2 24 294 https://digitalcollections.library.gvsu.edu/files/original/5a4d321046be16988f430be8b0689a38.pdf ebd1d75d4346da8286f397abd9c3c55d PDF Text Text Notes from RGM's presentation, "On the Move," for Battle Creek Area Chamber of Commerce Eye Opener at the Stou ffer Hotel, October 8, 1991 CD - ~C-l ""tL--c.. ~ ~ l~ ~~_ 'r +- ~ r.ac-~....>4I ........ .... ,~ (~~ ke--~~~ -o Ie \c \l O ' . W Jt:. - ~ _ \ =r ~ o ~ ., r~ ~ ~ (~c9 c ~ : ~ W~~ <=- - ~ .~ . ~ '(j r9;?tI . ~ Tn- #:;. ~. I..v- ~ ~ ( te - .2- 1"- ~ bO c::;...~ ~ • �V ' \ 0 - ~ ..- ~- ~ ~~~ ' - . . • ' 1 . - '~ - -- ' .~ \ - . .,• �-J ) C~ ~ 6 . 6 )~ - . . ~ (. asc :» :..._ e~a. _ -C i / -.. ~ ~ --. �• • • ut;... �/' ( c J C- �- / c I �CHAMBER OF COMMERCE EYE OPENER BREAKFAST SEPTEMBER 1 0 ,1 991 GOOD ~I I NOT ICED IN THE AUGUST CHAMBER OF . LETTER THAT THE TOP IC OF MY C ~ C NEWS - SPEECH IS TO BE "THE STATE OF THE C ITY ." S INCE THE "STATE OF THE C ITY " HAS A LOT TO DO W ITH OUR COM I1U N ITY 'S "ST } \TE OF M IND , " BEFORE I BEG IN , II D L IKE TO TALK ABOUT OUR C ~ll I ' STATE OF M IND FOR A MOMENT . ALTHOUGH BATTLE CREEK BASH ING NO LONGER APPEARS TO BE AS POPULAR AS IT ONCE WAS , I ST ILL OFTEN FEEL THAT THERE IS A LOT WE TAKE FOR GRANTED ABOUT OUR C TAKE A L ITTLE TEST . ~' I . TO DEMONSTRATE TH IS , I 'D L IKE YOU TO PAPER AND PENC IL ARE NOT NECESSARY , JUST KEEP TRACK OF THE SCORE IN YOUR HEAD . . : WH QUEST ION 1 ICH I W ~ C ITY , S ITUATED M IDWAY BETWEEN DETRO IT AND CH ICAGO , OFFERS OVERN IGHT SH IPP ING TO 60 % OF ALL QUESTIo r ;2 . : ~~ IC AND CANAD IAN CONSUMERS . ? W3AT C ITY ISTHE HOME OF THE LARGEST AND MOST ~ INDUSTR IAL COMPLEX INTHE M IDWEST ? �Eye Opener September la, 1 9 91 Page 2 QUESTION 3.: WHAT CIT Y I S THE HOME OF THE LARGEST MUNI CIPALLY OWNE D RE CREATION AREA I N THE STATE? QUESTI ON 4.: WHAT MI CHIGAN CITY IS THE HOME OF THE WO RLD 'S SECOND LARGEST PRI VATE FOUNDAT I ON WHIC H HAS MADE GRANTS IN EXCESS OF $84 MILLI ON TO ITS HOME COUNTY? QUEST ION 5: WHAT MICHI GAN CITY I S THE THI RD LARGEST IN AREA , WI TH IN EX CESS OF 10 0, 0 0 0 PEOPLE RE SI DI NG IN THE METROPOLITAN RE GION? QUESTIO N 6: WHAT MICHIGAN CITY CAN BOAST 2 5 GOLF COU RSES AND 50 TENN IS COURTS WI THI N A TEN-MI NUTE DRI VE? IF YOU SAI D, BATTLE CREEK , MI CH I GAN, TO ALL OF THOSE QU ESTIONS , GIVE YOURS ELF THE RAN KING OF OUT SPOK EN COMMUNI TY SUPPORTER . SAI D, BATTLE CRE EK, SELF THE RANK CREEK, I F YOU TO THREE OR F OUR OF THOSE QUESTI ONS , GI VE YOUR - OF AVERAG E COMJ."WN I TY RESI DENT . TO TWO OR LESS OF THOSE QUESTI ONS , I F YOU SAID BATTLE I I H AFRAID YOU MUST RA..N'K YOURSE LF I N THE "TAKI NG BATTLE CREEK FOR GRANTED" CATEGORY . BEFORE I SHARE WI TH YOU WHAT I TH INK IS BATTLE CREEK'S MOST 'TAKEN FOR GTU\NTED ' C RE E K 'V\H I CH WE ASPECT , LET ' S REVIEW SOME OTHER TH INGS ABOUT BATTLE DON 'T OFTEN HEAR . SOME OF YOU l'Li\Y KNmv SOME OF THESE , AND SOHE OF YOU t-LZ\.Y NOT , SO YOU CAN KEEP TR.i\CK OF HOW YOU ARE �E y eO p e n e r S e p t em b e rl a ,1991 P a g e3 DO ING AS SU PPORTER , AVERAGE RES IDENT , OR HEAD IN -THE -SAND CATEGORY . 'm 'LLHAVE A SHOW OF HANDS AT THE END . l IDED THESE ITEMS INTO THR EE D IFFERENT CATEGOR IES . I HAVE DIV THE F IRST IS FUN TH INGS WE DO , THE SECONDIS BUS INESS OPPORTUNIT IE S , AND THE TH IRD IS QUAL ITY OF L IFE . LET 'S START'N ITH THE FUN CATEGORY SIN CE SUMMER ISW IND ING DOWN AND WE 'VE JUST DONE ALL OF THESE TH INGS . FUN TH INGS WE DO D ID YOU KNOW THAT OUR INTE RNAT IONAL BALLOON CHAMP IONSH Ip IS ON E OF TEE TOP FEST IVAL EVENTS IN THE M IDVmST ? 'S EVEN IN SOME SAY IT THE TOP TEN FEST IVAL EVENTS IN THE COUNTRY. TH IS YEAR , w E FAR EX - CEEDED ONE M ILL ION V ISIT ORS AND MANY PEOPLE ARE SAY ING IT ' S THE BEST BALLOON EVENT THAT BATTLE CREEK HAS EVER HOSTED . IT'SNOT MUCH OF A SECRET ANYMORE BECAUSE ITMADE HEADL II \ 'ES HERE AND ALL THE WAY TO ~~ C , BUT Tn IS YEAR OUR CEREAL FEST IVAL I .NK AS THE TRUE "CEREAL CAP ITOL OF THE KEPT ' BATTLE CREEKI S TOP RJ W ORLD ." ,000 PEO PLE EAT BR EAK FA ST DOWNTOWN ON THE M ICH IGAN h 'E HAD 4S M...c..LL . IONAL FEST IVAL AND S I S D ID YOU KNOW THAT AS PART OF OURINTERNAT TER C ITY EXCHANGE TH IS YEAR , TEE C ITY O F BATTLE CREE : :< : HQS c r : : : : :D ~: S ISTER C ITY V IS ITORS THAN ANY OTHER S ISTER C ITY , OFl .NY S IZE , ::: ' ; TH E UN ITED STATES ? EACH YE. ' . .I .R OUR IN ' l 'ERNAT IONAL FEST IVAL .:; ~ O e JR ;:'_ ~ ': . \ - �Ey eO p e n e r Se p t em b e r1 0 ,1 9 9 1 P ag e4 ' ; ' l I NNING S ISTER C ITY EXCH ANGE PR OGRM I GRQ1 i iS B IGGER AND BETTER AND INVOLVES MO RE MEMBE RS OF OUR SOMETH ING ELSE IdE C ~~ I . TAKE FOR GRZ\.NTED IS OUR REG IONALLY ACCLA IM ED IDERED ONE OF THE BEST FAC IL IT IES OF IT S ZOO . B INDER PARK ZOO IS CONS S IZE IN THE REG ION , AND HAS PLANS TO DOUBLE ITS EXH IB ITS , THE NUMBER OF AN IMALS , AND THE SPACE THE ZOO OCCU P IES IN THE NEXT F IVE YEARS. D ID YOU KNOW THAT OUR AW ARD -W INN ING L INEAR PARK SYSTEM W AS ONE IRST OF IT S TYPE IN THE M l mvEST , A _NO THAT C ITY STAFF HAVE O F THE F ING ADVICE AND ASSIS TANCE TO OTH ER CO t1 . .MUN IT IES .Z \ .ROUND THE BEEN GIV COUNTRY WHO ARE DEVELOPIN G LIN EAR PARK SYSTEMS MODELED ON OURS ? D ID YOU ALSO KNOW THAT BATTLE CREEK IS FAST BECOM ING THE AMATEUR ITOL OF M ICH IGAN , 1<.070 HAS A V IS ION TO BEC02 1E THE A J . '1ATEUR SPORTS CAP SPORTS CAP ITOL OF THE UN ITED STATES ? OUR NEW C . O . BROWN STAD IUM , WH ICH ALL O F YOU HELPED TO BU ILD , IS CONS IDERED TSUR BASEBALL FAC IL IT IES IN THE COUNTRY . ~ OF THE BEST ~~' - THE STAD IUM CURRE l ' :TLY IAL AMATEUR BASEBALL W ORLD SER IES , AND THE D IV I HOSTS THE STAN MUS S ION THREE NCAA COLLEGE BASEBALL l ' ;ORLD SER IES THE HOR IZON . l'~ : OTHER EVENTS ON OUR NEW SPORTS PROMOT ION O FF ICE W ILL QU ICKLY MAKE BAT - TLE CREEK 'S OUTSTAND ING FAC IL IT IES FOR ALL TYPES OF SPORT ING EVENTS , . LESS AND LESS OF A SECRET S?E ;' 3 L\G O F SECRETS I N THEi , p .K ING , OUR INTE R l -!A T IONAL FEST IVI :..I J OF I ~ SHOULD PROVE TO BE ONE OF THE M OST OUT STAKD ING LIG HT ING DIS - PLAYS IN THE COUNTRY. THE GROUP PUTT IN G TEAT ~ TOGETHER IS WELL �E y e O p e n e r S e p t em b e r1 0 ,1 9 9 1 P a g e5 ON ITS WAY TO MAK ING SuRE THAT IT I S NOT SOMETH ING ANY OF US TAKES FOR GRANTED . D ID YOU KNOW THAT THE UN ITED ARTS COUNC IL OF CALHOUN COUNTY I S ONE OF THE FASTEST GROW ING UN ITED ARTS ORGAN IZAT IONS IN THE NAT ION ? THE C ITY I S BLESSED W ITH NUMEROUS AUD ITOR IUMS , A C IV IC THEATRE ORGAN IZ J . . .T ION , A C IV IC ARTS CENTER , A CONCERTS ASSOC I AT I ON , TO ~ C ~l CHORUS , AND A COM . .'1UN ITY I A FEW. THE V IS IONQUEST 5 000 GOALS , ONCE THEY ARE ACH IEVED , ' d ILL HAKE OUR CULTURAL ARTS PROGRAM ONE OF . THE BEST IN THS COUNTRY FOR EXAMPLE , BECAUSE rr S I BEEN HERE FOR SO LONG , TAKE THE BATTLE CREEK S n : PHONY FOR GRANTED . BATTLE CREEK SYMPHONY I S ' l 'HE OLDEST MANY PEOPLE D ID YOU KNOW THAT THE COMMUN ITY SYMPHONY P ; THE NOT ONLY THAT -TOD . i \Y , OUR SYMPHONY R i \NKS N I NTH A J . ' 1 0NG ALL STATE ? o aCHESTRAS I N THE UN ITED STATES , BOAST ING A RECORD OF UN INTERRUPTED SEASONS . NOT ~ OTHER COM . . 1 '1UN IT IES OUR S IZE . i \RE FORTUNATE :LNOuGH 'TO E l l .VE ASYMPHONY AT ALL . LET ' S GO ON TO SOME OF OUR 'BUS INESS ' SECRETS . D ID YOU KNOW TEAT BATTLE CREEK 'S FORT CUSTER INDUSTR IAL PARK I S TEE ~' OF THE COUNTRY 'S TH IRD LARGEST FORE IGN TR : l \DE ZONE WHERE p ; ,NIES CAN CONDUCT CERTA IN OPERAT IO : rS A: " JD DE . ?ER , REDUCE , OR L8CAL Cm. ELIMI NATE CUSTOM S DUT IES ? IN J . . .CT IV ITY ,: ' :AT IONW IDE . FOREI GN TR i \DE ~ 43 IS R ;NXED \~ �Sye Op ene r S ept em ber 1 0 , 1991 P ag e6 D ID YOU S . CUSTOMS C ~ W PORT THAT THE C ITY OF BATTLE CREEK HAS IT S OWN I NLAND U . OF ENTRY OFFERING CONVEN IENT AND ACCURATE CUSTOMS A KU :1BER 0 : ' Y . IDWEST CORPORP .T IONS W ITH ~C C . sNAD IAN OPERP .- IS ASS eT TO AVO ID THE CONGEST ION I i . \ "D DETI m IS T ! " .KE ADVANTAGE OF TH IKE DETRO IT AND CH ICAGO . LAYS ENCOUNTERED I N AREAS L D I D YOU KNOW THAT BATTLE CREEK 'S 3,00 0 ACRE INDUSTR I AL P J . .RK I S THE LARGEST IN THE STATE OF IN DUSTRIE S IRTEEN , TH M ICH IGAN ? THE PARK I S THE HOME OF 6 1 W ITH MORE THAN FOUR M ILLION SQUARE FEET UNDER ROOF . BAT ?: : "= : CREEK HAS THE :SARG EST CONCENTRATION C? AT ';'. -~~' MANUFACTURERS I N THE STATE. 1 INDUSTRIES I N MANY OF YOC ARE PROBABLY NOT AWARE THAT OF THE 6 l ERE BORN I i .ND RA ISED IN BATTLE CREEK. THE PARK, 19 v BATT LE C r tEEK 'S S RANKED I N THE TOP TE :--J, BY COMPAN IES L IKE WORKFORCE I ~ AND HON - 01 \, FOR Cm : :S ISTE : · ITLY SUPPLYD iG H IGr : QUANTITY AND Q UAL ITY C '::.~ . DID YOU K i :;O t ' ; T H . J l .T B " '.T ?LS CREE :{1S REG IONAL MA lWFACTUR : : :NG TS c tTNO LOG ICAL CENTER , LOCATED IN T: iE INDUSTR IAL PARK, I S ONE OF T : : :E FEW FAC IL IT IE S IN TEE COUl \TRY OFFERING JOB 'TRA IN ING SPEC IF ICALLY G : : :ARED TO THE NEEDS OF LOCAL I NDUSTRY? M l\ .NY OF FRm ' 1 . '>~ YOU HAVE HEARD THE NEWS THAT K . i \L -AERO l ' l IL. T .J BE TO BATTLE CREEK. ~ ~ ~ \ ' ;HAT YOU HAY NOT KNO IY, I S TH J . .T KF .L- FAC ILIT IE S FOR CORPORATE A IRCRAFT. �:S y eO p e n e r Se p tember 1 0 , 199 1 P a g e7 SK IPPI NG FROM THE I NDUSTR IAL PARK TO OTEER AREAS OF THE TY , C ~~ I- D ID YOU KNOW THAT THE NEW CR IM INAL J UST ICE COMPLEX CURRENTLY BE ING C 0 :1 THE OLD CONRA IL PE \OPERTY W ILL C~ 1 5 0 , 0 0 0 SQUARE FEET OF JA IL AND SHER IFF CONTAIN NEARLY ADMIN ISTRAT IVE SPACE, 1 2 0 , 0 0 0 SQUARE FEET OF COURT SPACE, AND HAS A TOTAL PRO JECT BUDGET IN EXCESS OF $ 3 0,0 00, 0 0 0 ? D ID YOU KNOW THAT BY C I I~ JA IL AND COURT ACTIV I T IES 1 :1 ONE FAC IL ITY , THE COUN TY W ILL SAVE r-:ZF .RLY THREE -QUARTERS f t lH IC E ~ ~ A f . 1 J :L L ION DOLLARS A YEAR IN OPERATIONA L EXPENSES COVER THE COST OF BUILD INGTHE NEW COURT COMPLEX ? D I D YOU KNOV 'I THAT THE C ITY OF ' BATTLE CE i l lEK ~ :' ASSUME CENTRAL D ISPATCH FOR THE ENT IRE COUNTY AND W ILL EVENTUALLY DEVELOP AN E 9 1 1 SYSTEM WH ICH W ILL ALLOW D ISPATCEERS TO P INPO INT A CALL TO A SPEC IF IC RES IDENCE , H;r Ti lE BATTLE CREEK Y lETROPOL ITAN AREA OR OTHER COH I1UN I T IES I N THE COUNTY? D ID YOU KNOW THAT CEREAL C ITY DEVELOPMENT CORPORAT I ON (CCDC ) I S h 'ORKING ON A NU l lEER OF PROJE CTS, I NCL UD ING THE REUSE OF THE SEARS ~ BUIL DIN G , THE REUSE OF THE FOREER D1PER IA' ; : ' T ILE BU ILDE:G ON M ICHIGAN AVENUE, AND THE DEVELOP M ENT O r FORIvlER H . B . SHERMAN BLO CK ? r' \. ~ RATE HOUSI NG 10 : THE WHEN FULLY COY iPLETED , r ER IS LA ST DEVELOP - MENT W ILL I NCLUDE REST1 \URANTS , CO ML" lER C IAL SPACE, AND AN AMEN ITY PACK - AGE FOR RESIDENT S, I NCLUD ING A POOL AND CLUBHOUSE . "CEN ' rR . ' \L I ZED RET1HL T E!-\ . 0 AGEHENTI! f,vF iICH W ILL H;CU jDE CONSENSUS ON �Ey e Op ener S e p tembe r1 0 , 1991 P a g e8 STORE HOURS, TENANT 1 1 IX , FACADE TREATMENTS , AND YES , FREE PARKING I S BE ING D ISCUSSED AS PART OF THE PACKAGE. A ! ·L l I .JOR EMPLOYER IN THE DOWNTOWN , WHO I S TOO OFTEN TAKEN FOR D I D YOU KNOW THAT THE IR GRANTED , I S TRANSAMER ICA . C ~ I I IN BATTLE CREEK W ILL EVENTUALLY RESULT I N 3 1 7 MORE J OBS, f . IND AP PROXITELY S1 0 MIL L ION DOLLARS OF CORPORATE IN VESTMENT TO I ' lA TEE l'~ a J BU ILD ING AND TEE TRANSJ.I . J . 1 E R ICA TOWER BU ILD ING? FOP . ' l 1ER R OBV I OUSLY, ~ TI ME COULD BE SPENT ON OUR BUS INESS SECRETS, BUT LET' STURN OUR ATTENT ION TO THE C ITY'S QUAL ITY OF L I FE . ITE I ' · 1S I N T H IS ARE J \ J . I .RE ESPECIAL LY EASY TO TAKE FOR GR . . ' \NTED , BECAUSE THEY INCL UDE rrH E GE neRALLY " I NV IS IBLE " , AND OUR HEALTH G \RE SCHOOLS, OUR GOVERNMENT ~ SERVIC ES OF OUR . FOR EXAMPLE, D I D YOU KNOW THAT THE POL ICE ~ CI . ,OSES I , jORE rJAL CASES THROUGH FINGER PRL ' ;T I DENTIF ICATIO ! : ' : TEl ' , : : ' : , ' \ : JY DEPAR 'j ' CRn U ~ ITS S IZE P J THE STATE ? CLOS2D DOUBLE THE A ; '10U : , ;T OF CASES ~' THAT THE CITY OF K i\L i : 0 ' . " : " .ZOO D ID ':L=-::ZOUGH TEIS METHOD 1 . =o.ST YZAR . POL ICE DEPARTMENT ALSO LAS A O f ' ONLY STATES. ~W OW \LIF IED C I , BLOOD-S?ATT ER M IKE VANSTRATTEN , IXTERPRETERS AC CORD I NG TO CE lE ? POPE, OUTS IDE OF POLICE DEP . L>.R T r 'lS NTS 33ST ~ r~ I ~ I r' ~. , I~ -= ~ ~' I S ON2 ~I : u"")J 'IT ED AND THE STATE GP . . ) , .ND R . .Z \ .P IDS , B . i 'o.TT :S := C:C:.SF? : :~ CRIM E LAB IN THE STATE OF M ICH I GAN . OUR \. T'5 IE �Ey e Op en er S e p t em b e r 10 , 1991 P a g e9 NEXT -AND T: I I SI SA M I SCONCEPT Im ; , RATHER THAN SOMETH ING WE TAKE FOR GRANTED -OUR BRAND NEW BATTLE CREEK AREA MATH AND SC IENCE CENTER HAS BEE t ; DES IGNED TO SER \ ' 'E : JOT JUS T ' THE ELITE SCHOOLS, BUT ALL STUDENTS1 THROUGH F IELD TR I P S , ~ :L? : : OUR SPEC IAL PRO JECTS, ITS. AND PORTABLE LABORATORY K NE IGHBORHOODS IN O uR C ITY ; ' .RE VERY :;:; · ; PORTANT BUT BECAUSE THEY l ' i 'E RE TAKEN FOR GRANTED FOR SO LONG , \'1E ARE PR IOR ITY. ~ \; TO n. lI .KE TEEH A I D I D YOU KNOW THAT THE H ICH IGAN ASSOC IAT ION OF HOUS ING IEWS BATTLE rR EEK AS HAV I NG ONE OF THE TOUGHEST CODE OFFIC I ALS V FORCEHENT D IV IS IONS IN THE ENT IRE STATE OF r l IC H I GAN? ILL SOO :' J H W ZE A WE K Nm , : r NE IGHBORHOOD ~- D ID YOU :C-JOh STP . J . .TEGY THAT WHE t';- FULLY DEVEL - OPED l -Y IV ,H . .z \KE AVA IL I,B LE APPROX I MATELY $ 1 5 M ILLION DOLLZ \R S OVER THE NEXT F IVE YEARS ? OVER 50 % OF THESE FUNDS W ILL COME FROM LOCAL F INAN- C IAL INST ITUT IONS AND RESULT I N THE REHAB ILITATI ON OF AT LEAST FOUR TARGET L'-JE IG HBORHOODS , 'VHTH AN D 1PIE1 .S IS ON HOME OWNERSH IP , BETTER , AND A STRONG NEI GHBORHOOD INVOLVEMENT COMPOQUALITY RENTAL PROPERTY NENT Io r' l-. ~ ~rC = , ~\ ': :'I ~ S p . .YS A LOT ?130m : ' HOW' I'EA I ' SERV ICE I S GO IKG. OUR �! : :v e Op ener S ept e mb er 10 ,1 9 91 ?age 10 SCHOOLS THE STUDENT TOTAL ~ I IN THE ~ BATTLE CREEK AREA IS THE FACULTY NUMBER MORE THAN 1,0 0 0, MOST W ITH ADVANCED DE - 20,0 0 0. GREES. D ID YOU KNOW THE BATTLE CREEK PUBL IC SCHOOL SYSTEM SERVES THE TE I RD LARGEST GEOGR z \PH ICAL SCHOOL D ISTR ICT AREA I N THE STATE ? ALSO mm OF THE VBRY PE l! SYSTE l · IS I N TEE UN ITED STATES T I RELY DEBT FREE , \ ' J ITH t-i I LLAGE FOR OPER .A .TIONS BY TEE CIT Y 'S C I -C l'~ I I S EN - IC APPROVED = l\ RESIDEN TS. CI CE ILDREN LEARN 1 \BOUT C ~ ~' AT A SCHOOL FAP J ·1 , AND LEARN FIRST - ~ HAND ABOUT NATURE I\.ND \H LDL IFE AT A ONE ·WEEK RESI DENTH.L I ~' C 1'1-' I S C . \~I: AT THE 100 j \CRE OUTDOOR EDUCAT ION CENTER AT CLSAR THE PI ONEER ANN J. KELLOGG SCHOOL, ONE OF THE F IRST N f \ .TI ON TO [·1A I NSTREAM ~ IC C ~ STUDENTS, PROV I DES I! \I DEPTH ~c _'\ I~ ~ ~ . TEE IC- ES TO BLIND , DEAF , AND ORTHOPEDICA LLY HAND ICAPPED CH ILDREN. D ID YOU KNm i THE LAKEV IEW SCHOOL T IOL \ jAL MER IT SCHOLARS? TRICTS I N THE NAT ION TO IPIENT BEE::T TEE PEC ~ :' ~ ~ C D ISTR ICT HAS PRODUCED 144 r ;A - IT ' dAS ONE OF THE FIRST PUBLIC SCHOOL D IS~I I - OF THE UN ITED STA .TESI I ~ OF THE CI ~ CONFERENCES , AND HAS C SECR .ETARY OF EDUCATI ON _ I ~~ SCEOOL 01S- ' i 'HICT \ , I . ""_ S l \LSO TH 2 FI RST K -12 PUSL IC SCHOOL SYSTEM l f l ITH A0J OUTDOOR EDUCATION ~ , AKD ITS PUBLIC C ~ PARENT PARTNERSH IP �Eye O p e n e r S ep tem ber 10 , 1991 P a g e 11 OPERATES THE COUNTRY 'S OF JAPANESE .~lI I ~ " J APANESE SATURDAY SCEOOL" FOR CH I! . ,DREK L IV ING IN BATTLE CREEK . THE CALHOUN AREA VOCAT IONAL CENTER OFFERS TFA IN ING I N 3 0 DIFFER E 1 ' JT F IELDS AND BECA . , ' 1E m ;E OF THE F IRST K 1 2 IN ST ITUT IONS TO OFFER ? CURR ICULUM I N PLAST ICS TECHNOLOGY . KELLOGG Cm1HUN ITY COLLEGE,ONE OF 'THE F INEST CmE· l i JN ITY C OLLEGES I N THE STA TE, OFF ERS AN J1 .SS 0C IATE DEGREE PROGRAM I : : Jt ' :P .NY F IELDS AND H . l \ .S p .GGRESSI VE :JY MOVED TO EST 1>.BL IS8" AGREEXDTTS \ ' : : ITH FOUR - YEAR COLLEGIVERS IT IES . ES AND UN SPEAK ING OF COLLEGES AND UN IVERS IT IE S , SOME OF THE F INEST I N THE WORLD ARE LOCATED W ITH IN AN RAD IUS OF BAT- - ~I TLE CREEK. I dE OFTEN TAKE OUR HEAL ' l 'H CARE SYSTEM FOR GRANTED AS ~' . DID YOU KNm ' J THA ' l ' OVER 2S NEh ' PEYS ICIAN S HAVE JOD i 2D TEE BATTLE CREEK HEALTH SYSTEM IN THE LAST THREE YEARS ? l J RE : i .\ ;'S ALSO , THANKS TO THE NEW CH1L - CE l ' JTE:R, c JO C;T ILD H ; B} I.T TLE CREEK t JEED GOI ' i ITE OUT Q '0AL I_ . . .r~ TH CARE, TY HE f l.L REG II.RDLESS OF } I .B ILITY TO PA Y . THROUGH PHYSIC I ; .N VOLUNTEERS, THE NURS ING CL IN IC I S PROV ID ING FREE HE f ' . .LTH AND D :2NTAL CARE FOR OVER 2, 0 0 0HOMELESS AND I ND IGENT RES IDENTS . AL HEALTH AN l ) MED ICAL MANAGEMENT OF HEALTH THE OCCUPAT ION - DEPARTHENT SERVIC ES 9 2 COMPAN IES, C ~ OUR EXPENSES, HEART CARE PROVID I NG PRE-EM PLOYMENT PHYS ICALS AND CENTER OF C ~C , �~ e O ? e ner Sep tem ber 10 , 1 99 1 e 12 P ag BEFORE : ' 7E D ISCUSS BATT :SE Cv,EEKI S STAKE A PO :SL OF HOW E, LET' THE OTHER ~~ ~I .. - RESOURC - _~ P20PLE FEEL THEY KNEW A CREEK RESOURCES I J UST ~. - CREEK SUPPORTERS R...ll,.ISE YOUR nP .NDS . . . ~ ~ , I I ~ OF I . THE l \VERAG : : RES IDE i ' :TS. . • THOSE TAK ING BATTLE CREEK FOR GRANTED. . . THE LAST, : '10S T TAKENF OR - GP . P .NTED CREEK'S BEST- KEPT SECRET. R2S0 URCE IS REALLY E ' :,TT LE IN ORDER TO REVEAL THIS SECRE l ' TO YOU , I 'DLI KE TO FIR ST HAVE EACH PERSON I N THIS ROOM TURN AND SHAKE THE i " IAND OF TEE PERSON NEXT TO THEM F .:-.m THA I\7I< THE i :-:I FOR SELVES THE BEST- KEPT SECRET I N BATTLE CREEK . : :::~: ~: ~ - (GO AHEAD , I'LL G IV E YOU A MINUT E TO DO T lL l l , .T...) THE REP .SON I BEL IEVE THE PEOPLE I N THI S ROOM ARE THE BEST-KEPT SECRET I N BATTLE CREEK , IS NOT ONLY BECAUSE WE TAKE ~ ~ FOR ~ GP J \N 1 'EQ, BUT BECAUSE YOU P .RE THE RE .'1 .S 0N ALL OF 'THESE OTHEP I SEC? .ETS' HAVE BeEN HA I JPEt-JING I N BATTLE CREEK . EVEE E : . ::~ C ~ I I I l ~ , h 'E Hf'>..VE P . S :·L l l , .L LTO ';-'JN FEELD jG W ITH B I G CITY ':. OF THE COUNTRY . OUR Ii \ J HY ~ CEEEK : I . ::: ~ OUR PEOPLE , ARE I NDEED, A W ELL- KEPT SECRET EV2N I F I S THE BEST KNO ' i7N CITY OF OUR SI ZE IN THE ~ . I �I : :y eO p e n e r S e p t em b e r1 0, 1991 P a g e 13 NOW THAT YOU ' VE HEARD TH E 'STATEOF TEE C ITY' YOU EAVE PLEN TY O F ~~ I AND NO M ORE EXCUSES. W ITH THAT TO JOIN ~ IN ~ I A PLEDGE. PLEA SE I~ ~ , M IND ,I A SK ALL O F YOU ~. I YOUR R IGhT HAND AND REPEAT THE FOLLOW ING PLEDGE AFTER MS : iv l ISE , .n .S ON E OF BATTLE CREEK 'S BEST -KEPT.SECRETS , TO , , ;0 I PRO LONGER 1 ' . ; ; 'KE FOR GRANTED THE TH ING S THAT BATTLE CREEK DOES TH E BEST. THANK YOU. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1991-10-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, On The Move Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 8, 1991 for the W. K. Kellogg Foundation at the presentation for the Battle Creek Area Chamber of Commerce Eye Opener. 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 1991-10-08 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/899cba62d539fed887aeaf24caef8a25.pdf ec107b4977a907e68d8a8baf7b8ff0bf PDF Text Text October 6, 1988 Clemson University " Pub l i c Service and the Land -Grant Univ rsi t y " Presentation at Clemson 's Centennial I Celebration Symposium �- - �---The thoughts experience and I deep will share wi th you gr ow out ---- conviction. First, I have of personal an unbounded appreciation for and admiration of our land-grant colleges and universities. Described as America's first distinctive contri- bution to higher education, these institutions have been major players ln shaping America's destiny. They represent one embodiment of the philosophy expressed often by W. K. Kellogg, "Education offers the greatest opportunity for really improving one generation over another." President Van Hise of the ~ University of Wisconsin established the spirit of university public A service early in this century in his often-quoted comment that the boundaries of Wisconsin's campus were the borders of the state. 4 �('I- Second, I am a beneficiary of the land-grant philosophy. grew up on a farm in Kent County, Michigan. -- Keats K. Vining, County Agricultural I Our county agents Agent, and Eleanor Densmoore, Home Demonstration Agent -- enriched the life of the Mawby family in many ways. Largely through their influence, I became the fir st membe r of the Mawby f ami ly to earn a baccalaureate degree. the present, From earliest days as a both my personal 4-H club member to life and my profess ional life have been intermingled with the land-grant world. Third, I have a particular admiration and appreciation for you who are Extens ion profes s ionals . Extension and my wife, Ruth, was My early career was in a county home demonstration agent. While some academic extension function of land-grant university's intellectuals the university, would this teaching mission is denigrate dimension in fact of the the the most challenging, the most demanding, and the most rewarding form of much tougher to teach a class of skeptical farmers or seasoned homemakers than to face a classroom full of captive freshman seeking credit in a required course. difference you have made, are making, I salute you -- for the and will make, li.ves of (,('\11ntless individuals, families, and communities. in the �- '? I u. .-&--_-..) / -e I �~ \ 1 , T (I / > , "" c . . . . , J ,( f ' ; )' 2 . /b-r-· 1J' ) . . C ' ~ 4 ~ .... ~ ~ ~ ~~ ~ G - ~ ( ; - _ �In commenting briefly on ~ evolution of our land-grant universities, I will not provide a detailed history but rather will make a few observations. A. It is useful to begin our review of the evolutionary process by reminding ourselves of the language in the act which was signed into law by President Lincoln on July 2, 1862. Each state which accepted the benefits of this first land-grant act was obligated to provide: "At least one college where the leading object shall be, without excluding other scientific and �c l a s s i c a ls t u d i e sa n di n c l u d i n gm i l i t a r y t a c t i c s ,t ot e a c hs u c hb r a n c h e so f l e a r n i n ga sa r er e l a t e dt oa g r i c u l t u r ea n dt h em e c h a n i c a l a r t s• . • i no r d e rt o p r om o t et h el i b e r a land p r a c t i c a le d u c a t i o no ft h ei n d u s t r i a lc l a s s e si nt h e s e v e r a lp u r s u i t sa n dp r o f e s s i o n si nl i f e • . • " B . W h i l e e a c ho ft h el a n d g r a n tu n i v e r s i t i e ss t a r t e da sm o d e s t , s im p l e i n s t i t u t i o n s ,t h e yh a v e now b e com ec om p l e xu n i v e r s i t i e so fm a j o r s t a t u r ea n d h i g hq u a l i t y . 7 ' C . ~ .... . * . \~ I ne a r l i e rd a y s ,a g r i c u l t u r ea n de n g i n e e r i n gw e r e d om i n a n t ,w i t h a lm o s t" e x c l u s i v er i g h t s "t ot h er e s o u r c e so ft h eu n i v e r s i t y . B o t hd e v e l o p e d p r o g r am so ft e a c h i n g ,r e s e a r c h ,a n dp u b l i cs e r v i c e / o u t r e a c h /E x t e n s i o n . Th e p r i o r i t i e sf o rt h eu n i v e r s i t yt e n d e dt ob et e a c h i n g ,t h e n ~ t h e n E x t e n s i o n . Now , a g r i c u l t u r eLS o n l ya m o d e s t p a r to ft h et o t a lu n i v e r s i t y . I n g e n e r a l ,t h ep r i o r i t i e so ft h eu n i v e r s i tY , h a v es h i f t e dt op u tr e s e a r c hf i r s t , t h e nt e a c h i n g ,a n dt h e nE x t e n s i o n w i t h p u b l i cs e rVL c ea n do u t r e a c ha c t i v i - t i e sc h a r a c t e r i s t i co fa g r i c u l t u r ea n do n l yl im i t e do t h e rp a r t so ft h eu nL v e r s i t y ,n o tc h a r a c t e r i s t i co ft h eu n i v e r s i t ya tl a r g e . ( . , . . T h u s ,m o s t l a n d g r a n tu n i v e r s i t i e st o d a ya r el o s i n gt h ed i s t i n c t i v e n e s s ? ~ o ft h eb a l a n c eo rb l e n do ft e a c h i n g ,r e s e a r c h ,a n dE x t e n s i o nw h i c h c h a r a c t e r i z e st h el a n d g r a n tt r a d i t i o n . D . ~ ~ ~ ~ ~ ~~ A s l a n d g r a n tu n i v e r s i t i e sh a v eg rown i ns c a l ea n di nc om p l e x i t y , c o l l e g e so fa g r i c u l t u r eh a v et e n d e dt ob e com ec a p s u l a t e di n t e l l e c t u a l l y . T o t o ol a r g ea ne x t e n t ,t h ef a c u l t yi na g r i c u l t u r eh a v ed e v e l o p e da ni n s u l a r m e n t a l i t y , l i v i n ga p a r tf r omr a t h e rt h a nb l e n d i n gw i t h t h em a i n s t r e am o ft h e i n t e l l e c t u a ll i f eo ft h ei n s t i t u t i o n . �E . W h e r e a s i ne a r l i e rd a y s ,t h o s ei np o s i t i o n so fl e a d e r s h i pi nc o l - l e g e so fa g r i c u l t u r et o o ka b r o a d and e n c om p a s s i n gs t a n c e ,t h er o l ea s s um e db y a g r i c u l t u r a ll e a d e r si nt h el a n d g r a n tu n i v e r s i t i e sh a sb e com ep r o g r e s s i v e l y mo r e n a r r ow . T o i l l u s t r a t e ,a tt h et u r no ft h ec e n t u r y ,d e a n so fag r i c u l t u r ea n d t h e i ra s s o c i a t e sb e c am ec o n c e r n e dw i t h b r o a di s s u e sim p a c t i n gu p o nt h eq u a l i t y o fl i f eo ff a rmf am i l i e sa n dr u r a lc omm u n i t i e s . T h u s , t h e yw e r e r e s p o n s i b l e .... f o rt h ec r e a t i o no fd e p a r tm e n t so fr u r a leduc a t i o nw i t h i n t h ec o l l e g eo fa g r i c u l t u r e ,t oa d d r e s st h ei n a d e q u a c i e so ft h eo n e r o om s c h o o l ;t h e yc r e a t e dd e p a r tm e n t so f ~ s o c io logy, t od e a lw i t h p r o b l em so ft h eb r o a d e rc omm u n i t y ; t h e yc r e a t e dd e p a r tm e n t so fh o m e e c o n om i c s ,t oa d d r e s st h eq u a l i t yo ft h ehom e -' and f am i l yl i v i n gc i r c um s t a n c e s on t h ef a rm ;t h e yc r e a t e db o y s ' and g i r l s 'c l u b w o r k (now4 -H )t or e l a t ef o rm a le d u c a t i o nt of a rml i v i n ga n da sa t e c h n i q u et o i n j e c ti n n o v a t i o n s . Now , t h eem p h a s i s~ c o l l e g e so fa g r i c u l t u r e~ upon a g r i c u l t u r ep e rs e , w i t h ah e a v yp r o d u c t i o no r i e n t a t i o nb u tw i t h som e em p h a s i su p o nm an ag em en t and m a r k e t i n g . C o n c e r nf o rb r o a d e ri s s u e so ff a rml i v i n g ,r u r a le d u c a t i o n ,r u r a l c omm u n i t yl i f e ,i n c l u d i n gh e a l t hc a r ea n da l lt h er e s t ,h a sb e e ns h i f t e de l s e i s s u e s t i v e l ya d d r e s s e d . I nt h ec o l l t i o n ,b u t t h el a r g e ri s s u e s0 a n da b r o a d . c u It i e si ni n t e g r a t i n gt h es p e c i a l t i e sa n dr e l a t i n gth emt o c h a n g i n gs o c i a / e c o n om i c / p o l i t i c a lc i r c um s t a n c e sa thom e �~~ Oy . . . ~ ~ G-< -- e - ~ LG -____ ~ ~ ( , . v Q ( L c:O ~ ~~ ~ ~ ~ . . . . . . J ' ~ \ ~~ ~ . l ;~ ~ i* - " " " ' - l -G -~~ r ; . 0 ~. . . _\ ?J ~ ~ e . . . { ?S, ~ ~ ~ . . . . . . . f i . : . ~~ S )Q . . ' \ ' - A - I- ~ f . "v rv ~ 3 - 2 .~ tL . . . .~ ~ "T o'Q. • ~~ - I _ ~ ~ c :L -. . . . ~ of ,;. • 0 , .t t . . . . • ~J , .~ ~ ~ ~ " ' ' ' ' ~ ~~ �~ ........h ~ J .........-a~ tJ.- ~ \ ~ ~ ~ fs r : ~ ( . .4 d ~ ~ \ 6 - t L -L ~ , c . _ ' \ t �f I I / . 4 G L T ( ~ 2. (w f )/ \ v : c ,. I ( • �- ) L " ) C400 P• ~ _ ( ., " �. J j ~ I, r ~ ' ( ) l , J I ) l , j _ _ _ _ .1 ~ c , ~ A ; '' ~ C ' t J r ~~ . t , J )-t5L~ J ( - \ -~ I \~ , �,- I • , .• \ I <::V k ( ......... . ~ ) ~ ) ) �) Boldness in launching new initiatives in continuing education, augmenting agriculture's traditional commitment to lifespan learning. Agricultural education, encompassing vocational agriculture at the secondary level, postsecondary degree options, and programs In Cooperative Extension, provides the largest and most complete �i l l u s t r a t i o no fl i f e s p a nl e a r n i n gi nth ewo r ld . You r un end ing c h a l l e n g e i stok e ep i ts o . Wh i l e you c an t a k eg r e a ts a t i s f a c t i o ni n a c comp l i shm en t st od a t e ,If i n ds u r p r i s i n gi n c o n s i s t e n c i e s . Fo r ex amp l e , th el a n d g r a n tu n i v e r s i t i e sh av e no tb e en a t th ef o r e f r o n tIn th ed ev e lopm en to fe x t e r n a ld e g r e e s . Th i ss e em sp a r t i c u l a r l yt r u ei n f~ a g r i c u l t u r e M any a g r i c u l t u r a ls t u d e n t sd rop ou to fc o l l e g edu r ing th e cou r s eo ft h e i rund e rg r adu a t ec a r e e r ,o rn ev e rb eg in ad eg r e ep rog r am o f s tudyb e f o r ee n t e r i n g th ef am i l yf a rme n t e r p r i s eo ro th e rw i s e mov ing i n t oa g r i b u s i n e s s . You rc o l l e g eo fa g r i c u l t u r ei sp rob ab ly t h eon ly c o l l e g ei nt h i su n i v e r s i t ywh i ch h a sf a c u l t ym emb e r s r e s i d e n ti nev e ry coun tyo f th es t a t e . Y e t , t y p i c a l l y ,and i nf a c tw i th o n l yon eo r tw o e x c e p t i o n st omy know l edg e ,c o l l e g e so fa g r i c u l t u r eh av e don e no th ing In th ec r e a t i o no fe x t e r n a ld eg r e ep rog r am st oen ab l ep r a c t i t i o n e r st o l~ comp l e t e th er equ i r em en t sf o rb a c c a l a u r e a t eo r adv an c ed d e g r e e s . ~ ) ~~ - S im i l a r l y ,c o l l e g e so fa g r i c u l t u r es e emr e l u c t a n tt omov e fo rw a rdw i th th econ c ep to fe x p e r i e n t i a ll e a r n i n g ,i nwh i ch a c ad em i cc r e d i ti s aw a rd ed f o rd emon s t r a t ed comp e t en c e and p e r fo rm an c e . W i th th et r a d i t i o n o f" l e a r n i n gby do ing" and a p p l i c a t i o no fr e s e a r c hknow l edg ei n p r a c t i c a ls i t u a t i o n s ,i ts e em sn a t u r a lf o ra g r i c u l t u r et ob ea c a t a l y s t , r a t h e rth ana s p e c t a t o r ,i nt h i se x c i t i n gn ewd ev e lopm en ti nc o n t i n u i n g e d u c a t i o n . F u r t h e r , Ina g r i c u l t u r et h e r ei sl a c k i n ga s y s t em a t i cand comp r eh en s iv e app ro a ch t oth e c o n t i n u i n gp r o f es s i ona l - ~ o fa g r i c u l t u r a l p r o f e s s i o n a l s . Wh e r e t h i sh a sb e com ei n s t i t u t i o n a l i z e di no t h e r i ssp a smod i c and r andomi nth ef i e l do fa g r i c u l t u r e . �Thu s , wh i l ea g r i c u l t u r ei sInon es en s eth ep i o n e e ri nl i f e l o n gl e a r n i n g and h a sb e en a p a c e s e t t e r ,i tnows e em s tob el agg ingb eh ind th et im e s a se x c i t i n gn ewd ev e lopm en t so c cu ri nc o n t i n u i n ge d u c a t i o n . Th e Coop e r a t iv e Ex t en s ion S e r v i c ei sa m a jo r compon en to f th e u n i v e r s i t y ' scomm i tm en tt ol i f e l o n ged u { a t i o n . Th er e co rdo f Ex t en s ion i ns e r v i n gf a rmand n e ed si ~ n e ed so fa g r i c u l t u r e commun i t i e sa sw e l l . on ly i ns e r v i n gth e f am i l i e s ,young p eop l e , and r u r a l (L im i t e dex amp l e so fs im i l a rsu c c e s si ns e rv Ing ~ u r b a nc l i e n t e l ec a n C r i t i c s , how ev e r , wou ld a r g u et h a t ch ang ing d emog r aphi c s ,t e chno logy ,and s o c i e t a lcon c e rn sm ak e th e Ex t en s ion ~ Su ch c r i t i c i sm sa r eu s u a l l yb a s ed upon a v e ryn a r row d e f i n i t i o no ft h eEx t en s ion m i s s ion , con f in edp r im a r i l y to p r o d u c t i o na g r i c u l t u r e . Th e Ex t en s ion p fr em a rk ab l es e r v i c eand s u c c e s s , no to n l yi na g r i c u l t u r e . commun I ty ,~ an r u r a l o ff am i lyl i v i n g , you th p rog r amm ing a sw e l l . B e s t knowno fa l li sth e4 -H C lu p rog r am , a un iqu e ly e f f e c t i v ee d u c a t i o n a l ~ ~ ~~ ~ p rog r am f o ryou th and a g r iCU l t u r e . W i t m a rv e l -~ r em a rk ab l ec o n t r i b u t i o no fou rc o l l e g e so f n a t i o n a l con c e rnf o rAm e r i c a ' s you th ,I t h a tou rl a n d g r a n tu n i v e r s i t i e sh av e no t r e spond ed ~ a comp r eh en s iv ew ay , b a s ed on t h e i rh i s t o r i c and d emon s t r a t ed e f f e c t i v e n e s si ns e r v i n gy o u t h ' sn e ed s . �1 '1 '"Mo ' lo . . . . . _ , . . . . . . . . . . . .w « J. . . . ' . ) . .Q , 3 » " ~ N a t ionw id e , u n i v e r s i t i e smu s t r i g o r o u s l yr ev i ewand m i s s ion s t a t em e n t ,s t r u c t u r e ,and t e c h n i q u e s. o ft h e i rEx t en s ion S e r v i c e s . In _ L ~ •, . . . . . . R • • . .. : ~ d o i n gs o ,c a r e f u lt h o u g h ts h o u l db eg i v e nt oi d e n t i f i c a t i o no f c l i e n tg roup s and th ea p p r o p r i a t ee d u c a t i o n a lm e thodo logy tob e s ts e r v e t h e i rn e ed s . Fo r ex amp l e , on ec l e a rpu rpo s eo f th eEx t en s ion S e r v i c e ~ t os e r v ea sa t e chno logyt r a n s f e rag en tt ocomm e r c i a lf a rm s . Bysom e d e f i n i t i o n s ,. the rea r eo n l y 250 ,000 t o300 ,000 comm e r c ia lf a rmo p e r a t o r s ~ . . . . .sc .- ~~ Un i t ed S t a t e sc u r r e n t l y . Su ch f a rm e r sdo no tg e n e r a l l y lookto .,..."... t h e i rcoun tye x t e n s i o no f f i c ef o rt e c h n i c a li n f o rm a t i o n ,bu tr a t h e rgo d i r e c t l yt os p e c i a l i s t sa t ~ ~ s i t yo ri ncomm e r c e . S in c e mo s t comm e r c i a lf a rmo p e r a t i o n sa l r e a d ya r em ak ing e x t e n s i v eu s e o f compu t e rt e chno logy ,d i r e c t compu t e r commun i c a t ion s shou ldb e c o n s i d e r e di ns e r v i n gt h ei n f o rm a t i o nn e ed so fsu cha s e l e c taud i en c e . Qu i t ed i f f e r e n te d u c a t i o n a lt e chno logyw i l lb e mo r ea p p r o p r i a t ei n s e r v i n gth en e ed so fsm a l l s c a l eo p e r a t i o n s and f o rm ed ium s i z ed e n t e r p r i s e s ,mo s t o fwh i ch h av ep a r t t im eo p e r a t o r sw i t h mo r e o f f f a rm th anon f a rm in com e . B eyond t h a t ,e a chu n i v e r s i t ymu s t d e t e rm in e wh e r e th eEx t en s ion S e r v i c e f i t si n t oth ecomp r eh en s iv eo u t r e a c h / p u b l i cs e r v i c em i s s ion o f th e i n s t i t u t i o n . Th et im eh a s com e wh enm a t t e r so fb r e a d t ho fp rog r am s cop e ,a c c e s st ou n i v e r s i t y -w i d e know l edg er e s o u r c e s ,o r g a n i z a t i o n a l s t r u c t u r eand l i n k a g e s ,and f i n a n c i a ls u p p o r tb a s e mu s t b e add r e s s ed comp r eh en s iv e ly . I ft h em i s s i o no fEx t en s ion i st ob eb r o a d l y con c e iv ed ,a sm any wou ld a r g u e ,u t i l i z i n gknow l edg er e s o u r c e sf rom �throughout the university, the administrative arrangement of Lxtension with the constraints of the college of agriculture must be questioned. Failure to responsibly deal with such ·issues will only lead to further erosion and decline. �t h emt oth er e a l i z a t i o nt h a tth ep rob l em so fi n d i v i d u a l sand o fs o c i e t y cou ld no tb e so lv edby imm ed i a t e lya v a i l a b l er em ed i e sbu tr e q u i r e dd e ep e r a n a l y s i sand th eu s eo fmo r e p ro found p r o c e d u r e s . A sw ee n l a r g eou r con c ep t iono fp u b l i cs e rV I c e , Ihop et h a tw es h a l lfo l lowth es am ei d e a . We shou ldno ts imp lyo b l i g ep eop l e by do ing wh a t th eya sk u st odo . Ou r t r iumph so ft h ef u t u r e ,l i k eou rt r iumph so ft h ep r e s e n t and t h ep a s t , c an b ea ch i ev edo n l yi fw e ho ld f a s tt ot h ei d e at h a tth ep u b l i cs e r v i c e s o fa u n i v e r s i t yshou ldb ec r e a t i v e l yr e l a t e dt oi t sb a s i cf u n c t i o n so f t e a c h i n gand r e s e a r c h . ~ Inlookingbroadly at societalconcerns today,thereisan almost d e s p e r a t en e ed f o rou r ~ ~ u n i v e r s i t i e st oemp loy t h e i rm a rv e lou s r e s o u r c e smo r e c r e a t i v e l yi ns e r v i n gp u b l i ci n t e r e s t s . Th e ag end a IS v i r t u a l l ye n d l e s s-e conom i cd ev e lopm en t and jobg e n e r a t i o n , b i o t e c h n o l o g y , env i ronm en t a lq u a l i t y ,h e a l t hc a r e ,c om p e t i t i v e n e s s , th e e l d e r l y , you th , en e rgy ,p e a c e ,w e l f a r er e fo rm ,r u r a land u rb an d e c ay , w a s t ed i s p o s a l ,t h ec u l t u r a la r t s-t h el i s tgo e s on . Th es u c c e s so f ou rs o c i e t yI na d d r e s s i n g su chi s s u e sw i l l i n f l u e n c et h eq u a l i t yand 30 �c h a r a c t e ro fl i f ef o rbo th c u r r e n t and f u t u r eg e n e r a t i o n s . I si ttoo m u c ht ohop e ,f o rex amp l e ,t h a tou rp u b l i cu n i v e r s i t i e sw i l lp rov id e l e a d e r s h i pi nmoun t ing comp r eh en siv eand coo rd in atede f f o r t st od ea lw i th su chp e rv a s I v ep rob lem sa st h ep l i g h to fou rn a t i o n ' syou thf rom i n f an cy th rougha d o l e s c e n c e ,u s ing t h eb e s tt h a ti sknownf roma l lr e l e v a n t f i e l d so fs tudy ? Th e sup e rbknow l edg er e s o u r c e so f ou rs t a t e u n i v e r s i t i e smu s t b e mo r ee f f e c t i v e l ymob i l i z ed t od e a lw i th su ch comp l ex c o n c e r n s , th e r ebyempow e r ing p e o p l e , th rought h e i ri n s t i t u t i o n sand o rg an iz a t i o n s , tomo r e e f f e c t i v e l ys e r v et h e i rownb e st i n t e r e s t s . Inwo r ld ov e rv i ew tod ay , th ef i n a n c i a ls t r e n g t hand c a p a c i t yo f th e Un i t ed S t a t e s ISw e ak en ing . A sn ev e rb e fo re ,t h e r ea r el im i t a t i o n son bo th p u b l i c and p r iv a t es o u r c e so f supp o r t . Tho s ei n s t i t u t i o n so fou r ~ y s o c i e t ywh i ch a r e ,e s s e n t i a l l ~ b ei n c r e a s i n g l y t h r e a t e n e d . T od e s e rv e th ec o n t i n u i n gp u b l i c con f id en c e and suppo r twh i ch h av e b e en en joy ed Inth ep a st ,ou rp u b l i cu n i v e r s i t i e smu s t d emon s t r a t et h e i r 31 �- c a p a c i t yt ob e ev e rmo r e s o c i a l l yu s e f u l toa s o c i e t yund e rs t r e s s . In sodo ing th eyw i l ls e r v et h ep eop l e who s u s t a i nth em andw i l l b et r u et o th eV IS Ion so ft h e i rfound e r sI ns e t t i n gh i g h e rl e a r n i n gw i t h i n ap u b l i c c o n t e x t . } • ~ RGM :lpg rt. Qh 6 .J) ~ ~ 1 1 / 1 2 / 8 7 1 1 2 8 c ~ . . ~ ~~ ~~~ 32 • • ". . ~ ~~ . 1 / -. Po. �I I I And , now , a c l o s i n g t h o u g h t i na d d r e s s i n g a g r i c u l t u r e ' s sy s t em o f d e v e lopm en t a l i n s t i t u t i o n s , D r. J am e s T . Bonn en o b s e r v e s , "M an ,n o ts c i e n c e ,t r a n s f o rm e dU.S .a g r i c u l t u r e. M e n and w om en , a c t i n gt h r o u g ht h ei n s t i t u t i o n swh i ch t h e yc r e a t e d , d e v e l o p e d s c i e n t i f i c know l edg e , ch ang ed hum an va l u e s and a s p i r a t i o n s ,m o d i f i e d o l d i n s t i t u t i o n sand c r e a t e dn ew ones a s t h e ys aw t h en e e d , and s t e p by s t e pt r a n s f o rm e dt h ep rodu c t i v i t yand w e l f a r eo fU .S. fa rm ers ." t nthef u t u r e : Mu ch o fw ha t it b e com e sw i l l b e t h o s e who c om p r i s e r n t h e s et r o u b l e d i c u l t u r eand r u r a l co mmun i t i e s i na p roc e s so f . , / '. . the r e~ g r e a t e r/ n e ed t h a neve rf o rt h e k i n d s o f ~ c o l l e a g u e s a n d 's ira tion you and you r /M ay you b e a d e q u a t e t o you r t a s k and c h a l l e n g e . r - RGM /k j352 c ~ "". . . . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Public Service and the Land-Grant University Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 6, 1988 for the W. K. Kellogg Foundation during the presentation at Clemson's Centennial Celebration Symposium. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-06 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/48289c5e9ba209118e9b8ee7436f293c.pdf 3336fad22bf8c788e01e2dd6375de61b PDF Text Text ,,~ --r:- October 5, 1988, Third Annual Conference - Grantmakers for Children and Youth - Detroit f"l _ I~e Youth ttiiat:\v~.~ Program" ~ ~~c..7\ '-u")~~ ~~ .. _(\.J-: _ .~ ~~~"-- ~ ~ ~ ~c.-... ~ vJ k' l:::.' t= : ~e.- - ... W ~ \<.. ', ~ ~ ~ c.9' 9 .0 ~ ~.:---ll ~ ""'l (r'-" ~... .~ / ~~ ~ ~)~ �I n t r o d u c t i o n ~u I y o u t hnow l o v el u x u r y-t h e yh av eb ad m ann e r s and con t emp tf o ra u t h o r i t y .c h i l d r e n a r enow t y r a n t s-n o tt h es e r v a n t so ft h e i r h o u s e h o l d s . Th ey c o n t r a d i c tt h e i rp a r e n t s. and t y r a n n i z et h e i rt e a c h e r s c r a t e s ,5 t h " So C en tu ry B .C . Th e con c e rnf o ry o u t hi sind e edn o tan ew ph enom enon t os o c i e t y . N ev e rb e f o r e , how ev e r ,h a st h et im eb e en so c o n f u s i n gf o ryoung p e o p l e . You th tod aya r ebomb a rd ed w i t h and c o n f r o n t e d i~ti /- ~ ) c . . . a 'Q 0-1 . -<I on a d a i l yb a s i sw i t hd e c i s i o n s abou td r u g s ,s e x , and p e r s o n a l f \ . v a l u e s . Th ey l i v ew i t ht h ec o n s t a n tt h r e a to fn u c l e a rw a r , o n e f o u r t ha r el i v i n gi np o v e r t y , and m any a r eg row ing up i na c om p l e t e l ych ang ed f am i l ys t r u c t u r e . No t o n l yc an t h e s e -- c i r c um s t a n c e sh av e ad r am a t i c imp a c ton i n d i v i d u a ll i v e s ,t h e yc an p l a y as i g n i f i c a n tr o l ei nt h ef u t u r eo fe n t i r ecommun i t i e sa sw e l l a st h en a t i o na s a who l e . P r e s e n tD ay You th P rob l em s - G row ing numb e r so fyoung p eop ) . . e _ a r e-b e com ingd i s c o n n e c t e dt o ' - --. - - ... . ._ - s o c i e t y . Th ey a r ep o o r l ymo t i va ted ,l a c k i n gi n u ~a e tal li~e ac s k i l l s ,and u n a c q u a i n t e dw i t ht h er e s p o n s i b i l i t i e sand . . ; - t h ewo r ld o fwo rk . ----_. __._ o f --. -e a ~ Th ey h av et h ea b i l i t yt ob e com ep r o d u c t i v e c i t i z e n s ,b u tm any w i l ln o tu n l e s s som e th ingo u to ft h eo r d i n a r y h app en s . A s on er e s e a r c h e rr e c e n t l ys t a t e d , "W ec anhop et h e p rob l emw i l l go aw ay w i t h an imp rov ede conomy o r som ek i n do f �2 - t e c h n o l o g i c a lr e v o l u t i o n . We c anb e l i e v et h a tt h i sp a r t i c u l a r p rob l em i sp e c u l i a rt oc e r t a i nc i t i e sanddo e sn o ta f f e c tt h eh e a l t h o ft h en a t i o n. We c ans a yi ti st h es c h o o l s 'r e s p o n s i b i l i t yo r som eon ee l s e ' sc a u s e . We c ans a yt h a tt h ep rob l em so fy o u t hwho a r e t r u l ya tr i s kd e f ys o l u t i o n s . " l S t a t em e n t s su cha st h e s ea r e ,o f c o u r s e ,n e i t h e rr e s p o n s i b l en o ra c c e p t a b l ei nr e f e r e n c et ot h e s i t u a t i o n . D ropp ing o u to fs c h o o land un emp loym en ta r eb u t twoo ft h esymp tom s o fu n d e r l y i n gp rob l em so ft o d a y ' syou th c u l t u r e . Th en a t i o n ' s p r e s e n th i g hs c h o o ld ropou tr a t ei sa l a rm i n g l yh i g h ,i n c l u d i n gsom e u r b a n commun i t i e sr e a c h i n gt h e50 -60 p e r c e n tl e v e l .H a r d e s th i ta r e t h ee c o n om i c a l l yd i s a d v a n t a g e dwho , r e g a r d l e s so fr a c e ,a r et h r e et o f o u rt im e smo r e l i k e l yt od rop o u tt h a nt h e i rmo r e a f f l u e n t c o u n t e r p a r t s . Th e r eh a sb e en a a a ~ic i n c r e a s ei nt h enumb e r and p e r c e n t a g eo fc h i l d r e nl i v i n gb e low t h ep o v e r t yl e v e l .T en m i l l i o n c h i l d r e nl i v e db e low t h a tl e v e li n1979 , and by 1987 t h ef i g u r eh ad r i s e nt o13 m i l l i o n . Emp loym en tc o n t i n u e st or em a ina p rob l em ,w i t h 13 p e r c e n tun emp loym en ti nt h e16 -24 y e a r ag er a n g ei n1987 ;B l a ck t e e n sw e r ea t38 p e r c e n t ,H i s p a n i ca t24 p e r c e n t , and w h i t e sa t16 p e r c e n t . S a d l y ,t h eun emp loym en tr a t ef o rB l a ck h i g hs c h o o l g r a d u a t e si so n e f i f t hh i g h e rt h a nt h er a t ef o rw h i t eh i g hs c h o o l ut ~ 2 O th e r symp tom sa r e found i nt h eh i g hr a t eo ft e e n a g ep r e g n a n c y , y o u t hc r im e , hom i c id e , and s u i c i d er a t e s . E a ch d ay ,o u rn a t i o nh a s " - . _ . . . . _ --_ ._ . - --- �-3- 2,800 teenage girls who become pregnant, with about 2,300 of these pregnancies being unintended. Every day in America, 40 teenagers give birth to their third child. Young people under 21 account for more than half the arrests for serious crimes, and the homicide and suicide rates involving teens has increased dramatically in the past quarter century. Of the children entering first grade in September of 1988, one of them out of every four is poor, one in five is at risk of becoming a teen parent, one in six has no health insurance, and one in two has a mother in the labor force. 3 Changing characteristics of youth require changes in our social institutions in response to new and different social needs. As A. K. Cook points out in a recent article on America's young people, "The changes all point to a heightened need for youth-oriented programs. To provide for our children's future, it is essential that we find the resources and personnel for such programs." 4 Changes in Family Structure It is becoming the normal childhood experience in America for children to not live with both of their natural parents. In 1955, 60 percent of the households in the United States consisted of a working father, a housewife mother, and two or more school age children . By 1980, that percentage was reduced to 11 percent, and it was down to 7 percent by 1985. �-4Of every 100 children born today, 12 will be born out of wedlock, and 40 will be born to parents who will divorce before the child reaches the age of 18. Most Black children do not live with both parents today -- 49 percent live with one parent and 8 percent live with neither. Thirty-three percent of Hispanic children live with one parent. The decades of the 1970s and 1980s have brought with them entirely new family lifestyles. In 1973 and 1974, for the first time in the nation's history, the number of marriages terminated by divorce exceeded the number terminated by death. In the late 1970s, however, a decline in the number of divorces was noted, as was a decline in the divorce rate. This may have been due to an entirely new kind of lifestyle, and the influences it may have on youth have yet to be measured. The most popular lifestyle of the '80s is the two-career marriage, with over half of the wives in the work force by 1981, compared to two-fifths in 1972. be two-thirds by 1990. The figure is projected to Second only to the rise in two-earner marriages has been the rise in cohabitation. Households of unrelated individuals have increased at a spectacular rate in the last decade. doubled. Since 1970 the number of cohabitating couples has The increase was eight-fold among those under 25. 6 The effect these new family structures will have upon the young people of our nation is as yet unknown, but the research thus far certainly suggests that family, community, school, and other �-5agencies of socialization are not working as they once were. Too many of our young are not making a successful transition to productive adult life. Youth are the key to this country's development -- economically and socially. Study after study demonstrates that without family support, students do not succeed as often academically and drop out of school more. Further, the evidence clearly shows that those who drop out more often are unemployed, have higher delinquency and crime rates, and appear on the welfare roles more often. The problems, as monumental as they seem to be, must be addressed, and the time seems ripe for solutions. There are a number of successful youth programs operating in the nation; education reform, although slow and varied, is under way; business and industry are exhibiting new interest in helping; interest in public service is growing; and new partnerships, combining public and private interests, are being formed. Youth Program Research An abundance of information has been compiled on youth programs since the 1960s. Some of the work describes successful and unsuccessful community attempts of youth programming intervention techniques. Two of the nation's leading researchers in this regard in 1985 studied communities in which coalitions had been formed to �-6- address the problems of youth. 7 Five pairs of "matched" communities were studied, half of which had been successful in operating youth programs, and half of which had been unsuccessful. Findings indicated some interesting consistencies in those communities which were successful. Within the coalitions formed to address the problems of youth, the collaborating members shared leadership roles, a stability was present among individuals and agencies, and a strong community service ethic existed among coalition members. Previously, a 1979 study of youth agency coalitions had also concluded that "community coalitions are a cost-effective, efficient way to increase and expand services to youth and to enhance the capacity of a community as a whole to plan and program for young people." 8 This research found the major benefits of coalitions to be avoidance of duplication of services, the presence of more resources, more visibility and the potential of more political clout for youth advocacy, a more holistic approach to youth problems, and an opportunity for more long-term planning. Identified as three of the chief reasons for failure or ineffective operation of the coalitions were the lack of unity of members, the absence of adequate resources, and the fact that members were not aware of the important trends of the topic being discussed. �7 H i s t o r i c a lI n t e r e s to ft h eW . K . K e l logg Found a t ion i nYou th D ev e lopm en t WKKF h a s longb e en i n t e r e s t e dand comm i t t ed t ot h ef u t u r eo fyoung p e o p l e . M r . K e l l o g g , i ne s t a b l i s h i n gt h eF o u n d a t i o n ,s a i don eo f h i sp r im a r yg o a l sw a s " t op romo t et h ew e l f a r e , c om f o r t ,h e a l t h , c a r e ,e d u c a t i o n ,f e e d i n g ,c l o t h i n g ,s h e l t e r i n g ,and s a f e g u a r d i n go f c h i l d r e nand y o u t h . " H ea l s oi squo t ed a so f t e nh av ing s a i d ," t h e g r e a t e s tgood f o rt h eg r e a t e s tnumb e rc ancom eo n l yt h r o u g ht h e ~ , ~ ,~ e d u c a t i o no ft h ec h i l d ,t h ep a r e n t ,t h et e a c h e r. . . and t h e c omm u nit yi ng e n e r a l . " Th rough t h ey e a r s ,M r . K e l l o g g ' se a r l y v i s i o nh a sb lo s som ed i n t oa comp r eh en s iv e emph a s i s on y o u t h p rog r amm ing t h a tp romo t e se d u c a t i o n a l ,d e v e l o pm e n t a l , and emp loym en t o p p o r t u n i t i e sf o ryoung p e o p l e . WKKF You th P rog r amm ing f o rt h e1980 s I np l a n n i n gf o ry o u t hp rog r amm ing d u r i n gt h el a s td e c ad e ,t h e F o u n d a t i o n ' ss t a f fr e c o g n i z e dt h ec l o s ei n t e r r e l a t i o n s h i po fv a r i o u s y o u t hp rob l em s and p rog r am s . U n f o r t u n a t e l y , at end en cyt os e p a r a t e fo rm a le d u c a t i o n , wo rk , p o v e r t y ,f am i l y ,c r im e , and v a l u e sh a sb e en r e i n f o r c e dby t h ey o u t h s e r v i n ga g e n c i e swh i ch h av ea p p l i e d b a n d a i d st ot h ep a r t so ft h ewho l er a t h e rt h a ncomb in ing t oa d d r e s s t h ee n t i r ep rob l em . A sa m e an s o ff o s t e r i n ge f f e c t i v ep rog r am s wh i ch a d d r e s si n t e r r e l a t e dy o u t hp rob l em s ,s t r o n gen cou r ag em en tw a s g i v e nt oi n t e r a g e n c yc o l l a b o r a t i o n . O r g a n i z a t i o n sh a v e , too f r e q u e n t l y ,o p e r a t e dw i t h i ns t r i c t ,n a r row b o u n d a r i e s andh av e �-8- guarded against encroachment by other organizations and agencies. Strongly suggested at that time was that the community should be the focal point for addressing youth problems. Kellogg Youth Initiatives Program In , 198 , the Board of Trustees of the Foundation recommitted the Foundation to the work of addressing the problems of youth, and after continued study and deliberation by staff, the Kellogg Youth Initiatives Program was born. In keeping with the basic elements established earlier in planning youth programming for the 1980s, the staff noted the obvious lack of inter-agency cooperation, the tendency of institutions and agencies to separate the problems of youth and address them separately. and the necessity for broad-based community involvement Addressing those three conditions, it was agreed. would be fundamental to the Kellogg Youth Initiatives Program. KYIP is a long-term commitment by WKKF to assist four targeted Michigan communities in addressing the needs of youth. The program establishes a partnership between the Foundation and the four communities which have also made a commitment of human and financial resources. The four communities selected include a section of inner-city Detroit. rural Calhoun County in the southwestern part of the state. and the remote counties of Marquette and Alger in Michigan's Upper Peninsula. �· . -9- Through KYIP, grants are made for projects designed and operated by local organizations. The possibilities are extensive and include educational programs, pre-school activities, recreation, youth involvement with senior citizens, job training, nutrition education, and programs for school dropouts. Emphasis is on collaborative efforts between youth-serving agencies. Kellogg Youth Development Seminars In order to insure both maximal community involvement and inter-agency collaboration, the first activity planned within KYIP -- and the only one actually operated by WKKF -- is a two-year series of learning opportunities known as the Kellogg Youth Development Seminars (KYDS). These seminars provide a cross section of community residents with information on current youth issues, successful programs in the country, and how to design and implement quality youth programs. A Kellogg Foundation Associate Program Director is based in each of the targeted communities to assist those areas in this unique partnership with WKKF. They coordinate the overall KYIP effort, including the management of the seminars and the grantmaking related to individual projects over the long term. All projects, with the exception of KYDS, are administered by local people, schools, agencies, and organizations. �-10Participants for KYDS were chosen after candidates personally submitted formal applications or were nominated by an institution, organization, or another individual. Selection was based on residence or involvement within the target communities; interest and experience with youth and community projects; willingness to commit time, work, or leadership skills; and demonstration of interest in cooperative community efforts. Included as participants are parents, older teens, business people, youth agency volunteers, teachers, school administrators, bankers, police officers, court personnel, clergy, ministers, and health workers. All are working together to help make the community a better place for young people to develop into productive citizens. The seminars go far beyond classroom lectures. They provide hands-on experience in youth programming, visits to outstanding programs, and meetings with volunteers and professionals who are making significant contributions to youth programs in other communities. Dynamic and knowledgeable speakers and youth experts conduct local seminars, discussing youth and community problems, and examining answers that have been proven to work in the "real world." Skill building workshops help participants communicate more effectively with young people, manage youth activities, and raise funds for local projects -- whatever the need dictates. The seminars give participants a better understanding of young people and their needs; enhance the planning, implementation, and assessment of youth programs; increase the capacity of participants �-11 - t oh e l p commun i ty g roup s condu c tq u a l i t yy o u t hp rog r am s ; and en cou r ag ec o l l a b o r a t i o namong t h o s eg r o u p s . E v a l u a t i o n E v a l u a t i o no ft h eKY IP , i n c l u d i n gt h eKYDS compon en t ,i sb e i n g p e r fo rm ed by Th eE v a l u a t i o nC e n t e ro fW e s t e rn M i ch ig an U n i v e r s i t y . Th eC e n t e rw a s s e l e c t e da f t e ra c om p e t i t i v eb i d d i n gp r o c e s s , wh i ch i n c l u d e dw r i t t e n and o r a lp r e s e n t a t i o n s . Fo l low ing t h eaw a rd ing o fa c o n t r a c t ,t h ee v a l u a t o rp rodu c ed a p l a n f o rt h eo v e r a l le v a l u a t i o no fKY IP , p l a n sf o rs p e c i f i ce v a l u a t i o n s a te a chs i t e ,a p l a nf o rt h eo p p o r t u n i t yf o ra t h i r d p a r t yr ev i ewo f t h ee v a l u a t i o ni t s e l f ,m a t e r i a l sn e ed ed t oimp l em en tt h ep l a n s , and i n s t r um e n t st od e t e rm i n et h en e ed s ~~ . ut and t h ea s p i r a t i o n so f t h ecommun i t i e sf o rt h e i ryoung p e o p l e . Af i l eo fi n f o rm a t i o nabou t i n n o v a t i v ey o u t hp rog r am sw a s a l s od ev e lop ed , and t h ee v a l u a t i o n t e amm emb e r s v i s i te a cho ft h eKY IP s i t e son a r e g u l a rb a s i s . E v a l u a t i o ni sc o n t i n u i n gw i t ht h ea s s e s s o r sd e v e l o p i n gab a s e l i n e p r o f i l ef o re a c hs i t e ,c o n d u c t i n gana s p i r a t i o n sf o ry o u t hs u r v e y , m ak ing s i t ep r o g r e s sr e p o r t s ,p r o v i d i n gag o a l f r e er ev i ewo f p rog r am a c t i v i t i e sand ou t com e s ,r ev i ew ingfund edandun fund ed p r o p o s a l s ,p r o v i d i n gt e c h n i c a la s s i s t a n c eand wo rk shop s i n e v a l u a t i o nf o rWKKF s t a f f ,r e p o r t i n gon r e l e v a n ty o u t hp rog r am s , and i s s u i n ga s e r i e so fn ew s l e t t e r s con c e rn ingKY IP and i t sp r o g r e s s i v e e v a l u a t i o n . �1 2 - -& ' ,a l lab l e ,p rov1 .d eo u t eom eIii~~e . I nt h ef i n a la n a l y s i s ,t h e s u c c e s s e sa n d l o rf a i l u r e so ft h ep rog r amw i l lb em e a su r ed by t h e imp rov em en to rl a c ko ft h es am ea s ev id en c ed i nt h eq u a l i t yo fl i f e f o ryoung p eop l ei nt h ei d e n t i f i e dcommun i t i e s . JKM / c t 1 3 l 0 J 8 / 9 / 8 8 �RESOURCES 1. Brown, Redford, Reconnecting Youth, Education Commission of the States, Business Advisory Commission, Denver, Colorado, 1985. 2. Wetzel, James R., American Youth: A Statistical Report. Youth and American's Future, Commission on Work, Family and Citizenship, W. Grant Foundation, Washington, D.C., 1987. 3. Edelman, Marian W., "A Briefing Book on the Status of American Children in 1988, "Children's Defense Fund, Washington, D.C., 1988. 4. Cook, A.K., "Our Children, Our Futures," Community Services, Oregon State University, Corvallis, Oregon, June 1988. 5. Hodgkinson, Harold L., All One System, Institute for Educational Leadership, Inc., Washington, D.C., 1985. 6. Arnold, Eugene L., Parents, Children and Change, R.C. Heath and Co., Levington, Massachusetts, 1985. 7. Weatherly, R.A., Patchwork Programs: Comprehensive Services for Pregnant and Parenting Adolescents, Center for Social Research, University of Washington, Seattle, Washington, 1985. 8. Croan, G.M. and Lees, J.F., Building Effective Coalitions: Some Planning Considerations, Office of Juvenile Justice and Delinquent Prevention, 1979. 13l0J � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-05_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Youth Initiatives Program Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 5, 1988 for the W. K. Kellogg Foundation at the 3rd Annual Conference for Grantmakers for Children and Youth. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-05 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/5290fed5efdcd8ef06ce5423ae51d81b.pdf bc7f1b2edaa4a27ea620a2e1a0d044b2 PDF Text Text "BOLDNESS FOR OUR TIME" by Russell G. Mawby Chairman and Chief Executive Officer W. K. Kellogg Foundation Presented as the D. W. Brooks Lecture University of Georgia Athens, GA Oc tober 5, 1987 p~~ I t is an honor indeed to be with you today to present the D. W. Brooks Lecture for 1987. ~ " flp~ ~e:..Q.. ~O""\. I am proud to join in this ann this distinguished l~s~e ~ Georgian agriculturalist whose career as educator, businessman, innovator, and ~'S:>~."'-c •• (. e..,-...,~~; visionary leader has enriched the lives of so many. J'I am grateful to those bU~'~~~ o~~ ~ who have afforded me this special privilege and __ c~ .h ~ ck U . _ ..... '> a...-, ~~"'Q' )I. rP_ _~~~~:r~o~:. ~_--Q.~. e.-9 Q ~;1?~ American agriculture is 1n a state of crisis. - - .- ~~~ _~0-.o &.a-.-~"" .........- - Everywhere we look in farming, in agribusiness, and in rural communities, we see evidence of wrenching change and the stresses which these changes have precipitated. We read of ~ failures and foreclosures, of restructuring and refinance, and of the ;... ~ --- reordering of established patterns of operation and production nation these changes are very uneven. "'"1S'-"""Cu.-.. • _. ~ Some farms are prospering, even as never before; more are deeply troubled. the country, by commodity group, and by operation. \ 4" ~c ro s s the There are variations by regions of of farm Similar changes are taking place throughout the infrastructure of agriculture -- in farm supply; in farm equipment; in the credit system; and 1n marketing, processing, and distribution. Everywhere we see evidence that �Am e r i c an a g r i c u l t u r ei sund e rgo ing d r am a t i c , sw e ep ing ~ es i l es om e m igh t con t end t h a tth etu rmo i ls e em st oh av es l a ck en edsom ewh a t ,o t h e r swou ld a rgu et h a tw eh av e no ty e tr e a ch edth ed e p t h s . Inanye v e n t , th ec r i s i ss e em s no ty e tp a s t ,w i th ch ang e ss t i l lund e rw a y , th econ s equ en c e so fwh i ch m a y no t y e tb ee n v i s i o n e d . Ina l lo ft h i s ,i ts e em sf a i rt oa sk abou t th er o l ea n ds t a t u so ft h e s eun iqu e p a r t n e r s and c o n t r i b u t o r st oth e"m i r a c l e "o fAm e r i c an a g r i c u l t u r e-th e l a n d g r a n tu n i v e r s i t i e sand t h e i rc o l l e g e so fa g r i c u l t u r e . I ti so nt h e s e i n s t i t u t i o n sand t h e i rf u t u r et h a tIp ropo s et ofo cu stod ay . Id osob e c au s e o fmy g r e a ta p p r e c i a t i o nf o rth em a rv e lou s c o n t r i b u t i o n so ft h e s ei n s t i t u t i o n s i nth ep a s t ,t h e i rc u r r e n t impo r t an c e ,a n d a con c e rnf o rt h e i rf u t u r e . Y o u , i nyou rv a r i o u sr o l e sa ss t u d e n t s ,t e a c h e r s ,r e s e a r c h e r s ,a dm i n i s t r a t o r s , l e g i s l a t o r s ,f a rm e r s , and ag r ibu s in e s sm ena r ep r i v i l e g e dt op rov id el e a d e r s h i p nowand i nth ef u t u r ef o ra g r i c u l t u r e , th ea r e ao fh um a nend e avo rwh i ch w a s r e cogn i z eda so fp a r amoun t impo r t an c ew h e n th eM o r r i l l A c t w a sp a s s ed i n 1862 . A g r i c u l t u r eh a sb e en p r o p e r l yd e s c r i b e da s th eb a s i ch um a ne n t e r p r i s e ; ( J -~ \ . . "T " ' . . . ~ o n l ya sp eop l e su c c e ed i na g r i c u l t u r e-th efund am en t a lp r o c e s s e so f ~ s u s t a i n i n gl i f eth roughan ad equ a t e supp lyo fwho l e som e fooda n df i b r e-c an th eyth enr e d i r e c tt h e i re n e r g i e sa n dr e s o u r c e st oo t h e ra c t i v i t i e s , fU l f i l l i n gt h e i ra s p i r a t i o n si ns t a n d a r d so fl i v i n ga n dq u a l i t yo fl i f e . Wh i l e v a r i o u si n s t i t u t i o n sp l a yd i s t i n c t i v er o l e si nsh ap ing th ea g r i c u l t u r e o fou r coun t ryand th ewo r ld , non ea r em o r e impo r t an tth anou rl a n d g r a n t c o l l e g e so fa g r i c u l t u r e ,w i t h un iqu er e s p o n s i b i l i t i e si nr e s e a r c h ,t e a c h i n g , Ex t en s ion , and i n t e r n a t i o n a lp rog r am s . Th e s ei n s t i t u t i o n se i t h e redu c a t eo r 2 �have the opportunity to influence both the people and the processes by which agriculture progresses. While agriculture will inevitably change, universities have the rich and awesome opportunity to shape those changes. The role of these intitutions in this time of crisis is of paramount importance. The dictionary defines crisis as an unstable or crucial time or state of affairs whose outcome will make a decisive difference for better or worse. Crisis, viewed creatively, is opportunity. Moments of crisis demand action, and at such times, people more readily accept daring or novel solutions to vexing problems. Leaders must be opportunistic in capitalizing on the moment to accomplish significant goals. Quite candidly, while dramatic and sweeping changes are overrunning American agriculture at the moment, I am perplexed that so little change seems to be occurring in our agricultural colleges. There seems to be a sameness In the structure and routine; a complacency, even an isolation from the trauma; ~ little sense of urgency; a "business as usual" approach. The position often expressed is that only with new funding can new tasks be undertaken or things be done differently. If change is expected, more resources will have to be provided. But quite frankly, unless you know something different, I do not see major new funding for agriculture from either federal or state sources. Instead, it seems that colleges of agriculture will not be immune from funding constraints and will have to do more with less, requiring creative new approaches and restructuring such as is going on elsewhere in agriculture. 3 �The fact is that dramatic changes will occur in the next decade ln the patterns of agricultural teaching, research, and Extension. My thesis is that we in agriculture should be aggressively orchestrating those changes, for unless we do so we will simply be managers of change mandated from elsewhere. It is in that context that I share these thoughts today. My observations are general, based on an overview gained from contact and experience across the country. I am not sure that I am talking about Georgia and your College of Agricul ture but neither am I certain that I am no t . . II To anticipate the future, we must understand the past. the beneficiaries of those who have preceded us. We in agriculture are The successes of our industry reflect the efforts of pioneers in each generation, individuals of remarkable vision, energy, and boldness who identified specific concerns and addressed them creatively and effectively. The man whom we salute today, D. W. Brooks ; is such an individual. As just one example, his innovative leadership in the cooperative movement made a ~ ~,~,;-,@"'" significant contribution which to a degree altered the course of history. In an earlier age, a similar ploneer was Seaman A. Knapp, whose great-great grandson now serves as President of this great University. 4 An author, farmer, �p h i l o s o p h e r , bu s in e s sm an , and u n i v e r s i t yp r e s i d e n t ,w ek n owh im b e s ta s th e found e ro fwh a tw enow c a l l th eCoop e r a t iv e Ex t en s ion S e r v i c e . K n a p p sunun a r i z edh i se n t i r econ c ep ts u c c i n c t l y : "W h a ta m a nh e a r sh e m a ydoub t . Wh a th e s e e sh e m ayp o s s i b l ydoub t . B u t wh a th e do e sh im s e l f ,h ec anno t d o u b t . " Th a t con c ep t , coup l edw i th h i sr em a rk ab l ea b i l i t ytot r a n s f e rid e ai n t o a c t i o n , ch ang ed Am e r i c an f a rm inga n d th er u r a lco r S ~ Und en i ab ly , S e am an Kn app w a sa m ano funu su a lv i s i o n . Ap r agm a t i cd r e am e r ,h ew a s ad ep t a td ev e lop ing a con c ep to fwh a t th ef u t u r em igh t ~ / e an a ly z ing th e c o n s t r a i n t so rp rob l em s ,d e t e rm in ing th er e s e a r c ho r know l edg ea p p r o p r i a t et o / t h e i rs o l u t i o n , and m o b i l i z i n g th er e s o u r c e sn e c e s s a r yt oth et a s k . H i sf i e l d o fv i ew w a sb ro ad ,f a r s i g h t e d ,an dc l e a r . t th et u r no ft hc e n t u r ya n d b e f o r e ,h ep rov id ed a v i s i o no fwh i ch a l lo fu sa r e th eb e n e f i c i a r i e s . H e r e i nG eo rg i a , you hono r an ev ene a r l i e rp i o n e e r ,A b r a h am B a ldw in , a found e r o ft h i si n s t i t u t i o nand a v i s i o n a r yl e a d e ri nth em o v em e n t toe s t a b l i s h s t a t e s u p p o r t e d ers es~' o L . John son ,i na J o u r n a lo fH igh e r Edu c a t ion a r t i c l e ,Th eO th e r" J e f f e r s o n ' s ". o fth eS t a t eU n i v e r s i t y Id e a w r i t e s , "B e fo r e1800 ,t h e s etwo m e n ,D av i e ( i nNo r th C a r o l i n a )a n dB a ldw in ( i n G eo rg i a ) and t h e i rl ik e -m ind edcon t empo r a r i e s ,h ad con t emp l a t ed a n db rough t i n t ob e ing th em a jo r c h a r a c t e r i s t i c so f te s t a t eu n i v e r s i t y . A s enum e r a t ed i n'O r i g i n so f th eS t a t eU n i v e r s i t yI d e a , ' C u r t i -C a r s t e n s e nH i s t o r yo f th eU n i v e r s i t yo f o f th e l a s t f e a t u r e , th ei d e ao ft h ep romo t iono fr e s e a r c h ,w a s und e r s t and ab lym i s s ing , 5 �a l thoughm any r e f e r e n c e sh ad b e en m a d et oe x p e r im e n t a t i o n ,t op r a c t i c a l know l edg e , and s e r v i c et oth es t a t e . T h e f~ s e ral t oth e ers ~ ere inp l a c eo ri nl i v e l yemb ryo : h i g h e re d u c a t i o na sa s t a t e v i t a lf ~ co ~ c o ~soc e ; th es t a t ea sa p rop e r~ e c ind ep end en to f chu r ch and p r i v a t ei n t e r e s t ;th eu n i v e r s i t ya s ac rowno r ap exo f th ewho l es t a t e sy s t emo fp u b l i ce d u c a t i o n ; op en a c c e s st oa l lc ap ab l eo fb e n e f i t , no t th e e l i t ea l o n e ; and a cu r r i cu lumf o rp r a c t i c a la n dp r o f e s s i o n a l ,a sw e l l a s c l a s s i c a l ,s u b j e c t s . "~ r s t a t ea n dt h i su n i v e r s i t y ,i np a r t i c u l a r , bu t th e Am e r i c an p eop l ei ng e n e r a l ,a r e th eb e n e f i c i a r i e so f th ef o r e s i g h t ,cou r ag e , and bo ldn e s so ft h i sm an -Ab r ah am B a ldw in -w h o s e e f f o r t stw oc e n t u r i e sago s e ta p a t t e r nwh i ch s t i l lp r e v a i l s . Int h i n k i n go fp i o n e e r s who s e e f f o r t sh av ec o n t r i b u t e d toth ee n v i a b l e p r o g r e s so fa g r i c u l t u r e , th el i s twou ld b ev i r t u a l l ye n d l e s s-i n n o v a t i v e f a rm e r s ,c r e a t i v er e s e a r c h e r s ,v en tu r e som ee n t r e p r e n e u r s , cou r ag eou s a dm i n i s t r a t o r s , and d e d i c a t e dt e a c h e r so nc am p u sa n do f f . Con c e rn ed w i th th e f u t u r e ,con s ciou so f th ep a s t ,u n d e t e r r e db y th em om e n t , th eyc h a r t e dn ew c o u r s e s . Abov ea l l , th eyd emon s t r a t ed a bo ldn e s sa p p r o p r i a t et ot h e i rt im e . I I I Incomm en t ing b r i e f l yon th ee v o l u t i o no fou rl a n d g r a n tu n i v e r s i t i e sa n d t h e i rc o l l e g e so fa g r i c u l t u r e , Iw i l l no tp rov id e ad e t a i l e dh i s t o r ybu t r a t h e rw i l lm ak e af ew o b s e r v a t i o n s . 6 �A. It is useful to begin our review of the evolutionary process by reminding ourselves of the language ln the Act which was signed into law by President Lincoln on July 2, 1862. Each state which accepted the benefits of this first land-grant act was obligated to provide: "At least one college where the leading object shall be, without excluding other scientific and classical studies and including military tactics, to teach such branches of learning as are related to agriculture and the mechanical arts ... in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life ... " B. While each of the land-grant universities started as modest, simple institutions, they have now become complex universities of major stature and high quality . c. In earlier days, agriculture and engineering were dominant, with almost "exclusive rights" to the resources of the university. Both developed programs of teaching, research, and public service/outreach/Extension. The priorities for the university tended to be teaching, then research, then Extension. Now, agriculture is only a modest part of the total university. In general, the priorities of the university have shifted to put research first, then teaching, and then Extension -- with public service and outreach activities concentrated in agriculture and selected other segments of the university, not characteristic of the university at large. 7 �Thus, most land-grant universities today are losing the distinctiveness -==-:2 - of the balance or blend of teaching, research, and Extension which epitomizes the land-grant tradition. D. As land-grant universities have grown in scale and in complexity, colleges of agriculture have tended to become encapsulated intellectually. To too large an extent, faculty in agriculture have - developed an insular mentality, living apart from rather than engaging in the mainstream of the intellectual life of the institution. E. Whereas in earlier days, those in positions of leadership in colleges of agriculture took a broad and encompassing stance, the role assumed by agricultural leaders in the land-grant universities has become progressively more narrow. To illustrate, at the turn of the century, deans of agriculture and their associates became concerned with broad issues affecting the quality of life of farm families and rural communities. Thus, they were responsible for the creation of departments of rural education, within the college of agriculture, to address the inadequacies of the one-room school; they created departments of rural sociology, to deal with problems of the broader community; they created departments of home economics, to address the quality of the home and family living circumstances on the farm; they created boys' and girls' club work (now 4-H) to relate formal education to farm living and as a technique to inject innovations. 8 �Now , th eemph a s i si nc o l l e g e so fa g r i c u l t u r ei su p o na g r i c u l t u r ep e rs e , wi t ha h e avy p rodu c t iono r i e n t a t i o na n ds e cond a ryemph a s i s upon m an ag em en t and m a rk e t ing . Con c e rn f o rth eb ro ad e ri s s u e so ff a rml i v i n g and r u r a lcommun i ty l i f e ,h a sb e en e i t h e rs h i f t e de l s ewh e r ew i t h i nt h e u n i v e r s i t y ,o r ab andon ed . Inth ec o l l e g e so fag ricu ltu re ,t h i sh a sr e s u l t e dinsup e rb sp e ci a li z a t i o n ,bu t wi t hd i f f i c u l t i e si ni n t e g r a t i n gth es p e c i a l t i e sa n d r e l a t i n gth emt oth el a r g e ri s s u e so f ch ang ing s o c i o / e c o n om i c / p o l i t i c a l c i r cum s t an c e sa thom eand ab ro ad . IV Int u r n i n gnowt oth ef u t u r e , th ed r am a t i cc i r cum s t an c e so f tod aywou ld sugg e s td e ep and sw e ep ingch ang e si nou ru n i v e r s i t i e sa n dc o l l e g e s ,t om at c h tho s eb e ing exp e r i en c ede l s ewh e r el na g r i c u l t u r ea n ds o c i e t y . Isugg e s tt h a t th et im eis o v e rdu ef o rth ea g r i c u l t u r a li n t e l l e c t u a le s t a b l i shm en tt oon c e a g a i nb ep i o n e e r s , mov ing fo rw a rd w i th v i s i o n , cou r ag e ,b o l d n e s s ,a n da v en tu r e som es p i r i t . Ins h a r i n gmy con c e rn si nt h i sr e g a r d , Ih av eo rg an i z ed y \ \ " " q . my t hough t sa round ~ p o i n t s . ~ ~ ~ . ~~- --~ ~ >: : J (~? c t . . . . .9 ,~ ~~c ~ R ~. ~ . ~ ~--- . ~ . . . .-~ ~-~ ~Q...e~ l ' ~- - - ~~-- - ~ ~ ~ . . -0 n e .e.Q ' .. Q A . 0 ) Bo ldn e s si nt a k i n gth el e adi nr e v i t a l i z i n gth el a n d g r a n tph i lo sophy i n you rc o l l e g eand u n i v e r s i t y , no tj u s ti nr h e t o r i cbu ti np r a c t i c e. Inb ro ad ov e rV l ew a c r o s s th en a t i o n , Is en s et h a tth eun lqu er o l e e n v i s i o n e df o rth el a n d g r a n tu n i v e r s i t yi si nj eop a rdy P eop l ew i th ~. ----===- ~~ . . . . . , C . ,pOQ 9~_~~-~ " ' ; j i~ . -... _~~ v : . . . -.t$L -" ' - .su '" .;:.>-~~. ~. �k ey r e s p o n s i b i l i t i e si nm a n yo fou rl a n d g r a n ti n s t i t u t i o n s-t r u s t e e s , p r e s i d e n t s ,p r o v o s t s ,v i c ep r e s i d e n t so fv a r i o u s hu e s ,d e an s ,d ep a r tm en t h e ad s ,f a c u l t y-s imp lyd o no t und e r s t and a n da c c ep t th et r a d i t i o nand t h ed r e am . To you rg r e a tc r e d i t ,t h a ts e em sl e s sth ec a s eh e r ea t th e U n i v e r s i t yo fG eo rg i a . Bu t t oi n s u r eth ec o n t i n u i n gv i t a l i t yo f u n i v e r s i t y -w i d e comm i tm en tt oth el a n d g r a n tm i s s ion , th ec o l l e g eo f a g r i c u l t u r emu s t b e ex emp l a ry . T ot h a tend , an um b e ro fs p e c i f i c a c t i o n sc anb et a k e n ,i n c l u d i n gth efo l low ingex amp l e s : 1 . I n i t i a t ea s y s t em a t i cp rog r am o for ..... e~o f o rn ewf a c u l t yi nyou r c o l l e g eo fa g r i c u l t u r ea n df o rth et o t a lu n i v e r s i t y . ( Iund e r s t and }o....()& ' \ -1 " ' ; 'e . -J l~ you h av e su cha p rog r am Ino p e r a t I o n . ) Ev e ry n ewf a c u l t ym em b e r : f shou ldl e a r nabou t th el a n d g r a n tt r a d i t i o na n db e c om e aw a r eo f th e b r e a d t ho f th eu n i v e r s i t y ' sp rog r am si nt e a c h i n g ,r e s e a r c h ,a n d Ex t en s ion -v i s i ta coun tye x t e n s i o no f f i c e ,v i s i t th em a in exp e r im en ts t a t i o nand a r e g i o n a ls u b s t a t i o n ,s e ew h a t th e u n i v e r s i t y ISdo ing t oa d d r e s sh um a ncon c e rn si nr u r a lcommun i t i e s , coun tys e a t s ,and c e n t e rc i t i e s . 2 . Und e r t ak ef o ryou rc o l l e g ea s y s t em a t i cp rog r am o fd ev e lopm en tf o r d ep a r tm en t ch a i rm en ,w h op l a ysu cha c r i t i c a lr o l ei nth el i f eo f , , - th ei n s t i t u t i o n . My c o n t a c t sw i th d ep a r tm en t ch a i rm en i n a g r i c u l t u r ewou ld l e adm e t ob e l i e v et h a tm a n yd o no t fU l l y und e r s t and o rh av e ad e ep comm i tm en tt oth el a n d g r a n tn o t i o n . 10 �3. Build an expectation in your college that every faculty member will have a responsibility to teach, create new knowledge, and relate their discipline to the needs of people in your state. They should be encouraged in every possible way to undertake interdisciplinary, interdepartmental, inter-college activities. 4. Reinforce this expectation in the reward system of promotion, tenure, and compensation . B. c9 Boldness in elevating the stature of agriculture within the universi ty through conscious efforts by those in agriculture. The modern land-grant university is a complex, sophisticated, multifaceted institution. As other units of the university have flourished, agriculture has been bypassed In relative scope and scale within the university. Because of special funding arrangements, with funds directed to research and Extension, 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 a variety and scope of departmental activities, there IS little evidence of a collective sense of mission around the theme of "agriculture." 11 �Fo rv a r i o u sr e a s o n s ,f a c u l t i e so fa g r i c u l t u r ei nm a n yi n s t i t u t i o n sh av e d ev e lop ed an i n s u l a rm e n t a l i t y , i s o l a t i n gth em s e lv e stoa s i g n i f i c a n t e x t e n tf romth el a r g e ru n i v e r s i t yo fwh i ch th eya r ea p a r t . A l l o ft h e s esugg e s tp o s s i b l e cou r s e so fa c t i o n . 1 . Th ea g r i c u l t u r a lf a c u l t ym u s t r e c r u i tb r i g h t young p r o f e s s i o n a l s , equ a li nq u a l i t yand v i s i o nt otho s ee l s ewh e r ei nth eu n i v e r s i t y . 2 . Th em ISS Ion o f th ec o l l e g emu s t b ec o n t i n u a l l yupd a t ed a n d commun i c a t ed tho rough lyw i t h i n th eu n i v e r s i t ya n db eyond . 3 . Tho s ei nag ricu ltu re mu s t b e c om em o r ea c t i v ei nth ei n s t i t u t i o n a l a f f a i r so f th eu n i v e r s i t y . 4 . Wh en p e r son si np o s i t i o n so fa u t h o r i t yw i t h i n th eu n i v e r s i t yd o no t h av e a know l edg eo fa g r i c u l t u r e , th ec o l l e g eo fa g r i c u l t u r eshou ld a s sum er e s p o n s i b i l i t yf o rt h e i ren l igh t enm en t . 5 . S t u d e n t s and f a c u l t yi na g r i c u l t u r eshou ldb e en cou r ag ed toi n t e r a c t w i th d i s c i p l i n e s th roughou tth eu n i v e r s i t y ,c o n t r i b u t i n g toa n d b e n e f i t i n gf romth er i c h n e s so f th ei n s t i t u t i o n . c . Bo ldn e s si nr e v i s i n gt h ecu r r i cu lumi na g r i c u l t u r et or e f l e c t a g r i c u l t u r eand i ns o c i e t a ln e ed sa n de x p e c t a t i o n s . 12 a e~ �Throughout the country there is much talk about curricular reform in agriculture. The committees, speeches, workshops, and exhortations seem endless, but the consequences are generally insignificant. While national initiatives may be useful, change can be wrought only at the institutional level. updating is meager. And evidence of faculty commitment to curricular Combining Poultry Science 101 with Dairy Science 101 with Animal Husbandry 101 to create Animal Science 101 falls short of true curricular reform. I personally know of only two colleges of agriculture that have undertaken comprehensive curricular revision. At one of these, a Curriculum Task Force of the college of agriculture conducted a two-day faculty retre at to launch their curriculum revision process. As a result, the agricultural faculty adopted the following mISSIon - statement: "Contemporary agricultural curriculum must provide enhanced learning opportunities in leadership, communication, problem identification and solution, teamwork skills, interdisciplinary approaches, nutritional issues, environmental awareness, soc iet al values, and international perspe ctives, as well as strengthen and focus the disciplines and basic sciences. The curricula will be flexible but with quality assurance, reflect the missions of the college, enable students to educate themselves, and prepare students for life-long learning." 13 �That is an ambitious undertaking. The process will be tedious and is only just begun, so that the results are not yet evident. But the exercise has been started; I wish that were the case on more campuses. As an undergraduate major in horticulture many years ago, the best counseling advice I received came In an unexpected conversation with my department chairman. Toward the end of my sophomore year, one day as I was pass ing h is office, he called me in. was simply thi s: The net of our convers at ion "Russ, I have followed your progress as a s tuden t wi th interest and I have just one suggestion. If you end up being a professional horticulturist, you will need to complete a master's and probably a doctor's degree. We will make you a specialist then. During the balance of your undergraduate years, I urge you to sample the intellectual cafeteri a of this great university. Take as few courses in this departmen t as we will let you get by with; take as f ew courses in the college of agriculture as we will permit. And then explore various fields of study of this university - - wherever your interests take you." You will have to admit that that is unusual advice to be given by a department chairman to an agricultural major. But it was the wisest advice I ever received. One of the many consequences of curricular reform in agriculture should be the broader exposure of agricultural students to the larger university. Both they and the university, and ultimately agriculture, will be beneficiaries. 14 �D. (q) Boldness in rethinking the priorities and patterns of agricultural research. The historic record of agricultural research is awesome. The return on society's investments in research are of staggering proportions. In his proclamation celebrating the Hatch Act Centennial, President Reagan states, "It is no exaggeration to say that the wealth of technical knowledge developed at these (agricultural experiment) stations has enabled America's farmers to revolutionize the practice of agriculture and bettered life for millions of people the world over." We must be concerned, however, with the continuing erosion of public support for such research activities. My uneasiness is based upon not only the absolute consequences of declining support, but a concern also for the basis of such decisions. The erosion seems to be a consequence of not only the urgency of other issues, but a lack of full appreciation for the benefits to society of agriculture research investments, an unclear perception of further realistic needs, and a lack of confidence in the ability of the agricultural research structure to adapt, reallocate, and realign. Both the patterns and the priorities of agricultural research are a consequence of many elements -- the structures and relationships of federal and state entities, the specialization of disciplines, 15 �departmental turfism, and a maze of funding sources, both public and private. The consequence is a myriad of entities and procedures which critics would describe as inefficient, unrationalized, duplicative, poorly focused. Some would say that any deficiencies In agricultural research could be corrected by more adequate funding. While increased financial sourc es co uld provide a partial answer, dollars alone would not be enough . Moreover, the prospect for massive infusion of additional funds from any source seems unrealistic. Thus, we must be committed to doing better with that which is available to us. This requires rethinking, realignment, and reallocation. Among the considerations in t h i s process should be the following: 1. The problems of agriculture are increasingly complex and most significant concerns require the expertise and energy of more than one discipline, profession, or administrative unit. We must be far more creative and venturesome in developing co al itions and alliances to deal effectively with the issues buffeting farming, ag r i bus i ne s s , and rural communities. 2. The distinctive land-grant commitment to carrying on research to meet agriculture's needs must prevail. Results of so-called basic research from all relevant disciplines, wherever conducted, should 16 �be mobilized to serve the applied purposes of farming and agribusiness. While agricultural researchers should appropriately be conducting elements of basic research, they must resist the temptation of retreating to the sanctuary of the campus and its laboratories. With a growing concentration on biotechnology, efforts to insulate researchers from the real ities of the everyday world seem a growing threat. 3. Increased emphasis must be placed on the development of new uses for the products of American farming. Linkages must be forged with business and industry, consumer groups, biochemists, engineers, and entrepreneurs who can conceive needs for surplus agricUltural commodities far beyond traditional uses. 4. Concentrated efforts should be given to the development of new areas for agricultural entrepreneurship. The New Farm and Forest Products Task Force of the U.S. Department of Agriculture concluded that, "America now has an overconcentration of agricUltura l production in a relatively few major food and feed crops - - crops for which worldwide production is increasing and global import markets are shrinking ... Significant opportunit ies exist for new farm and forest products to meet real market needs, partiCUlarly in industrial, non-food application areas." 17 �5. Somewhere and somehow, increased attention must be given to the "people problems" of agriculture. Farm families and the individuals who comprise them, rural communities and their institutions are experiencing the dramatic, often devastating, consequences of change. Their needs deserve the attention of university resources. The question of balance in the allocation of research funds to various priorities must be continually addressed. At a recent meeting of the Joint Council on Food and Agricultural Sciences, of which I am a member, some statistical information which aggregated the allocation of research funds from all sources across the country was presented. While the data are understandably imprecise, the aggregate picture indicated that perhaps as much as 25 times the funds were allocated for plant science research alone as for all research dealing with farm finance, credit, management, and policy issues. While details of allocation could be argued, the apparent imbalance in relation to the current crisis must be questioned. In a Commentary essay in the Third Quarter 1987 issue of Choices, Vernon W. Ruttan of the University of Minnesota suggests that responsible research must go beyond the creation of new technology. In his words, "Agronomists and other agricultural scientists, along with engineers and health scientists, have been the true revolutionaries of the twentieth century. But they are reluctant revolutionaries! They have wanted to revolutionize technology but have preferred to neglect the revolutionary impact of technology on society." 18 He goes on to state �that "There can be no question about society's right to hold the science community responsible for the consequences of the technical and institutional changes set in motion by research." He suggests that, while "it is ln society's interest to let the burdens of responsibility rest lightly on the shoulders of individual researchers and research managers" ..... nonetheless, "research managers have a clear responsibility to inform the society of the impact of economic policy on (1) the choice of mechanical, chemical, and biological technologies by farmers; (2) the incidence of technical change on the distribution of income among laborers, landowners, and consumers; (3) the structure of farming in rural communities; and (4) the health and safety of producers and consumers." The entire research structure of agriculture will inevitably be sUbjected to increased scrutiny. A continuing failure to address more effectively significant issues such as those mentioned above engenders the prospect of ever greater intrusion in the administration of research programs and even more categorical funding for special interest research. E. LV Boldness in launching new initiatives in continuing education, augmenting agriculture's traditional commitment to lifespan learning. Agricultural education, encompassing vocational agriculture at the secondary level, postsecondary degree options, and programs ln Cooperative Extension, provides the largest and most complete 19 �illustration of lifespan learning in the world. is to keep it so. Your unending challenge While you can take great satisfaction in accomplishments to date, I find surprising inconsistencies. For example, the land-grant universities have not been at the forefront In the development of external degrees. agriculture. This seems particularly true in Many agricultural students drop out of college during the course of their undergraduate career, or never begin a degree program of study before ent ering the family farm enterprise or otherwise moving into agribusiness. Your college of agriculture is probably the only college in this 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 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 demons tra ted compe tence and performance. With the tradition of "learning 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. Further, In agriculture there is lacking a systematic and comprehensive approach to the continuing professional education of agricultural professionals. Where this has become institutionalized in other professions, it is spasmodic and random in the field of agriculture . 20 �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 times as exciting new developments occur in continuing education. The Cooperative Extension Service is a major component of the university's commitment to lifelong education. The record of Extension in serving farm and rural needs is exemplary, not only in serving the needs of agriculture but those of families, young people, and rural communities as well. <Limited examples of similar success in serving urban clientele can be cited.) Critics, however, would argue that changing demographics, technology, and societal concerns make the Extension System obsolete. Such criticisms are usually based upon a very narrow definition of the Extension mission, confined primarily to production agriculture. The Extension story is in general a record of remarkable serVlce and success, not only in agriculture but in areas of family living, community, and rural development, and youth programming as well. Best known of all is the 4-H Club program, a uniquely effective educational program for youth and another remarkable contribution of our colleges of agriculture. With the current national concern for America's youth, I marvel -- and am dismayed -- that our land-grant universities have not responded in a comprehensive way, based on their historic and demonstrated effectiveness in serving youth's needs. 21 �Nationwide, universities must rigorously review and update the mission statement, structure, and techniques of their Extension Services. In doing so, careful thought should be given to identification of specific client groups and the appropriate educational methodology to best serve their needs. For example, one clear purpose of the Extension Service to serve as a technology transfer agent to commercial farms. 1S By some definitions, there are only 250,000 to 300,000 commercial farm operators in the United States currently. Such farmers do not generally look to their county extension office for technical information, but rather go directly to specialists at the land-grant university or in commerce. Since most commercial farm operations already are making extensive use of computer technology, direct computer communications should be considered in serving the information needs of such a select audience. Quite different educational technology will be more appropriate in serving the needs of small-scale operations and for medium-sized enterprises, most of which have part-time operators with more off-farm than on-farm income. Beyond that, each university must determine where the Extension Service fits into the comprehensive outreach/public service mission of the institution. The -time has come when matters of breadth of program scope, access to university-wide knowledge resources, organizational structure and linkages, and financial support base must be addressed comprehensively. If the mission of Extension is to be broadly conceived, as many would argue, utilizing knowledge resources from 22 �th roughou tth eu n i v e r s i t y , th ea dm i n i s t r a t i v ea r r ang em en to f Ex t en s ion ~~~ ~ theco l l e g eo fa g r i c u l t u r em u s tb e q u e s t i o n e d . F a i l u r et or e s p o n s i b l yd e a lw i th su chi s s u e sw i l l on ly l e adt of u r t h e r e r o s I o nand d e c l i n e . F . ~ Bo ldn e s si nc o n t r i b u t i n gmo r e a c t i v e l yt oth ep r o c e s s e so fa g r i c u l t u r a l p o l i c yd ev e lopm en t . Th ed e c i s ion -m ak ing p r o c e s sb y wh i ch a g r i c u l t u r a lp o l i c yi se s t a b l i s h e d s e em sv i r t u a l l yn o n e x i s t e n t Inany r a t i o n a ls e n s e . i n s t a n c e o fa g r i c u l t u r a lr e s e a r c h ,a g r i c u l t u r a lp o l i c ym ak ing h a sb e en a l t e r e d s u b s t a n t i a l l yby f a rmp rog r am s wh i ch b eg an i nth e1930 s . T h eF a rm B lo c , wh i ch w a s a pow e r fu lr e a l i t yf o rtw od e c ad e s fo l low ingW o r l d W a r I ,ha s b e en f r agm en t ed by th ed ev e lopm en to f commod i ty a n dr e g i o n a lg roup s . Su ch s p e c i a li n t e r e s t sa r en owth emov ing f o r c e si nd e a l i n gw i th th e Ex e cu t iv e and L e g i s l a t i v eB r an ch e sa t bo th s t a t ea n dn a t i o n a ll e v e l sIn th ed e t e rm i n a t i o no fp o l i c i e s imp a c t ingo nf a rm inga n da g r i c u l t u r e . Th ec i r cum s tan c e si nU .S . a g r i c u l t u r e .i nth e1980 sa r ev a s t l yd i f f e r e n t f romtho s eo fp r e v i o u sd e c ad e s . Lowc o s tp rodu c t ionm e thod s , coup l ed w i th un t app ed p r o d u c t i v ec a p a c i t ya n da v a i l a b l ec r e d i tl e dt o u n p a r a l l e l e dg row th i nth ef a rms e c t o rdu r ing th e1950 sa n d 60 s , r e s u l t i n gi nan abund an c eo ffood i nt h i sc o u n t r y . Du r ing t h e1970 s U .S . a g r i c u l t u r eb e c am e th es i g n i f i c a n tfoods u p p l i e ro f th ewo r ld , e x p o r t i n gn e a r l yo n e t h i r do fi t sp rodu c ed c r o p s . A t th es am et im e , i n t e r n a t i o n a ld i s p u t e s , th ec o s ta n da v a i l a b i l i t yo fen e rgy ,a n dg row ing 23 �con c e rn sf o rad equ a t en u t r i t i o na n dp r o t e c t i o no f th eenv i ronm en th av e g r e a t l ya l t e r e ddom e s t i c foodp r o d u c t i o n. Th e r ei sa c u r r e n tn e ed f o r c o n s i s t e n tand w e l l c o n s t r u c t e dp o l i c i e st os e r v ea s th eb a s i sf o r d ev e lopm en to f th eU .S . foodsy s t em . , Fo r a hund r ed y e a r sf a rm e r sh ad th ei n i t i a t i v ei nd e t e rm in ing a g r i cU l t u r a lp o l i c y . Tod ay tho s ew h ow a n t t oi n f l u e n c ed e c i s i o nm ak ing and d e f i n e th ep o l i c yag end ai na g r i cU l t u r em u s t j o i nw i th non f a rm s e c t o r so f th ee conomy . I ti sapp a r en tt h a tth es cop eo ft r a d i t i o n a l ~~....:-o -~ .... f a rmp o l i c yh a s exp and ed . Con c e rn sf o rn a t i o n a ls e c u r i tY ' l , th e env i ronm ent ,con sum e ri n t e r e s t s ,a n de conom i ca n dr e s i d e n t i a l d ev e lopmen t nowi n f l u e n c eth ed i r e c t i o no f Am e r i c an a g r i cU l t u r e . In o r d e rt h a t in fo rm edand p rud en td e c i s ion sc anb em a d er e g a r d i n gfood p r o d u c t i o n and u s e ,a l t e r n a t i v ecou r s e so fa c t i o nm u s tb e f o rm u l a t e d , a s s e s s e d , and commun i c a t ed f o rth ec o n s i d e r a t i o no fp o l i c ym ak e r s i n bo th th ep u b l i c and p r i v a t es e c t o r s . U n fo rtuna te ly , wh i l e th ep r o c e s so fp o l i c ys e t t i n gina g r i c u l t u r eha s b e com e mo r e tumu l tuou sand th ei s s u e s .m o r eu r g e n t , th ee nga gem en to f c o l l e g e so f agricu lt u r ei nt h i sa r e ao f~ 1 c con c e rns e em s toh av e l e s s e n e d . Ac u r s o r yr ev i ewo fr e s e a r c hbudg e t sa n dp rog r am a c t i v i t i e s s u g g e s t sa d im in i sh ing comm i tm en t top o l i c yp rob l em s ,p rob ab ly a con s equ en c eo fp r e s s i n ga l t e r n a t i v e s . B u t Am e r i cn s o c i e t yd e s p e r a t e l y n e ed s an o b j e c t i v e , comp r eh en s iv e ,a n dc r e d i b l eapp ro a ch t oi s s u e s d e a l i n gw i t ha g r i cU l t u r e , food , th eenv i ronm en t . L and -g r an t 24 �i n s t i t u t i o n sshou lda s sum ea l e a d e r s h i p ,bu t no tp r o p r i e t a r y ,r o l ei n th ea g r i c u l t u r a lp o l i c ya r e n a . ~ O do sowill requireacommitment by leadershipbothwithin the c o l l e g e sand w i t h i n th eu n i v e r s i t i e so fwh i ch th eya r ea p a r t . I n t e l l e c t u a lr e s o u r c e sf rom th roughou tth eu n i v e r s i t ymu s t b e mob i l i z ed -e conom i c s ,p o l i t i c a ls c i e n c e , th en a t u r a ls c i e n c e s , th es o c i a l s c i e n c e s ,m ed i c in e and o t h e rh e a l t hf i e l d s ,th eh um a n i t i e s . E v e na p r e l im i n a r yl i s t i n go fu rg en ti s s u e si ss t a g g e r i n g : h um a nn u t r i t i o na n d foodcon sump t ion ;l aw sand r e g u l a t i o n sa f f e c t i n ga g r i c u l t u r e ;e conom i c o r g a n i z a t i o nand p r o d u c t i v i t y ;t r a d ea n di n t e r n a t i o n a lr e l a t i o n s ; n a t u r a lr e s o u r c em an ag em en t ; t o x i c o l o g ya n d env i ronm en t a lp r o t e c t i o n ; en e rgy ;t r a n s p o r t a t i o n ,s t o r a g e ,a n dp r o c e s s i n g ; th es t r u c t u r eo ff a rm o p e r a t i o n s ;t e chno logyand b i o e n g i n e e r i n g ;l a b o ra n dm anpow e r ; a g r i c u l t u r a lc r e d i tand f i n a n c e ;a g r i c u l t u r a lr e s e a r c ha n de d u c a t i o n ; and r o l e so fgov e rnm en t an d th ep r i v a t es e c t o r . S o c i e t yn e ed s th e o b j e c t i v ec o n t r i b u t i o n so fi t sl a n d g r a n tu n i v e r s i t i e si nd e a l i n gw i t h ~ i s s u e s . A t th emom en t , d e c i s i o nm ak e r s s e ema lmo s td e s p e r a t ei nt h e i rs e a r c hf o r b e t t e ran sw e r s . L and -g r an ti n s t i t u t i o n sshou ldb el a y i n gou t a l t e r n a t i v ec o u r s e so fp u b l i cp o l i c yt oa ch i ev ea l t e r n a t i v es o c i e t a l g o a l s . I f ,a ss e em st ob e th ec a s e ,t h e r ei sg r e a tp u b l i c comm i tm en tt o p r e s e r v a t i o no f th e" f am i l yf a rm , " (w i ths om er e a s o n a b l ed e f i n i t i o n ) , 2 5 �policies to accomplish that objective should be presented, with careful analysis. Universities could better serve the public interest by contributing actively to the policymaking process, rather than being essentially observers and critics of that which is done. An ultimate issue in public policy relating to agriculture deals with the issue of domestic self-sufficiency in meeting the food needs of our nation. It may seem folly t o raise such an issue i n a ti me of abundance and surplus, but it is not inconceivable that the infrastructure and capacity of C?(,A/'tI ~ agricultural enterprise could become so eroded over the next three to five decades that this nation might find itself in the situation of the nations of northern Europe at the end of the dec ade of the 1930s, l acking capacity to feed themselve s. G. Boldness in undertaking a comprehensive program of agricultural literacy. Most of the people in the United States know little or nothing about agriculture and agribusiness. After · all, the population of the United States is 233 million; only three percen of the population has been non-farm for over 30 Ninety percent and fewer people in the United States have had any direct experience or co 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. 26 �~~ ~~ ~ t , . .~ ~ ...A-A ~ ~ ~~~~1- \ ~r-o~ ~1~~o...Q.~~ . A l l Of ~ S ~ s u g g e s t sa c h a l l e n g ef o ra g r i c u l t u r et og e n e r a t ec o n t i n u i n g p u b l i c und e r s t and ing o f an d suppo r tf o ra l lt h a ti sr e q u i r e dt oa s s u r ea r e l i a b l e ,c o n t i n u i n gsupp lyo fh i g h q u a l i t yfooda tr e a s o n a b l ep r i c e s . Inth es h o r tt e rm ,a g r i c u l t u r emu s t m o r e im a g i n a t i v e l ycommun i c a t ew i th d e c i s i o nm ak e r s a ta l ll e v e l s ,i nbo th th ep u b l i ca n d th ep r i v a t e s e c t o r s . I fw eo p e r a t e on th er e a s o n a b l ea s sump t ion t h a td e c i s i o n m ak e r sm ak e th er i g h td e c i s i o n sb a s ed upon th ef a c t sa n dc i r cum s t an c e s a s th eyund e r s t and th em ,ou rr e s p o n s i b i l i t yi st oen su r et h a t th eyh av e comp l e t e and v a l i di n f o rm a t i o n . Ih av eb e en imp r e s s edw i th s om eo fyou r i n n o v a t i v ev e n t u r e si nt h i sr e g a r d ,i n c l u d i n gf o rex amp l e , CARET , th e Coun c i lf o rA g r i c u l t u r a lR e s e a r ch , Ex t en s ion a n dT e a ch ing. T h e c h a l l e n g ei st odo mo r e an db e t t e ri nsu che f f o r t sa ta ll l e v e l s . Inth elong e rt e rm , Isugg e s tt h a tc o l l e g e so fa g r i c u l t u r eshou ld e s t a b l i s ha s ano b j e c t i v e th ei n c o r p o r a t i o no fa n und e r s t and ing o f th e foodsupp lyand th ew i s em an ag em en t o fou rn a t u r a lr en ew ab l er e s o u r c e s i n t oth efo rm a le d u c a t i o no fa l lAm e r i c an s . Th i s shou ldb ea c comp l i sh ed a te l em en t a ry s e cond a rys choo ll e v e l sa n di nh i g h e re d u c a t i o n ,a sw e l l a s th roughin fo rm a le d u c a t i o n a lm e an s . A sa s imp l eexamp l eo f oppo r tu n i t y ,t h i n ko ft h i si n s t i t u t i o n .Y o u rc o l l e g eo fa g r i c u l t u r eh a s an en ro l lm en to f abou t 120 0s t u d e n t s ,r e p r e s e n t i n gl e s sth an5 p e r c e n t o f th es t u d e n tbody o f th eu n i v e r s i t y . Wh i l e i tm a yb e n a iv et od os o , Iw i l la s sum et h a tth eg r a d u a t e so fyou rc o l l e g eo fa g r i c u l t u r el e a v e w i t h a comp r eh en s iv eund e r s t and ing o fa g r i c u l t u r ea n di t sp l a c e Inou r s o c i e t y . Bu t wh a to f th eo t h e rg r a d u a t e so ft h i su n i v e r s i t y ? Is u s p e c t t h a td u r i n gt h e i rf o u ro rm o r e y e a r so nc ampu s , th eyn ev e r eng ag ei n 2 7 �o rmo r ey e a r s on c ampu s , th eyn ev e r eng ag ei nm o r e th ana c a s u a lw a y w i th th ewo r ld o fa g r i c u l t u r e ,l e a v i n gw i t hn om o r e und e r s t and ing th an wh en th eya r r i v e d . Ic anc i t ea v e ry l im i t e dn um b e ro fex amp l e s wh e r e t h i si s s u eh a sb e en add r e s s ed bu t on lyf o ram inu t ef r a c t i o no f th e s t u d e n tbody . Th e an sw e rl i e s ,Is u s p e c t ,no ti ns p e c i a lcou r s e s bu ti n th ei n t e g r a t i o no fa g r i c u l t u r a li n f o rm a t i o na n d ex amp l e si n t oth ef a b r i c o f th ei n t e l l e c t u a ll i f eo f th eu n i v e r s i t y . Ch a l l eng ea n do p p o r t u n i t y , o fc o u r s e ,l i e sb eyond you r ow nc am p u sa sw e l l , a tp u b l i ci n s t i t u t i o n s , p r i v a t el i b e r a la r t sc o l l e g e s ,a n d commun i ty c o l l e g e s . As p e c i a lcomm i t t e eo f th eN a t ion a lA c a d em yo fS c i en c e sw i l l soonb e r e l e a s i n ga r e p o r twh i ch u rg e s a comp r eh en s iv ep rog r am o fa g r i c u l t u r e l i t e r a c yi nK -12 s choo l sy s t em s th roughou tth ec o u n t r y . Co l l eg e so f a g r i c u l t u r eshou ldb e th ev angu a rd i ni t simp l em en t a t ion . On ly i fw e l aun ch su che f f o r t snowdo e st h e r es e em t ob e any hop eo fe n l i g h t e n e d d e c i s ion -m ak ing a sr e g a r d sa g r i c u l t u r ea t th et u r no f th ec e n t u r ya n d b eyond . H . Bo ldn e s si nd emon s t r a t ing e f f i c a c yi na d d r e s s i n gi s s u e so fc u r r e n tv i t a l p u b l i c con c e rn . Th ep u b l i c con c e rn swh i ch l e dt oth ee s t a b l i s hm e n to f th el a n d g r a n t u n i v e r s i t i e sa r eno long e rv a l i d . D u ei ns u b s t a n t i a lp a r tt oth e su c c e s so fi n i t i a t i v e swh i ch b eg anw i th th el e g i s l a t i o ni n1862 , th e ~ -' ,~\ Am e r i c an p u b l i c nowa s s um e sa r e l i a b l esupp lyo fh i g h q u a l i t yfooda t / I r e a son ab l ep r i c e s. Co l l eg e so fa g r i c u l t u r ea r eg e n e r a l l yr eg a rd eda s con c e rn ed , no tw i th foodsupp lya n dn u t r i t i o n , bu tw i th th es p e c i a l 2 8 �interests of farming and agribusiness. In terms of vital needs perceived by the American public, colleges of agriculture would generally be classified as irrelevant. Recent surveys of issues of public concern sugges t 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 import ance t o a l l of us but ar e not centr al to the mission of the college of agriculture. Others, however, a r e deeply embedded in the disc iplines of which agriculture is comprised. Two come immediately to mind: the concept of health promotion/disease prevention, to both promote physical well-being and control health care costs; and the public concern for en vironmental quality. As regards physical well-being, we all know that an adequate supply of nutritious food is essential. A concern for human nutrition should be incorporated more comprehensively and imaginative ly into the affairs of agriculture if publi c funding is to be sustained. Further, nutrition as a f ield of concentration has not been well developed or well ordered in most universities. Colleges of agriculture quite appropriately might be the mobilizers of -comprehensive and coordinated efforts to promote human nutrition. As regards the environment, agriculture has a rich tradition of demonstrated stewardship and accomplishment. Unfortunately, In the contemporary scene, agriculture is often perceived as a villain and is 29 �on the defensive. Agriculture should move positively and aggressively to the forefront in environmental issues, rather than resist the tide of public sentiment. In summary, to warrant the continuing and increased support of public funding bodies, agricu lture must articulate clearly its role in serving the contemporary concerns of the public. Traditional support groups will prove inadequ ate in the future. I. ~ Boldness in assuming a leadership role in addressing the problems of rural America, in preserving the vitality of the countryside. While urban America has its articulate spokesmen and political cadre, there is no cohesive voice of the people of the land and the small towns that constitute a great portion of our population and the bulk of our geography. And even In the most rural of our states, land-grant universities address rural issues and needs in sporadic and inadequate ways. One of the potentially devast ating consequences of t he current crunch In agriculture is the" debilitating effect on rural communities. The erosion of both farm income and rural tax base will make it difficult, perhaps impossible, for many rural areas to support the various elements of what sociologists and economists call "infrastructure:" schools, hospitals, roads, human services, governmental operations, and all the rest of the elements that contribute to the quality of life. 30 �Th i sf a c ts e em sl o s ti nth ec h a o t i cs c r amb l eo fp o l i t i c a la c t i v i t yn ow a d d r e s s i n gf a rml e g i s l a t i o n ,w i t hv e s t e di n t e r e s t svy ing t op r e s e r v e t h e i rp o s i t i o n s . Fo r mo r e th ana h a l fc e n t u r y , th eb a s i co b j e c t i v eo fAm e r i c an f a rm p o l i c yh a sb e en ch e apfood . A t t h i sp o i n ti nou rh i s t o r yw en e ed a p e r s p e c t i v el a r g e r ,mo r e comp r eh en s iv e ,m o r e v i s i o n a r y ,i fm u c ho f th e c h a r a c t e ro f Am e r i c an l i f ei stob ep r e s e r v e da n d nu tu r ed . And s o , who sp e ak sf o rr u r a lAm e r i c a-a n d mob i l i z e s know l edg e r e s o u r c e sf rom th roughou tth eu n i v e r s i t yt oadd r e s sr u r a li s s u e sa n d n e ed s ? Ihop e you r Co l l eg eo fA g r i c u l t u r e do e s ! v Ina d d r e s s i n ga g r i c u l t u r e ' ssy s t emo fd ev e lopm en t a li n s t i t u t i o n s ,D r . J am e sT . Bonn en o fM i ch ig an S t a t eU n i v e r s i t y ob s e rv e s "P eop l e , no ts c i e n c e , u . s . ag r i c u l t u r e . ~a sfor e M en and w om e na c t i n g th roughth ei n s t i t u t i o n swh i ch th ey c r e a t e d ,d ev e lop ed s c i e n t i f i cknow l edg e , ch ang edh um a nv a lu e sa n da s p i r a t i o n s , mod i f i ed o l di n s t i t u t i o n s ,an dc r e a t e dn ewon e sa s th eys awth en e ed -a n d s t e p b y s t e pt r an s fo rm edth ep r o d u c t i v i t ya n dw e l f a r eo fU .S . f a rm e r s . " Tod ay ,a g r i c u l t u r ei si nc r i s i s ,d e ep lys o . T h e wo rd so fW i l l i am J am e sa r e u s e f u l : "G r e a t em e rg en c i e sa n dc r i s e ss h owu sh ow m u c hg r e a t e rou rv i t a l r e s o u r c e sa r e th anw eh ad suppo s ed . " T h e mo s t v i t a lo fou rr e s o u r c e si s l e a d e r s h i p . 31 �I fev e rt h e r ew a sa r i c h ,r i p eo p p o r t u n i t yf o rl e a d e r s h i pi na g r i c u l t u r et o "m a k e ad i f f e r e n c e , "t h a tt im eis now . Ac r i s i sp e r i o di sa c r u c i a lt im e w h o s e ou t com ew i l lm ak ea d e c i s i v ed i f f e r e n c ef o rb e t t e ro r wo r s e . N e ed ed n ow i na g r i c u l t u r ea r el e a d e r sw i th a v i s i o nf o rth ef u t u r ea n d a comm i tm en tt o a c tw i th cou r ag e , en e rgy , and c o n v i c t i o n . N o n e i na c ad em i co r gov e rnme n t a la g r i c u l t u r ea r eh u r t i n gi nth es en s et h a t tho s ei nf a rm ingand a g r i b u s i n e s sa re . Sp e ak ing t oa g roup o fm idw e s t e rn a g r i c u l t u r a ld e an s ,D i ck And e r son , th em an ag ing p a r t n e ro fa l a r g e s c a l e e l e v a t o rand f a rmsupp lyn e two rk , ob s e rv ed , "A t th eAnd e r son ' si nM a um e e ,w e h av eb e en th roughth em i l l t h e s el a s tmon th s . We h av er edu c ed ,r e s t r u c t u r e d , r e a l l o c a t e d ,r e d i r e c t e d ,r e c y c l e d . A n d boy ,a r ew e fo cu s ed ! " I tIStim ef o rou rl a n d g r a n tun iv e r s i t i e sa n dt h e i rc o l l e g e so fag ricu ltu re t ofo cu sa sw e l l , i nre spon s et oand i na n t i c i p a t i o no ft h ed r am a t i c ch ang e s Ina g r i c u l t u r eand th el a r g e rs o c i e t y . T h ep ro sp e c tf o rAm e r i c an a g r i c u l t u r e c o n t i n u e st ob ee x c i t i n g ,u n c e r t a i n ,d em and ing ,a sa lw ay s . M ay w er e spond ,a s ~~ h av e ou r fo rb ea rs,w i t h ~ ol ess wh i ch ou rt im ed em and s . l l 2 4 c 32 � 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_1987-10-05_RMawby_SPE Title A name given to the resource Russell Mawby speech, Boldness For Our Time Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 5, 1987 for the W. K. Kellogg Foundation at the D. W. Brooks lecture at the University of Georgia. 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 1987-10-05 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/8d4be6cc1e9acc2f84198e96b2d16a45.pdf 949e7d8a36f827a753c95fe1eb9014c4 PDF Text Text A I I I I "UNFINISHED BUSINESS" OCTOBER 4, 1988 DR. RUSSELL G. MAWBY CHAIRMAN OF THE BOARD AND CHIEF EXECUTIVE OFFICER W. K. KELLOGG FOUNDATION I INTRODUCTION A) IT IS A PLEASURE INDEED TO SPEAK TO THE CLOSING SESSION OF THE "DEMONSTRATING EXCELLENCE IN HEALTH PROMOTION" CONFERENCE. AND IN KEEPING WITH THE CONFERENCE'S SUBTITLE, I WILL INDEED ISSUE "A CHALLENGE TO THE AMERICAN CAMPUS." B) IT IS PARTICULARLY PLEASING TO ME TO SPEAK AT THE HOME OF THE "HEALTHY U" PROJECT. I AM NOT AN OBJECTIVE EVALUATOR, FOR THE KELLOGG FOUNDATION IS THE MAJOR FUNDER OF THE HEALTHY U; BUT IN MY PARTISAN WAY, I WILL ASSERT THAT HEALTHY U IS A MODEL PROGRAM FOR UNIVERSITY-WIDE HEALTHY PROMOTION -- A NATIONAL LEADER. C) THE NATIONAL SIGNIFICANCE OF THIS PROJECT LIES IN ITS "GRASSROOTS" APPROACH. IT IS COMPREHENSIVE, AND SEEKS TO INVOLVE THE UNIVERSITY IN ITS TOTALITY. �2 D) THE GOAL IS TO INSTILL IN EVERYONE AT THE UNIVERSITY -- FACULTY, STAFF, BUT ESPECIALLY THE STUDENTS -- PATTERNS FOR HEALTHY LIVING THAT WILL LAST FOR A LIFETIME. TEACHING OF HEALTHY LIVING IS INCORPORATED IN THE GENERAL STUDIES CURRICULUM, AND THE DIRECTION OF HEALTH PROFESSIONS EDUCATION IS ALSO BEING CHANGED. E) THE ADVENT OF HEALTHY U -- AND SIMILAR PROGRAMS AROUND THE NATION -- IS TIMELY AND ESSENTIAL. BUT MORE NEEDS TO BE DONE, HENCE THE "UNFINISHED BUSINESS" OF MY TITLE. II THE IMPEDIMENTS A) PROFESSIONAL PROBLEM -- THE PATTERN OF MEDICAL EDUCATION IS TO IDENTIFY A PROBLEM AND TO PRESCRIBE A SOLUTION. THIS IS A REDUCTIONIST RATHER THAN A HOLISTIC APPROACH -- THE PROFESSIONAL HAS THE SPECIALIZED KNOWLEDGE, AND THE LAY PERSON IS DEPENDENT. IN THIS APPROACH, THE IDEA OF TEACHING PEOPLE TO CARE FOR THEMSELVES IS LOST, AND THE NOTION THAT THE HEALTH PROFESSIONAL IS A RESOURCE TO THE INDIVIDUAL IN MAINTAINING HIS OR HER OWN HEALTH IS NOT EVEN EXPLORED. �3 B) REIMBURSEMENT PROBLEM -- THE AGE-OLD DIFFICULTY, OF COURSE, IS THAT INSURERS WILL NOT PAY FOR A SMOKING PREVENTION PROGRAM BECAUSE THEY CANNOT MEASURE ITS EFFECTS WITH PRECISION, BUT THEY WILL PAY FOR AN OPERATION TO REMOVE A CANCEROUS LUNG BECAUSE THAT ACTION CAN BE MEASURED. THIS PROBLEM IS NOW BEING EXACERBATED BECAUSE THE MOMENTUM IN REIMBURSEMENT IS TOWARD FINDING SOME WAY TO COVER THE UN INSURED. THIS MEANS THAT REIMBURSEMENT FOR MOST HEALTH PROMOTION ACTIVITIES IS, ALAS, PROBABLY FAR OFF. III ENCOURAGING SIGNS A) YET THERE ARE SEVERAL REASONS TO FEEL ENCOURAGED. WE HAVE LEARNED OVER THE PAST FEW YEARS THAT MANY TH INGS THAT CAN PROMOTE HEALTH AND/OR PREVENT DISEASE ARE UNDER THE CONTROL OF THE INDIVIDUAL -- THEY DO NOT REQUIRE INTERVENTION BY MEDICAL PROFESSIONALS. IN OTHER WORDS, WELLNESS CAN TO SOME EXTENT BE ACHIEVED BY PERSONAL DECISIONS AND BEHAVIOR. BRIEFLY, THESE ARE: : I) NUTRITION -- (FOR EXAMPLE, HIGH-FIBER DIET CAN REDUCE RISK OF COLON CANCER) �4 II) EXERCISE-- (FOR EXAMPLE EXERCISE PROGRAMS CAN REDUCE THE RISK OF HEART ATTACKS) III) ENVIRONMENT - - (FOR EXAMPLE, AVOIDING PROLONGED EXPOSURE TO THE SUN REDUCES RISK OF SKIN CANCER) IV) ALCOHOL AND TOBACCO -- (FOR EXAMPLE, ABSTAINING FROM DRINKING AND SMOKING REDUCES THE RISK OF SUCH DISEASES AS CIRRHOSIS OF THE LIVER, LUNG CANCER, AND HEART DISEASE,) V) ATTITUDE -- (FOR EXAMPLE, WE KNOW THAT THE SEVERITY OF ILLNESS AND THE SPEED OF RECOVERY CAN BE MARKEDLY AFFECTED BY THE PATIENT'S STATE OF MIND) VI) ACCIDENTS -- (FOR EXAMPLE, WEARING SEAT BELTS GREATLY REDUCES THE RISK OF SEVERE INJURY DURING AN AUTOMOBILE ACCIDENT,) �5 B) ALTHOUGH IT IS BASED ON IMPRESSIONISTIC EVIDENCE, I THINK IT IS SAFE TO SAY THAT THERE IS GROWING MOMENTUM AWAY FROM PRACTICE BASED ON THE TREATMENT OF ACUTE DISEASE TOWARD HEALTH PROMOTION AND DISEASE PREVENTION. I THINK YOU WILL AGREE THAT THIS CONFERENCE WOULD NOT HAVE HAPPENED TEN YEARS AGO -- OR EVEN FIVE. IV NEEDS A) BUT THERE IS STILL UNFINISHED BUSINESS, NAMELY, THE CRITICAL NEED TO REFOCUS OUR PRIORITIES FROM SUPERB SPECIALIZATION TO A HOLISTIC APPROACH. BY HOLISTIC, I MEAN AN APPROACH WHICH DEALS NOT ONLY WITH THE BODY, BUT ALSO WITH THE MIND AND SPIRIT. THIS WILL REQUIRE A COMPLETELY DIFFERENT ORIENTATION. B) THE NEED IS NOT NEW -- 2400 YEARS AGO, THE GREEK HISTORIAN HERODOTUS LAMENTED, uEACH PHYSICIAN TREATETH ONE PART AND NOT MORE. AND EVERYWHERE IS FULL OF PHYSICIANS; FOR SOME PROFESS THEMSELVES PHYSICIANS OF THE EYES, AND OTHERS OF THE HEAD, OTHERS THE TEETH, AND OTHERS OF THE PARTS ABOUT THE BELLY, AND OTHERS OF OBSCURE SICKNESSES. u �6 C) HERODOTUS WAS CORRECT IN HIS VIEW THAT A DISCONTINUITY OF CARE CAN RESULT FROM THE TREND TOWARD OVERSPECIALIZATION. WE NEED SPECIALISTS, OF COURSE, BUT THE INDIVIDUAL MUST BE ABLE TO DECIDE WHICH SPECIALIST IS WARRANTED. THERE CAN BE NO GREAT MYSTERY AS TO HOW TO CORRECT THIS PROBLEM, FOR THE UNIVERSITIES ARE THE TRAINERS OF ALL OF OUR HEALTH PROFESSIONALS. THERE IS A REAL NEED TO REVAMP UNIVERSITY- BASED EDUCATION IN HEALTH IN ORDER TO DO TWO THINGS: I) INFUSE AN APPRECIATION FOR, AND AN UNDERSTANDING OF, HEALTH PROMOTION AND DISEASE PREVENTION INTO THE TRAINING OF EVERY HEALTH PROFESSIONAL. THIS WILL REQUIRE THE INCLUSION OF THE BEHAVIORAL SCIENCES, AN UNDERSTANDING OF CULTURAL BELIEF SYSTEMS, AND PRINCIPLES OF COUNSELING AND COMMUNICATIONS SKILLS WITHIN THE CURRICULUM. II) TRAIN EVERY HEALTH PROFESSIONAL TO COOPERATE WITH EVERY OTHER HEALTH PROFESSIONAL IN A COOPERATIVE PRACTICE OF MEDICINE. �7 D) BECAUSE OF THE SCOPE OF KNOWLEDGE NEEDED FOR HOLISTIC HEALTH, IT WILL BE NECESSARY TO BUILD A DIVERSIFIED HEALTH TEAM, IN ORDER TO REACH PEOPLE IN THEIR HOME, WORK, AND LEISURE-TIME ACTIVITIES. E) IN PRACTICE, THIS WOULD MEAN AN INTERDISCIPLINARY TEAM OF HEALTH PROFESSIONALS, INCLUDING FAMILY PHYSICIANS, BEHAVIORAL SCIENTISTS, NURSE PRACTITIONERS, A PEDIATRICIAN, AN OBSTETRICIANGYNECOLOGIST, A DENTIST, A NURSE-MIDWIFE, AND A NUTRITIONIST. THE KEY TO SUCCESS HERE LIES IN POOLING THE VARYING FIELDS OF EXPERTISE REPRESENTED BY THESE PROFESSIONS IN ORDER TO DEVISE HEALTH PROMOTION AND DISEASE PREVENTION STRATEGIES TO MEET THE NEEDS OF PEOPLE. F) IN ORDER FOR SUCH A TEAM TO BE ASSEMBLED AND TO FUNCTION IN THE REAL WORLD, IT WILL BE NECESSARY FOR INSURANCE COMPANIES AND HMO's TO DEVISE CREATIVE NEW PATTERNS OF COMPENSATION THAT REIMBURSE POSITIVE ACTIONS TO PROMOTE HEALTHY LIFESTYLES. V WHAT IS AT STAKE? A) A CENTURY IN WHICH THE NEED FOR MEDICAL CARE CAN BE MINIMAL. IT CAN BE A TIME WHEN DEATH FROM �8 INFECTIOUS DISEASES, HEART DISEASES, CANCERS, AND STROKES RARELY OCCURS. PEOPLE WILL LIVE A FULL SPAN OF LIFE -- PROBABLY TO WELL PAST 80 YEARS -THEY WILL BE PHYSICALLY ACTIVE AND MENTALLY ALERT UNTIL A BRIEF PERIOD OF ILLNESS IMMEDIATELY BEFORE THEIR DEATH. B) HARDLY. IS THIS VISION A PIPE DREAM? THE ESTIMATED ANNUAL EXCESS MORTALITY FROM CIGARETTE SMOK ING EXCEEDS 350,000 PREMATURE DEATHS -- ALMOST AS MANY LIVES AS WE LOST DURING ALL OF WORLD WAR II. THE TOTAL HEALTH CARE BILL FOR THIS IS PUSHING $20 BILLION. C) ALTHOUGH SMOKING IS OUR LARGEST PREVENTABLE HEALTH PROBLEM, IT HAS PLENTY OF COMPANY. AMONG THEM ARE: I) II) III) IV) V) D) OBESITY HEART DISEASE ACCIDENTS ALCOHOLISM AND TOBACCO DRUG ABUSE AN ALL-OUT EFFORT TO PREVENT THE ONSET OF THESE PREVENTABLE CONDITIONS WOULD SAVE ABOUT A MILLION LIVES AND MORE THAN $40 BILLION ANNUALLY. STAKES COULD BE HIGHER THAN THIS? WHAT �9 E) "THE DOCTOR OF THE FUTURE WILL GIVE NO MEDICINE, BUT WILL INTEREST HIS PATIENTS IN THE CARE OF THE HUMAN FRAME, IN DIET AND IN THE CAUSE AND PREVENTION OF DISEASE." F) I WISH I HAD SAID THAT BUT ACTUALLY IT WAS THOMAS ALVA EDISON. WHEN HE SAID IT MORE THAT 60 YEARS AGO, IT WAS VISIONARY. Now IT IS WITHIN OUR GRASP, IF YOU ARE ABLE TO FULFILL YOUR MISSION TO CHANGE IN YOUR RESPECTIVE INSTITUTIONS. IN THIS CRITICALLY IMPORTANT TASK, I WISH YOU GODSPEED. 0943N � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-04_RMawby_SPE Title A name given to the resource Russell Mawby speech, Unfinished Business Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 4, 1988 for the W. K. Kellogg Foundation at the Deomstrating Excellence in Health Promotion 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. 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 1988-10-04 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/86e1f2f8ad11faedbf8bc8b848b8f912.pdf a48effaf04182665a1d292a8b2755133 PDF Text Text NOTES FROM RGM'S PRESENTATION TO ROTARY CLUB OF BATTLE CREEK AT STOUFFER BATTLE CREEK HOTEL - lOSe~G~~TIONS FOR BATTLE CREEK ROTARY SPEECH A True to the vision of what Mr. Kellogg wanted his Foundation to do. A Have kept Mr. Kellogg "alive" with his picture and writings. A Moving headquarters downtown. A Remaining in Battle Creek. A KYIP A Excellence in Education. A Math/Science Center A KNFP A Hiring of a diverse work force. A Development of youth employment opportunities in Battle Creek. A CCHMS. A Encouragement of WKKF staff to become involved in their community. A Support of Neighborhoods, Inc. A Have not imposed on the community. A Expert-In-Residence Program. A Recruiting bright, talented individuals to the community. A Matching Grant Program. A Total grantmaking in Battle Creek: $127,199,793. A Focus local grantmaking on Calhoun County and the region. A Assistance with Battle Creek Community Foundation. A Over 70% of the work done on building the new headquarters was from "local" contractors. A Effort related to Underground Railroad. A Hiring nationals of the countries in which we do programming to staff those offices. A Programming in southern Africa. A Recruited a Board of Trustees of "Civic statespeople" with Midwestern values. A Waldemar Nielsen's description of WKKF. A T.R. A Founding of CMF. A Founding of MNF. '69 � 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_1994-10-31_RMawby_SPE Title A name given to the resource Russell Mawby speech, Rotary Club of Battle Creek Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 31, 1994 for the W. K. Kellogg Foundation to the Rotary Club of Battle Creek. 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 1994-10-31 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/321c54bd42e5850c3254eac35ed5a88e.pdf cf2b71cff3d891e12cae962dc59e7638 PDF Text Text "THE GREATEST OPPORTUNITY" Remarks by Dr. Russell G. Mawby, President, W. K. Kellogg Foundation at the Inauguration of Dr. Hugh O. LaBounty, Jr. California State Polytechnic University, Pomona Pomona, California October 31, 1978 I It's great to be with you at Cal Poly-Pomona today. Ruth and I thank you for inviting us to be here for the University's 40th Anniversary. And it's a special privilege for me to be par- ticipating in the inauguration of President LaBounty. Since 1965 when I joined the staff of the W. K. Kellogg Foundation, it has been my pleasure to visit this campus often. In those visits, in addition to corning to feel very much at horne here, I've become well acquainted with Chancellor DQmke and others of the California State University and Colleges System; and with many students, faculty, staff, and friends of Cal Poly. I have come to know many of you as valued colleagues and good friends. To all of you, our thanks for your warm hospitality always, and our gratitude for being a part of this very special occasion. �2 II Anniversaries are important occasions, providing an opportunity to celebrate--to reflect on things past and to look ahead. Cal Poly's ~ Oth birthday--40 years--just a brief interlude in the recorded history of man, but more than half a lifetime for an individual. Four decades--two generations. For some of us, 1938 seems only yesterday; to students, 1938 is ancient history. For Cal Poly-Pomona, 1938 was the beginning. The United States was still struggling through the Great Depression. From the vantage point of today, historians would note that 1938 was near the end of the depression decade, a worldwide economic debacle which ended only with the onset of World War II, but the end certainly was not in sight in T938 for those who lived through those troubled days. Things were rough; times were tough. Economic downturns which we describe today as recession are abundantly prosperous in comparison. In the light of that discouraged setting, what remarkable vision, sheer courage, rare commitment was reflected in the actions of those who launched here a satellite of our parent Cal Poly at San Luis Obispo. We're eternally indebted to that creative educator and our founding President, Julian McPhee and his colleagues; to the Voorhis Family who provided the original campus; to the legislature, the faculty, the staff, to all who made possible the beginning. They saw a need, designed a plan, and began-- �3 though the circumstances were most difficult and the future was uncertain. Some few here today were here then--you lived through, were a part of, those initial steps. On this anniversary it is important that we remember--and we salute once again those who made it happen. They built wisely and well; we are the continuing beneficiaries of their vision and efforts. A decade later in the late 1940s, the W. K. Kellogg Arabian Horse Ranch here in the Pomona Valley became a part of Cal Poly. W. K. Kellogg had established the Kellogg Company in 1906 and in 1920 began coming to California for the winter months. He developed an interest in Arabian horses and in the mid-1920s acquired 800-plus acres of land and began building his lovely ranch estate--the big house on the hill, the smaller house for family members, the gardens and ponds, the stables and pastures, the orchards--and the development of the Arabian herd, assembling select animals from the United States and imports from abroad, especially from Lady Wentworth's Crabbet Park Stud in England. The Sunday shows, which became a tradition in Southern California, were started soon thereafter. Mr. Kellogg loved the ranch, not only because of its beauty and because it was the perfect home for his Arabians, but also becasue it was "home" for a number of years for his son Karl and family, and daughter Beth and her family. A number of his grand- children spent their early years here on the ranch. It's a special pleasure to have members of the Kellogg Family here today. �4 As a part of the colorful heritage, many famous guests visited the ranch: Colonel Lindberg, Madam Schumann-Heink, Clara Bow, Gary Cooper, Laura LaPlant , Olivia DeHaviland, Douglas Fairbanks, Mary Pickford, Wallace Berry, Marlene Dietrich, the Our Gang kids, Will Rogers. Rudolph Valentino used the great horse, Jadaan, in several movies and Tom Mix rode Kellogg Arabians in several Tournament of Roses parades. In 1932 , the ranch and the horses were given to the University of California, Davis, for their research and demonstration programs in agriculture. Mr. Kellogg reserved only 50 acres and the residences for his personal use, including certain relationships with the horses. When World War I I carne along, he asked the University of California that the ranch be returneo to him so that it could be used by the United States in the war effort. Thus, during the war the Army used the ranch and horses as a cavalry remount station and as a training center for dogs of the K-9 Corps. After the war, the Army had no further use for the ranch and transferred it to the U.S. Department of Agriculture. The USDA, deciding that it had no use for the ranch and inadequate budgets to maintain the program here, declared the ranch surplus in 1948 and turned it over to the General Services Administration for disposal. With the help of many people, including local leaders in Pomona, in this County and in the State of California, and lovers �5 of Arabian horses, and helped by the intervention of members of Congress, Mr. Kellogg succeeded in having the ranch returned to the Foundation with the understanding that it would be used for the benefit of the people of California. Many alternative uses for the property were considered. In 1949, the ranch was deeded to the State of California "to be used for occupational training consistent with the philosophy and objectives of California State Polytechnic College." Thus began this campus. While Mr. Kellogg loved this ranch and his horses, his greatest concern was for people. Nothing would please him more than that his beloved ranch is now the campus of this fine University. Anniversaries are not an occasion just for reflecting back on our beginning. They represent also an occasion to look ahead. How appropriate that in this anniversary year Cal Poly-Pomona has been vigorously engaged in Project 88--A Plan For the Next Decade. I compliment President LaBounty and his predecessor, President Kramer, for their foresight in establishing the Project 88 Commission. And I commend all of you who have been involved-- as members of the Commission which included students, faculty, staff, and interested representatives from the community, and those who served on the advisory committee and the rainbow committees which were a part of the Commission process. I have read the Project 88 document thoroughly. It wisely begins with a statement of philosophy and then details general goals, �6 student-related goals, faculty and staff goals, resources and facilities goals, and community service-public relations goals. It is an enlightened, foresighted, thoughtful, progressive yet realistic plan for the next ten years. I'll not comment on the many specific recommendations which are a part of this important document. But I would emphasize this one statement from the general goals : "Cal Poly-Pomona is dedicated to the concept of career oriented education in all disciplines. This concept is applicable to every field of study at the University. A primary objective is to provide each student with a combination of intellectual awareness and skills which will allow him or her to advance in a chosen career. Students come here knowing that not only will they be educated in the professions, I arts, and sciences of their choice, but they will be shown how to .- apply educational experiences in future employment. Cal Poly- Pomona's uniqueness as a career-oriented university will be reinforced in the coming decade. 11 This distinctive philosophy of higher education has earned for the two Cal Polys an international reputation. Your alumni have distinguished themselves, your students are eagerly sought by prospective employers, and young people continue to seek admission. I applaud your recommitment to that which you do so well . . On this 40th Anniversary, while we celebrate the past and salute the future, we should remember the admonition of �7 W a l t e r B . P i t k i nt h a t ,"L i f eb e g i n sa t4 0 . " M ay e a c ho fu sb e a d e q u a t et ot h a tc h a l l e n g ea sw e b e g i nt h ed e c a d e t h ee x c i t i n g n e x tt e ny e a r s -w h i c hl e a dt oC a lP o l y ' sG o l d e nA n n i v e r s a r yi n 1988 . I I I W e h a v ea s s em b l e dt o d a yt oi n a u g u r a t et h en ew p r e s i d e n to f C a lP o l y -P om o n a . I fo n ei sa ta l la t t e n t i v et ot h ep u b l i cm e d i a a n de s p e c i a l l yt op r o f e s s i o n a lp u b l i c a t i o n si ne d u c a t i o n ,h e r e a l i z e st h a tt h e s ea r et r o u b l e dd a y si nh i g h e re d u c a t i o n h e r ei n C a l i f o r n i a ,a c r o s st h eU n i t e dS t a t e s ,t h r o u g h o u tt h ew o r l d . .A tt h e K e l l o g gF o u n d a t i o nw e h a v eu n u s u a lo p p o r t u n i t i e st om e e t p e o p l e f r omi n s t i t u t i o n so fh i g h e re d u c a t i o nt h r o u g h o u tt h ec o u n t r y . I f i n di t ab i tu n s e t t l i n gt h a ts om any o fo u re d u c a t i o n a ll e a d e r s s e emp r e o c c u p i e d ,a lm o s t ~ w i t ht h ep r o b l em so ft o d a y - o ro fy e s t e r d a y . Th ey a r et o oo f t e nb u r d e n e db yt h ec o n s t r a i n t s o fs t r u c t u r e sa n ds y s t em sw h i c hh a v eg e n e r a l l yb e e ns e l f c r e a t e d , t h e ya r eg r a p p l i n ge n d l e s s l yw i t hi s s u e so fb u d g e t ,i n f l a t i o n , r e t r e n c hm e n t ,a n da l lt h er e s t . N o o n e c o u l da r g u et h a ts u c hp r o b l em sa r eu n im p o r t a n ta n da l l w o u l da g r e et h a tt h e ym u s t b ed e a l tw i t ha d e q u a t e l y . B u tt h e m a r k o ft r u el e a d e r s h i pi sem b o d i e di nt h a tc a p a c i t yt os e eb e y o n d , t od e a lw i t ht h en e c e s s i t i e so ft h emom en t , b u tt ob eu n d e t e r r e d i np u r s u i n gl a r g e rg o a l s . Th en e e dw a s n e v e rg r e a t e rt h a nnow i nh i g h e re d u c a t i o nf o rs t a t e sm a n l i k el e a d e r s h i p l e a d e r so f v i s i o n ,w i sdom , s e n s i t i v i t y ,f a i r n e s s , common s e n s e . �8 The theme for my remarks this morning, "The Greatest Opportunity," comes from a letter written in 1935 by W. K. Kellogg. Mr. Kellogg, a successful businessman, was an equally practical and pragmatic philanthropist. He was deeply concerned for the well-being of people, with a particular compassion for children and youth. In 1935, when he made the irrevocable transfer of his fortune to the Foundation, he wrote a brief letter in which he concluded, "I am glad that the educational approach has been emphasized. Relief, raiment, and shelter are necessary for destitute children, but the greatest good for the greatest number can corne only through the education of the child, the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the greatest opportunity for really improving one generation over another." That statement is as true today as it was four decades ago. Despite all the criticisms and all the questioning, education is still basic to--offers the greatest opportunity for--human progress. And from the standpoint of the individual, education is still the way to a better life. Education--related to but not synonymous with courses and credits and degrees and credentials; but education--the inquisitive mind; the mastery of knowledge and skills; a pattern of identifying, assembling, analyzing, thinking, planning, and doing. While we focus in this ceremony today very appropriately on the office of the presidency, we realize that no significant human �9 endeavor is the responsibility or accomplishment of one person alone. Others inevitably share in various and appropriate ways. For Cal Poly-Pomona the challenge of tomorrow is certainly a multiple undertaking--the Board of Trustees, the Chancellor and staff of the California System; here at Pomona, the faculty, the staff, students, alumni and friends; and the community at large. The concerted efforts of all will be required if Cal Poly is to be adequate to the challenges of the days ahead. Having said all of that--recognizing that no human undertaking of real worth can be accomplished by one alone--we turn to our new president. For a recognition of interdependence detracts not at all from the office of the president and the need for leadership. Just as all human endeavors require multiple efforts, they also require leaders. This is true in families, in com- munity organizations, in student groups, in academic units, in all of our human institutions--social and political and economic. Cal Poly-Pomona is fortunate in having as its new President, Hugh O. LaBounty, Jr. this office. Dr. LaBounty has rare qualifications for He has an impressive academic background, has dis- tinguished himself as a teacher and as an educational administrator, and has been creative and imaginative, responsive and responsible in every phase of his professional career. Cal Poly-Pomona has been the central theme of his professional career and has entwined his personal life. growth and quality. He has contributed immeasurably to Cal Poly's His wife Gwen, whom we have come to admire and love, shares his commitment and enthusiasm. �10 Dr. LaBounty, Cal Poly-Pomona has benefited from strong leadership. We are delighted that you share the philosophy, the commitment, the enthusiasm of those who have preceded you in the presidency. E . H. Chapin said , "Not armies, not nations, have advanced the race; but here and there in the course of ages, an individual has stood up and cast his shadow .... " We are confident that your presidency will thus touch this fine university. The difficulties in the years ahead will be great, but surely no greater than those with which others have successfully dealt through the p ast four decades. With the energetic support of all those who share your commitments to Cal Poly's future, we know you will succeed. We wish you Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1978-10-31_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Greatest Opportunity Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 31, 1978 for the W. K. Kellogg Foundation at the inauguration of Dr. Hugh O. LaBounty at California State Polytechnic University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1978-10-31 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/bb8fb6664218316fdf9dfdf22bf98667.pdf 423d29dcfaaf7e10f9c570d31475e427 PDF Text Text The Challenge for Outreach for Land-Grant Universities As They Move Into the 21st Century Presented by Russell G. Mawby Chairman Emeritus W. K. Kellogg Foundation as the WALTER BARNARD HILL-DISTINGUISHED LECTURE Hugh B. Masters Hall Georgia Center for Continuing Education University of Georgia Athens, Georgia October 30, 1995 Thank you for the pleasure and privilege of being with you here in Athens this day. It is a pleasure to again be with old and new friends at the University of Georgia. The relationship of the W. K. Kellogg Foundation with this University extends back more than half a century, with our first modest grant made in 1942 to provide student loan/scholarship funds in medicine. Then in 1954, we provided major assistance to the University and the people of Georgia in establishing this Georgia Center for Continuing Education. Subsequently, we have provided �2 assistance to a number of University initiatives in the broad fields of health ! agriculture, rural development, leadership, and youth programming, with total commitments of more than $13 million. On a p~ona l n~ I have been involved for more than three decades in this relationship, developing a host of professional colleagues and personal friends. Thus it is great to be here again to experience the dynamics of this great University, the people who comprise it, and the mission and people it serves. And it is a privilege -- indeed a signal honor for which I am most grateful -- to present the inaugural lecture of the Walter Barnard Hill Distinguished Lecture Series. Mr. Hill was a remarkable man who provided leadership for this University at the beginning of this century. native of Talbotton, Georgia, Hill graduated from this University in 1870. He then QV~ in a remarkable career in -public service, before being elected �3 Inthe memo r ia lto W .B .H i l lintheP roceed ingso ftheGeo rg ia Ba r Assoc ia t ion , 1906 ,h isd is t ingu ishedca ree risdocumen ted . The P roceed ingsthens ta te : "Bu tthe wo r ldo fle t te rs w i l lknow M r .H i l lbes tasChance l lo ro fthe Un ive rs i ty o f Geo rg ia ./ ~ ~ "H i sw i l l ingness toaccep tth isp lacein1899wasag rea tsu rp r iseto h i sf r iends . Ye tonthe men t iono fh isnamefo rthepos i t ionthe re wa san a lmos tunan imousresponseth roughou tthe S ta teinfavo ro f h i se lec t ion . 'Thosewhoknewand app rec ia tedh is manyf inet ra i tso fcha rac te r andh issp lend idin te l lec tbe l ievedtha thewasem inen t lyf i t tedto d ischa rgethedu t ieso fthep lace ,infac ttha thepossessedeve ry qua l i f ica t ionbo tho fheadando fhea r ttoach ievesuccessinth isnew f ie ld . �4 "Before his election the State had held aloof from the institution -- the competition with the denominational colleges necessarily giving rise to some friction -- and this fact kept the State institution from occupying the position of confidence and good will in the eyes of the lawmakers of the State that its position entitled it to claim. "The appropriations that had been made to it before Mr. Hill's election were few and far between." The memorial then continues : "While the State has been gradually awakening to the wants of all her educational institutions and is coming to recognize the claims upon her resources, yet it is almost certain that but for Mr. Hill's efforts in this respect the awakened interest would not have taken the direction toward the University which we now find to exist. "He brought to the support of the University all the advocates of education in the State, and especially enlisted the confidence of the �5 mothers and fathers who committed their sons to his care . By his exercise of constant interest in and deep solicitude for the welfare of the young men in his charge, he soon put out of question entirely any suggestion of demoralization or vicious practices in the University. 'The attendance at the institution during this time was more than doubled -- reaching the highest point in its history at the term following his decease. " The Bar Association concludes: "He despised all shams, and knew few of the arts of the politician -laying no claim to leadership, in the ordinary sense of the term, save as his powerful advocacy of a cause compelled his associates to recognize such right. "He regarded no sacrifice of self as too great where the advancement of morality and honest administration of law was concerned. �6 " I twa sano f t repea tedsugges t iono fh istha tno m,neve rye t succeededbe fo rethepeop le whod idno ta tsomet imeo fh isl i fe espouseandadvoca tea npopu la rc se . Heusedtoc la imtha t th i s wa sthetes to fa man 's me r i t-theab i l i tytos tandupaga ins t pub l i cp ressu reandpub l icde rn rnc ia t ion . ~a . . .a Q I "H i swo rk asChance l lo r hasp lacedh imintheve ryfo re f ron to fwha t ha sbeenca l ledtheSou th 'seduca t iona ls ta tesmen ,andg ivenh ima nameandfameamongtheg rea tes to fGeo rg ia 's g rea t men . ~ a V elived,hisplans o ~ xpansionoftheUniversity ~ doubtlessha yrea l ized ,andthebene f i tso fh iswo rk { wou ldhaveredounde tothegoodo f gene ra t ionsye tunbo rn . " .Dye r , Inh i sb icen tenn ia lh is to ryo fth isUn ive rs i ty(1), Thomas G desc r ibesinde ta i ltheevo lu t iono fthe Un ive rs i tyintheP rog ress ive E ra ,thef i rs ttwodecadeso fth istwen t ie thcen tu ry . Dye robse rves : D y e r , T h om a sG . ; T h eU n i v e r s i t yo f Ge o r g i a ,A B i ce n t e n n i a lH i s t o r y1 7 8 5 1 9 8 5 ,U n i v e r s i t yo fG e o r g i a P ress , 1985 (pps .1 5 41 5 5 ). (1 ) �7 "Perhaps the strongest evidence of Hill's progressive bent, however, came from his emphasis on the necessity for higher education to become more utilitarian and to render services to society. In the post-Civil War period, many American public and private universities had shown new interest in utilitarian subjects and in research. From the 1870s forward, these institutions moved farther away from the traditional approach to liberal arts education toward a model which ultimately blended utilitarianism, research, and liberal culture .... Hill embraced the new philosophy. A state university, he contended, should include in its faculty a variety of experts upon whom the public could rely for aid in solving difficult social problems. Through new emphases on expertise, research, and extension, a university fundamentally different from its nineteenth-century forerunner would emerge. 'The University of the twentieth Century will be differentiated from its predecessors in this,' Hill told a Georgia audience in 1905, "IT WILL CONNECT ITS ACTIVITIES MORE CLOSELY WITH THE BUSINESS AND LIFE OF THE PEOPLE (Hill's emphasis)" . �8 Hill was a visionary leader of remarkable skill and energy who assumed the chancellorship of this University at a critical time in its history. A visionary and a pragmatist, according to Dyer he moved toward resolution of three of the largest problems facing public higher education in the state: the relationship to the legislature, the role of agricultural education, and the expansion of the college at Athens into a true university. In addition to public financial support through the legislature, he sought private assistance as well. In this regard, he recruited George Foster Peabody, a native Georgian who had amassed a great fortune. In addition to providing financial assistance, Peabody served as a valued counselor and advocate. As one example, in letters to Hill, Peabody strongly suggested that - the Chancellor should be bold about the amount of money requested - from the legislature. Chancellor Hill wa bold, not only in his financial aspirations, but in his vision for the University of Georgia. He launched initiatives which broadened curriculum, strengthened the faculty, deepened the �9 commitment to the needs of the people of Georgia, and articulated the tripartite dimensions of teaching, research, and outreach/service. A century later, this University, and the people of Georgia and beyond, are the beneficiaries of his vision and contributions. Thus it is appropriate that we celebrate his memory through this Lecture series. I congratulate the University and appreciate the opportunity of being a part of this celebration. II When Dr. . Younts, Vice President for Services (Outreach) called to extend the invitation to this lectureship, he and I discussed the ( outreach dimension of the University's mission in the broader con!:xt of public service. When the leaders of Georgia took action to make this the first state-chartered institution of higher education as our country was being formed, when George Washington promoted his plan for a national university, when Thomas Jefferson nurtured the University of Virginia, a central intent of all these founders was to set �10 higher learning within a public context. In their view, collegiate study should be guided by the principles of the constitution, by democracy and independence, by ability and ambition, not by religion or heredity. Our new nation needed an abundant supply of leaders to serve its various needs. Access to education should be open to all who could benefit from it, and the curriculum should include practical and contemporary subjects as well as theoretical and classical ones. Research, the creation of new knowledge, was not a clearly articulated role for these institutions; though the records show frequent references to experimentation and demonstration . Such were the aspirations of these pioneers. The cluster of little state colleges established in the earliest days of our country's history were augmented midway through the 19th century and again 30 years later when congress created two waves of land-grant institutions, each 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 18th and 19th century pioneers, public service meant essentially the instruction on campus of young , �II white, free men 16-20 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 100 years for research to become a formal part of higher education, culminating in 1887 with passage of the Hatch Act supporting research. Public service, as a clear-cut separate principle, distinguishing it from the service of the public interests through collegiate programs of teaching and research, entered the American university about a quarter of a century after research did. Seaman Knapp , by remarkable coincidence an ancestor of the current president of this University, pioneered agricultural extension which resulted in passage of the Smith-Lever Act in 1914. And the movement for general university extension, which began at Cambridge and Oxford Universities in England in the 1870s swept through public colleges in this country in the early part of this century. Chancellor Hill, whose memory we honor, was a catalytic and effective leader in these movements. �12 As our public universities have grown and matured, the triumvirate of their mission -- teaching, research, and public service/outreach -- has ---- become generally accepted, at least in rhetoric. In this process, two clearly identifiable tendencies have occurred. First, teachin has become narrowly defined, referring essentially to that which occurs in a classroom or laboratory setting, usually on campus, with students enrolled in courses for credit leading to credentials. The vast array of other teaching carried out by university faculty in less formal settings and structure is lumped ignominiously into public service. Nontraditional patterns of teaching, often with nontraditional students in nontraditional 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 omni otentf Professors who neither teach nor directly address attention to public concerns are exalted. Publication is essential to faculty success. Basic research is pre-eminent, while those research efforts described as "applied" are viewed with less acclaim. Thus, in the academic life �13 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 examining in detail the public service dimension of public higher education, it becomes apparent that these institutions carry on certain kinds of public service activities which are not central to their teaching and research missions. Five examples will illustrate this dimension: The first is the preservation of knowledge, a goal which universities seek in myriad ways but most notably in libraries, museums, galleries, and special collections. - A second kind of activity is the provision of aesthetic experience. The rich profusion of music, paintings, sculpture, ballet, drama, and all the other arts which pours forth on a university campus and which �14 i so f ten madeava i lab letoaud iencesth roughou tthes ta teand beyond ,rep resen tsamagn i f icen t con t r ibu t iontoAme r ican cu l tu re . The~ c lus te ro fsu chun ive rs i tyac t iv i t iesa rethosere la tedtothe d i rec tconsume rse rv iceswh i ch un ive rs i t iesp rov idetothe i r commun i t ies . Theseinc ludeho sp i ta l s ,c l in i c s ,tes t inglabo ra to r ies , pub l ish ingcompan ies ,ho te l s ,res tau ran ts ,books to res ,and man y o the rk ind so fins t i tu t ionsandse r v i ce s . - Afou r thcon t r ibu t iono fun ive rs i t iesi sthecus tod iansh ipo fyoung peop leo fco l leg ia teage . - Af i f thk indo fac t iv i tyi stheun ive rs i ty 'sro lea sen te r ta ine rfo rthe masses , pa r t icu la r lythemasses who wa t ch in te rco l leg ia tea th le t ic even ts . fu l lcen tu ryo fexpe r ience ,launchedbyChance l lo rH i l landh i s~ ~ con tempo ra r ies ,ha staugh tu stha tun ive rs i ty -based ub l icse rv ic bes tconce iveda sdynam icandc rea t iveteach ingandresea rch ~ �carried out in the full dimensions of the human lifesp . n and the broad range of human association both on and off campus. ~ n this sense, ttJJ,-'" public service should be seen as not a function but.. . ."princi Ie which animates and guides the basic work of a university. Programmatically, it meant one thing at the founding of this institution two centuries ago and to Chancellor Hill and his peers a century past; it means something quite different now. It is the desire directly to serve the social order which created, needs, and nourishes the public university. It is not the only such principle. One can readily think of at least three other guiding influences: the tradition of the university as an institution; 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 principles are evident in a university's structure and are powerfully felt in its operation . Constant tension exists among them, since each, if carried to its extreme, contradicts or denies the others. While both private and public universities now engage in public �16 service, the concept has been most truly fulfilled in the state universities, 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 into the central fabric and enerative forc,2. It has helped bring this and other state universities to their worldwide eminence. It has led to the creation of new categories of institutions of higher learning, such as the regional state colleges and universities and the community colleges. In.-?ummation, ublic service is the s irit which animates some of the best things our public universities do. III In turning now to the challenges for outreach for our land-grant universities as we move into the 21st century, let us start with the simplistic notion that our public universities are knowledge resources/reservoirs created and sustained by society to serve societal purposes through activities of preserving knowledge, �17 generating new knowledge, organizing and synthesizing knowledge, - and transmitting knowledge in multiple ways. The term "outreach" has come into usage to summarize the "transmitting" functions of the university with audiences and with methodology not characteristic of that typically used in dealing with young students enrolled in courses on campus. In sharing with you my thoughts regarding challenges in outreach as we head into a new century, I will organize my thoughts around five points . Miss Lois Conrad, my high school speech teacher, taught me that no speech should contain more than two or certainly at most three points, since the typical audience can absorb no more. But with such an illustrious aggregation as that assembled here in Hugh B. Masters Hall today, I feel comfortable in stretching that limit to five ..z- sets of observations. • The first observation concerns the seeming return "shift back" to local responsibility and control in addressing societal needs. �18 For a span of about six decades -- from the "progressive era" at the turn of the century to the late 1960s, and particularly beginning with the "New Deal" in the decade of the 1930s -- the federal government took an ever-increasing part in meeting the needs of the American people . Since the early 1970s, that trend has first slowed, then seemed to reverse. Increasingly, states and localities are being called upon to deliver services and provide benefits to people at the community level. This shift of responsibility and authority back to the community suggests at least two dimensions of outreach opportunities for universities. --- The first relates to fostering patterns of community leadership. I. Individuals in their various roles -- as elected officials, as volunteers serving on citizen boards and committees, as professionals in public and private non-profit organizations and programs -- will need to develop skills and capacities in a broad range of duties they will be called upon to perform -- strategic planning, priority setting, consensus building, decision-making, conflict resolution , assessment and evaluation. �19 A further major opportunity for universities, as responsibility is returned to community people in their organizations and institutions, both governmental and private nonprofit, will be the rovision of techni c I ssistance. Counsel and expertise will be vital in helping communities analyze problems, explore alternatives, establish priorities, and implement solutions to issues which concern them, in a broad range of human concerns, from environmental issues through education and health services to enabling independent living for the elderly and the handicapped. As the political rhetoric at both national and state levels is translated into action in the months and years ahead( shifting responsibility, authority, and resources to community stewardshiP) the opportunities for university outreach to enhance communit capacity will be monumental and imperative. • The second observation concerns the dichotomy between the nature of the problems which concern us and the solutions we devise. �20 The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list -- inflation, K-12 and higher education, health care and wellness promotion, groundwater quality, environmental issues, violence, civil relationships, peace. On the contrary, the solutions most often devised to address such issues tend to be narrow , discipline or profession-oriented and biased , simplistic, and inadequate to the task. In most fields of knowledge and in most professions, we have benefited from superb specialization. Yet, thoughtful analysis reveals that none of the critical issues confronting society can be dealt with adequately by anyone specialty. Thus, while we must continue to benefit from specialization, we must somehow be successful in mobilizing knowledge resources and expertise for a broad range of disciplines, professions, fields of concentration if we are to be successful in putting to use that which is known. It is a �21 truism that "in most areas of human concern, we know better than we do." Universities, by tradition and by organizational structure, often have difficulty in mobilizing essential knowledge resources to deal effectively with increasingly complex societal concerns. In looking broadly at societal concerns today, there is an almost des erate - need for our state universities to employ their marvelous resources more creatively in serving public interests. The agenda is virtually endless -- early childhood development, K-12 education, economic development and job generation , substance abuse, corrections, environmental quality, well ness promotion and health service delivery, welfare, rural and urban decay, waste disposal -- the list goes on. The success of our society in addressing such issues will influence the quality and character of life for both current and future generations. • Observation three relates to the implications and virtually limitless opportunities which new technology offers to the outreach mission �22 of the university. When President o. C. Aderhold submitted on October 31, 1953, the final application from the University of Georgia to the W. K. Kellogg Foundation for assistance in developing the Georgia Center for Continuing Education, the emphasis appropriately was upon mission and programmatic initiatives rather than simply the highly visible facility. The "Georgia Center was built on a big idea from the start - not just a conference center with eating and sleeping accommodations as useful adjuncts, but a modern adult learning center to include in addition to the living and learning wings, a 'full-fledged television station, a radio broadcasting station , and a studio for the production of twenty full-length documentary films annually .' The idea was that 'the synchronized use of films, television and radio would prolong the opportunity for learning both prior to and after the visit of groups to the campus. "' (2) Alford, Harold J.; Continuing Education in Action: Residential Centers for Lifelong Learning, John Wiley & Sons, Inc., New York: 1968; p. 2 2 (2) �23 That language, four decades ago, has a museum-like quality today. The University of Georgia then was indeed at the cutting edge in using burgeoning technology to serve its educational mission and has continued to be a pioneer and at the forefront in these dimensions of higher education. New developments now in technology provide boundless opportunities for innovation, for access, for dissemination. Changes are occurring so rapidly that it is virtually impossible to keep up. Writing in USA Today in May, 1993 (3) Kevin Maney described "technology's new frontier, merging computers, television, telephones and cable." He said "Over the next decades, a new kind of information and entertainment industry - bigger and more pervasive than anything since the old military-industrial complex - will come together and change our lives at home and work. "The industry, still nameless, is being formed as the TV, film and news business, the local and long-distance telephone companies, (3) USA Today. May 18, 1993 �24 the computer hardware and software industry and the publishing industry all fuse at the borders..... New technology is coming so fast, it is 'taking down any barrier between fulfillment and imagination' says John Malone, chief executive of cable giant, Telecommunications Inc." While Maney relates these developments to information and entertainment, the implications and potential for education and university outreach are evident and awesome. These developments - will occur, with or without colleges and universities as players. ~ ". Universities must move decisively and resolutely, with greater speed than is their tradition, if they are to influence and participate in technologies' contributions to education at all levels and throughout -- ... the lifespan . This University has been pre-eminent in the application of new technology to programs of outreach and lifelong education. �25 Extraordinary commitment will be essential to continuation of this status in this field. • Observation four relates to the conformation of institutional commitment to outreach . In the triumvirate -- teaching, research and outreach -- priority has gravitated in the allocation of resources and the reward system to research, then teaching , and finally outreach. If institutions of higher education are to continue - to deserv e and receive public support for their work within the university, this pattern needs to be adjusted. There needs to be a recommitment to Chancellor Hill's philosophy of serving the public need. The mindset of the university must be committed to the spirit of public service and to this g [gose must be mobilized the strongest of its intellectual resources. The gradual erosion of public commitment to education in general and higher education in --- particular would seem in part to be a consequence of public disenchantment or disillusionment regarding universities, the professoriate, and their usefulness in serving contemporary societal needs. Society , through the political process, increasingly �26 seems to be looking elsewhere for creative leadership and for answers in dealing with increasingly complex issues. To be explicit, colleges of education seem to be less than fully responsive to societal concerns regarding early childhood development and the performance of K-12 educational systems. Colleges of the health professions have not contributed in substantial ways to societal concerns about human wellness, health promotion, and health care services and delivery systems. Colleges and schools of social work and colleges of the social sciences have not been pacesetters in welfare reform and in addressing significant concerns about the human condition. Faculties, administrative leaders and trustees must deal thoughtfully and constructively with thi(lnternal issue. Outreach and service in the public interest must once again become a characteristic of the university. �27 Beyond the university, thought must be given to public support for outreach activities. In the budgeting process, outreach has usually been ancillary or peripheral rather than central to the mission and its budgetary substance. Legislative funding formulas have usually centered around student numbers and reimbursement related to oncampus programs of study leading to degrees or credentials. With the changing nature of society, burgeoning knowledge and the need for lifelong learning, these patterns of funding must be reviewed and alter d. Funding from federal, state, and county sources for such programs as the Agricultural Extension Service, later the Cooperative Extension Service, and more recently University Extension, has been eroding or vanishing. It will take strong leadership on the part of universities and political Rartners to develop and institutionalize new formulas and patterns of funding if lifelong learning and outreach initiatives are to be fostered and sustained. • The fifth and final observation relates to the structures and processes of lifespan education, which need to be strengthened if �28 they are to serve adequately the needs of the next century. One important need is the creation and dissemination of a much stronger knowledge base for the field of-continuing or adult or lifespan education. At present, in continuing education there appears to be a strange discontinuity between its intellectual base and its practice. On the one hand, an impressive body of theoretical knowledge and tested principles is in existence flowing from the work of Seaman Knapp and other towering figures, from multiple graduate theses and scholarly works produced by thoughtful theorists, and from many investigations in allied disciplines. On the other hand, I think I see a great many administrators and other people who carry out adult education solely on the basis of lore, local tradition, habitual routines, hunch, and trial and error, uninformed about the intellectual foundations of their own work. A second need is for universities to complete their task of reorienting their viewpoint from the teaching of young people to the provision of IifesRan learning. Even in the most traditional form of university- �29 based continuing education -- courses offered for credit -- the number and proportion of adults has had an accelerated growth. Adults make up an increasing percentage of the total student body on the campuses of most colleges and universities. But a good deal of anecdotal evidence suggests that the forms of instructions originally designed for an immature student body have not been adequately altered to serve as suitable methods of learning for experienced women and men. Regular class enrollment is important but, as we all know, it is only a small part of a vastly larger whole which includes such continuing 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 provision of learning opportunities for many constituencies, including agriculture, industry, commerce, labor, families, voluntary associations, human services, professionals of various specialization, and solitary individuals. The shi of universities from youth dominated education to a lifespan learning conception will require countless changes in policy within �30 universities, in their relationships with other institutions, and in governmental and other systems of control and reinforcement. Here we must have real and practical change involving new lines on organization charts, higher places for administrators of continuing education in the boxes in those charts, pragmatic changes and promotion procedures and reward systems, and major reallocations of resources. We have had enough general testaments to continuing education and evangelistic approaches to it to sustain us for a long time . We now need to see new policies which are rooted in sustained practice. Universities simply must make such changes for themselves. They can also be the generators of broader change by sponsoring commissions or committees of inquiry into adult continuing education, using their prestige to attract to such enterprises the leaders and policy makers of society. Again, the University of Georgia has been a leader in professional development and in encouraging unified thrusts, bringing together practitioners of various interests and organizational allegiances, �31 involving many parts of their institutions as well as many outside collaborators. As the new century unfolds, it will be increasingly evident that learning must indeed be a lifelong commitment for all learners, if individuals are to satisfactorily fulfill their aspirations in their career or professional activities, their personal lives, their civic responsibilities. Policies, patterns, procedures of the past will increasingly be antiquated and counterproductive. IV Two centuries ago the founding fathers of this University, acting in a ~ spirit of public service, issued a state charter for its establishment. A century later, the University they launched was blessed with the fortuitous election of Chancellor Walter Barnard Hill. Hill, in concert with his faculty and administrative colleagues and political and civic leaders, developed and articulated a vision for the University of Georgia which is still evident today. Deeply committed to the �32 University's service to public needs, he generated a public response which led to unprecedented financial support from both public and private sources. Sensitively tuned to contemporary concerns of individuals, families, and communities in the short span of his tenure / he generated a momentum which carried the University through the early decades of the 20th century and has characterized its subsequent trajectory. Chancellor Hill acted with vision, confidence, courage, and boldness . All of us realize that, in the final analysis, only people are important -only people make a difference. Any organization is a consequence of the people who comprise it. The University of Georgia is a great institution because of its people - past, present, future -- individuals of vision, capacity, confidence, competence, compassion. ~ Today we are}he beneficiaries and the stewards of the legacy which those who have gone before have provided. Mrs. Frances Hesselbein, former president and CEO of the Girl Scouts of America �33 and more recently president of the Peter Drucker Foundation, addressed a group of nonprofit leaders in Michigan not long ago. Mrs. Hesselbein asked us to reexamine our mission -- our reason for being in business, if you please. She asked us to ask ourselves three main questions: "What is our business?" "Who are our c- - customers?" "Who provides our support?" This same exercise can appropriately be beneficial for higher education today. Mrs. Hesselbein also reminded us that "we must work on slouqhinq off yesterday's accomplishments for tomorrow's challenges." This - statement becomes particularly intriguing as we review the critical Roints of higher education's history. Without question, today is -r- another critical point in the history of our institutions of higher education . Unless we slough off yesterday's accomplishments and accept tomorrow's challenges, our institutions and our country will falter. Surely there are no short-term answers. Any idea put into place today cannot be fully measured except in the passage of time. I challenge you now as leaders in higher education to so act that 50 '=r . years from now, astute observers will note that you were the cadre -e �34 that influenced the evolution of higher education , reset its trajectory, dramatically responding to the challenges of your era. May you as educational leaders respond, as did Chancellor Hill a century ago, with the bg,ldness that our time demands. I wish you Godspeed . c:\data\doc\miscrgm\hillect.doc - ::sz=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/. 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_1995-10-30_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Challenge for Outreach for Land-Grant Universities as They Move into the 21st Century Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 30, 1995 for the W. K. Kellogg Foundation at the Georgia Center for Continuing Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan 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 1995-10-30 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/4ca6d2ba3c8824d4a229b42eab6c215b.pdf c3a9faf3521386075deb15b605021637 PDF Text Text af -1- Remarks by Russell G. Mawby Chairman of the Board and Chief Executive Officer W. K. Kellogg Foundation at the Dedication of the Marcum Conference Center Miami University Oxford, Ohio October 3, 1982 I. I am delighted to be here with all of you today to take part in the dedication of this impressive new Timothy Marcum Memorial Conference Center as part of the Miami University campus. Miami University, in build~ng the center, has reaffirmed its commitment to academic excellence and educational innovation. It also has given assurance that its distinguished record of public service, ranking highly among all public institutions in Ohio, will continue. The Kellogg Foundation is honored to have had a role in bringing to life your exciting plans for this Center. As some of you may know, the Kellogg Foundation's founder, Mr. W. K. Kellogg, was a successful businessman and an equally practical philanthropist. In 1935, when he made the irrevocable �af -2- transfer of his fortune to the Foundation, he wrote a brief letter in which he concluded: "I am glad that the educational approach has been emphasized. The greatest good for the greatest number can corne only through the education of the child, the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the greatest opportunity for really improving one generation over another." Growing out of Mr. Kellogg's philosophy, the Kellogg Foundation has placed very high priority on efforts to improve and expand educational opportunities. These opportunities have included all of the people specifically mentioned by Mr. Kellogg -the child, parent, teacher, physician, dentist, and many, many others -- the farmer, citizen board member, factory worker, homemaker, the handicapped, persons from diverse walks of life. Perhaps more than any other private foundation, the Kellogg Foundation is also identified with continuing education for adult s as a group. Very often this connection is made in terms �af -3- of residential centers for continuing education, such as the 10 which have been assisted at institutions in this country and another ln Oxford, England. In each instance, the chief interest of both the universities and the Foundation has been with program, and only secondarily with the building itself. Each center has represented a significant new dimension in programming models for university-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 other centers at colleges and universities throughout the country since the early 1950s. This Marcum Center thus becomes the newest member of a distinctive family of university facilities dedicated to lifelong learning. This informal network of residential continuing education centers at universities continues to meet an important need for adults in a variety of professional and personal ways. �af -4- Only recently however have the universities and their specialists in continuing education come to realize that most of these centers have been conceptually, programmatically, and geographically restricted to the outskirts of higher education. The reason for this is not that anyone deliberately planned that there be such a line of demarcation. It is because, for too long, continuing education has been viewed not as a logical, progressive process from birth to death but as something we may return to after years away from schoolbook and classroom. The space or gap between early education and adult or continuing education has been left without meaning, unintentionally neglected by learning theorists. II. Cyril Houle, a consultant to our Foundation and a noted scholar within the field of continuing education, has observed that education is only appropriately viewed in a lifelong context. Lifelong education is grounded on the concept that there are periods within an individual's life, ranging from �af -5- childhood, adolescence, onset of maturity, adulthood, through identifiable stages of middle and old age, in which there are special learning needs and abilities. The comprehensive approach to lifespan education suggests that there are right times in which to learn how to lay a foundation for life; to be a good marriage partner and parent; to supervise and administer the work of other people; to work toward long-held goals; to examine past patterns of life and contemplate new ones; to care for one's body through its states of declining vigor; to accept old age with grace and dignity. None of these stages is isolated and distinct one from another; they are a continuum. Doors do not usually slam shut on periods of life; they close slowly, while new ones open. Houle further suggests that any specific kind of learning is most effectively undertaken when its time has come on this continuum. However, quite naively, colleges and universities have gone about the business of education, herding the undergraduate and the adult into separate pastures of learning with little thought for what might be gained by removing the fences. �af - 6- On many campuses the continuing education center is ideologically and physically removed from the daily flow of undergraduate academic and social life. Adult conferees come to a campus for their scheduled events, attend them, and return to their professional and private lives, perhaps the wiser for the conference learning experience; but with nearly as alien a knowledge of the campus and its students as they had upon arrival. And, while regular undergraduate or graduate students may occasionally notice conference topics posted outside the continuing education center, they rarely attend the sessions or have occasion to talk with conferees. One campus -- two worlds - and "never the twain shall meet." Utah State University in Logan, one of the latest institutions to receive Kellogg Foundation assistance for a continuing education center, moved closer than any previous university to making the two worlds one when it constructed its center at the crossroads of student traffic in the academic heart of the campus and named it the "Lifespan Learning Complex. II �af -7- The name and the location of the facility reflected Utah State's desire that its undergraduates, conferees, and visitors come to view learning as a lifelong opportunity and experience. The building is used by full-time students as well as conferees. Continuing education programs In the center are visible to everyone on campus and embrace most of the subjects offered by the university. But Miami University, more than any other institution to date, will unify the concepts of lifelong learning into a unique, creative arrangement through the programs in its Marcum Conference Center. The potential you have identified and are now developing is truly extraordinary. III. It's interesting to note that something as commonplace as daily meals caught our attention when Charles Mechem, chairman of Miami's Goals for Enrichment Campaign; Paul Smucker, member of the Campaign Committee; and President Shriver first came to the Foundation with proposed plans for integrating lifelong education into the campus mainstream. Why mealtime? �af -8- Because Miami was so committed to bringing undergraduates and adult learners together to become acquainted and share their experiences that one simple part of the plan was to have them dine together, either here or in campus residence halls nearby. My colleagues at the Foundation and I were intrigued. But that was just one small part of the plan for this new program, the Informal Miami Program. Marcum Representatives, an official Miami University student organization, will playa central role in this program. Students will greet and host every conferee who comes to campus, and encourage all of them to join in gatherings at residence halls, attend campus events, classes, concerts, and theatre performances. Undergraduates and faculty will be registered in conferences and conferees will be welcomed to selected university classes. Another significant component of the Informal Miami Program that promises to set it head and shoulders above other continuing education programs is the use of electronic media in aiding the learning process. Conferees will find their guest rooms equipped �af -9- with video tape players and a selection of tapes from current lectures, panel discussions, and other campus courses. In the privacy of their own rooms and at their own convenience, conferees can explore the academic world of learning, typically traveled only by the campus-based, degree-bound student. By getting acclimated in this personal way, the choice may be made to take a class or classes offered by the university. For the parent of an undergraduate, the experience of sampling their world of learning, if only briefly, can be enough to start a new and better exchange of ideas flowing in the home. In all of these ways, the belief that learning is lifelong is being reinforced for the traditional student and the transient student or visiting conferee. But there are some subtle, equally important ways, too, ln which learning will occur through the interactions of student and visitor. Consider, for example, the mid-career professional, who can offer the undergraduate the benefit of practical experience and insight about the value and need for a solid base of knowledge in the fast-paced business and industrial world. �af -10- For the conferees the real benefits may be more subtle. The visitors to Miami's campus may find in talking with students, that "things have changed" since they were in school and a return to academe for coursework may be more necessary than they re alized. The examples and the possibilities for the successes of the Informal Miami Program could go on and on. I am convinced that, as the program unfolds, the rewards it heaps upon the students of this university -- whether undergraduate or situated somewhere along that lifelong continuum of learning -- will be greater than we might imagine. Thus, Miami University, in building the Marcum Conference Center and designing the Informal Miami Program has launched a concept that holds promise as a national model to be emulated by colleges and universities everywhere. IV. What are the Foundation's practical hopes as you begin this important experiment ln making lifelong education understood and appreciated by all learners? �af -11- ONE: We hope a number of specific examples will evolve out of your efforts, and th e programs of this Center, to give further concreteness to the value of lifespan education to the lives of peopl e. TWO: We hope that from these specific examples will e me r g e better ways of carrying out university functions and university programs with all of your students whatev er their ages. THREE: We hope the university will demonstrate new, more effective ways of working with the informal network of continuing education organizations. For example: voluntary agencies, service organizations, associations, and community institutions such as libraries, museums , and art centers -- many of which often embody the concept of lifespan education and which collectively make up what Samuel Gould has called a "communiversity." FOUR: We hope the university will continue to be creative in identifying and rea ching new learning clienteles which �af -12- have not been served by existing networks and programs of continuing education; FIVE: We hope the university will build upon the comprehensive approach demonstrated here to help adult citizens and students continuously create for themselves individual and collective plans for living -- for lifelong learning and growth, incorporating the individual's personal values and goals, and to the interrelationships between work ' (profession, career), family, leisure, and learning; and SIX: " We hope, most of all, that the young people who leave full-time study on this campus will have a deep conviction of the importance of learning throughout their own lives and a practical knowledge of how to go about doing so in all of the relevant institutions of the communiversity. Challenges as difficult as these were faced and met in earlier eras, and for earlier clienteles, through the extension �af -13- 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. It is to that challenge, that opportunity, that we dedicate this facility today. � 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_1982-10-03_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Dedication of the Marcum Conference Center Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 3, 1982 for the W. K. Kellogg Foundation at the dedication of the Marcum Conference Center at Miami University in Oxford, Ohio. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-10-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/cfbd4f24a578902d4ba0668e50c5c6b0.pdf 4299c65b104991d0dc4b6e2a30db7061 PDF Text Text October 3-4, 1 981 An adaptation of th i s speech was given a t the 20th Anniversary celebra tion and re-dedication of Kettun en Center (corres . filed General "Michigan 4-H Fou ndation ." �s U ~1 M!:.RY - R e reark S 0 R u sse 11- G. f On H a \-l b y t Pre sid en t Century I I I for t K e 11 C f; g F 0 a tic n U 11 d 4-H 27, 1976 - National 4-H Conference April As "old timers" we stand on and early senility. the threshold b e t w e e n late adole scence I remember wh en we were debatinB over wh ether or not a 4-H'er could use a box mix to ma k e a ca ke; if you did work but didn't sho w i t at the fair did i t count as co mpl ete; did we count as "me mbers" those who were in the TV electrical club. I ! ! J I I I i i '\ I also remember when a group of reneg ~d~s -- some of us are s t i l l alive and. acti'le ····..::- t h o u g h t; z a d Lc c L .. t h o u g h r s , Ld k e the n e e d for »: pro f e s s ion a 1,/ st a t u s for 4 - H, the p e'e d t a r e vie \-7 the 4 - H sub c o mn I t t e e s t r u c t u r e and role, l i-ne i t ees budgeted for ~.-Ht a m e r g e r of the Nation al 4-8 Foundation and the National 4-H S ~rvice Committ ee, r e gula!" national meetings of Il-H state .l-f'ader s t professional training for yo~th work. You've made all of this a nd more happen. 4-H today is big ger and better than ever before. j I've read th e Century I I I preliminary draft and was impress ed. It is a great st atement, co mpreh e n sive, ch all en ging and sti sula ting. I particularly n oted emph a si s on volunt eer, pro fession2~ . G ar e er 0 p p 0 r tun i tie S t i l l a n a g ~l E: II tan d d eve lo p :::e n t r es o ', r c e s . '_ .. ..:,~ - --- )\/~- ~-:/l~ ~ cf:. n~ _ ,--.---.-r--- \ \ ~e=~th~~~c~o~e\\1:~~_~t~~.~,; ..~:0:h~~: ~l~'h O~o~y 2~~f my Centu-fNJJ.l. -t- ~ r :.... ~ ' ", _ . : _ ,,-, /~ V / t()~~ ..:v~{~l -::::.-----, ..-- - .. - -., ./'"""J _ 'C- r'l .... 1. Focus on people in dealing with problems, purpose, and program -- not on Ln s t t t u t Lo n s j, ~.~ ;J I / 7, ~;.J .... 1Jv rJ /i ft {/" (It" . /' ~?' '.., Jr'/'/~ . \ . '~ ~A -r ~ ,\ '/ v. 5) -0 .N >{tY~ t ~ /\ ,j/ \. :: ~i . .. 1\. /,"" ~ v :;y .J « > .. " / \ . ~ 1/ '{"" ~I • _. J. / - ~i :~ -; ;J:-, -~ - :." ~~\ :~ U ,< loO"" j!'" ~.(~" ',.~/ ,iJ \ - -; ':'''_ Be practical, p r a g ma tic, shirtsleeve and -0:.: . . 0_g r ass roo t s for t his is the g e n ius 0 f 4 - Han d - ~, ~ . ~:;.-- ~; ~ "we must keep that qualit y. Use the very best · ,.:~.:: · , of what He k n o w in the beh avior al sciences, . -\ :.~ '~- v-: ".»: .... . but be cautious because behavioral s c ie n c e • --- -. -.,...~. .~.\ "\ also tends to produce softne ss I fuzzin ess, and » f a d i s m, Hal~e sure we usc- co'w :lOn s en se and make a real application. Keep 4-H simple, direct and sincere and avoid jar gon and academic superficiali.s m. \. I ' J J CL--'-- ~. J ; v .,\ . ..,: .1 . '; ~. ''I ? "\ ~ I \ )J x :; f L'j ~ / ( /" ./ l\ I / '1/ -,. 'I • '\.-I jY0-' \ .! I.. ,LL. ' ( - , :,.... , �On C e n t u r y I I If o r4 -11 ' i ~ D r aw o n t h et o t a lr e s o u r c e so ft h eU n i v e r s i t y . I am o f t e na s k e dw h a t i su n i q u ea b o u t4 -H ,a n d my a nSH e ri st h a tt h er e a ld i s t i n c t i o na n du n i q u e c h a r a c t e r s t i co f4 -H i st h a ti ti sa p a r to ft h e U n i v e r s i t y . 4 -H c a ni ne f f e c tp r o v i d ea g r e a tl a b o r a t o r yf o rv o l u n t a r ye d u c a t i o n a lp r o g r am s . T o o o f t e n ,4 -H h a ss u f f e r e df r om a s e l fim p o s e ds e c o n d cla~.. .-S~. H e c a na n dm u s t u s e~ rces o ft . . -4 . J t~ huma n it i c s a n d a r ts, t h es o c ia1 s c i cnces, t h e ~'b~siness m a n ag em e n ta n dm a n y o t h e rf a c e t so ft h e ) ~ ~/ to-t'~i ' u n i v e r s i t yt os t r e n g t h e nt h e4 -H p r o g r am a n d ~~ g i v ei t p r o f e s s i o n a ls t a t u s . ~4 . 4 l lg r ew t om e e t c e r t a i nn e e d so ft h es o c i a l ~. ~ c i r c um s t a n c e so ft h eti~e w h e n i t w a s f o u n d e d ,a n d i t h a s co~tin0ed a n dm u s t c o n t i n u et om e e t t h e s p e c i a ln e e d so fy o u n gp e o p l e . L e tm e n am ea f ew : A . liv~ ( ; ' ) l B . Hum an r e l a t i o n s h i p s-t h en e e dt ol e a r nt o w i t h o n ea n o t h e r . Em p h a s i s o nw o r k o n s t r u c t i v e . a n dc d o i n gs om e t h i n gu s e f u l C . T h e c o n c e r nw i t h e c o n om i ci l ] i t e r a c y-s o t h a te v e r y o n eu n d e r s t a n d st h a tt h e r ei sn o s u c h t h i n ga sa f r e el u n c h . F r om a ne d u c a t i o n a l p o i n to fv i ew i ti svit~l t h a tw e c r e a t e aw a r e n e s sa n du n d e r s t a n d i n& o f t h ef a c tt h a to u r n a t i o n ' sv e r ys u r v i v a J .d e p e n d so n contin~ed em p h a s i so np r i v a t ei n i t i a t i v ea n dp e r s o n a l c omm i tm e n tt ot h ef r e ee n t e r p r i s es y s t em . D . Em p h a s i s o n t h ef am i l ya sa b a s i cs o c i a l ' \ . . . . . . . . i n s t i t u t i o n . .' ·O ~ I . . E• Emph a sis o nhca1th -;-- ,1,1e know th a tv le a1 1 c a tt o om u c h , sm o k et o om u c h , d r i n kt o om u c h a n ds i tt o om u c h . T h e r e 1 s n ov la y t o" l e g i s l a t e " h e a l t h . N a t i o n a l hcal~h i n s u r a n c e'm a ym a k e h e a l t hc a r em o r e r e a d i l ya v a i l a b l eb u ti t w i l l n o tm a k e p e o p l eh e a l t h y . T h a th a st oc om et h r o u g h p e r s o n a la c t i o na n dr e s p o n s e . .> , : .Y . . ' \ ," �' · C e n t u r y I I If o r4 -H o~ 3 : T h r e e a d d i t i o n a lc h a l l e n g e sc om e t om e w h i c h a r ep c r11a p si n h e r e n ti n t h es t a t em e n tb u tw h i c h n e e d t ob e em p ha s i z e d. . I f . L e tm e r e f e rt ot h eM i c h i g2 . nS t a t eI I -H C l u b B u l l e t i nN o . 1 whLch stated t h a to n eo ft h ep u r p o ses o f 4- H v Ias t o stren gt1Jen t h e sch0 0 1 s a tt h e ir , ,7 eakcs t p o i n t . T h e r e i sn oq ue s t i o nb u tt h a to u rp u b J i cs c hoo l s y s t em i sf a i l i n ga tm a n y p o i n ts . W he na s t a t es u p e r i n t e n d e n to f sc h o o l s sa y st h a tw e s h o u l d n ' tex pe c th i g h s c h o o lg r a d u a t e st ob ea b l et or e a da n dw r i t e a f t e r tw e l v ey ea r si ns c h o o lw e a r ei nt r o u b l e . 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(T e =-r i;y . . 1I r -Y s r -C :=C -b l l n i tn e n t t oo o r f o u n d i·nS -_ · p . . r i . .ncipI . es a n d .a- -e-~ti-in.l..:.. io.n.-o-~·-l ~l_e_~nd.i v~d . -a 10· '" ' Fo r-if· ·w e. do " thiS"-;-'v~:1 i u d e · c dm ak e tl~e-~c o d ay e v e n 1 J e ' tt e tt-o -o~.;r. Th . e . . . c l ) . 3 1 lcn-g-e -o~ _ VI; , /;r.:~ r. y_ /A . } v "i f~ , -~~I. ~ ~ I L-I \ 1 P ~ I -· -~c.., ~ !. /_ ./ ' n_ .)-.'~ \~ 1 \'I. ~. 0 I . \ h r . . ;) r:~ -~t . \ !.~-\ ~ ~ ~/ V" ' / U ~- ~.; ~ . _l_ " (/ " '\ . ~ _~ . _ -.-., f ) . c /"c . . , ,~/~V\ , y~ W n ' ( \ ( I . . ~~ 9-0-... f ( , ~ .~r:-/' r ' . v ' " - r I : : . /~.--,\ : .-Y o\ . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1981-10-03_RMawby_SPE Title A name given to the resource Russell Mawby speech, On Century III for 4-H Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 3, 1981 for the W. K. Kellogg Foundation for the 20th Anniversary celebration and re-dedication of the Kettunen Center. 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 1981-10-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/604ac0aa49ef0b087b3ea5fa60e7ecf2.pdf 39a839c32de74ffd0e89e38a3e96b9fd PDF Text Text THE WORLD STANDS OUT Remarks by Russell G. Mawby, President, W. K. Kellogg Foundation at the 1979 Awards Banquet of the Michigan International Council Lansing, Michigan October 28, 1979 I It is a pleasure indeed for me to be with you this evening and i t is equally a privilege for me to accept your International Affairs Award on behalf of the Kellogg Foundation. International voluntary action has been a major commitment of Kellogg and a number of other foundations for many decades. Last year, a total of 133 U.S. foundations provided over $57.8 million for international projects. Of that amount, $27 million went to organizations in foreign countries, and $31 million went to American groups on behalf of other countries. The level of international grantmaking by all foundations dropped by some $38 million in 1978. That drop reflec ts a �2 general skrinkage in the value of assets of many f ounda t i on s , and a consequentia l need to cutback on grantmaking . Hopefully, it i s not a result of lessening interest in the international scene, although I am uneasy in the feeling that such may be the case -- not only for American philanthropy, but more importantly on the part of the American people at large -- a turning inward of interests, away from the world of which we are a part . In any event, such change only empha sizes the importance of groups l ike the Michigan International Council and i t s more than 100 member organizations which share interest and ac tivities in the area of world affairs. In reviewing your Directory, I was amazed by the broad representation of Council membership -- from organizations, like the Michigan Division United Nations Association of the U.S.A., which have international affairs as their pr imary or sole reason for being, to other institut ions representing business and industry, civic, education, governmen t, youth, and related programs. �3 As noted in your Directory, these groups run t he gamut from foreign policy discussion, citizen exchange, world trade, humanitarian r e l i e f , overseas studies, sister cities programs, to a focus on world peace issues. The Counci l 's own efforts to encourage experience sharing and contact among organizations conducting v a r i ed international programs -- for example, the Council Courier Newsletter, sponsorship of the Great Decisions Program, and your International Data Bureau -- are commendable examples of ways t o increase in ternational awareness and involvement by both individuals and organizations in our state. This awards dinner is also a very effective way to draw atten tion e a ch year to International Week activi ties. II When John Snell contacted me in early September regarding the awards banquet, he noted that John Hannah had served as speaker last year and had talked on the s ub j e c t of feeding t he world's hungry. John Snell suggested, somewhat �4 humorously, that I focus my remarks this evening on "food for the minds of the world, not the bod ies." He a s k e d tha t I deal in some way with the economic, po li tical, and ideological causes and solutions t o the seeming deterioration of true democracy worldwide, and how we as ind ividuals, business, and international organizations might be effective in bringing about workable solutions by providing more positive al ternatives to communism. That's more than I can pos sibly deliver -- but my remarks will relate to those concerns. I subscribe to the notion that in speakers, brevity is a virtue . But I r ealize fully that in brevity there is danger danger of misinterpretation, of lack of clarification and precision, of fai lure t o document all conditions and assumption s. Even with the scope of t h e mandate given me by John, I will still attempt to be brief, however, and will depend upon your own wisdom and judgment to translate and interpret my comments accurately regarding complex international issues. In that regard, I am tonight breaking one of the guidelines which I �frequently use in deciding whether to accept a speech inv itation -- namely tha t I try never to give a speech to an audience that knows more about the topic than I do. Certainly most of you are well versed on key interna tional problems. So I hope you are not disappo inted if my remarks this evening represent more of an appetizer rather than a satisfying, full course coverage of several specific in ternational concerns, as was r eque sted of me by John Snell. III I selected the titl e for tonight's remarks, The World Stands Ou t, from a poem by American Poet Edna St. Vincent Millay. The world s tands out on either side, no wider than the heart is wide; above the world is stretched the sky, no h igher than the soul is high. �6 The h eart can push the sea and land farther away on either hand; the soul can split t he sky in two, and let the face of God shine through. But east and west will pinch the h e art that canno t keep them pushed apart; and he whose soul is flat - - the sky will cave in on him by and by. The world stands out -- no wider than t he heart is wide. Any reasonable person who reflects thoughtful ly on today and tomorrow -- on where mankind is and where we are going finds the prospec t sobering. No matter how we choose to classify man's concerns or from what vantage point we elect to view them, ultimately it becomes c l e a r tha t t he quality of life for our generations yours and mine and t ho s e that follow -- will be determined basically by our progress i n i mp r oving human relationships on �7 an international level. Whether we think in t e r ms of the f ami l y , our home c ommun i t y , our sta te or nation, or t h e world community, the primary determinant of what life will be like in the years ahead will be a consequence of man's ability to l i v e in harmony, one with another. And the most important decisions confronting u s will not be solved by our burgeoning technology alone, but instead will be value based and va lue laden. It would be nice if our overriding concerns -- such issues as population, environment , energy, and war -- were simple, tidy issues that could be dealt with forcefully and directly. But we immediately see that they are not simple and neat; t hey are complex, confounding and compounding, comprehensive, in terrelated. One of the dilemmas o f the human condition is t h a t the problems which concern us are diffuse, complex, permeating, multidiscip linary, generalized. Think of any current issue of major significance -- food supply, energy, education, human health, international trade, �8 rural development, world peace. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. It is a reality that in most areas of human endeavor and concern, we know better than we do. Since it began its international programming in the early 1940s, the Kellogg Foundation has sought to assist other nations and people in creating new ways to more effectively mobilize knowledge resources to deal with their own specific problems and needs. We have emphasized applica- tion of existing knowledge and education as an effective way t o improve one generation over another. This has been the case with the Foundation's Latin American and European fellowship programs. The Kellogg Foundation has assisted more than 2,000 professionals from other countries in coming to the United States for a few weeks to two years of advanced study �9 in h ealth, educat ion, or agr iculture. The Fe l l ows have re turned home with newly a c qu i r e d expertise and a manda te f rom his or her own in s t i tu tion to adapt knowledge and ski l ls to local or nationa l needs . In this way, innovations in such areas as hea lth care delivery and fo od technology have be en t ran sferred and adap ted throughout t h e world. It has been a proce ss of t he Foundation betting on people from these na t i on s and on the power of e duc a t i on - - the inquisit ive mind; the mast ery o f knowledge and skills; and a pa ttern of identifying, assembling , analyzing, thinking, planning, and doing. From t he beginning it ha s been apparen t that t h is "in t e l l ec t u a l i n t e r a ct i on " has been a mutually beneficial proc ess -- for student and teacher alike. As each of us knows f r om personal exp erience, and perhaps particular ly in world affairs, we are usually s imultaneously a l e a r ne r and a teacher, a give r and a r e c e i v e r . I n rec ogni tion of this r e a l i t y , t h e nature of our Fellowship Program has gradually changed, giving increased emphasis to the i n t e ll e ctua l �10 stimulation and creative benefits which occur to both parties. Just now we are exploring further ramifications of this philosophy, reflecting a "partners in human progress" theme. IV Early in this century when the breakfast cereal business which Mr. Kellogg had just established began to prosper, he indicated in conversations with friends that he did not intend to spoil his family by making them wealthy, that whatever fortune he should accumulate would be invested in people. Fifty years ago he established the W. K. Kel logg Foundation with a central commitment not to charity but to helping people to help themselves in mobilizing knowledge resources to address th e problems which concern them. Consistently through the years in all Foundation programming, domestic and int ernational, our emphasis is on people -their needs, their aspirations, their hopes, their goals. As John A. Hannah, President Emeritus of this University and your banquet speaker last year, often observes, "Only people �11 are important." People -- with purpose and know-how, philosophy and knowledge, values and technology. About two months ago the United Nations convened in Vienna its Conference on Science and Technology for Development. While it is always di f ficult to determine t he value o f such international meetings and too early in any even t t o assess the significance o f this meeting, it was apparent that the conference was less congenial and produc t ive than one would hope. Dr. Paul A. Mil l er, f o r me r President and now a Professor at Rochester Institute of Technology and a Senior Program Consultant to our Foundation, was an observer at the conference. In summarizing hi s impressions, he observes, "It seemed clear, over and over again, t h a t the global discussions in Vienna spli t between those who are seeking a simpler, more organic, human-scaled, decentral ized, labor-intensive (an alternate or 'appropriate') technology, and t ho s e others who see no alternative to maximizing a science-based technology and applying it to overcoming the constraints to development. �12 In our view, such debates paid but slight l i p service t o the participation and understanding of the people at large about the consequences of technology; rather, the discussion, staffed by science professionals and couched in the language of economic and political policies, seemed solidly technocratic in substance and style. "However, and paradoxically, the repeated references to the constra int s of development acknow ledged t ha t development goes nowhere without popular unders tanding and participation: adap tation of technology to site specific situations; the l i n ka ge s o f delivery sy stems to local ins titutions, including smallholders; the disparities in dual economics (elite enclaves v ersus the traditional sec t ors); the importance of local, rural, indigenous i ndu s t r y ; the critical need for local capacities for innovation and entrepreneurship. As one report at the Conference (edited by Harlan Cleveland: Dynamism and Development ) stated: I ••• the key factor in every ca se is no t primari ly economic rela tionsh ips or �13 technology flows; it is indigenous people handling the process their values, aspirations, attitudes, skills, leadership, discipline, authority and organization . '" In thinking about the issue of people and development, I find a recent paper by Harlan C. Cleveland and I. A. Abdel Rahman thought-provoking. These authorities who have devoted much of their lives to international affairs assert that a new model of development is required (including new categories: equity, employment and education, the energy balance, the environment, security, decision-making, a global perspective, and the 'interest of the future generation'), which features information-generation and flow as the centrally dynamic idea. They state, " ... no matter how effective the international machinery for cooperation, the key to the effective application of technology for development is still, as always, educated, self-reliant, indigenous people -- including women, that often neglected human resource. Where developing nation leaders can bargain from a base of clear national purpose and �14 stable social authority, t he r e is essentially no limit to the kinds and amounts of technology they can afford t o import. A nation's ultimate resource is the quali ty o f its own leadership. That is the one component of the development spiral that cannot be purchased from abroad ." Another scientist concerned with development speaks of three levels of science literacy. The first is "practical science literacy ," which deal s with the ownership of that know-how that may be placed in use for the improvement of living standards. From basic skills of human health in the developing world to understanding "p r ope r human nutrition in the developed world, practical science literacy to the critical I issues of Third World development. It is concerned with local management of agricultural, heal th, and educa tional enterprises, organizing and operating small businesses, and receiving, adapting, and monitoring the flow of information about basic human needs. He speaks next of " c i v i c sc ience literacy," dealing with policy issues, and "cultural science literacy, " the in teractions of technology and culture. �15 In thinking about opportunities for organizations and individuals such as thos e represented in the Michigan International Council to contribute to world progress, we would all agree that there i s a need for not just understanding but action as well. The effor ts of both government and private organi zations, have in recent years been oriented particularly towards local grassroots projects and upon village-level workers, intermediate technicians, and paraprofessional personnel. At the same time, there continues to be a crucial lack of managers and administrators of all kinds, of qualified teachers and trainers, of rural aevelopment cadres, including local government administrators, agricultural researchers and extension agents, rural engineers, industrial and commercial extension agents to promote small scale enterprises, and health and social welfare personnel. Thus, as some believe, a lack of empha s i s upon the long-term needs of leadership development in Latin Ame rica and Africa has con tributed to major problems on those �16 continents. William R. Cotter, President of the African- American Institute, observes: "Instead of rapidly building local manpower capab ility -- the United States has flooded the develop ing world with expensive American technicians. These technicians have not had and cannot have a meaningful, long-term impact on the staggering problems afflicting the impoverished world masses; only skilled nationals and national institutions can achieve t ha t impact." It is exactly this focus on skilled nationals and local institutions which has occupied the majority of Kellogg Foundation fundin g internationa liy, and it is exactly such problems as have been described which should interest most donor institutions and agencies, and which should lead them to examine the cr itical La tin American and African needs for highly trained leaders in such fields as science and technological development, po licy planning, and project implementat ion. �17 Highly-funded, heavy handed programs aimed at massive infrastructure projects in the developing countries have clearly shown that we cannot bring about cultural change and progress through force. Human sensitivities and responses are far too discriminating and fragile, the process of cultural adjustment too deliberate to be mandated from above or outside. You can introduce cultivation of a high protein, red bean on campisino farms. But you cannot force people to eat such red beans if they are accustomed to black beans. This same lesson has been l e a r n e d regarding massive transfer of resources and technology. Giv ing sma ll farmers in Latin America garden tractors does absolutely no good when the farmers cannot afford gasoline and spare parts to operate them. We could, of course, debate a t length my categorization of these social i s s u e s and problems , sta tistics, funding levels, and even argu e semantics. Yet i t is readily apparent that intellectual knowledge resources are absolutely funda- �18 mental in dealing with man's tomorrow worldwide. It is also clear that there is great opportunity for the private sector, and for each individual organization and citizen, to contribute time, effort and money to eliminating international hunger, poverty, illness, and ignorance. Such help will only be effective if it stresses human values and human interaction. I am constantly surprised at the current scope of such efforts. Very often, in addition to the tangible and discrete, the ingredients you and your organizations provide are the human and humane, the warm and caring concern. V It is also the organizations which you represent, working individually and collectively through the Michigan International Council, which can help reshape general international responses. When the realities of world poverty, disease, and injustice seem almost overwhelming, you might find the following an encouraging reminder: �19 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 t o do; And what I ought to do, by the grace of God, I will do. If each of us will do -- in our diverse ways and various roles -- what we can do and ought to do to further world understanding and the human condition, we will have done our bit to foster the better life which all people seek. God speed in your important international work. WPC: 10/24/79 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-10-28_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 28, 1979 for the W. K. Kellogg Foundation at the 1979 Awards Banquet of the Michigan International Council. 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 1979-10-28 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/bdae53087737676847d828bfd1e9ddb9.pdf fed6f78b00f93ff90bef123bda5afb70 PDF Text Text "Philanthropy's Role for the Future of the Conunon Good" Remarks by Dr. Russell G. Mawby Chairman, W. K. Kellogg Foundation 1990 Annual Conference of the Donors Forum of Ohio Cincinnati, Ohio October 26, 1990 I I am delighted to be here with you for this Conference for your Donors Forum. My thanks to Lance and Lynn for this privilege. Through the years I have come interests sessions to know several of you through our mutual participation in regional and national meetings and at the of our Council of Michigan Foundations. I welcome this opportunity now to become acquainted with more of you. I compliment your Carolyn privilege on the of conunittee under the excellence of your participating in the co-chairmanship of Mary Lou and Conference sessions agenda. yesterday I had the afternoon and enjoying the delightful evening and the splendid hospitality of your host conunittee at the Union Terminal. I was pleased at the membership meeting this morning to be able to join the "aye" votes since the W. K. Kellogg Foundation is a member of the Donors Forum. Mrs. Shirley D. Bowser of Williamsport is We became a member because a member of our Foundation Board of Trustees and, as such, comes each month to our Trustee meeting in Battle Creek. She personall y is anx i o u s t o be come Lnv o I ve d i ll t he activities of the Donors Forum and ve r y much r e g r e t s that she i s n ot with us today. She also chairs the Governing Boa r d of Ohio State Uni v ersity �- 2 - and responsibilities there keep her away from this meeting. Your state of Ohio has a great tradition of philanthropy and volunteerism -- indeed a leader in the field. are making and Lance's on Report significant c omm i t t e e , finances of I compliment the Donors ' Fo r um on the progress you your ambitious the Pres iden t membership and resources. realistic this morning full-time developments a but committee, staffing, and a increasingly independent foundations, makers. But CMF has important as community also become an an future. of active those program concerned with comparable organization Through the years CMF organization foundations, the some committee In Michigan we have a become for summarized which we call the Council of Michigan Foundations. has plans for and private c o r po r a t e increasingly influential not or grant only in philanthropy but in the entire nonprofit sector. One of the issues which your Forum is addressing very responsibly is the question of resources for carrying on the Forum's activities -- dues and grants. As you address this issue, I urge you to have a full appreciation for the "big picture" of which this organization is only a part. Organizations like the Donors Forum and CMF represent only the sector of philanthropy often described as "organized philanthropy," which we appreciate is just a part of the total pattern of giving in this country. In deliberating this question of support b y your membership, to consider at least two criteria: first, the criteria benefits received from your membership in the organization; I u r ge yo u relating to and second, your support as a contribution to the broader field of philanthropy and volunteerism in Ohio, in this region, and nationally. At the W. K. �- 3 - Kellogg Foundation, we regard three organizations at of major significance Foundations, in Independent the field Sector, of and the national level philanthropy: the Foundation Center. The Council on Each of these serves a very important and distinctive role. At the state level, we support now are also members of Council of Foundations. national, we provide the the Council of Michigan Foundations and Donors Forum of Ohio and the Minnesota For all of these organizations, both state and substantial annual support and, in addition, we understand that such organizations very often require a periodic infusion of major resour ces to help them move to new levels of service and excellence. I predic t that the Donors Forum will member-serving organization. in the public policy to the arena, total relating to issues of will assume nonprofit a sector leadership of role understanding/appreciation/participation volunteerism in this a sector importance to And it will become a leadership component society increasing and improving philanthropy and volunteerism. Forum than It will become a very important influence philanthropy and volunteerism. relating increasingly become more which in with In addition, the enhancing through contributes concerned public philanthropy to the quality and and character of life at the community level. Thus, the as you address big picture, the question of resources, looking not only at benefits I urge you to con s i de r directly received but appreciating also the role and marvelous contribution of the Forum to the larger nonprofit world. �- 4 As an interested observer, I compliment you of the Donors Forum for your progress you to date. should be As members and participants in making things happen, pleased with your accomplishments and excited for the assigned topic for Common Good." In future. II Sharing those thoughts today: "Philanthropy's leads us Role for naturally the to Future the of the thinking about what is happening in contemporary society as it relates to the future concerns of not conference. the common unlike good, the I was agenda of tempted topics to begin with a being addressed list of at this I feel it would be presumptuous and inappropriate for me to propose a long cafeteria list of issues in the arena of the common good. You are knowledgeable about the concerns in our country, your state, and particularly in your home communities. Rather, I have chosen, observations about implications for in things broad overview, going on philanthropy are in rather to our share very society, apparent. briefly six which the for I hope you will forgive my frequent reference to Michigan and Battle Creek and activities of the W. K. Kellogg Foundation -- these are the examples I know best. You will see your community and yourself in the illustrations I sugge s t . Observation 1 concerns ~~na1itutions the se_eming inability of our poE tical to deal with significant~ues in ~~b~tantial proces~~Q. ways_ �- 5 This is most vivid at the national level where Congress is struggling ineffectively with such c on c e rns as fiscal and financial responsibility, trade imbalance, farm programs, foreign affairs, child care, support of the arts, energy policy, and environmental quality. In Lansing, our state politicians are equally ineffective on matters of school finance, other our state budget, Workmen's Compensation, and a host of suspect I concerns . you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effectiveness in dealing with human servi ces, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influen ce seems mass media treatment to have forced elected officials of every to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade is going and then rush to its issue and personality the "leaders" of There i s a tendency to to wait to see which way the head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramat ic increase in skill of spe cial interest groups of every variety and the concept of entitl ement which ha s hand cuffed politi cal respons e to c ha n g i n g ne eds . Today, there are few in elected office who could be described statesmen with vision, commitment, and a concern for the whole. as Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6 The net effect of all of these changes has been the lessened ability of government at all levels to be a source and catalyst for social change. This, then, initiatives suggests an enhanced potential role of private to demonstrate new answer!i to societal needs, sector to initiat ive ventures, to provide the vision and comprehensive approach which politics fails to provide. Observation 2 concerns the seeming return responsibility and control in addressing (shift s~a1 back) to local needs. For a span of about six decades -- from the "progressive era" at the turn of the century to the late 1960s, and particularly beginning with "New Deal" in the decade of the '30s --- the federal government took an ever increasing part in meeting the needs of the American people. early 1970s, Increasingly, that trend states and has first slowed, localities are then being seemed called Since the to upon reverse. to deliver services and provide benefits to people at the community level. This fact pressure poses on problems the tax for system, all states and especially, to localities. raise This puts to cover revenues increased state and local expenditures. A Jtesirab.le. consequen ce dealt with usually closer lie not in to is home, dollars that more and, alone involvement of people who care. initiatives are obvious: as there pro blems are be ing we but al l in know the ide ntif i ed so well, increased th e an d a n s wer s commi tmen t and Again, opportunities for private sector is a desperate need to become more �- 7 efficient and more effective in using limited resources and in mobilizing local leadership. Observation 3 collaborations. concerns the increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, chi l d care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cultural and performing arts, and a host of other examples. A c o n c e r n that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations still underway. charitable contributions, taken are usually erosive, concerns purposes. as The charitable increasing current the resources evidence contributions in the of this budget While rhet ori c on behalf of phi l anthropy, and volunteeri sm is invasiv e, our various legislative skirmishes at us ually e f f us i ve, restri ctive, a c t i ons a nd d i sc o ur a g i ng . In the n ational level since 1969, we usually count success in terms of limited losses rather than real gains. �- 8 I think our continuing approach should be to be cooperative with public institutions and organizations t but to be cautious and not be coerced. Observation 4 concerns the dichotomy between the nature of the proble.ffiQ. which concern us and the solutions we devise. The problems of concern to society tend to be complex t multidisciplinary, overarching t penetrating, and permeating. Each of us can make our own list -- inflation t K-12 and higher education, home care for the elderly, groundwater t environmental qualitYt job generation, peace. To the contrary, the solutions tend to be narrow, most often devised to address such issues discipline- or profession-oriented and biased, simplistic, and inadequate to the task. A major contribution of philanthropy in addressing societal needs can be to encourage demonstrate and programs which are comprehensive t collaborative, and provide continuity. Observation 5 concerns the persistent reluctance to face facts <;lnd-iQ deal with reality. This is a somewhat human characteristic -- a resistance to change, when we are comfortable with that which we know. Sometimes, their even when institutions the evidence is overwhelming, both individuals and are reluctant to respond. It is a mos t areas of human concern, we know better than we do." truism tha t "in Think only of �- 9 the areas which may be of special interest to you: substance abuse, K-12 education, and health care. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngsters and most communities pre-school programs of elementary years are high most lack comprehensive quality. important The and early childhood and eviden ce that is drop-out clear that the can really be predicted by grades six or seven. Yet, we persis t starving the teacher will in accrediting elementary our years tell you that i t schools at the whenever resources takes first the high are school level, limited. Every three months of the new school year to catch up to where students were when school ended in the spring, yet we persis t in having a the a summer months three-month break in learning during s chool-year model established by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the "It costs $24,000 a year Governor of to keep a person in the state pen, but only $8,000 a year at Penn State." We as a society, through our institutions and o r gan i za t io n s , mus t p u t better which use ca talys t. that is a l r e a dy known. Ph i I an thr opy can be a to key �- 10 Observation 6 concerns the persistence of "turf ism" in addressing .6..Q.C..ietal needs.. Usually programs continuity. of In human Battle service Creek, for are badly example, fragmented we have 67 voluntary, nonprofit groups directed to the needs of youth. good; competition can also be healthy, but and lack identified Pluralism is infighting, adversarial stances, and combative behavior are not! The c leares t two example in our home hospitals, virtually across town was the in heal th care, where we had street suffering from less than 50 percent occupancy. from each other, each In addition, we have the usual host of other health care organizations -- Visiting Nurse Service, Department of Public Health, illnerican Red Cross, Hospice, Meals on Wheels, voluntary ambulance services, and many more. Unhappily, while each is composed of intelligent, able, dedicated, and well-intentioned individuals, each also tends to address issues from the perspective of their organizational or institutional objectives. Each is concerned with their own niche, too often not sensitive to the activities of others needs of succeeded and with the people of the community. getting the two hospitals in insufficient attention to In to the comprehensive Battle merge. Creek Now we health we finally are in th e process of getting the other players to join the t eam. Again, a challenge for philanthropy to be an influence in bringing about services which are comprehensive, collaborative, and continuous. �- 11 - III In conclusion, common good? us here, what will be philanthropy's role for the future of the The hard reality -- or the exciting fact -- is that all of individually and collectively, our decisions and actions. will make that determination by We may be passive and reactive -- or we may be creative and participatory . While we are continually addressing shortcomings, perspective. concerned we need to with keep dealing these with problems troublesome concerns and in For example, we read a lot about the problems of teenagers loday, but most teenagers do well they are not on drugs, they do not get pregnant, and they do not drop out. At the same It is to time, such there are issues that pressing concerns which must be addressed. much of our thought and resources must be directed. We in philanthropy foundations, or whether private in foundations circumstances and opportunities. corporate -- must be grantmaking, responsive community to changing Most of the significant new directions imperative to our societal future will not be charted by government. fact, many elected offici als are a l mo s t d esperat e f or bett e r In ans we r s . proposed solutions to perplexing issues. We in philanthropy can creative level. collaborative continue our approaches to tradition of human innovation, concerns at the nurturing community �- 12 - We can provide leadership to enhance the resources of philanthropy and ensure their most effective use. Ohio has a great tradition of social concern. those who have preceded us have been We in philanthropy -- and important partners in this us all! progress. There is Godspeed! 595c:1pt unfinished business demanding the best efforts of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1990-10-26_RMawby_SPE Title A name given to the resource Russell Mawby speech, Philanthropy's Role for the Future of the Common Good Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 26, 1990 for the W. K. Kellogg Foundation at the 1990 Annual Conference of the Donors Forum of Ohio. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1990-10-26 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/17f9b6eebfdc046d22683c98e848f3c4.pdf d273c73aae64ce3110fd20ae4f38cc28 PDF Text Text A FRIENDLY COLLABORATOR LOOKS AT THE POMONA CAMPUS OVER THE YEARS r Remarks by Dr . Russell G. Mawby, Vice President - Programs, W. K. Kel logg Founda ti on, at t he I na ugural Program for Dr . Robert C. Krmner California State Polytec hni c College Pomona, California - October 24, 1967 J Dr . Emor y W. Mor r i s , President of ~y to you hi s g r e e t in ~ s ~arm has asked me to and to express hi s s i nc ere regret at not be ing he re today f or t his inaugural program . has had a the~ Foundat ion , Si nce t he early 1930 1 s , Dr . Mor r i s spot i n hi s heart for this campus which he first knew a s t he home and Arabian hor s e ranc h of his friend and emp l oyer - - phi l a nthropi st W. K. Kellogg. He has known your former Pr e s i de nt , Dr. Julian A. McPhee , f'cr t.wo decades a nd has observed f or s evera l years t he i mpressive ca r ee r of your new President, Dr , Robert C. Kramer . And he has f ollowed with admiration tr e arnazi.ng growth of this campus of Ca l i f or ni a Sta t e Polytec hni c Colle ge , with its signifi ca nt increases not only in s i ze of st uden t body and college plant, but also in quality of academi c program an d graduate s . For all these reasons, he very much regrets h is inab i l ity to be here wit h .. you .-«.. In hi s absence, it i s my pr ivilege to repre sent t his occasion, OUI Foundat ion on Sinc e Dr . Kramer and I were fa culty col league s at Michigan St a t e University , it is a particular plea sure for me t o be her e . Howeve r , because important part s of Dr. Mor ri s l own l ife and r ecollec t i ons are so "\ •• I~ e intertwined wit h the development of thi s camp us , I hope you wi ll regard my remarks as actually comi ng f r om hi m. W, K. Kellogg began coming to Califor nia from Mi ch igan i n 1920 , vi s i t i ng i n your st ate wi t h fr iends and re l at i ves and also residing f or a t i me at t ~e Desert Inn in Palm Springs . But t hen he fell in love with Aza bi.an horses and in 19 25 he asked his physician so n, Ka r l , to help select t �- 2 a sit~ f or an Arabian hor s e ranc h. Thi s valley, nea r Pomona, proved ideal , wi t h its plente ous sunshine, its f e r t i l e soils, and a climate \\fhen Mr. Ke l l ogg noted t he s e plus f'act. cr s , re s embling that of Arabi a. compounded by t he bea uty of the Valley a nd t he surrounding hills, he "'Ja s mos t enthusias t ic, and t his love for t he area persi ste d t.nr ough t he balance of his 91 -year life . Unde r t he direc tion of t he famou s architect, Charles Gibbs Adams, the 8l 6 - a cr e ranch quickly b e came one of t he b ea ut y sp ot s of Sout he rn California. As y ou who know t h is campus a r e aware, t he many building s on the r an ch were all Spani sh i n style. Decorative touches i n c l ude d winding dri ves and walks , ornamental pools and de s cending ri vulets, and great collections of flower s , trees, and s hr ub s . The largest building t hen i n t his valley was t he ranch stable of Moor ish design, soon housing a herd of t he kingliest of multi -purpose horses, the Arabians . As a start, t he Chauncey D. Clarke Arabian st ud ne a r Indio was purchased . Then t ile s trai n was fur t her i mproved by hor s e s from Poland, Egypt, and even Arabia, many of them comin g via t he Lady Wentworth stables in England . p e r-p e t The ranch began to playa real part in ~ ~ uat i.ng the Ar a bian horse in Arne r ica and eventually Mr . Kellogg ha d about 100 Arabian horse s , repre sent i ng an i nvestment exceeding a quarter of a mi l l ion dollars . As a par t of t he operat ion, he developed t he Sunday Hor se Shows - -which, as y ou know, are sti l l a feature here- -where people from t he California area woul.d come and see t he virtues and ver s a t i l i t y of Ar abian horse s as caval ry mo unt s, jumpers, a nd 'ilO r k , tric k, polo, and p l e as ur-e no.rse s . Ea ch Sunday in those ea:cly days, seve r a l hundreds of peopLe woul.d ga t he r at the show- z Lng to see wha t might be re garded as t he f irst educational program on 'ell i s s ite . ~ �' . - 3N i r. K e ll o gglov ed t h er an c h , no t onl yf o rits b e au t yandt h ef a c t t h a ti tw a sa p e r f e c ts e t t ingf o rt h eA r ab i a n s ,b u ta l s ob ecau se i tw a s "hom e "f o ra numb e ro fy e a r s fo rh is son ,K a rl,andf am il y ,and ~ ~ lu . . d augh t e r B e th , andf am i l y . Anumb e ro fh is g randchi l i i ren /w e re I u e s t so fcon tempo r a r yo r las t ingf am e m ad ev i s i t st oth er an ch. f 4 an yg Co lon e lL i n db e rg d ropp ed inandh ad a ho rs en am ed a f te rh im . M adam S ch l® ann H e ink w a se n t e r t a i n ed a td inn er. O t h e r no tab le v is it o rsin c lud edC l a r a B ow ,G a ry Co op e r, L au ra L aP lan te , O liv ia d e I a v . iL and ,D oug l as F a i rb ank s , IV i a ryP ick fo rd ," ( ' T a llace B e er y , M a r l en eD ie t r i c h ,andt . hos el o v a b l e"O u r G a n g " ki d s .M r. K e l logg al s ow a sp l e a s e dt h a tRudo lphV a len tino u s ed a g r e a ts t a l l i onfrom t h er an ch ,J ad a an ,i ns e ve r a lm o tion p ic t u r e sandth a t Tom Mi xr o de K e l l o gg A rab ian sin a numb e ro fT ou rnm n en to f Ro s e sp a r a d 2 s. In M ayo f1932"t h e$3 , 0 0 0 , 0 0 0r an c h , al o n gw i t ht . r ;e s t a b l eo f p u re br e dA rab ian hor s e s ,wa sgi v entot h eU n i v e r s it yo fC a li f o r n i at o serv easth eH .K , K e llogg I n s t i t u t eo fAnim a lH u sb and ry , t h eU n i v e r s i ty a g ree i n gt om ai n t a i nandpro pag a teth eA r ab i a nb re e d . M r .K e l logg a l s o p r e s e n tedth e Un i v e r s i t yw it ha t r u s tfund o f$600,000 to cov e rt h e exp en se s ~ ~ I~ o fr an c hm a int en an c e )r e s e r v i n gf o rp e rson a lu s e onl yhi si b s id en ce . t~ 25 ,00 0p eo p l ec am et o om~ ~ c..: M o r e V a lleyin1932 f o rth e ce r emony a t wh i ch u r n edove rtot h eU n iv e rsi t yo fC a l i f o r ni a . I tw a sa h appy th e ran ch w ast d a yf o r. WK . K e l logg , bu ta l s ooner o fh is "m o st emba r r a s s i n gd a y s , "f o r . h e w a ss i n g l e dou t fo r th e th ank so f G o v e rno rJ ame sRo l p h and o t h2 r C al i f o r n iao f f i c i a l sandfo rt h erepa r t e eo f com ed iana c t o r W i l lR og e r s who a c t e da sma s te ro fc e remon ies f o rt h eoc c a s i o n . Wo r ldWar I I c am e and M r .K e ll o gg w a s anx iou st h a t th ep ro p e rt ybe u s edby t h e Un i t e dS ta tesinth ew a re ffo r t. Th eUn iv e rsi t yo fC al i f o r ni a a g ree dt og i v eu pitsrig h ts t oth ep rop e rt y ,and , sub sequ e n t ly , th eA rmy �. . - 4u s ed t h er an c h as a R e Jnoun tS ta t i o nanda sa t r a i n ingc e n t e rf o rK9dog s . Whenthe A rm y sawnof u r t h e ru s e fo r th e hor s ,~ s e a use o f th em e ch ani z a tion ch w a st r a ns f e r r edto t ~e U .S , D ep a r tm en to fAg r i c u l t u r e o f w a rfa re ,th eran an dt h i sD e p a r tm e n t, n o ts e e i ng afe a s i b leu s e fo rth ep r o p e rty ,d e c l a red i ta s"S u r p l u s "i n1 948 ,s a y i n gth a tt h er an c h wou l . db e cl .o s edth e fo l low ing J anu a r y1 f o rl a ck o f fund s andth a ta ll t h eA r abi anhor s e sw ou ld b e so ld . g e lyth roughD r .M o rris , W . K .K e llogg sp r an gin t oa c t i o nt oav e r t L ar _t L~ ~ ad iss o l u t i o nw h ch wou ld h av em e an t ana n t ic l im a c t i c a lendt oh i se f fo r t s t op e r p e t u a t e th eA r ab i an h o r s e . Af l o o do fp e t i t i o n sw en t t oth ef e d e r a l gov ernmen tf romA rab i anho rs eb reed er s . C on fe rencesw e r e he ld w i th S en a tor s K n ow l an d and D own e yo fC a l i f o rn i aandw i th R ep r es e nt a t i v eR ich a r dNixo n , l a te r)o f co u rse ,t ob eV ice P re si d e n to f tn eU n i t ed s ta tes. Th eselegi s la t o r s ,p l u sC l i n t onAnd e r son o f NeV IM ex i co , th en S ec re ta ry o fA g ri c u l t u r e , w e r em o s t h e l p fu li nt h el o ng and complic a ted m an euv e ri n gt os av eth e r a n ch . D r. Mu r r is p er s o n a llyt . esti . f 'Le db e t 'c r et. . eS ena te and H ou se e e s ) andbo th t ot ' 1 e se C omm i t tee sand t oMe s s r s . Know l and A g ricu ltu ra l Committ andNi x on h ep l e d g ed t h a ti fth er a nch shou ldb er e t u r n ed t oth e Found a tion rou gh a sp e c i a lAc to f Con g r ess ,th ep rop er t yw ou l dbe pu tt ogood u se th f o rth eb en e f i to fth ep eop l eo fC a l if o r n i a . Ev en t u a l l yth e sa le w as c a l l e d o f f by a n ewS e cre ta r yo fA g r i c u l t u r e, C h a r l e sF . Br a nnan . Asub sequ en t A c to fC ong r e s st r a n s f e r r e dth eown e r sh ip o fth er an c hb a ck t ot h eK e l logg F o u nda t ion . F o llow i n gt h i s ,an umbe ro fo r g an iz a tion s and i n s titu t i on si nC a l i fo rn i a ex p re ssedth ei r d e s i r et ou s e th er a n ch f o ra v a r i e t yo fpu rpos e s. M r. R oy S imp son, t h en Super i n tenden to fyou rS ta te D ep a rtm e n to fEdu c a t ion and a i end o fD r . Morr i s ,adv i s ed : "B e f o r eyou d i s p o s eo f th ep r o p e r t y , I hop e fr you w ill fam ilia r i z e you rse lf w i ththep rog r am o fC a lP o ly . I nvi e wo f th e �. . . . ' _c ;_ F o u n d a t i o n ' ss t r e s supon t h ea p p l i c a t i o no fknow l edg e( r a t h e rth an r e s e a r c h p e rs e ) and upon Co n t i n u i n gEdu c a t ion ,a i dt ofa rm e r s and f a rm i n g , and p r a c ti c a le d u c a t i o n , youm ay w e l l fi n dC a l Po ly you rb e s tbe t." I t\-TaS i n th i sw ay t h a tD r. Mo r r i s t h e nbec am ea c q u a i n t e dw i thth eS an Lui sOb i spo cam pu s and i t sg rea t eader , ~r J u l i a nM cPh e e . E n t h u s i a s tt h a th e is , ee p o i n t e dou tt h a tC a l Po ly n e ed ed a Sou th e rn C a l if o r n i ac ampu s D r. McPh an dp ro g r am to c a r r y o nt h es am e ou ts tand inga c t i v:J. t i e si nag r i c u l t u r eand ut h e r fie lds ,a sa tS an Lu i sO bi s p o ,and th at t h eeq g c a t i o n a lp h i l osoph i e s o fth is i n s t i t u t i o nand t h eFound a t ion w e r ev e rymu chin a c c o r d . We w e r e mmed i a t e l yim p ressed\lit ht h e"up s id edownedu c a t i o n "o ri g i n a t e dby i D r, M cPh ee as S ta te D i r e c t o rf o rVo c a ti o n a lA g r i c u l t u r e . W e thoug h t , and s till t h i n k ,yo ur~ e ar n e~erien e rin i . , e~ supe rbi d e a ,andw e not e dt h a tyou ri n s t i t u t i o n ,i nc omm o nw i th t h eFou nda tion ,r e g a rd sa si t s -- p r im e mi s s i o n" h e l p i n gp eop l e tob e t t e rth em s e lv e s . " Th e r e fo r e,i n1 949 , theranchw as aeed edby S ta te o fC a l i f o r n i a I ~~~e Fou nda tion t o us edfo ro c c u p a t ion a lt r a i n i n gco n s i s t e n tw i th th eph i lo sophyande d u c a t i o n a lo b j e c t i v e so fC a l i f o r n i aS t a t eP o l y t e ch n i c . Co l l eg e . " END QUOTE . T hus b eganth is c ~ A s an ep ilogu e D r . Mo r r i sask edm e t oconv ey tod ayt h em essage t h a t ou r Fou nda tion h a s been d e l i gh t ed w i t ht h eu s e th a th a sb e enm ad eo ft h e K e llo g gR an ch a s ab e a u t i f u land u s e f u lc ampu s nows e r v i n gmo r e t h a n6 ,000 s tu d en ts. Th e ~te o a i ~ Iia h a s mo r et h an f u l f i l l ed i t sp l e d g e st o t h eFound a tion . We a s k ed th a t th eA r ab i a n sb em ai n t a in edandp e r p e t u a t e d and t h i sh a st r u l ybeen don e -b u tw e st r e s s e dt h a tt h emo s t i mpo rtan t go a l w a s t ous et h ep rop e r ty f o rt h eg rea tes t po ss i b l eb e n e f i tt ot h ep eop l e - o fC a li f o rn ia . F u l f i l lm en to ft h a tcomm i tm en th a sa l s oex c e ed ed ou r expe c t a t i o n s . To i l l u s t r a t e ,t h et r an s f e rd e ed c a l l e df o ra m inim umo f �- 6$2m i l l i o ni nc o l l e g eb u i l d i n g s , and a l r e a d y mo r et h a n~ m i l l i o no f s t r u c t u r e sg ra ce t h i sb e a u t i f u lc ampu s . You 'v eb e com eac o e d u c a t i o n a l i n s t i t u t i o n . You r a c ad em i ch o r i z o n sa r eexp and ing . You rg r a d u a t e sa r e e s t e em edi nC a l i f o r n i a and f a rb eyond . Ind e ed ,f ew Found a tionlT inv e s tm en t slT h av ey i e l d ed g rea t e r ITpeop l ed i v i d e n d s .1T Fo rt h i swe comm end a l lw ho h av e b e en r e s p o n s i b l ef o rsu cha ch i ev em en t s . I ncomm en t in g on h i sm any p h i l a n t h r o p i ci n t e r e s t s ,M r . K e l logg on c e ob s e rv ed , ITEdu c a t i on of f e r sth eg r e a t e s t oppo rt u n i t yr e a l l yt oimp rov eon e 1T e ra n o t h e r. Tose et h er an chh e lov edt r an s fo rm edi n t oa g en e ra tion ov dyn am i c,v i t a l ,g row ing i n s t i t u t i o no fh i gh e r edu c a tionwou ld h av e been t h esou r c eo fg r e a t e s ts a t i s f a c t i o nt oh im . Ov e rt h ey e a r s ,D r . Mo r r i s h a sh adm any c o n t a c t sw i th D r .M cPh e e , ~ b o t hi nC a l i fo r n i aandi nM ich igan . H eh a sv a lu edt h i sa s s o c i a t i o nhi g h l y , " . ;U . . . ~ i ~ t ~ and~ ee s m u ch o fth eg r e a t n es so f you ri n s t i t u t i o nh a s com ef romt h e ¥ i ~n s i r e d l e a d e r s h i po f yo ~ ormer P r e s i d e n t a n a~ini~or , an ~u at o r , an da m anp a rex ce l l e n c e. n1 965 ,D r . M cPh ee a sk edD r . Mo r r i s and t h eFound a t ion t oh e l p B acki h im t oi d e n t i f ym en a roundt h en a t i o nw ho m igh tb e su gg e s t e dt oyou r B oa r do fT r u s t ee sa sV i c eP r e s i d e n tf o rth eK e llogg -V oo rh is c ampu s. H e s t r e s s e dth a ta m ant ob ec o n s i d e r e dmu s tb e an o u t s t a n d i n ge d u c a t o rand a dm i n i s t r a t o r , mu s t sh a r eth eC a l Po ly ph i lo sophy o fe d u c a t i o nando fs e r v i c e t oco mmu n itie sthroughout ~tate, andmu s t h av e th ec a p a c i t yf o rP r e s i d e n t i a l r e s p o n s i b i l i t i e si na n t i c i p a t i o no fD r . McP h e e ' sr e t i r em e n t . W h en D r . M o r r i s ' a t t e n t i on w a sd r a l f f it oD r . Rob e r tC .K ram er ,h e kn ew t h a th e r ew a sa p e r s o n w e l l wo r th c o n s i d e r a t i o nbyt h eBo a rd. D r .K r am e r' s d emon st r a t e da b i l i t y ( a sa t e a c h e r ,r e s e a r c h e r ,e x t e ns i o neduca to r ,andadm in i s tra t o r;h i s in t _ er .Dat i o n a Jrepu t a t i oninth ef i e l d so f ag r i -bu s i n e s sandm a rk e ti n g ;h i s p e r s o n a l u a l i t i e s ; and h i s ~ ti a p h i l o sophy o fe d u c a t i o n ' ss i gn i f i c a n c e �• -'7i ncon t empo r a ry s o c i e t ya l lm a rk ed h im a sa l o g i c a lc a n d i d a t et op ro v id e l e a d e r s h i pi nc a r r y i n gfo rw a rdt h ep r o g r am so fC a lP o l y . I t( " a sa s o u r c eo fs a t i s f a c t i o n ,t h e r e f o r e ,t oD r .M o r r i s and t ot h eFounda t . i . cn w h e n am an o fD r. ramer~s ~ sup e rbq u a l i f i c a t i o n sw a sn rnn ed by t h eBo a rd f i r s t ~ ~ t ~~ a sV i c eP r e s i d e n"01 andt h e nP r e s i d e n tf o rtE i l o e gg o o~~~ We p r e d i c tf o ry o u rn ewP r e s i d e n t ab r i l l i a n ta dm i n i s t r a t i o n,p r o v i d i n g l e a d e r s h i pf o r~ institut~ endering e d u c a t i o nt h a ti sn o to fth e obviou s, b u te d u c a t i o nth a t isa l l i e dwi t hth eimagi na t e i~ Ou r con g r a t u l a t i o n s and good w ish es t oP r e si d e n tK r am e r , t h eBo a rd o f ~~~ rustee~ , ~~~ andt h eF acu lty ,s t u d e n t s , andf r i e n d so ft h eC a l i f o r n i a S t a t eP o l y t e c h n i cC o l l e g ef o rt h e An u r t u r eh e r eo f~~e stim~~~~d~ art~e ~ea f rommo r e r e shing and s~aid patternsofeducation,~ with ~ I ~~ L ion t h a t th egrea ~nd o fl l l €isn o t know l edg ei t s e l f ,b u tprope r ~ i I~~ a ac t $ ~ ~~ t~ ~ i~ th a t know l edg e' !J u u "'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/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1967-10-24_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Friendly Collaborator Looks at the Pomona Campus Over the Years Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 24, 1967 for the W. K. Kellogg Foundation at the Inaugural Program for Dr. Robert C. Kramer at California State Polytechnic College. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1967-10-24 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/4658f7173eae1edc05730cd3859fb26e.pdf 5edc4845439ccc89d08a07d4349fcc67 PDF Text Text "'_11 1 w,·" . . ,V" 1l;lc;""V!JJ.~J VICE PRV UN lUll I , OUTRCH~ , ~ ' 616 963 7611;# 1 X:u,~~p/ &/~/ I~J - +(5'3 National Priorities and Challenges the Role of the University and Russell Mawby, Chairman Emeritus, W. K. Kellogg Foundation October 22, 1995, 7:00 p.m. 1. The University A. Knowledge-Reservoir sustained by society 1. ~o serve society's purposes To preserve knowledge-to provide continuity through archives of history B. 2. To conduct research-at the frontiers of knowledge 3. To organize and synthesize bodies of knowledge 4. To transmit knowledge--to teach and share knowledge Two Trends Characterizing the Academy with Implications for Outreach 1. The teaching missiori has been, over time. narrowly defined to mean courses on campus for credentials. as something that happens to students; has lost "excitement" And this is where lifelon , leaming/outreach/continuing education comes in. Instilling lifelong learning in every person needs to be more characteristic of teaching. 2. Research has become omnipotent Need to responsibly relate research to broader service of community and society. II. The National Scene, with Implications for Higher Education A. Return to greater commitment to local responsibility and control for addressing society's problems, cycled back from the move toward federal responsibility back now to Ijal c~ntrol" with change in pattern of decision-making. Sign,ificance fi r higher education: JAN 18 '96 13:52 •.. . , 5173361327 PAGE . 01 �VICE PRV UN 1. OUTRCH~ 61 6 963 '1611; # 2 Skill-building/training for increasing numbers of local civic leaders in leadership, collaboration, consensus-building, etc., especially elected, appointed, and volunteer citizens. For example: public health board, local school boards, jobs training programs, rural and urban day care programs. 2. Technical assistance needed to communities from infant care to the elderly, from job generation to welfare reform, from toxic disposal to greenscapes in inner cities. B. Distinction between the nature of the problems and the solutions we devise. 1. Problems are complex and penetrating; e.g., inflation, K·12 education, violence, health care. 2. Yet solutions tend to be disciplinary, departmental, association-oriented. Significance for higher education: 1. Need to blend specialties and disciplines to address political. cultural, and economic sides of problems. 2. Need to provide creative leadership to decisionmakers in government to mobilize that which we know to address problems (other than building more prisons, e.g.). 3. C. Must be more committed to synthesizing knowledge. Limitless new opportunities provided by technology to education and to society-at-large in distance learning, computers, etc. Significance for higher education: 1. In general, the undergraduate experience has changed relatively little: No systemic implementation of technological potential JRN 18 '96 13:53 5173361327 PRGE.02 �SENT BY :X e r o xT l co~ r 7021 1 -18 -96 13 :39 V ICE PRV UN OUTRCH~ 616 963 76 1 1 ; #3 '. I . : j, I' . 2 . I nfu tu re ,h i g h e re d u c a t i o nm u s tu s et h ee x c i t em e n ta n dp o t e n t i a lo f t e c h n o l o g yt h r o u g h l i f e l o n gl e a r n i n gf o ra l lc i t i z e n sa ta l la g e s ,h e l p i ng am i l y ,c a r e e r ,a n dc i v i cr e s p o n s i b i l i t i e s . t h emt oi n t e r r e l a t ef D . H um a na n dc i v i cr e l a t i o n s h i p sinc o n t em p o r a r ys o c i e t ya rem a r k e db yv i o l e n c e , d e t e r i o r a t i o no ft h ef am i l y ,p o l i t i c a lc o r r e c t n e s s ,a n dd i v e r s i t y ;i no n ew o r d , i n h um a n i t y . S ign i f i can c efo rh igh e redu ca t ion : 1 . H i g h e re d u c a t i o nm u s ta d d r e s sc i v i cr e l a t i o n s h i p s c e l e b r a t ed i f f e r e n c e s a se n r i c h i n gr a t h e rt h a na sac a u s e f o rd i v i s i o na ndf r a gm e n t a t i o n . R e s p e c ta n dh a rm o n ya r ear e a lc h a l l e n g e . i l l . C h a l l e n g e sa n dC lo s ing A . C h a l l e n g e s 1 . H owd ow eg e tu n i v e r s i t i e s ,w h i c hd e s c r i b et h em s e l v e sa sa g e n t so f c h a n g e , t oa d d r e s s t h e s et r em e n d o u sc h a l l e n g e s ? 2 . Th e r ei sad e g r e eo fu r g e n c yi ng e t t i n g u n i v e r s i t i e st or e s p o n d , ow a r de d u c a t i o na ta l l l e v e l s a n i l l u s t r a t e db yt h ea t t i t u d eo fc i t i z e n st e r o s i o no ff a i t ht h a te d u c a t i o ni st h ea n sw e r .U n i v e r s i t i e sm u s tg e t ec omm i t t e d . o t h e r s t ob 3 . W ea ren owt h es t ew a r d so ft h ev i s i o n a r ym o v em e n t i nAm e r i c as e e nin t h ef o u n d i n go fc o l l e g e sa tt h ev e r yb e g i n n i n go fAm e r i c a ' sh i s t o r y , t t i t u d eo fp u b l i cs e r v i c ea n dp u b l i csp i r i t . d em o n s t r a t i n gana B . C lo s ing : Th et h em e o ft h eCon f e r en c e ,"Fu l f i l l ing H i g h e rEdu c a t ion 's u t r e a c hA g e n d a , "m a ya l r e a d yb e C o v e n a n tw i t hS o c i e t y :T h eEm e r g i n gO JAN 18 ' 9 613 :53 5173361327 PAGE .03 �. SENT BY :X e r o xT e l eCOp i e r 7021 . 1 -16 -95 13 :39 V ICE PRV UN OU TRCH~ I • 515 953 7 5 1 1 ; ; ;4 b eh indu s .W e ~ nowh a rdp r e s s e dtom a i n t a i np u b l i cc r e d i b i l i t yand c o n f i d e n c e .A se d u c a t i o n a ll e a d e r sw emu s te x e r c i s e : '" C l a r i t yo fv i s i o n '" C o n f i d e n c e ... C o u r a g e '" C om p a s s i o n ... V e n t u r e s om e n e s s ... W i l l i n g n e s s tot ak er i sk s ... B o l d n e s s [T I l l sp r e s e n t a t i o nw a sno ta u d i o t a p e d ,so myno t e sw e r e t ak enandp r e s en t ed inou t l in e f o rm a t , Ib e l i ev e th es c r ip tcou ldb eo b t a i n e d ,i fd e s i r e d . Twos e c t i o n sw e r ee x c l u d e df rom myno t e s : op en ingp e r s o n a lr em a r k s ,b r i e fh i s to ryo fAm e r i c a nh igh e re d u c a t i o n . DZ ] JAN1 8'96 1 3= 5 4 5173361327 PAGE.04 �N o t e s f r omRGM ' s p r e s e n t a t i o na tt h eC a p s t o n e Sympo s ium o ft h eW . K . K e l l o g gF o u n d a t i o n -MSU L i f e l o n g E d u c a t i o nG r a n t " F u l f i l l i n gH i g h e rE d u c a t i o n ' sC o v e n a n t W it hS o c ie ty : Th e Em e r g i n gO u t r e a c h Ag end a " GM o p e n i n gs p e a k e ron O c t o b e r 2 2 , 1995 a tt e C e n t e r , E a s tL a n s i n g ,M I C_ { j4 : : t . . .. $2 , .p• • ~. 0 "~ ( ~. @ . . ~ • ~ ... u ~ 4 _ ' \ ~ l ' ( r -J ~ .' 2 . ( ,~ ~ ~ z . f?- i �~.';:".o ( . ~ �~ �- ~ ~ . / \ " �I ~ y ) J �? , 7 v " \- i c �( I' ) / ) �) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1995-10-22_RMawby_SPE Title A name given to the resource Russell Mawby speech, Fulfilling Higher Education's Covenant With Society: The Emerging Outreach Agenda Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 22, 1995 for the W. K. Kellogg Foundation at the Capstone Symposium of the Michigan State University Lifelong Education Grant. 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 1995-10-22 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/0ec3c1bde8b358728f6db953dc42e198.pdf 807da749d7cbae0ed69e2c44b004d1dc PDF Text Text LOOKING AHEAD AT FOUNDATION LEGISLATIVE ISSUES DR. RUSSELL G. ~~WBY, PRESIDENT W. K. KELLOGG FOUNDATION October 22, 1981 Grand Rapids, Michigan 1. I am delighted to be with you today. It is always a "'" .e~y pleasure to return to my hometown and to visit with friends . associated with Grand Rapids foundations. I want to than: - II. Pete and Dottie suggested that I talk briefly about foundation legislative initiatives, and how the grant-making community might respond to the understandable cries of concern from institutions and programs facing state and federal funding cuts. ,~ ~ Pete Wege and Dottie Johnson for the opportunity. - "..- �Th e s ea r ev e r ys e r i o u ss u b j e c t s . A t t h es am et im e ,I h av et oc a u t i o nm y s e l f t oa v o i db o t ht h es o l em n i t yand s o p h i s t r yt h a tt o oo f t e ni nW a sh ing ton e n s h r o u d s and d i s t o r t s r e l a t e di s s u e s . Th ef e d e r a lb u r e a u c r a t sl o v et oc o n f u s eu s by t h e i rr e f e r e n c e st o" z e r ob r a c k e td e d u c t i o n s " ," s o c i a l s a f e t yn e t s "( som ew it hh o l e s , and o t h e r sw ithou t), " e n ti t L em e nts," "w indow so fv u l n e r a b i l i t y "( som eop en and o t h e r sc l o s e d ) , J " b l o c kg r a n t s , " "R . I .F . s "o rR e d u c t i o n sI nKo r c e , and " t r a n s f e r y ~ ~ " Th eT r e a s u r yD e p a r tm e n t , and i t sI n t e r n a lR ev enu e S e r v i c e ,h av el o n gb e en t h em a s t e r s'o fb u r e a u c r a t i c and b i a s e dd o u b l e t a l k . Th ey h av er e f i n e di tt ot h el e v e lo f " h i g ha r t "i np o r t i o n so ft h eI .R .S .cod er e l a t i n gt op r i v a t e p h i l a n t h r o p y . Th e r ew ef i n d" d i s q u a l i f i e dp erson s; . "" e x c e s s b u s i n e s sh o l d i n g s , " and a h o s to fo t h e rt e rm sand r e s t r i c t i o n s t h a tI b e l i e v eh av ei n t e n t i o n a l l yn e g a t i v ei n f e r e n c e s . I ' l l r e t u r nt ot h e s er e g u l a t o r yr e s t r i c t i o n sa b i tl a t e r . �3 How ev e r , a st h e s eex amp l e si n d i c a t e ,wo rd s and t h e i r im p l i e dm e an ing a r e im p o r t a n t . A t t im e s ,t h e ya r ea l s o q u i t e amu s ing . My wo rk g i v e sm e an o p p o r t u n i t yt ot r a v e l som e . Af ew y e a r s ago I w a si nB r a z i l ,i nt h en o r t h e a s t p a r t , and I w a s s p e n d i n gt im ew i t h as t a t eM i n i s t e r o f A g r i c u l t u r e , t ol e a r na b o u tt h e i rp rob l em sw i t h foodp r o d u c t i o n . H i sP o r t u g e s ew a s e x c e l l e n t ;h i sE n g l i s hw a s d i f f i c u l t . A f t e ro u rl o n gd i s c u s s i o n ,h eg av em ea g r e a tr e p o r tt h a t t h e yh ad v e r yc a r e f u l l yt r a n s l a t e d-f romP o r t u g e s ei n t o E n g l i s h-r e g a r d i n ga g r i c u l t u r ei nt h a tp a r to ft h e y~ t h e i rp rob l em s and p l a n sf o rt h ef u t u r e . On t h ea i r p l a n eI w a sr e a d i n gt h i sr e p o r tand g o t down t ot h es e c t i o non l a r g ea n im a l s . Th el a r g ea g r i c u l t u r a l a n im a l s im p o r t a n ti nt h a tp a r to fB r a z i lw e r ec a t t l e ,h o r s e s , and donk ey s . I tw a sa s o r to fb e l a b o r e dE n g l i s ht r a n s l a t i o n , w i t ht h ev e r b sb a ckw a rd s . Bu ti t w a sv e r yu n d e r s t a n d a b l e . How ev e r , t h et r a n s l a t o rw an t ed t ob eal i t t l e mo r e s o p h i s t i c a t e d and o f f i c i a lsound ingsoh es h i f t e df romc a t t l e ,h o r s e s , and donk ey s ,t ob o v i n e s ,e q u i n e s , and " a s i n i n e s . " �4 We've had the same problem with the bureaucrats in Washington over the past decade. They have too often, perhaps out of a sense of pompous self worth and self righteousness, distorted the English language to confuse issues and cultivate their concepts of social engineering. And as I said, that has been particularly so in the wording of I.R.S. regulations and restrictions on private philanthropy. III. We can be thankful, however, that the atmosphere of distrust, conflict and skepticism between the governmental, private, and business sectors seems to be changing, due to several Reagan administration initiatives. Orator-statesmen Henry Clay said over a century ago that "government is a trust, and the officers of the government are trustees; and both the trust and the trustees are caretakers for the benefit of the people." There is a noticeable similarity - , �5 b e tw e e nt h a tc r e d oa n dt h er e a lp h i l o s o p h yb e h i n dm any , i f n o ta l l ,c h a r i t a b l ef o u n d a t i o n s . My p o i n ti st h a tt h ef e d e r a lg o v e r nm e n t ' sv i ew a n dt h a t o ft h en a t i o n ' sf o u n d a t i o n s ,h a sr e c e n t l yd e v e l o p e di n t oa mo r e s ym b i o t i cr e l a t i o n s h i pt h a np o s s i b l ea d e c a d ea g owh en t h e1969 t a xa c ts e em ed f o rp r a c t i c a lp u r p o s e st ob e s o u n d i n gt h ed e a t hk n e l lf o rp r i v a t ef o u n d a t i o n s . By w o r k i n g t o g e t h e rt h r o u g ho u ra r e aa s s o c i a t i o n s ,l i k et h eC o u n c i lo f • M i c h i g a n F o u n d a t i o n s ,a sw e l la st h en a t i o n a lC o u n c i l on F o u n d a t i o n s ,w e h a v ea c h i e v e ds i g n i f i c a n tl e g i s l a t i v es u c c e s s i nc o r r e c t i n gs e v e r a lo ft h em o s t d am a g i n ga s p e c t so ft h e 1969 a c t . - I n1 9 7 6 ,t h ep r i v a t ef o u n d a t i o np a y o u tr e q u i r em e n tw a s r e d u c e df roma ne s c a l a t i n gs i xp e r c e n tt of i v ep e r c e n t ,o r a l lo fi n c om e . W e know now t h a ti ft h ee s c a l a t i n gs i xp e r c e n tp a y o u t r e q u i r em e n th a dr em a i n e di ne f f e c ti t w o u l dh a v ed e v a s t a t e d t h ea s s e t so fm any ~ 1978 ,p r i v a t ep h i l a n t h r o p y �also was successful in getting the excise tax levied against private foundations reduced from four to two percent. This year's major tax legislation -- the Economic Recovery Act of 1981 -- brought another important improvement in the law for private foundations. The tax act eliminates the requirement that grant-making foundations distribute their entire current income annually. Effective January 1, 1982, it establishes a flat five percent payout rate. The new law will free foundations to take advantage of investments which are most productive. Further, it will increase the total amount of foundation grants ; after a short transition period, by expanding the asset base on which the five percent annual payout requirement is applied. It is, ln sum, good for both foundations and their grantees. It is not too immodest to note that Michigan foundations provided crucial leadership and support for this legislation. Our foundations, working through the state Council, and with �7 the leadership of Dottie Johnson, Bill White, Bill Allen, and others, secured the Democratic prime co-sponsor for the bill, Congressman Bill Brodhead. Michigan foundations also worked through grantees and through personal visits on liThe Hill" in Washington to secure support from other Michigan Congressmen, including Guy Vander Jagt, Howard Wolpe, and Senator Don Reigle. The reality is that the measure wouldn't have been approved without the coordinated efforts of Michigan foundations. And as I noted earlier, the payout change will give foundations thA option to reinvest a portion of their income to offset inflation over the years ahead. IV. This changing and more positive relationship between private philanthrophy and government, reflected in recent legislative action, also encompasses continuing and new challenges for foundations. Much has been said and written �8 a b o u tr e d u c t i o ni nf e d e r a ls p e n d i n gf o rs o c i a lp r o g r am s . And w h e t h e rg r a n tm a k e r s v i ew t h eR e a g a nA dm i n i s t r a t i o n ' s f i s c a lp o l i c i e sp o s i t i v e l yo rn e g a t i v e l y ,t h e ya g r e et h a t s u c hp o l i c i e sa r el i k e l yt oh a v e ~ r e a c h i n ge f f e c to n t h en o n p r o f i ts e c t o r . B u d g e tr e d u c t i o n sa n dc h a n g e si n f u n d i n gm e c h a n i sm s , s u c ha sb l o c kg r a n tp r o g r am s ,a r es h i f t i n g a t t e n t i o nt ot h ep r i v a t es e c t o ra n di t sa b i l i t yt oa s s i s t a f f e c t e do r g a n i z a t i o n s . How g r a n t -m a k e r sv i ew a n dr e s p o n d t ot h e s ec h a n g e si sa m a t t e ro fi n t e n s ec o n c e r nt oa l l g r a n t s e e k e r s . Ab r i e fo v e r v i ew on t h ee x t e n to fp r i v a t ep h i l a n t h r o p y i nt h i sc o u n t r yr e v e a l st h a tp r i v a t eg i v i n gd o e sn o tb e g i n t om a t c h f e d e r a lo u t l a y s . S t a t i s t i c si nG i v i n gU .S .A . 1981 A n n u a l R e p o r t show t o t a lp r i v a t eg i v i n gi n1 9 8 0 am o u n t e d - t o$ 4 8 . 7 4b i l l i o n . O f t h i st o t a l ,$40 b i l l i o n ,o r 84 p e r c e n t < = - w a s d o n a t e db yi n d i v i d u a l s ,$3 b i l l i o n ,o r6 p e r c e n t ~ b e q u e s t s ,$ 2 . 6b i l l i o n ,o r5 . 3p e r c e n tb yc o r p o r a t i o n s ,a n d $ 2 . 4b i l l i o n ,o r5 p e r c e n tb yf o u n d a t i o n s. T h u s , i t i s �9 probable that foundations an a t i o n s together will ( make grants next year of slightly more than $5 billion. By contrast, Congress approved federal spending cuts of seven times that amount in July for just fiscal year 1982, and the President requested $13 billion in additional reductions last month. It is clear that private philanthropy cannot fill the gap created by cutbacks in public funding. It should also be recognized that some of the cutbacks are of expenditures which have been described as "wasteful, unnecessary, or not cost effective." To the extent that may be true, they should not be rescued by support from other sources. I am of the opinion, personally, that there cannot be, - and should not be, any single "unified" response by foundations nationwide to the difficulties associated with the federal cutbacks. Historically, many foundations have seen their role more as a catalyst for identifying and addressing emerging �10 i s s u e sa n dp r o b l em s ;r a t h e rt h a np r o v i d i n gf u n d sf o rs h o r t t e rm s o c i a ln e e d sa n dc r i s e s . T h a ti sn o tt os a yf o u n d a t i o n s s h o u l d n o tb es e n s i t i v ea n dr e s p o n s i v et oc h a n g i n gs o c i a l n e e d s . Th eK e l l o g gF o u n d a t i o n ,f o re x am p l e ,i snow e v a l u a t i n g how i t c a nm o s t e f f e c t i v e l yj o i nw i t ho t h e rf o u n d a t i o n s , n o n p r o f i to r g a n i z a t i o n s ,g o v e r nm e n ta n di n d u s t r yi n l o n g t e rme c o n om i cd e v e l o pm e n ti nM i c h i g a n . ~ Th eC o u n c i lo f M i c h i g a n F o u n d a t i o n si sh e l p i n gt ob r i n gp e o p l et o g e t h e rs u c ha si nt h i sm e e t i n g t o d a y-t od i s c u s st h ei s s u e s , p r o b l em sa n d ~ T h e r ea r ea l s od v a r i e t yo fo t h e ri n i t i a t i v e sby p r i v a t e , c omm u n i t y ,a n dc o r p o r a t ef o u n d a t i o n sr e f l e c t i n gn ew l e v e l s o fc o o p e r a t i o nw i t h t h ep u b l i cs e c t o r . Th eK e l l o g ga n d M i l l e r F o u n d a t i o n si nB a t t l eC r e e kh a v eb e e nm a j o r c o n t r i b u t o r s t oa $27 m i l l i o n ~ r e d e v e l o pm e n te f f o r tw h i c h i n c l u d e s s i g n i f i c a n tc o r p o r a t ea n dg o v e r nm e n t a ls u p p o r t . Th eM o t t F o u n d a t i o nh a sh a da s u b s t a n t i a li n v o l v em e n to fa s im i l a r n a t u r ei nF l i n t . I nm any r e s p e c t s ,y o u r own d r am a t i cd e v e l o pm e n t s �11 h e r ei nG r a n dR a p i d s , i n v o l v i n gb o t hp r i v a t ea n dp u b l i c f u n d so fa ne s t im a t e d$350 m i l l i o n , h a ss e r v e da sa s t a t e w i d e mod e l f o rhow g o v e r nm e n t ,b u s i n e s s ,a n dt h eo v e r a l l p r i v a t es e c t o rc a nwo rk t o g e t h e r . N a t i o n a l l y , f o u n d a t i o n sa r em o n i t o r i n g a n da s s e s s i n g t h eim p a c to fe c o n om i ca n ds o c i a lc h a n g e s ,i no r d e rt o f u r t h e rs h a r p e nt h e i rf o c u sa n dd e f i n et h e i rr o l e s . G r a n t e e s a r eb e i n ge n c o u r a g e dt oe x am i n et h e i rown o p e r a t i o n s . O t h e r f o u n d a t i o n sa r ea s k i n gt h em s e l v e sw h e t h e r , a n d how ,c h a n g e s i nf e d e r a lp o l i c yw i l la f f e c tt h ek i n do fs u p p o r tt h e y p r o v i d e . Som eg r a n t -m a k e r sa r eq u e s t i o n i n g ~, u n d e r t h ec u r r e n ts i t u a t i o n ,t h e yc a nc o n t i n u ef u n d i n gi n n o v a t i v e d em o n s t r a t i o np r o j e c t swh en g r a n t s e e k e r sa r el o o k i n gt o p r i v a t es o u r c e sf o rg e n e r a ls u p p o r to ft h e i ra c t i v i t i e s . Th ep i c t u r et h a ti sb e g i n n i n gt oem e r g e ,t h e n ,i so n e o f ~ a s k i n gh a r dq u e s t i o n so ft h em s e l v e sa n d t h e i rg r a n t e e sa st h er e a l i t yo fg o v e r nm e n t a lc u t b a c k st a k e s h o l d. ��13 to make available, in one document, almost all information which potential grant-seekers require. We should encourage our peers in the foundation field to fully comply with filling out and submitting the 990AR Form and to adopt policies which stress public accountability and open access to grant-making information. The latter can also be achieved through publication of a brief foundation annual report, and the listing of a foundation's address and phone number in the local telephone directory. Today, foundations, and private philanthropy in general, have no real option but to work more effectively togeth er, and individually, to increase their public accountability. Foundations will continue to receive close public and Congressional scrutiny. That scrutiny may be accentuated by the federal cutbacks. In light of such cutbacks, Congressman Rosenthal of New York recently asked for a federal General Accounting Office review of I.R.S. auditing of foundations. There is ~ the possibility that hearings on foundation reporting may be held in the U.S. Senate. In my view, Foundations which do �1 4 n o tc o n d u c tt h e i ra f f a i r sw i t h f u l ls e n s i t i v i t yt ot h e i r p u b l i cr e s p o n s i b l i t i e sr i s kd e l i v e r i n gt h em s e l v e s-a n d o t h e rf o u n d a t i o n sa l s o-i n t ot h eh a n d so ft h e i rc r i t i c s . V I . T h e r ea r en ew , im p o r t a n to p p o r t u n i t i e sf o rf o u n d a t i o n s a sw e l la ss u c hc h a l l e n g e sa sf e d e r a lf u n d i n gc u t b a c k sa n d p u b l i ca c c o u n t a b i l i t y .A s you know ,P r e s i d e n tR e a g a ni s e s t a b l i s h i n ga c omm i s s i o nt od e v e l o pr e c omm e n d a t i o n sf o r ~ t h e .n o n p r o f i ts i d eof t h ep r i v a t es e c t o r . W e s h o u l dwo rk a c t i v e l yt oi n s u r et h a ta n yl e g i s l a t i o nt o s t r e n g t h e nt h en o n p r o f i tp r i v a t es e c t o ri n c l u d e st h er em o v a l o f im p e d im e n t st h a tl im i tg r ow t ho fe x i s t i n gf o u n d a t i o n sa n d t h eb i r t ho fn ew f o u n d a t i o n s . Th eT ax R e fo rm A c to f1969 s h o u l db e am end ed t oc o r r e c t t h ep o l i c yt h a tp r o v i d e sl e s s e rt a xi n c e n t i v e sf o rg i f t st o p r i v a t ef o u n d a t i o n s. Th ep o l i c yon " e x c e s sb u s i n e s sh o l d i n g s , " �15 w h i c h f o r b i d sp r i v a t ef o u n d a t i o n st os h a r ei nt h ec o n t r o lo f a n yb u s i n e s si sb o t ha ne x am p l eo fb i a s e db u r e a u c r a t i c d o u b l e t a l ka n da v e r yr e a la n dm a j o r d i s i n c e n t i v et on ew f o u n d a t i o nf o rm a t i o n . I ts h o u l db ec o r r e c t e d . And f i n a l l y , t h e1969 l awr e p r e s e n t ss u c ha m o r a s s o fi n t r i c a t ec o n f u s i n g p r o v i s i o n st h a ta l lb u tt h em o s t s o p h i s t i c a t e da n dw e l l a d v i s e d d o n o r sa r ed i s c o u r a g e df romc o n t r i b u t i n gt op r i v a t eg r a n t -m a k i n g e n d owm e n t s . - P r e s i d e n tR e a g a nh a sa l s op r om i s e dt oa d d r e s so v e r r e g u l a t i o n b y ~ o fp r i v a t ep h i l a n t h r o p y . Ag o o dp l a c et o s t a r tw o u l db et or e v i s ee x i s t i n gr e g u l a t i o n sw h i c h now d i s c o u r a g es o c i a l l yd e s i r a b l ea c t i o n sb yb o t h commun i ty a n d p r i v a t ef o u n d a t i o n s . Commun i ty f o u n d a t i o n s ,f o re x am p le , c o n t i n u et of a c et h ep a r a d o xo fh a v i n gt og e n e r a t ea d e s i g n a t e d p e r c e n t a g eo fi n c om ee a c hy e a rf rom t h ec omm u n i t yi no r d e r t od em o n s t r a t el o c a ls u p p o r t . T h i s" p u b l i cs u p p o r tt e s t "a s i t i sc a l l e di nt h eI n t e r n a lR e v e n u eS e r v i c er e g u l a t i o n s c r e a t e sa p a r t i c u l a rb u r den whe ns u c hc ommun it yf o u n d a t i o n s , �16 have considerable annual income from previous large bequests. The more overall income community foundations have, the more they must raise from the local community. It is almost -- indeed it is -- a "catch 22" situation in which the more successful you are at raising funds the heavier you are penalized. And we must look at more than just tax laws, regulations, and definitions. As a nation, we must decide if we really want to encourage volunteerism, a movement which has given a special quality to American life. I am encouraged by the Reagan Administration's willingness to address issues of voluntary giving and service in our society. VII. Certainly it would seem that both government and philanthropy are being challenged in these days of cutback, recession, and program termination to fashion more efficient , more �1 7 c o s t p r o d u c t i v e ,mo r e h um a n e l yr e s p o n s i v ew ay s o fd o i n g b u s i n e s s . T h a ts e em so n l yr i g h ta n da p p r o p r i a t e . W e a r ei n d e e da ta t im eo fa n im p r o v e dr e l a t i o n s h i p b e tw e e nf e d e r a lg o v e r nm e n ta n df o u n d a t i o n s . T h e r ei sa p r e s s i n gn e e df o rp r a gm a t i cs o l u t i o n sa sH e n r yC l a yw o u l d e x p r e s si t :" f o rt h eb e n e f i to ft h ep e o p l e . " Ib e l i e v e ~ t o g e t h e r ,t h ep r i v a t ea n dp u b l i cs e c t o r s a r ec a p a b l eo fm e e t i n g t h ec h a l l e n g e . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1981-10-22_RMawby_SPE Title A name given to the resource Russell Mawby speech, Looking Ahead at Foundation Legislative Issues Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 22, 1981 for the W. K. Kellogg Foundation to discuss the legislative activities of the foundation with Grand Rapids foundations. 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. Legislation 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 1981-10-22 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/1717f6a59cccf98dbd80672b6d91dc87.pdf 3da63e95f57d54178b888dde44fc21f1 PDF Text Text HEALTH SYSTEM OUT OF SYNC: A LAYMAN'S PERSPECTIVE REMARKS BY DR. RUSSELL G. MAWBY INFORMATIONAL MEETING FOR THE W. K. KELLOGG FOUNDATION'S HEALTH PROFESSION'S EDUCATION INITIATIVE CHICAGO MARRIOTT DOWNTOWN OCTOBER 17, 1989 I I WELCOME THE OPPORTUNITY TO BE WITH YOU TODAY TO SHARE A FEW OBSERVATIONS ABOUT REFORM IN HEALTH PROFESSIONS EDUCATION FROM A LAYMAN'S PERSPECTIVE. I HAVE CERTAINLY ENJOYED THE EXCHANGE OF THE MORNING SESSION AND FOUND YOUR QUESTIONS MOST PROVOCATIVE. I WANT TO THANK EACH OF YOU AND YOUR INSTITUTIONS FOR EXPRESSING BY YOUR PRESENCE YOUR INTEREST IN THE FOUNDATION'S NEW INITIATIVE IN HEALTH PROFESSIONS EDUCATION. IT IS APPARENT FROM YOUR COMMENTS THAT THE AGENDA THAT THE FOUNDATION HAS PUT BEFORE YOU IS A CHALLENGING ONE INDEED -- CALLING FOR HEALTH PROFESSIONS �2. EDUCATION TO EXAMINE DEEPLY ITS LONG-STANDING PATTERNS AND ORGANIZATIONAL STRUCTURES. THUS FAR, THE RESPONSE TO THIS INITIATIVE HAS BEEN VARIED, AS WE WOULD EXPECT. IS A PATTERN. YET, THERE YOu RECOGNIZE THE DIFFICULTY IN WHAT WE ARE ASKING AND THE NEED THAT IT BE DONE. THE TIME IS RIGHT FOR SOME INSTITUTIONS TO REACH OUT -- TO LINK WITH PEOPLE AND COMMUNITIES, TO CREATE ACADEMIC PARTNERSHIPS THAT WILL INFLUENCE HEALTH PROFESSIONS EDUCATION AND HEALTH CARE IN THE DECADES TO COME. ALL OF YOU IN THIS ROOM KNOW ONLY TOO WELL THAT THE PROCESSES OF INSTITUTIONAL CHANGE, CAREFULLY DESIGNED TO PROTECT US ALL FROM HASTY DECISION OR IMPULSIVE ACTION, CAN AS EASILY SERVE TO SMOTHER A FLAME OF INNOVATION. MAY YOU HAVE THE COURAGE, THE ENERGY, AND THE GENIUS TO AVOID THAT BEING THE CASE -- AGAIN. �3. I AM IMPRESSED WITH THIS GATHERING. EVERYONE IS HERE. USUALLY, PHYSICIANS TALK WITH PHYSICIANS, NURSES WITH NURSES, PUBLIC HEALTH SPECIALISTS WITH SOCIOLOGISTS AND POLITICAL SCIENTISTS, AND DENTISTS WITH THEMSELVES. BUT ALL DIMENSIONS OF THE HEALTH PROFESSIONS ARE REPRESENTED IN THIS MEETING -- THE BASIC SCIENCES, MEDICINE, DENTISTRY, NURSING, ADMINISTRATION, PHARMACY, PUBLIC HEALTH, THE ALLIED HEALTH FIELDS. REMARKABLE! WONDERFUL! SOME OF YOU WILL BE THE VANGUARD IN MOVING FORWARD, IN TANGIBLE AND GRATIFYING WAYS, THE CONCEPT AND GENIUS OF THE ACADEMIC HEALTH CENTER -- AT THE MOMENT ACCOMPLISHED IN DISCIPLINARY SCIENTIFIC CONTRIBUTIONS, BUT WITH THEIR POTENTIAL UNFULFILLED IN PREPARING HEALTH PROFESSIONALS SPECIALLY SUITED FOR ADVOCATING AND DELIVERING COMPREHENSIVE HEALTH CARE TO COMMUNITIES, BENEFITS WHICH THEREFORE ARE NOT YET REALIZED. �4. AS ALREADY INDICATED, MY BACKGROUND AND MY GRADUATE EDUCATION ARE IN AGRICULTURE. I COME TO YOU AS A LAYMAN, HOPEFULLY AN uINFORMED LAYMAN u WHOSE ROLE AS CHIEF EXECUTIVE OFFICER OF A FOUNDATION -- WHICH EACH YEAR PROVIDES ABOUT $40 MILLION FOR DEMONSTRATION PROGRAMS IN HEALTH EDUCATION, SERVICES, AND DELIVERY -- OBLIGATES ME TO BE AWARE OF ISSUES IN THE FIELD. I STILL RECALL VIVIDLY A SERIES OF uRUDE AWAKENINGS u AS I FIRST BECAME INVOLVED IN THE FOUNDATION'S PROGRAMMING IN HEALTH. I WAS DISMAYED, SHOCKED, DISAP- POINTED BY MUCH OF WHAT I LEARNED OF THE INNER WORKINGS, BOTH IN EDUCATION AND PRACTICE. WHILE THERE IS MUCH TO BE ADMIRED AND PRAISED, THE STARK REALITIES WHICH BECAME CLEAR, TARNISHED AND ERODED THE PINNACLE UPON WHICH THE HEALTH PROFESSIONS HAD RESIDED IN MY MIND. I HAVE TRIED TO LEARN WISELY AND TO CAREFULLY PLACE THE VARIOUS COMPONENTS IN PROPER PERSPECTIVE AND BALANCE. IN SO DOING, I HAVE HAD TO �5. LEARN THE LEXICON OF THE HOSPITAL HALLWAYS AND THE DIFFERENCES BETWEEN RADIOLOGY AND RHEUMATOLOGY; TO RECOGNIZE A "THIRD PARTY PAYOR" WHEN I SEE ONE; TO UNDERSTAND THAT "FOUR-HANDED DENTISTRY" DOESN'T REFER TO A CLUMSY PRACTITIONER OR A CARNIVAL FREAK; AND TO APPRECIATE A CAREER LADDER IN NURSING (BUT I MUST CONFESS I STILL CANNOT DISTINGUISH EASILY A NURSE PRACTITIONER FROM ONE WHO IS NOT). ACTUALLY I BRING MORE BAGGAGE THAN THAT TO THIS MEETING. I GREW UP ON A FARM IN WEST CENTRAL MICHIGAN, NOT REALLY "RURAL RURAL" BECAUSE THE HOMEPLACE IS NOW PART OF A SUBURB OF GRAND RAPIDS, BUT A FARM NONETHELESS AND IN A FAMILY WHICH ENJOYED FOR YEARS THE SPLENDID SERVICES OF A COUNTRY DOCTOR, DR. JAY D. VYN. HIS WIFE WAS HIS OFFICE NURSE/RECEPTIONIST; LATER HIS DAUGHTER SERVED IN THAT ROLE ALSO. THEY WORKED TOGETHER IN HARMONY -- WE NOW CALL THAT �6. JOINT PRACTICE -- SUPPORTIVE OF EACH OTHER, THE PATIENT, THE FAMILY. I AM NOT A NOSTALGIA BUFF, YEARNING FOR THE GOOD OLD DAYS -- A RETURN TO THE OUTHOUSE, TUBERCULOSIS, AND BLOOD LETTING -- BUT THERE WERE SOME THINGS IN THAT PATTERN WHICH SHOULD STILL SERVE US WELL. BUT PERHAPS MY BEST QUALIFICATION FOR BEING HERE TODAY IS NOT THAT OF A FOUNDATION EXECUTIVE, BUT SIMPLY A LAYMAN A SON, HUSBAND, PARENT, CONCERNED CITIZEN. I HAVE BEEN BLESSED WITH GOOD HEALTH AND SO· MY PERSONAL INVOLVEMENT WITH THE HEALTH CARE SYSTEM HAS BEEN MINIMAL. BUT I HAVE HAD MORE THAN ENOUGH OPPORTUNITY TO BE DEEPLY INVOLVED -EMOTIONALLY AND IN EVERY OTHER WAY -- IN MY RESPONSIBILITIES AND RELATIONSHIPS WITH BROTHERS AND SISTERS, PARENTS, FRIENDS. I HAVE SPENT MORE HOURS THAN I CARE TO REMEMBER AT A HOSPITAL BEDSIDE, LEANING ON THE WALL OF A HOSPITAL �7. CORRIDOR, SITTING ENDLESSLY IN A WAITING ROOM. I HAVE SOUGHT INFORMATION AND ASSISTANCE IN EVERY CONCEIVABLE WAY ASKING, BEGGING, CAJOLING, THREATENING -- TO GET A TIDBIT OF INFORMATION, A GLIMPSE OF THE TRUTH, A GLIMMER OF UNDERSTANDING. I HAVE EXPERIENCED IT ALL -- TRIUMPHS AND TRAGEDIES, COMPASSION, ARROGANCE, SELFLESSNESS, INSENSITIVE CALLOUSNESS, BOTH THE BRILLIANCE AND THE PETTINESS OF THE CARING PROFESSIONS YOU REPRESENT. SO THE PERSPECTIVE I BRING IS THAT OF A LAYMAN -- A CONCERNED INDIVIDUAL, A GRATEFUL BENEFICIARY, A CONSTRUC J.IVE CRITIC, AN EAGER PARTICIPANT IN THE UNENDING PROCESS OF MAKING THE SUPERB HEALTH SYSTEM AND SITUATION WE HAVE TODAY EVEN MORE RESPONSIVE, EFFECTIVE, AND SATISFYING. �8. II You ARE EDUCATORS, THOSE CHARGED WITH KEY RESPONSIBILITIES IN THE PREPARATION OF THE PROFESSIONALS WHO DESIGN, MANAGE, AND CONDUCT THE AFFAIRS OF OUR HEALTH CARE SYSTEM -- ITS VARIOUS COMPONENTS, INSTITUTIONS, AND PROGRAMS. TOMORROW. YOU SHAPE W. K. KELLOGG SAID IT WELL, "EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER." YOU ARE VITAL PARTICIPANTS IN THE SELECTION AND MOLDING OF PHYSICIANS, NURSE S, PHARMACISTS, DENTISTS, AND OTHER HEALTH PROFESSIONALS OF THE FUTURE. YOu HELP TO DETERMINE THE CRITERIA BY WHICH THE TOUGH DECISIONS ARE MADE AS TO WHO IS IN AND WHO IS OUT; YOU SHAPE THE PATTERN OF EXPERIENCES TO WHICH THEY ARE EXPOSED AND THE RIGORS TO WHICH THEY ARE SUBJECTED, AND YOU ESTABLISH THE CRITERIA BY WHICH THEIR SUCCESS OR FAILURE IS DETERMINED. THUS, �9. ULTIMATELY, YOU INFLUENCE THE SHAPE, THE CHARACTER, THE PERSONALITY, THE MORALITY OF THAT WHICH WE CALL OUR HEALTH CARE SYSTEM. WE ARE GRATEFUL FOR THE DEGREE TO WHICH YOU SUCCEED; WE WORRY ABOUT THE WHYS, THE HOWS, AND THE SO WHATS OF THE JOB YOU DO AND WE ARE THE BENEFICIARIES -- OR THE VICTIMS -- OF THE CONSEQUENCES OF YOUR EFFORTS. QUITE FRANKLY, I HAVE STRUGGLED WITH HOW I MIGHT MOST PRODUCTIVELY APPROACH MY ASSIGNMENT TODAY. My FIRST INCLINATION WAS TO APPROACH THE ·TASK AS I ALWAYS APPROACH DOCTORS AND NURSES -- HAT IN HAND, IN AWE AND IN ADMIRATION OF THOSE WHO ARE PRIVILEGED TO SERVE AND INFLUENCE SO INTIMATELY THE HUMAN CONDITION. DESPITE MANY EXPERIENCES WHICH ABUSE THAT IDYLLIC IMAGE, TO ME THERE IS NO HIGHER CALLING THAN THE CARING PROFESSIONS YOU REPRESENT. �10. BUT I HAVE CHOSEN A DIFFERENT COURSE IN PURSUING MY TASK TODAY. QUITE SIMPLY, I LEANED BACK IN MY CHAIR AND SAID, "SUPPOSE I WERE A HEALTH PROFESSIONS EDUCATOR. DO?" WHAT WOULD I AS A LOGICAL FIRST STEP, I THEN PURSUED THE QUESTION, "IF I COULD DESIGN IT, WHAT KIND OF HEALTH CARE ARRANGEMENT WOULD I LIKE FOR THE MAWBY FAMILY?" THIS IS NOT AN IDLE OR AN IMPULSIVE QUESTION; IT IS ONE I HAVE BEEN ASKING MYSELF, MEMBERS OF OUR FOUNDATION PROGRAM STAFF, LEADERS IN THE HEALTH PROFESSIONS FOR A NUMBER OF YEARS. I HAVE FINALLY CONCLUDED THAT IDEALLY I WOULD HAVE THE MAWBY FAMILY AFFILIATED WITH A SMALL TEAM OF PROFESSIONALS -- PERHAPS SOME COMBINATION OF PRIMARY CARE PHYSICIANS, ONE OR MORE DENTISTS, NURSE PRACTITIONERS, WITH A RECEPTIONIST/ BOOKKEEPER, OTHER SUPPORT PERSONNEL IN NURSING AND THE ALLIED HEALTH FIELDS. THIS GROUP WOULD HAVE APPROPRIATE PRIVILEGES WITH COMMUNITY HOSPITALS AND REFERRAL ARRANGEMENTS WITH SPECIALISTS. �11. PHILOSOPHICALLY THE GROUP WOULD BE COMMITTED TO A PROGRAM OF HEALTH PROMOTION/DISEASE PREVENTION OR HEALTH MAINTENANCE, AS WELL AS TREATMENT OF ILLNESS. Now LET'S TAKE A MOMENT TO CONSIDER THIS MODEL. FIRST, THE CORE OF THE GROUP WOULD BE PRIMARY CARE PHYSICIANS, CONCERNED WITH THE INDIVIDUAL AND WITH THE FAMILY. WHEN OUR PERSONAL PRIMARY CARE PHYSICIAN WAS AWAY, WE WOULD BE COVERED BY ONE OF HIS GROUP PARTNERS WHO WOULD HAVE COMPLETE ACCESS TO OUR HEALJH RECORDS. WHEN WARRANTED, THESE PRACTITIONERS WOULD INVOLVE APPROPRIATE SPECIALISTS FOR CONSULTATION AND/OR TREATMENT. THEY WOULD BE WORKING IN HARMONY WITH NURSE PRACTITIONERS. VERY OFTEN MY MINOR COMPLAINTS DO NOT REQUIRE THE ATTENTION OR TIME OF A BOARD-CERTIFIED SPECIALIST. I AM QUITE CONTENT �12. TO BE TREATED BY A COMPETENT NURSE PRACTITIONER, WITH CONFIDENCE THAT IF SHE IDENTIFIES A PROBLEM THAT SHE THINKS REQUIRES FURTHER EXPERTISE, SHE WILL INVOLVE HER PHYSICIAN COLLEAGUES. IT SEEMS TO ME DEPLORABLE, IN FACT INEXCUSABLE, THAT THE COMPETENCE OF THE NURSING PROFESSION IS PROVIDED SO FEW OPPORTUNITIES TO CONTRIBUTE MAXIMALLY TO HUMAN HEALTH CARE. THE PUBLIC, I AM CONVINCED, WOULD WELCOME SUCH MODIFICATION. THE PROBLEM LIES NOT WITH THE CONSUMERS, BUT IN THE PROFESSIONS AND THEIR WORKING RELATIONSHIPS, OR LACK THEREOF. WITHIN THE TEAM, PRIMARY CARE PRACTITIONERS WOULD OF COURSE CONTRIBUTE THEIR APPROPRIATE SPECIALITIES TO THE GROUP ENTERPRISE, AS WOULD THE OTHER HEALTH PROFESSIONALS. THE DENTIST? AND AS A LAYMAN, I DON'T UNDERSTAND WHY THE PROFESSION OF DENTISTRY IS PRACTICED IN ISOLATION -- PERHAPS �13. SPLENDID ISOLATION -- BUT NONETHELESS ISOLATION FROM THE MAINSTREAM OF THE HEALTH CARE SYSTEM. THE PROBLEMS OF MY TEETH AND MY MOUTH ARE NOT ISOLATED FROM THE REST OF ME, AND I BELIEVE, CAN HAVE IMPACT THROUGHOUT THE BODY. THUS, THE FAILURE OF THE PROFESSION TO ADDRESS THIS IDIOSYNCRASY IN THE PRESENT PATTERN OF PRACTICE IS DIFFICULT TO FATHOM. AND THE EMPHASIS ON HEALTH PROMOTION/DISEASE PREVENTION? YOu IN THE HEALTH PROFESSIONS HAVE DESIGNED A SYSTEM WHICH COMPENSATES YOU ONLY FOR THE TREATMENT OF MY ILLNESS OR INJURY. I CAN ENGAGE SPECIALISTS TO DESIGN AND IMPLEMENT A PREVENTIVE MAINTENANCE PROGRAM FOR MY AIR CONDITIONER AT HOME, OR THE ELEVATOR OR DUPLICATING MACHINE AT MY OFFICE. OR -- CLOSER TO OUR TOPIC TODAY -- I CAN CONTRACT WITH MY VETERINARIAN FOR A HERD HEALTH PROGRAM FOR MY HORSES. SUCH A CONTRACTURAL ARRANGEMENT, I ALWAYS HAVE IN �14. RESPONSIBILITIES WHICH I MUST FULFILL IF THAT CONTRACT IS TO BE VALID. IN SIMILAR FASHION, I WOULD LIKE TO COMPENSATE A HEALTH CARE GROUP FOR THE DESIGN AND THE CONTINUING MONITORING, WITH MY FULL PARTICIPATION AND FULFILLMENT OF MY OBLIGATIONS AND RESPONSIBILITIES, OF A MAINTENANCE CONTRACT FOR MY MOST PRECIOUS POSSESSION -- MY HEALTH AND THAT OF MY FAMILY. WHY HAVE THE HEALTH PROFESSIONS BEEN SO UNIMAGINATIVE, SO UNCREATIVE, SO UNRESPONSIVE IN THIS AREA? SO, THAT'S A BRIEF INSIGHT FROM ·A LAYMAN'S PERSPECTIVE OF ONE MODEL OF AN "IDEAL PRIMARY CARE ARRANGEMENT." THERE CAN -- AND SHOULD -- BE MANY OTHERS, TO PROVIDE PRIMARY CARE TO DIVERSE CLIENT GROUPS IN VARIED SETTINGS. AT THE FOUNDATION, WE ARE NOT IN THE BUSINESS OF PRESCRIBING MODELS AND WE HOPE MANY CREATIVE IDEAS WILL ARISE OUT OF THE NEW INITIATIVE. SO, THAT'S AS FAR AS I WILL GO TODAY AS A �15. LAYMAN. AS EXPERTS, YOU WILL GIVE FURTHER CONSIDERATION RELATING TO SECONDARY AND TERTIARY LEVELS OF CARE, OFFERING THE BENEFITS OF SUPERB SPECIALIZATION AND SOPHISTICATED TECHNOLOGY AND LINKING PRIMARY CARE PROVIDERS ULTIMATELY TO THE RICH RESOURCES OF RESEARCH INSTITUTIONS AND ACADEMIC HEALTH CENTERS. WITH MODERN COMMUNICATIONS TECHNOLOGY, PRACTITIONERS IN EVEN THE MOST REMOTE LOCATIONS CAN BE IN TOUCH WITH COLLEAGUES FOR CONSULTATION AND COUNSEL ON A CONTINUING BASIS. YOu WILL THINK OF PEOPLE FOR THEIR NEEDS, AND LOOSEN YOUR GRIP ON THE TECHNOLOGY THAT STRENGTHENS THE CONFIDENCE OF PHYSICIANS, BUT LITTLE COMPASSION TO PATIENTS. AS A LAYMAN SURVEYING THE HEALTH CARE SCENE TODAY -- BOTH IN EDUCATION AND IN PRACTICE -- I SEE THE "BITS AND PIECES" AS SUPERB. By "BITS AND PIECES" I REFER TO OUR PROFESSIONAL SCHOOLS, IN MEDICINE, NURSING, DENTISTRY, PHARMACY, �16. ADMINISTRATION, ALLIED HEALTH, ALL THE REST; THE PROFESSIONS, WITH DEDICATED AND COMPETENT INDIVIDUALS AND EFFECTIVE ASSOCIATIONS; THE VARIOUS PRACTICE SETTINGS, INCLUDING SOLO AND GROUP OFFICES, CLINICS, HOSPITALS, RESEARCH AND TEACHING CENTERS. ALL SUPERB; WITHOUT QUESTION, THE FINEST IN THE WORLD. BUT I HAVE THE UNEASY FEELING THAT TOO LITTLE THOUGHT AND EFFORT HAS BEEN GIVEN TO RATIONALIZING THE WHOLE, WITH AN OBJECTIVE OF SERVING MAXIMALLY THE INTERESTS OF THE ULTIMATE BENEFICIARIES. THE "TOTAL SYSTEM" (THIS PHRASE SOUNDS TIDIER, MORE PRESCRIBED AND RESTRICTIVE THAN INTENDED OR POSSIBLE) -- WITH MULTIPLE ALTERNATIVES AND PLURALISM IN EVERY SENSE -- SHOULD BE PARTICULARLY SENSITIVE TO THE PUBLIC IT SERVES AND BY WHICH IT IS SUSTAINED, SUBJUGATING THE MORE SELFISH INTERESTS OF PROFESSIONS AND INSTITUTIONS �17. TO THE HIGHER PURPOSE. WE LACK A "GRAND DESIGN" OR A SERIES OF GRAND DESIGNS WHICH BRING TOGETHER IN MOST EFFECTIVE WAYS THE EXPERTISE OF THE VARIOUS HEALTH PROFESSIONS, AND NETWORKING MORE EFFICIENTLY THE RESOURCES OF THE HEALTH CARE INSTITUTIONS OF OUR SOCIETY. WISELY DONE, BUILDING ON THE TERRIFIC STRENGTHS OF THE DAY BUT RESPONDING OBJECTIVELY AND SENSITIVELY TO THE DEMAND AND UNMET NEEDS OF THE PUBLIC, THE RESULT SURELY WILL BE FAR GREATER THAN THE SIMPLE SUM OF THE PARTS OF WHICH IT IS COMPRISED. AS EDUCATORS IT IS YOUR CHALLENGE TO FULFILL SUCH A VISION AND GOAL. IT IS NOT ENOUGH TO BE SIMPLY A NURSE EDUCATOR OR A MEDICAL EDUCATOR. YOu MUST SEE THE LARGER PICTURE, WITH ITS STRENGTHS AND SHORTCOMINGS, AND MOVE RELENTLESSLY TOWARD THE REALIZATION OF THE BETTER SITUATION. UNIVERSITIES, OF WHICH THE SCHOOLS OF THE HEALTH PROFESSIONS ARE A PART, ARE �18. THE KNOWLEDGE RESERVOIRS OF OUR SOCIETY, ESTABLISHED AND SUSTAINED TO PRESERVE, CREATE, AND TRANSMIT KNOWLEDGE. AN UNENDING CHALLENGE IS THAT OF MOBILIZING THESE KNOWLEDGE RESOURCES IN EVER MORE EFFECTIVE WAYS TO DEAL WITH THE CONCERNS OF SOCIETY. WHILE THERE IS MUCH IN THE HEALTH CARE SCENE IN THIS COUNTRY OF WHICH YOU CAN BE JUSTIFIABLY PROUD, THERE IS STILL MUCH "UNFINISHED BUSINESS." HOPEFULLY THE HEALTH PROFESSIONS WITH YOU AS EDUCATORS IN THE VANGUARD -- WILL PROVIDE AGGRESSIVE AND IMAGINATIVE LEADERSHIP IN ADDRESSING ISSUES OF CONCERN, LEST THE RESPONSIBILITY FALL BE DEFAULT TO THOSE LESS ABLE. �19. III RECENT HEALTH PROGRAMMING OF THE W. K. KELLOGG FOUNDATION FOCUSES ON COMMUNITY-BASED HEALTH SERVICES, AS YOU HAVE HEARD FROM OUR HEALTH PROGRAM TEAM THIS MORNING. SINCE 1987 MORE THAT 30 PROJECTS HAVE BEEN FUNDED BY THE FOUNDATION FOR COMMUNITY-BASED, PROBLEM-FOCUSED HEALTH SERVICES. LET ME TELL YOU ABOUT THREE OF THEM. FIRST, THERE IS THE PROJECT CONDUCTED FOR AND BY THE RESIDENTS OF AN ATLANTA PUBLIC HOUSING PROJECT. THERE, BILLIE AVERY AND HER TEAM ARE TRYING TO PIECE TOGETHER THE FRAGMENTED LIVES OF ADOLESCENTS, PUTTING THE FOCUS ON THEIR SELF-ESTEEM BY TYING THE THREADS OF DESPERATE INTERVENTIONS TOGETHER -- DRUG EDUCATION, SEX EDUCATION, AIDS EDUCATION, PREGNANCY COUNSELING, JOB TRAINING, LITERACY TUTORING, AND �20. MORE. SHOULDN'T HEALTH PROFESSIONS EDUCATION BE ROLLING UP ITS SLEEVES AND GOING TO WORK ON EDUCATION THAT PREPARES HEALTH PROFESSIONALS TO SHOULDER THEIR PART OF THE BURDEN? IN ANOTHER INSTANCE, ONE GROUP FROM A HEALTH PROFESSIONS SCHOOL IS BEING FUNDED TO ADDRESS THE BASIC HEALTH AND HUMAN SERVICE NEEDS OF MASSES OF ISOLATED URBAN IMMIGRANTS. THERE THEY DEAL WITH LANGUAGE BARRIERS, ILLITERACY, AND TROPICAL DISEASES, TO NAME A FEW. THE GROUP'S TETHER TO THEIR SCHOOL AND TO THE OTHER HEALTH PROFESSIGNS' SCHOOLS OF ITS INSTITUTION IS THIN INDEED. HOPEFULLY, HEALTH PROFESSIONS STUDENTS WILL ATTAIN VALUED EDUCATIONAL EXPERIENCES IN THIS PROGRAM. YET, THE SUPPORT SO FAR FROM THE PARENT INSTITUTION IS "LONG DISTANCE ENCOURAGEMENT." LIKE BIG SHIPS, ACADEMIC HEALTH CENTERS CHANGE THEIR COURSE EVER SO SLOWLY. �21. AND A THIRD EXAMPLE, ALTHOUGH I COULD GO ON AND ON, IS THAT OF A COMPREHENSIVE PROGRAM FOR YOUNG BLACK MALES TO TEACH HIGH SCHOOL GRADUATE~ TO READ, TO IMPROVE THE NUTRITIONAL STATUS OF YOUNG BLACKS, TO PROVIDE BASIC HEALTH SERVICES, TO HELP THEM FIND JOBS, AND IN THE WORDS OF THE PROJECT'S DIRECTOR, "TO TURN THEM AWAY FROM THEIR SYNDROME OF SELF-HATE." THESE ARE BUT A FEW EXAMPLES, AND AS I MENTIONED EARLIER, THERE ARE MANY MORE FROM OUR PROJECTS COMPRISING OUR PRIMARY HEALTH STRATEGY. THERE ARE FOUR SUPPORTING STRATEGIES IN OUR HEALTH PROGRAM AS WELL. THEY ARE: INFORMING POLICYMAKERS, INFORMATION TECHNOLOGY, LEADERSHIP DEVELOPMENT, AND THE ONE THAT IS THE FOCUS OF TODAY'S SESSION, HEALTH PROFESSIONS EDUCATION. EDUCATION IS CRITICAL OF COURSE. HEALTH PROFESSIONS IF OUR SUPPORT OF THESE �22. SPECIFIC COMMUNITY-BASED, PROBLEM-FOCUSED PROJECTS IS TO LEAD TO WIDER AND SYSTEM-WIDE IMPACT, WE MUST INVOLVE PROFESSIONS EDUCATION, AND THAT'S WHERE OUR NEW INITIATIVE COMES IN. WE EMPHASIZE PRIMARY HEALTH CARE. AS HEALTH PROFESSIONALS, YOU UNDERSTAND THE ISSUES OF PRIMARY HEALTH CARE AND THEIR RAMIFICATIONS, SO THERE IS NO NEED TO COMPREHENSIVELY ADDRESS THIS TOPIC. WE ARE ASKED SO OFTEN WHAT WE MEAN BY PRIMARY HEALTH CARE, PROBABLY BECAUSE IT MEANS SO MANY THINGS THAT IT MEANS SO LITTLE. I AM NOT GOING TO HELP WITH THE DEFINITIONAL PROBLEM, BUT I WOULD LIKE TO REFLECT ON A FEW THINGS THAT ARE IMPORTANT FROM MY LAYMAN'S PERSPECTIVE -- AND I SUSPECT TO MOST PEOPLE AS WELL. �23. IT MAY BE APPROPRIATE TO BEGIN WITH A PROBLEM IDENTIFIED IN THE WRITING OF HERODOTUS SOME 2400 YEARS AGO. THE GREEK HISTORIAN PERCEIVED A DISCONTINUITY OF CARE IN HIS NATIVE LAND, AND HE LAMENTED, "EACH PHYSICIAN TREATETH ONE PART AND NOT MORE. AND EVERYWHERE IS FULL OF PHYSICIANS; FOR SOME PROFESS THEMSELVES PHYSICIANS OF THE EYES, AND OTHERS THE HEAD, OTHERS THE TEETH, AND OTHERS OF THE PARTS OF THE BELLY, AND OTHERS OF OBSCURE SICKNESSES." HERODOTUS WAS CORRECT IN HIS VIEW THAT A DISCONTINUITY OF CARE CAN RESULT FROM THE TREND TOWARD OVERSPECIALIZATION. HEALTH CARE, OFFERED OR PROVIDED IN A FRAGMENTED FASHION, IS DIFFICULT TO DEAL WITH IN ITSELF BUT THE PROBLEM GOES DEEPER. OFTEN ACCOMPANYING SUCH SPECIALIZED CARE IS THE PROBLEM OF TRANSFER OF INFORMATION BETWEEN PROVIDERS OF CARE WHO UNWITTINGLY OR WORSE, KNOWINGLY, INHIBIT THE PATIENT'S ACCESS TO COMPREHENSIVE CARE. �24. My LET ME USE A PERSONAL EXAMPLE TO ILLUSTRATE WHAT I MEAN. MOTHER, BY THE TIME SHE REACHED HER MID-70S HAD SEVERAL DIFFERENT HEALTH PROBLEMS, INCLUDING CANCER AND COMPLICATIONS FROM A SERIES OF STROKES. IN THE COURSE OF HER CANCER TREATMENT, SHE WAS SHUNTED FROM ONE SPECIALIST TO ANOTHER, FROM INTERNIST TO SURGEON TO RADIOLOGIST TO ONCOLOGIST, NONE OF WHOM REALLY TOOK A COMPREHENSIVE LOOK AT HER PROBLEMS IN ORDER TO ASSESS HER OVERALL CONDITION. THE INTERNIST WHO DIAGNOSED THE PROBLEMS INITIALLY REFUSED TO CONTINUE AS HER PRIMARY CARE PHYSICIAN, SO THE RESPONSIBILITY FOR CONTINUITY RESTED WITH THE PATIENT AND HER FAMILY, CERTAINLY AN UNSATISFACTORY ASSIGNMENT BY DEFAULT. WE ENCOUNTERED ANOTHER STUMBLING BLOCK -- A GREAT RELUCTANCE, AND AT TIMES, REFUSAL ON THE PART OF SEVERAL PHYSICIANS TO TRANSFER MEDICAL RECORDS OF THE CARE THEY GAVE MY MOTHER TO OTHER PHYSICIANS WHO ALSO WERE TREATING HER. �25. CONSEQUENTLY, EXAMINATIONS, TESTS, AND PROCEDURES WERE DUPLICATED UNNECESSARILY, AT INCONVENIENCE, DISCOMFORT, AND COST. I UNDERSTAND THE REASONS GIVEN, BUT I DO NOT ACCEPT THE FINAL RESULT AS ADEQUATE OR DEFENSIBLE. BETTER WAYS. THERE MUST BE THIS EXAMPLE IS NOT AN ISOLATED ONE. FRIENDS AND ASSOCIATES HAVE TOLD ME SIMILAR STORIES, AND YOU CAN SURELY ADD ANECDOTES OF YOUR OWN. OVERSPECIALIZATION AND A LACK OF CONTINUITY IN CARE ARE NOT PROBLEMS CONFINED TO THE PRACTICE OF MEDICINE. SPECIALIZATION, SOME OBSERVERS CONTEND, HAS RESULTED FROM THE IMPLEMENTATION OF TECHNOLOGY IN ALMOST EVERY FIELD, FORCING THE INDIVIDUAL TO DEAL WITH AN EVER-INCREASING NUMBER OF PROVIDERS OF SERVICE. THE SPECIALIZATION OF HEALTH EDUCATION AND HEALTH SERVICES IS, IN MANY WAYS, AN ACHIEVEMENT IN AMERICAN THAT WE CAN BE PROUD OF. BUT AT THE �26. SAME TIME, WE MUST MANAGE IT SO THAT IT DOES NOT BECOME AN END IN AND OF ITSELF. IF SUCH SPECIALIZATION RESULTS IN FRUSTRATION AND FRAGMENTED, INCOMPLETE PATIENT CARE, IT NEEDS RETHINKING AND REARRANGING. THIS PROBLEM SHOULD BE ADDRESSED BY ALL HEALTH PROFESSIONAL SCHOOLS, AND PARTICULARLY BY THE MEDICAL SCHOOL. THE MEDICAL SCHOOL HAS THE RESPONSIBILITY OF EDUCATING THE KEY MEMBER OF THE HEALTH CARE DELIVER TEAM. THE PHYSICIAN HAS BEEN THE QUARTERBACK, THE CEO, THE GUARDIAN, THE GATEKEEPER -- LARGELY DETERMINING IN WHAT MANNER AND WITH WHAT EMPHASES PATIENT CARE IS PROVIDED. COME. HE PROBABLY WILL BE FOR YEARS TO BUT NEW MODELS SHOULD BE TRIED. QUARTERBACK, A DENTIST QUARTERBACK? WHAT ABOUT A NURSE �27. IV LET ME USE A TRUE STORY TO ILLUSTRATE THE ISSUE OF AVAILABILITY OF AND ACCESS TO HEALTH CARE. NOT LONG AGO ON A VISIT TO A COUNTY SEAT TOWN IN SOUTHERN MICHIGAN, I MET WITH A GROUP OF YOUNG PHYSICIANS. I ASKED THEM, "IF THE MAWBY FAMILY MOVED TO THIS AREA, COULD ANY OF YOU TAKE US ON AS NEW PATIENTS?" THERE WAS A QUICK CONSENSUS, "OH YES, RuSS MAWBY, CHAIRMAN OF THE KELLOGG FOUNDATION, OF COURSE WE WILL GET YOU IN." "NO, NO," I SAID. "RUSS MAWBY, WITH A WIFE AND THREE KIDS, LIVING ON 40 ACRES SOUTH OF TOWN." �28. AGAIN THERE WAS A QUICK AGREEMENT, "NONE OF US IS TAKING ANY NEW PATIENTS. YOU'LL JUST HAVE TO GO TO THE EMERGENCY ROOM AT THE HOSPITAL." I DON'T BELIEVE THAT IS A SATISFACTORY ANSWER TO PRIMARY CARE FOR FAMILIES; EMERGENCY ROOM CARE SHOULD BE FOR EMERGENCIES, NOT SERVE AS A USUAL POINT OF ENTRY FOR PRIMARY CARE. EXPERTS KEEP TELLING ME THAT ACCESS TO HEALTH CARE IS A SERIOUS PROBLEM ONLY FOR THE URBAN POOR AND FOR PEOPLE IN REMOTE RURAL COMMUNITIES. THAT SIMPLY IS NOT TRUE, IF THE MEASURE WE APPLY FOR ADEQUACY GOES BEYOND THE MOST PRIMITIVE OR BASIC STANDARD. IN COMMUNITIES OF ALL TYPES, URBAN AND RURAL, WITHOUT REGARD TO ECONOMIC CIRCUMSTANCES, MANY FAMILIES HAVE REAL DIFFICULTY IN GAINING ACCESS TO SATISFACTORY PRIMARY CARE ON A CONTINUING BASIS. �29. AS A LAYMAN, I HAVE OBSERVED THAT HEALTH PROFESSIONALS -- IN PARTICULARLY PHYSICIANS, BUT TO A DEGREE ALL HEALTH PROFESSIONALS -- HAVE NO PROBLEMS GAINING ACCESS TO THE HEALTH CARE SYSTEM. IF THEIR CHILD OR MOTHER OR GOOD FRIEND NEEDS TO SEE A DOCTOR, EVEN A SPECIALIST WHO IS BOOKED SIX MONTHS IN ADVANCE, THERE IS NO PROBLEM OF ACCESS. I SUSPECT THIS MAY BE A FRINGE BENEFIT WHICH ALSO EXTENDS TO YOU AS HEALTH PROFESSIONS EDUCATORS. BUT DON'T LET THIS LULL YOU INTO A BELIEF THAT THIS IS THEREFORE NO PROBLEM FOR THE REST OF US, REGARDLESS OF GEOGRAPHIC, CULTURAL, OR ECONOMIC CIRCUMSTANCE. I CAN'T HELP BUT THINK THAT THE VERY PRESSING PROBLEMS OF MALDISTRIBUTION, AND SOME WOULD SAY ACTUAL SHORTAGE, OF NURSES ALSO RELATE DIRECTLY TO HEALTH PROFESSIONS EDUCATION ISSUES -- AND SPECIFICALLY MEDICAL EDUCATION. AS A LAYMAN, �30. I CANNOT UNDERSTAND, NOR DO I SYMPATHIZE OR HAVE PATIENCE WITH, THE KINDS OF "PROFESSIONAL SNOBBERY" WHICH SEPARATE THE HEALTH PROFESSIONS IN BOTH EDUCATIONAL AND CLINICAL SETTINGS. FOR EXAMPLE, I DO NOT UNDERSTAND THE RELUCTANCE OF THE MEDICAL PROFESSION AND THE MEDICAL SCHOOLS -- TO TAKE A MORE ENLIGHTENED VIEW TOWARD RECOGNIZING THE UNREALIZED POTENTIAL OF NURSES AND OTHER NON-PHYSICIAN HEALTH PROFESSIONALS IN MEETING THE HEALTH CARE NEEDS IN THIS COUNTRY. I SUSPECT THE ELITISM AND SEPARATION WHICH STILL CHARACTERIZES TOO MUCH OF PHYSICIAN EDUCATION AND CARE WILL NOT MUCH LONGER BE TOLERATED. THIS WOULD SEEM PARTICULARLY TRUE AS THE PUBLIC BECOMES MORE AND MORE AWARE OF HOW SUCH PAROCHIALISM IS AFFECTING THE QUALITY, CHARACTER, AVAILABILITY, AND COST OF CARE IN THEIR COMMUNITIES. �31. INNOVATIVE APPROACHES TO ENCOURAGING PHYSICIANS, NURSES, DENTISTS, AND OTHER HEALTH PROFESSIONALS TO PRACTICE TOGETHER MORE EFFICIENTLY AND EFFECTIVELY, INCLUDING THE PROVISION OF CARE IN UNDERSERVED AREAS AND TO UNREACHED CLIENTELE, MUST CONTINUE TO BE SUPPORTED SO THAT ALL PEOPLE, WHETHER THEY BE AFFLUENT OR POOR, AND WHETHER THEY LIVE IN THE CITY OR THE COUNTRY, HAVE ACCESS TO QUALITY HEALTH CARE. v NOTICE -- I SAID QUALITY HEALTH CARE -- CERTAINLY A PERSISTENT AND BASIC CONCERN OF ALL. IN RECENT YEARS, NOT JUST IN THE PRACTICE OF MEDICINE, QUALITY INCREASINGLY HAS COME TO BE DEFINED IN TERMS OF THE APPLICATION OF HIGH TECHNOLOGY. WE PRIDE OURSELVES ON MAKING USE OF THE LATEST EQUIPMENT,PROCEDURES, AND SYSTEMS WHETHER IN MEDICINE, THE �32. AUTO INDUSTRY, OR COMMUNICATIONS. IN THE HEALTH FIELD THIS EMPHASIS ON TECHNOLOGY CAN CONTRIBUTE TO A FAILURE BY THE PROFESSIONS TO RECOGNIZE THAT ACTUAL PRACTICE AS AN INDICATOR OF QUALITY FOR COMMON HEALTH PROBLEMS MAY BE JUST AS GOOD OR BETTER IN THE SMALL, MODESTLY EQUIPPED CLINIC AS IN THE MAJOR MEDICAL CENTER. MEDICAL SCHOOLS HAVE TAKEN THE LEAD IN APPLYING HIGH TECHNOLOGY TO PRACTICE (AS WELL THEY SHOULD) BUT THEY MUST NOT RUSH SO FAR AHEAD THAT THEY FORGET THE HUMAN DIMENSION -- THE PATIENT'S PERCEPTION OF QUALITY WHICH OFTEN HINGES ON HOW THE PHYSICIAN TREATS THE PERSON, NOT JUST THE MEDICAL PROBLEM. DESPITE STATEMENTS BY INDIVIDUAL FACULTY MEMBERS THAT THEY RECOGNIZE THIS PATIENT PERCEPTION OF THE QUALITY OF CARE AS CONTRASTED WITH THE PHYSICIAN'S PERCEPTION OF CARE, MOST OBSERVERS ARE UNABLE TO NOTE MUCH EVIDENCE OF THAT RECOGNITION. �33. IF YOU OR I WERE TO HAVE A CORONARY TODAY, OUR SPOUSE WOULD NOT WALK INTO THE HOSPITAL AND ASK, "WHAT'S THE AVERAGE LENGTH OF STAY?" BUT THAT YARDSTICK HAS BEEN TOO MUCH A PRIMARY MEASURE OF "QUALITY" IN HOSPITAL REVIEWS. INSTEAD, A LOVED ONE IS LIKELY TO ASK, "IS HE OR SHE IN PAIN? BEING KEPT COMFORTABLE? HIM?" IS SOMEONE WITH HIM? IS HE MAY I SEE PHYSICIANS AND HOSPITAL ADMINISTRATORS TEND NOT TO WORRY ENOUGH ABOUT THOSE HUMANLY CRITICAL GAUGES WHICH ARE SO SIGNIFICANT BOTH TO THE PATIENT AND THE FAMILY, AND TO THE PATIENT'S ULTIMATE RECOVERY. THERE IS A DEFINITE NEED FOR EDUCATORS TO GIVE AS MUCH CONSIDERATION TO THE PATIENT'S PERSPECTIVE ON QUALITY IN PRACTICE AS IT GIVES TO HEALTH SCIENCE AND RESEARCH. MANY RESPECTED AUTHORITIES HAVE LONG CALLED FOR INCREASED ATTENTION TO THE HUMANITIES AND SOCIAL SCIENCES AS A MEANS �34. FOR INSTILLING A CONCERN FOR HUMANE CARE IN THE BUDDING PHYSICIAN, DENTIST, NURSE, OR PHARMACIST. IN THE NEW INITIATIVE, I HOPE STEPS ARE INCLUDED TO MAKE THIS DIMENSION CENTRAL TO ALL HEALTH PROFESSIONS EDUCATION. VI My CLOSING THOUGHT WOULD BE A RETURN TO MY FIRST OBSERVATIONS: 1) WHILE THERE IS MUCH IN OUR HEALTH CARE SYSTEM IN THIS COUNTRY ABOUT WHICH WE CAN BE PROUD AND WHILE IN FACT, IT IS UNEQUALED IN THE WORLD, IMPROVEMENT IS POSSIBLE; THERE ARE SHORTCOMINGS WHICH NEED TO BE IMAGINATIVELY ADDRESSED; AND 2) AS EDUCATORS, YOU WILL VISIBLY SHAPE TOMORROW. �35. WHAT WILL THE NEW MODELS BE LIKE? I DON'T KNOW THE DETAILS AND IT'S NOT THE KELLOGG FOUNDATION'S STYLE TO SHAPE THOSE DETAILS. SOMEONE SAID THAT THE TROUBLE WITH PREDICTIONS IS THAT THEY DEAL WITH THE FUTURE, BUT UNDAUNTED I WILL TURN ON MY FUTURE SCOPE TO 20 YEARS HENCE. I CAN SEE THE OUTLINES OF A VISION -- COMMUNITY-BASED ACADEMIC HEALTH CENTERS WITH THE STATUS AND PRESTIGE OF UNIVERSITY-TEACHING HOSPITALS TODAY. ACADEMIC HEALTH CENTERS WHERE RESEARCH, TEACHING, AND PATIENT CARE ARE OCCURRING; WHERE NEW INSIGHTS OF SCIENTIFIC EXPLORATION ABOUT COMMUNITIES AND THEIR HEALTH NEEDS ARE INFORMING EDUCATION AND PATIENT CARE. STUDENTS, RESIDENTS, POSTDOCTORAL FELLOWS OF THE HIGHEST CALIBER ARE LINED UP TO GO TO THE ACADEMIC HEALTH CENTERS FOR STUDY BECAUSE OF THE RECOGNIZED ACADEMIC AND INTELLECTUAL STATURE OF THE PROFESSORS WHO WORK THERE. PROMOTION AND TENURE DECISIONS BY THE PARENT INSTITUTION ARE MADE SUCH THAT THE �36. WORK OF FACULTY AT THE COMMUNITY-BASED, ACADEMIC HEALTH CENTER IS WEIGHED EQUALLY WITH OTHER FORMS OF SCIENTIFIC AND ACADEMIC ENDEAVOR. I SEE THE OUTLINES OF A CARE SYSTEM WHERE COMPASSION, CARING, AND CONTINUITY OF RESPONSIBILITY PREVAILS; WHERE STUDENTS AND PATIENTS ALIKE ARE TREATED WITH HUMAN DIGNITY AND RESPECT AND IN TURN, THE GRADUATES TREAT THEIR PATIENTS IN THE SAME MANNER. I KNOW -- AND YOU KNOW -- THAT OUR SOCIETY WILL NOT PERMIT THE PRESENT STATE OF AFFAIRS IN . HEALTH CARE TO LAST FOREVER, AND THE PRESSURES ARE GROWING UPON POLICYMAKERS TO FIND SOLUTIONS; MORE PEOPLE HAVE NEEDS TO BE SERVED, AND THE COSTS ARE INCREASING AT A RATE WELL ABOVE INFLATION. WHAT ELECTED OFFICIALS SEEK ARE SOLUTIONS THAT THEY CAN SUPPORT AND IMPLEMENT. THEY NEED ACADEMIC HEALTH CENTERS TO SHIFT FROM BEING PART OF THE PROBLEM TO BEING PART OF THE �37. SOLUTION. WE HOPE THAT THE KELLOGG INITIATIVE WILL GIVE SOME OF YOU THE OPPORTUNITY TO CREATE AND IMPLEMENT SUCH SOLUTIONS. WE -- ELECTED OFFICIALS AND POLICYMAKERS, CITY FOLK, RURAL FOLK, THE UNDERSERVED POOR, THE UPPER MIDDLE CLASS, THE YOUNG AND THE ELDERLY, ME AND MY FAMILY -- ARE ALL COUNTING ON YOU. IN MOST AREAS OF HUMAN CONCERN uWE KNOW BETTER THAN WE DO. u CERTAINLY THIS IS TRUE IN YOUR CHOSEN FIELD OF CONCENTRATION, THE EDUCATION OF PROFESSIONALS FOR HEALTH CARE. FOR IN FACT, A GREAT DEAL MORE IS KNOWN ABOUT WHAT GOOD HEALTH CARE COULD BE AND SHOULD BE THAN IS GENERALLY PUT TO USE BY THE PRACTITIONERS WHOM YOU GRADUATE. THE UNENDING CHALLENGE TO YOU AS EDUCATORS IS TO MOVE REALITY CLOSER TO THE VISION OF THAT WHICH OUGHT TO BE. I WISH YOU GODSPEED AND LOOK FORWARD TO THAT DAY IN THE FUTURE WHEN WE CELEBRATE TOGETHER YOUR ACHIEVEMENTS. !252B �, / "1 I DWK .KELLOCC ~~ FOUNDAT ION H,4 , ,1 , It ; 7 T t i c / oP . . / ~ COMMUN ITY PARTNERSH IPS w i th Hea l th P ro fess ions Educa t ion Oc tobe r1 7 ,1989 9 :00am We lcome Rona ld W .R icha rds , Ph .D . ,P rog ram D i rec to r 9 :10 The Ke l logg Founda t ion 'sP rog ramm ingfo r Hea l th He len K .G race ,R .N . , Ph .D . ,P roq ra rn D i rec to r ,and roq ramm inq Coo rd ina to ro f Hea l thP 9 :30 Commun i ty Pa r tne rsh ips w i th Hea l th P ro fess ions Educa t ion D r .R icha rds 9 :40 " . . . Commun i ty -Based . . . " D r .G race 10 :00 " . . . P r ima ry Hea l th Ca re. . . " Thomas A .B ruce ,M .D . ,P rog ram D i rec to r 10 :20 Co f fee B reak 10 :50 . " "Academ ic.. D r .R icha rds 11 :10 Ques t ions /D iscuss ion D rs . Robe r t Hodge , Hen r ieT readwe l l ,and Robe r t DeV r ies P rog ram D i rec to rs 11 :45 Lunch LuncheonSpeake r: Russe l lG . Mawby ,Ph .D . , Ch ie f Execu t ive O f f ice r . W .K .Ke l loggFounda t ion ,"Hea l thSys tem Ou to fSync : ALayman 's Pe rspec t i ve " 1 : 3 0pm Examp leso fAcadem ic ,Commun i ty -Based ,P r ima ry Hea l th Ca reCen te rs D rs .R icha rdsand B ruce Ques t ions 2 :15 w ragup r .R icha rds ( 11 ' / � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-10-17_RMawby_SPE Title A name given to the resource Russell Mawby speech, Health Systems Out of Sync- A Layman's Perspective Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 17, 1989 for the W. K. Kellogg Foundation at the informational meeting for the W. K. Kellogg Foundation's Health Profession's Education Initiative. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. 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 1989-10-17 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/e6b35e3cfa324834b48b5e46f625b353.pdf f319493ca3b88804f24e43a4254bb5c8 PDF Text Text .Jt7 ~ Cf 'l.. It Vc/ Li/ /., /1 J It / /5/ C;/. _ Jj )Ct./lCt.. @ ~ ~JJ.. -t-.- . ) ~ 1./) _;( /' ,d/JL/ d ~ A . I ) fJ/i /. ~ If / I , ,411 ~ ~h-. &~ '-- ~ - ~ ~, ----"""""""" c9 . ojl->-~~ t" - <2..:.. ~ ~ '"'-' . 't ' """"'\ A-.c.r-~ -1 ...x--- ...... , .~ ~ Qj ~ J- ~ ~C7t ~ • • ~ V.Ro~~' . ' ~ I • • • R ~ (J --- ~- A-'..' . 0 ..' _ , ~~ -' \ e: ~ ...... ~~ ~~ ~ ;2..".-.P ~ f£ . ...--_ _ c::t ~~oC---- I �B . Th eG row th o fB u t t e rw o r t h 1 . B u t t e rw o r t hw a sn o tt r a n s f o rm e df roma s i n g l e b u i l d i n ga tt h ec o r n e ro f Bo s tw i ck andM i ch ig an i n t o t h eh e a l t hc e n t e rcomp l ex t h a ti ti stod ayw i t h o u t t h eg e n e r o s i t yo fl i t e r a l l ythou s and so f dono r s and v oLunt . eers, 2 . Wh i l e w er i g h t l yrem em ber t h eg e n e r o s i t yo ft h eg r e a t g i v e r sl i k eR i cha r dB u t t e rw o r t h , and mo r e r e c e n t l y , t h eD eVo sF am i ly F o u n d a t i o n ,i ti sa l s o im p o r t a n t t h a tw er em emb e rt h a tl i t e r a l l ythou s and so f un sung l o c a lc i t i z e n sh av ea l s oc o n t r i b u t e dt h e i rt im eand mon ey . Inf a c t ,i nth ea g g r e g a t e , mo r e m o n e y come s f romsm a l ldonor sth anl a r g eo n e s . - 3. W i l l i am Gon z a l e sw i l lb et h ef i r s tt ot e l lyou , I am s u r e ,t h a tev en t o d a y ,i nt h eag eo f sup e rb p r o f e s s i o n a l i sm ,B u t t e rw o r t hH o s p i t a lc o u l dn o t long k e ep i t sdoo r s op en w i t h o u t t h es u p p o r to f thou s and s o fG r and R a p i d s ' c i t i z e n sw h ow r i t e t h e i rch e ck s and thou s and smo r e w h og i v et h e i rt im et ot h i ss p l e n d i d i n s t i t u t i o n . J . .. . . . : . . -. . . ~ ~ . _ _1 ~, . . . . . ; : t I 'e . . ." ' " " ' ) 4 . We mu s t a l s or em emb e rt h a tg i v i n g andv o l u n t e e r i n g c anno ta lw ay sb em e a su r ed i nhou r so fs e r v i c eo r p i l e so fb r i c kandm o r t a r . P h i l a n t h r o p yh a sg i v e n B u t t e rw o r t ha n o t h e rsup e rbr e s o u r c e ,n am e ly i t s d o n a t e da r tc o l l e c t i o n . Int h i sc o n n e c t i o n ,w e s h o u l dm en t ion t h ewond e r fu le f f o r t so fD r . W i l l i am J o h n s t o n ,w h oh a sv o l u n t e e r e df o rmo r e t h a n2 0y e a r s and c o u n t l e s s hou r si np r e s e r v i n g , augm en t ing , and u t i l i z i n gB u t t e rw o r t h ' sa r tc o l l e c t i o nf o r t h e r a p e u t i cp u r p o s e s . ~-~. " -~-~ .~ ~ ~o J �~~'~ a . . . .Q . c . :~ t fL -c:9 .. . . .~ ~ ~ p' ~tl-- ~"J ~ c tF ( J& 0 .u ? ' - e - ~ i ) KG . c coJ:::: 1< : d -W 1 : : . .K ... ~ & ~ ,~. ~~-R ~~~~~ c::: . .e>- ...£Q - . . . . , , .< Q . . . l : .oH ~ I _ _ ~.J, • .~,. . �Vc;J<. ~ to- a - t» - ~ ~'- ~~~~ .J<~ . ~ ~ ~~ ~ -~ ~~ ~ C A '" Y ' - _ eO · ~~~~ Co '2 .c q ~ J - �~~~~'~J .~~ ./L,.4t.&--e._-'~ -bL- ~ __'.....r--' - -""" -~ �~ c : e . . . . . . .... ~ ~~~~ ~ « , ; J - , ~ - ~"""" ~ ~ ---J ~ ~ C c...~~ t .~ �TO: Russ Mawby FROM: Dave Egner W.K. KELLOGG FOUNDATION Memorandum October 8, 1991 RE: Speech on Philanthropy and Volunteerism at Butterworth Hospital Joel and I have discussed your remarks for the Butterworth Hospital speech on October 15, 1991. This is a speech that will fit well with your flexible, informal style. There is a 7:45 ron breakfast scheduled that morning for you and the "leaders" at Butterworth (I am assuming this is the upper management group). The breakfast is set to be informal, and you will be given 8 brief orientation about major issues facing the hospital by William Gonzales, the president and chief executive officer. The audience itself will number about 75 people. They have allotted an hour and 15 minutes for your remarks and questions. With the direction given by the letter of confirmation -- "this group will be very inte rested in learning more about the Kellogg Foundation and the directions you see volunteerism and philanthropy taking in the future" -- and the questions that they have enclosed, Joel and I would reconunend the following outline. I. Butterworth's Rich History in Volunteerism and Philanthropy. Joel has provided a more detailed outline of Butterworth's history in volunteerism and philanthropy which follows. A. Philanthropy and Volunteerism in Butterworth's History. 1. The hospital's very name comes from a philanthropist. 2. Ri chard E. E. Butterworth, having been made wealthy by the great gypsum deposits that lay under his land along the Grand River, donated the land at the corner of Bostwick and Michigan for the site of the hospital. He made a bequest of $30,000 in cash and land to insure that the hospital could be construct ed. 3 . But Butt erwort h 1-.' 8 5 mo r e than a g iver, he was a l so a n active vo lun te er . lIe traveled in Ame ri ca a nd abroad t o co l lect i dea s for building t he hosp it al, and was personally involved ill the de s i gn i n g of the building. All of this he did without compensation. �2 B . Th eG row th o fB u t t e rw o r t h 1 . B u t t e rw o r t hw a sn o tt r a n s f o rm e df roma s i n g l e b u i l d i n ga tt h ec o r n e ro f Bo s tw i ck and M i ch ig an i n t o t h eh e a l t hc e n t e rcomp l ex t h a ti ti stod ayw i t h o u t t h eg e n e r o s i t yo fl i t e r a l l ythou s and so f dono r s and v o l u n t e e r s . 2 . Wh i l e w er i g h t l yr em emb e rt h eg e n e r o s i t yo ft h eg r e a t g i v e r sl i k eR i ch a rd B u t t e rw o r t h , andmo r e r e c e n t l y , t h eD eVo sF am i ly F o u n d a t i o n ,i ti sa l s o im p o r t a n t t h a tw er em emb e rt h a tl i t e r a l l ythou s and so f un sung l o c a lc i t i z e n sh av ea l s oc o n t r i b u t e dt h e i rt im eand mon ey . Inf a c t ,i nth ea g g r e g a t e , mo r e m o n e yc om e s f romsm a l ldono r s th anl a r g eo n e s . 3 . W i l l i am Gon z a l e sw i l lb et h ef i r s tt ot e l lyou , I am s u r e ,t h a tev en t o d a y ,i nt h eag eo fs u p e r b p r o f e s s i o n a l i sm ,B u t t e rw o r t hH o s p i t a lc o u l dn o t long k e ep i t sdoo r s op en w i t h o u t t h es u p p o r to f thou s and s o fG r and R a p i d s ' c i t i z e n sw h ow r i t et h e i rch e ck s and thou s and smo r ew h og i v et h e i rt im et ot h i ss p l e n d i d i n s t i t u t i o n . 4 . We mu s t a l s or em emb e rt h a tg : tv : tng and v o l u n t e e r i n g c a n n o ta lw ay sb em e a su r ed i nhou r so fs e r v i c eo r p i l e so fb r i c kandm o r t a r . P h i l a n t h r o p yh a sg i v e n B u t t e rw o r t ha n o t h e rs p e rb r e s o u r c e ,n am e ly i t s don a t ed a r tc o l l e c t i o n . Int h i sc o n n e c t i o n ,w e s h o u l dm en t ion t h ewond e r fu le f f o r t so fD r . W i l l i am J o h n s t o n ,wh oh a sv o l u n t e e r e df o rmo r e t h a n2 0y e a r s and c o u n t l e s s hou r si np r e s e r v i n g , augm en t ing , and u t i l i z i n gB u t t e rw o r t h ' sa r tc o l l e c t i o nf o r t h e r a p e u t i cp u r p o s e s . I I . Th eK e l logg F o u n d a t i o n ' sP rog r amm ing P r i o r i t yi nV o l u n t e e r i sm and P h i l a n t h r o p y . A . Af ew p a r t so fs o c i e t ya r eun tou ch ed by v o l u n t e e r i smand p h i l a n t h r o p y . Th er em a rk sI h av eh e a r d you u s em a n y t im e s t h a tc i t eth eimpo r t an c eo fv o l u n t e e r i smand p h i l a n t h r o p y t oa l la s p e c t so f Am e r i c an s o c i e t yand o u r commun i t i e s wou ld b e mo s t a p p r o p r i a t eh ~ . B . Th eK e l logg F o u n d a t ion 's h i s to ric invo lv em en tw i t h p h i l a n t h r o p y and vo l u t e e r i sm . T h e fac tt h a tw eh av eb e en i n v o l v e dw i t hp rogr amm ingi nt h a ta r e as i n c et h efound ing o ft h eF o u n d a t i o n . O u rp r i o r i t yo f enh an c ing p h i l a n t h r o p y andv o l u n t e e r i sm i sm e r e ly a f o rm a l i z a t i o nand c o n c e n t r a t i o no f an e f f o r tt h a th a sb e en ongo ing f o rth e l a s t60 p l u sy e a r s . �3 C . S u b s t a n t i a l ch ang ei nanya s p e c to fs o c i e t yw i l lb el e dby v o l u n t e e rc i t i z e nb oa r d s . T h es t a t em e n t sIh av eh e a r d you u s ei nt h i sa r e ah ave a lw ay sb e en pow e r fu l and u p l i f t i n g . WKKF ' s e f f o r t si nenh an c ing p h i l a n t h r o p yand v o l u n t e e r i sm a r ea l s oa im ed a tempow e r ing t h ev o l u n t e e rt h a tc anm a k e g r e a ts t r i d e sf o rs o c i a lch ang eh app en . I I I . Mo r e andmo r e r e s p o n s i b i l i t yf o rs o c i a ls e r v i c e s ,h e a l t h care, i n f r a s t r u c t u r e ,c u l t u r e ,e t c .i ss h i f t i n gb a ck t ot h el o c a l l e v e l ,t ot h ecommun i ty . IV . A . Gov e rnm en t s ' r o l ei ss h i f t i n g . T h eh i g h e ru p you g oo n t h egov e rnm en tl a d d e r ,f rom l o c a l ,s t a t e ,t of e d e r a l ,t h e mo r e r emov ed t h ei n d i v i d u a l sm ak ing d e c i s i o n sb e com ef rom t h ep rob l em s . H igh e rl e v e lgov e rnm en t s 'i n a b i l i t yt od e a l w i t hc r i t i c a ls o c i a li s s u e sand t h e i rdw i n d l i n gr e s o u r c e s h a s pu sh ed t h er e s p o n s i b i l i t yb a ck t ot h ecommun i ty , wh e r e i t b e l o n g s . B . Th i sr e emph a s i so nt h ecomm u n ity h a sag r e a t imp a c to n v o l u n t e e r i smand p h i l a n t h r o p y . T h ee f f o r t sa tt h e commun i ty l e v e lc anb em u c h mo r e f o c u s e do np rob l em s and i s s u e s . P eop l ea r emo r e a p tt ov o l u n t e e ri nt h e i rl o c a l commun i t i e s wh e r e t h e yl i v e ,wo rk , p l a y ,b e c a u s et h e yc an m ak ea r e a ld i f f e r e n c et h e r e . c . Th es h i f tt ot h el o c a lcommun i ty and t h edw i n d l i n g r e s o u r c e sw i l lp u t mo r e andmo r e p r e s s u r eo nt h en o n p r o f i t s e c t o rand t h u so nt h ep h i l a n t h r o p i s tand t h ev o l u n t e e r . N o n p r o f i to r g a n i z a t i o n s and l e a d e r s ,su cha sB u t t e rw o r t h , mu s t c o n t i n u et of i n dn ew ,m e a n i n g f u l , c r e a t i v ew ay s t o r e c r u i t ,t om o t i v a t e , and t ou s ev o l u n t e e r s . A t t h es am e t im et h e ymu s t c o n t i n u et on u r t u r et h ev o l u n t e e rf o r c e t h a tt h e yh av ei np l a c e . B e c au s et h ev o lw l t e e ri st r u l y p r i c e l e s s . WKKF ' s E f f o r t si nH e a l t hP r o f e s s i o n sE d u c a t i o n . A . H e a l t hc a r e sy s t em si nt h i sc o u n t r ya r ea ta c r i s i s s t a t e . Ru s s , you a lw ay s sp e akw e l l t ot h i sp o i n t . I wou ld r co~ t h a tyou s h a r ew i t ht h i sg roup you r p e r s p e c t i v e s on h e a l t hc a r ea c c e s s,c o o p e r a t i o nb e tw e en h e a l t h ca r ep rofe s s i o n a l s( i . e . nu rses, d oc to rs, d e n t is t s, et c .) ,and t h e nee d to fo c u so np eopl e-th e in d i v i d u a l, th ep a t i e n t , and t h e ir f am i l i e s. �4 B . WKKF ' s $47 .5 m i l l i o n co mmitm en tt os ev enp r o j e c t si n H e a l t hP r o f e s s i o n sE d u c a t i o n . A l though th ef u n d i n gi n e a c hc a s e go e st oon ei n s t i t u t i o n ,t h e s ee f f o r t sa r e c o l l a b o r a t i v eand i n v o l v es e v e r a la s p ec t so fh e a l t hc a r e d e l i v e r y . Th ey en comp a s s sc h o o l so fm e d i c i n e , p r im a ry c a r eg r o u p s ,n e ighbo rhood h e a l t hc e n t e r s ,s c h o o l so f n u r s i n g ,i n n e rc i t yh e a l t h cl i n ics, r u r a lh e a l t hcare p r o v i d e r s , commun i ty c o l l e g e s , andmo s t im p o r t a n t l y commun i ty l e a d e r sandv o l u n t e e r s . P r o j e c t sw i l lm ak ea d i f f e r e n c ei nt h e i rl o c a t i o n s . We hop et h a tt h emod e l s w i l lb e exp and ed and com et ot h ea t t e n t i o no fp o l i c y m ak e r s . Bu tw i t h o u t t h ecomm i tme n tand e f f o r to ft h e v o l u n t e e rb o a r d so fe a cho f th ei n s t i t u t i o n so r o r g a n i z a t i o n si n v o l v e dt h i sp r o j e c tc ann o tb es u c c e s s f u l . c . Th eI n c r e a s i n gRo l eo fV o l u n t e e r i sm and P h i l a n t h r o p ya t B u t t e rw o r t h . B u t t erw o r t h ,w i t hi t sr i c htr a d i t i o no f v o l u n t e er i smand p h i l a n t h r o p y , mu s tb e com e ev enmo r e i n v o l v e di nv o l u n t e e r i sm and p h i l a n t h r o p y on a w h o l i s t i c l e v e li nt h ecommun i ty . C oop e ra tion b e tw e en o t h e rh e a l t h c a r eg i v e r si nG r and R ap id si se s s e n t i a li fB u t t e rw o r t hi s go ing t oc o n t i n u e tob eal e a d e ri nh e a l t hc a r ep r o v i s i o n s i nSou thw e s t e rn M i ch ig an . A l s o . i ft h el e a d e r sa t B u t t erwo r t ht r u l yw an t t ou n d e r s t a n dt h ef r u s t r a t i o n s ,t h e p r o b l em s , and t h en e ed so ft h ec i t i z e n so ft h eG r and R ap id sa r e a ,t h e ymu s t g e to u ti nv o l u n t a r yc a p a c i t i e s t h em s e l v e s . Al e a d e r s h i pr o l ei no t h e ra r e a so ft h e commun i tyw i l lp u t th em i ntou chw i t h how B u t t e rw o r t h p l a y si n t ot h el a r g e rp i c t u r eo ft h ecommun i ty . F i n a l l y , B u t t erw o r t hmu s t c o n t i n u et oI l u r t u r eand en cou r ag ei t s e x i s t i n gv o l u n t e er f o r c e-t h ev o l u n t e e ri sp r i c e l e s s . D . I fB u t t e rw o r t ht a k e sa l e a d e r s h i pp o s i t i o ni np r o v i d i n g h e a l t hc a r es e r v i c e s ,m e e t ing t h en e ed so f Sou thw e s t e rn M i c h i g a n ' s p e o p l e , and b e com ing i n v o l v e di no t h e ra s p e c t s o ft h ecommun i ty ,t h ea r e aand r o l eo fp h i l a n t h r o p yw i l l t a k ec a r eo fi t s e l f .P h i l a n t h r o p i s t sw an t t ob ei n v o l v e d w i t he x c i t i n gi n i t i a t i v e st h a tm ak ea d i f f e r e n c e . And t h r o u g ht h i sl e a d e r s h i pr o l e ,B u t t e rw o r t h wou ld p r o v i d e t h a te n v i r o nm e n t . �5 V . C o n c l u s i o n A . Inc l o s i n g , Iwou ld l i k et oq u o t eM a rg a r e t M e ad who s a i d , "N ev e rdoub tt h a ta g roup o f conun i t t ed and c a r i n gp e o p l e c an ch ang et h ew o r l d . I n d e e d ,t h a ti sa l lt h a te v e r h a s . " Iw i s h you God Sp e ed . I hop et h e s et h o u g h t sand t h eo u t l i n ea r eh e l p f u l . Ih av ea t t a c h e d J o e l ' so r i g i n a lm emo t om ef o rf u r t h e ri n f o rm a t i o n . A l though I h av e t a k e na s l i g h t l ya l t e r e dc o u r s ef romJ o e l ' sr e comm end a t ion s . som eo f h i st h o u g h t son t h ef u t u r eo fp h i l a n t h r o p yandv o l u n t e e r i smm ay b e h e l p f u lt oyou . DOE / jk f 1340w A t t a c hm e n t s : � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1991-10-15_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Inaugural Lecture on Philanthropy and Volunteerism in Healthcare Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 15, 1991 for the W. K. Kellogg Foundation at the Inaugural Lecture on Philanthropy and Volunteerism in Healthcare. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1991-10-15 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/dc79166f43b838688fb56b10365b5477.pdf 68938fea98c31612d617e93bd1752290 PDF Text Text RGM's remarks on occasion of ..... 2:. \. . "'-- ~ --" k I ~ \r 1l: lAJ-c. W lc.. , A-~ . - -':l. ~ <! OlIo _ ~ ~:,,( \.9-- ~ -." ~~ I'i".' - , ~ 4)r ~ ! oJ.- ('01 . ~ __ 1_ , " - & .. ,J ; - ~~k' _ ... ~ -t---·,II::-" IL J- ~,. ~i 'Jl:.) U Jt-.. -' 1"1.0;:/' 1 "'i5~ )J.- '- .... cL:..-. .... ~7 ' r Q "" J..... \ .J) .,.... I A ..... \-0- ~ , - -- - c-, H SU ~. Kellog g Center, MSU~ SJct. 14, 19 8,8 1 ) Q...(1 «: ....sa-( ~.t- \ ) , ,.,J'J -r 1}-sa- ! , W .. l ~ I I . - ~ ~~ ..... ~J' ~_~ • , .... \ �Page 1 Contact: David Scott, Provost (517) 355-1524 or Judith Lanier, Education (517) 355-1734 or Cherryl Jensen, News Bureau (517) 355-2282 KELLOGG FOUNDATION MAKES MAJOR GRANT TO MSU FOR LIFE LONG EDUCATION EAST LANSING -- Michigan State University (MSU) has begun a "renaissance in lifelong education" through a comprehensive program of outreach services that involves all colleges within the University. The program is funded by a $10.2 million grant from the W. K. Kellogg Foundation of Battle Creek -- one of the largest single grants MSU has received from a private foundation. The grant was formally accepted today (10/14/88) by the University's Board of Trustees. In related action, the Board approved the appointment of James C. Votruba as assistant provost for lifelong education. Votruba is currently acting vice president for academic affairs and provost at the State University of New York at Binghampton. "The Kellogg Foundation grant enables MSU to become a national model in pioneering new lifelong learning possibilities just as it earlier provided a model for the land-grant university," said MSU President John DiBiaggio. "Lifelong education will become prominent alongside research and traditional instruction at the �Page 2 center of this great university. It moves lifelong education to the heart of the institutional mission." "Currently, the nation's higher education system prepares young people to enter the workforce with only moderate attention given to the continuing demands they face as employees, employers, and citizens," said Russell G. Mawby, the Foundation's chairman and chief executive officer. "Increasingly, people of all ages are seeking opportunities to continue their educations. We are confident that MSU can significantly influence the future direction and development of lifelong learning programs, and create models that can and will be replicated elsewhere." DiBiaggio described the renaissance as "a continuing partnership between MSU and the Kellogg Foundation" in serving the people of Michigan and said that it complements the Foundation's stated goal: to "help people help themselves." DiBiaggio also noted that lifelong education is a high priority for Michigan Governor James Blanchard who, in his 1988 "State of the State" message, said: "Lifelong learning must become highly valued and an urgent priority for everyone in Michigan. In 1988, we are going to take steps without precedent in the nation to meet that challenge." DiBiaggio said that the lifelong education thrust fits well into the priorities of MSU's first university-wide Capital Campaign, "MSU 2000: Access to Opportunity." The five-year campaign seeks to raise $160 million in private funding for the University. �Page 3 National Campaign Chair Robert D. Rowan, chairman of Freuhauf Corp. in Detroit, said: "Through this generous grant, doors will be opened to those who wish to earn an education, to seek new jobs, and to enrich their lives and their society. This is a people-oriented venture, a people-oriented university, and a people-oriented campaign." Judith E. Lanier, acting assistant provost for lifelong education and dean of the College of Education, led the effort to reorganize and expand lifelong education at MSU over the last four years and was the primary author of the grant proposal. She described lifelong education as a holistic "cradle to grave" approach to education which takes early learning and its effects on late learning into account. This includes the needs of youth, especially youth at risk, as well as the continuing education needs of adults. She noted that technological and social changes throughout the world have escalated the nation's awareness of the need to renew education. "To face the continuing economic challenge, we must become a learning society where lifelong learning is a highly valued priority," she said. "MSU intends to make itself a powerful example of the new educational ideal that promotes 'learning to learn' -education that does not end with a diploma or a degree, but which instead encourages continued learning of what one needs or desires throughout a lifetime." Industrial and governmental leaders, especially in Michigan, �Page 4 recognize that renewing and extending education into the adult years is crucial to the continuing economic and social health of society, according to Lanier. Michigan is an ideal laboratory, she said, for it ranks among the states most disrupted by the nation's rapid shift from a low-tech manufacturing economy to a service and high-tech economy. "Such shifts require workers to update skills already learned and often to learn entirely new ones," Lanier said. Continuing economic changes will require all citizens to gain heightened capacity for learning to learn. The Kellogg grant will fund several major thrusts in lifelong education at MSU: *Increased college and faculty participation in lifelong education by placing responsibility for it in the Office of the Provost, through the new assistant provost for lifelong education, and in the offices of all major administrators across the University. "This affirms that lifelong education at MSU is one of the fundamental academic functions of the University and that the colleges, departments, and schools are ultimately responsible for carrying it out," said Lanier. "It becomes an integral part of our academic mission ." Most lifelong education programs (LEP) have already been reorganized so that they are jointly administered by various academic and nonacademic units with common interests and areas of expertise. For example, WKAR radio and television is jointly administered with the College of Communication Arts and Sciences; LEP library services with the MSU library; and executive and �Page 5 insurance programs within the College of Business. Central LEP administrative offices will be moved to the Hannah Administration Building while several important LEP support offices will continue to be housed in the Kellogg Center. *The establishment of six regional Lifelong Education Exchanges located throughout the state. The exchanges will be closely linked to and, in some cases, share facilities with the Cooperative Extension Service. Lanier said the exchanges will serve a "brokering function" by "making educational needs within each region known to the University and making educational services of all kinds available to potential users in each region." *The establishment of a Center on Teaching for Lifelong Learning. The Center will conduct research on educational policy and practice related to lifelong learning. It will be jointly administered by the College of Education and will work closely with the already-existing MSU Institute for Research on Teaching. ''(The expansion of information technology facilities in order to provide educational opportunities and services in the most effective and efficient ways. This includes expanding teleconferencing and instructional TV facilities on campus and in the regional exchanges, improving access to data base networks and modernization of the MSU library's catalogue, and providing statewide access to it. *The initiation of a series of demonstration projects, in �Page 6 cooperation with local and regional educational institutions. Such projects would be targeted toward fulfilling pressing social needs such as those of at-risk youth. *The initiation of a pilot program to provide lifelong education programs to selected professional groups in Michigan. Targeted professions include business, health and medicine, public policy officials, education and engineering. This will be a cooperative venture among several MSU colleges and units. The partnership in lifelong education between the Kellogg Foundation and MSU dates back to 1949 with a grant to MSU for construction of the University's Kellogg Center, which became the flagship of similar continuing education centers around the country. One of the most heavily-used buildings on campus, the Center houses numerous continuing education activities and hosts more than 200 conferences and 300,000 visitors annually. Earlier this year, the Kellogg Foundation made a $5.1 million grant to MSU toward expansion and renovation of the building. The Foundation is a major contributor to MSU; over the years, it has granted a total of $59.7 million to the University (including today's $10.2 million). The W. K. Kellogg Foundation, established in 1930 to "help people help themselves," has distributed more than $1 billion in support of programs in agriculture, education, and health. Areas of emphasis within those broad fields include adult continuing education; community-based, problem-focused health services; a �Page 7 wholesome food supply; and broadening leadership capacity of individuals. Projects in opportunities for youth are concentrated mainly in Michigan; support for economic development projects is provided only in Michigan. The Foundation is today among the largest private philanthropic organizations in the world. It supports programs in the United States, Latin America, the Caribbean, and southern African countries. Limited worldwide involvement is achieved through international networks of activities related to the Foundation's programming interests. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-14_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Re-Dedication of the Kellogg Center Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 14, 1988 for the W. K. Kellogg Foundation at the Re-Dedication of the Kellogg Center. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/cbba15674012519917b4b3d37541a03a.pdf 9e3762461fc3ad9586db55ea016c67d8 PDF Text Text R em a rk e by R u s s e l lG . M awby ,P r e s i d e n t W . K .K e l logg Found a t ion a tt h e 1 197 1- I n t e r -Am e r i c a i lCon f e r en c e on Ru r a .L You th f a n J o s e ,Co s t a Ri~a O c tob e r1 4 , 1974 I I ti sa p .L e a su r e ind e edf o rD r . Ch av e s andm et ob eh e r ev r i th you f o rt h i s1 974In t e r -Am e r i c anCon f e r en c e on Ru r a l You th . We h av ea p p r e c i a t e d v e rym u ch t h ep r i v i l e g eo fp a r t i c i p a t i n gi nt h efo rm a ls e s s i o n so ft h e Con f e r en c e andh av e en joy edt h ep l e a s u r eo fm e e t ing so m anyo fyou i n f o rm a l l y . Iwou ld e x p r e s sou r comp l im en t st ot h eN a t i o n a l Ex e cu t iv e Coro~ttee fo r ·t h e1 974Con f e r en ce ,t h eIn t e r -Am e r i c anRu r a l You th Adv i so ry Coun c i l ,P I JR . ande s p e c i a l l you rwond e r fu lh o s t si nCo s t aR i c a . To a l l w h oh av eb e ena p a r ti nt h ep l a n n i n gandcondu c to ft h i ss i g n i f i c a n tIn t e r Ame r i c a nm e e t ing , ou rg r a t i t u d eandc o n g r a t u l a t i o n s . I I I ti sa s p e c i a lp l e a su r . ef o rm et ob eh e r eb e c au s ea r u r a lyou th p rog r am c -Ln m y CH lO e , 4 -H C lub vo r 'k -v -h a sb e en animpo r t an tp a r to fmy l i f e . Ig r ewup on a f r u i tf a rmi nw e s t e r nM ich ig anandw a sa 4 -HC lub m emb e r . My e x p e r i e n c e si n4 -Hw e re an i n f l u e n t i a lf a c t o ri nmy l a t e rd e c i s i o nt o a t t e n dM i ch ig an S t a t e Uni v e r s i t y ,t h ef i r s to fmy f am i lyt oa t t e n dc o l l e g e . M y p a r t i c i p a t i o ni nt h eI n t e r n a t i o n a lF a rm You th Ex ch ang ep rov id edt h ef i r s t i n t e r n a t i o n a lexp e r i en c ei nmy l i f e .I nl a t e ry e a r s Ih av eb e en a l o c a l v o lu n t e e r4 -H leade randa 4 -Hpa r e n t . �2 P r o fe s s i o n a l l y , ~ f 'L r s tp o s it .L o nf ' o . l .Lo v .L u gg radua tion w a sa sa coun ty 4 -H C ' i .ub ag e n t. L a t e ri t w a s r,lY 'p r i v i l e ge t os e r v e8S t h es t at e4 -H C f . u bL ead .e r. r i tht h e Coop er a ti . v eE x ten sion Se r v i c eo fM j. ch ig anS t . at eU n i . ve r-sit y . D u ring t h a t tim eIs e r v e db r i e f l yo nt h eB o a r do fT r u s t e e so fou rN a tion a l 4 -HFound a t i on . Now,i t i . s m yp r i v i l e g et obe assoc ia ted w it htheW . K .K e llogg Found a tion , ag a in' f jt hv a r i o u s oppor t u n i t i e st obeinvol v e dw ith r u r a ly o u t h . I I I Ih av eapp r e ci a t e dv e r ym u c hthe ex ce l l e n tr e p o r t so nt h eK e l log g p r o g r amo fP I JR e . n dth e fou l 'd emon s t r at i o ncoun trie s --C o s t aR i c a ,G u a tem al a , P a r agu a y , an dV ene zu e l a. T h eq u a l i t ya ndimp a c to ft h e s ea c t i v i t i e sa r e imp r e s s iv e ind e Ad andw eex t e n dt ot h o s ei n v o l v e dou rc on g r a t u l a t i o n s and app r e c i a t i o n . Acon ce r nf o rr u r a lyoung peopl eha sb e en a p r i o r i t yi n t e r e s to f the w . K .K e l logg Found a t ion s i n c ei t w a s e s t a b l i s h e dmo r et h a n4 0y e a rs a ge . Th i s con c e rnh a sb e enre f lec tedi ns u p p o r to fs p e c i a lpr o g r am sd e s ign edt o imp rov eedu ca t i o n a loppo rt u n i t i e s ,h e a l t hs e r v i c e s ,t h egen e ra l w e ll-be ing o fr u r a lpe o p l e . Th i ss u p p o r th a si n c lud eda s s i s t a n c et oi n f o rm a ledu c a tiona lp ro g r am sf o ry o u t h ,w i t h suppo r to f4 -H C lub wo rk int h eU n i te d r s 'C lub si nt h eUn i t ed Ki n gdom ,i n c l u d i ng E n g l a n d , S ta te s; Y o u n gF a rme Wa l e s, S co tl a n d , andN o rth e rnI r e l and ;4 -H C lub w o rk i nNo r w a y andF i n l a nd , andMac r an aT u a i t h ei nIr e l a n d . Thu s ,w hen I I CA andP I JR app ro a ch edu sw i t ht h e i rp l a nt os t r e n gt h e n r u r a lyou th p r og I '8 J ! J ! I l ing i nL a t i n Am e ri c a ,i t w as n a t u r a lind e e d fo ru st obe i n t e r e s t e d o F r o mt h a tin i t ia ld i s c u s s i o ng r ew t h esp e c i f i creque s t w hi c hl e d t oou r suppo r tfo rt h i sp r -og r amo fP I JR an dt h ee xp e rim en ta le f f o r t sint h e s e fou r cou n trie s. �3 He are p.Le ae ed and proud to have this special emphasis r et'erred to as the "Kellogg Pr-o.j ec t ; " En truth " c.,f course , it t s your project" not ours. It has been developed by you, in yow. ' respe ctive countries and collectively through PIJR, to meet specific programmi ng needs and opportLrlities i n your own way . It simply has been our good f ortune to provide a bit of help in the f'ur-t.her-ano e of your effor ts. It is gratifying indeed to see t he ;..ray s i n "Whi ch pr i vate an d pu.b l i c :resources hav e j oined together i.n t his eff ort. I t is significant t hat ot h er pr i vate sponsor s have provided assistance i n each of the count ries. OnJ.y through sllch expanded suppo:rt, from both the private and public sectors, will jt be pos s ibl e t o mult i pl y this initi al ef f or t an d. to e ns ure i t s c orrt i nu at.L on . Dr . Chaves an d I had the pleaSUl"c last Sa t urday of visiting a near ChLme.Lt.enango i n Guatemala. realizing the significanc r:' of 4-s 4-8 Cl ub One cannot have such an experi ence without Cl ub involvement to the lives of the p eo ple involved, youngsters and adults alike, and to the community of whi ch they are a part. I very much r egret that, clu e to the illness of my father, I must leave tomorrow and th er ef ore will mi s s t.he t r i p to the 1:-_.-8 Club demonst r-et.Lon here in Costa Ric a. Dr . Ch av es had the p.Leas ur-e of such a visit here h ro year-s ago. Hopefully, our Foundat ion suppor t to this activity of PI JR and t hese demonst r at i ons in four count r ies wi l l be helpful to all of yo u. I would echo the comments of our Chairman, Mr. Steiner, expressing the hope that rural yont h of all countries might have s imilar experi enc es through the joint e f f or ts of the publ ic and p:ri v at e sectors . �4 IV Th"" theme of this Conference, "Rural Youth and Their Decisions for the 1980's." is significant and timely indeed. We can categorize the chal- lenges which c.onf'rorrt us in var'Lous ways, ':1ut it seems obvious as we view t.h e wE,ll--being of man in the years ahead, that the f'ol.LovLng t.hie e are among the over -riding Lss ne s : 1. A concern fur the health of' individuals. Basic to good health i s good nutrition,which in turn is dependent upon food, of the proper kinds, of good ql1ality, dnd in a dequate supply. In our world neighborhood, th e is sue of food supply is becoming ever more critical. Disturbing evidence is now appearing which suggests that severe malnutrition and famine will be experienced in greater degre <;; in vari ous parts of the world . Response to the health-nutrition-food equat i on must receive priority attention. 2. A concern for living in harmony with our environment--balancing the needs of people with concerns for nature, minimizing the intrusions on our ecology, taking compensating actions when the environment is violated, accommodating our life style today to the best long-term interests of mankind. 3. A concern for progress in human relationships. Underlying all of the other issues which conc er n us is the need to improve man's relationships with fellow man. Somehow, in an increasingly complex and inter-related world, we must improve our commitment and capacity to live one with another . v We are met here in a great hemispher i c conference, wh i ch hopefully will be stimulating and useful to each of us. Each of us has an individual role �5 andpe r s p e c t i v e re la tivet or u r a ly o u t h . S om eo fu sa r em em b e r s andvo lu l r t e e r ea~er o t h e r sa r ep r o f e s s i o n a l si ngov e rnm en t agen c ie s and o rg a n i z a t i o n s; som erep r -ese n tt h ep r i v a t es e c t o ri nv a r i o u sc a p a c i t i e s; som eh av el o c a l , o t h e r sn a t i o n a l,o ri n t e r n a t i o n a lr e s p o n s i b i l i t i e s . I ti sa p p a r e n tt h a tim p o r t a n tt h i n g sa r eh app en ing i nou rh em i sph e r e i nenh an c in g oppo r tun ities fo rr u r a l young p eop l e. E v e nmo r e im p o r t a n ta re s et h i n g sw h ich a r eh app en ing i ni n d i v i d u a lc o u n t r i e s ,th rought h ej o i n t tho e f f o r t so ft h ep u b l i c andp r i v a t es e c t o r s. T h emo s t impo r t an tt h i n g s ,o f c o u r s e ,a r eh app en ing i nl o c a lco mmun iti e s, a st h el i v e so fi n d i v i d u a l sa r e e n r i c h e dth roughi n f o rm a le d u c a t i o n a lp rog r am sf o ryou th . Ag r e a td e a lo ft im e ,en e rgyandr e s o u r c e sh aveb e en i n v e s t e di nt h i s con f er e n c e ,i nt h ee f f o r t so ft h ep l a n n e r s andt h einvo lv em en to fp a r t i c i p a n t s . T he g r e a tu nc e r t a i n t yi na co n f e r e n c eo ft h i sk i n di si t su l t im a t ec o n t r i b u t i o n t oimp rov e da ct i v i t i e sb a ckh om e . T h eg r e a td ang e ri st h a te ach o fu sw i l l re tu rn t oou rr e s p e c t i v er e s p o n s i b i l i t i e sand ,i nt h ebu syn e s so f ca tch ing e a l i n gw i t h ou r ev e ry -d ayt a s k s ,w ill c o n t i n u ew i t h" b u s i n e s sa su s u a l " up andd r a t h e rt h a nr e f l e c t i n ginou rd a i l yl i v e st h ein sp ira tionandc r e a t i v e a l t e r n a t i v e sw h ic hw ef i n ds t imU l a t i n gh er e . h ehop et h a tt h i scon f e r en c ew ill i n d e e dm a k ea d i f f er e n c e ,Iwou ld Int c l o s eby sha ringw i t h you s om ewo rd sf romm y4 -H d ay s wh i ch c o n t i n u et oi n f l u en c emy l i f e . Th e s ea r et h ewo rd so ft h e4 -Hmo t to: "T om a k et h eb e s tb e t t e r . " E a ch o fu sh a s ar o l eandr e s p o n s i b i l i t yi nwo rk ing w i t hr u r a lyou th . Wh i l e t h e r ei sm u c ho fwh i ch w ec anb eproudi nt e rm so fp rog r am s ,p a s tandp r e s e n t, t h e r ea l s oi su nf i n i s h e dwo rk . Thu s ,t h ec h a l l e n g et oe a cho fu si st odo wh a t ev er w ec a n ,i nou r ow nspe c ia l w a y ,t o"m a k et h eb e s to ftod aye v en b e t t e rt o mo r row ." � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1974-10-14_RMawby_SPE Title A name given to the resource Russell Mawby speech at the 1974 Inter-American Conference on Rural Youth Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 14, 1974 for the W. K. Kellogg Foundation at the 1974 Inter-American Conference on Rural Youth in Costa Rica. 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 1974-10-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/9290559823ae710c48c2d7cbcf6894ec.pdf a37e46e6fd92692787d3d1edc36f875a PDF Text Text UNFINISHED BUSINESS PRESENTED BY RUSSELL G. MAWBY CHAIRMAN AND CHIEF EXECUTIVE OFFICER W. K. KELLOGG FOUNDATION AS THE JOHN W. OSWALD LECTURE IN HIGHER EDUCATION AT PENNSYLVANIA STATE UNIVERSITY OCTOBER 12, 1988 I IT IS AN HONOR INDEED TO BE INVITED TO PRESENT THE JOHN W. OSWALD LECTURE IN HIGHER EDUCATION. THANK YOU FOR THE PRIVILEGE OF JOINING IN THIS ANNUAL TRIBUTE TO A MAN WHOM I REGARD AS A PERSONAL FRIEND AND AS A DISTINGUISHED LEADER IN HIGHER EDUCATION. I FIRST CAME TO KNOW JACK OSWALD WHEN HE WAS SERVING AS PRESIDENT OF THE UNIVERSITY OF KENTUCKY IN THE MID-1960S. THE UNIVERSITY WAS DEEPLY INVOLVED IN WORKING WITH THE PEOPLE AND COMMUNITIES IN THE MOUNTAINS OF EASTERN KENTUCKY, PROVIDING EXPERIMENTAL LEADERSHIP FOR EFFORTS WHICH BECAME THE PROTOTYPE FOR THE FEDERAL GOVERNMENT'S WAR ON POVERTY IN RURAL AREAS. THROUGH SUBSEQUENT YEARS, INCLUDING HIS �2 THIRTEEN YEARS AS THE THIRTEENTH PRESIDENT OF THIS UNIVERSITY, I CAME TO REGARD HIM EVER MORE HIGHLY AS A LEADER, PRE-EMINENT AMONG HIS PEERS IN MODERNIZING THE HISTORIC LAND-GRANT PHILOSOPHY OF PUBLIC SERVICE TO ADDRESS CONTEMPORARY SOCIETAL NEEDS. BECAUSE THIS ISSUE -- PUBLIC SERVICE -- IS A CRITICAL ITEM OF UNFINISHED BUSINESS ON THE AGENDA OF PUBLIC UNIVERSITIES IN OUR COUNTRY TODAY, I HAVE SELECTED IT AS MY THEME THIS EVENING. IN THESE REMARKS I WILL DRAW HEAVILY UPON MY ADDRESS LAST NOVEMBER AT A PLENARY SESSION OF THE lOaTH ANNUAL MEETING OF THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES ANb LAND-GRANT COLLEGES. II THE OLDEST TRADITION OF PUBLIC UNIVERSITIES 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 �3 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 PRINCIPLES 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. ACCESS TO EDUCATION SHOULD BE OPEN TO ALL WHO COULD BENEFIT FROM IT. 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 EXPERIMENTATION AND DEMONSTRATION. PIONEERS. SUCH WERE THE ASPIRATIONS OF OUR �4 THESE AMBITIOUS GOALS WERE TOO BROAD FOR THE NEW LITTLE STATE COLLEGES TO ACHIEVE. SIXTY YEARS AFTER THE FIRST CLUSTER OF THEM WAS FOUNDED (IN 1862), AND AGAIN THIRTY YEARS AFTER THAT (IN 1890), 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 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. THE RESEARCH EMPHASIS WAS FIRST FORMALIZED IN 1887, WITH CONGRESSIONAL PASSAGE OF THE HATCH ACT, WHICH PROVIDED �5 FOR RESEARCH AND EXPERIMENTATION IN THE AGRICULTURAL SCIENCES. BUT RESEARCH DID NOT TAKE ITS PLACE AS AN ESTABLISHED PUBLIC UNIVERSITY FUNCTION THROUGHOUT THE INSTITUTION 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. IN 1914, SEAMAN A. KNAPP'S PIONEERING WORK IN AGRICULTURAL EXTENSION WAS 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. �6 III THE TERM HPUBLIC SERVICE H 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. PUBLIC SERVICE SPROUTED IN TEST PLOTS AND ON MODEL FARMS THAT RINGED THE SMALL TOWNS OF RURAL AMERICA. IN TOWN HALLS, PUBLIC SERVICE TAKES THE FORM OF MUSIC PLAYED BY VISITING SOLOISTS OR MUSICAL �7 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 FACULTY 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.) 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 OF THE FUTURE AS THE UNIVERSITY COOPERATES WITH INDUSTRY AND �8 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 �9 CONSULTATION TO NON-PROFIT INSTITUTIONS AND ASSOCIATIONS, IT HELPS GOVERNMENT BUREAUS KNOW HOW TO CONDUCT THEIR BUSINESS, IT SPONSORS CLUBS AND HOLDS COMPETITIONS FOR 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. IV 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. �10 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. TWO CLEARLY IDENTIFIABLE TENDENCIES HAVE OCCURRED. IN THIS PROCESS, 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 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, ARE 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 �11 PUBLIC CONCERNS ARE EXALTED. SUCCESS. PUBLICATION IS ESSENTIAL TO FACULTY 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 SEEM TO BE CENTRALLY CONCERNED WITH EITHER TEACHING OR RESEARCH. IF THE PUBLIC UNIVERSITY HAS ONLY THREE FUNCTIONS TEACHING, RESEARCH, AND PUBLIC SERVICE -- THEN THESE OTHER ACTIVITIES MUST BE PUBLIC SERVICE EVEN THOUGH, UP TO NOW, FEW OF US MAY HAVE THOUGHT OF THEM UNDER THAT RUBRIC. �12 HERE ARE FIVE EXAMPLES OF WHAT I MEAN: THE FIRST IS THE PRESERVATION OF KNOWLEDGE, A GOAL WHICH UNIVERSITIES SEEK IN MYRIAD WAYS BUT MOST NOTABLY IN LIBRARIES, MUSEUMS, GALLERIES, AND SPECIAL COLLECTIONS. A SECOND KIND OF ACTIVITY IS THE PROVISION OF AESTHETIC EXPERIENCE. 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. MORE THAN THAT, CONCERT BUREAUS, RADIO, AND TELEVISION CARRY CAMPUS-BASED ARTS OUT SO WIDELY THAT VAN HISE'S DESIRE IS REALIZED MORE FULLY IN THIS RESPECT THAN IN ALMOST ANY OTHER. A THIRD CLUSTER OF UNIVERSITY ACTIVITIES ARE THOSE RELATED TO THE DIRECT CONSUMER SERVICES WHICH UNIVERSITIES PROVIDE. THEY MAINTAIN �13 HOSPITALS, CLINICS, TESTING LABORATORIES, PUBLISHING COMPANIES, HOTELS, RESTAURANTS, BOOK STORES, AND MANY ANOTHER KIND OF INSTITUTION OR SERVICE. IN SOME MEASURE, THESE FACILITIES AND SERVICES ARE THOUGHT NECESSARY TO SUPPORT A UNIVERSITY'S INSTRUCTION AND RESEARCH BUT SOME ACTIVITIES WOULD SEEM TO GO FAR BEYOND THAT NECESSITY. 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. ONLY A LIMITED NUMBER OF PLACES FOR STUDENTS EXIST AND THERE IS 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. SYSTEM. WE REJECT SUCH A WE WANT EVERY DOOR TO BE OPEN TO EVERY YOUNG PERSON WHO CAN POSSIBLY PROFIT BY ENTERING IT. WHILE WE NO LONGER BELIEVE IN COMPLETELY OPEN ADMISSION TO COLLEGE, WE ARE PREPARED TO ADMIT MOST �14 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 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 �15 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? IS THE CARE OF SUCH PEOPLE TEACHING -- OR IS IT PUBLIC SERVICE? THE EIFTH KIND OF ACTIVITY IS THE UNIVERSITY'S ROLE AS ENTERTA INER 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 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; BUT THESE SERVE TO �16 ILLUSTRATE THE BREADTH OF PUBLIC UNIVERSITY ACTIVITY TODAY, GOING FAR BEYOND THE HOME CAMPUS AND A NARROW DEFINITION OF EITHER TEACHING OR RESEARCH. v BASED ON A SYSTEMATIC REVIEW OF THE EVOLUTION OF OUR LAND-GRANT UNIVERSITIES, AND MY PERSONAL EXPERIENCES BOTH IN AND OUT OF THE ACADEMIC LIFE, I HAVE BECOME PERSUADED THAT THE CONCEPT OF THE TRIO OF FUNCTIONS WE USUALLY ASCRIBE TO THESE INSTITUTIONS -- TEACHING, RESEARCH, AND PUBLIC SERVICE -- IS INACCURATE AND PROBABLY COUNTERPRODUCTIVE IN FULFILLMENT OF THE VISION OF FULL SERVICE TO SOCIETY. ALL OF MY ANALYSIS SUGGESTS THAT THE BASIC FUNCTIONS OF THE UNIVERSITY, THE WORK IT MOST ESSENTIALLY DOES, ARE TEACHING (THE DISSEMINATION OF KNOWLEDGE), B~SEARCH (THE CREATION OF KNOWLEDGE), �17 AND (SOME WOULD SAY) ARCHIVAL (THE PRESERVATION OF KNOWLEDGE). OTHER MAJOR ACTIVITIES OF THE UNIVERSITY -- EXTENSION, MASS ENTERTAINMENT, CUSTODIANSHIP, OR THE PROVISION OF AESTHETIC ENJOYMENT OR OF CONSUMER SERVICES -- GAIN LEGITIMACY ONLY TO THE DEGREE THAT THEY ARE LINKED WITH TEACHING AND RESEARCH. SOME PEOPLE BELIEVE THAT THE PRESERVATION OF KNOWLEDGE SHOULD ALSO BE RESTRICTED TO MATERIALS WHICH CAN BE RELATED, NOW OR IN THE FUTURE, TO THE TWO BASIC FUNCTIONS. THUS, I WOULD ARGUE PUBLIC SERVICE IS NOT A FUNCTION BUT A PRINCIPLE WHICH ANIMATES AND GUIDES THE BASIC WORK OF THE PUBLIC UNIVERSITY. PROGRAMMATICALLY, IT MEANT ONE THING AT THE FOUNDING OF OUR 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 UNIVERSITY. PRINCIPLE. IT IS NOT THE ONLY SUCH ONE CAN READILY THINK OF AT LEAST THREE OTHER GUIDING �18 INFLUENCES: THE TRADITION OF THE UNIVERSITY AS AN INSTITUTION; 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 PRINCIPLES ARE EVIDENT IN A UNIVERSITY'S STRUCTURE AND 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 DESIRE TO ACCOMMODATE IMMEDIATE STUDENT NEEDS; HE LOOKS WITH DISTASTE AT PUBLIC SERVICE UNLESS IT CAN BE SHOWN TO HAVE BEEN FAVORED 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 FOR �1 9 UN IVERS ITY LEADERS ISTO BALANCE THE OPERAT ION OF THE PR INC IPLES REASONABLY WELL . VI POL IC IES CONCERN ING PUBL IC SERV ICE ARE OFTEN AS HARD TO STATE AND MA INTA IN AS ARE POL IC IES CONCERN ING TEACH ING AND RESEARCH . UN IVERS IT IES DO NOT MERELY RESPOND TO SOC IAL DEMAND OR REQUEST ; THEY USE THE IR ADVANCED KNOWLEDGE TO TRY TO PERFECT SOC IETY OR , AT ANY RATE , TO CHALLENGE ITD IRECTLY . WE LOOK TO OUR UN IVERS IT IES TO BE OUT FRONT , SETT ING A V IS IONARY AGENDA FOR SOC IETY -PROV ID ING LEADERSH IP IN ADDRESS ING S IGN IF ICANT SOC IETAL CONCERNS . THOMAS JEFFERSON SA ID THAT IN FOUND ING H IS UN IVERS ITY "1 WAS D ISCHARG ING THE OD IOUS FUNCT ION OF POUR ING MED IC INE DOWN THE THROAT OF A PAT IENT INSENS IBLEOF NEED ING IT . " WHEN SEAMAN KNAPP SENT AGENTS OUT INTO THE F IELD , THEY SOMET IMES FOUND AR ~E POSSES OF FARMERS WA IT ING AT �20 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 ALL 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 BEST CONCEIVED 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 �21 UNIVERSITY TO NEW AUDIENCES. THEY QUICKLY DISCOVERED, HOWEVER, THAT ACTIVITIES UNDERTAKEN FOR THE PURPOSE OF PUBLIC SERVICE GREATLY INFLUENCE A 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 OTHER 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. �22 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 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. �23 THE TESTS OF RELEVANCE OF TEACHING AND RESEARCH SHOULD BE APPLIED TO THE FIVE OTHER FORMS OF PUBLIC SERVICE I SUGGESTED EARLIER -- THE PRESERVATION OF KNOWLEDGE, PROVISION OF AESTHETIC EXPERIENCES, DIRECT CONSUMER SERVICES, CUSTODIANSHIP OF THE YOUNG, MASS ENTERTAINMENT. WHILE I WILL NOT DO SO THIS EVENING, TO PURSUE THIS ANALYSIS DOES SHARPEN THE FOCUS OF THE UNIVERSITIES' MISSION AND SUGGEST GUIDELINES FOR CARRYING OUT ITS MYRIAD ACTIVITIES. BUT 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. IN THE FUTURE, REGULAR CLASS ENROLLMENT WILL CONTINUE TO BE IMPORTANT, BUT ONLY AS A PART OF A VASTLY LARGER WHOLE WHICH INCLUDES SUCH LIFELONG EDUCATIONAL SERVICES AS �24 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 PROVISION 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, IN PARTICULAR, 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 CHANGES MAY BE A CONSEQUENCE. SWEEPING IN REVIEWING THEIR TEACHING ACTIVITIES, UNIVERSITIES SHOULD BE INTROSPECTIVE WITH EQUAL RIGOR. THE CURRENT FAILURE TO RECOGNIZE EXCELLENCE IN TEACHING , WHEREVER AND IN WHATEVER FORM IT OCCUR S, IS INE XCUSABLE. �25 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 IN CONSEQUENCE OF THEIR MASSIVE SUPPORT. BEYOND PEER REVIEW. THERE MUST BE ACCOUNTABILITY 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 IN THE CREATIVE INTEGRATION OF THE TWO TO SERVE VARIOUS PUBLICS. THIS HAS BEEN THE HALLMARK OF OUR LAND-GRANT UNIVERSITIES, WHICH HAS EARNED FOR THEM THE DESCRIPTION OF BEING AMERICA'S FIRST DISTINCTIVE �26 CONTRIBUTION TO HIGHER EDUCATION. INTERNAL PRESSURES TO FURTHER EMPHASIZE RESEARCH AND DOWN PLAY PUBLIC SERVICE ARE TREMENDOUS. THUS, THE LAND-GRANT TRADITION APPEARS TO BE IN JEOPARDY, WITH MOST LAND-GRANT UNIVERSITIES LOSING THE DISTINCTIVENESS OF THE BALANCE OR BLEND OF TEACHING AND RESEARCH WITHIN THE SPIRIT OF PUBLIC SERVICE WHICH CHARACTERIZES THEIR TRADITION. VII LOOKING TO THE FUTURE, IT SEEMS WISE TO REMIND OURSELVES THAT, 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 AMAZING PROLIFERATION OF INDEPENDENT, NON-UNIVERSITY-BASED, PUBLICLY SUPPORTED RESEARCH INSTITUTES AND THE EXPLOSION OF NON-UNIVERSITY-BASED PROGRAMS OF CONTINUING EDUCATION FOR THE PROFESSIONS AND OTHER SPECIAL INTERESTS ILLUSTRATE THIS RESPONSE TO �27 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. ROBERT ANDERSON, CHAIRMAN OF ROCKWELL INTERNATIONAL, IN ADDRESSING THE CORPORATE-HIGHER EDUCATION FORUM OF CANADA EARLIER THIS YEAR, SUGGESTED THAT "EDUCATORS MAY WELL HAVE TO EXAMINE THEIR BASIC ASSUMPTIONS AND RETHINK THEIR OPERATIONS FROM TOP TO BOTTOM IN ORDER TO BE COMPETITIVE IN TODAY'S WORLD, JUST AS BUSINESS PEOPLE ARE DOING." WHILE ALL AMERICAN UNIVERSITIES, PUBLIC AND PRIVATE, NOW ENGAGE IN PUBLIC SERVICE, IT HAS BEEN MOST TRULY FULFILLED IN THE STATE �UNIVERSITIES 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 INTO THE CENTRAL FABRIC AND PROCESSES OF THE INSTITUTION HAS BEEN A POWERFULLY GENERATIVE FORCE. IT HAS HELPED BRING THE STATE UNIVERSITIES TO THEIR WORLD-WIDE EMINENCE. IT HAS LED TO THE CREATION OF NEW CATEGORIES OF INSTITUTIONS OF HIGHER LEARNING, SUCH AS THE REGIONAL STATE COLLEGES AND UNIVERSITIES AND THE COMMUNITY COLLEGES. IT HAS CHALLENGED THE PRIVATE UNIVERSITIES. IT POWERFULLY INFLUENCES ALL NEW UNIVERSITIES OVERSEAS AND IT IS TRANSFORMING THE ANCIENT EUROPEAN INSTITUTIONS WHERE THE IDEA OF HIGHER LEARNING BEGAN SINCE PUBLIC SERVICE IS THE SPIRIT WHICH ANIMATES SOME OF THE BEST THINGS WE DO. WE ALSO HAVE BOTH A CHALLENGE AND A GUIDE FOR THE FUTURE. WHEN OUR MAJOR EMPHASIS IN PUBLIC SERVICE WAS MADE UP OF THOSE ACTIVITIES �29 EVOKED BY THE WORD "EXTENSION," WE FOUND THAT 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 THE USE OF THE UNIVERSITY'S RESOURCES OF KNOWLEDGE AND INSTRUCTION. WE DID NOT DO EVERYTHING PEOPLE ASKED OF US BUT, BY COLLABORATIVE PLANNING, GUIDED THEM TO THE REALIZATION THAT THE PROBLEMS OF INDIVIDUALS AND OF SOCIETY COULD NOT BE SOLVED 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 THE SAME IDEA. WE SHOULD NOT SIMPLY OBLIGE PEOPLE BY DOING WHAT THEY ASK US TO DO. OUR TRIUMPHS OF THE FUTURE, LIKE OUR TRIUMPHS OF THE PRESENT AND THE PAST, CAN BE ACH IEVED ONLY IF WE HOLD FAST TO THE IDEA THAT THE PUBLIC SERVICES OF A UNIVERSITY SHOULD BE CREATIVELY RELATED TO ITS BASIC FUNCTIONS OF TEACHING AND RESEARCH. �30 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 LIST GOES ON. THE SUCCESS OF OUR SOCIETY IN ADDRESSING SUCH ISSUES WILL INFLUENCE THE QUALITY AND CHARACTER OF LIFE FOR BOTH CURRENT AND FUTURE GENERATIONS. TO ILLUSTRATE BOTH THE PROBLEM AND THE POTENTIAL, I WILL TAKE JUST ONE EXAMPLE FROM THE AGENDA: YOUTH DEVELOPMENT. WHILE DEMOGRAPHICS DEMAND ATTENTION TO THE REALITIES OF AN AGING POPULATION AND THE NEEDS OF THE ELDERLY, FURTHER REFLECTION AFFIRMS THAT THE FABRIC OF OUR SOCIETY IS UNRAVELING AT THE EARLY END OF THE LIFE-SPAN. �31 THROUGH THE 1980S, SCHOLARS HAVE EXAMINED IN MICROSCOPIC DETAIL THE PROBLEMS THAT CONFRONT AND CONFOUND AMERICA'S YOUTH. A SERIES OF DISTINGUISHED COMMISSIONS HAS DOCUMENTED THE LOOMING "CRISIS OF YOUTH," AND WARNED OF THE DANGER OF A "PERMANENT UNDERCLASS" OF THE YOUNG. THEIR REPORTS SERVE NOTICE THAT OUR WAY OF LIFE IS ENDANGERED BY SHORTCOMINGS OF THE RISING GENERATIONS. THIS CALL FOR A SHIFT IN FOCUS UNDERSCORES THE NEED TO RECOGNIZE THE VITAL ROLE OF VARIOUS lliELUENCES IN THE PROCESS OF GROWING UP. ELEMENTS COME TO BEAR. MANY THE FOLLOWING FOUR, AMONG MANY, HAVE SPECIAL IMPORTANCE: THE FAMILY. EXTINCT. THE TRADITIONAL AMERICAN FAMILY IS NEARLY IN 1955, 60 PERCENT OF AMERICAN YOUNGSTERS LIVED IN A HOME WITH A WORKING FATHER, A HOUSEWIFE MOTHER, AND ONE OR MORE SCHOOL-AGE SIBLINGS. BY 1985, LESS THAN TWO GENERATIONS LATER, THAT NUMBER HAD DROPPED TO 7 PERCENT. MORE MOTHERS, BY ECONOMIC NECESSITY OR CAREER CHOICE, ARE WORKING AWAY FROM HOME. �32 THE TRADE-OFF IS CONSEQUENTIAL. RECENT STUDIES SUGGEST THAT FULL-TIME, NON-PARENTAL, OUT-OF-HOME CHILD CARE COMMENCING AT AN EARLY AGE LEADS TO SOCIAL AND PERSONAL PROBLEMS LATER IN LIFE. SUCH CHILDREN ARE MORE LIKELY TO BE UNCOOPERATIVE, UNPOPULAR, HAVE POORER STUDY SKILLS, LOWER GRADES, AND DIMINISHED SELF-ESTEEM. IT IS REGRETTABLE THAT, IN GENERAL, SOCIETY HAS BEEN UNRESPONSIVE IN DEALING WITH THE SIGNIFICANT CONSEQUENCES OF CHANGING FAMILY CIRCUMSTANCES. THE ECONOMIC ROLE OF YOUTH. WHEN AMERICA WAS A PREDOMINANTLY AGRARIAN NATION, CHILDREN PERFORMED TASKS FROM A VERY EARLY AGE WHICH MADE A REAL CONTRIBUTION TO THE FAMILY'S LIVELIHOOD. CHILDREN WERE AN ECONOMIC ASSET. IN THE MAINLY URBAN AND SUBURBAN AMERICA OF TODAY, YOUTH ARE ECONOMIC LIABILITIES. TODAY'S SUBURBAN CHILD MAY HAVE SOME CHORES, BUT MOST ARE NOT CRUCIAL TO THE FAMILY'S WELL-BEING. WAYS NEED TO BE FOUND TO OFFER YOUTH OPPORTUNITIES FOR PERSONAL SKILLS DEVELOPMENT AND CHARACTER-BUILDING ... WAYS TO BOOST SELF-ESTEEM, TO BE CONTRIBUTORS TO AS WELL AS BENEFICIARIES OF THEIR FAMILIES AND THE LARGER SOCIETY. �33 THE MATURATION PROCESS. THE PERIOD OF DEPENDENCY FOR YOUTH HAS BEEN EXTENDED, OFTEN INTO THEIR MID- OR LATE-TWENTIES. EVEN AS THE AGE OF PUBERTY IS SHORTENED AND YOUNGSTERS ARE PHYSICALLY AND MENTALLY MORE READY AND ABLE TO PERFORM ADULT-LIKE ROLES, THE TIMEFRAME OF TRAINING TO TAKE ONE'S PLACE IN ADULT SOCIETY IS LENGTHENED. CAUGHT IN THE CONFLICT OF EARLIER MATURATION AND PROLONGED DEPENDENCY, MANY YOUTH ARE ENDANGERED BY A SENSE OF AIMLESSNESS AND ANOMIE. YOUTH NEED CHANCES TO CONTRIBUTE TO THEIR SOCIETY ... OPPORTUNITIES TO WORK AND SERVE AS EMPLOYEES OR AS VOLUNTEERS. BOTH CAN BE MOTIVATING AND REWARDING. IN THIS WAY ... BECOMING GIVERS AS WELL AS TAKERS ... YOUTH CAN MOVE BEYOND THE FENCES OF DEPENDENCY. THE SCHOOL. FROM KINDERGARTEN THROUGH HIGH SCHOOL, THE NATION'S SINGLE MOST PROTRACTED EDUCATION SYSTEM IS ONE DESIGNED IN AND FOR THE 19TH CENTURY. FEW OF ITS PARTS HAVE CHANGED IN FUNDAMENTAL WAYS TO MATCH THE EVOLVING NEEDS OF STUDENTS. POINT. A FEW EXAMPLES SHOULD ILLUSTRATE THE THE VALUE OF EARLY CHILDHOOD AND PRESCHOOL EXPERIENCES IS EVIDENT, BUT FEW SCHOOLS ADDRESS THESE NEEDS IN A SYSTEMATIC OR COMPREHENSIVE WAY. DESPITE A GROWING �34 NEED FOR A SAFE PLACE FOR uLATCHKEY u CHILDREN TO STAY BEFORE AND AFTER CLASSROOM HOURS, FEW SCHOOLS HAVE OPENED THEIR DOORS TO CREATIVE SOLUTIONS TO THE PROBLEM. EVEN IN LIGHT OF STUDIES THAT SHOW THAT STUDENTS' SKILLS DETERIORATE DURING A SUMMER uLAYOFF u DESIGNED FOR AN AGRARIAN SOCIETY, THREE-MONTH SUMMER INTERLUDES REMAIN AN ENTRENCHED PRACTICE. WHILE SCHOOLS CANNOT BE EXPECTED TO DO EVERYTHING, THEY SHOULD ASSUME A LEADERSHIP AND CATALYTIC ROLE IN ADDRESSING THE DEVELOPMENTAL NEEDS OF YOUTH. CONVENTIONAL WISDOM MIGHT SUGGEST THAT THE PROBLEMS OF YOUTH ARE TOO OVERWHELMING, TOO COMPLEX, TOO PERSISTENT, AND TOO EXPENSIVE TO SOLVE. SUCH AN AURA OF INTRACTABILITY COULD DESTROY PUBLIC SUPPORT FOR YOUTH PROGRAMS. THAT IS WHY THE MESSAGE OF A NEW BOOK BY LISBETH B. SCHORR, WITHIN OUR REACH: BREAKING THE CYCLE OF DISADVANTAGE, IS SO IMPORTANT: UIT IS A STRANGE AND TRAGIC PARADOX THAT CONFIDENCE IN OUR COLLECTIVE ABILITY TO ALTER THE DESTINIES OF VULNERABLE CHILDREN HAS HIT BOTTOM JUST AS SCIENTIFIC UNDERSTANDING OF THE PROCESSES OF HUMAN DEVELOPMENT AND THE RICH EVIDENCE OF SUCCESS IN HELPING SUCH CHILDREN HAS REACHED A NEW HIGH." �35 SCHORR HAS DESCRIBED THE ENIGMA. THEORETICALLY, SOCIETY KNOWS HOW TO DESIGN THE EFFECTIVE SCHOOL, HOW TO DELIVER HIGH QUALITY PRENATAL CARE, AND HOW TO EFFECTIVELY INTERVENE TO REPAIR DYSFUNCTIONAL FAMILIES. WE KNOW MUCH BETTER THAN WE DO. As SCHORR POINTS OUT: " ... IN THE LAST TWO DECADES WE HAVE ACCUMULATED A CRITICAL MASS OF INFORMATION THAT TOTALLY TRANSFORMS THE NATION'S CAPACITY TO IMPROVE OUTCOMES FOR VULNERABLE CHILDREN ... BUT MANY ADMINISTRATORS, ACADEMICS, PRACTITIONERS, AND PUBLIC POLICY ANALYSTS ARE NOT AWARE OF THE NEWLY EMERGING INSIGHTS, ESPECIALLY FROM OUTSIDE THEIR OWN FIELDS." SPREAD THROUGHOUT A GREAT UNIVERSITY SUCH AS YOURS -- IN MULTIPLE DISCIPLINES AND ADMINISTRATIVE UNITS -- IS A MARVELOUS AGGREGATION OF EXPERTISE ABOUT THE DEVELOPMENTAL PROCESSES OF YOUTH, FROM PRE-BIRTH THROUGH ADOLESCENCE. IS It POSSIBLE THAT THESE SUPERB KNOWLEDGE RESOURCES COULD BE BROUGHT TOGETHER IN A COHESIVE, COMPREHENSIVE AND COLLABORATIVE MANNER TO AID SOCIETY IN ADDRESSING MORE EFFECTIVELY THE EDUCATIONAL/DEVELOPMENTAL NEEDS OF ITS FUTURE GENERATIONS? THE CURRENT SPORADIC AND FRAGMENTED EFFORTS TO ADDRESS THE CONCERNS OF YOUTH ARE OBVIOUSLY NOT WORKING. HOPEFULLY, SOME UNIVERSITIES WILL COMMIT THEMSELVES FULLY TO SUCH A MISSION. CONTRIBUTION TO THE FUTURE COULD BE ENVISIONED. NO GREATER �36 VIII 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 PERCEIVED AS ESSENTIALLY INWARD-LOOKING, AND THEREFORE PRIMARILY SELF-SERVING, WILL BE INCREASINGLY THREATENED. RECENT PATTERNS IN PUBLIC FUNDING FOR PUBLIC UNIVERSITIES NATIONALLY AND IN MANY STATES, MAY BE EARLY EVIDENCE OF THE EROSION OF PUBLIC CONFIDENCE AND EXPECTATION. TO DESERVE THE CONTINUING PUBLIC CONFIDENCE AND SUPPORT WHICH HAVE BEEN ENJOYED IN THE PAST, OUR PUBLIC UNIVERSITIES MUST CONTINUALLY DEMONSTRATE THEIR 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 PUBLI C CONTEX T. 1396KJ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, Unfinished Business Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 12, 1988 for the W. K. Kellogg Foundation at Pennsylvania State University for the John W. Oswald Lecture in Higher Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/7fe313a7db7b0b6c28ca76e3cae73cd7.pdf 68fb604f9c7ee3c3da002cadbcfca5f2 PDF Text Text " FOmIDATI ON CULTI VATI ON, PRESENTATI ON, AND FOLLOW-UP" Rema r ks by Dr . Rus s e ll G. Mawby Pr e s i dent, W. K. Kel l ogg Found at i on a t the Boy Scout s of Ame r i ca 1979 Nat i onal Fi na nce Semi na r St. Louis, Mis s ouri Octob e r 12 , 1979 Th ank you v e ry mu c h , AI . of y o u t h is mo r n i n g. ~ene e OR I am d e l igh t e d t o b e wi t h a l l As Al no t e d , Sco u t i ng my li f e a n d I am p le ased ~~~~ h 35 had a Maje r aSl--- trl ~ ."l !UO L II i.ng to re p resen t a f o u n d ati on wh i c h h a s supp o rte d th e d e v e l o pme nt o f n e w pro g r a ms f o r y ou t h , i n c l u d i n g the Bo y Sc ou t s of Amer i c a, .t. v'e [~ ....--- --- \~ J, 6, d ec ~es . ~-~~~ ( ~ • ~ ~ ~.,. ~, \-.. v---- I arr iv ed i n S t . Lo u i s e a r l y y e ste r d a y af tern oo n i n ~-f)~ --~:! or d e r to h e ar Mr . Es t es ' c omme n t s o n th e fi. n a ncia l the Boy Sc o u t s of f~ e r i c a f u t u re of a nd b e cau s e I d id n o t wan t trave l lo gistic s to int e r f er e wi t h my h e a r i n g Re p r e s e n t a t i v e Ca ll ab l e' s c ommen ts thi s morn i n g o n ph i l an t h ro pi c l e gi sl at i on in t h e '80 s . Rep res en t at i v e Ca n a ble h as b e e n a c o n si st ent s upp o r te r of privat e ini t i ativ e and p h i l an t h r o p y j n ou r so c i e ty . }IR -17 85, o r the F i s h e r - Cona b l e Bil l, i s an a b s o l ~~ ess e n t i..aI - o f} �p iec eo f leg is l ation t h a t w ill do m uch to re s to r e inc e nti v es f o r charitab l eg iv i ng t h a t has be e n eroded as the g o vernm ent h M y ea r l ya r r i va l w as a ls op rom p ted by the desire t o persona l ly m eet a n d cha tw ith som e o fyou last n i ght , That 4DO t h ere a r e w e ll ove r~ sem in ar par t i c ipan t s , re pre s ent i n g mo r et h an 100 C oun cils f r om ~ . ~~ ea l'f u r r r i -an d poi f i ts in b e t w een -is a test i m ony t ot h e i mp o r tance w h ich eB oy S cou t so fA 'TIerica ,p la c eo nf i nanc ia l a ll of you, and th s t ew a rdshi pand pub lic tr u st, . , The fa ct t h at ove rtw o-th ird s of you are vol u n teer l e ad ers at t h e C o u n ci lle v el, i n c luding Counc i lp re s ident s , fina n ce vi c epresi d en ts, and financ e c h ai rm e n ,i sa ls o a rem ar k a bl etestim ony to y ou r ow n comm i tm ent o ft i m e and e f f o rt to B oy S cou t s and t oyour pa r t n e r s h i p~ n w o r k in gw it hthe S c o u ts! p rofessio na l s t a ff m em b e r sa tb ot h t h e C oun c i l and na t iona l le v e l s , �On e o f the m ost i m pressive aspects o fS c o uting has l o n g be e ni t s em p h a si son v olu n t e e r lea d e r sh i p an d on a in ~a i n ir ah i gh r a ti oof adu lt vo lun t eer st o ~ th a ttoday fi n d s mo r ethan one and h alf m i llio na d ult It i sa t r a d i t i o , a d ers w o rk ing wi t h the m e than t h r e ea n dah al f m il l i on le you t h in Sco u ting. i nt e r ~ is th is s t ro n gp rivate c i t i ze ni n v o l vem e n t -- o f financ in g , operation , an d pr o g ramm ing -- t h at ha sm ade s c o uting s u ch a c e n tr a l pa r t of t h e Am e ri c a ne ~ ..., II M y a s s i g n ed top i c th i sm a r P r es e n t a t i o n, a n d Fol l ow -up" ~ ~. " - ~ / 'C . . . . . . . for o ver 75 years. ~ i s" eri~ ~~~ ~ n d a t ~ n. e -U - l t i v a t i o n, - ~ ~~ ~ ~ J J1 -' ! b othA n dP a u l l Aymond a Da v i s suggested that I focu s on gu i d eli n es \oJhic hY .Q .1L . .might u s et oachi e ve f a v o r a b l e co ns i der a t i o n by f o u nda t i o n sof l o c21 C ounci lfu ndi n gproposa ls . C er t ai n l y th ere ha s been a o s ea n ds u p p o rt i ve r e l a tio n sh ip be t w ee n Sc o ut i n ga n d cl f o und atio n s, ex t e n d i ng a l l the w a y bac k to L ee H a n m e r of t h e R usse l lSage Foundation se r v ing a s se c ret a r y of t h ef i r st �o r g an ization co mmi t t e e of t h e B oy Sco u ts o fAmerica in 1910. r The f o u n d e ro f Scou ting, B ri t i sh arm yo ffi c e rand Iauthor Robert I c ribed how he d ec i ded B a d en -Pow e ll in 1906 des to r e wr i t ef o r boys h is m ilitary book A ids t oSc o u ting and t or e f o c u st h ebook on you th tra iD ing. B aden -Pow el l enj o yed te l l i ng t h esto ry of the B ritish br i gad ie rgen era lwho wa s r i d ing hom e from m ilitary m a n euv e r s w hen f r o mt h eb r an c he s o fa t r ee overhead he hea r dh is young son ca ll o u t , "Fat h e r , I ami nambus hand you h a ve pa sse dm e w ithou t see ing m e. R em em ber, you s h ou l da lways lo ok up as w el l a sa r ound you!tl Ba d en-Pow e l l obse r v e d that t h is i n c iden t opene dh is ow ne y e s t ot h efac t that tra in ing ot h er si nt h e sk il l s of obser v ation a r rd d e d u c ti o n has g rea t e d u cati o n a l va lu e . I tis st i l l t o d a ya cen tra lp a r t of S cout i n g . I m ight summ a r i z e th i s mo rn ing b y suggesting th at you u s et h 2 s esam eS co u t i ng pow e r s of ob s e r v a t i on and d educ t i . on i nyour approac h es to s e e k i ng f o undation s u ppo rt -- o r 'i n e v e n few er w o rds -- tha t you co nc e n trat eon th eS couting ~ �c r e d o "B ep repa r ed." ~ B y tha t, I m ean be p r ep ar e dby ha v i n g a gene ra lunde rs tand ing about p ri v a te fo unda tion s in our s o c i e t y, and m o re s p e cif i ca l ly , the ro le o fp riv a t e foundat i on s ~ you r ow n co mm un ity . W h e n the w o rd "foundation " is m e ntio n e d, t h e instan t r e a c t i on is t ot h i n kb i g: F or d , R ock e f e l l e r ,Jo h n son, M el l o n ,K res g e, L i lly, p e r haps even K e llogg. T hese a r e h i g h l y vi s i b le f o unda ti o ns w ith l a r g ea s s e t s ,s u bs t ant i a l a n n ua l expen d i t u res, pr o f essi o na l s t aff s, and na t i o n a lor in terna tiona ls p her e so fa ct i v i ty . Ye ton l y 38 f o u ndat i o ns ha v e as s et sof $100 m il l i o no rm ore. W e ne e d to rem ind o ur s e l ve st h a t 9 0p ercen to ff o u nda t i o ns -- o rs o m e 2 2 , 5 0 0 -~.~t..-.-~ h a v ea s se t sof l e s sthan $ 1 m illion. • ~ . ~~l -r ~ ~ e agg rega te cap ita l res o ur c e so f al lfounda t i o n si s a b o u t $27 b i l l i o n . T he i r inv e stmen t por t f o l i o sp r o d u c e s ome t h i ng sligh tly over $2 b i l l i o ni ni n c o m e -t h eba si s f o rg r ants m ade by f o u n d a tio n s. The s efi g u r e s still s e Em la r g e and im p r e s s i v eu n t i lt h e ya r epu ti n t ope r s p e c t i v e , �f o r examp le in r e l a ti o nt ofed e r a le x p e nd iture s. To il l ustrate t h i spoint, t h et o t a lca pita la s sets o ff o un dati o ns ,o r the $27 b i l l i o n ,i ss l ight l yle s st h an the amount spen t by t h e U .S. D epart m en to fH eal t h, Ed ucation, and W elfare in j u st a 0 Jc .\C..F-"7 ~ : (J-c?W "? ~ ~ s i x-m o n t h per i od . B u t wh il epriv at ef o undat i on resource s a r er e l a t i v e l ysm al l ,p r i va te g r an t do llars very o f te n ar e c r i t i c a la n dc ata l y t ic in pro vid i n gf o rex peri m en tation, r e d i r e ct i on ,a n dc h ange bo t hi ns o ciet yand i ni t s nonprofi t o r g a n i zatio n s . I tm ay be u sefu lt o i /a ~f n d at i n s ~ r e t brie f l y on the n7 0f a basi sfo ro u r exp lo r a t ion of t h eir r o l ei nre l a t i o ns h i pt oy o ur s p e c i fic ~lnc il ~e e d s . B roa dl y , ~------- -- --- - - t h e r ear efi v ec l assi f ic a t io n s of p r i v a t ef o unda t i o n s . I am s u r ey o u ca n id e n t i f y exam p l e so fe a c hI ny o u r own ex per i enc e o rg e og r a p h i c loca l i t y . 1 . The fami l yfo u ndati o n ,t h ep h ila n t h ropi cm echan ism f o rc h ar i t a b l eg i v i n gb ya s i n g l e fam i l yo rf a m i l y gr o up . �Mo s t fam il yf o u n d a tion s are re lat i v ely sm al l ,ha v e no p r ofe ss i o n a ls t a f f ,m ay li m i t t h e i rg r an ts t oce r t a in area so f i n te r es to r pu r p ose , and g ene r a ll yar el i m ite di nthe ir a phi cscope of act i v ity. geogr 2 . The c o mm un ity foun d ation, am e chan ismb y wh ich v a r i c u sd o n o r sc a ng ive t occ r nm unity p u r p o s e s . Th e CO lT lT I lUn it y f o u n d a t i o nh a si t s own b o a r do f tr st e e ~, ~ h a v e re s p o n s i - b i l ity f o radm in istrati o n of t h e funds p ro v i de d to it b y g i f to r be q uest . In i t sc h arter the ge o g r a p h i cscope o ft h e commun i ty f o u n d at i on ' si n te r e s t is p r es c r i b e d . 3 . The com pa n y-sponso red f o u n d at i on, t h e char i ta b l e anno fa b u si n e s s co r po rat i on. The p r o g r am a r ea so f in t e r e s t m ay b ep r es c r i b e da n d ver yo f t e ng ran ts a r em ad e t oconuuuni t i e s ~~ i nw h i c h t h ec o r p o ra t i o nca r r i e son i t sbus i ness a c t i v i t i e s . 4 . The spec ial pu r pose founda t i o n ,e s t a b l i s h eG by i n d i v i d u a l so rg r oups, w ith v er ys p e c i f i cp u r p ose si nm i n d . The s em ay re l a t et oresearc hi n t e r e s t ,p r o g r am activ ities, o rr e l i g i o u s purpos e s . ) �5 . The genera l-purpose found at i o n , w h ich h a s broad purpo ses, a n dw ithp r i o r i t i es es t a b lis h ed by boards of t r ustees on a co n tinuing basis i nresp o n s e to s o c ia lc h ange d . The s ea r et h el a rge p r iv a t ef o u ndat i on sm any of and nee w h ich you w il lre cogn ize -- Fo rd, R ockef e ll e r, and K e llogg. Th ey t e nd t ob e at least nat i o n al in te rm s of g e og raphic s c o p e of i n te r est . : g r a nt s ,wh il . / o I d e t erm ined by th e i rgov e r ning ( . . - I -- priva te fou n d a t i o n sm ake t h e ir own -.....-.... ~rn ~ r ~a s as ~ ~~~~ ~- -..-~~ h ou l da lso be not e dt h a t funding fo r indi v id u al s , It s f o rg e n e r a l operat i n g budgets, and f o r sc h o l ars h i p s, f e l low s h i p s ,and loan s is a v a i l ab le on l yf r o mr e l a t i v e l y~e\l f o u n d a t i o n s ,often w ith in spec i a ll i m i t a t i o ns . L - , 11 r~ Re g ar d l ess o ft y p eo r si z e ,f o un d a t i o n st o d ay r e c e i v e t \ .A -~~ m any t h o u s a nd s of w o rthy reque st s ,w h ich t h e ym u s t d e c l i n e e i t h e rfo rt h ere a s on t h at t h e r ea r en eV2 r enough f u n d st o go ar o u n d ,o rb e c a use th e re q u e s t sfa ll c l e a r l yo u t si d et h e f o u n d a t i o n 's fie l dof i n t e r e s t . O t he rapp licat i o n sa r e �poo r l yp r e pa r ed o rg ive l i ttle e v i d ence of care f u la nal y sis o ft h eo r gan i za t i o n's needs, its cred ib i l i ty ,o r its capacity t operfo rmthe t a s ks f o r w h ich f u nds are be i ng requested. Som eti m es the qua lifica t i ons o rp ro jec tstaff are no t w e ll t a b l ished o rt h e budge ta n d th em eans f o re v a lua ti n g es p r og r ess m ay no tb ep r ese n t ed con vin c i ng l y . JJ" tL . . . ~\- '-\~ ~ t~ . . ' L W ith f o unda t ion s t a f f ti m e lim ited, a nd t h ec o m pe tition - fo rs c arce founda t i o n dollars g r ow ing, a C oun ci ls h o u ld s t u d yt h o ughtf u l l y its ow n or g a n iza t ion an d th e charac t e r isti c s o f the fund ing s ourc e bef o re app l .y ing. Th eC oun cil s h ou l d : 1 . Know t h ef o undat i on' sa r ea of in tere s ta n d ob jec ti v es a n di t s capa city t og iv ea g r a nt i nthe amo u n t ne e d e d, 2 . Suhmi t on ly t h ose pro po sal sw h ich fa ll w i th i n the f o u n d c t i o n ' sareas of i n t erest and w ith in i t s m eans, «: ' : ~~ . ' ~~~ e~ ~. 3 . Q u e r y th ef o u n d a ti o n be f o re p r e par i n ga n ds u bm i t t i ng pr oposaL s, and : : : ' f- 4 . I fa gr a n tis m ad e , ma k e re g ular e v a l u a t i o n and o gr e s sr e po rts w pr ith a s u f f ic ie ntl yde t a ile de . o u n t i n g of foundati o nf u n d s. acc r= n I L - . .-v . , . .~ ' t-~- 7 endi t ~ e c d J l . ~ . J . . -! �~! _ .- ~ ~. ~ : es .. . . ~~ ~ ~ r . : ~ ~\ l ~ ~--- )~- :-.: ~. ~~.~ ~.~ ~ ~ . - ff il g h tb e fo llow ed ~-nt sever a le o r r e s=. ~ p o n A s ns L advi e e re g a rd ing the a ctual fa n d ing propo s a ls. n~, mo s t foundatio n s ar eprob lem - an d pe o p le - orie n te di nt h e ir r a n d are i n t eres t e di nprop o sa l s r an~ i n ~~ -"-~."\. ~ ~ j1 Tha tis w h i c h a r e si m i l ar l yc o nce r ned w hat p r ofes s i ona l p h i l ant h ro p hy i sa l l abou t. A t t h es a m e ti m e, e a ch foundatio f l i sd i f f e r e n ti ni t s approach t ot h eg r a n t m ak i n g pr o c e ss . Som e pr e f e ra p o t e n tia lg r a n t ee t oc o m p lete th ef o undat i o n ' s p r e p a r e df o rm ; ot h ers reque st a b r i e fle t t er o ut l i n i n g t h e p r o p o sa lh igh l i ghts fo l low ed b ym ore el a bo r ate p la n si ft h e f o u n da t i o n ex p r es s e s an in ter e st i npu r s u i n gar e q ue st. O t h e r f o u n da t io ns re q u i r ethe to t al p r o p osa l to be p r es e n t e d a tt h et im eo f th ei n i t i a lrequest. I t ' sa s~fe be t , as w e ll . ,t of o l l o wfive g e n e r a lp o j n t s i nw r i t i ng a l lp r 0 p osa l s fo rf o u n d at i o nf u n di n g : ( 1 )k . c ep t h e ritt~n p r o p osa l sho rt and c l e a r ;( 2 )s t a t e at t h e o u t s e tw ha ti sto be accom p lished, w ho e x p e c t st oa c c o m p l is h i t ,how mu ch i t w . ilI c o s t, a n d how l o n gi t w i l l t a k e ;( 3 ) /D �av o i d br o ad sw eep i n gg e neral i za t i on s; ( 4 ) test the p r o p o sition o no thers befor es u bm itt i ng it ;and ( 5 ) be prepa r ed to ( f\-.-~ <; 0',.) re t h i nk and rew rite the propos ~ al. ~ It is a l s o he l pfu lt oth i n kof a n yp r opo sa l i nt e rm s of it sba s i ccomp one nts: a c l e ar summ ar yof w ha tis t obe ac comp lis h ed; a de f e n s eof w h y the p l an i sn eeded; a de s c rip t i o n of t h e peop le t ob e invo lved; a r e a list i cfi n aTIci n g schem e ; a n d a de s crip t i o no f approp r iate o r gan iza t i o na lar r a n g em e nts, c i l le a ders h ip w ill b e fo r examp le how C oun par t ic u l a rpr o g ram . You m ay a s k, how do I go about d o i ng th is hom ew o r ko r be i ng s u f f i c ie nt l yp r epared in ~ app r oa c ht oa . ~ f n ~ a ti n ~~~~ My f i r . s tsuggestion wou ld b ef o r you to go t oyou rl o c a l l i b r a r yand ge t ac o p yo ft h ela t es ted ition o ft h eF o u ndat i o n D i re cto r y . Th e irec~ r is p u b l i s h e d by th e Found a t i o n C e n t e r , l o c ate di nN ew Yo r kC i ty , and i st h estan d a r d re f ere nce w o r k f o ri n f o rm a t i on on the 2 , 8 0 0l a r ge s tf o unda t i o ns in t h e U n i t e dS t a tes ; founda t i o n s w h ich h a ve re p o r t e d asset so f $1 / / �mi l l i on o rmo r eo rw h ich annua ll ym ake g r an ts o f$ 1 0 0 ,000 o r m o re . The D i re ct o r ya l so p ro vides v ery va luabl einfo rm at i o n r e gar d i n gt h ef i e l ds of in teres tof the s e fo u nda t i o ns, the ir l o cati o n by sta te and ci t y ,a n d abou t t h ei rtru stees and a d mi n ist r a to rs. I na d dition t opub li s h i ng th eD ire ctory, the Founda tion Ce n ter operates lib r a ries in N ew Yo rk a n dW ashi n g ton wh ich are open w i t h ou t c h arge t othe p u bl i ca n d co n t a in vi r tua lly al lthe p u b l i c reco r d sand pri n ted p u b l i c a tions r e l a t in gt o pr i v a t ef . oundat i o n s . S ixty c ooperat i n g co l l e ct i o n sin 44 sta te s are a lso open t othe p u b lic: ' Aca ll to t h e Founda t ion C en t e rin N ew Y o r kw ill gi v e you the loca t i o no f th e neare st reference c o l l ec t i o n . ~ M , ; ; '" f J . , .> -~ J l .a i. :-~ ~ ,)~ , - ~. ~ ~ ~~ \,--"- - ~ « t - ~_ " t t . ~ For example, usingone of thesecollections, you would ~~d t h a tt h eI , .K. Kel l o gg Foun d ation is ap r i va t eg ran tm ak i .ng foun d a tion t h a ts t r esses support or y ilo t pro jects w i t h in t h ea r eas of hea l t h ,e du ca tion, a n d agric u ltu r e-- a Foundation t h a tseeks t oapp ly e x i s ting know ledge in n ew a n d innova tive / c2 - ~ ' " : '+5 : -~ �w ay st oadd r ess s i g n ifica nt s o c i a lc o ncerns . B y using t h e re s o u r ces o f th eL ibra r y C enter o r its c o l l e c tio ns ,y o u c o u l dqu ick l y lear n-as I m enti o n e dearli e r-t h a tt h e K e llogg Founda tion ha s ha da h i s t orica l in t erest in s u c h p i l o tpro jects that add ress t h e problem sa n d pote n t i a lo f y o u t ha n d you th-se r v ing organ iz a t io ns . O u r f o undati o nhas m a d e gran t s to t a ling over $86 1 , 0 0 0 t oB oy S c o uts o fAmer i ca, inc lud ing pi l o tpr o j e cts t oexpand Boy Sco ut i n g in the co re ci t y ar e a so fm a jo r m et r o p o l i ta n c i t i e s i ~ Il l i n o i s, Ind iana ,I o wa ,M ic higan, a nd W isconsin. Y o u wO l i ld a l s o learn t h at th eK e llogg Founda t i o n has m ade tb , ; j o rg r a n t st oi t sl o c a lB oy S ma cou t C o u n ci lt oexpand e in ar ~ l ~~ ~ ~ s t \~~i i an. I na d d it i o n ,t h e K el l ogg Founda t i o nhas hi s to ri . c alLy m ad e al a r g ea n n u a l gra nt i ns u p p o r to ft h el o c a lU n i t e dW ay c ampa i g n ,w h i c h o fc o u r s ei nt u r nhe l p ss u p p o r tt h eo n g oi n g p r o g r am so ft h ea~ea noy S e o u e Counc i l . / .3 �There w ou l d be s o m e "pe r son al" b a dn ew s fo ryou i nt h i s ana l y s i so fK el l o gg Foundat i o ns u ppo rt, a n d mo st l i k e l y s i m ilar n ew s r e g a r d i ng the o ther m a jor na t ion a lo ri n ternat i o na l nda t ions. The bad new s is that t h e large found at i o n s fou usua l l ydo no t suppo rt the ongoingo p e r a tiona l pha ses of existing p rog r am s . w ith in ~ e~f~ o v t ~ ow n commun it i es. ~ m ake exc e p tions fo ro r g a n i zat i ons How ever, t h e ya r e m uch m ore e l yt os u p por tth e Boy Scou ts o fAm e rica at t h ena tiona l lik e l than t h e m o r e loca lized in itiatives of t h e ind i v i dua l lev C ounc i ls. . They a r e in teres t ed in inno\ a tiona n d ch a nge, and the dev e l opm en to f ideas a nd p r ogr a m s tha t n ~ t i nal o r i n t erna ti o n a l im pa c tand use. S o , my ce n t ra l m ess a ge t oyou t h i smo rning is th at, u n l e s s you h a v e a large gran tm ak ing founda t ion hom eb ased i n you rc cw n un ity, you focus you r hom ewo r k, your pow e r so f de d uc ti o na n d observation, o nt h eo t h e rtypes o f founda t i ons . For uh ile t h e fewb i gf o undations m ay b et h e m ost fam ili a r by nam e , and t h e m o s t new sw o rthy in vie vo f th em edi a ,t h e �"qu i e t m a jo rity" of th e sm all p r i va t e' foundat i on w or l d ar e c o ns c ie n t i ously pu rsui n g di v erse ac t iv i t i es w ith in your i n d i v idua l co mmun ities . A nd thr o u g h the peo p l eo f you r co r ru ,mn it i e s-large a n d sma ll ,i ne v e r y stat e-- and t oth e p r ' i v a t ev ol u n t a ry o rgani z at i ons and institu tion sw hi c h serve l o c a lne e ds , th e mod est co n t r ib u t i o ns of the s equ i e tfound a t io n s a r ev it a l indeed. e re s o u r c e s of the Foundat i o nC en ter, the U sing th f o u n da t i o n D irec to ry ,l o ca lpub lic l i b ra r y , the refe rence r eomof the loca l new spap er, and eve nt h e Y el l ow Pag es of --- r t h ete l e p h o ne d ire c t r ~ a::.~ can id~n t i f such found atio n s i ny o u r comm u n it y-- the s m a ll fam i l yf o undat i o n , commun it y f o u n d a t i o n ,o r com pany-spons o r e df o u n d a t i o nt h a tw ou ld have as p e c i a li n l e r e s t ,inde e da s p e c ia l st a ke, in t h ep r ogr a m s o fy o u r Coun c i l . F ind ou t w ha ta r et h e geog r a ph ic and p r o g r Gmmi n gi n t erests o ft h e s ef o u n d a tio n s ;w ho are on the i r b 0 2 r do ft r ustees o rd irecto rs; and whe t her they ha v e spe c i a l r e q u i r e m e n t s i nt e rm s of w ritt e nre q ues t sf o rg ra nts. ~)~ ~ _ _ ,.~ .. r-~ ,:- -~ . ~~ /. .5 \ r ~1 ) ' . . , . . . . , . -~ - . ~ ~ ~ �I na d d i t i o nt ot h e sm a l l p riva te foundati o n s w h ich m ay e / i s !i no rn e a r your lo ca lCounci l a r e a, do no t over l o ok t ~ e x i s t e n c e of th e loca l~ nit f o u n d ation. / SO ; : l : ? / There are 250 of t h ese comm un i t y foundat i o ns l o cated t h roughout t h eUnit e d St a tes. C o lle c t i v el yt h ey adm ini s ter ov e r$1 b i l l i o ni nasse ts. Afew -- t h e C leve land Founda t ion, the N ew YOL le C ommun ity T ru s t, a n d th e Ch icago C ommuni t yTr u st / / / h o l da sse ts o f over $100 mi v lion e a ch. Som e tw en t y ot h e r s ha v e endo \ v r n en ts of m ore q u i t e sm a ll. Chan ~re / you a r em ore aw are of the exi s t en ce of a commu n ity foundation in you r ow ns e rvice ar e a ,s i nc e t h e yare c h a r a c teriz e d by m u ltip le sour c es of fund i n g ,b y I J b o a r ds of tr u stees se le c t ed to r e p r esen tt h e pub lic i n t e r e s t I rn t h e i r con u n un ities , and by l o ca lo r reg iona lf o cus i n t h e i rg i v i n g ;t h u s ,t h en ation's 250 co mmuni t yf o u n d a t i o n s C I I qu as i -p ubl i c in r o l ea n d struc ture. I fyou expe r i e n ce d iffi c u lty com p i l ing a d ditiona l i n f o rm a tion abou t any s p eci f i cf o undat i o n , you c a n or d e r �foundat i on 990 -PF a n d 990-AR r e turn sf r omthe I n tern a l Re v enue S er v i c e . These a nnua l i n fo rm at i on r e tu r ns ar e c o mp le ted by a l l found a t i o n s and ar eav aila b l e fromth e I n t er n a l R e v enue S e r v i ce. You a lso can ob ta i ni n f o rm a tion abo u t a spec if i cf o u ndat i o n t h r o u gh t h e m ail by wr i ting t ot h eIn t e r n a l R even u e Serv i c e, P .O . B ox 187, Cor n w al l H e ight s ,P e nns y l v a n i a 1902 0 . Th e c o s ti s$1 . 0 0 and you w ill n ~ed t oin c l ude the fu ll nam e of t h e foundation ,c i t y and sta te in w h ich it is loca ted, the year of the re tu rn d es i r e d, and t h e em p loyee id en t ifi c ati o n numbe r . M any states a l s or e qui r et h a t fou ndat i o n s and c h a r itable tru sts annua l l yfi l ea co py 0 :th ese fo rm s w i t h / t h eS ta t e A tto r ney G ene r a l'so f fi c e . M y a d v ice i sknow your Counc i l's n e e d s and you rc o mmun ity 's r e s o u r c es -i n c l u d ing founda t i o n s . In e s se n c e , your s u c c e ss i nd r awi n g UpOi lt h e po ten ti a ls u p po r to ff o unda t i o n sw ill d e ~nd upon t h 2t y pe o fa na l y t i c a l ab ility, dedu ct i v ep ow e r s , / ; �a n d comm i tm en tt oresu lt st h a th a ve l o ng been h al l m ar k s of b o t ht h e leaders h ip and th e pr o g ramm ing of the B oy S cou t s of Am erica. I I I I wo u l d like t oend th is m o r n ing's session b yr e spondi n gt o any s p e c i f ic questio n s you m igh t ha v e re g a r d i ng f o u n dations . Be f or emoving to th at, i fyou wou ld p erm i t m e t od igress w i t h one g enera l obser v a tion. A s w ea ll know ,c h a r i t a b l e g i v i n g -- w h ile rising s t ead ily in do l l a r term s_ .h a s no t o n ly fai l e d to ke ep up w i t hi n flati o n ,i t has a ls o been . . d r o pp ing s t e a d il ya sa p er c e n t a ge of d i s posabl ei n c o me . A ll o fu s er~ t h i s mo rn i n g are o b v i o us l y conce r n e dw ith t h e f i n an c i n go fpr i v at es e c t o ri n i t i a t i v e s and w i t h t h ec o n t in u i ng v i t a l i t yo fp r iv a t ep h i l a n t h r o p y . Ib e l i e v ew e r e c o g n i z e t h a to u r fu t u r e s are i n ex t r i c abl yen t w ined. W e n ~ t h a t o u r s mus tbe a r e a f f irm at i on of t h ein d i v i d u a l ,a n dt h e v o l u n t a r y, e f f o r ti nou rs o c i e t y . �Inthat regard th e re s o urc e s of ri ~te fo undation s h a ve alw a y s be e n sm all i nr e l a t ion to n e e d. B u t wiseLy, th e y ~ la t-d tili ~d ad i stin etiv ea n d CD r a lyti . c rol . e for t h e Boy Scou ts of America a n d for m any ot h er orga n i z a t i o ns and e f fo rts t obette rt h e hum an c o n d i t i o n. I ft h e priva te, vo lu nt a r ys2ct o ri st ocon t i n ue s e r v ing a s an a l t e r nativ et oo ver-dependen ce on g o vernm en t, w e m ust r e d o ubL e our comm i tment and c o n tinu e to justif y th e pu b li c ! s f a i t h . An dH em ust H o rk t o g e t h er tOH ar dt h o s ee ; l c o m eany s p e c i f i cques t i on s you/ t onav e reg a rd ing 1"e f o u n da t i o ns. \vPC: 10/9 / 7 9 r-~~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-10-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, Foundation Cultivation, Presentation and Follow-Up Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 12, 1979 for the W. K. Kellogg Foundation at the Boy Scouts of America 1979 National Finance Seminar. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. 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 1979-10-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a3d797d91c51e425be2ce55dcb92b039.pdf 203d6aace4bdcd276a2f8f3dbca630e7 PDF Text Text "EVOLUTION OF THE LAND-GRANT SYSTEM" Remarks by Russell G. Mawby Cha irman and CEO W. K. Kellogg Foundation Battle Creek , Michigan Meet i ng of ~n e Deans a~d Direct0rs of Land-Grant Colleges 0 f Agciculture, North Central Region Ch i ca go , Illiaois Oc t ob e r 11, 1985 I I appreci a t e your thou ghtfu l ness in i nv iting me to participate program. It ~n thi s a privilege and rare opportunity to meet with the leadership of ~s the colleges of agriculture and natural resources of the land-grant universities of our twelve Northcentral states -- the deans and the persons responsible for activi ties ~n Cer t ainl y this t research, t e a ch i n g , Extension, and international progr ams. s the h e ar t l an d o f Ameri c'ari agriculture. h ave provided leadership, not on l y ~n These i nst i t u t i ons thei r respective sta tes and region, but na tionally and i nternationally i n the past. It ~s to them we look with antici- pa tion and high e xpectation for th e futur e. I compliment you on this program and t he un usual collection of speak er s you have inc l uded. I commend you also for meeting jointly, bringing to gether your respective responsibilities in agriculture. I sense this ~s a new ex- perience for many of you and I would encourage you to con tinue this pattern of join t meetings, for one of the reali ties confronting and confound ing Ameri ca n agriculture is the fragment a tion o f i nterests and activi ties. Cer t a i n l y these are challenging time s in American agriculture. Fa r mi n g and agr i business have chan ged and wi l l change even more dramaticall y i n the �2 y e a rs imm ed i a te lyah e ad. L and -g ra n t un ive r s i t i e s~ a l s offisk ed r am a t i ca d - j u s tm e n ts i fthey a r et ob eb o t hr e s p o n s i v eand respo n sib le 1ns e rv1 ngt h e i r so ci e t a ln e eds . My obs e r va tion a f t e rh avi n gp ar t i c i p a t e d1n ~ o fj o u rs eSS1 0ns 1S tha t th i s1Sa g re a t m e et i n g , rn t e rm so f ideas and r h e t o r i c . I f .i, \f a c t, any of you , in d i v idua lly and a st e am s ,do any th ing mu ch o fw ha t you h av e be en s a y a v eb een a s ing , it w illh n ~an m ee t i n g . I I T he t h oug h t s I nowsha re w i t h you g rowo u t of a p e r s o na le x p e r i en c e and d e ep con v i c ti o n . F i r s t , I have an unbou nd ed a p p r ec ia t i o nf o rand adm i r atio no f ou r la n d g r a nt co lleg es and un ive rs ities. D es c ribeda s Am e r i c a 's f ir s td is t i n c t i v e co n t r i b u t i o nt oh ighe r edu ca t i o n ,"t h e s ei n s t i t u t i o n sh av eb een m a j o r p l a y e r si nsha p i ng Am e r i c a 's d e s t i n y . Th ey r e p r e s e n tone embod im en t o f the p h i l o sophy exp r e s s ed o ften byW . K . K el l o gg , "Edu c at i o no f f e r st h eg rea test oppor t u n i t yf o rr e a l l y imp ro v i ng one g ene ra ti o n ov e r ano the r." T h e i ct r a d i t i o n 1S con s i s t e n t w iththat o ft h eW . K . K e l l ogg Foundat i o n : Fo r th ea p p l i c a tio n o fknow ledg e tot h ep robl em so fp e o p l e . S ec ond, I amab enef i c i a ryo f~ r min Kent Coun ty , i Mchi g an . fa e land -g ran tp h i lo sophy . Ig r ew up on a Ou rc o u n t yagen ts -K ea ts K .V i n i n g , Coun ty A g ric u lt u r a l A g e n t , and E l e ano r D ensm oo re , Home D emon s tr a t i o nA ge n t-e n r i c h ed t h elifeo f the M aw by f am i l y in m anyw ay s . L a rg e l yt h rough t h e i r iu f l u e n c e, I h efi r s tm emb e r o f theMawbyfami l yt oe a r na b a c ca l a u r e a t ed e g r e e . becam et Fr o mea rl i e st d ay s of t h e4 -H p rog ramto t h epr e s e n t ,b o t hm y p e r s o n a ll i f e an d m yp ro f es s ion a l lif eh a v eb e en i n t e rm ingled w ith t h elan d -g ran t wo rl d . �3 Th ir d , you, 1nyou rv a r i o u sp o s i ti o n so f ~es ns a re p r i v i l e g e d t op rov i d e le a d e r s h ipf o rag ric u lt u r e ,t h ea r e ao fhum an e n d e a v o r wh i ch w a s z ed a so fp ar amoun tim p o r t a n c ew h e n t h eM o rrill A c tw a s p a s s e d in1862 . recog ni Ag ricul t u r eh a s be en p rope r lyd e s c r i b ed a st h eb a s i chum an e n t e r p r i s e ;o n l ya s peop le s u c c e e di na g r i c u l t u r e-- t h efund am en t a lp r o c e s s e so fs u s t a i n i n gl i f e t h ro ug h an a d e q u a t e sup p l yo fwho l e som e food-can t h e yt h e nr e d i r e c ttheir erg ies and r e s o u r c e st oo t h e ra c t i v i t i e s ,f u l f i l l i n gt h e i ra s p i r a t i on si n en s t a n d a r d so fl i v i n g and q ua l i t yo fl i f e .O u r l a n d g r a n tc o l l e g e so fa g r i cu lt u reh a v ea g r e a tt r a d i t i o n :y o ua r et h es t ew a r d so fthe f u t u r e ,t h e on e s wh ow i l lm a k e t h i n g sh a p p e n . Thu s , I reg ard m ytim ew i t h you a sp r e c i o u s . ' fu i l ev a r10US instit u tions p l a yd i s t i n c t i v er o l e s1 ns h a p i n gt h ea g r i c u l t u r eo f o u r cou nt r y and t h ewo r l d, no ne 1S mo r e impo r t a n tt h a no u r l a n d g r a n tc o l l e g e s o fag ricu ltu re, w ithu n i q u er e s p o n s i b i l i t i e sinr e s e a r c h ,t e a c h i n g ,E x t e n s i o n , and i n t e r n a t i o n a lp rog r am s . Y ou ri n s t i tut i o n se i t h e red u c a t eo rh ave t h eo p portu ni . t yt oLnf ' lu enc eb o t h the p e o p l eand t i le pL "OC eSS e s by w hich a g r i c u l t u re p rog resse s, ' f ui l e ag ric r l .tu re , , , i l li n e v i ta b ly ch ang e , yo uh ave t h eri c hand . , ; .w e " om eop p ort . u nity t osh ap et .ho se c ha ng es, I I I In c omm e n t i n gb r i e f l yo nt h ee v o l u t i o no fo u rl a n d g r a n t .m i .v e r siti . es, I o tp rov ide a d et a i l e dh i s t o r yb u t : : a t h e rw ill m a k eaf ew o b s e r vat i o n s . w ill n A . I ti su sefu l t obegi ao u rr e v i ewof t h ee v o l u t i o n a r yp r o c e s s by rem ind ing o u rs e l v es o ft h eLangu ag e in t h ea c twh i ch w a s s i g n e di n t ol a w by P re s i d en tL inco l no nJ u l y2 , 1862 . E a ch s t a t ewh ich a c c e p t e dt h ebenef its o f t h i sf i r s tl a n d g r a n ta c tw a s o b l i g a t e dt op r o vi d e : "A tl e a s ton ec o l l e g e w he re t h el e a di n go b j e c ts h a l lb e ,w i th o u t ex c lud ing o t h e rs c i e n t i f i cand �4 c l a s s ica l stud ies and i n c l u d i n gm i l i t a r y t a c t i c s ,t ot e a c hsu c hb r a n c h e so f learn i n ga sa r er e l a t e d toa g r i c u lt u r ea n dt h em e c h a n i ca la r t s. • • i no r d e rt o p ro rnot e L i .be raI and p r a c t i c a l educatLon o ft h ei n d u s t r i a lc l a s s e s in t h e ~ s e v e r a lo u rs u its and p r o f e s s i o n si .n L ife• • • " W h i l e each o ft h el a n d g r an t uni v e r siti . e ss t a r t e da s mod e st ,s im p l e E . _ : _ost i t i l ti ons, t h e yhave nOH b e com e comp le xu n i v e r s i t i e so fma j o rs t a t u r ea n d high q u a l i t y . I near l i e rd a y s ,a g r i c u l t u r ea n de n g i n e e r i n g n v . ~ ~ dom i .n ant, wit . h a lm o s t" e x c l u s i v erights" t ot h er e s o u r c e so ft h e.m i v e r sity, B o t hd e v e l o p e d pr o g r am so ft e a c h i ng , research, a n dp u b l i cs e r v i c e / o u t r e a c h /E x t e n s i o n . Th e p ri o r i t i e sf o rt h eu n i v e r s i ty t e n d e dt ob et e a c h i n g ,t h e nr e s e a r c h ,t h e n E x t e n si o n . NOH , ag ricuL t . r r e :LS o n l ya m o d e s t pa rt o ft h etotaI u n i v e r s i t y . I n g e n e r a l ,' :h ep ri .o r i t ie so ft h au n i v e r s i t yh a v es h i f t e dt opu tr e s e a r c hf i r s t , ~ en t e a c h i n g ,a n dt h e nE x t e n s i o n-w i t h ~ se ~ e a n do u t r e a c ha c t i v i - t i e scha racte ristic of a g r i c u l t u r eand o n l yl im i t e do t h e rp a r t so ft h eu n i v e r s i t y ,n o t cha r a c t eristic o ft h eu n i v e r s i t ya tl a r g e . ~ s m o s t :and -g rant u n i v e r s i t i e st o d a ya r el o s i n gt h ed i st i n c t i v e n e ss o f c h eba la nce o rb l e n do f' :eaching ,r e s e a r c h ,a n dE x t e n si o nwhich c h a r a c t e r iZ 2 st n el a n d g r a n tt r a d i t i o n . D . A s l a n d g r a n tunive rsities h a v eg rown i ns c a l ea n d in c om p l e x i t y , c o l l e ge s of a g r i c u l t u r eh a v et e n d e dt ob e com ec a p s u l a t e di n te llectua lly. t : JO T o l a r g ea ne x t e n t ,t h ef a c u l t yi nag r i c u l t u r eh a v ed e v e l o p e da ni n s u l a r m e n t a l i t y" L i vi .ngap a rt fro rni ° ' l t h e r: :h anb l e n d i n gw i t h t h em ai .n str e a rno ft h e ~n e e a l i f eo f =h e ~ns ~ n �5 E . \ i h e rea s in e a r l i e rd ay s , those i np o s it i o n so f le a d e r s h i pi nco l- le g e s of ag ric u ltu r et o o ka b r o a d and encom passing stanc e, t h er o l ea s s um e db y a g ri c u l t u r a ll e a d e r si nt h el a n d g r a n tJ n i v e r s i t i e sh a sb e com ep r o g r e s s i v e l y mo re n a r r ow . T o i l l u s t r a t e ,a tt h et u r no ft h ec e n t u r y ,d e a n so fag r i c u l t u r ea n d t h e i ra s s o cia t e sb ec am ec o n ce r n e dw i th b r o a d is s u e s im p a c t i n gu p o nt h eq u a l i t y of l i f eo f fa rm f am i l i e sand r u r a lc omm u n i t i e s . T h u s , t h e yw e re r e s p o n s i b l e f o rt h ec r e a t i o no fd e p a r tm e nt so fru r a l education , . e it h i nt h ec o l l e g eo fa g r i cu ltu r e ,t oa d d r e s st h einadequ a c ies o f the o n e c o om s c h o o l ;t h e yc reated d e p a r tm e n t sof r u r a ls o c i o l o g y ,t od e a lw i t h p r o b l em so ft h eb r o a d e rc o mm u n i t y ; they c reat e dd e p a r tm e n t so fhom ee c o n om i c s ,t oa d d r e s s ~e q u a l i t yo ft h ehom e and fam i l y liv i n g circum s t a n c e s on th ef a rm ;t h e y cre at . edb o y s ' and gi . r L sI c l u b wo rk (now4 -H )t or e l a t ef o rm a le d u c at i o nt of a rm1i ' " i n ga n da s a tec h ni .q u e to inject i n n ovat i o n s . Now , t h eem p h a s i s in c o l l e g e so fa g r i c u l t u r ei supon a g r i c u l t u r ep e rs e , w ith a h e a v yp r o d u ct i o no r i e ntat i o nbu tw i t h som e emp hasis u p o nm a n a g em e n t a n d ma r k e t i n g . C o n c e r nf o rb r o a d e ri s s u e so ff a rml i v i n g ,r u r a le d u c a t i o n ,r u r a l comm u n ity l i f e ,i n c l u d i n gh e a lt hc a r ean da l lt h er e s t ,h a sb e e ns i n f t e delse : w h e r ew it h in t h e unive rs i ty, a n dc o n t em p o r a r yi s s u e sm a y o r m ay no t b e e~ ti v e ly a d d r e s s e d . In th ec o l l e g e so fa g r i c u l t u r e ,t h i shas resu lted i ns e~ s e a ~a t i on, b u tw i t hd i f f ic u lt i e si ni n t e g r a t i n gt h e sp ecia lti e sand re lati n g th em t o the l a r g e r1 s s u e so fc h a n g i n gs o c i o / e c o n om i c / p o l i t i c a lc i r c um s t a n c e sa thom e a n da b r o a d . �-5- IV Two years ago, I had the pleasure of giving the Seaman A. Knapp Memorial Le cture at the Land-Grant Meetings in Washington. wa s a man of unusual vision. Undeniably, Seaman A. Knapp A pragmatic dreamer, he was adept at developing a c on ce pt of what the futur e might be, then analyzing the constr aints of problems, determining the research knowledge appropriate to thei r solution, and mobilizing the resourc es necessary t o the task. farsighted, clear. His field of view was broad, At the turn of th i s century and before, he provided a v ision of which all o f us are the beneficiaries. The conditions of l ife have changed in dramatic and remarkable ways since t h e days of Seaman Knapp. The challenge to those now in positions of leadership responsibility is to provide visionary leadership comparable to his in cl arity, breadth, and scope. My concern is that too many of you may suffer an impairment which might b e label ed "agricultural scotoma." In medieval La t i n , the language of medicine, scotoma 1S defined as a dimness of V1S1on. In pondering the future, I wonder -- do we in agriculture h ave e io.rgh breadth of v ision; do He s ee quite far enough; do we compreh end broadly en ou gh what agriculture can and should be at the turn of t h e century and beyond? Agricultural scotoma, to the extent such a condition may exis t 1n our intellectual processes, will prescribe a limiting V1S10n of t h e future. sharing with you my conc erns in this regard, I have organized my thoughts around seven poin ts. First, agriculture should take the lead in revitalizing the land-grant philosophy at you r inst i t ution, not just in rhetoric bu t in practice. In �-7I sense the un1que role envisioned for the univers i ty in the land-grant concep t is in jeopardy. The leadership of many of our land-grant institutions - - boards of t r u s t e e s , presidents, provosts, vice presidents for research, V1ce presiden t s for business -- simply do not understand the tradition and the d ream. To t h e e xtent it still exists, it is in your college. You have the responsibilit y for its re-invigoration there and beyond. A. There should be a systematic program of orientation for new faculty in your college o f agriculture and for the total university. Every new f aculty member should l e a r n about the land-grant trad ition and become aware of the breadth of the university's programs in teaching, resea r ch, and Extension -_. visit a county e xt e n s Lon office, visit the main e x p e r i me n t station and a a regional substation, see ,mat the uni- versity is doing to address human concerns 1n rural communities, county seats, and center ci ties. B. Undertake for your college a systematic program of development for department chairmen, who play su ch a critical role an the life of t h e institution. My contacts with department chairmeJ 1n a gricLilture wo u ld lead me to believe that many do not fully •m d e'r s t and or have a deep commitment to the land-grant notion. c. Build an expectation an your college that every faculty mernbe r wi l l have a responsibility to teach, create new knowledge, and relate their disc ipline to the needs of people iJ your state. They 3hould be encouraged in every possible way to undertake interdisciplinary, interdepartmental, inter-college activities. D. Reinforce this expe ctation in the reward syste m. Second, the stature of agriculture within the university must be elevated through conscience efforts by those in agriculture. �8 - T h em o d e r n l a n d g r a n tu n i v e r sit yi sa c om p l e x, s o p h i s t i c a t e d ,m u l t i f a c e t e di n s t i t u t i o n .A s o t h e ru n i t so ft h eu n i v e r s i t yh a v eb e e ne s t ab li s h e d and have gr ow n ,a g r i c u l t u r eh a sb e e nb y p assed i nr e l a t i v es c o p ea n d sc a l e w i t h in t h eu n i v e r s it y . B ec a u s eo fs p e c i a lf u n d i n ga r r a n g em e n t sg r ow i n g ou to f t h el a n d g r a n ti n s t i t ut i o n ,a g r i c u l t ur eo f t e nf i n d si t s e l f~n a d e f e n s i v e stance w it h i nt h eu n i v e r s i t y . O f t e nw ithin t h ec o l l e g eo fa g r i c u l t u r ei t s e l f ,a u n i f y i n gs e n s eo f?UL po se s e em st oh el a c k i n g . l . . fu et h e ro n es t u d i e st h eo r g a niZ 3 tio n a I cha r t o rt h e cou rse o f f e r i n g s ,o ra n a l y z e sa v a r i e t ya n ds c o p eo fd e p a r tm e n t a la c t i v i t i e s , t h e r ei sl i t t l e e vi d e n c eo fa c o l l e c t i v es e n s eo fm i s s i o n a r o u n dt h eth em eo f r i c u l "ag t u rs. " "F u r a ~easan s fac ult i e so fa g ricultu re rn m any i n s t i t u t i o n s ha v e d e ve l o p ed a ni n s u l a rm e n t a l i ty ,i s o l a t i n gt h em s e l v e st oa s i g n i f i c a n tex t e n t fr o mt h el a r g e ru n i v e r si t yo fw h i c h t h e ya r ea pa r t . A l l o f ~ s u gge s t sp 0 s s i b l e cou rses uf ac t i o n . IA . B r i g h ty o u n gm ind s m u s t ~ e a t t r a c t e dto t h eag ri . cu L t rraL f a c u l t y . B . Th e mi s s i o no ft h ec o l l e g em u s t b ec o n t i n u a l l yu p d a t e da n d c omm u n i c a t e dt h o r o u g h l yw i t h i n t h eu n i v e r s i t y and b e y o n d . C . T h o s ei na g r i c u l t ur em u s t becom e mo r e a c t i v ei nt h ei n s t i t u - tiona la f f a i r so ft h eu n i v e r s i t y . D . 0 " : Wh en p e r s o n si np o s it i o n so fa u t h o r i t y do n o thave a k n ow l e d g e ag ric u ltu re, t h ec o l l e g eof ag ricu ltu re s h o u ld a ssum e re spon si .b i .L i ty f o r; : :h e i : ce n l i g h t e nm e n ti nap p ro p ria t e( ' l ay s. E . S t u d e n t s and f a c u l t yi na g r i c u l t u r es h o ul dbe e n c o u r a g e dt o i n t e r a c tw ith di s c i p l i n e st h r o u g h o u tt h eu n i v e r s i t y ,c o n t r i b u t i n gto and b e n e f i t t i n gf r o 'l1 t h er i c h n e s so ft h ei n s t i t u t i o n . �9 Thi r d ,l a n d g r a n tc o l l e g e so fa g r i c u l t u r es h o u l da s s um et h ec o o r d i n a : " ing L a a de rs h ip r o l ei no u rn ation's p r o g r am so fa g r i c u l t u r a lr e s e a r c h . Wh e r e a s i ne a r l i e rd a y s thi. ,l e a d e r s h i pr o l ew a s a s s um ed b yt h eU n i te d S t i t e sD epa r tn ent of Agricu ' ltc r e, f o rt h ep a s th a l fc e n t u r yt h ee f f o r t sof t h a ta g e n c yh a v eb e e nl a r g e l yd e dic a t e dt ov a r i o u sp r o g r am so fd i r e c tb e n e f i t t osp ec if ic g r o u p so ff a rm e r s ,c o n s um e r s , and o t h e rs p e c i a li n t e r e s t s . In t h e vacuum w hi c hh a sr e s u l t e d ,l a n d g r a n tun ive rs i ties h a v et h eo p p o r t u n i t yt o d e v e l o pt h e mo r e s y s t em a t i ca n dr a t i o n a lp a t t e r nf o rd e t e rm i n i n gr e s e a r c h n e e d sa n dp r i o r i t i e si na g r i c u l t u r e ,t h ea l l o c a t i o no fr e s e a r c hr e s o u rc e s , and t h e coo rdin a tion of m u l t i p l e effo rts a c r o s st h en at i o n . W h i l e s p o r a d i c e f f o r t s a ~ b e e nm ad e to a d d r e s st h i si s s u e ,t h er e s u l t sa r en o ty e t ~ss i " ,T eo rc o n vI n ci .ng , T h ee ro si .ono fs u p p o r t ,b o t hf i n a n c i a land a t t i t u d i n a l ,f o ra g r i c u l t u r a l ~esea~ y' )UC c re a t i .vs and stata sm an li .ke to c e s o l u t i o n ~ se em st ob eo n ec o n s e q u e n c e . Iu r g e ap p ro a c h to t h i si s s u e ,l e s ti t b er e l e g a t e d t h ep o l i t i c a la r e n a . F o u r t h ,c o l l e g e so fa g r i c u l t u r es h o ul dl a u n c hn ew i n i t i a t i v e si nc o n t i n u i n ge d u c at i o n , augm e nt i n gt h e i rt r a d i t i o n a lcomm i tm en tt ol i f e s p a n l e a r n i n g . A g ri . cu ltu raI edurati .on, en comp a s s i n gv o c a t i o n a l .a g r i c u l t u r ea tt h e seconda r yL evel , pO i>tsecond a ry d eg ree o p t i o n s , and p rog ra rn s in 8 0 0 p e r at i v e E xte n si .on ,p r o v i J e st h el a r g e s tand m o s t com p lete i l l u s t r a t i o no fl i f e s p a n L ea r ni n gi nt h e~ c a nt a k e ~a d You r u n e n d i n gc h a l l e n g ei st ok e e pi t s o . h 'hi l ey o u s a t i s f a c t i o ni na c c om p l i s hm e n t s tod a t e ,I f i n ds u r p ri si .ng L n co n si . ste n c i . es, ~ a e u ni . ve rsi . ties h a v e; 1 0 t; )een a t It h i n ki t is f a i rt os a yt h a tt h el a n d g r a n t ~ e f o r e f r o n ti nt h ed e veLopm ent d e g r e e s . T h i ss e am sp a r t i c u l a r l yt r u ei nag ricu l ,tu re, ' J : :ex tern al . M any ag ric u Ltu r aI �-10s t u dent s drop out of college during the course of their undergraduate career, or never begin a degree program of study before launching into the family farm enter prise or otherwise moving into agribusiness. Your college of agriculture is probably the only college in your university which has faculty members res ident in every county of the s t a t e . Yet, typically, and in fact with only one or two exceptions to my knowledge, colleges of agriculture have done nothing 1n the creation of external degree programs to enable practitioners to compl ete the req u i r ements for bac ca l a ur ea t e or advanced degrees. Si milar ly, colleges of agriculture seem reluctant to move forward wi th the concept of experiential learning, in which academic credit is awarded for demonstrated competence and performance. With the t radition of "learning by doing" and applica t i on of resear ch knowledge in practical situations, it seems natural for agriculture to be a ca talyst, rather t han a spectator, 1n this excit i ng new development in continuing edu cation. Further , in agriculture there is lacking a systematic and comprehensive approach to the continu ing professional education of agricultural pr o f e s s i on a l s . \\There this has become institu tionalized in other professions, i t is spasmodic and random in the field of agriculture. Thus, while agriculture 1S in one sense the pioneer 1n lifelong lea rning and has been a pacesetter, it now seems to be lagging behind th e times as e xciting new developments occur in continuing education. Fifth, colleges of agric ulture should contribute more actively to the pr oce s s es of agricul tur al policy development. 'I'he decis ion-making pr-oc e s s by wh i ch agricu1 tur a l policy is established se0.flIS in disarray or v ir tua l.Ly uon ex is tan t in any rational s en s a , The Farn Bloc, which was a power fu I reality for two decade" following World War I, has been f'r agmen t e d by the dev e l.o pmen t »f commo d i t y and r eg i.on a l groups. While �1 1 f J r3 ~ nd ed yea rs, fa rm e r shad t h ei n i t i a t i v ei nd e t e rm i n i n ga g r i c u l t u r a l ?o licy, t o d a yt h o s e~ w a n t to i n f l u e n c ed ec i s i o nm a k i n g and d e f i n et h e p o l i c ya g e n d ai na g r i c u l t u r em u s t j o i nw i t hn o n f a rm s e c t o r so ft h ee c o nomy . It i sa p p a r e n tt h a tt h es c o p eo f trad itiona lf a r mp o l i c yh a se x p a n d e d. Conce rns f o rn a ti o n a ls e c u r i t y ,t h ee n v i r o nm e n t ,c o n s um e ri n t e r e s t s ,a n d e c o n o m ic a n dr e s i d e n t i a ld e v e l o pm en tnow i n f l u e n c et h ed ir e c t i o no fAm e r i c an a ~ e I no r d e rt h a ti n f o rm e dand p r u d e n t de ~ s ns can b em ad e r e - g a rd i n gf o o dp r o d u ct i o nand u s e ,a l t e r n a t i v ecourse so fa c t i o nr r ru st be f o rm u l a t e d ,a s s e s s e d , and commun i ca t e df o rt h econ si derat i o no f poli . cym a k e r s ~n b o t h th ep u b l i ca n dp r i v a t es e c t o r s . U n f o r tu n a t e ly ,w h i le t h ep r o c e s so fp o l i c ys e t t i n gin a g r i c u l t u r eh a s b ecom e mo r e tumu lt u o u sand t h ei s s u e smo r e u r g e n t ,t h een g a g em e n to fc o l l e g e s o fa g r i c u l t u r ei nt h i sa r e ao fp u b l i cc o n c e r ns e em st oh a v el e s s e n e d . You n eed o n l yr e v i ewt h er e s e a r c h and e x t e n s i o nb u d g e t a r ya l l o c a t i o n sf 0 ra g r i cul t u r a lp o l i c ya c t i v i t yi ny o u ri n s i t u t i o nt ov e r i f yt h i sim p r e s s i o n . A n a d d i t i o n a ld im e n s i o nr e g a r d st h eu n d e rs t a n d i ng o fa g r i c u l t u r eb y d e c i s i o n -m a k e r sa n dt h ep u b l i c . Mo s t of t h ep e o p l ei nt h eU n i t e d S t a t e s know l i t t l e o rn o t h i n ga b o u ta g r i c u l t u r eand a g r i b u s i n e s s . T h i ss u g g e s t sac h a l l e n g ef o rag r i c ultu re t og e n e r a t ec o n t i n u i n gp u b l i cu n d e r s t a n d i n go fa n ds u p port f o ra l lt h a ti sr e q u i r e dt oa s s u r ea r e l i a b l e ,c o n t i n u i n gs u p p l yo fh i ghq u a lit yf o o da tr e a s o n a b l ep r i c e s . I nt h el o n g e rt e rmI s u g g e s tt h a tc o l l e g e s of a g r i c u l t u r es h o u l de s t a b li s ha s an o b j e c t i v et h ei n c or p o r a t i o no f an u n d e r s t a n d i n go ft h ef o o ds y s t em a n dt h ew ise m anag eme nt of o u rr e n e w a b l e r e s o u r c e si n t ot h ef o rm a le d u c a ' : i o n o fa l lAm e c i c a n s . �1 2 - S ixt h ,c o l l e g e so fa g r i c u l t u r em u s t c o n t i n u a l l yd em o n s t r a t et h e ir efficac y ina d d r e s s i n gi s s u e so fc u r r e n tv i t a lp u b l i cc o n c e r n . Th ep u b l i c co nce r n sw h ich l e dt ot h eestablishm ent o f the l a n d g r a n t un i v e r s i t i e sa r en ol o n g e rv a l i d . Du e i ns u b s t a n ti a lp a r tt o .t h es u c c e s so f initiati v es w h i c h began w i t h t h el e g i s l a t i o ni n1 8 6 2 ,t h eAm e r i c a n p u b l i c now a s sum e sa r e l i a b l es u p p l yo fhi g h qu a l i t yf o o da treasonab le p r i c e s . C o l l e g es of a g r i c u l t u r ear eg e n e r a l l yr e g a r d e da sc o n c e r n e d ,n o tw i t h f o o ds u p p l ya n d n u t r i t i o n ,b u tw ith the s p e c i a l in t e r e s t so ff a rm i n ga n da g r i b u s i n e s s . I n t e rm so fvi t al n e e d sp e r c e i v e db yt h eAm e r i c a n p u b l i c ,c o l l e g e so fa g r i c u l t u r e w oul dg e ner a l l yb ec lassified a si r r e l e v a n t . R e c e n t su rveys o fi s s u e so fp u b l i cc o n c e r ns u g g e s ta c o n t em p o r a r y a g e n d af o rs o c i e t y , It is n o ts u r p r i sin gt h a ta r e l i a b l ef o o ds u p p l yd o e sn o t app ea ron the l i s t . Som e i t em s ,s u c ha sn u cl . e a ra rm s ,a r eo f im p o r t a n c et o 03 .11 o f ~s b u ta r en o tc e n t r a lt ot h em i s s i 6 n o ft h ec o l l e g eo fa g r i c u l t u r e . B ut othe rs, ho c eve r, a r ed e e p l y Lmbe d d ed : 'n c . i lt u r ei sco rnp rise d, ~ e d i s c i p l i n e so fw h i c h a g r i - Twocom e Lmm edi ateLy t om i n d : t h ec o n c e p tof h e a l t h p rom otio u /d i s e a s ep reve ntio n, tob o t hp r om o t e phy sic a l <N e l l -b e : ; 'ng a n dc o n t r o l ' I l e a l t hc a r ec o sts; and t h ep u b l i c conc e ro f o re n v i r a nm e n t a lq u a l i t y . A s r e g a r d sp h y s i c a lw e ll-being, w e . a l .Lknow t h a tan a d e q u a t es u p p l yo f n u t ritio u sf o o d is e s s e nt i a l .Ac o n c e r n £ 0) , - h• .im annutri . t i .on s h o u l db e i ·1 . co r - p o r a t e dm o re c om p r e h e n s i v e l ya n d im a g i n a t i v e l yi n t ot h ea f f a i r so fa g r i c u l t u r e I fp u b l i cf u n d i n gi st ob es u s t a i n e d . F u r t h er ,nu t r i t i o na sa f i e l do fc o n c e n t r a t i o n ~s o a tb e e nw e l l d ev e l o p e do rw e l l o r d e r e d in m o s t unive rsities. Col l e g e so fa g r i c u l t u r eq u i t ea p p r o p r i a t e l ymi g h tb et h em o b i l i z e r s o fc om p r e h e n si v eand c o o r d i n a t e de f f o r t st op r om o t e hum an n u t r i t i o n . �-13 - A s re g a r d st h ee n v i r o nm e n t ,a g r i c u l t u r eh a s a rich t r a d i t i o nof de ~n strated st e w a rdsh i p and a c c om p l i s hm e n t . U n f o r t u na t e l y ,r .n t h ec o n t em p o r a r y s c ene, a g r i c u l t u r e1S o f t e ns e e na sav i l l a i na n di son th ed e f e n siv e . A gr i c u lt u r es h o u l dm ove p o s it i v e l ya n da g g r e s s i v e l yt ot h ef o r e f r o n ti n env i ronm ent a li s s u e s ,r a t h e rt h an r e s i s tt h et i d eo f? u b l i cs e n t im e n t . I nsumm a ry ,t ow a r r a n t t h ec o nt i nui n ga n di n c r e a s e ds u ? p o r to fp u b l i c f u n d i n gb o di e s ,a g r i c u l t u r em u s t articu late c l e a r l yi t sr o l ei nse r v i n gt h e contem po ra ry c o n c e r n so ft h ep u b l i c . T r a d itional s u p p o r t ;g roup sN iH p rove inade q u ate i nt h ef u t u r e . F i nal l y ,c o l l e g e so fa g r i c u l t u r es h o u l da s s um eal e a d e r s h i pr o l e1n addr e s s in gt h ep r o b l em s of r u r a lAme ric a ,i np r e s e r v i n gt h ev i t a l i t yo ft h e c o u n t r y s i d e . W h i le u r b a n Am e r i c ah a s it sa r t i c u l a t es p o k e sm e na n dp o l i t i c a lcad re, t h e r ei sno c o h e s i v ev o i c eo ft h ep eop l eo ft h el a n dand t h esm a l l town st h a t co nstitute a g r e a tp o r t i o no fo u rp o p u l a t i o na n dt h ev a st on aj o rity o fo ur g e ogr a p h y . And e v e ni . nt h em o s t r u r a lo fo u r sta t e s ,l a n d g r a n tuni v e rsities ad d r e s sr u r a l1 s s u e s and needs i ns p o r a d i ca n di n a d e q u a t ew a y s . O n e o ft h epo t e n t i a l l yd e vastat i n gc o n s e q u e n c e so ft h ec u r r e n tc r u n c h i na g r i c u l t u r ei st h ed ebi l itatinge f f e c ton r u r a lcommuniti . e s, Th ee r o s i o n o fb o t h fa rmin com ea n dr u r a lt a xb a s ew i l l m ak e i t d i f f i c u l t ,p e r h a p s im p o s s i b l e ,fo rm any ru ra la r e a st os u p p o r t ~e v a r i o u se l em e n t so fw h a t s o c i o l o g ists and e c o n om i s t sc a l l" i n f r a s t r u c t u r e " ; s c h o o l s ,h o s p i t a l s ,r o a d s ,hum an ser v ic es, g o v e r nm e n t a l op er a t i o n s ,a n da l lt i l er e s to ft h ee lem ants t h a tcon · t r i b u t et ot h equa lity o fl i f e . �1 4 Th is f a c ts e em sl o s ti nt h ec h a o tics c r am b l eo f ~a a ~ now a d d r e ssi n gf a rml e g i s l a t i o n ,w ith v e s t e di n t e r e s t sv y i n gt op r e s e r v et h e i r p o s i t i o n s . F o r mo r e than a h a l . fcentu ry, t h eb a s i co b j e c t i v eo fAm e r i c an f a rm p o l i c yhgg b2 en ch e ap foon . A t t h i spo int i nou rh i s t o r y~e n e ed a p e r sp ecti .v el a r g e r ,mo r e comp rehen sIv e , mo r ev i s i o n a r y ,i f mu ch o f thec h a r a c t e r o f Am ericanli f ei st ob ep r e s e r v e d and n u r t u r e d . A nd S J, whosp eaks f o rRURAL -andm o b i l i z e s know l edg er e s o u r c e sf rom t h r o u ghou t th eu n i v ers i t yt oa d d r e ssru r a li s s u e s and n e ed s ? I hop e you rc o l l e g eo fag ricu ltu re do e s ! I nad d r e s s i n gag ricu ltu re 's sy s t emo fdevelopmental in s t i t u t i o n s , D r . J a m e sT . Bonn en o b s e r v e s , "P e o p l e,n o ts c i e n c e ,t r a n s f o rm e du . s . a g r i c u lt u re . M en andw om en, a c t i n gt h r o u g ht h e in st itu tions w h ich t h ey c r e a t e d ,d ev e lop ed s c i e n t i f i cknow l edg e , ch ang ed hum an v alu e s and a s p i r a t i o n s , m o d i f i e do l d inst itu tionsand c r e a t ed newon e sa st h e ys aw t h eneed , and step by step t r a n s fo rm ed t h ep rodu ct i v i t yand w e Ifa re o f U .s . fa rm e r s . " If eve r the re w as r i c h ,r i p e n ~ t ob ea d e an o r di r e c t o rwho "m a d e a di f f e r e n c e , "t h a ttim e1S now . I fa n y t h i n g , you rc lien te le a r emor e re ady t h a nis t h eac ad emy . Th e r ew i l lb eo p p o r t u n i t i e sa tt h er e g i o n a ll e v e l ,b u tt h el i n e so f the r e g i o na r ea r b i t r a r yand t h e r ea r eg r e a td i f f e r e n c e sb e tw e en and among s t a t e s . The re w i l lb eo p p o r t u n i t i e sf o r ~s a e e f f o r t s ,i fsu ch a d ir e c - t i on do e sn ot i nf a c tr e p r e s e n ta c o p o u t . Mu l t i st a t ee f f o r t scan b eu s ed t o stim u la te, m o t i v a t e , e n e r g i z e . �-1 -5 - I wou ld s u g g e s tt h a tt h es t a t el e v e li swh e r e it i sr e a l l ya t ! ! ! I ti sa r e a l i t yt h a tno -one i na c ad em i co r gov e rnm en t a la g r i c u l t u r e 1S rea llyh u r t i n g int h es e n s et h a tf a rm e r s and a g r i b u s i n e s sa r e . D i ck And er s o n , i nh i sv e r y tho rough and t h o u g h t f u lp r e s e n t at i o nl a s te v e n i n gobse rved, "A t t h eAnde rson si nM aum e e , w e h av eb e en th rought h em i l l t h e s el a s t n o n t h s . W e've r e d u c e d , re struc tu r e d , rea llo cated , red irec ted ,r e c y c l e d . And b o y ,a r e w e f o c u s e d : " I~ 380 c RGM : 19 e t h a tyou ,i nr e g a r d s toyou rc o l l e g e ,c an s ayt h a t1n 1990 . � 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_1985-10-11_RMawby_SPE Title A name given to the resource Russell Mawby speech, Evolution of the Land Grant System Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 11, 1985 for the W. K. Kellogg Foundation at the Meeting of the Deans and Directors of Land-Grant Colleges of Agriculture. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture 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 1985-10-11 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/4ffc17c05c368136d544b1e2ea4b0862.pdf e39de0d0eab7b7df70430a9a53d1689f PDF Text Text RGM' s Present a tion at"Joini ng F o rc~ Strengthening the Ci r c l e of caring~ Communiti es fo r Children" (al so called Ch ild Care Conference) Octobe r 10, 1994 RUSSELL G MA WB¥ SlJ~tre'lf • G r a ~d Pl a z a Ho t el, Gra nd Ra p i. d a , MI MAKERS' CONFERENCE ON-eIHLD~ARE NING FORCES: STRENGTHENING THE CIRCLE OF CARING COMMUNITIES FOR CIDLDREN" I. WELCOME k ON BEHALF OFJHE GRANTMAKERS WHO--ARE COSPONSORI G rurs CONFERENCE, I \VOULD LIK>E : T~ ~ EXTEND A WARM WELCOME TO ALL OF YOU! ~ ~ Y COLLECTIVELY, ¥Q.lI::-REPRESRNT MAYORS, STATE REPRESENTATIVES, CITY AND COUNTY COMMISSIONERS, TRIBAL COUNCIL LEADERS, AND OTHER CIVIC LEADERS; CffiLD CARE EXPERTS ~ ADVOCATES; EDUCATORS; COMMUNITY ~N PERS ~; SPIRITUAL LEADERS; BUSINESS LEADERS; HUMAN SERVICE ADMINISTRATORS; CIDLD 4I2.A- t.J' CAREGIVERS; AND ESPECIALLY ~NT S AND , .........-- \ GRANDPARENTS AND ALL THE OTHERS WHO ~ P CARE FOR CillLDREN. 10/06/94 ccspeech .rgm\p1 ~ ~ . �m j f "· YOURPRESENCEHERE TODAYIND ICATESTHAT YOU HAVE A STRONGCOMM ITMENTTO MAK ING L IFE BETTERFOROUR YOUNGEST C IT IZENS . JUSTASIMPORTANTISTHEFACT THAT YOU AREHERE TODAYBECAUSE YOU AREREPRESENT INGA COMMUN ITYIN OURSTATETHATISTRULYCONCERNED ABOUT ONF ; i@w OUR MOST PREC IOUSRESOURCE , t : .OUR C IDLDREN . TODAY , COMMUN IT IESFROMTHROUGHOUTM IC IDGAN _ ~~ t ~ ~ ~ . . - ~ . . -a : ; ..___4 AREIN ATTENDANCE -LARGEC IT IES ,SUBURBAN COMMUN IT IES ,SMALLTOWNS ,COUNT IES , RESERVAT IONSANDRURAL AREAS . WE ALSO HAVE A c ar~~ ~~ TEAMREPRESENT INGSTATEGO ERN E~AND TATE ~o ~ . ORGAN IZAT IONS . T80E ' fHER ,YOU ~ REPRESENTTHE WEALTH OF D IVERS ITY ANDSTRENGTHTHATEX ISTSIN OUR STATE . 1 0 / 0 6 / 9 4 c c sp e e ch . rgm \p2 �WE 'VE ALL HEARD THEAFR ICAN PROVERB ," ITTAKES THEWHOLE V ILLAGE TORA ISEA CH ILD . " FOR PRESENTPURPOSES ,I 'DL IKETO AMENDITTO READ , " ITTAKESFAM ILYAND A CAR INGCOMMUN ITYTO RA ISEA CH ILD . " FORWE TRULYBEL IEVETHATITTAKESA CAR ING ~ ~ a~o:e--- COMMUN ITY-NOT JUSTPARENTS NOT JUSTSOC IAL t I WORKERS - BUTALLOFY U WHO ARE REPRESENTED HERETODAYTOTRULYMEET THENEEDS OF OUR CH ILDREN . BU ILD INGSUCHCOMMUN IT IESREQU IRESA I ' -1 /JJPS . . · 14 SHAREDV IS ION , ONETHAT 'SSHAPEDBY MANYI fAM ) S ~ II AND T IUSJS 10 /06 /94 c c sp e e ch . rgm \ p 3 ~ - II �I I . BU ILD INGA SHAREDV IS ION ISTOUGHWORK -IT 'S TOUGHBECAUSETHEREARE MANY CHALLENGESTHAT . MUST BE MET ~~ r > ? '~ ?~ r ' \ t>v J ~ ~ ~ TODAY ,FOREXAMPLE ,L IFEIS : : l 3 f .N f t :A ¥E b l (NGFORMANY OF OUR YOUNGEST C IT IZENSWHO MOST OFTEN SUFFER INUEALONG OUR CURRENT INS ILENCE . IFWE CONT ILDRENW ILL PATH ,AN INCREAS INGNUMBER OF CH GROW UP W ITHOUT A CONNECT IONTOFAM ILYOR TO SOC IETY ,W ITH FEWSK ILLSAND OPPORTUN IT IES , L IM ITEDKNOWLEDGE , AND L ITTLEHOPE . IND ICATORSOF T 10 /06 /94 c c sp e e ch . rgm \p4 T ~ RENDDO WE SEE ? ~- �THERE ARE NUMEROUS REPORTS ABOUT CIDLDREN INCLUDING RECENT ONES FROM THE NATIONAL GOVERNOR'S ASSOCIATION AND THE CARNEGIE CORPORATION OF NEW YORK. THESE REPORTS TELL US: • MORTALITY RATES ARE TOO IDGH. • CIDLD IMMUNIZATION RATES ARE TOO LOW. • TOO MANY CIDLDREN ARE LIVING IN UNSAFE OR ABUSIVE ENVIRONMENTS. • TOO MANY CIDLDREN ARE ARRIVING AT SCHOOL WITHOUT THE PHYSICAL AND EMOTIONAL SUPPORT THEY NEED TO LEARN. . • POVERTY RATES FOR CIDLDREN ARE TOO IDGH. • TOO MANY CIDLDREN ARE BEING REARED IN HOUSEHOLDS WHERE ONE OR BOTH PARENTS HAVE ABANDONED THEIR RESPONSIBILITIES. • FAR TOO MANY CIDLDREN ARE NOT RECEIVING THE QUALITY CARE THEY NEED WIDLE PARENTS ARE AWAY. 10/06/94 ccspeech. rgm\p5 �THESECOND IT IONSINCREASETHER ISKTHAT C i l lLDRENW ILL NQT D~ ELOP INTOCAR ING ,. : . -& ' -a--9·~ J ONFIDE~ ADULTS W ITH THECAPAC ITYTO PROV IDE ~ ~~ THE IR C I l lLDREN- ANDSOTHECYCLE CONT INUES . ~~ INTHEUN ITEDSTATESTODAY- LY THEMOST TECHNOLOG ICALLYADVANCED , AFFLUENT , AND DEMOCRAT IC SOC IETYTHEWORLD HAS EVERKNOWNTHECRUC IALLYFORMAT IVEYEARS OF EARLY IMEOF PER ILANDLOSS C i l lLDHOODHAVE BECOMEAT ~ FOR illLD~N ANDTHE IRFAM IL IES . NOW , HOWEVER , THEREIS ANOPPORTUN ITY TO c J ) . . .& r. . 'l s ' " ~~ P ~~ t - ' . AREMARKABLE i l i !M lMKt tNGON THE DEGREE OF CONSENSUSI{ ESSENT IALREQU IREMENTSTHAT POS IT IVELY i l lLD 'SEARLYGROWTH AND INFLUENCEA C DEVELOPMENT ASWELL ASONTHEWAYS THAT PARENTSANDOTHERS CANPROV IDEOUR YOUNGEST C i l lLDRENW ITH A HEALTHY START . 1 0 / 0 6 / 9 4 c c sp e e ch . rgm \p6 �III. I'E IS POSITIVE INFLUENCES THAT HEI.;P SHAPE ~HESE k-- ; '-''-' .J l' VISION »r- • CHERISHED IN FAMILI A WORLD OF CIDLDREN , • SUPPORTED BY COMMUNI¥S, • CONSIDERED HOLISTICALLY, AND • NURTURED WITH CARE. 10/06/94 ccspeech.rgm\p7 �r IN V IS ION ,C IDLDREN 'SNEEDS ARE MET AS THEY ARE STRENGTHENEDBY AC IRCLEOF CAREW IDCH INCLUDES : 1 . A COHES IVEFAM ILYTHATISDEPENDABLE UNDERSTRESS ; 2 . A RELAT IONS IDPW ITH AT LEASTO N E CAR ING z s : ADULT WHO ISCONS ISTENTLYNURTUR ING AND LOV ING ; v f - 3 . ASENSE OF HOPE FO ;RA BR IGHTFUTURE ; 4 . ASAFE ANDHEALTHY ENV IRONMENTTHATIS FREEFROMV IOLENCE ANDABUSEAND ENV IRONMENTALHAZARDS ; AND 5 . 1 0 / 0 6 / 9 4 cc eec r~ A SUPPORT IVEANDCAR INGCOMMUN ITY . �IV . ~ P- '- STRENGTHEN~~ THEC IRCLE _ _ , , ; . . . . .~~ --~- A-t SIS AGREAT SPOTFORA MAWBYSTORY . . . lTill:::::: ::: WA lYSTHAT~L 0 ~ SCAN • WiE J OOW OOINCREASETHECAPAC ITYOF COMMUN IT IESTO MEET THENEEDS OF YOUNG • ~~~~o EN O RAGEt F~IES -- TO BEINVOLVED INDEC IS ION -MAK ING" INTEGRAT INGSERV ICES ,AND EXPLOR INGNEW GOVERNANCE MODELS . • DEVELOPMENT OPT IONS FORALL FAM IL IES , 10 /06 /94 cc eec r~ �FOCUS INGOl ) IDGHQUAL ITY C IDLDCARE , HEAD ITH THESEPROGRAMS START , ANDPRE -SCHOOLW ITH LOCALSCHOOLS . COORD INATEDW • WE I EE~ HEL P PARENTSMEET THE IRC IDLDREN 'S , - NEEDSBYEXPAND ING FAM ILYSUPPORTANDPARENT~ EDUCAT IONPROGRAMS ,PROV ID INGCOMPREHENS IVE -R ISK SERV ICESFORSCHOOLAGE AND OTHER IDGH PARENTS ,PROMOT INGPLANNEDC IDLDBEAR ING , ILL AND ASSUR ING THATPARENTSCAN ANDW ASSUME F INANC IALRESPONS IB IL ITYFORTHE IR C IDLDREN . I~~FFlO EN SUREHEALTHY DEVELOPMENT OF • ALL C IDLDRENTHROUGHACCESS TOEARLYAND , CONT INUOUSPRE -NATALCARE , WELL BABYCARE FULLIMMUN IZAT ION ,ANDEXPANS IONOF THE SPEC IALSUPPLEMENTALEAT INGPROGRAMFOR WOMEN , INFANTS ,AND C IDLDREN(W IC ) . ~. . 10 /06 /94 cc eec r~ l ~ ~ f J _ ' . . .~o A~~ ~ " ,. . . . . . . _ . / < J - _ . . .- �REDUCEVA JUOUSUNHEALTHY DEVELOPMENTS SUCH ASC IDLDABUSE , NEGLECT , COMMUN ITYV IOLENCE , SUBSTANCE ABUSE , AND ENV IRONMENTALTOX INS . • t~ItE I :t:O PROVIDEEMOTIONALFOUNDATIONS FORSCHOOLREAD INESS BYDECREAS ING OUT -OF HOME PLACEMENTS ,INCREAS INGTHEAMOUNT OF IMETHATPARENTSANDOTHER ADULTS UNHURR IED T HAVE W ITH C IDLDRENANDENCOURAG INGFAM ILY FR IENDLY ,COMM l . !N lTY , ANDEMPLOYMENT POL IC IES ._ . .-.~-e aQ ~ TOENSURET -~ 0 . . - -__ ~ ~ r " : ~~. _ .... f ~ I ~ ~ ~------ T ALLC IDLDRENRECE IVETHATSOL ID EARLYC IDLDHOODFOUNDAT ION ,WE BEL IEVETHERE MUST BE COLLABORAT IVEEFFORTSINVOLV INGTHE PUBL ICANDPR IVATESECTORS . PARENTS ,BUS INESSES , PARENTANDC IDLD -FOCUSEDORGAN IZAT IONS , P IDLANTHROPY ,SCHOOLS ,EMPLOYERS ,FEDERAL , 10 /06 /94 cc eec r~ �STATE ,ANDLOCALGOVERNMENTS , MUST ALL IRLEADERS IDPANDV IS ION . S INCE CONTR IBUTETHE L IFEISUNRAVEL ING FORMANY OF OUR YOUNGEST IB IL ITYTO C IT IZENS , WE MUSTSHARE THERESPONS nu s S ITUAT IONAROUND . THERESPONS IB IL ITY TURN' DOES NOT ANDCANNOTREST W ITH FAM IL IESALONE .. .. ~ ~ ' t " " RECENTREPORTS OF THENAT IONAL GOVERNOR 'S ASSOC IAT ION ANDTHECARNEG IETASKFORCEON IDLDRENCONF IRMED MEET ING THENEEDS OF YOUNG C F IND INGSFROMRESEARCHTHAT CAR INGFOROUR C i l lLDRENMUST BE A PARTNERS i l lPBETWEEN PARENTS ,EMPLOYERS ,COMMUN ITYLEADERS , BUS INESSES , SERV ICEPROV IDERS ,MED IA , NON -PROF IT ORGAN IZAT IONS , GOVERNMENTS , SCHOOLS ,AND P i l lLANTHROP ISTS . HOWEVE t~ ALL S ,WE -KNOW BETTER H1 \N -WE DO . ~ L . J~~ cJL . . -a0O c r_ : -h ~~ _ ~~ /; r - v: ~c-- 10 /06 /94 c c sp e e ch . rgm \p12 . . l{ ). ~~ -- ~~ ~ _ _A . . .L" . J L :r-~ ) ~ ~ ~ ~ ,J ' r " . . ~~ ~~ ~ r - . }= rc £2 . , - . �v . c t nNG THEGAPS . . ~ ~ ~ ~ \ HOW CAN YOUR COMMUN ITYMAKE ' nu s V IS ION REAL IJ~~ FOREVERYC I l lLDWHO RES IDESTHERE ? WE" OW , FOREXAMPLE ,THATTHEREARE THREECR IT ICAL PO INTSTHATSTRENGTHENTHEC IRCLEOF CARE . WHAT WE MUST DO NOWIS TAKEACT ION TOCLOSE THEGAPS . F IR OF ALL , ITSTARTSW ITH THEFAM ILY . : ; : ; ; . . AMER ICAN TRAD IT IONHOLDS THATA FAM ILYSHOULD , ILL , CAREFORITS .OWNC i l lLDRENW ITHOUT AND W nu s IS ANASSUMPT ION OUTS IDE ASS ISTANCE AND' l lSTOR ICALROOTS INAMER ICAN THATHAS DEEP i ~ CULTURE. tTODAY ,HOWEVER , ALL FAM IL IES , IRC IRCUMSTANCES , NEED REGARDLESSOF THE OCCAS IONAL SUPPORTAND ASS ISTANCE . 10 /06 /94 c c s p e e c h . r g n n \ p 1 3 �SECOND, TO MEET THESE NEEDS, AN ARRAY OF PUBLIC - za r AND PRIVATE SUPPORTIVE SERVICES MUST BE IN PLACE. THESE PROGRAMS INCLUDE INCOME SUPPORT, HEALTH CARE, PROTECTION FROM ABUSE, NUTRITIONAL ASSISTANCE, EARLY CIDLDHOOD EDUCATION, AND CIDLD CARE. UNFORTUNATELY, THESE PROGRAMS HAVE ALMOST UNIVERSALLY BEEN BASED ON THE "DEFICIT" APPROACH, THAT IS, AN APPROACH WHERE POVERTY AND PATHOLOGY LARGELY DETERMINE WIDCH FAMILIES RECEIVE ASSISTANCE. THESE OLD WAYS OF PROVIDING SERVICES AND SUPPORTS .MUST BE REASSESSED, AND BROAD, INTEGRATED APPROACHES MUST BE FOUND TO ENSURE THAT EVERY FAMILY WITH YOUNG CIDLDREN IS LINKED TO A STRONG COMMUNITY NETWORK OF CARE, AND OTHER FAMILY SUPPORTS. A MAJOR REVAMPING OF THE CURRENT SYSTEM IS NEEDED - BECAUSE ALL CIDLDREN AND FAMILIES NEED BASIC CORE SUPPORT. 10/06/94 ccspeech.rgm\pI4 �TIDRD, THERE MUST BE QUALITY CIDLD CARE + :::::0- AVAILABLE AND WE MUST APPLY WHAT WE KNOW ABOUT QUALITY. IN SMALL GROUPS, FOR INSTANCE, CIDLDREN RECEIVE THE ATTENTION AND STIMULATION THEY NEED TO GROW AND FLOURISH. IDGH QUALITY CIDLD CARE REQUIRES MORE THAN LOVE. WE KNOW THAT A 10 YEAR OLD TAKING CARE OF IDS 2 YEAR OLD SISTER - LOVES IDS SISTER - BUT HE IS NOT TRAINED TO, HELP HER LEARN TO INTERPRET HER SURROUNDING WORLD, PROVIDE HER THE SAFETY OF EXPLORATION AND T~ COMFORT OF - PREDICTABILITY, THEREFORE, THE TRAINING OF PROVIDERS IS A CRUCIAL COMPONENT FOR PROVIDING APPROPRIATE CARE. HOWEVER, EVEN WHEN THERE IS AN ADEQUATE NUMBER OF PROVIDERS, STAFF TURNOVER RATES OFfEN EXCEED FIFfY PERCENT PER YEAR IN SOME 10/06/94 ccspeech.rgm\pI5 �u y LOCALES . SUCHIDGHEMPLOYEETURNOVERCAN INU ITYAND FRAGMENTS DAMAGE PROGRAMCONT C IDLDHOODATTACHMENTS . WHY DOSO MANY C IDLD CAREPROV IDERSLEAVETHE IRJOBS ? BAS ICALLY , BECAUSETHEYAREN 'T PA IDENOUGH . WE MUST ~ ~ CREAT IVELYF INDA WAY TOBETTERS EC IDLD CAREAND KEEP GOOD PEOPLEINTHEPROFESS ION . rJ ~ iJ:~ ~~ H . " ~ -- . .0'p .Q - t 4 • ~~ ~ e ,,) WHEN THESETHREEPO INTSARE INPLACE ,THEGAPS J~ 'o ~ ARE GJ ;BS RD AND THEC IRCLEOF CAREIS IBLE ? WHAT STRENGTHENED . BUT , WHO ISRESPONS ARE THEROLESTHATREP l l l iSENTAT IVESL IKEYOU CAN PLAY ? WHAT DOES A CAR INGCOMMUN ITYLOOKL IKE ? . ~~- WE BEL IEVE ,IT 'SA COMMUN ITYTHATHAS MADE A r . . . . . AND WHAT PARENTSCAN AFFORD . COMM ITMENTTOCLOSETHEGAP BETWEENQUAL ITY 10 /06 /94 c c sp e e ch . rgm \p16 . �A COMMUN ITYW ILL ING TOCLOSETHEGAPSIN THE ~ C IRCLE , GAPS BETWEENWHAT ISAVA ILABLE AND ' " I> WHAT FM f lL IES NEED IT INVOLVES : • C IV ICANDBUS INESS LEADERSWHO KNOW THAT THE IRBOTTOML INEAND THESTRENGTHOF THE IR WORKFORCE DEPENDS ON PARENTSWHO HAVE GOOD CH ILDCAREARRANGEMENTS AND CH ILDRENWHO ~ ~ _ r ~~ W ILL BE PREPAREDTOJO INTHATWORKFORCE . { a \ ) J - ~~r ~ • EARLYCH ILDHOODPROGRAMSTAFFWHO f \ RECOGN IZETHATALL CH ILDRENREGARDLESS OF INCOMEOR HER ITAGE ARE MORE AL IKE THAN fEN D IFFERENT , AND THATD IFFERENCE MOST OF MEANS R ICHNESS . 10 /06 /94 cc eec r~ I __ �• HUMAN SERVICE WORKERS WHO KNOW THAT THE QUALITY AND EFFECTIVENESS OF THEIR WORK IS BASED SOLELY ON THE RESPECT AND DIGNITY THEY GIVE TO CHILDREN AND FAMILIES. • COMMUNITY FOUNDATION PERSONNEL WHO RECOGNIZE THAT PEOPLE GIVING OF THEIR TIME AND GUIDANCE AS WELL AS FINANCIAL RESOURCES TO SUPPORT INNOVATIVE APPROACHES TO ADDRESS CHILD CARE ISSUES IS THE DEFINITION OF LOCAL PHILANTHROPY. • ELECTED OFFICIALS THAT WILL USE THEIR CREDIBILITY AND VISIBILITY TO CHALLENGE CURRENT PUBLIC POLICY AND FORM NEW ONES THAT WILL SEEK UNTRIED WAYS TO 10/06/94 ccspeech.rgm\p18 (L.DV''t:) E LOCAL CHILD �• SCHOOL PERSONNEL WHO REALIZE THAT THEY SERVE THE WHOLE CIDLD AND NOT JUST FOCUS ON ACADEMICS - THAT READINESS FOR SCHOOL MUST COVER A VARIETY OF DOMAINS INCLUDING IMMUNIZATIONS, NUTRITION, SOCIO-EMOTIONAL DEVELOPMENT AS WELL AS BASIC SKILLS. • EARLY CIDLDHOOD ADVOCATES WHO RECOGNIZE THAT TO MEET THE CIDLD CARE NEEDS OF ALL THE CIDLDREN IN THEIR COMMUNITY, THEY MUST SUPPORT IT FROM A VARIETY OF PERSPECTIVES, SUCH AS TRAIING, QUAltITY, SAFETY, AND PARENTS NEEDS. • PARENTS WHO TRULY CARE ABOUT AND TAKE AN ACTIVE ROLE IN PROMOTING NOT ONLY THEIR OWN CIDLD'S HEALTHY DEVELOPMENT, BUT ALL CIDLDREN IN THEIR COMMUNITY. 10/06/94 ccspeech.rgm\p19 �VI. THE CALL -\- 0 o c ~- - • IS YOUR COMMUNITY CLOSING THE GAPS IN THE CIRCLE? • IS THERE ENOUGH QUALITY CARE -- FROM BABIES THROUGH SCHOOL AGE? • DO YOU HAVE THE WHOLE COMMUNITY INVOLVED-NOT JUST THE DEDICATED cnn,n CARE WORKERS -- BUT THOSE CIVIC AND BUSINESS LEADERS WHO LEND MORAL AUTHORITY AND CREDIBILITY TO rms WORK? . / V TAKE A CLOSE LOOK AT YOUR COMMUNITY -- WE HAVE INVITED YOU HERE TO CONSIDER HOW YOU CAN STRENGTHEN THE CIRCLE OF CARE FOR CillLDREN. 10/06/94 ccspeech.rgnn\p20 �~ r i : Jl~ FTHEGRANTMAKERS HERE YOU • . • THEANSWERS DO / ~L ONEY AND IVEAND COMB INED GRANTS , BUTIN THECREAT ING TOGETHER CO MMUN ITYWORK INTHEWORDS OF MARGARET MEAD , "NEVERDOUBT ITTED THATA SMALLGROUP OF THOUGHTFULCOMM C IT IZENSCAN CHANGETHEWORLD . INDEED ,ITISTHE ONLY TH INGTHATEVERHAS . " TH ISIS AGREA6 0 T FORA : 1 0 /06 /94 c c sp e e ch . rgm \p21 II �V I I . CONCLUS ION i l lS WE INV ITEYOUTO TAKEADVANTAGE OF T OPPORTUN ITY. . . -FORREFLECT ION -FORTECHN ICALASS ISTANCE -FORFURTHER INGYOUR V IS ION ~~~~........... P :~l , JQ IN t JSINSTRENGTHEN INGTHEC IRCLEOF CAREFOR OUR C IDLDREN ! 10 /06 /94 c c sp e e ch .rgm \p22 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1994-10-10_RMawby_SPE Title A name given to the resource Russell Mawby speech, Joining Forces: Strengthening the Circle of Caring Communities for Children Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 10, 1994 for the W. K. Kellogg Foundation at the Child Care 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. 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 1994-10-10 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/2798d887364e2ab9db36f7bdd9af3132.pdf 0e1cf31537bbaae1b6b16fb68e00d35f PDF Text Text ) ~ - L Notes from RGM's Presentation on "The Role of Philanthropy in Serving Communities," the First ~ Rt a t J on.. i~ t pe Distinguished Lecture S ies in N profit Or n i za t i de r s h i p Wayne State University (McGregor Conference Center), Detroit, MI - October 1, 1992 ~5---tU-d c I 1- I I ( ( ( / . z. {] J �We can gain a better understanding of the third sector by looking more closely at the kinds of organizations that comprise it. The sector is made up of six basic types of organizations: 1. Educational organizations -- private elementary and secondary schools, colleges, and universities. Also vocational schools, libraries and research institutes ___ 2. Health services -- non-profit hospitals, nursing homes, out-patient care facilities, and visiting nurse organizations. 3. Human services -- the YMCA, YWCA, Big Brothers/Big Sisters, Meals on Wheels, among thousands of others. 4. The arts and cultural organizations -- museums, symphonies, repertory companies, public TV and radio stations, among many others. 5. Religion -- organized churches of every denomination. 6. Civic, social and fraternal organizations -- neighborhood organizations, fraternities and sororities, unions and service clubs. �4 I tw i l lb eh e l p f u la s g a i n an i d e ao ft h ed im en s ion so ft h i s t h i r ds e c t o r . A so f w a s e s t im a t e dt oc o n s i s to f 873 ,000 o r g a n i z a t i o n s . I tp r o v i d e sh a l fo fo u rh e a l t hc a r e ,n e a r l ya q u a r t e ro fo u re d u c a t i o n ,a s u b s t a n t i a lp o r t i o no fs o c i a ls e r v i c e s ,~~- ~ ~~~~ mo s t o ft h ea r t s ,and a l lo fo u rr e l i g i o n . I temp loy s7 . 2m i l l i o n p e o p l e , wh i ch i s6 . 1p e r c e n to fo u rt o t a lemp loym en t . I ta c c o u n t sf o r ' - $ 2 2 8 . 2b i l l i o ni nin com e ,wh i ch i s6 . 4p e r c e n to ft h en a t i o n a lt o t a l . Th e s ef i g u r e s ,by t h ew ay , a r et a k e nf roma s t u d ydon e by t h e o r g a n i z a t i o n INDEPENDENTSECTOR ,p u b l i s h e di n1987 . ~ s u p p o r t st h et h i r ds e c t o ro r g a n i z a t i o n s ? We a l ldo ,b o t h i n d i r e c t l y( t h r o u g ht a x e s ) ,and d i r e c t l y( t h r o u g hp h i l a n t h r o p y and v o l u n t e e r i sm ) . Ag row ing numb e ro ft h i r ds e c t o ro r g a n i z a t i o n sa l s o e a r n in com eby c h a r g i n gf e e sf o r ~ t ~ s e r v i c e st h e yr e n d e r . on a l ll e v e l s-l o c a l ,c o u n t y ,s t a t e ,and f e d e r a l- p r o v i d e s 20 p e r c e n to ft h es u p p o r tf o ro r g a n i z a t i o n si nt h et h i r d ~--- s e c t o r ,t h r o u g hd i r e c to u t l a y s and r e im b u r s em e n t s . A l s o , t h i r ds e c t o r o r g a n i z a t i o n sa r es u b s i d i z e dt h r o u g hs p e c i a lp o s t a lr a t e sand ex emp t ion f rom t a x a t i o n . I ts h o u l db em en t ion ed t h a tn o ta l lt h i r d s e c t o ro r g a n i z a t i o n sr e c e i v ed i r e c to u t l a y s and r e imbu r s em en t sf rom gov e rnm en t a lo r g a n i z a t i o n s ;b u ti nt h ea g g r e g a t e ,o n e f i f t ho ft h e s u p p o r to f su cho r g a n i z a t i o n s com ef romgov e rnm en t a ls o u r c e s . �" 5 The great majority of support for third sector organizations, however, comes from p i1anthropy and volunteerism. According to the publication Giving. USA, more than $93 billion was donated to such organizations in 1987. Many people imagine that corporations and large foundations give the lion's share of this support, but just the opposite is true. In 1987, 88 percent of the giving in this nation was by individuals. But there is an even larger source of support for third sector organizations than philanthropy. of support for the sector. Vo1unteerism is the largest source According to the INDEPENDENT SECTOR, a recent Gallup Poll revealed that 80 million adults volunteered in 1987, giving a total of 19.5 billion hours, representing an estimated value of $150 billion. Together then, philanthropy and volunteerism contributed nearly $250 billion to third sector organizations in 1987. The statistics I have just cited are impressive, but they can sometimes obscure the true meaning of such a complex idea as the third sector. lives. Speaking in human terms, the sector touches all of our It is possible to be born in a non-profit hospital, attend private schools, graduate from a private university, spend a career working for social service organizations, relax by visiting museums, die in a non-profit nursing home, and have a memori al s e rvice in a church. �6 In fact, it is impossible for us not to be involved with the sector. We are involved as users and donors, as professionals and as volunteers. It is an essential part of everyone's life. The sector can, in a sense, be all things to all people because of its incredible diversity. Its organizations form a mind-boggling variety. its constituent entities are polar opposites: Some of the National Rifle Association and Hand Gun Control, Inc.; Right to Life and Planned Parenthood . Their diversity helps to protect our country's pluralism, and our liberty. I The sector is the home for many of the causes in which we believe. Its organizations feed the hungry, provide shelter for the homeless, care for the ill, and fight for basic human rights. some of our most cherished freedoms: They safeguard religion, speech, and assembly. Moreover, America's third sector is the envy of the world. In no other nation is private, voluntary action for the public good practiced to such an extent. In fact, some nations, such as Japan and Italy, are deliberately attempting to stimulate the formation of a third sector in their countries. Individuals are the life blood of America's third sector. ~ Seventy-two of its support comes directly from individuals through philanthropy and volunteerism. Without these gifts of money, talent, and time, the sector would not be able to function. �- 4Fo rum f o ry o u r t h i n g sh a p p e n , y o u r e x c i t e df o rt h e f u t u r e . I I S h a r i n g t h o s et h o u g h t sl e a d su s n a t u r a l l y t ot h e t o d a y : ~~ ~~ t ~ ~~ "P h i i a n t h r o p y ,s Rol ef t o p i cf o r e . ..:::L-. . . ~~ e~~~~~~ Common G o o d . " i~ d I n t h i n k i n ga b o u tw h a t i sh a p p e n i n gi nc o n t em p o r a r ys o c i e t ya si t r e l a t e st o t h ef u t u r eo f t h e common g o o d , Iw a s t em p t e dt ob e g i nw i t h a l i s to f - c o n c e r n s n o t u n l i k e t h e a g e n d a o f t o p i c sb e i n g a d d r e s s e d a t t h i s r= c o n f e r e n c e . I db ep re s um p tuou s a n di n a p p r opr i a t ef o rm e t o p r o p o s e a rong g o o d . You are k n ow l e d gea b l ea b o u tt h eco nc e r n s p a r t i c u l a r l yi ny o u r hom ec o n n n u n i t i e s . R a t h e r , I h a v e c h o s e n , i nb r o a d o v e r v i ew , t os h a r ev e r y b r i e f l ys i x o b s e r v a t i o n s a b o u t t h i n g s g o i n g on i no u r s o c i e t y , f o r w h i c h im p l i c a t i o n sf o rp h i l a n t h r o p y a r e r a t h e ra p p a r e n t . t h e I hop e you w i l l f o r g i v emy f r e q u e n tr e f e r e n c et oM i c h i g a n and B a t t l eC r e e ka n da c t i v i t i e s o f t h eW . K . K e l l o g g F o u n d a t i o n-t h e s ea r et h ee x am p l e s I know b e s t . You w i l ls e ey o u r commun i ty a n dy o u r s e l fi nt h ei l l u s t r a t i o n sI s u g g e s t . O b s e r v a t i o n 1c o n c e r n st h es e em i n gi n a b i l i t yo fo u rp o l i t i c a lp r o c e s s e s i l lLdi n s t i t u t i o n st od e a lw i t hs i g n i f i c a n ti s s u e si ns u b s t a n t i a lw a y s . �- 5 This is most vivid at the national level where Congress is struggling ineffectively with such concerns as fiscal and financial responsibility, trade imbalance, farm programs, the arts, energy policy, and foreign affairs, child care, support of environmental quality In Lansing, our state politicians are equally ineffective on matters of school finance, other our state budget, Workmen's Compensation, and a host of concerns. I suspect you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effectiveness in dealing with human services, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influence seems mass media treatment to have forced elected officials of every to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade is going and then rush to its issue and personality the "leaders" of There is a tendency to to wait to see which way the head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramatic increase in skill of special interest groups of every variety and the concept of entitlement whi ch ha s ~~~~~~~~~ handcuffed political response to changing needs. Today, there are few in elected office who could be described statesmen with vision, commitment, and a concern for the whole. as Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6Th e n e te f f e c to fa l lo ft h e s ec h a n g e sh a sb e e nt h el e s s e n e da b i l i t yo f g o v e r nm e n ta ta l ll e v e l st ob ea s o u r c ea n dc a t a l y s tf o rs o c i a lc h a n g e . T h i s , n e n h a n c e d p o t e n t i a l r o l e o f t h e n , s u g g e s t s a i n i t i a t i v e st od em o n s t r a t en ew a n sw e r st os o c i e t a ln e e d s , t oi n i t i a t i v e v e n t u r e s ,t op r o v i d et h ev i s i o na n dc om p r e h e n s i v ea p p r o a c hw h i c h p o l i t i c s f a i l st op r o v i d e . O b s e r v a t i o n 2 c o n c e r n s t h e s e em i n g r e t u r n ( s h i f t b a c k ) t o l o c a l r e s p o n s i b i l i t ya n dc o n t r o li na d d r e s s i n gs o c i e t a l ~ F o ra s p a no fa b o u ts i xd e c a d e s -- f rom t h e" p r o g r e s s i v ee r a "a tt h et u r n o f t h ec e n t u r yt ot h el a t e1 9 6 0 s ,a n dp a r t i c u l a r l yb e g i n n i n gw i t h "N ew D e a l " i nt h ed e c a d eo ft h e' 3 0 s-t h ef e d e r a lg o v e r nm e n t t o o ka ne v e r i n c r e a s i n gp a r ti nm e e t i n g t h en e e d s-o ft h eAm e r i c a n p e o p l e . S i n c e t h e e a r l y 1 9 7 0 s , t h a tt r e n dh a s f i r s ts l ow e d , t h e n s e em ed t o r e v e r s e . I n c r e a s i n g l y ,s t a t e sa n d l o c a l i t i e sa r eb e i n g c a l l e d upon t od e l i v e r s e r v i c e sa n dp r o v i d eb e n e f i t st op e o p l ea tt h ecommun i ty l e v e l . T h i s f a c tp o s e s p r o b l em s f o ra l ls t a t e sa n d l o c a l i t i e s . T h i s p u t s p r e s s u r e on t h et a xs y s t em , e s p e c i a l l y , t or a i s er e v e n u e s t oc o v e r i n c r e a s e ds t a t ea n dl o c a le x p e n d i t u r e s . A d e s i r a .b. . l . .e .c o n s e q u e n c ei st h a tmo r e p r o b l em s a r eb e i n gi d e n t i f i ed a n d d e a l tw i t h c l o s e rt o hom e , a n d , a sw e a ll k now s ow e l l , t h e answ ers u s u a l l y l i en o t i nd o l l a r sa l o n eb u t i nt h ei n c r e a s e d comm i tm en t a n d i n v o l v em e n to fp e o p l ew h o c a r e . A g a i n , o p p o r t u n i t i e sf o rp r i v a t es e c t o r i n i t i a t i v e sa r e o b v i o u s : t h e r ei sa d e s p e r a t e n e e d t ob e com e mo r e �- 7 efficient and more effective in using limited resources and in mobilizing local leadership. Observation 3 collaborations. concerns "t he increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, child care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cul tural and performing arts, and a host of other examples. A concern that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations still underway. chari table contributions, taken are usually eros ive, concerns purposes. charitable as The increasing current the evidence contributions in While rhetoric on behalf o f and volunteerism is invasive, resources the this budget ph ilant hro py, usually effus i ve, res tric tive, of ac t i ons and disc ouraging. In our various legislative skirmishes at the national level since 196 9, we usually count success in terms of limited losses rather than real gains. �- 8 I think our continuing approach should be to be cooperative with public institutions and organizations, but to be cautious and not be coerced. Observation 4 concerns the dichotomy between the nature of the problems whi ch concern us and the solutions we devise. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list -- inflation, K-12 and higher education, home care for the elderly, groundwater, environmental quality, job generation, peace. To the contrary, the solutions tend to be narrow, most often devised to address such issues discipline- or profession-oriented and biased, simplistic, and inadequate to the task. A major contribution of philanthropy in addressing societal needs can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity . Observation 5 concerns the persistent reluctance to face facts and to deal with reality. This is a somewhat human charac teris tic -- a res is tan ce t o c han ge , when we are comfortable with that which we know . Sometimes, their even when the evidence is overwhelming, both individuals and institutions are reluctant to respond. It is a mos t areas of human concern, we know be t ter than we do." truism that "in Think only of �- 9 the areas which may be of special interest to you: substance abuse, K-12 education, and health care. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngs ters and mos t communi ties pre-school programs of elementary years are high most lack comprehensive quality. important The and early childhood and evidence that is drop-out clear that the can really be predicted by grades six or seven. Yet, we persist starving the teacher will in accrediting elementary our years tell you that it schools whenever takes at the resources the first high school are level, limited. three months Every of the new school year to catch up to where students were when school ended in the spring, the yet we persist in having a summer months a three-month break in learning during school-year model es tablished by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the Governor of "It costs $24,000 a year to keep a person in the state pen, but only $8,000 a year at Penn State." We as a society, through our instituti ons and organizati ons, must p u t bett er use ca talys t. that which is already known. Philanthro py can be a to key- �- 10O b s e r v a t i o n 6 conc e r n s t h e p e r s i s t e n c e o f " t u r f i sm " i n a d d r e s s i n g s o c i e t a ln e e d s . U s u a l l y p r o g r am s o f hum an s e r v i c e a r e b a d l y f r a gm e n t e d and l a c k c o n t i n u i t y . I n B a t t l e C r e e k , f o r e x am p l e , w e h a v e 67 i d e n t i f i e d v o l u n t a r y ,n o n p r o f i tg r o u p sd i r e c t e dt ot h en e e d so fy o u t h . P l u r a l i sm i s g o o d ; c om p e t i t i o n c a n a l s o b e h e a l t h y , b u t i n f i g h t i n g , a d v e r s a r i a l s t a n c e s ,a n dc om b a t i v eb e h a v i o ra r en o t ! Th e c l e a r e s te x am p l ei no u r hom e town w a s i nh e a lt hc a r e , wh e r e w e h ad two h o s p i t a l s , v i r t u a l l y a c r o s s t h e s t r e e t f rom e a c h o t h e r , e a c h s u f f e r i n gf rom l e s st h a n50 p e r c e n to c c u p a n c y . I na d d i t i o n ,w e h av et h e u s u a lh o s to fo t h e rh e a l t hc a r eo r g a n i z a t i o n s-V i s i t i n gN u r s e S e r v i c e , D e p a r tm e n t o f P u b l i c H e a l t h , Am e r i c an R ed C r o s s , H o s p i c e , M e a l s on W h e e l s , v o l u n t a r yam b u l a n c es e r v i c e s ,a n dm any m o r e . U n h a p p i l y , w h i l e e a c hi scompo s ed o f i n t e l l i g e n t ,a b l e ,d e d i c a t e d , a n d w e l l i n t e n t i o n e d i n d i v i d u a l s ,e a c ha l s ot e n d st oa d d r e s si s s u e sf rom t h e p e r s p e c t i v eo ft h e i ro r g a n i z a t i o n a lo ri n s t i t u t i o n a l~ ti E a ch i s c o n c e r n e dw i t h t h e i rown n i c h e ,t o oo f t e nn o ts e n s i t i v et ot h ea c t i v i t i e s o f o t h e r s a n dw i t h i n s u f f i c i e n ta t t e n t i o nt ot h ec om p r e h e n s i v eh e a l t h n e e d s o f t h ep e o p l e o f t h e commun i ty . I n B a t t l e C r e e k w e f i n a l l y s u c c e e d e di ng e t t i n g t h e two h o s p i t a l s t om e r g e . Now w e a r e i nt h e p r o c e s so fg e t t i n gt h e A g a i n , a a ni n f l u e n c ei nb r i n g i n ga b o u t s e r v i c e sw h i c ha r ec om p r e h e n s i v e ,c o l l a b o r a t i v e , and c o n t i n u o u s . �- 11 - III In conclusion, common good? us here, what will be philanthropy s I role for the future of the The hard reality -- or the exciting fact -- is that all of individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive -- or we may be creative and participatory. While we are continually addressing shortcomings, perspective. concerned we need to with keep dealing these with problems troublesome concerns and in For example, we read a lot about the problems of teenagers today, but most teenagers do well they are no t on drugs, they do no t get pregnant, and they do not drop out. At the same time, It is to such there are issues that pressing concerns which must be addressed. much of our thought and resources mus t be directed. We tlr ;. in f>hHarrt:hropy foundations, or private whether in foundations circumstances and opportunities. corporate -- mus t be grantmaking, responsive community to changing Most of the significant new directions imperative to our societal future will not be charted by government. fac t I many elected off i cials are almos t desperate for bet t e r In an s wers . proposed solutions to perplexing issues. We in philanthropy can continue creative level. collaborative our approaches to tradition of human innovation, concerns at the nurturing community �- 12 - We can provide leadership to enhanc e the resources of philanthropy and ensure their most effective use. Ohio has a great tradition of social concern. those who have preceded us have been We in philanthropy -- and important partners in this us all! progress. There is Godspeed! 595c:lpt unfinished business demanding the best efforts of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1992-10-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Role of Philanthropy in Serving Communities Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 1, 1992 for the W. K. Kellogg Foundation at the first presentation in the Distinguished Lecture Series in Nonprofit Organization Leadership. 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 1992-10-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text