469 24 26018 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/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/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/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/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/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/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/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/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/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/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/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/2798d887364e2ab9db36f7bdd9af3132.pdf 0e1cf31537bbaae1b6b16fb68e00d35f PDF Text Text ) ~ - L Notes from RGM's Presentation on "The Role of Philanthropy in Serving Communities," the First ~ Rt a t J on.. i~ t pe Distinguished Lecture S ies in N profit Or n i za t i de r s h i p Wayne State University (McGregor Conference Center), Detroit, MI - October 1, 1992 ~5---tU-d c I 1- I I ( ( ( / . z. {] J �We can gain a better understanding of the third sector by looking more closely at the kinds of organizations that comprise it. The sector is made up of six basic types of organizations: 1. Educational organizations -- private elementary and secondary schools, colleges, and universities. Also vocational schools, libraries and research institutes ___ 2. Health services -- non-profit hospitals, nursing homes, out-patient care facilities, and visiting nurse organizations. 3. Human services -- the YMCA, YWCA, Big Brothers/Big Sisters, Meals on Wheels, among thousands of others. 4. The arts and cultural organizations -- museums, symphonies, repertory companies, public TV and radio stations, among many others. 5. Religion -- organized churches of every denomination. 6. Civic, social and fraternal organizations -- neighborhood organizations, fraternities and sororities, unions and service clubs. �4 I tw i l lb eh e l p f u la s g a i n an i d e ao ft h ed im en s ion so ft h i s t h i r ds e c t o r . A so f w a s e s t im a t e dt oc o n s i s to f 873 ,000 o r g a n i z a t i o n s . I tp r o v i d e sh a l fo fo u rh e a l t hc a r e ,n e a r l ya q u a r t e ro fo u re d u c a t i o n ,a s u b s t a n t i a lp o r t i o no fs o c i a ls e r v i c e s ,~~- ~ ~~~~ mo s t o ft h ea r t s ,and a l lo fo u rr e l i g i o n . I temp loy s7 . 2m i l l i o n p e o p l e , wh i ch i s6 . 1p e r c e n to fo u rt o t a lemp loym en t . I ta c c o u n t sf o r ' - $ 2 2 8 . 2b i l l i o ni nin com e ,wh i ch i s6 . 4p e r c e n to ft h en a t i o n a lt o t a l . Th e s ef i g u r e s ,by t h ew ay , a r et a k e nf roma s t u d ydon e by t h e o r g a n i z a t i o n INDEPENDENTSECTOR ,p u b l i s h e di n1987 . ~ s u p p o r t st h et h i r ds e c t o ro r g a n i z a t i o n s ? We a l ldo ,b o t h i n d i r e c t l y( t h r o u g ht a x e s ) ,and d i r e c t l y( t h r o u g hp h i l a n t h r o p y and v o l u n t e e r i sm ) . Ag row ing numb e ro ft h i r ds e c t o ro r g a n i z a t i o n sa l s o e a r n in com eby c h a r g i n gf e e sf o r ~ t ~ s e r v i c e st h e yr e n d e r . on a l ll e v e l s-l o c a l ,c o u n t y ,s t a t e ,and f e d e r a l- p r o v i d e s 20 p e r c e n to ft h es u p p o r tf o ro r g a n i z a t i o n si nt h et h i r d ~--- s e c t o r ,t h r o u g hd i r e c to u t l a y s and r e im b u r s em e n t s . A l s o , t h i r ds e c t o r o r g a n i z a t i o n sa r es u b s i d i z e dt h r o u g hs p e c i a lp o s t a lr a t e sand ex emp t ion f rom t a x a t i o n . I ts h o u l db em en t ion ed t h a tn o ta l lt h i r d s e c t o ro r g a n i z a t i o n sr e c e i v ed i r e c to u t l a y s and r e imbu r s em en t sf rom gov e rnm en t a lo r g a n i z a t i o n s ;b u ti nt h ea g g r e g a t e ,o n e f i f t ho ft h e s u p p o r to f su cho r g a n i z a t i o n s com ef romgov e rnm en t a ls o u r c e s . �" 5 The great majority of support for third sector organizations, however, comes from p i1anthropy and volunteerism. According to the publication Giving. USA, more than $93 billion was donated to such organizations in 1987. Many people imagine that corporations and large foundations give the lion's share of this support, but just the opposite is true. In 1987, 88 percent of the giving in this nation was by individuals. But there is an even larger source of support for third sector organizations than philanthropy. of support for the sector. Vo1unteerism is the largest source According to the INDEPENDENT SECTOR, a recent Gallup Poll revealed that 80 million adults volunteered in 1987, giving a total of 19.5 billion hours, representing an estimated value of $150 billion. Together then, philanthropy and volunteerism contributed nearly $250 billion to third sector organizations in 1987. The statistics I have just cited are impressive, but they can sometimes obscure the true meaning of such a complex idea as the third sector. lives. Speaking in human terms, the sector touches all of our It is possible to be born in a non-profit hospital, attend private schools, graduate from a private university, spend a career working for social service organizations, relax by visiting museums, die in a non-profit nursing home, and have a memori al s e rvice in a church. �6 In fact, it is impossible for us not to be involved with the sector. We are involved as users and donors, as professionals and as volunteers. It is an essential part of everyone's life. The sector can, in a sense, be all things to all people because of its incredible diversity. Its organizations form a mind-boggling variety. its constituent entities are polar opposites: Some of the National Rifle Association and Hand Gun Control, Inc.; Right to Life and Planned Parenthood . Their diversity helps to protect our country's pluralism, and our liberty. I The sector is the home for many of the causes in which we believe. Its organizations feed the hungry, provide shelter for the homeless, care for the ill, and fight for basic human rights. some of our most cherished freedoms: They safeguard religion, speech, and assembly. Moreover, America's third sector is the envy of the world. In no other nation is private, voluntary action for the public good practiced to such an extent. In fact, some nations, such as Japan and Italy, are deliberately attempting to stimulate the formation of a third sector in their countries. Individuals are the life blood of America's third sector. ~ Seventy-two of its support comes directly from individuals through philanthropy and volunteerism. Without these gifts of money, talent, and time, the sector would not be able to function. �- 4Fo rum f o ry o u r t h i n g sh a p p e n , y o u r e x c i t e df o rt h e f u t u r e . I I S h a r i n g t h o s et h o u g h t sl e a d su s n a t u r a l l y t ot h e t o d a y : ~~ ~~ t ~ ~~ "P h i i a n t h r o p y ,s Rol ef t o p i cf o r e . ..:::L-. . . ~~ e~~~~~~ Common G o o d . " i~ d I n t h i n k i n ga b o u tw h a t i sh a p p e n i n gi nc o n t em p o r a r ys o c i e t ya si t r e l a t e st o t h ef u t u r eo f t h e common g o o d , Iw a s t em p t e dt ob e g i nw i t h a l i s to f - c o n c e r n s n o t u n l i k e t h e a g e n d a o f t o p i c sb e i n g a d d r e s s e d a t t h i s r= c o n f e r e n c e . I db ep re s um p tuou s a n di n a p p r opr i a t ef o rm e t o p r o p o s e a rong g o o d . You are k n ow l e d gea b l ea b o u tt h eco nc e r n s p a r t i c u l a r l yi ny o u r hom ec o n n n u n i t i e s . R a t h e r , I h a v e c h o s e n , i nb r o a d o v e r v i ew , t os h a r ev e r y b r i e f l ys i x o b s e r v a t i o n s a b o u t t h i n g s g o i n g on i no u r s o c i e t y , f o r w h i c h im p l i c a t i o n sf o rp h i l a n t h r o p y a r e r a t h e ra p p a r e n t . t h e I hop e you w i l l f o r g i v emy f r e q u e n tr e f e r e n c et oM i c h i g a n and B a t t l eC r e e ka n da c t i v i t i e s o f t h eW . K . K e l l o g g F o u n d a t i o n-t h e s ea r et h ee x am p l e s I know b e s t . You w i l ls e ey o u r commun i ty a n dy o u r s e l fi nt h ei l l u s t r a t i o n sI s u g g e s t . O b s e r v a t i o n 1c o n c e r n st h es e em i n gi n a b i l i t yo fo u rp o l i t i c a lp r o c e s s e s i l lLdi n s t i t u t i o n st od e a lw i t hs i g n i f i c a n ti s s u e si ns u b s t a n t i a lw a y s . �- 5 This is most vivid at the national level where Congress is struggling ineffectively with such concerns as fiscal and financial responsibility, trade imbalance, farm programs, the arts, energy policy, and foreign affairs, child care, support of environmental quality In Lansing, our state politicians are equally ineffective on matters of school finance, other our state budget, Workmen's Compensation, and a host of concerns. I suspect you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effectiveness in dealing with human services, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influence seems mass media treatment to have forced elected officials of every to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade is going and then rush to its issue and personality the "leaders" of There is a tendency to to wait to see which way the head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramatic increase in skill of special interest groups of every variety and the concept of entitlement whi ch ha s ~~~~~~~~~ handcuffed political response to changing needs. Today, there are few in elected office who could be described statesmen with vision, commitment, and a concern for the whole. as Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6Th e n e te f f e c to fa l lo ft h e s ec h a n g e sh a sb e e nt h el e s s e n e da b i l i t yo f g o v e r nm e n ta ta l ll e v e l st ob ea s o u r c ea n dc a t a l y s tf o rs o c i a lc h a n g e . T h i s , n e n h a n c e d p o t e n t i a l r o l e o f t h e n , s u g g e s t s a i n i t i a t i v e st od em o n s t r a t en ew a n sw e r st os o c i e t a ln e e d s , t oi n i t i a t i v e v e n t u r e s ,t op r o v i d et h ev i s i o na n dc om p r e h e n s i v ea p p r o a c hw h i c h p o l i t i c s f a i l st op r o v i d e . O b s e r v a t i o n 2 c o n c e r n s t h e s e em i n g r e t u r n ( s h i f t b a c k ) t o l o c a l r e s p o n s i b i l i t ya n dc o n t r o li na d d r e s s i n gs o c i e t a l ~ F o ra s p a no fa b o u ts i xd e c a d e s -- f rom t h e" p r o g r e s s i v ee r a "a tt h et u r n o f t h ec e n t u r yt ot h el a t e1 9 6 0 s ,a n dp a r t i c u l a r l yb e g i n n i n gw i t h "N ew D e a l " i nt h ed e c a d eo ft h e' 3 0 s-t h ef e d e r a lg o v e r nm e n t t o o ka ne v e r i n c r e a s i n gp a r ti nm e e t i n g t h en e e d s-o ft h eAm e r i c a n p e o p l e . S i n c e t h e e a r l y 1 9 7 0 s , t h a tt r e n dh a s f i r s ts l ow e d , t h e n s e em ed t o r e v e r s e . I n c r e a s i n g l y ,s t a t e sa n d l o c a l i t i e sa r eb e i n g c a l l e d upon t od e l i v e r s e r v i c e sa n dp r o v i d eb e n e f i t st op e o p l ea tt h ecommun i ty l e v e l . T h i s f a c tp o s e s p r o b l em s f o ra l ls t a t e sa n d l o c a l i t i e s . T h i s p u t s p r e s s u r e on t h et a xs y s t em , e s p e c i a l l y , t or a i s er e v e n u e s t oc o v e r i n c r e a s e ds t a t ea n dl o c a le x p e n d i t u r e s . A d e s i r a .b. . l . .e .c o n s e q u e n c ei st h a tmo r e p r o b l em s a r eb e i n gi d e n t i f i ed a n d d e a l tw i t h c l o s e rt o hom e , a n d , a sw e a ll k now s ow e l l , t h e answ ers u s u a l l y l i en o t i nd o l l a r sa l o n eb u t i nt h ei n c r e a s e d comm i tm en t a n d i n v o l v em e n to fp e o p l ew h o c a r e . A g a i n , o p p o r t u n i t i e sf o rp r i v a t es e c t o r i n i t i a t i v e sa r e o b v i o u s : t h e r ei sa d e s p e r a t e n e e d t ob e com e mo r e �- 7 efficient and more effective in using limited resources and in mobilizing local leadership. Observation 3 collaborations. concerns "t he increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, child care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cul tural and performing arts, and a host of other examples. A concern that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations still underway. chari table contributions, taken are usually eros ive, concerns purposes. charitable as The increasing current the evidence contributions in While rhetoric on behalf o f and volunteerism is invasive, resources the this budget ph ilant hro py, usually effus i ve, res tric tive, of ac t i ons and disc ouraging. In our various legislative skirmishes at the national level since 196 9, we usually count success in terms of limited losses rather than real gains. �- 8 I think our continuing approach should be to be cooperative with public institutions and organizations, but to be cautious and not be coerced. Observation 4 concerns the dichotomy between the nature of the problems whi ch concern us and the solutions we devise. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list -- inflation, K-12 and higher education, home care for the elderly, groundwater, environmental quality, job generation, peace. To the contrary, the solutions tend to be narrow, most often devised to address such issues discipline- or profession-oriented and biased, simplistic, and inadequate to the task. A major contribution of philanthropy in addressing societal needs can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity . Observation 5 concerns the persistent reluctance to face facts and to deal with reality. This is a somewhat human charac teris tic -- a res is tan ce t o c han ge , when we are comfortable with that which we know . Sometimes, their even when the evidence is overwhelming, both individuals and institutions are reluctant to respond. It is a mos t areas of human concern, we know be t ter than we do." truism that "in Think only of �- 9 the areas which may be of special interest to you: substance abuse, K-12 education, and health care. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngs ters and mos t communi ties pre-school programs of elementary years are high most lack comprehensive quality. important The and early childhood and evidence that is drop-out clear that the can really be predicted by grades six or seven. Yet, we persist starving the teacher will in accrediting elementary our years tell you that it schools whenever takes at the resources the first high school are level, limited. three months Every of the new school year to catch up to where students were when school ended in the spring, the yet we persist in having a summer months a three-month break in learning during school-year model es tablished by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the Governor of "It costs $24,000 a year to keep a person in the state pen, but only $8,000 a year at Penn State." We as a society, through our instituti ons and organizati ons, must p u t bett er use ca talys t. that which is already known. Philanthro py can be a to key- �- 10O b s e r v a t i o n 6 conc e r n s t h e p e r s i s t e n c e o f " t u r f i sm " i n a d d r e s s i n g s o c i e t a ln e e d s . U s u a l l y p r o g r am s o f hum an s e r v i c e a r e b a d l y f r a gm e n t e d and l a c k c o n t i n u i t y . I n B a t t l e C r e e k , f o r e x am p l e , w e h a v e 67 i d e n t i f i e d v o l u n t a r y ,n o n p r o f i tg r o u p sd i r e c t e dt ot h en e e d so fy o u t h . P l u r a l i sm i s g o o d ; c om p e t i t i o n c a n a l s o b e h e a l t h y , b u t i n f i g h t i n g , a d v e r s a r i a l s t a n c e s ,a n dc om b a t i v eb e h a v i o ra r en o t ! Th e c l e a r e s te x am p l ei no u r hom e town w a s i nh e a lt hc a r e , wh e r e w e h ad two h o s p i t a l s , v i r t u a l l y a c r o s s t h e s t r e e t f rom e a c h o t h e r , e a c h s u f f e r i n gf rom l e s st h a n50 p e r c e n to c c u p a n c y . I na d d i t i o n ,w e h av et h e u s u a lh o s to fo t h e rh e a l t hc a r eo r g a n i z a t i o n s-V i s i t i n gN u r s e S e r v i c e , D e p a r tm e n t o f P u b l i c H e a l t h , Am e r i c an R ed C r o s s , H o s p i c e , M e a l s on W h e e l s , v o l u n t a r yam b u l a n c es e r v i c e s ,a n dm any m o r e . U n h a p p i l y , w h i l e e a c hi scompo s ed o f i n t e l l i g e n t ,a b l e ,d e d i c a t e d , a n d w e l l i n t e n t i o n e d i n d i v i d u a l s ,e a c ha l s ot e n d st oa d d r e s si s s u e sf rom t h e p e r s p e c t i v eo ft h e i ro r g a n i z a t i o n a lo ri n s t i t u t i o n a l~ ti E a ch i s c o n c e r n e dw i t h t h e i rown n i c h e ,t o oo f t e nn o ts e n s i t i v et ot h ea c t i v i t i e s o f o t h e r s a n dw i t h i n s u f f i c i e n ta t t e n t i o nt ot h ec om p r e h e n s i v eh e a l t h n e e d s o f t h ep e o p l e o f t h e commun i ty . I n B a t t l e C r e e k w e f i n a l l y s u c c e e d e di ng e t t i n g t h e two h o s p i t a l s t om e r g e . Now w e a r e i nt h e p r o c e s so fg e t t i n gt h e A g a i n , a a ni n f l u e n c ei nb r i n g i n ga b o u t s e r v i c e sw h i c ha r ec om p r e h e n s i v e ,c o l l a b o r a t i v e , and c o n t i n u o u s . �- 11 - III In conclusion, common good? us here, what will be philanthropy s I role for the future of the The hard reality -- or the exciting fact -- is that all of individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive -- or we may be creative and participatory. While we are continually addressing shortcomings, perspective. concerned we need to with keep dealing these with problems troublesome concerns and in For example, we read a lot about the problems of teenagers today, but most teenagers do well they are no t on drugs, they do no t get pregnant, and they do not drop out. At the same time, It is to such there are issues that pressing concerns which must be addressed. much of our thought and resources mus t be directed. We tlr ;. in f>hHarrt:hropy foundations, or private whether in foundations circumstances and opportunities. corporate -- mus t be grantmaking, responsive community to changing Most of the significant new directions imperative to our societal future will not be charted by government. fac t I many elected off i cials are almos t desperate for bet t e r In an s wers . proposed solutions to perplexing issues. We in philanthropy can continue creative level. collaborative our approaches to tradition of human innovation, concerns at the nurturing community �- 12 - We can provide leadership to enhanc e the resources of philanthropy and ensure their most effective use. Ohio has a great tradition of social concern. those who have preceded us have been We in philanthropy -- and important partners in this us all! progress. There is Godspeed! 595c:lpt unfinished business demanding the best efforts of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1992-10-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Role of Philanthropy in Serving Communities Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 1, 1992 for the W. K. Kellogg Foundation at the first presentation in the Distinguished Lecture Series in Nonprofit Organization Leadership. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1992-10-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/4ffc17c05c368136d544b1e2ea4b0862.pdf e39de0d0eab7b7df70430a9a53d1689f PDF Text Text RGM' s Present a tion at"Joini ng F o rc~ Strengthening the Ci r c l e of caring~ Communiti es fo r Children" (al so called Ch ild Care Conference) Octobe r 10, 1994 RUSSELL G MA WB¥ SlJ~tre'lf • G r a ~d Pl a z a Ho t el, Gra nd Ra p i. d a , MI MAKERS' CONFERENCE ON-eIHLD~ARE NING FORCES: STRENGTHENING THE CIRCLE OF CARING COMMUNITIES FOR CIDLDREN" I. WELCOME k ON BEHALF OFJHE GRANTMAKERS WHO--ARE COSPONSORI G rurs CONFERENCE, I \VOULD LIK>E : T~ ~ EXTEND A WARM WELCOME TO ALL OF YOU! ~ ~ Y COLLECTIVELY, ¥Q.lI::-REPRESRNT MAYORS, STATE REPRESENTATIVES, CITY AND COUNTY COMMISSIONERS, TRIBAL COUNCIL LEADERS, AND OTHER CIVIC LEADERS; CffiLD CARE EXPERTS ~ ADVOCATES; EDUCATORS; COMMUNITY ~N PERS ~; SPIRITUAL LEADERS; BUSINESS LEADERS; HUMAN SERVICE ADMINISTRATORS; CIDLD 4I2.A- t.J' CAREGIVERS; AND ESPECIALLY ~NT S AND , .........-- \ GRANDPARENTS AND ALL THE OTHERS WHO ~ P CARE FOR CillLDREN. 10/06/94 ccspeech .rgm\p1 ~ ~ . �m j f "· YOURPRESENCEHERE TODAYIND ICATESTHAT YOU HAVE A STRONGCOMM ITMENTTO MAK ING L IFE BETTERFOROUR YOUNGEST C IT IZENS . JUSTASIMPORTANTISTHEFACT THAT YOU AREHERE TODAYBECAUSE YOU AREREPRESENT INGA COMMUN ITYIN OURSTATETHATISTRULYCONCERNED ABOUT ONF ; i@w OUR MOST PREC IOUSRESOURCE , t : .OUR C IDLDREN . TODAY , COMMUN IT IESFROMTHROUGHOUTM IC IDGAN _ ~~ t ~ ~ ~ . . - ~ . . -a : ; ..___4 AREIN ATTENDANCE -LARGEC IT IES ,SUBURBAN COMMUN IT IES ,SMALLTOWNS ,COUNT IES , RESERVAT IONSANDRURAL AREAS . WE ALSO HAVE A c ar~~ ~~ TEAMREPRESENT INGSTATEGO ERN E~AND TATE ~o ~ . ORGAN IZAT IONS . T80E ' fHER ,YOU ~ REPRESENTTHE WEALTH OF D IVERS ITY ANDSTRENGTHTHATEX ISTSIN OUR STATE . 1 0 / 0 6 / 9 4 c c sp e e ch . rgm \p2 �WE 'VE ALL HEARD THEAFR ICAN PROVERB ," ITTAKES THEWHOLE V ILLAGE TORA ISEA CH ILD . " FOR PRESENTPURPOSES ,I 'DL IKETO AMENDITTO READ , " ITTAKESFAM ILYAND A CAR INGCOMMUN ITYTO RA ISEA CH ILD . " FORWE TRULYBEL IEVETHATITTAKESA CAR ING ~ ~ a~o:e--- COMMUN ITY-NOT JUSTPARENTS NOT JUSTSOC IAL t I WORKERS - BUTALLOFY U WHO ARE REPRESENTED HERETODAYTOTRULYMEET THENEEDS OF OUR CH ILDREN . BU ILD INGSUCHCOMMUN IT IESREQU IRESA I ' -1 /JJPS . . · 14 SHAREDV IS ION , ONETHAT 'SSHAPEDBY MANYI fAM ) S ~ II AND T IUSJS 10 /06 /94 c c sp e e ch . rgm \ p 3 ~ - II �I I . BU ILD INGA SHAREDV IS ION ISTOUGHWORK -IT 'S TOUGHBECAUSETHEREARE MANY CHALLENGESTHAT . MUST BE MET ~~ r > ? '~ ?~ r ' \ t>v J ~ ~ ~ TODAY ,FOREXAMPLE ,L IFEIS : : l 3 f .N f t :A ¥E b l (NGFORMANY OF OUR YOUNGEST C IT IZENSWHO MOST OFTEN SUFFER INUEALONG OUR CURRENT INS ILENCE . IFWE CONT ILDRENW ILL PATH ,AN INCREAS INGNUMBER OF CH GROW UP W ITHOUT A CONNECT IONTOFAM ILYOR TO SOC IETY ,W ITH FEWSK ILLSAND OPPORTUN IT IES , L IM ITEDKNOWLEDGE , AND L ITTLEHOPE . IND ICATORSOF T 10 /06 /94 c c sp e e ch . rgm \p4 T ~ RENDDO WE SEE ? ~- �THERE ARE NUMEROUS REPORTS ABOUT CIDLDREN INCLUDING RECENT ONES FROM THE NATIONAL GOVERNOR'S ASSOCIATION AND THE CARNEGIE CORPORATION OF NEW YORK. THESE REPORTS TELL US: • MORTALITY RATES ARE TOO IDGH. • CIDLD IMMUNIZATION RATES ARE TOO LOW. • TOO MANY CIDLDREN ARE LIVING IN UNSAFE OR ABUSIVE ENVIRONMENTS. • TOO MANY CIDLDREN ARE ARRIVING AT SCHOOL WITHOUT THE PHYSICAL AND EMOTIONAL SUPPORT THEY NEED TO LEARN. . • POVERTY RATES FOR CIDLDREN ARE TOO IDGH. • TOO MANY CIDLDREN ARE BEING REARED IN HOUSEHOLDS WHERE ONE OR BOTH PARENTS HAVE ABANDONED THEIR RESPONSIBILITIES. • FAR TOO MANY CIDLDREN ARE NOT RECEIVING THE QUALITY CARE THEY NEED WIDLE PARENTS ARE AWAY. 10/06/94 ccspeech. rgm\p5 �THESECOND IT IONSINCREASETHER ISKTHAT C i l lLDRENW ILL NQT D~ ELOP INTOCAR ING ,. : . -& ' -a--9·~ J ONFIDE~ ADULTS W ITH THECAPAC ITYTO PROV IDE ~ ~~ THE IR C I l lLDREN- ANDSOTHECYCLE CONT INUES . ~~ INTHEUN ITEDSTATESTODAY- LY THEMOST TECHNOLOG ICALLYADVANCED , AFFLUENT , AND DEMOCRAT IC SOC IETYTHEWORLD HAS EVERKNOWNTHECRUC IALLYFORMAT IVEYEARS OF EARLY IMEOF PER ILANDLOSS C i l lLDHOODHAVE BECOMEAT ~ FOR illLD~N ANDTHE IRFAM IL IES . NOW , HOWEVER , THEREIS ANOPPORTUN ITY TO c J ) . . .& r. . 'l s ' " ~~ P ~~ t - ' . AREMARKABLE i l i !M lMKt tNGON THE DEGREE OF CONSENSUSI{ ESSENT IALREQU IREMENTSTHAT POS IT IVELY i l lLD 'SEARLYGROWTH AND INFLUENCEA C DEVELOPMENT ASWELL ASONTHEWAYS THAT PARENTSANDOTHERS CANPROV IDEOUR YOUNGEST C i l lLDRENW ITH A HEALTHY START . 1 0 / 0 6 / 9 4 c c sp e e ch . rgm \p6 �III. I'E IS POSITIVE INFLUENCES THAT HEI.;P SHAPE ~HESE k-- ; '-''-' .J l' VISION »r- • CHERISHED IN FAMILI A WORLD OF CIDLDREN , • SUPPORTED BY COMMUNI¥S, • CONSIDERED HOLISTICALLY, AND • NURTURED WITH CARE. 10/06/94 ccspeech.rgm\p7 �r IN V IS ION ,C IDLDREN 'SNEEDS ARE MET AS THEY ARE STRENGTHENEDBY AC IRCLEOF CAREW IDCH INCLUDES : 1 . A COHES IVEFAM ILYTHATISDEPENDABLE UNDERSTRESS ; 2 . A RELAT IONS IDPW ITH AT LEASTO N E CAR ING z s : ADULT WHO ISCONS ISTENTLYNURTUR ING AND LOV ING ; v f - 3 . ASENSE OF HOPE FO ;RA BR IGHTFUTURE ; 4 . ASAFE ANDHEALTHY ENV IRONMENTTHATIS FREEFROMV IOLENCE ANDABUSEAND ENV IRONMENTALHAZARDS ; AND 5 . 1 0 / 0 6 / 9 4 cc eec r~ A SUPPORT IVEANDCAR INGCOMMUN ITY . �IV . ~ P- '- STRENGTHEN~~ THEC IRCLE _ _ , , ; . . . . .~~ --~- A-t SIS AGREAT SPOTFORA MAWBYSTORY . . . lTill:::::: ::: WA lYSTHAT~L 0 ~ SCAN • WiE J OOW OOINCREASETHECAPAC ITYOF COMMUN IT IESTO MEET THENEEDS OF YOUNG • ~~~~o EN O RAGEt F~IES -- TO BEINVOLVED INDEC IS ION -MAK ING" INTEGRAT INGSERV ICES ,AND EXPLOR INGNEW GOVERNANCE MODELS . • DEVELOPMENT OPT IONS FORALL FAM IL IES , 10 /06 /94 cc eec r~ �FOCUS INGOl ) IDGHQUAL ITY C IDLDCARE , HEAD ITH THESEPROGRAMS START , ANDPRE -SCHOOLW ITH LOCALSCHOOLS . COORD INATEDW • WE I EE~ HEL P PARENTSMEET THE IRC IDLDREN 'S , - NEEDSBYEXPAND ING FAM ILYSUPPORTANDPARENT~ EDUCAT IONPROGRAMS ,PROV ID INGCOMPREHENS IVE -R ISK SERV ICESFORSCHOOLAGE AND OTHER IDGH PARENTS ,PROMOT INGPLANNEDC IDLDBEAR ING , ILL AND ASSUR ING THATPARENTSCAN ANDW ASSUME F INANC IALRESPONS IB IL ITYFORTHE IR C IDLDREN . I~~FFlO EN SUREHEALTHY DEVELOPMENT OF • ALL C IDLDRENTHROUGHACCESS TOEARLYAND , CONT INUOUSPRE -NATALCARE , WELL BABYCARE FULLIMMUN IZAT ION ,ANDEXPANS IONOF THE SPEC IALSUPPLEMENTALEAT INGPROGRAMFOR WOMEN , INFANTS ,AND C IDLDREN(W IC ) . ~. . 10 /06 /94 cc eec r~ l ~ ~ f J _ ' . . .~o A~~ ~ " ,. . . . . . . _ . / < J - _ . . .- �REDUCEVA JUOUSUNHEALTHY DEVELOPMENTS SUCH ASC IDLDABUSE , NEGLECT , COMMUN ITYV IOLENCE , SUBSTANCE ABUSE , AND ENV IRONMENTALTOX INS . • t~ItE I :t:O PROVIDEEMOTIONALFOUNDATIONS FORSCHOOLREAD INESS BYDECREAS ING OUT -OF HOME PLACEMENTS ,INCREAS INGTHEAMOUNT OF IMETHATPARENTSANDOTHER ADULTS UNHURR IED T HAVE W ITH C IDLDRENANDENCOURAG INGFAM ILY FR IENDLY ,COMM l . !N lTY , ANDEMPLOYMENT POL IC IES ._ . .-.~-e aQ ~ TOENSURET -~ 0 . . - -__ ~ ~ r " : ~~. _ .... f ~ I ~ ~ ~------ T ALLC IDLDRENRECE IVETHATSOL ID EARLYC IDLDHOODFOUNDAT ION ,WE BEL IEVETHERE MUST BE COLLABORAT IVEEFFORTSINVOLV INGTHE PUBL ICANDPR IVATESECTORS . PARENTS ,BUS INESSES , PARENTANDC IDLD -FOCUSEDORGAN IZAT IONS , P IDLANTHROPY ,SCHOOLS ,EMPLOYERS ,FEDERAL , 10 /06 /94 cc eec r~ �STATE ,ANDLOCALGOVERNMENTS , MUST ALL IRLEADERS IDPANDV IS ION . S INCE CONTR IBUTETHE L IFEISUNRAVEL ING FORMANY OF OUR YOUNGEST IB IL ITYTO C IT IZENS , WE MUSTSHARE THERESPONS nu s S ITUAT IONAROUND . THERESPONS IB IL ITY TURN' DOES NOT ANDCANNOTREST W ITH FAM IL IESALONE .. .. ~ ~ ' t " " RECENTREPORTS OF THENAT IONAL GOVERNOR 'S ASSOC IAT ION ANDTHECARNEG IETASKFORCEON IDLDRENCONF IRMED MEET ING THENEEDS OF YOUNG C F IND INGSFROMRESEARCHTHAT CAR INGFOROUR C i l lLDRENMUST BE A PARTNERS i l lPBETWEEN PARENTS ,EMPLOYERS ,COMMUN ITYLEADERS , BUS INESSES , SERV ICEPROV IDERS ,MED IA , NON -PROF IT ORGAN IZAT IONS , GOVERNMENTS , SCHOOLS ,AND P i l lLANTHROP ISTS . HOWEVE t~ ALL S ,WE -KNOW BETTER H1 \N -WE DO . ~ L . J~~ cJL . . -a0O c r_ : -h ~~ _ ~~ /; r - v: ~c-- 10 /06 /94 c c sp e e ch . rgm \p12 . . l{ ). ~~ -- ~~ ~ _ _A . . .L" . J L :r-~ ) ~ ~ ~ ~ ,J ' r " . . ~~ ~~ ~ r - . }= rc £2 . , - . �v . c t nNG THEGAPS . . ~ ~ ~ ~ \ HOW CAN YOUR COMMUN ITYMAKE ' nu s V IS ION REAL IJ~~ FOREVERYC I l lLDWHO RES IDESTHERE ? WE" OW , FOREXAMPLE ,THATTHEREARE THREECR IT ICAL PO INTSTHATSTRENGTHENTHEC IRCLEOF CARE . WHAT WE MUST DO NOWIS TAKEACT ION TOCLOSE THEGAPS . F IR OF ALL , ITSTARTSW ITH THEFAM ILY . : ; : ; ; . . AMER ICAN TRAD IT IONHOLDS THATA FAM ILYSHOULD , ILL , CAREFORITS .OWNC i l lLDRENW ITHOUT AND W nu s IS ANASSUMPT ION OUTS IDE ASS ISTANCE AND' l lSTOR ICALROOTS INAMER ICAN THATHAS DEEP i ~ CULTURE. tTODAY ,HOWEVER , ALL FAM IL IES , IRC IRCUMSTANCES , NEED REGARDLESSOF THE OCCAS IONAL SUPPORTAND ASS ISTANCE . 10 /06 /94 c c s p e e c h . r g n n \ p 1 3 �SECOND, TO MEET THESE NEEDS, AN ARRAY OF PUBLIC - za r AND PRIVATE SUPPORTIVE SERVICES MUST BE IN PLACE. THESE PROGRAMS INCLUDE INCOME SUPPORT, HEALTH CARE, PROTECTION FROM ABUSE, NUTRITIONAL ASSISTANCE, EARLY CIDLDHOOD EDUCATION, AND CIDLD CARE. UNFORTUNATELY, THESE PROGRAMS HAVE ALMOST UNIVERSALLY BEEN BASED ON THE "DEFICIT" APPROACH, THAT IS, AN APPROACH WHERE POVERTY AND PATHOLOGY LARGELY DETERMINE WIDCH FAMILIES RECEIVE ASSISTANCE. THESE OLD WAYS OF PROVIDING SERVICES AND SUPPORTS .MUST BE REASSESSED, AND BROAD, INTEGRATED APPROACHES MUST BE FOUND TO ENSURE THAT EVERY FAMILY WITH YOUNG CIDLDREN IS LINKED TO A STRONG COMMUNITY NETWORK OF CARE, AND OTHER FAMILY SUPPORTS. A MAJOR REVAMPING OF THE CURRENT SYSTEM IS NEEDED - BECAUSE ALL CIDLDREN AND FAMILIES NEED BASIC CORE SUPPORT. 10/06/94 ccspeech.rgm\pI4 �TIDRD, THERE MUST BE QUALITY CIDLD CARE + :::::0- AVAILABLE AND WE MUST APPLY WHAT WE KNOW ABOUT QUALITY. IN SMALL GROUPS, FOR INSTANCE, CIDLDREN RECEIVE THE ATTENTION AND STIMULATION THEY NEED TO GROW AND FLOURISH. IDGH QUALITY CIDLD CARE REQUIRES MORE THAN LOVE. WE KNOW THAT A 10 YEAR OLD TAKING CARE OF IDS 2 YEAR OLD SISTER - LOVES IDS SISTER - BUT HE IS NOT TRAINED TO, HELP HER LEARN TO INTERPRET HER SURROUNDING WORLD, PROVIDE HER THE SAFETY OF EXPLORATION AND T~ COMFORT OF - PREDICTABILITY, THEREFORE, THE TRAINING OF PROVIDERS IS A CRUCIAL COMPONENT FOR PROVIDING APPROPRIATE CARE. HOWEVER, EVEN WHEN THERE IS AN ADEQUATE NUMBER OF PROVIDERS, STAFF TURNOVER RATES OFfEN EXCEED FIFfY PERCENT PER YEAR IN SOME 10/06/94 ccspeech.rgm\pI5 �u y LOCALES . SUCHIDGHEMPLOYEETURNOVERCAN INU ITYAND FRAGMENTS DAMAGE PROGRAMCONT C IDLDHOODATTACHMENTS . WHY DOSO MANY C IDLD CAREPROV IDERSLEAVETHE IRJOBS ? BAS ICALLY , BECAUSETHEYAREN 'T PA IDENOUGH . WE MUST ~ ~ CREAT IVELYF INDA WAY TOBETTERS EC IDLD CAREAND KEEP GOOD PEOPLEINTHEPROFESS ION . rJ ~ iJ:~ ~~ H . " ~ -- . .0'p .Q - t 4 • ~~ ~ e ,,) WHEN THESETHREEPO INTSARE INPLACE ,THEGAPS J~ 'o ~ ARE GJ ;BS RD AND THEC IRCLEOF CAREIS IBLE ? WHAT STRENGTHENED . BUT , WHO ISRESPONS ARE THEROLESTHATREP l l l iSENTAT IVESL IKEYOU CAN PLAY ? WHAT DOES A CAR INGCOMMUN ITYLOOKL IKE ? . ~~- WE BEL IEVE ,IT 'SA COMMUN ITYTHATHAS MADE A r . . . . . AND WHAT PARENTSCAN AFFORD . COMM ITMENTTOCLOSETHEGAP BETWEENQUAL ITY 10 /06 /94 c c sp e e ch . rgm \p16 . �A COMMUN ITYW ILL ING TOCLOSETHEGAPSIN THE ~ C IRCLE , GAPS BETWEENWHAT ISAVA ILABLE AND ' " I> WHAT FM f lL IES NEED IT INVOLVES : • C IV ICANDBUS INESS LEADERSWHO KNOW THAT THE IRBOTTOML INEAND THESTRENGTHOF THE IR WORKFORCE DEPENDS ON PARENTSWHO HAVE GOOD CH ILDCAREARRANGEMENTS AND CH ILDRENWHO ~ ~ _ r ~~ W ILL BE PREPAREDTOJO INTHATWORKFORCE . { a \ ) J - ~~r ~ • EARLYCH ILDHOODPROGRAMSTAFFWHO f \ RECOGN IZETHATALL CH ILDRENREGARDLESS OF INCOMEOR HER ITAGE ARE MORE AL IKE THAN fEN D IFFERENT , AND THATD IFFERENCE MOST OF MEANS R ICHNESS . 10 /06 /94 cc eec r~ I __ �• HUMAN SERVICE WORKERS WHO KNOW THAT THE QUALITY AND EFFECTIVENESS OF THEIR WORK IS BASED SOLELY ON THE RESPECT AND DIGNITY THEY GIVE TO CHILDREN AND FAMILIES. • COMMUNITY FOUNDATION PERSONNEL WHO RECOGNIZE THAT PEOPLE GIVING OF THEIR TIME AND GUIDANCE AS WELL AS FINANCIAL RESOURCES TO SUPPORT INNOVATIVE APPROACHES TO ADDRESS CHILD CARE ISSUES IS THE DEFINITION OF LOCAL PHILANTHROPY. • ELECTED OFFICIALS THAT WILL USE THEIR CREDIBILITY AND VISIBILITY TO CHALLENGE CURRENT PUBLIC POLICY AND FORM NEW ONES THAT WILL SEEK UNTRIED WAYS TO 10/06/94 ccspeech.rgm\p18 (L.DV''t:) E LOCAL CHILD �• SCHOOL PERSONNEL WHO REALIZE THAT THEY SERVE THE WHOLE CIDLD AND NOT JUST FOCUS ON ACADEMICS - THAT READINESS FOR SCHOOL MUST COVER A VARIETY OF DOMAINS INCLUDING IMMUNIZATIONS, NUTRITION, SOCIO-EMOTIONAL DEVELOPMENT AS WELL AS BASIC SKILLS. • EARLY CIDLDHOOD ADVOCATES WHO RECOGNIZE THAT TO MEET THE CIDLD CARE NEEDS OF ALL THE CIDLDREN IN THEIR COMMUNITY, THEY MUST SUPPORT IT FROM A VARIETY OF PERSPECTIVES, SUCH AS TRAIING, QUAltITY, SAFETY, AND PARENTS NEEDS. • PARENTS WHO TRULY CARE ABOUT AND TAKE AN ACTIVE ROLE IN PROMOTING NOT ONLY THEIR OWN CIDLD'S HEALTHY DEVELOPMENT, BUT ALL CIDLDREN IN THEIR COMMUNITY. 10/06/94 ccspeech.rgm\p19 �VI. THE CALL -\- 0 o c ~- - • IS YOUR COMMUNITY CLOSING THE GAPS IN THE CIRCLE? • IS THERE ENOUGH QUALITY CARE -- FROM BABIES THROUGH SCHOOL AGE? • DO YOU HAVE THE WHOLE COMMUNITY INVOLVED-NOT JUST THE DEDICATED cnn,n CARE WORKERS -- BUT THOSE CIVIC AND BUSINESS LEADERS WHO LEND MORAL AUTHORITY AND CREDIBILITY TO rms WORK? . / V TAKE A CLOSE LOOK AT YOUR COMMUNITY -- WE HAVE INVITED YOU HERE TO CONSIDER HOW YOU CAN STRENGTHEN THE CIRCLE OF CARE FOR CillLDREN. 10/06/94 ccspeech.rgnn\p20 �~ r i : Jl~ FTHEGRANTMAKERS HERE YOU • . • THEANSWERS DO / ~L ONEY AND IVEAND COMB INED GRANTS , BUTIN THECREAT ING TOGETHER CO MMUN ITYWORK INTHEWORDS OF MARGARET MEAD , "NEVERDOUBT ITTED THATA SMALLGROUP OF THOUGHTFULCOMM C IT IZENSCAN CHANGETHEWORLD . INDEED ,ITISTHE ONLY TH INGTHATEVERHAS . " TH ISIS AGREA6 0 T FORA : 1 0 /06 /94 c c sp e e ch . rgm \p21 II �V I I . CONCLUS ION i l lS WE INV ITEYOUTO TAKEADVANTAGE OF T OPPORTUN ITY. . . -FORREFLECT ION -FORTECHN ICALASS ISTANCE -FORFURTHER INGYOUR V IS ION ~~~~........... P :~l , JQ IN t JSINSTRENGTHEN INGTHEC IRCLEOF CAREFOR OUR C IDLDREN ! 10 /06 /94 c c sp e e ch .rgm \p22 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1994-10-10_RMawby_SPE Title A name given to the resource Russell Mawby speech, Joining Forces: Strengthening the Circle of Caring Communities for Children Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 10, 1994 for the W. K. Kellogg Foundation at the Child Care Conference. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1994-10-10 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a3d797d91c51e425be2ce55dcb92b039.pdf 203d6aace4bdcd276a2f8f3dbca630e7 PDF Text Text "EVOLUTION OF THE LAND-GRANT SYSTEM" Remarks by Russell G. Mawby Cha irman and CEO W. K. Kellogg Foundation Battle Creek , Michigan Meet i ng of ~n e Deans a~d Direct0rs of Land-Grant Colleges 0 f Agciculture, North Central Region Ch i ca go , Illiaois Oc t ob e r 11, 1985 I I appreci a t e your thou ghtfu l ness in i nv iting me to participate program. It ~n thi s a privilege and rare opportunity to meet with the leadership of ~s the colleges of agriculture and natural resources of the land-grant universities of our twelve Northcentral states -- the deans and the persons responsible for activi ties ~n Cer t ainl y this t research, t e a ch i n g , Extension, and international progr ams. s the h e ar t l an d o f Ameri c'ari agriculture. h ave provided leadership, not on l y ~n These i nst i t u t i ons thei r respective sta tes and region, but na tionally and i nternationally i n the past. It ~s to them we look with antici- pa tion and high e xpectation for th e futur e. I compliment you on this program and t he un usual collection of speak er s you have inc l uded. I commend you also for meeting jointly, bringing to gether your respective responsibilities in agriculture. I sense this ~s a new ex- perience for many of you and I would encourage you to con tinue this pattern of join t meetings, for one of the reali ties confronting and confound ing Ameri ca n agriculture is the fragment a tion o f i nterests and activi ties. Cer t a i n l y these are challenging time s in American agriculture. Fa r mi n g and agr i business have chan ged and wi l l change even more dramaticall y i n the �2 y e a rs imm ed i a te lyah e ad. L and -g ra n t un ive r s i t i e s~ a l s offisk ed r am a t i ca d - j u s tm e n ts i fthey a r et ob eb o t hr e s p o n s i v eand respo n sib le 1ns e rv1 ngt h e i r so ci e t a ln e eds . My obs e r va tion a f t e rh avi n gp ar t i c i p a t e d1n ~ o fj o u rs eSS1 0ns 1S tha t th i s1Sa g re a t m e et i n g , rn t e rm so f ideas and r h e t o r i c . I f .i, \f a c t, any of you , in d i v idua lly and a st e am s ,do any th ing mu ch o fw ha t you h av e be en s a y a v eb een a s ing , it w illh n ~an m ee t i n g . I I T he t h oug h t s I nowsha re w i t h you g rowo u t of a p e r s o na le x p e r i en c e and d e ep con v i c ti o n . F i r s t , I have an unbou nd ed a p p r ec ia t i o nf o rand adm i r atio no f ou r la n d g r a nt co lleg es and un ive rs ities. D es c ribeda s Am e r i c a 's f ir s td is t i n c t i v e co n t r i b u t i o nt oh ighe r edu ca t i o n ,"t h e s ei n s t i t u t i o n sh av eb een m a j o r p l a y e r si nsha p i ng Am e r i c a 's d e s t i n y . Th ey r e p r e s e n tone embod im en t o f the p h i l o sophy exp r e s s ed o ften byW . K . K el l o gg , "Edu c at i o no f f e r st h eg rea test oppor t u n i t yf o rr e a l l y imp ro v i ng one g ene ra ti o n ov e r ano the r." T h e i ct r a d i t i o n 1S con s i s t e n t w iththat o ft h eW . K . K e l l ogg Foundat i o n : Fo r th ea p p l i c a tio n o fknow ledg e tot h ep robl em so fp e o p l e . S ec ond, I amab enef i c i a ryo f~ r min Kent Coun ty , i Mchi g an . fa e land -g ran tp h i lo sophy . Ig r ew up on a Ou rc o u n t yagen ts -K ea ts K .V i n i n g , Coun ty A g ric u lt u r a l A g e n t , and E l e ano r D ensm oo re , Home D emon s tr a t i o nA ge n t-e n r i c h ed t h elifeo f the M aw by f am i l y in m anyw ay s . L a rg e l yt h rough t h e i r iu f l u e n c e, I h efi r s tm emb e r o f theMawbyfami l yt oe a r na b a c ca l a u r e a t ed e g r e e . becam et Fr o mea rl i e st d ay s of t h e4 -H p rog ramto t h epr e s e n t ,b o t hm y p e r s o n a ll i f e an d m yp ro f es s ion a l lif eh a v eb e en i n t e rm ingled w ith t h elan d -g ran t wo rl d . �3 Th ir d , you, 1nyou rv a r i o u sp o s i ti o n so f ~es ns a re p r i v i l e g e d t op rov i d e le a d e r s h ipf o rag ric u lt u r e ,t h ea r e ao fhum an e n d e a v o r wh i ch w a s z ed a so fp ar amoun tim p o r t a n c ew h e n t h eM o rrill A c tw a s p a s s e d in1862 . recog ni Ag ricul t u r eh a s be en p rope r lyd e s c r i b ed a st h eb a s i chum an e n t e r p r i s e ;o n l ya s peop le s u c c e e di na g r i c u l t u r e-- t h efund am en t a lp r o c e s s e so fs u s t a i n i n gl i f e t h ro ug h an a d e q u a t e sup p l yo fwho l e som e food-can t h e yt h e nr e d i r e c ttheir erg ies and r e s o u r c e st oo t h e ra c t i v i t i e s ,f u l f i l l i n gt h e i ra s p i r a t i on si n en s t a n d a r d so fl i v i n g and q ua l i t yo fl i f e .O u r l a n d g r a n tc o l l e g e so fa g r i cu lt u reh a v ea g r e a tt r a d i t i o n :y o ua r et h es t ew a r d so fthe f u t u r e ,t h e on e s wh ow i l lm a k e t h i n g sh a p p e n . Thu s , I reg ard m ytim ew i t h you a sp r e c i o u s . ' fu i l ev a r10US instit u tions p l a yd i s t i n c t i v er o l e s1 ns h a p i n gt h ea g r i c u l t u r eo f o u r cou nt r y and t h ewo r l d, no ne 1S mo r e impo r t a n tt h a no u r l a n d g r a n tc o l l e g e s o fag ricu ltu re, w ithu n i q u er e s p o n s i b i l i t i e sinr e s e a r c h ,t e a c h i n g ,E x t e n s i o n , and i n t e r n a t i o n a lp rog r am s . Y ou ri n s t i tut i o n se i t h e red u c a t eo rh ave t h eo p portu ni . t yt oLnf ' lu enc eb o t h the p e o p l eand t i le pL "OC eSS e s by w hich a g r i c u l t u re p rog resse s, ' f ui l e ag ric r l .tu re , , , i l li n e v i ta b ly ch ang e , yo uh ave t h eri c hand . , ; .w e " om eop p ort . u nity t osh ap et .ho se c ha ng es, I I I In c omm e n t i n gb r i e f l yo nt h ee v o l u t i o no fo u rl a n d g r a n t .m i .v e r siti . es, I o tp rov ide a d et a i l e dh i s t o r yb u t : : a t h e rw ill m a k eaf ew o b s e r vat i o n s . w ill n A . I ti su sefu l t obegi ao u rr e v i ewof t h ee v o l u t i o n a r yp r o c e s s by rem ind ing o u rs e l v es o ft h eLangu ag e in t h ea c twh i ch w a s s i g n e di n t ol a w by P re s i d en tL inco l no nJ u l y2 , 1862 . E a ch s t a t ewh ich a c c e p t e dt h ebenef its o f t h i sf i r s tl a n d g r a n ta c tw a s o b l i g a t e dt op r o vi d e : "A tl e a s ton ec o l l e g e w he re t h el e a di n go b j e c ts h a l lb e ,w i th o u t ex c lud ing o t h e rs c i e n t i f i cand �4 c l a s s ica l stud ies and i n c l u d i n gm i l i t a r y t a c t i c s ,t ot e a c hsu c hb r a n c h e so f learn i n ga sa r er e l a t e d toa g r i c u lt u r ea n dt h em e c h a n i ca la r t s. • • i no r d e rt o p ro rnot e L i .be raI and p r a c t i c a l educatLon o ft h ei n d u s t r i a lc l a s s e s in t h e ~ s e v e r a lo u rs u its and p r o f e s s i o n si .n L ife• • • " W h i l e each o ft h el a n d g r an t uni v e r siti . e ss t a r t e da s mod e st ,s im p l e E . _ : _ost i t i l ti ons, t h e yhave nOH b e com e comp le xu n i v e r s i t i e so fma j o rs t a t u r ea n d high q u a l i t y . I near l i e rd a y s ,a g r i c u l t u r ea n de n g i n e e r i n g n v . ~ ~ dom i .n ant, wit . h a lm o s t" e x c l u s i v erights" t ot h er e s o u r c e so ft h e.m i v e r sity, B o t hd e v e l o p e d pr o g r am so ft e a c h i ng , research, a n dp u b l i cs e r v i c e / o u t r e a c h /E x t e n s i o n . Th e p ri o r i t i e sf o rt h eu n i v e r s i ty t e n d e dt ob et e a c h i n g ,t h e nr e s e a r c h ,t h e n E x t e n si o n . NOH , ag ricuL t . r r e :LS o n l ya m o d e s t pa rt o ft h etotaI u n i v e r s i t y . I n g e n e r a l ,' :h ep ri .o r i t ie so ft h au n i v e r s i t yh a v es h i f t e dt opu tr e s e a r c hf i r s t , ~ en t e a c h i n g ,a n dt h e nE x t e n s i o n-w i t h ~ se ~ e a n do u t r e a c ha c t i v i - t i e scha racte ristic of a g r i c u l t u r eand o n l yl im i t e do t h e rp a r t so ft h eu n i v e r s i t y ,n o t cha r a c t eristic o ft h eu n i v e r s i t ya tl a r g e . ~ s m o s t :and -g rant u n i v e r s i t i e st o d a ya r el o s i n gt h ed i st i n c t i v e n e ss o f c h eba la nce o rb l e n do f' :eaching ,r e s e a r c h ,a n dE x t e n si o nwhich c h a r a c t e r iZ 2 st n el a n d g r a n tt r a d i t i o n . D . A s l a n d g r a n tunive rsities h a v eg rown i ns c a l ea n d in c om p l e x i t y , c o l l e ge s of a g r i c u l t u r eh a v et e n d e dt ob e com ec a p s u l a t e di n te llectua lly. t : JO T o l a r g ea ne x t e n t ,t h ef a c u l t yi nag r i c u l t u r eh a v ed e v e l o p e da ni n s u l a r m e n t a l i t y" L i vi .ngap a rt fro rni ° ' l t h e r: :h anb l e n d i n gw i t h t h em ai .n str e a rno ft h e ~n e e a l i f eo f =h e ~ns ~ n �5 E . \ i h e rea s in e a r l i e rd ay s , those i np o s it i o n so f le a d e r s h i pi nco l- le g e s of ag ric u ltu r et o o ka b r o a d and encom passing stanc e, t h er o l ea s s um e db y a g ri c u l t u r a ll e a d e r si nt h el a n d g r a n tJ n i v e r s i t i e sh a sb e com ep r o g r e s s i v e l y mo re n a r r ow . T o i l l u s t r a t e ,a tt h et u r no ft h ec e n t u r y ,d e a n so fag r i c u l t u r ea n d t h e i ra s s o cia t e sb ec am ec o n ce r n e dw i th b r o a d is s u e s im p a c t i n gu p o nt h eq u a l i t y of l i f eo f fa rm f am i l i e sand r u r a lc omm u n i t i e s . T h u s , t h e yw e re r e s p o n s i b l e f o rt h ec r e a t i o no fd e p a r tm e nt so fru r a l education , . e it h i nt h ec o l l e g eo fa g r i cu ltu r e ,t oa d d r e s st h einadequ a c ies o f the o n e c o om s c h o o l ;t h e yc reated d e p a r tm e n t sof r u r a ls o c i o l o g y ,t od e a lw i t h p r o b l em so ft h eb r o a d e rc o mm u n i t y ; they c reat e dd e p a r tm e n t so fhom ee c o n om i c s ,t oa d d r e s s ~e q u a l i t yo ft h ehom e and fam i l y liv i n g circum s t a n c e s on th ef a rm ;t h e y cre at . edb o y s ' and gi . r L sI c l u b wo rk (now4 -H )t or e l a t ef o rm a le d u c at i o nt of a rm1i ' " i n ga n da s a tec h ni .q u e to inject i n n ovat i o n s . Now , t h eem p h a s i s in c o l l e g e so fa g r i c u l t u r ei supon a g r i c u l t u r ep e rs e , w ith a h e a v yp r o d u ct i o no r i e ntat i o nbu tw i t h som e emp hasis u p o nm a n a g em e n t a n d ma r k e t i n g . C o n c e r nf o rb r o a d e ri s s u e so ff a rml i v i n g ,r u r a le d u c a t i o n ,r u r a l comm u n ity l i f e ,i n c l u d i n gh e a lt hc a r ean da l lt h er e s t ,h a sb e e ns i n f t e delse : w h e r ew it h in t h e unive rs i ty, a n dc o n t em p o r a r yi s s u e sm a y o r m ay no t b e e~ ti v e ly a d d r e s s e d . In th ec o l l e g e so fa g r i c u l t u r e ,t h i shas resu lted i ns e~ s e a ~a t i on, b u tw i t hd i f f ic u lt i e si ni n t e g r a t i n gt h e sp ecia lti e sand re lati n g th em t o the l a r g e r1 s s u e so fc h a n g i n gs o c i o / e c o n om i c / p o l i t i c a lc i r c um s t a n c e sa thom e a n da b r o a d . �-5- IV Two years ago, I had the pleasure of giving the Seaman A. Knapp Memorial Le cture at the Land-Grant Meetings in Washington. wa s a man of unusual vision. Undeniably, Seaman A. Knapp A pragmatic dreamer, he was adept at developing a c on ce pt of what the futur e might be, then analyzing the constr aints of problems, determining the research knowledge appropriate to thei r solution, and mobilizing the resourc es necessary t o the task. farsighted, clear. His field of view was broad, At the turn of th i s century and before, he provided a v ision of which all o f us are the beneficiaries. The conditions of l ife have changed in dramatic and remarkable ways since t h e days of Seaman Knapp. The challenge to those now in positions of leadership responsibility is to provide visionary leadership comparable to his in cl arity, breadth, and scope. My concern is that too many of you may suffer an impairment which might b e label ed "agricultural scotoma." In medieval La t i n , the language of medicine, scotoma 1S defined as a dimness of V1S1on. In pondering the future, I wonder -- do we in agriculture h ave e io.rgh breadth of v ision; do He s ee quite far enough; do we compreh end broadly en ou gh what agriculture can and should be at the turn of t h e century and beyond? Agricultural scotoma, to the extent such a condition may exis t 1n our intellectual processes, will prescribe a limiting V1S10n of t h e future. sharing with you my conc erns in this regard, I have organized my thoughts around seven poin ts. First, agriculture should take the lead in revitalizing the land-grant philosophy at you r inst i t ution, not just in rhetoric bu t in practice. In �-7I sense the un1que role envisioned for the univers i ty in the land-grant concep t is in jeopardy. The leadership of many of our land-grant institutions - - boards of t r u s t e e s , presidents, provosts, vice presidents for research, V1ce presiden t s for business -- simply do not understand the tradition and the d ream. To t h e e xtent it still exists, it is in your college. You have the responsibilit y for its re-invigoration there and beyond. A. There should be a systematic program of orientation for new faculty in your college o f agriculture and for the total university. Every new f aculty member should l e a r n about the land-grant trad ition and become aware of the breadth of the university's programs in teaching, resea r ch, and Extension -_. visit a county e xt e n s Lon office, visit the main e x p e r i me n t station and a a regional substation, see ,mat the uni- versity is doing to address human concerns 1n rural communities, county seats, and center ci ties. B. Undertake for your college a systematic program of development for department chairmen, who play su ch a critical role an the life of t h e institution. My contacts with department chairmeJ 1n a gricLilture wo u ld lead me to believe that many do not fully •m d e'r s t and or have a deep commitment to the land-grant notion. c. Build an expectation an your college that every faculty mernbe r wi l l have a responsibility to teach, create new knowledge, and relate their disc ipline to the needs of people iJ your state. They 3hould be encouraged in every possible way to undertake interdisciplinary, interdepartmental, inter-college activities. D. Reinforce this expe ctation in the reward syste m. Second, the stature of agriculture within the university must be elevated through conscience efforts by those in agriculture. �8 - T h em o d e r n l a n d g r a n tu n i v e r sit yi sa c om p l e x, s o p h i s t i c a t e d ,m u l t i f a c e t e di n s t i t u t i o n .A s o t h e ru n i t so ft h eu n i v e r s i t yh a v eb e e ne s t ab li s h e d and have gr ow n ,a g r i c u l t u r eh a sb e e nb y p assed i nr e l a t i v es c o p ea n d sc a l e w i t h in t h eu n i v e r s it y . B ec a u s eo fs p e c i a lf u n d i n ga r r a n g em e n t sg r ow i n g ou to f t h el a n d g r a n ti n s t i t ut i o n ,a g r i c u l t ur eo f t e nf i n d si t s e l f~n a d e f e n s i v e stance w it h i nt h eu n i v e r s i t y . O f t e nw ithin t h ec o l l e g eo fa g r i c u l t u r ei t s e l f ,a u n i f y i n gs e n s eo f?UL po se s e em st oh el a c k i n g . l . . fu et h e ro n es t u d i e st h eo r g a niZ 3 tio n a I cha r t o rt h e cou rse o f f e r i n g s ,o ra n a l y z e sa v a r i e t ya n ds c o p eo fd e p a r tm e n t a la c t i v i t i e s , t h e r ei sl i t t l e e vi d e n c eo fa c o l l e c t i v es e n s eo fm i s s i o n a r o u n dt h eth em eo f r i c u l "ag t u rs. " "F u r a ~easan s fac ult i e so fa g ricultu re rn m any i n s t i t u t i o n s ha v e d e ve l o p ed a ni n s u l a rm e n t a l i ty ,i s o l a t i n gt h em s e l v e st oa s i g n i f i c a n tex t e n t fr o mt h el a r g e ru n i v e r si t yo fw h i c h t h e ya r ea pa r t . A l l o f ~ s u gge s t sp 0 s s i b l e cou rses uf ac t i o n . IA . B r i g h ty o u n gm ind s m u s t ~ e a t t r a c t e dto t h eag ri . cu L t rraL f a c u l t y . B . Th e mi s s i o no ft h ec o l l e g em u s t b ec o n t i n u a l l yu p d a t e da n d c omm u n i c a t e dt h o r o u g h l yw i t h i n t h eu n i v e r s i t y and b e y o n d . C . T h o s ei na g r i c u l t ur em u s t becom e mo r e a c t i v ei nt h ei n s t i t u - tiona la f f a i r so ft h eu n i v e r s i t y . D . 0 " : Wh en p e r s o n si np o s it i o n so fa u t h o r i t y do n o thave a k n ow l e d g e ag ric u ltu re, t h ec o l l e g eof ag ricu ltu re s h o u ld a ssum e re spon si .b i .L i ty f o r; : :h e i : ce n l i g h t e nm e n ti nap p ro p ria t e( ' l ay s. E . S t u d e n t s and f a c u l t yi na g r i c u l t u r es h o ul dbe e n c o u r a g e dt o i n t e r a c tw ith di s c i p l i n e st h r o u g h o u tt h eu n i v e r s i t y ,c o n t r i b u t i n gto and b e n e f i t t i n gf r o 'l1 t h er i c h n e s so ft h ei n s t i t u t i o n . �9 Thi r d ,l a n d g r a n tc o l l e g e so fa g r i c u l t u r es h o u l da s s um et h ec o o r d i n a : " ing L a a de rs h ip r o l ei no u rn ation's p r o g r am so fa g r i c u l t u r a lr e s e a r c h . Wh e r e a s i ne a r l i e rd a y s thi. ,l e a d e r s h i pr o l ew a s a s s um ed b yt h eU n i te d S t i t e sD epa r tn ent of Agricu ' ltc r e, f o rt h ep a s th a l fc e n t u r yt h ee f f o r t sof t h a ta g e n c yh a v eb e e nl a r g e l yd e dic a t e dt ov a r i o u sp r o g r am so fd i r e c tb e n e f i t t osp ec if ic g r o u p so ff a rm e r s ,c o n s um e r s , and o t h e rs p e c i a li n t e r e s t s . In t h e vacuum w hi c hh a sr e s u l t e d ,l a n d g r a n tun ive rs i ties h a v et h eo p p o r t u n i t yt o d e v e l o pt h e mo r e s y s t em a t i ca n dr a t i o n a lp a t t e r nf o rd e t e rm i n i n gr e s e a r c h n e e d sa n dp r i o r i t i e si na g r i c u l t u r e ,t h ea l l o c a t i o no fr e s e a r c hr e s o u rc e s , and t h e coo rdin a tion of m u l t i p l e effo rts a c r o s st h en at i o n . W h i l e s p o r a d i c e f f o r t s a ~ b e e nm ad e to a d d r e s st h i si s s u e ,t h er e s u l t sa r en o ty e t ~ss i " ,T eo rc o n vI n ci .ng , T h ee ro si .ono fs u p p o r t ,b o t hf i n a n c i a land a t t i t u d i n a l ,f o ra g r i c u l t u r a l ~esea~ y' )UC c re a t i .vs and stata sm an li .ke to c e s o l u t i o n ~ se em st ob eo n ec o n s e q u e n c e . Iu r g e ap p ro a c h to t h i si s s u e ,l e s ti t b er e l e g a t e d t h ep o l i t i c a la r e n a . F o u r t h ,c o l l e g e so fa g r i c u l t u r es h o ul dl a u n c hn ew i n i t i a t i v e si nc o n t i n u i n ge d u c at i o n , augm e nt i n gt h e i rt r a d i t i o n a lcomm i tm en tt ol i f e s p a n l e a r n i n g . A g ri . cu ltu raI edurati .on, en comp a s s i n gv o c a t i o n a l .a g r i c u l t u r ea tt h e seconda r yL evel , pO i>tsecond a ry d eg ree o p t i o n s , and p rog ra rn s in 8 0 0 p e r at i v e E xte n si .on ,p r o v i J e st h el a r g e s tand m o s t com p lete i l l u s t r a t i o no fl i f e s p a n L ea r ni n gi nt h e~ c a nt a k e ~a d You r u n e n d i n gc h a l l e n g ei st ok e e pi t s o . h 'hi l ey o u s a t i s f a c t i o ni na c c om p l i s hm e n t s tod a t e ,I f i n ds u r p ri si .ng L n co n si . ste n c i . es, ~ a e u ni . ve rsi . ties h a v e; 1 0 t; )een a t It h i n ki t is f a i rt os a yt h a tt h el a n d g r a n t ~ e f o r e f r o n ti nt h ed e veLopm ent d e g r e e s . T h i ss e am sp a r t i c u l a r l yt r u ei nag ricu l ,tu re, ' J : :ex tern al . M any ag ric u Ltu r aI �-10s t u dent s drop out of college during the course of their undergraduate career, or never begin a degree program of study before launching into the family farm enter prise or otherwise moving into agribusiness. Your college of agriculture is probably the only college in your university which has faculty members res ident in every county of the s t a t e . Yet, typically, and in fact with only one or two exceptions to my knowledge, colleges of agriculture have done nothing 1n the creation of external degree programs to enable practitioners to compl ete the req u i r ements for bac ca l a ur ea t e or advanced degrees. Si milar ly, colleges of agriculture seem reluctant to move forward wi th the concept of experiential learning, in which academic credit is awarded for demonstrated competence and performance. With the t radition of "learning by doing" and applica t i on of resear ch knowledge in practical situations, it seems natural for agriculture to be a ca talyst, rather t han a spectator, 1n this excit i ng new development in continuing edu cation. Further , in agriculture there is lacking a systematic and comprehensive approach to the continu ing professional education of agricultural pr o f e s s i on a l s . \\There this has become institu tionalized in other professions, i t is spasmodic and random in the field of agriculture. Thus, while agriculture 1S in one sense the pioneer 1n lifelong lea rning and has been a pacesetter, it now seems to be lagging behind th e times as e xciting new developments occur in continuing education. Fifth, colleges of agric ulture should contribute more actively to the pr oce s s es of agricul tur al policy development. 'I'he decis ion-making pr-oc e s s by wh i ch agricu1 tur a l policy is established se0.flIS in disarray or v ir tua l.Ly uon ex is tan t in any rational s en s a , The Farn Bloc, which was a power fu I reality for two decade" following World War I, has been f'r agmen t e d by the dev e l.o pmen t »f commo d i t y and r eg i.on a l groups. While �1 1 f J r3 ~ nd ed yea rs, fa rm e r shad t h ei n i t i a t i v ei nd e t e rm i n i n ga g r i c u l t u r a l ?o licy, t o d a yt h o s e~ w a n t to i n f l u e n c ed ec i s i o nm a k i n g and d e f i n et h e p o l i c ya g e n d ai na g r i c u l t u r em u s t j o i nw i t hn o n f a rm s e c t o r so ft h ee c o nomy . It i sa p p a r e n tt h a tt h es c o p eo f trad itiona lf a r mp o l i c yh a se x p a n d e d. Conce rns f o rn a ti o n a ls e c u r i t y ,t h ee n v i r o nm e n t ,c o n s um e ri n t e r e s t s ,a n d e c o n o m ic a n dr e s i d e n t i a ld e v e l o pm en tnow i n f l u e n c et h ed ir e c t i o no fAm e r i c an a ~ e I no r d e rt h a ti n f o rm e dand p r u d e n t de ~ s ns can b em ad e r e - g a rd i n gf o o dp r o d u ct i o nand u s e ,a l t e r n a t i v ecourse so fa c t i o nr r ru st be f o rm u l a t e d ,a s s e s s e d , and commun i ca t e df o rt h econ si derat i o no f poli . cym a k e r s ~n b o t h th ep u b l i ca n dp r i v a t es e c t o r s . U n f o r tu n a t e ly ,w h i le t h ep r o c e s so fp o l i c ys e t t i n gin a g r i c u l t u r eh a s b ecom e mo r e tumu lt u o u sand t h ei s s u e smo r e u r g e n t ,t h een g a g em e n to fc o l l e g e s o fa g r i c u l t u r ei nt h i sa r e ao fp u b l i cc o n c e r ns e em st oh a v el e s s e n e d . You n eed o n l yr e v i ewt h er e s e a r c h and e x t e n s i o nb u d g e t a r ya l l o c a t i o n sf 0 ra g r i cul t u r a lp o l i c ya c t i v i t yi ny o u ri n s i t u t i o nt ov e r i f yt h i sim p r e s s i o n . A n a d d i t i o n a ld im e n s i o nr e g a r d st h eu n d e rs t a n d i ng o fa g r i c u l t u r eb y d e c i s i o n -m a k e r sa n dt h ep u b l i c . Mo s t of t h ep e o p l ei nt h eU n i t e d S t a t e s know l i t t l e o rn o t h i n ga b o u ta g r i c u l t u r eand a g r i b u s i n e s s . T h i ss u g g e s t sac h a l l e n g ef o rag r i c ultu re t og e n e r a t ec o n t i n u i n gp u b l i cu n d e r s t a n d i n go fa n ds u p port f o ra l lt h a ti sr e q u i r e dt oa s s u r ea r e l i a b l e ,c o n t i n u i n gs u p p l yo fh i ghq u a lit yf o o da tr e a s o n a b l ep r i c e s . I nt h el o n g e rt e rmI s u g g e s tt h a tc o l l e g e s of a g r i c u l t u r es h o u l de s t a b li s ha s an o b j e c t i v et h ei n c or p o r a t i o no f an u n d e r s t a n d i n go ft h ef o o ds y s t em a n dt h ew ise m anag eme nt of o u rr e n e w a b l e r e s o u r c e si n t ot h ef o rm a le d u c a ' : i o n o fa l lAm e c i c a n s . �1 2 - S ixt h ,c o l l e g e so fa g r i c u l t u r em u s t c o n t i n u a l l yd em o n s t r a t et h e ir efficac y ina d d r e s s i n gi s s u e so fc u r r e n tv i t a lp u b l i cc o n c e r n . Th ep u b l i c co nce r n sw h ich l e dt ot h eestablishm ent o f the l a n d g r a n t un i v e r s i t i e sa r en ol o n g e rv a l i d . Du e i ns u b s t a n ti a lp a r tt o .t h es u c c e s so f initiati v es w h i c h began w i t h t h el e g i s l a t i o ni n1 8 6 2 ,t h eAm e r i c a n p u b l i c now a s sum e sa r e l i a b l es u p p l yo fhi g h qu a l i t yf o o da treasonab le p r i c e s . C o l l e g es of a g r i c u l t u r ear eg e n e r a l l yr e g a r d e da sc o n c e r n e d ,n o tw i t h f o o ds u p p l ya n d n u t r i t i o n ,b u tw ith the s p e c i a l in t e r e s t so ff a rm i n ga n da g r i b u s i n e s s . I n t e rm so fvi t al n e e d sp e r c e i v e db yt h eAm e r i c a n p u b l i c ,c o l l e g e so fa g r i c u l t u r e w oul dg e ner a l l yb ec lassified a si r r e l e v a n t . R e c e n t su rveys o fi s s u e so fp u b l i cc o n c e r ns u g g e s ta c o n t em p o r a r y a g e n d af o rs o c i e t y , It is n o ts u r p r i sin gt h a ta r e l i a b l ef o o ds u p p l yd o e sn o t app ea ron the l i s t . Som e i t em s ,s u c ha sn u cl . e a ra rm s ,a r eo f im p o r t a n c et o 03 .11 o f ~s b u ta r en o tc e n t r a lt ot h em i s s i 6 n o ft h ec o l l e g eo fa g r i c u l t u r e . B ut othe rs, ho c eve r, a r ed e e p l y Lmbe d d ed : 'n c . i lt u r ei sco rnp rise d, ~ e d i s c i p l i n e so fw h i c h a g r i - Twocom e Lmm edi ateLy t om i n d : t h ec o n c e p tof h e a l t h p rom otio u /d i s e a s ep reve ntio n, tob o t hp r om o t e phy sic a l <N e l l -b e : ; 'ng a n dc o n t r o l ' I l e a l t hc a r ec o sts; and t h ep u b l i c conc e ro f o re n v i r a nm e n t a lq u a l i t y . A s r e g a r d sp h y s i c a lw e ll-being, w e . a l .Lknow t h a tan a d e q u a t es u p p l yo f n u t ritio u sf o o d is e s s e nt i a l .Ac o n c e r n £ 0) , - h• .im annutri . t i .on s h o u l db e i ·1 . co r - p o r a t e dm o re c om p r e h e n s i v e l ya n d im a g i n a t i v e l yi n t ot h ea f f a i r so fa g r i c u l t u r e I fp u b l i cf u n d i n gi st ob es u s t a i n e d . F u r t h er ,nu t r i t i o na sa f i e l do fc o n c e n t r a t i o n ~s o a tb e e nw e l l d ev e l o p e do rw e l l o r d e r e d in m o s t unive rsities. Col l e g e so fa g r i c u l t u r eq u i t ea p p r o p r i a t e l ymi g h tb et h em o b i l i z e r s o fc om p r e h e n si v eand c o o r d i n a t e de f f o r t st op r om o t e hum an n u t r i t i o n . �-13 - A s re g a r d st h ee n v i r o nm e n t ,a g r i c u l t u r eh a s a rich t r a d i t i o nof de ~n strated st e w a rdsh i p and a c c om p l i s hm e n t . U n f o r t u na t e l y ,r .n t h ec o n t em p o r a r y s c ene, a g r i c u l t u r e1S o f t e ns e e na sav i l l a i na n di son th ed e f e n siv e . A gr i c u lt u r es h o u l dm ove p o s it i v e l ya n da g g r e s s i v e l yt ot h ef o r e f r o n ti n env i ronm ent a li s s u e s ,r a t h e rt h an r e s i s tt h et i d eo f? u b l i cs e n t im e n t . I nsumm a ry ,t ow a r r a n t t h ec o nt i nui n ga n di n c r e a s e ds u ? p o r to fp u b l i c f u n d i n gb o di e s ,a g r i c u l t u r em u s t articu late c l e a r l yi t sr o l ei nse r v i n gt h e contem po ra ry c o n c e r n so ft h ep u b l i c . T r a d itional s u p p o r t ;g roup sN iH p rove inade q u ate i nt h ef u t u r e . F i nal l y ,c o l l e g e so fa g r i c u l t u r es h o u l da s s um eal e a d e r s h i pr o l e1n addr e s s in gt h ep r o b l em s of r u r a lAme ric a ,i np r e s e r v i n gt h ev i t a l i t yo ft h e c o u n t r y s i d e . W h i le u r b a n Am e r i c ah a s it sa r t i c u l a t es p o k e sm e na n dp o l i t i c a lcad re, t h e r ei sno c o h e s i v ev o i c eo ft h ep eop l eo ft h el a n dand t h esm a l l town st h a t co nstitute a g r e a tp o r t i o no fo u rp o p u l a t i o na n dt h ev a st on aj o rity o fo ur g e ogr a p h y . And e v e ni . nt h em o s t r u r a lo fo u r sta t e s ,l a n d g r a n tuni v e rsities ad d r e s sr u r a l1 s s u e s and needs i ns p o r a d i ca n di n a d e q u a t ew a y s . O n e o ft h epo t e n t i a l l yd e vastat i n gc o n s e q u e n c e so ft h ec u r r e n tc r u n c h i na g r i c u l t u r ei st h ed ebi l itatinge f f e c ton r u r a lcommuniti . e s, Th ee r o s i o n o fb o t h fa rmin com ea n dr u r a lt a xb a s ew i l l m ak e i t d i f f i c u l t ,p e r h a p s im p o s s i b l e ,fo rm any ru ra la r e a st os u p p o r t ~e v a r i o u se l em e n t so fw h a t s o c i o l o g ists and e c o n om i s t sc a l l" i n f r a s t r u c t u r e " ; s c h o o l s ,h o s p i t a l s ,r o a d s ,hum an ser v ic es, g o v e r nm e n t a l op er a t i o n s ,a n da l lt i l er e s to ft h ee lem ants t h a tcon · t r i b u t et ot h equa lity o fl i f e . �1 4 Th is f a c ts e em sl o s ti nt h ec h a o tics c r am b l eo f ~a a ~ now a d d r e ssi n gf a rml e g i s l a t i o n ,w ith v e s t e di n t e r e s t sv y i n gt op r e s e r v et h e i r p o s i t i o n s . F o r mo r e than a h a l . fcentu ry, t h eb a s i co b j e c t i v eo fAm e r i c an f a rm p o l i c yhgg b2 en ch e ap foon . A t t h i spo int i nou rh i s t o r y~e n e ed a p e r sp ecti .v el a r g e r ,mo r e comp rehen sIv e , mo r ev i s i o n a r y ,i f mu ch o f thec h a r a c t e r o f Am ericanli f ei st ob ep r e s e r v e d and n u r t u r e d . A nd S J, whosp eaks f o rRURAL -andm o b i l i z e s know l edg er e s o u r c e sf rom t h r o u ghou t th eu n i v ers i t yt oa d d r e ssru r a li s s u e s and n e ed s ? I hop e you rc o l l e g eo fag ricu ltu re do e s ! I nad d r e s s i n gag ricu ltu re 's sy s t emo fdevelopmental in s t i t u t i o n s , D r . J a m e sT . Bonn en o b s e r v e s , "P e o p l e,n o ts c i e n c e ,t r a n s f o rm e du . s . a g r i c u lt u re . M en andw om en, a c t i n gt h r o u g ht h e in st itu tions w h ich t h ey c r e a t e d ,d ev e lop ed s c i e n t i f i cknow l edg e , ch ang ed hum an v alu e s and a s p i r a t i o n s , m o d i f i e do l d inst itu tionsand c r e a t ed newon e sa st h e ys aw t h eneed , and step by step t r a n s fo rm ed t h ep rodu ct i v i t yand w e Ifa re o f U .s . fa rm e r s . " If eve r the re w as r i c h ,r i p e n ~ t ob ea d e an o r di r e c t o rwho "m a d e a di f f e r e n c e , "t h a ttim e1S now . I fa n y t h i n g , you rc lien te le a r emor e re ady t h a nis t h eac ad emy . Th e r ew i l lb eo p p o r t u n i t i e sa tt h er e g i o n a ll e v e l ,b u tt h el i n e so f the r e g i o na r ea r b i t r a r yand t h e r ea r eg r e a td i f f e r e n c e sb e tw e en and among s t a t e s . The re w i l lb eo p p o r t u n i t i e sf o r ~s a e e f f o r t s ,i fsu ch a d ir e c - t i on do e sn ot i nf a c tr e p r e s e n ta c o p o u t . Mu l t i st a t ee f f o r t scan b eu s ed t o stim u la te, m o t i v a t e , e n e r g i z e . �-1 -5 - I wou ld s u g g e s tt h a tt h es t a t el e v e li swh e r e it i sr e a l l ya t ! ! ! I ti sa r e a l i t yt h a tno -one i na c ad em i co r gov e rnm en t a la g r i c u l t u r e 1S rea llyh u r t i n g int h es e n s et h a tf a rm e r s and a g r i b u s i n e s sa r e . D i ck And er s o n , i nh i sv e r y tho rough and t h o u g h t f u lp r e s e n t at i o nl a s te v e n i n gobse rved, "A t t h eAnde rson si nM aum e e , w e h av eb e en th rought h em i l l t h e s el a s t n o n t h s . W e've r e d u c e d , re struc tu r e d , rea llo cated , red irec ted ,r e c y c l e d . And b o y ,a r e w e f o c u s e d : " I~ 380 c RGM : 19 e t h a tyou ,i nr e g a r d s toyou rc o l l e g e ,c an s ayt h a t1n 1990 . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1985-10-11_RMawby_SPE Title A name given to the resource Russell Mawby speech, Evolution of the Land Grant System Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 11, 1985 for the W. K. Kellogg Foundation at the Meeting of the Deans and Directors of Land-Grant Colleges of Agriculture. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1985-10-11 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/7fe313a7db7b0b6c28ca76e3cae73cd7.pdf 68fb604f9c7ee3c3da002cadbcfca5f2 PDF Text Text " FOmIDATI ON CULTI VATI ON, PRESENTATI ON, AND FOLLOW-UP" Rema r ks by Dr . Rus s e ll G. Mawby Pr e s i dent, W. K. Kel l ogg Found at i on a t the Boy Scout s of Ame r i ca 1979 Nat i onal Fi na nce Semi na r St. Louis, Mis s ouri Octob e r 12 , 1979 Th ank you v e ry mu c h , AI . of y o u t h is mo r n i n g. ~ene e OR I am d e l igh t e d t o b e wi t h a l l As Al no t e d , Sco u t i ng my li f e a n d I am p le ased ~~~~ h 35 had a Maje r aSl--- trl ~ ."l !UO L II i.ng to re p resen t a f o u n d ati on wh i c h h a s supp o rte d th e d e v e l o pme nt o f n e w pro g r a ms f o r y ou t h , i n c l u d i n g the Bo y Sc ou t s of Amer i c a, .t. v'e [~ ....--- --- \~ J, 6, d ec ~es . ~-~~~ ( ~ • ~ ~ ~.,. ~, \-.. v---- I arr iv ed i n S t . Lo u i s e a r l y y e ste r d a y af tern oo n i n ~-f)~ --~:! or d e r to h e ar Mr . Es t es ' c omme n t s o n th e fi. n a ncia l the Boy Sc o u t s of f~ e r i c a f u t u re of a nd b e cau s e I d id n o t wan t trave l lo gistic s to int e r f er e wi t h my h e a r i n g Re p r e s e n t a t i v e Ca ll ab l e' s c ommen ts thi s morn i n g o n ph i l an t h ro pi c l e gi sl at i on in t h e '80 s . Rep res en t at i v e Ca n a ble h as b e e n a c o n si st ent s upp o r te r of privat e ini t i ativ e and p h i l an t h r o p y j n ou r so c i e ty . }IR -17 85, o r the F i s h e r - Cona b l e Bil l, i s an a b s o l ~~ ess e n t i..aI - o f} �p iec eo f leg is l ation t h a t w ill do m uch to re s to r e inc e nti v es f o r charitab l eg iv i ng t h a t has be e n eroded as the g o vernm ent h M y ea r l ya r r i va l w as a ls op rom p ted by the desire t o persona l ly m eet a n d cha tw ith som e o fyou last n i ght , That 4DO t h ere a r e w e ll ove r~ sem in ar par t i c ipan t s , re pre s ent i n g mo r et h an 100 C oun cils f r om ~ . ~~ ea l'f u r r r i -an d poi f i ts in b e t w een -is a test i m ony t ot h e i mp o r tance w h ich eB oy S cou t so fA 'TIerica ,p la c eo nf i nanc ia l a ll of you, and th s t ew a rdshi pand pub lic tr u st, . , The fa ct t h at ove rtw o-th ird s of you are vol u n teer l e ad ers at t h e C o u n ci lle v el, i n c luding Counc i lp re s ident s , fina n ce vi c epresi d en ts, and financ e c h ai rm e n ,i sa ls o a rem ar k a bl etestim ony to y ou r ow n comm i tm ent o ft i m e and e f f o rt to B oy S cou t s and t oyour pa r t n e r s h i p~ n w o r k in gw it hthe S c o u ts! p rofessio na l s t a ff m em b e r sa tb ot h t h e C oun c i l and na t iona l le v e l s , �On e o f the m ost i m pressive aspects o fS c o uting has l o n g be e ni t s em p h a si son v olu n t e e r lea d e r sh i p an d on a in ~a i n ir ah i gh r a ti oof adu lt vo lun t eer st o ~ th a ttoday fi n d s mo r ethan one and h alf m i llio na d ult It i sa t r a d i t i o , a d ers w o rk ing wi t h the m e than t h r e ea n dah al f m il l i on le you t h in Sco u ting. i nt e r ~ is th is s t ro n gp rivate c i t i ze ni n v o l vem e n t -- o f financ in g , operation , an d pr o g ramm ing -- t h at ha sm ade s c o uting s u ch a c e n tr a l pa r t of t h e Am e ri c a ne ~ ..., II M y a s s i g n ed top i c th i sm a r P r es e n t a t i o n, a n d Fol l ow -up" ~ ~. " - ~ / 'C . . . . . . . for o ver 75 years. ~ i s" eri~ ~~~ ~ n d a t ~ n. e -U - l t i v a t i o n, - ~ ~~ ~ ~ J J1 -' ! b othA n dP a u l l Aymond a Da v i s suggested that I focu s on gu i d eli n es \oJhic hY .Q .1L . .might u s et oachi e ve f a v o r a b l e co ns i der a t i o n by f o u nda t i o n sof l o c21 C ounci lfu ndi n gproposa ls . C er t ai n l y th ere ha s been a o s ea n ds u p p o rt i ve r e l a tio n sh ip be t w ee n Sc o ut i n ga n d cl f o und atio n s, ex t e n d i ng a l l the w a y bac k to L ee H a n m e r of t h e R usse l lSage Foundation se r v ing a s se c ret a r y of t h ef i r st �o r g an ization co mmi t t e e of t h e B oy Sco u ts o fAmerica in 1910. r The f o u n d e ro f Scou ting, B ri t i sh arm yo ffi c e rand Iauthor Robert I c ribed how he d ec i ded B a d en -Pow e ll in 1906 des to r e wr i t ef o r boys h is m ilitary book A ids t oSc o u ting and t or e f o c u st h ebook on you th tra iD ing. B aden -Pow el l enj o yed te l l i ng t h esto ry of the B ritish br i gad ie rgen era lwho wa s r i d ing hom e from m ilitary m a n euv e r s w hen f r o mt h eb r an c he s o fa t r ee overhead he hea r dh is young son ca ll o u t , "Fat h e r , I ami nambus hand you h a ve pa sse dm e w ithou t see ing m e. R em em ber, you s h ou l da lways lo ok up as w el l a sa r ound you!tl Ba d en-Pow e l l obse r v e d that t h is i n c iden t opene dh is ow ne y e s t ot h efac t that tra in ing ot h er si nt h e sk il l s of obser v ation a r rd d e d u c ti o n has g rea t e d u cati o n a l va lu e . I tis st i l l t o d a ya cen tra lp a r t of S cout i n g . I m ight summ a r i z e th i s mo rn ing b y suggesting th at you u s et h 2 s esam eS co u t i ng pow e r s of ob s e r v a t i on and d educ t i . on i nyour approac h es to s e e k i ng f o undation s u ppo rt -- o r 'i n e v e n few er w o rds -- tha t you co nc e n trat eon th eS couting ~ �c r e d o "B ep repa r ed." ~ B y tha t, I m ean be p r ep ar e dby ha v i n g a gene ra lunde rs tand ing about p ri v a te fo unda tion s in our s o c i e t y, and m o re s p e cif i ca l ly , the ro le o fp riv a t e foundat i on s ~ you r ow n co mm un ity . W h e n the w o rd "foundation " is m e ntio n e d, t h e instan t r e a c t i on is t ot h i n kb i g: F or d , R ock e f e l l e r ,Jo h n son, M el l o n ,K res g e, L i lly, p e r haps even K e llogg. T hese a r e h i g h l y vi s i b le f o unda ti o ns w ith l a r g ea s s e t s ,s u bs t ant i a l a n n ua l expen d i t u res, pr o f essi o na l s t aff s, and na t i o n a lor in terna tiona ls p her e so fa ct i v i ty . Ye ton l y 38 f o u ndat i o ns ha v e as s et sof $100 m il l i o no rm ore. W e ne e d to rem ind o ur s e l ve st h a t 9 0p ercen to ff o u nda t i o ns -- o rs o m e 2 2 , 5 0 0 -~.~t..-.-~ h a v ea s se t sof l e s sthan $ 1 m illion. • ~ . ~~l -r ~ ~ e agg rega te cap ita l res o ur c e so f al lfounda t i o n si s a b o u t $27 b i l l i o n . T he i r inv e stmen t por t f o l i o sp r o d u c e s ome t h i ng sligh tly over $2 b i l l i o ni ni n c o m e -t h eba si s f o rg r ants m ade by f o u n d a tio n s. The s efi g u r e s still s e Em la r g e and im p r e s s i v eu n t i lt h e ya r epu ti n t ope r s p e c t i v e , �f o r examp le in r e l a ti o nt ofed e r a le x p e nd iture s. To il l ustrate t h i spoint, t h et o t a lca pita la s sets o ff o un dati o ns ,o r the $27 b i l l i o n ,i ss l ight l yle s st h an the amount spen t by t h e U .S. D epart m en to fH eal t h, Ed ucation, and W elfare in j u st a 0 Jc .\C..F-"7 ~ : (J-c?W "? ~ ~ s i x-m o n t h per i od . B u t wh il epriv at ef o undat i on resource s a r er e l a t i v e l ysm al l ,p r i va te g r an t do llars very o f te n ar e c r i t i c a la n dc ata l y t ic in pro vid i n gf o rex peri m en tation, r e d i r e ct i on ,a n dc h ange bo t hi ns o ciet yand i ni t s nonprofi t o r g a n i zatio n s . I tm ay be u sefu lt o i /a ~f n d at i n s ~ r e t brie f l y on the n7 0f a basi sfo ro u r exp lo r a t ion of t h eir r o l ei nre l a t i o ns h i pt oy o ur s p e c i fic ~lnc il ~e e d s . B roa dl y , ~------- -- --- - - t h e r ear efi v ec l assi f ic a t io n s of p r i v a t ef o unda t i o n s . I am s u r ey o u ca n id e n t i f y exam p l e so fe a c hI ny o u r own ex per i enc e o rg e og r a p h i c loca l i t y . 1 . The fami l yfo u ndati o n ,t h ep h ila n t h ropi cm echan ism f o rc h ar i t a b l eg i v i n gb ya s i n g l e fam i l yo rf a m i l y gr o up . �Mo s t fam il yf o u n d a tion s are re lat i v ely sm al l ,ha v e no p r ofe ss i o n a ls t a f f ,m ay li m i t t h e i rg r an ts t oce r t a in area so f i n te r es to r pu r p ose , and g ene r a ll yar el i m ite di nthe ir a phi cscope of act i v ity. geogr 2 . The c o mm un ity foun d ation, am e chan ismb y wh ich v a r i c u sd o n o r sc a ng ive t occ r nm unity p u r p o s e s . Th e CO lT lT I lUn it y f o u n d a t i o nh a si t s own b o a r do f tr st e e ~, ~ h a v e re s p o n s i - b i l ity f o radm in istrati o n of t h e funds p ro v i de d to it b y g i f to r be q uest . In i t sc h arter the ge o g r a p h i cscope o ft h e commun i ty f o u n d at i on ' si n te r e s t is p r es c r i b e d . 3 . The com pa n y-sponso red f o u n d at i on, t h e char i ta b l e anno fa b u si n e s s co r po rat i on. The p r o g r am a r ea so f in t e r e s t m ay b ep r es c r i b e da n d ver yo f t e ng ran ts a r em ad e t oconuuuni t i e s ~~ i nw h i c h t h ec o r p o ra t i o nca r r i e son i t sbus i ness a c t i v i t i e s . 4 . The spec ial pu r pose founda t i o n ,e s t a b l i s h eG by i n d i v i d u a l so rg r oups, w ith v er ys p e c i f i cp u r p ose si nm i n d . The s em ay re l a t et oresearc hi n t e r e s t ,p r o g r am activ ities, o rr e l i g i o u s purpos e s . ) �5 . The genera l-purpose found at i o n , w h ich h a s broad purpo ses, a n dw ithp r i o r i t i es es t a b lis h ed by boards of t r ustees on a co n tinuing basis i nresp o n s e to s o c ia lc h ange d . The s ea r et h el a rge p r iv a t ef o u ndat i on sm any of and nee w h ich you w il lre cogn ize -- Fo rd, R ockef e ll e r, and K e llogg. Th ey t e nd t ob e at least nat i o n al in te rm s of g e og raphic s c o p e of i n te r est . : g r a nt s ,wh il . / o I d e t erm ined by th e i rgov e r ning ( . . - I -- priva te fou n d a t i o n sm ake t h e ir own -.....-.... ~rn ~ r ~a s as ~ ~~~~ ~- -..-~~ h ou l da lso be not e dt h a t funding fo r indi v id u al s , It s f o rg e n e r a l operat i n g budgets, and f o r sc h o l ars h i p s, f e l low s h i p s ,and loan s is a v a i l ab le on l yf r o mr e l a t i v e l y~e\l f o u n d a t i o n s ,often w ith in spec i a ll i m i t a t i o ns . L - , 11 r~ Re g ar d l ess o ft y p eo r si z e ,f o un d a t i o n st o d ay r e c e i v e t \ .A -~~ m any t h o u s a nd s of w o rthy reque st s ,w h ich t h e ym u s t d e c l i n e e i t h e rfo rt h ere a s on t h at t h e r ea r en eV2 r enough f u n d st o go ar o u n d ,o rb e c a use th e re q u e s t sfa ll c l e a r l yo u t si d et h e f o u n d a t i o n 's fie l dof i n t e r e s t . O t he rapp licat i o n sa r e �poo r l yp r e pa r ed o rg ive l i ttle e v i d ence of care f u la nal y sis o ft h eo r gan i za t i o n's needs, its cred ib i l i ty ,o r its capacity t operfo rmthe t a s ks f o r w h ich f u nds are be i ng requested. Som eti m es the qua lifica t i ons o rp ro jec tstaff are no t w e ll t a b l ished o rt h e budge ta n d th em eans f o re v a lua ti n g es p r og r ess m ay no tb ep r ese n t ed con vin c i ng l y . JJ" tL . . . ~\- '-\~ ~ t~ . . ' L W ith f o unda t ion s t a f f ti m e lim ited, a nd t h ec o m pe tition - fo rs c arce founda t i o n dollars g r ow ing, a C oun ci ls h o u ld s t u d yt h o ughtf u l l y its ow n or g a n iza t ion an d th e charac t e r isti c s o f the fund ing s ourc e bef o re app l .y ing. Th eC oun cil s h ou l d : 1 . Know t h ef o undat i on' sa r ea of in tere s ta n d ob jec ti v es a n di t s capa city t og iv ea g r a nt i nthe amo u n t ne e d e d, 2 . Suhmi t on ly t h ose pro po sal sw h ich fa ll w i th i n the f o u n d c t i o n ' sareas of i n t erest and w ith in i t s m eans, «: ' : ~~ . ' ~~~ e~ ~. 3 . Q u e r y th ef o u n d a ti o n be f o re p r e par i n ga n ds u bm i t t i ng pr oposaL s, and : : : ' f- 4 . I fa gr a n tis m ad e , ma k e re g ular e v a l u a t i o n and o gr e s sr e po rts w pr ith a s u f f ic ie ntl yde t a ile de . o u n t i n g of foundati o nf u n d s. acc r= n I L - . .-v . , . .~ ' t-~- 7 endi t ~ e c d J l . ~ . J . . -! �~! _ .- ~ ~. ~ : es .. . . ~~ ~ ~ r . : ~ ~\ l ~ ~--- )~- :-.: ~. ~~.~ ~.~ ~ ~ . - ff il g h tb e fo llow ed ~-nt sever a le o r r e s=. ~ p o n A s ns L advi e e re g a rd ing the a ctual fa n d ing propo s a ls. n~, mo s t foundatio n s ar eprob lem - an d pe o p le - orie n te di nt h e ir r a n d are i n t eres t e di nprop o sa l s r an~ i n ~~ -"-~."\. ~ ~ j1 Tha tis w h i c h a r e si m i l ar l yc o nce r ned w hat p r ofes s i ona l p h i l ant h ro p hy i sa l l abou t. A t t h es a m e ti m e, e a ch foundatio f l i sd i f f e r e n ti ni t s approach t ot h eg r a n t m ak i n g pr o c e ss . Som e pr e f e ra p o t e n tia lg r a n t ee t oc o m p lete th ef o undat i o n ' s p r e p a r e df o rm ; ot h ers reque st a b r i e fle t t er o ut l i n i n g t h e p r o p o sa lh igh l i ghts fo l low ed b ym ore el a bo r ate p la n si ft h e f o u n da t i o n ex p r es s e s an in ter e st i npu r s u i n gar e q ue st. O t h e r f o u n da t io ns re q u i r ethe to t al p r o p osa l to be p r es e n t e d a tt h et im eo f th ei n i t i a lrequest. I t ' sa s~fe be t , as w e ll . ,t of o l l o wfive g e n e r a lp o j n t s i nw r i t i ng a l lp r 0 p osa l s fo rf o u n d at i o nf u n di n g : ( 1 )k . c ep t h e ritt~n p r o p osa l sho rt and c l e a r ;( 2 )s t a t e at t h e o u t s e tw ha ti sto be accom p lished, w ho e x p e c t st oa c c o m p l is h i t ,how mu ch i t w . ilI c o s t, a n d how l o n gi t w i l l t a k e ;( 3 ) /D �av o i d br o ad sw eep i n gg e neral i za t i on s; ( 4 ) test the p r o p o sition o no thers befor es u bm itt i ng it ;and ( 5 ) be prepa r ed to ( f\-.-~ <; 0',.) re t h i nk and rew rite the propos ~ al. ~ It is a l s o he l pfu lt oth i n kof a n yp r opo sa l i nt e rm s of it sba s i ccomp one nts: a c l e ar summ ar yof w ha tis t obe ac comp lis h ed; a de f e n s eof w h y the p l an i sn eeded; a de s c rip t i o n of t h e peop le t ob e invo lved; a r e a list i cfi n aTIci n g schem e ; a n d a de s crip t i o no f approp r iate o r gan iza t i o na lar r a n g em e nts, c i l le a ders h ip w ill b e fo r examp le how C oun par t ic u l a rpr o g ram . You m ay a s k, how do I go about d o i ng th is hom ew o r ko r be i ng s u f f i c ie nt l yp r epared in ~ app r oa c ht oa . ~ f n ~ a ti n ~~~~ My f i r . s tsuggestion wou ld b ef o r you to go t oyou rl o c a l l i b r a r yand ge t ac o p yo ft h ela t es ted ition o ft h eF o u ndat i o n D i re cto r y . Th e irec~ r is p u b l i s h e d by th e Found a t i o n C e n t e r , l o c ate di nN ew Yo r kC i ty , and i st h estan d a r d re f ere nce w o r k f o ri n f o rm a t i on on the 2 , 8 0 0l a r ge s tf o unda t i o ns in t h e U n i t e dS t a tes ; founda t i o n s w h ich h a ve re p o r t e d asset so f $1 / / �mi l l i on o rmo r eo rw h ich annua ll ym ake g r an ts o f$ 1 0 0 ,000 o r m o re . The D i re ct o r ya l so p ro vides v ery va luabl einfo rm at i o n r e gar d i n gt h ef i e l ds of in teres tof the s e fo u nda t i o ns, the ir l o cati o n by sta te and ci t y ,a n d abou t t h ei rtru stees and a d mi n ist r a to rs. I na d dition t opub li s h i ng th eD ire ctory, the Founda tion Ce n ter operates lib r a ries in N ew Yo rk a n dW ashi n g ton wh ich are open w i t h ou t c h arge t othe p u bl i ca n d co n t a in vi r tua lly al lthe p u b l i c reco r d sand pri n ted p u b l i c a tions r e l a t in gt o pr i v a t ef . oundat i o n s . S ixty c ooperat i n g co l l e ct i o n sin 44 sta te s are a lso open t othe p u b lic: ' Aca ll to t h e Founda t ion C en t e rin N ew Y o r kw ill gi v e you the loca t i o no f th e neare st reference c o l l ec t i o n . ~ M , ; ; '" f J . , .> -~ J l .a i. :-~ ~ ,)~ , - ~. ~ ~ ~~ \,--"- - ~ « t - ~_ " t t . ~ For example, usingone of thesecollections, you would ~~d t h a tt h eI , .K. Kel l o gg Foun d ation is ap r i va t eg ran tm ak i .ng foun d a tion t h a ts t r esses support or y ilo t pro jects w i t h in t h ea r eas of hea l t h ,e du ca tion, a n d agric u ltu r e-- a Foundation t h a tseeks t oapp ly e x i s ting know ledge in n ew a n d innova tive / c2 - ~ ' " : '+5 : -~ �w ay st oadd r ess s i g n ifica nt s o c i a lc o ncerns . B y using t h e re s o u r ces o f th eL ibra r y C enter o r its c o l l e c tio ns ,y o u c o u l dqu ick l y lear n-as I m enti o n e dearli e r-t h a tt h e K e llogg Founda tion ha s ha da h i s t orica l in t erest in s u c h p i l o tpro jects that add ress t h e problem sa n d pote n t i a lo f y o u t ha n d you th-se r v ing organ iz a t io ns . O u r f o undati o nhas m a d e gran t s to t a ling over $86 1 , 0 0 0 t oB oy S c o uts o fAmer i ca, inc lud ing pi l o tpr o j e cts t oexpand Boy Sco ut i n g in the co re ci t y ar e a so fm a jo r m et r o p o l i ta n c i t i e s i ~ Il l i n o i s, Ind iana ,I o wa ,M ic higan, a nd W isconsin. Y o u wO l i ld a l s o learn t h at th eK e llogg Founda t i o n has m ade tb , ; j o rg r a n t st oi t sl o c a lB oy S ma cou t C o u n ci lt oexpand e in ar ~ l ~~ ~ ~ s t \~~i i an. I na d d it i o n ,t h e K el l ogg Founda t i o nhas hi s to ri . c alLy m ad e al a r g ea n n u a l gra nt i ns u p p o r to ft h el o c a lU n i t e dW ay c ampa i g n ,w h i c h o fc o u r s ei nt u r nhe l p ss u p p o r tt h eo n g oi n g p r o g r am so ft h ea~ea noy S e o u e Counc i l . / .3 �There w ou l d be s o m e "pe r son al" b a dn ew s fo ryou i nt h i s ana l y s i so fK el l o gg Foundat i o ns u ppo rt, a n d mo st l i k e l y s i m ilar n ew s r e g a r d i ng the o ther m a jor na t ion a lo ri n ternat i o na l nda t ions. The bad new s is that t h e large found at i o n s fou usua l l ydo no t suppo rt the ongoingo p e r a tiona l pha ses of existing p rog r am s . w ith in ~ e~f~ o v t ~ ow n commun it i es. ~ m ake exc e p tions fo ro r g a n i zat i ons How ever, t h e ya r e m uch m ore e l yt os u p por tth e Boy Scou ts o fAm e rica at t h ena tiona l lik e l than t h e m o r e loca lized in itiatives of t h e ind i v i dua l lev C ounc i ls. . They a r e in teres t ed in inno\ a tiona n d ch a nge, and the dev e l opm en to f ideas a nd p r ogr a m s tha t n ~ t i nal o r i n t erna ti o n a l im pa c tand use. S o , my ce n t ra l m ess a ge t oyou t h i smo rning is th at, u n l e s s you h a v e a large gran tm ak ing founda t ion hom eb ased i n you rc cw n un ity, you focus you r hom ewo r k, your pow e r so f de d uc ti o na n d observation, o nt h eo t h e rtypes o f founda t i ons . For uh ile t h e fewb i gf o undations m ay b et h e m ost fam ili a r by nam e , and t h e m o s t new sw o rthy in vie vo f th em edi a ,t h e �"qu i e t m a jo rity" of th e sm all p r i va t e' foundat i on w or l d ar e c o ns c ie n t i ously pu rsui n g di v erse ac t iv i t i es w ith in your i n d i v idua l co mmun ities . A nd thr o u g h the peo p l eo f you r co r ru ,mn it i e s-large a n d sma ll ,i ne v e r y stat e-- and t oth e p r ' i v a t ev ol u n t a ry o rgani z at i ons and institu tion sw hi c h serve l o c a lne e ds , th e mod est co n t r ib u t i o ns of the s equ i e tfound a t io n s a r ev it a l indeed. e re s o u r c e s of the Foundat i o nC en ter, the U sing th f o u n da t i o n D irec to ry ,l o ca lpub lic l i b ra r y , the refe rence r eomof the loca l new spap er, and eve nt h e Y el l ow Pag es of --- r t h ete l e p h o ne d ire c t r ~ a::.~ can id~n t i f such found atio n s i ny o u r comm u n it y-- the s m a ll fam i l yf o undat i o n , commun it y f o u n d a t i o n ,o r com pany-spons o r e df o u n d a t i o nt h a tw ou ld have as p e c i a li n l e r e s t ,inde e da s p e c ia l st a ke, in t h ep r ogr a m s o fy o u r Coun c i l . F ind ou t w ha ta r et h e geog r a ph ic and p r o g r Gmmi n gi n t erests o ft h e s ef o u n d a tio n s ;w ho are on the i r b 0 2 r do ft r ustees o rd irecto rs; and whe t her they ha v e spe c i a l r e q u i r e m e n t s i nt e rm s of w ritt e nre q ues t sf o rg ra nts. ~)~ ~ _ _ ,.~ .. r-~ ,:- -~ . ~~ /. .5 \ r ~1 ) ' . . , . . . . , . -~ - . ~ ~ ~ �I na d d i t i o nt ot h e sm a l l p riva te foundati o n s w h ich m ay e / i s !i no rn e a r your lo ca lCounci l a r e a, do no t over l o ok t ~ e x i s t e n c e of th e loca l~ nit f o u n d ation. / SO ; : l : ? / There are 250 of t h ese comm un i t y foundat i o ns l o cated t h roughout t h eUnit e d St a tes. C o lle c t i v el yt h ey adm ini s ter ov e r$1 b i l l i o ni nasse ts. Afew -- t h e C leve land Founda t ion, the N ew YOL le C ommun ity T ru s t, a n d th e Ch icago C ommuni t yTr u st / / / h o l da sse ts o f over $100 mi v lion e a ch. Som e tw en t y ot h e r s ha v e endo \ v r n en ts of m ore q u i t e sm a ll. Chan ~re / you a r em ore aw are of the exi s t en ce of a commu n ity foundation in you r ow ns e rvice ar e a ,s i nc e t h e yare c h a r a c teriz e d by m u ltip le sour c es of fund i n g ,b y I J b o a r ds of tr u stees se le c t ed to r e p r esen tt h e pub lic i n t e r e s t I rn t h e i r con u n un ities , and by l o ca lo r reg iona lf o cus i n t h e i rg i v i n g ;t h u s ,t h en ation's 250 co mmuni t yf o u n d a t i o n s C I I qu as i -p ubl i c in r o l ea n d struc ture. I fyou expe r i e n ce d iffi c u lty com p i l ing a d ditiona l i n f o rm a tion abou t any s p eci f i cf o undat i o n , you c a n or d e r �foundat i on 990 -PF a n d 990-AR r e turn sf r omthe I n tern a l Re v enue S er v i c e . These a nnua l i n fo rm at i on r e tu r ns ar e c o mp le ted by a l l found a t i o n s and ar eav aila b l e fromth e I n t er n a l R e v enue S e r v i ce. You a lso can ob ta i ni n f o rm a tion abo u t a spec if i cf o u ndat i o n t h r o u gh t h e m ail by wr i ting t ot h eIn t e r n a l R even u e Serv i c e, P .O . B ox 187, Cor n w al l H e ight s ,P e nns y l v a n i a 1902 0 . Th e c o s ti s$1 . 0 0 and you w ill n ~ed t oin c l ude the fu ll nam e of t h e foundation ,c i t y and sta te in w h ich it is loca ted, the year of the re tu rn d es i r e d, and t h e em p loyee id en t ifi c ati o n numbe r . M any states a l s or e qui r et h a t fou ndat i o n s and c h a r itable tru sts annua l l yfi l ea co py 0 :th ese fo rm s w i t h / t h eS ta t e A tto r ney G ene r a l'so f fi c e . M y a d v ice i sknow your Counc i l's n e e d s and you rc o mmun ity 's r e s o u r c es -i n c l u d ing founda t i o n s . In e s se n c e , your s u c c e ss i nd r awi n g UpOi lt h e po ten ti a ls u p po r to ff o unda t i o n sw ill d e ~nd upon t h 2t y pe o fa na l y t i c a l ab ility, dedu ct i v ep ow e r s , / ; �a n d comm i tm en tt oresu lt st h a th a ve l o ng been h al l m ar k s of b o t ht h e leaders h ip and th e pr o g ramm ing of the B oy S cou t s of Am erica. I I I I wo u l d like t oend th is m o r n ing's session b yr e spondi n gt o any s p e c i f ic questio n s you m igh t ha v e re g a r d i ng f o u n dations . Be f or emoving to th at, i fyou wou ld p erm i t m e t od igress w i t h one g enera l obser v a tion. A s w ea ll know ,c h a r i t a b l e g i v i n g -- w h ile rising s t ead ily in do l l a r term s_ .h a s no t o n ly fai l e d to ke ep up w i t hi n flati o n ,i t has a ls o been . . d r o pp ing s t e a d il ya sa p er c e n t a ge of d i s posabl ei n c o me . A ll o fu s er~ t h i s mo rn i n g are o b v i o us l y conce r n e dw ith t h e f i n an c i n go fpr i v at es e c t o ri n i t i a t i v e s and w i t h t h ec o n t in u i ng v i t a l i t yo fp r iv a t ep h i l a n t h r o p y . Ib e l i e v ew e r e c o g n i z e t h a to u r fu t u r e s are i n ex t r i c abl yen t w ined. W e n ~ t h a t o u r s mus tbe a r e a f f irm at i on of t h ein d i v i d u a l ,a n dt h e v o l u n t a r y, e f f o r ti nou rs o c i e t y . �Inthat regard th e re s o urc e s of ri ~te fo undation s h a ve alw a y s be e n sm all i nr e l a t ion to n e e d. B u t wiseLy, th e y ~ la t-d tili ~d ad i stin etiv ea n d CD r a lyti . c rol . e for t h e Boy Scou ts of America a n d for m any ot h er orga n i z a t i o ns and e f fo rts t obette rt h e hum an c o n d i t i o n. I ft h e priva te, vo lu nt a r ys2ct o ri st ocon t i n ue s e r v ing a s an a l t e r nativ et oo ver-dependen ce on g o vernm en t, w e m ust r e d o ubL e our comm i tment and c o n tinu e to justif y th e pu b li c ! s f a i t h . An dH em ust H o rk t o g e t h er tOH ar dt h o s ee ; l c o m eany s p e c i f i cques t i on s you/ t onav e reg a rd ing 1"e f o u n da t i o ns. \vPC: 10/9 / 7 9 r-~~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-10-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, Foundation Cultivation, Presentation and Follow-Up Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 12, 1979 for the W. K. Kellogg Foundation at the Boy Scouts of America 1979 National Finance Seminar. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-10-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/9290559823ae710c48c2d7cbcf6894ec.pdf a37e46e6fd92692787d3d1edc36f875a PDF Text Text UNFINISHED BUSINESS PRESENTED BY RUSSELL G. MAWBY CHAIRMAN AND CHIEF EXECUTIVE OFFICER W. K. KELLOGG FOUNDATION AS THE JOHN W. OSWALD LECTURE IN HIGHER EDUCATION AT PENNSYLVANIA STATE UNIVERSITY OCTOBER 12, 1988 I IT IS AN HONOR INDEED TO BE INVITED TO PRESENT THE JOHN W. OSWALD LECTURE IN HIGHER EDUCATION. THANK YOU FOR THE PRIVILEGE OF JOINING IN THIS ANNUAL TRIBUTE TO A MAN WHOM I REGARD AS A PERSONAL FRIEND AND AS A DISTINGUISHED LEADER IN HIGHER EDUCATION. I FIRST CAME TO KNOW JACK OSWALD WHEN HE WAS SERVING AS PRESIDENT OF THE UNIVERSITY OF KENTUCKY IN THE MID-1960S. THE UNIVERSITY WAS DEEPLY INVOLVED IN WORKING WITH THE PEOPLE AND COMMUNITIES IN THE MOUNTAINS OF EASTERN KENTUCKY, PROVIDING EXPERIMENTAL LEADERSHIP FOR EFFORTS WHICH BECAME THE PROTOTYPE FOR THE FEDERAL GOVERNMENT'S WAR ON POVERTY IN RURAL AREAS. THROUGH SUBSEQUENT YEARS, INCLUDING HIS �2 THIRTEEN YEARS AS THE THIRTEENTH PRESIDENT OF THIS UNIVERSITY, I CAME TO REGARD HIM EVER MORE HIGHLY AS A LEADER, PRE-EMINENT AMONG HIS PEERS IN MODERNIZING THE HISTORIC LAND-GRANT PHILOSOPHY OF PUBLIC SERVICE TO ADDRESS CONTEMPORARY SOCIETAL NEEDS. BECAUSE THIS ISSUE -- PUBLIC SERVICE -- IS A CRITICAL ITEM OF UNFINISHED BUSINESS ON THE AGENDA OF PUBLIC UNIVERSITIES IN OUR COUNTRY TODAY, I HAVE SELECTED IT AS MY THEME THIS EVENING. IN THESE REMARKS I WILL DRAW HEAVILY UPON MY ADDRESS LAST NOVEMBER AT A PLENARY SESSION OF THE lOaTH ANNUAL MEETING OF THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES ANb LAND-GRANT COLLEGES. II THE OLDEST TRADITION OF PUBLIC UNIVERSITIES IS THE SPIRIT OF PUBLIC SERVICE. WHEN THE UNIVERSITIES OF GEORGIA AND NORTH CAROLINA WERE CREATED TWO HUNDRED YEARS AGO AS OUR COUNTRY WAS BEING FORMED, WHEN �3 GEORGE WASHINGTON ADVANCED HIS PLAN FOR A NATIONAL UNIVERSITY, WHEN THOMAS JEFFERSON SAT AT MONTICELLO WATCHING THROUGH HIS SPYGLASS THE GROWTH OF THE UNIVERSITY OF VIRGINIA, THE CENTRAL INTENT OF ALL THE FOUNDERS WAS TO SET HIGHER LEARNING WITHIN A PUBLIC CONTEXT. IN THEIR VIEW, COLLEGIATE STUDY SHOULD BE GUIDED BY THE PRINCIPLES OF THE CONSTITUTION, BY DEMOCRACY AND INDEPENDENCE, BY ABILITY AND AMBITION, NOT BY RELIGION OR HEREDITY. THE NEW NATION NEEDED AN ABUNDANT SUPPLY OF LEADERS TO SERVE ITS VARIOUS NEEDS. ACCESS TO EDUCATION SHOULD BE OPEN TO ALL WHO COULD BENEFIT FROM IT. THE CURRICULUM SHOULD INCLUDE PRACTICAL AND CONTEMPORARY SUBJECTS AS WELL AS THEORETICAL AND CLASSICAL ONES. RESEARCH, OR THE CREATION OF NEW KNOWLEDGE, WAS NOT A CLEARLY ARTICULATED ROLE FOR THESE INSTITUTIONS, THOUGH THE RECORDS SHOW FREQUENT REFERENCES TO EXPERIMENTATION AND DEMONSTRATION. PIONEERS. SUCH WERE THE ASPIRATIONS OF OUR �4 THESE AMBITIOUS GOALS WERE TOO BROAD FOR THE NEW LITTLE STATE COLLEGES TO ACHIEVE. SIXTY YEARS AFTER THE FIRST CLUSTER OF THEM WAS FOUNDED (IN 1862), AND AGAIN THIRTY YEARS AFTER THAT (IN 1890), CONGRESS CREATED TWO WAVES OF LAND-GRANT INSTITUTIONS, EACH ONE INTENDED TO BRING THE BENEFITS OF HIGHER EDUCATION TO A SECTOR OF THE POPULATION HITHERTO DENIED IT, A NEW PART OF THE PUBLIC. FOR THESE EIGHTEENTH AND NINETEENTH CENTURY PIONEERS, PUBLIC SERVICE MEANT ESSENTIALLY THE INSTRUCTION ON CAMPUS OF YOUNG, WHITE, FREE MEN 16 TO 22 YEARS OF AGE. THE ENLARGEMENT OF THE CLIENTELE EVEN WITHIN THAT AGE GROUP WAS NOT TO COME UNTIL MUCH LATER AND AFTER MUCH STRIFE. IT TOOK A HUNDRED YEARS FOR RESEARCH TO BECOME A FORMAL PART OF PUBLIC HIGHER EDUCATION. THE RESEARCH EMPHASIS WAS FIRST FORMALIZED IN 1887, WITH CONGRESSIONAL PASSAGE OF THE HATCH ACT, WHICH PROVIDED �5 FOR RESEARCH AND EXPERIMENTATION IN THE AGRICULTURAL SCIENCES. BUT RESEARCH DID NOT TAKE ITS PLACE AS AN ESTABLISHED PUBLIC UNIVERSITY FUNCTION THROUGHOUT THE INSTITUTION UNTIL WELL INTO THE TWENTIETH CENTURY. PUBLIC SERVICE, AS A CLEAR-CUT SEPARATE PRINCIPLE, DISTINGUISHING IT FROM THE SERVICE OF THE PUBLIC INTEREST THROUGH COLLEGIATE PROGRAMS OF TEACHING AND RESEARCH, ENTERED THE AMERICAN UNIVERSITY ABOUT A QUARTER CENTURY AFTER RESEARCH DID. IN 1914, SEAMAN A. KNAPP'S PIONEERING WORK IN AGRICULTURAL EXTENSION WAS ESTABLISHED NATIONALLY BY THE SMITH-LEVER ACT. MEANWHILE THE MOVEMENT FOR GENERAL UNIVERSITY EXTENSION, WHICH BEGAN AT CAMBRIDGE UNIVERSITY IN ENGLAND IN 1873, SWEPT THROUGH THE AMERICAN PUBLIC COLLEGES IN THE EARLY PART OF THE TWENTIETH CENTURY; THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION WAS FOUNDED IN 1915, ONE YEAR AFTER THE SMITH-LEVER ACT ESTABLISHED AGRICULTURAL EXTENSION. �6 III THE TERM HPUBLIC SERVICE H HAS COME TO EVOKE MANY IMAGES; ITS BREADTH IS BETTER UNDERSTOOD BY CITING FAMILIAR EXAMPLES THAN BY DEFINING A CORE IDEA. WHEN WE MENTION PUBLIC SERVICE, WE THINK OF THE COOPERATIVE EXTENSION SERVICE, GENERAL EXTENSION, LIFELONG LEARNING, COMMUNITY DEVELOPMENT, CONTINUING EDUCATION, DISTANCE TEACHING, AND OTHER ASPECTS OF OUR VISION OF A LEARNING SOCIETY. PRESIDENT VAN HISE OF THE UNIVERSITY OF WISCONSIN ESTABLISHED THE SPIRIT OF UNIVERSITY PUBLIC SERVICE EARLY IN THIS CENTURY IN HIS OFTEN-QUOTED COMMENT THAT THE BOUNDARIES OF WISCONSIN'S CAMPUS WERE THE BORDERS OF THE STATE. PUBLIC SERVICE SPROUTED IN TEST PLOTS AND ON MODEL FARMS THAT RINGED THE SMALL TOWNS OF RURAL AMERICA. IN TOWN HALLS, PUBLIC SERVICE TAKES THE FORM OF MUSIC PLAYED BY VISITING SOLOISTS OR MUSICAL �7 GROUPS FROM THE UNIVERSITY OR PROGRAMS ON MYRIAD TOPICS DRAWN FROM THE FULL RANGE OF THE UNIVERSITY'S DISCIPLINES. PUBLIC SERVICE IS ALTRUISTIC, AS STUDENTS AND FACULTY WHO VOLUNTEER FOR EVERYTHING FROM LITERACY COACHING TO THE UNITED WAY FUND DRIVE WILL TELL YOU. ITS INSTRUCTION IS ALSO FOUND IN THE MARKETPLACE, AS LEGIONS OF MANAGERS, ENTREPRENEURS, AND LABOR LEADERS CAN ATTEST. IT LIVES ON CAMPUS IN SEMINARS, SYMPOSIA, WORKSHOPS, AND RESIDENTIAL CONFERENCES, BUT IT TRAVELS FAR OFF CAMPUS AND UNTIL LATE AT NIGHT WITH EXTENSION LECTURERS. (THE TERM "EXTENSION" IS USED IN THE GENERIC SENSE, ENCOMPASSING ALL OF THE OUTREACH OR EXTENSION ACTIVITIES OF THE UNIVERSITY, INCLUDING THE WORK OF THE COOPERATIVE EXTENSION SERVICE.) PUBLIC SERVICE IS OLD ENOUGH TO BE A TRADITION, AND CONTEMPORARY ENOUGH TO BOUNCE OFF SATELLITES. IT LOOKS TO THE PAST AS IT FOSTERS LOCAL HISTORY CLUBS AND MOVES OUT TO THE FRONTIER OF THE FUTURE AS THE UNIVERSITY COOPERATES WITH INDUSTRY AND �8 GOVERNMENT TO TRANSLATE THEORETICAL KNOWLEDGE INTO PRACTICAL BENEFITS. PUBLIC SERVICE CREDITS THE EXPERIENTIAL LEARNING OF ADULTS SO THAT THEY CAN ESTABLISH THE FORMAL BASE OF THEIR EDUCATION. IT OFFERS STUDY OPPORTUNITIES TO PROFESSIONALS SO THAT THEY CAN STAY AT THE FOREFRONT OF THEIR PRACTICE AND CAN KNOW HOW TO ACCOMMODATE TO CHANGES IN THEIR CAREER PATTERNS. IT DISPENSES INFORMATION IN A STREAM OF PUBLICATIONS, RADIO AND TELEVISION BROADCASTS, CORRESPONDENCE COURSE LESSONS, FACSIMILE REPRODUCTIONS, AUDIO AND VIDEO CASSETTES, AND REPORTS FROM COMPUTERIZED DATA-BANKS. PUBLIC SERVICE OFFERS DIRECT HELP TO INDIVIDUALS, COMMUNITIES, AND THE WHOLE SOCIETY. IT GIVES A SEAL OF APPROVAL TO THE PRODUCTS OF FARMS AND FACTORIES, IT ACCREDITS OTHER INSTITUTIONS, IT HELPS PUBLIC OFFICIALS MASTER THEIR MANAGERIAL PROBLEMS, IT OFFERS �9 CONSULTATION TO NON-PROFIT INSTITUTIONS AND ASSOCIATIONS, IT HELPS GOVERNMENT BUREAUS KNOW HOW TO CONDUCT THEIR BUSINESS, IT SPONSORS CLUBS AND HOLDS COMPETITIONS FOR YOUNG PEOPLE, IT PROVIDES EXHIBITS AT COUNTY FAIRS, AND, DURING FARMERS' WEEK, IT SOMETIMES TURNS THE WHOLE CAMPUS INTO A MASSIVE EXHIBITION AND CLASSROOM. ALL OF THESE PUBLIC SERVICE ACTIVITIES DRAW UPON AND ARE TRUE TO THE TEACHING AND RESEARCH MISSION OF THEIR SPONSORS. IV IT WOULD BE POSSIBLE TO GO ON AT SOME LENGTH EVOCATIVELY NAMING UNIVERSITY ACTIVITIES WE WOULD ALL AGREE TO BE PUBLIC SERVICE BECAUSE THEY EXPRESS CREATIVE WAYS OF BRINGING THE REWARDS OF HIGHER EDUCATION INTO THE LIFE PATTERNS OF ALL SEGMENTS OF OUR EXTRAORDINARILY DIVERSE POPULATION. �10 AS THE PUBLIC UNIVERSITIES HAVE GROWN AND MATURED, THE TRIUMVIRATE OF THEIR MISSION -- TEACHING, RESEARCH, AND PUBLIC SERVICE -- HAS BECOME GENERALLY ACCEPTED, AT LEAST IN RHETORIC. TWO CLEARLY IDENTIFIABLE TENDENCIES HAVE OCCURRED. IN THIS PROCESS, FIRST, TEACHING HAS BECOME NARROWLY DEFINED, REFERRING ONLY TO THAT WHICH OCCURS IN A CLASSROOM OR LABORATORY SETTING, USUALLY ON CAMPUS, WITH STUDENTS ENROLLED IN COURSES FOR CREDIT LEADING TO CREDENTIALS. THE VAST ARRAY OF OTHER TEACHING CARRIED OUT BY UNIVERSITY FACULTY IN LESS FORMAL SETTINGS AND STRUCTURES IS LUMPED IGNOMINIOUSLY INTO PUBLIC SERVICE. NON-TRADITIONAL PATTERNS OF TEACHING, OFTEN WITH NON-TRADITIONAL STUDENTS IN NON-TRADITIONAL SETTINGS, ARE THUS RELEGATED TO A POSITION OF LESSER STATUS. SECOND, THE RESEARCH MISSION OF THE UNIVERSITY, THOUGH THE LATEST ENTRANT ON THE SCENE IN SOME RESPECTS, HAS BECOME OMNIPOTENT. PROFESSORS WHO NEITHER TEACH NOR DIRECTLY ADDRESS ATTENTION TO �11 PUBLIC CONCERNS ARE EXALTED. SUCCESS. PUBLICATION IS ESSENTIAL TO FACULTY BASIC RESEARCH IS PREEMINENT, WHILE THOSE RESEARCH EFFORTS DESCRIBED AS "APPLIED" ARE VIEWED WITH LESS ACCLAIM. THUS, IN THE ACADEMIC LIFE OF PUBLIC INSTITUTIONS TODAY, RESEARCH REPRESENTS THE ULTIMATE EXERCISE, WITH TEACHING -- ESPECIALLY AT THE UNDERGRADUATE LEVEL -- SEEN AS A MANDATED DUTY, AND PUBLIC SERVICE AN OBLIGATION TOO OFTEN ACCEPTED WITH RELUCTANCE. IN ANALYZING FURTHER THE PUBLIC SERVICE DIMENSION OF PUBLIC HIGHER EDUCATION, AN EVEN BROADER THEME MUST CONCERN US TODAY. PUBLIC UNIVERSITIES PERFORM SEVERAL LARGE CATEGORIES OF ACTIVITIES WHICH DO NOT SEEM TO BE CENTRALLY CONCERNED WITH EITHER TEACHING OR RESEARCH. IF THE PUBLIC UNIVERSITY HAS ONLY THREE FUNCTIONS TEACHING, RESEARCH, AND PUBLIC SERVICE -- THEN THESE OTHER ACTIVITIES MUST BE PUBLIC SERVICE EVEN THOUGH, UP TO NOW, FEW OF US MAY HAVE THOUGHT OF THEM UNDER THAT RUBRIC. �12 HERE ARE FIVE EXAMPLES OF WHAT I MEAN: THE FIRST IS THE PRESERVATION OF KNOWLEDGE, A GOAL WHICH UNIVERSITIES SEEK IN MYRIAD WAYS BUT MOST NOTABLY IN LIBRARIES, MUSEUMS, GALLERIES, AND SPECIAL COLLECTIONS. A SECOND KIND OF ACTIVITY IS THE PROVISION OF AESTHETIC EXPERIENCE. THE RICH PROFUSION OF MUSIC, PAINTING, SCULPTURE, BALLET, DRAMA, AND ALL THE OTHER ARTS WHICH POURS FORTH ON A UNIVERSITY CAMPUS CAN MAKE ITS NEIGHBORHOOD A DELIGHTFUL PLACE TO LIVE. MORE THAN THAT, CONCERT BUREAUS, RADIO, AND TELEVISION CARRY CAMPUS-BASED ARTS OUT SO WIDELY THAT VAN HISE'S DESIRE IS REALIZED MORE FULLY IN THIS RESPECT THAN IN ALMOST ANY OTHER. A THIRD CLUSTER OF UNIVERSITY ACTIVITIES ARE THOSE RELATED TO THE DIRECT CONSUMER SERVICES WHICH UNIVERSITIES PROVIDE. THEY MAINTAIN �13 HOSPITALS, CLINICS, TESTING LABORATORIES, PUBLISHING COMPANIES, HOTELS, RESTAURANTS, BOOK STORES, AND MANY ANOTHER KIND OF INSTITUTION OR SERVICE. IN SOME MEASURE, THESE FACILITIES AND SERVICES ARE THOUGHT NECESSARY TO SUPPORT A UNIVERSITY'S INSTRUCTION AND RESEARCH BUT SOME ACTIVITIES WOULD SEEM TO GO FAR BEYOND THAT NECESSITY. A FOURTH CONTRIBUTION OF UNIVERSITIES IS THE CUSTODIANSHIP OF YOUNG PEOPLE OF COLLEGIATE AGE. IN OTHER PARTS OF THE WORLD LESS WEALTHY THAN OURS, THERE IS AN ECONOMY OF SCARCITY. ONLY A LIMITED NUMBER OF PLACES FOR STUDENTS EXIST AND THERE IS VIGOROUS COMPETITION FOR THEM. THE CHOSEN FEW MUST WORK VERY HARD TO GRADUATE BUT ALMOST ALL OF THEM DO SO -- AND THEN THEY ARE SET FOR LIFE. SYSTEM. WE REJECT SUCH A WE WANT EVERY DOOR TO BE OPEN TO EVERY YOUNG PERSON WHO CAN POSSIBLY PROFIT BY ENTERING IT. WHILE WE NO LONGER BELIEVE IN COMPLETELY OPEN ADMISSION TO COLLEGE, WE ARE PREPARED TO ADMIT MOST �14 YOUNG PEOPLE WHO WANT TO ENROLL, SO THAT THEY WILL HAVE A CHANCE TO "FIND THEMSELVES" AND SO THAT THEIR FURTHER MATURATION WILL OCCUR UNDER RELATIVELY SAFE CIRCUMSTANCES. SOME PEOPLE EVEN CYNICALLY ARGUE THAT FAMILIES WILL SUPPORT (FINANCIALLY AND POLITICALLY) A UNIVERSITY WHICH CARES FOR THEIR CHILDREN AT RELATIVELY LOW COST. IN THE LATE 1940S, STUDENT BODIES INCLUDED MANY YOUNG MEN AND WOMEN WHO HAD BEEN TO WAR AND HAD GROWN UP BEFORE THEY CAME TO COLLEGE. OLD-TIMERS STILL TALK ABOUT THOSE WONDROUS DAYS WHEN STUDENTS REALLY WANTED AN EDUCATION AND INSISTED ON GETTING IT. WE HAVE MANY SUCH STUDENTS TODAY, BUT WE ALSO HAVE MANY WHO ARE ENROLLED WITH LITTLE SENSE OF PURPOSE. I COULD NOT ESTIMATE WHAT PROPORTION OF OUR CURRENT STUDENTS ARE BASICALLY CUSTODIAL CASES BUT, IN AIRPLANES AND STUDENT UNIONS AND OTHER PLACES, I HAVE SAT BESIDE TOO MANY OF THEM -- BRIGHT, FRESH, ATTRACTIVE YOUNGSTERS ENROLLED IN A HODGE-PODGE OF TRIVIAL UNDEMANDING COURSES AND NEVER QUICKENING INTO A LIVELY �15 INTEREST WHEN ASKED ABOUT ANY OF THE SUBJECTS THEY ARE "TAKING." HOW MANY OF THESE ARE ENROLLED BECAUSE THEY HAVE NO BETTER PLACE TO BE? WHAT PERCENTAGE OF OUR GRADUATE AND PROFESSIONAL ENROLLEES HAVE STAYED ON BECAUSE THEY DID NOT KNOW WHAT ELSE TO DO WITH THEMSELVES AFTER THEY HAD A BACCALAUREATE DEGREE? IS THE CARE OF SUCH PEOPLE TEACHING -- OR IS IT PUBLIC SERVICE? THE EIFTH KIND OF ACTIVITY IS THE UNIVERSITY'S ROLE AS ENTERTA INER FOR THE MASSES, PARTICULARLY THE MASSES WHO WATCH INTERCOLLEGIATE ATHLETIC EVENTS. IT SEEMS UNLIKELY THAT ANYBODY WOULD ARGUE THAT OUR VAST EXPENDITURES OF TIME AND MONEY IN SUCH SPORTS CAN PROPERLY BE ALLOCATED TO EITHER TEACHING OR RESEARCH. THEY MUST THEREFORE BE COUNTED AS PART OF OUR PUBLIC SERVICE. IN ADDITION TO TEACHING AND RESEARCH, OTHER MAJOR FORMS OF UNIVERSITY SERVICE THAN THESE FIVE MAY EXIST; BUT THESE SERVE TO �16 ILLUSTRATE THE BREADTH OF PUBLIC UNIVERSITY ACTIVITY TODAY, GOING FAR BEYOND THE HOME CAMPUS AND A NARROW DEFINITION OF EITHER TEACHING OR RESEARCH. v BASED ON A SYSTEMATIC REVIEW OF THE EVOLUTION OF OUR LAND-GRANT UNIVERSITIES, AND MY PERSONAL EXPERIENCES BOTH IN AND OUT OF THE ACADEMIC LIFE, I HAVE BECOME PERSUADED THAT THE CONCEPT OF THE TRIO OF FUNCTIONS WE USUALLY ASCRIBE TO THESE INSTITUTIONS -- TEACHING, RESEARCH, AND PUBLIC SERVICE -- IS INACCURATE AND PROBABLY COUNTERPRODUCTIVE IN FULFILLMENT OF THE VISION OF FULL SERVICE TO SOCIETY. ALL OF MY ANALYSIS SUGGESTS THAT THE BASIC FUNCTIONS OF THE UNIVERSITY, THE WORK IT MOST ESSENTIALLY DOES, ARE TEACHING (THE DISSEMINATION OF KNOWLEDGE), B~SEARCH (THE CREATION OF KNOWLEDGE), �17 AND (SOME WOULD SAY) ARCHIVAL (THE PRESERVATION OF KNOWLEDGE). OTHER MAJOR ACTIVITIES OF THE UNIVERSITY -- EXTENSION, MASS ENTERTAINMENT, CUSTODIANSHIP, OR THE PROVISION OF AESTHETIC ENJOYMENT OR OF CONSUMER SERVICES -- GAIN LEGITIMACY ONLY TO THE DEGREE THAT THEY ARE LINKED WITH TEACHING AND RESEARCH. SOME PEOPLE BELIEVE THAT THE PRESERVATION OF KNOWLEDGE SHOULD ALSO BE RESTRICTED TO MATERIALS WHICH CAN BE RELATED, NOW OR IN THE FUTURE, TO THE TWO BASIC FUNCTIONS. THUS, I WOULD ARGUE PUBLIC SERVICE IS NOT A FUNCTION BUT A PRINCIPLE WHICH ANIMATES AND GUIDES THE BASIC WORK OF THE PUBLIC UNIVERSITY. PROGRAMMATICALLY, IT MEANT ONE THING AT THE FOUNDING OF OUR FIRST INSTITUTIONS; IT MEANS SOMETHING QUITE DIFFERENT NOW. IT IS THE DESIRE DIRECTLY TO SERVE THE SOCIAL ORDER WHICH CREATED, NEEDS, AND NOURISHES THE PUBLIC UNIVERSITY. PRINCIPLE. IT IS NOT THE ONLY SUCH ONE CAN READILY THINK OF AT LEAST THREE OTHER GUIDING �18 INFLUENCES: THE TRADITION OF THE UNIVERSITY AS AN INSTITUTION; THE DEVELOPMENT OF THE DISCIPLINES AS BODIES OF KNOWLEDGE; AND THE DESIRE TO SERVE THE SPECIFIC STUDENTS ENROLLED BOTH ON AND OFF CAMPUS. ALL FOUR PRINCIPLES ARE EVIDENT IN A UNIVERSITY'S STRUCTURE AND ARE POWERFULLY FELT IN ITS OPERATION. CONSTANT TENSION EXISTS AMONG THEM, SINCE EACH, IF CARRIED TO ITS EXTREME, CONTRADICTS OR DENIES THE OTHERS. THE COMPLETE TRADITIONALIST REMAINS LOYAL TO LONG-ESTABLISHED STANDARDS, DISDAINING BOTH NEW KNOWLEDGE AND THE DESIRE TO ACCOMMODATE IMMEDIATE STUDENT NEEDS; HE LOOKS WITH DISTASTE AT PUBLIC SERVICE UNLESS IT CAN BE SHOWN TO HAVE BEEN FAVORED BY ABELARD. AN EQUAL PROVINCIALISM CAN BE FOUND AMONG THOSE WHO FOCUS ENTIRELY UPON THE DISCIPLINES, UPON THE IMMEDIATE NEEDS OF STUDENTS OR, FOR THAT MATTER, UPON PUBLIC SERVICE. A CHALLENGE FOR �1 9 UN IVERS ITY LEADERS ISTO BALANCE THE OPERAT ION OF THE PR INC IPLES REASONABLY WELL . VI POL IC IES CONCERN ING PUBL IC SERV ICE ARE OFTEN AS HARD TO STATE AND MA INTA IN AS ARE POL IC IES CONCERN ING TEACH ING AND RESEARCH . UN IVERS IT IES DO NOT MERELY RESPOND TO SOC IAL DEMAND OR REQUEST ; THEY USE THE IR ADVANCED KNOWLEDGE TO TRY TO PERFECT SOC IETY OR , AT ANY RATE , TO CHALLENGE ITD IRECTLY . WE LOOK TO OUR UN IVERS IT IES TO BE OUT FRONT , SETT ING A V IS IONARY AGENDA FOR SOC IETY -PROV ID ING LEADERSH IP IN ADDRESS ING S IGN IF ICANT SOC IETAL CONCERNS . THOMAS JEFFERSON SA ID THAT IN FOUND ING H IS UN IVERS ITY "1 WAS D ISCHARG ING THE OD IOUS FUNCT ION OF POUR ING MED IC INE DOWN THE THROAT OF A PAT IENT INSENS IBLEOF NEED ING IT . " WHEN SEAMAN KNAPP SENT AGENTS OUT INTO THE F IELD , THEY SOMET IMES FOUND AR ~E POSSES OF FARMERS WA IT ING AT �20 THE COUNTY LINE TO TURN THEM BACK. BEING THE THOUGHT LEADERS FOR SOCIETY IS NOT NECESSARILY AN EASY OR POPULAR TASK. DECISIONS ABOUT PUBLIC SERVICE -- WHAT TO DO OR NOT DO, WHEN TO BEGIN AND WHEN TO END, WHETHER TO PERSEVERE OR CONCEDE -- MUST, LIKE ALL OTHER UNIVERSITY DECISIONS, BE MADE IN EACH SPECIFIC CASE IN TERMS OF ALL THE RELEVANT FACTS AND VALUES. BUT AFTER 75 YEARS OF FULL-SCALE EXPERIENCE, THE MAJOR LESSON WE HAVE LEARNED ABOUT UNIVERSITY-BASED PUBLIC SERVICE IS THAT IT IS BEST CONCEIVED AS DYNAMIC AND CREATIVE TEACHING AND RESEARCH CARRIED OUT IN THE FULL DIMENSIONS OF THE HUMAN LIFE.-SPAN AND THE BROAD RANGE OF HUMAN ASSOCIATION BOTH ON AND OFF CAMPUS. THIS FACT IS NOT SURPRISING BECAUSE IN THIS COUNTRY PUBLIC SERVICE ORIGINATED ESSENTIALLY WITH AGRICULTURAL EXTENSION. OUR PIONEERING FOUNDERS WANTED TO EXTEND IN MYRIAD WAYS, THE KNOWLEDGE OF THE �21 UNIVERSITY TO NEW AUDIENCES. THEY QUICKLY DISCOVERED, HOWEVER, THAT ACTIVITIES UNDERTAKEN FOR THE PURPOSE OF PUBLIC SERVICE GREATLY INFLUENCE A UNIVERSITY'S WHOLE PATTERN OF TEACHING AND RESEARCH. EARLY IN THIS CENTURY, WHEN COUNTY AGENTS WENT OUT TO FARMS TO CARRY THE MESSAGE OF SCIENTIFIC AGRICULTURE, THEY FOUND PROBLEMS FOR WHICH THERE WERE NO EXISTING SOLUTIONS; IN RESPONDING TO SUCH NEEDS, BOTH EXPERIMENT STATIONS AND RESIDENT PROGRAMS OF TEACHING IN AGRICULTURE WERE TRANSFORMED. SUCH OTHER FIELDS OF PROFESSIONAL EDUCATION AS SOCIAL WORK, NURSING, LIBRARIANSHIP, ELEMENTARY AND SECONDARY TEACHING, SCHOOL ADMINISTRATION, AND BUSINESS MANAGEMENT WERE FIRST DEVELOPED OR GREATLY ENHANCED BY TEACHING IN THE FIELD. MANY BODIES OF CONTENT OR FORMS OF TEACHING ARE FIRST TESTED BEYOND THE PERIPHERY OF THE CAMPUS. SOME PROVE TO BE GOOD ENOUGH TO BE SPREAD WIDELY THROUGH THE UNIVERSITY'S PRACTICE; OTHERS CAN BE CONVENIENTLY FORGOTTEN. �22 IF WE WERE TO JUDGE THE LEVELS OF QUALITY OF VARIOUS FORMS OF UNIVERSITY PUBLIC SERVICE, I THINK WE WOULD DO SO IN TERMS OF THE EXTENT TO WHICH THEY INCORPORATE TEACHING OR RESEARCH. IN THE EARLY DAYS OF COOPERATIVE EXTENSION, THIS PRINCIPLE WAS EMBODIED IN THE PRACTICAL RULE THAT A COUNTY AGENT MIGHT TEACH FARMERS HOW TO CULL THEIR FLOCKS OF CHICKENS, BUT HE SHOULD NOT DO THE CULLING HIMSELF; SIMILARLY THE HOME ADVISERS SHOULD TEACH THE PRINCIPLES OF DIET, NOT MERELY PASS OUT RECIPES. THE PROFESSOR OF MANAGEMENT TEACHES BUSINESSMEN THE PRINCIPLES OF HIS ART BUT DOES NOT RUN THEIR BUSINESSES FOR THEM -- AT LEAST NOT ON UNIVERSITY TIME. PUBLIC POLICY FORUMS ARE BASED SO FAR AS POSSIBLE ON FACTS, NOT OPINIONS. THE FORTY-YEAR-OLD MUST BE TAUGHT IN A DIFFERENT WAY THAN THE TWENTY-YEAR-OLD AND THE SEVENTY-YEAR-OLD LEARNS IN STILL ANOTHER FASHION; TO THE EXTENT THAT WE GRASP AND RESPOND TO THESE DIFFERENCES THROUGH THE RESULTS OF RESEARCH, WE SHALL FULFILL OUR PURPOSE TO HAVE TRUE EXTENSION, NOT MERELY OFF-CAMPUS IMITATIONS. �23 THE TESTS OF RELEVANCE OF TEACHING AND RESEARCH SHOULD BE APPLIED TO THE FIVE OTHER FORMS OF PUBLIC SERVICE I SUGGESTED EARLIER -- THE PRESERVATION OF KNOWLEDGE, PROVISION OF AESTHETIC EXPERIENCES, DIRECT CONSUMER SERVICES, CUSTODIANSHIP OF THE YOUNG, MASS ENTERTAINMENT. WHILE I WILL NOT DO SO THIS EVENING, TO PURSUE THIS ANALYSIS DOES SHARPEN THE FOCUS OF THE UNIVERSITIES' MISSION AND SUGGEST GUIDELINES FOR CARRYING OUT ITS MYRIAD ACTIVITIES. BUT NOW, BACK TO THE BASIC FORMS OF PUBLIC SERVICE: TEACHING AND RESEARCH. IN FULFILLMENT OF THE UNIVERSITY'S PUBLIC SERVICE MISSION, THE TEACHING FUNCTION OF THE UNIVERSITY MUST BE BROADENED AND DEEPENED, TO FULLY INCORPORATE THE VARIED WAYS IN WHICH TEACHING MUST BE PERFORMED IN RESPONSE TO CHANGING DEMOGRAPHICS AND CONTEMPORARY NEEDS. IN THE FUTURE, REGULAR CLASS ENROLLMENT WILL CONTINUE TO BE IMPORTANT, BUT ONLY AS A PART OF A VASTLY LARGER WHOLE WHICH INCLUDES SUCH LIFELONG EDUCATIONAL SERVICES AS �24 CONFERENCES, SEMINARS, LECTURE AND CONCERT SERIES, TELECOMMUNICATION THROUGH MANY MEDIA, FIELD-STAFFS REACHING OUT TO PLACES SOMETIMES FAR DISTANT FROM THE HOME CAMPUS, AND THE PROVISION OF LEARNING OPPORTUNITIES FOR MANY CONSTITUENCIES, INCLUDING AGRICULTURE, INDUSTRY, COMMERCE, LABOR, FAMILIES, VOLUNTARY ASSOCIATIONS, AND SOLITARY INDIVIDUALS. THIS CHANGE FROM YOUTH-DOMINATED EDUCATION TO A LIFESPAN EDUCATION CONCEPTION WILL REQUIRE COUNTLESS CHANGES IN POLICY AND PRACTICE WITHIN UNIVERSITIES, THE MOST IMPORTANT OF WHICH WILL BE TO GIVE IT LEGITIMACY WITHIN THE PRACTICES OF FACULTY RECRUITMENT, PROMOTION, AND, IN PARTICULAR, REWARD. UNIVERSITIES QUITE PROPERLY ARE CLASSICALLY CRITICAL OF OTHER SOCIAL INSTITUTIONS WHICH FAIL TO REMAIN CONTEMPORARY IN STRUCTURE AND IN ADOPTION OF MODERN TECHNOLOGY IN PERFORMING THEIR SERVICES, EVEN WHEN CHANGES MAY BE A CONSEQUENCE. SWEEPING IN REVIEWING THEIR TEACHING ACTIVITIES, UNIVERSITIES SHOULD BE INTROSPECTIVE WITH EQUAL RIGOR. THE CURRENT FAILURE TO RECOGNIZE EXCELLENCE IN TEACHING , WHEREVER AND IN WHATEVER FORM IT OCCUR S, IS INE XCUSABLE. �25 SIMILARLY, THE RESEARCH EFFORTS OF THE PUBLIC UNIVERSITY MUST BE CARRIED OUT WITH AN ULTIMATE CONCERN FOR THEIR RELEVANCE TO SOCIETAL CONCERNS. THIS IN NO WAY THREATENS THE ESSENTIALITY OF SO-CALLED BASIC RESEARCH, FOR WHICH THE ULTIMATE BENEFITS AND CONSEQUENCES MAY NOT BE ENVISIONED. BUT IT DOES SUGGEST THAT BASIC RESEARCH ALONE DOES NOT ADEQUATELY FULFILL THE PUBLIC'S LEGITIMATE EXPECTATIONS IN CONSEQUENCE OF THEIR MASSIVE SUPPORT. BEYOND PEER REVIEW. THERE MUST BE ACCOUNTABILITY THE RESULTS OF RESEARCH MUST BE INTEGRATED INTO THE UNIVERSITY'S TEACHING MISSION, AVAILABLE TO ALL -- BOTH ON AND OFF CAMPUS -- WHO CAN USE IT. TO FAIL TO DO SO IS TO FAIL TO FULFILL THE COMPLETE UNIVERSITY ROLE. THE GENIUS OF THE PUBLIC UNIVERSITY LIES NOT IN ITS TEACHING OR ITS RESEARCH, BUT IN THE CREATIVE INTEGRATION OF THE TWO TO SERVE VARIOUS PUBLICS. THIS HAS BEEN THE HALLMARK OF OUR LAND-GRANT UNIVERSITIES, WHICH HAS EARNED FOR THEM THE DESCRIPTION OF BEING AMERICA'S FIRST DISTINCTIVE �26 CONTRIBUTION TO HIGHER EDUCATION. INTERNAL PRESSURES TO FURTHER EMPHASIZE RESEARCH AND DOWN PLAY PUBLIC SERVICE ARE TREMENDOUS. THUS, THE LAND-GRANT TRADITION APPEARS TO BE IN JEOPARDY, WITH MOST LAND-GRANT UNIVERSITIES LOSING THE DISTINCTIVENESS OF THE BALANCE OR BLEND OF TEACHING AND RESEARCH WITHIN THE SPIRIT OF PUBLIC SERVICE WHICH CHARACTERIZES THEIR TRADITION. VII LOOKING TO THE FUTURE, IT SEEMS WISE TO REMIND OURSELVES THAT, ULTIMATELY, SOCIETY'S NEEDS WILL BE SERVED BY THE PUBLIC INSTITUTIONS IT CREATES AND SUSTAINS -- OR, AS IN THE PAST, NEW SYSTEMS WILL BE ESTABLISHED TO REPLACE THOSE WHICH DISAPPOINT. THE AMAZING PROLIFERATION OF INDEPENDENT, NON-UNIVERSITY-BASED, PUBLICLY SUPPORTED RESEARCH INSTITUTES AND THE EXPLOSION OF NON-UNIVERSITY-BASED PROGRAMS OF CONTINUING EDUCATION FOR THE PROFESSIONS AND OTHER SPECIAL INTERESTS ILLUSTRATE THIS RESPONSE TO �27 PUBLIC NEED. TO THE EXTENT THAT SUCH INITIATIVES CAN PERFORM THESE FUNCTIONS EQUALLY WELL, INDEPENDENT OF THE INTELLECTUAL BASE WHICH THE UNIVERSITY PROVIDES, THESE TRENDS MAY BE SOCIALLY DESIRABLE. TO THE EXTENT THEY ERODE THE ROLE OF AND SUPPORT FOR PUBLIC UNIVERSITIES AND ARE SIMPLY A CONSEQUENCE OF INSTITUTIONAL FAILURE, THEY SHOULD PROVIDE CAUSE FOR CONCERN. ROBERT ANDERSON, CHAIRMAN OF ROCKWELL INTERNATIONAL, IN ADDRESSING THE CORPORATE-HIGHER EDUCATION FORUM OF CANADA EARLIER THIS YEAR, SUGGESTED THAT "EDUCATORS MAY WELL HAVE TO EXAMINE THEIR BASIC ASSUMPTIONS AND RETHINK THEIR OPERATIONS FROM TOP TO BOTTOM IN ORDER TO BE COMPETITIVE IN TODAY'S WORLD, JUST AS BUSINESS PEOPLE ARE DOING." WHILE ALL AMERICAN UNIVERSITIES, PUBLIC AND PRIVATE, NOW ENGAGE IN PUBLIC SERVICE, IT HAS BEEN MOST TRULY FULFILLED IN THE STATE �UNIVERSITIES WHICH IS WHY THEY PROCLAIM IT TO BE PART OF THEIR CENTRAL TRIAD OF PURPOSES. THE DESIRE TO RESPOND DIRECTLY TO SOCIETY AND, IN TURN, TO INCORPORATE THE IDEAS THUS GAINED INTO THE CENTRAL FABRIC AND PROCESSES OF THE INSTITUTION HAS BEEN A POWERFULLY GENERATIVE FORCE. IT HAS HELPED BRING THE STATE UNIVERSITIES TO THEIR WORLD-WIDE EMINENCE. IT HAS LED TO THE CREATION OF NEW CATEGORIES OF INSTITUTIONS OF HIGHER LEARNING, SUCH AS THE REGIONAL STATE COLLEGES AND UNIVERSITIES AND THE COMMUNITY COLLEGES. IT HAS CHALLENGED THE PRIVATE UNIVERSITIES. IT POWERFULLY INFLUENCES ALL NEW UNIVERSITIES OVERSEAS AND IT IS TRANSFORMING THE ANCIENT EUROPEAN INSTITUTIONS WHERE THE IDEA OF HIGHER LEARNING BEGAN SINCE PUBLIC SERVICE IS THE SPIRIT WHICH ANIMATES SOME OF THE BEST THINGS WE DO. WE ALSO HAVE BOTH A CHALLENGE AND A GUIDE FOR THE FUTURE. WHEN OUR MAJOR EMPHASIS IN PUBLIC SERVICE WAS MADE UP OF THOSE ACTIVITIES �29 EVOKED BY THE WORD "EXTENSION," WE FOUND THAT OUR DEEPEST SENSE OF REWARD CAME WHEN UNIVERSITY SCHOLARS ANALYZED SOME PART OF SOCIETY TO SEE HOW IT COULD BEST BE HELPED TO IMPROVE THE QUALITY OF ITS LIFE THROUGH THE USE OF THE UNIVERSITY'S RESOURCES OF KNOWLEDGE AND INSTRUCTION. WE DID NOT DO EVERYTHING PEOPLE ASKED OF US BUT, BY COLLABORATIVE PLANNING, GUIDED THEM TO THE REALIZATION THAT THE PROBLEMS OF INDIVIDUALS AND OF SOCIETY COULD NOT BE SOLVED BY IMMEDIATELY AVAILABLE REMEDIES BUT REQUIRED DEEPER ANALYSIS AND THE USE OF MORE PROFOUND PROCEDURES. AS WE ENLARGE OUR CONCEPTION OF PUBLIC SERVICE, I HOPE THAT WE SHALL FOLLOW THE SAME IDEA. WE SHOULD NOT SIMPLY OBLIGE PEOPLE BY DOING WHAT THEY ASK US TO DO. OUR TRIUMPHS OF THE FUTURE, LIKE OUR TRIUMPHS OF THE PRESENT AND THE PAST, CAN BE ACH IEVED ONLY IF WE HOLD FAST TO THE IDEA THAT THE PUBLIC SERVICES OF A UNIVERSITY SHOULD BE CREATIVELY RELATED TO ITS BASIC FUNCTIONS OF TEACHING AND RESEARCH. �30 IN LOOKING BROADLY AT SOCIETAL CONCERNS TODAY, THERE IS AN ALMOST DESPERATE NEED FOR OUR STATE UNIVERSITIES TO EMPLOY THEIR MARVELOUS RESOURCES MORE CREATIVELY IN SERVING PUBLIC INTERESTS. THE AGENDA IS VIRTUALLY ENDLESS -- ECONOMIC DEVELOPMENT AND JOB GENERATION, BIOTECHNOLOGY, ENVIRONMENTAL QUALITY, HEALTH CARE, COMPETITIVENESS, THE ELDERLY, YOUTH, ENERGY, PEACE, WELFARE REFORM, RURAL AND URBAN DECAY, WASTE DISPOSAL, THE CULTURAL ARTS -- THE LIST GOES ON. THE SUCCESS OF OUR SOCIETY IN ADDRESSING SUCH ISSUES WILL INFLUENCE THE QUALITY AND CHARACTER OF LIFE FOR BOTH CURRENT AND FUTURE GENERATIONS. TO ILLUSTRATE BOTH THE PROBLEM AND THE POTENTIAL, I WILL TAKE JUST ONE EXAMPLE FROM THE AGENDA: YOUTH DEVELOPMENT. WHILE DEMOGRAPHICS DEMAND ATTENTION TO THE REALITIES OF AN AGING POPULATION AND THE NEEDS OF THE ELDERLY, FURTHER REFLECTION AFFIRMS THAT THE FABRIC OF OUR SOCIETY IS UNRAVELING AT THE EARLY END OF THE LIFE-SPAN. �31 THROUGH THE 1980S, SCHOLARS HAVE EXAMINED IN MICROSCOPIC DETAIL THE PROBLEMS THAT CONFRONT AND CONFOUND AMERICA'S YOUTH. A SERIES OF DISTINGUISHED COMMISSIONS HAS DOCUMENTED THE LOOMING "CRISIS OF YOUTH," AND WARNED OF THE DANGER OF A "PERMANENT UNDERCLASS" OF THE YOUNG. THEIR REPORTS SERVE NOTICE THAT OUR WAY OF LIFE IS ENDANGERED BY SHORTCOMINGS OF THE RISING GENERATIONS. THIS CALL FOR A SHIFT IN FOCUS UNDERSCORES THE NEED TO RECOGNIZE THE VITAL ROLE OF VARIOUS lliELUENCES IN THE PROCESS OF GROWING UP. ELEMENTS COME TO BEAR. MANY THE FOLLOWING FOUR, AMONG MANY, HAVE SPECIAL IMPORTANCE: THE FAMILY. EXTINCT. THE TRADITIONAL AMERICAN FAMILY IS NEARLY IN 1955, 60 PERCENT OF AMERICAN YOUNGSTERS LIVED IN A HOME WITH A WORKING FATHER, A HOUSEWIFE MOTHER, AND ONE OR MORE SCHOOL-AGE SIBLINGS. BY 1985, LESS THAN TWO GENERATIONS LATER, THAT NUMBER HAD DROPPED TO 7 PERCENT. MORE MOTHERS, BY ECONOMIC NECESSITY OR CAREER CHOICE, ARE WORKING AWAY FROM HOME. �32 THE TRADE-OFF IS CONSEQUENTIAL. RECENT STUDIES SUGGEST THAT FULL-TIME, NON-PARENTAL, OUT-OF-HOME CHILD CARE COMMENCING AT AN EARLY AGE LEADS TO SOCIAL AND PERSONAL PROBLEMS LATER IN LIFE. SUCH CHILDREN ARE MORE LIKELY TO BE UNCOOPERATIVE, UNPOPULAR, HAVE POORER STUDY SKILLS, LOWER GRADES, AND DIMINISHED SELF-ESTEEM. IT IS REGRETTABLE THAT, IN GENERAL, SOCIETY HAS BEEN UNRESPONSIVE IN DEALING WITH THE SIGNIFICANT CONSEQUENCES OF CHANGING FAMILY CIRCUMSTANCES. THE ECONOMIC ROLE OF YOUTH. WHEN AMERICA WAS A PREDOMINANTLY AGRARIAN NATION, CHILDREN PERFORMED TASKS FROM A VERY EARLY AGE WHICH MADE A REAL CONTRIBUTION TO THE FAMILY'S LIVELIHOOD. CHILDREN WERE AN ECONOMIC ASSET. IN THE MAINLY URBAN AND SUBURBAN AMERICA OF TODAY, YOUTH ARE ECONOMIC LIABILITIES. TODAY'S SUBURBAN CHILD MAY HAVE SOME CHORES, BUT MOST ARE NOT CRUCIAL TO THE FAMILY'S WELL-BEING. WAYS NEED TO BE FOUND TO OFFER YOUTH OPPORTUNITIES FOR PERSONAL SKILLS DEVELOPMENT AND CHARACTER-BUILDING ... WAYS TO BOOST SELF-ESTEEM, TO BE CONTRIBUTORS TO AS WELL AS BENEFICIARIES OF THEIR FAMILIES AND THE LARGER SOCIETY. �33 THE MATURATION PROCESS. THE PERIOD OF DEPENDENCY FOR YOUTH HAS BEEN EXTENDED, OFTEN INTO THEIR MID- OR LATE-TWENTIES. EVEN AS THE AGE OF PUBERTY IS SHORTENED AND YOUNGSTERS ARE PHYSICALLY AND MENTALLY MORE READY AND ABLE TO PERFORM ADULT-LIKE ROLES, THE TIMEFRAME OF TRAINING TO TAKE ONE'S PLACE IN ADULT SOCIETY IS LENGTHENED. CAUGHT IN THE CONFLICT OF EARLIER MATURATION AND PROLONGED DEPENDENCY, MANY YOUTH ARE ENDANGERED BY A SENSE OF AIMLESSNESS AND ANOMIE. YOUTH NEED CHANCES TO CONTRIBUTE TO THEIR SOCIETY ... OPPORTUNITIES TO WORK AND SERVE AS EMPLOYEES OR AS VOLUNTEERS. BOTH CAN BE MOTIVATING AND REWARDING. IN THIS WAY ... BECOMING GIVERS AS WELL AS TAKERS ... YOUTH CAN MOVE BEYOND THE FENCES OF DEPENDENCY. THE SCHOOL. FROM KINDERGARTEN THROUGH HIGH SCHOOL, THE NATION'S SINGLE MOST PROTRACTED EDUCATION SYSTEM IS ONE DESIGNED IN AND FOR THE 19TH CENTURY. FEW OF ITS PARTS HAVE CHANGED IN FUNDAMENTAL WAYS TO MATCH THE EVOLVING NEEDS OF STUDENTS. POINT. A FEW EXAMPLES SHOULD ILLUSTRATE THE THE VALUE OF EARLY CHILDHOOD AND PRESCHOOL EXPERIENCES IS EVIDENT, BUT FEW SCHOOLS ADDRESS THESE NEEDS IN A SYSTEMATIC OR COMPREHENSIVE WAY. DESPITE A GROWING �34 NEED FOR A SAFE PLACE FOR uLATCHKEY u CHILDREN TO STAY BEFORE AND AFTER CLASSROOM HOURS, FEW SCHOOLS HAVE OPENED THEIR DOORS TO CREATIVE SOLUTIONS TO THE PROBLEM. EVEN IN LIGHT OF STUDIES THAT SHOW THAT STUDENTS' SKILLS DETERIORATE DURING A SUMMER uLAYOFF u DESIGNED FOR AN AGRARIAN SOCIETY, THREE-MONTH SUMMER INTERLUDES REMAIN AN ENTRENCHED PRACTICE. WHILE SCHOOLS CANNOT BE EXPECTED TO DO EVERYTHING, THEY SHOULD ASSUME A LEADERSHIP AND CATALYTIC ROLE IN ADDRESSING THE DEVELOPMENTAL NEEDS OF YOUTH. CONVENTIONAL WISDOM MIGHT SUGGEST THAT THE PROBLEMS OF YOUTH ARE TOO OVERWHELMING, TOO COMPLEX, TOO PERSISTENT, AND TOO EXPENSIVE TO SOLVE. SUCH AN AURA OF INTRACTABILITY COULD DESTROY PUBLIC SUPPORT FOR YOUTH PROGRAMS. THAT IS WHY THE MESSAGE OF A NEW BOOK BY LISBETH B. SCHORR, WITHIN OUR REACH: BREAKING THE CYCLE OF DISADVANTAGE, IS SO IMPORTANT: UIT IS A STRANGE AND TRAGIC PARADOX THAT CONFIDENCE IN OUR COLLECTIVE ABILITY TO ALTER THE DESTINIES OF VULNERABLE CHILDREN HAS HIT BOTTOM JUST AS SCIENTIFIC UNDERSTANDING OF THE PROCESSES OF HUMAN DEVELOPMENT AND THE RICH EVIDENCE OF SUCCESS IN HELPING SUCH CHILDREN HAS REACHED A NEW HIGH." �35 SCHORR HAS DESCRIBED THE ENIGMA. THEORETICALLY, SOCIETY KNOWS HOW TO DESIGN THE EFFECTIVE SCHOOL, HOW TO DELIVER HIGH QUALITY PRENATAL CARE, AND HOW TO EFFECTIVELY INTERVENE TO REPAIR DYSFUNCTIONAL FAMILIES. WE KNOW MUCH BETTER THAN WE DO. As SCHORR POINTS OUT: " ... IN THE LAST TWO DECADES WE HAVE ACCUMULATED A CRITICAL MASS OF INFORMATION THAT TOTALLY TRANSFORMS THE NATION'S CAPACITY TO IMPROVE OUTCOMES FOR VULNERABLE CHILDREN ... BUT MANY ADMINISTRATORS, ACADEMICS, PRACTITIONERS, AND PUBLIC POLICY ANALYSTS ARE NOT AWARE OF THE NEWLY EMERGING INSIGHTS, ESPECIALLY FROM OUTSIDE THEIR OWN FIELDS." SPREAD THROUGHOUT A GREAT UNIVERSITY SUCH AS YOURS -- IN MULTIPLE DISCIPLINES AND ADMINISTRATIVE UNITS -- IS A MARVELOUS AGGREGATION OF EXPERTISE ABOUT THE DEVELOPMENTAL PROCESSES OF YOUTH, FROM PRE-BIRTH THROUGH ADOLESCENCE. IS It POSSIBLE THAT THESE SUPERB KNOWLEDGE RESOURCES COULD BE BROUGHT TOGETHER IN A COHESIVE, COMPREHENSIVE AND COLLABORATIVE MANNER TO AID SOCIETY IN ADDRESSING MORE EFFECTIVELY THE EDUCATIONAL/DEVELOPMENTAL NEEDS OF ITS FUTURE GENERATIONS? THE CURRENT SPORADIC AND FRAGMENTED EFFORTS TO ADDRESS THE CONCERNS OF YOUTH ARE OBVIOUSLY NOT WORKING. HOPEFULLY, SOME UNIVERSITIES WILL COMMIT THEMSELVES FULLY TO SUCH A MISSION. CONTRIBUTION TO THE FUTURE COULD BE ENVISIONED. NO GREATER �36 VIII IN WORLD OVERVIEW TODAY, THE FINANCIAL STRENGTH AND CAPACITY OF THE UNITED STATES IS WEAKENING. AS NEVER BEFORE, THERE ARE LIMITATIONS ON BOTH PUBLIC AND PRIVATE SOURCES OF SUPPORT. THOSE INSTITUTIONS OF OUR SOCIETY WHICH ARE PERCEIVED AS ESSENTIALLY INWARD-LOOKING, AND THEREFORE PRIMARILY SELF-SERVING, WILL BE INCREASINGLY THREATENED. RECENT PATTERNS IN PUBLIC FUNDING FOR PUBLIC UNIVERSITIES NATIONALLY AND IN MANY STATES, MAY BE EARLY EVIDENCE OF THE EROSION OF PUBLIC CONFIDENCE AND EXPECTATION. TO DESERVE THE CONTINUING PUBLIC CONFIDENCE AND SUPPORT WHICH HAVE BEEN ENJOYED IN THE PAST, OUR PUBLIC UNIVERSITIES MUST CONTINUALLY DEMONSTRATE THEIR CAPACITY TO BE EVER MORE SOCIALLY USEFUL TO A SOCIETY UNDER STRESS. IN SO DOING THEY WILL SERVE THE PEOPLE WHO SUSTAIN THEM AND WILL BE TRUE TO THE VISIONS OF THEIR FOUNDERS IN SETTING HIGHER LEARNING WITHIN A PUBLI C CONTEX T. 1396KJ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, Unfinished Business Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 12, 1988 for the W. K. Kellogg Foundation at Pennsylvania State University for the John W. Oswald Lecture in Higher Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/cbba15674012519917b4b3d37541a03a.pdf 9e3762461fc3ad9586db55ea016c67d8 PDF Text Text R em a rk e by R u s s e l lG . M awby ,P r e s i d e n t W . K .K e l logg Found a t ion a tt h e 1 197 1- I n t e r -Am e r i c a i lCon f e r en c e on Ru r a .L You th f a n J o s e ,Co s t a Ri~a O c tob e r1 4 , 1974 I I ti sa p .L e a su r e ind e edf o rD r . Ch av e s andm et ob eh e r ev r i th you f o rt h i s1 974In t e r -Am e r i c anCon f e r en c e on Ru r a l You th . We h av ea p p r e c i a t e d v e rym u ch t h ep r i v i l e g eo fp a r t i c i p a t i n gi nt h efo rm a ls e s s i o n so ft h e Con f e r en c e andh av e en joy edt h ep l e a s u r eo fm e e t ing so m anyo fyou i n f o rm a l l y . Iwou ld e x p r e s sou r comp l im en t st ot h eN a t i o n a l Ex e cu t iv e Coro~ttee fo r ·t h e1 974Con f e r en ce ,t h eIn t e r -Am e r i c anRu r a l You th Adv i so ry Coun c i l ,P I JR . ande s p e c i a l l you rwond e r fu lh o s t si nCo s t aR i c a . To a l l w h oh av eb e ena p a r ti nt h ep l a n n i n gandcondu c to ft h i ss i g n i f i c a n tIn t e r Ame r i c a nm e e t ing , ou rg r a t i t u d eandc o n g r a t u l a t i o n s . I I I ti sa s p e c i a lp l e a su r . ef o rm et ob eh e r eb e c au s ea r u r a lyou th p rog r am c -Ln m y CH lO e , 4 -H C lub vo r 'k -v -h a sb e en animpo r t an tp a r to fmy l i f e . Ig r ewup on a f r u i tf a rmi nw e s t e r nM ich ig anandw a sa 4 -HC lub m emb e r . My e x p e r i e n c e si n4 -Hw e re an i n f l u e n t i a lf a c t o ri nmy l a t e rd e c i s i o nt o a t t e n dM i ch ig an S t a t e Uni v e r s i t y ,t h ef i r s to fmy f am i lyt oa t t e n dc o l l e g e . M y p a r t i c i p a t i o ni nt h eI n t e r n a t i o n a lF a rm You th Ex ch ang ep rov id edt h ef i r s t i n t e r n a t i o n a lexp e r i en c ei nmy l i f e .I nl a t e ry e a r s Ih av eb e en a l o c a l v o lu n t e e r4 -H leade randa 4 -Hpa r e n t . �2 P r o fe s s i o n a l l y , ~ f 'L r s tp o s it .L o nf ' o . l .Lo v .L u gg radua tion w a sa sa coun ty 4 -H C ' i .ub ag e n t. L a t e ri t w a s r,lY 'p r i v i l e ge t os e r v e8S t h es t at e4 -H C f . u bL ead .e r. r i tht h e Coop er a ti . v eE x ten sion Se r v i c eo fM j. ch ig anS t . at eU n i . ve r-sit y . D u ring t h a t tim eIs e r v e db r i e f l yo nt h eB o a r do fT r u s t e e so fou rN a tion a l 4 -HFound a t i on . Now,i t i . s m yp r i v i l e g et obe assoc ia ted w it htheW . K .K e llogg Found a tion , ag a in' f jt hv a r i o u s oppor t u n i t i e st obeinvol v e dw ith r u r a ly o u t h . I I I Ih av eapp r e ci a t e dv e r ym u c hthe ex ce l l e n tr e p o r t so nt h eK e l log g p r o g r amo fP I JR e . n dth e fou l 'd emon s t r at i o ncoun trie s --C o s t aR i c a ,G u a tem al a , P a r agu a y , an dV ene zu e l a. T h eq u a l i t ya ndimp a c to ft h e s ea c t i v i t i e sa r e imp r e s s iv e ind e Ad andw eex t e n dt ot h o s ei n v o l v e dou rc on g r a t u l a t i o n s and app r e c i a t i o n . Acon ce r nf o rr u r a lyoung peopl eha sb e en a p r i o r i t yi n t e r e s to f the w . K .K e l logg Found a t ion s i n c ei t w a s e s t a b l i s h e dmo r et h a n4 0y e a rs a ge . Th i s con c e rnh a sb e enre f lec tedi ns u p p o r to fs p e c i a lpr o g r am sd e s ign edt o imp rov eedu ca t i o n a loppo rt u n i t i e s ,h e a l t hs e r v i c e s ,t h egen e ra l w e ll-be ing o fr u r a lpe o p l e . Th i ss u p p o r th a si n c lud eda s s i s t a n c et oi n f o rm a ledu c a tiona lp ro g r am sf o ry o u t h ,w i t h suppo r to f4 -H C lub wo rk int h eU n i te d r s 'C lub si nt h eUn i t ed Ki n gdom ,i n c l u d i ng E n g l a n d , S ta te s; Y o u n gF a rme Wa l e s, S co tl a n d , andN o rth e rnI r e l and ;4 -H C lub w o rk i nNo r w a y andF i n l a nd , andMac r an aT u a i t h ei nIr e l a n d . Thu s ,w hen I I CA andP I JR app ro a ch edu sw i t ht h e i rp l a nt os t r e n gt h e n r u r a lyou th p r og I '8 J ! J ! I l ing i nL a t i n Am e ri c a ,i t w as n a t u r a lind e e d fo ru st obe i n t e r e s t e d o F r o mt h a tin i t ia ld i s c u s s i o ng r ew t h esp e c i f i creque s t w hi c hl e d t oou r suppo r tfo rt h i sp r -og r amo fP I JR an dt h ee xp e rim en ta le f f o r t sint h e s e fou r cou n trie s. �3 He are p.Le ae ed and proud to have this special emphasis r et'erred to as the "Kellogg Pr-o.j ec t ; " En truth " c.,f course , it t s your project" not ours. It has been developed by you, in yow. ' respe ctive countries and collectively through PIJR, to meet specific programmi ng needs and opportLrlities i n your own way . It simply has been our good f ortune to provide a bit of help in the f'ur-t.her-ano e of your effor ts. It is gratifying indeed to see t he ;..ray s i n "Whi ch pr i vate an d pu.b l i c :resources hav e j oined together i.n t his eff ort. I t is significant t hat ot h er pr i vate sponsor s have provided assistance i n each of the count ries. OnJ.y through sllch expanded suppo:rt, from both the private and public sectors, will jt be pos s ibl e t o mult i pl y this initi al ef f or t an d. to e ns ure i t s c orrt i nu at.L on . Dr . Chaves an d I had the pleaSUl"c last Sa t urday of visiting a near ChLme.Lt.enango i n Guatemala. realizing the significanc r:' of 4-s 4-8 Cl ub One cannot have such an experi ence without Cl ub involvement to the lives of the p eo ple involved, youngsters and adults alike, and to the community of whi ch they are a part. I very much r egret that, clu e to the illness of my father, I must leave tomorrow and th er ef ore will mi s s t.he t r i p to the 1:-_.-8 Club demonst r-et.Lon here in Costa Ric a. Dr . Ch av es had the p.Leas ur-e of such a visit here h ro year-s ago. Hopefully, our Foundat ion suppor t to this activity of PI JR and t hese demonst r at i ons in four count r ies wi l l be helpful to all of yo u. I would echo the comments of our Chairman, Mr. Steiner, expressing the hope that rural yont h of all countries might have s imilar experi enc es through the joint e f f or ts of the publ ic and p:ri v at e sectors . �4 IV Th"" theme of this Conference, "Rural Youth and Their Decisions for the 1980's." is significant and timely indeed. We can categorize the chal- lenges which c.onf'rorrt us in var'Lous ways, ':1ut it seems obvious as we view t.h e wE,ll--being of man in the years ahead, that the f'ol.LovLng t.hie e are among the over -riding Lss ne s : 1. A concern fur the health of' individuals. Basic to good health i s good nutrition,which in turn is dependent upon food, of the proper kinds, of good ql1ality, dnd in a dequate supply. In our world neighborhood, th e is sue of food supply is becoming ever more critical. Disturbing evidence is now appearing which suggests that severe malnutrition and famine will be experienced in greater degre <;; in vari ous parts of the world . Response to the health-nutrition-food equat i on must receive priority attention. 2. A concern for living in harmony with our environment--balancing the needs of people with concerns for nature, minimizing the intrusions on our ecology, taking compensating actions when the environment is violated, accommodating our life style today to the best long-term interests of mankind. 3. A concern for progress in human relationships. Underlying all of the other issues which conc er n us is the need to improve man's relationships with fellow man. Somehow, in an increasingly complex and inter-related world, we must improve our commitment and capacity to live one with another . v We are met here in a great hemispher i c conference, wh i ch hopefully will be stimulating and useful to each of us. Each of us has an individual role �5 andpe r s p e c t i v e re la tivet or u r a ly o u t h . S om eo fu sa r em em b e r s andvo lu l r t e e r ea~er o t h e r sa r ep r o f e s s i o n a l si ngov e rnm en t agen c ie s and o rg a n i z a t i o n s; som erep r -ese n tt h ep r i v a t es e c t o ri nv a r i o u sc a p a c i t i e s; som eh av el o c a l , o t h e r sn a t i o n a l,o ri n t e r n a t i o n a lr e s p o n s i b i l i t i e s . I ti sa p p a r e n tt h a tim p o r t a n tt h i n g sa r eh app en ing i nou rh em i sph e r e i nenh an c in g oppo r tun ities fo rr u r a l young p eop l e. E v e nmo r e im p o r t a n ta re s et h i n g sw h ich a r eh app en ing i ni n d i v i d u a lc o u n t r i e s ,th rought h ej o i n t tho e f f o r t so ft h ep u b l i c andp r i v a t es e c t o r s. T h emo s t impo r t an tt h i n g s ,o f c o u r s e ,a r eh app en ing i nl o c a lco mmun iti e s, a st h el i v e so fi n d i v i d u a l sa r e e n r i c h e dth roughi n f o rm a le d u c a t i o n a lp rog r am sf o ryou th . Ag r e a td e a lo ft im e ,en e rgyandr e s o u r c e sh aveb e en i n v e s t e di nt h i s con f er e n c e ,i nt h ee f f o r t so ft h ep l a n n e r s andt h einvo lv em en to fp a r t i c i p a n t s . T he g r e a tu nc e r t a i n t yi na co n f e r e n c eo ft h i sk i n di si t su l t im a t ec o n t r i b u t i o n t oimp rov e da ct i v i t i e sb a ckh om e . T h eg r e a td ang e ri st h a te ach o fu sw i l l re tu rn t oou rr e s p e c t i v er e s p o n s i b i l i t i e sand ,i nt h ebu syn e s so f ca tch ing e a l i n gw i t h ou r ev e ry -d ayt a s k s ,w ill c o n t i n u ew i t h" b u s i n e s sa su s u a l " up andd r a t h e rt h a nr e f l e c t i n ginou rd a i l yl i v e st h ein sp ira tionandc r e a t i v e a l t e r n a t i v e sw h ic hw ef i n ds t imU l a t i n gh er e . h ehop et h a tt h i scon f e r en c ew ill i n d e e dm a k ea d i f f er e n c e ,Iwou ld Int c l o s eby sha ringw i t h you s om ewo rd sf romm y4 -H d ay s wh i ch c o n t i n u et oi n f l u en c emy l i f e . Th e s ea r et h ewo rd so ft h e4 -Hmo t to: "T om a k et h eb e s tb e t t e r . " E a ch o fu sh a s ar o l eandr e s p o n s i b i l i t yi nwo rk ing w i t hr u r a lyou th . Wh i l e t h e r ei sm u c ho fwh i ch w ec anb eproudi nt e rm so fp rog r am s ,p a s tandp r e s e n t, t h e r ea l s oi su nf i n i s h e dwo rk . Thu s ,t h ec h a l l e n g et oe a cho fu si st odo wh a t ev er w ec a n ,i nou r ow nspe c ia l w a y ,t o"m a k et h eb e s to ftod aye v en b e t t e rt o mo r row ." � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1974-10-14_RMawby_SPE Title A name given to the resource Russell Mawby speech at the 1974 Inter-American Conference on Rural Youth Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 14, 1974 for the W. K. Kellogg Foundation at the 1974 Inter-American Conference on Rural Youth in Costa Rica. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1974-10-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/dc79166f43b838688fb56b10365b5477.pdf 68938fea98c31612d617e93bd1752290 PDF Text Text RGM's remarks on occasion of ..... 2:. \. . "'-- ~ --" k I ~ \r 1l: lAJ-c. W lc.. , A-~ . - -':l. ~ <! OlIo _ ~ ~:,,( \.9-- ~ -." ~~ I'i".' - , ~ 4)r ~ ! oJ.- ('01 . ~ __ 1_ , " - & .. ,J ; - ~~k' _ ... ~ -t---·,II::-" IL J- ~,. ~i 'Jl:.) U Jt-.. -' 1"1.0;:/' 1 "'i5~ )J.- '- .... cL:..-. .... ~7 ' r Q "" J..... \ .J) .,.... I A ..... \-0- ~ , - -- - c-, H SU ~. Kellog g Center, MSU~ SJct. 14, 19 8,8 1 ) Q...(1 «: ....sa-( ~.t- \ ) , ,.,J'J -r 1}-sa- ! , W .. l ~ I I . - ~ ~~ ..... ~J' ~_~ • , .... \ �Page 1 Contact: David Scott, Provost (517) 355-1524 or Judith Lanier, Education (517) 355-1734 or Cherryl Jensen, News Bureau (517) 355-2282 KELLOGG FOUNDATION MAKES MAJOR GRANT TO MSU FOR LIFE LONG EDUCATION EAST LANSING -- Michigan State University (MSU) has begun a "renaissance in lifelong education" through a comprehensive program of outreach services that involves all colleges within the University. The program is funded by a $10.2 million grant from the W. K. Kellogg Foundation of Battle Creek -- one of the largest single grants MSU has received from a private foundation. The grant was formally accepted today (10/14/88) by the University's Board of Trustees. In related action, the Board approved the appointment of James C. Votruba as assistant provost for lifelong education. Votruba is currently acting vice president for academic affairs and provost at the State University of New York at Binghampton. "The Kellogg Foundation grant enables MSU to become a national model in pioneering new lifelong learning possibilities just as it earlier provided a model for the land-grant university," said MSU President John DiBiaggio. "Lifelong education will become prominent alongside research and traditional instruction at the �Page 2 center of this great university. It moves lifelong education to the heart of the institutional mission." "Currently, the nation's higher education system prepares young people to enter the workforce with only moderate attention given to the continuing demands they face as employees, employers, and citizens," said Russell G. Mawby, the Foundation's chairman and chief executive officer. "Increasingly, people of all ages are seeking opportunities to continue their educations. We are confident that MSU can significantly influence the future direction and development of lifelong learning programs, and create models that can and will be replicated elsewhere." DiBiaggio described the renaissance as "a continuing partnership between MSU and the Kellogg Foundation" in serving the people of Michigan and said that it complements the Foundation's stated goal: to "help people help themselves." DiBiaggio also noted that lifelong education is a high priority for Michigan Governor James Blanchard who, in his 1988 "State of the State" message, said: "Lifelong learning must become highly valued and an urgent priority for everyone in Michigan. In 1988, we are going to take steps without precedent in the nation to meet that challenge." DiBiaggio said that the lifelong education thrust fits well into the priorities of MSU's first university-wide Capital Campaign, "MSU 2000: Access to Opportunity." The five-year campaign seeks to raise $160 million in private funding for the University. �Page 3 National Campaign Chair Robert D. Rowan, chairman of Freuhauf Corp. in Detroit, said: "Through this generous grant, doors will be opened to those who wish to earn an education, to seek new jobs, and to enrich their lives and their society. This is a people-oriented venture, a people-oriented university, and a people-oriented campaign." Judith E. Lanier, acting assistant provost for lifelong education and dean of the College of Education, led the effort to reorganize and expand lifelong education at MSU over the last four years and was the primary author of the grant proposal. She described lifelong education as a holistic "cradle to grave" approach to education which takes early learning and its effects on late learning into account. This includes the needs of youth, especially youth at risk, as well as the continuing education needs of adults. She noted that technological and social changes throughout the world have escalated the nation's awareness of the need to renew education. "To face the continuing economic challenge, we must become a learning society where lifelong learning is a highly valued priority," she said. "MSU intends to make itself a powerful example of the new educational ideal that promotes 'learning to learn' -education that does not end with a diploma or a degree, but which instead encourages continued learning of what one needs or desires throughout a lifetime." Industrial and governmental leaders, especially in Michigan, �Page 4 recognize that renewing and extending education into the adult years is crucial to the continuing economic and social health of society, according to Lanier. Michigan is an ideal laboratory, she said, for it ranks among the states most disrupted by the nation's rapid shift from a low-tech manufacturing economy to a service and high-tech economy. "Such shifts require workers to update skills already learned and often to learn entirely new ones," Lanier said. Continuing economic changes will require all citizens to gain heightened capacity for learning to learn. The Kellogg grant will fund several major thrusts in lifelong education at MSU: *Increased college and faculty participation in lifelong education by placing responsibility for it in the Office of the Provost, through the new assistant provost for lifelong education, and in the offices of all major administrators across the University. "This affirms that lifelong education at MSU is one of the fundamental academic functions of the University and that the colleges, departments, and schools are ultimately responsible for carrying it out," said Lanier. "It becomes an integral part of our academic mission ." Most lifelong education programs (LEP) have already been reorganized so that they are jointly administered by various academic and nonacademic units with common interests and areas of expertise. For example, WKAR radio and television is jointly administered with the College of Communication Arts and Sciences; LEP library services with the MSU library; and executive and �Page 5 insurance programs within the College of Business. Central LEP administrative offices will be moved to the Hannah Administration Building while several important LEP support offices will continue to be housed in the Kellogg Center. *The establishment of six regional Lifelong Education Exchanges located throughout the state. The exchanges will be closely linked to and, in some cases, share facilities with the Cooperative Extension Service. Lanier said the exchanges will serve a "brokering function" by "making educational needs within each region known to the University and making educational services of all kinds available to potential users in each region." *The establishment of a Center on Teaching for Lifelong Learning. The Center will conduct research on educational policy and practice related to lifelong learning. It will be jointly administered by the College of Education and will work closely with the already-existing MSU Institute for Research on Teaching. ''(The expansion of information technology facilities in order to provide educational opportunities and services in the most effective and efficient ways. This includes expanding teleconferencing and instructional TV facilities on campus and in the regional exchanges, improving access to data base networks and modernization of the MSU library's catalogue, and providing statewide access to it. *The initiation of a series of demonstration projects, in �Page 6 cooperation with local and regional educational institutions. Such projects would be targeted toward fulfilling pressing social needs such as those of at-risk youth. *The initiation of a pilot program to provide lifelong education programs to selected professional groups in Michigan. Targeted professions include business, health and medicine, public policy officials, education and engineering. This will be a cooperative venture among several MSU colleges and units. The partnership in lifelong education between the Kellogg Foundation and MSU dates back to 1949 with a grant to MSU for construction of the University's Kellogg Center, which became the flagship of similar continuing education centers around the country. One of the most heavily-used buildings on campus, the Center houses numerous continuing education activities and hosts more than 200 conferences and 300,000 visitors annually. Earlier this year, the Kellogg Foundation made a $5.1 million grant to MSU toward expansion and renovation of the building. The Foundation is a major contributor to MSU; over the years, it has granted a total of $59.7 million to the University (including today's $10.2 million). The W. K. Kellogg Foundation, established in 1930 to "help people help themselves," has distributed more than $1 billion in support of programs in agriculture, education, and health. Areas of emphasis within those broad fields include adult continuing education; community-based, problem-focused health services; a �Page 7 wholesome food supply; and broadening leadership capacity of individuals. Projects in opportunities for youth are concentrated mainly in Michigan; support for economic development projects is provided only in Michigan. The Foundation is today among the largest private philanthropic organizations in the world. It supports programs in the United States, Latin America, the Caribbean, and southern African countries. Limited worldwide involvement is achieved through international networks of activities related to the Foundation's programming interests. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-14_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Re-Dedication of the Kellogg Center Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 14, 1988 for the W. K. Kellogg Foundation at the Re-Dedication of the Kellogg Center. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e6b35e3cfa324834b48b5e46f625b353.pdf f319493ca3b88804f24e43a4254bb5c8 PDF Text Text .Jt7 ~ Cf 'l.. It Vc/ Li/ /., /1 J It / /5/ C;/. _ Jj )Ct./lCt.. @ ~ ~JJ.. -t-.- . ) ~ 1./) _;( /' ,d/JL/ d ~ A . I ) fJ/i /. ~ If / I , ,411 ~ ~h-. &~ '-- ~ - ~ ~, ----"""""""" c9 . ojl->-~~ t" - <2..:.. ~ ~ '"'-' . 't ' """"'\ A-.c.r-~ -1 ...x--- ...... , .~ ~ Qj ~ J- ~ ~C7t ~ • • ~ V.Ro~~' . ' ~ I • • • R ~ (J --- ~- A-'..' . 0 ..' _ , ~~ -' \ e: ~ ...... ~~ ~~ ~ ;2..".-.P ~ f£ . ...--_ _ c::t ~~oC---- I �B . Th eG row th o fB u t t e rw o r t h 1 . B u t t e rw o r t hw a sn o tt r a n s f o rm e df roma s i n g l e b u i l d i n ga tt h ec o r n e ro f Bo s tw i ck andM i ch ig an i n t o t h eh e a l t hc e n t e rcomp l ex t h a ti ti stod ayw i t h o u t t h eg e n e r o s i t yo fl i t e r a l l ythou s and so f dono r s and v oLunt . eers, 2 . Wh i l e w er i g h t l yrem em ber t h eg e n e r o s i t yo ft h eg r e a t g i v e r sl i k eR i cha r dB u t t e rw o r t h , and mo r e r e c e n t l y , t h eD eVo sF am i ly F o u n d a t i o n ,i ti sa l s o im p o r t a n t t h a tw er em emb e rt h a tl i t e r a l l ythou s and so f un sung l o c a lc i t i z e n sh av ea l s oc o n t r i b u t e dt h e i rt im eand mon ey . Inf a c t ,i nth ea g g r e g a t e , mo r e m o n e y come s f romsm a l ldonor sth anl a r g eo n e s . - 3. W i l l i am Gon z a l e sw i l lb et h ef i r s tt ot e l lyou , I am s u r e ,t h a tev en t o d a y ,i nt h eag eo f sup e rb p r o f e s s i o n a l i sm ,B u t t e rw o r t hH o s p i t a lc o u l dn o t long k e ep i t sdoo r s op en w i t h o u t t h es u p p o r to f thou s and s o fG r and R a p i d s ' c i t i z e n sw h ow r i t e t h e i rch e ck s and thou s and smo r e w h og i v et h e i rt im et ot h i ss p l e n d i d i n s t i t u t i o n . J . .. . . . : . . -. . . ~ ~ . _ _1 ~, . . . . . ; : t I 'e . . ." ' " " ' ) 4 . We mu s t a l s or em emb e rt h a tg i v i n g andv o l u n t e e r i n g c anno ta lw ay sb em e a su r ed i nhou r so fs e r v i c eo r p i l e so fb r i c kandm o r t a r . P h i l a n t h r o p yh a sg i v e n B u t t e rw o r t ha n o t h e rsup e rbr e s o u r c e ,n am e ly i t s d o n a t e da r tc o l l e c t i o n . Int h i sc o n n e c t i o n ,w e s h o u l dm en t ion t h ewond e r fu le f f o r t so fD r . W i l l i am J o h n s t o n ,w h oh a sv o l u n t e e r e df o rmo r e t h a n2 0y e a r s and c o u n t l e s s hou r si np r e s e r v i n g , augm en t ing , and u t i l i z i n gB u t t e rw o r t h ' sa r tc o l l e c t i o nf o r t h e r a p e u t i cp u r p o s e s . ~-~. " -~-~ .~ ~ ~o J �~~'~ a . . . .Q . c . :~ t fL -c:9 .. . . .~ ~ ~ p' ~tl-- ~"J ~ c tF ( J& 0 .u ? ' - e - ~ i ) KG . c coJ:::: 1< : d -W 1 : : . .K ... ~ & ~ ,~. ~~-R ~~~~~ c::: . .e>- ...£Q - . . . . , , .< Q . . . l : .oH ~ I _ _ ~.J, • .~,. . �Vc;J<. ~ to- a - t» - ~ ~'- ~~~~ .J<~ . ~ ~ ~~ ~ -~ ~~ ~ C A '" Y ' - _ eO · ~~~~ Co '2 .c q ~ J - �~~~~'~J .~~ ./L,.4t.&--e._-'~ -bL- ~ __'.....r--' - -""" -~ �~ c : e . . . . . . .... ~ ~~~~ ~ « , ; J - , ~ - ~"""" ~ ~ ---J ~ ~ C c...~~ t .~ �TO: Russ Mawby FROM: Dave Egner W.K. KELLOGG FOUNDATION Memorandum October 8, 1991 RE: Speech on Philanthropy and Volunteerism at Butterworth Hospital Joel and I have discussed your remarks for the Butterworth Hospital speech on October 15, 1991. This is a speech that will fit well with your flexible, informal style. There is a 7:45 ron breakfast scheduled that morning for you and the "leaders" at Butterworth (I am assuming this is the upper management group). The breakfast is set to be informal, and you will be given 8 brief orientation about major issues facing the hospital by William Gonzales, the president and chief executive officer. The audience itself will number about 75 people. They have allotted an hour and 15 minutes for your remarks and questions. With the direction given by the letter of confirmation -- "this group will be very inte rested in learning more about the Kellogg Foundation and the directions you see volunteerism and philanthropy taking in the future" -- and the questions that they have enclosed, Joel and I would reconunend the following outline. I. Butterworth's Rich History in Volunteerism and Philanthropy. Joel has provided a more detailed outline of Butterworth's history in volunteerism and philanthropy which follows. A. Philanthropy and Volunteerism in Butterworth's History. 1. The hospital's very name comes from a philanthropist. 2. Ri chard E. E. Butterworth, having been made wealthy by the great gypsum deposits that lay under his land along the Grand River, donated the land at the corner of Bostwick and Michigan for the site of the hospital. He made a bequest of $30,000 in cash and land to insure that the hospital could be construct ed. 3 . But Butt erwort h 1-.' 8 5 mo r e than a g iver, he was a l so a n active vo lun te er . lIe traveled in Ame ri ca a nd abroad t o co l lect i dea s for building t he hosp it al, and was personally involved ill the de s i gn i n g of the building. All of this he did without compensation. �2 B . Th eG row th o fB u t t e rw o r t h 1 . B u t t e rw o r t hw a sn o tt r a n s f o rm e df roma s i n g l e b u i l d i n ga tt h ec o r n e ro f Bo s tw i ck and M i ch ig an i n t o t h eh e a l t hc e n t e rcomp l ex t h a ti ti stod ayw i t h o u t t h eg e n e r o s i t yo fl i t e r a l l ythou s and so f dono r s and v o l u n t e e r s . 2 . Wh i l e w er i g h t l yr em emb e rt h eg e n e r o s i t yo ft h eg r e a t g i v e r sl i k eR i ch a rd B u t t e rw o r t h , andmo r e r e c e n t l y , t h eD eVo sF am i ly F o u n d a t i o n ,i ti sa l s o im p o r t a n t t h a tw er em emb e rt h a tl i t e r a l l ythou s and so f un sung l o c a lc i t i z e n sh av ea l s oc o n t r i b u t e dt h e i rt im eand mon ey . Inf a c t ,i nth ea g g r e g a t e , mo r e m o n e yc om e s f romsm a l ldono r s th anl a r g eo n e s . 3 . W i l l i am Gon z a l e sw i l lb et h ef i r s tt ot e l lyou , I am s u r e ,t h a tev en t o d a y ,i nt h eag eo fs u p e r b p r o f e s s i o n a l i sm ,B u t t e rw o r t hH o s p i t a lc o u l dn o t long k e ep i t sdoo r s op en w i t h o u t t h es u p p o r to f thou s and s o fG r and R a p i d s ' c i t i z e n sw h ow r i t et h e i rch e ck s and thou s and smo r ew h og i v et h e i rt im et ot h i ss p l e n d i d i n s t i t u t i o n . 4 . We mu s t a l s or em emb e rt h a tg : tv : tng and v o l u n t e e r i n g c a n n o ta lw ay sb em e a su r ed i nhou r so fs e r v i c eo r p i l e so fb r i c kandm o r t a r . P h i l a n t h r o p yh a sg i v e n B u t t e rw o r t ha n o t h e rs p e rb r e s o u r c e ,n am e ly i t s don a t ed a r tc o l l e c t i o n . Int h i sc o n n e c t i o n ,w e s h o u l dm en t ion t h ewond e r fu le f f o r t so fD r . W i l l i am J o h n s t o n ,wh oh a sv o l u n t e e r e df o rmo r e t h a n2 0y e a r s and c o u n t l e s s hou r si np r e s e r v i n g , augm en t ing , and u t i l i z i n gB u t t e rw o r t h ' sa r tc o l l e c t i o nf o r t h e r a p e u t i cp u r p o s e s . I I . Th eK e l logg F o u n d a t i o n ' sP rog r amm ing P r i o r i t yi nV o l u n t e e r i sm and P h i l a n t h r o p y . A . Af ew p a r t so fs o c i e t ya r eun tou ch ed by v o l u n t e e r i smand p h i l a n t h r o p y . Th er em a rk sI h av eh e a r d you u s em a n y t im e s t h a tc i t eth eimpo r t an c eo fv o l u n t e e r i smand p h i l a n t h r o p y t oa l la s p e c t so f Am e r i c an s o c i e t yand o u r commun i t i e s wou ld b e mo s t a p p r o p r i a t eh ~ . B . Th eK e l logg F o u n d a t ion 's h i s to ric invo lv em en tw i t h p h i l a n t h r o p y and vo l u t e e r i sm . T h e fac tt h a tw eh av eb e en i n v o l v e dw i t hp rogr amm ingi nt h a ta r e as i n c et h efound ing o ft h eF o u n d a t i o n . O u rp r i o r i t yo f enh an c ing p h i l a n t h r o p y andv o l u n t e e r i sm i sm e r e ly a f o rm a l i z a t i o nand c o n c e n t r a t i o no f an e f f o r tt h a th a sb e en ongo ing f o rth e l a s t60 p l u sy e a r s . �3 C . S u b s t a n t i a l ch ang ei nanya s p e c to fs o c i e t yw i l lb el e dby v o l u n t e e rc i t i z e nb oa r d s . T h es t a t em e n t sIh av eh e a r d you u s ei nt h i sa r e ah ave a lw ay sb e en pow e r fu l and u p l i f t i n g . WKKF ' s e f f o r t si nenh an c ing p h i l a n t h r o p yand v o l u n t e e r i sm a r ea l s oa im ed a tempow e r ing t h ev o l u n t e e rt h a tc anm a k e g r e a ts t r i d e sf o rs o c i a lch ang eh app en . I I I . Mo r e andmo r e r e s p o n s i b i l i t yf o rs o c i a ls e r v i c e s ,h e a l t h care, i n f r a s t r u c t u r e ,c u l t u r e ,e t c .i ss h i f t i n gb a ck t ot h el o c a l l e v e l ,t ot h ecommun i ty . IV . A . Gov e rnm en t s ' r o l ei ss h i f t i n g . T h eh i g h e ru p you g oo n t h egov e rnm en tl a d d e r ,f rom l o c a l ,s t a t e ,t of e d e r a l ,t h e mo r e r emov ed t h ei n d i v i d u a l sm ak ing d e c i s i o n sb e com ef rom t h ep rob l em s . H igh e rl e v e lgov e rnm en t s 'i n a b i l i t yt od e a l w i t hc r i t i c a ls o c i a li s s u e sand t h e i rdw i n d l i n gr e s o u r c e s h a s pu sh ed t h er e s p o n s i b i l i t yb a ck t ot h ecommun i ty , wh e r e i t b e l o n g s . B . Th i sr e emph a s i so nt h ecomm u n ity h a sag r e a t imp a c to n v o l u n t e e r i smand p h i l a n t h r o p y . T h ee f f o r t sa tt h e commun i ty l e v e lc anb em u c h mo r e f o c u s e do np rob l em s and i s s u e s . P eop l ea r emo r e a p tt ov o l u n t e e ri nt h e i rl o c a l commun i t i e s wh e r e t h e yl i v e ,wo rk , p l a y ,b e c a u s et h e yc an m ak ea r e a ld i f f e r e n c et h e r e . c . Th es h i f tt ot h el o c a lcommun i ty and t h edw i n d l i n g r e s o u r c e sw i l lp u t mo r e andmo r e p r e s s u r eo nt h en o n p r o f i t s e c t o rand t h u so nt h ep h i l a n t h r o p i s tand t h ev o l u n t e e r . N o n p r o f i to r g a n i z a t i o n s and l e a d e r s ,su cha sB u t t e rw o r t h , mu s t c o n t i n u et of i n dn ew ,m e a n i n g f u l , c r e a t i v ew ay s t o r e c r u i t ,t om o t i v a t e , and t ou s ev o l u n t e e r s . A t t h es am e t im et h e ymu s t c o n t i n u et on u r t u r et h ev o l u n t e e rf o r c e t h a tt h e yh av ei np l a c e . B e c au s et h ev o lw l t e e ri st r u l y p r i c e l e s s . WKKF ' s E f f o r t si nH e a l t hP r o f e s s i o n sE d u c a t i o n . A . H e a l t hc a r e sy s t em si nt h i sc o u n t r ya r ea ta c r i s i s s t a t e . Ru s s , you a lw ay s sp e akw e l l t ot h i sp o i n t . I wou ld r co~ t h a tyou s h a r ew i t ht h i sg roup you r p e r s p e c t i v e s on h e a l t hc a r ea c c e s s,c o o p e r a t i o nb e tw e en h e a l t h ca r ep rofe s s i o n a l s( i . e . nu rses, d oc to rs, d e n t is t s, et c .) ,and t h e nee d to fo c u so np eopl e-th e in d i v i d u a l, th ep a t i e n t , and t h e ir f am i l i e s. �4 B . WKKF ' s $47 .5 m i l l i o n co mmitm en tt os ev enp r o j e c t si n H e a l t hP r o f e s s i o n sE d u c a t i o n . A l though th ef u n d i n gi n e a c hc a s e go e st oon ei n s t i t u t i o n ,t h e s ee f f o r t sa r e c o l l a b o r a t i v eand i n v o l v es e v e r a la s p ec t so fh e a l t hc a r e d e l i v e r y . Th ey en comp a s s sc h o o l so fm e d i c i n e , p r im a ry c a r eg r o u p s ,n e ighbo rhood h e a l t hc e n t e r s ,s c h o o l so f n u r s i n g ,i n n e rc i t yh e a l t h cl i n ics, r u r a lh e a l t hcare p r o v i d e r s , commun i ty c o l l e g e s , andmo s t im p o r t a n t l y commun i ty l e a d e r sandv o l u n t e e r s . P r o j e c t sw i l lm ak ea d i f f e r e n c ei nt h e i rl o c a t i o n s . We hop et h a tt h emod e l s w i l lb e exp and ed and com et ot h ea t t e n t i o no fp o l i c y m ak e r s . Bu tw i t h o u t t h ecomm i tme n tand e f f o r to ft h e v o l u n t e e rb o a r d so fe a cho f th ei n s t i t u t i o n so r o r g a n i z a t i o n si n v o l v e dt h i sp r o j e c tc ann o tb es u c c e s s f u l . c . Th eI n c r e a s i n gRo l eo fV o l u n t e e r i sm and P h i l a n t h r o p ya t B u t t e rw o r t h . B u t t erw o r t h ,w i t hi t sr i c htr a d i t i o no f v o l u n t e er i smand p h i l a n t h r o p y , mu s tb e com e ev enmo r e i n v o l v e di nv o l u n t e e r i sm and p h i l a n t h r o p y on a w h o l i s t i c l e v e li nt h ecommun i ty . C oop e ra tion b e tw e en o t h e rh e a l t h c a r eg i v e r si nG r and R ap id si se s s e n t i a li fB u t t e rw o r t hi s go ing t oc o n t i n u e tob eal e a d e ri nh e a l t hc a r ep r o v i s i o n s i nSou thw e s t e rn M i ch ig an . A l s o . i ft h el e a d e r sa t B u t t erwo r t ht r u l yw an t t ou n d e r s t a n dt h ef r u s t r a t i o n s ,t h e p r o b l em s , and t h en e ed so ft h ec i t i z e n so ft h eG r and R ap id sa r e a ,t h e ymu s t g e to u ti nv o l u n t a r yc a p a c i t i e s t h em s e l v e s . Al e a d e r s h i pr o l ei no t h e ra r e a so ft h e commun i tyw i l lp u t th em i ntou chw i t h how B u t t e rw o r t h p l a y si n t ot h el a r g e rp i c t u r eo ft h ecommun i ty . F i n a l l y , B u t t erw o r t hmu s t c o n t i n u et oI l u r t u r eand en cou r ag ei t s e x i s t i n gv o l u n t e er f o r c e-t h ev o l u n t e e ri sp r i c e l e s s . D . I fB u t t e rw o r t ht a k e sa l e a d e r s h i pp o s i t i o ni np r o v i d i n g h e a l t hc a r es e r v i c e s ,m e e t ing t h en e ed so f Sou thw e s t e rn M i c h i g a n ' s p e o p l e , and b e com ing i n v o l v e di no t h e ra s p e c t s o ft h ecommun i ty ,t h ea r e aand r o l eo fp h i l a n t h r o p yw i l l t a k ec a r eo fi t s e l f .P h i l a n t h r o p i s t sw an t t ob ei n v o l v e d w i t he x c i t i n gi n i t i a t i v e st h a tm ak ea d i f f e r e n c e . And t h r o u g ht h i sl e a d e r s h i pr o l e ,B u t t e rw o r t h wou ld p r o v i d e t h a te n v i r o nm e n t . �5 V . C o n c l u s i o n A . Inc l o s i n g , Iwou ld l i k et oq u o t eM a rg a r e t M e ad who s a i d , "N ev e rdoub tt h a ta g roup o f conun i t t ed and c a r i n gp e o p l e c an ch ang et h ew o r l d . I n d e e d ,t h a ti sa l lt h a te v e r h a s . " Iw i s h you God Sp e ed . I hop et h e s et h o u g h t sand t h eo u t l i n ea r eh e l p f u l . Ih av ea t t a c h e d J o e l ' so r i g i n a lm emo t om ef o rf u r t h e ri n f o rm a t i o n . A l though I h av e t a k e na s l i g h t l ya l t e r e dc o u r s ef romJ o e l ' sr e comm end a t ion s . som eo f h i st h o u g h t son t h ef u t u r eo fp h i l a n t h r o p yandv o l u n t e e r i smm ay b e h e l p f u lt oyou . DOE / jk f 1340w A t t a c hm e n t s : � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1991-10-15_RMawby_SPE Title A name given to the resource Russell Mawby speech at the Inaugural Lecture on Philanthropy and Volunteerism in Healthcare Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 15, 1991 for the W. K. Kellogg Foundation at the Inaugural Lecture on Philanthropy and Volunteerism in Healthcare. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1991-10-15 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/1717f6a59cccf98dbd80672b6d91dc87.pdf 3da63e95f57d54178b888dde44fc21f1 PDF Text Text HEALTH SYSTEM OUT OF SYNC: A LAYMAN'S PERSPECTIVE REMARKS BY DR. RUSSELL G. MAWBY INFORMATIONAL MEETING FOR THE W. K. KELLOGG FOUNDATION'S HEALTH PROFESSION'S EDUCATION INITIATIVE CHICAGO MARRIOTT DOWNTOWN OCTOBER 17, 1989 I I WELCOME THE OPPORTUNITY TO BE WITH YOU TODAY TO SHARE A FEW OBSERVATIONS ABOUT REFORM IN HEALTH PROFESSIONS EDUCATION FROM A LAYMAN'S PERSPECTIVE. I HAVE CERTAINLY ENJOYED THE EXCHANGE OF THE MORNING SESSION AND FOUND YOUR QUESTIONS MOST PROVOCATIVE. I WANT TO THANK EACH OF YOU AND YOUR INSTITUTIONS FOR EXPRESSING BY YOUR PRESENCE YOUR INTEREST IN THE FOUNDATION'S NEW INITIATIVE IN HEALTH PROFESSIONS EDUCATION. IT IS APPARENT FROM YOUR COMMENTS THAT THE AGENDA THAT THE FOUNDATION HAS PUT BEFORE YOU IS A CHALLENGING ONE INDEED -- CALLING FOR HEALTH PROFESSIONS �2. EDUCATION TO EXAMINE DEEPLY ITS LONG-STANDING PATTERNS AND ORGANIZATIONAL STRUCTURES. THUS FAR, THE RESPONSE TO THIS INITIATIVE HAS BEEN VARIED, AS WE WOULD EXPECT. IS A PATTERN. YET, THERE YOu RECOGNIZE THE DIFFICULTY IN WHAT WE ARE ASKING AND THE NEED THAT IT BE DONE. THE TIME IS RIGHT FOR SOME INSTITUTIONS TO REACH OUT -- TO LINK WITH PEOPLE AND COMMUNITIES, TO CREATE ACADEMIC PARTNERSHIPS THAT WILL INFLUENCE HEALTH PROFESSIONS EDUCATION AND HEALTH CARE IN THE DECADES TO COME. ALL OF YOU IN THIS ROOM KNOW ONLY TOO WELL THAT THE PROCESSES OF INSTITUTIONAL CHANGE, CAREFULLY DESIGNED TO PROTECT US ALL FROM HASTY DECISION OR IMPULSIVE ACTION, CAN AS EASILY SERVE TO SMOTHER A FLAME OF INNOVATION. MAY YOU HAVE THE COURAGE, THE ENERGY, AND THE GENIUS TO AVOID THAT BEING THE CASE -- AGAIN. �3. I AM IMPRESSED WITH THIS GATHERING. EVERYONE IS HERE. USUALLY, PHYSICIANS TALK WITH PHYSICIANS, NURSES WITH NURSES, PUBLIC HEALTH SPECIALISTS WITH SOCIOLOGISTS AND POLITICAL SCIENTISTS, AND DENTISTS WITH THEMSELVES. BUT ALL DIMENSIONS OF THE HEALTH PROFESSIONS ARE REPRESENTED IN THIS MEETING -- THE BASIC SCIENCES, MEDICINE, DENTISTRY, NURSING, ADMINISTRATION, PHARMACY, PUBLIC HEALTH, THE ALLIED HEALTH FIELDS. REMARKABLE! WONDERFUL! SOME OF YOU WILL BE THE VANGUARD IN MOVING FORWARD, IN TANGIBLE AND GRATIFYING WAYS, THE CONCEPT AND GENIUS OF THE ACADEMIC HEALTH CENTER -- AT THE MOMENT ACCOMPLISHED IN DISCIPLINARY SCIENTIFIC CONTRIBUTIONS, BUT WITH THEIR POTENTIAL UNFULFILLED IN PREPARING HEALTH PROFESSIONALS SPECIALLY SUITED FOR ADVOCATING AND DELIVERING COMPREHENSIVE HEALTH CARE TO COMMUNITIES, BENEFITS WHICH THEREFORE ARE NOT YET REALIZED. �4. AS ALREADY INDICATED, MY BACKGROUND AND MY GRADUATE EDUCATION ARE IN AGRICULTURE. I COME TO YOU AS A LAYMAN, HOPEFULLY AN uINFORMED LAYMAN u WHOSE ROLE AS CHIEF EXECUTIVE OFFICER OF A FOUNDATION -- WHICH EACH YEAR PROVIDES ABOUT $40 MILLION FOR DEMONSTRATION PROGRAMS IN HEALTH EDUCATION, SERVICES, AND DELIVERY -- OBLIGATES ME TO BE AWARE OF ISSUES IN THE FIELD. I STILL RECALL VIVIDLY A SERIES OF uRUDE AWAKENINGS u AS I FIRST BECAME INVOLVED IN THE FOUNDATION'S PROGRAMMING IN HEALTH. I WAS DISMAYED, SHOCKED, DISAP- POINTED BY MUCH OF WHAT I LEARNED OF THE INNER WORKINGS, BOTH IN EDUCATION AND PRACTICE. WHILE THERE IS MUCH TO BE ADMIRED AND PRAISED, THE STARK REALITIES WHICH BECAME CLEAR, TARNISHED AND ERODED THE PINNACLE UPON WHICH THE HEALTH PROFESSIONS HAD RESIDED IN MY MIND. I HAVE TRIED TO LEARN WISELY AND TO CAREFULLY PLACE THE VARIOUS COMPONENTS IN PROPER PERSPECTIVE AND BALANCE. IN SO DOING, I HAVE HAD TO �5. LEARN THE LEXICON OF THE HOSPITAL HALLWAYS AND THE DIFFERENCES BETWEEN RADIOLOGY AND RHEUMATOLOGY; TO RECOGNIZE A "THIRD PARTY PAYOR" WHEN I SEE ONE; TO UNDERSTAND THAT "FOUR-HANDED DENTISTRY" DOESN'T REFER TO A CLUMSY PRACTITIONER OR A CARNIVAL FREAK; AND TO APPRECIATE A CAREER LADDER IN NURSING (BUT I MUST CONFESS I STILL CANNOT DISTINGUISH EASILY A NURSE PRACTITIONER FROM ONE WHO IS NOT). ACTUALLY I BRING MORE BAGGAGE THAN THAT TO THIS MEETING. I GREW UP ON A FARM IN WEST CENTRAL MICHIGAN, NOT REALLY "RURAL RURAL" BECAUSE THE HOMEPLACE IS NOW PART OF A SUBURB OF GRAND RAPIDS, BUT A FARM NONETHELESS AND IN A FAMILY WHICH ENJOYED FOR YEARS THE SPLENDID SERVICES OF A COUNTRY DOCTOR, DR. JAY D. VYN. HIS WIFE WAS HIS OFFICE NURSE/RECEPTIONIST; LATER HIS DAUGHTER SERVED IN THAT ROLE ALSO. THEY WORKED TOGETHER IN HARMONY -- WE NOW CALL THAT �6. JOINT PRACTICE -- SUPPORTIVE OF EACH OTHER, THE PATIENT, THE FAMILY. I AM NOT A NOSTALGIA BUFF, YEARNING FOR THE GOOD OLD DAYS -- A RETURN TO THE OUTHOUSE, TUBERCULOSIS, AND BLOOD LETTING -- BUT THERE WERE SOME THINGS IN THAT PATTERN WHICH SHOULD STILL SERVE US WELL. BUT PERHAPS MY BEST QUALIFICATION FOR BEING HERE TODAY IS NOT THAT OF A FOUNDATION EXECUTIVE, BUT SIMPLY A LAYMAN A SON, HUSBAND, PARENT, CONCERNED CITIZEN. I HAVE BEEN BLESSED WITH GOOD HEALTH AND SO· MY PERSONAL INVOLVEMENT WITH THE HEALTH CARE SYSTEM HAS BEEN MINIMAL. BUT I HAVE HAD MORE THAN ENOUGH OPPORTUNITY TO BE DEEPLY INVOLVED -EMOTIONALLY AND IN EVERY OTHER WAY -- IN MY RESPONSIBILITIES AND RELATIONSHIPS WITH BROTHERS AND SISTERS, PARENTS, FRIENDS. I HAVE SPENT MORE HOURS THAN I CARE TO REMEMBER AT A HOSPITAL BEDSIDE, LEANING ON THE WALL OF A HOSPITAL �7. CORRIDOR, SITTING ENDLESSLY IN A WAITING ROOM. I HAVE SOUGHT INFORMATION AND ASSISTANCE IN EVERY CONCEIVABLE WAY ASKING, BEGGING, CAJOLING, THREATENING -- TO GET A TIDBIT OF INFORMATION, A GLIMPSE OF THE TRUTH, A GLIMMER OF UNDERSTANDING. I HAVE EXPERIENCED IT ALL -- TRIUMPHS AND TRAGEDIES, COMPASSION, ARROGANCE, SELFLESSNESS, INSENSITIVE CALLOUSNESS, BOTH THE BRILLIANCE AND THE PETTINESS OF THE CARING PROFESSIONS YOU REPRESENT. SO THE PERSPECTIVE I BRING IS THAT OF A LAYMAN -- A CONCERNED INDIVIDUAL, A GRATEFUL BENEFICIARY, A CONSTRUC J.IVE CRITIC, AN EAGER PARTICIPANT IN THE UNENDING PROCESS OF MAKING THE SUPERB HEALTH SYSTEM AND SITUATION WE HAVE TODAY EVEN MORE RESPONSIVE, EFFECTIVE, AND SATISFYING. �8. II You ARE EDUCATORS, THOSE CHARGED WITH KEY RESPONSIBILITIES IN THE PREPARATION OF THE PROFESSIONALS WHO DESIGN, MANAGE, AND CONDUCT THE AFFAIRS OF OUR HEALTH CARE SYSTEM -- ITS VARIOUS COMPONENTS, INSTITUTIONS, AND PROGRAMS. TOMORROW. YOU SHAPE W. K. KELLOGG SAID IT WELL, "EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER." YOU ARE VITAL PARTICIPANTS IN THE SELECTION AND MOLDING OF PHYSICIANS, NURSE S, PHARMACISTS, DENTISTS, AND OTHER HEALTH PROFESSIONALS OF THE FUTURE. YOu HELP TO DETERMINE THE CRITERIA BY WHICH THE TOUGH DECISIONS ARE MADE AS TO WHO IS IN AND WHO IS OUT; YOU SHAPE THE PATTERN OF EXPERIENCES TO WHICH THEY ARE EXPOSED AND THE RIGORS TO WHICH THEY ARE SUBJECTED, AND YOU ESTABLISH THE CRITERIA BY WHICH THEIR SUCCESS OR FAILURE IS DETERMINED. THUS, �9. ULTIMATELY, YOU INFLUENCE THE SHAPE, THE CHARACTER, THE PERSONALITY, THE MORALITY OF THAT WHICH WE CALL OUR HEALTH CARE SYSTEM. WE ARE GRATEFUL FOR THE DEGREE TO WHICH YOU SUCCEED; WE WORRY ABOUT THE WHYS, THE HOWS, AND THE SO WHATS OF THE JOB YOU DO AND WE ARE THE BENEFICIARIES -- OR THE VICTIMS -- OF THE CONSEQUENCES OF YOUR EFFORTS. QUITE FRANKLY, I HAVE STRUGGLED WITH HOW I MIGHT MOST PRODUCTIVELY APPROACH MY ASSIGNMENT TODAY. My FIRST INCLINATION WAS TO APPROACH THE ·TASK AS I ALWAYS APPROACH DOCTORS AND NURSES -- HAT IN HAND, IN AWE AND IN ADMIRATION OF THOSE WHO ARE PRIVILEGED TO SERVE AND INFLUENCE SO INTIMATELY THE HUMAN CONDITION. DESPITE MANY EXPERIENCES WHICH ABUSE THAT IDYLLIC IMAGE, TO ME THERE IS NO HIGHER CALLING THAN THE CARING PROFESSIONS YOU REPRESENT. �10. BUT I HAVE CHOSEN A DIFFERENT COURSE IN PURSUING MY TASK TODAY. QUITE SIMPLY, I LEANED BACK IN MY CHAIR AND SAID, "SUPPOSE I WERE A HEALTH PROFESSIONS EDUCATOR. DO?" WHAT WOULD I AS A LOGICAL FIRST STEP, I THEN PURSUED THE QUESTION, "IF I COULD DESIGN IT, WHAT KIND OF HEALTH CARE ARRANGEMENT WOULD I LIKE FOR THE MAWBY FAMILY?" THIS IS NOT AN IDLE OR AN IMPULSIVE QUESTION; IT IS ONE I HAVE BEEN ASKING MYSELF, MEMBERS OF OUR FOUNDATION PROGRAM STAFF, LEADERS IN THE HEALTH PROFESSIONS FOR A NUMBER OF YEARS. I HAVE FINALLY CONCLUDED THAT IDEALLY I WOULD HAVE THE MAWBY FAMILY AFFILIATED WITH A SMALL TEAM OF PROFESSIONALS -- PERHAPS SOME COMBINATION OF PRIMARY CARE PHYSICIANS, ONE OR MORE DENTISTS, NURSE PRACTITIONERS, WITH A RECEPTIONIST/ BOOKKEEPER, OTHER SUPPORT PERSONNEL IN NURSING AND THE ALLIED HEALTH FIELDS. THIS GROUP WOULD HAVE APPROPRIATE PRIVILEGES WITH COMMUNITY HOSPITALS AND REFERRAL ARRANGEMENTS WITH SPECIALISTS. �11. PHILOSOPHICALLY THE GROUP WOULD BE COMMITTED TO A PROGRAM OF HEALTH PROMOTION/DISEASE PREVENTION OR HEALTH MAINTENANCE, AS WELL AS TREATMENT OF ILLNESS. Now LET'S TAKE A MOMENT TO CONSIDER THIS MODEL. FIRST, THE CORE OF THE GROUP WOULD BE PRIMARY CARE PHYSICIANS, CONCERNED WITH THE INDIVIDUAL AND WITH THE FAMILY. WHEN OUR PERSONAL PRIMARY CARE PHYSICIAN WAS AWAY, WE WOULD BE COVERED BY ONE OF HIS GROUP PARTNERS WHO WOULD HAVE COMPLETE ACCESS TO OUR HEALJH RECORDS. WHEN WARRANTED, THESE PRACTITIONERS WOULD INVOLVE APPROPRIATE SPECIALISTS FOR CONSULTATION AND/OR TREATMENT. THEY WOULD BE WORKING IN HARMONY WITH NURSE PRACTITIONERS. VERY OFTEN MY MINOR COMPLAINTS DO NOT REQUIRE THE ATTENTION OR TIME OF A BOARD-CERTIFIED SPECIALIST. I AM QUITE CONTENT �12. TO BE TREATED BY A COMPETENT NURSE PRACTITIONER, WITH CONFIDENCE THAT IF SHE IDENTIFIES A PROBLEM THAT SHE THINKS REQUIRES FURTHER EXPERTISE, SHE WILL INVOLVE HER PHYSICIAN COLLEAGUES. IT SEEMS TO ME DEPLORABLE, IN FACT INEXCUSABLE, THAT THE COMPETENCE OF THE NURSING PROFESSION IS PROVIDED SO FEW OPPORTUNITIES TO CONTRIBUTE MAXIMALLY TO HUMAN HEALTH CARE. THE PUBLIC, I AM CONVINCED, WOULD WELCOME SUCH MODIFICATION. THE PROBLEM LIES NOT WITH THE CONSUMERS, BUT IN THE PROFESSIONS AND THEIR WORKING RELATIONSHIPS, OR LACK THEREOF. WITHIN THE TEAM, PRIMARY CARE PRACTITIONERS WOULD OF COURSE CONTRIBUTE THEIR APPROPRIATE SPECIALITIES TO THE GROUP ENTERPRISE, AS WOULD THE OTHER HEALTH PROFESSIONALS. THE DENTIST? AND AS A LAYMAN, I DON'T UNDERSTAND WHY THE PROFESSION OF DENTISTRY IS PRACTICED IN ISOLATION -- PERHAPS �13. SPLENDID ISOLATION -- BUT NONETHELESS ISOLATION FROM THE MAINSTREAM OF THE HEALTH CARE SYSTEM. THE PROBLEMS OF MY TEETH AND MY MOUTH ARE NOT ISOLATED FROM THE REST OF ME, AND I BELIEVE, CAN HAVE IMPACT THROUGHOUT THE BODY. THUS, THE FAILURE OF THE PROFESSION TO ADDRESS THIS IDIOSYNCRASY IN THE PRESENT PATTERN OF PRACTICE IS DIFFICULT TO FATHOM. AND THE EMPHASIS ON HEALTH PROMOTION/DISEASE PREVENTION? YOu IN THE HEALTH PROFESSIONS HAVE DESIGNED A SYSTEM WHICH COMPENSATES YOU ONLY FOR THE TREATMENT OF MY ILLNESS OR INJURY. I CAN ENGAGE SPECIALISTS TO DESIGN AND IMPLEMENT A PREVENTIVE MAINTENANCE PROGRAM FOR MY AIR CONDITIONER AT HOME, OR THE ELEVATOR OR DUPLICATING MACHINE AT MY OFFICE. OR -- CLOSER TO OUR TOPIC TODAY -- I CAN CONTRACT WITH MY VETERINARIAN FOR A HERD HEALTH PROGRAM FOR MY HORSES. SUCH A CONTRACTURAL ARRANGEMENT, I ALWAYS HAVE IN �14. RESPONSIBILITIES WHICH I MUST FULFILL IF THAT CONTRACT IS TO BE VALID. IN SIMILAR FASHION, I WOULD LIKE TO COMPENSATE A HEALTH CARE GROUP FOR THE DESIGN AND THE CONTINUING MONITORING, WITH MY FULL PARTICIPATION AND FULFILLMENT OF MY OBLIGATIONS AND RESPONSIBILITIES, OF A MAINTENANCE CONTRACT FOR MY MOST PRECIOUS POSSESSION -- MY HEALTH AND THAT OF MY FAMILY. WHY HAVE THE HEALTH PROFESSIONS BEEN SO UNIMAGINATIVE, SO UNCREATIVE, SO UNRESPONSIVE IN THIS AREA? SO, THAT'S A BRIEF INSIGHT FROM ·A LAYMAN'S PERSPECTIVE OF ONE MODEL OF AN "IDEAL PRIMARY CARE ARRANGEMENT." THERE CAN -- AND SHOULD -- BE MANY OTHERS, TO PROVIDE PRIMARY CARE TO DIVERSE CLIENT GROUPS IN VARIED SETTINGS. AT THE FOUNDATION, WE ARE NOT IN THE BUSINESS OF PRESCRIBING MODELS AND WE HOPE MANY CREATIVE IDEAS WILL ARISE OUT OF THE NEW INITIATIVE. SO, THAT'S AS FAR AS I WILL GO TODAY AS A �15. LAYMAN. AS EXPERTS, YOU WILL GIVE FURTHER CONSIDERATION RELATING TO SECONDARY AND TERTIARY LEVELS OF CARE, OFFERING THE BENEFITS OF SUPERB SPECIALIZATION AND SOPHISTICATED TECHNOLOGY AND LINKING PRIMARY CARE PROVIDERS ULTIMATELY TO THE RICH RESOURCES OF RESEARCH INSTITUTIONS AND ACADEMIC HEALTH CENTERS. WITH MODERN COMMUNICATIONS TECHNOLOGY, PRACTITIONERS IN EVEN THE MOST REMOTE LOCATIONS CAN BE IN TOUCH WITH COLLEAGUES FOR CONSULTATION AND COUNSEL ON A CONTINUING BASIS. YOu WILL THINK OF PEOPLE FOR THEIR NEEDS, AND LOOSEN YOUR GRIP ON THE TECHNOLOGY THAT STRENGTHENS THE CONFIDENCE OF PHYSICIANS, BUT LITTLE COMPASSION TO PATIENTS. AS A LAYMAN SURVEYING THE HEALTH CARE SCENE TODAY -- BOTH IN EDUCATION AND IN PRACTICE -- I SEE THE "BITS AND PIECES" AS SUPERB. By "BITS AND PIECES" I REFER TO OUR PROFESSIONAL SCHOOLS, IN MEDICINE, NURSING, DENTISTRY, PHARMACY, �16. ADMINISTRATION, ALLIED HEALTH, ALL THE REST; THE PROFESSIONS, WITH DEDICATED AND COMPETENT INDIVIDUALS AND EFFECTIVE ASSOCIATIONS; THE VARIOUS PRACTICE SETTINGS, INCLUDING SOLO AND GROUP OFFICES, CLINICS, HOSPITALS, RESEARCH AND TEACHING CENTERS. ALL SUPERB; WITHOUT QUESTION, THE FINEST IN THE WORLD. BUT I HAVE THE UNEASY FEELING THAT TOO LITTLE THOUGHT AND EFFORT HAS BEEN GIVEN TO RATIONALIZING THE WHOLE, WITH AN OBJECTIVE OF SERVING MAXIMALLY THE INTERESTS OF THE ULTIMATE BENEFICIARIES. THE "TOTAL SYSTEM" (THIS PHRASE SOUNDS TIDIER, MORE PRESCRIBED AND RESTRICTIVE THAN INTENDED OR POSSIBLE) -- WITH MULTIPLE ALTERNATIVES AND PLURALISM IN EVERY SENSE -- SHOULD BE PARTICULARLY SENSITIVE TO THE PUBLIC IT SERVES AND BY WHICH IT IS SUSTAINED, SUBJUGATING THE MORE SELFISH INTERESTS OF PROFESSIONS AND INSTITUTIONS �17. TO THE HIGHER PURPOSE. WE LACK A "GRAND DESIGN" OR A SERIES OF GRAND DESIGNS WHICH BRING TOGETHER IN MOST EFFECTIVE WAYS THE EXPERTISE OF THE VARIOUS HEALTH PROFESSIONS, AND NETWORKING MORE EFFICIENTLY THE RESOURCES OF THE HEALTH CARE INSTITUTIONS OF OUR SOCIETY. WISELY DONE, BUILDING ON THE TERRIFIC STRENGTHS OF THE DAY BUT RESPONDING OBJECTIVELY AND SENSITIVELY TO THE DEMAND AND UNMET NEEDS OF THE PUBLIC, THE RESULT SURELY WILL BE FAR GREATER THAN THE SIMPLE SUM OF THE PARTS OF WHICH IT IS COMPRISED. AS EDUCATORS IT IS YOUR CHALLENGE TO FULFILL SUCH A VISION AND GOAL. IT IS NOT ENOUGH TO BE SIMPLY A NURSE EDUCATOR OR A MEDICAL EDUCATOR. YOu MUST SEE THE LARGER PICTURE, WITH ITS STRENGTHS AND SHORTCOMINGS, AND MOVE RELENTLESSLY TOWARD THE REALIZATION OF THE BETTER SITUATION. UNIVERSITIES, OF WHICH THE SCHOOLS OF THE HEALTH PROFESSIONS ARE A PART, ARE �18. THE KNOWLEDGE RESERVOIRS OF OUR SOCIETY, ESTABLISHED AND SUSTAINED TO PRESERVE, CREATE, AND TRANSMIT KNOWLEDGE. AN UNENDING CHALLENGE IS THAT OF MOBILIZING THESE KNOWLEDGE RESOURCES IN EVER MORE EFFECTIVE WAYS TO DEAL WITH THE CONCERNS OF SOCIETY. WHILE THERE IS MUCH IN THE HEALTH CARE SCENE IN THIS COUNTRY OF WHICH YOU CAN BE JUSTIFIABLY PROUD, THERE IS STILL MUCH "UNFINISHED BUSINESS." HOPEFULLY THE HEALTH PROFESSIONS WITH YOU AS EDUCATORS IN THE VANGUARD -- WILL PROVIDE AGGRESSIVE AND IMAGINATIVE LEADERSHIP IN ADDRESSING ISSUES OF CONCERN, LEST THE RESPONSIBILITY FALL BE DEFAULT TO THOSE LESS ABLE. �19. III RECENT HEALTH PROGRAMMING OF THE W. K. KELLOGG FOUNDATION FOCUSES ON COMMUNITY-BASED HEALTH SERVICES, AS YOU HAVE HEARD FROM OUR HEALTH PROGRAM TEAM THIS MORNING. SINCE 1987 MORE THAT 30 PROJECTS HAVE BEEN FUNDED BY THE FOUNDATION FOR COMMUNITY-BASED, PROBLEM-FOCUSED HEALTH SERVICES. LET ME TELL YOU ABOUT THREE OF THEM. FIRST, THERE IS THE PROJECT CONDUCTED FOR AND BY THE RESIDENTS OF AN ATLANTA PUBLIC HOUSING PROJECT. THERE, BILLIE AVERY AND HER TEAM ARE TRYING TO PIECE TOGETHER THE FRAGMENTED LIVES OF ADOLESCENTS, PUTTING THE FOCUS ON THEIR SELF-ESTEEM BY TYING THE THREADS OF DESPERATE INTERVENTIONS TOGETHER -- DRUG EDUCATION, SEX EDUCATION, AIDS EDUCATION, PREGNANCY COUNSELING, JOB TRAINING, LITERACY TUTORING, AND �20. MORE. SHOULDN'T HEALTH PROFESSIONS EDUCATION BE ROLLING UP ITS SLEEVES AND GOING TO WORK ON EDUCATION THAT PREPARES HEALTH PROFESSIONALS TO SHOULDER THEIR PART OF THE BURDEN? IN ANOTHER INSTANCE, ONE GROUP FROM A HEALTH PROFESSIONS SCHOOL IS BEING FUNDED TO ADDRESS THE BASIC HEALTH AND HUMAN SERVICE NEEDS OF MASSES OF ISOLATED URBAN IMMIGRANTS. THERE THEY DEAL WITH LANGUAGE BARRIERS, ILLITERACY, AND TROPICAL DISEASES, TO NAME A FEW. THE GROUP'S TETHER TO THEIR SCHOOL AND TO THE OTHER HEALTH PROFESSIGNS' SCHOOLS OF ITS INSTITUTION IS THIN INDEED. HOPEFULLY, HEALTH PROFESSIONS STUDENTS WILL ATTAIN VALUED EDUCATIONAL EXPERIENCES IN THIS PROGRAM. YET, THE SUPPORT SO FAR FROM THE PARENT INSTITUTION IS "LONG DISTANCE ENCOURAGEMENT." LIKE BIG SHIPS, ACADEMIC HEALTH CENTERS CHANGE THEIR COURSE EVER SO SLOWLY. �21. AND A THIRD EXAMPLE, ALTHOUGH I COULD GO ON AND ON, IS THAT OF A COMPREHENSIVE PROGRAM FOR YOUNG BLACK MALES TO TEACH HIGH SCHOOL GRADUATE~ TO READ, TO IMPROVE THE NUTRITIONAL STATUS OF YOUNG BLACKS, TO PROVIDE BASIC HEALTH SERVICES, TO HELP THEM FIND JOBS, AND IN THE WORDS OF THE PROJECT'S DIRECTOR, "TO TURN THEM AWAY FROM THEIR SYNDROME OF SELF-HATE." THESE ARE BUT A FEW EXAMPLES, AND AS I MENTIONED EARLIER, THERE ARE MANY MORE FROM OUR PROJECTS COMPRISING OUR PRIMARY HEALTH STRATEGY. THERE ARE FOUR SUPPORTING STRATEGIES IN OUR HEALTH PROGRAM AS WELL. THEY ARE: INFORMING POLICYMAKERS, INFORMATION TECHNOLOGY, LEADERSHIP DEVELOPMENT, AND THE ONE THAT IS THE FOCUS OF TODAY'S SESSION, HEALTH PROFESSIONS EDUCATION. EDUCATION IS CRITICAL OF COURSE. HEALTH PROFESSIONS IF OUR SUPPORT OF THESE �22. SPECIFIC COMMUNITY-BASED, PROBLEM-FOCUSED PROJECTS IS TO LEAD TO WIDER AND SYSTEM-WIDE IMPACT, WE MUST INVOLVE PROFESSIONS EDUCATION, AND THAT'S WHERE OUR NEW INITIATIVE COMES IN. WE EMPHASIZE PRIMARY HEALTH CARE. AS HEALTH PROFESSIONALS, YOU UNDERSTAND THE ISSUES OF PRIMARY HEALTH CARE AND THEIR RAMIFICATIONS, SO THERE IS NO NEED TO COMPREHENSIVELY ADDRESS THIS TOPIC. WE ARE ASKED SO OFTEN WHAT WE MEAN BY PRIMARY HEALTH CARE, PROBABLY BECAUSE IT MEANS SO MANY THINGS THAT IT MEANS SO LITTLE. I AM NOT GOING TO HELP WITH THE DEFINITIONAL PROBLEM, BUT I WOULD LIKE TO REFLECT ON A FEW THINGS THAT ARE IMPORTANT FROM MY LAYMAN'S PERSPECTIVE -- AND I SUSPECT TO MOST PEOPLE AS WELL. �23. IT MAY BE APPROPRIATE TO BEGIN WITH A PROBLEM IDENTIFIED IN THE WRITING OF HERODOTUS SOME 2400 YEARS AGO. THE GREEK HISTORIAN PERCEIVED A DISCONTINUITY OF CARE IN HIS NATIVE LAND, AND HE LAMENTED, "EACH PHYSICIAN TREATETH ONE PART AND NOT MORE. AND EVERYWHERE IS FULL OF PHYSICIANS; FOR SOME PROFESS THEMSELVES PHYSICIANS OF THE EYES, AND OTHERS THE HEAD, OTHERS THE TEETH, AND OTHERS OF THE PARTS OF THE BELLY, AND OTHERS OF OBSCURE SICKNESSES." HERODOTUS WAS CORRECT IN HIS VIEW THAT A DISCONTINUITY OF CARE CAN RESULT FROM THE TREND TOWARD OVERSPECIALIZATION. HEALTH CARE, OFFERED OR PROVIDED IN A FRAGMENTED FASHION, IS DIFFICULT TO DEAL WITH IN ITSELF BUT THE PROBLEM GOES DEEPER. OFTEN ACCOMPANYING SUCH SPECIALIZED CARE IS THE PROBLEM OF TRANSFER OF INFORMATION BETWEEN PROVIDERS OF CARE WHO UNWITTINGLY OR WORSE, KNOWINGLY, INHIBIT THE PATIENT'S ACCESS TO COMPREHENSIVE CARE. �24. My LET ME USE A PERSONAL EXAMPLE TO ILLUSTRATE WHAT I MEAN. MOTHER, BY THE TIME SHE REACHED HER MID-70S HAD SEVERAL DIFFERENT HEALTH PROBLEMS, INCLUDING CANCER AND COMPLICATIONS FROM A SERIES OF STROKES. IN THE COURSE OF HER CANCER TREATMENT, SHE WAS SHUNTED FROM ONE SPECIALIST TO ANOTHER, FROM INTERNIST TO SURGEON TO RADIOLOGIST TO ONCOLOGIST, NONE OF WHOM REALLY TOOK A COMPREHENSIVE LOOK AT HER PROBLEMS IN ORDER TO ASSESS HER OVERALL CONDITION. THE INTERNIST WHO DIAGNOSED THE PROBLEMS INITIALLY REFUSED TO CONTINUE AS HER PRIMARY CARE PHYSICIAN, SO THE RESPONSIBILITY FOR CONTINUITY RESTED WITH THE PATIENT AND HER FAMILY, CERTAINLY AN UNSATISFACTORY ASSIGNMENT BY DEFAULT. WE ENCOUNTERED ANOTHER STUMBLING BLOCK -- A GREAT RELUCTANCE, AND AT TIMES, REFUSAL ON THE PART OF SEVERAL PHYSICIANS TO TRANSFER MEDICAL RECORDS OF THE CARE THEY GAVE MY MOTHER TO OTHER PHYSICIANS WHO ALSO WERE TREATING HER. �25. CONSEQUENTLY, EXAMINATIONS, TESTS, AND PROCEDURES WERE DUPLICATED UNNECESSARILY, AT INCONVENIENCE, DISCOMFORT, AND COST. I UNDERSTAND THE REASONS GIVEN, BUT I DO NOT ACCEPT THE FINAL RESULT AS ADEQUATE OR DEFENSIBLE. BETTER WAYS. THERE MUST BE THIS EXAMPLE IS NOT AN ISOLATED ONE. FRIENDS AND ASSOCIATES HAVE TOLD ME SIMILAR STORIES, AND YOU CAN SURELY ADD ANECDOTES OF YOUR OWN. OVERSPECIALIZATION AND A LACK OF CONTINUITY IN CARE ARE NOT PROBLEMS CONFINED TO THE PRACTICE OF MEDICINE. SPECIALIZATION, SOME OBSERVERS CONTEND, HAS RESULTED FROM THE IMPLEMENTATION OF TECHNOLOGY IN ALMOST EVERY FIELD, FORCING THE INDIVIDUAL TO DEAL WITH AN EVER-INCREASING NUMBER OF PROVIDERS OF SERVICE. THE SPECIALIZATION OF HEALTH EDUCATION AND HEALTH SERVICES IS, IN MANY WAYS, AN ACHIEVEMENT IN AMERICAN THAT WE CAN BE PROUD OF. BUT AT THE �26. SAME TIME, WE MUST MANAGE IT SO THAT IT DOES NOT BECOME AN END IN AND OF ITSELF. IF SUCH SPECIALIZATION RESULTS IN FRUSTRATION AND FRAGMENTED, INCOMPLETE PATIENT CARE, IT NEEDS RETHINKING AND REARRANGING. THIS PROBLEM SHOULD BE ADDRESSED BY ALL HEALTH PROFESSIONAL SCHOOLS, AND PARTICULARLY BY THE MEDICAL SCHOOL. THE MEDICAL SCHOOL HAS THE RESPONSIBILITY OF EDUCATING THE KEY MEMBER OF THE HEALTH CARE DELIVER TEAM. THE PHYSICIAN HAS BEEN THE QUARTERBACK, THE CEO, THE GUARDIAN, THE GATEKEEPER -- LARGELY DETERMINING IN WHAT MANNER AND WITH WHAT EMPHASES PATIENT CARE IS PROVIDED. COME. HE PROBABLY WILL BE FOR YEARS TO BUT NEW MODELS SHOULD BE TRIED. QUARTERBACK, A DENTIST QUARTERBACK? WHAT ABOUT A NURSE �27. IV LET ME USE A TRUE STORY TO ILLUSTRATE THE ISSUE OF AVAILABILITY OF AND ACCESS TO HEALTH CARE. NOT LONG AGO ON A VISIT TO A COUNTY SEAT TOWN IN SOUTHERN MICHIGAN, I MET WITH A GROUP OF YOUNG PHYSICIANS. I ASKED THEM, "IF THE MAWBY FAMILY MOVED TO THIS AREA, COULD ANY OF YOU TAKE US ON AS NEW PATIENTS?" THERE WAS A QUICK CONSENSUS, "OH YES, RuSS MAWBY, CHAIRMAN OF THE KELLOGG FOUNDATION, OF COURSE WE WILL GET YOU IN." "NO, NO," I SAID. "RUSS MAWBY, WITH A WIFE AND THREE KIDS, LIVING ON 40 ACRES SOUTH OF TOWN." �28. AGAIN THERE WAS A QUICK AGREEMENT, "NONE OF US IS TAKING ANY NEW PATIENTS. YOU'LL JUST HAVE TO GO TO THE EMERGENCY ROOM AT THE HOSPITAL." I DON'T BELIEVE THAT IS A SATISFACTORY ANSWER TO PRIMARY CARE FOR FAMILIES; EMERGENCY ROOM CARE SHOULD BE FOR EMERGENCIES, NOT SERVE AS A USUAL POINT OF ENTRY FOR PRIMARY CARE. EXPERTS KEEP TELLING ME THAT ACCESS TO HEALTH CARE IS A SERIOUS PROBLEM ONLY FOR THE URBAN POOR AND FOR PEOPLE IN REMOTE RURAL COMMUNITIES. THAT SIMPLY IS NOT TRUE, IF THE MEASURE WE APPLY FOR ADEQUACY GOES BEYOND THE MOST PRIMITIVE OR BASIC STANDARD. IN COMMUNITIES OF ALL TYPES, URBAN AND RURAL, WITHOUT REGARD TO ECONOMIC CIRCUMSTANCES, MANY FAMILIES HAVE REAL DIFFICULTY IN GAINING ACCESS TO SATISFACTORY PRIMARY CARE ON A CONTINUING BASIS. �29. AS A LAYMAN, I HAVE OBSERVED THAT HEALTH PROFESSIONALS -- IN PARTICULARLY PHYSICIANS, BUT TO A DEGREE ALL HEALTH PROFESSIONALS -- HAVE NO PROBLEMS GAINING ACCESS TO THE HEALTH CARE SYSTEM. IF THEIR CHILD OR MOTHER OR GOOD FRIEND NEEDS TO SEE A DOCTOR, EVEN A SPECIALIST WHO IS BOOKED SIX MONTHS IN ADVANCE, THERE IS NO PROBLEM OF ACCESS. I SUSPECT THIS MAY BE A FRINGE BENEFIT WHICH ALSO EXTENDS TO YOU AS HEALTH PROFESSIONS EDUCATORS. BUT DON'T LET THIS LULL YOU INTO A BELIEF THAT THIS IS THEREFORE NO PROBLEM FOR THE REST OF US, REGARDLESS OF GEOGRAPHIC, CULTURAL, OR ECONOMIC CIRCUMSTANCE. I CAN'T HELP BUT THINK THAT THE VERY PRESSING PROBLEMS OF MALDISTRIBUTION, AND SOME WOULD SAY ACTUAL SHORTAGE, OF NURSES ALSO RELATE DIRECTLY TO HEALTH PROFESSIONS EDUCATION ISSUES -- AND SPECIFICALLY MEDICAL EDUCATION. AS A LAYMAN, �30. I CANNOT UNDERSTAND, NOR DO I SYMPATHIZE OR HAVE PATIENCE WITH, THE KINDS OF "PROFESSIONAL SNOBBERY" WHICH SEPARATE THE HEALTH PROFESSIONS IN BOTH EDUCATIONAL AND CLINICAL SETTINGS. FOR EXAMPLE, I DO NOT UNDERSTAND THE RELUCTANCE OF THE MEDICAL PROFESSION AND THE MEDICAL SCHOOLS -- TO TAKE A MORE ENLIGHTENED VIEW TOWARD RECOGNIZING THE UNREALIZED POTENTIAL OF NURSES AND OTHER NON-PHYSICIAN HEALTH PROFESSIONALS IN MEETING THE HEALTH CARE NEEDS IN THIS COUNTRY. I SUSPECT THE ELITISM AND SEPARATION WHICH STILL CHARACTERIZES TOO MUCH OF PHYSICIAN EDUCATION AND CARE WILL NOT MUCH LONGER BE TOLERATED. THIS WOULD SEEM PARTICULARLY TRUE AS THE PUBLIC BECOMES MORE AND MORE AWARE OF HOW SUCH PAROCHIALISM IS AFFECTING THE QUALITY, CHARACTER, AVAILABILITY, AND COST OF CARE IN THEIR COMMUNITIES. �31. INNOVATIVE APPROACHES TO ENCOURAGING PHYSICIANS, NURSES, DENTISTS, AND OTHER HEALTH PROFESSIONALS TO PRACTICE TOGETHER MORE EFFICIENTLY AND EFFECTIVELY, INCLUDING THE PROVISION OF CARE IN UNDERSERVED AREAS AND TO UNREACHED CLIENTELE, MUST CONTINUE TO BE SUPPORTED SO THAT ALL PEOPLE, WHETHER THEY BE AFFLUENT OR POOR, AND WHETHER THEY LIVE IN THE CITY OR THE COUNTRY, HAVE ACCESS TO QUALITY HEALTH CARE. v NOTICE -- I SAID QUALITY HEALTH CARE -- CERTAINLY A PERSISTENT AND BASIC CONCERN OF ALL. IN RECENT YEARS, NOT JUST IN THE PRACTICE OF MEDICINE, QUALITY INCREASINGLY HAS COME TO BE DEFINED IN TERMS OF THE APPLICATION OF HIGH TECHNOLOGY. WE PRIDE OURSELVES ON MAKING USE OF THE LATEST EQUIPMENT,PROCEDURES, AND SYSTEMS WHETHER IN MEDICINE, THE �32. AUTO INDUSTRY, OR COMMUNICATIONS. IN THE HEALTH FIELD THIS EMPHASIS ON TECHNOLOGY CAN CONTRIBUTE TO A FAILURE BY THE PROFESSIONS TO RECOGNIZE THAT ACTUAL PRACTICE AS AN INDICATOR OF QUALITY FOR COMMON HEALTH PROBLEMS MAY BE JUST AS GOOD OR BETTER IN THE SMALL, MODESTLY EQUIPPED CLINIC AS IN THE MAJOR MEDICAL CENTER. MEDICAL SCHOOLS HAVE TAKEN THE LEAD IN APPLYING HIGH TECHNOLOGY TO PRACTICE (AS WELL THEY SHOULD) BUT THEY MUST NOT RUSH SO FAR AHEAD THAT THEY FORGET THE HUMAN DIMENSION -- THE PATIENT'S PERCEPTION OF QUALITY WHICH OFTEN HINGES ON HOW THE PHYSICIAN TREATS THE PERSON, NOT JUST THE MEDICAL PROBLEM. DESPITE STATEMENTS BY INDIVIDUAL FACULTY MEMBERS THAT THEY RECOGNIZE THIS PATIENT PERCEPTION OF THE QUALITY OF CARE AS CONTRASTED WITH THE PHYSICIAN'S PERCEPTION OF CARE, MOST OBSERVERS ARE UNABLE TO NOTE MUCH EVIDENCE OF THAT RECOGNITION. �33. IF YOU OR I WERE TO HAVE A CORONARY TODAY, OUR SPOUSE WOULD NOT WALK INTO THE HOSPITAL AND ASK, "WHAT'S THE AVERAGE LENGTH OF STAY?" BUT THAT YARDSTICK HAS BEEN TOO MUCH A PRIMARY MEASURE OF "QUALITY" IN HOSPITAL REVIEWS. INSTEAD, A LOVED ONE IS LIKELY TO ASK, "IS HE OR SHE IN PAIN? BEING KEPT COMFORTABLE? HIM?" IS SOMEONE WITH HIM? IS HE MAY I SEE PHYSICIANS AND HOSPITAL ADMINISTRATORS TEND NOT TO WORRY ENOUGH ABOUT THOSE HUMANLY CRITICAL GAUGES WHICH ARE SO SIGNIFICANT BOTH TO THE PATIENT AND THE FAMILY, AND TO THE PATIENT'S ULTIMATE RECOVERY. THERE IS A DEFINITE NEED FOR EDUCATORS TO GIVE AS MUCH CONSIDERATION TO THE PATIENT'S PERSPECTIVE ON QUALITY IN PRACTICE AS IT GIVES TO HEALTH SCIENCE AND RESEARCH. MANY RESPECTED AUTHORITIES HAVE LONG CALLED FOR INCREASED ATTENTION TO THE HUMANITIES AND SOCIAL SCIENCES AS A MEANS �34. FOR INSTILLING A CONCERN FOR HUMANE CARE IN THE BUDDING PHYSICIAN, DENTIST, NURSE, OR PHARMACIST. IN THE NEW INITIATIVE, I HOPE STEPS ARE INCLUDED TO MAKE THIS DIMENSION CENTRAL TO ALL HEALTH PROFESSIONS EDUCATION. VI My CLOSING THOUGHT WOULD BE A RETURN TO MY FIRST OBSERVATIONS: 1) WHILE THERE IS MUCH IN OUR HEALTH CARE SYSTEM IN THIS COUNTRY ABOUT WHICH WE CAN BE PROUD AND WHILE IN FACT, IT IS UNEQUALED IN THE WORLD, IMPROVEMENT IS POSSIBLE; THERE ARE SHORTCOMINGS WHICH NEED TO BE IMAGINATIVELY ADDRESSED; AND 2) AS EDUCATORS, YOU WILL VISIBLY SHAPE TOMORROW. �35. WHAT WILL THE NEW MODELS BE LIKE? I DON'T KNOW THE DETAILS AND IT'S NOT THE KELLOGG FOUNDATION'S STYLE TO SHAPE THOSE DETAILS. SOMEONE SAID THAT THE TROUBLE WITH PREDICTIONS IS THAT THEY DEAL WITH THE FUTURE, BUT UNDAUNTED I WILL TURN ON MY FUTURE SCOPE TO 20 YEARS HENCE. I CAN SEE THE OUTLINES OF A VISION -- COMMUNITY-BASED ACADEMIC HEALTH CENTERS WITH THE STATUS AND PRESTIGE OF UNIVERSITY-TEACHING HOSPITALS TODAY. ACADEMIC HEALTH CENTERS WHERE RESEARCH, TEACHING, AND PATIENT CARE ARE OCCURRING; WHERE NEW INSIGHTS OF SCIENTIFIC EXPLORATION ABOUT COMMUNITIES AND THEIR HEALTH NEEDS ARE INFORMING EDUCATION AND PATIENT CARE. STUDENTS, RESIDENTS, POSTDOCTORAL FELLOWS OF THE HIGHEST CALIBER ARE LINED UP TO GO TO THE ACADEMIC HEALTH CENTERS FOR STUDY BECAUSE OF THE RECOGNIZED ACADEMIC AND INTELLECTUAL STATURE OF THE PROFESSORS WHO WORK THERE. PROMOTION AND TENURE DECISIONS BY THE PARENT INSTITUTION ARE MADE SUCH THAT THE �36. WORK OF FACULTY AT THE COMMUNITY-BASED, ACADEMIC HEALTH CENTER IS WEIGHED EQUALLY WITH OTHER FORMS OF SCIENTIFIC AND ACADEMIC ENDEAVOR. I SEE THE OUTLINES OF A CARE SYSTEM WHERE COMPASSION, CARING, AND CONTINUITY OF RESPONSIBILITY PREVAILS; WHERE STUDENTS AND PATIENTS ALIKE ARE TREATED WITH HUMAN DIGNITY AND RESPECT AND IN TURN, THE GRADUATES TREAT THEIR PATIENTS IN THE SAME MANNER. I KNOW -- AND YOU KNOW -- THAT OUR SOCIETY WILL NOT PERMIT THE PRESENT STATE OF AFFAIRS IN . HEALTH CARE TO LAST FOREVER, AND THE PRESSURES ARE GROWING UPON POLICYMAKERS TO FIND SOLUTIONS; MORE PEOPLE HAVE NEEDS TO BE SERVED, AND THE COSTS ARE INCREASING AT A RATE WELL ABOVE INFLATION. WHAT ELECTED OFFICIALS SEEK ARE SOLUTIONS THAT THEY CAN SUPPORT AND IMPLEMENT. THEY NEED ACADEMIC HEALTH CENTERS TO SHIFT FROM BEING PART OF THE PROBLEM TO BEING PART OF THE �37. SOLUTION. WE HOPE THAT THE KELLOGG INITIATIVE WILL GIVE SOME OF YOU THE OPPORTUNITY TO CREATE AND IMPLEMENT SUCH SOLUTIONS. WE -- ELECTED OFFICIALS AND POLICYMAKERS, CITY FOLK, RURAL FOLK, THE UNDERSERVED POOR, THE UPPER MIDDLE CLASS, THE YOUNG AND THE ELDERLY, ME AND MY FAMILY -- ARE ALL COUNTING ON YOU. IN MOST AREAS OF HUMAN CONCERN uWE KNOW BETTER THAN WE DO. u CERTAINLY THIS IS TRUE IN YOUR CHOSEN FIELD OF CONCENTRATION, THE EDUCATION OF PROFESSIONALS FOR HEALTH CARE. FOR IN FACT, A GREAT DEAL MORE IS KNOWN ABOUT WHAT GOOD HEALTH CARE COULD BE AND SHOULD BE THAN IS GENERALLY PUT TO USE BY THE PRACTITIONERS WHOM YOU GRADUATE. THE UNENDING CHALLENGE TO YOU AS EDUCATORS IS TO MOVE REALITY CLOSER TO THE VISION OF THAT WHICH OUGHT TO BE. I WISH YOU GODSPEED AND LOOK FORWARD TO THAT DAY IN THE FUTURE WHEN WE CELEBRATE TOGETHER YOUR ACHIEVEMENTS. !252B �, / "1 I DWK .KELLOCC ~~ FOUNDAT ION H,4 , ,1 , It ; 7 T t i c / oP . . / ~ COMMUN ITY PARTNERSH IPS w i th Hea l th P ro fess ions Educa t ion Oc tobe r1 7 ,1989 9 :00am We lcome Rona ld W .R icha rds , Ph .D . ,P rog ram D i rec to r 9 :10 The Ke l logg Founda t ion 'sP rog ramm ingfo r Hea l th He len K .G race ,R .N . , Ph .D . ,P roq ra rn D i rec to r ,and roq ramm inq Coo rd ina to ro f Hea l thP 9 :30 Commun i ty Pa r tne rsh ips w i th Hea l th P ro fess ions Educa t ion D r .R icha rds 9 :40 " . . . Commun i ty -Based . . . " D r .G race 10 :00 " . . . P r ima ry Hea l th Ca re. . . " Thomas A .B ruce ,M .D . ,P rog ram D i rec to r 10 :20 Co f fee B reak 10 :50 . " "Academ ic.. D r .R icha rds 11 :10 Ques t ions /D iscuss ion D rs . Robe r t Hodge , Hen r ieT readwe l l ,and Robe r t DeV r ies P rog ram D i rec to rs 11 :45 Lunch LuncheonSpeake r: Russe l lG . Mawby ,Ph .D . , Ch ie f Execu t ive O f f ice r . W .K .Ke l loggFounda t ion ,"Hea l thSys tem Ou to fSync : ALayman 's Pe rspec t i ve " 1 : 3 0pm Examp leso fAcadem ic ,Commun i ty -Based ,P r ima ry Hea l th Ca reCen te rs D rs .R icha rdsand B ruce Ques t ions 2 :15 w ragup r .R icha rds ( 11 ' / � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-10-17_RMawby_SPE Title A name given to the resource Russell Mawby speech, Health Systems Out of Sync- A Layman's Perspective Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 17, 1989 for the W. K. Kellogg Foundation at the informational meeting for the W. K. Kellogg Foundation's Health Profession's Education Initiative. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1989-10-17 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/0ec3c1bde8b358728f6db953dc42e198.pdf 807da749d7cbae0ed69e2c44b004d1dc PDF Text Text LOOKING AHEAD AT FOUNDATION LEGISLATIVE ISSUES DR. RUSSELL G. ~~WBY, PRESIDENT W. K. KELLOGG FOUNDATION October 22, 1981 Grand Rapids, Michigan 1. I am delighted to be with you today. It is always a "'" .e~y pleasure to return to my hometown and to visit with friends . associated with Grand Rapids foundations. I want to than: - II. Pete and Dottie suggested that I talk briefly about foundation legislative initiatives, and how the grant-making community might respond to the understandable cries of concern from institutions and programs facing state and federal funding cuts. ,~ ~ Pete Wege and Dottie Johnson for the opportunity. - "..- �Th e s ea r ev e r ys e r i o u ss u b j e c t s . A t t h es am et im e ,I h av et oc a u t i o nm y s e l f t oa v o i db o t ht h es o l em n i t yand s o p h i s t r yt h a tt o oo f t e ni nW a sh ing ton e n s h r o u d s and d i s t o r t s r e l a t e di s s u e s . Th ef e d e r a lb u r e a u c r a t sl o v et oc o n f u s eu s by t h e i rr e f e r e n c e st o" z e r ob r a c k e td e d u c t i o n s " ," s o c i a l s a f e t yn e t s "( som ew it hh o l e s , and o t h e r sw ithou t), " e n ti t L em e nts," "w indow so fv u l n e r a b i l i t y "( som eop en and o t h e r sc l o s e d ) , J " b l o c kg r a n t s , " "R . I .F . s "o rR e d u c t i o n sI nKo r c e , and " t r a n s f e r y ~ ~ " Th eT r e a s u r yD e p a r tm e n t , and i t sI n t e r n a lR ev enu e S e r v i c e ,h av el o n gb e en t h em a s t e r s'o fb u r e a u c r a t i c and b i a s e dd o u b l e t a l k . Th ey h av er e f i n e di tt ot h el e v e lo f " h i g ha r t "i np o r t i o n so ft h eI .R .S .cod er e l a t i n gt op r i v a t e p h i l a n t h r o p y . Th e r ew ef i n d" d i s q u a l i f i e dp erson s; . "" e x c e s s b u s i n e s sh o l d i n g s , " and a h o s to fo t h e rt e rm sand r e s t r i c t i o n s t h a tI b e l i e v eh av ei n t e n t i o n a l l yn e g a t i v ei n f e r e n c e s . I ' l l r e t u r nt ot h e s er e g u l a t o r yr e s t r i c t i o n sa b i tl a t e r . �3 How ev e r , a st h e s eex amp l e si n d i c a t e ,wo rd s and t h e i r im p l i e dm e an ing a r e im p o r t a n t . A t t im e s ,t h e ya r ea l s o q u i t e amu s ing . My wo rk g i v e sm e an o p p o r t u n i t yt ot r a v e l som e . Af ew y e a r s ago I w a si nB r a z i l ,i nt h en o r t h e a s t p a r t , and I w a s s p e n d i n gt im ew i t h as t a t eM i n i s t e r o f A g r i c u l t u r e , t ol e a r na b o u tt h e i rp rob l em sw i t h foodp r o d u c t i o n . H i sP o r t u g e s ew a s e x c e l l e n t ;h i sE n g l i s hw a s d i f f i c u l t . A f t e ro u rl o n gd i s c u s s i o n ,h eg av em ea g r e a tr e p o r tt h a t t h e yh ad v e r yc a r e f u l l yt r a n s l a t e d-f romP o r t u g e s ei n t o E n g l i s h-r e g a r d i n ga g r i c u l t u r ei nt h a tp a r to ft h e y~ t h e i rp rob l em s and p l a n sf o rt h ef u t u r e . On t h ea i r p l a n eI w a sr e a d i n gt h i sr e p o r tand g o t down t ot h es e c t i o non l a r g ea n im a l s . Th el a r g ea g r i c u l t u r a l a n im a l s im p o r t a n ti nt h a tp a r to fB r a z i lw e r ec a t t l e ,h o r s e s , and donk ey s . I tw a sa s o r to fb e l a b o r e dE n g l i s ht r a n s l a t i o n , w i t ht h ev e r b sb a ckw a rd s . Bu ti t w a sv e r yu n d e r s t a n d a b l e . How ev e r , t h et r a n s l a t o rw an t ed t ob eal i t t l e mo r e s o p h i s t i c a t e d and o f f i c i a lsound ingsoh es h i f t e df romc a t t l e ,h o r s e s , and donk ey s ,t ob o v i n e s ,e q u i n e s , and " a s i n i n e s . " �4 We've had the same problem with the bureaucrats in Washington over the past decade. They have too often, perhaps out of a sense of pompous self worth and self righteousness, distorted the English language to confuse issues and cultivate their concepts of social engineering. And as I said, that has been particularly so in the wording of I.R.S. regulations and restrictions on private philanthropy. III. We can be thankful, however, that the atmosphere of distrust, conflict and skepticism between the governmental, private, and business sectors seems to be changing, due to several Reagan administration initiatives. Orator-statesmen Henry Clay said over a century ago that "government is a trust, and the officers of the government are trustees; and both the trust and the trustees are caretakers for the benefit of the people." There is a noticeable similarity - , �5 b e tw e e nt h a tc r e d oa n dt h er e a lp h i l o s o p h yb e h i n dm any , i f n o ta l l ,c h a r i t a b l ef o u n d a t i o n s . My p o i n ti st h a tt h ef e d e r a lg o v e r nm e n t ' sv i ew a n dt h a t o ft h en a t i o n ' sf o u n d a t i o n s ,h a sr e c e n t l yd e v e l o p e di n t oa mo r e s ym b i o t i cr e l a t i o n s h i pt h a np o s s i b l ea d e c a d ea g owh en t h e1969 t a xa c ts e em ed f o rp r a c t i c a lp u r p o s e st ob e s o u n d i n gt h ed e a t hk n e l lf o rp r i v a t ef o u n d a t i o n s . By w o r k i n g t o g e t h e rt h r o u g ho u ra r e aa s s o c i a t i o n s ,l i k et h eC o u n c i lo f • M i c h i g a n F o u n d a t i o n s ,a sw e l la st h en a t i o n a lC o u n c i l on F o u n d a t i o n s ,w e h a v ea c h i e v e ds i g n i f i c a n tl e g i s l a t i v es u c c e s s i nc o r r e c t i n gs e v e r a lo ft h em o s t d am a g i n ga s p e c t so ft h e 1969 a c t . - I n1 9 7 6 ,t h ep r i v a t ef o u n d a t i o np a y o u tr e q u i r em e n tw a s r e d u c e df roma ne s c a l a t i n gs i xp e r c e n tt of i v ep e r c e n t ,o r a l lo fi n c om e . W e know now t h a ti ft h ee s c a l a t i n gs i xp e r c e n tp a y o u t r e q u i r em e n th a dr em a i n e di ne f f e c ti t w o u l dh a v ed e v a s t a t e d t h ea s s e t so fm any ~ 1978 ,p r i v a t ep h i l a n t h r o p y �also was successful in getting the excise tax levied against private foundations reduced from four to two percent. This year's major tax legislation -- the Economic Recovery Act of 1981 -- brought another important improvement in the law for private foundations. The tax act eliminates the requirement that grant-making foundations distribute their entire current income annually. Effective January 1, 1982, it establishes a flat five percent payout rate. The new law will free foundations to take advantage of investments which are most productive. Further, it will increase the total amount of foundation grants ; after a short transition period, by expanding the asset base on which the five percent annual payout requirement is applied. It is, ln sum, good for both foundations and their grantees. It is not too immodest to note that Michigan foundations provided crucial leadership and support for this legislation. Our foundations, working through the state Council, and with �7 the leadership of Dottie Johnson, Bill White, Bill Allen, and others, secured the Democratic prime co-sponsor for the bill, Congressman Bill Brodhead. Michigan foundations also worked through grantees and through personal visits on liThe Hill" in Washington to secure support from other Michigan Congressmen, including Guy Vander Jagt, Howard Wolpe, and Senator Don Reigle. The reality is that the measure wouldn't have been approved without the coordinated efforts of Michigan foundations. And as I noted earlier, the payout change will give foundations thA option to reinvest a portion of their income to offset inflation over the years ahead. IV. This changing and more positive relationship between private philanthrophy and government, reflected in recent legislative action, also encompasses continuing and new challenges for foundations. Much has been said and written �8 a b o u tr e d u c t i o ni nf e d e r a ls p e n d i n gf o rs o c i a lp r o g r am s . And w h e t h e rg r a n tm a k e r s v i ew t h eR e a g a nA dm i n i s t r a t i o n ' s f i s c a lp o l i c i e sp o s i t i v e l yo rn e g a t i v e l y ,t h e ya g r e et h a t s u c hp o l i c i e sa r el i k e l yt oh a v e ~ r e a c h i n ge f f e c to n t h en o n p r o f i ts e c t o r . B u d g e tr e d u c t i o n sa n dc h a n g e si n f u n d i n gm e c h a n i sm s , s u c ha sb l o c kg r a n tp r o g r am s ,a r es h i f t i n g a t t e n t i o nt ot h ep r i v a t es e c t o ra n di t sa b i l i t yt oa s s i s t a f f e c t e do r g a n i z a t i o n s . How g r a n t -m a k e r sv i ew a n dr e s p o n d t ot h e s ec h a n g e si sa m a t t e ro fi n t e n s ec o n c e r nt oa l l g r a n t s e e k e r s . Ab r i e fo v e r v i ew on t h ee x t e n to fp r i v a t ep h i l a n t h r o p y i nt h i sc o u n t r yr e v e a l st h a tp r i v a t eg i v i n gd o e sn o tb e g i n t om a t c h f e d e r a lo u t l a y s . S t a t i s t i c si nG i v i n gU .S .A . 1981 A n n u a l R e p o r t show t o t a lp r i v a t eg i v i n gi n1 9 8 0 am o u n t e d - t o$ 4 8 . 7 4b i l l i o n . O f t h i st o t a l ,$40 b i l l i o n ,o r 84 p e r c e n t < = - w a s d o n a t e db yi n d i v i d u a l s ,$3 b i l l i o n ,o r6 p e r c e n t ~ b e q u e s t s ,$ 2 . 6b i l l i o n ,o r5 . 3p e r c e n tb yc o r p o r a t i o n s ,a n d $ 2 . 4b i l l i o n ,o r5 p e r c e n tb yf o u n d a t i o n s. T h u s , i t i s �9 probable that foundations an a t i o n s together will ( make grants next year of slightly more than $5 billion. By contrast, Congress approved federal spending cuts of seven times that amount in July for just fiscal year 1982, and the President requested $13 billion in additional reductions last month. It is clear that private philanthropy cannot fill the gap created by cutbacks in public funding. It should also be recognized that some of the cutbacks are of expenditures which have been described as "wasteful, unnecessary, or not cost effective." To the extent that may be true, they should not be rescued by support from other sources. I am of the opinion, personally, that there cannot be, - and should not be, any single "unified" response by foundations nationwide to the difficulties associated with the federal cutbacks. Historically, many foundations have seen their role more as a catalyst for identifying and addressing emerging �10 i s s u e sa n dp r o b l em s ;r a t h e rt h a np r o v i d i n gf u n d sf o rs h o r t t e rm s o c i a ln e e d sa n dc r i s e s . T h a ti sn o tt os a yf o u n d a t i o n s s h o u l d n o tb es e n s i t i v ea n dr e s p o n s i v et oc h a n g i n gs o c i a l n e e d s . Th eK e l l o g gF o u n d a t i o n ,f o re x am p l e ,i snow e v a l u a t i n g how i t c a nm o s t e f f e c t i v e l yj o i nw i t ho t h e rf o u n d a t i o n s , n o n p r o f i to r g a n i z a t i o n s ,g o v e r nm e n ta n di n d u s t r yi n l o n g t e rme c o n om i cd e v e l o pm e n ti nM i c h i g a n . ~ Th eC o u n c i lo f M i c h i g a n F o u n d a t i o n si sh e l p i n gt ob r i n gp e o p l et o g e t h e rs u c ha si nt h i sm e e t i n g t o d a y-t od i s c u s st h ei s s u e s , p r o b l em sa n d ~ T h e r ea r ea l s od v a r i e t yo fo t h e ri n i t i a t i v e sby p r i v a t e , c omm u n i t y ,a n dc o r p o r a t ef o u n d a t i o n sr e f l e c t i n gn ew l e v e l s o fc o o p e r a t i o nw i t h t h ep u b l i cs e c t o r . Th eK e l l o g ga n d M i l l e r F o u n d a t i o n si nB a t t l eC r e e kh a v eb e e nm a j o r c o n t r i b u t o r s t oa $27 m i l l i o n ~ r e d e v e l o pm e n te f f o r tw h i c h i n c l u d e s s i g n i f i c a n tc o r p o r a t ea n dg o v e r nm e n t a ls u p p o r t . Th eM o t t F o u n d a t i o nh a sh a da s u b s t a n t i a li n v o l v em e n to fa s im i l a r n a t u r ei nF l i n t . I nm any r e s p e c t s ,y o u r own d r am a t i cd e v e l o pm e n t s �11 h e r ei nG r a n dR a p i d s , i n v o l v i n gb o t hp r i v a t ea n dp u b l i c f u n d so fa ne s t im a t e d$350 m i l l i o n , h a ss e r v e da sa s t a t e w i d e mod e l f o rhow g o v e r nm e n t ,b u s i n e s s ,a n dt h eo v e r a l l p r i v a t es e c t o rc a nwo rk t o g e t h e r . N a t i o n a l l y , f o u n d a t i o n sa r em o n i t o r i n g a n da s s e s s i n g t h eim p a c to fe c o n om i ca n ds o c i a lc h a n g e s ,i no r d e rt o f u r t h e rs h a r p e nt h e i rf o c u sa n dd e f i n et h e i rr o l e s . G r a n t e e s a r eb e i n ge n c o u r a g e dt oe x am i n et h e i rown o p e r a t i o n s . O t h e r f o u n d a t i o n sa r ea s k i n gt h em s e l v e sw h e t h e r , a n d how ,c h a n g e s i nf e d e r a lp o l i c yw i l la f f e c tt h ek i n do fs u p p o r tt h e y p r o v i d e . Som eg r a n t -m a k e r sa r eq u e s t i o n i n g ~, u n d e r t h ec u r r e n ts i t u a t i o n ,t h e yc a nc o n t i n u ef u n d i n gi n n o v a t i v e d em o n s t r a t i o np r o j e c t swh en g r a n t s e e k e r sa r el o o k i n gt o p r i v a t es o u r c e sf o rg e n e r a ls u p p o r to ft h e i ra c t i v i t i e s . Th ep i c t u r et h a ti sb e g i n n i n gt oem e r g e ,t h e n ,i so n e o f ~ a s k i n gh a r dq u e s t i o n so ft h em s e l v e sa n d t h e i rg r a n t e e sa st h er e a l i t yo fg o v e r nm e n t a lc u t b a c k st a k e s h o l d. ��13 to make available, in one document, almost all information which potential grant-seekers require. We should encourage our peers in the foundation field to fully comply with filling out and submitting the 990AR Form and to adopt policies which stress public accountability and open access to grant-making information. The latter can also be achieved through publication of a brief foundation annual report, and the listing of a foundation's address and phone number in the local telephone directory. Today, foundations, and private philanthropy in general, have no real option but to work more effectively togeth er, and individually, to increase their public accountability. Foundations will continue to receive close public and Congressional scrutiny. That scrutiny may be accentuated by the federal cutbacks. In light of such cutbacks, Congressman Rosenthal of New York recently asked for a federal General Accounting Office review of I.R.S. auditing of foundations. There is ~ the possibility that hearings on foundation reporting may be held in the U.S. Senate. In my view, Foundations which do �1 4 n o tc o n d u c tt h e i ra f f a i r sw i t h f u l ls e n s i t i v i t yt ot h e i r p u b l i cr e s p o n s i b l i t i e sr i s kd e l i v e r i n gt h em s e l v e s-a n d o t h e rf o u n d a t i o n sa l s o-i n t ot h eh a n d so ft h e i rc r i t i c s . V I . T h e r ea r en ew , im p o r t a n to p p o r t u n i t i e sf o rf o u n d a t i o n s a sw e l la ss u c hc h a l l e n g e sa sf e d e r a lf u n d i n gc u t b a c k sa n d p u b l i ca c c o u n t a b i l i t y .A s you know ,P r e s i d e n tR e a g a ni s e s t a b l i s h i n ga c omm i s s i o nt od e v e l o pr e c omm e n d a t i o n sf o r ~ t h e .n o n p r o f i ts i d eof t h ep r i v a t es e c t o r . W e s h o u l dwo rk a c t i v e l yt oi n s u r et h a ta n yl e g i s l a t i o nt o s t r e n g t h e nt h en o n p r o f i tp r i v a t es e c t o ri n c l u d e st h er em o v a l o f im p e d im e n t st h a tl im i tg r ow t ho fe x i s t i n gf o u n d a t i o n sa n d t h eb i r t ho fn ew f o u n d a t i o n s . Th eT ax R e fo rm A c to f1969 s h o u l db e am end ed t oc o r r e c t t h ep o l i c yt h a tp r o v i d e sl e s s e rt a xi n c e n t i v e sf o rg i f t st o p r i v a t ef o u n d a t i o n s. Th ep o l i c yon " e x c e s sb u s i n e s sh o l d i n g s , " �15 w h i c h f o r b i d sp r i v a t ef o u n d a t i o n st os h a r ei nt h ec o n t r o lo f a n yb u s i n e s si sb o t ha ne x am p l eo fb i a s e db u r e a u c r a t i c d o u b l e t a l ka n da v e r yr e a la n dm a j o r d i s i n c e n t i v et on ew f o u n d a t i o nf o rm a t i o n . I ts h o u l db ec o r r e c t e d . And f i n a l l y , t h e1969 l awr e p r e s e n t ss u c ha m o r a s s o fi n t r i c a t ec o n f u s i n g p r o v i s i o n st h a ta l lb u tt h em o s t s o p h i s t i c a t e da n dw e l l a d v i s e d d o n o r sa r ed i s c o u r a g e df romc o n t r i b u t i n gt op r i v a t eg r a n t -m a k i n g e n d owm e n t s . - P r e s i d e n tR e a g a nh a sa l s op r om i s e dt oa d d r e s so v e r r e g u l a t i o n b y ~ o fp r i v a t ep h i l a n t h r o p y . Ag o o dp l a c et o s t a r tw o u l db et or e v i s ee x i s t i n gr e g u l a t i o n sw h i c h now d i s c o u r a g es o c i a l l yd e s i r a b l ea c t i o n sb yb o t h commun i ty a n d p r i v a t ef o u n d a t i o n s . Commun i ty f o u n d a t i o n s ,f o re x am p le , c o n t i n u et of a c et h ep a r a d o xo fh a v i n gt og e n e r a t ea d e s i g n a t e d p e r c e n t a g eo fi n c om ee a c hy e a rf rom t h ec omm u n i t yi no r d e r t od em o n s t r a t el o c a ls u p p o r t . T h i s" p u b l i cs u p p o r tt e s t "a s i t i sc a l l e di nt h eI n t e r n a lR e v e n u eS e r v i c er e g u l a t i o n s c r e a t e sa p a r t i c u l a rb u r den whe ns u c hc ommun it yf o u n d a t i o n s , �16 have considerable annual income from previous large bequests. The more overall income community foundations have, the more they must raise from the local community. It is almost -- indeed it is -- a "catch 22" situation in which the more successful you are at raising funds the heavier you are penalized. And we must look at more than just tax laws, regulations, and definitions. As a nation, we must decide if we really want to encourage volunteerism, a movement which has given a special quality to American life. I am encouraged by the Reagan Administration's willingness to address issues of voluntary giving and service in our society. VII. Certainly it would seem that both government and philanthropy are being challenged in these days of cutback, recession, and program termination to fashion more efficient , more �1 7 c o s t p r o d u c t i v e ,mo r e h um a n e l yr e s p o n s i v ew ay s o fd o i n g b u s i n e s s . T h a ts e em so n l yr i g h ta n da p p r o p r i a t e . W e a r ei n d e e da ta t im eo fa n im p r o v e dr e l a t i o n s h i p b e tw e e nf e d e r a lg o v e r nm e n ta n df o u n d a t i o n s . T h e r ei sa p r e s s i n gn e e df o rp r a gm a t i cs o l u t i o n sa sH e n r yC l a yw o u l d e x p r e s si t :" f o rt h eb e n e f i to ft h ep e o p l e . " Ib e l i e v e ~ t o g e t h e r ,t h ep r i v a t ea n dp u b l i cs e c t o r s a r ec a p a b l eo fm e e t i n g t h ec h a l l e n g e . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1981-10-22_RMawby_SPE Title A name given to the resource Russell Mawby speech, Looking Ahead at Foundation Legislative Issues Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 22, 1981 for the W. K. Kellogg Foundation to discuss the legislative activities of the foundation with Grand Rapids foundations. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Legislation Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1981-10-22 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/4658f7173eae1edc05730cd3859fb26e.pdf 5edc4845439ccc89d08a07d4349fcc67 PDF Text Text "'_11 1 w,·" . . ,V" 1l;lc;""V!JJ.~J VICE PRV UN lUll I , OUTRCH~ , ~ ' 616 963 7611;# 1 X:u,~~p/ &/~/ I~J - +(5'3 National Priorities and Challenges the Role of the University and Russell Mawby, Chairman Emeritus, W. K. Kellogg Foundation October 22, 1995, 7:00 p.m. 1. The University A. Knowledge-Reservoir sustained by society 1. ~o serve society's purposes To preserve knowledge-to provide continuity through archives of history B. 2. To conduct research-at the frontiers of knowledge 3. To organize and synthesize bodies of knowledge 4. To transmit knowledge--to teach and share knowledge Two Trends Characterizing the Academy with Implications for Outreach 1. The teaching missiori has been, over time. narrowly defined to mean courses on campus for credentials. as something that happens to students; has lost "excitement" And this is where lifelon , leaming/outreach/continuing education comes in. Instilling lifelong learning in every person needs to be more characteristic of teaching. 2. Research has become omnipotent Need to responsibly relate research to broader service of community and society. II. The National Scene, with Implications for Higher Education A. Return to greater commitment to local responsibility and control for addressing society's problems, cycled back from the move toward federal responsibility back now to Ijal c~ntrol" with change in pattern of decision-making. Sign,ificance fi r higher education: JAN 18 '96 13:52 •.. . , 5173361327 PAGE . 01 �VICE PRV UN 1. OUTRCH~ 61 6 963 '1611; # 2 Skill-building/training for increasing numbers of local civic leaders in leadership, collaboration, consensus-building, etc., especially elected, appointed, and volunteer citizens. For example: public health board, local school boards, jobs training programs, rural and urban day care programs. 2. Technical assistance needed to communities from infant care to the elderly, from job generation to welfare reform, from toxic disposal to greenscapes in inner cities. B. Distinction between the nature of the problems and the solutions we devise. 1. Problems are complex and penetrating; e.g., inflation, K·12 education, violence, health care. 2. Yet solutions tend to be disciplinary, departmental, association-oriented. Significance for higher education: 1. Need to blend specialties and disciplines to address political. cultural, and economic sides of problems. 2. Need to provide creative leadership to decisionmakers in government to mobilize that which we know to address problems (other than building more prisons, e.g.). 3. C. Must be more committed to synthesizing knowledge. Limitless new opportunities provided by technology to education and to society-at-large in distance learning, computers, etc. Significance for higher education: 1. In general, the undergraduate experience has changed relatively little: No systemic implementation of technological potential JRN 18 '96 13:53 5173361327 PRGE.02 �SENT BY :X e r o xT l co~ r 7021 1 -18 -96 13 :39 V ICE PRV UN OUTRCH~ 616 963 76 1 1 ; #3 '. I . : j, I' . 2 . I nfu tu re ,h i g h e re d u c a t i o nm u s tu s et h ee x c i t em e n ta n dp o t e n t i a lo f t e c h n o l o g yt h r o u g h l i f e l o n gl e a r n i n gf o ra l lc i t i z e n sa ta l la g e s ,h e l p i ng am i l y ,c a r e e r ,a n dc i v i cr e s p o n s i b i l i t i e s . t h emt oi n t e r r e l a t ef D . H um a na n dc i v i cr e l a t i o n s h i p sinc o n t em p o r a r ys o c i e t ya rem a r k e db yv i o l e n c e , d e t e r i o r a t i o no ft h ef am i l y ,p o l i t i c a lc o r r e c t n e s s ,a n dd i v e r s i t y ;i no n ew o r d , i n h um a n i t y . S ign i f i can c efo rh igh e redu ca t ion : 1 . H i g h e re d u c a t i o nm u s ta d d r e s sc i v i cr e l a t i o n s h i p s c e l e b r a t ed i f f e r e n c e s a se n r i c h i n gr a t h e rt h a na sac a u s e f o rd i v i s i o na ndf r a gm e n t a t i o n . R e s p e c ta n dh a rm o n ya r ear e a lc h a l l e n g e . i l l . C h a l l e n g e sa n dC lo s ing A . C h a l l e n g e s 1 . H owd ow eg e tu n i v e r s i t i e s ,w h i c hd e s c r i b et h em s e l v e sa sa g e n t so f c h a n g e , t oa d d r e s s t h e s et r em e n d o u sc h a l l e n g e s ? 2 . Th e r ei sad e g r e eo fu r g e n c yi ng e t t i n g u n i v e r s i t i e st or e s p o n d , ow a r de d u c a t i o na ta l l l e v e l s a n i l l u s t r a t e db yt h ea t t i t u d eo fc i t i z e n st e r o s i o no ff a i t ht h a te d u c a t i o ni st h ea n sw e r .U n i v e r s i t i e sm u s tg e t ec omm i t t e d . o t h e r s t ob 3 . W ea ren owt h es t ew a r d so ft h ev i s i o n a r ym o v em e n t i nAm e r i c as e e nin t h ef o u n d i n go fc o l l e g e sa tt h ev e r yb e g i n n i n go fAm e r i c a ' sh i s t o r y , t t i t u d eo fp u b l i cs e r v i c ea n dp u b l i csp i r i t . d em o n s t r a t i n gana B . C lo s ing : Th et h em e o ft h eCon f e r en c e ,"Fu l f i l l ing H i g h e rEdu c a t ion 's u t r e a c hA g e n d a , "m a ya l r e a d yb e C o v e n a n tw i t hS o c i e t y :T h eEm e r g i n gO JAN 18 ' 9 613 :53 5173361327 PAGE .03 �. SENT BY :X e r o xT e l eCOp i e r 7021 . 1 -16 -95 13 :39 V ICE PRV UN OU TRCH~ I • 515 953 7 5 1 1 ; ; ;4 b eh indu s .W e ~ nowh a rdp r e s s e dtom a i n t a i np u b l i cc r e d i b i l i t yand c o n f i d e n c e .A se d u c a t i o n a ll e a d e r sw emu s te x e r c i s e : '" C l a r i t yo fv i s i o n '" C o n f i d e n c e ... C o u r a g e '" C om p a s s i o n ... V e n t u r e s om e n e s s ... W i l l i n g n e s s tot ak er i sk s ... B o l d n e s s [T I l l sp r e s e n t a t i o nw a sno ta u d i o t a p e d ,so myno t e sw e r e t ak enandp r e s en t ed inou t l in e f o rm a t , Ib e l i ev e th es c r ip tcou ldb eo b t a i n e d ,i fd e s i r e d . Twos e c t i o n sw e r ee x c l u d e df rom myno t e s : op en ingp e r s o n a lr em a r k s ,b r i e fh i s to ryo fAm e r i c a nh igh e re d u c a t i o n . DZ ] JAN1 8'96 1 3= 5 4 5173361327 PAGE.04 �N o t e s f r omRGM ' s p r e s e n t a t i o na tt h eC a p s t o n e Sympo s ium o ft h eW . K . K e l l o g gF o u n d a t i o n -MSU L i f e l o n g E d u c a t i o nG r a n t " F u l f i l l i n gH i g h e rE d u c a t i o n ' sC o v e n a n t W it hS o c ie ty : Th e Em e r g i n gO u t r e a c h Ag end a " GM o p e n i n gs p e a k e ron O c t o b e r 2 2 , 1995 a tt e C e n t e r , E a s tL a n s i n g ,M I C_ { j4 : : t . . .. $2 , .p• • ~. 0 "~ ( ~. @ . . ~ • ~ ... u ~ 4 _ ' \ ~ l ' ( r -J ~ .' 2 . ( ,~ ~ ~ z . f?- i �~.';:".o ( . ~ �~ �- ~ ~ . / \ " �I ~ y ) J �? , 7 v " \- i c �( I' ) / ) �) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1995-10-22_RMawby_SPE Title A name given to the resource Russell Mawby speech, Fulfilling Higher Education's Covenant With Society: The Emerging Outreach Agenda Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 22, 1995 for the W. K. Kellogg Foundation at the Capstone Symposium of the Michigan State University Lifelong Education Grant. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1995-10-22 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/17f9b6eebfdc046d22683c98e848f3c4.pdf d273c73aae64ce3110fd20ae4f38cc28 PDF Text Text A FRIENDLY COLLABORATOR LOOKS AT THE POMONA CAMPUS OVER THE YEARS r Remarks by Dr . Russell G. Mawby, Vice President - Programs, W. K. Kel logg Founda ti on, at t he I na ugural Program for Dr . Robert C. Krmner California State Polytec hni c College Pomona, California - October 24, 1967 J Dr . Emor y W. Mor r i s , President of ~y to you hi s g r e e t in ~ s ~arm has asked me to and to express hi s s i nc ere regret at not be ing he re today f or t his inaugural program . has had a the~ Foundat ion , Si nce t he early 1930 1 s , Dr . Mor r i s spot i n hi s heart for this campus which he first knew a s t he home and Arabian hor s e ranc h of his friend and emp l oyer - - phi l a nthropi st W. K. Kellogg. He has known your former Pr e s i de nt , Dr. Julian A. McPhee , f'cr t.wo decades a nd has observed f or s evera l years t he i mpressive ca r ee r of your new President, Dr , Robert C. Kramer . And he has f ollowed with admiration tr e arnazi.ng growth of this campus of Ca l i f or ni a Sta t e Polytec hni c Colle ge , with its signifi ca nt increases not only in s i ze of st uden t body and college plant, but also in quality of academi c program an d graduate s . For all these reasons, he very much regrets h is inab i l ity to be here wit h .. you .-«.. In hi s absence, it i s my pr ivilege to repre sent t his occasion, OUI Foundat ion on Sinc e Dr . Kramer and I were fa culty col league s at Michigan St a t e University , it is a particular plea sure for me t o be her e . Howeve r , because important part s of Dr. Mor ri s l own l ife and r ecollec t i ons are so "\ •• I~ e intertwined wit h the development of thi s camp us , I hope you wi ll regard my remarks as actually comi ng f r om hi m. W, K. Kellogg began coming to Califor nia from Mi ch igan i n 1920 , vi s i t i ng i n your st ate wi t h fr iends and re l at i ves and also residing f or a t i me at t ~e Desert Inn in Palm Springs . But t hen he fell in love with Aza bi.an horses and in 19 25 he asked his physician so n, Ka r l , to help select t �- 2 a sit~ f or an Arabian hor s e ranc h. Thi s valley, nea r Pomona, proved ideal , wi t h its plente ous sunshine, its f e r t i l e soils, and a climate \\fhen Mr. Ke l l ogg noted t he s e plus f'act. cr s , re s embling that of Arabi a. compounded by t he bea uty of the Valley a nd t he surrounding hills, he "'Ja s mos t enthusias t ic, and t his love for t he area persi ste d t.nr ough t he balance of his 91 -year life . Unde r t he direc tion of t he famou s architect, Charles Gibbs Adams, the 8l 6 - a cr e ranch quickly b e came one of t he b ea ut y sp ot s of Sout he rn California. As y ou who know t h is campus a r e aware, t he many building s on the r an ch were all Spani sh i n style. Decorative touches i n c l ude d winding dri ves and walks , ornamental pools and de s cending ri vulets, and great collections of flower s , trees, and s hr ub s . The largest building t hen i n t his valley was t he ranch stable of Moor ish design, soon housing a herd of t he kingliest of multi -purpose horses, the Arabians . As a start, t he Chauncey D. Clarke Arabian st ud ne a r Indio was purchased . Then t ile s trai n was fur t her i mproved by hor s e s from Poland, Egypt, and even Arabia, many of them comin g via t he Lady Wentworth stables in England . p e r-p e t The ranch began to playa real part in ~ ~ uat i.ng the Ar a bian horse in Arne r ica and eventually Mr . Kellogg ha d about 100 Arabian horse s , repre sent i ng an i nvestment exceeding a quarter of a mi l l ion dollars . As a par t of t he operat ion, he developed t he Sunday Hor se Shows - -which, as y ou know, are sti l l a feature here- -where people from t he California area woul.d come and see t he virtues and ver s a t i l i t y of Ar abian horse s as caval ry mo unt s, jumpers, a nd 'ilO r k , tric k, polo, and p l e as ur-e no.rse s . Ea ch Sunday in those ea:cly days, seve r a l hundreds of peopLe woul.d ga t he r at the show- z Lng to see wha t might be re garded as t he f irst educational program on 'ell i s s ite . ~ �' . - 3N i r. K e ll o gglov ed t h er an c h , no t onl yf o rits b e au t yandt h ef a c t t h a ti tw a sa p e r f e c ts e t t ingf o rt h eA r ab i a n s ,b u ta l s ob ecau se i tw a s "hom e "f o ra numb e ro fy e a r s fo rh is son ,K a rl,andf am il y ,and ~ ~ lu . . d augh t e r B e th , andf am i l y . Anumb e ro fh is g randchi l i i ren /w e re I u e s t so fcon tempo r a r yo r las t ingf am e m ad ev i s i t st oth er an ch. f 4 an yg Co lon e lL i n db e rg d ropp ed inandh ad a ho rs en am ed a f te rh im . M adam S ch l® ann H e ink w a se n t e r t a i n ed a td inn er. O t h e r no tab le v is it o rsin c lud edC l a r a B ow ,G a ry Co op e r, L au ra L aP lan te , O liv ia d e I a v . iL and ,D oug l as F a i rb ank s , IV i a ryP ick fo rd ," ( ' T a llace B e er y , M a r l en eD ie t r i c h ,andt . hos el o v a b l e"O u r G a n g " ki d s .M r. K e l logg al s ow a sp l e a s e dt h a tRudo lphV a len tino u s ed a g r e a ts t a l l i onfrom t h er an ch ,J ad a an ,i ns e ve r a lm o tion p ic t u r e sandth a t Tom Mi xr o de K e l l o gg A rab ian sin a numb e ro fT ou rnm n en to f Ro s e sp a r a d 2 s. In M ayo f1932"t h e$3 , 0 0 0 , 0 0 0r an c h , al o n gw i t ht . r ;e s t a b l eo f p u re br e dA rab ian hor s e s ,wa sgi v entot h eU n i v e r s it yo fC a li f o r n i at o serv easth eH .K , K e llogg I n s t i t u t eo fAnim a lH u sb and ry , t h eU n i v e r s i ty a g ree i n gt om ai n t a i nandpro pag a teth eA r ab i a nb re e d . M r .K e l logg a l s o p r e s e n tedth e Un i v e r s i t yw it ha t r u s tfund o f$600,000 to cov e rt h e exp en se s ~ ~ I~ o fr an c hm a int en an c e )r e s e r v i n gf o rp e rson a lu s e onl yhi si b s id en ce . t~ 25 ,00 0p eo p l ec am et o om~ ~ c..: M o r e V a lleyin1932 f o rth e ce r emony a t wh i ch u r n edove rtot h eU n iv e rsi t yo fC a l i f o r ni a . I tw a sa h appy th e ran ch w ast d a yf o r. WK . K e l logg , bu ta l s ooner o fh is "m o st emba r r a s s i n gd a y s , "f o r . h e w a ss i n g l e dou t fo r th e th ank so f G o v e rno rJ ame sRo l p h and o t h2 r C al i f o r n iao f f i c i a l sandfo rt h erepa r t e eo f com ed iana c t o r W i l lR og e r s who a c t e da sma s te ro fc e remon ies f o rt h eoc c a s i o n . Wo r ldWar I I c am e and M r .K e ll o gg w a s anx iou st h a t th ep ro p e rt ybe u s edby t h e Un i t e dS ta tesinth ew a re ffo r t. Th eUn iv e rsi t yo fC al i f o r ni a a g ree dt og i v eu pitsrig h ts t oth ep rop e rt y ,and , sub sequ e n t ly , th eA rmy �. . - 4u s ed t h er an c h as a R e Jnoun tS ta t i o nanda sa t r a i n ingc e n t e rf o rK9dog s . Whenthe A rm y sawnof u r t h e ru s e fo r th e hor s ,~ s e a use o f th em e ch ani z a tion ch w a st r a ns f e r r edto t ~e U .S , D ep a r tm en to fAg r i c u l t u r e o f w a rfa re ,th eran an dt h i sD e p a r tm e n t, n o ts e e i ng afe a s i b leu s e fo rth ep r o p e rty ,d e c l a red i ta s"S u r p l u s "i n1 948 ,s a y i n gth a tt h er an c h wou l . db e cl .o s edth e fo l low ing J anu a r y1 f o rl a ck o f fund s andth a ta ll t h eA r abi anhor s e sw ou ld b e so ld . g e lyth roughD r .M o rris , W . K .K e llogg sp r an gin t oa c t i o nt oav e r t L ar _t L~ ~ ad iss o l u t i o nw h ch wou ld h av em e an t ana n t ic l im a c t i c a lendt oh i se f fo r t s t op e r p e t u a t e th eA r ab i an h o r s e . Af l o o do fp e t i t i o n sw en t t oth ef e d e r a l gov ernmen tf romA rab i anho rs eb reed er s . C on fe rencesw e r e he ld w i th S en a tor s K n ow l an d and D own e yo fC a l i f o rn i aandw i th R ep r es e nt a t i v eR ich a r dNixo n , l a te r)o f co u rse ,t ob eV ice P re si d e n to f tn eU n i t ed s ta tes. Th eselegi s la t o r s ,p l u sC l i n t onAnd e r son o f NeV IM ex i co , th en S ec re ta ry o fA g ri c u l t u r e , w e r em o s t h e l p fu li nt h el o ng and complic a ted m an euv e ri n gt os av eth e r a n ch . D r. Mu r r is p er s o n a llyt . esti . f 'Le db e t 'c r et. . eS ena te and H ou se e e s ) andbo th t ot ' 1 e se C omm i t tee sand t oMe s s r s . Know l and A g ricu ltu ra l Committ andNi x on h ep l e d g ed t h a ti fth er a nch shou ldb er e t u r n ed t oth e Found a tion rou gh a sp e c i a lAc to f Con g r ess ,th ep rop er t yw ou l dbe pu tt ogood u se th f o rth eb en e f i to fth ep eop l eo fC a l if o r n i a . Ev en t u a l l yth e sa le w as c a l l e d o f f by a n ewS e cre ta r yo fA g r i c u l t u r e, C h a r l e sF . Br a nnan . Asub sequ en t A c to fC ong r e s st r a n s f e r r e dth eown e r sh ip o fth er an c hb a ck t ot h eK e l logg F o u nda t ion . F o llow i n gt h i s ,an umbe ro fo r g an iz a tion s and i n s titu t i on si nC a l i fo rn i a ex p re ssedth ei r d e s i r et ou s e th er a n ch f o ra v a r i e t yo fpu rpos e s. M r. R oy S imp son, t h en Super i n tenden to fyou rS ta te D ep a rtm e n to fEdu c a t ion and a i end o fD r . Morr i s ,adv i s ed : "B e f o r eyou d i s p o s eo f th ep r o p e r t y , I hop e fr you w ill fam ilia r i z e you rse lf w i ththep rog r am o fC a lP o ly . I nvi e wo f th e �. . . . ' _c ;_ F o u n d a t i o n ' ss t r e s supon t h ea p p l i c a t i o no fknow l edg e( r a t h e rth an r e s e a r c h p e rs e ) and upon Co n t i n u i n gEdu c a t ion ,a i dt ofa rm e r s and f a rm i n g , and p r a c ti c a le d u c a t i o n , youm ay w e l l fi n dC a l Po ly you rb e s tbe t." I t\-TaS i n th i sw ay t h a tD r. Mo r r i s t h e nbec am ea c q u a i n t e dw i thth eS an Lui sOb i spo cam pu s and i t sg rea t eader , ~r J u l i a nM cPh e e . E n t h u s i a s tt h a th e is , ee p o i n t e dou tt h a tC a l Po ly n e ed ed a Sou th e rn C a l if o r n i ac ampu s D r. McPh an dp ro g r am to c a r r y o nt h es am e ou ts tand inga c t i v:J. t i e si nag r i c u l t u r eand ut h e r fie lds ,a sa tS an Lu i sO bi s p o ,and th at t h eeq g c a t i o n a lp h i l osoph i e s o fth is i n s t i t u t i o nand t h eFound a t ion w e r ev e rymu chin a c c o r d . We w e r e mmed i a t e l yim p ressed\lit ht h e"up s id edownedu c a t i o n "o ri g i n a t e dby i D r, M cPh ee as S ta te D i r e c t o rf o rVo c a ti o n a lA g r i c u l t u r e . W e thoug h t , and s till t h i n k ,yo ur~ e ar n e~erien e rin i . , e~ supe rbi d e a ,andw e not e dt h a tyou ri n s t i t u t i o n ,i nc omm o nw i th t h eFou nda tion ,r e g a rd sa si t s -- p r im e mi s s i o n" h e l p i n gp eop l e tob e t t e rth em s e lv e s . " Th e r e fo r e,i n1 949 , theranchw as aeed edby S ta te o fC a l i f o r n i a I ~~~e Fou nda tion t o us edfo ro c c u p a t ion a lt r a i n i n gco n s i s t e n tw i th th eph i lo sophyande d u c a t i o n a lo b j e c t i v e so fC a l i f o r n i aS t a t eP o l y t e ch n i c . Co l l eg e . " END QUOTE . T hus b eganth is c ~ A s an ep ilogu e D r . Mo r r i sask edm e t oconv ey tod ayt h em essage t h a t ou r Fou nda tion h a s been d e l i gh t ed w i t ht h eu s e th a th a sb e enm ad eo ft h e K e llo g gR an ch a s ab e a u t i f u land u s e f u lc ampu s nows e r v i n gmo r e t h a n6 ,000 s tu d en ts. Th e ~te o a i ~ Iia h a s mo r et h an f u l f i l l ed i t sp l e d g e st o t h eFound a tion . We a s k ed th a t th eA r ab i a n sb em ai n t a in edandp e r p e t u a t e d and t h i sh a st r u l ybeen don e -b u tw e st r e s s e dt h a tt h emo s t i mpo rtan t go a l w a s t ous et h ep rop e r ty f o rt h eg rea tes t po ss i b l eb e n e f i tt ot h ep eop l e - o fC a li f o rn ia . F u l f i l lm en to ft h a tcomm i tm en th a sa l s oex c e ed ed ou r expe c t a t i o n s . To i l l u s t r a t e ,t h et r an s f e rd e ed c a l l e df o ra m inim umo f �- 6$2m i l l i o ni nc o l l e g eb u i l d i n g s , and a l r e a d y mo r et h a n~ m i l l i o no f s t r u c t u r e sg ra ce t h i sb e a u t i f u lc ampu s . You 'v eb e com eac o e d u c a t i o n a l i n s t i t u t i o n . You r a c ad em i ch o r i z o n sa r eexp and ing . You rg r a d u a t e sa r e e s t e em edi nC a l i f o r n i a and f a rb eyond . Ind e ed ,f ew Found a tionlT inv e s tm en t slT h av ey i e l d ed g rea t e r ITpeop l ed i v i d e n d s .1T Fo rt h i swe comm end a l lw ho h av e b e en r e s p o n s i b l ef o rsu cha ch i ev em en t s . I ncomm en t in g on h i sm any p h i l a n t h r o p i ci n t e r e s t s ,M r . K e l logg on c e ob s e rv ed , ITEdu c a t i on of f e r sth eg r e a t e s t oppo rt u n i t yr e a l l yt oimp rov eon e 1T e ra n o t h e r. Tose et h er an chh e lov edt r an s fo rm edi n t oa g en e ra tion ov dyn am i c,v i t a l ,g row ing i n s t i t u t i o no fh i gh e r edu c a tionwou ld h av e been t h esou r c eo fg r e a t e s ts a t i s f a c t i o nt oh im . Ov e rt h ey e a r s ,D r . Mo r r i s h a sh adm any c o n t a c t sw i th D r .M cPh e e , ~ b o t hi nC a l i fo r n i aandi nM ich igan . H eh a sv a lu edt h i sa s s o c i a t i o nhi g h l y , " . ;U . . . ~ i ~ t ~ and~ ee s m u ch o fth eg r e a t n es so f you ri n s t i t u t i o nh a s com ef romt h e ¥ i ~n s i r e d l e a d e r s h i po f yo ~ ormer P r e s i d e n t a n a~ini~or , an ~u at o r , an da m anp a rex ce l l e n c e. n1 965 ,D r . M cPh ee a sk edD r . Mo r r i s and t h eFound a t ion t oh e l p B acki h im t oi d e n t i f ym en a roundt h en a t i o nw ho m igh tb e su gg e s t e dt oyou r B oa r do fT r u s t ee sa sV i c eP r e s i d e n tf o rth eK e llogg -V oo rh is c ampu s. H e s t r e s s e dth a ta m ant ob ec o n s i d e r e dmu s tb e an o u t s t a n d i n ge d u c a t o rand a dm i n i s t r a t o r , mu s t sh a r eth eC a l Po ly ph i lo sophy o fe d u c a t i o nando fs e r v i c e t oco mmu n itie sthroughout ~tate, andmu s t h av e th ec a p a c i t yf o rP r e s i d e n t i a l r e s p o n s i b i l i t i e si na n t i c i p a t i o no fD r . McP h e e ' sr e t i r em e n t . W h en D r . M o r r i s ' a t t e n t i on w a sd r a l f f it oD r . Rob e r tC .K ram er ,h e kn ew t h a th e r ew a sa p e r s o n w e l l wo r th c o n s i d e r a t i o nbyt h eBo a rd. D r .K r am e r' s d emon st r a t e da b i l i t y ( a sa t e a c h e r ,r e s e a r c h e r ,e x t e ns i o neduca to r ,andadm in i s tra t o r;h i s in t _ er .Dat i o n a Jrepu t a t i oninth ef i e l d so f ag r i -bu s i n e s sandm a rk e ti n g ;h i s p e r s o n a l u a l i t i e s ; and h i s ~ ti a p h i l o sophy o fe d u c a t i o n ' ss i gn i f i c a n c e �• -'7i ncon t empo r a ry s o c i e t ya l lm a rk ed h im a sa l o g i c a lc a n d i d a t et op ro v id e l e a d e r s h i pi nc a r r y i n gfo rw a rdt h ep r o g r am so fC a lP o l y . I t( " a sa s o u r c eo fs a t i s f a c t i o n ,t h e r e f o r e ,t oD r .M o r r i s and t ot h eFounda t . i . cn w h e n am an o fD r. ramer~s ~ sup e rbq u a l i f i c a t i o n sw a sn rnn ed by t h eBo a rd f i r s t ~ ~ t ~~ a sV i c eP r e s i d e n"01 andt h e nP r e s i d e n tf o rtE i l o e gg o o~~~ We p r e d i c tf o ry o u rn ewP r e s i d e n t ab r i l l i a n ta dm i n i s t r a t i o n,p r o v i d i n g l e a d e r s h i pf o r~ institut~ endering e d u c a t i o nt h a ti sn o to fth e obviou s, b u te d u c a t i o nth a t isa l l i e dwi t hth eimagi na t e i~ Ou r con g r a t u l a t i o n s and good w ish es t oP r e si d e n tK r am e r , t h eBo a rd o f ~~~ rustee~ , ~~~ andt h eF acu lty ,s t u d e n t s , andf r i e n d so ft h eC a l i f o r n i a S t a t eP o l y t e c h n i cC o l l e g ef o rt h e An u r t u r eh e r eo f~~e stim~~~~d~ art~e ~ea f rommo r e r e shing and s~aid patternsofeducation,~ with ~ I ~~ L ion t h a t th egrea ~nd o fl l l €isn o t know l edg ei t s e l f ,b u tprope r ~ i I~~ a ac t $ ~ ~~ t~ ~ i~ th a t know l edg e' !J u u "'A) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1967-10-24_RMawby_SPE Title A name given to the resource Russell Mawby speech, A Friendly Collaborator Looks at the Pomona Campus Over the Years Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 24, 1967 for the W. K. Kellogg Foundation at the Inaugural Program for Dr. Robert C. Kramer at California State Polytechnic College. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1967-10-24 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text