n g God. . . ! I app ro a chmy a s s i g nm e n tt h i sa f t e r n o o nw i t ht h es o b e rknow l edg et h a t n o t on ep e r s o nc am eh e r ef o rt h ep r im a r yp u r p o s eo fh e a r i n gt h eComm en c em en t A d d r e s s . I fw ea r eh o n e s tw i t he a cho t h e r ,e a cho fyou h a s a mu ch mo r e p e r s o n a l a n dmo r e im p o r t a n t r e a s o nf o rb e i n gh e r e . I na p p r e c i a t i o no f t h a tf a c t ,I p r o p o s et oi n t r u d eo n l yb r i e f l yupon y o u r da y . To t h o s eo f youwho , f romf o r c eo fh a b i t ,a r et a k i n gn o t e s , my ent i r em e s s ag ec anb e i~ari e i ntwo f o u r l e t t e rwo rd s : Im e an th em ,t h e ya r en o t noun s ~ c a r eand l o v e . And i nt h ec o n t e x t a c t i v ev e r b s : c a r e andl o v e . �3 Each of us has st a shed away in memory certain lines - -of poetry , f r om l iteratur e, pa s sages from the Di b le - whi ch have special mea ni nc t o us. One such which fr equently r ecurs t o me are t h e se line s from Edna St . Vi nc ent Millay The world stands out on e i t h er side No wider than t he hear t is wide; Above the world i s stretc hed the sky ,-No high er than the soul is h igh . The h enrt can pus h the SEa and l and Fa rthe r away on e i t h e r ha nd ; The soul can split the s ky i n two , And l et t h e fac e of Ga d s hi ne thru . But Eust and Wes t will pi nch the heart Tha t ca nnot keep them pu sh ed ap art ; And he whose soul is f lat- -the sky Will cave i n on him by a nd by . The world sta nds out- --no wider than the h eart is wide. Any r ea s onable p er son who refl e cts thoughtfully on today and t.omor-r ow-con where ma nkind i s a nd where we 're go i ns- - f i nds the prospect soberin g . Re c ently I read a d i stur b ingl y p ess i mist i c- - a nd perhap s dist re ssingly reali stic- -book, An In quiry I nt o the Human Pro s pect, by Rober t L. Heilbroner. Heilbroner s ugges ts that t hre e i s s ues above all others sha p e t he current human predic ament. envi rorunent, Hal' . The s e can be summari zp.d in thre e wor ds : "populati on, �4 I t w o u l db en i c ei f t .hese w e r esi.mp . l . e ,t i d yi s s u e st h a t w e coul d d e a lwi t hf o r cefu ll yand d i r ec t l y. B u t w eimm ed i a te l y se et h a tthey a re eand nea t; t h ey a r eco mp lex, con found i n g an d com pou n d ing ,c om pr e no ts impl he n s i v c ,i n t e r r c : lo .t e d . On eo ft h ed i l e mma so ft h e hum an c o nd . it i o ni s t h a tt h ep roblem s, , ' h i c h con c e r -n u s ar edi f f u s e, ccmpL ex, pe r m eat i n g , mu l t i d i s c i p lina r y , gen e rR lized ;th i n ko f any cu rren t issueo fmo .j o r s i gn i f i cance --po l l ut i on ,in f la tion , heal t hc a r 2 ,t r a n s p o r ta t i o r . , me n t ,e d uc a t i o n ,th e jud i c i a ls y s t em , de t en te ,wo rl dp eace. t h e so lu tion s ~e is e i ~ ~t a ,y e s ~ , by m an a r eus u a ll ysp e c i fi c ,s im p l i s ti c , spe c i a li z ed, n a rrow lyb a se d, ' I 'h u s, a s e r i o u sd is cc n t .Lnu . i ty ex is tsb etw e e nt i l enc . t . u r e o ft h ep r o b l em sv rh ic h con f ron tu s and theso lu tion svhichw e con trive f o r dea . l . i .ng wi t ht h e m . I ' l l no te la b o r a t e onthe se t h reeiss l1 e s ,s imp l yrem i n d you o ft h 2m: -arca . L i z a tI ont.ha tt h ee ;row tno fhum an popu . la t .Lon is Popu la tion-. t h ep ri n c i p a land mo s t r ~e i ~ t h r e a tt ot h es u r v i va lo fth e s p ec i e s (m an); E n v i ronm en t-a g row ing a p p r e ci a t i o nfo rt h ef r ae ; i l i tyo ft h e re la t i on sh ip s w i t h i nt h eea r th 's env ironm en ta lm i lieu ,v T i t h an aw a ren e s so ft h em ind -bOGg ling con seq u en c e so fou ra c t i o n s , 11.ls i ve o r pr em e d i t a t e d ;and im p W a r -w i t h no b e t t e rr e m inde r than th e wo rd sw r itten3 50 yea r sag o by J o hn D onnesan i s l and , en tire o fi t se l f ;ev er ym a nis a p ie ce o f "No m ani e co . r tt .ne i r t•a p a rt o ft h em ai n ;if ac l od be w ashed aw ay by th t h esea , D . 1 ro , r ; eis t . l i cle ss, as' , :211a si f ap romon t o ry w e re, si f a m ano r :o f 't .hy f r ie nd so ro ft h i n e own w e r e ;e . Y'.Y as H e ll a �5 m a n' sd ea . th d im in ishes m .e ,b e cau seI am LnvoL v ed i nm an k in d; andt h e r e f o r en eve rs endt oknow fo r vhomt h ebe l lt o ll s ; 1 f i tto J . lsf o rt h e e . No m a t t er how\1 echoo setoc l a s s i f ym an 's conce r n s ,o rf romwha t van t aG ep o i n tw e el e c tt ovi ewt h e m , t i ~at e y i t be c om e sc l e a rt h a t the q u a l i t yo fl i f ef o rou r gene ra tion s . .you r s andI11 j n e -and t h o s et o f o l low w i l l b ed et e rZ l i n e db a s i ca l ly by ou rp l . 'O c r e ssin Lm p r-ov lng DU_nJ8 .n re at i Fo r vhe th e . rw eth inkint .e rm so f t h ef 'an .LLy , ou r hom e ~hi s co r nm unit .y,o u rs t a t eo rn a tLon ,o r t h e wo r l dn e ighbo rhood,the 'p rirn . , de t e rm i n an to fwha tl i fe w i l lb el i k einth ey e a r s ahead w il l b ea con s equ en c eo fm an 's a b i l i t yt ol i v ei nh a . rm ony,on e ,v i th ano the r. A n d e mo st im po r t an t dec i s ions conf ' r -on tin gu s w i ll no tb e re so Lv e i by OU l' th bu rG eoni n gt e c h n o lo GY a lonE :,bu ti n s tead w ill be va lu e based and l u e l ad2n . va I I I Th e onl yhope f o rci v il i z e ds o c i e tyis t h a t mode rn w an w i l l be ·more su c c essfu lth anh i sp r e d e ces s o rs i nd e a li n Gw i t h human a s p i r a tion s,r e f lc c t in c cont e mpo r ar yva l u es . You r gene ra tion , mor et h a nm i n e ,show s pr o m i s eo f ha v i n gt h i s ~ it e t and cap a ci t y. Bu t you hav en o t ye tb e en rea lly t e s t e d . Th erea lt e s t ingw i l l com ei nt a ng ib l er e s p o n s e st ot o ugh al t e r n& t i v es -r ex ampl e ,i nth el e a d e r s h i pyou pr o v id ei npr e p a r i n gt h eA r r_eri c a npe o p l e fo t oaccep t as tat i co r dec l in i ng s t anda r do fl i vi n ginth e decade si ~e i at e y ahe a d , adop ting an en ti r e ly newconce p to fth e qua l i t yo fl i fe , soth a tt h e �6 people s of other pa rts o f the wor l d may benefit more ab un.dant l y from t he earth~s finit e r es ourc es . Wil l we go to war over oil? our abundanc e wi t h those le s s bles s ed ? Will we share Will the hungry of the world have f ood? Your s uc cess wi ll "be dec erm.Lne d no t by the eLeg anc e of your rhetori c but by the t a ngible c on s equ cn c e s o f your ec on omic, social , and poli tical de c i sio ns . Your .i nd i.vddua.L contri but i ons t o human progres s wi l l b e made i n t h e va rious roles of life - -in y our cho s en fi eld of Yor k ; as spou se , parent , citi zen , vo lunteer. Volunt e eri sm is a speci al Americ an phenomeno r , Margaret Mead has ob s erve d : "He live i n a so c iet y 'cl1o;t ali-rays has de p(D ded on vo l unt e er s of di f f e rent kinds-- some who can give money , o t he rs who t:; i ve t i me , and a gre at many who fr e e ly gi ve their s p ec i a l skills, full-time or part -time . If yo u l ook close ly , yo u will s e e that almost anythin s that r e ally mat.t er-s t o us, anything that embodies our de ep e s t c ommi tment t o th e way human li fe should b e l i v e d and c a r ed for . depends on some t'orm- o-mor e often many fo r ms - -of vollmt e er i s m. " In a real s ense, the mark of a per s on 's life is de t ermi ne d , above a l l , by t h e way s in whic h l e isur e ti ~e i s spent. I enc ourage y ou to b e involved ! In preparation for such re sponsi b ility , y ou a r ? fort unate to have b e en students h ere at Naz areth Coll e ge - -a Christian , privat e, l i ber a l arts instituti on : �7 Ch r is 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 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 nan ag e wh en gover n ln en ti se v e rmo r e dom in an t andd om i n e e r i n g ; andl i b e r a la r t s i nf u r t h e r a n c eo ft h ec o n c e p to ft h e" e d u c a t e du s n . " Among t h ed i s t i n c t i v ep u r p o s e so f e~es l i h ey o u r s ,I ' l l r e p e a t o n l y two : " I nt h ee r awh en t h ep o t e n t i e . lb ene 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 cem e n 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 c o n c e r nandr e s p o n s i b i l i t yi ntheu s eo f su 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 va l u es wh i ch u n d e r c , i r d t h ew o r t ho fi n d i v i d u a l sandt h ew e l f a r eo fs o c i e t y . " I nan e r ao fp r oL it 'e ra t .Lona nd f r agm e n t a t i o no fknov .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 ya b o u t t h ewho lenes so fk nm d e d ge and a c o n c e r nf o rt h ev a l u e .i2:!:dgm e n t s wh i ch a r ec r i t i c a lt ow is ed e c i s i o n -m a k i n g . " Iw i sh you a sg r a d u a t e s su c c e s si nt h ed ay s ah e ad i nt r a n s f e r r i n g s u c hv i t a lc o n c e p t si n t oy o u re v e r y d a yl i v e s . IV Wh i l e t h ep r o s p e c t so fanunknown f u t u r em ay b e somb e r ,t h ec h a l l e n c ; e andt h ep o t e n t i a l o ftomo r rowa r ea sd em and ing and a se x h i l a r a t i n ga se v e r . I nanage v rhen b i gn e ss an d com p l ex i tys e emch ar a c t e r i s ti c ,it ' s im p o r tan t �8 t om ai n ta i na p r o pe rp ers p e c t i v e. Wh ent h er e a l i t i e so ft h e ev e ryd ay w o rld s e ema lm o s to v e r w he l mi n g , I fi n dt h ef 'oL l .ov in gau s e f u l re m ind e r: I amon l y one ,b u t I amon e ; Ic an' t do ev e r y t h i n g ,b u t I can do som e t h i n g ; And wh a t ;I c a nd o , I ougn tt odo ; And wh a t I ought t odo ," b yt h egr a c eo fG od, I w i ll do. I I J e s u st a u gh t, "Lov et h yne ighbor - An o l dhYmn r em ind su s , "B rie :h ten t h ec o r n e r wh er eyou a re. . . " A movi n gl y r i cenj o in s, "L e tt h e r eb ep e ace on ea rth ~ l e ti t b eG in w i t hm e .. . " I nt o om a . n y fa c e t so flife, w eh av el o s tthehu m an and t h e hum D.ne. Th i sc anb e r e~ e ie o n l y by t h ed eed so find iv idu a l s who --i nwh a te v e r t h e i rr o l eandin e v e r yd ime n s i o no fli f e c a r eand2-ov e. I fe a ch o fu s wi l l do wh a t .T ec ando and oug h tt oco tot h a tend, w e l ,i nfac t,b es e r v ing m an 's h ighe r pu rpose . w il T oe a c ho fyou i nt h i sB i ce n t e n n ia lCl a s so f1 976 , Godspeed in you r p r o f e s si o n a lc a r e e rand --mo r eim p o r t a n t l y --i ny o u r pe r s o n a ll i 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_1976-05-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, In The Beginning Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 1, 1976 for the W. K. Kellogg Foundation at Nazareth College for 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 1976-05-01 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/ce83606f3a26682d04d687ed767073d5.pdf 5dd7db6c2e2a9231df1f376f3325461a PDF Text Text Remarks by Russell G. Mawby at May 11, 1987 Salvation Army Centennary Dinner, Battle Creek, ~ I / 00 Ie 7 �o s ~ ~ L .V ( ' ~ ~ J '<o. . . . \ c.-\ ....d ) , ; !L . . . \~ f �The Salvation Army ' s his tory i n Battl e Cr ee k has much in c ommon with it s his t ory el s ewher e . Here , t oo, t he Ar my was gr eet ed by hostility . A news paper acc ount of Oc to ber 30, 1887 , sa i d thi s a bout the Ar my : The Sal vation Army at t emp ted t o assa i l t he c itade l s of s i n i n thi s ci ty ye ster day , a f t e r the anc i ent style of t he Chine s e i n go i ng to war by maki ng a te r ri bl e r a cke t . I ! The Ar my consi s t s of t hr ee men and t wo women and t he object seems t o be t o attract Divine at t en tion by pla ying di sc or da nt t une s on a bea stl y sh r i ll horn, and making an une art hly di n ge nerall y . A good aud i ence was att r a c t ed by the crazy pe r fo rmance in the af t er noon •• • Nearly fi ve year s later , t he ani mos i t y had ha r dl y c ooled . account , from Augu s t 31 , 1892 , poi nt edl y says : Anothe r news pa per Las t evening t he pol i c e a ske d the Salva t i on Ar my pe opl e to f ind s ome ot her pl ace than the crowd ed c or ne r at t he Ci t y Bank i n which to howl and mouth t he i r silly twa ddl e f or the amuseme nt of a l ot of peopl e who are easi l y pleased. They refused to do so and we re marched t o the lockup, singing on t he wa y . Despite thi s hos t i l i t y fr om t he medi a, t he Ar my es tablished i t s el f in Bat tle Cr e ek. It recei ved a boo st i n 18 94 when civic leade r Pe t er Cr osby dona t ed fr ee mee ti ng s pa ce i n his Cros by Bl ock f or fi ve ye a r s . Over t he years , it has ex perienc ed s t ead y gr owt h , movi ng t o Sout h J e f f er s on Avenue i n 191 3 , t o Eas t J ackson St ree t in 1924, and to Wes t VanBuren Street i n 1957. Tha t hi s t ory ha s been mark ed by t rage dy - - t he burni ng of the South J eff e rs on Ci t adel i n 1922 -- and t r i umph - - the vi s i t to Bat t l e Cree k of Evangeline Boot h on J une 13 , 19 32. 389 { " �4 . M ay 11-- S al v a t i on A rmy C e n tenni a l(b ackg round m a te r ia la t t a ch ed ) j P o ss ib le T h em e : S a lv ation A rm ya s"Ou ts i d e r " B eg an a s an o u t s id e ro rga n i z a ti o n i )a s s o c i a t e dw i t hchur c h es , bu t ind ep end e n to fd enom in a t ion i i )w ork ingi nt h ec itie sbu t fre eo fm un ic ip a l con tro l ii i ) im b u ed w it hm i l i t a r yd i s c i p l i n e , bu tp a rt o f no m i li t a r y e s tab l i shm en t i v ) wo rkingd i r e ct l yw i th tho s e whon eed edh e l p-" s h i rt s l ee v e phi l an th ropy " ioni n gth e pow er l e ss and t h ef r i e n d le s s; v ) champ t h econv ic t, t h ed e re li c t,t h ed runka rd . B. ~ c . ti S .A . s l l an"o u ts i d e r"o rg an iz at i on , ev enthough e s tabl i s hed an o u t s i d e ro rga n i za tioninits e a r lyy e a rs i ) su ff e red abu sef romcl i e n t sw ho d i d no t w a n tt ob eh e lp e d ii) w e a t h e red a t tack sfromch u r ch es and ch a ri t ab le o rg aniz a t i o n s tha t sawth eS .A .a sa co mpe tit o r i i i) a r r e s t e db ylo ca la u t ho ri t i e sw hor eg a rd edthe S . A .a sa t h re a tt opub lic o rd e r i) s u c ce ss h a sno t ru i n ed t h eS . A . I t is un iver s a lly c t e d , and v er ymu cha p a rt o f th e cha r i t a b le re sp e a b lishm en t " "est i i ) u su a llythi sis a c h iev eda tth e cos to f ab a ndon ing t h e i g i n a lc l i e n t e le . To t h eS .A . ' sc re d it, t h ey h av e or r em a i ned an "out s id e r "o rg an iz ationint h i sr e s p ec t i i i )s t i l lt h ehop eo f th ep enn il e ss ,t h efr ie n d l e s s ,t h e hom e l e s s L v) m ir r o r si t sfou nd e r, W i l l i a mB oo t h , who ,a lthough h ew en t f r o mb e ing an ou tcas t t ob e ing l i o n ized ,n ev er fo rgo tt h a t h is m i s s ion w as t ose rvetheun fo r tun ate ) } . �Margaret Mead "We live in a so ciety that alHays has depended on volunteers of different kinds -- some who can give money, others who l 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 rhe way human life should be lived and cared for, depends on some ferm -- more often many forms -- of volunteerism." ] �c - c.,.Q ~a ... �/ I � 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_1987-05-11_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Salvation Army Centennary Dinner Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 11, 1987 for the W. K. Kellogg Foundation at the Salvation Army Centennary dinner. 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 1987-05-11 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/8e1e658e04535b19efc0e0db7faaaa78.pdf 9c9b336dd78b176a900945f24a7ec8f5 PDF Text Text "THE WORLD STANDS OUT" Commencement Address given by Dr. Russe ll G. Mawby at Oklahoma State University Stillwater May 12, 1979 I It is a pleasure indeed for me to be with you at Oklahoma State Uni ve r sit y for this commencement ceremony. While I have had the pleasure of visiting Stillwater a number of times, it has been more t han 15 years since my last visit. Thus, I am impressed once ag ain wi th your bea utiful campus and am mindful indeed of the national and international r eputation of Oklahoma State. It is one of the fine exampl es of our network of land grant universities, the distinctive contribution of America t o higher education. You will always be proud of your alma mater. It i s a further pleasure for me to be he r e because your President, Dr. Boger, is a long time professiona l col l eague and va l ued f r i end . Therefore, I thank you for the privilege of being with you today. To you who are graduating, I add my congratulations to those already expressed. For each of you, this is an occasion l ong awaited , one of those instances in a person's l ife when you can ha ve both a sense of satisfaction i n 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 real ity. I think fi r s t of parents and fami lies, and in some instances husbands or wives and chi l dr en who so often have sacri fic ed and subordinated their personal interests t o yours in making it possible for you to study at OSU and who are entitled to a similar sense of prideful sa tisfaction on this occasion. And I t hi nk , also, of all the people who are the Univ ers ity -- whose who have gone before, es t abl i s hi ng , building, and sustaining this institution, and who have earned f or i t an enviable reputation in t he field of higher education, and those who currently carry forward this work ... trustees, f acul t y , of ficers and staff; alumn i and friends; and the peop l e of Oklahoma through the i r state government. To all of you I express congratulations and compliments, for you, too, can take pride in t his happy occasion. II I approach my assignment thi s evening with the sob e r knowledge that not one person came here fo r t he 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 f act , I propose t o intrude only briefly upon your time. To those of you who , from for ce of habit, are taking notes, my entire message can be summarized in two l etters: and U. "R" for responsibility, "U" f or understanding. 2 R �W. K. Kellogg , the founder of the Foundation with which I am associated, was a successful businessman. With only s i x years of f ormal educati on , he started work as a broom salesman and then became the business manager of a hospital in Battle Creek. At age 46, he qui t his job and launched the Kellogg Company, manufa cturing ready-to-eat breakfast cereals. Late in his life he dedicated his wealth to public benefit through this Founda tion. In 1935, when he made the i rrevo cable transfer of his fortune to the Foundati on , he wrote a brie f letter in which he concluded, "I am glad that t he 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 t ea cher , the family phy s ic ian, the dentis t, the community in general. Education of fers t he greatest opportunity for really improving one generation over another." statement is as true today as it was four decades ago. That Despite al l the critic isms and all the questioning, education is still basic to offers the greatest oppo rtunity f or -- human progress. And f r om the standpoint of the individual, education is stil l the way to a better l i f e. 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 family tradi t ion. Your parents, perhaps your grandparents and great-grandparents and beyond, have been college graduates. Others of you, like myself, are the f i r s t of your family to go to college. Oklahoma State has given you an opportunity your parents did not enjoy. 3 �Whatever the cas e , your educat i on has been heavily subsidized by the pe ople of Oklahoma and of the Uni t ed States . Whi l e you have pa id a high price, in t e rms of t i me, energy , and dol lars, nonetheless the education you have received has required support far beyond the f ee s you pa id. These f unds came from pub li c sources, t hr ough tax monies, and from private ben efactors, i ncluding alumn i and othe r i ndi vidua l s , corporations, and private foundations. In a sense, all of us who a re the beneficiaries of higher education should i mpos e upon ours elves the status of li felong indenture t o repay that which has been bes towed and t o ensure similar benefits and opportunit ies for tho se who will follow. Our soc iety is now critically r eviewi ng all of i ts institutions and traditions, ques tioni ng our pr i or i t i es and allocations of r es our ces . Support of education at all leve ls is being cha l l enged . For the first t i me i n r ec ent memo ry , the American commitment to provide educational opportuni ties -- an open door, with a second cha nc e -- seems genuinely endangered. Hope fully you , who are among the pri vileged to benefit from higher education , will be a r t i cul at e spokesmen and ded icated supporters of education to gua rantee compa r able oppo r tunities for tho se who fol l ow . III As i n all othe r aspe cts of l i fe, with privilege goe s duty , the obl iga tion to be responsible and r espons i ve . careers will be varied. Your persona l paths and professional Ea ch will make his own cho ice (another Ameri can prerogative which few in t he world share ) - - s ome will pursue furthe r p r of e s s i ona l stud ies, l ea ding t o advanced degrees ; some wi l l go into 4 �business, e ithe r self-employed or work ing with others; others wil l chos e opportunities i n the pub li c sector work ing for gove rnmental agencies at lo cal , state or national l evels; s til l others will elect to continue the a cademic life, i n r esearch, teachi ng or pub lic service . Whatever route you choose, soci e t y has high expe ct a t i ons -- and great need - - for your ta lents . Hopeful ly you will be shake r s and shape rs of a bette r t omorrow. In t hat rega rd I wi ll share with you briefly three sp ecific i deas . But as a pre face f or those thoughts , i t wi l l be useful to put ourselves, our lives, our times into some perspe ct i ve . Each of us has stashed away i n memory ce rtain l ine s -- of poetry, from literature, passages from the Bi b l e -- which have special meaning to us. One such which f r equent l y recurs to me a re the se line s fr om Edna St. Vincent Millay The world s tands out on either side No wider than the heart i s wide; Above the world is stretched the sky,-No higher t han the soul is high . The heart can push the sea and l and Fa rthe r away on either hand; The soul can split t he sky in two, And l et the fa ce of God shine thru. But East and West wil l pinch t he heart Tha t cannot keep t hem pushed apart; And he whose soul is fl at- -the sky Will cave i n on him by and by. The world stands out -- no wider than the heart i s wide. 5 �Any reasonab le person who reflects thoughtfully on today and t omorrow -on where mankind i s and where we're going -- find s the p r os pe ct sobering. Recently I r ea d a dis turbingly pe s simi s t ic -- but pe rhaps distressingly rea listi c -- book, An I nquiry I nto the Human Prospect , by Robe rt L. Heilbroner . Hei l broner suggests that three i ssues ab ove all others shape the current human pred i cament . words: These can be summari zed i n three popul ation , environmen t, war. I t would be ni ce i f these were simple , t i dy issues that we could dea l with forcefu l ly and directly . But we i mmedi ately see that t hey are not simple and neat ; they are complex, conf oundi ng and compounding , comp r ehensive , i nte r - r e l at ed . One of the di l emmas of t he human conditi on is that t he problems whi ch concern us are diffu s e , complex, permeating, multi-disciplinary, generalized. Thi nk of any current issue of major s i gni fic ance -- f ood supp ly, po llution, health care, unemployment , ene r gy , t ransportation, education, international trade, t he j udic i a l system , rural development , family l i f e , inf l ation, wo rld peace . Simultaneously , the solutions devised by man are usua l ly specific, simplisti c , sp ecialized, narrowly bas ed. Thus, a serious discontinuity ex ists bet ween the nature of the pr oblems which conf r ont us an d the solutions which we contrive for dealing with them. I'll not elabor ate on these three i s su es, s imply r emind you of them: �Population -- a realization t hat the growth of human population is the principa l an d most compelling threat to the surviva l of the species (man); Environment -- a growing appre ciation for the fragility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling consequences of our a ctions , implus ive or premeditated; and War -- with no be tter r emi nde r than the words written 350 years ago by John Donne "No man i s an island, entire of i t s e l f ; every man is a piece of the continent, a part of the ma in; if a clod be washed away by t he sea, Europe is the less, as wel l as if a promontory wer e, as wel l as i f a manor of thy fri ends or of thine own were; any man's death diminishes me, because I am i nvol ve d i n mankind; and therefore " never send to know fo r whom the be l l tolls; it t ol l s for t hee . " No matter how we choose to classify man' s concerns, or from what vantage point we elect to view them, ul timately i t become s clea r 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 pr i me 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 anot he r . And the most important decisions confronting us will not be dep endent upon our 7 �burgeoning te chnology, but instead will be value-based and value-laden. The only hope for civilized soc iety i s that modern man will be more successful than his p r ede ce s s or s in dealing with human aspirations, reflecting contemporary values. Your generation, more than mine, shows promise of having this commitment and capacity . But you have not yet been really tested. The real testing will come in tangible responses to tough al ternatives for example, in the leadership you provide in preparing the American people to accept a static or dec lining standard of l i vi ng in the decades immediately ahead, adopting an entirely new concept of t he quality of life, so that the peoples of other parts of t he world may benefit more abundantly from the earth's finite reources. to war over oil? Will we go Wil l we share our abundance with those less blessed? Will the hungry of the world have f ood? Your success will be determined not by the eleganc e of your rhetoric but by the tangible consequences of your economic, social, and po litical decisions. IV And now, to those three t angi ble and specific concerns which I share with you as pe rsons who are the beneficiaries of education who are committed to knowledge and learning and who wil l -- i n one role or another -- be shapers of t he f ut ur e . 8 �First, the challenge of knowledge utilization, the application of knowledge to problems of people. know better than we do. In most areas of human endeavor, we Whether your career interests be in criminal justice, history, the performing arts, engineering, agronomy , f ami l y l i f e , 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 anyone discipline, body of knowledge or organization are usually inadequate to deal effectively with significant issues. Your generation must pioneer in blending the richness of spec ialized fields of study into more effective patterns for decis ion and action. Second, the challenge of l i f e l ong learning. indeed simp lier . In the past, l ife was My generation could approach life in three neat blocks -- go to school, go to work, out to pasture. Now, for a whol e host of reasons, that patte rn is no longer adequate -- burgeoning knowledge, the accelerating rate of change, the complexity of issues, the interre la t edness of human experiences. You as educated pe r sons must demonstrate a commitment to l ifelong learning, incorpora ting in your own l i f e a continuing interaction between work, f ami l y , l e i s ur e , and learning. And finally, that third challenge, i nvol vement . requires individual involvement. Effective democracy A unique ingredient of our American way of life is volunt~erism, those things which individuals do voluntarily, because they want to. Ma rgaret Mead has observed: 9 �"We l ive in a society that always has depended on volunteers of different kinds -- some who can give money , others who give time , and a grea t many who freely give their specia l skills, full-time or part-time. If you l ook cl os e l y , you will see t hat a lmost anything that real ly ma tters 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 vo lunteer ism." This fact gives a distinctively humane quality to life i n America. 1 '11 suggest a topi c for your next rap session: - - "Thesis: In a real sense, the mark of a person's life is determined, abo ve a ll, by the ways i n which le isure time is spent. " I encourage you to be involved voluntarily, beyond the mandate of the job -- providing leadership in your profession and in your community. v While the prospects of an unknown futur e may be somber, the challenge and the potential -- of tomorrow are as demanding and as exhi larating as ever. In an age when bigness and complexity seems 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: 10 �Iam on ly on e ,b u t Iam on e ; Ic a n ' tdo ev e ry th i n g ,b u t Ic ando som e th ing ; And wh a t Ic ando , Iough tt odo ; And wh a t Iough t todo , by t h eg r a c eo fG od ,I w i l l do . I fyou 'v et ak encomp l e t eno t e s, youh av er e co rd edt wo l e t t e r s-R U . opo s e a qu e s t ion sole t ' s n ow r ev e r s eth emi n t oa d e c l a r a t i v e Th eys e em t s t a t em en t UR . You a r ecomm i t t edt ound e r s t and andtor e spond . Intoom any f a c e t so fou rlife , bo th i n d i v i d u a l l yand a s an a t i o n ,w e s e emt oh av el o s tsom e th ingo f ou r sen seo fpu rpo s e , ou rs e l f c o n f i d e n c e , ou rd i r e c t i o nand comm i tm en t . To th ee x t e n tth is b et r u e ,i t c anb e lyby th ed eed so fi n d i v i d u a l swho -i nwh a t ev e r th e i r rem ed iedon r o l eand i nev e ryd im en s ion o fl i f e-und e r s t and andre spond . I t ' s no t enoug ht ound e r st ando r know ;w e mu s ta l s o do . Ife a cho fu sw i l l dowh a tw ec andoand ough tt odo ,w ew i ll ind e edb es e r v ingm an ' s i ~r pu rpo s e . To e a cho fyou i nt h i sc l a ss o f 1979 , God sp e ed i nyou rp r o f e s s i o n al c a r e e rand -mo r e impo r t an t l y-i nyou rp e r son a ll i f e . 11 � 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_1979-05-12_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 May 12, 1979 for the W. K. Kellogg Foundation at Oklahoma State University for 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 1979-05-12 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/0eee132d1c71c73a0034425f766173cd.pdf 41c924d6fbb9007c2e0f6c61746bd40b PDF Text Text INTRODUCTION MAYOR. • DENNIS W_ OF ARCHER. IRTRODUCTIOH OF HRlU> TABLE It is indeed a pleasure to introduce to you a man whose vision for Detroit's journey to greatness is anchored in a deep understanding of the diligence and hard work necessary to overcome adversity. His personal journey poverty is a story of overcoming the obstacles of and discrimination while also working tenaciously to help others. A native of Detroit's east side, Dennis Archer began his first job at age eight serving 8S a golf caddy, pin sitter at a bowling alley, and floor sweeper at a bakery. College would have been out of the question if he had not aupported himself with numerous jobs before graduating from western Michigan University. After graduating, Archer taught children with learning disabilities in the Detroit Public Schools for five years. While teaching, he earned a law degree by attending night school at the Detroit College of Law. In 1965, after 15 years as a trial lawyer, Governor James J. Blanchard appointed Archer to the Michigan Supreme Court. He was the first African- American to sit on that court in nearly 20 years and only the second in Michigan history. Considered one of the nation's most respected attorneys because of his highly successful trial work and his presidencies of the National Bar Association, the State Bar of Michigan, and the Wolverine Bar Association, Dennis Archer was named one of the 100 Most Influential Black Americans by Ebony Magazine in 1984. 1 �• Justice Archer worked vigorously to discourage drug use by young people by or~zing the M.E.L.L. (Medical, Education, Legal, and Law Bnforcement) Team Against Drugs. Kore than 55,000 Detroit Public School studan.ts have participated in this program. In addition to his work with youth, he spearheaded a drive to encourage the employment of minority lawyers in corporations throughQut the united States. Resigning from the Michigan supreme court in late 1990, Archer joined the law firm of Dickinson, Wright, Moon, Van Dusen & Freeman as a partner, and has since worked with hundreds of Detroit citizens and dozens of community organizations to search for solutions· for Detroit. As mayor, Dennie Archer wants to lead a community-wide campaign for Detroit's future. Harried to Trudy Duncombe Archer since 1967, they have two BOns currently attending ~he University of Michigan. Ladies and gentlemen, it is with great pleasure and honor that I introduce to you the mayor of Detroit, Mayor Dennis Archer. 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/. 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_1994-05-12_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Introduction of Mayor Dennis W. Archer Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 12, 1994 for the W. K. Kellogg Foundation at the introduction of Mayor Dennis W. Archer. 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 1994-05-12 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/a39f5614c6dfc6bfa32352020e9b86da.pdf 61ffe3f6d0ec78ea893db2dde5e3561f PDF Text Text "THE WORLD STANDS OUT" Commencement Address given by Dr. Russe l l G. Mawby at Buena Vis t a College Storm Lake, Iowa May 13 , 1979 I It i s a pleasur e i ndeed f or me to .be with you at Buena Vis ta Co l l e ge f or this commencement ceremony. This i s my f i r s t vis it to your campus and I have appreciated the oppo rtunity t o me et students, parents, and f a cul t y in t hi s de l ightful setting. One sens es tha t Buena Vista is indeed a college with a purpose, and t ha t your reputa tion among Chris t i an l i be r a l arts col l eges for creative and . effe ctive programs is well deserved. Thank you for l etting me be wi t h you today . To you who are graduating, I add my congra tula tions to tho se a lready exp res sed. For each of you , this is an occas ion l ong awaited, one of those instances in a pe r s on ' s l ife when you can have both a sense of satisfaction in past achi evements and a specia l ex citement for the futur e. I f ee l privileged t o be sharing this day with you . I would add a word of congratulat i ons , also, to al l of those who have contributed in a significant way to making thi s day a rea l ity. I t hi nk fi r s t of parents and famil ies, and in some ins t ances husbands or wives and children who s o often have s a crif ice d and subordina ted t he i r �personal interests to yours in making it possible for you to study at Buena Vista College and who are entitled to a similar sens e of prideful satisfaction on this occasion . And I think, also, of al l the people who are Buena Vista -- those who have gone before, estab lishing, building, and sustaining this institution, and those who currently carry f or wa r d this work ... trustees, faculty, off icers and sta ff, a lumni and friends. Christian, liberal arts colleges have been and must continue to be a s i gni f i cant component of our plur a l i s t i c system of higher education. Your efforts have made this so -- and will continue to do so in the future. To al l of you I express congratulations and compliments, fo r you, too, can take pride in t hi s happy occasion. II I approach my assignment this afternoon with the sober knowledge that not one person came here for the primary purpose of hearing the Commencement Address. If we are quite hones t with each ot he r , each of you has a much more persona l -- and more important -- reason for being here. In apprec iation of that fact, I propose to i nt r ude only briefly upon your day. To those of you who, from f or ce of habit, are taking notes, my entire message can be summari zed in two four-l etter words: love. care and And i n the context I mean them, they are not noun s but act ive verbs : care and love. 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 2 �The world stands out on ei t he r side No wider than the heart is wide; Above t he world i s stretched the sky ,-No higher t han the soul is high . The heart can push t he sea and l and Farther away on eithe r hand; The soul can split the s ky in two, And let the face of God shine thru . But East and West wi l l pinch the heart That cannot keep them pushed apart; And he whose soul is flat--the sky Wil l cave in on him by and by. The world stands out -- no wider t han the heart is wide . Any reasonable person who reflects thoughtfully on t oday and tomor row -on where mankind is and where we're going -- finds t he prospect sobering. Recently I read a disturb ingly pessimistic -- and pe r hap s distress ingly realistic -- book, An I nqui r y I nt o the Human Prospect , by Robert L. Heilbroner. Hei lbroner suggests t hat three i s sue s above al l others shape the cur r ent human predicament. words: These can be summarized in three population, environment, war. I t would be nice i f these were simple, tidy issues that could be dealt with forcefully and directly. But we immediately see that they are not simple and neat; they are comp lex, confound ing and compounding, compr ehe ns i ve , i nt e r -re l at ed . One of the dilemmas of the human condition 3 �is that t he problems which concern us are diffuse, comp lex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance -- food supply, pol lut ion, health care, energy, t ransportation, unemployment, education, interna tional trade, the judicial system, rura l development, family life, inflation, 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. It is a real ity that in most areas of human endeavor and con cern, we know better than we do. Hopefully you will be pioneers in creating new ways to more ef fectively mobilize knowledge resources from multiple disciplines to deal more adequately with human needs. I ' l l not elaborate on these three issues, simply remind you of them: Population -- a r ealization that the growth of human population i s the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fragi l ity of the r elationships within the earth's environmenta l milieu, with an awareness of the mind-boggling consequences of our actions, implusive 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; eve r y man is a piece of the continent,a part of the main; i f a clod be washed away by the sea, Europe is the less, as wel l 4 �as i f a promontory wer e , as wel l as i f a manor of t hy friends or of thine own were; any man' s death diminishes me, becaus e I am invo lved in mankind; and therefore neve r send to know f or whom the be l l tol ls; it to l ls f or t hee . " No matter how we choos e to cla s s i fy man' s concerns, or fr om what vantage point we e lect t o v i ew t hem, ultimate ly i t be come s clea r t hat the qual ity of l ife f or our gene r ation and thos e to f ol l ow will be determined basically by ou r pro gress in improving human rela tionships. For whether we think in te rms of t he f amily , our home communi t y , our state or nation, or the world neighborhood, the prime de t e r mi nant of what life wi ll be like in the years ahead wi ll be a consequence of man' s abil ity t o l i ve i n harmony, one wi t h anothe r. And the most important de cisions confronting us wi ll not be dep end en t upon our burgeoning t echnology, but instead wi ll be value-bas ed and va l ue- laden. III The only hope f or civil ized so ci ety i s that modern man wi l l be more successful than his p r ede ces sors i n dealing wi th human aspirations , reflecting contemporary values. Your generation, more t han mine, s hows promis e of havi ng this commitment and capa ci t y . But you have not yet been r eally t es ted. The real testing will come i n tangible respons es to t ough alt ernat i ve s for exampl e , in t he l eade r s hi p you provide in prepa r i ng t he American 5 �people to accept a static or declining standard of living i n the decades immedia tely ahead, ado pting an entirely new concept of the quality of life, so tha t the pe ople s of ot he r parts of the world may benefi t more abundant l y f r om the ea r t h ' s finit e resources. to war over oil? Wi l l we go Wi l l we share our abundance with t hos e les s bless ed? Wil l the hungry of the world have f ood? Your succ es s wi ll be determined not by the elegance of your rhetoric but by the tangib l e consequences of your e conomic , social , and pol iti ca l decisions. Your individua l cont r i buti ons t o human progress will be made in the various roles of life -- in your chos en f i e l d of work ; as spouse, parent, citizen, volunteer. phenomenon. Voluntee rism i s a sp e ci al American Margaret Mead has obs erved: "We live i n a so ciety tha t always has depended on volunteers of diffe rent kinds -- s ome who can give money, ot hers who give time, and a great many who f r ee l y give their special skills , full-time or part-time . I f you l ook closely, you wi l l see t hat a lmost any thing that rea l ly matters t o us, anything that embodi e s our deepest commitment to the way human life shoul d be l ived and ca red for, dep end s on some f or m -- more often many f or ms -- of volunteerism ." In preparation for such responsib il ity, you are fortunate to hav e been s t udent s here at Buena Vista College -- a Chri s t i an, private , libera l arts institution: Christian -- in the fullest and most committed s ens e ; private -- tangible ev idence of the pluralis t ic commi t ment of Ameri ca, that priva t e as wel l as publ i c e f forts se rve society's highe st goals, 6 �even i n an age when gove r nment is eve r more dominant and domineering; and liberal arts in furtherance of the concept of the " educated man. " Among the di s t i nct i ve pur pos es of col l eges l ike yours , I' l l repeat only two: " In the e ra when t he po t ent i al benefits of s cientific and t echnol ogi ca l advancement are j eopardi zed by a lack of wisdom, moral con cern and re spons i bi l i t y in the us e of such knowl edge , seek to maint ain a s t eady f ocus on human va lue s which unde rgird t he wo rth of individuals and the welfare of societ y . " I n an era of pro li f era tion and fra gmentation of knowledge , seek to create in students an i nt e l l e ct ual curios i t y about t he whol eness of knowledge and a concern f or the value j udgment s which are critical to wis e deci s on- ma ki ng . " I wish you as gr adua t es success i n the days ahead i n trans f e rring such vita l concepts into your everyday lives . IV Whi le the p r ospect s of an unknown f utu re may be s ombe r , t he chall enge and the potentia l -- of t omorrow are as demanding and as exh ilarating as eve r. In an age when bigness and complexity s eem characteris tic, i t ' s important to ma int ain a proper perspective. 7 When the realitie s �of the everyday world seem almos t overwhe lming, I find t he foll owi ng a useful r emi nder : I am only one, but I am one; I can't do everything, but I can do something ; And wha t I can do , I ought to do; And what I ought to do, by t he grace of God, I will do. Jesus taught, "Love thy neighbor -- " An ol d hymn r eminds us, "Brighten the corner where you are ... " A moving lyric enjoins , "Let there be pea ce on earth and l et it begi n with me . .. " I n too many fa cets of l ife, we hav e lost the human and t he humane. This can be remedied only by the deeds of i ndi vi dual s who -- in whatever thei r role and in every dimens ion of lif e -- care and love . If each of us will do what we can do and ought to do to that end , we will, in fa ct, be serving man's higher purpos e . To each of you in thi s Clas s of 1979, Godspeed in your profess iona l career and -- more importantly -- in your persona l l i f e . 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_1979-05-13_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 May 13, 1979 for the W. K. Kellogg Foundation at Buena Vista College for 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 1979-05-13 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/eda41570f2b3d4f90ae6d5be49cf0f45.pdf 00e55ce2c814b53ed5034f21c6ff1e61 PDF Text Text "THE WORLD STANDS OUT" Commenc ement Address gi ven by Dr. Russell G. Mawby President, W. K. Kello gg Foundati on at Kellogg Community College Battle Cre ek, Michiga n May 14, 1976 I It is a plea sure indeed for Ruth and me t o be wi th you for this Commencement cerewony. ~ll of us in this part of Michi gan are proud indeed of Kellogg Community College, which in just two de cades has come to be s uch an important pa rt of our community. The r elationship of KCC with the W. K. Kellogg Foundation is, as we all appreciate, esp eci ally close. Mr. Kellogg loved this community and had a special conc ern for young p eople and for education. "Education," he said, "offers the greatest opportunity for r eally improvine one gener at i on over another." I am confident that nothing would please him more than the kn owledge t hat some of the philanthropic resources of the Foundation have been so well used by this community colle ge in enriching th e lives of countless individuals, young and old, in so many different ways. And, in viewing KCC from the perspective of the Foundation which has done more than any ot her to promote the co mmuni t y c ollege conc ept throughout the country, it gi v e s me special pride t o share the fact, that KCC, in addition to bei ng s o highly r egarded at home , is look ed t o wi th r e spect and admiration by its sister institutions through out the st ate and nation. In the eleven years that I have been in Ba t t l e Cre ek , I hav e c ome t o know KCC wel l and to have �2 the highest regard for its Trustees, its officers and faculty, and its students. I am grateful for the relationships we enjoy, both profes- sionally and personally, and I thank you for the further pleasure of being with you tonight. 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 life when a person can have both a sense of satisfaction in past achievements and a special excitement for the future. By happy coincidence your graduation year is a special year in the life of our country -- our Bicentennial observance, an anniversary when we should reflect on our history and heritage, and commit -- individually and collectively -- to the future. I feel privileged to be shari ng 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. think first of parents and families, I 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 for you to study at KCC and who are entitled to a similar sense of prideful satisfaction on this occasion. And I think, also, of all the people who are Kellogg Community College--those who have gone before in establishing, building, and sustaining this institution, and those who currently carry forward this work ... Trustees, faculty, officers and staff, alumni and friends. To all of you I express congratulations and compliments, for you, too, can take pride in this happy occasion. �3 II I approach my assignment this evening with the sober knowledge that not one person came here for the primary purpose of hearing the Commencement Address. If we are honest with each other) each of you has a much more personal--and more important--reason for being here. In appreciation of that fact, I propose to intrude only briefly upon your time. To those of you who, from force of habit, are taking notes, my entire message can be summarized in two four-letter words: care and love. I mean them, they are not nouns but active verbs: And in the context care and love. Each of us has stashed away in memory certain li.l:cs--of poetry) from literature) passages from the Bib12--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. �4 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--and perhaps distressingly 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. 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--pollution, inflation, health care, transportation, employment, education, the judicial system, 'det ent e , 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 fragility of the relationships within the earth's environmental milieu, with �5 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 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 generations--yours and mine--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 resolved by our burgeoning technology alone, but instead will be value-based and value-laden. III The only hope for civilized society is that modern man will be more successful than his predecessors in dealing with human aspirations, �6 reflecting contemporary values. Your generation, more than mine, shows promise of having this commitment and capacity. But you have not yet been really tested. The real testing will come in tangible responses to tough alternatives--for example, in the role you playas the American people accommodate to 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. oil? Will we go to war over Will we share our abundance with those less blessed? hungry of the world have food? Will the On and on go the questions, endlessly ... and each of us, whatever our field of work, wherever we live, will have a part in answering them, conscientiously or apathetically; knowledgeably or ill-informed; through action or inaction. Your success in dealing with the tough agenda facing mankind in the years immediately ahead will be determined not by the elegance of your rhetoric but by the tangible consequences of your economic, social, and political decisions. Your individual contributions to human progress will be made in the various roles of life--in your chosen field of work; as spouse, parent, citizen, volunteer. phenomenon. Volunteerism is a special American Margaret Mead has observed: "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 �7 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." In a real sense, the mark of a person's life is determined, above all, by the ways in which leisure time is spent. I encourage you to be involved! IV 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. Jesus taught, "Love they neighbor--" An old hYmn reminds us, "Brighten the corner where you are ... " A moving lyric enjoins, "Let there be peace on earth and let it begin with me... " In too many facets of life, we have lost the human and the humane. This can be remedied only by the deeds of individuals who--in whatever their role and in every dimension of life--care and love. �8 If each of us will do what we can do and ought to do to that end, we will, in fact, be serving man's higher purpose. To each of you in this Bicentennial Class of 1976, Godspeed in your career and--more importantly--in your personal life. � 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_1976-05-14_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 May 14, 1976 for the W. K. Kellogg Foundation at Kellogg Community College for 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 1976-05-14 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/eeedbd83fb814a39ca62ad17fe3284f8.pdf e25a005451c18f3a858f2432097774f4 PDF Text Text COMMENCEMENT ADDRESS BY DR, RUSSELL G. MAWBY CHAIRMAN J W. K. KELLOGG FOUNDATION AT MADONNA COLLEGE LIVONIAJ MICHIGAN MAY 14 1983 J UTHE WORLD STANDS DUT u I IT IS A PLEASURE INDEED FOR ME TO BE WITH YOU AT MADONNA COLLEGE FOR THIS COMMENCEMENT CEREMONY. IT HAS BEEN MY PLEASURE TO VISIT YOUR CA MPUS ON A NUMBER OF OCCASIONS AND THE W. K. KELLOGG FOUNDATION ~AS BEEN PRIVILEGED TO ASSIST THE COLLEGE IN SOME OF ITS CREATIVE VENTURES IN EDUCATION. WE KNOW THAT MADONNA IS INDEED A COLLEGE WITH A PURPOSE J AND THAT YOUR REPUTATION AMONG CHRISTIAN LIBERAL ARTS COLLEGES FOR CREATIVE AND EFFECTIVE PROGRAMS IS WELL DESERVED. THANK YOU FOR LETTING ME BE WIT H YOU TODAY. To YOU WHO ARE GRADUATI NG J I ADD MY CONGRATULATIONS TO THOSE ALREADY EXPRESSED. FOR EACH OF YOU J THIS IS AN OCCASION LONG AWAITED J ONE OF THO SE INSTA NCES IN A PERSON'S LIFE WHEN �YOU CAN HAVE BOTH A SENSE OF SAT ISFACT ION IN PAST ACH IEVEMENTS AND A SPEC IAL EXC ITEMENT FOR THE FUTURE . I FEEL PR IV ILEGED TO BE SHAR ING TH IS DAY W ITH YOU . IWOULD ADD A WORD OF CONGRATULAT IONSJALSOJTO ALL OF THOSE WHO HAVE CONTR IBUTED IN A S IGN IF ICANT WAY TO MAK ING TH IS DAY A REAL ITY . ITH INK F IRST OF PARENTS AND FAM IL IESJ AND IN SOME INSTANCES HUSBANDS OR W IVES AND CH ILDREN WHO SO OFTEN HAVE SACR IF ICED AND SUBORD INATED THE IR PERSONAL INTERESTSTO YOURS IN MAK ING ITPOSS IBLE FOR YOU TO STUDY AT MADONNA COLLEGE AND WHO ARE ENT ITLED TO A S I f 1 ILAR SENSE OF PR IDEFUL SAT ISFACT ION ON ~ S OCCAS ION . AND ITH INK J ALSOJOF ALL THE PEOPLE WHO ARE MADONNA -THOSE WHO HAVE GONE BEFOREJ ESTABL ISH INGJBU ILD INGJAND SUSTA IN ING TH IS INST ITUT IONJAND THOSE WHO CURRENTLY CARRY FORWARD TH IS WORK " ,TRUSTEES J FACULTYJOFF ICERS AND STAFFJALUMN I AND FR IENDS , CHR IST IANJ L IBERAL ARTS COLLEGES HAVE BEEN AND MUST CONT INUE TO BE A S IGN IF ICANT COMPONENT OF OUR PLURAL IST IC SYSTEM OF H IGHER EDUCAT ION , YOUR EFFORTS HAVE MADE TH IS SO - 2 �AND WILL CONTINUE TO DO SO IN THE FUTURE, To ALL OF YOU I EXPRESS CONGRATULATIONS AND COMPLIMENTS J FOR YOUJ TOO J CAN TAKE PRIDE IN THIS HAPPY OCCASION. II I APPROACH MY ASSIGNMENT THIS AFTERNOON WITH THE SOBER KNOWLEDGE THAT NOT ONE PERSON CAME HERE FOR THE PRIMARY PURPOSE OF HEARING THE COMMENCEMENT ADDRESS. IF WE ARE QUITE HONEST WITH EACH OTHERJ EACH OF YOU HAS A MUCH MORE PERSONAL -- AND MORE IMPORTANT -- REASON FOR BEING HERE. IN APPRECIATION OF THAT FACT J I PROPOSE TO INTRUDE ONLY BRIEFLY UPON YOUR DAY. To THOSE OF YOU WHOJ FROM FORCE OF HABIT J ARE TAKING NOTES J MY ENTIRE MESSAGE CAN BE SUMMARIZED IN TWO FOUR-LETTER WORDS: CARE AND LOVE. AND IN THE CONTEXT I MEAN THEM J THEY ARE NOT NOUNS BUT ACTIVE VERBS: CARE AND LOVE. EACH OF US HAS STASHED AWAY IN MEMORY CERTAIN LINES -OF POETRY J FROM LITERATURE J PASSAGES FROM THE BIBLE -- WHICH HAVE SPECIAL MEANING TO US, ONE SUCH WHICH FREQUENTLY RECURS 3 �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. As YOU GRADUATE AND MOVE ON EITHER IN YOUR CHOSEN CAREER OR TO FURTHER STUDY) OUR WORLD IS CONFRONTED WITH SEVERAL LARGE) OVER-RIDING) PERVASIVE) VALUE-LADEN PROBLEMS. As JUST ONE EXAMPLE) HERE AT HOME WE'RE CONFRONTED WITH TOUGH CHOICES: ON ONE HAND) HOW TO REVITALIZE AMERICA'S FALTERING SOCIAL AND ECONOMIC SYSTEM; ON THE OTHER) HOW TO RESPOND RATIONALLY AND RESPONSIBLY TO UNPARALLELED 4 �TECHNOLOG ICAL CHANGE AND THE EVER -GROW ING DEMANDS OF A HUNGRY AND TROUBLED WORLD , YOUR TASK IN FAC ING SUCH CHALLENGES ISCOMPL ICATED BY ERRORS OF OM ISS ION OR FUZZY TH INK ING OF THOSE WHO CHART OUR NAT ION 'S COURSE , A A ~ HAS A s NORMAN S ~ ED ITOR OF COMMENTARY ~ ONLY ~ AS A A ~ ARE WE REAWAKEN ING TO THE FACT THAT SOC IAL AND ECONOM IC PROGRESS IN TH IS COUNTRY ARE IMMUTABLY T IED TOGETHER -AS MUCH AS GENERAT ION ISL INKED TO SUCCEED ING GENERAT ION . A sA A ~ WE AMER ICANS IN THE PAST 20 YEARS HAVE S IMULTANEOUSLY FORGOTTEN HOW FAR WE 'VE ~ WH ILE BE ING UNREAL IST IC ABOUT HOW FAST WE CAN GO IN THE FUTURE . WE HAVE CHOSEN TO FORGET THAT IN ~ MORE THAN 15 PERCENT OF AMER ICAN HOUSEHOLDS HAD INCOMES OF LESS THAN DOLLARS , By THE LATE ~ ~ IN TODAY 'S THE F IGURE WAS ONLY THREE PERCENT . WH ILE FEWER AMER ICANS ARE TRULY POOR A ~ AND MORE PEOPLE ARE BECOM ING MORE AND MORE AFFLUENT , AFTER THE SECOND WORLD A ~ MORE R IGHT FEWER THAN 15 PERCENT OF AMER ICAN 5 �HOUSEHOLDS HAD INCOMES OF By THE LATE ~ ~ ~ IN TODAY 'S DOLLARS . MORE THAN ONE -HALF EN JOYED SUCH AN INCOME . THE REAL ITY FOR ALL OF US -AND ESPEC IALLY MEMBERS OF TH IS GRADUAT ING CLASS ISTHAT SUCH A RATE OF PROGRESS IN THE YEARS AHEAD W ILL BE D IFF ICULT -SOME WOULD SAY IMPOSS IBLE . You FACE A D IFFERENT WORLD . You GREW UP IN AN AGE WHEN ECONOM IC PROGRESS SEEMED AUTOMAT IC . YET YOU ARE MATUR ING IN A WORLD CHARACTER IZED BY ERRAT IC INFLAT ION AND NEGL IG IBLE ECONOM IC GROWTH . You WERE BORN AT A T IME WHEN AMER ICA 'S EM INENCE WAS UNQUEST IONED . YET YOU ARE MATUR ING IN AN ERA WHEN ECONOM IC AND POL IT ICAL LEADERS INCREAS INGLY ARE D ISTR IBUTED AMONG A GROW ING NUMBER OF A S~ AND AT A T IME WHEN AMER ICA 'S LEADERSH IP IS INCREAS INGLYQUEST IONED . You GREW UP IN AN AGE OF FREER L IFESTYLES . YET YOU ARE MATUR ING IN AN ERA MARKED BY CONFUS ION AND UNCERTA INTY OVER THE DEGREE OF GOVERNMENT INVOLVEMENT IN YOUR DA ILY L IVES . 6 �IN THE WORDS OF FRENCH PHILOSOPHER PAUL VALERY J HTHE TROUBLE WITH OUR TIMES IS THAT THE FUTURE IS NOT WHAT IT USED TO BEr H How AND INDEED WHETHER YOU -- TODAY'S YOUNG ADULTS -- CAN RESPOND TO TOMORROW'S UNCERTAINTIES AND CHALLENGES IS NOT CLEAR. FOR TO BE BLUNT J 1 SEE YOU AS PART OF A GENERATION OF WHICH TOO LITTLE HAS BEEN ASKED J AND TOO LITTLE EXPECTED. WE HAVE BEEN WRONG TO TELL YOUJ CONSTANTLYJ THAT YOU SHOULD BE GRATEFUL FOR WHAT YOU GET J AND YET HAVE NOT OFFERED YOU THE OPPORTUNITY TO GIVE IN RETURN. AND WE HAVE FAILED TO SUFFICIENTLY EMPHASIZE TO YOU THE ROCK BOTTOM REALITIES OF THE AMERICAN SOCIAL AND ECONOMIC SYSTEM J A SYSTEM IN WHICH WE ALL MUST LIVE J AND HOPEFULLY PROSPER. PERHAPS MICHAEL NOVAKJ IN HIS ESSAY HTHE AMERICAN VISIONJ SUMMARIZES THOSE REALITIES THE BEST: HTHE (AMERICAN ECONOMIC AND SOCIAL) SYSTEM DOES NOT GUARANTEE SUCCESS. IT DOES GUARANTEE OPPORTUNITY. IT MULTIPLIES OCCASIONS FOR LUCK AND GOOD FORTUNE. 7 H �IT IS AN OPEN} POROUS} HIGHLY MOBILE SYSTEM. DOWNWARD MOBILITY IS AS CHARACTERISTIC OF IT AS UPWARD MOBILITY .. , uIN ONE SENSE OUR CULTURE IS COMMITTED TO EQUALITY; IN ANOTHER IT IS COMMITTED TO INEQUALITY. IT HOLDS THAT EQUAL WORK SHOULD RECEIVE EQUAL PAY, IT ALSO HOLDS THAT SUPERIOR WORK SHOULD BE REWARDED WITH SUPERIOR PAY. 'IT HOLDS THAT EVERY WORKER IS ENTITLED TO A JUST WAGE. IT ALSO HOLDS THAT SOME PERSONS OF RARE TALENT (OR RARE VALUE) IN WHATEVER MARKETABLE WAY) MAY RECEIVE REWARDS NOT SO MUCH COMMENSURATE WITH THEIR WORK AS WITH THEIR GIFT AND ITS DESIRABILITY. u WHAT NOVAK IS SAYING IS THAT AMERICA WAS FOUNDED ON THE PRINCIPLE THAT PERFORMANCE SHOULD BE LINKED WITH REWARDS; AND THAT THE MARKETPLACE SHOULD PREVAIL, Now} RIGHT HERE IN MICHIGAN} WE ARE EXPERIENCING THE NEGATIVE RESULTS OF OUR SOCIETY'S MOVE AWAY FROM A CLEAR 8 �UNDERSTAND ING AND COMMUN ICAT ION OF TH IS RELAT IONSH IP BETWEEN SOC IAL AND ECONOM IC PROGRESS IN AMER ICAN SOC IETY AND OF THE RELAT IONSH IP BETWEEN HARD WORK AND REWARDS BASED UPON A ~ TO HUMAN ADVANCEMENT AND PROGRESS . YOUR GENERAT ION 'S AB IL ITY TO CREATE A BETTER FUTURE FOR A ~ IN MY ~ FOR ALL OF A A~ AND FOR THE WORLD ~ BE DETERM INED NOT BY THE ELEGANCE OF YOUR ~ BUT BY THE TANG IBLE CONSEQUENCES OF YOUR HARD WORK ; YOUR UNDERSTAND ING OF THE ~ S A ~ AND POL IT ICAL FRAMEWORK OF TH IS NAT ION ; AND ON YOUR RECONC IL ING OLD VALUES W ITH NEW EXPECTAT IONS AND NEEDS . YOUR IND IV IDUALCONTR IBUT IONS TO HUMAN PROGRESS W ILL BE MADE IN THE VAR IOUS ROLES OF L IFE -IN YOUR CHOSEN F IELD OF WOR K ; AS S S ~ A ~ ~ VOLUNTEER . VOLUNTEER ISM IS A SPEC IAL AMER ICAN PHENOMENON . MARGARET MEAD HAS OBSERVED : "WE L IVE IN A SOC IETY THAT ALWAYS HAS DEPENDED ON VOLUNTEERS OF D IFFERENT K INDS -SOME WHO CAN 9 �GIVE MONEY) OTHERS WHO GIVE TIME) AND A GREAT MANY WHO FREELY GIVE THEIR SPECIAL SKILLS) FULLTIME 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,u IN PREPARATION FOR SUCH RESPONSIBILITY) YOU ARE FORTUNATE TO HAVE BEEN STUDENTS AT MADONNA COLLEGE -- A CHRISTIAN) INDEPENDENT) LIBERAL ARTS INSTITUTION: CHRISTIAN -- IN THE FULLEST AND MOST COMMITTED SENSE; INDEPENDENT -- TANGIBLE EVIDENCE OF THE PLURALISTIC CO MMIT MENT OF AMERICA) THAT PRIVATE AS WELL AS PUBLIC EFFORTS SERVE SOCIETY'S HIGHEST GOALS) EVEN IN AN AGE WHEN GOVER NMENT IS EVER MORE DOMINANT AND DOMINEERING; AND LIBERAL ARTS -- IN FURTHERANCE OF THE CONCEPT OF THE uEDUCATED MAN," 10 �AMONG THE DISTINCTIVE PURPOSES OF COLLEGES LIKE YOURS) I'LL REPEAT ONLY TWO: "IN THE ERA WHEN THE POTENTIAL BENEFITS OF SCIENTIFIC AND TECHNOLOGICAL ADVANCEMENT ARE JEOPARDIZED BY A LACK OF WISDOM) MORAL CONCERN AND RESPONSIBILITY IN THE USE OF SUCH KNOWLEDGE) SEEK TO MAINTAIN A STEADY FOCUS ON HUMAN VALUES WHICH UNDERGIRD THE WORTH OF INDIVIDUALS AND THE WELFARE OF SOCIETY. "IN AN ERA OF PROLIFERATION AND FRAGMENTATION OF KNOWLEDGE) SEEK TO CREATE IN STUDENTS AN INTELLECTUAL CURIOSITY ABOUT THE WHOLENESS OF KNOWLEDGE AND A CONCERN FOR THE VALUE JUDGMENTS WHICH ARE CRITICAL TO WISE DECISION-MAKING." I WISH YOU AS GRADUATES SUCCESS IN THE DAYS AHEAD IN TRANSFERRING SUCH VITAL CONCEPTS INTO YOUR EVERYDAY LIVES. III WHILE THE PROSPECTS OF AN UNKNOWN FUTURE MAY BE SOMBER) THE CHALLENGE -- AND THE POTENTIAL -- OF TOMORROW ARE AS 11 �DEMAND ING AND AS EXH ILARAT ING AS EVER . AND COMPLEX ITY SEEM A A S ~ IN AN AGE WHEN B IGNESS IT 'S IMPORTANT TO MA INTA IN A PROPER PERSPECT IVE , WHEN THE REAL IT IES OF THE EVERYDAY WORLD SEEM ALMOST OVERWHELM INGJ IF IND THE FOLLOW ING A USEFUL REM INDER : IAM ONLY ONEJ BUT IAM ONE ; ICAN 'T DO AND WHAT ICAN ~ IOUGHT TO DO ; AND WHAT IOUGHT TO JESUS A ~ ~ BY THE GRACE OF ~ IW ILL DO , uLOVE THY NE IGHBOR __ U AN OLD HYMN REMI NDS A MOV ING LYR IC S~ uBRIG i ·nENTHE CORNER WHERE YOU ARE " , U S~ AND LET ITBEG IN W ITH ME . , IN TOO MANY FACETS OF THE HUMANE , BUT ICAN DO SOMETH ING ; ~ uLET THERE BE PEACE ON EARTH , u ~ WE HAVE LOST THE HUMAN AND TH IS CAN BE REMED IED ONLY BY THE DEEDS OF IND IV IDUALSWHO -IN WHATEVER THE IR ROLE AND IN EVERY D IMENS ION OF L IFE -CARE AND LOVE . IFEACH OF US W ILL DO WHAT WE CAN DO AND OUGHT TO DO TO 12 �THAT ENDJ WE W ILL J IN FACTJ BE SERV ING MAN iS H IGHER PURPOSE . To EACH OF YOU IN TH IS CLASS OF 1 9 8 3 GODSPEED IN YOUR J PROFESS IONAL CAREER AND -MORE PERSONAL L IFE . 13 ~ A -IN YOUR � 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_1983-05-14_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 May 14, 1983 for the W. K. Kellogg Foundation at the Madonna 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 1983-05-14 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/4b27e6fb0fac4ed2cd1972e0e2ff2e20.pdf 9da353ffe25068cfc1277dacdcefbc3b PDF Text Text •• Focus on the Future: Creating Caring Communities Remarks by Russell G. Mawby at the Grantmakers/Grantseekers V Seminar Hyatt Regency Hotel, Dearborn, Michigan May 14, 1993 I. I am delighted to be here with you for Grantmakers/Grantseekers V (or as we affectionately refer to it "GG V".) I commend our Program Committee for the theme selected for this year's seminar: Communities." "Focus on the Future: Creating Caring This theme so clearly reflects happenings and trends of today. I commend them also for the topics of the breakout sections and the superb resource people recruited for each. And we are fortunate indeed to have Dr. Samuel Betances of Northeastern Illinois University with us to begin our afternoon session. We appreciate also the various sponsors and the exhibitors who have cooperated with our Program Committee to enrich this year's seminar. Many of us here were at Grantmakers/Grantseekers I in Novi. The theme that year was "Improving Michigan's Nonprofit Sector." We are grateful indeed to those who had the vision and energy to �initiate the Grantmakers/Grantseekers series. I think particularly of the sponsoring groups: the Council of Michigan Foundations with the leadership of Dorothy Johnson, its president and the late Dr. Peter Ellis who was with the Kellogg Foundation and was, at that time, a loaned executive with CMF; and the three Michigan Chapters of the National Society of Fund Raising Executives, under the leadership of John Lore. We are the continuing beneficiaries of their leadership. Last evening, someone had the audacity to ask me if I would be giving the same speech today that I gave in 1989. I confess I did get the speech out to see what I had said back then and I would quote briefly from the beginning section: " I am delighted to be here on this historic occasion, the first statewide meeting between Michigan's grantmakers and grantseekers. It took vision on the part of both groups to see that the moment was right -our thanks to the three Michigan Chapters of NSFRE and to CMF for their leadership. 2 �"The word 'historic' was not used lightly. Despite the close working relationship between grantmakers and grantseekers, there has been too little meaningful communication between us as groups. It is time we get to know each other better. Why? Simply because we need each other. 1. Without the do-ers, the givers are powerless to effect social change. 2. Without the givers, the do-ers lack the resources they need to carryon their activities to improve human well-being in respective areas of concern. 3. Thus, we are collaborators in mobilizing private resources to improve the quality of life for all Michigan citizens. "This spirit of collaboration should underlie everything we say and do -- here, and throughout the year." 3 �Lots of things have happened in the nonprofit sector since then, at least in part because of the Grantmakers/Grantseekers meetings. I will mention only two. First is the creation of the Michigan Nonprofit Forum, bringing together grantseekers and grantmakers on a permanent basis and in a systematic way. The Michigan Nonprofit Forum's mission is "to promote the awareness and effectiveness of Michigan's nonprofit sector, and to advance the cause of volunteerism and philanthropy in the state." In pursuit of that end, the Forum, as a membership organization, exists for the following purposes: 1. To act as a convener, bringing together nonprofit leaders, as well as the leadership of the government and the private sectors, to increase understanding of the nonprofit sector, confront common issues and concerns, and promote collaboration; 2. To encourage voluntary giving and service; 4 �3. To disseminate information important to defining the sector -- its scope and values, meeting the management/technical needs of organizations in the sector, and fostering communication and collaboration in the public, private, and nonprofit sectors; 4. To take an active role in public policy that affects the nonprofit sector at large; and 5. To provide programs and services that enhance the sector by strengthening organizational capacities. While the Michigan Nonprofit Forum is a very new organization and is gradually taking shape, it will be increasingly important for nonprofit organizations in our state and for the people of Michigan. MNF had an excellent Board meeting yesterday with a full representation of the nonprofit sector; we are delighted to have in place our new executive director, David Egner; and plans for the future in the 5 �programming and policy areas are taking shape. The Forum, of course, is now the sponsoring organization for the Grantmakers/Grantseekers Seminars. A related activity is the Campaign for Volunteerism, so ably chaired by Governor George Romney. Governor Romney always uses the title "Honorary Chairman," but we indeed have a very hardworking chairman working effectively with three cochairpersons: First Lady Michelle Engler and former First Lady Janet Blanchard, making the volunteerism initiative truly bipartisan; and Frank Popoff of Dow Chemical Company in Midland, representing business and industry. The public service announcement clips which we saw earlier this morning are only one example of their initiative to encourage volunteerism and create Volunteer Centers throughout the state. We are grateful indeed to you, Governor Romney, for your leadership and for the inspirational example you provide for us all. 6 �And so, it is in that context and shared commitment that we meet today in GG V, with the theme: "Focus on the Future: Creating Caring Communities." II. In thinking about what is happening in contemporary society as it relates to our individual communities, I was tempted to begin with a list of concerns not unlike the agenda of topics being addressed at this conference. However, I feel it would be presumptuous and inappropriate for me to propose a long cafeteria list of issues around the topic o f ' Creating Caring Communities. You are knowledgeable about the concerns in our country, in our state, and particularly in your home communities. So instead, I have chosen, in broad overview, to share five observations about things going on in our society, for which the implications for nonprofits and nonprofits leaders -professionals, volunteers, board members, etc. -- are rather apparent. I will be speaking in short-hand, leaving the 7 �interpretation and translation to you. I hope the meaning will be clear and you will see your community and yourself in illustrations I suggest. Observation 1 concerns the seeming return -- shift back -to local responsibility and control in addressing societal needs. For a span of about 6 decades -- from the "progressive era" at the turn of the century to the late 1960s, and particularly beginning with "the New Deal" in the decade of the 30s -- the federal government took an ever-increasing part in meeting the needs of the American people. In recent years, the trend has first slowed, then seemed to reverse. Increasingly, state and localities are being called upon to deliver services and provide benefits to people at the community level. This fact poses problems for all states and localities. This puts pressure on the tax system, especially, to raise revenues to cover increased state and local expenditures. While responsibility seems to have shifted back to the community level, 8 �we know that most financial resources have remained at the state and federal level. Ultimately, a desirable consequence is that more problems are being identified and dealt with closer to home, and, as we all know so well, the answers usually lie not in dollars alone but in the increased involvement and commitment of people who care. Opportunities through the nonprofit sector are obvious: there is a desperate need to become more efficient and more effective in using limited resources and in mobilizing local leadership. Observation 2 concerns the seeming inability of our political processes and institutions 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, health care, foreign affairs, child care, farm programs, support for the arts, energy policy, environmental quality ... the list goes on. 9 �In Lansing, while there has been some progress, our state politicians are equally ineffective on matters of school finance, our state budget, Worker's Compensation, correction, human services, and a host of other concerns. At the local level, you can make your own analysis of effectiveness in dealing with human services, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the influence of mass media treatment of every issue and personality seem to have caused elected officials to become less the "leaders" of society and more the followers of herd instinct. There is a tendency to lead only when consensus has been reached, to wait to see which way the parade is going and then rush to its 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 concept of entitlement which has handcuffed political 10 �response to changing needs. Today, there are few in elected office who could be described as statesmen with vision, commitment, and a concern for the whole. Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. One consequence of term limitation may be to further erode institutional memory and continuity and enhance the influence of bureaucratic structure and special interests. The net effect of all of these change has been the lessened ability of government at all levels to be a source and catalyst for social change. This, then, ·suggests an enhanced potential role for initiatives in the nonprofit sector to demonstrate new answers to societal needs, to initiate ventures, to provide the vision and comprehensive approach which the political fails to provide. Observation 3 concerns the persistent reluctance to face facts and deal with reality. This is a somewhat human 11 �characteristic -- a resistance to change, when we are comfortable with that which we know. Sometimes, even when the evidence is overwhelming, both individuals and their institutions are reluctant to respond. It is a truism that "in most areas of human concern, we know better than we do." Think only of the areas which may be of special interest to you: substance abuse, K-12 education, health care, the environment. 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 communities lack comprehensive early childhood and pre-school programs of high quality, except as provided by family, which mayor may not be sufficient. The evidence is clear that the elementary years are most important and that drop-out can really be predicted by grades six or seven. Yet, we persist in accrediting our schools at the high 12 �school level, starving the elementary years whenever resources are limited. Every teacher will tell you that it takes the first 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 three-month break in learning during the summer months -- a school-year model established by an agrarian society nearly two centuries ago. In the matter of penal reform, the Governor of Pennsylvania commented not long ago, "It costs $24,000 a year to keep a person in the state pen, but only $8,OOCY"a year at Penn state." We, as a society, through our institutions and organizations, must put to better use that which is already known. Nonprofits can be a key catalyst to making this happen. Observation 4 concerns the dichotomy between the nature of the problems which concern us and the solutions we devise. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. 13 �Each of us can make our own list -- national debt, K-12 and higher education, home care for the elderly, environmental quality, job generation, peace. To the contrary, the solutions most often devised to address such issues tend to be narrow, discipline- or professionoriented, biased, simplistic, and inadequate to the task. A major contribution of nonprofit organizations in addressing societal need can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity and caring. (The 4 CiS) That leads naturally then to my fifth and final observation which concerns the persistence of "turfism" in addressing societal needs. Usually programs of human service are badly fragmented and lack continuity. In Battle Creek, for example, we have 67 identified voluntary, nonprofit groups directed to the needs of youth. Pluralism is good; competition can also be healthy; but infighting, adversarial stances, and combative behavior are not! 14 �The clearest example in our home town was in health care, where we had two hospitals, virtually across the street from each other, each suffering from less than 50 percent occupancy. 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 perspective of their organizational or institutional objectives. Each is concerned with their own niche, too often not sensitive to the activities of others and with insufficient attention to the comprehensive health needs of the people of the community. In Battle Creek we finally succeeded in getting the two hospitals to merge. Now we are in the process of getting the other players to join the team. 15 �Again, a challenge for nonprofits is to be an influence in bringing about services which are comprehensive, collaborative, and continuous. John Gardner, one of the most thoughtful and visionary leaders of our time, is now focusing his attention on community. At the CMF Conference last fall, he addressed the topic "Building Community." Dr. Gardner began his remarks as follows: "The disintegration of communities and the sense of community has gone about as far as it can be allowed to go, and I foresee a strong movement to regenerate communities. I am familiar with the rule that if you think things are getting better, you've probably overlooked something. And I am sufficiently considerate of you as an audience to recognize that you are accustomed to gloomy pronoses and an optimistic view could throw you seriously off balance. But there it is. We're moving back toward community -- community incorporating diversity, open, pluralistic, but still community." 16 �Dr. Gardner suggests the following ten ingredients as essential to a healthy community. 1. Wholeness Incorporating Diversity (Probably the greatest challenge confronting the generations assembled here plus our children and grandchildren. 2. A reasonable base of shared values. 3. Effective internal communications. 4. Caring, trust, and teamwork. 5. Participation. 6. Affirmation. 7. Links beyond the country. 8. The development of your people. 9. A forward view. 10. Institutional arrangements for community maintenance. Dr. Gardner, throughout his discussion of community, always emphasizes: "We, the people ... ", reminding us that people at the community level must take responsibility for their own future. 17 �This is not something which can be left to elected officials or anyone else. What a comprehensive, visionary, challenging agenda for all of us concerned with communities, where life is really lived. III. In conclusion, as we focus on the future, can we really say we, in our multiple and various roles, are working to create caring communities? The hard reality -- or the exciting fact -- is that all of us here, individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive -- or we may be creative and participatory. While we are continually concerned with dealing with problems and addressing shortcomings, we need to keep these troublesome concerns in perspective. For example, we read a lot about the problems of teenagers today, but most teenagers do well-- most are not on drugs, they do not get pregnant, and they do not drop out. 18 �At the same time, there are pressing concerns which must be addressed. It is to such issues that much of our thought and resources must be directed. We, in the nonprofit sector -- whether a paid staff professional, a board member of an organization, or a volunteer working to provide services -- must be responsive to changing circumstances and opportunities. Most of the significant new directions imperative to our societal future will not be charted by government. In fact, many elected officials are almost desperate for better answers, proposed solutions to perplexing issues. We in the nonprofit sector must continue our tradition of innovation, nurturing creative collaborative approaches to human concerns at the community level. We must provide leadership to enhance the resources in our communities and ensure their most effective use. 19 �We in Michigan have a great tradition of social concern. We in the nonprofit sector -- and those who have preceded us -- have been important partners in this progress. There is unfinished business demanding the best efforts of all of us! Godspeed! 20 � 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_1993-05-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, Focus on the Future: Creating Caring Communities Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 14, 1993 for the W. K. Kellogg Foundation at the Grantmakers/Grantseekers V Seminar. 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 1993-05-14 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/f121c799bb9b44d047dfb8fb043c6a67.pdf cfb68adb65d17844f966d3e60d31c1e4 PDF Text Text --- if.L::;;(~L M5LL .s- 1(..-1g' G) f ~ ~ ~ 0- • J 40 c ). �.::zz. ~ v'·'\ ~ ~ -;»: "s>: J2±--a' - ' - -' ~ ~....... / I / ��r em a r k st h i se v e n i n g ,"T ne G r e ae e s t oma l e t t e rw r i t t e ni n1935 b yW . K . K e l l o g g , t h ef o u n d e ro ft h eF o u n d a t i o nw i t hw h i c h I amnow a s s o c i a t e d . M r . K e l l o g g , as u c c e s s f u lb u s i n e s sm a n ,w a s a ne q u a l l yp r a c t i c a l a n dp r a gm a t i cp h i l a n t h r o p i s t . H ew a s d e e p l yc o n c e r n e df o rt h e w e l l b e i n go fp e o p l e ,w i t h ap a r t i c u l a rc om p a s s i o nf o rc h i l d r e n a n dy o u t h . I n1 9 3 5 , wh en h em ad e t h ei r r e v o c a b l et r a n s f e ro fh i s f o r t u n et ot h eF o u n d a t i o n ,h ew r o t e ab r i e fl e t t e ri nw h i c hh e c o n c l u d e d ," Iam g lad t h a tt h ee d u c a t i o n a la p p r o a c hh a sb e e n em p h a s i z e d . R e l ie f ,r a im e n t ,a n ds h e l t e ra r en e c e s s a r yf o r d e s t i t u t ec h i l d r e n ,b u tt h eg r e a t e s t good f o rt h eg r e a t e s t numb e rc a n com eo n l yt h r o u g ht h ee d u c a t i o no ft h ec h i l d ,t h e p a r e n t ,t h e ~ t h ef am i l yp h y s i c i a n ,t h ed e n t i s t ,a n dt h e commun i ty i ng e n e r a l . E d u c a t i o no f f e r st h eg r e a t e s to p p o r t u n i t y f o rr e a l l yim p r o v i n go n eg e n e r a t i o no v e ra n o t h e r . " , T h a ts t a t em e n ti sa st r u et o d a ya si t w a s f o u rd e c a d e sa g o . D e s p i t ea l lt h ec r i t i c i sm sa n da l lt h eq u e s t i o n i n g ,e d u c a t i o n i ss t i l lb a s i ct o o f f e r st h eg r e a t e s to p p o r t u n i t yf o r h um a n p r o g r e s s . And f r omt h es t a n d p o i n to ft h ei n d i v i d u a l ,e d u c a t i o n i ss t i l lt h ew ay t oa b e t t e rl i f e . E d u c a t i o n r e l a t e dt ob u t n o t synonymou sw i t hc o u r s e sa n dc r e d i t sa n dd e g r e e sa n d c r e d e n t i a l s ;b u te d u c a t i o n t h ei n q u i s i t i v em i n d ; t h em a s t e r y o fk n ow l e d g ea n ds k i l l s ;a p a t t e r no fi d e n t i f y i n g ,a s s em b l i n g , a n a l y z i n g ,t h i n k i n g ,p l a n n i n g ,a n dd o i n g . �~ o .A . I '""6- . J . . . . , . . .~ ~~~ ~ Q I - S ' c . . .C )S )0 y - ~~ .h ~ . . . . . l . . . . . . . . . . . ~. ;~~ : y o u r ~~ : fi; f ~~ e d u c a t i o nH ill be h e a v i l y s u b s i d i z e db yt h ep e o p l eo fM i c h ig a na n dt h eU n i t e dS t a t e s . W h i l e you ~ yah i g hp r i c e ,i nt e rm so ft im e ,e n e r g y ,a n d d o l l a r s ,n o n e t h e l e s s ,t h ee d u c a t i o nw h i c hy o u I q u i r es u p p o r tf a rb e y o n dt h ef e e sy o u ~ i ~ r e - T h e s ef u n d s~ ~ f r omp u b l i cs o u r c e s ,t h r o u g ht a xm o n i e s , a n df r omp r i v a t e b e n e f a c t o r s ,i n c l u d i n ga l um n ia n do t h e ri n d i v i d u a l s ,c o r p o r a t i o n s ,a n dp r i v a t ef o u n d a t i o n s . I na s e n s e ,a l lo fu s who a r e t h eb e n e f i c i a r i e so fh i g h e re d u c a t i o ns h o u l dim p o s eu p o no u r s e l v e sa s t a t u so fl i f e l o n gi n d e n t u r et or e p a yt h a tw h i c hh a s b e e nb e s t ow e da n dt oe n s u r es im i l a rb e n e f i t sa n do p p o r t u n i t i e s f o rt h o s ewho w i l lf o l l ow . �~ ~(~~ .~ ~ .~ - . /I . i - ~. / J . ~ .. . .,., ...· •. ~ + • l2 . . . , . 1 .( ~ �~ Any r e a s o n a b l ep e r s o nw h or e f l e c t st h o u g h t f u l l yo nt o d a yandtomo r row on wh e r em ank ind i sandwh e r ew e ' r 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 . 1 Af ew d ay s ago I r e a da d i s t u r b i n g l yp e s s im 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 e a l i s t i c b o o k ,An I n q u i r yI n t ot h eH um a nP r o s p e c t , by Rob e r tL .H e i l b r o n e r . H e i l b r o n e rs u g g e s t st h a tt h r e ei s s u e sabov ea l lo t h e r s sh ap et h ec u r r e n t hum an p r e d i c am e n t . Th e s ec anb e summ a r i z edi nt h r e ewo rd s : p o p u l a t i o n , env i ronm en t ,w a r . �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 betwe en 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 -- ~ 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; ev ery 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 a s if a manor of thy friends or of thine own were; any luan' s death dimini shes me; b ecause I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee." �No m a t t e r how w e ch oo 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 ro u rg e n e r a t i o nandt h o s et of o l l oww i l lb e ] d e t e rm i n e db a s i c a l l yby o u rp r o g r e s si nimp rov inghum anr e l a t i o n s h i p s . Fo r wh e th e rw et h i n ki nt e rm so ft h ef am i l y ,o u r hom e commun i ty ,o u r s t a t eo rna t i o n ,o rt h ew o r l dn e ighbo rhood ,t h ep r im ed e t e rm i n a n to fwh a t l i f ew i l lb el i k ei nt h ey e a r s ah e adw i l lb e a con s equ en c eo fm an ' s a b i l i t y t ol i v ei nh a rmony , on ew i t ha n o t h e r . And t h emo s t imp o r t a n td e c i s i o n s c o n f r o n t i n gu sw i l ln o tb ed ep end en t upon o u r bu rg eon ing t e c h n o l o g y ,b u ti n s t e a dw i l lb ev a l u e b a s e dandv a l u e l a d e n . I I I Th eo n l y hop ef o rc i v i l i z e ds o c i e t yi 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 e d e c e s s o r si nd e a l i n gw 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 con t empo r a ryv a l u e s . You r gene ra tion , m o r et h a nm in e , show sp rom i s eo f h av ing t h i scomm i tm en t and c a p a c i t y . Bu t you h av en o t ye tb een r e a l l y t e s t e d . Th er e a lt e s t i n gw i l l com ei nt a n g i b l er e s p o n s e st otougha l t e r n a t i v e s f o rex amp l e ,i nt h el e a d e r s h i pyou p r o v i d ei np r e p a r i n gt h eAm e r i c an 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 gst a n d a r do fl i v i n gi nt h ed e c ad e s imm e d i a t e l y a h e a d ,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 p e o p l e so fo t h e rp a r t so ft h ewo r ld m aybe n e f i tmo r e abund a n t l yf romt 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 eo u r abund an c ew it ht h o s el e s sb l e s s e d ? ~ You r su c c e s sw i l lb ed e t e rm i n e dn o tby t h ee l e g a n c eo fyou 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 is i o n s . [ �.. ~. I f-.. , . r -. 1 ~ ��, 11'"1...JL.--...cr-.../ ~ �t ol i f e l o n gl e a r n i n g . I si t t o omu ch t oe x p e c tt h a te n t e r i n g f r e s hm e ns h o u l dr e c o g n i z et h a tt h e ya r el a u n c h i n ga p r o c e s so f l e a r n i n gt h a tw i l lb el i f e l o n ga n da r e l a t i o n s h i pw i t ht h ea c a d em i c commun i tyw h i c h s h o u l db ec o n t i n u o u s ,t h a tu n d e r g r a d u a t es t u d e n t s s h o u l db ec o n s i s t e n t l ye x p o s e dt of a c u l t ym emb e r s ~ a r er o l e - m o d e l l i f e l o n gl e a r n e r s ,t h a tcomm en c em en ts h o u l db ee x a c t l yt h a t s im p l ya t h r e s h o l dt oc o n t i n u i n ge d u c a t i o n ? A sa s o c i e t yw e h a v e b u i l ta g r e a ti n d u s t r ya r o u n dt h ec o n c e p to fe s t a t ep l a n n i n g ,b u t t h e s ee l a b o r a t ep l a n sa r eim p l em e n t e do n l ya td e a t h . Why n o ta c om p r e h e n s i v ea p p r o a c ht ob u i l d i n ga ni n d i v i d u a lp l a nf o rl i v i n g f o rl i f e l o n gl e a r n i n ga n d gr ow t h ,r e f l e c t i n gt h el a t e s tn o t i o n so f t h es t a g e so fa d u l td e v e l o pm e n t ,i n c o r p o r a t i n ga ni n d i v i d u a l ' s p e : c s o n a lv a l u es a n d goa l s ,a n dr e p r e s e n t i n ga t o t a l l yc om p r e h e n s i v e a n dr e f r e s h i n g l yn ew a c c omm o d a t i o no fi n s t i t u t i o n st ot h ei n t e r r e l a t i o n s h i p sb e tw e e nw o r k ( p r o f e s s i o n ,c a r e e r ) ,f am i l y ,l e i s u r e , a n dl e a r n i n g ?\ 5 ~ ~~ ~ . . ~ ~ ~ ~~ ~~~.~ ....... . . { �And f i n a l l y ,t h a tt h i r dt h o u g h t b ei n v o l v e d . E f f e c t i v e d em o c r a c yr e q u i r e si n d i v i d u a li n v o l v em e n t . Au n i q u ei n g r e d i e n t o fo u r Am e r i c a nw ay o fl i f ei sv o l u n t e e r i sm ,t h o s et h i n g sw h i c h i n d i v i d u a l sd ov o l u n t a r i l y ,b e c a u s et h e yw a n t t o . } 1 a r g a r e tM e ad h a so b s e r v e d : "W el i v ei na s o c i e t yt h a ta lw a y sh a sd e p e n d e d I on v o l u n t e e r so fd i f f e r e n tk i n d s s om ewho c a n l g i v e mon ey , o t h e r swho g i v et im e ,a n da g r e a t m 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 , f u l l t im eo rp a r t t im e . I fy o ul o o kc l o s e l y , y o uw i l ls e et h a ta lm o s ta n y t h i n gt h a tr e a l l y m a t t e r s t ou s ,a n y t h i n gt h a tem b o d 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 d b el i v e da n dc a r e df o r ,d e p e n d s on som ef o rm -m o r e o f t e nm any f o rm s o fv o l u n t e e r i sm . " T h i sf a c tg i v e sa d i s t i n c t i v e l yhum an eq u a l i t yt ol i f ei n Am e r i c a . I ' l l s u g g e s ta t o p i cf o ry o u rn e x tr a ps e s s i o n : - "T h e s i s :~ ar e a ls e n S e. t h em a rk o fa p e r s o nI s l i f ei s _ _ d e t e rm i n e d ,a b o v ea ll ,b yt h ew ay s i nw h i c h l e i s u r et im ei ss p e n t . " Ie n c o u r a g ey o ut ob ei n v o l v e d v o l u n t a r i l y p r o v i d i n gl e a d e r s h i p i ny o u rp r o f e s s i o na n di ny o u rc omm u n i t y . �v JO u a r ej u s t now b e g i n n i n ga n ew c h a p t e ri ny o u rl i f e Nofe s s i o n a l adu c . and . on e f ~ . 1 .S 1 . n gU 1 .S 1e a n en t r a n e You a r eb e n e f i c i a r i e so fa c omm i tm e n tb y Am e r i c a t ot h eim p o r t a n c eo fe d u c a t i o na n dt ot h em a k i n g o f e d u c a t i o n a lo p p o r t u n i t i e sg e n e r a l l ya n db r o a d l ya v a i l a b l e . I t i sc l e a rt h a tr ea l e a r n i n gs o c i e t y e d u c a t i o ni st h em e a n s b yw h i c h W e a w e b o t ha c c om p l i s ha n da c c omm o d a t et oc h a n g e . L e a r n i n gi sf o rl i f e ,i na l li t sf a c e t sF o rc a r e e ro rp r o f e s s i o n , F o rc i t i z e n s h i pr e s p o n s i b i l i t yi no u rd em o c r a c y , F o rf am i l yr o l e s , F o rl e i s u r ea v o c a t i o n , F o rs e l f f u l f i l lm e n ti na ni n c r e a s i n g l yc om p l e xw o r l d . L e a r n i n gi sl i f e l o n g ,f r omt h ec r a d l et h r o u g ht h etw i l i g h t y e a r s . I ti st h i sd im e n s i o no fy o u re d u c a t i o nt ow h i c h i n s t i t u t i o n so fh i g h e re d u c a t i o nf i n di t m o s t d i f f i c u l tt o ~~ a c c omm o d a t e . Iu r g ey o u , s a pa r . tO E you " . es i e n a ap a t t e r no fs t u d ya n di n t e l - ~ l e c t u a le x p l o r a t i o nw h i c h ap a r to fy o u r l i f e s t y l e ) a n de n s u r ea l i f e l o n gi n t e r a c t i o nb e tw e e n w o r k , l e a r n i n g ,l e i s u r e ,a n d famiLy .c . , ~ do...!> I f ~ ~ . (~ ~ ~ . ~ ~ ~ � 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_1978-05-16_RMawby_SPE Title A name given to the resource Russell Mawby speech, Excellence Throughout Life Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 16, 1978 for the W. K. Kellogg Foundation at Michigan State University for 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 1978-05-16 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/35c834f797dfd819f6f380a175769c32.pdf 1dd6f3d87994b0ea3d761280b56bd405 PDF Text Text "THE WORLD STANDS OUT" Commencement Address by Dr. Russell G. Mawby at The University of Idaho Moscow May 16, 1987 I It is a pleasure indeed for me to be with you at the University of Idaho for this commencement ceremony . While I have had the pleasure of knowing a great many of your University's leaders and graduates, I have until now been "culturally deprived" -- this is my first visit to your campus. Thus, I am impressed indeed with your beautiful campus setting and am mindful of the national and international reputation of Idaho. It is one of the fine examples of our network of land-grant universities, the distinctive contribution of America to higher education. This great University is today on the threshold of its centennial anniversary. the vision, the sacrifice, the commitment of those rugged women and men who launched this institution a century ago. Through the years, its programs of teaching -- undergraduate and graduate; basic and applied; Think of research and public service -- through a myriad of activities of the Cooperative Extension Service and other continuing education initiatives -- have enriched the lives of thousands of �2 individuals, nation, their families, and world. their communities, your state, and You will always be proud of your alma mater. It is a further pleasure for me to be here because your President, Dr. Gibb, is a long-time professional colleague and valued friend. Therefore, I thank you for the privilege of being with you today. To you who are graduating, I expressed. For each of you, add my congratulations to those already this is an occasion long awaited, one of those instances in a person's life when you 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 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 for you to study at UI and who are entitled to a similar sense of prideful satisfaction on this occasion. And I think, also, of all the people who are the University -- those who have gone before, establishing, building, and sustaining this institution, and who have earned for it an enviable reputation in the field of higher education; and those who currently carry forward this work �3 ••• trustees, faculty, officers, and staff; alumni and friends; the people of Idaho through their state government. express congratulations and compliments, for you, and To all of you I too, can take pride in this happy occasion. II I approach my assignment today with the sober 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, upon your time. taking notes, and u. To those of you who, propose to intrude only briefly from force of habit, are my entire message can be summarized in two letters: "R" for responsibility, W. K. Kellogg, associated, I "u" for understanding. the founder of the Foundation with which I was a successful businessman. am 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. 46, he quit his At age 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, R �4 he wrote a brief letter in which he concluded, educational approach has been emphasized. "I am glad that the Relief, shelter are necessary for destitute children, raiment and but the greatest good for the greatest number can come only through the education of the child, the parent, the teacher, the community in general. the family physician, the dentist, Education offers the greatest opportunity for really improving one generation over another." is as true today as it was five decades ago. criticisms and all the questioning, That statement Despite all the education is still basic to offers the greatest opportunity for -- human progress. standpoint of the individual, life. education is still the way to a better Education -- related to but not synonymous with courses and credits and degrees and credentials; inquisitive mind; identifying, parents, but education -- the the mastery of knowledge and skills; assembling, For some of you, beyond, And from the analyzing, thinking, a pattern of planning, higher education is a family tradition. and doing. Your perhaps your grandparents and great-grandparents and have been college graduates. are the first Others of you, of your family to go to college. like myself, The University of Idaho has given you an opportunity your parents did not enjoy. Whatever the case, your education has been heavily subsidized by the people of Idaho and of the United States. high price, in terms of time, energy, While you have paid a and dollars, nonetheless the �5 education you have received has required support far beyond the fees you paid. These funds came from public sources, and from priv ate benefactors, individuals, through tax monies, including alumni and other corporations, and private foundations. In a sense, 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, and allocations of resources. being challenged. questioning our priorities Support of education at all levels is 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 a l l other aspects of life, with privilege goes duty, obligation to be responsible and responsive. and professional careers will be varied. the Your personal paths Each will make his own choice (another American prerogative which few in the world share) -- some will pursue further professional studies, leading to �6 advanced degrees; some will go into business, or working with others; either self-employed others will choose opportunities in the public sector working for governmental agencies at local, national levels; life, state, or still others will elect to continue the academic 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. Each of us has stashed away in memory certain lines -- of poetry, from literature, meaning to us. passages from the Bible -- which have special 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; �7 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 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, deal with forcefully and directly. they are not simple and neat; compounding, comprehensive, tidy issues that we could But we immediately see that they are complex, confounding and 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, �8 pollution, health care, education, international trade, development, unemployment, family life, energy, transportation, the judicial system, inflation, world peace. the solutions devised by man are usually specific, specialized, narrowly based. rural Simultaneously, simplistic, 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 ' l l 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 appreci ation 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 �9 well as if a manor of thy friends or of thine own were; any man's death diminishes me, involved in mankind; am and therefore never send to know for whom the bell tolls; it tolls for thee." No matter how we choose to classify man's concerns, vantage point we elect to view them, because I or from what 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, home community, our state or nation, our 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, another. one with 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. But you have not yet been really tested. The real testing will come in tangible responses to tough alternatives -- for example, in the leadership you provide in �10 preparing the American people to accept a static or declining standard of living in the decades immediately ahead, entirely new concept of the quality of life, adopting an 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 committed to knowledge and learning and who will -- in one role or another -- be shapers of the future. First, the challenge of knowledge utilization, knowledge to problems of people. we know better than we do. criminal justice, history, agronomy, family life, the application of In most areas of human endeavor, Whether your career interests be in the performing arts, sociology, health, engineering, or what have you, we must somehow mobilize knowledge resources in new and creative ways to �11 deal effectively with human concerns. and tomorrow, In the complex life of today the resources of anyone discipline, body of knowledge or organization are usu ally 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. learning. In the past, Second, the challenge of l ifelong My generation life was indeed simplier. could approach life in three neat blocks -- go to school, work, out to pasture. Now, for a whole host of reasons, go to that pattern is no longer adequate -- burgeoning knowledge, the acceler ating rate of change, the the complexity of issues, 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, requires individual involvement. involvement. A unique ingredient of our American way of life is volunteerism, do voluntarily, Effective democracy because they want to. those things which individuals Margaret Mead has observed: "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 speci al �12 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 vo1unteerism." This fact gives a distinctively humane quality to life in America. I ' l l suggest a topic for your next rap session: -- "Thesis: real sense, the mark of a person's life is determined, the ways in which leisure time is spent." involved voluntarily, I In a above all, by encourage you to be beyond the mandate of the job -- providing leadership in your profession and in your community. 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. characteristic, In an age when bigness and complexity seem i t ' s important to maintainn a proper perspective. When the realities of the everyday world seem almost overwhelming, I find the following a useful reminder: �13 I am only one, but I am one; I can't do everything, I And what I can do, And what I ought to do, can do something; ought to do; If you've taken complete notes, R U. but I by the grace of God, I will do. you have recorded two letters -- They seem to pose a question so let's now reverse them into a declarative statement -- U R. You are committed to understand and to respond. In too many facets of your life, we both individually and as a nation, seem to have lost something of our sense of purpose, self-confidence, be true, our direction, and commitment. our To the extent this it can be remedied only by the deeds of individuals who -- in whatever their role and in every dimension of life -- understand and respond. do. It's not enough to understand or know; we must also 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 class of 1987, Godspeed in your professional career and -- more importantly -- in your personal life. RGM:lg l056c � 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_1987-05-16_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 May 16, 1987 for the W. K. Kellogg Foundation at the University of Idaho 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 1987-05-16 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text