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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1982-03-30_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech for the Michigan Association of Extension Homemakers
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given March 30, 1982 for the W. K. Kellogg Foundation at the meeting of the Michigan Association of Extension Homemakers.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1982-03-30
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/a385bba673ab55b8dff839ecb553c327.pdf
6b9f948d8305ec6fd635d1828e5ce96e
PDF Text
Text
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more an d more women ent e r i ng the job ma r ke t ha s made i t
tougher to f i nd good volunt ee r s .
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pr omi sing i s t he grow ing pa r t ne rship betwe en business and the
volunta ry s ec t or . Cor porati ons as di ve rse as Sara Lee , Levi
St raus s , ARCO , Xerox , Appl e Compu te r , and Metropol i t an Li f e
have made ma j or ef f or t s to ent i ce t hei r empl oyee s t o
volunt eer. I commend t o you a book publ i s hed j us t la s t yea r
by VOLUNTEER: The Na tiona l Cente r ca lled "A New Competit i ve
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unions.
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Muc h de pends on how wel l you ha ndl e this chall enge. The
stakes a r e i nde ed hi gh . When El l i ot Richa rds on wa s the
Sec r e t ary of Healt h, Educa t i on , a nd Welfare more t han a de cade
a go, he es t imat ed : " to ex t e nd t he pr esent r a nge of HEW service
equit a bl y t o a ll in ne ed woul d c os t a qua r t e r of t rillion
dollar s • • •and the ad di t i on of 20 mi l l i on t r a i ned pers onnel . "
lve obvi ous l y cannot aff ord t o c l os e the " s e r vi ce gap" by
s pe nding mor e on soc i al s ervi c e s ; i ns t e ad we ne ed to unlea sh
t he fu l l volunt ary resource s of this na t ion to c l os e t hi s ga p .
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
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JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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JCPA-01_1987-05-05_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech for the Michigan Association of Volunteer Administrators
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 5, 1987 for the W. K. Kellogg Foundation to the Michigan Association of Volunteer Administrators.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1987-05-05
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/216c4d1edd30ccb611ae0bd9f278841c.pdf
ad5e9bedee5519ed60e820084513beee
PDF Text
Text
Dr. Russell G. Mawby
President, W. K. Kellogg Foundation
Battle Creek, Michigan
I.
I am doubly delighted to be here today to participate
in this discussion on the importance and potential expansion
of exchange programs between the youth of America and other
countries of the world.
Doubly delighted -- first, because the Foundation I
represent has a special concern for young people and the
significance of experiences during their formative years;
second, because I am the beneficiary of such an exchange
experience, in the waning of my teen-age years over a third
of a century ago.
In 1948, as the world was struggling
through the aftermath of World War II, I was selected as an
International 4-H Youth Exchange delegate (IFYE).
That
first Exchange -- born of the dream of two New York farm
boys, former 4-H'ers and then Army veterans who were concerned
�2
that such a war should never happen again -- involved only
four young people from Britain and 17 from the United States.
From that modest beginning, international exchanges in 4-H
continue -- with great variety in format and duration, and
with countries around the world.
Those three months in the summer of 1948 changed my
life, in both tangible and subtle ways:
my decision to go on to graduate school, to broaden my
perspectives, and prepare for a life beyond the farm;
my professional career, first as a university faculty
member and now with a grantmaking foundation;
my role as a parent, church member, volunteer.
The concerns which led to the establishment of that 4-H
.
.
Exchange in 1948 and the purposes which such activities
continue to serve are perhaps even more important, more
compelling, today than in decades past.
�3
II.
I believe this exchange experience gave me a better
understanding and appreciation for the value of other societies
and cultures and also an appreciation for the complexities
which are often reflected in international issues and dialogue.
Because the Kellogg Foundation has long been concerned with
youth and their role in society, we have funded major international and domestic fellowship programs for nearly 50
years.
While many of these programs emphasized exchange of
knowledge and intercultural experiences of young adult
leaders, we have also sought to support organizations which
have specifically focused on international youth exchange.
Efforts aided by the Kellogg Foundation have included a new
national program of youth and adult volunteer leadership
development for Sister Cities International.
As I am sure
many of you know, the purpose of Sister Cities is to increase
international understanding and to foster world peace through
international communication and exchange at the local,
�4
person-to-person level.
It serves as a coordinator and
catalyst to encourage various types of youth programs, and
currently involves some 617 U.S. cities affiliated through
their city governments and volunteer Sister City committees
with over 800 foreign cities and 77 countries.
Kellogg has also provided recent support to help the
Up With People organization develop and further implement
their program.
More than 4,500 young people from 30 countries
have participated in the unique, year-long Up With People
educational plan which is designed to mature students,
broaden their perspectives of the world, and create an
awareness of their own potential for leadership.
The catalyst
for achieving these goals has been the national and international presentations of a two-hour musical production
aimed at fostering improved human relations and intercultural
understanding by building bridges of communication and
friendship.
Less well known, but important to mention has
been Up With People's educational program designed to challenge
�5
student participants to excell and to increase their potential
contributions to society's future.
In every location where
the Up With People program operates, students meet with
local leaders, businessmen, governmental officials, and
others to exchange ideas and learn about the places they are
visiting.
Whenever possible, students make field trips to
local points of historical interest, experience cultural
opportunities, and attend artistic programs, thereby expanding
their understanding of the diversity and complexity of the
world in which they live.
It is to this segment of the Up
With People program which the Kellogg Foundation has concentrated
its support most recently.
A national intercultural volunteer leadership development
program is also receiving Kellogg Foundation support through
the Youth for Understanding program based here in Washington,
D.C.
I am proud to say that the Youth for Understanding
program orginated in Michigan and is driven by a commitment
to increase intellectual and cultural ties between nations
�6
through international family living experiences for young
people.
Youth for Understanding today has the world's largest
number of high school students i n an international exchange
program.
Annually, it provides approximately 7,000 stud ents
from 25 countries with the opportunity to live with a family
in a culture different from their own.
For three decades,
Youth f o r Understanding h as relied on a network of over
2,000 U.S. volunteers to recruit Americans for overseas
family living experienc es and to select and screen 7,500
host families in the United States to provide home-stay
experiences for the international visitors.
Youth for
Understanding volunteers are also instrumental within their
home communities as s pokesmen for the organization, as
advisors to family in exchanges, and as providers for the
program's educational services.
Recently, the Kellogg
Foundation has provided funding to help Youth for Underst anding implement a comprehensive development program for
thes e key volunteers.
�7
I would just mention that Kellogg has provided additional
support for the programs of the National Association of
Partners for the Americas to develop a unique international
leadership program for volunteers in the United States and
in Latin America.
That program links people from 44 U.S.
states with their counterparts in 21 countries of Latin
America and the Caribbean.
There are more than 50 partner-
ships, or state-country linkages, operating under Partners
for the Americas, in such areas as health, law, education,
agriculture, business, and industry.
III.
The Foundation I represent was created by breakfast
cereal pioneer W. K. Kellogg in 1930 -- specifically because
of Mr. Kellogg's concern for young people and what he rightfully saw as their role in insuring a better life for
themselves, their famili es, community, nation, and the
world.
Mr. Kellogg often commented that "education offers
the gr eatest opportunity for improving one generation over
�8
another."
By education, Mr. Kellogg did not mean just
credits, courses, and credentials.
Rather, he saw education
in its broadest sense -- encompassing valuable life
experiences and informal and formal knowledge of many
dimensions.
Certainly such a larger view of education, and
of life, is embodied in international youth exchange
efforts.
For that reason, I believe we must work together
to broaden and strengthen such programs.
MISC-4-D
5/21/82
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
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Identifier
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JCPA-01_1982-05-24_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech for the White House Meeting on Youth Programs
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 24, 1982 for the W. K. Kellogg Foundation to discuss exchange programs among youth in the United States with youth around the world.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1982-05-24
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/849314992ef9af01db0dfcebeca04e38.pdf
855db96c8d4081b316e44d8a19a58b63
PDF Text
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
A language of the resource
eng
Type
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Text
Identifier
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JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1975-09-01_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech to Norwegian Ministry of Agriculture
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given September 1, 1975 for the W. K. Kellogg Foundation to the Norwegian Minister of Agriculture. Minister Thorstein Treholt's speech thanking Mawby and Kellogg for their support is also included.
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
1975-09-01
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/33a14fcaa560bf7d6f1d76abdaed6027.pdf
c8d1361a853b78c073bb8b69697edaee
PDF Text
Text
Remarks by
Russell G. Mawby, President
Board of Directors
The Educational Founda't i ouof Alpha Gamma Rho
Knoxville, Tennessee
August 28, 1974
This morning the balance of our breakfast program will foc us on The
EducationalFoundat i on of Alpha Gamma Rho.
On behalf of the Foundation Board,
I wish to express our appreciation to the Executive Council and the Program
Committee f or this opportunity of reporting to our National Convention.
I
will be sharing with you briefly some of the highlights of your Foundation's
progress to date and sharing with you our plans for the future.
Mo s t of us know too l ittle about the Educational Foundati on of our
fr aternity.
We need to better understand its purposes and its potential if
the Foundation is to make its maximum contribution to our brotherhood.
Alpha Gamma Rho, as all of us realize, is a very complex organization
with our net wor k of active chapter s , alumni groups, and the Nat ional Fraternity.
Each of these elements has all sorts of needs--for physical facilities, for
the operational budgets of local chapters, for the activities of our National
Office.
As members, we are obligated to fulfill these needs.
Contributions
by a lumni and f r i end s of the fraternity do not qualify as deduct ions f or
charitable or educ at i ona l purpose s under f ederal income tax regulations.
In
r eco gnition of this f act , there developed the concept of a tax-exempt educational fou ndation as a n auxiliary unit of our fraternity.
This idea was fi rst
considered at our national convention ten years a go and was authorized at the
national convention eight years ago, in 1966.
As stated in the Founda t i on ' s by-laws, the general purpos e s are to provide
financial support : for educational and scientif ic purposes; to aid and a s si s t
needy a nd deserving students in securing a better education ; and to promote and
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encou r a ge s cientific , philosophic , and l it erary ende avo rs .
To ac c ompli s h these
pill po s es , t he Edu cat i ona.l Foundation =_ s author i ze d to r ec e i.ve mon ey or
'by
prope ·,~ty
gi f t , Dev i s e or beque st 1 a nd t o hold, manage, invest , and expend
such a s s et s f or the study, experimen tat ion, a nd advanc 6 nent of agTi cult 1u2 or
areas of related endeavor.
More epee Lf'Lc.a.Ll.y, f unds a dmi ni s t er e d by the
Founda't Lon ar e us ed to: pi-evad e a s s istanc e to needy s t ud ents through gr ant s and
l oans ; en coura ge academic exc el lence--t hr ough scholar ships and spec ial awards to
i ndividuals s t u dents ( i ncl udi ng students out side the f rat erni t y) , a nd f or c hapt er
award s f or ov er - al l a cademic excellence (to b e used for educ at i ona l purpos es );
and to stimulate a cademi c excellence t hr ough sup port of chapteT reference
libr ar i e s and ot h er study fac ilit ies, and through support of tutorial and
counseling programs.
Or gan izat i onally , the Edu cat i onal Foundation i s an autonomous, taxex empt , ch aritable , non- prof i t corpor a tion .
The memb er sh i p i ncl ude s any
member of Al pha Gamma Rho who has co nt ribut ed $1 00 or more on an accumulative basis .
At t h e present time ther e ar e 63 memb er s; a t t he an nu al
me et i ng of t h e membership held last ev en ing , ten memb er s were pres ent.
I hope t hat mor e of you in attendanc e a t t his conv enti on wi l l be
motivated t o become members.
The Foun dat i on is managed by a Board of Directors composed of six members,
each el ect ed for a six-year term .
t~ :L'ms
Directors cannot b e r e- elec t ed to su c c es s i v e
on t he Board .
I hav e t h e pl easure now of serving as the President of the Educational
Poun da t i on ,
I am an alumnu s of Tau Chapt er a nd am now the Pres ident of t he W. K.
Kellogg Foundat ion in Battle Creek , Mi c h i ga n.
Our Edu cational Foun dat i on 1s
Vi c e Pr e sident i s Dr. Emil Mrak of Chi Chapter , Chanc el l or Emeritus of the
Univers ity of California at Davis.
Our Treasurer is Dr . Glenn Sullivan of
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reflect t h e l at est regulations of feder al tax laws.
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Th is will then b e u sed as
the basis fo r a n exper imental program to contact alumni who ma y o e i nt er es ted
i n eatat, e pla n nin g.
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in t hi .3 appro a c h,
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re s ou rc e s.
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for a s s t s t a n ce i n libl ary improvement.
t his matc h ing graut s pro gran I n 1973-·74.
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T:!e ho pe ev en me r e will ava i l t h em-
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c hapter' on a match ing bas is .. sub ,j e c t to t he approv a .L of t h ei r proposal hy t h e
Foundat ion ' s Boald .
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o f $ 600 ea c h .
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
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JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1974-08-28_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech to the Educational Foundation of Alpha Gamma Rho
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given August 28, 1974 for the W. K. Kellogg Foundation on the progress of the Foundation Board of Alpha Gamma Rho.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc.
Education
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1974-08-28
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/c8aaa0f1b6401cef82fc2c3c30f208fa.pdf
8d4338c95540e5901f821b896a8b48e1
PDF Text
Text
Draft of remarks before the
Board of Trustees, MSU, May 25, 1978
On Thursday evening, May 25, 1978, representatives of the Alumni Association
of the College of Agriculture and Natural Resources met with the Board of
Trustees of Michigan State University. Representing the Association were
A. Edwin Baur, Secretary (Senior Vice President, First National Bank of
Kalamazoo); Jack Barnes, former Director (Manager, Michigan Milk Producers
Association, Detroit); and Russell G. Mawby, Vice President (President,
W. K. Kellog g Foundation, Battle Creek).
The following is the text of the informal statement made by Dr. Mawby on
behalf of the ANR Alumni Association:
On behalf of the Alumni Association of the College of Agriculture and Natural
Resources, we appreciate this opportunity to meet with the Board of Trustees.
I am Russ Mawby, Vice President of the Association. I represent and express
greetings on behalf of our President, Harold Lein, who is President of the
Mi ch i ga n Livestock Excha nge . Unfortunately, Harold had an out-of-state
commitment this evening. With me is Edwin Baur, Secretary of the Association,
and Jack Barnes, a former member of our Board. Both Ed and Jack are leaders
in Michi gan agriculture and both have been recognized by being presented ~he
Distin guished Service Award in Agriculture by this University.
Our request to meet briefly with the Board grew out of an Alumni Association
meeting. We were discussin g the announcement of former-President vmarton's
resi gnat ion and the tremendous responsibility--and opportunity--of this Board
in fulfilling its obli gation of naming his successor. We had some ideas we
wished to express t o the Board, we explored alternative ways of doing so, and
here we are. We thank you for this opportunity.
Briefly, we have t"TO purposes for our visit with you. First, we wish to
express our pride in Giichigan State University--and our appreciation to the
Board for their service and leadership. Michigan State is a great university-of national and international stature and reputation. 11any people have contributed in various ways to its greatness--competent and creative faculty
and staff; able administrators; graduates who have distinguished themselves-and this University--through proven performance in their various endeavors.
A key gr oup in the University's unending pursuit of excellence is this Board
of Trustees. Trusteeship is often a thankless job, beset with negatives and
complaints. We want you to know that we're grateful to you for your efforts
on behalf of Mi ch i ga n State.
This leads to our second purpose, which relates to the future and the
University's next president. No responsibility of any board is greater
than that of naming its chief executive officer. We have confidence in
this Boar d ' s discharge of that responsibility. All of us were very much
impressed that, when the Board announced President Wharton's decision to leave,
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conom
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muni
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re
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nth
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endou
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tende
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�3
The most significant innovative contribution of our country to education has
been the development of land-grant universities. This has embodied the implementation of the deceptively simple notion that the benefits of higher education should be made broadly available to the daughters and sons of all, not
just the privileged few--and that the knowledge resources of the University
should be available to people of all walks of life, and throughout life.
This is a tradition of Michigan State University, well-documented in the
statement by President Harden in January. We have faith that the University,
through this Board and its next president, will continue that commitment.
Each of us as alumni has been a beneficiary of that commitment. My life has
been enriched by this University for more than 50 years, beginning with Keats
K. Vining, County Agricultural Agent, and Eleanor Densmore, County Home
Demonstration Agent, who were helpful to the Mawby family on their Kent
County farm. I first came to the University as a 4-H Club member, for 4-H
Club week in the early 1940's. Such contacts and experiences encouraged me
to become the first member of my family to complete a baccalaureate degree.
It somehow seems appropriate for me then to close these brief remarks by
repeating the 4-H motto, since 4-H is the youth outreach program of this
University. As Don Stevens and others know, the 4-H motto is I!To make the
best better.1! As alumni, we are anxious to be helpful to you in the
unending process of making this great University even better in the years
ahead.
Thank you.
RGM:lg
5/30/78
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
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JCPA-01
Coverage
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1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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JCPA-01_1978-05-25_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech with the Board of Trustees at Michigan State University
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 25, 1978 for the Board of Trustees at Michigan State University to discuss the future president of the University.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
Charities
Speeches, addresses, etc.
Education
Agriculture
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1978-05-25
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/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
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nh
a
s ch
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h
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u
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t
io
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r
o
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hmo
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e t
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nf
o
r
t
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e
a
r
s
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n
dw
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r
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.
S
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sr
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. Ig
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a
rm
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nW
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rn M
ic
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g
a
n
. Ne
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t
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rm
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a
t
h
e
rno
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th
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r co
m
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ted as m
uch a
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o
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o
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h appr
e
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ted educ
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r
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g
.
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a
t
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s ah
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e dem
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r
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s
. T
he M
aw
b
y k
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the
r b
we
r
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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
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ygo
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lo
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n
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l
i
n
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tt
h
i
sU
n
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v
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r
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it
yand I s
u
b
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tlyb
e
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am
et
h
ef
i
r
s
tmemb
e
ro
fm
yf
am
i
l
yt
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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
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tt
h
ef
i
r
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ts
i
g
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i
f
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c
a
n
tc
h
a
p
t
e
r
o
fm
y p
r
o
f
e
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s
i
o
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a
lc
a
r
e
e
rsh
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ldb
ew
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t
hC
o
o
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e
r
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t
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ve E
x
t
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i
o
n
. S
o youw
i
l
l no
t
b
es
u
r
p
r
i
sedt
h
a
tI amco
mmitted
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sP
a
u
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s
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y
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-
.
.
.
t
ot
h
ei
d
e
at
h
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tle
a
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i
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gby d
o
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n
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, andco
mb
in
ing s
t
u
d
yw
i
t
he
x
p
e
r
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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
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r
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(1)
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cat
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ongle
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
A language of the resource
eng
Type
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Text
Identifier
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JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_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/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 .
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
Language
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eng
Type
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Text
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JCPA-01
Coverage
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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JCPA-01_1967-10-24_RMawby_SPE
Title
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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.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc.
Education
Language
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
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1967-10-24
Format
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application/pdf
Type
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/6629fa320768fc1a3f9015273ce9725a.pdf
c740ebffa3e272cfeb1af8ceb6fb42e1
PDF Text
Text
A LAYMAN' S PERSPECTI VE ON
PRIORITIES FOR HEALTH PROFESSI ONS EDUCATI ON REFORM
Remarks by
Dr . Rus s e l l G. Mawby , Pres ident
W. K. Ke llogg Founda t ion
March 17, 1982
Heal th Pr o fe s s ions Edu cation Confer en c e
Universi ty o f I llino i s, Chic ag o
I.
I wel come t he invi t a t ion to be wi th you t oday and
t hank you f or t he opportuni ty to o f f e r a f ew ob serv a t ion s
f r om a l ay man 's pe r spe c t i ve on "Priori ties f or Health
Pr o f e s sions Education Ref or m." I hope t he s e thoughts
f r om a grateful beneficiary of your pro fe ssions , a
f r i endl y c r i t i c o f the proces s and sy stem, can add a
us e ful dimension to your delib era ti on s.
In reviewing the program I am s truck, in par ticular,
by two point s.
First, t he depth and bread th of the
t op i c s addre ss ed and t he qual if i cations o f t he spe ake r s
and r esource people are most impressive.
Hope fu l ly the
presenta t ion s and di scuss i on s with you r col l e ague s i n
the heal th pro fess ions educ ati on f i e ld hav e challenged
�2
you r t h i nki ng , s ubstan tiat ed s ome o f yo u r own beliefs,
and given you pause f o r though t.
One challenge always
is to have a confe r enc e such a s th i s make a r eal d i f f e r enc e
"back home."
Too of t en we r etu rn t o a he c t i c schedule ,
a loaded desk , a c l u t t e r ed calendar.
In th e busyn e ss
o f ca t ching up, keep i ng up, and cop ing wi t h t he crises
of t he momen t, li f e -- and t he curr i cu l um -- go unaltered
by mee tings such as this.
The proce sse s of i n stitut i on a l
change , c a r efully des igned to protec t us all f r om h a s ty
decision or impulsive action , can a s e a si ly s erve to
smother a flame of i nnovation.
May you h ave t he courage,
t h e energy, and the genius t o avo i d t hat b eing t he
cas e -- again.
Second, I am i mpre ssed wi th the compr ehensive
fram ework of t h is mee t ing.
conten ts, everyo ne is h e r e.
At l ea s t i n t he tabl e of
Us ua l l y, ph ysicians talk
with phy s ic i an s , nur se s with nu r s e s, pub lic h eal t h
s pe c i a l is t s wi t h s oc i ologi st s and pol i t ical sci ent is t s ,
�3
and den ti sts wi th themselve s .
But a l l dimensions of
t h e h ealth profe s sion s are rep r es en ted i n t his meeting -t h e basi c sc ienc e s, medi cin e, dentis try, nur s ing , admi n i s trat ion, pharmacy , pu bl i c he al t h, t he alli ed h e a l t h
f i e l ds .
Remarkable!
Wonder f u l !
Perhaps you wil l be
t h e v angua rd in moving forw ard, in t angib le and gra tify ing
way s , t he conc ep t an d gen i u s o f the academic hea l th
cente r -- at t h e momen t accomplished in d i s c i p l i n a r y
sci enti f ic con tributions, bu t wi t h t he i r po t ent i a l
unfulfi lled i n program s f or main t aining h e al t h and
promo t ing i n t erprofessional educ a t i on , benefi ts which
the r efo r e a r e no t yet r e a l iz e d .
As alre ady i ndicat ed, my bac kgr ound and my gradua t e
education are in agri cu l ture.
I come t o you as a
l ayman , hope fu l ly an " in f ormed layman" whos e ro le as
chi e f ex e cu tiv e of ficer o f a foundation -- which each
ye a r provides abou t $2 5 mil l ion f or demon s t r at i on
�4
programs i n health education , s ervices, and delivery
ob ligate s me t o be aware of i ssue s in t he f ield.
I
still recall vividly a s e r i e s of "rude awakening s" as I
f i r s t bec ame involved in the Foundation ' s programming
in hea lth.
I was dismayed, shocked, d isappoin ted by
much o f what I learned of the inner workings, both in
education and practice.
Whil e t h e r e is much to be
admired and praised, the s t ark realities which became
clear, tarnished and e r oded the pinnac l e upon which t h e
health pro fes sions had resided in my mind.
I have
tried to learn wi s ely and t o ' c a r e f u l l y place the various
components in proper perspective and ba l ance.
In so
do ing, I have h ad to l ea r n t h e l exic on o f t h e hospital
hallways and the differenc e s between radio logy and
rh eumato logy; to recogniz e a "third party payor" when I
s e e one; to understand that " f our - handed dentistry"
do esn't re f e r to a clumsy practitioner or a ca r n i v al
f r ea k ; and to apprecia te a care er ladder in nursing
�5
(bu t I mus t confe s s I s till canno t dis t ingu ish ea s i ly a
nur se pract itioner f r om one who i s no t .)
Ac tually I bring mor e baggage than t ha t to t h i s
me e ting .
I grew up on a f a r m i n west cen tra l Mi ch i gan ,
no t rea lly "rural rural" b e cau s e t he ho mepl a ce is now
part of a suburb o f Grand Rapi ds , bu t a farm nonethe less
and in a f amily which enjoye d f or ye ar s th e spl endi d
s ervic es o f a coun t r y doc t or , Dr. J ay D. Vyn.
His wife
was his of f ic e nurse/rec ep t ioni s t ; l a t er h is daugh t e r
s e rved in t h at r o l e al s o .
They worked t oge t h e r in
ha rmony -- we no w ca ll th a t jo i n t prac tic e -- suppor t ive
o f e a ch othe r, the pati en t , th e f ami l y .
I am not a
no s t a l gia bu f f, yearn ing fo r t he go od old days -- a
re tu rn t o the ou t-hou s e, t ube r cu l os i s , and bl ood l e t ting
but the re were s ome th ings in t h at pa t tern which would
s t i l l s e r v e us well.
But perhaps my bes t quali f ic a t ion f or be i ng here
t oday i s not th a t o f a Foundat ion execu t i v e but simply
�6
a layman -- a son, husband , parent, conce r ned c i t i zen .
I h av e b een bl es sed with good he a lth and s o my pe r s on a l
i nvolvement wi th the heal th care s y stem has be en min imal .
But I have had more t h an enough opportunity t o b e
deep ly involved - - emotiona l ly and in ev e r y other
way -- in my r e spon s ib i lit i e s and re la t i on s hip s with
bro thers and si sters, paren ts, f r i ends .
I hav e spent
mo re hours than I care to r ememb er a t a ho sp i ta l beds ide,
l e an i ng on the wall o f a ho spi ta l corrido r, s itt i ng
endle s sly i n a waiting room.
I have sought i nfo r mat i on
and assistanc e in eve r y conce i v able way -- asking,
begging, cajo l ing, thre a ten ing -- t o ge t a tidbi t o f
informa ti on, a glimpse o f the t r uth , a glimmer o f
unders t anding .
I hav e exper i enced i t al l -- t r i umph s
and t r age d i e s , compas sion, arrogance, s e l f l e s s n es s ,
in sensitive cal lou sne ss, both the brilliance and the
pet t i n es s o f th e car i ng p rofessions you r epresen t .
So
the perspec tiv e I bring i s t hat o f a l ayman -- a conc erned
�7
individual, a grateful beneficiary, a cons t ruc tiv e
c r i t i c, an e ager p art i cipan t in t h e unending proc e s s o f
making the superb hea lth sy s t em and situ a ti on we hav e
to day even more re s ponsive, e f fe c t i v e, and s at isfy i ng .
II .
You are educa tors, t ho s e charged with key re s pon s i bi l itie s in t he p r epa r a ti on o f th e pro fe s sional s who
des ign, manage , and conduc t t he a f fa irs o f our h eal th
care sy s t em -- its variou s co mpo nents, i nst i t u t i ons,
and programs.
it we l l :
You shape tomorrow .
W. K. Kellogg s a i d
"Education o f f ers t he grea t e s t opport uni ty
fo r re al ly i mprov ing one genera tion ove r another ."
You
a r e vi tal par ticipan t s in t h e s e l ec t ion and molding o f
phys i cians, nurs e s, pharmac i s t s, den ti sts, and other
hea l th pro f e s s ionals of t he futu r e.
You help to determine
the cr iteria by wh ich the t ough de c is ions are made as
t o who i s 1n and who i s ou t ; you shap e the pa t te rn o f
experienc es to which t hey are exposed and t he ri gors t o
�8
which they a r e s ub jecte d and you e stabli sh t h e c r ite r i a
by which their suc ces s or fa ilure i s determined.
Thus,
ultimately, you i n fl uence t he shape, t he character, t he
personali ty, the moral ity of t h a t which we c al l our
heal th care system.
We are grate ful f or the degre e to
which you suc ceed; we worry about the whys, the hows,
and the so whats of t he job you do; and we are the
benefic iarie s -- or the vi c t i ms
-- of t he consequences
o f your e f f or t s.
Quite frankly, I have struggled with how I might
most productive ly appr oa ch my ' assignmen t t h i s morning.
My fi rs t i nc l i na t i on was t o approach the ta s k as I
a lways approach doctors and nurses -- hat in hand, in
awe and in admiration of t hos e who are privil eged to
serve and inf luence s o intima t e ly t he human condition.
Despite many experiences whi ch abuse that i dyllic
image, t o me there i s no h igher calling than the caring
profes sions you repre sent.
�9
But I hav e cho sen a dif ferent cour s e in pur suing
my t a s k today.
Qui t e simply , I l eaned back in my chai r
and said, " Suppose I were a he al th profe s sions educ ator .
What would I do?"
As a l ogic al f i r s t s t ep, I t he n
pursued th e question, "I f I cou l d de s ign i t , what kind
of a health car e a rrangemen t would I l ike f or the Mawby
f ami l y ? "
Thi s i s no t an idl e or an impul sive qu estion;
i t is on e I have been asking mysel f, memb er s o f our
Founda t i on p rogr am s ta ff , l eaders i n th e h e al th pro f e ssions for a numbe r of years.
I hav e f i nal ly concl ud ed
tha t i de al l y I would hav e t he ' Mawby fami ly a f f i li a t ed
with a sma l l group prac tice consi sting o f thre e or f our
f ami l y phy s i c ians , a ped ia t r i c i an and an ob s te tri cian gyne col og i st , working appropria t e ly and i n ha r mony wi th
nurs e pract itioners , wi th a r ecep ti oni s t /bookkeeper,
other s uppor t personne l in nur sing and the al lied
health f i e l ds , and two dent is t s.
This group would have
appropria t e privil ege s with community hos p i t a l s and
�10
re f erral a r r angemen t s with spe cial i s ts.
Ph i l os oph i c a l l y
t he group would be commi t t e d to a program o f he al t h
promo t ion/di s eas e preven tion or hea l th main t enance, a s
wel l a s t r ea tment o f i l lne s s.
Now l e t ' s t a ke a momen t
t o con s ide r thi s model .
First, t he cor e o f t he gr oup would be three or
f ou r family phy sic ians, conc erned with t he i nd i v i dua l
and wi th t he f ami l y .
When our f amily phy s i c i an wa s
away , we woul d be covered by on e of h is group partner s
who would have complete acce s s t o ou r heal t h r ecords.
When warranted , t he s e f amily practit ioners would i nvolve
app ropri a te s pec ial i s ts fo r consultat ion and/o r t re a t men t .
They would be working i n harmony wi th nu rse practit i one r s .
Very o f ten my minor complaints do not r equire
t he atten ti on or time of a board-c er t i f i ed s pe c i a l i st .
I am qu it e con ten t to b e t r ea t e d by a comp eten t nurs e
prac ti t ioner, wi t h con fidenc e t ha t i f s he i den t if ie s a
probl em t ha t s h e t hinks r equi res f u r t he r exp e r tis e , s h e
��12
the profess ions t o addres s t hi s idio sync rasy in t he
pre sent patt ern of practic e is dif ficult t o fa thom.
And t he empha sis on heal th promotion/disease
prevent ion?
You i n the hea lth pro f e s sion s have de signed
a s y s t em whi ch compensates yo u only for t h e treatmen t
of my il l ne s s or i n j ury .
I c an enga ge s pe c ia l is ts to
des ign and implement a preventive maintenance program
f o r my air conditioner a t home, or the e l ev a t o r or
duplicating mach ine a t the offic e.
I n such a contractural
arrangement, I always have responsibili ties which I
must fu lfi l l if t ha t con tract is t o be v a l i d .
In
similar fa sh ion, I would l ike t o compen s a t e a health
care gr oup for t h e de sign and the con tinu ing monitoring,
wi th my f u ll parti cipa tion and f u lf i l l men t o f my ob ligations
and r e sponsibili ties, o f a maintenan ce contract for my
mo st precious possession
my health.
Why have the
health pr o f e s s i on s b een s o un i magina t i ve , so uncreative,
so unre sponsive in t his area?
�13
So, t ha t' s a br i e f in s i gh t from a layman' s perspectiv e
o f one mode l o f an " i de a l primary c a r e arrangemen t. "
Th e r e can - - and should -- be many o th e r s, t o provide
pr ima ry care t o diver s e c li ent group s i n va r i e d se ttings.
Th a t ' s a s f a r a s I wi l l go today as a layman.
As
exper ts, you wil l giv e f ur t h e r con s ide ra t ion re la ti ng
to s e condary and ter tiary l ev e ls of car e, of f e ring t h e
bene f i t s of superb specialization and sophis t i ca ted
t e chnol ogy and linking primary car e prov ide r s ul tima t ely
t o th e rich re s ou r c e s of r e sear ch i nst itu t i ons and
academic health centers.
Wi th modern commun i cat ions
t e chnol ogy , pract i tione r s i n ev en t h e mo s t r emot e
loca tions can be i n tou ch wi th colleague s for cons ulta tion
and counsel on a cont i nui ng basi s .
As a l ayman surveying the health c are s c ene t oday
both i n educa tion and i n pra c tice - - I see the "bits
and p ieces" a s superb .
By "bi t s and p i eces" I re fer t o
our pro fe ssional s chool s, i n medic ine, nurs ing, dentis t ry,
�14
pharmacy, admini stration, a l l i ed h eal th, a l l t h e rest;
the p rofessions, with dedica ted and compe tent indiv idual s
and e f fec tive associa t ions; t he various pract i ce settings,
including s ol o and group o ffi ces, clinics, hosp i tal s,
research and teaching cent er s.
Al l superb, without
quest ion t h e finest i n the world.
But I have the uneasy f ee l ing th a t t oo l i t tle
t hough t and e f f or t has been given to rat iona liz ing t h e
whole, with an object ive of s e r v i ng maximal ly t h e
int e r ests of the ultima t e beneficiari e s .
The "total
system" (this ph r a s e sounds tidier, more prescr ibed and
restric tive than intended or possible)
with multi pl e
alterna tives and pluralism i n every sen s e -- should be
particularly sensitive t o the publi c it s e r ve s and by
which it is sustained, sub jugating the more s e l f i s h
i n t e r e s ts o f p rofessions and institutions to the higher
purpos e.
We lack a "grand des ign" or a s e r i e s o f grand
designs which bring t oge t h e r in most effec tive ways th e
�15
exper t ise o f t he various h eal th p ro f essions, and networking
mor e e f f i ci ent l y the resource s o f th e h e alth c are
i n s t i t u t i on s o f ou r s oci e t y.
Wi s e l y don e , building on
t he t e r r i f i c st r ength s of t he day bu t r e spond ing ob jec tiv e l y
and s en s i t i v e ly t o t he demands and unme t needs o f t he
pub l ic , th e res u lt sure l y wil l be fa r gr eat e r t h an t he
s i mp le s um of t he par ts o f which i t i s compri sed.
As e du c a t or s i t is yo ur ch a l l enge t o f u lf i l l such
a vis i on and go al .
I t i s not enough t o be s i mp l y a
nur s e educato r or a medica l e duc a t o r .
You mu s t s e e the
larger p i cture , with i ts str engths and shor t comings,
and mov e re l entles sly t owa r d t he r eal i z a ti on of t he
b ett er s i t u a t i on .
Un i v e r s i t i es , of which the schools
of the h ealth pro fe s sions a re a p art, a re the knowl edge
res e rvo ir s o f our society, e s t ab l ish ed and s u s t a i n ed to
preserve , c reat e , and transmi t knowl edge .
An unending
chall enge i s th a t o f mobi liz ing t hese knowledge r esources
i n ever more e f f e c t i v e ways to deal wi th th e conc ern s
o f s oc i e t y .
�Whil e t he re is muc h in t h e hea l th c a re s cene i n
this coun try o f whi ch you can be j u s t ifi ab ly p r ou d ,
there i s st i ll much "un fini shed bu siness. "
Hope f ul ly
the health profe s sion s -- wi t h you as educators in the
v anguard - - wil l prov ide aggressive and i mag i na t i v e
leadership i n addres sing i s sue s o f concern, l e s t the
r e s pon s i bi li t y f a ll by defaul t to t ho s e l e s s able .
III
I n t he he a lth programming o f t he W. K. Ke l logg
Founda tion, our health program team fo cus e s on fi v e
issues :
av ailability and a cc e s s to h ealth care;
comprehen siv eness and c on ti nu i ty; qu al ity ; co s t
con t a i nmen t and produc tivi ty; and he a l t h promot ion/dis e a se
preven t ion/pub li c he a l t h .
As health profess ional s you
unde r s t and the se i s sues and the i r ramif ications so
t h e r e ' s no need t o el abor a t e in detail, but I would
commen t on e ac h br i e fly since t he y re late so cl ear l y to
your opportun i t i e s i n educ a t ion.
Because the issue s
�are s o in terrelated, I ' l l no t t r y to s eparate t h em
artif ic ially bu t simply t ou ch on t hem in a natura l
sequence.
It may be appropria te to begin with a problem
identi fied in the writ ings o f Herodotu s s ome 2400 y ears
ago.
The Greek historian perceived a disconti nuity o f
care in his n a tive l and , and he lamented, "Each physi c i a n
t r e a t e th one part and not more.
And everywhere i s f u l l
of physicians; f or some pro fe ss themselv e s phy s ician s
o f t h e eye s, and others the head, other s t he t e e t h , and
others o f th e pa r ts about the be l ly, and o th e rs of
obscure sicknesses."
Herodotu s was corr e c t in his view t h a t a discont inuity
of care c an resul t f r om t he trend toward ov erspecia lizat ion.
Health care, o f fered or provided in a fra gmented fa sh ion,
is difficult to deal with in itself but the problem
goes deeper.
Oft en accompany ing s u ch spec ia lized care
i s the problem of t r an sfe r o f i n f ormati on between
�pr ov ide rs o f c a r e who unwi tt ingly or wors e, knowi ngly,
inh i b it t h e p ati ent' s a cce s s to comprehens i ve c are.
Le t me u s e a pe r sonal exampl e t o il l u s t r a t e wha t
mean.
l
My mother, by th e time she r eached h e r mid- 70 s
had s ev era l different he al th probl ems , i nclud i ng cance r
and compli ca t ion s f r om a se ries of s t r oke s .
In th e
cours e o f her cancer t r e a t men t s he was s hunted f r om on e
s pe c i al i st to anothe r , f r om in terni s t t o s u rgeon t o
r adio logi s t to onco logi st, none of whom r e ally took a
comprehensive l ook a t her problems i n orde r to a s s e s s
her ov erall condi tion.
The i n t erni st who diagnosed the
probl ems ini tia lly re fu s ed t o conti nue a s he r primary
c a r e phy si c ian , so t h e r espons ib il ity f or continuity
rested wi th the pa tient and he r f ami l y , c erta i nly an
unsat i s fac tory as signmen t by de fault .
We encountered
another s tumbl ing b lock - - a great re luc tanc e, and at
t i me s , r e f us a l on t h e p ar t o f seve r a l phys i c ians to
t r an s f e r medi cal r eco rds o f t he car e t hey gave my
�mother to other phy sicians who also were t r e a t i ng h er.
Consequently, examinations, tests, and procedures were
duplicated unnece ssari ly, a t inconven ienc e, d iscom f o r t ,
and cost.
I understand t he reason s given, bu t I do not
accept th e f i na l r esu lt a s adequate or de fen s ib le.
The re must be better ways.
isolated on e.
Th i s examp l e is not an
Fr i ends and assoc iate s have told me
s imilar stories, and you can surely add anecdote s o f
your own.
Overspecializa tion and a lack of cont inui ty in
care are not p roblems confined t o the practice o f
medicine.
Speci alization, some obs e r v e r s contend, has
re sulted from t h e imp lemen t a tion o f technology i n
almost every f i e l d, forcing the i ndividual t o de a l with
an ev e r - i nc r e a s i ng number of prov iders o f s ervic e.
The
spec ia lization of h ealth education and he a lth services
is, in many ways, an achi evement in America that we can
�20
be proud o f.
But at the same time, we mu s t manage it
s o that i t do e s no t bec ome an end in and of i t s e l f .
If
s u ch spe cial izat ion resu l t s in f r u s t r a t i on and f r a gmen t e d ,
incompl ete patient care, i t needs rethinki ng and re arranging.
What does t h is mean in terms of health profe s sion s
education re f o r m?
It means we mus t con sc ious ly and
with de termina tion move toward making the academic
heal t h center t h e foc us for compr ehens i v e , interprofess i on al education -- education which begin s t o remov e
professional barriers th a t s tand in the way o f mor e
effective, patient-c entere d h ea l t h care.
And, it means
encouraging s t uden t r ecep tivenes s t o t he kinds of joint
practice arrangement s which can ultima t e l y bring i mpr ov emen ts
i n c linical settin gs.
In t he absenc e of an int egrated approach s uch as
might be provided by an ac ademic heal th c en t e r , t he
re sponsibility keep s coming ba c k to t he i ndividual
schoo ls whi ch prepare dent ist s , nurses, physicians,
�allied health personnel, administrators, and pub l i c
health professionals.
Thes e schools generally give
t he i r studen t s only cursory expo sure and l i mi t e d sensi tivi ty
to hea lth problems and care from th e viewpoint o f the
patient.
There are exceptions, of cour s e , but t oo
often rel ated pro fe ss iona l s tudies abruptly leave o ff
with t he important, but limited, p roces s o f taking a
patient 's personal h istory " f or t he r e cor d . "
Thi s
problem should be addressed by all heal th professional
schools, and parti cular ly by the med ic a l schoo l .
The
medical school has t h e respons ibility of educating t h e
key member of the health care delive ry te am.
The
phy sician is t h e quarterback, t he CEO, t he gu a rdian,
th e gatekeepe r -- large ly de termini ng in what manner
and with wha t empha ses pa tien t care is provided.
Thus
t he medical school p lays a particularly c r u c i a l rol e in
determining exactly what he al t h care delivery i s today
and what it might be tomorrow.
Even when academic
�hea lth centers become well developed in hea lth pro f ess ions
education, the medica l component wi l l co nti nue t o be of
speci al sign ifi c anc e .
I s it t oo much to hop e t h a t
t he s e schools and t he i r graduates wil l incre asingly
pursue a s t a t e sman s h i p rol e o f leadersh ip, se t t i ng t he
highest of profe s s ional s t anda r d s for pati en t- centered
care and s imu l taneou s ly encourag ing -- and permitt ing
oth er h e alth profess ional s to con tribute maxima l ly?
As a pa r t of t h e improvement o f heal th care ,
a t t enti on mu s t b e directed a t l earning how n ew spec ia lt i e s
in medic al pract ice can be crea ted to t r e a t human
problems, a s well a s defining soci ety' s ne ed s to make
t he best us e o f t ho se special t i e s onc e t hey a r e in
p lac e .
An o rderly sy stem o f l imi t i ng, monitori ng, and
coordinating s pe c i a l t y practice mu st be e s t ab l i s he d .
Certainly , t h e s ame responsibili ty fa l l s on t he other
hea lth pro fes sion s s choo l s , a s we s e e more and more
empha sis on n ew s p e c ia l t ie s wi t h i n nursing, alli ed
he a lth profes sions, pharmacy and denti s t ry.
�My ph y si c ian f r i end s te l l me t h at in many educ a tional
i ns t i t ut i ons t he socia l analysis a s pe c ts o f heal th c a r e
a r e in t he schoo l s of public he al th .
But they al so
admi t that u sually there i s li t tl e rela tionship b etween
wha t t he schoo ls o f pub lic health are seeing and wha t
i s happening i n t he me d i ca l or dental or nur s ing e duc a t i ona l proces s .
Very f ew universit i es, have for examp l e ,
what c an be ca ll ed a "Center f or Heal th Se r v ic e s Res ea r ch , "
whi ch has a re lati on ship to or an effe c t on e duca ti on
o f h e al th p r o fe ssionals.
Thi s i s linked to t hat "grand
des i gn" I ment i on ed e a rli e r which s hou ld be a backdrop
f o r pro fession a l educat i on if care is t o be comprehensive
and co n tinuou s.
IV.
Le t me u s e a t r u e story , sl i gh tly drama tiz ed, t o
illus trat e th e i s s ue o f availabili ty o f and acc e ss to
heal th c a r e.
�No t l ong ago on a vi s i t to a county s e at t own
in southern Mich i gan, I met with a group o f yo ung
phys ici an s.
I asked them:
" I f t he Mawby f ami l y
moved t o t h i s area, cou ld any of you take u s on a s
new pa t i en t s ? "
The r e was qu i ck consensus, "Gh y es , Russ
Mawby, presiden t o f the Ke llogg Foundat ion, o f
cours e we wi l l get you in. "
"No , no ," I s a id .
"Ru ss Mawby , with a wi f e
and th r e e kids , l i v i ng on 40 acres sou th o f t own. "
Aga in t he re was qu ick a gr e ement , "None o f u s
i s taking any new pa ti en t s .
You ' l l just hav e t o
go t o t he emergency room at t he ho s p i t a l . "
I don ' t bel ieve t hat i s a s a ti s fac tory answe r to
primary c a r e f or famili es ; emergency room c a re should
be f or emergenc ies, no t s e r ve as a us ua l point o f en t r y
f or pr imary ca r e.
�Expert s ke ep t e l l ing me t ha t access to health care
is a seriou s problem on ly for t he urban poor and f or
peopl e in r emote rura l communitie s.
But th a t simply i s
not true, if t h e measure we apply for adequacy goe s
beyond t h e most primitive or basi c s tandard.
In communiti e s
of al l type s, urban and rural, withou t r e gard to e conomi c
circumstanc e s, many fami l i e s have r e al di fficulty in
gaining acce s s t o sa t is factory primary care on a con t inuing
basi s.
As a layman I hav e ob served that h e a l t h pro fessional s
i n par t i cu l ar physicians, bu t to a de gree al l health
profess i onal s
h ave no pr ob l em gaining acc ess to the
health care system.
If t he i r child or mother or good
f r iend needs to see a doctor, even a s p e c i a l i st who is
booked six months in advance, t he re is no prob lem of
access.
I suspect this may be a fr inge benefit which
al so extends t o you as heal th profes sions educators.
But do n ' t l et t h i s l ull yo u i nto a belie f that t h is is
�26
there fo r e no prob lem fo r t he re s t of u s, re gar d l es s o f
geographi c, cul tu r a l, or e conomic ci r cumst an c e .
While many medical s choo l s be liev e th ey a r e addres sing
th e problem of acc ess t o -- and av a ilabili ty of -- good
medical care by increasing the numbe r s o f gradua te s,
s i mp l y incre a s ing numbers do e s not go f a r enough .
s i mp l i st ic t e r ms, there are t wo prob l ems:
In
prep a r a ti on
of physician s pe c i a l t i e s in appropria te propor ti on s,
and th e geographi c d i stribu tion o f prac t itioners.
Ea ch
needs to be addre s sed c rea tive ly and fo rthrigh t l y .
Part of t he d is tr ibu tion problem may correct itsel f a s
numbers i nc r e a s e , bu t the r e a r e ce rt a inly f ur ther
options.
For exampl e , of mo re d i r ec t benef i t is t he
e f f or t by s ome medical s choo l s to exp and re sidency
experiences in small communities fo r g r adua t e physicians.
Certain medical s choo l s have also e s t ab l i s h ed
a gr eement s with the incoming s t uden t which require t h a t
he or s he, upon graduat i on , pra c tic e f or two or th r ee
�year s i n an underserv ed a r ea i n ex change f o r r epayment
of a s t udent lo an.
Model s s uch a s t h e s t udent l oan
pr ogr am wh ich the Un i vers ity of I l l i no i s Coll e ge o f
Medic ine ha s had s ince 195 0 wi th the I l l i no i s Agricu l tura l
Asso c ia ti on and t he Sta t e Me d i c a l Society mu s t be
c on t i nue d and promoted.
In addi t ion , be tte r i nforma t i on
systems must be cre ated which l og data on those a r e as
t ha t need phys i c i ans, where phy si cians mi grate upon
gradua tion, and wha t k ind s of t hings commun i tie s can do
to a t tra c t doctors.
I can' t he l p but t hink that t he v e r y pre s sing
problems o f maldis tribution, and some wou ld s ay a ctual
s hortage , o f nu rs e s also relat e s d irectly to h eal th
pro fe s sions education i ssues -- and s p e c i f i c a l l y medical
education.
As a layman, I canno t und e r stand, no r do I
s ympath ize or have pati enc e wi t h, t h e kinds o f "p r o f e s s i on a l
snobbery" which s ep a r ate the health pro f e s sion s i n bo th
�28
educat ional and c l in i ca l sett ings.
For ex amp le , I do
no t unders tand the relu c tance of the med ic al pro fe ssion
and t he med i c al schoo l s - - to t a ke a more enli gh tened
view toward rec ogn izing the unrea l ized po t en tia l o f
nurses and o the r non-physic ian hea l th profe s si onal s in
meet ing the he alth care needs i n th is coun t ry.
I
suspec t t he eli ti s m and s eparati on whi ch s t i l l charac te r iz e s
t oo much o f physician e du c a t i on and care wi l l no t much
l onge r be t o l e ra ted.
Thi s would seem par t i cularl y t r u e
as the publi c b e comes more and more awa re o f how such
parochia l ism i s a f fectin g the' qua l ity, avai l ab i l i ty,
and co s t o f c a r e i n their communi tie s.
I nnova tive appr oa ches to encouraging ph y sic ian s ,
nurs e s, dentists, and other heal t h p rofe s sionals t o
prac tice toge the r more e ff i c iently and e ff e c tively,
includ ing the provision o f care in underserved a r e a s
and t o unreache d clien tel e , must continue t o be s upported
so that a ll people, whe ther t h ey be a f f luent o r po or ,
�and whethe r they live in the city or the country, have
acc ess to quality health care.
v
Notice -- I s a i d quality health ca r e -- certa inly
a persistent and basi c concern of all.
In r e c en t
years, not just i n t he prac tice of medicine, quality
increasingly has come to b e defined i n terms of the
ap pl ication o f high technology.
We pride ourselves on
making u se of t h e lat est e qu i pmen t , procedure s , and
syst ems whethe r in medicine, the auto industry, or
communica tions.
I n the heal tn fi eld t h i s emphasi s on
t e chnol ogy can con tribut e to a f a i l ure by the pro fes sion s
to recognize t ha t actual prac tice as an i ndi c a t o r of
qua lity f o r common h e a lth problems may be just as good
or better in the small, modes tly equipped clinic as i n
th e major medical center.
Medical s choo ls have taken the lead i n app lying
high technology t o practice (as well they should ) , but
�30
they mu st not ru sh so f a r ahead that t hey f or ge t th e
human dimen sion -- the patient' s perception of quality
which often hinges on how the phy si cian trea ts the
person, not just t h e medical problem.
Despi t e sta tement s
by individua l faculty members t h a t they r ecognize this
pat ien t per ception of t he quali ty of care a s contra sted
wi t h t he physician' s perception o f care, mo s t obs ervers
are unabl e to not e much evidenc e of that r e cogn i t i on .
I f you or I were to have a coronary today, our
spouse would not walk into the ho spital and a s k , "What's
the average length of stay? " ' Bu t that yards tick has
be en t oo much a primary measure of "quali ty" in hosp i ta l
r ev i ews .
Ins t e ad , a loved on e i s likely t o ask,
or s he in pa in?
II
Is he
I s he being kep t comfor t abl e? I s
s omeon e with him?
May I se e him?"
Phy sicians and
ho spita l administra to rs tend not to worry enough about
t hose humanl y critical gauges which are so si gnificant
both t o the pat ient and t h e f ami l y , and to the pati en t' s
ultima te recovery.
�There i s a defi ni te need f or edu ca t o r s to giv e a s
much con sideration t o the patien t's perspe ct ive on
qu a l i t y in prac tice a s i t give s t o heal th s c i enc e and
re s earch .
Many r e s pecte d authorit ie s hav e l ong cal led
f o r increased a t tention t o the humanit ie s and s oc i a l
sc i ence s as a means f o r i n s tilling a conc e rn f or human e
care i n t he budding physician, dent ist, nurs e , or
pharmaci st.
Severa l school s now do th is, bu t usually
on an elective ba si s.
J ust as concern for th e whol e human b eing i s
important to qual ity i n th e pract i ce of hea lth care , s o
t oo is conc ern fo r preven t ing i l lne s s r a ther than
s o l e l y r espond i ng to it a fter t he fact.
The re is a
good deal o f t a lk about t he bene f it s o f jogging , c a r e f u l
diet , de creased s moki ng , reduc t i on of stress , and s o
on.
Th e s e act ions, it is said, c an lowe r the r isk of
heart a tt ack o r o ther health prob lems and i mprov e
overall wel l-be ing.
But , on e expert s ay s on e thing;
�32
another s ays something el s e -- even the oppos ite.
People think they wan t to take r espons ibi lity f o r their
own heal t h, but don't know what t o believe and wha t to
do.
VI
Who's mi nd i ng the s t or e as far as health promotion
and d isea s e prevention are concerned?
I s the r e an
app r op r i ate emphasi s on preventive medic ine in h eal th
profess ions school s today?
No.
My be st information i s :
Pr ogr ams abound on preventing t h e common i n f ect i ou s
dis eas es but if on e t h i nks o f 'preven tion i n t e r ms of
heart diseas e, canc er, and similar serious concerns, it
app ears that we aren't making much h eadway in medic al
education.
For examp le, I am t o l d that most department s of
preventive medicine deal wi th communi ty health probl ems
having t o do with the transmission o f di sease -- s ewer
s y s t ems , infestations, and t he l i ke -- act ions t ha t
�33
f oc u s b road l y on t he popu lation , rather t h an the i ndividual.
For the mos t par t, I understand t hat phy sicians are
i n f or me d abou t nu trit iona l r equirement s o f in f ancy ; f o r
corre c t i on o f speci f ic d i se ases; and fo r prevent ion o f
contagiou s dis ease from birth t o about age 15 .
But
educa t ional emphases on adu l t nu tri t i on and adu l t
di sease preven t ion are weak a t be st.
Our whol e h e a l th
care s y stem , including pa tterns fo r reimbursemen t ,
needs rethi nking if we i n t end t o s tress hea l th main t enance
a s well as t reatmen t of illness .
VII
Anothe r que st ion t he pub lic ha s begun to f i re a t
t h e he a lth pro fe s s ion s with g reat i nten s i t y i s :
why
has the cost o f health c are ou tp a ced almos t everything
e ls e ?
You each know the answer; you each may have a
di f ferent answer .
Undoub t edl y , par t of t hi s increas e
can be attribu ted to t he u s e o f s oph i s t i c a t e d , co s t ly
�new t e chnology in d iagnost ic, therapeutic, and support ive
heal th care.
Another po r t i on must be attributed to the
aggre s sive organ iz ations of pro fe s sion al ho s pi tal staf f
and s uppo r t workers seeking improved wages and working
conditions.
Sti ll othe r cau se s are i nflation ' s e f fect s
on the e n t i r e U. S . economy, and precaut ionary r e a c t i on s
to the threat o f malpractice l i t i ga t i on .
But the health care provider, and specifically the
physic ian, is a caus e for part of the i nc r e as e d co s t of
care.
The i n it i a ti on of expens es t o be i ncur r e d i n
hea lth care r e sts with the pliys ic ian.
Some, i n a
position t o know, claim too many pati ent s are being
admit ted t o the hospital for the convenience o f the
doctor.
Though the physician canno t contro l the dai ly
room co s t onc e the patien t is hospitalized, he or s he
does have control over t h e number of x-rays, the numbe r
and types o f diagnostic or surgical procedures, th e
extent of rehabil itativ e measures orde red, t he amount
of medications prescribed , and the l eng t h of st ay.
�So what i s c a l l ed f o r ?
Two t h i ngs , as sta rte r s .
First, t h a t medical school s work cost awarene ss and
containment into their cur r i culum s o phy sic ian s are
pr epared t o ma ke car e ful , discrimina ting cho ice s among
t he vari ous procedur al t ool s avail ab l e t o t hem.
Th i s
mean s learning t o weigh bene f i t s agains t cos ts , cos ts
again s t personal convenienc e, and conveni ence against
the p a t ient' s well-being.
In t urn, the phy si cian mus t
be convinced, and convinc i ng , t hat the s e a c t i on s wi l l
provide good and appr opr i a t e car e t o peopl e.
Second, t h at a l l health pro fessio nal s maintain t he
h ighe s t p e r sonal s tandard s of s e l f - di s c i p l ine and
co n sc i entiou s execu tion of their a ssi gned responsib ili tie s
i n an a tmosph ere o f cooperation.
The ph ysici an i s the
key ca tal yst i n t he de livery o f a ppropri at e h e a l t h
car e .
There fore, he or she must b e educat ed and prepared
to t a ke t he l ead in coope r a t i ve and co s t - ef f e ct i v e
approache s to delivery o f heal th care .
�36
Further, as I ment ioned earl i er, t he physician can
he lp overcome t e r r i t or i a l posses siveness and "tur f
r ivalri es"
in the delivery o f quality care.
The oppor-
tunitie s today are becoming more plenti ful for teamwork
which c an vast ly improve the effic i ency and qua l ity of
care, and a l so contribute pos it i vel y t o co st con t a i nme n t .
A legion of new health professional s ha s joined t he
fi el d :
phy sicians' assistant s, ge riatric nur s e prac-
titioner s, physician speciali sts in n ew a r e a s , skilled
nursing , and others.
New practic e opportun ities exi st
i n group pract ice, joint prac t ice, and varied team
approache s i n de live ring health care.
Medical educa tion s hou l d t a ke t h e lead in grooming
studen ts to v iew their responsibili ty as care providers -coop era tively not t e r r i t or i a lly -- and f r om the patient's
perspective on what qu ali ty care i s, no t simply t he
profes sional s own preference s or conveniences .
�37
An a t tempt t o se t up working model s f o r t e am
practi ce experi ence a t the undergradua t e l ev e l mi gh t be
premature be c au s e each studen t is ov e rwh e lmed with
l e a r n i ng t h e bas i c knowledge and skill s o f th a t profe s sion.
But t he e s t ab l i s hmen t o f good working mode l s, men t o r shi ps,
and pract i c e ex pe r i en ce s in c oope r a tive care de l ivery
i n cl ini cal educa tion would s e em wel l-advis ed.
By
then, t he s tuden t has mature d i n skills, se l f -conc ep t ,
and re ad i n ess ; can i n t e gr ate t h is t e am practice experi enc e;
and can en ter pro f e s s ional pract ic e f r eed o f terri tor ial
constrain t s and a t titudes.
Su ch te am s ki ll s can a l so
be re i n force d through care ful ly p lanned co ntinu ing
educ a t i on programs.
He a lth profe s siona l s a re a priv i l e ged gr oup ,
comp ens ated by society t o an ex t en t matched by few
other pr ofe s s i ons or occupations.
No on e denies t h at
he al th pr o f es s iona l s h ave worked hard t o ente r thei r
profes sion.
However, we mu st a lso rem ember tha t whil e
�38
the medical or nur s ing or denta l or ph armacy studen t
pay s a high pri ce in t e r ms o f t i me , energy, and do l lars ,
t h e overal l e duc a t i on o f t he health pro fe s sional is
heavi ly s ub s i di z ed by t he peop le o f t h i s country:
bo th
f r om publ i c s our c e s v i a t ax do l lars, and f rom pr ivate
bene fac tor s.
Es tima t e s on t h e f i n an ci a l cont ribu t ion
of t he student t o his medi cal or dent al edu c at i on va r y
f r om abou t f i v e perc en t t o 50 percent o f t he t o ta l
co s t, depending upon whether t he s choo l at t ende d i s
pu blic or priva t e , and whether t he experi ence doe s or
do e s no t include a broad r ange o f p r a cti ce experi enc e s
i n a l arge medi c al c ente r .
Addi t ional ly, t he h ea lth
profe s sional' s prima r y workplace - - t he hosp it a l -- is
mo s t o fte n subs idi zed by the pu bli c t o a degr e e unma tched
by any o ther pro fession.
Thi s arrangemen t impl ie s an
ob l i gat i on by the heal th pro f ession s to u s e that s ett ing
in a judicious, respon s ibl e, equ i t ab l e manner f o r t he
benefi t o f a l l peopl e , no t a s e l e c t f ew.
�I t r emains t he phys ic ian' s r e s pons i b i l i t y t o
pract ice t he i r agel e ss , rev ered and respe ct ed work in
ways which wi l l assure t he pe r pe tua t i on o f s u ch re spec t .
The same can be said about t he r espo nsib i l ity o f al l
who choos e t he health pro f essions.
VI I I
In summary, le t me s uggest f ou r topics which f r om
t h i s layman's pe rspe ct i v e would h ave pr iority in hea l th
pro f es s ions educ a t i on re form.
First, I would call f or a compr ehensive conc eptua l
f r amewor k for health c a r e delivery a t al l l ev e l s
p rimary, s e con da r y , and te rt iar y , i ncorpo r a t i ng a ma j or
role f or the t e a ch i ng and r esearch ins t i t u ti ons .
The
most appropri ate and product ive r ole s f or al l he a l t h
profe ss iona ls would be clari fi e d -- phys icians, denti s ts,
nurs es , ph a r ma c i s t s , publi c he alth s pe c i al i s t s, the
al l i ed hea l th f ie lds, administ r a t ors .
Th e vi ta l contri-
bu tions of t h e va r i ou s specialti es would b e f u l l y
�uti l ized but would no t be pe r mi t t ed t o dis tor t t he
syst em.
Educ a t i on a l programs , both in broad terms and
~
in curricular detai l , would then be made con s i s ten t
with society's goals and ne eds a s rep resent ed by t h is
ov erall concept -- not a single national plan, but a
broad sta temen t of purposes, principles, r e lat ionships,
and roles.
Second, empha s i s t h r oughout the educ at ional process
would be related to th e u l t i mat e goa l -- a healthy
population.
The popul a tion would h ave h ea l t h care
s e r v i ces ava ilable and readily ac c e s sible, 'compr ehen s i v e
and con t i nuous in charac ter, o f appropriate quality,
and wi th a tten t ion to co st and produc tiv ity.
Empha s i s
would be placed on he alth promotion/di seas e prevention
for the individual and publi c health programs for the
community.
The educational proce ss, from its ph i l o s oph i c a l
approach through tangible clinical experience s, would
be pa t i en t - or i ent ed .
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�42
yea r f r amewor k bu t could b e addressed, systema tica lly,
over a longer period as an individual pract i tioner 's
goals and r e spons ib i lities change.
Such continuing
educat ion should be based on indiv idua liz ed profe s s ional
ne ed s and measured in t e r ms o f per formance b ehavior,
not simply units of lecture t i me b efo r e gol f or on a
cruise s h i p .
Perhap s th i s deve lopment -- a comprehens ive approach
t o con tinuing profes siona l education -- offe r s t he
gre atest promise for addressing our s oc i ety ' s health
care concerns more effectively .
My closing t hought would be a re t urn to my f i r s t
ob serva tions:
(1) whi le there is much in ou r he alth
care system in t h i s coun t r y about which we can be proud
and whil e i n fac t it is unequa l led in t h e world, improvement
is po s sib le -- there are s hort comi ngs which need to be
imagina tiv ely addre s sed; and (2) a s educators, you
visib ly shape tomorrow.
�In most area s o f human concern, "We know be t ter
t h an we do.!t
Cer tainly thi s is t r u e in your chosen
fi eld o f concentration -- t h e educat ion o f professional s
for h ealth c a r e .
A great dea l more i s known abou t wha t
good hea l th care could be - - and should be -- t h an i s
generally put t o u se.
The un ending challenge t o you ,
as educators, i s to move real i ty clo ser t o the vi sion
o f tha t which ough t t o be.
RGM-3, Job E
WPC:
3/19/82
I wish you Godspeed.
�
Dublin Core
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Title
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Russell Mawby Papers
Subject
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Charities
Family foundations--Michigan
Philanthropy and society
Description
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The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
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Mawby, Russell G.
W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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application/pdf
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1982-03-17_RMawby_SPE
Title
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Russell Mawby speech, A Layman's Perspective on Priorities for Health Professions Education Reform
Creator
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Mawby, Russell
Description
An account of the resource
Speech given March 17, 1982 for the W. K. Kellogg Foundation at the Health Professions Education Conference to discuss the changes in educational programs in the area of health.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Health
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eng
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1982-03-17
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/de2de9d8dd4e2767ca28a2801e1cee5f.pdf
33789f840e5656706854d9a89d6280db
PDF Text
Text
I -
"A PART OF THE MAIN"
Remarks by Dr. Russell G. Mawby,
Vice President, W. K. Kellogg Fo~~dation,
at the Farm Management Ban~uet
Farmer's Week - Mi chigan State Uni ver s i t y
February 1, 1968
I. An Election Year:
In recent weeks, we have been treated to a number of political
spectaculars - The President's St~te of the Union; the Republican's state of
the Union; the Governor's state of the State - al l just forerunners of "more to
come" in this election year.
.: u':
r '", ~ '.:
In political tradition, tendency to "point with
pride" and to "view with alarm."
In American farr.ling today:
A. Poi nt with pride, to such as
1. the productivity, efficiency of American f armers
(On the average, 1 person in u.s. agriculture today supplies
abundantly the food and fibre needs of 40 persons -- compared to
26 in 1960 and only 10 persons 30 ye ars ago . )
2.
..
the ability of American farmers to apply mushrooming technology to
//
problems of farming
.'" J -
\,
I
~
c' .i
~" _'
,
(Between 1950 and 1965, output per man-hours in agriculture rose
nearly three times as fast as in non-farming occupations---132
per cent in agriculture against 47 p er cent in the rest of the '
economy. )
(If we were as far ahead of the Russians in the space race ,a s we
are in agriculture, we would be running a shuttle service It o the
moon. )
3.
the contribution of agricultural productivity in making it possible
for America to have the highest standard of living known to man
(Without the immense l abor - saving contribution on t he part of
agr-Lcul.ture-o-t'r-eedng manpower f or other productive endeavor s--
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e
n
tn
e
em
o
f comme
r
c
i
a
l
a
g
r
i
c
u
l
t
u
r
e
5
.
thechang
ingn
a
t
u
r
eo
ft
h
elabo
ri
n
p
u
ti
nf
a
rm
ing-fa
rm
e
r
s and f
a
rm
l
e
a
d
e
r
sa
r
eb
e
ingcomp
e
l
l
e
dt
ot
a
k
ea w
ho
l
en
ewlooka
tf
a
r
ml
a
b
o
r
,
d
e
p
a
r
t
i
n
gf
romt
h
e"
f
am
i
l
yf
a
rm
"n
o
t
i
o
no
fth
ep
a
s
twh
en l
a
nd
,l
a
b
o
r
,
'~
' .
.
.
.
.
�.
.
.
.
-3
c
a
p
i
t
a
landm
an
ag
em
en
t we
r
ev
e
s
t
e
di
non
ep
e
r
son o
rf
am
i
lyandb
e
com
ing
ap
a
r
to
fan i
n
d
u
s
t
r
i
a
l
i
z
e
ds
o
c
i
e
t
yi
nwh
i
ch th
ep
a
t
t
e
r
nf
o
rf
a
rm
l
a
b
o
rmu
s
tb
e con
s
i
s
t
e
n
tw
i
th t
h
ef
r
am
ewo
rko~ r
u
l
e
se
s
t
a
b
l
i
s
h
edby
t
h
ei
n
d
u
s
t
r
i
a
lwo
rk f
o
r
c
e
.
6
.
theth
r
e
a
to
fs
u
b
s
t
i
t
u
t
e
s
,i
nwh
i
ch food
sd
e
r
i
v
edf
rom on
es
e
c
t
o
ro
f
f
a
rm
in
gm
ayb
e
com
e an i
n
c
r
e
a
s
i
n
g
l
ys
e
r
i
o
u
st
h
r
e
a
tt
oano
th
e
rs
e
c
t
o
ro
f
t
h
ef
a
rmi
n
d
u
s
t
r
y(
d
a
i
r
y
)
,'
.
'1
7
.
th
eunf
am
i
l
i
a
r
,
e
a~
un
com
fo
r
t
ab
l
e
,~
o
e t
o
fb
a
r
g
a
i
n
i
n
ga
s an
r
t
an
te
l
em
en
ti
nf
a
rmm
ar
k
e
ting
in
c
reas
ing
lyimpo
M
any o
ft
h
e
s
et
o
p
i
c
s-on t
h
eon
eh
and o
rt
h
eo
t
h
e
r-a
r
et
emp
t
ingand m
igh
t
b
e expl
o
r
e
dt
oadv
an
t
a
g
e
. Ih
avee
l
e
c
t
e
d
, how
ev
e
r
, t
os
t
ep a
sidef
romt
h
e
s
e
c
e
n
t
r
a
l
,p
r
e
s
s
i
n
gi
s
s
u
e
s
-w
h
i
l
eno
td
en
y
ingt
;
le
i
rim
po
r
t
an
ce and r
e
l
e
v
a
n
c
e
a
n
d
sugg
es
ta looka
tAm
e
r
i
c
an f
a
rm
ingt
o
d
ay and t
o
mo
r
row i
ns
l
i
g
h
t
l
yd
i
f
f
e
r
e
n
t
p
e
r
spe
c
t
i
v
e
.
I
I
.
AP
a
r
t o
ft
h
eM
a
in
Th
et
i
t
l
ef
o
rmy r
em
a
rk
scom
e
s
,a
sm
an
yo
fyou r
e
c
o
g
n
i
z
e
,f
r
o
m th
eS
ev
en
t
e
en
th
C
en
tu
ry w
r
it
e
r
,Jo
hn ~onne (
16
24
)
:
"No m
anis
an i
s
l
a
n
d
,
e
n
t
i
r
eo
fi
t
s
e
l
f
,
Ev
e
ry m
a
ni
sa p
ie
ce o
ft
h
ec
o
n
t
i
n
e
n
t
,
A pa
r
t o
fth
e m
a
in
."
I
I
nt
h
e
s
efewwo
rd
s
, t
h
e'
t
:
r
i
te
rs
ums upth
ees
s
en
c
eo
ft
h
i
n
g
s "hum
a
r
l
-o
a
!
I
r
e
co
gn
i
ti
o
nt
h
a
ti
nth
eb
ro
th
e
rhood o
fm
ank
ind
, th
ew
e
l
l
-b
e
ing
, th
ef
u
l
ll
i
f
e
,
t
h
eu
l
t
im
a
t
eq
u
a
l
i
t
i
e
so
ft
h
ei
n
d
i
v
i
d
u
a
la
r
ei
n
exo
r
ab
lyi
n
t
e
r
tw
i
n
e
dw
i
th th
el
i
f
e
o
fo
t
h
e
r
s
. Aso
c
ia
l con
s
c
i
en
c
e
,as
en
s
eo
f~ e
on i i it
for o
t
h
e
r
sa
sw
e
l
l
a
s se
l
f
,an ex
t
en
siono
ft
h
ef
a
rmt
r
a
d
i
t
iono
fne
i
ghbo
r
ing
ep
r
i
v
i
l
e
g
ei
nmy wo
rk t
ot
r
av
e
le
A
sI h
av
e th
' en i e~ ,
v
i
si
t
i
n
gw
i
th
p
eop
l
ei
nm
any w
a
lk
so
fl
i
f
e
,I h
av
e com
et
ot
h
e un
e
a
sy fe
e
l
i
ng t
h
a
tf
a
rmp
eop
l
e
.. •,
,·
r
·· .
.
.
.I
.
.
,4,.,
.
.
�-4
"
"
"
,
1\J
(1
,
\
a
r
et
osom
ed
eg
r
e
e ou
to
fph
a
s
e wi
t
hth
es
o
c
i
e
t
yo
fwh
ich we a
r
ea
l
la p
a
r
t
;t
h
a
t
t
h
e
r
ee
x
i
s
t
si
na s
en
s
ean a
p
a
r
t
n
e
s
sf
romt
h
em
a
in s
t
r
e
amo
f con
t
e
mpo
r
a
ry Am
e
r
i
c
a
;
t
h
a
t
,i
na p
r
eo
ccup
a
t
ionw
i
th p
rodu
c
t
ionand co
mmod
i
t
i
e
s and p
r
i
c
e
s,
a
nd p
r
o
f
i
t
s
,
)
.
./ 01; 1t,I
,
c
t
h
e
r
eh
a
s oc
cu
r
r
edan e
r
o
s
i
o
no
ft
h
es
o
c
i
a
lcon
sc
i
en
c
ewh
i
ch h
a
sc
h
a
r
a
c
t
e
r
i
z
e
d
andg
r
a
c
ed t
h
er
u
r
a
landth
ef
a
rm
. Th
is i
sdi
f
f
i
c
u
l
tt
odo
cum
en
t
, tooe
t
h
e
r
e
a
l
I
I~'
p
';. ,
1'
1
t
om
e
a
su
r
e
,
y
e
t.
'
i
tpe
r
s
i
s
t
si
nva
r
i
e
de
v
i
d
ence
:
i
nfa
rmd
i
s
c
u
s
s
i
o
n
s
, conc
er
n
sfo
rp
l
a
n
ts
,an
im
a
l
s
,l
andand co
mmodi
t
y
(
va
l
u
e
so
v
e
r
r
i
d
e~ o
e
,
s
ch
o
o
l
s
,he
a
l
t
h
, hum
ansk
i
lls
, and comp
r
eh
e
n
s
iv
e
c
u
l
t
u
r
a
lv
a
l
u
e
s
.
-i
ns
t
u
d
i
e
swh
i
ch con
sf
.s
te
r
r
tLy i
n
d
i
c
a
t
et
h
a
tf
a
rmp
a
r
e
n
t
st
endt
o
a
tt
a
ch l
e
s
simpo
r
t
an
c
eboedu
c
a
t
ionf
o
rt
h
e
i
ryoung
s
t
e
r
s th
ando
non
f
a
rm p
a
r
e
n
t
s
. Th
i
ss
e
em
st
ob
ep
a
rticul
a
rlyt
r
u
ei
fth
ef
a
rm
son
sh
av
ei
n
t
e
n
t
i
o
n
st
of
a
rm
.
- bo
y
swho p
l
an t
of
a
rmf
e
e
lt
h
a
tedu
ca
t
i
o
nb
eyond h
igh s
choo
li
s
r
e
l
a
t
i
v
e
l
yun
impo
r
t
an
t a ~d h
av
elowe
red
u
c
a
t
i
o
n
a
laspi
r
a
tion
s th
an
do f
a
r
mboy
sw
i
t
:
lo
th
e
ro
c
cu
p
at
i
on
a
l pl
a
n
s
.
-r
u
r
a
lyou
th no
t on
ly co
mpl
e
t
ef
ewe
ry
ea
r
so
fs
choo
l
, bu
t th
eya
lso
r
e
c
e
i
v
eg
en
e
ra
l
ly w
h
a
t m
u
s
t be con
si
d
e
r
edi
n
f
e
r
i
o
rs
ch
o
o
li
n
g
.
-i
nre
p
o
r
t
s
o
fS
e
lect
i
v
eS
e
rvi
c
ee
a~ ina t i o n
,
i
n
d
i
ca
t
i
n
ga poo
r
e
r
ph
y
s
i
c
a
lr
e
c
o
r
df
o
rr
u
r
a
l th
anfo
ru
rbanyou
th
-th
el
a
go
fr
u
r
a
lcommun
i
t
i
e
si
nh
ea
l
t
hs
er
v
ices
,hou
s
ing
,c
u
l
t
u
r
a
l
env
i
ronm
en
t
, commun
i
ty s
e
r
v
i
c
ei
n
s
t
i
t
u
t
i
o
n
sg
en
e
ra
lly
.
-i
nv
i
s
i
t
sw
i
th Co
l
l
eg
eo
f
f
i
c
i
a
l
sand Ex
t
en
s
ion ag
en
t
sandf
a
rm
~ .1'
.
.1 I
,1r;
'
.f .1
.
,
I
'I
'
o
r
g
a
n
i
z
a
t
i
o
n
l
e
a
d
e
r
swho w
i
l
ld
i
s
c
u
s
sw
i
th z
e
s
tand exp
r
e
s
sg
r
e
a
t
con
c
e
rnf
o
r
n
ewv
a
r
i
eti
e
s
,n
ew m
a
r
k
e
ti
n
gp
a
t
t
e
r
n
s
,p
rodu
c
ti
o
n
o
ri
e
n
t
e
dr
e
s
e
a
r
c
h
,bu
t in w
hom no r
e
s
pon
s
ec
anb
e evok
edreg
a
rd
ing
h;
!
(
d
i
H
th
e qu
a
l
i
t
yo
fe
l
e
ment
a
r
yand s
e
co
n
da
ry edu
c
at
i
o
ninr
u
r
a
la
r
e
a
s
,
h
ea
l
t
hs
e
r
v
i
c
e
sf
o
ri
s
o
l
a
t
e
dr
u
r
a
l
.'" 1
"
"
.
a~i i e
and
o~~uni t ie ,
con
ti
n
ui
n
g
�·
.
-5
e
d
u
c
a
t
i
o
n
a
loppo
r
tuni
ti
e
s-no
tj
u
s
tch
ann
e
l
edt
e
c
hni
c
a
l
in
fo
rm
a
t
ion-f
o
rfa
rm
e
r
s and f
a
rmw
iv
e
s
.
Who sp
e
ak
sf
o
rr
u
r
a
lAm
e
r
i
c
a? Is ag
ricu
l
tu
re d
ev
e
lop
ingamut
u
a
l
l
yb
en
ef
i
c
i
a
l
r
o
l
eandr
e
l
a
t
i
o
n
s
h
i
pw
i
th t
o
t
a
l
i~ ' '
I
,e
!
'
{\
o ~et
i
nth
ep
ro
c
e
s
so
fu
rb
ani
z
at
i
o
n
?
;
r
S
om
e
h
ow t
h
i
ss
e
em
si
nsh
a
rpco
n
t
r
a
s
tt
oth
er
i
c
ht
r
a
d
i
t
i
o
no
ff
a
rm
,r
u
r
a
l
,
ag
r
i
c
u
l
t
u
r
e
. C
a
s
t
i
ngan ey
eba
ckove
rt
h
ep
as
t
e n~ u
,
th
ei
n
f
l
u
e
n
c
eo
fr
u
r
a
l
v
a
l
u
e
s
,m
or
e
s
,a
s
p
i
r
a
t
i
o
n
si
smanyp
lac
es ev
id
en
t
. P
e
rh
ap
si
ti
sno mo
r
e
p
e
r
v
a
s
i
v
e
l
yo
rt
a
n
g
i
b
l
ye
v
i
d
e
n
t
,f
o
rou
r pu
rpo
s
es t
o
n
i
gh
t
, th
ani
nth
ef
a
c
to
f
t
h
el
a
n
d
g
r
a
n
t sy
s
t
emo
fh
igh
e
r educ
a
t
i
o
n
:
1850 (186
2
) - a con
c
e
rnf
o
rf
a
rm
in
gand f
a
rmp
eop
l
e
,t
om
ak
e t
h
e
adv
an
t
a
g
e
so
fh
i
gh
e
r ed
u
c
ationa
v
a
il
a
b
let
oth
eson
s andd
aughte
rs
a
rm
e
r
sandt
h
ewo
rk
ing c
l
a
ss
e
s
,to d
i
r
e
c
tth
ea
t
t
en
tion o
f
o
ff
su
chi
n
s
t
i
t
u
t
i
o
n
st
ot
h
ep
rob
lem
so
fe
a
rn
inga l
i
v
i
n
ga
sw
e
l
la
s
l
i
v
i
n
ga l
i
f
e
.
1887-then
,t
h
er
e
a
l
i
z
a
t
i
o
nw
ed
idn
'
t knowenou
gh
, so r
e
s
e
a
r
ch
1898- a con
c
e
rnf
o
rt
h
eq
u
a
l
i
t
yo
f
a~i
l
i
f
e
,soh
om
ee
conom
i
c
s
1900 - a con
c
e
rnth
a
tt
r
a
d
i
t
i
o
n
a
ls
ch
o
o
l
i
n
gw
a
s
n
'
tp
r
e
p
a
r
i
n
g
young
s
t
e
r
sf
o
rth
ek
ind
so
fl
i
v
e
stheywou
ld l
e
ad
, so Boy
s and G
i
r
l
s
C
lub wo
rk
, now4
-H
-t
h
ee
s
t
a
b
l
i
s
hm
en
t by Co
l
l
eg
es o
fA
g
ri
c
u
l
t
u
r
eo
fd
ep
a
r
tm
en
t
s
i
o
fr
u
r
a
ledu
ca
t
i
o
nand o
fr
u
r
a
lso
c
io
logy
, con
c
e
rn
edw
i
th th
e'
we
l
l
b
e
i
ng o
fr
u
r
a
lfol
k
s
om
ak
et
h
er
e
s
ou
rces o
fth
e a~ u
1914- t
av
a
i
l
a
b
l
e toa
ll,Ex
t
en
s
ion
A
l
lt
h
e
s
ed
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s equ
a
t
edw
i
th th
ew
e
l
l
-b
e
ingo
f
u~a
o~ unitie
and o
fa
l
l
ru
ro
.l p
eop
l
e
. Th
inno l
o
n
e
;
e
ri
f
::
:
0
.
I
nc
o
n
t
r
a
s
tt
ot
h
eu
rban poo
r
, th
er
u
r
a
lpoo
r
, no
t
ab
ly th
e
I
wh
i
t
e
, a
r
eno
tw
e
l
lo
rg
an
i
z
ed
, and h
av
ef
ewspok
e
sm
enf
o
rb
r
i
n
g
ing
t
h
eN
a
t
i
o
n
'
sa
t
t
e
n
t
i
o
nt
ot
h
e
i
rp
rob
lem
s
. Th
e mo
r
e vo
c
a
land'
b
e
t
t
e
ro
rg
an
i
z
edu
rb
an
a
n
t
i
p
o
v
e
r
t
yprogram
s
."
...
.
.
.
,
o~
g
a
inmo
s
t o
f th
eb
e
n
e
f
i
t
so
fc
u
r
r
e
n
t
�-9
"Ru
r
a
lp
o
v
e
r
t
yi
nt
h
eUn
i
t
ed s
t
a
t
e
sh
a
s no g
eog
r
aph
i
c
b
o
u
n
d
a
r
i
e
s
. I
ti
sa
c
u
t
ei
nt
.n
eSou
th
,b
u
ti
ti
sp
res
e
n
tand
s
e
r
i
o
u
si
nth
eE
a
s
t
,t
h
eW
e
s
t
, andt
h
eNo
r
th
. Ru
r
a
l pov
e
r
ty
i
sno
tl
im
i
t
e
dt
oN
eg
ro
e
s
. I
tp
e
rm
e
a
t
e
sa
l
lr
a
c
e
sand e
t
h
n
i
c
g
roup
s
. No
ri
spov
e
r
ty l
im
i
t
e
dt
oth
ef
a
rm
. Ou
rf
a
rm
p
o
p
u
l
a
t
i
o
nh
a
sd
e
c
l
i
n
e
du
n
t
i
li
t
i
son
lya sm
a
l
lf
r
a
c
t
i
o
no
f
ou
rt
o
t
a
lr
u
r
a
lo
u at~on
~o t
o
ft
h
er
u
r
a
lpoo
r do no
t
l
i
v
eon f
a
rm
s.
.
.
.
x
o
r
e
o
v
e
r
,c
o
n
t
r
a
r
yt
oa c
omm
o
nm
i
s
con
c
ep
t
ion
, wh
i
t
e
s
outn ~ e
nonwh
i
t
e
s a~on
th
er
u
r
a
lpoo
r
by a w
id
em
a
rg
in
.
Hung
e
r
, ev
en amongc
h
i
l
d
r
e
n
, do
e
se
x
i
s
tamongth
er
u
r
a
l
poo
r.
.
.
.
M
a
l
n
u
t
r
i
t
i
o
n i
sev
enmo
r
e w
id
e
sp
r
e
ad
.
D
i
s
e
a
s
e andp
r
em
a
tu
r
ed
e
a
tha
r
es
t
a
r
t
l
i
n
g
l
yh
igh a~on
th
er
u
r
a
lpoo
r
. I
n
f
a
n
tm
o
r
t
a
l
i
t
yi
sf
a
rh
i
g
h
e
r amongth
e
r
u
r
a
lpoo
rt
h
a
na~on
t
h
el
e
a
s
t~
a
r
e
a
s
. Ch
ron
i
cd
i
s
e
a
s
e
sa
l
s
oa
r
e
i i e ed
g
roup i
nu
rb
an
o~~on a~on
b
o
t
hyoung and
o
l
d
. And m
ed
i
c
a
l andd
e
n
t
a
lc
a
r
ei
scon
sp
i
cuou
s
lya
b
s
e
n
t
.
Un
emp
loym
en
t andund
e
r
emp
loym
en
ta
r
em
a
jo
rp
rob
l
em
si
n
r
u
r
a
lAm
e
r
i
c
a
. Th
er
a
t
eo
fun
emp
loym
en
tn
a
t
i
o
n
a
l
l
yi
sabou
t
4pe
r
c
e
n
t
. Th
er
a
t
ei
nr
u
r
a
la
r
e
a
s av
e
r
ag
e
s abou
t18 p
e
r
c
e
n
t
.
Th
er
u
r
a
lpoo
rh
av
e gon
e
, and nowgo
,t
opoo
rs
choo
l
s
.
On
er
e
s
u
l
ti
st
h
a
tmo
r
e
t ~an
3m
i
l
l
i
o
nr
u
r
a
la
d
u
l
t
sa
r
e
c
l
a
s
s
i
f
i
e
da
si
l
l
i
t
e
r
a
t
e
s
.
Mo
s
t o
ft
h
er
u
r
a
l oo~ l
i
v
ei
na
t
r
o
c
i
o
u
shou
s
e
s
. On
ei
n
ev
e
ry13 hou
s
e
si
nr
u
r
a
lAmeric
ai
so
f
f
i
c
i
a
l
l
yc
l
a
s
s
i
f
i
e
da
s
u
n
f
i
tt
ol
i
v
ei
n
.
M
any o
ft
h
er
u
r
a
lpoo
rl
i
v
ei
nc
h
r
o
n
i
c
a
l
l
yd
ep
r
e
s
s
ed
p
o
v
e
r
t
y
s
t
r
i
c
k
e
nr
u
r
a
lcommun
i
t
i
e
s
. Mo
s
t o
ft
h
er
u
r
a
lSou
th
(
c
o
n
t
.)
�1
0
-
i
son
ev
a
s
t pov
e
r
ty a
r
e
a. I
n
d
i
a
nr
e
s
e
r
v
a
t
i
o
n
sc
o
n
t
a
i
nh
e
avy
c
o
n
c
e
n
t
r
a
t
i
o
n
so
fpov
e
rty
. B
u
tt
h
e
re a
lsoa
r
e im
pov
e
r
i
shed
r
u
r
a
lcommun
i
t
i
e
si
nth
eu
ppe
rGr
e
a
tL
ak
e
sr
e
g
i
o
n
,i
nN
ew
Eng
l
and
,i
nApp
a
l
a
ch
i
a
,
~n
th
eS
ou
thw
e
s
t, andin o
t
h
e
r
s
e
c
t
i
o
n
s.
Th
e commun
i
tyi
nr
u
r
a
lpov
e
r
tya
reas h
a
sa
l
lb
u
t
d
is
a
pp
e
a
r
ed a
s an e
f
f
e
c
t
i
v
ei
n
s
t
i
t
u
tion
."
Inu
rb
anAm
e
r
ic
a
, we expe
c
tb
u
s
i
n
e
s
s and commun
i
tyl
e
a
d
e
r
st
ob
es
e
n
s
i
t
i
v
e
tot
h
ep
rob
l
em
so
f th
eund
er
p
r
i
v
i
l
e
g
e
d
,t
h
edis
adv
an
t
.
ag
ed
,th
em
.
lno
ri
t
y
,t
h
e
impov
e
r
j
sh
ed
-t
op
rov
id
el
e
a
d
e
r
s
h
i
pi
nadd
r
e
ss
i
ng s
o
c
i
e
t
y
'
sa
t
t
e
n
t
i
o
nt
oth
e
i
~
o
fsu
chf
e
l
lowm
en
, t
oexp
endene
r
gy i
nl
e
ad
e
r
sh
ipe
ff
o
r
ts d
irec
tedt
o
con
st
r
u
c
t
i
v
e end
s.
I
si
tun
r
e
a
son
ab
l
et
oexp
e
c
tf
a
r
ml
e
a
d
e
r
st
os
e
rv
ea
ss
im
i
l
a
rspok
e
s
m
en
and "
f
r
i
end
si
ncou
r
t
"f
o
rt
h
er
u
r
a
lpoo
r
?
We cou
ldt
a
l
ko
fo
t
h
e
rs
:
o
fwo
r
ld foodsupp
ly
,t
h
eg
rimr
e
a
l
i
t
yo
fm
a
s
s
e
s o
fp
eop
l
es
t
a
r
v
i
n
g
o
rm
a
lnou
r
i
sh
ed
, th
ew
i
.d
e
r
r
tng g
ap b
e
tw
e
ent
h
e"h
av
e
" and th
e"h
av
eno
t
"
n
a
t
i
o
n
s
, wi
t
ha
l
lt
h
eexp
lo
s
iv
epo
t
.
en
tia.Lswhi
.
chsu
cha si
t
u
a
tion
s
u
g
g
e
s
t
s
;
-o
ft
h
ed
i
l
emm
ao
fyou
th i
nou
rs
o
c
i
e
t
yt
o
d
ay
,i
nwh
i
ch p
h
y
s
i
c
a
l
l
y
,
int~
e tua
,
emo
t
ion
a
l
lyth
eyma
t
u
r
eea
r
l
i
e
rtod
ayth
an ev
e
r
---o
u
t
s
o
c
i
e
t
yho
ld
s th
emb
ackfro
)
;
'.assun
r
in
gadu
lt r
o
l
e
sun
t
i
ll
a
t
e
rand
l
a
t
e
rag
e
s
;
o
fc
r
im
e
; mo
r
a
l
i
t
y
;t
h
ec
h
angi
n
gr
o
l
eo
fl
o
c
a
l
,s
t
a
t
eandf
e
d
e
r
a
l
gov
e
rnm
en
ts; i
n
f
l
a
t
i
o
n..
•....bu
tt
h
e
s
e su
f
f
i
c
et
om
a
k
e th
epo
in
t.
":
.
.
.
.
....
�1
1
-
JohnR
.P
l
a
t
t
, ab
i
o
p
h
y
s
i
c
ist
,sa
y
s
: "
It
h
i
n
kw
em
ay b
e nowinth
etim
e
tr
a
p
i
dchang
einth
e wh
o
l
ee
v
o
l
u
tiono
ft
h
e
o
f mos
~an
ra
c
e
,e
i
th
e
rp
a
st o
r
t
ocom
e
. I
ti
sa k
ind o
fc
u
l
tu
ra
l 'sho
ck f
r
o
n
t,
'l
i
k
eth
es
ho
ck fr
o
n
t
sth
a
t
o
c
cu
r inae
rodyn
am
ic
s wh
ent
h
el
e
ad
ingedge o
f ana
i
r
p
l
a
n
ew
ing mov
e
sf
a
s
t
e
r
th
ant
h
esp
eedo
fsoundandg
en
e
ra
testh
e sh
a
rpp
r
e
s
s
u
r
ew
av
etha
tc
au
sesth
e
son
i
cboom." Inh
isv
i
ew
,w
ea
r
ea
tp
r
es
en
ti
na p
e
rio
do
ft
r
an
si
t
ion
:
"Fo
rm
o
s
to
fh
istwo mi
l
l
ionye
a
r
s
,m
anh
a
so
p
e
r
a
t
ed i
nafai
r
l
y
ta
e~
o
t
och
ange
--w
o
r
l
d
. S
ton
eA
ge
. F
romg
en
er
a
tiont
o
g
e
n
e
r
a
t
ion t
h
e
re w
a
sa
lm
o
s
tno so
c
i
a
lo
r te
chno
log
ic
a
l ch
ang
e
. Th
e
r
e
H
as no g
apb
e
tween g
en
e
rat
i
o
ns
;f
'
a
t
.h
er H
a
sl
i
k
esonH
a
sl
i
k
eg
r
a
nd
son
;
a
r
ed t
h
es
am
ewo
r
ld
, th
es
am
eou
t
look
. And ev
e
rym
an w
as i
n
th
ey sh
t
o
u
ch w
i
th t
h
ee
s
s
e
n
t
i
a
l
s
.
A
l
lt
h
is b
eg
ant
och
ang
ew
i
th t
h
e adv
en
to
fag
r
i
cu
ltu
re abou
t
10
,
0
00 y
ea
r
s ago. Food s
u
r
pl
u
sesa~
ea ed
h
ad t
im
eto doso
m
et
h
i
n
go
the
rth
an
un ~
Af
e
Hp
eopl
e
,t
h
e
n
,
and cu
ltiv
a
te
. Th
ee
f
f
o
r
t
s
o
fth
ef
e
wl
e
dt
oc
i
v
iliz
a
t
i
o
nandtoth
ea
c
cumul
a
t
iono
fnew
know
ledg
e
. Know
ledg
eb
rou
gh
t inno
v
at
i
on
, ch
anges i
nt
h
ea
c
cumul
a
t
ed
r
no
f twom
i
l
l
i
o
n yea
r
s
. T
:
1
em
o
r
e know
l
edg
e accumu
.
l
a
ted
,
hum
anp
a
tte
t
h
emo
re i
n
nova
t
i
o
nt
h
e
r
ew
a
s
, un
ti
lt
h
ep
roc
ess o
f ch
ang
ea
c
cel
e
r
a
t
ed
i
n
t
ot
h
edi
z
zyp
atte
rno
ft
h
ep
r
esen
t.
D
r.
~ att
s
e
e
sth
ep
e
r
iod o~ a
cc
e
l
e
r
a
ting
an e
i i
i ati o ~
I
astransi
t
ion
a
l
,t
h
es
t
e
po
e
t
w
e
en
Ag
e andsom
en
ew s
t
a
b
i
l
i
t
yt
a~
~ e
o
l
d
~a i i t
o
ft
h
es
t
on
e
I
m
ay :
a
s
tequ
a
ll
ylong
. E
i
th
e
rw
ereach
t
a
b
i
l
i
t
yo
r
, youm
igh
t say
,t
h
ewno
l
.
et
l1
inggo
es b
e
l
l
y
-u
p
.
th
is n
ews
a
u
se th
ep
a
c
eo
f ch
ang
ec
an'
t
a
c
c
el
e
r
a
tei
n
d
e
f
i
n
i
t
el
y
.
B
ec
Th
ep
re
s
e
n
ti
sp
rob
ab
ly th
ec
r
i
t
i
c
a
lp
e
r
i
o
di
nt
h
et
r
a
n
s
i
t
i
o
n
.
D
r
.B
.R
.S
en
, you r
em
e
mb
e
r
, sawth
en
ex
t th
i
r
t
y
f
i
v
e yea
rs a
s
d
e
c
i
s
iv
ein t
e
rm
so
f foo
d
. Ash
a
rp d
e
c
l
i
n
ei
npo
p
u
l
a
t
ion
o ~
(
(
'
c
u
t
.
)
�.
-.
1
2
-
mu
s
t com
esoon
,o
rt
h
el
i
k
e
l
i
h
o
o
di
sr
e
d
u
c
t
i
o
nth
roughf
am
in
e
,
w
a
r andd
i
s
e
a
s
e
. A
s
id
ef
romt
h
ep
o
p
u
l
a
t
i
o
n imb
a
l
an
c
e
,t
h
eo
t
h
e
r
m
a
jo
r o
b
s
t
a
c
l
eo
ft
h
et
an it~on
p
e
r
i
o
di
st
h
ed
ang
e
ro
fn
u
c
l
e
a
r
wa
r
."
I
nt
h
ef
i
n
a
la
n
a
l
y
s
i
st
h
e
n
,t
h
eg
r
e
a
t
e
s
t
a~ en e
o
ft
h
i
sg
e
n
e
r
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
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JCPA-01
Coverage
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1938-2012
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Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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JCPA-01_1968-02-01_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 February 1, 1968 for the W. K. Kellogg Foundation at the Farm Management Banquet during Farmer's Week 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
Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc.
Agriculture
Language
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eng
Rights
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
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1968-02-01
Format
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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.
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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
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�- 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 .
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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.
�~
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�-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
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Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
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JCPA-01
Coverage
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1938-2012
Text
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Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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JCPA-01_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
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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/1f1715226290e70a290723c48700e056.pdf
d7cf79058a7b1df7bef4baa0332b7700
PDF Text
Text
"A PRIVILEGED CLASS "
Se nio r Class Day Address
g i ven by
Dr. Rus s ell G. Mawby
President, W. K. Kel logg Foundation
at
Scho ol of Dentistry
Univer sity o f Michigan
Ann Arbor, Michiga n
I
It i s a pl eas ure i nde ed for Rut h and me t o b e wi th you for t hi s Sen io r
Class Day of th e Sc hoo l of Dentistry.
For more t han four decades, t h e W. K.
Kellogg Foundation has enjoyed assisting the University of Michigan and thi s
School in vari ous wa y s.
The total s uppo r t provide d exceeds $11. 3 mi l l ion , wi th
a sub stant i a l po rt ion direc te d t o de nt a l educa t ion- -fo r such purpose s as
f el lows hips , stude nt loan funds, g r a duate education f or teachers of den t a l
auxi l iar ies , a nd o f co u rse th e W. K. Kellogg Institut e o f Graduat e a nd Postgr aduat e Dentist r y .
Through the year s, we have come to regard the off icer s a nd
faculty of t h is Sc hoo l a s both profes si onal colleagues and personal f r iends a nd
we appreciat e the privilege of these relati onship s.
Thank you now f or this
further pleasure o f be i ng with you t oday.
To you who a r e graduat i ng , I want to add my congratul a t ions to tho se
a l ready exp ressed .
For eac h o f y ou, thi s is a n oc cas io n l on g awa i te d , one of
thos e in st an ce s in life when a pers on can ha ve b oth a sense o f s ati s f a cti on in
pas t ac hi evements and a spec ial excit ement fo r t he futu r e .
I fe e l privi leged
t o be sharing th i s day wi th you.
I would add a word of c ongratulations, al so , t o all of those who have
contributed in a signi ficant way to making th i s day a reality.
I t hi nk first
�-2o f parents and families, and in s ome instances husbands or wives and ch i ldr en
who so o f t e n have sacrificed and subordinated their pers onal interest s to
yours in making it possible f or you to study here and who a re ent itle d t o a
similar sense of prideful stai sfaction on this occasion .
And I think, al s o,
o f a l l the people who are the University o f Michigan Sc hool o f Dentistry--those
who have gone be f ore in establishing, building, and sustaining this institution,
and thos e who currently c arry forward t h i s work ... t rustees, facul ty, o f f i ce r s
and staff, alumni and friends .
This School is a distinguished and r e co gnized
center o f excell ence in dental e du cation .
Your efforts have made this s o.
To all o f y ou I a lso exp r ess congratul ations and compliments, fo r you, too,
can take p r ide in th is happy oc ca s io n .
II
I approach my assignment th is afternoon with the s ober kno wledge that no t
one person came here f or the primary purpose o f hearing the Se nior Cl a s s Day
address .
If we ar e honest with each other, each of you has a much more personal- -
and more i mportant--reas on for being h e r e .
In ap pr eciation of tha t fact, I
propose t o intrude onl y brie fly upo n your day .
To those o f you who, from f orce
o f habit, are taking notes , my entire mes sage can be summarized in two words :
responsible and respons ive .
By happy coinci dence your gr adu at i on y ear is a special year in the life
of our country--our Bicentennial obs ervance.
This is a significant a nni ve r s a r y
in our nation 's life when we should consci ously reflect on ou r history and
heritage, and c ommit ourselves- -individually an d collectively- -to the future .
I hope you are doing s omething t o i nsure that the
t o you personally.
Bi centennial has significance
�-3The t he me f or t hes e brief t houghts is re fl ect e d in t he t it le , "A
Privile ged Class."
Two hundred years ag o we f ought a war over, at least in
part, the questi on of special privilege .
And while we are c ommitted t o the
notion t hat all are c r e ate d equal an d must be a ssured of e qual i t y o f opp ortunity,
in the cour se o f life spec i a l bene f i t , advantage, or favor doe s accrue t o
certain of us.
This Bicent e nni al Cl a ss of 1976 mu st indeed be regar ded as a privil ege d
group --privileged in several ways :
First, you a r e graduat es o f the Uni ve r s i t y of Michigan , on e o f the very
few t ruly gr ea t uni versitie s in the world.
You will always be proud o f t he
di s t i nc t ion o f your Alma Mater .
Second , beyon d this, you are gra duate s o f t h e Sc hoo l o f Dentistry o f thi s
gr eat University, a school which has an international r eputati on a nd is regarded
by its sister schools throughout the count r y as one o f the finest, in fact
perhaps the b e st o f all .
Third, as a member o f thi s Cl a s s , you are the product o f a ri gorous
proce ss o f s creening and selection .
For ea ch o f yo u here, there are s ome ten
or twelve or fift een who aspired to be here .
Their qualification s were superb ,
perhaps equal to yours, a nd they wor ked hard f or the opportunity- -privilege if
you p lease--of being students in dentistry or de nt a l hy gi ene .
But in the t ough
and agon izing pr ocess of admi ssions, they were denied what you we r e granted .
Four t h , your professional education has b e en heavily subsidized by the people
of Mi chigan a nd the Unit ed States .
While you have pa i d a hi gh p r ice , ill t erms of
time, e ne rgy , a nd dollars, nonetheless the educat i on whi ch yo u have r eceived
�-4has required support far beyond the fees yo u have paid.
These funds have come
from public sourc es, through tax monies, and from privat e benefact ors, including
alumni and other individuals, corporations, and private f oundations.
In a
s e n s e a l l of us who are the beneficiaries o f higher education should impose
up on our sel ve s a st at us o f life-lon g in denture t o repay that which has been
best owed and to insure similar benefits and opportunitie s for those who f ollow.
And finally you are entering a profession whi ch enj oys the characteristics
o f a mon op oly.
Matters o f standards, acc r edi t at ion , licensure, certific ati on,
monit oring f or qu ality, and fees are as yet largely in the hands of individual
pr ac t i t i one r s and professional associations.
Such p r e f e r r e d status requir ed
the highest integrity and accountability.
And s o, t h is Cl a s s - - a privileged class in many i mpo rt a nt ways.
And, as
in all ot he r aspects of l i f e , with privilege go e s obligation, a professional
co mmi t ment to be resp onsible and respon sive.
III
As student s, y ou must be far better informed than I about the st at u s o f
dental health in this country.
And you must be more s en sitive als o t o the
co nc e r ns and debate regarding the health of the American people and the g e ne r a l
di ssati sfac t ion or dis e nch a ntment wi t h our hea l t h ca r e d el i v er y sys t em, incl uding
de nt i s t ry .
Thos e who "haye a denti st" a re probably gene ral l y well-sati sfied, but
many are not in that sp e cial position.
Dr. Ben Barker, formerly Associate Dean of the School o f Dentistry of the
University of North Carolina at Chapel Hill and now a prog ram director on our
Foundation staff, has summarized some of the critic al pl'ob lems in dental health
as follows:
�-5The realities of dental health in the United States represent a neglected
need in 1976.
In a nati on among the most health-consci ous in the world, and
in which billions o f dollars are spent each year for health care, there exists
a general lack of understanding and concern about the need for good dental
health.
Care o f the te eth and mouth, all t oo often, is far down on the list
of health necessities for the average person.
Yet dental health problems can
begin in infancy, and s ome dental diseases are serious enough t o effect the
ch i l d ' s performance in school or the adult's efficiency on th e job.
There are
ove r 125 dental diseases (including the more common dental caries, gum disease,
oral viral disease and cancer).
The ma8nitude o f the problem is striking:
Dental disease is among the most prevalent of all di seases.
About 80
million Americans suffer from diseases o f the gums which ca n lead to loss
of teeth as well as destruction of supporting bone in the jaw.
About 25 milli on adults have l ost all of their teeth, primarily as a
result of neglect o f dental care.
An estimated 100,000 Americans are now being treated for oral cancer, and
24,000 new cases are expected this year.
Many of the estimated
4
million Americans with severe physical and mental
handicaps, such as cerebral palsy, muscular dystrophy, epilepsy, and mental
retardati on, do not have dental care by dental professional s t r a i ne d in
treating the handicapped.
By age two,
50% o f this nati on's children have one or more decayed teeth.
Nearly half
(46%) of all children under age 15 have never seen a dentist.
Poor dental health contributes t o unsatisfactory performance and even
failure in school.
�-6About 10 million or 70% of poverty-level children do not receive any
dental care throughout their school years.
By the time the average person reaches age 20, he has 14 decayed, missing,
or filled teeth.
In every twelve-month period, less than half of the population visits a
dentist.
The W. K. Kellogg Foundation, more than any other private foundation in
this country, has been actively involved in dental education and service for
more than four decades.
Our Foundati on staff has identified five principal foci
as constituting the major axes along which the Foundation seeks to contribute
in the health care arena.
These five areas of emphasis are:
1. Access to Care
Including considerations of geographic, social and economic barriers to
care, as well as the general organization of the health care delivery
system in order to facilitate easier access to services needed.
In the
latter respect, primary care receives considerable emphasis.
With regard to dentistry, the Foundation is interested in several activities
and programs that affect the accessibility and availability of dental care,
such as:
the trend toward the expanded use of auxilIary personnel, the
management of dental care programs, the licensure and credentialing of
dental personnel, and the factors which affect the consumer demand for
dental care services.
2.
Continuity - Comprehensiveness
An empha s is on non- epi s odic, non-fragment e d , coordi nated a nd , p er ha p s ,
regionalized health service delivery system.
Within the dental field, further emphasis is placed on "primary care," the
group practice of dentistry and the building of linkages between the
institutions which train dentists and other manpower, on the one hand, and
�-7the practitioner, on the other.
These linkages, brought about through
continuing education programs , student clerkships in private dental offices,
or through models like the Area Health Education Centers program, are
thought to provide a means of upgrading and maintaining the quality of
dental care provided in private practice.
3.
Cost-Containment and Cost-Effectiveness
This general area of concern reflects an emphasis on factors which encourage
higher levels of productivity and efficiency within the service delivery
system, as well as those factors which help to control the rate of cost
escalation.
With respect to dentistry, emphasis is given to management systems and
strategies in private dental practice and dental educational institutions,
as well as the further use of auxilIary dental personnel.
4. Health Maintenance and Prevention
Emphasis in the general health area is given to health educational programs
directed towards patients and clients of the health delivery sector.
In dentistry, the emphasis is on certain kinds of preventive programs
like community water fluoridation and public health nutrition programs ,
and a b r oa de r r ol e of the dent i s t in h ealt h maint enanc e .
5.
Qua l i t y As sur an c e
The focus in this area is on the establishment o f standards fo r the asses sment
of quality of care and the development of organizational structures for
the conduct of quality assurance and monitoring systems.
Emphasis has been
given to various kinds of medical audit and institutional accreditation
programs.
In dentistry, the interest of the Foundation has been primarily with regard
to the licensure and credentialing process.
�-8And so, five major concerns from the patient's viewpoint:
access to care,
continuity-comprehensiveness, cost-containment and cost-effectiveness, health
maintenance and prevention, and quality assurance.
IV
In looking to the future in the field of dental education and service,
the Foundati on recently convened an ad hoc advisory committee which included
representatives of dental education, dental practice, and users of dental
services.
This group analyzed very carefully the situation as they perceive
it today and suggested future priorities for Foundation consideration in
programming with regard to dental health.
Since you are just entering the
dental health profession and will play very important roles in shaping the
future of your profession, I will share these pri orities briefly with you:
1.
the encouragement of expanded efforts in the prepayment for dental care
services, including experimentation with different modes of payment and
models of delivery, and with special regard for cost in relation to
quality of care delivered.
2.
the development of professionally acceptable clinical standards and criteria
for the assessment of dental care guality, including arrangements by
which they can be practically and efficiently applied.
3.
the support of demonstrations in community-based private practice settings
of the use of expanded-duty dental auxillaries.
4.
the initiation of issue-oriented educational programs for students in
dentistry and recent graduates focusing on such urgent public concerns as
the quality of care; cost containment; and or ga ni z at i on of the dental
care delivery system, including matters of access and continuity.
�- 9-
5. the suppo rt of new t ypes of dental p ractice arr angements , inc l ud ing group
pract i ce with severa l t ypes of pract itione r s organ i zed i n non- c onventional
ways-- away fr om the traditi onal model of solo pra cti ce i n professional
isol at i on and apart from other sectors o f t he health system ; inst ea d, in
concert with other de ntists and expanded-duty auxi l laries , with physician s
and other health profess ionals , i n ho s pit al and ambulatory clinic setting s,
wi t h a hol i stic conce rn for the pat ient 's wel l-b e i ng.
6. the encouragement of an expande d r ol e for the de nti st in the health care
del ivery sy st em; while the system has ge ne r ally des ignated t his part o f the
body (Note:
put hands on j a ws ) as the de nt ist 's turf , usually t he concentra-
tion has been on prob lems of the teeth , wi t h litt l e a t tent ion t o r elat e d
or other p roblems in t hat a r ea , such as or al cancer .
7. the i mplemen t ation of innova tive and efficient p r ograms of continuing
e ducati on for dent a l pra ct i t i oner s des ig ned t o meet i ndivi dual needs and
moni t ore d for effect i venes s as a bas i s fo r r e li ce n sure and spec ialty
recert i f icat ion , both of wh ich seem i ne vi table i n t he exerc ise o f profess ional
a c c ount abilit y and the fulfil lment of pro f ess ional purpose .
The de gree t o which and t he ways in which you and your pro f e s s i on r e s pond
to s uch concerns as t he s e will obviously have great s ign i f icance to your
p ro fessional career- -will in fact , shape your professional and personal li f e
s tyle to a f ar greater extent tha n will the s imple exe rci se o f cur re nt or new
techni que
and technology .
Further, the extent t o wh i c h your profess ion en j oy s
the publi c' s co nt i nue d confidenc e and suppo r t - - a nd avoi ds fur t h er intrusion
and control by publ i c bodies--wi ll be a con s equen c e o f yo ur pro f e s sion's
r e s pons e in more fully a nd adequately serving dental care needs .
�-10-
v.
In a sense, t hen , the revolution in the "human condition" started 200
y ear s a go i s s till go ing on .
And nowhere is i t more po igna nt l y express ed
t ha n in the field o f he alth care , beginning with a re examinati on of th e
problems of e quity in the 60's, re sulting in Medicaid, Medi care, RMP,
a nd comprehensive health
planning~-the
notion that health care i s a r i ght .
It i s cont i nuing today wi th ne w is su e s r el a t ing t o co s t , s ome f orm of na tional
health insurance, PSRO, HMO's--attempts t o t ran s late i de as into a ction.
I n a t ell i ng a r t i cl e ent itl ed "Cr i s i s Fa c i ng Pr i vate De nt a l Practice"
publi shed in General Dentistry,
January-February, 1976, Dr. William T.
Br own, an I owa practitioner, defined this crisis as being represented
by t he call for National Health Insurance, Health Maintenance Organizat i ons ,
pressures f or group practice, relicensure , PSRO, denturism, malpractic e,
co ns ume r i sm, national s t a ndar ds , prepayment capitation, social mobility.
p eer r eview, reciprocity, mandatory continuing education, out s i de busines s
influences, inflation, auxiliarie s, and community involvement.
What Dr.
Brown s ees a s a cr i s i s affecting private dental practice is undoubtedly shared
by the maj ority o f dental practitioners in th e na t ion .
What i s striking
by cont r as t i s tha t th e publi c int erest--defined as the patients, payo rs ,
politicians--sees these measures as--imperfect though they may be-solutions.
The chall enge then lies in the accommodation of these di verse
perspectives.
�-11-
While deta i l s o f the f ut ure are un c ert ain, the challenge--an d t he
potenti al--of t omorrow a re mor e de manding a nd exhi l a r a t i ng than ever .
In a n
age when b ignes s and complexity s eem cha r a ct e r i st ic , it ' s i mport a nt to ma intain
a proper p e r sp e ct i ve .
When t he rea l i ties of the everyday world se em almost
ove r whel mi ng , I find the f ollowing a useful reminder:
I am onl y one , but I am one :
I can't do everyt h i ng, but I c an do somet h i ng ;
And what I can do, I ough t t o do :
And wha t I ought t o do , by the g race of God , I will do.
While the professi on of which you now become a part has a di s t i ngu i s he d
r ecord, it has been characterized as es sentially a " cottage industry, " with a
deg ree o f professional i s olation, and a "non-syst em" in the del i ve r y of dental
ca r e , apart fr om t h e h eal t h syst em at large .
Th e ne eds o f s oc iety reQuir e
significant, perhap s e ven dramatic, further cha nges .
Hopefully the leadership
for such changes , will co me from yo u and ot he r s in t he profe s sion--demonstrating
profes si onal resp onsibility i n b eing resp onsive to human needs - - r at h e r than
being imposed from out side and abo ve by Congressi onal mandat e .
If each of y ou
wil l do what you can do a n d oug ht to do to that end, y ou will, in fact, be
serving man 's--and yo ur professi ons- -higher purpo s es.
To e ac h o f you in this Bicentenn i a l Cl as s of 1976, Godspe e d in your
profe s sional c a ree r and--more importantly--in your personal life.
�•
r
l
A privileged class
Russell G. Mawby, B.S., M.S., Ph.D., Battle Creek
Dr. Mawby is president of the
W.K. Kellogg Founda tion.
The following is excerpted from
a Senior Class Day Address presented by Dr. Mawby
at the School of Dentistry ,
University of Michigan, May 2, 1976.
• For more than four decades , the W . K. Kellogg
Foundation has enjoyed assisting the University
of Michigan and this School in various ways. The
total support provided exceeds 11.3 million dollars, with a substantial portion directed to dental
education - for such purposes as fellowships,
student loan funds, graduate education for
teachers of dental auxiliaries, and of course the
W . K. Kellogg Institute of Graduate and Postgraduate Dentistry, Through the years, we have
come to regard the officers and faculty of th is
School as both professional colleagues and personal friends , and we appreciate the privilege of
these relationships.
The realities of dental health in the United
States represent a neglected need in 1976. In a nation among the most health-conscious in the
world, and in which billions of dollars are spent
each year for health care, there exists a general
lack of understanding and concern about the
need for good dental health.
The W. K. Kellogg Foundation, more than any
other private foundation in this country, has
been actively involved in dental education and
service for more than four decades. Our Founda552
tion staff has identified five principal foci as constituting the major axes along which the Foundation seeks to contribute in the health care arena.
These five areas of emphasis are:
1. Access to care - including considerations of
geographic, social and economic barriers to care,
as well as the general organization of the health
care delivery system, in order to facilitate easier
access to services needed. In the latter respect,
primary care receives considerable emphasis.
With regard to dentistry, the Foundation is interested in several activities and programs that affect the accessi bili ty and availability of dental
care, such as: the trend toward the expanded use
of auxiliary personnel, the management of dental
care programs, the licensure and credentialing of
dental personnel, and the factors which affect the
consumer demand for dental care services .
2. Continuity - comprehensiveness - an emphasis on non-episodic, non-fragmented , coordinated and, perhaps, regionalized health service
delivery systems .
Within the dental field, further emphasis is
placed on "primary care," the group practice of
dentistry and the building of linkages between
Journal of the
MICHIGAN DENTAL ASSOCIATION
N v .),
' 7 ({;
�procedures to be accomplished and it outlines the
minimum quality of the work expected, 2) it aids
in curtailing the illegal practice of dentistry, 3) it
is a legal document for both the dentist and the
dental laboratory in cases of litigation, 4) it delineates the responsibility of the dentist and the
dental laboratory technician.
The dental laboratory technician is an important member of a team whose ultimate goal is the
maintenance of oral health as adjuncts to the
physical and mental well-being of the public. A
conscientious effort on the part of the dental profession in regard to work authorizations is essential to achieve this goal, and will foster a greater
mutual respect between dentists and dental laboratory personnel.
A final incentive to the profession regarding
this aspect of dental treatment should be provided by considering the attitude of a few dental
laboratory technicians who would become "public denturists."* One argument employed by such
groups when presenting their position before
various state legislatures is that the dental profession is less knowledgeable in regard to complete
denture prosthodontics than the "denturist.":"
Faulty or incomplete work authorizations can
only provide evidence to support their arguments.
'The ADA and the MDA define the term "denturist" as a person who illegally holds himself out as qualified to practice
dentistry. " Dent urism" is the fitting and dispensing of dentures illegally to the public .
References
1. State Leg islature of Michigan, Act. No . 182 of Public Acts of 1973.
2. Gehl, D. H. Investment in the futu reo J. Pros . Dent. ,
18:190-201,1967.
3. McCracken , W. L. Partial denture construction ,
Saint Louis, 1969, C. V. Mosby Co., 3rd Ed., p. 324.
4. American Dental Association, Council on Dental
Trade and Laboratory Relations : Legislative activities of the Independent Dental Laboratories Association (an Illinois corporation). Am . Dent. A. J .,
58 :120-24,1959.
'Smile' theme retained
for 1977 NCDHW
National Childrens Dental HealthWeek
Sponsored by the
American Dental Association
e 1976 American DentalAssociation
VOLUME 58, NOVEMBER 1976
As a result of an ADA survey, the
theme for the 1977 observance of National Children's Dental Health Week,
Feb. 6-12, wiff be the same as in 1976,
"Smile, America." The theme wiff be
the only element retained, since there
wiff be a complete change in artwork
as well as in television and radio spot
announcements. Notes Delmar J.
steutter, director of the ADA Bureau of
Dental Health Education, "one of the
most often quoted reasons for keeping
the Dental Health Week theme has
been the desire to provide greater
continuity from year to year in Dental
Health Week activities. Hopefully, by
repeating the theme but changing the
basic look, we can help local and state
dental societies in making Dental
Health Week activities more recognizable."
551
�the institutions which train dentists and other
manpower , on the one hand , and the practitioner, on the other. These linkages, brought
about through continuing education programs,
student clerks hips in private dental offices, or
through models like the Area Health Education
Centers program, are thought to provide a means
of upgrading and maintaining the quality of dental care provided in private practice.
3. Cost-containment and cost-effectiveness This general area of concern reflects an emphasis
on factors which encourage higher levels of productivity and efficiency within the service delivery system, as well as those factors which help to
control the rate of cost escalation.
With respect to dentistry, emphasis is given to
management systems and strategies in private
dental practice and dental educational institutions , as well as the further use of au xiliary dental
personnel.
4. Health maintenance and prevention - Emphasis in the general health area is given to
health educational programs directed towards patients and clients of the health delivery sector.
In dentistry, the emphasis is on certain kinds
of preventive programs like community water
fluoridation and public health nutrition programs, and a broader role of the dentist in health
maintenance.
5. Quality assurance - The focus in this area is
o n the establishment of standards for the assessment of quality of care and the development of
organizational structures for the conduct of quality assurance and monitoring systems. Emphasis
has been given to various kinds of medical audit
and institutional accreditation programs.
In dentistry, the interest of the Foundation has
been primarily with regard to the licensure and
credentialing process .
And so , five major concerns from the patient's
viewpoint: access to care, continuity-comprehensiveness, cost-containment and cost-effectiveness, health maintenance and prevention, and
quality assurance.
In looking to the future in the field of dental
education and service, the Foundation recently
convened an ad hoc advisory committee which
included representatives of dental education,
VOLUME
58,
NOVEMBER
1976
dental practice, and users of dental services. This
group analyzed very carefully the situation as
they perceive it today and suggested future
priorities for Foundation consideration in programming with regard to dental health. Since you
are just entering the dental health profession and
will play very important roles in shaping the future of your profession, I will share these
priorities briefly wi th you:
1. The encouragement of expanded efforts in the
prepayment for dental care services, including ex-
perimentation with different modes of payment
and models of delivery, and with special regard
for cost in relation to quality of care delivered.
2. The development of professionally acceptable
clinical standards and criteria for the assessment of
dental care quality, including arrangements by
which they can be practically and efficiently
applied .
3. The support of demon strations in community-based private practice settings of the
u se of expanded-duty dental auxiliaries.
4. The initiation of issue-oriented educational programs , for students in dentistry and recent
graduates, focusing on such urgent public concerns as the quality of care, cost containment,
and organization of the dental care delivery system , including matters of access and continuity .
5. The support of new types of dental practice arrangements, including group practice with several
types of practitioners organized in nonconventional ways - away from the traditional
model of solo practice in professional isolation
and apart from other sectors of the health system;
instead, in concert with other dentists and
expanded-duty auxiliaries, with physicians and
other health professionals, in hospital and ambulatory clinic settings, with a holistic concern
for the patient's well-being.
6. The encouragment of an expanded role for the
dentist in the health care delivery system . While
the system has generally designated the jaws as
the dentist's turf, usually the concentration has
been on problems of the teeth, with little attention to related or other problems in that area,
such as oral cancer.
7. The implementation of innovative and effi cient programs of continuing education for dental
553
�practitioners, designed to meet individual needs Brown, an Iowa practitioner, defined this crisis as
and moni tored for effectiveness as a basis for re- being represented by the call for national health
licensure and specialty recertification, both of insurance, health maintenance organizations,
which seem inevitable in the exercise of profes- pressures for group practice, relicensure, PSRO,
sional accountability and the fulfillment of pro- denturism, malpractice, consumerism, national
fessional purpose.
standards, prepayment capitation, social mobility, peer review, reciprocity, mandatory continuThe degree to which, and the ways in which, ing education, outside business influences, inflayou and your profession respond to such con- tion, auxiliaries and community involvement.
cerns as these will obviously have great signifi- What Dr . Brown sees as a crisis affecting private
cance to your professional career - will in fact , dental practice is undoubtedly shared by the
shape your professional and personal life style to majority of dental practitioners in the nation .
a far greater extent than will the simple exercise What is striking by contrast is that the public
of current or new techniques and technology . interest - defined as the patients, payors, politiFurther, the extent to which your profession en- cians - sees these measures - imperfect though
joys the public's continued confidence and sup- they may be - as solutions. The challenge, then,
port - and avoids further intrusion and control lies in the accommodation of these diverse
by public bodies - will be a consequence of your perspectives .
profession's response in more fully and
While the profession of which you now beadequately serving dental care needs.
come a part has a distinguished record , it has
In a sense, then, the revolution in the "human been characterized as essentially a " cottage in condition," which started 200 years ago, is still
dustry, " with a degree of professional isolation,
going on. And nowhere is it more poignantly ex- and a " n on -sys tem" in the delivery of dental
pressed than in the field of health care, begin- care, apart from the health system at large . The
ning with a re-examination of the problems of needs of society require significant, perhaps even
equity in the 60s, resulting in Medicaid, Medi-. dramatic, further changes. Hopefully the leadercare, RMP, and comprehensive health planning ship for such changes will come from you and
- the notion that health care is a right. It is con- others in the profession - demonstrating profestinuing today with new issues relating to cost, sional responsibility in being responsive to human
some form of national health insurance, PSRO,
needs - rather than being imposed from outside
HMOs - attempts to translate ideas into action .
and above by Congressional mandate. If each of
In a telling article entitled "Crisis Facing Pri- ' you will do what you can and ought to do to that
end, you will, in fact, be serving man's - and
vate Dental Practice," published in General Dentistry , January-February, 1976, Dr. William T. your profession's - higher purposes.
554
Journal of the
MICHIGAN DENTAL ASSOCIATION
�
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Russell Mawby Papers
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Charities
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The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
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W.K. Kellogg Foundation
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1938-2012
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Russell Mawby speech, A Privileged Class
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Mawby, Russell
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Speech given May 2, 1976 for the W. K. Kellogg Foundation at the University of Michigan School of Dentistry senior class day.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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W. K. Kellogg Foundation
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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
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Russell Mawby Papers
Subject
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Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1977-11-04_RMawby_SPE
Title
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Russell Mawby speech, A Privileged Class
Creator
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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
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
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eng
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1977-11-04
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application/pdf
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/054df89b41f0113c53aecb9741c5f9b4.pdf
48f05c482043d972e35efdcd7b1033d6
PDF Text
Text
"A TREASURED MICHIGAN RESOURCE"
Remarks by Rus sell G. Mawby, President
w. K. Kellogg Foundation
at the
Michigan Association o f Governing Boards'
1982 Higher Education Awards Convocation
Thursday, April 22
University Club
Lansing, Michi gan
/ g~
1.
Thank you very much for inviting me to be your s peaker at
t hi s the 1982 Higher Education Awards Convocation of the Michigan
Association of Governing Boards.
I have taken t he t i t l e o f my
remarks, "A Treasured Michigan Resource " from the statement which
graces the front cover of the invitation for t oni gh t ' s program.
I f I may, l et me restat e the words printed on t he invitation.
They read:
"In recognition of a treasured Michigan resource and the
prom ise it represents for our state's future, the Michigan
Association of Governing Boards honors distinguished faculty
and outstanding s tudents from the state's public co l leges
and universities."
�2
The 24 outstanding student s and 24 di stinguished faculty from 12
of our state's 15 public col lege s and universities here this
evening r epresent a treasured Michigan resource as do the educationa l
ins titutions which all of you represent.
I 'll comment more on
these r e s our c e s a b it later.
Firs t, l e t me also say that the Michigan Ass ociation o f
Governing Boards, and its counterparts throughout the United
Stat es, are e qu a l l y important and vital t o the future of h igher
education here in Michi gan and acros s the na tion.
As many of you
know, th e Associat ion o f Governing Boards (AGB) is t he only
nongovernmental, nonprofit organization within higher education
whose primary purpose is strengthening the p erformance o f boards
of higher education and higher educa tional insti tutions.
Nationwide,
AGB membership includes more than 780 boards s erving 1,250 colleges
and universities; and more than 18,000 i ndiv i du al trustees,
regents and chief executive officers -- nearly one half of the
total governing structure of United States h igher education .
Thus, the Association of Governing Boards and its membership is a
�3
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So, I am particularly pleased t o be here t on i gh t ; and pleased
to s e e t h a t the Michigan Association of Governing Boards is
providing the leadership, for al l in our state, in r ecogniz ing
the resourc e which is r epresented by the 24 ind i viduals rec eiv ing
award s tonigh t , and the resource which i s repre sent ed by Michigan's
superb sys tem of public higher education.
II.
As citizens , faculty , students and/or members o f college and
university governing boards, we have a special challenge today -a cha l l enge t o be spokesmen , and more importantly statesmen, for
t h e value of higher educa tion in our socie ty and in Michigan.
The founder of t h e W. K. Kellogg Founda t i on , breakfas t c ereal
pioneer W. K. Kellogg, of ten noted t h a t "Education offe rs t h e
grea test opportunity for really improving one gene r a t i on over
another.
II
He believed -- and backed up his beli ef through grants
from his foundation -- tha t educat ion determines whether a society ,
�5
a nation, or a sta te progr esses and pro spe rs .
He a lso championed
the reality t ha t education is the primary avenue for an indivi dua l
to achiev e a bett er li f e.
I be l ieve a part o f our curr en t f i nan c i a l and public support
crisis for higher education na tionally, and par t ic u larly here in
Michi gan, resu lt s from l osing s i gh t o f the s e b a s i c educ at ional
pu rpo ses and bene f i t s.
Le t me be more s p e c if i c .
The mos t " t yp i c a l " vi s i tors we have at Kellogg Founda ti on
of f ice s i n Battle Creek are col l e ge or un i v ersity presi dent s ,
o ther administrato r s or f acul ty members.
They know why they have
come t o s e e us, and t hey also know ' t ha t we know i t.
When the
great virtues and t he hi s toric s i gni fi c anc e of t he projec t s t he y
pr opos e have been thorough ly discussed , there is of ten t i me
perhap s at l unch o r on the way to the ai r po r t -- f or les s momentous
di scuss i on or, i f th e truth be known, f o r go s s i p .
It is then
tha t I often ask , very inno cently, "Wha t are t h e major dev elopments
s o f a r as your in s titution i s conce r n ed ? "
�6
If you were al l less soph i sticated than you actually are,
you would be surprised a t what I am told.
I learn about:
athletic prowess or t he lack thereof;
about iniquities of t h e legis lature and the board of contro l
(or occasionally their v i r t ue s ) ;
about t he inside story on various episodes, s ome of t hem
scandalous;
about which dep artments are be'ing drastically cut or abandoned;
about t he probabl e line of succession t o the presidency;
and how the institution ha s just re-organized, is being
re-organized, or will s ho r t l y be re-organized.
�7
It is star tl ing how seldom I hear any thing about:
the educat ion being provided;
the research be i ng under taken ;
th e bold new undergraduate cur r i cu l um;
the group o f adul t learn ers t h a t t he univ er s i t y i s trying t o
serve ;
t he i nte r - di s cip l i n a r y commi t tee s that are making headway
a ga in st rampant s p e c i a l i sm;
the new r esearch which i s go i ng to provide a break- through;
or abo ut the a ll - unive r s i t y committee which is re-thinking
the goal s o f the in s titution.
�8
Nor do I hear valuable, impressive examples of how the
university's students and graduates are contribut ing to t h e i r
communities, their state, while improving t h ems e l v e s and t h e i r
famil i e s in economic and other important ways.
You can see from this report then, why I am so extremely
grateful to be here this evening where the b right, a ccompl i s h ed ,
and forward-thinking face of our Michigan in stitutions o f higher
education is so evident.
You are t he true refl ection of the
purpose, the va lue, and the achievements of our colleges and
universi ties!
But let me for a momen t r eturn to the report s I get from my
visi tors.
Why do they not re flect the spirit I find here tonight?
Let us l ook back a bit to find t he causes .
III .
I t has been said of higher education that, in sequence, it:
�9
f i r s t had grea t presiden ts;
t hen had great profe ssors;
and t hen had s hr ewd operators .
The era o f the great president s was roughly from 1870 t o
1930.
The era o f:
Char l e s El i o t (Harvard)
Woodrow Wi lson (Pr inceton)
Dani el Coi t Gilman (Johns Bopkins)
Nicholas Murray Butl er (Colomb ia )
Andrew D. White (Cornell )
- - Jame s B. Angell (Michigan)
The era of the great presiden ts was f o l lowed by the era of
the great s chol a rs f r om 1930 to 1960.
Th i s era s aw the f l ower i ng
of a l l the discipline s an d the pro fessions and of t h e r esearch
and teach ing t hey requi red.
The f r e edom o f the Un i t ed Sta tes, of
�10
course, brought many dis t ingu ished academic leaders to t h i s
country as immigrants .
And that era was followed by "the era o f t he shrewd operators"
f r om 1960 to 1980.
we are s t i l l i n it.
You are f ami l i a r with t hi s era , partly because
It was an era o f gr ant - ge t t e r s and money-
manipulator s; the bui lders of center s and ins titut e s and countl e ss
other units, each constructed around s ome special person or field
of study with r elatively little regard fo r the t o tal ins ti tution
i t s e l f.
This was not, t o be sure, an invariab le succession of eras.
Robert Maynard Hutchins (in the 305 and 40 s) and John Hannah ( i n
the 50 s and 60s) were great pr e s i den ts , speaking articulately on
the nature and need s of highe r education.
There are more grea t pro f essors t han there ever were; at
least half of all Nobel prizes in s cience are being awarded to
Americans, and other fi elds and o ther l eade rs f l our i s h a s wel l .
But their dis tinc tive and unique qualities have f a r l e s s public
notice today t han was the case in t he t i me s of Einst ein and Fermi
�11
(physics), Van Doren (literature), Erskine (music), Barzun ( Fr ench
literature), Beard (h istory), or Highe t (philosophy).
Why have the educational s tate smen tended to be s ubme r ge d ?
We have moved through a time of abundance -- and perhaps
even over-abundance -- in th e 1950s and 1960s.
We have moved through a time when the warning bells of
fin ancial trouble b egan to sound ever more in si stently in the
1970s, to a time of very real and present danger to the very
existence of our institutions .
Gov e r n i ng boards, academic administrators, faculty councils
and s ena t e s h ave had t o pay major at ten t ion to operation and
managemen t during both good t imes and bad.
But as a consequence
they began to perceive thems elves e s sentially as administrators.
They added to t he i r key staffs a host of accountants, personnel
workers, public relations experts, lawyers, and, mos t of all,
i n s t i t u t i ona l managers.
I f you doubt the fact of an over-emphasis on operations, I
invite you to read the Chronicle, the journals of higher education,
�12
and t he hundr ed s of books which pour forth each year about t he
college and t he university.
See how little is s a i d about t h e
mission of t he insti tu tion, how much is s aid abou t i ts st r uc t ur e
and processes.
As universities perceive themselves, so t he pub li c perceives
them.
The decline in the public' s support and championing of
higher educa tion is a natu ral cons equence.
IV.
Suc h an occasion as the on e we' cel ebra te t h i s ev e n i ng s trikes
out boldly against th is pre-occupat ion with operat ion i t s elf, t o
emphasize the purpose which shou l d guide ou r efforts, not t he
processes we f ol l ow wi thin our in s titutions.
I suggest then we
ne ed to find more ways of:
celebrating the accomplishments of intellectual and academic
inquiry ;
�13
identifying the new intellectual purpose s we shou l d follow;
and
discovering ways to stress th e unity of all knowledge and to
explore th e linkages between its segment s.
Most importantly, we must become advocates and statemen on
behalf of the importance o f education to our society , its citizens,
and to our collective f u t u re.
The 1982 Higher Education Awards recipients -- all of you -give testimony to our coun try' s succes s; one ba sed on discernment,
pride, achievement, and c ommitment to quality.
That has been the
foundation of highe r educa t ion' s acceptance and place i n our
soc iety .
Hel en Kell er identified this characteristic 44 years ago
when she said:
true happines s.
" Some persons have a wrong idea of what constitutes
I t i s no t attained through s e l f - gr a t i f i c a t i on
but through f idelity to a worthy cause. "
�14
Most Americans s t i l l believe in and di splay f i de l i t y to
worthy caus es.
their leaders
I t i s t i me for our colleges and univer sities and
whethe r in the board room, the classroom or
laboratory, or the administra tor' s offi ce - - t o proclaim again as
spoke smen and statesmen the worthy cause of quality higher education.
With you as gu i de s , both as participant s and shin ing examples,
I believe it can -- and trust it will -- be done.
Thank you.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Russell Mawby Papers
Subject
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Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1982-04-22_RMawby_SPE
Title
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Russell Mawby speech, A Treasured Michigan Resource
Creator
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Mawby, Russell
Description
An account of the resource
Speech given April 22, 1982 for the W. K. Kellogg Foundation at the Michigan Association of Governing Boards' 1982 Higher Education Awards Convocation.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Language
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1982-04-22
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application/pdf
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/a9b79076c04f18801c2fe71cefac4209.pdf
ad7fe35f4060c3f68459d7a982213cb4
PDF Text
Text
ADMTNISTERI NG THE LARGER PRI VATE FOU'NDATIOI'j
Russell G. Mawby, Presi dent
W. K. Kello gg Foun dation
It is indeed a privilege to be invited by the Council on Foundations to share
with my colleagues in the foundation field some of the experiences o f the W. K.
Kellogg Foundation over the past 43 years in developing administrative policies
and procedures for programs.
.
A recent treatise on foundation administration categorized the Kellogg'Foundation
in Battle Creek, Michigan as a " sh i r t - s l eeve Ml.dwes t ez-n fund working effectively
on a range of problems overlooked by most foundations." He are pleased with
that description--"shirt-sleeve"--for that is essentially r,rhat we are, and our ,
administrative policies and procedures perhaps somewhat reflect that sort of
image. I have with me today my colleague, Leonard L ~ vfuite, Vice PresidentAdministration, who has been with the Foundation since 1946 and who throu~l1. the
ye ars has had primary responsibility for the development .of our administrative
policies and procedures. From time to time during today's presentation I will
be calling on Leonard for his help, particularly when we get to the question
and answer- portion of the program.
The Kellogg Foundation started initially in 1930 as an operating foundation.
From its inception, until World Har II, its programs were concerned primarily
with the improvement of the health, education, and welfare of the peoples in
a seven county area of southwestern Michigan. Its policies and procedures were
thus, during that period, those that would pertain to such an operating
organization. With the commencement of the hostilities of World War II, the
Foundation rapidly phased out its support to that local region and devoted its
resources for the next several years to furtherance of the war effort. This
got us into the grant-making business and called for an interim revision in
our policies and procedures. Also during the War study was devoted to post-war
programming and resulted in the format for the type of private foundation grantmaking activities in which we have since engaged. Thus, there was commenced in
1945 the evolvement of our present administrative structure and its attendent
policies and procedures . In this connection, I would like to remind you of
something of which I am sure you already are aware; namely, that good administrative policies and procedures evolve through a gradual process. For example,
there is not a policy or a procedure in our office today that has not been
changed t ime and time again throughout the years, and we always hope that each
change is a reflection of our best wisdom in a constant readaptation of policies
and procedures to current needs .
.
To put our administrative machinery into proper focus, I must first tell you
a bi t of t ~h iloso h of the Kellog Foun dat i on .
t starts with a basic
conc ept that t he Kel l ogg
m dat~
has no probl ems. I nste ad we have res ource s - albei
~~~t e d- -wh i ch can be utili zed i n helping t o sol ve some of the pr oblems
conc erned with the socio-econo ~~c nee ds f t day 's wor l d . Att endent is a
Presented at the 19 73 Annua l Conf erence of t h e Coun ci l on Foundat i ons i n St.
Paul , Ni nne s ota on May 29, 1973.
�-2-
/
parallel philosophy that the educational, research, and service institutions
of our society are exceptionally endowed with personnel and programs for dealing
with our socio-econo~ic problems. It , thus , b e come s a basic responsibi lity
of the Kell ogg Foundat ion to match Q"ur finan ci al resources with t he personnel
and pr og r ammati c resources of institut ions which can accompl ish t he greatest
ood in hel i ng t o ·r es ol ve pr ob l ems in the areas which the Foun ation has
sele ct e d f or i t s primary at t errt Lon ,
'
.
This ?rings us to our se cond basic tenent. Namely, that aCCOmplishments through
Kello
fundin can be maximized if we concentrate our e f forts in s elected
geogr a h ic and p r ogr ammat i c areas where we can best martial the professional
e xp er t i s e necess
for programmatic suc cess es . Our geographic and programmatic
are s of concern are being constant ly evaluated by both our staff and our Board
of Trustees and at the present time the Foundation is confining its efforts to
programs concerned with improving health and education, and helping mankind in
the development of food and fibers sUfficient to our needs. Geographically,
such aid is being concentrated in the Western Hemisphere, that is throughout
the United States, Canada, and Lat i n America; in the northwestern portion of
Europe; and Australia.
hy is that the effectiveness of the Kellogg Foundation's
grant-maki n
i s directl proportional to the professionalism of our
s t a f f. I n this co
t i on t he Kello
Foundation has an e ce t i onal st
of
professional p r ogram personnel--profess ionals who are knowl e dge ab l e of both
the pro ems 1 n our areas of concern and the i ns i t ut i onal and p er s onnel resources
avai l a Ie f or t h e r es ol ve of these p r oblems.
~' Thi s brings us to our most basic administrat i ve conce t; namely that, i ven the
~ financial resources an d rofess ional e ertise f or the best utilization of t hese
resources eve
erson on our administrative and service staff has a basic
r es
sib i l i t of rovidin our rofessional staff with the tool s services;
d su
ort necessa
f or the p,erformance of their . obs . It i s much like the
~ que en bee cancel'. where our p r ogr am per s onnel have a job to perform an every
/ ~ ot er erson i n the or an i zation i s pr ovi di ng supportive services.
~
~
~
Through all of this I have not yet discussed our Board of Trustees. Ideally
a discussion on administration of a foundation such as ours should start with
the Board of Trustees. However, I wanted for you first to get a picture of
our programming goals and our staffing pattern . The Kellogg Foundation Board
of Trustees is made up of nine eminent bus iness-civic leaders and is a hardworking Board, meeting monthly. loTe think that we recently established some
sort of a record in foundat ion ph ilanthropy when our Board celebrated its 500th
monthly meet ing. That was just 16 months ago since this month's meeting is the
516th . Our Boar d of Trustees is the
li~ making bogy for the Foundation . •
Their monthly meetings, and the s tructure of the monthly meetings, makes it
possible for our Board members to maintain a continuous working relationship
with both our officers and our program staff. Detailed reports are sent to
our Trustees on e we ek p'r i or to each me et i ng and t e r sees a each meeting
a prove all act ivi t i es of the officers and staff and cons i der. all appropriations
being r eque ste d for both our administrative and grant-making activities. Further-
�-3
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
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eng
Type
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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Identifier
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JCPA-01_1973-05-29_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Administering the Larger Private Foundation
Creator
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Mawby, Russell
Description
An account of the resource
Speech given May 29, 1973 for the W. K. Kellogg Foundation and the Council of Michigan Foundations on administrative policies and procedures for programs.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc.
Language
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
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1973-05-29
Format
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application/pdf
Type
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/21a04c836f41e9d8c42d219641bd8d5c.pdf
1cf4c7d8d75030d640240109f4e9e6ca
PDF Text
Text
AGRICULTURAL SCOTOMA:
A LIMITING VISION OF THE FUTURE
Presented by Dr. Russell G. Mawby
Chairman and Chief Executive Officer
W. K. Kellogg Foundation
Battle Creek, Michigan
as the
Seaman A. Knapp Memorial Lecture
at the Annual Meeting of
National Association of State Universities
and Land-Grant Colleges
Washington, D.C.
November 14, 1983
I.
It is an honor indeed to be invited to give the
Seaman A. Knapp Memorial Lecture for 1983, the year which
marks the lSOth anniversary of his birth -- December 16 to
be exact -- and the lOOth anniversary of his appointment as
President of Iowa State College.
Being here is a special
pleasure for me because Extension has been such an important
part of my personal life and my professional career.
I
express appreciation to those who have given me this special
recognition and opportunity.
�2
I have taken advantage of this occasion to look more
deeply into the record of Seaman Knapp's life than I have
had opportunity to do previously.
Let me therefore begin my
remarks today by talking about Knapp's ideas and actions
before moving on to comment briefly on my own concerns about
agriculture today and in the future.
I cannot hope to do justice to Knapp today but future
lecturers will have almost immediate opportunities to do so,
as more anniversaries occur.
In only four years, in 1987,
comes the hundredth anniversary of both the Hatch Act, which
he drafted and steered through
~ongress,
and of this Association,
of which he was one of the six founders.
Two years later,
in 1989, will come the 75th anniversary of the passage of
the Smith-Lever Act, which nationalized Knapp's great creation,
the Cooperative Extension Service.
The breadth of these
accomplishments suggests that of all the countless people
who created the land-grant tradition and the land-grant
spirit, his contribution was the greatest.
It deserves our
�3
r
em
em
b
r
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n
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e
,a
n
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end y
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app f
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o
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app I
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e
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o
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s
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i
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, whom h
eh
a
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e
t i
na c
o
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e
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r
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a
r
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t
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a
c
a
d
em
y
,b
e
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a
nt
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rc
a
r
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e
r
sa
st
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a
c
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sand a
l
s
oa
so
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r
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t
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fa sm
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lf
a
rmh
e
rf
a
t
h
e
rh
a
dg
i
v
e
n th
em
. Thu
sc
o
n
t
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n
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e
da
p
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t
t
e
r
no
fl
i
f
ew
h
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hh
a
db
e
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ns
e
te
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r
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en Kn
app h
a
dh
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os
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r
am
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i
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n
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t
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c
hw
a
s t
oc
o
n
t
i
n
u
e
a
l
lh
i
sl
i
f
e
. Though I s
h
a
l
lc
o
n
c
e
n
t
r
a
t
eon h
i
sa
g
r
i
c
u
l
t
u
r
a
l
e
n
d
e
a
v
o
r
s
,h
ea
lw
a
y
sh
a
ds
e
v
e
r
a
lo
t
h
e
rc
a
r
e
e
r
sg
o
i
n
g
�4
simultaneously -- as businessman, banker, preacher, land
speculator, editor, author, salesman, superintendent of a
state school for the deaf, professor, or college president.
Farming did not assume major importance in his life
until he was 33 years old and he did not choose agriculture
willingly.
He fell one day in the school yard and tore the
ligaments of his knee.
cripple.
Infection set In and he became a
Matters went from bad to worse and eventually the
doctors told him he must either have his leg amputated or
become a farmer, where he could lead a simple, rugged life
in the open air.
Knapp chose the latter and, for unknown
reasons, turned his back on his ancestral home, sold his
wife's farm, and made his painful way west to Iowa where he
bought a farm.
He had hoped to raise Merino sheep but knew
nothing about how to do so.
They all died; for a time, he
subsisted on income from his other occupations.
After five
years of daily massage, special exercises, and the adoption
of a diet which a modern dietitian would warmly approve, he
regained his health.
�5
Perhaps the death of those Merino sheep should be
celebrated as a crucial event of American agriculture, for
it deeply reinforced an idea which became the governing rule
of Knapp's life.
It was an almost religiously held conviction
that practical affairs are governed by principles and rules
which can be discerned by research and then be learned by
the people who should use them.
This mainspring of his
thought shaped his personal life and career and in one way
or another influenced everything he did after moving to
Iowa.
Let us follow only that thread of his career which had
to do with his direct, practical work with farmers, ignoring
(regretfully) his mastery of politics and propaganda, his
skill as a college teacher and administrator, and his impressive
talents as both a preacher and an agribusinessman.
In the
field he became a unique and familiar figure, moving swiftly
and incessantly, writing, talking, lecturing, and demonstrating -seeking above all else not only to inform people but to
persuade them to action.
�6
F
i
r
s
to
fa
l
l
,h
et
u
r
n
e
dh
i
sa
t
t
e
n
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i
o
nt
op
i
g
s
. "P
i
g
r
e
a
r
i
n
g
,
"h
eb
e
l
i
e
v
e
d
,"
i
sb
o
t
ha s
c
i
e
n
c
ea
n
da
na
r
t
. To do
i
t
w
e
l
l r
e
q
u
i
r
e
sa
s mu
ch b
r
a
i
n
sa
n
da
s mu
ch s
t
u
d
ya
st
ob
ea
p
h
y
s
i
c
i
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ra l
aw
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e
r
.
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s own f
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l
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c
t
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dt
h
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b
e
s
ts
t
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n
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p
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;h
eg
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v
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i
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a
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c
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lre
c
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ft
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p
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a
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. H
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t
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r
i
s
t
i
c
a
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e
g
a
nt
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r
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o
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o
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t s
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c
c
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r
o
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ce
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nIow
ab
u
th
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de
l
e
v
a
t
e
d
t
h
ep
r
a
c
t
i
c
ea
n
dp
r
o
f
i
t
so
f sw
i
n
ep
r
o
d
u
c
t
i
o
nt
h
r
o
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g
h
o
u
tt
h
e
tw
a
s t
h
e
nt
h
a
th
ec
am
et
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h
es
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n
i
o
rH
e
n
r
y
s
t
a
t
e
. I
W
a
l
l
a
c
e a
n
dJ
am
e
sW
i
l
s
o
n
, who w
o
u
l
d l
a
t
e
rb
e
com
et
h
eS
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c
r
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o
fA
g
r
i
c
u
l
t
u
r
ea
n
ds
u
p
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tKn
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nt
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e
�7
agricultural demonstration movement.
In 1886, after 20
years in Iowa and at the age of 53, he was a prosperous
farmer; he had established the study of agriculture at Iowa
State College and had been the driving force for the creation
of agricultural experiment stations throughout the country.
It was time to seize a new opportunity.
A vast tract
of underdeveloped land in Louisiana had been acquired by
speculators who wanted to divide it up and sell it as farms.
The local inhabitants (largely Cajuns whose ancestors had
come down the Mississippi from French Canada) viewed the
whole enterprise with laughter.
So far as they were concerned,
most of the land was swampy and good for no agricultural
purpose, and the rest was open range country, good only to
feed low-quality cattle.
Trainloads of prospective buyers
came to look at the country and were not impressed by the
land through which they rode.
They talked to the natives
and then, almost to the man, they went home with their money
still in their pockets.
�8
I
tw
a
s K
n
a
p
p
'
s t
a
s
kt
ot
u
r
nt
h
i
ss
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�9
of dissemination of his knowledge.
He did so by creating
demonstration farms, judiciously placed throughout the
territory and operated by farmers (usually brought from the
North) who had the same values he did and who could readily
be taught the necessary techniques.
buy some of the choice land himself.
He did not forget to
Now when the trainloads
of people came down, they would see prosperous and attractive
farms; those prospectors who decided to stay had successful
neighbors to advise them.
Countless other techniques of
disseminating information were devised but here, for the
first time, the demonstration method was used on a large
scale, though its ultimate form had not yet been devised.
As a result of the Louisiana land settlement venture,
rice became a major American
crop but as its cultivation
increased, problems were presented which appeared soluble
only if new strains and varieties could be introduced.
difficulty created a new career for Knapp.
This
In 1898, he was
only 65 years old and ready for a new challenge.
He therefore
�10
accepted a post as special agent of the United States Department
of Agriculture and set sail at once for Japan, to study rice
cultivation and other forms of agriculture there.
He then
did the same thing in Puerto Rico and, not yet content with
his exploration of the Far East, went back to Japan and then
on to Shanghai, Hong Kong, Singapore, Manila, and Bombay.
From these journeys, h e brought back seeds and techniques,
not only for rice but for other crops and saw to their
introduction into American agriculture.
In 1902, at the age of 69, it was time f o r him to begin
the care er whi ch would bring him world-wide and enduring
fame.
His old friend from Iowa, James Wilson, had become
Secretary of Agriculture and was deeply concerned about the
low level of agriculture in the South.
Th e income of the
average farmer in Iowa was $1,000; in some southern states,
only $150.
Knapp's assignment as Special Agent was therefore
changed; he was given responsibility for the improvement of
agriculture throughout th e South and set forth to undertake
�11
his new duti es with vigor and a small budget.
He took the
whole region to be his ar ea of servic e and tried to undertake
a c t i v i t i e s which could have a wide impact.
The d emonstration
farm s for which he had become famous were relatively expensive
since their full cost, including the s a l a r y of a hired operator,
had to be underwritten by the USDA.
There could b e only a
f ew of them and they had to b e judiciously placed.
When he was a p p r o a c he d for help by some farm le ad ers
from Terrell, Texas, he was initially in clined to turn them
down; all his mon ey had be en committed and Terrell d id not
appear to be a center of great influence.
But the local
farmers agreed to select a local man who would operate his
farm on the basis of Dr. Knapp's advice; mor e than that,
th ey raised a fund to underwrite any losses the chosen farmer
might have after a year's operation .
Thus, a new kind of
demonstration farm came into existence, one which was not
op erated by a hireling of the USDA and financed by its money.
Mr. Walter Porter's farm was chosen and, as it turned out,
�12
his profits for the year were $700 more than he would have
earned if he had not followed Knapp's advice.
Meanwhile his
neighbors, having a stake in his success, had kept a close
watch on what he did and thereby taught themselves the new
techniques.
This particular venture might not have proved to be
significant if a long-suppressed problem had not burst forth
explosively late that summer.
Some time before, the boll
weevil had begun to infest the cotton fields of Texas,
thriving on the method of cultivation then in use.
For a
while it was thought best to keep ' the whole matter secret -perhaps the weevil would just go away -- but in the year of
the Terrell demonstration, the devastation became too evident
to hide.
Knapp reported, "I saw hundreds of farms lying
out; I saw a wretched people facing starvation; I saw whole
towns deserted; I saw hundreds of farmers walk up and draw
government rations, which were given to them to keep them
from want."
Perhaps because of the long suppression of the
�13
scandal of the weevil's spread, the prevalent feeling was
one of panic and hopelessness.
Knapp was undismayed.
The Bureau of Entomology at the
USDA had already developed a way of combatting the boll
weevil.
The so-called " c ultural method"
was nothing less
than a completely new approach to farming, changing traditional
practices on a year-around basis.
and had worked well there.
It had been used in Terrell
Consequently when national attention
was drawn to the devastation in Texas and elsewhere and
Congress appeared ready to provide financial support for a
campaign to eliminate the weevil, Knapp was armed not only
with a scientific remedy for the problem but also with the
techniques of knowledge dissemination which he had perfected
in Iowa and Louisiana.
succinctly:
"What a man hears he may doubt.
he may possibly doubt.
doubt.
II
Knapp summarized his entire concept
What he sees
But what he does himself he cannot
Using the augmented Federal funds now provided to
him, he set forth on the campaign which was to be the most
visible single endeavor of his life.
�14
He did not, however, forget the less conspicuous but
more basic task which was his primary mission:
the productivity of all Southern agriculture.
to increase
He knew ways
of improving many kinds of farming but his new Federal money
could be used only in weevil-infested areas.
How could he
support all the other demonstration projects which should be
undertaken?
The answer came from an unexpected source and
in a surprising fashion.
Frederick Gates, a Baptist minister whom John D. Rockefeller
employed to help him in his philanthropic work, had become
vividly aware of the economic deprivation of the South.
He
believed that the solution to its problems could be found in
the improvement of education, and persuaded Mr. Rockefeller
to establish a special foundation for that purpose, the
General Education Board.
Mr. Gates once said to Wallace
Buttrick, the head of the new foundation, "lf these splendid
people [the Southern farmers] could have in some practical
way the facts of the science and art of agriculture, there
�15
would be no limit to the value of the crops they might raise."
Buttri ck wondered who might undertake the task of education
and how it could b e done .
You know the answer to both questions.
A crucial meeting took place on the campus of Texas A.
and M., where Buttrick had gone to seek help.
(David F. Houston) had a ready answer:
sities in Texas.
Seaman Knapp.
The president
"We have two univer-
One is at Austin and the other is Dr.
He is here now.
II
The three had dinner together
that night and Knapp and Buttrick spent the next two d ays
talking.
If you cannot guess what subsequently happened, I
have not been successful in describing Mr. Knapp.
That meeting occurred in 1905.
When the Smith-Lev er
Act was passed in 1914 and all of the expenses of the
development of Cooperative Extension work since 1903 were
added up, the total amount spent was slightly under four
million dollars.
Of this total, the Federal government
provided 49 percent; the General Education Board provided 24
percent, and other sources provided 27 percent.
These other
�16
sources were mostly southern in origin though Julius Rosenwald,
then head of Sears Roebuck, provided $1,000 each to a hundred
rural counties to help support their county agents.
But the chief fiscal outcome of that meeting at Texas
A. and M. came from the third man at the dinner, President
David F. Houston.
In 1913, Woodrow Wilson appointed him as
Secretary of Agriculture.
It was h e who guided the Smith-
Lever Act through Congress, three years aft er Knapp 's de ath.
The debates over the bill were acrimonious with much opposition
to various provisions coming from within the USDA and the
land-grant colleges.
Houston, using his political powers
and his ability as Secretary to reward and punish, mad e sure
that the final version remained true to the spirit and program
of the man whom he had so greatly admired.
Since this address is delivered to a group primarily
composed of agriculturalists, I have concentrated on farming,
without an emphasis upon other important dimensions of Extension
such as the 4-H Youth and Home Economics-Family Living Programs.
�17
Knapp was an early and vigorous proponent of both.
The
heart of his concern was the farm family and he viewed its
education as a unified whole, though with different kinds of
activities for the farm operator, for his spouse, and for
their sons and daughters as they progressed from early childhood on through club work, secondary school teaching, and
college education, until they themselves became senior members
of the farm family.
We talk a great deal today about lifelong
learning but Knapp, without using the term but knowing what
he was doing, established a system based on the continuance
of education throughout life.
In the long run, the establishment
of this concept in realistic terms may prove to have been
his major contribution.
In this talk, I have mentioned a few of the things
Knapp thought about and did but have said nothing about his
personality as it changed through the various stages of his
life.
He is described so differently by his various associates,
and the lists of his traits of character are so lengthy,
�18
diverse, and mutually contradictory that I, for one, have no
sense of what he was "really" like.
He was evangelist and
scientist; rigidly moralistic but also politically wily;
deeply informed scientifically but also given to proclaiming
such simplistic formulas as "the ten basic rules of farming";
concerned with spiritual valu es but always keeping an eye on
financial gain, including his own; working at many levels of
competence in many occup ations at many pl aces; and energetic
beyond a n y reckoning.
If you were to study hi s travel and
work s chedule for any week of his mature life, you would b e
amazed -- and exhausted.
So far a s his appearance is concerned,
one hopes that his photographs do not do him justice.
From
public accounts of his activities, he seems n ever to have
stayed at home, but his biographers believe that his death
In 1911 was hastened by the grief he felt at the passing of
his wife ten months before, soon after the 55th anniversary
of their marriage.
Try as I may, I can find no keystone to
his character nor any coherent profile of his personality.
�19
III
When Seaman Knapp was first appointed to the USDA, in
1898, his official title was ItAgricultural Explorer.
In
1t
thinking with you about agriculture today, I, too, would
like to consider myself an explorer, though an unlicensed
one, moving outside present patterns and beliefs, in uncharted
waters -- and a l wa y s aware of the danger of shipwreck.
I regard it a special privilege to have these minutes
with you this morning.
The thoughts I now share with you
grow out of personal experience and deep conviction.
First,
I have an unbounded appreciation ·f o r and admiration of our
land-grant colleges and univ ersities.
Described as America's
first di stinctive contribution to high er education, these
institutions have been major players in shaping America's
destiny.
They represent one embodiment of the philosophy
expressed often by W. K. Kellogg, ItEducation offers the
greatest opportunity for really improving one generation
over another. It
�20
Second, I am a beneficiary of the land-grant philosophy.
Latter-day Seaman A. Knapps -- in the persons of Keats K.
Vining, County Agricultural Agent, and Eleanor Densmore,
Home Demonstration Agent -- enriched the life of the Mawby
family on our farm in Kent County, Michigan.
Largely through
their influence, I became the first member of the Mawby
family to earn a bacc alaureate degre e.
From earliest days
a s a 4-H Club member to the present, both my personal life
a n d my professional life have been intermingled with the
land-grant world.
Third, you, in your various 'positions of responsibility,
are the individuals who provide lead ership for agriculture,
the area of human endeavor which was recognized as of paramount
importance when the Morrill Act was passed in 1862.
Agriculture
has been properly described as the basic human enterprise;
only as people succeed in agriculture -- the fundamental
processes of sustaining life through an adequate supply of
�21
wholesome food -- can they then redirect their energies and
resources to other activities fulfilling their aspirations
In standards of living and quality of life.
Our land-grant
colleges of agriculture have a great tradition; you are the
stewards of their future, the ones who will make things
happen.
Thus, I regard my time with you as precious.
Various institutions play distinctive roles in shaping
the agriculture of our country and the world -- the U.S.
Department of Agriculture, farm organizations, the enterprises
of the private sector which provide inputs and market farm
products, and of course the institutions of the political
process, including particularly state legislatures and committees
of Congress.
But none of these is more important than our
land-grant colleges of agriculture, with their unique
responsibilities in research, teaching, and extension.
Your
institutions either educate or have the opportunity to influence
both the people and the processes by which agriculture progresses.
Your task is awesome; your accomplishments are impressive;
your challenges are legion.
�Undeniably, Seaman A. Knapp was a man of unusual vision.
A pragmatic dreamer, he was adept at developing a concept of
what the future might be, then analyzing the constraints or
problems, determining the research knowledge appropriate to
their solution, and mobilizing the resources necessary to
the task.
His field of view was broad, far-sighted, clear.
At the turn of this century and before, he provided a vision
of which all of us are the beneficiaries.
The conditions of life have changed in dramatic and
remarkable ways since the days of Seaman Knapp.
The challenge
to those now in positions of leadership responsibility is to
provide visionary leadership comparable to his in clarity,
breadth, and scope.
My concern is that too many of us may
suffer an impairment which might be labeled tlAgricultural
Scotoma."
of vision.
In medieval Latin, Scotoma is defined as a dimness
In pondering the future, I wonder -- do we in
agriculture have enough breadth of vision; do we see far
enough; do we comprehend broadly enough what agriculture can
�23
and should be at the turn of the century and beyond?
Agricultural Scotoma, to the extent such a condition may
exist in our intellectual processes, will prescribe a limiting
vision of the future.
In sharing with you my concerns in
this regard, I have organized my thoughts around five points.
First, the stature of agriculture within the university
must be elevated through conscious effort by those in agriculture.
The modern land-grant university is a complex,
sophisticated, multi-faceted institution.
Whereas in earlier
days, agriculture was recognized as the moving force behind
the creation of this institution and was dominant in its
structure, generally this is no longer the case.
As other
units of the university have been established and have grown,
agriculture has been bypassed in relative scope and scale
within the university.
Only in instructional costs per
student, which tend to be relatively high, and in earmarked
funding for research and extension, is the college of
�24
agriculture now exceptional.
Special circumstances which
have led to these conditions very often are not understood
by others in the university.
Thus, agriculture often finds
itself in a defensive stance within the university.
Often within the college of agriculture, itself, a
unifying sense of purpose seems to be lacking.
Whether one
studies the organizational chart or the course offerings, or
analyzes the variety and scope of departmental activities,
there is little evidence of a collective sense of mission
around a theme of "ag r i cu Lt ur-e ."
While this situation is
not unlike that which prevails elsewhere in academe, it
lends to a lack of cohesion.
For various reasons, faculties of agriculture in many
institutions have developed an insular mentality, isolating
themselves to a significant extent from the larger university
of which they are a part.
Faculty members in agriculture
often tend to be apart from the mainstream of the intellectual
life of the institution and to participate in limited ways
�25
In the institutional processes of faculty decision-making.
In too few institutions today do people in positions of key
responsibility -- members of boards of governors, chancellors
and presidents, provosts, vice presidents of various specifications -- have a background in or understanding of agriculture,
its significance and its problems.
All of this suggests several possible courses of action.
Bright young minds must be attracted to the agricultural
faculty.
There have been concerns in this regard; I trust
progress is being made.
The mission of the college must be
continually updated and communicated thoroughly, within the
university and beyond.
Further, those In agriculture must become more active
in the institutional affairs of the university.
At all
levels, agriculturalists should become involved in academic
processes, faculty decision-making, university-wide committees
and councils.
Administrators in agriculture should be prepared
and promoted for positions of broader responsibility in the
�26
university.
heritage?
Who better to promote and expand our land-grant
This should be accomplished not by political
gam esmanship but earned through demonstrated competenc e and
capacity.
When persons in positions of authority do not hav e a
knowledg e of agricultur e, the college of agriculture should
assume a responsibility for their enlightenment in appropriate
ways.
In the final analysis, those responsible for the
university have a vital concern for the best interests of
a g r i c u l t u r e in the context of the total university mission.
They are as con cerned with making proper deci sions on behalf
of the college of agriculture as are those who are in th e
college itself.
The political and public persuasiveness of
agriculture should be mobilized to serve the total university
as well as the special needs of the college.
Enlightened
relationships will be mutually beneficial.
Students and faculty in agriculture should be encouraged
in every possible way to interact with disciplines throughout
the university, contributing to and benefiting from the
�27
richness of the institution.
Often such relationships exist,
but usually in very limited circles.
They should be consciously
and persistently broadened to encompass the total university -medicine, physical education, philosophy, electronics, ethics,
•
geography, business, the arts, and all the rest.
In earlier
and simpler days, such institution-wide interaction tended
to be more characteristic.
Representative Morrill, in commenting
on the land-grant concept, expressed primary concern with
agriculture and the mechanic arts, but also stressed the
importance of the liberal studies.
But as professions have
evolved, disciplines been defined, college and departmental
structures solidified, and specializations proliferated,
barriers to intellectual interaction have emerged.
They
should be swept away, not only permitting but encouraging
broad-ranging intellectual exploration.
Such intellectual
permissiveness will enrich the lives of both students and
faculty, and will contribute significantly also to an improved
character in agricultural research and teaching.
�28
Second, land-grant colleges of agriculture should assume
the coordinating leadership role in our nation's programs of
agricultural research.
The patterns and processes for the planning and carrying
out of agricultural research on a nationwide basis seem to
be in disarray.
From before the passage of the Hatch Act in
1887 through the 1930s, the U.S. Department of Agriculture
was essentially a research and educational organization.
Even in 1930, USDA agricultural research activities accounted
for a large part of its budget.
Today, while the research
dollars in USDA have grown, they account for less than two
percent of the departmental budget.
Beginning with farm
programs initiated In the Depression years, the USDA has
been transformed into a conventional governmental
bureaucracy managing varied programs of direct benefit to
specific groups of farmers, consumers, and other special
interests.
�29
One astute observer of the agricultural scene, James T.
Bonnen, has observed:
" Fr om the 1880s through World War II
the USDA provided the intellectual and administrative leadership
which established national priorities for the agricultural
sciences, performed most of the basic science research, and
made major investments in the long-term intellectual and
social capital of agriculture.
Sinc e the 1940s the colleges
of agriculture have inherited the intellectual mantle of
research leadership, and the mostly informal institutional
process by which national priorities for agricultural res earch
were set has evaporated."
Conversations with leaders of your institutions, minutes
of innumerable meetings, and multiple speeches and panels
would verify need for a more systematic and rational pattern
for determining research needs and priorities in agriculture,
the allocation of research resources, and the coordination
of multiple efforts across the nation .
While sporadic efforts
have been made to address the issue, the results are not yet
�30
impressive or convincing.
The erosion of support, both
financial and attitudinal, for agricultural research seems
to be one consequence.
Therefore, I urge your creative and
statesmanlike approach to this issue, lest it be relegated
to resolution in the political arena.
The mantle for leadership
which passed to the colleges of agriculture will be snatched
away unless it is worn responsibly.
Third, colleges of agriculture should launch new initiatives
in continuing education, augmenting their traditional commitment
to life-span learning.
In an address at the recent installation of Chancellor
Poulton at North Carolina State University, C.O. Houle,
preeminent scholar in adult continuing education and my
colleague at the Kellogg Foundation, commented on the future
role of continuing education at land-grant universities.
He
said, "We can have a sure guide to that future only if we
liberate ourselves from certain ideas which keep us prisoners
�31
of the past.
The tradition into which the land-grant institution
was born was that of the resident college with full-time
students and faculty.
In the thoughts and actions of those
who guide land-grant institutions even today, that aspect of
their service has remained the central core.
The experiment
stations, both on campus and dispersed over the state, have
proved to be crucially important, but they have always been
considered as adjuncts to a paramount activity.
word,
The very
'extension,' implies a movement outward from a center
and not a part of the center itself.
!lBut the actual life of mankind demonstrates a need for
education which does not center on campus instruction.
As
time goes on, resident teaching, research and extension must
be harmonized in terms of the conception of lifespan learning,
in which it is understood that from birth to senility or
death, the human being should be engaged in education, participating in each age of life in the kinds of self-directed or
socially organized instruction appropriate to that age.
11
�32
Agricultural education, encompassing vocational agriculture
at the secondary level, postsecondary degree options, and
programs in Cooperative Extension, provides the largest and
most complete illustration of lifespan learning in the world.
Your unending challenge is to keep it so.
While you can
take great satisfaction in accomplishments to date, I find
surprising inconsistencies.
For example, I think it is fair
to say that the land-grant universities have not been at the
forefront
~n
the development of external degrees.
s eems particularly true in agriculture.
This
Many agri cultural
students drop out of college during the course of their
undergraduate career, or never begin a degree progr am of
study before launching into the family farm enterprise or
otherwise moving into agribusiness.
Your college of
agriculture is probably the only college in your university
which has faculty members resident in every county of the
state.
Yet, typically, and in fact with only one or two
exceptions to my knowledge, colleges of agriculture have
�33
done nothing in the creation of external degree programs to
enable practitioners to complete the requirements for
baccalaureate or advanced degrees.
Similarly, colleges of agriculture seem reluctant to
move forward with the concept of experiential learning, in
which academic credit is awarded for demonstrated competence
and performance.
Wi th the tradi tion of "Lea rn i.ng by doing"
and application of research knowledge in practical situations,
it seems natural for agriculture to be a catalyst, rather
than a spectator, in this exciting new development in continuing education.
Thus, while agriculture is in one sense the pioneer in
lifelong learning and has been a pacesetter, it now seems to
be lagging behind the time as exciting new developments
occur In continuing education.
Fourth, colleges of agriculture should contribute more
actively to the processes of agricultural policy development.
�34
The decision-making process by which agri cultural policy
is established too seems in disarray or virtually nonexistent
in any rational sense.
As in the instance of agricultural
research, agricultural policy making has been altered substantially by farm programs which began in the 1930s.
The
Farm Bloc, which was a powerful reality for two decades
following World War I, has been fragmented by th e development
of commodity and regional groups.
Such special interests
are now the moving forces In dealing with the Executive and
Legislative Branches in the determination of policies at
both state and national levels impacting on farming and
agriculture.
The circumstances in U.S. agriculture in the 1980s are
vastly different from those of previous decades.
Low-cost
production methods, coupled with untapped productive capacity
and available credit led to unparalleled growth in the farm
sector during the 1950s and 60s , resulting in an abundance
of food in this country.
During the 1970s U.S . agriculture
�35
became the significant food supplier of the world, exporting
nearly one-third of its produced crops.
At the same time,
international disputes, the cost and availability of energy,
and growing concerns for adequate nutrition and protection
of the environment have greatly altered domestic food production.
There is a current need for consistent and well-constructed
policies to serve as the basis for development of the U.S.
food system.
For a hundred years farmers had the initiative in determining
agricultural policy.
Today those who want to influence
decision making and define the policy agenda in agriculture
must join with non-farm sectors of the economy.
It is apparent
that the scope of traditional farm policy has expanded .
Concerns for national security, the environment, consumer
interests, and economic and residential development now
influence the direction of American agriculture.
In order
that informed and prudent decisions can be made regarding
�36
food production and use, alternative courses of action must
be formulated, assessed, and communicated for the consideration
of policy makers in both the public and private sectors.
Unfortunately, while the process of policy setting ln
agriculture has become more tumultuous and the issues more
urgent, the engagement of colleges of agriculture in this
area of public concern seems to have lessened.
A cursory
review of research budgets and program activities suggests a
diminishing commitment to policy problems, probably a consequence
of pressing alternatives.
But hnerican society desperately
needs an objective, comprehensive ! and credible approach to
issues dealing with agriculture, food, the environment.
Hopefully, land-grant institutions will assume a leadership,
but not proprietary, role in the agricultural policy arena.
To do so will require a commitment by leadership within
the colleges and within the universities of which they are a
part.
Intellectual resources from throughout the university
must be mobilized -- economics, political science, the natural
�37
sciences, the social sciences, medicine and other health
fields, the humanities.
issues is staggering:
Even a preliminary listing of urgent
human nutrition and food consumption;
laws and regulations affecting agriculture; economic organization and productivity; trade and international relations;
natural resource management; toxicology and environmental
protection; energy; transportation, storage, and processing;
the structure of farm operations; technology and bioengineering;
labor and manpower; agricultural credit and finance; agricultural research and education; and roles for government
and the private sector.
Society needs the objective contribu-
tions of its land-grant universities in dealing with such
issues.
An additional dimension regards the understanding of
agriculture by decision-makers and the public.
Most of the
people in the United States know little or nothing about
agriculture and agribusiness.
The population of the United
States is 233 million; only three percent live on farms.
�38
Ninety percent of the population has been non-farm for over
thirty years.
Fewer and fewer people in the United States
have had any direct experience or contact with farming and
know nothing about the production of crops and livestock, or
the processing of foodstuffs and their movement to the consumer.
Four-fifths of the population is not employed in the agricultural
processing and distribution enterprises or in businesses
which supply farming equipment or materials.
All of this suggests a challenge for agriculture to
generate continuing public understanding of and support for
all that is required to assure a reliable, continuing supply
of high-quality food at reasonable prices.
In the short
term, agriculture must more imaginatively communicate with
decision makers at all levels, in both the public and the
private sectors.
If we operate on the reasonable assumption
that decision makers make the right decisions based upon the
facts and circumstances as they understand them, our responsibility
is to ensure that they have complete and valid information.
�39
I have been impressed with some of your innovative ventures
in this regard, including for example, CARET.
The challenge
is to do more and better in such efforts at all levels.
Beyond that, in the longer term, I suggest that colleges
of agriculture should establish as an objective the incorporation
of an understanding of the food supply and the wise management
of our natural renewable resources into the formal education
of all Americans.
This should be accomplished at elementary-
secondary school levels and in higher education, as well as
through informal educational means.
As a simple example of
opportunity, think of your own institution.
Typically, your
college of agriculture has an enrollment of 500 to 2000
students, representing 5 to 20 percent of the student body
of the university.
While it may be naive to do so, I will
assume that the graduates of your college leave with some
comprehensive understanding of agriculture and its place in
the total society.
But what of the other graduates of your
land-grant university?
I suspect that they usually are on
�40
campus for four years and never engage in more than a casual
way with the world of agriculture, leaving with no more
understanding than when they arrived.
I can cite a very
limited number of examples where this issue has b een addressed
but only for a minute fraction of the student body.
The
answer lies, I suspect, not in special courses but in the
integration of agricultural information and examples into
th e fabric of the intellectual life of the university.
Challenge and opportunity, of course, lies beyond your own
campus as well, at public institutions, pri vate liberal arts
colleges, and community colleges.
The Kellogg Foundation
has assisted pilot e f f o r t s of this sort at the University of
Florida and 10 private liberal arts coll eges around the
country.
The experiences of these initiatives will be shared
at a conference in Gainesville in January, to which every
land-grant university has been invited.
Only if we launch
such efforts now does there seem to be any assurance of a
possibility of enlightened decision-making as regards agriculture
at the turn of the century and beyond.
�41
Finally, colleges of agriculture must continually demonstrate
their efficacy in addressing issues of current vital public
concern.
As American society moves to the end of the twentieth
century, the issues at the top of its agenda have changed.
A century and a half ago, leaders in our nation were concerned
among other things with the establishment of a reliable food
supply to support urban population, to free resources from a
basic enterprise like farming to permit industrialization,
and to enhance the quality of life of people living in the
countryside.
Such concerns resulted in 1862 in the passage
of three vital pieces of legislation:
the Morrill Act
establishing the system of land-grant universities, the
Homestead Act providing for the settlement of the West, and
the creation of the office that would become the U.S. Department
of Agriculture to carryon programs of research and education.
Today those issues are no longer of paramount concern
in America.
Due in substantial part to the success of initiatives
�42
which began with legislation
~n
'1 8 6 2 , the American public
now assumes a reliable supply of high quality food at reasonable
prices.
Colleges of agriculture are generally regarded as
concerned, not with food supply and nutrition, but with the
special interests of farming and agribusiness.
Not in a
self-serving way but in the exercise of their responsibility
to society, colleges of agriculture must develop a public
understanding that such an abundant food supply is neither
guaranteed nor easily sustained, and create an appreciation
for the importance of research, teaching and extension ln
assuring a continuing, dependable supply of nutritious
foodstuffs at reasonable cost.
Recent surveys of issues of public concern suggest a
contemporary agenda for society.
It is not surprising that
a reliable food supply does not appear on the list .
Some
items, such as nuclear arms, are of importance to all of us
but are not central to the mission of the college of agriculture.
But others, however, are deeply imbedded in the disciplines
�43
of which agriculture is comprised.
mind:
Two come immediately to
the concept of health promotion/disease prevention,
to both promote physical well-being and control health care
costs; and the public concern for environmental quality.
As regards physical well-being, we all know that an
adequate supply of nutritious food is essential.
While the
primary mission of colleges of agriculture is the production
and processing of food stuffs, the implications for human
nutrition are seldom a major element in agricultural programs
of teaching and research.
More often, curricula and courses
emphasize productivity and profitability of the agricultural
enterprise.
Too little attention is given to the nutritional
consequences or implications as new technologies are developed
and adopted.
A concern for human nutrition must be incorporated
more comprehensively and imaginatively into the affairs of
agriculture if public funding is to be sustained.
�44
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�45
research, teaching, and extension.
Agriculture should move
positively and aggressively to the forefront in environmental
issues, rather than resist the tide of public sentiment.
Only in this way can society's posture regarding the environment
become one of responsible stewardship, wise management ln
utilization, and a conscious commitment to both the present
and the future, rather than a flood of faddish reactions.
In summary, to warrant the continuing and increased
support of public funding bodies, agriculture must articulate
clearly its role in serving the contemporary concerns of the
public.
Traditional support groups will prove inadequate in
the future.
IV
In discussing agriculture's system of developmental
institutions, Dr. James T. Bonnen observes, "Man, not science,
transformed U.S. agriculture.
Men and women, acting through
the institutions which they created, developed scientific
knowledge, changed human values and aspirations, modified
�46
old institutions and created new ones as they saw the need,
and step by step transformed the productivity and welfare of
U.S. farmers."
That was the case in the past; it will be true in the
future.
You here assembled, more than any others, will make
it so.
By vote of Congress, the two major buildings of the
USDA in Washington are joined by a pair of graceful arches.
The one on the east is a memorial to Seaman A. Knapp and the
one on the west commemorates James Wilson, who brought Knapp
into the Department and supported his work.
\menever I pass
the Knapp arch, my spirits are uplifted -- but I know that
the true memorial to Knapp is not there.
It is to be found
In part in the colleges of agriculture in the teaching,
research, and extension functions which they sponsor and
which he helped to create.
Even more powerfully and directly,
his influence is to be found on the farms and in the agricultural
enterprises of this country, all of which in some measure
�47
rest on the bedrock of his thought and effort.
adequate in our time as he was In his.
MISC-4-C
12/2/83
May we be as
�48
References
Bailey, Joseph Cannon, Seaman A. Knapp, Schoolmaster of
American Agriculture, New York: Columbia University
Press, 1945.
Bonnen, James T., "Agriculture's System of Developmental
Institutions: Reflections on the U.S. Experience,rr
presentation for the 1981 Symposium on Rural Economics:
Quebec Agriculture and Food Economy and Its Development
Potential in the 1980's, University of Laval, Quebec,
Canada, October 1981.
Cline, Rodney, The Life and Work of Seaman A. KnaQ£,
Nashville: George Peabody College for Teachers, 19 36.
Cooperative Agricultural Extension Work, U.S. Department of
Agriculture Circular No. 47, 1915.
Eddy, Edward Danforth, Jr., Colleges for Our Land and Time,
The Land-Grant Idea in American Education, New York:
Harper & Brothers, 1956.
Fosdick, Raymond Blaine, Adventure in Givin g, The Story of
the General Education Board, New York: Harper & Row,
1962.
Gates, Frederick Taylor, Chapters . In My Life, New York: THE
FREE PRESS, a Division of Macmillan Publishing Co.,
Inc., 1977 .
General Education Board, An Account of Its Activities,
1902-1914, New York: General Education Board, 1915.
Houle, Cyril 0., rrOpportunity and Obligation: The Role of
Continuing Education at a Land-Grant UniversitY,rr address
at installation of Bruce R. Poulton as Chancellor of
North Carolina State University, September 1983 .
Kellogg, Charles E. and David C. Knapp, The College of
Agriculture: Science in the Public Service, New York:
McGraw-Hill Book Company, 1966.
Knapp, Seaman A., Demonstration Work in Cooperation with
Southern Farmers, U.S. Department of Agriculture
Farmers' Bulletin 319, Washington: Government Printing
Office, 1908.
�49
Lord, Russell, The Agrarian Revival, A Study of Agricultural
Extension, New York: American Association for Adult
Education, 1939.
Nevins, Allan, The State Universities and Democracy, Urbana:
University of Illinois Press, 1962.
Roosevelt, Theodore, The Man Who Works with His Hands,
Address at the Semi-Centennial of Agricultural Colleges,
Lansing, Michigan, May 31, 1907. U.S. Department of
Agriculture Circular No. 24.
Ross, Earle Dudley, Democracy's College, The Land-'Grant
Movement in the Formative Stage, Ames: The Iowa State
College Press, 1942 .
True, Alfred Charles, A History of Agricultural Extension
Work in the United States, 1785-1923, United States
Department of Agriculture Miscellaneous Publication No.
15, Washington, D.C.: U.S. Government Printing Office,
1928.
United States Department of the Interior, Survey of Land-Grant
Colleges and Universities, Agriculture, Bulletin, 1930,
No.9, Vol. I, Part IX, Washington, D.C.: Government
Printing Office, 1930.
United States Department of the Interior, Survey of Land-Grant
Colleges and Universities, Extension Service, Bulletin,
1930, No.9, Vol. II, Part VII, Washington, D.C.:
Government Printing Office, 1930.
MISC-4,C
12/2/83
�
Dublin Core
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Title
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Russell Mawby Papers
Subject
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Charities
Family foundations--Michigan
Philanthropy and society
Description
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The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
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Mawby, Russell G.
W.K. Kellogg Foundation
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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eng
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JCPA-01
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1938-2012
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1983-11-14_RMawby_SPE
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Russell Mawby speech, Agricultural Scotoma- A Limiting Vision of the Future
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Mawby, Russell
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Speech given November 14, 1983 for the W. K. Kellogg Foundation at the Seaman A. Knapp Memorial Lecture for the Annual Meeting of the National Association of State Universities and Land-Grant Colleges.
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Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
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Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
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Agriculture
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eng
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1983-11-14
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/1e293c6631fd0eea9772374178efda13.pdf
d9aea0aa1516a89581a3464f0c8c262c
PDF Text
Text
AGRICULTURE IN THE "LIBERAL ARTS
"Building on Success"
Remarks by Russell G. Mawby
Universi ty of F l ori da
Janu a ry 1984
1.
Th e W. K.
th i s
Ke ll ogg Foundation has the privil ege of being a co-sponsor of
c on f erence.
On b eh a l f
of t h e Founda tion I
,,,ish to express our a p pr ec i a -
t i on to t h os e who hav e been directly involved an or ganiz ing th is ga ther i n g.
First, our th anks
to the Univer s i t y of Florida:
President Mar ston, Vice
P res id e n t Te fer t il l e r , Dean Sidman, Dr • .Ha yn e s , and all t h e rest.
t h r oughout
the
a rr an ge me n t s ,
we l l
University
have
b e en
and cer t ainly t heir
and h av e
done all
that
involved
an
the
pr e-planning
hospitality is superb.
ca n b e
done
to
i n s ur e
the
Peopl e from
and
th e
They h ave prepared
success o f
our
time
t oge th er ,
Further,
liber a l
I e xpress appreciati on to t he representatives of t h e t en pr i v ate
art s colle ges who h av e been involved in preparation for this meeting.
�- 2They wi l l b e s h ar i n g their experiences as pioneers an incorporating a con ce r n
for fo o d/ a gr i cu l t ur e/ na t ur a l resources an the l i b er a l ar ts curriculum .
I
marvel at t h e pro gram wh i ch has been prepared for
range of t o pi c s and wi t h s uperb resource people .
the v ar i ou s
me e t i n g
tion,"
" P robl ems
Gr owt h
an
ti t l e s
-- "Food
Turfs
and
of
and
v ar i ous sett in gs are equa ll y i nt e r e s ting - -
and
an amaz an g
in t ri guing to cons ider
Fop~lation ISBu~3
Relationships,"
Under stand ing and I nv o l v eme n t."
I t is
us, with
an Poli 'cy Educa-
"Dr i p-Trr i ga ring
The exper iences
Fa cu l Ly
to be provided an
for e xamp l e , a fi e l d t rip addre ss-
an g the ques t i on, ''What c a n a sharp drop rn temperature do t o a f a r m family, a
r ural conunun i t y , t h e pr ice of orange jui ce or salad m Bos ton?"
I
wo u l d express appreciati on also to you who have come representing pri-
va te 1 i b er al ar ts and land-gran t
of ba ck gr ound,
al l
hav e
s i t y,
I
seldom,
Wn ile
there
1.S
great divers i ty
i nterest, e xper aen ce , and current r e s pons i b il i t y ,
of us sh ar e a common interes t
orga nized.
I
professional
ins t i tu t i ons ,
an the n o t ion ar oun d which this meeting
1.S
am awed at t h e ri ch ness of t a l e n t represented by t he conferees.
perha ps never, been t.n a meeting of this
specializati ons
ranging
from
the
classics
and
professional divera n imal
sciences
to
�-3-'
phil o s ophy and biochemis t r y.
I
h o pe
t h at each
ourse l v es of t h e opportunity this r epresents.
den c y for u s t o c ongrega t e
culturist,
I
am e x c i t e d
of us wi ll deliberatly avail
There seems always to be a ten-
an o ur s pecialized in teres t ar eas, but as a hor ti-
at
the
prospect of having
l un ch
with
a histor ian,
d i n ner wi t h a ph il osopher, breakfast wi th an anthropologist, and r i d i n g on t he
b u s wi t h a ge o grapher.
So as c o - s pon s or
expr e s s
ple a san t
our
of t h is conference, on b eh a l f of t h e Founda tion, I would
a p pr e c i a t i on
form a nd e xpr e s s
to
those
eq ua l
who
h av e
brought
us
togeth er
an
s u ch
appr eciation to y ou who ar e here to parti ci-
pate in the importan t purpo s es of th i s meeting.
II.
Our spe ak ers this mor n an g hav e addres s ed eloquently t he theme whi ch brings
us
toge t h e r .
I h av e been asked to comment on
the ques tion " Wh y is th e W.
Kellogg Founda tion i nvolved an a meeting such as this?"
thou gh ts
br i efly,
to
in t e r e s t r.n t h i s topi c.
put
t.n
perspec tiv e
the
I
will shar e a
Foundation's
v iew po i n t
K.
few
a nd
�-4I
ar e
am sur e all of us wou l d agree that an the ultimate sens e, only people
i mpor t an t.
s h a pe d
by
The
peopl e.
r e ferr ing
to
o ppor tun i t y
i n s titu ti ons
So
people,
of
when I
a
meeting
we
creat e
speak
number o f
of
to
serve
so ciety's
purposes
t h e Kell ogg Foundation,
I
am really
whom are here and whom you will hav e
per sonally
if
you
wi s h :
Dr.
Robert
C.
are
Kramer
the
and
Dr. Gary W. King, P r o gr am Dir e c tors wi th a particu lar concern fo r agri culture;
Mr.
Robert
E.
Hencey,
Di rec t or
of
Communica tions;
P r ogram Ass o c i a t e concer ned wi t h Natural
Resour c es;
Mr.
John
and Dr.
J.
Kornacki,
Robert D.
Sparks,
Pres i den t a n d Ch i e f P r o gr annni n g Of f i cer.
Ther e oft en i s confusion about the re l ation s hips between t he W. K. Kell o gg
Fo unda tion and the Kellogg Company,
tie
be t ween
Kellogg.
the
two
t hat whatever
t h e b e ne fit of mank Ind .
K.
man,
who
created
cereal firm.
both
Mr . Ke llogg e s tabl i sh e d the Kellogg Company
de ter mi n e d
W.
on e
1S
the ready-to-ea t
Kellogg
Foun da t ion,
th e a p plica tion
0
an
--
W.
K.
1906 and v e r y e ar l y
for t une he a c cu mu l a t ed he would someh ow dedica te
to
In 1930, when he was 70 year s ol d , he es tab l ished the
Founda t i on
then as now,
organizations
Th e connnon
and
1S
pu t
into
tr u s t
his
substantial
fortune.
The
committed to the concept of knowledge u t i l iza t i on ,
f knowledge to the probl ems of pe ople.
�-5--
I n mo s t
on e
a reas of h uma n con ce rn, we ''know better
i ns ti t u t i on
a re a s wh i ch
cannot
ar e vi tal
enterprise; heal th,
Mr.
do
Kel l o gg
to
everything,
our
than we do ."
Fo undation
t he human con d i tion :
i
s
Since any
oriented
agriculture,
t
o
three
the basic human
the prerequisite to human well-being; and educa tion, wh i ch
described
as
represen ting
the
"greatest opportunity
for
really
im prov i n g one genera tion over a n o t h e r . "
As we a t
t h e Founda ti on
go about our daily t a sks, we become increasin gl y
a ware of the di ch otomy between the na t ur e of problems and the nature of solut i on s whi ch are designed to address them.
con c e rn
i.n
ca t i on ,
e mpl o yme n t ,
food
our
s o c iety
inflation,
an d nutri tion,
add to t h i s
s in gl e
today
hous ing,
wor l d
Think of any of ':h e maj or areas of
cr ime,
peace,
nuclear
Categoriz e
pex forming
energy,
them as
ar ts,
ed·j-
t r a ns por a t i on ,
you wi l l
and
list as you wish, but one thing becomes immedia t ely apparent.
No
pr o fessiona l
environmental quality .
the
spe c i a l i za t i on can adequately address
a n y of t h e s e iss ues.
If soci e ty i.s
t h e problems wi t h in
to deal successfully wi th such problems,
t h e ex per t i s e o f v ar i.ous bodi es of kn owl ed ge must somehow be mob lized e f f e c tiv e l y an new and even mor e creati v e ways.
�6
I
nou
rd
ail
ys
c
h
e
d
u
l
e at th
eF
o
u
n
d
a
t
i
o
n
,a
b
l
ea
n
d comm
it
t
e
dp
e
o
p
le com
e to
u
sw
ith p
ropo
s
a
l
sw
h
i
c
h do a supe
rb j
o
bof deveLopi
.ng a p
r
o
b
l
em s
t
a
t
em
e
n
t
,b
u
t
t
h
e
nt
h
ec
o
u
r
s
eo
fa
c
t
ion p
r
o
p
o
s
e
d 1S s
im
p
l
y
lla
ua
~ 111
i
t
scomple
x
iry, i
t
s
s
op
h
i
s
t
ication, and i
t
ss
c
o
p
ea
n
dv
i
s
i
o
nt
od
ea
l(
.
l
i
th t
h
ea
ss
u
ea
'
:h
a
n
d
.
Thus
,t
h
e
r
ee
x
i
sts a d
i
l
emm
a an ou
r s
o
c
i
e
t
y'
i
s1
:0 h
ow w
? c
a
n contin
u
e to
b
e
n
ef
i
t f
rom s
u
p
e
r
bs
p
e
c
i
a
l
i
z
at
i
on and at t
h
e s
am
et
im
ed
e
a
la
d
e
q
u
a
t
e
l
yw
i
t
h
ts
sues
o
fp
ar
am
o
u
n
t im
p
o
r
t
a
n
c
e
. Wh en I w
a
s an e
x
t
e
n
s
i
o
na
g
e
n
t
,e
a
r
l
i
e
rr
nm
y
c
a
ree
r, w
eu
s
e
d t
oobs
e
r
v
ec
r
y
p
t
ic
a
l
l
yt
h
a
t"
f
a
rm
e
r
sh
a
v
ep
r
o
b
l
em
sa
n
du
n
i
v
e
r
si
t
i
e
s have d
e
p
artm
en
t
s
.
" To som
e ex
tent t
h
es
am
ec
a
nb
e said fo
r so
cie
ty a
n
d
its p
r
o
bl
e
m
s an r e
l
a
t
i
o
nt
o ou
r u
n
i
v
e
r
s
i
tie
s and the
i
rsp
ec
i
a
lized co
l
l
e
g
e
s
a
n
ddi
s
c
ip
li
n
es.
u
r Found
ati
o
n
'
s five a
r
e
a
so
fp
r
o
g
r
amm
i
n
gf
o
r t
h
ed
ec
a
d
eo
ft
h
e
One of o
1980
s i
sc
o
n
c
e
nt
r
at
e
don a "who
le
som
e food s
u
p
p
l
y
.
" Among the a
.ss
u
e
so
f con
r
n
ce
1S
t
h
e d
e
c
i
si
o
n
-m
a
k
i
ng p
rocess fo
r a
d
d
r
e
s
si
n
gp
u
b
l
i
c poL
i
.
cy q
u
esti
.on
s
wh
ich h
a
ve a signi
f
i
c
a
nt im
p
a
c
t upon a
g
r
i
cu
ltu
r
e
, l
a
n
d
,
an
t
~
n
atu
raL
r
e
s
o
u
rce
s
,a
n
d the c
a
p
ac
i
t
yt
oc
o
n
t
i
n
u
e t
op
r
o
v
i
d
e adequ
ate q
u
antiti
.
es o
f
nutritious food at r
e
a
sonab
l
ep
r
i
c
e
s
. It
1S
i
n
c
r
e
asi
n
g
l
ye
v
i
d
e
nt t
h
a
t
,an ou
r
�-]--
u rbaniz ing soci ety, decis ions impor ta nt to agr icu 1 t ure a re being made by we lli nten t i oned
pe o ple who often lack even a
deta il e d knowledge,
general understanding,
of th e complex agribusiness
Le t
industry with which
alone a
t h e y are
de a l i ng .
Th e
iden t ification
h u man i t i e s
and
lib e ral
wh o l i s t ic
approach,
Graduates
of
p ro gr ams
a
arts
s ear ch
the human it i es
s sue
t
which
for
and
led us n a t ur a ll y to a
have
t ru th,
th e
a
traditional
a balance
liberal
arts
i.n
are
politics, and government.
engaged
an
or
conce rn for
commitmen t
to
often mov e
i nto
for
the
public
the
advanced
t he profess ions,
As c i v i c and organiza tional l eaders,
responsible
the
t:he hwnan experience.
of s tudy, and then in to pos i tions of leader sh ip an
bus i n e s s ,
o f t en
of t h i s
decision-making
they
proces s
whi ch bears so significantly u p on our agricultural and natural resources.
Our l and-gran tins ti t u t i on s of higher educa tion were es tabl i s h ed more than
a
cen t ur y ago.
We we r e
i n du s t r ial i z a t i on ,
year s
of
th e
then a n agrarian so c i ety,
Agr i culture
land-gran t
was
institu tions .
pa r amo un t
In
and
just b eginn ing the mov e
dominant
that earlier,
and
i.n
to
the
initial.
perh aps
simpler
�-8-
da y,
l and-g rant agr i cu 1 tural
leade r s had broad c on ce r ns
and provided l e a de r -
ship for such innova tive developmen ts as home economics, rural educa t ion, and
r ur a l
soci o logy.
Since
drama t i ca ll y.
Now,
a gr i cu ltur al
c i rcles
l i mi t e d
wi t h
the
fi eld
of
agriculture
increasing spe c i a l i za t i on ,
hav e
to agri cul ture);
t h e s ys tern .
then,
a
much
narrower
they ar e
mast
pe o p l e
perspective (a
preoccupied with their
Too many h av e an insular mentality,
isola ting themselves
great er
university of which they are a
th i n k
t erms
farming
and
agribus iness,
not
In academic
profession and with
fr om the
of
t.n
ch an ge d
ch aracteristic not
l e ctua ll y
an
has
terms
part,
in te 1-
inclined
to
of
so ci e t y ,
its
cou ld
initiate
and
pe o p l e , and t heir nu tr i tiona l n e eds .
One
time
an
our
soci e ty
inf l u ence broad publ ic policy.
a ffec t
agr i culture
and,
t i ona l
ch ar ac t e r i s t i c s - -
farmers
and
agriculturists
Now , many of the most impor t a nt decisions t hat
th e r e f or e ,
food -- quality,
quantity,
pr i ce,
nu t r i-
are made by peo ple who know very little ab ou t
t he
i n t r ica c i e s o f such ma t t e r s .
The Ame r ica n public has come to ass ume an abundant supply of food, readily
av a i l a b le ev e ry day of t h e year an every part of the country and a t a r e a s onabl e
price.
The miracle
of Ameri can agriculture,
which
1S
the envy of t h e
�-9-
wor l d ,
food
1S
in crea s i n gl y taken for
produ c t s
we r e
an
s easonal
gran ted .
s u pply ;
head l e ttuce 365 days of t h e year
food
t:lan
doe s
any
o th er
now we
can enjoy
th roughou t our country.
enjoy s uch benefits wh i l e s pen d i n g a
(or
It was not very long ago that many
lower
nati on.
fresh
tomatoes
And, in America we
portion of our disposabl e
Such
abundance
and
is
neither
income
eas ily
accomplished nor gu ara-i t.eed ,
Thus,
liberal
food
ther e
arts and
a. s s ue ,
evo l v ed
a
v er i f iab l e
need
to
e xpo s e
to sensitiz e liberal arts students
to
agriculturists
to
the
the realities of
t he
au t o f such cons iderations grew the 11 pilot projects, h ere at
th e land-grant University of Florida and i n the 10 private liberal arts instituti ons, wh i ch will be t he cen t r a l discussion points of th i s conference .
III.
I n cl o s i n g, I wou ld make two observations abou t my assigned t opi c ; "Ag r icu ltur e an the Liberal Arts:
F i rst,
mak e
the
Su c ce s s • II
Building on Success."
if I wer e to dr a f t
conference
theme :
the title I would probably ch a n ge one word a nd
"Agricul ture
an d
the
Liberal Arts:
Building
on
�-10-
As I
sa id earlier, I gr ew up on a f ruit farm in west Mi ch i ga n , and was t h e
f i rst o f my fam il y to go to college, where I
of
my
soph omor e
year
program o f stu dy and,
s ional
l i fe ,
The
To ok ey,
s topped me
off i ce ;
I
I
had
an
an effect,
ch a ir man
an
the
did so, '.. . i th
of
s t u d i e d horticulture.
expe rience
wh i ch
changed
my
At the end
un de r gr a du a t e
the
fut ure course of my personal and profes-
th e
Depa rtment
corr i d or
one
day and
of
Hor ti culture,
asked me
to
Dr.
come
H.
i n to his
th e trepidati on \.. .h i ch any s o ph omor e would feel.
point was simp l e a n d dire c t:
"Russ, I
B.
His
have observed that you are doing well
If you wi s h t o be a h or ticulturist, an t h e fu t ure we will make
a s a student.
yo u a s pe c i a l i st an yo ur master's a nd doctoral progr a ms of s t u dy .
My su g g es-
ti on
t his
to
you
Un i v e r s i ty • '
J.S
that
Take as
at
this
po i nt
f ew courses
r.n
your
studies
you
'sample
great
an horticul ture as we will permit and t ak e
a s fe w courses an the Co ll ege of Agr i culture as y o u can possibly get by wi t h .
Beyond
that,
explore any
to p i c an ywh ere
a dv ice
and you can well appreci ate
that
an
the University."
th i s
I
fo ll owed his
dramatically changed my under-
gr a dua t e a ca de mi c e x pe rience and, an my judgment, changed i t
for the b etter.
�-1
1
-
How m
any of you a
s deans o
rf
a
c
u
l
t
ya
d
v
i
s
o
r
sg
i
v
et
h
a
tkind o
fc
o
u
n
s
e
lt
o
you
r st
u
d
e
nts?
M
y sam
p
li
n
g of t
h
e Un
ive
r
s
i
t
yw
as un
de
rs
t
a
n
d
a
b
l
y ve
ry l
im
i
t
e
d
. D
e
g
r
e
e
r
e
q
ui
r
em
ent
s
, estab
lis
h
e
di
.n a s
y
stem by l
e
a
r
n
e
dp
eo
p
l
ed
e
nied m
y e
x
posu
re t
o
the la
r
g
e
r Un
ive
rsit
y
. T
h
a
t phenom
enon
, of cou
rse,
1
8
cha
r
a
c
te
ri
s
tic n
o
t on
ly
g
r
icult
u
re but a
lso o
ft
h
e c
lassics, en
g
i
n
e
e
r
i
n
g
,b
u
siness, a
n
da
l
l t
h
e
of a
re
st,
Thus, I su
ggest w
e h
a
ve dua
lo
b
je
c
t
i
v
e
s as w
e con
s
i
d
e
r o
u
r conf
e
r
e
nce
t
h
em
e
:
n
c
or
p
o
ration
f
i
r
s
t
, i
of info
rm
a
tion
on f
o
o
d
/a ~ icu
It
u
r
e
/n
atu
ra1
reso
u
r
c
es i
n
t
o t
h
e li
b
e
ra
la
rt
s
;a
n
d second, in
f
u
s
i
o
no
ft
h
eh
um
a
n
i
t
i
e
s and
t
h
e 1i
b
er
a
la
rts into the m
i
n
d
s and h
e
a
rt
s 0 f st
u
d
e
n
t
s
, f
acu
l
,t
i
es, a
n
d
pr
a
c
titi
o
ne
rs in ag
ricult
u
r
e
.
M
y seco n
d obs
e
rvation re
la
t
e
s to t
h
esubt
i
tl
e-"
b
ui
l
d
i
n
g on success."
S
u
c
ha p
ropo
sit
i
o
n1S p
re
s
u
m
p
t
u
o
u
s
, b
e
c
a
u
s
ew
e do n
o
t ye
tk
now i
ft
h
e expe
rie h
a
v
eo
n
l
y 11 p
ion
ee
ri
n
ge
f
f
o
rt
s in t
h
i
s
m
en
t
al p
rog
ram
s a
r
e su
c
cessful
. W
r
e
a
. How do w
e know th
at a
n
y of t
h
em a
r
eme
e
t
i
n
gt
h
eo
b
j
ect
i
v
e
se
sta
b
lished
a
�-12-
for
th em?
Wh en will we know?
e du ca t i on an absolute t er ms
I:.
15
always dif fi cult to determine success an
,
Bu t, all of us a r e con cer ned with
ar e
intr i gu e d with
under stand i n g
of
det ermi nant of
that
h ave
people
th e human
c ompr i s e
the
as
pioneer
a
difference
1S
to
especiall y t o your s t u d e n t s .
They ar e t he fu t u re !
8/1/ 85
kj2 26c
source
of human nutri tion
and a
We
impressed with
ins titu tions
ar e
that
efforts
ins titu t ions:
th e
is,
the
impressed
prime
wi t h
t he
fa cul, ty and admin is t r a tors,
th e
happening an th e s e set tings.
I hope and trust that your
make
the
condition.
t hese
s t u de n t s -- and wi t h what
will
We
concept of linking stu d ies of t h e humani ties wi t h an
a griculture
developed
who
the
the issue of food and the future .
sojourn h ere a n Gainesvi ll e wi l l be r ewarding,
you,
to
your
institution
and
its
f acu l t y ,
and
�
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Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
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eng
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JCPA-01
Coverage
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1938-2012
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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JCPA-01_1984-01-04_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Agriculture in the Liberal Arts
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given January 4, 1984 for the W. K. Kellogg Foundation at the University of Florida to discuss the topics of food, agriculture and natural resources in liberal arts programs.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
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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
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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1984-01-04
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application/pdf
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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
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r
c
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s
t
a
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.S
.
a
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i
c
u
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t
u
r
e i
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h
e 1980
s a
r
e
v
a
s
t
l
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i
f
f
e
r
e
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t f
r
om t
h
o
s
eo
f p
r
e
v
i
o
u
s d
e
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.
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ow
c
o
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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
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and
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task
your
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Russell Mawby Papers
Subject
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Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
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Grand Valley State University. University Libraries. Special Collections & University Archives.
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
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application/pdf
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eng
Type
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Text
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JCPA-01
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1938-2012
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Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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Identifier
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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
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eng
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
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1985-10-01
Format
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application/pdf
Type
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/ac66bc0402bcd4ef32883932a21407b1.pdf
df91417da3d33f0140bf3ca2adfba322
PDF Text
Text
AMERICAN
AUG 201981
PHI~~THROPY
AND
THE PRIVATE SECTOP
1.
Introduction (RR1)
In a recent sneech, Economist Irving Kristol referred to what he called
non-profit organizations' ."sin of pride."
By that, Kristol meant the
notion, held by many of America's nonprofit organizations, that they
somehow constitute an independent "third sector" in American society.
According to their logic, there is the private sector, consisting of
business enterprise; the public sector, consisting of government; and
then the third, not-for-profit sector, of which foundations, most
hospitals, universities, and social agencies are considered part.
Kristal suggested, and I agree, that there is some question, and
some danger, in identifvin g nonprofit organiz2tions as an indeDe~dent.
third sector.
Non-profit or ganizations are the flesh of the flesh,
bone of the bone, blood of the blood of the private sector.
is from the private sector
And it
that nonnrofit organizations derive their
human and financial resources:
from the individual private citizen
who donates time and money, and from the private enternrise, business
system which sustains our economy.
If there is today widespread
support for the concept of a third, independent non-profit sector,
it is because of a general blurring of distinction between the
historical roles of the private dnd go v e r nme n t a l sectors in our society.
And that is the tonic of our mutual exploration this afternoon.
Richmond and I TNill keep our overview fairly brief and a l.l.ow time
for your questions.
Jim
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
Identifier
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JCPA-01
Coverage
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1938-2012
Text
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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_1981-08-20_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, American Philanthropy and the Private Sector
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given August 20, 1981 for the W. K. Kellogg Foundation to discuss nonprofit organizations in America.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1981-08-20
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/506edce819cf1802220f77f73fd11d65.pdf
a1ee6f6210f75e2776c282e3dffddb2f
PDF Text
Text
(I
BOLDNESS FOR OUR TIME
REMARKS BY RUSSELL G. MAWBY,
CHAIRMAN AND CHIEF EXECUTIVE OFFICER
W. K. KELLOGG FOUNDATION
AT THE
HORACE MANN LEAGUE LUNCHEON
SAN FRANCISCO, CALIFORNIA
FEBRUARY 24, 1990
I .
IT IS AN HONOR INDEED TO BE WITH YOU TODAY TO PRESENT THE HORACE MANN
LECTURE FOR 1990.
CONTRIBUTIONS
EACH OF YOU IS HERE BECAUSE OF YOUR ACH I EVEMENTS AND
IN YOUR
PROFESSION OF
EDUCATION.
THUS,
I
REGARD
IT A
PRIVILEGE TO SHARE THIS BRIEF TIME WITH YOU BECAUSE EACH OF YOU, IN YOUR
�2
RESPECTIVE COMMUNITIES AND
INSTITUTIONS,
IS
IN
A POSITION TO INFLUENCE,
TO SHAPE, TO MAKE A DIFFERENCE IN THE EDUCATION OF FUTURE GENERATIONS.
I A~UL TO JACK MAWDSLEY FOR HIS AUDACITY IN INVITING ME TO SPEAK.
~ LA..7'I-'''
I AM NOT A PROFESSIONAL EDUCATOR.
MICHIGAN,
TOWN,
IN
I GREW UP ON A FRUIT FARM IN WESTERN
WENT TO A TWO-ROOM COUNTRY SCHOOL AND THEN TO HIGH SCHOOL
AND WAS THE FIRST IN MY FAMILY TO GO TO COLLEGE, EARNING A DEGREE
HORT I CULTURE.
MEMBER,
A
TAX
I AM A PARENT AND GRANDPARENT, A FORMER SCHOOL BOARD
PAYER,
THE
CEO
OF
A
FOUNDATION
EDUCATION, A CITIZEN CONCERNED WITH TOMORROW.
EDUCATION,
CR ITIC,
I
AM
AT ONCE
AN ADVOCATE.
TO ENCOURAGE--IN
A BENEFICIARY,
DEEPLY
INVOLVED
A PARTICIPANT,
A SUPPLICANT,
FACT EXHORT--YOU TO BE MORE AGGRESSIVE, MORE
MORE VENTURESOME
FOR AS EDUCATORS, YOU DO SHAPE TOMORROW.
IN
WITH REFERENCE TO PUBLIC
My SOLE REASON FOR ACCEPTING JACK'S INVITATION
YET PRAGMATIC, MORE VISIBLE,
ROLE.
IN
A
IS
VISIONARY
IN PURSUING YOUR PRICELESS
�3
II
EDUCAT
ION IN THE UN
ITED STATES HAS A VERY R
ICH AND SUCCESSFUL H
ISTORY,
/(
UNT
IL REC NTLY THE ENVY AND THE MODEL FOR THE WORLD
, OUR EDUCAT
IONAL
SYSTEM HAS PROV
IDED KNOWLEDGE AND SK
ILLS FOR THE MASSES WH
ILE ENCOURAG
ING
THE IND
IV
IDUAL CREAT
IV
ITY THAT HAS ENABLED TH
IS COUNTRY TO PRODUCE MORE
NOBEL PR
IZE W
INNERS THAN ANY OTHER NAT
ION IN THE WORLD
,
THE F
IRST PUBL
IC EDUCAT
ION IN
IT
IAT
IVE THAT HAD A NAT
ION W
IDE IMPACT WAS
THE NORTHWEST ORD
INANCE OF 1
7
87
, WH
ICK ·
DED
ICATED LAND IN EACH COUNTY OF
THE UPPER M
IDWEST STATES FOR SUPPORT OF EDUCAT
ION
TH
IS COMM
ITMENT
PROV
IDED THE OPPORTUN
ITY FOR EVERY CH
ILD IN THEN
-RURAL AMER
ICA TO
EXPER
IENCE AN EDUCAT
ION
, IN
IT
IALLY AT LEAST THROUGH WHAT WE NOW CALL THE
"
,
""
ELEMENTARY PHASE
.~
L
ONE
-ROOM COUNTRY SCHOOLS QU
ICKLY BECAME A
TRAD
IT
ION THROUGHOUT THE COUN
TRY
S
ID
E
, IT WAS NOT UNT
IL NEARLY 50 YEARS
LATER THAT THE MODEL FOR THE STR
UCTU
R
E AND CONTROL OF OUR ED
UCA
T
ION
SYSTEM WAS DEVELOPED
.
�4
IN 1837
, HORACE MANN
, WH
ILE SERV
ING AS PRES
IDENT OF THE MASSACHUSETTS
STATE SENATE
, WAS CH
IEFLY RESPONS
IBLE FOR THE ENACTMENT OF THE B
ILL
CREAT
ING THE STATE BOARD OF
UA
~
PR
IOR TO THE CREAT
ION OF TH
IS
STATE BOARD
, THERE HAD BEEN TWO OPPOS
ING FACT
IONS SEEK
ING TO CHANGE THE
I
DEF
IC
IENT PUBL
IC SCHOOLS OF MASSACHUSETTS
.
ONE FACT
ION SUPPORTED THE
ESTABL
ISHMENT OF ACADEM
IES
; THE OTHER! THE REFORMAT
ION OF EDUCAT
ION BY
ESTABL
ISH
ING A CENTRAL AUTHOR
ITY
.
LEAD THE CHARGE V
IGOROUSLY FOR
~A
I
THE REFORMERS AM
IDST THE ATTACK OF THOSE WHO OPPOSED THE CREAT
ION OF THE
STATE SYSTEM
.
ONCE THE MASSACHUSETTS STATE BOARD IDF EDUCAT
ION WAS ESTABL
ISHED
, HORACE
MANN
WAS
SELECTED AS
ITS F
IRS
SECRETARY
.
MANN
ACCEPTED
RESPONS
IB
IL
ITY AT CONS
IDERABLE F
I1ANC
IAL SACR
IF
ICE AND W
ITH
AUTHOR
ITY
.
THIS
L
ITTLE
THE BOARD COULD NE
ITHE\ FORM NOR ADM
IN
ISTER SCHOOLS
; ITS
FUNCT
ION WAS TO COLLECT AND D
ISSEM
IN TE INFORMAT
ION
. W
ITH TH
IS L
IM
ITED
MANDATE
, THE SUCCESS OF THE STA
TEBOA D WA S D
IRECTLY ATTR
IBUTABLE TOTHE
PERSONALI
TY AND PERSUASI
VENESS OF ITS
ARMED W
ITH ONLY THE
�5
POWER OF H
IS INTELLECT AND H
IS SALESMANSH
IP
, HORACE MANN ESTABL
ISHED THE
CONCEPT
OF
PUBL
IC
INST
ITUTES
, AND
MEET
INGS
THE
FOR
PUBL
ICAT
ION
EDUCAT
ION
,
OF
COUNTY
"THE COMMON
INFLUENCE THE EDUCATIONAL PUBL
IC IN MASSACHUSETTS
.
ANNUAL
REPORTS
ON
THE
EDUCAT
IONAL
COND
IT
IONS
A ~
ELSEWHERE
,
WH
ICH
OCCUpy A
EDUCAT
ION
.
H
IS SEVENTH REPORT
, PR
INTED IN
/
/
:
TEACHER
SENSE
TRA
IN
ING
JOURNAL
" TO
HE ALSO AUTHORED
IN MASSACHUSETTS
12
AND
IN THE H
ISTORY OF
1
8
4
3 AFTER
AF
IVE
-MONTH STUDY
,
/
TOUR IN EUROPE
, DREW ATTACK/F
"ROM SCHOOLMASTERS IN BOSTON
.
PRA
ISED EUROPEAN
/
~
THE REPORT
AND THE
IR METHODS OF INSTRUCT
ION
, PART
ICULARLY
THE USE OF THE "WORD METHOD
" IN TEACH
ING READ
ING AND THE ABOL
IT
ION OF
CORPORAL PUN
ISHMENT IN GERMANY
.
THESE NEW IDEAS SEEMED R
ID
ICULOUS TO
MOST MASSACHUSETTS SCHOOLMASTERS AND CONTROVERSY OVER MANN
'S LEADERSHIP
ENSUED
.
HORACE MANN BOLDLY STOOD H
IS GROUND IN SUPPORT OF H
IS FUTUR
IST
IC
~~
HORACE
MANN
WAS
DED
ICAT
ION TO THE
A V
IS
IONARY
~
EDUCATIONAL
LEADER
IN
IME .
H
IS T
H
IS
OF EDUCAT
ION WAS A ST
IMULUS TO PROGRESS IN
�6
THE MASSACHUSETTS EDUCAT
ION SYSTEM
, MAK
ING IT THE PROTOTYPE FOR ALL THE
STATES
.
MANN
'S IMPACT ON
EDUCAT
ION
MADE
H
IS
ERA
ARGUABLY
A MOST
INFLUENT
IALPER
IOD INAMER
ICA
'S EDUCAT
ION H
ISTORY
.
THE YEARS S
INCE THEN ARE
P
IONEERS
, V
IS
IONAR
IES
.
REPLETE W
ITH
OTHER
EDUCAT
IONAL INNOVATORS
,
WH
ILE FEW HAVE HAD THE PERVAS
IVE IMPACT OF THE
AUTHORS OF THE NORTHWEST ORDINANCE TWO CENTURIES AGO AND HORACE MANN A
-
T
IME
.
I
I
I
THE 1980S IN AMERICA WERE CHARACTERIZED BY A STEADY STREAM OF REFORMS
,
A
IMED AT RA
IS
ING AMER
ICA
'S LEVEL OF ACH
IEVEMENT IN F
IELDS AS D
IVERSE AS
EDUCAT
ION
AND
PRODUCT
MANUFACTUR
ING
.
YET IN
TH
IS DECADE
IMPRESS
IVE PROGRESS ON MANY FRONTS
, AMER
ICA IS PLAGUED BY THE
THAT TOO MANY
OF
~
YOUNG ARE FA
IL
ING TO MATURE
MARKED
~ AL
BY
A
INTO RESPONS
IBLE
,
�7
COMPETENT
, AND CONTR
IBUT
ING YOUNG ADULTS
.
IN SEEK
ING AT LEAST A PART
IAL
EXPLANAT
ION
, ITBECOMES APPARENT THAT THREE OF THE BAS
IC INST
ITUT
IONS OF
SOC
IETY FOR SOC
IAL
IZ
ING ITS NEXT GENERAT
ION -THE FAM
ILY
, THE SCHOOL
,
AND THE LOCAL COMMUN
ITY --ARE FALL
ING SHORT OF FULF
ILL
ING THE
IR H
ISTOR
IC
ROLES
.
IN NO F
IELD HAS REFORM BEEN MORE
STR
IDENTLY RECOMMENDED AND MORE
AMB
IT
IOUSLY IMPLEMENTED THAN IN PRECOLLEG
IATE EDUCAT
ION
.
NEARLY A DOZEN
MAJOR REPORTS HAVE IND
ICTED THE SCHOOL SYSTEMS OF OUR NAT
ION FOR THE
IR
OUTDATED TEACH
ING METHODS
,
L
L ~
AND POOR RECORD OF SUCCESS
.
YET THE VAR
IOUS PRESCR
IPT
IONS ADVANCED BY THE REFORMERS -BE THEY HNEW
K
IND
OF
TEACHERH
APPROACHES
,
MANDATED
CURR
ICULA
,
OR
IMPROVED
ORGAN
IZAT
IONAL MODELS
, HAVE NOT
, IN MOST CASES
, BROUGHT ABOUT SUBSTANT
IAL
IMPROVEMENT
.
THERE IS NO NEED FOR ME TO REGALE YOU W
ITH THE STA
T
IST
ICS AND OTHER
EVIDENCE WH I
CH BUI
LD THE CASE
.
YOu ARE WE LL AWARE OF THE STATUS INYOUR
�8
DISTRICT,
YOUR
DISTURBING AND
STATE,
OUR
NATION.
INDEED DEPLORABLE,
BUT WHILE
THERE
THERE
IS MUCH
IS STILL MUCH
THAT
IN OUR
IS
PUBLIC
EDUCATIONAL SYSTEM IN THIS COUNTRY ABOUT WHICH WE CAN BE VERY PROUD.
NO
OTHER SOCIETY HAS MADE A LONGER, BROADER, MORE PERVASIVE COMMITMENT TO
PROVIDE EDUCATIONAL OPPORTUNITIES FOR ITS YOUNG, WITH A SECOND -- AND A
THIRD -- CHANCE FOR ALL.
AND WHILE WE CONTINUE TO STRUGGLE WITH THE
STANDARDS OF SERVING BETTER THE NEEDS OF EACH INDIVIDUAL, AND WE DESPAIR
WHEN ANY INDIVIDUAL IS NOT WELL-SERVED OR FAILS TO ACHIEVE HIS OR HER
POTENTIAL, OUR SCHOOLS DO A REMARKABLY GOOD JOB WITH MOST YOUNG PEOPLE.
AND DESP ITE ALL THE CR ITIC ISM AND DESPAI R' CWCj) TRUTHS REMAI N.
FIRST,
-
EDUCATION IS STILL THE WAY BY WHICH A SOCIETY PROGRESSES.
AND SECOND,
EDUCATION
INDIVIDUAL.
IS
STILL
THE
WAY
TO
A BETTER
LIFE
FOR
THE
EDUCATION
BROADLY DEFINED AND NOT LIMITED TO COURSES, CREDITS, AND
CREDENTIALS;
BUT
EDUCATION
--
TEACHING,
LEARNING,
IN
THE
BROADEST
CONCEPTUAL FRAMEWORK, I N SCHOOL AND OUT, FROM EAR LY CH I LDHOOD THROUGHOUT
LIFE.
�9
I N TURN I NG NOW TO THE FUTURE, THE DRAMAT ICC I RCUMSTANCES OF TODAY WOULD
SUGGEST THE NEED FOR DEEP AND SWEEPING CHANGES IN OUR APPROACH TO PUBLIC
EDUCATION AT THE PRECOLLEGIATE LEVEL, TO MATCH THOSE BEING EXPERIENCED IN
THE LIVES OF INDIVIDUALS, FAMILIES AND COMMUNITIES, AND OUR SOCIETY AT
LARGE.
I
AM
SUGGESTING
THAT
THE
TIME
IS OVERDUE
FOR
YOU
AND
THE
EDUCATIONAL INTELLECTUAL ESTABLISHMENT TO ONCE AGAIN BE PIONEERS, MOVING
FORWARD WITH VISION,
COURAGE, BOLDNESS, AND A VENTURESOME SPIRIT.
IN
SHAR ING MY CONCERNS IN TH IS REGARD, I WI LL ORGAN I ZE MY THOUGHTS AROUND
--
FIVE POINTS.
MISS CONRAD, MY HIGH SCHOOL SPEECH TEACHER, TAUGHT ME THAT
NO SPEECH SHOULD CONTAIN MORE THAN TWO OR CERTAINLY AT MOST THREE POINTS,
SINCE
THE
TYPICAL
AUDIENCE
CAN
ABSORB
NO
MORE.
BUT
WITH
SUCH
AN
ILLUSTRIOUS AGGREGATION AS THAT ASSEMBLED HERE IN THE MANN LEAGUE, I FEEL
COMFORTABLE IN STRETCHING THAT LIMIT TO FIVE.
POINT #1:
,-
BOLDNESS
LEAD
•
I N ADDRESS I NG
THE
COMPLEX
PROCESS OF THE YOUNG,
PREBIRTH THROUGH ADOLE SCENCE TO YOUNG ADULTHOOD.
FROM
�10
I REAL I ZE
I MMED IATEL Y THAT TH IS MAY STRETCH YOUR CONCEPT
I
SUGGESTED EARLIER THAT THREE OF THE BASIC INSTITUTIONS OF SOCIETY NEED
ATTENTION
THE
SCHOOLS,
THE
FAMILY,
THE
LOCAL
COMMUNITY.
YOu
EDUCATORS ARE TYPICALLY CONCERNED WITH ONLY ONE - THE SCHOOL.
AS
WHAT I AM
NOW SUGGESTING IS THAT, IN YOUR PROFESSIONAL ROLE, YOU CANNOT SO SIMPLY
DISASSOCIATE YOURSELF FROM THE OTHER TWO.
THE YOUNG PEOPLE WHOM YOU
RECE I VE ARE A PRODUCT OF THE OTHER TWO, AND THE HOME/F AM I LY AND LOCAL
COMMUNITY ARE OF SUCH IMPORTANCE IN SHAPING YOUNG LIVES THAT THEY CAN NO
LONGER BE IGNORED NOR CAN THEIR CONSEQUENCES BE FULLY COUNTERMANDED WHEN
.,-k"
y.
S
'k-\,
STEP IN AT KINDERGARTEN.
AS RATIONALE FOR THIS POINT,
I
WANT TO
ELABORATE ONE OR TWO OBSERVATIONS.
MOST
ADMINISTRATORS
OF
PUBLIC
PRECOLLEGIATE
EDUCATION
ASSUME
NO
RESPONSIBILITY FOR A YOUNGSTER UNTIL HE OR SHE REACHES AGE FIVE, USUALLY
BY DECEMBER 1.
IF THE YOUNGSTER'S BIRTHDAY IS ON DECEMBER 2, WE DON'T
HAVE TO WORRY ABOUT THAT ONE
UNTIL NEXT YEAR.
BUT THE
EVI DEN CE OF
RESEARCH IS PERSUASIVELY CLEAR -- TO WAIT UNTIL AGE FIVE IS TO WAIT TOO
�11
-
LONG
.
WE KNOW THE S
IGN
IF
ICANCE OF THE EARL
IEST DAYS AND THE F
IRST TWO
YEARS OF L
IFE IN SHAP
ING THE PERSONAL
ITY
, THE VALUES
, THE QUAL
IT
IES OF
THE IND
IV
IDUAL
.
AND WE
KNOW ALSO THE S
IGN
IF
ICANCE OF AGES THREE AND
FOUR -THE PRESCHOOL PER
IOD WHEN WE
AND OTHER
PRESCHOOL
PROGRAMS ON
HAVE BEEN DABBL
ING W
ITH HEADSTART
~
A FRAGMENTED
,
NONCOMPREHENS
IVE
,
AND
UNARTICULATED BASIS
. DESPITE OVERWHELMING EV ENCE
, SOCIETY HAS FA
ILED
TO DO
ANYTH
ING SYSTEMAT
ICALLY AND
COMPREHENS
IVELY
TO DEAL
W
ITH THE
DEVELOPMENTAL PROCESS DUR
ING THE YEARS PR
IOR TO THE MANDATED START OF
FORMAL SCHOOL
ING
.
IN EARL
IER GENERAT
IONS
, TH
IS WAS THE PREROGAT
IVE OF
THE HOME AND THE PARENTS
.
WH
ILE A
~
L
IND
IV
IDUAL FAM
IL
IES PERFORMED
W
ITH VARY
ING DEGREES OF SUCCESS
, ITWAS A SOC
IETAL EXPECTAT
ION THAT TH
IS
WAS
A FAM
ILY RESPONS
IB
IL
ITY
.
FAM
IL
IES
AND
FOR
MANY
NURTUR
ING
, SUPPORT
IVE
,
AND ST
ILL TODAY IN MANY HOMES
,
YOUNGSTERS
,
THE
HOME
AND
DEVELOPMENTAL ENV
IRONMENT
.
FAM
ILY
BUT
,
IN MANY
PROV
IDE
A
ALL OF US ARE
V
IV
IDLY AWARE FOR MANY YOUNGSTERS AND IN MANY HOMES AND FAM
IL
IES
, TH
IS IS
S
IMPLY NOT THE CASE
.
�12
TO
FURTHER
THERE
ARE
I LLUSTRATE THE
TOO
UNPRODUCT I VE,
MANY
I
IMPORTANCE
ADULTS
REFER
CHRONICALLY ON WELFARE,
WHO
TO
THE
ARE
THOSE
EARLY
YEARS,
UNPRODUCTIVE
WHO
INCARCERATED,
FAILING TO BE SELF-SUPPORTING,
OF
ARE
IN
WE
KNOW
THAT
SOCIETY.
By
CHRON I CALLY
UNEMPLOYED,
GOING NOWHERE WITH THEIR
PRODUCTIVE, CONTRIBUTING;
LIVES --
FAILING TO LIVE
UP TO THE EXPECTATIONS FOR ADULTS IN AMERICAN SOCIETY.
IN STUDYING SUCH
INDIVIDUALS,
THE
THAT
UNPRODUCTIVE
ADULTS
SITUATIONS,
REALITY
MUST
EVIDENCE
ARE
A
PARTICULARLY
IN
BE
ADDRESSED
SEEMS
INCREASINGLY
CONSEQUENCE
THE
OF
EARLIEST
PRAGMATICAbLY
CLEAR
INADEQUATE
YEARS
AND
OF
MORE
HOME
LIFE.
MOST
AND
SUCH
FAMILY
SOMEHOW
EFFECTIVELY
THIS
THAN
IS
CURRENTLY THE CASE.
FURTHER,
TOO MANY STRATEGIES FOR EDUCATIONAL REFORM FORGET THE FACT THAT
CHILDREN ONLY ATTEND SCHOOL;
THEY LIVE SOMEWHERE ELSE.
EVEN THE FINEST
SCHEMES FOR SCHOOL REFORM TOUCH ONLY PART OF THE CHILD'S LIFE.
SUPERB PEDAGOGY GOE S UNHEARD
IF
THE
RUMBLE
THROBBING OF A BATTERED EYE DROWN S IT OUT,
OF
AN
THE MOST
EMPTY
STOMACH OR
THE
THE SCHOOLS,
THE FAMILY,
THE
�13
COMMUN
ITY OR NE
IGHBORHOOD ARE THREE INST
ITUT
IONS INTERDEPENDENT
, BUT NOT
EQUAL IN IMPORTANCE IN HUMAN DEVELOPMENT
.
THE F
IRST AND MOST IMPORTANT
YEARS INTHE L
IVES OF CHI
LDREN ARE MA
l NLY THE PROVI
NCE OF THE FAMILY
.
UPON THE FAM
ILY
'S HEALTH
, ALL ELSE IN SOC
IETY DEPENDS
.
THAT MEANS
, WE
MUST F
IND EFFECT
IVE WAYS TO RENEW THE FAM
ILY
'S POTENT
IAL AND DEV
ISE MEANS
TO SUPPORT ITSESSENT
IAL FUNCT
IONS
.
S
IMPL
IST
ICALLY
, IWOULD OBSERVE THAT THE GREATEST PROBLEM W
ITH EDUCAT
ION
IS THAT MOST EDUCATORS AREN 'T
! RATHER THAN BE
ING EDUCATORS THEY ARE
S
IMPLY MANAGERS OF SYSTEMS
. IN THE
~
AND BUSYNESS OF THE
IR DAYS
,
U
THEY DR
IFT AWAY FROM THE BAS
IC CONCEPTS AND PR
INC
IPALS OF EDUCAT
ION
, TO
BECOME
PREOCCUP
IED
W
ITH
SOPH
IST
ICATED SYSTEMS OF
MAN
IPULAT
ING
OF
THE
MANAGEMENT
SCHOOL
ING
.
T
IME
OF
H
IGHLY
COMPLEX
IS OCCUP
IED
W
ITH
AND
THE
BUS TRANSPORTAT
ION SCHEDULES
, SCROUNG
ING FUNDS FOR
BU
ILD
ING MA
INTENANCE
, PUTT
ING OUT THE F
IRES OF THE MOMENT
.
WH
ILE ALL OF
THOSE IS
SUES AND MORE MUST BE DEALT W
ITH
, THE ESSENTI
AL M
ISSION O
F THE
ENT
IRE ENTERPR
ISE MUST REMA
IN THE CENTER OF FOCUS AND PREOCCUPA"
f
rON
.
�1
4
WHAT I AM SUGGEST
ING ISNOT THAT SCHOOLS SHOULD ASSUME RESPONS
IB
IL
ITY FOR
EVERYTH
ING IN INFLUENC
ING AND SHAP
ING THE EDUCAT
ION OR DEVELOPMENT OF THE
YOUNG
, FROM PREB
IRTH TO YOUNG ADULTHOOD
.
BUT WHAT I AM SUGGEST
ING
, IS
THAT YOU
, AS PROFESS
IONAL EDUCATORS AND RECOGN
IZED LEADERS IN YOUR
RESPECTI
VE
ROLES
,
SHOULD
PROVI
DE
THE
I
NTELLECTUAL
AND
CONCEPTUAL
FRAMEWORK
, THE V
ISIONARY LEADERSHIP
, THE CATALYTICI
NFLUENCE IN ENSURI
NG
~
COMPREHENS
IVE ATTENT
ION AT THE COMMUN
ITY LEVEL ON THE MUR
ID INFLUENCES
II-
WH
ICH IMPACT THE L
IVES OF YOUNGSTERS
.
YOu MUST BE CONCERNED ABOUT HOMES
AND FAM
ILY AND PARENT
ING
; YOU MUST
NE
IGHBORHOODS
; YOU MUST BE CONCERNED
ALTERNAT
IVES OF
THE YOUNG
BE CONCERNED W
ITH
~
HOUS
ING AND
THE NONSCHOOL OPPORTUN
IT
IES AND
L
IVES FOR WHOM
YOU
HAVE
A STEWARDSH
IP
RESPONS
IB
IL
ITY
.
WH I
LE YOUR CENTRAL ATTENTION WI LL BE UPON THE I
NSTITUTIONAL STRUCTURES
AND SYSTEMS WE CALL SCHOOLS
, AS PROFESSIONALS DESERV
ING OF THE T
ITLE
EDUCATOR
, YOUR PURV
IEW MU ST BE BROADER AND DEEPER AND GREATER
,
�15
PO
INT #
2
:
BOLDNESS IN ADDRESS
ING THE ANT
IQUATED CONCEPT OF THE "SCHOOL
YEAR
.
"
IN AMER
ICAN PUBL
IC EDUCAT
ION WE
HAVE
INST
ITUT
IONAL
IZED
, ALMOST AD
NAUSEUM
, AN AGRAR
IAN MODEL ESTABL
ISHED MORE THAN TWO HUNDRED YEARS AGO
.
A
s A FARM K
ID
, I KNOW WHY SCHOOL STARTS AFTER LABOR DAY -AFTER THE
POTATOES ARE DUG AND THE CORN IS P
ICKED -AND ENDS AT MEMOR
IAL DAY IN
THE SPR
ING -IN T
IME TO PLANT THE POTATOES AND CORN AGA
IN
.
IT IS AN
ANNUAL SCHEDULE DES
IGNED FOR AN AGRAR
IAN SOC
IETY
, WHEN MOST YOUNGSTERS
L
IVED ON FARMS AND WERE AN ESSENT
IAL CONTR
IBUTOR TO THE FARM FAM
ILY LABOR
FORCE
. TO CONT
INUE THAT PATTERN TODAY ISABSURD
!
AS ONLY ONE EV
IDENCE
OF ITS ID
IOCY
, THERE ISCLEAR EV
IDENCE THAT ITTAKES SEPTEMBER
, OCTOBER
,
AND MOST OF NOVEMBER TO GET THE F
IFTH GRADE BACK TO THEIRSKI
LLS IN
READ
ING AND WR
IT
ING AND AR
ITHMET
IC THAT THEY HAD ACH
IEVED WHEN THEY LEFT
THE SCHOOL ROOM AT THE END OF MAY
.
WE KNOW THAT THE THREE
-MONTH BREAK IS
S
IMPLY TOO LONG FOR KNOWLEDGE AND SK
ILLRETENT
ION
. YET
, WE
~
�16
TO FURTHER EMPHASIZE THE PATTERN OF THE SCHOOL YEAR AND THE INTERACTION
OF SCHOOL WITH LIFE, WE SHOULD REMIND OURSELVES THAT AS A SOCIETY WE HAVE
PROLONGED ADOLESCENCE THROUGH THE TEENAGE YEARS INTO THE MID-TWENTIES FOR
MOST YOUNG PEOPLE.
WHEREAS IN EARLIER GENERATIONS, YOUNGSTERS BEGAN TO
ASSUME ADULT-LIKE ROLES AND RESPONSIBILITIES AT AN EARLY AGE, EVEN 10,
12, OR 14 YEARS OLD, NOW IT VERY OFTEN IS POSTCOLLEGE AGE BEFORE THE
INDIVIDUAL
ASSUMES
RESPONSIBILITY
FOR
SELF
AND
THEN
UNDERTAKES
A
CONTRIBUTING, INDEPENDENT LIFE-STYLE RATHER THAN CONTINUING AN EXISTENCE
OF DEPENDENCE.
THROUGH LEGAL RESTRICTIONS AND TECHNOLOGY CHANGE, WE DENY
MOST YOUNGSTERS THE SATISFACTION OF A DECENT JOB BEFORE OR AFTER SCHOOL
OR ON WEEKENDS OR DURING VACATION PERIODS.
WE INSIST ON TURNING ALL OF
THE TEENAGERS I N THE COUNTRY OUT ON THE STREETS I N THE HOT MONTHS OF
SUMMER WI TH FEW AL TERNAT IVES FOR CONSTRUCTIVE ENGAGEMENT AND WONDER WHY
THEY BECOME TROUBLESOME.
AS EDUCATORS WE SHOULD DO FAR BE TTER II'J RELATING THE ACTIVITI ES AND
RESPONSIBILITIE S OF SCHOOL TO THE REST OF THE STUDENT S' DAY AND WEE K AND
�17
YEAR.
Fa
OBVIOUSLY THE PATTERN SHOULD BE QUITE DIFFERENT F.
THAN FOR MIDDLE SCHOOL OR HIGH SCHOOL.
M ELEMENTARY
AND THERE MUST BE OPPORTUNITIES
FOR THE YOUNG TO BE CONSTRUCTIVE CONTRIBUTORS TO SELF, FAMILY, COMMUNITY,
""
SOCIETY, BOTH FOR PAY AND AS VOLUNTEERS, AS WELL AS TO BE THE RECIPIENTS
OR BENEFICIARIES.
WE HAVE SEEMED INCLINED, IN CURRICULA DESIGN, TO PUSH
CERTAIN TASKS OR SKILLS TO EARLIER AND EARLIER AGES,
CHILDHOOD STRESS,
CONTRIBUTING TO
WHILE AT THE SAME TIME SYSTEMATICALLY DELAYING THE
PROCESS OF MATURATION.
AND WHAT ABOUT THE NUMBER OF DAYS WE · HAVE MANDATED IN THE SCHOOL YEAR?
IN MOST STATES THIS SEEMS TO BE 180 DAYS.
ABOUT
THE
180
DAY
CONTRACT,
WE
AT
IF THERE IS SOMETHING BIBLICAL
LEAST
COULD
SCHEDULE
THE
DAYS
DIFFERENTLY TO AVOID THE NEGATIVE OF LONG BREAKS WHICH ERODE KNOWLEDGE
RETENTION AND CONTRIBUTE TO INACTIVITY.
DIFFERENT
COMMITMENT
CHARACTERISTICS,
TO
EDUCATION
CONTRASTING
SHARPLY
BASED
WITH
AND WHY NOT CONSIDER A QUITE
UPON
THE
SCHOOL YEAR WAS DEFINED TO SERVE FARM LABOR NEEDS.
CONTEMPORARY
AGRARIAN
ERA
SOCIETAL
WHEN
THE
�18
TH
IS IS A SUB
JECT WH
ICH
YEARS
.
HAS BEEN ENERGET
ICALLY DEBATED THROUGH THE
IF
IND ITENCOURAG
ING NOW THAT THERE IS ANAT
IONAL ORGAN
IZAT
ION
OF SCHOOLS DED
ICATED TO A YEAR ROUND SCHEDULE
, ON CREAT
IVE AND VARY
ING
PATTERNS
.
~
~
I EMPHAS
IZE TH
IS NOT
ION WOULD HAVE
ION; S
IMPLY BECAUSE ITS IMPLEMENTAT
DRAMAT
IC IMPACT ON THE WHOLE CONCEPT OF SCHOOL IN THE L
IFE OF THE
IND
IV
IDUAL STUDENT
, THE FAM
ILY
, THE COMMUN
ITY
, AND THE SYSTEM
.
PROV
IDES EXC
IT
ING ALTERNAT
IVES
FOR
INTERACT
ION BETWEEN
IT
EDUCAT
IONAL
ACT
IV
IT
IES OF THE SCHOOL AND L
IFE AS ·
-I·T IS L
IVED BY IND
IV
IDUAL STUDENTS
OF ALL AGES
I
NTERACT
ION BETWEEN SCHOOL AND WORK
; INTERACTION BETWEEN
SCHOOL AND VOLUNTEER
ISM
;
INTERACT
ION BETWEEN THE CLASSROOM AND THE
RECREATION GROUND
, THE STREETS
, PARKS
, MUSEUMS , CULTURAL PROGRAMS
, AND
OTHER NONSCHOOL INFLUENCES ON DEVELOPMENT
.
My CONCERN ISNOT S
IMPLY ONE
OF BETTER USE OF THE MASS
IVE INVESTMENT WE HAVE IN BR
ICKS AND MORTAR AND
EQU
IPMENT
, BUT THE INFUS
ION OF EDUCAT
ION IN A QU
ITE D
IFFERENT WAY INTHE
L
IVES OF STUDENTS AND THE SO
C
IE
TYOF WH
ICH THEY ARE A PART
.
�19
BOLDNESS
POINT #3:
IN
TAKING
THE
LEAD
IN DRAMATICALLY
ALTERING THE
CONCEPT OF "THE SCHOOL DAY."
AS A FARM KID, I ALSO KNOW WHY THE SCHOOL DAY STARTED AT 9:00 O'CLOCK AND
ENDED AT FOUR.
THIS PERMITTED ME TO GET UP IN THE MORNING AND DO MY
CHORES, CHANGE TO MY CLEAN OVERALLS FOR SCHOOL, AND THEN IN THE AFTERNOON
REVERSE THE PROCESS.
AGAIN,
A SCHOOL DAY APPROPRIATE TO THE AGRARIAN
SOCIETY WHICH CREATED IT.
TODAY,
THROUGH
ADMINISTRATIVE
ELABORATE
ATTENTION
CONTRACTUAL
TO
DETAIL,
WE
NEGOTIATIONS
HAVE
AND
ALTERED
ASSIDUOUS
THAT
PATTERN
DRAMATICALLY -- STARTING CLASSES AT 8:25 AND COMPLETING THE DAY AT 2:50
OR WHATEVER THE SCHEDULE IS IN YOUR CONTRACT AND DISTRICT.
BUT WHAT
OF LIFE IN THE SOCIETY THAT SUSTAINS THE SCHOOL AND WHICH THE SCHOOL IS
SUPPORTED TO SERVE?
INDIVIDUAL
STUDENT
I
AND
WOULD ARGUE THAT
THE
IN SERVING THE NE EDS OF THE
CONTEMPORAR Y FAMILY
AND
COMMUNIT Y,
EVER Y
SCHOOL BUILDING SHOULD BE OPEN FROM AT LEAST 6:00 O'CLOCK IN THE MORNING
�2
0
UNT
IL
10
:00 O
'CLOCK AT N
IGHT
.
OF COURSE
I AM NOT TH
INK
ING OF CLASSES
SCHEDULED THROUGHOUT THAT T
IME FRAME
, ALTHOUGH PART
ICULARLY AT THE H
IGH
SCHOOL LEVEL THERE COULD BE FAR MORE FLEX
IB
IL
ITY THAN IS
TODAY
.
BUT I AM
PROPOS
ING THAT SOC
IETY THROUGH
A ~A
ITS SCHOOLS SHOULD
PROV
IDE A SAFE HAVEN AND A CONSTRUCT
IVE ENV
IRONMENT FOR YOUNGSTERS OF
WORK
ING PARENTS
.
A S
INGLE WORK
ING PARENT WOULD BE ABLE TO DEL
IVER A SON
OR DAUGHTER TO SCHOOL AT AN EARLY HOUR ON THE WAY TO WORK
,
ASSURED THAT
THE CH
ILD HAD A SAFE HAVEN
, PERHAPS FOR BREAKFAST
, PERHAPS FOR HOMEWORK
OR COMPUTER ACT
IV
IT
IES OR L
IBRARY STUDY OR PHYS
ICAL ACT
IV
IT
IES IN THE
GYMNASIUM -A WARM
,
SCHOOL
THE
SECURE
, CARING,
. NURTURING ENV
IRONMENT
.
LATCHKEY K
ID
PROBLEM
WOULD
AGA
IN
AND AFTER
BE AVO
IDED BY HAV
ING
IV
IT
IES AND OPPORTUN
IT
IES AVA
ILABLE IN THE SCHOOL AS A
ALTERNAT
IVE ACT
COMMUNITY HAVEN
. VOLUNTEERS AND PARAPROFESSIONALS COULD PROV
IDE MUCH OF
THE
EDUCAT
IONAL
NECESSARY
.
AND
SUPERV
ISED
ACT
IV
ITY
OR
THE
S
IMPLE
MON
ITOR
ING
THE SCHOOL
, INSTEADOF BE
ING AN UNACCESS
IBLE ENCLAVE ISOLATED
FROM THE FULL SCOPE -OF L
IFE
'S NEEDS
, WOULD BECOME A CENTRAL CATALYT
IC
ELEMENT
IN
NE
IGHBORHOOD
L
IFE
.
SOME
COMMUN
IT
IES
W
ITH
�21
THE I R SCHOOLS DO TH IS DRAMAT I CALLY WE LL;
MOST DO NOT.
THE CHALLENGE TO
YOU AS EDUCATIONAL STATESMEN CONCERNED WITH THE WHOLISTIC DEVELOPMENT OF
EACH
INDIVIDUAL
CATALYTIC
IN
ROLE
YOUR
IN
EDUCATIONAL PROCESS.
STEWARDSHIP
ADDRESSING
IS
THE
TO
AGAIN
PLAY A LEADERSHIP AND
NONCLASSROOM
DIMENSIONS
OF
THE
WHILE SCHOOLS CAN NOT AND SHOULD NOT BE RESPONSIBLE
FOR ALL OF THESE ACTIVITIES AND INFLUENCES,
TO DENY THEIR
IMPORTANCE AND
TO IGNORE THEM THROUGH INATTENTION IS TO BE DERELICT IN YOUR PROFESSIONAL
OBLIGATION AS EDUCATOR.
POINT #4:
BOLDNESS
IN
REALIGNING
· ,pATTERNS
OF
RESPONSIBILITY
AND
AUTHORITY IN THE EDUCATIONAL SYSTEM.
IN
THE
EVOLUTION OF OUR
SOPH 1ST ICATED,
COMPLEX,
FORMAL K-12 SYSTEM, WE
AND
FRAGMENTED
ELEMENTS HAVE BEEN MANDATED AND
FEDERAL
EVERY
AND
STATE
PROFESS I ON,
LEVELS.
THERE
HAVE DEVELOPED A HIGHLY
PATTERN
AND
PROCESS.
I MPOSED ON THE LOCAL SCHOOL,
WITH
THE
SPEC I AL I ZAT I ON
I SAD I SC ONT I NU ITY
OF
THE
MANY
OFTEN FROM
CHARACTERISTI C
EDUCAT1ONAL
OF
PROCESS
�22
FROM PRESCHOOL TO ELEMENTARY THROUGH H
IGH SCHOOL
. THE EXPER
IENCE FOR THE
IND
IV
IDUAL STUDENT
, EVEN DUR
ING THE CLASSROOM DAY MAY BE TOO OFTEN
INTERRUPTED
, ARB
ITRARY
, UNRELATED
.
IN THE TYP
ICAL SCHOOL SYSTEM
, THE
PROFESS
IONAL ROLE
, RESPONS
IB
IL
ITY
, AND ACCOUNTAB
IL
ITY OF THE IND
IV
IDUAL
TEACHER HAS BEEN SER
IOUSLY ERODED
.
WH
ILE THE PATTERN CAN AND SHOULD BE
DRAMAT
ICALLY D
IFFERENT IN THE ELEMENTARY
, M
IDDLE SCHOOL
, AND H
IGH SCHOOL
YEARS
, WE
HAVE TENDED TO HOMOGEN
IZE RATHER THAN D
IFFERENT
IATE
, TO
CATEGOR
IZE RATHER THAN TO IND
IV
IDUAL
IZE
.
IFTHE TEACH
ING PROFESS
ION
, AT WHATEV6R LEVEL
, IN OUR PUBL
IC SCHOOLS IS
TO BE RESTORED TO A POS
IT
ION OF PREST
IGE AND PERSONAL GRAT
IF
ICAT
ION
, THE
AL
ROLE OF THE TEACHER IN THE PROCESS MUST BE
THE CARNEG
IE FOUNDAT
ION R
COUNTRY
.
~ IN A RECENT STUDY
,
Y INTERV
IEWED 22
,000 TEACHERS ACROSS THE
/
/
THEY FOUND THAT ONE
-THI
RD OF THOSE TEACHERS SA
ID THEY HAD NO
I
INPUT INTO SHAP
ING THE CURR
ICULUM
, MORE
A ~A
I
L
THEY FOUND THAT
TWO-THI
RDS OF THOSE 22
,000 TEACHER
S SA
ID THEY WERE N
OT A
SKED TO HELP
/
,
SHAPE SCHOOL POL
ICY AI\ID THEY HAD L
ITTLE INFLUENCE ON THE PLACEMENT OF
�23
STUDENTS W
ITH SPEC
IAL NEEDS
.
THESE ARE ONLY FRAGMENTED B
ITS OF EV
IDENCE
REGARD
ING THE ALMOST SUFFOCAT
ING IMPACT OF BUREAUCRAT
IC PROCEDURES AND
PRACT
ICES ON THE EDUCAT
IONAL ENTERPR
ISE
. TH
IS MUST BE ADDRESSED BY THOSE
OF YOU WHO ARE IN THE POS
IT
ION TO DO SO
.
THE
TRULY
CONTR
IBUT
ION
.
PROFESS
IONAL
TEACHER
HAS
A REMARKABLE
TH
INK BACK TO YOUR OWN SCHOOL DAYS
.
CAPAC
ITY
AND
UNLESS YOU WERE IN A
SMALL SCHOOL SYSTEM WHEN THE SUPER
INTENDENT ALSO TAUGHT SC
IENCE AND
COACHED FOOTBALL AND TRACK
, OR UNLESS YOUR DAD WAS THE SUPERINTENDENT
,
YOU PROBABLY CAN
'T RECALL H
IS NAME
.
BUJ I A ~ U CAN NAME ONE OR TWO
,
OR IFYOU WERE R
ICHLY BLESSED
, F
IVE OR S
IX TEACHERS WHO REALLY INFLUENCED
YOUR L
IFE
.
EV
IDENCE ISPERSUAS
IVELY CLEAR THAT DRAMAT
IC CHANGES ARE JUST
IF
IED
. SOME
D
ISTR
ICTS -SOME OF YOU -ARE PROV
ID
ING DRAMAT
IC EXAMPLES OF NEW
PATTERNS
, IN WH
ICH THE SANCT
ITY OF THE CLASSROOM AND THE SCH
OO
LBU
ILD
ING
ARE REESTABL
ISHED AND THE PROFESS
IONAL ROLE OF THE TEACHER ISELEVATED
.
�24
MOST RESEARCH SUGGESTS THAT THE INTELLECTUAL OR THE ACADEMIC LEARNING
ENVIRONMENT OF THE SCHOOL BUILDING IS A CONSEQUENCE OF THE ROLE AND
INFLUENCE OF THE BUILDING'S PRINCIPAL.
IF TAKEN SERIOUSLY,
THIS HAS
IMMEDIATE SIGNIFICANCE IN THE PRESERVICE AND INSERVICE TRAINING OF SCHOOL
PRINCIPALS, THEIR SCOPE OF AUTHORITY, THEIR DEGREES OF FREEDOM.
SUGGEST
THAT
EFFECTIVE,
THE
TYPICAL
SHOULD
HAVE
SCHOOL
FAR
MORE
PRINCIPAL,
IF
AUTHORITY
IN
WELL
I WOULD
QUALIFIED
MOBILIZING
AND
HIS/HER
PROFESSIONAL TEAM AND AUXILIARY PERSONNEL TO DO THE BEST POSSIBLE JOB FOR
THE
YOUNGSTERS,
OPERATE.
THE
FAMILIES,
AND
THE
NEIGHBORHOODS
IN
WHICH
THEY
WITH GIVEN RESOURCES, THE PROFESSIONAL CADRE OF AN INDIVIDUAL
ELEMENTARY, MIDDLE SCHOOL, OR HIGH SCHOOL UNIT SHOULD HAVE SIGNIFICANT
FREEDOM TO WORK TOGETHER TO AUGMENT THEIR RESOURCES WITH VOLUNTEERS AND
CONTRIBUTED SERVICES AND TALENT, TO SHAPE THE PATTERN OF THE EDUCATIONAL
EXPERIENCE FOR THE YOUNGSTERS FOR WHOM THEY ARE RESPONSIBLE AND FOR WHOSE
PERFORMANCE THEY SHOULD BE HELD ACCOUNTABLE.
�25
IN A RECENT SYNDICATED COLUMN, JAMES KILPATRICK REFERENCED A REPORT FROM
THE BROOKINGS INSTITUTION.
THIS REPORT FOCUSED ON IDENTIFYING WHAT WORKS
AND WHAT FAILS IN PUBLIC EDUCATION BY CONCENTRATING ON SUCH ISSUES AS
PEOPLE
EXPENDITURE,
TEACHER
SALARIES,
REQUIREMENTS, AND HOMEWORK ASSIGNMENTS.
CLASS
SIZE,
GRADUATION
NO SIGNIFICANT CORRELATION WAS
FOUND BETWEEN THESE ISSUES AND ACADEMIC SUCCESS.
INSTEAD, THE INTANGIBLE
QUALITY OF AUTONOMY WAS DETERMINED TO BE OF VITAL IMPORTANCE.
THE REPORT
SAID, "THE SUCCESSFUL SCHOOLS HAD A SENSE OF ACADEM IC VISION.
KNEW
WHERE
THEY
WANTED
TO
TAKE
THEIR
STUDENTS.
STRONG
TEACHERS
PRINCIPALS,
ORIENTED TOWARD EDUCATION RATHER THAN ADMINISTRATION, PROVIDED VIGOROUS
LEADERSHIP."
YOUR CHALLENGE IN EDUCATIONAL LEADERSHIP IS TO DESIGN AND IMPLEMENT A
PATTERN WHICH ENABLES YOUR PROFESSIONALS TO PERFORM.
POINT #5:
BOLDNESS IN GIVING EMPHASI S TO EDUCATION IN TH E ELEMENTARY
GRADES.
�2
6
AS A LOCAL SCHOOL BOARD MEMBER
, I USED TO BE PERPLEXED INTHE BUDGETING
PROCESS
.
IN FRUSTRATION
, I WOULD ASK THE ADMIN
ISTRATORS
, "WHY HAVE YOU
EDUCATORS SET UP A SYSTEM THAT FORCES US AS BOARD MEMBERS TO MAKE THE
WRONG DEC
IS
IONS?
THE
ELEMENTARY
WHEN RESOURCES ARE L
IM
ITED
, WE ALWAYS TAKE AWAY FROM
GRADES
INCREASE CLASS
S
IZE
,
EL
IM
INATE
SPEC
IAL
ACT
IV
IT
IES IN READ
ING
, MUS
IC
, THE ARTS
, REMED
IAL RESOURCES -SO THAT WE
CAN KEEP OUR H
IGH SCHOOL ACCRED
ITED SO THAT OUR GRADUATES CAN GO TO
ACCRED
ITED
RESEARCH
COLLEGES
AND
UN
IVERS
IT
IES
.
YET
,
I READ EMPHAS
IZES THE IMPORTANCE OF
SHAP
ING AND BU
ILD
ING THE FUTURE
.
~
ALL
OF
THE
BEHAV
IORAL
THE ELEMENTARY YEARS IN
EDUCATORS REALLY BEL
IEVED THE
IR
RESEARCH
, THEY WOULD ACCRED
IT THE ELEMENTARY SCHOOLS -AND LET THE REST
OF THE SYSTEM BU
ILD FROM A SOL
ID BEG
INN
ING
.
"
WH
ILE EVERY YEAR IS IMPORTANT
, THE ELEMENTARY SCHOOL YEARS SEEM TO BE
PART
ICULARLY
CRUC
IAL IN
DEVELOP
ING
ING
.
ATT
ITUDES AND PATTERNS OF LEARN
THE
IR SCHOO
L
ING EXPER
IENCE?
SELF
IMAGE
,
PEER
RELAT
IONSH
IPS
,
TH
INK OF YOUR OWN YOUr
\
lGSTERS A
f
\
lD
IF ONE OF THEM HAD A M
ISERABLE EXPER
IE
r
\
lCE
�27
WITH A POOR TEACHER IN THE SECOND OR THIRD GRADE, THE CONSEQUENCES ARE
ENDURING.
IT IS VERY DIFFICULT TO OVERCOME THE BAD RESULTS OF EARLY
SCHOOLING.
IN
LATER
YEARS,
HIGH
SCHOOL
FOR
EXAMPLE,
WITH
GREATER
MATURITY AND SEVERAL TEACHERS EACH DAY, A STUDENT CAN COPE WITH A POOR
TEACHER.
ONE
BUT IN AN EARLY GRADE, DURING THE FORMATIVE STUDENT YEARS, WITH
TEACHER
MONOPOLIZING
EACH
DAY
AND
SETTING
THE
TOTAL
PATTERN OF
LEARN I NG EXPECTAT IONS, PATTERNS AND FEEL I NGS OF FAI LURE OR SUCCESS, THE
IMPACT -- POSITIVE AND NEGATIVE -- IS PERMANENT.
IN MOST SCHOOL SYSTEMS,
WITH EMPHASIS ON SPECIALIZATION AND CREDENTIALS, ELEMENTARY TEACHERS TEND
TO BE UNDERPAID, UNDERAPPRECIATED, AND · UNDER-RECOGNIZED AS PROFESSIONALS.
IN BATTLE CREEK WE HAVE ESTABLISHED AN ANNUAL EXCELLENCE IN EDUCATION DAY
TO GIVE PUBLIC RECOGNITION TO ACADEMIC ACHIEVEMENT.
AS A PART OF THIS
SPECIAL CELEBRATION, THE TOP FIVE PERCENT OF THE SEVEN LOCAL HIGH SCHOOL
GRADUATING CLASSES ARE
INVITED TO A BANQUET,
WITH THEIR PARENTS.
IN
ADDITION, EACH HONOREE IS ASKED TO INVITE AS A GUEST THE TEA CHER THAT
MADE THE GREATEST DIFFERENCE.
I FIND IT SIGNIFICANT THAT EACH YEAR ABOUT
�28
ONE
-TH
IRD OF
THESE SOON
-TO
-GRADUATE SEN
IORS INV
ITE AS
THE
IR MOST
IMPORTANT EDUCATOR
, A TEACHER FROM THE
IR ELEMENTARY YEARS
.
TH
IS PO
INT #5 COULD HAVE BEEN SUBSUMED IN PO
INT #
4
. I CHOSE TO SEPARATE
ITFOR EMPHASIS
. UNLESS WE BEGINTO DO BETTER INOUR PRESCHOOL AND
ELEMENTARY PROGRAMS
, WE CANNOT HOPE TO DO BETTER IN THE UPPER GRADES
.
IV
SO THERE THEY ARE -F
IVE PO
INTS
. IAM
~
TO GO ON W
ITH F
IVE OR TEN
MORE
, BUT M
ISS CONRAD WOULD REM
IND ME THAT I HAVE ALREADY SATURATED MY
AUD
IENCE
.
IT WOULD
, OF COURSE
, BE S
IMPL
IST
IC AND NA
IVE TO TH
INK THAT
S
IMPLY ADDRESS
ING THESE F
IVE NOT
IONS WOULD CONST
ITUTE A PANACEA FOR WHAT
TROUBLES PUBL
IC PRECOLLEG
IATE EDUCAT
ION IN OUR COUNTRY
.
AS EXAMPLES AND FOR TWO REASONS
.
IC
ITE THEM ONLY
�2
9
F
IRST
, I URGE YOU
, AS PROFESS
IONAL EDUCATORS
, TO RETH
INK YOUR ROLE
.
ARE
YOU EDUCATORS -OR ARE YOU OPERATORS OF SYSTEMS? ISYOUR PREOCCUPAT
ION
W
ITH THE COMPREHENS
IVE DEVELOPMENT OF THE YOUNG L
IVES W
ITH WH
ICH YOU ARE
ENTRUSTED AND W
ITH THE COMPREHENS
IVE DEVOT
ION TO HUMAN DEVELOPMENT
, OR
ARE YOU ENCHANTED W
ITH
REF
INEMENTS AND VAR
IAT
IONS OF A SYSTEM YOU
INHER
ITED
?
SECOND
, ARE
YOU
W
ILL
ING
TO PROV
IDE LEADERSH
IP IN RETH
INK
ING THE
EDUCAT
IONAL EXPER
IENCES OF OUR YOUNG
, FROM PREB
IRTH OR INFANCY THROUGH
ADOLESCENCE?
SOC
IETY HAS CHANGED DRAMAT
ICALLY IN EVERYTH
ING FROM FAM
ILY
STRUCTURE TO TECHNOLOGY
, AND THE SYSTEM WE
OBSOLETE
.
~
THERE IS 0
U A
~
PRESERVE IS ESSENT
IALLY
THAT COLLEGES OF EDUCAT
ION W
ILL
PROV
IDE LEADERSH
IP IN ADDRESS
ING TH
IS V
ITAL SOC
IETAL ISSUE
. WE THEREFORE
MUST TURN ELSEWHERE FOR V
IS
ION AND LEADERSH
IP
.
THUS
, I URGE YOU AS
PRACT
IT
IONERS IN OUR COMMUN
IT
IES WHERE L
IFE IS L
IVED TO STEP FORWARD IN
RESPONS
IBLY AND PRAGMAT
ICALLY REVOLUT
ION
IZ
ING THAT WH
ICH IS INTO THAT
-
WH
ICH SHOULD BE
.
IN EDUCAT
ION
, AS IN MOST AREAS OF HUMAN CONCERN
, WE
�30
KNOW BETTER
KNOWN,
THAN WE DO!
IMPLEMENT
DRAMATICALLY,
AND
I
NEW
THEN
URGE YOU TO TAKE
PATTERNS
AND
PERMEATE
THE
THE BEST OF THAT WH I CH
PROCESSES
EDUCATIONAL
EXPERIMENTALLY
FABRIC
IN
THE
IS
AND
CLOSING
DECADE OF THIS CENTURY.
MRS.
FRANCES
AMER I CA,
HESSELBE IN,
RECENTLY
THE
ADDRESSED
PRES I DENT
A GROUP
AND
OF
CEO OF THE GIRL SCOUTS OF
NONPROF I T
LEADERS
IN
MI CH IGAN.
MRS. HESSELBEIN ASKED US TO REEXAMINE OUR MISSION -- OUR REASON FOR BEING
IN
BUSINESS.
"WHAT
IS
FUNDERS?"
IN
THE
SHE
OUR
ADVISED
BUSINESS?"
THIS
BUSINESS
SAME
OF
US
TO
"WHO
ASK
ARE
OUR
EXERCISE WOULD
EDUCATION,
DO
DEMANDS OF YOUR CUSTOMERS TODAY?
OURSELVES,
THREE
CUSTOMERS?"
BE BENEFICIAL
YOU
REALLY FEEL
MAIN
AND
QUESTIONS:
"WHO
ARE
FOR
EDUCATION
YOU
ARE
OUR
TODAY.
MEETING THE
HAVE EDUCATORS TRULY MADE AN EFFORT TO
MEET THE UNIQUE CHALLENGES OF TODAY'S YOUNG PEOPLE, OR ARE THEY MANAGING
THE SAME, ESSENTIALLY UNCHANGED,
SYSTEM THAT WAS DEVELOPED YEARS AGO BY
HORACE MANN AND OTHERS OF YOUR PREDECES SOR S?
�31
MRS
. HESSELBE
IN ALSO TOLD US
, "WE MUST WORK ON SLUFF
ING OFF YESTERDAY
'S
ACCOMPL
ISHMENTS FOR TOMORROW
'S CHALLENGES
.
"
TH
IS STATEMENT BECOMES
PART
ICULARLY INTR
IGU
ING AS WE D
ISCUSS THE CR
IT
ICAL PO
INTS OF EDUCAT
ION
'S
H
ISTORY
.
W
ITHOUT QUEST
ION
, TQDAY ISTHE CR
IT
ICAL PO
INT IN THE H
ISTORY OF
EDUCAT
ION
.
UNLESS WE SLUFF OFF YESTERDAY
'S ACCOMPL
ISHMENTS AND ACCEPT
TOMORROW
'S CHALLENGES
, OUR ENT
IRE COUNTRY W
ILL FALTER
.
SHORT
-TERM ANSWERS
.
THERE ARE NO
ANY IDEA PUT INTO PLACE TODAY CANNOT FULLY BE
MEASURED UNT
IL A FULL GENERAT
ION PASSES THROUGH THE SYSTEM
.
I CHALLENGE
YOU
, AS EDUCAT
ION
'S LEADERS TODAY
, TO SO ACT THAT
, 5
0 YEARS FROM NOW
,
AFTER TWO OR THREE MORE GENERAT
IONS HAVE GONE THROUGH OUR EDUCAT
ION
-
SYSTEM
, ASTUTE OBSERVERS THEN W
ILL NOTE THAT YOU WERE THE CADRE THAT
INFLUENCED THE EVOLUT
ION OF
U A
~
A A
ALL
RESPOND
ING TO THE
CHALLENGES OF YOUR ERA
.
MAY YOU AS EDUCAT
IONAL LEADERS RESPOND
, AS D
ID HORACE MANN , W
ITH THE
BOLDNESS THAT OUR T
IME DEMANDS
. I W
ISH Y
OU GODSPEED
.
RGM
/
JKF
0154w
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
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Mawby, Russell G.
W.K. Kellogg Foundation
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
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Johnson Center for Philanthropy
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
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application/pdf
Language
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eng
Type
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Text
Identifier
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JCPA-01
Coverage
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1938-2012
Text
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Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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JCPA-01_1990-02-24_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Boldness for Our Time
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given February 24, 1990 for the W. K. Kellogg Foundation at the Horace Mann League luncheon.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
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eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1990-02-24
Format
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application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/5290fed5efdcd8ef06ce5423ae51d81b.pdf
bc7f1b2edaa4a27ea620a2e1a0d044b2
PDF Text
Text
"BOLDNESS FOR OUR TIME"
by
Russell G. Mawby
Chairman and Chief Executive Officer
W. K. Kellogg Foundation
Presented as the D. W. Brooks Lecture
University of Georgia
Athens, GA
Oc tober 5, 1987
p~~
I t is an honor indeed to be with you today to present the D. W. Brooks Lecture
for 1987.
~ " flp~ ~e:..Q.. ~O""\.
I am proud to join in this ann
this distinguished
l~s~e ~
Georgian agriculturalist whose career as educator, businessman, innovator, and
~'S:>~."'-c
•• (.
e..,-...,~~;
visionary leader has enriched the lives of so many. J'I am grateful to those
bU~'~~~
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who have afforded me this special privilege and
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. _ .....
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American agriculture is 1n a state of crisis.
-
-
.-
~~~ _~0-.o &.a-.-~""
.........- -
Everywhere we look in farming,
in agribusiness, and in rural communities, we see evidence of wrenching change
and the stresses which these changes have precipitated.
We read of
~
failures and foreclosures, of restructuring and refinance, and of the
;...
~ ---
reordering of established patterns of operation and production
nation these changes are very uneven.
"'"1S'-"""Cu.-.. • _. ~
Some farms are prospering, even as
never before; more are deeply troubled.
the country, by commodity group, and by
operation.
\ 4"
~c ro s s the
There are variations by regions of
of farm
Similar changes are taking place throughout the infrastructure of
agriculture -- in farm supply; in farm equipment; in the credit system; and 1n
marketing, processing, and distribution.
Everywhere we see evidence that
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�have the opportunity to influence both the people and the processes by which
agriculture progresses.
While agriculture will inevitably change,
universities have the rich and awesome opportunity to shape those changes.
The role of these intitutions in this time of crisis is of paramount
importance.
The dictionary defines crisis as an unstable or crucial time or
state of affairs whose outcome will make a decisive difference for better or
worse.
Crisis, viewed creatively, is opportunity.
Moments of crisis demand
action, and at such times, people more readily accept daring or novel
solutions to vexing problems.
Leaders must be opportunistic in capitalizing
on the moment to accomplish significant goals.
Quite candidly, while dramatic and sweeping changes are overrunning American
agriculture at the moment, I am perplexed that so little change seems to be
occurring in our agricultural colleges.
There seems to be a sameness In the
structure and routine; a complacency, even an isolation from the trauma; ~
little sense of urgency; a "business as usual" approach.
The position often
expressed is that only with new funding can new tasks be undertaken or things
be done differently.
If change is expected, more resources will have to be
provided.
But quite frankly, unless you know something different, I do not see major new
funding for agriculture from either federal or state sources.
Instead, it
seems that colleges of agriculture will not be immune from funding constraints
and will have to do more with less, requiring creative new approaches and
restructuring such as is going on elsewhere in agriculture.
3
�The fact is that dramatic changes will occur in the next decade ln the
patterns of agricultural teaching, research, and Extension.
My thesis is that
we in agriculture should be aggressively orchestrating those changes, for
unless we do so we will simply be managers of change mandated from elsewhere.
It is in that context that I share these thoughts today.
My observations are
general, based on an overview gained from contact and experience across the
country.
I am not sure that I am talking about Georgia and your College of
Agricul ture
but neither am I certain that I am no t . .
II
To anticipate the future, we must understand the past.
the beneficiaries of those who have preceded us.
We in agriculture are
The successes of our
industry reflect the efforts of pioneers in each generation, individuals of
remarkable vision, energy, and boldness who identified specific concerns and
addressed them creatively and effectively.
The man whom we salute today, D. W. Brooks ; is such an individual.
As just
one example, his innovative leadership in the cooperative movement made a
~
~,~,;-,@"'"
significant contribution which to a degree altered the course of history.
In an earlier age, a similar ploneer was Seaman A. Knapp, whose great-great
grandson now serves as President of this great University.
4
An author, farmer,
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, bu
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a
tw
enow c
a
l
l th
eCoop
e
r
a
t
iv
e Ex
t
en
s
ion S
e
r
v
i
c
e
. K
n
a
p
p
sunun
a
r
i
z
edh
i
se
n
t
i
r
econ
c
ep
ts
u
c
c
i
n
c
t
l
y
: "W
h
a
ta m
a
nh
e
a
r
sh
e m
a
ydoub
t
.
Wh
a
th
e s
e
e
sh
e m
ayp
o
s
s
i
b
l
ydoub
t
. B
u
t wh
a
th
e do
e
sh
im
s
e
l
f
,h
ec
anno
t
d
o
u
b
t
.
"
Th
a
t con
c
ep
t
, coup
l
edw
i
th h
i
sr
em
a
rk
ab
l
ea
b
i
l
i
t
ytot
r
a
n
s
f
e
rid
e
ai
n
t
o
a
c
t
i
o
n
, ch
ang
ed Am
e
r
i
c
an f
a
rm
inga
n
d th
er
u
r
a
lco
r S ~ Und
en
i
ab
ly
,
S
e
am
an Kn
app w
a
sa m
ano
funu
su
a
lv
i
s
i
o
n
. Ap
r
agm
a
t
i
cd
r
e
am
e
r
,h
ew
a
s ad
ep
t
a
td
ev
e
lop
ing a con
c
ep
to
fwh
a
t th
ef
u
t
u
r
em
igh
t
~
/
e
an
a
ly
z
ing th
e
c
o
n
s
t
r
a
i
n
t
so
rp
rob
l
em
s
,d
e
t
e
rm
in
ing th
er
e
s
e
a
r
c
ho
r know
l
edg
ea
p
p
r
o
p
r
i
a
t
et
o
/
t
h
e
i
rs
o
l
u
t
i
o
n
, and m
o
b
i
l
i
z
i
n
g th
er
e
s
o
u
r
c
e
sn
e
c
e
s
s
a
r
yt
oth
et
a
s
k
. H
i
sf
i
e
l
d
o
fv
i
ew w
a
sb
ro
ad
,f
a
r
s
i
g
h
t
e
d
,an
dc
l
e
a
r
.
t th
et
u
r
no
ft
hc
e
n
t
u
r
ya
n
d
b
e
f
o
r
e
,h
ep
rov
id
ed a v
i
s
i
o
no
fwh
i
ch a
l
lo
fu
sa
r
e th
eb
e
n
e
f
i
c
i
a
r
i
e
s
.
H
e
r
e i
nG
eo
rg
i
a
, you hono
r an ev
ene
a
r
l
i
e
rp
i
o
n
e
e
r
,A
b
r
a
h
am B
a
ldw
in
, a found
e
r
o
ft
h
i
si
n
s
t
i
t
u
t
i
o
nand a v
i
s
i
o
n
a
r
yl
e
a
d
e
ri
nth
em
o
v
em
e
n
t toe
s
t
a
b
l
i
s
h
s
t
a
t
e
s
u
p
p
o
r
t
e
d
ers
es~' o
L
. John
son
,i
na J
o
u
r
n
a
lo
fH
igh
e
r
Edu
c
a
t
ion a
r
t
i
c
l
e
,Th
eO
th
e
r"
J
e
f
f
e
r
s
o
n
'
s
".
o
fth
eS
t
a
t
eU
n
i
v
e
r
s
i
t
y Id
e
a
w
r
i
t
e
s
, "B
e
fo
r
e1800
,t
h
e
s
etwo m
e
n
,D
av
i
e (
i
nNo
r
th C
a
r
o
l
i
n
a
)a
n
dB
a
ldw
in (
i
n
G
eo
rg
i
a
) and t
h
e
i
rl
ik
e
-m
ind
edcon
t
empo
r
a
r
i
e
s
,h
ad con
t
emp
l
a
t
ed a
n
db
rough
t
i
n
t
ob
e
ing th
em
a
jo
r c
h
a
r
a
c
t
e
r
i
s
t
i
c
so
f te
s
t
a
t
eu
n
i
v
e
r
s
i
t
y
. A
s enum
e
r
a
t
ed
i
n'O
r
i
g
i
n
so
f th
eS
t
a
t
eU
n
i
v
e
r
s
i
t
yI
d
e
a
,
'
C
u
r
t
i
-C
a
r
s
t
e
n
s
e
nH
i
s
t
o
r
yo
f th
eU
n
i
v
e
r
s
i
t
yo
f
o
f th
e
l
a
s
t
f
e
a
t
u
r
e
, th
ei
d
e
ao
ft
h
ep
romo
t
iono
fr
e
s
e
a
r
c
h
,w
a
s und
e
r
s
t
and
ab
lym
i
s
s
ing
,
5
�a
l
thoughm
any r
e
f
e
r
e
n
c
e
sh
ad b
e
en m
a
d
et
oe
x
p
e
r
im
e
n
t
a
t
i
o
n
,t
op
r
a
c
t
i
c
a
l
know
l
edg
e
, and s
e
r
v
i
c
et
oth
es
t
a
t
e
. T
h
e f~
s
e ral
t
oth
e
ers ~ ere inp
l
a
c
eo
ri
nl
i
v
e
l
yemb
ryo
: h
i
g
h
e
re
d
u
c
a
t
i
o
na
sa
s
t
a
t
e
v
i
t
a
lf
~ co ~
c
o
~soc
e
;
th
es
t
a
t
ea
sa p
rop
e
r~ e
c
ind
ep
end
en
to
f chu
r
ch
and p
r
i
v
a
t
ei
n
t
e
r
e
s
t
;th
eu
n
i
v
e
r
s
i
t
ya
s ac
rowno
r ap
exo
f th
ewho
l
es
t
a
t
e
sy
s
t
emo
fp
u
b
l
i
ce
d
u
c
a
t
i
o
n
; op
en a
c
c
e
s
st
oa
l
lc
ap
ab
l
eo
fb
e
n
e
f
i
t
, no
t th
e
e
l
i
t
ea
l
o
n
e
; and a cu
r
r
i
cu
lumf
o
rp
r
a
c
t
i
c
a
la
n
dp
r
o
f
e
s
s
i
o
n
a
l
,a
sw
e
l
l a
s
c
l
a
s
s
i
c
a
l
,s
u
b
j
e
c
t
s
.
"~
r
s
t
a
t
ea
n
dt
h
i
su
n
i
v
e
r
s
i
t
y
,i
np
a
r
t
i
c
u
l
a
r
, bu
t th
e
Am
e
r
i
c
an p
eop
l
ei
ng
e
n
e
r
a
l
,a
r
e th
eb
e
n
e
f
i
c
i
a
r
i
e
so
f th
ef
o
r
e
s
i
g
h
t
,cou
r
ag
e
,
and bo
ldn
e
s
so
ft
h
i
sm
an -Ab
r
ah
am B
a
ldw
in -w
h
o
s
e e
f
f
o
r
t
stw
oc
e
n
t
u
r
i
e
sago
s
e
ta p
a
t
t
e
r
nwh
i
ch s
t
i
l
lp
r
e
v
a
i
l
s
.
Int
h
i
n
k
i
n
go
fp
i
o
n
e
e
r
s who
s
e e
f
f
o
r
t
sh
av
ec
o
n
t
r
i
b
u
t
e
d toth
ee
n
v
i
a
b
l
e
p
r
o
g
r
e
s
so
fa
g
r
i
c
u
l
t
u
r
e
, th
el
i
s
twou
ld b
ev
i
r
t
u
a
l
l
ye
n
d
l
e
s
s-i
n
n
o
v
a
t
i
v
e
f
a
rm
e
r
s
,c
r
e
a
t
i
v
er
e
s
e
a
r
c
h
e
r
s
,v
en
tu
r
e
som
ee
n
t
r
e
p
r
e
n
e
u
r
s
, cou
r
ag
eou
s
a
dm
i
n
i
s
t
r
a
t
o
r
s
, and d
e
d
i
c
a
t
e
dt
e
a
c
h
e
r
so
nc
am
p
u
sa
n
do
f
f
. Con
c
e
rn
ed w
i
th th
e
f
u
t
u
r
e
,con
s
ciou
so
f th
ep
a
s
t
,u
n
d
e
t
e
r
r
e
db
y th
em
om
e
n
t
, th
eyc
h
a
r
t
e
dn
ew
c
o
u
r
s
e
s
. Abov
ea
l
l
, th
eyd
emon
s
t
r
a
t
ed a bo
ldn
e
s
sa
p
p
r
o
p
r
i
a
t
et
ot
h
e
i
rt
im
e
.
I
I
I
Incomm
en
t
ing b
r
i
e
f
l
yon th
ee
v
o
l
u
t
i
o
no
fou
rl
a
n
d
g
r
a
n
tu
n
i
v
e
r
s
i
t
i
e
sa
n
d
t
h
e
i
rc
o
l
l
e
g
e
so
fa
g
r
i
c
u
l
t
u
r
e
, Iw
i
l
l no
tp
rov
id
e ad
e
t
a
i
l
e
dh
i
s
t
o
r
ybu
t
r
a
t
h
e
rw
i
l
lm
ak
e af
ew o
b
s
e
r
v
a
t
i
o
n
s
.
6
�A.
It is useful to begin our review of the evolutionary process by
reminding ourselves of the language ln the Act which was signed into law
by President Lincoln on July 2, 1862.
Each state which accepted the
benefits of this first land-grant act was obligated to provide:
"At
least one college where the leading object shall be, without excluding
other scientific and classical studies and including military tactics,
to teach such branches of learning as are related to agriculture and the
mechanical arts ... in order to promote the liberal and practical
education of the industrial classes in the several pursuits and
professions in life ... "
B.
While each of the land-grant universities started as modest, simple
institutions, they have now become complex universities of major stature
and high quality .
c.
In earlier days, agriculture and engineering were dominant, with almost
"exclusive rights" to the resources of the university.
Both developed
programs of teaching, research, and public service/outreach/Extension.
The priorities for the university tended to be teaching, then research,
then Extension.
Now, agriculture is only a modest part of the total university.
In
general, the priorities of the university have shifted to put research
first, then teaching, and then Extension -- with public service and
outreach activities concentrated in agriculture and selected other
segments of the university, not characteristic of the university at
large.
7
�Thus, most land-grant universities today are losing the distinctiveness
-==-:2
-
of the balance or blend of teaching, research, and Extension which
epitomizes the land-grant tradition.
D.
As land-grant universities have grown in scale and in complexity,
colleges of agriculture have tended to become encapsulated
intellectually.
To too large an extent, faculty in agriculture have
-
developed an insular mentality, living apart from rather than engaging
in the mainstream of the intellectual life of the institution.
E.
Whereas in earlier days, those in positions of leadership in colleges of
agriculture took a broad and encompassing stance, the role assumed by
agricultural leaders in the land-grant universities has become
progressively more narrow.
To illustrate, at the turn of the century, deans of agriculture and
their associates became concerned with broad issues affecting the
quality of life of farm families and rural communities.
Thus, they were
responsible for the creation of departments of rural education, within
the college of agriculture, to address the inadequacies of the one-room
school; they created departments of rural sociology, to deal with
problems of the broader community; they created departments of home
economics, to address the quality of the home and family living
circumstances on the farm; they created boys' and girls' club work (now
4-H) to relate formal education to farm living and as a technique to
inject innovations.
8
�Now
, th
eemph
a
s
i
si
nc
o
l
l
e
g
e
so
fa
g
r
i
c
u
l
t
u
r
ei
su
p
o
na
g
r
i
c
u
l
t
u
r
ep
e
rs
e
,
wi
t
ha h
e
avy p
rodu
c
t
iono
r
i
e
n
t
a
t
i
o
na
n
ds
e
cond
a
ryemph
a
s
i
s upon
m
an
ag
em
en
t and m
a
rk
e
t
ing
.
Con
c
e
rn f
o
rth
eb
ro
ad
e
ri
s
s
u
e
so
ff
a
rml
i
v
i
n
g
and r
u
r
a
lcommun
i
ty l
i
f
e
,h
a
sb
e
en e
i
t
h
e
rs
h
i
f
t
e
de
l
s
ewh
e
r
ew
i
t
h
i
nt
h
e
u
n
i
v
e
r
s
i
t
y
,o
r ab
andon
ed
.
Inth
ec
o
l
l
e
g
e
so
fag
ricu
ltu
re
,t
h
i
sh
a
sr
e
s
u
l
t
e
dinsup
e
rb
sp
e
ci
a
li
z
a
t
i
o
n
,bu
t wi
t
hd
i
f
f
i
c
u
l
t
i
e
si
ni
n
t
e
g
r
a
t
i
n
gth
es
p
e
c
i
a
l
t
i
e
sa
n
d
r
e
l
a
t
i
n
gth
emt
oth
el
a
r
g
e
ri
s
s
u
e
so
f ch
ang
ing s
o
c
i
o
/
e
c
o
n
om
i
c
/
p
o
l
i
t
i
c
a
l
c
i
r
cum
s
t
an
c
e
sa
thom
eand ab
ro
ad
.
IV
Int
u
r
n
i
n
gnowt
oth
ef
u
t
u
r
e
, th
ed
r
am
a
t
i
cc
i
r
cum
s
t
an
c
e
so
f tod
aywou
ld
sugg
e
s
td
e
ep and sw
e
ep
ingch
ang
e
si
nou
ru
n
i
v
e
r
s
i
t
i
e
sa
n
dc
o
l
l
e
g
e
s
,t
om
at
c
h
tho
s
eb
e
ing exp
e
r
i
en
c
ede
l
s
ewh
e
r
el
na
g
r
i
c
u
l
t
u
r
ea
n
ds
o
c
i
e
t
y
. Isugg
e
s
tt
h
a
t
th
et
im
eis o
v
e
rdu
ef
o
rth
ea
g
r
i
c
u
l
t
u
r
a
li
n
t
e
l
l
e
c
t
u
a
le
s
t
a
b
l
i
shm
en
tt
oon
c
e
a
g
a
i
nb
ep
i
o
n
e
e
r
s
, mov
ing fo
rw
a
rd w
i
th v
i
s
i
o
n
, cou
r
ag
e
,b
o
l
d
n
e
s
s
,a
n
da
v
en
tu
r
e
som
es
p
i
r
i
t
. Ins
h
a
r
i
n
gmy con
c
e
rn
si
nt
h
i
sr
e
g
a
r
d
, Ih
av
eo
rg
an
i
z
ed
y
\
\
"
"
q
.
my t
hough
t
sa
round ~
p
o
i
n
t
s
.
~ ~ ~ . ~~- --~
~ >:
:
J
(~? c
t
.
.
.
.
.9
,~ ~~c ~
R
~.
~
. ~ ~---
.
~
.
.
.
.-~ ~-~
~Q...e~ l
'
~- - - ~~-- - ~ ~
~
.
.
-0
n
e
.e.Q '
..
Q
A
.
0
)
Bo
ldn
e
s
si
nt
a
k
i
n
gth
el
e
adi
nr
e
v
i
t
a
l
i
z
i
n
gth
el
a
n
d
g
r
a
n
tph
i
lo
sophy i
n
you
rc
o
l
l
e
g
eand u
n
i
v
e
r
s
i
t
y
, no
tj
u
s
ti
nr
h
e
t
o
r
i
cbu
ti
np
r
a
c
t
i
c
e.
Inb
ro
ad ov
e
rV
l
ew a
c
r
o
s
s th
en
a
t
i
o
n
, Is
en
s
et
h
a
tth
eun
lqu
er
o
l
e
e
n
v
i
s
i
o
n
e
df
o
rth
el
a
n
d
g
r
a
n
tu
n
i
v
e
r
s
i
t
yi
si
nj
eop
a
rdy P
eop
l
ew
i
th
~.
----===-
~~
.
.
.
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.
10
�3.
Build an expectation in your college that every faculty member will
have a responsibility to teach, create new knowledge, and relate
their discipline to the needs of people in your state.
They should
be encouraged in every possible way to undertake interdisciplinary,
interdepartmental, inter-college activities.
4. Reinforce this expectation in the reward system of promotion,
tenure, and compensation .
B.
c9
Boldness in elevating the stature of agriculture within the universi ty
through conscious efforts by those in agriculture.
The modern land-grant university is a complex, sophisticated,
multifaceted institution.
As other units of the university have
flourished, agriculture has been bypassed In relative scope and scale
within the university.
Because of special funding arrangements, with
funds directed to research and Extension, agriculture often finds itself
in a defensive stance within the university.
Often within the college of agriculture itself, a unifying sense of
purpose seems to be lacking.
Whether one studies the organizational
chart or the course offerings, or analyzes a variety and scope of
departmental activities, there IS little evidence of a collective sense
of mission around the theme of "agriculture."
11
�Fo
rv
a
r
i
o
u
sr
e
a
s
o
n
s
,f
a
c
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l
t
i
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fa
g
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l
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ei
nm
a
n
yi
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s
t
i
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t
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o
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sh
av
e
d
ev
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lop
ed an i
n
s
u
l
a
rm
e
n
t
a
l
i
t
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, i
s
o
l
a
t
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n
gth
em
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lv
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stoa s
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t
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t
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tf
romth
el
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r
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ru
n
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s
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t
yo
fwh
i
ch th
eya
r
ea p
a
r
t
.
A
l
l
o
ft
h
e
s
esugg
e
s
tp
o
s
s
i
b
l
e cou
r
s
e
so
fa
c
t
i
o
n
.
1
.
Th
ea
g
r
i
c
u
l
t
u
r
a
lf
a
c
u
l
t
ym
u
s
t r
e
c
r
u
i
tb
r
i
g
h
t young p
r
o
f
e
s
s
i
o
n
a
l
s
,
equ
a
li
nq
u
a
l
i
t
yand v
i
s
i
o
nt
otho
s
ee
l
s
ewh
e
r
ei
nth
eu
n
i
v
e
r
s
i
t
y
.
2
.
Th
em
ISS
Ion o
f th
ec
o
l
l
e
g
emu
s
t b
ec
o
n
t
i
n
u
a
l
l
yupd
a
t
ed a
n
d
commun
i
c
a
t
ed tho
rough
lyw
i
t
h
i
n th
eu
n
i
v
e
r
s
i
t
ya
n
db
eyond
.
3
.
Tho
s
ei
nag
ricu
ltu
re mu
s
t b
e
c
om
em
o
r
ea
c
t
i
v
ei
nth
ei
n
s
t
i
t
u
t
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o
n
a
l
a
f
f
a
i
r
so
f th
eu
n
i
v
e
r
s
i
t
y
.
4
.
Wh
en p
e
r
son
si
np
o
s
i
t
i
o
n
so
fa
u
t
h
o
r
i
t
yw
i
t
h
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n th
eu
n
i
v
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s
i
t
yd
o no
t
h
av
e a know
l
edg
eo
fa
g
r
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c
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l
t
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r
e
, th
ec
o
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e
g
eo
fa
g
r
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r
eshou
ld
a
s
sum
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p
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s
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o
rt
h
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ren
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igh
t
enm
en
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5
.
S
t
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t
s and f
a
c
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t
yi
na
g
r
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t
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ldb
e en
cou
r
ag
ed toi
n
t
e
r
a
c
t
w
i
th d
i
s
c
i
p
l
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n
e
s th
roughou
tth
eu
n
i
v
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r
s
i
t
y
,c
o
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t
r
i
b
u
t
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n
g toa
n
d
b
e
n
e
f
i
t
i
n
gf
romth
er
i
c
h
n
e
s
so
f th
ei
n
s
t
i
t
u
t
i
o
n
.
c
.
Bo
ldn
e
s
si
nr
e
v
i
s
i
n
gt
h
ecu
r
r
i
cu
lumi
na
g
r
i
c
u
l
t
u
r
et
or
e
f
l
e
c
t
a
g
r
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c
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l
t
u
r
eand i
ns
o
c
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t
a
ln
e
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sa
n
de
x
p
e
c
t
a
t
i
o
n
s
.
12
a
e~
�Throughout the country there is much talk about curricular reform in
agriculture.
The committees, speeches, workshops, and exhortations seem
endless, but the consequences are generally insignificant.
While
national initiatives may be useful, change can be wrought only at the
institutional level.
updating is meager.
And evidence of faculty commitment to curricular
Combining Poultry Science 101 with Dairy Science
101 with Animal Husbandry 101 to create Animal Science 101 falls short
of true curricular reform.
I
personally know of only two colleges of agriculture that have
undertaken comprehensive curricular revision.
At one of these, a
Curriculum Task Force of the college of agriculture conducted a two-day
faculty retre at to launch their curriculum revision process.
As a
result, the agricultural faculty adopted the following mISSIon
-
statement:
"Contemporary agricultural curriculum must provide enhanced
learning opportunities in leadership, communication, problem
identification and solution, teamwork skills, interdisciplinary
approaches, nutritional issues, environmental awareness, soc iet al
values, and international perspe ctives, as well as strengthen and focus
the disciplines and basic sciences.
The curricula will be flexible but
with quality assurance, reflect the missions of the college, enable
students to educate themselves, and prepare students for life-long
learning."
13
�That is an ambitious undertaking.
The process will be tedious and is
only just begun, so that the results are not yet evident.
But the
exercise has been started; I wish that were the case on more campuses.
As an undergraduate major in horticulture many years ago, the best
counseling advice I received came In an unexpected conversation with my
department chairman.
Toward the end of my sophomore year, one day as I
was pass ing h is office, he called me in.
was simply thi s:
The net of our convers at ion
"Russ, I have followed your progress as a s tuden t wi th
interest and I have just one suggestion.
If you end up being a
professional horticulturist, you will need to complete a master's and
probably a doctor's degree.
We will make you a specialist then.
During
the balance of your undergraduate years, I urge you to sample the
intellectual cafeteri a of this great university.
Take as few courses in
this departmen t as we will let you get by with; take as f ew courses in
the college of agriculture as we will permit.
And then explore various
fields of study of this university - - wherever your interests take
you."
You will have to admit that that is unusual advice to be given by a
department chairman to an agricultural major.
But it was the wisest
advice I ever received.
One of the many consequences of curricular reform in agriculture should
be the broader exposure of agricultural students to the larger
university.
Both they and the university, and ultimately agriculture,
will be beneficiaries.
14
�D.
(q)
Boldness in rethinking the priorities and patterns of agricultural
research.
The historic record of agricultural research is awesome.
The return on
society's investments in research are of staggering proportions.
In his
proclamation celebrating the Hatch Act Centennial, President Reagan
states, "It is no exaggeration to say that the wealth of technical
knowledge developed at these (agricultural experiment) stations has
enabled America's farmers to revolutionize the practice of agriculture
and bettered life for millions of people the world over."
We must be concerned, however, with the continuing erosion of public
support for such research activities.
My uneasiness is based upon not
only the absolute consequences of declining support, but a concern also
for the basis of such decisions.
The erosion seems to be a consequence
of not only the urgency of other issues, but a lack of full appreciation
for the benefits to society of agriculture research investments, an
unclear perception of further realistic needs, and a lack of confidence
in the ability of the agricultural research structure to adapt,
reallocate, and realign.
Both the patterns and the priorities of agricultural research are a
consequence of many elements -- the structures and relationships of
federal and state entities, the specialization of disciplines,
15
�departmental turfism, and a maze of funding sources, both public and
private.
The consequence is a myriad of entities and procedures which
critics would describe as inefficient, unrationalized, duplicative,
poorly focused.
Some would say that any deficiencies In agricultural research could be
corrected by more adequate funding.
While increased financial sourc es
co uld provide a partial answer, dollars alone would not be enough .
Moreover, the prospect for massive infusion of additional funds from any
source seems unrealistic.
Thus, we must be committed to doing better
with that which is available to us.
This requires rethinking,
realignment, and reallocation.
Among the considerations in t h i s process should be the following:
1. The problems of agriculture are increasingly complex and most
significant concerns require the expertise and energy of more than
one discipline, profession, or administrative unit.
We must be far
more creative and venturesome in developing co al itions and alliances
to deal effectively with the issues buffeting farming, ag r i bus i ne s s ,
and rural communities.
2. The distinctive land-grant commitment to carrying on research to
meet agriculture's needs must prevail.
Results of so-called basic
research from all relevant disciplines, wherever conducted, should
16
�be mobilized to serve the applied purposes of farming and
agribusiness.
While agricultural researchers should appropriately
be conducting elements of basic research, they must resist the
temptation of retreating to the sanctuary of the campus and its
laboratories.
With a growing concentration on biotechnology,
efforts to insulate researchers from the real ities of the everyday
world seem a growing threat.
3.
Increased emphasis must be placed on the development of new uses for
the products of American farming.
Linkages must be forged with
business and industry, consumer groups, biochemists, engineers, and
entrepreneurs who can conceive needs for surplus agricUltural
commodities far beyond traditional uses.
4. Concentrated efforts should be given to the development of new areas
for agricultural entrepreneurship.
The New Farm and Forest
Products Task Force of the U.S. Department of Agriculture concluded
that, "America now has an overconcentration of agricUltura l
production in a relatively few major food and feed crops - - crops
for which worldwide production is increasing and global import
markets are shrinking ... Significant opportunit ies exist for new farm
and forest products to meet real market needs, partiCUlarly in
industrial, non-food application areas."
17
�5.
Somewhere and somehow, increased attention must be given to the
"people problems" of agriculture.
Farm families and the individuals
who comprise them, rural communities and their institutions are
experiencing the dramatic, often devastating, consequences of
change.
Their needs deserve the attention of university resources.
The question of balance in the allocation of research funds to various
priorities must be continually addressed.
At a recent meeting of the
Joint Council on Food and Agricultural Sciences, of which I am a member,
some statistical information which aggregated the allocation of research
funds from all sources across the country was presented.
While the data
are understandably imprecise, the aggregate picture indicated that
perhaps as much as 25 times the funds were allocated for plant science
research alone as for all research dealing with farm finance, credit,
management, and policy issues.
While details of allocation could be
argued, the apparent imbalance in relation to the current crisis must be
questioned.
In a Commentary essay in the Third Quarter 1987 issue of Choices,
Vernon W. Ruttan of the University of Minnesota suggests that
responsible research must go beyond the creation of new technology.
In
his words, "Agronomists and other agricultural scientists, along with
engineers and health scientists, have been the true revolutionaries of
the twentieth century.
But they are reluctant revolutionaries!
They
have wanted to revolutionize technology but have preferred to neglect
the revolutionary impact of technology on society."
18
He goes on to state
�that "There can be no question about society's right to hold the science
community responsible for the consequences of the technical and
institutional changes set in motion by research."
He suggests that,
while "it is ln society's interest to let the burdens of responsibility
rest lightly on the shoulders of individual researchers and research
managers"
..... nonetheless, "research managers have a clear
responsibility to inform the society of the impact of economic policy on
(1) the choice of mechanical, chemical, and biological technologies by
farmers; (2) the incidence of technical change on the distribution of
income among laborers, landowners, and consumers; (3) the structure of
farming in rural communities; and (4) the health and safety of producers
and consumers."
The entire research structure of agriculture will inevitably be
sUbjected to increased scrutiny.
A continuing failure to address more
effectively significant issues such as those mentioned above engenders
the prospect of ever greater intrusion in the administration of research
programs and even more categorical funding for special interest
research.
E.
LV
Boldness in launching new initiatives in continuing education,
augmenting agriculture's traditional commitment to lifespan learning.
Agricultural education, encompassing vocational agriculture at the
secondary level, postsecondary degree options, and programs ln
Cooperative Extension, provides the largest and most complete
19
�illustration of lifespan learning in the world.
is to keep it so.
Your unending challenge
While you can take great satisfaction in
accomplishments to date, I find surprising inconsistencies.
For
example, the land-grant universities have not been at the forefront In
the development of external degrees.
agriculture.
This seems particularly true in
Many agricultural students drop out of college during the
course of their undergraduate career, or never begin a degree program of
study before ent ering the family farm enterprise or otherwise moving
into agribusiness.
Your college of agriculture is probably the only
college in this university which has faculty members resident in every
county of the state .
Yet, typically, and in fact with only one or two
exceptions to my knowledge, colleges of agriculture have done nothing In
the creation of external degree programs to enable practitioners to
complete the requirements for baccalaureate or advanced degrees.
Similarly, colleges of agriculture seem reluctant to move forward with
the concept of experiential learning, in which academic credit is
awarded for demons tra ted compe tence and performance.
With the tradition
of "learning by doing" and application of research knowledge In
practical situations, it seems natural for agriculture to be a catalyst,
rather than a spectator, in this exciting new development in continuing
education.
Further, In agriculture there is lacking a systematic and comprehensive
approach to the continuing professional education of agricultural
professionals.
Where this has become institutionalized in other
professions, it is spasmodic and random in the field of agriculture .
20
�Thus, while agriculture is in one sense the pioneer in lifelong learning
and has been a pacesetter, it now seems to be lagging behind the times
as exciting new developments occur in continuing education.
The Cooperative Extension Service is a major component of the
university's commitment to lifelong education.
The record of Extension
in serving farm and rural needs is exemplary, not only in serving the
needs of agriculture but those of families, young people, and rural
communities as well.
<Limited examples of similar success in serving
urban clientele can be cited.)
Critics, however, would argue that
changing demographics, technology, and societal concerns make the
Extension System obsolete.
Such criticisms are usually based upon a
very narrow definition of the Extension mission, confined primarily to
production agriculture.
The Extension story is in general a record of remarkable serVlce and
success, not only in agriculture but in areas of family living,
community, and rural development, and youth programming as well.
Best
known of all is the 4-H Club program, a uniquely effective educational
program for youth and another remarkable contribution of our colleges of
agriculture.
With the current national concern for America's youth, I
marvel -- and am dismayed -- that our land-grant universities have not
responded in a comprehensive way, based on their historic and
demonstrated effectiveness in serving youth's needs.
21
�Nationwide, universities must rigorously review and update the mission
statement, structure, and techniques of their Extension Services.
In
doing so, careful thought should be given to identification of specific
client groups and the appropriate educational methodology to best serve
their needs.
For example, one clear purpose of the Extension Service
to serve as a technology transfer agent to commercial farms.
1S
By some
definitions, there are only 250,000 to 300,000 commercial farm operators
in the United States currently.
Such farmers do not generally look to
their county extension office for technical information, but rather go
directly to specialists at the land-grant university or in commerce.
Since most commercial farm operations already are making extensive use
of computer technology, direct computer communications should be
considered in serving the information needs of such a select audience.
Quite different educational technology will be more appropriate in
serving the needs of small-scale operations and for medium-sized
enterprises, most of which have part-time operators with more off-farm
than on-farm income.
Beyond that, each university must determine where the Extension Service
fits into the comprehensive outreach/public service mission of the
institution.
The -time has come when matters of breadth of program
scope, access to university-wide knowledge resources, organizational
structure and linkages, and financial support base must be addressed
comprehensively.
If the mission of Extension is to be broadly
conceived, as many would argue, utilizing knowledge resources from
22
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�policies to accomplish that objective should be presented, with careful
analysis.
Universities could better serve the public interest by
contributing actively to the policymaking process, rather than being
essentially observers and critics of that which is done.
An ultimate issue in public policy relating to agriculture deals with
the issue of domestic self-sufficiency in meeting the food needs of our
nation.
It may seem
folly t o raise such an issue i n a ti me of
abundance and surplus, but it is not inconceivable that the
infrastructure and capacity of
C?(,A/'tI
~
agricultural enterprise could become
so eroded over the next three to five decades that this nation might
find itself in the situation of the nations of northern Europe at the
end of the dec ade of the 1930s, l acking capacity to feed themselve s.
G.
Boldness in undertaking a comprehensive program of agricultural
literacy.
Most of the people in the United States know little or nothing about
agriculture and agribusiness.
After · all, the population of the United
States is 233 million; only three percen
of the population has been non-farm for over 30
Ninety percent
and fewer
people in the United States have had any direct experience or co
with farming and know nothing about the production of crops and
livestock, or the processing of foodstuffs and their movement to the
consumer.
Four-fifths of the population is not employed in the
agricultural processing and distribution enterprises or in businesses
which supply farming equipment or materials.
26
�~~ ~~ ~ t
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2
8
�interests of farming and agribusiness.
In terms of vital needs
perceived by the American public, colleges of agriculture would
generally be classified as irrelevant.
Recent surveys of issues of public concern sugges t a contemporary agenda
for society.
It is not surprising that a reliable food supply does not
appear on the list.
Some items, such as nuclear arms, are of import ance
t o a l l of us but ar e not centr al to the mission of the college of
agriculture.
Others, however, a r e deeply embedded in the disc iplines of
which agriculture is comprised.
Two come immediately to mind:
the
concept of health promotion/disease prevention, to both promote physical
well-being and control health care costs; and the public concern for
en vironmental quality.
As regards physical well-being, we all know that an adequate supply of
nutritious food is essential.
A concern for human nutrition should be
incorporated more comprehensively and imaginative ly into the affairs of
agriculture if publi c funding is to be sustained.
Further, nutrition as
a f ield of concentration has not been well developed or well ordered in
most universities.
Colleges of agriculture quite appropriately might be
the mobilizers of -comprehensive and coordinated efforts to promote human
nutrition.
As regards the environment, agriculture has a rich tradition of
demonstrated stewardship and accomplishment.
Unfortunately, In the
contemporary scene, agriculture is often perceived as a villain and is
29
�on the defensive.
Agriculture should move positively and aggressively
to the forefront in environmental issues, rather than resist the tide of
public sentiment.
In summary, to warrant the continuing and increased support of public
funding bodies, agricu lture must articulate clearly its role in serving
the contemporary concerns of the public.
Traditional support groups
will prove inadequ ate in the future.
I.
~
Boldness in assuming a leadership role in addressing the problems of
rural America, in preserving the vitality of the countryside.
While urban America has its articulate spokesmen and political cadre,
there is no cohesive voice of the people of the land and the small towns
that constitute a great portion of our population and the bulk of our
geography.
And even In the most rural of our states, land-grant
universities address rural issues and needs in sporadic and inadequate
ways.
One of the potentially devast ating consequences of t he current crunch In
agriculture is the" debilitating effect on rural communities.
The
erosion of both farm income and rural tax base will make it difficult,
perhaps impossible, for many rural areas to support the various elements
of what sociologists and economists call "infrastructure:"
schools,
hospitals, roads, human services, governmental operations, and all the
rest of the elements that contribute to the quality of life.
30
�Th
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
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JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1987-10-05_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Boldness For Our Time
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given October 5, 1987 for the W. K. Kellogg Foundation at the D. W. Brooks lecture at the University of Georgia.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1987-10-05
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/a3fabdbd76f94162568932edb5ce5211.pdf
e41850c5d4387485681124c296d92a14
PDF Text
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Kalamazoo oitizens who write their checks and thousands more
who give of their time to this splendid institution.
II.
Where would we be if it were not for philanthropy and the nonprofit
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think you probably see a pattern developing here.
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my lifez my health, my education, my religious encounters, my
cultural experiences, and human services, not to mention my
employment.
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Balf of our nation's health oare, about a
quarter of our education, a substantial portion of our human
services, most of our arts and culture, and all of our religious
life come from organizations that are neither government (the
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1994-06-22_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Borgess Society Inaugural Dinner
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given June 22, 1994 for the W. K. Kellogg Foundation at the Borgess Society Inaguaral dinner.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1994-06-22
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/1d1f4bd8d343832db7cccb58fc20fdd5.pdf
4ee63604d01b5325fa775407cce4aea9
PDF Text
Text
COUllcil of VMicltigGII WOUlldGtio'lS
18 NORTH F IFTH <;TRFET
GRAND HAVf:N, MICH IGAN 40417
PHONE 6 16/8427080
Se ss i on:
Br i dgi n g t h e Ga p Betwe e n P r i v a te and Pub l i c
8 :0 0 - 9: 4 5 P . M.
Lo v ett Hall
Henry Ford Mu s e um
DINNER
Presiding: William S . Whi te*
Inv o c a t i o n :
Evely n Ma c h t e l *
We l c ome : F r a nk Cad dy *
In troduc t i on:
Rus s ell G. Ma wb y*
Spe aker: N O~ill&~ C0~si ns *
j
8 :00 - Wi l l i am S . Whi t e e xten d brief gre e t i n g s and req uest
guests t o r e mai n seat ed d u ri ng inv o c a t i o n t o be g iven
b y Evelyn Ma c h t e l .
Pleas e n ote J i m Kettler had t o c a ncel be cause o f illness .
8 : 0 3 - In v o cation - Ev e l y n Ma c h t e l , Vice President ,
J ack Wo l fram Founda tio n , Lan s ing
8 :06 -
DI~~ER
SERVED
9:00 - Will i am S . Whi te e xpre ss ap p r e c i a t i o n t o Edis on In s t i t ute
(He nry Ford Mu se um and Gr e e n f i e l d Vi l l a g e) f or h o s p i tal i t y
tour jand r ec e ption .
9 :01 - Welc ome - Frank Ca d y, Pre s ident , Henry Fo rd Muse um
9:04 - Wi l l iam S . \~ it e i n troduc e Rus sell G. Mawby , P r e s i den t,
W.K . Ke llo g g Fo un da tion
9 :05 - I ntroduction o f Speak er - Russell G. Mawby
9 : 10 - BRIDGIN G THE GAP BETWEEN PR IVATE AND PUBLIC - Norman Co us i n s
9: 40 - Will iam S . Whi te exp ress appreciation t o Mr. Cous i n s
Announce - - Bu s e s wi l l depart f rom the entr a nce o f Lovett Ha l l
the return trip to De a rbo rn Inn .
Mo rn i n g Session - Br e akfa s t 8 :00 A . M.
Progr am Be g i ns - 8:30 A . M.
*P l e a s e s i t at rese rved t ables b y place card
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1980-02-21_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Bridging the Gap Between Private and Public
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given February 21, 1980 for the W. K. Kellogg Foundation to introduce Norman Cousins to the Council of Michigan 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.
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
1980-02-21
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/1d5ad3123cd46982d30c376c33d01bc2.pdf
d2c197d40619172b8020f8a874d1ce00
PDF Text
Text
"Buildin g An Even Better Battle Creek"
Keynot e Rema r ks
Dr. Russell G. Mawby
Cha i r man and Chief Executive Officer
w. K. Kello gg Foundation
Battle Creek Inves t ment Growth Corporation
Third Annual Economic Development Fund Breakfast
February 19. 1986
Good morning.
~n
lead e r s.
It is
~~~~
a u d i e ce
m ny
of this city's best f riends and most spi r ited
BAd se
Your ene r gi e s and
Cr e ek t o meet an
9AWC'e
s have helped Battle
array of :1 ti'
IiUji't;
challenging issues in
r ecent years ... meet them a n d win ov e r them!
For that we all
owe ~a
debt of gratitude .
Th is is the Third Annual Breakfast focusing on the e c o n omi c futu r e
of greater Battle Creek. It comes at a time when
,
new spi rit of
p rogress and achiev e ment is h ighly evident in our commun ity .
of you are act ive ly involved in Battle Creek
unlimited~YOU
.fPJl-
what's going on in the Fort Custer Industrial Park. " Ex cit i ng
1
Many
know
�things. indeed!
k
A ha t
a change we've also seen in the downtown in
t h e past two y e a rs!
*The new McCamly
~ f estival
marketplace, se t t o op e n
wi th an e x citing a r r a y of n e w sho p s and attr a c tio ns.
*A new five -deck publ ic park ing structure convenient to the
Michigan Mall a n d to Mc Caml
Sq a r e .
~
*The Kellogg Center J.p ow "com ing into its own" as a
recreational and entertainment focus for thousands of area residents.
*The imp r essive n e w Kellogg Corporate headquarters building.
*Do wnt own redeve lopment efforts involving the Michigan Mall,
the linear park, new restaurants, and new businesses.
o»: can
Yo
all take pride in the fact that we haven't let our downtown
d i.e .... We recogniz el
that a community needs a "hear t", or a
cent e r, in order to per c eive itself as an entity, and backed that
knowledge with commitment ... public and private.
2
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�Deve lopment Authority ... partnerships that in tULn include local
f i r ms which have used the loaned monies to bri.ng growth to Battle
Cr e e k.
And so, in the short t ime the Investment Growth Cor poration has
operated, its EcoIlomic Development Fund has helped to make excit ing
things possible for Building an Even Better Battle Creek.
Let me just list
~~~a l
examples of new or expanded industry in the
Park benefiting f r om EDF suppo r t:
* Th e
Stud i o One Company
Refurbishes mannequins .
market.
Park
Has a national
Employs 20 people.
ness to Bat tle Creek.
6
A NEW busi-
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a
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o
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ed r
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om t
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yt
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to $9
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z
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mi
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s
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o
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at
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8
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o
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resou
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7
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1986-02-19_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Building an Even Better Battle Creek
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given February 19, 1986 for the W. K. Kellogg Foundation at the Third Annual Economic Development Fund breakfast for the Battle Creek Investment Growth Corporation.
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
1986-02-19
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text