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"A PRIVILEGED CLASS "
Se nio r Class Day Address
g i ven by
Dr. Rus s ell G. Mawby
President, W. K. Kel logg Foundation
at
Scho ol of Dentistry
Univer sity o f Michigan
Ann Arbor, Michiga n
I
It i s a pl eas ure i nde ed for Rut h and me t o b e wi th you for t hi s Sen io r
Class Day of th e Sc hoo l of Dentistry.
For more t han four decades, t h e W. K.
Kellogg Foundation has enjoyed assisting the University of Michigan and thi s
School in vari ous wa y s.
The total s uppo r t provide d exceeds $11. 3 mi l l ion , wi th
a sub stant i a l po rt ion direc te d t o de nt a l educa t ion- -fo r such purpose s as
f el lows hips , stude nt loan funds, g r a duate education f or teachers of den t a l
auxi l iar ies , a nd o f co u rse th e W. K. Kellogg Institut e o f Graduat e a nd Postgr aduat e Dentist r y .
Through the year s, we have come to regard the off icer s a nd
faculty of t h is Sc hoo l a s both profes si onal colleagues and personal f r iends a nd
we appreciat e the privilege of these relati onship s.
Thank you now f or this
further pleasure o f be i ng with you t oday.
To you who a r e graduat i ng , I want to add my congratul a t ions to tho se
a l ready exp ressed .
For eac h o f y ou, thi s is a n oc cas io n l on g awa i te d , one of
thos e in st an ce s in life when a pers on can ha ve b oth a sense o f s ati s f a cti on in
pas t ac hi evements and a spec ial excit ement fo r t he futu r e .
I fe e l privi leged
t o be sharing th i s day wi th you.
I would add a word of c ongratulations, al so , t o all of those who have
contributed in a signi ficant way to making th i s day a reality.
I t hi nk first
�-2o f parents and families, and in s ome instances husbands or wives and ch i ldr en
who so o f t e n have sacrificed and subordinated their pers onal interest s to
yours in making it possible f or you to study here and who a re ent itle d t o a
similar sense of prideful stai sfaction on this occasion .
And I think, al s o,
o f a l l the people who are the University o f Michigan Sc hool o f Dentistry--those
who have gone be f ore in establishing, building, and sustaining this institution,
and thos e who currently c arry forward t h i s work ... t rustees, facul ty, o f f i ce r s
and staff, alumni and friends .
This School is a distinguished and r e co gnized
center o f excell ence in dental e du cation .
Your efforts have made this s o.
To all o f y ou I a lso exp r ess congratul ations and compliments, fo r you, too,
can take p r ide in th is happy oc ca s io n .
II
I approach my assignment th is afternoon with the s ober kno wledge that no t
one person came here f or the primary purpose o f hearing the Se nior Cl a s s Day
address .
If we ar e honest with each other, each of you has a much more personal- -
and more i mportant--reas on for being h e r e .
In ap pr eciation of tha t fact, I
propose t o intrude onl y brie fly upo n your day .
To those o f you who, from f orce
o f habit, are taking notes , my entire mes sage can be summarized in two words :
responsible and respons ive .
By happy coinci dence your gr adu at i on y ear is a special year in the life
of our country--our Bicentennial obs ervance.
This is a significant a nni ve r s a r y
in our nation 's life when we should consci ously reflect on ou r history and
heritage, and c ommit ourselves- -individually an d collectively- -to the future .
I hope you are doing s omething t o i nsure that the
t o you personally.
Bi centennial has significance
�-3The t he me f or t hes e brief t houghts is re fl ect e d in t he t it le , "A
Privile ged Class."
Two hundred years ag o we f ought a war over, at least in
part, the questi on of special privilege .
And while we are c ommitted t o the
notion t hat all are c r e ate d equal an d must be a ssured of e qual i t y o f opp ortunity,
in the cour se o f life spec i a l bene f i t , advantage, or favor doe s accrue t o
certain of us.
This Bicent e nni al Cl a ss of 1976 mu st indeed be regar ded as a privil ege d
group --privileged in several ways :
First, you a r e graduat es o f the Uni ve r s i t y of Michigan , on e o f the very
few t ruly gr ea t uni versitie s in the world.
You will always be proud o f t he
di s t i nc t ion o f your Alma Mater .
Second , beyon d this, you are gra duate s o f t h e Sc hoo l o f Dentistry o f thi s
gr eat University, a school which has an international r eputati on a nd is regarded
by its sister schools throughout the count r y as one o f the finest, in fact
perhaps the b e st o f all .
Third, as a member o f thi s Cl a s s , you are the product o f a ri gorous
proce ss o f s creening and selection .
For ea ch o f yo u here, there are s ome ten
or twelve or fift een who aspired to be here .
Their qualification s were superb ,
perhaps equal to yours, a nd they wor ked hard f or the opportunity- -privilege if
you p lease--of being students in dentistry or de nt a l hy gi ene .
But in the t ough
and agon izing pr ocess of admi ssions, they were denied what you we r e granted .
Four t h , your professional education has b e en heavily subsidized by the people
of Mi chigan a nd the Unit ed States .
While you have pa i d a hi gh p r ice , ill t erms of
time, e ne rgy , a nd dollars, nonetheless the educat i on whi ch yo u have r eceived
�-4has required support far beyond the fees yo u have paid.
These funds have come
from public sourc es, through tax monies, and from privat e benefact ors, including
alumni and other individuals, corporations, and private f oundations.
In a
s e n s e a l l of us who are the beneficiaries o f higher education should impose
up on our sel ve s a st at us o f life-lon g in denture t o repay that which has been
best owed and to insure similar benefits and opportunitie s for those who f ollow.
And finally you are entering a profession whi ch enj oys the characteristics
o f a mon op oly.
Matters o f standards, acc r edi t at ion , licensure, certific ati on,
monit oring f or qu ality, and fees are as yet largely in the hands of individual
pr ac t i t i one r s and professional associations.
Such p r e f e r r e d status requir ed
the highest integrity and accountability.
And s o, t h is Cl a s s - - a privileged class in many i mpo rt a nt ways.
And, as
in all ot he r aspects of l i f e , with privilege go e s obligation, a professional
co mmi t ment to be resp onsible and respon sive.
III
As student s, y ou must be far better informed than I about the st at u s o f
dental health in this country.
And you must be more s en sitive als o t o the
co nc e r ns and debate regarding the health of the American people and the g e ne r a l
di ssati sfac t ion or dis e nch a ntment wi t h our hea l t h ca r e d el i v er y sys t em, incl uding
de nt i s t ry .
Thos e who "haye a denti st" a re probably gene ral l y well-sati sfied, but
many are not in that sp e cial position.
Dr. Ben Barker, formerly Associate Dean of the School o f Dentistry of the
University of North Carolina at Chapel Hill and now a prog ram director on our
Foundation staff, has summarized some of the critic al pl'ob lems in dental health
as follows:
�-5The realities of dental health in the United States represent a neglected
need in 1976.
In a nati on among the most health-consci ous in the world, and
in which billions o f dollars are spent each year for health care, there exists
a general lack of understanding and concern about the need for good dental
health.
Care o f the te eth and mouth, all t oo often, is far down on the list
of health necessities for the average person.
Yet dental health problems can
begin in infancy, and s ome dental diseases are serious enough t o effect the
ch i l d ' s performance in school or the adult's efficiency on th e job.
There are
ove r 125 dental diseases (including the more common dental caries, gum disease,
oral viral disease and cancer).
The ma8nitude o f the problem is striking:
Dental disease is among the most prevalent of all di seases.
About 80
million Americans suffer from diseases o f the gums which ca n lead to loss
of teeth as well as destruction of supporting bone in the jaw.
About 25 milli on adults have l ost all of their teeth, primarily as a
result of neglect o f dental care.
An estimated 100,000 Americans are now being treated for oral cancer, and
24,000 new cases are expected this year.
Many of the estimated
4
million Americans with severe physical and mental
handicaps, such as cerebral palsy, muscular dystrophy, epilepsy, and mental
retardati on, do not have dental care by dental professional s t r a i ne d in
treating the handicapped.
By age two,
50% o f this nati on's children have one or more decayed teeth.
Nearly half
(46%) of all children under age 15 have never seen a dentist.
Poor dental health contributes t o unsatisfactory performance and even
failure in school.
�-6About 10 million or 70% of poverty-level children do not receive any
dental care throughout their school years.
By the time the average person reaches age 20, he has 14 decayed, missing,
or filled teeth.
In every twelve-month period, less than half of the population visits a
dentist.
The W. K. Kellogg Foundation, more than any other private foundation in
this country, has been actively involved in dental education and service for
more than four decades.
Our Foundati on staff has identified five principal foci
as constituting the major axes along which the Foundation seeks to contribute
in the health care arena.
These five areas of emphasis are:
1. Access to Care
Including considerations of geographic, social and economic barriers to
care, as well as the general organization of the health care delivery
system in order to facilitate easier access to services needed.
In the
latter respect, primary care receives considerable emphasis.
With regard to dentistry, the Foundation is interested in several activities
and programs that affect the accessibility and availability of dental care,
such as:
the trend toward the expanded use of auxilIary personnel, the
management of dental care programs, the licensure and credentialing of
dental personnel, and the factors which affect the consumer demand for
dental care services.
2.
Continuity - Comprehensiveness
An empha s is on non- epi s odic, non-fragment e d , coordi nated a nd , p er ha p s ,
regionalized health service delivery system.
Within the dental field, further emphasis is placed on "primary care," the
group practice of dentistry and the building of linkages between the
institutions which train dentists and other manpower, on the one hand, and
�-7the practitioner, on the other.
These linkages, brought about through
continuing education programs , student clerkships in private dental offices,
or through models like the Area Health Education Centers program, are
thought to provide a means of upgrading and maintaining the quality of
dental care provided in private practice.
3.
Cost-Containment and Cost-Effectiveness
This general area of concern reflects an emphasis on factors which encourage
higher levels of productivity and efficiency within the service delivery
system, as well as those factors which help to control the rate of cost
escalation.
With respect to dentistry, emphasis is given to management systems and
strategies in private dental practice and dental educational institutions,
as well as the further use of auxilIary dental personnel.
4. Health Maintenance and Prevention
Emphasis in the general health area is given to health educational programs
directed towards patients and clients of the health delivery sector.
In dentistry, the emphasis is on certain kinds of preventive programs
like community water fluoridation and public health nutrition programs ,
and a b r oa de r r ol e of the dent i s t in h ealt h maint enanc e .
5.
Qua l i t y As sur an c e
The focus in this area is on the establishment o f standards fo r the asses sment
of quality of care and the development of organizational structures for
the conduct of quality assurance and monitoring systems.
Emphasis has been
given to various kinds of medical audit and institutional accreditation
programs.
In dentistry, the interest of the Foundation has been primarily with regard
to the licensure and credentialing process.
�-8And so, five major concerns from the patient's viewpoint:
access to care,
continuity-comprehensiveness, cost-containment and cost-effectiveness, health
maintenance and prevention, and quality assurance.
IV
In looking to the future in the field of dental education and service,
the Foundati on recently convened an ad hoc advisory committee which included
representatives of dental education, dental practice, and users of dental
services.
This group analyzed very carefully the situation as they perceive
it today and suggested future priorities for Foundation consideration in
programming with regard to dental health.
Since you are just entering the
dental health profession and will play very important roles in shaping the
future of your profession, I will share these pri orities briefly with you:
1.
the encouragement of expanded efforts in the prepayment for dental care
services, including experimentation with different modes of payment and
models of delivery, and with special regard for cost in relation to
quality of care delivered.
2.
the development of professionally acceptable clinical standards and criteria
for the assessment of dental care guality, including arrangements by
which they can be practically and efficiently applied.
3.
the support of demonstrations in community-based private practice settings
of the use of expanded-duty dental auxillaries.
4.
the initiation of issue-oriented educational programs for students in
dentistry and recent graduates focusing on such urgent public concerns as
the quality of care; cost containment; and or ga ni z at i on of the dental
care delivery system, including matters of access and continuity.
�- 9-
5. the suppo rt of new t ypes of dental p ractice arr angements , inc l ud ing group
pract i ce with severa l t ypes of pract itione r s organ i zed i n non- c onventional
ways-- away fr om the traditi onal model of solo pra cti ce i n professional
isol at i on and apart from other sectors o f t he health system ; inst ea d, in
concert with other de ntists and expanded-duty auxi l laries , with physician s
and other health profess ionals , i n ho s pit al and ambulatory clinic setting s,
wi t h a hol i stic conce rn for the pat ient 's wel l-b e i ng.
6. the encouragement of an expande d r ol e for the de nti st in the health care
del ivery sy st em; while the system has ge ne r ally des ignated t his part o f the
body (Note:
put hands on j a ws ) as the de nt ist 's turf , usually t he concentra-
tion has been on prob lems of the teeth , wi t h litt l e a t tent ion t o r elat e d
or other p roblems in t hat a r ea , such as or al cancer .
7. the i mplemen t ation of innova tive and efficient p r ograms of continuing
e ducati on for dent a l pra ct i t i oner s des ig ned t o meet i ndivi dual needs and
moni t ore d for effect i venes s as a bas i s fo r r e li ce n sure and spec ialty
recert i f icat ion , both of wh ich seem i ne vi table i n t he exerc ise o f profess ional
a c c ount abilit y and the fulfil lment of pro f ess ional purpose .
The de gree t o which and t he ways in which you and your pro f e s s i on r e s pond
to s uch concerns as t he s e will obviously have great s ign i f icance to your
p ro fessional career- -will in fact , shape your professional and personal li f e
s tyle to a f ar greater extent tha n will the s imple exe rci se o f cur re nt or new
techni que
and technology .
Further, the extent t o wh i c h your profess ion en j oy s
the publi c' s co nt i nue d confidenc e and suppo r t - - a nd avoi ds fur t h er intrusion
and control by publ i c bodies--wi ll be a con s equen c e o f yo ur pro f e s sion's
r e s pons e in more fully a nd adequately serving dental care needs .
�-10-
v.
In a sense, t hen , the revolution in the "human condition" started 200
y ear s a go i s s till go ing on .
And nowhere is i t more po igna nt l y express ed
t ha n in the field o f he alth care , beginning with a re examinati on of th e
problems of e quity in the 60's, re sulting in Medicaid, Medi care, RMP,
a nd comprehensive health
planning~-the
notion that health care i s a r i ght .
It i s cont i nuing today wi th ne w is su e s r el a t ing t o co s t , s ome f orm of na tional
health insurance, PSRO, HMO's--attempts t o t ran s late i de as into a ction.
I n a t ell i ng a r t i cl e ent itl ed "Cr i s i s Fa c i ng Pr i vate De nt a l Practice"
publi shed in General Dentistry,
January-February, 1976, Dr. William T.
Br own, an I owa practitioner, defined this crisis as being represented
by t he call for National Health Insurance, Health Maintenance Organizat i ons ,
pressures f or group practice, relicensure , PSRO, denturism, malpractic e,
co ns ume r i sm, national s t a ndar ds , prepayment capitation, social mobility.
p eer r eview, reciprocity, mandatory continuing education, out s i de busines s
influences, inflation, auxiliarie s, and community involvement.
What Dr.
Brown s ees a s a cr i s i s affecting private dental practice is undoubtedly shared
by the maj ority o f dental practitioners in th e na t ion .
What i s striking
by cont r as t i s tha t th e publi c int erest--defined as the patients, payo rs ,
politicians--sees these measures as--imperfect though they may be-solutions.
The chall enge then lies in the accommodation of these di verse
perspectives.
�-11-
While deta i l s o f the f ut ure are un c ert ain, the challenge--an d t he
potenti al--of t omorrow a re mor e de manding a nd exhi l a r a t i ng than ever .
In a n
age when b ignes s and complexity s eem cha r a ct e r i st ic , it ' s i mport a nt to ma intain
a proper p e r sp e ct i ve .
When t he rea l i ties of the everyday world se em almost
ove r whel mi ng , I find the f ollowing a useful reminder:
I am onl y one , but I am one :
I can't do everyt h i ng, but I c an do somet h i ng ;
And what I can do, I ough t t o do :
And wha t I ought t o do , by the g race of God , I will do.
While the professi on of which you now become a part has a di s t i ngu i s he d
r ecord, it has been characterized as es sentially a " cottage industry, " with a
deg ree o f professional i s olation, and a "non-syst em" in the del i ve r y of dental
ca r e , apart fr om t h e h eal t h syst em at large .
Th e ne eds o f s oc iety reQuir e
significant, perhap s e ven dramatic, further cha nges .
Hopefully the leadership
for such changes , will co me from yo u and ot he r s in t he profe s sion--demonstrating
profes si onal resp onsibility i n b eing resp onsive to human needs - - r at h e r than
being imposed from out side and abo ve by Congressi onal mandat e .
If each of y ou
wil l do what you can do a n d oug ht to do to that end, y ou will, in fact, be
serving man 's--and yo ur professi ons- -higher purpo s es.
To e ac h o f you in this Bicentenn i a l Cl as s of 1976, Godspe e d in your
profe s sional c a ree r and--more importantly--in your personal life.
�•
r
l
A privileged class
Russell G. Mawby, B.S., M.S., Ph.D., Battle Creek
Dr. Mawby is president of the
W.K. Kellogg Founda tion.
The following is excerpted from
a Senior Class Day Address presented by Dr. Mawby
at the School of Dentistry ,
University of Michigan, May 2, 1976.
• For more than four decades , the W . K. Kellogg
Foundation has enjoyed assisting the University
of Michigan and this School in various ways. The
total support provided exceeds 11.3 million dollars, with a substantial portion directed to dental
education - for such purposes as fellowships,
student loan funds, graduate education for
teachers of dental auxiliaries, and of course the
W . K. Kellogg Institute of Graduate and Postgraduate Dentistry, Through the years, we have
come to regard the officers and faculty of th is
School as both professional colleagues and personal friends , and we appreciate the privilege of
these relationships.
The realities of dental health in the United
States represent a neglected need in 1976. In a nation among the most health-conscious in the
world, and in which billions of dollars are spent
each year for health care, there exists a general
lack of understanding and concern about the
need for good dental health.
The W. K. Kellogg Foundation, more than any
other private foundation in this country, has
been actively involved in dental education and
service for more than four decades. Our Founda552
tion staff has identified five principal foci as constituting the major axes along which the Foundation seeks to contribute in the health care arena.
These five areas of emphasis are:
1. Access to care - including considerations of
geographic, social and economic barriers to care,
as well as the general organization of the health
care delivery system, in order to facilitate easier
access to services needed. In the latter respect,
primary care receives considerable emphasis.
With regard to dentistry, the Foundation is interested in several activities and programs that affect the accessi bili ty and availability of dental
care, such as: the trend toward the expanded use
of auxiliary personnel, the management of dental
care programs, the licensure and credentialing of
dental personnel, and the factors which affect the
consumer demand for dental care services .
2. Continuity - comprehensiveness - an emphasis on non-episodic, non-fragmented , coordinated and, perhaps, regionalized health service
delivery systems .
Within the dental field, further emphasis is
placed on "primary care," the group practice of
dentistry and the building of linkages between
Journal of the
MICHIGAN DENTAL ASSOCIATION
N v .),
' 7 ({;
�procedures to be accomplished and it outlines the
minimum quality of the work expected, 2) it aids
in curtailing the illegal practice of dentistry, 3) it
is a legal document for both the dentist and the
dental laboratory in cases of litigation, 4) it delineates the responsibility of the dentist and the
dental laboratory technician.
The dental laboratory technician is an important member of a team whose ultimate goal is the
maintenance of oral health as adjuncts to the
physical and mental well-being of the public. A
conscientious effort on the part of the dental profession in regard to work authorizations is essential to achieve this goal, and will foster a greater
mutual respect between dentists and dental laboratory personnel.
A final incentive to the profession regarding
this aspect of dental treatment should be provided by considering the attitude of a few dental
laboratory technicians who would become "public denturists."* One argument employed by such
groups when presenting their position before
various state legislatures is that the dental profession is less knowledgeable in regard to complete
denture prosthodontics than the "denturist.":"
Faulty or incomplete work authorizations can
only provide evidence to support their arguments.
'The ADA and the MDA define the term "denturist" as a person who illegally holds himself out as qualified to practice
dentistry. " Dent urism" is the fitting and dispensing of dentures illegally to the public .
References
1. State Leg islature of Michigan, Act. No . 182 of Public Acts of 1973.
2. Gehl, D. H. Investment in the futu reo J. Pros . Dent. ,
18:190-201,1967.
3. McCracken , W. L. Partial denture construction ,
Saint Louis, 1969, C. V. Mosby Co., 3rd Ed., p. 324.
4. American Dental Association, Council on Dental
Trade and Laboratory Relations : Legislative activities of the Independent Dental Laboratories Association (an Illinois corporation). Am . Dent. A. J .,
58 :120-24,1959.
'Smile' theme retained
for 1977 NCDHW
National Childrens Dental HealthWeek
Sponsored by the
American Dental Association
e 1976 American DentalAssociation
VOLUME 58, NOVEMBER 1976
As a result of an ADA survey, the
theme for the 1977 observance of National Children's Dental Health Week,
Feb. 6-12, wiff be the same as in 1976,
"Smile, America." The theme wiff be
the only element retained, since there
wiff be a complete change in artwork
as well as in television and radio spot
announcements. Notes Delmar J.
steutter, director of the ADA Bureau of
Dental Health Education, "one of the
most often quoted reasons for keeping
the Dental Health Week theme has
been the desire to provide greater
continuity from year to year in Dental
Health Week activities. Hopefully, by
repeating the theme but changing the
basic look, we can help local and state
dental societies in making Dental
Health Week activities more recognizable."
551
�the institutions which train dentists and other
manpower , on the one hand , and the practitioner, on the other. These linkages, brought
about through continuing education programs,
student clerks hips in private dental offices, or
through models like the Area Health Education
Centers program, are thought to provide a means
of upgrading and maintaining the quality of dental care provided in private practice.
3. Cost-containment and cost-effectiveness This general area of concern reflects an emphasis
on factors which encourage higher levels of productivity and efficiency within the service delivery system, as well as those factors which help to
control the rate of cost escalation.
With respect to dentistry, emphasis is given to
management systems and strategies in private
dental practice and dental educational institutions , as well as the further use of au xiliary dental
personnel.
4. Health maintenance and prevention - Emphasis in the general health area is given to
health educational programs directed towards patients and clients of the health delivery sector.
In dentistry, the emphasis is on certain kinds
of preventive programs like community water
fluoridation and public health nutrition programs, and a broader role of the dentist in health
maintenance.
5. Quality assurance - The focus in this area is
o n the establishment of standards for the assessment of quality of care and the development of
organizational structures for the conduct of quality assurance and monitoring systems. Emphasis
has been given to various kinds of medical audit
and institutional accreditation programs.
In dentistry, the interest of the Foundation has
been primarily with regard to the licensure and
credentialing process .
And so , five major concerns from the patient's
viewpoint: access to care, continuity-comprehensiveness, cost-containment and cost-effectiveness, health maintenance and prevention, and
quality assurance.
In looking to the future in the field of dental
education and service, the Foundation recently
convened an ad hoc advisory committee which
included representatives of dental education,
VOLUME
58,
NOVEMBER
1976
dental practice, and users of dental services. This
group analyzed very carefully the situation as
they perceive it today and suggested future
priorities for Foundation consideration in programming with regard to dental health. Since you
are just entering the dental health profession and
will play very important roles in shaping the future of your profession, I will share these
priorities briefly wi th you:
1. The encouragement of expanded efforts in the
prepayment for dental care services, including ex-
perimentation with different modes of payment
and models of delivery, and with special regard
for cost in relation to quality of care delivered.
2. The development of professionally acceptable
clinical standards and criteria for the assessment of
dental care quality, including arrangements by
which they can be practically and efficiently
applied .
3. The support of demon strations in community-based private practice settings of the
u se of expanded-duty dental auxiliaries.
4. The initiation of issue-oriented educational programs , for students in dentistry and recent
graduates, focusing on such urgent public concerns as the quality of care, cost containment,
and organization of the dental care delivery system , including matters of access and continuity .
5. The support of new types of dental practice arrangements, including group practice with several
types of practitioners organized in nonconventional ways - away from the traditional
model of solo practice in professional isolation
and apart from other sectors of the health system;
instead, in concert with other dentists and
expanded-duty auxiliaries, with physicians and
other health professionals, in hospital and ambulatory clinic settings, with a holistic concern
for the patient's well-being.
6. The encouragment of an expanded role for the
dentist in the health care delivery system . While
the system has generally designated the jaws as
the dentist's turf, usually the concentration has
been on problems of the teeth, with little attention to related or other problems in that area,
such as oral cancer.
7. The implementation of innovative and effi cient programs of continuing education for dental
553
�practitioners, designed to meet individual needs Brown, an Iowa practitioner, defined this crisis as
and moni tored for effectiveness as a basis for re- being represented by the call for national health
licensure and specialty recertification, both of insurance, health maintenance organizations,
which seem inevitable in the exercise of profes- pressures for group practice, relicensure, PSRO,
sional accountability and the fulfillment of pro- denturism, malpractice, consumerism, national
fessional purpose.
standards, prepayment capitation, social mobility, peer review, reciprocity, mandatory continuThe degree to which, and the ways in which, ing education, outside business influences, inflayou and your profession respond to such con- tion, auxiliaries and community involvement.
cerns as these will obviously have great signifi- What Dr . Brown sees as a crisis affecting private
cance to your professional career - will in fact , dental practice is undoubtedly shared by the
shape your professional and personal life style to majority of dental practitioners in the nation .
a far greater extent than will the simple exercise What is striking by contrast is that the public
of current or new techniques and technology . interest - defined as the patients, payors, politiFurther, the extent to which your profession en- cians - sees these measures - imperfect though
joys the public's continued confidence and sup- they may be - as solutions. The challenge, then,
port - and avoids further intrusion and control lies in the accommodation of these diverse
by public bodies - will be a consequence of your perspectives .
profession's response in more fully and
While the profession of which you now beadequately serving dental care needs.
come a part has a distinguished record , it has
In a sense, then, the revolution in the "human been characterized as essentially a " cottage in condition," which started 200 years ago, is still
dustry, " with a degree of professional isolation,
going on. And nowhere is it more poignantly ex- and a " n on -sys tem" in the delivery of dental
pressed than in the field of health care, begin- care, apart from the health system at large . The
ning with a re-examination of the problems of needs of society require significant, perhaps even
equity in the 60s, resulting in Medicaid, Medi-. dramatic, further changes. Hopefully the leadercare, RMP, and comprehensive health planning ship for such changes will come from you and
- the notion that health care is a right. It is con- others in the profession - demonstrating profestinuing today with new issues relating to cost, sional responsibility in being responsive to human
some form of national health insurance, PSRO,
needs - rather than being imposed from outside
HMOs - attempts to translate ideas into action .
and above by Congressional mandate. If each of
In a telling article entitled "Crisis Facing Pri- ' you will do what you can and ought to do to that
end, you will, in fact, be serving man's - and
vate Dental Practice," published in General Dentistry , January-February, 1976, Dr. William T. your profession's - higher purposes.
554
Journal of the
MICHIGAN DENTAL ASSOCIATION
�
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Russell Mawby Papers
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Charities
Family foundations--Michigan
Philanthropy and society
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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.
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Mawby, Russell G.
W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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1938-2012
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JCPA-01_1976-05-02_RMawby_SPE
Title
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Russell Mawby speech, A Privileged Class
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Mawby, Russell
Description
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Speech given May 2, 1976 for the W. K. Kellogg Foundation at the University of Michigan School of Dentistry senior class day.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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W. K. Kellogg Foundation
Charities
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https://digitalcollections.library.gvsu.edu/files/original/4138ede85e0da8fa804b8bcfc366bc0f.pdf
aebda2186ca86cec145a1230ac3af824
PDF Text
Text
THE STATE OF THE MICHIGAN NON-PROFIT SECTOR
Notes for the Keynote Address at the
Grantmakers/Grantseekers Seminar
Novi, Michigan, May 2, 1989
Russell G. Mawby, Chairman and CEO
W. K. Kellogg Foundation
I.
Introduction
A.
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.
B.
The word "historic" was not used lightly.
Despite the close
working relationship between grantmakers and grantseekers,
there has been too little
us as groups.
Why?
m~a~ingful
communication between
It is time we get to know each other better.
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.
C.
This spirit of collaboration should underlie everything we
say and do -- here, and throughout the year.
II.
The State of the Nonprofit Sector
A.
Michigan has a great tradition in the nonprofit sector -- in
giving and in doing.
This call for further collaboration is
made not to repudiate the past, but rather to build upon
it.
Our meeting place symbolizes the change that is
needed.
Walter Romig's "Michigan Place Names" tells us that
Novi got its name from being the sixth terminus on the plank
road from Detroit, built in the 1820's.
The maps showed it
as "No. VI" (Roman Numeral six), and it was condensed to
"Novi" •
B.
The bustling city of Novi today bears little resemblance to
the village of Novi Corners 160 years ago.
Novi changed
with the events in the larger world rather than allowing the
changes to overwhelm it.
changed
In the process, Novi, itself was
most would agree fo r the better.
2
The givers and
�do-ers must change now too, for our world -- the world of
not-for-profit organizations
is changing just as
profoundly and as rapidly as the world of Novi Corners was
changing.
C.
We must recognize that both the givers and the do-ers
inhabit the same sector of American life -- the non-profit
sector.
D. Nationally, half of our nation's health care, nearly a
quarter of our education, a substantial portion of our human
services, most of the arts, and all of our religion.
Nationally, its 873,000 organizations employ 7.2 million
people (6.1% of national employment), and account for $228.2
billion in income - 6.4% of the national total.
While
detailed data are not available, surely the third sector has
a comparable impact upon the State of Michigan.
(Figures
from Dimensions of the Independent Sector, IS, 1987)
E.
Michigan's "Sector Support System"
1.
In Michigan, as in the rest of the nation, most of the
philanthropic support for the third sector -- 90%, to be
exact -- comes from individuals.
3
�2.
But Michigan is also blessed with a strong institutional
philanthropic community.
Our state is home to 936 of
the approximately 24,800 private foundations in the
United States (about 4%).
Even more impressively,
Michigan boasts 38 community foundations, more than 10%
of the nation's total.
These Michigan foundations have
total assets of $8,447,162,856 and made charitable
expenditures in their last reporting year of
$429,439,373.
Note:
50% of Michigan foundations have
assets under $200,000.
3.
In addition, there are 68 corporate giving programs and
23 public foundations in Michigan.
And of course, many
businesses make contributions even if they do not have a
formal program of giving.
4. Where does foundation support go?
as follows:
For 1986-88, it went
24% to education; 23% for human services;
19% to economic development; 11% to culture and the
arts; 10% to health and 13% to other purposes.
F. Historically, there have been three different eras in the
role of the third sector in American society.
4
�1.
From settlement to nearly the end of the 19th century,
most of the nation's health, education and public
welfare needs were assumed to be a private
responsibility, not the province of business or
government.
2. Starting with the Populist movement in the 1880's,
continuing with the Progressive Movement at the turn of
the Century, and culminating with the New Deal and Great
Society initiatives at mid-century, Americans
came to
believe that the complex problems of a mass society were
primarily the responsibility of governments to solve.
3. The third period began in the 1970's with a reaction
against the programs of the Great Society, and reached
full flower with the "Reagan Revolution" of the 1980s.
This third period is characterized by shifting
responsibility for health, education and welfare back to
the states, local governments, and also to the third
sector.
In this new order, the Federal government does
relatively less, while the business sector, and
especially the third sector, are expected to do more.
G.
Thus, we find ourselves in the midst of an exciting and
dynamic change in the nation's characteristics and attitudes
5
�which have particular significance for the third sector.
Consider these examples:
1. Changing demographics.
If current birth and immigration
rates hold, at some point early in the 21st century, we
will become a "majority minority" nation.
At the same
time, the "Baby Boom" generation will be retiring,
giving America a record number of the elderly for which
to care.
This means that our clienteles will change,
and also our staff and boards.
It is important that we
be proactive in meeting this change -- not reactive.
For instance, minorities comprised 15 percent of
Michigan's student population in 1970.
percentage rose to 24 percent.
By 1980, that
The 1990 census will
likely reveal that minorities will make up about
one-third of all students in our state.
2.
The relatively smaller role of the federal government.
Increasingly, the federal government is turning over its
regulatory and financial obligations for health,
education and welfare to the local and state
governments, and to the not-for-profit sector.
This
means that old arrangements are becoming obsolete -- and
new ones must be devised.
6
�3. The expanding role of business.
Successful business
enterprise is basic to serving human needs -- through
wages and salaries, profits and dividends, taxes and
contributions.
Business leaders are giving increasing
attention and support to a broad array of societal
concerns.
Where once businessmen may have seen social
programs as a cost, they are increasingly regarding them
as investments. You know that we are making progress
when one of the most effective spokesmen for preschool
education is a retired chairman of Procter and Gamble,
Owen Butler.
Businesses will no doubt play an even more
significant role as givers in the years to come.
4. The growing "pie".
As we are asked to do more,
fortunately, the generosity of the American public is
growing as well.
Total giving in 1987 reached
$93 billion -- 88 percent of it (about $77 billion),
came from individuals.
About $6 billion came from
foundations, about $4.5 billion from corporations, and
nearly another $6 billion from bequests.
USA).
(From Giving,
It is crucial that we join together in keeping
that pie growing -- not just in fighting over what
already exists.
The "Give 5" campaign led by
INDEPENDENT SECTOR gives us a standard of five percent
of income to aspire to in addition to volunteering time
7
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8
�1. Decision-making in the public sector.
a.
Increasingly distressed by the seeming inability
among political institutions and processes to deal
with significant issues in any substantial way.
b. This is most apparent on the national level:
the
high budget deficit and trade deficits, the
hopelessly ineffective entitlements system,
inadequate health care, failure to support families
and neighborhoods, underfunding of the arts and the
apparent inability to reform the system of public
education from preschool through adult continuing
education.
level:
But it is also true on the statewide
uncontrolled growth of corrections budget,
inability to enact school finance reform (let alone
reform the schools), inequities and inefficiencies
in welfare and human services, unwillingness to deal
with solid waste, ground water quality and other
environmental issues, inadequate access to health
care and lack of constructive opportunities for
youth.
c. Third sector institutions usually do not deal
efficiently with the government se ctor.
9
There is
�too much competition for appropriations, too little
cooperation to achieve common goals.
d. As the government sector procrastinates and provides
less and less efficient solutions, the third sector
is increasingly called upon to fill the vacuum by
initiating creative courses of action and providing
new services.
2. Taxation
a. Tax policy has become a vise, squeezing the sector
on both sides.
Current tax policy discourages
contributions on the one hand while attacking the
earned income of non-profits on the other, and all
at a time when government is scaling back its
support for the services this sector provides.
b. Discourages contributions:
As a result of the 1986
Tax Reform Act, the Non-Itemizer Deduction has been
eliminated and gifts of appreciated property have
been included in the Alternative Minimum Tax, which
has the effect of penalizing large gifts by taxing
certain deductions at a flat rate.
10
�c. Attacks earned income:
Recent UBIT legislation
considerably restricts the number of items that can
be sold tax-free by non-profits.
d. Result is that non-profits are being asked to do
more with less.
Need is to reverse some of these
decisions, create a more positive climate in public
policy in the non-profit sector.
3. Management
a. The changing roles of non-profits have created new
challenges for nonprofit managers.
Staffing
changes, new funding sources, shifts in client needs
and base, and need to expand services are only the
most obvious of these challenges.
b. Beyond these day-to-day concerns, managers must be
concerned with longer-term issues that ten years ago
were not on the horizon.
Will there be an adequate
employee pool in the future?
deductibility continue?
Will the challenges to
Will the calling of
nonprofit become professionalized?
11
�c. There are now 20 centers for education in
philanthropy and volunteerism in colleges and
universities across the U.S.
These centers are
tackling the tough questions in management.
In
Michigan t CMF's Improving Philanthropy Committee is
looking into educational needs--and opportunities to
meet them--across the state.
4. Public Understanding
a. The problem:
the third sector is not widely
recognized as a distinctive component of a
pluralistic society.
It is essential to infuse an
appreciation for philanthropy and volunteerism
across the curricula of our high schools and
colleges t and into the public mind.
5. Ethics
a. As non-profits are asked to do more with less t the
temptations to fall short of the highest ethical
standards will become great t for both the do-ers and
the givers.
12
�b. Do-ers will confront the temptation to raise more
money on the basis of exaggerated or fraudulent
claims; the temptation to redirect restricted funds
to other areas of need; the temptation to spend more
on yourselves and less on those being served; and
the temptation to avoid accountability for our
actions.
c. Givers will confront the temptation to be too
prescriptive in our grantmaking; the temptation to
claim too much success in our evaluation; the
temptation to hide within old dogmatisms while new
needs demand attention; and the temptation to be
less than candid about our decisions with our
partners, the do-ers.
d.
It is crucial that both the do-ers and the givers
place more stress on ethics
the highest standards
of conduct in all that we do.
B.
These sector-wide issues are all momentous for us in the
non-profit world, but are all inward-looking.
Now let us
look outward. I'll suggest only five major cross-cutting
programmatic issues that are before us.
13
�1. Youth
We hear much about the plight of the elderly, but
society is falling apart on the other end of the
spectrum.
Illiteracy. school leaving. drug abuse.
single parenthood. unemployability:
single interconnected problem.
situation?
all merge into a
How serious is this
As only one example. in 1988. 23.000 people
took an exam for entry-level jobs at New York
Telephone.
Eighty-four per cent of them failed.
a. The public school was perfectly designed to fit the
needs of an agrarian society nearly two centuries
ago.
Two centuries. one industrial revolution and
one information revolution later. this approach is
clearly anachronistic.
Research suggests that we
must think of public education as a preschool-14
venture.
b. The corrections budget is the fastest-growing line
item in the budget of the State of Michigan.
We
will soon discover that we cannot build cells fast
enough if we continue to fail our youth when they
are young.
14
�2.
Institutional and Intellectual Fragmentation.
Increasingly, the problems that society faces are
interconnected, pervasive and complex.
And,
increasingly the responses devised to solve the problems
are narrow, specialized, focused and unconnnected with
each other.
A good example of this fragmented approach
is the way in which the dropout problem is typically
addressed.
Most often these programs are school-based,
at the upper grades, and ignore the students' health,
home life, peer relationships and need for success
experiences to build self-esteem.
Academic enrichment
alone simply does not address the multiple needs of
vulnerable youth.
The great scholar Ernest Becker has
said of our society's knowledge that "Its insignificant
fragments are magnified out of all proportion, while its
major •••• insights lie around begging for attention".
That attention must come from us.
3. Governance
a.
Ironically, at a time when superb governance is
needed as never before, we are doing very little to
prepare citizens to assume leadership role on
citizen boards of non-profit organizations and
institutions.
15
�b.
Even the most basic tools of leadership are not
being taught - ex. Roberts' Rules of Order.
4. Human Relationships
a. There is a paradox becoming increasingly evident in
America.
As our nation becomes increasingly
multicultural and multilingual, as our society
becomes in many ways more affluent and more
cosmopolitan, we are witnessing outbursts of racism,
sexism, xenophobia, and isolationism.
We must
remind ourselves that the ultimate determinant of
what life will be like in the future will be
determined by our progress in human relationships
the ability of man to live in harmony and with one
another.
b.
In an affluent, urbanized society, most youth have
no productive role.
As a result, many are afflicted
by anomie -- a sense of aimlessness and
rootlessness.
From there it is but a small step to
drug abuse and crime.
16
�5. The Frictions of Technology and Values
a. The challenges raised by technology used to be
technical ones.
No longer.
Today, the challenges
raised by technology are all value-based and
value-laden.
IV.
Conclusion
1. These challenges will test our mettle in the non-profit
world -- in education, the arts, healthcare, human
services, or any of the other "caring callings".
It
will take courage to tackle them, and vision to solve
them.
This we must do, and this we will do.
2. We can start by capturing the momentum generated by this
meeting.
The planners should be charged to effectively
follow up on it.
3. But, even more important, we need a commitment from each
of us, on a very personal level.
own time and money and skills.
at home.
17
We need to give of our
Charity truly does begin
�4.
must
All of us -- the do-ers and the givers alike
constantly remind ourselves that our calling is not
simply to raise money or to make laws, balance budgets,
and carry out programs.
Ours is a higher calling to
serve the most profound needs of people:
to be
educated, to be healed, to be supported in time of need,
to worship, to be inspired and motivated, with ever
higher aspirations for themselves and for those whom
they love.
5.
To close on a personal note, if I have learned any
lesson from a lifetime spent as both a grantseeker and a
grantmaker, it is this:
Only people are important -- because only people
(not dollars) make good things happen.
be with good people today.
6.
Thank you, and Godspeed.
JJO/ipc
OOlOc
18
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�
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
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1989-05-02_RMawby_SPE
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Russell Mawby speech, The State of Michigan Non-Profit Sector
Creator
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Mawby, Russell
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Speech given May 2, 1989 for the W. K. Kellogg Foundation at the Keynote Address for the Grantmakers/Grantseekers Seminar.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1989-05-02
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-
https://digitalcollections.library.gvsu.edu/files/original/1649ff2664ec22ddba8a843bf544fcde.pdf
eab44d8ff559aecb473054db3095b5b0
PDF Text
Text
LEADERSH
IP
DEVELOPHENT FOR RU
RAL A
l
'1ER
ICA
:
BU
ILD
ING ON SUCCESS
R
em
a
rk
sb
y
D
r
. R
u
s
s
e
l
lG
. M
awby
, P
re
s
i
d
e
n
t
W
.
K
. K
e
l
l
ogg Founda
tion
Ma
y2
0
, 1980
R
u
r
a
l
L
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s
h
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pD
eve
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tC
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S
p
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, Wa
s
h
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.
I amd
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hy
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. I
nsom
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s
p
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c
t
s
,t
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slSa f
am
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yga
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,w
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who h
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rommy d
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am
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si
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. A
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p
, you r
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rr em arkabl~ ga
thering,
aJ
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rommo
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t
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eV
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and P
u
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oR
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a
n72 d
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f
e
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o
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sa
n
d
u
n
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v
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s
i
t
i
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s
. Iu
s
et
h
ea
d
j
e
c
t
i
v
e"
r
em
a
r
k
a
b
l
e
"b
ecC
iu
s
e
�2
it is infrequent
LO
find this kind of group gathered
together In the same room to consider common problems
or solutions.
Some of you are administrators and
faculty from colleges of agriculture, some of you are
full-time farmers and agribusinessmen, and some of you
are staff or volunteer leaders of state farm organizations.
You have been invited here b ecause state agricultural
organizations and educational institutions have identifi ed
you as key individuals, capable of examining and analyzing
the compatibility of public affairs leadership programs,
which you will learn more abo ut during the next day-anda-half, and the specific rural leadership development
needs of your own state and your own communities.
The Kellogg Foundation is pleased to join with
Washington State University in co-sponsoring this
Conference.
We do so believing that rural leadership
development continues to be a pressing problem in our
nation and that the programs which are a focus of this
Conference provide flexible alternatives for meeting
�3
your state and community rural leadership needs.
In
almost all cases, the programs have undergone the test
of time, institutional and community support, and in
the aggregate, probably the most extensive and thorough
evaluation ever carried out to measure the impact and
value of a series of Kellogg Foundation supported
projects.
We could not be any more enthusiastic about
the programs, your being here with us, or about the
potential of this Conference.
II.
Let me first answer two questions which were
raised by several of you after receipt of the Conference
invitation:
(1) What is the Kellogg Foundation, and
(2) how did it get involved in support of rural leadership
development programs?
The Kellogg Foundation was
established by breakfast cereal pioneer W. K. Kellogg
�4
in 1930, and has supported pilot projects aimed at the
application of existing knowledge to the problems of
people, rather than research
~
se.
The Foundation's
three areas of programming are agriculture, education
and health.
During the past 50 years, the Kellogg
Foundation has made grants of more than $530 million on
four continents.
Such grants include approximately $60
million for programs in agriculture.
The Foundation
currently has approximately 65 active projects 1n
agriculture, and almost all of those projects deal with
problems and potential solutions in the areas of increasing
world food supply and improving the quality of rural
life.
Ours was the first -- and for many years the
only -- major private foundation concerned with problems
of domestic agriculture and rural development.
The
genesis of the Foundation's efforts in rural leadership
development can be found in its support of an intensive
eight-week course for post high school rural youth,
�5
which was part of the Foundation's Michigan Community
Health Project in the 1930s.
The Michigan Commuility
Health Project demonstrated in seven Michigan counties
that the family's health, educational opportunities,
and general standard of living could be enhanced through
public health services, childhood medical screening and
care, together with an extensive program of school
improvement, continuing education programs for community
leaders, expanded library services and general community
development.
In preparing these remarks, I went back through
the Foundation's files to refamiliarize myself with its
more recent i nv o l v e me n t in rural development issues,
and with the people and the activities which led up to
the Foundation's support of the first rural leadership
program through Michigan State University in the mid-1960s.
It was a rather pleasant process of recollecting, since
prior to 1965, I served as a member of the faculty of
the College of Agriculture at Michigan State University
�6
with particular responsibilities in the Cooperative
Extension Service.
What impressed me ln going through
the files was that the issues and needs which led to
the MSU rural leadership development project are every
bit as prevalent and crucial today as they were 25 or
30 years ago.
I recall, for example, a Saturday morning meeting
in 1958 at Michigan State.
The meeting was called by
Paul Miller, who was then Director of the MSU Cooperative
Extension Service and who later became President of
West Virginia University and the Rochester Institute of
Technology.
I was a relatively "green" 30-year-old
Assistant Director of Cooperative Extension.
On that
Saturday morning, Miller and his staff were struggling
over budgetary concerns and MSU's efforts to get funding
for agricultural research and Cooperative Extension.
We expended considerable effort analyzing the "power"
shifts which had occurred within the Michigan Legislature
�7
and the seeming dichotomy of what were the major sources
of support within the Legislature for MSU agricultural
research and Cooperative Extension programs.
It was
obvious that both MSU areas were receiving major backing
from urban legislators.
Such support reflected labor's
growing influence ln the State Capitol, and its goals
of maintaining cheap food policies.
Their primary goal
was to keep food inexpensive for urban residents by
legislative support of agricultural research and Cooperative Extension efforts aimed at expanded agricultural
technology and productivity.
During the Saturday
meeting, we were perplexed to note that it was the more
conservative, rural legislators who were often voting
against agricultural research and Cooperative Extension
programs, simply as their usual response to any activity
which might increase the state budget and therefore
taxes.
It was during this period in the mid-1950s that
�8
the Michigan Legislature's "farm block" all but disappeared,
in terms of a cohesive group that exerted majority
control over state policy and budget.
The times reflected
a shift in population and control of the Legislature to
Detroit and other population centers.
The same occurence
was happening in states throughout the nation.
During the MSU meeting, we asked ourselves how
might it be possible to develop what we called, at that
time, "agricultural statesmen."
By that we meant
individuals who first of all had made the technological
revolution ln agriculture a reality.
They were individuals
who understood, adopted and were using up-to-date
agricultural and management practices for their farm
operations.
Secondly, they were individuals who would
be receptive to an educational experience aimed at
relating the U.S. technological revolution to the
political and social changes underway in society.
These "agricultural statesmen" would be individuals who
could begin to see the interdependent nature of our
',
�9
highly urban industrialized economy and how it dir ectly
affects agriculture.
For what we found to be a growing
problem ln the 1950s was that activities and events
outside the farm gate were poorly understood by farm
people and farm leaders.
The result was -- for farm
people -- suspicion, frustration, and sometimes alienation
from other segments of society.
Out of these concerns,
Michigan State gave a few of us the assignment to
develop a rural leadership program which would have two
primary objectives.
The program would first give its
farmer-participants a better understanding of the
economic, political and social framework of society.
And second, by the end of the program, participants
were to be capable of using this framework to analyze
and deal with the complex problems facing agriculture
and rural communities.
As we conceived it, the rural leadership program
would focus on a specific series of educational and
�10
l
e
a
d
e
r
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pe
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p
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a
rp
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, on a
p
a
r
t
t
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eb
a
s
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,f
o
rc
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a
s
s
e
so
fa
p
p
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a
t
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y 30 f
a
rm
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r
s
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a
c
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.
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e d
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l
o
p
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da f
u
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gp
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ha r
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r
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tw
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ot
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eK
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gF
o
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,
and w
e w
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s
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oB
a
t
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eC
r
e
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kf
o
ra
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gw
i
t
hF
o
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n
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a
t
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o
ns
t
a
f
f
. W
e p
u
t on "
o
n
ew
h
a
l
e o
f
ap
r
e
s
e
n
t
a
t
i
o
n
,
"o
rs
ow
e c
o
n
g
r
a
t
u
l
a
t
e
do
u
r
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l
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s
d
u
r
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gt
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e
t
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nd
r
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oE
a
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a
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s
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g
.
No
t l
o
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t wo
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rom t
h
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a
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lh
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db
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n
,i
nt
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eg
e
n
t
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e
,n
o
n
j
u
d
gm
e
n
t
a
l
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a
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g
u
a
g
eo
fp
h
i
l
a
n
t
h
r
o
p
o
i
d
s
,"
d
e
c
l
i
n
e
d
.
" (
"R
e
j
e
c
t
e
d
"
w
a
s mo
r
e how w
e f
e
l
tt
h
a
td
a
y
!
) T
im
ep
a
s
s
e
d
. F
i
v
e
y
e
a
r
sl
a
t
e
r
,I w
a
s v
i
s
i
t
i
n
ga
tt
h
eK
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l
l
o
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gF
o
u
n
d
a
t
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o
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a
b
o
u
ta
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o
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rm
a
t
t
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r
, a
n
dt
h
er
u
r
a
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e
a
d
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r
s
h
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pd
e
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o
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t
p
r
o
p
o
s
a
lc
am
e up i
nc
o
n
v
e
r
s
a
t
i
o
n
. So wh
en I g
o
tb
a
c
k
t
J
'
.L
-
t
o
a~e
p
u
l
l
e
do
u
tt
h
ep
r
o
p
o
s
a
l
,b
r
u
s
h
e
di
t
u
p
,
a
n
dr
e
s
u
bm
i
t
t
e
di
tt
ot
h
eF
o
u
n
d
a
t
i
o
n
. T
h
a
tw
a
s f
a
l
lo
f
�11
1964, and I was asked to join the Kellogg Foundation
staff as a program director in agriculture the follo\ving
January.
The first proposal I sent to the Foundation's
Board of Trustees for funding approval was -- you
guessed it -- the Michigan State rural lead ership
proposal. subtitled. the Kellogg Farmers Study Program.
All of which just goes to prove, once again. that "if
you can't lick them ... join them!"
III.
Since then, over 800 individuals have partic ipated in
the Michigan and four other statewide rur al leadership
education programs assisted by the Foundation.
Participants
between the ages of 20 and 45 are chosen in part for
their demonstrated interest in public affairs.
They
take part in educational programs which include "live-in"
workshops and travel seminars.
The workshops. staffed
by faculty members from participating universities and
�12
other appropriate resources, last from three to five
days, four to six times a year.
The travel seminars
are conducted at state, national, and for many groups,
international levels.
Two years partic ipation became
the pattern after early experimentation with three year
programs.
In each program, the workshops and travel
seminars are aimed at providing participants with an
understanding of the social, economic, cultural and
political dimensions of public issues and needs.
Major
public problems examined and analyzed includ e poverty,
world food supply, economic policies, and the problems
of rural areas.
Specific workshops and seminars are
designed to develop skills and communications, problemsolving, and how participants can learn to work within
political systems.
I'll not go into greater detail here describing
the Michigan rural leadershlp development program or
those which followed in California, Montana, Pennsylvania,
�13
and here in Washington.
All of these programs have
their own particular stamp of individuality and mirror
differing state institutions, organizations, rural
problems and opportunities.
Each has reflected a
refinement of earlier programs and generally a trend
away from single-institution funding toward broad-based
financial support involving a variety of funding sources
including the agricultural sector itself.
You will
have an opportunity later this afternoon to learn about
these programs in detail; to talk with their leaders
and the farmers and agribusinessmen who have been
involved; and then tomorrow to move out into the field
to discuss the leadership programs in settings where
participants live, work, study, and carry out their
agricultural and leadership responsibilities.
What I
think you will find this afternoon, and reinforced
tomorrow, is that these programs have had an exciting,
stimulating and broad-gauged impact on the lives of
�14
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h
e
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rp
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g
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rm
. You w
i
l
l l
e
a
r
nt
h
r
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hf
a
c
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c
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rmi
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�15
county land use plan which preserved agricultural lands
and stemmed previously unregulated and unchecked water
and sewage proposals.
You will find individuals like
Montana's Joyce Zacek, a housewife and mother whose
experiences in the Montana program expanded her professional and personal horizons so much that she became
editor of the Montana Business Quarterly, president of
the Staff Senate at the University of Montana, and a
board member of the Mazula County United Way.
The
anecdotal evidence of the rural leadership programs'
success and impact is overwhelming.
What you will also
find are individuals making comments like these Michigan
program graduates:
•
"The Kellogg program was the greatest experience
possible.
It opened up so many opportunities at
an earlier age than might otherwise have happened."
�16
•
ItMy community has accepted me as a responsible
leader and entrusted me with much more than I
would have imagined five years earlier.
gratifying feeling.
•
It was a
1t
"1 am no longer a passive spectator but an active
participant. It
•
ItI have much more to offer than I re3lized.
I
feel I am more outgoing and giving now and am more
willing to get involved rather than sitting back
and watching."
•
"A lot of people who have participated in the
program have the potential to lead.
What they
gained through their association with the program
was self confidence to speak up; self confidence
to stand up."
�17
These types of subjective evaluation were, and
certainly are, important.
Yet, in the hallways of
academe and state legislatures; in the crunch of competing
demands for limited institutional, governmental and
philanthropic financial support; there is always a
concern for more quantifiable, scholarly and research-based
evaluations of new programs.
have such concerns.
We recognize that you
So, obviously, does the Kellogg
Foundation in determining the impact of its grantmaking.
We have also considered such an in-depth evaluation
critical to possible expansion of the rural leadership
development program approach.
The Foundation wanted a
benchmark for evaluating the merit of new proposals
submitted for adapting the rural leadership development
program strategy to other local and state needs.
And,
certainly, there was an equally apparent need to document
both the successes and shortcomings of the pilot programs
before sponsoring a conference, such as this one, which
�18
would expend your time and resources, and those of
Washington State University and the Kellogg Foundation.
You will learn more about Bob Howell's comprehensive
evaluation of the rural leadership development programs
later in the Conference.
Let me just say that the
evaluation provides strong evidence to substantiate the
subjective, anecdotal responses of program graduates.
It reveals that graduates of these intensive public
affairs leadership development programs become more
involved in leadership roles related to providing
public services, and they also become more involved in
collective efforts concerned with economic affairs and
are more effective leaders in local community development
efforts.
�19
IV.
Certainly, this audience needs no litany of laments
on why America today -- more than ever -- so desperately
needs such rural leaders or "agricultural statesmen."
We have moved from an agrarian to an urbanized society.
Of even more severe consequence is the continued maldistribution accompanying agricultural technology.
Generally, rural areas continue to face declining
income bases, which make it difficult -- even impossible -to maintain crucial health services, educational and
recreational services, and the types of general social
services most Americans take for granted.
Today, we
see conflicting demands being placed upon our rural
communities.
In some cases, rural areas are experiencing
new levels of population and general economic growth
generated by availability of natural resources for
energy exploitation, by the decentralization of industry,
�20
or by the desire of people to live away from the urban
milieu.
With the technological advance of agriculture,
there has been a specialization and fr agmentation -- in
the fabric of agricultural research, in the industry of
farming, in the maze of farm organizations and institutions
which serve agriculture.
In all of this, there is a central need for rur21
leadership.
In 1974, on the eve of Richard Nixon's resignation
from the Presidency, Time Magazine published a 38-page
special section on leadership.
The magazine observed
that, and I quote:
"In the U.S. and round the world, there is a sense
of dimished vision, of global problems that are
overwhelming the capacity of leaders."
�2
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�22
Those rural dichotomies which we discussed at
Michigan State University in 1958 and which led to the
Kellogg Foundation's initial rural leadership program
involvement ln 1965, absolutely pale ln comparison to
the problems facing rural America today.
More and more
frequently, we need to educate and enlighten rural
citizens; to give them as "agricultural statesmen" the
ability to carefully weigh and balance a complex array
of issue s and judgments in terms of overall social
benefit.
That leadership need, and the conflicting
rural demands I mentioned regarding natural resources
and energy exploitation, were brought home very vividly
to me during a conversation with some of you less than
two months ago at a rural development workshop in
Pullman, Washington.
Workshop participants were talking about the
energy crisis and its great impact on Eastern Washington.
Specifically, Washington Governor Dixie Lee Ray has
�23
proposed that a great land area be set aside as a
reservation in Eastern Washington for the development
of 18 to 22 nuclear power generators.
If that happens,
it will of course cause a great influx (or outmigration)
of population and will be received with mixed reaction
by whatever part of the state is selected for such a
development.
The prospect and construction of one or
more nuclear generators will have similar impact on the
local communities affected.
The net is that most of
Eastern Washington probably will experience significant
change.
During the workshop ' i n Pullman, I asked participants
several questions relating to the realities of community
and regional development as reflected ln past and
potential plans for energy development.
For example,
the Grand Coulee Dam is in Eastern Washington and has
made a tremendous impact there as well as serving as a
power source for the West Coast.
I asked the question,
"If the Grand Coulee Dam had not yet been built, should
�24
•
it be built, and could it be built"?
The concensus
seemed to be that yes, it should be built -- the ben efits
to society have far exceeded the various negatives.
But, while it should be bu ilt, it could not be built
for a whole variety of reasons -- legal constraints,
environmental considerations, activist groups.
The real dilemma is that there are not enough
trained rural leaders capable of analyzing such major,
multifaceted, and often highly emotional issues as
nuclear or hydroelectric power in terms of economic and
social needs and priorities of their local communities,
state, the agricultural sector, and our nation as a
whole.
We need rural leaders who are not frightened by
the complexity and interrelatedness of rural problems
and opportunities; and rural leaders who can work
effectively with their neighbors and with people of
varying educational, economic and political backgrounds
�25
and persuasions.
I am reminded of a stateQent by John
Gardner, past U.S. Secretary of Health, Education, and
Welfare, and more recently identified with Common Cause
and the Independent Sector.
Gardner said the problem
is that our country is caught in a savage cross fire
between uncritical lovers and unloving critics.
You
have to ponder that statement for a moment, but I think
he was saying that at one extreme we have the so-called
uncritical lovers --the people who are so enamored of,
so enthusiastic about our present institutions and the
way they work, they aren't willing to tolerate any
change ln the status quo.
At the other extreme, we
have the unloving critics -- the malcontents and acti.vists
who are totally disenchanted with our present system
and will do everything they can to tear it down without
making any constructive recommendations.
What we need
to develop are rural leaders who are critical lovers or
loving critics -- individuals who have a deep apprecia-
�26
tion and respect for values that we have inherited, and
a willingness to try to make changes to accommodate the
needs of the '80s and the '90s.
v.
The provision of expanded opportunities to develop
such leadership skills) and such "loving cri tics, '1 is
at the very heart of the pilot rural leadership development
programs funded by the Kellogg Foundation during the
past 15 years.
Such opportunities are more needed
today than they were in the "payless paydays" of the
late 1950's and that early Saturday morning meeting of
Cooperative Extension people at Michigan State University.
The resolution of rural development issues within your
individual states and communities will go nowhere
without popular understanding and participation.
The
challenge is to make it possible for people to take the
�27
lead 1n handling the local and state-based process of
rural development.
Forty years ago, M. L. Wilson 1n an article published
in the Yearbook of Agriculture clearly pointed out the
essential framework in which even today's rural leadership
must operate.
He said:
"Reform and agriculture must grow from the
ground up and be built upon the solid rock
of democratic opinion .
It must answer the
desires of farm people and they must
determine its form.
Its character must be
shaped out of the soil of this country;
and agricultural leadership can do no
better th an to provide devices whereby the
rank and file may set their local problems
into a national perspective, help to
�28
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�
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
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Russell Mawby Papers
Subject
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Charities
Family foundations--Michigan
Philanthropy and society
Description
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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.
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Mawby, Russell G.
W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1980-05-20_RMawby_SPE
Title
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Russell Mawby speech, Leadership Development for Rural America- Building on Success
Creator
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Mawby, Russell
Description
An account of the resource
Speech given May 20, 1980 for the W. K. Kellogg Foundation at the Rural Leadership Development Conference.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Agriculture
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1980-05-20
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application/pdf
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/2cd17728e2b0f111b49e37cf896f2c9d.pdf
2ea1a8fa78b1ca35775f0eb48576b7b8
PDF Text
Text
sCOMMENCEMENT ADDRESS
given by
Dr. Russell G. Mawby
President, W. K. Kellogg Foundation
at
LUTHER COLLEGE
Decorah, IO"\oTa
May 21, 1972
I
I am delighted to be with you at Luther College today.
I appreciate very
much the privilege of participating in the program of this l07th annual
Commencement.
May I first express my congratulations to the members of the graduating
class of 1972.
For each of you, this is an occasion long awaited, one of
those instances in a person's life when he can have both a sense of
satisfaction in past achievements and a sense of exc i t ement for his
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 for you.
I think first of parents and families, and in some instances husbands
or wives and children, who in many instances have sacrificed and subordinated their personal interests to yours in making it possible for you
to study at Luther and who are entitled to a similar sense of prideful
satisfaction on this occasion .
And I think, also, of all of the people
who are Luther College---those who have gone before, through more than a
century, in establishing, building, and sustaining this institution, and
vho have earned for Luther College an enviable reputation in the field
of higher education, and those who currently carry forward this work,
.;2
1 - "7 •
�2
the Regents, f'acu.Lt.y , officers and staff, alumni and f'r Lends of Luther
who provide support in one way or another.
Christian, liberal arts
colleges have, are, and must continue to be a significant component of
our pluralistic system of higher education.
Your efforts have made this
sc-i-and will continue to do so in the future.
To all of you I express
congratulations and compliments, for you, too, can take pride in this
happy occasion.
II
This year, 1972, as a year divisible by four, brings again the
peculiarly American phenomenon of the presidential campaign.
We are
now in the primary phase of this quadrennial occurrence, a phase
characterized by much "pointing with pride" and "viewing with alarm."
Something in the American mentality of recent years causes us to do
much more viewing .-li th alarm than pointing "lith pride, which seems an
unfair commentary upon our American way of life.
For, while I would
certainly agree ,OTi th President Lincoln I s dictum at Gettysburg, "It is
for us ... to be dedicated ... to the unfinished work ... "
It is true that
we have much unfinished business in fulfilling the American dream.
the same time, there is
m~ch
At
that is good and right and just in our
society at this point in time, and, more importantly in the directions
.ole 're movf.ng , and in commitments for the future.
Among the useful features of the presidential selection process, if one
can discern gems of wisdom in the f'LowLng rhetoric, is the identification
of issues significant to our times.
Certainly, one such to which all of
us wou.l.d subscribe is the quest for peace.
Basic to this is progress in
�3
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t
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d
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t
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o
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i
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le
d
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c
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t
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a
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n
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yand
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e
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e
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c
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yc
o
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t
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h
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s
t im
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r
t
a
n
th
um
a
n andhum
an
e
o
b
j
e
c
t
i
v
e
.
My r
em
a
r
k
s
,how
ev
e
r
,w
i
l
lb
ed
i
r
e
c
t
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oa s
e
condi
s
s
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e
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u
c
h r
e
l
a
t
e
d
t
ot
h
e
~
and on
ed
ep
end
en
t upon t
h
eo
t
h
e
r
. T
h
i
si
st
h
ei
s
s
u
eo
f
t
h
eq
u
a
l
i
t
yo
ft
h
eenv
i
ronm
en
ti
nwh
i
ch m
a
nl
i
v
e
s
.
Is
u
b
s
c
r
i
b
et
ot
h
en
o
t
i
o
nt
h
a
ti
n
~
b
r
e
v
i
t
yi
sa v
i
r
tu
e
-
e
s
p
e
c
i
a
l
l
ya
tcomm
en
c
em
en
t
. Bu
t Ir
e
a
l
i
z
ef
u
l
l
yt
h
a
ti
nb
r
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v
i
t
yt
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r
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r
d
a
n
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e
ro
fm
i
s
i
n
t
e
r
p
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t
a
t
i
o
n
, o
fl
a
c
ko
fc
l
a
r
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f
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c
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t
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o
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p
r
e
c
i
s
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n
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ff
a
i
l
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r
et
odo
cum
en
ta
l
lc
o
n
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t
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o
n
sanda
s
s
um
p
t
i
o
n
s
. Bu
t
I'
·
r
i
l
l
b
eb
r
i
e
f
,andd
ep
end upon you
rw
i
sdom
,m
a
t
u
r
i
t
y
, and judgm
en
t
t
ot
r
a
n
s
l
a
t
eand i
n
t
e
r
p
r
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tm
yb
r
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e
fcomm
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sa
c
c
u
r
a
t
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l
yand s
e
n
s
i
t
i
v
e
l
y
.
I
nt
h
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ss
t
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e
amo
ft
h
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,Iw
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lf
l
o
a
tt
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es
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r
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a
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si
t
w
e
r
e
, l
e
a
v
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n
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t
t
oyou t
oe
x
p
l
o
r
et
h
ei
n
l
e
t
sandp
r
o
b
et
h
ed
e
p
t
h
s
.
I
I
I
I
nc
o
n
s
i
d
e
r
i
n
ge
n
v
i
r
o
nm
e
n
t
a
lq
u
a
l
i
t
y
, I amg
o
i
n
gt
ocomm
en
tf
i
r
s
to
n
t
.h
r
e
ef
a
c
e
t
so
ft
h
i
sm
a
jo
r i
s
s
u
e
: popu
L
a
t
.Lon,foodsupp
I
y
,r
e
s
o
u
r
c
e
u
t
i
l
i
z
a
t
i
o
n
.
1
.
P
o
p
u
l
a
t
i
o
n
: P
e
o
p
l
ea
r
et
h
eb
a
s
i
cc
a
u
s
eo
fp
o
l
l
u
t
i
o
n
. I
ft
h
e
cu
.L
t
.u
r
ei
ss
im
p
l
e
,t
h
e
r
ei
sl
i
t
t
l
e
p
o
l
l
u
t
i
o
n
;a
sa c
u
l
t
u
r
et
a
k
e
s
on t
h
eq
u
a
l
i
t
i
e
so
fa
f
f
l
u
e
n
c
eand
h
c
~
t
h
e
r
ei
s
�4
greater pollution.
And as population increases, the pressure
on resources and the abuses to environment a.ccelerate.
Man's concern with population growth is not nev!.
Aristotle
warned that, " ... neglect of an effective birth control policy
is a never failing source of poverty, which in turn is the
parent of revolution and crime."
billion people in the world.
Today there are over 3 1/2
Experts p!-edict a doubling, to
between 6 and 7 billion, by the end of the century, just 28
years from now.
As we view the wor-ld scene and our concern for quality of life
in the future, the greatest challenge--even an imperative--is
to reduce the rate of popUlation growth.
Even a 1% growth rate,
a doubling in 70 years, will be unacceptable unless all of mankind is willing to accept living standards inferior to those
some of us already kno"T.
Experts state the argument cogently:
If population doubles anQ if the goal is an increase in the
standard of living to the average of that in the United States
today, t he drain on the world supply of natural resources will
be more than 70 times that of 1950 and the drain on the total
biosphere
6 to 8 times that of today.
Our planet simply cannot
tolerate a continuing insult of that magnitude.
2. Food supply:
Since 1950, worldwide agricultural production has
been increasing at a rate slightly less than 3%, vrhile the
population increase has been slightly more than 2%.
Thus,
increases in food supplies are roughly equating to population
�5
g
row
th r
a
t
e
s
.
~
t
h
i
se
s
s
e
n
t
i
a
l
l
ym
a
i
n
t
a
i
n
s s
t
a
t
u
squo
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t
do
e
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o
tg
i
v
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o
n
s
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d
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r
a
t
i
o
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ow
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s
p
r
e
a
dm
a
l
n
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t
r
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t
i
o
n and
und
e
rnou
r
i
shm
en
t wh
i
ch c
h
a
r
a
c
t
e
r
i
z
esom
etw
o
t
h
i
r
d
so
ft
h
e
p
e
o
p
l
e
so
ft
h
ew
o
r
l
d
.
It
h
i
n
k
,how
ev
e
r
,i
t
i
sf
a
i
rt
os
a
y
t
h
a
t
w
ed
oh
av
e andw
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l
lh
av
et
h
et
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c
h
n
o
l
o
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yn
e
c
e
s
s
a
r
yt
of
e
e
d
t
h
e
w
o
r
l
d
'
sp
o
p
u
l
a
t
i
o
n
. Th
e mo
r
e d
i
f
f
i
c
u
l
tp
rob
l
em
sr
e
l
a
t
et
o
m
a
t
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e
r
s o
fd
i
s
t
r
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b
u
t
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n
; ch
ang
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t
a
r
yp
a
t
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o
o
d
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;i
n
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t
i
t
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t
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o
n
a
lp
rob
l
em
so
fc
r
e
d
i
t
,
m
a
r
k
e
t
i
n
g
, p
r
o
c
e
s
s
i
n
g
; and i
s
s
u
e
so
fp
u
b
l
i
cp
o
l
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c
yr
e
l
a
t
i
n
gt
o
p
r
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o
r
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t
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e
si
nu
s
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fp
u
b
l
i
c and n
a
t
u
r
a
lr
e
s
o
u
r
c
e
s
. Wh
i
l
e i
ti
s
t
.
ru
et
h
a
tw
eh
av
en
o
ty
e
twon t
h
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o
p
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l
a
t
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o
n
f
o
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ds
u
p
p
l
yr
a
c
e
,
I
,
e
c
ani
f
w
e comm
i
to
u
r
s
e
l
v
e
st
odo s
o
. Thu
s
,i
t
i
sn
o
t
, and
p
r
o
b
a
b
l
yw
i
l
ln
o
tb
e foods
u
p
p
l
yt
h
a
tw
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l
ll
im
i
tp
o
p
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l
a
t
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o
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n
t
h
e
f
u
t
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r
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rw
i
l
lh
av
et
h
eg
r
e
a
t
e
s
t imp
a
c
tupon t
h
eq
u
a
l
i
t
yo
f
t
h
e
env
i
ronm
en
t
.
3
.
Re
sou
r
c
eu
t
i
l
i
z
a
t
i
o
n
: Th
e imp
a
c
to
fr
e
s
o
u
r
c
eu
t
i
l
i
z
a
t
i
o
non t
h
e
env
i
ronm
en
ti
sr
e
l
a
t
e
dt
ot
h
ed
e
g
r
e
eo
fd
ev
e
lopm
en
t
. A
s 1,·Te con
·
s
i
d
e
rl
i
f
ei
nt
h
eAm
a
zon j
u
n
g
l
e
,i
nan I
n
d
i
a
nv
i
l
l
a
g
e
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ramong t
h
e
Co
lomb
i
an c
am
p
i
s
i
n
o
s
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h
el
i
f
es
t
y
l
ei
ss
im
p
l
e
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s
s
e
n
t
i
a
l
l
yi
n
t
u
n
ew
i
t
hn
a
t
u
r
e
. T
h
e
r
e
f
o
r
e
,t
h
eimp
a
c
ton t
h
eenv
i
ronm
en
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s
m
u
c
h l
e
s
st
h
a
na l
i
f
es
t
y
l
el
i
k
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u
r
s andt
h
a
to
fo
t
h
e
radv
an
c
ed
c
o
u
n
t
r
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e
s
. Ou
r
s i
sa con
sum
ing s
o
c
i
e
t
y
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i
t
hb
u
i
l
t
i
no
b
s
o
l
e
s
c
e
n
c
e
anda h
i
g
hd
e
g
r
e
eo
fw
a
s
t
e
. C
u
r
r
e
n
tp
r
o
j
e
c
t
i
o
n
se
s
t
im
a
t
et
h
a
tby
t
h
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e
a
r 2000
,a
s comp
a
r
edw
i
t
h 1950
,o
i
lcon
sump
t
ioni
nt
h
eU
n
i
t
e
d
S
t
a
t
e
sw
i
l
lr
i
s
eby 500%
, au
tomob
i
l
ep
r
o
d
u
c
t
i
o
nby 700%
,r
e
s
i
d
e
n
t
i
a
l
c
o
n
s
t
r
u
c
t
i
o
n1000%
,c
h
em
i
c
a
l
sandch
em
i
c
a
lp
r
o
d
u
c
t
s 1200%
,a
i
r
p
a
s
s
e
n
g
e
rm
i
l
e2
6
0
0%
,h
ighw
ay c
o
n
s
t
r
u
c
t
i
o
n2000%
,e
l
e
c
t
r
i
cpov
e
r
�6
con
sump
t
ion1800%
.
H
en
c
e
, i
nt
h
ed
ev
e
lop
ed o
r adv
an
c
ed c
o
u
n
t
r
i
e
s
su
cha
so
u
r
s
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ti
se
s
s
e
n
t
i
a
lt
h
a
tp
o
p
u
l
a
t
i
o
ng
row
thb
em
m
~
andt
h
a
te
conom
i
cg
row
thb
ep
e
r
h
ap
s sLow
eda
sv
ec
l
a
r
i
f
you
r
g
o
a
l
s
,d
e
v
e
l
o
p
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n
g a mod
e
l o
fn
a
t
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n
a
ll
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s
t
a
b
l
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s
h
i
n
gan
o
r
d
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ro
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e
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o
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r
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eu
t
i
l
i
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a
t
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o
nwh
i
ch v
iII b
e comp
a
t
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lew
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t
ha
h
a
rmon
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s
,s
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e
a
d
ys
t
a
t
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e
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o
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r
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e
s
.
A
sa p
a
r
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ft
h
i
st
o
t
a
lc
o
n
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e
r
a
t
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ec
ann
o
tb
ep
r
o
v
i
n
c
i
a
l
i
nou
r wo
r
ld commun
i
ty
. We mu
s
t p
r
o
j
e
c
tt
h
em
agn
i
tud
eo
ff
u
t
u
r
e
c
o
n
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r
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b
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t
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n
sf
romt
h
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av
e
"tothe"
h
a
v
e
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o
t
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t
r
i
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s
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n
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n
e
r
a
lt
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h
a
v
e
n
o
t
"c
o
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n
t
r
i
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smu
st impo
r
tc
ap
it
a
l
·
·
f
o
rs
e
e
d,
f
e
r
t
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l
i
z
e
r
,pow
e
r
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r
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a
t
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n
d
u
s
t
r
i
a
ld
e
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e
lopm
ent
,
e
t
c
.
W
i
thou
t e
x
t
e
r
n
a
lh
e
l
p
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h
er
a
c
eb
e
tw
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en foods
u
p
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l
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a
t
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em
ar
g
Ln
a
.L i
nt
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e
s
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u
n
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r
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s
,and i
ti
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c
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l
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os
e
e
any h
ope o
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a
p
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a
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c
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o
rs
o
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t
a
ldeve
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e
n
t. Th
e
b
u
r
d
e
n
,t
h
e
r
e
f
o
r
e
,l
i
e
sw
it
ht
h
eadv
an
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edcoun
t
r
i
e
sand im
p
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at
r
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n
s
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ro
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s
o
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r
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e
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romt
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e
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.
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e
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r
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gand exp
and
ingd
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e
s
o
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r
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e
s and i
n
c
reas
ing
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st
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n
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en
t
.
IV
A
sw
et
a
c
k
l
et
h
ep
rob
l
em
sr
e
l
a
t
e
dt
ot
h
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i
ronm
en
t
,w
em
igh
t r
em
ind
o
u
r
s
e
l
v
e
so
ft
h
ef
o
l
low
in
g
:
1
.
S
i
m
p
lis
ti
c
~
a
r
en
o
t ade
q
u
a
t
etot
h
eg
o
a
lo
f su
s
ta
i
n
e
d
and imp
rov
ede
n
v
i
r
o
nm
e
n
t
a
lq
u
a
li
t
y
.S
uch a
c
t
i
v
i
t
i
e
sa
sr
e
c
y
c
l
i
n
g
g
l
a
s
s
,p
l
a
n
n
i
n
g and p
l
a
n
t
i
n
gf
o
rb
eau
t
y
,l
i
t
t
e
r
b
u
gc
ampa
i
g
n
s
,and
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p
i
c
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�9
v
Dr. Philip Handler, President of the National Academy of Science, reminds
us that the role of man is now unique--and the responsibility awesome.
For the first time in history, decisions knowingly made by one species
(man) determine the number and variety of all other species.
The heritage
of all of the physical and biological evolution of the planet is ours alone;
no other species can consider or affect its own destiny.
continues with the question:
of biological evolution?
Dr. Handler
"Is Homo sapiens, as we know him, the end
Is man, the first product of evolution capable
of controlling his own evolution, to put an end to that evolution?
another evolutionary blind alley?"
His answer:
"Perhaps."
I am less pessimistic and feel the situation is manageable.
reminds us:
Are we
As Rene DuBos
"Man makes himself through enlightened choices that enhance
his humanness ... "
Man makes his own dreams.
If we want to translate the
dream of environmental quality into reality, we can.
It is true, we face
hard choices, tough decisions, the imperative of practicing that which is
necessary to implement what we preach, but do it we can--if we will.
As
students at Luther you have been fortunate, for in the beauty of this
setting, the commitment of the faculty, and the emphases of the institution,
you have had opportunity to shape values and attitudes, a sense of cownitment, patterns of behavior consistent with the good life--with. good defined
in the best Christian sense.
Sometimes in the face of a problem of this complexity and magnitude, the
individual becomes almost overwhelmed.
In such circumstances, I find it
helpful to remind myself of these ' lines with which you may be familiar:
�10
I am only one, but I am one;
I can't do everything, but I can do something;
What I ean do, I ought to do;
And what I ought to do, by the grace of God, I will do.
If each of us will do what we can do and ought to do, our dream of environmental
quality can come true.
As graduates today, you join a long line of distinguished alumni of Luther
College.
I wish you well.
�
Dublin Core
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Title
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Russell Mawby Papers
Subject
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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.
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1972-05-21_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech at the Luther College commencement
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 21, 1972 for the W. K. Kellogg Foundation at Luther College for the commencement.
Contributor
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc.
Education
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1972-05-21
Format
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application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/f19f85029f108983d91d7bc177f60860.pdf
cdc28ad5db575b8e55bfe88ae00f36b6
PDF Text
Text
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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
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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_1984-05-22_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech at the meeting of the Chicago Community Trust
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 22, 1984 for the W. K. Kellogg Foundation at the Chicago Community Trust.
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
1984-05-22
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/c0d555c2bb5d67a4715b0ecb0c233fe2.pdf
17ada68dcbbd4ff816222af99ad990f9
PDF Text
Text
Rx FOR RURAL HEALTH
Remarks by Dr. Russell G. Mawby
Pre s ident, W. K. Kellogg Foundation
at the
Michigan Conference on Rural Health
Michigan State University
May 24, 1973
I
Thi s is Educati on Day of Michigan Week.
Under the auspices of t h e Greater
Mi ch i gan Foundation, Michigan Week has become a cherished t r adition in our State.
I am privileged to b e State Chairman of Educ at.Lon D::\V this y ear .
As a
part of this spe cial day, act ivitie s are being conducted througnout the State ,
i n s chool s, in communities, and in regions.
At the etatp. level each year, one
special a c tiv i t y is held as a part of Education D8.y.
a ct i vity is our Conference on Rural Health.
I t l.s
For 1973 thiF· special
appropriate indeed that
we are meet i ng here on t he campus of the pioneer lancl.-grant. urri.ver s Lty--the
people' s university--in the pioneer Center for Continuing Education.
Today, more than ever before, l ifelong learning is a rea l ity for each of
us,
As individuals concerned with health in rural Michigan , we are enga ged
together in a LearnLng
Pl'OC2SS
so that we might more effectively fulf ill our
respective rol es.
II
The title of my rema rks--"Rx for Rural Health"--is deceptively simple,
You know better than I that there is no simple prescription for health, r-ur a.l
or urban .
�2
A f ew weeks ago Mr. Pe.t tu.Ll.o and I visitf:;d a community hospitaJ. in a
count y seat t own of a rural county in southern Michigan,
As a part of our
schedule there, we ","ere vi siting with two young physiC'i8.:tls--brig:tt, competent ,
ccnrc Lent.Lous _ In the coui-ae of our conver s ation they indicated that nei thel'
of -sh'O'Ttl
W8-::
t.akLng more patients,
other 13 doctors in the county.
110):"
to their knowledge were any of the
I explained to them that I had moved onto
a small f'ar m "Pith my family and asked
~.hat
would happen if I ca l led t h ei r of f ice
to make arr angement.s f'or a f'amLLy physician.
They indicated that the response
vrou.Ld 2E simply" "We're awfully sorry but we are filled up .
If anything happens
to any of' the youngsters, come to the emergency room of the hospital and they
will do vha t t.hey can."
This little anecdote of a t r u e exper i e nce summarizes many of the things
which co nc er n us about the health car e delivery system in this country.
We
are concerned with issues whi ch ar e described i n phras es l ike accessibility,
conti nu i t y , comprehensiv enes s , and quality of care; delivery systems;
financing ar r a ngement s ; a communi t y and pr ev ent i v e dimension to our health
system; oper at ional ef f ectiv enes s .
The W. K. Kellogg Foundati on for over four decades has been actively
concerned with health in Michigan, with a spec.ial emphasis on rural people
and r ural communi t ie s .
This involvement goes "back to the early 1930's and
the f i r s t days of the Foundation's activit i es in seven counties of so uthcentr al
Michigan.
This was known as the Mich i gan Communit y Health Progr am (MCHP) .
I'll
not chroni cle this great story here, but it certainly was a pioneering and
f orwa rd st ep for rural health.
As a part of that early development we were also i nvolved with the Michigan
Health Council, which was e s t ab l i sh ed about 30 yea rs ago .
Mr . Gr a ham Davis of
�3
the Founda t i on staff was one of the founders of the Council, and the Counc il
began it s activit i es with a prime concern for rural health.
The Foundation's prima ry f ;.e l Cis of interests ar e health: education,
and a g:c i t:'u.lt ur e , v h i ch y 01J.. .immed.ia t.e Ly see are inter-rele.ted.
ha s b een d e s .:: d b ed a s a "sh .i r-t s Leeve Mldwea t er 'n fund."
Ou r Fou ndat.Lon
Ff' like that. f'oi- '·re
1 Lke to 0..-=8.1 v;:i th r-eaL pr ob.Lems in pr-ac t Lca.L fmc . realistic wayE.
In our pluralistic society , the role of private philanthropy ( s uch as the
Kellogg Foundation) in contributing to societal progres s is the encouragement
o f innovat ion.
Philanthropic re s ourc e s are really very small i n relation to
gov e r nme nt a l expend itures and t o societal needs.
For example, t h e Kellogg
Foundation this year will make program grants of ab out $21 million i n
t h r e e ar e s s of int er e st and on t'our cont.Inent,s .
Department of Public Hea lth has
8.
0l.U'
By compar Lson , the Mi c h i ga n
budget this y ear of about $7J million.
However , though philanthropic resources are small in relation to tot al
expendf,tures for hea 1 t h, found ation gl'ant s represent th p. risk e:ap i tal i n health
pro gr'ammf.ng and have been r-e spons Lb.i.e for many i nnovations in health technology,
educ ation, and del ivery.
43
In its
years in pr ogramming s upport :i n Michigan, t h e Kel l ogg Foundation
has made grant s totaling $26.5 nri.Ll.Lon for health programs i n our St e,t e.
Currently, we ha v e commitments of $6 million to 47 health projects throughout
Mi c h i g a n .
As example s o f projects whi ch have particular relevance to r-ur-aL
health concerns, I migh t mention the f'o Ll.o-..ri.ng :
*
A cont i nui ng educ ation program for nurses in the Saginaw Valley,
c onduc t e d by Michigan State University
�4
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ake S
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roduct
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. W
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ind
, f
romou
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r
yh
e
a
l
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e
r
v
i
c
e
saw
ay f
roman end
les
s
1.
R
s
e
r
i
e
so
f sp
e
c
i
a
l
t
y
-or
i
e
n
t
e
dc
lini
c
st
oa mo
r
e com
p
rehen
sive
c
e
n
te
red h
ea
l
t
hs
e
r
v
ice un
it u
t
i
l
i
z
i
n
gsu
ch q
u
a
li
f
i
e
dp
e
r
fam
ily
Bonne
la
sn
u
r
s
e pr
a
c
ti
tione
rs andphy
s
i
c
i
a
n
s ass
i
.
s
tan
t
s fo
rh
e
a
l
t
h
m
a
J
r
r
t
.
enan
cef
'
un
c
t
.L
o
r
i
s, p
r
e
v
en
t
i
v
e he
a
l
t
hpr
o
g
r
a
m
s
, andlon
g
t
e
rm
su
per
v
i
s
:
'
.
cno
fc
h
r
o
n
ic cond1
.'
t
i
.on
s, I
nt
h
isreg
a
r
d
,per
h
ap
s thon
g
h
t
sho
u
l
db
e gL
v
en tot
h
eimp
l
e
m
e
n
t
a
t
ion o
fthe co
n
c
ep
to
f ve
r
ti
.
c
a
l
ca
re
,l
!
:
i
.
th anam
b
itt
o
u
sL
mp
.Lem
en
t
.
a
t
.Lon o
ft
h
ep
ri
.n
cLp
.
l.
es o
fp
r
e
ve
n
t
i
v
em
ed
.L
cL
n
e an
d pr
o
v
i
si
o
no
fq
u
a
l
i
t
yhea
l
t
hca
re i
nth
e
l
e
ast
c
o
s
t m
anne
rand
~ ta
.
2
.
D
eve
l
o
p
m
en
to
fi
n
sti
t
u
tion
-based (
h
o
s
n
i
t
a
l
)o
u
t
r
e
a
c
hp
rogr
am
s
,su
ch
a
shom
eca
r
e
,p
r
im
a
r
yc
a
r
ec
lini
c
si
nunde
r-se
rved ar
e
a
s
,and a
p
p
r
o
p
r
i
a
t
eli
nk
ag
es o
rr
e
l
a
t
i
o
n
s
h
i
p
sw
it
hot
h
e
rc
a
r
ep
rov
id
ers, su
ch
a
snu
rs
i
n
ghom
es.
3
.
D
evo
.
lopme
n
to
fra
tion
a
lpa
tt
.
er
n
sfo
rh
an
d
li
n
gt
r
u
e em
e
r
g
ency m
ed
ic
a
l
p
rob
l
emE
,w
i
t
ht
h
ed
i
v
i
s
i
o
no
fl
a
o
o
ram
ong i
n
s
t
i
t
u
t
i
o
n
sa
long
ra
t
.
fo
n
a.L lines and w
i
t
han i
n
t
e
g
r
a
t
ed t
r
a
n
spo
r
ta
t
i
o
n an
dro
nmmn
ica
t
i
o
n
r
.r
.y
s
tem
.
4
.
~
t
o
fe
f
f
e
ct
i
v
ep
rog
r
am
so
f
.
i
n
pa
t
i
e
n
tedu
ca
t
i
o
nf
o
ri
l
l
n
e
s
s
m
an
ag
em
en
t,
.v
i
t
hanimp
rov
em
e
r
r
to
ft
h
ep
a
t
i
e
n
tIs und
e
r
-s
t
.
and
rngo
f
h
i
sp
rob
l
em and t
h
ep
ro
c
edu
r
e
st
h
a
tv
i
I
Ib
ep
e
r
f
'o
rmed
, andw
:
i
th an
emph
a
sL
a upon t
h
.
;
:pa
t
i
en
tIsa
p
p
r
o
p
r
i
a
t
ere
s
p
o
n
s
i
b
i
l
i
t
yf
o
rh
i
s
ind
i
v
i
dua
lr
eh
abL
l
.L
ta
'
tion an
d
. co
r
r
tLn
u
.
i
.n
g he
a
l
t
hm
ai
n
t
e
n
ance
.
�6
5
.
Fu
r
t
he
r de
v
e
l
opm
en
t and sys
tem
iz
a
ti
o
no
ft
h
ere
la
tion
sh
ip o
fe
d
u
c
a
t
i
o
n
and s
e
r
v
icei
nt
h
eh
ea
lt
hf
i
e
ld
s. Not o
n
l
ymu
s
t t
h
e
r
eb
ed
ram
a
t
ic
ch
an
g
e
si
nthe educ
a
t
i
o
n
a
lp
r
o
ces
s
e
san
dre
la
tion
sh
ips by wh
ich
p
eop
l
eb
e
com
eq
ua
li
f
ied andp
r
e
p
a
r
ed f
o
rh
e
a
l
t
hca
r
e
e
r
s
,the
re
mu
s
t a
l
s
ob
e imp
r
o
v
em
ent i
nre
la
t
io
n
sh
i
p
sb
e
tween e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
tu
ti
o
n
s andh
e
a
l
t
hs
e
r
v
i
ce i
n
s
t
i
tu
tio
n
s an
ds
e
t
ting
s. Som
e
h
ow
~
mu
s
tb
r
i
n
gt
or
e
a
l
i
t
yt
h
emu
ch
cU
s
cu
s
s
ed con
c
ep
to
fa h
e
a
l
t
h
d
0
1
i
v
e
r
yn
e
two
rk a
si
t
r
e
l
a
t
e
st
ob
o
t
he
d
u
c
a
t
i
o
nandh
e
a
l
t
h
a~
del
i
v
e
r
y.
6.
Enhancemen
to
fp
r
es
e
r
v
i
ce andi
n
se
r
v
iceedu
c
a
t
i
o
ni
nt
h
ew
o
rk s
e
t
t
i
n
g
f
o
rh
e
a
l
th p
e
r
son
n
el
.T
h
i
s se
t
t
i
n
gi
sn
o
to
n
l
ya
p
p
r
o
p
r
i
a
te b
u
t es
se
n
t
i
a
lf
o
r ce
rt
a
i
na
s
pec
t
so
fedu
cat
i
on and t
r
a
i
n
i
n
g. A
s ane
x
amp
l
e
,h
o
s
p
i
t
a
l
sa
r
e'b
e
c
o
r
n
d
.
n
gmo
r
e cons
cLou
so
ft
h
e
i
reduca
t
.Lona
.
I
:
co
l
e3nd i
nm
any i
n
s
t
a
n
c
e
sa
r
eb
e
g
i
n
n
i
n
gt
oe
s
t
a
b
l
i
s
hi
nR
t
i
t
u
t
i
o
n
v
i
d
e
e
d
u
c
a
t
i
o
nandt
a
~
p
rog
r
am
s
. Su
ch p
rog
r
am
s en
comp
a
s
s emp
loy
e
e
o
r
i
e
n
t
a
t
i
o
n
,o
n
t
h
e
,
j
o
bt
r
a
i
n
i
n
g
,. s
u
p
e
r
v
i
s
o
r
yd
ev
eIopme
r
r
t1 c
a
r
e
e
r
m
o
o
i
l
i
ty
,c
l
i
n
i
c
a
li
n
s
t
r
u
c
t
i
o
n
,i
n
s
e
r
v
i
c
ee
d
u
c
a
t
i
o
n
"p
a
t
:
i
e
n
t edu
c
a
ti
o
n
,an
d co
mmuni
t
y edu
c
a
t
i
o
n
.
7.
Exper
im
e
n
ta
tion r
e
g
a
r
d
i
ng t
h
e hosp
it
a
lr
o
l
ei
nth
ep
r
o
vis
i
on o
f
p
r
im
a
r
yc
a
r
e
,t
h
ecompon
en
to
f comp
r
eh
e
r
i
sLv
ec
a
r
ep
e
r
h
a
p
sl
e
a
s
t
-w
e
l
l
s
e
r
v
e
dcu
r
r
en
t
.
Iy, T
h
ep
u
b
l
i
c
,i
ns
e
a
r
c
hfo
r su
chc
a
r
e
,h
a
s tu
r
ned
t
ot
h
ecommun
i
tyh
o
s
p
i
t
a
l
,v
i
at
h
eem
e
J
.g
en
cyroom
. Bu
tt
h
eem
e
r
g
e
n
c
y
roomi
sn
o
tt
h
ep
r
o
p
e
rs
e
t
t
i
n
gfo
rq
u
a
l
i
t
yp
r
imB
l
'y c
a
r
e
,f
o
rem
e
r
g
en
cy
i
-oomc
a
r
etend
st
ob
e epi
.
aod
l
c andv
e
ry e
x
p
e
n
s
i
v
e
. B
e
t
t
e
r an
s
w
e
rs
a
r
ea
v
a
i
l
a
b
l
e
,a
r
eb
e
i
n
gd
em
o
n
s
t
r
a
t
e
di
nsom
ei
s
o
l
a
t
e
di
n
s
t
a
n
c
e
s
,
and shou
.
l
.dbE
; mo
re c
h
a
r
a
c
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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
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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>
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Identifier
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JCPA-01_1973-05-24_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Rx For Rural Health
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 24, 1973 for the W. K. Kellogg Foundation at the Michigan Conference on Rural Health of the American Medical Association at Michigan State 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.
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
1973-05-24
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/216c4d1edd30ccb611ae0bd9f278841c.pdf
ad5e9bedee5519ed60e820084513beee
PDF Text
Text
Dr. Russell G. Mawby
President, W. K. Kellogg Foundation
Battle Creek, Michigan
I.
I am doubly delighted to be here today to participate
in this discussion on the importance and potential expansion
of exchange programs between the youth of America and other
countries of the world.
Doubly delighted -- first, because the Foundation I
represent has a special concern for young people and the
significance of experiences during their formative years;
second, because I am the beneficiary of such an exchange
experience, in the waning of my teen-age years over a third
of a century ago.
In 1948, as the world was struggling
through the aftermath of World War II, I was selected as an
International 4-H Youth Exchange delegate (IFYE).
That
first Exchange -- born of the dream of two New York farm
boys, former 4-H'ers and then Army veterans who were concerned
�2
that such a war should never happen again -- involved only
four young people from Britain and 17 from the United States.
From that modest beginning, international exchanges in 4-H
continue -- with great variety in format and duration, and
with countries around the world.
Those three months in the summer of 1948 changed my
life, in both tangible and subtle ways:
my decision to go on to graduate school, to broaden my
perspectives, and prepare for a life beyond the farm;
my professional career, first as a university faculty
member and now with a grantmaking foundation;
my role as a parent, church member, volunteer.
The concerns which led to the establishment of that 4-H
.
.
Exchange in 1948 and the purposes which such activities
continue to serve are perhaps even more important, more
compelling, today than in decades past.
�3
II.
I believe this exchange experience gave me a better
understanding and appreciation for the value of other societies
and cultures and also an appreciation for the complexities
which are often reflected in international issues and dialogue.
Because the Kellogg Foundation has long been concerned with
youth and their role in society, we have funded major international and domestic fellowship programs for nearly 50
years.
While many of these programs emphasized exchange of
knowledge and intercultural experiences of young adult
leaders, we have also sought to support organizations which
have specifically focused on international youth exchange.
Efforts aided by the Kellogg Foundation have included a new
national program of youth and adult volunteer leadership
development for Sister Cities International.
As I am sure
many of you know, the purpose of Sister Cities is to increase
international understanding and to foster world peace through
international communication and exchange at the local,
�4
person-to-person level.
It serves as a coordinator and
catalyst to encourage various types of youth programs, and
currently involves some 617 U.S. cities affiliated through
their city governments and volunteer Sister City committees
with over 800 foreign cities and 77 countries.
Kellogg has also provided recent support to help the
Up With People organization develop and further implement
their program.
More than 4,500 young people from 30 countries
have participated in the unique, year-long Up With People
educational plan which is designed to mature students,
broaden their perspectives of the world, and create an
awareness of their own potential for leadership.
The catalyst
for achieving these goals has been the national and international presentations of a two-hour musical production
aimed at fostering improved human relations and intercultural
understanding by building bridges of communication and
friendship.
Less well known, but important to mention has
been Up With People's educational program designed to challenge
�5
student participants to excell and to increase their potential
contributions to society's future.
In every location where
the Up With People program operates, students meet with
local leaders, businessmen, governmental officials, and
others to exchange ideas and learn about the places they are
visiting.
Whenever possible, students make field trips to
local points of historical interest, experience cultural
opportunities, and attend artistic programs, thereby expanding
their understanding of the diversity and complexity of the
world in which they live.
It is to this segment of the Up
With People program which the Kellogg Foundation has concentrated
its support most recently.
A national intercultural volunteer leadership development
program is also receiving Kellogg Foundation support through
the Youth for Understanding program based here in Washington,
D.C.
I am proud to say that the Youth for Understanding
program orginated in Michigan and is driven by a commitment
to increase intellectual and cultural ties between nations
�6
through international family living experiences for young
people.
Youth for Understanding today has the world's largest
number of high school students i n an international exchange
program.
Annually, it provides approximately 7,000 stud ents
from 25 countries with the opportunity to live with a family
in a culture different from their own.
For three decades,
Youth f o r Understanding h as relied on a network of over
2,000 U.S. volunteers to recruit Americans for overseas
family living experienc es and to select and screen 7,500
host families in the United States to provide home-stay
experiences for the international visitors.
Youth for
Understanding volunteers are also instrumental within their
home communities as s pokesmen for the organization, as
advisors to family in exchanges, and as providers for the
program's educational services.
Recently, the Kellogg
Foundation has provided funding to help Youth for Underst anding implement a comprehensive development program for
thes e key volunteers.
�7
I would just mention that Kellogg has provided additional
support for the programs of the National Association of
Partners for the Americas to develop a unique international
leadership program for volunteers in the United States and
in Latin America.
That program links people from 44 U.S.
states with their counterparts in 21 countries of Latin
America and the Caribbean.
There are more than 50 partner-
ships, or state-country linkages, operating under Partners
for the Americas, in such areas as health, law, education,
agriculture, business, and industry.
III.
The Foundation I represent was created by breakfast
cereal pioneer W. K. Kellogg in 1930 -- specifically because
of Mr. Kellogg's concern for young people and what he rightfully saw as their role in insuring a better life for
themselves, their famili es, community, nation, and the
world.
Mr. Kellogg often commented that "education offers
the gr eatest opportunity for improving one generation over
�8
another."
By education, Mr. Kellogg did not mean just
credits, courses, and credentials.
Rather, he saw education
in its broadest sense -- encompassing valuable life
experiences and informal and formal knowledge of many
dimensions.
Certainly such a larger view of education, and
of life, is embodied in international youth exchange
efforts.
For that reason, I believe we must work together
to broaden and strengthen such programs.
MISC-4-D
5/21/82
�
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_1982-05-24_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech for the White House Meeting on Youth Programs
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 24, 1982 for the W. K. Kellogg Foundation to discuss exchange programs among youth in the United States with youth around the world.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1982-05-24
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/c8aaa0f1b6401cef82fc2c3c30f208fa.pdf
8d4338c95540e5901f821b896a8b48e1
PDF Text
Text
Draft of remarks before the
Board of Trustees, MSU, May 25, 1978
On Thursday evening, May 25, 1978, representatives of the Alumni Association
of the College of Agriculture and Natural Resources met with the Board of
Trustees of Michigan State University. Representing the Association were
A. Edwin Baur, Secretary (Senior Vice President, First National Bank of
Kalamazoo); Jack Barnes, former Director (Manager, Michigan Milk Producers
Association, Detroit); and Russell G. Mawby, Vice President (President,
W. K. Kellog g Foundation, Battle Creek).
The following is the text of the informal statement made by Dr. Mawby on
behalf of the ANR Alumni Association:
On behalf of the Alumni Association of the College of Agriculture and Natural
Resources, we appreciate this opportunity to meet with the Board of Trustees.
I am Russ Mawby, Vice President of the Association. I represent and express
greetings on behalf of our President, Harold Lein, who is President of the
Mi ch i ga n Livestock Excha nge . Unfortunately, Harold had an out-of-state
commitment this evening. With me is Edwin Baur, Secretary of the Association,
and Jack Barnes, a former member of our Board. Both Ed and Jack are leaders
in Michi gan agriculture and both have been recognized by being presented ~he
Distin guished Service Award in Agriculture by this University.
Our request to meet briefly with the Board grew out of an Alumni Association
meeting. We were discussin g the announcement of former-President vmarton's
resi gnat ion and the tremendous responsibility--and opportunity--of this Board
in fulfilling its obli gation of naming his successor. We had some ideas we
wished to express t o the Board, we explored alternative ways of doing so, and
here we are. We thank you for this opportunity.
Briefly, we have t"TO purposes for our visit with you. First, we wish to
express our pride in Giichigan State University--and our appreciation to the
Board for their service and leadership. Michigan State is a great university-of national and international stature and reputation. 11any people have contributed in various ways to its greatness--competent and creative faculty
and staff; able administrators; graduates who have distinguished themselves-and this University--through proven performance in their various endeavors.
A key gr oup in the University's unending pursuit of excellence is this Board
of Trustees. Trusteeship is often a thankless job, beset with negatives and
complaints. We want you to know that we're grateful to you for your efforts
on behalf of Mi ch i ga n State.
This leads to our second purpose, which relates to the future and the
University's next president. No responsibility of any board is greater
than that of naming its chief executive officer. We have confidence in
this Boar d ' s discharge of that responsibility. All of us were very much
impressed that, when the Board announced President Wharton's decision to leave,
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�3
The most significant innovative contribution of our country to education has
been the development of land-grant universities. This has embodied the implementation of the deceptively simple notion that the benefits of higher education should be made broadly available to the daughters and sons of all, not
just the privileged few--and that the knowledge resources of the University
should be available to people of all walks of life, and throughout life.
This is a tradition of Michigan State University, well-documented in the
statement by President Harden in January. We have faith that the University,
through this Board and its next president, will continue that commitment.
Each of us as alumni has been a beneficiary of that commitment. My life has
been enriched by this University for more than 50 years, beginning with Keats
K. Vining, County Agricultural Agent, and Eleanor Densmore, County Home
Demonstration Agent, who were helpful to the Mawby family on their Kent
County farm. I first came to the University as a 4-H Club member, for 4-H
Club week in the early 1940's. Such contacts and experiences encouraged me
to become the first member of my family to complete a baccalaureate degree.
It somehow seems appropriate for me then to close these brief remarks by
repeating the 4-H motto, since 4-H is the youth outreach program of this
University. As Don Stevens and others know, the 4-H motto is I!To make the
best better.1! As alumni, we are anxious to be helpful to you in the
unending process of making this great University even better in the years
ahead.
Thank you.
RGM:lg
5/30/78
�
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
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
Identifier
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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_1978-05-25_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech with the Board of Trustees at Michigan State University
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 25, 1978 for the Board of Trustees at Michigan State University to discuss the future president of the 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
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
1978-05-25
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/f2cd71ebff69fce48782f7fa7e26100e.pdf
f71ba98882d64a39325bacafc1c99aaf
PDF Text
Text
"THE WORLD STANDS OUT"
Commencement Address
given by
Dr. Russell G. Mawby
at
Bethel College
Mishawaka, Indiana
May 27, 1979
I
It is a pleasure ind 2ed for me to he with you at Bethel College for
this
com~encpment
ceremony.
Thi s is my first visit to your campus and
I have appreciated the opportunity to meet students, parents, and
fac~lty
in this
delightf~l
setting.
a college with a purpose, Rnd th3t
One senses that Bethel is inde ed
you~
reputation among Christian
liberal arts colleges for creative and effective programs is well
deserved.
Thank you for letting me be with
To you who a r e graduating , I a dd my
expressed.
yo~
today.
congr~tulations
to tho s e already
For each of you, 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 excitewent for the
future.
I feel privileged to be sharing this day wi t h you.
I would add a word of con gratulations, also, to all of ttose who have
contributed in a significcnt way to ma king this day a reality.
I
think first of parents and f amilies, and in some Instances husbands or
wives and children who so often have sacrificed and subordinated thei r
�personal interests to yours in making it possible for you to study at
Bethel College and who are entitled to a similar sense of prideful
satisfaction on this occasion.
And I think, also, of all the people
who are Bethel -- those who have gone before, establishing,
building, and sustaining this institution, and those who currently
carry forward this work ... trustees, faculty, officers and . staff,
alumni and friends.
Christian, liberal arts colleges have been and
must continue to be a significant component of our pluralistic system
of higher education.
Your efforts have made this so -- and will
continue to do so in the future.
To all of you I express congratu l ations
and compliments, for you, too, 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 Comme ncement
Address.
If we are quite 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
day.
To those of you who, from force of habit, are taking notes, my
entire message can be summarized in two four-letter words:
love.
care and
And in the context I mean them, they are not nouns but active
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 me ani ng to
us.
One such which frequently recurs to me are these lines froill Edna
St. Vincent Millay -
2
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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>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1979-05-27_RMawby_SPE
Title
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Russell Mawby speech, The World Stands Out
Creator
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Mawby, Russell
Description
An account of the resource
Speech given May 27, 1979 for the W. K. Kellogg Foundation at Bethel College for commencement.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1979-05-27
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application/pdf
Type
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/a9b79076c04f18801c2fe71cefac4209.pdf
ad7fe35f4060c3f68459d7a982213cb4
PDF Text
Text
ADMTNISTERI NG THE LARGER PRI VATE FOU'NDATIOI'j
Russell G. Mawby, Presi dent
W. K. Kello gg Foun dation
It is indeed a privilege to be invited by the Council on Foundations to share
with my colleagues in the foundation field some of the experiences o f the W. K.
Kellogg Foundation over the past 43 years in developing administrative policies
and procedures for programs.
.
A recent treatise on foundation administration categorized the Kellogg'Foundation
in Battle Creek, Michigan as a " sh i r t - s l eeve Ml.dwes t ez-n fund working effectively
on a range of problems overlooked by most foundations." He are pleased with
that description--"shirt-sleeve"--for that is essentially r,rhat we are, and our ,
administrative policies and procedures perhaps somewhat reflect that sort of
image. I have with me today my colleague, Leonard L ~ vfuite, Vice PresidentAdministration, who has been with the Foundation since 1946 and who throu~l1. the
ye ars has had primary responsibility for the development .of our administrative
policies and procedures. From time to time during today's presentation I will
be calling on Leonard for his help, particularly when we get to the question
and answer- portion of the program.
The Kellogg Foundation started initially in 1930 as an operating foundation.
From its inception, until World Har II, its programs were concerned primarily
with the improvement of the health, education, and welfare of the peoples in
a seven county area of southwestern Michigan. Its policies and procedures were
thus, during that period, those that would pertain to such an operating
organization. With the commencement of the hostilities of World War II, the
Foundation rapidly phased out its support to that local region and devoted its
resources for the next several years to furtherance of the war effort. This
got us into the grant-making business and called for an interim revision in
our policies and procedures. Also during the War study was devoted to post-war
programming and resulted in the format for the type of private foundation grantmaking activities in which we have since engaged. Thus, there was commenced in
1945 the evolvement of our present administrative structure and its attendent
policies and procedures . In this connection, I would like to remind you of
something of which I am sure you already are aware; namely, that good administrative policies and procedures evolve through a gradual process. For example,
there is not a policy or a procedure in our office today that has not been
changed t ime and time again throughout the years, and we always hope that each
change is a reflection of our best wisdom in a constant readaptation of policies
and procedures to current needs .
.
To put our administrative machinery into proper focus, I must first tell you
a bi t of t ~h iloso h of the Kellog Foun dat i on .
t starts with a basic
conc ept that t he Kel l ogg
m dat~
has no probl ems. I nste ad we have res ource s - albei
~~~t e d- -wh i ch can be utili zed i n helping t o sol ve some of the pr oblems
conc erned with the socio-econo ~~c nee ds f t day 's wor l d . Att endent is a
Presented at the 19 73 Annua l Conf erence of t h e Coun ci l on Foundat i ons i n St.
Paul , Ni nne s ota on May 29, 1973.
�-2-
/
parallel philosophy that the educational, research, and service institutions
of our society are exceptionally endowed with personnel and programs for dealing
with our socio-econo~ic problems. It , thus , b e come s a basic responsibi lity
of the Kell ogg Foundat ion to match Q"ur finan ci al resources with t he personnel
and pr og r ammati c resources of institut ions which can accompl ish t he greatest
ood in hel i ng t o ·r es ol ve pr ob l ems in the areas which the Foun ation has
sele ct e d f or i t s primary at t errt Lon ,
'
.
This ?rings us to our se cond basic tenent. Namely, that aCCOmplishments through
Kello
fundin can be maximized if we concentrate our e f forts in s elected
geogr a h ic and p r ogr ammat i c areas where we can best martial the professional
e xp er t i s e necess
for programmatic suc cess es . Our geographic and programmatic
are s of concern are being constant ly evaluated by both our staff and our Board
of Trustees and at the present time the Foundation is confining its efforts to
programs concerned with improving health and education, and helping mankind in
the development of food and fibers sUfficient to our needs. Geographically,
such aid is being concentrated in the Western Hemisphere, that is throughout
the United States, Canada, and Lat i n America; in the northwestern portion of
Europe; and Australia.
hy is that the effectiveness of the Kellogg Foundation's
grant-maki n
i s directl proportional to the professionalism of our
s t a f f. I n this co
t i on t he Kello
Foundation has an e ce t i onal st
of
professional p r ogram personnel--profess ionals who are knowl e dge ab l e of both
the pro ems 1 n our areas of concern and the i ns i t ut i onal and p er s onnel resources
avai l a Ie f or t h e r es ol ve of these p r oblems.
~' Thi s brings us to our most basic administrat i ve conce t; namely that, i ven the
~ financial resources an d rofess ional e ertise f or the best utilization of t hese
resources eve
erson on our administrative and service staff has a basic
r es
sib i l i t of rovidin our rofessional staff with the tool s services;
d su
ort necessa
f or the p,erformance of their . obs . It i s much like the
~ que en bee cancel'. where our p r ogr am per s onnel have a job to perform an every
/ ~ ot er erson i n the or an i zation i s pr ovi di ng supportive services.
~
~
~
Through all of this I have not yet discussed our Board of Trustees. Ideally
a discussion on administration of a foundation such as ours should start with
the Board of Trustees. However, I wanted for you first to get a picture of
our programming goals and our staffing pattern . The Kellogg Foundation Board
of Trustees is made up of nine eminent bus iness-civic leaders and is a hardworking Board, meeting monthly. loTe think that we recently established some
sort of a record in foundat ion ph ilanthropy when our Board celebrated its 500th
monthly meet ing. That was just 16 months ago since this month's meeting is the
516th . Our Boar d of Trustees is the
li~ making bogy for the Foundation . •
Their monthly meetings, and the s tructure of the monthly meetings, makes it
possible for our Board members to maintain a continuous working relationship
with both our officers and our program staff. Detailed reports are sent to
our Trustees on e we ek p'r i or to each me et i ng and t e r sees a each meeting
a prove all act ivi t i es of the officers and staff and cons i der. all appropriations
being r eque ste d for both our administrative and grant-making activities. Further-
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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_1973-05-29_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Administering the Larger Private Foundation
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 29, 1973 for the W. K. Kellogg Foundation and the Council of Michigan Foundations on administrative policies and procedures for programs.
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.
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
1973-05-29
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/11a30aac0e11f24dcfd094e9ae1012a6.pdf
9d527668e6810723c63597e25a379571
PDF Text
Text
r:
,
ba - 1
Remarks by
Dr. Russell G. Mawby
Chairman and Chief Executive Officer
W. K. Kellogg Foundation
at the
Battle Creek Linear Park System News Conference
Battle Creek City Commission Chambers
May 31, 1984
Thank you, Mayor Bristol.
I am delighted to be here
this morning.
Exactly two years ago tomorrow, Battle Creek City
officials first approached the Kellogg Foundation with an
idea which, at that time, seemed awesomely ambitious in
scope.
'Would the Kellogg Foundation,' City officials asked,
'be willing to assist in funding a new 28-mile linear park
system?
A park system composed of an 8-foot wide, landscaped
pathway which would link together major residential areas,
our existing parks and playgrounds, natural recreational
sites, and schools within our metropolitan community?'
Since that initial discussion, City officials have made
remarkable progress in planning the linear park system.
It
�ba - 2
has taken a long -- but not unusually so considering project
scope -- time to move from the initial concept
~
~
a=4-Hfe~r
to the point of completing a sound plan for the park's
development and maintenance.
And, during the months of
discussion, many questions and issues have been dealt with,
including those which the Kellogg Foundation asks about any
potential grant ln Battle Creek -- collaborative funding,
community commitment, and maximum public access and use.
~
..L- --~
How might the linear park system be a collaborative
project?
Could its design, development, and maintenance
involve financial and volunteer support from both the public
and private sectors:
the State of Michigan, City of Battle
Creek, local business and industry, other private and community
foundations, and, most importantly, neighborhood groups and
service organizations?
How might the linear park system be designed so that it
would be convenient to, and provide recreational opportunities
for, the largest numbers of Battle Creek area residents?
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overall Foundation funds will be used to purchase landscape
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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
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
The nature or genre of the resource
Text
Identifier
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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>
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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
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JCPA-01_1984-05-31_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech at the Battle Creek Linear Park System News Conference
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 31, 1984 for the W. K. Kellogg Foundation at the Battle Creek Linear Park System News Conference.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1984-05-31
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/1f1391da6e142622896cb2a4f0dc8528.pdf
0cb49f8be00e7eff22c4b7dd633695c5
PDF Text
Text
Remarks by Russell G. Mawby at
Battle Creek High School
National ~onor Society Installation Ceremony
M3Y 4, 1987
I
Delighted to be with you to celebrate this happy occasion -- induction
of new members in the National Honor Society.
Indeed an occasion to celebrate.
You can be proud -- and we
are indeed proud of you.
To you who are inductees, I say \ffiLL
nONE~
You have excelled academically
have developed qualities of character which we admire
have demonstrated willi rrgness and ability to assume
responsibilitites of leadership
have given yourself in service to others.
All others had similar opportunity -- you did exceptionally
well:
talent, inherent ability, support and encouragement, discipline,
hard work.
We salute
you~
�2
You have not done it alone
*parents, family, brothers, and sisters
*teachers and others in school
*friends -- your age or any age
On this occasion you should express thanks to them.
He celebrate::
II
Couldn't resist invitation -- am a member
What might t say -- or share
sitting around a campfire,
r apping a bout life, four thoughts:
(1) Dedicate to lif e-long pattern of learning:
Not just courses, credits, credentials
Some lifelong learners -- not finish high school, but vital,
inquiring, interested
Some tragically unlearned have degrees
LEARN -- always, about everything
�3
(2) Develop a world-wide perspective
John Donne reminds us "No man is an island •.• (we know that,
but don't respond)
travel
at home
Edna St. Vincent Millay
The world stands out on either side
No wider than the he art is wide;
Above the world is stretched the sky,-No higher than the soul is hi gh.
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.
�4
(3)
Be involved constructively
Easy to be critical, more difficult to do something
B.C.
All a bhor apartheid -- easy to demonstrate and sell
stock
-- tougher to do something to
better the lives of
blacks there
(4)
Finally - an idea to reflect on:
Real mark of a person's life -- during a nd a f t e r -- is
determined by ways in which optional time is spent
career
community
public service (politics)
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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_1987-05-04_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech at the National Honor Society Installation Ceremony
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 4, 1987 for the W. K. Kellogg Foundation at Battle Creek High School for the National Honor Society Installation Ceremony.
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
1987-05-04
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/a385bba673ab55b8dff839ecb553c327.pdf
6b9f948d8305ec6fd635d1828e5ce96e
PDF Text
Text
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)
. T
h
e PVAis po
s
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ro
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lun
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s
sm
an, b
e
tw
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e
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vol
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in
b
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een
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ire
sth
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ea
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T
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p
le
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o
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fv
o
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rs i
squ
i
t
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d
is
tin
c
t in m
any w
ay
sfr
omth
em
an
agem
e
n
to
fp
ai
dem
p
loy
ees
.
R
e
co
g
n
i
tion
. P
a
idem
p
loyees n
eedto b
eth
anke
dfo
r th
e
i
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wo
r
k
, bu
tt
oala
rge e
x
ten
t th
isis acc
ompl
i
sh
edth
rough
ra
ises a
nd b
o
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u
s
e
s
. V
o
lunt
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er
smu
s
t b
ethanked m
o
r
ed
irec
tly
a
n
d m
o
r
eo
f
t
en
.
T
im
eD
em
and
s
. P
a
id em
p
l
oyees
,a
t le
as
t the p
ro
fe
ssi
o
na
l
s
amo
n
gth
em
, can b
e
~
o
nw
henev
e
rn
e
eded
; fo
ra
fte
ra
ll,
b
y de
f
in
ition
,ap
r
o
fe
ss
ion
a
l is a
lw
ay
s "onca
ll
.
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o
lu
n
tee
rs
e
s
s
e
rt
i
m
ec
ommitm
en
t, an
dm
a
y no
tb
e ava
il
a
b
l
e wh
en
hav
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n
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eded
.
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e
c
ru
it
ing
. P
a
id e
mpl
o
y
ees
,g
ene
r
a
ll
ysp
eak
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, com
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look
ingf
o
rjo
b
s
. V
o
lun
tee
rs m
us
tb
er
e
cr
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ite
d
, and a
ll
av
ai
l
ab
le e
v
i
d
en
c
e sug
ges
t
sth
a
t it is n
ec
e
s
s
a
rytore
c
r
u
it
f
a
c
e
t
o
f
a
ce
. P
eop
le vo
luntee
rb
e
c
au
s
etheya
r
ea
sk
e
dt
o
v
o
lun
te
e
r-- o
ften byf
r
iend
so
r ne
i
ghb
o
rs
. I
th
as r
igh
tly
i
dtha
t"v
o
lun
ta
ry a
ctioni
sp
eop
l
ei
n
v
ol
v
i
n
gp
eop
le
,
b
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n
o
t ju
st p
eop
l
eh
e
lp
ing peop
le
."
l
eC
omm
itm
en
ts
. Ap
a
id employee w
o
r
k
sfo
ro
n
ly o
n
e
M
u
lti p
n
s
tan
ce a
nIBMem
p
loyee do
e
sno
t al
s
ow
o
r
k fo
r
c
om
p
any
; fo
ri
Un
is
y
s
. B
u
t re
sea
rchsugg
es
t
sth
at t
h
em
o
s
te
ffec
tiv
e
vo
lun
te
ers a
reth
o
s
ew
h
oa
r
eact
i
v
e vo
l
u
nt
e
e
rsfo
r sev
er
a
l
o
r
gan
i
z
a
tion
s. A
st
h
eo
ldsay
i
ng go
es
,"
if you n
e
ed h
e
lp
, ask
a bu
sy p
e
rs
on
."
P
e
r
son
a
lInvo
l
v
em
en
t. P
a
id emplo
yees
,e
s
p
ec
ia
lly p
ro
f
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ss
ion
a
l
on
es
,ca
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ta
ffo
rdto b
eco
m
e tooemo
tion
allyinvo
lv
ed w
i
th
th
e
ir w
o
rk
. A
f
te
ra
l
l
,w
i
thou
ta c
e
r
t
a
i
nam
o
un
to
f
de
t
a
chmen
t
,t
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ey w
o
u
ld des
tr
o
yth
e
irlong
-te
rme
f
fe
c
t
i
v
en
es
s
.
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t vol
u
n
t
e
e
r
s, w
ho d
o no
t in
tendto m
ak
e a ca
r
e
er i
nthe
f
i
e
l
d
,c
a
na
llowth
em
s
e
lve
st
ob
ec
om
e emot
i
on
a
ll
yinvo
l
v
ed
.
Th
is a
l
low
s vo
lu
n
teer
st
ob
ee
sp
e
c
ia
ll
ye
f
fe
c
t
i
v
ei
nsu
ch
a
r
e
a
sas p
rev
ent
i
ng d
e
linqu
en
cy an
dwo
rk
ing w
ith po
ten
tia
l
d
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o
p
o
u
t
s
.
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[
We shoul d not f or ge t , however , tha t super vi s i ng volunteer s ha s s ome
commona l i t i es wi t h s upervising paid empl oyee s . Bot h vol untee r s and
paid empl oyees shou l d be :
l.
2.
3.
4.
5.
6.
D.
1.
2.
3.
4.
hone s t , relia ble, f l exibl e , ambiti ous , an d loyal
he l d t o hi gh s t andards of achi eveme nt
"fired" i f t hey pe r f or m poorl y
given r espons ibi li ti es that are impor tant t o t he or gani za t i on
r ec r ui t ed from a l l r a ces an d s oc i o-ec onomi c clas s e s
eva luated a nd gi ven cons t r uc tive cr i t icism
You know how hard i t is to f i nd good vo l unt ee r s . The t r end of
more an d more women ent e r i ng the job ma r ke t ha s made i t
tougher to f i nd good volunt ee r s .
But ag ai n , there a r e so l ut i ons t o t he probl em. The mos t
pr omi sing i s t he grow ing pa r t ne rship betwe en business and the
volunta ry s ec t or . Cor porati ons as di ve rse as Sara Lee , Levi
St raus s , ARCO , Xerox , Appl e Compu te r , and Metropol i t an Li f e
have made ma j or ef f or t s to ent i ce t hei r empl oyee s t o
volunt eer. I commend t o you a book publ i s hed j us t la s t yea r
by VOLUNTEER: The Na tiona l Cente r ca lled "A New Competit i ve
Edge" t hat profi l es 26 s uch ef fo rts by c or por a t i ons and t hei r
unions.
Thi s promising s t a r t can be st be s us t ai ned by you , the
pr ofe s s ional vol untee r admi nistrat ors. Onl y you ha ve a "foot
i n bot h camps" ; only you can br i dge t he gap of mis unde r s t a nding tha t s t i ll s epa r a t es busine s s a nd voluntee r i s m.
Muc h de pends on how wel l you ha ndl e this chall enge. The
stakes a r e i nde ed hi gh . When El l i ot Richa rds on wa s the
Sec r e t ary of Healt h, Educa t i on , a nd Welfare more t han a de cade
a go, he es t imat ed : " to ex t e nd t he pr esent r a nge of HEW service
equit a bl y t o a ll in ne ed woul d c os t a qua r t e r of t rillion
dollar s • • •and the ad di t i on of 20 mi l l i on t r a i ned pers onnel . "
lve obvi ous l y cannot aff ord t o c l os e the " s e r vi ce gap" by
s pe nding mor e on soc i al s ervi c e s ; i ns t e ad we ne ed to unlea sh
t he fu l l volunt ary resource s of this na t ion to c l os e t hi s ga p .
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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
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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
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
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JCPA-01
Coverage
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1938-2012
Text
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Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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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
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JCPA-01_1987-05-05_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech for the Michigan Association of Volunteer Administrators
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 5, 1987 for the W. K. Kellogg Foundation to the Michigan Association of Volunteer Administrators.
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
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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
1987-05-05
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/643a34d282ca832013f8724e29c87b8d.pdf
59898c870a1e4a314e3e820553b4ea0b
PDF Text
Text
"THE WORLD STANDS OUT"
Commen cement Address
by
Dr. Russel l G. Mawby
at
Gr and Va l l ey Stat e Uni ve r s i ty
Allendale
May 7, 1988
1
I t i s a pleasur e i nd eed fo r me to be wi t h you a t Grand Vall ey Sta t e
Univer s i t y =ar t his commen cement ce remony .
I fee l pa r t i cularl y
pl ea s ed to be a t your beaut i f ul campus t oday because f or me i t i s a
homec oming, since I gr ew up on my pa r ents' f r uit f a rm not many mi l es
f r om he r e .
dream .
I n thos e days, Grand Vall ey St a t e wa s not ye t e ven a
And now toda y I am pri vileged t o ad dre s s t he fir s t c l a ss to
gr adua t e f rom Grand Va lley St a t e Uni versi t y .
Wha t splendi d pr ogr e s s thi s instituti on has made ove r t he me re 25
years since its f ounding - - from dr eam, to first tent a tive s t eps, to
rapi d growth - - to t he myri ad of educa tiona l activi ties tha t t he
�-'2-
wor d "uni ve r s i t y" i mplies.
people make t hem do s o .
But ins tituti ons pr ogr e s s only be cause
Thanks to t he supe r b efforts of Trustees ,
admini s t r a t or s , facul t y and s t af f , s t udents and their f ami l i e s , a nd
t he s upport of legislator s , alumni , and f r iends , Grand Valley State
Unive r sity has a l r eady enr iched t he lives of t housands of
i ndivi duals, t hei r famili es, t he i r communi t i es , our stat e and
na t ion, and beyond •• •and wi l l ma ke ever greater impact i n the ye ars
ahead.
You wi l l al wa ys be proud of your al ma ma t er .
To yo u who are gr aduating, I add my co ngr a t ula tions to t hos e already
expre s s ed .
For ea ch of you, t hi s is an occasion l ong awai t ed , one
of t ho s e i ns t anc es i n life when you have both a sense of
sa t i sfac t i on in past achievements and a sp ecial excit ement for t he
f utur e .
I f e el pr i v i l eged to be shar i ng this day wi t h you.
�-3II
I a ppr oach my as s i gnment today with t he sober knowl edge that not one
pe r son came here for t he pri ma r y purpos e of hearing the Commencement
Addr e s s.
I f we are qui te hon e s t wi t h each other, each of you has a
much more pers onal -- and more i mportant -- reason for be ing here.
And, i n app r eciati on of tha t f ac t , I propose to i nt r ude only briefly
upon your t i me.
To tho se of you who , from f orce of habit, are
t aki ng not e s , my entire me s sa ge can be s umma r i zed i n t wo letters:
and R.
"U" f or und er s tanding ; "R" f or respons ibi l i t y .
W. K. Kel l ogg, the founde r of the Founda t i on with whi ch I am
as s oc i a t ed , was a s ucce s s f ul bus i ne s sman .
Wi t h only s ix yea r s of
f ormal educat i on , he started wor k as a broom sa l e sman and t hen
be came t he bus i ness mana ge r of a hos pi tal in Bat tle Creek.
At age
46 , he qui t his job and l aunched t he Kel l ogg Company, manuf acturi ng
r ea dy- t o-ea t breakf ast cereals.
La t e in h i s life he dedicated his
U
�-4wea l t h to public be nefit t h r ough t his Found a tion.
I n 1935, when he
made the irrevocable transf er of hi s fortune to the Foundation, he
wro t e a brief let t er in which he concl uded, "I am glad that th?
educ a tional approach ha s been empha si zed.
Relief, raiment and
shelt er a r e ne ces s a ry for des t i t ute children, but the greatest good
fo r t he great es t number can come onl y through the educati on of the
child, the parent, the teache r, the f ami l y phy sic ian, the de nt i s t ,
the communi t y in gener al.
Educ a tion of f er s t he greatest opport uni ty
for r ea l l y i mpr ov i ng one gener a tion ove r anothe r."
Tha t statement i s as true today as i t was f i ve decades ago.
Despite
a l l the c r iti c i s ms and all the que s t ioning , educa t ion is still basic
to -- offers the gr ea t est oppo r t uni ty for -- human progress.
And
f r om t he standpoint of the indi vidual, educa t i on is st i l l t he way to
a be t ter life.
Educ a t ion - - rela t ed to but not synonymous wi t h
cour ses and credi t s and degre es and credentials; but educat i on - the i nqui s i t i ve mi nd; the ma s t e r y of knowledge and ski l l s ; a pattern
of ident i f yi ng , assembling, analyzing, thinki ng, planning, and doing .
�-5For so me of you, higher educ a tion i s a f amily t radition.
Your
pa r ent s , pe r haps your gra ndpa r ent s and grea t-grandparents and
beyond , have been college gr aduates.
Ot he r s of you, like mys e l f ,
a re the first of yo ur family to go to c ol l ege .
I f s o , Grand Va l l ey
St a t e Unive r s ity has gi ven you an opportunity your parents did not
e n joy .
Wha t ever the case, your education has been heavi l y
s ubsidized by t he people of Michigan and of the United Stated.
While you ha ve pa id a high price, in t erms of time, energy, and
dollars , nonet hele s s t he educa tion you have r ec ei ved ha s required
suppor t f ar be yond t he f ee s you paid .
The s e funds came fr om public
s ource s , t hr ough tax moni e s , and from private benefact ors, includi ng
a lumni and other i ndividual s, co r porations, and pr i vate
founda t ions .
In a s en s e , all of us who are the
benefi~idri~s
of
hi gher educ a tion should i mpose upon our s el ves t he st at us of lifelong
i nde ntur e to repay tha t whi ch has been bes t owed and to ena.rr e
simi l a r be nefi t s and opport unitie s f or t hos e who wi l l fol10\1.
soci ety i s now cr i t ical l y r evi ewi ng all of i ts i ns ti t uti ons and
Our
�-6
tra
d
i
t
i
o
n
s
, qu
e
s
t
i
o
n
i
n
g ou
rp
rio
riti
e
s and ~
i ns
o
f
resou
rce
s
. Su
ppor
to
f edu
ca
ti
o
na
ta
l
llev
e
l
sis b
e
ing
en ~d
F
o
r th
ef
ir
s
ttim
ei
nr
e
c
e
n
t m
e
mory
,t
h
eAmer
i
can c
omm
itm
e
n
tt
o
pro
v
id
e edu
ca
tion
a
lo
ppo
r
t
u
n
i
t
ie
s-a
no
pen doo
r, w
it
ha s
e
con
d
h
an
ce-- seem
sg
en
u
in
e
ly end
a
nge
red
. H
op
efu
lly y
o
u
,w
hoa
re auong
c
r
iv
ilegedto b
en
e
f
it f
r
o
mh
i
gh
e
r edu
c
a
t
i
on
,w
i
l
lb
ea
r
t
i
cu
la
t
e
thep
spok
e
sm
enand de
d
i
ca
tedsupp
o
rte
rs o
f edu
ca
tio
nto gu
a
ran
tee
com
p
ar
ab
le o
ppo
rtun
itie
sfo
r th
o
se who fo
l
low
.
II
I
A
sina
ll o
th
e
r asp
ec
ts o
f lif
e
,w
it
hp
r
iv
ile
ge goe
s du
ty
,t
h
e
o
b
l
i
ga
tionto b
ere
spo
n
s
ib
l
ea
ndre
s
pons
i
v
e
. You
r pe
rson
a
l pa
t
h
s
rofes
s
i
o
na
l ca
r
e
e
r
sw
i
ll b
ev
a
ried
. E
a
chw
ill m
a
k
eh
is ow
n
and p
cho
i
c
e(ano
th
e
r Am
e
r
icanp
re
rog
a
tiv
ew
h
ichfewi
nt
h
ew
o
r
ldsh
are
)
m
ew
il
l
pu
rsu
efu
r
the
rp
ro
fe
s
s
ion
a
ls
tud
i
e
s,lead
ingto
-- so
a
dv
anced d
eg
rees; som
ew
i
ll goi
n
t
ob
u
s
in
ess
,ei
t
h
e
rs
e
l
f
e
mp
loye
d
�-7or working with ot he r s ; ot he rs wi l l choos e opp ortuni ties i n the
public sec t or wo r ki ng f or gove rnment al agenc i es at local, s t ate, or
na t i onal l e vels ; still ot he r s wi ll elect t o c onti nue the academic
li f e , in re search , tea ching , or publ i c s ervice.
Wha t ever r ou te you choos e , soci e t y has hi gh expectations - - a great
ne ed - - f or your talent s .
Hopeful ly, you wi l l be shakers and
sha pers of a be t t er tomorrow.
In t hat r ega r d I will share with you
brief l y t hr ee speci f ic ideas .
But as a pr eface f or thos e thoughts,
it will be useful to put ourselves, our l i ves , our times into some
pe rs pect ive.
Each of us ha s stashed away i n memor y ce r t a in lines - - of poe try ,
fr om li t e r ature, pas s age s fr om the Bibl e - - which have speci al
meaning to us .
One such which frequently recurs to me are these
l i nes f r om Edna St . Vince nt Mi l l ay -
�-8The wo r l d stands out on eithe r side
No wide r than the heart is wide
Above the world is stretched the sky, -No hi gher t han the soul is high.
The heart can push t he sea and land
Fa r t he r awa y on ei t he r hanj;
The soul can split t he sky i n two,
And l e t the face of God shi ne thru.
But Ea s t and We s t wi l l pinch the heart
Tha t cannot kee p t hem pushed apart;
And he whose soul i s flat -- t he sky
Wi l l cave in on him by and by.
The wo r l d s tands out -- no wi de r t han the heart i s wi de .
Any r easona ble pers on who r eflects thought f ul l y on t oda y an d
tomorr ow - - on whe r e mank i nd is and whe r e we' r e going -- f i nds the
pr os pec t sobering.
Rec entl y I read a dis t urbingly pessimistic - -
but perhaps distress i ngly r ea l i s t i c - - book, An I nqui ry Int o the
Human Pros pec t, by Robe r t L. Hei l br oner.
Heilbr oner s ugges t s t hat
t hr ee i s s ue s above a l l ot he rs shape t he current human pr edicament.
The s e can be summari zed in t hree words :
war .
pop ulat ion, environment ,
�-9-
I t would be ni ce i f t he se we r e s i mpl e , tidy i s s ue s t hat we could
deal with f orcefull y and direc tly.
But we i mmediat ely see tha t
they are not s imple a nd neat; t hey a r e complex, co nf oundi ng and
c ompoundi ng , comprehensf.ve , inter - r elat ed.
One »f the dilemmas
of the huma n condi t i on i s that the problems which concern us are
di f f us e , complex , pe r meating , mult i - di s c i pl i na r y , gene r a l i zed .
Think of any cur r ent i s s ue of ma jor s i gni f i c ance - - f ood s upply ,
pol l ution, heal t h ca r e , unempl oyment , ene rgy , t rans por tation ,
educa tion , i nternationa l t rade , t he judi cial system, r ur al
devel opment , f ami ly li fe, i nf l at i on , worl d peace.
Simult ane ous l y ,
t he s ol uti ons devi sed by man are us ua l ly specific, s implist i c ,
sp ec i a liz ed , narr owly based.
Thus, a se rious di sc ont i nuity exists
bet ween t he na t ure of t he pr obl ems whi ch confront us an d t he
s olut ions which we co ntrive for dea ling wi t h them.
I' l l not el a bor a t e on these three i s s ue s , simply remind you of them:
�-10Populati on -- a r ea l i za t ion that the growth of human
pop ul a t ion is t he principal and mos t compelling t hr eat
t o the surviva l of t he sp ecies ( man);
Envir onment -- a growing appreciation f or t he fragility of
the r e l a t i onships withi n the earth's environmental
milieu, wi th an awa rene s s of the mind-boggl i ng
cons equence s of our acti ons, i mpulsive or premeditated;
and
War -- wi t h no better reminder than the wor ds written 350
yea rs ago by John Donne "No man i s an isl a nd , entire of itself; every man
is a piece of the continent, a part of the mai n ;
i f a clod be wa shed away by the s ea , Europe is
the less, as well as if a pr omont or y wer e, as
wel l as i f a ma nor of thy friends or of thine own
were ; any man's death diminishes me, beca use I am
i nvolved in manki nd ; and the r ef or e never send t o
know for whom the bell tolls; i t t ol l s for t.hee ,"
No mat t e r how we choose to class i fy man's concerns, or from what
vant ag e poi nt we elect to view them, ultimat el y it become s clear
that the quali t y of li fe for our ge ne r a tion and those t o f ol low wi l l
be de t e r mi ned ba s i cal l y by our progress i n i mprovi ng human
r el at i onships .
For whe t her we think i n ter ms of the family, our
�-11-
home co mmuni t y , our s tate or na t ion, or the world nei ghborhood, the
prime de t e rmi nant of what life will be like in the yea rs ahead wi l l
be a c onseque nc e of man's a bi lity to l i ve in ha rmony, one wi t h
ano t her.
And t he most important deci s i ons c onf r ont i ng us will not
be dependent upon our burgeoning t echnol ogy , but i ns t ead wi l l be
value- ba s ed and value-laden .
The only hope f or c i vi liz ed society is that modern man will be more
successful than hi s pr edece s so r s i n dealing with human aspira tions,
r eflec t i ng contempor ary value s.
Your ge neration, more t han mine,
shows promise of having this commit ment and capa ci t y .
But you have
not yet been r eally tested .
The real t es t i ng will come in t angi ble respons e s to tough
a l t e r nati ve s - - fo r exampl e , in the leadership you provide in
pr ep a r i ng the Americ an people to accept a static or declining
standard of l i ving in the decades immediately ahead, adopt i ng a n
�- 12en t irely new concept of the quality of life, so that the peoples vf
other part s of t he wor l d may be ne f i t mor e abundantly f r om the
ea r t h 's finite r es ources.
Wil l we go to wa r over oil?
sha r e our abundanc e wi th those less blessed?
Wi l l we
Wi l l t he hungry of the
wor l d have food?
Your s uc ce s s wi l l be de t ermined not by the elegance of your rhetoric
but by t he tangi ble consequenc es of your economic, social, and
pol i t i cal decisi ons.
IV
And now, to those t h r ee tangi bl e and specific co nce r ns which I sha r e
wi t h you as persons who are the benefic iaries of educa t i on , who are
commit t ed to knowl ed ge and l ea r ni ng,
ano t he r -- be shaper s of t he future.
~nd
who will - - i n one role or
�1
3
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r
s
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ri
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lend
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i
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s
so
fs
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i
a
l
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ene
f
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so
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r
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sf
o
r1
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c
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cond
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ec
h
a
l
l
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n
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fl
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f
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longl
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. I
nt
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i
f
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as
indeeds
im
p
l
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r
. My g
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�-15
tg
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lyhum
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ei
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ica
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econ
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u
etoren
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wth
e "h
a
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it
so
f th
ehe
a
r
t
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ou
s
e
thet
i
tleo
f are
c
e
n
tbook by R
ob
er
tB
e
llah
. L
e
t m
e sugg
e
s
tto yo
u
a
tth
em
os
tim
po
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tan
t w
ayin w
h
i
ch y
o
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f
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i
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lb
em
eas
u
r
e
d
th
i
c
hy
ou w
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ll sp
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dy
o
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rl
e
i
s
u
r
e
u
lt
im
a
te
lyis byth
ew
a
y
sin wh
tim
e
. To b
e su
r
e
, some t
im
em
us
tb
e spen
t
i~
hobb
i
e
s an
do
t
h
er
fo
rm
so
f re
l
ax
a
t
i
o
n
. Bu
tl
e
t m
ee
nc
o
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r
a
g
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o
uto sp
endas m
u
c
ho
f
it a
syoucanin p
ay
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ack t
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i
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ta
lreadyh
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sg
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r pr
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and
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it
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s you
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ill po
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ition
so
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b
li
ct
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et
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a
ty
o
uw
il
l
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k
l
yb
egi
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ep
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r "d
eb
ttoso
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a
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e
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a
t th
i
sp
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u
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: th
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o
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o
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emo
re y
o
uw
il
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t. A
nd t
h
e mo
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�-16-
v
Whi l e the pr os pec t s of an unkn own f ut ur e may be so mbe r, the
challenge - - an d the potential - - of tomorrow are as demanding and
a s exh i l a rat i ng a s eve r .
I n an age when bigne s s and co mplexity seem
cha r ac t erist i c , it's important to mai ntain a proper perspective .
When t he realiti es of the everyday world seem almost ove rwhelming, I
f ind the following a us eful r emi nde r :
I am only one, but I am one;
I can't do everyt hing , but I can do something ;
And what I can do, I ought to do;
And ;ihat I ought to do, by the grace of God , I will do .
I n too many f a c e t s of our lives, both i nd i vi dua l l y and as a na tion,
we s eem to have los t s omet hing of our sens e of purpose, our
self-c onfi dence, our direction, our faith and commitment.
To t he
�1
7
ex
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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
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Russell Mawby Papers
Subject
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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.
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Mawby, Russell G.
W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1988-05-07_RMawby_SPE
Title
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Russell Mawby speech, The World Stands Out
Creator
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Mawby, Russell
Description
An account of the resource
Speech given May 7, 1988 for the W. K. Kellogg Foundation at the Grand Valley State University commencement.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1988-05-07
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application/pdf
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/e4429f007e7760a501493afbdac7ac23.pdf
a5cca29a9fc111c70ef8aa290e5d28dc
PDF Text
Text
,
1
Remarks by Russell G. Mawby
Commencement Ceremony
College of Osteopathic Medicine
Michigan State University
May 7, 1993
I.
Congratulations, Doctors!
Doesn't that have a wonderful
ring to it?
Congratulations, also, to all of those who have had a part
in making this graduation celebration a reality for each of
you -To family and friends who have provided support in
every possible way;
To the faculty of this college, who have cared,
persevered, and prevailed;
And to this University which, through the support of
the taxpayers of the State of Michigan, has made it all
possible.
This is a day for celebration, one of those instances in
life when you have both a sense of satisfaction in things
accomplished and a special excitement for the future.
Aren't you
glad its over -- and aren't you glad its just beginning?
�When several weeks ago I received the invitation to be a
part of this ceremony, it seemed reasonable to accept.
was flattered and excited.
Indeed I
Now as the moment arrives, reality
sets in, for I know that there is not a person here who came to
listen to my commencement address.
In light of that sobering
truth, I propose to intrude only briefly upon this special
occasion.
For those of you who, from force of habit, are taking
notes, my entire message can be summarized in two letters:
R.
U and
"U" for understanding; "R" for responsibility.
II.
In November, 1977, I met wifn ' the entering class of this
College of Osteopathic Medicine.
The theme of my thoughts that
day was reflected in the title, "A Privileged Class."
Some 200
years ago we fought a war over, at least in part, the question of
special privilege.
While we, as a nation, are committed to the
notion that all are created equal and must be assured of equality
of opportunity, in the course of life special benefit, advantage,
or favor does accrue to certain of us.
�You, as members of this graduating class of 1993, must
certainly be regarded as a privileged group -- privileged in
several ways:
First, you are now graduates of Michigan State
University, one of the few truly great universities of
the world.
You will always be proud of the distinction
of this institution, your Alma Mater.
Second, you are now graduates of the College of
Osteopathic Medicine of this great University.
This
College is the first university-affiliated and statesupported school of its kind~
In the quarter of a
century since it began, the College has earned a
national and international reputation and its faculty
and programs are increasingly influential in medical
education and health care services.
Third, as a member of this class, you are the
product of a rigorous progress of screening and
selection.
Each of you here was chosen instead of many
3
�others who had the same aspiration.
Their academic
qualifications were superb, perhaps equal to yours, and
they worked hard for the opportunity -- privilege, if
you please -- of being students in osteopathic
medicine.
But in the difficult and agonizing process
of admission, they were denied what you were granted.
Fourth, your professional education has been
heavily subsidized by the people of Michigan and the
United States.
While you have paid a high price, in
terms of time, energy, and dollars, nonetheless the
education you have received required support far beyond
the fees you paid.
These funds came from public
sources, through tax money, and from private
benefactors, including alumni and other individuals,
corporations, and private foundations.
In a sense, all
of us who are the beneficiaries of higher education
should impose upon ourselves a status of lifelong
indenture to repay that which has been bestowed and to
4
�insure similar benefits and opportunities for those who
will follow.
Like you will do, I have repaid the loans
which made my university graduation possible, but I can
never fully discharge my obligation to this University
and the difference it made in my life.
And finally, you are entering a profession which
enjoys a position of high prestige and has certain
characteristics of a monopoly.
Matters of standards,
accreditation, licensure, certification, monitoring of
quality, and fees are as yet largely in the hands of
individual practitioners and professional societies.
You also, unlike most of us, will never have difficulty
gaining access to health care.
Such preferred status,
if it is to continue, requires the highest integrity
and accountability.
And so, your class is a privileged class in many important
ways.
And, as in all other aspects of life, with privilege goes
5
�obligation, a professional commitment to be responsible and
responsive.
III.
How fortunate you are to be entering the next phase of your
professional development and career at this point in time.
Dramatic changes lie ahead for health care professionals and the
system of which you are a part.
While the details will be shaped
by you and others in the short and long-term futures, I would
share two observations that seem fundamental.
First, people want doctors and a system that cares
about and respects them.
You are entering graduate
medical education and eventually a world of medical
practice that is, at the moment, in chaos.
But, there
is a direction to this chaos -- American society wants
health care for all of its people that is
comprehensive, coordinated, cost-effective, and,
perhaps most of all, compassionate.
People want their
doctors and their system to care, to collaborate with,
6
�and respect them as human beings.
The turmoil of
health care reform is fueled by what I have called a
"health care system out of sync."
We desperately need
more primary care practitioners, the commitment of this
College.
We need more doctors of the kind that
historically have been the very bedrock of the
osteopathic profession.
But whether you choose to
pursue a career in primary care or family practice or
some other specialty field, people want to be
respected, trusted, listened to, and communicated with.
The mission of this College emphasizes primary care and
family practice, the elements of our system now most
inadequate and unrewarded.
Your residency years, while
demanding and expansive, can be treacherous, with the
seductive lures of science, technology, and
specialization.
I urge you to persevere in the cause
which motivated you to become an osteopathic physician
caring for people!
7
�Second, the medical profession can and should
assume far greater responsibility for shaping the
health care system of the future.
As future
practitioners and leaders, you have the opportunity to
be a significant influence in determining the very
nature of our health care system.
With other groups,
doctors shape our health care policies.
Unfortunately,
the public perception -- perhaps with considerable
evidence -- is that doctors, hospitals, pharmaceutical
companies, and technology manufacturers are motivated
excessively by the capacity to make money.
The
structure of our system -- the way we pay for health
care now -- supports such an approach.
We pay more for
procedures than for communicating and caring.
In
addition, our society's experts -- doctors, dentists,
social workers, and engineers -- have an inclination to
define problems not as they are, but so that
specialized expertise can be applied.
8
You can be a
�part of changing that, especially if you reaffirm that
you are entering not a career but a calling -- a
calling to a helping profession.
While decisions at national and state levels will be a part
of shaping the future, perhaps the greatest opportunities will
come at the community level, where life is lived and where,
hopefully, you will practice.
As a simplistic illustration, let
me suggest that I would like for my family and myself a health
care arrangement such as I have for my horses.
In collaboration
with a local veterinary clinic and the group of professionals
there, we develop a health care
p an for the year.
certain responsibilities, as do they.
a sick horse!
I have
Our goal is to never have
But if in fact, I discover at 2:00 next Sunday
morning that I have a horse in trouble, I can call my
veterinarian.
Within 15 minutes, the one of them who is on duty
at that time will call back -- and if necessary, come to the
farm.
In contrast, if I get sick Sunday morning at 2:00,
there is no sense in calling my doctor.
9
I can go to an emergency
�room.
If I am conscious, they will begin by asking about my
insurance carrier, my medical history and my medication.
unconscious, they'll start from scratch.
If I am
Despite the miracles of
high technology, they will not have access to my medical record
as a basis for their diagnosis and treatment.
Isn't it ironic
that, in fact, the system we now have provides no incentive to my
doctor for keeping me well?
My doctor is rewarded only for
treating me after I am either ill or hurt.
That must change.
You can be a part of that change.
You
can make it happen, if you will.
You are becoming a doctor at an exciting and fortuitous time
--changes which you can help shape.
While the prospects of an
uncertain future may be somber, the challenges -- and the
opportunities - - of tomorrow are as compelling and as
exhilarating as ever.
In an age when bigness and complexity seem
characteristic, when the stresses and demands seem
countervailing, it is important to maintain a proper perspective.
10
�When the realities of the everyday world seem almost
overwhelming, I find the following a useful reminder:
"I am only one, but I am one;
I can't do everything, but I can do something;
And what I can do, I ought to do;
And what I ought to do, by the grace of God,
I will do."
In too many facets of our lives, both individually and as a
nation, both in our personal lives and our professional careers,
we seem to have lost something of our sense of purpose, our selfconfidence, our direction, our faifh and commitment.
To the
extent this be true, it can be remedied only by the deeds of
individuals who -- in their special ' r o l e s and in every dimension
of life -- understand and respond.
understand or know; we must also do.
It is not enough to
If each of us will do what
we can do and ought to do, we will indeed be serving humanity's
higher purpose.
You -- individually and collectively -- can be a
11
�blessing to the individuals and families you serve and can change
the profession and the system of which you will be a part.
To each of you in this class of 1993, I wish you well in
your calling and -- more importantly -- in your personal life.
Godspeed.
12
�
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
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
The nature or genre of the resource
Text
Identifier
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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_1993-05-07_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech at the College of Osteopathic Medicine commencement
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 7, 1993 for the W. K. Kellogg Foundation at the College of Osteopathic Medicine commencement at Michigan State 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
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
1993-05-07
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/3dfd6ca3e0691c61807b92f81af9964e.pdf
dccc8283f0fe783737f37039b78adf72
PDF Text
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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_1965-11-01_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, How Big Are You?
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 1, 1965 for the W. K. Kellogg Foundation at the UN Club of the YWCA about the history and programs of the Kellogg Foundation.
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
W. K. Kellogg Foundation
Family foundations--Michigan
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
1965-11-01
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/c504848960f70e713c802ed237477a2b.pdf
5f2247e0760676a8248fc027253b64df
PDF Text
Text
SYSTEMS CHANGE: HOPE FOR THE FUTURE
Remarks by Russell G. Mawby
Chairman and Chief Executive Officer
W.K. Kellogg Foundation
to the Health Professions Education
Community Partnerships
National Progress Meeting
National Press Club
Washington, DC
November 1, 1993
Two years ago, in this very same place, it was my pleasure to
offer my encouragement for a journey you were about to take.
The Kellogg Foundation had funded seven Community Partnerships
and supporting strategies in the amount of $47.5 million.
More
importantly, each of you, as representatives of the seven
Community
Partnerships
throughout
the
United
States,
enthusiastically accepted the responsibility to create Partnerships
between communities and academic health centers. These, in turn,
would redirect health professions education toward community need.
�2
As I said then, and I say now, the Kellogg Foundation can
accomplish nothing except for what we can facilitate by "investing
in people." Now·· two years later .. I stand before you again, this
time to offer my congratulations for what you have achieved, for
the important ways in which you are creating models that
are working ... and to remind all of us that the journey has just
begun.
Much has changed in these two years. We are in the midst of a
swirling policy debate on one of the most important public and
personal issues to all Americans .. our state of health, and our
health care system. The debate proceeds around important topics
such as access and cost .. who gets what, who pays, and who
controls. The debate is lively. I, like all Americans, am hopeful
�3
that progress will be made toward the obvious realization that no
one should be without health care, and that our resources must be
expended so that all of us will share the burden.
My concern is
that, although the system is not working well, our goal is to make
it available to all ... without making some essential 'fundamental
adjustments.
For while much has changed,
mUG~
remains unchanged -- for the
time being, anyway. Then, as now, I urged that we recognize that
whatever the ultimate solutions put forth by our political process
to solve health care problems, more primary care practitioners -doctors, nurses, pharmacists, and other health professionals -working together in communities -- in new patterns of delivery and
�4
with dramatically changed incentives and rewards -- will be
necessary.
In other words, health care provided by generalists -- primary care
practitioners
working
together
for
people,
individually
and
collectively.
That is the point of the Community Partnership.s
initiative: redirecting health professions education toward primary
health care to educate more primary care practitioners.
The
strategy is to bring health professions education and communities
together in partnership to create academic, nonhospital-based,
primary care systems that provide multidisciplinary health care,
education, and research. Then, put students there for significant
amounts of time to learn together. And when they graduate, we
fully expect that many will choose to practice in such communities.
�5
The research seems quite clear on this matter. While education,
alone, cannot do it all -- by shifting the selection criteria, adding
primary care role models, educating in community-based, nonhospital
settings, providing rewards for those who provide primary health
care, and motivating and rewarding for wellness -- health promotion
and disease prevention --the percent of graduates choosing primary
health care careers will grow.
Comnnmity Partnerships with Health Professions Education. Think
about that notion for a moment. A trusting collaboration between
caring and committed people from both academe and community.
Both sides gaining by giving. Each holding the other accountable
in a respectful way to a cause larger than either partner. This is
�6
wha
t youhave comm
i
t
tedtoand th
isiswha
t youa
rebeg
inn
ing to
ach
ieve
.
To a
l
lo
fyou
,Iex
tendmy comp
l
imen
ts
. No onesa
idtha
ti
twou
ld
be easy
. Ye
t insp
i
teo
fthecha
l
lenges
,youhavemade s
ign
i
f
i
can
t
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rog
ress
. You haveach
ieved enough
,infa
c
t
,tobe ab
letodec
la
re
tha
ttheseven Commun
i
ty Pa
r
tne
rsh
ips w
i
th Hea
l
th P
ro
fess
ions
Educa
t
ion a
rebeg
inn
ingtowo
r
k
,
~
may infa
c
tp
reva
i
l
,i
fyoua
re
pe
rs
is
ten
tenough
.
I
I
The jou
rneytoou
r goa
l isunde
rway
. D
r
. Rebecca Hen
ry
, a
p
ro
fesso
ro
fmed
ica
l educa
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rchand
�7
development at Michigan State University, and the evaluator for
this comprehensive program, will report to you many of your
achievements. May I mention just a few:
•
More than 2,300 students are participating in your seven
Community Partnerships. This represents 28 percent of the
eligible students in these locations.
•
Nearly 1,000 students are receiving part of their education in
a community, nonhospital setting.
•
One-hundred-twenty-eight new or revised courses are part of
the Community Partnerships. Seventy- four of these courses
are offered in the community.
One-hundred are taught by
�8
interdisciplinary teams of faculty.
Fifty-nine stress primary
care education 'from a team approach.
•
Twenty-two of 25 schools report that they are in the process
of implementing policy change to support the new initiative, in
the areas of admissions, curriculum, faculty roles and
responsibilities and through the health care delivery plans at
the schools.
•
Each project has created a governance structure that bridges
the communitv and educational institutions. Collectively, 105
individuals serve on the boards of these new organizational
structures.
community.
Fifty-eight of these individuals are 'from the
�9
•
As of this year, more than 790 faculty from the participating
schools are actively involved in developing, teaching, and
administering these new prnqrams,
•
But there is another number, perhaps more important than any
of the
others,
that reflects
the magnitude of your
achievements, To date, 437 professionals and volunteers from
the communities serve as teachers and mentors to our
students.
Needless to say, numbers do not provide the full picture. The full
picture can be seen in the stories of the people who are involved.
Let me mention just a few.
�10
Tomorrow, you will hear from Dr. Norris Hogans, principal of Carver
High School on the south side of Atlanta. Medical, nursing, and
social work students are involved each week in a class which is
conducted in his high school. Not only do the health professions
education students learn a great deal, but their presence has
affected the entire student body.
In Spencer, West Virginia, a
similar story is told. The high school principal reports that after
considerable involvement by medical and nursing students with
students in his school, there was a significant increase in the
number of June 1992 graduates who have chosen to go on to
college.
In EI Paso, Texas, three school districts in the Lower
Valley, in spite of the fact that their enrollments are going up
dramatically, made financial, land and/or space contributions for the
creation of comprehensive care clinics in their schools. In Hawaii,
�11
two community development workers, both native Hawaiians, are
teaching medical, nursing, and social work students. An advanced
nursing student from rural Northern Michigan is able to stay with
her family and still get her nursing education without leaving home.
In Eastern Tennessee, the nursing, public health, and medical
teachers got together and had a weekend retreat to strengthen
their collaboration in care and education because the medical,
nursing, and public health students thought they needed to get
along better.
In Boston, a nursing student was first involved in
Codman Square Health Center's Safety Net program for women.
Now she runs meetings for the women in their homes to help them
protect themselves from HIV infection. For all this and much more,
I extend to you my congratulations.
�12
As I mentioned earlier, a key to success is in the partnership
concept itself, and thus the name, Community Partnerships with
Health Professions Education. The likely success of this initiative,
in large measure, depends upon these partnerships. It depends upon
an understanding by academe of community, and an understanding
by community of academe.
It depends on a willingness of both
parties to give, so that together you gain.
I would venture to
guess, for example, that many academics don't understand the
discouragement that arises when communities are defined by their
weakest link, be it unemployment, poverty, drugs, gangs, domestic
violence, teenage pregnancies, or infant mortality rates.
problems do not define the capacity of community.
Such
Further, I
would venture to guess that many community representatives don't
understand that representatives of academic institutions have very
�13
l
i
t
t
letha
ttheycande
l
ive
run
i
la
te
ra
l
l
y
. The powe
rinun
ive
rs
i
t
iesis
no
tconcen
t
ra
tedinas
ing
lep
lace bu
tisd
i
s
t
r
ibu
tedloose
lyamong
depa
r
tmen
ts and fa
cu
l
t
ie
s
. Now tha
t
,you say
, is alo
tl
ike
commun
i
t
ies.
.sh
i
f
t
ingcoa
l
i
t
ionscom
ingtoge
the
ra
roundacommon
pu
rpose fo
ramomen
t int
ime.
.and
, indeed
,i
tis
. Bu
i
ld
ing the
pa
r
tne
rsh
ip and enhanc
ing commun
i
ty pa
r
t
i
c
ipa
t
ion requ
i
res an
unde
rs
tand
ing by academe o
fhow i
td
i
f
fe
r
sf
romcommun
i
ty
. I
t
requ
i
resan unde
rs
tand
ingby
mm ~
o
fthecha
ra
c
te
r
i
s
t
i
c
sand
l
im
i
ta
t
ion
so
facademe
. Mo
s
t impo
r
tan
t
l
y
,i
trequ
i
resthed
iscove
ry
tha
tyou have much incommon
.
Pe
rhaps mo
re thanany
th
ing e
lse
, Ian
l hea
r
tened by therepo
r
ts
tha
trnanvo
fyou
rp
ro
jec
tsa
reinthep
rocesso
frenego
t
ia
t
ingwha
t
isyou
r common educa
t
iona
l pu
rpose
. Ina
l
lo
fthep
ro
jec
ts
, you
�14
have
,o
ra
re now rede
f
in
ing
, you
r co
rnmon v
is
ion
. You a
re
s
t
rugg
l
ingw
i
th themaan
inq o
fga
in
ing by g
iv
ing
.
I
I
I
We a
reabou
ttoen
te
r1994
,at
imewhen Isuspec
tthehea
to
fthe
po
l
icy deba
te w
i
l
l inc
rease
. Ian
l op
t
im
i
s
t
i
c tha
tdeba
te w
i
l
l no
t
on
ly b
r
ing hea
t
, bu
tl
igh
tas
~
The deba
te isand w
i
l
l be
comp
lex and con
fus
ing
. Infa
c
t
,some
t
imes Ifee
ltha
twe have
some g
roups p
romo
t
ing thecomp
lex
i
tytocon
fuseus
. Remembe
r
Iamalaymanand no
taphys
ic
iano
ranu
rse
. Iam no
tadean o
f
amed
ica
l
, pub
l
ic hea
l
th
,o
r nu
rs
ing schoo
l
. Iam no
t apo
l
i
t
ic
ian
,
and Iam ce
r
ta
in
ly no
t apo
l
icy expe
r
t
. Iam alayman
,a
lbe
i
t
hope
fu
l
ly an in
fo
rmedone
. And as alayman
,If
indthedeba
te
�15
couched in terms that seem to confound rather than enlighten -alliance,
managed
care,
managed
competition,
cost-based
reimbursement, choice, indirect medical education expenditures,
hospital bed to resident ratios. Even the term primary health care
is one that confuses many of us.
Given the confusion that confronts many of us, it might be useful
to return to some of the themes that I have articulated before, in
fact, some as early as in 1982 when I spoke on, "Our Health Care
System Out of Sync: A layman's Perspective."
As some might recall, I used a simplistic illustration to explain the
type of health I'd like for myself and nlY family. It goes something
like this ... I'd like for my family and me an arrangement with the
�16
health care system such as that which I have for my horses.
Through a local veterinary clinic and the group of professionals
there, we develop a health care plan for the year. I have certain
responsibilities, as do they. Our goal is to never have a sick horse!
But, in fact, if I discover at 2:00 a.m. Sunday morning that I have
a horse in trouble, I can call nlY veterinarian. Within 15 minutes,
the one on duty will call back .. and if necessary, come to the
farm. In contrast, if I get sick at 7:,00 a.m. Sunday morning, there
is no sense in calling my doctor. I can go to an emergency room.
If I am conscious, they will inquire first about my insurance carrier,
my medical history, and my medication. If I am unconscious, they'll
start 'from scratch. Despite the miracles of high technology, they
will not have access to my medical record as a basis for their
diagnosis and treatment. Obviously, my doctor is rewarded only for
�17
treating me after I am either ill or hurt .. the current system offers
no incentives for keeping patients healthy.
That must change ... and you are a part of that change.
What you, I, and most people want from our health care system is
not complicated.
Basically, we want better health care for all
people, not just some. We want care we can count on today and
tomorrow, at a cost that individuals, and society, can afford. We
want a system where doctors, nurses, and other health
professionals work together with individuals and families to keep
them healthy, care for them when they are ill or hurt, and help
them move through the system with dignity and control.
�18
The public wants a system that emphasizes health promotion and
disease prevention.
Unfortunately, our system is designed to
compensate care providers only for treatment of illness or injury.
I can engage a specialist to design and implement a preventive
maintenance program for my horses, but not for myself. In such
a contractual arrangement, I always have responsibilities which I
must fulfill if the contract is to be valid. Like most Americans. I
would like a health care contract for my most precious possession,
my health and that of my family.
Taken together, this is what we mean by primary health care. And
as you can see, it is at the center of what our society needs.
�19
IV
Let me return, now, to the purpose of the Community Partnerships
with Health Professions Education Initiative of the Kellogg
Foundation and the point of this meeting.
We can't get more
primary health care without a long-term commitment to more
primary care practitioners, and that requires a redirection of health
professions education.
I should point out that more primary health care does not mean
lower quality. However, it does mean lower cost as evidenced, for
example, in a landmark 1992 study by the New England Medical
Centers Health Institute in Boston which found that specialists
order more tests, perform more procedures, and hospitalize more
�20
often than primary care physicians treating patients with similar
symptoms ... and without better results.
Less than 15 percent of the medical school graduates in 1992
specified a preference for a primary care specialty. This compares
with 31 percent in 1976.
This shortage exists among other primarv care practitioners as well.
For example, of the 2.2 million registered nurses in the United
States, only 100,000 are advanced practice nurses with more than
a year of training beyond the basic four-year BSN degree. Out of
that number, fewer than 25,000 are nurse practitioners, engaged
in primary care as members of multidisciplinary teams. For these
reasons, the Pew Commission recommends an increase of 25
�21
percent in the capacity of existing nurse practice programs and an
increase in the total numbers of programs by 25 percent as well.
Clearly, we need an educational system directed toward the
education of more primary care practitioners by linking with
cOlTlmunity II
That is what we need and that's what you, the
representatives of seven Community Partnerships, represent.
As
hard as you have worked to bring about the enormous achievements
that I mentioned earlier, I must urge you to double your efforts.
The important point is not only to demonstrate that these models
are successful, but to continue to seek ways to restructure the
system so that primary health care providers are rewarded the
same as specialists.
�22
Attention also must be focused on finding funding for the education
LIM 1..,-&9
of health professionals in community settings. Currently,
funds
are available for education of primary care practitioners outside of
hospitals. For example, nationally the medical practices income of
medical schools for services provided in hospital settings adds up
to $6.6 billion. By cornparison, only $50 to $75 million is spent on
primary care education. That must change!
We hope that the federal debate will lead to some way by which
more funds are provided for quality education of primary care health
professionals outside of hospitals in community settings where
teaching, research, and multidisciplinary care take place. I don't
know the specifics of such policies. I do know, however, that it
will not all happen in Washington. The impetus for change can be
�23
pushed forward by strong communities, that join forces with
colleges and universities. When universities and the like work with
conmunities. instead of apart from them, the results can indeed be
.
.
Impressive.
The 'financial support to sustain the Community Partnerships will be
signi'ficantly affected by what happens in every state, and
especially in your states, in the seven states of the Cornmunitv
Partnerships initiative. As you can see, it is not so much a matter
of additional expenditures from the state's already
limited budgets; it is a matter of redirecting what we already
spend.
�v
24
In the weeks, months, and even years ahead, I hope and expect
that the debate at the federal and state levels will turn to
important issues like primary health care and the need for more
primary care practitioners.
Community-based programs of health
professions education will be a vital component of this initiative; in
which all of the collaborators -- the. ,local setting and the academic
partners -- will define themselves as .. community."
As John Gardner writes, "A community has the power to motivate
its members to exceptional performance. It can set standards of
expectation and provide the climate in which great things happen.
It can pull extraordinary performances out of its members.
The
�25
achievements
of 5th
century
Greece
B.C. were
not the
performances of isolated persons but of individuals acting in a
golden moment of shared excellence ...."
For us, that golden moment can be now.
In a civilized society,
everyone should receive health care. Our job is to help focus the
debate on what is important.
As we have in the past, you can be assured that the Kellogg
Foundation will do all that it can to help your efforts by providing
information and supporting model development.
But the real
responsibility must lie with you ... you who represent the seven
Community Partnerships.
invest its money in people.
All the Kellogg Foundation can do is
�26
My compliments for what you have accomplished to date, and best
wishes for success in dealing with the "unfinished business" yet to
be addressed. You are pioneers, and generations to come will be
the beneficiaries of your efforts.
Godspeed.
�
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Russell Mawby Papers
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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.
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W.K. Kellogg Foundation
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Russell Mawby speech, Systems Change: Hope for the Future
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Mawby, Russell
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Speech given November 1, 1993 for the W. K. Kellogg Foundation at the National Progress Meeting for the Health Professions Education.
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W. K. Kellogg Foundation
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Text
LEADERSHIP DEVELOPMENT FOR RURAL AMERICA:
BUILDING ON SUCCESS
Remarks by
Dr. Russell G. Mawby, President
W. K. Kellogg Foundation
November 10, 1980
Rural Leadership Development Conference
Spokane, Washington
1.
I am delighted to be with you today.
In some
respects, this is a family gathering, with individuals
who have been active in the creation of Foundationsupported rural leadership development programs, and
who have actually participated as "students" in these
programs.
And from my days in Cooperative Extension, I
see a lot of other familiar faces in the audience.
As
a group, you represent a rather remarkable gathering,
and mixture, of more than 260 rural leaders from 47 states,
Canada, Guam and the Virgin Islands, and more than 90 different
colleges and universities.
I use the adjective "remarkable"
because it is infrequ ent to find this kind of g r o u p
�2
gathered t o g e t h e r i n t h e same room to consider c ommo n
problems or s o l u t i o n s .
Some o f you are admi nistrator s
and faculty from college s of agriculture, some of you
a r e full-time f a r me r s and agribusine ssmen, and some o f
you are staf f or volunteer leaders of st a te fa rm organization s.
You have been invited h ere becau s e sta te agri cultural
organizations and educationa l institutions hav e identi fied
you a s key i n d i v i d u a l s , capable of examining and analyzing
t h e compatibility of public affairs leadership programs,
which yo u will learn mor e about during the n ext day-anda-half, and the specifi c rural leadersh i p development
needs of your own state and your own communities.
The Kello gg Found a tion is p l e a s e d t o join with
Washington St ate University in co-s ponsor ing this
Conference.
We do so believing t h a t rural le a d e r sh i p
developmen t continues to be a pressing probl em in our
nation and that the progr ams wh ich a r e a f o c u s o f thi s
Conference provide f l e x i b l e a l t e r n a t i v es f o r meeting
�3
your sta t e and community rural leadership need s.
In
almost all c a s e s , the programs have undergone t h e t e s t
of t i me , institutional and community s u p p o r t , and in
t he aggregate, probably the most e xt e n siv e and thorough
evaluation ever carried out to measure the impact and
va lue of a ser i es of Ke llogg Fo u n d a t i o n support ed
projects.
We cou ld not b e any more enthusiast ic about
the programs, your being h ere with us, or about t he
potential of thi s Confe rence.
II.
Let me fir s t answer two que stions which were
r a i s e d by s e v e r a l o f you a fter receipt of t h e Conference
inv itation:
( 1 ) What i s t h e Kellogg Founda t ion, and
(2) how did it get invo lv ed in support of rural l eadership
d evelopment programs?
Th e Kellogg Founda tion was
established by b r e a kf ast cerea l pioneer W. K. Kellogg
�4
in 1930, and has supported pilot projects aimed a t the
application of existing knowledge t o t h e problems o f
people, rather t h a n research per s e .
Th e Foundation's
three area s of programming a re a g ri c u l t u r e , education
and health.
During t h e pas t 50 years, the Kello gg
Founda tion has made gran ts of more than $ 530 million on
four con t inents.
Such gran ts i n c l u d e approximat ely $60
million f o r programs in agriculture .
The Fou n d a t i o n
curren tly ha s approximat ely 65 active projects in
agriculture, and almost all of t h ose proj ects deal wi th
probl ems and potentia l solu tions in t h e a rea s of increasing
world f oo d supply and improving the qua lity of rura l
life.
Ours was t he fir st -- and for many years t h e
only -- majo r priva te founda tion conc erned with problems
of dome stic agricul ture and rural developmen t.
The
g e ne s i s of t h e Founda tion' s ef forts in rural leadership
d ev elopmen t can be found in its support of an in tensiv e
eigh t-week c o u rs e for post h igh schoo l rura l youth,
�5
which was part of the Founda tion's Michigan Community
Health Proj e c t in t h e 1930s.
The Michigan Community
Heal th Project demonstrated in s ev e n Michigan coun ties
that t h e famil y' s h eal th, e d u c a t i o n a l opportuni ti e s,
a n d general s t a n d a r d of living could b e enhanced through
public he alth services, childhood medical screening and
care, toge ther with an e xt e ns i v e program of schoo l
improvement, con tinuing education programs fo r community
lead e rs, expanded library se rvic es and gen eral community
development.
In p r ep a r i n g these remarks, I wen t back t h r o u gh
the Foundation' s f i l e s t o refamiliarize mys elf with its
more rec ent involvement in rural deve lopmen t issue s,
and with the peopl e and the acti vities wh ich l e d up t o
th e Foundation's support o f t h e fir s t rural leadership
prog ram through Mich igan State Univ ersi ty in t h e mi d - 1 9 6 0 s .
I t was a rather pl easant process of recoll e c ting, since
prior to 1965, I served as a member of the faculty of
the Coll ege o f Agricultur e at Michigan S t a t e Universi t y
�6
with parti cular respon sib il i ties in th e Coop era tive
Exten sion Servic e .
Wh at impressed me in go ing t h r o u g h
the fi l e s wa s that t h e issues and needs whi ch l ed t o
the MSU rura l l e a d e rs h i p developmen t projec t are e very
b it a s prevalen t and cru c i a l t oday a s they were 2 5 o r
30 year s ago.
I recall , f o r ex amp le , a Sa tu rday morn ing meeting
i n 1 958 a t Michigan State.
Th e mee t ing was c al l e d by
Paul Mi l l e r , who was th e n Direc tor of the MS U Cooperat i ve
Ex tension Servic e and who late r bec ame Pre side n t o f
West Virginia Un i v e rs i t y and t h e Roche st e r I ns t i t ut e o f
Tec h n o l o gy .
I was a rela tively " gre en" 30-yea r-old
Assistan t Di recto r of Coopera t ive Ex ten s i on.
On t h a t
Sa turday morn ing, Mi ller and his s ta ff wer e st r u g g l i n g
over budg e tary concern s and MSU' s e ff or t s t o g e t f u n d ing
for agr icu ltural res ea rch and Co op e ra tive Ex ten sion.
We exp e nded considerable e ffort anal yz ing t h e " powe r "
s h if t s wh i ch had oc c urred wi t h in t h e Mich igan Le g is l atu r e
�7
and t h e s e e mi n g dicho tomy o f wha t wer e th e majo r s o u r c e s
of supp o r t wi th in t h e Le g is l a t u r e for MSU a gr i cultu ral
rese arc h and Cooperative Extension p ro grams.
I t was
obviou s t h a t both MSU are a s were receiving ma j o r backing
f r om u r b an l e g is l ator s .
Such support reflect ed labor's
g r owi n g i nfluenc e i n the Stat e Capi to l , and its goals
o f maint ai ning ch eap food p o l i ci e s .
Th eir p r i ma ry go a l
was t o keep f oo d i n expensive f o r urban resid en t s by
l egis l at i v e s u p p o r t o f a gricul tural r e s e a r c h and Coo perative Extension e f f o r t s aime d at e x p a n d e d agricultural
t e chn o l o gy and produc tivity.
During t h e Saturday
mee ting, we we re pe rplexe d to note tha t i t wa s t h e more
conserv a tive, rur a l le gi s l a to rs wh o we re o ft e n v o tin g
agains t a g r icu ltura l r e search and Coop era t i v e Ex t e n s i on
programs, s i mp l y as t h ei r u sual r esponse to any a c t ivi t y
whi c h migh t increa s e t h e s t a t e budget and th e refo r e
t ax e s .
It was d uring t h i s p eri o d in t h e mi d- 1 9 5 0s t h a t
�8
the Michigan Legislature's "farm block" all bu t di sappeared ,
in t e r ms of a cohesive group that exerted majority
control over stat e policy and budget .
The times re flected
a shi ft in population and control of t h e Le gi s l atu r e to
Detroit and othe r popul ation centers.
The same occurenc e
was happening in s t a t e s throughout the nation.
During the MSU meeting , we asked our selves how
might it b e possibl e to develop what we called, at that
t i me , " a g r i c u l t u r a l s t a t e s me n . "
By t h a t we meant
individual s who f i r s t of al l had made t h e t e c h n o l o g i c a l
revolution in agricul ture a rea l ity.
They were ind ividual s
who understood, adopted and were using up-to-date
agricultura l and managemen t pract ices for their f a r m
opera t ions.
Secondly, they were individuals who would
be receptive t o an educational experience aimed a t
re la ting the u.S. te c h n o l o gi c a l r e v ol u t i o n t o t h e
political and social changes underway in society.
The se "agricul tural s t a tesmen" would b e individual s who
could begin to se e the in te rdependen t na tur e of ou r
�9
hi gh ly urb a n industrialized e c on omy and how i t dire c t ly
af f e c ts a gricul tur e.
Fo r wh a t we f o u n d t o be a g r owi n g
probl em in the 1 950 s wa s th a t ac tiv i t i e s and events
ou t s ide th e f a r m g a t e were poorly under stood by f a r m
peop le and f arm l e a d e r s .
Th e re sult was - - f o r farm
people -- s u s p i c i on , fr us trat ion , and some t i mes a l ien at i o n
f r om other segment s o f s o c i e t y .
Ou t of t hese con c erns,
Mi chigan Stat e g a v e a fe w of us the as si gnmen t to
develop a rural leader ship program wh i ch wou ld hav e two
primary objec tiv es.
The program would f i r s t giv e i t s
farmer-participan ts a bet te r under s tandi ng o f t h e
e c on omi c , p o li t i cal and s o c ial f r a me wo r k o f soc i ety.
And sec o n d , b y t h e end o f the pro g ram, part icipants
were t o be capabl e o f using t h i s f ramewo rk t o a n a l y ze
and d e a l wi th th e c omp l e x p robl ems f a c i n g agricul ture
and ru ral commun it ies.
As we conc e i v ed it , t h e ru ra l l ead e r s hi p p ro gram
wou ld f o c u s on a s p e c if ic s eries of educ a t ional and
�10
leadership exposures spanning a th ree-year period, on a
part-time basis, for c l a s se s of approximately 30 farmers
each.
We developed a f un d i n g propo sal f o r suc h a r ural
leader ship program.
I t was sent to t h e Kellogg Foundation,
and we wer e asked to come down to Battle Creek for a
meeting with Fo und a tion sta f f.
We put on "one whale of
a pre senta tion," or so we congratulated ourselves
during the return d rive to Eas t Lansing.
Not long
a f t e r , however, we got word from the Foundation that
our proposal had been, in the gentle, nonjudgmenta l
language of philanthropoids, "declined. "
was more how we fel t that dayl)
("Rej ec ted"
Ti me passed .
Five
years later, I was visi ting at t he Kellogg Founda tion
abou t ano ther matter, and the rural leadership d ev elopment
proposal came up in conversa tion.
So when I got back
to Mich igan, we pul led ou t the proposal, brushed i t up,
a nd resubmi t ted i t t o t h e Founda tion.
Tha t wa s f a l l of
�11
1964, a n d I was a sked t o join the Ke llogg Fo u n dat i on
s t a ff a s a program d i r ector i n a g r i c u l t ure t h e f o l l owi n g
J a nu a r y .
Th e f i r st proposal I s e nt t o t h e Foundat ion 's
Board o f Trus tees f or f u n d i n g approval was -- you
g uessed i t -- t h e Michi g an S t a t e rural l e a de rs h i p
proposal, sub tit l ed, t he Kel log g Fa r mers Study Pro gram.
All o f whi ch j u st goe s to prove, once ag ain , t ha t "if
y ou c a n't l i ck th em ... j o in them ! "
III.
Sinc e t h e n , over 800 i n d i v i d u a l s hav e p a rt icipa te d i n
t h e Michigan and f o u r oth er s tat ewide rura l le a d er s hip
educa tion p r o g ram s a s si sted by t h e Found at ion.
Par ticipan ts
b e tween the age s o f 2 0 and 4 5 are c h o s e n i n part f o r
th eir d emon s trated in teres t in pub lic af fair s.
Th e y
t a ke p art in e du c a t i o n a l p rograms which i n c l u d e " l i v e - i n "
wo rkshops and t r a v e l s e min a r s .
Th e work shop s , s t a f f e d
by f ac u l ty memb ers from p a rtic ip at i n g un iversiti e s and
�12
o ther appropriate r esourc es, last f r om thr ee t o f i v e
day s, four to s i x t i me s a y ear.
Th e t rav e l seminars
are conducted at state, national, and for many groups,
in ternational levels .
Two years p articipation became
the patt ern afte r early experimentation with three year
programs .
In each program, the workshops and trave l
s e mi n a r s are aimed at providing participants with a n
understanding o f t h e social, economic, cultural and
political dimensions of public issu e s and needs.
Major
p ublic problems examined and analyzed include poverty,
world food s u p p l y , economic polici es, and the probl ems
of rural areas.
Specif ic workshops and s e mi n a r s are
d e signed to develop skills and communi cations , problems o l v i n g , and how partic ipants can learn to work within
political s y s t e ms .
I'l l not go into greater deta il her e describing
the Michigan rural leadership development program or
those which followed in Ca li forn ia, Montana, Pennsylvani a,
�13
and he r e in Wa sh ing ton.
Al l o f t hes e programs h a v 2
t h e i r own pa rti cular s t a mp of i n div i d u a lity and mirror
d i fferin g stat e in stitutions , organizat ions, rur al
prob lems a n d opp o r t un i t i e s.
Ea c h ha s r eflecte d a
re f inemen t of ear li er programs and g e ne r a l l y a tr end
awa y f r om s i n g l e -in s t itut i o n funding t owa r d broad-ba sed
fi n a n ci a l s u p por t i nvo l v i n g a var i ety of f u n d i n g sourc e s
i n c l u d i n g t h e agricultural se c t o r itse l f .
You wi l l
have an opportun i t y lat er t h i s af ternoon t o le a r n about
t h ese p rograms in de t ail; to ta lk with thei r leaders
and th e f a r mers and a gribusin e ssmen who have b e en
involved; a n d th e n t omo r r ow to move out i nto th e f i e l d
t o di s c u s s t h e leadership pro g rams i n s e t ting s where
partic ipan t s l i v e , work , stu dy, and carry ou t the ir
agricu ltu ral and le a d er s h ip re spon s ib il i t i e s.
Wha t I
t h i n k you wil l find thi s a f t e r n o on , and rein forced
t o mo r r ow , is tha t t h ese programs h ave had an exci t ing,
s timu la t ing and broad- gauged impact on t h e l i ves o f
�14
thei r part icipant s and on the communi tie s and t h e
states i n which th e rural le a d e r s hi p p rogram g r a d u at e s
live and farm.
You wil l l e arn t h rough f ace- t o- f a c e
conversa tion and fir s thand exp erienc e t h a t t h es e programs
hav e deve lop ed ag r i cultural leaders who today a r e
se rving a s f a r m spokesmen; who hav e assumed l eadersh ip
responsibi li ti e s in f a r m organ iza tions a nd c ommo dity
group s; and who r e p re s e nt f a r m in t e re st s general ly
t hrough posi t ion s o f respon sibi lity in their commun i ties.
You wil l
find f a r me r s who have taken t h e i r a l r eady
s h a r p unders t and i ng o f scien t i fic and t ec h n o l o g i c al
kn owl e dg e underlying modern agr i cul ture, and a d d e d t o
it a new sens i t i v ity to the chan ging s o c i a l and econ omi c
fram ewo rk o f Amer ica a n d t h e wor ld .
You wi ll find
i n d i v i d u als like Michi g an's Bob Bender who gradu a t ed
f rom t h e program and went o n to b ecome president o f h i s
coun t y p l a n n ing commis sion a n d pres i dent o f t h e coun ty
f a r m bu reau .
Bob wa s al s o i n s t r u menta l in draf t ing a
�15
coun ty land us e plan which preserved agr icu ltura l l a n d s
and st e mme d previously unregulated and unchecked water
and s e wa g e proposa ls.
You wi ll find i n d i v i d u al s l i k e
Montana's J o y c e Zacek, a housewife a n d mother whose
experi ences in the Montana program expanded h er pro fess ional and personal ho rizons so much that s h e became
editor of the Montana Business Quart erly, president o f
the Staff Senat e at the Universi ty of Montana, and a
board member o f t h e Mazula County Un i t e d Way.
The
anecdotal evidence of the rural leadership pro grams'
s u c c e ss and impact i s overwhelming.
What you will a l s o
f i n d are individuals making comment s like the s e Michigan
program graduate s:
o
" Th e Kellogg program was the greates t experience
possible.
It opened up so many oppor tunities at
an e a r l i e r age than might otherwise have happened."
�16
o
"My community has a ccep ted me as a responsible
leader and entrusted me with much more t h a n I
wou ld have imagined f i v e years e a r l i er .
I t wa s a
gra tifying feeling. "
o
"I am no longer a p assive s pectator but an a c t i v e
participant."
o
"I have much more to offer th an I re alized.
I
feel I am more outgoing a nd givi n g now and am more
willing t o ge t involve d rather t h a n s i t t i n g b ack
and watchi ng."
o
itA lot of peopl e who have pa rticipated in the
program have th e po ten tial to l ead .
What they
gained through t h e i r association wi th t h e program
was self confidence to speak up; s e l f confidence
t o st a n d up."
�17
Thes e types of sub j ec tive evaluation were, and
certainly are, impor tant.
Ye t , in the hallway s of
academe and st a t e l egislatures ; i n t h e crunch of comp e ting
demand s f o r l i mi t e d i n s ti t u t i on a l , g ov e r nme n t a l and
philanthrop ic fi n a n c i al s u p p ort ; th e re is always a
c o n c e r n f o r more quanti fiab le, sc h o l a r l y and rese arch-ba sed
eva lua t ion s of new pro grams.
h av e such concerns.
We recogniz e tha t you
So , obv iou sly , do e s t h e Ke llogg
Fo u n d a t i o n i n determining th e impac t of i ts g r a n t ma k i n g .
We have a ls o con sidered s u ch a n in - d e p t h evaluat ion
cri t ical t o po ssibl e expansi on of t he rura l l e a d e r s h i p
d evelopme nt program a pproach.
The Foundation wa n t ed a
benchma rk for ev a l u ati n g the merit o f n e w p r o p o s a l s
submit t ed for adapt ing t h e rural leader sh ip devel opme n t
p rogram s t r a t e g y to o ther lo cal and st at e ne ed s.
And,
c ert a i nl y, there wa s an equal ly apparen t ne ed t o do cumen t
both t h e success es and shortcoming s o f t h e pilo t p r o g r ams
before spon so r ing a con f e r enc e , s uc h as t h is one , which
�18
would expend your t i me and re sourc es, a n d t hose of
Washing ton S ta te Un ive r s i t y and the Ke l l o g g Fou n dat i on .
You wi l l l earn more ab o u t Bob Howe ll ' s comprehensive
eva lua tion of t h e rural l eade r ship d evelopmen t pro g r ams
l at e r i n t h e Con fer ence.
Le t me j u s t say tha t the
e v a l u at i on provide s s trong ev idence t o s u b s t a n ti a t e the
subje c t i ve , anecdo tal r e s p on s e s o f p rogram gradu a te s.
It reve a l s tha t gradua te s o f these in tensive publi c
a ffair s l eade r sh ip dev elopmen t p r ograms b e com e more
involv ed i n l e a d e r s h i p r o l e s rela ted to prov id ing
publ ic se r v ic e s , a n d they al s o become more involved i n
co llective e ffort s conc erned wi t h economic af f a i r s a nd
ar e more ef fect i v e l e a d e rs i n local c ommu ni ty d ev e lopmen t
ef for t s .
�19
IV.
Certainly, thi s audi ence ne e ds no l i t a n y of lament 2
on why America today -- more than ever -- s o desp erat ely
needs such rural leaders or "agricul tu ral state smen."
We have moved f r om an agrarian to an urbanized soc i ety .
Of even more severe con sequence i s t h e continued maldistribution accompanying agricultural technology.
Gener al ly, rura l areas continue to face declining
income bases, which make i t difficult - - even impo s s ible -to maintain c ruc ial he a lth services, educationa l and
recreational serv ice s, and the type s of gen e r a l s o c i a l
s ervices most American s take for gran ted.
Today, we
s e e c o n f l i c t i n g demand s being p l a c e d upo n our rural
communities.
I n some cases, rural areas are e x p e r i e n c i n g
new l evels o f population and g eneral economic growth
generated b y avai labi lity of na tural re sources for
energy e x p l o i t at i o n , by t h e decen tr al ization of indus try ,
�20
o r by t h e d e s ire of peopl e to live away f r om t h e urban
mi li eu .
With t h e t e chnologica l advanc e o f agri culture,
there ha s b e en a spec i alizat ion and f r a gme n t at i o n -- i n
t h e f a bric of agricu ltural rese arch, i n the i n d u st r y of
fa r mi n g, i n th e maz e of f a r m o rganiz at ions and inst itu tion s
whi ch serve agr iculture.
In a l l of t h i s , t h e r e is a cen t ra l ne e d for rural
le adership.
In 1 9 7 4 , on the eve o f Richard Nixon 's r es i gnat ion
f r om th e Presidency, Time Magazine publ i s h e d a 38-pag e
s pe c i al sect i on o n l eader ship.
Th e mag a z in e obs erved
that, and I quote:
"In the U.S. and round the world , t h e re is a sense
of d i mi shed v i s i on , of g lob a l pro blems t h a t a r e
overwhe lming the c ap ac i ty of l e a de r s . "
�21
The re a r e o bvi ou s l y more authori ta tive and s c h ol a r l y
s o c i a l ob s erver s than Time Mag a z i n e .
analysi s see me d r i g ht on t a r g et t h e n .
t h e l eade r s h i p i ss ue i s more a cu te.
Ye t t h e mag azine's
To d a y , in 1 980,
I n t h is el e ct i o n
year, as we f a c e persis tent i n fl a ti on , unc ertain energy
s upplies, and a v o l a t i l e s o c i al a n d p oli ti c al cl i ma t e
worl dwi de , o n e get s th e f e e l i n g t h a t American s wil l
s o o n , i n th e words of Spanish philosopher , wr i ter and
s t a t esma n Or t e g a y Gasse t , r i se forth wi th "a formidab le
cry .. . a sking for someone o r some t hing t o take command. "
..
The probl e m i s profound; a n d r ea c h e s f r om the presidency
down t h r ou g h t h e s t ate and loca l g overnments, t o s c h o o l
bo ard s, n eighborhood ass o c ia t i on s , volunteer human
servi ce ag e nc i e s, and almo s t al l o ther aspe c t s o f life
in b oth urban and rural Amer ica.
An d what , sadly , has
b een most absent a re t wo key ingredien ts of l eadership:
the ability t o be educated and to e d u c a t e .
�22
Those rural dichotomies which we d iscu ssed at
Michigan State Un i v e r si t y in 1958 and which l e d t o th e
Kello gg Founda tion' s i n i t i a l r u ra l le ad ership program
involvement in 1 9 65 , absolutely pale in comparison to
t h e problems fa cing rural America today.
More and more
f r e q u e n t l y , we need to educat e and e n l i g h t e n rural
ci t i z e n s ; t o giv e them as "agricultural s t a t esme n" the
ability to carefully weigh and balance a comp l ex array
of i s sues and judgments in t erms of overall s o c i a l
benefi t.
Th a t l e a d e r s hi p need, and the conflicting
rural demands I mention ed re g a r d i n g na tural resource s
and e n e r g y e x p l o i t a ti on , were brought home v e r y v i v i d l y
t o me during a conversation with some o f you l as t
spring at a rura l deve lopment workshop in Pullman,
Wash ington.
Workshop par tic ipan ts we re t a l k i n g abo ut the
energy crisis and its great i mp a c t on Ea s t e r n Washington.
Spec ifically , Washing ton Governor Dix i e Le e Ray has
�23
proposed that a grea t l a n d are a be s e t aside as
~
reservation i n Eastern Washington for t h e developmen t
of 18 t o 22 nuclear power generators.
I f that happens,
it will o f course caus e a great influx (o r outmi gration)
of population and will be received with mixed reaction
by whatev er part of the s t a te i s s e l e c t e d for such a
development .
Th e p rosp ect and cons truc tion of one or
more nuclea r generators will have s i mi l a r impac t on t h e
local communities a ffected.
The n et is that most of
Eas tern Wash ington probably will experienc e s i g n i f i c a n t
change.
During the workshop in Pullman, I asked parti cipants
s everal que st ions r elating t o t h e r e a lit ies of community
and regional development a s reflect ed i n pas t and
potential p lans for energy d eve lopment.
For examp le,
t h e Grand Coule e Dam is in Ea s t e r n Washington and ha s
made a tremendous impact there as well as s e r v i n g as a
p ower source for the West Coast.
I asked th e qu estion,
"I f t h e Grand Coulee Dam had not y et been buil t, s h o u l d
�24
it b e bu il t , and cou ld it be bu i l t"?
The concensus
s e e me d t o be tha t y e s , it should be bu il t -- the bene fi ts
t o soci e ty hav e f a r exceeded the var ious nega tives.
Bu t , whi le it s h o u l d b e built, it could not b e buil t
for a whol e va r i ety of r easons -- legal c o n st r a i nt s ,
envi ronmen tal cons idera tions , ac t ivist groups.
The r e al d i l e mma i s t h a t there are no t enough
t r a i ne d rural l eaders c a p ab l e o f analyzing such ma jor,
multifa ce ted , and o f ten hi ghly e mo t i o n a l i ssues as
nucl ear or hydroel e ctric power i n t erms o f e c on omic and
soci al need s a n d prioriti e s
of
t h e i r l o c a l communi ti e s,
s ta te , th e agric u ltural s e c t o r , and our n a tion as a
who le.
We n e e d rural le a de r s who are no t f ri gh t e ned by
t h e compl exity and in t e r r el a t e d n e s s of rural prob lem s
a n d opportunities; a n d rural lead e r s who can work
e f fectiv ely with th e i r ne ighbors and wi th peopl e o f
v a r y i n g e du ca t i o n a l , ec o nomi c a nd p o lit ical b a c k g rou nds
�25
and per suasions.
I am reminded of a sta temen t by John
Gardner, past U.S. Secre ta ry of Health, Education, and
Welfare, and more recently identified with Common Cause
and t h e Independen t Sector.
Gardner s a i d t h e p r o b l e m
is that our coun try i s caught in a savage cross f i r e
between uncritical lovers and un loving critic s.
You
have to ponder tha t sta tement for a momen t, but I think
he was s a y i n g tha t a t one ex treme we have t h e s o - c a l l e d
uncritical love rs --the peopl e who are so e n a mo r e d of,
s o enthusias tic about our pre s ent in s ti tut ion s and t h e
way t h e y work, they aren 't wil ling to tol erate any
change in t h e sta tu s quo.
At th e other e x t r e me , we
have t h e unloving criti c s -- the ma lcontent s and activi st s
who are t o t a l l y di senchan t ed with our p r e s e n t s y s t e m
and will do every thing t h e y can to tear i t down without
making any con structive recommenda t ions.
What we need
to develop are rural l e a de rs who are critical l ove r s or
loving critics -- individuals who hav e a deep apprecia-
�26
t i o n and r e spect for v a l ues t h a t we have inherit ed, and
a willingne ss to t r y t o ma k e c hange s t o a c c ommo d a t e t h e
need s o f the ' 80s and the '90 s.
v.
Th e prov is i on o f e x p a n d ed o ppor tuniti e s t o d evelop
such l eadership s k ill s, a n d such " loving c r i t i c s ," is
at
t h e v e ry h e a rt o f t h e p ilo t ru ral leadersh ip development
programs fund e d b y th e Kel logg Foundation dur ing t he
pa s t 1 5 y ears.
Such oppor tuni t i e s are mor e ne eded
today than t h e y were i n t h e "payl e ss paydays" of t he
la t e 1950's and tha t e a r l y Saturday mo rning me e t i ng of
Co o pe r at i ve Ex t ension p eople a t Mi c h i g a n St at e Un i versity.
The re solu tion of rural developme n t i s s ues withi n y ou r
ind ividual s t a t e s and commun i ties will go nowh e re
wi thout popular understanding a nd pa r t ic ipat i o n .
The
chall enge is to make i t p o s sib le f or p eop l e to take t h e
�27
lead in handling t h e local and sta te-ba sed proc ess o f
rural d evelopmen t.
For ty ye ars ago, M. L. Wilson i n a n ar tic l e published
i n th e Year b ook o f Agr icul ture cl early p o in ted out t h e
e s s e n t i a l framework in whi ch even t o d a y' s rural le a d e rs hi p
mus t opera te.
He said:
" Refo r m and a g r ic ultu r e mus t grow f r om t he
ground up a nd be buil t u p o n t h e solid ro ck
o f democra ti c o p i ni o n .
It must answe r t h e
d e s ire s o f f a r m p eop le and t hey mus t
de termine it s f o r m.
I t s charact er must b e
shap ed ou t of th e s o i l of th i s coun try;
and agricu l tura l le a d e r s h i p c a n do no
b e t t e r t h a n t o prov id e devices whe r eby the
rank and fi le may s e t t h e ir local problems
i n to a n at iona l pe rsp ective , he lp t o
�28
articulat e t h e opinions that are formed on
t hi s ba sis, and f i n al l y , assist i n t u r n i ng
ideas i n t o action."
We believe there cont inue s to be such a chal leng e
and such an opportun ity in 1 9 8 0 .
These rural leadership
deve lopment programs provide an avenue for each of you
to make a ma jor, lasting impact in prepar ing your rural
c itizen s, your commun ities, and your states t o d eal
with emerging problems of rura l l i f e in a ra tional,
balanced, and respon sive manner.
work toward that end.
Thank you.
We are a l l here to
�
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Russell Mawby Papers
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Charities
Family foundations--Michigan
Philanthropy and society
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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.
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W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Russell Mawby speech, Leadership Development for Rural America- Building on Success
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Mawby, Russell
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Speech given November 10, 1980 for the W. K. Kellogg Foundation at the Rural Leadership Development Conference.
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Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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W. K. Kellogg Foundation
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Agriculture
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https://digitalcollections.library.gvsu.edu/files/original/733453a35b112a82713c4609512eefeb.pdf
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(
PUBLIC SERVICE
Address by
Russell G. Mawby
Chairman and Chief Executive Officer
W. K. Kellogg Foundation
at the
lOath Annual Meeting
of the
National Association of State Universities
and Land-Grant Colleges
Plenary Session
J. W. Marriott Hotel
Washington, D.C.
November la, 1987
I
The oldest tradition of the members of this association is the spirit
of public service.
When the Universities of Georgia and North Carolina
were created two hundred years ago as our country was being formed, when
George Washington advanced his plan for a national university, when
Thomas Jefferson sat at Monticello watching through his spyglass the
growth of the University of Virginia, the central intent of all the
founders was to set higher learning within a public context.
In their
vIew, collegiate study should be guided by the pr inciples of the
�Constitution, by democracy and independence, by ability and ambition,
not by religion or heredity.
The new nation needed an abundant supply of
leaders to serve its varIOUS needs.
to all who could benefit from it.
Access to education should be open
The curriculum should include
practical and contemporary subjects as well as theoretical and classical
ones.
Research, or the creation of new knowledge, was not a clearly
articulated role for these institutions, though the records show frequent
references to exper imentation and demonstration.
Such were the
aspirations of our pioneers.
These ambitious goals were too broad for the new little state
colleges to achieve .
Sixty years after the first cluster of them was
founded and again thirty years after that, Congress created two waves of
land-grant institutions, each one intended to bring the benefits of
higher education to a sector of the population hitherto denied it, a new
part of the public.
For these eighteenth and nineteenth century pioneers, public service
meant essentially the instruction on campus of young, white, free men 16
2
�to 22 years of age.
The enlargement of the clientele even within that
age group was not to come until much later and after much strife.
It took a hundred years for research to become a formal part of
public higher education.
This association was founded in 1887 by the
same tiny group of leaders who were fighting to persuade Congress to
suppport scientific agricultural research in the colleges.
Even as your
Association was being founded, the eyes of the general state universities
were first beginning to be dazzled by the accomplishments In scholarly
study at the German universities.
But In our country research did not
take its place as an established public university function until well
into the twentieth century.
Public serVIce, as a clear-cut separate principle, distinguishing it
from the serVIce of the public interest through collegiate programs of
teaching and research, entered the American university about a quarter
century after research did.
Seaman Knapp, one of your Association's six
charter members, wrote the Hatch Act supporting research which was passed
In 1887.
In 1914, Knapp's pioneering work in agricultural extension was
3
�established nationally by the Smith-Lever Act.
Meanwhile the movement
for general university extension, which began at Cambridge University In
England In 1873, swept through the American public colleges in the early
part of the twentieth century; the National University Extension
Association was founded in 1915, one year after the Smith-Lever Act
established agricultural extension.
II
The term "public service" has come to evoke many images; its breadth
is better understood by citing familiar examples than by defining a core
idea.
When we mention public service, we think of the Cooperative
Extension Service, general extension, lifelong learning, community
development, continuing education, distance teaching, and other aspects
of our vision of a learning society.
President Van Hise of the
University of Wisconsin established the spirit of university public
service early In this century In his often-quoted comment that the
boundaries of Wisconsin's campus were the borders of the state.
4
�Public service sprouted in test plots and on model f a r ms that ringed
the small towns of rural America.
In town halls, public serVIce takes
the form of music played by visiting soloists or musical groups from the
university or programs on myriad topics drawn from the full range of the
university's disciplines.
Public service IS altruistic, as students and facu l ty who volunteer
for everything from literacy coaching to the United Way fund drive will
tell you.
Its instruction is also found in the marketplace, as legions
of managers, entrepreneurs, and labor leaders can attest.
It lives on
campus in semInars, symposia, workshops, and residential conferences, but
it travels far off campus and until late at night with extension
lecturers.
(The term "extension" is used In the generic sense,
encompassIng all of the outreach or extension activities of the
university, including the work of the Cooperative Extension Service of
the land-grant institutions.)
Public serVIce is old enough to be a
tradition, and contemporary enough to bounce off satellites.
It looks to
the past as it fosters local history clubs and moves out to the frontier
5
�of the future as the university cooperates with industry and government
to translate theoretical knowledge into practical benefits.
Public service credits the experiential learning of adults so that
they can establish the formal base of their education.
It offers study
opportunities to professionals so that they can stay at the forefront of
their practice and can know how to accommodate to changes in their career
patterns.
It dispenses information In a stream of publications, radio
and television broadcasts, correspondence course lessons, facsimile
reproductions, audio and video cassettes, and reports from computerized
data-banks.
Public service offers direct help to individuals, communities, and
the whole society.
It gives a seal of approval to the products of farms
and factories, it accredits other institutions, it helps public officials
master their managerial problems, it offers consultation to non-profit
institutions and associations, it helps government bureaus know how to
conduct their business, it sponsors clubs and holds competitions for
6
�young people, it provides exhibits at county fairs, and, during Farmers'
Week, it sometimes turns the whole campus into a massive exhibition and
classroom.
All of these public serVIce activities draw upon and are true
to the teaching and research mission of their sponsors.
III
It would be possible to go on at some length evocatively naming
university activities we would all agree to be public service because
they express creative ways of bringing the rewards of higher education
into the life patterns of all segments of our extraordinarily diverse
population.
As the public universities have grown and matured, the triumvirate of
their mission -- teaching, research, and pUblic service -- has become
generally accepted, at least In rhetoric.
identifiable tendencies have occurred.
In this process, two clearly
First, teaching has become
narrowly defined, referring only to that which occurs in a classroom or
laboratory setting, usually on campus, with students enrolled in courses
7
�for credit leading to credentials.
The vast array of other teaching
carried out by university faculty in less formal settings and structures
is lumped ignominiously into public service.
Non-traditional patterns of
teaching, often with non-traditional students in non-traditional
settings, is thus relegated to a position of lesser status.
Second, the research mission of the university, though the latest
entrant on the scene in some respects, has become omnipotent.
Professors
who neither teach nor directly address attention to public concerns are
exalted.
Publication IS essential to faculty success.
Basic research is
preeminent, while those research efforts described as "applied" are
viewed with less acclaim.
Thus, In the academic life of public
institutions today, research represents the ultimate exerCIse, with
teaching -- especially at the undergraduate level -- seen as a mandated
duty, and public serVIce an obligation too often accepted with reluctance.
In analyzing further the public service dimension of public higher
education, an even broader theme must concern us today.
Public
universities perform several large categories of activities which do not
8
�seem to be centrally concerned with either teaching or research.
If the
pUblic university has only three functions, as the program of our meeting
implies, then these other activities must be public service even though,
up to now, few people may have thought of them under that rubric.
Here are five examples of what I mean:
The first 1S the preservation of knowledge, a goal which universities
seek in myriad ways but most notably 1n libraries, museums, galleries,
and special collections.
It might be said that preservation 1S merely a
support to teaching and research but a moment's thought reveals that such
is not the case.
be preserved.
A university preserves knowledge because it 1S there to
Its "utility," whatever that is, may not be evident for
decades and much of what is carefully saved will never again be seen by a
purposeful eye.
But we must over -save so that we save enough.
And so it
can be argued that the careful storage of facts and artifacts 1S part of
the service which a university provides to its public.
A second kind of activity is the provision of aesthetic experience .
As has often been noted, universities have become the American parallels
9
�of Renaissance princes, Germanic royal courts, and modern European
governments.
The rich profusion of music, painting, sculpture, ballet,
drama, and all the other arts which pours forth on a university campus
can make its neighborhood a delightful place to live.
The quality of
artistry is often so high that it commands the attention of renowned
critics.
More than that, concert bureaus, radio, and television carry
campus-based arts out so widely that Van Rise's desire is realized more
fUlly In this respect than In almost any other.
It can be argued that
aesthetic provision IS part of the university's teaching function.
That
is undoubtedly true for some people -- but are the arts basically
didactic?
Do artists write, perform, and paint because they want to
teach or because they want to fulfill their talent?
Do people listen,
watch, or read because they want to learn or because they want to enjoy?
I hope that in both cases, the second answer is the major one.
If it is,
the provision of aesthetic experience must be considered as a public
service.
10
�A third cluster of university activities worth examining are those
related to the direct consumer services which universities provide to
their communities.
They maintain hospitals, clinics, testing
laboratories, publishing companies, hotels, restaurants, book stores, and
many another kind of institution or serV1ce.
In some measure, these
facilities and services are thought necessary to support a university's
instruction and research but it 1S fair to wonder how valid that argument
is.
For example, do we need university laboratory schools in which to
conduct research and train teachers when public and independent private
schools all around us offer a more natural setting?
Is a university
school really maintained because it is an amenity for the university
community, particularly the faculty?
The same questions could be asked
of the other direct consumer services and institutions of the
university.
provided.
Note that I am not saying that such services should not be
All I say, echoing Cardinal Newman, 1S "call them by their
right name."
The right name of many of them 1S public service.
11
�A fourth contribution of universities is the custodianship of young
people of collegiate age.
In other parts of the world less wealthy than
ours, there is an economy of scarcity.
for students exist and there
IS
Only a limited number of places
vigorous competition for them.
The
chosen few must work very hard to graduate but almost all of them do so
- - and then they are set for life.
We reject such a system.
We want
every door to be open to every young person who can possibly profit by
entering it.
While we no longer be lieve in completely open admission to
college, we are prepared to admi t most young people who want to enroll,
so that they will have a chance to "find themselves" and so that their
further maturation will occur under relatively safe circumstances.
Some
people even cynically argue that families will support (financially and
politically) a university which cares for their children at relatively
low cost.
In the late 1940s, student bodies included many young men and women
who had been to war and had grown up before they came to college.
Old -timers still talk about those wondrous days when students really
12
�wanted an education and insisted on getting it.
We have many such
students today, but we also have many who are enrolled with little sense
of purpose.
I could not estimate what proportion of our current students
are basically custodial cases but, In airplanes and student unions and
other places, I have sat beside too many of them -- bright, fresh,
attractive youngsters enrolled in a hodge-podge of trivial undemanding
courses and never quickening into a lively interest when asked about any
of the subjects they are "taking."
How many of these are enrolled
because they have no better place to be?
What percentage of our graduate
and professional enrollees have stayed on because they did not know what
else to do with themselves after they had a baccalaureate degree?
care of such people teaching or IS it public service?
Is the
All I say is "call
it by its right name."
The fifth kind of activity is the university's role as entertainer
for the masses, particularly the masses who watch intercollegiate
athletic events.
It seems unlikely that anybody would argue that our
vast expenditures of time and money In such sports can properly be
13
�allocated to either teaching or research.
They must therefore be counted
as part of our public service.
In addition to teaching and research, other major forms of university
service than these five may exist; if so, I hope you will mention them in
our discussion.
As for me, five is enough, particularly since I now
propose to go beyond the analytical impartiality I hope I have shown up
to this point.
I plan to make some suggestions.
IV
Let me introduce them by reminding you that policies concerning
public service are often as hard to state and maintain as are policies
concerning teaching and research.
Universities do not merely respond to
social demand or request; they use their advanced knowledge to try to
perfect society or, at any rate, to challenge it directly.
We look to
our universities to be out front, setting a visionary agenda for society
-- providing leadership In addressing significant societal concerns.
Thomas Jefferson said that In founding his university "I was discharging
the odious function of pouring medicine down the throat of a patient
14
�insensible of needing it."
When Seaman Knapp sent agents out into the
field, they sometimes found armed posses of farmers waiting at the county
line to turn them back.
Being the thought leaders for society IS not
necessarily an easy or popular task.
Decisions about public service -- what to do or not do, when to begin
and when to end, whether to persevere or concede -- must, like all other
university decisions, be made In each specific case in terms of a ll the
relevant facts and values.
But after 75 years of full-scale experience,
the major lesson we have learned about university-based public service IS
that it is
b ~~~__~onc e i ve d
as dynamic and creative teaching and research
carried out in the full dimensions of the human life-span and the broad
range of human association both on and off campus.
This fact is not surprIsIng because in this country public service
originated essentially with agricultural extension.
Our pioneering
founders wanted to extend in myriad ways, the knowledge of the university
to new audiences.
They quickly discovered, however, that activities
undertaken for the purpose of public service greatly influence a
15
�university's whole pattern of teaching and research.
Early in this
century, when county agents went out to farms to carry the message of
scientific agriculture, they found problems for which there were no
existing solutions; In responding to such needs, both experiment stations
and resident programs of teaching In agriculture were transformed.
Such
fields of professional education as social work, nursing, librarianship,
elementary and secondary teaching, school administration, and business
management were first developed or greatly enhanced by teaching in the
field.
Many bodies of content or forms of teaching are first tested
beyond the periphery of the campus.
Some prove to be good enough to be
spread widely through the university's practice; others can be
conveniently forgotten.
v
If we were to judge the levels of quality of various forms of
university public service, I think we would do so in terms of the extent
to which they incorporate teaching or research.
In the early days of
Cooperative Extension, this principle was embodied in the practical rule
16
�that a county agent might teach farmers how to cull their flocks of
chickens, but he should not do the cUlling himself; similarly the home
advisers should teach the principles of diet, not merely pass out
recipes.
The professor of management teaches businessmen the principles
of his art but does not run their businesses for them -- at least not on
university time.
Public policy forums are based so far as possible on
facts, not opinions.
The forty-year-old must be taught in a different
way than the twenty-year-old and the seventy-year-old learns in still
another fashion; to the extent that we grasp and respond to these
differences through the results of research, we shall fulfill our purpose
to have true extension, not merely off-campus imitations.
How would we apply the tests of relevance of teaching and research to
the five other forms of public service?
The mass entertainment that universities provide, particularly by
exhibitions of their coach-dominated sports, seems to be a clear
illustration of how public service needs to be related to teaching and
research.
We try very hard these days to stress those relationships.
We
defend our sports exhibitions by talking about character-building, about
17
�openlng up the opportunities for a college education to disadvantaged
young people, about the financing of all-student-body sports programs
from television revenues, and about the development of the academic field
of sports medicine.
Some of the reforms instituted by athletic
associations are related to the establishment of academic standards; they
seem pathetically low but we are told they are the best that can now be
achieved.
They will probably not be enough.
Faculties, administrators,
and accrediting associations still have much to do before they can feel
at peace with themselves and with the discerning leaders of society.
The consequence of big-time athleticism which bothers me most has to
do not with its role as a public service but with its impact on campus
instruction.
The ancient Greeks believed that the education of the free
man was deeply concerned with the perfection of the body, a conception
that has been central to educational thought ever since.
Livingstone, the modern classicist, put the idea this way:
Sir Richard
"The virtue
or excellence of the body is health and fitness and strength, the firm
and sensitive hand, the clear eye . . . . . The trinity of body, mind, and
18
�character IS man; man's aIm, besides earning his living, is to make the
most of all three, to have as good a mind, body and character as
possible; and a liberal education, a free man's education, IS to help him
to [produce] as perfect and complete a human being as may be."
The
training of the body does not seem central to modern discussions of
either athletics or the college curriculum.
Today anybody who advocates
education for the perfection of the body tends to be scorned as just
another apologist for high pressure athleticism.
I
hope that health and
physical education depar tments will someday live up more fUlly to the
literal promise of their name and that their professors will be central
figures In all discussions of liberal education.
The need for the custodianship of young people by universities is
heightened by the scarcity of excellent teaching, though the root causes
may lie elsewhere.
Surely we want to reduce this custodi anship as much
as we can though we will never do so entirely.
We have always had
students who were not very much interested in learning - - perhaps
including Rosencranz and Guildenstern -- and presumably some of them will
19
�always be with us.
More than that, we want an open campus environment
where initial aimlessness can be fused into purpose because exciting
intellectual opportunities are available.
We believe that the
acculturation which the campus provides is important for the maturation
of young people.
license.
To have freedom of choice we are prepared to risk
But if I read the signs correctly, the writers of national
reports, the authors of some current best-sellers, the eminent slgners of
petitions, and , most important, our f aculty curriculum committees are
agreed that fairly drastic steps need to be taken to strengthen
instructional programs.
If students had more experience of life before
they enrolled, like the veterans of the late 'forties, they would solve
any problems of slackness by the demands they would make on the f aculty.
However, short of war or some other vast campaign of national service
(which we ought to seriously consider as a part of the socialization
process for future generations), we will probably have students of about
the same age as at present.
If so, we must take the initiative to see
20
�that as few of them as possible are simply spending critically formative
years in our custodial care.
The direct consumer services which universities provide, sometimes
with a lavish hand, usually cannot be separated very far from a teaching
or research mission.
A kind of ebb and flow seems to occur.
New
facilities or services for the pUblic are created because they are needed
for teaching and research .
They fulfill that purpose fUlly for a time
but after a while forces begin to operate which make them hard to
maintain.
Commercial purveyors of the same services complain and
compete, the demands of the clientele require changes which do not fit
the best instructional or research patterns, costs mUltiply, schisms are
created between people oriented to serVIce and those committed to the
original purposes:
these and other conflicts finally lead to closing,
sale, or transfer of function or property.
Meanwhile a new facility or
service for another purpose is launched and observers at its dedication
wonder how long it will take to run the familiar course.
21
�On a few campuses the provision of aesthetic experience seems close
to being a prIme function, parallel to instruction and research, but in
truth it is almost always related to both .
In the musical realm, for
example, concerts are given chiefly by students and by full- or part-time
faculty, productions are learning exercises or expositions of the fruits
of a professor's scholarship, performances by v isiting artists are
preceded and followed by interpretive analyses, and broadcast
performances are chosen and introduced by scholars.
As with mUSIC, so
wi th poetry-reading, drama, ballet, painting, sculpture, and all other
expressions of art and high culture; aesthetic appreciation is dominant
but it IS reinforced by the desire to learn or to teach.
In preserving knowledge, universities provide a public serVIce which,
while it IS usually associated with teaching and research, can stand
alone as a prime function if a university wishes to consider it one.
Outside the university, museums and independent special libraries build
their collections and then make them available for rese arch and
teaching.
To an encouraging degree, museums and libraries are coming to
22
�be seen as valuable teaching institutions in themselves.
To whatever
extent finances permit, universities can do the same thing, selecting,
storing, and displaying books and other objects In terms of a judgment of
their present and future value as aspects of culture.
In pursuit of this
end, they can plan and link their collections together by computers and
other means so that duplications can be eliminated and much greater
cumulative resources can be maintained to enrich the future.
I am
prepared to accept this function as being co-equal with research and
teaching, reinforcing both but being worthy of independent support.
To
do so is to hark back to the ancient formulation that the three purposes
of a university are to seek, to convey, and to preserve knowledge.
And now, back to the basic forms of public service: teaching and
research.
In fulfillment of the university's public service mission, the
teaching function of the university must be broadened and deepened, to
fUlly incorporate the varied ways in which teaching must be performed in
response to changing demographics and contemporary needs.
Regular class
enrollment will continue to be important, but only as a part of a vastly
23
�larger whole which includes such lifelong educational services as
conferences, seminars, lecture and concert series, telecommunication
through many media, field-staffs reaching out to places sometimes far
distant from the home campus, and the prov ision of learning opportunities
for many constituencies, including agriculture, industry, commerce,
labor, families, voluntary associations, and solitary individuals.
This
change from youth-dominated education to a lifespan education conception
will require countless changes In policy and practice within
universities, the most important of which will be to give it legitimacy
within the practices of faculty recruitment, promotion, and reward.
Universities quite properly are classically critical of other social
institutions which fail to remain contemporary in structure and in
adoption of modern technology in performing their services, even when
sweeping changes may be a consequence.
In reviewing their teaching
activities, universities should be introspective with equal rigor.
current failure to recogn Ize excel lence in teaching, whe r e ve r and In
whatever form it occurs, is inexcusable .
24
The
�Similarly, the research efforts of the public university must be
carried out with an ultimate concern for their relevance to societal
concerns.
This in no way threatens the essentiality of so-called basic
research, for which the ultimate benefits and consequences may not be
envisioned.
But it does suggest that basic research alone does not
adequately fulfill the public's legitimate expectations ln consequence of
their massive support.
There must be accountability beyond peer review.
The results of research must be integrated into the university's teaching
mission, available to all -- both on and off campus -- who can use it.
To fail to do so is to fail to fulfill the complete university role.
The
genius of the public university lies not in its teaching or its research,
but ln the creative integration of the two to serve various publics.
Ultimately, society's needs will be served by the public institutions
it creates and sustains -- or, as in the past, new systems will be
established to replace those which disappoint.
The amazlng proliferation
of independent, non-university-based, publicly supported research
institutes and the explosion of non-university-based programs of
25
�continuing education for the professions and other special interests
illustrate this response to public need.
To the extent that such
initiatives can perform these functions equally well, independent of the
intellectual base which the university provides, these trends may be
socially desirable.
To the extent they erode the role of and support for
pUblic universities and are simply a consequence of institutional
failure, they should provide cause for concern.
VI
Until now I have remained true to my assignment:
to explore public
service as one of the proclaimed three functions of the public
university:
teaching, research, and public service.
The whole thrust of
my talk is to suggest that these three are inseparably allied.
But, as I
suspect we all recognize, they are analytically different from one
another.
The effort to make them fit together in a logically consistent
triad raises many more questions than it answers.
the difficulty
1S
My own resolution of
to push the analysis to a deeper level and try to
identify the two different categories into which the three purposes
fall.
26
�All of my foregoing analysis suggests that the basic functions of the
university, the work it most essentially does, are teaching, research,
and (some would say) the preservation of knowledge.
Other major
activities of the university - - extension, mass entertainment,
custodianship, or the provision of aesthetic enjoyment or of consumer
serVIces
ga In legitimacy only to the degree that they are linked with
teaching and research.
Some people believe that the preservation of
knowledge should a lso be restricted to materials which can be related,
now or In the future, to the two basic functions.
Thus, public service IS not a function but a principle which animates
and guides the basic work of a university.
Programmatically, it meant
one thing at the founding of your first institutions; it means something
quite different now.
It is the desire directly to serve the social order
which created, needs, and nourishes the public univers ity.
only such principle.
guiding influences:
It is not the
One can readily think of at least three o ther
the tradition of the university as an institution;
27
�the development of the disciplines as bodies of knowledge; and the desire
to serve the specific students enrolled both on and off campus.
All four princip les are evident In a university's structure an d are
powerfully felt In its operation.
Constant tension exists among them,
since each, if carried to its extreme, contradicts or denies the others.
The complete traditionalist remains loyal to long-established standards,
disdaining both new knowledge and the des ire to accommoda t e immediate
student needs; he looks with distaste at public service unless it can be
shown to ha ve been fa vor ed by Abelard.
An equal provincialism can be
found among those who focus entirely upon the disciplines, upon the
immediate needs of students or, for that matter, upon pUblic serVIce.
A
challenge fo r university leaders is to balance the operation of the
principles reasonably well.
While all universities now engage in pUblic service, it has been most
truly fulfilled In the state un i versities which is why they proclaim it
to be part of their central triad of purposes.
The desire to respond
directly to society and, In turn, to incorporate the ideas thus gained
28
�into the central fabric and processes of the institution has been a
powerfully generative force.
to their world-wide emi nence .
It has helped bring the state universities
It has led to the creation of new
categories of institutions of higher le arning, such as the regional state
colleges and universit ies and the community colleges.
the private universities.
It has challenged
It powerfully influences all new universities
overseas and it IS tr ansforming the ancient European instit utions wher e
the idea of higher le arning began .
At this Centennial meeting, we have
cause for celebration, SInce public service IS the spirit which animates
some of the best things we do.
We also have both a challenge and a gu i de for the future.
When our
major emphasis In public service was made up of those activities evoked
by the word "extension," we f ound t hat our deepest sense of reward came
when university scholars analyzed some part of society to see how it
could best be helped to Improve the quality of its life through t he use
of the university's resources of knowledge and instruction.
We did no t
do everything people asked of us but, by collaborative planning, gu i ded
29
�them to the realization that the problems of individuals and of society
could not be sol ved by immediately available remedies but required deeper
analysis and the use of more profound procedures.
As we enlarge our
conception of public serVIce, I hope that we shall follow t he same idea.
We should not simply oblige people by doing what they ask us to do.
triumphs of the future, like our triumphs of the
Our
present and the past,
can be achieved only if we hold fast to the idea that the public services
of a university should be creatively rel ated to its basic functions of
teaching and research.
In looking broadly at societal concerns today, there IS an almost
desperate need for our state universities to employ their marvelous
resources more creatively in serving public interests.
The agenda IS
virtually endless -- economic development and job generation,
biotechnology, environmental quality, health care, competitiveness, the
elderly, youth, energy, peace, welfare reform, rural and urban decay,
waste disposal, the cultural arts -- the l i s t goes on.
The success of
our society in addressing such issues will influence the quality and
30
�character of life for both current and future generations.
Is it too
much to hope, for example, that our public universities will provide
leadership in mounting comprehensive and coordinated ef f o r t s to deal with
such pervasIve prob lems as the plight of our nation's yo uth from infancy
through adolescence, using the best that IS known from all relevant
fields of study?
The superb knowledge resources of our state
univer sities must be more effectively mobilized to de al with such compl ex
concerns, thereby empowering people, through their institutions and
organi zations, to more effectively serve their own best interests.
In world overVIew today, the financial strength and capacity of the
United States is weakening.
As never before, there are limitations on
both public and private sources of support.
Those institutions of our
society which are essentially inward-looking will be increasingly
threatened.
To deserve the continuing public confidence and support which have
been enjoyed In the past, our public universities must demonstrate their
31
�capacity to be ever more socially useful to a society under stress.
In
so doing they will serve the people who sustain them and will be true to
the visions of their founders in setting higher learning within a public
context.
RGM:lpg
11/12/87
ll28c
32
�
Dublin Core
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Russell Mawby Papers
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Charities
Family foundations--Michigan
Philanthropy and society
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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.
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W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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1938-2012
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JCPA-01_1987-11-10_RMawby_SPE
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Russell Mawby speech, Public Service
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Mawby, Russell
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Speech given November 10, 1987 for the W. K. Kellogg Foundation at the 100th Annual Meeting of the National Association of State Universities and Land-Grant Colleges.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
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https://digitalcollections.library.gvsu.edu/files/original/39b9ed6b158ae934a0493ad3fcfb75fa.pdf
2a6e58cfdffb8b184b3d8d3231d8456a
PDF Text
Text
/1 II
4
"
"COMPARED TO WHAT?"
Remarks by Dr. Russell G. Mawby,
Vice President, W. K. Kellogg Foundation,
at the 22nd Annual Meeting of the
National Association of Extension 4-H Agents
Michigan State University
November 11, 1968
I.
Thank you for the privi lege of participating in this annual meeting of
your professional association.
As you know, 4-H means a great deal to me,
both personally and professionally.
4-H became a part of my life thirty
years ago as a member of the Peach Grove Rustlers 4-H Club in Kent County
and was a stimulating and rewarding chapter of my professional career during
8 1/2 years as Assistant Director of the Michigan Cooperative Extension
Service, responsible for 4-H and youth development programs; now I am a local
4-H Club leader in Barry County.
One of the most pleasant and gratifying
aspects of my days as a 4-H professional was the continuing association with
you and your 4-H Agent colleagues.
I have missed this since leaving the
University, and I welcome this opportunity to meet with you today.
When Jerry Malosh called early this year to extend this invitation on
behalf of your Association, it seemed a wonderful idea to
say~.
But as
the day drew near and I began to organize my thoughts for this occasion, I
became less and less certain that I could make a useful contri"oution to your
professional deliberations.
These are fast-changing times; dramatic and
exciting things have been happening in 4-H circles; it's been four years
since I traded my academic robes for a Foundation garment, and I began to
suspect that I was very much out of touch with the issues which concern your
profession.
Therefore, thanks to the helpfulness of our Chairman this
morning, Ed Poole, I met about two months ago with a group of Michigan 4-H
Agents for an informal disc us s i on of curr ent topics of concern.
I must
�o
b
se
r
v
equ
i
t
.
ec
a
n
d
i
d
l
yth
a
tt
h
eag
end
aw
h
i
c
ht
h
e
ysugg
e
s
t
e
di
sv
e
r
ymu
ch th
e
sam
ea
st
h
a
twh
i
ch I h
ad t
e
n
t
a
t
i
v
e
l
yd
ev
e
loped b
a
s
edupon my e
x
p
e
r
i
e
n
c
e
so
f
so
m
eye
a
r
sago
: (
a
)t
h
e4
-H p
o
s
i
t
i
o
ni
nExt
e
n
s
i
o
na
sa p
r
o
f
e
s
s
i
o
n
a
lc
a
r
e
e
r
;
(
b
)t
h
eb
roade
r con
c
ep
to
fanE
x
ten
s
ion y
o
u
t
h
a
g
e
n
tp
o
s
i
t
i
o
n
;(
c
)t
h
e4
-H
s
i
on
a
lr
o
l
e
:
p
ro
fp
.s
~
a
a
l
e
a
d
e
rv
s
.p
r
og
r
am m
e
cha
n
i
c
; (d
)thp
.u
s
eo
f
t
e
chn
i
c
a
la
i
d
e
sandp
r
og
r
am a
s
s
i
s
t
a
n
t
s
;(
e
)p
ro
fess
iona
lp
r
e
pa
r
a
t
i
o
nand
pr
o
f
e
s
s
i
o
n
a
lim
p
rov
em
en
t
; and (
f
)t
h
ek
ind
so
fi
s
s
u
e
sr
e
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l
e
c
t
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di
nt
h
es
i
x
sem
in
a
rs
e
s
s
i
o
n
sw
h
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c
ha
re a l
a
t
e
rpa
r
to
ft
h
isp
r
o
f
e
s
s
i
o
n
a
lme
e
t
i
n
g
: l
e
a
d
e
r
t
r
a
i
u
i
ng anddev
e
lopm
en
t
,u
n
d
e
r
s
tand
i
n
g yo
u
t
h
, wor
k
i
n
gw
i
th d
i
sadvan
t
a
g
ed
u
r
ban you
th
,d
i
agn
o
s
i
n
g an
dp
rog
r
amm
ing f
o
rp
rob
lem
s, r
e
l
a
t
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o
n
s
h
i
p
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i
t
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s
c
h
o
o
l
s
, andm
an
ag
em
en
t p
r
i
n
c
i
p
l
e
s
.
I suppo
s
et
h
e
r
eshou
ldb
e som
ecom
fo
r
tf
o
rm
ei
nt
h
i
sr
e
v
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l
at
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t
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ll p
r
o
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si
n4
-H w
e
r
eimm
ed
i
a
t
e
lyr
e
s
o
l
v
e
ds
imp
lyby t
h
ef
a
c
to
fmy
r
t
u
r
ef
romt
h
ep
r
o
f
ess
i
o
n
a
ls
c
e
n
e
. Mo
r
e se
rious
ly
, i
t
i
ssom
ewh
a
t
depa
~ s
a
t
h
a
tt
h
ep
r
o
b
l
e
m
s ap
p
e
a
rt
ob
e so m
uchth
es
am
ea
f
t
e
rt
h
i
s
p
ass
ag
eo
ft
im
eandt
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a
tsol
i
t
t
l
e
p
r
o
g
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e
s
sa
p
p
a
r
e
n
t
l
yh
a
sb
e
enm
ad
e i
nsom
e
v
e
r
yc
r
i
t
i
c
a
la
r
e
a
s
.
I
I
.
Th
et
o
p
i
cf
o
rmyr
ema
r
k
st
h
i
smo
rn
ing i
s"COMPARED TO WHAT? "
Mo
s
to
f
you know L
au
re
lSa
b
r
o
s
ky
, by n
am
ef
r
o
mh
e
rr
e
s
e
a
r
c
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r
i
t
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n
g
s abou
t4
-H i
f
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o
t
i
np
e
r
s
o
n
. L
a
u
r
e
l
, nowr
e
t
i
r
e
df
o
ra num
b
er o
fy
e
a
r
s
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a
s an i
n
f
l
u
e
n
t
i
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l
re
s
e
a
r
c
h
e
rand co
n
s
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lta
n
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i
t
ht
h
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iv
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t
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e
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e
a
r
ch andT
r
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i
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lEx
t
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on S
e
rv
ice
. I fou
nd he
rt
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ea m
o
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ts
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t
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n
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o
fthe F
va
l
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d coun
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a
t
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g4
Hp
rogr
a
m
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l
a
n
n
i
n
gf
o
rt
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u
t
u
r
e
. We
had o
c
c
a
s
i
o
nt
om
ee
t o
f
t
e
n
,i
nM
i
ch
ig
a
n and e
l
s
ew
h
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r
e
; andw
ed
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e
lop
ed a
p
a
t
t
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r
no
fg
r
e
e
t
i
n
gb
a
s
e
dupon h
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rd
ed
i
ca
t
i
o
nt
ot
h
econ
c
ep
to
fe
v
a
l
u
a
t
i
o
n
.
H
e
rg
ree
ting: "How
'
syou
rw
i
f
e
?
" My r
e
j
o
i
n
d
e
r
: "Comp
a
r
edt
owh
a
t
?
" Th
i
s
m
o
rn
ing w
et
u
r
nou
ra
t
t
e
n
t
i
o
nt
ot
h
equ
e
s
t
i
o
n
, "How
'
s4
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"
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o
mp
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r
ed t
owh
at
'
i
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'
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igh
t e
x
p
l
o
r
et
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s
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n
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romv
a
r
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o
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sv
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t
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ep
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s
. F
i
r
s
t
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o
r
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f
f
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, w
em
igh
t
~a
4
-H t
o
d
a
yw
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h wh
a
ti
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nt
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s
t
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e
r
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et
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nh
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t
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r
y
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-H h
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lop
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em
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t
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t
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Un
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ed S
t
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t
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n
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t
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s youw
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l know
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-H -t
h
e
nBoy
s and
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i
r
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sC
lub Wo
rk -b
eg
an a
tt
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et
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r
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r
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r
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ly
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s
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r
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ft
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tt
h
a
tt
im
ew
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sp
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gando
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y
. Emph
a
s
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w
a
s on t
h
ei
n
d
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lp
r
o
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l
e
a
r
n
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gby d
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,
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e
l
a
t
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s
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ayl
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g
. I
n1919
, ag
roup o
f
p
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r
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r
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r
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t
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l
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e4
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lub p
rog
r
am
; andt
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d
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e
wou
ld h
av
et
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s
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r
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-H a
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h
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t
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n
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o
rm
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le
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c
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t
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l
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am
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d
d
i
t
i
o
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h
e
r
eh
av
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n
n
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t
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lop
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x
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t
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s
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o
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n
t
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e
s
, and s
t
a
t
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s
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n
t
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r
e
s
t
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r
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t
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a
t
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h
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r
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r
t
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am
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st
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yw
e
r
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f
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e
a
r
s ago
. I
wond
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r Why
?
�L1 h
i
sbook
,
a~ .
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a
rdn
e
ro
b
s
e
r
v
e
s
: "W
h
e
no
r
g
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n
i
z
a
t
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s
and s
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cLa
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t
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ndw
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l
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yany
t
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.
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gon
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e
. A
st
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eor
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a
n
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z
a
t
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l
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g
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t
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d
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r
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sl
o
s
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fc
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p
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c
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t
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om
e
e
t c
h
a
l
l
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g
e
sf
rom
un
exp
e
c
t
ed d
i
r
e
c
t
i
o
n
s
.
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et
h
e
na
d
d
r
e
s
s
e
sh
im
s
e
l
ft
ot
h
ep
rob
l
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ft
h
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i
n
d
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d
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a
landt
h
ei
n
n
o
v
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t
i
v
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o
c
i
e
t
yi
na mo
s
t r
e
f
r
e
s
h
i
n
gw
ay
.
Ic
omm
e
nd
t
h
i
sbook t
oyou
.
In exp
lo
ringf
u
r
t
h
e
rou
r que
s
t
i
o
n
s
, "How
'
s4
-H
?
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a
r
ed t
oWh
a
t
?
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,
w
e mi
g
h
tn
ex
t comp
a
r
e4
-H t
oot
h
e
ryou
th p
r
o
g
r
a
m
so
f s
im
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l
a
rpu
rpo
se
. I do
no
t th
ink t
h
iswou
ld be pa
r
ticul
a
rly he
l
p
fu
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thd
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ly con
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e tob
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in
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ems w
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rpe
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e
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r
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o
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o
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a
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r
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a
s ou
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s
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us
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et
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ha
tP
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s Ab
rah
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6
2
.
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r
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ck~ 4
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h
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r
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it
Les, o
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s
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e
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l
lyyou w
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t I dof
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e s
e
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r
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r
e a
s
k
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n
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u
r
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l
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si
nt
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t
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a
s~
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l
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r
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eh
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ly h
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r
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e
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l aw
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r
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c
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a
r
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ya c
o
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a
r
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p
o
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r
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. M
a
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yr
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o
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amp
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ag
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e
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ei
sa sw
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ch w
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c
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t
ew
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r
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e fu
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A
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ink o
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.
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econ
c
e
r
-n
edw
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o
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y
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o
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conom
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s
?
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nd th
in
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in
go
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t
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e
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ch t
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e a pa
r
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r
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s
t b
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e
rc
o
n
t
e
n
tt
ocon
fo
rmand f
o
l
l
ow
, andt
h
a
tt
h
e
ya
r
ee
a
g
e
r
t
oexp
e
r
im
en
t andl
e
a
d
. We mu
s
t m
ak
e s
u
r
e
,t
h
e
r
e
f
o
r
e
,t
h
a
t
a
n
y
t
h
i
n
gw
ew
i
sh t
odo t
oi
n
t
e
r
e
s
ty
o
u
t
hi
nt
h
i
sp
r
o
j
e
c
ti
s
i
nl
i
n
ew
i
ti
lt
.h
e
L
r
't
h
in
k
inganddo
e
sn
o
t app
e
a
ra
sl
a
y
i
n
g
downt
h
elawf
o
rtH
em
.
"
~ .
f
roman OEO r
e
p
o
r
te
n
t
i
t
l
e
d
, "You
thP
a
r
t
i
c
i
p
a
t
i
o
ni
nCommun
i
ty
A
c
t
ion
:
C
a
l
i
f
o
r
n
i
a
" (1967
)
:
l
iTh
et
e
e
n
a
g
e
rn
e
ed
st
oe
a
r
nmon
ey andl
e
a
r
ni
nt
h
ep
r
o
c
e
s
st
h
e
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
so
f a mon
ey
-p
ay
ing j
o
b
. H
en
e
ed
st
ob
em
o
t
i
v
a
t
e
dt
os
t
a
yi
ns
c
h
o
o
l
. H
en
e
ed
st
og
a
i
ne
x
p
e
r
i
e
n
c
ei
n
wo
rk
ing p
r
o
d
u
c
t
i
v
e
l
yw
i
t
hp
e
o
p
l
e
b
o
t
hi
n
d
i
v
i
d
u
a
l
sandg
r
o
u
p
s
,
t
ocommun
i
c
a
t
ee
f
f
e
c
t
i
v
e
l
y
. H
en
e
ed
st
of
e
e
lr
e
s
p
o
n
s
i
b
l
ef
o
r
s
e
l
f
,n
e
ighbo
rhood
, commun
i
ty
,s
t
a
t
e
,n
a
t
i
o
n
. wo
r
ld imp
rov
em
en
t
.
�He needs to understand how his community is organized and
how t o get acti on for its bettermen t.
He ne eds to gain
experience in identifying and i n helping s olve ( ommunity
problems.
He needs to feel a sense of accomplishment in
duing so mething of value and being recognjzp.d for it by
both his peers and his elders.
"If these needs are not met, as we have ample evidence not
only in Watts a nd Har lem but a cr os s t h e lana., we will have
unh eal thy, disturbed ycut h and. sick, fri ghtened communi ties."
linally Dr. Roy W. lVienni nger of the iVlenni nger Foundation speaking in
Kan s a s City in August, 1967:
"There are surely ways i n which a mar riage of these sociopsycho logical ne eds of our adoles cents and the human needs of
our co mmunities can "be made, with inestimable profit f or both .
Pe r haps t his process can be begun by the many voluntary service
organiz ations devoted to youth.
I would hope so, but I am
aware that this cannot occur without a simultaneous look--a hard
look-- at the artificiality an a. irrelevance, the busy work aDd
tr iviality that all too many of our youth organizations put
forth under the rubric of 'charact er building.'
To be sure,
s ome learning does t ake place, even from the fun-type avoca tional
pursuits that most middle class oriented youth organizations
put before their constituents.
But too often, this learni ng is
limited to promoting such selfish concerns as one's own advaucement, indulgence or gratification.
�"C
o
n
f
r
o
n
t
a
t
i
o
nw
i
t
ht
h
ev
a
s
t
l
yg
r
e
a
t
e
rn
e
ed
so
ft
h
es
e
g
r
e
g
a
t
e
d
,
i
g
n
o
r
e
d
,d
e
p
r
i
v
ed k
i
d
si
sr
a
r
e
. Eng
ag
em
en
to
fou
rm
idd
l
e
c
l
a
s
syou
th i
na
c
t
u
a
l
l
yw
o
rk
f
.
n
gw
i
t
ht
.h
e
s
el
e
s
sf
o
r
t
u
n
a
t
e
k
i
d
s
t
h
eon
e
s ou
r you
th o
r
g
a
n
i
z
a
t
i
o
n
sp
r
a
c
t
i
c
a
l
l
yn
ev
e
r
r
e
a
c
h
i
s ev
enr
a
r
e
r
,f
o
ri
ts
e
em
st
h
a
ti
ti
st
h
ep
a
t
t
e
r
no
f
a
l
lt
o
om
a
n
y you
th g
roup
st
or
e
s
ti
nroh
ec
om
f
o
r
t
a
b
l
ec
om
p
l
a
c
e
n
c
eo
fp
romo
t
ing good s
o
l
i
d
,m
idd
l
ec
l
a
s
sv
a
l
u
e
so
f
a
ch
i
ev
em
en
t
,p
r
o
g
r
e
s
s
, edu
c
a
tio
n
,c
om
p
e
t
i
t
i
o
n
, andt
h
el
i
k
e
andtoi
g
n
o
r
eo
r si
l
e
n
t
l
yavo
id
.c
o
n
f
r
o
n
t
a
t
i
o
nw
i
t
h
,l
e
t
a
l
o
n
e engagem
en
tw
it
h
,s
om
eo
ft
h
ec
r
i
t
i
c
a
lcm
l
c
e
rn
so
fou
r
c
u
r
r
e
n
ts
o
c
i
e
t
y
r
a
c
i
a
land s
o
c
i
a
lj
u
s
t
i
c
e
,p
o
v
e
r
t
y
,d
e
p
r
i
v
a
t
i
o
n
,d
e
l
i
n
q
u
e
n
c
y
, andt
h
eab
s
en
c
eo
fi
n
d
i
v
i
d
u
a
ld
i
g
n
i
t
y
f
o
rsom
any
.
"
A
sa s
o
c
i
e
t
yw
ed
eny young p
eop
l
et
h
eo
p
p
o
r
t
u
n
i
t
yt
op
a
r
t
i
c
i
p
a
t
e
,t
o
eng
ag
e
,t
or
e
a
l
l
yi
n
v
o
l
v
eth
em
s
e
lv
e
si
nt
h
ef
a
b
r
i
co
fr
e
a
ll
i
v
i
n
g
. We
mu
s
t s
om
e
h
owen
ab
l
eYOW
lg p
eop
l
et
op
a
r
t
i
c
i
p
a
t
el
e
g
im
a
t
e
l
yi
nt
h
e
s
o
c
i
a
li
s
s
u
e
so
fou
rt
im
e
,
t
os
t
.
r
'
u
g
g
.
l
.
ew
i
t
h su
chp
rob
l
em
so
f so
c
.
i
.
a
l
p
r
e
j
u
d
i
c
e
,s
o
c
i
a
land e
conom
i
cd
e
p
r
i
v
a
t
i
o
n
,s
e
l
fgov
e
rnm
en
t
,t
h
e
~
o
fc
o
n
c
e
p
t
i
o
n
so
fs
e
r
v
i
c
et
oo
t
h
e
r
s
.
8
. F
i
n
a
l
l
y
,w
ea
r
econ
c
e
rn
edf
o
rh
um
a
nreL
a
tLon
ship
s
c
-Ln t
h
ef
am
i
l
y
,t
h
e
com
mun
i
ty
, n
a
t
i
o
n
a
l
l
y
,i
n
t
e
r
n
a
t
i
o
n
a
l
l
y
. L
nd
i
s
c
u
s
s
i
n
gf
o
r
e
i
g
na
i
d
,
S
e
n
a
t
o
rW
a
l
t
e
r F
.M
ond
a
le o
fM
inn
e
so
t
a o
b
s
e
r
v
e
d
, "W
es
e
ema
sa c
o
u
n
t
r
y
t
ob
eo
u
to
fph
a
s
ew
i
t
h ou
ri
d
e
a
l
s
.
" Th
i
s wou
ld app
e
a
rt
ob
et
r
u
e
d
om
e
s
t
i
c
a
l
l
ya
sw
e
l
la
si
n
t
e
r
i
l
a
t
i
o
n
a
l
l
y
.
I
nt
h
e
i
rwo
r
ld andt
im
e
,t
h
eyoung p
eop
l
eo
ft
h
i
sg
e
n
e
r
a
t
i
o
nw
i
l
lb
e
c
o
r
r
e
c
t
i
n
gou
rm
i
s
t
a
k
e
s
.
T
h
er
e
a
ld
e
t
e
rm
i
n
a
n
to
ft
h
equa
l
i
t
yo
fl
i
f
ei
n
�th
ey
e
ar 1 8 o th
ey
e
a
r2
w
il
l
b
ed
e
ter
m
in
ed by t
h
ep
r
og
r
e
s
s and
su
c
c
e
s
st
h
e
ya
c
h
i
e
v
ei
nl
e
a
r
n
i
n
gsom
ehowt
ol
i
v
eon
ew
i
t
ha
n
o
t
h
e
r
,
l
o
c
a
l
l
y
,n
a
t
i
o
n
a
l
l
y
, an
di
nt
h
ewo
r
ld commun
i
ty o
fwh
i
ch ou
r coun
t
.
cy
i
sa pa
r
t
.
We coul
dgo on i
d
e
n
t
i
f
y
i
ng o
t
h
e
r issu
e
so
ft
o
dayandt
o
mo
r
row
, b
u
t th
e
se
e
i
gh
tw
i
l
ls
u
f
f
i
c
et
oi
l
l
u
s
t
r
a
t
et
h
ek
i
n
d
so
fs
o
c
i
a
lcon
c
e
rn
st
owh
i
ch i
t
s
e
em
sL
mp
e
ra
t
.Lv
ee
x
t
e
n
s
i
o
nandu
n
i
v
er
s
i
t
i
e
smu
s
td
i
r
e
c
t
.t
h
e
i
ra
t
t
e
n
t
i
o
n
.
V
. A
s you mov
e from Commi
tm
e
n
tt
oA
ct
i
o
n
,wi
t
ht
h
eb
r
oad
en
ed concep
to
f
pur
p
o
s
eand p
rog
r
am wh
i
ch se
em
st
oc
h
a
r
a
c
t
e
r
i
z
e you
rp
r
o
f
e
s
s
i
o
n
a
ld
e
l
i
b
e
r
a
tions, c
e
r
t
ai
nt
h
l
ng
ss
e
e
me
v
i
d
e
n
t
.
F
irs
t
,i
t
w
il
l
be n
ece
s
s
a
r
yt
oinvo
lv
et
h
er
e
s
o
u
r
c
e
so
ft
h
eto
ta
l
u
n
i
v
e
r
s
it
yre
a
l
l
y
. I
'
v
eh
e
ar
dmu
ch andr
e
a
dmu
ch t
ot
h
ee
f
f
e
c
tth
a
t
,t
h
r
o
u
g
h
Ex
ten
s
i
o
n
,t
h
er
e
s
o
u
r
c
e
so
fthe u
n
i
v
e
rs
i
t
ya
r
eava
il
a
b
le t
oa
l
lp
e
o
p
l
eo
f
t
h
es
t
a
t
e
. Bu
t I hav
es
e
enl
i
t
t
l
e
ev
id
en
c
et
oi
n
d
i
c
a
t
et
h
a
tt
h
i
si
si
na
tru
e. I
fyou a
s Ex
t
en
s
ion ou
th p
r
o
f
e
s
s
i
o
n
a
l
sa
r
er
e
a
l
l
yt
os
e
r
v
et
h
e
c
r
i
t
i
c
a
ln
e
ed
s andb
e
s
ti
n
t
e
r
e
s
t
so
fyoung p
e
o
p
l
et
o
d
a
yandtomo
r
row
,som
ehow
1
,h
is c
on
c
e
p
tmu
s
t b
e imp em
en
t
e
d
.
Se
c
o
n
d
l
y
, Ih
av
eb
e
en i
mp
r
e
s
sedw
i
t
h you
rd
i
s
c
u
s
s
i
o
n
so
fa
l
t
e
r
n
a
t
i
v
e
p
rog
r
am app
ro
a
ch
e
s
t
h
eo
rga
n
i
z
a
t
i
o
na
lapp
ro
a
ch su
cha
s4
-H an i
n
t
e
r
-
o
rg
an
iz
a
t
i
o
n
a
lapp
ro
a
chinwh
i
ch u
n
i
v
e
r
s
i
t
yp
e
r
sonne
lwo
rk w
i
t
h thep
r
o
f
e
s
s
i
o
n
a
l
andvo
lun
te
e
rl
e
a
d
e
r
so
fa
l
ly
o
u
t
h
s
e
r
v
i
n
go
rga
n
i
z
a
t
i
o
n
sandp
rog
r
am
s and
t
i
l
ee
x
t
r
a
o
r
g
a
n
i
z
a
t
i
o
n
a
lappro
ach
, wh
e
r
eth
es
t
r
u
c
t
u
r
eo
fo
rga
n
i
z
a
t
i
o
np
e
rs
e
i
sno
ti
n
v
o
l
v
e
d
. I
nc
o
n
s
i
d
e
r
i
n
gt
h
e
s
ea
l
t
e
r
n
a
t
i
v
e
s
,o
fc
o
u
r
s
e
, youmu
s
t
be w
e
igh
ing t
h
em
e
r
i
t
s and sho
r
tcom
ing
so
fd
i
r
e
c
tv
e
r
s
u
si
n
d
i
r
e
c
tc
o
n
t
a
c
t
�w
ith young c
l
i
e
nt
e
l
e
,L
n
cLud
.
ing t
i
l
em
u
l
t
i
p
l
i
e
r con
c
ep
ti
nm
a'
im
iz
i
.ng
o
f
e
s
s
i
o
n
a
lc
o
n
t
r
i
b
u
t
i
on
.
pr
Th
i
r
d
,you m
u
s
tr
e
cogn
i
z
ethe m
u
lti
p
l
ic
ityo
fi
n
f
l
u
e
n
c
e
swh
i
ch b
e
a
r upon
you
t
hd
ev
e
lo
pm
ent
. Is
h
aL
l
.s
i
mp
l
i
f
yt
h
e
s
et
ot
.h
r
e
e
a t
h
ein
f
l
u
e
n
c
e 't
h
ef
am
i
l
yandt
h
en
e
ed t
or
e
a
c
hi
ne
f
f
e
c
t
i
v
e
w
ay
s t
h
ep
are
i
r
ts o
fth
ey
o
u
n
g
s
t
e
r
sw
it
hwhom you
.a
r
econ
c
e
r
n
ed
t
.
l
i
es
ub
s
t
a
n
t
i
a
li
n
flu
enc
eo
fth
es
cho
o
l
s and a r
e
l
a
t
e
dc
o
n
c
e
r
n
,
t
h
e
r
e
f
o
r
e
,fo
rt
h
eq
u
a
l
i
t
yo
fs
choo
l
i .g
, thev
a
r
i
e
t
yo
f
eduea
t
.Lona.La
l
t
e
r
n
at
i
v
es, pub
li
csu
ppo
rt fo
r
e
du
c
at
i
o
n
, and
t
h
e shc
rtc
o
n
r
in
gs o
fth
eo
rg
an
i
z
a
t
i
o
n
a
les
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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
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
Identifier
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JCPA-01
Coverage
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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
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JCPA-01_1968-11-11_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Compared to What?
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 11, 1968 for the W. K. Kellogg Foundation at the 22nd Annual Meeting of the National Association of Extension 4-H Agents at Michigan State 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
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1968-11-11
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/21a04c836f41e9d8c42d219641bd8d5c.pdf
1cf4c7d8d75030d640240109f4e9e6ca
PDF Text
Text
AGRICULTURAL SCOTOMA:
A LIMITING VISION OF THE FUTURE
Presented by Dr. Russell G. Mawby
Chairman and Chief Executive Officer
W. K. Kellogg Foundation
Battle Creek, Michigan
as the
Seaman A. Knapp Memorial Lecture
at the Annual Meeting of
National Association of State Universities
and Land-Grant Colleges
Washington, D.C.
November 14, 1983
I.
It is an honor indeed to be invited to give the
Seaman A. Knapp Memorial Lecture for 1983, the year which
marks the lSOth anniversary of his birth -- December 16 to
be exact -- and the lOOth anniversary of his appointment as
President of Iowa State College.
Being here is a special
pleasure for me because Extension has been such an important
part of my personal life and my professional career.
I
express appreciation to those who have given me this special
recognition and opportunity.
�2
I have taken advantage of this occasion to look more
deeply into the record of Seaman Knapp's life than I have
had opportunity to do previously.
Let me therefore begin my
remarks today by talking about Knapp's ideas and actions
before moving on to comment briefly on my own concerns about
agriculture today and in the future.
I cannot hope to do justice to Knapp today but future
lecturers will have almost immediate opportunities to do so,
as more anniversaries occur.
In only four years, in 1987,
comes the hundredth anniversary of both the Hatch Act, which
he drafted and steered through
~ongress,
and of this Association,
of which he was one of the six founders.
Two years later,
in 1989, will come the 75th anniversary of the passage of
the Smith-Lever Act, which nationalized Knapp's great creation,
the Cooperative Extension Service.
The breadth of these
accomplishments suggests that of all the countless people
who created the land-grant tradition and the land-grant
spirit, his contribution was the greatest.
It deserves our
�3
r
em
em
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r
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n
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e
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n
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end y
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I
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app f
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app I
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o
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r
s
eo
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, whom h
eh
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dm
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t i
na c
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r
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c
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d
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nt
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st
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sand a
l
s
oa
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lf
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t
h
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rh
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dg
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v
e
n th
em
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fl
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f
ew
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app h
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r
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c
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a
s t
oc
o
n
t
i
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e
a
l
lh
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sl
i
f
e
. Though I s
h
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l
lc
o
n
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e
n
t
r
a
t
eon h
i
sa
g
r
i
c
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l
t
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r
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e
n
d
e
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v
o
r
s
,h
ea
lw
a
y
sh
a
ds
e
v
e
r
a
lo
t
h
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rc
a
r
e
e
r
sg
o
i
n
g
�4
simultaneously -- as businessman, banker, preacher, land
speculator, editor, author, salesman, superintendent of a
state school for the deaf, professor, or college president.
Farming did not assume major importance in his life
until he was 33 years old and he did not choose agriculture
willingly.
He fell one day in the school yard and tore the
ligaments of his knee.
cripple.
Infection set In and he became a
Matters went from bad to worse and eventually the
doctors told him he must either have his leg amputated or
become a farmer, where he could lead a simple, rugged life
in the open air.
Knapp chose the latter and, for unknown
reasons, turned his back on his ancestral home, sold his
wife's farm, and made his painful way west to Iowa where he
bought a farm.
He had hoped to raise Merino sheep but knew
nothing about how to do so.
They all died; for a time, he
subsisted on income from his other occupations.
After five
years of daily massage, special exercises, and the adoption
of a diet which a modern dietitian would warmly approve, he
regained his health.
�5
Perhaps the death of those Merino sheep should be
celebrated as a crucial event of American agriculture, for
it deeply reinforced an idea which became the governing rule
of Knapp's life.
It was an almost religiously held conviction
that practical affairs are governed by principles and rules
which can be discerned by research and then be learned by
the people who should use them.
This mainspring of his
thought shaped his personal life and career and in one way
or another influenced everything he did after moving to
Iowa.
Let us follow only that thread of his career which had
to do with his direct, practical work with farmers, ignoring
(regretfully) his mastery of politics and propaganda, his
skill as a college teacher and administrator, and his impressive
talents as both a preacher and an agribusinessman.
In the
field he became a unique and familiar figure, moving swiftly
and incessantly, writing, talking, lecturing, and demonstrating -seeking above all else not only to inform people but to
persuade them to action.
�6
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r
s
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l
l
,h
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r
n
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dh
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t
t
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n
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o
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g
s
. "P
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g
r
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r
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n
g
,
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e
l
i
e
v
e
d
,"
i
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o
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ea
n
da
na
r
t
. To do
i
t
w
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l
l r
e
q
u
i
r
e
sa
s mu
ch b
r
a
i
n
sa
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t
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d
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st
ob
ea
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r
.
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s own f
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l
e
c
t
e
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to
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th
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tw
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th
ec
am
et
oknow t
h
es
e
n
i
o
rH
e
n
r
y
s
t
a
t
e
. I
W
a
l
l
a
c
e a
n
dJ
am
e
sW
i
l
s
o
n
, who w
o
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l
d l
a
t
e
rb
e
com
et
h
eS
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c
r
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t
a
r
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o
fA
g
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ea
n
ds
u
p
p
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tKn
app i
nt
h
ed
e
v
e
l
o
pm
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to
ft
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e
�7
agricultural demonstration movement.
In 1886, after 20
years in Iowa and at the age of 53, he was a prosperous
farmer; he had established the study of agriculture at Iowa
State College and had been the driving force for the creation
of agricultural experiment stations throughout the country.
It was time to seize a new opportunity.
A vast tract
of underdeveloped land in Louisiana had been acquired by
speculators who wanted to divide it up and sell it as farms.
The local inhabitants (largely Cajuns whose ancestors had
come down the Mississippi from French Canada) viewed the
whole enterprise with laughter.
So far as they were concerned,
most of the land was swampy and good for no agricultural
purpose, and the rest was open range country, good only to
feed low-quality cattle.
Trainloads of prospective buyers
came to look at the country and were not impressed by the
land through which they rode.
They talked to the natives
and then, almost to the man, they went home with their money
still in their pockets.
�8
I
tw
a
s K
n
a
p
p
'
s t
a
s
kt
ot
u
r
nt
h
i
ss
i
t
u
a
t
i
o
na
r
o
u
n
da
n
d
w
i
t
h
i
n 12 y
e
a
r
sh
eh
a
dd
o
n
es
o
. Th
et
a
s
kw
a
s n
ew t
oh
im b
u
t
h
eb
r
o
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g
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tt
oi
t
t
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dp
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sw
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d
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l
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rg
u
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dh
im
.
L
o
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sP
a
s
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rs
a
v
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dt
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es
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ki
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s
t
r
y
i
nF
r
a
n
c
e by h
i
sa
p
p
l
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c
a
t
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o
no
fb
a
s
i
cs
c
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n
t
i
f
i
cm
e
t
h
o
d
s t
o
ac
om
p
l
e
t
e
l
yu
n
f
am
i
l
i
a
rp
r
o
b
l
em
. I
nl
i
k
ef
a
s
h
i
o
n
, Kn
app
t
u
r
n
e
dh
i
sa
n
a
l
y
t
i
c
a
lm
ind a
n
dh
i
se
x
p
e
r
i
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n
c
ea
sa s
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c
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s
s
f
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l
h
o
gf
a
rm
e
rt
ot
h
et
a
s
k
so
fs
t
u
d
y
i
n
gt
h
ee
n
o
rm
o
u
st
r
a
c
to
f
l
a
n
dt
os
e
ew
h
a
t c
r
o
p
st
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ev
a
r
i
o
u
sk
i
n
d
so
fs
o
i
lc
o
u
l
dp
r
o
d
u
c
e
a
n
dt
h
e
nf
i
l
l
i
n
gi
t
w
i
t
hp
e
o
p
l
e who c
o
u
l
ds
u
c
c
e
s
s
f
u
l
l
yi
n
v
e
s
t
t
h
e
i
rown c
a
p
i
t
a
lby t
h
e
~on
o
ft
h
ek
n
ow
l
e
d
g
eh
e
c
o
u
l
dp
r
o
v
i
d
et
h
em
. Th
es
t
o
r
yo
f how h
ed
i
ds
oi
sc
om
p
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e
x
a
n
df
a
s
c
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n
a
t
i
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gb
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tt
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gt
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lt
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a
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.
H
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, o
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s
p
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to
fh
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s wo
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a
s t
oh
a
v
es
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hm
a
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q
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st
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ti
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sw
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t
hd
e
s
c
r
i
b
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g
. A
s s
o
o
na
sh
eh
a
d
t
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k
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en
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s
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do
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go
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t how
b
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s
tt
op
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em
, Kn
app t
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k
�9
of dissemination of his knowledge.
He did so by creating
demonstration farms, judiciously placed throughout the
territory and operated by farmers (usually brought from the
North) who had the same values he did and who could readily
be taught the necessary techniques.
buy some of the choice land himself.
He did not forget to
Now when the trainloads
of people came down, they would see prosperous and attractive
farms; those prospectors who decided to stay had successful
neighbors to advise them.
Countless other techniques of
disseminating information were devised but here, for the
first time, the demonstration method was used on a large
scale, though its ultimate form had not yet been devised.
As a result of the Louisiana land settlement venture,
rice became a major American
crop but as its cultivation
increased, problems were presented which appeared soluble
only if new strains and varieties could be introduced.
difficulty created a new career for Knapp.
This
In 1898, he was
only 65 years old and ready for a new challenge.
He therefore
�10
accepted a post as special agent of the United States Department
of Agriculture and set sail at once for Japan, to study rice
cultivation and other forms of agriculture there.
He then
did the same thing in Puerto Rico and, not yet content with
his exploration of the Far East, went back to Japan and then
on to Shanghai, Hong Kong, Singapore, Manila, and Bombay.
From these journeys, h e brought back seeds and techniques,
not only for rice but for other crops and saw to their
introduction into American agriculture.
In 1902, at the age of 69, it was time f o r him to begin
the care er whi ch would bring him world-wide and enduring
fame.
His old friend from Iowa, James Wilson, had become
Secretary of Agriculture and was deeply concerned about the
low level of agriculture in the South.
Th e income of the
average farmer in Iowa was $1,000; in some southern states,
only $150.
Knapp's assignment as Special Agent was therefore
changed; he was given responsibility for the improvement of
agriculture throughout th e South and set forth to undertake
�11
his new duti es with vigor and a small budget.
He took the
whole region to be his ar ea of servic e and tried to undertake
a c t i v i t i e s which could have a wide impact.
The d emonstration
farm s for which he had become famous were relatively expensive
since their full cost, including the s a l a r y of a hired operator,
had to be underwritten by the USDA.
There could b e only a
f ew of them and they had to b e judiciously placed.
When he was a p p r o a c he d for help by some farm le ad ers
from Terrell, Texas, he was initially in clined to turn them
down; all his mon ey had be en committed and Terrell d id not
appear to be a center of great influence.
But the local
farmers agreed to select a local man who would operate his
farm on the basis of Dr. Knapp's advice; mor e than that,
th ey raised a fund to underwrite any losses the chosen farmer
might have after a year's operation .
Thus, a new kind of
demonstration farm came into existence, one which was not
op erated by a hireling of the USDA and financed by its money.
Mr. Walter Porter's farm was chosen and, as it turned out,
�12
his profits for the year were $700 more than he would have
earned if he had not followed Knapp's advice.
Meanwhile his
neighbors, having a stake in his success, had kept a close
watch on what he did and thereby taught themselves the new
techniques.
This particular venture might not have proved to be
significant if a long-suppressed problem had not burst forth
explosively late that summer.
Some time before, the boll
weevil had begun to infest the cotton fields of Texas,
thriving on the method of cultivation then in use.
For a
while it was thought best to keep ' the whole matter secret -perhaps the weevil would just go away -- but in the year of
the Terrell demonstration, the devastation became too evident
to hide.
Knapp reported, "I saw hundreds of farms lying
out; I saw a wretched people facing starvation; I saw whole
towns deserted; I saw hundreds of farmers walk up and draw
government rations, which were given to them to keep them
from want."
Perhaps because of the long suppression of the
�13
scandal of the weevil's spread, the prevalent feeling was
one of panic and hopelessness.
Knapp was undismayed.
The Bureau of Entomology at the
USDA had already developed a way of combatting the boll
weevil.
The so-called " c ultural method"
was nothing less
than a completely new approach to farming, changing traditional
practices on a year-around basis.
and had worked well there.
It had been used in Terrell
Consequently when national attention
was drawn to the devastation in Texas and elsewhere and
Congress appeared ready to provide financial support for a
campaign to eliminate the weevil, Knapp was armed not only
with a scientific remedy for the problem but also with the
techniques of knowledge dissemination which he had perfected
in Iowa and Louisiana.
succinctly:
"What a man hears he may doubt.
he may possibly doubt.
doubt.
II
Knapp summarized his entire concept
What he sees
But what he does himself he cannot
Using the augmented Federal funds now provided to
him, he set forth on the campaign which was to be the most
visible single endeavor of his life.
�14
He did not, however, forget the less conspicuous but
more basic task which was his primary mission:
the productivity of all Southern agriculture.
to increase
He knew ways
of improving many kinds of farming but his new Federal money
could be used only in weevil-infested areas.
How could he
support all the other demonstration projects which should be
undertaken?
The answer came from an unexpected source and
in a surprising fashion.
Frederick Gates, a Baptist minister whom John D. Rockefeller
employed to help him in his philanthropic work, had become
vividly aware of the economic deprivation of the South.
He
believed that the solution to its problems could be found in
the improvement of education, and persuaded Mr. Rockefeller
to establish a special foundation for that purpose, the
General Education Board.
Mr. Gates once said to Wallace
Buttrick, the head of the new foundation, "lf these splendid
people [the Southern farmers] could have in some practical
way the facts of the science and art of agriculture, there
�15
would be no limit to the value of the crops they might raise."
Buttri ck wondered who might undertake the task of education
and how it could b e done .
You know the answer to both questions.
A crucial meeting took place on the campus of Texas A.
and M., where Buttrick had gone to seek help.
(David F. Houston) had a ready answer:
sities in Texas.
Seaman Knapp.
The president
"We have two univer-
One is at Austin and the other is Dr.
He is here now.
II
The three had dinner together
that night and Knapp and Buttrick spent the next two d ays
talking.
If you cannot guess what subsequently happened, I
have not been successful in describing Mr. Knapp.
That meeting occurred in 1905.
When the Smith-Lev er
Act was passed in 1914 and all of the expenses of the
development of Cooperative Extension work since 1903 were
added up, the total amount spent was slightly under four
million dollars.
Of this total, the Federal government
provided 49 percent; the General Education Board provided 24
percent, and other sources provided 27 percent.
These other
�16
sources were mostly southern in origin though Julius Rosenwald,
then head of Sears Roebuck, provided $1,000 each to a hundred
rural counties to help support their county agents.
But the chief fiscal outcome of that meeting at Texas
A. and M. came from the third man at the dinner, President
David F. Houston.
In 1913, Woodrow Wilson appointed him as
Secretary of Agriculture.
It was h e who guided the Smith-
Lever Act through Congress, three years aft er Knapp 's de ath.
The debates over the bill were acrimonious with much opposition
to various provisions coming from within the USDA and the
land-grant colleges.
Houston, using his political powers
and his ability as Secretary to reward and punish, mad e sure
that the final version remained true to the spirit and program
of the man whom he had so greatly admired.
Since this address is delivered to a group primarily
composed of agriculturalists, I have concentrated on farming,
without an emphasis upon other important dimensions of Extension
such as the 4-H Youth and Home Economics-Family Living Programs.
�17
Knapp was an early and vigorous proponent of both.
The
heart of his concern was the farm family and he viewed its
education as a unified whole, though with different kinds of
activities for the farm operator, for his spouse, and for
their sons and daughters as they progressed from early childhood on through club work, secondary school teaching, and
college education, until they themselves became senior members
of the farm family.
We talk a great deal today about lifelong
learning but Knapp, without using the term but knowing what
he was doing, established a system based on the continuance
of education throughout life.
In the long run, the establishment
of this concept in realistic terms may prove to have been
his major contribution.
In this talk, I have mentioned a few of the things
Knapp thought about and did but have said nothing about his
personality as it changed through the various stages of his
life.
He is described so differently by his various associates,
and the lists of his traits of character are so lengthy,
�18
diverse, and mutually contradictory that I, for one, have no
sense of what he was "really" like.
He was evangelist and
scientist; rigidly moralistic but also politically wily;
deeply informed scientifically but also given to proclaiming
such simplistic formulas as "the ten basic rules of farming";
concerned with spiritual valu es but always keeping an eye on
financial gain, including his own; working at many levels of
competence in many occup ations at many pl aces; and energetic
beyond a n y reckoning.
If you were to study hi s travel and
work s chedule for any week of his mature life, you would b e
amazed -- and exhausted.
So far a s his appearance is concerned,
one hopes that his photographs do not do him justice.
From
public accounts of his activities, he seems n ever to have
stayed at home, but his biographers believe that his death
In 1911 was hastened by the grief he felt at the passing of
his wife ten months before, soon after the 55th anniversary
of their marriage.
Try as I may, I can find no keystone to
his character nor any coherent profile of his personality.
�19
III
When Seaman Knapp was first appointed to the USDA, in
1898, his official title was ItAgricultural Explorer.
In
1t
thinking with you about agriculture today, I, too, would
like to consider myself an explorer, though an unlicensed
one, moving outside present patterns and beliefs, in uncharted
waters -- and a l wa y s aware of the danger of shipwreck.
I regard it a special privilege to have these minutes
with you this morning.
The thoughts I now share with you
grow out of personal experience and deep conviction.
First,
I have an unbounded appreciation ·f o r and admiration of our
land-grant colleges and univ ersities.
Described as America's
first di stinctive contribution to high er education, these
institutions have been major players in shaping America's
destiny.
They represent one embodiment of the philosophy
expressed often by W. K. Kellogg, ItEducation offers the
greatest opportunity for really improving one generation
over another. It
�20
Second, I am a beneficiary of the land-grant philosophy.
Latter-day Seaman A. Knapps -- in the persons of Keats K.
Vining, County Agricultural Agent, and Eleanor Densmore,
Home Demonstration Agent -- enriched the life of the Mawby
family on our farm in Kent County, Michigan.
Largely through
their influence, I became the first member of the Mawby
family to earn a bacc alaureate degre e.
From earliest days
a s a 4-H Club member to the present, both my personal life
a n d my professional life have been intermingled with the
land-grant world.
Third, you, in your various 'positions of responsibility,
are the individuals who provide lead ership for agriculture,
the area of human endeavor which was recognized as of paramount
importance when the Morrill Act was passed in 1862.
Agriculture
has been properly described as the basic human enterprise;
only as people succeed in agriculture -- the fundamental
processes of sustaining life through an adequate supply of
�21
wholesome food -- can they then redirect their energies and
resources to other activities fulfilling their aspirations
In standards of living and quality of life.
Our land-grant
colleges of agriculture have a great tradition; you are the
stewards of their future, the ones who will make things
happen.
Thus, I regard my time with you as precious.
Various institutions play distinctive roles in shaping
the agriculture of our country and the world -- the U.S.
Department of Agriculture, farm organizations, the enterprises
of the private sector which provide inputs and market farm
products, and of course the institutions of the political
process, including particularly state legislatures and committees
of Congress.
But none of these is more important than our
land-grant colleges of agriculture, with their unique
responsibilities in research, teaching, and extension.
Your
institutions either educate or have the opportunity to influence
both the people and the processes by which agriculture progresses.
Your task is awesome; your accomplishments are impressive;
your challenges are legion.
�Undeniably, Seaman A. Knapp was a man of unusual vision.
A pragmatic dreamer, he was adept at developing a concept of
what the future might be, then analyzing the constraints or
problems, determining the research knowledge appropriate to
their solution, and mobilizing the resources necessary to
the task.
His field of view was broad, far-sighted, clear.
At the turn of this century and before, he provided a vision
of which all of us are the beneficiaries.
The conditions of life have changed in dramatic and
remarkable ways since the days of Seaman Knapp.
The challenge
to those now in positions of leadership responsibility is to
provide visionary leadership comparable to his in clarity,
breadth, and scope.
My concern is that too many of us may
suffer an impairment which might be labeled tlAgricultural
Scotoma."
of vision.
In medieval Latin, Scotoma is defined as a dimness
In pondering the future, I wonder -- do we in
agriculture have enough breadth of vision; do we see far
enough; do we comprehend broadly enough what agriculture can
�23
and should be at the turn of the century and beyond?
Agricultural Scotoma, to the extent such a condition may
exist in our intellectual processes, will prescribe a limiting
vision of the future.
In sharing with you my concerns in
this regard, I have organized my thoughts around five points.
First, the stature of agriculture within the university
must be elevated through conscious effort by those in agriculture.
The modern land-grant university is a complex,
sophisticated, multi-faceted institution.
Whereas in earlier
days, agriculture was recognized as the moving force behind
the creation of this institution and was dominant in its
structure, generally this is no longer the case.
As other
units of the university have been established and have grown,
agriculture has been bypassed in relative scope and scale
within the university.
Only in instructional costs per
student, which tend to be relatively high, and in earmarked
funding for research and extension, is the college of
�24
agriculture now exceptional.
Special circumstances which
have led to these conditions very often are not understood
by others in the university.
Thus, agriculture often finds
itself in a defensive stance within the university.
Often within the college of agriculture, itself, a
unifying sense of purpose seems to be lacking.
Whether one
studies the organizational chart or the course offerings, or
analyzes the variety and scope of departmental activities,
there is little evidence of a collective sense of mission
around a theme of "ag r i cu Lt ur-e ."
While this situation is
not unlike that which prevails elsewhere in academe, it
lends to a lack of cohesion.
For various reasons, faculties of agriculture in many
institutions have developed an insular mentality, isolating
themselves to a significant extent from the larger university
of which they are a part.
Faculty members in agriculture
often tend to be apart from the mainstream of the intellectual
life of the institution and to participate in limited ways
�25
In the institutional processes of faculty decision-making.
In too few institutions today do people in positions of key
responsibility -- members of boards of governors, chancellors
and presidents, provosts, vice presidents of various specifications -- have a background in or understanding of agriculture,
its significance and its problems.
All of this suggests several possible courses of action.
Bright young minds must be attracted to the agricultural
faculty.
There have been concerns in this regard; I trust
progress is being made.
The mission of the college must be
continually updated and communicated thoroughly, within the
university and beyond.
Further, those In agriculture must become more active
in the institutional affairs of the university.
At all
levels, agriculturalists should become involved in academic
processes, faculty decision-making, university-wide committees
and councils.
Administrators in agriculture should be prepared
and promoted for positions of broader responsibility in the
�26
university.
heritage?
Who better to promote and expand our land-grant
This should be accomplished not by political
gam esmanship but earned through demonstrated competenc e and
capacity.
When persons in positions of authority do not hav e a
knowledg e of agricultur e, the college of agriculture should
assume a responsibility for their enlightenment in appropriate
ways.
In the final analysis, those responsible for the
university have a vital concern for the best interests of
a g r i c u l t u r e in the context of the total university mission.
They are as con cerned with making proper deci sions on behalf
of the college of agriculture as are those who are in th e
college itself.
The political and public persuasiveness of
agriculture should be mobilized to serve the total university
as well as the special needs of the college.
Enlightened
relationships will be mutually beneficial.
Students and faculty in agriculture should be encouraged
in every possible way to interact with disciplines throughout
the university, contributing to and benefiting from the
�27
richness of the institution.
Often such relationships exist,
but usually in very limited circles.
They should be consciously
and persistently broadened to encompass the total university -medicine, physical education, philosophy, electronics, ethics,
•
geography, business, the arts, and all the rest.
In earlier
and simpler days, such institution-wide interaction tended
to be more characteristic.
Representative Morrill, in commenting
on the land-grant concept, expressed primary concern with
agriculture and the mechanic arts, but also stressed the
importance of the liberal studies.
But as professions have
evolved, disciplines been defined, college and departmental
structures solidified, and specializations proliferated,
barriers to intellectual interaction have emerged.
They
should be swept away, not only permitting but encouraging
broad-ranging intellectual exploration.
Such intellectual
permissiveness will enrich the lives of both students and
faculty, and will contribute significantly also to an improved
character in agricultural research and teaching.
�28
Second, land-grant colleges of agriculture should assume
the coordinating leadership role in our nation's programs of
agricultural research.
The patterns and processes for the planning and carrying
out of agricultural research on a nationwide basis seem to
be in disarray.
From before the passage of the Hatch Act in
1887 through the 1930s, the U.S. Department of Agriculture
was essentially a research and educational organization.
Even in 1930, USDA agricultural research activities accounted
for a large part of its budget.
Today, while the research
dollars in USDA have grown, they account for less than two
percent of the departmental budget.
Beginning with farm
programs initiated In the Depression years, the USDA has
been transformed into a conventional governmental
bureaucracy managing varied programs of direct benefit to
specific groups of farmers, consumers, and other special
interests.
�29
One astute observer of the agricultural scene, James T.
Bonnen, has observed:
" Fr om the 1880s through World War II
the USDA provided the intellectual and administrative leadership
which established national priorities for the agricultural
sciences, performed most of the basic science research, and
made major investments in the long-term intellectual and
social capital of agriculture.
Sinc e the 1940s the colleges
of agriculture have inherited the intellectual mantle of
research leadership, and the mostly informal institutional
process by which national priorities for agricultural res earch
were set has evaporated."
Conversations with leaders of your institutions, minutes
of innumerable meetings, and multiple speeches and panels
would verify need for a more systematic and rational pattern
for determining research needs and priorities in agriculture,
the allocation of research resources, and the coordination
of multiple efforts across the nation .
While sporadic efforts
have been made to address the issue, the results are not yet
�30
impressive or convincing.
The erosion of support, both
financial and attitudinal, for agricultural research seems
to be one consequence.
Therefore, I urge your creative and
statesmanlike approach to this issue, lest it be relegated
to resolution in the political arena.
The mantle for leadership
which passed to the colleges of agriculture will be snatched
away unless it is worn responsibly.
Third, colleges of agriculture should launch new initiatives
in continuing education, augmenting their traditional commitment
to life-span learning.
In an address at the recent installation of Chancellor
Poulton at North Carolina State University, C.O. Houle,
preeminent scholar in adult continuing education and my
colleague at the Kellogg Foundation, commented on the future
role of continuing education at land-grant universities.
He
said, "We can have a sure guide to that future only if we
liberate ourselves from certain ideas which keep us prisoners
�31
of the past.
The tradition into which the land-grant institution
was born was that of the resident college with full-time
students and faculty.
In the thoughts and actions of those
who guide land-grant institutions even today, that aspect of
their service has remained the central core.
The experiment
stations, both on campus and dispersed over the state, have
proved to be crucially important, but they have always been
considered as adjuncts to a paramount activity.
word,
The very
'extension,' implies a movement outward from a center
and not a part of the center itself.
!lBut the actual life of mankind demonstrates a need for
education which does not center on campus instruction.
As
time goes on, resident teaching, research and extension must
be harmonized in terms of the conception of lifespan learning,
in which it is understood that from birth to senility or
death, the human being should be engaged in education, participating in each age of life in the kinds of self-directed or
socially organized instruction appropriate to that age.
11
�32
Agricultural education, encompassing vocational agriculture
at the secondary level, postsecondary degree options, and
programs in Cooperative Extension, provides the largest and
most complete illustration of lifespan learning in the world.
Your unending challenge is to keep it so.
While you can
take great satisfaction in accomplishments to date, I find
surprising inconsistencies.
For example, I think it is fair
to say that the land-grant universities have not been at the
forefront
~n
the development of external degrees.
s eems particularly true in agriculture.
This
Many agri cultural
students drop out of college during the course of their
undergraduate career, or never begin a degree progr am of
study before launching into the family farm enterprise or
otherwise moving into agribusiness.
Your college of
agriculture is probably the only college in your university
which has faculty members resident in every county of the
state.
Yet, typically, and in fact with only one or two
exceptions to my knowledge, colleges of agriculture have
�33
done nothing in the creation of external degree programs to
enable practitioners to complete the requirements for
baccalaureate or advanced degrees.
Similarly, colleges of agriculture seem reluctant to
move forward with the concept of experiential learning, in
which academic credit is awarded for demonstrated competence
and performance.
Wi th the tradi tion of "Lea rn i.ng by doing"
and application of research knowledge in practical situations,
it seems natural for agriculture to be a catalyst, rather
than a spectator, in this exciting new development in continuing education.
Thus, while agriculture is in one sense the pioneer in
lifelong learning and has been a pacesetter, it now seems to
be lagging behind the time as exciting new developments
occur In continuing education.
Fourth, colleges of agriculture should contribute more
actively to the processes of agricultural policy development.
�34
The decision-making process by which agri cultural policy
is established too seems in disarray or virtually nonexistent
in any rational sense.
As in the instance of agricultural
research, agricultural policy making has been altered substantially by farm programs which began in the 1930s.
The
Farm Bloc, which was a powerful reality for two decades
following World War I, has been fragmented by th e development
of commodity and regional groups.
Such special interests
are now the moving forces In dealing with the Executive and
Legislative Branches in the determination of policies at
both state and national levels impacting on farming and
agriculture.
The circumstances in U.S. agriculture in the 1980s are
vastly different from those of previous decades.
Low-cost
production methods, coupled with untapped productive capacity
and available credit led to unparalleled growth in the farm
sector during the 1950s and 60s , resulting in an abundance
of food in this country.
During the 1970s U.S . agriculture
�35
became the significant food supplier of the world, exporting
nearly one-third of its produced crops.
At the same time,
international disputes, the cost and availability of energy,
and growing concerns for adequate nutrition and protection
of the environment have greatly altered domestic food production.
There is a current need for consistent and well-constructed
policies to serve as the basis for development of the U.S.
food system.
For a hundred years farmers had the initiative in determining
agricultural policy.
Today those who want to influence
decision making and define the policy agenda in agriculture
must join with non-farm sectors of the economy.
It is apparent
that the scope of traditional farm policy has expanded .
Concerns for national security, the environment, consumer
interests, and economic and residential development now
influence the direction of American agriculture.
In order
that informed and prudent decisions can be made regarding
�36
food production and use, alternative courses of action must
be formulated, assessed, and communicated for the consideration
of policy makers in both the public and private sectors.
Unfortunately, while the process of policy setting ln
agriculture has become more tumultuous and the issues more
urgent, the engagement of colleges of agriculture in this
area of public concern seems to have lessened.
A cursory
review of research budgets and program activities suggests a
diminishing commitment to policy problems, probably a consequence
of pressing alternatives.
But hnerican society desperately
needs an objective, comprehensive ! and credible approach to
issues dealing with agriculture, food, the environment.
Hopefully, land-grant institutions will assume a leadership,
but not proprietary, role in the agricultural policy arena.
To do so will require a commitment by leadership within
the colleges and within the universities of which they are a
part.
Intellectual resources from throughout the university
must be mobilized -- economics, political science, the natural
�37
sciences, the social sciences, medicine and other health
fields, the humanities.
issues is staggering:
Even a preliminary listing of urgent
human nutrition and food consumption;
laws and regulations affecting agriculture; economic organization and productivity; trade and international relations;
natural resource management; toxicology and environmental
protection; energy; transportation, storage, and processing;
the structure of farm operations; technology and bioengineering;
labor and manpower; agricultural credit and finance; agricultural research and education; and roles for government
and the private sector.
Society needs the objective contribu-
tions of its land-grant universities in dealing with such
issues.
An additional dimension regards the understanding of
agriculture by decision-makers and the public.
Most of the
people in the United States know little or nothing about
agriculture and agribusiness.
The population of the United
States is 233 million; only three percent live on farms.
�38
Ninety percent of the population has been non-farm for over
thirty years.
Fewer and fewer people in the United States
have had any direct experience or contact with farming and
know nothing about the production of crops and livestock, or
the processing of foodstuffs and their movement to the consumer.
Four-fifths of the population is not employed in the agricultural
processing and distribution enterprises or in businesses
which supply farming equipment or materials.
All of this suggests a challenge for agriculture to
generate continuing public understanding of and support for
all that is required to assure a reliable, continuing supply
of high-quality food at reasonable prices.
In the short
term, agriculture must more imaginatively communicate with
decision makers at all levels, in both the public and the
private sectors.
If we operate on the reasonable assumption
that decision makers make the right decisions based upon the
facts and circumstances as they understand them, our responsibility
is to ensure that they have complete and valid information.
�39
I have been impressed with some of your innovative ventures
in this regard, including for example, CARET.
The challenge
is to do more and better in such efforts at all levels.
Beyond that, in the longer term, I suggest that colleges
of agriculture should establish as an objective the incorporation
of an understanding of the food supply and the wise management
of our natural renewable resources into the formal education
of all Americans.
This should be accomplished at elementary-
secondary school levels and in higher education, as well as
through informal educational means.
As a simple example of
opportunity, think of your own institution.
Typically, your
college of agriculture has an enrollment of 500 to 2000
students, representing 5 to 20 percent of the student body
of the university.
While it may be naive to do so, I will
assume that the graduates of your college leave with some
comprehensive understanding of agriculture and its place in
the total society.
But what of the other graduates of your
land-grant university?
I suspect that they usually are on
�40
campus for four years and never engage in more than a casual
way with the world of agriculture, leaving with no more
understanding than when they arrived.
I can cite a very
limited number of examples where this issue has b een addressed
but only for a minute fraction of the student body.
The
answer lies, I suspect, not in special courses but in the
integration of agricultural information and examples into
th e fabric of the intellectual life of the university.
Challenge and opportunity, of course, lies beyond your own
campus as well, at public institutions, pri vate liberal arts
colleges, and community colleges.
The Kellogg Foundation
has assisted pilot e f f o r t s of this sort at the University of
Florida and 10 private liberal arts coll eges around the
country.
The experiences of these initiatives will be shared
at a conference in Gainesville in January, to which every
land-grant university has been invited.
Only if we launch
such efforts now does there seem to be any assurance of a
possibility of enlightened decision-making as regards agriculture
at the turn of the century and beyond.
�41
Finally, colleges of agriculture must continually demonstrate
their efficacy in addressing issues of current vital public
concern.
As American society moves to the end of the twentieth
century, the issues at the top of its agenda have changed.
A century and a half ago, leaders in our nation were concerned
among other things with the establishment of a reliable food
supply to support urban population, to free resources from a
basic enterprise like farming to permit industrialization,
and to enhance the quality of life of people living in the
countryside.
Such concerns resulted in 1862 in the passage
of three vital pieces of legislation:
the Morrill Act
establishing the system of land-grant universities, the
Homestead Act providing for the settlement of the West, and
the creation of the office that would become the U.S. Department
of Agriculture to carryon programs of research and education.
Today those issues are no longer of paramount concern
in America.
Due in substantial part to the success of initiatives
�42
which began with legislation
~n
'1 8 6 2 , the American public
now assumes a reliable supply of high quality food at reasonable
prices.
Colleges of agriculture are generally regarded as
concerned, not with food supply and nutrition, but with the
special interests of farming and agribusiness.
Not in a
self-serving way but in the exercise of their responsibility
to society, colleges of agriculture must develop a public
understanding that such an abundant food supply is neither
guaranteed nor easily sustained, and create an appreciation
for the importance of research, teaching and extension ln
assuring a continuing, dependable supply of nutritious
foodstuffs at reasonable cost.
Recent surveys of issues of public concern suggest a
contemporary agenda for society.
It is not surprising that
a reliable food supply does not appear on the list .
Some
items, such as nuclear arms, are of importance to all of us
but are not central to the mission of the college of agriculture.
But others, however, are deeply imbedded in the disciplines
�43
of which agriculture is comprised.
mind:
Two come immediately to
the concept of health promotion/disease prevention,
to both promote physical well-being and control health care
costs; and the public concern for environmental quality.
As regards physical well-being, we all know that an
adequate supply of nutritious food is essential.
While the
primary mission of colleges of agriculture is the production
and processing of food stuffs, the implications for human
nutrition are seldom a major element in agricultural programs
of teaching and research.
More often, curricula and courses
emphasize productivity and profitability of the agricultural
enterprise.
Too little attention is given to the nutritional
consequences or implications as new technologies are developed
and adopted.
A concern for human nutrition must be incorporated
more comprehensively and imaginatively into the affairs of
agriculture if public funding is to be sustained.
�44
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�45
research, teaching, and extension.
Agriculture should move
positively and aggressively to the forefront in environmental
issues, rather than resist the tide of public sentiment.
Only in this way can society's posture regarding the environment
become one of responsible stewardship, wise management ln
utilization, and a conscious commitment to both the present
and the future, rather than a flood of faddish reactions.
In summary, to warrant the continuing and increased
support of public funding bodies, agriculture must articulate
clearly its role in serving the contemporary concerns of the
public.
Traditional support groups will prove inadequate in
the future.
IV
In discussing agriculture's system of developmental
institutions, Dr. James T. Bonnen observes, "Man, not science,
transformed U.S. agriculture.
Men and women, acting through
the institutions which they created, developed scientific
knowledge, changed human values and aspirations, modified
�46
old institutions and created new ones as they saw the need,
and step by step transformed the productivity and welfare of
U.S. farmers."
That was the case in the past; it will be true in the
future.
You here assembled, more than any others, will make
it so.
By vote of Congress, the two major buildings of the
USDA in Washington are joined by a pair of graceful arches.
The one on the east is a memorial to Seaman A. Knapp and the
one on the west commemorates James Wilson, who brought Knapp
into the Department and supported his work.
\menever I pass
the Knapp arch, my spirits are uplifted -- but I know that
the true memorial to Knapp is not there.
It is to be found
In part in the colleges of agriculture in the teaching,
research, and extension functions which they sponsor and
which he helped to create.
Even more powerfully and directly,
his influence is to be found on the farms and in the agricultural
enterprises of this country, all of which in some measure
�47
rest on the bedrock of his thought and effort.
adequate in our time as he was In his.
MISC-4-C
12/2/83
May we be as
�48
References
Bailey, Joseph Cannon, Seaman A. Knapp, Schoolmaster of
American Agriculture, New York: Columbia University
Press, 1945.
Bonnen, James T., "Agriculture's System of Developmental
Institutions: Reflections on the U.S. Experience,rr
presentation for the 1981 Symposium on Rural Economics:
Quebec Agriculture and Food Economy and Its Development
Potential in the 1980's, University of Laval, Quebec,
Canada, October 1981.
Cline, Rodney, The Life and Work of Seaman A. KnaQ£,
Nashville: George Peabody College for Teachers, 19 36.
Cooperative Agricultural Extension Work, U.S. Department of
Agriculture Circular No. 47, 1915.
Eddy, Edward Danforth, Jr., Colleges for Our Land and Time,
The Land-Grant Idea in American Education, New York:
Harper & Brothers, 1956.
Fosdick, Raymond Blaine, Adventure in Givin g, The Story of
the General Education Board, New York: Harper & Row,
1962.
Gates, Frederick Taylor, Chapters . In My Life, New York: THE
FREE PRESS, a Division of Macmillan Publishing Co.,
Inc., 1977 .
General Education Board, An Account of Its Activities,
1902-1914, New York: General Education Board, 1915.
Houle, Cyril 0., rrOpportunity and Obligation: The Role of
Continuing Education at a Land-Grant UniversitY,rr address
at installation of Bruce R. Poulton as Chancellor of
North Carolina State University, September 1983 .
Kellogg, Charles E. and David C. Knapp, The College of
Agriculture: Science in the Public Service, New York:
McGraw-Hill Book Company, 1966.
Knapp, Seaman A., Demonstration Work in Cooperation with
Southern Farmers, U.S. Department of Agriculture
Farmers' Bulletin 319, Washington: Government Printing
Office, 1908.
�49
Lord, Russell, The Agrarian Revival, A Study of Agricultural
Extension, New York: American Association for Adult
Education, 1939.
Nevins, Allan, The State Universities and Democracy, Urbana:
University of Illinois Press, 1962.
Roosevelt, Theodore, The Man Who Works with His Hands,
Address at the Semi-Centennial of Agricultural Colleges,
Lansing, Michigan, May 31, 1907. U.S. Department of
Agriculture Circular No. 24.
Ross, Earle Dudley, Democracy's College, The Land-'Grant
Movement in the Formative Stage, Ames: The Iowa State
College Press, 1942 .
True, Alfred Charles, A History of Agricultural Extension
Work in the United States, 1785-1923, United States
Department of Agriculture Miscellaneous Publication No.
15, Washington, D.C.: U.S. Government Printing Office,
1928.
United States Department of the Interior, Survey of Land-Grant
Colleges and Universities, Agriculture, Bulletin, 1930,
No.9, Vol. I, Part IX, Washington, D.C.: Government
Printing Office, 1930.
United States Department of the Interior, Survey of Land-Grant
Colleges and Universities, Extension Service, Bulletin,
1930, No.9, Vol. II, Part VII, Washington, D.C.:
Government Printing Office, 1930.
MISC-4,C
12/2/83
�
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.
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Mawby, Russell G.
W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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application/pdf
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1983-11-14_RMawby_SPE
Title
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Russell Mawby speech, Agricultural Scotoma- A Limiting Vision of the Future
Creator
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Mawby, Russell
Description
An account of the resource
Speech given November 14, 1983 for the W. K. Kellogg Foundation at the Seaman A. Knapp Memorial Lecture for the Annual Meeting of the National Association of State Universities and Land-Grant 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
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Agriculture
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1983-11-14
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application/pdf
Type
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/8d2ede46415655dc86371eceb559752f.pdf
2a44a563c6e666eea184a0c94f3b7d01
PDF Text
Text
Remarks by Russell G. Mawby , President
W. K. Kellogg Foun d ation
at the
Dedic ation of the Kello gg Li f e sp an Le arni ng Comp lex
Utah State Univ ersity
Logan, Utah
November 17, 1981
1.
Ruth and I are delighted to be here and to r epresent
the Kellogg Founda tion at this very sp ecial occasion marking
the construction of this very special facility, at this very
special university.
Now, I hope you'll resist the impulse to discount that
comment as simply highblown rhetoric of a dedication Jay
speaker.
The word lIspecial" admittedly lacks much in the
way of credibility in our society today.
People talk about
giving you a "special deal" and holding a "special sale."
To just mention another involuntary impulse, I can't seem to
force my hands out of my pockets when someone starts talking
about wha t a "s pe c i a I deal'! they have for me!
�2
This morning, however, I hope to convince you (if that
is necessary), that the adjective 1!special" ':1ppropriatel y
applies to Utah State
U~iversity
a n d the Uni versity commitment
reflected in this Lifespan Learning Complex.
And, for those of you
~ho've
had an opportunity to scan
this morning's printed program, let me relieve any anxiety
you may be feeling over seeing that seven-letter word
1!a-d-d-r-e-s-s" next to my name.
Not to get caught up in
semantical exercises, or to belabor word definitions any
further, but the only comfort able u£e I have for the word
"address" relates to where I live, and where they deliv er my
mail.
So my remarks this morning will be brief:
confined to
a bit about the history of continuing education as it relates
to the Kellogg Found ation and why the Found ation considers
this Lifespan Learning Complex very "special" in several
important ways.
�3
II.
As some o f you ma y know, Lhe Ke l l ogg Foundation's
founder, Mr. W. K. Kel l ogg , wa s a successful busin essman and
an equally p ra c t ic a l philanthropist.
In 1935, when he made
the irrevoc abl e t r a ns f e r of his fortune to the Foundation,
he wrote a bri ef l etter in which he concluded:
til am glad that the educational approach has been
emphasized.
The greatest good for the greatest number
can come only throu gh the e du c a t i on of the child, the
parent, the teacher, the ' 'f ami l y physician, the dentist,
and the community in general.
Education offers the
greatest oppor t un i t y for really improving one generation
over another."
Growing out of Mr. Kellogg's philosophy, and through
support of a variety of approaches, the Kellogg Foundation
has placed ve r y high priority on support of e f f or t s to
improve and exp and educational opportunitie s.
�4
More than any other private foundation, the Kello gg
Foundation is also identified with adult continuing education.
Very often this identity is with residential centers for
continuing education, such as the 10 which have been assisted
at institutions in this country and in England.
In each
instance, the interest of both the universities and the
Foundation was with program, and only secondarily with
bricks and mortar.
Each of our institutional grants for
residential centers represent ed significant new dimensi.ons
in programming models for univ er sity-based residential
continuing education.
We are ' proud of these centers and
their accomplishments, for their success is at least
partially responsible for stimulating development of more
than 130 such centers at colleges and universities throughout
the country since the early 1950s.
I will also admit to you that my own views of continuing
education are biased, and my support unusually strong,
because my personal life and career have been constructively
influenced by university programs of continuing education.
�5
I grew up on a f arm in west ern Michigan.
My f a the r and
mother complet ed only eight y ears of form al schooling , but
they both appre ciated education, kno wl ed ge, and l earning.
My father's first job was as a hired hand on a farm and some
eight years later he realized th e dream of every hired man
when he bought a farm of his own.
Very early he established
contact with th e county agricultural agent and my mother
became involved in home demonstration club activities.
Mawby kids were in 4-H club work.
The
These contacts with
Michigan State Univer sity, through Coop erative Ext ension,
made a difference in our way ' o f life and our standard of
living.
4-H first brought me to a university campus at the age
of 14.
This, and subsequent experiences, crystalized my
goal of enrolling in college and I became the first member
of my family to graduate from college.
surprised that I am strongly committed:
So you will not be
�6
to the idea that learning by doing, and combining study
with experience and service, is necessary to the 2d u c &t i o n
of every responsible man and woman;
to the idea that doing community adult education with
imagination and a sense of enlargement is among the
responsibilities of the university; and
to the idea that technology and art, culture and industry,
may be wedded for the improvement of all the people.
It is in line with this history and these objectives
then, that the Kellogg Foundation has encouraged efforts
aimed at improved continuing education opportunities for
professionals, and the integration of continuing education -in the fullest sense -- as part of the mission of our system
of higher learning.
III.
There are signs and reasons for optimism that this
integration is occurring.
Colleges and universities
�know survival depends upon finding new sources of revenue,
performing new services, or both.
One possibility is to
identify additional kinds of students:
from among young
Americans not presently enrolled; from foreign students; or
from adults seriously interested in lifelong learning.
Of
these three, the most readily available aDd numercus are
adults.
In the last few years, they have become present in
such numbers that the Wall Street Journal has referred to
the influx as "the graying of the campus,lI
Because of these changes in student profile, and projected
population trends, there has ·b e e n new attention and commitment
to the concept of continuing education.
We have seen an
enormous increase of community schools and community colleges.
Associations devoted to religious, political, social,
and economic causes now turn to adult education as a way of
achieving their diverse ends.
Professions are increasingly
using continuing education as a basis for formal relicensure
and recertification.
Large numbers of people are seeking to
�8
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�9
elderly student of the classics, developed in Louisiana and
Texas the teaching techniques which became the basis of the
agriculture extension service, effectively reaching and
changing the practices of farmers, then the largest economic
group in the country.
He and his colleagues did not teach
simple tricks and skills but conveyed the profoundest principles
then known of soil science, plant management, animal husbandry,
and engineering.
On the basis of Knapp's work, which grew
rapidly in the next eight years with assistance from several
foundations, and which was permanently linked to the land
grant colleges in 1914, the whole nature of American agriculture
and rural life has been changed.
The success of this lifelong learning enterprise -beginning with youngsters on the farm and contilluing to
influence the minds and actions of farm families and farm
operators throughout their careers -- brought an acclaim in
recognition to the sponsoring universities which nobody had
ever dreamed they could achieve.
The little "cow colleges,"
�10
then out at the edge of academe, have become the Purdues,
the Michigan States, the Nebraskas, and the Utah States of
today.
One cannot give complete credit for such changes to
the agricultural extension service, but its basic principles
of confronting the reality of adult life in the community
setting has been profoundly important.
IV.
Could it be, however, that basing adult learning on
such life experience and need .i s a lesson which colleges and
universities must themselves learn more fully if they 2re to
carry their institutions into a new era of service to society?
This question brings us to Utah State University, and
the role of this Lifespan Learning Complex.
I suggest that
in future years, major benchmarks of productive change in
higher education may identify "pre- and post-Utah State"
dates in the development of adult continuing education in
the United States much as the agricultural extension movement
at the turn of the century; and creation of the network of
�11
residential continuing education cente rs in th e 1950s ar e
recognized as important milesto nes.
For while we have had the network of residential
continuing education centers at universities, they have
conceptually, programmatically, and geographically been on
the outskirts of higher education.
Cyril Houle, a consultant to our Foundation and a noted
scholar within the field of continuing education, has observed
that lifespan education is grounded on the concept that
there are identifiable periods within an individualts life,
ranging from childhood, adolescence, onset of maturity,
adulthood, to identifiable stages of middle and old age, in
which there are special learning needs and abilities.
For
example, the comprehensive approach to lifespan education
suggests that there are right times in which to learn how to
meet successive needs:
to lay a found ation for life in
which learning will always be an essential part; to be a
good marriage partner and parent; to supervise and administer
�1
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�the organizational chart of the in stitution; p att erns of
financing; the reward system for faculty; functional activities
and relationships within the institution; and with organizations
beyond its walls.
No university, until Utah State,
WaS
willing to develop
a broad-based multidisciplin ary offering of continuing
education services embracing a l l or most of the subject
matter fields of a major university.
No university, until Ut ah State, worked to integrat e
programmatically the basic and continuing educational
activities within the institu tion.
No major university, until Utah State, designed a
facility which also physically integrated continuing
education programs into the university structure where they
are visible to all learners and where continuing education
is related to the other teaching and research responsibilities
of faculty.
�14
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�15
1.
We hope there are a number of specific examples wh i c h
evolve and emerge out of your efforts, and the programs
within this complex, which give concreteness to the
concept of lifespan education in the lives and the
needs of people.
2.
We hope that from these specific examples will emerge
better ways of carrying out university functions and
university programs.
3.
We hope the University might demonstrate new, more
effective ways of working with the informal network of
continuing education organizations.
For example:
voluntary agencies, service organizations, and community
institutions such as libraries, museums, and art centers -many of which often embody the concept of lifespan
education.
4.
We hope the University will be creative in identifying
new learning clienteles which have not been served by
existing networks and programs of continuing education.
And,
�16
5.
We migh t c hallenge the University to conceptuclize and
imp l e me n t oVer a period of time, a comprehensive approach
to help in g a citizen or student build an individual
plan for living -- for lifelong learning and growth,
r e f l e c t i n g the latest notions of the stages of adult
development, incorporating the individual's personal
values and goals, and representing a comprehensive and
refreshing accommodation of an institution to the interrelationships between work (profession, career), family,
leisure, and learning.
Challenges almost as difficult as these were faced and
met in earlier eras, and for earlier clienteles, through the
extension network and the residential continuing education
centers.
Today the special challenge, for this special
university and this special complex, is to lead the way into
a new era of educational service in our society.
�17
I believe it is to that challenge, and that opportunity,
that we should dedicate this facility today.
JMR-2, B
11/13/81
�
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
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
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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>
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Identifier
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JCPA-01_1981-11-17_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech at the Dedication of the Kellogg Lifespan Learning Complex
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 17, 1981 for the W. K. Kellogg Foundation at the dedication of the Kellogg Lifespan Learning Complex.
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
1981-11-17
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/ee1dfa1a1caa27e9bddaf777cd6e2c11.pdf
04c070adafee9ad5974d4ad2aa926ded
PDF Text
Text
MESSAGE IN HONOR OF NANCY AXELROD'S NINE
YEARS AS FOUNDING PRESIDENT OF THE NATIONAL
CENTER FOR NONPROFIT BOARDS
NATIONAL LEADERSHIP FORUM
WASHINGTON, D.C.
NOVEWIBER 17,1996
Russell G. Mawby
Chairman Emeritus and Trustee
W. K. Kellogg Foundation
In successful grantmaking, there are three key components:
problem -- program -- people! The problem -- clearly articulated,
timely, and important; the program or course of action proposed to
address the issue; and, most important of all, the people involved -creative, competent, committed.
A decision to support the
National Center for Nonprofit Boards was based on all three and,
in retrospect, was prudent, even brilliant.
When the Kellogg Foundation made its initial investment in the
National Center for Nonprofit Boards in 1987, we had no ideajust
how successful that decision would tum out to be. We made a
four-year grant of $880,000 to launch NCNB, which then was only
�-2-
an idea.
With the grant, the founding organizations -- the
Association of Governing Boards of Universities and Colleges and
Independent Sector -- then asked Nancy Axelrod to become its first
chief executive.
She opened NCNB's doors with a staff of 3 and is leaving nine
years later with a staff of 25.
The budget has grown from
$385 ,000 in 1988 to $3.4 million this year.
The Kellogg Foundation and the other five funders who helped
launch NCNB have been joined by 105 other foundations and
corporations that have provided grant support to the National
Center for Nonprofit Boards.
Even more impressive, NCNB now finances most of its operations
from earned income from publications sales, membership dues,
meetings and conferences, and board training fees. Earned income
�-3In 1996 will be about $2 million and will account for about 60
percent ofNCNB's total income.
Beyond these figures that show how well Nancy, her board, and
her staff have led NCNB is the critical role that the National Center
for Nonprofit Boards has played to promote strong boards. All of
us know how important effective trusteeship is to the health of the
nonprofit sector. In just nine years, NCNB has become a highly
respected center for information and advice to help boards become
better -- not only in the United States but also in other parts of the
world where non-governmental organizations are contributing to
the establishment and strengthening of civil societies -- and are
asking NCNB for assistance.
Congratulations, Nancy, on the remarkable work you have
accomplished while serving as NCNB' s first chief executive, and
good luck as you begin a new chapter in your career.
�
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_1996-11-17_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, National Leadership Forum
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 17, 1996 for the W. K. Kellogg Foundation at the National Leadership forum in honor of Nancy Axelrod's nine years as Founding President of the National Center for Nonprofit Boards.
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
1996-11-17
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/2bf947092c92835491470fadc9bf3169.pdf
8d92df03924c45bf189508d532ebd56e
PDF Text
Text
Pew/RWJ/WKKF JOINT FOUNDATION MEETING
Washington, DC
November 21, 1994
Russell G. Mawby
~
I
It is my distinct pl eas re to be here to day, f'LU:--I-A'Irn part of
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g co-
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we hav e re ac hed
the same conclusion -- while there is much to be valued in
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. Sa
ra Lee Nea
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.
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s
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ty
-Based ~ li Hea
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i
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�·.
The third strategy, the Community Partnerships with Health
Professions Education, seeks to change the way our health
professionals are trained and to increase the number of
suitably-educated
primary
health
care
practitioners
doctors, nurses, and other health professionals working
together with communities.
~
and
affordability of health care for the people of this country is
not done.
As we see it, there is a gap between what
people want and what our system pays for and, therefore,
A
provides.
There is little argument that the United States
has the most sophisticated technology and the best medic al
care in the world.
needs as well.
But the people of our society have other
At one of the Community Partnership sites,
they tell of the time a mother and father carried their child
to one of the Partnerships' school-based clinics.
6
The child
�, ~When
was not ill, as it turned out, the child was dead.
"
clinic staff realized the situation, they explained to the
parents that there was nothing they or anyone else could
do for the little one.
To the staff's surprise, the parents
said they knew the child was dead. They had not come for
medical services, but for the other services their friends and
neighbors said the clinic would provide
for understanding
~-
and emotional support, for kindness and caring.
family
wanted
was
not
high
tech
What this
intervention,
compassion. We must have a system that provides both
.
~r
but
~
~ ..
Reducing the gap between what people want and what the
system provides remains the challenge for policymakers in
this country at all levels.
Reducing that gap has been one
of the main reasons for the increased attention to making
more public and primary health care available.
The key
question, of course, is how do we do that? How can public
7
�~
fundsand regu
la
t
ionsbe adap
tedA
10 redu
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isgap? Th
is
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l
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ro
jec
ts funded by the th
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s
.
th
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:
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n
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tems
, chang
ing pa
rad
igms
,i
f
you w
i
l
l
, is a
lways a daun
t
ing one
.
Change is as
low
p
rocess
, and a
l
l sys
temsres
is
ti
t
. Bu
ti
fHea
l
th P
ro
fess
ions
Educa
t
ion istot
ru
lyp
repa
re an adequa
te wo
r
k fo
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mee
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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_1994-11-20_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Joint Foundation Meeting
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 21, 1994 for the W. K. Kellogg Foundation at the Joint Foundation Meeting between Pew, RWJ and WKKF.
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
1994-11-21
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text