3 24 294 https://digitalcollections.library.gvsu.edu/files/original/810c40f70738402733ee1aba5ec8d3a2.pdf 33ee9717563ae6cc18251ed812dca258 PDF Text Text ·'AGRICULTURE -- TODAY AND IN THE FUTURE" Remarks by Dr. Russell G. Mawby Chairman and CEO W. K. Kellogg Foundation Battle Creek, Michigan 70th Annual Meeting National Association of County Agricultural Agents Hershey , Pennsylvania October 1, 1985 I It is a pleasure to be here for this 70th Annual Meeting of the National Association of County Agricultural Agents. I am delighted to see valued Extension colleagues from Michigan and elsewhere and to get up to date on professional activities of your Association. When your Thank you for permitting me to be here. president, David Sorenson, contacted me, he referred to the Seaman A. Knapp Memorial Lecture which I was privileged to give at the land-grant meetings Specifically, he asked me to comment on "Agriculture In 1983. Today and In the Future," with reference to the relati onship of agriculture within the university and the involvement of land-grant colleges of agriculture in serving contemporary societal needs . Since I have been schooled from the earliest days of 4-H to "mind my county agent," that is exactly what I will do. �-2The thoughts will I experience and deep share wi th you grow out of conviction. First, have I an personal 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 in 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." 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 first member of the Mawby family t o earn a baccalaureate degree. the present, From earliest days as a both my personal 4-H club member life and my professional to life have been intermingled with the land-grant world. Third, I have a particular admiration and appreciation for you who are Extension professionals. 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 the intellectuals 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 teaching. All of us who have been in both places know it is �-3- 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, I are making, salute you -- for the and will make, an the lives of countless individuals, families, and communities. My awareness of your practical and pragmatic professionalism causes me some uneasiness in addressing you this morning on "Agriculture -- Today and In the Future." on agriculture future. and have much to do with shaping its My unease 1S compounded by some appreciation for the diversity brought today You are the experts represented together 1n in this the audience. purposes of While this you are all association, you represent amazing diversity: Some of you are narrowly specialized; others have admini- strative and supervisory roles; Some come from sparsely settled regions, where the farms are so far apart each has to have its own tom cat; come from urban centers where an others agriculturalist seems almost misplaced; Some view nicians, your professional role as agricultural purveyors of technical trivia -- not unimportant if my chickens are dying or my soybeans are sick; V1ew your change; tech- role as educator, coordinator, others catalyst for �-4- While all are Extension workers, the state-by-state varia- tions of organizational structure, tradition, and concept are truly amazing. To get us all together, I would share two assumptions on which we will proceed: 1. All of you are faculty members of your respective colleges, an integral university. part of You are the intellectual the fabric beneficiary of of and contributor to -- the university's success in serving various societal roles. You, just as your everyone a its else associated with it, have the opportunity and the obligation to help make it as good, as comprehens i ve, and as responsive as it can and should be. 2. When I use encompassing the term "agriculture," definition, ranging it through has the a broad and traditional departments and disciplines, the varied components of agribusiness, and including the people who are agriculture. All of us are proud of our identification wi th agriculture, the area of human endeavor which was recognized as of paramount importance when the Morrill Act was passed In 1862. Agriculture has been properly described as the basic �-5- human enterprise; only as people succeed In agriculture the fundamental processes of sustaining life through an adequate supply of wholesome food -- can they then redirect their energies and resources to other activities fulfilling their life. aspirations In standards of living and quality of Our land-grant colleges of agriculture have a great tradition and have been a major contributor In making America a great nation with the highest standard of living and quality of life in the recorded history of mankind ; you are a part of that tradition and share stewardship responsibility for their future. Further, in thinking of agriculture and our land-grant mission, I use the context of the wording in our enabling legislation dated July 2 one college where the excluding other including military learning as I 1862: "In each state . .. at least leading ' object scientific tactics, and to shall classical teach such be, without studies branches and of 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 ... " While your professional orientation is to agriculture and the agricultural component of total extension pro- gramming, you are the key determinant of the character of the total extension endeavor in your county or district. You give stature to -- or relegate to relative obscurity -- �-6- activities in family living, home economics, 4-H, and community development. In the health system, while there are physician many always. players, the is the central figure In Extension, that central role is assigned to you in agriculture, thus giving you both a special burden and a special opportunity. So agriculture -- a dynamic, limited to agricultural SCIence changing concept or the not technology of farming. II Undeniably, Seaman A. Knapp, the pioneer Extensionist - who became an Extension worker after being a farmer, and university president, was a ma~ researcher, of unusual vision. A prag- matic dreamer, he was adept at developing a concept of what the future might be, determining solution, the then analyzing the research knowledge constraints or appropriate problems, to their and mobilizing the resources necessary to the task. His field of view was broad, far-sighted, clear. At the turn of this century and before, he provided a vision of which all of us are the beneficiaries. The conditions of life have changed in dramatic and remarkable ways since the days of Seaman Knapp. those of us now in positions of The responsibility challenge to is to provide �-7- visionary leadership comparable to his in clarity, breadth, and scope. ment My concern is that too many of us may suffer an impairwhich might be labeled "Agricultural Scotoma." In medieval Latin, the language of medicine, scotoma is defined as a dimness of vision. In pondering the future, I wonder -- do we in agriculture have enough breadth of vision; do we see far enough; do we comprehend broadly enough what agriculture can and should be at the turn of the century and beyond? cultural sc otoma, Agri- to the extent such a condition may exist in our intellectual processes, will prescribe a limiting vision of the future . In sharing with you my concerns in this regard, I have organized my thoughts around six points . First, must the be stature ele vated of agriculture within the conscious effort by through university those In agriculture . The modern land-grant university is cated, multi-faceted agriculture was institution. recognized as a complex, Whereas the moving In sophisti- earlier force days, behind the creation of this institution and was dominant in its structure, generally this is no longer the case. uni vers i ty has have been been bypassed establi shed and have grown, in university. Only tend relatively to research be and exceptional. in relative scope instructional high, Extension, Special As other uni ts IS and the and costs in per of agr icul ture within student, earmarked college circumstances scale of the the which funding for agriculture now which have led to these �-8- conditions very often are not understood by others. Thus, agriculture often finds itself in a defensive stance within the university. Often wi thin the college of agr icul ture sense of purpose seems to be lacking. itself, a unifying Whether one studies the organizational chart or the course offerings, or variety and sc ope of departmental activities, there is little evidence a of c ollective "agriculture." While this sense of analyzes missi on around a the theme of situati on is n ot unlike that which prevails elsewhere in academe, it lends to a lack of cohes ion not unlike the situation in agriculture at large. For various institutions reasons, have faculties developed an of insular agriculture mentality, themselves to a significant extent from the of which they are a part. in many isolating larger university Faculty members in agriculture of t e n tend to be apart from the mainstream of the intellectual life of the institution and to participate only in very limited ways in the institutional processes of faculty decision-making . too few institutions today responsibility -- members of and presidents, cations culture, have provosts, a do people boards vice background of in positions governors, or understanding its significance and its problems. key chancellors presidents of various in of In specifiof agri- In no more than a half dozen of your states does your uni vers i ty pres ident have an agricultural background. �-9- All of this Bright young faculty . suggests minds The several possible courses must mission be of attracted the college to the must of action. agricultural be continually updated and communicated thoroughly, wi thin the uni vers i ty and beyond. Further, the those in agriculture must become more active institutional affairs of the university. At all in levels, agriculturalists should become involved in academic processes, faculty decisi on-making, university-wide committees and councils. When persons knowledge of i n positions agriculture, the of authority college of do not agriculture have should assume a responsibility for their enlightenment in appropriate ways. You in Extension have unusual opportunities to involve university administrators, the media, business and financial leaders, tial decision-makers issues and needs. trustees or regents, legislators , and other influen- making them aware of farm and rural In the final analysis, those responsible for the university have a vital concern for the best interests of agriculture in the context of the total university mission. They are as concerned with making proper decisi ons on behalf of the college of agriculture as are those who are ln the college itself. The political and public persuasiveness of agriculture -- most vi tally at the local level -- should be mobil i zed to serve the total university as well as the special needs of the college. beneficial. Such enlightened relationships will be mutually �-10Second, land-grant colleges the coordinating leadership agricultural research. it 1S the source of role i agriculture should n our nation I s assume programs of This may not directly be your turf, but of your intellectual capital. You are intellectually undercapitalized or bankrupt without it. The patterns and processes for the planning and carrying out of agricultural research on a nationwide basis seem to be in disarray. From before the passsage of the Hatch Act in 1887 through 1930s, the the U.S. essentially a research and 1930, USDA agricultural large part of its budget . Department of Agriculture educational organization. research activities was Even accounted for i n a Today, while the research dollars 1n USDA have grown, they account for less than two percent of the departmental budget. Beginning with farm programs initiated in the Depression years, the USDA has"been transformed into a conventional governmental bureaucracy managing varied programs of direct benefit to specific groups of farmers, consumers, and other special interests. One astute observer of the agricultural scene, Dr. James T. Bonnen, has observed: USDA provided which the established sciences, performed "From the 1880s through World War II the intellectual national most of and administrative priorities the basic for the SC1ence leadership agricultural research, and made major investments in the long-term intellectual and social capital of agriculture. culture have inherited Since the 1940s the colleges of agrithe intellectual mantle of research �-11leadership, which and the mostly informal national priorities for institutional agricultural process research were by set has evaporated." Conversations with leaders of your institutions, minutes of innumberable meetings, verify need for and multiple speeches a more systematic and rational pattern determining research needs and priorities allocation of research multiple efforts across spective, research resources, and the nation. programs at and panels would i n agriculture, the for the coordination of From the Extension per- the state, regional, and national levels should: a. be more responsive to farmer and community needs; b. eliminate unnecessary duplication and redundency; c. be more quickly communicated to users; and d. draw more broadly upon knowledge resources beyond the college of research agriculture, endeavors: for i.e. both basic finance, and law, applied marketing, communications, the health sciences, and electronics. While address this issue, the results are not yet impressive or convincing. The erosion of sporadic support, efforts have been made to both financial and attitudinal, for agri- cultural research seems to be one consequence. Thi r d , tives in colleges continuing of agr icul ture should education, commitment to life-span learning. augmenting launch new ini t iatheir traditional (This is your ball park!) �-12- In an address at the installation of Chancellor Poulton at North Carol ina scholar State Uni ver s i ty, C. O. Houle, preeminent in adult continuing education and my colleague at the Kellogg Foundat ion, commented on the future role of cont inuing education at land-grant universities. sure guide to that He said, "We can have a future only if we liberate ourselves from certain ideas which keep us prisoners of the past. The tradi- tion into which the land-grant institution was born was that of the res ident college with full-t ime students and faculty. In the thoughts and actions of those who guide land-grant institutions even today, that aspect of their service has remained the central core. The experiment movement outward from a very word, center and to be and but they have always been cons idered as adjuncts to The pr oved campus important, activity. have on over paramount state, both dispersed a the stations, crucially 'extension,' not a implies a part of the center itself. "But the actual life of mankind demonstrates a need for education which does not center on campus instruction. As time goes must be harmonized in terms of the conception of lifespan learning, in which on, it resident is teaching, understood research and Extension that from birth to senility or death, the human being should be engaged In education, participating in each age of life in the kinds of self-directed or socially organized instruction appropriate to that age." �-13- Agricultural education, encompassing vocational agriculture at the secondary level, postsecondary degree options, grams in Cooperat i ve Extens ion, and pro- provides the largest and most complete illustration of lifespan learning in the world . unending this challenge area by is your to keep it so . professional universities ... professional Much is being done associations development Your and programs, ln in your too often declining in depth and substantive content, growing out of the body of knowledge relating to adult learning; electr onic te chnology and future; the and satisfaction computerized all ln inconsistencies. the County rest. But, accomplishments For example, Extension while to I Office you can I find date, think it 1S fair of take the gre at surprising to say that the land-grant universities have not been at the for efr ont the development true i of external n agriculture. college during the degre es. This Many agricultural course of their in seems parti cular l y students undergraduate drop out of career, or never begin a degree program of study before launching into the family farm enterprise Your college of your university or otherwise moving into agribusiness. agriculture which county of the state. has is probably the faculty members only college resident 1n i n very Yet, typically, and in fact with only one or two exceptions to my knowledge, colleges of agriculture have done nothing enable in the pract it ione r s creation of external to the complete laureate or advanced degrees. degree requ i rement s programs fo r to bacca- �-14Similarly, colleges forward wi th the academi c concept credit performance. 1S of seem reluctant to move exper i ent ial awarded With the application of of agriculture for tradition research knowledge learning, i n which demonstrated competence and of by and "learning doing" in practical situations, it seems natural for agriculture to be a catalyst, rather than a spectat or, in 1n this exciting new development continuing educati on. Thus, while a g r i cu l t u r e is in one sense the pioneer i n lifel ong learning and has been a pacesetter, it now seems to be lagging behind as exciting new developments occur in continuing education. Fourth, colleges of agriculture actively to the processes The decisi on-making established seems i should of agri cultural process by wh ich contribute more policy development. agricultural policy n disarray or virtually nonexistent is in any rational sense, a fact never more vividly apparent than in this year of congressional activity on farm legislation. instance of agricultural research, As in the agricultural policy making has been altered substantially by farm programs which began in the 1930s. decades The Farm Bloc, which was a powerful reality for two following development of World War commodity the I, and interests are now mov1ng Executive and Legislative has been regional forces branches in fragmented groups. in the Such dealing by the special with determination the of policies at both state and national levels impacting on farming and agriculture. �1 5 Th e c i r c um s t a n c e s l nU .S . a g r i c u l t u r e i nt h e 1980 s a r e v a s t l y d i f f e r e n t f r om t h o s eo f p r e v i o u s d e c a d e s . L ow c o s t p r o d u c ti o nm e t h o d s , c o u p l e dw it hu n t a p p e d p r o d u c tiv e c a p a cit y and av a i l a b l e c r e d i t l e dt ou n p a r a l l e l e dg r ow t h i nt h ef a rm s e c t o rd u r i n gt h e 1950 s and 6 0 s , r e s u l t i n gi nan a b u n d a n c eo f f o o d i n t h i sc o u n t r y . D u r i n g t h e1 9 7 0 s , U .S . a g r i c u l t u r e b e c am e t h e sig n i fic a n tf o o ds u p p l ier o f t h e wo rI d, e x p o r ti n g n e a r l y o n e t h i r d o f i t sp r o d u c e d c r o p s . i n t e r n a t i o n a ld i s p u t e s I A t t h es am e t im e , t h ec o s t and a v a i l a b i l i t yo f e n e r g y , and growing co n cerns f o ra d e q u a t en u t r i t i on and p r o t e c t i on o f t h ee n v i r onm en th a v eg r e a t l ya l t e r e dd om e s t i cf o o dp r o d u c t i o n . T h e r e i sa c u r r e n t n e e d f o r co n s i s t e n t and w e l l co n s t r u c t e d po l i c i e st os e r v ea st h eb a s i s fo rd e v e l o pm e n to f t h eU .S . f o o d s y s t em . F o r a h u n d r e dy e a r s f a rm e r sh ad t h ei n i t i a t i v e in d e t e r m i n i n g a ~ a p o l i c y . Tod ay , t h o s ew h o w an t t oi n f l u e n c e d e c i s i o nm a k i n g and d e f i n et h ep o l i c ya g e n d ai na g r i c u l t u r e mu s t j o i nw i t h n o n f a rm s e c t o r so ft h ee conomy . I ti sa p p a r e n tt h a t t h es c o p eo f t r a d i t i o n a 1f a rm p o l i c yh a s e x p a n d e d . C o n c e r n s f o rn a t i o n a ls e c u r i t y ,t h ee n v i r o nm e n t , con sum e ri n t e r e s t s ,and e conom i c and r e s i d e n t i a ld e v e l o pm e n t n ow i n f l u e n c et h ed i r e c t i o no f Am e r i c a n a g r i c u l t u r e. I no r d e r t h a ti n f o rm e d and p r u d e n t d e c i s i o n s c a n b e m ad e r e g a r d i n gf o o d p r o d u c t i o n and u s e , a l t e r n a t i v e c o u r s e s o f a c t i o n mu s t b e f o rm u l a t e d I a s s e s s e d , and commun i c a t ed f o rt h ec o n s i d e r a t i o n o f p o 1 i c y m ak e r s i nb o t ht h ep u b l i c and p r i v a t es e c t o r s . �-16Unfortunately, while the process of policy setting in agriculture has the become more tumultuous and the issues more urgent, engagement public concern research colleges seems budgets dimini shing society of and agriculture t o have lessened. Extension program commi tment desperately of to pol icy needs an ln this A cursory activities problems. objective, area of review of suggests But a Amer i can comprehensive, and credible appr oa ch to issues dealing with agriculture, food, and the envir onmen t. assume a Hopefully, le adership, but land-grant not instituti ons propr ietary , role i will n the agricultural policy arena. An additional dimension regards the understanding of agriculture by decision-makers and the public. Most of the people in t h e United States know little or nothing about agriculture and a g rib us in e s s . million; Th e popu 1 at i on 0 f the Uni ted Stat e s i s only three percent live on farms. Ninety percent of the populati on has been non-farm f or over thirty years . and fewer people in the United States 23 3 have had any Fewer direct exper i ence or contact with farming and know nothing about the production of crops and livestock, or the processing of food- stuffs and their movement to the consumer. population is Four-fifths of the not employed in the agricultural processing and distribution enterprises or in businesses which supply farming equipment or materials. All of this suggests a challenge for agriculture to gener- ate continuing public understanding of and support for all that �-17is required to assure a quality food at reliable, continuing reasonable prices. supply of In the short term, high agrI- culture must more imaginatively communicate with decisionmakers at all levels, in both the public and the private sectors. we operate on the reasonable assumption that If decisionmakers make the right decisions based upon the facts and circumstances as they understand them, our responsibility is to ensure that they have complete and valid information. I have been impressed with some of your innovative ventures In this regard, including for example, CARET. The challenge is to do more and better in such efforts at all levels. Beyond that, in the longer term, I suggest that colleges of agriculture s hould establish as an objective the incorporation of an under s tanding of the food supply and the wise management o f ou r natural renewable resources into the formal education of all Americans. secondary school through informal vocational cultural This should levels information but and accomplished in higher educational agriculture, intellectual and be means. rather examples life of the K-12 education, I am the not elementary/ as well as referring to integration into system, at the the of fabric agri of the communi ty college, the private liberal arts college, and the university. Think of your county and your region and its educational system and what might you do to insure that institution -- as students end up wi th an understanding of and appreciation for our remarkable system of food supply/agriculture/natural resource management. �-18Fifth, colleges of agriculture must continually demonstrate their efficacy In addressing issues of current vital public concern. As American societ y moves to century, the issues at the top of century and a half ago, among other things with end establishment the countryside. quality of life of the twentieth A a reliable food res ou rces from a ind ustri aliz ati on, people living ln and the Such concerns resulted in 1862 in the passage of three vital pieces of legislation: ing of t o free basic enterprise like f arming to permit enhance the in our nation were concerned supply to support urban populations, to of its agenda have changed. leaders the the sys tem of land-grant the Morrill Act establish- univer sities, providing f or t h e settlement o f t h e \·]e st, the Homestea.d Act and the c r eat i on o f the o f f i c e tha t would bec ome the U . S . Dep artm en t of Ag r ic u l tu r e to carryon pr ograms of research and education. Today those issues are America. no longer of a prices. reliable Colleges concerned in not supply of of with high agriculture food supply the American public now quali ty food are and way but In the exercise of at generally nutrition, special interests of farming and agribusiness. serving concern Due in substantial part to the success of initiatives which began with legislation in 1862, assumes paramount their reasonable regarded but Not with responsibility colleges of agr icul ture must develop a publ ic standing that nei ther an abundant food supply IS the in a self- society, such as to unde rguar- anteed nor easily sustained and create an appreciation for the �1 9 f r e s e a r c h ,t e a c h i n g , and E x t e n s i o n In a impo r t an c eo s s u r i n ga u p p l y o u t r i t i o u s food s c o n t i n u i n g , d ep end ab l e s f n t u f f s a t o s t . r e a s o n a b l ec u r v e y s o s s u e s o u b l i c c R e c en t s f I f p o n c e r n s u g g e s t a sn end af o rs o c i e t y . I ti o ts u r p r i s i n gt con t empo r a ry ag h a ta r e l i a b l efood s u p p l y do e sn o ta p p e a r on t h el i s t . Som ei t em s , su ch a sn u c l e a ra rm s , a r eo f im p o r t a n c et oa l lo fu s b u ta r e n o t c e n t r a lt ot h em i s s i o n o f t h ec o l l e g e o f a g r i c u l t u r e . O t h e r s , how ev e r , a r e d e e p l y m~ In t h ed i s c i p l i n e s o f wh i ch a g r i c u l t u r ei scomp r i s ed . Two com e imm e d i a t e l yt om ind : t h e con c ep t o f h e a l t h p r om o t i o n / d i s e a s e p r e v e n t i o n , t ob o t h p romo t ep h y s i c a lw e l l b e i n g and c o n t r o lh e a l t hc a r ec o s t s ; and t h ep u b l i cc o n c e r nf o re n v i r o nm e n t a lq u a li t y . A s r e g a r d s p h y s i c a l w e l l b e i n g , w e a l l know t h a t an a d e q u a t e s u p p l yo f n u t r i t i o u s fGod i se s s e n t i a l. Wh i I et h e p r im a ry m i s s i o n o f c o l l e g e so f a g r i c u l t u r ei st h ep r o d u c t i o n and p r o c e s s i n g o f food s t u f f s , t h e im p l i c a t i o n sf o r hum an n u t r i t i o na r es e ldom a m a jo r e l em e n ti na g r i c u l t u r a lp rog r am s o f t e a c h i n g and r e s e a r c h . Mo r e o f t e n , c u r r i c u l a and c o u r s e s emph a s i z e p r o d u c t i v i t y and p r o f i t a b i l i t yo f t h ea g r i c u l t u r a l e n t e r p r i s e . Too l i t t l ea t t e n t i o ni sg i v e nt ot h en u t r i t i o n a l con s equ en c e so r im p l i c a t i o n sa sn ew t e c h n o l o g i e sa r ed ev e lop ed and a d o p t e d . A c o n c e r nf o r hum an n u t r i t i o n mu s t b e i n c o r - p o r a t e d mo r e c om p r e h e n s i v e l y and im a g i n a t i v e l yi n t ot h ea f f a i r s o fa g r i c u l t u r ei fp u b l i cf u n d i n gi st ob es u s t a i n e d . �-20As regards the environment, tion of demonstrated agriculture has a stewardship and Unfortunately, in the contemporary scene, rich tradi- accomplishment. agr i cu l ture is often seen as a vi llain and is on the defens i ve. Admi ttedly , in the creation and adoption of agricultural techonology, too little attention has been given to impact on the environment. true, for example, and handling of in patterns wastes. of tillage, But such use of issues are This is chemicals, now being addressed much more adequately in agricultural resear ch, teachlng, and extension. Agriculture aggressively to the forefront should in environmental than resist the tide of public sentiment. society's posture regarding move the positively issues, and rather Only in this way can environment become one of responsible stewardship, wise management in utilization, and a conscious commitment to both the present and the future, rather than a flood of faddish reactions. In summary, to warrant the continuing and increased support of public funding bodies, agriculture must articulate clearly its role in serving the contemporary concerns of the nat ion. Traditional support groups will prove inadequate in the future. Finally, colleges of agriculture should assume 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 cadres, there is no cohesive voice for the people of the land and the small towns that constitute a great portion of �-21- our population and the vast majority of even in the most rural of our states, our geography. And land-grant universities address rural issues and needs in sporadic and inadequate ways. One of the potentially current crunch in devastating agriculture rural communities. is gists to and support roads, perhaps impossible, the various economists hospitals, debilitating of the effect on The erosion of both farm income and rural tax base will make it difficult, rural areas the consequences call elements of what sociolo- "infrastructure": human services, for many schools, governmental ope r a t i on s , and all the rest of the elements that contribute to the quality of life. This fact seems lost in the chaotic scramble of pol itical activity now addressing farm legislati on, with ve s t e d interests vying to preserve their position s . · For more than a half century, the American farm policy has been cheap food. basic objective of At this point in our history we need a perspective larger, more comprehensive, more visionary, if much of the character of American life is to be preserved and nurtured. And so, resources who speaks from issues and needs? for throughout RURAL -the I hope you do! and university mobilizes to knowledge address rural �-22III And, now, system of a closing thought developmental In addressing institutions, Dr. agriculture's James T. Bonnen observes, "Man, not science, transformed U.S. agriculture. Men and women, acting through the institutions which they created, developed scientific knowledge, changed human values and aspirations, modified old institutions and created new ones as they saw the need, and step by step transformed the produc- tivity and welfare of U.S. farmers." Agriculture -- In the future: be determined by those who days, with agriculture and dramatic transition, kinds of expertise, comprise rural it. In communities these troubled in a process of there is a greater need than ever for the vision, an d May be colleagues provide. challenge. I wish you Godspeed. RGM/kj352c Much of what it becomes will you inspiration adequate to you and your task your and � 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_1985-10-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, Agriculture- Today and in the Future Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 1, 1985 for the W. K. Kellogg Foundation at the 70th Annual Meeting of the National Association of County Agricultural Agents. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1985-10-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/3a3d46d63a2e733ae5e6765487ed6790.pdf 532a78e55291b7a1b152efdb09d867c7 PDF Text Text ak -1- " THE NEED FOR EXTENSION WORKERS' PROFESSIONAL I MPROVEMENT" Summary of Remarks by Dr. Russe ll G. Mawby, Chairman W. K. Ke llogg Founda tion Workshop of Epsilon Sigma Phi St. Loui s, Mi s sou r i November 8 , 1982 I have been as k e d to commen t briefly on th e topic , " The Need f o r Extension Worker s' Profes s ional Improvement. " Yo u - - as Extension pro f e s s ional s, bo th indiv idually and collec tively -are be t ter quali fied t o commen t on the need f o r profe s sional improvement t h a n am I . I n t he context o f th e workshop f o r ma t , I hop e you will b e s h a r i n g with me, as well a s wi th e a c h othe r, some of y o u r thoug ht s regarding p r o f e ss ion a l deve lopment n eeds i n contemporary Ext ension. Th u s , my commen ts wil l be o r i e n t e d to t h e i mpor tanc e of Ext e n s i o n worker s ' pro f essional improvemen t. The concept of l ife s p a n e d u c a t i o n i s b ein g increasingly und er stood and accepted. Extension is, withou t question, the mos t comprehensive and suc c ess ful man ifestation o f t hi s conc ept. In simplist te r ms , li fe span l e arning r e co gniz e s that a s a �ak -2- person matures, from early childhood through adolescence in to adu lthood and old a ge, a n d as one's career progres ses, one needs to l e a r n new skills, and assimilate and put to use different knowledge. At it s best, Extension does this supe r b l y . As Extension professionals, we should be rol e models or shining examples of "lifelong l earners. " This should be t r u e in our personal l i ve s , as well as in our professional careers. Most Ex tension pro fessionals come from subj ect mat ter backgrounds in t h e broad fields o f agriculture and home economic s -- anima l science, foods and nutrition, agricul tura l engine ering, sociology. As Ex ten sion professionals, whether at the county, district , or state l e v e ls , our role is that o f educator, communicator, group process specialist, change agent. Thus, we must develop knowledge and s k i l l s in these responsibilitie s, a s well a s keeping curren t in our subject matter specialty. As our responsibilities change during t h e course of a n Extension career, perhaps from coun ty to distric t or state, from generalist t o sp ecialist, or with different supe rvisory and admi nistrative �ak -3- du t i e s, new skil l s and k nowledge must be acquired. Thus , cont inuing p rog rams of management tra in ing i n adm inis tra tion and sup ervision ar e important. At one time, Ex tension crea ted the Nationa l Ag ricul tural Ext ens ion Cen ter f o r Advanc ed S tudy. Th i s was l o ca t e d at the Univer sity o f Wi sconsin in Mad ison but was a c r e a t i o n o f t h e Na ti o n al As s o c iat i o n of Stat e Univer si t i e s and Land- Gran t Coll ege s, through ECOP (Extension Commit tee on Organization and Pol ic y ) . Th is Center served a numb er o f very i mp or t ant purpo ses. My ques tions t o this workshop ar e a s f o l l ows : 1. Are tho s e purposes now being s e r v e d through t he various cente r s s i mil ar i n purpos e , scat tered th roughout t he country? 2 . If the purpos es are no t being se rved, s h o u l d th ey be? �ak -4- 3. If th e answer to No.2 is " y e s , " what is t h e role of Epsi lon Sigma Phi as the National Honorary Frat ernity for Extens ion profess ionals? A continuing challenge for a ll social in stitutions, i n c l u di n g Extension and a priva te foundatio n such a s th e one with which I am affiliated, is to both accommodate to and bring about change. Th e W. K. Kellogg Foundation, as a social institution, is not nearly s o old as the Cooperat ive Extension Service. you, are continually changing. We, as But, from time to time, it s e e ms important to take a hard look; and we have been engaged in that process for the last six t een months, with our Board and staff engaged in an intensive prog ram of review, a n alysi s, and decision-making. We are now moving forwa rd with some n e w priorities which represent a s ign ificant response to change -substantial, specific, even dramatic. I will not detail the Foundat ion 1s priorities at this time, though I will be happy to comment i n detail during the quest ion period. �ak - 5 - As educationa l managers, the continuing challenge t o Extension professionals is t o ident i fy prob lems which are important, then mobi l ize th e know l edge resource s nec e s sary for d eali ng with t h e m. � 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_1982-11-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Need for Extension Workers Professional Improvement Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 8, 1982 for the W. K. Kellogg Foundation at the workshop of Epsilon Sigma Phi to discuss the professional improvement of extension workers. 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 1982-11-08 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/510f4b2a4874e90c22a8b774302fdd1e.pdf d8ba4869f0eef46b4076d92b1654d2c9 PDF Text Text WHO GETS THE CREDIT? Remarks by Dr. Russell G. Mawby, President W. K. Kellogg Foundation at the 1979 National Assembly of the Council for the Advancement of Experiential Learnin g Minneapolis,. Minnesota November 8, 1979 I t S. ~ -J. ~ ......~-r-: we ~come t he oppo ~tunity. 0 1979 National Assembly. .~ be ~ng J.o ~ ~h v'" ' - ¥ e u for your ~ (!.-.-, """ I -a m grateful-to your program ~~~ - ~(?~~r' ~' committee for positioning me immediately after what Morris r- .."e-- d-t _._~ peR talk to the membership," .- . Keeton describes as ~--u.- ~ and before th e sessions on critical issues. ~. ideal posit i o n and ~ .,......c....a. It f. 1.S • p~ atforrn. I selected the ti t I.e for my remarks, "\V''ho gets the h OF ly discussing su ch credit", mindful th at you issues as the transferability of exp eriential learning cr edit, the survival of experiential learning in the lib eral arts se t t i n g, and the role of interinstitutional agre ements in experiential l e arning. will serve a s a s timul us concerns. j n y our I hope my comments ~~ m -rrg .1l:J,a l y.e i s of such ba <1 �p .-~ ~ 0 f ' ) j ' \ ' n . Th et 1 i t l ei sa l s o ,o b v i o u s l y ,ap l a y on w o r d s a n d m e a n i n g s . My c o p yo fW e b s t e r ' s d i c t i o n a r yp r o v i d e s 12 ' ~ d i f f e r e n td e f i n i t i o n sf o rt h en o u n" c r e d i t . " I w -H lt o u c h on j u s ta f ew n u a n c e so ft h o s ed e f i n i t i o n s ,a st h e yr e l a t e t oCAEL , t oi n s t i t u t i o n sa n df a c u l t ym em b e r s , t h el e a r n e r a n dh i sn e e d s ,a sw e l l a sn ew p a r t i c i p a n t si nt h ee x p e r i e n t i a l l e a r n i n ga r e n a . I I Th ep r e p a r a t i o no ft h e s er em a r k sa1a b r o u g h ta p l e a s a n ts u r p r i s e : Is u d d e n l yb e c am e aw a r et h a tmu ch o f my own c a r e e rh a sb e e nd e v o t e dt oe x p e r i e n t i a le d u c a t i o n . Th eC o o p e r a t i v eE x t e n s i o nS e r v i c e ,w i t hw h i c h Iw a s a s s o c i a t e d f o rm any y e a r s ,r e s em b l e sCAEL s i n c ei t se n t i r ep r o g r am i s b a s e d on t h ei d e at h a te f f e c t i v el e a r n i n ga r i s e sd i r e c t l y f rom e x p e r i e n c e s and t h o u g h ta b o u te x p e r i e n c e . I t sm o t t o w a s e x p r e s s e dby i t sf o u n d e r ,S e am an A . Yn app : " \ ' lh a ta m an h e a r sh em ay d o u b t ,w h a t h e se e sh e ma yp o s s i b l y d o u b t ,b u tw h a t h ed o e sh im s e l fh ec a n n o td o u b t . " T h i s �maxim -- with due correction of its sexist langua ge deserves to be engraved on the marble halls of CAEL . It is my lifelong familiarity with the principles, though not the specific details, of your program which leads me to make some observations about your current endeavors, speaking as a friendly outsider and a r epresentative of an organization which has been supportive of you r work. Everybody sympathetic to your efforts must applaud what appear to be your present concerns. - The ways of assessing prior exp eri ence and of guiding future experi en c e - so that both lead to credits and degrees must con stantly be improved; New institutions of higher learning must b e reached, help ed to und erstand what you are trying to do, and encouraged to adopt or adapt the policies and pra cti c es you advocate. Acad emic and a dmi n i s t ra t i v e cente rs of power must be persuaded that the changes which y ou recommend are viabl e and should be mad e perman ent. You pl e ad a �4 special cause and a distinctive concept which mayor may not transform all academic practice but is surely part of the change that must come if educational institutions are to ~ to the desires and needs of our changing society. ~t Such concerns lead you to undertake a complex web of activities with a zeal which is constantly encouraged by your great success. If I venture to suggest that you stress even harder some of your present concerns, it is because your success in the past gives me confidence that you can do anything you undertake. For example, you may need to work more diligently to state your ideas and describe your practices in clear and intelligible language. ~~en your publications come ~. n t o our offices at the Foundation, they are eagerly read but not always fully comprehended. Just down the hall from me are the offices of two people who know CAEL very well. When the need arises, one or the other of them is usually �5 ~~ a b l et oi n t e r p r e ty o u rp r o n o u n c em e n t s A W e c a l lt h i s " t r a n s l a t i n gi n t oE n g l i s hf romCAEL i c . " B u tt h et a s ko fd o i n gs og r ow s mo r e a n d mo r e d i f f i c u l t . W e a r enow w o n d e r i n gw h e t h e r t h e r eh a v eb e e np h a s e so f g r ow t hi ny o u rw ay s o fs p e e c h ,p e r h a p sa l r e a d ya ne a r l y '- ~ CAEL i c a n da m i d d l e CAEL i c , w i t h al a t e rCAEL i c t ocom e . f \ I nf u t u r ey e a r sl i n g u i s t i cs c h o l a r sm ay b ea b l et oa c h i e v e t h ed o c t o r a t ew i t hd i s s e r t a t i o n se x p l a i n i n gwh en a n d how y o u rd i a l e c ta r o s ea n d how o n ep h a s el a t e rm e r g e d i n t o a n o t h e ru n t i l ,f i n a l l y ,a f u l l f l e d g e dl a n g u a g ea p p e a r e d . Ih o p en o ta n ds o , I ams u r e ,do y o u . W e m u s t r e s i s ta n y mov em en t aw ay f romp l a i nc l e a rE n g l i s hw h i c h , a f t e ra l l , i st h el a n g u a g eo fo u re x p e r i e n c ea n dt h eu l t im a t em e an s o fc omm u n i c a t i o n on w h i c h a l le d u c a t i o ni sb a s e d . A n o t h e rc o n c e r no fy o u r si sw h e t h e r you a r ea d e q u a t e l y t r a n s l a t i n gp o l i c yi n t ot h er o u t i n e so fp r a c t i c e . I ti s a b s o l u t e l yn e c e s s a r yf o ry o ut ol e a r nhow t odo s o . I n n o v a t o r st a k ed e l i g h ti nd e v e l o p i n gn ew t h em e sa n d �6 i d e a s ,p e r f e c t i n gb a s i cd e s i g n sa n dw i n n i n ga s s e n tf o r th em . S p i c ei sa lw a y sa d d e di f ,a si ny o u rc a s e ,o p p o n e n t s d e f e n dt h es t a t u sq u o . Th ec h am p i o n so fe x p e r i e n t i a l l e a r n i n gh a v en o t won t h e i rv i c t o r i e sw i t h o u tb a t t l e s . B u t wh en f a v o r a b l ev o t e sf i n a l l ycom ei nt h ea c a d em i c s e n a t ea n dt h eb o a r do ft r u s t e e s ,t h ec h am p i o n so fa n i n n o v a t i o nc a n n o tr e l a x . Th el aw b o o k so ft h i sc o u n t r ya r e f i l l e dw i t he n a b l i n ga c t sp a s s e d by C o n g r e s s , s t a t e l e g i s l a t u r e s ,a n do t h e rp o l i c y -m a k i n gb o d i e s-b u ti f p e o p l e do n o tt a k et h ea c t i o n st h e ya r ee n t i t l e dt ot a k e , t h el aw sm i g h t j u s ta sw e l ln o te x i s t . I si t p o s s i b l e -- t h a t ,i ns im i l a rf a s h i o n ,t h ei n n o v a t i o n so f CAEL m ay b e p e rm i t t e db u tn e v e ru s e d ;m t of a l li n t od i s r e p a i r ? ~ ~ ~'t - ~-- e p e rm i t t e d ,t h e na l l ow e d . Tn ep r e v a i l i n gs y s t em so fa c a d em i ci n s t r u c t i o na n d b o o k k e e p i n gi n t r o d u c e de a r l yi nt h i sc e n t u r yw e r e d e s i g n e d t ok e e p som em e a s u r e o fc o n t r o la n ds t a b i l i t yi no u r r a p i d l yg r ow i n g and d i v e r s i f y i n gs y s t em so fs e c o n d a r ya n d �7 post-secondary education. We have had seventy-five years of experience establishing the forms and systems and routines to be followed in what have become increasingly orthodox and rigid ways of work. This whole system will not crumble away; it is far tOQ solid for that. The procedures and regulations, not only of the faculty but of , the whole counseling and administrative structure which supports it, will alwa s favor established ways of doing things and you will not have truly won your battle until, with great thoroughness, you have worked out all the routine details that otherwise will stand in the way of the students you are trying to help. And in that effort, sound procedures of administration must be vigorously established and pursued. Paraphrasing Thoreau, I have traveled widely in Battle Creek -- and, in the process, have heard much more than I cared to a b o u t how adult students are sometimes handled when onc e they have found their way into experiential l earning programs. �8 You noticed that I said "found their way." That phrase leads to a deep concern of mine which I know you share: How can a student find the right program and relate himself or herself to it most effectively? Perhaps the day will eventually come when all colleges and universities are so permeated with the ideas and practices of experiential learning that any learner can go to any nearby institution, find a needed program, and mov e through it h appily -- well-counseled, well-portfolioed, and well-appraised. But now a man or woman in .a modern community is unlikely to know how ' to g et in touch with you, what qu estions to ask, how to compare the opportunities various institutions offer, and how to c arry forward a learning progr am profitably and productively. This probl em ~ is not unique to experiential learning (it i s common to I- all forms of adult education) but you have as great a stake as anybody in seeing that it is solved. �9 III The main thrust of my remarks today, however, goes well beyond the refinement of your present endeavors and suggests an ultimate arena of action vaster than can be accomplished in the immediate future. The attention of the leaders of CAEL has been centered on the use of experiential learning as a way of earning academic credit, particularly at the und ergraduate level. When this important -- indeed, crucial -- contribution has been firmly cemented into academic practice at all levels of formal education, you can turn with enthusiasm to the ~~ larger and h~ y significant task of shaping other programs that are not geared to college and university requirements but arise directly from the needs and desires of e people, particularly , adults wl.o wish to learn at every age in the lifespan. If this is to be an eventual mission, you may well want to begin planning for it. �1 0 Th eh i s t o r yo ft h eC o o p e r a t i ve E x t e n s i o nS e r v i c ei s i n s t r u c t i v eh e r e . Th en e e df o rs c i e n t i f i ca g r i c u l t u r ew a s u n d e r s t o o da se a r l ya st h et im eo fThom a sJ e f f e r s o nwho f e l tt h a ti t w a s e s s e n t i a l ,a sh ep u ti t ,t o" r e p l e n i s h a n di n v i g o r a t ea c a l l i n gnow l a n g u i s h i n gu n d e rc o n t em p t and o p p r e s s i o n . " Ev en b e f o r eh em ad e t h a tcomm en ta n df o r ah u n d r e dy e a r sa f t e rw a r d ,e f f o r t sw e r e m ad e t ot r a n s f o rm Am e r i c a na g r i c u l t u r es ot h a ti t c o u l dh e l pm e e t t h en e e d s f o rf o o dand f i b e ro ft h ec o u n t r ya n dl a t e ro ft h ew o r l d . J e f f e r s o na n do t h e r sa s s um e dt h a tt h i st a s kc o u l db e s tb e u n d e r t a k en by i n t r o d u c i n gagricu t~ra c o u r s e si nc o l l e g e s . S i n c em o s t e x i s t i n gi n s t i t u t i o n sl o o k e dw i t hd i s d a i na t (e- ~ ~ t h i si d e a ,l a n d g r a n tc o l l e g e sw e r e cr eate ~an f i n a l l y g i v e nf e d e r a ls u b s i d yi n1 8 6 2 . T h i sa c t i o ns e ti n t op l a c e am a j o r f o u n d a t i o ns t o n eb u t you w i l lh a v e som ei d e ao f ~~ ~ i t se a r l yim p a c twh en I t e l lyou t h a ti n 1 9 0 0 , f~ ~y y~a r I ' l a t e r ,o n l y 48 d eg r e e sw e r e g r a n t e di nag ricu ltu re i nt h e w h o l e c o u n t r y ,a n dm o s t o ft h e s eg r a d u a t e sw e n t i n t o �11 comm e r c eo ri n d u s t r y . N e a nw h i l e t h enumb e ro ff a rm sh a d~ :t..- ~ r ; . t3 ~ '51, . i n c r e a s e df rom 2 , 6 6 0 , 0 0 0t o5 , 7 3 7 , 0 0 0 . , .1 - B e tw e en 1903 a n d1 9 0 6 ,S e am an Kn app p e r f e c t e dt h e e x p e r i e n t i a ll e a r n i n gt e c h n i q u e sw h i c hw e r e f i r s tt o c o n q u e rt h ec o t t o nb o l lw e e v i l a n dl a t e rt ob eu s e dt h r o u g h o u t Am e r i c a na g r i c u l t u r e ,p a r t i c u l a r l ywh en f e d e r a lf i n a n c i n g b e c am ea v a i l a b l ea f t e r1 9 1 4 . Th es y s t emg r a d u a l l ys p r e a d n o to n l yt h r o u g h o u tt h ec o u n t r yb u ta l s ot h r o u g h o u tt h e l i f e s p a n ,e x t e n d i n gf rom t h ey o u n g s t e ri nt h e4 -H C l u bt o t h es e n i o rf a rmo p e r a t o ra n dh i sw i fe . Hom e e c o n om i c sw as i n c o r p o r a t e di n t ot h es y s t emi nthe e a r l i e s tp e r i o da n d , o v e rt h ey e a r s ,o t h e rb o d i e so fc o n t e n tw e r e u se da n d n o n f a rm c l i e n t e l e sw e r e a d d e d . I tw o u l d go b e y o n d my p r e s e n tp u r p o s ee i t h e rt o d e s c r i b et h i ss e r v i c e mo r e f u l l yo rt oa s s e s si t so u t c ome s , b u ti t i su s e f u lt on o te twoac h i e v em e n t si nw h i c h i t h a s h a d a sign ifican ti n f l u e n c e . F i r s t ,Am e r i ca na gricu ltu r e h a sb ee nt r a n s f o rm e db yb e i n gp u t on a s c i e n t i f i cb a s i s �12 almost uniformly throughout the country. We have paid some penalties as a result but nobody can deny the overwhelming accomplishments of modern farm management. Second, the land-grant colleges have flourished because they reached into the lives of responsible adults and helped them in the most vital waylimaginable. The majority of the people and their representatives had their first direct contact with colleges and universities and began to appreciate what those institutions could do. You see the results ln the Purdues and Michigan States of to-day, to mention only the two institutions of which I happen to be an alumnus. The general extension movement came into being in this country at about the same time as the Cooperative Extension Service and had some of the same founders. This movement brought courses, short courses, and conferences to the people of the country, offering them at convenient times and pl Jces or by flexible methods such as correspond ence, �13 radio, and, eventually, television. We must all pay tribute to the achievements of this course-oriented system and hope that it will continue to thrive. But it must also be said that it has not had the massive impact either on American life or on its own sponsoring colleges and universities th at the Cooperative Extension Service has achieved. Could the difference lie in the fundamental fact that one system simply extended tradition al kinds of offerings to new clienteles while the other sought ways to ~ base learning ultimately and directly on life experience and need? If you believe that this difference is th e significant one -- and, given your traditions, it seems likely th at you will -- then you may want to begin thinking about what meaning life span experi ential learning would h ave for you and your own colleges and universities. this topic for a few minutes. Let us examine �14 In doing so, I would like to urge you, in the strongest language possible, n o t to follow the patterns of work of .-..r . the Cooperative Extension Service. It was a long time growing and has now become deep-rooted, as befits its mammoth size. In this country j t has been developed into fifty different systems, each of them predominantly under local and state control. Every such syst em is highly complex, each is different from all the others, and each seeks to adjust flexibly to constantly changing circumstances. For an imitator to initiate a whole new system would be impossibly expensive. For him or' h er to separate out some part -- such as the county agent or the extension specialist -\ would be to lose the values which can corne only from the impact of the whole service-pattern. If you want to move to larger fronti ers, you must start where Seaman Knapp did. You must identify a social need which will r espond to education; then you must apply to it your expertise in experiential learning, building �15 your program up from its foundation in the lives of people, perfecting and systematizing techniques, winning support by tangible achievements, and finally achieving the strength always required for the accomplishment of any major social task. It would be presumptuous of me to suggest the problems on which you should work but my comments need the reinforcement of concrete examples. Let me therefore cite some (~1 possibilities for service. To begin with, what about continuing education in the professions? Everybody take s it a l mo s t as an article of faith that lawyers, architects, dentists, pharmacists, social workers, school teachers, and other professionals need to go on learning throughout their lives. Otherwise they are likely to menace, rather than to help, the very people they are supposed to serve. But we also know that a great many professionals are laggards in this respect. They ask for special treatment and privileges from society �16 but some of them do not accept the responsibility that should accompany their authority. And so, slowly and reluctantly, the professions themselves and the state governments which license some of them are beginning to take steps to bring matters under social control. Many such efforts have to do with supervision, regulation, and the imposition of penalties for poor practice but a great deal of hope has also been attached to the provision and th e mandating -- of continuing education. In the case of physicians, for example, eighteen state medical societies require p articipation in continuing medi cal e d u c a t i o n as a condition for membership renewal. One state has made it optional. In twenty-four stat es, medical licensing boards or legislatures have required continuing education as a condition for re-licensure. In four of these states (Arkansas, Kentucky, Nebraska, Nevada), the boards have not yet taken any action and in one of the -f o u r (Nebraska) the board has told the legislature to g o �17 aw ay . T h u s , t h i r t y s e v e ns t a t e s ,t h eD i s t r i c to fC o l um b i a , a n dP u e r t oR i c oh a v e now t a k e nsom ea c t i o nt ow a r dm a k i n g c o n t i n u i n gm e d i c a l e d u c a t i o nc om p u l s o r yf o re i t h e rm em b e r s h i p r e n ew a lo rr e 1 i c e n s u r e . Wh a t d o e s" c o n t i n u i n gm e d i c a l e d u c a t i o n "m e an i ns u c h c a s e s ? A lm o s tw i t h o u t e x c e p t i o n ,i t m e an s t h a ta p h y s i c i a n m u s t s i tt h r o u g h90 t o150 h o u r so ff o rm a li n s t r u c t i o n w i t h i ne v e r yt h r e e y e a rp e r i o d . Th es t r o n g e s td e f e n s eI h a v eh e a r df o rs u c ha r e q u i r em e n ti st h a ti t i sb e t t e r t h a nn o t h i n g-a n ds oi ti s . F ew p e o p l e-a n d ,Ia s s um e , nobody i nt h i sa u d i e n c e-w o u l db e l i e v et h a tt h em e d i c a l p r o f e s s i o n-o ra n yo t h e r-c a nr i s et on ew h e i g h t so f e x c e l l e n c ea sa r e s u l to fa n ys u c hr e g u l a t i o n . Wh a t i s w a n t e d i st h eim p r o v em e n to fp e r f o rm a n c e ;a n yl e a r n i n g w h i c hw i l l do t h a tm u s t b ef i rm l yg r o u n d e di ne x p e r i e n c e . L e tu sc o n s i d e ra n o t h e rc h a l l e n g e ,t h a tp r e s e n t e d by t h eAm e r i c a n f am i l y . F o rt h em o s t p a r t ,i t i ss t r o n ga n d ~ohe i e r em a i n i n gt h ef u n d am e n t a le l em e n to fo u rs o c i a l �18 l i f e . B u t you know a sw e l l a s I do t h a tm any f am i l i e s h a v es e r i o u sa i lm e n t s : d i v o r c e ,d e s e r t i o n ,b a t t e r e d s p o u s e sand c h i l d r e n ,d e l i n q u e n c y ,a n da l lt h eo t h e r a b e r r a t i o n sw h i c h s t a t i s t i c i a n st a l l ya n dt h em a s s m e d i a c o n s t a n t l yr e p o r t . W e know a v e r yg r e a td e a la b o u t how t o h a v eh a p p yf am i l i e sb u tt h ee v i d e n c es u g g e s t so v e rw h e lm i n g l y t h a ts u c hk n ow l e d g ei sn o tr e a c h i n gt h er i g h tp e o p l ea t t h er i g h tt im e . M any p e o p l ea r ea l r e a d ya tw o r k on t h i sp r o b l em u s i n g v a r i e da n di n t e r e s t i n gt e c h n i q u e s . Th eC o o p e r a t i v eE x t e n s i o n S e r v i c eh a sd e v e l o p e d4 -H and home~~a er ' c l u b sw i t h som e s u c c e s s . W e h a v en um e r o u ss y s t em so fp r o b l em i n t e r v e n t i o n , s u p p o r t i v eg r o u pt h e r a p y ,f am i l yc o u n s e l i n g ," h o t l i n e s " f o rp e o p l ei nem e r g e n c i e s ,d i s c u s s i o ng r o u p sb a s e d on f am i l yand c h i l d r e n ' sc o u r t s ,a n do t h e rm e a s u r e s who s e c o n t i n u a n c es u g g e s t st h e ya r ed o i n ga g r e a td e a lo fg o o d . B u ta sa f o rm e ra c a d em i c ,Ik e e pa s k i n gr e s t l e s s l y : "Wh a t a r et h ec o l l e g e sa n du n i v e r s i t i e sd o i n g ? " Th ey a r e �19 t h ec h i e fr e p o s i t o r i e so fs c i e n t i f i ck n ow l e d g ea b o u tt h e f am i l y ;why a r et h e yn o tp u t t i n gt h a tk n ow l e d g et ow o r k mo r e e f f e c t i v e l y ? C e r t a i n l yt h e ydo n o tn e e dt ogo o u tt o t h ep o p u l a c ea n do f f e rc o u n t l e s sc o u r s e s . ~ at w o u l dy o u , a se x p e r t son e x p e r i e n t i a l le a r p i n g ,s u g g e s t ? On e mo r e e x am p l ew i l l c o n c l u d emy s e r i e so fi l l u s t r a t i o n s . L e tu sc o n s i d e rt h em a t t e ro fc i t i z e nr e s p o n s i b i l i t y , p a r t i c u l a r l ya si t i sm ad e e v i d e n ti nt h ep u b l i ca n d p r i v a t eb o a r d sw h i c h g o v e r na lm o s te v e r ys e c t o ro fs o c i a l l i f e : h e a l t h ,w e l f a r e , e d u c a t i o n ,r e l i g i o n ,r e c r e a t i o n , f r a t e r n a la s s o c i a t i o n ,t h ea r t s ,a n dm any o t h e rn e e d sa n d en joym e n t s . W e d e c i d e dl o n gago t h a tw e c o u l dn o tm a i n t a i n o u rc om p l e xs o c i e t yu n l e s sc i t i z e n st a k ea d i r e c tp a r ti n e s t a b l i s h i n gp o l i c ya n ds u p e r v i s i n go p e r a t i o no fo u r m a n i f o l d a f f a i r s . On t h ew h o l e t h es y s t emse em st ow o r k . Ar e l a t i v e l yf ewp e o p l ew o u l d l i k et os t r eam l i n ea n df r e e o u rs o c i a la g e n c i e sf rom t h ec om p l i c a t i o n s im posed on th em by c o l l e c t i v el a yo p i n i o n . B u tf o rt h em o s t p a r t ,c i t i z e n b o a r d sa r ea c c e p t e da si n t e g r a lp a r t so fAm e r i c a n l i f e . �20 And yet how badly many of them perform! They make mistakes because they do not know enough about the specific institutions whose destinies they guide. They make mistakes because they do not know enough about the category of institutions they control; they have not been informed, for example, about how universities or hospitals or local . chapters of national associations should organize th eir affairs. But most of their mistakes arise because board members do not understand the basic structures or dynamics of board operation. They do not know what they should be or what they should do -- and, even worse, they do not know that they do not know. A great deal has b een done to rem edy this situation by training various kinds of bo ard members. The Kellogg Foundation has assisted many such efforts and, on the whole, f eels that its money has been we l l invested. Such training is truly experiential; it gives an opportunity for those who serve on some category of boards such as �21 those of health care agencies or voluntary associations to relate the theory they are taught to their own behavior and that of their fellow members. But such efforts at board training usually have been anchored to some single type of board, ignoring the fact that many people are simultaneously or sequentially on several boards. There is a pool of community leadership which needs to be constantly strengthened and enlarged; in particular, it needs to include those people who come from segments of our population which have not previously been represented on boards. In Battle Creek our communi ty 'c o l l e g e is trying to attack this problem directly. Under the joint leadership of a distinguished community leader and an academic authority on boards, a series of seminars is held once or twice a year. The participants are people who are already accomplished board members. Collectively they define and analyze the major problems which the boards of our community encounter. �22 B e c a u s eo ft h ed i v e r s i t yo fm em b e r s h i p , c l o s ea t t e n t i o n c a n n o tb es e p a r a t e l yp a i d ,s a y ,t ot h es c h o o lb o a r d ,t h e symphony b o a r d ,o rt h eb o a r do ft h eL e a g u eo fWom en V o t e r s . I n s t e a d ,o u to fs h a r e de x p e r i e n c e s ,t h e r eg r ow sas e n s eo f t h er e a l i t i e so fb o a r ds t r u c t u r ea n do p e r a t i o n . P e o p l e r i s ea b o v e imm e d i a t ea n ds p e c i f i cv i ew p o i n t st ow a r dc o n c e p t u a l u n d e r s t a n d i n ga n dw e a r es e e i n gc omm u n i t y -w i d el i n k a g e s o c c u r r i n g ,b a s e d on t h es h a r e daw a r e n e s so fp r i n c i p l e s . T h i sp a r t i c u l a re p i s o d em a y o rm ay n o ts u c c e e db u t , l i k ec o n t i n u i n gp r o f e s s i o n a le d u c a t i o na n dt h en u r t u r a n c e o ft h ef am i l y ,i t s u g g e s t st h a tw h a t you h a v e com et oc a l l " e x p e r i e n t i a ll e a r n i n g "h a sap l a c ei nt h eb r o a dc o n c e r n s o ft h ec i t i z e n r ya n dn o tj u s ti nt h ea c h i e v em e n to fa c a d em i c c r e d i t so rc r e d e n t i a l s . M o r e o v e r s u c he x am p l e sa st h e s e c a l lf o rt h eu s eo fa d v a n c e d now e g~ t h ed e v e l o pm e n to f t h e o r e t i c a lu n d e r s t a n d i n g , and t h eemp loym en to fs u b t l e and r e f i n e dm e t h o d s o ft e a c h i n g ,a l lo f th emh a l lm a r k so f t h eb e s ta n dm o s t m e a n i n g f u l f o rm so fh i g h e re d u c a t i o n . �23 IV "Who gets the credit?" You must examine that question at many different levels and through many definitions during the next two days. I would suggest, however, that all of you are rather remarkable people, with unusual abilities and commitment to the true pur oses of education. In that regard, I chose to leave you with a recent observation by Futurist Isaac Asimov, as he talks about what is possible, not just probable in the decades ahead: "We will go through the 21st century as a species which, for the first time In history, will be achieving something approaching intell.ectual maturity. And we will look back on everything before that time as simply the childhood of the human race. It is our particular glory, the generation now living, to pave the way for the intellectual maturity of humanity." �24 You l e a r n i n gp ~ a e \ -aft -g e ~ -' -::: ~aim.e f u t u r e . \VPC : 1 1 / 5 / 7 9 . j b . . . . . .PQ.,. " " ' ~ ~ --~a~i~ e x p e r i e n t i a l a r e ,h e l p i n gt os h a p es u c h � 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_1979-11-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, Who Gets the Credit Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 8, 1979 for the W. K. Kellogg Foundation at the 1979 National Assembly of the Council for the Advancement of Experiential Learning. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-11-08 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/9f9d22b72b62987812a11d42912b6983.pdf bc3d6482672e3420a6c4251aaadf2cf2 PDF Text Text J "Innovation and Change for Higher Educat i.on" Summary of Remarks by Dr. Russell G. Mawby, President, W. K. Kellogg Foundation at the Annual Meeting of American Association of State Colleges and Universitie s San Diego, California November 8, 197:":', By tradition, the member institutions of AASCU are "people's colleges," serjring the educational needs of people and communities of their regions. ldhile the institutions vary greatly in scope and size, they are pub l.Lc institutions whLch were e stablished to meet specific obj ectives in education and service. As the needs and concerns of society have changed, so too have these institutions of higher education been transformed. And the pressing challenge now is to keep pace as their potential mission in serving their regjons change ever more rapidly and dramatically, * * * 1. We are a learning society. Change is one of the most pervasive characteristics of our times. We have come to recognize the vital role of learning in accomplishing and accommodating to change. 2, Learn~ng is for life, in all its aspects. Education is essential for all the various roles of the individual: - for occupational proficiency j whet.her in the trades, the professions , or what have you; - for civic: competence in fulfilling democratLc citizenship responsibilities; �- for avocational interests; for self-fulfillment goal s in an :'ncreasingly complex world. 3. Learning is life-long, from the crad.le t.hrough the twilight years, ir myriad forms and circumstances. It's this life-long dimension of learning to which institutions of higher education have found it most difficult to accommodate. * * * * Among the specific challenges confronting higher education currently are the f'oLl.owf.ng : 1. vlhile college education traditionally has been provided essentially for young people in their late teen s and. 20's, this pattern no longer serves life-long education needs. Traditional patterns of edur.ation must be restructured to serve individuals throughout their lifetime. 2. New delivery systems mu s t be implemented in a comprehensive way, breaking the lockstep sequence of the past. 3. New forms of institutional governance mUEt be devised, providing for participatory decision-making of all groups concerned with higher education. 4. With increasing dependence for financing from centralized government in state capitols and Washington, new rela.tionships between individual institutions and governmental decision-makers must evolve. Unless this is acccmplished, and quickly, the decision-making function Hill pass from the hands of competent educators to the political ayena. �3 ~ E c lu c a t ion a la dm i n i s t r a t o r ' smu st d e a li nr e a l i s t i can ap r agm a . t i c . t e rm s1 f it hp rob l em so fr e s o u r c er e a l l o c a t i o n ~ r e a l i g nm e n t~ and r e t r en chm e n t . Th eg r e a t "g r cw the r a "i snov rh i s t o r y . * A t : - as ymp a th e t i cand su -ppo r t iv eob s . e rve r~ r e p r e s e n t i n ga p h i l a n t h r o p i c f o u n d a t i o nmu ch invo lv edT , l i th h igh e r edu c a ' tLon , I wou ld m ak et h efo l low ing ob s e rv a t .Lon sr e g a r d i n g-p ropo s a l swh i ch com et ou sf romi n s t i t u t i o n so fh i g h e r edu ca t .Lo r i : 1 . G e n e r a l l y .p ropo s edu n d e r t a k i n g sa r en o t im a g i n a t i v een mo s to f t e nd emon s t r a t ion so fmo r eo ft h ea o f t e ns u p e r f i c i a li n n o v a t i o n si n r ~ e~ e~ g ~ b e i n g 'W i thm ino r andv e r y o rm e thod.. Th ey t e n d t ofo cu sa tt h em a rg in so fchang er a t h e rthm la tt h ec e n t r a li s s u e s . Bu tt h ev e r yn a t u r eo ft h ee d u c a t i o n a lp rob l em sw i t h wh i ch you a r e c o n c e r n e d t h e i r e e ~ t h e i r ene ~ t h e i ri n t e r - r e .L a t . edn e s s c r equL r es mo ret h a nsu chmund an e a t t e n t i o n . 2 . V e ry o f t e np r o p o s a l sr e p r es e r r tp i e c em e a l andf r agm en t ede f f o r t s~ i n a d e q u a t et os o l v i n gt h ep rob l em . Som e t im e st h i sf r a gm e n t a t i o ni s r e l a t e dt oi n s t i t u t i o n a l r re~ i no t h e ri n s t a n c e st on a r row p r o f e s s i o n a li n t e r e s t so r an a p p a r e n tf a i l u r et or e c o g n i z et h e who l en e s so ft h es t u d e n tandh i se d u c a t i o n a lcon c e rn s . Toan e x t e n t ,ou r con c e r -n si ne d u c a t i o ni nt h i scoun tr ya r ea con s e qu en c eo ff r a gm e n t a t i o no fe f f o r t . E f f o r t st or e d r e s st h es i t u a t i o n mus tb ed r am a t i c a l l yd i f f e r e n tf romt h es t a t u squo , ando f t e nr e q u i r e c omm itm en tanda c t i o nbymo r et h a non ep r o f e s s i o n a lg roup o ri n s t i t u t i o n . �4 3. Very often proposed activities :reflect, rather than a primary focus upon the educational pr0blems of people, a preoccupation with professional interests or institutional. needs and objectives. While it would seem both appropriate and logical that one could expect the educational system to be designed and operated to the best interests of the ultimate beneficiary, the students) the more one learns the more one becomes skeptical that this is sometimes not in fact the case. Up to now, the American public has vested confidence and responsibility for education in education professionals. have been many definitions of the term "professional." There From various sources, I have orawn certain phrases which I find helpfUl in considering the professional role: (a) Professionals deal more with people than 'd th t.ha.ngs; (b) Professionals are more concerned ,.;ith the public interest than with self-limited private or personal interests; (c) In professionalism, sompthing more than technique is emphasized; (d) As a professional, the individual must be as expert as he c:an be in his field, but professionalism is mere than specialization; and (e) Above all, professionalism implies commitment. One somehow questions in the current scene if such a concept of professionalism is outmoded or t.ar-nd shed , It seems to me, for example, that just as public confidence in government and the health professions has faltered, so too is public confidence in higher education becoming less certain and more questioning. HopefuJly, you and your professional colleaGUes in education will meet this situation with responsible and constructive action rather than l11timately responding less satisfactorily to varied crises and pressures. �·, 5 * * * The situation in higher education today--fraught with tension and frustration but ripe with potential--calls for more innovative and aggressive leadership than has generally been evidenced. Beset by co nf l i c t i ng pressures from all sides, too many in leader'ship positions have opted to accommodate to circumstances rather than moving to new levels of innovation. These days axe troubled for higher educ at.Lon-c-and may get darker . Yom genius as administrators and educators will be sorely tested, but with your Lmag.i.nat.Lve leadership, higher education can r -egai n the confidence of America and r-ecaptu r-e its historic role in contributing to the betterment of mankind. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1973-11-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, Innovation and Change for Higher Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 8, 1973 for the W. K. Kellogg Foundation at the Annual Meeting of the American Association of State Colleges and Universities. 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 1973-11-08 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/5f8cef169e586e33fea7df8fedc2d5d8.pdf dc883df263019e4d871b8adf33c63b03 PDF Text Text I ' i "UNFINISHED BUSINESS" Remarks by Dr. Russell G. Mawby Chairman and Chief Executive Officer w. K. Kellogg Foundation Battle Creek, Michigan National Adult Education Conference American Association for Adult and Continuing Education Milwaukee, Wisconsin November 7,1985 I Thank you for inviting me to be a part of this annual National Adult Education Conference. I am delighted to be with valued professional colleagues aga1n and especially appreciate the opportunity to meet adult education professionals I have not previously known. Your conference theme, "Lifelong Learning -- Key to Living," 1S both pragmatic and visionary, and the field of educational endeavor to which you provide leadership 15 certainly 1n the forefront of educational concerns today. I sense that the time may be more right than ever before to make significant and exciting strides if we have the skill, the commitment, and the courage to do so. \ �-2- For while the continuing education movement has grown prodigiously ~n recent years, we all know that it 1S still young. Most Americans have not fully grasped the concept of lifespan learning. Conditioned by the educational system they have experienced, they think of education as an institutional ladder constructed for children and youth. They do not see it as a lifelon g process, comprised of a complex pattern of activities and organizations which provides opportunities for people at ev ery st age of their existence to fulfill their individual and collective pot entialities. We ~n America still have far to go 1n perfectin g schooling for children and youth, but we have much farth er to go ~n creatin g satisfactory systems for convey~ng the skills, knowledge, and sensitiveness needed during the later and longer segments of the lifespan. This Associati on and y o u as professionals dedicate all your effort s to thi s "unfinished business." Hy task t oda y a s to neal with �3 o n l ya f ew p a r t so ft h a tg r a n dd e s i g no ft h ef u t u r ew h i c h e x c i t e sa l l o fu s , you a n dI ,w h o h a v es p e n tmu ch o fo u rc a r e e r ss e e k i n gt o e s t a h l i s ha n dn u r t u r ea d u l tc o n t i n u i n ge d u c a t i o n . Is h a l lt a l k t h i s o n~n g a b o u tb o t h ends a n dm e a n s : som eo ft h em a J o r p e r s o n a la n d s o c i a lg o a l sa tw h i c h w e s h o u l db e ~ ~ng a n d how w e c a n eng e~ t h es t r u c t u r eand p r o c e s s e so fa d u l te d u c a t i o nt og i v ei te n o u g h p ow e rt oa c h i e v et h o s ea n do t h e rg o a l s . A l s oIh a v eb e e na s ked t o s a ys om e t h i n ga b o u tt h er o l ew h i c h f o u n d a t i o n sc a np l a y ~n t h a t l a t t e rt a sk . I tw i l l b e apparent t oyou t h a twh en I s a y " f ounda t i o n s " I me a n , mo s to ft h et im e ,t h eW . K . K e l l ogg F o u n d a t i o n . Ou r b o a r da n ds t a f fh a v ei d e n t i f i e dt h em e st og u i d eo u r imm e d i a t ef u t u r es of a ra sl i f e s p a nl e 2 r n i n g~ c o n c e r n e d . I am e n t h u s i a s t i ca b o u tt h ema n dw o u l d l i k et oh a v e you s h a r em y e nth u si a sm . L e tm e b e g i nb ys h a r i n gw i t h you t h es t o r yo fw h a th a p p e n e dI n ano t h e rp l a c e and a n o t h e re r a . �11 The time was 1905 and the place was College Station, Texas. Three men were involved. The first was the President of Texas A. and M., David F. Houston, who introduced the other two by inviting them both to supper. foundation, The second was Wallace Buttrick, head of a new the General Education Board, established by John D. Rockefeller to alleviate the economic deprivation of the South. The third figure was Seaman Knapp, a complex man of great power and diversity. In the 1880s, for example, he had been the most prosperous hog producer In Iowa, the president of Iowa State College, one of the SIX founders of the land-grant college association, and the author and lobbyist for the Hatch Act, which funded a national network of agricultural experiment stations. The dominant theme of his life was the establishment of systems of education for farmers, their WIves, and their children. In 1905, Knapp was nearly 70 years �5 o l d and w a s S p e c i a l Ag en t f o rt h eU n i t e d S t a t e sD e p a r tm e n to f A g r i c u l t u r e . H eh ad a s s i g n e dh im s e l fn o t h i n gl e s st h a nt h et a s ko f t e a c h i n ga l lp r a c t i c i n gf a rm e r show t ou s et h ep r i n c i p l e so f s c i e n t i f i cf a rm i n g-c e r t a i n l y ,I nt h ewo rd s o fy o u rc o n f e r e n c e th em e , on eo f" t h es o c i a l ,p o l i t i c a l and econo r ruc d i l emm a s "o ft h a t t im e . A f t e r s u p p e r ,P r e s i d e n t Hou s ton w it .b d rev, l e a v i n gt h eo t h e r two m en a l o n et osp end two d ay st a l k i n gw i t h on ea n o t h e r ,a m e e t i n g c~ h a sh ad mom en tou s i n f l u e n c ee v e rS I n c e . Th ec o t t o nb o l lw e e v i l , wh i ch h a da l r e a d yc r o s s e d th eR io G r a n d e , h ad m u l t i p l i e d and v i r t u a l l yd e v a s t a t e dt h ea g r i c u l t u r a le conomy o ft h eS o u t h . M e K n app \ J3 .S on eo f th ef ew p e o p l e, , ;not h e nr e a l i z e dt h a tt h eo n l y w ay t os t o pt h ei n f e s t a t i o nw a s by a c om p l e t ea l t e r a t i o no ff a rm i n g f t e r al i f e t im e ' se x p e r I e n c e ,h ea l s okn ew how t og e t m et h o d s . A f a r .m e r st och ang et h e i rm ind s and t h e i rp r a c t i c e s . C o n s e q u e n t l yh e t u r n e dh i sc e n t r a la t t e n t i o n to t h en e e d so fc o t t o nf a rm e r s ,b e i n g �6 a i d e dI nt h a tt a s kb ya ni n c r e a s e df l owo f mon ey f roma na l a rm e d C o n g r e s s a sw e l l a sf r omr a i l r o a d s ,m a i l o r d e rh o u s e s ,a n do t h e r v i t a l l yc o n c e r n e db u s i n e s s e s . B u tM r . K n a p p ' s i n t e r e s t sI nr e f o rme x t e n d e df a rb e y o n dc o t t o n ; h ew a n t e d n o t h i n gl e s st h a nt oc h a n g ea l la g r i c u l t u r eI nt h eS o u t h . I nt h i sl a r g e rc o n c e r n ,t h eG e n e r a l E d u c a t i o nB o a r dc o u l dh e l ph im , w h e r e a sC o n g r e s s , d e s p i t ea l li t s, v i s d om ,w o u l d n ' t . P u b l i cf u n d s c o u l db eu s e do n l yI nc o u n t i e sI nw h i c h t h eb o l lw e e v i l w a s a l r e a d y r am p a g l n g ,b u tc o u l dn o tb es p e n tt op r e v e n ti t ss p r e a dt oo t h e r c o u n t i e s . (T h i sm ay s e ema ng~ p o l i c yt oyou a si td o e st om e , b u t ,l a t e ro n ,I s h a l lm e n t i o n am o d e r n e x am p l et h a tlS e q u a l l y s t r a n g e . ) F o r t u n a t e l y ,M r . B u t t r i c k ' sn ew f o u n d a t i o nc o u l dp r o v i d e b a l a n c i n gf u n d st os u p p o r t eve~ h e l pc r e a t ea b r o a d b a s e dp r o g r am . on e a sw e l l a sc u r ea n dt h e r e b y ee~ 1903 a n d1 9 1 4 ,s l i g h t l y u n d e rf o u rm i l l i o n d o l l a r sw a s s p e n ton t h ed e v e l o pm e n to ft h e C o o p e r a t i v eE x t e n s i o nS e r v i c e ,4 9p e r c e n tc om l n gf r om t h eF e d e r a l �-7government, 24 percent from the General Education Board, and 27 percent from other sources. In 1913, President Houston of Texas A. & M. re-entered the scene, this time as the newly appointed Secretary of Agriculture. Knapp had died but his work continued, though it was increasingly diffuse and uncoordinated. Houston believed that this budding program of lifelong learnin g needed a firm base of knowledge resources on which to draw and he chose the land-grant colleges -- not the U.S. Department of Agriculture, the public schools, the state department s of agriculture, or any of the other institutions then fighting to claim the program. As a land-grant college leader, he was no stranger to politic s, and with the support of the new President, Woodrow Wilson, himself the former head of a university, the structure s and processes which Knapp had developed and Buttrick had helped to finance became the established basis of the Cooperative Extension Service, lifespan learning. the world's largest and most influential system of Countless people have been served by it from �b i r t ht ot h ee n d i n go ft h e i rcon c~o ne A s o n l yo n ec o n s e q u e n c e , t h ee x c e l l e n c eo ft h i sf i e l d e v~ce h e l p e dt h el a n d g r a n tc o l l e g e s t ob e com eu n i v e r s i t i e s ;v o t e r sw e r e t h em s e l v e sc u r r e n t l yb e n e f i t t i n g f r om t h e i rown l e a r n i n ga c t i v i t i e sa n dw a n t e d t oa s s i s tt h e i n s t i t u t i o n sw h i c h s e r v e d th ems ow e l l . I I I T h i s s t o r yi n t r o d u c e sa l lt h r e eo fmy m a j o r t h em e st o d a y :t h e g o a l so fc o n t i n u i n ge d u c a t i o n ;t h es t r e n g t h e n i n go fa s y s t em t o a c h i e v et h em ;a n dt h ep a r tw h i c h f o u n d a t i o n sc a np l a y . L e tu sd e a l w i t h t h et h i r dt o p i cf i r s tb yd r aw i ng o u to f my c a s es t u d ya f ew o f t h ep r i n c i p l e sw h i c h w e l l e s t a b l i s h e d f o u n d a t i o n sl i k et of o l l ow . I w i l lr e l a t et h e s ep r i n c i p l e st ot h es t o r yI h a v ej u s tt o l d ;you m u s t t r a n s l a t et h emt oy o u ri n t e r e s t sa n dn e e d s . F i r s t ,e a c hf o u n d a t i o nh a sp u r p o s e sa n dt h em e sw h i c h f o c u si t s g r a n t i n go ff u n d s . I t~ n o tm e r e l y ag r a b b a gf o rt h o s ewho a r e n e a r e s tt oi t o rc a ng e tt h e r ef a s t e s t . M r . R o c k e f e l l e rh a do t h e r �9 - f o u n d a t i o n st oa c h i e v eo t h e rg o a l s . H es e tup t h eG e n e r a l E d u c a t i o n Bo a rd b e c a u s eh eh a ds om e t h i n gd i f f e r e n tand s p e c i f i c~n m i n d . S e cond ,af o u n d a t i o ns e e k so u to ra t t r a c t st h ep e o p l e and i n s t i t u t i o n swh i ch c an b e s th e l pt oa c h i e v et h o s ep u r p o s e s and who c an b e s tu s ei t sh e l p . M r . B u t t r i c kh ad h ad a l o n g ,s l ow , and d i s c o u r a g i n gj o u r n e yt h r o u g ht h eSou th b e f o r eh ef i n a l l yfound ~n T ex a s t h em an and t h ep rog r am ~n wh i ch h ec o u l dh a v ef u l l c o n f i d e n c e . Th e s ed ay si t~ mo r e l i k e l yt h a tan i n s t i t u t i o nw i l l s e e ka f o u n d a t i o nb u t ,i fs o ,i tw i l l u s u a l l yn o ts u c c e e d Ln g ~n~ng s u p p o r tu n l e s si t sp r o p o s a lf i t sw i t h i n t h eb r o a d th em e sa r o u n dwh i ch t h ef o u n d a t i o nh a sc h o s e nt osh ap ei t sp r o g r am s . T h i r d , as u c c e s s f u lp r o p o s a ls h o u l dshown o to n l yv~ ~on b u ta l s o t h ee x i s t e n c eo f a know l edg eb a s e and a p l a no fa c t i o n . I nh i s c a r e e r ,~ ~ce Kn app d e a lt s u c c e s si v e l yw i t h t h r e ecommod it i e s :h o g s , and c o t t o n . I ne a ch c a s e ,h eh ad t od e v e l o p and m a s t e r a t e c h n o l o g y . Fo re x am p l e ,i ft h eb o l lw e e v i lh a d com ea l o n gt e ny e a r s �1 0 - e a r l i e rn o b o d yw o u l dh a v e known how t oc o n q u e ri t .H e w a s a l s oa m a s t e r o fm e t h o d . I na l i f e t im eo fe f f o r t ,h eh a dd i s c o v e r e dhow t o p e r s u a d eo b s t i n a t ea n dp o o r l ye d u c a t e df a rm e r st oc h a n g er a d i c a l l y t h ep r a c t i c e st h e yh a db e e n uS1ng a l lt h e i rl i v e s . Kn app a n d B u t t r i c ks h a r e da V1S10n o fa b e t t e rf u t u r eb u to n l y Kn app knew how t omov e t ow a r di t . F o u r t h ,a f o u n d a t i o nu s u a l l yh e l p s 1n a d i s t i n c t i v ea n dc l e a r l y m a r k e d o u t f a s h i o n . G e n e r a l i n s t i t u t i o n a lo ro p e r a t i o n a ls u p p o r t1S o c c a s i o n a l l yg r a n t e db u tm o r e o f t e nt h ef o u n d a t i o nw a n t s t oi d e n t i f y as p e c i f i cg o a lo rs e to fa c t i v i t i e st ow h i c h i tc a np r o v i d e a s s i s t a n c e . F i f t h ,o n c ea na g r e em e n t 1S r e a c h e da n dt h emon ey 1S g r a n t e d ,a f o u n d a t i o na l l ow st h eg r e a t e s tf r e e d omo fm an ag em en t c o n s i s t e n tw i t h u l t im a t ea c c o u n t a b i l i t y . I tw a n t s t os e er e s u l t sb u ti t d o e sn o t w a n t t od i c t a t et h ed e t a i l so rm e d d l e 1n t h ep r o c e s sb y ~ c a r ea c h i e v e d . t h e y �-11- Sixth, if possible, a foundation would like to have its funds achieve a maJor and enduring social change. Too often the proposals presented to us are limited in scope and ViSlon, unimaginative in concept, represent essentially "more of the same" or a simple replication of a model created elsewhere. \.Jhile the problem may be brilliantly analyzed, the course of action proposed too often fails to draw upon the range of knowledge resources necessary to the task a t hand. The eradication of the boll weevil was a great accomplishment and the General Education Board might well have taken pride if it had helped directly ln only that task. Its purpose was broader, as was that of Mr. Knapp, and it helped that purpose spectacularly. He who work in foundations are hungry for more such successes. Finally, foundations spend most of their time considering what might be called the middle range future. with immediate and specific tasks. Sometimes they must help At the other extreme, some of them dream of Utopias toward which they should bend their efforts. �1 2 M o s t o ft h em ,h ow e v e r ,r e a l i z et h a tt h e ys h o u l dp l a nf o ro n l yl im i t e d p r o s p e c t s ,e x p e c t i n gt h a tt h ef u t u r ew i l lh o l ds u r p r i s e s ,m any o f w h i c h w i l l b eb r o u g h ta b o u tb yt h er e l a t i v es u c c e s s e so ft h ep r o g r am s t h e yh a v es u p p o r t e d . F o re x am p l e , who c o u l dh a v eg u e s s e d ~n 1 9 0 5t h a tt h eu l t im a t e i n f l u e n c eI nt h ep r o v i s i o no ff u n d sf o rt h eE x t e n s i o nS e r v i c ew o u l d n o tb e Jo h nD . Ro cke f e l l e r ,t h e nt h er i c h e s tm an I nt h ew o r l d , b u t D a v i d Hous t o n ,t h e nt h ep r e s i d e n to fa l i t t l e Te x a sc o l l e g e ? Th e l a n d g r a n ti n s t i t u t i o n s ,w h i c h w e r e no tt h eo r i g i n a lg r a n t e e sf o r e i t h e rgo v e r nm e n t a lo rf o u n d a t i o nf u n d s ,b e c am et h eu l t im a t e a dm i n i s t r a t o r so ft h eC o o p e r a t i v eE x t e ns i o nS e r v i c e ,w h i c h h e l p e d b u i ld ~e bas eo fp u b li cs u p p o r tw h i c h w ou l dt u r nth emi n t og re at un i ve r s i t i es . A s w e mo v ei n t on e w ve n t u r e sI nl i f e s p a ne d uc a t i o n ~n t h ef u t u r e ,w e s h o u l da lw a y sb er e a d yt or eV I s eo u rc o u r s e so f a c t i o n , rem em b e r i ng t h ep r o f o u n dc h a n g e sw h i c h o c c u r r e d ~n t h e d e v e l o pme n to f ag r i c u l t u r a le x t e n s i o n ~n t h en~ne y e a r sb e tw e e n 1905 �1 3 - a n d1 9 1 4 ,ap e r i o dw h i c hw e u s u a l l yt a k et oh a v eb e e nf a rm o r e t r a n q u i lt h a no u r ow nd y n am i ct im e s . IV Im a ts h o u l db et h em a j o r g o a l so fa d u l tc o n t i n u i n ge d u c a t i o na s w e l o o ki n t ot h em i d d l e r a n g ef u t u r e ? l f u a tt h em e sa r et h em o d e r n e q u i v a l e n t so ft h eG e n e r a l E d u c a t i o nR o a r d ' s econo ~c ~ ~on t oa l l e v i a t et h e d e p r i v a t i o no ft h eS o u t h ? T h eK e l l o g g F o u n d a t i o n ' sR o a r d a n ds t a f fh a v ea s k e dt h em s e l v e st h i sq u e s t i o na n dh a v ed e v e l o p e d seven b ro ad g o a l sw h i c h a r et ob ea c h i e v e db yan um b e ro f s t r a t e g i e s . Ih o p e ev~ e ~ w e s h a l lb ew i s e e n o u g hc o n t i n u o u s l y to o u rp l a n sa sc h a n g es e em sn e c e s s a r yb u ta tt h ee n do ft h e 1 9 8 0 s ,w e s h a l lp ro b a b ly t u r no u tt oh a v ec o n c e n t r a t e dc h i e f l yon t h e s es e v e n . Id on o ts u g g e s t th ema sb e i n gu n i v e r s a l l yt h em o s t im p o r t a n t t o p i c sw i t h w h i c h m a n k i n d , o re v e n Am e r i c a n s , s h o u l dd e a l . A t t h e F o u n d a t i o nw e m i s t m ak e c h o i c e s . W e c a n n o ti g n o r eo u rc h a r t e ra n d �-14- our congressionally imposed limitations. 'On some crucially important issues, such as the prevention of nuclear war, we do not see how we can be directly helpful. Our resources are so limited that we can assist only a few of the many people who bring worthwhile projects to our attention. But within such general limitations, we have established programm1ng priorities to help us decide how to allocate our resources. We have elected to concentrate our efforts 1n three broad fields of human concern: health, a prerequisite to human well-being; agriculture, the basic human enterprise leading to a wholesome food supply; and education, Which 1n Mr. Kellogg's words "provides the greatest opportunity for really improving one generation over another." Hithin these broad and inter-related areas of concern we have identified more specific goals and strategies. I shall not go through the whole structure of our seven purposes, particularly 51nce it 15 reported so fully ln our annual reports and elsewhere. Instead, I shall go a bit deeper into a few of our goals, selecting the ones most relevant to lifespan education. �1 5 - Af i r s tim p o r t a n tg o a l , now w i d e l yr e c o g n i z e db u ts t i l lt o o l i t t l e u n d e r s t o o d ,~ c o n t i n u i n gp r o f e s s i o n a le d u c a t i o n . Th en e e d f o rr e t h i n k i n gt h el i f e l o n gs e q u e n c eo fl e a r n i n g~ p a r t i c u l a r l y e v i d e n ts of a ra so c c u p a t i o n sr e q u i r i n gan a d v a n c e d know l edg eb a s e a r ec o n c e r n e d . Th e c h i e fch ang e ~n h i g h e re d u c a t i o n ~n t h etw e n t i e t h c e n t u r yh a sb e e nt h ea d d i t i o nt ot h et r a d i t i o n a lc l a s s i c a land l i b e r a lc u r r i c u l umo ft h eb o d i e so fc o n t e n twh i ch s u p p o r tt h e s e o c c u p a t i o n s . Bu t t h ep eo p l e who p r a c t i c e th emmu s t k e e p up w i t h t h e g row th o ft h e i rf i e l d s . Th ey mu s t a l sob ep r e p a r e df o rt h ec a r e e r c h a n g e s wh i ch mo s t o f th emw i l l h a v e ;t h e ym u s t know how t or e s h a p e t h e i rwo rk a c c o r d i n gt oc h a n g i n gp a t t e r n so fd e l i v e r y ; and t h e ymu s t know how t or e l a t e th em s e lv e s to t h e i rc o l l e a g u e s ,t h e i rc l i e n t s , p r o f es s i o n a l sI na l l i e df i e l d s , and t h eg e n e r a lp u b l i c . W i th r a r ee x c e p t i o n s ,u n i v e r s i t i e sh a v en o tb e e ne a g e r to f o l l ow t h e i rs t u d e n t so u ti n t ot h e i rf i e l d so fs e r v i c et odo c r e a t i v e educationa l og ~ng e i t h e ra l o n eo rc o l l a b o r a t i v e l yw i t h o t h e r �1 6 p r o v i d e r ss u c ha s :p r o f e s s i o n a l and t e c h n i c a la s s o c i a t i o n s ; g o v e r nm e n t a lb u r e a u s ;w o r k s i t e s ( s u c ha sh o s p i t a l s ,s c h o o l s , f a c t o r i e s ,a n de x e c u t i v es u i t e s ) ;o rp r o f i t s e e k i n gp r o v i d e r so f k n ow l e d g e( s u c ha sp u b l i s h e r s ,s e l l e r so fs u p p l i e sa n de q u i pm e n t ,o r t h eo p e r a t o r so fe n t r e p r e n e u r i a ls c h o o l s ) . I tm ay w e l lb et h a t u n i v e r s i t i e sw i l l c e a s et ob et h ee p i c e n t e r so fp r o f e s s i o n a l e d u c a t i o na n db e c om eo n l yt h ep l a c e sw h i c h p r o v i d ei n i t i a lt r a i n i n g . T h i s ~ t r u e~n t h em i l i t a r y p r o f e s s i o n ss of a ra st h ea c a d em i e sa t W e s t P o i n t ,A n n a p o l i s , and C o l o r a d o S p r i n g sa r ec o n c e r n e d . I fo u r c i v i l i a nu n i v e r s i t i e sw a n t t or e t a i nt h e i rp r e s e n ti n f l u e n c e~n p r o f e s s i o n a le d u c a t i o n ,t h e ym u s t b e com ef a rmo r e c r e a t i v es of a ra s c o n t i n u i n gp r o f e s s i o n a le d u c a t i o n~ c o n c e r n e d . T h e r ea r ea n um b e ro fr e a s o n swhy I h o p et h e ydo b u tt h em o s t im p o r t a n t~ t h a to u ru n i v e r s i t i e sa r et h ehom e so fa v a r i e t yo f f i e l d so fk n ow l e d g e and t h e r e f o r et h ep l a c e sw h e r e t h ep r o f e s s i o n s c a nb e s tc o l l a b o r a t e ~n c a r r y i n go u tt h e i re d u c a t i o n a lp r o g r am s . �1 7 - T h el i f e l o n gl e a r n i n gp a t t e r n so fp h y s i c i a n s ,d e n t i s t s ,l aw y e r s , e n g i n e e r s ,a r c h i t e c t s ,a n dn u r s e sh a v eb a s i cs im i l a r i t i e sa s do t h e p r o g r am sw h i c h p r o v i d et h a tl e a r n i n g . T h ee d u c a t o r s who o p e r a t e t h e s ep r o g r am ss h o u l dl e a r nf r ome a c ho t h e r ,a n dt h e ys h o u l d e s t a b l i s h ~n t h ep r e s e r v i c ey e a r sa b a s i sf o ri n t e r p r o f e s s i o n a l l e a r n i n ga c t i v i t ya n dh e l pm a i n t a i n i tt h r o u g ha l lt h ey e a r so f p r a c t i c e . Th eK e l l o g g F o u n d a t i o n ~ f o c u s i n gon c o n t i n u i n gp r o f e s s i o n a l e d u c a t i o n ~n i t s1985 A n n u a l R e p o r tw h i c h w i l lb eo u tn e x tm o n t h . I f you w o u l d l i k et oh a v ea c o p y ,s e n dm ea n o t e . As e c o n dg o a lw h i c h s h o u l dg u i d em any s t r a t e g i e sf o rf u t u r e c h a n g eh a st odo w i t h h e a l t hp r om o t i o n . You w i l l r em emb e rt h a t~n t h ee a r l yy e a r so ft h ed e v e l o pm e n to ft h eC o o p e r a t i v eE x t e n s i o n S e r v i c e ,t h eg o v e r nm e n tw o u l dh e l po n l yt h o s ef a rm e r sw h o s e f i e l d s h a da l r e a d yb e e ni n f e s t e dw i t h t h eb o l lw e e v i l a n dt h a tM r . Kn app h a d t of i n ds u p p o r te l s ew h e r et oh e l pf a rm e r swho w a n t e d t om a i n t a i n �-18- healthy crops. A roughly similar situation now exists so far as health lS concerned. Magnificent research and dissemination efforts have conquered many diseases and expanded both the length and quality of life. As an unintended consequence, "health" has come to connote "disease" and so do its allied terms; "health care" really means the care of the ill or the infirm. l.fuile society must maintain and extend such pro grams of treatment and care which have been painstakin gly developed, it lS ever more apparent that the maJor new fronti er of workers In health should b e both disease prevention and active health promotion. The greatest fut ure galns In human longevity and happiness will be made by an approach which lS gr ounded In a broad and positive conception of health. This complex alm can be sought In many ways, but can be roughly divided into tw o kinds of initiatives: those wh i ch have to do with individual lifestyles and those which have to do with the removal of public hazards to health. In the first case, change can come only if �1 9 p e o p l ei n t e r v e n e~n t h e i rown l i v e s ,c o n t r o l l i n gsu ch a s p e c t so f t h e i rd a i l yr o u t i n e sa st h e i rd i e t ,t h e i re x e r c i s e ,t h e i rc a u s e so f s t r e s s ,t h e i ru s eo fp o t e n t i a l l yd a n g e r o u ss u b s t a n c e s , and t h e i r h a b i t so fd r i v i n ga u t om o b i l e s and ~ng o t h e ri n s t r um e n t s . I nt h e s e c o n dc a s e ,t h ep u b l i c mu s t i n t e r v e n et or emov ed a n g e r s wh i ch f a l l o u t s i d ei n d i v i d u a lc o n t r o l ,s u c ha sp o l l u t i o no ft h ee n v i r o nm e n t , u n s a f eh i g hw a y s , and i n a d e q u a t e l yp r e p a r e dh e a l t hp r o f e s s i o n a l s . We c a n n o tr e l yon e d u c a t i o na l o n et oc r e a t ea w h o l l ys a t i s f a c t o r ys y s t em e t t e re n g i n ee r i n go fr o a d s and o fh e a l t hp r om o t i o n . B o ~ e ~ r e q u i r e d( h o t ho fwh i ch c o u l db ea c o n s e q u e n c eo ff o c u s e de f f o r t s 1n c o n t i n u i n gp r o f e s s i o n a le d u c a t i o n )a s ~ b e t t e re n f o r c em e n to fl aw s and i n c r e a s e d know l edg ea b o u tt h en a t u r e and s p r e a do fi n f e c t i o n s . Bu t p e o p l ew i l ln o tc o n t r o lt h e i rown l i v e so r g~ve a c t i v es u p p o r tt o p u h l i ci n i t i a t i v e su n l e s s w h i l e e d u c a t i o n~ ~ey a r et a u g h thow todo s o . T h e r e f o r e , n o ts u f f i c i e n t ,i t~ e s s e n t i a l . �2 0 - I nh e a l t hp r om o t i o nw e h a v ea g o o de x am p l eo fhow t h ee d u c a t i o n o fy o u n gp e o p l ea n do fa d u l t sa r eb o t hi n v o l v e d~n a t o t a lp a t t e r no f l i f e s p a nl e a r n i n g . F i r s t ,t h ea g eg r o u p1 5 2 4~ t h eo n l yo n ew h i c h h a s shown a ni n c r e a s e~n m o r t a l i t y ~n r e c e n ty e a r s . T h e s ea r et h e h e a v i e s ty e a r so fe n r o l lm e n t ~n h i g hs c h o o la n dc o l l e g e ,a f a c tw h i c h s u g g e s t st h a ts u c hi n s t i t u t i o n sh a v ear e s p o n s i b i l i t yt oa i dt h e i r y o u ng s t u d e n t s imm e d i a t e l ya sw e l l a st op r e p a r et h emf o rl a t e ry e a r s o fl i f e . S e c o n d , u n i v e r s i t i e sm u s t a l t e rt h e i r e e v~ce a n d i n s e r v i c ep r o g r am so fe d u c a t i n gh e a l t hp r o f e s s i o n a l ss ot h a ta l lo f t h ema r em o r e o r i e n t e dt oa p o s i t i v ec o n c e p t i o no fh e a l t h . T h i r d , m o r e h e a l t hp r o f e s s i o n a l ss h o u l db e ed u c a t e df o rt h es p e c i a l i s t c o n c e r n so fe d u c a t i o n and p r om o t i o n ,i n c l u d i n gs e r v i c e ~n p u b l i c h e a l t hd e p a r tm e n t s . F o u r t h ,p r o g r am ss h o u l db ed e v i s e dw h i c h h e l p a l la d u l t s ,p a r t i c u l a r l yt h ee l d e r l y , know how t oi n t e r v e n e~n t h e i r ow n l i v e st om ak e th emm o r e h e a l t h f u l . G e t t i n g p e o p l et oc h a n g e t h e i rh a b i t s~ ah a r dt a s k ,b u tp e r h a p so n eo ft h eb e s ta p p r o a c h e s �2 1 - t oi t1S t os e tt h en ew h a b i t sw i t h i n t h eb r o a dc o n c e r no ft h e a c h i e v em e n to fgood h e a l t h . At h i r dg o a l I wou ld l i k et om e n t i o n t o d a yd e a l sw it hfos t e r i n g p a t t e r n so f commun i ty l e a d e r s h i p . Th ed e c i s i o nm ak e r s of o u r so c i e t y g a1n th e i rs t r e n g t h and a u t h o r i t y by l e a r n i n ghow t oc o n t r o l th e d es t i n yoE e v e rl a r g e rand mo r e comp l ex g roup s and i n s t i t u t i o n s . T h i sp roc e ss sta rts e a r l y 1n l i f ea sc h i l o r e n , 1n b o t hs c h o o l and ou t oE s c hoo ls e t t i n gs ,l e a r nE rom the exp e r 1 e n c eo fm an ag1ng c l u b s and t e am s and p r o j e c t s and lo ca l chap ters o fn a t i o n a lo r g a n i z a t i o n s . I tc o n t i n u e s 1n c o l l e g ei nf r a t e r n i t yand s o r o r i t yl i f eand 1n s y s t em so fs t u d e n tg o v e r nm e n t and e x t r a c u r r i c u l a ra c t i v i t i e s . Th e r e s p o n s i b l ee x e rC 1 s eo fa u t h o r i t yt h u sb e g i n st os h a p e and o ~ young i n d i v i d u a lb o t ha s an i n f l u e n t i a lp e r s o n and a sa ge~ o f n t h e c o l l e c t i v ea f f a i r s . T h i s p ro ce ss cont i n u e san a d u lt hood an c a re e rp att e r n sin ~~ i c h pe o p l em ov e upwa r d on a prom o t i o n a ls c a l ea st h e i ra b i l i t i e sand �-22- talents are rewarded. In such cases, it 1S now thought necessary to accompany e x pe r 1en ce with formal trainin g. We no longer leave matters to the extra-curriculum as 1S true 1n school and college, but expect that exper1enc e will be refined and extended. by the formal study of l eadership. The best known example of this practice 1S to be found 1n business an d industry wher e marvelously complex for ms of manag ement e ducation hav e been devised and ar e now financially supported on a maSS1v e s cale presumably becaus e their succ ess ha s b e e n widely ac c e pted . Bu t the i d e a 1S pervaS1ve; for exampl e, seminars are availabl e t o new univ ersity presidents and their W1ves, to fl ed glin g Con gres s men, and to j ust- a ppointed state supr eme court justices. The most highly develop ed systems of all are to b e f ound 1n the militar y servi ce s (e speci all y 1n the officer corps) where, from beginning to end, duty time 1 S alternated with study time and e ven du r i n g p eriod s o f duty time, educational opportuniti es are available to everyone. �2 3 - I ns h a r pc o n t r a s ta r et h ep e o p l e who r e p r e s e n tt h eg e n e r a l c i t i z e n r yby e v~ng on t h eb o a r d s ,c o u n c i l s , co ~ ~on and c omm i t t e e s wh i ch a r er e l a t e dt oa lm o s te v e r ya s p e c to fo u r commun i ty l i f e .T h e s eg r o u p so fc i t i z e n ss e tp o l i c y ,e e c~ e a u t h o r i t y , and s e r v ea ss p o n s o r sf o r :o u rs c h o o l s ;o u rc o l l e g e s and u n i v e rs i t i e s ; o u rh e a l t h ,c u l t u r a l ,and w e l f a r e i n s t i t u t i o n s ;and o u rv o l u n t a r y a s s o c i a t i o n s . H e r ew e f i n dt h ei n f l u e n t i a ls u b s t r u c t u r eo fo u r s o c i e t y , imm e d i a t e l ypO lv e r fu l ~n e v e r yp a r t i c u l a rc a s eand c r u c i a l l y s i g n i f i c a n tb e c a u s ei tp r o v i d e sa l a d d e ro fl e a d e r s h i pl nwh i ch c i t i z e n smov e upw a rd and o u tw a r d ~n t h e i rc a p a c i t yt og u i d e and c o n t r o lt h ei n s t i t u t i o n so fs o c i e t y . Bu t i t~ a s t o n i s h i n gt o o b s e r v e how b a d l ym any boa rd s b e h a v e . A lmo s t any ~ e o f any n ew s p a p e rp r o v i d e sa c c o u n t so ft h es t r e s s e swh i ch b o a r ds f a c eand t h e i rf r e q u e n tf a i l u r e st or e a c hs a t i s f a c t o r ys o l u t i o n sf o r p r o b l em s . I t~ e ~ e e ~ u n i v e r s a l l ya g r e e dt h a ts u c c e s s ~n t h ew o r k l i f e s t u d ya sw e l l a se x p e r i e n c e ,b u ti t~ n o tg e n e r a l l y �2 4 u n d e r s t o o dt h a te d u c a t i o n 1S a l s on e e d e df o rt h o s ew h o c o n t r o lt h e d e s t i n i e so fo u rs o c i a li n s t i t u t i o n s . ~o s h o u l dp r o v i d es u c he d u c a t i o n ? Th en e e d 1S s og r e a tt h a tt h e a n sw e rt ot h a tq u e s t i o nm i g h t w e l lb e :a n y b o d yw h o i d e n t i f i e st h e n e e d . B u tw e c a nb em o r e s p e c i f i ct h a nt h a t . E a c hb o a r ds h o u l dh e l p i t sp r e s e n ta n df u t u r em emb e r s t ou n d e r s t a n dw h a t t h e yn e e dt oknow a b o u tt h e i row n i n s t i t u t i o n .T h e r ea r ea s s o c i a t i o n so fb o a r d s l a r g e l yb a s e d on s p e c i f i ck i n d so fs e r v i c es u c ha ss c h o o l s ,p u b l i c l i b r a r i e s ,h i g h e re d u c a t i o n a li n s t i t u t i o n s ,a n dh o s p i t a l s . E a c h s u c h a s s o c i a t i o nf o s t e r st h el e a r n i n gd i s t i n c t i v et oi t si n s t i t u t i o n a l f o rm . N a t i o n a l a s s o c i a t i o n s ,s t a t ew i d ec o o r d i n a t i n gb o a r d s ,a n d c o l l e c : i v es y s t em so ff i n a n c i n gc omm u n i t ys e r v i c e( s u c ha st h eU n i t e d W ay ) h a v e3 r e s p o n s i b i l i t yt oe d u c a t et h eb o a r d so fl o c a lc h a p t e r so r l o c a li n s t i t u t i o n ss of a ra st h e i rc o l l a b o r a t i v ev e n t u r e sa r e c o n c e r n e d . B u t t h e r e1S a m o r e g e n e r a ll e v e lo fk n ow l e d g ed r aw nf r om t h e f a c tt h a tm o s t b o a r d sf a c et h es am ep r o b l em s . (How l a r g es h o u l da �-25board be? How should its membership be composed? members be persuaded to take responsibility? tenure of members be? How can board How long should the How can a gradual lncrease In personal responsibility be fostered? What lS the proper relationship of a board and its chairman to the chief executive officer of an institution?) These questions sound trivial to inexperienced people but vital to anyone who has served on any board. Those who know the l answers to such questions can work powerfully within our community institutions. Imo should offer this generalized knowledge? So far, community colleges have been the major sponsors and the Kellogg Foundation has been delighted to be able to help them. It lS my hunch, however, that we have an opportunity for service here which should be realized by other kinds of institutions, particularly large universities whos e alumni wi l I be a s s urm ng responsibilities as citizen board members and whose professional graduates are profoundly influenced by the boards for which they work. �-26 - v Is h a l lt u r nnow t oa d i f f e r e n tk i n do fg o a l ,o n ew h i c h d e a l s w i t h t h es t r u c t u r e sand p r o c e s s e so fl i f e s p a ne d u c a t i o n ,m a k i n g t h em s t r o n ge n o u g ht oa c h i e v en o to n l yt h eg o a l sa l r e a d ym e n t i o n e d b u t a l s ot h em y r i a d o t h e r sb l e n d e dt o g e t h e r~n t h eo v e r a l lp u r p o s e so f t h em emb e r s o ft h i sA s s o c i a t i o n . You r i n t e r e s t sa r ef o c u s e don a d u l t c o n t i n u i n ge d u c a t i o na n dt h e r e f o r eI s h a l lc o n c e n t r a t e on i tt h o u g hI know t h a tyou a g r e ew i t h m e t h a ti tc a nn e v e rb et r u l ys e p a r a t e df r om f o rm a ls c h o o l i n ga n dt h es e l f s e l e c t e de d u c a t i o n a la c t i v i t i e so f y o u n gp e o p l e . On e im p o r t a n tn e e d LS t h ec r e a t i o na n dd i s s em i n a t i o no f a mu ch onge~ k n ow l e d g eb a s ef o rt h ef i e l d . A t p r e s e n t , Ln c o n t i n u i n g e d u c a t i o nt h e r ea p p e a r st ob ea s t r a n g ed i s c o n t i n u i t yb e tw e e ni t s i n t e l l e c t u a lb a s ea n di t sp r a c t i c e . O n th eo n eh a n d , an im p r e s s i v e b o d yo ft h e o r e t i c a lk n ow l e d g ea n dt e s t e dp r i n c i p l e s LS Ln e x i s t e n c e f l ow i n gf rom t h ew o r k o fS e am an Kn app a n do t h e rt ow e r i n gf i g u r e s , �2 7 - f r omm o r e t h a nt h r e et h o u s a n dd o c t o r a lt h e s e sp r o d u c e d ~nce 1 9 3 5 , f r om t h ee f f o r t so ft h eC omm i s s i o n o fP r o f e s s o r so fA d u l tE d u c a t i o n w h i c h t h eK e l l o g g F o u n d a t i o nh e l p e dt oc r e a t e ~n 1 9 5 7 ,a n df r omm any i n v e s t i g a t i o n stn a l l i e dd i s c i p l i n e s . On t h eo t h e rh a n d , I thi .nki I s e ea g r e a tm any a dm i n i s t r a t o r sa n do t h e rp e o p l ew h o c a r r yo u ta d u l t e d u c a t i o ns o l e l yo nt h eb a s i so fl o r e ,l o c a lt r a d i t i o n ,h a b i t u a l r o u t i n e s ,h u n c h ,a n dt r i a l a n d e r r o r ,u n i n f o rm e da b o u tt h e i n t e l l e c t u a lf o u n d a t i o n so ft h e i row nw o r k . Wh a t ~ w r o n g ? Do e s t h e f a u l tl i ew i t h t h ei n v e s t i g a t o r so rw i t h t h ep e o p l e Roby K i d d u s e dt o c a l lt h ea n im a t e u r s ? 1s h a l ln o tt r yt oa n sw e rt h a tq u e s t i o nb u tt h e p e o p l e who b e l o n gt ot h i sA s s o c i a t i o n c e r t a i n l yn e e dt odo s o . As e c o n dn e e d~ f o ru n i v e r s i t i e st oc om p l e t et h e i rt a s ko f r e o r i e n t i n gt h e i rv i ew p o i n tf r om t h et e a c h i n go fy o u n gp e o p l et ot h e ov~ ~on o fl i f e s p a nl e a r n i n g . E v e n ~n t h em o s t t r a d i t i o n a lf o rmo f u n i v e r s i t y b a s e dc o n t i n u i n ge d u c a t i o n-c o u r s e so f f e r e df o rc r e d i t �-28- -- the number and proportion of ·adults has had an acc elerated growth. The number of students over the age of 25 rose from two-and-a-half million g a l n of 72 percent. ~n 1972 to four-and-a-third million ~n 19 82, a In 1982, adults made up 35 percent of the total student body of all colleges and universities. A good deal of anecdotal evidence su gg ests that the forms of instruction originally d e s igne d f or an i mmature student bod y have n ot been ade quatel y altered to serve as suitable methods of learning for experienced women an d men . A r ec ent s t u d y by the Colle ge Bo ard of ten urban college s and universities has shown how little they have ada pted their student service s to meet the ne eds of their an allied c ase report on Hunter Coll e g e ~n ne~ enrollees and Ne w York demonstr at es h ow much can be done. Regular cla ss enrollment 1S i mportant but, as He all know, it i s only a small part o f a vastly larger whole which include s such continuing educati onal serVlces as conferences, seminars, lecture and �2 9 c o n c e r ts e r i e s ,t e l e c omm u n i c a t i o nt h r o u g hm any m e d i a , f i e l d s t a f f s r e a c h i n go u tt op l a c e ss om e t im e sf a r d i s t a n tf r om t h ehom ec am p u s , a n dt h ep r o v i s i o no fl e a r n i n go p p o r t u n i t i e sf o rm any c o n s t i t u e n c i e s , i n c l u d i n ga g r i c u l t u r e ,i n d u s t r y ,c omm e r c e ,l a b o r ,f am i l i e s ,v o l u n t a r y a s s o c i a t i o n s , and s o l i t a r yi n d i v i d u a l s . Th es h i f to fu n i v e r s i t i e sf r omy o u t h d om i n a t e de d u c a t i o nt oa l i f e s p a nl e a r n i n gc o n c e p t i o nw i l l e ~ e c o u n t l e s sc h a n g e s ~n p o l i c y w i t h i nu n i v e r s i t i e s , ~n t h e i rr e l a t i o n s h i p sw i t h o t h e ri n s t i t u t i o n s , a n d ~n gove n e~ and o t h e rs y s t em so fc o n t r o la n dr e i n f o r c em e n t . H e r ew e m u s t h a v er e a la n dp r a c t i c a lc h a n g ei n v o l v i n gn ew l i n e son o r g a n i z a t i o nc h a r t s ,h i g h e rp l a c e sf o ra dm i n i s t r a t o r so fc o n t i n u i n g e d u c a t i o n ~n t h eb o x e s ~n t h o s ec h a r t s ,p r a gm a t i cc h a n g e s ~n p r om o t i o np r o c e d u r e sa n dr ew a r ds y s t em s , and m a j o r r e a l l o c a t i o n so f r e s o u r c e s . W e h a v eh a de n o u g hg e n e r a lt e s t am e n t st oc o n t i n u i n g e d u c a t i o na n de v a n g e l i s t i ca p p r o a c h e st oi tt os u s t a i nu s f o ra l o n g t im e . W e now n e e dt os e en ew p o l i c i e sw h i c h a r er o o t e d~n s u s t a i n e d n i v e r s i t i e s m u s t m ak e s u c hc h a n g e sf o rt h em s e l v e s . p r a c t i c e . U �-30- They can also be the generators of broader change by sponsor1ng comm1SS10ns or committees of 1nqu1ry into adult continuing education, uS1ng their prestige to attract to such enterprises the leaders and policy-makers of society. If the kinds of changes I have been suggesting were parts of an integrated approach by a university or a state-wide system of higher education, the cumulative impact would be far greater than if each strategy were followed separately. The University of Georgia and the Oklahoma State Regents for Higher Education are making such unified thrusts, involving many parts of their institutions as well as many outside collaborators and such centers of control as their state governments. The Kellogg Foundation 1S happy to be able to assist both sys t e ms 1n their integrated efforts and hopes that the lessons learned will have an influence nationwide. A third need 1S to knit together all of the var10US providers of continuing education to 1ncrease their service to the total community �3 1 a n dt h ei n d i v i d u a l swho compo s ei t .Is h a l ln o te l a b o r a t et h i sp o i n t b e c a u s ei t 1S ap p a r e n tt ou sa l la n d ,b r o a d l yc o n c e i v e d , 1S t h e ce n t r a li d e ao ft h i s A ssoc iation. E a c h of u s come st ot h i sm e e t i ng f r oma u n 1 q u eb ackg r o u n da n dr e p r e s e n t i n ga s p e c i a lk i n do fs e r v 1 c e t ot h ep u b l i c . B u tw e a l s oknow t h a tw h i l e i n s t i t u t i o n sh a v e d e p a r tm e n ts and p rog r am s ,p e o p l eh a v ep r o b l em s . T h e yn e e d c o u n s e l i n g ,i n f o r m a t i o n , a n dr e f e r r a l . They a l s on e e dt oh a v e a t t e n t i v el i s t e n e r s ~o c a ns h a p en ew fo rm s o fs e r v i c es e e k i n g d i f f e r e n t goa l s 1n u n u s u a lw a y s . F o ral o n gt i me ,w e h a v ec e n t e r ed o u r hop e sf o r coo rd i n a t i o n on b u i l d i n g new a r r a n gem en t s among in s t i t u t i o n s : c o n s o r t i a , mem o r a nda o f a g r e em e n t ,i n t e r o r g a n i z a t i o n a lc omm i t t e e s ,a n dt h el i k e .W h i l e som e o ft h e s ew o r kv e r yw e l l , i t1S a m i s t ak et ot h i n kt h a tt h e yw i l lb e s u f f i c i e n tt ob r i n ga b o u tt h ed ee p e r li n k a g es w h i c h a r er e q u i r e d . I h a v ea l r e a dy m e n t i o n e d twow o r t h \m i l e co u r s e so fa c t i o n :a s h a r e d k n ow l e d g eb a s e among a l lt h o s ewho r e g a r dt h em s e l v e sa st r u e p r o f e ss i o n a l s ; and a w e l l -w o r k e d o u t i n t e r n a ls t r u c t u r i n gb y �-32- universities and other complex providers of serv1ce. Here are others: Any institution which feels a true community-wide responsibility for continuing education can set up a special information and educational serV1ce to guide and counsel all adults seeking help; I think the public library, the community college, and the Cooperative Extension Service should have special sensitivities to this need. Excellent computerized aids to decision-making are being devised to help adults know ~...hat they want to learn. The concept of experiential learning has already had a profound impact 1n bringing institutions together and offering substantial help to millions of people. It will surely do much more. Other maJor cross-cutting ideas will be developed to serve a similar unifying purpose. 1 also believe, as a free-market enthusiast, 1n that kind of competition which 1mproves quality and 1n the development of incentive systems which reward outstanding performance. The challenge which comes from having to know what the other fellow 1S doing provides a powerful impetus for our own growth. �3 3 - E a ch o ft h es e c t o r so fc o n t i n u i n ge d u c a t i o nne e d ss t r o n gand f i rm a dm i n i s t r a t o r s and s t a f fmemb e r s who c a r r yo u tt h e i rd a i l yd u t i e sb u t s t i l lk e e pc o n s t a n t l yt r y i n gt of i n dh e t t e rw ay s t oa c c om p l i s ht h e i r a ch o ft h es c h o l a r s 1n t h ef i e l dn e e d s toc a r r yf o rw a r dh i s t a s k s . E on igoi .ng s t u d i e sw h i l e s t i l ll o o k i n gb eyond th emt oa n ew and s t r o n g e rv i s i o no fh i s own r e s e a r c h . I ne v e r ya s p e c to f wh a tw e d o , w e ne ed s u c h lea d e r s . Bu tw en eed a n o t h e rk i n df a rmo r e : t h el e a d e r who , w h i l e we l le ~ e 1n h i s ownwo rk , s e e k sf i r s tt o unde r s t a n dand t h en to c o l l a b o r a t ew i th p e o p l ew ho a r eeng ag ed 1n o t h e r fo rm s of s e rV 1 c e . I fyou a re a co reg io n a ll i b r a r i a n ,a d i s t r i c t e n ~n ~ y en ex t e n s i o nd i r e c t o r ,a of s c hoo ls, o ra d i r e c t o ro fp u b l i ch e a l t ho rw e l f a r e , a tl e a s ton eo fy o u rf r o n t i e r s 1S t oCOQ e toknow and wo r kw i t h you rc o u n t e r p a r t s and t h e r e b y imp rov en o to n l y you r own p rog r am b u ta l s ot h es e r v i c ep r o v i d e dt o e who l e cOD rnun i ty . I fyou a r econ c e r n ed w i t h as o c i a lca u s et h a d u l tl i t e r a c y ,r e l i g i o u sa f f i rm a t i o n ,t h ec o n t r o lo fs u b s t a n c e �-34abuse, the rights of women and minorities, or any other -- you are bound to strengthen your impact by looking beyond the immediacies of present serVlce to learn about and to work with other compatible movements. More than anything else, continuing education needs practical but visionary leaders. VI To sum up my comments, let me say that I hope this Association and its members \vill provide ever more creativ e, knowledge-based, courageous and dramatic leadership for the broad arena of continuing education. \.Jhile the concept of lifelong learning 1S receiving increa sed attention, its implications are not yet reflect ed 1n our systems and programs of education; not yet characteristic of the acade mic endeavors of our colleges and universities; not yet g r a s pe d by most Americans. In the d ecade and a half which launched this century, Seaman A. Knapp and a cadre of others created a system of continuing education �3 5 wh i ch t r a n s f o rm e dt h el i f eo fr u r a lAm e r i c a and i n f l u e n c e dt h e p a t t e r no fo u rn a t i o n ' sg r ow t h . I nt h ed e c a d e and a h a l fwh i ch w i l l now t a k eu st ot h et h r e s h o l do fa n ew c e n t u r y ,o u rg o a la sa d u l t e d u c a t i o np r o f e s s i o n a l ss h o u l db e no l e s st h a nt ob ee q u a l l y v~ ~on y ~n e v~ng c o n t em p o r a r ys o c i e t a ln e e d s . Tod a y ,p ow e r f u l ch ang e s ne ed t ob eb r o u g h ta b o u t ~n Am e r i c an l i f e t h a tc anb ea c c om p l i s h e do n l y as c o n t i n u i n ge d u c a t i o n~ c r e a t i v e l y u s e d . T h i sc o u n t r yn e ed saf a rb e t t e r , mo r e d e e p l yg r o un d e d , and mo r e c o o r d i n a t ed a d u l t educ a t i o n a l sy stemt h a ni t now h as . To co m p l ish t h e s en e cess i t i e s~ ac u n f i n i s h e d bus i n ess f o ru sa l l . 0332 J ag reat c h a l l e n g e and t h e r 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_1985-11-07_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 November 7, 1985 for the W. K. Kellogg Foundation at the National Adult Education 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. 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 1985-11-07 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/3844c108831f2c56a1a8b87ef932f4b8.pdf 44c08302aa3410f0b104ce9f5555f83f PDF Text Text November 6, 1980 An ad aptation of this speech was given at the closing banquet of the National 4-H Agents Conference in Detroit, Michigan �SmWARY - Re ma r k s of Russell' G. HaHby, President, Kello g g Foundation On Centur y III for 27, April 1976 - National 4-H Conference As "old timers" w e stand on the and early s enility. I 4-H threshold between late adolesc ence remember when we were debatin g over wheth er or not a 4-H'er c ould a box mi x to make a cake; if you did work but didn't show i t at fair did it count as compl e te; did He count a s "members" th o se were in the TV electrical club. I . a 1 s 0 rem em b e r 'Yl h en a g r 0 u p 0 f r en e g ad e s - - S 0 Q e 0 f usa r e s t i l l " alive and acti ~e -'-- t h o u g h t r a d L c c Lj t h o u g h t s , Lf.k e t h e n pod fo r professiona~/s'tatus for 4-H, the n eed to review the 4-H subcoml.;~ttee/structure and role, ;!-il;e item s bud geted for ~,;-H, a merger of the Nation al 4-H Foundation and the National 4-H S.efrvice Committee, re gular national "me etings of 4-H state /l~a d e r s , prof e s s ion a 1 t r a in i n g for yo'u t h \-70 r k . You 'v e mad e a 11 0 f t his and more happen. 4-H today is bigger and better than ever before. / I I ) I I I I've read the Century III preliminary draft and was i mpressed. It is a great statement, comprehensive, ch allenging a n d sti mulating. I particularly noted emph asis on volunt eer, profession a l c ar eer o p p o r tuni tie s , man a g e me n t~and d eve 10 i;men t re so'. r c e s . _ O v~" ~ ~ cA. f) rf <-C ~-~ -~ ' - -__.... ~ I do have some reactions rom the t p of my head and bottom of my heart which I wo u Ld 11..' k!._ to share wi t ·h you as~butrt I I - - f :? . . - c~~. -t - ~y-~'-J f e- ~~rC----]J ~~ ~ ....:» / 1. Focus on people in dealing with problems, purpose, and program -- not on institutions,... \ ____________[ Be practical, pragma tic, shirtsleeve and 7'grassroots for this is the genius of 4-H and we must keep that quality. Use the very best 1 t, t ;(; a/9." , ~~tW~:tc:~t~:~: ~:c~~:eb~:~~~~~:;lS~~~:~~:' also tends to produc e ~ o ftn~~ " fuzzin ess, and fadism. Make sure we us e~comnon sense and make a real application, Keep 4-H simple, direct and sincere and avoid jargon and academic superficialism. r, ~ i r ~' _rt/I/~ ," \ \...,:.l ~.z ,ve 1/ " \ I / ~ J~ .. '- J ' \ . _\ .:S··-::A.• .- 7'!/ '. -~~" ,_/ T I/' t o ~~ \ V· ,;/--1',) :./ ~~Jt '( \/ 7 ·. 1,I r.! .J .J \ / I'"" · ,\ 1; t~ ~ "I .' T) ../· ,,,r , ."] '.- "'- f ( L -It ;1\ '" . "'., ' ,"-- 'yJ- .,..... to. -: - :' (. .. • I;~ ~ , ~; :., _ ·.I_·~:I_~ . : . r ....::-,--.. \~ ,_. r ~ , _"t::- / v 6~ ·;~-< --jl · .~ .• ~ [ ..~r - CP----.;. . -' ~ ) \ �On C e n t u r y I I If o r4 l J ' i 'S ': 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 en a s k ed \.,Th a t is u n iq u e abo u t 4-H , a n d lily a n sw 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~ a 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 2 1p r og ram 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~-t-cr t:'rr's. H e c a na n dm u st u s e~ u r c e so f fJ . -A i t~ huma n it i c s a n d a r ts, t h es o c ia1 sc i en e es ,t h e ~.... bl ! . sin~ s sm ana gement a n dm a ny at h e r fa c ets 0 f t h e ) t o t a l u n i v e r s i t y t o s t r e n g t h e n t h e 4 H p r o g r a m a n d yry~ g i v ei t p r o fess i o n a ls t a t u s . -Y ~~ . /\~ r / 4 -H grew 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 ce so ft h et im ew h e n i t w a s f o u n d e d ,a n d i th a sc o n t i n u e da 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 : I . ~ 9 ~ A . H uw a n 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 l i v ew i t h o n ea n o t h e r . B• Ei l l Ph a sis o n' ' 1 0 rk a n dc o n s t r u c t i v e . d oi n g s a m e thing u s efu1 C . T h e c o n c e r nw i t h e c o n om i c il~iteracy -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 sv i i a lt 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 go 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 nc o n t i n u e d 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 . , . : : . .Y ' _ ' ," • • . ........ . \. ,...,. _ " 1 / } 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~ r E . Em p h a s i s o nh e a l t h; -.we k n ow t h a tv re a l l e 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 oInU c11. T h er e i s.na v Iay t o l l 1cgis1a t e I I h e a l t h . N a t i o n a l h e a l t hi n s u r a n c e -m~y m ake 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 t h 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 . _ t 11 " " ' " • '. . .\ r . 1. . : . . ,# ' r : \ ', , / r :! ..~ L / :, .... .~ f. . . • . .' , . . . .. :; - I ' �C entury III f o r4 -H o~ 3 : T h ree add . itLonaI chaL lenges com e to m e which a r ep e rh a p si n here nt in t h e sta t em e n t but w h i c h need to he cm vhasi z ed. . I f . L e tm e re f e r to t h e ic i ~ iJ. n S tat eI I I I Cl u b B u l let i nNo. 1 whLch s t a t e d tha to ne o f the p u r p oses o f 4-H \0 ]<3 S to s tren gtIJ e . n t he sch0 a1s a tt h eir \-1eakest point . The r e is no q u e s ti o nbut t h a to u r puh Jic s c h o o l s y stem i sfa i l i ng a tm any p o i n ts . Whe na s t a t e s u p e r i n t e nd e nt of s c hoo Js sa ys t h a t w es h o u l d n ' t exp e ct h igh s c h oo l gr a d u a t e s to b ea b l e to rea d and w ri t ea f t e r tw e l ve y ea r s in sc h o ol w ea r e in tr o ub le . Som e educat o r s seem t ohave l o s tthei rcorumon s e n se. so we m u st keep c ommo ns e n s e i nt h e 4 -H p r o g r a m s : Society m ust d a s a m ethine about the p r oI o n8ed a d o l es c en ce in posed o nt h ey o ung . 4 -H ne e ds to p r o vi d ec o u n t e ri n f l u e n ces t h a th e l p youn~ pe op l e . who a re m at u r i n gat a m uc hy o unger a g et h a n eve r be f o re , to overcom e the pre s e nt del a y i nt a k i r -g an a du1t ra1 .e i n s aciety. , \". ../ /7 Y ~,.~ ~ , / .> : ,//'"~J" ~y H e mus tcoue t ot h ep o i n t of c h a n g ing o u r la b o r 1a\.J \'Jh ic11 keeps kids f r om working for pay . \./ 9// The-c.f!.·a--l--:l-errg-e-o " f ' " ' "q ; ef :Tur yI+"F ; Fs rT ' 0 ' r ;( -i~ c =C o l 'n m i .tTI len t t 00 0 rf 0u ndinS -p . J : : . i . ncipl .e:..; a n d ~_~_i.r.ma..ti on-o-f L c~ind .,i vi .du aIr-, -F o r i f -w ed o t hiOS--; 'v Te e i l I l i n d e e dm ake th-B b e s t of t :9Qa y e ven EOt ' " ter t :om -o -." a , ~. ] ' ;~ - e- r"J')( \0.r'- ~r/I-:~ ~ y0-'P--Lc ;tV-' . . J L f f ! Q . ..__I:::.., \ I " /-- , I ~ " ~' " \ , ; ; l ~ ~ ) J ! . ....."'-4 Ci_" W. . n'( J~ _._ .-: \ r -o - )1 r : v\ \v r : ; -" ( r 9 -» :~ p- ,~'~r ,~~,~ '~ r ~u/-, ,, r . e / ' . , )I o ' I ' r / CJ . �•pee'" performance by the Michigan 4-H , . NAE4-HA deleQatM we,.. truted to • Regional Parformlng Am Troupe at the conf....nce'. opening ....Ion . 35th NAE4-HA ANNUAL CONFERENCE Mawby Challenges NAE4-HA Delegates At Closing Banquet Getting back to basics and implement ing and maintaining 4-H youth programs that focus on people will help insure the 4-H program will prosper in the next decade, said Russell G. Maw by, president of the W . K. Kellogg Foundation , during his closing address at the 1981 NAE4-H,6; conference in Detroit . "T oo often. educators get caught up in the aura of the institution they work for and forget that their primary goal ;1; to teach: ' Mawby Mid . "4-H has always been a grassroots program . and because of it the program will continue to successfully help young people learn." Another of the program 's strengths , according to Mawby . is that its members have a direct line to Iand-grllnt university rll8OYfC88. " The 'university connection' is what gives 4-H an edge over similar youth programs:' Mawby said. " By drawing on universities' resources, 4-H has eccesa to the best minds in the country to twllp program participants and staH learn and solve problems ." Despite 1M program's strengths, Mawby said that 4·H workera too often suHer from a " seIfimposed second-class status ." ''Temporary setbacks, like budget reductions , are things that should be expected, not feared:' Mawby explained. " One look at 4-H's track rs- cord is enough proof that the program is worth· while and must be continued. We need to communicate its importance and impact, not wIthdraw at the first signs of adversity. " Mawby says that he has confidence that the 4H program will persevere and prosper if it continues to serve youths' basic needs. November 1 - 5, 1981 Come to the Magic World of 4-H Florida by EhJine Shook The Florida 4-H Agents Association will be looking for you in Orlando come November 1·5. "If 4-H can continue to concentrate on helping Thoea are the dates we'll be showing you ''The young people develop strong human relatIon- Magic World of 4-H" as we host the 1981 NAE4ships lind an understanding of economics and HA Conference. The conference committee and the work world , helping to keep the family unit all its members have been working diligently for strong, promoting the Importance of good health two years to make the 1981 conference a TOTAL and atrengthen ing our school systems at their lIUCC8S81 Since the goal of our conference is weakest points, then It will become a vital part of professional improvemant , many educational experiences will be available including seminars society," he explained. which will spotlight updating , current issuea, Mawby said that the 4-H program has the program maintenance, and professional expotential to have a lasting and marked eHect on cellence. Swap shops and several guest speakers the youth population. are also on the agenda. Of course, some fun " Society seems to think that prolonging times are also being planned. A special night at adolescence will make young people better able Sea World and a number of spouse/family tours to cope with adulthood," he observed. are scheduled. We encourage you to come a few " Adolescence shouldn't be a trying time for days before the conference. or stay a few days youth , it should be a learning time. Through 4-H, later in order to enjoy the Sunshine State and its kids have a chance to make decisions, face many attractions. So st8rt NOW to save your pennies, and make problems and set goals . Treating them like adutts helps them grow up to ba more mature and re.. your plans to join the Florida 4-H Agents in experiencing "T he Magic World of 4-H." sponsible." -9- �i -L h: ( gd :'5; ~ ' f.. ': \ , . ' ; l l Jt l t ' ! :~ H ihe 1 <)80 :'\ :--\ f~ -~ t { , ' \l :I. ·' I· ,-; r lt~nct:' i s·, p n s r ~~ d byi h , . ' ~t ~ n ~~ r d l Mot or s Curp o ra tl (1: l H a ':l ~J n l ' , ; ; t imu la t l :1Jp ~' ~",n t <J t io n w i l ]t w ak r -ynoteluncheon tha tde lega testothe 1980 NAF· jH i \ conkr"nc , 'w i l ll in dh a rdtof or ~ t Hi sp re s e nt a t ionp rom ises to ge tthe1980 l 'nc ,> inDct r ou o f f to af ly ings t a r t' con fel Mawby ToG ive C los ing Rema rks Russe i iG . Mawby w i l l bnngthe 1980Na tion a l Assoc iat io n E lec t ion Day Rem inde r o f F.xte :-· b lo r :4 ·H . -You th Agen ts Con fe renceto a f i t t ing C< lTlC l u>-;l fJ l l '. " ,l~ he de l ivers h is msp i rinq p resen te t ion . "0" Y ok e s"ndWtupp le r rees . " N ew. 6I I I De t ro i t . f l.1i l ' . dH .r : eS ld "n t" Ithe\ , " "K Ke : log ' . Jh) l Indat io no fB a t t i c( 'r eek d ~ -; d !dl l J · : i !11 f '4 -H ~ t : P P ~ : \' r. t.v i l l ou t l i n e the \ ' ~ I 1 l e r"~ t' ~ n t '..;, e ·~ tO l \~i\: l : : 1 In t h en.-xtde (dd t ?a ndhow th e · lH t(\ i n ~ ~ \ ~ l t he se'~' a ll e n e s dnd 1 tH~, l dC9rees ho rn s e rv ed ,15 ~ ~S i ~t.:.HH d : r l ! (tur o r ': t -I~~ r: 1t 1 ·. _\ <j D ' : ' t : ; ' , (He ....· '~ : l s t e r s \L· "I . l i ,, \; ' q ' l ,-·~ d ..;, d r', ~ 1 ,~~ r l e ~~ I I.. ; ' : :~ d ~ , c:~ : t.' L i t · : : "t ' r~ ~; :..· . r 'S the\1 "; """ ' . I ! ,Cl)n;W r, ; I : \ l 'E xtens ion Se r \tc t ' 4· / -1 - n\d~~r C O dr fo r f.:v en : rj V ~ r r l" d j ~~ ir .t ,~ r i v J [ ( , r c i ty , and com fo r tab le , d l Jr a b l ~ c lo thes i ! you ' re p lann ing topa r t ic ipa te in some o f the spec ia lp recon fe rence t ou r sends e rm na rs . F ina l ly,don ' tf o rge t you rsw imm ing su i t and jogg ingc lo thes ! The Rena issanceC en te r fea tu resafu l l-serv ice hea l th c lub . in e lud ing a un ique, roo f -topdomed sw im m ing poo l and an ae ria ljogg ingt ra ck tha t ime te r o f the con ference c i rc les the per fac i l i ty . , ' l · l ~i S fc'ii fp ~ ar: n jn (l r ' : ~: t r ,": r i ~ :n . ~ the 1 9i:1i ): '-Ja : io l lai .As <;! ) ' . " , t , , ) ; ; Youth 1 '1 ' 6 ; .H" 1 0m I 'd the\ \ ... K Ke l logg Foun' If>Sasd irv rto :o fth eD!v1 : ' ;o!1 o f Ag r icu l tu ieand da t ion ; ' ~ 1 t 'ec , : ,n : ( ',i , 'Pp ;>51den t: T: 1 9 6 7and pres iden tin I g 70 . Mawby H I ' has iL I\e ied w i de l ; and been deco ra ted by severa lfo re iqn gove rnments . P r n~r \ :" ' ro : ; ;l~ lj , ~tm b \,' h i ! ; 're \e i \ed numerousiK i ldcn llcand co m mun i ty hono rs ,inc lud ingIh "Na t iona l 4 ·H C u t,A lumn i: \ ", 1 !din1 ' l7 : ?andth" Nat iona lP a r tne r m4 H Awa rd f r omtheUSDA in 197 6 Thefov.u danonISoneo fthef ivela rges tph i lan th rop ic o rgan izat io nsintheUn itedS ta tes. annua l l , maKm ' , jg ran tsto tal ingmo re than$ 4 5m i l l ionfo rp rojec tsin hea l th .educa t ion and ag r iC l : ! tu re ontou r con t inents .i nc lud ing recen tgran tsfo rM ich igan 's 4 ·H Ma ins trva rn inq and Ho rseback R idingfo rHand icappe rs p rog rams. -1 1 - . , j ' . 'j: Ex tens ion 4 ·H · - You th ; \Jen rs confe rence shou ld be su re to oo ra in an absen tee ba l lo t and ces r le fo r the i r favor i te cand i the i r VO da te be fo relea \ / ing forDe !r IJ ! t . E lec t ion Dayis Tuesday , Nov .4 . and ou r -s ta te v is i to rs w i l l be unis fa l l 's e lec t ion ab le to vote in th un less they apply fo r an absen tee lo t . bal � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1980-11-06_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 November 6, 1980 for the W. K. Kellogg Foundation at the National 4-H Annual 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 1980-11-06 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/305caa40b91c13a5e7bf1cd591f9936e.pdf 349ef65077271e9720dd2f6ad286049c PDF Text Text /1 - "WHERE NEXT IN 4-H ?" Remarks by Dr. Russ ell G. Mawby , Vi ce Pre sident, W. K. Kellogg Foundati on, a t the St a t ewi de Yout h Conf erence University of Mi s s our i November 6 , 1967 I. It is good to be wi th Ext en s i on pe op l e a gain , and especially with t hose concer ned with youth. Whe n Frank Graham cal l e d a nd invited me t o i n thi s program, i t seemed a n awf ul l y good idea to say yes. pa r t ~c ipat e Howe ver , a s t he day a nd time drew ne a r, I was l e ss a nd l e ss certain that I could make a us eful co nt r i but ion to yo ur program . I am sur e y ou have this s ame experi ence , also ; but s o much of my li f e, bot h personally and profes s i onally, has been e ntwi ned with Ext ensi on a nd 4-H that I could not r e sist the t empt ati on to j oin you today. In a dd it ion to wha t ever cont r i but ion I can make to your profess ional deliberations , I confe s s that I have a lso a s el f i sh motive in b eing her e. In my role with the Founda ti on , we a re co nt i nual l y l ooking f or idea s a nd f or innovative instit uti ons. I n s e ek i ng a uni ver si t y rea l l y addr e s si ng i ts el f t o the problems of youth in a comprehensive way, where better to come than to your Univer s i ty whi ch is out front, p ioneering, setting the pac e in Uni vers i ty Extension . This was true when I was an Extension pro fe s s ional , a nd it i s true today . I ha d then a nd have now grea t admiration for your Univer s ity which would make such a c omprehens i ve commitment t o Ext e ns i on a nd for the leaders hip of su ch indivi du als as Br ice Ratchford. Cer tai nl y the challenge whi ch ha s just been pre s ented t o you by your Vi c e Pr e s i dent and by y our Dean must be enc oura ging, s timulating, gr a t i f y i ng . What mor e co ul d you ask in t erms of l i c e ns e a nd s upport? When I was act i vely involved in 4-H sta t e l e ader ci rc les , I r ec all how en vious many of us wer e of Frank a nd his staff who could wor k wit h you in G ~ �experimental new efforts, while we could onl y discus s such ideas theoretically. While the setting, the leadership and institutional support must be ri ght, I recognize, of course, that t he a cti on is really in counties and l oc al communi t i e s ; and that mean s you . So I am deli ght ed t o be here, both t o share a nd to ga i n fr om thi s opportunity t o think together . II . As I wa s meditating on how to launch into our co ns i de r a t io ns today, I bec a me very co nsc i ous of my mode st c r ede nt i a l s for t h is occas ion. If this wer e a t rad it ional 4-H meeting , o f cour s e , we co ul d s tart by reciting the 4··H pledge , t hen join in s i ng ing two ver s e s of t he Plowi ng Song , and opt i mi s ti cally conclude that "we're on t he upwar d t ra i l ." This, however, is not a traditi onal 4-H meet i ng . My contribution, therefore, will be that of an int erested ob s e r ve r , one who has opportunity t o travel, to visit, to listen; and I will shar e with you some of the r e sult ant thoughts which hopefully may b e use ful t o you. As I survey the menu of t his co nf erenc e , i t i s a pp ar ent that I am t he on ion soup between th e hor s d 'oeuvr e s (Ratc hfo rd) and the ma i n cour se (d iscuss ion ) whi ch start s a s soon as I am dispo s ed of . So that ther e will be no mi sunderstanding, I will l et you in on my under s t anding of the confe rence s i t ua t i on a s it was de s cribed t o me. Fi rst , this is a n uns truct ur ed ses s ion . I am often s usp ic ious that group process people use thi s term to de sc r i be a situati on which is chaoti c a nd disorganized. Actually, of co ur s e , an unstruc tur ed meet i ng is the most stimulating with opportunity f or g i ve and take, f or clarification, for interaction. My remarks will be in t hat vein. �Second, you are professionals. th e term "professi onal." There have been many definiti ons of From varied s our ce s I have drawn certai n phrases which I find helpful in co ns i der i ng the profes si on al role: (1) pro- f e s si onal s dea l more wi th people tha n with t h ings; (2 ) professi on a l s a r e mor e co ncer ned with the publ ic interest than with self-limited priva te interests : (3) in profes sionali sm, something more than techniQue i s empha s i zed; (4 ) as a pro f e s s ional , the individual mus t be as expert a s he c an b e in his field, but profes si onalism i s more t han specialization : a nd fina l l y ( 5 ) ab ove a l l , prof e ssi onali sm implies co mmi t me nt . Therefore, in my remarks I assume that a s professionals you are well r ead, up t o date, knowl edgeable in the disciplines a nd field of study relating to Extensi on yo ut h work. There i s no need to review h ere the de velopmental tasks o f yout h , f or example, a s described by Havighurst and other s . Rather, I will survey the s c e ne broadl y and synthesi ze s ome ideas which I hope may be us eful to you in your pr ofe s s i onal resp ons i b il it ie s . �I I I . A s a poir r to fd e p a r t u r ei no u rd e l i b e r a t i o n s ,l eGIs r em i n do u r s e l v e so f c e r t a i nob se r -va t .Lona "w ld c l lm ayb eo b v i o u sb u t'V lH i c hsom e t im e sa : . : eo v e r l o o k e d OJ : f o r g o t t e n . F i rst,1)i..W.' YOU i .1g p e o p l et o d a yr e p r e s e n tt n eg r e a t e s t" n e x tg ene r a ti o n " L l : "S\ : ;0 . C ynas e v e rknown : Wn en comp a r e d .w it t lp r i o rg e n e r a t i ons, o u r you th f u l , s f ) n f ; ra tion i sb r i g i l t e r ;b e t t e re o u c a t e d;h e a l t h i e r ; mo r eh i g h l ym o t i v a t e d ; I lD : • . " econ c e z -n ed,W i0L l ag r e a c e rs e n s eo f so c ia .L c o n s c i e n c et h a ne v e rb e f o r e . i v i d . sSm e dia and .o t h e ri n f l u e n c e sa : " ' ep ro r . et od . is t . o r tt h i sby f o c u s i ng on t h e "u g ly f ew , " andw e need t okeep th et r u ep i c t u r ei nf o c u s . S e cond ,a t the s am et im e ,th ey o u t hr o l eiDo u rs o ci e t yh a s ~c e v ag u e ,i n d e f i n i t e ,u n c e r t a i n ,c o n f u s e d . I na s i g n i f i c a n ts e n s e ,young p e o p l e I no u r so c i e "Cya r e" i n: im b o . "W e ' r e aw a r eo fv a r i o u sf a c e t so ft h i s sit .u a t .Lon c t .n ech ang ei nt h ee conom i cs t a t u so fa d o l e s c e n t s ,t h el e n g t h e n i n g o ft h es c h o o lp e r i o ds ot h a tt h enumb e ro f" u n p r o d u c t i v ey e a r s "( f r omti l e ~a p i t o ft h ei n d i v i d u a l )i si cre~ e th ev a r i o u si n f l u e n c e so fs o c i e t y wh i c i lp roI o n gt h eado .L e a ce i r ty e a r s ,t h ew ay s i . lw r l i c i lw e keep tn em c n iLdda h an dth en wond e r why t h e yb eh av el i k ek i d s b u tw ef a i lt or e c o g n i z et h e p ene tra ting i n f l u e n c e sand imp li c a t i o n so ft h i sc i r c um s t a n c e . T h ird , the r ei satem p t a t i on anda t e n d e n c yt oe era i~p and l a o e l , t oc a t e g o r i z eyoung p e o p l ei nv a r i o u sc l a s s i f i c a t i o n s : t h eg i f t e d ,t h e ex cep tLcnaL ,t i l eu r b an,t i l ed i s a d v a n t a g e d , you c a ngo on . W i l i l e w ea r e i n c l i n e d ,t o0 .0 t h i s ,w e know t h a ti tc an' t ' b edon e . I ame n c o u r a g e dbywh a t Ir e g a r da sc o n v i n c i n ge v i d e n c et h a to l r rs o c i e t yi sb e com ing i n c r e a s i n g l y co n c e r -n ed f o rt h eLnd .L vi .du a . c, We c a ns e et h i si nf o rm a le d u c a t i o n ,i n p rog r am s i~e 4 -H , ins o c i a lw e l f a r ea g e n c i e s ,~ r em e d i a land r p . h a b i l i t a t i v e ef f o r t s . Ac o n c e r nf o ri n d iV i d u a l i t yi si n d e e dd i f f i c u l tt oim p l em e n t , th ef i r s ts t e pi sa commHm en tt ot h ec o n c e p t . ~ �, Fou rt h ,in c r eas ing ly p rof e s s i o n a l sine d u c a t i on , wh e th e r fo rm a l0 r in fo rm a l, a r ebe g i n ni n gtor e co gn i z ethe h uman d ev e lopm en t a lp r o c e s sa s ju s t tha t, w i tho u td i s c r e e t comp a r tm en t s . T h er ei sn on e ed t ob e l a b o rt ~ p o in tw it hyou s i n c e4 -H C lu' oWo : . .':"': gene ra lly ca l l' c er eg e . rd eda so n eo ft i l e be s texam pl e so fthe p r a ct i c a li f f i p l em e n ta t i o no ft h e s ep rin ci p lp s. Iwou ld di r ec t you r a' t t e r r tLon, howeve r,t oa s l i g h t l yd i f f e r e n tr am i f i ca tion o fthi spo in tw i . \ ; hti.l equ es cLon, "w " l a " \ j 's t h eyou ti l eegm e r r to f E x tens i on? " I' l ln o t an sw E;r ,b u tIw o u ldc au t . i o nth a t as a p r of e s si o n a lyou cann o tp e rm i t y o u r s e l fthelQ ; c u : , , ' yo f say in g" t .na ' tIs no t ou r re sp cn si.ofL at y 'Qe C a 'U 3 ew e ' r e conce r -n e d n.Lne t e e r r th b i r t h d a y s . " ~ fo r; c i.le ye a r s' ce tw e ent : n en i n t hand the I fyou a r et r u l ycon c e rn e6 .w i t h you th6 . ev e lopm en t , you ha v et ob e con c ern ed w i ththe y ea r sb o th b e f o r e and a f t e r . ?i n a l l y ,i t seem sw e l lt or e m ind o u r s e l v e so ft i . l ed i f f e r e n c e 0: ' :d i s c r ep an cy inou rs o c i e t yb e tw ee np r o b l e m s and s ol u t i o n s .M o s t o fthe p rob l ems w h ich con c e rn U sa r eg ene ra l, un sp e c i a l iz ed , linke dtog e t h e r ,i n t e rd ependen t . T oqu ic k ly ci t eex am p l e s ,w em igh tm e n tion pr o bl em so fai r pol l u t i o n ,c i v il righ ts,you th d ev e l o pm e n t, u rb an g h e t t o s . Bu tw h il et h e s ep ro b lem sa r e g ene ra l and i n te rd epe nden t,th es o l u t ion s wh i c hs o c i e t yc o n t r i v e su su al l y a resp ec if i c ,u n r el a t e d ,d e tache d, d i s c r e e t ,o v e r l a p p ing . I fyouw i l lt ir~ b a ckt ot h ep rob l em s Ij u s tc i t e d ,youw i l lr e c o g n i z et h ev a l i d i t yo ft h i s po i l : . t and t h ep rob l em sp e rpe tra ted t h e r e b y . IV. N owle tu s looka ts o m e o ft h ei . s su e swh i ch s e emt ob ec r i t ica lf romt h e s tan 6 .p oi n tb ot ho ft h eind ividu a l ando fs o c i e t y . AP r e s i d e n to fth eUn i t ed S ta te s, sp e ak in go fth ed em a n d so fch an ge ,s t a t e d ,"T h ed o gm a so ft h eq u i e t pa s ta r ein ad equ a t et oth es to rmyp r e s en t. . • a sou rc a s ei sn ew ,s o m u s t ! l i n ka n ewa n da c tan ew . " Th a tP re siden t w a sA b r a h am L in co lnsp e ak i n gi n w et 1662 . �To h a r kb a ck ,4 -Hw a s s t a r t e da tth et u r no ft}J .A .c en twoy' comee t . 8 p e c i f i c need so fyou th ands o c i e t y . A t t h a tt i m e t B0yS andG i . r l sC luo ~ w a s 0 'U t . f r on t edu c a t i o na l lY td e a l i n gw i t hc o n c e r n sc r e s t i n gt i l e n . A sp r o f e s si o n a l s t th e ques tLo nc o n f r o n t ingu s nowt o fco u r s e ,i s"Wh a ta r et n eL ssu e sc r e st i n g tod ay? " b s e r v a t i o n sw i l lb ebot hi nt e rm so ft h ei n d i v i d u a lando fs o c i e t y M y o as a w h o l e . I ' l l om i t som eo ft h eobv iou sL ssu e sw i . t hwh i ch you a s4 -H p r o fe s s i o n a l sa re g rapp lingt .10 tb e c a u s e t~ e : l : 'eu n impo rt . a r r tb u tb e c a u s e th ey a l r e a d yhave y o u ra t t e n t i o n t h ee rnphas i . s on s c i e n c et on p r og r am si .n ur b ancommu r r itiest on r e a c h i n gti l edisadv antag e dt on i n v o l v ang boy st on r e c r u itingandb e t t e rp r e p a r i n g ad u: t L e ad e rs. - n av en o ta t t . en .p t . edt o rankth e s e item s,t h el i s t i n gi sno ' tc om p l e t e ,h o p e f u l l yyouw i l l add .t o ; bu t I do f e e lth e s e thought sh av er e l e v a n c e. as w el o o kt ot h ec h a l l e n g e s co n f r o n t i ng E x t e n s i o nt o d a y . 1 . W e s e ei no u r so cte t .y a g row ing con c e r -nfo :c t .n em ann er o f ~i t h e' l u a l i t yo fl i f ea s~ tra te i o r w i t ht h eo l d e rcon c e ? t .o fs t a n d a r d o fl i v i n g .W e ' r e a s k in go u r s e l v e si nt h eU n i t e dS t a t e s , "W I !i l ei t ' s t r u eth a t w eh av e the h igh esc; ; c and a ruo f1 :1 .v i i .g i nt h ew o r l dt do w e a l l yhave t h eb e s tl i f ei nt h ecomp l e t e l : .u :m an s e n s e ? " re A sw el o o ka t .l i f ei l lJ ."1 .<Ta lAae ric at o d a y t w er e c o g n i z et i l eh a r sh ....e a l i t i e so ft h e" r u r a ln JytJ . l . " ~ ~e 'We l law a r eo fs o c i e t y ' sc o n c e r n f o rtheim p o v e r i s h e d ,t h edi s e l : . f r a l lC h i s e d ,t h ed i s a i l v a u t l ' tg ed ;b u tw e r e c o g n i z ea l s ot h a td e p riv a t i o ni sn o tw " c e s s a r i l y ac o r o l l a r yo f p o v e r t y . M any r u r a lAm e r i c an s , f o rex amp l e ,l iv " ingi ni s o l a t e d commu r .L tL e s, don o tn av et n ea d v a n t a g e s01 ' l u a l i t ys choo . l Lng , qua l i t y hea l t hc a r e ,q u a l i t ys o c i a land p r o t e c t i v es e r v i c e s ,c u l tu r a lo p p o r t u n i t i e s ,n o tb e c a u s eo fe conom i cp o v e r t yp e rs eb u tb e c a u se o ft h e " s o c i a lc o s to fs p a c e . " �2 . T h e r e js a swe . l . l .L r .g c o n c e r nf o rth e gu a l i t yo ft h eenvironm e n t in , ,1 : : ' : ; ' ( . ; :1w e ..J-.J..v e . L : .h i sn ew c o o s "Not. §£R i c h~ Y o uT h inkt "Geo r g e S t ew a r t oo se r 'v e s: " \ 'T n e nsom ef u t u r eh i s t o r i a ns i t sdow nt osumma ri z e w : l a tt h ep r e s e z r tg e r : . e r a t i o no fA z u e r i . ca n sh a sa c comp l is h edt hi sc lim a c t i c s en t . en c ec o u l dr e a d : 'O ft h ew a t e r st t h e yma d e a ces s p o o l ;o ft h ea i r , ad e p o sito r yo fp o i s o n st and o ft h egood e a r t hi t s e l f , a dum p • • ., I I A sw et h i n ko ft h e4 . lA a . l it yo ft h eenv ir o nm en t ,w e ar eco n ce r n ed w i c aa i r ,w a t e r st st . r e am st l a k e s t b e a u t yt h o u s i n g , commun i tie st s p ace. We a r econ c e r -n edW i t : l n ; 'o an a n dc o u n t . . "ysid ed e v e l o pm e n t . W e ' re a ~ l . fi ci sn e c ess a r -yf o rp e o p l e ,a a u l c sa r idy o u t ha l i k e ,i n - i . a b Ly t otr u d g ef romc o u n t r y s i d et otownf o re conom i co p p o rt , u .nitLes? e vi A n dU . iG :d ,ng o ft h ei r r . p l i c a t i o n so ft h i sc o n c e r no fs o c i e t yt o:F ;x t eu s i o n y o u tn p r -og r am s, Iwou ld c a ....t i o nt ; ' l a tt h ep r o b l e mi sb i g g e rt h a nr u b b i s h c l e a n u pand " p l a nandp l a n tf o rb e a u t y . " Su ch t a n g i b l ea c t i v i t i e s c a nb ea p a r to ft h ec u r r i c u l umb u ta b a s i cp u r p o s emu s tb er e l a t e dt o th e developm e n to fa t t i t u d e s ,c o n v i c t i o n s ,a n dphi l o s o p h y . 3 . Inc reas ing ly, o u rs o c i e t yi sc o n c e r n e df o rt h ep o l i t i c a li n s t i t u t i o n s o fd emo c r acy. A so u rs o c i e t yh a sb e e nb u f f e t e db yt h eon r -u sh o fs o c i o - e c o nom i cch a n g e ,m any o fo u rt r a d i t i o n a lp o l i t i c a lunits h av eb e com e di s f u n c t i o n a la n d ~ et ~ ........ ~ ~ . . . A tm any l e v e l s ,d em o c r a t i cp r o c e s sh a sb e e n ch a ra c t e r i z e db yc i t i z e nap a thy r a t h e rt h an c i ti . z enp a r t i c i p a t i o n . Wh i l e m any wou ld e x p r e s sa c o n c e r nf o rt h eexp an di n gr o l eo ff ed e . l . ' a lg o v e r n L : . e . : . t ,i no b j e c t i v ea n a l y s i si ts e em sa p p a r e n tt h a tt h ef ' e d e r e .L r o l e h a s exp and ed i nd . i . re ct p r o p o r t i o nt ot h ed e g r e et owh i c ; ' ll o c a l t c o u n t yt and s t a t ep o l i t i c a lu n i t sh av ep r o v e nt ob eu n e q u a lo ru n r esp o n s i v e t ot h et a s k sdem and ed b ys o c i e t y . �4 . We a sa p e o p l e are i n c r e a s i ng ]y con c e vr i edf o rt h ei n s t i t u t i o no f t h ef a m . : : ': :.y. w er e c o g n i z eth a tt h e"p r o b l empeop l e "o f r~ a i o t . . rs o r .L e t y t h es c h o o ld ropou " t s ,t h ec h r o n i c a l l yunem pl o y e d ,j u v e n i l e del i n quen ts,tho s epe r e n ni a l l yon do n o tp e rz ' o.cmt~ e ~ are c· . ' i r r . ina1s a n do cue rs vuo p r o d u c t i v er o l e sexp e ct . e ro fth emby so cd e t .y -o e . r e a pr o duc to fin adp . CJ.ua t ehom e anI'; f am i l ys i . t u a t i o n s . Wh i l e s o c i e t y ha s ~ e i e r. .w . t : : 'p l e an d m a ssiv e, :o : ' : '' f . · e c t i o n a lar i a .r e h a b i l i t a t i v e l J ro g ram s, w e haveg en er a lly'o e enun au cc e ss f 'u .Li nove r com i .ugth e e f ' f ' ec ts o ft .n eundes i : ca b l eL n f 'Luen ce s 0'Z hom e6 . .1d fo . : .nil yil lt .u eea : . . · l y y e6 . r s . I ns t r e s s i n gt n eimpo r -.:; a n c eo ftn ef am . i ly ,w e , o fc o u . r s e , m u s t oe awa r eo fe h e chang i ng r o l eo ft h efam i l yi no u r so c i e ty, f ew e rp r e r o gat i v e sav ail a b le t oth ef a m i l yw i th ea c hpass ing ~t e ~r A t t: . es am eG iu ;e ,a l leviden c et e l l su st h a tt h ehom e an df am i l yi s h l f l u e n tia l inth ef o rm a t i v e e a r lyy e a r so fl i f e . Wh e r e a r eo u r young peop le t r a i n e dt ob ee f f e c t i v eh u s b a nd s andw i v e s , mo th e r s and fa t h er s 7 5 . W ea re pe rpl e x ed pythe pr o b l em so f rel a t ing e du ca tion o ft h e schoo lstot h er e a li t i e so f life . Int o om any s c hool s ,y o u n g s t e r s s t u d yma t .hema t .Lcs , pn ys lcs, e a r l yc i v i l i z a t i o n ,gov e rnm en t ,h i s t o r y , so c i a ls t u d i e si l l t .n es t e r i l ea t mos p h e r eo ft . n ec l a s s r o om ,w it hlittle a ttem p to ro p p o r t u n i t yt or e l a t et h e s es u b j e c t san dd i s c i p . l i n e st o l i f ea si t i sl i v ed . : : :11r e f l e c t i v em om en ts, w e mu s t a c c e p t th e ha r d fa c ttha to u r ed u ca t i o n a ls y s t emd e v e l o p sp e o p l ew ho a r ep r e t t ygood t e c h n i c i an sb u twho a r en o tv e r y good a tf am i l yand com m u n i t y' : ; ' i f e ; ye tt : l i sl a tt e ri st h ea r e n ai nwh i ch t h ene x tg e n e r a t .L on w i l lb e r e a l l yt e s ' c ed : �Iwou ld em ph a si z et b ; ; . tth e r ei smu ch o f ~ ic w ec anb ep rou c ;i n ou re l em e n t a r yand s e cond a rys choo lsy s te n ,i nt h i sc o u n t r y ,b u ta tt h e sam et im eIwou ld emph a s i z et h a tw e mu s tb r e a kt h e" l o c ks t e p "o f t~ e fo rm a lsy s t ema sw ehav ed ev e lop ed i t o rp e rm i t t e di t t oevo lv e . M i c l . ig a i . Ch iu B u l l e t i n No . 1 ,p u b l i s h e di n1915 , in c l uded a s on e ob je c t i , v e : " t os t r e n g t : i e nt h es choo l sa tt h e i rw e ak e s tp o i n t . " P e rh ap st h a tr .eAQ .i sag ! i .L i -O rs t i l l p e r t i n e n t . 6 . Inc r e a s i n g l y ,w er e c o g n i z eth en e ed t od ev e lop a p a t . te i no f ~ e lon e ;l e a rn ing, and ac ce p t . an ceb o tn i nph ilo sophy aw li np r a c t i c et h a t edu c a t i o ni san un end ingp r o c e s st r ~ l i f e . Ah igh s choo lo r c o l l e g ed . ip :oru a si .n .p Ly Lnc . ic s te st .n a t .a l iind . i v i d u a lh a sp a s s ed!i . c e r t a i napp ren t i c e s h i ps t a g eandi sq ua l i f i e dt oemb a rkupon a voy ag e o fd i f f e r e n te d u c a t i o n a loppor t u n i t i e sand .a l t e r n a t i v e s . I ti s \ l l1n e c e s s a ryt or em indo u r s e l v e sa sp r o f e s s i o n a l st h a tou rp e r fo rm an c e on t h i sp o in t mu s t be exem p l a r y . Wha ti syou r pe rso n a lp lanfo r c omp let e l yre f u r b i s h ingyou r" i n t e l l e c tua l equ ipm en t " ev e rys ev en y e a r s ? 7 . Youngpeop l emu s t b ea r ' ro r -d ed o p p o r t u n i t i e st op a r t i ci p a t ei nt h e m ai n s tre amo fl i f e . Ado l e s c en t si nou rs o c i e t ya r ei s o l a t e df l 'omt h e k ey i s s u e so ft h ed . ay . H h i l ew ed e p l o r et h e i rl a c ko f ev i6 . en tcon c e rn and s en s eo fr e s p o n s i b i l i t y ,w es im u l t a n e o u s l ys e tth emapa~t f romt ! r e soc ia lt i d e . Iw i l lu s et h r e eq u o t a t i o n st oi l l u s t r a t et h i sp o i n t . F i r s t ,D r . B .R . S en ,t h e nD i r e c t o rG en e r a lo fFAO , sp e ak inga tt h e ~ Wo r ld Food andJ ev e lopm en tWo r ld Con f e r en c ei nTo ron to i n S ep t emb e r1 9 6 7 : �"In pre sent i ng to you my thoughts on the involvement of yo uth i n d ev e l opment work, more particularly in r ura l development whic h is our special concern, I should like to stress that we must place a t uhe t'oundat i.o..s of any long-range pro gram a dee;;er ui..rlel·sGanding of the moral, aesthetic and hurnan.l s t Lc : ur ges of t .ne younger generation of today. The changes in soci a 1 climate brought about by affluence, teclmology and :c.'u.c::"e a r weapons or, t he one hand and hunger , insecurity ana despair on the other, are having t h e i r profound impact on the youth 0 :;:' t ile •.•id-twei.:..tietil century. 'I'lie f'e rm errt manLf'e s't s it self in var i ous g e st.ur e s of' d.efiance and. rebellion. HU We can longer i gnore t h e s e sympt.oms of v naz appear-s to be a tragic -alier.ation of youth. We lliUSt realize that yout.h are no Longer content to conform and follow, and t ilat t.ney are eager t o experiment and lead. We must make sure, therefore, that anything we wis h to do to :J.i..t er e s t youth in tnis p.coject is in line wi th their t hinking and does not appear as laying down the law for them." Next , f'r om an OEO report entitled, "Ycuth ?articipation in Community Action: California" (19 67): "TLe teena ger needs to earu money a nd Lear-n in the process the responsibilities of a money-·paying job. vated to stay in schoo l , He need.s to be moti- He n e e ds to gain experience in working productively with people--both individuals a nd groups, to communicate effectively. He needs to feel responsible for self, neighborhood, community, state, nation, world improveme nt. �H en e ed s to u nd e rs t a n d howh i sc ommu n i t yi so rg ani z e d and howt og e ta ct i o nfo ri t sb e t t e rm e n t . H eneed st og a in expe ri en c ei ni d e n t i f y inga n din he l p i ngso lve commun f , t y p r ob l e m s . H en e ed stofe e la s en s eo fa c co mp l i shm en ti n do i n gs om e th i n go fv al u eand'o e i . ngr e c o gn i z edf o ri t b y b o th h is pee rs andh is e l d er s . " I fth e se n e ed sa r e1:0(; m et , a sw e~ e ampLe e v i d e n c er io t onl yin a W t t sandi:o . rle ; ; 1b u t ac ro s st .h el a aQ . ,w ew i l l n ave u nhe a lt h y , di s t u r b e o .you th an ds i c k ,f r i g h t e r . e a .c ommun it i e s . " ? l n al l yD r .R oy W . Mel . n L :g er o fth e M enn inge r Fo u nd a tions p e a k d .n g. i .n Jan sas C i t yin A u g u s t ,1 96 7 : "T h er ear es u r e l yw a y s i nwh i cI la m a rria geo ft h e s es oc i o p c ou rc ~ca rr~ i tie n e eds o f ou r ado l e s cen t sandt h ehum a nn p . e d so f canb em ad e ,w i t hi n e s t im a b le p rofi tfo r Dot h . Pe r h ap sth i sp ro ce ss ca nb e begu nb yth e m a n y vo lu n t a r yse rv ice o rg aniz a tion s devo te dto you th . Iw o u ld ho pe80, bu t I am aw a reth a tth i sc anno to c cu rw i thou tas imu l t an eou sl o o k ah a rd l o oka tthe a r t if i c i al i t ya n di r re l e v a n c e , thebu sywo rk an d t r i v i a l i t yt h a ta ll toomanyo fou ryout ho rg an i z a t i o n spu t fo r t hu nd e rth e rub r i co f' c h a r a ct e rb u i l di n g . 'T obesu re , s o m e l e a r n i ng d o estak ep l a c e , ev enf romthefun typ eavoca t .Lona . l , pu rsu i tsth a tm o s t jn i d d le c l a s sor i e n t e d you th o rga n i z at i o n s p u t be f o r eth e i rc on s t i t u e n t s . B u t t o oo f t e n ,t h i sl e a r n ingi s l i m i t ed t op rom o t in g su chs e l f i s hcon c e r n sa s on e 's own adv an c e me n t , indu lg en c eo rg r a t i f i c a t i o n . �"Con f r o n t a t i o n i t~ t : i ev a s t l yg rea teJ."1 l e ed so ft h es e g r e g a t e d , i g no red ,d e p ri .v e dk i d s isr a r e . Eng ag em en t ,o fo u rm id .d le cl a s syou th i na ctua . l . Iywo rk i l.gw i t ht .nesel e s sf 'o r t .un a ' t e k i d s t : i . e on e so u ry o u t ho rgF .n i z a , e ion sp r a c t i c a l l yn e v e r rf .' a c · ! 1 i 8 ev enr a r e r ,f o ri t s e em st h a ti t i st ! l ep a t t e i . 'u o f a l lt .oomanyyo u th g r -oup st oi e s ci nt h ecom fo r t aoL e com p l a c e n c eo fp r o moti .ngg 00 c l so . l id ,l l l id c i l ec l a s sVE l , 'LUeS o f a c u Levemer r t, p rog r ess, e du ca ti . cn ,c o rn p etLt i l r . a n dt h elL ; : e andt oig n o r eo rs i l e r ; i , : ' yavo . id con z ' r cn t . aui .onw it i l ,l e t s .L one e l i.g ac ;e J j , e l iG w i e h ,s o m eo ft .hec r i t i c a lc o n c e r n so fo u r' r r e n t s o c i e t y r a c i a land s o c i a lj u s t i c e ,p o v e r t y ,d e p r i v a cu t i o n ,d e l i n q u e n c y , andth ea b s e n c eo fi n d i v i d u a ld i g n i t y f o rso.-. . an y ." hS a s o c i e t yw ed eny young peop le t h eo p p o r t u n i t yt opa r t i c i p a t e ,t o eng ag e, t orea lly i n v o l v et11 em s e : " y e sL . .t h ef a b r i co fr e a ll i v i n g . We m us t som ehow e n a bl eyoung peop leto p a : c ' c i c i p a t el e g i m a t e l y i nt h e s o c i a li s s u e so fo u rt im e , t os t r u g g l ew i t h su chp rob l em so fs o c i a l p r ej u d ice, s o c i a land e conom i cd e p r i v a t i o n ,s e l fgov e rnm ent , t h e deve lopm en to fcon cep t ionso fs e r v i c et oo t h e r s . 8 . F ina l l y ,w ea r eco r , c e rn edf o rhum anre la t i onsh i p s i nt h ef a m il y ,t h e ~ ~t n a t i o n a l l y ,i n t e r n a t i o n a l l y . I nd i s c u s s i n gf o r e i g na i d , S ena to rW a l t e r F . Mond a l e o f:v I inn e so t aob s e rv ed . , "W es e ema sa .c o u n t r y t .o' o eo u to fp h a s ew it : lo u ri d e a l s . "T h i s wou ld app e a l 't ob et r u e d om es t i c a l l ya sw e l la si n t e r n a t i o n a l l y . I nt h e i rw o r l d andt im e ,t h eyoung p e o p l eo ft h i se co z r e c t .Lng o u rm i s t a k e s . er~ti w i l lb e Th er e a ld e te rm i n a n to fthe qu a . lityo flifei n �~ e yea : .c 19GO 01 :+ . l l ey e a r 2000 w i l lb ed e t e rm in edbyt h ep r o gr e s sand su c c e s st h e ya ch ie v ei nl e s . r l ..i n gsom ehowt ol i v eon ew i th ano t h e rt : . o c a l l y t i . . i a~.l y ,and i n' c hewo r ld commun i tyo fw h ich ou rc o u n t r y W e cou ld .go oniden tify ing o c ;h e ri s s u e so ft o d a yandtomo r row ,b u t th e s e e ig h ' tw i l l su f ' f 'L c et oi ' : : " lu s t r s . t et i . ..e k ino . . so fs o c i a lcon c e rn stowh i ch i t . : ; e e i l lS i rr ,p e r a . ti v ee x ten sion andu n i v e r s i t i e sJUUS'C cire c ' tt h e i ra t t e n t i o n . V . A .3 YO"tJ.. mov ef 'z -om Con . ;n i tmen tt oA ct i o n ,W : : . . t l l t~ e -o ro ad en edcon c ep to f pur -p o s e 0,1>'(. p ro[:;:c"aYu w J . l i chseem st oc n a r a c t e r i z eyou rp r o f e s si o n a ld e l i b e r a t i o n s ,c er~a~ tn i ng s se emev id en c ; . F i r s t ,i t w i l lb en e c e s sa r y1;0 i n v o l v et h er e s o u r c e so fth et o t a i un i ve rs i ty r e a lly . I ' v eh e a rdm uch andr e a dm uch t ot h ee f f e c tt J . . a t ,G J . l roug i . l tens ion ,th er e s o u r c e so ft h e un i v e r s i t ya r ea v a i l a b l et oa~ Ex p eop l eu f th es ta te . B u t I haves e e nl i t t l e ev id en cet oi n di cp . t etH a tt h i si si nf a c t tr u e . Ifyou as Ex t en s ion You th p r o f e s s i o n al sa r er e a l l yt ose rvet h e c rit i c a l need sandb e s t in t er e s t so fyou ng p eop l e tod e .yandtomo r row t ~ t h i scon cep t m u st b e im p lem en ted . av eb e en· .L' ; l p re ssed w i thyou r dis cu s sLou so fa l t e r n a t i v e S econd lyt Ih p rog ramapp ro a ch e s : t h eo rg a..iz a tion a l app ro a chsu cha s4 -& ;an i n t e r o rg an i z a t i o n a lapp ro ach i nwh i ch u n i v e r s i t yp e r s o n n e lwo rk w i t h th epr e i ~a andv o l u n t e e rl e a d e r so fa l ly o u t h s e r v i n go r g a n i z a t i o n s andp rog r am s ; and th ee x t r a o r ga n i z a t i o n a lapp ro a ch , wh e r et h es t r u c t u r eo fo r g a n i z a t i o np e rs e i sno t invo lv ed . I nc o n s i d e r i n gt h e s ea l t e r n a t i v e st o fcou r s et youmu s t b ew e igh ing t h em e r i t s andsho r t com ing so fd i r e c tv e r s u si n d i r e c tc o n t a c t �w i th y oun g cl i e n tel e n c l u d i ng t h em u l t i p l i e rc on c ep ti nm ax im i z in g t i p ro fe ss ion a lc on tribu t i o n . T h irdt youm u s t r e co gn iz eth e m u l ti p l ic i t yo fi n f l u e n c e sw hi c hb e a rupon you t hd eve l o pm e n t. I s h a l ls im p l i fyth e s et ot h ree: (a) t h ei n f l u e n c eo fth ef am ily andt h en e ed t or e a c hin e ff e c t i v e w aysthe p ar e n ts o fth eyoung s te r sw i th w homyou a r ec on c e rned ; ( b ) t h es u b s t a n t i a lin f lue n c eo ft h e scho o : : " s and are l a t . edcon c e r -n t the r e fo r e o rthequ a lity o fs ch o ol i n g ,t h ev a ri e t yo f t f e du c a tion al a l t e r n a tiv es, p ub l icsu pp or tf o re d u c a t i on , and the s h o r t c o m ing s e e ie~t ar 0 : t: l eo rg an i z a ti o n al e s t a b l i s hm en ta tthe and s e c o nd ar yl e v e l s .T ob ec r u d e l yc a ndi d ,i f 4 · ni sinar u t ,as s om ewou ld a v ow ,t h e nou r fo rm a ls choo l s ~r e i na d i t c h . If w e lookah e a di nfo rm a le l e m en tar ya n d s e c c nu s . r yed u ca tio n ,w e mus te n v i si o nl 2 mm : . t ho pe r a t i .on, a re 1 .at i o n s h i po fc l a s s roomt ot h er e a lwo r ld , t h ee l im i n a t l o n 07 :a r tiI 'L c La .L c : . .' e d en t . i a l i n gand s t a nda r d s ,t h ee mph a s i so f f i : . l an ci a lsup po r c toirr . . .p rov eQ ua li ty d t J ' ingth ee l em e n t a r y y e a r s e~e t h ep a y o f fw i l lb eg r e a t e s t ;and ( , : ) ti.: .ei n f l u en ce so fc omm u u ft y ,o fh ea lth s e r v ic e s ,s o c i a ls e r v i c e s , yo u tn o r g a n i za t io n s , rec rea tio na l opp o r t u n i ti e s ,em p loym en t, p r o t e c t i v es e rV i c e s ,you th invo lv em en tan di s s u e s . �V I . T h a t ' s al o to fo n i o ns o u p , and i t ' s t im et omov e on t ot h em a in c o u r s e . I ' l l b ei n t e r e s t e dnow i ny o u rd i s c u s s i o n ,t os e ei f anyo ft h e s et h o u g h t s a r ei nf a c tr e l e v a n tt oyou rp r o f e s s i o n a lr o l e ,t os e ei fI h av e commun i c a t e dm yt h o u g h t st oyou i na m e a n i n g f u lw ay . I nt h i sp r o c e s s ,w ew i l lb e e n g a g i n gi nt h ea s p e c to fyou rr o l ewh i ch m ak e s a d r e n a l i nr u nf a s t ,wh i ch i sa ton c et h es o u r c eo ff r u s t r a t i o nand s a t i s f a c t i o n ,t h e~ a e e o f a c t i o n . I ti smy c o n v i c t i o nt h a tE x t e n s i o ni st h emo s t d em and ing r o l eo ft h e u n i v e r s i t y . TNh en I w a s an E x t e n s i o np r o f e s s i o n a l , Io f t e nl o o k e dw i t h envyt ot h et e a c h e r ,w i t hh i sc a p t i v ea u d i e n c e ,c o u r s er eQ u i r em e n t s ,and t h ecompu l s iv ew e apon o ft h eg r a d ep o i n ta v e r a g e ; and t ot h er e s e a r c h e r , w i t hh i sp r o b l em s ,Q u e s t i o n s , e x p e r im e n t a t i o n ,r e s u l t s ,i n f r eQ u e n t l y c a l l e dupon t ot r a n s l a t eh i swo rk i n t om e a n i n g f u la p p l i c a t i o n . Ir e c o g n i z et h a tt h i si sanu n f a i ro v e r s im p l i f i c a t i o n ,b u t I am c o n v i n c e dt h a tE x t e n s i o ni st h emo s t d em and ing k i n do fe d u c a t i o n a le n d e a v o r , f o ryou a r ed e a l i n gw i t hp e o p l ei nr e a l l i f es i t u a t i o n s ,w i t hp rob l em so f i r r@ ed i a t ea sw e l la s long · r ang es i g n i f i c a n c e . T h i si swhy E x t e n s i o ni s s u b j e c tt os c r u t i n y ,f o rp e o p l ea r es e n s i t i v et oE x t e n s i o np e r f o rm a n c e i t s p e r s o n a ln a t u r e ,i t simm ed i a cy ,i t sp e r t i n e n c e . Bu tt h i si sa l s owhy y o u r p r o f e s s i o n a lc a r e e ri sr i c h ,e x c i t i n g , and s a t i s f y i n g . � 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_1967-11-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Where Next in 4-H? Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 6, 1967 for the W. K. Kellogg Foundation at the Statewide Youth Conference at the University of Missouri 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 1967-11-06 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/fd47d093264ebaa42d54ac1464907aa5.pdf 7c1c27b0e5f7738a71323c3502d100d8 PDF Text Text "A PRIVILEGED CLASS" Remarks by Russell G. Mawby, President W. K. Kellogg Foundation at the Seventh Annual Convocation of the College of Osteopathic Medicine Michigan State University East Lansing November 4, 1977 I I t i s a pl e a s ur e indeed to be with you for this Annual Convocation of the College of Osteopathic Medicine. For nearly five decades, the W. K. Kellogg Foundation has been associated with Michigan State University in various ways. The total support provided approximates $14 million , ranging broadly over the fields of health , education, and agriculture . In earlier days, I was a student and then a faculty member of this university. Now in my role as chief executive officer of the Foundation, I have the privilege of continuing contact with the University. We at the Kellogg Foundation regard the officers and faculty of this university as both professional colleagues and in many instances as personal friends, and we appreciate very much the privilege of these continuing relationships. Thank you now for the further pleasure of being with you today. Dean Magen's invitation to be a part of this convocation program has special meaning to me for three reasons . First, it is always �2 good to return to one's Alma Mater. For more than forty years this university has been a very significant part, directly and indirectly, of my professional and personal life. Second, I am delighted to be here for the presentation of the Walter S. Patenge Medals of Public Service. I first came to know Mr. Patenge in the late 1940's when his son and I were here together as undergraduate students. Mr. Patenge is a great friend of education and young people, a proponent of improved health care, a staunch supporter of this university. He has played a special role in the creation and growth of this College of Osteopathic Medicine, exemplified in part by his chairmanship of the Michigan Osteopathic Medicine Advisory Board which serves the College. It is a thrill to be with those who will be recipients of the awards named in his honor. And finally, on a personal level, osteopathic physicians have been important to the Mawby family for many years. In that t r a d i t i on , the Mawby family physician today is a doctor of osteop athic me d icin e, Dr . Ri cha r d Kik o f Ri c h l a nd . I sha l l n o t e labo r a t e on his professional competence, his personal style and good judgment in practice, the human qualities which make him a valued friend and exceptional physician. If more practitioners were of his kind, there would be less basis for the many recent descriptions of the critical state of the health professions which appear in print and the electronic media. �3 II I was invited here today to address the entering class of 1977. It is apparent that the Kiva is cluttered with lots of other folks, but my brief remarks are directed especially to you who constitute this incoming class. I wish it were possible to become acquainted with each of you personally for I have studied carefully the brief information about each of you in the Student Directory, and I am impressed that you are indeed a remarkable group. First, it is a relief to see that you are a better looking group than that directory would lead one to believe. More importantly, the richness and variety in your backgrounds augurs well for your sojourn here. You will learn from--as well as with--one another. While many of you have concentrated in your undergraduate studies in biology, biochemistry, medical technology, microbiology, and other expected disciplines, it is refreshing to find that others of you come from such fields as religion, art, and sociology . Those responsible for the difficult decisions inherent in the admissions process are to be commended for their wisdom in selectin g 110 well-qualified women and men with such diverse and superb credentials. If the College were simply to lock you up in Fee Hall, you could do a remarkable job of teaching one another. I am sure, however, that the infusion of the faculty in the educational process will enhance, not inhibit, both the process and product of your learning. �4 The theme for my brief comments today is reflected in the title, "A Privileged Class." Two hundred years ago we fought a war over, at least in part, the question of special privilege. While we are committed to the notion that all are created equal and must be assured of equality of opportunity, in the course of life special benefit, advantage, or favor does accrue to certain of us. You, as members of the entering class of 1977, must certainly be regarded as a privileged group--privileged in several ways: First, you are students at Michigan State University, one of the few truly great universities in the world . You will always be proud of the distinction of this institution, your Alma Mater. Second, you are students in the College of Osteopathic Medicine of this great university. This College is the first university-affiliated and state-supported school of its kind. In the brief time since it was established in 1969, the College has earned a national and international reputation and its faculty and programs are increasingly influential in medical education . Third, as a member of this class, you are the product of a rigorous process of screening and selection. Each of you here has been chosen instead of many others who had the same aspiration . Their academic qualifications were superb, • �5 perhaps equal to yours, and they worked hard for the opportunity-privilege, if you please--of being students in osteopathic medicine. But in the difficult and agonizing process of ad- mission, they were denied what you were granted. Fourth, your professional education will be heavily subsidized by the people of Michigan and the United States. While you will pay a high price, in terms of time, energy, and dollars, nonetheless, the education which you receive will require support far beyond the fees you pay. These funds will come from public sources, through tax monies, and from private benefactors, including alumni and other individuals, corporations, and private foundations. In a sense, all of us who are the beneficiaries of higher education should impose upon ourselves a status of lifelong indenture to repay that which has been bestowed and to ensure s i mi l a r benefits and opportunities for those who will follow. And finally, you are entering a profession which enjoys a position of high prestige and has certain characteristics of a monopoly. Matters of standards, accreditation, licensure, certification, monitoring of quality, and fees are as yet largely in the hands of individual practitioners and professional societies. Such preferred status, if it is to continue, re- quires the highest integrity and accountability. And so, your class is a privileged class in many important ways. And, as in all other aspects of life, with privilege goes obligation, a professional commitment to be responsible and responsive. �6 III I have a confession to make at this point. This is the first time I have ever been invited to speak to an entering class. Usually I'm not invited around until graduation, when everything in that part of the anatomy between lithe cap and the gown" may well be "set in concrete"- - stuffed wi th facts, molded by biases, and cobwebbed with tradition. Meeting with you, as you begin your professional studies is a more demanding and provocative assignment than would be true if I met with you as you ended them. When I received Dean Magen's invitation, I was so flattered that I spontaneously accepted. As a has-been college professor I can always give a speech--when the bell rings, I run for 50 minutes and then stop. But , quite frankly, I have agonized much over what ideas I mi ght usefully share with you--ideas appropriate to this time and occasion. I will begin with a brief comment about the profession of which you will become a part and then will share with you three sets of thoughts that I hope will be useful . First, as to your profession: You are embarking upon studies which will lead you to a career in one of the highest callings available to man--a caring profession, that of physician, healer. A romantic, out-moded notion in a pragmatic age? I hope not. For to some extent, there is a correlation between the extent to wh i c h the me d i c a l p r o f e s s i on has l os t it s i de a l i s m a n d i t s c ar i n g q u a l it y an d the pub l i c disencha ntmen t with the pro f e s sion and the health care system. There seems to be a sort of anatomical �7 imbalance, with concentration on the "head"--medical technology, specialization, sophisticated procedures. Simultaneously, to most patients. there appears to be a lessening of the "heart" in medicine-its compassion , the humane commitment, the caring . All of this leads to articles like that in the U.S. News and World Report in mid-October entitled "America's Doctors: A Profession in Trouble." To quote from that article briefly, "The American medical profession is in trouble. Never has medical science been as powerful to deal with disease. Yet never has the profession faced so many questions about its integrity, its competence, or its role in society. " Americans are living longer today than ever before. Infant mortality rates have been cut by nearly half, and the country's number one killer, heart disease, is on the decline. "Even so, the growing capacity to heal the sick is matched by what many doctors see as their incapacity to manage a profession in danger of being overwhelmed by its advances in technology and overtaken by new forces. More and more, doctors realize that the next few years are critical to the future of medicine in the U.S.--and to the profession itself. Caught in the time of transition, many are taking steps to stiffen discipline within the profession and confront the developing controversies over health care ... As the U.S. moves toward more government intervention in medicine. doctors will have to make �8 fundamental decisions on how to adjust to this trend without Yielding to bureaucratic excesses that could drown the profession and the public in red tape and party-line medical p r o c e du r e . Ye t , t o ga i n p u b l i c s u ppor t in t h a t ta s k, do c t o r s wi l l have t o p u t their own house in or de r--an d ke e p i t tha t way . Wi thin a n ew fr a mewo r k o f t h o se i mper a t i v es , t h e pro f e s s i on will be better able to cope with tomorrow's choices--between more of technology's hardware or resorting more to the human touch for instance and between the goals of living longer or living better." If these quoted comments are correct, you enter your field at a time when it is in a state of some disarray, less well ordered and controlled than in the recent past . You--individually and collectively--will be a part of either the problems facing your profession or of their solution. The W. K. Kellogg Foundation, more than any other private foundation in this country, has been broadly involved in the health fields, supporting programs both in education and service for nearly five decades. Our Foundation's staff has identified five principal foci as constituting the major axes along which the Foundation currently seeks to contribute in the health care arena. These five areas of emphasis are: 1. Access to care. This area includes considerations of geographic, social, and economic barriers to care, as well as the general organization of the health care delivery system in order �9 to facilitate easier access to services needed c In the latter respect, primary care and family medicine receive particular emphasis . Problems of access are the most troublesome, frustrating, and infuriating difficulties encountered by most patients. That fact is not solely a matter of race or income or geography. I dare say that access to adequate care would be the first health problem of a family moving to East Lansing or Lansing--it certainly is in Battle Creek. 2. Continuity-comprehensiveness. This area places special emphasis on non-episodic. nonfragmented, coordinated, and, perhaps regionalized health service delivery systems. As with access, the search for continuity and comprehensiveness presents a befuddling experience for the person being served. Too often the patient is the only conveyor of information or the only common element as he or she moves from internist to surgeon to radiologist to oncologist such as in a bout with cancer, with no primary care health professional, physician or otherwise, to tie together the many strands of coherent care. 3. Cost containment and cost effectiveness c This general area is concerned with higher levels of productivity and efficiency in the delivery of health care, as well as the ways by which costs can be kept as low as possible . Physicians, more than any other single health �10 professional group, make the key decisions which influence costs. 4. Quality assurance. The focus in this area is on the establishment of standards by which the quality of care can be maintained and, wherever possible . improved. Emphasis has been given particularly to various kinds of medical audits and institutional accreditation pro grams . Again. your profession is the key to quality and by the example it sets , should act as the inspiration for all other health professionals in contributing maximally to patient care. 5. Health promotion. Emphasis in this general "h e a l t h area is g i v e n to health educational programs directed toward patients and clients of the health delivery system. This issue, perhaps better than any other, illustrates the commitment of the Kellogg Foundation to knowledge utilization or the application of knowledge to the problems of people. Certainly here, as in most areas of human endeavor, we know better than we do. 1Je know, for example, that we could increase-- double or triple--personal or national expenditures for health care with only marginal impact upon individual human well-being . We know that most--perhaps 85 or 90 percent-- of our health problems are related to life style--we eat �11 too much and of the wrong things, we smoke too much, we drink too much, we drive too fast and carelessly, we sit too much and exercise too little. Yet, for all the mar- velous sophistication of our health technology and system, we have no systematic way of educating individuals to realistically assume responsibilities for their own physical and mental well-being. Our entire system (or non- system)--including the educational institutions which created and nurture it, the institutional and organizational network which maintains it, and the reward system which sustains it--is designed for the treatment of illness, not the promotion of health. And so, five major concerns from the patient's viewpoint: Access to care, Continuity-comprehensiveness, Cost containment, Quality assurance, and Health promotion. As students and practitioners, I hope you will be broadly concerned with health promotion and health care, particularly sensitive to patient needs in a wholistic context and sensitive also to the critical role your profession must play in improving the system of which it is a key component and in nurturing the professional contributions of other health disciplines. Outstanding medical science and technology are essential, but not adequate for, superb health care leading to human well-being. In this respect, I would like to have you remember two points: First, as a medical student and practitioner, never again will you have the experiences of a "typical patient." As a physician, �12 never will you be denied an appointment for yourself or a loved one. Never will you be told that "Tile aren't taking any more patients. room." If your youngster is ill, take her to the emergency As a physician, never will you be told you must wait six or eight months for an appointment. As a physician, never will you sit for five or seven hours in a doctor's waiting room, week after week, for y o u r scheduled chemotheraphy. care, you will forever be a privile ged class. As regards health I urge you to remember this as you think of your own practice, your relationships with your patients, and your leadership in your profession. Second, the challenges--and the potential--of your profession are more demanding and exhilarating than they have ever been. Though dramatic advances are being made in medical science and the system is burgeoning, the needs of society require significant, perhaps even more dramatic, and fundamental, further changes. The leadership for such changes should come from you and others in your profession--demonstrating professional responsibility in being responsive to human needs--rather than being imposed from outside and above by Congressional or bureaucratic mandate. Changes will be made; the questions are only those of what and when and how and under whose guidance. IV And now to three sets of thoughts that I find useful anchor points in shaping my own life and which I hope may have some meaning and relevance to you. �13 The first relates to people and can be summarized in two four-letter words: love and care. And in the sense I suggest them, these are not nouns but are active verbs. Each of us has etched in memory certain lines--of poetry, from literature, passages from the Bible--which have special meaning to us. One such that frequently recurs to me are these of Edna St. Vincent Millay The world stands out on either side No wider than the heart is wide; Above the world is stretched the sky,-No higher than the soul is high. The heart can push the sea and land Farther away on either hand; The soul can split the sky in two, And let the face of God shine thru . But East and West will pinch the heart That cannot keep them pushed apart; And he whose soul is flat--the sky Will cave in on him by and by. The world stands out--no wider than the heart is wide. No matter how we choose to classify man's concerns, or from what vantage point we elect to view them, ultimately it becomes clear that the quality of life for our generations--yours and mine-and those that follow will be determined basically by our progress in improving human relationships For whether we think in terms �14 of the family, our home community, our state or nation, or the world community, the prime determinant of what life will be like in the years ahead will be a consequence of man's ability to live in harmony, one with another. And the most important decisions confronting us will not be resolved by our burgeoning technology alone, but instead will be value-based and value-laden. I urge you to use these precious student years to come to know your fellow students, members of the faculty, others in this University. community. Seldom again will you live in so cosmopolitan a Come to know, to understand, to care. Second, love life and live it fully, in the highest human sense. Some of you may recall the movie Auntie Marne, or the stage play Marne. Marne was a delightful, zestful, vital human being. two quotations: I recall First to her neppew as they were to embark on an a ro und-e t.he.-wor Ld excursion, "I'll open doors for you, doors you never even dreamed existed." And then , "All of life is a banquet, and most of the poor fools are starving to death ." Approach these coming years of professional study with zest and enthusiasm. Stretch yourself intellectually and physically; be tough on yourself . Explore and experiment. Too often profes- sional education becomes a progressively narrowing process, closing in and shutting out. your profession. Certainly you must master the disciplines of But keep your profession in perspective; keep in touch with reality and with mankind. �15 Maintain your idealism, for ideals are the guidemarks for pro gress. Idealism can be sadly eroded by education and age. Don't let the rigors of study tarnish your capacity for caring and for human service. And finally, that third thought--be involved. democracy requires individual involvement. Effective A unique ingredient of our American way of life is volunteerism, those things which individuals do voluntarily, because they want to. Margaret Mead has observed : "We live in a society that always has depended on volunteers of different kinds--some who can give money, others who give time, and a great many who freely give their special skills, full-time or part-time. If you look closely, you will see that a rmost anything that really matters to us, anything that embodies our deepest commitment to the way human life should be lived and cared for, depends on some form--more often many forms--of volunteerism." This fact gives a distinctively humane quality to life in America. I'll suggest a topic for your next rap session:-- HThesis : In a real sense, the mark of a person's life is determined, above all, by the ways in which leisure time is spent." I encourage you to be involved--voluntarily--providing leadership in your profession and in your community . �16 v You are just now beginning a new chapter in your life-professional education for entrance into a distinguished and honored profession. You are beneficiaries of a commitment by America to the importance of education and to the making of educational opportunities generally and broadly available. It is clear that We are a learning society--education is the means by which we both accomplish and accommodate to change. Learning is for life, in all its facets For career or profession, For citizenship responsibility in our democracy, For family roles, For leisure avocation, For self-fulfillment in an increasingly complex world. Learning is lifelong, from the cradle through the twilight years. It is this dimension of your education to which institutions of higher education find it most difficult to accommodate. I urge you, as a part of your professional college years, to develop a pattern of study and intellectual exploration which will become a part of your lifestyle and ensure a life-long interaction between work, learnin g , leisure, and family. �17 This College is proud that you have sought and been selected to be students here. You, in turn, can be comfortable in the knowledge that you have made a wise choice , and will always be proud of your university. a distinctive and respected institution of higher education. Congratulations--and Godspeed~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1977-11-04_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Privileged Class Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 4, 1977 for the W. K. Kellogg Foundation at Michigan State University for the College of Osteopathic Medicine convocation. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1977-11-04 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/312b50a495824f06b1932d437af90d8d.pdf 9420d5831b9e8c122cd14cf97baca58b PDF Text Text , I· - Remarks prepared by Russell G. Mawby, President, W. K. Kellogg Foundation, for the Opening Session of the XORDFOOD 70 Seminar, University of Helsinki, November 30, 1970. Mr. Chairman, Rector Kivinen, Distinguished Guests, Ladies and Gentlemen: It is a privilege for the W. K. Kellogg Foundation to participate in tnis opening session of the NORDFOOD 70 Seminar. In addition to being the opening of this international professional meeting concerned with food science and technology, this occasion mar ks a significant juncture for the University, the Institute, and the Foundation. I express our congratulations to the Government of Finland, the University of Helsinki, the Faculty of Agriculture and Forestry, the Institute of Food Chemistry and Technology, and the food industry of Finland whose dreams, ambitions, and efforts are represented in this event. My only regret on this occasion is that I am not with you personally. At t he time Rector Kivinen, Professor Roine, and Dr. Koivistoinen discussed plans for this seminar when we were together here last April, it was my intention to be with you today. made t hat impossible. Subsequent developments, however, have LU3t Mu.y, the Pre tJident of our Foundation r eoigned for health reasons and I was elected to that position. On September 1, Dr. Emory Morris retired as our chief executive officer after 37 years with the Foundation and I assumed his administrative responsibilities. Since the Annual Meetin5 of our Foundation and its Board of Trustees is in early December, it is impossible for me to be away at this time. In this circumstance, nothing could be more appropriate than for the Foundation to be represented on this occasion by Professor Robert S. Harr i s . Dr. Harris has been a valued friend and a colleague of the �-2- Foundation for more than 30 years. With his international reputation i n this fielQ and his intimate involvement with the Institute of Food Chemistry and Technology as a consultant during the developmental years, Dr. Harr i s is an ideal spokesman in this instance and I am grateful to him for assuming this responsibility. Our Foundation's relationships in Finland go back nearly a decade. I: I The Foundation Fellowship Program in Finland was initiated in 1963 and s ince then, 36 outstanding young professionals in fields of specialization related to agriculture and forestry have stUdied in the United States. " Without exception, the individuals selected by the National Research Council of Agriculture and Forestry for this opportunity have been exceptionally well qualified. Universities have been anxious to accept them for graduate study and have been complimentary of their performance. It is our observation that these Fellows have benefited from this experience a~id are fulfilling professional positions in'various institutions and organizations here. When I joined the Foundation staff in 1965, Dr. Glenwood L. Creech discussed with me a proposal which had been submitted by the National Research Council on behalf of the University and the Faculty of Agriculture and Forestry. This proposal was signed by four men then unknown to me but whom I now regard as professional colleagues and valued personal friends: Professors Vartiovaara, Roine, Antila, and Niinivaara. This was a thoughtfully prepared plan for development of a program of instruction and research in food uc Lcnc o and technol.ogy. 'l'his request for f'Lnunc Le.L assistance by the Foundation in this important undertaking was approved by our Board of Trustees and one of my first official acts with the �3 ) Foundat i on w a sw r i t i n gR e c to rK iv in en a d v i s i n gh im o fou rs u p p o r t . I l a t e rg a in edt h eimp r e s s iont h a tt h eR e c to r andP r o f e s s o rV a r t i o v a a r a a sC ha i rm ano ft h eN a t i o n a lR e s e a r ch Coun c i lw e r e som ewh a ts u r p r i s e dby ou rF o u n d a t i o n ' s qu i ck a c t i o ni napp rov ingt h i sr e q u e s t . It h i n kt h e y h ad e n v i s i o n e dt h a tt h ep r o c e s so fc o n s i d e r a t i o nwou ld b e som ewh a t b e l a b o r e d and comp l i c a t edb u ti nh i sl e t t e ro fa c c e p t a n c eR e c t o rK iv in en th o u g h t f u l l yo b s e r v e d , "Th eU n i v e r s i t yo fH e . : i . s ink i and i t sF a c u l t yo f A g r i c u l t u r e andF o r e s t r ya r ed e ep ly g r a t e f u lf o rt h i sr em a rk ab l et o k e n o ft r u s twh i ch m e an s av e r ys i g n i f i c a n tc o n t r i b u t i o nt ot h ea g r i c u l t u r a l i n t e r e s t si nou rc o u n t r y . Th ep l a n swh i ch i nt h eF a c u l t yh av eb e en r i p e n i n gf o ry e a r sc annowb er e a l i z e dandd ev e lop ed i n t oa v e r y im p o r t a n t . p rog r am o fi n s t r u c t i o nand r e s e a r c hi nfoods c i e n c e s . " I " A s you know , ou r ' \ da~i i sa g r an t -m ak ing o r g a n i z a t i o nandw e tb e com ed i r e c t l yinvo lv edi nt h em an ag em en to fp rog r am st owh i ch do no w ep rov id ea s s i s t a n c e . Thu st h es u c c e s so fany e f f o r ta s s i s t e dby t h e Found a t ion i sd ep end en t upon t h el e a d e r s h i po ft h ei n s t i t u t i o nt owh i ch s u p p o r ti sp r o v i d e d . Iwou ld emph a s i z et h a tw eh av eb e end e l i g h t e dw i t h t h ee f f e c t i v eandr e s p o n s i b l ew ay i nwh i ch t h eU n i v e r s i t yh a su t i l i z e d ou rmod e s t a i di nd ev e lopm en to ft h eI n s t i t u t e . I nev e ryr e s p e c tt h e U n i v e r s i t y andt h eGov e rnm en to fF i n l a n dh av e mo r et h a nl i v e dup t ot h e i r comm i tm en t s . Th el e a d e r s h i pandcomm i tm en tw i t h i nt h eU n i v e r s i t y , i n c l u d i n gt h eR e c t o r ,t h eD e an andt h o s emo r ed i r e c t l yi n v o l v e dw i t ht h e I n s t i t u t e ,h av eb e en sup e rb . Th eN a t i o n a lR e s e a r ch C o u n c i l , on whom w e h av ed ep end ed th rought h ey e a r sf o rgu id an c e andl e a d e r s h i pi nou r r e l a t i o n s h i pi nF i n l a n d ,h a sp r o v i d e da b l eandmu ch a p p r e c i a t e ds u p p o r t . A sa d~ i w er e a l i z ef u l lw e l lt h a tt h es u c c e s so fanyu n d e r t a k i n g �-4 d ep end sn o t on ou rf u nd sb u t on t h ed e d i c a t e de f f o r t sand comm i tm en to f t h eg r a n t e e . Thu s , onth i so c c a s i o n ,w e exp r e s sou r comp l im en t st ot h e I n s t i t u t eand a l lr e s p o n s i b l ef o ri t sb e i n g , andou ra p p r e c i a t i o nf o r h av ingb e en p e rm i t t e dt ob ea s s o c i a t e dw i th t h i sd ev e lopm en t . l W li l e om . ' fo rm a ): c e lo . t i o n oh ip w i th t h eIn s t i t u t e: i s nowf u l f i l l e d , w ew i l l con t inu et ofo l loww i t hp a r t i c u l a ri n t e r e s ti t sp rog r am s and p r o g r e s s . I na d d i t i o n ,w e lookfo rw a rdt oc o n t i n u i n gr e l a t i o n si nF i n l a n d I I I I ! \ ' I w i t ht h eN a t i o n a lR e s e a r ch Coun c i l andt h eU n i v e r s i t y . A sm any o fyou know , w ea r enowp r o v i d i n gs im i l a ra s s i s t a n c ei nt h ed ev e lopm en to ft h e U n i v e r s i t y ' sC en t e rf o rEx t en s ion Edu c a t ion and I n s e r v i c eT r a i n i n g and w e hop et h e r em ay b eo t h e ro p p o r t u n i t i e swh e r ew em ay j o i nt o g e t h e ri n e f f o r t so fmu tu a li n t e r e s t . No ev en t cou ldb emo r e a p p r o p r i a t ei nr e c o g n i t i o no ft h i sm a tu r ing o ft h eI n s t i t u t eo fFood T e chno logy andF o r e s t r yt h a nt h i sNORDFOOD 70 S em in a r . I am imp r e s s ed ,i n d e e d ,w i t ht h esu c c e s so ft h eo r g a n i z i n g ~ i i nd ev e lop ing an e x c e l l e n tp rog r amw i t hh i g h l yq u a l i f i e d r e s o u r c ep e o p l e . I comp l im en tt h eS c and in av i anA g r i c u l t u r eR e s e a r ch Wor k e r sA s s o c i a t i o n and i t ss e c t i o non foodt e chno logyf o rt h es p o n s o r s h i p o ft h i sm e e t ing . To a l lo fyou , ou r th ank sandb e s tw i sh e sf o rs u c c e s s . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1970-11-30_RMawby_SPE Title A name given to the resource Russell Mawby speech, NORDFOOD 70 Seminar Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 30, 1970 for the W. K. Kellogg Foundation for the Opening Session of the NORDFOOD 70 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 Charities W. K. Kellogg Foundation Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1970-11-30 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/1b54f1ceeac12869bd4442657bd7f1ee.pdf be58ebc960ec7393b5f98851f140330c PDF Text Text A FOUNDATION EXECUTIVE VIEWS THE FUTURE AND CONTINUING EDUCATION Remarks by Dr. Russell G. Mawby President, W. K. Kellogg Foundation 13th Seminar for College and University Leaders in Continuing Education Michigan State University November 3, 1971 I ~'hank you for the privilege of participating in this 13th annual Seminar for College and University Leaders in Continuing Education. When I was a member of the faculty here I had the pleasure of participating in earlier sessions and found them to be professionally stimulating, as I am sure is the case for each of you. The theme for this year's seminar, New Life Styles for Continuing Education, is certainly timely and up to date. Relevance. I note that last year the theme was Social I know of no professional group more inclined than educators to coin new phrases, which rapidly rise in popularity and then fade into oblivion. I am confident that if we traced the seminar themes back through thirteen years, we would have a colorful documentation of the parade of educational jargon. II Some of you would realize that your Program Committee, in inviting me to be with you today, has selected a speaker deeply committed to the concept of continuing education, in its broadest dimensions. First, the W. K. Kellogg Foundation, more than any other private foundation, is identified with continuing education. Very often this identity is with residential centers for continuing education, such as this Kellogg Center in which we now meet and nine others which our Foundation has assisted at institutions in this country and in England. In each instance, the interest of both the universities and the Foundation was with program, and only then with bricks �2 and mortar. Each of our institutional grants for residential centers represented significant new dimensions in programming models for universitybased residential continuing education. We are proud of these centers and their accomplishments, for their success is at least partially responsible for stimulating the development of more than 130 such centers at colleges and universities throughout the country. But the residential center phase of the Foundation's involvement in continuing education came in 1951. Actually, the continuing education interests of the Foundation go back to our earliest days, more than four decades ago. The first major activity of the Foundation was the Michigan Community Health Program, involving seven counties in southcentral Michigan in programs to improve health services and rural education. A major part of this activity involved continuing education and inservice training of professionals in education, medicine, nursing, dentistry, public health; teachers and school administrators; trustees and school board members; and laymen involved in advisory councils and working committees. The preoccupation of the Foundation with the application of knowledge to the problems of people and communities ensures that continuing education be an essential part of many of our activities. The largest single grant of our Foundation in the hospital field has been for continuing education activities under the leadership of the American Hospital Association. Other innovative efforts based on the validity of lifelong learning include such diverse examples as the Farmers Study Programs of this University, Pennsylvania State University, a group of California institutions, and Montana State University; and the Continuum Center for Women at Oakland University, another Foundationassisted effort to serve the continuing education needs of specific clientele. �~ 3 And so c on tinu ing e d u c a t i o nh a s ch a r a c t e r i z e dm a n yo f t h eac tiv iti e so f t h i sFo u n d a t io nt h r o u g hmo r e t h a nf o r t yy e a r s a n dw i l li nt h eye a r sa h e a d . S e cond ,m yt h o u g h t sr e g a r d i n gco n t i n u i n ge d u c a t i o ni nt h ef u t u r ea r e a dm i t t e d l yb i a s e d ,b e c a u s em yp e r so n a ll i f eandc a r e e rh av eb e en c o n s t r u c t i v e l y i n f l u e n c edby u n i v e r s i t yp r og r am so fc on tinu ing e d u c a t i o n . Ig rewu po n af a rm i nW e s t e rn M ic h i g a n . Ne i t h e rm yf a t h e rno rmo th e r co m p le ted as m uch a se i g h t y e a rs o ffo rm a lsch o o l i n g ,b u tb o t h appr e c ia ted educ a tion ,know led g e ,l e a r n i n g . My f a t h e r ' sf i r s tj o bw a s a s ah i r e dhan d on a f a rmand s om ee i g h ty e a r sl a t e r h er e a l i z edt h ed r e am o fev e r yh i r e dm a n wh en h e bough t af a rmo fh i s ow n . V e ry e a r l yh ee s t a b l i s h e dc o n t a c tw i t ht h ec o u n t ya g r i c u l t u r a lag e n t andmy ecam ei n v o l v e di nh om e dem o n s t r a t i o nc l u ba c t i v i t i e s . T he M aw b y k i d s mo the r b we r ei n4 -H C lub wo rk . T he se co n t a cts w i t hth isUn ive r s i t y ,t h r o ugh C o ope ra ti v e Ex t e n s i o n ,mad e ad i f f e r en ce i no u rw a yo fl i f eand ou rs t a n d a r do fl i v i n g . 4 -H fir s tb r o ugh t m eto t h i sc ampu sa tage 1 4 . T hi s ,andsu b s equen t expe ri e nc es, c r y s t a l l i z e dm ygo a lo fe n r o l l i n ga tt h i sU n i v e r s it yand I s u b sequen tlyb e c am et h ef i r s tmemb e ro fm yf am i l yt og r a d u a t ef romc o l l e g e . W i th t h i s back g r o u n d ,i ts e em sa lmo s ti n e v i t a b l et h a tt h ef i r s ts i g n i f i c a n tc h a p t e r o fm y p r o f e s s i o n a lc a r e e rsh ou ldb ew i t hC o o p e r a t i ve E x t e n s i o n . S o youw i l l no t b es u r p r i sedt h a tI amco mmitted ,a sP a u l~ s a y s - . . . t ot h ei d e at h a tle a r n i n gby d o i n g , andco mb in ing s t u d yw i t he x p e r i e n c e and s e r v i c ei sne c e s s a r yt ot h ee d u c a t i o no f ar e s p o n s i b l em a n andw om a n . . . . t ot h ei d e at h a tdo i n g commun i ty a d u l te d u c a t i o nw i t h im a g i n a t i o nand as e n s eo fen l a rg em e n ti sam o n gt h ea im so ft h eU n i v e r s i t y. . . . t ot h ei d e at h a ttechno l o g yand a r t ,c u l t u r e and i n d u s t r y ,m a yb ew edded fo rt h eimp r o vem e n to fa l lt h ep eo p le . W i th you t h u sf o r ew a rn ed ,l e tu sp r o ce e d . �4 I I I Youas p r a c t i c i n gp r o f e s s i o n a l s , be t t e rt h a nI ,c an do cum en tt h e cu rren t s t a t u so rs i tu ationre g a r d i n gt h econ cep to f co n t i nu ing e d u c a t i o ninh i g h e r e d u c a t i on . I ams u r ep ri o rs p e a k e r s andyo u r gr o up d i s c u s s i on sh av e add re ssed t h i squest i on a sw e ll .T o summ a r i z es u cc i n c t l y ,i t s e e m s gen e ra l lyagreedt h a t : (1 ) W e a r ea l e a r n i n g so ci e ty . Ch ange i son eo ft h emo st p ervas i v e ch a r a c te ris tics o fo u rt i me s . We hav e com et or e c o g n i z et h ev i t a lro l eo fl e a r n i n gi naccom p lish i n g andacco mmod a ting t ochan ge . (2 ) L ea r n i n gi sfo rl i f e ,i na l li t saspect s . E d u c a t i o ni se ss e n ti a lf o r a ll t h eva r i ou sr o l e so f th ei n d i v i dual : -f o ro cc u p a t i ona lpr o fic i e ncy , wh e the ri nt h et r ades ,t h ep r o f ess i o n s , o r wh a t hav e you ; fo r ci v i ccomp e tence i nfu lfillingd e mo c ra tic c i t i zen sh i pr e s pon s i b iliti e s ; fo r av oca t i o n a li n t e r e s t s ; fo rs e l f f u l f i l lm e n tg o a ls i nan i n c r e a s i n g l ycomp lexwo r l d . (3 ) L ea r n i n gi sl i fe l o n g ,f r o mt h ec rad le t h roug ht h etw i l i gh ty e a r s, in a dfo rm s and c i r cum s tan ces . I t ' sth isl i f e l o n gd im en s ion o f my ri a r n i n gt owh i ch i n s t i t u t i o n so fh i ghe reduc a ti o n hav efound i t le mo s t d i f f i c u l tt oaccommod a t e. a t i o n --int h i si n s t a n c e ,h i g h e redu c a ti o n --h as a s p e c i a lp l ac ei nou r E duc d em o c r a t i c so c i e t y . U n i v e r s i t i e s ( Iu s et h et e rmh e r et oi n c l u d ea l li n s t i t u t i on s o fh i g h e r edu ca t i o n tw o y e a r ,f o u r y e a r ,gr a d u a te ,p u b l i c ,p r i v a t e )a re conce ived i no u rs o c i e t yas know ledg er e s o u r c ecen te r s ,w i t hr e s pon s ib i li ti e sint e ach i n g , re s e a r c h , and s e rv iceo re x t e n s i o n . T y p ica l l y ,t h et e a c h i n gfun ct i on o ft h e u n i v e r s i t yis d e f i n e dtoo n a r r ow ly , us u a l l yre la ting e s s e n tia l lyto s tuden tsi n �5 r e sidence, young in age , and i n degr ee- ori ent e d programs of study. If uni ver- s i t i e s are to ful fil l their educat io nal potent i a l in serving the ne eds and goals of society, they must def ine th e t e a ching f unct i on more creatively. Thi s l e ad s us to the concept of co nt inu ing edu cat ion in its broadest conceptual cons t ru ct. I realize th at there are many f or ce s whi ch must be confront ed. These inc l ude such realities a s the financ ial cons iderations of f unding high er educat ion , usually i nvolvi ng some formula r elat ed to fulltime equ i v alent enrollment ; the constraints of self-created systems of accreditat ion a nd crede nt ial ing ; the frequent discomf iture o f the fac ul t y i n deali ng with other t han capt ive , post adolescent s t ude nts ; and t he rel uctance of decis ion makers within t he i nstit ut ion and beyond t o co ndone no n-tradit ional approaches to r ea ching educational object ives . But I al so sense a readine ss today i n academia to con side r, explore , test new con cept s and app roaches . This r e a di ne s s is evident in such developme nt s as the Car ne gi e Commissi on' s r eport , "Les s Time, More Options"; the Newman Rep or t; the Commission on Non-Tradi ti onal Studies ; and widespread interest in such i de a s as the open univers ity, the external degree , a nd a university wi thout walls . And so the time s e ems right - -for a v ari ety of r e a s ons--for you as leaders in adult un i ver s i t y/ co llege-based cont i nu i ng educat ion to p rov i de essential l ea d ership for i nn ovat ions in th e t e a ch i ng progrmns of your ins tit ut i ons. As a symp at he t i c but somewhat cr it ical observer , it would appear t hat too often thos e wi t h respo ns ibi l i t ies in adult edu cat i on , co nt i nui ng educ a t ion , univers ity extension , or cal l it what yo u wi l l , h ave dr ifted in t h e academic milieu , slight l y apart f rom the mai n stream- -generally lit t l e influenced by and little infl ue nc i ng the current of the institution 's course - -pr one to shi ft r espons i b i l i t y to s ome mystic and all eg ed l y disinterest ed thi rd party : or " I f t hey just gave us the money ... " " If only th ey und er s t oo d ... " �6 Bu tt h i sv a cuou ss i t u a t i o n ,t ow h a t e v e re x t e n ti t m ay e x i s t ,c anno l o n g e r b ep e rm i t t e dbyyou andy o u rp r o f e s s i o n a lp e e r s ,f o rt h el o to fc o n t i n u i n ge d u c a t i o nl i e sw i t ht h el o to fa l lh i g h e re d u c a t i o n . And h i g h e re d u c a t i o ni sc r y i n g f o rt h ew i sdom , i n s i g h t ,c r e a t i v i t yo fa l li t sp e o p l e ,t or e c a p t u r ep u b l i c c o n f i d e n c e andt or e g a i ni n t e r r u p t e dmom en tum . IV L e tm es h a r ew i t h you nowwh a tt om ea sa f o u n d a t i o ne x e c u t i v es e emt ob e c e r t a i nc h a l l e n g e si nc o n t i n u i n ge d u c a t i o nf o rt h ef u t u r e . F o u n d a t i o n s , byt h e i r n a t u r e and comm i tm en t ,t e n dt ob ec o n c e r n e dw i t hi n n o v a t i o n s ,e x p e r im e n t a t i o n , p i o n e e r i n ge f f o r t s . vTe h av e a som ewh a tu n i q u eo p p o r t u n i t yo fb e i n gap a r to f s i g n i f i c a n td ev e lopm en t si ne d u c a t i o nandy e tb e i n g som ewh a ta p a r tf rom . H o p e f u l l y , t h i sp e r s p e c t i v ew i l lb eh e l p f u lt oyou i ny o u rd e l i b e r a t i o n sh e r e . Am o n gt h ec h a l l e n g e swou ld s e emt ob et h ef o l l ow i n g : (1 ) C r e a t i v i t yi ni n s t i t u t i o n a l i z i n gt h ec o n c e p to fc o n t i n u i n ge d u c a t i o n . No i n s t i t u t i o no fh i g h e re d u c a t i o nh a sr e a l l ya c c e p t e dt h ef u l lim p l i c a t i o n so ft h ec o n c e p to fl i f e l o n gl e a r n i n gand don e som e th inga b o u ti t don e som e th inga b o u ti ti nt e rm so ft h eo r g a n i z a t i o n a lc h a r to ft h e i n s t i t u t i o n ,t h ep a t t e r n so ff i n a n c i n g ,t h er ew a rdsy s t emf o rf a c u l t y , f u n c t i o n a la c t i v i t i e sand r e l a t i o n s h i p sw i t h i nt h ei n s t i t u t i o nand w i t ho r g a n i z a t i o n sb eyond . I ti st r u et h a tw eh av e ex amp l e so fe f f o r t si nt h i sd i r e c t i o n , b u tt h e ya r ef r a gm e n t a r yand i n c om p l e t e . We do i n d e e dn e ed comp r eh en s iv e mod e l s o fwh a tm igh t b ed e s c r i b e da sa c o n t i n u i n ge d u c a t i o nu n i v e r s i t y . To q u o t eP r e s i d e n t Wh a r ton o ft h i si n s t i t u t i o n : "L i f e l o n ge d u c a t i o n i sa f a c e to ft h ee d u c a t i o n a le n t e r p r i s ewh i ch h a sb e en d i s c u s s e df o r y e a r sb u t no s i n g l ei n s t i t u t i o nh a se v e rm ad e t h ei n t e l l e c t u a li n v e s tm e n t n e c e s s a r yt oe f f e c t i v e l yi n t e g r a t et h i sf u n c t i o ni n t ot h eu n i v e r s i t y s t r u c t u r e . ' t Und e rP r e s i d e n tW h a r t o n ' s l e a d e r s h i p ,andw i t h ag r a n t �7 f romo u rF o u n d a t i o n ,M i ch ig an S t a t eU n i v e r s i t yi snowu n d e r t a k i n gt h i s t a s k . Is u s p e c tD r . Wh a r ton m ay a l l u d et ot h i sp l a ni nh i sr em a rk s t h i se v e n i n g . We n e ed mo r e su cham b i t i o u s and comp r eh en s iv ei n s t i t u t i o n a le f f o r t s . (2 ) C r e a t i v i t yi np r o b l em o r i e n t e dp r o g r am s ,i na d d i t i o nt ot h emo r e t r a d i t i o n a ld i s c i p l i n e o r i e n t e da p p r o a c h . Mo s t p rob l em s wh i ch c o n c e r nou rs o c i e t ya r ecomp l ex ,i n t e r r e l a t e d , m u l t i d i s c i p l i n a r y , d i f f u s e ; on t h ec o n t r a r y ,t h es o l u t i o n sw ec o n t r i v e a r eu s u a l l yh i g h l ys p e c i f i c ,p r o s c r i b e d ,s im p l i s t i c . T h i sd i cho tomy b e tw e en t h en a t u r eo fp rob l em s and s o l u t i o n si sa m a j o r s o u r c eo f f r u s t r a t i o nand f a i l u r e . A se x am p l e s ,c o n s i d e rou rc o n c e r n sw i t hh e a l t h c a r ed e l i v e r y ,w i t ht h ev i a b i l i t yo fo u rl o c a lp o l i t i c a li n s t i t u t i o n s , w i t ht h ee f f i c a c yo fe l em e n t a r y s e c o n d a r ye d u c a t i o n . C o n t i n u i n ge d u c a t i o nr e s o u r c e sf romt h r o u g h o u tt h eu n i v e r s i t ymu s t b em o b i l i z e dt o d e a li na comp r eh en s iv e anda d e q u a t ew ay w i t h su chi s s u e s . (3 ) C r e a t i v i t yi nwo rk w i t ht h ei n f o rm a ln e two rk o fc o n t i n u i n ge d u c a t i o n o r g a n i z a t i o n s . H e r eI m e anv o l u n t a r ya g e n c i e s ,s e r v i c eo r g a n i z a t i o n s , commun i ty i n s t i t u t i o n ssu cha sl i b r a r i e s ,mu s eum s , a r tc e n t e r s ,c h u r c h e s . Wh i l e i t ' s t r u et h a tc o n t i n u i n ge d u c a t i o na c t i v i t i e so fu n i v e r s i t i e s c u s t om a r i l yi n c l u d ec o n t a c t sw i t h su che n t i t i e sa st h e s e ,su chi n t e r r e l a t i o n s h i p sa r en e i t h e ra ss y s t em a t i cn o ra s comp r eh en s iv ea st h e y s h o u l db e . ( 4 ) C r e a t i v i t yi nd e v e l o p i n gl i n k a g e sb e tw e en t h ef o rm a l( t r a d i t i o n a l u n d e r g r a d u a t e , andg r a d u a t e ) and i n f o rm a lt e a c h i n gp rog r am s . U s u a l l y t h e s et e a c h i n ga c t i v i t i e sa tt h eu n i v e r s i t ye x i s ts i d eby s i d ew i t h v i r t u a l l yno i n t e r a c t i o n . Ag a in , t h e r ea r ee n c o u r a g i n ge x c e p t i o n s . A l b i o nC o l l e g eh a sl a u n c h e dan i n n o v a t i v e"Exp e r im en t si nR e l ev an c e " p rog r am i n v o l v i n gu n d e r g r a d u a t es t u d e n t s ,c o n t i n u i n ge d u c a t i o n �• 8 p a r ti c i p a nt sf r omthe communi t y, andfac u l t y . AndI w as p l ea sedto nt h ej u st i ss u ed r e por to ft h eA l l Un ive r s i t y Co mmi t t e e on Und er no te i gr a du a t eEduc a ti o na t Wes t e rnM i ch iganU ni v e r s i ty a si g n ifi c a n t con cer n w it hcon tinu ing ed u c a ti o na si t re l a testoth eunde r g r a d u a t et e a c h ing r e s p o n s i biliti e so f th ei n s t i t u t i on . Su ch i n t e r act i on b e t w e enth e fo rm a l and in f o rma ls y s t em swi l l b eb en ef i c i a l tote a ch e rs andl e ar n e rs i k e . al (5 )Cr e a t i v i t yinin te r i n st i t u t i ona la r r a ng em en t s,im p l y i ng coor d in a t i o n and coop er a t i o n . In st i tu t i on so fhi g he r edu c a ti o nmu st b e le ss u n i l a t e r a li nt h e ir e du c ati o na l ac tivi t i e s. So ci e ty w i ll nolong e rto l e r a t e t h eap p a ren ti n e f f i c i e n c i e so fm u l t ip l e ,d u p l ic a t i v ee f f o r ts . Be t t e r an swe r sm us tbe d em ons t r a t e di nt h ero l es andr e l at i o n s h i p so fu n i v e r s i t i e s , fou r y e a rco l l e ges ,commun ity c o l l e g e s p u b l ic andp r i v a te i n m e e t i n g ed u c a ti o n al goa ls. ( 6 ) C re a tiv i tyi nid e n t i f y i n g sp ec i f i cta r g e t aud i e nc e si nv a r i o u ss e t t i n gs . i W th so m e aud i en ce s , ex em p la r y ef f o r ti ncon tinui n ge d u c a t i o nc anb e c i ted; o the r aud i en ces a r ev i r t u a l l yo r abso lu tel yu n re a ch e d . N o -on e wou ld a d v o c a t et h a ta u n i v e r s i t ys h o u l dbe a l lt h i n g st oa ll p eopl e . Bu t shou ld n o ti n s t i t u t i on so fh i g h e r edu c a t i on be c h a r g e dw i t h s tr e ngt h e n ing a l lo f edu ca t i on -wi t hc re a t ing n ewi n s t i t u t i o n a lfo rm s i f t h e ya r en e ede d ,n u r t u r i n gt h em ,p rep a ringp e r s o n n e l ,eva l ua ting f f e c t i v e n es s ,and dev elop ing mo d ifica tio n st h a tt h e edu c a t i ona l the ir e n eed sm ay be b e t te rm e t? ( I) Cr e a t iv i tyint h e use o fnewte c hnol o gy i nle a r n i n g . Mu chha soeen m ad e a rdw a re an d so f t w ar eav ai l abl efo rtea c h i ng . Many imp r e s s i v e o fn ewh ex amp le so f exp e r i m en ta lef f o rt scanbe ci t ed. Bu t ch a r a c t e ri s t i c a l l y, �9 tea c h i ngtend stob emo r e o ft h esam eo ldt h i n g . Th ec h a l l e n g ei nt h e u ti l i z a t i on o fn e wt e c h n o l o g yapp e a r st ol i ew i th t h ehum an e l em en t . v My op t im is tic p e r ce p t i on o f con tinu ing edu ca tionfo r th ef u t u r eis based ontwo unde r g i r d i n gp r em ises : (1) Th at in s t i tu ti o n so fh i g h e r edu cat i on , inf a c t, w an tt om ax im i zeth e ir con tribu ti o n st ol i f e l o n gl e a r n i n gra t h e rt h an p er s eve re i nt r a d i t i on andt h es t a t u s quo . Th ee v i d e n c ei sen co u rag i n g( a tl a s t )t h a tt h i sm ay b et h ec a se . Ag lancet ot h eh e a l t hc a ref i e l d shou ldb es u f f i c i e n t m ot i v a tion . U nl e s sc r e a t i v el e a d e r sh ip com e sf r om w i th i nt h es t r u c t u r es o fe d u c a ti o n ,o t he rs ( u s u a l l yi nle g is la t i v ec i r c les )w ill be promp t ed o rf o r cedto d es ign t h eb l u e p r i n tandlayt h efo rm s . ( 2 ) Tha tle ad e r s h i pi nm ee t i n gt h e cha l l en ge o fl i f e l ongle a r n i n gw i l lc om e f r omt h o s eexp eri e n c e di nco n t i n u i n ge d u c a ti o n -ap a r to ft h ea c ad em ic i t yo ft e nt o omod es t, t o oh e s i t an t and d e f e r r in g ,t o op ron et o commun p rog r amlo g i s t i c s , tool i t t l ei n c l i n e dto s e ekt h ec e n te ro ft h ea c ad em ic a r e n a . I twou ld app ea rt h a ta c o n s t r u c t i v e l yagg r e s s ives t a n c ei s app r op r i a t e fo r ad u l t educa to rs, mov ing fo rw a r dw i th n o tap l e af o r fund sb u t a prog r amf o rac ti o n -p romp t i n gf a c ul t y col l e a g u e s,conv in c i ng adm ini s t r a t iv ele ad e r s ,ed u c a ting d e c i s i on m ak e r sw i t hi nt h ef r am ewo rk o ft h ea c ad em i cp rocess t ot h eu r gency o fi n n o v a t i onsto t r a n s fo rmt h e conc e p to f con tinui n geduc a t iontore a l i ty . V I W e l l , I ' v eno ts a i dmu ch t h a t ' sn ew . Th ep r o b l emi ncon tinu ing e d u c a t i o n i st h a t ,wh en a l liss a id and d on e , mo r e i ss a i dt h an don e. T op u ti ti nm y boyhood v o c a b u l a r y , "W e knowhowto f a rma who lelo tb e t t e rt h a nw e ' r ef a rm i n g . " Mo s to f t h ereques ts ou r Founda t i on r e ce i v e di nc o n t i nui n geducat i on h a ve go a l s �10 o ff i n d i n go u tmo r e a b o u ta p r o b l em ,o fc om p l e t i n ga n o t h e rs t u d ya sa b a s i sf o r p o s s i b l ea c t i o n ,r a t h e rt h a nr e a l l ydo ing som e th ingabou ti t , b a s e dupon t h e w e a l t ho fknow l edg e and e x p e r i e n c ec u r r e n t l ya v a i l a b l et ou s . W i th r e f e r e n c e , h ~ t oa s y s t em a t i cim p l em e n t a t i o no ft h ec o n c e p t o fl i f e l o n gl e a r n i n g t h en e ed sa r ea p p a r e n t ,w eh av et h eknow -how f o rs u b s t a n t i a l p r o g r e s s ,w en e ed o n l yg e t on w i t hi t ! � 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_1971-11-03_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Foundation Executive Views the Furure and Continuing Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 3, 1971 for the W. K. Kellogg Foundation at the 13th Seminar for College and University Leaders in Continuing Education at Michigan State Univeristy. 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 1971-11-03 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/02b879372047b5c2f4037e13c9e0db8f.pdf efa96e2970df6195ce5714182a6bc5ea PDF Text Text /1 - -:: A PART OF THE MAIN Remarks by Dr. Russell G. Mawby President, W. K. Kellogg Foundation to Project L.E.A.D. Group of College of Agriculture and Natural Resources Michigan State University at Battle Creek November 3, 1910 I It may be a cliche, but "things are changing ." Farming and all aspects of agriculture are increasingly influenced by the changing socio-economic character of this country, this world, this point in history. Economic growth and agriculture's place within it, shifting population and labor force patterns, reapportionment of legislatures, interrelationships of the world cOmIDunity--these and other developments all have significance for farm people. Professor T. vT• Schultz of the University of Chicago has observed, "Farm people and their leaders are not in general conversant vith the ideas, the philosophical basis and historical processes that are part and parcel of the urbanization and industrialization of which modern agriculture is an integral part. The scientific and technological knowledge underlying modern agriculture is well understood by farm people, but the changing social and economic framework is still largely in the realm of myth." Dr. James T. Bonnen, agricultural economist at Michigan State University and recent member of the President's Council of Economic Advisors, has summarized the �-2- situation in this way: "In my opini on, f our s ets of facts dominate any realistic description of the scene in a griculture today: "1. The power structure of this s o ci ety has been transformed and the political lead ership of ag r i cu l t ur e h as either not awakened to this fact or , t r ap pe d by its own myt hologies is unable, even unwilling, to adapt organ i z at ion , policie s and t a ctics t o be effective in th e new political reality. "2. Th e c ommercial agr i cul t u r a l power structure has reached a st ate of extreme organizati onal fragmentation " and its leadership is s o e ngr ossed i n internecine warfar e that t hes e fragmented elements of cormner cial agr i cu l tur e are t hemselve s contributing greatly to ge ne ral erosi on of th e po l i t i ca l power which together they exert. "3. The underlying web of interdependent cormnercial, governmental, political and educati on al organiz a t i ons in the service of agriculture are changing and no l onger are as effective as once they were in identifying and s olving the problems of rural life. The organizat i onal system in ag r icul t ur e is bec oming s oci ally disfuncti onal. "4. Wi t h f ew exc ept i on s , in any dire cti on you l ook , there a re ri sing l evels of conflict, tension, and mounting ev i d ence of what. can only b e de scribed as a spect acular f ailure of leadership. The generat io n of individuals who now man these organizati ons do not under st and t he i r dependence one upon another, nor do they perceive th e chang i ng situati on s of their sister institutions well �'-3e noug h t o be ab le t u r elate themselve s in a manner that avo i ds unnece s sar y conflict. They are t hus led int o mutually sel f - des t ruct i ve pa t t e rns of b ehavior. II The extent t o which s uc h a sit uation exists i s i n a sense an i ndictment of ed uca t i on i.n agr i cult ure in the past and an obv i ou s challenge t oday and tomorrow . II There l S much of whi ch we can be proud as we survey t he s cene i n Amer a.can f'arnn.ng and agr i cul t ure : 1. the productivity, eff iciency of Ame rican f armer s (on the average , one pe rson in U. S. agri cult ure today supplies abundantly t he f ood and fib r e need s of 40 per s on s--compared t o 26 i n 1960 and only 10 pers ons 30 years ago ); 2 . the ab i l i ty of American farmers t o app ly mushrooming technology to the p rob l ems of f a rmi ng (Be tween 19 ':;0 and 1965 , output per man-hour-s in ag ricul - ture rose nearly three t ime s as f a st as in non-farmi ng occupat i ons - - 132% in agriculture ag ainst 47 % i n the r e st of t he economy) ; ( I f we were as far a head of the Russians i n the space r ace as v e are in agriculture , we would b e running a s hut t l e service to the moon); 3. t he contribut i on of agr icult ural produc tivity in maki ng it p os -· s i ble for Amer l ca t o have the hi ghe st s tandard of living known t o man �-4(Without the immense labor- s aving contrjbution on the part of ag r iculture - - f r e eing manp ower for other product ive endeavor s--our nation would not enjoy the ab undanc e of goo ds a nd s ervices of all kinds which we have); 4. t he viab i l i t y of t he family f arm, spanning the change from the subs ist ence farming of a ce nt ury ago t o the highly complex commer-c t a.l. farm operation of t oday and tomo:crow; 5. t he system of Land-igr- arrt institution s, a product of t he v i sion of pioneer f arm l eade r s --with programs of teachi ng, r esearch ext ens l on- - l n agr i cul ture ~ f irst--a nd now compr ehe ns i ve un i - ve rs ities of s cal e and qu al i ty . Simul taneously, we could focu s on such c oncerns a s : 1. the persis t e nt poor profit s i t uat i on in much of agri culture, with farm p eopl e generally not shar i ng in the affluence a nd pro sper i ty of our so c ie ty (cost-price squee ze ) ; 2 . the cont i nu ing on-rush of new t e chnology, new c i r cumstance s, nevr influences - ··forc ing c ont inulng ~ hange and ad jus t me nts i n t he farm enterprise a nd all of ag r i cul t ur e (food substitutes, un ionized labor, barga ining, cr edat, legal structure ); 3. f r us trations, delays, a nd f a ilure s a s farm inst itution s a nd orga niza t ions re sp ond inadequately to current ne ed s a nd ci rcumstances ; 4. persistent evidence t hat rural communitie s, of which f armi ng and farm f ami l i es are a part, lag behind much of America in the quality of its e conomic and social life. �-5 I tL sw i t h su chsu cc ea ses-v-and sho r t c om t .nga o -a .n n u .n dtha tw et u r n ou ra t t e n t i o nt ot h en ex t ce n t u r y . I I I A sI h a ve h adth ep r i v i l e g eo ft r a v e l tnge x t e ns i ve ly ,v . i. s i t. tngw i t h peo p le i nm any w a lk so fl i f e ,I h av et h eun e a syfee lingt h a tfa rmo r a g ri c u l t u r a lp eop l ea r etosom e deg reeo u to f tun ew i th t h eso cL , · t ;yo f wh i ch w ea r eal l ap a r t ;t h a tt h e re e x i s t sinas en s eanap a rtn ess f rom t h em a in s treamo f con t empo r a ryAm e ri c a ;t h a t, inap r e o c c u p a t i o nwi t h p roduc t i o nand commo d i t i es and p r i c es and ro it ~ t h e re h as o cc u r r e dan er o s iono ft h es o c i a lconsc ien ce , th econ c e rnf o ro t h e r s inth e co mmun it y , int o ta l so c i e t y ,f o rt h egood li ~ lDt h ecomp l e t es en s ewh ich ha s c h a r a c te rized an d gr a c e dt h er u r a l andt h ef a rm . Th i sis d i f f i cu l t to o oe t h e r e a ltom e a su r e ) ye t th e po s si b i li t yp e rs i s t sin v a r i e d do cum en t, t e v i d e n c e : -a .nf a r mdL s cu ss i . on sw he re co n cer n sfo rp lant s ,a r r im a .L s ,land and a l u e s seemt oove r r i de hom es, s cho ol s ,h e a l t h, hum an commod i tyv sk a.l . l . s , andcomp r eh ens i v ec u l t u r a lv a . l .u es , -i ns t u d i e swh ich con si s t e n t l yind ic a tet h a tf a r mp a r e n t st e nd t o a t t a c hJ . e s s impo r tan c eto educ a t i onf o rt h e i ryoungs t e rs t h ando non f a rmp a r en ts . ' I 'h . L s seem st ob e pa r tic u l a rly t r u ei ft h efa rm son sh av e in ten tion stof a rm . y s who p l a nt ofa rmf e e lt h a t edu c a t i o n bey ond hi g hs choo llS -bo re l a t i ve l y un impo rtan tand h av e low e re du ca t i o n a la s p i r a t io n s th an a rmbo y s\-Ti t ho th e r oC ' cu :pa tion a lp lan s . do f �-6 - ru r a lyou th n o to n l y comp le t ef 'ew e r yea r so fs c h o o l ,b u tt h ey a lso : c ece iveg en er a lly"Wh a t mus tb e con sIde r edin fe rio r schoo ling . -i nrepo rts o f S e le c ti v eS e r v i ce ex am in a ti o n s, ind i c a t ing a poo r e r ph ys ica l re co r dfo rr u r a lth anfo ru r banyou th . -t h el a go f ru ra lcommu n i tiesi nh ea l t hse rv ices , hou s i n g , cu l . tu r a l , env ironm e n t, co mmun i t ys e rv i c e in s t i t u tion sg ene ra ll y . - in v is i t sw l t hC o l l ege of f i c ia l s ,f a c u l t ym em be rs , an d Ext e n si o n agen ts andf a rmo r g a n i z a t i onleade rs wh o Tv i l ld i s c u s sw i t hz es t and ex p r e s sg r e a tcon ce r nfo rn ewv a r i e t i e s, n ewm a rk e t ing pa tte rn s , p rodu ct i on -o rien ted resea r ch , but i nw h om l i t t l er e sponse c a n be evok ed r e g a rd ingth eq u a li t yo fe l em en ta ry and s e cond a ry edu ca ti o n inr u ra la re a s, he a l t hser v ic e sfo r iso l a t e dr u r a lfam ili e s and commun it i e s . -ag en era l la cko f con ce rnfo ro r invo lvem en ti nt h est r u ggl efo r t h e hum an r i g h t so fm inor i t i es N eg ro ,I vlexican Ame ri c an , Ind ian . - ad ea r tho f comp r eh ens i v e edu c a tio n al oppo r tun ities --no tj u s t ch a nn e led t e c h n i c a li n fo rm a t i on -fo rf a rm e rsand f a rmw ives . If s u ch alagan d di s c o n t inu i t yexi s t s ,a s appea rstob et h ec a s e, t h is seem si nsharpco n tras ttot h er i chtra d i tion o f fa r m , r u r a l , ag ricu lt u r e . C a s ting aney eb a ckove rt h e pas tc e n tu r y ,t h ei n f l uen c eo f ra l va l u es , m o r es ,as p i r a tionsis m any p l a c e s evi d e n t. P e rh apsit is ru 11 0 m or epe rv a sive ly o r tang i b l yeV iden t, fo r ou r pu rposeston igh t ,than h ef a c to ft h el a n d -g ran t sy stemo fh i gh er e int uc at i o n ~ 185 0(1862)- a con c e rnf o r fa rm i ng and f a rmpe o p l e ,t om ak eth e adv ant a g e so fh i g h e r edu c a t i o n ava il a b let ot h eson s and d augh t . er s �-7 o ff a rm e r s andt h ewo rkingc las s es , to di r ec tt h ea t t e n t i o no f such s t i t ut i on st ot h ep ro b l e m so f ea r n in ga L rv a . ng a sw e l la s! liv ing in i f e(MO r r i ll A c t) . al 18 87 -t h ere a l i z a t l o nw ed i d n ' tknowenough , soe~oha i on r e s e a r ch a c t i v i t i e s( H a tch i k t) . 18 98- a concernfo rth e qU a l l t yo ff am i l yli f e , sot h edev e l o pm en t o f hom ee co nom ics depa rtm en ts . 19 0 0- a conce r nt h a tt r adi t i o n a ls c h o o l i ng w asn l t pr e p a r ingyoungs t e r s f o rthek i n d so fL aves t h e yw ou l d lea d , so B oy s and G ir ls C lub wo r -k, now 4 -H . -t h ee s tab li shm en tby Col l eg e so f Ag r i cu l t u r eo fd epar tm e n t s o fr u r a l edu c a tionan do f ru r a l o c i ol og ~ con c e rn ed"T itht h ew e l l - be ing o fr u r a lf o l k s . 1914 -tomake ther e s ou r c e so ft h ec ampu sa v a i l a b l et .oa ll, Ex t . enSm i th - L ev e rA c t) . s i . on S e rv ices ( h e s ed ev elopm e n t swe r eLnnov a t .Lon so ft h eh ighes to rd er and A l l t g rea t es ts o c i a land e con om ic s ign ifican ce --a produ c to ff a rml e a d e r sh ip , ac on c er nf o r mo r et h a nj u s tf a rmp r o duc tionandm a nag e m e n t, a con c ern f o rth ef a rm e rand h isfam i lya sw eI . l . .• • a soc i a lcon s ci e n c e . th a v e fa rma ndru ra lp eopl ebeens im il a rlead e r si nm ak ing su ch Bu o p po r t u n i t i e s av a i l a b l efo r no r i f ' a rmp eopl e ? No, g en e ra lly no t . -v t .h e y e rs is t e n t lyr e s i s t edF e d e r a l ai dt oedu ca t L on , e x c e p tfo ra g r i c u l · ha ve p lr e s e a r c hand e x t e n s i on . vo cat i on a la g r i c u l t u r e and hom ee conom f . c s; tu ra t h e yhav eres i s t e dmov em en ts o f" t .h eL r" un iv er s i t i e stob ecom emorecon . ce rn ed w i t handin tim a t e l yinvo l v e dint h eissues o fu rban i z ed . Ame ric a . �" , · 8 W h e r e asfa rmleade rs w e r ei nt h efo r e f r on to fmov em en t s tor e l a t eknow le d g e ,r e s e a r c h , and edu c a ti o nt ot h ep r o b lem so f Ame ric awh enit'w as e s s e n ti a llyr u ra l ,a ll bu t afew h av e fa i l ed t opropo und t h esam eav e nu e s f o rt h et o t a lso ci e t ya si t b a su rban iz ed , andtoa deg rees e e mto h a v e becom ei n cr e a s i n g l yeng r o s s ed i nt h eap p l i c a ti o n so ft e chn o l o gytoth e p rob l em so f fa rm i ng and agricu~tl e w ith le eni ~ con c e r nf o rthe hum a n and the hum an e . IV A s on e su rv eystheAme r i c a ns c en eto day ,t h e r ear ece r ta in i s s u e s wh ich s e e mto b e cr -estLng , is sueso fm a jo r si g n i fican ce n o ton ly t ofa rm and ru r a lpeopl e )but t oa l lo f so c iet y . Iw ou ld subm i tt h a tt h ebe s t i n t e r e s t so f fa rm andr u r a l ,and o fa ll Ame r i c a ,w i l lb es e r v e di f fa rm p e o p l ea s s um ep o s i t i o n so fl e ade r s h i p and i n f l u en ce i nt h ese sph er e s . L e tm ec ite a sex amp les : A . Th eq ua l it yo fou r en v ironm en t: 1 . Po l l u t i o n-Am e r i ca na f flu en c eto d a yc o n t am in a t es t h e n a tion ' s w a t e r , a ir ,a n dlandf a s te r th an na t u r e an dm an rs pr e s e n te f f o r t scan c lean se t h e m . P o l l u t i o ni sanind irec t resu lt o f ou rpu r s u i to fe v e rh igh e rs t a n d a rd so fli v i ng. . • o ft h eev e ry d a ya ct i v itie swh icha r epa rt o f 11 feina m ode rn , t e chn i c a l l y adv a nc ed n ati o u . r i c u l t u r e isb o t ha gui l typ a r t y --a nd a p l a i n t i f f. Ag 2. S p a c e · ·7 0% o fth ep eoplelive on 1%o ft .h eland . Th e r eis ath e o r y .. p ropound edby an th ro po l o g i s tEdw a rd T .H a ll,th a t propo s e sa "hum an sp a c ebu bb.L e v -c-a s ac r -edb i to f sp a c e ,a b i to f mob il et . e r i -L t o r i a lit y, [h i chonl yafew 'o th er o r g a n i sm s �. · -9 a r ea l low edtop e n e t r a t e ) and t h e nf o ro n l y sho rt p er i o d so f t im e . I fth is hum a nspacebu bb l ei sr e pe a t e d l y sub jec ted t o b a tte ring byo u ts l d efo r ces sucha sover c r o wd ed hou s ing o r fr e ew ay s )t h eo ccupan t m ayf i n dh im s e l fd eve lopi n gag r ess i v e r e l a t i ons h i p sw i t ht h o se arou nd h im. "A sa W a s h ingt o n Pos t ed i t o r i a lobse rv ed: "We h aveb eenm adl ybui l d i n gc itiesinr e c en t ,de c ad es w ith v i r tua l l ynothough to fm an 'sv i t a lne edf o rl i v ings p a c e. . . noless a c u t et h ant h en eed f o rfood , sh e lt e r, an dt r a n s p o r t . a tt . on ," I rn p.Lf .ca t .L on sf o ru rb anp ro b lem s , revi t al i z a tiono ft h e cou n t r ys i d e ' ? P e rhaps t h e mo s tc ri t ic a lc h a l l eng estoem e r geto dayfrom w·i t h : i.n o u rc iv i li z a tionisth e det e r i o r a tion o f ou r envir onm en t and t h eth re a ttoth e qu a l i t yo f ou re x i s t en c e . B. B u r a l pove rty: lcommun i tyreco gn iz es po ve rty onl ya tt h eu rban gh e tto Th eru ra a r e a . F romt h er e po rt o ft h eN a ti o n a l Commi s si o n on Ru r a l Pov er t y : "R u ra l pover t yL sso r i e r ea ~ an dso a c u te , astobe an at i on a ld isg r a ce ) and i t scon seq uenc e shav e sw ep t in to ou r t i e s,v i o le n t l y. ci �-1 0 - "Th eu r banri o t sd u ring1 9 6 7had th e l r roo t s , in con s i d e r a b l e pa r t, i nr u r a lp o v e r t y . Ah igh p ropo r t i on o ft h ep eopl ec rowd ed . i . n t .oe it yslum st o d a yc am et h e ref r omr u r a ls lums . "Th eto t a l num be ro f ru r a lpoo rwou l db ee v enla rge rt h a .n 14m i llion h ad n o t so m anyo f th em mov edtot h ec ity . T h ey m ad e t h emov e be c au se t h e yw ant e da joban d a de c e n tp l acetoli v e . Some h av e fo undth em . M a n y h a t en o t . Many m e re l y ex ch ang ed li f einar u r a ls lumf o rLi f ' eina nu rbans lum ,a t ex or b i t a n t othem se l v e s ,toth ec i t ies ,an dtoru r a lAm e r ic aa sw e ll. co s tt u r a lpr o g r am s, e sp e cta . l . L yf a rman dv o c a ti o n a l "S om eo f ou rr ag ri c ul t u r ep rog ram s ,a re reli~ fr o man e a r l i e re ra . Th ey w er e d evelop edi nap eriodd u r i n gw h icht h ew el f a r eo ffa rmf am ilie s w a s equ a t e dw i th t h ew e l l -be ing o fr u r a lcO IDIDun itle san do fa l l ru r a lpeo p le . T h is nolonge r is so. " I nco r r t . r a . r t tot h eu r banpoo r)th er u r a lpoo r, n o t a b l yt h e wh i te ,a r eno tw e l lo rg aniz ed,and h av e fewspok e s m enfo rb ring ing t h eN a ti o n ' sa tten ti o ntothe i rp r o b l em s . Th e mo r e voc a l and b ett e ro r g anizedu r banpoo rg ainmo s t o ft h eb en ef i t so f cu r r e n t a n t i pove r t yp rog r ams ." "R u r a lpove r ty i nt h eU nit e dS ta t es h a s no g eog raph i c bound a r ie s . I tisa c u t ei nth eSou th,b u ti t isp r es en t aD d s e ri o u si nt h eE a st ,t h e Wes t, and t h eN o rt h . Ru ra lpov e r ty i sno t lj .m i t e dtoN eg ro e s. I tp e r m ea tes a l lr a c es and e t h n ic g ro ups . Nor is pove r t yli m i t ed t ot h efa rm . Ou rf a r mpopula tion �- 11 - ha s de c l i ne d unt i l it i s only a smal l f r a ction of our tot al rural po pulat ion . Most of the r ural poor do not live on farms .. . More over , contrary t o a co mmon misc onc eption, whi t es outnumber nonwhites among t he r ural p oor by a wide margin. "Hunge r, eve n among c hi l dr e n, do e s ex i st among the rur al poor - - - rJJalim t r i t i on i s even mor e wide spread . "Disea s e and premature death ar e startlingly h i gh among the rural p oor . Infant mort al ity i s far hi gh er among t he r ur al poor than a mong t he l e a st privil e ged group in urb a n ar eas . Chr on ic di sea s es al s o are common among b oth yo ung and old. And medica l and dent a l care i s c ons plcuously ab s ent . "Unempl oyment and under empl oyment are maj or problems i n rur a l 4%. The "The r ur al po or have gone , a nd now go , t o poor s chool s . One Amer ica . The r ate of une mpl oyment nat ionally i s abou t r ate i n r ural area s ave rage s abou t 18%. r e sult i s that more t han 3 mi llion rural a dul ts a r e clas sified as i l liter a t e s. "i'i1D s t of the r ur a l poor live in atrociou s house s . One in eve r y 13 hou s es in r ur a l Ame ri c a is of f i c i ally cl a s s i f i ed as unf it t o l i ve in . "Many of the rur al poor l ive in chr oni ca lly depre ss ed p overty s tr i cke n r ur a l communiti e s . p over t y area . Most of t he r ural South is one va st Ind i an r eservations conta i n heavy c onc ent r a- tion s of pove r t y . But ther e also a re impover ished r ur al c om- munitie s in the upper Great Lake s regi on, i n New Engl a nd , i n Appala c hia , i n the Southvres t , and in other sections. �~ "Th e c omm u n i t yi nr u r a lpo v e r t ya r e a sh as a l lbu td i s a p p ea r ed a s an e f f e c t i v ei n s t i t u t i on . " Inu rban Ame r i c a , T,feexp e ct b u si n es san d comm un i t yl e ade r stob e sen s i -J:;l v e -Co t h ep ro b l em so ft h eunderp rl v l l eg ed , th ed i sa dv an t ag ed , th e m ino ri t y ,t h e:u : r rpov e r i s h ed top rov i d el e a d e r s h i pI nadd re s sin gs o c i e t y 's at t e n t i o nt ot h ep l ig h to f su ehf e l l o ' t !m en , t oexp end e n e r gy i nl e ad e r s h i p o rt sd irec t edto con s tr u c tiveends . e ff Isi t un reason ab le t oexpec t fa rm l e ade r st os e r v e as s im i la rspo ke s m en a n d" f r i e n d si nc o u r t "fo rt h er u r a lpoo r? Ot h e r co nc e rn si n c lud e: 1 . v i a b i l i t yo fpo li t i c a l in s t i t u t i ons ,e sp ec ia l l ya t th el o c a l le v e l ; 2 . t h el n s t l t u t i on o ft h ef am i l y (p rob l emp e o p le a r et h er e s u l t o f in ad equ a te hom e andfam .: L ly s it .u a t.L o n sj ; 3 . concept o fl i f e l o ng l e a r n i ng --s e l f r en ew a l ; 4 . di s f u nc tiona lo r g a ni z a tion s; 5. getting you th i n t ot h em a ins t r e amo fl i f e ; 6. hQ i l l an r e l at i onsh ips ; 7. wo r ldfo od supp l y , th eg rimr e a l i t yo f m a ss e so fpeo p le st a r v ing o rm a lnou r : i . sh ed ,t h ew ld en ing gap b e tw e en t h e"h av e " and "h ave no til n a tlon s ,r , . r i t ht h eexp los i v ep o t e n t i a lsu cha st h es i t va .t i on sugg e s t . s, ' I 'h e s econcer n sa r eHot a l l i n c l u s i v e ,bu ti l l u s t r at eso m e o f l a l , po l i t i c a l , and e conom icp r o b l em sf a c i n go u rs o c i e t y " "SOC andwL t .h wh i ch you' llb e con ce rn edw i t hi nLEAD . �-13- v You - by virtue of your inclination to accept responsibility as evidenced by .. your being here - fact of your advanced education - benefit of the experiences on which you now embark - will be leaders! As such, you have a responsibility to see: 1. that farm and rural interests, values and viewpoints are represented as decisions vitally important to agriculture and to all of society continue to be made, and 2. that the voice which speaks for farm and rural is enlightened, responsible and in tune with the realities of today and tomorrow, not the nostalgic reminiscences of the past. As I reflect on agriculture and rural people and problems in relation to the world population and problems, I recall the words of the 11th century writer, John Donne: "No man is an island, entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friends or of thine own were ; any man's death diminishes me, because I am involved in mankind: and therefore never send to know for whom the bell tolls, it tolls for thee." �··14Hetre reminded that farmers are now a political and economic minority--but the course of history has been altered by the efforts of minorities·--dedicated, energetic:, not neces sarily always well-intentioned, but artjeulate and effective. In the human i ssue s cr e s t i ng today, f arm and rural people can be swept along i n the onrush, to ssed about and buffeted, perhaps left to l anguish i n the backwash. Or we can be in the ma:i.nstream, in concert with total s oc i e t y , not alone yielding to but also shaping the pattern of things to come - - cont r i but i ng i n the fullest sense, not solely or p rimarily in benefiting mankind through appl i cation of technology to food product ion, v ital though this be i n human terms and in econonuc growth, which is made possibl e by transfer of human r e source s from farming to other enterprises. The tide of man today is fronted by such issues as human rights and relationshi p s; a concer n for the manner of l ivi ng, r eplacing the s t a ndard of living as a goal ; the quality of our envi r onme nt ; the equation of population and food . Socie t y will b e de signing and impl eme nt i ng answers to problems s uch a s these. I n this p roce s s , you, as ag r icultur al leaders can be ar chitect s (de s i gning the new plans); builders (putting i nt o action the pl ans of others); or spect a t or s (a part of or ap art from the a ction). Sometimes the role of le ader ship is lonely, frustrating, and overwhelming . I remind myself "I am only one, but I am one I can' t do everything, but I can do s omething. Wha t I ca n do, I oug ht to do And what I ought to do, I will do." Best wi shes i n t his year- - a nd in the future--as you do what you can and ought t o do ! � 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_1970-11-03_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Part of the Main Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 3, 1970 for the W. K. Kellogg Foundation to Project L.E.A.D. Group of the College of Agriculture and Natural Resources at Michigan State University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1970-11-03 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/e840bae3682dfc3870c5be6a5408f1c3.pdf 45078abad57ff89c7a8e6a60877b468a PDF Text Text tf.t-.. . , "THE WORLD STANDS OUT" Remarks by Russell G. Mawby President, W. K. Kellogg Foundation at Nati onal 4-H Congres s Ch i c ago , Illinois November 28, 1976 I I am delighted to be at National 4-H Congress again. I first came as a delegat e f rom Mi chigan in 1944, as a s tate winner in th e 4-H Soil and Wat er Conservation Program, the ac tivity for which the Fires t one Tire a nd Rubb er Company was then th e sponsor. Congress was inde ed an eye-opening exp erience f or this farm boy from Kent County. I was also the recipient of a scholar- s h i p whi ch served both as an incentive and represented a part of the financial wherewithal f or me to become an undergraduate student in horticulture at Michigan Stat e University. Through the years I have been privileged to attend 4-H Congress a number of times . Ruth and I are thrilled to be here now and we thank you for the privilege of being a part of this opening ses sion. To you delegat es t o this 1976 Congr es s, I add my congratulations to those already expressed . For some of you, being named a Congre ss del egate is the culmi na t i on of a co ns c i ous and con certed effort, a goal in your 4-H care er; for others, b eing named one of your s tat e's r epresentatives came a s a surprise, an un exp ect ed oppo r tunity a nd fur ther e xp e r ienc e through 4-H. In either eve nt , you ca n be proud o f your 4-H accomplishments which h ave earned for y ou t h is s pec i a l r ecogniti on and uniQue experience. You a re indeed a select f ew--160o representing nearly 5 1/ 2 milli on youn g p eople �2 in 4-H a nd r elated progr ams in the 50 stat e s, th e District o f Col umb i a , and Puert o Rico . For ea ch of yo u , ther e a re do zens who a l so sought this op por - tunity a nd may, in fact , have been e qual ly or even mor e deser v i ng . That fa c t should be both humbling and st imulating , i ns piri ng a commitment to be the b e st poss i bl e repr e s en t ative for your s tate a nd to make the most of thi s cherished opportuni ty. I know yo u will j oin me in express i ng apprec iat io n to a l l wh o have helped "ma ke i t happen," fo r none o f us does anything r ea l l y s ignificant alon e. I t hi nk first of family--mom and dad , s ist er s and brot hers , grand- parent s, all ; of fell ow 4-H memb ers in your l ocal club and co un t y ; of fri ends--y ou r own age , ol de r , younger ; of Ext ensi on workers, i n your co unty , on the s t a t e 4-H staff , and i n spec ial ist r esponsibiliti es, a nd spo nsors and do no r s - - i n your l ocal commun i t y , i n y our count y and state , nat ional l y , bo th thos e who are y our individual trip sponsor s and thos e who in more general ways provide th e wonder ful e xp eriences of thi s 4-H Congress progr am. You may think e spec ial l y o f p er s ons in y our life who provide d ins pira tion a nd s er ved a s an exampl e; who gave encourageme nt ; who s us t a ined a nd nouri s he d yo u , physi cally, intellectually, s pi r i t ual l y ; who were there wi th a warm shoulder, a helping hand . Inde e d, y our b e ing here i s a s hared hon or a nd accompl i s hment . I hop e t hat dur i ng t hi s we ek you will t h ink often of thos e who helped make i t happen for yo u a nd that you will express your gr a t it ude to them--with a note, a call, a word of thanks . �3 II The theme of the 4-H Congress program this year is 4-H: Room to Grow. Each of you, better than I, could give a testimonial and a speech on that topic. Each of you can cite ways in which 4-H has provided opportunities for you to grow--to grow in understanding, to develop new skills, to experience new relationships with others, to stretch yourself. During this week you will have many further opportunities to grow personally and to explore ideas of ways in which 4-H in the future can expand to serve more young people, both in traditional patterns and in new and exciting variations. But for a few moments this afternoon, I will simply share with you three sets of thoughts that I find useful anchor points in shaping my own life, ideas which hopefully may have some meaning and relevance to you as you think of your today and tomorrow. The first idea relates to people and is love and care. sum~arized in the two words-- And in the sense I mean them, these words are not nouns but are active verbs--love and car'e, Each of us has stashed away in memory certain lines--of poetry, from literature, passages from the Bible--which have special meaning to us. One such which freQuently recurs to me are these lines from Edna St. Vincent Millay The world stands out on either side No wider than the heart is wide~ Above the world is stretched the sky,-No higher than the soul is high. �4 The he art can pu sh th e sea and land Farther away on e i t h e r hand; The soul c a n s pl i t t he sky in two, And let the face o f God sh i ne thru. But East and We s t will pi nc h the heart That cannot keep them pushed apart; And he whos e s oul i s fla t--the sky Will cave in on him by a nd by. Th e world stands out- -no wi der t han the heart i s wi de. Any rea s on able person who r efle ct s thoughtfully on to day a nd tomor r ow- -on wher e ma nk ind is and wh er e we're going--finds the prospect s ober i ng . Recently I r ead a di sturbingly p es simis ti c--a nd per haps di str e s s i ngl y r eali stic--b ook, An Inquiry Into th e Human Prospect, by Robe rt L. Heilbroner. Hei l b ro ne r suggests t hat t hree i s sues a bo ve a l l ot her s shape the cur r ent human predicament. three wor ds: These c a n b e summar iz ed in population, envi ronment , war. I'll not elaborate on t h e se t hr ee i ssues, simply remind you of them: Popula tion -- a r e ali zati on that t h e growt. h of human po pulat ion i s t h e principal and most compel l i ng t hr e at t o the s urv i val of th e spec i es (man); Envi r onment -- a growing apprec iation fo r the f ragi l ity of t h e rela ti onships wi t hi n th e ear t h 's e nvironmental mi l ieu , wi t h an awa r e ne s s of t he mind- boggl i ng co nseque nc es of our act ions , impuls i ve or pr eme ditat e d; a nd �5 W a r -w i t h no b e t t e rrem ind e rt h a nt h ewo rd sw r i t t e n 350 y e a r s ago by John D onne"N om anis an is l a n d ,e n t ir eo fi t se l f ;ev e ry m an i sa pi e c eo fthe co n tin e n t, ap a r to fth em a in ; i f a cl o db e w ashed aw ay by t h e sea , Eu rop e ist h ele s s ,as w e l l a s if ap rom ont o r ywe r e ,a s we l la si f am an o ro ft h yf r i e nd s o ro fth i n e own w e r e ;anym an' sdea th dim in i s h e sm e , b e c a u s e I aminv o l ved i nma n k i n d;andt h e r e f o r en ev er dt oknowf o rw h om t h e be l l sen s~ it t o l l sfo r the e . " No m a t t e r how w e choo s et oc l a s s i f yman' scon c ern s, o rf romwha t v a n tage po in t w ee l e c ttov i ew t h em ,u l t im a te lyi t b ecom e s cl e a rt h a t t h eQ u a l i t yo fl i f ef o ro u r gene ra tion s--you rs andm in e-a n dt h o s et o f o l lowwi l lb ed e t e rm i n e db a si c a l l yby o u r pr o g r e s si nimp r ovi n ghum an l a t i o n sh i ps . Fo rw het h e rw et h i nkin t e rm so ft h ef am i l y ,ou r hom e re comm uni t y ,o u rs t a t eo rn a t i o n ,o rt h ewo rld n e ighbo rhood,t h epr im e rm in an to fwha tlife w i ll belikeint h e yea r sah e a dw i l l be a de te con seQ u en c eo fm an ' s ab ili t yt ol i vein h a rmony , on ew i t ha n o t h er, andt h emo s t im p o r t a n td e c i sion sc o n f r o n t ing u sw i l l no tb er e s o l v e d by ou rbur g e o n i ngtechn o logy al o n e , bu ti n s teadw i l lb e va l u e b a sed andva l u e l a d e n . eo n l yhop ef o rci v i l i z e ds o c i e t yist h a tmod e rn m an w i ll b e mor e Th su c c e s s f u l th an h i sp r e d ec e s s o r si nde a l i ngw i t h hum ana s p i r a t i o n s, re f l ect ingcontem p o ra r yv a l u es . Yo u r g ene rat i o n , mo reth a nm in e , sh ow sp rom is e o fh a v ing t h i scommi tm e n tandc a p a c ity . �6 During these few days in Chicago, you have an unusual opportunity-room to grow--in your circle of friends, in knowing and understanding people from other places and with different backgrounds. on this fully. I urge you to capitalize Perhaps never again will you, in one place, have occasion to be with people from all 50 states, from the District of Columbia and Puerto Rico, from Canada, from other countries of the world neighborhood. Set a goal for yourself. By now you should have become acquainted with your fellow state delegates; while it's impressive to see state groups together this afternoon, by tomorrow I hope you will deliberately avoid your fellow state representatives and instead be reaching out in your circle of friendships. Seldom in the future will you be living in such a cosmopolitan community ... make the most of it. But always your world will be as big as you and your heart make it--come to know, to understand, to care. The second idea is to love life and live it fully, in the highest human sense. As Americans, we are a people especially blessed. But despite the bounties of your life--in spiritual, in cultural, in material terms--it's amazing how many people are sad and unhappy" Life is not meant to be that way. Some of you may recall the old movie, Auntie Mame , or the musical, Mame, the stage variation of the same story. zestful, vital human being. Auntie Mame is a delightful, I recall two quotes: First when she observed, "All of life is a banquet, and most of us poor fools are starving to death." And then, to her nephew as they were to embark on an around-the-world excursion: "I'll open doors for you, doors you never even dreamed existed." �7 Approach each day with anticipation and enthusiasm. Stretch yourself--intellectually (take that tough course, read a great book, visit an art museum); physically (push yourself, shape up, move out); spiritually (seek the real answers, put your religious beliefs into action in your daily life and relationships); be tough on yourself. Explore and experiment. The best advice I ever received in college came from the chairman of the department of horticulture, in which I was a major. He suggested I take the minimum course requirement in horticulture and reach out into other parts of the University, into fields I knew nothing about. That led me into such exciting areas as journalism, geography. political science, sociology. But I missed a lot and I am still in the process of studying to fill those voids, now in such areas as law, philosophy, accounting, the great religions, music and art appreciation. This week you will have a lot of opportunities to explore and experiment. But I want to mention one special opportunity that I hope you will really capitalize on. Most of us know too little about our American system of enterprise, based on individual initiative with competition in a free market system and a profit motivation. Delegates to 4-H Congress are fortunate to have the opportunity of being with representatives of the sponsoring organizations, representatives of business and industry from around the country. It's a compliment to 4-H--and you--that so many busy people take time to be here. Don't miss the opportunity to talk with them--ask about their company, what it's like to work for a corporation, who owns the business. what are the profits and where do they go, how much is government �8 i n v o l v edin t h e bu siness andwh a t ar etheimp l ic a t i o n so ft h a t ,how w o u l d on ep r epa r efo r ajob i nb u s i n e ss o ri n d u str y . If u r t h e ren co u r age you, e t u r n hom e an di f you h av en o t al r e ady don e so ,t obuy som e w hen you r s h a r e so fc omm on s t o c k ,be comi n gp a r town e ro f a corpo r a t i o n . Th a ti s ap r i v i l ege w e ha v ea sAme r i can sth a tmo s t peop l ei nt h ew o r l ddo no t enj o y . Bu t becom i n ga s t o c k h o l d e rw i l l op en up doo rsyoum a y hav eigno r e d be fo re yo u ' l lrec e i ve d iv idend s; e x p e r ien c e app r e cia tion ,o rl o s s ,inyou r s t o c kpor t f o li o ; have ach an c et oseet h ecorpo r a t ion 'sa n n u a lrep o r ts ; t a k ea newi n t e r es ti nt h a tp ag eo fthep ap er t h a tu n t i lnow m ayh a v eb e en o n l y an o b s t a cl eonth ew ay t ot h efunn i e s. G e t in ont h ea c t i o n! I hopeth is w eek a t C lub Co ng r e s sw ill op en door sfo ryou , doo r s you n ev er ev en d ream ed ex i s t e d . It c a n , bu t onl yi f you w i l l i t . Th et h i r dideare la te s totheimpo r t a n c eo fb ei n gi n v o lved . E ffec tive d emoc r acyre q u i res i n d iv idua li em e~ T he un iqu ei n g r e d i en ts o fo u r Am e r icanway o fl i feis v o l u n t e e r i sm , th o s et h i ng s wh i ch i n d i v i d u a l s do v o l u n t a r i l yb e c a u s et h e yw an tt o . M a rg ar e tM e ad h a s ob s er v e d : "We l i v ei na so c i e tyt h a t alw ay shas depended on vo l u n tee r s o fd if f e r e n tk i n d s-som ewho c ang ive mon ey, o t h e r swho gi v e t im e ,anda g r e a tm any w ho f r ee l ygi v et h e ir s p e c i a ls k i l l s , f u l l-tim eo rp ar t-tim e . I fyoulookc l o se ly, youw i l ls e e t h a ta lm o s ta n y t h i n gt h a trea l l y m a t t e r stou s ,a n y t h i n g t h a tembodi e sou rd e ep es t comm i tm en tt ot h ew ay hum anlife shou l db e li v e dand c a r e df o r ,d epend s on som e fo r m -m o re of t e nm a ny f o rm s -o fv o l u nte e r i sm . " �9 T h i sf a c tg i v e sa d i s t i n c t i v e l yhum an eq u a l i t yt ol i f ei nAm e r i c a . A l lo fu s wh oa r ea pa r to f4 -H , whohav eb e n e f i t t e di nmanyw ay s , know o ft h es i g n i f i c a n tr o l eo fv o l u n t e e r s a d u l tl e a d e r s ,j u n i o rle a d e r s , r e s o u r ce peo p l e ,s p o n s o r sanddono r s . I ' l l sugg es t at o p i cf o ryo u r ne x tr a ps e s s i o n : T h e s i s" I na r e a l sen se ,the m a rk o f a pe rson' sl i f eis det e rm ined , ab ove a l l ,by the w ay s i nwh ichle i s u r et im ei ss p e n t . " Th ink a b o u tt h a t an a l y z et h el i v e so f fo lk sy ou admir e ,andwhy . I enc o u r ag e you t ob ei ed u ari So ,thr e ei d e a s : (1 ) P eo p l e-love and ca r e . (2) Lov el i f eand l i v ei t fu lly. (3 ) B ei n v o l v e d . ITT ~ ~ Wh i l e t h e pr o s p ec t so ft h ef u t u r em ay so m e tim e s se emsomb e r,the c h a l l e n g e a n dt h ep o t e n t i a l o ftomo r rowa r ea sd em and ing anda s e x h i l a r a t i n ga se v e r . I nan ag ewh en b i g n e s s and c om p l e x i t ys e em ara ct e ris ti c ,i t ' simpo r ta n tt om a i n t a i n ap r o p e rpe r s p e c t i v e . Wh en ch t h erea l i t i e so f th e ev e r y d aywo r ld s e e ma lmo s t ov e rwhe lm in g , If i n d t h efo l l ow ing a u s e f u lr em in d e r : I amon ly on e,b u t I amone; a n ' tdo ev e r y t h i n g ,b u tIc a n do som e th in g ; Ic And wh a t Ic an do , I ou g h tt odo ; a t I ough t to do , by t h eg r ac eo fGo d ,I w i l l do . And wh ~ �10 Je s us taught , "Love t hy ne i ghbor - - " Aunti e Mame said, " All of life i s a ba nquet and most of us poo r fools a re star ving to dea t h." Snoopy says , "Ha pp i ness is b e ing a fr iend . " 4-H-- an d l ife--provi de f or each o f u s r oom to grow if we will. If each o f us wi l l do what we can do and ought to do to enr ich our own lives a nd thos e of others , we will in fact be servi ng man 's higher purpose . To each of you attendin g t h i s 4-H Congr es s in our Bi c entennial y ear, Godsp e ed in t his wee k and i n the years a h ead i n yo ur unending commi t ment t o make yo ur b e st o f t oday even b e tt er. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1976-11-28_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 November 28, 1976 for the W. K. Kellogg Foundation at the National 4-H Congress. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1976-11-28 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/2bf947092c92835491470fadc9bf3169.pdf 8d92df03924c45bf189508d532ebd56e PDF Text Text Pew/RWJ/WKKF JOINT FOUNDATION MEETING Washington, DC November 21, 1994 Russell G. Mawby ~ I It is my distinct pl eas re to be here to day, f'LU:--I-A'Irn part of an ; '> • national meeting b extraordinary event - g co- sponsored by three <*-~9-I-af'-€Jest foundations, the Robert ,.,-.- Wood Johnson t l. .. FAHi~rtI'm n, Kellogg #Je Pew -==-- '- .......+«:1" , and J: otI~rn here todav.Laad.......tav lU{i~t·a r=tt-&VeRt , C~~Af because . intl¥ rlQ,jiiH**Iefit:Wt, ~ p nS.Q.I:eQ~~ we hav e re ac hed the same conclusion -- while there is much to be valued in �theUn i ted S ta tes med ica l ca resys tem , espec ia l ly fo rthose who can af . f cm : li t ,the re is much tha t ~~~- imp roveou r ove ra l l hea l th ca re s ~~ done to ---__ l :O r r t lanv :....QeQp le , uch -leavest Q Jr:n.a~r- e ~ As t h i sd is t ine t ly democ ra t ic Ame r ican sys tem ~ ~ moves fo rwa rdtore focuson hea l th f ra the rthani l lnesscase , the reis aneedtoreshapethev is iono fp rac t i t ione rssotha t -doc to rs , nu rses , and o the r hea l th p ro fess iona ls -wo r k . . toge the rinmo re app rop r ia te wa y sw i th in commun i t ies I t : . s is to th is wo r k fo rce issue tha t th is con fe rence ~~ . add ressed ., . e~ onferen e isi i IS an oppo r tun i ty fo r " , t e many mode ls o f pub l ic hea l th and p r ima ry ca re th roughou tthecoun t ry tha ta re be ing deve loped w i th the ass is tance o f Reb Wood Johnson , PEW , and 2 �Ke I I0gg Feunda t inn t .o-,Aa.l~' ' f t-o eA~.a. toi n tera c tw i th thoseingove rnmen t who make thelawsand theru lesfo r theexpend i tu reo fpub l icfunds . ~e W .K . Ke l logg Founda t ion hasbeen conce rnedabou tthe hea l th o f peop le s ince i ts beg inn ing in 1930 . invo lvemen tinhea l th isbased upon a fundamen ta lbe l ie f in theresou rce fu lnesso fpeop le toac t ive lyengage inp rob lem so lv ing . Much o f theW .K . Ke l logg Founda t ion 's wo r k pe rhaps i tsmos td is t ingu ish ingfea tu re-has been i tsfocus on he lp ingpeop lehe lpthemse lves .'1 -J " - ~ ~ ~j . Ove r the yea rs , the wo rk and ded ica t ion o f many commun i ty peop le have come to the Founda t ion 's a t ten t ion . Sa ra Lee Nea l f romRa ine l le , Wes t V i rg in ia , i s JL . . • ica ted commun i tyi f t t fm iBE r s ls . Ms . Nea l one Q.t.-t l la. .s~ ded was a cha i rpe rson fo r the Wes t 3 V i rg in ia Commun i ty �Pa r tne rsh ips /Hea l th P ro fess ions Educa t ion in i t ia t ive 'sJo in t Gove rn ing Boa rd . She ~ : -fei~:tft fe :J.-i J as ta te leg is l a t ive yin Janua ry 1994 , tha the r ro leineduca t ing doc to rs and nu rses fo rhe r ru ra ltown ,and thosel ikei tth roughou t Wes t V i rg in ia , isthemos t impo r tan ten te rp r iseshehaseve r engaged in . Sa id Ms . Nea l , " Intheg rand scheme o f th is wo r ld . . . tot ru ly'makea d i f fe rence ' isa b less ing . The Ke l logg in i t ia t ivehas come toge the rin a sp i r i to f love , ene rgy , and p ragma t ism , and we have made a d i f fe ceo We have made l i febe t te r fo rfo lkswho neve rd reamed to even ask fo rbe t te r hea r ts , be t te r tee th ,hea l th ie r ch i ld ren . The Ke l logg in i t ia t ivehas g iven hope topopu la t ions who we re d rown inginres igna t ion . " A tha t"educa t ion o f fe rs the g rea tes t oppo r tun i ty fo r rea l ly imp rov ing one gene ra t ion ove r ano the r . " The Ke l logg Founda t ion 's hea l th 4 �p rog ramm ing , s ince the 1930 s , has had a commun i ty > Inthelas tdecade , we have focusedon d raw ing upon the lessonslea rned f rom these expe r iences! " tocon t r ibu te to sys temschange ,pa r t icu la r lyHea l th P ro fess ions Educa t ion . ~ One) s theCommun i ty -Based ~ li Hea l th in i t ia t ive ,wh i ch loca l hea l th depa r tmen ts , and peop le l iv ing In commun i t ies in to A ~ a:tI~l be ing p i lo ted inth reecommun i t ies In M ich igan , isdes ignedtowo r k towa rdhea l th re fo rm a ttheloca lleve l �·. The third strategy, the Community Partnerships with Health Professions Education, seeks to change the way our health professionals are trained and to increase the number of suitably-educated primary health care practitioners doctors, nurses, and other health professionals working together with communities. ~ and affordability of health care for the people of this country is not done. As we see it, there is a gap between what people want and what our system pays for and, therefore, A provides. There is little argument that the United States has the most sophisticated technology and the best medic al care in the world. needs as well. But the people of our society have other At one of the Community Partnership sites, they tell of the time a mother and father carried their child to one of the Partnerships' school-based clinics. 6 The child �, ~When was not ill, as it turned out, the child was dead. " clinic staff realized the situation, they explained to the parents that there was nothing they or anyone else could do for the little one. To the staff's surprise, the parents said they knew the child was dead. They had not come for medical services, but for the other services their friends and neighbors said the clinic would provide for understanding ~- and emotional support, for kindness and caring. family wanted was not high tech What this intervention, compassion. We must have a system that provides both . ~r but ~ ~ .. Reducing the gap between what people want and what the system provides remains the challenge for policymakers in this country at all levels. Reducing that gap has been one of the main reasons for the increased attention to making more public and primary health care available. The key question, of course, is how do we do that? How can public 7 �~ fundsand regu la t ionsbe adap tedA 10 redu ceth isgap? Th is room is fu l lo f leade rso fp ro jec ts funded by the th ree fo unda tion s . th is .e . almle-:l~-Ul t h -r e t ighou t . , t t -H : : n tr:v . Each o fthemhaveideasabou thowtoreduce thegap . A l lo fus mus tl is ten . . . . . . .p h 4 - ~ } - ~' '.. --- -' • • . : . . . ~ {r- r~ The cha l lenge o fchang ing sys tems , chang ing pa rad igms ,i f you w i l l , is a lways a daun t ing one . Change is as low p rocess , and a l l sys temsres is ti t . Bu ti fHea l th P ro fess ions Educa t ion istot ru lyp repa re an adequa te wo r k fo rceto mee t pub l ic needs inthedecades tocome ,thedes i res and va lues o f thepeop le theyse rve mus t be recogn ized and emb raced . The Ke l logg.Foun da t ion has p rov i d e d $340 m i l l ion fo r • _ , . , . L ~--.. ~ c r - hea l th p rog rams in the las t ten yea rs" , . . . . . . . _ _ The o the r founda t ionsrep resen tedhe re con t inue tocon t r ibu te many 8 ~ �millions more. We all are working hard in this area for one reason -- to help our country have a comprehensive health care system that meets the needs of all of our people at a cost we can afford. As I said earlier, our work, and that of ......P- • ~~ policvmakersjat every level of our society. is not e- ~ne . ; 1 We '- know better than we d jand we must get on with it. On behalf of the W. K. Kellogg Foundation, it is e s in sponsoring this event. I know to join w · that pleasure r ~rf~ other, will proceed in the spirit of learning from each and people everywhere will exchange of ideas occurring here. / , 9 the 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_1994-11-20_RMawby_SPE Title A name given to the resource Russell Mawby speech, Joint Foundation Meeting Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 21, 1994 for the W. K. Kellogg Foundation at the Joint Foundation Meeting between Pew, RWJ and WKKF. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1994-11-21 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/ee1dfa1a1caa27e9bddaf777cd6e2c11.pdf 04c070adafee9ad5974d4ad2aa926ded PDF Text Text MESSAGE IN HONOR OF NANCY AXELROD'S NINE YEARS AS FOUNDING PRESIDENT OF THE NATIONAL CENTER FOR NONPROFIT BOARDS NATIONAL LEADERSHIP FORUM WASHINGTON, D.C. NOVEWIBER 17,1996 Russell G. Mawby Chairman Emeritus and Trustee W. K. Kellogg Foundation In successful grantmaking, there are three key components: problem -- program -- people! The problem -- clearly articulated, timely, and important; the program or course of action proposed to address the issue; and, most important of all, the people involved -creative, competent, committed. A decision to support the National Center for Nonprofit Boards was based on all three and, in retrospect, was prudent, even brilliant. When the Kellogg Foundation made its initial investment in the National Center for Nonprofit Boards in 1987, we had no ideajust how successful that decision would tum out to be. We made a four-year grant of $880,000 to launch NCNB, which then was only �-2- an idea. With the grant, the founding organizations -- the Association of Governing Boards of Universities and Colleges and Independent Sector -- then asked Nancy Axelrod to become its first chief executive. She opened NCNB's doors with a staff of 3 and is leaving nine years later with a staff of 25. The budget has grown from $385 ,000 in 1988 to $3.4 million this year. The Kellogg Foundation and the other five funders who helped launch NCNB have been joined by 105 other foundations and corporations that have provided grant support to the National Center for Nonprofit Boards. Even more impressive, NCNB now finances most of its operations from earned income from publications sales, membership dues, meetings and conferences, and board training fees. Earned income �-3In 1996 will be about $2 million and will account for about 60 percent ofNCNB's total income. Beyond these figures that show how well Nancy, her board, and her staff have led NCNB is the critical role that the National Center for Nonprofit Boards has played to promote strong boards. All of us know how important effective trusteeship is to the health of the nonprofit sector. In just nine years, NCNB has become a highly respected center for information and advice to help boards become better -- not only in the United States but also in other parts of the world where non-governmental organizations are contributing to the establishment and strengthening of civil societies -- and are asking NCNB for assistance. Congratulations, Nancy, on the remarkable work you have accomplished while serving as NCNB' s first chief executive, and good luck as you begin a new chapter in your career. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1996-11-17_RMawby_SPE Title A name given to the resource Russell Mawby speech, National Leadership Forum Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 17, 1996 for the W. K. Kellogg Foundation at the National Leadership forum in honor of Nancy Axelrod's nine years as Founding President of the National Center for Nonprofit Boards. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1996-11-17 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/8d2ede46415655dc86371eceb559752f.pdf 2a44a563c6e666eea184a0c94f3b7d01 PDF Text Text Remarks by Russell G. Mawby , President W. K. Kellogg Foun d ation at the Dedic ation of the Kello gg Li f e sp an Le arni ng Comp lex Utah State Univ ersity Logan, Utah November 17, 1981 1. Ruth and I are delighted to be here and to r epresent the Kellogg Founda tion at this very sp ecial occasion marking the construction of this very special facility, at this very special university. Now, I hope you'll resist the impulse to discount that comment as simply highblown rhetoric of a dedication Jay speaker. The word lIspecial" admittedly lacks much in the way of credibility in our society today. People talk about giving you a "special deal" and holding a "special sale." To just mention another involuntary impulse, I can't seem to force my hands out of my pockets when someone starts talking about wha t a "s pe c i a I deal'! they have for me! �2 This morning, however, I hope to convince you (if that is necessary), that the adjective 1!special" ':1ppropriatel y applies to Utah State U~iversity a n d the Uni versity commitment reflected in this Lifespan Learning Complex. And, for those of you ~ho've had an opportunity to scan this morning's printed program, let me relieve any anxiety you may be feeling over seeing that seven-letter word 1!a-d-d-r-e-s-s" next to my name. Not to get caught up in semantical exercises, or to belabor word definitions any further, but the only comfort able u£e I have for the word "address" relates to where I live, and where they deliv er my mail. So my remarks this morning will be brief: confined to a bit about the history of continuing education as it relates to the Kellogg Found ation and why the Found ation considers this Lifespan Learning Complex very "special" in several important ways. �3 II. As some o f you ma y know, Lhe Ke l l ogg Foundation's founder, Mr. W. K. Kel l ogg , wa s a successful busin essman and an equally p ra c t ic a l philanthropist. In 1935, when he made the irrevoc abl e t r a ns f e r of his fortune to the Foundation, he wrote a bri ef l etter in which he concluded: til am glad that the educational approach has been emphasized. The greatest good for the greatest number can come only throu gh the e du c a t i on of the child, the parent, the teacher, the ' 'f ami l y physician, the dentist, and the community in general. Education offers the greatest oppor t un i t y for really improving one generation over another." Growing out of Mr. Kellogg's philosophy, and through support of a variety of approaches, the Kellogg Foundation has placed ve r y high priority on support of e f f or t s to improve and exp and educational opportunitie s. �4 More than any other private foundation, the Kello gg Foundation is also identified with adult continuing education. Very often this identity is with residential centers for continuing education, such as the 10 which have been assisted at institutions in this country and in England. In each instance, the interest of both the universities and the Foundation was with program, and only secondarily with bricks and mortar. Each of our institutional grants for residential centers represent ed significant new dimensi.ons in programming models for univ er sity-based residential continuing education. We are ' proud of these centers and their accomplishments, for their success is at least partially responsible for stimulating development of more than 130 such centers at colleges and universities throughout the country since the early 1950s. I will also admit to you that my own views of continuing education are biased, and my support unusually strong, because my personal life and career have been constructively influenced by university programs of continuing education. �5 I grew up on a f arm in west ern Michigan. My f a the r and mother complet ed only eight y ears of form al schooling , but they both appre ciated education, kno wl ed ge, and l earning. My father's first job was as a hired hand on a farm and some eight years later he realized th e dream of every hired man when he bought a farm of his own. Very early he established contact with th e county agricultural agent and my mother became involved in home demonstration club activities. Mawby kids were in 4-H club work. The These contacts with Michigan State Univer sity, through Coop erative Ext ension, made a difference in our way ' o f life and our standard of living. 4-H first brought me to a university campus at the age of 14. This, and subsequent experiences, crystalized my goal of enrolling in college and I became the first member of my family to graduate from college. surprised that I am strongly committed: So you will not be �6 to the idea that learning by doing, and combining study with experience and service, is necessary to the 2d u c &t i o n of every responsible man and woman; to the idea that doing community adult education with imagination and a sense of enlargement is among the responsibilities of the university; and to the idea that technology and art, culture and industry, may be wedded for the improvement of all the people. It is in line with this history and these objectives then, that the Kellogg Foundation has encouraged efforts aimed at improved continuing education opportunities for professionals, and the integration of continuing education -in the fullest sense -- as part of the mission of our system of higher learning. III. There are signs and reasons for optimism that this integration is occurring. Colleges and universities �know survival depends upon finding new sources of revenue, performing new services, or both. One possibility is to identify additional kinds of students: from among young Americans not presently enrolled; from foreign students; or from adults seriously interested in lifelong learning. Of these three, the most readily available aDd numercus are adults. In the last few years, they have become present in such numbers that the Wall Street Journal has referred to the influx as "the graying of the campus,lI Because of these changes in student profile, and projected population trends, there has ·b e e n new attention and commitment to the concept of continuing education. We have seen an enormous increase of community schools and community colleges. Associations devoted to religious, political, social, and economic causes now turn to adult education as a way of achieving their diverse ends. Professions are increasingly using continuing education as a basis for formal relicensure and recertification. Large numbers of people are seeking to �8 a c q u i r eb a s i cl e a r n i n go rf u n dam en ta l lif es k i l l s ,t ose c u r e h i g hs c h o o le q u i v a l e n c yc e r t i f i c a t e s ,t ouse e x pe r i e n c ei n a ne d u c a t i v ew ay , t oe a r nn o n t r a d i t i u n a l de g r e e s ,a n dt o l e a r nn ew k i n d so fwo rk o~ ete e o re x p a n dt h eo n e st h e y a l r e a d yh a v e . I nm any o r g a n i z a t i ons ,p a r t i c u l a r l yt h e m i l i t a r y s e r v i c e sa n d som em a j o r c o r p o r a t i o n s , wo rk t im ea n d s t u d yt im ea r em e sh ed w i t ho n ea n o t h e ro ra l t e r n a t ei na l i f e l o n gc a r e e rp a t t e r n . S o c i e t yi sb e g i n n i n gt or e c o g n i z et h a t ,d u et oa l t e r i n g l i f ep a t t e r n so fo u rc i t i z e n sa n db u r ge o n i n gn ew k n ow l e dg e , s e r v i n gl i f e l o n gl e a r n i n gn e e d si sa l e g i t im a t e ,b u ty e t u n f u l f i l l e d ,r o l ef o ri n s t i t u t i o n si no u rs o c i e t y . T h a ti s p a r t i c u l a r l ys of o ro u rc o l l e g e sa n du n i v e r s i t i e s . Im e n t i o n e d e a r l i e rt h er o l eo ft h eC o o p e r a t i v e ts e em st om e t h a ti t o f f e r sa p a r t i c u l a r E x t e n s i o nS e r v i c e . I a n dv e r yv a l u a b l el e s s o nf o rc o l l e g e sa n du n i v e r s i t i e sa s t h e yb e g i nt oe x p a n dt h e i r o~oi~ e t and t h e i rp r o g r am sf o r a d u l t s . B e tw e en 1903 and 1 9 0 6 ,S e ama n Kn2PP , ac r i p p l e d , �9 elderly student of the classics, developed in Louisiana and Texas the teaching techniques which became the basis of the agriculture extension service, effectively reaching and changing the practices of farmers, then the largest economic group in the country. He and his colleagues did not teach simple tricks and skills but conveyed the profoundest principles then known of soil science, plant management, animal husbandry, and engineering. On the basis of Knapp's work, which grew rapidly in the next eight years with assistance from several foundations, and which was permanently linked to the land grant colleges in 1914, the whole nature of American agriculture and rural life has been changed. The success of this lifelong learning enterprise -beginning with youngsters on the farm and contilluing to influence the minds and actions of farm families and farm operators throughout their careers -- brought an acclaim in recognition to the sponsoring universities which nobody had ever dreamed they could achieve. The little "cow colleges," �10 then out at the edge of academe, have become the Purdues, the Michigan States, the Nebraskas, and the Utah States of today. One cannot give complete credit for such changes to the agricultural extension service, but its basic principles of confronting the reality of adult life in the community setting has been profoundly important. IV. Could it be, however, that basing adult learning on such life experience and need .i s a lesson which colleges and universities must themselves learn more fully if they 2re to carry their institutions into a new era of service to society? This question brings us to Utah State University, and the role of this Lifespan Learning Complex. I suggest that in future years, major benchmarks of productive change in higher education may identify "pre- and post-Utah State" dates in the development of adult continuing education in the United States much as the agricultural extension movement at the turn of the century; and creation of the network of �11 residential continuing education cente rs in th e 1950s ar e recognized as important milesto nes. For while we have had the network of residential continuing education centers at universities, they have conceptually, programmatically, and geographically been on the outskirts of higher education. Cyril Houle, a consultant to our Foundation and a noted scholar within the field of continuing education, has observed that lifespan education is grounded on the concept that there are identifiable periods within an individualts life, ranging from childhood, adolescence, onset of maturity, adulthood, to identifiable stages of middle and old age, in which there are special learning needs and abilities. For example, the comprehensive approach to lifespan education suggests that there are right times in which to learn how to meet successive needs: to lay a found ation for life in which learning will always be an essential part; to be a good marriage partner and parent; to supervise and administer �1 2 t h ewo rk o fo t h e rp e o p le ;t ob ea ne l d e ri na c h u r c h ;t o e x am i n ep a s tp a t t e r n so fl i f ea n dc o n t em p l a t en ew o n e s ;t o h o l do f f i c ei na v o l u n t a r ya s s o c i a t i o n ;t oc a r ef o ra b o d y w h i c h i s e i ~ r a t h e rt h a ni n c r e a s i n gi nv i g o r ,t og row o l dw i t hg r a c ea n dd i g n i t y ; and t oe s t a b l i s hn ew i n t e r e s t s a n da f f i l i a t i o n si no l da g e . H o u l e s u g g e s t st h a ta n ys p e c i f i c k i n do fl e a r n i n gi sm o s t e f f e c t i v e l yu n d e r t a k e n wh en t h e t im ef o ri t h a s com e ,a n dt h et o t a lp a t t e r no fa d e s i r a b l e e d u c a t i o nr e q u i r e sa n unde r s t a n d i n go ft h ef u l ll i f e s p a no f hum an e x i s t e n c e . How ev e r , i nmy j u d gm e n t ,u n t i lU t a h S t a t ea n du n t i lt h e o p e n i n go ft h i sf a c i l i t y ,no i n s t i t u t i o no fh i g h e re d u c a t i o n i nt h eU n i t e dS t a t e sh a sd i s p l a y e dm a j o r c r e a t i v i t yo r comm i tm en ti ni n s t i t u t i o n a l i z i n gt h i sc o n c e p to fl i f e s p a n e d u c a t i o n . No i n s t i t u t i o no fh i g h e re d u c a t i o n ,u n t i lU t a h S t a t e , a c c e p t e dt h ef u l lim p l i c a t i o n so ft h ec o n c e p to fl i f e l o n g l e a r n i n gand a t t em p t e dt odo s om e t h i n ga b o u ti t ,i nt e rm so f �the organizational chart of the in stitution; p att erns of financing; the reward system for faculty; functional activities and relationships within the institution; and with organizations beyond its walls. No university, until Utah State, WaS willing to develop a broad-based multidisciplin ary offering of continuing education services embracing a l l or most of the subject matter fields of a major university. No university, until Ut ah State, worked to integrat e programmatically the basic and continuing educational activities within the institu tion. No major university, until Utah State, designed a facility which also physically integrated continuing education programs into the university structure where they are visible to all learners and where continuing education is related to the other teaching and research responsibilities of faculty. �14 No u n i v e r s i t y ,u n t i lU t a h S t a t e ,w o r k e d t ob e g i n r e o r g a n i z i n gi t se n t i r ep a t t e r no fi n s t r u c t i o ni ns u c ha ~ y a st od em o n s t r a t ea c o n c e p to fl i f e l o n gl e a r n i n gt oa l li t s s t u d e n t s . No u n i v e r s i t y ,u n t i lU t a h S t a t e ,c e n t r a l i z e di t s s u p p o r t i n gs e r v i c e st oe n c o u r a g et h ei n t e rm i n g l i n go f t r a d i t i o n a la n dn o n t r a d i t i o n a ls t u d e n t s . O f c o u r s e , mu ch o ft h i st o d a yr e p r e s e n t sa na g e n d af o r c h a n g e . Y e t , t h i sU n i v e r s i t y , i t ss t u d e n t s ,f a c u l t y , R e g e n t s , a n ds t a f f ,d e s e r v ec r e d i tf o ra c c e p t i n gt h e u n c e r t a i n t y ,t h ec h a l l e n g e ,a n dt h eo p p o r t u n i t yw h i c h c h a n g e a lw a y sr e p r e s e n t s . v . And , w h a t a r eo u rp r a c t i c a lh o p e so re x p e c t a t i o n s ,a s y o ub e g i nt h e s eim p o r t a n t ," s p e c i a l "e f f o r t si nl i f e s p a n e d u c a t i o n ? �15 1. We hope there are a number of specific examples wh i c h evolve and emerge out of your efforts, and the programs within this complex, which give concreteness to the concept of lifespan education in the lives and the needs of people. 2. We hope that from these specific examples will emerge better ways of carrying out university functions and university programs. 3. We hope the University might demonstrate new, more effective ways of working with the informal network of continuing education organizations. For example: voluntary agencies, service organizations, and community institutions such as libraries, museums, and art centers -many of which often embody the concept of lifespan education. 4. We hope the University will be creative in identifying new learning clienteles which have not been served by existing networks and programs of continuing education. And, �16 5. We migh t c hallenge the University to conceptuclize and imp l e me n t oVer a period of time, a comprehensive approach to help in g a citizen or student build an individual plan for living -- for lifelong learning and growth, r e f l e c t i n g the latest notions of the stages of adult development, incorporating the individual's personal values and goals, and representing a comprehensive and refreshing accommodation of an institution to the interrelationships between work (profession, career), family, leisure, and learning. Challenges almost as difficult as these were faced and met in earlier eras, and for earlier clienteles, through the extension network and the residential continuing education centers. Today the special challenge, for this special university and this special complex, is to lead the way into a new era of educational service in our society. �17 I believe it is to that challenge, and that opportunity, that we should dedicate this facility today. JMR-2, B 11/13/81 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor 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_1981-11-17_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Dedication of the Kellogg Lifespan Learning Complex Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 17, 1981 for the W. K. Kellogg Foundation at the dedication of the Kellogg Lifespan Learning Complex. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1981-11-17 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/21a04c836f41e9d8c42d219641bd8d5c.pdf 1cf4c7d8d75030d640240109f4e9e6ca PDF Text Text AGRICULTURAL SCOTOMA: A LIMITING VISION OF THE FUTURE Presented by Dr. Russell G. Mawby Chairman and Chief Executive Officer W. K. Kellogg Foundation Battle Creek, Michigan as the Seaman A. Knapp Memorial Lecture at the Annual Meeting of National Association of State Universities and Land-Grant Colleges Washington, D.C. November 14, 1983 I. It is an honor indeed to be invited to give the Seaman A. Knapp Memorial Lecture for 1983, the year which marks the lSOth anniversary of his birth -- December 16 to be exact -- and the lOOth anniversary of his appointment as President of Iowa State College. Being here is a special pleasure for me because Extension has been such an important part of my personal life and my professional career. I express appreciation to those who have given me this special recognition and opportunity. �2 I have taken advantage of this occasion to look more deeply into the record of Seaman Knapp's life than I have had opportunity to do previously. Let me therefore begin my remarks today by talking about Knapp's ideas and actions before moving on to comment briefly on my own concerns about agriculture today and in the future. I cannot hope to do justice to Knapp today but future lecturers will have almost immediate opportunities to do so, as more anniversaries occur. In only four years, in 1987, comes the hundredth anniversary of both the Hatch Act, which he drafted and steered through ~ongress, and of this Association, of which he was one of the six founders. Two years later, in 1989, will come the 75th anniversary of the passage of the Smith-Lever Act, which nationalized Knapp's great creation, the Cooperative Extension Service. The breadth of these accomplishments suggests that of all the countless people who created the land-grant tradition and the land-grant spirit, his contribution was the greatest. It deserves our �3 r em em b r a n c e ,a n d I comm end y o uf o rr e c o g n i z i n gh im w i t h t h i s M em o r i a l L e c t u r es e r i e s . I I . Th e Kn app f am i l yc am et oAm e r i c a i n1 6 3 0 ,o n l yt e n y e a r sa f t e rt h ep i l g r im sl a n d e don P l ym o u t h Ro ck . F o r g e n e r a t i o n s ,t h e yw e r e f a rm e r s ,b l a c k sm i t h s ,c o u n t r y d o c t o r s ,a n do t h e rs im i l a rc r a f t sm e ni nN ew E n g l a n d and N ew Y o r k , m a r r y i n g t h o s ew i t hb a c k g r o u n d sl i k et h e i rown . S e am an w a s t h ef i r s tKn app I ne i g h tg e n e r a t i o n st ogo t oc o l l e g e . H e w e n t t h r o u g ht h ec l a s s i c a lL a t i na n dG r e e kc u r r i c u l uma t U n i o nC o l l e g e ; no o t h e rc o u r s eo f~ w a s a v a i l a b l e . Th en h e and h i sw i f e , whom h eh a dm e t i na c o l l e g e p r e p a r a t o r y a c a d em y ,b e g a nt h e i rc a r e e r sa st e a c h e r sand a l s oa so p e r a t o r s o fa sm a l lf a rmh e rf a t h e rh a dg i v e n th em . Thu sc o n t i n u e da p a t t e r no fl i f ew h i c hh a db e e ns e te a r l ywh en Kn app h a dh a d t os c r am b l et of i n a n c eh i se d u c a t i o na n dw h i c hw a s t oc o n t i n u e a l lh i sl i f e . Though I s h a l lc o n c e n t r a t eon h i sa g r i c u l t u r a l e n d e a v o r s ,h ea lw a y sh a ds e v e r a lo t h e rc a r e e r sg o i n g �4 simultaneously -- as businessman, banker, preacher, land speculator, editor, author, salesman, superintendent of a state school for the deaf, professor, or college president. Farming did not assume major importance in his life until he was 33 years old and he did not choose agriculture willingly. He fell one day in the school yard and tore the ligaments of his knee. cripple. Infection set In and he became a Matters went from bad to worse and eventually the doctors told him he must either have his leg amputated or become a farmer, where he could lead a simple, rugged life in the open air. Knapp chose the latter and, for unknown reasons, turned his back on his ancestral home, sold his wife's farm, and made his painful way west to Iowa where he bought a farm. He had hoped to raise Merino sheep but knew nothing about how to do so. They all died; for a time, he subsisted on income from his other occupations. After five years of daily massage, special exercises, and the adoption of a diet which a modern dietitian would warmly approve, he regained his health. �5 Perhaps the death of those Merino sheep should be celebrated as a crucial event of American agriculture, for it deeply reinforced an idea which became the governing rule of Knapp's life. It was an almost religiously held conviction that practical affairs are governed by principles and rules which can be discerned by research and then be learned by the people who should use them. This mainspring of his thought shaped his personal life and career and in one way or another influenced everything he did after moving to Iowa. Let us follow only that thread of his career which had to do with his direct, practical work with farmers, ignoring (regretfully) his mastery of politics and propaganda, his skill as a college teacher and administrator, and his impressive talents as both a preacher and an agribusinessman. In the field he became a unique and familiar figure, moving swiftly and incessantly, writing, talking, lecturing, and demonstrating -seeking above all else not only to inform people but to persuade them to action. �6 F i r s to fa l l ,h et u r n e dh i sa t t e n t i o nt op i g s . "P i g r e a r i n g , "h eb e l i e v e d ," i sb o t ha s c i e n c ea n da na r t . To do i t w e l l r e q u i r e sa s mu ch b r a i n sa n da s mu ch s t u d ya st ob ea p h y s i c i a no ra l aw y e r . " On h i s own f a rm ,h es e l e c t e dt h e b e s ts t o c kh ec o u l df i n da n dc o n s t a n t l yim p r o v e di t ;h eg a v e c l o s ea t t e n t i o nt oe v e r ya s p e c to fc a r e ;a n dh ek e p tc om p l e t e f i n a n c i a lre c o r d so ft h er e s u l t s . Wh en h ec o u l da f f o r dt o do s o ,h ee x p a n d e dh i s own h o l d i n g sa n db e c ame a d e a l e ri n sw i n e ,c o n s t a n t l yim p r o v i n gt h eq u a l i t yo ft h es t o c kw i t h w h i c hh e de a l t . H e a l s o ,c h a r a c t e r i s t i c a l l y ,b e g a nt ow r i t e a r t i c l e s ,c r e a t ea n dg u i d e sso ~ ons, g i v el e c t u r e s , e x h i b i tp r im ea n im a l s ,a n dt u r nh i s own h o l d i n g si n t o d em o n s t r a t i o nf a rm s . W i t h i n t e ny e a r s ,h ew a s n o to n l yo n e o ft h em o s t s u c c e s s f u lhog p r o d u ce r si nIow ab u th a de l e v a t e d t h ep r a c t i c ea n dp r o f i t so f sw i n ep r o d u c t i o nt h r o u g h o u tt h e tw a s t h e nt h a th ec am et oknow t h es e n i o rH e n r y s t a t e . I W a l l a c e a n dJ am e sW i l s o n , who w o u l d l a t e rb e com et h eS e c r e t a r y o fA g r i c u l t u r ea n ds u p p o r tKn app i nt h ed e v e l o pm e n to ft h e �7 agricultural demonstration movement. In 1886, after 20 years in Iowa and at the age of 53, he was a prosperous farmer; he had established the study of agriculture at Iowa State College and had been the driving force for the creation of agricultural experiment stations throughout the country. It was time to seize a new opportunity. A vast tract of underdeveloped land in Louisiana had been acquired by speculators who wanted to divide it up and sell it as farms. The local inhabitants (largely Cajuns whose ancestors had come down the Mississippi from French Canada) viewed the whole enterprise with laughter. So far as they were concerned, most of the land was swampy and good for no agricultural purpose, and the rest was open range country, good only to feed low-quality cattle. Trainloads of prospective buyers came to look at the country and were not impressed by the land through which they rode. They talked to the natives and then, almost to the man, they went home with their money still in their pockets. �8 I tw a s K n a p p ' s t a s kt ot u r nt h i ss i t u a t i o na r o u n da n d w i t h i n 12 y e a r sh eh a dd o n es o . Th et a s kw a s n ew t oh im b u t h eb r o u g h tt oi t t h ec o n v i c t i o n sa n dp r o c e s s e sw h i c hh a d e a r l i e rg u i d e dh im . L o u i sP a s t e u rs a v e dt h es i l ki n d u s t r y i nF r a n c e by h i sa p p l i c a t i o no fb a s i cs c i e n t i f i cm e t h o d s t o ac om p l e t e l yu n f am i l i a rp r o b l em . I nl i k ef a s h i o n , Kn app t u r n e dh i sa n a l y t i c a lm ind a n dh i se x p e r i e n c ea sa s u c c e s s f u l h o gf a rm e rt ot h et a s k so fs t u d y i n gt h ee n o rm o u st r a c to f l a n dt os e ew h a t c r o p st h ev a r i o u sk i n d so fs o i lc o u l dp r o d u c e a n dt h e nf i l l i n gi t w i t hp e o p l e who c o u l ds u c c e s s f u l l yi n v e s t t h e i rown c a p i t a lby t h e ~on o ft h ek n ow l e d g eh e c o u l dp r o v i d et h em . Th es t o r yo f how h ed i ds oi sc om p l e x a n df a s c i n a t i n gb u tt o ol o n gt ot e l lt o d a y . H ow e v e r , o n ea s p e c to fh i s wo rk w a s t oh a v es u c hm a j o r c o n s e q u e n c e st h a ti t i sw o r t hd e s c r i b i n g . A s s o o na sh eh a d t a k e nt h en e c e s s a r yi n i t i a ls t e p so fd e t e rm i n i n gt h e a p p r o p r i a t ec r o p sf o re a c hk i n do fs o i la n df i n d i n go u t how b e s tt op r o d u c et h em , Kn app t u r n e dh i sa t t e n t i o nt ot h et a s k �9 of dissemination of his knowledge. He did so by creating demonstration farms, judiciously placed throughout the territory and operated by farmers (usually brought from the North) who had the same values he did and who could readily be taught the necessary techniques. buy some of the choice land himself. He did not forget to Now when the trainloads of people came down, they would see prosperous and attractive farms; those prospectors who decided to stay had successful neighbors to advise them. Countless other techniques of disseminating information were devised but here, for the first time, the demonstration method was used on a large scale, though its ultimate form had not yet been devised. As a result of the Louisiana land settlement venture, rice became a major American crop but as its cultivation increased, problems were presented which appeared soluble only if new strains and varieties could be introduced. difficulty created a new career for Knapp. This In 1898, he was only 65 years old and ready for a new challenge. He therefore �10 accepted a post as special agent of the United States Department of Agriculture and set sail at once for Japan, to study rice cultivation and other forms of agriculture there. He then did the same thing in Puerto Rico and, not yet content with his exploration of the Far East, went back to Japan and then on to Shanghai, Hong Kong, Singapore, Manila, and Bombay. From these journeys, h e brought back seeds and techniques, not only for rice but for other crops and saw to their introduction into American agriculture. In 1902, at the age of 69, it was time f o r him to begin the care er whi ch would bring him world-wide and enduring fame. His old friend from Iowa, James Wilson, had become Secretary of Agriculture and was deeply concerned about the low level of agriculture in the South. Th e income of the average farmer in Iowa was $1,000; in some southern states, only $150. Knapp's assignment as Special Agent was therefore changed; he was given responsibility for the improvement of agriculture throughout th e South and set forth to undertake �11 his new duti es with vigor and a small budget. He took the whole region to be his ar ea of servic e and tried to undertake a c t i v i t i e s which could have a wide impact. The d emonstration farm s for which he had become famous were relatively expensive since their full cost, including the s a l a r y of a hired operator, had to be underwritten by the USDA. There could b e only a f ew of them and they had to b e judiciously placed. When he was a p p r o a c he d for help by some farm le ad ers from Terrell, Texas, he was initially in clined to turn them down; all his mon ey had be en committed and Terrell d id not appear to be a center of great influence. But the local farmers agreed to select a local man who would operate his farm on the basis of Dr. Knapp's advice; mor e than that, th ey raised a fund to underwrite any losses the chosen farmer might have after a year's operation . Thus, a new kind of demonstration farm came into existence, one which was not op erated by a hireling of the USDA and financed by its money. Mr. Walter Porter's farm was chosen and, as it turned out, �12 his profits for the year were $700 more than he would have earned if he had not followed Knapp's advice. Meanwhile his neighbors, having a stake in his success, had kept a close watch on what he did and thereby taught themselves the new techniques. This particular venture might not have proved to be significant if a long-suppressed problem had not burst forth explosively late that summer. Some time before, the boll weevil had begun to infest the cotton fields of Texas, thriving on the method of cultivation then in use. For a while it was thought best to keep ' the whole matter secret -perhaps the weevil would just go away -- but in the year of the Terrell demonstration, the devastation became too evident to hide. Knapp reported, "I saw hundreds of farms lying out; I saw a wretched people facing starvation; I saw whole towns deserted; I saw hundreds of farmers walk up and draw government rations, which were given to them to keep them from want." Perhaps because of the long suppression of the �13 scandal of the weevil's spread, the prevalent feeling was one of panic and hopelessness. Knapp was undismayed. The Bureau of Entomology at the USDA had already developed a way of combatting the boll weevil. The so-called " c ultural method" was nothing less than a completely new approach to farming, changing traditional practices on a year-around basis. and had worked well there. It had been used in Terrell Consequently when national attention was drawn to the devastation in Texas and elsewhere and Congress appeared ready to provide financial support for a campaign to eliminate the weevil, Knapp was armed not only with a scientific remedy for the problem but also with the techniques of knowledge dissemination which he had perfected in Iowa and Louisiana. succinctly: "What a man hears he may doubt. he may possibly doubt. doubt. II Knapp summarized his entire concept What he sees But what he does himself he cannot Using the augmented Federal funds now provided to him, he set forth on the campaign which was to be the most visible single endeavor of his life. �14 He did not, however, forget the less conspicuous but more basic task which was his primary mission: the productivity of all Southern agriculture. to increase He knew ways of improving many kinds of farming but his new Federal money could be used only in weevil-infested areas. How could he support all the other demonstration projects which should be undertaken? The answer came from an unexpected source and in a surprising fashion. Frederick Gates, a Baptist minister whom John D. Rockefeller employed to help him in his philanthropic work, had become vividly aware of the economic deprivation of the South. He believed that the solution to its problems could be found in the improvement of education, and persuaded Mr. Rockefeller to establish a special foundation for that purpose, the General Education Board. Mr. Gates once said to Wallace Buttrick, the head of the new foundation, "lf these splendid people [the Southern farmers] could have in some practical way the facts of the science and art of agriculture, there �15 would be no limit to the value of the crops they might raise." Buttri ck wondered who might undertake the task of education and how it could b e done . You know the answer to both questions. A crucial meeting took place on the campus of Texas A. and M., where Buttrick had gone to seek help. (David F. Houston) had a ready answer: sities in Texas. Seaman Knapp. The president "We have two univer- One is at Austin and the other is Dr. He is here now. II The three had dinner together that night and Knapp and Buttrick spent the next two d ays talking. If you cannot guess what subsequently happened, I have not been successful in describing Mr. Knapp. That meeting occurred in 1905. When the Smith-Lev er Act was passed in 1914 and all of the expenses of the development of Cooperative Extension work since 1903 were added up, the total amount spent was slightly under four million dollars. Of this total, the Federal government provided 49 percent; the General Education Board provided 24 percent, and other sources provided 27 percent. These other �16 sources were mostly southern in origin though Julius Rosenwald, then head of Sears Roebuck, provided $1,000 each to a hundred rural counties to help support their county agents. But the chief fiscal outcome of that meeting at Texas A. and M. came from the third man at the dinner, President David F. Houston. In 1913, Woodrow Wilson appointed him as Secretary of Agriculture. It was h e who guided the Smith- Lever Act through Congress, three years aft er Knapp 's de ath. The debates over the bill were acrimonious with much opposition to various provisions coming from within the USDA and the land-grant colleges. Houston, using his political powers and his ability as Secretary to reward and punish, mad e sure that the final version remained true to the spirit and program of the man whom he had so greatly admired. Since this address is delivered to a group primarily composed of agriculturalists, I have concentrated on farming, without an emphasis upon other important dimensions of Extension such as the 4-H Youth and Home Economics-Family Living Programs. �17 Knapp was an early and vigorous proponent of both. The heart of his concern was the farm family and he viewed its education as a unified whole, though with different kinds of activities for the farm operator, for his spouse, and for their sons and daughters as they progressed from early childhood on through club work, secondary school teaching, and college education, until they themselves became senior members of the farm family. We talk a great deal today about lifelong learning but Knapp, without using the term but knowing what he was doing, established a system based on the continuance of education throughout life. In the long run, the establishment of this concept in realistic terms may prove to have been his major contribution. In this talk, I have mentioned a few of the things Knapp thought about and did but have said nothing about his personality as it changed through the various stages of his life. He is described so differently by his various associates, and the lists of his traits of character are so lengthy, �18 diverse, and mutually contradictory that I, for one, have no sense of what he was "really" like. He was evangelist and scientist; rigidly moralistic but also politically wily; deeply informed scientifically but also given to proclaiming such simplistic formulas as "the ten basic rules of farming"; concerned with spiritual valu es but always keeping an eye on financial gain, including his own; working at many levels of competence in many occup ations at many pl aces; and energetic beyond a n y reckoning. If you were to study hi s travel and work s chedule for any week of his mature life, you would b e amazed -- and exhausted. So far a s his appearance is concerned, one hopes that his photographs do not do him justice. From public accounts of his activities, he seems n ever to have stayed at home, but his biographers believe that his death In 1911 was hastened by the grief he felt at the passing of his wife ten months before, soon after the 55th anniversary of their marriage. Try as I may, I can find no keystone to his character nor any coherent profile of his personality. �19 III When Seaman Knapp was first appointed to the USDA, in 1898, his official title was ItAgricultural Explorer. In 1t thinking with you about agriculture today, I, too, would like to consider myself an explorer, though an unlicensed one, moving outside present patterns and beliefs, in uncharted waters -- and a l wa y s aware of the danger of shipwreck. I regard it a special privilege to have these minutes with you this morning. The thoughts I now share with you grow out of personal experience and deep conviction. First, I have an unbounded appreciation ·f o r and admiration of our land-grant colleges and univ ersities. Described as America's first di stinctive contribution to high er education, these institutions have been major players in shaping America's destiny. They represent one embodiment of the philosophy expressed often by W. K. Kellogg, ItEducation offers the greatest opportunity for really improving one generation over another. It �20 Second, I am a beneficiary of the land-grant philosophy. Latter-day Seaman A. Knapps -- in the persons of Keats K. Vining, County Agricultural Agent, and Eleanor Densmore, Home Demonstration Agent -- enriched the life of the Mawby family on our farm in Kent County, Michigan. Largely through their influence, I became the first member of the Mawby family to earn a bacc alaureate degre e. From earliest days a s a 4-H Club member to the present, both my personal life a n d my professional life have been intermingled with the land-grant world. Third, you, in your various 'positions of responsibility, are the individuals who provide lead ership for agriculture, the area of human endeavor which was recognized as of paramount importance when the Morrill Act was passed in 1862. Agriculture has been properly described as the basic human enterprise; only as people succeed in agriculture -- the fundamental processes of sustaining life through an adequate supply of �21 wholesome food -- can they then redirect their energies and resources to other activities fulfilling their aspirations In standards of living and quality of life. Our land-grant colleges of agriculture have a great tradition; you are the stewards of their future, the ones who will make things happen. Thus, I regard my time with you as precious. Various institutions play distinctive roles in shaping the agriculture of our country and the world -- the U.S. Department of Agriculture, farm organizations, the enterprises of the private sector which provide inputs and market farm products, and of course the institutions of the political process, including particularly state legislatures and committees of Congress. But none of these is more important than our land-grant colleges of agriculture, with their unique responsibilities in research, teaching, and extension. Your institutions either educate or have the opportunity to influence both the people and the processes by which agriculture progresses. Your task is awesome; your accomplishments are impressive; your challenges are legion. �Undeniably, Seaman A. Knapp was a man of unusual vision. A pragmatic dreamer, he was adept at developing a concept of what the future might be, then analyzing the constraints or problems, determining the research knowledge appropriate to their solution, and mobilizing the resources necessary to the task. His field of view was broad, far-sighted, clear. At the turn of this century and before, he provided a vision of which all of us are the beneficiaries. The conditions of life have changed in dramatic and remarkable ways since the days of Seaman Knapp. The challenge to those now in positions of leadership responsibility is to provide visionary leadership comparable to his in clarity, breadth, and scope. My concern is that too many of us may suffer an impairment which might be labeled tlAgricultural Scotoma." of vision. In medieval Latin, Scotoma is defined as a dimness In pondering the future, I wonder -- do we in agriculture have enough breadth of vision; do we see far enough; do we comprehend broadly enough what agriculture can �23 and should be at the turn of the century and beyond? Agricultural Scotoma, to the extent such a condition may exist in our intellectual processes, will prescribe a limiting vision of the future. In sharing with you my concerns in this regard, I have organized my thoughts around five points. First, the stature of agriculture within the university must be elevated through conscious effort by those in agriculture. The modern land-grant university is a complex, sophisticated, multi-faceted institution. Whereas in earlier days, agriculture was recognized as the moving force behind the creation of this institution and was dominant in its structure, generally this is no longer the case. As other units of the university have been established and have grown, agriculture has been bypassed in relative scope and scale within the university. Only in instructional costs per student, which tend to be relatively high, and in earmarked funding for research and extension, is the college of �24 agriculture now exceptional. Special circumstances which have led to these conditions very often are not understood by others in the university. Thus, agriculture often finds itself in a defensive stance within the university. Often within the college of agriculture, itself, a unifying sense of purpose seems to be lacking. Whether one studies the organizational chart or the course offerings, or analyzes the variety and scope of departmental activities, there is little evidence of a collective sense of mission around a theme of "ag r i cu Lt ur-e ." While this situation is not unlike that which prevails elsewhere in academe, it lends to a lack of cohesion. For various reasons, faculties of agriculture in many institutions have developed an insular mentality, isolating themselves to a significant extent from the larger university of which they are a part. Faculty members in agriculture often tend to be apart from the mainstream of the intellectual life of the institution and to participate in limited ways �25 In the institutional processes of faculty decision-making. In too few institutions today do people in positions of key responsibility -- members of boards of governors, chancellors and presidents, provosts, vice presidents of various specifications -- have a background in or understanding of agriculture, its significance and its problems. All of this suggests several possible courses of action. Bright young minds must be attracted to the agricultural faculty. There have been concerns in this regard; I trust progress is being made. The mission of the college must be continually updated and communicated thoroughly, within the university and beyond. Further, those In agriculture must become more active in the institutional affairs of the university. At all levels, agriculturalists should become involved in academic processes, faculty decision-making, university-wide committees and councils. Administrators in agriculture should be prepared and promoted for positions of broader responsibility in the �26 university. heritage? Who better to promote and expand our land-grant This should be accomplished not by political gam esmanship but earned through demonstrated competenc e and capacity. When persons in positions of authority do not hav e a knowledg e of agricultur e, the college of agriculture should assume a responsibility for their enlightenment in appropriate ways. In the final analysis, those responsible for the university have a vital concern for the best interests of a g r i c u l t u r e in the context of the total university mission. They are as con cerned with making proper deci sions on behalf of the college of agriculture as are those who are in th e college itself. The political and public persuasiveness of agriculture should be mobilized to serve the total university as well as the special needs of the college. Enlightened relationships will be mutually beneficial. Students and faculty in agriculture should be encouraged in every possible way to interact with disciplines throughout the university, contributing to and benefiting from the �27 richness of the institution. Often such relationships exist, but usually in very limited circles. They should be consciously and persistently broadened to encompass the total university -medicine, physical education, philosophy, electronics, ethics, • geography, business, the arts, and all the rest. In earlier and simpler days, such institution-wide interaction tended to be more characteristic. Representative Morrill, in commenting on the land-grant concept, expressed primary concern with agriculture and the mechanic arts, but also stressed the importance of the liberal studies. But as professions have evolved, disciplines been defined, college and departmental structures solidified, and specializations proliferated, barriers to intellectual interaction have emerged. They should be swept away, not only permitting but encouraging broad-ranging intellectual exploration. Such intellectual permissiveness will enrich the lives of both students and faculty, and will contribute significantly also to an improved character in agricultural research and teaching. �28 Second, land-grant colleges of agriculture should assume the coordinating leadership role in our nation's programs of agricultural research. The patterns and processes for the planning and carrying out of agricultural research on a nationwide basis seem to be in disarray. From before the passage of the Hatch Act in 1887 through the 1930s, the U.S. Department of Agriculture was essentially a research and educational organization. Even in 1930, USDA agricultural research activities accounted for a large part of its budget. Today, while the research dollars in USDA have grown, they account for less than two percent of the departmental budget. Beginning with farm programs initiated In the Depression years, the USDA has been transformed into a conventional governmental bureaucracy managing varied programs of direct benefit to specific groups of farmers, consumers, and other special interests. �29 One astute observer of the agricultural scene, James T. Bonnen, has observed: " Fr om the 1880s through World War II the USDA provided the intellectual and administrative leadership which established national priorities for the agricultural sciences, performed most of the basic science research, and made major investments in the long-term intellectual and social capital of agriculture. Sinc e the 1940s the colleges of agriculture have inherited the intellectual mantle of research leadership, and the mostly informal institutional process by which national priorities for agricultural res earch were set has evaporated." Conversations with leaders of your institutions, minutes of innumerable meetings, and multiple speeches and panels would verify need for a more systematic and rational pattern for determining research needs and priorities in agriculture, the allocation of research resources, and the coordination of multiple efforts across the nation . While sporadic efforts have been made to address the issue, the results are not yet �30 impressive or convincing. The erosion of support, both financial and attitudinal, for agricultural research seems to be one consequence. Therefore, I urge your creative and statesmanlike approach to this issue, lest it be relegated to resolution in the political arena. The mantle for leadership which passed to the colleges of agriculture will be snatched away unless it is worn responsibly. Third, colleges of agriculture should launch new initiatives in continuing education, augmenting their traditional commitment to life-span learning. In an address at the recent installation of Chancellor Poulton at North Carolina State University, C.O. Houle, preeminent scholar in adult continuing education and my colleague at the Kellogg Foundation, commented on the future role of continuing education at land-grant universities. He said, "We can have a sure guide to that future only if we liberate ourselves from certain ideas which keep us prisoners �31 of the past. The tradition into which the land-grant institution was born was that of the resident college with full-time students and faculty. In the thoughts and actions of those who guide land-grant institutions even today, that aspect of their service has remained the central core. The experiment stations, both on campus and dispersed over the state, have proved to be crucially important, but they have always been considered as adjuncts to a paramount activity. word, The very 'extension,' implies a movement outward from a center and not a part of the center itself. !lBut the actual life of mankind demonstrates a need for education which does not center on campus instruction. As time goes on, resident teaching, research and extension must be harmonized in terms of the conception of lifespan learning, in which it is understood that from birth to senility or death, the human being should be engaged in education, participating in each age of life in the kinds of self-directed or socially organized instruction appropriate to that age. 11 �32 Agricultural education, encompassing vocational agriculture at the secondary level, postsecondary degree options, and programs in Cooperative Extension, provides the largest and most complete illustration of lifespan learning in the world. Your unending challenge is to keep it so. While you can take great satisfaction in accomplishments to date, I find surprising inconsistencies. For example, I think it is fair to say that the land-grant universities have not been at the forefront ~n the development of external degrees. s eems particularly true in agriculture. This Many agri cultural students drop out of college during the course of their undergraduate career, or never begin a degree progr am of study before launching into the family farm enterprise or otherwise moving into agribusiness. Your college of agriculture is probably the only college in your university which has faculty members resident in every county of the state. Yet, typically, and in fact with only one or two exceptions to my knowledge, colleges of agriculture have �33 done nothing in the creation of external degree programs to enable practitioners to complete the requirements for baccalaureate or advanced degrees. Similarly, colleges of agriculture seem reluctant to move forward with the concept of experiential learning, in which academic credit is awarded for demonstrated competence and performance. Wi th the tradi tion of "Lea rn i.ng by doing" and application of research knowledge in practical situations, it seems natural for agriculture to be a catalyst, rather than a spectator, in this exciting new development in continuing education. Thus, while agriculture is in one sense the pioneer in lifelong learning and has been a pacesetter, it now seems to be lagging behind the time as exciting new developments occur In continuing education. Fourth, colleges of agriculture should contribute more actively to the processes of agricultural policy development. �34 The decision-making process by which agri cultural policy is established too seems in disarray or virtually nonexistent in any rational sense. As in the instance of agricultural research, agricultural policy making has been altered substantially by farm programs which began in the 1930s. The Farm Bloc, which was a powerful reality for two decades following World War I, has been fragmented by th e development of commodity and regional groups. Such special interests are now the moving forces In dealing with the Executive and Legislative Branches in the determination of policies at both state and national levels impacting on farming and agriculture. The circumstances in U.S. agriculture in the 1980s are vastly different from those of previous decades. Low-cost production methods, coupled with untapped productive capacity and available credit led to unparalleled growth in the farm sector during the 1950s and 60s , resulting in an abundance of food in this country. During the 1970s U.S . agriculture �35 became the significant food supplier of the world, exporting nearly one-third of its produced crops. At the same time, international disputes, the cost and availability of energy, and growing concerns for adequate nutrition and protection of the environment have greatly altered domestic food production. There is a current need for consistent and well-constructed policies to serve as the basis for development of the U.S. food system. For a hundred years farmers had the initiative in determining agricultural policy. Today those who want to influence decision making and define the policy agenda in agriculture must join with non-farm sectors of the economy. It is apparent that the scope of traditional farm policy has expanded . Concerns for national security, the environment, consumer interests, and economic and residential development now influence the direction of American agriculture. In order that informed and prudent decisions can be made regarding �36 food production and use, alternative courses of action must be formulated, assessed, and communicated for the consideration of policy makers in both the public and private sectors. Unfortunately, while the process of policy setting ln agriculture has become more tumultuous and the issues more urgent, the engagement of colleges of agriculture in this area of public concern seems to have lessened. A cursory review of research budgets and program activities suggests a diminishing commitment to policy problems, probably a consequence of pressing alternatives. But hnerican society desperately needs an objective, comprehensive ! and credible approach to issues dealing with agriculture, food, the environment. Hopefully, land-grant institutions will assume a leadership, but not proprietary, role in the agricultural policy arena. To do so will require a commitment by leadership within the colleges and within the universities of which they are a part. Intellectual resources from throughout the university must be mobilized -- economics, political science, the natural �37 sciences, the social sciences, medicine and other health fields, the humanities. issues is staggering: Even a preliminary listing of urgent human nutrition and food consumption; laws and regulations affecting agriculture; economic organization and productivity; trade and international relations; natural resource management; toxicology and environmental protection; energy; transportation, storage, and processing; the structure of farm operations; technology and bioengineering; labor and manpower; agricultural credit and finance; agricultural research and education; and roles for government and the private sector. Society needs the objective contribu- tions of its land-grant universities in dealing with such issues. An additional dimension regards the understanding of agriculture by decision-makers and the public. Most of the people in the United States know little or nothing about agriculture and agribusiness. The population of the United States is 233 million; only three percent live on farms. �38 Ninety percent of the population has been non-farm for over thirty years. Fewer and fewer people in the United States have had any direct experience or contact with farming and know nothing about the production of crops and livestock, or the processing of foodstuffs and their movement to the consumer. Four-fifths of the population is not employed in the agricultural processing and distribution enterprises or in businesses which supply farming equipment or materials. All of this suggests a challenge for agriculture to generate continuing public understanding of and support for all that is required to assure a reliable, continuing supply of high-quality food at reasonable prices. In the short term, agriculture must more imaginatively communicate with decision makers at all levels, in both the public and the private sectors. If we operate on the reasonable assumption that decision makers make the right decisions based upon the facts and circumstances as they understand them, our responsibility is to ensure that they have complete and valid information. �39 I have been impressed with some of your innovative ventures in this regard, including for example, CARET. The challenge is to do more and better in such efforts at all levels. Beyond that, in the longer term, I suggest that colleges of agriculture should establish as an objective the incorporation of an understanding of the food supply and the wise management of our natural renewable resources into the formal education of all Americans. This should be accomplished at elementary- secondary school levels and in higher education, as well as through informal educational means. As a simple example of opportunity, think of your own institution. Typically, your college of agriculture has an enrollment of 500 to 2000 students, representing 5 to 20 percent of the student body of the university. While it may be naive to do so, I will assume that the graduates of your college leave with some comprehensive understanding of agriculture and its place in the total society. But what of the other graduates of your land-grant university? I suspect that they usually are on �40 campus for four years and never engage in more than a casual way with the world of agriculture, leaving with no more understanding than when they arrived. I can cite a very limited number of examples where this issue has b een addressed but only for a minute fraction of the student body. The answer lies, I suspect, not in special courses but in the integration of agricultural information and examples into th e fabric of the intellectual life of the university. Challenge and opportunity, of course, lies beyond your own campus as well, at public institutions, pri vate liberal arts colleges, and community colleges. The Kellogg Foundation has assisted pilot e f f o r t s of this sort at the University of Florida and 10 private liberal arts coll eges around the country. The experiences of these initiatives will be shared at a conference in Gainesville in January, to which every land-grant university has been invited. Only if we launch such efforts now does there seem to be any assurance of a possibility of enlightened decision-making as regards agriculture at the turn of the century and beyond. �41 Finally, colleges of agriculture must continually demonstrate their efficacy in addressing issues of current vital public concern. As American society moves to the end of the twentieth century, the issues at the top of its agenda have changed. A century and a half ago, leaders in our nation were concerned among other things with the establishment of a reliable food supply to support urban population, to free resources from a basic enterprise like farming to permit industrialization, and to enhance the quality of life of people living in the countryside. Such concerns resulted in 1862 in the passage of three vital pieces of legislation: the Morrill Act establishing the system of land-grant universities, the Homestead Act providing for the settlement of the West, and the creation of the office that would become the U.S. Department of Agriculture to carryon programs of research and education. Today those issues are no longer of paramount concern in America. Due in substantial part to the success of initiatives �42 which began with legislation ~n '1 8 6 2 , the American public now assumes a reliable supply of high quality food at reasonable prices. Colleges of agriculture are generally regarded as concerned, not with food supply and nutrition, but with the special interests of farming and agribusiness. Not in a self-serving way but in the exercise of their responsibility to society, colleges of agriculture must develop a public understanding that such an abundant food supply is neither guaranteed nor easily sustained, and create an appreciation for the importance of research, teaching and extension ln assuring a continuing, dependable supply of nutritious foodstuffs at reasonable cost. Recent surveys of issues of public concern suggest a contemporary agenda for society. It is not surprising that a reliable food supply does not appear on the list . Some items, such as nuclear arms, are of importance to all of us but are not central to the mission of the college of agriculture. But others, however, are deeply imbedded in the disciplines �43 of which agriculture is comprised. mind: Two come immediately to the concept of health promotion/disease prevention, to both promote physical well-being and control health care costs; and the public concern for environmental quality. As regards physical well-being, we all know that an adequate supply of nutritious food is essential. While the primary mission of colleges of agriculture is the production and processing of food stuffs, the implications for human nutrition are seldom a major element in agricultural programs of teaching and research. More often, curricula and courses emphasize productivity and profitability of the agricultural enterprise. Too little attention is given to the nutritional consequences or implications as new technologies are developed and adopted. A concern for human nutrition must be incorporated more comprehensively and imaginatively into the affairs of agriculture if public funding is to be sustained. �44 F u r t h e r ,n u 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 nh a sn o t b e e nw e l ld e v e l o p e do rw e l l o r d e r e di nm o s t u n i v e r s i t i e s . C o l 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 ym i g h t b et h e m o b i l i z e r s o fc om p r e h e n s i v ea n dc 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 . Th ee f f o r ts h o u l dn o tb et ou s u r pt h e f i e l db u tt oi n t e g r a t ei t a p p r o p r i a t e l yt h r o u g h o u tt h e u n i v e r s i t y-i nm e d i c i n e , i nhom ee c o n om i c s ,i nb i o c h em i s t r ya n dp h y s i c s ,i nt h eb e h a v i o r a ls c i e n c e s ,a sw e l l a si na g r i c u l t u r e . A s r e 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 sa r i c h t r a d i t i o no fd em o n s t r a t e ds e r ~ a n da c c om p l i s hm e n t . U n f o r t u n a t e l y , l nt h ec o n t em p o r a r ys c e n e ,a g r i c u l t u r ei s o f t e ns e e na sa v i l l a i na n di so nt h ed e f e n s i v e . A dm i t t e d l y , i nt h ec r e a t i o na n da d o p t i o no fa g r i c u l t u r a lt e c h n o l o g y ,t o o l i t t l ea t t e n t i o nh a sb e e ng i v e nt oim p a c to nt h ee n v i r o n m e n t . T h i si st r u e ,f o re x am p l e ,i np a t t e r n so ft i l l a g e , u s eo fc h em i c a l s ,a n dh a n d l i n go fw a s t e s . B u ts u c hi s s u e s a r enow b e i n ga d d r e s s e dmu ch mo r e a d e q u a t e l yi na g r i c u l t u r a l �45 research, teaching, and extension. Agriculture should move positively and aggressively to the forefront in environmental issues, rather than resist the tide of public sentiment. Only in this way can society's posture regarding the environment become one of responsible stewardship, wise management ln utilization, and a conscious commitment to both the present and the future, rather than a flood of faddish reactions. In summary, to warrant the continuing and increased support of public funding bodies, agriculture must articulate clearly its role in serving the contemporary concerns of the public. Traditional support groups will prove inadequate in the future. IV In discussing agriculture's system of developmental institutions, Dr. James T. Bonnen observes, "Man, not science, transformed U.S. agriculture. Men and women, acting through the institutions which they created, developed scientific knowledge, changed human values and aspirations, modified �46 old institutions and created new ones as they saw the need, and step by step transformed the productivity and welfare of U.S. farmers." That was the case in the past; it will be true in the future. You here assembled, more than any others, will make it so. By vote of Congress, the two major buildings of the USDA in Washington are joined by a pair of graceful arches. The one on the east is a memorial to Seaman A. Knapp and the one on the west commemorates James Wilson, who brought Knapp into the Department and supported his work. \menever I pass the Knapp arch, my spirits are uplifted -- but I know that the true memorial to Knapp is not there. It is to be found In part in the colleges of agriculture in the teaching, research, and extension functions which they sponsor and which he helped to create. Even more powerfully and directly, his influence is to be found on the farms and in the agricultural enterprises of this country, all of which in some measure �47 rest on the bedrock of his thought and effort. adequate in our time as he was In his. MISC-4-C 12/2/83 May we be as �48 References Bailey, Joseph Cannon, Seaman A. Knapp, Schoolmaster of American Agriculture, New York: Columbia University Press, 1945. Bonnen, James T., "Agriculture's System of Developmental Institutions: Reflections on the U.S. Experience,rr presentation for the 1981 Symposium on Rural Economics: Quebec Agriculture and Food Economy and Its Development Potential in the 1980's, University of Laval, Quebec, Canada, October 1981. Cline, Rodney, The Life and Work of Seaman A. KnaQ£, Nashville: George Peabody College for Teachers, 19 36. Cooperative Agricultural Extension Work, U.S. Department of Agriculture Circular No. 47, 1915. Eddy, Edward Danforth, Jr., Colleges for Our Land and Time, The Land-Grant Idea in American Education, New York: Harper & Brothers, 1956. Fosdick, Raymond Blaine, Adventure in Givin g, The Story of the General Education Board, New York: Harper & Row, 1962. Gates, Frederick Taylor, Chapters . In My Life, New York: THE FREE PRESS, a Division of Macmillan Publishing Co., Inc., 1977 . General Education Board, An Account of Its Activities, 1902-1914, New York: General Education Board, 1915. Houle, Cyril 0., rrOpportunity and Obligation: The Role of Continuing Education at a Land-Grant UniversitY,rr address at installation of Bruce R. Poulton as Chancellor of North Carolina State University, September 1983 . Kellogg, Charles E. and David C. Knapp, The College of Agriculture: Science in the Public Service, New York: McGraw-Hill Book Company, 1966. Knapp, Seaman A., Demonstration Work in Cooperation with Southern Farmers, U.S. Department of Agriculture Farmers' Bulletin 319, Washington: Government Printing Office, 1908. �49 Lord, Russell, The Agrarian Revival, A Study of Agricultural Extension, New York: American Association for Adult Education, 1939. Nevins, Allan, The State Universities and Democracy, Urbana: University of Illinois Press, 1962. Roosevelt, Theodore, The Man Who Works with His Hands, Address at the Semi-Centennial of Agricultural Colleges, Lansing, Michigan, May 31, 1907. U.S. Department of Agriculture Circular No. 24. Ross, Earle Dudley, Democracy's College, The Land-'Grant Movement in the Formative Stage, Ames: The Iowa State College Press, 1942 . True, Alfred Charles, A History of Agricultural Extension Work in the United States, 1785-1923, United States Department of Agriculture Miscellaneous Publication No. 15, Washington, D.C.: U.S. Government Printing Office, 1928. United States Department of the Interior, Survey of Land-Grant Colleges and Universities, Agriculture, Bulletin, 1930, No.9, Vol. I, Part IX, Washington, D.C.: Government Printing Office, 1930. United States Department of the Interior, Survey of Land-Grant Colleges and Universities, Extension Service, Bulletin, 1930, No.9, Vol. II, Part VII, Washington, D.C.: Government Printing Office, 1930. MISC-4,C 12/2/83 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1983-11-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, Agricultural Scotoma- A Limiting Vision of the Future Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 14, 1983 for the W. K. Kellogg Foundation at the Seaman A. Knapp Memorial Lecture for the Annual Meeting of the National Association of State Universities and Land-Grant Colleges. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1983-11-14 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/39b9ed6b158ae934a0493ad3fcfb75fa.pdf 2a6e58cfdffb8b184b3d8d3231d8456a PDF Text Text /1 II 4 " "COMPARED TO WHAT?" Remarks by Dr. Russell G. Mawby, Vice President, W. K. Kellogg Foundation, at the 22nd Annual Meeting of the National Association of Extension 4-H Agents Michigan State University November 11, 1968 I. Thank you for the privi lege of participating in this annual meeting of your professional association. As you know, 4-H means a great deal to me, both personally and professionally. 4-H became a part of my life thirty years ago as a member of the Peach Grove Rustlers 4-H Club in Kent County and was a stimulating and rewarding chapter of my professional career during 8 1/2 years as Assistant Director of the Michigan Cooperative Extension Service, responsible for 4-H and youth development programs; now I am a local 4-H Club leader in Barry County. One of the most pleasant and gratifying aspects of my days as a 4-H professional was the continuing association with you and your 4-H Agent colleagues. I have missed this since leaving the University, and I welcome this opportunity to meet with you today. When Jerry Malosh called early this year to extend this invitation on behalf of your Association, it seemed a wonderful idea to say~. But as the day drew near and I began to organize my thoughts for this occasion, I became less and less certain that I could make a useful contri"oution to your professional deliberations. These are fast-changing times; dramatic and exciting things have been happening in 4-H circles; it's been four years since I traded my academic robes for a Foundation garment, and I began to suspect that I was very much out of touch with the issues which concern your profession. Therefore, thanks to the helpfulness of our Chairman this morning, Ed Poole, I met about two months ago with a group of Michigan 4-H Agents for an informal disc us s i on of curr ent topics of concern. I must �o b se r v equ i t . ec a n d i d l yth a tt h eag end aw h i c ht h e ysugg e s t e di sv e r ymu ch th e sam ea st h a twh i ch I h ad t e n t a t i v e l yd ev e loped b a s edupon my e x p e r i e n c e so f so m eye a r sago : ( a )t h e4 -H p o s i t i o ni nExt e n s i o na sa p r o f e s s i o n a lc a r e e r ; ( b )t h eb roade r con c ep to fanE x ten s ion y o u t h a g e n tp o s i t i o n ;( c )t h e4 -H s i on a lr o l e : p ro fp .s ~ a a l e a d e rv s .p r og r am m e cha n i c ; (d )thp .u s eo f t e chn i c a la i d e sandp r og r am a s s i s t a n t s ;( e )p ro fess iona lp r e pa r a t i o nand pr o f e s s i o n a lim p rov em en t ; and ( f )t h ek ind so fi s s u e sr e f l e c t e di nt h es i x sem in a rs e s s i o n sw h i c ha re a l a t e rpa r to ft h isp r o f e s s i o n a lme e t i n g : l e a d e r t r a i u i ng anddev e lopm en t ,u n d e r s tand i n g yo u t h , wor k i n gw i th d i sadvan t a g ed u r ban you th ,d i agn o s i n g an dp rog r amm ing f o rp rob lem s, r e l a t i o n s h i p sw i t h s c h o o l s , andm an ag em en t p r i n c i p l e s . I suppo s et h e r eshou ldb e som ecom fo r tf o rm ei nt h i sr e v e l at i o nt h a t n o ta ll p r o b l e m si n4 -H w e r eimm ed i a t e lyr e s o l v e ds imp lyby t h ef a c to fmy r t u r ef romt h ep r o f ess i o n a ls c e n e . Mo r e se rious ly , i t i ssom ewh a t depa ~ s a t h a tt h ep r o b l e m s ap p e a rt ob e so m uchth es am ea f t e rt h i s p ass ag eo ft im eandt h a tsol i t t l e p r o g r e s sa p p a r e n t l yh a sb e enm ad e i nsom e v e r yc r i t i c a la r e a s . I I . Th et o p i cf o rmyr ema r k st h i smo rn ing i s"COMPARED TO WHAT? " Mo s to f you know L au re lSa b r o s ky , by n am ef r o mh e rr e s e a r c hw r i t i n g s abou t4 -H i f n o t i np e r s o n . L a u r e l , nowr e t i r e df o ra num b er o fy e a r s ,w a s an i n f l u e n t i a l re s e a r c h e rand co n s u lta n tw i t ht h eD iv isi o no fE x t e n s i o nR e s e a r ch andT r a i n i ng ede r a lEx t ens i on S e rv ice . I fou nd he rt ob ea m o s ts t i m u l a t i n g and o fthe F va l u e d coun se l o ri nev a l u a t i n g4 Hp rogr a m s andp l a n n i n gf o rt h ef u t u r e . We had o c c a s i o nt om ee t o f t e n ,i nM i ch ig a n and e l s ew h e r e ; andw ed ev e lop ed a p a t t e r no fg r e e t i n gb a s e dupon h e rd ed i ca t i o nt ot h econ c ep to fe v a l u a t i o n . H e rg ree ting: "How ' syou rw i f e ? " My r e j o i n d e r : "Comp a r edt owh a t ? " Th i s m o rn ing w et u r nou ra t t e n t i o nt ot h equ e s t i o n , "How ' s4 -H7 " "C o mp a r ed t owh at ' i ' ' ' �We m igh t e x p l o r et h e s eq u e s t i o n sf romv a r i o u sv an t ag ep o i n t s . F i r s t ,f o r eX f f i i lp l e , w em igh t ~a 4 -H t o d a yw i t h wh a ti th a sb e en i nt h ep a s t . Ov e r mo r et h a nh a l fa c e n t u r y ,4 -H h a sd ev e lop ed a t r em endou sr e p u t a t i o ni nt h e Un i t ed S t a t e s and i n t e r n a t i o n a l l y .A s youw e l l know ,4 -H -t h e nBoy s and G i r l sC lub Wo rk -b eg an a tt h et u r no ft h ec e n t u r yi nr e s p o n s et ot h en e ed s o fr u r a ly o u n g s t e r s . I n i t i a t e dby c r e a t i v er u r a ls c h o o lt e a c h e r st op r o v i d e e d u c a t i o n a le x p e r i e n c e st ocomp l em en tt h efo rm a ls c h o o lwo rk o ft h ec l a s s room ,4 -H a tt h a tt im ew a sp i o n e e r i n gando u t f r o n te d u c a t i o n a J J y . Emph a s i s w a s on t h ei n d i v i d u a lp r o j e c t and " l e a r n i n gby d o i n g , "r e l a t i n gt h ewo rk o ft h ec l a s s roomt ot h er e a l i t i e so fev e ryd ayl i v i n g . I n1919 , ag roup o f p i u n e e r i n gc l u bp r o f e s s i o n a l sm e t i nS t . Lou i st oc h a r tt h ef u t u r eo fBoy s andG i r l sC lub Wo rk a tt h eendo fWo r ld W a r I .A t t h a tt im e ,twon ew e d u c a t i o n a lf e a t u r e sw e r ei i l c o r p o r a t e di n t ot h e4 -H c o n c e p t : t h ei d e ao f t h eC lub ,w i t ho p p o r t u n i t i e sf o rg roup a c t i o n ,l e a d e r s h i pr e s p o n s i b i l i t i e s , e x p e r i e n c e si ng roup dyn am i c s ; andt h ei d e ao ft h ev o l u n t e e ra d u l tl e a d e r , t op r o v i d ea d d i t i o n a ll e a d e r s h i pr e s o u r c e sandt op r o v i d ec o n t i n u i t yi n c l u be x p e r i e n c e sanda c t i v i t i e sd u r i n gt h esumm e rmon th s wh en r u r a ls c h o o l t e a c h e r sw e r en o ta v a i l a b l e . S in c et h o s etwoi n n o v a t i o n sa h a l fc e n t u r yago ,t h e r eh a sb e en c o n t i n u i n g r e f i n em e n to fa l le d u c a t i o n a le l em en t si nt h e4 -H C lub p rog r am ; andt o d a yw e wou ld h av et od e s c r i b e4 -H a sav e r ys o p h i s t i c a t e d ,i n f o rm a le d u c a t i o n a l p rog r am . I na d d i t i o n ,t h e r eh av eb e enm any i n n o v a t i o n s ,d ev e lop ed e x p e r i rn en t a l lyi ncommun i t i e s ,c o u n t i e s , and s t a t e s . I n t e r e s t i n g l y ,how ev e r ,f ew , i fany ,o ft h e s ei n n o v a t i o n sh av eb e en g e n e r a l l yenougha c c e p t e dt ocom et o ch a r a c ' te r Lze 4 -H C lub wo rk n a t i o n a l l y , andt h eb a s i ci n g r e d i e n t si nt h e4 -H e x p e r i e n c et o d a ya r ev i r t u a l l yt h es am ea st h e yw e r ef i f t yy e a r s ago . I wond e r Why ? �L1 h i sbook , a~ . JohnG a rdn e ro b s e r v e s : "W h e no r g a n i z a t i o n s and s o c i e t i e sa r eyoung ,t h e ya r ef l e x i b l e ,f l u i d ,n o ty e tp a r a l y z e dby T ig idsp e cLa .L iaa t .Lon a ndw i l l i n gt ot r yany t .hi . n gon c e . A st h eor g a n i z a t i o n o rs 0 c i e t yag e s ,v i t a l i t yd imi n i s h e s ,f l e x i b i l i t yg i v e sw a yt or i g i d i t y , cTp . a ti v i t yf a d e s ,andt h e r ei sl o s so fc a p a c i t yt om e e t c h a l l e n g e sf rom un exp e c t ed d i r e c t i o n s . " H et h e na d d r e s s e sh im s e l ft ot h ep rob l emo ft h e i n d i v i d u a landt h ei n n o v a t i v es o c i e t yi na mo s t r e f r e s h i n gw ay . Ic omm e nd t h i sbook t oyou . In exp lo ringf u r t h e rou r que s t i o n s , "How ' s4 -H ? " "Comp a r ed t oWh a t ? " , w e mi g h tn ex t comp a r e4 -H t oot h e ryou th p r o g r a m so f s im i l a rpu rpo se . I do no t th ink t h iswou ld be pa r ticul a rly he l p fu l anda g reew i t ht h ead a g et h a t " com p a r i s o n sa r eo d i o u s ! " On th i sp o i n t ,s u f f i c ei t tos ayt h a t ad i s t 5n c t i v ene s so fth e4 -Hp rog r am e d u c a t i o n a l l ys e e m st ob er e p r e s e n te d by t h e comb in a t i o no fe x p e r i e n c e swh i c ha re a v a i l a b l et ot h e4 -Hpa rtic ip an t;fo r wh ile w e cou ldf i n dex amp l e so f ev er yed ucat i o n al ing r e di e n to f4 -Hre p li c a t e d t h e ryou thp rog r am s , non ep rov ide st h er i c h n e s sand v a r i e t ywh i c h4 -H in o of f e r s . M o s timp o r t a n t , how ev e r ,t h er e a l l yd is tin c tivee l em en ti n4 . -H ,a s al l o fu s mu s tb ep r o f e s s i o n a l l yaw a r e ,i st h a tp r o f e s s i o n a l si n4 -H C lub wo rk a r ef a c u l t ym em b e r s o fu n i v e r s i t i e s andt h a t ,i nt h e o r ya tl e a s t ,t h e know l edg er e s o u r c e so f ~ ~ s s a r ea v a i l a b l et ot h e4 -H C lub p rog r am . h i r ds t a n c ei np u r s u i n g ou rt o p i cm igh tb e "H ow ' s4 -H c om pa r ed to Ou rt . i t ss t a t e do b j e c t i v e s ? " Th is ,o fc o u r s e ,i st h er e a lt e s tand t h eon eW h i ch co n f r o n t s and o c cup i e s you ra t ten tionc o n t i n u a l l y . Wh i leit i st em p t i n gt o choo s et h i sav enu ef o rt h eba l a n c eo fou rd e l i b e r a t i o n st o g e t h e r ,I r e c o g ni z et h a tt h i smu s t b e a fo cu so fyou rp r o f e s s io n a le f f o r ta ta l lt im e sand i ssom ewh a tmo r e con c e rn edw i t ht h es t a t u sq uo t h a nt h ef u t -n r e . T h e r e f o re , �s t r i v i ng t ob ef u t u r i s t i ct h i sm o rn ing ,I h av ee l e ct e dt oexp lor e"How 's 4 -H : C om pa red t oWh a t ? " i nt e rm so ft h en e ed so fi n d i v i 1 u a l sandso c i e t y , a sw e know th emt o d ayand an tic i p a te th emt o mo r row ;t oc o n s i d e r ,i f you w j, l l ,t h ep o te n t i a lo fyou rp r o f e s s i o nan dp r og r am i nr e l a t i o nt ot h e sl g n i f i c a n ti s s u e sc o n f r o n t i n g ou rs o c i e t yt o d a y . Th et h em ef o ryou rm ee t i n gi st im e l y ,c h a l l e n g i n g , de s c r i p t i v e : "F rom n tt oA c t i o n . " C e r t a i n l y anyone whoknow s you rp r o f e ss i o na s I do Comm i tme at 4 -H p ro fe ss ion a ls a reindeed d edica ted,s i n c e r e ,co mm it t e d . recogn izesth A nd i fan y t h i ngis d e sc r i p t i v eo f4 -H p r o f e s s i o n a l s as t h eyope r at ed a y by da y ,i ti sth ewo rd "a ct i o n ." r eh a ve been m any d ef i ni t ion so ft h ete rm " p r o f e ss i o n a l . " F rom The v ar i e ds o u r c e sI h av ed r awn c e r t a i nph : c a se swh i ch I f i n dh e l p f u li ncon s i d er i n gt h ep r of e ss io n al ro l e : (1 )pr o f es s i o n a l sc i e a l mo r ew i t hp e o p l e t h anw i t ht h i n g s ;( 2 )p rof e s s io n als a re m o r e con c e rn ed w i t ht h ep u b l i c in te r es t thanw i th s e l f l i m it e dp r i v a t ei n t e r e s t s ;(3 )i np r o f e s s i o n a l i sm , so m e th ing moretha .nte e h n i Cj,u ei se mpha s i z e d ; (4 )as a p r o f e s s i o n a l ,t h e i n d i v i d u a lmu s t b ea se x p e r ta sh ec anb ei nh i sf i e l d ,bu t p1 'o f e s s i o n a l i sm is m o ret h a ns p e c i a l i z a t i o n ;andf i n a l l y(5 )a bov ea l l ,p r o f e s s i o n a l i sm i mp l i e s comm i tm en t . Youa re p rof e s s i on a l s ! The r e f o r e ,i nmy r em a r k sI a s sum eth a t you a rew e l lr e a d ,upto d ate ,know led g ea b l ei nt h ed i s c i p l i n e s and f i e l d s o f s t u d yr e l a t i n gt oEx te n s i o nyou thwo rk . t h edev e lop m e n t a lt a s k so fy o u t h ,f o r Th e r ei sno n e ed t or e v i ewh e r e a ~ a sd e s c r i b e dby H av ighu r s t ando t h e r s . R a t h e r , Iw i l l su rv eyt h es c en eb r o a d l yands y n t h e s i z e so m e i d e a swh i ch I hop em ay b eu s e f u lt oyou i nyou rp r o f e s s i o n a lr e s p o n s i b i l i t i e s . �I I I . A sa p o i n to fd e p a r t u r ei nou rd e l i b e r a t i o n s ,l e t ' sr em indo u r s e l v e so f c e r t a i no b s e r v a t i o n swh i ch m ay b e obv iou sb u twh i ch som e t im e sa r eov e r look ed o rf o r g o t t e n . F i r s t , ou r young p eop l et o d a yr e p r e s e n tt h eg r e a t e s t" n e x tg e n e r a t i o n " h i s t o r yh a s ev e rknown : W h e n com p a r e dw i t hp c i o rg e n e r a t i o n s , ou ry o u t h f u l g e n e r a t i o ni sb r i . g h t e r ;b e t t e re d u c a t e d ;h e a l t h i e r ; mo r -e h i g h l ym o t i v a t e d ; m o re con c e rn ed ,w i t h ag r e a t e rs eu s eo fs o c i a lc o u s c i e n c et h a nev e rb e f o r e . M a s s m ed i a ando t h e ri n f l u e n c e sa r ep ron et od i s t o r tt h i sby f o c u s i n gon ug l t h e" ew , "andw en e ed t ok e ep t h et r u ep i c t u r ei nf o c u s . yf S e cond ,a tt h es am et im e ,t h ey o u t hr o l ei nou rs o c i e t yh a sb e com e v agu e ,i d d e f i n i t e ,u n c e r t a i n ,c o n f u s e d . I na s i g n i f i c a n ts e n s e ,young p e o p l e i nou rs o c i e t ya r e" i nl im b o . "W e ' r e aw a r eo fv a r i o u sf a c e t so ft h i s s i t u a t i o n t h ech ang ei nt h ee conom i cs t a t u so fa d o l e s c e n t s ,t h el e n g t h e n i n g o ft h es c h o o lp e r i o dsot h a tt h enwnb e ro f" u n p r o d u c t i v ey e a r s "( f romt h e s t a n d p o i n to ft h ei n d i v i d u a l )i si n c r e a s e d ,t h ev a r i o u si n f J u e n c e so fso c i e t .y wh i ch p r o l o n gt h ea d o l e s c e n ty e a r s ,t h ew ay s i nwh i ch w ek e ep th emc h i l d i s h andt h e nwond e r why t h e yb eh av el i k ek i d s b u tw ef a i lt or e c o g n i z et h e p e n e t r a t i n gi n f l u e n c e sand im p l i c a t i o n so ft h i sc i r c um s t a n c e . Thi r d ,t h e r ei sa t em p t a t i o nand a t end en cyt og e n e r a l i z eand l a b e l , t oc a t e g o r i z eyoung p e o p l ei nv a r i o u sc l a s s i f i c a t i o n s : t h eg i f t e d ,t h e e x c e p t i o n a l ,t h eu r b a n ,t h ed i s a d v a n t a g ed , youc ango on . Wh i l e w ea r e i n c l i n e dt odo t h i s ,w eknow t h a ti tc a n ' tb e don e . I amen cou r ag edby wh a t I' reg a rda sc o n v i n c i n gev id en c et h a to u rs o c i e t yi sb e com ing i n c r e a s i n g l y con c e rn edf o rt h ei n d i v i d u a l . We c an s e et h i si nfo rm a le d u c a t i o n ,i n p rog r am sl i k e4 -H , ins o c i a lw e l f a r ea g e n c i e s ,i nr em e d i a land r e h a b i l i t a t i v e e f f o r t s . A con c e rnf o ri n d i v i d u a l i t yi sind e edd i f f i c u l tt oimp l em en t ,bu t t h ef i r s ts t e pi sa comm i tm en tt ot h ec o n c e p t . �Fou r t .n,i n c r e a s i ngl yp r o f ess i o n a l si neduc a t .L on,w he t h e rfo rm a lo r Lnf 'o rm s .L ,a r eb egL n r r lng t ore cogu iz eth e hum a nd ev e lopme n t a lp r o c e s sa s , j u s t tha t,w i t h o u td i s c r e e t comp a r tm en t s . Th e r ei sno n e ed t ob e l a b o rt h i s poar rt w i t h you s i n c e4 ··-HC lub Wo rk ge n e r a l l ycanb er e g a r d e da s on eo ft h e b es texam p l .e so ft .h ep r a c t i c a limp l e m en t a t i o no ft h e s ep rinc ip les. ld d i r e c tyou ra tten tion , how ev e r , toa s li g ht l yd iffe ren tr am i Iwou f 'Lca r . Lon o ft h i spoi r r tw i th t h equestion, "Wh a t ' st h e you t h se gm en to f Ex t . ena i .oo? " I ' l l no t an sw e r ,b u t Iwou ld c au t i o nt h a ta s ap r o f e s s i o n a lyou c anno tpe rm i tyou r se l fthel u x u r yo f say ing " t h a t ' sno t ou r re s p o n s i b i l i t y be cau s ew e ' r e con c e rn edo n l yf o rt h ey e a r sb e tw e en t h en i n t handt h e n in e tee n t hb i l . · thd ay s." If you a retru ly con c e rnedw i t h you th d e v e lopm en t , you hav e tob e con c e rn edw i t h th ey e a r sbo th be fo re and a f t e r . F in a .l l y ,i t s e ems w e l lt ore m ind o u r s e l v e so ft h ed i f f e r e n c eo rd i s c r e p an cy i nou rs o c i e t yb e tw e en p rob l em s ands o l u t i o n s . Mo s t o ft h ep rob l em s w ! li c hcon c e rnu sa r egen era l,un spe c i a l i z e d ,l i n k e dt o ge t h e r ,i n t e rd ep en d e n t . T o qu ick ly c i t eexamp l e s , w em igh tm en tionp rob l em so fa ir pol l u t i o n ,c i v i l r i gh t s ,yout hd ev e lopm e nt ,u r b an g h e t t o s . Bu t w h i lethe s ep rob lem sa r e gen era l and in te rde p enden t, t h es o l u t i o n swhi c hs o c i e t yc o n t r i v e su s u a l l y a r es p e c i f i c ,unr e l a t e d ,d e t ache d ,d i s c r e e t , ov e rL applng . I fyouw i l lt h i n k b a ck t ot h ep rob l em s Ij u s tc i t e d ,youw i l lr e c o g n i z et h ev a l i d i t yo ft h i s poi n t andt h ep rob l ems . e rpe tra tedt h e r e b y . IV . Now l e tu sl o o ka tsom eo ft h ei s s u e swh i ch s e emt ob ec r -L tic e .Lf ' r o rn t h e s t an dpo in tb o t ho ft h ei n d i v i d u a lando fs o c i e t y . AP r e s i d e n to ft h eU I1 it ed . S ta te s, sp e ak ingo ft h ed em and so fch ang e ,s t a t e d . , "Th e dogm a so ft h eq u i e t p a s ta r ei n a d equ a t et ot h es t o r my p r e s e n t. . . a s ou rc a s ei sn ew , so m us t w et .hink an ew and a c tan ew . " T ha tP re s i d e n tw a s Ab rah am L inco ln sp e ak i .n gi n 18 6 2 . �To h a r kb a ck~ 4 · -H w a ss t a r t e da tt h et .u rno fth ec e n t u r yt om e e t s p e c i f i c n eed ao fyou th and s o c i e t y . A tt h a tt im e ~ B o y s andG i r l sC lub wo rk w a s o u t f ' r -o r r te d u c a t i o n a l l y~ d e a l i n gw i t h con c e rn sc re st i n gt h e n . A sp r o f e s s i o n a l s~ ch e qu es ' c i . o nc o n f r o n t lu gu sn ow~ o fcou r ' a e~ i s"W h a ta r et h ei s s u e sc r e s t i n g t .od ay ? " My o b s e r v a t i o n sw i l lb eb o t hi nt e rm so ft h ei n d i v i d u a lando fs o c i e t y I ' 1 1 om . i ts om eo ft h eobv iou si s s u e sw i t h wh .L cn you a s4 -H a s a who l e . p io f ' e ssion a .L sa r eg r a p p l i n g~ no tb e c au s et h e y Ir eun impo r t an t' b u tb e c au s e t h e ya l r e a d yh av e you ra t t e n t i o n t h eemph a s i so ns ~ o np rog r am si n u r b an comn run . it Les, o nr e a c h i n gt h edisadva r r ta g ed, o ni n v o l v i n gboy s ,o n r e c r u i t i n gand b e t t e rp r e p a r i n ga d u l tl e a d e r s . Ih av e no ta t t em p t e dt o r a n kt h e s ei t em s ,t h el i s t i n gi sno t ~ hop e fU l lyyou w i l l addt o ; bu t I dof e e lt h e s et h o u g h t sh av er e l e v a n c ea sw e looktot h ec h a l l e n g e s Ex t en s ion t o d a y . ~ 1 . W e s e ei nc u r -s o c i e t ya g row ing con c e rnf o rt h em ann e r o fl i v i n go r t h e~ a y o fl i f ea sc o n t r a s t e dw i t ht h eo l d e r con c ep to fs t a n d a r d o fl i v i n g .W e ' r e a s k i n go u r s e l v e si nt h eUn i t ed a s~ "Wh i l ei t ' s t r u et h a tw eh av et h eh i g h e s ts t a n d a r do fl i v i n gi nt h ew o r l d ,d ow e av et h e' b e s tl i f ei nt h ecomp l e t eh um a ns en s e ? " L ' e8 , l ly h Of' .; A sw e looka tl i f ei nr u r a lAm e r i c at o d a y ,w er e c o g n i z et h eh a r s h r e a l i t i e so ft h e" r u r a lmy th .11 W e 'r ew e l l aw a r eo fs o c i e t y ' scon c e rn f o rt h eimpov e r i sh ed ,t h ed i s e n f r a n c h i s e d ,t h ed i s a d v a n t a g e d ;b u tw e : c e cogn i z ea l s ot h a td e p r i v a t i o ni sno tn e c e s s a r i l ya c o r o l l a r yo f p o v e r t y . M a n yr u r a lAm e r i c an s , f o rex amp l e ,l i v i n gi ni s o l a t e d commun i t i e s ,d o no th av et h eadv an t ag e so f~ h e a l t h a ~ ~ a y a y s c h o o l i n g ,~ a y s o c i a landp r o t e c t i v es e r v i c e s ,c u l t u r a loppo r - t u n i t i e s ,no tb e c au s eo fe conom i cp ove r t yp e rs eb u tb e c a u s eo ft h p . " so c ia . l ,c o s to f sp a c e .II �2 . Th e r ei sa sw e l l i n gcon c e rnf o rt h equa l i t yo fth eenv i ronm en ti n wh i ch w e1 i V8 . I nh i sn ew'cook ~~ So R i ch A s. ' f c :m G eo rg e ~ S t ew a r to b s e r v e s : "Wh enso m e fu tUY eh i s t o r i a ns i t sdown t osumm a r i z e vh a tt .h ep r e s e n t gen er -a tion o fAm e r i c an sh a sa c comp l i sh ed ,h i sc l im a c t i c se r r te n ce cou ldr e a d : 'O ft h ew a t e r s ,t h e ym ad ea c e s s p o o l ;o ft h ea i r , ad e p o s i t o r yo fp o i s o n s , ando ft h egood e a r t hitse lf, ad .ump . . ., I I A sw eth ink o ft h eq n a l it yo ft h eenv i ronm e n t ,w ea r econ c e rn e r'l w i th a i r ,w a te r s ,s t r e am s ,l a k e s ,b e a u t y ,h o u s i n g , cO IDD lun i t i8 s ,s p a c e . We a r econ c e r -n edw i t hu rb an and .c o u n t r y s i d ed ev e lopm en t . W e ' r e a s k i n gi fi ti sn e c e s s a r yf o rp e o p l e ,a d u l t sandy o u t ha l i k e ,i n e v i t a b l yt ot r u d g ef romc o u n t r y s i d et otownf o re conom i co p p o r t u n i t ie s ? A nd th in i< . in go ft h eL mpL f . c a t .Lon so ft h i scon c e rno fs o c i e t yt oE x t e n s i o n you tn p rog r am s , Iwou ld c a u t i o nt h a tt h ep rob l emi sb i g g e rt h a nr u b b i s h c l e a n u pand " p l a nandp l a n tf o rb e a u t y . " Su ch t a n g i b l ea 8 t i v j t i e s canb e a pa r to ft h ec u r r i c u l umb u ta b a s i c pu r po se mu s t b er e l a t e dt o th ed ev e lopm en to fa t t i t u d e s ,c o n v i c t i o n s , andp h i l o s o phy . 3 . I n c r e a s i n g l y ,ou rs o c i e t yi scon c e rn edf o rt h ep o l i t i c a li n s t i t u t i o n s o f ~a y. A s ou rs o c i e t yh a sb e enb u f f e t e dby t h eon ru sh o fs o c i o - econom ic ch a ng e ,m any o fou rt r a d i t i o n a lpo l i t i c a lu n i t sh av eb e com e d i s f u n c t i o n a land ~ te . A t m an yl e v e l s ,d em o c r a t i cp r o c e s sh a sb e en ..... , .. . : ~ ch a r a ct . e r -L zedby c i t i z e na p a t h yr a t h e rt h a nc i t i z e np a r t i c i p a t i o n . Wh i l e m any wou ld e x p r e s sa con c e rnf o rt h e exp and ingr o l eo ff e d e r a lg o v e r n me n t ,i no b j e c t i v ea n a l y s i si ts e em sapp a re n tt h a . tt h ef e d e r a l ~ h a s exp and ed i nd i r e c tp rop o r t i o nt ot h ed eg r e et owh i ch l o c a l ,c o u n t y , and s t a t ep o l i t i c a lu n i t sh av ep rov en t ob e un equ a lo ru n r e s p o n s i v e t ot h et a s k sd em and ed by s o c i e t y . �4 . We a sa p e o p l ea r e . ~ as y con c e rn edf o r ~ i n s t i t u t i o no f t h ef am i l y . I n c r e a s i n g l y ,w er e cogn i . z et h a tt h e"p rob l emp e o p l e "o f ou rs o c i e t y t h es c h o o ld r o p o u t s ,t h ec h r o n i c a l l yun emp loy ed ,j u v e n i l e c i e l i n q u e n t s ,t h o s ep e r e n n i a l l yon w e l f a r e , c r im i n a l sa l ld o t h e r swho tp e rro rmt h ep r o d u c t i v e. co l e se x p e c t e do ft .he rnb ys o c i e t y a r e do no ap r o d u c to fLn ad equ a te hom eand f am i l ys i t u a t i o n s . Wh i l e s o c i e t y h a sd ev e lop edm u l t i p l e andm a s s iv e c o r r e c t i o n a land r e h a b i l i t a t i v e p rog r am s ,w eh av eg e n e r a l l yb e en u n s u c c e s s f u li nov e r com ing t h e e f f e c t so ft h eu n c i e s i r a b l ei n f l u e n c e so fhom e and f am i l yi nt h ee a r l y y e a r s . I ns t r e s s i n gt h eimpo r t an c eo ft h ef am i l y ,w e , o fc o u r s e , mu s t b e aw a r eo ft h ech ang ingr o l eo ft h ef am i lyi nou rs o c i e t y ,w i t h f ew e rp r e r o g a t i v e sa v a i l a b l et ot h ef am i l yw i th e a chp a s s i n gy e a r . A t t h es am et im e ,a l lev id en c et e l l su st h a tt h ehom e and f am i l yi s i n f l u e n t i a li nt h ef o rm a t i v ee a r l yy e a r so fl i f e . Wh e r e a r eou r young p e o p l et r a i n e d .t ob ee f f e c t i v ehu sb and s andw i v e s , mo th e r s and f a t h e r s ? 5 . We a r ep e r p l e x e dbyt h ep rob l em so fr e l a t i n ged uc a t i o no ft h e s c h o o l st ot h er e a l i t i e so fl i f e .I nt o om any s c h o o l s ,y o u n g s t e r s s t u d ym a th em a t i c s , p h y s i c s ,e a r l yc i v i l i z a t i o n ,gov e rnm en t ,h i s t o r y , s o c i a ls t u d i e si nt i l es te r -LLe a tmo sph e r eo ft h ec l a s s r o om ,w i t hl i t t l e a r . t emp to ro p p o r t u n i t yt or e .L a t . et h e s esub je c t sandd i s c i p l i n e st o l i f ea si ti sl i v e d . I nr e f l e c t i v emom en t s , w e mu s ta c c e p tt h eh a r d f a c tt h a tou re d u c a t i o n a lsy s t emc1 . ev e lop sp e o p l ewho a r e"p r e t tygood t e c h n i c i a n sb u t who a r en o tv e r y good a tf am i l yandcommun i ty l i f e ; y e tt h i sl a t t e ri st h ea r e n ai nwh i ch t h en ex tg e n e r a t i o nw i l lb e r e a l l yt e s t e d ! �Iwou ld emph a s i z et h a tt h e r ei smu ch o fwh i ch w e ~a o ep r oud i i I ou re l em e n t a r yand s e cond a rys c h o o lsy s t emi nt h i s0 o u n t r y , bu ta tt h e sam eb . l i . eI wOu l Ci emph a s i z et h a t w emu s tb r e a kt h e" l o c ks t e p "o ft h e fo rm a lsy s t ema sw eh av ed ev e lop ed i t o rpe rm itted i t t oe v o l v e . ~ . C lub B u l l e t i nN o . 1 ,p u b l i s h e di n1 9 1 ) ,i n c l u d e da s on e ob j e cti v e : " t os t r e n g th ent h es c h o o l sa tt h e i rw e ak e s tp o i n t . " P e rh ap st h a tn e ed i sa g a i n o rs t i l l p e r t i n e n t . 6 . I n c r e a s i n g J y ,w er e c o gl l i z eth en e ed t od ev e Jop a p a t t e r no f li f e l o n gl e a r n i n g ,anda c c e p t a n c eb o t hi np h i l o s o p h yand i n a ~ t h a t e d u c a t i o ni sanun end ingp r o c e s st h r o u ghou tl i f e . Ah i gh s ch o o lo r c o l l e g edip .Lom as imp lyLnd lc a t es t h a tan L IQ lv i d u a lh a sp a s s e da c e r t a In app r enc i c e s h i ps t a g e and i sC lu a l i f i ed t oemb a r kupon a voy ag e o fd i f f e r e n te d u c a t i o n a lopp o r t u n i t i e s anda l t e r n a t i v e s . I ti s unn e ce s s a r yt orem indo u r s e l v e sa sp r o f e s s i o n a l st h a toi l l 'p e r fo rm an c e onth is podn . .mu s t b e ex emp l a ry . Wh a t i syou r pez-sona .L p l a nf o r comp l e t e lyr e f u r b i s h i n gyou r" i n t e l l e c t u a leQu ipm en t " ev e rys ev en y e a r s ? 7 . Young ppop l emu s t b ea f f o r d e do p p o r t u n i t i e st op ar t i c i p a t ei nt h e m a in s t r e am o fl i fe . A d o l e s c e n t si nou rs o c i e t ya r ei s o l a t e df romt h e k ey i s s u e so ft h eday . Wh i l e w ed e p l o r et h e i rl a c ko fe v i d e n t con c e rn and s en s eo fr e s p o n s i b i l i t y ,w es im u l t a n e o u s l ys e tth ema p a r tf romt h e s o c i a lt i d e . Iw i l lu s et h r e eq u o t a t i o n st oi l l u s t r a t et h i sp o i n t . F i r s t ,D r. B . R . S en ,t h e nD i r e c t o rG en e r a lo fFAO , sp e ak inga tt h e YO l l i l g Wo r ld Food andD ev e lopm en t Wo r ld Con f e r en c ei nTo ron to i n S ep t emb e r 1967 : �" I np r e s e n t i n gt oyoumy t h o u g h t son t h einvo lv em en to fy o u t h in d ev e lopm en t wo rk , mo r e paz t .Lcu .La r -Ly i nr u r a ld ev e lopm en t wh i ch i sOUi. ' s p e c i a lc o n c e r n , Is h o u l dl i k et os t r e s st h a tw e mu s t p l a c ea tt h ef o u n d a t i o n so fany l o n g r a n g ep rog r ama d e ep e r und ers t . and i .ngo ft h em o r a l , a e s t h e t i candhum anis cL c u r g e so ft h eyoung e rg e n e r a t i o no ft o d a y . Th e ch ang e si n s o c i a lc l im a t eb rough t abou t by a f f l u e n c e ,t e c h n o l o g yand nu cL e s . rw e apon s on t h eon eh and andhu r ig e r,i n s e c u r i t yadd d e s p a i r on t h eo t h e r ,a : c eh av ing tn eir p ro found Lmp a c t on t h eyou th o ft h em i d tw e n t i e t hc e n t u r y . Th ef e cm en tm a n i f e s t s i t s e l fi nv a r i o u sg e s t u r e so fd e f i a n c e andr e b e l l i o n . We c an no l o n g e ri g n o r et h e s esymp tom so fwh a t app e a r st ob eat r a g i c · a l i e n a t i o no fy o u t h . We mu s t r e a l i z et h a ty o u t ha r eno l o n g e rc o n t e n tt ocon fo rmand f o l l ow , andt h a tt h e ya r ee a g e r t oexp e r im en t andl e a d . We mu s t m ak e s u r e ,t h e r e f o r e ,t h a t a n y t h i n gw ew i sh t odo t oi n t e r e s ty o u t hi nt h i sp r o j e c ti s i nl i n ew i ti lt .h e L r 't h in k inganddo e sn o t app e a ra sl a y i n g downt h elawf o rtH em . " ~ . f roman OEO r e p o r te n t i t l e d , "You thP a r t i c i p a t i o ni nCommun i ty A c t ion : C a l i f o r n i a " (1967 ) : l iTh et e e n a g e rn e ed st oe a r nmon ey andl e a r ni nt h ep r o c e s st h e r e s p o n s i b i l i t i e so f a mon ey -p ay ing j o b . H en e ed st ob em o t i v a t e dt os t a yi ns c h o o l . H en e ed st og a i ne x p e r i e n c ei n wo rk ing p r o d u c t i v e l yw i t hp e o p l e b o t hi n d i v i d u a l sandg r o u p s , t ocommun i c a t ee f f e c t i v e l y . H en e ed st of e e lr e s p o n s i b l ef o r s e l f ,n e ighbo rhood , commun i ty ,s t a t e ,n a t i o n . wo r ld imp rov em en t . �He needs to understand how his community is organized and how t o get acti on for its bettermen t. He ne eds to gain experience in identifying and i n helping s olve ( ommunity problems. He needs to feel a sense of accomplishment in duing so mething of value and being recognjzp.d for it by both his peers and his elders. "If these needs are not met, as we have ample evidence not only in Watts a nd Har lem but a cr os s t h e lana., we will have unh eal thy, disturbed ycut h and. sick, fri ghtened communi ties." linally Dr. Roy W. lVienni nger of the iVlenni nger Foundation speaking in Kan s a s City in August, 1967: "There are surely ways i n which a mar riage of these sociopsycho logical ne eds of our adoles cents and the human needs of our co mmunities can "be made, with inestimable profit f or both . Pe r haps t his process can be begun by the many voluntary service organiz ations devoted to youth. I would hope so, but I am aware that this cannot occur without a simultaneous look--a hard look-- at the artificiality an a. irrelevance, the busy work aDd tr iviality that all too many of our youth organizations put forth under the rubric of 'charact er building.' To be sure, s ome learning does t ake place, even from the fun-type avoca tional pursuits that most middle class oriented youth organizations put before their constituents. But too often, this learni ng is limited to promoting such selfish concerns as one's own advaucement, indulgence or gratification. �"C o n f r o n t a t i o nw i t ht h ev a s t l yg r e a t e rn e ed so ft h es e g r e g a t e d , i g n o r e d ,d e p r i v ed k i d si sr a r e . Eng ag em en to fou rm idd l e c l a s syou th i na c t u a l l yw o rk f . n gw i t ht .h e s el e s sf o r t u n a t e k i d s t h eon e s ou r you th o r g a n i z a t i o n sp r a c t i c a l l yn ev e r r e a c h i s ev enr a r e r ,f o ri ts e em st h a ti ti st h ep a t t e r no f a l lt o om a n y you th g roup st or e s ti nroh ec om f o r t a b l ec om p l a c e n c eo fp romo t ing good s o l i d ,m idd l ec l a s sv a l u e so f a ch i ev em en t ,p r o g r e s s , edu c a tio n ,c om p e t i t i o n , andt h el i k e andtoi g n o r eo r si l e n t l yavo id .c o n f r o n t a t i o nw i t h ,l e t a l o n e engagem en tw it h ,s om eo ft h ec r i t i c a lcm l c e rn so fou r c u r r e n ts o c i e t y r a c i a land s o c i a lj u s t i c e ,p o v e r t y ,d e p r i v a t i o n ,d e l i n q u e n c y , andt h eab s en c eo fi n d i v i d u a ld i g n i t y f o rsom any . " A sa s o c i e t yw ed eny young p eop l et h eo p p o r t u n i t yt op a r t i c i p a t e ,t o eng ag e ,t or e a l l yi n v o l v eth em s e lv e si nt h ef a b r i co fr e a ll i v i n g . We mu s t s om e h owen ab l eYOW lg p eop l et op a r t i c i p a t el e g im a t e l yi nt h e s o c i a li s s u e so fou rt im e , t os t . r ' u g g . l . ew i t h su chp rob l em so f so c . i . a l p r e j u d i c e ,s o c i a land e conom i cd e p r i v a t i o n ,s e l fgov e rnm en t ,t h e ~ o fc o n c e p t i o n so fs e r v i c et oo t h e r s . 8 . F i n a l l y ,w ea r econ c e rn edf o rh um a nreL a tLon ship s c -Ln t h ef am i l y ,t h e com mun i ty , n a t i o n a l l y ,i n t e r n a t i o n a l l y . L nd i s c u s s i n gf o r e i g na i d , S e n a t o rW a l t e r F .M ond a le o fM inn e so t a o b s e r v e d , "W es e ema sa c o u n t r y t ob eo u to fph a s ew i t h ou ri d e a l s . " Th i s wou ld app e a rt ob et r u e d om e s t i c a l l ya sw e l la si n t e r i l a t i o n a l l y . I nt h e i rwo r ld andt im e ,t h eyoung p eop l eo ft h i sg e n e r a t i o nw i l lb e c o r r e c t i n gou rm i s t a k e s . T h er e a ld e t e rm i n a n to ft h equa l i t yo fl i f ei n �th ey e ar 1 8 o th ey e a r2 w il l b ed e ter m in ed by t h ep r og r e s s and su c c e s st h e ya c h i e v ei nl e a r n i n gsom ehowt ol i v eon ew i t ha n o t h e r , l o c a l l y ,n a t i o n a l l y , an di nt h ewo r ld commun i ty o fwh i ch ou r coun t . cy i sa pa r t . We coul dgo on i d e n t i f y i ng o t h e r issu e so ft o dayandt o mo r row , b u t th e se e i gh tw i l ls u f f i c et oi l l u s t r a t et h ek i n d so fs o c i a lcon c e rn st owh i ch i t s e em sL mp e ra t .Lv ee x t e n s i o nandu n i v er s i t i e smu s td i r e c t .t h e i ra t t e n t i o n . V . A s you mov e from Commi tm e n tt oA ct i o n ,wi t ht h eb r oad en ed concep to f pur p o s eand p rog r am wh i ch se em st oc h a r a c t e r i z e you rp r o f e s s i o n a ld e l i b e r a tions, c e r t ai nt h l ng ss e e me v i d e n t . F irs t ,i t w il l be n ece s s a r yt oinvo lv et h er e s o u r c e so ft h eto ta l u n i v e r s it yre a l l y . I ' v eh e ar dmu ch andr e a dmu ch t ot h ee f f e c tth a t ,t h r o u g h Ex ten s i o n ,t h er e s o u r c e so fthe u n i v e rs i t ya r eava il a b le t oa l lp e o p l eo f t h es t a t e . Bu t I hav es e enl i t t l e ev id en c et oi n d i c a t et h a tt h i si si na tru e. I fyou a s Ex t en s ion ou th p r o f e s s i o n a l sa r er e a l l yt os e r v et h e c r i t i c a ln e ed s andb e s ti n t e r e s t so fyoung p e o p l et o d a yandtomo r row ,som ehow 1 ,h is c on c e p tmu s t b e imp em en t e d . Se c o n d l y , Ih av eb e en i mp r e s sedw i t h you rd i s c u s s i o n so fa l t e r n a t i v e p rog r am app ro a ch e s t h eo rga n i z a t i o na lapp ro a ch su cha s4 -H an i n t e r - o rg an iz a t i o n a lapp ro a chinwh i ch u n i v e r s i t yp e r sonne lwo rk w i t h thep r o f e s s i o n a l andvo lun te e rl e a d e r so fa l ly o u t h s e r v i n go rga n i z a t i o n sandp rog r am s and t i l ee x t r a o r g a n i z a t i o n a lappro ach , wh e r eth es t r u c t u r eo fo rga n i z a t i o np e rs e i sno ti n v o l v e d . I nc o n s i d e r i n gt h e s ea l t e r n a t i v e s ,o fc o u r s e , youmu s t be w e igh ing t h em e r i t s and sho r tcom ing so fd i r e c tv e r s u si n d i r e c tc o n t a c t �w ith young c l i e nt e l e ,L n cLud . ing t i l em u l t i p l i e r con c ep ti nm a' im iz i .ng o f e s s i o n a lc o n t r i b u t i on . pr Th i r d ,you m u s tr e cogn i z ethe m u lti p l ic ityo fi n f l u e n c e swh i ch b e a r upon you t hd ev e lo pm ent . Is h aL l .s i mp l i f yt h e s et ot .h r e e a t h ein f l u e n c e 't h ef am i l yandt h en e ed t or e a c hi ne f f e c t i v e w ay s t h ep are i r ts o fth ey o u n g s t e r sw it hwhom you .a r econ c e r n ed t . l i es ub s t a n t i a li n flu enc eo fth es cho o l s and a r e l a t e dc o n c e r n , t h e r e f o r e ,fo rt h eq u a l i t yo fs choo l i .g , thev a r i e t yo f eduea t .Lona.La l t e r n at i v es, pub li csu ppo rt fo r e du c at i o n , and t h e shc rtc o n r in gs o fth eo rg an i z a t i o n a les t a b l i s hmen ta tt h e e lem e n t a r yand s e con da r yl e v e l s . To b ec rude ly cand i d ,i f - i sinar u t ,as som e wou ld avow ,t h e no u rf o r ma ls c h o o l s a r ei na d i t ch . If w el o ok ah e ad i nfo rm a le l e m ent a r yand se conda r yeduc a ti o n ,w em us te n v i s i onl -mon thope r at i o n ,a r e l a t i o n s h i po fc l a s s roomt ot h er e a lw o r l d , t h e el im i n a t i o n o fa r tL f 'Lc ta .L c r e d e n t i a l i n gan ds t a n d a r d s ,the emph a s i so f f in an c i a .Ls u p p o r t"Oimp rov eq u a l it yd u r i n gt h ee l em e n t a r y ye a r swh e r et h epa y o f fw i l lb eg r e a te s t and c th e in f 'Luen ce so fcommuniLy, o fi l ea lt hs e rv ices, so c i .a .Ls e r v.i.cea , you th o r g a n i z a t i o n s ,r e c r e a t i o n a lo p p o r t u n i t i e s , emp loym en t , p r o t e c t i v es e r v i c e s ,y o u t h invo lv em en tand i s s u e s . �I . ou r c h a l l e n g ei st oa c t i o n . I th a sa lw ay sb e enmy c o n v i c t i o nt h a t x t e n s i o ni st h emo s t d em and ing r o l eo ft h eu n i v e r s i t y . A s an x t e n s i o n p rf e s s i o n a l , Io f t e nlook edw i t h envyt ot h et e a c h e r -w i t hh i sc a p t i v e a u d i e n c e ,c o u r s er eu i r em en t s ,andt h ecompu l s iv ew e apon o ft h eg r ad ep o i n t a v e r a g e ; andt ot h e s a h i sp rob l em s , u e s t i o n s ,e x p e r im e n t a - t i o n ,a l ld r e s u l t s ,i n f r eu e n t l yr eu i r e dt ot r a n s l a t eh i swo rk i n t o m e an ing fu la p p l i c a t i o n . I t h a tt h i si sanu n f a i r s a b u t ,i nf a c t , x t e n s i o ni swh e r et h ea c t i o ni s . x t e n s i o n lSt h emo s t d em and ing k i n d o fe d u c a t i o n a lend e avo r ,f o ryou a r ed e a l i n gw i t hp e o p l ei nr e a ll i f e s i t u a t i o n s ,w i t hp rob l em so f imm ed i a t ea sw e l la sl o n g r a n g es i g n i f i c a n c e . T h i sf a c t ,o fc o u r s e ,w h i l er e p r e s e n t i n gc h a l l e n g eandc om p l e x i t y ,i sa l s o t h ef a b r i co ft h er i c h n e s s ,t h ee x c i t em e n t ,t h es a t i s f a c t i o no fb e i n g an x t e n s i o np r o f e s s i o n a l . Ih av es k e t c h e dh e r eab r o a d r a n g i n gd e s i g n . I tm ay w e l lb et h a t i t sd im en s ion sa r el a r g e rt h a nyou s e ef o ry o u r s e l fo rf o ryou rp r o f e s s i o n a l r o l e ,b u t I wou ld subm i tt h a tt h ei s s u e sandt h ec h a l l e n g e sa s Id e p i c t th ema r eno t sol a r g ea st h ed em and so ft o d a yr eu i r e . We h av eb e en r em ind edby p h i l o s o p h e r st om ak e no sm a l lp l a n s . l t m a t ,e l y,o fc o u r s e , youw i l ld e c i d e . I wou ld s imp lyr em indyout h a t4 -H can be no l a r g e r ,no b e t t e r , no mo r e comp r eh en s iv e no ri n n o v a t i v et h a nyou p e r c e i v ei t t ob e . A sp r o f e s s i o n a l so u t wh e r et h ea c t i o ni s ,Iw i sh you s u c c e s si nyou re f f o r t s " t om ak et h eb e s to ft o d a yev enb e t t e rtomo 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_1968-11-11_RMawby_SPE Title A name given to the resource Russell Mawby speech, Compared to What? Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 11, 1968 for the W. K. Kellogg Foundation at the 22nd Annual Meeting of the National Association of Extension 4-H Agents at Michigan State University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1968-11-11 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/733453a35b112a82713c4609512eefeb.pdf e5fe64ce249807e2970ebce9c555f973 PDF Text Text / ( PUBLIC SERVICE Address by Russell G. Mawby Chairman and Chief Executive Officer W. K. Kellogg Foundation at the lOath Annual Meeting of the National Association of State Universities and Land-Grant Colleges Plenary Session J. W. Marriott Hotel Washington, D.C. November la, 1987 I The oldest tradition of the members of this association is the spirit of public service. When the Universities of Georgia and North Carolina were created two hundred years ago as our country was being formed, when George Washington advanced his plan for a national university, when Thomas Jefferson sat at Monticello watching through his spyglass the growth of the University of Virginia, the central intent of all the founders was to set higher learning within a public context. In their vIew, collegiate study should be guided by the pr inciples of the �Constitution, by democracy and independence, by ability and ambition, not by religion or heredity. The new nation needed an abundant supply of leaders to serve its varIOUS needs. to all who could benefit from it. Access to education should be open The curriculum should include practical and contemporary subjects as well as theoretical and classical ones. Research, or the creation of new knowledge, was not a clearly articulated role for these institutions, though the records show frequent references to exper imentation and demonstration. Such were the aspirations of our pioneers. These ambitious goals were too broad for the new little state colleges to achieve . Sixty years after the first cluster of them was founded and again thirty years after that, Congress created two waves of land-grant institutions, each one intended to bring the benefits of higher education to a sector of the population hitherto denied it, a new part of the public. For these eighteenth and nineteenth century pioneers, public service meant essentially the instruction on campus of young, white, free men 16 2 �to 22 years of age. The enlargement of the clientele even within that age group was not to come until much later and after much strife. It took a hundred years for research to become a formal part of public higher education. This association was founded in 1887 by the same tiny group of leaders who were fighting to persuade Congress to suppport scientific agricultural research in the colleges. Even as your Association was being founded, the eyes of the general state universities were first beginning to be dazzled by the accomplishments In scholarly study at the German universities. But In our country research did not take its place as an established public university function until well into the twentieth century. Public serVIce, as a clear-cut separate principle, distinguishing it from the serVIce of the public interest through collegiate programs of teaching and research, entered the American university about a quarter century after research did. Seaman Knapp, one of your Association's six charter members, wrote the Hatch Act supporting research which was passed In 1887. In 1914, Knapp's pioneering work in agricultural extension was 3 �established nationally by the Smith-Lever Act. Meanwhile the movement for general university extension, which began at Cambridge University In England In 1873, swept through the American public colleges in the early part of the twentieth century; the National University Extension Association was founded in 1915, one year after the Smith-Lever Act established agricultural extension. II The term "public service" has come to evoke many images; its breadth is better understood by citing familiar examples than by defining a core idea. When we mention public service, we think of the Cooperative Extension Service, general extension, lifelong learning, community development, continuing education, distance teaching, and other aspects of our vision of a learning society. President Van Hise of the University of Wisconsin established the spirit of university public service early In this century In his often-quoted comment that the boundaries of Wisconsin's campus were the borders of the state. 4 �Public service sprouted in test plots and on model f a r ms that ringed the small towns of rural America. In town halls, public serVIce takes the form of music played by visiting soloists or musical groups from the university or programs on myriad topics drawn from the full range of the university's disciplines. Public service IS altruistic, as students and facu l ty who volunteer for everything from literacy coaching to the United Way fund drive will tell you. Its instruction is also found in the marketplace, as legions of managers, entrepreneurs, and labor leaders can attest. It lives on campus in semInars, symposia, workshops, and residential conferences, but it travels far off campus and until late at night with extension lecturers. (The term "extension" is used In the generic sense, encompassIng all of the outreach or extension activities of the university, including the work of the Cooperative Extension Service of the land-grant institutions.) Public serVIce is old enough to be a tradition, and contemporary enough to bounce off satellites. It looks to the past as it fosters local history clubs and moves out to the frontier 5 �of the future as the university cooperates with industry and government to translate theoretical knowledge into practical benefits. Public service credits the experiential learning of adults so that they can establish the formal base of their education. It offers study opportunities to professionals so that they can stay at the forefront of their practice and can know how to accommodate to changes in their career patterns. It dispenses information In a stream of publications, radio and television broadcasts, correspondence course lessons, facsimile reproductions, audio and video cassettes, and reports from computerized data-banks. Public service offers direct help to individuals, communities, and the whole society. It gives a seal of approval to the products of farms and factories, it accredits other institutions, it helps public officials master their managerial problems, it offers consultation to non-profit institutions and associations, it helps government bureaus know how to conduct their business, it sponsors clubs and holds competitions for 6 �young people, it provides exhibits at county fairs, and, during Farmers' Week, it sometimes turns the whole campus into a massive exhibition and classroom. All of these public serVIce activities draw upon and are true to the teaching and research mission of their sponsors. III It would be possible to go on at some length evocatively naming university activities we would all agree to be public service because they express creative ways of bringing the rewards of higher education into the life patterns of all segments of our extraordinarily diverse population. As the public universities have grown and matured, the triumvirate of their mission -- teaching, research, and pUblic service -- has become generally accepted, at least In rhetoric. identifiable tendencies have occurred. In this process, two clearly First, teaching has become narrowly defined, referring only to that which occurs in a classroom or laboratory setting, usually on campus, with students enrolled in courses 7 �for credit leading to credentials. The vast array of other teaching carried out by university faculty in less formal settings and structures is lumped ignominiously into public service. Non-traditional patterns of teaching, often with non-traditional students in non-traditional settings, is thus relegated to a position of lesser status. Second, the research mission of the university, though the latest entrant on the scene in some respects, has become omnipotent. Professors who neither teach nor directly address attention to public concerns are exalted. Publication IS essential to faculty success. Basic research is preeminent, while those research efforts described as "applied" are viewed with less acclaim. Thus, In the academic life of public institutions today, research represents the ultimate exerCIse, with teaching -- especially at the undergraduate level -- seen as a mandated duty, and public serVIce an obligation too often accepted with reluctance. In analyzing further the public service dimension of public higher education, an even broader theme must concern us today. Public universities perform several large categories of activities which do not 8 �seem to be centrally concerned with either teaching or research. If the pUblic university has only three functions, as the program of our meeting implies, then these other activities must be public service even though, up to now, few people may have thought of them under that rubric. Here are five examples of what I mean: The first 1S the preservation of knowledge, a goal which universities seek in myriad ways but most notably 1n libraries, museums, galleries, and special collections. It might be said that preservation 1S merely a support to teaching and research but a moment's thought reveals that such is not the case. be preserved. A university preserves knowledge because it 1S there to Its "utility," whatever that is, may not be evident for decades and much of what is carefully saved will never again be seen by a purposeful eye. But we must over -save so that we save enough. And so it can be argued that the careful storage of facts and artifacts 1S part of the service which a university provides to its public. A second kind of activity is the provision of aesthetic experience . As has often been noted, universities have become the American parallels 9 �of Renaissance princes, Germanic royal courts, and modern European governments. The rich profusion of music, painting, sculpture, ballet, drama, and all the other arts which pours forth on a university campus can make its neighborhood a delightful place to live. The quality of artistry is often so high that it commands the attention of renowned critics. More than that, concert bureaus, radio, and television carry campus-based arts out so widely that Van Rise's desire is realized more fUlly In this respect than In almost any other. It can be argued that aesthetic provision IS part of the university's teaching function. That is undoubtedly true for some people -- but are the arts basically didactic? Do artists write, perform, and paint because they want to teach or because they want to fulfill their talent? Do people listen, watch, or read because they want to learn or because they want to enjoy? I hope that in both cases, the second answer is the major one. If it is, the provision of aesthetic experience must be considered as a public service. 10 �A third cluster of university activities worth examining are those related to the direct consumer services which universities provide to their communities. They maintain hospitals, clinics, testing laboratories, publishing companies, hotels, restaurants, book stores, and many another kind of institution or serV1ce. In some measure, these facilities and services are thought necessary to support a university's instruction and research but it 1S fair to wonder how valid that argument is. For example, do we need university laboratory schools in which to conduct research and train teachers when public and independent private schools all around us offer a more natural setting? Is a university school really maintained because it is an amenity for the university community, particularly the faculty? The same questions could be asked of the other direct consumer services and institutions of the university. provided. Note that I am not saying that such services should not be All I say, echoing Cardinal Newman, 1S "call them by their right name." The right name of many of them 1S public service. 11 �A fourth contribution of universities is the custodianship of young people of collegiate age. In other parts of the world less wealthy than ours, there is an economy of scarcity. for students exist and there IS Only a limited number of places vigorous competition for them. The chosen few must work very hard to graduate but almost all of them do so - - and then they are set for life. We reject such a system. We want every door to be open to every young person who can possibly profit by entering it. While we no longer be lieve in completely open admission to college, we are prepared to admi t most young people who want to enroll, so that they will have a chance to "find themselves" and so that their further maturation will occur under relatively safe circumstances. Some people even cynically argue that families will support (financially and politically) a university which cares for their children at relatively low cost. In the late 1940s, student bodies included many young men and women who had been to war and had grown up before they came to college. Old -timers still talk about those wondrous days when students really 12 �wanted an education and insisted on getting it. We have many such students today, but we also have many who are enrolled with little sense of purpose. I could not estimate what proportion of our current students are basically custodial cases but, In airplanes and student unions and other places, I have sat beside too many of them -- bright, fresh, attractive youngsters enrolled in a hodge-podge of trivial undemanding courses and never quickening into a lively interest when asked about any of the subjects they are "taking." How many of these are enrolled because they have no better place to be? What percentage of our graduate and professional enrollees have stayed on because they did not know what else to do with themselves after they had a baccalaureate degree? care of such people teaching or IS it public service? Is the All I say is "call it by its right name." The fifth kind of activity is the university's role as entertainer for the masses, particularly the masses who watch intercollegiate athletic events. It seems unlikely that anybody would argue that our vast expenditures of time and money In such sports can properly be 13 �allocated to either teaching or research. They must therefore be counted as part of our public service. In addition to teaching and research, other major forms of university service than these five may exist; if so, I hope you will mention them in our discussion. As for me, five is enough, particularly since I now propose to go beyond the analytical impartiality I hope I have shown up to this point. I plan to make some suggestions. IV Let me introduce them by reminding you that policies concerning public service are often as hard to state and maintain as are policies concerning teaching and research. Universities do not merely respond to social demand or request; they use their advanced knowledge to try to perfect society or, at any rate, to challenge it directly. We look to our universities to be out front, setting a visionary agenda for society -- providing leadership In addressing significant societal concerns. Thomas Jefferson said that In founding his university "I was discharging the odious function of pouring medicine down the throat of a patient 14 �insensible of needing it." When Seaman Knapp sent agents out into the field, they sometimes found armed posses of farmers waiting at the county line to turn them back. Being the thought leaders for society IS not necessarily an easy or popular task. Decisions about public service -- what to do or not do, when to begin and when to end, whether to persevere or concede -- must, like all other university decisions, be made In each specific case in terms of a ll the relevant facts and values. But after 75 years of full-scale experience, the major lesson we have learned about university-based public service IS that it is b ~~~__~onc e i ve d as dynamic and creative teaching and research carried out in the full dimensions of the human life-span and the broad range of human association both on and off campus. This fact is not surprIsIng because in this country public service originated essentially with agricultural extension. Our pioneering founders wanted to extend in myriad ways, the knowledge of the university to new audiences. They quickly discovered, however, that activities undertaken for the purpose of public service greatly influence a 15 �university's whole pattern of teaching and research. Early in this century, when county agents went out to farms to carry the message of scientific agriculture, they found problems for which there were no existing solutions; In responding to such needs, both experiment stations and resident programs of teaching In agriculture were transformed. Such fields of professional education as social work, nursing, librarianship, elementary and secondary teaching, school administration, and business management were first developed or greatly enhanced by teaching in the field. Many bodies of content or forms of teaching are first tested beyond the periphery of the campus. Some prove to be good enough to be spread widely through the university's practice; others can be conveniently forgotten. v If we were to judge the levels of quality of various forms of university public service, I think we would do so in terms of the extent to which they incorporate teaching or research. In the early days of Cooperative Extension, this principle was embodied in the practical rule 16 �that a county agent might teach farmers how to cull their flocks of chickens, but he should not do the cUlling himself; similarly the home advisers should teach the principles of diet, not merely pass out recipes. The professor of management teaches businessmen the principles of his art but does not run their businesses for them -- at least not on university time. Public policy forums are based so far as possible on facts, not opinions. The forty-year-old must be taught in a different way than the twenty-year-old and the seventy-year-old learns in still another fashion; to the extent that we grasp and respond to these differences through the results of research, we shall fulfill our purpose to have true extension, not merely off-campus imitations. How would we apply the tests of relevance of teaching and research to the five other forms of public service? The mass entertainment that universities provide, particularly by exhibitions of their coach-dominated sports, seems to be a clear illustration of how public service needs to be related to teaching and research. We try very hard these days to stress those relationships. We defend our sports exhibitions by talking about character-building, about 17 �openlng up the opportunities for a college education to disadvantaged young people, about the financing of all-student-body sports programs from television revenues, and about the development of the academic field of sports medicine. Some of the reforms instituted by athletic associations are related to the establishment of academic standards; they seem pathetically low but we are told they are the best that can now be achieved. They will probably not be enough. Faculties, administrators, and accrediting associations still have much to do before they can feel at peace with themselves and with the discerning leaders of society. The consequence of big-time athleticism which bothers me most has to do not with its role as a public service but with its impact on campus instruction. The ancient Greeks believed that the education of the free man was deeply concerned with the perfection of the body, a conception that has been central to educational thought ever since. Livingstone, the modern classicist, put the idea this way: Sir Richard "The virtue or excellence of the body is health and fitness and strength, the firm and sensitive hand, the clear eye . . . . . The trinity of body, mind, and 18 �character IS man; man's aIm, besides earning his living, is to make the most of all three, to have as good a mind, body and character as possible; and a liberal education, a free man's education, IS to help him to [produce] as perfect and complete a human being as may be." The training of the body does not seem central to modern discussions of either athletics or the college curriculum. Today anybody who advocates education for the perfection of the body tends to be scorned as just another apologist for high pressure athleticism. I hope that health and physical education depar tments will someday live up more fUlly to the literal promise of their name and that their professors will be central figures In all discussions of liberal education. The need for the custodianship of young people by universities is heightened by the scarcity of excellent teaching, though the root causes may lie elsewhere. Surely we want to reduce this custodi anship as much as we can though we will never do so entirely. We have always had students who were not very much interested in learning - - perhaps including Rosencranz and Guildenstern -- and presumably some of them will 19 �always be with us. More than that, we want an open campus environment where initial aimlessness can be fused into purpose because exciting intellectual opportunities are available. We believe that the acculturation which the campus provides is important for the maturation of young people. license. To have freedom of choice we are prepared to risk But if I read the signs correctly, the writers of national reports, the authors of some current best-sellers, the eminent slgners of petitions, and , most important, our f aculty curriculum committees are agreed that fairly drastic steps need to be taken to strengthen instructional programs. If students had more experience of life before they enrolled, like the veterans of the late 'forties, they would solve any problems of slackness by the demands they would make on the f aculty. However, short of war or some other vast campaign of national service (which we ought to seriously consider as a part of the socialization process for future generations), we will probably have students of about the same age as at present. If so, we must take the initiative to see 20 �that as few of them as possible are simply spending critically formative years in our custodial care. The direct consumer services which universities provide, sometimes with a lavish hand, usually cannot be separated very far from a teaching or research mission. A kind of ebb and flow seems to occur. New facilities or services for the pUblic are created because they are needed for teaching and research . They fulfill that purpose fUlly for a time but after a while forces begin to operate which make them hard to maintain. Commercial purveyors of the same services complain and compete, the demands of the clientele require changes which do not fit the best instructional or research patterns, costs mUltiply, schisms are created between people oriented to serVIce and those committed to the original purposes: these and other conflicts finally lead to closing, sale, or transfer of function or property. Meanwhile a new facility or service for another purpose is launched and observers at its dedication wonder how long it will take to run the familiar course. 21 �On a few campuses the provision of aesthetic experience seems close to being a prIme function, parallel to instruction and research, but in truth it is almost always related to both . In the musical realm, for example, concerts are given chiefly by students and by full- or part-time faculty, productions are learning exercises or expositions of the fruits of a professor's scholarship, performances by v isiting artists are preceded and followed by interpretive analyses, and broadcast performances are chosen and introduced by scholars. As with mUSIC, so wi th poetry-reading, drama, ballet, painting, sculpture, and all other expressions of art and high culture; aesthetic appreciation is dominant but it IS reinforced by the desire to learn or to teach. In preserving knowledge, universities provide a public serVIce which, while it IS usually associated with teaching and research, can stand alone as a prime function if a university wishes to consider it one. Outside the university, museums and independent special libraries build their collections and then make them available for rese arch and teaching. To an encouraging degree, museums and libraries are coming to 22 �be seen as valuable teaching institutions in themselves. To whatever extent finances permit, universities can do the same thing, selecting, storing, and displaying books and other objects In terms of a judgment of their present and future value as aspects of culture. In pursuit of this end, they can plan and link their collections together by computers and other means so that duplications can be eliminated and much greater cumulative resources can be maintained to enrich the future. I am prepared to accept this function as being co-equal with research and teaching, reinforcing both but being worthy of independent support. To do so is to hark back to the ancient formulation that the three purposes of a university are to seek, to convey, and to preserve knowledge. And now, back to the basic forms of public service: teaching and research. In fulfillment of the university's public service mission, the teaching function of the university must be broadened and deepened, to fUlly incorporate the varied ways in which teaching must be performed in response to changing demographics and contemporary needs. Regular class enrollment will continue to be important, but only as a part of a vastly 23 �larger whole which includes such lifelong educational services as conferences, seminars, lecture and concert series, telecommunication through many media, field-staffs reaching out to places sometimes far distant from the home campus, and the prov ision of learning opportunities for many constituencies, including agriculture, industry, commerce, labor, families, voluntary associations, and solitary individuals. This change from youth-dominated education to a lifespan education conception will require countless changes In policy and practice within universities, the most important of which will be to give it legitimacy within the practices of faculty recruitment, promotion, and reward. Universities quite properly are classically critical of other social institutions which fail to remain contemporary in structure and in adoption of modern technology in performing their services, even when sweeping changes may be a consequence. In reviewing their teaching activities, universities should be introspective with equal rigor. current failure to recogn Ize excel lence in teaching, whe r e ve r and In whatever form it occurs, is inexcusable . 24 The �Similarly, the research efforts of the public university must be carried out with an ultimate concern for their relevance to societal concerns. This in no way threatens the essentiality of so-called basic research, for which the ultimate benefits and consequences may not be envisioned. But it does suggest that basic research alone does not adequately fulfill the public's legitimate expectations ln consequence of their massive support. There must be accountability beyond peer review. The results of research must be integrated into the university's teaching mission, available to all -- both on and off campus -- who can use it. To fail to do so is to fail to fulfill the complete university role. The genius of the public university lies not in its teaching or its research, but ln the creative integration of the two to serve various publics. Ultimately, society's needs will be served by the public institutions it creates and sustains -- or, as in the past, new systems will be established to replace those which disappoint. The amazlng proliferation of independent, non-university-based, publicly supported research institutes and the explosion of non-university-based programs of 25 �continuing education for the professions and other special interests illustrate this response to public need. To the extent that such initiatives can perform these functions equally well, independent of the intellectual base which the university provides, these trends may be socially desirable. To the extent they erode the role of and support for pUblic universities and are simply a consequence of institutional failure, they should provide cause for concern. VI Until now I have remained true to my assignment: to explore public service as one of the proclaimed three functions of the public university: teaching, research, and public service. The whole thrust of my talk is to suggest that these three are inseparably allied. But, as I suspect we all recognize, they are analytically different from one another. The effort to make them fit together in a logically consistent triad raises many more questions than it answers. the difficulty 1S My own resolution of to push the analysis to a deeper level and try to identify the two different categories into which the three purposes fall. 26 �All of my foregoing analysis suggests that the basic functions of the university, the work it most essentially does, are teaching, research, and (some would say) the preservation of knowledge. Other major activities of the university - - extension, mass entertainment, custodianship, or the provision of aesthetic enjoyment or of consumer serVIces ga In legitimacy only to the degree that they are linked with teaching and research. Some people believe that the preservation of knowledge should a lso be restricted to materials which can be related, now or In the future, to the two basic functions. Thus, public service IS not a function but a principle which animates and guides the basic work of a university. Programmatically, it meant one thing at the founding of your first institutions; it means something quite different now. It is the desire directly to serve the social order which created, needs, and nourishes the public univers ity. only such principle. guiding influences: It is not the One can readily think of at least three o ther the tradition of the university as an institution; 27 �the development of the disciplines as bodies of knowledge; and the desire to serve the specific students enrolled both on and off campus. All four princip les are evident In a university's structure an d are powerfully felt In its operation. Constant tension exists among them, since each, if carried to its extreme, contradicts or denies the others. The complete traditionalist remains loyal to long-established standards, disdaining both new knowledge and the des ire to accommoda t e immediate student needs; he looks with distaste at public service unless it can be shown to ha ve been fa vor ed by Abelard. An equal provincialism can be found among those who focus entirely upon the disciplines, upon the immediate needs of students or, for that matter, upon pUblic serVIce. A challenge fo r university leaders is to balance the operation of the principles reasonably well. While all universities now engage in pUblic service, it has been most truly fulfilled In the state un i versities which is why they proclaim it to be part of their central triad of purposes. The desire to respond directly to society and, In turn, to incorporate the ideas thus gained 28 �into the central fabric and processes of the institution has been a powerfully generative force. to their world-wide emi nence . It has helped bring the state universities It has led to the creation of new categories of institutions of higher le arning, such as the regional state colleges and universit ies and the community colleges. the private universities. It has challenged It powerfully influences all new universities overseas and it IS tr ansforming the ancient European instit utions wher e the idea of higher le arning began . At this Centennial meeting, we have cause for celebration, SInce public service IS the spirit which animates some of the best things we do. We also have both a challenge and a gu i de for the future. When our major emphasis In public service was made up of those activities evoked by the word "extension," we f ound t hat our deepest sense of reward came when university scholars analyzed some part of society to see how it could best be helped to Improve the quality of its life through t he use of the university's resources of knowledge and instruction. We did no t do everything people asked of us but, by collaborative planning, gu i ded 29 �them to the realization that the problems of individuals and of society could not be sol ved by immediately available remedies but required deeper analysis and the use of more profound procedures. As we enlarge our conception of public serVIce, I hope that we shall follow t he same idea. We should not simply oblige people by doing what they ask us to do. triumphs of the future, like our triumphs of the Our present and the past, can be achieved only if we hold fast to the idea that the public services of a university should be creatively rel ated to its basic functions of teaching and research. In looking broadly at societal concerns today, there IS an almost desperate need for our state universities to employ their marvelous resources more creatively in serving public interests. The agenda IS virtually endless -- economic development and job generation, biotechnology, environmental quality, health care, competitiveness, the elderly, youth, energy, peace, welfare reform, rural and urban decay, waste disposal, the cultural arts -- the l i s t goes on. The success of our society in addressing such issues will influence the quality and 30 �character of life for both current and future generations. Is it too much to hope, for example, that our public universities will provide leadership in mounting comprehensive and coordinated ef f o r t s to deal with such pervasIve prob lems as the plight of our nation's yo uth from infancy through adolescence, using the best that IS known from all relevant fields of study? The superb knowledge resources of our state univer sities must be more effectively mobilized to de al with such compl ex concerns, thereby empowering people, through their institutions and organi zations, to more effectively serve their own best interests. In world overVIew today, the financial strength and capacity of the United States is weakening. As never before, there are limitations on both public and private sources of support. Those institutions of our society which are essentially inward-looking will be increasingly threatened. To deserve the continuing public confidence and support which have been enjoyed In the past, our public universities must demonstrate their 31 �capacity to be ever more socially useful to a society under stress. In so doing they will serve the people who sustain them and will be true to the visions of their founders in setting higher learning within a public context. RGM:lpg 11/12/87 ll28c 32 � Dublin Core 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_1987-11-10_RMawby_SPE Title A name given to the resource Russell Mawby speech, Public Service Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 10, 1987 for the W. K. Kellogg Foundation at the 100th Annual Meeting of the National Association of State Universities and Land-Grant Colleges. 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 1987-11-10 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/fd34847a3481d0f56563b3d6088e5b32.pdf cfaac60a4b42e8cf7e525d026b69e81b PDF Text Text LEADERSHIP DEVELOPMENT FOR RURAL AMERICA: BUILDING ON SUCCESS Remarks by Dr. Russell G. Mawby, President W. K. Kellogg Foundation November 10, 1980 Rural Leadership Development Conference Spokane, Washington 1. I am delighted to be with you today. In some respects, this is a family gathering, with individuals who have been active in the creation of Foundationsupported rural leadership development programs, and who have actually participated as "students" in these programs. And from my days in Cooperative Extension, I see a lot of other familiar faces in the audience. As a group, you represent a rather remarkable gathering, and mixture, of more than 260 rural leaders from 47 states, Canada, Guam and the Virgin Islands, and more than 90 different colleges and universities. I use the adjective "remarkable" because it is infrequ ent to find this kind of g r o u p �2 gathered t o g e t h e r i n t h e same room to consider c ommo n problems or s o l u t i o n s . Some o f you are admi nistrator s and faculty from college s of agriculture, some of you a r e full-time f a r me r s and agribusine ssmen, and some o f you are staf f or volunteer leaders of st a te fa rm organization s. You have been invited h ere becau s e sta te agri cultural organizations and educationa l institutions hav e identi fied you a s key i n d i v i d u a l s , capable of examining and analyzing t h e compatibility of public affairs leadership programs, which yo u will learn mor e about during the n ext day-anda-half, and the specifi c rural leadersh i p development needs of your own state and your own communities. The Kello gg Found a tion is p l e a s e d t o join with Washington St ate University in co-s ponsor ing this Conference. We do so believing t h a t rural le a d e r sh i p developmen t continues to be a pressing probl em in our nation and that the progr ams wh ich a r e a f o c u s o f thi s Conference provide f l e x i b l e a l t e r n a t i v es f o r meeting �3 your sta t e and community rural leadership need s. In almost all c a s e s , the programs have undergone t h e t e s t of t i me , institutional and community s u p p o r t , and in t he aggregate, probably the most e xt e n siv e and thorough evaluation ever carried out to measure the impact and va lue of a ser i es of Ke llogg Fo u n d a t i o n support ed projects. We cou ld not b e any more enthusiast ic about the programs, your being h ere with us, or about t he potential of thi s Confe rence. II. Let me fir s t answer two que stions which were r a i s e d by s e v e r a l o f you a fter receipt of t h e Conference inv itation: ( 1 ) What i s t h e Kellogg Founda t ion, and (2) how did it get invo lv ed in support of rural l eadership d evelopment programs? Th e Kellogg Founda tion was established by b r e a kf ast cerea l pioneer W. K. Kellogg �4 in 1930, and has supported pilot projects aimed a t the application of existing knowledge t o t h e problems o f people, rather t h a n research per s e . Th e Foundation's three area s of programming a re a g ri c u l t u r e , education and health. During t h e pas t 50 years, the Kello gg Founda tion has made gran ts of more than $ 530 million on four con t inents. Such gran ts i n c l u d e approximat ely $60 million f o r programs in agriculture . The Fou n d a t i o n curren tly ha s approximat ely 65 active projects in agriculture, and almost all of t h ose proj ects deal wi th probl ems and potentia l solu tions in t h e a rea s of increasing world f oo d supply and improving the qua lity of rura l life. Ours was t he fir st -- and for many years t h e only -- majo r priva te founda tion conc erned with problems of dome stic agricul ture and rural developmen t. The g e ne s i s of t h e Founda tion' s ef forts in rural leadership d ev elopmen t can be found in its support of an in tensiv e eigh t-week c o u rs e for post h igh schoo l rura l youth, �5 which was part of the Founda tion's Michigan Community Health Proj e c t in t h e 1930s. The Michigan Community Heal th Project demonstrated in s ev e n Michigan coun ties that t h e famil y' s h eal th, e d u c a t i o n a l opportuni ti e s, a n d general s t a n d a r d of living could b e enhanced through public he alth services, childhood medical screening and care, toge ther with an e xt e ns i v e program of schoo l improvement, con tinuing education programs fo r community lead e rs, expanded library se rvic es and gen eral community development. In p r ep a r i n g these remarks, I wen t back t h r o u gh the Foundation' s f i l e s t o refamiliarize mys elf with its more rec ent involvement in rural deve lopmen t issue s, and with the peopl e and the acti vities wh ich l e d up t o th e Foundation's support o f t h e fir s t rural leadership prog ram through Mich igan State Univ ersi ty in t h e mi d - 1 9 6 0 s . I t was a rather pl easant process of recoll e c ting, since prior to 1965, I served as a member of the faculty of the Coll ege o f Agricultur e at Michigan S t a t e Universi t y �6 with parti cular respon sib il i ties in th e Coop era tive Exten sion Servic e . Wh at impressed me in go ing t h r o u g h the fi l e s wa s that t h e issues and needs whi ch l ed t o the MSU rura l l e a d e rs h i p developmen t projec t are e very b it a s prevalen t and cru c i a l t oday a s they were 2 5 o r 30 year s ago. I recall , f o r ex amp le , a Sa tu rday morn ing meeting i n 1 958 a t Michigan State. Th e mee t ing was c al l e d by Paul Mi l l e r , who was th e n Direc tor of the MS U Cooperat i ve Ex tension Servic e and who late r bec ame Pre side n t o f West Virginia Un i v e rs i t y and t h e Roche st e r I ns t i t ut e o f Tec h n o l o gy . I was a rela tively " gre en" 30-yea r-old Assistan t Di recto r of Coopera t ive Ex ten s i on. On t h a t Sa turday morn ing, Mi ller and his s ta ff wer e st r u g g l i n g over budg e tary concern s and MSU' s e ff or t s t o g e t f u n d ing for agr icu ltural res ea rch and Co op e ra tive Ex ten sion. We exp e nded considerable e ffort anal yz ing t h e " powe r " s h if t s wh i ch had oc c urred wi t h in t h e Mich igan Le g is l atu r e �7 and t h e s e e mi n g dicho tomy o f wha t wer e th e majo r s o u r c e s of supp o r t wi th in t h e Le g is l a t u r e for MSU a gr i cultu ral rese arc h and Cooperative Extension p ro grams. I t was obviou s t h a t both MSU are a s were receiving ma j o r backing f r om u r b an l e g is l ator s . Such support reflect ed labor's g r owi n g i nfluenc e i n the Stat e Capi to l , and its goals o f maint ai ning ch eap food p o l i ci e s . Th eir p r i ma ry go a l was t o keep f oo d i n expensive f o r urban resid en t s by l egis l at i v e s u p p o r t o f a gricul tural r e s e a r c h and Coo perative Extension e f f o r t s aime d at e x p a n d e d agricultural t e chn o l o gy and produc tivity. During t h e Saturday mee ting, we we re pe rplexe d to note tha t i t wa s t h e more conserv a tive, rur a l le gi s l a to rs wh o we re o ft e n v o tin g agains t a g r icu ltura l r e search and Coop era t i v e Ex t e n s i on programs, s i mp l y as t h ei r u sual r esponse to any a c t ivi t y whi c h migh t increa s e t h e s t a t e budget and th e refo r e t ax e s . It was d uring t h i s p eri o d in t h e mi d- 1 9 5 0s t h a t �8 the Michigan Legislature's "farm block" all bu t di sappeared , in t e r ms of a cohesive group that exerted majority control over stat e policy and budget . The times re flected a shi ft in population and control of t h e Le gi s l atu r e to Detroit and othe r popul ation centers. The same occurenc e was happening in s t a t e s throughout the nation. During the MSU meeting , we asked our selves how might it b e possibl e to develop what we called, at that t i me , " a g r i c u l t u r a l s t a t e s me n . " By t h a t we meant individual s who f i r s t of al l had made t h e t e c h n o l o g i c a l revolution in agricul ture a rea l ity. They were ind ividual s who understood, adopted and were using up-to-date agricultura l and managemen t pract ices for their f a r m opera t ions. Secondly, they were individuals who would be receptive t o an educational experience aimed a t re la ting the u.S. te c h n o l o gi c a l r e v ol u t i o n t o t h e political and social changes underway in society. The se "agricul tural s t a tesmen" would b e individual s who could begin to se e the in te rdependen t na tur e of ou r �9 hi gh ly urb a n industrialized e c on omy and how i t dire c t ly af f e c ts a gricul tur e. Fo r wh a t we f o u n d t o be a g r owi n g probl em in the 1 950 s wa s th a t ac tiv i t i e s and events ou t s ide th e f a r m g a t e were poorly under stood by f a r m peop le and f arm l e a d e r s . Th e re sult was - - f o r farm people -- s u s p i c i on , fr us trat ion , and some t i mes a l ien at i o n f r om other segment s o f s o c i e t y . Ou t of t hese con c erns, Mi chigan Stat e g a v e a fe w of us the as si gnmen t to develop a rural leader ship program wh i ch wou ld hav e two primary objec tiv es. The program would f i r s t giv e i t s farmer-participan ts a bet te r under s tandi ng o f t h e e c on omi c , p o li t i cal and s o c ial f r a me wo r k o f soc i ety. And sec o n d , b y t h e end o f the pro g ram, part icipants were t o be capabl e o f using t h i s f ramewo rk t o a n a l y ze and d e a l wi th th e c omp l e x p robl ems f a c i n g agricul ture and ru ral commun it ies. As we conc e i v ed it , t h e ru ra l l ead e r s hi p p ro gram wou ld f o c u s on a s p e c if ic s eries of educ a t ional and �10 leadership exposures spanning a th ree-year period, on a part-time basis, for c l a s se s of approximately 30 farmers each. We developed a f un d i n g propo sal f o r suc h a r ural leader ship program. I t was sent to t h e Kellogg Foundation, and we wer e asked to come down to Battle Creek for a meeting with Fo und a tion sta f f. We put on "one whale of a pre senta tion," or so we congratulated ourselves during the return d rive to Eas t Lansing. Not long a f t e r , however, we got word from the Foundation that our proposal had been, in the gentle, nonjudgmenta l language of philanthropoids, "declined. " was more how we fel t that dayl) ("Rej ec ted" Ti me passed . Five years later, I was visi ting at t he Kellogg Founda tion abou t ano ther matter, and the rural leadership d ev elopment proposal came up in conversa tion. So when I got back to Mich igan, we pul led ou t the proposal, brushed i t up, a nd resubmi t ted i t t o t h e Founda tion. Tha t wa s f a l l of �11 1964, a n d I was a sked t o join the Ke llogg Fo u n dat i on s t a ff a s a program d i r ector i n a g r i c u l t ure t h e f o l l owi n g J a nu a r y . Th e f i r st proposal I s e nt t o t h e Foundat ion 's Board o f Trus tees f or f u n d i n g approval was -- you g uessed i t -- t h e Michi g an S t a t e rural l e a de rs h i p proposal, sub tit l ed, t he Kel log g Fa r mers Study Pro gram. All o f whi ch j u st goe s to prove, once ag ain , t ha t "if y ou c a n't l i ck th em ... j o in them ! " III. Sinc e t h e n , over 800 i n d i v i d u a l s hav e p a rt icipa te d i n t h e Michigan and f o u r oth er s tat ewide rura l le a d er s hip educa tion p r o g ram s a s si sted by t h e Found at ion. Par ticipan ts b e tween the age s o f 2 0 and 4 5 are c h o s e n i n part f o r th eir d emon s trated in teres t in pub lic af fair s. Th e y t a ke p art in e du c a t i o n a l p rograms which i n c l u d e " l i v e - i n " wo rkshops and t r a v e l s e min a r s . Th e work shop s , s t a f f e d by f ac u l ty memb ers from p a rtic ip at i n g un iversiti e s and �12 o ther appropriate r esourc es, last f r om thr ee t o f i v e day s, four to s i x t i me s a y ear. Th e t rav e l seminars are conducted at state, national, and for many groups, in ternational levels . Two years p articipation became the patt ern afte r early experimentation with three year programs . In each program, the workshops and trave l s e mi n a r s are aimed at providing participants with a n understanding o f t h e social, economic, cultural and political dimensions of public issu e s and needs. Major p ublic problems examined and analyzed include poverty, world food s u p p l y , economic polici es, and the probl ems of rural areas. Specif ic workshops and s e mi n a r s are d e signed to develop skills and communi cations , problems o l v i n g , and how partic ipants can learn to work within political s y s t e ms . I'l l not go into greater deta il her e describing the Michigan rural leadership development program or those which followed in Ca li forn ia, Montana, Pennsylvani a, �13 and he r e in Wa sh ing ton. Al l o f t hes e programs h a v 2 t h e i r own pa rti cular s t a mp of i n div i d u a lity and mirror d i fferin g stat e in stitutions , organizat ions, rur al prob lems a n d opp o r t un i t i e s. Ea c h ha s r eflecte d a re f inemen t of ear li er programs and g e ne r a l l y a tr end awa y f r om s i n g l e -in s t itut i o n funding t owa r d broad-ba sed fi n a n ci a l s u p por t i nvo l v i n g a var i ety of f u n d i n g sourc e s i n c l u d i n g t h e agricultural se c t o r itse l f . You wi l l have an opportun i t y lat er t h i s af ternoon t o le a r n about t h ese p rograms in de t ail; to ta lk with thei r leaders and th e f a r mers and a gribusin e ssmen who have b e en involved; a n d th e n t omo r r ow to move out i nto th e f i e l d t o di s c u s s t h e leadership pro g rams i n s e t ting s where partic ipan t s l i v e , work , stu dy, and carry ou t the ir agricu ltu ral and le a d er s h ip re spon s ib il i t i e s. Wha t I t h i n k you wil l find thi s a f t e r n o on , and rein forced t o mo r r ow , is tha t t h ese programs h ave had an exci t ing, s timu la t ing and broad- gauged impact on t h e l i ves o f �14 thei r part icipant s and on the communi tie s and t h e states i n which th e rural le a d e r s hi p p rogram g r a d u at e s live and farm. You wil l l e arn t h rough f ace- t o- f a c e conversa tion and fir s thand exp erienc e t h a t t h es e programs hav e deve lop ed ag r i cultural leaders who today a r e se rving a s f a r m spokesmen; who hav e assumed l eadersh ip responsibi li ti e s in f a r m organ iza tions a nd c ommo dity group s; and who r e p re s e nt f a r m in t e re st s general ly t hrough posi t ion s o f respon sibi lity in their commun i ties. You wil l find f a r me r s who have taken t h e i r a l r eady s h a r p unders t and i ng o f scien t i fic and t ec h n o l o g i c al kn owl e dg e underlying modern agr i cul ture, and a d d e d t o it a new sens i t i v ity to the chan ging s o c i a l and econ omi c fram ewo rk o f Amer ica a n d t h e wor ld . You wi ll find i n d i v i d u als like Michi g an's Bob Bender who gradu a t ed f rom t h e program and went o n to b ecome president o f h i s coun t y p l a n n ing commis sion a n d pres i dent o f t h e coun ty f a r m bu reau . Bob wa s al s o i n s t r u menta l in draf t ing a �15 coun ty land us e plan which preserved agr icu ltura l l a n d s and st e mme d previously unregulated and unchecked water and s e wa g e proposa ls. You wi ll find i n d i v i d u al s l i k e Montana's J o y c e Zacek, a housewife a n d mother whose experi ences in the Montana program expanded h er pro fess ional and personal ho rizons so much that s h e became editor of the Montana Business Quart erly, president o f the Staff Senat e at the Universi ty of Montana, and a board member o f t h e Mazula County Un i t e d Way. The anecdotal evidence of the rural leadership pro grams' s u c c e ss and impact i s overwhelming. What you will a l s o f i n d are individuals making comment s like the s e Michigan program graduate s: o " Th e Kellogg program was the greates t experience possible. It opened up so many oppor tunities at an e a r l i e r age than might otherwise have happened." �16 o "My community has a ccep ted me as a responsible leader and entrusted me with much more t h a n I wou ld have imagined f i v e years e a r l i er . I t wa s a gra tifying feeling. " o "I am no longer a p assive s pectator but an a c t i v e participant." o "I have much more to offer th an I re alized. I feel I am more outgoing a nd givi n g now and am more willing t o ge t involve d rather t h a n s i t t i n g b ack and watchi ng." o itA lot of peopl e who have pa rticipated in the program have th e po ten tial to l ead . What they gained through t h e i r association wi th t h e program was self confidence to speak up; s e l f confidence t o st a n d up." �17 Thes e types of sub j ec tive evaluation were, and certainly are, impor tant. Ye t , in the hallway s of academe and st a t e l egislatures ; i n t h e crunch of comp e ting demand s f o r l i mi t e d i n s ti t u t i on a l , g ov e r nme n t a l and philanthrop ic fi n a n c i al s u p p ort ; th e re is always a c o n c e r n f o r more quanti fiab le, sc h o l a r l y and rese arch-ba sed eva lua t ion s of new pro grams. h av e such concerns. We recogniz e tha t you So , obv iou sly , do e s t h e Ke llogg Fo u n d a t i o n i n determining th e impac t of i ts g r a n t ma k i n g . We have a ls o con sidered s u ch a n in - d e p t h evaluat ion cri t ical t o po ssibl e expansi on of t he rura l l e a d e r s h i p d evelopme nt program a pproach. The Foundation wa n t ed a benchma rk for ev a l u ati n g the merit o f n e w p r o p o s a l s submit t ed for adapt ing t h e rural leader sh ip devel opme n t p rogram s t r a t e g y to o ther lo cal and st at e ne ed s. And, c ert a i nl y, there wa s an equal ly apparen t ne ed t o do cumen t both t h e success es and shortcoming s o f t h e pilo t p r o g r ams before spon so r ing a con f e r enc e , s uc h as t h is one , which �18 would expend your t i me and re sourc es, a n d t hose of Washing ton S ta te Un ive r s i t y and the Ke l l o g g Fou n dat i on . You wi l l l earn more ab o u t Bob Howe ll ' s comprehensive eva lua tion of t h e rural l eade r ship d evelopmen t pro g r ams l at e r i n t h e Con fer ence. Le t me j u s t say tha t the e v a l u at i on provide s s trong ev idence t o s u b s t a n ti a t e the subje c t i ve , anecdo tal r e s p on s e s o f p rogram gradu a te s. It reve a l s tha t gradua te s o f these in tensive publi c a ffair s l eade r sh ip dev elopmen t p r ograms b e com e more involv ed i n l e a d e r s h i p r o l e s rela ted to prov id ing publ ic se r v ic e s , a n d they al s o become more involved i n co llective e ffort s conc erned wi t h economic af f a i r s a nd ar e more ef fect i v e l e a d e rs i n local c ommu ni ty d ev e lopmen t ef for t s . �19 IV. Certainly, thi s audi ence ne e ds no l i t a n y of lament 2 on why America today -- more than ever -- s o desp erat ely needs such rural leaders or "agricul tu ral state smen." We have moved f r om an agrarian to an urbanized soc i ety . Of even more severe con sequence i s t h e continued maldistribution accompanying agricultural technology. Gener al ly, rura l areas continue to face declining income bases, which make i t difficult - - even impo s s ible -to maintain c ruc ial he a lth services, educationa l and recreational serv ice s, and the type s of gen e r a l s o c i a l s ervices most American s take for gran ted. Today, we s e e c o n f l i c t i n g demand s being p l a c e d upo n our rural communities. I n some cases, rural areas are e x p e r i e n c i n g new l evels o f population and g eneral economic growth generated b y avai labi lity of na tural re sources for energy e x p l o i t at i o n , by t h e decen tr al ization of indus try , �20 o r by t h e d e s ire of peopl e to live away f r om t h e urban mi li eu . With t h e t e chnologica l advanc e o f agri culture, there ha s b e en a spec i alizat ion and f r a gme n t at i o n -- i n t h e f a bric of agricu ltural rese arch, i n the i n d u st r y of fa r mi n g, i n th e maz e of f a r m o rganiz at ions and inst itu tion s whi ch serve agr iculture. In a l l of t h i s , t h e r e is a cen t ra l ne e d for rural le adership. In 1 9 7 4 , on the eve o f Richard Nixon 's r es i gnat ion f r om th e Presidency, Time Magazine publ i s h e d a 38-pag e s pe c i al sect i on o n l eader ship. Th e mag a z in e obs erved that, and I quote: "In the U.S. and round the world , t h e re is a sense of d i mi shed v i s i on , of g lob a l pro blems t h a t a r e overwhe lming the c ap ac i ty of l e a de r s . " �21 The re a r e o bvi ou s l y more authori ta tive and s c h ol a r l y s o c i a l ob s erver s than Time Mag a z i n e . analysi s see me d r i g ht on t a r g et t h e n . t h e l eade r s h i p i ss ue i s more a cu te. Ye t t h e mag azine's To d a y , in 1 980, I n t h is el e ct i o n year, as we f a c e persis tent i n fl a ti on , unc ertain energy s upplies, and a v o l a t i l e s o c i al a n d p oli ti c al cl i ma t e worl dwi de , o n e get s th e f e e l i n g t h a t American s wil l s o o n , i n th e words of Spanish philosopher , wr i ter and s t a t esma n Or t e g a y Gasse t , r i se forth wi th "a formidab le cry .. . a sking for someone o r some t hing t o take command. " .. The probl e m i s profound; a n d r ea c h e s f r om the presidency down t h r ou g h t h e s t ate and loca l g overnments, t o s c h o o l bo ard s, n eighborhood ass o c ia t i on s , volunteer human servi ce ag e nc i e s, and almo s t al l o ther aspe c t s o f life in b oth urban and rural Amer ica. An d what , sadly , has b een most absent a re t wo key ingredien ts of l eadership: the ability t o be educated and to e d u c a t e . �22 Those rural dichotomies which we d iscu ssed at Michigan State Un i v e r si t y in 1958 and which l e d t o th e Kello gg Founda tion' s i n i t i a l r u ra l le ad ership program involvement in 1 9 65 , absolutely pale in comparison to t h e problems fa cing rural America today. More and more f r e q u e n t l y , we need to educat e and e n l i g h t e n rural ci t i z e n s ; t o giv e them as "agricultural s t a t esme n" the ability to carefully weigh and balance a comp l ex array of i s sues and judgments in t erms of overall s o c i a l benefi t. Th a t l e a d e r s hi p need, and the conflicting rural demands I mention ed re g a r d i n g na tural resource s and e n e r g y e x p l o i t a ti on , were brought home v e r y v i v i d l y t o me during a conversation with some o f you l as t spring at a rura l deve lopment workshop in Pullman, Wash ington. Workshop par tic ipan ts we re t a l k i n g abo ut the energy crisis and its great i mp a c t on Ea s t e r n Washington. Spec ifically , Washing ton Governor Dix i e Le e Ray has �23 proposed that a grea t l a n d are a be s e t aside as ~ reservation i n Eastern Washington for t h e developmen t of 18 t o 22 nuclear power generators. I f that happens, it will o f course caus e a great influx (o r outmi gration) of population and will be received with mixed reaction by whatev er part of the s t a te i s s e l e c t e d for such a development . Th e p rosp ect and cons truc tion of one or more nuclea r generators will have s i mi l a r impac t on t h e local communities a ffected. The n et is that most of Eas tern Wash ington probably will experienc e s i g n i f i c a n t change. During the workshop in Pullman, I asked parti cipants s everal que st ions r elating t o t h e r e a lit ies of community and regional development a s reflect ed i n pas t and potential p lans for energy d eve lopment. For examp le, t h e Grand Coule e Dam is in Ea s t e r n Washington and ha s made a tremendous impact there as well as s e r v i n g as a p ower source for the West Coast. I asked th e qu estion, "I f t h e Grand Coulee Dam had not y et been buil t, s h o u l d �24 it b e bu il t , and cou ld it be bu i l t"? The concensus s e e me d t o be tha t y e s , it should be bu il t -- the bene fi ts t o soci e ty hav e f a r exceeded the var ious nega tives. Bu t , whi le it s h o u l d b e built, it could not b e buil t for a whol e va r i ety of r easons -- legal c o n st r a i nt s , envi ronmen tal cons idera tions , ac t ivist groups. The r e al d i l e mma i s t h a t there are no t enough t r a i ne d rural l eaders c a p ab l e o f analyzing such ma jor, multifa ce ted , and o f ten hi ghly e mo t i o n a l i ssues as nucl ear or hydroel e ctric power i n t erms o f e c on omic and soci al need s a n d prioriti e s of t h e i r l o c a l communi ti e s, s ta te , th e agric u ltural s e c t o r , and our n a tion as a who le. We n e e d rural le a de r s who are no t f ri gh t e ned by t h e compl exity and in t e r r el a t e d n e s s of rural prob lem s a n d opportunities; a n d rural lead e r s who can work e f fectiv ely with th e i r ne ighbors and wi th peopl e o f v a r y i n g e du ca t i o n a l , ec o nomi c a nd p o lit ical b a c k g rou nds �25 and per suasions. I am reminded of a sta temen t by John Gardner, past U.S. Secre ta ry of Health, Education, and Welfare, and more recently identified with Common Cause and t h e Independen t Sector. Gardner s a i d t h e p r o b l e m is that our coun try i s caught in a savage cross f i r e between uncritical lovers and un loving critic s. You have to ponder tha t sta tement for a momen t, but I think he was s a y i n g tha t a t one ex treme we have t h e s o - c a l l e d uncritical love rs --the peopl e who are so e n a mo r e d of, s o enthusias tic about our pre s ent in s ti tut ion s and t h e way t h e y work, they aren 't wil ling to tol erate any change in t h e sta tu s quo. At th e other e x t r e me , we have t h e unloving criti c s -- the ma lcontent s and activi st s who are t o t a l l y di senchan t ed with our p r e s e n t s y s t e m and will do every thing t h e y can to tear i t down without making any con structive recommenda t ions. What we need to develop are rural l e a de rs who are critical l ove r s or loving critics -- individuals who hav e a deep apprecia- �26 t i o n and r e spect for v a l ues t h a t we have inherit ed, and a willingne ss to t r y t o ma k e c hange s t o a c c ommo d a t e t h e need s o f the ' 80s and the '90 s. v. Th e prov is i on o f e x p a n d ed o ppor tuniti e s t o d evelop such l eadership s k ill s, a n d such " loving c r i t i c s ," is at t h e v e ry h e a rt o f t h e p ilo t ru ral leadersh ip development programs fund e d b y th e Kel logg Foundation dur ing t he pa s t 1 5 y ears. Such oppor tuni t i e s are mor e ne eded today than t h e y were i n t h e "payl e ss paydays" of t he la t e 1950's and tha t e a r l y Saturday mo rning me e t i ng of Co o pe r at i ve Ex t ension p eople a t Mi c h i g a n St at e Un i versity. The re solu tion of rural developme n t i s s ues withi n y ou r ind ividual s t a t e s and commun i ties will go nowh e re wi thout popular understanding a nd pa r t ic ipat i o n . The chall enge is to make i t p o s sib le f or p eop l e to take t h e �27 lead in handling t h e local and sta te-ba sed proc ess o f rural d evelopmen t. For ty ye ars ago, M. L. Wilson i n a n ar tic l e published i n th e Year b ook o f Agr icul ture cl early p o in ted out t h e e s s e n t i a l framework in whi ch even t o d a y' s rural le a d e rs hi p mus t opera te. He said: " Refo r m and a g r ic ultu r e mus t grow f r om t he ground up a nd be buil t u p o n t h e solid ro ck o f democra ti c o p i ni o n . It must answe r t h e d e s ire s o f f a r m p eop le and t hey mus t de termine it s f o r m. I t s charact er must b e shap ed ou t of th e s o i l of th i s coun try; and agricu l tura l le a d e r s h i p c a n do no b e t t e r t h a n t o prov id e devices whe r eby the rank and fi le may s e t t h e ir local problems i n to a n at iona l pe rsp ective , he lp t o �28 articulat e t h e opinions that are formed on t hi s ba sis, and f i n al l y , assist i n t u r n i ng ideas i n t o action." We believe there cont inue s to be such a chal leng e and such an opportun ity in 1 9 8 0 . These rural leadership deve lopment programs provide an avenue for each of you to make a ma jor, lasting impact in prepar ing your rural c itizen s, your commun ities, and your states t o d eal with emerging problems of rura l l i f e in a ra tional, balanced, and respon sive manner. work toward that end. Thank you. We are a l l here to � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1980-11-10_RMawby_SPE Title A name given to the resource Russell Mawby speech, Leadership Development for Rural America- Building on Success Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 10, 1980 for the W. K. Kellogg Foundation at the Rural Leadership Development 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. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1980-11-10 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/c504848960f70e713c802ed237477a2b.pdf 5f2247e0760676a8248fc027253b64df PDF Text Text SYSTEMS CHANGE: HOPE FOR THE FUTURE Remarks by Russell G. Mawby Chairman and Chief Executive Officer W.K. Kellogg Foundation to the Health Professions Education Community Partnerships National Progress Meeting National Press Club Washington, DC November 1, 1993 Two years ago, in this very same place, it was my pleasure to offer my encouragement for a journey you were about to take. The Kellogg Foundation had funded seven Community Partnerships and supporting strategies in the amount of $47.5 million. More importantly, each of you, as representatives of the seven Community Partnerships throughout the United States, enthusiastically accepted the responsibility to create Partnerships between communities and academic health centers. These, in turn, would redirect health professions education toward community need. �2 As I said then, and I say now, the Kellogg Foundation can accomplish nothing except for what we can facilitate by "investing in people." Now·· two years later .. I stand before you again, this time to offer my congratulations for what you have achieved, for the important ways in which you are creating models that are working ... and to remind all of us that the journey has just begun. Much has changed in these two years. We are in the midst of a swirling policy debate on one of the most important public and personal issues to all Americans .. our state of health, and our health care system. The debate proceeds around important topics such as access and cost .. who gets what, who pays, and who controls. The debate is lively. I, like all Americans, am hopeful �3 that progress will be made toward the obvious realization that no one should be without health care, and that our resources must be expended so that all of us will share the burden. My concern is that, although the system is not working well, our goal is to make it available to all ... without making some essential 'fundamental adjustments. For while much has changed, mUG~ remains unchanged -- for the time being, anyway. Then, as now, I urged that we recognize that whatever the ultimate solutions put forth by our political process to solve health care problems, more primary care practitioners -doctors, nurses, pharmacists, and other health professionals -working together in communities -- in new patterns of delivery and �4 with dramatically changed incentives and rewards -- will be necessary. In other words, health care provided by generalists -- primary care practitioners working together for people, individually and collectively. That is the point of the Community Partnership.s initiative: redirecting health professions education toward primary health care to educate more primary care practitioners. The strategy is to bring health professions education and communities together in partnership to create academic, nonhospital-based, primary care systems that provide multidisciplinary health care, education, and research. Then, put students there for significant amounts of time to learn together. And when they graduate, we fully expect that many will choose to practice in such communities. �5 The research seems quite clear on this matter. While education, alone, cannot do it all -- by shifting the selection criteria, adding primary care role models, educating in community-based, nonhospital settings, providing rewards for those who provide primary health care, and motivating and rewarding for wellness -- health promotion and disease prevention --the percent of graduates choosing primary health care careers will grow. Comnnmity Partnerships with Health Professions Education. Think about that notion for a moment. A trusting collaboration between caring and committed people from both academe and community. Both sides gaining by giving. Each holding the other accountable in a respectful way to a cause larger than either partner. This is �6 wha t youhave comm i t tedtoand th isiswha t youa rebeg inn ing to ach ieve . To a l lo fyou ,Iex tendmy comp l imen ts . No onesa idtha ti twou ld be easy . Ye t insp i teo fthecha l lenges ,youhavemade s ign i f i can t p rog ress . You haveach ieved enough ,infa c t ,tobe ab letodec la re tha ttheseven Commun i ty Pa r tne rsh ips w i th Hea l th P ro fess ions Educa t ion a rebeg inn ingtowo r k , ~ may infa c tp reva i l ,i fyoua re pe rs is ten tenough . I I The jou rneytoou r goa l isunde rway . D r . Rebecca Hen ry , a p ro fesso ro fmed ica l educa t ionand med ica l educa t ionresea rchand �7 development at Michigan State University, and the evaluator for this comprehensive program, will report to you many of your achievements. May I mention just a few: • More than 2,300 students are participating in your seven Community Partnerships. This represents 28 percent of the eligible students in these locations. • Nearly 1,000 students are receiving part of their education in a community, nonhospital setting. • One-hundred-twenty-eight new or revised courses are part of the Community Partnerships. Seventy- four of these courses are offered in the community. One-hundred are taught by �8 interdisciplinary teams of faculty. Fifty-nine stress primary care education 'from a team approach. • Twenty-two of 25 schools report that they are in the process of implementing policy change to support the new initiative, in the areas of admissions, curriculum, faculty roles and responsibilities and through the health care delivery plans at the schools. • Each project has created a governance structure that bridges the communitv and educational institutions. Collectively, 105 individuals serve on the boards of these new organizational structures. community. Fifty-eight of these individuals are 'from the �9 • As of this year, more than 790 faculty from the participating schools are actively involved in developing, teaching, and administering these new prnqrams, • But there is another number, perhaps more important than any of the others, that reflects the magnitude of your achievements, To date, 437 professionals and volunteers from the communities serve as teachers and mentors to our students. Needless to say, numbers do not provide the full picture. The full picture can be seen in the stories of the people who are involved. Let me mention just a few. �10 Tomorrow, you will hear from Dr. Norris Hogans, principal of Carver High School on the south side of Atlanta. Medical, nursing, and social work students are involved each week in a class which is conducted in his high school. Not only do the health professions education students learn a great deal, but their presence has affected the entire student body. In Spencer, West Virginia, a similar story is told. The high school principal reports that after considerable involvement by medical and nursing students with students in his school, there was a significant increase in the number of June 1992 graduates who have chosen to go on to college. In EI Paso, Texas, three school districts in the Lower Valley, in spite of the fact that their enrollments are going up dramatically, made financial, land and/or space contributions for the creation of comprehensive care clinics in their schools. In Hawaii, �11 two community development workers, both native Hawaiians, are teaching medical, nursing, and social work students. An advanced nursing student from rural Northern Michigan is able to stay with her family and still get her nursing education without leaving home. In Eastern Tennessee, the nursing, public health, and medical teachers got together and had a weekend retreat to strengthen their collaboration in care and education because the medical, nursing, and public health students thought they needed to get along better. In Boston, a nursing student was first involved in Codman Square Health Center's Safety Net program for women. Now she runs meetings for the women in their homes to help them protect themselves from HIV infection. For all this and much more, I extend to you my congratulations. �12 As I mentioned earlier, a key to success is in the partnership concept itself, and thus the name, Community Partnerships with Health Professions Education. The likely success of this initiative, in large measure, depends upon these partnerships. It depends upon an understanding by academe of community, and an understanding by community of academe. It depends on a willingness of both parties to give, so that together you gain. I would venture to guess, for example, that many academics don't understand the discouragement that arises when communities are defined by their weakest link, be it unemployment, poverty, drugs, gangs, domestic violence, teenage pregnancies, or infant mortality rates. problems do not define the capacity of community. Such Further, I would venture to guess that many community representatives don't understand that representatives of academic institutions have very �13 l i t t letha ttheycande l ive run i la te ra l l y . The powe rinun ive rs i t iesis no tconcen t ra tedinas ing lep lace bu tisd i s t r ibu tedloose lyamong depa r tmen ts and fa cu l t ie s . Now tha t ,you say , is alo tl ike commun i t ies. .sh i f t ingcoa l i t ionscom ingtoge the ra roundacommon pu rpose fo ramomen t int ime. .and , indeed ,i tis . Bu i ld ing the pa r tne rsh ip and enhanc ing commun i ty pa r t i c ipa t ion requ i res an unde rs tand ing by academe o fhow i td i f fe r sf romcommun i ty . I t requ i resan unde rs tand ingby mm ~ o fthecha ra c te r i s t i c sand l im i ta t ion so facademe . Mo s t impo r tan t l y ,i trequ i resthed iscove ry tha tyou have much incommon . Pe rhaps mo re thanany th ing e lse , Ian l hea r tened by therepo r ts tha trnanvo fyou rp ro jec tsa reinthep rocesso frenego t ia t ingwha t isyou r common educa t iona l pu rpose . Ina l lo fthep ro jec ts , you �14 have ,o ra re now rede f in ing , you r co rnmon v is ion . You a re s t rugg l ingw i th themaan inq o fga in ing by g iv ing . I I I We a reabou ttoen te r1994 ,at imewhen Isuspec tthehea to fthe po l icy deba te w i l l inc rease . Ian l op t im i s t i c tha tdeba te w i l l no t on ly b r ing hea t , bu tl igh tas ~ The deba te isand w i l l be comp lex and con fus ing . Infa c t ,some t imes Ifee ltha twe have some g roups p romo t ing thecomp lex i tytocon fuseus . Remembe r Iamalaymanand no taphys ic iano ranu rse . Iam no tadean o f amed ica l , pub l ic hea l th ,o r nu rs ing schoo l . Iam no t apo l i t ic ian , and Iam ce r ta in ly no t apo l icy expe r t . Iam alayman ,a lbe i t hope fu l ly an in fo rmedone . And as alayman ,If indthedeba te �15 couched in terms that seem to confound rather than enlighten -alliance, managed care, managed competition, cost-based reimbursement, choice, indirect medical education expenditures, hospital bed to resident ratios. Even the term primary health care is one that confuses many of us. Given the confusion that confronts many of us, it might be useful to return to some of the themes that I have articulated before, in fact, some as early as in 1982 when I spoke on, "Our Health Care System Out of Sync: A layman's Perspective." As some might recall, I used a simplistic illustration to explain the type of health I'd like for myself and nlY family. It goes something like this ... I'd like for my family and me an arrangement with the �16 health care system such as that which I have for my horses. Through a local veterinary clinic and the group of professionals there, we develop a health care plan for the year. I have certain responsibilities, as do they. Our goal is to never have a sick horse! But, in fact, if I discover at 2:00 a.m. Sunday morning that I have a horse in trouble, I can call nlY veterinarian. Within 15 minutes, the one on duty will call back .. and if necessary, come to the farm. In contrast, if I get sick at 7:,00 a.m. Sunday morning, there is no sense in calling my doctor. I can go to an emergency room. If I am conscious, they will inquire first about my insurance carrier, my medical history, and my medication. If I am unconscious, they'll start 'from scratch. Despite the miracles of high technology, they will not have access to my medical record as a basis for their diagnosis and treatment. Obviously, my doctor is rewarded only for �17 treating me after I am either ill or hurt .. the current system offers no incentives for keeping patients healthy. That must change ... and you are a part of that change. What you, I, and most people want from our health care system is not complicated. Basically, we want better health care for all people, not just some. We want care we can count on today and tomorrow, at a cost that individuals, and society, can afford. We want a system where doctors, nurses, and other health professionals work together with individuals and families to keep them healthy, care for them when they are ill or hurt, and help them move through the system with dignity and control. �18 The public wants a system that emphasizes health promotion and disease prevention. Unfortunately, our system is designed to compensate care providers only for treatment of illness or injury. I can engage a specialist to design and implement a preventive maintenance program for my horses, but not for myself. In such a contractual arrangement, I always have responsibilities which I must fulfill if the contract is to be valid. Like most Americans. I would like a health care contract for my most precious possession, my health and that of my family. Taken together, this is what we mean by primary health care. And as you can see, it is at the center of what our society needs. �19 IV Let me return, now, to the purpose of the Community Partnerships with Health Professions Education Initiative of the Kellogg Foundation and the point of this meeting. We can't get more primary health care without a long-term commitment to more primary care practitioners, and that requires a redirection of health professions education. I should point out that more primary health care does not mean lower quality. However, it does mean lower cost as evidenced, for example, in a landmark 1992 study by the New England Medical Centers Health Institute in Boston which found that specialists order more tests, perform more procedures, and hospitalize more �20 often than primary care physicians treating patients with similar symptoms ... and without better results. Less than 15 percent of the medical school graduates in 1992 specified a preference for a primary care specialty. This compares with 31 percent in 1976. This shortage exists among other primarv care practitioners as well. For example, of the 2.2 million registered nurses in the United States, only 100,000 are advanced practice nurses with more than a year of training beyond the basic four-year BSN degree. Out of that number, fewer than 25,000 are nurse practitioners, engaged in primary care as members of multidisciplinary teams. For these reasons, the Pew Commission recommends an increase of 25 �21 percent in the capacity of existing nurse practice programs and an increase in the total numbers of programs by 25 percent as well. Clearly, we need an educational system directed toward the education of more primary care practitioners by linking with cOlTlmunity II That is what we need and that's what you, the representatives of seven Community Partnerships, represent. As hard as you have worked to bring about the enormous achievements that I mentioned earlier, I must urge you to double your efforts. The important point is not only to demonstrate that these models are successful, but to continue to seek ways to restructure the system so that primary health care providers are rewarded the same as specialists. �22 Attention also must be focused on finding funding for the education LIM 1..,-&9 of health professionals in community settings. Currently, funds are available for education of primary care practitioners outside of hospitals. For example, nationally the medical practices income of medical schools for services provided in hospital settings adds up to $6.6 billion. By cornparison, only $50 to $75 million is spent on primary care education. That must change! We hope that the federal debate will lead to some way by which more funds are provided for quality education of primary care health professionals outside of hospitals in community settings where teaching, research, and multidisciplinary care take place. I don't know the specifics of such policies. I do know, however, that it will not all happen in Washington. The impetus for change can be �23 pushed forward by strong communities, that join forces with colleges and universities. When universities and the like work with conmunities. instead of apart from them, the results can indeed be . . Impressive. The 'financial support to sustain the Community Partnerships will be signi'ficantly affected by what happens in every state, and especially in your states, in the seven states of the Cornmunitv Partnerships initiative. As you can see, it is not so much a matter of additional expenditures from the state's already limited budgets; it is a matter of redirecting what we already spend. �v 24 In the weeks, months, and even years ahead, I hope and expect that the debate at the federal and state levels will turn to important issues like primary health care and the need for more primary care practitioners. Community-based programs of health professions education will be a vital component of this initiative; in which all of the collaborators -- the. ,local setting and the academic partners -- will define themselves as .. community." As John Gardner writes, "A community has the power to motivate its members to exceptional performance. It can set standards of expectation and provide the climate in which great things happen. It can pull extraordinary performances out of its members. The �25 achievements of 5th century Greece B.C. were not the performances of isolated persons but of individuals acting in a golden moment of shared excellence ...." For us, that golden moment can be now. In a civilized society, everyone should receive health care. Our job is to help focus the debate on what is important. As we have in the past, you can be assured that the Kellogg Foundation will do all that it can to help your efforts by providing information and supporting model development. But the real responsibility must lie with you ... you who represent the seven Community Partnerships. invest its money in people. All the Kellogg Foundation can do is �26 My compliments for what you have accomplished to date, and best wishes for success in dealing with the "unfinished business" yet to be addressed. You are pioneers, and generations to come will be the beneficiaries of your efforts. Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1993-11-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, Systems Change: Hope for the Future Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 1, 1993 for the W. K. Kellogg Foundation at the National Progress Meeting for the Health Professions 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. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1993-11-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/3dfd6ca3e0691c61807b92f81af9964e.pdf dccc8283f0fe783737f37039b78adf72 PDF Text Text / If _ Ii \ 11 -- ( ,-I o ) , I , -- - £A.., t::: k:...0 ... T II \0, ~ .. t , h ) .zr; ~ \ ( - S-< ~- -7 10 ~ ... V c ) - �- Y f -L f) B . , . 1 , 0 ns f~ r ' I . I ) / . r1 . sC i .£; . u ,ic .. . . J ( r 1 I r - : :> . ~ ) ~ r ) ~ �T , I , ~ - I U, , , I 1 7 . t ( .b ) �f ~ 3. tIUd· : t~ ~ I . 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_1965-11-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, How Big Are You? Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 1, 1965 for the W. K. Kellogg Foundation at the UN Club of the YWCA about the history and programs of the Kellogg Foundation. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society W. K. Kellogg Foundation Family foundations--Michigan Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1965-11-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e4429f007e7760a501493afbdac7ac23.pdf a5cca29a9fc111c70ef8aa290e5d28dc PDF Text Text , 1 Remarks by Russell G. Mawby Commencement Ceremony College of Osteopathic Medicine Michigan State University May 7, 1993 I. Congratulations, Doctors! Doesn't that have a wonderful ring to it? Congratulations, also, to all of those who have had a part in making this graduation celebration a reality for each of you -To family and friends who have provided support in every possible way; To the faculty of this college, who have cared, persevered, and prevailed; And to this University which, through the support of the taxpayers of the State of Michigan, has made it all possible. This is a day for celebration, one of those instances in life when you have both a sense of satisfaction in things accomplished and a special excitement for the future. Aren't you glad its over -- and aren't you glad its just beginning? �When several weeks ago I received the invitation to be a part of this ceremony, it seemed reasonable to accept. was flattered and excited. Indeed I Now as the moment arrives, reality sets in, for I know that there is not a person here who came to listen to my commencement address. In light of that sobering truth, I propose to intrude only briefly upon this special occasion. For those of you who, from force of habit, are taking notes, my entire message can be summarized in two letters: R. U and "U" for understanding; "R" for responsibility. II. In November, 1977, I met wifn ' the entering class of this College of Osteopathic Medicine. The theme of my thoughts that day was reflected in the title, "A Privileged Class." Some 200 years ago we fought a war over, at least in part, the question of special privilege. While we, as a nation, are committed to the notion that all are created equal and must be assured of equality of opportunity, in the course of life special benefit, advantage, or favor does accrue to certain of us. �You, as members of this graduating class of 1993, must certainly be regarded as a privileged group -- privileged in several ways: First, you are now graduates of Michigan State University, one of the few truly great universities of the world. You will always be proud of the distinction of this institution, your Alma Mater. Second, you are now graduates of the College of Osteopathic Medicine of this great University. This College is the first university-affiliated and statesupported school of its kind~ In the quarter of a century since it began, the College has earned a national and international reputation and its faculty and programs are increasingly influential in medical education and health care services. Third, as a member of this class, you are the product of a rigorous progress of screening and selection. Each of you here was chosen instead of many 3 �others who had the same aspiration. Their academic qualifications were superb, perhaps equal to yours, and they worked hard for the opportunity -- privilege, if you please -- of being students in osteopathic medicine. But in the difficult and agonizing process of admission, they were denied what you were granted. Fourth, your professional education has been heavily subsidized by the people of Michigan and the United States. While you have paid a high price, in terms of time, energy, and dollars, nonetheless the education you have received required support far beyond the fees you paid. These funds came from public sources, through tax money, and from private benefactors, including alumni and other individuals, corporations, and private foundations. In a sense, all of us who are the beneficiaries of higher education should impose upon ourselves a status of lifelong indenture to repay that which has been bestowed and to 4 �insure similar benefits and opportunities for those who will follow. Like you will do, I have repaid the loans which made my university graduation possible, but I can never fully discharge my obligation to this University and the difference it made in my life. And finally, you are entering a profession which enjoys a position of high prestige and has certain characteristics of a monopoly. Matters of standards, accreditation, licensure, certification, monitoring of quality, and fees are as yet largely in the hands of individual practitioners and professional societies. You also, unlike most of us, will never have difficulty gaining access to health care. Such preferred status, if it is to continue, requires the highest integrity and accountability. And so, your class is a privileged class in many important ways. And, as in all other aspects of life, with privilege goes 5 �obligation, a professional commitment to be responsible and responsive. III. How fortunate you are to be entering the next phase of your professional development and career at this point in time. Dramatic changes lie ahead for health care professionals and the system of which you are a part. While the details will be shaped by you and others in the short and long-term futures, I would share two observations that seem fundamental. First, people want doctors and a system that cares about and respects them. You are entering graduate medical education and eventually a world of medical practice that is, at the moment, in chaos. But, there is a direction to this chaos -- American society wants health care for all of its people that is comprehensive, coordinated, cost-effective, and, perhaps most of all, compassionate. People want their doctors and their system to care, to collaborate with, 6 �and respect them as human beings. The turmoil of health care reform is fueled by what I have called a "health care system out of sync." We desperately need more primary care practitioners, the commitment of this College. We need more doctors of the kind that historically have been the very bedrock of the osteopathic profession. But whether you choose to pursue a career in primary care or family practice or some other specialty field, people want to be respected, trusted, listened to, and communicated with. The mission of this College emphasizes primary care and family practice, the elements of our system now most inadequate and unrewarded. Your residency years, while demanding and expansive, can be treacherous, with the seductive lures of science, technology, and specialization. I urge you to persevere in the cause which motivated you to become an osteopathic physician caring for people! 7 �Second, the medical profession can and should assume far greater responsibility for shaping the health care system of the future. As future practitioners and leaders, you have the opportunity to be a significant influence in determining the very nature of our health care system. With other groups, doctors shape our health care policies. Unfortunately, the public perception -- perhaps with considerable evidence -- is that doctors, hospitals, pharmaceutical companies, and technology manufacturers are motivated excessively by the capacity to make money. The structure of our system -- the way we pay for health care now -- supports such an approach. We pay more for procedures than for communicating and caring. In addition, our society's experts -- doctors, dentists, social workers, and engineers -- have an inclination to define problems not as they are, but so that specialized expertise can be applied. 8 You can be a �part of changing that, especially if you reaffirm that you are entering not a career but a calling -- a calling to a helping profession. While decisions at national and state levels will be a part of shaping the future, perhaps the greatest opportunities will come at the community level, where life is lived and where, hopefully, you will practice. As a simplistic illustration, let me suggest that I would like for my family and myself a health care arrangement such as I have for my horses. In collaboration with a local veterinary clinic and the group of professionals there, we develop a health care p an for the year. certain responsibilities, as do they. a sick horse! I have Our goal is to never have But if in fact, I discover at 2:00 next Sunday morning that I have a horse in trouble, I can call my veterinarian. Within 15 minutes, the one of them who is on duty at that time will call back -- and if necessary, come to the farm. In contrast, if I get sick Sunday morning at 2:00, there is no sense in calling my doctor. 9 I can go to an emergency �room. If I am conscious, they will begin by asking about my insurance carrier, my medical history and my medication. unconscious, they'll start from scratch. If I am Despite the miracles of high technology, they will not have access to my medical record as a basis for their diagnosis and treatment. Isn't it ironic that, in fact, the system we now have provides no incentive to my doctor for keeping me well? My doctor is rewarded only for treating me after I am either ill or hurt. That must change. You can be a part of that change. You can make it happen, if you will. You are becoming a doctor at an exciting and fortuitous time --changes which you can help shape. While the prospects of an uncertain future may be somber, the challenges -- and the opportunities - - of tomorrow are as compelling and as exhilarating as ever. In an age when bigness and complexity seem characteristic, when the stresses and demands seem countervailing, it is important to maintain a proper perspective. 10 �When the realities of the everyday world seem almost overwhelming, I find the following a useful reminder: "I am only one, but I am one; I can't do everything, but I can do something; And what I can do, I ought to do; And what I ought to do, by the grace of God, I will do." In too many facets of our lives, both individually and as a nation, both in our personal lives and our professional careers, we seem to have lost something of our sense of purpose, our selfconfidence, our direction, our faifh and commitment. To the extent this be true, it can be remedied only by the deeds of individuals who -- in their special ' r o l e s and in every dimension of life -- understand and respond. understand or know; we must also do. It is not enough to If each of us will do what we can do and ought to do, we will indeed be serving humanity's higher purpose. You -- individually and collectively -- can be a 11 �blessing to the individuals and families you serve and can change the profession and the system of which you will be a part. To each of you in this class of 1993, I wish you well in your calling and -- more importantly -- in your personal life. Godspeed. 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1993-05-07_RMawby_SPE Title A name given to the resource Russell Mawby speech at the College of Osteopathic Medicine commencement Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 7, 1993 for the W. K. Kellogg Foundation at the College of Osteopathic Medicine commencement at Michigan State University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1993-05-07 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/643a34d282ca832013f8724e29c87b8d.pdf 59898c870a1e4a314e3e820553b4ea0b PDF Text Text "THE WORLD STANDS OUT" Commen cement Address by Dr. Russel l G. Mawby at Gr and Va l l ey Stat e Uni ve r s i ty Allendale May 7, 1988 1 I t i s a pleasur e i nd eed fo r me to be wi t h you a t Grand Vall ey Sta t e Univer s i t y =ar t his commen cement ce remony . I fee l pa r t i cularl y pl ea s ed to be a t your beaut i f ul campus t oday because f or me i t i s a homec oming, since I gr ew up on my pa r ents' f r uit f a rm not many mi l es f r om he r e . dream . I n thos e days, Grand Vall ey St a t e wa s not ye t e ven a And now toda y I am pri vileged t o ad dre s s t he fir s t c l a ss to gr adua t e f rom Grand Va lley St a t e Uni versi t y . Wha t splendi d pr ogr e s s thi s instituti on has made ove r t he me re 25 years since its f ounding - - from dr eam, to first tent a tive s t eps, to rapi d growth - - to t he myri ad of educa tiona l activi ties tha t t he �-'2- wor d "uni ve r s i t y" i mplies. people make t hem do s o . But ins tituti ons pr ogr e s s only be cause Thanks to t he supe r b efforts of Trustees , admini s t r a t or s , facul t y and s t af f , s t udents and their f ami l i e s , a nd t he s upport of legislator s , alumni , and f r iends , Grand Valley State Unive r sity has a l r eady enr iched t he lives of t housands of i ndivi duals, t hei r famili es, t he i r communi t i es , our stat e and na t ion, and beyond •• •and wi l l ma ke ever greater impact i n the ye ars ahead. You wi l l al wa ys be proud of your al ma ma t er . To yo u who are gr aduating, I add my co ngr a t ula tions to t hos e already expre s s ed . For ea ch of you, t hi s is an occasion l ong awai t ed , one of t ho s e i ns t anc es i n life when you have both a sense of sa t i sfac t i on in past achievements and a sp ecial excit ement for t he f utur e . I f e el pr i v i l eged to be shar i ng this day wi t h you. �-3II I a ppr oach my as s i gnment today with t he sober knowl edge that not one pe r son came here for t he pri ma r y purpos e of hearing the Commencement Addr e s s. I f we are qui te hon e s t wi t h each other, each of you has a much more pers onal -- and more i mportant -- reason for be ing here. And, i n app r eciati on of tha t f ac t , I propose to i nt r ude only briefly upon your t i me. To tho se of you who , from f orce of habit, are t aki ng not e s , my entire me s sa ge can be s umma r i zed i n t wo letters: and R. "U" f or und er s tanding ; "R" f or respons ibi l i t y . W. K. Kel l ogg, the founde r of the Founda t i on with whi ch I am as s oc i a t ed , was a s ucce s s f ul bus i ne s sman . Wi t h only s ix yea r s of f ormal educat i on , he started wor k as a broom sa l e sman and t hen be came t he bus i ness mana ge r of a hos pi tal in Bat tle Creek. At age 46 , he qui t his job and l aunched t he Kel l ogg Company, manuf acturi ng r ea dy- t o-ea t breakf ast cereals. La t e in h i s life he dedicated his U �-4wea l t h to public be nefit t h r ough t his Found a tion. I n 1935, when he made the irrevocable transf er of hi s fortune to the Foundation, he wro t e a brief let t er in which he concl uded, "I am glad that th? educ a tional approach ha s been empha si zed. Relief, raiment and shelt er a r e ne ces s a ry for des t i t ute children, but the greatest good fo r t he great es t number can come onl y through the educati on of the child, the parent, the teache r, the f ami l y phy sic ian, the de nt i s t , the communi t y in gener al. Educ a tion of f er s t he greatest opport uni ty for r ea l l y i mpr ov i ng one gener a tion ove r anothe r." Tha t statement i s as true today as i t was f i ve decades ago. Despite a l l the c r iti c i s ms and all the que s t ioning , educa t ion is still basic to -- offers the gr ea t est oppo r t uni ty for -- human progress. And f r om t he standpoint of the indi vidual, educa t i on is st i l l t he way to a be t ter life. Educ a t ion - - rela t ed to but not synonymous wi t h cour ses and credi t s and degre es and credentials; but educat i on - the i nqui s i t i ve mi nd; the ma s t e r y of knowledge and ski l l s ; a pattern of ident i f yi ng , assembling, analyzing, thinki ng, planning, and doing . �-5For so me of you, higher educ a tion i s a f amily t radition. Your pa r ent s , pe r haps your gra ndpa r ent s and grea t-grandparents and beyond , have been college gr aduates. Ot he r s of you, like mys e l f , a re the first of yo ur family to go to c ol l ege . I f s o , Grand Va l l ey St a t e Unive r s ity has gi ven you an opportunity your parents did not e n joy . Wha t ever the case, your education has been heavi l y s ubsidized by t he people of Michigan and of the United Stated. While you ha ve pa id a high price, in t erms of time, energy, and dollars , nonet hele s s t he educa tion you have r ec ei ved ha s required suppor t f ar be yond t he f ee s you paid . The s e funds came fr om public s ource s , t hr ough tax moni e s , and from private benefact ors, includi ng a lumni and other i ndividual s, co r porations, and pr i vate founda t ions . In a s en s e , all of us who are the benefi~idri~s of hi gher educ a tion should i mpose upon our s el ves t he st at us of lifelong i nde ntur e to repay tha t whi ch has been bes t owed and to ena.rr e simi l a r be nefi t s and opport unitie s f or t hos e who wi l l fol10\1. soci ety i s now cr i t ical l y r evi ewi ng all of i ts i ns ti t uti ons and Our �-6 tra d i t i o n s , qu e s t i o n i n g ou rp rio riti e s and ~ i ns o f resou rce s . Su ppor to f edu ca ti o na ta l llev e l sis b e ing en ~d F o r th ef ir s ttim ei nr e c e n t m e mory ,t h eAmer i can c omm itm e n tt o pro v id e edu ca tion a lo ppo r t u n i t ie s-a no pen doo r, w it ha s e con d h an ce-- seem sg en u in e ly end a nge red . H op efu lly y o u ,w hoa re auong c r iv ilegedto b en e f it f r o mh i gh e r edu c a t i on ,w i l lb ea r t i cu la t e thep spok e sm enand de d i ca tedsupp o rte rs o f edu ca tio nto gu a ran tee com p ar ab le o ppo rtun itie sfo r th o se who fo l low . II I A sina ll o th e r asp ec ts o f lif e ,w it hp r iv ile ge goe s du ty ,t h e o b l i ga tionto b ere spo n s ib l ea ndre s pons i v e . You r pe rson a l pa t h s rofes s i o na l ca r e e r sw i ll b ev a ried . E a chw ill m a k eh is ow n and p cho i c e(ano th e r Am e r icanp re rog a tiv ew h ichfewi nt h ew o r ldsh are ) m ew il l pu rsu efu r the rp ro fe s s ion a ls tud i e s,lead ingto -- so a dv anced d eg rees; som ew i ll goi n t ob u s in ess ,ei t h e rs e l f e mp loye d �-7or working with ot he r s ; ot he rs wi l l choos e opp ortuni ties i n the public sec t or wo r ki ng f or gove rnment al agenc i es at local, s t ate, or na t i onal l e vels ; still ot he r s wi ll elect t o c onti nue the academic li f e , in re search , tea ching , or publ i c s ervice. Wha t ever r ou te you choos e , soci e t y has hi gh expectations - - a great ne ed - - f or your talent s . Hopeful ly, you wi l l be shakers and sha pers of a be t t er tomorrow. In t hat r ega r d I will share with you brief l y t hr ee speci f ic ideas . But as a pr eface f or thos e thoughts, it will be useful to put ourselves, our l i ves , our times into some pe rs pect ive. Each of us ha s stashed away i n memor y ce r t a in lines - - of poe try , fr om li t e r ature, pas s age s fr om the Bibl e - - which have speci al meaning to us . One such which frequently recurs to me are these l i nes f r om Edna St . Vince nt Mi l l ay - �-8The wo r l d stands out on eithe r side No wide r than the heart is wide Above the world is stretched the sky, -No hi gher t han the soul is high. The heart can push t he sea and land Fa r t he r awa y on ei t he r hanj; The soul can split t he sky i n two, And l e t the face of God shi ne thru. But Ea s t and We s t wi l l pinch the heart Tha t cannot kee p t hem pushed apart; And he whose soul i s flat -- t he sky Wi l l cave in on him by and by. The wo r l d s tands out -- no wi de r t han the heart i s wi de . Any r easona ble pers on who r eflects thought f ul l y on t oda y an d tomorr ow - - on whe r e mank i nd is and whe r e we' r e going -- f i nds the pr os pec t sobering. Rec entl y I read a dis t urbingly pessimistic - - but perhaps distress i ngly r ea l i s t i c - - book, An I nqui ry Int o the Human Pros pec t, by Robe r t L. Hei l br oner. Heilbr oner s ugges t s t hat t hr ee i s s ue s above a l l ot he rs shape t he current human pr edicament. The s e can be summari zed in t hree words : war . pop ulat ion, environment , �-9- I t would be ni ce i f t he se we r e s i mpl e , tidy i s s ue s t hat we could deal with f orcefull y and direc tly. But we i mmediat ely see tha t they are not s imple a nd neat; t hey a r e complex, co nf oundi ng and c ompoundi ng , comprehensf.ve , inter - r elat ed. One »f the dilemmas of the huma n condi t i on i s that the problems which concern us are di f f us e , complex , pe r meating , mult i - di s c i pl i na r y , gene r a l i zed . Think of any cur r ent i s s ue of ma jor s i gni f i c ance - - f ood s upply , pol l ution, heal t h ca r e , unempl oyment , ene rgy , t rans por tation , educa tion , i nternationa l t rade , t he judi cial system, r ur al devel opment , f ami ly li fe, i nf l at i on , worl d peace. Simult ane ous l y , t he s ol uti ons devi sed by man are us ua l ly specific, s implist i c , sp ec i a liz ed , narr owly based. Thus, a se rious di sc ont i nuity exists bet ween t he na t ure of t he pr obl ems whi ch confront us an d t he s olut ions which we co ntrive for dea ling wi t h them. I' l l not el a bor a t e on these three i s s ue s , simply remind you of them: �-10Populati on -- a r ea l i za t ion that the growth of human pop ul a t ion is t he principal and mos t compelling t hr eat t o the surviva l of t he sp ecies ( man); Envir onment -- a growing appreciation f or t he fragility of the r e l a t i onships withi n the earth's environmental milieu, wi th an awa rene s s of the mind-boggl i ng cons equence s of our acti ons, i mpulsive or premeditated; and War -- wi t h no better reminder than the wor ds written 350 yea rs ago by John Donne "No man i s an isl a nd , entire of itself; every man is a piece of the continent, a part of the mai n ; i f a clod be wa shed away by the s ea , Europe is the less, as well as if a pr omont or y wer e, as wel l as i f a ma nor of thy friends or of thine own were ; any man's death diminishes me, beca use I am i nvolved in manki nd ; and the r ef or e never send t o know for whom the bell tolls; i t t ol l s for t.hee ," No mat t e r how we choose to class i fy man's concerns, or from what vant ag e poi nt we elect to view them, ultimat el y it become s clear that the quali t y of li fe for our ge ne r a tion and those t o f ol low wi l l be de t e r mi ned ba s i cal l y by our progress i n i mprovi ng human r el at i onships . For whe t her we think i n ter ms of the family, our �-11- home co mmuni t y , our s tate or na t ion, or the world nei ghborhood, the prime de t e rmi nant of what life will be like in the yea rs ahead wi l l be a c onseque nc e of man's a bi lity to l i ve in ha rmony, one wi t h ano t her. And t he most important deci s i ons c onf r ont i ng us will not be dependent upon our burgeoning t echnol ogy , but i ns t ead wi l l be value- ba s ed and value-laden . The only hope f or c i vi liz ed society is that modern man will be more successful than hi s pr edece s so r s i n dealing with human aspira tions, r eflec t i ng contempor ary value s. Your ge neration, more t han mine, shows promise of having this commit ment and capa ci t y . But you have not yet been r eally tested . The real t es t i ng will come in t angi ble respons e s to tough a l t e r nati ve s - - fo r exampl e , in the leadership you provide in pr ep a r i ng the Americ an people to accept a static or declining standard of l i ving in the decades immediately ahead, adopt i ng a n �- 12en t irely new concept of the quality of life, so that the peoples vf other part s of t he wor l d may be ne f i t mor e abundantly f r om the ea r t h 's finite r es ources. Wil l we go to wa r over oil? sha r e our abundanc e wi th those less blessed? Wi l l we Wi l l t he hungry of the wor l d have food? Your s uc ce s s wi l l be de t ermined not by the elegance of your rhetoric but by t he tangi ble consequenc es of your economic, social, and pol i t i cal decisi ons. IV And now, to those t h r ee tangi bl e and specific co nce r ns which I sha r e wi t h you as persons who are the benefic iaries of educa t i on , who are commit t ed to knowl ed ge and l ea r ni ng, ano t he r -- be shaper s of t he future. ~nd who will - - i n one role or �1 3 Fi r s t, t h ec h a l leng eo f know l edg eu t i l i z at i o n ,t h ea p p l i c a t i o no f know ledgeto p rob lem so fp eop l e . Inmo s t a reas o fh um a n end e avo r , w eknowb e tt e r th anw e do . \ Vh ethe ryou rc a ree r in te res ts b ei n c r im i n a lj u s t i c e ,h is t o r y ,t h ep e r form inga r t s ,engi n ee r ing , t e a c h ing , bu sin e s s ,f am i lyl i f e ,so c i o l o gy ,h e a l t h ,o r wh a th av e you ,w em u s t so m e h ow m o b i l i z e know l edg er e s o u r c e si nn ewand c r eat i v ew ay st od e a le ffect i v elyw i t hh um a nc o n c e r n s . I nt h e com p l e xl i f eo f to d ay andtom o rrow ,t h er e s o u r ce so f any 0 n e n e ,b o dy o f know l edg e ,o ro rg an iza t iona r eu su a lly d isc ip li d equ a te t od e a le ffec tive ly w i th s i in a ni f~ n i s s u e s . You r r a tionmu s tp i o n e e ri nb lend ing t h er i c h ne s so fs p e c i a l i z e d g ene f i e l d so fs tudyi n t om o r e e f f e c t i v ep a t t e r n sf o r1 e c i s i o nand ac tion . S e cond ,t h ec h a l l e n g eo fl i f e longl e a r n i n g . I nt h ep a s t ,l i f ew as indeeds im p l i e r . My g en e r ati o ncou l dapp ro a chl i feinth reen e a t bl o c k s-go t osc h o o l ,g oto wo rk , o u tt op ast u r e .N ow , fo ra who l eh o s to f re a son s ,t h a tp a t t e r nis n ol o n g e rad equ a t e-- �-15 tg ive sad is tin c tive lyhum a n e qu a li t yt ol i f ei nAm e r ica . T h isfac Bu t on l y if w econ t i n u etoren e wth e "h a b it so f th ehe a r t ," t ou s e thet i tleo f are c e n tbook by R ob er tB e llah . L e t m e sugg e s tto yo u a tth em os tim po r tan t w ayin w h i ch y o u rli f ew i l lb em eas u r e d th i c hy ou w i ll sp en dy o u rl e i s u r e u lt im a te lyis byth ew a y sin wh tim e . To b e su r e , some t im em us tb e spen t i~ hobb i e s an do t h er fo rm so f re l ax a t i o n . Bu tl e t m ee nc o u r a g ey o uto sp endas m u c ho f it a syoucanin p ay i ng b ack t h eso c i e t ytha ta lreadyh a sg i v en so much t oyou . Y ou r pr o f e ssi o nne e d s you ,b e yon dt h em and a te o f th e job ,tor a i seth elev e lo fp r o f e ssi o n a l ~rf r n e an de t h ic s . Y ou r comm un it yn eed s you , tos e rv eo n no n p rof i tb oa r d s and in o t h e r w ay s tocont r i bu teto b et t e r ing t h eh um ancondit i o n . Y o u rn a tion ne e d s you ,tof ill po s ition so f pu b li ct r u s t . I hop et h a ty o uw il l qu ic k l yb egi ntor ep ayyou r "d eb ttoso c ie ty ." I w ill g u a r a nt e e t h a t th i sp a radoxi st r u e : th em o r ey o ug iv e ,t h emo re y o uw il l g e t. A nd t h e mo r e you g i v e ,th em o re su c c e ss f u l you w i l l b ecom e . Byyou r con s tru ct i ve invo lv em en t, b o t hy o u and so c ie t yw i ll b ene f i t . �-16- v Whi l e the pr os pec t s of an unkn own f ut ur e may be so mbe r, the challenge - - an d the potential - - of tomorrow are as demanding and a s exh i l a rat i ng a s eve r . I n an age when bigne s s and co mplexity seem cha r ac t erist i c , it's important to mai ntain a proper perspective . When t he realiti es of the everyday world seem almost ove rwhelming, I f ind the following a us eful r emi nde r : I am only one, but I am one; I can't do everyt hing , but I can do something ; And what I can do, I ought to do; And ;ihat I ought to do, by the grace of God , I will do . I n too many f a c e t s of our lives, both i nd i vi dua l l y and as a na tion, we s eem to have los t s omet hing of our sens e of purpose, our self-c onfi dence, our direction, our faith and commitment. To t he �1 7 ex te n tt h i sb et r u e ,i t c an b er em e d ie d on ly b yt h ed e ed so f ind i v i du a ls who-i nwh a t ev e rt h e i rr o l e ~d i nev e ryd im ensi o no f li f e-und e r s t and and r e spond . I t ' sno t enough t ound e r s t and o r know ;w em u s ta l s odo . I fe a cho fu sw ill d o wh a tw ec and o and ough t todo ,w ew i l l ind e edb es e r v i n gm an ' sh igh e rpu rpo s e . To e a cho f you i nt h i sc l a s so f 1988 , God sp e ed inyou rp r o f e s s i o n a l ca ree r and-mo r e impo r t an t l y-inyou rp er s o n a l J JO /k j 70 1 if~ � 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_1988-05-07_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 7, 1988 for the W. K. Kellogg Foundation at the Grand Valley State University commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-05-07 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a385bba673ab55b8dff839ecb553c327.pdf 6b9f948d8305ec6fd635d1828e5ce96e PDF Text Text s. c - v<-a-~--..v--...x ~ ~ b J --- ~ ~-) : �;~ ~. . .... . ~ ;J ., :.. . . .~ ~. ~ a . ..o0'"_....,_.... v. ~ ~- ~~- ~ (w ~ ~ 1 v �6 peopl e so fo ther p a r t sof t h ew orld ma ybe n ef i t mo re ab undan tly from ~ earth's f i n it er e s o u r ce s . W i l l w e go t ow a r W il l w e s h a r e o u ra b u nda n ce w i th t h o s el e s sb l e ssed ? of t h e· . .o rld ha v ef o od ? b yt h ee l egance of yo u r rh e t o r i c b u tb yt h eta n g i b l ec o n s e q u e n cs 0 v a~ i nthev a r i o u s ro l e s ~ -- d ec i s i ons . You r . / e c o n om i c , soci a l , and po l i tic a l prog r ess w il l be m ad e yo u rc h ose nf i e l dof w o r k ;a ss p o u s e, p ar e n t, citi z e n, v o l u n tee r . VO l u n tee r ismis a spe c i a l Americ a n ph enomenon. M a r g a r e t M e ad h a so b s e r v e d : "W el i v ei na so c ie t yt h a ta lw a y s has d e p e n de d on v o l u n t e e r so f d i f f e r e n tk i n d s s om ewho can g iv e mone y ,o t h e r s who g ive t im e , a n da g rea t m a n y who f r ee l yg ive t h e i rspeci a ls k i l l s, fu ll-tim e o rpa r t t im e . I fy o ul o o kc l o se l y ,y o uw i l l se et h a t almo s t a n y t h i n gt h a tr e a l l ym a t te r st ou s ,a n y t h i n gt h a t em bod ies o u r d e e p e s t comm i t me n ttot h ew ay hum an l i f e shoul dbe liv ed a n d ca r e d fo r, d e pen d s on som e fo rm -m o r e oft e nma n y fo r m s-o f v o l u n t e e r i sm . " In p r ep a ra tion fo r bee n st u d e n t s ins titu tion: responsib ility , you ar efo r t u n a t eto h a v p . lege -aCh ri s t i a n ,p r i va t e, li b e ra la r t s �A . 2 . 3. I 4. Ap ar t n e rsh i pb e tw e en v ol u n t e e r isman db us in essise s s e n t i a l d ay's co mplexso c i a lp rob lem s . ,~ . e .~ . tocom b a t to U n fo rtun a t e l y ,t h e reisli t tle c ommun i ca ti o nb e tw een b u s in es s an do r gan i z at i o n stha t us evo lun tee rs-- o rb e tw e e nthese o r g a n i z a t i on s an dth ep u bl i cs e c tor . T h isla c ko f communica t i o n cau se sm a ny w as ted opp o r tu ni t ies thhum an c a p i t a la nd do lla rs . a squ and e r ing o f bo ya so l u t i o nto t h a tp ro b l emis a t hand : th e Fo r tun a tel a lv o l u nt e e r adm in is tra to r (PVA ) . T h e PVAis po s ip ro fe ss ion tion ed b e tw e e nth e vo lun te e r andth e bu s in e s sm an, b e tw eenth e [ - vol u n t e e r andth e bu re au c rat .T hi s" in b e tw een "p l a cem en t requ ire sth eP VA to b ea t hom einbo thw o r lds ,and t ob e ab le t ocoord ina t eth etwo . ~ - " " ' ; ; ~. @ \ ,- B . 4. 5 . / \ 6 . ~-~~ ~ T hi sis no ts im p le ,f o rt h em an agem en t o fv o lunt e e rs i squ i t e d is tin c t in m any w ay sfr omth em an agem e n to fp ai dem p loy ees . R e co g n i tion . P a idem p loyees n eedto b eth anke dfo r th e i rgood wo r k , bu tt oala rge e x ten t th isis acc ompl i sh edth rough ra ises a nd b o n u s e s . V o lunt e er smu s t b ethanked m o r ed irec tly a n d m o r eo f t en . T im eD em and s . P a id em p l oyees ,a t le as t the p ro fe ssi o na l s amo n gth em , can b e ~ o nw henev e rn e eded ; fo ra fte ra ll, b y de f in ition ,ap r o fe ss ion a l is a lw ay s "onca ll . " V o lu n tee rs e s s e rt i m ec ommitm en t, an dm a y no tb e ava il a b l e wh en hav ea l n e eded . R e c ru it ing . P a id e mpl o y ees ,g ene r a ll ysp eak ing , com eto you look ingf o rjo b s . V o lun tee rs m us tb er e cr u ite d , and a ll av ai l ab le e v i d en c e sug ges t sth a t it is n ec e s s a rytore c r u it f a c e t o f a ce . P eop le vo luntee rb e c au s etheya r ea sk e dt o v o lun te e r-- o ften byf r iend so r ne i ghb o rs . I th as r igh tly i dtha t"v o lun ta ry a ctioni sp eop l ei n v ol v i n gp eop le , b eensa n o t ju st p eop l eh e lp ing peop le ." l eC omm itm en ts . Ap a id employee w o r k sfo ro n ly o n e M u lti p n s tan ce a nIBMem p loyee do e sno t al s ow o r k fo r c om p any ; fo ri Un is y s . B u t re sea rchsugg es t sth at t h em o s te ffec tiv e vo lun te ers a reth o s ew h oa r eact i v e vo l u nt e e rsfo r sev er a l o r gan i z a tion s. A st h eo ldsay i ng go es ," if you n e ed h e lp , ask a bu sy p e rs on ." P e r son a lInvo l v em en t. P a id emplo yees ,e s p ec ia lly p ro f e ss ion a l on es ,ca nno ta ffo rdto b eco m e tooemo tion allyinvo lv ed w i th th e ir w o rk . A f te ra l l ,w i thou ta c e r t a i nam o un to f de t a chmen t ,t h ey w o u ld des tr o yth e irlong -te rme f fe c t i v en es s . Bu t vol u n t e e r s, w ho d o no t in tendto m ak e a ca r e er i nthe f i e l d ,c a na llowth em s e lve st ob ec om e emot i on a ll yinvo l v ed . Th is a l low s vo lu n teer st ob ee sp e c ia ll ye f fe c t i v ei nsu ch a r e a sas p rev ent i ng d e linqu en cy an dwo rk ing w ith po ten tia l d r o p o u t s . -~ [ } �C. [ We shoul d not f or ge t , however , tha t super vi s i ng volunteer s ha s s ome commona l i t i es wi t h s upervising paid empl oyee s . Bot h vol untee r s and paid empl oyees shou l d be : l. 2. 3. 4. 5. 6. D. 1. 2. 3. 4. hone s t , relia ble, f l exibl e , ambiti ous , an d loyal he l d t o hi gh s t andards of achi eveme nt "fired" i f t hey pe r f or m poorl y given r espons ibi li ti es that are impor tant t o t he or gani za t i on r ec r ui t ed from a l l r a ces an d s oc i o-ec onomi c clas s e s eva luated a nd gi ven cons t r uc tive cr i t icism You know how hard i t is to f i nd good vo l unt ee r s . The t r end of more an d more women ent e r i ng the job ma r ke t ha s made i t tougher to f i nd good volunt ee r s . But ag ai n , there a r e so l ut i ons t o t he probl em. The mos t pr omi sing i s t he grow ing pa r t ne rship betwe en business and the volunta ry s ec t or . Cor porati ons as di ve rse as Sara Lee , Levi St raus s , ARCO , Xerox , Appl e Compu te r , and Metropol i t an Li f e have made ma j or ef f or t s to ent i ce t hei r empl oyee s t o volunt eer. I commend t o you a book publ i s hed j us t la s t yea r by VOLUNTEER: The Na tiona l Cente r ca lled "A New Competit i ve Edge" t hat profi l es 26 s uch ef fo rts by c or por a t i ons and t hei r unions. Thi s promising s t a r t can be st be s us t ai ned by you , the pr ofe s s ional vol untee r admi nistrat ors. Onl y you ha ve a "foot i n bot h camps" ; only you can br i dge t he gap of mis unde r s t a nding tha t s t i ll s epa r a t es busine s s a nd voluntee r i s m. Muc h de pends on how wel l you ha ndl e this chall enge. The stakes a r e i nde ed hi gh . When El l i ot Richa rds on wa s the Sec r e t ary of Healt h, Educa t i on , a nd Welfare more t han a de cade a go, he es t imat ed : " to ex t e nd t he pr esent r a nge of HEW service equit a bl y t o a ll in ne ed woul d c os t a qua r t e r of t rillion dollar s • • •and the ad di t i on of 20 mi l l i on t r a i ned pers onnel . " lve obvi ous l y cannot aff ord t o c l os e the " s e r vi ce gap" by s pe nding mor e on soc i al s ervi c e s ; i ns t e ad we ne ed to unlea sh t he fu l l volunt ary resource s of this na t ion to c l os e t hi s ga p . [ �I ) " , . . . ! ' ~~~ .~e J ~ ) �~~-~~ ~ u . :» : ~~. ~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1987-05-05_RMawby_SPE Title A name given to the resource Russell Mawby speech for the Michigan Association of Volunteer Administrators Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 5, 1987 for the W. K. Kellogg Foundation to the Michigan Association of Volunteer Administrators. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1987-05-05 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text